web-teaching3
unit3theinternet说课稿
unit3theinternet说课稿一、说教材本文是Unit 3 The Internet的一部分，本单元主要围绕互联网这一主题展开，介绍了互联网的起源、发展、应用及其对我们日常生活的影响。
本文在课文中的作用主要是让学生了解和掌握与互联网相关的词汇和表达方式，同时通过阅读和理解文章内容，提高学生的阅读能力和信息获取能力。
本文在教材中的地位较为重要，它既是本单元的核心组成部分，也是学生接触互联网相关知识的基础。
本文主要内容分为三个部分：第一部分简要介绍了互联网的起源和发展；第二部分讲述了互联网在我们日常生活中的应用；第三部分则探讨了互联网带来的利与弊。
本文的主要内容包括：1. 互联网的起源和发展：介绍了互联网的起源、关键技术以及在我国的发展状况。
2. 互联网的应用：列举了互联网在各个领域的应用，如学习、工作、娱乐等。
3. 互联网的利与弊：分析了互联网给我们的生活带来的便利，同时也指出了互联网可能带来的负面影响。
1. 词汇和表达方式：本文涉及大量与互联网相关的词汇和表达方式，如browser、search engine、social media等，这些词汇和表达方式对于学生掌握互联网知识具有重要意义。
2. 阅读理解：本文内容丰富，涉及多个层面，要求学生在阅读过程中提取关键信息，提高阅读理解能力。
3. 文化背景：本文介绍了互联网的发展历程和应用，有助于学生了解互联网在全球范围内的影响，拓展文化视野。
4. 思辨能力：本文在讲述互联网的利与弊时，引导学生思考互联网对我们生活的影响，培养学生的思辨能力。
二、说教学目标学习本课，学生应达到以下教学目标：1. 知识目标：掌握与互联网相关的词汇和表达方式，了解互联网的起源、发展及其应用。
2. 能力目标：通过阅读文章，提高阅读理解能力和信息获取能力。
3. 情感目标：认识互联网对我们生活的影响，学会正确使用互联网，培养良好的网络素养。
三、说教学重难点1. 教学重点：与互联网相关的词汇和表达方式，互联网的起源、发展及其应用。
《什么是web3.0》教学设计
教学设计：《什么是Web3.0》
一、教学目标：
理解Web3.0的含义和特点；
掌握Web3.0的关键技术及其应用；
能够初步分析和评价Web3.0的发展趋势。
二、教学内容：
Web3.0的简介
Web3.0的特征
Web3.0的关键技术及应用
Web3.0的发展趋势及挑战
三、教学难点与重点：
难点：Web3.0的关键技术及其应用
重点：Web3.0的特征和关键技术
四、教学方法：
讲授法：对Web3.0的基本概念和特征进行讲解；
讨论法：小组讨论Web3.0的应用和发展趋势；
案例法：通过案例分析，深入理解Web3.0的实际应用。
五、教学步骤：
导入新课：通过展示互联网的发展历程，引出Web3.0的概念；
讲授新课：讲解Web3.0的含义、特征、关键技术及应用；
巩固练习：学生分组讨论，分享自己对Web3.0的理解，并举例说明Web3.0的关键技术如何在生活中应用；
归纳小结：总结Web3.0的特征和关键技术，强调Web3.0对于现代社会的重要性。
六、评价与反馈：
课堂表现：观察学生在课堂上的参与度和专注度；
课后作业：布置相关主题的短文写作或思考题，检验学生对课堂知识的掌握情况；
期末考试：设置与Web3.0相关的考题，检验学生对知识的综合运用能力。
七、作业布置：
阅读相关文章，了解Web3.0的发展趋势和挑战；
结合生活中的实际例子，分析Web3.0技术在日常中的应用。
《Web前端开发技术——HTML5、CSS3、JavaScript(第3版)》教学大纲
Web前端开发技术(Web客户端编程)学分：3.5 学时：56 (28时理论/28时上机)一、课程的性质、地位与任务《Web前端开发技术》（又名“Web客户端编程”）课程是计算机科学与技术、信息管理与信息系统、软件工程、网络工程、数字媒体、物联网工程等专业的一门专业课程，也是其他计算机相关专业的普及型课程，通过对Web前端三大主流开发技术学习和研究，让学生理解和掌握HTML5、CSS3、JavaScript等脚本语言的相关知识，通过项目实践培养学生开发和设计Web站点的基本操作技能和工作岗位适应能力。
二、课程的教学目标与基本要求本课程教学基本要求是让学生理解Web前端开发与设计的基本原则、Web网站的目录结构定义、主流页面布局方法、导航菜单制作、图文排版、页面交互等方面的基础知识。
掌握网站规划、设计、制作、管理、发布的相关技术及Web前端设计的操作技能；并熟练运用HTML中的文字、链接、列表、表格、表单、图像、多媒体、框架标记及属性设计出框架网页、表格与表单网页、多媒体动态网页；掌握使用DIV+CSS结合技术进行网页布局的基本方法。
掌握JavaScript脚本语言的基本语法知识，HTML中JavaScript程序的嵌入方法，理解对象的概念及使用JavaScript来进行开发、维护、管理和设置Web应用程序；掌握综合网站设计和发布的基本流程和方法。
本课程的教学目标是让学生理解HTML5、CSS3、JavaScript三大脚本语言的基本语法，掌握常用的Web页面布局技术，理解并熟练应用JavaScript常用的对象的属性与方法，熟练地使用DOM 技术编写页面交互的客户端程序，通过项目实训，培养学生Web页面布局和页面交互设计初步能力。
三、课程内容（重点△，难点★）1 Web前端开发技术综述1.1 Web概述1.1.1 了解Web起源1.1.2 理解Web特点1.1.3理解Web工作原理1.1.4 掌握Web相关概念，掌握URL构成、Web服务器、超链接基本概念。
表面组装技术术语
中华人民共和国电子行业标准SJ/T 10668-1995 表面组装技术术语Terminology for surface mount techhology1. 主题内容与适用范围1.1主题内容本标准规定了表面组装技术中常用术语，包括一般术语，元器件术语，工艺、设备与材料术语，检验与其他术语共四个部分。
1.2适用范围本标准适用于电子技术产品表面组装技术。
2. —般术语2.1 表面组装元器件surface mounted components／surface mounted devices(SMC／SMD)外形为矩形片状、圆柱形或异形，其焊端或引脚制作在同一平面内，并适用于表面组装的电子元器件。
同义词表面安装元器件；表面贴装元器件注：凡同义词没有写出英文名称者，均表示与该条术语的英文名称相同。
2.2 表面组装技术surface mount technology(SMT)无需对印制板⑴钻插装孔，直接将表面组装元器件贴、焊⑵到印制板表面规定位置上的装联技术。
同义词表面安装技术；表面贴装技术注：1)通常表面组装技术中使用的电路基板并不限于印制板。
2)本标准正文中所述的“焊”或“焊接”，一般均指采用软钎焊方法，实现元器件焊接或弓I脚与印制板焊盘之间的机械与电气连接；本标准正文中所述的“焊料”和“焊剂”，分别指“软钎料”和“软钎焊剂”。
2.3 表面组装组件surface mounted assemblys(SMA)采用表面组装技术完成装联的印制板组装件。
简称组装板或组件板。
同义词表面安装组件2.4 再流焊reflow soldering通过重新熔化预先分配到印制板焊盘上的膏状软钎焊料，实现表面组装元器件焊端或引脚与印制板焊盘之间机械与电气连接的软钎焊。
2.5 波峰焊wave soldering将熔化的软钎焊料，经电动泵或电磁泵喷流成设计要求的焊料波峰，使预先装有电子元器件的印制板通过焊料波峰，实现元器件焊端或引脚与印制板焊盘之间机械与电气连接的软钎焊。
w3cschool 在线教程
w3cschool 在线教程
W3School是一家在线教程网站，提供了广泛的编程和Web技
术教程。
以下是该网站中的一些教程内容。
1. HTML教程：学习如何创建HTML页面、添加文本、图像、链接和表格等元素，以及如何应用CSS样式。
2. CSS教程：教你如何使用CSS样式来美化网页，包括设置
背景、字体、边框、布局等。
3. JavaScript教程：学习如何编写JavaScript代码以实现Web
页面的动态效果和交互功能。
4. Python教程：教你如何使用Python编程语言进行开发，包
括基本语法、数据类型、控制流程、函数等。
5. PHP教程：学习如何使用PHP进行服务器端编程，包括处
理表单数据、数据库连接和操作，以及创建动态网页。
这些教程都提供了详细的示例代码和说明，便于学习者理解和实践。
以上只是部分教程内容，W3School还涵盖了更多的编
程和Web技术相关内容。
英语教学实践法(3篇)
第1篇In the rapidly evolving field of education, the traditional methods of teaching English have been supplemented and sometimes replaced by innovative approaches that leverage technology and emphasize student-centered learning. This article outlines a comprehensive English teaching practice method that integrates technology and student-centered learning to enhance the learning experience for students.I. IntroductionThe English language is a global lingua franca, and the ability to communicate effectively in English is essential in today's interconnected world. However, teaching English effectively requires more than just imparting grammatical rules and vocabulary; it involves engaging students in meaningful activities that foster language acquisition and critical thinking skills. This teaching practice method aims to achieve these goals by incorporating the following key components:1. Technology integration2. Student-centered learning3. Interactive and collaborative activities4. Continuous assessment and feedbackII. Technology IntegrationThe integration of technology in English teaching can provide numerous benefits, including increased engagement, personalized learning, and access to a wealth of resources. Here are some ways to integrate technology into English teaching:1. Interactive Whiteboards and Projectors: Use interactive whiteboards and projectors to display lessons, videos, and other multimedia content. This allows for dynamic and interactive lessons that keep students engaged.2. Educational Software and Apps: Utilize educational software and apps that cater to different learning styles and levels of proficiency. Examples include language learning apps like Duolingo, grammar and vocabulary practice software, and online dictionaries.3. Online Learning Platforms: Create or use existing online learning platforms that provide structured lessons, quizzes, and assignments. These platforms can also facilitate communication and collaboration among students and teachers.4. Social Media and Communication Tools: Encourage students to usesocial media and communication tools like WhatsApp or Slack for language practice, group projects, and peer feedback.5. Virtual Reality (VR) and Augmented Reality (AR): Explore the use of VR and AR to create immersive language learning experiences. For example, students can practice English by interacting with virtual environmentsor by overlaying English language content onto real-world objects.III. Student-Centered LearningStudent-centered learning shifts the focus from the teacher to the student, allowing learners to take an active role in their education. Here are some strategies to implement student-centered learning in English classes:1. Project-Based Learning: Assign projects that require students to research, plan, and present information. This encourages students to use English in real-life contexts and fosters critical thinking and problem-solving skills.2. Flipped Classroom: Use the flipped classroom model, where students watch instructional videos or complete readings at home and use class time for activities and discussions. This allows for more personalized learning and more time for interactive tasks.3. Group Work and Peer Collaboration: Divide students into groups and assign them tasks that require collaboration. This promotes communication