Lesson 4 Student Handout

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英语作文欣赏教案模板

英语作文欣赏教案模板

英语作文欣赏教案模板英文回答:Lesson Plan for Essay Analysis。

Objective:To develop students' analytical skills in reading essays。

To enhance students' understanding of essay structure and organization。

To provide students with practice in writing essay analyses。

Materials:Essay text。

Student handout。

Whiteboard or chart paper。

Procedure:1. Introduction (5 minutes)。

Begin by reviewing the objective of the lesson.Briefly introduce the essay text to be analyzed.2. Guided Reading (15 minutes)。

Divide students into small groups.Distribute the student handout and the essay text.Guide students through the essay, asking them to identify the following elements:Thesis statement。

Topic sentences。

Supporting evidence。

Transitions。

3. Group Discussion (10 minutes)。

Have each group discuss the elements they identified.Encourage them to share their interpretations and insights.4. Whole Class Discussion (15 minutes)。

学术英语Lesson 2 Student Handout

学术英语Lesson 2 Student Handout

Lesson 2 Student Handout(Note: No need to do the homework for now.)Lesson objectives:•Get to know the genres in writing.•Recognize different “reports”.•Learn how to write classifying reports of academic articles.•Learn how to use proper expressions in writing classifying reports.1.Map of genres in school2.Reports: classifying and describing thingsScience classifies and describes phenomena in three types of reports. Classifying reports sub-classify a number of phenomena with respect to a given set of criteria. Descriptive reports classify a phenomenon and then describe its features. Compositional reports describe the components of an entity.3. Classifying reportsSample Text 1: Producers and consumersWe have seen that organisms in an ecosystem are first classified as producers or as consumers of chemical energy.Producers in ecosystems are typically photosynthetic organisms, such as plants, algae and cyanobacteria. These organisms build organic matter (food from simple inorganic substances by photosynthesis).Consumers in an ecosystem obtain their energy in the form of chemical energy present in their ‘food’. All consumers depend directly or indirectly on producers for their supply of chemical energy.Organisms that eat the organic matter of producers or their products (seeds, fruits) are called primary consumers, such as leaf-eating koalas (Phascolarctos cinereus), and nectar-eating honey possums (Tarsipes rostratus). Organisms that eat primary consumers are known as secondary consumers. Wedge-tailed eagles that prey on wallabies are secondary consumers.Some organisms consume the organic matter of secondary consumers and are labeled tertiary consumers. Ghost bats (Macroderma gigas) capture a variety of prey, including small mammals.Sample Text 2: Blood TypeBlood Type, in medicine, is the classification of red blood cells by the presence of specific substances on their surface. Typing of red blood cells is a prerequisite for blood transfusion. In the early part of the 20th century, physicians discovered that blood transfusions often failed because the blood type of the recipient was notcompatible with that of the donor. In 1901 the Austrian pathologist Karl Landsteiner classified blood types and discovered that they were transmitted by Mendelian heredity. The four blood types are known as A, B, AB, and O.Blood type A contains red blood cells that have a substance A on their surface. This type of blood also contains an antibody directed against substance B, found on the red cells of persons with blood type B.Type B blood contains the reverse combination.Serum of blood type AB contains neither antibody, but red cells in this type of blood contain both A and B substances.In type O blood, neither substance is present on the red cells, but the individual is capable of forming antibodies directed against red cells containing substance A or B. If blood type A is transfused into a person with B type blood, anti-A antibodies in the recipient will destroy the transfused A red cells. Because O type blood hasneither substance on its red cells, it can be given successfully to almost any person. Persons with blood type AB have no antibodies and can receive any of the four types of blood; thus blood types O and AB are called universal donors and universal recipients, respectively.4. Expressions in classifying reportsThe tables below show some of the most common language used in texts which have classification as their purpose. There aretwo types kinds classes categories sorts of lava : acidic and basic. . These are acidic and basic. Theare acidic and basic.5. In-class PracticeExercise 1Read the following passage and answer the questions.Eruptions of volcanoes may be divided into three main types: (1) the explosive type, in which rock fragments are thrown out with explosive violence; (2) the quiet type, in which hot liquid rock quietly flows on the surface;(3) the intermediate type, in which eruptions are at times violent and at other times consist of the quiet outflowing of lava.•What is the text classifying?• How many types are there?•What are the different types?•How do we make the distinction?•What expressions are used to show this text is of classification?Exercise 2Read the following passage and answer the questions.Lavas may be divided into two contrasting types, acid and basic. Acid or siliceous lavas have a high silica content, about 70 to 75 per cent, and are stiff or viscous. They move slowly over the surface and solidify close to the vent. Basic lavas have a silica content of about 50 per cent. Dark colored and fluid, they flow more easily at lower temperatures and reach a greater distance from the crater than do acid lavas.•What is the text classifying?•How many types are there?•What are the two types?•How do we make the distinction?•What expressions are used to show this text is of classification?Exercise 3Read the following texts and complete the tree diagram with the 11 words given below:We shall outline the four major subfields of anthropology that have emerged in the twentieth century: physical anthropology, archaeology, linguistics and cultural anthropology.Physical anthropology deals with human biology across space and time. It is divided into two areas: paleontology, the study of the fossil evidence of the primate (including human) evolution, and neontology, the comparative biology of living primates, including population and molecular genetics, body shapes (morphology), and the extent to which behavior is biologically programmed.Archeology is the systematic retrieval and analysis of the physical remains left behind by human beings, including both their skeletal and cultural remains. Both the classical civilizations and prehistoric groups, including our prehuman ancestors, are investigated.Linguistics is the study of language across space and time. Historical linguistics attempts to trace the tree of linguistic evolution and to reconstruct ancestral language forms. Comparative (or structural) linguistics attempts to describe formally the basic elements of languages and the rules by which they are ordered into intelligible speech.Cultural anthropology includes many different perspectives and specialized subdisciplines but is concerned primarily with describing the forms of social organization and the cultural systems of human groups. In technical usage, ethnography is the description of the social and cultural systems of one particular group, whereas ethnology is the comparison of such descriptions for the purpose of generalizing about the nature of all human groups.(From D.E. Hunt and P. Whitten: T he Study of Anthropology (Harper and Row, 1976)1.ethnology 民族学2.linguistics 语言学3.archeology 考古学4.cultural anthropology 文化人类学5.structural linguistics 结构语言学6.historical linguistics 历史语言学7.physical anthropology 体质人类学8.paleontology 古生物学9.neontology 近代生物学10.ethnography 人种学11.anthropology 人类学Exercise 4:Write a description of drinks using the information given in the diagram below:Homework assignments:Write a classifying report of 150-200 words about the field your discipline (your research area) belongs to (cf. Exercise 3). Remember to describe each of the branches. You are required to draw a diagram for your classification and underline the branches in the essay. The assignment is due in Week 3.作业格式要求:1.所有作业要求打印出来上交,同时将电子版email给班长。

