Class_Procedures
外研社2024现代大学英语(第三版)口语1教师用书Oral_English_I_Unit_14

Unit14Celebrating Holidays and FestivalsTheme:holidays and festivalsLanguage functions:Describing what people do on holidays and festivals;talking about future plansObjectives:Students shall be able to describe holidays&festivals and talk about their future plans;they shall also consolidate their command of the functional expressions used to show agreement&disagreement as well as describe past experiences.Warm-upProcedures:1.Divide students into groups of four and ask them to guess what the festivals are according to the descriptions and then discuss the questions in the textbook.The holidays and festivals described in part one are the Mid-Autumn Festival,Tomb-Sweeping Festival/Qing Ming Festival,Thanks g iving,and Halloween.Activity11.ConversationThis text is a dialogue between two friends,Zhang Juan and Peter,discussing holidays and festivals in their respective cultures,China and the United States.The text provides an introductory cultural exchange and comparison of traditional holiday celebrations in China and the United States.It highlights some of the major national holidays in each country and some unique customs.Go through the conversation and draw students’attention to expressions of asking about and describing the holidays and festivals.Then lead students to have a look at the useful words and functional expressions in the Language Bank.In addition,the teacher may ask students to add other important holidays and festivals in China or other countries.2.Pair work●Focus:This task aims to engage students in conversational exchanges about culturalevents and making logical guesses about which festival is being depicted based on the visual information provided.●Procedures:Arrange students in pairs.Ask each pair to make dialogs based on the given pictures, following the pattern in the textbook.They may choose to make three short dialogs or one dialog incorporating descriptions of three holidays.Remind students to use the pictures asprompts to practice talking about different holidays and festivals.The goal is to identify the celebration based on the visual clues.Then the teacher may ask two or three pairs to role-play their conversation(s).Provide feedback on the content and language used.Highlight any new vocabulary or proper holiday names introduced through the activity.3.Mini-speech●Focus:The goal of this task is for students to strengthen their public speaking andpresentation skills by individually preparing and delivering a short speech about a holiday or festival to their peer group.Students will select a celebration from the provided list,research key details about its history,customs,and origins,and create a two-minute informative presentation to group members.●Procedures:1.Divide students into groups.Have each student select one holiday/festival from the provided list.2.Give students a few minutes to prepare a short two-minute presentation about their chosen holiday/festival.They should include key details like the date,traditions,origins,etc.3.Have each student take turns giving their mini-presentation to the group.Encourage them to speak loudly and clearly.4.After each presentation,the other group members could ask follow-up questions about the holiday.This allows the presenter to provide more detail.5.When all students have presented,lead a brief class discussion reflecting on what they learned about different cultural celebrations from their peers.6.Provide positive feedback on the content and public speaking skills demonstrated. Sample Speech and Q&AThe festival I will talk about today is the Lantern Festival.This festival takes place on the15th day of the first month of the lunar calendar.It marks the end of the Chinese New Year celebrations.The Lantern Festival has a history of over2,000years.During this festival,people light lanterns and hang them around temples,in the streets,parks,and even near rivers and lakes.The lanterns come in all shapes,sizes and colors,often with Chinese symbols, animals from the zodiac,or scenes from myths.The lanterns symbolize hope for the new year.Families carry lanterns to join in parades and events.There are often fireworks, dances,and lion dances too.Eating round sticky rice balls called yuanxiao in Chinese is a popular custom,because their round shape matches the full moon on this night.The Lantern Festival is about bringing families together to celebrate while welcoming the first full moon.Q&A:Q:When was the first Lantern Festival held?A:The Lantern Festival began during the Han Dynasty,over2,000years ago.Q:What foods do people eat during this festival?A:Common foods eaten during this festival are sticky rice balls called yuanxiao and round-shaped dumplings.These match the full moon.Q:What makes the lanterns special?A:The lanterns come in all sizes,shapes and colors.Many have Chinese symbols,animals or myths depicted on them.They symbolize hope.Activity21.ConversationsThe two conversations in this activity focus on talking about future plans and usual practice on certain holidays.Lead students through the two conversations and ask them if they know anything about the origin of the April Fool’s Day and the Dragon Boat Festival.Students may also share some interesting April Fool’s stories and some different ways of celebrating the Dragon Boat Festival in different parts of China.2.Pair work●Focus:This task focuses on using the phrase“I am going to”to discuss future holidayplans.This allows students to practice talking about the future in English while learning about their partner’s holiday traditions and plans.