Part 2 Chapter 2_3
2-3 排水量及浮心位置的计算

令 δd=1cm=0.01m,δ△=TPC 则有: TPC = ω Aw 100 从式子中可以看出TPC只与Aw有关,因此该曲线形状完全与水线面面积曲 线相似。 若在该处装(卸)载小量载荷(不超过排水量的10%),则平均吃水变化 量为:
p δd = ± TPC
lxl-wxjx
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船舶原理
排水体积 ∇ Ⅴ=δd.(Ⅳ)/2 … … … … …
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船舶原理
2.TPC曲线的计算: 定义:船舶正浮时吃水增加(或减小)1cm时,引起排水量增加(或减小)的 吨数称为每厘米吃水吨数TPC。 设吃水为d时水线面面积为Aw,则吃水改变δd时排水体积变化为:
δ ∇ = A w .δ d ⇒ δ ∆ = wA w .δ d
∫
d 0
i
∇ dz
∇
在具体计算过程中,往往根据梯形表格法来进行计算,表格形式如下:
2012-5-13
lxl-wxjx
船舶原理
16
浮心纵向坐标曲线计算(按照表格进行计算)
水 线 号
Ⅰ 0 1 2 3 …
水线 面积
Ⅱ Aw0 Aw1 Aw2 Aw3 …
漂心 乘积 位置
Ⅳ= Ⅱx Ⅲ
成 对 和 Ⅴ
至上至 下和
∫
− L / 2
A
dx
正浮状态时,浮心横向坐标yB=0,无需计算。且由上述公式可知:要计 算浮心位置和排水体积,得先进行横剖面面积计算。
2012-5-13 lxl-wxjx 6
船舶原理
Part3.横剖面面积曲线和水线面面积曲线
横剖面面积曲线: 分别算出船舶在某一吃水d时的各站号处的横剖面面积AS,以船长 L为横坐标,以横剖面面积As为纵坐标,可绘制如下图曲线:
服务营销英文版教案-第二章:FOCUS ON THE CUSTOMER(超详细83页PPT)

▪ Skydiving, jungle safaris, and bungee jumping…
3-10
马斯洛的需要层次理论
自我实现的 需要:
尊重的需要:
▪ Personal and Non-personal Sources
▪ When purchasing services, consumers seek and rely to a greater extent on personal sources for several reasons.
▪ Mass and selective media can convey less information about experience qualities.
3-14
2.3 Evaluation of Service Alternatives P 53
▪ The evoked set of alternatives-that set of products that a consumer considers acceptable in a given product category- is likely to be smaller with services than with goods. ▪ Offering a single “brand” for sale in an establishment. ▪ Consumers are unlikely to find more than one or two businesses providing the same services in a given geographic area ▪ Difficult to obtain adequate pre-purchase information about service ▪ Service Alternatives : The internet; Self-service
新思维3AChapter3教案

Arouse pupils’ interest in reading
Whilereading
Read the story by themselves and answer the questions: ’s Ricky’s Parents’ Day ’s Kitty’s Parents’ Day3 what happened to their parents
Pupils can write down the sentences:When’s ...... It’s on......
教学重点
The expression of ordinal numbers.
The school activities
教学难点
the spelling and expression of the ordinal numerals
教学板块
教学活动设计
设计意图或作业落实
Lead in
Let’s sing: “months of the year”
Free talk: What day is it today/What’s the weather like today What’s the date today
Warm up
Prelearning
Read the sentences follow the teacher
Practice the dialogue with their partners
To act out the school
Close their books and retell the story according to the key words: invitationParents’ Daymungo to the Parents’ Daykitty’s school.
04年3月全国英语等级考试三级真题(2)

04年3月全国英语等级考试三级真题(2)SECTION Ⅲ Reading Comprehension(40 minutes)Part ADirections:Read the following three texts. Answer the questions on each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.Text 1Bum rate is the speed at which a startup business consumes money. My rate would be $ 50,000 a month when my new media company started. So, I began looking around for individuals who would be my first investors. "Angel money" it was called. But when I reviewed my list of acquaintances to find those who might be able to help, I found the number got small.With no other choices, I began meeting with the venture-capital companies. But I was warned they took a huge share of your company for the money they put in. And if you struggled, they could drop you cold.As I was searching for "angel money", I started to build a team who trusted me even though I didn't have money for paychecks yet.Bill Becker was an expert in computer programming and image processing at a very famous Media Lab at M. I.T. With his arrival, my company suddenly had a maior technology "guy" in-house.Katherine Henderson, a filmmaker and a former real-estate dealer, joined us as our director of market research. Steve White came on as operating officer. He had worked for the developer of a home-finance software, Quicken. We grabbed him.We had some really good people, but we still didn't have enough money. One night, my neighbor, Louise Johnson, came for a visit. She and I were only nodding acquaintances, but her boys and ours were constant companions. She ran a very good business at the time.Louise was brilliant and missed nothing. She had been watching my progressclosely. She knew I was dying for money and I had prospects but could offer no guarantees of success.She told me that her attorney had talked to mine and the terms had been agreed upon. She handed me an envelope. Inside was a check for $ 500,000.I almost fell down. I heard her voice as if from heaven."I have confidence in your plan," she said. "You' 11 do well. You're going to work hard for it, but it' s satisfying when you build your own company."Who would have thought I'd find an angel so close to home? There were no words sufficient for the moment. We just said good night. She left and I just stood there, completely humbled and completely committed.46. For a newly-established business, bum rate refers to___________.A. the salary it pays to its staffB. the interest it pays to the bankC. the way in which it raises capitalD. the speed at which it spends money47. By "Angel money", the author refers to__________.A. the money borrowed from banksB. the money spent to promote salesC. the money raised from close friendsD. the money needed to start a business48. To get help from a venture-capital company, you may have to__________.A. put up with unfair termsB. change your business lineC. enlarge your business scopeD. let them operate your business49. The author easily built a team for his company because__________.A. they were underpaid at their previous jobsB. they were turned down by other companiesC. they were confident of the author and his businessD. they were satisfied with the salaries in his company50. Louise decided to lend money to the author because__________.A. she wanted to join his companyB. she knew he would build a teamC. she knew his plan would succeedD. she wanted to help promote his salesText 2Nearly all "speed reading" courses have a "pacing" element--some timing device which lets the student know how many words a minute he is reading. You can do this simply by looking at your watch every 5 or 10 minutes and noting down the page number you have reached. Check the average number of words per page for the particular book you are reading. How do you know when 5 minutes has passed on your watch if you are busy reading the book? Well, this is difficult at first. A friend can help by timing you over a set period, or you can read within hearing distance of a pub-lic clock which strikes the quarter hours. Pace yourself every three or four days, always with the same kind of easy, general interest books. You should soon notice your accustomed w. p.m. rate creeping up.Obviously there is little point in increasing your w. p. m. rate if you do not