Topic3_Methods2
仁爱版英语九年级上册导学案九年级Unit3 Topic3 导学案
九年级Unit3 Topic3 Section A导学案主备教师：审核人：授课教师_____________备课时间：20XX年11月9日拟使用时间：第14周教师寄语：Believing in yourself is the first step on the road to success 自信是通往成功的第一步一、学习目标：1 学习“特殊疑问词+to do”的用法2. 谈论英语学习中的困难与解决办法二、学习重难点。
学习wh-+to do作宾语的用法三、自主探究：读1a，回答下列问题。
1. What difficulties did Wang Junfeng meet in the U.S.A?2. what troubles Li Ming and Li Xiang have.听录音，学习1a，并在文中找到应掌握的知识点1.have a good time = enjoy oneself 玩得开心eg.我们昨晚玩得开心We_____________________last night.2. make yourself understood 把自己的意思说清楚3.dare 表示“敢于”，与need 一样，即可用作情态动词，亦可用作实义动词。
（1）用作情态动词时，它只有一种形式，后跟动词原形，主要用于否定句(dare not do)和疑问句。
eg.我不敢在公共场合说英语I______________English in public.(2) 用作实义动词时，它有动词的全部形式。
4.feel like doing sth. 想要5.语法精讲wh-+to do(wh-是指when,where,what,which,who,whom及how等连用词)，这种结构在句中的功能相当于wh-引导的从句。
eg .Lin Tao asked Jim where to go.= Lin Tao asked Jim where he would go.Eg.我不知道该怎么办？I don’t know ____________.四、归纳总结“特殊疑问词+to do”的用法五、达标测评：（一）选择题( )1. ---Could you please tell me_____the Christmas? ---Sure.A.how to decorateB. how decorateC.how to celebrateD. how celebrate( )2. No one can tell me________next.A.what to do itB.how to doC. how to doD. what to do( )3. He has a lot of work to do. He is wondering________ the party.A.whether to go toB. what to go toC.how to go toD.where to go to( )4. The little girl________ go out by herself at night.A. dare notB. dare not toC.doesn’t dareD. don’t dare to（二）完成句子1.Sometimes______________(英语口语) is more useful than____________(书面英语)2.Can you_________________(表达你自己的意思) at the English corner?3.You had better_________________(放弃吸烟)4.I _____________________(想去散步) in the open air.5.Do you know _______________(怎样回答) this question.六、作业。
高中英语学术论文研究方法练习题40题
高中英语学术论文研究方法练习题40题1.Which of the following topics is most suitable for a high school English academic paper?A.The history of video games.B.The influence of social media on teenagers' language learning.C.The development of artificial intelligence in the medical field.D.The architecture of ancient Rome.答案：B。
解析：选项 A 视频游戏历史与高中英语学术论文关联不大。
选项C 人工智能在医疗领域的发展与英语学科不相关。
选项D 古罗马建筑也与英语学科没有直接关系。
而选项B 社交媒体对青少年语言学习的影响既与英语语言相关，也适合高中学生进行研究。
2.In choosing a topic for an English academic paper, what should be considered first?A.Personal interest.B.Availability of resources.C.Relevance to the curriculum.D.Popularity of the topic.答案：C。
解析：选项 A 个人兴趣虽然重要，但不是首先要考虑的。
选项 B 资源的可获得性在确定选题后再考虑。
选项 D 话题的流行度不是关键因素。
首先应考虑与课程的相关性，这样才能确保论文在学科范围内有意义。
3.Which of the following is NOT a good criterion for choosing anacademic paper topic?A.Being too broad.B.Having enough research materials available.C.Being relevant to current events.D.Being easy to research.答案：A。
英语学习的三大方法及建议大分享
英语学习的三大方法及建议大分享今天小编为大家整理的是关于英语学习的三大方法及建议，这对大家的英语学习会很有帮助哦，希望大家可以好好利用起来，下面就让我们一起来学习一下吧。
第1部分整体建议1。
We'd better develop our interest in English at the beginning of our study。
To develop interest in English study is not very hard。
We may have the feeling of satisfaction and achievement from our English study when we are able to say something simple in English, talk with others or foreigners in English and act as others' interpreters。
在英语学习之初,我们应该注重培养对英语学习的兴趣。
培养对英语的兴趣并不难。
当我们可以说点儿简单的英语,用英语与别人或与老外交谈,或作别人的翻译时,我们就可以从英语学习中得到满足感和成就感,这样,兴趣就培养起来了。
请注意,这种满足感和成就感很重要!2。
Plans are always very essential, so we must make some elaborate and workable plans before study。
And we should certainly carry out these plans to the letter。
制定英语学习计划太重要了,所以我们必须在学习前制定精细的和可操作的计划。
并且我们一定要严格执行这些计划。
请注意:千万不要干没有计划的傻事,那等于在浪费生命。
