Interactive - Chapter 03
大学英语教材书第三版
大学英语教材书第三版Introduction:The third edition of the university English textbook aims to provide comprehensive and effective language learning materials for college students. This edition incorporates updated content, modern teaching methods, and a user-friendly layout to enhance students' English proficiency and communication skills.Chapter 1: Listening SkillsIn this chapter, students will develop their listening skills through a variety of activities, such as listening to authentic recordings, dialogues, and lectures. It covers topics ranging from everyday conversations to academic discussions, enabling students to improve their comprehension and inference abilities.Chapter 2: Speaking SkillsThe focus of this chapter is to enable students to enhance their speaking abilities in both formal and informal situations. Through interactive exercises and role-plays, students can practice expressing their opinions, giving presentations, and participating in group discussions. Emphasis is also placed on improving pronunciation and fluency.Chapter 3: Reading SkillsThis chapter is designed to improve students' reading comprehension and vocabulary building. It includes a wide range of text types, including articles, essays, and academic papers. Through various reading strategies andexercises, students will develop critical thinking skills and expand their knowledge in different domains.Chapter 4: Writing SkillsIn this chapter, students will learn how to write effectively in different genres, such as emails, formal letters, essays, and research papers. It provides step-by-step guidance on organizing ideas, developing arguments, and structuring coherent paragraphs. Additionally, grammar and sentence structure are thoroughly covered to enhance writing accuracy.Chapter 5: Grammar and VocabularyThis chapter focuses on strengthening students' grammar and vocabulary skills. It covers essential grammar rules, such as tenses, sentence structure, and parts of speech. Furthermore, it introduces a variety of vocabulary-building exercises, including word families, synonyms, and idiomatic expressions, to enrich students' language usage.Chapter 6: Integrated SkillsThis chapter integrates all language skills, providing students with opportunities to apply what they have learned in real-life situations. Through authentic materials and tasks, students will practice listening, speaking, reading, and writing in a holistic manner, enhancing their overall language proficiency and communicative competence.Conclusion:The third edition of the university English textbook is a comprehensive and user-friendly resource for college students aiming to improve theirEnglish language skills. With its updated content, modern teaching methods, and practical exercises, it provides an effective platform for students to develop their listening, speaking, reading, writing, grammar, and vocabulary skills. By engaging with the materials and completing the exercises, students will build a solid foundation in English language learning.。
多媒体及艺术设计专业英语Chapter 3 Web Design
Chapter 3 Web Design本章目标设计：通过本章关于网页设计的学习，能利用已有专业知识理解本章中的英语专业文章，运用构词法与记忆技巧识记本章中的专业词汇，翻译专业词汇、句子和段落，进而为掌握专业英语其它相关专业知识打下基础。
I．能力目标：1．能利用已有专业知识理解英语专业文章；2．能完成关于网页制作相关知识的实训；3．会利用网络查找最新的网页设计技术动态；4．运用翻译技巧进行专业词汇、句子和段落翻译。
II．知识目标：1．了解网页设计的编程语言；2．分析网页设计在艺术设计中的作用；3．掌握本章中的专业词汇；4．掌握翻译技巧。
III．情感目标：1．培养专业英语学习的兴趣；2．形成良好的英语学习方法。
3.1 Internet Service FunctionTask 1: Enumerate the Web browsers we often use.Task 2: Write down what did you do with the Internet in English.Task 3: Talk about how to send out an E-mail.Task 4: Explain how to use FTP in your studying.Task 5: Contrasts FTP with the World Wide Web, then speaks out the difference between them.Once your computer enters into a connection with the Internet, you will find that you have walked into the largest repository of information. The two most popular Web browsers are Microsoft Internet Explorer and Netscape Navigator. A Web browser presents data in multimedia on Web pages that use text, graphics, sound and video.The Web pages are created with a formal language called Hypertext Markup Language (HTML). The term hypertext is used to describe an interlinked system of documents in which a user may jump from one document to another in a nonlinear way. Hyperlink makes the Internet easy to navigate. It is an object (word, phrase, or picture) on a Web page that, when clicked, transfers you to a new Web page. The Web page contains an address location known as Uniform Resource Locator (URL). When hypertext pages are mixed with other media, the result is called hypermedia.The following are the important service functions that Internet provides.1. E-mailThe most widely used tool on the Internet is electronic mail or E-mail. E-mail enables you to send messages to America, Australia and so on, no matter how far between individuals. E-mail messages are generally sent from and received by mail servers—computers that are dedicated to processing and directing E-mail. Once a server has received a message it directs it to the specific computer that the E-mail is addressed to. To send E-mail, the process is reversed. As a very convenient and inexpensive way to transmit messages, E-mail has grammatically affected scientific, personal, and business communications. In some cases, E-mail has replaced the telephone for carrying messages.2. File transferFile Transfer Protocol (FTP) is a method of transferring files from one computer to another over the Internet, even if each computer has a different operating system or storage format. FTP is designed to download files or upload files. The ability to upload and download files on it is one of the most valuable features the Internet has to offer. This is especially helpful for those people who rely on computers for various purposes and who may need software drivers and upgrades immediately. Network administrators can rarely wait even a few days to get the necessary drivers that enable their network servers to function again. The Internet can provide these files immediately by using FTP. FTP is a client-server application just like E-mail and Telnet. It requires server software running on a host that can be accessed by client software.3. The World Wide WebThe World Wide Web (WWW), which Hypertext Transfer Protocol (HTTP) works with, is the fastest growing and most widely-used part of the Internet. It provides access to multipleservices and documents as Gopher does but is more ambitious in its method. A jump to other Internet service can be triggered by a mouse click on a “hot-linked” word, image, or icon on the Web pages. One of the main reasons for the extraordinary growth of the Web is the ease in which it allows access to information. One limitation of HTTP is that you can only use it to download files, and not to upload them.4. TelnetTelnet allows an Internet user to connect to a distance computer and use that computer as if he or she were using it directly. To make a connection with a Telnet client, you must select a connection option: “Host Name” and “Terminal Type”. The host name is the IP address (DNS) of the remote computer to which you connect. The terminal type describes the type of terminal emulation that you want the computer to perform.The Internet has many new technologies, such as global chat, video conferencing, free international phone and more. The Internet becomes more and more popular in society in recent years. So we can say that Internet is your PC’s window to the rest of the world.Key Termshypertext 超文本hyperlink 超链接hypermedia 超媒体client-server 客户-服务器mail server 邮件服务器FTP(File Transfer Protocol) 文件传输协议WWW(World Wide Web) 万维网Telnet 远程登录DNS(Domain Name Server) 域名服务器video conferencing 电视会议HTML(hypertext Markup Language) 超文本链接标示语言URL(Uniform Resource Locator) 统一资源定位符IP(Internet Protocol) 互联网协议，网际协议Vocabularyrepository n.仓库，资源丰富的地方nonlinear adj.非线性的dedicate to 用做…，奉献ambitious adj.雄心的，野心的trigger v.引发，引起，触发extraordinary adj.特别的，非常的terminal n.终端emulation n.竞争，效法TrainingI. Translate the following sentences.1.Once your computer enters into a connection with the Internet, you will find that you have walked into the largest repository of information.2. E-mail messages are generally sent from and received by mail servers—computers that are dedicated to processing and directing E-mail.3. File Transfer Protocol (FTP) is a method of transferring files from one computer to another over the Internet, even if each computer has a different operating system or storage format. FTP is designed to download files or upload files.4.The World Wide Web (WWW), which Hypertext Transfer Protocol (HTTP) works with, is the fastest growing and most widely-used part of the Internet.5. Telnet allows an Internet user to connect to a distance computer and use that computer as if he or she were using it directly. To make a connection with a Telnet client, you must select a connection option: “Host Name” and “Terminal Type”.II. Write T (true) or F (false) for each statement.1. The term hypertext is used to describe an interlinked system of documents in which a user may jump from one document to another in a nonlinear way.2. It is an object (word, phrase, or picture) on a Web page that, when clicked, transfers you toa new Web page.3. E-mail messages are generally sent from and received by mail servers—computers that are dedicated to processing and directing E-mail.4. The World Wide Web (WWW), which Hypertext Transfer Protocol (HTTP) works with, is the fastest growing and most widely-used part of the Internet.III. Fill in the blanks with proper words.The Web pages are created with a formal language called ___ ___, and __ ____ makes the Internet easy to navigate. The main Internet service functions are ______, ______,______ and ______.3.2 Website DesignTask 1: Finish a website according to the knowledge you have learned, and then describe the process in English.Task 2: Write down the six step tutorial helps you develop a premier website in you own words.Task 3: Discuss the website development in group. Explain how many have you exercised in your course of dynamic website design.Task 4: How many methods have been referred to create balanced page layout in the text? Which method have you often used in your experience? Write down why you have used the method so often.Many people wish they had software to create a flashy website. But creating a great website doesn’t happen at the tips of the fingers; it happens in the depths of the brain. Outst anding websites result from extensive planning. Prior preparation saves time and avoids frustration both during page creation and when updates and additions are required. Based on recommendations by professional web designers, the 6-step design tutorial helps you develop a premier website.Website Design Steps1. Establish an identity and use it consistently on all pagesIt doesn’t mean every page looks the same, but the colors and graphics we use should be consistent throughout the website. Even before knowing the number or type of pages, or a navigation scheme, create a homepage template and three or four sub-page templates using the chosen colors and graphics in combinations that are eye-catching and carrying forth your identity.2. Determine who uses your site and their information needsSuccessful websites know who their customers are and why they visit, and they provide aresponsive and attractive display to those viewers. Customers don’t visit our site because we spend time creating it; customers deserve maximum benefit from the time they allocate to us.3. Create user-friendly navigationOn a well-planned website it’s quick and easy to get to information pages—that’s navigation. Plan navigation before pages are created. Establish a navigation plan now to ensure that viewers quickly get what they need, and that webmasters can quickly insert new pages of content.4. Page layoutTo begin layout, analyze the information to be displayed and decide how it will be most readable. Pick the template that best accommodates that display. As your templates were created, page layout may have been anticipated. There are three methods to create balanced page layout: blockquote margins, tables, and frames. Each method has pros and cons; it can be advantageous to use all three to build a website.5. Focus on textThe best websites pack essential information into well-organized and well-written text. WebPages should not, however, be too heavily texted. Surveys show that web users will not read long paragraphs of information. They prefer concise, bite-sized sections, clearly delineated so they can scan for the information they need. You should write essential content as clearly and concisely as possible with brief topic headers.6. Use graphic images to enhance, not overpowerGraphics are a special challenge for web designers, requiring balance between overuse and skimpiness. A site filled with graphic images can have charm and impact. The secret for effective graphics is to stick to the theme and identity of the website.Website Development1. Interactive Dynamic WebsitesWebsites have grown from static online to become interactive dynamic sites. This is usually achieved by the use of a database, which is linked to the WebPages to serve content on the fly. The creation of sites involves programming skills and is known as website development.2. Real Time UpdatesThis means that sites can be updated in real time. For example a Discount Travel site could show availability and prices of all their available flight packages. When a particular flight is fullybooked the site would show this. Another example of website development would be an auction site that has constantly changing prices in response to bids from auction visitors to the site.3. Database ApplicationsThere are thousands of more applications for database website development and in the near future database driven sites are going to become the norm. This is partly due to the fact that web development sites are growing larger all the time and it is unpractical to update a large site in any other way. The most common databases for website development are Access, for simple databases; SQL, for more complex databases and Oracle, for the largest, most complex jobs.4. Active Server PagesASP (Active Server Pages ) —a programming language based on server side—as the best solution to create and implement dynamic websites is introduced in 1996 by Microsoft. Active Server Pages is an open, compile-free application environment in which you can combine HTML, Scripts and reusable ActiveX server components to create dynamic and powerful Web-based business solutions.Key Termstemplate n.