The correlation of damping capacity with grain-boundary precipitates in

The correlation of damping capacity with grain-boundary precipitates in
The correlation of damping capacity with grain-boundary precipitates in

Materials Science and Engineering A366(2004)

45–49

The correlation of damping capacity with grain-boundary precipitates in

Fe–Cr-based damping alloys annealed at high temperature

Weiguo Wang a ,?,Bangxin Zhou b

a

Faculty of Mechanical Engineering,Shandong University of Technology,Zibo 255012,Shandong,China

b School of Materials Science and Engineering,Shanghai University,Shanghai 200072,China

Received 7May 2003;received in revised form 19August 2003

Abstract

We report the damping capacity measurements and grain-boundary (GB)precipitates observations on a set of four Fe–Cr-based ferromagnetic damping alloys annealed at 1473K.The alloys were prepared by vacuum induction melt furnace of which each cast ingot weighed 15kg.The technique of inverted torsion pendulum was employed to measure the damping capacity,and a ?eld emission scanning electron microscope (FESEM)with a X-ray energy dispersive spectrometer (EDS)attachment was used to observe the grain-boundary precipitates.The results indicate the damping capacity of the alloys is de?nitely correlated with the amount of the grain-boundary precipitates as well as with the chromium concentration in the precipitates.Among the alloys investigated,Fe–Cr–2Al–Si exhibits the highest damping capacity but the least amount of grain-boundary precipitates with the lowest chromium concentration,and vice versa to that Fe–Cr–Al–Si(L)does.Though chromium concentration in the grain-boundary precipitates are very close,the amount of grain-boundary precipitates in Fe–Cr–Al is obviously less than that in Fe–Cr–Si,and the damping capacity of the former is apparently higher than that of the latter.Further discussion pointed out such correlation stems from the effects of alloying on the diffusion behavior of solute atoms as well as on the chemical potential of Cr in the matrix,with which correlates the magnetic properties especially the energy density of domain walls (DWs)which has a signi?cant impact on the damping capacity of Fe–Cr-based damping alloys annealed at high temperature.?2003Elsevier B.V .All rights reserved.

Keywords:Fe–Cr-based damping alloy;Damping capacity;Grain-boundary precipitates

1.Introduction

Fe–Cr-based ferromagnetic damping alloys possess not only excellent damping capacity but also fairly good cor-rosion behavior,mechanical strength and processing appli-cability [1–3].As a new type of structural and functional materials for depressing noise and vibrations,such alloys have been drawing the great interest of the scientists and engineers across the world [4,5].In the know-how of im-proving the damping capacity of Fe–Cr-based damping alloys,an increase in the damping capacity with an in-crease in annealing temperature has been reported [6],and the signi?cant impact of alloying on the damping capacity of such alloys has also been noted elsewhere [7,8].Re-garding the damping mechanisms of ferromagnetic alloys,the vibration energy dissipation related to the irreversible

?

Corresponding author.Tel.:+86-533-2760017.

E-mail address:wangwgnpic@https://www.360docs.net/doc/881228090.html, (W.Wang).

movements of 90?domain walls has been recognized early in 1950s [18],the local internal stress model which was proposed by Smith and Birchak [13,14]has been commonly accepted [15],and the question of what is the local inter-nal stress source left open by Smith and Birchak has also been settled recently [16,17].However,the mechanisms of alloying elements’in?uencing on the damping capacity still remain unknown.In order to understand the roles that alloying elements play in changing the damping behavior,the relationship between damping capacity and some mag-netic properties,concerning several Fe–Cr-based damping alloys,has been investigated by the authors and satisfactory results are obtained [9].In the mean time,it has been no-ticed that the grain-boundary (GB)precipitates are formed in the alloys annealed at high temperatures and the amount of such precipitates vary with alloying elements.So,it will be no doubt fruitful to investigate the correlation of damping capacity with grain-boundary precipitates in some Fe–Cr-based damping alloys annealed at high temperature.

0921-5093/$–see front matter ?2003Elsevier B.V .All rights reserved.doi:10.1016/j.msea.2003.08.065

46W.Wang,B.Zhou /Materials Science and Engineering A366(2004)45–49

Table 1

Chemical composition of the alloys investigated (mass fraction,%)No.Alloys

Cr Al Si C N S P Mn Fe 1Fe–Cr–Si

12.64– 2.800.0180.00800.00690.0150.041Bal.2Fe–Cr–Al–Si(H)12.98 3.07 3.010.0160.00830.00610.0170.035Bal.3Fe–Cr–Al–Si(L)12.92 3.00 1.000.0150.00630.00400.0150.020Bal.4Fe–Cr–2Al–Si 12.78 1.89 1.050.0130.00660.00560.0140.024Bal.5

Fe–Cr–Al

12.85

2.99

0.15

0.012

0.0076

0.0080

0.015

0.014

Bal.