3。
Notes should be made whenever we study any book。
Unit2 Topic3 SectionB 教案仁爱版九年级英语上册
Unit2 Saving the EarthTopic3 What can we do at home to protect the environment?Section B 教学设计ⅠTeaching Objectives1. Knowledge objectives:By the end of this class, students will be able to(1)learn some new words and phrases: cloth, electricity, distance, action, shutoff, ought to…(2)talk about how to be a greener person.(3)learn how to give suggestions.2. Ability objectives:By the end of this class, students will be able to(1) improve students’ ability of listening and speaking(2) improve students’ ability of communication3. Emotion objectives:By the end of this class,(1) improve students’ awareness of environmental protection and encourage students do some small things to protect the environment.(2) make the students realize that we have only one earth, we ought to love it and try to be a greener person.ⅡKey PointsUse the modal verbs to give suggestions.ⅢDifficult PointsThe usages of modal verbs..ⅣTeaching MethodsPWP teaching methodⅤTeaching AidsPPT, a textbookⅥTeaching ProceduresStep1 Lead-inWatch a short videoThe purpose is to lead to the topic. According to the video, students will be able to get some information about the environmental pollution in our life.Step2 Pre-listening1. Discuss some pictures about how to protect the environment… (The purpose is to make the students know some background information about the listening material.)2. New words learning.（cloth, electricity, shut off, ought to…）The teacher presents the new words by using the pictures and creating relative satiations. (The new vocabulary input will make it easier for student when they listen to the conversation.)Step3 While-listening1. Listen to the conversation and try to answer one question. (What are they talking about?) The purpose is to grasp the main idea of the conversation.2. Listen to the conversation and complete the table. (This step aims at making the students know some details about the conversation.)3. Watch a video, try to imitate the pronunciation and intonation.Step4 Post-listening1. Practice the conversation in pairs and then act it out. The purpose is to consolidate the conversation.2. Discuss the idioms in the conversation and show more idioms to students to encourage them to use the idioms often.3. Retell the conversation according to the mind map. By changing the conversation into a short passage, the purpose is to improve students’ writing ability.4. Talk about how to protect the environment in our school. The group which gives the most and best suggestions will be the winner and they will be honored as “The Best Greener Person”Step6 SummaryNew words and phrases:cloth, electricity, distance, action, shut off, ought to…Useful expressions:1. Easier said than done.2.Actions speak louder than words.Step7 Blackboard designUnit2 Saving the EarthTopic3 What can we do at home to protect the environment?Section BNew words and phrases:cloth, electricity, distance, action, shut off,ought to Useful expressions:1. Easier said than done.2.Actions speak louder than words.。
科普版九年级英语上册《Topic 3 The world has changed for the better. Section C》优质课教案_6
Section C本课是Unit3 Topic1的第三课时，引导学生通过阅读短文了解英语的发展历程、普及状况及重要地位，并通过多种形式的阅读活动训练常用的阅读技能。