●Procedures:1.Divide students in pairs.Ask each pair to follow the instructions in the textbook and remind them to think about what they learned in Unit3to talk about future plans and try to use the expressions they learned.2.Students will take turns using the phrase“I am going to”to discuss their plans.They could discuss activities,food,places they will visit,people they will see,etc.Students should aim to provide3-5“I am going to...”statements for each holiday prompt.3.After both students have had a chance to share their plans,the teacher can invite some pairs to share with the class.3.Story-telling●Focus:This task aims to get students to share some interesting/memorable personalexperiences or stories related to a holiday tradition holidays by using3-5key details.By recounting events in sequence using the past tense,students can improve their ability to narrate a coherent story in English.●Procedures:Divide students into groups.Students will take turns sharing stories about memorable experiences they’ve had on Chinese or Western holidays/festivals.Remind students that they need to give as many details as possible to make their stories vivid and impressive.Stories should focus on a specific holiday event or tradition and past tenses should be used to describe what happened.If a student does not have a relevant personal experience to share, they can share an interesting,moving,or funny holiday story they have heard before.After the group work,the teacher may ask some volunteers to share their stories in front of the class.Activity31.FestivalsThis text explores two major cultural festival traditions—China’s Spring Festival(Lunar New Year)and the American holiday of Thanksgiving.It first provides background on Spring Festival,describing the celebrations,customs,and activities associated with this revered start of the lunar new year.Details are given about the significance of family gatherings,traditions like hanging red banners and staying up late on New Year’s Eve,visiting relatives,and enjoying public festivities.The text then shifts to discuss the origins and modern practices of Thanksgiving in America. It recounts how the Pilgrims started the tradition in1621after surviving a difficult winter thanks to the help of Native Americans.Their inaugural feast and celebration of a bountiful harvest spawned an ongoing national holiday.Thanksgiving is associated with family gatherings,travel,special meals featuring turkey and pumpkin pie,and giving thanks for one’s blessings.Together,the passages showcase two major cultural holiday traditions and how they bring families and communities together through celebration,shared history,and gratitude.Lead students through the text and ask them to summarize what kind of information should be included in an introduction of a holiday or ually,when,how and with whom the holiday or festival is celebrated are necessary,and then the origin,related stories, importance as well as cultural implications may also be included.2.Pair work●Focus:This task allows students to compare and contrast customs and traditions betweenmajor Chinese and Western holidays.Students will work in pairs to identify similarities and differences across six festival pairings.This promotes cultural understanding of how celebrations vary across regions.●Procedures:The teacher may introduce some patterns often used to talk about similarities and differences before dividing the students into groups.Each group may first brainstorm on the customs of all the Western and Chinese festivals in the table and have a discussion of the similarities and differences between each pair.After discussion and completing the table,students will share what they listed with the class and explain the cultural significance.Suggested Answers:Festivals Similarities DifferencesChristmas vs.Spring Festival -Family gatherings-Decorating homes-Exchanging gifts-Christmas:Christianity;turkeySpring Festival:Lunarcalendar;jiaozi;fireworksValentine’s Day vs.Qixi Festival -love/romance-Gifts to loved ones-Festival tales about couples-Qixi:traditional Chinesestory;activities likewatching stars-Valentine’s:more widelycelebratedHalloween vs.Qingming Festival -Respect to the deceased-Rituals and offerings-Halloween:morelighthearted;costumes andcandy-Qingming:more reverentand solemnThanksgiving vs.Mid-Autumn Festival -Family gatherings-Feasts/meals-Harvest origins-Thanksgiving:Americanhistory-Mid-Autumn:mooncakes,lanterns and moon viewing3.Interview●Focus:The task focuses on encouraging students to think about and voice their opinionson Chinese and Western festivals and how people should celebrate them in the present era.The discussion promotes critical thinking on cultural evolution.●Procedures:The teacher may start by asking students how they feel about traditional holidays now compared with how they felt when they were young.Then,students may give their opinions about how people may maintain or adjust the customs.4.Show and tell●Focus:The task is designed for the students to look for information about a particularfestival of an ethnic group and integrate what they have collected into a presentation.