2.Experimental

The Fe–Cr-based damping alloys were prepared,using commercially pure iron,chromium,aluminum and highly pure (single crystal bar)silicon as raw materials,by a vacuum induction melt furnace of which each cast ingot weighed 15kg.The chemical composition of the alloys is listed in Table 1.After removing the skins,the lower half of the ingots were cut off to be forged at the temperatures from 1300to 1173K,cold drawn into ?1mm wire,and ?nally annealed at 1473K in vacuum for 1h followed by air-cooling and furnace-cooling,respectively.The damping capacity was measured by JN-1inverted torsion pendu-lum at room temperature,and the vibration frequency was 1Hz.The grain-boundary precipitates were observed under Amray-1886?eld emission scanning electron microscope (FESEM)and the chemical composition of GB precipitates were analyzed by X-ray energy dispersive spectrometer (EDS)attached to the FESEM.The crystal structure of GB precipitates was determined by JEM-200CX transmission electron microscope (TEM).

The specimen for FESEM observation,EDS analysis and TEM diffraction were prepared by mechanical abrasion and electrolytic polishing which was carried out under

the

Fig.1.Damping capacity vs.maximum shear strain-amplitude in Fe–Cr-based damping alloys annealed at 1473K for 1h:(a)air-cooled;(b)furnace-cooled.

voltage of 20V and the temperature around 15?C.The electrolyte is made up of 85vol.%glacial acetic acid and 15vol.%perchloric acid.

3.Results and discussion

Fig.1a and b are the measurement results of damping capacity of the Fe–Cr-based damping alloys as annealed at 1473K followed by air-cooling and furnace-cooling,respec-tively.Since the no.2alloy (see Table 1)is too brittle to be drawn into wire,Fig.1excludes the results of this alloy and the following discussion will not consider it either.

As shown in Fig.1,Fe–Cr–2Al–Si alloy has the high-est damping capacity while Fe–Cr–Al–Si(L)holds the lowest,and Fe–Cr–Al alloy has the damping capacity slightly higher than that Fe–Cr–Si does.For the same al-loy,the air-cooled specimen has higher damping capacity than the furnace-cooled one does,which is probably at-tributed to the negative effect of K state [10]formed during furnace-cooling.

Fig.2shows the FESEM morphology of grain-boundaries of the alloys as annealed followed by furnace-cooling.It can be seen that GB precipitates are formed in

W.Wang,B.Zhou/Materials Science and Engineering A366(2004)45–49

47

Fig.2.FESEM morphology of the grain-boundary precipitates in some Fe–Cr-based damping alloys annealed at1473K for1h followed by furnace-cooling: (a)Fe–Cr–Si;(b)Fe–Cr–Al–Si(L);(c)Fe–Cr–2Al–Si;(d)Fe–Cr–Al.

all the four alloys and qualitatively the relative amount of GB precipitates is100%for Fe–Cr–Al–Si(L),90%for Fe–Cr–Si,30%for Fe–Cr–Al and20%for Fe–Cr–2Al–Si. These results de?nitely correlate with the damping capacity as shown in Fig.1,which means the less amount of GB pre-cipitates,the better is the damping capacity,and vice versa. The specimen as annealed but followed air-cooling has the GB precipitates slightly less than furnace-cooled one does. This indicates that the GB precipitates are largely formed during the holding time of annealing.

Fig.3shows the EDS pro?les of the GB precipitates.We can see the GB precipitates of the alloys as annealed are all chemically composed of iron and chromium since no spe-ci?c peaks for silicon and aluminum were detected as EDS scanned ranging from0.5to10keV,and the only differ-ence is that Cr concentration in the GB precipitates changes from one alloy to another.The alloy sequence of Cr con-centration in GB precipitates varies from lower to higher,is Fe–Cr–2Al–Si,Fe–Cr–Si,Fe–Cr–Al and Fe–Cr–Al–Si(L). This result is generally in correlation with the damping ca-pacity which implies the lower the Cr concentration in GB precipitates,the higher is the damping capacity of the alloy, and vice versa.Of course,it can also be found,in Fig.3, that Cr concentration in the GB precipitates of Fe–Cr–Al is slightly higher than in that of Fe–Cr–Si,but the damping ca-pacity of the former is a little bit higher than that of the later.Such discrepancy might be attributed to the less amount of GB precipitates in Fe–Cr–Al.The quantitative result of Cr concentration in GB precipitates is given in Table2.

The damping capacity of the alloys correlates with the amount of GB precipitates as well as with the Cr concen-tration in GB precipitates must have its physical origin.It is not dif?cult to?nd,in Figs.2and3,that both silicon and aluminum has the effect of enhancing the diffusion of chromium and iron from matrix to grain-boundary.Such enhancement by silicon is greater than that by aluminum while the enhancement of Cr/Fe special diffusion by silicon is slightly weaker than that by aluminum.This is the reason why FeCr precipitates are formed in the grain-boundaries of the alloys and why Fe–Cr–Si has more GB precipitates with less Cr concentration than Fe–Cr–Al does.It is obvious,on the one hand,that the above-mentioned effect gives rise to a Table2

Quantitative results of Cr concentration in GB precipitates of the alloys as investigated

Alloys Cr concentration(mass%) Fe–Cr–Si47

Fe–Cr–Al–Si(L)65

Fe–Cr–2Al–Si43

Fe–Cr–Al49

48W.Wang,B.Zhou /Materials Science and Engineering A366(2004)

45–49

Fig.3.EDS pro?les of Fr-Cr-based damping alloys annealed at 1473K:(a)Fe–Cr–Si;(b)Fe–Cr–Al–Si(L);(c)Fe–Cr–2Al–Si;(d)Fe–Cr–Al.