understand what you are reading. When you are consciously trying to increase your reading speed, stop after every chapter ( if you are reading a novel) or every section or group of ten or twelve pages ( if it is a text-book) and ask yourself a few questions about what you have been reading. If you find you have lost the thread of the story, or you cannot remember clearly the details of what was said, reread the section or chapter.You can also try "lightning speed" exercise from time to time. Take four or five pages of the general interest book you happen to be reading and read them as fast as you possibly can. Do not bother about whether you understand or not. Now go back and read them at what you feel to be your "normal" w. p. m. rate, the rate at which you can comfortably understand. After a 'lightning speed' reading through (probably 600 w. p. m. ) you will usually find that your "normal" speed has increased-perhaps. by as much as 50-100 w. p.m. This is the technique sportsmen usewhen they usually run further in training than they will have to on the day of the big race.51. According to the passage, a "pacing" device_________.A.is used to time student' s reading speedB.is. not used in most, speed reading coursesC. is used as .an aid to vocabulary learningD. should be used whenever we read alone52. In speed reading, looking at your watch every 5 or 10 minutes_________.A. avoids the need for reading fasterB. is not the same as pacingC. may seem unworkable at firstD. helps you to remember your page number53. When you are reading a novel, you should check your understanding of the content after_______.A. every chapterB. every sectionC. every four or five pagesD. every ten or twelve pages54. The purpose of the "lightning speed" exercise is to_________.A. increase your speed by scanning the text firstB. test your maximum reading speedC. help you understand more of the content of the bookD. enable you to win reading races against your friends55. The best title for this passage would be_________.A. Hints for Successful ReadingB. Hints for Speed ReadingC. Effective ReadingD. Lightning Speed ExercisesText 3There is one difference between the sexes on which virtually every expertand study agree: men are more aggressive than women. It shows up in 2-year-olds. It continues through school days and persists into adulthood. It is even constant across cultures. And there is little doubt that it is rooted in biology in the male sex hormone testosterone.If there's a feminine trait that's the counterpart of male aggressiveness, it's what social scien-tists awkwardly refer to as "nurturance". Feminists have argued that the nurturing nature of women is not biological in origin, but rather has been drummed into women by a society that wanted to keep them in the home. But the signs that it is at least partly inborn are too numerous to ignore.Just as tiny infant girls respond more readily to human faces, female toddlers learn much faster than males how to pick up nonverbal cues from others. And grown women are far more adept than men at interpreting facial expressions: A recent study by University of Pennsylvania brain researcher Ru-ben Gur showed that they easily read emotions such as anger, sadness and fear. The only such e-motion men could pick up was disgust.What difference do such differences make in the real world? Among other things, women appear to be somewhat less competitive--or at least competitive in different ways--than men. At the Harvard Law School, for instance, female students enter with credentials just as outstanding as those of their male peers. But they don' t qualify for the prestigious Law Review in proportionate numbers, a fact some school officials attribute to women' s discomfort in the incredibly competitive atmosphere.Students of management styles have found fewer differences than they expected between men and women who reach leadership positions, perhaps because many successful women deliberately imitate masculine ways. But an analysis by Purdue social psychologist Alice Eagly of 166 studies of leadership style did find one consistent difference: Men tend to be more "autocratic"-making decisions on their own--while women tend to consult colleagues and subordinates more often. Studies of behavior in small groups turn up even more differences. Men will typically domi-nate the discussion, says University of Toronto psychologist Kenneth Dion, spending more time talking and less time listening.56. The passage mainly discusses__________.A. how sex differences are demonstrated in social relationsB. how hormone determines sex differencesC. why there are differences between males and femalesD. why men and women have different social roles57. Which of the following is true of women's nurturing nature according to the passage?A. It is not inborn in any sense.B. It is inspired by women' s families.C. It is caused by social prejudice.D. It is partly biological in origin.58. The Harvard Law School example in paragraph 3 suggests that_________.A. women are not as competitive as menB. law is not the fight profession for womenC. women are as excellent as men when they are youngD. academic credentials are disproportionate to performance59. Which of the following statement is tree according to paragraph 4?A. Men leaders should consult colleagues and subordinates more often.B. Female leaders' success is due to their imitating male leaders.C. Men and women are different in their leadership style.D. Decisiveness is an important quality for a successful politician.60. It can be inferred from the passage that the writer_________.A. denies the difference sexes make in real lifeB. is prejudiced against menC. discourages women to be competitiveD. treats sex difference objectivelyPart BDirections:Read the texts from an article in which five people talked about energy and making use of it. For questions 61 to 65, match the name of each speaker to one of the statements (A to G) given below. Mark your answers on your ANSWERSHEET 1.Jackson:Viewed from a scientist's standpoint, all of the energy contained in fuel either now or in the future becomes heat. Some of the heat is used directly or produces useful work. The rest is lost or rejected.That is to say, it is radiated into the atmosphere from the engines, motors, furnaces, power lines, television sets, boilers and all the other energy-consuming machinery that makes our wheels go around.Browning:It is necessary to improve the efficiency with. which we use energy in order to do more work. But improvement cannot come overnight, and there are limits beyond which not even science can help.According to the Center for Strategic and International studies, about three quarters of the energy we