●Procedures:The teacher may assign the task in class and leave it as homework for students to look for related information and prepare for the presentation.Divide students into groups of four and ask them to first decide on a festival of an ethnic group.The teacher needs to make sure that each group focuses on a different festival from other groups.Then,ask students to think about what they would like to include in their presentation and how they can make their presentation more impressive.In addition,remind them to have a proper allocation of work and ensure good cooperation among the group members.Finally in class,each group does their presentation and other groups give their comments on the content and performance of the presentation.Supplementary Activity1.ConversationThis is a conversation between Rick,an American exchange student studying Chinese culture at Peking University,and his Chinese friend Cherry.It takes place on the evening of the Mid-Autumn Festival,a major traditional holiday in China.Their conversation provides insight into Chinese traditions around the Mid-Autumn Festival.The teacher may make use of the activity to get students to know more about the festivals celebrated in China and appreciate the cultural diversity of our country.2.Role-play●Focus:This task is for the students to demonstrate an understanding of a key Chineseholiday,the Winter Solstice Festival.Students work in pairs and roleplay the original characters of Rick and Cherry.●Procedures:1.Have students work in pairs,with one partner playing Rick and the other playing Cherry. Explain that the scene is now the Winter Solstice Festival.2.Rick should ask questions to learn about the Winter Solstice Festival,such as its origins, traditions,foods,etc.Cherry will explain details about the festival and how Chinese people celebrate it.Encourage to use prior cultural knowledge.3.Have students perform their role-plays for the class.After each role-play,briefly discuss key information presented about the festival.Sample DialogueRick:Hi Cherry!Happy Winter Solstice Festival!Thanks for inviting me over to celebrate again.Cherry:You’re welcome,Rick!I’m excited to tell you about another Chinese holiday. Rick:Me too!So can you explain what the Winter Solstice Festival is all about?When is it celebrated?Cherry:The Winter Solstice Festival is one of the most important festivals in China.It takes place around December21st,the shortest day of the year.Rick:Interesting!What are the origins of this festival?Cherry:It originated over2,000years ago.Ancient Chinese people celebrated the solstice because it means the days would start getting longer again as spring approaches.Rick:That makes sense.I read the solstice has something to do with yin and yang. Cherry:Yes,exactly!The solstice represents yin transitioning to yang—from the darkness of winter to the light of spring.Rick:Nice.So how do Chinese people celebrate today?What are the traditions? Cherry:There are many fun customs!Eating jiaozi and spending time with family.Also ancestor worship and lighting candles.Rick:It sounds very meaningful.I’d love to experience all of that someday.Well,thanks for telling me about this great Chinese festival!Cherry:You’re welcome!I’m happy to share our culture with you.Ready for our feast?3.Pair work●Focus:This activity prompts students to discuss and compare regional variations incelebrating traditional Chinese holidays and festivals.Students will activate prior knowledge and share experiences to highlight how geography and local culture lead to diverse paring traditions boosts cultural understanding.●Procedures:Have students work in pairs.Students in each pair may start with sharing how certain traditional festivals are celebrated in their hometown and see if there are any differences.In addition,they may share whatever they know of or have heard of the different ways of celebrating traditional festivals in different places.Remind students to make use of the expressions introduced in Task1for Activity3to talk about these differences.Encourage students to explain why certain regional variations developed.Consider geography,ethnic groups,available foods,etc.Have some pairs briefly share their examples with the class.。
英语翻译的步骤The_Procedures_for_Translation

二. 理解逻辑关系
翻译是逻辑活动,翻译作品是逻辑活动的 产物.理解原文是一个极其复杂的过程,译 者是用他的全部知识和智能来理解一个 句子的. 理解一个句子必须经过语义辨认,语法分 析和逻辑分析三个方面的交互作用.
1.Celia‟s a great home girl. You‟d never know she „s the same girl now as the girl I married seven years ago. 2. I am a classless person. 3. No one can be kept out of the Olympics because of religion, color, or political ideas. 4. The composer began his musical career as a violinist. 5. This book is of great use; don‟t throw it away. This is your last chance; don‟t throw it away.
翻译时逻辑关系对理解也会产生影响.只有分 析清楚了逻辑关系,才不至于出现理解上的失 误. 汉译英时,同样要求译者理解逻辑关系.如 “上课了?”这句话的含义,如果脱离了当时 的环境和背景,就不好翻译,因为这一问话在 不同的情景下会有不同的理解.
如果这句话是甲在乙夹着书本刚从教室里走 出来时对乙说的,应译成:(Have you)just finished your class? 如乙以前没有教过课,最 近刚教课,这句问话则应译为:How „s your first class? 如甲乙相遇时,甲正好向教室走来, 担心误了上课,则应译成:Has the bell gone? 或Am I late for class?