(=templet)样板，模板navigation n.导航webmaster n.站点管理员，网络设计师compile v.编译static adj.静态的dynamic website 动态网站real time update 实时更新database application 数据库应用程序ASP(Active Server Pages) 动态服务器页面Vocabularywebsite n.网站prior adj.优先的，在先的frustration n.挫折，挫败，受挫premier adj.首要的，第一的n.总理homepage n.主页allocate v.分配，分派layout n.布置，安排，规划，设计accommodate v.容纳，适应，供给，供应blockquote margin 块边缘frame n.框架pros and cons 优缺点concise adj.简明的，简洁的delineate v.描绘，叙述，描写auction n.拍卖v.拍卖norm n.标准，规范TrainingI. Translate the following sentences.1. Prior preparation saves time and avoids frustration both during page creation and when updates and additions are required.2. Even before knowing the number or type of pages, or a navigation scheme, create a homepage template and three or four sub-page templates using the chosen colors and graphics in combinations that are eye-catching and carrying forth your identity.3. Establish a navigation plan now to ensure that viewers quickly get what they need, and that webmasters can quickly insert new pages of content.4. There are three methods to create balanced page layout: blockquote margins, tables, and frames. Each method has pros and cons; it can be advantageous to use all three to build a website.5. They prefer concise, bite-sized sections, clearly delineated so they can scan for the information they need.6. The secret for effective graphics is to stick to the theme and identity of the website.7. Websites have grown from static online to become interactive dynamic sites.8. Another example of website development would be an auction site that has constantlychanging prices in response to bids from auction visitors to the site.9. There are thousands of more applications for database website development and in the near future database driven sites are going to become the norm.10. Active Server Pages is an open, compile-free application environment in which you can combine HTML, Scripts and reusable ActiveX server components to create dynamic and powerful Web-based business solutions.II. Fill in the blanks with proper words.1. This passage introduces 6-step website design tutorial, which includes ,, , , and.2. Nowadays the most popular language to create dynamic website is . Use some words to describe it.3.3 Five Most Common Web Design MistakesTask 1: Design a website everybody and then discuss the mistakes group by group. Then compare with the text write down your own idea about the web design mistakes.Task 2: Combine with the knowledge you have learned explain the function of counters and banners.As you’re designing your new web site,you’ll be tempted with web design ideas that could turn into fatal mistakes. Below are five of the most common mistakes to avoid at all costs...1. Too Many GraphicsHaving too many graphics (particularly large graphics),can cause your site to load entirely too slow, Visitors will get impatient and oftentimes click out of your site—never to return.SOLUTION: When possible save your graphics as GIF files rather than JPEG, Also, reduce your graphic in actual size as much as you can without distorting the graphic or picture.2. CountersA visitor counter or hits counter should not be seen on your site unless you have tremendous traffic. The reason for this is that visitors really don’t want to know which visitor they are, especially if they’re Visitor number four. There’s no benefit to your visitor,nor is there anybenefit to you. The only way showing a counter is advantageous is if you’ve had millions of visitors and wish to display the popularity of your site or would like to attract advertisers with the large numbers.Otherwise, you can use this space for a headline that leads your visitor to another part of your site.SOLUTION: Most web hosts offer web statistics that reveal daily visitors,hits, etc. This feature will let you know how many people are visiting your site without me whole world seeing the information.If you’re just starting out, make sure your web host offers this free service.3. BannersLimit your banners to the bare necessities.Why? Because banners are graphics that can slow loading time and are a turn-off for many surfers on the Internet.For most,“banner” is just another word for“ad” and they avoid clicking on them.SOLUTION: If you do have a banner or two, place the banner at the very top or bottom of your page. Or you could place a small banner in your sidebar. Most people will look at the first picture they see and then start reading below the picture, so any writing or links that are above the banner may remain unnoticed.Also, the banners on your site should be related to your product or service.Remember, everything on your site should work together to benefit your target customer.4. Scattered Web SiteWhen designing your site, make sure it has a pattern that leads your visitor. Get several people (friends or relatives) to visit your site and watch them as they navigate. Notice the places where they stop and links that they click on. Organizing your site to lead visitors is very important whether you’re leading them to buy something or just to click and go to another place in your site.SOLUTION: Make sure t hat graphics don’t get in the way of your lead. If the visitor stops in the middle of the home page to click on a graphic or banner before getting to your sales page, they may never return.5. GeneralizationThe most effective way of selling on the Internet is to personalize your web site to reach your target audience. Many web sites are general and try to reach everybody. The reality is that you can’t be everything to everybody. The business owners who are successful on the web normally have very specific products or services that target a niche market.SOLUTION: Make your site as personal as possible. As you’re writing pretend that you areface 10 face with the customer. Present your web site in such a way that the visitor feels like he just walked into a store in his hometown. Also. stay focused on your target customer (one who would be inte rested in “your” product.)These five mistakes should be avoided at all costs if you want to build an effective and successful web business.Vocabularyfatal adj.致命的，毁灭性的avoid v.避免，消除at all cost 不惜任何代价，无论如何oftentimes adv.时常地distort v.歪曲，扭曲，弄歪counter n.计数器，计算器tremendous adj.巨大的，极大的traffic n.流量，访问量headline n.大字标题host n.主机reveal v.展示，展现，揭示，暴露banner n.旗帜，横幅，标语turn off <口语>令人厌烦的事物sidebar n.边注，其他选项，工具条personalize v.使成私人的，人格化niche market 有利可图的市场TrainingI. Translate the following sentences.1. Having too many graphics (particularly large graphics),can cause your site to load entirely too slow, Visitors will get impatient and oftentimes click out of your site—never to return.2. The only way showing a counter is advantageous is if you've had millions of visitors and wish to display the popularity of your site or would like to attract advertisers with the large numbers.Otherwise, you can use this space for a headline that leads your visitor to another part ofyour site.3. Limit your banners to the bare necessities.Why? Because banners are graphics that can slow loading time and are a turn-off for many surfers on the Internet.4. If the visitor stops in the middle of the home page to click on a graphic or banner before getting to your sales page, they may never return.5. The most effective way of selling on the Internet is to personalize your web site to reach your target audience.II. Write T (true) or F (false) for each statement.1. When possible save your graphics as JPEG files rather than GIF.2. A hits counter should not be seen on your site unless you have tremendous traffic.3. Most people on the Internet are interested in banner.4. Your web site can be very general and be everything to everybody.。
剑桥雅思口语话题核心词汇
Chapter 1 人物a man of stout build 矮胖的人a short person 矮个子about/around 40 大约40岁alert 敏捷机灵的ambitious 有雄心的amiable 和蔼可亲的analytical 善于分析的apprehensive 有理解力的aspiring 有抱负的bald 光秃的beard 络腮胡broad-shouldered 宽肩的clean—shaven 刮过脸的considerate 体贴的curly hair 卷曲的头发dependable 可靠的diplomatic 老练的discreet 小心谨慎的double eyelid 双眼皮dyed 染色的energetic 精力充沛的enthusiastic 热情的expressive 善于表达的fair—skinned 皮肤白皙的faithful 忠诚的forceful 有说服力的frank 直率的fringe 刘海full lips 厚嘴唇generous 宽宏大量的gentle and graceful （女性）窈窕的gentle 有礼貌的hard-working 勤劳的hearty 亲切的hospitable 好客的humorous 幽默的in his/her 30's 30多岁independent 有主见的industrious 勤奋的long eye lashes 长睫毛long nose 长鼻梁medium build 中等身材medium height 中等身高moustache 唇上的胡子neat 整洁的oval face 瓜子脸overweight 偏胖的plait 编的辫子plump 丰满的plump/chubby cheeks 胖胖的脸蛋pointed chin 尖下巴pony—tail 马尾辫round face 圆脸slight of figure 身材瘦小的slim 苗条的square face 方脸thin lips 薄嘴唇wavy hair 波浪形头发well made—up 化妆的well-built (男性)健壮的well-educated 受过良好教育的with wrinkles/lines 有皱纹的Chapter 2 交通airport 机场arrival time 到达时间be stuck in the traffic jam 塞车bicycle 自行车boarding pass/card 登机牌/卡bus pass 公交一卡通bus 公共汽车coach 长途客车compact 小轿车compartment 车厢corridor 走廊dead(right ) on time 准点delay 晚点departure lounge （出发）休息室departure time 出发时间drink-driving /drunk-driving 酒后开车driver 司机economy class 经济舱elevator 电梯entrance 入口exit 出口E-ticket(electronic ticket ）电子票fatigue driving 疲劳驾驶first class 头等舱flight attendant 空姐flight crew 机组人员flight number 航班号flight 班机jeep 吉普车left luggage office 行李寄存处light railway/rail 轻轨lobby 大厅means of transport 交通工具motor vehicle 机动车辆motorbike 摩托车motoring offence 违章驾驶mountain bike 山地车off—road vehicle 越野车on time 正点overpass 天桥passenger 乘客pedestrian 行人platform ticket 站台票rack 行李架reservation 预定return ticket 往返票rider 骑自行车/马等的人rush hour 上下班高峰期saloon/car 轿车security camera 监控摄像头security checks 安检sidewalk/pavement 人行道single/one-way ticket 单程票sleeper 卧铺spaceship 宇宙飞船staircase 楼梯ticket inspector 检票员traffic condition 交通状况traffic jam/congestion 交通堵塞traffic/road/car accident 交通事故train attendant 列车员tunnel 隧道underground/subway 地铁underpass 地下通道vehicle type 车辆类型Chapter 3 婚姻家庭arrogant 傲慢自大的be addicted in 沉迷于be tired of learning 厌学的birthday cake 生日蛋糕blow the candles 吹蜡烛bouquet 花束bread-winners 养家糊口的人bride 新娘bridegroom/groom 新郎bridesmaid 伴娘bring up/foster 抚养communicate 沟通corporal punishment 体罚democratic 民主的DINK(double income no kid ） family 不要子女的家庭discriminate 歧视divorce 离婚etiquette 礼节exchange 交换family party 家庭聚会feminist 女权主义者formality 礼节,仪式foster one’soriginality 培养创造力get—together 联欢会groomsman 伴郎guidance of parents 父母的引导harmonious 和睦的honeymoon 蜜月household chores 家务劳动independence 独立性indifferent 冷漠的innocent 天真的late marriage 晚婚marital relationships 婚姻关系naughty 调皮的negative role model 负面榜样officiator 主婚人optimistic 乐观的overlook/neglect 忽视pastor 牧师potential 潜能single-parent family 单亲家庭solitary 孤僻的Speeches 结婚祝词spoil 溺爱stimulate interest 激发兴趣support a family 支撑家庭trustworthy 可信赖的Vows 婚誓wedding anniversary 结婚纪念日wedding cake 婚礼蛋糕wedding ceremony 结婚典礼wedding dress 婚纱wedding ring 结婚戒指widen one's outlook 开阔眼界Chapter 4 喜好active 积极活跃的backstroke 仰泳billiards 台球breaststroke 蛙泳cycle racing 骑自行车运动develop social skills 培养交际能力energetic 精力充沛的enjoyable 令人愉快的flying kites 放风筝go fishing 垂钓go for a drive in one’s car 驾车兜风go on an outing 去远足gymnasium 体育馆，健身房hang about in a bar 泡吧have some time at one's own disposal 有独立支配的时间interactive 互动的keep fit 保持健康leisure activity 休闲活动optimistic 乐观的outdoor exercise 室外活动parachuting 跳伞pastime 消遣,娱乐play bowling 打保龄球play cards 打牌play chess 下棋play golf 打高尔夫球refresh 使精神振作sing songs in KTV 在KTV唱歌sleep in/lie in 睡懒觉soap opera 肥皂剧soothe/ease fatigue 缓解疲劳soothe field 运动场stadium 露天运动场stay motivated 保持活力stimulate the mind 刺激思维stimulating 刺激的strike a proper balance between work and leisure 劳逸结合stroll up/down the streets 逛街surf the web/Internet 上网冲浪surfing 冲浪to relieve the stress/tension 减压to strengthen muscles 锻炼肌肉track-and—field 田径运动TV serials 电视连续剧vigorous 精力旺盛的visit/stroll around a park 逛公园visual stimulation 视觉刺激Chapter 5 建筑accommodation 住宅altar 坛arch 拱形门architecture 建筑be located in the middle of CBD 位于中心商业区的中央be located in 坐落在/地处于……building with a classical trend 古典风格建筑building 建筑业,建筑物bungalow 平房cathedral 大教堂CBD(Central Business District) Chinese—styled 中式风格的church 教堂city square 城市广场classic masterpiece 经典的杰作contemporary style 现代风格European style 欧式风格European-styled 欧式风格的flat/apartment 公寓Forbidden City 故宫stand.。
故事书的英语怎么说
故事书的英语怎么说The English for storybook is "storybook". A storybook is a book containing stories, usually for children. It is a collection of stories, usually with illustrations, that is designed to be read aloud. Storybooks are an important part of childhood, as they introduce children to the world of literature and imagination.Storybooks come in many different forms, including picture books, chapter books, and interactive books. Picture books are designed for young children and often have colorful illustrations to accompany the text. Chapter books are longer and more complex, with multiple chapters and a greater focus on text. Interactive books may include elements such as pop-up features, sound effects, or interactive games.In addition to traditional print storybooks, there are also digital storybooks available in the form of e-books or interactive apps. These digital storybooks often include animations, interactive elements, and audio narration, providing a multi-sensory reading experience for children.The content of storybooks can vary widely, from classic fairy tales and fables to contemporary stories featuring diverse characters and themes. Storybooks can also be educational, teaching children about history, science, or important life lessons. They can help children develop language and literacy skills, as well as fostering a love of reading and storytelling.Reading storybooks in English can be a valuable way for language learners to improve their English skills. Storybooks provide exposure to natural language in context, helping learners to develop their vocabulary, grammar, and comprehension skills. They also offer cultural insights and opportunities for discussion and reflection.In conclusion, the English for storybook is "storybook". Storybooks come in various forms and can be an important part of childhood development. They provide opportunities for learning, imagination, and language development. Whether in print ordigital form, storybooks play a valuable role in children's lives and can also be a useful resource for language learners.。
牛津英语教材介绍一校长必读
Introduction to Oxford English Textbooks
CHAPTER
The history of Oxford English textbooks can be traced back to the 19th century, when Oxford University Press first published a series of reading materials for students learning English as a foreign language.