一、Teaching Aims:1.to learn some new words &phrases:root; trader; native language; speaker; foreign language; mother tongue; base; European; kingdom; tourism; tourist;2.to be able to guess the meanings of certain words and grasp thegeneral idea through the context二、to understand the key sentences:There are more than 3000 languages spoken in the world.Of all these languages, English is the most widely used.It is clear that the English language is becoming more important. 三、Key Point& Difficult Point:to be able to use Passive V oice in our daily lifeTeaching Strategies:通过归纳总结的方法，找出文章主题和段落大意。
通过语言环境，掌握通过猜测词义和扫清阅读障碍的学习策略。
引导学生就世界各国的语言进行讨论、交流观点.四、Learning Methods: Self-learning&Group-discussion五、Step 1 交流预习Introduction: Review what they learnt last class. Let the boys make a sentence by using the Active V oice and ask the girls to change the sentence into the Passive V oice. Then they do it in reverse.Step 2互助提高1.Present the new words according to the introduction about Englisharound the world and guide the Ss to guess their meanings.2. Get the Ss to read the passage quickly and finish 1b&1c. Check the answer in class and give necessary explanations.Step 3 分层提高1.Let the Ss scan the blanks in 2 quickly, then read 1a again and try toguess their meanings to finish 2.2.Discuss the main languages around the world.3.Lead the Ss to discuss the questions in Exercise 3a. then let them findthe answers to the questions on the Internet.Step 4 归纳总结Which group is the best?Summarize what you have learnt in this class.六、Homework:Write a passage based on the study in 3a.板书English is widely spoken throughout the world.Section CWords& Phrases:root; trader; native language; speaker; foreign language; mother tongue; base; European; kingdom; tourism; tourist; Reading:There are more than 3000 languages spoken in the world.Of all these languages, English is the most widely used.It is clear that the English language is becoming more important.Summary:七、课后反思Section D本课是Unit3 Topic1的第四课时，是本话题的复习课。
九年级上册英语-第三单元Topic3课件仁爱版
3.We shouldn’t translate every word when we are reading.
4. I’m sure that you will make great progress as long as
(Helen is _s_h_a_r_in__g_ her study experience _w__it_h__ Li Hong.) Helen: I think _p_r_e_v_ie_w_i_n_g_ can help us better understand a new lesson. Li Hong: I _a_g__re_e__w_i_th___ you. I also take a lot of notes in class. Helen: We need to _r_e_v_i_ew___ what we have learned _a_s__ often _a_s__
speak English with others
keep a diary, the chants, songs and riddles in our textbooks are useful
Your Opinion
Underline the phrases or sentences related to the following words in the passage. Then guess the meanings of these words.
程乐建议我们阅读一份好的英语报纸。
advise sb. to do sth. “建议某人做某事” 王老师建议我们每天用英语写日记。 e.g. Miss Wang _a_d_v_is_e_s__ us _t_o_k_e_e_p__a_d__ia_r_y___ in English
topic3
Presenting the results and making recommendations
3.2 Defining a market research problem
Research problem (p73) : The question that the market research project is intended to answer. Market research brief (p74) : A set of instructions and requirements that generally states the research problem and the information required, and specifies the timeframe, budget and other conditions of the project.
Marketing information system
Developing information Marketing managers Marketing managers
Assessing information needs Internal records Marketing intelligence
Quantitative research (p80): Research that collects information that can be represented numerically. Qualitative research (p82): Research intended to obtain rich, deep and detailed information about the attitudes and emotions that underlie the behaviours that quantitative research identifies.
