step one-icebreaker
湖北省2023-2024学年普通高中学业水平合格性考试仿真模拟卷英语试卷 (七)(含解析)
2024年湖北省普通高中学业水平合格性考试英语(七)本试卷共8页46小题。
全卷满分100分。
考试用时90分钟。
本试卷由阅读理解、语言知识运用、书面表达三个部分组成。
注意事项:1. 答卷前,考生务必先将自己的姓名、准考证号、座位号填写在试卷的密封线内。
2. 选择题的作答:每小题选出答案后,用2B铅笔把答题卡上对应题目的答案标号涂黑、涂匀、涂实,未涂、错涂、多涂或填涂不规范均不得分。
如需改动,用橡皮擦干净后,再选涂其他答案标号。
3. 非选择题的作答:用黑色签字笔将答案写在答题卡上对应的答题区域内,超出答题区域书写的答案无效。
4. 考试结束后,请将本试卷上交。
第一部分:阅读理解(共两节,满分50分)第一节(共15小题;每小题2.5分,满分37.5分)阅读下列短文,从每题所给的A、B、C三个选项中,选出最佳选项,并在答题卡上将该项涂黑。
AIcebreaker Activities for High School StudentsThrown into a group of teenagers who are total strangers? Whether you’re a teacher, or a teen trying to make new friends, these three icebreaker activities are sure to get students feeling more comfortable in a new situation. As we know, it’s easy for students to tune out (思想开小差) or get bored sitting down, so keep everyone moving and engaged with these ideas.Line it UpSee how fast your group can get into an alphabetical (按字母顺序的) line based on their names. Better yet, divide into boys vs girls or two randomly assigned groups and race to see which group can get organized first. Move If You ...Have your students sit in a large circle with one person in the middle. The middle person calls out for a certain group of people to move—for example, “Move if you have brown hair” or “Move if you have been to another country.” If the students fit the criteria (标准), they must run to a new seat in the circle. The one student left standing is in the middle for the next round.Race for the TruthHave your students stand on the starting line while you list general facts. (For example, I have a dog.) If the stated fact is true for any of the students, those students must move forward a step. Whoever crosses the finish line first wins!By using just a few of these icebreakers, you’re sure to have a close group within minutes!1. What is the purpose of the three activities?A. To enhance understanding.B. To help students sleep well.C. To improve learning ability.2. Which activity helps to remember each other’s name?A. Line it Up.B. Move if You ....C. Race for the Truth.3. Who is the text written for?A. Students.B. Teachers.C. Friends.BSurgery is scary enough for any of us, but when you are a child, and everyone is bigger than you, it can feel like a frightening dream. That’s why it matters so much what happens before, during and after treatment— especially when what happens includes a bit of humor.Modern medicine relieves more pain and suffering for children than ever in world history—everything from removing an appendix (阑尾), to fixing broken bones, or to cancer. Without these fixes, children can suffer socially and emotionally as well as physically. But it’s hard for a child to understand the long-term benefits of surgery when faced with bright lights and unfamiliar faces.To help children find the courage to face these fears, a doctor in Wuhan, China has special scrubs (外科手术服) made for his little patients that change them from vulnerable humans to brave superheroes. He carries the patients through the hallway on his shoulder as they reach out their fist forward, parting the clouds of anxiety and flying toward a better life, one that gives them confidence that they can overcome challenges. Not surprisingly, the little superheroes also give their parents the courage to bear the wait while they are in the operating room.Even as modern medicine improves in surprising ways, we humans will always need each other. Laughter is the best medicine. As Tang Jieshun, the doctor says, “Laughter helps the body fight off disease, cancer cells as well as infections. Being happy is the best cure of all diseases!”4. How do children feel when facing surgeries according to the writer?A. Curious.B. Humorous.C. Scared.5. What’s the meaning of the underlined word “vulnerable” in Paragraph 3?A. Weak.B. Curable.C. Believable.6. What does Tang Jieshun do for children needing a surgery?A. Relieve their pain skillfully.B. Create a relaxing atmosphere.C. Dress himself up as a superhero.7. What can be the best title of the text?A. Being Happy Is the Best Cure of All Diseases EverB. Modern Medicine Takes Fear out of Surgery for ChildrenC. Doctor Helps Children Face Hospital Fear in a Fancy WayCAny parent who’s tried to drag a child or teen away from a smartphone knows how challenging it can be to separate kids from social media, messaging apps, or online games and videos. Kids lack self-control over their smartphone use, but simply taking away the device can often backfire (产生事与愿违的不良后果), creating anxiety and stress in your child. Instead, there are plenty of other ways to help your child find a healthier balance.Be a good role model. Children tend to imitate (模仿), so it’s important for you to manage your own smartphone. It’s no good asking your child to unplug (暂时克制不用电子设备) at the dinner table while you’re staring at your own phone. Don’t let your own smartphone ruin your parent-child interactions.Talk to your child about potential issues. Smartphone overuse can be the sign of deeper problems. Is your child having problems fitting in(适应)? Has there been a recent major change, like a move or divorce, which is causing stress? Is your child suffering from other issues at school or home?Get help. Teenagers often go against their parents, but if they hear the same information from a different authority person, they may be more likely to listen. Try a sports coach, doctor, or respected family friend. Don’t be afraid to seek professional advice if you are concerned about your child’s smartphone use.8. Which can best describe the work of stopping kids from overusing smartphones?A. Meaningless.B. Difficult.C. Different.9. Why do parents need to set an example for children?A. Smartphones are designed for parents.B. Parents are more addicted to smartphones.C. Children like modeling after their parents.10. Children who overuse phones are likely that _______.A. they need an example to followB. they are suffering some problemsC. they have no other hobbies or interests11. From which is the text probably taken?A. A newspaper.B. A book review.C. A parenting magazine.DWhen HUAWEI Mate 60 was released, one of its key talking points was its satellite connectivity (连接). In case of an emergency, the Mate 60 series could connect to a low-orbit satellite and send an SOS message, even when there is absolutely no cell signal on the phone. But what exactly is satellite connectivity, and how does it work on HUAWEI phones? We bring you the answer.An ordinary cell phone mainly connects to a cell tower on land. The closer you are to the cell tower, the better the network reception on your cell phone. When you move from one place to another, your phone switches cell towers to get connected to the closest cell tower. However, your phone will lose signal if a cell tower is not nearby. You will not see any network connection on your phone, you will not receive any network services, you will not be able to receive any calls nor send any messages, and you will not be able to access the Internet.This is where satellite connectivity become useful. Instead of connecting to cell towers on the ground, satellite phones connect to satellites that orbit the Earth. The satellite phone does require an open sky and a line of sight between the phone and the satellite. But effectively, this erases the requirement of building a dense mesh (网) of cell phone towers to promise a base level of network connectivity.Building cell towers is not possible across the entire surface of the Earth. And since satellite phones do not require land-based cell towers, they remain operational during natural disasters or wars that affect the cell tower mesh. This makes satellite phones serve a crucial need that ordinary cell phones cannot.12. Why is HUAWEI Mate 60 mentioned in Paragraph 1?A. To express the writer’s feeling.B. To lead in the topic of the text.C. To sing high praise for HUAWEI.13. What can be inferred about HUAWEI Mate 60 series?A. They are the best seller around the world.B. They haven’t caused international concern.C. They are equipped with satellite connectivity.14. What can we know about ordinary cell phones?A. They are not as smart as satellite phones.B. They are not so reliable as satellite phones.C. They do not depend on cell towels to function.15. How is the text developed?A. By comparing facts.B. By listing some data.C. By explaining cause and effect.第二节(共5小题;每小题2.5分,满分12.5分)根据短文内容,从短文后的选项中选出能填入空白处的最佳选项,并在答题卡上将该项涂黑。
零翻译——精选推荐
零翻译类型摘要:以简洁方便的优势奠定了国际通用、易于传播的语用地位。
在日新月异的历史条件下,英语缩略语的零翻译形式以其特有的知识性和实用性发展成为了当今发展最快的语言现象。
零翻译突破和客服了语言文字符号障碍和传统翻译的观念,是英汉翻译中新型的一种翻译策略与翻译观。
语言是不断发展的,英语缩略语零翻译形式的产生是语言的自然调节。
从分析英语缩略语的语言形式和发展规律出发,总结其翻译误区和零翻译类型,探讨英语缩略语零翻译类型的实现手段和适度推广价值,以助于为人们提供一个充分发挥主观能动性的交际平台和翻译理论,从而更好地减少和避免一些不必要的错误和混乱,使英语缩略语零翻译类型的应用更加完善。
关键词:语言工具;英语缩略语;零翻译1.引言在经济社会不断进步和人际交往日益频繁的文化环境下,人们为了提高办事效率、节约时间,往往努力地摆脱逐词死译和单纯的语言对等的束缚,力求在交际中使用简便快捷的缩略语来描述复杂的新事物、缩略语的零翻译类型使用范围之广、频率之高,是汉语外来词史上前所未有的。
对于这样借词的新形式,如何熟悉和掌握英语缩略语的构成形式及其零翻译类型,合理使用和积极引导,是当前语言工作者一项崭新的课题。
结合已有的经验来探讨英语缩略语的零翻译类型,了解其适度推广的价值是极为重要的。
2.英语缩略语的出现、应用和构成特点2.1英语缩略语的出现英语缩略语是现代语言中一种常见的语言现象,是从相对复杂、稳定的词语中直接或间接地抽取其主要成分形成简短的词语,表示与原词语相同的意义。
在冗长的口头书面交往材料中,有大约70%的信息是重复的。
为了不将宝贵的时间浪费在这些繁复的长词长句上,把冗长的描述性用语加以简化使其嚷嚷上口、记忆方便,英语缩略语便应运而生。
十分注重高效益快节奏的现代生活、英语语音的某些同化现象和英语句式中多种多样的省略句等,都在无形中促进了英语缩略语的出现、增长和盛行。
2.2英语缩略语的应用自1943年到六十多年后的今天,英语缩略语已经发展成为一支百万大军,被广泛应用于各个领域。
说唱歌手Pitbull的资料简介
说唱歌手Pitbull的资料简介Pitbull,原名阿曼多·克里斯蒂安·佩雷斯(Armando Christian Pérez),1981年1月15日出生于美国佛罗里达州迈阿密,美国古巴裔说唱歌手、音乐制作人,毕业于迈阿密珊瑚公园高中。
下面是小编为大家整理的说唱歌手Pitbull的资料简介,希望大家喜欢!Pitbull的资料简介姓名:Pitbull 皮普保罗国籍:美国出生地:美国佛罗里达州迈阿密出生日期:1981-01-15职业:说唱歌手,作曲家星座:摩羯座毕业院校:迈阿密珊瑚公园高中经纪公司美国广播唱片公司、Mr.305 Inc.代表作品:《Give Me Everything》、《On The Floor》、《Timber》主要成就:第58届格莱美奖“最佳拉丁摇滚/城市/另类专辑”2014美国拉丁裔媒体艺术奖“音乐特别成就奖”第48届美国创作人名人堂全球大使奖本名:阿曼多·克里斯蒂安·佩雷斯Pitbull的艺人资料Pitbull(皮普保罗)1981年1月15日出生于美国佛罗里达,迈阿密,歌手,作曲家。
人气超高的Pitbull从属的经纪公司是RCA/Jive。
是欧美乐坛当红Hip Hop、Rap、Reggaeton歌手。
Pitbull原名Armando Christian Pérez,作为一个古巴裔的美国mc,pitbull还是坚持用英文Rap ,最初他被邀请出现在单曲"Lollipop" 中,这让pitbull被Diaz Brothers经纪人团队发现。
在结识了Lil Jon后,于2002年参与了 Lil Jon和the East Side Boyz的专辑Kings of Crunk。
2003年oye版本还出现在速度与激情2的原声中。
The Boatlift是他个人第3张专辑,专辑制作请来了Lil' Jon, Mr. Collipark, The Diaz Brothers, Jim Jonsin 主打单曲是Sticky Icky、I know you want me等。
OSHA现场作业手册说明书
DIRECTIVE NUMBER: CPL 02-00-150 EFFECTIVE DATE: April 22, 2011 SUBJECT: Field Operations Manual (FOM)ABSTRACTPurpose: This instruction cancels and replaces OSHA Instruction CPL 02-00-148,Field Operations Manual (FOM), issued November 9, 2009, whichreplaced the September 26, 1994 Instruction that implemented the FieldInspection Reference Manual (FIRM). The FOM is a revision of OSHA’senforcement policies and procedures manual that provides the field officesa reference document for identifying the responsibilities associated withthe majority of their inspection duties. This Instruction also cancels OSHAInstruction FAP 01-00-003 Federal Agency Safety and Health Programs,May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045,Revised Field Operations Manual, June 15, 1989.Scope: OSHA-wide.References: Title 29 Code of Federal Regulations §1903.6, Advance Notice ofInspections; 29 Code of Federal Regulations §1903.14, Policy RegardingEmployee Rescue Activities; 29 Code of Federal Regulations §1903.19,Abatement Verification; 29 Code of Federal Regulations §1904.39,Reporting Fatalities and Multiple Hospitalizations to OSHA; and Housingfor Agricultural Workers: Final Rule, Federal Register, March 4, 1980 (45FR 14180).Cancellations: OSHA Instruction CPL 02-00-148, Field Operations Manual, November9, 2009.OSHA Instruction FAP 01-00-003, Federal Agency Safety and HealthPrograms, May 17, 1996.Chapter 13 of OSHA Instruction CPL 02-00-045, Revised FieldOperations Manual, June 15, 1989.State Impact: Notice of Intent and Adoption required. See paragraph VI.Action Offices: National, Regional, and Area OfficesOriginating Office: Directorate of Enforcement Programs Contact: Directorate of Enforcement ProgramsOffice of General Industry Enforcement200 Constitution Avenue, NW, N3 119Washington, DC 20210202-693-1850By and Under the Authority ofDavid Michaels, PhD, MPHAssistant SecretaryExecutive SummaryThis instruction cancels and replaces OSHA Instruction CPL 02-00-148, Field Operations Manual (FOM), issued November 9, 2009. The one remaining part of the prior Field Operations Manual, the chapter on Disclosure, will be added at a later date. This Instruction also cancels OSHA Instruction FAP 01-00-003 Federal Agency Safety and Health Programs, May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045, Revised Field Operations Manual, June 15, 1989. This Instruction constitutes OSHA’s general enforcement policies and procedures manual for use by the field offices in conducting inspections, issuing citations and proposing penalties.Significant Changes∙A new Table of Contents for the entire FOM is added.∙ A new References section for the entire FOM is added∙ A new Cancellations section for the entire FOM is added.∙Adds a Maritime Industry Sector to Section III of Chapter 10, Industry Sectors.∙Revises sections referring to the Enhanced Enforcement Program (EEP) replacing the information with the Severe Violator Enforcement Program (SVEP).∙Adds Chapter 13, Federal Agency Field Activities.∙Cancels OSHA Instruction FAP 01-00-003, Federal Agency Safety and Health Programs, May 17, 1996.DisclaimerThis manual is intended to provide instruction regarding some of the internal operations of the Occupational Safety and Health Administration (OSHA), and is solely for the benefit of the Government. No duties, rights, or benefits, substantive or procedural, are created or implied by this manual. The contents of this manual are not enforceable by any person or entity against the Department of Labor or the United States. Statements which reflect current Occupational Safety and Health Review Commission or court precedents do not necessarily indicate acquiescence with those precedents.Table of ContentsCHAPTER 1INTRODUCTIONI.PURPOSE. ........................................................................................................... 