In class英语作文

In class英语作文In Class。
In class, students have the opportunity to learn and grow in a structured and supportive environment. The classroom is a place where students can engage in discussions, ask questions, and collaborate with their peers. It is a space where they can develop their critical thinking skills, expand their knowledge, and prepare for their future.One of the most important aspects of being in class is the opportunity to learn from a knowledgeable and experienced teacher. Teachers play a crucial role in the learning process, as they guide students through the material, provide explanations, and offer support when needed. They create a positive and inclusive learning environment where students feel comfortable expressing their thoughts and ideas.In class, students have the chance to interact withtheir peers, which can lead to valuable discussions and the exchange of different perspectives. This interactionfosters a sense of community and allows students to learn from each other. Collaborative activities and groupprojects help students develop important social and communication skills that are essential for their personal and professional development.Furthermore, being in class provides students with access to resources and materials that can enhance their learning experience. From textbooks and handouts to multimedia presentations and online resources, studentshave the opportunity to engage with a variety of learning materials that cater to different learning styles.In addition to academic learning, being in class also offers students the chance to develop important life skills. They learn how to manage their time, set goals, and work independently. They also learn how to overcome challenges, persevere through difficult tasks, and take responsibility for their own learning.Moreover, the classroom provides a structured environment that fosters discipline and focus. Students learn to follow rules and procedures, respect their peers and teachers, and stay on task. This helps them develop good habits and attitudes that are important for their academic and personal success.In conclusion, being in class offers students a multitude of benefits that contribute to their overall growth and development. It provides them with the opportunity to learn from knowledgeable teachers, interact with their peers, access valuable resources, and develop important life skills. The classroom is a place where students can thrive academically, socially, and personally, making it an essential part of their educational journey.。
Class Procedures (Chinese)

课前准备1、补课时间为:19:00-20:00(周一到周五) 9:00-11:00(周六)2、要求学生提前3分钟到教室。
3、上课前准备好自己学习的东西(课本、笔、品格本子等)。
4、进教室后按照老师的安排进行学习。
课堂纪律1、上课期间不能吃东西。
2、补课期间必须讲普通话。
3、有事出去要得到老师的允许,从后门出去,进来走前门,敲门三下并说:“老师,我可以进来吗?”或是“May I come in ?”听到老师说:“请进”或是“Yes,you may. / Come in please.”后方可进入。
4、初中生回来后需要准时参加补课。
5、如果有同学违反纪律,老师提醒二次后,在第三次时会让其回宿舍调整自己的心态,下次再回教室的时间由当时处理事情的老师决定;如果回教室后表现依旧不符合规定的要求,老师会让其再次回宿舍调整。
课堂要求1、听到老师说1,2,3的时候要坐端正,说4,5,6的时候要手背后,说7,8,9的时候请保持安静,坐的时候头正、身直、足安(双脚平放于课桌下),特殊情况除外。
2、举手时,要举右手,右手伸直。
若有特殊情况(上厕所,生病等),请伸出右手的食指。
3、回答时先举手,得到老师允许后回答。
回答时需站立,呈立正姿势。
有必要拿书时,要双手拿书。
4、看着回答问题的人。
5、阅读的时候,对待图书要像对待你自己珍贵的东西一样。
6、户外教学:1、到老师指定的地方排队。
2、在去往目的地的过程中保持安静。
3、到目的地后排队保持安静。
4、在教学过程中,请展现顺服的好品格。
反之,所有学生回到教室,听老师安排。
5、教学结束后,排队集合,与老师道别。
下课常规1、无论何时,离开座位时将凳子推放入课桌下。
2、请将自己的东西拿走,并把桌子椅子摆放整齐。
3、请假注意事项:若有事,需和老师请假并得到允许填写请假条后方可离开。
香港主流梦工场基金会。
初中英语英文教案

初中英语英文教案初中英语教案与其他科目的教案写法大致是一样的,只是牵涉到英语的表述。
那么具体应该如何写呢?下面是小编给大家整理的初中英语英文教案5篇,希望对大家能有所帮助!初中英语英文教案1Properties: Recorder, Overhead Projector.Teaching Objectives:1. Revise the grammar: the Adverbial Clause and the Infinitive.2. Revise the use of “who, that, which”.Language Focus: so thatThe Infinitive: to + Verb(原形)Teaching Procedures:I. Showing the teaching aimsII. RevisionCheck homework, ask some students to retell the story.III. PresentationGive the students some sentences for example to help them understand thestructure:so + adj. /adv. + that(结果)1. I am so angry that I cant say a word.2. The teacher spoke so fast that we couldnt catch up with him.3. The classroom is so dirty that we must clean it.Ask the students to make up some sentences with “so… that”, then give samemore sentences.1. He got up late so that he was late for school.2. He ran very fast so that he hit the electric pole.Ask the students to do some practice.IV. PracticeLook at Exercise 1, ask the students to answer the questions with so that….The answers are:1. I stayed at home so that I could go swimming when I had finished it.2. Lucy saved her money so that she could buy her mother a birthday present.3. Ling Feng was going to Changsha the next week so that he could visit hissick grandmother.4. I was doing my homework so that I could ask him to help me with my physics.5. I was looking for Lin Tao so that he could visit sick grandmother. V. PresentationGet the students to make up some sentences like:1. I dont know how to get to the station.2. She doesnt know which sweater to choose.Ask the students to pay attrition to the Infinitive. Give them more examples to understand better, e. g.1. I dont know what to do next.2. They dont know where to go.3. We didnt know when to start.Focus on the use of the Infinitive, then give another example:It’s very important to learn English well:To learn English well is very important.Let the students make more sentences, pay attention to the use of the Infinitive.VI. PracticeLook at Exercise 2, make sentences with partners. The answers are:1. It’s hard / easy to work out these maths problem.2. It’s exciting to watch football matches.3. It’s interesting to read history books.4. It’s hard / easy to learn foreign languages.VII. Leaning and practiceDo Exercise 3, complete the sentences using who/ that/ which. The answersare:1.which2.who3.who4.which5.who6.which7.which8.whoVIII. WorkbookDo Exercise 1, let the students translate the sentences alone then check the answers with the students.Answers: 1. We arc hungry. We need to buy something to eat. 2. She is verybusy today. She has a lot of work to do. 3. Please be quiet! I have something important to tell you. 4. Will you please tell him to turn down the TVa little?5. nobody knows what to do next?6. I’m going to the post office to buya fewstamps this afternoon.For Exercise 2. Join the two parts and make the students read together. For Exercise 3. Get the students to read the story, and fill in the blanks.The answers are: which, who, who, who, whoIX. SummaryExercise in classl. 昨天他想借我的收音机.2. 我需要一些喝的东西。