Summative assessment
02
Conduct periodic exams or tests to measure students' overall performance at the end of each unit or course.
Peer review and observation
The textbooks come with a teacher's guide that provides lesson plans, answers to exercises, and additional resources to support effective teaching.
Support for teachers
The textbooks are suitable for learners of English at various levels, from beginners to advanced learners.
The primary audience of the textbooks includes students learning English at schools, colleges, and language institutes worldwide.
朗文2A-chapter3-教案
Chapter3 People who help us单元分析：本单元的主题是在日常生活中帮助我们的人。
学生学会谈论哪些曾经帮助过他们的人。
学生们讨论他们的身份、描述他们的特征，他们还通过使用这些信息给那些帮助过他们的人写感谢信。
本单元由句型教学、语篇教学、故事教学、歌曲和语音等几个部分组成。
通过本课学习使学生学会对日常用语进行交际、说英语、唱歌曲，做游戏、敢干开口，乐于模仿，在鼓励性评价中树立信心在小组活动中积极参与合作，在表演、对话、诗歌等形式的学习过程中激发学生对英语学习的兴趣。
文中出现的学科和人物特征的单词较难读准发音，另外本单元出现的人称代词宾格以及单词的前缀这些语法知识点学生也较难理解，因此在学习语篇时老师应尽可能给学生创设适合他们的情境，便于操练，利于学习。
在故事教学中中，充分交给学生，发挥其小组合作的主动性，充分利用语言操练。
Language focus:1.Who’s your…teacher?2.My …teacher is …3.She’s kind. I like her.4.He’s helpful. I like himLanguage focus:er/ / driver, hawker, swimmerText types:Conversations, stories, stories, thank-you note, songs教具准备：PPT、图片。
课时安排：本单元共安排五课时Chapter3 People who help us(Period 1)一、Teaching contents：《International Edition Longman Welcome to English》Chapter3 People who help us PartA二、Teaching aims1. Aims of knowledgea. To introduce pupils to the interrogative pronoun who and the personal pronouns himor her.b. To get the pupils to practice identifying people and telling if they like them.c. To encourage pupils to ask and answer who’s their teacher.2. Aims of abilitiesa. Use simple sentences to communicate with others.b. To converse about feeling, interests and experiences.c. To obtain and provide objects and information in simple classroom situations and throughactivities such as interactive games and role-play3.Aims of emotionDevelop participatory, cooperative, love and caring attitudes三、Difficult and key pointsKey points:a. To introduce pupils to the interrogative pronoun who and the personal pronouns himor her.b. To get the pupils to practice identifying people and telling if they like them.c. To converse about feeling, interests and experiences.Difficult points:To encourage pupils to ask and answer who their teachers are.四、Teaching aids1. flash cards2. PPT五、T eaching procedure:Step 1. Warm-up1. Make greetings2. Warm-up activities.3.Talk with the studentsStep 2. Presentation1. Teach whoI’m Ms Ding. I teach you English.Who am I? I’m your English teacher.Who’s your English teacher? Your English teacher is Ms Ding.2. Pretend you to not know the pupil’s names. Ask Who questions.Who’s ….? Hands up. Come on. Say ,”I’m …”Who are you? Tell me your name. Say, “I’m …”3. Write the names of different school subjects on the blackboard:English, Chinese, Maths, Music, PE, etc. Use symbols to explain the meaning of the subjects.Chinese characters for Chinese, numbers for Maths, music note for Music, etc.4. Ask pupils for the names of their subject teachers and write the names next to thesubjects, eg, Chinese= Miss Tang.T: Who’s your Chinese teacher? Tell me her surname.S: Tang. My Chinese teacher is Miss Tang.5. Revise like.T: Do you like your Chinese teacher? Do you like Miss Tang?S: Yes, I do.6.Teach the adjectives describing people. Write them on the board. Give examples.helpful, kind, friendly7. Revise subject pronouns and teach object pronouns. Write on the board.8.Ok ,listen to the E –book and follow .9.Little teacher10. Read in rols ,Step 3. Conclusion1. Let the Ss talk with their partner by using the questions they have learned.2. Read the new words and have a competition(let each of a group come to the board tohave a competition ,who is quicker ,I will give a star )3. Act the conversations ot .六、Homework1.Copy the words 3 times and try to remember them.2.Follow the CD read part A七、 Blackboard writing八、Reflection after class:Chapter3 People who help us (Period 2)一、 Teaching contents：《International Edition Longman Welcome to English》Chapter3 People who help usPart B & Part F二、Teaching aims1. Aims of knowledgea. To introduce pupils to the interrogative pronoun who and the personal pronouns himor her.b. To get the pupils to practice identifying people and telling if they like them.c. To encourage pupils to ask and answer who’s their teacher.d. To enable pupils to enjoy and appreciate the English Language through singing a simpleEnglish song.2. Aims of abilitiesa. To provide or find out and present simple information on familiar topics.b. To develop an awareness and an enjoyment of the basic sound patterns of English inimaginative texts through activities such as participating in action rhymes, singing songs and choral speaking.3. Aims of emotionDevelop participatory, cooperative, love and caring attitudes三、Difficult and key pointsKey points:a. To introduce pupils to the interrogative pronoun who and the personal pronouns himor her.b. To get the pupils to practice identifying people and telling if they like them.c. To converse about feeling, interests and experiences.Difficult points:a. To enable pupils to enjoy and appreciate the English Language through singing a simpleEnglish song..四、Teaching aids1.Flash cards2.PPT五、Teaching procedure:Step1. Warm-up1. Greetings2. Warm-up activities.3.Talk with the SsStep 2. Presentation1.Good morning class! Good morning. What’s the weather like today ? What day is it today?2.Ok ! You did a nice job, who can answer my question ? Look at the screen .(PPT). Review thewords they have learn. Using the flash cards, cover them and ask pupils to spell them keep repeatingWho’s your… teacher?My… teacher is …..He’s helpful. I like him.She’s kind. I like her.Correct them when they were wrong.3. Ask pupils questions to show the usage of the subject pronouns and object pronouns4. Draw circles and write word cues in each of them. Tell pupils to use the cues to makesentences.5. Get pupils get into groups of three. Tell each of them to make a sentence about a teacher. Step 5.ConsolidationPart B: 1.Let the Ss talk with their partner and do the Part B together.2.Check the answer3.Act conversatione the sentences they have learned instead of the text.Part F: 1. Play the song and tell the pupils to follow the words with their fingers.2. Play the song again and ask pupils to sing along.3. Tell pupils to fill in the blanks with the names of people in your school, their identity andadjectives to describe them.4. Invite pupils to sing the song in groups or individually for the whole class. Giveencouragement and recognition for their performance.六、 Homework1. Recite part A.2.Sing the song to your parents3. Fill in the blanks of Part B.七、 Blackboard writing七、Reflection after class:Chapter3 People who help me (Period3)一、Teaching contents：《International Edition Longman Welcome to English》Chapter3 People who help me Part c二．Teaching aims:Aims of the knowledge:1. To develop pupils’ reading skills and stimulate their critical thinking ability.2.To provide or find out and present simple information on familiar topics.3.To interpret and use simple given information through processes or activities such as labeling, matching, sequencing, describing, classifying,and to follow simple instructions4.To recognise some obvious features of the English language in simple spoken and written texts such as the direction of writing in English, the characteristics of an alphabetic script and the sound patterns of English; and apply this awareness to one’s initial learning and use of the languageAims of the abilities:1. To provide or find out and present simple information on familiar topics2. Use simple sentences to communicate with others .Aims of the emotion:1.Appreciative with respect for others.Key points:1.Pupils can understand the text.2.Pupils can read the text by themselves.3.Pupils can answer teacher’s question.4.Pupils can do the Part D by themselves.三．Difficult and key points:1. To develop pupils’ reading skills and stimulate their critical thinking ability.2.To provide or find out and present simple information on familiar topics. 四．Teaching aidsFlash card , CD , super E-book五.Teaching ProcedureStep1.Warm-upGreet to pupilsWarm-up activities.Talk with the Ss.Step 2.Presentation1.Good morning class!Good morning. How are you?What’s the weather like today?What day is it today?Ok ! You are great . Boys and girls .Let’s have a revisionT:Who’s your Maths teacher ?S: My Maths teacher is Miss Wu .T:Who’s your Chinese teacher ?S: My Chinese teacher is Miss Lee. T:Who’s your PE teacher ?S: My PE teacher is Miss An .T: Who’s your Computer teacher ?S: My Computer teacher is Mr Qin.T: Which teacher do you like best ?S: I like …Ok ,we will find who do the boys like ?Today we are going to learn Chapter 3 Part C.Now I will give you three minutes to read by yourselves and afterStep 3. Practice1.Read the text2.Let them have a role play.Step 4. ProductionTell Ss to get into group of four to six practice the text.T and Ss find the skills.Step 5. Homework1. Read part C and try to recite it.Step 6. Blackboard DesignTask3 People who help meCatch prefect unfriendlyStep 7. Reflection after classChapter3 People who help me (Period4)一．Teaching contents：《International Edition Longman Welcome to English》Chapter3 People who help me Part E二． Teaching aims:Aims of the knowledge:1. To get pupils to practice describing people and telling if they like them.2. To converse about feelings, interests and experiences3. To obtain and provide objects and information in simple classroom situations and throughactivities such as interactive games and role-play .Aims of the abilities:1. To establish and maintain relationships and routines in carrying out classroom activities.2. To get pupils to practice talking with others.3. Let the Ss write a Thank you note by using what they have learned .Aims of the emotion:1.Appreciative with respect for others.Key points:1. To get pupils to practice talking about more about their teachers .2. Appreciate the beauty of the language through enjoying reading simple conversations. 三．Difficult and key points:1.To converse about feelings,interests andexperiences .2. To get pupils to practice describing people and telling if they like them.四． Teaching aidsFlash card , CD , super E-book五 Teaching ProcedureStep 1. Greetings1. Greet to pupils2. Warm-up activities.3.Talk with the Ss.Step 2. Presentation1. Hello, class! Good morning.Nice to meet youWhat’s the weather like today?What day is it today?2.Revise the pronouns and adjectives.Read the sample conversations in part E.Follow the CD to read part E together.Then group by group .(Ok ,let’s have a competition ,who is better I will give a sticker) Boys and girls read ,Lisen to T carefully try to responseSs try to listen and respond .3. Teach the words bus driver and caretaker.4. Listen to the E-book point and say . In pairs, pupils read Candy and Charlie’s notes and act the children. Then they talk about their bus driver or caretaker.Ss try to listen and respond .5.Teach how to read a Thank you note .Look ,6.Thank you note has three parts .Here is head part ,after head part we should write acomma7..Next part is the body part ,you can write what you like ,and the last part is your name . Ss try to listen and respond .Ss answer the T’s question T will give he\she a prize .Let the Ss read it together ,group by group ,one by oneStep 3. Practice:1. Give Ss 3 minutes let write a Thank you note to your English teacher.2.Let some Ss show theirwriting.Step 4. ConsolidationTell Ss to find out more informations about their teachers.Step 5. Homework1.Read part E and try to recite it .2. Write a Thank you note to your English teacher.Step 6. Blackboard DesignYou’re a good caretakerYou’re helpful and friendlyDo you like him?Yes, I doStep 7. Reflection after classChapter3 People who help me (Period5)一．Teaching contents：《International Edition Longman Welcome to English》Chapter3 People who help me PartF二．Teaching aims:Aims of the knowledge:1.To develop an awareness and an enjoyment of the basic sound patterns of English inimaginative texts through activities such as participating in action rhymes, singing songs and choral speaking2.To teach the r-controlled vowel/ə /for the letters er.3.To enable pupils to enjoy and appreciate the English Language through singing a simpleEnglish song.4.To provide or find out and present simple information on familiar topics.5.To develop an awareness and an enjoyment of the basic of the basic sound patternsof English in imaginative texts through activities such as participating in action rhymes, singing songs and choral speaking.Aims of the abilities:1.To provide or find out and present simple information on familiar topics.2.To recognise some obvious features of the English language in simple spoken andwritten texts such as the direction of writing in English, the characteristics of analphabetic script and the sound patterns of English; and apply this awareness to one’sinitial learning and use of the language.3.To interpret and use simple given information through processes or activites such aslabeling, matching, sequencing, describing, classifying; and to follow simpleinstructionsAims of the emotion:1. To enable pupils to enjoy and appreciate the English Language through singing a simpleEnglish song.三．Difficult and key points:1.To teach the r-controlled vowel/ə /for the letters er.2.Get pupils to pronounce the/ə / in different words.四．Teaching aidsFlash card , CD , super E-book五.Teaching procedureStep1.Warm-up1. Greet to pupils2. Warm-up activities.3.Talk with the SsStep 2 Presentation1. Hi, class! Good morning.Nice to see youWhat’s the weather like today?What day is it today?2. Get pupils to look at your mouth while you pronounce the/ ə /sound or paly the video in thesuper E-Book.Look at my mouth. Say after me.3.Play the phonics game in the super E-Book.4.Ask pupils to look for two more words with the same sound(teacher,cleaner)5.Give pupils a tongue twister to say as they can:Peter picked some pepper, how much pepper did peter pick?Make sure that pupils do not mispronounce peter as/pit ə:/.6.Ask pupils to say other known words with the same sound.7.Play the song and tell pupils to follow the words with their fingers.8.Play the song again and ask pupils to sing along.9.Tell pupils to fill in the blanks with names of the people in your school, their identity and adjectives to describe them.10. Invite pupils to sing the song in groups or individually for the whole class. Give encouragement and recognition for their performance.Step 3. Practice1. Let the Ss talk with their partner how to read the poem. Let each of a group come to the board to have a competition ,who is better, I will give a star )Step 4. Production.1.Tell Ss to find out more informations about the / ə /.Step 5. Homework1. Sing part F .2.Act the part F to your parents.Step 6. Blackboard DesignThis is Mr/Mrs/Miss____________.He/She is our_________________.He/She is very________________.We like him/her.Step 7. Reflection after class。
