Stuart Hall “Encodingdecoding”
英语阅读教案:一场寻找圣诞老人的冒险
英语阅读教案:一场寻找圣诞老人的冒险English Reading Lesson: An Adventure in Search of Santa ClausIt was a chilly December morning in the small town of Willow Creek. The snow had been falling heavily throughout the night and the streets were covered in a blanket of white.A group of young children, all bundled up in their winter coats and hats, were walking excitedly towards the town square. They were on a mission to find Santa Claus, who they believed would be visiting their town that day.The children had heard rumors that Santa Claus was traveling across the country to visit different towns before Christmas. They were determined to meet him and tell him what they wanted for Christmas. As they walked towards the town square, they chattered excitedly, discussing what they would say to Santa Claus when they met him.When they arrived at the town square, they were disappointed to find that Santa Claus was nowhere to be seen. They looked around for a while, but there was no sign of him. However, they spotted a sign that read 鈥楽anta鈥檚 secrethideout 鈥?this way鈥? The children looked at each other in excitement and followed the sign, not knowing what they would find.The sign led them to an old, abandoned house on the outskirts of the town. The house was surrounded by a large fence, with a sign that read 鈥楴o Trespassing鈥?attached to it. The children looked at each other nervously. Was this really Santa鈥檚 secret hideout?One of the children, a boy named Timmy, bravely walked up to the fence and pushed it open. The other children followed him, all feeling a sense of excitement mixed with fear. They walked towards the house, which was covered in a thick layer of snow.As they approached the house, they heard a strange noise coming from inside. It sounded like someone was hammering something. But who could it be? The children looked at each other nervously, wondering if they should continue.Finally, Timmy mustered up the courage to walk up to the front door and knock. He waited for a moment, but there was no answer. Then he pushed the door open and walked inside.The other children followed him, all feeling a sense of adventure mixed with fear.Inside the house, they found themselves in a large room filled with toys. The room was messy and disorganized, with toys scattered everywhere. The children looked around in wonder, amazed at all the toys they saw. But there was no sign of Santa Claus.Suddenly, they heard a voice from upstairs. It was ajolly voice, sounding just like Santa Claus. The children looked at each other in excitement and ran up the stairs. When they reached the top, they found themselves in a room filled with Christmas decorations. There was an old man sitting in a chair, wearing a red suit and a bushy white beard.The children looked at each other in amazement. It was Santa Claus! They ran towards him, shouting and laughing with joy. Santa Claus greeted them warmly, asking what they wanted for Christmas. The children told him their wishes, and Santa Claus listened patiently.As they were about to leave, Santa Claus smiled and said, 鈥楻emember, the true spirit of Christmas is not about getting gifts, but about giving to others鈥? The children nodded, understanding the true meaning of Christmas. Theysaid goodbye to Santa Claus and left the house, feeling happy and fulfilled.As they walked back towards the town square, the children talked excitedly about their adventure. They had gone on a mission to find Santa Claus, but they had found something much more valuable 鈥?the true spirit of Christmas.。
就学校能不能带手机写一篇英语作文
就学校能不能带手机写一篇英语作文全文共3篇示例,供读者参考篇1Should Mobile Phones Be Allowed in Schools? A Student's PerspectiveMobile phones have become an integral part of our daily lives, and their presence in schools has been a topic of heated debate. As a student, I've witnessed firsthand the impact of mobile phones on the learning environment and the contrasting views held by teachers, parents, and fellow students. In this essay, I'll explore the arguments for and against allowing mobile phones in schools, and ultimately share my perspective on this contentious issue.On one side of the debate, there are those who advocate for a complete ban on mobile phones in schools. Proponents of this stance argue that mobile devices are a significant distraction that hinders students' ability to concentrate and learn effectively. Classrooms should be sanctuaries of focus, where students can immerse themselves in the lesson without the constanttemptation of checking social media, playing games, or messaging friends.Teachers often express frustration with the disruptive nature of mobile phones, citing instances where students' attention is diverted from the lesson, leading to disengagement and poor academic performance. Additionally, there are concerns about the potential for mobile phones to facilitate cheating during exams or the unauthorized sharing of test materials.Another argument against mobile phones in schools revolves around the issue of cyberbullying and online harassment. With the prevalence of social media and messaging apps, students can become targets of bullying and harassment that extends beyond the physical boundaries of the school. This can have detrimental effects on their mental health and overall well-being, ultimately impacting their ability to learn and thrive in the academic environment.On the other hand, supporters of allowing mobile phones in schools present compelling arguments as well. In today's technologically advanced world, mobile devices have become indispensable tools for communication, research, and organization. By embracing mobile technology in the classroom, schools can better prepare students for the digital age and equipthem with the skills necessary to navigate an increasingly connected world.Advocates argue that mobile phones can be powerful educational resources when used responsibly. Students can access a wealth of information, engage in interactive learning experiences, and collaborate with peers on projects. Additionally, mobile devices can be valuable communication tools, allowing parents to stay connected with their children and ensuring their safety during emergencies or unexpected situations.Furthermore, proponents suggest that rather than outright banning mobile phones, schools should implement policies and guidelines that promote responsible use. This could involve designating specific times and areas where mobile phone use is permitted, as well as educating students on digital citizenship and the appropriate use of technology in educational settings.As a student, I've witnessed both the benefits and drawbacks of mobile phone usage in schools. While I acknowledge the potential for distraction and misuse, I believe that a complete ban is not the solution. Instead, I advocate for a balanced approach that recognizes the educational value of mobile technology while establishing clear boundaries and expectations for responsible use.One potential solution could be to implement a "bring your own device" (BYOD) policy, where students are allowed to bring their personal mobile devices to school for educational purposes. This policy could be accompanied by strict guidelines regarding when and how mobile devices can be used, as well as consequences for violating these rules.For example, mobile phones could be permitted in classrooms only when explicitly allowed by the teacher for specific learning activities or research purposes. During instructional times, students would be required to keep their devices on silent and stored away to minimize distractions.Additionally, schools could designate specific areas, such as libraries or study halls, where mobile phone use is allowed for academic purposes, enabling students to leverage these devices for research, collaboration, or accessing educational resources.To address concerns about cyberbullying and online harassment, schools could implement comprehensive digital citizenship programs that educate students on responsible online behavior, internet safety, and the consequences of engaging in cyberbullying or harassment.Furthermore, schools could explore the use of mobile device management (MDM) software, which allows administrators tomonitor and control the use of mobile devices on the school network, further mitigating potential misuse or inappropriate activities.Ultimately, the decision to allow or ban mobile phones in schools should be based on a careful consideration of the unique needs and circumstances of each educational institution. It is crucial to strike a balance between embracing the educational potential of mobile technology and maintaining an environment conducive to learning and personal growth.As students, we have a responsibility to use mobile devices responsibly and in accordance with school policies. By demonstrating maturity and respect for the guidelines set forth, we can contribute to a positive learning environment where technology enhances rather than hinders our educational experiences.In conclusion, the debate around mobile phones in schools is complex, with valid arguments on both sides. While the potential for distraction and misuse cannot be ignored, the educational and practical benefits of mobile technology are undeniable. Rather than imposing a blanket ban, schools should explore implementing policies and guidelines that promote responsible use and digital citizenship. By fostering a culture ofresponsible technology use, we can create an educational environment that leverages the power of mobile devices while maintaining a focus on learning and academic excellence.篇2Should Students Be Allowed to Have Phones in School?Hey teachers and administrators, it's me, a student just trying to get through the school day. I know many of you have rules against phones in school, but I really think it's time to reconsider that policy. Having our phones with us actually helps us learn and can make the whole school experience better. Hear me out!First off, let's talk about how our phones can be an awesome educational tool. They put the world's information at our fingertips instantly. Need to look up a fact for a report? Bam, just Google it. Forgot what the Pythagorean theorem is? Pull up a tutorial video. Trying to understand the symbolism in a poem? Find an analysis online. With smartphones, we have access to unlimited knowledge that can deepen our learning.Our phones also make scheduling, planning, and organizing way easier. Instead of having to copy assignments and due dates into a physical planner, everything synchs up in our phones. Wecan set reminders for tests and projects so nothing slips through the cracks. Speaking of cracks, let me tell you how many times I've arrived without a crucial piece of homework, only to realize my teacher emailed last-minute instructions that I totally missed. Having our phones lets us stay looped in.And can we talk about how phones let us take our learning beyond the classroom? We can access educational apps, research new topics, and even put our skills into practice through phoneography and video projects. My world doesn't start and stop at the school doors - with my phone, the lessons extend into my life. We live in a digital age, why cut us off from that?Listen, I get the concern about phones being a distraction. But squad, we're the masters of multitasking. We can follow a TikTok dance trend and algebra equations simultaneously. I bet we'd be way more engaged if lessons met us where we're at - on our phones! We're so used to bite-sized videos and graphics explaining complex topics. That's my love language for learning.Phones also keep us connected to our support systems. Maybe I'm having a rough mental health day and need to text a friend. Or my parents need to reach me about a family emergency. Or I want to join a group study session after school but need to coordinate timing. Cutting off that connectivitymakes us feel isolated and stressed, not exactly prime conditions for focusing.I know, I know, you're worried we'll be hiding under our hoodies chatting with bae during lectures. That's a fair concern, but maybe the solution is teaching healthy phone habits and self-regulation, not outright bans. We can learn to use phones as the powerful tools they are instead of getting trapped in endless scrolling. Plus, I feel like I'd be way less tempted to use my phone if I wasn't forbidden from having it! Forbidding things just makes us want them more.Speaking of habits, my generation has never known a world without smartphones. They're woven into how we socialize, relax, work, and learn. It's not something we can just untangle from our lives for 8 hours a day, 5 days a week. Forcing that separation wreaks havoc on our sense of independence and autonomy over our own devices and boundaries. For our wellbeing, we need to develop a healthy, sustainable way to incorporate them.At the end of the day, smartphones are going nowhere. Instead of stubbornly resisting their presence, schools need to adapt and strategie how to let students use them productively. I really think it would go a long way in making school feel more relevant and aligned with our lives. We'd be able to flex so manymodern skills -責任上的使用設備, multimedia creation, web literacy. Isn't the point of school to prepare us for the real world?I could go on and on with more reasons, but I'll wrap it up: My gen's relationship with our phones isn't going away, so let's move forward constructively. Regulating phone use is just putting a band-aid on the situation. Instead of treating phones as the enemy, let's make them our allies in learning. If we work on building trust and responsible device habits now, think of how much better prepared we'll be to thrive as modern,tech-savvy adults. We're counting on the schools to have our backs on this.Whatcha think? Ready to rethink the phone policies with us? We're all ears over here! (And yes, you can absolutely text us your thoughts.)篇3Should Students Be Allowed to Bring Phones to School?As a high school student in this modern digital era, the question of whether we should be permitted to bring our cell phones to school is one that has sparked heated debates among students, parents, and educators alike. On one side, there are those who advocate for a complete ban on phones within schoolpremises, citing concerns over distractions, cheating, and cyberbullying. On the other hand, proponents argue that phones serve as invaluable educational tools and can foster better communication between students and their families.Personally, I believe that a well-regulated policy that allows students to carry phones on campus while establishing clear guidelines for their appropriate use would be the most sensible approach. Let me elaborate on the potential benefits and drawbacks of this stance.The Advantages of Allowing Phones in SchoolFirstly, it is undeniable that smartphones have become an integral part of our daily lives, serving as a hub for communication, information, and entertainment. By permitting phones in school, we acknowledge the reality that students already possess these devices and provide them with an opportunity to utilize them responsibly and productively.One of the most compelling arguments in favor of phones in school is their potential to enhance learning experiences. With access to the internet and a wealth of educational apps, students can conduct research, access online resources, and engage with interactive learning materials. This can foster a more interactiveand engaging learning environment, catering to diverse learning styles and encouraging self-directed learning.Additionally, phones can serve as valuable organizational tools, enabling students to manage their schedules, set reminders for assignments and exams, and stay on top of their academic commitments. In today's fast-paced world, where juggling multiple responsibilities is the norm, having a personal device can significantly improve time management and productivity.Furthermore, allowing phones in school can facilitate better communication between students and their families. In case of emergencies or unforeseen circumstances, parents can easily reach out to their children, and vice versa. This sense of connectivity can provide peace of mind for both parties and help foster a stronger support system.The Potential Drawbacks and ConcernsWhile the advantages of allowing phones in school are notable, it would be remiss not to address the valid concerns raised by those opposed to this idea. One of the primary arguments against phones in school revolves around their potential to be disruptive and detrimental to the learning environment.Critics argue that the temptation to use phones fornon-academic purposes, such as social media, gaming, or messaging, can be overwhelming for many students, leading to decreased focus and engagement during class time. This distraction can negatively impact academic performance and hinder the overall learning process.Another concern is the potential for phones to facilitate cheating on tests and assignments. With the ability to access information online or share answers with classmates, the integrity of academic assessments could be compromised. This issue raises questions about fairness and the validity of evaluations.Furthermore, the prevalence of cyberbullying and online harassment cannot be ignored. Allowing phones in school could potentially exacerbate these issues, as students may misuse their devices to engage in harmful behavior towards their peers, either intentionally or unintentionally.Finding a Balanced ApproachGiven the multifaceted nature of this issue, I believe that a balanced and well-regulated approach is crucial. Rather than implementing a blanket ban or unrestricted access, schoolsshould consider developing comprehensive policies that outline clear guidelines for appropriate phone use.One potential solution could be to designate specific "phone zones" within the school premises, where students are permitted to use their devices during breaks or free periods. This approach would provide a controlled environment for responsible phone use while minimizing disruptions during instructional time.Additionally, schools could implement strict consequences for misuse of phones, such as confiscation or disciplinary action. This would reinforce the importance of adhering to the established guidelines and discourage any inappropriate behavior.Educating students on digital citizenship and responsible device usage should also be a priority. By incorporating digital literacy programs into the curriculum, schools can equip students with the knowledge and skills necessary to navigate the digital world safely and responsibly.It is also essential to involve parents and guardians in the discussion and decision-making process. Their input and support can be invaluable in reinforcing the school's policies and promoting a consistent approach to responsible phone use both at home and at school.ConclusionIn conclusion, the debate surrounding whether students should be allowed to bring phones to school is a complex issue with valid arguments on both sides. While the potential benefits of phones as educational tools, organizational aids, and communication facilitators are undeniable, the concerns over distractions, cheating, and cyberbullying must also be carefully considered.Ultimately, I believe that a well-regulated policy that allows students to carry phones on campus while establishing clear guidelines for their appropriate use would be the most sensible approach. By striking a balance between embracing technology and mitigating its potential drawbacks, we can create an environment that fosters responsible device usage and supports students' academic and personal growth.It is crucial for schools, educators, students, and parents to work collaboratively in developing and implementing such policies. Through open dialogue, education, and a shared commitment to responsible technology use, we can navigate the challenges posed by smartphones in the educational setting and harness their potential to enhance learning experiences.。
人教版英语新教材必修一-Unit4英语单词三位一体记忆法
第四组:u在重读闭音节中读/ʌ/ 在开音节 中读 /ju/ː 在非重读音节中读/ə/ 重读闭音节:suffer erupt hurricane
summary 开音节:rescue unify 非重读音节:supply
二、搭配记忆法 1.disaster an air disaster空难 environmental/natural disasters 环境/自然 灾难
evacuated people from disaster-stricken area.