net ?ow of Cr and Fe from matrix to grain-boundaries,and it probably results in the changes of some magnetic proper-ties,especially the energy density of domain walls (DWs)which has a signi?cant impact on the damping capacity [9].On the other hand,it re?ects that the chemical potential of Cr has been raised when certain amount of either silicon or aluminum or both added into Fe–Cr matrix and Cr has experience as uphill diffusion [12],which means the diffu-sion proceeds from lower concentration (matrix)to higher concentration (GBs)(see Tables 1and 2).Such increase of chemical potential of Cr might in?uence on the magnetic properties as well as on the damping capacity remarkably.It is easy to understand that 1%silicon addition to Fe–Cr–Al,which the new alloy Fe–Cr–Al–Si(L)is formed,makes the chemical potential of Cr in the matrix be raised sharply and a great deal of Cr must ?ow from the matrix to the GBs when the alloy is being annealed at high tem-perature.Such behavior results in not only the formation of the most amount of GB precipitates but also the occur-rence of the highest Cr concentration in GB precipitates in Fe–Cr–Al–Si(L)compared with the other alloys.Fur-thermore,it can be found that the energy density of DWs,which is proportional to the vibration energy dissipation [9],of Fe–Cr–Al–Si(L)is the lowest among the alloys in-vestigated [9],so its damping capacity is the lowest as well.However,1%silicon substitution for the same amount of Al in Fe–Cr–Al,which another new alloy Fe–Cr–2Al–Si is formed,results in the slightest raising of chemical potential of Cr in the matrix,so the least amount of GB precipitates with lowest Cr concentration is formed.And correspond-ingly,Fe–Cr–2Al–Si has the highest energy density of DWs [9],so its damping capacity reaches the highest.In the same way,the correlation of damping capacity with GB precipitates concerning the rest two alloys Fe–Cr–Al and Fe–Cr–Si can also be interpreted reasonably.

In brief,the amount of GB precipitates and its Cr con-centration,concerning Fe–Cr-based damping alloys,reveals the effects of alloying on the diffusion behaviors of the so-lute atoms as well as on the chemical potential of Cr in the matrix.It correlates with the energy density of DWs,which is the most important in?uential factor on the damping ca-pacity.Generally,the less the GB precipitates as well as the lower its Cr concentration,the better is the damping capac-ity of Fe–Cr-based damping alloys annealed at high temper-ature,and vice versa.Undoubtedly,this result is signi?cant for improving the damping capacity of such Fe–Cr-based damping alloys.

Fig.4a and b are the bright-?eld TEM morphology of GB precipitates in Fe–Cr–Al–Si(L)as annealed,and it can be seen that a lot of stacking faults exist in the precipitates (Fig.4b ).Fig.4c and d are the selected area diffraction (SAD)patterns obtained from the same area of GB precip-itate but with different incident angles of electron beams.It is determined that the GB precipitate is of body-centered tetragonal structure of which a =b =0.23nm and c =0.70nm.Obviously,such GB precipitate is different from the brittle tetragonal σphase (a =b =0.45nm,c =0.88nm)usually formed in some stainless steel [11].Of course,the GB precipitates in the rest three alloys as investigated are unlikely the σphase because the Cr concentration in the precipitates are low and the alloys have never been kept at 475–821?C for long time [11].Nevertheless,it is necessary

W.Wang,B.Zhou/Materials Science and Engineering A366(2004)45–49

49

Fig.4.TEM observation on the grain-boundary precipitate in Fe–Cr–Al–Si(L)alloy annealed at1473K:(a)and(b)morphology;(c)and(d)SAD patterns.

to make further investigation into the relationship between the characteristics of such GB precipitates and the compre-hensive performance of the alloys.

4.Conclusions

1.Grain-boundary precipitates,which are composed of Cr

and Fe,are formed in Fe–Cr-based damping alloys an-nealed at high temperature.

2.The damping capacity of Fe–Cr-based damping alloys

annealed at high temperature correlates with the amount of GB precipitates as well as with the Cr concentration in the precipitates,which implies that the less amount of GB precipitates and the lower the Cr concentration in the precipitates,the better is the damping capacity,and vice versa.

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The way的用法及其含义(二)

The way的用法及其含义(二) 二、the way在句中的语法作用 the way在句中可以作主语、宾语或表语: 1.作主语 The way you are doing it is completely crazy.你这个干法简直发疯。 The way she puts on that accent really irritates me. 她故意操那种口音的样子实在令我恼火。The way she behaved towards him was utterly ruthless. 她对待他真是无情至极。 Words are important, but the way a person stands, folds his or her arms or moves his or her hands can also give us information about his or her feelings. 言语固然重要,但人的站姿,抱臂的方式和手势也回告诉我们他(她)的情感。 2.作宾语 I hate the way she stared at me.我讨厌她盯我看的样子。 We like the way that her hair hangs down.我们喜欢她的头发笔直地垂下来。 You could tell she was foreign by the way she was dressed. 从她的穿著就可以看出她是外国人。 She could not hide her amusement at the way he was dancing. 她见他跳舞的姿势,忍俊不禁。 3.作表语 This is the way the accident happened.这就是事故如何发生的。 Believe it or not, that's the way it is. 信不信由你, 反正事情就是这样。 That's the way I look at it, too. 我也是这么想。 That was the way minority nationalities were treated in old China. 那就是少数民族在旧中