skills, teamwork, and mutual support among students.4. Reflective Learning: Encourage students to reflect on their learning experiences through journal entries, discussion, or presentations. This helps students to internalize their learning and set personal goals.5. Choice and Autonomy: Give students a choice in their learning activities, such as selecting topics for presentations or projects, or deciding on the type of assessment they prefer. This empowers students and increases their motivation.IV. Interactive and Collaborative ActivitiesInteractive and collaborative activities are essential for creating a dynamic and engaging learning environment. Here are some examples:1. Role-Playing and Simulations: Use role-playing activities to simulate real-life situations and encourage students to practice English conversationally. Simulations can also be used to teach grammar and vocabulary in context.2. Game-Based Learning: Incorporate educational games and activitiesthat are both fun and effective in teaching English. Examples include word searches, crosswords, and language puzzles.3. Discussion and Debate: Organize class discussions and debates on topics of interest to the students. This helps students to develop their critical thinking and public speaking skills.4. Language Labs: Utilize language labs where students can practice listening, speaking, and pronunciation in a controlled environment.V. Continuous Assessment and FeedbackContinuous assessment and feedback are crucial for monitoring student progress and providing timely guidance. Here are some strategies for effective assessment and feedback:1. Formative Assessment: Use formative assessments, such as quizzes, class discussions, and peer reviews, to gauge student understanding and provide immediate feedback.2. Summative Assessment: Administer summative assessments, such as exams and presentations, to evaluate student learning at the end of a unit or course.3. Self-Assessment and Peer Assessment: Encourage students to assess their own work and provide feedback to their peers. This promotes metacognition and collaborative learning.4. Constructive Feedback: Provide specific, constructive feedback that focuses on strengths and areas for improvement. Feedback should be supportive and encourage students to take ownership of their learning.VI. ConclusionIncorporating technology and student-centered learning into English teaching can significantly enhance the learning experience for students. By leveraging technology, promoting student-centered approaches, engaging students in interactive activities, and providing continuous assessment and feedback, teachers can create a dynamic and effective learning environment that prepares students for success in the globalized world.第2篇Introduction:The field of English language teaching (ELT) is constantly evolving, with new methodologies and techniques being introduced to enhance the learning experience. This paper proposes an effective methodology for English teaching practice that combines various teaching strategies and techniques to cater to the diverse needs of learners. The methodology focuses on student-centered learning, interactive activities, and the integration of technology, ensuring that students not only acquire language skills but also develop critical thinking and cultural awareness.I. Student-Centered Learning1. Needs Analysis:Before implementing any teaching methodology, it is essential to conduct a needs analysis to understand the specific requirements and goals of the students. This involves assessing their current level of English proficiency, identifying their strengths and weaknesses, and determining their learning objectives.2. Personalized Learning Plans:Based on the needs analysis, develop personalized learning plans for each student. These plans should outline the learning goals, activities, and resources tailored to meet the individual needs of each student.3. Active Participation:Encourage active participation in the classroom by involving students in discussions, group activities, and role-plays. This approach promotes engagement, motivation, and a deeper understanding of the language.II. Interactive Activities1. Pair and Group Work:Utilize pair and group work to enhance communication skills and collaboration. Assign tasks that require students to work together, such as role-plays, debates, and problem-solving activities. This fosters teamwork and encourages students to share their thoughts and ideas.2. Games and Simulations:Integrate games and simulations into the teaching process to make learning more enjoyable and memorable. Games such as "Pictionary," "Jeopardy," and "Simon Says" can help reinforce vocabulary, grammar, and pronunciation skills.3. Project-Based Learning:Implement project-based learning activities that require students to research, plan, and present information. This approach promotes critical thinking, research skills, and the application of language in real-life situations.III. Technology Integration1. Online Resources:Utilize online resources such as educational websites, e-books, and interactive learning platforms to provide additional support andpractice opportunities for students. These resources can be accessed both inside and outside the classroom, allowing for flexible and self-paced learning.2. Digital Tools:Incorporate digital tools such as presentation software, video conferencing, and collaborative platforms to facilitate communication and collaboration. These tools can enhance the learning experience by providing interactive and engaging activities.3. Mobile Learning:Encourage mobile learning by developing mobile apps and websites that offer language practice exercises and interactive lessons. This allows students to learn anytime, anywhere, using their smartphones or tablets.IV. Assessment and Feedback1. Formative and Summative Assessment:Implement a balanced assessment strategy that includes both formative and summative assessments. Formative assessments, such as quizzes, class discussions, and peer evaluations, provide ongoing feedback to students and teachers. Summative assessments, such as exams and projects, measure the overall progress and achievement of the students.2. Constructive Feedback:Provide constructive feedback to students, focusing on their strengths and areas for improvement. Feedback should be specific, actionable, and encouraging, helping students to identify their learning goals and develop their skills.3. Self-assessment and Reflection:Encourage students to engage in self-assessment and reflection bysetting personal learning goals and evaluating their progress. This promotes metacognition and helps students become more aware of their learning process.Conclusion:This effective methodology for English language teaching practice combines student-centered learning, interactive activities, and technology integration to create a dynamic and engaging learning environment. By focusing on the needs of the students, promoting active participation, and utilizing innovative teaching techniques, this methodology aims to equip learners with the necessary language skills, critical thinking abilities, and cultural awareness to succeed in the globalized world.第3篇摘要：随着我国英语教育的不断发展，传统的英语教学模式已无法满足新时代对英语教学的需求。