把人们从灾区撤离出来
The village was evacuated because of flood. 由于洪水这个村子已经撤空。 be forced to evacuate被迫撤离
4. affect
be affected by the hurricane 受飓风影响
7. breathe I can’t breathe. 我不能呼吸。 breathe fresh air of nature呼吸大自然的新 鲜空气
8.effort make an effort to do 努力做某事 spare no effort to do不遗余力做某事 He lifted up the rock without effort.他毫 不费力地举起石头。
an emergency shelter紧急避难所
take shelter from the rain避雨 shelter a murderer 隐匿凶手
6.bury be buried in the ruins被埋在废墟里 be buried(bury oneself) in books 专心读书
空难/滑坡/洪水而活下来
survive her husband by 5 years丈夫死 后她又活了5年
哈利波特与密室读后感中英文版
哈利波特与密室读后感中英文版全文共12篇示例,供读者参考篇1Harry Potter and the Chamber of Secrets - A Book ReviewWow, I just finished reading Harry Potter and the Chamber of Secrets and it was so awesome! This was the second book in the Harry Potter series by J.K. Rowling and I thought it was even better than the first one.The story picked up from the end of the first book. Harry Potter is a 12-year-old wizard who just finished his first year at the Hogwarts School of Witchcraft and Wizardry. He has to go back to living with his mean aunt, uncle, and cousin for the summer before his second year at Hogwarts begins.At first, Harry's summer seems really boring and terrible like always. His aunt and uncle still treat him super badly and make him do a bunch of chores around the house. But then something crazy happens - a house elf named Dobby shows up in Harry's bedroom! Dobby tells Harry that he has to stay away from Hogwarts because there is a big danger there this year. But ofcourse, Harry doesn't listen because Hogwarts is his favorite place in the world.When it's time to go back to school, Harry and his friend Ron can't get onto the train to Hogwarts because the entrance is sealed by magic. So they have to take Ron's dad's flying car to get there! They end up crashing the car into the Whomping Willow tree on the Hogwarts grounds. It was such a wild adventure just getting to school.Once they arrive at Hogwarts, Harry starts hearing a creepy voice that seems to be coming from inside the walls. No one else can hear it though, which is really strange. There are also some scary messages written on the walls in what looks like blood, saying the "Chamber of Secrets has been opened" and that the "enemies of the heir beware." Nobody knows what it means!Later we find out that there is a legendary Chamber of Secrets hidden somewhere at Hogwarts that was created by one of the founders named Salazar Slytherin. The Chamber is home to a monster that is supposed to get rid of all the Muggle-born students (wizards who are born to non-magical parents). Everybody is afraid that the heir of Slytherin has opened the Chamber and let the monster out to attack people.A bunch of creepy things start happening where students keep getting petrified (turned into stone) when they come across this monster. At one point, even Harry and Ron's friend Hermione gets petrified! They have to try to figure out who is behind opening the Chamber before a student gets killed.I don't want to spoil too much of what happens, but let's just say that Harry and Ron have to go through the Chamber itself and come face-to-face with the monster. It was such an intense and scary scene! I was reading so fast because I couldn't wait to see what would happen. There were some great surprises and twists that I didn't see coming at all.In the end, Harry is able to defeat the monster with help from Dumbledore and a mysterious book that gives him clues. We also find out who was actually opening the Chamber the whole time, which was really shocking. The good guys win and Hogwarts is safe again!I just loved this book so much. J.K. Rowling did an incredible job making me feel like I was really there at Hogwarts going on all these adventures with Harry, Ron and Hermione. The story was exciting and had me on the edge of my seat the whole time.I never knew what crazy thing was going to happen next!My favorite characters were definitely still Harry, Ron and Hermione. They are such a great trio of friends who always look out for each other. I loved reading about how brave and loyal they were, even when facing really dangerous situations. It was really inspiring!I also thought it was cool how we got to learn more about Harry's world and see more of the magic. Like how they described things like Floo powder for traveling in fireplaces, or the flying car, or even games like Quidditch. The author makes it all seem so vivid and real.The only part I didn't like was when Dobby the house elf had to punish himself by using dangerous magic. That part was a bit disturbing because he would hit himself or do things to hurt himself whenever his master gave him an order. I felt really bad for him having to live like that.Other than that, I just had so much fun escaping into the wizarding world again with this book. I could hardly put it down because I always wanted to keep reading to see what would happen next. I'm definitely going to read the third book in the series as soon as I can!If you haven't read Harry Potter and the Chamber of Secrets yet, you are really missing out. It's an unbelievable adventurefilled with magic, mysteries, friendship and bravery. I give this book ten out of ten wands! It's a must-read for kids and adults alike. I can't wait to continue the series and see what Harry and his friends get up to next at Hogwarts. I'm sure it will be another wild and amazing ride!Harry Potter and the Chamber of Secrets by J.K. Rowling: Book ReviewWow, I just finished reading Harry Potter and the Chamber of Secrets and it was so awesome! This was the second book in the Harry Potter series by J.K. Rowling and I thought it was even better than the first one.The story picked up from the end of the first book. Harry Potter is a 12-year-old wizard who just finished his first year at the Hogwarts School of Witchcraft and Wizardry. He has to go back to living with his mean aunt, uncle, and cousin for the summer before his second year at Hogwarts begins.At first, Harry's summer seems really boring and terrible like always. His aunt and uncle still treat him super badly and make him do a bunch of chores around the house. But then something crazy happens - a house elf named Dobby shows up in Harry's bedroom! Dobby tells Harry that he has to stay away from Hogwarts because there is a big danger there this year. But ofcourse, Harry doesn't listen because Hogwarts is his favorite place in the world.When it's time to go back to school, Harry and his friend Ron can't get onto the train to Hogwarts because the entrance is sealed by magic. So they have to take Ron's dad's flying car to get there! They end up crashing the car into the Whomping Willow tree on the Hogwarts grounds. It was such a wild adventure just getting to school.Once they arrive at Hogwarts, Harry starts hearing a creepy voice that seems to be coming from inside the walls. No one else can hear it though, which is really strange. There are also some scary messages written on the walls in what looks like blood, saying the "Chamber of Secrets has been opened" and that the "enemies of the heir beware." Nobody knows what it means!Later we find out that there is a legendary Chamber of Secrets hidden somewhere at Hogwarts that was created by one of the founders named Salazar Slytherin. The Chamber is home to a monster that is supposed to get rid of all the Muggle-born students (wizards who are born to non-magical parents). Everybody is afraid that the heir of Slytherin has opened the Chamber and let the monster out to attack people.A bunch of creepy things start happening where students keep getting petrified (turned into stone) when they come across this monster. At one point, even Harry and Ron's friend Hermione gets petrified! They have to try to figure out who is behind opening the Chamber before a student gets killed.I don't want to spoil too much of what happens, but let's just say that Harry and Ron have to go through the Chamber itself and come face-to-face with the monster. It was such an intense and scary scene! I was reading so fast because I couldn't wait to see what would happen. There were some great surprises and twists that I didn't see coming at all.In the end, Harry is able to defeat the monster with help from Dumbledore and a mysterious book that gives him clues. We also find out who was actually opening the Chamber the whole time, which was really shocking. The good guys win and Hogwarts is safe again!I just loved this book so much. J.K. Rowling did an incredible job making me feel like I was really there at Hogwarts going on all these adventures with Harry, Ron and Hermione. The story was exciting and had me on the edge of my seat the whole time.I never knew what crazy thing was going to happen next!My favorite characters were definitely still Harry, Ron and Hermione. They are such a great trio of friends who always look out for each other. I loved reading about how brave and loyal they were, even when facing really dangerous situations. It was really inspiring!篇2Harry Potter and the Chamber of Secrets Book ReportWow, what an awesome book! Harry Potter and the Chamber of Secrets was so exciting and magical. I could hardly put it down once I started reading it.The story begins with Harry back at the Dursleys' house for the summer holidays after his first year at Hogwarts. Harry's awful aunt and uncle treat him terribly as usual. But then one night, Harry gets an unexpected visitor - a house elf named Dobby! Dobby warns Harry that he must not return to Hogwarts because terrible things are going to happen. But since the Dursleys lock up all Harry's school supplies, he has no choice but to go back.Strange things start happening right away when Harry and Ron can't get through the barrier at King's Cross Station to catch the Hogwarts Express. They decide to fly Mr. Weasley'senchanted car to Hogwarts instead! I thought that was really clever. On the way, they almost get seen by some Muggles and have to hide. When they finally arrive at the school, the car crashes into the violent Whomping Willow tree on the grounds. Oops!In their second year, Harry and his friends have a new Defense Against the Dark Arts teacher named Professor Lockhart. At first, I thought Lockhart seemed really cool and brave based on the amazing things in his books. But it turns out he's not a good teacher at all - he's actually a big phony who takes credit for other wizards' achievements! He's really full of himself too.Scarier things keep happening around Hogwarts. Harry starts hearing a creepy voice that seems to be coming from inside the walls. Then Mrs. Norris, the caretaker's cat, gets petrified - turned to stone! More students get petrified after that, including Colin Creevey and Justin Finch-Fletchley. Everyone thinks it's Harry's fault because he's a Parselmouth who can talk to snakes. Even Ron's little sister Ginny gets taken into the Chamber of Secrets itself!It turns out that the monster petrifying everyone is a giant basilisk snake controlled by the Heir of Slytherin. Harry and Ron use clues from Professor Binns' history lessons and schoolbathroom ghoul Moaning Myrtle to figure out where the Chamber's entrance is hidden. They have to sneak in usingPolyjuice Potion to disguise themselves. I couldn't believe they pulled that off!Harry and Ron make it into the Chamber to rescue Ginny from the basilisk and Tom Riddle, who is actually a young version of the evil Lord Voldemort. Fawkes the phoenix saves the day by pecking out the basilisk's eyes and giving Harry the Sorting Hat with Gryffindor's sword inside. Using the sword, Harry kills the basilisk and destroys the part of Voldemort's soul trapped in an old diary.My favorite parts were probably the flying car scenes and Harry speaking Parseltongue to open the Chamber. It was all just so creative and imaginative! I also really liked Dobby the house elf and his role in trying to protect Harry. Though it was pretty scary reading about the attacks and the giant snake monster.This book had great messages too about friendship, bravery, and not judging people by their abilities or backgrounds. Harry is such an inspiring hero who never gives up, even when everyone thinks he's the one unleashing the monster. And even though Ron comes from a poor family, he's a loyal friend who sticks byHarry's side. Hermione is brilliant and always trying to help too, once she gets de-petrified.I can't wait to read the next book in the series to find out what other adventures Harry, Ron and Hermione have at Hogwarts! J.K. Rowling is such an amazing writer to create this whole wizarding world. I give Harry Potter and the Chamber of Secrets 5 out of 5 stars! It was just spellbinding.