use to move things, including ourselves, accomplishes no useful work.Jeffrey:In terms of efficiency, buses, trains, and other forms of public transportation may be using en-ergy more efficiently than private automobiles. Unless private automobiles can operate at near capacity, their overall efficiency is poor. For example, an urban bus carrying 36 passengers may achieve an efficiency of around 120 passenger-miles per gallon of gasoline. But buses are not al-ways fully loaded, and sometimes they carry no passengers at all.Vandenberg:It is true that buses can sometimes run without passengers. City trains seem to be very effi-cient, but they suffer the same shortcomings as buses and cost more. Except for rush hours, com-muter trains seldom run at full capacity. This wastes even more energy and is more than the management can afford.As a result, commuter trains are truly practical only in places where there are a lot of people.Nathan:For some people, mass transportation may serve their needs. For others, a combination of mass transportation and private transportation may be preferable. Better design and wise use of both mass transportation systems and private vehicles will play an important part in helping us make full-er use of energy for transportation.Now match each of the persons (61 to 65) to the appropriate statement.Note: there are two extra statements.Statements61. Jackson A. City trains and buses have different faults to overcome.62. Browning B. The efficiency of the city train depends on the size of population.63. Jeffrey C. Public transportation is usually more energy-efficient.64. Vandenberg D. Private cars usually run at full capacity.65. Nathan E. No fuel energy is fully used.F. A combined means of transport can help increase energy efficiency.G. Problems of energy loss can never be completely solved.。
朗文2A-chapter3-教案

Chapter3 People who help us单元分析:本单元的主题是在日常生活中帮助我们的人。
学生学会谈论哪些曾经帮助过他们的人。
学生们讨论他们的身份、描述他们的特征,他们还通过使用这些信息给那些帮助过他们的人写感谢信。
本单元由句型教学、语篇教学、故事教学、歌曲和语音等几个部分组成。
通过本课学习使学生学会对日常用语进行交际、说英语、唱歌曲,做游戏、敢干开口,乐于模仿,在鼓励性评价中树立信心在小组活动中积极参与合作,在表演、对话、诗歌等形式的学习过程中激发学生对英语学习的兴趣。
文中出现的学科和人物特征的单词较难读准发音,另外本单元出现的人称代词宾格以及单词的前缀这些语法知识点学生也较难理解,因此在学习语篇时老师应尽可能给学生创设适合他们的情境,便于操练,利于学习。
在故事教学中中,充分交给学生,发挥其小组合作的主动性,充分利用语言操练。
Language focus:1.Who’s your…teacher?2.My …teacher is …3.She’s kind. I like her.4.He’s helpful. I like himLanguage focus:er/ / driver, hawker, swimmerText types:Conversations, stories, stories, thank-you note, songs教具准备:PPT、图片。
课时安排:本单元共安排五课时Chapter3 People who help us(Period 1)一、Teaching contents:《International Edition Longman Welcome to English》Chapter3 People who help us PartA二、Teaching aims1. Aims of knowledgea. To introduce pupils to the interrogative pronoun who and the personal pronouns himor her.b. To get the pupils to practice identifying people and telling if they like them.c. To encourage pupils to ask and answer who’s their teacher.2. Aims of abilitiesa. Use simple sentences to communicate with others.b. To converse about feeling, interests and experiences.c. To obtain and provide objects and information in simple classroom situations and throughactivities such as interactive games and role-play3.Aims of emotionDevelop participatory, cooperative, love and caring attitudes三、Difficult and key pointsKey points:a. To introduce pupils to the interrogative pronoun who and the personal pronouns himor her.b. To get the pupils to practice identifying people and telling if they like them.c. To converse about feeling, interests and experiences.Difficult points:To encourage pupils to ask and answer who their teachers are.四、Teaching aids1. flash cards2. PPT五、T eaching procedure:Step 1. Warm-up1. Make greetings2. Warm-up activities.3.Talk with the studentsStep 2. Presentation1. Teach whoI’m Ms Ding. I teach you English.Who am I? I’m your English teacher.Who’s your English teacher? Your English teacher is Ms Ding.2. Pretend you to not know the pupil’s names. Ask Who questions.Who’s ….? Hands up. Come on. Say ,”I’m …”Who are you? Tell me your name. Say, “I’m …”3. Write the names of different school subjects on the blackboard:English, Chinese, Maths, Music, PE, etc. Use symbols to explain the meaning of the subjects.Chinese characters for Chinese, numbers for Maths, music note for Music, etc.4. Ask pupils for the names of their subject teachers and write the names next to thesubjects, eg, Chinese= Miss Tang.T: Who’s your Chinese teacher? Tell me her surname.S: Tang. My Chinese teacher is Miss Tang.5. Revise like.T: Do you like your Chinese teacher? Do you like Miss Tang?S: Yes, I do.6.Teach the adjectives describing people. Write them on the board. Give examples.helpful, kind, friendly7. Revise subject pronouns and teach object pronouns. Write on the board.8.Ok ,listen to the E –book and follow .9.Little teacher10. Read in rols ,Step 3. Conclusion1. Let the Ss talk with their partner by using the questions they have learned.2. Read the new words and have a competition(let each of a group come to the board tohave a competition ,who is quicker ,I will give a star )3. Act the conversations ot .六、Homework1.Copy the words 3 times and try to remember them.2.Follow the CD read part A七、 Blackboard writing八、Reflection after class:Chapter3 People who help us (Period 2)一、 Teaching contents:《International Edition Longman Welcome to English》Chapter3 People who help usPart B & Part F二、Teaching aims1. Aims of knowledgea. To introduce pupils to the interrogative pronoun who and the personal pronouns himor her.b. To get the pupils to practice identifying people and telling if they like them.c. To encourage pupils to ask and answer who’s their teacher.d. To enable pupils to enjoy and appreciate the English Language through singing a simpleEnglish song.2. Aims of abilitiesa. To provide or find out and present simple information on familiar topics.b. To develop an awareness and an enjoyment of the basic sound patterns of English inimaginative texts through activities such as participating in action rhymes, singing songs and choral speaking.3. Aims of emotionDevelop participatory, cooperative, love and caring attitudes三、Difficult and key pointsKey points:a. To introduce pupils to the interrogative pronoun who and the personal pronouns himor her.b. To get the pupils to practice identifying people and telling if they like them.c. To converse about feeling, interests and experiences.Difficult points:a. To enable pupils to enjoy and appreciate the English Language through singing a simpleEnglish song..四、Teaching aids1.Flash cards2.PPT五、Teaching procedure:Step1. Warm-up1. Greetings2. Warm-up activities.3.Talk with the SsStep 2. Presentation1.Good morning class! Good morning. What’s the weather like today ? What day is it today?2.Ok ! You did a nice job, who can answer my question ? Look at the screen .