Syllabus (Subjects) and total no of Hours for MB BS Course
步入初中的第一天英文作文
步入初中的第一天英文作文The first day of junior high school was a blend of excitement, nervousness, and anticipation. As the school bell rang, my heart raced with the thought of stepping into a new chapter of my life. The campus seemed like a maze of buildings and paths, but I knew that with time, I would familiarize myself with its every corner.Carrying my new schoolbag, I walked towards my first class, trying to appear confident. Inside, I felt a mixture of excitement and nervousness. Would I make friends? Would I understand the lessons? Would I fit in? These were the questions that raced through my mind.My teacher, a kind-looking woman with a warm smile, greeted us and introduced herself. She talked about the importance of teamwork, dedication, and hard work. Her words filled me with hope and determination to do my best. The first lesson was an introduction to the subject we would be studying. The teacher explained the syllabus and the importance of each topic. I listened intently, tryingto absorb as much information as possible. I knew that this was a crucial year, and I had to make the most of it.Lunchtime was a welcome break. The cafeteria was buzzing with activity. I found a spot at a table and introduced myself to the other students. They were friendly and welcoming, and soon we were chatting about our favorite subjects and hobbies. I felt a sense of belonging, knowing that I had made my first friends in junior high.The rest of the day flew by with different subjects and teachers introducing themselves and their subjects. I was eager to learn and explore, knowing that each lesson would bring new knowledge and understanding.As the final bell rang, signaling the end of the day, I felt a sense of achievement. I had survived my first day of junior high, and I knew that I was ready for the challenges that lay ahead.Walking home, I reflected on the day's events. I was excited about the opportunities that junior high would bring and knew that I had to work hard to make the most of them. I was looking forward to the coming days, knowingthat each one would bring new experiences and learning.In conclusion, the first day of junior high was a混合着激动、紧张和期待的一天。
AdvancedSpeakingSyllabus（学习资料）
Advanced English Speaking (Fall 2010)Domaine de Valier/ Chen XiaoOffice Hours: Monday & Thursday 1300-1500Office: 92 West Dazhi St. A-13 #1605Tel#:158****9021********************IntroductionWelcome to Advanced English Speaking. This course will introduce new topics related to life and world events through English speaking, idioms, and vocabulary. During this course you will be required to speak ONLY in English, take part in classroom discussions, presentations, and speak openly as much as possible.Vocabulary and QuizzesYou may have a “Pop Quiz” (surprise test) on important information. Therefore, it is always a good idea to be prepared for class by reviewing the previous weeks information (idioms and vocabulary) before you come to class. (see participation section)Expectations•Students are expected to:•Be prepared for class i.e. with materials needed for class•TURN OFF CELL PHONES AT THE BEGINNING OF CLASS•Express themselves openly and participate in class.•Listen attentively and respectfully to each other.•Students who are offensive or disrespectful in class will be asked to leave from the class.•All assignments are turned in on time, NO late assignments accepted, unless it has been previously arranged with me.•Students may not read, listen to music, look at the internet, talk on cell phones, talk to friends, sleep, SMS, or do any other activity that distracts from the class.ParticipationParticipation in public speaking is a large part of what this class is about. If students do not participate in classroom discussions and exercises, a pop quiz will be given immediately to test your individual knowledge of the material.CheatingDO NOT CHEAT IN MY CLASS. Cheating is considered asking another student for answers, using notes during a test, looking on another students paper during a test, using a cellphone during a test or any other form of electronic tools, plagiarism, or gaining information outside of your own internal abilities to aid you during any form of quizzing or examination.During a test, your eyes your should NEVER leave your own paper and all notes should be put away. Basically, do not give me any reason to doubt your honesty. PresentationsDuring this course you will be required to present 3 subjects to the class as a presentation. Please be prepared on your assigned day to do this. No Late assignments will be accepted.Requirements & Attendance•Students are required to attend ALL classes. This course is cumulative. Therefore, all of your grades are averaged to create your final score. YOUR FINAL EXAM IS NOT ONLY GRADE FOR THIS CLASS AND IS NOT ENOUGH TO PASS. •Students that miss this class 3 times or more times will be dropped from the class. (Acceptable excuses concern the death of a family member, and extreme sickness)•There is no make-up day for a missed test DO NOT MISS A TEST!!PlagiarismCheating and plagiarism are serious offenses and will not be tolerated. Plagiarizing is the use of other people’s work and/or ideas without giving them credit. You are required to provide a citation/reference of where you obtained the idea and/or information. This citation/reference must include the author’s name, the source (i.e. the book, article, internet webpage, etc. from which the information was taken), and page number. References/citations should be placed directly after a direct quotation or at the end of the paragraph in which the information is summarized. You should also include a “work’s cited page” along with your written work containing complete bibliographic information for the sources you used to write your assignment. Using someone’s ideas without giving them credit is akin to stealing.Basically, do NOT copy information from the internet or books. You receive a failing grade for any act of plagiarism caught.---------------------------------------------------------------------------------------------------------------------Course OutlineWeek 1Introduction to this course Week 2How to make a presentation Week 3Family and Drugs3 student presentations Week 4Wealth3 student presentations Week 5Sports Politics3 student presentations Week 6War3 student presentations Test 1Week 7Responsibility3 student presentationsWeek 8Music and Movies3 student presentationsWeek 9Internet Slang3 student presentationsWeek 10Debate skills3 student presentationsTest 2Week 11Debate skills3 student presentationsWeek 12Abstract Communication3 student presentationsWeek 13American Cultures Lecture3 student presentationsTest 3Week 14Final PresentationsWeek 15Final PresentationsEMAIL INSTRUCTIONS:INTRODUCTION:Email is the main communication tool used in my classes. You are expected to check your email every Friday of each week. Failure to do so could cost you points. Your academic progress is your responsibility. Ensure that you do not miss information that could be vital to the next weeks discussions. DO NOT RELY ON OTHER PEOPLE TO TELL YOU WHAT YOU NEED TO DO THE NEXT WEEKHOW TO SET UP AN EMAIL TO YOUR TEACHER:********************EMAILADDRESSNEXT WEEKS ASSIGNMENTSUBJECTLINE:BODY:DEAR MR. CHEN,I AM HAVING TROUBLEUNDERSTANDING HOW I NEED TO DONEXT WEEKS ASSIGNMENT. COULDYOU PLEASE EXPLAIN HOW WE ARESUPPOSED TO GET INFORMATION FORTHIS PROJECT?THANK YOU,YOUR ENGLISH NAMEYOUR CHINESE NAME。
1BS布卢姆教育评价邱渊等译上海华东师范大学出版社
Syllabus of Educational Measurement and EvaluationⅠDescription of CompilationⅰStatus and FunctionThis course plays a very important position and role in education management major.A)Education evaluation is an important method in education management. First, in order to make the education management system run effectively, you must understand the feedback information. Evaluation is an important method to provide this. Second, we need to measure the effect of education through the evaluation which is the only means sometimes, such as College Entrance Examination and so on.B) Education evaluation is an important condition for deepening the education reform. No matter at home or abroad, education practice has already proved that every reform is accompanied with the rapid development of education evaluation, such as the famous “Eight-Y ear Study”, “New Curriculum Movement" and so on which brought about great development of education measurement, and also the China's current curriculum reform .C) Education evaluation is an important means to improve the quality of education. However, to improve the quality of education, one of the key issues is the contents and methods of the quality measurement, which also has a guiding role on the measurement object. Good measurementmethods and standards will be helpful to improve the quality of education.D) Education evaluation is an important content of educational scientific research. Education evaluation is hailed as one of three major areas of educational research and is also a permanent and long-term research content of educational scientific research.ⅱTeaching ObjectivesThrough the study of this course, students are asked to achieve the following goals:A) Understanding and mastering the basic principles and methods of educational measurement and evaluationB) Be able to compile various types of test scales and to design various types of educational evaluation programs.C) Be able to evaluate and analyse the current educational measurement practice in domestic and international.D) To master the operational way of thinking.ⅲCurriculum Design and Teaching CharacteristicsCurriculum design uses an integrated model which combinates educational measurement and evaluation into a whole. Teaching characteristics are the following:A) Theory with practice. This is the greatest feature of this course because this course has both strong theory and practice. Principles andmethods of measurement are not only derived from the specific educational practices but also to solve specific issues in educational practice. Therefore, we must integrate theory and practice truly.B) Focus on practicable. Many methods have a strong operational meanings in educational measurement and we must apply them to our knowledge. Thus, it requires students to understand the specific methods of the assessment.C) Emphasis on case studies. In the second part of this course, each part has been arranged case analysis questions. Case studies enable students to master essence truly. They can use what they know in a new situation. This is another feature of this course.D) Pursuiting the advanced and novelty. The course contents are based on the most advanced theories and methods of evaluation，which pay attention to the current hot issues, with advanced and novelty.ⅳThe Basic Framework of ContentsWhole contents include two parts. One is the basic principles and methods of educational measurement and evaluation, such as test compile and the implementation, compile the quality analysis and evaluation program, evaluation methods and psychological control of evaluation personnel. The other part is specific types of educational evaluation, including various types of educational assessment, such as subject tests, standardized tests as well as various types of educational evaluation, suchas teaching evaluations, teacher evaluation, student evaluation, curriculum evaluation, school evaluation and so on.ⅴTeaching Ways and MethodsThe course mainly uses teaching method, presentation method, operation method, case analysis and so on. First explaining the principles and methods to students clearly and then using demonstration, operation method to require students to master the compile methods of specific measurement. It is best to require students to do some associated case studies.ⅵHours: 80 hours.ⅶCredit: 6 credits.ⅡTeaching ContentsPart 1 the Basic Principles of Educational Measurement and Evaluation Chapter I Introduction to Educational Measurement and Evaluation Section I Introduction to Educational MeasurementSection II Introduction to Educational EvaluationSection III The Stage of Educational Measurement and EvaluationChapter II The Quality Indicators of Educational Measurement and EvaluationSection I V aliditySection II ReliabilitySection III DifficultySection IV DifferentiationChapter III The Establishment and Implementation of the Educational TestingSection I The Classification of Test ObjectiveSection II The Establishment of The Educational TestingSection III The Implementation of The Educational TestingChapter IV The Establishment and Implementation of The Educational Evaluation ProgramSection I The Educational Evaluation Index System DesignSection II The Preparation of Educational Evaluation Program Section III The Implementation of Educational EvaluationChapter V The Methods of Education EvaluationSection I The Classification of Evaluation MethodSection II The Method of Collect Evaluation InformationSection III The Method of Evaluating InformationChapter VI The Transformation and Combination of EducationMeasurement ResultSection I The Feature of Educational Measurement ResultSection II The Conversion of Educational Measurement Result Section III The Combination of Educational Measurement ResultChapter VII The Psychological Regulation of Educational Evaluation Section I Evaluator Psychology and ControlSection II By Evaluator Psychological and ControlPart 2 The Types of Educational Measurement and Evaluation Chapter VIII The Preparation of Subject TestSection I The Preparation Requirement of Subject TestSection II Language Test PreparationSection III Math Test PreparationCase Study: The Discussion of Test by TeacherChapter IX Standardized Test and Examination ReformSection I Standardized TestSection II Overseas Examination ReformSection III Examination Reform in ChinaCase Study: The Analysis of Current Problems of China's College Entrance ExaminationChapter X Intelligence TestSection I The Development of Intelligence TestSection II The Scale of Intelligence TestCase Study: The Problem and Shortcoming of Intelligence TestChapter XI Teaching EvaluationSection I The Content of the Teaching EvaluationSection II The Method of Teaching EvaluationCase Study: Discussion of the Existing Teaching Evaluation ProgramChapter XII Curriculum EvaluationSection I The Development of Curriculum EvaluationSection II The Content of Curriculum EvaluationSection III The Model of Curriculum EvaluationCase Study: Analysis of the Current Curriculum EvaluationChapter XIII School EvaluationSection I School Condition EvaluationSection II School Level EvaluationCase Study: The Shortcoming of Current School RatingChapter XIV Teacher EvaluationSection I The Content of Teacher EvaluationSection II The Method of Teacher EvaluationSection III The Developmental Teacher EvaluationChapter XV The Moral EvaluationSection I The Type of Moral EvaluationSection II The Content of Moral EvaluationSection III The Method of Moral EvaluationCase Study: the Analysis of Students Moral Evaluation ProgramChapter XVI Student AssessmentSection I The Content of Student AssessmentSection II The Method of Student EvaluationCase Study: the Analysis of College Students Comprehensive Assessment 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高中和大学的学习方式差异英语作文