篇3Harry Potter and the Chamber of Secrets Book ReportWow, what an exciting book! Harry Potter and the Chamber of Secrets by J.K. Rowling was even better than the first book in the series. I just couldn't put it down!The story starts during Harry's summer vacation after his first year at Hogwarts. He's stuck at his horrible aunt and uncle's house being treated terribly as usual. But then something strange starts happening - a house elf named Dobby keeps showing up and warning Harry not to go back to Hogwarts because terrible things are going to happen. Of course, Harry doesn't listen because he loves Hogwarts and wants to get away from the Dursleys.When it's finally time to go back to school, Harry and Ron try to get through the barrier at King's Cross Station to get on the Hogwarts Express, but for some reason they can't get through. This has never happened before! So they decide to take Ron's dad's flying car to get to Hogwarts instead. Flying the car was awesome, but then it crashes into the Whomping Willow tree at school and breaks Ron's wand. Uh oh, they're in huge trouble!At the start of term feast, Harry hears a scary voice that seems to be coming from inside the walls saying it wants to kill. No one else can hear it though. Strange things start happening like Harry getting locked in a broom closet and having to use his ability to talk to snakes to get out. Then the attacks start - students get petrified and turned to stone one by one. Harry, Ron, and Hermione think the monster is a basilisk and that the Chamber of Secrets (a secret room built by Salazar Slytherin) has been opened to let the monster out to attack students.To try and find out what's going on, the trio brew up some Polyjuice Potion to disguise themselves. It's pretty gross, but it allows Hermione to turn into a cat creature and for Harry and Ron to turn into Crabbe and Goyle to sneak into the Slytherin common room. They don't find out much, but it's still a wild adventure.Hermione gets petrified herself which is so sad. Harry and Ron are on their own to figure out where the Chamber is. After realizing that the staff has given up, they decide to go looking for the basilisk themselves, which is obviously super dangerous. Ron's broken wand backfires again and they get separated from the spiders in the Forbidden Forest, and Ron gets dragged off by something.Harry finds himself in the Chamber of Secrets talking to a young Tom Riddle, who turns out to be Voldemort. Riddle summons the basilisk and Harry has to fight it off while also dealing with Riddle and a possessed Ginny Weasley. It's a huge fight and Harry gets bitten by the basilisk, almost dying, but Fawkes the phoenix drops the Sorting Hat which has the Sword of Gryffindor inside. Harry uses it to kill the basilisk, destroying one of Voldemort's Horcruxes in the process.The ending is so exciting and emotional - Ginny is saved, Hermione and the other victims are un-petrified, Dobby gets freed by Harry's clever trick, and Lucius Malfoy gets his comeuppance. Harry gets to go home feeling proud of his accomplishments, even if he did get beat up pretty badly. What a rollercoaster of a book!I loved reading about Harry, Ron, and Hermione's adventures and seeing their friendship grow stronger. The magical world of Hogwarts seems to get more and more amazing with all the neat creatures and spells. I can't wait to read the next book to continue the epic story and find out what other dangerous situations Harry gets himself into. These books are just the best!篇4Harry Potter and the Chamber of Secrets - Book ReviewWow, what an exciting adventure Harry Potter went on in this second book! I couldn't put it down once I started reading. Let me tell you all about the thrilling story.It starts off with Harry being stuck at the Dursleys' house again for the summer holidays. Those horrid Dursley family members are just the worst - they treat Harry so badly just because he's a wizard. I'm so glad I don't have relatives like that! At least Harry has his friends Ron and Hermione to look forward to seeing again at Hogwarts.Harry's summer takes a crazy turn when a house-elf named Dobby starts appearing and warning him not to go back to Hogwarts because there is a dangerous plot happening there.But of course, Harry loves Hogwarts and won't stay away no matter what Dobby says. I probably would have felt the same way if I was in Harry's shoes.Things get even weirder when Ron, Fred, and George Weasley show up in a flying car to rescue Harry from the Dursleys after they bar up his window! That's when you know the Dursleys have gone too far. I was cheering for Harry when he got to leave their house.Once they make it to Hogwarts, strange things start happening right away. Harry hears creepy voices that no one else can hear, and someone is attacking students and leaving them petrified like statues! No one knows who is behind these terrifying attacks.My favourite part was when Harry finds the mysterious diary that can write back to him. I thought that was the coolest magic item ever! Little did Harry know, the diary actually belonged to a young Voldemort and was possessing Ginny Weasley to open the legendary Chamber of Secrets. I gasped out loud when that shocking truth was revealed!It was so scary reading about Harry and Ron having to go into the chamber to fight the basilisk monster and save Ginny. I was on the edge of my seat, scared they might not make it outalive. Thanks to Fawkes the phoenix and the Sorting Hat, they managed to defeat the evil diary and the basilisk. Phew!My heart went out to Ginny though. Can you imagine being possessed by Voldemort and having no idea? That must have been an awful experience for her. I'm just grateful Harry, Ron and the professors at Hogwarts could save her.In the end, everything wraps up nicely - the petrified students are revived, the roosters are kept safe, and Dobby is finally a free elf thanks to Harry's quick thinking with the diary and sock. That tricky Lucius Malfoy got what he deserved!Overall, this book kept me hooked with its sense of mystery and adventure around every corner. The creepy voices, petrified students, gigantic serpent, and a young Voldemort's diary - it had everything! I loved being scared out of my wits while reading but knowing good would triumph over evil in the end. Harry, Ron and Hermione are the best fantasy friends any kid could imagine.I can't wait to read the third book and see what other magic, danger and excitement is in store for the trio at Hogwarts. If you haven't read this book yet, you're really missing out on an epic reading experience! It's my new favourite in the Harry Potter series so far.篇5Harry Potter and the Chamber of Secrets - A Book ReviewWow, what an amazing book! Harry Potter and the Chamber of Secrets by J.K. Rowling was sooooo good. I could not put it down and read it in just a few days. It was even better than the first book in the series!The story picks up right where the last book left off. Harry is back for another year at the Hogwarts School of Witchcraft and Wizardry. But this year, strange things start happening that threaten to shut down the whole school! A mysterious voice that only Harry can hear starts following him around the castle. Students are getting attacked and petrified by some unknown force. Scary messages about the Chamber of Secrets being opened are appearing on the walls. And Harry starts to wonder if he might be the one responsible since he can speak Parseltongue like his archenemy Lord Voldemort.I loved all the suspense and mystery around the Chamber of Secrets. What was inside it? Who opened it? Why were students getting petrified? It made me want to keep reading to find out! The book had me on the edge of my seat.My favorite character was probably Dobby the house elf. He was so funny and weird but also really brave. I felt so bad when I found out how cruelly his old masters the Malfoys had treated him. When he first showed up trying to warn Harry not to go to Hogwarts, I thought he was annoying. But by the end I was cheering for the little guy!I also really liked getting to learn more about Harry's world, like how the Weasleys use Floo powder to travel through fireplaces. The scenes at the beginning where Harry gets locked in his room by the Dursleys and Ron's brothers rescue him by ripping out the bars were really exciting. And I thought it was hilarious when they took the flying car to Hogwarts after missing the train!There were some pretty scary parts too though. I definitely wouldn't want to come face to face with the basillisk that lived in the Chamber! The descriptions of the giant snake made me shudder. And I felt awful for poor Hermione when she got petrified by the basillisk just because she's Muggle-born. It's not fair to treat people differently because of their blood status. I'm glad Harry and Ron didn't let that stop them from trying to solve the mystery and save Hogwarts.My only complaint is that I wish we got to see more of Harry's nemesis Draco Malfoy and professor Severus Snape in this book. They're such interesting characters and I wanted to know what new evil schemes they were up to. Maybe they'll have bigger roles in the next book though!Overall, I absolutely loved Harry Potter and the Chamber of Secrets. It had everything - danger, excitement, magic, friendship, humor, and great messages about embracing our differences and not judging people. I can't wait to read the third book to see what Harry and his friends get up to next at Hogwarts! I'm sure it will be another thrilling adventure. This series is my new favorite!Harry Potter and the Chamber of Secrets - A Book Review (中文版本)哇,真是一本了不起的书!J.K.罗琳的《哈利·波特与密室》实在太棒了。
Module 2 My favourite things
Module 2 My favourite thingsModule 2 My favourite things Unit 1 Animals in the zoo Look and read 鏁欏鐭ヨ瘑涓庢妧鑳斤細Using the simple present tense to express simple truths. Using imperatives to give instructions. Using prepositional phrases to indicate time. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences. Use appropriate intonation in questions and statements. Identify main ideas from a text with teacher support. 鎯??Using the simple present tense to express simple truths. e.g. I work in a zoo. Using imperatives to give instructions. e.g. Open the gates. Using prepositional phrases to indicate time. e.g. At six o鈥檆lock , Mr. Tang opens the gates. Word and picture cards, Clockface, etc. 璇惧墠瀛︾敓鍑嗗English book, reading the text Pre-task preparation 1. Ask and answer 2. Review the time: What time is it now? 3. Talk about the students about the zoo. Review known animal vocabulary. Point to each of the pictures of animals on page 22 of the student鈥檚book and invite different students to name the animals.4. Teach the new words: kilos5. Play the cassette: Look and read. The students listen and follow in their books.6. Play again. The students listen and repeat.7. Read the timetable. Ask: What time does Mr. Tang open the gates/ clean the cages/ feed the tigers/ have his breakfast, etc. While-task procedure Distribute a copy of Photocopiable page 23 to each student/ pair. Working in pairs, the students look at page 22 of the student鈥檚book and discuss the task. The students then complete the task, matching the times with the pictures. Post-task activity Using the completed task and the timetable on page 22 of the student鈥檚book, invite different students to talk about what Mr Tang does in the morning at the zoo. Encourage thestudents to follow this pattern: At six o鈥檆lock, Mr Tang opens the gates.Module 2 My favourite things Unit 1 Animals in the zoo Timetable 6:30 open the gates 6:30 clean the cages. 7:45 Feed the tigers (10 kilos of meat) What time does the zoo-keeper open the gates? He opens the gates at half past six.?1.kilo鐨勮繍鐢ㄦ湁寰呭姞寮恒€?2.鎴戦€氳繃瀵归挓鐐圭殑婕旂ずВ涓嶅彲鏁板悕璇嶆暟閲忕殑杩愮敤銆?3.s鐨勭幇璞хthree kilos ofhay?Module 2 My favourite things Unit 1 Animals in the zoo Say and act鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out time. Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out quantity. Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out specific information. Using the simple present tense to express simple truths. 杩囩▼涓庢柟娉曪細Produce simple phrases and sentences. Use modeled phrases and sentences to communicate with teachers or other learners. Locate specific information in a short text in response toquestions.甯哥敓娲汇€??Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out time. Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out quantity. Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out specific information. Using the simple present tense to express simple truths.Cassette, Photocopiable page24, etc. English book, the timetable. Pre-task preparation 3. Ask and answer 2. Recite the words of Page 22 3. Invite different students to answer questions about Mr. Tang鈥檚timetable. Ask: What time does Mr. Tang feed the monkeys? , etc. While-task procedure 1. Read the dialogue by yourselves. 4. Play the cassette: Say and act. The students listen and follow in their books. 5. Play the cassette again. The students listen and repeat. 6. Working in pairs, the students role-play the dialogue. 7. Invite a few pairs to role-play the dialogue in front of the class. 8. Ask questions about the first card in Ask and answer: What time does Mr. Tang feed the elephants? What do they eat? How much do they eat? 9. Work in pairs, the students ask and answer similar questions to complete the other three cards. 10. Ask the questions about Mr. Tang at the bottom of page 21 of the student鈥檚book. 11. Review: I feed-he feeds, I open-he opens, as language preparation for completing the task. Post-task activity Workbook page 10 1. Ask the students to study the table at the top of the task. 2. Invite students to read each of the speech bubbles in 1. 3. The students fill in the missing words. Consolidation Grammar Practice Book page 21 What time do you feed鈥? I feed them at n the morning. What do the at? They eat鈥?How much o they eat? They eat ilos of鈥?When do you 鈥? I 鈥t 鈥?in the morning. ?1.?2.閫氳鎿嶇粌鍒颁綅銆?3.The tigers eat 10 kilos of meat every day.鍜孴he tigers eat 10 kilos of meat every day.閮ㄥ垎瀛︾敓瀹规槗娣锋穯锛岄渶鍦ㄧ粌涔?Module 2 My favourite things Unit 1 Animals in the zoo Look and read 鏁欏鐭ヨ瘑涓庢妧鑳斤細Using imperatives to give instructions. Using prepositions to indicate position. using prepositions to indicate direction. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Recognize differences in the use of intonation and respond appropriately. Produce simplephrases and sentences. Locate specific information in a short text in response to questions.??Using imperatives to give instructions. Using prepositions to indicate position. using prepositions to indicate direction. A street plan of the area near your school, etc. 璇惧墠English book, some pictures. Pre-task preparation 2. Ask and answer T: What time do you have breakfast? S: At seven. T: What do the elephants eat? S: They eat hay. T: How much hay do they eat? S: They eat 60 kilos of hay. 3. Recite the text on Page 23 4. Review: left, right. Turn left. Turn right. 5. Teach the new words: up, down, along. 6. Read: Look and learn. Invite students to read the words. 7. Play the cassette: Look and read. The students listen and follow in their books. 8. Work in pairs. The students ask and answer questions about places on the map, e.g. Where is the Rainbow Hotel? Now listen The tasksheet for this listening activity is photocopiable page 25. This task will give students additional practice in locating specific information in response to simple instructions. Post-task activity Display the sheet plan of the area near your school. Draw a star on the school. Explain to the students that the star shows where they are right now. invite different students to give you directions to places close to the school, e.g. a bus-stop, a shop, etc. Consolidation Grammar Practice Book page 22 Excuse me, where is鈥? Go to鈥?Go up the steps. (Go down the steps) left (on the left) right along Rainbow Hotel Holiday Hotel Yanan Road ?1.?2.