1-1 II.SCOPE. ................................................................................................................ 1-1 III.REFERENCES .................................................................................................... 1-1 IV.CANCELLATIONS............................................................................................. 1-8 V. ACTION INFORMATION ................................................................................. 1-8A.R ESPONSIBLE O FFICE.......................................................................................................................................... 1-8B.A CTION O FFICES. .................................................................................................................... 1-8C. I NFORMATION O FFICES............................................................................................................ 1-8 VI. STATE IMPACT. ................................................................................................ 1-8 VII.SIGNIFICANT CHANGES. ............................................................................... 1-9 VIII.BACKGROUND. ................................................................................................. 1-9 IX. DEFINITIONS AND TERMINOLOGY. ........................................................ 1-10A.T HE A CT................................................................................................................................................................. 1-10B. C OMPLIANCE S AFETY AND H EALTH O FFICER (CSHO). ...........................................................1-10B.H E/S HE AND H IS/H ERS ..................................................................................................................................... 1-10C.P ROFESSIONAL J UDGMENT............................................................................................................................... 1-10E. W ORKPLACE AND W ORKSITE ......................................................................................................................... 1-10CHAPTER 2PROGRAM PLANNINGI.INTRODUCTION ............................................................................................... 2-1 II.AREA OFFICE RESPONSIBILITIES. .............................................................. 2-1A.P ROVIDING A SSISTANCE TO S MALL E MPLOYERS. ...................................................................................... 2-1B.A REA O FFICE O UTREACH P ROGRAM. ............................................................................................................. 2-1C. R ESPONDING TO R EQUESTS FOR A SSISTANCE. ............................................................................................ 2-2 III. OSHA COOPERATIVE PROGRAMS OVERVIEW. ...................................... 2-2A.V OLUNTARY P ROTECTION P ROGRAM (VPP). ........................................................................... 2-2B.O NSITE C ONSULTATION P ROGRAM. ................................................................................................................ 2-2C.S TRATEGIC P ARTNERSHIPS................................................................................................................................. 2-3D.A LLIANCE P ROGRAM ........................................................................................................................................... 2-3 IV. ENFORCEMENT PROGRAM SCHEDULING. ................................................ 2-4A.G ENERAL ................................................................................................................................................................. 2-4B.I NSPECTION P RIORITY C RITERIA. ..................................................................................................................... 2-4C.E FFECT OF C ONTEST ............................................................................................................................................ 2-5D.E NFORCEMENT E XEMPTIONS AND L IMITATIONS. ....................................................................................... 2-6E.P REEMPTION BY A NOTHER F EDERAL A GENCY ........................................................................................... 2-6F.U NITED S TATES P OSTAL S ERVICE. .................................................................................................................. 2-7G.H OME-B ASED W ORKSITES. ................................................................................................................................ 2-8H.I NSPECTION/I NVESTIGATION T YPES. ............................................................................................................... 2-8 V.UNPROGRAMMED ACTIVITY – HAZARD EVALUATION AND INSPECTION SCHEDULING ............................................................................ 2-9 VI.PROGRAMMED INSPECTIONS. ................................................................... 2-10A.S ITE-S PECIFIC T ARGETING (SST) P ROGRAM. ............................................................................................. 2-10B.S CHEDULING FOR C ONSTRUCTION I NSPECTIONS. ..................................................................................... 2-10C.S CHEDULING FOR M ARITIME I NSPECTIONS. ............................................................................. 2-11D.S PECIAL E MPHASIS P ROGRAMS (SEP S). ................................................................................... 2-12E.N ATIONAL E MPHASIS P ROGRAMS (NEP S) ............................................................................... 2-13F.L OCAL E MPHASIS P ROGRAMS (LEP S) AND R EGIONAL E MPHASIS P ROGRAMS (REP S) ............ 2-13G.O THER S PECIAL P ROGRAMS. ............................................................................................................................ 2-13H.I NSPECTION S CHEDULING AND I NTERFACE WITH C OOPERATIVE P ROGRAM P ARTICIPANTS ....... 2-13CHAPTER 3INSPECTION PROCEDURESI.INSPECTION PREPARATION. .......................................................................... 3-1 II.INSPECTION PLANNING. .................................................................................. 3-1A.R EVIEW OF I NSPECTION H ISTORY .................................................................................................................... 3-1B.R EVIEW OF C OOPERATIVE P ROGRAM P ARTICIPATION .............................................................................. 3-1C.OSHA D ATA I NITIATIVE (ODI) D ATA R EVIEW .......................................................................................... 3-2D.S AFETY AND H EALTH I SSUES R ELATING TO CSHO S.................................................................. 3-2E.A DVANCE N OTICE. ................................................................................................................................................ 3-3F.P RE-I NSPECTION C OMPULSORY P ROCESS ...................................................................................................... 3-5G.P ERSONAL S ECURITY C LEARANCE. ................................................................................................................. 3-5H.E XPERT A SSISTANCE. ........................................................................................................................................... 3-5 III. INSPECTION SCOPE. ......................................................................................... 3-6A.C OMPREHENSIVE ................................................................................................................................................... 3-6B.P ARTIAL. ................................................................................................................................................................... 3-6 IV. CONDUCT OF INSPECTION .............................................................................. 3-6A.T IME OF I NSPECTION............................................................................................................................................. 3-6B.P RESENTING C REDENTIALS. ............................................................................................................................... 3-6C.R EFUSAL TO P ERMIT I NSPECTION AND I NTERFERENCE ............................................................................. 3-7D.E MPLOYEE P ARTICIPATION. ............................................................................................................................... 3-9E.R ELEASE FOR E NTRY ............................................................................................................................................ 3-9F.B ANKRUPT OR O UT OF B USINESS. .................................................................................................................... 3-9G.E MPLOYEE R ESPONSIBILITIES. ................................................................................................. 3-10H.S TRIKE OR L ABOR D ISPUTE ............................................................................................................................. 3-10I. V ARIANCES. .......................................................................................................................................................... 3-11 V. OPENING CONFERENCE. ................................................................................ 3-11A.G ENERAL ................................................................................................................................................................ 3-11B.R EVIEW OF A PPROPRIATION A CT E XEMPTIONS AND L IMITATION. ..................................................... 3-13C.R EVIEW S CREENING FOR P ROCESS S AFETY M ANAGEMENT (PSM) C OVERAGE............................. 3-13D.R EVIEW OF V OLUNTARY C OMPLIANCE P ROGRAMS. ................................................................................ 3-14E.D ISRUPTIVE C ONDUCT. ...................................................................................................................................... 3-15F.C LASSIFIED A REAS ............................................................................................................................................. 3-16VI. REVIEW OF RECORDS. ................................................................................... 3-16A.I NJURY AND I LLNESS R ECORDS...................................................................................................................... 3-16B.R ECORDING C RITERIA. ...................................................................................................................................... 3-18C. R ECORDKEEPING D EFICIENCIES. .................................................................................................................. 3-18 VII. WALKAROUND INSPECTION. ....................................................................... 3-19A.W ALKAROUND R EPRESENTATIVES ............................................................................................................... 3-19B.E VALUATION OF S AFETY AND H EALTH M ANAGEMENT S YSTEM. ....................................................... 3-20C.R ECORD A LL F ACTS P ERTINENT TO A V IOLATION. ................................................................................. 3-20D.T ESTIFYING IN H EARINGS ................................................................................................................................ 3-21E.T RADE S ECRETS. ................................................................................................................................................. 3-21F.C OLLECTING S AMPLES. ..................................................................................................................................... 3-22G.P HOTOGRAPHS AND V IDEOTAPES.................................................................................................................. 3-22H.V IOLATIONS OF O THER L AWS. ....................................................................................................................... 3-23I.I NTERVIEWS OF N ON-M ANAGERIAL E MPLOYEES .................................................................................... 3-23J.M ULTI-E MPLOYER W ORKSITES ..................................................................................................................... 3-27 K.A DMINISTRATIVE S UBPOENA.......................................................................................................................... 3-27 L.E MPLOYER A BATEMENT A SSISTANCE. ........................................................................................................ 3-27 VIII. CLOSING CONFERENCE. .............................................................................. 3-28A.P ARTICIPANTS. ..................................................................................................................................................... 3-28B.D ISCUSSION I TEMS. ............................................................................................................................................ 3-28C.A DVICE TO A TTENDEES .................................................................................................................................... 3-29D.P ENALTIES............................................................................................................................................................. 3-30E.F EASIBLE A DMINISTRATIVE, W ORK P RACTICE AND E NGINEERING C ONTROLS. ............................ 