5A M2 U3
上海牛津英语 4a m2 u3 I have a friend 区级公开课 课件
HeLlepty’sosuhrafrreiend dress up for the party
I have a friend. His/Her name is … He/She is … He/She has a … He/She is…today!
Assignment
Read and copy the new words: coat, shirt, blouse, Tshirt, skirt, sweater, jeans, shorts, a pair of. Read about Kitty’s friends at the party.
4AM2U3 I have a friend
P1 Friends at the party
Hello, boys and girls. I’m Kitty. My ten-year-old birthday is coming. It’s a special day. I want to have a birthday party.
Ask and answer
--What does she have? --_____ _____ a skirt.
It’s _____ and _____.
Make a chant
What does she have?
What does she have? What does she have? Skirt, skirt, she _____ a skirt. Skirt, skirt, _____ and _____. Skirt, skirt, it’s for girls!
Welcome to my birthday party! All my friends are here. Look! They all have masks. Who are they?
灭火器配置方法
灭火器配置的基本方法一、配置场所根据物业管理的性质和特点，主要针对如下场所进行配置：1、电子服装类厂房及库房；2、综合商场、百货楼、营业厅、展览厅、商店；3、办公场所、会议室、资料室；4、多功能厅、餐厅、厨房；5、锅炉房、配电室等设备房；6、其它公共用房等。
二、危险等级以上配置场所均可按“中危险级”进行灭火器的配置。
三、火灾种类以上配置场所均可按“A类火灾（即固体物质火灾）或电气火灾”进行灭火器的配置。
四、计算单元（也称配置单元）1、危险等级和火灾种类均相同的场所，可将一个楼层或一个防火分区作为一个计算单元（或配置单元）；2、单个独立功能的房间可作为一个计算单元（或配置单元）；3、危险等级和火灾种类不相同的场所，应分别作为一个计算单元（或配置单元）。
五、测算各单元保护面积按使用面积进行实测所得，用S表示。
六、计算各单元所需灭火级别灭火器配置场所所需的灭火级别按如下公式计算：Q=K*S/U其中：Q——灭火器配置场所的灭火级别，单位为A或B；S——灭火器配置场所的保护面积，单位为m2；U——灭火器配置场所相应危险等级的灭火器配置基准，单位为m2/A 或m2/B，可查表取得，此处针对“中危险级场所A类火灾”可取U=15m2/A；K——修正系数，无消火栓和自动灭火系统的场所，K取1.0；仅有消火栓的场所，K取0.7；仅有自动灭火系统的场所，K取0.5；既有消火栓又有自动灭火系统的场所，K取0.3；七、确定各单元的灭火器设置点（用N表示）各单元的灭火器设置点可按照“不同火灾配置场所灭火器最大保护距离”的原则确定。
可查表取得，此处针对“中危险级场所A类火灾”考虑，手提式灭火器可取每点最大保护距离为20米，推车式灭火器可取每点最大保护距离为40米。
八、计算每个灭火器设置点的灭火级别（用Qe表示）可按照公式Qe=Q/N计算得出。
九、确定每个设置点灭火器的类型、规格与数量1、灭火器类型的选择：通常情况下，我们选择均可适用于A、B、C 类火灾及电气类火灾的“磷酸铵盐干粉灭火器”；2、灭火器的数量可由以上计算出的Qe 值和“每具灭火器最小配置灭火级别”相除计算得出。
高考英语一轮复习 周周练试题 周三M2U3
入舵市安恙阳光实验学校高考英语一轮复习系列训练（M2）星期三（U3-M2）第一节单项填空1. The boy was last seen near the West Lake.A. missing; playingB. missing; playC. missed; playedD .missed; to play2. It was dangerous for you to swim in that river. You eatenby the fish.A. might have beenB. must have beenC. could have beenD. should have been3. Let’s hold a party to your birthday and at the same timeyou on your passing the driving test.A. congratulate; celebrateB. celebrate; celebrateC. celebrate; congratulateD. congratulate;congratulate4. We walk in the moonlight, talking about we were interested in.A. used to; all whatB. were used to; all thatC. used to; whatD. were used to; what5. It is a paradox that in a rich country there should be many poor people. A. such; such B. such; so C. so; so D. so; such6. The boy wanted to ride his father’s new motorcycle in the crowedstreet but his father told him .A. not to doB. not toC. not do itD. do not so7. The students were told that they at the school gate at 2:00 o’clock.A. metB. will meetC. were to meetD. were met8. I couldn’t find Peter, did I know where he had gone.A. neitherB. norC. soD. and9. __________ , but also they are good friends.A. Not only does he know JimB. Not only he knows JimC．Not does he only know Jim D. Does not only he knows Jim10. During the football match, he hurt his arm as well as his leg.A. breakB. breaksC. breakingD. broke11. He goes to the gymnasium for physical training day.A. every eachB. every oneC. each other;D. every other12. Athletes compete the Olympic Games the honor of winning.A. in; againstB. in; forC. against; inD. for; for13. The German Nazis were considered the Amber Room during World War II.A. to have stolenB. stealingC. having stolenD. to steal14. The weather turned out to be very good, was more thanwe could expect.A. whatB. whichC. thatD. it15. He had me to come to my birthday party, but he didn’t show up.A. allowedB. promisedC. wantedD. advised16. Which of the following sentences is NOT right?A. There is no doubt that you will succeed.B. We have no doubt