reference answers to exercises in Student handout lesson 1

reference answers to exercises in Student handout lesson 1

Lesson 1Student HandoutReference Answers to ExercisesExercise 1: Which of the two italicized expressions do you think is more appropriate in academic writing?1.The government has made considerable/great progress in solving the problem.2.We got/obtained excellent results in the experiment.3. A loss of jobs is one of the consequences/things that will happen if the process isautomated.4.The results of lots of/numerous tests have been pretty good/encouraging.5.The relationship between the management and workers is extremely/reallyimportant.6.Some suggestions springing up from/arising from the study will be presented.7.Crash test dummies are really important for/an integral part of automotive crashtests.8.According to a recent study just about/nearly25% of all cell phone users view textmessaging as an important source of entertainment.Exercise 2: Underline the phrasal verbs in the sentences and replace them with ainvestigateing__2.This issue was brought up during the seminar. _________raised_________3.It is assumed that the management knows what is happening and will thereforestep in if there is a problem. _______intervene_______4.Schools cannot altogether get rid of the problem of truancy. ___eliminate_____5.The number of staff has been cut down recently. _______reduced________6.It was very difficult to find out exactly what happened._____determine____________7.House prices have a tendency to go up and down. __________fluctuate_______8. A potential solution was put forward two years ago._______proposed__________Exercise 3: Replace the following phrasal verbs with a more formal single word.1. The locals could not put up with the visitors from the city.________tolerate_______2. The decline was brought about by cheap imports. ________caused_______3. The university is thinking about recruiting more students._______considering_______4. Sales are likely to drop off in the third quarter. ______decline_____5. The meeting was put off until December. ________postponed______6. Given our fast-paced society, people must routinely put creative solutions to unexpectedproblems into practice. ____________implement________7. Some people have cut down on their consumption of beef. _______reduced______8. The cinema was pulled down ten years ago. __________demolished___________ Exercise 4: Use a more formal word or phrase to replace the italicized word. 1.The reaction of the officials was sort of negative. _____rather/quite/to anextent____2.The economic outlook is nice. _____optimistic/promising________3.The new method we have adopted seemsgood.____satisfactory/effective/efficient___4.She was given the sack because of her poor record. __be fired/dismissed/laidoff___5.The competition we are facing has gotten more intense. ______intensified____6.Many urban areas do not have enough land to build new public schools.___lack___7.Allergic reactions to local dental anesthesia do not happen very often. ____rarelyoccur/happen__8.The doors on these ferries were made bigger to make it easier to load vehicles._enlarged; to facilitate loading_________Exercise 5: Let’s suppose you want to follow the considerations we have talked about. What problems may the following sentences have? How would you revise them?1.You can use this model to optimize the water supply.second personThis model can be used to optimize the water supply. / The water supply can be optimized using this model.2.So, why did the bridge collapse? There’re a lot of reasons.informal; contractionThe bridge collapsed for many reasons. / Many reasons account for the bridge collapse.3.In addition to herbs, animal products are employed in some forms of traditionalmedicine frequently.Mid-place of the adverb: frequentlySome forms of traditional medicine frequently employ both herbs and animal products. / In addition to herbs, animal products are frequently employed4.So far there hasn’t been much research on how conflict influences the level oftrust and respect in a group.informal; contraction; negative formTo date, no comprehensive study has examined how conflict influences trust and respect in a group. / To date, little research has examined how conflict influences trust and respect in a group5.There are several studies in epidemiology that have shown that when peopleconsume alcohol in moderate amounts they have a lower risk of developing heart disease in comparison to those people who drink a lot of alcohol.wordySome studies in epidemiology have concluded that moderate alcohol consumption results in a lower risk of heart disease. / Some studies in epidemiology have shown that moderate alcohol consumption lowers the risk of heart disease.。

