Importance and Module Objectives资料教程
(完整版)《英语泛读教程2》教案
Extensive Reading (Book 2)Unit 1 The Shadowland of DreamsI. Teaching ObjectivesGo over the whole text in limited time and try to get the main idea of the passage Get some information about the author Master the Reading skillsII. Teaching Importance and Difficulties1. The usage of new words and phrases2. Using context clues to find out the meaning of words3. Understanding paragraphs-How to identify the Main Idea.4. Reading skills: Using the DictionaryIII. Teaching Methods: Discussing, Practicing, and Exercising.IV. Teaching Time: 4 periodsV. Teaching Content1. Lead-inWhat are your dreams?What will you do if you meet some troubles on the course of realizing your dream? 2. Related information1) author亚历克斯•哈利（1921-1992）Alexander Murray Palmer Haley (August 11, 1921-February 10, 1992) was an American writer. He is best known as the author of Roots. 非洲裔的美国作家。
外研版英语九年级上册模块1--Unit-3复习课教案
Module 1Unit3Language in useⅠ、Teaching model：Revision and applicationⅡ、Teaching method：Formal and interactive practiceⅢ、Teaching ObjectivesKnowledge objective1.To review the key words, phrases, and sentences of M1.2.To learn to use different tensesAbility objective1. To understand and use different tenses2. To learn to describe places and experiences.Moralobjective.To learn about the wonders of China and the world. Love our country, be proud of our country.Ⅳ、Teaching importance and difficulty1.To summarise and consolidate the use of articles2. To practise the new vocabulary and expressions.V、Teaching methodPWP method, task-based methodVI、Teaching aidsA tape recorder, multimedia and some picturesⅦ、Teaching ProceduresLearning Aims（学习目标）1.To review the key words, phrases, and sentences of M92.To use articles3. To learn to read large numbersStep 1:Review the knowledge（知识回顾）1.师友互查1）Review the phrasesgo through, fall away, on top of, look over, look across, look down,get out of , join in, agree with, man-made, more than, millions of,in one’s opinion2)课文原句在现1. I got out of the car, went through a gate and walked along a dark path.2. I looked over them, but it was silentand there was no sign of it.3. I looked down to the Colorado River4. Finally, I looked to my left and to my right.5. The sun rose behind me and shone ontherocks.Farbelowme,thegroundfell away and down to a river.6. I remained by the canyon for a bout half an hour…7.Let’s callWonder of the Worldand join in the discussion.8.I think the Giant’s Causeway is the most fantastic natural wonder.9. I think Victoria Falls in Africa is even more fantastic.10. But in my opinion, man-made wonders are more exciting than natural ones.（友情提示：师友朗读，理解记忆。
CPIM 大纲 BSCM 第一部分
CPIM –Certified in Production and Inventory ManagementCPIM –Certified in Production and Inventory ManagementCPIM –Certified in Production and Inventory ManagementCPIM –Certified in Production and Inventory ManagementCPIM –Certified in Production and Inventory ManagementCPIM –Certified in Production and Inventory ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementWorkstations OutputBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementBasics of Supply Chain ManagementEnterprise Resource Planning (ERP)Basics of Supply Chain Management。
(完整版)《英语泛读教程2》教案
Extensive Reading (Book 2)Unit 1 The Shadowland of DreamsI. Teaching ObjectivesGo over the whole text in limited time and try to get the main idea of the passage Get some information about the author Master the Reading skillsII. Teaching Importance and Difficulties1. The usage of new words and phrases2. Using context clues to find out the meaning of words3. Understanding paragraphs-How to identify the Main Idea.4. Reading skills: Using the DictionaryIII. Teaching Methods: Discussing, Practicing, and Exercising.IV. Teaching Time: 4 periodsV. Teaching Content1. Lead-inWhat are your dreams?What will you do if you meet some troubles on the course of realizing your dream? 2. Related information1) author亚历克斯•哈利（1921-1992）Alexander Murray Palmer Haley (August 11, 1921-February 10, 1992) was an American writer. He is best known as the author of Roots. 非洲裔的美国作家。
《管理信息系统》教学大纲 英文
《管理信息系统》教学大纲课程编号：MIS465课程类型：学科基础课总课时：72 讲课学时：72学分：4学分适用对象：信息管理专业先修课程：MIS241, MIS351,MIS3631.Course Learning OutcomesBy the end of this course, you should be able to:1. Demonstrate an understanding of the issues in systems use ofan Information system (e.g. SAP) to support businessoperations and decision-making.2.Understand the scope of common Enterprise Systems modules (e.g.,SCM, CRM, HRM, procurement).3.Discuss the challenges associated with implementing enterprisesystems and their impacts on organizations4.Develop models for selected business process in enterprisesystems.municate and assess an organization’s readiness forenterprise system implementation with a professional approachin written form, and Describe the selection, acquisition andimplementation of enterprise systems2.Mapping between the course learning and program learningoutcomes5. Teaching hours allocation：（72 Hours）4.Teaching Contents and relationshipto the graduation requirementsThe aims of this course are to gain understanding of variousEnterprise Systems modules and how they are able to be applied ina business context. The course will present the evolution,components and architecture of Enterprise Systems and help you to understand the benefits and drawbacks of implementing such systems and how they can assist organizations to improve their overall efficiency. This course will also help you to refine yourcommunication skills and group work skills, and assist you in the development of your research skills.5.Assessment Methods:6. Course resourcesThe required textbooks for this course are:Management Information Systems (ISBN:978-0-273-78997-0) Kennth udon, Jane uden。