that you will succeed.C. We don’t doubt that you will succeed.D. We don’t doubt whether you will succeed17. Take away whatever you.A. belong toB. belongs toC. belonging toD. is belonged to18. The old woman has been ill for several months but is beginning to pick .A. outB. offC. upD. on19. When winter comes, some birds fly to the south and stay.A. anotherB. otherC. othersD. the other20. He told me about the news in a voice.A. amazing; surprisingB. amazed; surprisedC. amazing; surprisedD. amazed; surprising21. The chairman told the speaker that she ___ to speak a littlelouder so as to make herself _____.A. was expected; heardB. had expected; hear C had hoped;hear D. was hoped; heard22. Do you think that the bridge ______ in a year?A. would be completedB. will be completedC. had beencompleted D. is being completed23. The window ______, you need not wash it again.A. washedB. is washedC. has been washedD. will be washed24.John had to have his car repaired in a garage because it____seriously.A. damagedB. was being damagedC. had damagedD. had been damaged25. The police found that the house _______and a lot of things _____A. has broken into; has been stolenB. had broken into; had been stolenC. has been broken into; stolenD. had been broken into; stolen第二节完形填空Dear Classmates,As young people, we don’t always want to think about the past.26 we often hear our grandfathers and grandmothers talk about cultural relics. They say we 27 protect some of these relics because they are important to our culture. 28 also say that these relics are important to us because they help us remember the 29 of our ancestor s and respect what they have done. I’m sure you will 30 . After all, someday we will be 31 ourselves and will want our own children to protect them. So I have a plan for32 the painting in the old temple, which is a fine cultural relic33 in our hometown. It should be protected because it was painted by a 34__ artist of the early Qing Dynasty. My plan is to get students to take a 35 to see it on a Saturday next month and then 36 some important people to join us. 37 , we can also write 38 about it for the town newspaper. Later, when others begin to 39 their help, perhaps we can 40 enough money to help the museum buy it. If you like my plan, please give me a note to your teacher. Thank you.Yours.26. A. However B. Yet C. Therefore D. And27. A. can B. must C. will D. need28. A. Some B. We C. They D. Others29. A. days B. dreams C. lives D. styles30. A. refuse B. allow C. doubt D. agree31. A. greater B. stronger C. richer D. older32. A. surviving B. remaining C. saving D. removing33. A. there B. here C. where D. anywhere34. A. famous B. rare C. gifted D. skillful35. A. trip B. look C. bus D. rest36. A. take B. order C. beg D. ask37. A. In a word B. Besides C. First of all D. By the way38. A. a poem B. a passage C. an article D. a diary39. A. prove B. offer C. supply D. provide40. A. make B. earn C. raise D. give第三节语法填空Over time I have been changed quite a lot. I began 41__________ a calculating machine in France in 1642. 42______________ I was young I could simplify difficult sums. I developed very43(slow)________ and it took nearly two hundred years44_______________ I was built as an analytical machine by Charles Babbage. After I was programmed 45____________ an operator who used cards with holes, I could “think”logical and produce46_____________ answer quicker than any person.At that time 47_____________ was considered a technological revolution and the start of my “artificial intelligence”. In 1936 my real father, Alan Turing, wrote a book 48____________ how I could be made to work as a “universal machine”49(solve)________________ any difficult mathematical problem. From then on, I grew rapidly 50_____________ in size and in