Money and the Exponential Function

Money and the Exponential Function

Money and the Exponential Function Algebra 2Goals:1. Write and graph exponential functions of the form ()x f x a b =⋅ (3.15)2. Use exponential equations to solve problems. Solve by graphing, substitution. (3.17) 3. Use exponential equations of the form ()(1)x f x r =+ where r is given as a rate of growth or decay to solve problems. (4.03)4. Find the Annual Percentage Rate (APR) for a given compounded rate.Materials and Equipment needed by each student: 1. Copy of the student handout 2. Calculator3. Paper and pencil for note taking.Activity One: Compound InterestA friend borrows $300 from you for maximum of thirty days. You charge your friend either1% per day or 30% (once) for entire 30 days for the use of your money. Compare the amounts your friend owes you.1. Define compound interest as interest gained on the balance (amount borrowed and past interest).2. For the 30%: Calculate $300(10.30)$390.00+=3. On compounded interest: Evaluate 30$300(10.01)$404.35+=4. Clearly the borrower would like the 30% and the lender would like 1% per day.5. What is the full 30-day rate that is the same as 1% per day for 30 days? Evaluate:30(10.01) 1.3478+= which shows a rate of 34.78% for the full 30 days.Activity Two: Savings AccountLindsey’s grandmother gave her $1000 on the day she was born. Lindsey’s parents put the money into a savings account that earns 6.4% interest each year.a. How much money will Lindsey have in the account on her 18th birthday if the interest is compounded annually, quarterly, monthly, daily, hourly, each minute, each second, continuously?b. In banking, the term Annual Percentage Rate (APR) is used to give the value of the annual simple interest rate that is equal to the compounded rate of an account. What is the APR for 6.4% each of the compounding schemes above?1. Discuss the meaning of compounding using the formula 01ntr A A n ⎛⎫=+ ⎪⎝⎭, where0A =the initial investment, r =the annual rate, n =number of times compounded inthe year, and t =number of years. Discuss the values of each of these variables in this problem.2. Use the 2nd Enter aspect of the calculator to re-enter the equation just used and then by editing find the value for each of the 18 year compounding methods.3. To find the APR, find the value of 1nr n ⎛⎫+ ⎪⎝⎭. This value will determine the amountthat the principal is multiplied by each year or by subtracting 1, gives the annual rateThis result is probably not reliable.Activity Two point Seven: What is e?One dollar is invested at 100% interest per year for a year. How much money is in the account at the end of the year? What value does the amount in the account approach as the number of compounding periods increases?1. One dollar invested at 100% interest per year for a year would yield 1$1(11)$2+=.The value of 2.718281828e = which helps us see the definition of 1lim 1nn e n →∞⎛⎫=+ ⎪⎝⎭.Follow Up: Several ApplicationsThe following questions from the Algebra 2 Indicators prepared by the NC Department of Public Instruction.1. The number of airline passengers increased from 465.6 million in 1990 to 614.3 million in 1998.∙ What was the average annual growth rate (percent) for the 1990 to 1998 period? ∙ If that rate remains constant after 1998, how many airline passengers can be expected in 2005?∙ Give the algebraic model for this growth.2. At the end of four years (t ), a savings account paying 5.35% annually ( r )compounded continuously had a balance (B ) of $3096.56. What was the initial deposit (P )? (Use B = Pe rt ) If the initial deposit had been in an account compounded annually, how much less interest would have been earned? 3. Solve 2350200r e = for r . Justify each step. 4. Solve 8960 1.075A =⋅ for A . Justify each step. 5. Solve 663492.165x =⋅for x . Justify each step.Each of these problems is simplified by using the graphing calculator.1. In this question, the two points can become ordered pairs with the x -values in L1 and the y -values in L2. Use 0 for 1990 and 8 for 1998. Using ExpReg from the Stat Calc menu, the calculator produces the function 465.6(1.03525)x y =. Since x -values are years, we know that each year the number of riders is multiplied by 1.03525. This creates an annual growth rate of3.525% each year. To find the number of passengers in 2005, find the value of Y1(15) since 2005 is 15 years from 1990. This result is 782.9, which is the number of passengers expected in 2005. The algebraic model is 465.6(1.03525)x y =.2. When we substitute the values given into the equation, the result is0.053543096.56Be = . Solve this by finding the value of 0.05354e .0.053543096.563096.56 1.2386226553096.561.2386226552500.00Be B BB==⋅== With annual compounding, the equation would be 40.0535250013079.491P ⎛⎫=+= ⎪⎝⎭This will result is $17.07 less than with continuous compounding.3. Graph 350y = and 2200r y e =on the same window. Use the intersect option on the calculator. A window that shows the intersection is 05,0400x y <<<<. The point of intersection occurs at (0.2798,350). Therefore, 0.2798r =4. By finding the value of 81.075and substituting this value into the equation,8960 1.075960 1.7834778269601.783477826538.274A A AA=⋅=⋅== 5. In this question, graph two functions 663y = and 492.165x y =⋅. A window that shows the intersection is 05,0800x y <<<<. The point of intersection occurs at (3.37246,663). Therefore, the solution is 3.37246x =.Student HandoutMoney and the Exponential FunctionAlgebra 21. A friend borrows $300 from you for maximum of thirty days. You charge your friend 1% per day or 30% for entire 30 days for the use of your money. Compare the amounts your friend owes you.2. Lindsey’s grandmother gave her $1000 on the day she was born. Lindsey’s parents put the money into a savings account that earns 6.4% interest each year.a. How much money will Lindsey have in the account on her 18th birthday if the interest is compounded annually, quarterly, monthly, daily, hourly, each minute, each second, continuously?b. In banking, the term Annual Percentage Rate (APR) is used to give the value of the annual simple interest rate that is equal to the compounded rate of an account. What is the APR for 6.4% each of the compounding schemes2.7. One dollar is invested at 100% per year for a year. How much money is in the account at the end of the year? What value does the amount in the account approach as the number of compounding periods increases?Follow UpMoney and the Exponential FunctionAlgebra 2The following questions from the Algebra 2 Indicators prepared by the NC Department of Public Instruction.1.The number of airline passengers increased from 465.6 million in 1990 to614.3 million in 1998.∙What was the average annual growth rate (percent) for the 1990 to 1998 period?∙If that rate remains constant after 1998, how many airline passengers can be expected in 2005?∙Give the algebraic model for this growth.2.At the end of four years (t), a savings account paying 5.35% annually ( r )compounded continuously had a balance (B) of $3096.56. What was the initial deposit (P)? (Use B = Pe rt) If the initial deposit had been in an account compounded annually, how much less interest would have been earned?3.Solve 2= for r. Justify each step.350200r e4.Solve 8=⋅ for A. Justify each step.A960 1.0755.Solve 663492.165x=⋅for x. Justify each step.。