(完整版)the的用法

定冠词the的用法: 定冠词the与指示代词this ,that同源,有“那(这)个”的意思,但较弱,可以和一个名词连用,来表示某个或某些特定的人或东西. (1)特指双方都明白的人或物 Take the medicine.把药吃了. (2)上文提到过的人或事 He bought a house.他买了幢房子. I've been to the house.我去过那幢房子. (3)指世界上独一无二的事物 the sun ,the sky ,the moon, the earth (4)单数名词连用表示一类事物 the dollar 美元 the fox 狐狸 或与形容词或分词连用,表示一类人 the rich 富人 the living 生者 (5)用在序数词和形容词最高级,及形容词等前面 Where do you live?你住在哪? I live on the second floor.我住在二楼. That's the very thing I've been looking for.那正是我要找的东西. (6)与复数名词连用,指整个群体 They are the teachers of this school.(指全体教师) They are teachers of this school.(指部分教师) (7)表示所有,相当于物主代词,用在表示身体部位的名词前 She caught me by the arm.她抓住了我的手臂. (8)用在某些有普通名词构成的国家名称,机关团体,阶级等专有名词前 the People's Republic of China 中华人民共和国 the United States 美国 (9)用在表示乐器的名词前 She plays the piano.她会弹钢琴. (10)用在姓氏的复数名词之前,表示一家人 the Greens 格林一家人(或格林夫妇) (11)用在惯用语中 in the day, in the morning... the day before yesterday, the next morning... in the sky... in the dark... in the end... on the whole, by the way...

“the way+从句”结构的意义及用法

“theway+从句”结构的意义及用法 首先让我们来看下面这个句子: Read the followingpassageand talkabout it wi th your classmates.Try totell whatyou think of Tom and ofthe way the childrentreated him. 在这个句子中,the way是先行词,后面是省略了关系副词that或in which的定语从句。 下面我们将叙述“the way+从句”结构的用法。 1.the way之后,引导定语从句的关系词是that而不是how,因此,<<现代英语惯用法词典>>中所给出的下面两个句子是错误的:This is thewayhowithappened. This is the way how he always treats me. 2.在正式语体中,that可被in which所代替;在非正式语体中,that则往往省略。由此我们得到theway后接定语从句时的三种模式:1) the way+that-从句2)the way +in which-从句3) the way +从句 例如:The way(in which ,that) thesecomrade slookatproblems is wrong.这些同志看问题的方法

不对。 Theway(that ,in which)you’re doingit is comple tely crazy.你这么个干法,简直发疯。 Weadmired him for theway inwhich he facesdifficulties. Wallace and Darwingreed on the way inwhi ch different forms of life had begun.华莱士和达尔文对不同类型的生物是如何起源的持相同的观点。 This is the way(that) hedid it. I likedthe way(that) sheorganized the meeting. 3.theway(that)有时可以与how(作“如何”解)通用。例如: That’s the way(that) shespoke. = That’s how shespoke.

way 用法

表示“方式”、“方法”,注意以下用法: 1.表示用某种方法或按某种方式,通常用介词in(此介词有时可省略)。如: Do it (in) your own way. 按你自己的方法做吧。 Please do not talk (in) that way. 请不要那样说。 2.表示做某事的方式或方法,其后可接不定式或of doing sth。 如: It’s the best way of studying [to study] English. 这是学习英语的最好方法。 There are different ways to do [of doing] it. 做这事有不同的办法。 3.其后通常可直接跟一个定语从句(不用任何引导词),也可跟由that 或in which 引导的定语从句,但是其后的从句不能由how 来引导。如: 我不喜欢他说话的态度。 正:I don’t like the way he spoke. 正:I don’t like the way that he spoke. 正:I don’t like the way in which he spoke. 误:I don’t like the way how he spoke. 4.注意以下各句the way 的用法: That’s the way (=how) he spoke. 那就是他说话的方式。 Nobody else loves you the way(=as) I do. 没有人像我这样爱你。 The way (=According as) you are studying now, you won’tmake much progress. 根据你现在学习情况来看,你不会有多大的进步。 2007年陕西省高考英语中有这样一道单项填空题: ——I think he is taking an active part insocial work. ——I agree with you_____. A、in a way B、on the way C、by the way D、in the way 此题答案选A。要想弄清为什么选A,而不选其他几项,则要弄清选项中含way的四个短语的不同意义和用法,下面我们就对此作一归纳和小结。 一、in a way的用法 表示:在一定程度上,从某方面说。如: In a way he was right.在某种程度上他是对的。注:in a way也可说成in one way。 二、on the way的用法 1、表示:即将来(去),就要来(去)。如: Spring is on the way.春天快到了。 I'd better be on my way soon.我最好还是快点儿走。 Radio forecasts said a sixth-grade wind was on the way.无线电预报说将有六级大风。 2、表示:在路上,在行进中。如: He stopped for breakfast on the way.他中途停下吃早点。 We had some good laughs on the way.我们在路上好好笑了一阵子。 3、表示:(婴儿)尚未出生。如: She has two children with another one on the way.她有两个孩子,现在还怀着一个。 She's got five children,and another one is on the way.她已经有5个孩子了,另一个又快生了。 三、by the way的用法