体育大课间体育老师分工方案及流程

体育大课间体育老师分工方案及流程英文回答:Physical Education Class Plan and Procedures for Large-Scale Group Activities.Objectives:To provide students with regular opportunities for physical activity.To improve students' physical fitness and motor skills.To promote healthy habits and teamwork.Equipment:A variety of sports equipment, such as balls, cones, and nets.Music player and speakers.Teacher Responsibilities:Lead teacher:Plan and organize the physical education classes. Supervise all students during activities.Provide instruction and feedback to students.Assistant teachers:Assist the lead teacher in leading activities.Monitor students' progress and ensure safety.Provide encouragement and support to students.Class Procedures:1. Warm-up (5 minutes):Lead students in light aerobic activity, such as jogging or jumping jacks.Stretch major muscle groups.2. Activity (25 minutes):Divide students into small groups.Assign each group to a specific sport or activity station.Allow students to rotate through the stations, playing different games or participating in different activities.3. Cool-down (5 minutes):Lead students in light stretching and relaxation exercises.4. Reflection (5 minutes):Gather students together and discuss the activities.Encourage students to share their experiences and reflections.Assessment:Informal assessment:Observe students' participation and effort during activities.Provide feedback to students on their progress and skills.Formal assessment:Conduct periodic fitness assessments, such as thePresident's Challenge.Track students' participation in physicaleducation classes.Safety Precautions:Ensure that all students are wearing appropriate clothing and footwear.Supervise all students closely during activities.Provide clear instructions and rules for each activity.Have a plan in place for responding to injuries.中文回答:体育大课间体育老师分工方案及流程。
班级管理制度英语
班级管理制度英语1. IntroductionClass management regulations are put in place to maintain order and discipline within the classroom. It is important to create a conducive learning environment for all students and to ensure that everyone is able to concentrate and participate in the learning process. These regulations are designed to promote responsibility, respect, and accountability among students, and to create a harmonious and productive atmosphere within the class.2. Punctuality and AttendanceStudents are expected to arrive on time for all classes. Tardiness disrupts the learning process and shows a lack of respect for the teacher and fellow classmates. If a student is unable to attend class due to illness or other legitimate reasons, a written note from a parent or guardian should be provided to the teacher. Excessive absences without valid reasons will be addressed by the school administration.3. Respect for OthersRespect for teachers, classmates, and other school staff is paramount. Disrespectful behavior such as talking back, shouting, or using foul language will not be tolerated. Students are expected to listen to their teachers and follow their instructions. Bullying, teasing, or any form of harassment is strictly prohibited.4. Classroom BehaviorStudents are expected to conduct themselves in a manner that is conducive to learning. This includes being attentive, active participation in class activities, and refraining from disruptive behavior. Eating, drinking, or using electronic devices during class time is not permitted unless otherwise specified by the teacher. Students should also keep their desks and surrounding areas clean and organized.5. Academic IntegrityCheating, plagiarism, or any form of dishonesty in academic work is prohibited. Students are expected to complete their assignments independently and to give proper credit to any sources that they use in their work. Any form of academic dishonesty will result in disciplinary action.6. Dress CodeStudents are expected to dress in a neat and appropriate manner. Clothing that is offensive, inappropriate, or disruptive to the learning environment is not allowed. Students should also adhere to any specific dress code policies set by the school.7. Use of School PropertyStudents are expected to treat school property with care and respect. Any damage to school property will result in penalties and restitution. Students are also responsible for the safekeeping of their own belongings and are encouraged not to bring valuables to school.8. Interaction with the CommunityStudents are expected to represent the school positively in the community. This includes being respectful to members of the public, following local laws and regulations, and participating in community activities in a positive and constructive manner.9. Student Conduct Outside of SchoolStudents are expected to adhere to the class management regulations even when they are outside of the school premises. This includes behavior on field trips, school events, and