3-30F.R EDUCING E MPLOYEE E XPOSURE. ................................................................................................................ 3-32G.A BATEMENT V ERIFICATION. ........................................................................................................................... 3-32H.E MPLOYEE D ISCRIMINATION .......................................................................................................................... 3-33 IX. SPECIAL INSPECTION PROCEDURES. ...................................................... 3-33A.F OLLOW-UP AND M ONITORING I NSPECTIONS............................................................................................ 3-33B.C ONSTRUCTION I NSPECTIONS ......................................................................................................................... 3-34C. F EDERAL A GENCY I NSPECTIONS. ................................................................................................................. 3-35CHAPTER 4VIOLATIONSI. BASIS OF VIOLATIONS ..................................................................................... 4-1A.S TANDARDS AND R EGULATIONS. .................................................................................................................... 4-1B.E MPLOYEE E XPOSURE. ........................................................................................................................................ 4-3C.R EGULATORY R EQUIREMENTS. ........................................................................................................................ 4-6D.H AZARD C OMMUNICATION. .............................................................................................................................. 4-6E. E MPLOYER/E MPLOYEE R ESPONSIBILITIES ................................................................................................... 4-6 II. SERIOUS VIOLATIONS. .................................................................................... 4-8A.S ECTION 17(K). ......................................................................................................................... 4-8B.E STABLISHING S ERIOUS V IOLATIONS ............................................................................................................ 4-8C. F OUR S TEPS TO BE D OCUMENTED. ................................................................................................................... 4-8 III. GENERAL DUTY REQUIREMENTS ............................................................. 4-14A.E VALUATION OF G ENERAL D UTY R EQUIREMENTS ................................................................................. 4-14B.E LEMENTS OF A G ENERAL D UTY R EQUIREMENT V IOLATION.............................................................. 4-14C. U SE OF THE G ENERAL D UTY C LAUSE ........................................................................................................ 4-23D.L IMITATIONS OF U SE OF THE G ENERAL D UTY C LAUSE. ..............................................................E.C LASSIFICATION OF V IOLATIONS C ITED U NDER THE G ENERAL D UTY C LAUSE. ..................F. P ROCEDURES FOR I MPLEMENTATION OF S ECTION 5(A)(1) E NFORCEMENT ............................ 4-25 4-27 4-27IV.OTHER-THAN-SERIOUS VIOLATIONS ............................................... 4-28 V.WILLFUL VIOLATIONS. ......................................................................... 4-28A.I NTENTIONAL D ISREGARD V IOLATIONS. ..........................................................................................4-28B.P LAIN I NDIFFERENCE V IOLATIONS. ...................................................................................................4-29 VI. CRIMINAL/WILLFUL VIOLATIONS. ................................................... 4-30A.A REA D IRECTOR C OORDINATION ....................................................................................................... 4-31B.C RITERIA FOR I NVESTIGATING P OSSIBLE C RIMINAL/W ILLFUL V IOLATIONS ........................ 4-31C. W ILLFUL V IOLATIONS R ELATED TO A F ATALITY .......................................................................... 4-32 VII. REPEATED VIOLATIONS. ...................................................................... 4-32A.F EDERAL AND S TATE P LAN V IOLATIONS. ........................................................................................4-32B.I DENTICAL S TANDARDS. .......................................................................................................................4-32C.D IFFERENT S TANDARDS. .......................................................................................................................4-33D.O BTAINING I NSPECTION H ISTORY. .....................................................................................................4-33E.T IME L IMITATIONS..................................................................................................................................4-34F.R EPEATED V. F AILURE TO A BATE....................................................................................................... 4-34G. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-35 VIII. DE MINIMIS CONDITIONS. ................................................................... 4-36A.C RITERIA ................................................................................................................................................... 4-36B.P ROFESSIONAL J UDGMENT. ..................................................................................................................4-37C. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-37 IX. CITING IN THE ALTERNATIVE ............................................................ 4-37 X. COMBINING AND GROUPING VIOLATIONS. ................................... 4-37A.C OMBINING. ..............................................................................................................................................4-37B.G ROUPING. ................................................................................................................................................4-38C. W HEN N OT TO G ROUP OR C OMBINE. ................................................................................................4-38 XI. HEALTH STANDARD VIOLATIONS ....................................................... 4-39A.C ITATION OF V ENTILATION S TANDARDS ......................................................................................... 4-39B.V IOLATIONS OF THE N OISE S TANDARD. ...........................................................................................4-40 XII. VIOLATIONS OF THE RESPIRATORY PROTECTION STANDARD(§1910.134). ....................................................................................................... XIII. VIOLATIONS OF AIR CONTAMINANT STANDARDS (§1910.1000) ... 4-43 4-43A.R EQUIREMENTS UNDER THE STANDARD: .................................................................................................. 4-43B.C LASSIFICATION OF V IOLATIONS OF A IR C ONTAMINANT S TANDARDS. ......................................... 4-43 XIV. CITING IMPROPER PERSONAL HYGIENE PRACTICES. ................... 4-45A.I NGESTION H AZARDS. .................................................................................................................................... 4-45B.A BSORPTION H AZARDS. ................................................................................................................................ 4-46C.W IPE S AMPLING. ............................................................................................................................................. 4-46D.C ITATION P OLICY ............................................................................................................................................ 4-46 XV. BIOLOGICAL MONITORING. ...................................................................... 4-47CHAPTER 5CASE FILE PREPARATION AND DOCUMENTATIONI.INTRODUCTION ............................................................................................... 5-1 II.INSPECTION CONDUCTED, CITATIONS BEING ISSUED. .................... 5-1A.OSHA-1 ................................................................................................................................... 5-1B.OSHA-1A. ............................................................................................................................... 5-1C. OSHA-1B. ................................................................................................................................ 5-2 III.INSPECTION CONDUCTED BUT NO CITATIONS ISSUED .................... 5-5 IV.NO INSPECTION ............................................................................................... 5-5 V. HEALTH INSPECTIONS. ................................................................................. 5-6A.D OCUMENT P OTENTIAL E XPOSURE. ............................................................................................................... 5-6B.E MPLOYER’S O CCUPATIONAL S AFETY AND H EALTH S YSTEM. ............................................................. 5-6 VI. AFFIRMATIVE DEFENSES............................................................................. 5-8A.B URDEN OF P ROOF. .............................................................................................................................................. 5-8B.E XPLANATIONS. ..................................................................................................................................................... 5-8 VII. INTERVIEW STATEMENTS. ........................................................................ 5-10A.G ENERALLY. ......................................................................................................................................................... 5-10B.CSHO S SHALL OBTAIN WRITTEN STATEMENTS WHEN: .......................................................................... 5-10C.L ANGUAGE AND W ORDING OF S TATEMENT. ............................................................................................. 5-11D.R EFUSAL TO S IGN S TATEMENT ...................................................................................................................... 5-11E.V IDEO AND A UDIOTAPED S TATEMENTS. ..................................................................................................... 5-11F.A DMINISTRATIVE D EPOSITIONS. .............................................................................................5-11 VIII. PAPERWORK AND WRITTEN PROGRAM REQUIREMENTS. .......... 5-12 IX.GUIDELINES FOR CASE FILE DOCUMENTATION FOR USE WITH VIDEOTAPES AND AUDIOTAPES .............................................................. 5-12 X.CASE FILE ACTIVITY DIARY SHEET. ..................................................... 5-12 XI. CITATIONS. ..................................................................................................... 5-12A.S TATUTE OF L IMITATIONS. .............................................................................................................................. 5-13B.I SSUING C ITATIONS. ........................................................................................................................................... 5-13C.A MENDING/W ITHDRAWING C ITATIONS AND N OTIFICATION OF P ENALTIES. .................................. 5-13D.P ROCEDURES FOR A MENDING OR W ITHDRAWING C ITATIONS ............................................................ 5-14 XII. INSPECTION RECORDS. ............................................................................... 5-15A.G ENERALLY. ......................................................................................................................................................... 5-15B.R ELEASE OF I NSPECTION I NFORMATION ..................................................................................................... 5-15C. C LASSIFIED AND T RADE S ECRET I NFORMATION ...................................................................................... 5-16。
高中英语教案:Teaching Procedures of Period 1
高中英语教案:Teaching Procedures of Period 1Teaching Procedures of Period 1 - Introduction to the CourseStep 1: Warm-up (5 minutes)Begin the class by welcoming the students and asking them to share one thing they did over the summer holiday. Encourage them to use English as much as possible during this activity. This will help to create a positive and engaging learning atmosphere.Step 2: Introduction to the Course (10 minutes)Explain to the students the main objectives and content of the course. Highlight the importance of English language skills in today's globalized world. Show them the course outline and explain the topics and skills that will be covered throughout the year.Step 3: Icebreaker Activity (15 minutes)To help the students get to know each other and to create a sense of community in the classroom, organize an icebreaker activity. For example, you can divide the students into pairs and ask them to interview each other about their hobbies, interests, and favorite subjects. Then, they can introduce their partner to the rest of the class.Step 4: Classroom Rules and Expectations (10 minutes)Set clear classroom rules and expectations for behavior and participation. Emphasize the importance of respect, active listening, and responsible use of technology. Discuss consequences for breaking the rules and reinforce the idea that the classroom should be a safe and positive learning environment for everyone.Step 5: Syllabus and Textbooks (10 minutes)Hand out the course syllabus and textbooks to the students. Go over the syllabus together, highlighting important dates, assignments, and assessments. Show them how to navigate the textbook and other supplementary materials that will be used throughout the course.Step 6: Classroom Procedures and Materials (10 minutes)Explain the procedures for submitting assignments, class attendance, and participation. Also, introduce any classroom materials they will need regularly, such as notebooks, pens, and textbooks. Encourage students to organize their materials and keep track of their progress throughout the course.Step 7: Introduction to the First Unit (10 minutes)Introduce the first unit of the course and provide an overview of the topics and skills that will be covered. Show students the key vocabulary and grammar points they will learn. Offer some examples and explanations to help them understand the concepts before diving into the unit.Step 8: Summary and Closure (5 minutes)Review what was covered in the class and summarize the main points. Ask students if they have any questions or concerns about the course. Encourage them to come to you if they need any additional support or have any specific learning goals.Note: The duration of each step can be adjusted according to the specific needs and dynamics of the class.。