教学实践记录英文(3篇)

教学实践记录英文(3篇)

第1篇Date: October 15, 2022Subject: EnglishGrade: 9thClass: Class 1Duration: 1 hour and 30 minutesObjective: To improve students' speaking skills and foster their ability to express themselves confidently in English.Introduction:The objective of today's lesson is to enhance the speaking abilities of the students and help them gain confidence in expressing themselves in English. The lesson focuses on practicing dialogues and group discussions, which will help the students improve their fluency and pronunciation.Materials:1. Textbook: English for Today, Book 92. Whiteboard and markers3. Handouts with dialogue scripts4. Audio-visual aids (videos, pictures)Procedure:1. Warm-up (10 minutes)- Begin the class with a quick review of the previous lesson's vocabulary and grammar points.- Conduct a brief activity to check students' understanding of the topic.2. Introduction to the topic (5 minutes)- Introduce the topic of the lesson: "Traveling Abroad."- Briefly discuss the importance of traveling and its benefits.3. Group work (15 minutes)- Divide the students into groups of four.- Provide each group with a handout containing a dialogue script related to the topic.- Instruct the students to practice the dialogue with their partners and then present it to the class.4. Practice and correction (15 minutes)- Observe the students while they are practicing the dialogues and provide guidance when needed.- Monitor the pronunciation and fluency of the students.- Correct any mistakes made by the students and provide them with feedback.5. Group discussions (15 minutes)- Assign a new topic to each group: "Why do you want to travel abroad?"- Instruct the students to discuss the topic within their groups and prepare a short presentation.- Circulate around the class, listening to the discussions and providing assistance if necessary.6. Presentations (10 minutes)- Each group presents their discussion to the class.- Encourage the students to speak clearly and confidently.- Provide feedback and compliments on their presentations.7. Conclusion (5 minutes)- Summarize the main points discussed during the lesson.- Highlight the importance of speaking skills in English language learning.- Assign homework: Prepare a short essay on the topic "My Dream Vacation" and submit it by the next class.Reflection:Today's lesson was successful in achieving its objective of improving the students' speaking skills. The group work and discussions allowed the students to practice their speaking abilities in a supportive environment. The feedback and corrections provided during the practice sessions helped the students identify their mistakes and improve their fluency.Some students were initially hesitant to speak in front of the class, but they gradually gained confidence as the lesson progressed. The use of audio-visual aids and real-life examples made the topic more relatable and engaging for the students.However, there were a few areas that need improvement:- Some students still struggle with pronunciation, and it is essential to provide them with additional practice opportunities.- The time allocated for group discussions could be extended to allow more in-depth discussions and presentations.Overall, today's lesson was a valuable learning experience for both the students and the teacher. It has highlighted the importance of continuous practice and feedback in language learning. The students' progress and enthusiasm are encouraging, and I am confident that with consistent effort, they will continue to improve their speaking skills in English.第2篇Date: March 15, 2023Subject: English Language ArtsGrade: 8th GradeClass: Class 3Introduction:This teaching practice record aims to document the teaching and learning activities conducted in an 8th-grade English Language Arts class. It includes the lesson objectives, teaching strategies, student engagement, and reflections on the overall teaching experience.Objective:The objective of this lesson was to enhance the students' reading comprehension skills and their ability to analyze and discuss literary elements in a short story. The lesson focused on the story "The Most Dangerous Game" by Richard Connell.Materials:- Textbook: "English Language Arts" by XYZ Publishers- Copies of the short story "The Most Dangerous Game"- Whiteboard and markers- Handouts with comprehension questions and discussion prompts- Projector and laptop for displaying visual aidsTeaching Strategies:1. Introduction:- Greet the students and review the previous lesson's topics.- Introduce the lesson topic: "The Most Dangerous Game" by Richard Connell.- Provide a brief overview of the story's plot and main characters.2. Reading the Short Story:- Distribute copies of the short story to the students.- Ask the students to read the story independently for the first time.- Monitor their reading progress and provide assistance if needed.3. Guided Discussion:- After the initial reading, conduct a guided discussion to help the students understand the story better.- Ask questions about the plot, characters, setting, and themes.- Encourage students to share their thoughts and opinions.- Clarify any confusion or misunderstandings.4. Comprehension Questions:- Hand out comprehension questions related to the story.- Give the students time to answer the questions individually.- Discuss the answers as a class, providing guidance and correcting any misconceptions.5. Group Activity:- Divide the class into small groups.- Assign each group a specific literary element to analyze (e.g., character development, setting, conflict).- Instruct the groups to discuss and analyze the short story using their assigned literary element.- Provide guidelines for their analysis and encourage them to support their arguments with evidence from the text.6. Group Presentations:- Each group presents their analysis to the class.