(PPT). Review thewords they have learn. Using the flash cards, cover them and ask pupils to spell them keep repeatingWho’s your… teacher?My… teacher is …..He’s helpful. I like him.She’s kind. I like her.Correct them when they were wrong.3. Ask pupils questions to show the usage of the subject pronouns and object pronouns4. Draw circles and write word cues in each of them. Tell pupils to use the cues to makesentences.5. Get pupils get into groups of three. Tell each of them to make a sentence about a teacher. Step 5.ConsolidationPart B: 1.Let the Ss talk with their partner and do the Part B together.2.Check the answer3.Act conversatione the sentences they have learned instead of the text.Part F: 1. Play the song and tell the pupils to follow the words with their fingers.2. Play the song again and ask pupils to sing along.3. Tell pupils to fill in the blanks with the names of people in your school, their identity andadjectives to describe them.4. Invite pupils to sing the song in groups or individually for the whole class. Giveencouragement and recognition for their performance.六、 Homework1. Recite part A.2.Sing the song to your parents3. Fill in the blanks of Part B.七、 Blackboard writing七、Reflection after class:Chapter3 People who help me (Period3)一、Teaching contents:《International Edition Longman Welcome to English》Chapter3 People who help me Part c二.Teaching aims:Aims of the knowledge:1. To develop pupils’ reading skills and stimulate their critical thinking ability.2.To provide or find out and present simple information on familiar topics.3.To interpret and use simple given information through processes or activities such as labeling, matching, sequencing, describing, classifying,and to follow simple instructions4.To recognise some obvious features of the English language in simple spoken and written texts such as the direction of writing in English, the characteristics of an alphabetic script and the sound patterns of English; and apply this awareness to one’s initial learning and use of the languageAims of the abilities:1. To provide or find out and present simple information on familiar topics2. Use simple sentences to communicate with others .Aims of the emotion:1.Appreciative with respect for others.Key points:1.Pupils can understand the text.2.Pupils can read the text by themselves.3.Pupils can answer teacher’s question.4.Pupils can do the Part D by themselves.三.Difficult and key points:1. To develop pupils’ reading skills and stimulate their critical thinking ability.2.To provide or find out and present simple information on familiar topics. 四.Teaching aidsFlash card , CD , super E-book五.Teaching ProcedureStep1.Warm-upGreet to pupilsWarm-up activities.Talk with the Ss.Step 2.Presentation1.Good morning class!Good morning. How are you?What’s the weather like today?What day is it today?Ok ! You are great . Boys and girls .Let’s have a revisionT:Who’s your Maths teacher ?S: My Maths teacher is Miss Wu .T:Who’s your Chinese teacher ?S: My Chinese teacher is Miss Lee. T:Who’s your PE teacher ?S: My PE teacher is Miss An .T: Who’s your Computer teacher ?S: My Computer teacher is Mr Qin.T: Which teacher do you like best ?S: I like …Ok ,we will find who do the boys like ?Today we are going to learn Chapter 3 Part C.Now I will give you three minutes to read by yourselves and afterStep 3. Practice1.Read the text2.Let them have a role play.Step 4. ProductionTell Ss to get into group of four to six practice the text.T and Ss find the skills.Step 5. Homework1. Read part C and try to recite it.Step 6. Blackboard DesignTask3 People who help meCatch prefect unfriendlyStep 7. Reflection after classChapter3 People who help me (Period4)一.Teaching contents:《International Edition Longman Welcome to English》Chapter3 People who help me Part E二. Teaching aims:Aims of the knowledge:1. To get pupils to practice describing people and telling if they like them.2. To converse about feelings, interests and experiences3. To obtain and provide objects and information in simple classroom situations and throughactivities such as interactive games and role-play .Aims of the abilities:1. To establish and maintain relationships and routines in carrying out classroom activities.2. To get pupils to practice talking with others.3. Let the Ss write a Thank you note by using what they have learned .Aims of the emotion:1.Appreciative with respect for others.Key points:1. To get pupils to practice talking about more about their teachers .2. Appreciate the beauty of the language through enjoying reading simple conversations. 三.Difficult and key points:1.To converse about feelings,interests andexperiences .2. To get pupils to practice describing people and telling if they like them.四. Teaching aidsFlash card , CD , super E-book五 Teaching ProcedureStep 1. Greetings1. Greet to pupils2. Warm-up activities.3.Talk with the Ss.Step 2. Presentation1. Hello, class! Good morning.Nice to meet youWhat’s the weather like today?What day is it today?2.Revise the pronouns and adjectives.Read the sample conversations in part E.Follow the CD to read part E together.Then group by group .(Ok ,let’s have a competition ,who is better I will give a sticker) Boys and girls read ,Lisen to T carefully try to responseSs try to listen and respond .3. Teach the words bus driver and caretaker.4. Listen to the E-book point and say . In pairs, pupils read Candy and Charlie’s notes and act the children. Then they talk about their bus driver or caretaker.Ss try to listen and respond .5.Teach how to read a Thank you note .Look ,6.Thank you note has three parts .Here is head part ,after head part we should write acomma7..Next part is the body part ,you can write what you like ,and the last part is your name . Ss try to listen and respond .Ss answer the T’s question T will give he\she a prize .Let the Ss read it together ,group by group ,one by oneStep 3. Practice:1. Give Ss 3 minutes let write a Thank you note to your English teacher.2.Let some Ss show theirwriting.Step 4. ConsolidationTell Ss to find out more informations about their teachers.Step 5. Homework1.Read part E and try to recite it .2. Write a Thank you note to your English teacher.Step 6. Blackboard DesignYou’re a good caretakerYou’re helpful and friendlyDo you like him?Yes, I doStep 7. Reflection after classChapter3 People who help me (Period5)一.Teaching contents:《International Edition Longman Welcome to English》Chapter3 People who help me PartF二.Teaching aims:Aims of the knowledge:1.To develop an awareness and an enjoyment of the basic sound patterns of English inimaginative texts through activities such as participating in action rhymes, singing songs and choral