青年教师朗诵比赛活动方案

青年教师朗诵比赛活动方案 (2014----2015)学年度下学期 一、活动目的: 学校是推广普通话,规范语言文字的主阵地,教师作为推广普通话的中坚力量有着不可忽视的重要作用。因此,为了加强教师基本功训练,提升教师的朗读水平,教导处根据语言文字规范化活动计划,开展以“朗读美文展我风采”的教师朗诵比赛。通过教师美文朗读比赛,提高我校青年教师普通话水平,营造浓厚的校园读书氛围,提升教师教学基本功,促使教师重视朗读教学,促进学生健康和谐发展。 二、活动组织:教导处 三、具体活动安排: 1、培训时间:6月8日(周一)下午14:30 2、比赛时间:6月15日(周一)下午14:30 3、比赛地点:四楼舞蹈室 4、参赛人员:35岁以下(含35岁)青年教师必须参加,同时欢迎35岁以上教师参加。 5、比赛内容:作品自选,体裁不限(不少于三分钟) 6、比赛形式:可配乐,参赛人员独立诵读。 7、评委:黄冬梅蒋丽丽郭艳华贺芳刘忠霞冷静武玉德 8、分数统计:王辉赵慧贤

9、主持:徐金凤 四、活动程序: 1、学校将在赛前一周邀请校长对参赛人员进行培训。 2、参赛教师提前十分钟到达比赛场地,做好准备工作。 3、14:40正式进行比赛,按抽签顺序进行。 4、评分办法:比赛采取现场评分的办法,满分10分,比赛结束后,进行分数汇总、统计,取平均分,宣布比赛成绩。 5、校长点评并作总结。 五、设奖情况: 本次比赛将设一等奖2名,二等奖3名,三等奖5名,优秀奖若干名。比赛成绩计入年末教师量化考核。 六、朗诵比赛评分标准 (一)、主题内容(2分) 1、内容(1分):题材不限,内容健康向上;充实生动,有真情实意 2、主题(1分):寓意深刻,富有感召力 (二)、普通话(3分) 1、发音(1分):语音准确1分,较准确0.8分,基本准确0.5分,不准确不得分。 2、语速(1分):语速恰当、声音洪亮,表达自然流畅1分,因不熟练,每停顿一次扣0.1分。

教师基本功即兴演讲需要准备几分钟

青年教师基本功大赛即兴演讲题目【题目1】我的兴趣爱好【题目2】谈谈内心和谐【题目3】人最难超越的高度就是自己【题目4】我的价值观【题目5】谈谈与人相处【题目6】坚守心灵的一方沃土【题目7】给快乐找个理由【题目8】年轻 没有什么不可以【题目9】心底无私天地宽【题目10】人是需要一点精神的【题目11】我们与时代同行【题目12】生活从“心”开始【题目13】让更多的人快乐 【题目14】面对繁杂的教学工作 你如何调整心态 【题目15】和谐、健康、快乐【题目16】我喜爱的书刊【题目17】你如何发展自己的专业弱点【题目18】善待自己 呵护希望【题目18】.上公开课对一个教师的成长的作用【题目19】培养积极心态 感悟责任人生【题目24】永不言弃 我心永恒 准备时间 3分钟 【题目25】.你怎样做个身心健康的老师【题目26】你如何看待家长满意工程 【题目27】新课程执行过程中 你碰到最棘手的问题是什么【题目28】课堂教学中 你最关注的是什么【题目29】你希望学校领导关心青年教师哪些方面【题目30】谈谈自己的业余生活【题目31】简评最近的工作情况。【题目32】怎样才能提高教师的凝聚力。【题目33】.谈谈做班主任的心得【题目34】.你怎样定义教师【题目35】简介杨森中学【题目36】.点评一位我校的优秀教师【题目37】.如何看待家长的不理解【题目38】.谈谈卫生与健康【题目39】谈谈我校的环境. 【题目40】谈谈如何管理学生【题目41】谈谈你对职业道德的认识【题目42】我参加校本研修之感想。【题目43】“依法治教 注重服务 着力塑造行业形象” 请你谈谈你的设想【题目44】.如何发挥你校师生之特长 【题目45】.怎样调动老师的工作积极性 【题目46】.谈谈你对校本教研的看法。【题目47】.我是怎样备课的。【题目48】.维持校门口的秩序 我的一点想法。【题目49】如何丰富教师的业余生活 缓解教师的心理压力 【题目50】谈谈你对节日文化的认识【题目51】学校活动很多的情况下 你如何调节自己的心态 【题目52】德育倡导“全面德育 全员德育” 请你谈谈自己的理解。【题目53】如何让家长尊重教师 【题目54】你认为提高教育质量应从哪里抓起【题目55】从哪些方面帮助班主任管理学生篇二:教师即兴演讲题目之63个话题 教师即兴演讲题目之63个话题 来源:思雨教育资源网|教学资源|课件论文|作文作者:无边思雨发表日期:2009-5-30 13:16:19 阅读次数: 910 查看权限:普通文章 1、如何维护班集体荣誉? 2、如何看待学生时代早恋问题? 3、成人与成才二者是怎样的关系?结合实例说明自己的观点。 4、不同地域、不同背景、不同习惯的同学之间该如何相处? 5、怎样面对学习、生活中遇到的挫折? 6、你最崇拜的人是谁?“名人”还是自己? 7、你认为我们是否应有感恩之心?感恩于谁? 8、你希望自己会是怎样一位老师?你会如何教育自己的学生? 9、“言行、仪表”与个人的发展。 10、如今继续提倡“勤俭、节约”作风是否已过时? 11、在各种资料、媒体中常讲张扬个性,你认为我们该张扬什么样的个性? 12、三轮车工人方尚礼自己生活的如乞丐,却将自己蹬车收入的35万多元用来资助失学儿童,当病重时,社会捐助给他治病的钱,也被他捐给了希望工程。你对方尚礼的这种行为有何评述? 13、电视广告不宜过多 14、保护环境是每个人的责任