any other school-related activities. Any misconduct outside of school that reflects negatively on the school may result in disciplinary action.10. Consequences for Violation of RegulationsStudents who violate any of the class management regulations will be subject to disciplinary action. This may include, but is not limited to, verbal warnings, detention, suspension, expulsion, or any other appropriate measures as deemed necessary by the school administration.11. Grievance ProceduresIf a student feels that they have been unfairly treated by a teacher or staff member, they should bring the matter to the attention of the school administration. Complaints will be handled in a fair and impartial manner, and appropriate action will be taken to address the issue.12. Review of Class Management RegulationsClass management regulations are subject to review and revision as deemed necessary by the school administration. Students and teachers will be informed of any changes to the regulations, and are expected to abide by them accordingly.ConclusionClass management regulations are put in place to ensure that students are able to learn in a safe, respectful, and productive environment. It is important for all members of the class to adhere to these regulations in order to maintain a harmonious and positive atmosphere within the classroom. By promoting responsibility, respect, and accountability, we can create a conducive learning environment for all students.。
初一英语音标教案
初一英语音标教案初一英语音标教案1一、教材分析本单元是人教版《新目标》的第十二单元。
这本教材的词汇量很大,内容新颖,尤其是生动活泼的卡通化的画面,很符合七年级学生的年龄特点和心理特点,其中还囊括了很丰富多彩的文化知识,以及合作探究的活动,十分贴近学生的实际生活经验。
本单元的话题Talk about rules.与日常生活密切相关。
作为一名中学生,遵守学校班级、家庭和社会公共场所的规章制度是必须的。
在谈论规则时,一般运用祈使句、情态动词can和have to等。
这是英语新课程标准中规定所必须掌握的内容,是交际英语中必不可少的项目。
因此,本单元对于提升学生的学习兴趣而提高学生的听、说、读、写能力有很大的帮助。
并通过self check检测,积极地、及时地寻找各自的不足,以便学生树立良好的内在动机,不断获得成就感。
二、教学目标1、教学目标⑴知识目标这一单元主要话题是“Talk about rules谈论规则”,其中主要涉及内容如下:A、Functions功能:谈论规则,并制定规则。
B、Structures语法结构:祈使句和情态动词Can和have to的用法。
C、Target Language日常交际用语:Don’t eat in class!Can we wear hats?No,we can’t.We don’t have to wear a school uniform等。
D、Vocabulary词汇:rule、classroom、hallway、fight、have to等。
(2)能力目标培养学生运用所学句型谈论规则的能力,并培养学生遵守规则的习惯。
(3)情感目标A、谈论规则有利于学生守秩序,遵纪守法,使学生感受到自觉遵守各项规章制度的好处。
B、有些规则是必要的,但规则太多却使人感厌烦!学生在遵守规则的过程中会体验到不同的情感。
2、教学重点、难点(1)重点:学习并运用谈论规则的日常交际用语及词汇。
课间巡查方案及流程
课间巡查方案及流程英文回答:Classroom Monitoring Plan and Procedures.Objectives:To ensure a safe and orderly learning environment for all students.To identify and address any potential safety hazards or disruptions.To provide support and assistance to students and teachers.Scope:This plan applies to all classrooms during all class periods.Procedures:1. Pre-Class Check:Before each class period, teachers will conduct a quick check of their classroom to identify any potential safety hazards or disruptions.Any hazards or disruptions should be reported to the administration immediately.2. Hallway Patrol:During class time, a designated staff member will conduct regular patrols of the hallways to:Monitor student behavior.Ensure that students are not loitering in the hallways.Provide assistance to students or teachers as needed.3. Classroom Visits:During class time, a designated staff member will conduct random visits to classrooms to:Observe student behavior and engagement.Monitor teaching practices.Provide support and assistance to students or teachers as needed.4. Reporting:Any safety hazards, disruptions, or concerns observed during hallway patrols or classroom visits should be reported to the administration immediately.Reports should include the date, time, location, and adescription of the incident.5. Follow-Up:The administration will investigate all reported incidents and take appropriate disciplinary action as necessary.The administration will also provide feedback to teachers and students on their classroom performance.Roles and Responsibilities:Teachers: Responsible for conducting pre-class checks, reporting any safety hazards or disruptions, and providing support to students during class time.Designated Staff Member: Responsible for conducting hallway patrols and classroom visits, providing assistance, and reporting any concerns to the administration.Administration: Responsible for investigating reportedincidents, taking disciplinary action, and providing feedback to teachers and students.Evaluation:This plan will be evaluated on a regular basis to ensure its effectiveness. The evaluation will include input from teachers, students, and administration.中文回答:课间巡查方案及流程。
lte 端到端流程
UECapabilityInformation
UECapabilityEnquiry
21
公用子流程介绍
• S1AP过程
S1AP由EPs(Elementary Procedure, 基本过程)组成,有两类基 本过程:
CLASS1:携带响应消息的基本过程(成功或失败); CLASS2:没有响应消息的基本过程; 对于第一类EP,响应的类型如下: 成功:一个信令消息,明确的指出初始过程成功; 失败:一个信令消息,明确的指出初始过程失败;
PATH SWITCH REQUEST FAILURE
Handover Cancellation HANDOVER CANCEL
E-RAB Setup
E-RAB SETUP REQUEST
HANDOVER CANCEL ACKNOWLEDGE
E-RAB SETUP RESPONSE
E-RAB Modify
端到端呼叫流程
目录
网络基本结构 RRC协议状态 整体流程概述 公用子流程介绍 位置管理过程 会话管理过程 切换过程 集群呼叫过程
2
LTE网络基本结构
❖网络结构
MME / S-GW
MME / S-GW
S1
S1 S1
S1
eNB
X2
X2 eNB
eNB
X2
E-UTRAN
3
230电力专网基本结构
大量的终端模块需求! (百万数量级)
层
UE
EUTRAN
DL INFORMATION TRANSFER
19
公用子流程介绍
• RRC过程-上行数据传输:
– 目的:UE向E-UTRAN传输NAS或者非3GPP专用信息
