Case 3 for Role-play (2)
新视野大学英语第三版读写4unit7课后3-6-7习题答案
新视野大学英语第三版读写4U n i t7课后3-6-7习题答案-CAL-FENGHAI.-(YICAI)-Company One1once a time when they were on the fringe of American political life.虽然保守派今天在主流政治中占据主导地位，但曾经一度处于美国政治生活的边缘。
2.The World Health Organization (WHO) was established in 1948, and one of its first responsibilities then was to unify the separate international health-related treaties in a single code.世界卫生组织（世卫组织）成立于1948年，当时它的首要职责之一是将单独的与卫生有关的国际条约统一为一个法典。
3.Because of over-hunting, the number of certain types of whales has been reduced so greatly that they are in danger of becoming extinct .由于过度捕猎，某些种类的鲸鱼数量已经大大减少，它们有灭绝的危险。
4.The senator, who was against the war, claimed that with all the indefinite and complex economic and political factors, the outcome of the war was still uncertain.这位反对这场战争的参议员声称，由于各种不确定和复杂的经济和政治因素，战争的结果仍然不确定。
5.Online shopping and other electronic services could well slash the number of entry-level jobs in the traditional retail sector.在线购物和其他电子服务很可能会大幅削减传统零售业的入门级工作岗位。
(完整word版)新视野大学英语第三版视听说教程3答案
(完整word版)新视野大学英语第三版视听说教程3答案Unit 1 (1)Sharing (1)Listening (2)Viewing (2)Role-play (2)Presenting (3)Conversations (3)Passage (3)News (4)Unit test (4)Unit 2 (6)Sharing (6)Listening (6)Viewing (7)Role-play (7)Presenting (8)Conversations (8)News (9)Unit test (9)Unit 3 (11) Sharing (11) Viewing (12)Role-play (12) Presenting (12) Conversations (13) Passage (13) News (13)Unit test (14)Unit 4 (15) Sharing (15) Listening (15) Viewing (16)1Role-play (16) Presenting (17) Conversations (17) Passage (17)Unit test (18)Unit 5 (19) Sharing (19) Listening (20) Viewing (20)Role-play (20) Conversations (21) Passage (21) News (21)Unit test (22)Unit 6 (23) Sharing (23) Viewing (23)Role-play (24) Presenting (24) Conversations (24) Passage (25) News (25)Unit test (25)Unit 7 (27)Listening (27) Viewing (28)Role-play (28) Presenting (28) Conversations (29) Passage (29) News (29)Unit test (30)Unit 8 (31) Sharing (31) Listening (31) Viewing (32)Role-play (33) Presenting (33)2 Conversations (33) Passage (34) News (34)Unit test (34)3SharingTask 2(1)daredevil(2)bungee jumping(3)cup of tea(4)feel good(5)achievementTask 3c-d-e-b-aTask 41, 2, 4Task 5BCBCBTask 61.(1)started off(2) a huge business empire2.(1)teacher(2)taught me so much about life3.(1)imprisoned(2)survived(3)impressed(4)ability or the skills1ListeningActivity 11, 2, 3, 4, 5, 6, 9, 10, 11ViewingTask 2Activity 13Activity 2e-g-c-b-f-a-dActivity 31.90 minutes2.true landmark3.(1)10 times(2)focus4.make this challenge5.seven miles6.(1)four months(2)outstanding achievement Role-play Task 1Activity 1B2Activity 31.Like I said2.having said that3.That's what I was saying Presenting Task 1Activity 21, 2, 3, 6, 7, 9, 10, 11 Conversations ShortBCADCLongBAACPassageTask 1DCABTask 2(1)believe in(2)circumstances(3)searching for(4) a strong sense of(5)responsibility3(6)insecurity(8)accomplishing(9)are longing for(10)priorities NewsTask 1ADDTask 2BBDUnit testPartⅠBCADCPartⅡDABCCPartⅢBCAADPartⅣ(1)opening(2)struggled(3)progress(4)remaining(6)continued(7)enlarge4(8)crawling(9)get through(10)as strong as5Unit 2SharingTask 2(1)mood(2)sun(3)smile(4)feelingTask 3b-e-a-d-cTask 43, 5Task 51.(1)success of the business(2)last June2.vegetables and flowers3.(1)visit my father(2)amazing sights4.applicants5.getting a jobListeningTask 2Activity 11.(1)people are getting angrier(2)controlling their temper2.leave us feeling angry3.in a controlled way4.feel much better65.(1)laughter therapy(2)they make them laugh(3)doing something funny6.they don't need medicineActivity 21, 4ViewingTask 2Activity 11.eager pleased2.nervous awkward3.expectant excited4.agitated contentedRole-playTask 1Activity 1G-A-C-F-B-D-EActivity 23, 5, 5, 2, 4, 4+6, 6, 7, 1, 5 Activity 31, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 13 7PresentingTask 1Activity 11, 2, 3Activity 21, 3, 5, 7ConversationsShortDCAADCBADPassageTask 1BCAATask 2(1)exerting(2)fabulous(3)talk them out(4)approaches(5)head for(6)efficient(7)is linked with8(8)compare favorably to(9)boost(10)sessionNewsTask 1BDTask 2Unit testPartⅠCDAACPartⅡBCCBCPartⅢADBAAPartⅣ(1)at(2)wheel(3)tone(4)expression(5)Honey(6)divorce(7)speed(8)talk me out(9)bank accounts9(10)everything I need 10Unit 3SharingTask 2(1)block(2) a few of(3)similar(4)quite a lot(5)wellTask 3b-d-a-cTask 41, 4, 4, 5, 2, 4, 1, 3, 1, 4Task 51.(1)exist as well(2)loud music2.(1)respecting privacy(2)participating(3)needs help3.(1)considerate(2)property(3)friendly Task 62, 311ViewingTask 2Activity 1e-a-f-b-d-c Activity 2AABCRole-playTask 1Activity 1 DCBAActivity 21, 3, 5Activity 31, 2, 4, 6, 8, 9, 11 PresentingTask 1Activity 12, 412Activity 21, 4, 6 Conversations ShortDBCBCCBCBPassageTask 1BDCDTask 2(1)illegal(2)taking family vacations(3)acquaintances(4)throwing a party(5)verbal(6)tolerant(7)intervene(8)splits the difference(9)resolve(10)talk it outNewsTask 1AD13Task 2Unit testPartⅠACACBPartⅡBBDACPartⅢCBDDDPartⅣ(1)winter(2)literally(3)community(4)wider(5)siblings(6)woods(7)explore(8)catching(9)would run(10)golf course 14Unit 4SharingTask 2c-d-a-bTask 32, 3, 4, 5Task 41.(1)amazing(2)changed my life2.(1)mobile phone(2)emails3.(1)camera(2)taking a picture4.(1)fantasy(2)cakes5.(1)arts(2)creativity Listening Task 2Activity 1cheaperbetteroilsadsafetyappetiteprecisionpurple15Activity 2(1)Which soft drink(2)want things(3)how consumers behave(4)above(5) a bigger share(6)small(7)I deserve the best(8)steam(9)cigarette smoke(10)smile(11) a tick symbol(12)positive(13)built-in associations(14)sports equipment ViewingTask 2Activity 1ABCRole-playTask 1(1)feel about(2)having a competition(3)consider。
(完整版)新视野大学英语(第三版)视听说教程2完整答案
新视野大学英语(第三版)视听说教程2答案Unit 1 (1)Sharing (1)Listening (1)Viewing (2)Role-play (2)Conversations (3)Passage (3)Unit test (4)Unit 2 (4)Sharing (4)Listening (5)Viewing (6)Role-play (6)Presenting (7)Conversations (7)Passage (7)Unit test (8)Unit 3 (9)Sharing (9)Listening (9)Role-play (10)Presenting (11)Conversations (11)Passage (12)Unit test (12)Unit 4 (13)Sharing (13)Listening (14)Viewing (14)Role-play (15)Presenting (15)Conversations (16)Passage (16)Unit test (16)Unit 5 (17)Sharing (17)Listening (18)Viewing (18)Role-play (19)Conversations (19)Passage (20)Unit 6 (21)Sharing (21)Listening (21)Viewing (22)Role-play (22)Presenting (23)Conversations (23)Passage (23)Unit test (24)Unit 7 (25)Sharing (25)Listening (25)Viewing (26)Role-play (26)Presenting (27)Conversations (27)Passage (28)Unit test (28)Unit 8 (29)Sharing (29)Listening (30)Role-play (31)Presenting (31)Conversations (32)Passage (32)Unit test (32)Unit 1SharingTask 2(1) new things(2) At the moment(3) quite difficultTask 31, 3, 7, 8Task 41. (1)ever learned(2)found2. (1) a combination(2)body movements3. Learning to drive4. (1)nine cases(2)by most standards5. French6. hatedListeningTask 2Activity 1e-c-a-g-d-h-b-fActivity 2(1) speak(2) saying the wrong(3) native speakers(4) pronunciation(5) talking to himself(6) making mistakes(7) listening skills(8) listeningActivity 31. (1)embarrassed(2)hear2. anything you like3. (1)voice(2)pronunciation4. (1)how it sounds(2)the news(3)English television5. on the Internet6. sound likeViewingTask 2Activity 1BABAActivity 2DABADRole-playTask 2Activity 11Activity 2G：1, 3, 5R：2, 4, 6, 7 Activity 31. (1)you should eat(2)a good2. (1)should not spend(2)You're3. (1)Why don't(2)am not sure that's4. (1)it's a good(2)suppose so ConversationsTask 1BDDCATask 2CDACPassageTask 1DACDTask 2(1) alternative(2) numerous(3) traditional(4) academic(5) countryside(6) athletes(7) take advantage of(9) in a collective effort(10) serve asUnit testPartⅠCBBCCPartⅡBADCBPartⅢAADBCPartⅣ(1) political(2) Traditional(3) acquire(4) bear in mind(5) difficult(6) invented(7) successful(9) thousands of(10) brainsUnit 2 SharingTask 2(1) different countries(2) home(3) places(4) culturesTask 31, 4, 5Task 41. mature2. airport3. theater4. scenery5. culture6. language Task 5b-a-d-f-c-e Listening Task 2 Activity 11. slowly sinking2. two and a half3. try and stop4. temporary5. permanent Activity 23, 4, 5 Viewing Task 2 Activity 1 DBBCDActivity 21. busy2. bars3. friendliness4. elegant5. views6. (1)beaches(2)cheap7. (1)changing(2)sunset8. criedRole-playTask 2Activity 13Activity 2(1) trying to(2) takes(3) looking for(4) right way(5) the first left(6) until you reach(7) get to(8) Is it far(9) Go left(10) on the left Presenting Task 1(1) isolated(2) far(3) plane(4) three months(5) culture(6) way of life(7) speak to(8) find out(9) history(10) dreams Conversations Task 1ADBCDTask 2ADCA Passage Task 1DABDTask 2(1) scared(2) perceive(3) negative(4) result in(5) lose faith in(6) goes down(7) depressed(8) preferably(9) adapt(10) revealUnit testPartⅠABBAAPartⅡBCADPartⅢCADBPartⅣ(1) vacation(2) walks of life(3) routine(4) adventure(5) treat(6) popularity(7) gain a better understanding of(8) similarities(9) perspective(10) marvelousUnit 3SharingTask 2(1) concerts(2) a bar(3) bandTask 31. (1)keep fit(2)theater2. (1)small children(2)seeing friends3. (1)eating and drinking(2)houses4. (1)friends around(2)a jazz club5. (1)love to read(2)oil painting6. (1)playing the guitar(2)watching films Task 41, 6ListeningTask 2(1) free art exhibition(2) a concert(3) dinner(4) bus home(5) museum(6) paintings(7) entertainers(8) comedy(9) comedy club(10) Covent Garden ViewingTask 2Activity 1(1) sightseeing(2) beach(3) get away from(4) relaxing(5) a dozen(6) fantastic(7) attitude(8) perfectActivity 2BAABABActivity 3c-e-f-b-a-dRole-playTask 2Activity 1(1) Book a table(2) 4(3) Saturday(4) 10 o'clock(5) two tickets(6) Starr(7) June the fifth(8) June the ninth(9) dinner with friends(10) eight-thirty(11) Saturday(12) dinner tonight(13) 098845673 Activity 2(1) repeat(2) check(3) catch(4) slow down(5) speak up Presenting Task 1Activity 1e-d-b-f-a-cActivity 2b-a-c-e-dConversations Task 1DCCBCTask 2DAADPassageTask 1AADDTask 2(1) objectives(2) farthest(3) recognized(4) separated into(5) involves(6) is referred to(7) life-threatening(8) designed(9) endurance(10) putting themselves at riskUnit testPartⅠACBBBPartⅡDBDCAPartⅢCDCCPartⅣ(1) have a passion for(2) looked upon(3) take risks(4) probably(5) ignore(6) attractive(7) familiar(8) obviously(9) powerful(10) requiresUnit 4 SharingTask 2(1) finding out(2) a normal person(3) feel about fame Task 32, 3, 4Task 41. exciting2. worthwhile3. a model4. real fame5. invention6. in the street Task 5b-a-c-f-e-dListeningTask 2(1) advertising(2) enjoy the job(3) travel(4) chance(5) go traveling(6) a doctor(7) have time(8) play the piano(9) writing songs(10) make more timeViewingTask 2Activity 11. (1)the attitude(2)the talent2. speed3. (1)Formula One(2)big guys4. ambitious driversActivity 2(1) speed(2) survive(3) October(4) richest(5) track(6) bank(7) glory(8) betterActivity 3(1) 7(2) 4(3) everythingRole-playTask 2Activity 1(1) White House(2) tomorrow afternoon(3) a space flight(4) next week(5) her husband(6) 80(7) three or four(8) organize(9) this weekend(10) restaurant service(11) French(12) Paris(13) directions(14) bookActivity 2R：1, 2, 4O：3, 5, 6 PresentingTask 11. South Wales2. a rock star3. his dream4. (1)drum kit(2)write songs5. apart fromConversations Task 1BBCDDTask 2ABBDPassageTask 1BDACTask 2(1) commentators(2) exaggerated(3) focus on(4) lead an active life(5) laid the foundation(6) annual(7) a series of(8) advocating(9) abolishUnit test PartⅠCACCCPartⅡCBBAPartⅢBCCBAPartⅣ(1) champion(2) challenges(3) Regardless of(4) inspiration(5) remarkable(6) legendary(7) dominance(8) appeal in(9) aspire toUnit 5SharingTask 2(1) cities(2) mix of people(3) peace and quietTask 3d-e-a-c-f-bTask 41, 2, 5Task 51. horribly2. get round3. (1)on the go(2)take time out(3)missing out4. green transport5. (1)crime(2)committing crimesListening Task 2(1) shopping(2) good nightlife(3) safe(4) cheap(5) terrible(6) restaurants(7) fantastic(8) fast(9) green(10) crowded(11) friendly(12) atmosphere(13) clean(14) safe(15) see(16) do(17) beautiful(18) perfect(19) culture(20) too muchViewingTask 21. a combined age2. (1)forgotten(2)stuck indoors(3)felt right(4)16 times(5)closure(6)meet3. 