亲密关系_Relation_部分24
CHAPTER 3: Attraction 103 self-centered, and vain. On the other hand, she was really hot, so he asked her out anyway. Because she was impressed with his designer clothes and bold style, Rebecca was intrigued by Rasheed, but after a few minutes she thought him a little pushy and arrogant. Still, he had tickets to an expensive concert, so she accepted his invitation to go out on a date.I n your opinion, what does the date—and the future—hold for Rebecca and Rasheed? Why?C HAPTER SUMMARYT he Fundamental Basis of AttractionW e are attracted to people whose presence is rewarding to us.P roximity: Liking Those Near UsW e select our friends, and our enemies, from those around us.C onvenience: Proximity Is Rewarding, Distance Is Costly. Relationships with distant partners are ordinarily less satisfying than they would be if the partners were nearby.F amiliarity: Repeated Contact. In general, familiarity breeds attraction. Even brief, m ere exposure to others usually increases our liking for them.T he Power of Proximity. Close proximity accentuates our feelings about others for better or for worse.P hysical Attractiveness: Liking Those Who Are LovelyO ur Bias for Beauty: “What Is Beautiful Is Good.” We assume that attrac-tive people have other desirable personal characteristics.W ho’s Pretty?Symmetrical faces with average features are especially beautiful. W aist-to-hip ratios of 0.7 are very appealing in women whereas a WHR of 0.9 is attractive in a man if he has money.A n Evolutionary Perspective on Physical Attractiveness. Cross-cultural agreement about beauty, cyclical variations in women’s preferences, and the link between attractiveness and good health are all consistent with the assump-tions of evolutionary psychology.C ulture Counts, Too. Standards of beauty also fluctuate with changing economic and cultural conditions.L ooks Matter. When people first meet, nothing else affects attraction as much as their looks do.104 CHAPTER 3: AttractionT he Interactive Costs and Benefits of Beauty. Physical attractiveness has a larger influence on men’s social lives than on women’s. Attractive people doubt the praise they receive from others, but they’re still happier than unat-tractive people are.M atching in Physical Attractiveness. People tend to pair off with others of similar levels of beauty.R eciprocity: Liking Those Who Like UsP eople are reluctant to risk rejection. Most people calculate others’ overall desirability by multiplying their physical attractiveness by their probability of reciprocal liking. This is consistent with balance theory, which holds that people desire consistency among their thoughts, feelings, and relationships.S imilarity: Liking Those Who Are Like UsB irds of a feather fl ock together. People like those who are similar to them.W hat Kind of Similarity?Happy relationship partners resemble each other in demographic origin, attitudes and values, and personality traits.D o Opposites Attract?Opposites do not attract, but the belief that they do may persist for several reasons. First, matching is a broad process; fame, wealth, health, talent, and looks are all commodities people use to attract oth-ers. Second, it takes time for p erceived similarity to be replaced by a more accu-rate understanding of the attributes we share with others. Misperceptions may persist for some time. Third, people a re also attracted to those who are mildly different from themselves but similar to their ideal selves. People also tend to become more similar over time, and some types of similarity are more impor-tant than others. Finally, we may occasionally appreciate behavior from a part-ner that differs from our own but that complements our actions and helps us to reach our goals.W hy Is Similarity Attractive? Similarity in others is reassuring. We also judge similar others positively and assume they like us.B arriers: Liking the Ones We Cannot HaveT he theory of psychological r eactance suggests that people strive to restore lost freedom. The theory explains the R omeo and Juliet effect as well as the ten-dency for potential partners to seem more attractive at bars’ closing time.S o, What Do Men and Women Want?P eople evaluate potential partners with regard to (a) warmth and loyalty, (b) attractiveness and vitality, and (c) status and resources. For lasting romances, women want men who are warm and kind and who are not poor, and men want women who are warm and kind and who are not unattractive. Thus, everybody wants intimate partners who are amiable, agreeable, and loving.C H A P T E R4S ocial CognitionF i rst I m pressions ( a nd B e yond )◆The P o wer of P e rceptions ◆IdealizingOur Partners ◆Attributional Processes ◆Memories ◆Relationship Beliefs ◆Expectations ◆Self-Perceptions ◆I m pression M a nagement ◆Strategies of Impression Management ◆ImpressionManagement in Close Relationships ◆S o, J u st H o w W e ll D o W eK n ow O u r P a rtners? ◆Knowledge ◆Motivation ◆Partner Legibility ◆Perceiver Ability ◆Threatening Perceptions ◆Perceiver Influence ◆Summary ◆F o r Y o ur C o nsideration ◆C h apter S u mmary I m agine that you’re home in bed, sick with a killer flu, and your lover doesn’t call you during the day to see how you’re doing. You’re disappointed. Why didn’t your partner call? Does he or she not love you enough? Is this just another frustrating example of his or her self-centered lack of compassion? Or is it more likely that your loving, considerate partner didn’t want to risk waking you from a nap? There are several possible explanations, and you can choose a forgiving rationale, a blaming one, or something in between. And importantly, the choice may really be up to you; the facts of the case may allow several dif-ferent interpretations. But whatever you decide, your judgments are likely to be consequential. At the end of the day, your perceptions will have either sus-tained or undermined the happiness of your relationship.W e’ll focus on judgments like these in this chapter on s ocial cognition,a term that refers generally to the processes of perception and judgment with which we make sense of our social worlds (Moskowitz, 2005). Our primary con-cern will be with the way we t hink about our relationships. We’ll explore how our judgments of our partners and their behavior set the stage for the events that follow. We’ll consider our own efforts to influence and control what our partners think of us. And we’ll ponder just how well two people are likely to know each other, even in an intimate relationship. Throughout the chapter, I’ll emphasize the fact that our perceptions and interpretations of our partnerships are of enormous importance: What we think helps to determine what we f eel, and then how we a ct.This wouldn’t be a problem if our judgments were always correct. However, there are usually a variety of reasonable ways to interpret an event (as my opening example suggests), and we can make mistakes even when we’re confident that we have arrived at the truth. Indeed, some of those mistakes may begin the moment we meet someone, as studies of first impres-sions reveal.106 CHAPTER 4: Social CognitionF IRST IMPRESSIONS (AND BEYOND)F irst impressions matter. The judgments we form of others after a brief first meeting often have enormous staying power, with our initial perceptions con-tinuing to be influential months later. This fact may be obvious if we dislike someone so much after an initial interaction that we avoid any further contact with him or her (Denrell, 2005); in such cases, our first impressions are the only impressions we ever get. However, first impressions continue to be influential even when we do see more of a new acquaintance. When researchers formally arranged get-acquainted conversations between new classmates, the initial impressions the students formed continued to influence their feelings about each other 9 weeks later (Sunnafrank & Ramirez, 2004).C onceivably, some first impressions may last because they are discern-ing and correct. Sometimes it doesn’t take us long to accurately decide who’s nice and who’s not, and if we’re right, we may never need to revise our initial perceptions. On the other hand, first impressions can be remarkably persis-tent even when they’re erroneous (Harris & Garris, 2008). Right or wrong, first impressions linger, and that’s why they matter so much. Let’s consider how they operate.W e start judging people from the moment we meet them. And by “moment,” I mean the first twenty-fifth of a second. That’s all it takes—only 39 milliseconds 1—for us to determine whether a stranger’s face looks angry (Bar et al., 2006). After more patient deliberation lasting one-tenth of a second, 2 we have formed judgments of a stranger’s attractiveness, likeability, and trust-worthiness that are the same as those we hold after a minute’s careful inspec-tion of the person’s face (Willis & Todorov, 2006). Then, after watching the stranger chat with someone of the other sex for only 5 seconds, we’ve already decided how extraverted, conscientious, and intelligent he or she is (Carney et al., 2007). We jump to conclusions very, very quickly.O ur snap judgments are influenced by the fact that everyone we meet fits some category of people about whom we already hold stereotyped first impres-sions. This may sound like a daring assertion, but it really isn’t. Think about it: Everyone is either male or female, and (as we saw in chapter 1), gender-role stereotypes lead us to expect different behavior from men and women. Fur-thermore, at a glance, we can tell whether someone is beautiful or plain, and (as we saw in chapter 3), we assume that pretty people are likeable people. Dozens of other distinctions may come into play: young/old, black/white, pierced/unpierced, country/urban, and many more. The specifics of these ste-reotypes may vary from one perceiver to the next, but they operate similarly in anyone: Stereotypes supply us with preconceptions about what people are like ( F reeman et al., 2010). The judgments that result are often quite incorrect 1 A millisecond is a thousandth of a second. So, after 39 milliseconds have passed, there’s still 96.1 percent of a second yet to come before one full second has passed.2 I’m not kidding, but I am being playful.CHAPTER 4: Social Cognition 107 (Olivola & Todorov, 2010), but they’re hard to avoid: Stereotypes influence us automatically, even when we are unaware of using them (Devine & M o nteith, 1999). So, some initial feelings about others may spring up unbidden even when we want to be impartial and open minded.T hen, if we do interact with someone, we continue jumping to conclusions as our interaction unfolds. Please take a moment—seriously, take your time and read the next line slowly—and consider someone who ise nvious, stubborn, critical, impulsive, industrious, and intelligent.W ould you want this person as a co-worker? Probably not much. Now, please take another moment to size up someone else who isi ntelligent, industrious, impulsive, critical, stubborn, and envious.M ore impressive, yes? This person isn’t perfect, but he or she seems competent and ambitious. The point, of course, is that the two descriptions offer the sameWhen we meet others for the first time, we rarely form impressions of them in an unbi-ased, even-handed manner. Instead, various stereotypes and primacy effects influence our interpretations of the behavior we observe.。
chapter 3 阅读模式
• 自上而下阅读模式是古德曼在六十年代末提出来的。他认为，阅 读过程并非是一个精确的知觉过程，而是一个选择的过程，即在 阅读者预测的基础上运用那些可能得到的最少的、从知觉中选择 而来的语言线索。一旦这些选择而来的信息被加工，则形成“暂 时决定”。而这些“暂时决定”在继续阅读中会加以证实、拒绝 或进一步提炼，直到阅读者理解阅读材料，阅读过程便告完成。 这种模式可以表示为： 经验、语感、期待——选择部分材料——意义
• 此外，他强调阅读者认知系统依赖于已有的语言知识和社会经历。 在阅读过程中，充分发挥语言知识和社会经历的作用，以此来推 动对书面文字的理解。 • 古德曼认为，自上而下阅读模式的主要步骤是： • （1）扫瞄和注视。从左到右对文字符号进行扫瞄，并对某些部分 进行注视。 • （2）选择线索，形成表象。选择那些将成为知觉表象的信息，结 合对材料的预测信息（线索）形成一种知觉表象。
• Reading has traditionally been the most important source of information in the learning situation. The traditional reading advocates using bottom-up model---a kind of passive decoding model. That is to say , the reader only need to read word by word, it will be very easy to get the whole meaning for them. With the development of applied-linguistics and psychological linguistics, the researchers found that reading is not a process of passive decoding model, but a process of active” guessconfirm”. ( Goodman, 1971:135). That is top-down model. After that , the artificial, intelligence expert D.E Rumelhart said reading was a process that the bottom-up model and the top-down model interact together and at the same time processes word information. It was called interact model.