speaking2.To teach the r-controlled vowel/ə /for the letters er.3.To enable pupils to enjoy and appreciate the English Language through singing a simpleEnglish song.4.To provide or find out and present simple information on familiar topics.5.To develop an awareness and an enjoyment of the basic of the basic sound patternsof English in imaginative texts through activities such as participating in action rhymes, singing songs and choral speaking.Aims of the abilities:1.To provide or find out and present simple information on familiar topics.2.To recognise some obvious features of the English language in simple spoken andwritten texts such as the direction of writing in English, the characteristics of analphabetic script and the sound patterns of English; and apply this awareness to one’sinitial learning and use of the language.3.To interpret and use simple given information through processes or activites such aslabeling, matching, sequencing, describing, classifying; and to follow simpleinstructionsAims of the emotion:1. To enable pupils to enjoy and appreciate the English Language through singing a simpleEnglish song.三.Difficult and key points:1.To teach the r-controlled vowel/ə /for the letters er.2.Get pupils to pronounce the/ə / in different words.四.Teaching aidsFlash card , CD , super E-book五.Teaching procedureStep1.Warm-up1. Greet to pupils2. Warm-up activities.3.Talk with the SsStep 2 Presentation1. Hi, class! Good morning.Nice to see youWhat’s the weather like today?What day is it today?2. Get pupils to look at your mouth while you pronounce the/ ə /sound or paly the video in thesuper E-Book.Look at my mouth. Say after me.3.Play the phonics game in the super E-Book.4.Ask pupils to look for two more words with the same sound(teacher,cleaner)5.Give pupils a tongue twister to say as they can:Peter picked some pepper, how much pepper did peter pick?Make sure that pupils do not mispronounce peter as/pit ə:/.6.Ask pupils to say other known words with the same sound.7.Play the song and tell pupils to follow the words with their fingers.8.Play the song again and ask pupils to sing along.9.Tell pupils to fill in the blanks with names of the people in your school, their identity and adjectives to describe them.10. Invite pupils to sing the song in groups or individually for the whole class. Give encouragement and recognition for their performance.Step 3. Practice1. Let the Ss talk with their partner how to read the poem. Let each of a group come to the board to have a competition ,who is better, I will give a star )Step 4. Production.1.Tell Ss to find out more informations about the / ə /.Step 5. Homework1. Sing part F .2.Act the part F to your parents.Step 6. Blackboard DesignThis is Mr/Mrs/Miss____________.He/She is our_________________.He/She is very________________.We like him/her.Step 7. Reflection after class。
酶(part2)

经整理得:[ES ]=[Et ][S ] K m +[S ]
(1)
由于酶促反应速度由[ES]决定,即 决定, 由于酶促反应速度由 决定
v = k2 [ES ]
,所以
[ES ] =
将(2)代入(1)得: )代入( ) 当[Et]=[ES]时, 时
[Et ][S ] v = k2 K m + [S ]
所以
Vmax 2
Vmax[S] = Km + [S] Km=[S]
∴Km值等于酶促反应速度为最大反应速度一半时 的底物浓度,单位是mol/L。 的底物浓度,单位是 。
小结: 小结:Km的物理意义 的物理意义
Km值
① Km等于酶促反应速度为最大反应速度一半时的底物浓 度。 ② 意义: 意义:
a) Km是酶的特征性常数之一; 是酶的特征性常数之一; b) Km可近似表示酶对底物的亲和力; 可近似表示酶对底物的亲和力; c) 同一酶对于不同底物有不同的 同一酶对于不同底物有不同的Km值。 值
2.酶活力单位和比活力表示方式 (1)酶活力单位
惯用单位 :酶促反应在单位时间内生成一定量的产物或消 耗一定数量的底物所需的酶量 。 国际单位(IU):在特定条件下,每分钟催化1μ mol底物 国际单位(IU):在特定条件下,每分钟催化1μ mol底物 ):在特定条件下 转化为产物所需的酶量为一个国际单位。(1976) 转化为产物所需的酶量为一个国际单位。 1催量(1 kat)是指在特定条件下,每秒钟使 催量( 催量 )是指在特定条件下,每秒钟使1mol底物转化 底物转化 产物所需的酶量。 产物所需的酶量。(1979) Kat与IU的换算:1IU=16.67×10-9Kat, 与 的换算 的换算: = × , 1Kat=6×107IU = ×
Part 2 Chapter 3
___________________________________________________ ___________________
• G. Listen to these examples of reductions from the conversation. Repeat them after the speaker.
Chapter Three
GETTING AROUND THE COMMUNITY
PART I. GETTING THE MAIN IDEAS: STRESSED WORDS AND REDUCTIONS • A. Herb and Mike live in a small college town near a big city. Mike needs to go into the city today. Listen to their conversation. You may not understand every word. Listen for the main ideas.
• B. Listen again. Write the following stressed words in the correct place:
• • • • • • • • • • Herb: Say, Mike. Can you ______ me some ______ with my ______ homework this afternoon? Mike: Uum, I’d ______ to, but I really ______. I have to go into the ______ and do a lot of ______. Herb: Like ________________, for example? Mike: I have to go to the ______ _and open a checking account, I have to mail a ______ at the post office, and I ______ get a haircut, too. Herb: Well, that’s not ______. When are you going to come ______? Mike: I’m not ______ _. I might eat downtown if the ______ looks ______ . Herb: How are you going to get ______ _ ? Mike: I think I’ll ______ a ______
《跨境电商实用英语》第2版 人大版习题答案Unit 2-Chapter 2
Part Two:Passage ReadingTask 11.AliExpress is a platform for overseas buyers, with payment realized throughAlipay international accounts, and the products are shipped by international express.2. The advantage of AliExpress lies in the reasonable platform entrance fee compared with other competitors. AliExpress also provides services as one-stop translation of products, products releasing, payment, logistics and other services.3. Sellers and buyers on AliExpress communicate mainly through InMail and order message. On one hand, order message can simplify the choices of communication methods for buyers and sellers, which can avoid missing important information. On the other hand, the order messages are important evidence during the dispute settlement, which can guarantee the completion of order communication information.Task 22.account for 2. marketable3. explicitly4. volume5. logistics6. guarantee7. encouraged by8. proxyTask 31.I have just spent a holiday there and would recommend it to anyone.2.The flowers were put on the table for ornament.3.He likes the stocks and he is accustomed to trading in and out of its shares.4.For foreign holidays you will need a valid passport.5.I feel I have strong marketable skills in which you would be interested.6.Female population accounts for 45 % of the national work force.Part Three:Mini-Project1.Click “Join Free” in the top-left corner of any page;2.Enter your business email and your name;3.Enter password, and select your business type;4.Enter the Code Shown, and click 'Create My Account'.(答案仅供参考)Passage Translation阿里巴巴速卖通全球速卖通(AliExpress)正式上线于2010年4月,是阿里巴巴旗下唯一面向全球市场打造的在线交易平台,被广大卖家称为“国际版淘宝”。
Part3-2-神经生物物理-离子通道
离子通道在组织间的分布 原位杂交,RT-PCR,免疫组化
离子通道与疾病 及治疗
离子通道药物 结构与功能的关系
离子通道基因突变的检测基因治疗 特异的阻断剂和开放剂等,作用位点 离子通道的异源表达,电生理
通道三维结构
通道蛋白的制备,晶体衍射等
32
离子通道的异源表达方法
H+ channel
称呼:电压依赖性K+ 通道 KV ATP敏感的K+ 通道 KATP 内向整流型K+通道 KIR (Inward rectifier potassium channel)
45
§2.3 电压门控的离子通道