高中和大学的学习方式差异英语作文全文共3篇示例，供读者参考篇1How School Changes As You Get OlderHey there! My name is Timmy and I'm 10 years old. I'm in the 5th grade and absolutely love going to elementary school every day. My teachers are super nice, the subjects are fun, and I get to play outside at recess. Plus, I have a awesome group of friends that I hang out with all the time. Life is great!But I know that as I get older, school is going to change quite a bit. My older sister Jessica is a senior in high school, and my brother Michael is a sophomore in college. From talking to them, it seems like the way you have to study and approach your schoolwork shifts in some major ways after elementary school. Allow me to explain what I've learned from them about the differences between high school and college.In high school, your days are still pretty structured like they were in elementary school. You have a set schedule of classes - English, Math, Science, History, Foreign Language, etc. You go from one classroom to the next based on a ringing bell. Theteachers lead lessons and give you homework assignments, projects, and tests to make sure you're learning the material.Jessica says that in high school, you have to be really organized and manage your time well. The homework load is way bigger than in elementary school across all your subjects. You can't just goof off and play video games all evening. She has a big binder where she writes down all her assignments and keeps her work organized by class. Time management is key to keeping up.The other big difference in high school is that your grades really matter a lot more. Your GPA (that's your overall average grade) is hugely important for getting into a good college after graduation. So you have to stay on top of your work and do well on tests. No more coasting like in elementary school!From what Jessica has told me, studying for tests in high school is also more intense. You can't just skim through your notes the night before. You really have to actively review all the material through study guides, practice tests, and rewriting your notes. Memorization skills become super important.Then after high school, things change even more when you get to college according to my brother Michael. He says thatcollege is a massive step up from high school in terms of personal responsibility and time management.For one, you only take somewhere between 4-6 classes per semester on different days and times. There is no set, standardized schedule for you. You choose your own courses and make your own schedule in a process called "registration." Can you imagine having that much freedom as a 5th grader? I can't!In college, you also don't go from classroom to classroom for every subject. Most of your work for each course happens outside of class through readings, assignments, papers, and studying. The classroom periods, which could be huge lectures with 300 students or smaller seminar discussions, are meant for supplementing the out-of-class work.This places way more personal accountability on you as the student. Michael says you really need to be a self-motivated, autonomous learner in college. The professors don't hold your hand - you have to keep up with all the work on your own, make sure you understand the material, and prepare properly for tests and papers. Doing well is 100% on you.The flexibility of scheduling classes whenever you want does mean you have to be disciplined with your personal time.Michael says he has a lot of friends who stay up to ridiculous hours, sleep in super late, skip classes, party too much, and fall way behind. You're an adult, so that freedom comes with responsibility.Another major difference is that you don't get homework assignments and reminders about big projects and tests the same way you do in high school. You're given a course syllabus at the start of the semester that outlines all the major assignments and exam dates. But it's up to you to plan, schedule your time accordingly, and ensure you don't fall behind. Crazy, right??What's also crazy is that most of your grade can come down to just 1 or 2 major assignments or tests. High school tends to have more assignments making up your final grade to space things out. In college, you could have only 2 papers and a final exam making up your entire grade for a course! No pressure or anything...Because of how writing-intensive many college courses are, Michael also stressed how important it is to master things like research skills, proper citation, essay-writing, critical analysis, and communicating complex ideas. You have to learn how to think and write like a scholar.Whereas in high school, homework could be more repetitive practice and rote memorization at times, college demands higher-level analysis, evaluation, and synthesizing ideas from different sources. The readings are way more difficult academic texts too. You have to learn how to engage with complex ideas and materials.On top of all this, Michael says that college also requires you to be proactive in other ways too. If you're struggling with a subject, you have to seek out extra help like office hours or tutoring. There's career planning, potential research projects, clubs/activities to manage. It's up to you as a student to take responsibility and initiative.Phew, I'm getting a little overwhelmed just hearing about it! High school and college definitely sound incredibly different from elementary school where we just have one main classroom, everything is laid out for us, and we spend most of our time learning directly from the teachers.To be honest, I'm a little anxious about all these big changes ahead of me in the years to come. The level of independence, critical thinking, and time management required sounds challenging. Right now I'm just worried about taking good notes,remembering spelling words, and finishing my math worksheets every night!But at the same time, I'm getting pretty excited too. The freedom to choose your own classes and make your schedule? Studying subjects you're truly passionate about? Engaging with new, complex ideas? Gaining skills for advanced research and writing? It sounds pretty awesome when I think about it! Just a little terrifying too...I know it will be a big transition from the very structured, hand-holding style of elementary school. But I'm sure if I work hard, stay focused, and learn proper study habits, I can rise to meet the demands of high school and college. The key is being organized, proactive, and taking charge of my own learning process.For now though, I've still got a few years to master long division, learn my state capitals, and read all the classics in Mrs. Thompson's 5th grade class. I'll just keep having fun, listening to my teachers, and trying my best. Before I know it, I'll be off to high school and then the real adventure of college life! Wish me luck!篇2How School Will Change When I'm OlderHi there! My name is Timmy and I'm 10 years old. I'm just a kid in 5th grade, but I've been thinking a lot about what school will be like when I'm older. From what my older siblings and cousins have told me, studying in high school and university is really different from elementary school. I can't wait to experience it for myself, but I also feel a little nervous about all the changes ahead. Let me share what I've learned so far!In elementary school, our teachers basically tell us exactly what to do for our assignments and when to do them by. We have a schedule with different subjects like math, science, reading and so on. The teachers hand out worksheets and give us homework every night. If we don't understand something, we can always raise our hand and ask for help. The teachers are really nice and patient with us.But from what I've heard, high school is a whole new ball game! The teachers expect you to be much more independent and self-motivated. You have to really keep track of all your assignments, tests, and deadlines for yourself across different classes. There's a lot more homework and bigger projects too. My brother says he has to study and read a lot more outside ofclass compared to elementary school. He can't just rely on finishing the in-class work anymore.The biggest difference seems to be that you get treated a lot more like a young adult in high school. The teachers don't hold your hand as much. You need to develop self-discipline to keep up with everything. My sister said some high school teachers are actually more like coaches - they guide you and share their expertise, but you need to put in the hard work yourself. That sounds really hard but also kind of exciting to be more independent!Then after high school, you can choose to go to university or college. That's a whole new level! From what my cousins tell me, university is wayyyyy different from high school. The professors basically just lecture for hours, and you have to take your own perfect notes. There's no hand-holding at all - you're 100% responsible for your own learning.The assignments and exams are incredibly challenging too. My cousin says you have to read dozens or even hundreds of pages per week of difficult academic writing. You get assigned huge research papers that take months of work. And the exams are nothing like the tests in high school - they're these marathon3-hour written exams where you have to draw from everything you've learned.Honestly, that sounds completely overwhelming to me right now! I can't imagine reading that much dense material and having to analyze it at a very deep level. My cousins say you really need to develop an expertise in your subject area by the time you graduate from university. That's why people get highly specialized degrees like engineering, nursing, accounting and so on. You go from that broad general education in elementary and high school to laser-focused study in your particular field.Another big difference is that high school and university are a lot more socially complex and independent too. In elementary school, you have the same teacher and classmates basically all day. You follow a set schedule and there are a lot of rules. My mom packs my lunch for me and I have scheduled breaks and recess time. Such a simple life!From what I've gathered, everything gets a lot morefree-form and self-directed as you get older. In high school, you move from classroom to classroom for different subjects. There's a lot more freedom to hang out with different friend groups between classes. You also start to form closer relationships with certain teachers who become mentors in your favorite subjects.Kids have a lot more extra-curriculars and after-school activities too.Then in university, it's basically like being an adult! There's no more set schedule or rules really. My cousins say you have to be a totally self-motivated adult learner at that point. You pick your own courses, decide when to eat or sleep, and manage your entire life by yourself. Crazy! Plus, you're surrounded by people from all over the world rather than just kids from your local area.One part I am really excited about is getting to dive deeper into topics I'm passionate about as I get older. In elementary school, you mostly just learn broad basics. But from what I've heard, you eventually get to specialize and really focus on your specific interests and strengths. That sounds awesome! Maybe I'll become an expert marine biologist, astrophysicist, or video game developer someday.To be honest though, I'm feeling a bit stressed just thinking about how much MORE difficult the studying and coursework will become. My brother and cousins have to spend so many late nights at the library or doing group projects. I don't know if I can handle that level of work and intensity when I'm older! I really cherish being a kid right now without all of those heavy responsibilities.I can already sense that my carefree elementary school days are coming to an end. Part of me will miss the simplicity - seeing my same friends, following the set schedule, and having my teachers guide me through everything. But another part of me is curious and eager to experience more freedom and independence as a student. Getting to dive deep into my interests sounds exciting! I just hope I can rise to the challenge when the time comes.Well, thanks for letting me reflect on all of this! Who knows, maybe I'll end up writing about my experiences when I'm actually in high school or university someday. I'll keep working hard in elementary school for now to build good study habits. Wishme luck - I'm going to need it from what I've heard! Going from a little kid to a self-directed university student sounds like an amazing transformation.篇3Learning Differences Between High School and CollegeHi everyone! My name is Timmy and I'm 10 years old. I'm in the 5th grade and I love learning about everything. My teacher Mrs. Johnson is always telling us about the importance of education and how we need to study hard in school. She saysthat the way we learn will change a lot when we get to high school, and then it will change again when we go to college or university. I can't wait to experience those changes for myself!From what I've heard, high school is quite different from elementary school. The classes are much bigger, with 30 or more students instead of just 20 or so. You also change classrooms for each subject instead of staying in the same room all day. There are a lot more courses to choose from too, like sciences, languages, arts, and more. I'm really excited to take classes like biology, Spanish and drama when I'm in high school.The teachers seem to have Higher expectations in high school as well. Mrs. Johnson says you have to be more independent and self-motivated. You can't just goof off or rely on your parents as much. The homework assignments are longer and more challenging. Instead of just reading chapters and answering questions, you might have to write long essays or do special projects. It sounds like a lot of work but also a great opportunity to learn so many new things.After high school, the learning process changes again when you go to university or college. That's where you really get to focus on just the subjects that interest you the most. Maybe I'll study to become a marine biologist, or an engineer, or a writer!At university, you pick a "major" which is the area you want to specialize in. All of your classes will be about that topic.From talking to some college students, it seems like university is waaaaay more independent than high school. The professors don't hold your hand as much. You have to study and read a ton on your own. Instead of short homework assignments every night, you might just have a couple of huge papers or projects due periodically. Time management and self-discipline become super important.The classroom experience sounds different too. University classes are often really huge lecture halls with 300 students or more. Can you imagine?! The professor just stands at the front and talks while you furiously take notes. No raising your hand or engaging much at all. After the lecture, you might have a smaller tutorial or discussion group to go over the material morein-depth. But for the most part, you're extremely independent and responsible for learning the content yourself.Another major difference is the grading and test structure. Mrs. Johnson says that in high school, tests and assignments are usually frequent but cover a small amount of material. Like a quiz every week on that week's readings. But in university, you'll have waaaaay fewer tests that cover a massive amount of information.Like one midterm that covers the entire first half of the course! That means you need incredible study skills and the ability to organize and synthesize knowledge over a long period of time. No more cramming the night before a test.From what I can tell, both high school and university require serious focus and effort. But the university experience seems a lot more self-directed. You're viewed more as an adult and given the independence and freedom to structure your own learning. Both high school and college are awesome opportunities though.I can't wait to experience them and become an expert in marine biology...or maybe dinosaurs...or comic book storylines! A kid can dream, right? Let me know if you have any other insights on the differences between high school and university learning. I'm super curious to learn more!。
Syllabus (大纲)
HARbin Engineering UniversityOral English for Freshman English MajorsYou do not learn a language—you live a language.Instructor: Brad Limov e-mail: blimov@, QQ: 1493334078Office Hours: I will be available to chat on QQ Mon/Wed from 21:00-22:00I. Course Aims and Objectives:This class exists to help you improve your oral English abilities. The goal is not to teach you new vocabulary or sentence structures, but rather to aid you in expressing your opinions about topics you may discuss with English speakers in the future.The specific topics we discuss in class may be simple or they may be complex. You may or may not already have an opinion. My goal is to help you use the English you already know to either share the opinions you already have or form new ones.By the end of this course you should feel more comfortable discussing your thoughts and opinions with a native English speaker. It is my hope that this skill proves to be invaluable later in your professional life.II. Format and Procedures:Classes will typically begin with a speaking warm-up. From there, the topic for the class will be introduced (ex: hobbies, travel, death). The theme for the class will first be discussed between the class and teacher, then among students in pairs, then in small groups, and finally back out among the entire class. This structure should provide everyone with an opportunity to organize and share their thoughts.∙You are expected to speak. If you do not speak, you will not improve your English. Do not come if you do not want to speak.∙You are expected to listen. If you do not listen, you will not know what to say. When you repeat what has already been said, you waste everyone else’s time.∙You are expected to respect other students. Speaking a foreign language is difficult. Do not discourage your classmates by laughing at them or embarrassing them in any otherway.III. My AssumptionsAs mentioned, the purpose of this course is not for you to learn new vocabulary or grammar. My value as a native English speaker is to help improve your pronunciation and fluency. I can also answer any questions you have about my culture or Western ideas. I assume you will take advantage of this opportunity.IV. Course Requirements:1. Class attendance and participation policy:You are expected to come to class each week. It is fine if you fall ill and have to miss a class. More than one absence is a problem.You are expected to speak during class. This means speaking in pairs, small groups, and during class discussions.2. Course readings:(a) Required text:No required text.(b) Any reading materials will be provided in class.3. Assignments:Assignments will be given each day at the end of class. You are expected to complete them. It will be obvious to me the following week if you have completed them or not.V. Grading Procedures:1. Attendance (20%)2. In-class Participation (30%)3. Assignments and Class Preparation (30%)4. Oral Examination (20%)As you can see, preparing for the discussions before class and participating in them during class accounts for 60% of your grade. You are expected to read the assigned reading and discuss the assigned prompts prior to class. You are encouraged to do this together with your fellow students.The Oral Examination will consist of questions taken from the material we have discussed in class during the semester. If you listen and speak during class, you should be fine.VI. Course ScheduleThe topics we discuss in class will be determined by student interest. If you have any topics you would like for us to discuss, feel free to tell me before/after class. You may also contact me by e-mail or QQ.At the end of every class you will be told exactly what to prepare for before our next meeting. Please prepare.。