人机工程学
IEA Council近况
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The ergonomics world congress is held only once every three years. In 2012 the congress has been held for the first time in Latin America: in Recife, Brazil, from February 12-16, a week before Carnival（狂欢节）. Five days with the most recent information on ergonomics, and a market place to meet ergonomists and users of ergonomics. About 1,500-2,000 participants, 13 keynotes, several interactive workshops, hundreds of papers.
Chapter 1 绪论
二、学科的产生与发展 1. Early History---in the industrial revolution of the late 1800s and early 1900s. Frank and Lillian Gilbreth began their work in motion study and shop management .Their work included the study of skilled performance and fatigue and the design of workstations and equipment for the handicapped(残疾人). 经验人机学阶段一直延续到二战之前。
Chapter3 电子商务保险案例分析
Outline
I. Brief Introduction to Online Insurance II. Development of online insurance III. Case study: Metropolitan Life Insurance —E-commerce
0.1% in 1980 to 3% in 2003,the proportion is still very low as compared with the average proportion of 8-10% in Europe and North America.” (Aisa Times 21 September 2007)
I. Brief Introduction to Online Insurance
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What is insurance?---A system of exchange under the contract that provides compensation for specific losses in exchange for a periodic payment.
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What is online insurance services?---All the insurance services including cover insurance, insurance underwrite, insurance settlement and compensation are completed though Internet. (投保, 承 保, 理赔, 给付)
E-commerce requires globalization ideas and strategies; E-service does not mean moving the services from offline to online simply.
英语人教精通版练习册
英语人教精通版练习册IntroductionThe journey to mastering English is both a challenging and rewarding endeavor. This comprehensive workbook is designed to guide learners through various aspects of the English language, from basic grammar and vocabulary to advanced reading and writing skills. It is tailored to meet the needs of students who are looking to achieve a high level of proficiency in English.Chapter 1: Foundational GrammarIn this chapter, we lay the groundwork for a strong understanding of English grammar. We cover essential topics such as sentence structure, parts of speech, and basic verb tenses. Each concept is accompanied by clear explanations and practical exercises to reinforce learning.Chapter 2: Expanding VocabularyVocabulary is the cornerstone of language proficiency. Here, we introduce a wide range of words across different categories, from everyday objects and actions to more complex abstract concepts. Interactive activities and word games are included to make learning new vocabulary engaging and memorable.Chapter 3: Conversational SkillsEffective communication is at the heart of language learning. This chapter focuses on developing conversational skills through dialogues and role-plays. Learners will practice forming questions, making statements, and responding appropriately in various social situations.Chapter 4: Reading ComprehensionReading is a critical skill for language learners. Thissection includes a variety of texts, from short stories and news articles to academic essays. Comprehension questions and guided discussions are provided to help students analyze and interpret the material.Chapter 5: Writing SkillsWriting is an expression of one's thoughts and ideas. This chapter guides learners through the process of writing, from constructing simple sentences to crafting well-organized essays. Writing prompts and peer review activities areincluded to encourage creativity and critical thinking.Chapter 6: Listening ComprehensionListening is an essential skill for understanding spoken English. This chapter presents a range of listening exercises, including interviews, podcasts, and lectures. Learners will practice identifying main ideas, details, and the speaker's intent.Chapter 7: Advanced GrammarFor those looking to deepen their understanding of English, this chapter delves into more complex grammatical structures, such as conditionals, reported speech, and passive voice. Each concept is explored with detailed explanations and ample practice.Chapter 8: Idiomatic Expressions and Phrasal VerbsIdiomatic expressions and phrasal verbs are integral to the natural flow of English. This chapter introduces common idioms and phrasal verbs, providing their meanings and usage in context. Activities are designed to help learners understand and use these expressions fluently.Chapter 9: Cultural InsightsLanguage is deeply intertwined with culture. This chapter offers insights into various English-speaking cultures, exploring customs, traditions, and social norms. Cultural awareness activities are included to foster a deeper appreciation for the diversity within the English-speaking world.Chapter 10: Test PreparationFor learners preparing for English proficiency tests, this chapter provides a comprehensive review of test formats and strategies. Practice tests with detailed answer keys areincluded to help students gauge their readiness and identify areas for improvement.ConclusionThis workbook is a testament to the dedication and hard work required to achieve mastery in English. It is our hope that through the exercises and activities within these pages, learners will not only improve their language skills but also develop a lifelong passion for learning and communication.Appendices- Answer Key- Additional Resources- Glossary of TermsAcknowledgmentsWe extend our thanks to the educators, language experts, and students who have contributed to the development of this workbook. Your insights and feedback have been invaluable in creating a resource that is both practical and engaging.。
英语优质课说课课件ppt课件ppt课件ppt
优点
保证学生的学习效果，提高学生的自主学习能力，促进学生的学习进步和全面发展。
03
CHAPTER
Teaching content
基础且重要
词汇和语法是英语学习的基石。通过精心设计的课程，学生可以系统地学习英语词汇，掌握基本语法规则，为进一步提高英语水平打下坚实基础。
培养理解能力
阅读理解训练旨在提高学生的阅读技巧和理解能力。通过阅读各种类型的英文材料，学生可以增强词汇量，掌握阅读技巧，提高对英文文章的理解和把握能力。
03
Customizable course content to suit different levels and needs
04
Supplementary materials and resources for further learning
05
02
CHAPTER
teaching method
High quality English lesson presentation coursewar
目录
Course Introductionteaching methodTeaching contentcourse arrangementTeacher qualityStudent feedback
05
CHAPTER
Teacher quality
Language proficiency
The teacher should possess excellent English language skills, including fluency in speaking, writing, and comprehension.
01
交互式计算机图形学1-7章课后题答案
Angel: Interactive Computer Graphics, Fifth Edition Chapter 1 SolutionsThe main advantage of the pipeline is that each primitive can be processed independently. Not only does this architecture lead to fast performance, it reduces memory requirements because we need not keep all objects available. The main disadvantage is that we cannot handle most global effects such as shadows, reflections, and blending in a physically correct manner.We derive this algorithm later in Chapter 6. First, we can form the tetrahedron by finding four equally spaced points on a unit sphere centeredat the origin. One approach is to start with one point on the z axis (0, 0, 1). We then can place the other three points in a plane of constant z.One of these three points can be placed on the y axis. To satisfy the requirement that the points be equidistant, the point must be at(0, 2p2/3,−1/3). The other two can be found by symmetry to be at(−p6/3,−p2/3,−1/3) and (p6/3,−p2/3,−1/3).We can subdivide each face of the tetrahedron into four equilateral triangles by bisecting the sides and connecting the bisectors. However, thebisectors of the sides are not on the unit circle so we must push these points out to the unit circle by scaling the values. We can continue this process recursively on each of the triangles created by the bisection process.In Exercise , we saw that we could intersect the line of which the line segment is part independently against each of the sides of the window. We could do this process iteratively, each time shortening the line segmentif it intersects one side of the window.In a one–point perspective, two faces of the cube is parallel to the projection plane, while in a two–point perspective only the edges of the cube in one direction are parallel to the projection. In the general case of athree–point perspective there are three vanishing points and none of the edges of the cube are parallel to the projection plane.Each frame for a 480 x 640 pixel video display contains only about 300k pixels whereas the 2000 x 3000 pixel movie frame has 6M pixels, or about 18 times as many as the video display. Thus, it can take 18 times asmuch time to render each frame if there is a lot of pixel-level calculations.There are single beam CRTs. One scheme is to arrange the phosphorsin vertical stripes (red, green, blue, red, green, ....). The major difficulty isthat the beam must change very rapidly, approximately three times as fast a each beam in a three beam system. The electronics in such a system the electronic components must also be much faster (and more expensive).Chapter 2 SolutionsWe can solve this problem separately in the x and y directions. The transformation is linear, that is xs = ax + b, ys = cy + d. We must maintain proportions, so that xs in the same relative position in the viewport as x is in the window, hencex − xminxmax − xmin=xs − uw,xs = u + wx − xminxmax − xmin.Likewiseys = v + hx − xminymax − ymin.Most practical tests work on a line by line basis. Usually we usescanlines, each of which corresponds to a row of pixels in the frame buffer.If we compute the intersections of the edges of the polygon with a line passing through it, these intersections can be ordered. The first intersection begins a set of points inside the polygon. The second intersection leaves the polygon, the third reenters and so on.There are two fundamental approaches: vertex lists and edge lists. With vertex lists we store the vertex locations in an array. The mesh is represented as a list of interior polygons (those polygons with no other polygons inside them). Each interior polygon is represented as an array ofpointers into the vertex array. To draw the mesh, we traverse the list ofinterior polygons, drawing each polygon.One disadvantage of the vertex list is that if we wish to draw the edges inthe mesh, by rendering each polygon shared edges are drawn twice. We can avoid this problem by forming an edge list or edge array, each element is a pair of pointers to vertices in the vertex array. Thus, we can draw eachedge once by simply traversing the edge list. However, the simple edge listhas no information on polygons and thus if we want to render the mesh in some other way such as by filling interior polygons we must add something to this data structure that gives information as to which edges form each polygon.A flexible mesh representation would consist of an edge list, a vertex listand a polygon list with pointers so we could know which edges belong to which polygons and which polygons share a given vertex.The Maxwell triangle corresponds to the triangle that connects the red, green, and blue vertices in the color cube.Consider the lines defined by the sides of the polygon. We can assign a direction for each of these lines by traversing the vertices in a counter-clockwise order. One very simple test is obtained by noting that any point inside the object is on the left of each of these lines. Thus, if wesubstitute the point into the equation for each of the lines (ax+by+c), weshould always get the same sign.There are eight vertices and thus 256 = 28 possible black/white colorings. If we remove symmetries (black/white and rotational) there are 14 unique cases. See Angel, Interactive Computer Graphics (Third Edition) or the paper by Lorensen and Kline in the references.Chapter 3 SolutionsThe general problem is how to describe a set of characters that might have thickness, curvature, and holes (such as in the letters a and q). Suppose that we consider a simple example where each character can be approximated by a sequence of line segments. One possibility is to use amove/line system where 0 is a move and 1 a line. Then a character can be described by a sequence of the form (x0, y0, b0), (x1, y1, b1), (x2, y2, b2), .....where bi is a 0 or 1. This approach is used in the example in the OpenGL Programming Guide. A more elaborate font can be developed by using polygons instead of line segments.There are a couple of potential problems. One is that the application program can map different points in object coordinates to the same point in screen coordinates. Second, a given position on the screen when transformed back into object coordinates may lie outside the user’s window.Each scan is allocated 1/60 second. For a given scan we have to take 10% of the time for the vertical retrace which means that we start to draw scan line n at .9n/(60*1024) seconds from the beginning of the refresh. But allocating 10% of this time for the horizontal retrace we are at pixel mon this line at time .81nm/(60*1024).When the display is changing, primitives that move or are removed from the display will leave a trace or motion blur on the display as the phosphors persist. Long persistence phosphors have been used in text only displays where motion blur is less of a problem and the long persistence gives a very stable flicker-free image.Chapter 4 SolutionsIf the scaling matrix is uniform thenRS = RS(α, α, α) = αR = SRConsider R x(θ), if we multiply and use the standard trigonometric identities for the sine and cosine of the sum of two angles, we findR x(θ)R x(φ) = R x(θ + φ)By simply multiplying the matrices we findT(x1, y1, z1)T(x2, y2, z2) = T(x1 + x2, y1 + y2, z1 + z2)There are 12 degrees of freedom in the three–dimensional affine transformation. Consider a point p = [x, y, z, 1]T that is transformed top_ = [x_y_, z_, 1]T by the matrix M. Hence we have the relationshipp_ = Mp where M has 12 unknown coefficients but p and p_ are known. Thus we have 3 equations in 12 unknowns (the fourth equation is simply the identity 1=1). If we have 4 such pairs of points we will have 12 equations in 12 unknowns which could be solved for the elements of M. Thus if we know how a quadrilateral is transformed we can determine the affine transformation.In two dimensions, there are 6 degrees of freedom in M but p and p_ have only x and y components. Hence if we know 3 points both before and after transformation, we will have 6 equations in 6 unknowns and thus in two dimensions if we know how a triangle is transformed we can determine the affine transformation.It is easy to show by simply multiplying the matrices that the concatenation of two rotations yields a rotation and that the concatenationof two translations yields a translation. If we look at the product of arotation and a translation, we find that the left three columns of RT are the left three columns of R and the right column of RT is the right column of the translation matrix. If we now consider RTR_ where R_ is a rotation matrix, the left three columns are exactly the same as the left three columns of RR_ and the and right column still has 1 as its bottom element. Thus, the form is the same as RT with an altered rotation (which is the concatenation of the two rotations) and an altered translation. Inductively, we can see that any further concatenations with rotations andtranslations do not alter this form.If we do a translation by -h we convert the problem to reflection about a line passing through the origin. From m we can find an angle by which we can rotate so the line is aligned with either the x or y axis. Now reflect about the x or y axis. Finally we undo the rotation and translation so thesequence is of the form T−1R−1SRT.The most sensible place to put the shear is second so that the instance transformation becomes I = TRHS. We can see that this order makes sense if we consider a cube centered