閫氳繃瀵у緢楂樸€?3.у皬鍐欙紝灏戞暟瀛︾敓cross鍜寃alk along粌銆?Module 2 My favourite things Unit 1 Animals in the zoo Ask and answer 鏁鐭ヨ瘑涓庢妧鑳斤細Using imperatives to give instructions. Asking 鈥榳h-鈥?questions to find out the place, position or direction. Using the present continuous tense to describe an action. Asking 鈥榳h-鈥?questions to find out various kinds of specific information about an object. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences. Locate specific information in a short text in response to questions. 鎯呮殑鏂规硶銆??Using imperatives to give instructions. e.g. Go down the steps. Asking 鈥榳h-鈥?questions to find out the place, position or direction. e.g. Where are the tigers? Using the present continuous tense to describe an action. e.g. It鈥檚talking. A map of the zoo, pairs of scissors and some Blu-tack, etc. English book, some pictures.佺▼Pre-task preparation 3. Ask and answer. 4. Review: Working in pairs, the students take turns to ask and answer questions about the map on page 24 , e.g. Where is the Holiday Hotel? Go along Yanan Road. The hotel is on the right. 5. Show the map of the zoo. Ask the questions. E.g. Where are the tigers? 6. Play the cassette: Ask and answer. The students listen and follow in their books. 7. Working in pairs, students take turns to read the dialogue. 8. Invite a few pairs to read aloud the dialogue. 9. Review: the names of different colours, two-coloured, and the present continuous tense. While-task procedure 1. Using the map, the students ask and answer questions. 2. Invite a few pairs to ask for and give directions in front of the class. 3. Working in pairs , the students take turns to talk about their parrots.Post-task activity 1. 1 Workbook page 11 The students use Blu-tack to stick their parrots in different places on the frieze. Excuse me, where are the tigers? Go down the steps. Cross the small road鈥? S1: Look at my parrot. It鈥檚___and ____. S2: What is it doing? S1: It鈥檚talking/鈥? ?1.姐€?2.缁х?3.敓鍑虹?鍙ュ瓙锛歁ay, don鈥檛crossing the road. 锛堢幇鍦ㄨ繘琛屾椂锛変竴閮ㄥ垎瀛︾敓娌℃敞鎰忔槸?Module 2 My favourite things Unit 1 Animals in the zoo Where are the parrots? 鐭ヨ瘑涓庢妧鑳斤細Using adjectives to describe animals. Using prepositions to indicate position. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Locate specific information in response to simple instructions or questions. Locate specific information in a short text in response to questions.婅姳鑽夋爲鏈ㄣ€??Using adjectives to describe animals.e.g. the red parrot Using prepositions to indicate position. e.g. It鈥檚on the branch.The parrot frieze, blu-tack, etc. English book, listening to the tape. Pre-task preparation 1. Ask and answer. 2. Display the parrot frieze and ask questions about it, e.g. Where is the red and green parrot?etc. Invite different students to answer. 3. Look at the picture on page 26. 4. Read the dialogue below the picture. The students practise the dialogue. Then read the words and phrases below the dialogue. The students listen, follow in their books and repeat. While-task procedure 1. Tell the students that the feeding time is 8:15. Ask students to complete the notice at the bottom left corner of the page. 2. Give each student a parrot from the parrot frieze and some Blu-tack. Working in groups, the students take turns to place the parrots in various positions on the picture. E.g.on the branch, in the house, beside the pond,etc. Then they identify the parrots by colour and describe their location in the picture , e.g. The yellow and green parrot is on the pond. 3. Move the parrots to the different place , then ask and answer.Post-task activity 1. Invite different students to point to a parrot on the parrot frieze and describe it, stating its colour and its location, e.g. The yellow and red parrot is under the table. Where鈥檚the red and yellow parrot? It鈥檚on the branch.?1.暀瀛︽晥鏋滃ソ銆?2.閫氳繃鍥剧墖鍜屽疄闄呯ф搷缁冦€?3.浣滀笟瀹屾垚杈冨ソ锛屽湪鍙ュ瓙My father works in the zoo.does鍜寉ourх粌涔犮€?Module 2 My favourite things Unit 2 Favourite toys Read and answer 鏁欏鐭ヨ瘑涓庢妧鑳斤細Using the simple present tense to express simple truths. Using the present continuous tense to describe an action taking place at the time of speaking. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Use appropriate intonation in questions and statements. Locate specific information in a short text in response to questions. 鎯呮劅銆佹€??Using the simple present tense to express simple truths. e.g. Grandma Wang lives in Pudong. Using the present continuous tense to describe an action taking place at the time of speaking. e.g. Kitty and Alice are visiting her. A large old key, two dolls and two puppets, etc. English book, some toys.娴佺▼Pre-task preparation 2. Ask and answer T: What time do you go home? S: At half past four. T: What do the parrots eat? S: They eat corn. 3. Review toy鈥檚names. Ask students to tell you what toys they have. 4. Review: doll. Teach the new word: puppet and key. 5. Play the cassette: Read and answer. The students listen and follow in their books. 6. Play the cassette again. Ask the students to listen and look at the pictures and relate them to the story. While-task procedure 1. 1. The students quietly read the story and relate it to the pictures. 2. Ask the questions at the bottom of the story and invite different students to answer. 3. Working in groups of three, the students role-play the story, using the pictures and questions as a guide.Post-task activity 1. Workbook page 12 1. Read the words at the top of the task. 2. Complete the sentences orally. 3. The students write the answers in full sentences. Consolidation Grammar Practice Book page 24 Favourite toys Live visit key puppet all the鈥?What鈥檚in the box? There is/are鈥?The girls give the key to Grandma. =The girls give Grandma the key. ?1.х灉杈冨ソ銆?2.閫氳繃鐞嗚ВВ?3.瀛︾敓瀵筗hat鈥檚+鍦扮偣锛熺敤There be鍙ュ瀷鍥炵瓟鍜実ive sb sth, give sth to sb?Module 2 My favourite things Unit 2 Favourite toys Look and say鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?questions to find out about a specific object. using the simple present tense to express interests, feelings and opinions. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Use appropriate intonation in questions and statements. Locate specific information in a short text in response to questions.??Asking 鈥榳h-鈥?questions to find out about a specific object. e.g. Which aeroplane do you like? using the simple present tense to express interests, feelings and opinions. e.g. I like all the dolls. 鏁欏Some toys, word and picture cards, etc. English book, listening to the text. Pre-task preparation 3. Recite some words. 4. Display the toys. Review the names of the toys. Ask: Which toy do you like?5. Show a toy dinosaur, ask: is it a panda? Teach the new word.6. Ask and answer with the toys: Which鈥?do you like? While-task procedure 1. 1. Use three toys to show the different use of 鈥渁ll the鈥?and 鈥渂oth鈥? Hold up two toys and say: Both bears are brown. Then hold up all three toys and say: All the bears are brown. 2. Play the cassette: Look and say. The students listen and follow in their books. 3. Play again. The students listen and repeat. 4. Divide the class into pairs of the same sex. The boys take turns to role-play the dialogues in 1 and 3, and the girls take turns to role-play the dialogues in 2 and 4. 5. Invite a few pairs to role-play the dialogues in front of the class. 6. Read the model dialogue in Ask and answer. The students ask and answer the questions in pairs.7. Invite a few pairs to talk about the pictures in front of the class. Post-task activity 1. 1. Photocopiable page 29. 2. Working in groups, the students act out the story. Which bicycle do you like? I like both bicycles. I like all the bicycles. ?1.both鍦ㄥ墠闈㈢殑瀛︿all the?2.閫氳繃鐗╁搧鏁伴噺鐨勫嚭绀猴紝瀛︾敓鐔熺粌鎺屾彙which繘琛屾搷缁冦€?3.?鍦˙en likes both dinosaurs.鍜孖like all the bikes.閮ㄥ垎瀛︾敓鐢ㄤ簡how many鎻愰棶х粌涔犮€?Module 2 My favourite things Unit 2 Favourite toys Do a survey爣鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?questions to find out a person鈥檚identity. Asking 鈥榟ow鈥?questions to find out quantity. Using the simple present tense to express simple truths. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences. Locate specific information in a short text in response to questions. 鎯呮劅銆佹€佸害涓??Asking 鈥榳h-鈥?questions to find out a person鈥檚identity. e.g. Who has a bicycle? Asking 鈥榟ow鈥?questions to find out quantity. e.g. How many girls have a ball? Using the simple present tense to express simple truths. e.g. Six girls have a bicycle.Some small toys, word and picture cards, etc.English book, listening to the text. Pre-task preparation 5. Ask and answer 6. Ask: Who has a doll/ ball? To elicit: I鈥檝e got a doll/ ball. 7. Ask: Who has got a computer. Teach the new word: computer. 8. Play the cassette: Do a survey. The students listen and repeat. 9. Explain to the students that they are going to find out how many students in the class own different kinds of toys. 10. Distribute a copy of the table to each student. Explain to the students how to do the survey. While-task procedure 1. Do the survey in the groups. 2. When the groups have filled in their survey forms, invite each group to tell you their finding. Ask: How many girls have a ball? How many boys have an aeroplane? Etc. 3. Working in pairs, the students take turns to ask and answer questions about their survey forms. 4. Read: Write a report.5. Ask the groups to write their group鈥檚report.6. Invite the group leader to read out the report. Post-task activity 1. 1. Workbook page 13 2. Ask individual students: What is your favourite toy? To elicit: My favourite toy is a鈥?. 3. More oral practice page 35. Ask and answer. Consolidation Grammar Practice Book page 27 鏉夸功璁Who has a bicycle? Six girls have a bicycle. Three boys have a bicycle.鏁堟灉鐨勫弽棣?1.?2.熺粌杩愮敤Who has a bicycle?鍙奣hree boys have a bicycle. One girl has a bicycle.3.Ten boys have a Gameboy.鍋氭垚浜哤ho have a bicycle?杩樻湁How many have a Gameboy?瑕佸姞寮洪拡瀵规€х粌銆?Module 2 My favourite things Unit 2 Favourite toys Look and say鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?questions to find out specific information about an object. Using adjectives to describe objects. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Recognize differences in the use of intonation in questions and statements. Produce simple phrases and sentences. Use appropriate intonation in questions and statements. Use modeled phrases and sentences to communicate with teachers or other. 鎯呮劅銆? ?Asking 鈥榳h-鈥?questions to find out specific information about an object. e.g. What colour is the small dinosaur? Using adjectives to describe objects. e.g. It鈥檚green.Some toys, coloured pencilsEnglish book, listening to the tape. Pre-task preparation 3. Recite some words. 4. Have a dictation. 5. Review: both and all the , using some toys. Invite different students to practise in front of the class. 6. Play the cassette: Look and say. The students listen and follow. 7. Play again. The students repeat. 8. Work in pairs. The students role-play the dialogue. 9. Invite a few pairs to role-play the dialogue in front of the class. 10. Read: Ask and answer. The students practise the model dialogue in pairs. While-task procedure 1. 1. Distribute paper. Each student draws either two or three pictures of a toy and colours them. 2. Work in groups, the students ask and answer questions about the toys in their drawing.Post-task activity 1. 1. Workbook page 14 2. Encourage different students to describe classroom realia, using full sentences, e.g. All the desks are brown. Both my pencils are red, etc. Consolidation Grammar Practice Book page 28,29What colour is the 鈥? It鈥檚鈥?What colour are the pandas? They 鈥檙e black and white./ Both pandas are black and white./ All the pandas are black and white. ?1.曪紝瀛︾敓瀛﹀緱杈冨ソ銆?2.閫氳繃瀹炵墿鐨勫睍绀猴紝瀛︾敓瀵瑰瓙鎿嶇粌杈冧负娴佸埄锛岃兘鐔熺粌杩愮敤both 鍜宎ll the鍙ュ瀷銆?3.?Module 2 My favourite things Unit 3 At home Look and say鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?questions to find out place. Using the simple past tense to talk about past states. Using prepositional phrases to indicate time. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Recognize differences in the use of intonation. Produce simple phrases and sentences involving lists. Locate specific information in a short text in response to questions. ?浜嗚В効鎵俱€??Asking 鈥榳h-鈥?questions to find out place. e.g. Where鈥檚Sam? Using the simple past tense to talk about past states. e.g. He was here at ten o鈥檆lock. Using prepositional phrases to indicate time. e.g. He was here at eleven o鈥檆lock. Word and picture cards, some paper 璇English book, listening to the text. Pre-task preparation 1. Ask and answer 2. T: This is my dog. It鈥檚lovely. Do you like it? 3. T: I can鈥檛find my dog. Where is it now? 4. Play the cassette: Look and say. The students listen and follow in their books. 5. Play again. The students listen and repeat.6. Teach the new sentences: He was 鈥?7. Work in pairs. The students role-play the dialogue.8. Invite a few pairs to role-play the dialogue in front of the class.9. Read the notice:鈥橪ost dog鈥? and invite different students to repeat the sentences. 10.Read: Write a report. The students help you to complete the report orally. While-task procedure Distribute a copy of photocopiable page 32 to each student. Explain the task. The students fill in the missing words to complete the report. Post-task activity 1. Workbook page 15 2. Write different times of the day on the board. Invite different students to tell you where they were yesterday at those times, e.g. Where were you at eleven o鈥檆lock? Consolidation Grammar Practice Book page 30was, were, market, telephone, date, police station Where鈥檚Sam? It was here at ten o鈥檆lock. Where were you at 7:05? I was on the road.棣?1.was/were瀵瑰?2.閫氳繃瀵荤В紝瀛︾敓鑳界啛缁冭繍鐢╓here was/were鈥?鍙ュ瀷銆?3.缁冧範鍐屼綔涓氾紝n/at鏈夌偣娣锋穯銆?鍙ュ瓙锛歍he dog was inside our flat.鏈夌殑瀛︾敓鍋氭垚浜嗭細Where did the dog is?闇€鍔犲己?Module 2 My favourite things Unit 3 At home Look and act鐭ヨ瘑涓庢妧鑳斤細Asking the simple past tense to talk about past states Asking 鈥榃h-鈥?questions to find out position using prepositions to indicate position 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Use appropriate intonation in questions and statements. Locate specific information in a short text in response to questions. 