外研版七年级上2Module_6_Unit2_The_tiger_lives_in_Asia
Words and expressions
Africa / ' æfrɪkə / 非洲 Asia / ' eɪʃə/ 亚洲 Europe / ' jʊərəp/ 欧洲 little / ' lɪtl] adj. 极少量的 a little 少量 only/ ' əunli/ adv. 仅仅；只 about / ə ' baut/ adv. 大约，大致 kilo / ' kɪləu/ n. 千克；公斤 people/ ' pi:pl/ n. 人，人们 all over the world 全世界 Afican/ ' æ frɪkən/ adj. 非洲的 n. 非洲人
7. 来自南美洲 come from South America 8. 住在丛林中 live in the jungle 9. 一只欧洲狼 a European wolf 10. 住在森林里 live in the forest
三、句型转换。 1. They study in high school. (就划线部分提问) Where ___ do they study? ______ 2. The wolf eats meat. (改为复数句子） wolves ___ eat meat. The ______ 3. They are American girls. (改为单数句子) ____ She ___ is ___ an American girl. 4. The kangaroo comes from Australia. (改为同义句） The kangaroo __ _________. is Australian
Elephants Pandas Zebras Tigers Monkeys Africa, Asia, America meat, leaves, fruit and eggs
simon课程讲义
Simon课程讲义1. 课程介绍Simon课程是一门旨在帮助学生提高思维能力和解决问题能力的培训课程。
本课程以“思考者”和“解决者”为核心概念，通过培养学生的逻辑思维、创造力和批判性思维等能力，帮助他们成为优秀的决策者和问题解决者。
2. 课程目标•培养学生的逻辑思维能力，包括分析问题、归纳总结、推理论证等；•培养学生的创造力，鼓励他们提出新颖独特的观点和解决方案；•培养学生的批判性思维能力，使他们能够评估信息的可靠性和有效性；•培养学生的团队合作精神和沟通能力，使他们能够与他人合作解决复杂问题。
3. 课程大纲模块一：基础思维训练•思考模式：培养学生掌握不同类型问题的解决方法；•归纳与总结：训练学生从大量信息中提炼出核心观点和关键信息；•逻辑推理：教授学生如何运用逻辑思维解决问题；•创造性思维：激发学生的创造力，培养他们提出新颖观点和解决方案的能力。
模块二：批判性思维训练•信息评估：培养学生判断信息可靠性和有效性的能力；•证据分析：教授学生如何分析和评估证据的可信度；•逻辑推理与辩证思维：训练学生运用逻辑推理和辩证思维解决复杂问题。
模块三：团队合作与沟通技巧•团队合作：培养学生在团队中发挥积极作用，协调合作与冲突处理能力；•沟通技巧：教授学生有效沟通的方法和技巧，包括口头表达和书面表达。
4. 教学方法本课程采用多种教学方法，包括： - 授课讲解：通过讲解理论知识，引导学生掌握基础概念和方法； - 实践演练：通过案例分析、小组讨论、角色扮演等形式，帮助学生将所学知识应用于实际问题； - 个案研究：通过分析和讨论真实案例，培养学生的问题解决能力和批判性思维； - 小组项目：通过小组合作项目，培养学生的团队合作和沟通能力。
5. 评估方式本课程的评估方式包括： - 平时表现：包括课堂参与、小组讨论等； - 个人作业：包括思考题、案例分析等； - 小组项目成果评估：评估小组合作项目的完成情况和质量。
6. 参考教材本课程的参考教材如下： 1. 赵凤岐.《逻辑思维与创造力》. 清华大学出版社, 2018. 2. 罗纳德·H·特斯特勒, 斯图尔特·H·特斯特勒, 约瑟夫·D·卡普兰.《批判性思维》. 机械工业出版社, 2019. 3. 罗杰·费舍尔, 威廉·尤姆斯.《沟通原理》. 中国人民大学出版社, 2017.7. 注意事项•学生需要积极参与课堂讨论和实践活动，发表自己的意见和观点；•学生需要按时完成作业和小组项目，保证质量；•学生需要尊重他人的意见和观点，建立良好的学习氛围。
大学英语2教案
(4)利用问题导向法，任务驱动法等形式；
(5)补充音频，视频，文章等材料与课文内容结合;
(6)通过阅读练习使学生掌握阅读技巧;
(7)教师设计词汇练习题，强调四六级高频词汇。
3.评价方式：
1次段落翻译，1次网络测试，1次词汇练习计入平时成绩，具体见点名册记录。
Part 2: para.6-7中西两种学习方式的比较与对比
Task 1:引入两种comparison and contrast的基本方法：One-side-at-a-time method and Point-by-point method,学生泛读，结合课文分析。
Q1: Read the first few sentences of paragraph 6 and 7, and decide what method is used here?
2.课文理解和观点的归纳，陈述；
3.重述故事的基本技巧；
4.相关词汇，短语和句型的掌握。
教学重点和难点
重点：(1)了解比较和对比类的文章结构，观点陈列方法，并运用到写作当中；
(2)能对中西方学习方式进行对比和比较，归纳观点，并提出自己的观点；
（3）相关词汇，短语和句型的掌握。
难点：了解比较和对比类的文章结构，观点陈列方法，并运用到写作当中
平时成绩将由课代表协助计算，并在群共享上公布，以示透明公正。期末考试前公布。
使用教材
教材名称
《全新版大学英语综合教程2》（第二版）
编（著）者
吴晓真，季佩英，范烨
出版社及出版时间
上海外语教学出版社
2010年4月
指定参考书
1.其他教材：
UL 9540A
Overview of UL 9540A
September 8, 2023
Topics
Objectives and Importance of UL 9540ห้องสมุดไป่ตู้评估目的和重要性Test Requirements Introduction测试要求
ObjectivesTest method, aimed to understand the behavior of a BESS that goes into thermal runawayTest data will be used to determine the fire and explosion protection required for an installation of a battery energy storage system intended for installation, operation and maintenance.Test data will help the supplier determine:Required separation between system and wallsAmount of heat generated and what parts will combustWhat kind of gases are generated – combustible or toxic?Information for fire fightersHow large can the fire get?Can it re-ignite if it burns out?
1.7 With reference to 1.6, there is no maximum energy capacity limit for non-residential use electrochemical ESS that are tested in accordance with the Standard for Test Method for Evaluating Thermal Runaway Fire Propagation in Battery Energy Storage Systems, UL 9540A in which the performance level criteria of the cell level test have been met.1.8 With reference to 1.6, the maximum energy capacity of non-residential use electrochemical ESSs shall be permitted to be increased to the value of the unit which complies with the UL 9540A Unit Level Test.1.9 With reference to 1.6, the maximum energy capacity of non-residential use electrochemical ESSs shall be permitted to be increased to the value of the unit which complies with the UL 9540A Performance criteria for the Installation Level test, and the ESS shall be marked in accordance with 41.13.1.10 With reference to 1.6, there is no maximum energy capacity limit for non-residential use electrochemical ESS intended for use in remote outdoor locations as defined in the applicable installation code, provided they are marked in accordance with 41.15. The Standard for the Installation of Stationary Energy Storage Systems, NFPA 855 defines outdoor remote locations as being located more than 30.5 m (100 ft) from exposures.1.11 With reference to 1.6, lead acid and Ni-Cad energy storage systems have exceptions to the capacity energy limits including, in some cases, no limits based upon specific telecom and utility installations as outlined in NFPA 855.