404. (1)available online(2)2 millionRole-playTask 2Activity 1Conversation 11. a hotel2. The air conditioning3. send someone upConversation 21. a restaurant2. (1)20 minutes(2)the service charge3. busy timeConversation 31. a train station2. an hour3. wrong type of snowActivity 2C：1, 2, 5R：3, 4, 6 ConversationsTask 1AABADTask 2AADBPassageTask 1BDCDTask 2(1) join up(2) reaction(3) makes increasing sense(4) sustainable(5) aims(6) monitored(7) access to(8) experimenting with(9) eye-catching(10) commutingUnit testPartⅠBCDABPartⅡBCDACPartⅢDCBDDPartⅣ(1) widespread(2) property(3) penetrates(4) robbed(5) victim(6) argue about(7) contribute to(8) population(9) remains unsolved(10) proposed Unit 6 SharingTask 2(1) a researcher(2) gets too busy(3) relax(4) flatTask 33, 4Task 4c-e-a-d-b-f ListeningTask 2(1) a free bus(2) a dentist(3) Lunch(4) a cheap(5) a surprise holiday(6) free coffee(7) bring their children(8) free drinks(9) go fishing(10) all the fish ViewingTask 2(1) traveling to work(2) live abroad(3) cheap houses(4) an online map company(5) working(6) drive(7) 700(8) 38 pounds(9) quality of life(10) the trafficRole-playTask 2Activity 11, 3Activity 21. like2. can't stand3. absolutely love4. (1)don't like(2)prefer5. don't mind6. keen on7. hate8. (1)not very keen on(2)want to bePresentingTask 1Activity 11. (1)shaped(2)faces2. (1)personal(2)special message3. at home4. beautiful websiteActivity 2c-e-a-b-dConversationsTask 1BDACCTask 2ADBBPassageTask 1BBAD(1) evaluate(2) compensation(3) negotiating(4) confirm(5) schedule(6) circumstances(7) turn down(8) start over(9) work out(10) informed Unit testPartⅠBACCDPartⅡBDDCCPartⅢCADBC(1) opportunities(2) practical(3) define(4) compassion(5) focusing on(6) significance(7) think big(8) plays a huge role(9) attend(10) Contented Unit 7 SharingTask 2(1) enjoy(2) live without(3) plan my life(4) listening to musicb-e-f-a-d-cTask 51. (1)on it all the time(2)my husband2. (1)my laptop(2)phone(3)essential3. beyond that4. (1)computer(2)InternetListeningTask 2Activity 11, 2Activity 21. on the Internet2. videos3. (1) a break(2)someone in the office(3)looking through4. reading books5. (1)the computer(2)sports and going out(3)live in the real world(3) real achievement(4) 12(5) talked online(6) hello(7) lonely(8) a new girl(9) bored(10) my real friends(11) a club(12) good-looking(13) start talking to him(14) on the dance floor(15) haven't been dancing Conversations Task 1BCDDCTask 2BBACPassageTask 1DAADTask 2(1) response(2) illegal(3) in charge of(4) consequently(5) relied heavily on(6) linked to(7) anticipate(8) familiar with(9) remedy(10) betraying Unit testPartⅠADBCBPartⅡBCADCPartⅢABCDDPartⅣ(1) refer to(2) involves(3) unique(4) valuable(5) at your expense(6) associated with(7) responsible(8) minimize(9) regularly(10) maintainUnit 8SharingTask 2(1) come from(2) most of my family(3) talking to peopleTask 3c-e-a-f-b-dTask 41. (1)height(2)same traits(3)think about things2. (1)my sister(2)similar to(3)mathematical3. (1) a younger version(2)organized(3)louder4. quite calm5. (1)my brothers(2)quite differentTask 52, 6ListeningTask 2(1) 1689(2) advisor(3) soldiers(4) sailors(5) dull(6) incredibly(7) surname(8) great fun ViewingTask 2(1) islands(2) There are no rules(3) an account(4) a digital(5) male(6) half animal(7) edit(8) short(10) features(11) pick(12) personality(13) online stores(14) over three million(15) chatRole-playTask 2Activity 1 Conversation 11. speaking and listening2. conversation Conversation 21. summer camp2. Different ages Conversation 31. online classes2. demanding(1) So for me the most important thing is to(2) I suppose I'd have to say(3) In my opinion(4) One thing I'd like to say is that PresentingTask 1Activity 1(1) BBC breakfast TV(2) hair color(3) businesswoman(4) personality(5) buildingActivity 21, 3, 4, 5, 6ConversationsTask 1BCCDATask 2CDAB PassageTask 1CCABTask 2(1) infancy(2) assumed(3) inherited(4) rooted in(5) fairs(6) compensate for(7) cement(8) witness(9) exposed to(10) contributed toUnit testPartⅠBBCCBPartⅡBDAAPartⅢBCCAAPartⅣ(1) kicked out of(2) hang out(3) involved(4) useless(5) failure(6) fell in love with(7) positive(8) especially(9) took off(10) succeed。
《公共建筑节能(绿色建筑)工程施工质量验收规范》DBJ50-234-2016
（ 7 ） 本 规 范 第 16.2.10 条 依 据 国 家 标 准 《 太 阳 能 供 热 采 暖 工 程 技 术 规 范 》 GB50495-2009 第 5.3.5 条的规定。
（8）本规范第 3.4.4 条为绿色建筑工程涉及的建筑环境与资源综合利用子分部工程 验收方式的规定。
本规范由重庆市城乡建设委员会负责管理，由重庆市建设技术发展中心（重庆市建 筑节能中心）、重庆市绿色建筑技术促进中心负责具体技术内容解释。在本规范的实施 过程中，希望各单位注意收集资料，总结经验，并将需要修改、补充的意见和有关资料 交重庆市建设技术发展中心（重庆市渝中区牛角沱上清寺路 69 号 7 楼，邮编：400015， 电话：023-63601374，传真：023-63861277），以便今后修订时参考。
建设部备案号： J13144-2015
DB
重庆市工程建设标准 DBJ50-234-2016Leabharlann 公共建筑节能（绿色建筑）工程
施工质量验收规范
Code for acceptance of energy efficient public building(green building) construction
（3）本规范第 1.0.4、3.1.2、11.2.4、22.0.6、22.0.7 条内容分别依据国家标准《建 筑节能工程施工质量验收规范》GB50411-2007 第 1.0.5、3.1.2 条、11.2.3、15.0.5、15.0.5 条等强制性条文要求。
(完整版)新视野大学英语第三版视听说教程3答案
新视野大学英语(第三版)视听说3网课答案Unit 1 (1)Sharing (1)Listening (2)Viewing (2)Role-play (2)Presenting (3)Conversations (3)Passage (3)News (4)Unit test (4)Unit 2 (6)Sharing (6)Listening (6)Viewing (7)Role-play (7)Presenting (8)Conversations (8)Passage (8)News (9)Unit test (9)Unit 3 (11)Sharing (11)Viewing (12)Role-play (12)Presenting (12)Conversations (13)Passage (13)News (13)Unit test (14)Unit 4 (15)Sharing (15)Listening (15)Viewing (16)Presenting (17)Conversations (17)Passage (17)News (18)Unit test (18)Unit 5 (19)Sharing (19)Listening (20)Viewing (20)Role-play (20)Conversations (21)Passage (21)News (21)Unit test (22)Unit 6 (23)Sharing (23)Viewing (23)Role-play (24)Presenting (24)Conversations (24)Passage (25)News (25)Unit test (25)Unit 7 (27)Sharing (27)Listening (27)Viewing (28)Role-play (28)Presenting (28)Conversations (29)Passage (29)News (29)Unit test (30)Unit 8 (31)Sharing (31)Listening (31)Viewing (32)Role-play (33)Presenting (33)Passage (34)News (34)Unit test (34)Unit 1SharingTask 2(1) daredevil(2) bungee jumping(3) cup of tea(4) feel good(5) achievementTask 3c-d-e-b-aTask 41, 2, 4Task 5BCBCBTask 61.(1)started off(2) a huge business empire2.(1)teacher(2)taught me so much about life3.(1)imprisoned(2)survived(3)impressed(4)ability or the skillsListeningTask 2Activity 11, 2, 3, 4, 5, 6, 9, 10, 11ViewingTask 2Activity 13Activity 2e-g-c-b-f-a-dActivity 31. 90 minutes2. true landmark3.(1)10 times(2)focus4. make this challenge5. seven miles6.(1)four months(2)outstanding achievement Role-playTask 1Activity 1BActivity 31. Like I said2. having said that3. That's what I was saying PresentingTask 1Activity 21, 2, 3, 6, 7, 9, 10, 11 Conversations ShortBCADCLongBAACPassageTask 1DCABTask 2(1) believe in(2) circumstances(3) searching for(4) a strong sense of(5) responsibility(6) insecurity(7) integrity(8) accomplishing(9) are longing for(10) priorities NewsTask 1ADDTask 2BBDUnit test PartⅠBCADCPartⅡDABCCPartⅢBCAADPartⅣ(1) opening(2) struggled(3) progress(4) remaining(5) emerged(6) continued(7) enlarge(8) crawling(9) get through(10) as strong asUnit 2SharingTask 2(1) mood(2) sun(3) smile(4) feelingTask 3b-e-a-d-cTask 43, 5Task 51.(1)success of the business(2)last June2. vegetables and flowers3.(1)visit my father(2)amazing sights4. applicants5. getting a jobListeningTask 2Activity 11.(1)people are getting angrier(2)controlling their temper2. leave us feeling angry3. in a controlled way4. feel much better5.(1)laughter therapy(2)they make them laugh(3)doing something funny6. they don't need medicineActivity 21, 4ViewingTask 2Activity 11. eager pleased2. nervous awkward3. expectant excited4. agitated contentedRole-playTask 1Activity 1G-A-C-F-B-D-EActivity 23, 5, 5, 2, 4, 4+6, 6, 7, 1, 5Activity 31, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 13Presenting Task 1Activity 11, 2, 3Activity 21, 3, 5, 7 Conversations ShortDCAADLongCBADPassageTask 1BCAATask 2(1) exerting(2) fabulous(3) talk them out(4) approaches(5) head for(6) efficient(7) is linked with(8) compare favorably to(9) boost(10) sessionNewsTask 1BDTask 2DDUnit testPartⅠCDAACPartⅡBCCBCPartⅢADBAAPartⅣ(1) at(2) wheel(3) tone(4) expression(5) Honey(6) divorce(7) speed(8) talk me out(9) bank accounts(10) everything I needUnit 3SharingTask 2(1) block(2) a few of(3) similar(4) quite a lot(5) wellTask 3b-d-a-cTask 41, 4, 4, 5, 2, 4, 1, 3, 1, 4Task 51.(1)exist as well(2)loud music2.(1)respecting privacy(2)participating(3)needs help3.(1)considerate(2)property(3)friendly Task 62, 3Viewing Task 2 Activity 1e-a-f-b-d-c Activity 2 AABCRole-play Task 1 Activity 1 DCBA Activity 21, 3, 5Activity 31, 2, 4, 6, 8, 9, 11 Presenting Task 1 Activity 12, 4Activity 21, 4, 6 Conversations ShortDBCBCLongCBCBPassageTask 1BDCDTask 2(1) illegal(2) taking family vacations(3) acquaintances(4) throwing a party(5) verbal(6) tolerant(7) intervene(8) splits the difference(9) resolve(10) talk it outNewsTask 1ADTask 2DBUnit test PartⅠACACBPartⅡBBDACPartⅢCBDDDPartⅣ(1) winter(2) literally(3) community(4) wider(5) siblings(6) woods(7) explore(8) catching(9) would run(10) golf courseUnit 4SharingTask 2c-d-a-bTask 32, 3, 4, 5Task 41.(1)amazing(2)changed my life2.(1)mobile phone(2)emails3.(1)camera(2)taking a picture4.(1)fantasy(2)cakes5.(1)arts(2)creativity ListeningTask 2Activity 1cheaperbetteroilsadsafetyappetiteprecisionpurpleActivity 2(1) Which soft drink(2) want things(3) how consumers behave(4) above(5) a bigger share(6) small(7) I deserve the best(8) steam(9) cigarette smoke(10) smile(11) a tick symbol(12) positive(13) built-in associations(14) sports equipment ViewingTask 2Activity 1ABCRole-playTask 1(1) feel about(2) having a competition(3) consider(4) strike(5) it'd be great(6) Suppose we(7) a problem(8) frankly(9) complicated(10) grab(11) thinking of(12) go with PresentingTask 1Activity 21, 2, 4, 6, 8, 10 Conversations ShortDBCADLongBCDBPassageTask 1BCADTask 2(1) vary(2) a large portion of(3) well-being(4) profound(5) accessible(6) ultimately(7) have a harmful effect on(8) went against(9) aviation(10) is not worth pursuing NewsTask 1DDTask 2CDCUnit testPartⅠBCACDPartⅡCCDADPartⅢDABAAPartⅣ(1) biological(2) firmly(3) efforts(4) isolation(5) objectors(6) originality(7) modest(8) improve the health(9) morally(10) legislationUnit 5SharingTask 2(1) producer(2) enjoys(3) in a successful band(4) dream jobsTask 31, 2, 3, 8, 9, 11Task 41.(1)footballer(2)enough2.(1)professional(2)performing3.(1)band(2)world-famous4.(1)sports(2)later on(3)serving people Task 5e-b-a-d-cTask 61, 4ListeningTask 2Activity 1B-C-AActivity 2ABBACACCABActivity 31.(1)loved fashion(2)amazing for me(3)hard work2.(1)look good all the time(2)feeling terrible3.(1)eating delicious food(2)get paid(3)get bored4.(1)work off(2)I gave it up5.(1)wonderfully romantic(2)how tiring6.(1)ruin the grapes(2)worry about the weather(3)absolutely fascinatingViewingTask 2BDBDRole-playTask 1Activity 1CBBBActivity 21, 3, 4, 6, 7, 9, 11, 13, 14, 15 Conversations ShortBBADCLongBABDPassageTask 1DABDTask 2(1) suffer from(2) enthusiastic(3) erodes(4) competent(5) clear-cut(6) labeling(7) comes down to(8) commonplace(9) tend to(10) focusing onNewsTask 1ACTask 2AABUnit test PartⅠADADDPartⅡDCABBPartⅢACAADPartⅣ(1) predict(2) identical(3) typical(4) boring(5) variety(6) dangerous(7) normal(8) some robbers(9) captured(10) right thereUnit 6SharingTask 2(1) reading(2) modern world(3) opportunities(4) influenced(5) betterTask 31.(1)education(2)right to vote2.(1)technologies(2)medicine(3) a better life3. person of today4. more values5.(1)great causes(2)imaginations6. a bad thingTask 4e-b-a-c-dTask 52, 4, 6, 8, 9, 10ViewingTask 2Activity 11, 2, 4Activity 2(1) fame(2) beautiful(3) simple(4) unhappy(5) lowly-paid(6) talent(7) EarthRole-playTask 1Activity 1AABBBActivity 22, 3, 5, 6, 9, 11 Presenting Task 12, 4 Conversations ShortCABABLongACCBPassageTask 1ADBBTask 2(1) estimated(2) assassinated(3) was intended to(4) released from(5) made a contract with(6) gave way(7) ensued(8) survived(9) victims(10) perishedNewsTask 1BDTask 2BAUnit testPartⅠCBACDPartⅡCCDABPartⅢCADCDPartⅣ(1) beneficial(2) fought(3) strengthened(4) pulled out(5) part(6) serve as(7) amazing(8) stood(9) sought(10) civilizationUnit 7SharingTask 2(1) fixing problems with my bike(2) sort out their emotional problems(3) solving problems(4) a practical personTask 3AAAAABCTask 4BDACTask 5a-c-f-g-b-d-eListeningTask 2Activity 23ViewingTask 2Activity 11. rises for the first time in four months2. power an enormous change3. touched by the power of the sun4. reaches its peak5. won its battle with the ice Activity 21, 3, 4Role-playTask 1(1) I'm not sure(2) Sure(3) Let me have a look(4) Yes, I can(5) Yes, of course(6) I'm afraid I can't do that(7) Yes, of course(8) Of course notPresentingTask 1Activity 21, 2, 4, 5, 7, 8Conversations ShortCABDBLongDABDPassageTask 1BAACTask 2(1) was accompanied by(2) acceleration(3) severe(4) endeavor(5) practicable(6) analogy(7) speeding up(8) attempts to(9) foster(10) second nature NewsTask 1BCTask 2CBUnit test PartⅠBAACAPartⅡDDCABPartⅢCCBAAPartⅣ(1) different(2) thread(3) nothing(4) effects(5) solve(6) round(7) worse(8) try to solve(9) part(10) take the timeUnit 8SharingTask 3(1) emails1+2+3+4+5(2) mobile phone/telephone1+2+3+4(3) face-to-face contact1(4) letters1+2+3(5) having dinner1(6) postcards1(7) texe messages1Task 42, 4, 5, 6Task 5c-b-aListeningTask 2Activity 11, 4, 5, 6, 7, 8, 9Activity 21. camera filming you2. stop barriers3.(1)quickest(2)easiest(3)straightforward4. ultimately5.(1)delivery(2)broadcastActivity 31. in the near future2. in the future3. in the next ten years4. in years to come5. in the short term6.(1)in a month or two(2)in the short term(3)in the long term7. in the short termViewingTask 2Activity 11. wealth2. challenge3. spy4. Web addicts5. knowledgeActivity 2f-d-a-b-c-eActivity 31. A quarter2. 35 million3. a billion4. Five million5. Eighteen millionRole-playTask 1Activity 2(1) I didn't catch any of that(2) lost me(3) repeat the last name(4) say that again(5) exactly do you mean(6) Didn't you say(7) what you're saying(8) there's nothing at all PresentingTask 1Activity 21, 2, 4, 5, 7, 8 Conversations ShortACDAALongDBCDPassage Task 1ACCDTask 2(1) endangered(2) falling apart(3) calculates(4) tosses aside(5) turn to(6) unprecedentedly(7) classified(8) shut down(9) approximately(10) furyNewsTask 1CBTask 2CDBUnit testPartⅠAABDCPartⅡBDCCAPartⅢBCADCPartⅣ(1) hand-written(2) long-distance(3) answering(4) screen(5) option(6) transformed(7) mailing(8) instantly(9) in a matter of(10) god-send。
英语教研组大型活动(3篇)
Introduction
The English教研组 at [School Name] is proud to announce the upcoming Annual Conference, a grand event designed to bring together educators, scholars, and enthusiasts from across the region to discuss, explore, and celebrate the art and science of language education. This year's conference will focus on fostering innovation and excellence in English language teaching and learning. With a lineup of esteemed speakers, interactive workshops, and thought-provoking sessions, the conference promises to be an enriching experience for all attendees.