2.course design(2types of syllabus)
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Situational
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Functional-notional syllabus
Product-oriented syllabus:
Focus on the end result of instruction (on the knowledge and skills which learners should gain as a result of instruction) Pre-selection, specification and presentation of content and objectives Product-oriented/content based syllabuses can be very different depending on what types of ‘content’ they focus, i.e. grammatical structures, functions and notions, vocabulary, etc.
The organizing principles of the syllabus design for the second language learning reflects the following three views on learning or acquisition
It is learned largely, but not only, via conscious learning
Grammatical/Structural syllabus
language learning is seen as mastering a set of grammatical rules Content was selected and graded by degree of simplicity i.e. start with the simple and move to more complex Language consists of a finite set of rules which can be combined in various ways to make meaning
浪费你太多时间英语作文
In the hustle and bustle of our daily lives, time slips through our fingers like grains of sand in an hourglass. Its a precious resource, finite and irreplaceable. Yet, the act of wasting time is a common phenomenon that we often overlook. As a high school student, Ive had my fair share of experiences with time wastage, and Ive learned some valuable lessons along the way.There was a time when I found myself in the grip of procrastination. It was during the final weeks leading up to our midterm exams. The syllabus was vast, the topics complex, and the pressure was mounting. But instead of diving headfirst into my study materials, I found myself scrolling through social media feeds, bingewatching TV series, and getting lost in the labyrinth of the internet. Days turned into weeks, and before I knew it, the exams were just around the corner, and I was woefully unprepared.The realization hit me like a ton of bricks. I had wasted precious time that could have been used to better my understanding of the subjects and improve my grades. The regret was palpable, and the consequences were clear lower grades and a sense of disappointment in myself. It was a wakeup call, a stark reminder of the importance of time management and the perils of procrastination.But it wasnt just about academic performance. I realized that wasting time also had a profound impact on my personal growth and wellbeing. Time is the currency of life, and squandering it meant missing out on opportunities for selfimprovement, building relationships, and pursuing hobbies and interests that enrich our lives.Take, for instance, the time I spent aimlessly browsing the internet instead of learning a new language or picking up a musical instrument. Those hours could have been invested in acquiring a skill that could open up new avenues for me in the future. Or consider the time I spent gossiping with friends instead of engaging in meaningful conversations that could foster deeper connections and personal growth.Moreover, time wastage can also lead to stress and anxiety. The constant feeling of falling behind and the pressure to catch up can take a toll on our mental health. It can lead to sleepless nights, a sense of overwhelm, and a lack of fulfillment.But the good news is that its never too late to change our habits and make better use of our time. It starts with setting clear goals and priorities. It involves creating a schedule and sticking to it, allocating time for studies, hobbies, and relaxation. It also means learning to say no to distractions and focusing on the task at hand.One effective strategy Ive adopted is the Pomodoro Technique, which involves working for 25 minutes and then taking a 5minute break. This helps maintain focus and productivity without leading to burnout. Additionally, Ive started using apps that track my time usage, giving me insights into where Im spending most of my time and identifying areas where I can make improvements.In conclusion, time is a valuable resource that should be cherished andutilized wisely. Wasting time can have farreaching consequences on our academic performance, personal growth, and mental wellbeing. By recognizing the importance of time management and taking proactive steps to make the most of every moment, we can lead more fulfilling and successful lives. So lets make a conscious effort to value the time we have and use it to its fullest potential.。
英语四六级【课程类】热点词汇
英语四、六级 - 课程类词汇1. syllabus [ˈsɪləbəs]n.教学大纲2. attend class [əˈtend klɑːs]上课;参加班级;准时到学校3. academic performance [ˌækəˈdemɪk pəˈfɔːməns]学业成绩academic [ˌækəˈdemɪk] adj.学术的;学业的;教学的;学习良好的;纯理论的 performance [pəˈfɔːməns] n.表演;演技;表现,业绩;事情,成绩adj.性能卓越的,高性能的4. required course [rɪˈkwaɪəd kɔːs]必修课;必修required [rɪˈkwaɪəd] require的过去分词和过去式n.需要;依靠;依赖;使做(某事);使拥有(某物);规定 adj.必修的(大学课程)5. compulsory course [kəmˈpʌlsəri kɔːs]必修课compulsory [kəmˈpʌlsəri] adj.必须做的,强制的;义务的n.(花样滑冰、体操比赛等中的)规定动作6. course arrangement [kɔːs əˈreɪndʒmənt]课程安排;课程设置;学校的课程设置arrangement [əˈreɪndʒmənt] n.安排;筹备;安排方式;布置;商定;约定7. course [kɔːs]n.课程;讲座;过程,进程;道路,航线;河道;方针,总方向;江河流向;疗程;系列 v.奔流,快速地流动;(感情、思想)涌动;沿特定路线行进8. timetable [ˈtaɪmteɪbl]n.课程表;时间表;时刻表;预定计划;时间安排vt.为…安排时间9. curriculum [kəˈrɪkjələm]n.课程;(学校等的)全部课程10. day course [deɪ kɔːs]日间课程;白天的课11. evening course [ˈiːvnɪŋ kɔːs]晚间课程;晚上的课；夜课12. optional course [ˈɒpʃənl kɔːs]选修课optional [ˈɒpʃənl] adj.随意的,任选的,可选择的,非强制的;选修的13. literature [ˈlɪtrətʃə]n.文学;文学作品;(某学科的)文献,著作,资料14. extra curriculum [ekstrə kəˈrɪkjələm]课外活动extra [ˈekstrə] adj.额外的;分外的;外加的;附加的n.额外的事物;(电影)临时演员,群众演员adv.额外;另外;外加;特别;格外;分外15. brochure [ˈbrəʊʃə]n.小册子;资料手册16. curricula-variable [kəˈrɪkjʊlə ˈveəriəbl]选课curricula [curricula] curriculum的复数n.(学校等的)全部课程variable [ˈveəriəbl] n.变量;可变情况;可变因素adj.可变的;多变的;易变的;变化无常的;可更改的17. brush up on [brʌʃʌp ɒn]重温;复习brush up [/brʌʃʌp] 重温;复习18. physical education [ˌfɪzɪkl edʒuˈkeɪʃn]n.体育19. cognitive [ˈkɒɡnətɪv]adj.认知的;感知的;认识的20. sign up for [saɪn ʌp fɔː(r)]报名参加;学生会报名;注册,选课sign [saɪn] v.签名;签署;签字;签(名);署(名);和…签约n.标志;迹象;征兆;预兆;招牌;标牌;指示牌;手势;符号21. taste [teɪst]n.味道,滋味;体验,感受;鉴赏力,审美力;兴趣,爱好v.尝,品尝;尝起来;吃,喝;体验,领略,经历22. take the course [teɪk ðə kɔːs]参加课程;选课23. rank [ræŋk]n.排名;等级;级别;成员;队列,行列;排v.排列;把…分等级;属于某等级;使排成行adj.难闻的;(强调质量、状况等)极端的,疯长的24. credit [ˈkredɪt]n.信用;学分;赊购;赊欠;借款;信誉;结余vt.存入金额;把…记入贷方;贷记25. register [ˈredʒɪstə]v.登记;注册;记录;发表意见,提出主张;显示(读数);流露出;注意到n.登记簿;登记表;注册簿;声区;音区26. introductory course [ˌɪntrəˈdʌktəri kɔːs]入门课程;介绍性课程;入门课;基础入门课程introductory [ˌɪntrəˈdʌktəri] adj.引导的;入门的;介绍的;序言的;初步的27. advanced course [ədˈvɑːnst kɔːs]高级课程advanced [ədˈvɑːnst] advance的过去分词和过去式adj.先进的;高级的;高等的;(发展)晚期的,后期的 v.前进,行进;(知识、技术等)发展,进步;促进;推动28. elective course [ɪˈlektɪv kɔːs]选修课;选修;选修课程;专业选修课;选修科目elective [ɪˈlektɪv] n.选修课程;选修科目adj.选修的;选举的;有选举权的;可选择的;非急需的29. psychology course [saɪˈkɒlədʒi kɔːs]心理学课程;心理课psychology [saɪˈkɒlədʒi] n.心理学;心理;心理特征;心理影响30. physics [ˈfɪzɪks] physic的第三人称单数n.物理学v.治愈;处罚31. computer course [kəmˈpjuːtə(r) kɔːs]计算机课程32. computer science [kəmˌpjuːtə ˈsaɪəns]n.计算机科学;电脑科学33. seminar [semɪnɑː(r)]n.(大学教师带领学生作专题讨论的)研讨课;研讨会;培训会34. drop the course [drɒp ðə kɔːs]退课35. psychological counseling [ˌsaɪkəˈlɒdʒɪkl ˈkaʊnslɪŋ]心理咨询;心理辅导;学校心理辅导服务psychological [ˌsaɪkəˈlɒdʒɪkl] adj.心灵的;心理的;精神上的;心理学的36. statistics [stəˈtɪstɪks] statistic的复数n.统计学;(一项)统计数据;统计数字;统计资料37. biology [baɪˈɒlədʒi]n.生物学;生理biography [baɪˈɒɡrəfi] n.传记;传记作品38. computer programming [kəmˈpjuːtə(r) ˈprəʊɡræmɪŋ]计算机程序设计;计算机编制程序39. data processing [ˌdeɪtəˈprəʊsesɪŋ]n.数据处理processing [ˈprəʊsesɪŋ ] process的现在分词v.加工;处理;审阅,审核,处理;数据处理v.列队行进;缓缓前进n.加工;处理;运算40. advanced physics [ədˈvɑːnst ˈfɪzɪks]高等物理;高级物理41. developmental psychology [dɪˌveləpˈmentl saɪˈkɒlədʒi]发展心理学42. requirement [rɪˈkwaɪəmənt]n.必修课;要求;所需的(或所要的)东西;必要条件;必备的条件43. presentation [ˌpreznˈteɪʃn]n.展示或演示课;演示;提交;授予;颁发;出示;展示会;介绍会;发布会;颁奖仪式1. self-discipline [ˌself ˈdɪsəplɪn]n.自律;自律能力;自我约束能力45. barely stay awake [ˈbeəli steɪəˈweɪk]几乎不能保持清醒barely [ˈbeəli] adv.仅仅;几乎没有;几乎不;刚刚;勉强可能;刚好;不超过46. tutoring service [ˈtjuːtərɪŋˈsɜːvɪs]辅导服务;一对一辅导课程tutoring [ˈtjuːtərɪŋ] tutor的现在分词v.教;任课;指导;进行单独(或小组)辅导;任大学导师 n.辅导；教导，教学47. score [skɔː]n.分数;得分;比分;(考试中的)成绩;总谱v.得分;记分;评分;分值是;获得胜利48. assessment [əˈsesmənt]n.看法;评估;评定;核定;判定;核定的付款额49. handout [ˈhændaʊt]n.(发给学生的)课堂讲义;捐赠品;救济品;传单50. assignment [əˈsaɪnmənt]n.作业;分配;(分派的)工作,任务;(工作等的)分派,布置51. programme [ˈprəʊɡræm]n.课程;程序;计划;方案;节目;活动安排;节目单;程序vt.计划;规划;安排;训练;培养;预调;预设52. letter of recommendation [ˈletə(r) ɒv ˌrekəmenˈdeɪʃn]推荐信;介绍信recommendation [ˌrekəmenˈdeɪʃn] n.正式建议;提议;推荐;介绍;推荐信;介绍信53. application form [æplɪˈkeɪʃn fɔːm]application [ˌæplɪˈkeɪʃn] n.应用;申请;申请书;申请表;运用;应用程序;勤奋 申请表form [fɔːm] n.表,表格;类别,种类;形状,外形;体形;(存在的)形态,形式v.(使)出现;形成;构成,是……的组成部分;陶冶,培养;组织,建立54. enrolment [ɪnˈrəʊlmənt]n.入学,注册,登记(人数)55. experiment [ɪkˈsperɪmənt]n.实验;试验;尝试;实践vi.做试验;进行实验;尝试;试用56. methodology [ˌmeθəˈdɒlədʒi]n.方法论;(从事某一活动的)方法,原则57. dissertation [ˌdɪsəˈteɪʃn]n.论文;学位论文;专题论文58. conclusion [kənˈkluːʒn]n.结论;推论;结束;结果;结尾;结局;签订;达成;缔结59. references and bibliography [ˈrefrənsɪz ənd ˌbɪbliˈɒɡrəfi]参考文献和参考书目reference [ˈrefrəns] n.参考,参照,查阅;引文,引用的观点,参考章节,引证vt.在…附加参考资料;附…以供参考;提及adj.参考的,参考用的;基准的,可作基准的bibliography [ˌbɪbliˈɒɡrəfi] n.参考文献;参考书目;目录学60. case study [ˈkeɪs stʌdi]n.个案研究;专题研究;案例研究61. questionnaire [ˌkwestʃəˈneə(r)]n.问卷调查;问卷;调查表62. hypothesis [haɪˈpɒθəsɪs]n.假设;(有少量事实依据但未被证实的)假说;(凭空的)猜想;猜测63. pilot study [ˈpaɪlət ˈstʌdi]初步研究;预备试验;飞行员研究pilot [ˈpaɪlət] n.飞行员;领航员;引水员;领港员;试播节目vt.驾驶(飞行器);领航(船只);引导;试点;试行adj.试验性的;试点的64. data collection [ˈdeɪtə kəˈlekʃn]数据收集65. research findings [rɪˈsɜːtʃ 'faɪndɪŋz]研究发现66. basic course [ˈbeɪsɪk kɔːs]基础课程;基本过程67. full-time course [fʊl taɪm kɔːs]全日制课程68. part-time course [pɑːt taɪm kɔːs]兼读课程;业余制班;函授课程69. modular course [ˈmɒdjələ(r) kɔːs]模块化课程;模块课程;模块型课程modular [ˈmɒdjələ] adj.分单元的(学生可选修);组合式的;模块化的70. philosophy [fəˈlɒsəfi]n.哲学;哲学体系;人生哲学;生活的信条(或态度)71. sociology [ˌsəʊsiˈɒlədʒi]n.社会学72. linguistics [lɪŋˈɡwɪstɪks] linguistic的复数n.语言学73. architecture [ˈɑːkɪtektʃə]n.建筑学;体系结构;建筑设计;建筑风格;(总体、层次)结构74. economics [ˌiːkəˈnɒmɪks]n.经济学;经济情况;经济因素;经济意义75. finance [ˈfaɪnæns]n.金融学;资金;财政;金融;财务;财力,财源,财务管理vt.提供资金76. accounting [əˈkaʊntɪŋ] account的现在分词n.会计学;会计v.认为是;视为77. Social pedagogy [səʊʃl ˈpedəɡɒdʒi]社会教育学pedagogy [ˈpedəɡɒdʒi] n.教育学;教学法78. nursing [ˈnɜːsɪŋ]n.护理,看护;护理工作,护理技巧,专业护理培训;护理专业;护士职责adj.护理的;养育的79. student record card [ˈstjuːdntˈrekɔːd kɑːd]学生记录卡80. give to lecturer for marking [ɡɪv tuˈlektʃərə fɔːˈmɑːkɪŋ]交给老师批改；交给讲师打分81. pass-fail [ˌpɑːs ˈfeɪl]adj.及格 - 不及格评分制的82. credit system [ˈkredɪt ˈsɪstəm]学分制;信用制度83. defense [dɪ'fens]n.论文答辩;防守;防卫;防护;防御措施v.谋划抵御84. open(close) book exam [ˈəʊpən bʊk ɪɡˈzæm]开卷(闭卷)考试85. aptitude test [ˈæptɪtjuːd test]能力测试;能力倾向测试aptitude [ˈæptɪtjuːd] n.资质;天资;天赋;天生的才能86. quantitative [ˈkwɒntɪtətɪv]adj.定量性的;量化的;数量的87. field trip [/ˈfiːld trɪp]n.实地考察课程;(常指学生)野外考察,实地考察,户外教学88. internship [ˈɪntɜːnʃɪp]n.实习;(学生或毕业生的)实习期;医科学生的实习工作89. extracurricular [ˌekstrəkə'rɪkjʊlə]adj.课外课程;课外的;工作之余的90. major [ˈmeɪdʒə]n.专业;主修课程;专业课;主修学生;大联盟adj.主要的;大的;重要的;严重;大调的;主修的(课程）v.主修;专攻91. minor [ˈmaɪnə]adj.少数的;轻微的;较小的;次要的;小调的;小音阶的n.未成年人;辅修科目;辅修课程v.辅修92. exemption [ɪɡˈzempʃn]n.免修;免除;豁免93. the outline of the course [ ðəˈaʊtlaɪn ɒv ðəkɔːs]课程大纲outline [ˈaʊtlaɪn] vt.概述;略述;显示…的轮廓;勾勒…的外形n.概述;梗概;轮廓线;略图94. correspondence course [ˌkɒrəˈspɒndəns kɔːs]函授课程correspondence[ ˌkɒrəˈspɒndəns] n.来往信件;往来书信;通信;通信联系;相关95. crash programme course [kræʃˈprəʊɡræm kɔːs]速成课程crash [kræʃ] n.崩溃;碰撞;撞车;相撞v.碰撞;撞击;(使)猛撞;使发出巨响adj.应急的;速成的96. core curriculum [kɔː(r) kəˈrɪkjələm]核心课程;基础课程97. tutorial [tjuːˈtɔːriəl]n.讨论课;教程;(大学导师的)个别辅导时间,辅导课;辅导材料;使用说明书adj.辅导的;导师的;私人教师的98. lecture [ˈlektʃə]n.大课;演讲;(通常指大学里的)讲座;讲课;(冗长的)教训;谴责v.(尤指在大学里)开讲座;讲授;讲课;(尤指恼人地)指责;告诫99. (major)mandatory course [ˈmændətəri kɔːs]主修课程;必修课程mandatory [ˈmændətəri] adj.强制性的;强制的;法定的;义务的n.受托者100. crash intensive course [kræʃɪnˈtensɪv kɔːs]速成班intensive [ɪnˈtensɪv] adj.密集的;彻底的;十分细致的;集约的101. common courses [ˈkɒmən ˈkɔːsɪz]公共课;共同科目common [ˈkɒmən] adj.常见的;通常的;普遍的;共有的;共享的;共同的;平凡的 n.公共用地;公地;(学校、大学等的)学生公共食堂102. glossary [ˈɡlɒsəri]n.词汇表;术语汇编103. topic [ˈtɒpɪk]n.话题,题目;主题;标题;<逻>论题;—般规则,行为准则,格言104. resources [rɪˈsɔːsɪz] resource的复数n.资料;资源;财力;有助于实现目标的东西;资料;勇气;才智;谋略v.向……提供资金(resource 的第三人称单数）105. qualification [ˌkwɒlɪfɪˈkeɪʃn]n.(通过经验或具备技能而取得的)资格;资历;学历;限定条件;获得资格106. observation [ˌɒbzəˈveɪʃn]n.观察研究;观察,观测,监视;注意,觉察;评述,评论,言论;观察力adj.供观察用的,观摩用的107. social practice [ˈsəʊʃl ˈpræktɪs]社会实践;社会实践活动108. special training [ˈspeʃl ˈtreɪnɪŋ]训练;特别培训;专项训练;特殊培训109. refresher course [rɪˈfreʃə kɔːs]n.进修课程refresher [rɪˈfreʃə] n.恢复精神的人或物adj.复习进修的110. industrious [ɪnˈdʌstriəs]adj.勤奋的;勤劳的;忙碌的111. popular [ˈpɒpjələ]adj.受喜爱的,受欢迎的;流行的,当红的;通俗的,大众的,普遍的;民众的,百姓的 n.通俗报刊112. full scope to show one’s ability完全发挥个人能力;充分展示自己的能力scope [skəʊp] n.范围;机会,能力;…镜(观察仪器)vt.仔细看;彻底检查113. typical[ˈtɪpɪkl]adj.典型的;有代表性的;一贯的;平常的;不出所料;特有的114. be interested in [bi ˈɪntrəstɪd ɪn]v.对…感兴趣115. accessory [əkˈsesəri]n.附件;配件;附属物;(衣服的)配饰adj.辅助的;副的116. take the Graduate School Admission TestGraduate School [ɡrædʒuət skuːl] 研究生院;研究生;研究所;研究生学院 admission [ədˈmɪʃn] n.准许进入;准许加入,加入权,进入权。
英语学科期末复习计划研讨主题
英语学科期末复习计划研讨主题English Subject End-of-Term Revision Plan Discussion Theme.Introduction.The English subject, with its vast and diverse content, often poses a challenge for students during end-of-term revision. It is crucial to have a well-structured revision plan to ensure effective retention and preparation for upcoming assessments. This discussion theme aims to explore various strategies and techniques for creating an effective revision plan for the English subject.1. Understanding the Syllabus and Assessment Criteria.The first step in developing a revision plan is to thoroughly understand the syllabus and assessment criteria. This involves identifying the key topics, subtopics, and skills that need to be covered. It is essential toprioritize the areas that are most relevant to the assessments and allocate appropriate time to each topic based on their importance and difficulty.2. Mapping Out the Revision Timeline.Creating a revision timeline helps students stay organized and focused. The timeline should include weeklyor daily targets, deadlines for completing revision modules, and practice tests. It is important to allocate enough time for revision, but also to leave room for breaks andrevision of other subjects.3. Creating Revision Notes and Summaries.Revision notes and summaries are crucial for condensing vast amounts of information into manageable chunks.Students can create their own notes by summarizing key points, highlighting important vocabulary, and creatingmind maps or concept maps to visualize relationships between ideas.4. Practice and Revision Exercises.Practicing through revision exercises and mock tests is essential for巩固记忆 and identifying areas that need further attention. Students should focus on areas where they are weak and practice questions that are similar to those found in past assessments.5. Reading and Understanding Literary Texts.For the English subject, a significant portion of the revision should be dedicated to reading and understanding literary texts. Students should reread key extracts, analyze themes, characters, and plots, and practice answering literary analysis questions.6. Improving Language Skills.Revision should also focus on improving language skills such as reading comprehension, writing, speaking, and listening. Students can practice reading comprehension by analyzing different types of texts and answeringcomprehension questions. They can improve their writing skills by practicing essay writing, letter writing, and other forms of written communication. Speaking andlistening skills can be improved through practicing speaking activities, listening to English podcasts, and watching English movies or documentaries.7. Using Revision Resources Effectively.There are various revision resources available to students, such as textbooks, revision guides, online resources, and teachers. Students should make effective use of these resources by consulting them regularly, asking questions, and participating in revision classes or workshops.8. Managing Stress and Staying Motivated.Revision can be stressful, especially during end-of-term exams. It is important for students to manage stress effectively by taking breaks, exercising, and getting enough sleep. Staying motivated is also crucial, andstudents can achieve this by setting achievable targets, rewarding themselves for their progress, and seekingsupport from family, friends, or teachers.Conclusion.Developing an effective revision plan for the English subject requires a combination of understanding the syllabus, mapping out a revision timeline, creatingrevision notes and summaries, practicing revision exercises, reading and understanding literary texts, improving language skills, using revision resources effectively, and managing stress and staying motivated. By following these strategies, students can ensure that they are well-prepared for their end-of-term assessments and achieve their desired results.。