CDIO大纲2.0-中文
CDIO大纲2.0-中文CDIO大纲-2.01学科知识和推理1.1 数学和自然科学基础知识1.1.1 数学（包括统计学）1.1.2 物理学1.1.3 化学1.1.4 生物学1.2 核心工程基础知识1.3 高等工程基础知识、方法与工具2个人能力、职业能力和态度2.1 分析性推理和解决工程问题2.1.1发现问题和表述问题数据与症状假设和偏差来源总体目标下分清事情的优先级制定解决方案行动计划（结合建模、分析解和数字解、定性分析、实验、不确定性分析）2.1.2建模简化复杂系统和环境的假设概念性和定性模型定量性模型与模拟2.1.3估计与定性分析量级、范围、趋势一致性的试验和误差（范围、单位等）解析解的通用性2.1.4带有不确定性的分析不完整和不清晰信息事件和发生顺序的概率统计模型工程成本效益和风险分析决策分析裕量和储备2.1.5解决方案与建议问题的解决方案解决方案的关键结果和测试数据结果中的偏差总结性建议解决问题过程中可能的改进2.2 实验、调查和发现知识2.2.1建立假设选择需要验证的关键问题建立需要测试的假设讨论对照和对照组2.2.2查询印刷资料和电子文献选择文献检索和媒介调查的策略应用图书馆、在线检索、数据库等工具检索并获取信息主要信息的整理与分类信息的质量和可靠性甄别提取信息中重点和创新的内容找出尚未解决的研究问题列出参考文献2.2.3实验性的探索制定实验概念和策略讨论当人为实验对象时应考虑的问题基于社会科学方法的调查构建实验执行实验规定和实验步骤进行实验测量分析和报告实验数据对照已有模型比较实验数据2.2.4假设检验与答辩讨论数据的统计有效性讨论所用数据的局限性形成由数据、有需求和价值支持的结论评估知识发现过程中可以改善的地方2.3 系统思维2.3.1全方位思维识别并定义一个系统，及其功能、行为和组成单元应用跨学科的方法，保证对系统的全方位理解认识系统的社会、企业和技术的背景环境识别系统与外界的交互作用和对系统行为的影响2.3.2系统的显现和交互作用讨论为系统主体或单元定义和建模所需的抽象化识别系统单元间的重要关系、交互作用和边界识别系统所展现的功能和行为特性（有意的和无意的）认识系统随时间的适应性演化2.3.3确定主次与重点找出并区分与系统整体相关的全部因素找出整体系统中的驱动因素解释为解决驱动问题所进行的资源分配2.3.4确定解决方案时的权衡、判断和平衡通过权衡取舍的方法找到系统的紧张关系和解决问题的因素选择并使用解决问题的办法，通过平衡各种因素消除紧张关系，优化整体系统对比性描述系统在生命周期内的灵活解和最优解评估系统思维过程中可以改进的地方2.4 态度、思维与学习2.4.1和在面对不确定性时做决策的主动性和意愿主动采取行动的必要性和机会以适当的行动展示开拓新生事物的领导才能基于已有的信息做出决策制定行动方案一个行动或决策所带来的利益和风险2.4.2 执行任务时的毅力、紧迫感和意愿以及变通的智慧对结果负责的意识自信、勇敢、热情完成目标的决心努力和紧张工作、关注细节的重要性明确行动、做出结果、总结工作具有应变能力巧妙地利用周围环境和集体的资源独立工作的准备、意愿和能力愿意与他人合作，并考虑和接受各种观点能接受各种意见和批评，并愿意进行反思和回应平衡个人生活和职业工作2.4.3 创造性思维具有概念化和抽象化能力具有综合和通用化能力解释发明过程讨论创造性在艺术、科学、人文与技术中的作用2.4.4 批判性思维目的和问题陈述假设逻辑论据（和谬误）和解决方法支持证据、事实和信息各种观点和理论结论与思考反思思维过程的质量2.4.5自我认识、认知构成、知识整合描述个人的能力、兴趣、强项与弱点讨论个人的能力范围以及在自我改善主要弱点方面的责任讨论知识的深度和广度的重要性辨别思考的有效性及其方式建立知识联系与辨识知识结构2.4.6 终身学习和教育讨论持续自我教育的动力展示自我教育的能力讨论个人的学习风格建立与导师的关系向他人学习的能力2.4.7 时间和资源的管理讨论任务安排的主次解释任务的重要性和/或紧迫性解释有效地执行任务2.5 道德、平等和其他责任感2.5.1 职业道德、诚信、社会责任感展示个人的道德标准和原则在道德上具有敢于为坚持原则而承担风险的勇气了解职业道德要求之间产生冲突的可能性对工作尽职尽责诚实、求真承诺更广泛地帮助他人与社会2.5.2 职业行为讨论职业举止解释职业礼仪认识国际惯例和人际交往习惯2.5.3 前瞻性的视野和目标个人职业发展的愿景渴望锻炼个人成为领导的潜力认识自己所具备的职业能力范畴考虑个人对社会的贡献鼓励启发他人2.5.4 与世界工程发展保持同步讨论科学新发现可能带来的影响描述新技术和创新对社会和技术发展的影响讨论对现有工程实践和技术的熟悉程度解释工程理论与工程实践的联系2.5.5 平等与多样性平等待人的承诺接受群体和员工的多样性包容多元化背景2.5.6 信任与忠诚对同事和团队忠诚认识和重视他人的贡献努力使他人成功3人际交往能力：团队工作和交流3.1 团队工作3.1.1 组建有效的团队了解团队形成的步骤和生命周期解释任务和团队工作过程分清团队的作用与责任分析每个成员的目标、需求和特征（工作风格、文化差异等）分析团队及成员的强项和弱点讨论团队工作在保密、问责和主动性方面的基本规定3.1.2 团队工作运行选择目标和议程实施计划和组织有效会议执行团队基本规定实施有效交流（聆听、合作、提供和接受信息）进行正面和有效的反馈实现项目的规划、安排和执行形成问题的解决方案（创造性和决策能力）调解、谈判并解决冲突赋予团队成员权力3.1.3 团队成长和演变讨论阶段性小结、评估和自评的策略认识保障团队运行和成长的技巧认识使团队内每个成员成长的技巧团队交流和汇报策略3.1.4 团队领导能力解释团队的整体目标和具体目标实施团队工作的过程管理实施领导并展示组织风格（指导、教练、支持、授权）提高积极性的方法（激励、榜样、认可等）对外代表团队指导和咨询3.1.5 组成技术团队和多学科团队描述在不同类型的团队中工作：跨学科团队（包括非工程人员）小型团队相对于大型团队远距、分散、电子化环境与团队成员的技术合作与非技术的成员和团队合作3.2 交流3.2.1 交流的策略分析交流环境交流目标听众的需求和特征交流背景交流策略结合适当的媒介交流类型（建议、审查、合作、记录、教学）内容和组织3.2.2 交流的结构提出逻辑和具有说服力的论点建立概念间合理的结构和关系选择相关、可信和准确的有利证据采用简练、明了、精确和清晰的语言分析修辞因素（如考虑听众的偏好等）理解跨学科和跨文化的交流3.2.3 书面的交流展示文章内容的连贯性和流畅性以正确的拼写、标点符号和语法教学写作使用格式化文档展示技术写作能力使用不同的写作风格（非正式和正式的备忘录，报告，简历等）3.2.4 电子及多媒体交流能制作电子演示材料认识电邮、电话留言和视频会议中的工作惯例应用各种电子表达形式（图形、网页等）3.2.5 