VI. Panel Discussions
Panel discussions will bring together a group of experts to address current issues and challenges in English language teaching. Topics may include:
5. "Building Confidence in Young Learners"
Case 03 for Role-play_Customer Care Advisor
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小组发言
请每组选派一位学员代表上台，就刚才视频 中客户顾问的“专业” 行为表现发表小组意见。 每组时间：5分钟
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角色演练案例三 Case 3 for Role-play
角色演练
时间：
地点： 人物： 车辆： 场景：
某日上午10点 某奥迪孙先生，55岁，男性，私企老板，性格外向，脾气比较 暴躁 车牌：辽B76243 车型：A6L 2.0T 行驶里程：65000KM 孙先生来店修车，制单完毕后，他想上网看邮件。服务顾问引导他 至客户休息区，并简要介绍了上网区的设施后便离开了。孙先生发 现上网区共有四台电脑，两台正有人使用，另两台开机后进不了系 统。他叫来休息区服务员请教，服务员告知他这属网管的事；遂请 服务员叫来网管后，他被告知这两台电脑一台显卡有问题，另一台 硬盘有损坏，今天肯定修复不了了。可邮件的内容对他很重要……
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回放视频
3
思
考：
在刚才的角色演练案例中，客户顾问在“专业”行为方面的表现：
1、在专业形象方面的表现如何？ 2、在专业态度方面的表现如何？ 3、在专业技能方面的表现如何？ 4、该如何去改善和提升？
请用《角色演练评估表》进行评分。
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小组讨论
请小组讨论：
角色演练中客户顾问的“专业”行为表现。
（使用《分组讨论纪要》表记录）
小学6年级英语真题(答案及解析)
小学6年级英语真题(答案及解析)(共50道题)下面有答案和解题分析一、综合题1.I am very excited because today we are going on a field trip to the ______. We will see many old ______ and learn about the history of the place. I am especially excited to visit the ______ where they keep ancient treasures. I hope I can take some cool ______!2.I _______ (am/are) going to the store now.3.Lily is getting ready for her school play. She is going to play the role of a__________. Her friend Sarah will play the role of a __________. They are practicing their lines in the __________, making sure to speak clearly and loudly. The play will take place in the __________, and they are both very excited.4.My parents __________ (make) dinner together every night. My father __________ (cook) the main dish, and my mother __________ (prepare) the salad. After dinner, we __________ (sit) at the table and __________ (talk) about our day.5.We _______ (study/studies) English every day.6.Which one is a proper way to say goodbye?A. PleaseB. GoodbyeC. Thank youD. Excuse me7.I _______ (not/watch) TV every day.8.I __________ (have) a new bike. It __________ (be) red and white. I __________ (ride) it every day after school. My friends __________ (like) to ride bikes too, so we__________ (go) on bike rides together. Last weekend, we __________ (ride) our bikes to the park. It __________ (be) a sunny day, and we __________ (have) a great time.9.They _______ (play) soccer when it started to rain.10.Which sentence is correct?A. There are many books on the shelf.B. There is many books on the shelf.C. There are many book on the shelf.D. There is many book on the shelf.11.I _______ (have/has) a new book.12.I ______ (not/know) that we ______ (have) a test today, so I ______ (not/study) for it. When the teacher ______ (give) out the papers, I ______ (feel) very nervous. I ______ (try) my best, but I ______ (hope) I ______ (do) well.13.Tomorrow, we __________ (have) a field trip to the museum. We __________ (leave) school at 9:00 AM, and we __________ (arrive) at the museum at 10:00 AM. I__________ (bring) my camera to take pictures of the exhibits. We __________ (stay) there for two hours and then __________ (have) lunch in the museum café.14.We _______ (be) friends.15.Today, we are learning about the __. My teacher explained how __ help plants grow. We also learned about the different parts of a __, such as the roots, stem, and __. After class, we went to the school garden to see real __. We all learned a lot!16.My brother __________ (1) his homework after school every day. He __________ (2) to finish it by 5:00 PM. After that, he __________ (3) to play with his friends. I__________ (4) to read books after doing my homework. We __________ (5) to relax and enjoy our free time.17.What is the opposite of "tall"?A. ShortB. SmallC. LongD. High18.What color is the sky on a clear day?A. YellowB. RedC. BlueD. Green19.What do we use to eat with?A. KnifeB. SpoonC. PlateD. Cup20.Choose the correct sentence.A. He can plays the guitar.B. He can play the guitar.C. He can playing the guitar.D. He play the guitar.21.This is my classroom. It __________ (1) twenty desks and twenty chairs. There__________ (2) a big blackboard in front of the room. My teacher __________ (3) Mr. Smith. He __________ (4) us English every day. There __________ (5) many books on the shelf. I __________ (6) my schoolbag next to my desk. I __________ (7) my pencil case in my desk drawer.22.I __________ (not understand) the math lesson yesterday, so I __________ (ask) my friend for help. She __________ (explain) everything very clearly. After that, I__________ (feel) more confident. Later, we __________ (do) some practice problems together. I __________ (realize) that I __________ (get) better at math after all the practice.23.Which of these is used for cutting paper?A. PencilB. ScissorsC. SpoonD. Fork24.She _______ (watch) TV every evening.25.They _______ (not/play) soccer on Mondays.26.My brother _______ (love) to play video games in the evening. Last night, he_______ (invite) me to play with him. We _______ (play) for two hours. I _______ (lose) the game, but my brother _______ (win). Afterward, we _______ (eat) some snacks and _______ (talk) about school. It _______ (be) a fun night.27.Which one is a shape?A. OvalB. SpoonC. PlateD. Knife28.Which of these is a tool?A. PenB. HammerC. AppleD. Chair29.I ______ (study) English every day after school. Yesterday, I ______ (learn) five new words. Today, I ______ (practice) writing them in my notebook. I ______ (want) to get better at English so I ______ (can) speak it fluently one day.30.He _______ (not/like) to play the piano.31.My friend Anna ______ (love) to read books. She ______ (go) to the library every Saturday. Last week, she ______ (borrow) a book about animals. She ______ (tell) me that it ______ (be) very interesting. After she ______ (finish) the book, she ______ (return) it to the library.32.Which of the following is the correct sentence?A. She is going to the park.B. She going to park the is.C. To park she is going.D. She park to going is.33.Yesterday, I _______ (go) to the park with my family. We _______ (have) a picnic and _______ (enjoy) the beautiful weather. My little sister _______ (play) with her toys, and I _______ (read) a book under a tree. After lunch, we _______ (take) a walk around the lake, and we _______ (see) many birds.34.They _______ (go / goes / went) to the supermarket every Saturday.35.I _______ (go) to bed at 9:00 every night.36.My family __________ (1) to a picnic last Saturday. The weather __________ (2) perfect for a picnic because it __________ (3) warm and sunny. We __________ (4) sandwiches, fruits, and juice. After we __________ (5) lunch, we __________ (6) a walkaround the park. My little sister __________ (7) some flowers, and I __________ (8) a picture of the lake. It __________ (9) a wonderful day.37.What is the opposite of "light"?A. DarkB. TallC. BigD. Slow38.She _______ (be) happy yesterday.39.I _______ (can / can’t / could) help you with your homework.40.What is used to eat pasta?A. KnifeB. SpoonC. ForkD. Plate41.She _______ (eat / eats / ate) breakfast at 7:00 AM.42.I _______ (not/see) her today.43.I have a pet dog named Max. Max is very friendly and likes to play outside. Every morning, I take him for a walk in the park. After the walk, we play fetch with a ball. Max loves to run and catch the ball.44.My friend Lily __________ (like) reading books. She __________ (have) a big collection of storybooks. Every evening, she __________ (read) one chapter before going to bed. Yesterday, she __________ (finish) a new book about animals. Today, she__________ (tell) me that she __________ (want) to read more books about the ocean.45.Which one is used to clean?A. BroomB. PlateC. ChairD. Knife46.Which of these is a wild animal?A. LionB. DogC. ElephantD. Cow47.I _______ (eat/eats) lunch at school every day.48.He _______ (write) a letter to his friend.49.Which of these is a famous landmark in the United Kingdom?A. Eiffel TowerB. Big BenC. PyramidsD. Statue of Liberty50.They _______ (study) English now.(答案及解释)。
英语教学设计实践答案(3篇)
第1篇IntroductionThe following teaching design is tailored for a middle school English class, focusing on a unit about "Hobbies and Interests." The lesson aims to enhance students' speaking and listening skills while fostering their ability to express their own hobbies and interests. The target age group is 13-15 years old, and the class duration is 45 minutes.Objective1. Knowledge Objective: Students will be able to understand and use key vocabulary related to hobbies and interests.2. Skill Objective: Students will be able to engage in a conversation about their hobbies and interests with their peers.3. Emotional Objective: Students will develop an interest in exploring and sharing their personal hobbies and interests.Teaching Aids- Whiteboard- Projector- Handouts with vocabulary and questions- Audio recording of a conversation about hobbies- Pen and paper for individual activitiesTeaching Procedure1. Warm-up (5 minutes)- Activity: Brainstorming- Ask students to write down their favorite hobbies on the board.- Encourage them to share their hobbies with the class and explain why they enjoy them.2. Presentation (10 minutes)- Activity: Vocabulary Presentation- Introduce key vocabulary related to hobbies and interests (e.g., collect, paint, read, play music, travel).- Use pictures and real-life examples to illustrate the meanings of the words.- Have students practice using the new vocabulary in sentences.3. Practice (15 minutes)- Activity: Role Play- Pair students up and give them a handout with a conversation about hobbies.- Ask them to read the conversation and practice it with their partner.- Monitor and provide feedback on their pronunciation and fluency.- Activity: Group Discussion- Divide the class into small groups.- Provide each group with a list of questions related to hobbies and interests.- Ask the groups to discuss the questions and share their opinions.4. Production (10 minutes)- Activity: Personal Hobbies Interview- Pair students up again.- Each student interviews their partner about their hobbies and interests using the questions provided.- The other student listens carefully and takes notes.- After the interview, the pair swaps roles.5. Assessment (5 minutes)- Activity: Quick Write- Ask students to write a short paragraph about their favorite hobby, using the new vocabulary and structure learned in the lesson.- Collect the writings for assessment.Conclusion- Activity: Sharing and Reflection- Ask students to share their favorite hobby with the class.- Encourage them to reflect on what they learned during the lesson and how they can incorporate their new vocabulary and skills into theirdaily lives.Feedback and ReflectionAt the end of the lesson, collect feedback from students regarding their learning experience. Reflect on the effectiveness of the teaching methods used and identify areas for improvement. Consider the following questions:- Did the students engage actively in the activities?- Did the vocabulary and skills presented align with the learning objectives?- Were the activities appropriate for the age and level of the students?- How can the lesson be adapted to better suit the needs of the students?ConclusionThis practical English teaching design aims to provide a structured and engaging lesson that enhances students' language skills while fostering their personal interests. By incorporating various activities and allowing for individual expression, the lesson encourages students todevelop a love for learning and a deeper understanding of the English language.第2篇Objective:The primary objective of this English teaching design is to enhance students' proficiency in English by integrating technology into the classroom. This approach aims to make learning more engaging, interactive, and effective, while also preparing students for the digital age.Target Audience:This lesson plan is designed for secondary school students in grades 9-12, with a focus on improving their reading, writing, speaking, and listening skills.Duration:One hour per session, for a total of 10 sessions over a month.Materials:- Interactive whiteboard or projector- Computers or tablets for each student- Internet access- Online learning platforms (e.g., Google Classroom, Edmodo)- Textbooks and supplementary reading materials- Flashcards- Markers and whiteboard erasersLesson Overview:The lesson will be divided into four main sections: Warm-up, Introduction, Activity, and Conclusion. Each section will incorporate technology to enhance the learning experience.1. Warm-up (10 minutes):- Activity: Use a PowerPoint presentation to display a series ofpictures related to the upcoming topic. Students will be asked to describe the pictures using complete sentences in English.- Technology Integration: Utilize the interactive whiteboard to allow students to contribute their descriptions directly onto the board.2. Introduction (10 minutes):- Activity: Introduce the new topic by showing a short video clip or a related news article. This will provide context and pique students' interest.- Technology Integration: Use a computer or tablet to project the video or article onto the screen. Encourage students to take notes on key points.3. Activity (30 minutes):- Activity: Divide the class into small groups and assign each group a different task using online learning platforms.- Group 1: Research a specific topic related to the lesson and create a presentation using Google Slides.- Group 2: Write a short story or a poem based on the lesson's theme and post it on a class blog using WordPress.- Group 3: Record a video discussing their understanding of the topic and upload it to a video sharing platform like YouTube.- Group 4: Create a mind map or Venn diagram comparing and contrasting two related topics using an online tool like XMind.- Technology Integration: Provide each group with a computer or tablet and internet access. Encourage students to collaborate and share their work online.4. Conclusion (10 minutes):- Activity: Bring the class back together to share their findings and discuss the common themes they noticed.- Technology Integration: Use the interactive whiteboard to display the groups' presentations, stories, videos, or mind maps. Have each group present their work and invite the class to ask questions or provide feedback.Assessment:- Formative Assessment: Monitor student participation during the activities and provide feedback on their progress.- Summative Assessment: At the end of the unit, administer a writtentest or an oral presentation to evaluate students' understanding of the key concepts.Reflection and Adaptation:- Reflection: After the completion of the lesson, reflect on the effectiveness of integrating technology into the classroom. Consider what worked well and what could be improved.- Adaptation: Adjust the lesson plan as needed to better suit the students' needs and preferences. For example, if a particular activity was not well-received, consider modifying it for the next session.Conclusion:This practical design for English language teaching demonstrates how technology can be effectively integrated into the classroom to enhance the learning experience. By incorporating various digital tools and platforms, teachers can create a more engaging, interactive, and effective learning environment that prepares students for the challenges of the digital age.第3篇IntroductionThe purpose of this English teaching design is to create an engaging and interactive learning environment that incorporates technology to enhance the learning experience of students. This case study focuses on a secondary school English class in China, where the target group is students in Grade 8. The lesson aims to improve students' reading comprehension and vocabulary acquisition skills through the use ofdigital tools and multimedia resources.ObjectiveBy the end of the lesson, students will be able to:1. Comprehend the main ideas and details of a given text.2. Expand their vocabulary through the use of digital dictionaries and interactive games.3. Develop critical thinking skills by analyzing and evaluating the content of the text.4. Demonstrate their understanding of the text through various forms of digital presentations.Materials and Resources1. Interactive whiteboard or computer projector.2. Projector-connected laptop with internet access.3. Digital dictionaries (e.g., Oxford Dictionaries Online).4. Vocabulary-building apps (e.g., Quizlet, Anki).5. Online reading materials (e.g., articles, stories, videos).6. Presentation software (e.g., PowerPoint, Google Slides).7. Handouts with text excerpts and questions.Teaching Procedure1. Warm-up (5 minutes)- Begin the lesson with a quick review of the previous lesson's vocabulary using a digital dictionary.- Engage students in a brief discussion about their weekendactivities using a digital platform (e.g., Padlet) to encourage interaction and participation.2. Introduction (5 minutes)- Introduce the theme of the lesson and the text to be studied using a digital presentation.- Highlight the learning objectives and expectations for the students.3. Pre-reading (10 minutes)- Use a digital platform to show a related video or image to activate prior knowledge and generate interest in the topic.- Distribute handouts with a few questions about the text to be studied. Encourage students to discuss their predictions with a partner.4. Reading (20 minutes)- Project the text on the interactive whiteboard or computer screen.- Divide the text into sections and have students read silently or in pairs.- Use a digital dictionary to look up any unfamiliar vocabulary words.- Encourage students to take notes on key information and main ideas.5. Comprehension Check (10 minutes)- Use a digital platform (e.g., Kahoot!, Quizizz) to assess students' understanding of the text.- Review the answers and discuss any misconceptions or difficult concepts.6. Vocabulary Building (15 minutes)- Introduce new vocabulary words related to the text using a vocabulary-building app.- Have students practice using the new words in sentences or complete exercises on the interactive whiteboard.7. Critical Thinking (10 minutes)- Present a series of questions or prompts that require students to analyze and evaluate the content of the text.- Encourage students to share their opinions and support their arguments with evidence from the text.8. Presentation (10 minutes)- Have students work in groups to create a digital presentation (e.g., using PowerPoint or Google Slides) summarizing their understanding ofthe text.- Allow each group to present their findings to the class.9. Closing (5 minutes)- Conclude the lesson by summarizing the main points discussed andthe new vocabulary introduced.- Assign homework that includes further reading and vocabulary practice.Assessment1. Formative Assessment:- Observe students' participation in discussions and group activities.- Monitor students' use of digital tools and resources during the lesson.- Use digital platforms to assess students' understanding of the text and vocabulary.2. Summative Assessment:- Evaluate students' digital presentations and their ability to summarize the text.- Assign a reflective essay or journal entry where students can express their thoughts on the text and the use of technology in the classroom.ConclusionThis English teaching design incorporates technology to create a dynamic and interactive learning environment that supports students' reading comprehension and vocabulary acquisition skills. By utilizing digital tools and resources, students are able to engage with the material in new and exciting ways, enhancing their learning experience and promoting critical thinking skills.。
英语教研员教学活动方案(3篇)