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Mr. RhodesGraduate EnglishSpring Semester 2014Classroom Procedures and Expectations1. NameYou must use your English name for all purposes in this class. You may only change your name if you ask my permission first. Even then, you still need to give me a good reason for the name change. For example, your old name was “Buttface,” and now you want to be c alled “William.”If two students share the same name in the same class, you still cannot change your name. We will do the same thing as Western schools: you will be called by your family name and your given name. For example, if there are two Johns, one may be called John, and the other called John Wang. If the problem of duplicate names arises when someone is visiting from another class, then the visitor would be called by their first name and family name.2. Attendance PolicyYou are not allowed to be absent for any reason. If you are absent even once, you may not take the final exam. How could anyone possibly obey this rule? It is very easy. I teach the exact same class 8 times every week. If you miss your regularly scheduled class, you must attend one of the other seven classes before your regularly scheduled class meets again.For example, if you are registered forMonday from 8 to 10, but you are sick on Monday,then you can attend my Tuesday class. Then cometo class again on the following Monday.If you have my class on Friday and are sickon Friday, then come to class on Monday, and againthe next Friday. This will mean that you attend thesame lecture twice in one week. If that happens, it isyour responsibility to find a classmate and receivethe notes from the lecture you missed.If you need to leave campus five academic days or more (that is, a full week or more), then I must receive a written note from Mr. Liu in the graduate office. The note must contain: ∙Your English name.∙The dates you will leave and return to class∙The reason of your absence, in English.I need to receive this note before you leave.Do not ask me for leave. I will not allow you to be absent. Do not email me or tell me that you will be gone from class, because I don’t care. All I want is for you to attend the make-up class.When you attend a make-up class, wait until after I have called the regular class’s attendance. When I have finished that, stand up and tell me that you are making up a class, what class you are from, and your English name. Once I have recited your name, then you may sit down.3. Tardiness PolicyAt the beginning of class, I will call attendance. Do not arrive to class late. If you arrive after all names have been called, then you will not be counted as present. You will then need to attend a make-up class. This is to prepare you for the business world, where punctuality is greatly important. Showing up late to a meeting could cost you your job, or at least a raise or promotion.4. Electronics PolicyYou are permitted to use a laptop or tablet PC to take notes during lectures, as long as the internet is disabled. You may also use an electronic dictionary during lecture, as long as the internet is disabled. If you cannot disable the internet and other connectivity on your device, then you cannot use it in class. Cell phones are completely forbidden during class. You may only use a phone during emergencies with my permission. You can, however, use your cell phone normally during the 10-minute rest period. If I see your cell phone during class, I will take it to my desk and you will not be able to use it again until the final bell.Electronics of all kinds are forbidden during discussion time.5. LecturesThe first hour of class will be lecture time. You must produce your own notes; I will not send you my powerpoints.During lectures, you will be allowed to ask questions, make comments, and even make corrections, as long as you raise your hand first. I enjoy hearing all three of these things. When you ask questions, it helps me to learn what you do or don’t know, so I can be a better teacher. When you raise your hand to offer comments, it can lead to discussion. Discussion can bring other students into the conversation and allow everyone to pr actice their English. Don’t be afraid to correct me. I don’t know everything, especially when we compare American culture to Chinese culture. If you’re shy about it, we can talk during the ten minute break between hours.During lecture, I will also ask questions of you. When I ask a question, I expect an answer. I want students to raise their hands and give me an answer. If I receive no answer, I willinvent one. Sometimes, I will make an answer that I know is not true. I will then look to see if anyone in the class can recognize that it is the wrong answer and provide the correct one. Not everyone will tell you, “This is right, this is wrong,” so it is good to know how to discern for oneself.6. DiscussionThe second hour of class will be set aside for discussion. Discussion topics will be unrelated to the lecture, and will usually comprise a story that I read followed by about six questions. The class will then divide into groups of about 4, although more in a group is acceptable. I know you like to sit with your friends, but expect your group to be different in every class. Do not complain if I tell you to pick up your things and join another group across the room. Your discussion group may involve students from other classes who are making up a class. Do not exclude these students from the conversation or from the group. You should treat them with the same courtesy you treat your friends.Discussion should take place in English. I may tolerate the use of electronic dictionaries in class as long as they are not used as a crutch. If you are struggling to find the right English word or you have a question, simply raise your hand.7. HomeworkThis is an Oral English class, so your homework is to speak English. A good rule of thumb for this class (and all college classes) is to spend one hour on homework/studying for every hour in class. Three times each week, I expect you to have an “English-only half hour.” For thirty (30) minutes, find someone else who speaks or studies English and talk them using only