网络课程英语怎么说
网络课程英语怎么说网络课程就是通过网络表现的某门学科的教学内容及实施的教学活动的总和，是信息时代条件下课程新的表现形式。
那么你知道网络课程用英语怎么说吗?下面跟着店铺一起来学习一下吧。
网络课程的英语说法：Online course网络课程相关英语表达：网络课程内容 contents of network courses听力网络课程 listening network course网络课程学习系统 Web-course learning system多媒体网络课程 multimedia network course网络课程评价体系 online course evaluation system网络课程的英语例句：1. And in some states, high school students can take them, too.并且,在某些州, 高中学生也可以选择网络课程.2. In addition to teaching the online course also gives the students tests.除了教学之外,网络课程也对学生实施考试.3. There has been a very positive response to online learning.对网络课程的反映十分热烈.4. This paper discusses the design characteristics, principles and tools of the evaluation on web - based course learning.文章对网络课程学习评价设计的特点、原则和工具等问题进行了探讨.5. A platform of vectorgraph designed for network courses is introduced in this paper.探讨了如何实现一个适用于网络课程的矢量图平台,矢量图平台包括基于浏览器运行的客户端绘图环境,运行在网络服务器上的平台服务器.6. Finding the right on line online program, recycles requires research, just like a traditional traditional education.找到合适的网络课程需要研究, 正如挑选传统形式的教育一样.7. There will be a test for the Metro online video course starting next Monday.我们将会在下周一启用网络课程,届时所有中心的学员都可以免费参加测试课程.8. Few networking courses a hands - on laboratory component, often due to a lack of equipment.很少的网络课程有动手操作的实验室, 这多数是由于缺少设备.9. NS is economic, convenient, pertinence and repetitive in computer network teaching and experiment.认为nS应用于计算机网络课程进行辅助教学和辅助实验具有经济性、方便性、针对性和可重复性等优点.10. The research has some directive action for web - based course evaluation, web - based course design and development.本研究对于网络课程的质量评价和网络课程的设计都具有一定的指导意义.11. Using the soft tools of Dreamweaver, Flash, Photoshop, ChemOffice, the polymer chemistry network course was programmed successfully.以Dreamweaver 、 Flash 、 Photoshop 、 ChemOffice为主要工具, 开发了“高分子化学”网络课程.12. The Web - based course, a kind of important information technology - based learning resources, has been developing vigorously.网络课程作为一种重要的数字化学习资源, 呈现出蓬勃发展的趋势.13. The online course would not have succeeded without the commitment of all the teachers.没有所有教师全身心的投入,网络课程不会成功.14. Network - based course design for adult learners is an important issue in adult distance education research.成人学生网络课程设计是当前成人远程教育的重要研究内容.15. It is critical that you ( should ) keep up with the progress of an online course.跟上网络课程的进度十分重要.。
泛读教程第三册答案
Keys to Reading Course 3 Unit 1 Reading StrategiesSection AWord Pretest1-5. BCBBB 6-10.AACCBReading Skill2-5. CBCA 6-9. BBAAVocabulary Building1.a. practicable/practicalb. practicec. practicesd. practicable/practicale. practiceda. worthlessb. worthyc. worthwhiled. worthe. wortha. varyb. varietyc. variationd. various/variede. Variousa. absorbingb. absorbedc. absorbd. absorptione. absorbent2.1. a. effective b. efficient c. effective2. a. technology b. technique3. a. middle b. medium c. mediumClozegoing/about/trying expectations/predictions questions answerspredictions/expectations tell know/foretell end develop/present worthSection B1-5. TFTTC 6-10. BCCTF 11-14: FCAAC 16-17: CA Section C1-5. FFTFF 6-8. TTTUnit 2 EducationSection AWord Pretest1-5. ABACC 6-8. ABAReading Skill4-6. CBB 1-6. FTFFTTVocabulary Building1.mess2. preference3. aimlessly4. remarkable/marked5. decisive6.shipment7. fiery8. physically9. action10. housing2.1. a. aptitude b. attitude2. a. account b. counted c. counted3. a. talent b. intelligenceClozeother just/only has some/many than refuse see/know/understandthat without If ready/willing/educated/taught wrong/incorrect/erroneousSection B1-5. ACCCC 6-10. CCCAC 11-14: BABASection C1-6. CCDDACUnit 3 Body Language Section AWord Pretest1-5. ABCCB 6-9. DCDCReading Skill2-5. BABC 6-10. ACCBCVocabulary BuildingUse of English1.Noun Verb Adjective Adverb admission admit admissible admissiblyreliance rely reliable reliably definition define definite definitely assumption assume assumed/assuming assumedly/assuminglybehavior behave behavioral behaviorally variety vary various/variedvariously/variedlypart/partiality part partial partially manager/management manage managerial manageriallycorrelation correlate correlative correlatively adaption/adaptation adapt adaptive adaptively2.1. a. inspired b. aspired c. inspired2. a. token b. badges c. token3. a. contemporaries b. temporary c. contemporaryClozecommunicate ways/means//ones using/saying in of messagemeet/have/encounter/experience causes meaningtoSection B1-5. BABBA 6-10. CFFTT 11-15: TFCCB Section C1-5. BBDDB 6-10. CCAFF 11-14. TFFTUnit 4 AnimalsSection AWord Pretest1-5. CACAA 6-10. BBBCCReading Skill2-5.BBAC 6-10. BCCAAVocabulary Building1.1. moist2. betrayal3. exclusively4. inhumane5. amazed/amazing6.endangered 7. marvels 8. deadly2.1. a. dessert b. deserted2. a. favorite b. favorable c. favorable3. a. awarded b. reward c. awardedClozeparents idea at/by seen landmarksinstance/example migrateguide/direct pole effect/influence It/Thisif/whether experimentsSection B1-5. CCBFT 6-10. FBCAC 11-15: CBACC Section C1-5. FFTFF 6-10. FTTFTUnit 5 HistorySection AWord Pretest1-5. CAABC 6-9. ACCCReading Skill2-6.CABCB 1-6. FFTFTTVocabulary Building1.Noun Verb Adjective Adverb assumption assume assumed / assuming assumedly / assumingly acknowledgement acknowledge acknowledged acknowledgedlyreflection reflect reflective reflectivelydomination dominate dominant dominantly category categorize categorical categoricallyimplication imply implicative implicatively reassurance reassure reassuring reassuringlydefinition define definite definitely 2.1. a. Historical b. history2. a. rejected b. resist3. a. test/analyze b. analyzeClozeexisted/appeared over head/brain body found languageuse/value/significance/important single passed ahead survival/existenceSection B1-5. CABCB 6-10. BTTTF 11-15: TTCAC Section C1-5. BBAAA 6-8. CBCUnit 6 LanguageSection AWord Pretest1-5. CACBA 6-12. BACABABReading Skill3-5.CAA 6-10. CACCAVocabulary Buildingavailability avail available availably conquest conquer Conquering / conquered Conqueringlyluxury luxuriate luxurious Luxuriously origin originate original originally occurrence occur occurrentsystem systematizeSystematical / systematic systematically phonology phonological Phonologically decision decide decided/decisive decidedly / decisivelyvariety vary various variously superiority superior Superiorly2.1. a. peculiar b. particular c. particular2. a. assess b. access c. access3. a. resources b. source c. sourcesClozesex Men differs compliment/word complimenting causes makeslanguages have outside understood have use circle/world/fieldSection B1-5. CABBA 6-10. CBCCC 11-17: CBACCBA Section C1-5. BBCAB 6-8. BACCBUnit 7 SpaceSection AWord Pretest1-5. ABABC 6-8. BACReading Skill1-5.BBBCC 6-8. BCBVocabulary Building1. deduced2. behavior3. adhere4. replacement5. option6. delicacy7.enormous 8. pursuit2.1. a. inquired b. required