一 门控过程:
46
二 闸门电流 (gating current)
是指在外部电场作用下,电压依赖性通道口或其附 近的带电闸门颗粒移动所产生的非对称电流,这些 闸门颗粒决定通道的开闭。目前,与电压依赖性钠 通道、钾通道、 钙通道开放有联系的闸门电流可 测量,并发现某些药物能改变闸门电流,说明其对 闸门机制有影响。
26
几种patching方法: attached outside-out inside-out
whole cell
Difference between Patch-clamp and voltage-clamp
27
下面请观看一段自动化膜片钳技术实施方法的视频
28
二、离子通道药理学 通道特异性的开放剂和阻断剂
channel 的 Inactivation 状态。
52
四 电压门控的离子通道基本的分子结构:
4 subunits (K+ channel) or 4 domain (Na+ channel and Ca 2+ channel) make up each channel Each subunit (domain) contain 6 transmembrane α- helix segments S1-S6
ATestBankPartII-Chapter2SpeakingConfidently
Chapter 2 Speak ing Con fide ntly and EthicallyTrue-False Questi onsStude nts are to in dicate whether each of the followi ng stateme nts is true or false by circling the appropriate letter.Multiple Choice Questi onsStudents are to indicate the best answer for each question by circling the correct letter.1.Mahatma Gandhi, Abraham Lincoln, and Winston Churchill are among thegreatest public speakers in history who have suffered from _________________ .c.n ervous breakdow nd.emotional stress2.Most experieneed speakers have stage fright before taking the floor, buttheir n ervous ness is a ______________ s ig n that they are gett ing “ psyched up for a good effort.a.healthyb.luckyc.desirabled.positive3.For most people, the ________________ p art of stage fright is fear of the unknown.a.easiestb.biggestc.smallestd.deepest4. A standard rule is that each minute of speaking time requires _________________ o fpreparati on time ——perhaps eve n more, depe nding on the amount ofresearch n eeded for the speech.a.10 to 20 mi nu tesb.20 to 40 minutesc.one and half hours5.One professional speech consultant estimates that proper preparation can reduce stage frightby ____________________________________ perce nt.a.75b.50c.35d.806.For each n egative thought, you should coun ter with a minimum of_____________ positive on es.a.sixb.threec.fived.two7.Visualization is closely related to ______________ thinking.a.positiveb.criticalc.n egatived.creative8.Accord ing to your textbook, rather tha n trying to elim in ate every trace ofstage fright, you should aim at tran sform ing it into ______________ .a.general anxietyb.visualized adrenalinec.professi onal stage frightd.positive nervousness9.Which of the following strategies is least likely to help you deal withn ervous ness in your speeches?a.Thinking positively.b.Working especially hard on your introduction.c.Concen trat ing on your stage fright.d.Making eye con tact with members of your audie nee.10.Athletes, musicians, actors, speakers, and others use visualization to in stressful situati ons.a.boost their con fide neeb.enhance their performaneec.in crease their creativityd.improve their chances of success11.The more ______________ your mental pictures, the more successful you arelikely to be.a.vividb.realc.lucidplete12.Which of the following points is NOT listed in the text as additional tips for deali ng with nervous ness?a.Be at your best physically and men tally.c.Make eye con tact with members of your audie nee.e visual aids.13.Which of the following goals is NOT considered ethical?a.Supporting a worthy cause.d.Helping a classmate who is sick.14.Being prepared for a speech involves all of the following EXCEPT __________________a.analyzing your audieneeb.creating visual aidsa nizing your ideasd.talking to a friend15.Nothing is more important to ethical speechmaking than ______________ .a.honestyb.sincerityc.curiosityd.credibility16.Blata nt con tempt for the ____________ is one ki nd of dish on esty in publicspeak ing.a.factsb.truthc.proofd.con text17.Which of the following examples is NOT listed in your textas a more subtle form of dishonesty?a.Juggling statistics.d.Misrepresenting sources.18. _____________ plagiarism is the most blata nt and un forgivable kind ofplagiarism.a.Strategicb.Globalc.Patchworkd.In creme ntalb.dow nl oad a speech from the In ter netc.deliver your friend ' s speech as your ownd.gather supporting material from online sources20.When a speaker cuts and pastes from two or three sources, without giving credit and withoutdoing any additi onal research, he or she commits plagiarism.a.patchworkb.fragmentaryc.piecemeald.disorganized21._____________ plagiarism occurs whe n the speaker fails to give credit forparticular parts of the speech that are borrowed from other people.a.Partialb.In creme ntalc.Scatteredd.In complete22.One way to avoid patchwork plagiarism or in creme ntal plagiarism whe ne credible sourcesc.quote multiple authorsd.cite releva nt in formati on23.Because speechmaking is a form of power, we must always be sure to speaka.con ciselyb.persuasivelyc.ethicallyd.forcefully24.In public speaking, sound ethical decisions involve weighing a potentialcourse of action aga inst _______________ .a. a set of ethical guideli nes or sta ndardsb.the speaker ' s strategic objectivesc. a socially accepted code of legal rulesd.the personal opinions of the speaker25.Which of the following is NOT presented in your textbook as a guideline for ethical speechmak ing?a.Be hon est in what you say.b.Expla in your credibility on the speech topic.c.Be fully prepared for each speech.d.Make sure your goals are ethically sound.b.Put your ethical prin ciples into practice.c.Avoid n ame-calli ng and other forms of abusive Ian guage.d.Make sure your goals are ethically sound.27.Having spent two years working in a television newsroom, Xiao Ling decided to give her in formativespeech on that topic. Because she knew a lot about itand was comfortable speaking to an audienee, she didn ' t spend much timeprepar ing. As a result, her speech was poorly orga ni zed, ran overtime, and did not have a clear message. Which guideli ne for ethical public speak ing discussed in your textbook did Li Ying fail to live up to?a.Be fully prepared for each speech.b.Make sure your goals are ethically sound.c.Avoid n ame-calli ng and other forms of abusive Ian guage.d.Be hon est in what you say.28.According to your textbook, global plagiarism occurs when a person ________________ .a.bases his or her speech completely on foreig n sourceses two or three sources and ble nds the in formati on into a un ified whole29.Liu Wei found several excelle nt sources for his in formative speech. Hepulled key information from them, blended those ideas into his own perspective, and cited hissources when he prese nted the speech. Which of the followi ng stateme nts best describes this situati on?a.Liu Wei is ethical because he cited his sources and used them to develop his own sla nt on thetopic.b.Liu Wei is guilty of in creme ntal plagiarism because he used quotati ons and paraphrases fromother people in his speech.c.Liu Wei is ethical because he did