英语师范生实践教学记录(3篇)
第1篇Date: October 15, 2023Location: XYZ High School, Classroom 3Subject: EnglishGrade Level: Grade 10Duration: 2 hoursTeacher: [Your Name]Students: 30 studentsObjective:- To enhance students' speaking skills through a group discussion on a current event.- To introduce and practice new vocabulary related to the topic.- To improve students' listening skills through a listening comprehension activity.Materials Used:- Projector and screen for displaying slides and videos.- Handouts with vocabulary words and phrases.- Listening exercise worksheet.- Whiteboard and markers.Preparation:- Selected a relevant current event for the group discussion.- Prepared a set of slides with key information about the event.- Created a listening exercise based on the event.- Prepared vocabulary lists and exercises for the new vocabulary.- Distributed handouts to students.Teaching Procedure:1. Introduction (10 minutes)- Greeted the students and introduced the topic of the day: the impact of climate change on global food security.- Displayed the first slide with a brief overview of the event,including some key facts and figures.- Engaged the students in a brief discussion about their prior knowledge of the topic.2. Vocabulary Introduction (15 minutes)- Introduced new vocabulary words related to the topic, such as "deforestation," "famine," and "sustainable agriculture."- Used visuals and real-life examples to help students understand the meanings of the new words.- Had students practice using the new vocabulary in sentences.3. Group Discussion (30 minutes)- Divided the class into groups of three or four students.- Provided each group with a set of prompts to guide their discussion, such as:- What are the main causes of climate change affecting food security?- How can individuals and communities contribute to sustainable food production?- What are the potential solutions to mitigate the impact of climate change on food security?- Circulated among the groups to provide assistance and to encourage active participation.4. Listening Comprehension Activity (20 minutes)- Played a short video clip related to the topic, pausing at key points to ask comprehension questions.- Distributed a worksheet with listening exercises to reinforce the content of the video.- Had students work individually to complete the worksheet and then share their answers with the group.5. Class Review and Feedback (15 minutes)- Convened the class to discuss the main points of the lesson.- Allowed students to ask questions and clarify any misunderstandings.- Provided individual feedback on the group discussions and listening exercises.Reflections:Strengths:- The group discussion was engaging and students were able to express their opinions and ideas freely.- The listening exercise was well-received, and students were able to follow the video and answer the comprehension questions correctly.- The vocabulary introduction was effective, as students were able to use the new words in context.Areas for Improvement:- Some students were hesitant to speak up during the group discussion, indicating a need for more confidence-building activities.- The listening exercise could have been more challenging by including more complex language and content.- The vocabulary exercises were quite basic; incorporating more advanced vocabulary and exercises would be beneficial for higher-level students.Conclusion:Today's practical teaching experience was successful in achieving the learning objectives. The students were able to practice their speaking and listening skills while learning about an important global issue. As an English education major, I gained valuable experience in planning and executing a lesson, which will undoubtedly enhance my future teaching abilities. I look forward to applying the feedback received to improve my teaching methods and to continue fostering a positive and engaging learning environment for my students.第2篇Date: October 15, 2023Location: Middle School No. 5, Jinan City, ChinaSubject: EnglishGrade Level: Grade 8Class Duration: 40 minutesClassroom Setup:- Physical Education classroom with desks arranged in rows- Whiteboard and blackboard- Projector and computer for multimedia presentations- English dictionaries and textbooksObjective:To enhance students' speaking and listening skills through a group discussion activity on a topic of their interest.Materials Used:- Handouts with pictures related to the topic- Markers and paper for group work- Student evaluation sheetsTeaching Methodology:The lesson incorporated a variety of teaching methods, including:1. Direct Instruction: Introducing the topic and providing key vocabulary.2. Group Work: Encouraging students to collaborate and express their ideas.3. Oral Practice: Providing opportunities for students to speak in English.4. Feedback: Offering constructive criticism and positive reinforcement.Preparation:- Selected a relevant and engaging topic for the discussion: "My Favorite Travel Destination."- Prepared handouts with pictures of popular travel destinations.- Designed a group work activity to facilitate student interaction.- Created a student evaluation sheet to assess speaking and listening skills.Lesson Procedure:1. Introduction (5 minutes)- Greeted the class and introduced the topic: "Today, we are going to talk about our favorite travel destinations."- Explained the importance of speaking and listening skills in English communication.- Wrote key vocabulary on the board: "destination," "attraction," "culture," "adventure."2. Group Work (20 minutes)- Divided the class into small groups of four students.- Distributed handouts with pictures of various travel destinations.- Instructed each group to select a destination and discuss why it is their favorite.- Encouraged students to use the key vocabulary and their own ideas to express their opinions.3. Oral Practice (10 minutes)- Allowed each group to present their chosen destination to the class.