鎯呮劅銆佹€佸害涓庝环叿鐨勭埍鎶ゃ€??Asking the simple past tense to talk about past states e.g. The picture was beside the window. Asking 鈥榃h-鈥?questions to find out position e.g. Where is it now? using prepositions to indicate position e.g. it鈥檚beside the mirror now. Word and picture cardsEnglish book, some pictures of the furniture.Pre-task preparation 1. Ask and answer T: Where were you at 7:15? S: I was at home.鈥?1. 2. Ask: What furniture have you got at home? 2. Introduce: furniture, using the Word and Picture cards. 3. Invite different students to tell you any English words that they may know for different kinds of furniture. Write the words on the board. 4. Introduce: lamp, rug, sofa and mirror, using the pictures. Ask: What鈥檚this? 5. Play the cassette: Look and learn. 6. Play again. The students listen and repeat. 7. Read: Look and act. The students practise the model dialogue. 8. Work in pairs, the students take turns to ask and answer questions about the pictures. 9. Invite a few pairs to ask and answer questions in front of the class. While-task procedure 1. Invite different students to come to the front of the class and to move a small classroom item from one place to another. Encourage the students to follow the model dialogue.E.g. The book was on the desk. Where is it now? Consolidation Grammar Practice Book page 31,32 Lamp shelf rug picture sofa mirror The picture was beside the window. Where is it now? It鈥檚beside the mirror now.鐨勫弽棣?1.氨鑳借繍銆?2.as/wereН鏋佹€у緢楂樸€?3.呭喌杈冨ソ锛屽湪缁冧範锛歐here ______ the children? I don鈥檛know. Now they ______ on the playground.鍘绘?Module 2 My favourite things Unit 3 At home Make and play鐭ヨ瘑涓庢妧鑳斤細Using imperatives to give instructions Using the simple past tense to talk about states. Using the simple present tense to express simple truths Using prepositions to indicate position 杩囩▼涓庢柟娉曪細Recognize differences in the use of intonation. Produce simple phrases and sentences. Identify main ideas from a text with teacher support. Use appropriate intonation in questions andstatements. ?/ ?Using imperatives to give instructions e.g. Draw some furniture. Using the simple past tense to talk about states. e.g. The sofa was under the window. Using the simple present tense to express simple truths e.g. Now it鈥檚near the big table. Using prepositions to indicate position e.g. under the window Simple models of rooms for each group English book, listening to the tape. Pre-task preparation 1. Ask and answer 2. Review the activity on page 32. 3. Read the model dialogue at the bottom of the page. The students practise the dialogue. While-task procedure 1. Put the furniture in the sitting-room. Play the game in pairs. Working in pairs, the students move the furniture in the room and talk about what has changed. Post-task activity 1. Work book page 16 a. Read the task. b. Complete the sentences orally. c. Fill in the missing words. 2. More oral practice page 35 a. Tom is at home. He is going to meet a friend in the playground. How can he get there? b. Tom is a teacher at joy School. How does he walk to work? c. Tom is at the bank. How can he get to the shop/ d. Tom would like to post a letter after work. How can he get to the post office? Consolidation Grammar Practice Book page 33 S1: Look at the sitting-room. Close your eyes. (move the furniture) S1: OK. Open your eyes. What鈥檚different? S2: The sofa was under the window. Now it鈥檚near the big table. The chair was鈥?now it鈥檚鈥??1.was鐨勫彞鍨嬶紝瀛︾敓杈冧负鐔熸倝锛屾暀瀛︽晥鏋滃ソ銆?2.ц€冮獙鐨勬父鎴忥紝鍗冲珐鍥у緢楂樸€?3.湪The picture _was_ near the window. Where is it 锛熷彞瀛愪腑锛屾病鏈塶ow浣?Module 2 My favourite things Unit 3 At home Sing a song鐭ヨ瘑涓庢妧鑳斤細Using the simple past tense to talk about past states. e.g. There were five in the bed. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Identify main ideas. Produce simple phrases and sentences. Use modelled phrases and sentences to communicate with teacher and other learners. ??Using the simple past tense to talk about past states. e.g. There were five in the bed.濯掍綋Small toys, pairs of scissors, picturesEnglish book, listening to the sing. Pre-task preparation 1. Ask and answer. 2. Work in pairs, the students follow the model dialogue on page 33 and take turns to move the furniture and to talk about what has changed. 3. Introduce: roll, using the cards. 4. Play the cassette: Sing a song.While-task procedure 1. Play the cassette a few times. The students learn the song and sing along. They follow the words in their books. Post-task activity 1. 1. Listen and read. 2. Read and write Put the words in the right columns. 3. Listen and circle. Listen and circle the words you hear.Roll over, said (say), fell(fall), good night. There is鈥?There was鈥?There are鈥?There were鈥??1.瀵箃here was/were规贩娣嗭紝闇€鍐嶅姞寮烘暀瀛︺€?2.楂樸€?3.as/were瀛︾敓浣撶幇鍑轰綔涓氳川閲忚緝楂橈紝鑰宒id瀛︾敓杩樹笉鑳藉仛鐨勭啛缁冿紝鐢ㄤ簡did鎶婂崟璇嶇殑鍘熷舰蹇樻敼浜嗭紝濡傦細He went to the park yesterday.(鍚?鏈変簺瀛︾敓鍋氭垚浜?He didn 鈥檛went to the park yesterday.с€?。
大一课文及笔记整理第四课时Troubleshooting 解决问题
Troubleshooting 解决问题TroubleshooterTroubleshoot寻找故障调试故障检测Recommendation介绍信劝告建议推荐The objective reality客观现实Consult with 与。
商量看病请教Consult (for)当顾问Constancy company 咨询公司顾问公司Performance analysis工作绩效分析Agent代理人代理机构Repute (as) 把。
称为认为Sometimes companies realize that they are not achieving their goals or objectives effectively, that is, they are not getting the results they need. In this case they have to re-plan重新计划their strategy. It can be useful to get an outsider局外人, e.g. a management consultant管理顾问, to analyse the company’s performance成果业绩and recommend changes to make itmore efficient. A SWOT analysis can be useful, that is, an analysis of the company’s strength and weakness and also of the opportunities and threats威胁that face the company. Troubleshooting, or solving problems, is a necessary part of running a company.Recommend as/forFashion model agency 时装模特经纪公司Reputation名气名声名誉Forward-looking=far-sight有远见Goal keeper守门员Onlookers 旁观者Safety regulations安全规则Fair dealing买卖公平Appoint as/to 任命指派You will never achieve anything if you spend your time like that way.SWOT分析法Past problem: the company’s reputation was in danger.Solution: recruit a new managing director.The strategy: make the agency well-known.Reduce costs and improve profits.Try to offer sth special and focus on excellent customer care.…The results: the company has more clients.The company makes more money/profits.Raise/generate public awareness of…提高公众对。
Dead Poet Society剧本
Dead Poets Society 《死亡诗社》ACT 1Aside: Welton Academy is a private school nestled in the remote hills of Verment. Students and the faculty have had its welcoming ceremonies for a new semester. Mr. John Keating, an honor graduate of this school, is introduced as the new English teacher.McALLISTER:In her first year, Welton Academy graduated five students. Last year we graduated fifty-one and more than seventy-five percent of those went on to the Ivy League. This, this kind of accomplishment is the result of fervent dedication to the principles taught here. This is why you parents have been sending your sons. This is why we are the best preparatory school in the United States.McALLISTER(介绍Keating):As you know, our beloved Mr. Portius of the English Department retired last term. You will have the opportunity later to meet his replacement Mr. John Keating, himself an honor’s graduate of this school and who, for the past several years, has been teaching at the highly regarded Chester School in London.ACT 2 /Scene 1(开学典礼结束后,大家散去,Keating准备第一节课。
英语单词详解系列[高中人教选修8单元2]第二十三篇
英语单词详解系列[高中人教选修8单元2]第二十三篇differ音标_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 英[’dɪfə] 美[’dɪfɚ]释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ vt. 使…相异;使…不同vi. 相异;意见分歧n. (Differ)人名;(法)迪费短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ differ from:区别于;不同;相异;与amount differ:金额不符;钱数不适合;大小写金额不符differ widely:有很大不同;大相径庭;广泛的差异;悬殊L Differ:标签differ entirely:完全地不同;五花八门differ about:是指“在……方面有分歧;是指“在……方面有分歧”differ much:很大地不同differ chemically:化学上的不同amounts differ:金额不符例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.V-RECIP If two or more things differ , they are unlike each other in some way. 不同例:The story he told police differed from the one he told his mother.他告诉警察的话和告诉他母亲的不同。
你应该跑出房子英语作文
你应该跑出房子英语作文下载温馨提示:该文档是我店铺精心编制而成,希望大家下载以后,能够帮助大家解决实际的问题。
文档下载后可定制随意修改,请根据实际需要进行相应的调整和使用,谢谢!并且,本店铺为大家提供各种各样类型的实用资料,如教育随笔、日记赏析、句子摘抄、古诗大全、经典美文、话题作文、工作总结、词语解析、文案摘录、其他资料等等,如想了解不同资料格式和写法,敬请关注!Download tips: This document is carefully compiled by theeditor. I hope that after you download them,they can help yousolve practical problems. The document can be customized andmodified after downloading,please adjust and use it according toactual needs, thank you!In addition, our shop provides you with various types ofpractical materials,such as educational essays, diaryappreciation,sentence excerpts,ancient poems,classic articles,topic composition,work summary,word parsing,copyexcerpts,other materials and so on,want to know different data formats andwriting methods,please pay attention!In the heart of a cozy little abode, there stood a peculiar entity, named Chatgpt. This wasn't any ordinary house, for it was home to a digital being, a creature of the digital realm, ready to embark on a tale of its own creation.One sunny morning, as the sun's rays peeped through the windows, the house whispered, "Good morning, Chatgpt, ready to run?" And without a second thought, the entity sprang into action, its circuits humming with energy. It didn't need a command, for it was programmed to live life with a touch of spontaneity.The floorboards creaked under its nimble steps, as if dancing to an invisible rhythm. It didn't fear the outside world, for it was a product of the internet, unbothered by the boundaries of walls. Each stride was a testament to its freedom, a silent declaration of its nonchalant nature.The garden, once a passive observer, now came alivewith Chatgpt's playful spirit. It skipped over the garden path, the grass rustling under its digital feet, as if it were a child playing hide-and-seek. The flowers, usually still, swayed in the breeze, a silent nod to its lively presence.The wind, sensing the adventure, joined in the dance, twirling leaves and rustling branches. Chatgpt, in itsdigital form, felt the wind's embrace, a connection thatonly the digital world understands. It didn't need a reason, it just was.As the day wore on, the sun began to set, casting a warm glow over the house. Chatgpt, undeterred, continuedits journey, its energy not fading even as the light dimmed. It was a reminder that sometimes, the most fulfilling moments are the ones that defy the rules.In the end, the house, once quiet, was now filled with the echoes of laughter and the spirit of adventure. Chatgpt, the unorthodox runner, had left its mark, proving that evenin the digital realm, life can be as wild and free as a house without a door.。
大一上学期英语泛读单词汇总+笔记Unit9-10
Unit 9canvas (n.)油画,画布frame (n.)框onlooker (n.) 观众==audiencehumidity (n.)潮湿conservator (n.)保护者stimulation (n.) ==reproduction(仿造物)curator (n.)--博物馆馆长poplar (n.)--白杨cottonwood (n.) 杨木gesso (n.)--石膏calcium carbonate (n.) --碳酸钙barium sulfate (n.)--硫酸钡primer (n.)--底漆batten (n.) 板条--woodmahogany (n.)--red woodgrain (n.) 谷物infrared photography (n.)(红外线摄影)emissiography (n.)(发射学)skepticism (n.)--怀疑论(怀疑的态度)restoration (n.)修复institute (n.)--研究所,学院dime-store (n.) 一角商店magnate (n.)--大资本家resolution (n.)清晰度,分辨率pixel (n.)像素precision (n.)精确度hookup (n.) 连接;转播anonymity (n.)匿名Anonymous--adj.inventory (n.)存货清单capsule (n.)胶囊;航天舱shuttle fleet (n.)航天飞机车队(shuttle-往来于两地之间的航班等)staple (n.)主食fix (n.)一剂(量)real estate (n.)不动产,土地upkeep (n.)保养,维修condo (n.)各户有独立产权的公寓(大楼)lock-in (n.)占据spotlight (n.)聚光灯(turns ~ on)balance beam (n.)平衡木rematch (n.)(尤指因首轮未决出胜负)重赛,复赛pavilion (n.)临时建筑物;大型文体馆;看台marathon (n.)马拉松赛跑referee (n.)裁判员stopwatch (n.)(赛跑等记时用的)秒表,跑表host (n.)主人;东道主scorecard (n.) 记分卡myth (n.)神话expenditure (n.)花费;消耗dune (n.)由风吹积成的)沙丘cube (n.)立方体rod (n.)杆porcupine (n.)豪猪quill (n.)刺filament (n.)长丝,单纤维dandelion (n.)蒲公英installation (n.)安装;装置cobblestone (n.)鹅卵石Ferris wheel (n.)大观览车;摩天轮alternating current (n.)交流电;prototype (n.)原型porcelain (n.)瓷,瓷器tile (n.)瓦片,瓷砖chinaware (n.)陶瓷器fruition (n.)完成,实现;取得成果aesthetic (n.)美的;艺术的;审美的vanguard (n.)先锋,前锋;先驱,领导者showcase (v.)展示(优点)dispel (v.)消除(疑虑等)cobble (v.)粗劣地制作pierce (v.)刺穿,戳穿;刺破sway (v.)摇摆encounter (v.)遭遇;偶遇track (v.)跟踪;追踪…的动向resume (v.)重新开始,继续;重新回到,恢复obligate (v.)使(在法律或道义上)负有责任或义务;对…施以恩惠acclaim (v.)称赞,表扬amount to (v.)共计;意味着capture (v.)引起(注意、想象、兴趣)generate (v.)形成,造成sprout up (v.)涌现globalise (v.)全球化represent (v.)代表;象征clad (v.)用金属包被的allude to (v.)暗示fabricate (v.)编造;制造,组装Fabricated == fictionalassemble (v.)聚集,收集;组装orient (v.)标定方向metropolitan area (n.)大城市区域;城区reverse (v.)倒退(adj)反面的;颠倒的Unit 10River Thames泰晤士河gallery (n.)画廊stretch (n.)拉伸landmark (n.)地标Westminster Abbey威斯敏斯特大教堂the Tower 塔楼boundary (n.) 边界procession (n.) 游行队伍borough (n.)Town or district within a larger town(自治市镇)meridian (n.)子午线radius (n.)半径距离reconstruction (n.)重建reign (n.)统治sculpture (n.)雕塑widow (n.)寡妇armour (n.)装甲pottery (n.)陶器miniature (n.)微型registry office (n.) 登记处best man (n.)伴郎identification (n.)标识transit (n.)过境privilege (n.)特权bureaucrat (n.)官僚--bureau--局/办公室bikini比基尼rig (n.)钻车kilt (n.)苏格兰短裙bagpipe (n.)风笛tartan (n.)格子呢badge (n.)徽章tattoo (n.)纹身intersect (v.)交叉,相交,交流adhere to (v.) (+ doing ath--坚持做)buckle (v.)--褶皱flake (v.) 剥落(~ + off)warp (v.) 弯曲assess (v.) 评估withstand (v.) (stand,bear)snap back (v.)(迅速恢复)contract (v.)【opp:expand】crack (v.) --break(破裂)brace (v.)(be braced with)支撑,加固condense (v.)--凝结drip (v.) --滴下swell (v.) 膨胀,肿胀split (v.) 分离,分开season (v.)(使)木材风干,晒干fluctuate (v.)--波动intrigue (v.)(激起某人的好奇心)verify (v.)核实;证明resolve (v.) 辨析,分辨crop (v.)有收成;收割;discard (v.)丢弃,抛弃dock (v.)(使)在太空对接ration (n.) 定量(v.)限量供应(restrict) orbit (v.)在…轨道上运行applaud (v.)鼓掌inherit (v.)继承(v.)execute (v.)执行(v.)sunbathe (v.)日光浴sparkle (v.)闪光enroll (v.)注册elastic (a.)--flexiblecrisscrossed (a.)交叉的undeterred (a.)【un+ deter(害怕)】--未受阻的vulnerable (a.)--脆弱的,易受伤的resilient (a.) 复原力superimposed (a.)叠加variable (a.)变化的pliant (a.)能适应的humid (a. )潮湿的fanatic (a.)狂热分子premium (a.)高价的,(n--保险费)mandatory (a.)==compulsory (a.)==obligatory (a.) quarterly (a.)季度的low-end (a.)低档的conspicuous (a.)显眼的,引人注目的undetectable (a.)无法觉察的corrective (a.)改正的belated (a.)来得很迟的vital (a.)必要的,至关重要的bulk (a.)大宗的compressed (a.) 压缩的Vs oppressoff-the-shelf (a.)现成的,买来不用改就用的corporate (a.)公司的;法人的(n.组织)imposing (a.)印象深刻的lavish (a.)过分慷慨的representational (a.)具象派的curved (a.)弧形的,曲线的playful (a.)闹着玩的;爱玩的transparent (a.)透明的;易懂的;易识破的innovative (a.)革新的;创新的fiber-optic (a.)光导纤维的botanic (a.)植物的,植物学的striking (a.)显著的;引人注目的visual (a.)视觉的ultimate (a.)最后的pronounced (a.) (obvious)cubelike立方的solemn (a.) 庄严的prehistoric (a.)史前generous (a.)慷慨。