not copy his speech from a sin gle source.d.Liu Wei is guilty of patchwork plagiarism because he used ideas from several differe nt sources inhis speech.30.According to your textbook, _____________________ lagiarism occurs when a speakercopies word for word from two or three sources.a.patchworkb.globalc.in crementald.scie ntific31.As your textbook explains, what kind of plagiarism is a speaker who assemblesa speech by copy ing word for word from two or three sources committ ing?a.Global.b.In creme ntal.c.Scien tific.d.Patchwork.32.According to your textbook, ______________ lagiarism occurs when the speech asa whole is ethical but the speaker fails to give credit for particular quotati onsand paraphrases.a.patchworkb.in creme ntalc.accide ntald.in cide ntal33.Which of the following does your textbook recommend as a way to steer clear of in creme ntalplagiarism?a.Avoid using direct quotations from other people in your speech.b.Only use your origi nal ideas so there is no risk of plagiarism.c.Avoid cit ing sources that might make some one suspect plagiarism.d.Cite the sources of all quotati ons and paraphrases in your speech.34.The three kinds of plagiarism discussed in your textbook are _________________ .a.valid plagiarism, in creme ntal plagiarism, and n ecessary plagiarismd.idea plagiarism, quotati on plagiarism, and paraphrase plagiarism35. The three guidelines for ethical listening discussed in your textbook areb.listen attentively, take accurate notes, and avoid prejudging the speakerc.support free speech, avoid n ame-calli ng, and liste n atte ntivelyd.avoid stereotyp ing the speaker, support free speech, and take accuratenotes36.Heather was in the midst of an excellent speech on campus history when she made a minormistake by giv ing the wrong date for the ope ning of a campus build ing. She sudde nly stopped speak ing and said, “ Oh, I messed up. ” She then finished her speech, but all she could think about afterward was her mistake.What is the major piece of advice from your textbook that Heather n eeds to be remin ded about?a.There is no such thing as a perfect speech.b.You should work especially hard on your introduction.c.Audiences usually can ' t tell how nervous a speaker is.d.You should take slow, deep breaths before you speak.e.It is natural for public speakers to be nervous.37.Which of the following does your textbook recommend as a way to deal with n ervous ness inyour speeches?a.Work especially hard on your conclusion.b.Avoid making eye con tact with your audie nee.c.Try to gen erate extra adre nali ne as you speak.d.Think of your speech as an act of com muni cati on.38.One way to build con fide nee as a speaker is to create a vivid men tal blueprint in which yousee yourself succeeding in your speech. According to your textbook, this process is called .a.representationb.imagistic practicec.visualizationd.foreshadowing39.Which of the following does your textbook recommend as a way to deal with n ervous ness inb.Avoid maki ng direct eye con tact with the audie nee.c.Stay up late the night before to finish preparing.d.Gen erate extra adre nali ne as you speak.40.Which of the following does your textbook recommend as a way to deal with n ervous ness inyour speeches?a.Tell your audienee how nervous you are.b.Avoid making eye con tact with the audie nee.c.Focus on achiev ing perfect ion in your speech.d.Visualize yourself giving a successful speech.Short An swer Questio ns1.Anxiety over the prospect of giving a speech in front of an audienee is known as stage fright.2.What are the six time-tested ways you can turn your nervousness from a n egative force into apositive one?a.Acquire speaking experienee.b.Prepare, prepare, prepare.c.Think positively.e power of visualization.e.Know that most n ervous ness is not visible. ________f.Don ' t expect perfection.3. A hormone released into the bloodstream in response to physical or men tal stressis calledadrenaline.4.Visualization is men tai imagi ng in which a speaker vividly pictures himself or herself giv ing asuccessful prese ntati on.5.Ethics is the branch of philosophy that deals with issues of right and wrong in huma n affairs.6.List the four guideli nes for ethical speak inga.Make sure your goals are ethically sound. ________b.Be fully prepared for each speech.c.Be hon est in what you say.d.Put ethical principles into practice. _______7.Presenting another person ' s language or ideas as one ' s own is calledplagiarism.8.What are the three types of plagiarism discussed in the text?a.Global plagiarism.b.Patchwork plagiarism.c.In creme ntal plagiarism.9.What are the two ways to guard aga inst in creme ntal plagiarism?a.Be careful whe n tak ing research no tes to dist ing uish among direct ____________quotations, paraphrased material, and your own comments.b.When in doubt, cite your source.Essay Questi ons1.In a brief essay, identify and discuss six methods a public speaker can use to help con trol stagefright.2.Identify the four guidelines for ethical speaking and explain your understanding of theseguidelines.3.Write a summary of the five checklist items for ethical public speaking.4.Identify and discuss the three major types of plagiarism that a public speaker should avoidwhen preparing and presenting a speech.5.Explain why you would need to acknowledge an author as your source when you paraphrasehim or her in your speech?。
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Part 2 Chapter 2EFFORTS AT LAND RESTORATION.The next day Nekhludoff awoke at nine o'clock. The young office clerk who attended on "the master" brought him his boots, shining as they had never shone before, and some cold, beautifully clear spring water, and informed him that the peasants were already assembling.Nekhludoff jumped out of bed, and collected his thoughts. Not a trace of yesterday's regret at giving up and thus destroying his property remained now. He remembered this feeling of regret with surprise; he was now looking forward with joy to the task before him, and could not help being proud of it. He could see from the window the old tennis ground, overgrown with dandelions, on which the peasants were beginningto assemble. The frogs had not croaked in vain the night before; the day was dull. There was no wind; a soft warm rain had begun falling in the morning, and hung in drops on leaves, twigs, and grass. Besides the smell of the fresh vegetation, the smell of damp earth, asking for more rain, entered in at the window. While dressing, Nekhludoff several times looked out at the peasants gathered on the tennis ground. One by one they came, took off their hats or caps to one another, and took their places in a circle, leaning on their sticks. The steward, a stout, muscular, strong