- Encourage active listening and respectful feedback from the students.- Facilitate a class discussion to address any questions or clarifications needed.Student Engagement:The students were engaged throughout the lesson. They actively participated in the discussions, shared their thoughts, and asked questions. The group activity allowed them to collaborate and applytheir understanding of literary elements. Most students demonstrated a good grasp of the story's themes and were able to analyze the literary elements effectively.Reflections:The teaching practice was a positive experience overall. The students seemed to enjoy the lesson and were motivated to participate. The guided discussion and group activity helped reinforce their understanding of the story and literary elements. However, there were a few areas that could be improved:1. Time Management: The lesson took longer than expected due to the group activity and discussions. It would be beneficial to allocate more time for these activities in future lessons.2. Differentiation: Some students struggled with understanding the literary elements. Providing additional resources or individualized support could help them grasp the concepts better.3. Assessment: The lesson lacked a formal assessment component. Incorporating a quiz or writing assignment could provide a more comprehensive evaluation of the students' learning outcomes.Conclusion:This teaching practice provided valuable insights into the teaching and learning process. It allowed me to observe and interact with the students, facilitating their understanding of the short story andliterary elements. By addressing the areas of improvement, I aim to enhance the effectiveness of future lessons and promote a more engaging and inclusive learning environment.第3篇Date: [Date]Subject: [Subject]Grade: [Grade]Classroom: [Classroom Number]Introduction:This teaching practice record aims to document the experiences, observations, and reflections during a teaching session. It includes the lesson plan, teaching strategies, student engagement, and feedback received. The subject of this teaching practice is [Subject], and it is conducted with [Grade] students in [Classroom Number].Lesson Plan:The lesson plan for today's teaching session is based on the curriculum guidelines and objectives. The main objective of the lesson is to [describe the main objective]. The lesson plan consists of the following activities:1. Introduction: (5 minutes)- Greet the students and review the previous lesson's key points.- Introduce the topic of today's lesson and its relevance.2. Direct Instruction: (15 minutes)- Explain the main concepts and theories related to the topic.- Use visual aids, such as diagrams or charts, to enhance understanding.3. Group Discussion: (10 minutes)- Divide the students into small groups and assign a specific question or problem to discuss.- Encourage active participation and encourage students to sharetheir thoughts and ideas.4. Case Study Analysis: (15 minutes)- Present a case study related to the topic and guide the students through the analysis process.- Discuss the key issues, possible solutions, and outcomes.5. Conclusion and Assessment: (5 minutes)- Summarize the main points discussed during the lesson.- Conduct a quick assessment to check the students' understanding of the topic.Teaching Strategies:1. Engaging with students: I made an effort to engage with each student individually to ensure their understanding and participation. I used open-ended questions and encouraged them to express their thoughts and ideas.2. Using multiple teaching methods: I employed various teaching methods to cater to different learning styles. I used visual aids, real-life examples, and interactive activities to make the lesson more engaging and interesting.3. Creating a positive learning environment: I fostered a positive and supportive classroom atmosphere by encouraging collaboration, respecting diverse opinions, and providing constructive feedback.Student Engagement:The students were generally engaged throughout the lesson. Most of them actively participated in discussions and activities. However, I noticed a few students who seemed less engaged. To address this, I tried toinvolve them more by asking specific questions and encouraging their contributions.Feedback:I received positive feedback from the students regarding the lesson. They appreciated the interactive activities and the opportunity to discuss and analyze case studies. Some students mentioned that thevisual aids and real-life examples helped them understand the concepts better. However, a few students suggested that the lesson was too fast-paced and they needed more time to grasp the information.Reflections:1. The lesson plan was well-structured, but I realized that I could have allocated more time for certain activities. This would have allowed the students to engage more deeply with the content.2. I need to pay more attention to students who are less engaged andfind ways to involve them more actively. This could involve providing individual attention, assigning them specific tasks, or creating a more inclusive classroom environment.3. I should consider incorporating more varied assessment methods, such as quizzes or group presentations, to assess the students' understanding of the topic.Conclusion:This teaching practice session provided valuable insights into the effectiveness of the lesson plan and teaching strategies. By reflecting on the experiences and feedback received, I can make improvements for future lessons. It is essential to continue adapting and modifying teaching methods to cater to the diverse needs of students and ensure their active participation and understanding.。

全英文高中英语教案(3篇)

全英文高中英语教案(3篇)