图表交流能画草图和正式图纸制作表图解释正式技术图纸和图像效果能使用制作图表的工具3.2.6 口头表达能够使用适当的语言、风格、时间和流程准备报告和相应的支撑媒介应用适当的非语言交流方式（手势、眼神接触、姿态）能有效回答问题3.2.7 询问、聆听与对话认真聆听和理解他人提出有思考周到的问题处理多元的观点建设性对话认识到别人的想法可能比自己的更好3.2.8 协商、妥协与解决冲突认识到潜在的分歧、紧张关系和冲突协商寻求可接受的解决方案在不妥协基本原则前提下达成协议化解冲突3.2.9争取支持清晰表达个人观点阐明诠释或得出结论的过程评估自己被理解的程度根据聆听者的特点调整建议方式3.2.10建立多元化联系和社交网络对有不同技能、文化或经历的人的认同和赞赏与不同的个体建立联系建立与拓展社交网络激活和使用社交网络以实现目标3.3 使用外语的交流3.3.1 使用英语交流3.3.2 使用区域性工商业的语言交流3.3.3 使用其他语言交流4在企业、社会和环境背景下的构思、设计、实施、运行系统-——创新的过程4.1 外部、社会和环境的背景4.1.1 工程师的角色与责任工程职业的目标和角色工程师对社会和可持续未来的责任感4.1.2 工程对社会和环境的影响解释工程对现代文化下是环境、社会、知识、和经济体系的影响4.1.3 社会对工程的规范接受社会及其代理人对工程进行规范认识法律和政治系统规范和影响工程的方式描述职业学会如何授权许可和建立标准描述如何产生、利用和保护知识产权4.1.4 历史和文化背景环境描述人类社会的多样性和历史以及文学、哲学和艺术的传统与语言、思想和价值观的讨论相适宜的论述与分析4.1.5 当代课题和价值观描述当代重要的政治、社会、法律和环境课题和价值观确定当代价值观形成的过程以及个人在这些过程中的作用定义知识的扩展和扩散的机制4.1.6建立全球视野人类活动的国际化各种文化中的政治、社会、经济、工商和技术行为习惯的异同国际和跨政府间的条约和联盟4.1.7可持续性和可持续发展的必要性可持续性的定义可持续性的目标和重要性可持续性的原则在开拓工程工作中应用可持续原则的必要性4.2 企业与商业环境4.2.1重视不同的企业文化认识各种企业文化中成功的过程、文化和指标系统的差异：企业、相对于学术机构、相对于政府、相对于非营利和非政府机构市场驱动相对于政策驱动大型相对于小型集中相对于分散研发相对于运行成熟相对于成长，相对于创业长远发展相对于快速发展周期有组织的劳动力的参与相对于无参与4.2.2 企业利益相关者、战略和目标企业利益相关者和受益者（企业主、雇员、顾客等）对企业利益相关者的责任和义务企业的使命、规模和目标企业战略和资源分配企业的核心竞争力和市场重要的联盟和供应商关系4.2.3 技术创业认识到技术创业的机会认识能创造新产品和新系统的技术描述创业融资和组织4.2.4在组织中工作定义管理的功能描述组织内各种角色和相应的责任描述功能组织和项目组织的角色描述如何在等级化组织中有效工作描述组织内的变化、动态过程和演化4.2.5在国际组织工作反映国家文化的企业文化与传统资历和学位的等效性关于国际工作的政府规定4.2.6新技术研发与评估研究和技术的开发过程识别和评估技术技术研发路线图知识产权制度和专利4.2.7工程项目的财务和经济性财务和管理的目标与指标项目资金- 投资，回报，时机财务规划与控制项目对企业财务、收入和现金的影响4.3 构思、系统工程方法和管理4.3.1 了解需求与设定目标需求和机会顾客需求和市场由新技术或潜在的需求所带来的机会环境需求影响系统目标背景设定的因素公司目标、战略、能力和联盟竞争对手和对标比较信息道德、社会、环境、法律和规则的影响影响系统及其目标和可用资源的因素发生变化的可能性系统目标和要求目标和要求的表述语言和形式初始目标（基于需求、机会和其他影响因素）系统的性能指标要求的全面性和一致性4.3.2 定义功能、概念和结构确定必要的系统功能（以及系统的行为指标）选择系统的概念利用合理的技术水平分析概念间和概念重组后的取舍区分高层次的构架形式和结构讨论将构架形式分解为单元，给单元赋予功能并定义单元间的接口4.3.3 系统工程、建模和界面符合技术指标和其他性能的合理模型考虑实施和运行的影响讨论生命周期价值和成本（设计、实施、运行、机会等）讨论各种目标、功能、概念和结构间的取舍以及收敛所需的迭代制定界面管理的计划4.3.4 开发项目的管理描述项目的成本、绩效和进度的控制解释适当的项目转折点和审查解释配置管理和文档以基线为比较标准进行表现分析定义项目挣得值过程讨论资源的估算和分配认识风险和替代方案描述发展过程可能的改进4.4 设计4.4.1 设计过程从系统级的目标和要求中选择每个单元或元件的要求分析备选设计方案选择初始设计方案在设计过程中考虑产品或系统生命全周期在设计开发中使用样件和实验品在约束条件下实施适当的优化进行迭代直至收敛综合最终设计满足不断变化的需求4.4.2 设计过程的分段与方法解释系统设计不同阶段（如概念设计、初步设计、详细设计）的工作讨论适应特定开发项目的流程模型（自上而下模式、螺旋模式、并行模式讨论单一、平台和衍生产品的设计过程。
新未来大学英语 综合教程2教学课件Unit 1 Objectives+warming up
Chinese netizens
Warming up
Communication plays a vital role in digital transformation. 1) The first area is _c_o_l_la_b_o_r_a_ti_o_n_. A lot of __u_n_if_ie_d_ communications or unified communications and collaboration (UC&C) projects have been rolled at enabling instant messaging, chat, _c_o_n_fe_r_e_n_c_in_g_, click-to-call audio, and video calls file transfers etc., which are first steps towards new forms of collaboration an • My parents use instant messaging and voice calls frequently, because these methods are convenient.
• My grandparents prefer face-to-face interaction and phone calls. They seldom use instant messaging, voice calls, or emails, because they are not used to using smartphones and computers.