欧美经典迪斯科舞曲
1: YMCA-VILLAGE PEOPLEVILLAGE PEOPLE(村民乐队)1978年经典劲歌,提起YMCA,估计8 0年代以后出生的朋友们大多不甚了了;而对于生于70年代或者更早一些的朋友来说,印象最深的大概莫过于那首存在众多不同语言翻唱版的Y-M-C-A以及那双手高高举过头顶(Y)、双手弯曲置于双肩(M)、双手向右(C)、双手面前交叉(A)的标志性集体舞蹈动作。
当年这首歌曲在DISCO的流行程度至今让人难以忘怀,全场上下整齐一致的动作,将氛围急速推升至最HIGH点。
2:RASPUTIN-BONEY MBONEY M(波尼曼)乐队,70.80年代西德传奇DISCO组合,这首RASPUT IN30年来被无数人翻唱,高凌风翻唱为《心上人》,80年代初,国内青少年“地下DISCO”舞场热翻天的经典舞曲,保证你跳到脚软!3:ONE WAY TICKET- ERUPTIONONE WAY TICKET(单程车票),与BONEY M(波尼曼)系出同门的ERU PTION跳舞组合,80年代国内最风靡的一首西洋舞曲,1978年冠军舞曲。
4:GIMME!GIMME! GIMME!—ABBA瑞典一代传奇组合ABBA(阿巴乐队),中学时代的最爱,乐队在80年代虽已解散,但这首1979年的GIMME!GIMME! GIMME!却早已成为乐迷们心中永恒的经典,费翔在80年代把它翻唱为《恼人的秋风》,相信你还记得歌词“为什么一阵恼人的秋风,把你的人......”5:DISCO-OTTAWAN还记得当年舞场里一致齐吼“D!I!S!C!O!”吗?对了这就是OTTAWA N(奥塔万)在1981年的著名水晶球舞曲“DISCO”,加拿大著名二人组合,带给你前所未有的激情碰撞。
无法抗拒的80欧式DISCO。
6:BED BOYS—WHAM1983年的英国金牌榜单曲BED BOYS(坏男孩),英国WHAM(威猛)乐队,当年带给我们的冲击和震撼,是我们这代人永远不会忘记的。
小教英语讲课逐字稿模板
小教英语讲课逐字稿模板### 教案:小教英语讲课逐字稿模板#### 教学目标:1. 学生能够理解并掌握本课的单词和短语。
2. 学生能够运用所学单词和短语进行简单的英语对话。
3. 学生能够通过课文学习,提高英语听力和口语表达能力。
#### 教学重点:- 单词和短语的正确发音和意义。
- 课文内容的理解与运用。
#### 教学难点:- 课文中的长句和复杂句型的理解。
#### 教学准备:- 课文教材- 单词卡片- 多媒体教学设备(如投影仪、电脑等)#### 教学过程:Step 1: Warm-up (5 minutes)- Greeting and Icebreaker: Begin the class with a warm greeting and a quick icebreaker activity to engage students. For example, ask students to share one thing they did over the weekend in English.Step 2: Introduction (10 minutes)- Introduce the topic of the lesson by showing pictures or objects related to the theme. Use simple questions to elicit responses from students, such as "What can you see in the picture?" or "What is this object used for?"Step 3: Vocabulary Presentation (15 minutes)- Use word cards or images to introduce new vocabulary. Encourage students to repeat the words after you and provide the meaning in English.- Engage students in a vocabulary game, such as "Memory" or "Pictionary," to reinforce the new words.Step 4: Reading Comprehension (20 minutes)- Read the text aloud to the class, emphasizing the pronunciation and intonation.- Have students follow along in their textbooks, underlining or highlighting new words.- After reading, ask comprehension questions to check understanding, such as "What is the main idea of the text?" or "Who are the main characters?"Step 5: Listening Practice (10 minutes)- Play a recording of the text and have students listen carefully.- Pause the recording at key points to ask questions or for students to repeat phrases.Step 6: Speaking Practice (15 minutes)- Organize students into small groups and assign them a role-play based on the text.- Allow time for preparation and then have each group perform their role-play for the class.Step 7: Grammar Focus (10 minutes)- Identify and explain any grammatical structures used in the text that are relevant to the lesson.- Provide examples and have students practice using these structures in sentences.Step 8: Conclusion (5 minutes)- Summarize the key points of the lesson and reinforce the importance of vocabulary and grammar in English communication. - Assign homework that includes practicing the new words and phrases, as well as a short writing task related to the text.#### 作业:- 完成课文中的练习题。
英语季节讲课逐字稿怎么写
英语季节讲课逐字稿怎么写### 教案设计:英语季节讲课逐字稿#### 教学目标:1. 学生能够掌握四季的英语表达和相关词汇。
2. 学生能够描述不同季节的特征和活动。
3. 学生能够运用季节词汇进行简单的对话交流。
#### 教学重点:- 四季的英语名称及其拼写。
- 与四季相关的天气和活动词汇。
- 季节描述句型的构造和运用。
#### 教学难点:- 季节词汇的正确运用。
- 描述性语言的组织和表达。
#### 教学准备:- 多媒体课件,包含四季图片和相关词汇。
- 黑板和粉笔。
- 学生活动卡片,每组一套。
#### 教学过程:Step 1: Warm-up (5 minutes)- Greeting and icebreaker: "Good morning, class! How is the weather today? Can you tell me what season it is now?"- Lead into the topic: "Today, we're going to learn about thefour seasons in English and how to talk about them."Step 2: Presentation (10 minutes)- Introduce the four seasons: "In English, we have four seasons: Spring, Summer, Autumn, and Winter. Let's look at some pictures and learn the words."- Show pictures and write the words on the board: "Spring - the season of growth and flowers. Summer - the season of sun and vacations. Autumn - the season of leaves and harvest. Winter - the season of snow and cold."- Drill pronunciation: "Let's practice saying these words together. Spring, Summer, Autumn, Winter."Step 3: Vocabulary Building (10 minutes)- Present vocabulary related to each season: "Each season has its own special weather and activities. Let's learn some words."- Use flashcards or a PowerPoint to introduce vocabulary: "For Spring, we have 'blossom' and 'rainy'. For Summer,'sunny' and 'swimming'. For Autumn, 'cool' and 'leaves'. For Winter, 'snow' and 'skiing'."- Engage students in a matching game: "I'll give you cards with pictures and words. Your job is to match them correctly."Step 4: Speaking Practice (15 minutes)- Guide students to create sentences: "Now, let's make sentences using the words we've learned. For example, 'In Spring, the weather is rainy and the blossoms arebeautiful.'"- Group work: "Work in groups of four. Each person willchoose a season and describe it using the vocabulary we've learned. Then, practice a dialogue with your group members about your favorite season."- Role-play: "Let's do a role-play. I'll be the customer and you'll be the travel agent. You need to recommend a place to visit based on the season."Step 5: Consolidation (10 minutes)-全班互动:"Let's play a game called 'Seasons Bingo'. I'll call out words related to the seasons, and if you have that word on your bingo card, you can mark it. The first one to get five in a row wins!"Step 6: Homework (5 minutes)- Assign homework: "For homework, I want you to write a short paragraph about your favorite season and what you like to do during that time. Use the vocabulary we've learned today."#### 教学反思:- 课后,教师应反思学生对季节词汇的掌握情况,以及他们在描述季节时的语言表达能力。
厌烦写作业的英语
厌烦写作业的英语Sure, here's a lesson plan that could be titled "Tired of Homework in English":Lesson Objective:To help students understand and express their feelings about doing English homework in a constructive way.Warm-Up Activity (10 minutes):1. Icebreaker: Start with a quick discussion. Ask students to share one thing they dislike about English homework.2. Vocabulary Review: Review key words and phrases related to emotions and doing homework, such as "frustrated," "overwhelmed," "time-consuming," "boring," "challenging," and "rewarding."Main Activity (30 minutes):1. Group Discussion: Divide students into small groups and have them discuss the reasons why they might feel tired of English homework. Encourage them to use the vocabulary from the warm-up activity.2. Role Play: Assign roles to each group member (e.g., student, teacher, parent) and have them act out a scenario where they express their feelings about homework in a respectful and constructive manner.Interactive Activity (15 minutes):1. Mind Mapping: Have students create a mind map on the board or on paper, listing different types of English homework and the emotions they evoke.2. Problem-Solving: As a class, brainstorm solutions to the issues they've identified. Encourage them to think creatively and practically.Closing Activity (5 minutes):1. Reflection: Ask students to reflect on the discussion and activities. What new insights did they gain about their feelings towards homework?2. Action Plan: Have students write down one actionable step they can take to make their homework experience more positive.Homework Assignment:1. Journal Entry: Students write a short journal entry about their feelings towards English homework and what they can doto improve their attitude towards it.2. Peer Review: In the next class, students will exchange journal entries and provide constructive feedback to their peers.This lesson plan aims to address the common issue of feeling tired or frustrated with English homework, while alsopracticing communication skills and problem-solving strategies.。
一篇关于花样滑冰的简介英语作文100字
一篇关于花样滑冰的简介英语作文100字Figure Skating is Super Cool!Hiya! My name is Jamie and I'm 10 years old. Today I want to tell you all about one of my favorite sports - figure skating! It's an amazing winter sport where athletes do incredible spins, jumps, and dance-like moves on ice while wearing sparkly costumes. How cool is that?Figure skating takes place on a big frozen rink. The skaters glide across the smooth ice surface using thin blades attached to special boots called skates. The skates have a tiny metal toe pick on the front that helps them grip the ice and spin rapidly. Skaters need excellent balance, flexibility, strength, and grace to perform their routines.There are several different categories of figure skating. Singles skating is when one skater performs various jumps, spins, footwork sequences, and other technical elements within a set time period, usually between 2-4 minutes. The skaters are judged on things like their technical skill, skating skills, choreography, and overall performance quality.Pair skating involves a male and female partner skating together. They do all kinds of amazing lifts where the malepartner lifts and throws the female high into the air! They also have to coordinate side-by-side spins and jumps. It takes a ton of trust between partners. Sometimes the pairs even dodeath-spirals where one skater's head nearly touches the ice! Yikes!Ice dancing is another cool category where a male/female couple skates to music and performs intricate footwork, spins, lifts, and dance moves across the ice. Their routines are filled with cool dance steps and must follow specific rhythms and timing. The outfits and makeup are always so pretty too!There are also synchronized skating events where teams of 8-20 skaters move across the ice together doing the same moves and formations in perfect unison. It almost looks like the skaters are floating together as one unit. The teamwork is incredible!The best figure skaters in the world compete at big events like the World Championships, Grand Prix Series, and of course, the Olympics! At the Olympics, the figure skating is one of the most popular events that everyone loves to watch. Who can forget iconic Olympic champion skaters like Michelle Kwan, Tara Lipinski, Yuzuru Hanyu, and Alina Zagitova? Their elegant programs and athletic abilities are just mind-blowing.My favorite part of figure skating has to be the amazing jumps! There are so many different types that look crazy difficult. Axels are when the skaters spin in the air and land on the opposite foot they took off from. Then there are different flips and loops like the Salchow, Lutz, toe loop, and more! The quad jumps, which involve 4 revolutions in the air, are just insane. Can you imagine flying and spinning that much? I can barely do a single axel on the ice!Along with the jumps, I'm in awe of all the spin variations like the camel spin, layback spin, donut spin, and more. The skaters can spin so fast that they become a blur! I also love all the cool spirals and elegant moves across the ice like the spread eagle, Ina Bauer, hydroblading, and twizzles. It's like magical dancing.Off the ice, figure skaters have to take lots of other training like ballet, ballroom dancing, gymnastics and more to improve their artistry, flexibility, and body control. They also have to carefully manage their diets and do strength training to build muscle while staying slim and lean. Talk about dedication!Putting together a whole skating routine with the perfect combination of elements and choreography takes tons of creativity too. The skaters and coaches have to select the right music that fits the vibe of the program. Then they have toconstruct a full routine with all the right jumps, spins, and transitions that flows beautifully with the music. It's like telling a story on ice!Costumes are another big part of figure skating that really adds to the overall magic. Whether it's beautiful flowing dresses, sleek bodysuits, or outfits inspired by different characters, the costumes allow the skaters to get into their roles. The designs, fabrics, and decorations like crystals and feathers look so elegant when the skaters move across the ice.I've dreamed of becoming a figure skater ever since I saw an ice show when I was 5 years old. The artistry, athleticism, and entertainment value just captivated me right away. While I'm still working on those double jumps, I hope to keep progressing and who knows, maybe I could make it to the Olympics someday! A kid can dream, right?Anyway, those are just some of the main reasons why I absolutely love figure skating. From the amazing skills and routines to the glamour of the costumes and Olympic stage, it truly is one of the most beautiful and thrilling sports out there. What's not to love about skaters leaping through the air in sparkly outfits? If you've never watched it before, I highlyrecommend tuning into the next big competition. You'll definitely be wowed!。