The way的用法及其含义(一)

The way的用法及其含义(一) 有这样一个句子:In 1770 the room was completed the way she wanted. 1770年,这间琥珀屋按照她的要求完成了。 the way在句中的语法作用是什么?其意义如何?在阅读时,学生经常会碰到一些含有the way 的句子,如:No one knows the way he invented the machine. He did not do the experiment the way his teacher told him.等等。他们对the way 的用法和含义比较模糊。在这几个句子中,the way之后的部分都是定语从句。第一句的意思是,“没人知道他是怎样发明这台机器的。”the way的意思相当于how;第二句的意思是,“他没有按照老师说的那样做实验。”the way 的意思相当于as。在In 1770 the room was completed the way she wanted.这句话中,the way也是as的含义。随着现代英语的发展,the way的用法已越来越普遍了。下面,我们从the way的语法作用和意义等方面做一考查和分析: 一、the way作先行词,后接定语从句 以下3种表达都是正确的。例如:“我喜欢她笑的样子。” 1. the way+ in which +从句 I like the way in which she smiles. 2. the way+ that +从句 I like the way that she smiles. 3. the way + 从句(省略了in which或that) I like the way she smiles. 又如:“火灾如何发生的,有好几种说法。” 1. There were several theories about the way in which the fire started. 2. There were several theories about the way that the fire started.

教师基本功是教师从事教育教学工作必须具备的最基本的职业技能分析

教师基本功是教师从事教育教学工作必须具备的最基本的职业技能。它包括通用于所有教师的一般基本功,也包括学科教学和教育工作的基本功。教师基本功是加强青年教师职业道德建设的一项重要内容,也是教师从事教育教学工作必须具备的最基本的职业技能。如果说教学是技术加艺术,那么这种技术和艺术主要表现在教师课堂教学的基本功上面。它是教师素质的重要表现,也是教学成败的关键。过去所说的教师基本功,无非是三字一画(钢笔、毛笔、粉笔字和简笔画)和语文基础知识、口头表达能力等,再加上一些专业学科的基本功(音乐、体育、美术等)。在新一轮的课程改革中,需要我们重新看待教师的教学基本功。随着时代的发展,教师基本功的含义越来越广,教 师基本功包括的范围越来越大。下面我谈谈自己对教师应该具备的基本功的认识。 一、为人师表教师基本功应以德为先,教师的基本素质首当其冲的是师德素质。 我认为教师首先要有高尚的师德,只有思想上以学生为本,有做名师的愿望,至少有一个积极健康的心态,才能练好基本功。 1、有理想,有事业心。 2、以身作则学校无小事,处处皆教育,教师一言一行都会对学生造成影响。 二、爱的能力教师做的是人的工作,应该有人文素质,在爱

人过程中进行教育教学工作。爱学生也是一种技能,爱他们,使他们 容易、愉悦接受。 三、表达能力. 1、语言表达普通话是教师的职业语言,教师能用普通话进 行教学,普通话一般应达到国家语委制定的《普通话水平测试》二级水平。 2、文字表达教师的工作比较繁重,但是要学会反思和总结, 把心得体会写出来,才能少走弯路,更快进步,摆脱烦琐;才能轻松、高效的工作。 四、动手能力. 1、三笔一画这是传统意义的教师基本功。 2、板书板书不仅表现出一位教师上课的基本功,而且也体现教师的教学态度乃至性格。 3、运用、制作教具使用、制作教具方面,能按教学要求,正确使用教具;能就地取材,制作简易的教具。 4、现代信息技术的掌握和运用。 5、演示一般教师的演示指教态,教师也要做一个演员。 五、备课能力

way 的用法

way 的用法 【语境展示】 1. Now I’ll show you how to do the experiment in a different way. 下面我来演示如何用一种不同的方法做这个实验。 2. The teacher had a strange way to make his classes lively and interesting. 这位老师有种奇怪的办法让他的课生动有趣。 3. Can you tell me the best way of working out this problem? 你能告诉我算出这道题的最好方法吗? 4. I don’t know the way (that / in which) he helped her out. 我不知道他用什么方法帮助她摆脱困境的。 5. The way (that / which) he talked about to solve the problem was difficult to understand. 他所谈到的解决这个问题的方法难以理解。 6. I don’t like the way that / which is being widely used for saving water. 我不喜欢这种正在被广泛使用的节水方法。 7. They did not do it the way we do now. 他们以前的做法和我们现在不一样。 【归纳总结】 ●way作“方法,方式”讲时,如表示“以……方式”,前面常加介词in。如例1; ●way作“方法,方式”讲时,其后可接不定式to do sth.,也可接of doing sth. 作定语,表示做某事的方法。如例2,例3;