服务管理运作战略和信息技术英文版第三版教学设计
Service Management Operation Strategy and Information Technology English Edition - Third Edition TeachingDesignIntroductionService management operation strategy and information technologyhave become essential aspects of modern business operations. They are crucial for the proper functioning and success of organizations in the highly competitive global market. The third edition of Service Management Operation Strategy and Information Technology English Edition provides an in-depth understanding of the principles and practices of service management operation strategy and information technology.Course ObjectivesThe objective of this course is to provide students with an in-depth understanding of the following: - Service management operation strategy and its importance in modern business operations - The principles and practices of service management operation strategy - The role of information technology in service management - How to effectively design, implement, and manage service management operation strategies using information technologyCourse OutlineModule 1: Introduction to Service Management Operation Strategy •The importance of service management operation strategy in modern business operations•The advantages of effective service management operation strategy•Key principles and practices of service management operation strategyModule 2: Designing Service Management Operation Strategies •Understanding the needs of the organization and its customers•Developing a service management operation strategy that aligns with the organization’s goals and objectives•Selecting the best service management frameworks and tools•Identifying and managing risks associated with service management operation strategiesModule 3: Implementing Service Management Operation Strategies •Developing a plan for implementing service management operation strategies•Trning employees on the new service management operation strategies•Measuring and monitoring the effectiveness of service management operation strategies•Making adjustments and improvements as necessaryModule 4: Managing Service Management Operation Strategies •Mntning service management operation strategies•Identifying and addressing issues that arise during the implementation and management of service management operationstrategies•Ensuring that service management operation strategies are aligned with the organization’s goals and objectives•Continuously improving service management operation strategies and information technology systemsCourse DeliveryThis course will be delivered in a variety of formats, including lectures, case studies, group discussions, and hands-on exercises. Assignments and quizzes will be used to assess students’ understanding of the course material.Course MaterialsThe course materials for this course include: - Service Management Operation Strategy and Information Technology English Edition - Third Edition textbook - Additional readings and case studies - Online resources, including videos, articles, and podcastsAssessment•Quizzes (15%)•Assignments (35%)•Midterm Exam (20%)•Final Exam (30%)ConclusionService management operation strategy and information technology are critical for the proper functioning and success of modern businesses. This course ms to provide students with the knowledge and skills needed to design, implement, and manage effective service management operationstrategies using information technology. By the end of this course, students will have a comprehensive understanding of the principles and practices of service management operation strategy and information technology.。
王蔷-英语教学法教程-英汉对照-ACourseinEnglishLanguageTeaching
A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义结构主义 as a linguistic systemfunctional view功能主义功能主义 as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性交互性 as a communicative toolViews on language learning and learning in general1) Process-oriented theories 过程指向论过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2) Condition-oriented theories 强调条件理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论 =audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement.Cognitive theory 认知主义理论 communicate approach 交际法 Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows.Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social contextA good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法 TBLT=Task-based Language Teaching 任务型教学法任务型教学法PPP=the Presentation, Practice and Production 呈现，操练，展出呈现，操练，展出 Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力语言能力Pragmatic competence 语用能力语用能力Discourse competence语篇能力语篇能力Strategic competence策略能力策略能力Fluency 语言顺畅语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动 Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿模仿Improvisation 即兴创作即兴创作Notes:No specific activities almost about listening and speakingSix criteria for evaluating how communicative classroom activities are: Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT :pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicatingA product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised →purposeful&contextualised communication communicationExercise → exercise exercise--task →task How to design tasks:Think about students’ needs, interests, and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法听说教学法speaking and listening; dialogues and drills 对话和操练对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:1.Aim for educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育面向全体学生，注重素质教育2.Promote learner-centredness, and respect individual differences 突出学生主体，尊重个体差异生主体，尊重个体差异3.Develop competence-based objectives, and allow flexibility and adaptability 整体设计目标，体现灵活开放整体设计目标，体现灵活开放4.Pay close attention to the learning pro-cess, and advocate experiential learning and participation 强调学习过程，倡导体验参与强调学习过程，倡导体验参与5.Attach particular importance to formative assessment, and give special attention to the development of competence 注重过程评价，强调能力发展6.Optimize learning resources, and maximise opportunities for learning and using the language 开发课程资源，拓展学用渠道开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum ： 课程总目标Overall language ability:Learning 学习策略学习策略Affect 情感态度情感态度Cultural 文化意识文化意识Language 语言知识语言知识Language skills 语言技能语言技能 Learning : Cognitive; Self management; Communication; Resourcing Affect: International; Perspective; Patriotism; Confidence; Motivation Cultural: Knowledge; understanding; Awareness 情感目标情感目标语言目标语言目标 能力目标能力目标Language: Phonetics; Grammar; V Language: Phonetics; Grammar; Vocabulary; Functions; Topics ocabulary; Functions; Topics Language skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6th gradersGraduate from primary schoolLevel 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students 2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses 应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve. Benefits from lesson planning ：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in the lesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning 宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lessonThere is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to be modified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:1.Background information背景资料背景资料2.Teaching aims: 教学目标教学目标Language objectives; Ability objectives; Moral objectivesnguage contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment4.Teaching aids 教学手段教学手段5.End of lesson summary 总结总结6.Optional activities and assignments7.After lesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surprise thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者敦促者 , 5 Participant参与者, 6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度制度In order not to hu rt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listeners Communicative efficiency交际效率性: To help convey the speakers’ meaningWays of practicing sounds and their definitions:1.Focusing on a sound 单音练习:(sounds difficult to learn)2.Perception practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds):Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences: Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur’ s six factors contr ibute to successful grammar practice:1) Pre-learning.2) V 2) Volume and repetition(olume and repetition(容量/重复).3) Success-orientation 成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习替换练习In Transformation drills 转移变形练习转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process.Using prompts for meaningful practice 提示1) Using picture prompts.2)Using mime 哑剧or gestures as prompts.3)Using information sheet 信息表as prompts.4)Using key phrases or key words关键短语/ 单词单词 as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaningDenotative meaning 指示意义指示意义Connotative meaning 内涵意义内涵意义Collocations 搭配搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词近义词，反义词，下位词 Receptive and productive vocabulary接受性和产出性词汇接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher.e synonyms or antonyms to explain meaningse lexical sets or hyponyms to show relations of words and their meanings5.Translate and exemplify, especially with technical words or words with abstract meaninge word formation rules and common affixes to build new lexical knowledge what is already known7.Teach vocabulary in chunks.8.Think about the context in real life where the word might be used.9.Think about providing different context for introducing new words10.Prepare for possible misunderstanding or confusion that students may haveWays of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列单词系列7) Word bingo9) word association 自此联想自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur,1996:106-7):1) Spontaneity 自发性自发性2) Context 环境环境3) Visual clues 视觉线索视觉线索4) Listener’ s response 回应回应5) Speaker’ s adjustment调节调节Principles and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stages1.Pre-listening activities: 听前活动1) Predicting 预测预测2) Setting the scene设置现场设置现场3) Listening for the gist 听力要点听力要点 4) Listening for specific information 细节理解细节理解2.While-listening activities1) No specific responses2) Listen and tick 标记标记3) Listen and sequence 顺序顺序4) Listen and act5) Listen and draw6) Listen and fill填写填写7) Listen and take notes3.Post-listening activities听后活动听后活动1) Multiple-choice questions 多项选择多项选择2) Answering questions3) Note-taking and