聚会与社交英文单词
聚会与社交英文单词Gathering and Socializing: English VocabularyIntroductionIn today's globalized world, having proficient English language skills is crucial for effective communication in various social settings. Whether you are attending a party, engaging in a casual conversation, or participating in a formal event, it is essential to familiarize yourself with key English words and phrases related to gatherings and socializing. This article aims to provide you with a comprehensive list of vocabulary that can help you navigate social situations with ease.1. Invitations and RSVPWhen it comes to attending a gathering, the first step is often receiving an invitation or extending one. Here are some essential words and phrases related to invitations and RSVP (Répondez s'il vous plaît – a French phrase meaning "please respond"):- Invitation- Host/hostess- Guest- RSVP- Save the date- Formal/informal invitation- Plus-one2. Venue and LocationBeing familiar with terms related to the venue and location of a social event can help you navigate your way and communicate effectively. Take note of the following vocabulary:- Venue- Location- Address- Directions- Landmark- Parking- Entrance- Exit3. Types of GatheringsDifferent social events have their own unique names and purposes. Here are some common types of gatherings you may come across:- Party- Birthday celebration- Wedding- Reception- Dinner/Banquet- Cocktail hour- Networking event- Conference- Concert- Exhibition4. Socializing and ConversationOnce you have arrived at the gathering, engaging in conversations and socializing becomes key. The following words and phrases can help you navigate these interactions smoothly:- Small talk- Icebreaker- Introduce/introduction- Handshake- Greeting- Conversation- Topic- Communication- Listening- Body language5. Food and DrinksFood and drinks play a significant role in social events. Make sure you are familiar with the English terms related to dining and beverages:- Appetizers- Main course- Dessert- Buffet- Canapés- Cocktails- Wine- Beer- Non-alcoholic drinks- Refreshments6. Entertainment and ActivitiesSocial gatherings often include various forms of entertainment and activities. Familiarize yourself with the following vocabulary:- Music- Dance- Performance- Games- Karaoke- Prizes- Photo booth- Presentations- Speeches- Awards7. Farewells and Thank YousKnowing how to bid farewell and express gratitude is essential when wrapping up a social event. Take note of these words and phrases:- Goodbye- Farewell- Thank you- Appreciation- Gratitude- Handwave/wave- Hug- Parting words- Expression of well wishesConclusionMastering vocabulary related to gatherings and socializing in English opens up doors to effective communication and enjoyable social interactions. By familiarizing yourself with the terms mentioned in this article, you will be better equipped to navigate various social events with confidence. Practice using these words and phrases in real-life situations to enhance your English language skills and create meaningful connections with others. Remember, language is a powerful tool in building relationships and making lasting memories.。
Step by Step文本歌词
Step by Step - Grant Terry I can't believe I thoughtIt'd be differentShould have knowShould have knowBetterYou haven't changed a bitAnd I know itI can sense itI can't smell it on youEverybody knowsThe games you playYou get your fillThen you walk awayI hope you're cool With the waves you made 'Cause crashingDown of youSo baby take aGood look around Before you run yourselfIn the groundWhat you're seeing now What you're seeing nowWhat you're seeingStep by stepTry to keep meFor yourselfIs there anybody elseRunning out of road So is there anybody elseOr do youOnly love yourself You like to see me fallLike I use toBut strongerAnd my feet are steady I'm not the one you know Yeah changed meI should thank you For that lesson babyEverybody knows The games you playThen you walk awayI hope you're cool With the waves you made 'Cause crashingDown of youSo baby take aGood look around Before you run yourselfIn the groundI hope you like What you're seeing now What you're seeing nowWhat you're seeingStep by stepTry keep meFor yourselfIs there anybody elseRunning out of road So is there anybody elseOr do youOnly love yourselfBut you couldn't sleep So you come runningBack to meYou act likeI'm suppose to beHappy bout itBabyYou made your bed b Ut you just can't sleep And I don't know What you want from me I'm not waiting on myKnee's baby pleaseStep by stepTry keep meFor yourselfIs there anybody else Running out of road So is there anybody elseOr do youOnly love yourselfStep by stepTry keep meFor yourselfIs there anybody else Running out of road So is there anybody elseOr do youOnly love yourself。
破冰活动主持人英语作文
As a high school student, Ive always been fascinated by the art of communication and the power of bringing people together. This fascination led me to take on the role of an icebreaker activity host during a school event, an experience that was both exhilarating and educational.The event was a schoolwide gathering aimed at fostering a sense of community among students from different grades and backgrounds. The task of hosting the icebreaker activities was assigned to me, and I was thrilled to have the opportunity to make a difference.I began by researching various icebreaker games and activities that would be engaging and inclusive. I wanted to ensure that everyone felt comfortable and had a chance to participate. After much deliberation, I settled on a mix of classic games like Two Truths and a Lie and more interactive activities such as Human Knot and Speed Networking.On the day of the event, I arrived early to set up the venue and prepare the props needed for the activities. As students began to trickle in, I could sense a mixture of excitement and apprehension in the air. Many were unsure of what to expect, and some seemed hesitant to engage with their peers.To kick things off, I started with a warm welcome and a brief introduction of the purpose of the icebreaker activities. I emphasized the importance of stepping out of ones comfort zone and the benefits of getting to know new people. I then launched into the first activity, Two Truths and a Lie, which quickly got everyone talking and laughing.As the host, I made sure to facilitate the activities smoothly, offering guidance and encouragement to participants. I observed as students began to open up, sharing personal stories and experiences. The atmosphere gradually shifted from one of uncertainty to one of camaraderie and connection.One of the highlights of the event was the Human Knot activity, where students were asked to form a circle and grab the hands of two other people. The challenge was to untangle the knot without letting go of each others hands. This activity not only required physical coordination but also promoted teamwork and communication.As the event progressed, I noticed that students who had initially been reserved were now actively participating and engaging with others. The Speed Networking activity, where students had to introduce themselves to as many people as possible within a set time limit, was particularly effective in breaking down barriers and encouraging interaction.Throughout the event, I made a conscious effort to be approachable and inclusive, ensuring that no one felt left out. I circulated among the groups, offering assistance and encouragement, and I could see the positive impact of my efforts.By the end of the icebreaker activities, the atmosphere had transformed completely. Students who had once been strangers were now exchanging contact information and making plans to hang out. The sense ofcommunity that had been the goal of the event was palpable.Reflecting on my experience as an icebreaker activity host, I realized the importance of creating a welcoming and inclusive environment. It was a humbling reminder of the power of connection and the role that each of us can play in fostering a sense of belonging.This experience has not only strengthened my communication skills but also deepened my understanding of the value of community. As I continue to navigate my high school journey, I carry with me the lessons learned from hosting icebreaker activities the importance of stepping out of ones comfort zone, the power of connection, and the potential for growth that lies within each of us when we embrace new experiences.。
Icebreakers TESOL资料
IcebreakersPage created by Laura TilleryIcebreakers are discussion questions or activities used to help participants relax and ease into a group meeting or learning situation (Dover, 2004).Teachers can use icebreakers within their classrooms to create a connected and comfortable learning environment for their students. Icebreakers are necessary for a successful classroom. Icebreakers allow for a student to become emotionally connected with school and increases motivation (Kelly, 2004). There are many important items to consider when working with icebreakers:Teachers need to learn what icebreakers work out best according to the age groupand number of people.According to the Stress and Wellness Specialists a successful icebreaker needsstep-by-step instructions and then needs to be demonstrated (Instant Icebreakers).Icebreakers are most effective when they are thought out, practiced, and haveclear instructions (“Beat the summer heat,” 1998).Not all students will like or want to participate in icebreakers, but it is importantto keep in mind that most people do like them and not to be discouraged.Teachers need to read their class; if something is not working the teacher canadjust or try a different approach to an icebreaker.Specialists stress that a teacher should make sure the room is silent beforespeaking so that they have full attention of their students. A teacher can use anoisemaker like a drum or a whistle to get the student’s attention.There are two types of Icebreakers:Facilitating Introductions: Are used to help participants ease into training and helps the participants to learn each other’s names and information (Dover, 2004). Topic Lead-ins:Are used to identify needs and goals, share information and resources, and/or surface resistance (Dover, 2004).Facilitating IntroductionsThe introduction icebreakers are best used on first days of school when trying to learn student’s names and a little bit about them. Here are some excellent Facilitating Introduction Icebreakers:TP SurpriseThe teacher will welcome students at the door holding a roll of toilet paper. Students can take however many sheets they want and the teacher will explain what it is for when everyone grabs some. When class begins the students will have to write one interesting thing about themselves per sheet of toilet paper. When they are finished they introduce themselves to the class per sheet of toilet paper (Kelly, 2004).People Finder SheetMake a list of qualifications for your students for example, “Who can speak another language?” or “Who went to Arizona this summer?” With the list of questions the students need to seek out these people with the qualifications and have them initial the sheet until it is full. They can only use a student’s initials once per sheet (“Beating the Summer Heat” 1998).Birthday line-upStudents have to line-up around the classroom in order of their birth dates (Kelly, 2004). This activity forces students to move around and communicate with each other. According to the Stress and Wellness Associates people learn better when they are actively involved (Instant Icebreakers).Name ChainIntroduce yourself to the group adding a word that describes you based upon the first letter of your name. For example, “I am Smart Sarah,” or “I am Jumping Jack.” Then Introduce yourself, and the person to your right. The person to your right repeats previous introductions, and introduces the person to their right. Continue with the next person to the right, until all names have been repeated. This activity will help students learn each other’s names (Dover, 2004).Topic Lead-insThese will direct the student into the content that will be taught. The icebreakers can be used to generate interest in a topic and activate the student’s prior knowledge. Topic Lead-ins will encourage the sharing of information and resources (Dover, 2004).Multiple Choice Tests & True/False Quizzes(Prior Knowledge Check)Giving multiple choice tests or true and false quizzes before introducing a topic or reading engages students, activates a student’s prior knowledge, and will encourage the sharing of information and resources. The teacher can discuss the answers with the class before and after the lesson in order to focus on the important parts of the topic being taught (Dover, 2004).Word TreeThe teacher generates a list of words related to a topic to be taught. The students then have to suggest words related to the topic while the teacher writes it on the board and clusters is by theme (Dover, 2004).Personalize itThe teacher writes the topic to be taught on the board and then talks about how the topic relates to them by using a personal reference or story. The students are then to figure out how they can relate the topic to a personal reference or story.Some Great Icebreaker LinksIntroduction IcebreakersThis website has some great first day of school icebreakers used in high school classrooms:/cs/icebreakers/a/icebreakers.htmThis website has 14 great icebreakers and activities from education world that can be used on the first days of school:/a lesson/lesson074.shtmlThis website has some more first day of school icebreakers:/classmanagement/icebreakers.htmlIntroduction Icebreakers and Topic Lead-insThis website is made up of icebreakers used and created by teachers:/ideas/ice breakers/This website has introduction icebreakers and topic lead-ins there audience is directed at adults, but these icebreakers can easily be applied to high school:/od/icebreakers/ReferencesDover, K. H. (2004). Break the ice in classrooms and meetings. Icebreakers. Retrieved September 24, 2004. from./cs/icebreakers/a/icebreaker.htmDover, K.H. (2004). Topic Lead-ins. Icebreakers. Retrieved September 26, 2004 from./cs/icebreakers/a/icebreakers_3.htmKelly, M. (2004). Warming up the classroom climate. The Ice Breaker. Retrieved September 24,2004. from. /cs/icebreakers/a/icebreakers.htm Beat the summer heat. Plan icebreakers for fall. (1998) Retrieved September 24, 2004.from. /how-to/backtoschool/071298.htmlWhole Person Associates: Stress & Wellness Specialists. Instant Icebreakers. Retrieved September 24, 2004. from. /wpa/tr/ice/intro.htm.。