at the origin whose sides are aligned with the axes. The scale gives us the desired size and proportions. The shear then converts the right parallelepiped to a general parallelepiped. Finally we can orient this parallelepiped with a rotation and place it wheredesired with a translation. Note that the order I = TRSH will work too. R = R z(θz)R y(θy)R x(θx) =⎡⎡⎡⎡⎡cos θy cos θz cos θz sin θx sin θy −cos θx sin θz cos θx cos θz sin θy + sin θx sin θz 0cos θy sin θz cos θx cos θz + sin θx sin θy sin θz −cos θz sin θx + cos θx sin θy sin θz 0−sin θy cos θy sin θx cos θx cos θy 00 0 0 1⎡⎡⎡⎡⎡One test is to use the first three vertices to find the equation of the plane ax + by + cz + d = 0. Although there are four coefficients in the equation only three are independent so we can select one arbitrarily or normalize so that a2 + b2 + c2 = 1. Then we can successively evaluate ax + bc + cz + d for the other vertices. A vertex will be on the plane if weevaluate to zero. An equivalent test is to form the matrix⎡⎡⎡⎡⎡1 1 1 1x1 x2 x3 x4y1 y2 y3 y4z1 z2 z3 z4⎡⎡⎡⎡⎡for each i = 4, ... If the determinant of this matrix is zero the ith vertex isin the plane determined by the first three.Although we will have the same number of degrees of freedom in the objects we produce, the class of objects will be very different. For exampleif we rotate a square before we apply a nonuniform scale, we will shear thesquare, something we cannot do if we scale then rotate.The vector a = u × v is orthogonal to u and v. The vector b = u × a isorthogonal to u and a. Hence, u, a and b form an orthogonal coordinate system.Using r = cos θ2+ sin θ2v, with θ = 90 and v = (1, 0, 0), we find forrotation about the x-axisr =√22(1, 1, 0, 0).Likewise, for rotation about the y axisr =√22(1, 0, 1, 0).Possible reasons include (1) object-oriented systems are slower, (2) users are often comfortable working in world coordinates withhigher-levelobjects and do not need the flexibility offered by a coordinate-free approach, (3) even a system that provides scalars, vectors, and points would have to have an underlying frame to use for the implementation.Chapter 5 SolutionsEclipses (both solar and lunar) are good examples of the projection ofan object (the moon or the earth) onto a nonplanar surface. Any time a shadow is created on curved surface, there is a nonplanar projection. All the maps in an atlas are examples of the use of curved projectors. If the projectors were not curved we could not project the entire surface of a spherical object (the Earth) onto a rectangle.Suppose that we want the view of the Earth rotating about the sun. Before we draw the earth, we must rotate the Earth which is a rotation about the y axis. Next we translate the Earth away from the origin. Finally we do another rotation about the y axis to position the Earth in itsdesired location along its orbit. There are a number of interesting variantsof this problem such as the view from the Earth of the rest of the solar system.Yes. Any sequence of rotations is equivalent to a single rotation about a suitably chosen axis. One way to compute this rotation matrix is to form the matrix by sequence of simple rotations, such asR = RxRyRz.The desired axis is an eigenvector of this matrix.The result follows from the transformation being affine. We can also take a direct approach. Consider the line determined by the points(x1, y1, z1) and (x2, y2, z2). Any point along can be written parametricallyas (_x1 + (1 −_)x2, _y1 + (1 −_)y2, _z1 + (1 −_)z2). Consider the simple projection of this point 1d(_z1+(1−_)z2) (_x1 + (1 − _)x2, _y1 + (1 − _)y2)which is of the form f(_)(_x1 + (1 − _)x2, _y1 + (1 − _)y2). This form describes a line because the slope is constant. Note that the function f(_)implies that we trace out the line at a nonlinear rate as _ increases from 0to 1.The specification used in many graphics text is of the angles the projector makes with x,z and y, z planes, the angles defined by the projection of a projector by a top view and a side view.Another approach is to specify the foreshortening of one or two sides of acube aligned with the axes.The CORE system used this approach. Retained objects were kept indistorted form. Any transformation to any object that was defined with other than an orthographic view transformed the distorted object and the orthographic projection of the transformed distorted object was incorrect.If we use _ = _ = 45, we obtain the projection matrixP =266641 0 −1 00 1 −1 00 0 0 00 0 0 137775All the points on the projection of the point , z) in the direction dx, dy, dz) are of the form (x + _dx, y + _dy, z + _dz). Thus the shadow ofthe point (x, y, z) is found by determining the _ for which the line intersects the plane, that isaxs + bys + czs = dSubstituting and solving, we find_ =d − ax − by − czadx + bdy + cdz.However, what we want is a projection matrix, Using this value of _ we findxs = z + _dx =x(bdy + cdx) − dx(d − by − cz)adx + bdy + cdzwith similar equations for ys and zs. These results can be computed by multiplying the homogeneous coordinate point (x, y, z, 1) by the projectionmatrixM =26664bdy + cdz −bdx −cdx −ddx−ady adx + cdz −cdy −ddy−adz −bdz adx + bdy −ddz0 0 0 adx + bdy + cdz37775.Suppose that the average of the two eye positions is at (x, y, z) and the viewer is looking at the origin. We could form the images using the LookAt function twice, that isgluLookAt(x-dx/2, y, z, 0, 0, 0, 0, 1, 0);/* draw scene here *//* swap buffers and clear */gluLookAt(x+dx/2, y, z, 0, 0, 0, 0, 1, 0);/* draw scene again *//* swap buffers and clear */Chapter 6 SolutionsPoint sources produce a very harsh lighting. Such images are characterized by abrupt transitions between light and dark. The ambient light in a real scene is dependent on both the lights on the scene and thereflectivity properties of the objects in the scene, something that cannot becomputed correctly with OpenGL. The Phong reflection term is not physically correct; the reflection term in the modified Phong model is evenfurther from being physically correct.If we were to take into account a light source being obscured by an object, we would have to have all polygons available so as to test for thiscondition. Such a global calculation is incompatible with the pipeline model that assumes we can shade each polygon independently of all other polygons as it flows through the pipeline.Materials absorb light from sources. Thus, a surface that appears red under white light appears so because the surface absorbs all wavelengths oflight except in the red range—a subtractive process. To be compatible withsuch a model, we should use surface absorbtion constants that define the materials for cyan, magenta and yellow, rather than red, green and blue.Let ψ be the angle between the normal and the halfway vector, φ be the angle between the viewer and the reflection angle, and θ be the anglebetween the normal and the light source. If all the vectors lie in the sameplane, the angle between the light source and the viewer can be computer either as φ + 2θ or as 2(θ + ψ). Setting the two equal, we find φ = 2ψ. Ifthe vectors are not coplanar then φ < 2ψ.Without loss of generality, we can consider the problem in two dimensions. Suppose that the first material has a velocity of light of v1 andthe second material has a light velocity of v2. Furthermore, assume that the axis y = 0 separates the two materials.Place a point light source at (0, h) where h > 0 and a viewer at (x, y) where y < 0. Light will travel in a straight line from the source to a point(t, 0) where it will leave the first material and enter the second. It willthen travel from this point in a straight line to (x, y). We must find the tthat minimizes the time travelled.Using some simple trigonometry, we find the line from the source to (t, 0)has length l1 = √h2 + t2 and the line from there to the viewer has length 1l2 = _y2 + (x − t)2. The total time light travels is thus l1v1 + l2v2 .Minimizing over t gives desired result when we note the two desired sines are sin θ1 = h√h2+t2 and sin θ2 = −y √(y2+(x−t)2 .Shading requires that when we transform normals and points, we maintain the angle between them or equivalently have the dot productp ·v = p_ ·v_ when p_ = Mp and n_ = Mp. If M T M is an identity matrix angles are preserved. Such a matrix (M−1 = M T ) is called orthogonal. Rotations and translations are orthogonal but scaling and shear are not.Probably the easiest approach to this problem is to rotate the given plane to plane z = 0 and rotate the light source and objects in the same way. Now we have the same problem we have solved and can rotate everything back at the end.A global rendering approach would generate all shadows correctly. Ina global renderer, as each point is shaded, a calculation is done to see which light sources shine on it. The projection approach assumes that we can project each polygon onto all other polygons. If the shadow of a given polygon projects onto multiple polygons, we could not compute these shadow polygons very easily. In addition, we have not accounted for the different shades we might see if there were intersecting shadows from multiple light sources.Chapter 7 SolutionsFirst, consider the problem in two dimensions. We are looking for an _ and _ such that both parametric equations yield the same point, that is x(_) = (1 − _)x1 + _x2 = (1 − _)x3 + _x4,y(_) = (1 − _)y1 + _y2 = (1 − _)y3 + _y4.These are two equations in the two unknowns _ and _ and, as long as the line segments are not parallel (a condition that will lead to a division byzero), we can solve for _ _. If both these values are between 0 and 1, thesegments intersect.If the equations are in 3D, we can solve two of them for the _ and _ where x and y meet. If when we use these values of the parameters in the two equations for z, the segments intersect if we get the same z from both equations.If we clip a convex region against a convex region, we produce the intersection of the two regions, that is the set of all points in both regions,which is a convex set and describes a convex region. To see this, consider any two points in the intersection. The line segment connecting them must be in both sets and therefore the intersection is convex.See Problem . Nonuniform scaling will not preserve the anglebetween the normal and other vectors.Note that we could use OpenGL to, produce a hidden line removed image by using the z buffer and drawing polygons with edges and interiors the same color as the background. But of course, this method was not used in pre–raster systems.Hidden–line removal algorithms work in object space, usually with either polygons or polyhedra. Back–facing polygons can be eliminated. In general, edges are intersected with polygons to determine any visible parts.Good algorithms (see Foley or Rogers) use various coherence strategies tominimize the number of intersections.The O(k) was based upon computing the intersection of rays with the planes containing the k polygons. We did not consider the cost of filling thepolygons, which can be a large part of the rendering time. If we consider ascene which is viewed from a given point there will be some percentage of1the area of the screen that is filled with polygons. As we move the viewer closer to the objects, fewer polygons will appear on the screen but each will occupy a larger area on the screen, thus leaving the area of the screen that is filled approximately the same. Thus the rendering time will be about the same even though there are fewer polygons displayed.There are a number of ways we can attempt to get O(k log k) performance. One is to use a better sorting algorithm for the depth sort. Other strategies are based on divide and conquer such a binary spatial partitioning.If we consider a ray tracer that only casts rays to the first intersection and does not compute shadow rays, reflected or transmitted rays, then the image produced using a Phong model at the point of intersection will be the same image as produced by our pipeline renderer. This approach is sometimes called ray casting and is used in volume rendering and CSG. However, the data are processed in a different order from the pipeline renderer. The ray tracer works ray by ray while the pipeline renderer works object by object.Consider a circle centered at the origin: x2 + y2 = r2. If we know that a point (x, y) is on the curve than, we also know (−x, y), (x,−y), (−x,−y), (y, x), (−y, x), (y,−x), and (−y,−x) are also on the curve. This observation is known as the eight–fold symmetry of the circle. Consequently, we need only generate 1/8 of the circle, a 45 degree wedge, and can obtain the rest by copying this part using the symmetries. If we consider the 45 degree wedge starting at the bottom, the slope of thiscurve starts at 0 and goes to 1, precisely the conditions used for Bresenham’s line algorithm. The tests are a bit more complex and we have to account for the possibility the slope will be one but the approach is thesame as for line generation.Flood fill should work with arbitrary closed areas. In practice, we can get into trouble at corners if the edges are not clearly defined. Such can bethe case with scanned images.Note that if we fill by scan lines vertical edges are not a problem. Probably the best way to handle the problem is to avoid it completely by never allowing vertices to be on scan lines. OpenGL does this by having vertices placed halfway between scan lines. Other systems jitter the y value of any vertex where it is an integer.Although each pixel uses five rays, the total number of rays has only doubled, . consider a second grid that is offset one half pixel in both thex and y directions.A mathematical answer can be investigated using the notion of reconstruction of a function from its samples (see Chapter 8). However, avery easy to see by simply drawing bitmap characters that small pixels lead to very unreadable characters. A readable character should have some overlap of the pixels.We want k levels between Imin and Imax that are distributed exponentially. Then I0 = Imin, I1 = Iminr,I2 = Iminr2, ..., Ik−1 = Imax = Iminrk−1. We can solve the last equation forthe desired r = ( ImaxImin)1k−1If there are very few levels, we cannot display a gradual change in brightness. Instead the viewer will see steps of intensity. A simple rule ofthumb is that we need enough gray levels so that a change of one step is not visible. We can mitigate the problem by adding one bit of random noise to the least significant bit of a pixel. Thus if we have 3 bits (8 levels),the third bit will be noise. The effect of the noise will be to break up regions of almost constant intensity so the user will not be able to see astep because it will be masked by the noise. In a statistical sense the jittered image is a noisy (degraded) version of the original but in a visualsense it appears better.。
Research_on_Interactive_Model_of_Curriculum_Standa