gap-filling填空填空Dictogloss(1) Preparation(2) Dictation 听写听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching SpeakingPrinciples for teaching speaking1.Balancing accuracy-based with fluency-based practices2.Contextualising practice3.Personalising practice4.Building up confidence5.Maximising meaningful interactions6.Helping students develop speaking strategies7.Making the best use of classroom learning environment to provide sufficient language input and practice for the studentsDesigning speaking tasks:1) Maximum foreign talk 尽可能用外语交谈尽可能用外语交谈 2) Even participation 平等参与平等参与3) High motivation 高积极性高积极性4)Right language level 语言水平相对应语言水平相对应 Types of speaking tasks:1.pre-communicative activities交际前活动 Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演对话和角色扮演 Activities using picturesProblem-solving activitiesUnit 10 Teaching Reading Two types of reading practice in classrooms:Reading aloud&Silent readingThe ways of Reading effectively:1.Have a clear purpose in reading2.Read silently3.Read phrase by phrase4.Concentrate on the important bits, skim the rest, and skip the insignificant partse different speeds and strategies for different reading tasks6.Perceive the information in the target language rather than mentally translate7.Guess the meaning of new words from the context, or ignore them8.Have and use background information to help understand the text Principles and models for teaching reading:Bottom-up model:teaching new vocabulary and structures firstTop-down model: introducing background knowledge first Interactive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读寻读 Predicting based on the title, vocabulary,the T/ F questionWhile-readingReading comprehension questions 阅读理解阅读理解Understanding references 理解引用理解引用Making inferences: reading between the lines Post-readingDiscussion questionReproducing the text 复述故事复述故事Role playGap-fillingDiscussionRetelling 复述复述WritingUnit12 Teaching Writing The main procedures of process writing : Creating a motivation to writeBrainstormingMapping 绘图绘图FreewritingOutlining 列提纲列提纲Drafting 起草起草Editing 编辑：peer-editing; self-editing Revising 修改修改Proofreading 校正校正Conferencing 与老师讨论与老师讨论Motivating students to write:1.Make the topic of writing as close as possible to students’ life2.Leave students enough room for creativity and imagination3.Prepare students well before writing4.Encourage collaborative group writing as well as individual writing5.Provide opportunities for students to share their writing6.Provide constructive ans positive feedback7.Treat students’ errors strat egically8.Give students a sense of achievement from time to time。
英语教学实践培训总结(3篇)
第1篇IntroductionThe English teaching practice training, which took place over a period of four weeks, aimed to enhance the teaching skills and methodologies of English language educators. This comprehensive program was designed to equip participants with the latest pedagogical strategies, classroom management techniques, and insights into language acquisition. This summary aims to reflect on the key takeaways, challenges faced, and the overall impact of the training on my teaching practice.Module 1: Theoretical Frameworks in English Language TeachingThe first module provided a solid foundation in the theoretical aspects of English language teaching. We explored various theories such as Behaviorism, Constructivism, and Humanism, and their implications for classroom practice. This section was particularly enlightening as it helped me understand the psychological and cognitive processes involved in language learning.Key Takeaways:- Understanding different learning styles and adapting teaching methods accordingly.- Recognizing the importance of motivation and its role in language acquisition.- The significance of creating a supportive and inclusive classroom environment.Module 2: Curriculum Development and Lesson PlanningThe second module focused on the art of curriculum development and lesson planning. We were introduced to various curriculum frameworks and techniques for creating engaging and effective lesson plans. This module equipped us with the skills to design lessons that cater to the diverse needs of our students.Key Takeaways:- Developing a clear learning objective for each lesson.- Integrating technology and multimedia resources to enhance student engagement.- The importance of formative and summative assessments in monitoring student progress.Module 3: Classroom Management and Communication SkillsEffective classroom management is crucial for creating a conducive learning environment. The third module delved into the nuances of classroom management, emphasizing the importance of clear communication and positive teacher-student relationships. We practiced various techniques for managing challenging behaviors and fostering a culture of respect and cooperation.Key Takeaways:- Developing assertive yet supportive communication skills.- Implementing strategies for maintaining discipline and order.- The power of non-verbal communication in building rapport with students.Module 4: Assessment and EvaluationAssessment is a critical component of teaching and learning. The fourth module explored different assessment methods and techniques, including formative and summative assessments. We learned how to design assessments that are fair, valid, and reliable, and how to use assessment data to inform teaching and learning.Key Takeaways:- The importance of criterion-referenced and norm-referenced assessments.- The use of both quantitative and qualitative data to evaluate student performance.- Strategies for providing constructive feedback to students.Challenges FacedDespite the valuable insights gained from the training, I encountered several challenges during the implementation phase. One of the primary challenges was adapting the new teaching strategies to the diverse needs of my students. Additionally, managing time effectively to incorporate all the new techniques into my lessons was a daunting task.Impact on Teaching PracticeThe training had a profound impact on my teaching practice. I have started to incorporate more interactive and student-centered activities into my lessons, which has significantly increased student engagement. The emphasis on formative assessments has helped me identify areas where students are struggling and adjust my teaching accordingly. Moreover, the strategies for managing challenging behaviors have made my classroom a more supportive and inclusive space.ConclusionThe English teaching practice training has been an invaluable experience that has enriched my understanding of English language teaching. The knowledge and skills acquired during the training have not only improved my teaching practice but have also empowered me to be a more effective educator. I am confident that the strategies and techniques learned during the training will continue to shape my teaching for years to come.As I move forward, I am committed to staying abreast of the latest developments in English language teaching and incorporating new ideas and methodologies into my practice. I am grateful for the opportunity to participate in this training and look forward to continuing my professional development journey.第2篇Introduction:As an English teacher, participating in a teaching practice training program was an invaluable opportunity for me to enhance my teaching skills, deepen my understanding of pedagogy, and explore innovativeteaching methods. This summary aims to reflect on the key takeaways from the training, highlighting the essential skills and knowledge acquired during the program.1. Understanding the Learning ProcessOne of the most significant aspects of the training was gaining a deeper understanding of the learning process. The program emphasized the importance of identifying students' learning styles, needs, and interests. By understanding these factors, teachers can tailor their teaching methods to accommodate diverse learning requirements. This realization has transformed my approach to teaching, making me more student-centered and adaptable.2. Classroom Management TechniquesEffective classroom management is crucial for creating a conducive learning environment. The training program provided valuable insights into various classroom management techniques, such as establishing clear rules, fostering positive relationships with students, and using non-verbal communication. These techniques have significantly improved my ability to maintain order and create a collaborative atmosphere in the classroom.3. Utilizing Technology in TeachingIn today's digital age, incorporating technology into the teaching process is essential. The training program introduced various tools and resources that can enhance student engagement and facilitate learning. I learned about interactive whiteboards, online learning platforms, and multimedia resources that can be utilized to create engaging lessons. This newfound knowledge has enabled me to integrate technology effectively into my teaching practices.4. Developing Lesson PlansCreating well-structured lesson plans is vital for effective teaching. The training program emphasized the importance of designing lessons that are clear, concise, and aligned with the curriculum objectives. I gainedpractical skills in identifying appropriate teaching strategies, incorporating various activities, and setting achievable learning goals. This has improved the quality of my lessons and ensured that students are progressing effectively.5. Assessment and FeedbackThe training program highlighted the significance of ongoing assessment and constructive feedback in the teaching process. I learned about different types of assessments, such as formative and summative assessments, and how to utilize them to gauge student understanding and progress. Additionally, I gained insights into providing effective feedback that encourages student growth and motivation.6. Collaborative Teaching and Professional DevelopmentThe training program emphasized the importance of collaboration among teachers. By engaging in group activities and discussions, I developed a sense of camaraderie with my fellow participants. This collaborative environment allowed us to share our experiences, learn from each other, and develop innovative teaching strategies. Moreover, the program encouraged ongoing professional development, emphasizing the importance of staying updated with the latest educational trends and research.7. Reflective PracticeReflective practice is a crucial aspect of continuous improvement in teaching. The training program encouraged me to reflect on my teaching experiences, identify areas for improvement, and set goals for my professional development. This reflective practice has enabled me to grow as a teacher and adapt my teaching methods to better meet the needs of my students.Conclusion:In conclusion, the English teaching practice training program was an enriching experience that has significantly enhanced my teaching skills and knowledge. By understanding the learning process, implementing effective classroom management techniques, utilizing technology,developing well-structured lesson plans, and focusing on assessment and feedback, I have become a more confident and effective teacher. The collaborative environment and reflective practice encouraged during the training have further contributed to my growth as an educator. I am excited to apply the skills and knowledge acquired from this training to create a positive and engaging learning experience for my students.