第1篇Grade: 10Subject: EnglishDuration: 90 minutesObjectives:1. To help students improve their reading comprehension skills by analyzing and discussing a favorite book.2. To enhance students' ability to express their opinions and thoughts on a given topic.3. To promote critical thinking and discussion skills among students.Materials:1. Textbook: "My Favorite Book" chapter from the current English textbook.2. Whiteboard and markers.3. Handouts with questions for discussion.4. Copies of the book chosen by each student for presentation.Procedure:1. Introduction (10 minutes)a. Begin the class by asking students to share their favorite book with the class. Encourage them to explain why they chose that book.b. Discuss the importance of reading and the benefits of having a favorite book.2. Reading Comprehension (20 minutes)a. Divide the class into small groups of three or four students.b. Assign each group a specific section from the "My Favorite Book" chapter to read.c. After reading, ask each group to discuss the following questions:- What is the main idea of the section?- How does the author convey the message?- What are the key themes and characters?d. Assign a representative from each group to share their findings with the class.3. Presentation and Discussion (30 minutes)a. Ask each student to bring a copy of their favorite book to class.b. Choose one student from each group to present their favorite book to the class.c. The presenter should include the following in their presentation:- Title of the book- Author- Brief summary of the story- Why it is their favorite book- Key themes and characters- Personal connections or lessons learnedd. After each presentation, open the floor for class discussion. Encourage students to ask questions and share their thoughts on the presented books.4. Writing Activity (20 minutes)a. Provide students with a writing prompt related to their favorite book:- If you could meet one character from your favorite book, who would it be and why?- How has reading your favorite book influenced your life?b. Give students 20 minutes to write a short essay on the prompt.c. Circulate around the classroom to provide feedback and assistance as needed.5. Conclusion (10 minutes)a. Conclude the class by summarizing the key points discussed during the lesson.b. Encourage students to continue reading and sharing their favorite books with others.c. Assign a homework assignment to read a new book and be prepared to discuss it in the next class.Assessment:1. Participation in class discussions and group activities.2. Completion of the writing assignment.3. Engagement in the presentation and discussion of favorite books.第2篇Grade Level: 11Subject: English Language ArtsDuration: 90 minutesTeaching Objectives:1. To understand the positive and negative impacts of technology on society.2. To analyze different perspectives on the role of technology in modern life.3. To improve writing skills by composing a persuasive essay on the topic.4. To enhance critical thinking and public speaking skills through group discussions and presentations.Materials:- Projector and computer for showing videos and presentations.- Handouts with articles and discussion questions.- Writing materials (pencils, paper, etc.).- Whiteboard and markers.Preparation:1. Prepare a PowerPoint presentation or video clips that illustrate the impact of technology on various aspects of society.2. Collect and print articles or extracts from books that present different viewpoints on the topic.3. Create a handout with guiding questions for discussion.Procedure:Warm-Up (10 minutes):1. Begin the class with a brief discussion about the students' experiences with technology. Ask them to share examples of how technology has affected their daily lives.2. Write down their responses on the whiteboard to create a class list of technology's impacts.Introduction (10 minutes):1. Introduce the topic of the lesson by showing a short video or a series of images that depict the rapid advancement of technology and its effects on society.2. Present the objectives of the lesson and explain the structure of the class.Group Discussion (20 minutes):1. Divide the class into small groups of four or five students.2. Provide each group with a handout containing articles or extractsthat present different viewpoints on the impact of technology.3. Instruct students to read the materials and discuss the following questions:- What are the positive impacts of technology on society?- What are the negative impacts of technology on society?- How do different people view the role of technology in modern life?- What solutions can be proposed to mitigate the negative impacts of technology?Group Presentations (20 minutes):1. Assign each group a specific viewpoint on the topic (e.g., technology is beneficial, technology is harmful, technology is a double-edged sword).2. Instruct each group to prepare a 5-minute presentation on their chosen viewpoint, using the information from their discussions and the articles provided.3. Allow each group to present their findings to the class.Writing Activity (20 minutes):1. After the presentations, give students a writing prompt that requires them to compose a persuasive essay on the impact of technology on society.2. Provide a list of key points that they should include in their essay, such as:- Introduction with a clear thesis statement- Body paragraphs supporting the thesis with examples and evidence- Conclusion summarizing the main points and restating the thesisWrap-Up (10 minutes):1. Conclude the lesson by asking students to reflect on what they have learned about the impact of technology on society.2. Discuss the importance of critical thinking when evaluating the benefits and drawbacks of technological advancements.3. Assign the writing task as homework and encourage students to continue their research on the topic.Homework:- Write a 500-word persuasive essay on the impact of technology on society, incorporating at least three examples and a clear thesis statement.Assessment:- Evaluate the group discussions and presentations based on participation, clarity of argument, and coherence of ideas.- Assess the written essays on the quality of argumentation, evidence provided, and adherence to the essay structure.第3篇Subject: English Language ArtsGrade Level: 11th GradeDuration: 90 minutesObjective:Students will be able to understand and analyze the concept of the American Dream, identify its historical context, and express their own perspectives on the American Dream through writing and discussion.Materials:- Projector and computer for showing multimedia presentations- Handouts with historical context information- Writing materials (pencils, paper, etc.)- Class set of copies of "The Great Gatsby" by F. Scott Fitzgerald (if applicable)- Interactive whiteboard or blackboard- American Dream timeline and mapPreparation:1. Prepare a multimedia presentation that includes images, videos, and quotes related to the American Dream.2. Create handouts with historical context information about the American Dream.3. Write guiding questions for the discussion.4. Prepare a writing prompt related to the American Dream.5. Set up the interactive whiteboard or blackboard with a timeline and map of the United States.Warm-Up (10 minutes):- Begin the class with a brief discussion about the definition of the American Dream. Ask students to share their personal understanding of the concept.Introduction (10 minutes):- Show the multimedia presentation to introduce the concept of the American Dream. Highlight key historical events and figures that have contributed to the development of this idea.- Discuss the origins of the American Dream, tracing it back to the Declaration of Independence and the ideas of freedom, equality, and opportunity.Main Activity (30 minutes):1. Historical Context:- Distribute handouts with historical context information.- Have students work in pairs to read and discuss the handouts, identifying key points about the American Dream throughout history.- Bring the class back together for a brief presentation by each pair, allowing them to share their findings.2. Group Discussion:- Post guiding questions on the interactive whiteboard or blackboard.- Divide the class into small groups and assign each group a question to discuss. For example:- How has the American Dream changed over time?- What are the challenges and opportunities that immigrants face in achieving the American Dream?- How does the American Dream relate to the social and economic issues of today?- Allow each group 10 minutes to discuss their assigned question,then facilitate a whole-class discussion, encouraging students to share their thoughts and perspectives.3. Reading Activity:- If applicable, assign a short passage from "The Great Gatsby" related to the American Dream.- Have students read the passage and discuss how the novel portrays the American Dream.Writing Activity (20 minutes):- Distribute writing prompts related to the American Dream.- Instruct students to write a short essay (250-300 words) answering the prompt. For example:- Write an essay explaining whether or not you believe the American Dream is still achievable today. Support your answer with examples from your own life or from the material we have discussed in class.- Imagine you are a character from a historical period that we have studied. Write a letter to your descendants about the American Dream and your experiences with it.Conclusion (10 minutes):- Review the key points discussed during the lesson.- Encourage students to reflect on their own understanding of the American Dream and how it has been shaped by their personal experiences and the information presented in class.- Assign the writing essays as homework and inform students of the due date.Assessment:- Participation in discussions and group activities- Quality of the written essay- Ability to express personal perspectives on the American DreamFollow-Up Activities:- Organize a class debate on whether the American Dream is still achievable today.- Assign a research project on a historical figure who has contributed to the American Dream.- Create a class presentation or video about the American Dream, using images, music, and personal testimonials.。