c. inquire d. required2. a. compatible b. comparable c. compatible d.comparableClozesatellite some space asked/wondered lifesort/kind orbiting/going/circlinghave living were believe own solar where likely livingthroughSection B1-5. FTFFT 6-10. TTTTF 11-15: FFBBC 16-18. ACC Section C1-5. BCBCC 6-8. AED1-6. EBAFDCUnit 8 WomenSection AWord Pretest1-5. BCABC 6-10. BBCCAReading Skill1-5. CBABC 6-10. BCCCCVocabulary Buildingoccupataion, occupy, occupational, occupationally segregation, segregate, segregated discrimination, discriminate,discriminating / discriminatory, discriminatingly / discriminatorily enforcement, enforce, enforceable, enforceably exclusion, exclude, exclusive, exclusively perseverance, persevere,persevering,perseveringlyconviction, convict, convictive, convictively amendment, amend, amendable superficiality, superficialize, superficial, superficiallyspectator, spectate, spectatorial2.1. a. job b. career c. jobs d. career2. a. principal b. principles c. principle d. principle3. a. feminine b. female c. feminineClozeacceptable domestic property wages husband divorce claims legalsuit permitted make excluded lacked belonged determinedSection B1-5. BACCC 6-10. CACCC 11-15. AABBA 16-19.CTTFSection CAACBUnit 9 CitiesSection AWord Pretest1-5. BAABC 6-10. ACBBAReading Skill1-5. CACCB 6-12. BBBBACBVocabulary Building1.1. typifies2. dominant3. familial4. competitive5. vibrate6. descended7. departure 8. boom 9. countless 10. symbolizes 2.1. a. recreation b. recreate c. recreation2. a. rhythm b. rhyme c. rhymes d. rhythm Clozesea within of dividesbuilt/constructed/completed celebrated inside/inattract together whenSection B1-5. FTFTT 6-10. CCBBC 11-17. BAACCAC Section C1-5. BAACA 6-10. BCCCCUnit 10 Cross-cultural Communication Section AWord Pretest1-5. CABCB 6-10. BBBABReading Skill1-5. CBCAC 6-10. CCABBVocabulary Buildingconsequence, consequent / consequential, consequently / consequentially sophisticatiion, sophisticate, sophisticated, sophisticatedlyreference, refer, referable, referably conversation, converse, conversational, conversationallyspace, space, spatial/spacious,spatially/spaciouslydetachment, detach,detachable/detached, detachably/detachedlyintervention, intervene, interveningtype, typify, typical, typicall2.1. a. assure b. ensure c. assured d. ensure2. a. arises b. raised c. rise d. raised e. arisen3. a. clue b. cues c. clue d. cueClozewell separating/isolating is own close need look order respectfpllow prior sign/cue help was/were else Section B1-5. BBCTT 6-10FBCAC 11-15. ACTFF Section C1-8. TFFTFFFFUnit 11 Information Retrieval Section AWord Pretest1-5. ACBCB 6-8. ABBReading Skill1-5. BCBAC 6-10. CCCCCVocabulary Buildinginformation, inform, informative, informativelyspecification, specify, specific, specifically addition, add, additional /additive, additionally / additivelyspecialty, specialize, special, specially narration, narrate, narrative, narratively extension, extend, exxtensive, extensively origin, originate, original, originally explosion, explode, explosive, explosively ambiguity, , ambiguous, ambiguously establishment, establish, established1. extension2. ambiguity3. original4. specified5. additional6.unambiguously7. explosion8. information 9. specialized 10. narrative11.established2.1. a. transform b. transferred c. transferred d. transformed2. a. lonely b. alone c. lonely d. aloneClozelibrary amounted own burned/destroyed by countries sendsuggestion/proposal librarySection B1-5. ACBCB 6-10. ACCAC 11-17. ABABBAB Section C1-5. BCACC 6-10. CBCCCUnit 12 Environment Section AWord Pretest1-5. CCBBC 6-12. AACCCBAReading Skill1-5. CABBC 6-10. CBBVocabulary Building1.1. reaction2. mass3. polluting4. planetary5. suspicious6. alarming7.emitted 8. emerged2.1. a. warned b. threatened2. a. spread b. spread c. sprayed3. a. emergency b. emergenceClozesolve communities creative prevention disposal resources recyclingwaste increase place measures amount Section B1-5. FFTTB 6-10. CACFT 11-18. FFABCCBC Section C1-8. BCAACCBCUnit 13 MedicineSection AVocabulary Building:1.symptom,symptomize,symptomatic, symptomaticallylonging, long, longing, longinglyaddition, add, additional/additive, additionally / additivelymanifestation, manifest, manifest, manifestly depression, depress, depressed / depressing, depressedly / depressinglyinvariability, , invariable, invariably separation, separate, separate, separately condemnation,condemn,condemnable,condemnably imagination, imagine, imaginary, imaginarily affection, affect, affecting, afeectingly2.1. remedies, recipe, remedy, recipe2. alternate, altered, alternate, alter3. acknowledged, knowledge, acknowledged ClozeStep, acknowledge, prevent, essential, physician, due, physical, psychosomatic, disease, confidence, symptoms, thorough, emotional, upsetting Section BCBCAB CBBCB ABCACSection CTFFFT FTFFFUnit 14 EvolutionSection AVocabulary Building:1. reluctant, evolution, atrributed, catastrophic, assoicate, indifferent, emerged, stir2.1. evolved, revolved, evolved2. dismay, dismal, dismal, dismay3. contribute, attributed, contributed, attributed ClozeCharacteristic / trait / nature, changed / had, to,long, get/eat, possessed / developed /had, stretched /lengthened, longer, passed, After, have, theory, effect/influence, notion/idea, changeSection BDAB FTFTF DAD BAC FTFSection C TFTFT FTFUnit 15 TransportationSection AVocabulary Building:1. Prevention, prevent, preventive, preventively Federation, federate, federal, federally Inadequacy, , inadequate, inadequately Deception, deceive, deceptive, deceptively Prosperity, prosper, prosperous, prosperously Life, live, live/living/aliveEffect, effect, effective, effectively Evaluation, evaluate, evaluable /evaluative Resident, reside, residential, residentially Vision, vision, visional /visionary,visionally / visionarity1. evaluabtion,2. federal3. prosperity4. residential5. effect6. are living7. deceptively8. preventive /effective2.1. simile, metaphor2. ultimate, unanimous, ultimate, unanimous ClozeTransportation, distance / away, ground, Steam, trains, electric, station /stop, name, train, three, trains, stairs/steps, passengers/people Section BDCDCC CCCAB CBSection CCCACC CCC。
【中职专用】高教版2021基础模块3Part 1-2 Unit 4 教案
Knowledge objectives:
Tolearn words and phrases aboutcomplaint:complaint,apology,refund,blank screen,even if,charge,inconvenience ,receipt,under guarantee,patience.
Ability objectives:
Tobe able tomake a complaintand deal with the complaint in different situations.
To improve listening skills.
Emotional objectives:
To develop a sense ofservice andadhere to professional principles.
学情分析
学生基本掌握购物时顾客与服务员常用的一些语言，但还不熟悉关于售后服务的表达，不明确如何表达顾客自己的需求，不会以服务者的身份处理投诉，对语境中如何礼貌而有效的实现投诉和处理投诉，也缺乏相应的语言储备和迁移能力，但是思维活跃，服务意识强，喜欢在“真实的情景中”进行语言学习。教师应采取由浅入深的教学策略，先为学生扫除词汇障碍，然后积攒语言的输入，再由模仿到角色扮演练习，最终实现语言的输出。培养职场语言沟通能力，体现诚信和顾客至上的服务态度，同时坚守按照工作程序办事的职业原则。
The couch was not built the same.
There are scratches and stains on the dining table.
The carpet was wrng color.Replace all the damaged items and the wrong carpet. /Have a discount.