第3篇Introduction:The English teaching practice training program, conducted over the past month, has been an invaluable opportunity for me to enhance my teaching skills and gain practical experience in the classroom. This summary aims to reflect on the key learnings, challenges faced, and the overall impact of the training on my professional development as an English language teacher.I. Key Learnings1. Classroom Management:One of the most significant learnings from the training was the importance of effective classroom management. Through various workshops and observations, I learned about different strategies to maintain discipline, create a positive learning environment, and engage students actively. This includes setting clear rules, establishing routines, and using positive reinforcement techniques.2. Lesson Planning:The training emphasized the importance of well-structured lesson plans.I learned how to design lessons that cater to the diverse needs of students, incorporating different teaching methods and activities. The focus was on creating interactive and student-centered lessons that promote critical thinking and language skills development.3. Language Skills Integration:Another important learning was the integration of language skills (reading, writing, speaking, and listening) in the classroom. The training provided insights into how to balance these skills in lessons, ensuring that students develop a comprehensive understanding of the English language.4. Technology in Teaching:The use of technology in language teaching was a crucial aspect of the training. I learned about various digital tools and platforms that can enhance the learning experience, such as online dictionaries, language learning apps, and interactive whiteboards. This has opened up new possibilities for me to engage students and make learning more dynamic.5. Assessment and Feedback:The training emphasized the importance of ongoing assessment and timely feedback. I learned about different assessment methods, such as formative and summative assessments, and how to provide constructive feedback that helps students improve their language skills.II. Challenges Faced1. Time Management:One of the challenges I faced during the training was managing my time effectively. Balancing lesson planning, classroom observation, and personal reflection required a significant amount of effort and dedication. However, with the guidance from the trainers, I was able to develop better time management skills.2. Managing Diverse Learning Styles:The training highlighted the diverse learning styles of students. As a beginner teacher, it was challenging to cater to the needs of all students, especially those with different learning preferences. Through continuous practice and feedback, I learned to adapt my teaching methods to accommodate various learning styles.3. Overcoming Shyness:As a new teacher, I found it difficult to overcome my initial shyness and engage students confidently. However, with the support of the training program and my colleagues, I gradually gained the confidence to interact with students and encourage them to participate actively in class.III. Overall Impact on Professional Development1. Enhanced Teaching Skills:The training program has significantly enhanced my teaching skills. I have gained confidence in lesson planning, classroom management, and language skills integration. This has enabled me to deliver more engaging and effective lessons.2. Increased Awareness of Student Needs:Through the training, I have become more aware of the diverse needs of students. This has helped me tailor my teaching methods to cater to individual learning styles and ensure that all students benefit from the learning experience.3. Networking and Collaboration:The training provided an excellent opportunity to network with fellow teachers and collaborate on various projects. This has broadened my perspective on language teaching and enabled me to learn from the experiences of others.4. Personal Growth:The training program has not only enhanced my professional development but also contributed to my personal growth. I have gained confidence in my abilities, developed better time management skills, and become more resilient in the face of challenges.Conclusion:In conclusion, the English teaching practice training program has been an enriching experience that has significantly contributed to my professional development as an English language teacher. The keylearnings, challenges faced, and the overall impact of the training have equipped me with the necessary skills and knowledge to deliver effective and engaging lessons. I am grateful for the opportunity to participatein this program and look forward to applying the acquired skills in my future teaching endeavors.。
2023年全国体育单招英语考试大纲
2023年全国体育单招英语考试大纲Introduction2023年全国体育单招英语考试大纲是为了评估体育单招考生们在英语方面的能力和水平而设立的，该考试大纲对于考生们来说具有重要意义。
本文将以详细的方式解析2023年全国体育单招英语考试大纲的内容和要求。
Section 1: Listening Comprehension听力理解1.1 Purpose and Importance听力理解的目的和重要性Listening comprehension is an essential skill that assesses candidates' ability to understand spoken English in various contexts. It tests candidates' listening skills, such as recognizing main ideas, specific information, and understanding relationships between speakers.1.2 Test Format考试形式- Multiple-choice questions- Completion of sentences or phrases- Matching exercises- Short answer questions1.3 Testing Objectives测试目标- Assess comprehension of dialogues, monologues, and discussions- Evaluate candidates' ability to understand different accents, intonations, and speech speedsSection 2: Reading Comprehension阅读理解2.1 Purpose and Importance阅读理解的目的和重要性Reading comprehension evaluates candidates' ability to understand written English texts, including articles, letters, and announcements. It tests candidates' reading skills, such as identifying main ideas, understanding vocabulary in context, and inferring meanings from context.2.2 Test Format考试形式- Multiple-choice questions- True or false questions- Matching exercises- Completion of sentences or paragraphs2.3 Testing Objectives- Assess comprehension of different types of texts, including factual and descriptive passages- Evaluate candidates' ability to analyze and interpret information from the textsSection 3: Writing写作3.1 Purpose and Importance写作的目的和重要性The writing section assesses candidates' ability to effectively communicate ideas and express themselves in written English. It tests candidates' writing skills, including grammar, vocabulary usage, and coherence of ideas.3.2 Test Format考试形式- Short answer questions- Sentence completion- Paragraph writing- Essay writing3.3 Testing Objectives- Evaluate candidates' ability to organize ideas and structure their writing logically- Assess candidates' grammatical accuracy and vocabulary usage- Test candidates' ability to express opinions and arguments coherentlySection 4: Speaking口语4.1 Purpose and Importance口语的目的和重要性The speaking section evaluates candidates' ability to express themselves in spoken English. It tests candidates' speaking skills, such as pronunciation, fluency, and coherence of thoughts.4.2 Test Format考试形式- Short answer questions- Picture description- Role-playing exercises- Conversations with the examiner4.3 Testing Objectives- Assess candidates' ability to speak clearly and pronounce words accurately- Evaluate candidates' ability to convey ideas fluently and coherently in spoken English- Test candidates' ability to engage in conversations and express opinions effectivelyConclusion总结2023年全国体育单招英语考试大纲是体育单招考生们的重要参考资料。
Module Pronunciation and Everyday English
01
Module Introduction and Learning Objectives
Module Content Overview
Introduction to promotion rules and techniques in English
Common promotion challenges and how to overcome them
Practicing clear and accurate promotion of words and phrases to improve intelligence
Fluent speech
Developing fluency in speech through practice and repetition of common phrases and expressions
输标02入题
In English, word stress is typically indicated by a stress mark (') before the stressed syndrome
01
03
Introduction patterns vary across different English speaking regions and can affect how a
Formal situations
Using appropriate language and etiquette in formal settings, such as business meetings, formal diners, or when addressing concerned individuals
计算机专业英语实用教程
in English in the field of computing
02
Course content
Covering a range of topics including computer hardware and
software, programming languages, databases, networks, and
lectures, practical exercises, and group discussions
The Importance of Learning Computer Professional English
• Global communication: As the world benefits more interconnected, being able to communicate in English is critical for computer professionals English is the language of the computing industry, and being able to speak and understand English will open more doors for career opportunities
vocabulary in the computer field, such as CPU, RAM, GPU, etc., able to quickly understand the content in English technical documents.