brainpower.41____________42_____________43_________________44____________ __45_____________46____________47_____________48_________________49______________50_____________第四节阅读理解AEddie McKay, a once-forgotten pilot, is a subject of great interest to a group of history students in Canada.It all started when Graham Broad, a professor at the University of Western Ontario, found McKay’s name in a footnote in a book about university history. McKay was included in a list of university alumni （校友） who had served during the First World War, but his name was unfamiliar to Broad, a specialist in military history. Out of curiosity, Broad spent hours at the local archives （档案馆） in a fruitless search for information on McKay. Tired and discouraged, he finally gave up. On his way out, Broad’s glance happened to fall on an exhibiting case showing some old newspapers. His eye was drawn to an old picture of a young man in a rugby uniform. As he read the words beside the picture, he experienced a thrilling realization. “After looking for him all day, there he was, staring up at me out of the exhibiting case,” said Broad. Excited by the find, Broad asked his students to continue his search. They combed old newspapers and other materials for clues. Gradually, a picture came into view.Captain Alfred Edwin McKay joined the British Royal FlyingCorps in 1916. He downed ten enemy planes, outlived his entire squadron （中队） as a WWI flyer, spent some time as a flying instructor in England, then returned to the front, where he was eventually shot down over Belgium and killed in December 1917. But there’s more to his story. “For a brief time in 1916 he was probably the m ost famous pilot in the world,” says Broad. “He was credited with downing Oswald Boelcke, the most famous German pilot at the time.” Yet, in a letter home, McKay refused to take credit, saying that Boelcke had actually crashed into another German plane.Mc Kay’s war records were destroyed during a World War II air bombing on London — an explanation for why he was all but forgotten.But now, thanks to the efforts of Broad and his students, a marker in McKay’s memory was placed on the university grounds in Nov ember 2007. “I found my eyes filling with tears as I read the word ‘deceased’ （阵亡）next to his name,” said Corey Everrett, a student who found a picture of Mckay in his uniform. “This was such a simple example of the fact that he had been a student just like us, but instead of finishing his time at Western, he chose to fight and die for his country.”51. What made Professor Broad continue his search for more information on McKay?A. A uniform of McKay.B. A footnote about McKay.C. A book on McKay.D. A picture of McKay.52. What did the students find out about McKay?A. He trained pilots for some time.B. He lived longer than other pilots.C. He died in the Second World War.D. He was downed by the pilot Boelcke.53. McKay’s flying document s were destroyed in .A. BelgiumB. GermanyC. CanadaD. England54. We can learn from the last paragraph that McKay .A. preferred fight to his studyB. went to war before graduationC. left a picture for Corey EverrettD. set an example for his fellow students55. What is the text mainly about?A. The research into war history.B. The finding of a forgotten hero.C. The pilots of the two world wars.D. The importance of military studies.BEvery object tells a story. Even the most ordinary objects can present to us powerful images. Sometimes it is the ordinary nature of these objects that actually makes them so extraordinary. Such is the case with an old leather shoe in a museum in Alaska. At first glanc e it does not look like much. It is a woman’s shoe of a style popular in the 1890s. But what is unique(独特的) about this shoe is where it was found. It was discovered on the Checkout Pass, the famous trail used