- Encouraged active listening and asked the class to ask questions or provide feedback.- Monitored the discussions to ensure that all students were participating and speaking in English.4. Evaluation and Feedback (5 minutes)- Handed out student evaluation sheets to each student.- Guided them through the evaluation process, asking them to rate their peers' speaking and listening skills.- Provided immediate feedback on the presentations, emphasizing areas of strength and areas for improvement.Reflections:Positive Aspects:- The students were highly engaged and showed enthusiasm throughout the lesson.- The group work activity effectively encouraged collaboration and speaking practice.- The use of pictures helped to make the lesson more interactive and visually appealing.Areas for Improvement:- Some students were hesitant to speak up in the group discussions, which may indicate a need for more individualized attention.- The timing of the lesson could be adjusted to ensure that all groups had sufficient time to prepare their presentations.- Consider incorporating more varied activities, such as role-playing or debates, to further enhance speaking and listening skills.Conclusion:The teaching practice session was a success in terms of achieving the objective of improving students' speaking and listening skills. The students were able to express their opinions and ask questions in English, and the group work activity fostered a collaborative learning environment. As an English education student, I learned the importance of creating an inclusive and supportive classroom where all studentsfeel comfortable participating. I will continue to refine my teaching techniques and seek feedback to become a more effective educator.Signature:[Your Name][Your Student ID Number][Your University]第3篇I. IntroductionAs an English education major, the practical teaching experience is an essential part of my education. In order to enhance my teaching skills and better understand the teaching profession, I participated in a two-week teaching practice at a primary school in our city. This articlewill record my experiences and reflections during the teaching practice.II. Teaching Objectives1. To familiarize myself with the primary school teaching environment and the characteristics of primary school students.2. To apply the knowledge and skills I have learned in school to practical teaching.3. To improve my classroom management and communication skills.4. To reflect on my teaching practice and identify areas for improvement.III. Teaching ContentDuring the two-week teaching practice, I was responsible for teaching an English class for students in Grade 3. The teaching content mainly included the following aspects:1. Basic vocabulary: Numbers, colors, family members, and daily objects.2. Simple sentences: Present simple tense, past simple tense, and future simple tense.3. Reading and writing: Reading short stories and writing simple sentences.4. Listening and speaking: Listening to English songs and performing simple dialogues.IV. Teaching Methods1. Games: To make the classroom atmosphere lively and interesting, I used various games to help students learn vocabulary and sentences. For example, "Simon says," "Hot potato," and "Find the missing letter."2. Role-playing: To enhance students' speaking skills, I organized role-playing activities based on the teaching content.3. Group work: To foster students' teamwork spirit, I divided the class into small groups and assigned different tasks to each group.4. Multimedia teaching: To make the teaching content more vivid and engaging, I used multimedia tools such as pictures, videos, and audio to assist in teaching.V. Teaching Practice Reflection1. Classroom Management: In the initial stage of teaching practice, I found it challenging to manage the classroom. However, with the help of my mentor teacher and through continuous practice, I gradually improved my classroom management skills. I learned to establish rules and regulations, maintain discipline, and encourage students to participate actively in class.2. Communication Skills: During the teaching practice, I realized the importance of communication skills in teaching. By listening tostudents' needs and concerns, I could better adjust my teaching methods and make the class more effective.3. Teaching Content: In the process of teaching, I encountereddifficulties in explaining certain grammatical points. To overcome this, I sought guidance from my mentor teacher and colleagues, which helped me improve my teaching quality.4. Student Engagement: I found that students were more engaged in the class when the teaching methods were varied and interactive. By incorporating games, role-playing, and group work, I was able to keep the students interested and motivated to learn.VI. ConclusionThe teaching practice experience was a valuable opportunity for me to apply my knowledge and skills in a real-life teaching environment. Through this experience, I have gained a deeper understanding of the teaching profession and have identified areas for improvement. I believe that the knowledge and skills I have acquired during this practice will benefit me in my future teaching career. In the future, I will continue to work on my teaching skills and strive to be an excellent English teacher.。
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CT (1973)
EEG/ERPs(1929)
fMRI(1990)
MRI(1973) PET(1979) TMS(1985)
The electrophysiological studies
The electrophysiology
Hans Berger
（Germany， 1873-1941）
"Berger's wave"; Alpha wave’s suppression (substitution by the faster beta waves) when the subject opens the eyes (the socalled alpha blockade); He also studied and described for the first time the nature of EEG alterations in brain diseases such as epilepsy.