为学习制定计划英文
为学习制定计划英文IntroductionCreating a study plan can be a daunting task, especially when there are numerous subjects to cover and limited time available. However, with a well-structured plan in place, you can effectively manage your time, stay organized, and make the most of your study sessions. In this article, we will provide a step-by-step guide on how to create a study plan that suits your needs and helps you achieve your academic goals.Step 1: Assess Your Goals and PrioritiesBefore diving into the specifics of your study plan, it's important to have a clear understanding of your goals and priorities. Ask yourself the following questions:- What are my short-term and long-term academic goals?- Which subjects do I need to focus on the most?- Are there any upcoming exams or assignments that require immediate attention?- Do I have any extracurricular commitments that need to be factored into my study plan?By taking the time to assess your goals and priorities, you can tailor your study plan to address your specific needs and ensure that you are allocating your time and resources effectively.Step 2: Establish a Realistic ScheduleOnce you have a clear understanding of your priorities, it's time to establish a realistic study schedule. Start by identifying the days and times when you are available to study. This may include evenings, weekends, or any other free time you have outside of your other commitments.Next, consider the amount of time you can dedicate to studying each day. Keep in mind that it's important to strike a balance between studying and taking breaks to avoid burnout. As a general rule, aim for study sessions that are no longer than 1-2 hours at a time, with short breaks in between each session.As you create your schedule, be mindful of your energy levels and when you are most productive. If you're a morning person, consider scheduling your study sessions in the morning when you're most alert and focused.Step 3: Identify Core Topics and MaterialsWith your schedule in place, it's time to identify the core topics and materials that you need to cover for each subject. Start by reviewing your course syllabus or curriculum to get a clear understanding of the topics that will be covered in each subject.Consider breaking down each subject into smaller, more manageable topics or chapters. This will help you stay organized and ensure that you are covering all the necessary material in a systematic manner.Once you have a list of core topics for each subject, gather the necessary materials and resources. This may include textbooks, study guides, class notes, and any other relevant materials. Keep these materials organized and easily accessible to ensure that you can make the most of your study sessions.Step 4: Create a Study Plan TemplateTo ensure that your study plan is easy to follow and maintain, consider creating a study plan template. This template can be used to outline your daily, weekly, or monthly study schedule for each subject, as well as the specific topics and materials you plan to cover during each study session.A study plan template typically includes the following elements:- Date and time of study session- Subject or topic to be covered- Materials or resources to be used- Study goals or objectives for the sessionBy using a study plan template, you can easily track your progress, make adjustments as needed, and ensure that you are staying on track with your study schedule.Step 5: Implement Your Study PlanOnce you have created your study plan, it's time to put it into action. As you begin implementing your study plan, keep the following tips in mind:- Stick to your schedule: Try to follow your study schedule as closely as possible, and avoid procrastinating or leaving things until the last minute.- Stay flexible: While it's important to stick to your study schedule, it's also important to be flexible and make adjustments as needed. If you find that you need more time to cover a particular topic, adjust your schedule accordingly.- Take regular breaks: Remember to take regular breaks during your study sessions to avoid burnout and maintain focus.- Stay motivated: Keep your long-term goals in mind, and remind yourself of the importance of staying focused and committed to your studies.- Seek support: If you find that you're struggling with certain subjects or topics, don't hesitate to seek support from your teachers, classmates, or tutors.Step 6: Review and ReviseAs you progress with your study plan, take the time to regularly review your progress and make any necessary revisions. This may include adjusting your study schedule, re-evaluating your study goals, or seeking additional resources or support for certain subjects.By regularly reviewing and revising your study plan, you can ensure that it remains relevant and effective in helping you achieve your academic goals.ConclusionCreating a study plan is a valuable tool for effective time management, organization, and goal-setting. By following the steps outlined in this guide, you can create a study plan that suits your specific needs and helps you make the most of your study sessions. Remember to stay focused, stay flexible, and seek support when needed, and you'll be well on your way to achieving your academic goals.。
我是一名英语教师的演讲稿范文
我是一名英语教师的演讲稿范文我是一名英语教师的演讲稿 1Good afternoon, ladies and gentlemen, it’s a great honor to speak here: I am an English teacher.People often say: Teacher is the engineer of human spirit. Last September, I became a teacher. How to become a real teacher? This is the first difficulty that I come across in my career. At first, I felt so good and fun to stay with so many lovely students, then I integrated with them, and soon, the problem came out. If a teacher can’t set up her dignity in front of the students, it will make the class teaching more difficult. In my lessons, the students often kept on talking, acting, and asking questions. What should I do? I can’t get along with them like this any more.I must be strict with them. Pay more attention to what should be praised, what should be criticized. Any carelessness is not permitted. At last, the class discipline became better.Nowadays, the importance of learning English is obvious. The world becomes globalization and unify. The association of each country is closer and closer. People call the earth as a global village. English is the first current language in the international world. The communication of politics, economy and culture is upon English. As we know, we will take a beating if welay behind. How to catch up with the world? That is, study English well to gain the first hand data. The entrance of WTO, the Olympic Games which will be held in 20xx, shows that we must learn English well as quickly as possible. Forcing study won’t stay in the heart, feeding knowledge into the brain won’t get a good result, and high mark isn’t our teaching goal.To get a satisfied effect, we should make the students learn on their own initiative. How to make them feel interested in studying English? I think the key point is the teaching design. It must be vivid and vigorous. We can change our study contents into games, performances, competitions and so on. Let them believe English is easy and funny.As the step of history is advancing, the demand of English teaching is changeable. The junior studentsare not what we know as before. They have a lot of knowledge, and are good at combining English withother subjects, such as history, geography, physics, chemistry and so on. Their English level is higherthan what we thought. Many of them started learning English in their primary school. So English teacher should pursue advanced studies constantly, and master the latest teaching materials and methods to meet today’s demands.I feel very happy to be an English teacher. I will do my best to teach English well with my knowledge, my patience and my enthusiasm. Make Chinese speak English better, and show their ability and talent in the world stage. I am proud to tell you: I am an English teacher.我是一名英语教师的演讲稿 2Good afternoon, everyone.I am very honored to make a speech. I am Christy from Meishan Middle School.First I ‘d like you to think ab out the question: Do you become a teacher by chance? That’s what happened to me! English was my favorite subject when I was a middle school student. I felt so cool when I won the first prize of NEPCS in 1997. After that everyone said to me:“Hey,Why not become an English teacher?” So I did!Actually, I liked teaching very soon. I like teaching and learning with the children. Sometimesthey are my students; sometimes they are my younger brothers or sisters. Sometimes they are even my fans because I can sing many pop songs in the class! But I have to say: to be an English teacher is not easy. Why? Teacher-centered controls, threats make no sense to students now! No one can be forced to learn without a desire to learn! I am so eager to find out a good way.But what are they? Nowadays, the use of tasks is commonplace. But I as well as other teachers is wondering: my syllabus is based on an old-fashioned textbook and is also exam-driven. How do I structure lessons by using tasks? Should I tell my students: “Today your task is to listen to me" or “Your?taskis to finish part a on page 5".Everything is unchanged, isn’t itWhat makes Task? A unit of grammar? No! A collection of lexical items? No! After a long timestudy, I begin to know that task is a means oflearnin g the language by its real use! Now, I’d like to give an actual example for you. That is Unit 5 a letter in a bottle from New Way Book 3 I had this lesson in the internet-equipped classroom. Each student has a computer .The target language includes shall, let’s do, writing letters.Word competition and on-_line exercise are the pre-tasks.Next, three during-tasks.Task 1:group-work. Discuss a plan about where to go during the national day, practise the target language: shall.Task 2. Go to a teenager website to make foreign pen friends by the e-mail.Task 3: write a letter to the students of our school to call on them to donate to Project of Hope the post task comes last, Ss read English news about Wangpeng who lost his life in a hostage crisis in Pakistan, and write to Annan the U.N head to call for peace As you see, in this class, task-based method creates a student-centered learning environment and information technology plays an important part. We should try to be as flexible as possible in choosing the teaching techniques.Now, Dear friends, I wouldlike you to think about our own task. What makes a good English teacher? Just years of little sleep,over-work? Just like the candle that burns out to help others? No! We should develop ourselves, bothprofessionally and personally. Most importantly, we should love our students.In my heart, my students are the most powerful striving for me to work harder. I love my students! I love teaching!Before finishing my speech, I would like to say: to be an English teacher is the best choice in my life. I shall do all I can to be a good English teacher!That’s all.Thanks for your attention!我是一名英语教师的演讲稿 3i am new in the teaching world. many excellent educators have each taught me something and shown me how to look at education as a wonderful and life changing experience. today i just want to present my own understanding towards teaching from the following three aspects.first, teaching makes learning as a life long process possible.learning is a life long process. it is something you never stop doing. people learn differently and at different rates. you learn many new things everyday. to install a love of learning and the desire to always want to learn new things is a necessary job for a teacher to do. it is very important to show the children your goals as a life long learner. we need make every student realize the importance of learning.second, teaching needs effective methods to makeit successful.sela cont, a third grade student from america identified a teacher like this: what is a good teacher?i think a teacher should be good at explaining things.a teacher should be fun but challenging. a goodteacher should be organized. i like a teacher who teaches fun activities in class and not just writingon paper.from this we may be aware that if a child does not feel safe and secure in the classroom he will not be learning to the best of their potential. and this required us to bring out the best in a child, to make learning a fun and exciting experience. learningshould be something the students want to actively participate in. if a teacher makes the learning experience exciting, then the students will be excited along with you. the way of teaching is not unique for a professional. various teaching methods are wanted. and there will be a wonderful opportunity to learn and grow from each other. the environment surrounding the children is a primary factor in leading them toward their full, creative potential.once you have taken a class idea, smoothed out all the bumps, and proven it is a winner, you will find new ways and places with eager new students waitingfor you to show up. teaching is supposed to be the system that removes barriers and provides a solid base for achievement. it is wrong to replace one set ofbarriers with another. for example, pressuringstudents to accept the status quo, by establishing a fear to be different and a fear of failure, kill creativity. independent thinking should replace dependency. in some cases, pressure to excel in academics kills ethics, loyalty and motivation, skills needed for success in the real world. so the more useful teaching methods there are in a class, the more effective the teaching is.third, teaching can be a wonderful occupation that can contribute to your growth as well as to the growth of your students.as a theorist pointed out, assertive discipline being used in the classroom is helpful. it is believed that children have the right to learn and no child should be taken that right away from them. it focused on the rights of the teacher and the students. the students know what is expected of them and the consequences if they do not follow the rules. as a teacher my purpose is to give students the tools needed to get them through life. when a student comes into my classroom they come in with a clean slate. and on the other side, the teacher will face the exciting changes and challenges. if she wants to offer many new things to the class, she must renew her own knowledge. in fact we are both learning, learning from each other.just as a coin has two sides, when we are teaching our students, we are at the same time learning something from them. “if there is anything we wish to change in a child, we should first examine it and see whether it is not something that could be better changed in ourselves.”我是一名英语教师的演讲稿 4in a twinkle of an eye, sixteen years has passed since i became an English teacher. looking back, i have experienced pleasure, success as well as confusion and sadness. but i think there is much to be grateful for. during the first two years in sz, i had a hard time in my teaching career. why do i say so? on one hand, i like the city because it is young, vital, beautiful and full of challenges. on the other hand, many students in the common classes are quitedifferent from my former students. they didnt study hard at all. they were too indolent in class, talking, sleeping and doing anything that they like. it is a common sight for them not to do homework. they didnt care about their school marks. they just wanted to get much but paid little. what is more, they showed deaf ears to your advice or criticism for their mistakes or faults. when i wanted to point out their mistakes, i should weigh my words over and over not to hurt their feelings. i felt as if i lost my way in the sea. i even had such an idea: to give up the job as an English teacher.but an event changed my mind. one day, a student had a talk with me in my office. his words alwayslinger in my mind. he said: "ms hu, may i ask you a question?" i answered "sure." then he talked just like an old friend of mine. he said: "i can see you dontfeel happy now because many of us dont study hard. we are too naughty and sometimes we make troubles, orplay tricks in class on purpose. we are forced tolearn many things that are boring, useless and not valuable. so we are tired of studying. have you ever been forced to do anything that you really didnt want to do? if so, you can understand why the students do so." i was deeply shocked by his words. as a teacher, i seldom think about the question in the position of the students. then i asked him what was his idea of a good English teacher. he was a little shy first but after a moment he was eloquent again. he said: "ithink a good teacher should be the students closefriend who shares their ups and downs. he should be passionate about many things―books, sports,literature, films and fashion. he is humorous and not too critical about the students mistakes or faults. he not only asks the students to listen to him but also likes listening to the students. he nourishes and broadens our horizon because of his profound knowledge. he wont just focus on the students marks but cares more about the students development in many ways. in his class he should have a powerful emotional impact. so after his lesson we can read, write, think andlearn better…"i couldnt believe these words running out of the mouth of a middle school student. his wordsenlightened me suddenly just like a bright lamp in the darkness... from his words we know it is not easy tobe a good teacher. but since then i began to think and reflect myself in my teaching. as a teacher, first we should love the students like our own children. i try to stand in the students position, understand them, help them and at the same time improve our teaching skills and method. in my spare time i read the books which the students are interested in so that i can understand them better. now more and more of my students show interest in English and i feel happy to be an English teacher, too. do you have such experience as i have, dear friends? today id like to share a sentence with all of you. if there were no cloud, would the sky feel lonely? if there were no sky, where should the cloud wander?that is all for my speech. thank you for you attention.。