教师基本功是什么

教师基本功是什么1 我们常说“教学基本功”如何如何,多指教师的专业功底,教学基本技能,教学方法以及由此产生的教学效果等等,放在一个讨论教师质量和教育教学质量的背景下,我们是不是关注一下:什么是教师基本功呢? 基本素质 教师的基本素质首当其冲的是师德素质。师德不能等同于职业道德,但却函盖职业道德。我觉得职业道德主要是针对物品或没生命的,或有生命也不是传道授业与做人思想工作的。教师的职业道德重要的在于“师”字上,即为人师的职业道德。只是时下还有多少人能够有称职的师德呢?!当下的教育环境下,教师一方面普遍出现职业倦怠,一方面却又师德开始退化!教师的现状让人担忧! 我觉得,教师的基本素质应还包括人文素养,没有人文素养的教师眼中根本就不会有“人”的存在,也就不会在新课程中体现“以人为本”的理念,更不会在课堂上有“生命的气息”!我觉得人文素养应该尊重生命、尊重人的尊严,还要包括带头遵守社会文明公约、法律法规等,并成为践行的时代先锋。也就是说,教师还要在遵守社会文明等方面真正为人师表! 基本知识 教师职业的特殊性,必然要求每一个教师要具备一定的基本知识,即包括教育理论、学科知识、心理学知识等。教师教育理论的丰厚与否往往束缚一个教师的发展与理论素养的高低,甚至影响到教师的教育思想与个人成长;而学科知识除了学科的相关基础知识外,还应包括学科的前沿知识;因为现在的学生压力大,心理又非常脆弱,这就给教师的教育工作增加了难度,因此,教师的基本知识应该要有心理辅导的知识,再说,当下的教师工作压力大,许多教师心理也存在一定的问题,他们本身更需要心理的自我调适能力。 基本能力 教师应具备的基本能力是什么呢?我认为应该是学习能力、科研能力、解决问题能力、写作能力、组织教学能力、协作能力等。 知识日新月异,特别是网络的盛行,让知识的传播与创新更快,因此,教师如果没有学习能力,就不能与时俱进,便会成为时代的落后者,这会影响到教师自身的发展与教育水平高低。况且,现在对于终身教育或终身学习理念的倡导,作为一名教师更应该成为这一理念的先驱。 科研能力是不是教师的必备能力?或者说教师要不要搞教育科研?我觉得不一定每一个教师都要成为研究型教师与专家型教师,但具备一定的教育科研能力,或了解教育科研的方法,或参与并体验科学研究的过程,应该是教师要积极投入的一种体验。而且,当前新课程提倡的探究性学习或研究性学习,本身就是要培养学生的科学素养与科学精神!如果教师不具备

小学英语教师基本功比赛朗读材料-MY DREAM

小学英语教师基本功比赛朗读材料-MY DREAM My Dream Everyone has a lot of dreams. Some people want to be rich, dreaming of becoming millionaires [m?lj?'ne?] overnight. Others want to be famous, dreaming of suddenly jumping to great fame. I have a lot of dreams,too. When I was a young girl, I dreamed of becoming a scientist like Hua Iuogen in future. However, I knew very well that I could not succeed without painstaking ['pe?nzte?k??]efforts. So I studied hard in the middle school and college in order to attain my goal. After graduating from college, I found a job as a teacher. Although I was very busy with teaching, I never gave up my goal. I read a lot of books to get more knowledge. I made experiments to practice and apply what I had learnt from the books. Sometimes, I was so deeply indulged [?n'd?ld?] in my research that I forgot my meals and time. Now I have made great progress. Several of my research papers have been published. The methods ['meθ?d] proposed in my papers have been proven

the-way-的用法讲解学习

t h e-w a y-的用法

The way 的用法 "the way+从句"结构在英语教科书中出现的频率较高, the way 是先行词, 其后是定语从句.它有三种表达形式:1) the way+that 2)the way+ in which 3)the way + 从句(省略了that或in which),在通常情况下, 用in which 引导的定语从句最为正式,用that的次之,而省略了关系代词that 或 in which 的, 反而显得更自然,最为常用.如下面三句话所示,其意义相同. I like the way in which he talks. I like the way that he talks. I like the way he talks. 一.在当代美国英语中,the way用作为副词的对格,"the way+从句"实际上相当于一个状语从句来修饰全句. the way=as 1)I'm talking to you just the way I'd talk to a boy of my own. 我和你说话就象和自己孩子说话一样. 2)He did not do it the way his friend did. 他没有象他朋友那样去做此事. 3)Most fruits are naturally sweet and we can eat them just the way they are ----all we have to do is clean or peel them . 大部分水果天然甜润,可以直接食用,我们只需要把他们清洗一下或去皮.