by the people seeking gold in Alaska. Who it belonged to or why it was left there is not known. Was it perhaps dropped by accident as the woman climbed up the 1500 stairs carved outface? Or did she throw away goods that she didn’t need in order to travel lighter?Over 100, 000 people with “gold fever” made this trip hoping to become millionaires. Few of them understood that on their way they would have to cross a harsh wildness. Unprepared for such a dangerous journey, many died of starvation and exposure to the cold weather.The Canadian government finally started requiring the gold seekers to bring one ton of supplies with them. This was thought to be enough for a person to survive for one year. They would carry their supplies in backpacks(背包) each weighing up to fifty pounds; it usually took at least 40 trips to get everything to the top and over the pass. Whoever dropped the shoe must have been a brave and determined woman. Perhaps she was successful and made it to Alaska. Perhaps she had to turn back in defeat. No one will ever know for sure, but what we do know is that she took part in one of the greatest adventures in the 19th century.56. Which of the following is right?A. it was found on a famous trailB. it was an important clue to life in the pastC. it at one time belonged to a VIPD. it was a fashionable shoe at that time57. According to this passage, many people who went to Alaska _______.A. eventually became millionairesB. were not properly equippedC. were very poorD. brought with them many shoes58. The Canadian government made gold seekers bring one year’s supplies with them so that ___.A. they would not die of hunger and coldB. the army would have enough food for fighting a warC. they would change these goods with the EskimosD. the supplies would make Alaska rich59. No matter what happened to the woman who owned the shoe, _______.A. she must have been a brave woman.B. she certainly dropped the shoe on purposeC. her adventurous spirit is definitely admiredD. her other shoes were equally fashionable60. what’s the best title of the passage?A. special shoe whose ower is a woman.B. the sad story about the shoe.C. the old shoe that has a special. story.D. gold seekersCJune 26, 2000 —the Human Genome(基因组) Project, a great $3 billion, 15-year task aimed at drawing the genetic(遗传的) map of humans, is now more than 90 percent completed. The scientific and medical communities are very excited about the chances genetic research provides for getting rid of diseases and prolonging(延长) human life. But those communities and policymakers also are careful about the scientific door they are opening as the project uncovers the mysteries of life.For the last few years, the genetic advances in the developing field of biotechnology(生物技术) have provides material for all kinds of work, but the developments of modern science in unlocking the secrets of the human genetic code have opened a world of possibilities for human health, as well as for the popular imagination.While European and Japanese researchers are making rapid progress in decoding(解码) human DNA, the leading organization for genetic research is in the United States, which began in 1990, is “unlocking the code” of the human body to learn how to defeat fatal diseases . Already, the Human Genome Project has become widely known and praised for finding the genes connected with terrible diseases as yet, and making progress toward separating the genes that show a sign of breast cancer or AIDS.Once these genes are found and studied, researchers can develop new ways to attack infections and genetic diseases. Medical companies are very interested in mapping the human genome, as they expect to develop a lot of new drugs for these illnesses.61. Why did the scientists work hard at mapping the human