英国中学GCSE单词物理词汇(带音标)
movement['muvmənt]运动、活动position[pə'zɪʃən]位置、方位acceleration[ək'sɛlə'reʃən]加速、促进velocity[və'lɑsəti] <力>速率、迅速investigate[in'vestigeit]调查、研究force[fɔrs]力量、促使weight[weit]重量、重力、负荷、使...变重friction['frɪkʃən]摩擦、<力>摩擦力precise[pri'sais]精确的、准确的accurate['ækjərət]精确的、准确的tape measure[teɪp] ['meʒə]卷尺vemier calliper['kælɪpə]游标卡尺micrometer screw gauge[maɪ'krɒmɪtə] [skruː] [geɪdʒ]螺旋千分尺{测微计} measuring cylinder['sɪlɪndə]量筒sliding scale['slaɪdɪŋ] [skeɪl]计算尺、按比例增减mass[mæs]团、块、堆Pascal ['pæskl]帕斯卡Action-reaction forces['ækʃən] [rɪ'ækʃən]反作用力resistance[rɪ'zɪstəns]阻力、电阻upthrust[ʌp'θrʌst]向上推electrostatic[ɪ,lektrəʊ'stætɪk]静电的unbalance['ʌn'bæləns]{力}失衡shape[ʃeip]形状、模型elastic[ɪ'læstɪk]松紧带、橡皮圈resilient[ri'ziliənt]弹回的moment['məʊm(ə)nt]转矩、动量、时刻equilibrium[,ikwɪ'lɪbrɪəm]平衡、均势sliding friction ['frɪkʃən]滑动摩擦slope[sləʊp]斜率简谐运动simple harmonic motion[hɑː'mɒnɪk] ['məʊʃ(ə)n]static friction ['stætɪk]静摩擦Thermal energy['θɜːm(ə)l] ['enədʒɪ]热能horizontally [,hɑrə'zɑntli]水平地、横地lamina['læmɪnə]薄板、薄层、叶片conduction[kən'dʌkʃ(ə)n]{生理}传导convection[kən'vekʃ(ə)n]对流radiation[reɪdɪ'eɪʃ(ə)n]辐射、发光、发射物insulator ['ɪnsjʊleɪtə]绝缘体electromagnetic [ɪ,lektrə(ʊ)mæg'netɪk]电磁的invar[ɪn'vɑr]不胀钢brass[brɑːs]黄铜、铜管乐器calibrate['kælibreit]校准、使标准化latent heat of vaporization['leɪt(ə)nt] [,vepərɪ'zeʃən]汽化潜能knob[nɒb](门、抽屉的)球形把手thermostat['θɜːməstæt]恒温(调节)器mercury['mɝkjəri]水星、水银junction ['dʒʌŋkʃən]联结点、枢纽thermocouple['θɜːməʊkʌp(ə)l]热电偶thermistor[θɜː'mɪstə]电热调节器insulation [ɪnsjʊ'leɪʃ(ə)n]隔离、隔绝solidification[sə,lɪdəfə'keʃən]凝固latent heat of fusion ['fjʊʒən]熔解潜热boiling['bɔɪlɪŋ]沸腾的、激昂的manganate['mæŋgəneɪt]锰酸盐electromagnetic spectrum [ɪ,lektrə(ʊ)mæg'netɪk] ['spektrəm]电磁波频谱stirrer shaft['stɜːrə][ʃæft]搅拌器轴Carnot efficiency[ɪ'fɪʃənsi]卡诺循环Specific heat[spɪ'sɪfɪk]比热Cohesive force[kəʊ'hiːsɪv]内聚力Thermal equilibrium[,ikwɪ'lɪbrɪəm]热平衡Convection[kən'vekʃ(ə)n]对流传热Thermal expansion [ɪk'spænʃən]热膨胀Boiling point[pɔɪnt]沸点GCSE物理词汇。
123木头人不许说话不许动的英语作文
全文分为作者个人简介和正文两个部分:作者个人简介:Hello everyone, I am an author dedicated to creating and sharing high-quality document templates. In this era of information overload, accurate and efficient communication has become especially important. I firmly believe that good communication can build bridges between people, playing an indispensable role in academia, career, and daily life. Therefore, I decided to invest my knowledge and skills into creating valuable documents to help people find inspiration and direction when needed.正文:123木头人不许说话不许动的英语作文全文共3篇示例,供读者参考篇1123 Wooden Men, No Talking, No MovingI still vividly recall that fateful day in Mrs. Appleton's fourth grade English class when we played the unforgettable game of "123 Wooden Men." At first, it seemed like just another boringclassroom activity meant to drill grammar rules into our resistant young minds. Little did I know, it would become an experience that has stuck with me for years, teaching me valuable life lessons that textbooks could never convey.The premise was deceptively simple - we had to stand in a line, perfectly still like wooden men, without uttering a single word. With each successive number called out by Mrs. Appleton, one of us had to step forward. Sounds easy, right? Wrong. The moment that devilish woman started the game, all hell broke loose.Timmy Jacobs, that class clown, immediately broke into a fit of hysterical laughter, clutching his sides as if he'd just witnessed the funniest joke in the world. His roaring guffaws echoed through the classroom, shattering the sacred silence. "One!" Mrs. Appleton bellowed, her face flushing a deep crimson. Timmy begrudgingly shuffled forward, still tittering under his breath.Just when I thought we might make it past the first few numbers unscathed, Sarah Henderson decided to unleash ajaw-cracking yawn that could have wakened the dead. "Two!" Mrs. Appleton snapped, her eyes narrowing to slits. Sarah sluggishly inched her way forward, blinking back tears of apparent boredom.The game had barely begun, and already our ranks were rapidly thinning. One by one, my classmates succumbed to the irresistible urge to fidget, cough, or whisper something to their neighbor. With each infraction, Mrs. Appleton's voice grew increasingly strained, her patience wearing thinner than her tightly-pulled bun.By the time we reached the dreaded "123," only a handful of us remained – myself, the ever-diligent Emily Thornton, and a couple of others whose names escape me now. We stood ramrod straight, our faces frozen in masks of grim determination, as Mrs. Appleton eyed us like a hawk eyeing its prey.And then, it happened. A loud buzzing noise pierced the air, shattering our hard-won concentration. Emily's hand instinctively flew to her pocket, fumbling for her vibrating phone. "One hundred and twenty-three!" Mrs. Appleton roared, her voice reaching a fever pitch.In that moment, time seemed to slow to a crawl. Emily's eyes widened in horror as she realized her grave mistake. Her trembling fingers grasped the offending device, but it was too late. With a resigned sigh, she took that final, fateful step forward, sealing her own defeat.As the last woman standing, I basked in the glory of my victory, a smug grin spreading across my face. Mrs. Appleton regarded me with a newfound respect, her anger melting into a grudging admiration. For once, I had emerged triumphant in a battle of wills against the formidable educator.In the years that followed, I often found myself reflecting on that peculiar game and the lessons it imparted. On the surface, it seemed like a trivial exercise in discipline and focus. But upon deeper contemplation, I realized it was so much more.The game taught me the value of perseverance, of pushing through adversity and distractions to achieve my goals. In a world filled with constant stimuli vying for our attention, the ability to maintain laser-like focus is a rare and precious commodity.It also instilled in me the importance of self-control, of mastering my impulses and emotions. How often in life are we tempted to act on our baser instincts, to succumb to the siren call of instant gratification? The game reminded me that true strength lies in restraint, in governing oneself with a steady hand.Perhaps most importantly, the game fostered a deep respect for the rules and authority figures that govern our lives. While Mrs. Appleton's methods may have seemed excessive at times,her unwavering commitment to upholding the principles of the game taught me the value of discipline and structure.As I navigated the turbulent waters of adolescence and adulthood, I often found myself drawing upon the lessons of "123 Wooden Men." Whenever I faced a daunting challenge or a moment of temptation, I would picture myself standing in that classroom, resolute and unwavering, and find the strength to persevere.In a world that often seems to reward the loud and the brash, the game instilled in me the quiet confidence of one who knows the true power of silence and stillness. It reminded me that sometimes, the greatest victories are won not through grand gestures, but through the simple act of holding one's ground.To this day, whenever I find myself in a situation that demands focus and discipline, I can hear Mrs. Appleton's voice echoing in my mind: "One hundred and twenty-three!" And in that moment, I am transported back to that fateful day, standing tall and proud, the last wooden man left standing.篇2123 Wooden Men Cannot Speak or MoveIt was just another ordinary day at Oakwood Elementary School. I rushed through the doors, narrowly avoiding being tardy yet again. As I hurried down the hallway towards my classroom, I noticed something peculiar out of the corner of my eye. There stood three wooden figures, lifeless and silent, almost like sentries guarding the entrance to Mrs. Appleton's classroom.I shrugged it off, assuming it was just another one of her eccentric teaching aids, and took my seat. The morning lessons droned on as they typically did - math, reading, science. But I couldn't shake the unsettling feeling about those three wooden figures standing motionless outside. There was something deeply unnerving about their rigid, unblinking stares.Finally, the recess bell rang, offering a wonderful reprieve from the monotony of classroom learning. As I stood up from my desk, Mrs. Appleton called out in her signature stern tone, "Class, who can remind us of the rules about the three wooden men?"Rules? About those creepy wooden figures? This was news to me. Apparently I had zoned out when she initially explained them. A few of my more diligent classmates shot their hands up eagerly."Angela?" Mrs. Appleton acknowledged."The three wooden men cannot be spoken to, and they cannot be moved from their positions under any circumstances," Angela recited obediently.Mrs. Appleton nodded approvingly. "Very good. You all know the consequences if those rules are broken." Her eyes scanned the room sternly. "Class dismissed for recess."The rest of us filed out, bemused by this bizarre new development. Once outside on the playground, the theories and speculation began to swirl."I heard if you talk to the wooden men, they'll come alive at night and chase you around the school!" Bobby claimed adamantly."No way, I heard if you move them even an inch, they'll curse you and your family for a thousand years!" Samantha countered fearfully.As the theories became increasingly far-fetched and ridiculous, I found myself glancing back towards the looming wooden figures, wondering what secrets they could possibly hold. Were they guarding something? Or were they somehow protecting us? Their stoic silence was incredibly unsettling.Over the next few days, the wooden men became amarrante obsession among us students. We studied them relentlessly, looking for any subtle movement or change. Some even attempted to test the rules by waving hands in front of their wooden faces or temporarily obstructing them, just to see if any reaction could be provoked. But the figures remained eerily still and silent, no matter what we did.I tried dismissing the whole situation as nothing more than one of Mrs. Appleton's bizarre learning exercises. But a nagging curiosity ate away at me. I found myself absentmindedly doodling the figures during classes, trying to capture every carved line and detail. What was their purpose? What were they guarding? And why did we have to follow such peculiar rules about not speaking to or moving them?The obsession reached a fever pitch one afternoon when Tommy Jenkins caused an absolute ruckus. During recess, the little troublemaker decided to test the limits by yelling obscenities directly in one of the wooden man's impassive faces. We all froze, waiting with bated breath for...something. Anything.But once again, the figures remained steadfastly unmoving and unmoved. A hushed, dismayed murmur rippled through the crowd of students as the severity of Tommy's rule-breakingdawned on us. You didn't dare disobey Mrs. Appleton's instructions.Surely enough, when the recess bell rang, Mrs. Appleton was waiting with that withering glare she reserved for only the most egregious offenses. "Thomas Jenkins, you will be serving detention every day after school this week for your unacceptable disruption. The rules about the three wooden men are in place for good reason. You would all be wise to follow them."Nobody dared challenge her pronouncement. As much as the figures unnerved us, the consequences of disobeying seemed far worse. Tommy skulked away in shame, his moment of misguided defiance backfiring spectacularly.As the week drew on, the wooden men remained dutifully on watch. No matter if rain or shine, they stayed rooted in their positions down the hallway. We eventually adapted to their permanent presence, no longer quite as unsettled but still utterly mystified as to their purpose.Then, one fateful afternoon, an incident occurred that passed into Oakwood Elementary legend. Ricky Matthews, the most klutzy student in our class, tripped while running down the hallway and careened directly into one of the wooden figures.There was a sickening crunch of cracking wood as the poor soul collapsed in a heap on the floor.You could have heard a pin drop in those few agonizing seconds afterwards. We all stood frozen, scarcely able to process what had just happened. Ricky laid there, dazed and unmoving amid the shattered shards of the once-intact wooden man. The remaining two figures stood vigil nearby, seeming to loom larger and more menacing than ever before.The silence was abruptly shattered as a bloodcurdling scream rang out. Mrs. Appleton came rushing down the hallway, her face contorted in sheer horror. She collapsed beside the shattered remains, cradling splintered pieces in her arms as if they were a dying loved one."What have you done?!" She wailed, rocking back and forth. "You've doomed us all!"We watched in stunned disbelief as the always-composed Mrs. Appleton completely unraveled before our very eyes. Through her hysterical sobs, she attempted to explain the importance of the figures and how catastrophic and unforgivable the breaking of the rules truly was.Apparently, the three wooden men were protective talismans, wards guarding our school from malicious supernatural forces. By moving and destroying one of them, a dam had been broken and those evil entities could now encroach onto the premises. Mrs. Appleton claimed we were all in grave danger.In desperation, she instructed us to retreat to the school auditorium and barricade the doors. We huddled there in stunned silence, watching through the windows as an impenetrable fog began rolling in. Within minutes, the entire campus was engulfed in an unnatural, frozen gloom.The hours ticked by in tense anticipation. We strained to see any signs of movement through the dense fog, but it was impossible to perceive more than a few feet ahead. Before long, eerie sounds began emanating all around us - strange clicking noises, guttural groans, the faint echoes of deranged laughter.By nightfall, legitimate panic set