Theory and Practice of Science and Technology2022, VOL. 3, NO. 6, 118-122DOI: 10.47297/taposatWSP2633-456919.20220306Research on Interactive Model of Curriculum Standards Implementation -- Taking Java Programming as an Example Guohua XiongGuangdong Construction Polytechnic, Guangzhou Guangdong 510440, ChinaABSTRACTIn order to improve the teaching quality of software technology specialty,this paper first analyzes the foreign interactive teaching model,reconstructs the theoretical analysis framework for teachers to implementcurriculum standards, summarizes the core indicators for teachers toimplement curriculum standards and designs a suitable curriculumstandard implementation model, and verifies the rationality of the modelwith the implementation of the curriculum standard of JavaProgramming as an example, Through the joint implementation ofteachers and students, the results show that the model can effectivelyimprove students' learning interest and practical ability, and can provide atheoretical basis for promoting teachers' professional development in thenew curriculum and teaching reform.KEYWORDSCurriculum standard; Interactive model; Teaching implementation; JavaProgramming1 IntroductionThe implementation of curriculum standards carries educational ideas, is a professional and practical work, and has complex value orientation. How to effectively implement curriculum standards and promote teacher professionalization is the key to the realization of curriculum teaching design. The implementation of curriculum standards has always been put in a prominent position in the curriculum reform research of all countries in the world. How to inspire teachers to think about the implementation process of curriculum standards "like experts" as a whole [1], pay attention to students' learning and growth, and form a good teacher-student interaction has become a hot research issue for educators.2 Research Status(1) Research status abroadForeign scholars pay attention to the study of the interaction between teachers and curriculum, and the representative researchers are Remilard, Drake, etc. They are mainly based on teachers' empirical research to understand the interaction between teachers and curriculum, and use this as an analytical framework to solve the problem of teachers' implementation of curriculum standards. They regard the development of theoretical models as an important part of the implementation of curriculum standards, and the number of models constructed is complex. From the perspective of research, the model can be divided into two categories. One is the model of teachers' curriculumTheory and Practice of Science and Technology implementation, such as the famous "Concern-based adoption model (CBAM)"; The other is the interactive model for the implementation of curriculum standards, such as the curriculum hierarchy theory created by Goodlad in the early stage, and the "teacher student content" interactive model developed by Anderson on the basis of this theory.(2) Domestic research statusThe research in China is relatively late. The research on teachers' implementation of curriculum standards mainly focuses on the implementation level, influencing factors and effectiveness. It is difficult to explore the development context of the implementation of curriculum standards, and the theoretical depth is not enough. Although the theoretical research on the implementation of curriculum standards by teachers has been continuing in recent years, it is still in the exploration period, and there is no systematic theory of curriculum implementation. Some domestic scholars equate the implementation of curriculum standards with teaching, and "curriculum" is regarded as teaching materials. The implementation of curriculum standards is to implement the content of teaching materials; Another part of scholars believe that the implementation of curriculum standards is the process of putting innovative curriculum plans into practice [2].3 Research IdeasBy comparing the research on the implementation of curriculum standards by teachers at home and abroad, it is found that there are some typical models for the implementation of curriculum standards by foreign teachers, and they have developed in depth; However, in China, there are either speculative discussions or direct practical explorations, and there are few theoretical systems for teachers to implement curriculum standards. In view of this, the research idea of this paper is to reconstruct the theoretical analysis framework of teachers' implementation of curriculum standards through the theoretical analysis of foreign typical models, and on this basis, summarize the key issues of teachers' implementation of curriculum standards and design a suitable curriculum standard implementation model, and take the implementation of Java Programming curriculum standards as an example to verify the rationality of the model, At the same time, the consistency of teaching evaluation in the implementation of curriculum standards by teachers is analyzed, and thespecific ideas are shown in Figure 1.Figure 1 Research ideas 119Guohua Xiong 1204 Construction of Interactive Model for Curriculum Standard Implementation (1) Concept of interactive teaching modeThe literature [3]believes that the interactive teaching mode refers to the teaching principle of "students as the main body and teachers as the leading role", which focuses on heuristic teaching and allows students and teachers to participate in the teaching and learning of the course. Literature [4] believes that it is a teaching structure model aimed at cultivating students' independent consciousness and innovation ability, and at "making students love, learn and be good at learning". This paper believes that the interactive teaching mode refers to the teaching mode that, under the guidance of the teaching ideology of "students as the main body, teachers as the leading, and training projects as the main line", around the training projects, interactive teaching methods, supplemented by heuristic methods, let teachers and students participate in the bilateral activities of training project teaching and learning, so as to achieve the goal of cultivating students' innovative spirit and improving practical ability.(2) Relevant theoretical basisAt present, the relevant theories of interactive teaching research mainly focus on constructivism and humanism.Constructivism is one of the most influential educational concepts in the world today. It puts forward a series of new explanations for learning and teaching. It believes that learning is carried out under specific social and cultural background and specific learning environment conditions. When designing practical projects, combining the actual situation of real life is conducive to stimulating students' interest and overcoming the abstraction of learning content To enable students to fully use their knowledge and experience in their cognitive structure, give play to their association and imagination, and promote the effective transfer of students' knowledge [5] [6]. The essence of constructivism is to analyze the nature of cognitive activities and put forward a new understanding of the construction process of learning. Constructivism regards students as the subject and center of the teaching process, attaches importance to the role of students' existing knowledge and experience and psychological structure, attaches importance to the subjective initiative of students' learning process, emphasizes the social and situational nature of students' learning, and believes that teachers should play the role of organizers, helpers and promoters in the teaching process, reflecting the student-oriented teaching concept.Humanism education theory mainly emphasizes the teaching goal view of knowing and unifying, the meaningful free learning view and the student-centered teaching view. Its emphasis is not on the teaching results but on the teaching process, emphasizing the development of students' potential, personality and creativity in the process; What we pay attention to is not the teaching content but the teaching method. In the teaching method, we advocate student-centered, everything for the development of students, and let students choose and discover themselves.(3) Curriculum standard interactive model designSince the teaching of the curriculum follows the corresponding curriculum standards, a better interactive curriculum standard is, to a certain extent, the prerequisite for achieving high-quality curriculum interaction. For another course, from the beginning to the end of the course assessment, the interaction between teachers and students is permeated in the whole teaching process, so we divide the design of interactive curriculum standards into three stages.The first stage is to interact before class and formulate curriculum standards. Before each class,Theory and Practice of Science and Technology the teacher requires the students to preview. Before class, the teacher should explain the teaching objectives, key and difficult points of the course, relevant requirements of practical training and scoring standards to the students. Then, through questionnaires, group discussions, network tool interaction and other methods, master the students' preview situation and basic needs for the course content, and carry out pre-class learning situation analysis based on this, and then modify or redesign in combination with the original curriculum standard to develop a new curriculum standard. Take part of the contents of Chapter 2 Java Programming Basics of Java Programming for example, as shown in Table 1. Since students have learned C Content Language Programming before learning this course, they use the form of pre-class questionnaire to achieve the purpose of interaction. This can clarify what content students can learn by themselves, what content needs to be taught and what kind of teaching method students can accept more easily. Based on this, the curriculum standard of this course can be preliminarily designed.The second stage is interaction in class and adjustment of curriculum standards. During the course of teaching according to the preliminarily designed curriculum standard, analyze whether the students' mastery of knowledge is consistent with the pre-class analysis according to the students' actual training completion and the students' performance in the discussion link. During the course of teaching, students may also put forward some new questions. At this time, the teacher should make a good record and analysis of the learning situation in class, and modify the preliminarily implemented curriculum standard after class according to the analysis. Java Program Design is a practical course, which uses students to achieve the organic integration of theoretical knowledge and practical skills. The course selection is based on project-based teaching. In class, teachers and students jointly discuss the needs analysis of the project. The key technology realization is explained by teachers in the way of theoretical teaching and practical demonstration, and then by students on the computer, To reflect the student-centered concept, students can also design and complete independently.The third stage is after-class interaction and optimization of curriculum standards. After class, teachers should not only organize students to investigate the teaching satisfaction of this class, but also ask students to put forward good practices and problems that need to be improved, and analyze students' mastery of the knowledge of this class according to the completion of homework after class, so as to further optimize the curriculum standards of this class.Through the above theoretical analysis, the designed interactive model for the implementation of curriculum standards is shown in Figure 2.Table 1 Analysis of basic knowledge points of Java programmingKnowledge PointsBasic format of Java programComments in JavaIdentifier in JavaKeywords in JavaConstants in JavaDefinition of variablesData type of variableType conversion of variableScope of variableArithmetic operatorAssignment OperatorsComparison operatorLogical operatorOperator precedence Self-study or not √√√√√√√Key Lectures √√√√√√√Teaching Method Lecture and Demonstration Lecture and Demonstration Lecture and Demonstration Lecture and Demonstration Lecture and Demonstration Lecture and DemonstrationLecture and Demonstration 121Guohua Xiong 5 ConclusionAt present, there is still a lack of research on the interactive model of curriculum standard implementation, and even less empirical research and specific teaching practice are involved. Starting from this weak link, this paper comprehensively introduces the concept, basis and process of the establishment of interactive curriculum standards in three stages of pre-class, in-class and post-class, and accordingly designs an interactive model for the implementation of curriculum standards, and validates the model through the implementation of the curriculum standard Java Programming. The results of the validation not only deepen the teachers' understanding of the implementation process of curriculum standards to a certain extent, More importantly, it can provide some theoretical basis for promoting teachers' professional development in the new curriculum and teaching reform, and provide a framework for reference and analysis for improving teachers' professional practice.FundingThis paper is Supported by Educational Planning Project of Guangdong Province in 2021 (Grant No. 2021GXJK534), Supported by Project of China Construction Education Association in 2021 (Grant No.2021177), Supported by Science and Technology Innovation Strategy Special Project in Guangdong Province in 2022 (Grant No.pdjh2022b0834), Supported by universities characteristic innovation project of Guangdong Province in 2022 (Grant No. 2022KTSCX248), Supported by School level project of Guangdong Construction Polytechnic in 2021 (Grant No.JG2021-12).References[1] Research on the interactive model of teachers'implementation of curriculum standards[D].Yangtze University,2020.[2] XIA Xuemei,CUI Yunhuo.Interaction Perspective of Teachers'Curriculum Implementation:A Construction Based on Literature Review of 40 Years[J]. Research in Educational Development,2013,33(24):1-5+10.[3] Zhao Liqun. The Research and Practice of Interactive Pattern in Class between the Teacher and Students[D]. Liaoning Normal University,2006.[4] Li Ment. Instructional Pattern Construction and Practice Research of the Synchronous Interactive Class[D]. Central China Normal University,2015.[5] ZHANG Zhiliang, WANG Meng, LI Hui. Research on experimental teaching based on constructivism learning theory[J]. Laboratory Science. 2022,25(04):93-96.[6] Zhang Sai.Integrating Innovation Education into Professional Education Practice Based on Anchoring Teaching Model:Taking Changjiang Polytechnic as an Example[J]. Journal of Hubei Adult Education Institute. 2022,28(03):62-66.Figure 2 Interactive model of curriculum standard implementation 122。
金太阳分层作业本七年级下册历史
金太阳分层作业本七年级下册历史英文版The Golden Sun Stratified Homework Book for Grade 7 History (Second Semester)The Golden Sun Stratified Homework Book for Grade 7 History (Second Semester) is a comprehensive workbook designed to enhance students' understanding and mastery of historical concepts. The workbook follows a stratified approach, catering to the varying learning needs and abilities of students.Structure and ContentThe workbook is divided into chapters corresponding to the units taught in the history textbook for Grade 7. Each chapter is further divided into sections, covering different aspects of the topic. The questions range from basic recall questions to more complex analytical and evaluative tasks, allowing students to gradually build their understanding and skills.FeaturesStratification: The workbook offers a range of questions to cater to different learning levels. This ensures that students can work at their own pace, challenging themselves appropriately.Interactive Activities: The workbook includes interactive activities such as role-plays, discussions, and case studies to engage students actively in the learning process.Illustrations and Diagrams: Visual aids like illustrations and diagrams are used to clarify complex historical events and concepts, making them easier to understand.Revision Questions: Revision questions at the end of each chapter help students consolidate their learning and prepare for assessments.BenefitsBy working through The Golden Sun Stratified Homework Book for Grade 7 History (Second Semester), students can: Gain a solid understanding of historical events and periods.Improve their analytical and evaluative skills.Prepare effectively for exams and assessments.Foster a love for learning history.中文版金太阳分层作业本七年级下册历史《金太阳分层作业本七年级下册历史》是一本旨在提高学生历史概念理解和掌握程度的综合性练习册。
新概念英语开班家长会
Teaching experience
要点三
Strong affinity
Teachers need to have good affinity, be able to establish good teacher-student relationships with students, and promote their learning enthusiasm.