English during that time. There is no Chinese allowed during the English-only half hour. A good idea is to speak with other students who take my class, although it is not required. You can speak with me or the other foreign teachers or the undergraduate English majors or the Chinese teachers of English or a complete stranger you met at Jusco or your roommate or anyone else who knows English. I say three times, thirty minutes each, but really, I don’t care how you do it as long as you converse in English ninety minutes every week.After speaking, write in a journal what you talked about. Write a paragraph of at leastfive sentences. At the beginning of each journal entry, write:∙the date∙the number of minutes the conversation lasted∙and the name of the person you talked to∙if your partner is from one of my classes, note which one∙if a group of people were in the conversation, only list one nameFor example: February 1st, 10 minutes, John (Class 3)The journal cannot be a stack of loose papers or a stapled packet. It must be a book. This journal is only for the homeworks in my class; I will not accept it if I see notes for any classes, even if they are notes for my own lectures. You must write your English name on the top outside edge of every page you write on. I will collect the journal once at the midterm and again at the end of the semester.Journals count as 15% of the course grade, with each week counting as 1% for 15 weeks.I understand that the journals can be faked, that I can never prove you had any conversations in English. Even though you can fake it, you should not fake it. Remember, only you can improve your English through dedication and practice.Plagiarism: Plagiarism is using someo ne else’s words without proper citation. If I catch you plagiarizing for any assignment, you will be awarded negative points. What’s less than zero? Negative numbers are less than zero. If you plagiarize, it would be better if you did not do the assignment at all. It would undo the other work you had done for the class. Why is this such a big deal? In the West, plagiarism will get you expelled from university or fired from your job. It is considered the same as stealing, because if you don’t cite your sourc es, then you are claimingthat the words are yours. I cannot expel you from university. I cannot even fail you for one caseof plagiarism. But I can give you negative points. Compared to the West, this is a forgiving policy.8. GradingThe course grade breaks down in the following way:∙Final Exam – 70%∙Journals – 15%∙Other – 15%What is this “other?” Well, I may give additional homework assignments on top of the regular journals. If you miss a class, you must find out from your classmates if I gave additional homework, as well as the usual notes. “Other” also includes participating in class. That is, asking questions during lecture and speaking during discussion.I want to stress the importance of that not-final-exam 30%. If you don’t do journals, your maximum course grade is an 85, which is a B. The practice involved helps you improve your English, which is necessary to score well on the final exam. Students with low participation grades usually also do poorly on the final exam. Those who do well on the final despite low participation still pass with only C’s and D’s.9. The Class Coordinator (CC)The class coordinator’s job is to exchange information between the 8 classes that I teach. When I want to address all the classes at once, I will email the CC. The CC will then email the eight monitors. Depending on the information, the monitors will then email the students.How will we select the CC? I will allow the eight monitors to decide who it will be. The CC may be a monitor, but it is not required. I have not decided the full responsibilities for the CC yet. The job may be easy, or it may be very time-consuming.10. Extracurricular ActivitiesI am more than your teacher. In America, wehave a Latin phrase to describe this: in loco parentis.That is, the university and I act as your parentsbecause they are not here. If you ever need anything,like you are depressed for some reason, do not beafraid to contact me. I will listen with understandingand try to encourage you.Remember that all these activities areoptional. They cannot be used for extra credit in myclass, and you are not required to attend any ofthem. They are extracurricular, which means theytake place outside of class.a)English CooperativeI am planning to begin a group committed to the study of English and communityservice. While you are not required to attend based on registration in my class, the group is based on membership. If you want to be a member, prepare to spend lots of timecommitted to the group. Some of the activities I want to organize are study groups, trash pickups, and fundraisers to buy books for the library. I expect members to be present for activities. Also, being the English Cooperative, the language of meetings will be English and not Chinese. If you are interested in membership, email your class monitor.b)Language ExchangeLanguage exchange is a system where I teach you English for an hour, and you teach me Chinese for an hour. The times I am looking for a language exchange are theyellow-blocks in the schedule on the right. If you don’t have class at that time and youwant to begin a language exchange, contact your class monitor about which block youwant. I can do language exchange one-on-one or with a small group.c)Book StudyAt the book study, we read and discuss ancient Western religious texts. The discussion will take place in English, but the texts are available in English and Chinese. If you are interested, contact your class monitor.。