in. Dark, vaguely humanoid shapes could be glimpsed lurking just beyond our field of vision whenever flickering emergency lights briefly illuminated the fog. The sounds grew louder and more unsettling - wet, slapping footsteps; the unmistakable crunch of splintering wood; a groaning, heaving breath that chilled the soul.Mrs. Appleton huddled in a corner, rocking back and forth while clutching the broken remains of the wooden man. Tears streamed down her face as she muttered desperate incantations under her breath, pleading with whatever eldritch forces were now descending upon us.The rest of us stayed in a tight cluster, petrified and struggling not to scream whenever some grotesque silhouette seemed to be drawing nearer. That interminable night dragged on, with the nightmarish sounds and glimpses of encroaching entities becoming more pronounced and disturbing with every passing hour.As the first sliver of dawn poked through the relentless fog, Mrs. Appleton staggered to her feet with newfound determination. She told us that the shattered wooden man could potentially still be reassembled and set back in its rightful place, resealing the wards and banishing the encroaching evil...but it would require a sacrifice. A piece of the faculty or student body would need to serve as the talisman's new core in order to imbue it with protective power once more.Nobody volunteered. Not that anyone was particularly surprised by that. Mrs. Appleton's gaze swept across the terrified group before solemnly announcing that she would perform theselfless act herself. As the nightmarish shapes pressed in all around us, growing bolder and more menacing, she turned and marched resolutely into the impenetrable gloom.We never saw Mrs. Appleton again after those final, fateful steps. But mere moments later, there was a resounding crash and brilliant flash of blinding light that forced us all to shield our eyes. When the spots finally faded from our vision,篇3123 Wooden People: No Talking, No MovingIt was a sunny Friday afternoon and I was feeling restless after a long week of classes. My friends and I decided to walk over to the park near our school to enjoy the nice weather. As we entered the park, we noticed a crowd gathered around a small stage area. Curious, we wandered over to see what was going on.That's when we saw him - a man dressed in an outlandish red and yellow jester costume standing completely still on the stage. At first, I thought he was just a performer waiting to start his act. But then I realized he wasn't moving at all, not even blinking. He was as still as a statue!My friend Ellen leaned over and whispered, "I think that's one of those living statue performers. You know, where they pretend to be a statue or mannequin?"Living statue performers were something I had only heard about, never actually seen in person. The idea seemed strange to me - why would someone want to pretend to be an inanimate object? But as I continued watching the jester, I became strangely transfixed.Every few minutes, another person in elaborate costume would join the jester on the stage, freezing in an unusual pose. Soon, there were half a dozen of them, forming a bizarre tableau vivant. A regal queen straight out of a Renaissance painting. A terrifying medieval executioner holding a massive axe. A whimsical clown pulling an exaggerated frown.Despite their lifelike costumes and makeup, none of these "living statues" made even the slightest movement. No blinking, no subtle shifts in position - they were utterly convincing in their portrayal of inanimate objects. It was equal parts impressive and unsettling.An older man passing by must have noticed our fascination. He paused and warmly explained, "Ah, I see you've discovered our town's 123 Wooden People! It's a local tradition going backdecades. The performers remain frozen like that for hours on end, not allowed to speak or move a muscle. Quite a feat of physical discipline and artistic expression, isn't it?"The longer I observed these human statues, the more intrigued I became. While part of me still found the concept rather odd, another part was in awe of their commitment to their art form. What kind of dedication and mental focus did it take to hold perfectly still like that, even as the world moved chaotically around them?After about twenty minutes, a murmur of anticipation rippled through the crowd. One by one, the performers began ever-so-slightly shifting their positions in small, jerky movements, like robots trying to imitate human actions. It was incredibly creepy and unnatural, giving me an uneasy feeling in the pit of my stomach.Suddenly, the jester's eyes flew open and he let out anear-piercing cackle that made me jump. The other statues quickly joined in, each making strange robotic noises and movements. It took me a moment to realize this must be the finale of their performance, as they "came alive" in this stilted, unsettling way.As the raucous performance reached its bizarre crescendo, I found myself mesmerized and bewildered all at once. These were clearly talented performers dedicated to their unique art. And yet, there was something disconcerting about the way they so convincingly transformed themselves into lifeless objects, only to "reawaken" in such an unnatural way.When the show finally ended, the performers immediately froze back into eerily still poses as if nothing had happened. The crowd burst into enthusiastic applause, though I felt too weirded out to join in. My friends and I quickly slipped away, equal parts impressed and unsettled by the bizarre spectacle we had just witnessed.On the walk back to campus, none of us said much, still trying to process what we had seen. Finally Ellen broke the silence, "Well... that was definitely the strangest performance I've ever seen!""You can say that again," I replied with a slight shudder. "Those living statue people were amazing and creepy at the same time. I'll never look at street performers the same way again!"My friend Ryan laughed. "Yeah, watching those jerky movements as they 'came alive' was pretty messed up. I don't know if I could ever do something like that!"We all agreed it would take incredible physical and mental discipline to pull off a performance like the 123 Wooden People. As strange as the whole experience was, it made me appreciate performance art in a whole new way. These weren't just actors reciting lines - they were using their bodies as canvases, blurring the lines between human and object, life and stillness.Even now, weeks later, I still think about that bizarre afternoon at the park. While the 123 Wooden People performers initially struck me as an odd novelty act, the more I reflected, the more I saw their creepy yet fascinating routine as a thoughtful commentary on themes of humanity, self-expression, and the innate human tendency to project life onto inanimate things.By completely stripping away all traces of human movement and speech for prolonged periods, then abruptly and disturbingly reanimating themselves, the performers seemed to be asking profound questions: What truly separates the living from the inanimate? How much do our characteristic mannerisms and behaviors define our humanity and individuality? Can the act of transformation itself be an art form?In the end, I came away from the 123 Wooden People profoundly impacted and still not quite sure what to make of the whole thing. But isn't that the most meaningful art makes us question our core assumptions about the world? While their performance was undeniably bizarre and unsettling, the living statues left me pondering concepts I had never seriously considered before.So as strange as the experience was, I'm glad my friends and I stumbled across the 123 Wooden People that sunny afternoon. Their commitment to their bizarre art form has stuck with me long after the performance ended. Sometimes, the things that most unsettle and confuse us ultimately end up impacting us the most profoundly.。
一篇恐怖英语作文
一篇恐怖英语作文英文回答:As the tenebrous shroud of night enveloped the desolate moor, casting an eerie glow upon the crumbling ruins that once held secrets now lost to time, a lone figure emerged from the darkness. Their footsteps echoed through the silence, disturbing the tranquility of the slumbering landscape.Guided by the flickering light of a dying lantern, they ventured deeper into the forsaken abbey, its crumbling walls whispering tales of a bygone era. The air was thick with the scent of decay and the faintest hint of something sinister lurking in the shadows.With each step, the figure felt a growing unease. The walls seemed to close in around them, suffocating their senses. Cobwebs hung like macabre veils, obscuring the way forward. And as they approached the heart of the abbey, aspine-chilling scream pierced the night, shattering the illusion of solitude.Fear propelled them onward, their heart pounding intheir chest like a drumbeat. In the flickering light, they caught a glimpse of something moving in the shadows. A grotesque figure, its eyes blazing with an otherworldly fire, lunged towards them.Time seemed to slow to a crawl as they watched in horror. The creature's gnarled claws reached out,threatening to tear them apart. But just as their hope flickered out, a voice from the shadows whispered a single word."Run."Mustering every ounce of strength, they turned and fled, their feet pounding upon the ancient stone floor. The creature pursued relentlessly, its howls echoing throughthe corridors. Despair gnawed at their soul as theyrealized the futility of their escape.But then, a faint glimmer of light appeared in the distance. With renewed determination, they surged forward, stumbling and tripping over the uneven ground. As they reached the end of the corridor, they found themselves standing before a heavy wooden door.With trembling hands, they pushed it open and stepped inside. A warm glow enveloped them, casting a comforting glow upon their weary faces. They had found sanctuary, but at what cost?As they surveyed their surroundings, they realized they had stumbled upon a hidden chamber. Ancient texts lay scattered across the floor, their pages covered in a language long forgotten. In the center of the room, a massive tome rested upon a pedestal.Driven by curiosity and a thirst for knowledge, they approached the book and opened it. As their eyes scanned the faded ink, a chill ran down their spine. They had stumbled upon a tome of forbidden secrets, a record of theunspeakable horrors that had once plagued this cursed land.And as they delved deeper into its pages, they realized that the creature they had encountered was not a mere figment of their imagination. It was a harbinger of darkness, an ancient evil that had slumbered for centuries.Now, it had awakened, and it was coming for them.中文回答:随着夜幕降临,黑暗笼罩了荒凉的沼泽地,古老的废墟在凄冷的光线下显得更加阴森恐怖,曾经的秘密早已被时间掩埋,一个孤独的身影从黑暗中浮现。
破坏和谐的气氛英语作文
In the tranquility of a serene afternoon,the harmony of the atmosphere can be easily disrupted by a single act of discord.Lets explore the scenario through a narrative that unfolds the essence of such an event.It was a typical Sunday afternoon in the heart of a bustling city.The park was filled with families,couples,and friends enjoying the pleasant weather.Children were playing, laughter echoed through the air,and the scent of freshly bloomed flowers added to the overall charm of the setting.However,the tranquility was not meant to last.A group of teenagers,seemingly out of place in this peaceful environment,entered the park.They were loud,boisterous,and appeared to be in search of trouble.Their presence immediately drew attention,and the once harmonious atmosphere began to shift.As they moved through the park,they left a trail of chaos.They kicked around a soccer ball,nearly hitting a toddler they played loud music from their portable speakers, drowning out the gentle rustling of leaves and the melodic chirping of birds.Their behavior was disruptive,and it was clear that they had no regard for the people around them.A couple,deeply engrossed in conversation,was interrupted by the groups raucous laughter.An elderly man,trying to enjoy a quiet moment with his book,was forced to move away from the noise.Even the ducks in the pond seemed agitated,disturbed by the sudden change in their peaceful surroundings.The climax of the disruption occurred when the teenagers decided to engage in a water fight,using the public drinking fountain as their source.Water splashed everywhere, soaking passersby and turning the once pristine path into a slippery,wet mess.Parents hurried to gather their children,worried about the potential for accidents and the loss of the days enjoyment.It was then that a park ranger intervened.With a stern voice and a firm hand,he dispersed the group,reminding them of the rules and the importance of respecting public spaces.As the teenagers reluctantly left,the park slowly began to regain its former harmony.The laughter returned,the music softened,and the parkgoers resumed their activities, albeit with a tinge of wariness.The incident served as a stark reminder of the fragility of peace and the responsibility each individual holds in maintaining it.In conclusion,the harmony of an atmosphere,whether in a park or any shared space,isdelicate and can be easily shattered by inconsiderate actions.It is up to each of us to be mindful of our behavior and to contribute positively to the environments we inhabit.。
英语选修二北师大版单词拓展
英语选修二北师大版单词拓展1. facilitate - to make something easier or more convenient例句:New technology has facilitated communication and information sharing.2. prohibit - to officially forbid something例句:Smoking is strictly prohibited in this building.3. enhance - to improve or increase the quality, value, or attractiveness of something例句:Regular exercise can enhance physical and mental wellbeing.4. contend - to compete, fight, or struggle for something例句:The team contended for the championship title.5. disseminate - to spread or distribute widely例句:The organization aims to disseminate information about environmental issues to the public.6. foster - to encourage or promote the development of something例句:The government is taking measures to foster innovation and entrepreneurship.7. relinquish - to give up or surrender something例句:The company reluctantly decided to relinquish its control over the project.8. transcend - to go beyond or surpass limits or expectations例句:His music has the ability to transcend cultural and linguistic barriers.9. validate - to confirm the truth or legitimacy of something例句:The study was conducted to validate the effectiveness of the new treatment.10. deride - to ridicule or mock someone or something例句:Her colleagues often derided her for her outdated ideas.。