高一七选五专题英语尖子生必刷卷(附答案)[002]
高一七选五专题英语尖子生必刷卷(附答案)Group discussions are a great way to get things done. You can explore a topic, come up with a plan of action, or solve an issue, just to name a few. ____1____ Don’t worry. Here are some tips for you.Allow everyone to introduce themselves. To start a group discussion, you will want to make sure everyone is comfortable. A good way to break the ice is to let everyone introduce themselves. Then, for a classroom setting, what could be a better icebreaker activity? ____2____Establish some ground rules. Before launching into the discussion, make sure everyone knows the rules of conduct. Rules can be established as needed. Here are some general ones. Advise everyone to treat one another with respect. ____3____ Remind everyone to be aware of time. Encourage people to consider their comments seriously, and to avoid becoming defensive if someone disagrees.Explain the topic. ____4____ Even if the participants know what that topic is, give them a quick refresher before the discussion begins. You can introduce the topic by asking questions. You can also quickly introduce the idea. Say something like, “ As you know, today in class we’re going to discuss gun control. ”____5____ You do not want to ask questions with a simple “ yes ” or “ no ” answe r, especially not initially. Your questions should encourage people to share meaningful thoughts and ideas. Questions can be confusing to the participants. Many participants may not know the answers right away themselves, so encourage them to think during discussion.A.Encourage everyone to participate.B.Ask open-ended questions to begin.C.Make sure people know not to interrupt.D.Not sure how to get your own group discussion started?E.Usually, a group discussion will be based around a central issue.F.You could, for example, have everyone share their favorite ice cream flavor.G.You may invite each person to share what they have got from the discussion.Language is part of our daily lives, no matter where we live in the world. Similarly, music is a par t of many people’s lives. ___6___ Here are some of their similarities.Both language and music have a writing systemIn English we record language using the alphabet, which is a collection of letters. Similarly, we use notes to keep a record of music. Just as you are reading this collection of letters on the paper and find meaning in it, musicians read notes and create meaning in the form of music which we can hear. ___7___ For example, we can read the ideas or hear the composition of someone who lived hundreds of years ago, which is really quite exciting.Both vary with culture___8___ In the same way, we know that styles of music are different around the world, which gives us the opportunity to explore many different cultures through their music. This also means that there is something for everyone! Even if you don’t like Britpop melodies, you may love the energy of Latin American salsa music.Both share emotionHow do you know that I am angry? ___9___ Similarly, music can sound angry, sad or happy. Music can show you exactly how the composer was or is feeling, and allows us to share that emotion. When you feel happy, you might want to sing and dance to a happy song. ___10___ A.Different culture makes different music.B.Both language and music play a huge role in our lives.C.You can guess where someone is from by listening to their language.D.By reading pieces of text or music, we are able to share experiences through time.E.In contrast, you have probably also listened to sad music when you were feeling down. F.Of course, you may be able to see it in my face, but you will know for sure through my words. G.We have all used music to express our emotions, often combining it with language in the form of song lyrics.Why play sports? You might say “to get exercise” and you would be right. To have fun? That's true, too. But there's more. ___11___ According to the Women's Sports Foundation, girls who play sports get a lot more than just fit.Girls who play sports do better in school. You might think that athletics will take up all your study time. ___12___ Exercise improves learning, memory, and concentration, which can give active girls an advantage in the classroom.Girls who play sports learn teamwork and goal-setting skills. ___13___ When working with coaches, trainers , and teammates to win games and achieve goals, you're learning how to be successful. Those skills will serve you well at work and in family life.Sports are good for a girl's health. In addition to being fit and keeping a healthy weight, girls who play sports are also less likely to smoke. And later in life, girls who exercise are less likely to get breast cancer or osteoporosis(骨质疏松症).Playing sports improves self-confidence. ___14___ Why? It builds confidence when you know you can practice, improve, and achieve your goals. Sports are also a feel-good activity because they help girls get in shape, keep a healthy weight, and make new friends.___15___ Playing sports can reduce stress and help you feel a little happier. How? The brain chemicals leased during exercise improve a person's mood. Friends are another mood-lifter. And being in a team creates tight bonds between friends. It's good to know your teammates will support you-both on and off the field!A.Exercise cuts the pressure.B.Sports teach valuable life skills.C.Regular exercise increases quality of life.D.In fact, there are at least five more reasons.E.Girls who play sports feel better about themselves.F.Playing sports offers children more than just physical benefits.G.But research shows that girls who play sports do better in school than those who don't.How to Improve Leadership QualityTo be a good leader required a variety of qualities and skills, which, fortunately, can be gained through continuous learning and practice. ___16___Ask yourself what kind of leader you are.___17___ Doing this will enable you to identify the areas you need to improve, and make you more aware of how you act and behave. Start by asking yourself “what kind of leader am I?” Perhaps you are someone who leads by example, and doesn’t get too involved in other people’s work. Or maybe you are a leader who helps to solve problems, and takes a more active role. Improve Your Communication SkillsCommunication is perhaps the most important leadership quality, and one that runs through all of the other important qualities. One of the key factors to good communication is enabling positive dialogue on problems and solutions. ___18___ If you make the effort to listen to somebody, he will see that and come to think of you as someone he can talk to.Take responsibility.To set a strong example as a leader, it’s important that you take responsibility for your individual tasks and your team as a whole. ___19___ Besides, it means removing responsibilities from those who are unable to manage the tasks arranged to them.Cooperate (合作) instead of competing.If you are trying to be a strong leader, it can be attractive to try to inspire better work by creating a competitive environment among your colleague’s. In fact, developing a more cooperative work culture often leads to more effective working and better relationships. ___20___ Any battle that arises in a competitive culture cost valuable time and resource to deal with.A.Another is to be an active listener.B.Here are some detailed suggestions for you to follow.C.It is also important for you to praise your teammates.D.It will encourage to trust others and help avoid working alone as well.E.Honestly examining yourself is key to develop your leadership skills.F.Exploring your strengths and weaknesses is the first step to improve yourself.G.Being responsible means supporting your team members to complete their tasks.Understanding cultural body language in other countries is key to managing efficient communication, especially when we have not yet mastered a foreign language. ___21___ I hope these will help you socialize when you try to communicate with foreigners in spite of the language barrier (障碍).Head movementsIn some parts of India, people tilt (倾斜) their heads from side to side to confirm something and show that they are actively listening. In western countries, people nod to show agreement.___22___Eye contactIn western culture, visual contact when you speak to someone is considered a positive aspect ofbody language. Strong visual contact is common in Spain and the Arabic culture among people of the same sex. Not looking back when someone is looking at you is considered impolite, showing insecurity or disinterest.___23___ In Caribbean communities, children and teenagers are taught not to look at adults in the eyes when they are being corrected.Greetings and goodbyesShaking hands is a normal and formal way to greet or say goodbye in western countries.___24___ In Romania, for example, only men usually do it. And they shake hands every time they meet, not just the first! In England, however, it’s unusual to shake hands with someone you are introduced to in an informal setting. Kissing cheeks is something done in many countries, especially in Europe, though the number of kisses, the occasion for doing so, and which cheek they start off on vary.___25___ When you communicate with foreigners, one secure way is to understand. respect and follow the culture.A.Body language varies from country to country.B.But it’s done in different contexts in different countries.C.However, in Greece, nodding actually means the opposite meaning.D.Here are a selection of gestures (姿势) and their meanings in different cultures.E.Some cultures, such as Japanese culture, consider long-time visual contact awkward. F.Here are five communication skills that you should keep in mind when in a foreign country. G.However, in different countries, people may have different explanations about hands shaking.How to Get Mental PeaceAre you struggling with mental health these days, like feeling anxious or confused about your life? It may be difficult to find mental peace at first, ___26___. Here are the tips.Find meanings in your life. ___27___. For example, you can connect with others through voluntary work or finding other ways to help and serve others, such as taking care of you families. If you feel fulfilled with your contribution, your mind will be more peaceful.Start a journal. You can write your thoughts and feelings about your past and current life. So it is an effective way to find out what might be keeping you from peace. In this way, it helps you find out if you still suffer because of events from your past. ___28___.___29___. Everyone complains about things, but someone does this as a normal pattern. That may be draining your energy or negatively influencing your mood. You may need to be careful about the amount of time you spend with them. Try to spend more time with people who lift you up.Being Mindfulness. Your mental peace can be disrupted by worrying about the future or being stuck in the past, ___30___. Mindfulness can help produce a sense of calm, manage your emotions, and adapt to stressful situations at this moment.A.Pay attention to the influence of othersB.Support your passive and anxious friendsC.but you can practice techniques to help yourselfD.That will analyse what make your life successfulE.so you’d better bring your awareness to the presentF.Ask yourself if the things you do bring joy and value to youG.It also helps you think about what keeps you happy at presentIce fishing is a sport about catching fish from within a frozen lake or other body of water. Before going ice fishing, the fisher must make sure that the ice is at least four inches thick to ensure his or her safety, The fisher must then drill a hole in the surface of the ice. ___31___.When ice fishing, a fisher may sit outside in the cold on a stool. ___32___. These cabins are referred to by a variety of names, such as fish house and ice hut. They may include cooking facilities, and light, and are usually used on a multi-day ice fishing trip.___33___. Sometimes, a strainer (滤网) may also be necessary to remove new ice as it forms while drilling the hole or while ice fishing. The types of fishing poles needed for ice fishing depend on the fish the fisher hopes to catch.A small, lightweight pole is used to fish. A fisher may also use a tip-up pole when ice fishing. This pole is ideal for the fisher who does not wish to attend completely to the fishing pole. ___34___. In order to use a spear for ice fishing, the fisher also needs fish decoys (诱饵) to draw the fish to the hole in the ice.