信息与计算科学专业英语训练
专业英语训练学校：学院：理学院专业：信息与计算科学姓名：学号：日期：2012-6-19一、专业英语词汇abelian algebra 阿贝耳代数abelian differential 阿贝耳微分abelian equation 阿贝耳方程abelian extension 阿贝耳扩张abelian function 阿贝耳函数abelian function field 阿贝耳函数域abelian functor 阿贝耳函子abelian group 交换群abelian groupoid 阿贝耳广群abelian integral 阿贝耳积分abelian summation 阿贝耳求和法abelian theorem 阿贝耳定理abelian variety 阿贝耳簇abridge 略abridged notation 简算记号abscissa 横坐标abscissa of absolute convergence 绝对收敛坐标abscissa of summability 可和性坐标abscissa of uniform convergence 一致收敛横坐标absolute 绝对形absolute address 绝对地址absolute class field 绝对类域absolute coding 绝对编码absolute cohomology 绝对上同调absolute conic 绝对二次曲线absolute convergence 绝对收敛absolute curvature vector 绝对曲率向量absolute deviation 绝对偏差absolute differential calculus 绝对微分学absolute error 绝对误差absolute extremes 绝对极值absolute extremum 绝对极值absolute frequency 绝对频率absolute geometry 绝对几何absolute homology group 绝对同岛absolute homotopy group 绝对同伦群absolute inequality 绝对不等式absolute instability 绝对不稳定性absolute maximum 绝对极大值absolute minimum 绝对极小值absolute moment 绝对矩absolute neighborhood 绝对邻域absolute neighborhood retract 绝对邻域收缩核absolute norm 绝对范数absolute number 不名数absolute parallelism 绝对平行性absolute quadric 绝对二次曲面absolute ramification index 绝对分歧指数absolute rotation 绝对旋转absolute singular homology group 绝对奇异同岛absolute space 绝对空间absolute space time 绝对时空absolute stability 绝对稳定性absolute term 常数项absolute unit 绝对单位absolute value 绝对值absolute value sign 绝对值符号absolute velocity 绝对速度absolutely additive measure 完全加性测度absolutely compact set 绝对紧集absolutely complete system 绝对完备系absolutely continuous 绝对连续的absolutely continuous distri but ion 绝对连续分布absolutely continuous function 绝对连续函数absolutely continuous measure 绝对连续测度absolutely continuous part 绝对连续部分absolutely continuous transformation 绝对连续变换absolutely convergent 绝对收敛的absolutely convergent integral 绝对收敛积分absolutely convergent series 绝对收敛级数absolutely convex hull 绝对凸包absolutely discontinuous function 绝对不连续函数absolutely integrable 绝对可积的absolutely irreducible character 绝对不可约特征absolutely irreducible representation 绝对不可约表示absolutely irreducible variety 绝对不可约簇absolutely normal number 绝对范数absolutely prime ideal 绝对素理想absolutely semisimple algebra 绝对半单代数absolutely simple group 绝对单群absolutely summable sequence 绝对可和序列absolutely unbiased estimator 绝对无偏估计量absolutely unramified extension 绝对非分歧扩张absorbing barrier 吸收障碍absorbing medium 吸收媒体absorbing set 吸收集absorbing state 吸收态absorption 吸收absorption coefficient 吸收系数absorption curve 吸收曲线absorption factor 吸收因数absorption index 吸收指数absorption law 吸收律absorption probability 吸收概率abstract 抽象的abstract algebra 抽象代数abstract algebraic geometry 抽象代数几何abstract automaton 抽象自动机abstract category 抽象范畴abstract code 理想码abstract complex 抽象复形abstract group 抽象群abstract interval function 抽象区间函数abstract mathematics 抽象数学abstract number 不名数abstract ordered simplicial complex 抽象有序单纯复形abstract simplex 抽象单形abstract simplicial subcomplex 抽象单子复形abstract space 抽象空间abstraction 抽象abstraction operator 抽象算子absurd 谬论的absurdity 谬论abundance ratio 丰度比abundant number 过剩数accelerated motion 加速运动acceleration 加速度acceleration of convergence 收敛性的加速acceleration of gravity 重力加速度acceptable quality level 合格质量水平acceptance 肯定acceptance inspection 接受检查acceptance limit 接受界限acceptance line 接受线acceptance number 接受数acceptance probability 接受概率acceptance region 接受区域acceptance zone 接受带access 存取access speed 存取速度access time 存取时间accessibility 可达性accessible boundary point 可达边界点accessible ordinal number 可达序数accessible point 可达点accessible set 可达集accessible vertex 可达顶点accessory extremal 配连极值accidental 偶然的accidental coincidence 偶然符合accidental error 随机误差accommodation 第accumulated error 累积误差accumulating point 聚点accumulation 累积accumulation point 聚点accumulator 累加器存储器accuracy 准确性accuracy grade 准确度accuracy of measurement 测量精确度accuracy rating 准确度acnod 孤点acount 计算action integral 酌积分action variable 酌变量active restriction 有效限制actual 真实的actual infinity 实无穷acute 尖锐的acute angle 锐角acute angled triangle 锐角三角形acute triangle 锐角三角形acuteness 锐度acyclic 非循环的acyclic complex 非循环复形acyclic graph 环道自由图acyclic model theorem 非循环模型定理ad infinitum 无穷地adams circle 阿达姆斯圆adams extrapolation method 阿达姆斯外插法adaptability 适应性adaptation 适应adapted basis 适应基add 加added circuit 加法电路addend 加数adder 加法器addition 加法addition formulas 加法公式addition sign 加号addition system 加法系addition table 加法表addition theorem 加法定理addition theorem of probability 概率的加法定理additional 加法的additional code 附加代码additional condition 附加条件additional error 附加误差additive 加法的additive category 加性范畴additive class 加性类additive functional 加性泛函数additive functional transformation 加性泛函变换additive group 加法群additive interval function 加性区间函数additive inverse element 加性逆元素additive number theory 堆垒数论additive operator 加性算子additive process 加性过程additive relation 加性关系additive separable 加法可分的additive theory of numbers 堆垒数论additive valuation 加法赋值additively commutative ordinal numbers 加性交换序数additivity 加法性address 地址address part 地址部分address register 地址寄存器addressing 指定箱位adele 阿代尔adele group 阿代尔群adequate 适合的adherent point 触点adhesion 附着adjacency 邻接adjacency matrix 邻接矩阵adjacent angles 邻角adjacent edge 邻棱adjacent side 邻边adjacent supplementary angles 邻角adjacent vertex 邻顶adjoint boundary value problem 伴随边值问题adjoint determinant 伴随行列式adjoint difference equation 伴随差分方程adjoint differential equation 伴随微分方程adjoint differential expression 伴随微分式adjoint form 伴随形式adjoint function 伴随函数adjoint functor 伴随函子adjoint graph 导出图adjoint group 伴随群adjoint hilbert problem 伴随希耳伯特问题adjoint integral equation 伴随积分方程adjoint kernel 伴随核adjoint linear map 伴随线性映射adjoint matrix 伴随阵adjoint operator 伴随算子adjoint process 伴随过程adjoint representation 伴随表示adjoint space 伴随空间adjoint surface 伴随曲面adjoint system 伴随系adjoint system of differential equations 微分方程的伴随系adjoint transformation 伴随算子adjoint vector 伴随向量adjunct 代数余子式adjunction 附加adjunction of an identity element 单位元的附加adjustable point 可胆点adjustment 蝶admissibility limit 容许界限admissible 容许的admissible category 容许范畴admissible chart 容许图admissible control 可行控制admissible decision function 容许判决函数admissible decision rule 容许判决函数admissible deformation 容许形变admissible domain 容许区域admissible function 容许函数admissible homomorphism 容许同态admissible hypothesis 容许假设admissible lifting 容许提升admissible map 容许映射admissible sequence 容许序列admissible space 容许空间admissible strategy 容许策略admissible subgroup 容许子群admissible test 容许检定admissible value 容许值affine algebraic set 仿射代数集affine collineation 仿射直射变换affine connection 仿射联络affine coordinates 平行坐标affine curvature 仿射曲率affine differential geometry 仿射微分几何学affine distance 仿射距离affine figure 仿射图形affine function 仿射函数affine geometry 仿射几何学affine group 仿射群affine group scheme 仿射群概型affine isothermal net 仿射等温网affine length 仿射长度affine line 仿射直线affine normal 仿射法线affine parameter 仿射参数affine principal curvature 仿射助率affine rational transformation 仿射有理变换affine space 仿射空间affine sphere 仿射球面affine surface 仿射曲面affine transformation 仿射变换affine variety 仿射簇affinely connected manifold 仿射连通廖affinely connected space 仿射连通空间affinity 仿射变换affirmation 肯定affirmative proposition 肯定命题affix 附标after effect 后效酌aggregate 集aggregation 聚合agreement 一致air coordinates 空间坐标airy function 亚里函数airy integral 亚里积分aitken interpolation 艾特肯插值aitken interpolation formula 艾特肯插值公式albanese variety 阿尔巴内斯簇aleph 阿列夫aleph zero 阿列夫零alexander cohomology module 亚历山大上同担alexander cohomology theory 亚历山大上同帝alexander matrix 亚历山大阵alexander polynomial 亚历山大多项式algebra 代数学algebra of events 事件场algebra of logic 逻辑代数algebra of tensors 张量代数algebra over k 环k上的代数algebraic 代数的algebraic adjunction 代数的附加algebraic affine variety 仿射代数集algebraic algebra 代数的代数algebraic branch point 代数分歧点algebraic calculus 代数计算algebraic closure 代数闭包algebraic closure operator 代数闭包算子algebraic complement 代数余子式algebraic cone 代数锥algebraic correspondence 代数对应algebraic curve 代数曲线algebraic equation 代数方程algebraic expression 代数式algebraic extension 代数扩张algebraic form 代数形式algebraic fraction 代数分式algebraic function 代数函数algebraic function field 代数函数域algebraic geometry 代数几何学algebraic group 代数群algebraic hull 代数包algebraic hypersurface of the seconed order 二阶代数超曲面algebraic integer 代数整数algebraic irrational number 代数无理数algebraic lie algebra 代数的李代数algebraic logic of pocket calculator 袖珍计算机的代数逻辑algebraic multiplicity 代数重度algebraic number 代数数algebraic number field 代数数域algebraic number theory 代数数论algebraic operation 代数运算algebraic polynomial 代数多项式algebraic singularity 代数奇点algebraic space 代数空间algebraic spiral 代数螺线algebraic structure 代数结构algebraic sum 代数和algebraic surface 代数曲面algebraic system 代数系algebraic variety 代数簇algebraically closed field 代数闭域algebraically dependent elements 代数相关元algebraically equivalent 代数等价的algebraically independent elements 代数无关元algebraization 代数化algebro geometric 代数几何的algebroid function 代数体函数algebroidal function 代数体函数algorithm 算法algorithm of division 辗转相除法algorithm of euclid 欧几里得算法algorithm theory 算法论algorithmic language 算法语言algorithmization 算法化aligned systematic sampling 列系统抽样alignment chart 列线图aliquot part 整除部分alligation 混合法allocation problem 配置问题allowable 容许的allowable defects 容许靠allowable error 容许误差allowance 允许almost all 几乎处处almost bounded function 殆有界函数almost certain convergence 几乎必然收敛almost complex manifold 殆复廖almost convergent sequence 殆收敛序列almost equivalent 殆等价almost everywhere 几乎处处almost impossible event 殆不可能事件almost invariant set 殆不变集almost periodic function 殆周期函数almost periodicity 殆周期性almost significant 殆显著的alpha capacity 容量alpha limit set 极限集alphabetical 字母的alphanumeric 字母数字式alphanumeric representation of information 信息的字母数字表示alternate angles 错角alternating chain 交错链alternating differential form 外微分形式alternating differential of differential form 微分形式的交错微分alternating direction method 交替方向法alternating form 交错形式alternating function 反对称函数alternating group 交错群alternating harmonic series 莱布尼兹级数alternating knot 交错纽结alternating matrix 交错矩阵alternating method 交错法alternating product 外积alternating sequence 交错序列alternating series 交错级数alternating series test 交错级数检验alternating sum 交错和alternating tensor 交错张量analytic proof 解析证明analytic proposition 解析命题analytic set 解析集analytic space 解析空间analytic transformation 解析变换analytical differential 解析微分analytical geometry 分析几何学analytical hierarchy 解析分层analytical mapping 全纯映射analytical transformation 全纯映射analytically continuable 可解析开拓的analytically independent 解析无关的analytically irreducible variety 解析不可约簇analytically representable function 解析可表示的函数anastigmatic 去象散的anchor ring 环面ancillary statistic 辅助统计量and circuit 与电路andre permutation 安得列置换andre polynomial 安得列多项式anger function 安格尔函数angle 角angle at center 圆心角angle between chord and tangent 弦和切线的角angle function 角函数angle of 落后角angle of advance 超前角angle of attack 迎角angle of contact 接触角angle of contingence 切线角angle of declination 俯角angle of diffraction 衍射角angle of incidence 入射角angle of inclination 斜角angle of intersection 相交角angle of lead 超前角angle of reflection 反射角angle of refraction 折射角angle of rotation 旋转角angle of torsion 挠率角angle preserving 保角的angle preserving map 保角映象angular 角的angular acceleration 角加速度angular coefficient 角系数angular coordinates 角坐标angular correlation 角相关angular derivative 角微商angular dispersion 角色散angular displacement 角位移angular distance 角距angular distri but ion 角分布angular domain 角域angular excess 角盈angular frequency 角频率angular magnification 角放大率angular measure 角测度angular metric 角度量angular momentum 角动量angular momentum conservation law 角动量守恒律angular motion 角运动angular neighborhood 角邻域angular transformation 角变换angular unit 角的单位angular velocity 角速度anharmonic oscillation 非低振动anharmonic ratio 交比anisotropic 蛤异性的anisotropic body 蛤异性体anisotropy 蛤异性annihilator 零化子annular 环annulator 零化子annulus 圆环anomalous magnetic moment 反常磁矩anomalous propagation 反常传播anomalous scattering 反常散射anomaly 近点角antecedent 前项anti automorphism 反自同构anti hermitian form 反埃尔米特形式anti isomorphic lattice 反同构格anti isomorphism 反同构anti position 反位置anti reflexiveness 反自反性anti semiinvariant 反半不变量antianalytic function 反解析函数antichain 反链anticlockwise 逆时针的anticlockwise revolution 逆时针回转anticlockwise rotation 逆时针回转anticoincidence 反重合anticoincidence method 反重法anticommutation 反交换anticommutative 反交换的anticommutativity 反交换性anticommutator 反换位子antiderivative 不定积分的antiholomorphic 反全纯的antihomomorphism 反同态antiisomorphy 反同构antilinear 反线性的antilinear mapping 反线性映射antilinear transformation 反线性变换antilogarithm 反对数antimode 反方式antimodule 反模antinode 反结点antinomy 二律背反antiorder homomorphism operator 反序同态算子antiordered set 反有序集合antiparallel 逆平行的antiplane 反平面antipodal map 对映映射antipodal point 对映点antipodal set 对映集antipode 对映点antipoints 反点antiradical 反根式antiresonance 反共振antisymmetric 反对称的antisymmetric function 反对称函数antisymmetric matrix 反对称矩阵antisymmetric relation 反对称关系antisymmetric tensor 反对称张量antisymmetrical state 反对称态antithesis 反题antitone mapping 反序映射antitone sequence 反序列antitonic function 反序函数antitonicity 反序性antitony 反序性antitrigonometric function 反三角函数antiunitary 反酉的aperiodic damping 非周期衰减aperiodic motion 非周期运动aperiodicity 非周期性aperture ratio 口径比apex 顶点apex angle 顶角apical angle 顶角apolar 非极性的apolarity 从配极性apothem 边心距apparent error 貌似误差apparent force 表观力apparent motion 表观运动apparent orbit 表观轨迹apparent singularity 貌似奇性application 应用applied mathematics 应用数学applied mechanics 应用力学discontinuity on the left 左方不连续性discontinuity on the right 右方不连续性discontinuous function 不连续函数discontinuous group 不连续群discontinuous random variable 不连续变量discontinuous set 不连续集discontinuous term 不连续项discontinuous variate 不连续变量discontinuum 密断统discount 折扣discount factor 折扣因子discrete 分立的discrete category 离散范畴discrete continuous system 离散连续系统discrete distri but ion 离散分布discrete distri but ion function 离散分布函数discrete flow 离散流discrete fourier transform 离散傅里叶变换discrete group 离散群discrete mathematics 离散数学discrete optimization 离散最佳化discrete optimization problem 离散最优化问题discrete problem 离散问题discrete process 离散随机过程discrete programming 离散规划discrete random variable 离散随机变量discrete series 离散序列discrete set 离散集discrete spectrum 离散谱discrete state 离散状态discrete system 离散系统discrete time 离散时间discrete topological space 离散拓扑空间discrete topology 离散拓扑discrete uniform distri but ion 离散均匀分布discrete valuation 离散赋值discreteness 离散性discretization 离散化discretization error 离散化误差discrimator 判别式函数discriminant 判别式discriminant analysis 判别分析discriminant function 判别式函数discriminant of a polynomial 多项式的判别式discriminatory analysis 判别分析disjoint elements 不相交元素disjoint relations 不相交关系disjoint sets 不相交集disjoint sum 不相交并集disjoint union 不相交并集disjointed set 不相交集disjunction 析取disjunction sign 析取记号disjunction symbol 析取记号disjunctive normal form 析取范式disjunctive proposition 选言命题disk 圆盘disorder 无秩序disorder order transformation 无序有序变化dispersion 方差dispersion matrix 方差矩阵dispersion relations 分散关系dispersive 扩散的displacement 位移displacement operator 位移算符display statusconcomitant 相伴式disposition 配置disproportion 不相称disproportionate 不成比例的dissection 剖分dissimilar terms 不同类项dissipation 散逸dissipation of energy 消能dissipative function 散逸函数dissipative measurable transformation 散逸可测变换dissipative system 耗散系dissociation 解离dissociation constant 分离常数distance axioms 距离公理distance between two points 两点间距distance circle 距离圆distance function 距离函数distance matrix 距离矩阵distance meter 测距仪distance point 距离点distinction 差别distinguish 辨别distinguished polynomial 特异多项式distortion 畸变distortion angle 畸变角distortion theorem 畸变定理distortionless 无畸变的distri but ed constant 分布常数distri but ed parameter 分布参数distri but ion 分布distri but ion coefficient 分布系数distri but ion curve 分布曲线distri but ion family 分布族distri but ion function 分布函数distri but ion law 分布律distri but ion of prime numbers 素数分布distri but ion parameter 分布参数distri but ion ratio 分布系数distri but ion rule 分布规则distri but ion space 广义函数空间distri but ion with negative skewness 负偏斜分布distri but ion with positive skewness 正偏double cusp 双尖点double element 二重元素double exponential distri but ion 二重指数分布double folium 双叶线double fourier series 二重傅里叶级数double integral 二重积分double laplace transformation 二重拉普拉斯变换double layer 双层double layer