科普版英语四年级下册Lesson 4教学课件PPT【含同步教案及练习】

科普版英语四年级下册Lesson 4教学课件PPT【含同步教案及练习】
They’re good at riding. 6. They are good at running.
Look and match
Look and match
Listen and say
(J = Jenny, L = Li Shan)
J: Hi, Li Shan. Who’s that? L: That‘s Wei Gang. He’s my e-pal ①. J: Where‘s he from? L: He’s from Anhui. J: You‘re from Anhui, too, right? L: Anhui? No, I'm not from Anhui. J: Really? Where are you from? L: I’m from Hunan. J: Oh, I see.
第1课时
Greeting&Warm up
one two three four, clap your hands two two three four, stomp your feet three two three four, nod your head four two three four, hands on knees
Review
New words
about welcome to our school at be all Chinese be from What about you?
关于 ; 大约 , 到处 欢迎 到 我们的 学校 在…… 是 都 汉语 , 中国人 ( 的 ) 来自…… 你呢?
Lead-in
Hale Waihona Puke HomeworkOh! Where is my little black dog?

北师版小学英语一年级上册Lesson4_知识点总结教案

北师版小学英语一年级上册Lesson4_知识点总结教案

北京版小学英语一年级英语学习基础很重要,记住单词,默写单词,不要粗心大意。

北京版小学英语和你一起共同进步学业有成!Lesson4 参考教案【内容来源】北京出版社(一起点)一年级上册Unit1 Hello! I’m Maomao一、教学目标与要求(Teaching aims and request)1. 能在真实情景中恰当地运用本单元关于打招呼和询问对方姓名的日常交际用语。

2. 能听懂、会说、指认并能整体认读本单元语音词汇。

3. 能听懂课堂简短的指令,“Stand up, please.” “Sit down, please.” “Put up your hands, please. ” “Put down your hands, please. ” 并做出相应的动作。

4. 能表演唱歌曲Hello。

5. 在打招呼用语的学习中,养成积极地与他人交流、与同学交朋友的习惯,展示自己的热情和有礼貌。

二、教学重点、难点(Teaching points and difficulties)(一)重点(Points)1. 能在真实情景中恰当地运用打招呼和询问对方姓名的日常交际用语。

2. 能听懂、会说、指认并能整体认读所有语音词汇。

(二)难点(Difficulties)观察主题图中人物的表情、猜测人物心理、预测要说的话。

三、课前准备(Teaching preparation)教学挂图(组合图)、语音词卡片(教师和学生)、彩色笔、头饰(教材人物)、给学生的奖品、教学音频、教学课件。

四、教学建议(Teaching suggestions)(一) Listen and number1. 导入(1) 教师亲切地向全体学生问好:“Hello, boys and girls!”学生回答:“Hello, Miss / Mr ... !”(2) 语句接龙,开展小组间的竞赛。

首先保证每个组的人数一致,然后教师同时向每组的第一名学生问好:“Hello, boys and girls!” 每组的第一名学生要同时大声回答“Hi, …!” 然后转向第二名学生问好,以此类推。