___35___. A flasher is a system capable of telling the fisher how deep the fish are in the water. The fisher may also use underwater cameras in order to watch the fish. This can add an interesting aspect to the sport of ice fishing.A.Fishers may also use a flasherB.Thus, they can easily catch fishC.The fisher may have many choicesD.The fisher may also use a spear for ice fishingE.Only then can the fisher drop a fishing line into the body of waterF.In some cases, however, the fisher may sit inside a heated cabin on the iceG.To go ice fishing, the fisher needs a drill or ice spade to cut the hole in the iceWays to protect eyes from screensToo much screen time may cause serious eye strain (眼疲劳)and even a sharp decline of eyesight. That's a big problem a lot of people are faced with nowadays, especially those who work on a computer. The following tips may be helpful.Get regular eye testsExperts recommend having a comprehensive eye exam every year to detect (探测)problems before they develop. During this test, you should tell the doctor how often you use your phone and your computer. ____36____ Tell your doctor about it, and your eyes can be tested more accurately at that distance.Give your eyes spaceThe closer your phone/computer screen is to your eyes, the harder they have to work to focus.____37____ If this makes it hard for you to read, consider increasing the size of the text rather than moving the screen closer.Take breaksThis may not always be practical if you're quite busy,but it's important not to stare directly at ascreen for too long. ____38____ While surveys have shown that many office workers take no more than half an hour a day away from their computer, it's recommended that you take a 15-minute break after every two hours spent at your screen.____39____Staring at a screen continuously for hours on end may make it difficult for you to focus. To avoid this, many eye experts recommend the “20-20-20 rule”---looking away from yourphone/computer screen every 20 minutes and focusing on an object at least 20 feet away for at least 20 seconds. The science behind his trick is that looking at objects at a distance relaxes the focusing muscle in the eye. ____40____A.Exercise your eyes.B.Give your eyes a chance to rest.C.Make your screen more eye-friendly.D.Studies show it’s an effective way to reduce tiredness.E.You should also measure the distance from your eyes to your screen at work.F.Make sure that you use your phone or computer in a room where the lighting is bright enough.G.Studies on eye strain suggest that computer screens should be no closer than 40 cm from your face.Understanding cultural body language in other countries is key to managing efficient communication, especially when we have not yet mastered a foreign language. ___41___ I hope these will help you socialize when you try to communicate with foreigners in spite of the language barrier (障碍).Head movementsIn some parts of India, people tilt (倾斜) their heads from side to side to confirm something and show that they are actively listening. In western countries, people nod to show agreement.___42___Eye contactIn western culture, visual contact when you speak to someone is considered a positive aspect of body language. Strong visual contact is common in Spain and the Arabic culture among people of the same sex. Not looking back when someone is looking at you is considered impolite, showing insecurity or disinterest.___43___ In Caribbean communities, children and teenagers are taught not to look at adults in the eyes when they are being corrected.Greetings and goodbyesShaking hands is a normal and formal way to greet or say goodbye in western countries.___44___ In Romania, for example, only men usually do it. And they shake hands every time they meet, not just the first! In England, however, it’s unusual to shake hands with someone you are introduced to in an informal setting. Kissing cheeks is something done in many countries, especially in Europe, though the number of kisses, the occasion for doing so, and which cheek they start off on vary.___45___ When you communicate with foreigners, one secure way is to understand. respect andfollow the culture.A.Body language varies from country to country.B.But it’s done in different contexts in different countries.C.However, in Greece, nodding actually means the opposite meaning.D.Here are a selection of gestures (姿势) and their meanings in different cultures.E.Some cultures, such as Japanese culture, consider long-time visual contact awkward. F.Here are five communication skills that you should keep in mind when in a foreign country. G.However, in different countries, people may have different explanations about hands shaking. Talking to someone on a train, bus, or subway can be risky yet exciting, as you never know when they’re going to get off. Starting a connection can be fun as the costs are fairly low and you can easily start and stop a conversation, or get off if things become awkward. ____46____Make eye contact. Making brief eye contact can show the persons that you’re interested and help you judge whether they are interested in you. Glance at the persons and try to hold your gaze (注视) for just a second or two.____47____If they meet your gaze, it’s likely positive. If they look away quickly or appear disinterested, it’s probably best not to approach.Smile at the persons. If you’ve successfully met their gaze, smile at them.____48____If they smile back, you’re likely in luck in getting them to talk to you.If you want to start a conversation with the persons, smiling is a great way to get somebody’s attention.____49____Make a point to appear open, comfortable and available. Do this by keeping your arms uncrossed. Stand or sit up straight and show good posture (姿势). Don’t cross your body or turn away from the persons, as these gestures can make you appear closed off or disinterested. Approach the persons to start talking to them. ____50____If you’re far away, move closer. You should be a comfortable distance where you can hear each other yet not feel awkward if the conversation doesn’t work out.A.Use open body language.B.Mind your manners while talking.C.Notice how they respond to your gaze.D.Don’t worry because you can follow some tips that make you smile.E.Once you’ve read that the persons are interested in chatting, make a move.F.A small but sincere smile makes you appear interested, friendly and approachable. G.Therefore, try to get someone’s attention and start a conversation by following the tips.【参考答案】***试卷处理标记,请不要删除1.无1、D牝2、F牝3、C牝4、E牝5、B【导语】本文是一篇说明文。
堆雪人英语作文
Building a snowman is a delightful winter activity that brings joy and excitement to both children and adults.Heres a detailed account of how one might go about creating a charming snowman.Step1:Choose the Right LocationFirstly,find a spacious area with plenty of fresh,powdery snow.The location should be flat and free of obstacles that might interfere with the snowmans construction.Step2:Gather Your ToolsBefore starting,gather the necessary tools and accessories.A good snowman requires more than just snow youll need a carrot for the nose,coal or small stones for the eyes and mouth,a hat,and a scarf to give it a warm touch.You might also want a broom for the arms and a bucket or a round object for the hat.Step3:Create the BaseBegin by packing snow tightly to form the base of the snowman.This is the largest part and should be sturdy enough to support the upper e your hands or a shovel to shape the snow into a large,round ball.Step4:Build the MiddleOnce the base is solid,create the middle section by rolling another ball of snow.This should be smaller than the base.Carefully lift and place it on top of the first layer, ensuring it is centered and secure.Step5:Add the HeadThe head is the smallest ball of snow.Roll it until it is the right size,then place it on top of the middle section.Make sure it is stable and wont roll off.Step6:Carve the FeaturesNow its time to give your snowman some e your hands or a small tool to carve out the facial features.Insert the carrot as the nose,and use the coal or stones for the eyes and mouth.Step7:Dress Up Your SnowmanAdd the hat and scarf to give your snowman a warm and friendly e the broom for arms,and if you have a bucket or a round object,place it on top for a hat.Step8:Personalize Your CreationFinally,personalize your snowman by adding any additional accessories or decorations. This could include buttons for the torso,a bow tie,or even a small flag.Step9:Enjoy and DocumentOnce your snowman is complete,take a moment to enjoy your creation.Capture the moment with photos or videos,as snowmen are temporary treasures that will eventually melt away.Step10:Safety and RespectRemember to play safely and respect the environment and other peoples property.Dont build your snowman on someone elses lawn without permission,and clean up any mess afterward.Building a snowman is not just about creating a fun winter decoration its also about embracing the season,spending quality time with family and friends,and unleashing your creativity.Whether your snowman is a simple threeball design or an elaborate masterpiece,the joy it brings is immeasurable.。
溜冰英语作文
Ice skating is a popular winter activity that many people enjoy.It combines physical exercise with the grace and skill of a sport.Heres a detailed English composition about ice skating:The Enchantment of Ice SkatingAs the first frost of winter kisses the ground,the air turns crisp and the days grow shorter, the excitement for ice skating begins to build.It is an activity that transcends age and skill level,offering a unique blend of fun and fitness.The History and EvolutionIce skating has been a part of human culture for centuries,with evidence of its practice dating back to the13th century in the Netherlands.Over time,it has evolved from a mode of transportation to a competitive sport and a form of artistic expression.The invention of the modern ice skate with a metal blade attached to a boot significantly improved the maneuverability and speed of the skater,opening up new possibilities for jumps,spins, and intricate footwork.The Basics of Ice SkatingFor beginners,learning to ice skate involves mastering balance and coordination.It starts with stepping onto the ice and learning to glide.As one gains confidence,they can progress to more advanced techniques such as stopping,turning,and basic jumps.Falling is a natural part of the learning process,and its essential to wear appropriate protective gear,including helmets,knee pads,and elbow pads.The Health BenefitsIce skating is an excellent form of cardiovascular exercise that can help to improve stamina and strength.It engages the whole body,particularly the core and lower body muscles.Skating for just30minutes can burn a significant number of calories,making it a great choice for those looking to stay fit during the colder months.The Social AspectIce skating is not just a solitary pursuit.It is often a social activity where families,friends, and even strangers come together to enjoy the rink.It is a place where laughter andcamaraderie are as common as the sound of blades cutting through the ice.The Artistry of Figure SkatingFor those who wish to pursue ice skating at a higher level,figure skating offers a platform to express creativity through movement.Skaters choreograph routines to music, incorporating jumps,spins,and other complex moves.The grace and athleticism required in figure skating have made it a popular spectator sport,with events like the Olympics and World Championships drawing large audiences.The Thrill of Ice HockeyOn the other end of the spectrum,ice hockey offers a fastpaced,highenergy alternative to traditional figure skating.It is a team sport that requires speed,agility,and strategic thinking.The sports physicality and the camaraderie among players make it a favorite among many who enjoy the competitive aspect of ice skating.ConclusionWhether you are a novice looking for a new winter hobby or an experienced skater seeking to perfect your craft,ice skating offers something for everyone.It is a sport that can be enjoyed in solitude or with others,providing a unique opportunity to connect with the chill of winter while staying active and engaged.As you lace up your skates and step onto the ice,remember to embrace the moment,for ice skating is not just an activityit is an experience.。
幽默英文老师作文
幽默英文老师作文Title: A Day in the Life of a Humorous English Teacher。
As the sun peeks through the curtains, casting a warm glow into my cozy little apartment, I rise with a sense of purpose. Today is another day in the life of a humorous English teacher, and I can't wait to dive into the antics and adventures that await me in the classroom.After a hearty breakfast of scrambled eggs and toast (the breakfast of champions, as they say), I don my trusty tweed jacket and grab my battered briefcase filled with lesson plans, props, and a secret stash of puns. With a twinkle in my eye and a spring in my step, I make my way to the school, ready to impart wisdom and wit to my eager students.First up on the agenda is my freshman English class. As the students shuffle in, bleary-eyed and yawning, I knowit's my job to inject some energy and enthusiasm into theroom. So, I kick things off with a classic icebreaker: "Two peanuts were walking down the street. One was a salted." Cue groans and giggles from the class, and we're off to a rollicking start.Next, it's time to tackle grammar. Now, I know whatyou're thinking – grammar can be duller than dishwater. But not in my class. Oh no. I turn grammar into a game, a puzzle to be solved. We dissect sentences like forensic detectives, searching for the elusive subject, verb, and object. And just when they least expect it, I hit them with a pun: "Why was the English teacher always calm? Because he had a lot of class." It's cheesy, it's corny, and it's exactly what they need to break up the monotony of conjugating verbs.Of course, no English class would be complete without a bit of literature. Today, we're diving into Shakespeare –a daunting prospect for many students. But fear not, for I have a trick up my sleeve. I bring out my Shakespearean insult generator, a contraption of my own invention that spews forth insults worthy of the Bard himself. Thestudents take turns hurling insults at each other in iambic pentameter, and before long, they're quoting Hamlet with the best of them.As the final bell rings and the students file out of the classroom, I can't help but feel a sense of satisfaction. Another day, another dose of laughter and learning. Being a humorous English teacher isn't always easy – it takes quick thinking, endless patience, and a willingness to embarrass yourself on a daily basis – but it's worth it. Because when you can make someone laugh while they're conjugating irregular verbs or analyzing sonnets, you know you've done your job well.So, as I pack up my briefcase and bid farewell to the empty classroom, I do so with a smile on my face and a joke on my lips. After all, tomorrow is another day – and another opportunity to unleash the power of humor in the pursuit of knowledge.。