Actively participate in classroom activities, communicate and interact with teachers and classmates, and improve learning outcomes.
Classroom interaction
English thinking
Through extensive English practice, cultivate children's English thinking habits, improve the accuracy and fluency of English expression.
course arrangement
02
Teacher Introduction
CHAPTER
Teachers need to have a bachelor's degree or above in English education related majors and a solid foundation in English.
要点三
Teacher style
03
Introduction to Learning Methods
新思维一年级英语1b
新思维一年级英语1b全文共3篇示例，供读者参考篇1Title: New Thinking 1st Grade English 1BIntroduction:New Thinking 1st Grade English 1B is a comprehensive textbook designed for young learners who are just starting to learn English. This textbook provides a solid foundation in English language skills, including reading, writing, listening, and speaking. With a focus on real-life communication and interactive activities, students are introduced to basic English vocabulary, grammar, and sentence structures.Chapter 1: Hello, Friends!In this chapter, students are introduced to basic greetings and introductions. They learn common phrases such as "Hello, how are you?" and "My name is…". Through fun games and activities, students practice speaking and listening skills.Chapter 2: My FamilyIn this chapter, students learn vocabulary related to family members. They are able to describe their own family members and relationships. Activities such as drawing family trees and role-playing scenarios help students apply their new vocabulary in context.Chapter 3: My SchoolThis chapter introduces school-related vocabulary such as classroom objects, subjects, and activities. Students learn how to talk about their daily routines and favorite school subjects. They also practice forming simple sentences using the present tense.Chapter 4: My HouseStudents learn vocabulary related to different rooms in a house, furniture, and household items. They practice describing their own homes and daily routines. Interactive activities like matching games and picture prompts help reinforce vocabulary retention.Chapter 5: Food and DrinkIn this chapter, students learn common food and drink items. They practice ordering food, expressing preferences, and responding to simple questions about mealtime. Role-playinggames and group discussions are used to enhance conversational skills.Chapter 6: Seasons and WeatherStudents learn vocabulary related to seasonal weather patterns. They practice describing weather conditions, clothing choices, and outdoor activities. Through hands-on activities like creating weather charts and simulating weather forecasts, students deepen their understanding of seasonal changes.Conclusion:New Thinking 1st Grade English 1B provides a solid foundation for young learners to develop their English language skills. Through engaging activities, real-life scenarios, and interactive lessons, students are able to build their vocabulary, grammar, and conversational skills. This textbook is a valuable resource for teachers and students alike in their English language learning journey.篇2Title: New Thinking 1B Grade EnglishIntroduction:New Thinking 1B Grade English is a comprehensive textbook designed for first-grade students to learn English effectively. It covers a wide range of vocabulary, grammar, and communication skills to help students build a solid foundation in the English language. This document will provide an overview of the content and key features of the textbook.Content:The textbook is divided into 12 units, each containing various themes and topics relevant to first-grade students. The units are structured to introduce new vocabulary and grammar concepts gradually, allowing students to grasp the language step by step.One of the key highlights of the textbook is the focus on communication skills. Students are encouraged to engage in interactive activities, such as role-plays, group discussions, and pair work, to practice using the language in real-life situations. This helps students develop their speaking and listening skills, as well as their confidence in using English.In addition to vocabulary and grammar, the textbook also incorporates reading and writing exercises to enhance students' comprehension and expression abilities. The reading passages are carefully selected to be age-appropriate and engaging, whilethe writing tasks are designed to promote creativity and critical thinking.Key Features:- Colorful illustrations and multimedia resources to support visual learning- Audio recordings of dialogues and vocabulary to improve listening skills- Interactive activities and games to make learning enjoyable and effective- Progress tests and assessments to measure students' learning outcomes- Teacher's guide with lesson plans and additional resources for classroom instructionConclusion:New Thinking 1B Grade English is a comprehensive and engaging textbook that provides students with a solid foundation in the English language. With its focus on communication skills and interactive learning activities, the textbook is designed to meet the needs of first-grade studentsand help them succeed in their English language learning journey.篇3New Concept English 1b is a textbook designed for first graders who are learning English as a second language. This book is a part of the New Concept English series, which aims to provide young learners with a comprehensive and interactive way to learn English.The content of New Concept English 1b is divided into 12 units, each covering different topics such as greetings, colors, family members, animals, weather, and food. Each unit includes vocabulary, grammar, reading comprehension, listening exercises, and speaking activities to help students practice their language skills in a variety of ways.One of the key features of New Concept English 1b is its use of colorful illustrations and engaging activities to make learning fun and engaging for young learners. The book also includes audio recordings of the vocabulary and dialogues, which provide students with the opportunity to practice listening and pronunciation skills.In addition, New Concept English 1b includes a variety of interactive activities such as puzzles, matching games, androle-playing exercises that allow students to practice what they have learned in a fun and engaging way. The book also includes regular review sections to help students consolidate their learning and track their progress.Overall, New Concept English 1b is a comprehensive and engaging textbook that provides young learners with the tools they need to develop their English language skills. By using a combination of interactive activities, colorful illustrations, and audio recordings, this book offers a dynamic and effective way for students to learn English in an enjoyable and engaging way.。
2024年人教版英语三年级新版
2024年人教版英语三年级新版In 2024, the new edition of the People's Education Press English textbook for third grade introduces exciting topics and engaging activities to help students improve their English skills. The textbook is designed to provide a comprehensive learning experience, focusing on vocabulary expansion, sentence formation, and basic grammar rules.The chapter on "My Family" allows students to learn key family-related vocabulary words such as parents, siblings, and grandparents. They also practice constructing simple sentences to describe family members. Interactive activities like role-playing and picture-based exercises enhance students' comprehension and speaking abilities.In the "My School" chapter, students explore school-related vocabulary, including classroom objects, subjects, and activities. They engage in group discussions to expresstheir opinions about their favorite subjects and describe their daily routines at school. This chapter not only enhances students' vocabulary but also develops their communication skills and confidence.The "My Hobbies" chapter introduces various hobbies, such as painting, playing sports, and reading. Students learn new words related to different hobbies and use them to write simple paragraphs. They also have the opportunity to present their hobbies to the class, improving both their speaking and writing skills.In the chapter on "My Home," students learn words related to different rooms in a house, furniture, and common household items. They develop the ability to describe their own homes or draw pictures of their dream houses. Engaging exercises like matching games and word searches provide a fun and interactive way to learn and reinforce vocabulary.The "My Daily Routine" chapter helps students learn daily routines and time expressions such as "get up," "eat breakfast," and "go to bed." They practice using these expressions to create simple sentences and share their daily schedules with classmates. Role-playing and storytelling activities allow students to use the language in meaningful contexts.Finally, the "My Neighborhood" chapter encourages students to explore their surroundings and learn words related to places in their community, such as parks, libraries, and shops. They develop their ability to ask and answer questions about locations and learn how to give directions. Interactive map and role-playing activities make this chapter both informative and enjoyable.In conclusion, the 2024 edition of the People's Education Press English textbook for third grade offers a well-rounded curriculum with a focus on vocabulary acquisition, sentenceformation, and basic grammar. The interactive and engaging activities make learning English an enjoyable experience for young learners, enabling them to build a strong foundation for their language skills.。
英语课堂游戏
Improved student teacher interaction
Games can facilitate better communication and interaction between teachers and students, strengthening the teacher student relationship
Story Telling
Provide a series of pictures or proposals, and ask students to create a story using the provided materials
Reading games
Provide a topic or prompt, and ask students to write a short paragraph or essay on it. The best written submission wins
Game purposeClear Nhomakorabeaules
01
The rules of the game should be clear and easy to understand, ensuring that the game is fair and even contested
Equal opportunities
Games can provide opportunities for students to practice their English language skills, such as speaking, listening, reading, and writing
Enhanced retention
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The AT USER-COMMAND Event and Menu Painter
ABAP Code
3. The ABAP code
TABLES: LFA1. START-OF-SELECTION. SET PF-STATUS „TEST1‟. SELECT * FROM LFA1. WRITE: / LFA1-LIFNR, 30 LFA1-NAMAND Event
*--begin of AT USER-COMMAND event-------------------------------AT USER-COMMAND. WRITE: / „The user just clicked on a pushbutton, selected‟, / „a menu path, or pressed a function key‟. *--end of AT USER-COMMAND event----------------------------------Do not write this code, we will learn the complete syntax momentarily.
Two programmer defined buttons, BUTTON X, and BUTTON Y.
BC190_04.10 The AT USER-COMMAND Event and Menu Painter
Graphical User Interface (GUI)
Titlebar Menubar
Application Toolbar
BC190_04.1
Standard Toolbar
The AT USER-COMMAND Event and Menu Painter
Menu Painter
Menu Painter
SELECT *
AT USER-COMMAND. CASE SY-UCOMM. WHEN „RUNX‟. SET PF-STATUS „TEST2‟. SET TITLEBAR „TB2‟. WHEN „RUNY‟. .... ENDCASE.
CHECK SY-SUBRC
BC190_04.5
The AT USER-COMMAND Event and Menu Painter
BC190_04.9
The AT USER-COMMAND Event and Menu Painter
Interactive Report that Utilises a GUI Status
This is what our first interactive report, that utilises a GUI status, will look like. A programmer defined a menu containing two menu items, (menu Item X, and menu Item Y), will duplicate the functionality of our buttons.
A New ABAP Event
SYNTAX: AT USER-COMMAND.
BC190_04.6 The AT USER-COMMAND Event and Menu Painter
Activating the AT USER-COMMAND Event
1st. 2nd.
The user clicks on a button that the programmer created on the GUI Status. The system detects that „RUNY‟ has been assigned as the function code behind this button.
*--BEGIN OF AT USER-COMMAND EVENT MODULE.-------------AT USER-COMMAND. CASE SY-UCOMM. WHEN „RUNX‟. WRITE: / „The user just pressed button X‟. WHEN „RUNY‟. WRITE: / „The user just pressed button Y‟. ENDCASE. *--END OF AT USER-COMMAND EVENT MODULE.---------------Must be in all caps and single quotes
A New ABAP System Field 1st.
The user clicks on a button that the programmer created on the GUI Status. Behind the scenes, the ABAP processor reacts and triggers the AT USER-COMMAND event.
The AT USER-COMMAND Event and Menu Painter
BC190_04.3
A GUI Title
2. The GUI Title (Graphical User Interface Title)
Programmer defined titlebar
BC190_04.4
3rd.
BC190_04.7
Behind the scenes, the ABAP processor reacts and triggers the AT USER-COMMAND event.
The AT USER-COMMAND Event and Menu Painter
The SY-UCOMM System Field
1. The GUI Status (Graphical User Interface Status)
Programmer Defined Buttons and Menus
l
In this sample GUI Status, the programmer decided to create a “DOCUMENTS” button, and a “LIST” menu.
2nd.
3rd.
The SY-UCOMM system field is updated with the four byte “tag” RUNY
SYSTEM FIELD: SY-UCOMM
BC190_04.8 The AT USER-COMMAND Event and Menu Painter
Using AT USER-COMMAND with the SY-UCOMM System Field
Creates function codes
Function Key Assignments
BC190_04.2
Standard Toolbar
Application Toolbar
Menubar
The AT USER-COMMAND Event and Menu Painter
A GUI Status