genome?A. Because the human genome can help us live longer.B. Because they wanted to be better known than others.C. Because the human genome can provide a lot of moneyD. Because the human genome's completion can help them get ridof many diseases.62. Which of the following is NOT true?A. If the genes can be found, scientists can study many new ways to cure illnesses.B. The scientists have made great progress in connecting the genes with the cancers.C. Many medical companies show great interest in drawing the human genome map.D. The United States began the Genes Study early in the 19th century.63. Which country studied the genes most rapidly in the world?A. Japan. C. The United States .B. British EnglandD. China.64. We can conclude that the Human Genome Project can cause_______.A. the policy makers to feel very happy.B. the scientists to work harderC. many people to live longer.D. a lot of companies to produce many new drugs65. What’ the best title of the passage?A. unlocking genetic codeB. the genes' discoveryC. human genome’s scienceD. the genes and the scientistsDGeorge Markov was a famous writer in Bulgaria. In 1969 he suspected that he was going to be imprisoned or killed because one of his plays was regarded as being an attack on leaders of Bulgaria. Markov managed to reach England and got a job with the BBC, writing something in Bulgaria.Some of the BBC programmes were critical of life in Bulgaria. Perhaps as a result of this, Markov received an anonymous telephone call warning him that he would be killed. In September 1978, Markov stopped his car in London and started to walk to his office. When he was passing a bus line, a man in the line seemed to drop his umbrella accidently. Markov felt a sudden pain in the leg.When Markov reached his office, he spoke about the matter to a friend. A few hours later, he began to feel hot. He was sent to hospital and died four days later. The doctors examined his body, and they were puzzled about the cause of his death. Scientists were asked to help and they found a tiny metal pellet in Markov’s leg. The scientists believed that the two holes in it must contain an unknown poison in them.A few weeks before Markov was “shot” with a poisonedpellet fired from an umbrella, another Bulgarian had the same experience in France. Towards the end of August 1978, Kostov felt a sharp pain in the back when he was leaving a railway station in Paris. He was ill for a few days but became well. When news of Markov’s death became known, Kostov was asked to return to hospital for examination. Doctors found a tiny pellet in his back, but it had stuck in an area from which the poison had not been able to spread.The police in both countries are still searching for the reasons why both men were attacked. They hoped to catch their attackers. 66.Which of the statement is right about the underlined word?A．stranger B．well-known C．friendly D. unknown67．Which of the following was not mentioned in the passage?A．George Markov was working for the BBCB．George Markov wrote many plays at that timeC．kostov was “shot” with a poisoned pelletD．Both kostov and George Markov died at last 68．According to the passage, Markov’s suspicions turned out to beA．wrong B．rightC．reasonable D．unreasonable 69．Who killed Markov?A．Bulgarian B．notknown C． French D．British70. We can infer that _________A. Leaders in Bulgaria disliked George MarkovB. The police didn’t find the person who killed George MarkovC. George Markov wrote some critical playsD. George Markov lived in Bulgaria all his life答案星期三（U3-M2）第一节单项填空1-5 A A C C B 6-10 B C B A C 11-15 D B A B B 16-20 D B C C C 21-25 A B C D D第二节完形填空26-30. BBCCD 31-35. DCBAA 36-40. DBCBC第三节语法填空41. as 42. although 43. slowly 44. before 45. by46. an 47. it 48. about 49. to solve 50. both第四节阅读理解51-55 DADBB 56-60 ABACC 61-65 DDCBA 66-70 DBBA。