演讲稿之教师基本功即兴演讲

教师基本功即兴演讲 【篇一:青年教师基本功大赛即兴演讲题目】 青年教师基本功大赛即兴演讲题目【题目1】我的兴趣爱好【题目2】谈谈内心和谐【题目3】人最难超越的高度就是自己【题目4】 我的价值观【题目5】谈谈与人相处【题目6】坚守心灵的一方沃 土【题目7】给快乐找个理由【题目8】年轻?没有什么不可以 【题目9】心底无私天地宽【题目10】人是需要一点精神的【题目11】我们与时代同行【题目12】生活从“心”开始【题目13】让更 多的人快乐?【题目14】面对繁杂的教学工作?你如何调整心态 ?【题目15】和谐、健康、快乐【题目16】我喜爱的书刊【题目17】你如何发展自己的专业弱点【题目18】善待自己?呵护希望 【题目18】.上公开课对一个教师的成长的作用【题目19】培养积 极心态?感悟责任人生【题目24】永不言弃?我心永恒?准备时间 ?3分钟?【题目25】.你怎样做个身心健康的老师【题目26】你如何看待家长满意工程?【题目27】新课程执行过程中?你碰到最棘 手的问题是什么【题目28】课堂教学中?你最关注的是什么【题目29】你希望学校领导关心青年教师哪些方面【题目30】谈谈自己的 业余生活【题目31】简评最近的工作情况。【题目32】怎样才能 提高教师的凝聚力。【题目33】.谈谈做班主任的心得【题目34】. 你怎样定义教师【题目35】简介杨森中学【题目36】.点评一位我 校的优秀教师【题目37】.如何看待家长的不理解【题目38】.谈谈 卫生与健康【题目39】谈谈我校的环境. 【题目40】谈谈如何管理 学生【题目41】谈谈你对职业道德的认识【题目42】我参加校本 研修之感想。【题目43】“依法治教?注重服务?着力塑造行业形 象”?请你谈谈你的设想【题目44】.如何发挥你校师生之特长? 【题目45】.怎样调动老师的工作积极性?【题目46】.谈谈你对校 本教研的看法。【题目47】.我是怎样备课的。【题目48】.维持校 门口的秩序?我的一点想法。【题目49】如何丰富教师的业余生活 ?缓解教师的心理压力?【题目50】谈谈你对节日文化的认识【题 目51】学校活动很多的情况下?你如何调节自己的心态?【题目52】德育倡导“全面德育?全员德育”?请你谈谈自己的理解。【题目53】如何让家长尊重教师?【题目54】你认为提高教育质量应从哪里抓 起【题目55】从哪些方面帮助班主任管理学生 【篇二:教师基本功即兴演讲需要准备几分钟】

way的用法总结大全

way的用法总结大全 way的用法你知道多少,今天给大家带来way的用法,希望能够帮助到大家,下面就和大家分享,来欣赏一下吧。 way的用法总结大全 way的意思 n. 道路,方法,方向,某方面 adv. 远远地,大大地 way用法 way可以用作名词 way的基本意思是“路,道,街,径”,一般用来指具体的“路,道路”,也可指通向某地的“方向”“路线”或做某事所采用的手段,即“方式,方法”。way还可指“习俗,作风”“距离”“附近,周围”“某方面”等。 way作“方法,方式,手段”解时,前面常加介词in。如果way前有this, that等限定词,介词可省略,但如果放在句首,介词则不可省略。

way作“方式,方法”解时,其后可接of v -ing或to- v 作定语,也可接定语从句,引导从句的关系代词或关系副词常可省略。 way用作名词的用法例句 I am on my way to the grocery store.我正在去杂货店的路上。 We lost the way in the dark.我们在黑夜中迷路了。 He asked me the way to London.他问我去伦敦的路。 way可以用作副词 way用作副词时意思是“远远地,大大地”,通常指在程度或距离上有一定的差距。 way back表示“很久以前”。 way用作副词的用法例句 It seems like Im always way too busy with work.我工作总是太忙了。 His ideas were way ahead of his time.他的思想远远超越了他那个时代。 She finished the race way ahead of the other runners.她第一个跑到终点,远远领先于其他选手。 way用法例句

the_way的用法大全教案资料

t h e_w a y的用法大全

The way 在the way+从句中, the way 是先行词, 其后是定语从句.它有三种表达形式:1) the way+that 2)the way+ in which 3)the way + 从句(省略了that或in which),在通常情况下, 用in which 引导的定语从句最为正式,用that的次之,而省略了关系代词that 或 in which 的, 反而显得更自然,最为常用.如下面三句话所示,其意义相同. I like the way in which he talks. I like the way that he talks. I like the way he talks. 如果怕弄混淆,下面的可以不看了 另外,在当代美国英语中,the way用作为副词的对格,"the way+从句"实际上相当于一个状语从句来修饰全句. the way=as 1)I'm talking to you just the way I'd talk to a boy of my own. 我和你说话就象和自己孩子说话一样. 2)He did not do it the way his friend did. 他没有象他朋友那样去做此事. 3)Most fruits are naturally sweet and we can eat them just the way they are ----all we have to do is clean or peel them . 大部分水果天然甜润,可以直接食用,我们只需要把他们清洗一下或去皮. the way=according to the way/judging from the way 4)The way you answer the qquestions, you must be an excellent student. 从你回答就知道,你是一个优秀的学生. 5)The way most people look at you, you'd think a trashman was a monster. 从大多数人看你的目光中,你就知道垃圾工在他们眼里是怪物. the way=how/how much 6)I know where you are from by the way you pronounce my name. 从你叫我名字的音调中,我知道你哪里人. 7)No one can imaine the way he misses her. 人们很想想象他是多么想念她. the way=because 8) No wonder that girls looks down upon me, the way you encourage her. 难怪那姑娘看不起我, 原来是你怂恿的

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