第1篇I. IntroductionAs an English teaching and research department, our primary goal is to enhance the quality of English education in our school by organizing and implementing various teaching and research activities. This activity plan aims to outline the details of an upcoming event that will benefit both teachers and students, fostering a collaborative and innovative learning environment.II. Activity Objectives1. To provide a platform for teachers to share their teaching experiences and best practices.2. To promote the integration of modern teaching methods and technologies into English classroom teaching.3. To encourage teachers to engage in research activities to improve their teaching effectiveness.4. To enhance the English proficiency of students through diverse learning activities.5. To strengthen the bond between teachers and students, creating a more supportive learning community.III. Activity Theme"Exploring Innovative Teaching Methods and Enhancing English Proficiency"IV. Activity DurationOne-day workshop, scheduled on Saturday, March 5th, 2023, from 9:00 AM to 5:00 PM.V. Activity VenueSchool auditorium, equipped with multimedia facilities.VI. Activity Participants1. English teachers from different grades and departments.2. School administrators and supervisors.3. Students from grades 6 to 12.VII. Activity Schedule1. 9:00 AM - 9:30 AM: Welcome and Opening Remarks- Introduction of the activity objectives and schedule- Briefing on the importance of innovation in English education2. 9:30 AM - 11:00 AM: Keynote Speech- "Innovative Teaching Methods in English Language Learning"- Speaker: Dr. John Smith, renowned English education expert3. 11:00 AM - 11:15 AM: Break4. 11:15 AM - 1:00 PM: Panel Discussion- "Integrating Technology into English Classroom Teaching"- Panelists: English teachers, education technology experts, and school administrators5. 1:00 PM - 2:00 PM: Lunch Break6. 2:00 PM - 3:30 PM: Workshops- Workshop 1: "Flipped Classroom Model in English Language Teaching"- Workshop 2: "Using English Language Games to Enhance Student Engagement"- Workshop 3: "Effective Assessment Strategies for English Language Learners"7. 3:30 PM - 3:45 PM: Break8. 3:45 PM - 5:00 PM: Research Presentation and Sharing- Teachers presenting their research findings on innovative teaching methods and English proficiency enhancement- Group discussions and feedback on the presented researchVIII. Activity Resources1. Multimedia equipment (projectors, screens, computers)2. Handouts and materials for workshops3. Refreshments and lunch for participantsIX. Evaluation and Feedback1. Post-activity survey to collect participants' feedback on the workshop's content, delivery, and impact on their teaching practices.2. Evaluation of the workshops by participants based on their engagement and learning outcomes.3. Follow-up meetings with teachers to discuss the implementation of innovative teaching methods in their classrooms.X. Expected Outcomes1. Teachers will be equipped with new teaching strategies and tools to enhance their English language teaching.2. Students will experience a more engaging and effective English learning environment.3. The school will witness an improvement in the overall English proficiency of its students.4. The English teaching and research department will gain valuable insights from the workshop and research presentations, which can be used to improve future activities and initiatives.By organizing this event, the English teaching and research department aims to foster a culture of innovation and continuous improvement inEnglish education within our school. This activity plan will serve as a foundation for future collaborations and initiatives, ultimately benefiting both teachers and students.第2篇Objective:The primary objective of this teaching activity is to enhance the English language proficiency of students through the integration of various teaching strategies that cater to different learning styles and objectives. The activity aims to foster a dynamic and engaging learning environment that promotes critical thinking, communication skills, and cultural awareness.Duration:One week (5 days)Target Group:Students in grades 8-10Materials Required:- Projector and screen- Whiteboard and markers- Handouts and worksheets- Digital resources (videos, articles, podcasts)- Language dictionaries- English novels and short stories- Interactive whiteboard and computer for online activities- Flipcharts and markers for group workDay 1: Introduction to Integrated Teaching StrategiesMorning Session:- Warm-up Activity: Start with a fun icebreaker activity, such as a "Two Truths and a Lie" game in English to get students speaking and thinking in the target language.- Introduction to Integrated Teaching Strategies: Explain the concept of integrated teaching strategies, emphasizing the importance of combining different methods to cater to diverse learning styles.- Activity: Divide the class into small groups and ask each group to brainstorm different teaching strategies they are familiar with (e.g., project-based learning, flipped classroom, cooperative learning, etc.).Afternoon Session:- Demonstration of a Case Study: Present a case study of a successful integrated teaching strategy implementation in an English class.- Group Discussion: Facilitate a group discussion on the effectiveness of the strategies used in the case study and how they could be adapted to the current class.Day 2: Communicative Language Teaching (CLT) TechniquesMorning Session:- Warm-up Activity: Use a role-play activity to practice greetings and introductions in English.- Introduction to CLT: Explain the principles of Communicative Language Teaching and its focus on communication rather than just language structure.- Activity: Conduct a role-play activity where students practice asking for and giving directions in an English-speaking environment.Afternoon Session:- Group Work: Divide students into pairs or small groups and assign them a scenario that requires them to communicate effectively in English (e.g., a restaurant booking, a lost traveler seeking directions).- Reflection: After the activity, ask students to reflect on their experiences and discuss what they found challenging and how they overcame those challenges.Day 3: Technology-Enhanced LearningMorning Session:- Warm-up Activity: Use a technology-based game, such as a language learning app, to review vocabulary and grammar.- Introduction to Technology-Enhanced Learning: Discuss the role of technology in language learning and the benefits of using digital resources.- Activity: Introduce a new concept or topic using a multimedia presentation, including videos, images, and interactive elements.Afternoon Session:- Group Project: Assign students a project that requires them to use technology to create a presentation or a multimedia product related to a specific English language topic.- Peer Review: Allow students to present their projects to the class and provide feedback to their peers.Day 4: Project-Based Learning (PBL)Morning Session:- Warm-up Activity: Start with a short discussion on a current event or popular culture topic in English.- Introduction to PBL: Explain the concept of Project-Based Learning and its focus on real-world application of knowledge.- Activity: Introduce a PBL project related to English language learning, such as creating a travel guide to a fictional country.Afternoon Session:- Group Formation: Students form groups and start working on their PBL projects, with each group responsible for a different aspect of the project.- Teacher Support: Provide guidance and support to ensure that each group stays on track and meets the project objectives.Day 5: Assessment and ReflectionMorning Session:- Warm-up Activity: Conduct a quick quiz to assess students' understanding of the week's content.- Assessment of Learning Outcomes: Review the learning outcomes of the week and assess students' progress through a combination of formative and summative assessments (e.g., presentations, portfolios, reflection essays).- Activity: Have students write a reflective essay on their learning experience during the week, highlighting what they found most challenging and rewarding.Afternoon Session:- Closing Activity: Organize a class discussion where students share their insights and experiences from the week's activities.- Feedback and Next Steps: Collect feedback from students on the effectiveness of the integrated teaching strategies and discuss the next steps for incorporating these strategies into future English classes.Evaluation:The success of this teaching activity will be evaluated based on the following criteria:- Student engagement and participation in activities- Improvement in English language proficiency as measured by pre- and post-assessments- Quality of group work and individual projects- Feedback from students and teachers on the effectiveness of the integrated teaching strategiesBy the end of this week-long teaching activity, students should have gained a deeper understanding of the English language and developed a broader range of skills that will serve them well in their future academic and professional endeavors.第3篇Objective:The primary objective of this teaching activity is to enhance students' overall English proficiency, including listening, speaking, reading, and writing skills. The activity will be designed to engage students actively, foster critical thinking, and promote cultural understanding.Target Group:Grade 8 studentsDuration:One month (4 weeks)Materials Required:- Projector and computer for presentations- Whiteboard and markers- English textbooks and supplementary materials- Audio and video resources- Handouts and worksheets- Interactive whiteboard or smartboard- Online resources and digital tools (e.g., Google Classroom, Kahoot, Quizizz)Week 1: Introduction to the TopicDay 1: Unit Introduction- Objective: Introduce the topic and objectives of the month-long activity.- Activities:1. Briefly introduce the topic through a PowerPoint presentation.2. Explain the learning objectives and how the activities will contribute to achieving them.3. Discuss the importance of English language skills in various aspects of life.Day 2: Warm-Up Activity - "Who Am I?"- Objective: Encourage students to use English to introduce themselves and get to know each other.- Activities:1. Divide the class into small groups.2. Each group member takes turns introducing themselves using complete sentences.3. Encourage the use of adjectives, hobbies, and favorite things to make introductions more engaging.Day 3: Listening Comprehension- Objective: Develop listening skills through various audio resources.- Activities:1. Play a short English song or a podcast related to the topic.2. Ask students to summarize the main points of the audio in their own words.3. Discuss the content and share opinions.Day 4: Vocabulary Building- Objective: Introduce and practice new vocabulary related to the topic.- Activities:1. Display a list of new vocabulary words on the board.2. Ask students to provide synonyms and antonyms for each word.3. Use the words in sentences to reinforce their meanings.Week 2: Speaking and PronunciationDay 5: Role-Play Scenarios- Objective: Improve speaking skills through interactive role-plays.- Activities:1. Create scenarios related to the topic and assign roles to students.2. Students will engage in a conversation using the vocabulary and structures learned.3. Encourage students to use proper pronunciation and intonation.Day 6: Group Discussion- Objective: Promote critical thinking and collaborative learning.- Activities:1. Present a controversial topic related to the unit.2. Divide the class into groups and assign each group a position (e.g., for, against).3. Students will prepare arguments and present them in a group discussion.Day 7: Pronunciation Practice- Objective: Focus on specific phonetic sounds and intonation patterns.- Activities:1. Use a video or audio clip to highlight pronunciation issues.2. Break down the sounds and demonstrate proper articulation.3. Students practice reading sentences or short paragraphs aloud.Week 3: Reading and WritingDay 8: Reading Comprehension- Objective: Develop reading skills through various text types.- Activities:1. Provide a short passage related to the topic.2. Ask students to read the passage and answer comprehension questions.3. Discuss the text and its main ideas.Day 9: Creative Writing- Objective: Encourage creative expression through writing.- Activities:1. Assign a creative writing prompt related to the topic.2. Students will write a short story or essay based on the prompt.3. Share and discuss the written pieces in class.Day 10: Grammar Review- Objective: Strengthen grammar skills through interactive exercises.- Activities:1. Review key grammar points covered in the unit.2. Use interactive whiteboard tools to present grammar rules and examples.3. Students complete grammar exercises and correct each other's work.Week 4: Assessment and ReflectionDay 11: Mini-Assessment- Objective: Evaluate students' progress and understanding of the unit.- Activities:1. Conduct a short quiz or written assignment to assess reading, writing, and grammar skills.2. Review the quiz and provide feedback.Day 12: Student Presentations- Objective: Encourage students to present their learning outcomes.- Activities:1. Students choose a topic related to the unit and prepare a short presentation.2. Presentations will be delivered to the class, followed by a Q&A session.Day 13: Reflection and Feedback- Objective: Reflect on the teaching and learning process.- Activities:1. Facilitate a class discussion on what was learned and enjoyed during the unit.2. Collect feedback from students on the teaching methods and activities.Day 14: Culminating Activity- Objective: Summarize the month-long activity with a fun and engaging project.- Activities:1. Organize a skit or a play based on the topic.2. Students will perform in front of the class, showcasing their speaking, reading, and writing skills.Conclusion:This comprehensive English teaching activity plan aims to provide awell-rounded approach to language learning, focusing on all four skills: listening, speaking, reading, and writing. By incorporating a variety of activities and resources, the plan seeks to enhance students' English proficiency and promote a love for the language.。
新编英语教程2(第三版)第4单元课件
Questions:
1. What are the students doing in the reading room?
They are playing a fantasy board game. 2. What does Lyle want after the game is over? He is tired of his ordinary life and wants to live in the world of fantasy.
新编英语教程（第三版）第二册
Unit 4 Dream Lead-In LSP Dialogue Role-Play L &S Reading Writing Exercises
mortal: You can describe someone as a mortal when you want to say that they are an ordinary person. e.g. Tickets seem unobtainable to the ordinary mortal.
新编英语教程（第三版）第二册
Unit 4 Dream Lead-In LSP Dialogue Role-Play L &S Reading Writing Exercises
Wizards and Warbeasts: name of a fantasy game《巫师 与魔兽》
新编英语教程（第三版）第二册
新编英语教程（第三版）第二册
Unit 4 Dream Lead-In LSP Dialogue Role-Play L &S Reading Writing Exercises
Proteus the Invincible: a Greek sea god capable of assuming different forms. Here Lyle used this name to refer to himself.
Native Instruments MASCHINE MIKRO MK3用户手册说明书
The information in this document is subject to change without notice and does not represent a commitment on the part of Native Instruments GmbH. The software described by this docu-ment is subject to a License Agreement and may not be copied to other media. No part of this publication may be copied, reproduced or otherwise transmitted or recorded, for any purpose, without prior written permission by Native Instruments GmbH, hereinafter referred to as Native Instruments.“Native Instruments”, “NI” and associated logos are (registered) trademarks of Native Instru-ments GmbH.ASIO, VST, HALion and Cubase are registered trademarks of Steinberg Media Technologies GmbH.All other product and company names are trademarks™ or registered® trademarks of their re-spective holders. Use of them does not imply any affiliation with or endorsement by them.Document authored by: David Gover and Nico Sidi.Software version: 2.8 (02/2019)Hardware version: MASCHINE MIKRO MK3Special thanks to the Beta Test Team, who were invaluable not just in tracking down bugs, but in making this a better product.NATIVE INSTRUMENTS GmbH Schlesische Str. 29-30D-10997 Berlin Germanywww.native-instruments.de NATIVE INSTRUMENTS North America, Inc. 6725 Sunset Boulevard5th FloorLos Angeles, CA 90028USANATIVE INSTRUMENTS K.K.YO Building 3FJingumae 6-7-15, Shibuya-ku, Tokyo 150-0001Japanwww.native-instruments.co.jp NATIVE INSTRUMENTS UK Limited 18 Phipp StreetLondon EC2A 4NUUKNATIVE INSTRUMENTS FRANCE SARL 113 Rue Saint-Maur75011 ParisFrance SHENZHEN NATIVE INSTRUMENTS COMPANY Limited 5F, Shenzhen Zimao Center111 Taizi Road, Nanshan District, Shenzhen, GuangdongChina© NATIVE INSTRUMENTS GmbH, 2019. All rights reserved.Table of Contents1Welcome to MASCHINE (23)1.1MASCHINE Documentation (24)1.2Document Conventions (25)1.3New Features in MASCHINE 2.8 (26)1.4New Features in MASCHINE 2.7.10 (28)1.5New Features in MASCHINE 2.7.8 (29)1.6New Features in MASCHINE 2.7.7 (29)1.7New Features in MASCHINE 2.7.4 (31)1.8New Features in MASCHINE 2.7.3 (33)2Quick Reference (35)2.1MASCHINE Project Overview (35)2.1.1Sound Content (35)2.1.2Arrangement (37)2.2MASCHINE Hardware Overview (40)2.2.1MASCHINE MIKRO Hardware Overview (40)2.2.1.1Browser Section (41)2.2.1.2Edit Section (42)2.2.1.3Performance Section (43)2.2.1.4Transport Section (45)2.2.1.5Pad Section (46)2.2.1.6Rear Panel (50)2.3MASCHINE Software Overview (51)2.3.1Header (52)2.3.2Browser (54)2.3.3Arranger (56)2.3.4Control Area (59)2.3.5Pattern Editor (60)3Basic Concepts (62)3.1Important Names and Concepts (62)3.2Adjusting the MASCHINE User Interface (65)3.2.1Adjusting the Size of the Interface (65)3.2.2Switching between Ideas View and Song View (66)3.2.3Showing/Hiding the Browser (67)3.2.4Showing/Hiding the Control Lane (67)3.3Common Operations (68)3.3.1Adjusting Volume, Swing, and Tempo (68)3.3.2Undo/Redo (71)3.3.3Focusing on a Group or a Sound (73)3.3.4Switching Between the Master, Group, and Sound Level (77)3.3.5Navigating Channel Properties, Plug-ins, and Parameter Pages in the Control Area.773.3.6Navigating the Software Using the Controller (82)3.3.7Using Two or More Hardware Controllers (82)3.3.8Loading a Recent Project from the Controller (84)3.4Native Kontrol Standard (85)3.5Stand-Alone and Plug-in Mode (86)3.5.1Differences between Stand-Alone and Plug-in Mode (86)3.5.2Switching Instances (88)3.6Preferences (88)3.6.1Preferences – General Page (89)3.6.2Preferences – Audio Page (93)3.6.3Preferences – MIDI Page (95)3.6.4Preferences – Default Page (97)3.6.5Preferences – Library Page (101)3.6.6Preferences – Plug-ins Page (109)3.6.7Preferences – Hardware Page (114)3.6.8Preferences – Colors Page (114)3.7Integrating MASCHINE into a MIDI Setup (117)3.7.1Connecting External MIDI Equipment (117)3.7.2Sync to External MIDI Clock (117)3.7.3Send MIDI Clock (118)3.7.4Using MIDI Mode (119)3.8Syncing MASCHINE using Ableton Link (120)3.8.1Connecting to a Network (121)3.8.2Joining and Leaving a Link Session (121)4Browser (123)4.1Browser Basics (123)4.1.1The MASCHINE Library (123)4.1.2Browsing the Library vs. Browsing Your Hard Disks (124)4.2Searching and Loading Files from the Library (125)4.2.1Overview of the Library Pane (125)4.2.2Selecting or Loading a Product and Selecting a Bank from the Browser (128)4.2.3Selecting a Product Category, a Product, a Bank, and a Sub-Bank (133)4.2.3.1Selecting a Product Category, a Product, a Bank, and a Sub-Bank on theController (137)4.2.4Selecting a File Type (137)4.2.5Choosing Between Factory and User Content (138)4.2.6Selecting Type and Character Tags (138)4.2.7Performing a Text Search (142)4.2.8Loading a File from the Result List (143)4.3Additional Browsing Tools (148)4.3.1Loading the Selected Files Automatically (148)4.3.2Auditioning Instrument Presets (149)4.3.3Auditioning Samples (150)4.3.4Loading Groups with Patterns (150)4.3.5Loading Groups with Routing (151)4.3.6Displaying File Information (151)4.4Using Favorites in the Browser (152)4.5Editing the Files’ Tags and Properties (155)4.5.1Attribute Editor Basics (155)4.5.2The Bank Page (157)4.5.3The Types and Characters Pages (157)4.5.4The Properties Page (160)4.6Loading and Importing Files from Your File System (161)4.6.1Overview of the FILES Pane (161)4.6.2Using Favorites (163)4.6.3Using the Location Bar (164)4.6.4Navigating to Recent Locations (165)4.6.5Using the Result List (166)4.6.6Importing Files to the MASCHINE Library (169)4.7Locating Missing Samples (171)4.8Using Quick Browse (173)5Managing Sounds, Groups, and Your Project (175)5.1Overview of the Sounds, Groups, and Master (175)5.1.1The Sound, Group, and Master Channels (176)5.1.2Similarities and Differences in Handling Sounds and Groups (177)5.1.3Selecting Multiple Sounds or Groups (178)5.2Managing Sounds (181)5.2.1Loading Sounds (183)5.2.2Pre-listening to Sounds (184)5.2.3Renaming Sound Slots (185)5.2.4Changing the Sound’s Color (186)5.2.5Saving Sounds (187)5.2.6Copying and Pasting Sounds (189)5.2.7Moving Sounds (192)5.2.8Resetting Sound Slots (193)5.3Managing Groups (194)5.3.1Creating Groups (196)5.3.2Loading Groups (197)5.3.3Renaming Groups (198)5.3.4Changing the Group’s Color (199)5.3.5Saving Groups (200)5.3.6Copying and Pasting Groups (202)5.3.7Reordering Groups (206)5.3.8Deleting Groups (207)5.4Exporting MASCHINE Objects and Audio (208)5.4.1Saving a Group with its Samples (208)5.4.2Saving a Project with its Samples (210)5.4.3Exporting Audio (212)5.5Importing Third-Party File Formats (218)5.5.1Loading REX Files into Sound Slots (218)5.5.2Importing MPC Programs to Groups (219)6Playing on the Controller (223)6.1Adjusting the Pads (223)6.1.1The Pad View in the Software (223)6.1.2Choosing a Pad Input Mode (225)6.1.3Adjusting the Base Key (226)6.2Adjusting the Key, Choke, and Link Parameters for Multiple Sounds (227)6.3Playing Tools (229)6.3.1Mute and Solo (229)6.3.2Choke All Notes (233)6.3.3Groove (233)6.3.4Level, Tempo, Tune, and Groove Shortcuts on Your Controller (235)6.3.5Tap Tempo (235)6.4Performance Features (236)6.4.1Overview of the Perform Features (236)6.4.2Selecting a Scale and Creating Chords (239)6.4.3Scale and Chord Parameters (240)6.4.4Creating Arpeggios and Repeated Notes (253)6.4.5Swing on Note Repeat / Arp Output (257)6.5Using Lock Snapshots (257)6.5.1Creating a Lock Snapshot (257)7Working with Plug-ins (259)7.1Plug-in Overview (259)7.1.1Plug-in Basics (259)7.1.2First Plug-in Slot of Sounds: Choosing the Sound’s Role (263)7.1.3Loading, Removing, and Replacing a Plug-in (264)7.1.4Adjusting the Plug-in Parameters (270)7.1.5Bypassing Plug-in Slots (270)7.1.6Using Side-Chain (272)7.1.7Moving Plug-ins (272)7.1.8Alternative: the Plug-in Strip (273)7.1.9Saving and Recalling Plug-in Presets (273)7.1.9.1Saving Plug-in Presets (274)7.1.9.2Recalling Plug-in Presets (275)7.1.9.3Removing a Default Plug-in Preset (276)7.2The Sampler Plug-in (277)7.2.1Page 1: Voice Settings / Engine (279)7.2.2Page 2: Pitch / Envelope (281)7.2.3Page 3: FX / Filter (283)7.2.4Page 4: Modulation (285)7.2.5Page 5: LFO (286)7.2.6Page 6: Velocity / Modwheel (288)7.3Using Native Instruments and External Plug-ins (289)7.3.1Opening/Closing Plug-in Windows (289)7.3.2Using the VST/AU Plug-in Parameters (292)7.3.3Setting Up Your Own Parameter Pages (293)7.3.4Using VST/AU Plug-in Presets (298)7.3.5Multiple-Output Plug-ins and Multitimbral Plug-ins (300)8Using the Audio Plug-in (302)8.1Loading a Loop into the Audio Plug-in (306)8.2Editing Audio in the Audio Plug-in (307)8.3Using Loop Mode (308)8.4Using Gate Mode (310)9Using the Drumsynths (312)9.1Drumsynths – General Handling (313)9.1.1Engines: Many Different Drums per Drumsynth (313)9.1.2Common Parameter Organization (313)9.1.3Shared Parameters (316)9.1.4Various Velocity Responses (316)9.1.5Pitch Range, Tuning, and MIDI Notes (316)9.2The Kicks (317)9.2.1Kick – Sub (319)9.2.2Kick – Tronic (321)9.2.3Kick – Dusty (324)9.2.4Kick – Grit (325)9.2.5Kick – Rasper (328)9.2.6Kick – Snappy (329)9.2.7Kick – Bold (331)9.2.8Kick – Maple (333)9.2.9Kick – Push (334)9.3The Snares (336)9.3.1Snare – Volt (338)9.3.2Snare – Bit (340)9.3.3Snare – Pow (342)9.3.4Snare – Sharp (343)9.3.5Snare – Airy (345)9.3.6Snare – Vintage (347)9.3.7Snare – Chrome (349)9.3.8Snare – Iron (351)9.3.9Snare – Clap (353)9.3.10Snare – Breaker (355)9.4The Hi-hats (357)9.4.1Hi-hat – Silver (358)9.4.2Hi-hat – Circuit (360)9.4.3Hi-hat – Memory (362)9.4.4Hi-hat – Hybrid (364)9.4.5Creating a Pattern with Closed and Open Hi-hats (366)9.5The Toms (367)9.5.1Tom – Tronic (369)9.5.2Tom – Fractal (371)9.5.3Tom – Floor (375)9.5.4Tom – High (377)9.6The Percussions (378)9.6.1Percussion – Fractal (380)9.6.2Percussion – Kettle (383)9.6.3Percussion – Shaker (385)9.7The Cymbals (389)9.7.1Cymbal – Crash (391)9.7.2Cymbal – Ride (393)10Using the Bass Synth (396)10.1Bass Synth – General Handling (397)10.1.1Parameter Organization (397)10.1.2Bass Synth Parameters (399)11Working with Patterns (401)11.1Pattern Basics (401)11.1.1Pattern Editor Overview (402)11.1.2Navigating the Event Area (404)11.1.3Following the Playback Position in the Pattern (406)11.1.4Jumping to Another Playback Position in the Pattern (407)11.1.5Group View and Keyboard View (408)11.1.6Adjusting the Arrange Grid and the Pattern Length (410)11.1.7Adjusting the Step Grid and the Nudge Grid (413)11.2Recording Patterns in Real Time (416)11.2.1Recording Your Patterns Live (417)11.2.2Using the Metronome (419)11.2.3Recording with Count-in (420)11.3Recording Patterns with the Step Sequencer (422)11.3.1Step Mode Basics (422)11.3.2Editing Events in Step Mode (424)11.4Editing Events (425)11.4.1Editing Events with the Mouse: an Overview (425)11.4.2Creating Events/Notes (428)11.4.3Selecting Events/Notes (429)11.4.4Editing Selected Events/Notes (431)11.4.5Deleting Events/Notes (434)11.4.6Cut, Copy, and Paste Events/Notes (436)11.4.7Quantizing Events/Notes (439)11.4.8Quantization While Playing (441)11.4.9Doubling a Pattern (442)11.4.10Adding Variation to Patterns (442)11.5Recording and Editing Modulation (443)11.5.1Which Parameters Are Modulatable? (444)11.5.2Recording Modulation (446)11.5.3Creating and Editing Modulation in the Control Lane (447)11.6Creating MIDI Tracks from Scratch in MASCHINE (452)11.7Managing Patterns (454)11.7.1The Pattern Manager and Pattern Mode (455)11.7.2Selecting Patterns and Pattern Banks (456)11.7.3Creating Patterns (459)11.7.4Deleting Patterns (460)11.7.5Creating and Deleting Pattern Banks (461)11.7.6Naming Patterns (463)11.7.7Changing the Pattern’s Color (465)11.7.8Duplicating, Copying, and Pasting Patterns (466)11.7.9Moving Patterns (469)11.8Importing/Exporting Audio and MIDI to/from Patterns (470)11.8.1Exporting Audio from Patterns (470)11.8.2Exporting MIDI from Patterns (472)11.8.3Importing MIDI to Patterns (474)12Audio Routing, Remote Control, and Macro Controls (483)12.1Audio Routing in MASCHINE (484)12.1.1Sending External Audio to Sounds (485)12.1.2Configuring the Main Output of Sounds and Groups (489)12.1.3Setting Up Auxiliary Outputs for Sounds and Groups (494)12.1.4Configuring the Master and Cue Outputs of MASCHINE (497)12.1.5Mono Audio Inputs (502)12.1.5.1Configuring External Inputs for Sounds in Mix View (503)12.2Using MIDI Control and Host Automation (506)12.2.1Triggering Sounds via MIDI Notes (507)12.2.2Triggering Scenes via MIDI (513)12.2.3Controlling Parameters via MIDI and Host Automation (514)12.2.4Selecting VST/AU Plug-in Presets via MIDI Program Change (522)12.2.5Sending MIDI from Sounds (523)12.3Creating Custom Sets of Parameters with the Macro Controls (527)12.3.1Macro Control Overview (527)12.3.2Assigning Macro Controls Using the Software (528)13Controlling Your Mix (535)13.1Mix View Basics (535)13.1.1Switching between Arrange View and Mix View (535)13.1.2Mix View Elements (536)13.2The Mixer (537)13.2.1Displaying Groups vs. Displaying Sounds (539)13.2.2Adjusting the Mixer Layout (541)13.2.3Selecting Channel Strips (542)13.2.4Managing Your Channels in the Mixer (543)13.2.5Adjusting Settings in the Channel Strips (545)13.2.6Using the Cue Bus (549)13.3The Plug-in Chain (551)13.4The Plug-in Strip (552)13.4.1The Plug-in Header (554)13.4.2Panels for Drumsynths and Internal Effects (556)13.4.3Panel for the Sampler (557)13.4.4Custom Panels for Native Instruments Plug-ins (560)13.4.5Undocking a Plug-in Panel (Native Instruments and External Plug-ins Only) (564)14Using Effects (567)14.1Applying Effects to a Sound, a Group or the Master (567)14.1.1Adding an Effect (567)14.1.2Other Operations on Effects (574)14.1.3Using the Side-Chain Input (575)14.2Applying Effects to External Audio (578)14.2.1Step 1: Configure MASCHINE Audio Inputs (578)14.2.2Step 2: Set up a Sound to Receive the External Input (579)14.2.3Step 3: Load an Effect to Process an Input (579)14.3Creating a Send Effect (580)14.3.1Step 1: Set Up a Sound or Group as Send Effect (581)14.3.2Step 2: Route Audio to the Send Effect (583)14.3.3 A Few Notes on Send Effects (583)14.4Creating Multi-Effects (584)15Effect Reference (587)15.1Dynamics (588)15.1.1Compressor (588)15.1.2Gate (591)15.1.3Transient Master (594)15.1.4Limiter (596)15.1.5Maximizer (600)15.2Filtering Effects (603)15.2.1EQ (603)15.2.2Filter (605)15.2.3Cabinet (609)15.3Modulation Effects (611)15.3.1Chorus (611)15.3.2Flanger (612)15.3.3FM (613)15.3.4Freq Shifter (615)15.3.5Phaser (616)15.4Spatial and Reverb Effects (617)15.4.1Ice (617)15.4.2Metaverb (619)15.4.3Reflex (620)15.4.4Reverb (Legacy) (621)15.4.5Reverb (623)15.4.5.1Reverb Room (623)15.4.5.2Reverb Hall (626)15.4.5.3Plate Reverb (629)15.5Delays (630)15.5.1Beat Delay (630)15.5.2Grain Delay (632)15.5.3Grain Stretch (634)15.5.4Resochord (636)15.6Distortion Effects (638)15.6.1Distortion (638)15.6.2Lofi (640)15.6.3Saturator (641)15.7Perform FX (645)15.7.1Filter (646)15.7.2Flanger (648)15.7.3Burst Echo (650)15.7.4Reso Echo (653)15.7.5Ring (656)15.7.6Stutter (658)15.7.7Tremolo (661)15.7.8Scratcher (664)16Working with the Arranger (667)16.1Arranger Basics (667)16.1.1Navigating Song View (670)16.1.2Following the Playback Position in Your Project (672)16.1.3Performing with Scenes and Sections using the Pads (673)16.2Using Ideas View (677)16.2.1Scene Overview (677)16.2.2Creating Scenes (679)16.2.3Assigning and Removing Patterns (679)16.2.4Selecting Scenes (682)16.2.5Deleting Scenes (684)16.2.6Creating and Deleting Scene Banks (685)16.2.7Clearing Scenes (685)16.2.8Duplicating Scenes (685)16.2.9Reordering Scenes (687)16.2.10Making Scenes Unique (688)16.2.11Appending Scenes to Arrangement (689)16.2.12Naming Scenes (689)16.2.13Changing the Color of a Scene (690)16.3Using Song View (692)16.3.1Section Management Overview (692)16.3.2Creating Sections (694)16.3.3Assigning a Scene to a Section (695)16.3.4Selecting Sections and Section Banks (696)16.3.5Reorganizing Sections (700)16.3.6Adjusting the Length of a Section (702)16.3.6.1Adjusting the Length of a Section Using the Software (703)16.3.6.2Adjusting the Length of a Section Using the Controller (705)16.3.7Clearing a Pattern in Song View (705)16.3.8Duplicating Sections (705)16.3.8.1Making Sections Unique (707)16.3.9Removing Sections (707)16.3.10Renaming Scenes (708)16.3.11Clearing Sections (710)16.3.12Creating and Deleting Section Banks (710)16.3.13Working with Patterns in Song view (710)16.3.13.1Creating a Pattern in Song View (711)16.3.13.2Selecting a Pattern in Song View (711)16.3.13.3Clearing a Pattern in Song View (711)16.3.13.4Renaming a Pattern in Song View (711)16.3.13.5Coloring a Pattern in Song View (712)16.3.13.6Removing a Pattern in Song View (712)16.3.13.7Duplicating a Pattern in Song View (712)16.3.14Enabling Auto Length (713)16.3.15Looping (714)16.3.15.1Setting the Loop Range in the Software (714)16.3.15.2Activating or Deactivating a Loop Using the Controller (715)16.4Playing with Sections (715)16.4.1Jumping to another Playback Position in Your Project (716)16.5Triggering Sections or Scenes via MIDI (717)16.6The Arrange Grid (719)16.7Quick Grid (720)17Sampling and Sample Mapping (722)17.1Opening the Sample Editor (722)17.2Recording Audio (724)17.2.1Opening the Record Page (724)17.2.2Selecting the Source and the Recording Mode (725)17.2.3Arming, Starting, and Stopping the Recording (729)17.2.5Checking Your Recordings (731)17.2.6Location and Name of Your Recorded Samples (734)17.3Editing a Sample (735)17.3.1Using the Edit Page (735)17.3.2Audio Editing Functions (739)17.4Slicing a Sample (743)17.4.1Opening the Slice Page (743)17.4.2Adjusting the Slicing Settings (744)17.4.3Manually Adjusting Your Slices (746)17.4.4Applying the Slicing (750)17.5Mapping Samples to Zones (754)17.5.1Opening the Zone Page (754)17.5.2Zone Page Overview (755)17.5.3Selecting and Managing Zones in the Zone List (756)17.5.4Selecting and Editing Zones in the Map View (761)17.5.5Editing Zones in the Sample View (765)17.5.6Adjusting the Zone Settings (767)17.5.7Adding Samples to the Sample Map (770)18Appendix: Tips for Playing Live (772)18.1Preparations (772)18.1.1Focus on the Hardware (772)18.1.2Customize the Pads of the Hardware (772)18.1.3Check Your CPU Power Before Playing (772)18.1.4Name and Color Your Groups, Patterns, Sounds and Scenes (773)18.1.5Consider Using a Limiter on Your Master (773)18.1.6Hook Up Your Other Gear and Sync It with MIDI Clock (773)18.1.7Improvise (773)18.2Basic Techniques (773)18.2.1Use Mute and Solo (773)18.2.2Create Variations of Your Drum Patterns in the Step Sequencer (774)18.2.3Use Note Repeat (774)18.2.4Set Up Your Own Multi-effect Groups and Automate Them (774)18.3Special Tricks (774)18.3.1Changing Pattern Length for Variation (774)18.3.2Using Loops to Cycle Through Samples (775)18.3.3Load Long Audio Files and Play with the Start Point (775)19Troubleshooting (776)19.1Knowledge Base (776)19.2Technical Support (776)19.3Registration Support (777)19.4User Forum (777)20Glossary (778)Index (786)1Welcome to MASCHINEThank you for buying MASCHINE!MASCHINE is a groove production studio that implements the familiar working style of classi-cal groove boxes along with the advantages of a computer based system. MASCHINE is ideal for making music live, as well as in the studio. It’s the hands-on aspect of a dedicated instru-ment, the MASCHINE hardware controller, united with the advanced editing features of the MASCHINE software.Creating beats is often not very intuitive with a computer, but using the MASCHINE hardware controller to do it makes it easy and fun. You can tap in freely with the pads or use Note Re-peat to jam along. Alternatively, build your beats using the step sequencer just as in classic drum machines.Patterns can be intuitively combined and rearranged on the fly to form larger ideas. You can try out several different versions of a song without ever having to stop the music.Since you can integrate it into any sequencer that supports VST, AU, or AAX plug-ins, you can reap the benefits in almost any software setup, or use it as a stand-alone application. You can sample your own material, slice loops and rearrange them easily.However, MASCHINE is a lot more than an ordinary groovebox or sampler: it comes with an inspiring 7-gigabyte library, and a sophisticated, yet easy to use tag-based Browser to give you instant access to the sounds you are looking for.What’s more, MASCHINE provides lots of options for manipulating your sounds via internal ef-fects and other sound-shaping possibilities. You can also control external MIDI hardware and 3rd-party software with the MASCHINE hardware controller, while customizing the functions of the pads, knobs and buttons according to your needs utilizing the included Controller Editor application. We hope you enjoy this fantastic instrument as much as we do. Now let’s get go-ing!—The MASCHINE team at Native Instruments.MASCHINE Documentation1.1MASCHINE DocumentationNative Instruments provide many information sources regarding MASCHINE. The main docu-ments should be read in the following sequence:1.MASCHINE MIKRO Quick Start Guide: This animated online guide provides a practical ap-proach to help you learn the basic of MASCHINE MIKRO. The guide is available from theNative Instruments website: https:///maschine-mikro-quick-start/2.MASCHINE Manual (this document): The MASCHINE Manual provides you with a compre-hensive description of all MASCHINE software and hardware features.Additional documentation sources provide you with details on more specific topics:►Online Support Videos: You can find a number of support videos on The Official Native In-struments Support Channel under the following URL: https:///NIsupport-EN. We recommend that you follow along with these instructions while the respective ap-plication is running on your computer.Other Online Resources:If you are experiencing problems related to your Native Instruments product that the supplied documentation does not cover, there are several ways of getting help:▪Knowledge Base▪User Forum▪Technical Support▪Registration SupportYou will find more information on these subjects in the chapter Troubleshooting.Document Conventions1.2Document ConventionsThis section introduces you to the signage and text highlighting used in this manual. This man-ual uses particular formatting to point out special facts and to warn you of potential issues.The icons introducing these notes let you see what kind of information is to be expected:This document uses particular formatting to point out special facts and to warn you of poten-tial issues. The icons introducing the following notes let you see what kind of information canbe expected:Furthermore, the following formatting is used:▪Text appearing in (drop-down) menus (such as Open…, Save as… etc.) in the software andpaths to locations on your hard disk or other storage devices is printed in italics.▪Text appearing elsewhere (labels of buttons, controls, text next to checkboxes etc.) in thesoftware is printed in blue. Whenever you see this formatting applied, you will find thesame text appearing somewhere on the screen.▪Text appearing on the displays of the controller is printed in light grey. Whenever you seethis formatting applied, you will find the same text on a controller display.▪Text appearing on labels of the hardware controller is printed in orange. Whenever you seethis formatting applied, you will find the same text on the controller.▪Important names and concepts are printed in bold.▪References to keys on your computer’s keyboard you’ll find put in square brackets (e.g.,“Press [Shift] + [Enter]”).►Single instructions are introduced by this play button type arrow.→Results of actions are introduced by this smaller arrow.Naming ConventionThroughout the documentation we will refer to MASCHINE controller (or just controller) as the hardware controller and MASCHINE software as the software installed on your computer.The term “effect” will sometimes be abbreviated as “FX” when referring to elements in the MA-SCHINE software and hardware. These terms have the same meaning.Button Combinations and Shortcuts on Your ControllerMost instructions will use the “+” sign to indicate buttons (or buttons and pads) that must be pressed simultaneously, starting with the button indicated first. E.g., an instruction such as:“Press SHIFT + PLAY”means:1.Press and hold SHIFT.2.While holding SHIFT, press PLAY and release it.3.Release SHIFT.1.3New Features in MASCHINE2.8The following new features have been added to MASCHINE: Integration▪Browse on , create your own collections of loops and one-shots and send them directly to the MASCHINE browser.Improvements to the Browser▪Samples are now cataloged in separate Loops and One-shots tabs in the Browser.▪Previews of loops selected in the Browser will be played in sync with the current project.When a loop is selected with Prehear turned on, it will begin playing immediately in-sync with the project if transport is running. If a loop preview starts part-way through the loop, the loop will play once more for its full length to ensure you get to hear the entire loop once in context with your project.▪Filters and product selections will be remembered when switching between content types and Factory/User Libraries in the Browser.▪Browser content synchronization between multiple running instances. When running multi-ple instances of MASCHINE, either as Standalone and/or as a plug-in, updates to the Li-brary will be synced across the instances. For example, if you delete a sample from your User Library in one instance, the sample will no longer be present in the other instances.Similarly, if you save a preset in one instance, that preset will then be available in the oth-er instances, too.▪Edits made to samples in the Factory Libraries will be saved to the Standard User Directo-ry.For more information on these new features, refer to the following chapter ↑4, Browser. Improvements to the MASCHINE MIKRO MK3 Controller▪You can now set sample Start and End points using the controller. For more information refer to ↑17.3.1, Using the Edit Page.Improved Support for A-Series Keyboards▪When Browsing with A-Series keyboards, you can now jump quickly to the results list by holding SHIFT and pushing right on the 4D Encoder.▪When Browsing with A-Series keyboards, you can fast scroll through the Browser results list by holding SHIFT and twisting the 4D Encoder.▪Mute and Solo Sounds and Groups from A-Series keyboards. Sounds are muted in TRACK mode while Groups are muted in IDEAS.。
新编英语教程2(第三版)第5单元课件
新编英语教程（第三版）第二册
Unit 5 Music Lead-In LSP Dialogue Role-Play L &S Reading Writing Exercises
Preparatory Questions
Change the active sentences into the passive sentences: 1. sentences containing the make somebody do something pattern
新编英语教程（第三版）第二册
Unit 5 Music Lead-In LSP Dialogue Role-Play L &S Reading Writing Exercises
moat: a deep wide channel that was dug around a castle, etc. and filled with water to make it more difficult for enemies to attack.