牛津上海版五上《Unit3Movinghome》word教案
5A M2 U3 Moving homeTheme : Moving homeTopic : Look and say& Look and learnstPeriod : 1 PeriodTeach ing Aims :Lan guage Aims:•Lear n the new words: n orth, south, west, east, study, a lot of •Lear n the new phrases: face(s) ____•Learn the new patterns: Why …? Because …Ability Aims:•Usi ng adverbs to in dicate direct ions.•Using wh-questi ons to ask for reas ons.•Using modeled senten ces to give reas ons.Emotio n Aims:•Love our home.Main poin ts: Using adverbs to in dicate direct ions.Difficult poin ts: Using modeled senten ces to give reas ons.Teach ing aids: PPT, cassette player and cassette 5ATheme : Moving homeTopic : Peter 'new homePeriod : 2nd PeriodTeach ing Aims :Lan guage Aims:•Lear n the new words: share, through, take•Lear n the new patter ns: It takes ___ by bus.Ability Aims:•Using wh-questi ons to ask for reas ons.•Using modeled senten ces to give reas ons.Emotio n Aims:•Love our home.Mai n poi nts:•Using wh-questi ons to ask for reas ons.•Using modeled senten ces to give reas ons.Difficult poi nts: Ss can talk about their homes and give reas ons to the room they like.Teach ing aids: PPT, cassette player and cassette 5AThe second paragraphThethir dparagraphSay and act 1.Ss read the sec ondparagraph.2.Elicit: through3.Show the differe neebetwee n cross andthrough.4.Practise:We must ___________ theroad very carefully.We walked _____________the forest.You can' t _________ theroad when the light is redI try to get into the room________ the wi ndowbecause I can ' t open thedoor.1.Ss read the thirdparagraph.2.E licit: take, take 20minu tes by bus3.Practise:My home is far away fromschool. It takes_____ .（乘公交车需要1小时）The cinema is near myhome. It only takes______ .（步行需要5分钟）1.Ss watch the flashabout the dialogue.2.Ask and an swer.How many bedrooms are therein Peter ' s n home?Does Peter like his room?Why?Who shares the学习第二段语段，了解cross 与through的区别，通过练习巩固知识点。
灭火器计算
1、干粉灭火器（MFZ）2-3kg有效射程距离2.5m,4-5kg射程为4m,时间8-9秒。
8kg射程为5m,时间12秒。
（MFTZ）35-50kg推车有效射程为8m,时间20秒。
70kg推车射程9m,时间25秒。
2、4．本表未尽事宜，应参照规范执行灭火器配置场所所需的灭火级别按如下公式计算：Q=K*S/U其中：Q——灭火器配置场所的灭火级别，单位为A或B；S——灭火器配置场所的保护面积，单位为m2；U——灭火器配置场所相应危险等级的灭火器配置基准，K——修正系数，无消火栓和自动灭火系统的场所，K取1.0；仅有消火栓的场所，K取0.7；仅有自动灭火系统的场所，K取0.5；既有消火栓又有自动灭火系统的场所，K取0.3；计算说明1、假如一个中危险级的A类火灾灭火器配置场所，其保护面积1000平方米，在无消火栓和灭火系统时，计算所需8KG磷酸铵盐干粉灭火器多少只。
根据规范有关规定：其S＝1000m＾2，U＝15m＾2／A，K＝1．0 则a＝KS／U＝1．0×1000／15＝66．7（A）而一个8KG磷酸铵盐干粉灭火器灭火级别为13A故配置灭火器的数量：N＝66．7／13＝5（个）假如配置场所为设有消火栓系统的地下建筑。
则N＝1／3×0．7×5＝4．55＝5（个）2．本表计算数值为保护面积1000m＾2时的计算数据。
使用中保护面积计算规定为：（1）建筑工程按使用面积进行计算；（2）可燃物露天堆垛，甲、乙、丙类液体储罐，可燃气体储罐按堆垛、储罐的占地面积进行计算。
本表计算数据一般按四舍五入取整数值，在对不同保护面积的灭火器取值时，应尽可能选较大正整数值，以确保实际配置的所有灭火器的灭火级别满足该场所灭火器配置要求。
四、其他说明1．本表数据为同一类型、同一灭火级别灭火器的配置数量，同一类型不同灭火级别的灭火器配置数量应实际计算后参照选用。
2．本表只为提供一个保护面积的配置数量，而对灭火器的设置要求及灭火器的保护距离等方面考虑不够，需要完善和发展。
牛津英语5A重点句型总结 2 - 副本
牛津英语5A重点句型总结M1 Getting to know you认识你U1 Can I do this?我可以做这吗？S1: Can I go out, Mum? 妈妈，我可以出去吗？S2: Yes, you can./No, you can’t. 是的,可以/不,不可以。
S1: Can we watch television? 我可以看电视吗?S2: Yes, you can./No, you can’t. 是的,可以/不,不可以。
S1: Which sign means ‘Don’t eat or drink’?哪个标志表示‘不能吃或喝’?S2: This one. 这个。
Ask about:‘This is Zhongshan Park underground station’这是中山公园地铁站‘Don’t smoke’不能吸烟‘Go out this way’这条路出去‘Don’t eat or drink’不能吃或喝U2 This is what I want这是我想要的S1: What do you want, Alice? 艾丽丝，你想要什么？S2: I want (some) paper, please. 我想要一些纸。
OR S2 and S3: We want (some) brushes, please. 我们想要(一些)画笔。
S1: Here’s/Here are (some) brushes. 这有(一些)画笔。
S2: Thank you very much. 非常感谢。
OR S2 and S3: Thank you very much. 非常感谢。
S1: What does Mrs Li want? 李太太想要什么？S2: She wants a BigMac,a large Coke, some milk, some French fries, an apple pie and an ice-cream. 她想要一个巨无霸汉堡，一大瓶可乐，一些牛奶，一些炸薯条，一个苹果派和一只冰激淋。
M2_U3_Grammar_and_Usage_--Past_Perfect_Tense(3) 2
Carter’s lucky pet bird was swallowed by a snake.