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Lesson 4 Student HandoutObjectives:∙Get to know Exposition genre, its purpose, stages and structures.∙Learn how to analyze and write an Exposition genre in accordance to the register (tenor, field, mode) of the text.∙Get to know and learn to useone of the most important features of EAP-- Nominalization/Use of nouns and noun groups.Read the following essay. Explain the stages of this exposition. Write it on the left side of each paragraph.1. Analyze the structure of argument essaysThe following texts will be used on class. Make sure you read them several times to understand every idea and be clear about the stages of text unfolding.1.1 Essay 1:Family responsibility: A dangerous policy1. Certain politicians often say they want "small government" and "individual responsibility" - in other words, they feel that people should be responsible for themselves and not rely on the government to solve their problems. Applying this idea to family policies can have significant negative consequences. It will lead to a variety of social problems, not only for the elderly themselves, but also for their families who would have to look after them.2. The elderly themselves have a lot to lose through small-government policies. If no support services are provided, they may have to move in with their adult children. Not only will this make them feel uncomfortable about being a burden to their families, but they may also have to move away from their homes, friends and communities. In many cases, adult children have had to move to another area for work reasons, thus the grandparents may have to move a considerable distance. Relationships that may have developed over a lifetime would then be lost. Such circumstances can lead to serious problems such as depression, as well as a loss of a sense of independence.3. Families with children would also be disadvantages by a reduction in government services for the elderly. Spending time to look after elderly family members will have an adverse effect on the family's free time, their lifestyle and possibly even their work. Further, families with children will face even greater difficulties if governments withdraw subsidized child care in the name of "small government". Firstly, without affordable child care, at least one parent would find it hard to go to work. In some cases, the grandparent may be able to help look after the children, but if the grandparent has moved in because he or she is finding it difficult to look after themselves, this may not be possible. Secondly, the resultant loss of income will lead to loss of opportunities for the whole family, including the children.4. In conclusion, government support is clearly essential to ensure that families have opportunities and maintain an appropriate standard of living. It would be an unfortunate situation if having young children or elderly relatives caused a financial burden. That situation is clearly best avoided. Thus, government subsidies for social services that benefit the young, elderly and others not able to look after themselves, should be preserved.1.2 Essay 2:Big government: Too much tax1. For the last hundred years or more, there has been a trend in many countries towards governments spending more money in ways designed not just to run the country, but to improve the lives of particular groups of people. These kinds of policies cause a number of problems that are detrimental to society as a whole. This essay will demonstrate some of these problems: it will show firstly that such "big government" policies cause an unfair tax burden on all people, not just those who benefit, and secondly that it removes incentives to work hard.2. It is important that the taxation system is fair and equitable. This means not only that people should all pay the same amount of tax, but also that they should benefit to the same extent from what the government's tax revenue is spent on. For some items of government expenditure, such as defense of the country, this isn't difficult: everyone benefits to the same extent. However, other areas are far more problematic. If child care is subsidized, for example, that means that people without children are paying for something that only benefits those who choose to have children. Similarly, subsidized services to assist the elderly would be paid for by people who don't use them. This is clearly unfair, and also means that tax becomes higher than it would be without the subsidies.3. It is very important for the economy that people have a strong incentive to work hard. If life is too easy and people can be comfortable without hard work, then the economy will suffer. For example, if people are able to send their children to child care at little or no cost, why would they work hard to earn extra money? It's true that child care can free up a parent's time so that they can work and thereby contribute to the economy, but for fairness, these services should be provided by private organizations. Similarly, if people know that the government will look after them in their old age, they would have no incentive to work hard during their lives to ensure that they have adequate savings and investments to last them through the later years of their lives.4. To sum up, a fair approach to providing incentives to work hard will benefit society. Government subsidies to particular groups of people are unfair to people who are not members of those groups, and will also damage the incentives to work hard, leading to problems with the country's economy. It is important, therefore, that governments avoid such subsidies wherever possible.1.3 How to write a good thesis statement?1) A good thesis states the writer’s clearly defined opinion on some subject2) A good thesis asserts one main idea3) A good thesis has something worthwhile to say4) A good essay is limited to fit the assignment5) A good thesis is clearly stated in specific terms6) A good thesis is easily recognized as the main ideaExercise: If you were asked to write a thesis statement expressing your position on the national law that designates twenty-one as the legal minimum age to purchase or consume alcohol, which of the following thesis statement(s) would you choose and why?1)Many people have different opinions on whether people under twenty-one should be permitted todrink alcohol, and I agree with some of them.2)The question of whether we need a national law governing the minimum age to drink alcohol is acontroversial issue in many states.3)I want to give my opinion on the national law that sets twenty-one as the legal age to drink alcoholand the reasons I feel this way.4)To reduce the number of highway fatalities, our country need to enforce the national law thatdesignates twenty-one as the legal minimum age to purchase and consume alcohol.5)The legal minimum age for purchasing alcohol should be eighteen rather than twenty-one.2. Nouns and nominalization in EAPRegister involves the particular situation of a social activity with its particular participants (where, with whom, about what, how). Register occurs in all discourse and must be appropriate. For example, if you write a letter to a company complaining about a service or product, you will use a different register from writing an essay about a political or environmental issue. And, if you write a letter home to family that is a different register than if you write an email to one of your university lecturers. Register occurs in both speaking and writing and depends upon:where you are, with whom you are speaking or writing and the power you have or don't have, and, the type of communication: writing- emails/letters/essays/ lists/books; speaking- conversation/presenting an oral presentation/speech making/making a request. In writing, a lot of nouns and noun groups are used, whereas in speaking a lot of verbs and verb groups are used.3. In-class PracticeExercise 1Compare the two articles (for example, how many verbs and nouns in each text, which is the longestExercise 2Can you change the nouns or noun groups into verbs or verbal groups without changing the meaning ofthe text?Advertising and Children: Good or Bad?There has been a dramatic increase in the number of overweight children in recent years, leading to many health problems that usually affect older people. To improve the health of children, it is important to find out the reasons for this increase. Many factors have been put forward, but it is becoming more and more clear that one of the most important is the increased consumption of junk food by children. For example, recent research has shown that it was junk food consumption, not a reduction in exercise, that has led to an increase in childhood obesity in at least one country. There are many arguments against this from the food companies, of course, but in this essay it will be shown that there is more and more evidence that a reduction in the exposure of children to junk food advertising will mean an improvement in their health later in life.。

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