新编英语教程（第三版）第二册
Unit 5 Music Lead-In LSP Dialogue Role-Play L &S Reading Writing Exercises
tote: to carry sth, especially sth heavy e.g. We arrived, toting our bags and suitcases.
新编英语教程（第三版）第二册
Unit 5 Music Lead-In LSP Dialogue Role-Play L &S Reading Writing Exercises
yodel: to sing or call in the traditional Swiss way, changing your voice frequently between its normal level and a very high level. 用岳得尔歌调唱，唱岳得尔歌
英语教研公开课活动总结(3篇)
第1篇Introduction:The English Teaching and Research Open Class Activity, held on [Date], aimed to provide a platform for educators to showcase innovative teaching methods, share best practices, and engage in constructive dialogue about the latest trends in English language education. This summary aims to encapsulate the key highlights, reflections, and outcomes of the event.Objective:The primary objective of the open class was to:1. Promote a culture of collaboration and professional development among English language teachers.2. Explore and implement new teaching strategies that enhance student engagement and learning outcomes.3. Provide participants with practical insights and resources to improve their teaching practices.Activity Structure:The open class was structured into several segments, each designed to cater to different aspects of English language teaching:1. Welcome and Introduction (10 minutes):- The event was officially opened by the head of the English department, who emphasized the importance of continuous learning and professional growth.- Brief introductions were made by the facilitators and participants.2. Demonstration Lesson (30 minutes):- A highly experienced teacher demonstrated an engaging and interactive lesson on a specific topic (e.g., grammar, vocabulary, reading comprehension).- The lesson incorporated various teaching methods such as group work, technology integration, and project-based learning.- Participants observed the lesson and took notes on effective strategies and techniques.3. Workshop Session (30 minutes):- Participants were divided into small groups to discuss the observed lesson and share their thoughts and ideas.- Each group was given a specific focus area, such as assessment techniques, classroom management, or technology integration.- Group discussions were facilitated by experts in the field, who provided guidance and support.4. Panel Discussion (20 minutes):- A panel of experts, including educators, administrators, and educational technology specialists, engaged in a lively discussion onthe challenges and opportunities in English language teaching.- The panel addressed questions from the audience and shared their insights on emerging trends and best practices.5. Resource Sharing (20 minutes):- Participants were encouraged to share resources such as lesson plans, activities, and websites that they found valuable in their teaching practice.- A digital platform was set up to facilitate the sharing and exchange of resources.6. Feedback and Reflection (10 minutes):- Participants provided feedback on the open class, sharing their thoughts on the structure, content, and overall experience.- The facilitators collected feedback and noted down suggestions for future events.Key Highlights:1. Engagement and Interaction:- The open class was marked by a high level of engagement and interaction among participants. The demonstration lesson wasparticularly well-received, with participants actively participating in discussions and activities.2. Innovative Teaching Methods:- The demonstration lesson showcased a variety of innovative teaching methods, such as flipped classrooms, gamification, and collaborative learning, which sparked interest and discussion among participants.3. Expert Insights:- The panel discussion provided valuable insights into the current challenges and future trends in English language teaching, offering participants a broader perspective on the field.4. Resource Sharing:- The resource sharing session was highly successful, withparticipants exchanging a wealth of valuable materials that they could implement in their own classrooms.5. Feedback and Reflection:- The feedback received from participants was overwhelmingly positive, with many expressing gratitude for the opportunity to learn from their peers and experts.Reflections and Outcomes:The open class served as a valuable opportunity for English language teachers to:- Reflect on their own teaching practices and identify areas for improvement.- Learn from the experiences of their colleagues and experts in the field.- Network with other educators and build a community of practice.The event successfully achieved its objectives, providing participants with a wealth of resources and insights that will undoubtedly enhance their teaching practices. The positive feedback received indicates that the open class was a valuable and successful endeavor, and it is hoped that future events will continue to foster collaboration and professional development in English language education.Conclusion:The English Teaching and Research Open Class Activity was a resounding success, thanks to the dedication and commitment of all participants and organizers. The event not only provided a platform for sharing best practices but also fostered a sense of community and collaboration among English language teachers. It is hoped that the lessons learned and resources shared during the event will continue to inspire and inform educators as they strive to provide the best possible learning experiences for their students.第2篇Introduction:The English Research and Teaching Open Class Activity, held on [Date], aimed to provide a platform for teachers to showcase their innovative teaching methods, share their experiences, and engage in constructive discussions about the best practices in English language teaching. This summary aims to capture the essence of the event, highlighting the key activities, discussions, and outcomes.I. Event OverviewThe open class activity was organized by the [Institution Name] English Department in collaboration with the [Local Education Authority]. It was attended by [number] teachers from various educational institutions across the region. The event was structured into three main parts: thedemonstration of innovative teaching methods, group discussions, and a panel discussion.II. Demonstration of Innovative Teaching Methods1. Lesson Presentation:The event commenced with a lesson presentation by [Teacher's Name] from [Institution Name]. The lesson focused on teaching reading comprehension skills to secondary school students. The teacher utilized a variety of techniques, including interactive whiteboards, group work, and multimedia resources, to engage the students and promote critical thinking.2. Role Play:Following the lesson presentation, [Teacher's Name] from [Institution Name] demonstrated a role-play activity designed to enhance students' speaking and listening skills. The activity involved students in a simulated dialogue, where they were encouraged to use appropriate vocabulary and grammar structures.3. Technology Integration:[Teacher's Name] from [Institution Name] showcased how technology could be effectively integrated into English language teaching. The teacher used a range of apps and online platforms to create interactive lessons, which not only made learning fun but also allowed students to learn at their own pace.III. Group Discussions1. Teaching Strategies:The teachers were divided into small groups to discuss effective teaching strategies for different levels of English language learners. The discussions focused on identifying the strengths and weaknesses of various methods, and how to adapt them to suit different learning styles.2. Assessment Techniques:Another group discussion centered around the use of different assessment techniques to measure students' progress. The teachers shared their experiences with traditional tests, oral presentations, and project-based assessments, and debated the advantages and disadvantages of each.3. Professional Development:A third group explored the importance of ongoing professional development for English language teachers. The teachers discussed ways to stay updated with the latest teaching trends, participate in workshops, and collaborate with colleagues to enhance their skills.IV. Panel DiscussionThe panel discussion featured experts from the English Department, local education authorities, and experienced teachers. The panelists addressed various topics, including:1. The challenges of teaching English in the 21st century.2. The role of technology in English language teaching.3. Strategies for promoting language learning across different educational levels.4. The importance of fostering a positive learning environment.V. Conclusions and RecommendationsThe English Research and Teaching Open Class Activity was a resounding success. The following recommendations were made based on the discussions and observations:1. Encourage the use of innovative teaching methods to enhance student engagement and motivation.2. Promote the integration of technology in English language teaching to provide a more dynamic learning experience.3. Emphasize the importance of ongoing professional development for teachers to keep up with the latest teaching trends.4. Foster a collaborative environment where teachers can share their experiences and learn from each other.VI. Final ThoughtsThe English Research and Teaching Open Class Activity provided a valuable opportunity for teachers to reflect on their practices, learn from their peers, and explore new approaches to English language teaching. The event served as a reminder of the importance of continuous improvement and collaboration in the field of education. We hope that the insights gained from this event will inspire teachers to implement innovative practices in their classrooms and contribute to the overall improvement of English language teaching in our region.In conclusion, the English Research and Teaching Open Class Activity was a rewarding experience for all participants. It not only showcased the creative and effective teaching methods being employed by educators but also fostered a sense of community and collaboration among teachers. As we move forward, we look forward to more such events that will further enhance the quality of English language teaching and learning.第3篇IntroductionThe English Teaching and Research Open Class activity, held on [Date], aimed to provide a platform for teachers to showcase their teaching methodologies, share innovative practices, and foster a collaborative environment for professional growth. The event was attended by a diverse group of educators, including primary, secondary, and higher education teachers, as well as educational administrators and researchers. This summary aims to encapsulate the key highlights, outcomes, andreflections of the event.Objective and Structure of the EventThe primary objective of the open class was to enhance the quality of English language teaching by promoting the adoption of effectivepedagogical strategies and fostering a culture of continuous improvement. The event was structured into three main sessions:1. Demonstration Classes: Selected teachers presented their innovative teaching methods, focusing on various aspects of English language teaching such as grammar, vocabulary, reading, writing, and speaking skills.2. Workshops: Expert facilitators conducted interactive workshops on specific topics, including flipped classrooms, project-based learning, and the integration of technology in English language teaching.3. Panel Discussions: A panel of educators and researchers engaged in discussions on current trends in English language education, challenges faced by teachers, and strategies for overcoming them.Key Highlights1. Demonstration Classes:- Interactive Grammar Teaching: A primary school teacher demonstrated an engaging grammar lesson using interactive whiteboards and student-centered activities, which promoted active learning and improved understanding among students.- Flipped Classroom Approach: A secondary school teacher showcased a flipped classroom model where students watched pre-recorded lessons at home and engaged in practical activities in the classroom, enhancingtheir learning experience.- Project-Based Learning: A higher education teacher presented a project-based learning activity that encouraged students to apply their English language skills in real-world contexts, fostering critical thinking and problem-solving abilities.2. Workshops:- Flipped Classrooms: The workshop provided practical tips on how to create and implement flipped classroom models, emphasizing the importance of student autonomy and personalized learning.- Project-Based Learning: Participants learned about the benefits of project-based learning and received guidance on designing effective projects that promote student engagement and learning outcomes.- Technology Integration: Educators were introduced to various educational technologies that can be used to enhance English language teaching, including interactive whiteboards, online learning platforms, and educational apps.3. Panel Discussions:- Current Trends: The panel discussed the impact of digital technologies on English language education, the importance of cultural competence in the classroom, and the need for ongoing professional development.- Challenges and Solutions: Participants shared their experiences and challenges in English language teaching, and the panel provided insights and strategies for overcoming these challenges.- Future Directions: The panel展望了英语语言教育的未来发展方向，强调了教师角色的重要性，以及在全球化背景下培养学生的跨文化沟通能力。
教师资格考试初中英语学科知识与教学能力试题与参考答案(2024年)
2024年教师资格考试初中英语学科知识与教学能力自测试题与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、The teacher encouraged the students to__________their creative thinking in the project.A. put onB. bring outC. get throughD. go along答案：B解析：本题考查动词短语辨析。
put on意为“穿上，上演”；bring out意为“展现，发表”；get through意为“通过，接通”；go along意为“前进，进展”。
根据句意，B选项符合题意，表示鼓励学生在项目中展现他们的创造性思维。
因此，答案为B。
2、In order to promote the students’ __________, the teacher organized a series of activities in the classroom.A. communicationB. cooperationC. competitionD. education答案：C解析：本题考查名词辨析。
communication意为“沟通”；cooperation意为“合作”；competition意为“竞争”；education意为“教育”。
根据句意，教师为了促进学生之间的竞争，组织了一系列的课堂活动。
因此，C选项符合题意。
答案为C。
3、The sentence “She has two cats, one of which is black and the other white.” is an example of:A) a simple sentenceB) a compound sentenceC) a complex sentenceD) a compound-complex sentenceAnswer: C) a complex sentenceExplanation: The sentence is complex because it contains a main clause (“She has two cats”) and a dependent clause (“one of which is black and the other w hite”) that provides additional information about the subject of the main clause.4、In the following sentence, the word “therefore” is used to:A)provide a causeB)show a contrastC)give an exampleD)indicate a resultAnswer: D) indicate a resultExplanation: The word “therefore” is a conjunction that is used to introduce a result or consequence, indicating that one thing is a direct outcomeof another. In the sentence, “Therefore, she decided to study harder,” it shows that the decision to study harder is a result of some previous event or situation.5、The following sentence is written in passive voice. Which sentence is the correct active voice version?A. The cake was made by my mother last night.B. My mother made the cake last night.C. The cake was baking in the oven.D. The cake was baked by my mother.Answer: BExplanation: The original sentence is in the passive voice, using “was made.” To convert it into active voice, the subject of the passive voice (the cake) becomes the subject of the active voice, and the verb is changed to the active form (“made”). Therefore, the correct active voice version is “My mother made the cake last night.”6、Choose the word that best completes the following sentence:The students were eager to learn about the___________of the new technology.A. principlesB. basicsC. mechanismD. fundamentalsAnswer: AExplanation: The word “principles” in this context refers to the fundamentaltruths or basic ideas on which something is based. It fits well with the sentence, which is about the basic ideas behind the new technology. The other options, “basics,” “mechanism,” and “fundamentals,” could be used in different contexts, but “principles” is the most appropriate choice for the sentence provided.7、The following sentence is an example of which type of sentence structure?A. SimpleB. CompoundC. ComplexD. Compound-complexAnswer: CExplanation: A complex sentence has an independent clause and at least one dependent clause. In the sentence “Although she had been studying for hours, she still failed the exam,” “Although she had been studying for hours” is the dependent clause, and “she still failed the exam” is the independent clause.8、Which of the following words is the opposite of “converge”?A. DivergeB. ConvergeC. ConsistD. IntegrateAnswer: AExplanation: “Converge” means to come together or move towards a common point or center. The opposite of this is “diverge,” which means to move apart or to develop differently. Therefore, the cor rect answer is “Diverge.”9.The teacher is demonstrating a new grammar structure to the students. Which of the following activities is most appropriate for practicing this structure immediately after the demonstration?A)Role-play a dialogue using the new grammar structure.B)Complete a fill-in-the-blanks activity with the new grammar structure.C)Translate sentences from English to Chinese and back.D)Answer multiple-choice questions about the new grammar structure.Answer: A)解析：在演示了新的语法结构之后，角色扮演是一种非常有效的实践活动，因为它允许学生在一个真实语境中使用新学的语法，从而巩固和练习这一结构。
IT技术支持教程：Edexcel BTEC Level 2和3证书和肯德基蒂克系统和原理-第一版-1