potential 双层位势double limit 二重极限double line 二重线double loop 双环路double negation 双重否定double orthogonal system 二重正交系double periodicity 双周期性double plane 二重面double point 重点double point of curve 曲线的二重点double poisson distri but ion 二重泊松分布double product 二重积double ratio 交比double root 重根double sequence 二重数列double series 二重级数double subscript 双下标double sum 二重和double tangent 二重切线double valued function 双值函数double vector product 二重向量积doubly periodic function 双周期函数dozen 一打draw 拉drum 磁鼓dual abelian variety 对偶阿贝耳簇dual automorphism 逆自同构dual base 对偶基dual basis 对偶基dual category 对偶范畴dual cell 对偶胞腔dual complex 对偶复形dual cone 对偶锥dual curve 对偶曲线dual figure 对偶图dual form 对偶形式dual formula 对偶公式dual graph 对偶图dual group 特贞群dual ideal 对偶理想dual isomorphism 对偶同构dual lattice 对偶格dual mapping 对偶映射dual module 对偶模dual number 对偶数dual operation 对偶运算dual operator 对偶算子dual problem 对偶问题dual relation 对偶关系dual representation 对偶表示dual simplex method 对偶单形法dual spaces 对偶空间dual system 对偶系统dual theorem 对偶定理dual vector space 对偶向量空间duality 对偶性duality principle 对偶原理duality relation 对偶关系duality theorem 对偶定理duel 竞赛dummy index 哑指标duodecimal notation 十二进记数法duodecimal system 十二进制duodecimal system of numbers 十二进数系duplication formula 倍角公式duplication of the cube 倍立方duration 持久时间dyad 并向量dyadic expansion 二进展开dyadic product 并向量积dyadic rational 二进有理数dynamic optimization 动态最优化dynamic programming 动态规划dynamic store 动态存储器dynamic system 动力系统dynamical variables 动态变数dynamics 力学dynkin diagram 丹金图形eccentric angle 离心角eccentric angle of an ellipse 椭圆的离心角eccentric anomaly 离心角eccentricity 离心率eccentricity of a hyperbola 双曲线的离心率echelon matrix 梯阵econometrics 计量经济学eddy 涡流旋涡edge 边edge connectivity 边连通度edge homomorphism 边缘同态edge of a solid 立体棱edge of regression 回归边缘edge of the wedge theorem 楔的边定理editcyclic markov chain 循环马尔可夫链effective area 有效面积effective convergence 有效收敛effective cross section 有效截面effective differential cross section 有效微分截面effective divisor 非负除数effective interest rate 有效利率effective number of replications 有效重复数effective variance of error 有效误差方差effectively computable function 能行可计算函数efficiency 效率efficiency factor 效率因子efficient estimator 有效估计量efficient point 有效点egyptian numerals 埃及数字eigenelement 特摘素eigenfunction 特寨数eigenspace 本照间eigenvalue 矩阵的特盏eigenvalue problem 特盏问题eigenvector 特镇量eigenvector of linear operator 线性算子的特镇量einstein equation 爱因斯坦方程einstein metric 爱因斯坦度量elastic coefficient 弹性常数elastic constant 弹性常数elastic deformation 弹性变形elastic limit 弹性限度elastic modulus 弹性模数elastic scattering 弹性散射elasticity 弹性elastodynamics 弹性动力学electrodynamics 电动力学electromagnetism 电磁electronic computer 电子计算机electronic data processing machine 电子数据处理机electronics 电子学electrostatics 静电学element 元件element of area 面积元素element of best approximation 最佳逼近元素element of finite order 有限阶元素element of surface 面元素elementary 基本的elementary chain 初等链elementary circuit 基本回路elementary conjunction 基本合取式elementary divisor 初等因子elementary divisor theorem 初等因子定理elementary event 简单事件elementary formula 原始公式elementary function 初等函数elementary geometry 初等几何elementary matrix 初等阵elementary number theory 初等数论elementary operation 初等运算elementary path 有向通路elementary set 初等集elementary subdivision 初等重分elementary symmetric function 初等对称函数equipotent set 等势集equipotential 等势的equipotential line 等位线equipotential surface 等位面equivalence 等价equivalence class 等价类equivalence problem 等价问题equivalence relation 等价关系equivalent 等价的equivalent equation 等价方程equivalent fiber bundle in g g等价纤维丛equivalent form 等价形式equivalent functions 等价函数equivalent knot 等价纽结equivalent mapping 保面积映射equivalent matrix 等价阵equivalent metric 等价度量equivalent neighborhood system 等价邻域系equivalent norm 等价范数equivalent point 等价点equivalent proposition 等值命题equivalent states 等价状态equivalent stochastic process 等价随机过程equivalent terms 等价项equivalent transformation 初等运算equivariant map 等变化映射erasing 擦除ergodic chain 遍历马尔可夫链ergodic hypothesis 遍历假说ergodic markov chain 遍历马尔可夫链ergodic property 遍历性ergodic state 遍历态ergodic theorem 遍历定理ergodic theorem in the mean 平均遍历定理ergodic theory 遍历理论ergodic transformation 遍历变换ergodicity 遍历性error 误差error analysis 误差分析error band 误差范围error coefficient 误差系数error component 误差分量error curve 误差曲线error equation 误差方程error estimation 误差估计error function 误差函数error in the input data 输入数据误差error law 误差律error limit 误差界限error mean square 误差方差error model 误差模型error of estimation 估计误差error of first kind 第一类误差error of measurement 测量误差error of observation 观测误差error of reading 读数误差error of second kind 第二类误差error of the third kind 第三类误差error of truncation 舍位误差error originated from input 输入误差error probability 误差概率error sum of squares 误差平方和error variance 误差方差escribe 旁切escribed 旁切的propositional inference 命题推演propositional logic 命题逻辑propositional variable 命题变元protractor 量角器分度规provability 可证迷provable 可证媚;可证的provable formula 可证公式prove 证明论证proximity 附近proximity relation 邻近关系proximity space 邻近空间pseudo abelian category 伪阿贝耳范畴pseudo euclidean space 伪欧几里得空间pseudo random number 伪随机数pseudo tensor 伪张量pseudoanalytic function 伪解析函数pseudoarc 伪弧pseudobasis 伪基pseudocatenary 伪悬链线pseudocatenoid 伪悬链曲面pseudocode 伪码pseudocoherent sheaf 伪凝聚层pseudocompact 伪紧的pseudocomplement 伪余pseudocomplemented lattice 伪有余格pseudocomplex manifold 伪复廖pseudoconformal geometry 伪保角几何pseudoconformal mapping 伪保角映射pseudoconvex 伪凸的pseudoconvex domain 伪凸域pseudoconvex function 伪凸函数pseudoconvexity 伪凸性pseudocycle 伪循环pseudocycloid 伪旋轮线pseudodifferential operator 伪微分算子pseudodistance 伪距离pseudoelliptic function 伪椭圆函数pseudoelliptic integral 伪椭圆积分pseudofunctor 伪函子pseudogroup of transformations 伪变换群pseudoharmonic function 伪低函数pseudoinverse operator 伪逆算子pseudomanifold 伪廖pseudomeasure 伪测度pseudometric 伪度量pseudometric space 伪度量空间pseudometric uniformity 伪度量一致性pseudometrizable uniform space 伪可度量化的一致空间pseudonorm 伪范数二、英文文献原文Math problems about BaseballAbstract：Baseball is a popular bat-and-ball game involving both athletics and wisdom. There are strict restrictions on the material, size and manufacture of the bat. It is vital important to transfer the maximum energy to the ball in order to give it the fastest batted speed during the hitting process.Firstly, this paper locates the center-of-percussion (COP) and the viberational node based on the single pendulum theory and the analysis of bat vibration. With the help of the synthesizing optimization approach, a mathematical model is developed to execute the optimized positioning for the “sweet spot”, and the best hitting spot turns out not to be at the end of the bat. Secondly, based on the basic model hypothesis, taking the physical and material attributes of the bat as parameters, the moment of inertia and the highest batted ball speed (BBS) of the “sweet spot” are evaluated using different parameter values, which enables a quantified comparison to be made on the performance of different bats. Thus finally expl ained why Major League Baseball prohibits “corking” and metal bats.In problem I, taking the COP and the viberational node as two decisive factors of the “sweet zone”, models are developed respectively to study the hitting effect from the angle of energy conversion.Because the different “sweet spots” decided by COP and the viberational node reflect different form of energy conversion, the “space-distance” concept is introduced and the “Technique for Order Preferenceby Similarity to Ideal Solution (TOPSIS) is used to locate the “sweet zone” step by step.And thus, it is proved that the “sweet spot” is not at the end of the bat from the two angles of specific quantitative relationship of the hitting effects and the inference of energy conversion. In problem II, applying new physical parameters of a corked bat into the model developed in Problem I, the moment of inertia and the BBS of the corked bat and the original wood bat under the same conditions are calculated. The result shows that the corking bat reduces the BBS and the collision performance rather than enhancing the “sweet spot” effect. On the other hand, the corking bat reduces the moment of inertia of the bat, which makes the bat can be controlled easier. By comparing the two Team # 8038 Page 2 of 20 conflicting impacts comprehensively, the conclusion is drawn that the corked bat will be advantageous to the same player in the game, for which Major League Baseball prohibits “corking”.In problem III, adopting the similar method used in Problem II, that is, applying different physical parameters into the model developed in Problem I, calculate the moment of inertia and the BBS of the bats constructed by different material to analyze the impact of the bat material on the hitting effect. The data simulation of metal bats performance and wood bats performance shows that the performance of the metal bat is improved for the moment of inertia is reduced and the BBS is increased. Our model and method successfully explain why Major League Baseball, for the sake of fair competition, prohibits metal bats.In the end, an evaluation of the model developed in this paper is given, listing itsadvantages s and limitations, and providing suggestions on measuring the performance of a bat.Restatement of the ProblemExpl ain the “sweet spot” on a baseball bat.Every hitter knows that there is a spot on the fat part of a baseball bat where maximum power is transferred to the ball when hit.Why isn’t this spot at the end of the bat? A simple explanation based on torque might seem to identify the end of the bat as the sweet spot, but this is known to be empirically incorrect. Develop a model that helps explain this empirical finding.Some players believe that “corking” a bat (hollowing out a cylinder in the head of the bat and filling it with cork or rubber, then replacing a wood cap) enhances the “sweet spot” effect.Augment your model to confirm or deny this effect.Does this explain why Major League Baseball prohibits “corking”?Does the material out of which the bat is constructed matter? That is, does this model predict different behavior for wood (usually ash) or metal (usually aluminum) bats? Is this why Major League Baseball prohibits metal bats?2.1 Analysis of Problem IFirst explain the “sweet spot” on a baseball bat, and then develop a model that helps explain why this spot isn’t at the end of the bat.[1]There are a multitude of definitions of the sweet spot:1) the location which produces least vibrational sensation (sting) in the batter's hands2) the location which produces maximum batted ball speed3) the location where maximum energy is transferred to the ball4) the location where coefficient of restitution is maximum5) the center of percussionFor most bats all of these "sweet spots" are at different locations on the bat, so one is often forced to define the sweet spot as a region.If explained based on torque, this “sweet spot” might be at the end of the bat, which is known to be empirically incorrect.This paper is going to explain this empirical paradox by exploring the location of the sweet spot from a reasonable angle.Based on necessary analysis, it can be known that the sweet zone, which is decided by the center-of-percussion (COP) and the vibrational node, produces the hitting effect abiding by the law of energy conversion.The two different sweet spots respectively decided by the COP and the viberational node reflect different energy conversions, which forms a two-factor influence.2.2 Analysis of Problem IIProblem II is to explain wheth er “corking” a bat enhances the “sweet spot” effect and why Major League Baseball prohibits “corking”.[4]In order to find out what changes will occur after corking the bat, the changes of the bat’s parameters should be analyzed first:1) The mass of the corked bat reduces slightly than before;2) Less mass (lower moment of inertia) means faster swing speed;3) The mass center of the bat moves towards the handle;4) The coefficient of restitution of the bat becomes smaller than before;。
Syllabus
MPhil in Advanced Computer ScienceAdvanced Topics in Computer SystemsLeader:Steven HandTiming:MichaelmasPrerequisites:NoneStructure:8×2-hour seminar sessions(weekly)AIMSThis module will attempt to provide an overview of“systems research”.This is a broad field which has existed for over40years and which has historically included areas such as operating systems,database systems,file systems,distributed systems and networking, to name but a few.The course will thus necessarily cover only a tiny subset of thefield. Many good ideas in systems research are the result of discussing and debating previous work.A primary aim of this course therefore will be to educate students in the art of critical thinking:the ability to argue for and/or against a particular approach or idea. This will be done by having students read and critique a set of papers each week.In addition,each week will include presentations from two or more participants which aim respectively to advocate or criticise each piece of work.SYLLABUSThe syllabus for this course will vary from year to year so as to cover a mixture of older and more contemporary systems papers.Contemporary papers will be generally selected from the past5years,primarily drawn from high quality conferences such as SOSP, OSDI,ASPLOS,FAST,NSDI and EuroSys.The schedule for the current year is:1.Intro:Systems Research&System Design(Lampson,Salzer&Schroeder)2.OS Structure&Virtual Memory(VMS,Mach,L4)3.Systems Virtualization(Disco,Xen,VMware)4.Security Architectures(Capability Systems,DIFC,Asbestos)5.Weakly Consistent Distributed Storage(Ficus,Bayou,S3)6.Approaches to Byzantine Fault Tolerance(PBFT,Q/U,Zyzzva,HQ)7.DataCenter Systems(MapReduce,GFS/Bigtable,Dryad/DryadLINQ)8.Multicore Operating Systems(K42,Corey,Barrelfish)Papers references(in parentheses)are indicative,and the full andfinal list will appear on the course web page before the start of the module.The reading each week will generally involve a load equivalent to2–3full length papers. Students will be expected to read these in detail and prepare a written summary and critique according to the following criteria:•Summarize the paper(no more than250words)•Answer the following(no more than750words in total)1.What problem are they trying to solve?(a)Why is it important?(b)How is it not solved by earlier work?2.What is their approach?(a)How does it solve the problem?(b)How is solution unique and innovative?(c)What are the details?3.How do they evaluate their solution?(a)What is the methodology?(b)What questions do they answer?(c)What are the strengths and weaknesses?4.What do you think?5.What future work does this suggest?In addition,each week will contain one or more short presentations by students for each paper.The types of presentation will include:•Overview:a balanced presentation of the paper,covering both+ve and-ve aspects.•Advocacy:a positive spin on the paper,aiming to convince others of its value.•Criticism:a negative take on the paper,focusing on its weak spots and omissions. These presentation roles will be assigned in advance,regardless of the soi disant absolute merit of the paper or the preference of the student.All students,regardless of any assigned presentation rˆo le in a given week,will be expected to participate in the class by asking questions and generally entering the debate. OBJECTIVESOn completion of this module students should have a broad understanding of some key papers and concepts in computer systems research,as well as an appreciation of how to argue for or against any particular idea.COURSEWORK&PRACTICAL WORKCoursework will be the production of the weekly paper reviews.Practical work will be presenting papers as appropriate,as well as ongoing participation in the class.ASSESSMENTParticipants on this course will be awarded a percentage score which will be made up from the following two components:1.75%:for paper reviews submitted on-time each week;grades here will be fed backon a week-by-week basis.2.25%:for presentation,attendance and participation;this will be awarded by thecourse assessor at the end of the course.RECOMMENDED READINGMost of the reading for this course will be in the form of the selected papers each week. However the following may be useful background reading to refresh your knowledge from undergraduate courses:•Operating Systems Concepts(5th Ed.)Silberschatz,Peterson and Galvin,Addison Wesley1998.•Modern Operating Systems(3rd Ed.)Tanenbaum,Prentice-Hall2008•Operating SystemsBacon and Harris,Addison Wesley,2003•The Design and Implementation of the4.3BSD UNIX Operating SystemLeffler,Addison Wesley1989•Inside Windows2000(3rd Ed)or Windows Internals(4th Ed)Solomon and Russinovich,Microsoft Press2000[2005]•Computer Architecture:a Quantitative Approach(3rd edition)Hennessy and Patterson,Morgan Kaufmann2003•Advanced Concepts in Operating SystemsSinghal and Shivaratris,McGraw-Hill,1994•Capability-Based Computer SystemsLevy,Digital Press,1984Last updated:May2009。
The Place of Syllalus in Language Teaching 2
刘洋
1.Definition of syllabus
2.Characteristics of a syllabus 3. Content of syllabuses 4. Analysis of Language Teaching 5.Choosing a syllabus type
Content of syllabuses
It includes:
behavior or learning objectives for Ss. specifications of how content will be taught. how content will be evaluated.
激发人的动机、热情、创造性和调动人的内在潜能， 促进人的思维能力的发展。
3.传授知识与培养技能
传授知识强调教学以教授语言基础知识即语音、词汇、
语法为主教学内容。
培养技能强调教学以培养听、说、读、写等语言基本
技能为主要内容。
Each type exists independently . Practice syllabus types are frequently combined.