Understanding technical details
Able to understand technical details in English technical documents, such as operating system configuration, programming language syntax, etc.
Unit2TheUniversalLanguageGrammarandusage说课课件-高中英语牛
Cooperative learning method Situational teaching
aids
Textbook Worksheets Blackboard Multimedia projector
07 Teaching Process
Purpose: To summarize and integrate the rules.
07 Teaching Process
1.To help students better understand the basic function of music; Purpose: 2. To provide students with a creative context based on the theme and
functions of target grammar in given discourse.
07 Teaching Process
1.To relate to the reading part and help students get the bigger picture
Purpose:
of the integral unit; 2.To enhance their application of Verb-ing forms;
Key points Difficult
points
• Guide students to generalize the rules and apply them in oral and written expressions.
06 Teaching methods and aids
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5-10
Making SAN Storage Available to ESX Server
• The Fibre Channel storage adapter is recognized by the VMkernel during the boot sequence
• At boot up, the VMkernel scans up to 256 LUNs
Module 5: Storage
Operations
VEISAXcSceesrvseCr Ionnsttarollal tion RNeestwoourrkcinegManagement Storage Resource Monitoring ESX Server Installation Data and Availability Protection
Planning VI Deployment
VMware Infrastructure 3: Install and Configure v3.5 Rev A Copyright © 2008 VMware, Inc. All rights reserved.
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Importance and Module Objectives
5-13
Lesson 2: iSCSI SAN Storage
VMware Infrastructure 3: Install and Configure v3.5 Rev A Copyright © 2008 VMware, Inc. All rights reserved.
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Lesson Topics
reside on a Fibre Channel SAN LUN
VMware Infrastructure 3: Install and Configure v3.5 Rev A Copyright © 2008 VMware, Inc. All rights reserved.
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Fibre Channel SAN Components
VMware Infrastructure 3: Install and Configure v3.5 Rev A Copyright © 2008 VMware, Inc. All rights reserved.
5-2
Module Lessons
• Lesson 1: Fibre Channel SAN Storage • Lesson 2: iSCSI SAN Storage • Lesson 3: VMFS Datastores • Lesson 4: NAS Storage and NFS Datastores
VMware Infrastructure 3: Install and Configure v3.5 Rev A Copyright © 2008 VMware, Inc. All rights reserved.
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5-4
Lesson Topics
• Fibre Channel SAN components and addressing • Configuring Fibre Channel SAN storage
VMware Infrastructure 3: Install and Configure v3.5 Rev A Copyright © 2008 VMware, Inc. All rights reserved.
5-5
What is Fibre Channel (FC)?
• A high-speed SCSI transport protocol used for Storage Area Networking (SAN)
5-11
Where to Find Information on SAN Troubleshooting
• Keys to successfully troubleshooting SAN and storage subsystems
• Understanding the components of the SAN
Examples: LUN addresses Partition addresses vmhba0:0:11 vmhba0:0:11:3 vmhba1:1:12 vmhba1:1:12:1
VMware Infrastructure 3: Install and Configure v3.5 Rev A Copyright © 2008 VMware, Inc. All rights reserved.
• Objectives for the learner
• Make Fibre Channel SAN storage available to ESX Servers
• Make iSCSI storage available to ESX Servers • Create a VMFS datastore • Configure access to an NFS datastore
VMware Infrastructure 3: Install and Configure v3.5 Rev A Copyright © 2008 VMware, Inc. All rights reserved.
5-15
What is iSCSI?
• A SCSI transport protocol, enabling access to storage devices over standard TCP/IP networks
VMware Infrastructure 3: Install and Configure v3.5 Rev A Copyright © 2008 VMware, Inc. All rights reserved.
5-12
Lesson Summary
• The worldwide name (WWN) uniquely identifies a node in the Fibre Channel network
• The Rescan link allows the VMkernel to scan the Fibre Channel SAN for additional LUNs
VMware Infrastructure 3: Install and Configure v3.5 Rev A Copyright © 2008 VMware, Inc. All rights reserved.
Block storage
VMware Infrastructure 3: Install and Configure v3.5 Rev A Copyright © 2008 VMware, Inc. All rights reserved.
5-6
How is Fibre Channel Used with ESX Server?
• Fibre Channel networks can be dynamically rescanned to find newly added LUNs
VMware Infrastructure 3: Install and Configure v3.5 Rev A Copyright © 2008 VMware, Inc. All rights reserved.
• Consult the SAN System Design and Deployment Guide, Chapter 10, Common Problems and Troubleshooting
• /pdf/vi3_san_design_deploy.pdf
• Importance
• Storage options give you the flexibility to set up your storage based on your cost, performance, and manageability requirements
• Shared storage is useful for disaster recovery, high availability and moving VMs between ESX Servers
• LUN masking and zoning make a LUN invisible when a target is scanned, and is usually set at the SP level
• The VMkernel addresses LUNs using the following syntax: vmhbaadapter#:target#:LUN#:partition#
• Fibre Channel switches interconnect multiple nodes to form the “fabric” in a Fibre Channel SAN
• Standard first ratified by ANSI in 1988
Fibre Channel
VMware Infrastructure 3: Install and Configure v3.5 Rev A Copyright © 2008 VMware, Inc. All rights reserved.
5-9
Addressing SAN LUNs in the VMkernel