Unit 28: IT Technical SupportUnit code: J/601/7279QCF Level 3: BTEC SpecialistCredit value: 10Guided learning hours: 60Aim and purposeThe aim of this unit is to enable learners to use their understanding of technical support tools and techniques and organisational policies and procedures to source technical information and communicate advice and guidance to resolve technical problems.Unit introductionDevelopments in technology have created a demand for technical support personnel who can support individuals and organisations in different ways. This can include on-site help, desk support or remote support (connecting to the client machine and attempting to resolve the problem), field support and call centre support. The continuous development of technology and changing work patterns requires IT professionals to keep up to date with how to deal with technical problems and how to access and provide support where and when needed. In addition, organisations now seek to use new mechanisms, systems and technologies and this changing organisational practice has had a direct impact on the individuals who provide technical support.On completing this unit, learners will be able to use their technical knowledge to help clients resolve technical problems and improve the performance of IT systems. In order to do this, learners will explore how to select relevant and reliable information from different sources.This unit focuses on help desk/desktop support but includes an awareness of other kinds of support. It is common for calls to help desks to be made by people under some pressure, perhaps because their workflow is interrupted by a system failure and potentially involving loss of data or communications breakdowns. This means that support technicians need to develop good interpersonal skills to interact positively with customers and provide technical support.This unit is directly related to providing advice and guidance within a business context, although learners will respond to most individuals. The IT sector is changing rapidly and an important part of this unit is to look at new and emerging technologies that relate to the areas they support and but also how these new technologies might impact on their work.Learning outcomes and assessment criteriaIn order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.On completion of this unit a learner should:Learning outcomes Assessment criteria1 Understand the tools andtechniques used fortechnical support 1.1 explain the tools and techniques used fortechnical support2 Understand howorganisational policies andprocedures influencetechnical support 2.1 explain the impact of organisational policies andprocedures on the provision of technical support3 Be able to gatherinformation to provideadvice and guidance 3.1 identify the types of fault that can occur3.2 source technical information to provide adviceand guidance for a variety of faults4 Be able to communicateadvice and guidance 4.1 use different communication routes to provideadvice and guidance4.2 respond appropriately to end users4.3 check solutions and record actionsUnit content1 Understand the tools and techniques used for technical supportTools: software diagnostic and monitoring tools eg VNC, remote diagnosticconnections; other eg control panelTechniques: direct questioning of users; recording faults and remedies eg fault log, solutions databaseFuture trends: possibilities eg increasing reliance on remote support, development of systems that analyse and report on faults for other uses such as planning corporate training programmes, development of central infrastructures, contracted out and offshore services2 Understand how organisational policies and procedures influence technicalsupportWorking procedures and policies: organisational guidelines eg reporting of faults, internet use, security; service level agreements; confidentiality; sensitivity ofinformation; organisational constraints eg costs of resources required, time, user expertise; outsourcing of support services3 Be able to gather information to provide advice and guidanceFault: type eg loss of service, poor performance, virus, error messagesSources of information: product specifications and manuals; colleagues with specialist expertise; manufacturers knowledge base/resource sites; fault records showingpreviously found solutions; other internet sources eg FAQs and technical forumsValidity of information: issues eg cross-reference checks with user, problemreproduction, reliability of different types of information4 Be able to communicate advice and guidanceCommunication method: direct to user in response to a query eg via email, face to face, telephone; additional support material eg email, newsletters, FAQs, input to technical forums, help sheets, user guidesTypes of advice: recommendations for repair or replacement of components;provision of training or direct instruction; others eg bug fixes, installation of patches, systems reset or rebooting instructionsCommunication skills: providing information to relevant people; anger management skills (customer); keeping calm and objective (self); soft skills eg patience, empathy;referring issues that are beyond scope of individual; providing and communicating appropriate response times for resolutionChecking solutions: testing; user review ie ensuring that advice was sufficient and correct or solution was successful; recording actions eg updating fault logEnd users: types eg experienced, novice, technicalEssential guidance for tutorsDeliveryDelivery of this unit would be most effective if learners can build links between their classroom environment and organisations that need and provide technical support. Delivery could be based on the order of the learning outcomes as. However, if opportunities for learners to gain work experience are available, this could start early and run through the whole programme. Evidence for the practical assignment work could be collected in the form of logs, notes, observational records or witness statements.The constant change in technology, and support issues related to hardware and software of IT and the impact upon working practices must be continually referenced. Learners must be encouraged to develop transferable skills and familiarise themselves with the need for self-development to keep up with the demands of industry.Research into the tools and techniques used in IT support could be supported by visiting speakers (possibly the centre’s own technicians), and wherever possible diagnostic tools demonstrated. Learners could categorise types of fault and research and discuss future trends.Understanding how technical support is influenced by organisational policies, procedures and constraints could be supported by a visiting speaker or visit to an organisation with in-house technical support. Outsourcing is a topic that attracts interest in the media and libraries can provide rich sources of real-life case study information, newspaper reports etc. Some aspects may be qualitative such as the issues relating to sending jobs abroad, however such discussions should not be discouraged as they provide an important perspective.Learners need to appreciate early on in the programme that it will be unlikely that they accumulate and maintain the technical knowledge required to deal with any and all the problems they encounter. Although it is true that many of the questions and problems posed will be routine, learners will need to establish skills in finding and validating sources of information for other situations beyond their immediate knowledge. Different sources of information can be researched and the value of each discussed. Deciding whether something is valid can be difficult, especially internet sites which may seem genuine. Learners need to be able to recognise what to look out for to assess validity.It is important for learners to develop skills in approaching problems and using documentation methodically, such as logs, as well as checking that the solution they offer is appropriate. Exercises in keeping logs and planning activities (particularly in relation to giving users an estimated time for solving problems) can be used and case studies discussed.Video/DVD and role-play exercises can be particularly valuable for developing soft skills. Learners will need practise dealing with irate and frustrated users. Written case studies with situations and queries could also be used but these may miss some key aspects about the need for soft skills.This unit is closely linked to many vendor units, as well as other practically based units.Outline learning planThe outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments. The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.Topic and suggested assignments/activities and/assessmentIntroduction to the unitTools and techniques:•whole-class exercise – tutor presentation on types of fault – categorise•whole-class exercise – tutor presentation on diagnostic and monitoring tools, followed by research•whole-class exercise – demonstration/visiting speaker (technical support) •individual exercise – other techniques•individual exercise – research into future trends, followed by group discussion• a mixture of tutor led sessions, directed learning, case studies and demonstrations. Technical support and the organisation:•whole-class exercise – tutor presentation on working procedures and policies •whole-class exercise – tutor presentation on organisational constraints• a mixture of tutor led sessions, practical exploration, learner exercises, case studies and detailed investigation.Assignment 1 – IT Support GuideInformation gathering:•whole-class exercise – tutor presentation on information sources•individual exercise – research into information sources, followed by discussion and evaluation of the sources•whole-class exercise – tutor presentation on validation of information•individual exercise –research into validation of information, followed by discussion. Communicating:•whole-class exercise – tutor presentation on interpersonal skills, followed by practical exercises, exemplars•whole-class exercise – tutor presentation on methods of communication and their appropriateness, followed by group discussion and individual exercise•individual exercise – record keeping•whole-class exercise – tutor presentation on documentation•individual exercise – producing and evaluating user guides• a mixture of role play exercises, demonstrations (DVD), discussions, exercises. Assignment 2 – Manage and Maintain IT SupportAssessmentIt is suggested that this unit is assessed using two assignments as summarised in the Programme of suggested assignments table.The numbering of the assignments does not mean that they have to be undertaken in that order, rather they are based on the order of delivering the unit.Suggested Assignment 1 – IT Support GuideThe suggested scenario for this assignment is that learners are working for an IT Support department which needs a guide for new technical support staff joining the company. This could be presented as a booklet or leaflet or prepared as a presentation for staff induction.For 1.1, learners are expected to explain the tools (such as software diagnostic tools) and techniques (such as questioning) that enable the IT support technician to identify faults. Reference to sources of advice and guidance could be usefully incorporated here. For 2.1, the impact on technical support of organisational policies and procedures and organisational constraints should be explained.For 3.1, learners should research the most common faults and categorise them. This may be based on practical work.Suggested Assignment 2 – Manage and Maintain IT SupportIdeally, for this assignment learners will be able to carry out real support activities in a work placement environment. This may be in junction with the centre’s own technical support department. Failing that, faults will need to be deliberately set up for learners to diagnose and support and the users role played by the tutor or others. Learners should be able to identify that technical help can be for hardware problems, software problems or lack of understanding on the part of users.Evidence for 3.2 (sourcing information) could be shown through fault records that include the sources of information accessed. A variety of sources should be included.It is important for 4.1 that learners appreciate and evidence different types of advice and guidance and show they are able to use a variety of communication routes as suggested in the unit content.For 4.2, learners do not need to provide support for experienced, novice and technical users (note the use of ‘eg’ in the sub-content line). In all cases it is important that the responses provided are appropriate for the particular user. Again, a fault log including how, when and where advice and guidance was given could be included with supporting statements from end users on the quality of the guidance provided ie how it was presented how well the learner communicated the information and handled the situation. Witness statements or observation records can be used for assessing learners’ communication skills.4.3 is about after care in terms of checking solutions have been successful and recording the fault and its solution.Programme of suggested assignmentsThe table below shows a programme of suggested assignments that cover the passcriteria in the outcomes and assessment grid. This is for guidance and it is recommendedthat centres either write their own assignments or adapt any Edexcel assignments tomeet local needs and resources.Criteria covered Assignment title Scenario Assessment methods1.1-3.1 IT Support Guide An IT support department requires a booklet for staff induction.Booklet.Notes. 3.2-4.3 Manage and Maintain IT Support Work as an IT supporttechnician.Activity log. Observation records. Witness statements.User guide.Links to National Occupational Standards, other BTEC units, other BTEC qualificationsand other relevant units and qualificationsThis unit forms part of the BTEC in IT sector suite. This unit has particular links with:Level 1 Level 2 Level 3Computer Systems Computer SystemsComputerMaintainingSupportITSystemsIT Fault Diagnosis andRemedyThis unit maps to some of the underpinning knowledge from the following areas ofcompetence in the Level 3 National Occupational Standards for IT (ProCom):7.2 IT/Technology Service Helpdesk and Incident Management7.3 IT/Technology Problem Management.Essential resourcesLearners will need access to practical resources and the opportunity to work as ITtechnicians on a help desk providing advice and guidance.Employer engagement and vocational contextUsing a local computer retailer and the centre’s IT supplier as well as support from theIT-centre IT support and practical vocational job related tasks will provide an appropriatevocational context.Indicative reading for learnersTextbooksFrench C – Computer Science, 5th Edition (Thomson Learning, 1996) ISBN-100826454607, ISBN-13 978-0826454607Knott G and Waites N – BTEC Nationals for IT Practitioners (Brancepeth ComputerPublications, 2002) ISBN-10 0953884821, ISBN-13 978-0953884827WebsitesFunctional Skills — Level 2Skill When learners are …ICT - Using ICTPlan solutions to complex tasksby analysing the necessarystagesfault finding and checking solutionsSelect, interact with and use ICT systems safely and securely for a complex task in non-routine and unfamiliar contexts using different communication routes to provide advice and guidanceICT - Finding and selecting informationUse appropriate search techniques to locate and select relevant information sourcing technical information to provide advice and guidance for a variety of faultsSelect information from a variety of sources to meet requirements of a complex task sourcing technical information to provide advice and guidance for a variety of faultsICT - Developing, presenting and communicating informationUse communications software to meet requirements of a complex task using different communication routes to provide advice and guidanceCombine and presentinformation in ways that are fitfor purpose and audienceresponding appropriately to end usersEnglish – Speaking, listening andcommunicationMake a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations interacting with clients using role play or real help-desk situationsEnglish - ReadingSelect, read, understand andcompare texts and use them togather information, ideas,arguments and opinionsreading and evaluating source material.。
新世纪高职英语(第三版)第2册教案
新世纪高职英语(第三版)第2册教案Lesson 1: Effective Communication in the Workplace- Objectives:- Understand the importance of effective communication in the workplace.- Identify barriers to effective communication and waysto overcome them.- Practice listening and speaking skills through role-play activities.- Key Vocabulary:- Communication, effective, workplace, barriers, feedback, clarity, misunderstandings, non-verbal communication.- Activities:1. Group discussion on the importance of clear communication in different workplace scenarios.2. Role-play exercises: Simulate common workplace communication situations (e.g., giving instructions, resolving conflicts).3. Listening practice: Listen to recorded workplace conversations and identify key points and potential misunderstandings.4. Feedback session: Provide constructive feedback on peers' communication styles and strategies.- Homework:- Reflect on a recent workplace communication challenge and write a short report on how it was resolved.Lesson 2: Written Communication Skills- Objectives:- Understand the principles of effective written communication.- Practice writing clear and concise emails, memos, and reports.- Develop proofreading and editing skills.- Key Vocabulary:- Written communication, email etiquette, clarity, conciseness, coherence, editing, proofreading.- Activities:1. Email writing practice: Draft and exchange emails with classmates, focusing on clarity and professionalism.2. Memo writing exercise: Write a memo addressing a workplace issue or announcement.3. Report writing task: Prepare a short report on a given topic, emphasizing structure and content organization.4. Peer review: Exchange written work with classmates for feedback and revision.- Homework:- Write a reflective essay on the importance of written communication in modern workplaces.Lesson 3: Team Communication- Objectives:- Understand the dynamics of team communication.- Develop skills in active listening, negotiation, and conflict resolution within a team context.- Practice giving and receiving constructive feedback.- Key Vocabulary:- Team communication, collaboration, active listening, negotiation, conflict resolution, feedback.- Activities:1. Team discussion: Discuss the characteristics of effective team communication and common challenges.2. Role-play: Simulate a team meeting scenario, focusing on communication strategies and decision-making.3. Case study analysis: Analyze a case study involving team communication issues and propose solutions.4. Feedback workshop: Provide feedback to peers on their team communication skills based on observed interactions.- Homework:- Prepare a presentation on a successful team communication strategy used in a real-life workplace setting.Lesson 4: Intercultural Communication- Objectives:- Recognize the importance of intercultural communication in diverse workplace environments.- Develop strategies for bridging cultural differences and promoting inclusivity.- Practice cross-cultural communication skills through role-playing and case studies.- Key Vocabulary:- Intercultural communication, diversity, cultural awareness, stereotypes, inclusivity, adaptation.- Activities:1. Cultural awareness exercise: Discuss cultural differences in communication styles and workplace norms.2. Role-play: Simulate cross-cultural communication scenarios and explore effective strategies for understanding and respect.3. Case study analysis: Examine real-life examples of successful and unsuccessful intercultural communication in workplaces.4. Cultural adaptation task: Research and present on a specific cultural communication style and its impact on workplace dynamics.- Homework:- Write a reflective journal on personal experiences with intercultural communication challenges and growth.Lesson 5: Presentations and Public Speaking- Objectives:- Develop skills in preparing and delivering effective presentations.- Practice public speaking techniques to engage and persuade an audience.- Receive and apply constructive feedback for improvement.- Key Vocabulary:- Presentation skills, public speaking, audience engagement, persuasion, visual aids, Q&A.- Activities:1. Presentation preparation: Plan and create a presentation on a chosen topic related to the workplace.2. Peer practice: Deliver presentations to small groups and receive feedback on content, delivery, and visual aids.3. Impromptu speaking: Practice speaking on a given topic without prior preparation.4. Feedback session: Provide structured feedback to peers on their presentation skills, focusing on strengths and areas for improvement.- Homework:- Reflect on personal growth in presentation skills throughout the course and set goals for future improvement.Conclusion:- Summarize the key concepts and skills covered in the unit.- Highlight the importance of ongoing practice and development of communication skills in professional contexts.- Encourage students to apply the principles learned in real-world workplace situations for enhanced effectiveness and career advancement.。
英语组教研活动类型(3篇)