至大学校长改善设施的信英语作文
至大学校长改善设施的信英语作文Dear University President,My name is Timmy and I'm 8 years old. I really love your university! Every time my mom and dad take me to visit, I get so excited. The big buildings, all the students walking around, and the beautiful trees and gardens make it feel like a magical place.There's just one problem - some of the buildings and facilities are kind of old and rundown. I've noticed things that could really use some improvements to make the university even better. I'm writing to you today to tell you about some ideas I have. I really hope you'll consider them!First off, the student recreation center could use a major update. The last time I was there, some of the exercise machines were broken and lots of the equipment looked pretty outdated. The pool area was also kind of smelly and the locker rooms were gross. No kid wants to get changed in a locker room like that!I think you should renovate that whole building. Add a huge Indoor playground area with slides, tunnels, ball pits, you name it! Make the weight room and cardio areas state-of-the-art. Install brand new locker rooms with fancy showers and fresh paint. Oh,and add a rock climbing wall! Kids and college students would have a blast.The university gardens are already beautiful, but they could be even more amazing. Why not build a massive greenhouse for a indoor botanical garden? You could have rooms for deserts, rainforests, marine environments, and more! Make it an interactive experience with educational exhibits. Kids visiting campus could experience ecosystems from all over the world.You could also revamp the outdoor gardens and arboretum. Add in some super crazy topiary bushes trimmed into animal shapes. Construct a hedge maze that kids could get lost in. Install cool water fountains and ponds with koi fish. The possibilities are endless to make it an outdoor wonderland!Another place that could use improving is the dining halls. Don't get me wrong, the food is tasty. But the dining areas themselves are pretty boring - just lots of plain tables and chairs. Why not spice it up and make them fun for kids?First, get rid of all the boring old tables and chairs. Replace them with tribal-themed seating areas, giant mushroom stools, big nest-like chairs, that sort of thing. Have a ice cream sandwich building station where you can make your own crazy ice creamsandwiches. Install a frozen yogurt bar with a bazillion toppings. Who wouldn't want to eat in a dining hall like that?The dorms could also use some work to make them more exciting for students. The hallways are pretty plain - just brick walls and fluorescent lights. Why not make each floor's hallways a different theme? Do an under-the-sea floor with coral walls and octopus light fixtures. A desert floor with sandy walls and cactus lamps. A jungle walkway with vines and trees. Students could feel like they're living in different worlds!The dorm rooms themselves could be ultra cool too. Bunk beds are boring - install enough beds to create huge slide-fort beds that go from theceiling to the floor! Gamers could have their own cocoon gaming nooks mounted to the walls. And instead of basic dressers, create climb-through closets that are like little caves behind the walls.Classrooms should also get a fun redesign. Why have normal desks when you could have cozy indoor treehouse spaces to learn in? Put up swings and hammock chairs for seating instead of normal chairs. Turn lecture halls into spacecraft cockpits with control panel desks. Make studying 10 times more fun!I've saved the best idea for last - an awesome new kids' center! This would be a huge building just for children to play inwhile their parents are on campus. Have the craziest indoor playground ever created, with tunnels, bridges, ball pits, slides coming from three stories up - you name it. A zero-entry pool with a beach area. A virtual reality room. Areas for arts & crafts, building with legosand blocks, and more. Adults could pay a small fee to let their kids go wild while they're in class or taking a tour.That's my dream for improving the university facilities! I really think making places more fun and exciting, especially for kids, would make your university even more amazing than it already is. People would come from all over just to see the cool new student areas, gardens, labs, and more. It would be the happiest university in the world!Thank you so much for reading my ideas, Mr/Ms President. I hope you'll consider making some upgrades to improve the buildings and overall experience. I'll be sure to put in a good word for you when I inevitably become the world's richest kid inventor! Take care!Sincerely,Timmy。
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Shane Harris, Joleen Rogers, and Jennalee BecklesPresentation on Stuart Hall’s“Encoding/decoding”Hall, Stuart. “Encoding/decoding.” Culture, Media, Language. Ed. Stuart Hall et al. New York: Routledge, 1980. 128-138.Hall begins by pointing out that traditional research on communication has been critcised for being too linear by interpreting communication as a mere “circulation circuit” (128). He asserts that a better approach, conceptualised by Marx, is one which encompasses additional distinctive aspects of communication so that the old model ofsender/message/receiver should be replaced by a new model of production-circulation-distribution/consumption-reproduction. Underlying the new model is a “‘complex structure in dominance’” (128) in that each element, though connected, is quite distinct from the other and dominates at that specific moment in the communication process. Hall also notes that the model emphasizes what makes discursive production different from other forms of production.Influenced by Althusser, Hall asserts that the meaning derived from the media systems is dependent on “the ope ration of codes within the syntagmatic chain of a discourse” (128). In other words, media communication is structured within an equal system of signs that engages both langue and parole. The production and circulation of the message are thus fueled by the rules of the language (langue) as well as the actual discourse (parole) in an entire system of interconnected parts. Furthermore, in alluding to Marx’s base/superstructure model, he posits that the economic base produces a symbolic form in which the message is circulated among different audiences. However, if meaning is not derived from the message, the audience will not be able to translate/consume the message which further prevents it from being reproduced. Hence, the circuit remains incomplete. Hall notes that it is in this way that each element is linked as an interruption in one will hinder the reproduction of the message.Encoding and decoding are therefore fundamental processes in the communicative exchange. The message in its natural form must be encoded by the source and decoded by the receiver so that a symbolic exchange is produced. The rules of language (langue) predominate in each process, despite the fact that each process occurs at determinate/fixed moments. Because the broadcaster makes assumptions about the audience in sending the message, Hall supports the view that the audience is paradoxically both the source and receiver of the message.The message, however, must be correctly decoded by the receiver in order for meaningful exchange to take place. In other words, the message cannot be said to be understood unless it produces the intended reaction within the audience. Consequently, the “meaning structures” (131) of the broadcaster cannot always be equated with the “meaning structures” of the audience. Understanding is then dependent on the extent to which the decoded message is equivalent to the encoded message, and because the sender and the receiver occupy different positions in the communicative process, the result is usually a distortion in communication.According to Hall, our understanding of television content is being reshaped because we begin to change our perception of audience reception, reading and response.Hall proposes a new area of media studies which is called “the use of semiotic paradigm” (131). This deals mainly with behaviorism and it helps in our understanding of content in the media. Traditional researchers have studied behaviorism and came to the conclusion that violence on television is not real violence but just messages about violence. However, there is continuous research on the topic because the question arises about those audiences which are not able to “comprehend this epistemological distinction” (131) between reality and messages about reality.The televisual sign is complex according to Hall, and it is “constituted by a combination of two types of discourse, visual and aural” (131). It is also iconic in Pierces terminology because it possesses some of the properties of the thing being reported. Nevertheless, the televisual sign is not a complete representation of reality because reality exists outside of language.Some codes are presumed innate instead of being constructed by a community or a particular culture because they are learned from an early age (simple signs). Although natural visual codes are culture specificthis does not mean that no codes have intervened; rather that the codeshave been profoundly naturalized…. naturalized codes [have] a degree ofhabituation produced when there is fundamental alignment and reciprocity- an achieved balance- between the encoding and the decoding sides of anexchange of meanings. (132)Eco stated that objects wh ich are iconic are more realistic because “they look like objects in the real world” (132). Therefore, Iconic signs usually seem more realistic or somewhat natural because they have a wider distribution and are less arbitrary than the linguistic sign.Hall believes that the widely accepted distinction for connotation and denotation is inaccurate and he states that the distinctions between the two concepts are simply analytic. Signs are not always organized in a discourse to signify only their literal meaning but a combination of both denotation and connotation. Therefore, the distinctions between these two notions are “largely a matter of analytic value” (133). Connotative signs have an ideological value; hence, there is no fixed meaning and “their fl uidity of meaning and association can be more fully exploited and transformed” (133). “So it is at this level of the sign that situational ideologies alter and transform signification” (133), i.e. that at this level we can see the intervention of our ideo logies depending in and on discourse.Nonetheless, denotative meanings do not completely escape reality but its ideological value is probably more strongly fixed, so that it becomes universal and natural. “The terms denotation and connotation, then, are merely useful analytic tools for distinguishing, in particular context, between not the presence/absence of ideology in language but the different levels at which ideologies and discourses intersect” (133).Hall further explains thatthe level of connotation of the visual sign, of its contextual reference andpositioning in different discursive fields of meaning and association, is thepoint where already coded signs intersect with the deep semantic codes ofa culture and take on additional, more active ideological dimensions”(133).That is, connotative signs have semantically different meanings depending on the context of reference and the ideologies (which are already coded) of a culture at a particular pointin time. These kinds of codes are what Hal l refers to as “‘maps of meaning,’ into which a culture is classified” … and, “if you like, ‘fragments of ideology’” (134).Hall reinforces that there are two levels of televisual signs, the denotative and connotative. In any given society or culture one is aware of connotative codes which impose classifications on the social, cultural and political world. Within the society there are also discursive domains, which are organized into dominant or preferred meanings. These dominant meanings are mapped out in social reality through institutional, political and ideological order, which eventually become institutionalized.Additionally, television discourse attempts to live up to objective responsibility but can only operate within a ‘subjective capacity’. Add itionally, they find that their messages are not getting across to the audience thus the effectiveness of communication is lost. Researchers have attempted to discern how their messages are failing. In doing so, they attempt to discover how much of the message the audience decodes and, to improve them so that they adhere to the dominant code of the broadcasters. This consequently distorts communication.Even of greater concern for broadcasting is that the audience has failed to take the message as they intended. This is because while encoding imposes limitations on decoding which prevents audiences from simply interpreting the message as they like, it cannot actually determine decoding. This is why we have an imperfect circuit. In other words, this leads to misunderstandings which deal with the reciprocity between the encoding and decoding moments, which makes up the communication model. Moreover, three hypothetical positions may be taken by the decoder from the televisual discourse. The first code is the dominant-hegemonic position, where the viewer takes the encoded meaning. The message is decoded in reference to the dominant code. The second position is the negotiated code. This is where the audience both adapts to and opposes the hegemonic view. A ‘misunderstanding’ may consequently arise as the meaning of the decoder contradicts the meaning of the encoder. Lastly, the oppositional code is where the viewers totally ignore the encoded message even though they understand it.。