Characteristics of a syllabus
1. Consists of a comprehensive list of:
4.教学内容： （1）语言知识：语音、词汇、语法项目 （2）语言技能：听、说、读、写 （3）功能和意念 （4）话题 （5）文化知识
5.课程实施 （1)教学方法
（2）教学原则
（3）教学建议 （4）推荐教材
6.课程评价 （1）评价者 （2）评价内容 （3）评价方式 （4）评价目的 （5）评价类型
质量监测四年级上册英语
质量监测四年级上册英语Introduction:In the following article, we will conduct a quality assessment of the English curriculum for the first semester of fourth grade. This evaluationwill provide insights into the effectiveness of the curriculum in terms of content, teaching methods, and student engagement.1. Curriculum Design and StructureThe curriculum for the fourth grade English course demonstrates a well-balanced structure, focusing on four essential language skills: listening, speaking, reading, and writing. Each of these skills is introduced progressively throughout the semester, ensuring a comprehensive approach to language acquisition. The syllabus is organized into thematic units, enabling students to grasp different topics effectively.2. Content AnalysisThe content of the English course is age-appropriate and covers a wide range of subjects, including daily routines, family, food, sports, and animals. The vocabulary and grammar exercises are suitable for fourth-grade learners, allowing them to build a strong foundation in English. The inclusion of audio materials, storybooks, and interactive activities provides a diverse learning experience for students, fostering their interest in the language.3. Listening and Speaking ActivitiesThe listening activities incorporated in the curriculum are well-designed and present various scenarios for students to practice their listeningcomprehension. Through dialogues, songs, and sound effects, students are exposed to aural language patterns and intonation. Additionally, the speaking activities encourage students to engage in pair and group discussions, enabling them to express their ideas confidently.4. Reading ComprehensionThe reading component of the curriculum comprises a variety of texts, such as short stories, dialogues, and simple articles. The texts are engaging and relevant to the students' lives, facilitating comprehension and vocabulary expansion. Comprehension questions accompanying the texts help students develop their reading skills and enhance their understanding of the material.5. Writing ExercisesThe writing exercises in the curriculum are designed to encourage students to express themselves and develop their written communication skills. Students are prompted to write short paragraphs, letters, and even simple narratives. The curriculum provides clear instructions for each writing task, allowing students to practice grammar, spelling, and sentence structure effectively.6. Assessment MethodsThe curriculum incorporates diverse assessment methods to evaluate students' progress. These methods include listening and speaking assessments, reading comprehension tests, and writing assignments. The assessments are spaced throughout the semester, providing students with regular opportunities to demonstrate their understanding and skills.7. Overall Teaching StrategiesThe teaching strategies applied throughout the program are commendable. Teachers make effective use of visuals, gestures, and audio-visual aids to facilitate student learning. The inclusion of games, role-plays, and group activities further enhances student engagement and participation in the classroom.Conclusion:The quality assessment of the English curriculum for the first semester of fourth grade reveals a comprehensive and engaging program. The curriculum effectively develops students' language skills through well-designed activities, appropriate content, and diverse assessment techniques. With a balanced structure and varied teaching strategies, the curriculum fosters an enjoyable and effective learning experience for fourth-grade students.。
edu-2014-04-p-syllabus(北美精算师考试必备讲义 notes handbooks )
Probability ExamMarch 2014 Syllabus with Learning Objective/Outcomes and ReadingsThe Probability Exam is a three-hour exam that consists of 30 multiple-choice questions and is administered as a computer-based test.The purpose of the syllabus for this examination is to develop knowledge of the fundamental probability tools for quantitatively assessing risk. The application of these tools to problems encountered in actuarial science is emphasized. A thorough command of the supporting calculus is assumed. Additionally, a very basic knowledge of insurance and risk management is assumed.A table of values for the normal distribution is available below for candidates to download and will be included with the examination. Since the table will be included with the examination, candidates will not be allowed to bring copies of the table into the examination room. Check the Updates section on this exam’s home page for any changes to the exam or syllabus. The ranges of weights shown are intended to apply to the large majority of exams administered. On occasion, the weights of topics on an individual exam may fall outside the published range. Candidates should also recognize that some questions may cover multiple learning outcomes.Each multiple-choice problem includes five answer choices identified by the letters A, B, C, D, and E, only one of which is correct. Candidates must indicate responses to each question on the computer.As part of the computer-based testing process, a few pilot questions will be randomly placed in the exam (paper and pencil and computer-based forms). These pilot questions are included to judge their effectiveness for future exams, but they will not be used in the scoring of this exam. All other questions will be considered in the scoring. All unanswered questions are scored incorrect. Therefore, candidates should answer every question on the exam. There is no set requirement for the distribution of correct answers for the multiple-choice preliminary examinations. It is possible that a particular answer choice could appear many times on an examination or not at all. Candidates are advised to answer each question to the best of their ability, independently from how they have answered other questions on the examination.Since the CBT exam will be offered over a period of a few days, each candidate will receive a test form composed of questions selected from a pool of questions. Statistical scaling methods are used to ensure within reasonable and practical limits that, during the same testing period of a few days, all forms of the test are comparable in content and passing criteria. The methodology that has been adopted is used by many credentialing programs that give multiple forms of an exam.LEARNING OUTCOMESCandidates should be able to use and apply the following concepts in a risk management context:1. General Probability (15-30%)•Set functions including set notation and basic elements of probability•Mutually exclusive events•Addition and multiplication rules•Independence of events•Combinatorial probability•Conditional probability•Bayes Theorem / Law of total probability2. Univariate probability distributions (including binomial, negative binomial, geometric,hypergeometric, Poisson, uniform, exponential, gamma, and normal) (30-50%)•Probability functions and probability density functions•Cumulative distribution functions•Mode, median, percentiles, and moments•Variance and measures of dispersion•Moment generating functions•Transformations3. Multivariate probability distributions (including the bivariate normal) (30-45%)•Joint probability functions and joint probability density functions•Joint cumulative distribution functions•Central Limit Theorem•Conditional and marginal probability distributions•Moments for joint, conditional, and marginal probability distributions•Joint moment generating functions•Variance and measures of dispersion for conditional and marginal probability distributions•Covariance and correlation coefficients•Transformations and order statistics•Probabilities and moments for linear combinations of independent random variablesREFERENCESSuggested TextsThere is no single required text for this exam. The texts listed below may be considered as representative of the many texts available to cover material on which the candidate may be examined. Texts are added and deleted as part of a regular process to keep the list up-to-date. The addition or deletion of a textbook does not change the bank of questions available for examinations. There is no advantage to selecting a text recently added or not using a text recently removed.Not all the topics may be covered adequately by just one text. Candidates may wish to use more than one of the following or other texts of their choosing in their preparation. Earlier or later editions may also be adequate for review.• A First Course in Probability (Ninth Edition), 2012, by Ross, S.M., Chapters 1–8.•Mathematical Statistics with Applications (Seventh Edition), 2008, by Wackerly, D., Mendenhall III, W., Scheaffer, R., Chapters 1-7.•Probability for Risk Management, (Second Edition), 2006, by Hassett, M. and Stewart,D., Chapters 1–11.• Probability and Statistical Inference (Eighth Edition), 2009, by Hogg, R.V. and Tanis,E.A., Chapters 1–5.•Probability and Statistics with Applications: A Problem Solving Text, 2010, by Asimow, L. and Maxwell, M.•Probability: The Science of Uncertainty with Applications to Investments, Insurance and Engineering 2009, by Bean, M.A., Chapters 1–9.Other ResourcesThe candidate is expected to be familiar with the concepts introduced in “Risk and Insurance”.Tables for Exam P/1Exam P/1 Sample Questions and Solutions (1–153)Risk and Insurance。
描述考研困难的英语作文
描述考研困难的英语作文英文：Studying for the postgraduate entrance examination (考研) is undoubtedly a challenging task. The competition is fierce, the syllabus is vast, and the pressure is immense. As a postgraduate entrance examination candidate, I have experienced the difficulties first-hand.First and foremost, the sheer amount of knowledge that needs to be mastered is overwhelming. From English to Mathematics, from Politics to History, the syllabus covers a wide range of subjects. It requires a great deal of time and effort to study and understand all the materials. For example, when preparing for the English section, I had to memorize numerous vocabulary words and practice various types of questions, such as reading comprehension and writing essays. It was a daunting task to improve my language skills and fully grasp the complexities of the English language.In addition to the academic challenges, the pressure of the postgraduate entrance examination is also a significant obstacle. The competition is intense, and the stakes are high. Many candidates are vying for limited spots in prestigious universities, and the pressure to perform well can be overwhelming. For instance, I remember feeling extremely anxious and stressed as the examination date approached. The fear of failure and the desire to succeed added to the already daunting task of studying for the exam.Moreover, the postgraduate entrance examination also requires a significant amount of mental and emotional strength. The long hours of studying, the constant pressure, and the uncertainty of the outcome can take a toll on one's well-being. For example, I often found myself feeling exhausted and demotivated during the preparation period. It was challenging to stay focused and maintain a positive mindset throughout the process.中文：考研绝对是一项艰巨的任务。
student-centered
SYLLABUSESFORSECONDARY SCHOOLSSYLLABUSFORFASHION DESIGN( SECONDARY 1 - 3 )PREPARED BYTHE CURRICULUM DEVELOPMENT COUNCIL RECOMMENDED FOR USE IN SCHOOLS BY THE EDUCATION DEPARTMENTHONG KONG2000CONTENTSPage I. PREAMBLE •••••••••••••••••••••••••••••••••••••••••••••••••••• 3II. INTRODUCTION ••••••••••••••••••••••••••••••••••••••••••••• 4III. AIMS AND OBJECTIVES •••••••••••••••••••••••••••••••••• 5 IV. ESTIMATED TIME ALLOCATION •••••••••••••••••••••• 6 - 7 V. SUGGESTED TEACHING SEQUENCE •••••••••••••••••8 VI. THE TEACHING SYLLABUS •••••••••••••••••••••••••••••9 - 13 VII. TEACHING STRATEGY •••••••••••••••••••••••••••••••••••14 - 15 VIII. ASSESSMENT •••••••••••••••••••••••••••••••••••••••••••••••16 IX. SUGGESTED REFERENCE BOOK LIST •••••••••••••••17 X. USEFUL WEBSITES •••••••••••••••••••••••••••••••••••••••••18 - 24PREAMBLEThis syllabus is one of a series prepared for use in secondary schools by the Curriculum Development Council, Hong Kong. The Curriculum Development Council, together with its co-ordinating committees and subject committees, is widely representative of the local educational community, membership including heads of schools and practising teachers from government and non-government schools, lecturers from tertiary institute, officers of the Hong Kong Examinations Authority, as well as those of the Curriculum Development Institute, the Advisory Inspectorate and other divisions of the Education Department. The membership of the Council also includes parents and employers.This syllabus is recommended for use in Secondary 1 to 3 by the Education Department. Once the syllabus has been implemented, progress will be monitored by the Advisory Inspectorate and the Curriculum Development Institute of the Education Department. This will enable the relevant subject committee of the Curriculum Development Council to review the syllabus from time to time in the light of classroom experiences.All comments and suggestions on the syllabus may be sent to:Principal Curriculum Planning Officer(Secondary & Prevocational)Curriculum Development Institute,Education Department,Wu Chung House, 13/F.,213 Queen’s Road East,Wanchai,Hong Kong.INTRODUCTIONIt is unusual to find Fashion Design Courses in secondary school level. At its entry level in Junior Secondary Form, the curriculum content of this course would be mainly introductory rather than an in depth study of it. Central to the course will be the study of fashion and the way in which materials and methods affect the design potential as well as the skills of fashion making. The way in which social attitudes and previous fashion trends affects the development of fashion design will also be touched. In short the course would be designed with a view to arouse students interest and enjoyment in studying the course. Hence, the course would be designed to appeal to teenagers and the course activities would mainly be student-centered so that a high level of interest could be maintained and satisfaction gained among students.Characteristics of the course are as follows:-• It develops students’ sense of cultural and aesthetic appreciation of fashion.• It gives students the opportunity to experience and participate actively in creative fashion design process in which new ideas can be developed or old ones modified.• It develops appropriate interpersonal skills and attitudes for working both independently and cooperatively within a group.• It is a course which will help to f acilitate the study of Fashion & Clothing at the Senior Secondary Level.AIMS AND OBJECTIVESAimsThe aims of the subject are:• to introduce to students the basic knowledge of fashion design;• to develop in students the basic creative and manipulative s kills necessary for fashion design and fashion making.ObjectivesOn completion of the course, students are expected to be able to:• demonstrate an understanding of the development of fashion industry;• demonstrate a basic understanding of fabric materials and their properties in relation to fashion design.• apply basic fashion design knowledge in various fashion design activities;• develop simple fashion design drawings with the application of techniques of using drawing tools and IT tools;• present fashion design ideas in a logical manner with the proper application of visual, verbal, graphical and/or written communication skills;• demonstrate the basic mastery of pattern construction;• demonstrate the basic mastery of garment making.ESTIMATED TIME ALLOCATIONA time allocation of 3 periods (40 minutes each) per week is recommended for teaching this subject in Secondary 1 to 3. Assuming that there are 22 teaching weeks per year throughout the three years of studies, a total of 198 periods will be available. An estimate of the number of periods required for each syllabus topic will be as follows: Section Topics/Contents Estimated No. of periods3 (1 week)1.1 Brief historical development offashion in Hong Kong.3 (1 week)1.2 Clothes of different societies andcultures.3 (1 week)1.3 Historical, cultural, heritage andenvironmental influences onfashion design1.4 Trends of fashion design 3 (1 week)1.5 General principles of fashion12 (4 weeks)design12 (4 weeks)1.6 The human form and the use ofcolour and texture in fashiondrawing1.7 Effect of style lines on6 (2 weeks)appearance6 (2 weeks)1.8 Types and general properties ofsome commonly used naturaland man-made fibres for clothesmaking3 (1 week)1.9 Fabric construction for wovenand non-woven fabrics1.10 The choice of the clothing3 (1 week)materials mentioned inparagraph 1.8.1 and 1.8.2 forfashion design1.11 Caring for clothes and care3 (1 week)labelsSub-total for Section 157 (19 weeks)Section Topics/Contents Estimated No. of periods2.1 Safety precautions in fashiondesign workshop The topics in Section 2, i.e., “Design Methods, Process and Communication” are mainly2.2 Drawing and fashion graphics learning by doing practical workshopsessions.2.3 General principles of patternmaking The time allocated to different2.4 Cutting and sewing techniques learning areas in Section 2 is estimatedas follows:-2.5 Introduction to the constructionand functions of common seam types (a) Design sketching: 42 periods(14 weeks)2.6 Basic sewing skills of variousdesign features (b) Pattern making: 48 periods(16 weeks)(c) Sewing practice: 48 periods2.7 Experience in the use of IT toolsin fashion design(16 weeks)2.8 Application of IT in gathering,generating, analyzing andpresenting informationSub-total for Section 2138 (46 weeks)3.1 Fashion promotion 3 (1 week)Sub-total for Section 33 (1 week)Total No. periods (weeks):198 periods(66 weeks)The estimated time allocation serves as a rough indication of the depth of treatment and the weight to be placed on the various parts of the syllabus. However, teachers should feel free to vary the time on teaching any part of the syllabus to suit the interest and ability range of their students and their own teaching styles.SUGGESTED TEACHING SEQUENCE8The Teaching SyllabusArea of Study Topics/Contents Explanatory Notes1. The nature of fashiondesign and fashion designconsiderations 1.1 Brief historical development of fashion in HongKong.1.1.1 A brief description on the historicaldevelopment of fashion in Hong Kong in thepast hundred years.1.2 Clothes of different societies and cultures. 1.2.1 A description on how the weather, the timeof day, the culture, and the place wherepeople live and work affect the kind ofclothes people wear.1.3 Historical, cultural, heritage and environmentalinfluences on fashion design.1.3.11.3.2An account for the historical, cultural,traditional and environmental influence onfashion design.The influence of family, friends, community,changing social conditions and age on thetype of clothes a person wears.1.4 Trends of fashion design. 1.4.1 Sources of information on fashion trends.Searching for designs for various fashionablegarment shapes and styles from fashionmagazines or web-sites.1.5 General principles of fashion design 1.5.1 The application of proportion, unity,9repetition, a point of interest, economy of design motifs, etc. in fashion design.1.6 The human form and the use of colour andtexture in fashion drawing.1.6.11.6.21.6.31.6.4 Human figure drawings on a few standard poses in proportion. The proportion of the figures should be reasonably life-like.Figure drawings of different poses and styles.Principle of colour matching for fashion design.The use of colour and texture in fashion drawings.1.7 Effect of style lines on appearance. 