第1篇Introduction:The English Language Department at [Your Institution's Name] has organized a comprehensive教研 activity aimed at exploring innovative approaches to English language teaching. This activity will provide an opportunity for teachers to share their experiences, discuss effective strategies, and engage in practical workshops. The following is a detailed outline of the教研活动的 structure and content.I. Opening Remarks and Introduction (15 minutes)- Welcome and introduction of the教研活动 objectives.- Brief overview of the day's schedule and activities.II. Keynote Speech: The Role of Technology in English Language Teaching (30 minutes)- Presentation by a renowned expert in educational technology.- Discussion on the integration of digital tools and platforms in the classroom.- Case studies of successful technology integration in English language teaching.III. Panel Discussion: Effective Teaching Strategies for Different Learning Styles (45 minutes)- Panelists representing various teaching styles and methodologies.- Topics for discussion: visual, auditory, reading/writing, and kinesthetic learning styles.- Strategies for identifying and accommodating different learning styles in the classroom.- Interactive activities demonstrating the application of these strategies.IV. Workshops: Practical Approaches to Teaching Grammar and Vocabulary (60 minutes)- Workshop 1: Grammar Teaching Techniques- Interactive grammar activities and games.- Role-playing exercises to practice grammar concepts.- Techniques for assessing students' grammar proficiency.- Workshop 2: Vocabulary Development Strategies- Strategies for teaching vocabulary in context.- Use of authentic materials and real-life examples.- Techniques for encouraging students to use new vocabulary in speaking and writing.V. Peer Observation and Feedback (60 minutes)- Small groups of teachers observe each other's classes.- Guidelines for providing constructive feedback.- Debriefing session to discuss observations and share insights.VI. Interactive Session: Technology-Enhanced Learning Activities (60 minutes)- Teachers collaborate to design technology-enhanced learning activities.- Focus on interactive whiteboards, online platforms, and mobile apps.- Sharing of best practices and ideas for incorporating technology into lesson plans.VII. Case Study Analysis: Success Stories in English Language Teaching (45 minutes)- Presentation of case studies showcasing successful English language teaching initiatives.- Discussion on the key factors contributing to these successes.- Reflection on how these initiatives can be adapted to different classroom settings.VIII. Closing Remarks and Wrap-Up (15 minutes)- Summary of the day's activities and key takeaways.- Encouragement for teachers to continue exploring innovative approaches in their teaching practice.- Announcement of follow-up activities and resources.IX. Feedback and Evaluation (10 minutes)- Collection of feedback forms from participants.- Analysis of feedback to identify areas for improvement in future教研活动.Conclusion:The教研 activity, "Innovative Approaches to English Language Teaching," aims to enhance the teaching and learning experience by exploring various methodologies and technologies. Through a combination of presentations, workshops, and interactive sessions, teachers will gain valuable insights and practical tools to implement in their classrooms. By fostering a collaborative environment and encouraging continuous professional development, this activity will contribute to the overall improvement of English language teaching at [Your Institution's Name].第2篇I. IntroductionTeaching and research activities are essential for the continuous improvement of English education quality. This article aims to introduce a type of English group teaching and research activity, which can enhance teachers' professional competence, improve teaching methods, and promote the overall development of English teaching.II. Activity Objectives1. To enhance teachers' professional competence and teaching skills.2. To promote the exchange of teaching ideas and methods among teachers.3. To foster a collaborative atmosphere for sharing experiences and solving problems.4. To explore innovative teaching approaches and strategies.5. To improve the quality of English teaching and learning.III. Activity TypesA. Lesson Planning and Teaching Method Exchange1. Introduction: This activity involves teachers sharing their lesson plans and teaching methods, which enables them to learn from eachother's strengths and improve their teaching skills.2. Implementation: Teachers can prepare and present their lesson plans and teaching methods in front of the group, followed by discussions and feedback from other participants.3. Benefits: This activity helps teachers to understand various teaching methods and adapt them to their own teaching context, thereby enhancing the effectiveness of their teaching.B. Case Study Analysis1. Introduction: Case study analysis is a type of activity where teachers analyze real-life teaching cases to identify problems, explore solutions, and discuss best practices.2. Implementation: Teachers can be divided into groups, each group analyzing a specific case study. Afterward, the groups present their findings and discuss the solutions to the case.3. Benefits: This activity enables teachers to apply theoretical knowledge to practical teaching situations, and develop criticalthinking and problem-solving skills.C. Workshop on Innovative Teaching Techniques1. Introduction: This activity focuses on exploring and implementing innovative teaching techniques in English classes.2. Implementation: Participants can attend workshops conducted by experts or experienced teachers, where they learn about new teaching methods, tools, and resources.3. Benefits: This activity helps teachers stay updated with the latest teaching trends and incorporate innovative techniques into their teaching practice.D. Peer Observation and Feedback1. Introduction: Peer observation and feedback involve teachers observing each other's teaching sessions and providing constructive feedback to enhance their teaching performance.2. Implementation: Teachers can be paired up to observe each other's classes, followed by a feedback session where they discuss strengths, weaknesses, and areas for improvement.3. Benefits: This activity promotes a culture of continuous improvement and professional growth among teachers.E. English Language Teaching and Research Conference1. Introduction: An English language teaching and research conference brings together teachers, researchers, and experts in the field to share their research findings, teaching experiences, and insights.2. Implementation: Participants can attend workshops, presentations, and panel discussions on various aspects of English language teaching and research.3. Benefits: This activity provides a platform for teachers to expand their knowledge, network with professionals, and stay informed about the latest developments in the field.IV. ConclusionIn conclusion, English group teaching and research activities play a vital role in enhancing teachers' professional competence, promoting the exchange of teaching ideas, and improving the quality of English education. By engaging in various activity types, teachers can continuously develop their skills, adapt to new teaching trends, and create a more effective and engaging learning environment for their students.第3篇Introduction:The English Language Teaching (ELT) field is continuously evolving, and it is crucial for educators to engage in regular research and development activities to stay updated with the latest trends and methodologies. One effective way to foster professional growth and collaboration among teachers is through教研活动。
人教版小学三年级下册英语真题(答案及解释)
人教版小学三年级下册英语真题(答案及解释)(共50道题)下面有答案和解题分析一、综合题1.She _______ (not/like) to play with dolls.2.I ________ (am/are) a student.3.She _______ (like/likes) to play basketball.4.I _______ (study) English yesterday.5.She _______ (be) a good student.6.Which of these is a color?A. PinkB. BallC. SpoonD. Plate7.They _______ (read) books at the library.8.Which of these is a shape?A. SquareB. AppleC. CarD. Chair9.What do we use to write?A. KnifeB. PenC. SpoonD. Fork10.Which sentence uses the correct plural form for a noun ending in "y"?A. There are many flys in the sky.B. There are many flies in the sky.C. There are many flyes in the sky.D. There are many flies in the sky.11.We _______ (study) English every day.12.She _______ (sing/sings) very well.13.He _______ (read) a book when I came in.14.He _______ (run) in the park now.15.I ______ (study) for the test yesterday. After I ______ (study), I ______ (feel) ready. The test ______ (be) difficult, but I ______ (do) my best. I ______ (hope) to get a good grade.16.She _______ (be) very kind.17.I _______ (not/know) how to ride a bike.18.We _______ (is / are / am) happy to meet you.19.In the morning, my mother always makes __________ (1) for breakfast. After breakfast, we get ready for school. I pack my __________ (2) with books, a pencil case, and my __________ (3). My dad drives us to school, and I get to school by __________ (4). I sit in the __________ (5) with my friends and listen to the teacher. During lunch, I usually have __________ (6) and a fruit.20.Which of these is a fruit?A. potatoB. carrotC. appleD. broccoli21.Which of these is a tool for writing?A. PenB. PlateC. ForkD. Spoon22.We _______ (visit) a museum next month.23.Which of these is a mode of transportation?A. CarB. ChairC. PhoneD. Pen24.Which of these is a transport?A. bikeB. pencilC. spoonD. chair25.Which one is the correct spelling?A. SpagettiB. SpaghetiC. SpaghettiD. Speghetti26.What should you do if you spill water on the floor?A. Leave itB. Call someone else to clean itC. Use a towel or mop to clean itD. Wait until it dries27.I _______ (was / were / is) at the restaurant last night.28.Which of these animals can swim?A. DogB. LionC. FishD. Elephant29.What do we use to brush our teeth?A. BrushB. ToothbrushC. KnifeD. Fork30.We _______ (is/are) going to the park.31.He _______ (eat / eats) lunch at noon.32.I _______ (not) know the answer.33.Which of these is an animal that lives in the water?A. DogB. FishC. BirdD. Tiger34.My family enjoys spending time together on the weekends. Last Saturday, we went to a park near our house. We played __ and had a picnic. My little sister brought her favorite __ to the park, and we all took turns playing with it. We also saw a __ flying in the sky. It was a beautiful day, and we had so much fun.35.I _______ (play) the piano very well.36.What do we use to clean the floor?A. SweeperB. KnifeC. ForkD. Plate37.I _______ (play) video games after school.st weekend, I ______ (go) to the park with my friends. We ______ (play) soccer and ______ (have) a picnic under a big tree. I ______ (take) some photos because the weather ______ (be) so nice. After we ______ (finish) our picnic, we ______ (walk) around the park and ______ (see) some animals in the zoo.39.Which of these is a mode of transportation?A. CarB. SpoonC. ChairD. Table40.How many colors are there in the rainbow?A. 5B. 6C. 7D. 841.I _______ (not feel) well this morning, so I _______ (stay) at home. My mom_______ (make) me some soup, and I _______ (rest) all day.42.Which season is coldest?A. SpringB. SummerC. AutumnD. Winter43.We _______ (go) to the library every week.44.We _______ (have) lunch at 12 o’clock.45.Every morning, I __________ (1) my teeth and __________ (2) my breakfast. After that, I __________ (3) my school bag and __________ (4) to school.46.Which of these is a time of the day?A. MorningB. ChairC. TableD. Book47.Which one is used to drink?A. CupB. KnifeC. PlateD. Fork48.What is the opposite of "fast"?A. SlowB. LoudC. TallD. Heavy49.Which of these animals is a reptile?A. FishB. LizardC. ElephantD. Bird50.Tom and his friends are preparing for their school play. Tom is going to play the role of a __________, while his friend Lily will be a __________. They practice their lines in the __________, making sure to speak loudly and clearly. On the day of the play, they wear their costumes and perform in front of the __________. Everyone enjoys the show!(答案及解释)。
并行适用法律英语(2篇)
第1篇Abstract:In the context of international commercial transactions, the application of parallel applicable laws is a crucial aspect that can significantly impact the rights and obligations of the parties involved. This paper aims to explore the concept of parallel applicable laws, their significance, and the challenges associated with their application. It also discusses the principles and approaches commonly used to determine the applicable laws in international contracts and provides practical insights for parties engaged in cross-border trade.Introduction:International commercial transactions involve parties from different jurisdictions, each with its own legal system and laws. The complexity arises when these parties enter into contracts that require the application of multiple laws. Parallel applicable laws refer to thelegal frameworks that concurrently govern the rights and obligations of the parties in an international contract. Understanding and navigating these laws is essential for the smooth operation of international business.Definition and Significance of Parallel Applicable Laws:Parallel applicable laws are those that are intended to regulate the same aspects of an international transaction. They may include the laws of the jurisdictions of the contracting parties, the law of the place of performance, and any other relevant international treaties or conventions. The significance of parallel applicable laws lies in several key aspects:1. Legal Certainty: Parallel applicable laws provide legal certainty by establishing clear rules for the interpretation and enforcement of contracts.2. Protection of Rights: They ensure that the rights of the parties are protected and that remedies are available in case of breach of contract.3. Prevention of Legal Conflicts: Parallel applicable laws help prevent legal conflicts by providing a framework for resolving disputes.4. Facilitation of International Trade: By ensuring legal certainty and predictability, they facilitate international trade and investment.Challenges in Applying Parallel Applicable Laws:The application of parallel applicable laws is not without its challenges. Some of the key challenges include:1. Jurisdictional Disputes: Determining which court has jurisdiction to resolve disputes arising from the contract can be complex.2. Choice of Law Clauses: Parties may have differing preferences regarding the applicable law, leading to potential conflicts.3. Cultural Differences: Legal systems vary widely across jurisdictions, leading to differences in interpretation and enforcement of laws.4. Legal Uncertainty: Some areas of law may not be well-defined, making it difficult to predict the outcome of disputes.Principles for Determining Applicable Laws:Several principles are commonly used to determine the applicable laws in international contracts:1. Intention of the Parties: The parties' intention regarding the governing law is often considered the primary factor.2. Place of Performance: The law of the place where the contract is to be performed is often considered applicable.3. Lex Mercatoria: The principles of commercial law recognized internationally are also used.4. Public Policy: The law of the forum state may be applied if it is contrary to public policy.Practical Insights for Parties Engaged in Cross-Border Trade:For parties engaged in cross-border trade, the following practical insights can be helpful:1. Clear Choice of Law Clauses: Include clear and specific choice of law clauses in contracts to avoid ambiguity.2. Legal Expertise: Consult with legal experts familiar with the laws of the relevant jurisdictions.3. Understanding Local Laws: Gain a basic understanding of the laws and legal systems of the jurisdictions involved.4. Dispute Resolution Mechanisms: Incorporate effective dispute resolution mechanisms in contracts, such as arbitration or mediation.Conclusion:Parallel applicable laws play a vital role in international commercial transactions by providing a framework for the rights and obligations of the parties. Understanding the principles and challenges associated with the application of these laws is essential for parties engaged in cross-border trade. By incorporating clear choice of law clauses, seekinglegal expertise, and understanding local laws, parties can navigate the complexities of parallel applicable laws and ensure the smooth operation of their international business ventures.第2篇IntroductionThe parallel application of laws refers to the simultaneous application of multiple legal systems in a particular legal relationship or case. This concept is particularly relevant in the globalized world where cross-border transactions, international cooperation, and migration have become increasingly common. This essay aims to explore the principles, challenges, and implications of parallel application of laws, with a focus on the English-speaking legal systems.I. Principles of Parallel Application of Laws1. Autonomy of Legal SystemsThe autonomy of legal systems is a fundamental principle in the parallel application of laws. Each legal system maintains its own jurisdiction, legal principles, and procedures, and should be respected and recognized in the process of parallel application.2. Conflict of LawsConflict of laws, also known as private international law, is the branch of law that deals with the resolution of legal disputes involving two or more legal systems. In the context of parallel application, conflict of laws principles are essential for determining which legal system should govern a particular legal relationship or case.3. Public PolicyPublic policy considerations play a significant role in the parallel application of laws. The choice of law should not result in a violation of fundamental principles of justice, morality, or public order in any of the involved legal systems.II. Challenges in Parallel Application of Laws1. Legal DiversityThe diversity of legal systems around the world poses a significant challenge in the parallel application of laws. Different legal systems may have varying rules, procedures, and enforcement mechanisms, makingit difficult to harmonize their application in a particular case.2. Jurisdictional ConflictsJurisdictional conflicts arise when two or more legal systems claim jurisdiction over the same legal relationship or case. Resolving these conflicts is crucial for ensuring the effective parallel application of laws.3. Enforcement IssuesEnforcing judgments or decisions rendered in one legal system in another system can be challenging. Differences in legal procedures, recognitionof foreign judgments, and enforcement mechanisms may hinder the parallel application of laws.III. Implications of Parallel Application of Laws1. Protection of Rights and InterestsThe parallel application of laws ensures that the rights and interestsof parties involved in a legal relationship are protected under the relevant legal systems. This promotes fairness and justice in cross-border disputes.2. Legal CertaintyBy applying multiple legal systems, the parallel application of laws enhances legal certainty. Parties can anticipate the legal consequences of their actions and make informed decisions in cross-border transactions.3. International CooperationThe parallel application of laws fosters international cooperation in legal matters. It encourages the exchange of legal principles, practices, and expertise among different legal systems, contributing to the development of global legal standards.IV. Case Studies1. Tort LawIn a case involving a cross-border tort, the court must decide whichlegal system should govern the liability and damages. This decision depends on the conflict of laws principles and the public policy considerations of the involved legal systems.2. ContractsIn contract disputes involving parties from different countries, the choice of law may depend on the parties' agreement or the conflict of laws rules applicable to the contract. The parallel application of lawsensures that the contract is governed by the most appropriate legal system.3. Family LawIn cases involving cross-border family relationships, the parallel application of laws is essential to determine the applicable legal system for issues such as child custody, spousal support, and property division.ConclusionThe parallel application of laws is a complex and multifaceted concept that plays a vital role in the globalized world. By respecting the autonomy of legal systems, addressing jurisdictional conflicts, and considering public policy concerns, the parallel application of laws can promote fairness, legal certainty, and international cooperation. As cross-border legal relationships continue to grow, the understanding and effective application of parallel application of laws will become increasingly important in ensuring justice and harmony among different legal systems.。
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角色演练案例三
角色演练
时间：
地点： 人物： 车辆： 场景：
夜间12点 某奥迪经销商 夜间值班室
Video拍摄
顾客：黄先生，40岁，男性，浙江某私营企业老板，性格外向， 脾气比较急躁 车牌：浙C88888 车型：Q7 3.0T 行驶里程：40000KM
黄先生晚上刚和朋友谈完生意，准备开车回家。正行驶在半路上， 车辆右前轮胎被扎，导致无法继续行驶。周边没有其他的维修店， 半夜时间，没有路灯，周围黑暗一片。黄先生非常着急，自己不 会更换备胎。于是只好拨通经销商24小时救援电话求援。
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回放角色演练视频
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思
考：
在刚才角色演练案例中，救援人员在电话里与客户沟通过程中的表现：
1、在语言方面的表现如何？ 2、在肢体语言方面的表现如何？ 3、在感知方面的表现如何？ 4、该如何去改善和提升？
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小组发言
请每组选派一位学员代表上台，就刚才视频 中救援人员现场沟通表现发表小组意见。 每组时间：5分钟