young man, dressed in a short pea-jacket, with a green stand-up collar, and enormous buttons, came to say that all had assembled, but that they might wait until Nekhludoff had finished his breakfast--tea and coffee, whichever he pleased; both were ready."No, I think I had better go and see them at once," saidNekhludoff, with an unexpected feeling of shyness and shame at the thought of the conversation he was going to have with the peasants. He was going to fulfil a wish of the peasants, the fulfilment of which they did not even dare to hope for--to let the land to them at a low price, i.e., to confer a great boon; and yet he felt ashamed of something. When Nekhludoff came up to the peasants, and the fair, the curly, the bald, the grey heads were bared before him, he felt so confused that he could say nothing. The rain continued to come down in small drops, that remained on the hair, the beards, and the fluff of the men's rough coats. The peasants looked at "the master," waiting for him to speak, and he was so abashed that he could not speak. This confused silence was broken by the sedate, self-assured German steward, who considered himself a good judge of the Russian peasant, and who spoke Russian remarkably well. Thisstrong, over-fed man, and Nekhludoff himself, presented a striking contrast to the peasants, with their thin, wrinkled faces and the shoulder blades protruding beneath their coarse coats."Here's the Prince wanting to do you a favor, and to let the land to you; only you are not worthy of it," said the steward. "How are we not worthy of it, Vasili Karlovitch? Don't we work for you? We were well satisfied with the deceased lady--God have mercy on her soul--and the young Prince will not desert us now. Our thanks to him," said a redhaired, talkative peasant. "Yes, that's why I have called you together. I should like to let you have all the land, if you wish it."The peasants said nothing, as if they did not understand or did not believe it."Let's see. Let us have the land? What do you mean?" askeda middle-aged man."To let it to you, that you might have the use of it, at a low rent.""A very agreeable thing," said an old man."If only the pay is such as we can afford," said another. "There's no reason why we should not rent the land.""We are accustomed to live by tilling the ground.""And it's quieter for you, too, that way. You'll have to do nothing but receive the rent. Only think of all the sin and worry now!" several voices were heard saying."The sin is all on your side," the German remarked. "If only you did your work, and were orderly.""That's impossible for the likes of us," said a sharp-nosed old man. "You say, 'Why do you let the horse get into the corn?' just as if I let it in. Why, I was swinging my scythe, orsomething of the kind, the livelong day, till the day seemed as long as a year, and so I fell asleep while watching the herd of horses at night, and it got into your oats, and now you're skinning me.""And you should keep order.""It's easy for you to talk about order, but it's more than our strength will bear," answered a tall, dark, hairy middleaged man."Didn't I tell you to put up a fence?""You give us the wood to make it of," said a short, plain- looking peasant. "I was going to put up a fence last year, and you put me to feed vermin in prison for three months. That was the end of that fence.""What is it he is saying?" asked Nekhludoff, turning to the steward."Der ersto Dieb im Dorfe," [The greatest thief in the village] answered the steward in German. "He is caught stealing wood from the forest every year." Then turning to the peasant, he added, "You must learn to respect other people's property." "Why, don't we respect you?" said an old man. "We are obliged to respect you. Why, you could twist us into a rope; we are in your hands.""Eh, my friend, it's impossible to do you. It's you who are ever ready to do us," said the steward."Do you, indeed. Didn't you smash my jaw for me, and I got nothing for it? No good going to law with the rich, it seems." "You should keep to the law."A tournament of words was apparently going on without those who took part in it knowing exactly what it was all about; but it was noticeable that there was bitterness on one side,restricted by fear, and on the other a consciousness of importance and power. It was very trying to Nekhludoff to listen to all this, so he returned to the question of arranging the amount and the terms of the rent."Well, then, how about the land? Do you wish to take it, and what price will you pay if I let you have the whole of it?" "The property is yours: it is for you to fix the price." Nekhludoff named the price. Though it was far below that paid in the neighbourhood, the peasants declared it too high, and began bargaining, as is customary among them. Nekhludoff thought his offer would be accepted with pleasure, but no signs of pleasure were visible.One thing only showed Nekhludoff that his offer was a profitable one to the peasants. The question as to who would rent the land, the whole commune or a special society, was put,and a violent dispute arose among those peasants who were in favour of excluding the weak and those not likely to pay the rent regularly, and the peasants who would have to be excluded on that score. At last, thanks to the steward, the amount and the terms of the rent were fixed, and the peasants went down the hill towards their villages, talking noisily, while Nekhludoff and the steward went into the office to make up the agreement. Everything was settled in the way Nekhludoff wished and expected it to be. The peasants had their land 30 per cent. cheaper than they could have got it anywhere in the district, the revenue from the land was diminished by half, but was more than sufficient for Nekhludoff, especially as there would be money coming in for a forest he sold, as well as for the agricultural implements, which would be sold, too. Everything seemed excellently arranged, yet he felt ashamed of something.He could see that the peasants, though they spoke words of thanks, were not satisfied, and had expected something greater. So it turned out that he had deprived himself of a great deal, and yet not done what the peasants had expected.The next day the agreement was signed, and accompanied by several old peasants, who had been chosen as deputies, Nekhludoff went out, got into the steward's elegant equipage (as the driver from the station had called it), said "good-bye" to the peasants, who stood shaking their heads in a dissatisfied and disappointed manner, and drove off to the station. Nekhludoff was dissatisfied with himself without knowing why, but all the time he felt sad and ashamed of something.第二天早晨,聂赫留朵夫九点钟醒来。