1.7.1 The effects of style lines on appearance, forexample:• horizontal and vertical lines;• placement of waistline;• shape or silhouette; and• length of skirt, etc.1.8 Types and general properties of somecommonly used natural and man-made fibresfor clothes making (Fabric structure is notrequired). 1.8.11.8.2Natural fibres: cotton, flax, wool and silk.Man-made fibres: acetate, polyester,viscose and rayon.101.9 Fabric construction for woven and non-wovenfabrics1.9.11.9.2 An understanding of the production of simple structured fabrics. Introduction to fabrics finishing.1.10 The choice of the clothing materials mentionedin paragraph 1.8.1 and 1.8.2 for fashion design 1.10.1 The choice of clothing materials in relation totheir properties1.11 Caring for clothes and care labels. 1.11.11.11.2 The treatment for various stains and fabrics. Commonly used textile care symbols.2. Design methods, processand communication2.1 Safety precautions in fashion design workshop. 2.1.12.1.22.1.3 Dress and behaviour, precautions to be observed in workshop environment.Material handling. Provision of guards, fencing, screening on machines.General electrical safety precautions, grounding of equipment. Avoidance of chemicals in contact with electrical work. Preventing electrical fires. Emergency control of machines and equipment.2.2 Drawing and fashion graphics. 2.2.1 Introduction to variety of media for fashiondrawings.2.2.2 Drawings of the front and the back views ofhuman body in scale with the use oftemplates.2.3 General principles of pattern making. 2.3.1 Adaptation of basic skirt (or trouser orsimple top) blocks to produce skirts (ortrousers or simple tops) of simple styles.2.4 Cutting and sewing techniques. 2.4.12.4.2 Practice on various cutting and sewing techniques for skirts (or trousers or simple tops).Operation sequences: the relevance of systematic sewing operation in skirts (or trousers or simiple tops) production.2.5 Introduction to the construction andfunctions of common seam types.2.5.12.5.2 The construction and functions of some common seam types, for example:(a) plain seam,(b) welt seam,(c) single-turned hem, and(d) edge-stitched seam, etc. Practice on sewing of the seam classes mentioned in paragraph 2.8.1.2.6 Basic sewing skills of various design features. 2.6.1 Practice on the sewing of various designfeatures.2.7 Experience in the use of IT tools in fashiondesign. 2.7.1 Practice and experience in the use of ITtools in fashion design.2.8 Application of IT in gathering, generating,analyzing and presenting information. 2.8.1 Practice and experience in the use of ITtools in gathering, generating, analyzing andpresenting information.3. Introduction to variousfashion design relatedactivities3.1 Fashion promotion 3.1.1 Types of promotion methods.TEACHING STRATEGYThe syllabus content for Fashion Design (S.1-3) has been prepared to identify the areas of study and the topics t o gether with further elaboration at the explanatory notes. These information would serve as the base from which a programme of study for Secondary 1 to 3 can be developed.When planning the programme of study, it is important to have a balanced coverage of the practical application of knowledge, understanding, skills and competence when making judgement of the following issues in the programme:(i) setting the learning objectives;(ii) deciding on teaching topics and content;(iii) selecting the teaching approaches and materials;(iv) determining the methods of assessment;(v) planning for continuous learning.In response to the emphasis of the Fashion Design syllabus, the programme of study should be designed with the main thrust of the syllabus in mind which is creating a fashion design. The knowledge of fashion development will provide good references for students in formulating design ideas. Students can be kept abreast with the information on the changes of fashion through observation, design criticism, etc. The acquisition of design presentation, pattern making and sewing techniques should be taught in conjunction with design projects. In attempting these projects, workable design decisions can be recognized during the processes of folio preparation and garment construction. The introduction and the use of Information Technology tools should be taken as an alternate method of creating and presenting design, information searching, etc.To create an effective learning environment, a variety mode of teaching should be identified and adopted. Lectures, demonstrations and project work form the major part of the learning processes. Other learning activities such case studies, visits to exhibitions, trade fairs, design studios, fashion shows, etc. may also be arranged to help to extend students’knowledge of the fashion industry, their appreciation and visual sensibility towards fashion design.ASSESSMENTAssessment of students’ work and reporting on students learning should be planned simultaneously with the programme of study. Assessment should be a continuous process and a systematic approach in carrying out assessment is very important. The general procedures of assessment may be concluded as follows:i) set the assessment objectives,ii) draw up an assessment plan,iii) decide on the assessment activities,iv) record, evaluate and report the result.In selecting the type of assessment for Fashion Design, a formative approach which is designed as an integral part of teaching/learning process may be more appropriate for the learning of Fashion Design. Three main assessment focuses are identified for teachers’ reference, which are the end result or product outcome, the procedural learning and the conceptual learning.Evidence of learning in Fashion Design can be gathered through a variety of ways, e.g. discussion with students, formal and informal observation, performance tasks, tests, folios of design work, etc. Reporting of students’ learning should be carried out frequently. The comments conveyed in reporting should be constructive, and suggestions for improvement should always be included.SUGGESTED REFERENCE BOOK LIST («Øij°Ñ¦Ò®Ñ¥Ø)Title (®Ñ¦W) Author(s) (§@ªÌ)Publisher (¥Xª©ªÀ) Edition (ª©¦¸) 1.。
Mathematics Syllabus – Year 6
Mathematics Syllabus – Year 6 6.1N UMBER AND A LGEBRAor the sequence of triangular numbers.•Count on in steps of 0·1, 0·2, 0·25, 0·5… and then back.•Recognise multiples up to 10 × 10.Know and apply simple tests of divisibility.Find simple common multiples.∗Place-value, ordering and rounding6.1.1 Multiply and divide decimals mentally by 10 or 100, andintegers by 1000, and explain the effect. e.g. 65·3 × 10 =653 ÷ 10 =65365·3•Use the vocabulary of estimation and approximation. •Consolidate rounding an integer to the nearest 10, 100 or 1000. •Order a set of integers less than 1 million.∗Fractions, decimals, percentages and proportion6.1.2 Reduce a fraction to its simplest form by cancelling commonfactors in the numerator and denominator.e.g.3620 Dividing the numerator and the denominator by 4 gives thesimplest equivalent fraction95.•Order fractions such as 2334and 56by converting them tofractions with a common denominator, and position them on a number line.6.1.3Use a fraction as an ‘operator’ to find fractions, includingtenths and hundredths, of numbers or quantities.e.g. 58of 32, 710of 40, 9100of 400 centimetresSupport through pictorial representations is recommended.÷10hH T U t665533··×106.1N UMBER AND A LGEBRA (contd)6.1.4Solve simple problems involving proportion.•Use decimal notation for tenths and hundredths in calculations,and tenths, hundredths and thousandths when recordingmeasurements.•Know what each digit represents in a number with up to threedecimal places.•Give a decimal fraction lying between two others. e.g. Children understand that 3·42 lies between 3·4 and 3·5, and byextending this idea they realise that there is an infinite number ofdecimal fractions between 3·4 and 3·5.6.1.5Order a mixed set of numbers or measurements with up tothree decimal places.•Round a number with two decimal places to the nearest tenth orto the nearest whole number.•Recognise the equivalence between the decimal and fractionforms of one half, one quarter, three quarters, one eighth … andtenths, hundredths and thousandths. e.g. 7001000 = 70100 = 710 = 0·76.1.6Understand percentage as the number of parts in every 100.Express simple fractions such as one half, one quarter, threequarters, and tenths and hundredths, as percentages. e.g. know that 14 = 25100= 25%.6.1.7Find simple percentages of small whole-number quantities. e.g. find 10% of €500, then 20%, 40% and 80% by doubling. ∗Mental calculation strategies (+ and –)•Consolidate all strategies from previous year, including:find a difference by counting up;add or subtract the nearest multiple of 10, 100 or 1000, thenadjust;use the relationship between addition and subtraction;add several numbers.6.1N UMBER AND A LGEBRA (contd)Learning Outcome Notes∗Fractions, decimals, percentages and proportion (contd)•Use known number facts and place-value to consolidate mentaladdition/subtraction. e.g. 470 + 380, 810 – 380, 7·4 + 9·8, 9·2 – 8·6 ∗Pencil and paper procedures (+ and –)•Use informal pencil and paper methods to support, record orexplain additions and subtractions.6.1.8Extend written methods to column addition and subtractionof numbers involving decimals.∗Understanding multiplication and division•Understand and use the relationships between the four operations,and the principles (not the names) of the arithmetic laws.•Use brackets.•Express a quotient as a fraction or as a decimal rounded to onedecimal place.Divide €·c by a 2-digit number to give €·c.•Round up or down after division, depending on the context.∗Rapid recall of multiplication and division facts•Consolidate knowing by heart:Multiplication facts up to 10 × 10.6.1.9 Derive quickly:division facts corresponding to tables up to 10 × 10;squares of multiples of 10 to 100;doubles of decimal numbers;doubles of multiples of 10 to 1000;doubles of multiples of 100 to 10 000;and the corresponding halves. e.g. 60 × 60;3·8 × 2, 0·76 × 2;670 × 2;6500 × 2;6.1N UMBER AND A LGEBRA (contd)Learning Outcome Notes∗Mental calculation strategies (× and ÷)•Use related facts and doubling or halving. e.g. double or halve the most significant digit first;to multiply by 25, multiply by 100 then divide by 4;double one number and halve the other;find the ×24 table by doubling the ×6 table twice.•Use factors. e.g. 35 × 18 = 35 × 6 × 3•Use closely related facts. e.g. multiply by 49 or 51 by multiplying by 50 and adjusting.•Partition. e.g. 87 × 6 = (80 × 6) + (7 × 6)3·4 × 3 = (3 × 3) + (0·4 × 3)•Use the relationship between multiplication and division.•Use known number facts and place-value to consolidate mentalmultiplication and division.∗Pencil and paper procedures (× and ÷)•Approximate first.Use informal pencil and paper methods to support, record orexplain multiplications and divisions.6.1.10Extend written methods to:multiplication of ThHTU × U (short multiplication);short multiplication of numbers involving decimals;long multiplication of a 3-digit by a 2-digit integer;short division of TU or HTU by U (mixed-number answer –repeated subtraction method);division of HTU by TU (repeated subtraction method);short division of numbers involving decimals. e.g. €7·60 ÷5, 2·6m ÷ 46.1N UMBER AND A LGEBRA (contd)Learning Outcome Notes ∗Checking results of calculations•Check with the inverse operation.•Check the sum of several numbers by adding in reverse order.•Check with an equivalent calculation.•Estimate by approximating (round to nearest 10, 100 or 1000),then check result.6.2M EASURES,S HAPE AND S PACELearning Outcome Notes∗Measureskm, m, cm, kg, g, l, ml, cl•Use, read and write standard metric units, including theirabbreviations, and relationships between them.•Convert larger to smaller units. e.g. km to m, m to cm or mm, kg to g, l to ml.•Convert smaller to larger units. e.g. m to km, cm or mm to m, g to kg, ml to l.•Suggest suitable units and measuring equipment to estimate ormeasure length, mass or capacity.•Measure and draw lines to the nearest millimetre.•Record estimates and readings from scales to a suitable degree ofaccuracy.cm²6.2.1 Understand area measured in square centimetres.Understand and use the formula in words, length × breadthfor the area of a rectangle.•Understand, measure and calculate perimeters of rectangles andregular polygons.6.2.2 Calculate the perimeter and area of simple compound shapesthat can be split into rectangles.•Use units of time.•Read the time on a 24-hour digital clock and use 24-hour clocknotation. such as 19:53.Use of Time Line to support understanding is recommended.•Use timetables.∗Shape and space•Classify triangles (isosceles, equilateral, scalene), using criteria. such as equal sides, equal angles, lines of symmetry.•Classify solids according to properties. such as shapes of faces, number of faces, vertices and edges.Solids include the cube, cuboid, cylinder, sphere, cone, pyramid.•Make shapes with increasing accuracy.6.2M EASURES,S HAPE AND S PACE (contd)Learning Outcome Notes∗Shape and space (contd)•Identify different nets for an open cube.•Visualise 3-D shapes from 2-D drawings and identify differentnets for a closed cube.•Recognise reflective symmetry in regular polygons. e.g. know that a square has four axes of symmetry and an equilateraltriangle has three.•Complete symmetrical patterns with two lines of symmetry atright angles.•Recognise where a shape will be after reflection in a mirror lineparallel to one side. i.e. sides not all parallel or perpendicular to the mirror line.•Recognise horizontal and vertical lines.•Understand and use angle measure in degrees.•Identify, estimate and order acute and obtuse angles.6.2.3 Use a protractor (angle measurer) to measure and draw acuteand obtuse angles to the nearest 5º.•Check that the sum of the angles of a triangle is 180º. e.g. by measuring or paper folding.•Calculate angles in a straight line.•Calculate angles in a triangle or around a point.6.3D ATA H ANDLINGLearning Outcome Notes∗Organising and interpreting data•Solve a problem by representing and interpreting data in tables,charts, graphs and diagrams. e.g. bar-line charts;vertical axis labelled in 2s, 5s, 10s, 20s, or 100.6.3.1 Solve a problem by representing, extracting and interpretingdata in tables, graphs and charts, including those generated bya computer. e.g. line graphs: for distance/time;for a multiplication table, a conversion graph, a graphof pairs of numbers adding to 8.•Find the mean (commonly known as ‘average’) of a set of data.6.4P ROBLEM S OLVINGLearning Outcome Notes∗Making decisions•Choose and use appropriate number operations to solve problems,and appropriate ways of calculating. Mental, mental with jottings, written methods.∗Reasoning about numbers or shapes•Explain methods and reasoning, orally and in writing.•Solve mathematical problems or puzzles, recognise and explainpatterns and relationships, generalise and predict.Suggest extensions. e.g. by asking What if …? or What could I try next?•Make and investigate a general statement about familiar numbersor shapes by finding examples that satisfy it.∗Problems involving ‘real life’, money or measures6.4.1 Identify and use appropriate operations (includingcombinations of operations) to solve word problems involvingnumbers and quantities based on ‘real life’, money or measures(including time) using one or more steps.Teachers are expected to expose their pupils to investigative work involving solutions to non-routine problems. These activities are essential to enable children to develop problem solving skills and to link together all the strands in the syllabus.Opportunities should be sought to link mathematics to other subjects by using the Thematic Approach … this being “the kind of pedagogical approach that comes closest to the idea of a holistic education, and the methodology (that) should be the dominant feature of our schools.”(NMC Creating the Future Together” p.78) Mathematics contributes to many subjects of the primary curriculum, such as Language, Science, Art & Craft, Social Studies and Physical Education, often in practical ways.Computer Software available in the classroom should be used to enhance, reinforce and consolidate any learning outcomes related to each of the four strands in this syllabus, namely: Number and Algebra; Measures, Shape and Space; Data Handling; Problem Solving.。
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Syllabus (Subjects) and total no. of Hours for M.B.B.S Course :
1st year –
Subjects Hours Physics 300 Chemistry 307
Medical Biology + Genetics + Parasitology 209
Human Anatomy 210 Histology + Embryology + Cytology 179
Latin And Medical Terminology 50
Physical Training 25
Russian Language 125
Exams – Physics, Chemistry, Medical Biology, Genetics, Parasitology.
2nd year --
Subjects Hours
Human Anatomy 210 Histology + Embryology + Cytology 179
Latin And Medical Terminology 50
Normal Physiology 360 Biochemistry 275 Microbiology + Virology + Immunology 137 Economics 60 Philosophy 120 Sociology 40
Physical Training 25
Russian Language 125
Exams –Human Anatomy, Histology, Embryology, Cytology, Normal Physiology, Biochemistry, Economics, Philosophy.
3rd Year -
Subjects Hours Microbiology + Virology + Immunology 137 Pharmacology & Clinical Pharmacology 360 Homeopathy 87 Pathological Anatomy 274 Pathological Physiology 243
Internal Diseases 454
Surgery 408
General Hygiene 92
Physical Training 25
Russian Language 125
Exams- Microbiology + Virology + Immunology , Pharmacology & Clinical Pharmacology, Pathological Anatomy , Pathological Physiology , Internal Diseases , Surgery.
Subjects Hours General Hygiene 93
Internal Diseases 454
Surgery 408 Obstetrics 250 Ophthalmology 114 Otorhinolaryngology 102 Pedeatrics + Infections of children 225 Radiodiagnostics and Radiotherapy 108
191
Public Health and Administration + Medical Informatics +
Automated Management Systems In Public health
History of National and foreign Medicine 60
Politics 40 Dermatology and Venereology 136 Neurology + NeuroSurgery + Medical Genetics 150 Topographical Anatomy and Operative Surgery 90
Exams– General Hygeine , Ophtalmology, Otorhinolaryngology, Internal Diseases, Surgery, Obstetrics.
5th Year –
Subjects Hours
Clinical Pathological Physiology 40 Pedeatrics + Infections of Children 225 Pedeatric Surgery 99 Topographical Anatomy and Operative Surgery 91 Dermatology and Venereology 136 Neurology + NeuroSurgery + Medical Genetics 150
Medical Psychology + Psychiatry + Narcology 183 Oncology 102
Urology 58 Traumatology and Orthopedics 193 Stomatology 51 Infectious Diseases 187
Internal Diseases 454
Surgery 408 Gynecology 250
Exams- Pedeatrics + Infections of Children, Topographical Anatomy and Operative Surgery, Dermatology and Venereology, Neurology + NeuroSurgery + Medical Genetics, Medical Psychology + Psychiatry + Narcology, Traumatology and Orthopedics, Infectious Diseases , Internal Diseases, Surgery, Gynecology.
Subjects Hours
Internal Diseases 454
Surgery 408 Obstetrics + Gynecology 90
Forensic Medicine 126 Infectious Diseases + Tropical Diseases + Epidemiology 328
Medical Law 80
Modern Instrumental Methods of examination 40
Exams - Internal Diseases , Surgery, Obstetrics + Gynecology , Infectious Diseases + Tropical Diseases + Epidemiology.
Practical training-
1.Nursing practice (4 terms)
Therapy – 2 weeks
Surgery – 2 weeks
2.Medical assistant practice (6 terms)
Therapy – 2 weeks
Surgery – 2 weeks
3.Medical practice (8terms)
Therapy – 2 weeks
Surgery – 2 weeks
Obstetrics – 2 weeks
4.Medical practice (10 terms)
Therapy – 2 weeks
Surgery – 2 weeks
* Internal Diseases-
a.General care of patients
b.Propedeutics of internal diseases
c.Occupational diseases
d.Endocrinology
e.Phtysiopulmonology (Tuberculosis)
f.Out-paitents therapy
g.Internal diseases, physiotherapy
* Surgery-
a.General care of patients
b.General surgery, anesthesiology
c.Resuscitation and intensive therapy
d.Topographic anatomy and operative surgery
e.Surgery
f.Urology
g.Traumatology and orthopedics
h.Oncology
i.Stomatology
j.Pediatrics surgery。