浙教版(2023)小学信息技术三年级上册第4课《进入在线平台》教案及反思
浙教版（2023）小学信息技术三年级上册第4课《进入在线平台》教案及反思一、教材分析本课是小学信息技术三年级上册的一节重要课程，内容主要涉及在线平台的基本概念、功能及如何进入和使用在线平台。
随着互联网技术的不断发展，在线平台已经成为人们学习、生活、工作中不可或缺的一部分。
本节课旨在帮助学生了解在线平台的作用，掌握进入在线平台的基本操作，为后续学习打下坚实的基础。
二、教学目标1. 知识与技能：- 理解在线平台的概念及作用。
- 掌握进入常用在线平台的基本步骤和方法。
- 能够独立完成在线平台的登录和退出操作。
2. 过程与方法：- 通过观察、操作、讨论等方式，学会自主学习和探究学习。
- 培养学生利用在线平台解决问题的能力。
3. 情感态度与价值观：- 激发学生对信息技术的兴趣，培养信息素养。
- 培养学生合作、交流、分享的意识。
三、教学重难点1. 重点：- 在线平台的概念及作用。
- 进入在线平台的基本步骤和方法。
2. 难点：- 如何根据实际需要选择合适的在线平台。
- 在实际操作中解决登录时可能遇到的问题。
四、学情分析三年级学生已经具备了一定的计算机操作基础，对互联网有一定的了解。
但由于年龄较小，他们可能对在线平台的概念和作用不够明确，需要通过本节课的学习来加深理解。
同时，学生之间可能存在操作水平的差异，教师在教学过程中应关注个体差异，因材施教。
五、教学过程1. 导入新课- 展示一些在线平台的截图或视频，如在线教育平台、娱乐平台等，激发学生的兴趣。
- 提问：“你们平时都用过哪些在线平台？能分享一下你的使用经验吗？”- 学生回答，教师点评并引入新课主题。
2. 新课讲解- 讲解在线平台的概念、分类和用途，让学生明白在线平台在现代生活中的重要性。
- 演示如何进入常见的在线平台，如使用浏览器搜索、输入网址、注册登录等步骤。
- 强调在线平台的安全使用知识，如保护个人隐私、避免点击不明链接等。
3. 学生实践- 分组让学生尝试进入不同的在线平台，如学习平台、视频网站等。
英语网络教学实践作业(3篇)
第1篇In recent years, with the rapid development of technology, online education has become increasingly popular. As a college student, I had the opportunity to participate in an online teaching practice. This experience has not only allowed me to understand the challenges and opportunities of online teaching but also improved my teaching skills and communication abilities. In this essay, I will share my experience with online teaching, including the challenges I encountered, the strategies I adopted, and the insights I gained.I. Challenges in Online Teaching1. Technical difficultiesOne of the biggest challenges in online teaching is dealing with technical difficulties. Students may face issues such as poor internet connection, audio or video interruptions, and problems with the learning platform. As a teacher, I had to ensure that the lessons were accessible to all students, regardless of their technical proficiency.2. Student engagementMaintaining student engagement is another significant challenge in online teaching. Without the physical presence of the teacher and classmates, students may find it easier to become distracted or disinterested. As a result, I had to come up with creative ways to keep students engaged, such as using interactive tools and incorporating multimedia content.3. Time managementOnline teaching requires effective time management skills. Balancing lesson preparation, student interaction, and other responsibilities can be challenging. I had to develop a schedule that allowed me to allocate time for each task and ensure that I was able to provide timely feedback to students.II. Strategies for Online Teaching1. Utilize technology effectivelyTo overcome technical difficulties, I made sure to familiarize myself with the learning platform and its features. I also encouraged students to test their equipment before the class to minimize disruptions. Additionally, I used screen sharing and other collaborative tools to enhance the learning experience.2. Engage students activelyTo keep students engaged, I incorporated various interactive elementsinto my lessons. This included using polls, quizzes, and discussion forums to encourage participation. I also made use of multimedia content, such as videos, infographics, and interactive simulations, to make the lessons more engaging and visually appealing.3. Provide timely feedbackTo ensure that students were on track, I provided regular feedback on their assignments and participation. I also set up office hours to answer any questions or concerns they might have. This helped to build a strong rapport with my students and encouraged them to seek help when needed.III. Insights Gained from Online Teaching1. FlexibilityOne of the most significant advantages of online teaching is its flexibility. As a teacher, I was able to schedule lessons at times that were convenient for both me and my students. This allowed me to cater to different time zones and accommodate students' other commitments.2. AdaptabilityOnline teaching has forced me to be more adaptable. I had to quickly learn new technologies and teaching methods to keep up with the changing landscape of online education. This has made me a more versatile and resourceful teacher.3. Improved communication skillsThrough online teaching, I have developed stronger communication skills.I had to be clear and concise in my instructions, as well as patient and supportive in my interactions with students. This has improved myoverall communication abilities and made me a more effective teacher.In conclusion, my experience with online teaching has been both challenging and rewarding. I have learned valuable lessons about the importance of technology, student engagement, and effective communication. As online education continues to grow, I believe that these insights will help me become a more skilled and compassionate teacher.第2篇IntroductionThe COVID-19 pandemic has drastically transformed the landscape of education, compelling educators worldwide to adapt to online teaching platforms. This practice作业 aims to reflect on my experiences as an online teacher during the pandemic, highlighting the challenges faced, strategies employed, and the overall impact on student learning. Through this analysis, I hope to provide insights into the effectiveness of online teaching and suggest areas for improvement.Challenges Faced1. Technological Barriers: One of the most significant challenges encountered was the varying levels of technological proficiency among students. While some students had access to high-speed internet and reliable devices, others struggled with basic technology skills, making it difficult to engage effectively in online classes.2. Lack of Personal Interaction: The absence of face-to-face interaction was a major concern. Non-verbal cues, body language, and immediate feedback were lost, which impacted the learning experience. Additionally, students felt disconnected from their peers and teachers, leading to decreased motivation and engagement.3. Time Management: Managing time effectively became crucial for both teachers and students. The lack of structured school hours and the flexibility of online learning often resulted in disorganized schedules and procrastination.4. Resource Allocation: Finding suitable resources to support online learning was a challenge. Limited access to textbooks, libraries, and other educational materials made it difficult to provide comprehensive instruction.Strategies Employed1. Technological Training: To address the technological barriers, I conducted online workshops for students and parents, teaching them how to navigate the learning platform, use communication tools, and troubleshoot common issues.2. Interactive Learning Tools: To compensate for the lack of personal interaction, I incorporated various interactive tools into my lessons, such as polls, breakout rooms, and online whiteboards. This encouraged student participation and fostered a sense of community.3. Structured Timetables: To improve time management, I created detailed lesson plans and provided students with a clear schedule. I also set deadlines for assignments and encouraged students to maintain a regular routine.4. Collaborative Projects: To promote teamwork and collaboration, I assigned group projects that required students to work together on a common goal. This helped build a sense of belonging and encouraged students to support each other.5. Regular Feedback and Communication: To maintain engagement, I provided regular feedback on assignments and encouraged students to reach out with questions or concerns. This helped to build a strong teacher-student relationship and ensured that students felt supported.Impact on Student Learning1. Adaptability: The shift to online learning forced both students and teachers to adapt to new methods of instruction. This adaptability has proven to be a valuable skill in the rapidly evolving digital world.2. Increased Independence: Online learning encouraged students to become more independent learners. They learned to research, organize their time, and manage their own learning process.3. Improved Digital Literacy: As a result of using online tools and platforms, students' digital literacy skills improved significantly. They became more proficient in using various applications and learned how to navigate the digital landscape.4. Challenges in Retention: Despite the benefits, online learning presented challenges in retaining information. The lack of face-to-face interaction and the reliance on self-discipline made it difficult for some students to stay focused and motivated.ConclusionThe COVID-19 pandemic has necessitated a shift to online teaching, which has presented numerous challenges. However, through careful planning, effective strategies, and adaptability, it is possible to create a successful online learning environment. While online learning has its limitations, it has also provided valuable opportunities for students to develop new skills and adapt to the digital world. As we continue to navigate the challenges of online teaching, it is essential to remain flexible and open to new ideas, ensuring that the quality of education remains high.Recommendations for Future Online Teaching1. Continuous Technological Training: Provide ongoing training for students and parents to ensure they are equipped with the necessaryskills to participate effectively in online classes.2. Blended Learning Approach: Incorporate elements of face-to-face interaction, such as virtual field trips or in-person workshops, to enhance the learning experience.3. Regular Check-Ins and Support: Maintain regular communication with students to monitor their progress and provide support as needed.4. Collaboration with Peers: Collaborate with other teachers to share resources, best practices, and innovative ideas for online teaching.5. Focus on Student Well-being: Acknowledge the challenges faced by students during the pandemic and provide resources to support their mental and emotional well-being.By implementing these recommendations, we can continue to improve the effectiveness of online teaching and ensure that students receive ahigh-quality education, regardless of the learning environment.第3篇Introduction:With the rapid development of technology, online education has become an indispensable part of our lives. As an English teacher, I have had the opportunity to engage in online teaching practice, which has provided me with valuable insights and experiences. In this essay, I will share my experiences, challenges, and achievements in English online teaching practice, aiming to provide insights for other educators who are also venturing into this new educational landscape.I. Preparing for Online Teaching1. Equipment and SoftwareBefore starting online teaching, it is crucial to ensure that you have the necessary equipment and software. This includes a reliable computer, a good quality webcam, a headset with a microphone, and a stableinternet connection. Additionally, you may need to familiarize yourself with various online teaching platforms such as Zoom, Microsoft Teams, or Google Meet.2. Curriculum and Lesson PlanningTo ensure effective online teaching, it is essential to plan your curriculum and lessons meticulously. Consider the learning objectives,content, activities, and assessments for each lesson. Additionally, be prepared to adapt your teaching methods to accommodate the online environment, such as using digital resources, incorporating multimedia, and encouraging student participation.II. Challenges in Online Teaching1. Technical IssuesOne of the most common challenges in online teaching is dealing with technical issues. These may include poor internet connection, audio or video lag, and software malfunctions. To minimize these issues, it is crucial to familiarize yourself with the technology and troubleshoot potential problems before starting your lessons.2. Student EngagementMaintaining student engagement can be challenging in an online setting. Without the physical presence of students, it is essential to create an interactive and engaging environment. This can be achieved by incorporating interactive activities, using multimedia resources, and encouraging student participation through discussions and group work.3. Time ManagementOnline teaching requires effective time management skills. You need to allocate time for lesson preparation, teaching, and interacting with students. Additionally, consider the time difference between you and your students, as this may affect your teaching schedule.III. Achievements in Online Teaching1. Increased FlexibilityOne of the significant advantages of online teaching is the flexibility it offers. As an online teacher, I have had the opportunity to work from anywhere, allowing me to balance my personal and professional life more effectively.2. Enhanced Communication SkillsOnline teaching has helped me improve my communication skills. I have learned to be more concise and clear in my instructions, as well as to adapt my teaching style to different learning styles and preferences.3. Enhanced Technological SkillsAs an online teacher, I have gained valuable experience in using various digital tools and resources. This has not only enriched my teaching methods but has also allowed me to provide a more engaging and interactive learning experience for my students.IV. ConclusionOnline teaching has become an essential part of the educational landscape, and it offers numerous benefits for both teachers and students. Despite the challenges, I have found that with proper preparation, adaptability, and dedication, online teaching can be a rewarding and successful experience. As educators, it is our responsibility to embrace this new educational paradigm and continue to explore innovative teaching methods that cater to the needs of our students in this digital age.。
凤凰职教第三册Unit3电子教案
Smith.