Delta is the frequency range up to 4 Hz. It tends to be the highest in amplitude and the slowest waves.
Theta is the frequency range from 4 Hz to 7 Hz. Normally in young children. In drowsiness or arousal in older children and adults; it can also be seen in meditation Alpha is the frequency range from 8 Hz to 14 Hz. "posterior dominant rhythm" ; It emerges with closing of the eyes and with relaxation, and attenuates with eye opening or mental exertion. Mu ranges 8–13 Hz., and partly overlaps with other frequencies. It reflects the synchronous firing of motor neurons in rest state.
Microelectrode(微电极)
Glass microelectrode
Metal microelectrode
Data collection and data analysis
Rasters
Peri-stimulus time histogram, PSTH
Applications of single-cell recording
Beta is the frequency range from 15 Hz to about 30 Hz. It is seen usually on both sides in symmetrical distribution and is most evident frontally. Beta activity is closely linked to motor behavior and is generally attenuated during active movements Gamma is the frequency range approximately 30–100 Hz. Gamma rhythms are thought to represent binding of different populations of neurons together into a network for the purpose of carrying out a certain cognitive or motor function.[
Edvard I. Moser (Norway)
Identify the functional relationship among different neurons
Functional connectivity
Wilson and McNaughton (1994) Science
Electroencephalography(EEG)
Obtaining ERPs
① Continuous EEG recording with event markers;
② Artifact exclusion(Muscular artifacts, eye movement); Eye movement/Blinking Muscular artifact
Multi-microelectrode
Plextrode® U-Probe
Applications of multiunit recording
Collect the activities from population level
Wilson and McNaughton (1994) Science
Obtaining ERPs-2
① Continuous EEG recording with event markers; ② Artifact exclusion(Muscular artifacts, eye movement);
③ Filencing; ⑤ Segmentation;
Electroencephalography: Graphical depiction of cortical electrical activity, usually recorded from the scalp.
How does EEG work?
Normal EEG: rhythmic activity---frequency bands
Father of electroencephalography
He is best known as the first to record electrical activity in the human brain in 1924; He discovered that frequency of the brain wave was 813Hz(also known as "Berger's wave“); Describe the different waves or rhythms which were present in the normal and abnormal brain, such as the alpha wave rhythm (7.812–13.28 Hz), also known as
The types of electrophysiological recording
Single cell recording
The setup/system for single-cell recording
Recording system Microelectrode Amplifier Oscilloscope PC(Display, analyze) Video recording
Prognosticate, in certain
instances, in patients with coma( 昏迷)
Determine whether to wean
anti-epileptic medications
Experimental researches in lab
Study 1: Relative left frontal activation to appetitive stimuli: considering the role of individual differences
⑥ Baseline correction
⑦ Averaging; ⑧ Grand average.
Quantifying ERPs
① Peak amplitude: the minimum or maximum voltage within a predefined time window in which component emerges; ② Mean amplitude: the average voltage within time window; ③ Latency: the time point at which the component reaches its peak value;
Peterson and Harmon-Jones (2008) Biol Psychol. 78(2):216-9
Event-related potentials(ERPs)
Event-related potentials (ERPs) are patterned voltage changes embedded in the ongoing EEG that reflect a process in response to a particular event: e.g., visual or auditory stimuli
The study of the electrical properties of excitable cells and tissues. It involves measurements of voltage change or electric current on a wide variety of scales from single ion channel proteins to whole organs. In neuroscience, it includes measurements of the electrical activity of neurons, and particularly action potential activity.