2. Then a few months after Carter had opened the tomb, Lord Carnarvon fell ill with a fever and died.
Practice
Complete the story on page 49.
Amelia Earhart was born on 24th July 1897. She had an exciting childhood. Before she moved to Des Moines, she ⑴ _____already _____ her had Chicago,seen first airplane. She ⑵_______to six years moved later. She worked as a nurse in the First World War and became interested in flying. She⑶ ______ had already _______ flying lessons before she bought taken her first plane . Then her interest in flying really began to grow. In 1929, she organized an air race for women. A year earlier, she ⑷______________ had become the first woman air passenger to fly across the Atlantic.
外研版英语八年级上册M2 U3课件
4. Complete the word map with the words in the box. You need to use one word more than once.
big cold large new old small warm
warm cold weather
history old
big cold large old tall
1. Shenzhen was very small about thirty years ago but it is much _b_i_g_g_er_ now.
2. This building is tall but that building is much _t_a_ll_e_r_.
1. It’s getting bigger and busier. 2. It’s a newer city than Hong Kong. 3. Its streets are much wider and cleaner too. 4. It’s taller than many other buildings in
new
Place
large small size
population
small large
Now work in pairs. Talk about your home town. Use the words in the word map to help you.
warm cold weather
Unit 3 Language in use
➢ Key sentences:
1. The population of India is smaller than that of China but bigger than that of Russia.
3A M2 U3
Module 2 Me, my family and friendsUnit 3 FamiliesPeriod OneTeaching contents:Look and learnTeaching Aims1、Using nouns to identify people e.g. mother2、Asking Wh-questions to find out a person’s identity. e.g. Who’s he?3、Using possessive adjectives to indicate possession. e.g. He’s my brother.4、Introduce the family members.Difficult and key points:Who’s she / he?She’s / He’s my ….Teaching aids:some photos of members of their family. Word Cards.Period TwoTeaching contents:Say a poemTeaching Aims:1、U sing nouns to identify animals. e.g. I’m a cat.2、Using adjectives to identify and describe animals. e.g.My tail is long.3、The students can say new poem.Difficult and key points:My tail is long.My ears are small.Teaching aids:photographs,some pictures,Cassette 3 A and a cassette player,soft toys.Period ThreeTeaching contents:Look and sayTeaching Aims:1、Using nouns to identify animals. e.g. I’m a cat.2、Using adjectives to identify and describe animals. e.g.My tail is long. Difficult and key points:Describe animalsTeaching aids:soft toys,some pictures,Cassette 3 A and a cassette player.The Fourth PeriodTeaching contents; Look and sayTeaching Aims:1. 知识目标：能用Are you my mother? My…is…进行对话。
电缆额定电流的计算方法
电缆额定电流的计算方法1 10下五 100上2 即：2.5 4 6 10每平方毫米导线安全载流量按5A计算。
120 150185以每平方2A计算。
2 25 35 四三界即：16 25每平方按4A计算 35 50按3A 计算。
3 70 95 两倍半。
4 穿管高温八九折即：穿管8折，高温9折，既穿管又高温按0.72折计算5 裸线加一半即：按绝缘导线的1.5倍计算。
6 铜线升级算即：铜线的安全载流量是按上一级铝线的安全载流量计算的如：6平方的铜线可按10平方的铝线计算。
7 三相四线线制中零线的截面积，通常选为相线的一半左右，在单相线路中，由于零线和相线所通过的负荷电流相同，因此零线截面积应与相线截面积相同。
8 对于电缆口诀中没有介绍，一般直埋地的高压电缆，大体上可直接采用上述口诀的有关倍数计算。
已知用电设备总功率为50000W,如何计算总电缆线三相中的每相电流呢?有没有相关的公式呢?选择多大线径的合适?用于设计配电柜的进线.三相电流计算:Ijs=Pe*Kx/（1.732*0.38*ｃｏｓ∮）.单相电流计算:Ijs=Pe*Kx/（0.22*ｃｏｓ∮）.功率因数的是什么作为一个交流电路，其交流电源的容量是一定的，其大小是用视在功率S＝IU来表示的。
由于不同的交流电路其负载参数（R、L、C）是不同的，因此电路中电压和电流的相位差也不同。
于是，电路中的负载就不可能完全吸收电源的视在功率，其可利用的功率就是有功功率P仅是视在功率S的一部分，这就涉及到交流电源的利用率问题，功率因数就是反映这种利用率大小的物理量。
在单相交流电路中，已知单相交流电路的功率因数COSφ的概念是有功功率P与视在功率S 的比值，即：COSφ＝P／S这对三相交流电路同样也是适用的，只是此时的COSφ是指三相交流电路的功率因数，P和S是指三相交流电路总的有功功率和总的视在功率。
由此可见，功率因数越大，表示电路中用电设备的有功功率越大，也就是电源的利用率越高。
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Module 2 Me, my family and friend
Unit 3 A birthday party
The first period
Teaching contents : Look and say
Teaching aims:
1. Basic aims:(1)Using nouns to refer to dates.
e.g. twenty-first
(2)Asking Wh-questions to find out various kinds of specific information about a person e.g. When’s your birthday?
(3)Using the simple present tense to express simple truths.
e.g. My birthday’s on the twentieth of November.
(4)Using prepositions to indicate time. e.g. My birthday’s on the first of June.
2. Developing aims: Using the simple present tense to express simple truths.
e.g. My birthday’s on the fourth of July.
3. Education aims: Loving Mother.
Difficult and key points:
Using the simple present tense to express simple truths.
e.g. My birthday’s on the twentieth of November. Teaching aids: calendar; cards, cassette player
The second period
Teaching contents : Do a survey
Teaching aims:
1.Basic aims:
(1)Asking Wh-questions to find out various kinds of specific information about a person e.g. When’s your birthday?
(2)Using the simple present tense to express simple truths.
e.g. My birthday’s on the …of…
(3)Using prepositions to indicate time. e.g. My birthday’s on the …of …
2.Developing aims: Using the simple present tense to express simple truths.
e.g. My birthday’s on the fourth of July.
cation aims: Loving Mother.
Difficult and key points: Using the simple present tense to express simple truths.
e.g. My birthday’s on the …of …
Teaching aids: calendar; cards, cassette player
The third period
Teaching contents : Page 26
Teaching aims:
Basic aims:
(1)Using Wh-questions to find out various kinds of specific information about a person. e.g. Which car do you like?
(2)Using the simple present tense to make requests. E.g. I want a car.
(3)Using indefinite pronouns to refer to objects. E.g. I like that one. Developing aims: Using Wh-questions to find out various kinds of specific information about a person e.g. Which car does he/she like? Education aims: Using the simple present tense to express interests ,feeling and opinions. E.g. I like that one .
Difficult and key points: Using Wh-questions to find out various kinds of specific information about a person. e.g. Which car do you like? Teaching aids: calendar; cards, cassette player
The fourth period
Teaching contents : Page 27
Teaching aims:
Basic aims:(1) Asking Wh-questions to find out various kinds of specific information about a person e.g. What are you doing?
(2)Using the present continuous tense to describe an action taking place at the time of speaking. e.g. I’m making an invitation.
(3)Using possessive adjectives to show possession. e.g. This is your present. Developing aims: Following the steps in Make an invitation and making their own invitation cards.
4. Education aims: Congrate one’s birthday p olitely.
Difficult and key points: Compare “make an invitation”with “make some invitations”.
Teaching aids: cards, cassette player
The fifth period
Teaching contents : page 28
Teaching aims:
Basic aims:(1) Asking Wh-questions to find out specific information.
e.g. What am I doing?
(2)Using the present continuous tense to describe an action taking place at the time of speaking. e.g. You’re writing.（3）Asking simple questions to obtain“Yes/No”responses. Education aims: Using the simple present tense to express interests. 5. Difficult and key points: Asking Wh-questions to find out specific information. e.g. What am I doing?。