I'll be checking out on
Friday.
Non-smoking, if you
please
Credit card, if you accept
Visa.
Do you need to see my
passport.
Activity 3 Suppose you work the fron to get the following information.
知识目标
素质目标
1.To improve Ss’ ability of getting information through reading & listening.
2.To know how to ask questions to know customers' needs and understand the important role of a server.
我来给旅馆打电话，通知他 们我们明天入住。
fCheck out结账离开，结账退 房
They packed and checked out of the hotel.
他们收拾好东西，办理了退 房手续。
I was disappointed to miss Bryan, who had just checked out...
Mr. Smith manages a large department store.
史密斯先生经营一家大型百货 公司。
fmanage to do sth经过努力克 服困难，设法做成某事Given a chance, I will manage to do the work well.
英语教学实践展示(3篇)
第1篇IntroductionEnglish language teaching (ELT) has evolved significantly over the years, moving away from traditional, teacher-centered approaches to morestudent-centered and interactive methods. This paper presents a comprehensive English teaching practice that integrates various innovative techniques to enhance language learning. The practice focuses on fostering a positive learning environment, encouraging student participation, and utilizing technology to make the learning experience more engaging and effective.ObjectiveThe primary objective of this English teaching practice is to improve students' language proficiency by:1. Promoting active learning through interactive activities.2. Encouraging autonomy and critical thinking skills.3. Utilizing technology to facilitate communication and collaboration.4. Assessing learning outcomes through formative and summativeevaluation methods.Methodology1. Classroom Setup and EnvironmentThe classroom is designed to be an inviting and comfortable space where students feel at ease and motivated to learn. Desks are arranged in groups to encourage interaction, and visual aids such as posters, charts, and whiteboards are used to support teaching and learning activities.2. Lesson PlanningLessons are meticulously planned to cater to the diverse needs and learning styles of students. The following components are included inthe lesson planning process:- Warm-up Activities: To energize students and activate prior knowledge.- Main Content: To introduce new vocabulary, grammar, and language structures.- Interactive Activities: To promote student engagement and participation.- Assessment: To monitor progress and provide feedback.3. Interactive ActivitiesTo make the learning process more dynamic, the following interactive activities are incorporated into the lessons:- Group Work: Students work in small groups to complete tasks, fostering collaboration and teamwork.- Role-Playing: Students act out scenarios to practice speaking and listening skills.- Games: Educational games such as "Simon Says" and "Guess the Word" are used to reinforce vocabulary and grammar.- Quizzes: Quick, fun quizzes are conducted to assess understanding of the lesson material.4. Technology IntegrationTechnology is utilized to enhance the learning experience and make it more engaging:- Interactive Whiteboard: Used for displaying lessons, conducting polls, and allowing students to interact with the content.- Online Resources: Websites and apps such as Duolingo, BBC Learning English, and TED-Ed are used to provide additional practice and exposure to authentic language.- Video Conferencing: Used for virtual classroom sessions and to connect with native speakers or other classes around the world.5. AssessmentAssessment is conducted through a variety of methods to ensure a comprehensive understanding of students' progress:- Formative Assessment: Daily quizzes, class discussions, and peer evaluations are used to monitor progress and provide timely feedback.- Summative Assessment: Tests, exams, and projects are used to evaluate students' overall language proficiency at the end of each unit or semester.Case Study: Lesson on Present TenseTo illustrate the effectiveness of this teaching practice, let's consider a lesson on the present tense:- Warm-up Activity: A quick game of "Simon Says" to practice commands in the present tense.- Main Content: Introduction of present tense vocabulary and grammar through a PowerPoint presentation.- Interactive Activity: Group work on a task that requires students to create a dialogue using the present tense.- Technology Integration: Use of an interactive whiteboard to display vocabulary and grammar rules, and online resources for additional practice.- Assessment: Daily quiz to assess understanding of the present tense, and peer evaluation of group work.ConclusionThis English teaching practice demonstrates the importance ofintegrating interactive and engaging activities into the classroom to enhance language learning. By fostering a positive learning environment, encouraging student participation, and utilizing technology, students are more likely to develop their language skills and become confident, competent users of English. As ELT continues to evolve, it is crucialfor educators to adapt and implement innovative practices that cater to the needs of today's learners.第2篇IntroductionEnglish language teaching (ELT) has evolved significantly over the years, with a growing emphasis on student-centered approaches and interactive learning experiences. This paper aims to showcase a practical English teaching methodology that integrates various innovative techniques to enhance students' language skills. The methodology focuses on communicative language teaching, technology integration, andpersonalized learning, providing a comprehensive framework for effective English instruction.BackgroundThe teaching context is a secondary school in a suburban area with a diverse student population. The students range from beginners to advanced levels, with varying learning styles and abilities. The curriculum covers all four language skills: reading, writing, listening, and speaking. The goal is to equip students with the necessary language proficiency to communicate effectively in both academic and real-life settings.Teaching Methodology1. Communicative Language Teaching (CLT)The foundation of the teaching methodology is CLT, which emphasizes communication as the primary goal of language learning. This approach encourages students to use the target language in real-life contexts, fostering fluency and confidence. Here are some key strategies employed:- Role-playing and simulations: Students engage in role-plays and simulations to practice different scenarios, such as conducting interviews, participating in debates, or solving problems in groups.- Pair and group work: Collaborative activities, such as discussions, presentations, and group projects, promote interaction and allow students to practice their speaking and listening skills.- Task-based learning: Assigning tasks that require students to use the target language in context, such as writing letters, designing posters, or creating presentations, helps reinforce language skills.2. Technology IntegrationTechnology plays a crucial role in enhancing the learning experience. The following tools and resources are utilized:- Interactive whiteboards: Used for displaying lessons, videos, and activities, enabling students to engage visually and kinesthetically.- Online platforms: Websites like Edmodo, Quizlet, and Kahoot! are employed for quizzes, games, and homework assignments, providing instant feedback and opportunities for self-assessment.- Language learning apps: Apps like Duolingo and Rosetta Stone are recommended for supplementary practice and reinforcement of language skills.3. Personalized LearningRecognizing that students have different learning styles and abilities, the methodology emphasizes personalized learning. Here are some strategies used:- Differentiated instruction: Assigning varied tasks and activities based on students' proficiency levels, ensuring that all learners are challenged and engaged.- Learning stations: Setting up different stations with various activities, allowing students to choose their preferred learning style and pace.