活动方案 英文
Activity PlanIntroductionThis activity plan outlines a proposed event plan for an upcoming activity. The goal of this plan is to provide a detailed overview of the event, including the objectives, target audience, activities, timeline, and desired outcomes. The proposed event aims to engage participants in a meaningful and interactive way, fostering a sense of community and promoting personal growth.ObjectivesThe key objectives of this activity plan are as follows: 1. To create a space for participants to connect with each other and build meaningful relationships. 2. To provide a platform for personal growth and self-expression. 3. To encourage participants to step out of their comfort zones and try new experiences. 4. To promote collaboration and teamwork among participants. 5. To facilitate learning and skill development through interactive activities.Target AudienceThe target audience for this event is young adults aged 18-25 who are interested in personal development, community building, and experiential learning. The event aims to attract individuals from diverse backgrounds, including students, working professionals, and individuals seeking personal growth opportunities.Activities1.Icebreaker games: To create a relaxed and friendly atmosphere,participants will engage in icebreaker games that encourage interaction and help break the ice.2.Group discussions: Participants will be divided into small groups forguided discussions on topics related to personal growth and self-discovery.3.Workshops: A series of workshops will be organized to provideparticipants with practical skills and tools for personal development, such as communication skills, time management, stress management, and goal setting.4.Team-building activities: To promote collaboration and teamwork,various team-building activities will be organized, such as problem-solvinggames, trust-building exercises, and outdoor challenges.5.Creative expression sessions: Participants will have the opportunityto explore their creativity through art, music, writing, or any other form of self-expression that resonates with them.6.Guest speakers: Inviting guest speakers who are experts in personaldevelopment and self-improvement will provide participants with valuableinsights and inspiration.working sessions: Networking sessions will be organized to allowparticipants to connect with each other, exchange ideas, and forge newrelationships.TimelineThe event will be a one-day program scheduled to take place on Saturday, 15th September. - 09:00 AM - Registration and welcome - 09:30 AM - Icebreaker games - 10:00 AM - Group discussions - 11:30 AM - Workshop session 1 - 12:30 PM - Lunch break - 01:30 PM - Workshop session 2 - 02:30 PM - Team-building activities - 03:30 PM - Creative expression sessions - 04:30 PM - Guest speaker session - 05:30 PM - Networking sessions - 06:30 PM - Closing remarks and feedbackDesired Outcomes1.Participants feel more connected to a community of like-mindedindividuals.2.Increased self-awareness and personal growth for participants.3.Participants acquire practical skills for personal development.4.Participants develop a sense of teamwork and collaboration.5.Participants feel inspired and motivated to take action towards theirgoals.6.Participants establish new relationships and networkingopportunities.ConclusionThis activity plan outlines a comprehensive and engaging event aimed at fostering personal growth and community building among young adults aged 18-25. By incorporating a variety of activities, such as icebreaker games, group discussions, workshops, team-building exercises, and creative expression sessions, this event seeks to provide participants with valuable experiences, practical skills, and personal connections. It is anticipated that this event will have a lasting impact on the participants’ personal development journeys and contribute to the overall sense of community and growth.。
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PROJECTThe Ice BreakerEXECUTIVE SUMMARY:For your first speech project,you will introduce yourself to your fellow club members and give them some information about your background,interests and ambitions.Practice giving your speech to friends or family members,and strive to make eye contact with some of your audience.You may use notes during your speech if you wish.Read the entire project before preparing your talk.OBJECTIVES:To begin speaking before an audience.To discover speaking skills you already have and skills that need some attention.Time:Four to six minutesBy now you’ve heard speech-es by club members and have probably participated in Table Topics.This is youropportunity to give your first pre-pared talk and “break the ice.”The best way to begin your speaking experience is to talkabout a familiar subject –yourself.Of course,this subject is too broad for a short four-to six-minute presentation.You must narrow it by selecting three or four interesting aspects of your life that will give your fellow club members insight and understand-ing of you as an individual.These might include your birthplace,education or family.You could explain how you came to be in your present occupation and tell the audience something about your ambitions.Or you could explain the effect an incident from your youth has had on your life.One speaker donned hats as she talked about her life.She wore a chauffeur’s hat as she talked about driving her children to their activities,a fireman’s hat as she discussed the crises or “fires”she encountered daily at her work,and a chef’s hat as she told of her love of cooking.Once you have the highlights of your talk in mind,weave them into a story,just as if you weretelling it to friends around the dinner table.Share significant personal experiences.The more personal your talk,the warmer the relationship will be between you and the audience.Opening,Body and ConclusionLike any good story,your talk needs a clear beginning and end-ing.Create an interesting opening sentence that captures the audi-ence’s attention.Memorize it,if necessary,and use it even if a bet-ter idea occurs to you just before you speak.Then devise a good closing and memorize it,too.A memorized beginning and ending enable you to start and finish your talk with confidence and ease.In any speech,it’s best to select a few main points (three or four at the most)and emphasize them by using examples,stories or anecdotes.If you merely state a fact and then continue,most of your audience will miss the point.You should make a point,say it again in different words,illustrate the point,and then state it once more in order to be clearly under-stood.This is a good skill to learn.Choose your points and illustrations carefully.Too much information may overwhelm the audience.1If you think you will need notes,write a brief speech outline on note cards,which you can place on the lectern.Refer to them only when you need them.Remember,you’re speaking,not reading. Many speakers begin by writing out an entire speech,then breaking it into parts,with a key word for each part,andfinally writing just thekey words on one note card.Preparing YourselfNow the talk is ready,but are you ready to present it?Practice the talk until you are comfortable with it.You won’t need to memorize the body of the talk,since you already know all about the subject. As mentioned earlier,you should memorize the opening and conclusion.Present the talk to a family member,a friend or your Toastmasters mentor.Ask for comments. They may give you some helpful suggestions.If you have a tape recorder,record the talk and listen to it carefully,making any necessary improvements. Using a tape recorder is one of the best ways to improving your speaking ability.Instead of thinking of this presentation as “making a speech,”think of it as a talk before a group of friends,sharing information of interest. Don’t be afraid of the audience.They have already experienced the same feelings you’re having.They want you to succeed and they’re eager to help you!Appearance is important.Be well-groomed and appropriately dressed for your presentation. When you look right,you feel good about your-self.Y ou’ll then forget about your appearance and concentrate on your talk.You will have increased confidence because you know you’ve made a good first impression with the audience.Presenting Your TalkOnce you’ve prepared and practiced your talk, relax.Nervousness is common to every speaker,no matter how experienced.In fact,you can put this nervous energy to work for you by using it to add excitement to your delivery.No one is going to notice a little quavering in your voice,and it will soon disappear anyway as you become involved with what you’re saying.(More information about controlling nervousness appears on page72.) While being introduced,take a deep breath and slowly exhale.This will help your voice sound res-onant and natural.Begin by facing the Toastmaster and saying,“Mr.(or Madam)Toastmaster,”then face the audience and say,“Ladies and gentle-men…”or“Fellow members and guests…”Pause, then begin with your memorized opening.While speaking,make“eye contact”with various members of the audience,first looking directly at one person for a few seconds,then looking at another,so people feel included in your talk.As you do this,glance periodically at the timer.If the red light comes on while you’re talking, move smoothly to your conclusion andfinish quickly.Observe time limits whenever you speak.Don’t worry about what to do with your hands. Leave them at your sides if this makes you more comfortable.You’ll have opportunities to practice “body language”later.Finish with your memorized conclusion.Some speakers say“thank you”at the very end to signal to the audience that they arefinished,but this is not necessary.Instead,after you say your conclud-ing words,nod at the Toastmaster of the meeting and say,“Mr.(or Madam)Toastmaster”and enjoy the applause.Your EvaluationAfter youfinish,you’ll probably begin evaluating yourself even before you return to your seat.You may think you left out some of the best parts. Every speaker thinks that.Just congratulate your-self on having delivered yourfirst speech,then write down the things you did well and the things you want to improve to make your next speech even better.T o supplement your self-evaluation,an experi-enced club member has been assigned to evaluate your efforts.Before the meeting begins,give this manual to your evaluator so he or she may make notes on the evaluation page of this project.This gives you a permanent record of your progress.If you want the evaluator to observe something in par-ticular,be sure to inform the evaluator in advance.Ask other members for additional comments after the meeting(some may give you their own brief written comments during the meeting).All of these comments may not be useful to you,but you should consider them carefully.Remember, each evaluation is an opinion of how that person perceived you and your presentation.These opin-ions usually(but not always)will be helpful to your self-development.SPEAKER’S CHECKLISTBring this manual to the meeting whenever you are scheduled to speak.Review your presentation with your mentor.Discuss any special points with your evaluator before giving the speech.Give the evaluator your manual before you speak,so he or she can make written comments on your performance.Have the vice president education initial the“Project Completion Record”on page80after you complete each project.This will give you credit toward your CompetentCommunicator(CC)certificate.Don’t be discouraged if your evaluator“missed the point.”Evaluators have varying degrees of experience in speaking,and evaluation is a“learn by doing”skill,just as speaking is. If you have not already done so,read Effective Evaluation(Item202).It will help you understand how to get the most out of the Toastmasters program.Evaluation Guide forThe Ice BreakerTitle__________________________________________________________________________________ Evaluator______________________________________________Date__________________________ NOTE TO THE EV ALUATOR:In this speech the new member is to introduce himself/herself to the club and begin speaking before an audience.The speech should have a clear beginning,body and ending.The speaker has been advised to use notes if necessary and not to be concerned with body language.Be encouraging and point out the speaker’s strong points while gently and kindly mentioning areas that could be improved.Strive to have the speaker look forward to giving another speech.Your evaluation should help the speaker feel glad about joining Toastmasters and presenting this speech.In addition to your verbal evaluation,please write answers to the questions below.What strong points does the speaker already have?How well did the audience get to know the speaker?Did the speech reflect adequate preparation?Did the speaker talk clearly and audibly?Did the speech have a definite opening,body and conclusion?Please comment on the speaker’s use of notes.What could the speaker have done differently that would have improved the speech?What did you like about the presentation?。