- Student portfolios: Encouraging students to maintain portfolios of their work, providing them with a sense of accomplishment and a reference for their progress.Case StudyTo illustrate the effectiveness of the methodology, let's consider a case study involving a group of 10th-grade students. The class was divided into two groups based on their proficiency levels. The lower-level group was introduced to basic grammar and vocabulary through interactive whiteboards and online platforms. The higher-level group engaged in more advanced activities, such as analyzing literary texts and participating in debates.Over the course of the semester, both groups demonstrated significant improvements in their language skills. The lower-level group showed an increase in their grammar accuracy and vocabulary knowledge, while the higher-level group improved their critical thinking and public speaking abilities. Student feedback indicated that the interactive and engaging nature of the lessons made learning enjoyable and motivated them to strive for excellence.ConclusionThe English teaching methodology presented in this paper has proven to be effective in enhancing students' language skills. By integrating CLT, technology, and personalized learning, educators can create an immersive and dynamic learning environment that caters to the diverse needs of their students. As language learning continues to evolve, it is crucial for educators to adapt and implement innovative teaching practices to ensure that students are equipped with the necessary skills to thrive in an increasingly interconnected world.第3篇Introduction:The field of English language teaching has evolved significantly over the years, with educators adopting various innovative methods to enhance student learning and engagement. This teaching practice showcase presents a comprehensive approach to English language teaching, focusing on innovative techniques, student-centered activities, and the integration of technology. The following sections delve into themethodologies employed, student engagement strategies, and the overall impact of these practices on the learning process.I. Methodologies Employed1. Task-Based Language Teaching (TBLT):Task-Based Language Teaching is a method that emphasizes the use of authentic tasks in the classroom. These tasks are designed to mimicreal-life situations, allowing students to practice English in context. In this practice, activities such as role-playing, debates, and group discussions are incorporated to develop students' speaking, listening, reading, and writing skills.2. Communicative Language Teaching (CLT):Communicative Language Teaching focuses on communication as the primary goal of language learning. By engaging in real conversations and activities, students are encouraged to use English in a meaningful way. This approach promotes interaction, collaboration, and critical thinking skills among students.3. Technology Integration:The integration of technology in English language teaching has proven to be highly effective in enhancing student engagement and motivation. This practice showcases the use of digital platforms, educational apps, and online resources to facilitate learning. Tools such as interactive whiteboards, educational websites, and language learning software are utilized to create interactive and engaging lessons.II. Student-Centered Activities1. Flipped Classroom:The flipped classroom model involves students watching instructional videos or reading materials at home, and then using class time for practice and application. This approach encourages students to take ownership of their learning, as they are expected to be prepared for class discussions and activities.2. Project-Based Learning (PBL):Project-Based Learning involves students working on long-term projects that require research, collaboration, and the application of English language skills. This method fosters critical thinking, problem-solving, and creativity. Students are encouraged to present their projects to the class, promoting peer learning and engagement.3. Gamification:Gamification is the use of game design elements in non-game contexts to encourage engagement and motivation. In this practice, educational games, quizzes, and interactive activities are incorporated into lessons to make learning fun and interactive. Points, badges, and leaderboards are used to motivate students and track their progress.III. Student Engagement Strategies1. Active Learning:Active learning techniques, such as think-pair-share, jigsaw, and peer teaching, are employed to keep students engaged and involved in the learning process. These strategies promote interaction, collaboration, and critical thinking among students.2. Inquiry-Based Learning:Inquiry-Based Learning encourages students to ask questions, investigate, and explore topics of interest. By guiding students through the research process, teachers can foster their curiosity and critical thinking skills.3. Reflection and Feedback:Regular reflection and feedback sessions are conducted to assess student progress and provide guidance. This practice helps students to identify their strengths and weaknesses, allowing them to set personal goals and improve their language skills.IV. Impact on Learning ProcessThe innovative teaching practices and student engagement strategies implemented in this English teaching practice showcase have had a significant positive impact on the learning process. Some of the observed outcomes include:1. Increased student motivation and engagement: The use of innovative methods and activities has made learning more enjoyable and interactive, leading to higher levels of student engagement.2. Improved language skills: Students have shown significant progress in speaking, listening, reading, and writing skills, as they are provided with ample opportunities to practice and apply the language in real-life contexts.3. Enhanced critical thinking and problem-solving abilities: The integration of inquiry-based learning and project-based activities has helped students develop critical thinking and problem-solving skills.4. Improved collaboration and communication: The emphasis on communication and collaboration in the classroom has fostered a positive learning environment, where students support and learn from each other.Conclusion:This English teaching practice showcase demonstrates the effectiveness of innovative methodologies, student-centered activities, and technology integration in enhancing student learning and engagement. By adopting these practices, educators can create a dynamic and engaging learning environment that promotes language proficiency, critical thinking, and personal growth.。
wed3是什么意思
web3到底是什么？无疑是广大吃瓜群众最想知道的一件事，不过想要解答这个问题，还需要从web1和web2说起。
上世纪60年代末，当今互联网的原型“阿帕网”作为冷战时期军备竞赛的产物诞生，到1989年World Wide Web（万维网）这一基于超文本协议的网络问世，才正式宣告大家熟悉的互联网正式到来。
从万维网诞生直到2004年，这就是web1时代。
这一时期的特点就是互联网是由静态网页组成，主要是各类网站来提供内容、用户阅读内容，并且只能看网站运营者想展现出来的内容，并且用户无法左右网站中的内容。
而这一时期的代表性产品，则是搜素引擎与门户网站。
web2的概念则是2004年O'Reilly Media Web2.0大会由发起者Tim O'Reilly“布道”，这位提出了开源软件、创立了全球首家门户网站的传奇人物认为，web2作为互联网建设的一种新模式，创新之处是内容从“只读”变为“交互”，用户不光能接收内容、还能创造内容，是一个强调用户生成内容的网络环境。
而这一时期的代表产物，则是博客、RSS、社交网络。
不同于web1和web2，关于web3的内涵其实发生过改变，以至于现在互联网行业对于web3还缺乏一个公认的权威定义。
以2016年左右区块链技术风靡互联网行业为分水岭，web3的概念在这一节点之前其实有着明显的不同。
在区块链风靡前，web3的概念更接近于万维网之父蒂姆·伯纳斯·李提出的“语义网”、“全球大脑”、“万物互联”，也就是计算机能读懂任何信息、人工智能负责筛选出更好的信息，以及互联网将无处不在。
然而，当初的web3与今天的web3已经不是同一个概念了。
如今，web3的主题是将控制权从少数几家科技巨头手中返还给个人，强调的是一个用户能对自己的身份和数据有更多控制权的互联网。
用路透社相关报道中的话来说，web3是一个基于区块链技术的去中心化互联网。
如果说web2是web1的升级迭代，那么web3则更像是对web2的“革命”。
web3.0是啥意思
web3.0的意思
Web 3.0 ：John Markoff 在 2006 年提出的一种新型网络。
它被定义为语义网络，包括集成、自动化、发现和数据。
它鼓励流动性和全球化；又称之为“语义网络”
核心能力：“AI 网络为媒介进行识别读、写、以及执行”
特征：
1、Open 开放： Web 3.0 网络作为开源软件，由开发者开放社区构建，可以全视图访问和操作；
2、Trustless 无需信任： Web 3.0 允许其用户在不涉及受信任第三方的情况下公开或私下进行交互；
3、Permissionless 无许可：任何人，包括用户和开发者，都可以在没有任何治理机构授权的情况下参与。
优势：Web 3.0 的无许可情况允许访问者在没有任何站长许可的情况下自由上网；不会收集我们的个人信息用于商业用途；任何服务器的损坏错误都将通过分散的方法得到增强。
【中职专用】高教版2021基础模块3Part 1-2 Unit 2 教案
1.Brainstorm more community facilities .
2.Answer the question by themselves and add some details to introduce it .
学情分析
学生能做一些较为基础的关于个人生活娱乐设施的表达，但在关于如何介绍具体的社区服务设施，并转述社区信息方面缺乏词汇、句型及相应的练习；学生听力水平普遍较低，在捕捉细节信息时容易遗漏、误判关键信息，需要听前有任务和预测，听后有反思和总结的进行听力训练，结合说的练习巩固本节的重点词汇和表达，能在真实职场情景中进行语言沟通。
Torecognize and express our excellent community culture.
学习重难点
1)Tointroduce and retell the community facilities .
2)Tomaster the expressions about the community facilities.
课题
Unit2 Community Life
( Listening and speaking)
课型
Listening and speaking
课时
2
授课班级
授课时间
90mins
授课教师
教材分析
本课教学内容选自高等教育出版社出版的“十四五”职业教育国家规划教材，《英语3基础模块》中第二单元的热身（Warming Up）和听说（Listening and Speaking）板块，单元主题是“人与社会”主题范围下关于“社区生活”的话题，听说板块的语料是询问社区相关服务及回应的对话，要求学生能识别并询问社区中的服务设施信息，并能转述社区信息，侧重培养学生的职场语言沟通能力和跨文化理解能力。真实职场情景练习中培养学生的服务意识，同时感知我国优秀的社区文化。
攻防世界-WEB相关writeup-3
攻防世界-WEB相关writeup-3bug-逻辑漏洞-⼀.进⼊实验 1.打开后，简单看了⼀下，⾸先是让我们注册，然后登录：这⾥我随便注册⼀个然后登录，登录后发现有⼏个功能，当点击manage时，提⽰要管理员才⾏。
2.所以这个地⽅我们想能不能获取到 admin 的账号，傻傻的我开始了⼀段时间的sql注⼊，但没有发现注⼊点。
退出后有个 Findwd 的功能： 这⾥我们输⼊我们注册的 username 和其他的信息，成功后显⽰如下：那我们先⽤ Burp 抓⼀下包，将其拦截：在这个⾥⾯我们发现我们这个修改密码的请求是通过post⽅式提交到后台进⾏验证的， 那我们能不能将username⾥的值改成admin，密码我们⾃⼰修改，是不是就可以⽤admin的⾝份进⾏登录？3.修改成功，试⼀试可不可以登录：登录成功！我们马上点 manage，发现弹窗，ip不允许，应该只能内部⼈员的ip才能登录， 这⾥我们⽤Burp，在请求体中加⼊ X-Forwarded-For:127.0.0.1, 或者⽤firefox的插件，进⾏伪造。
改了之后，点击manage不会弹窗了，但没什么有⽤的东西，我们查看源码，发现给了我们⼀个提⽰4.猜想这应该是⼀些隐藏的操作，我们 构造paylaod为 index.php?module=filemanage&do=download，或者upload/read/write,,,,,， 最后发现do=upload能够执⾏成功，出现⼀个⽂件上传的页⾯。
我们选择⼀个php⽂件进⾏上传，发现上传失败，以为是前端js做的限制，查看源码发现并不是，那猜测应该是对 .php 做了限制 看了⽹上⼀些常见可⽤作php解析的后缀 php3，php5，php7，pht，phtml，我同过抓包修改上传的⽂件后缀为 .php5， 结果还是不给过，显⽰这不是⼀张图⽚：那我们猜测它应该是通过请求体中的 Content-Type: application/octet-stream， 发现并不是图⽚的⽂件类型，所以这⾥我们将图⽚的Content-Type将其替换掉，即 Content-Type: image/jpeg但是结果不尽⼈意，还是被检测出来了是上传php⽂件，应该是<?php ?>这个被检测出来了， 据了解可以通过 <script language="php"> highlight_file(__FILE__);system($_GET['cmd']);<script>，也能达到解析php语句的⽬的。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Multiple choices:1．Heilongjiang Province is _____ north of Liaoning. Harbin, its capital city, lies _____ the Songhuajiang River.A. to; onB. in the; inC. 不填; onD. to the; in 2．To fully understand the writer, we must read not only between the lines, but sometimes _____ the lines.A. withinB. beyondC. besideD. among 3．He got to the station early, _____ missing his train.*A. in case ofB. instead ofC. for fear ofD. in search of4．Although Tom agreed with her on most points, here was one _____ which he was unwilling to give in.A. onB. inC. toD. with5．For holidays, many people visit the Great Barrier Reef _____ the northeast coast of Australia, which has 700 islands.A. onB. inC. toD. off6．As we all know, several primary schools and factories were named _____ the hero.A. fromB. atC. afterD. to7.____the weather, the athletic meeting will be held on time.A. In contrast withB. In relation toC. On behalf ofD. Regardless of 8．Mr. Johnson starts to work very early in the morning and goes on working until late in the afternoon _____ a break at midday. A. with B. for C. as D. through 9．--- Tang Gonghong is indeed too large, I think.--- But ___ that, she is an excellent weight-lifting athlete.A. in addition toB. in spite ofC. thanks toD. owing to 10．I certainly agree _____ your suggestion. But I wonder if all the members of the board will agree _____ the steps for the coming year. *A. to; withB. to; onC. on; withD. on; on11．Though this has been written _____ the agreement, it is not protected _____ law.A. by; inB. in; withC. in; byD. by; with 12．The better use you can make _____ time, the greater contributions you will make _____ society.A. in；toB. of；toC. on；forD. up；for 13．The child was lost in the forest, where he was _____ the mercy of wild beasts.A. inB. onC. forD. at14．____ the English examination I would have gone to the concert last Sunday.A. Instead ofB. Because ofC. But forD. As for 15．_____ Mr. Brown’s anger, it was his own son who didn’t agree with him.A. ToB. FromC. WithD. For16．The experiment is to be done in the open air___________ in the library.A. insteadB. instead ofC. exceptD. except for 17．If you keep on, you’ll succeed____________.*A. in timeB. at one timeC. at the same timeD. on time18．We offered him our congratulations__________ his passing the college entrance exams.A. atB. onC. forD. of19．I don’t think I’ll need any money but I’ll bring some ___________.A. at lastB. in caseC. once againD. in time 20．He decided to __________ the matter himself. *A. look throughB. look afterC. look upD. look into21．Kate’s little brother kicked the ball to the river. She took great trouble to get it __________ the river. *A. onB. overC. from onD. from over 22．I don’t care__________ the expense; I want the party to be a real success.A. aboutB. ofC. inD. with23.Luckily, the bullet narrowly missed the captain___________ an inch. *A. byB. atC. toD. from24．---What do you want __________ those old boxes?---To put things in when I move to the new flat.A. byB. forC. ofD. with25．They had a pleasant chat ________ a cup of coffee.A. overB. withC. duringD. for26．I am sorry it’s__________ my power to make a final decision on the project.A. overB. aboveC. beyondD. off27．You can’t wear a blue jacket _________ that shirt--- it’ll look terrible.A. onB. aboveC. upD. over28．I’d like to buy a house ---modern, comfortable, and __________ in a quiet neighbourhood. *A. in allB. above allC. after allD. at all 29．He suddenly saw Sue __________ the room. He pushed his way________ the crowd of people to get to her.A. cross; acrossB. over; throughC. over; intoD. cross; through30．---You know, Bob is a little slow_________ understanding, so…..---So I have to be patient__________ him.A. in ; withB. on; withC. in ; toD. at ; for31．The classroom is big enough __________, but we’ll have to move if we have more students.A. in a momentB. on the momentC. for the momentD. for a moment32．It’s quite warm tonight _________ February.A. forB. atC. toD. in33．He came to Shanghai ___________ business.A. atB. inC. forD. on34．--How much money have you got ________ you?--My pocket money ___________ not more than 5 dollars.A. with; adds upB. on; adds up toC. about; added upD. with; added up to 35．When I was very small, I was terribly frightened of school, but I soon ___________.*A. got offB. got acrossC. got overD. got away36．Tom was walking in the street when a motorbike came __________ fast. Tom didn’t see it and it hit him. *A. round the cornerB. to the cornerC. at the cornerD. round him37．Examinations were past and the winter holidays were __________.A. in handB. on handC. at handD. B & C 38．The young singer is quite popular__________ the public.She’s made a remarkable achievement __________ a girl of her age.A. with; toB. to; forC. with; forD. for; to 39．I glanced at the old man who sat __________ me with a newspaper before him.A. againstB. forC. front ofD. opposite to 40．We played the game ____________ the rules.A. on account ofB. ahead ofC. according toD. apart from41．---Shall we go to the art exhibition right away?---_____________.A. It’s your opinionB. I don’t knowC. It’s all up to youD. That’s your decision 42．There were a lot of people standing at the door and the small girl couldn’t get ___________.A. betweenB. throughC. acrossD. beyond43. After the earthquake, the injured were cared___________ in the local hospitals or taken by air to the hospitals in the neighbouring cities.A. forB. ofC. afterD. with 44．Fred, who had expected how it would go with his daughter, had a great worry _________ his mind. A.on B. in C. with D. at45．People have always been curious __________ how living things on the earth exactly began.A. inB. atC. ofD. about1-5 CBCCD 6-10 CDABB 11-15 CBDCA 16-20 BABBD 21-25 CAADA26-30 CDBDA 31-35 CADBC 36-40 ADCDC 41-45 CBAADLanguage focus (unit 2)*T here’s a high probability that you will find aspirin and penicillin. 极有可能…….There is no possibility that……不可能There is no need that…….不必There is no necessity that…..没有必要There is a chance that…/ There are chances that…. 有可能There is no chance that ……不可能There is no doubt that ……毫无疑问1,毫无疑问,他会同意我们的计划的.2,他有可能跟我们合作吗?3,你没必要天天吃安眠药的.4.打开门,你极有可能会看到一件令你吃惊的事.It’s a wonder (that) 真奇怪，真令人惊奇It’s no wonder (that)….难怪It’s a pity (that)…真遗憾，真可惜It’s no good doing …做…没好处的It's no use doing …做…没用的It’s no fun doing…做…没劲的1.被埋了10天他还活着，真是令人称奇。