新进阶3综合Unit1
New Progressive College English Book III UNIT 1 Working Holiday Abroad
课程名称大学英语（三）使用教材全新版大学进阶英语综合教程（3）
授课内容Text：How My Working Holiday Changed Me
(精读)
Reading 1：Five Jobs I Never Knew I’d Have Abroad
（泛读）
授课学时 6
教学目的1. Discuss the relevant topics
2. Understand the text with skimming and scanning
3. Learn languages, . words, phrases, difficult structures
教学重点与难点1. Analyze the structure and grasp the main idea of Text
2. Master the key language points and grammatical structures in the text
3. Learn some techniques in writing
教学方法与手段1. Audio-visual method and audio-lingual method.
2. Task-based language teaching method
3. Communicative approach
4. Using CAI, PPT
5. Smart teaching (using online tools or materials)
教学过程1. Lead-in
Step 1. Warm-up activities
Step 2. Discussion about taking a working holiday abroad 2. Global Reading
Step 1. Approaching the theme
Step 2. Analyzing the text organization
3. Detailed Reading
Step 1. Understanding the text in a deeper level
Step 2. Learning useful expressions
Step 3. Learning difficult sentences
Step 4. Learning new words
4. Comprehending Reading 1
Step 1: Skimming the text
Step 2: Explaining the difficult sentences of the text
Step 3: Doing sentence translation
5. After reading
Step 1. Viewing and Listening
Step 2. Speaking
Step 3. Assignment
作业Assignment：
1. Read the text in Reading 2 and finish the exercises.
2. Write a short essay about your summer job experience
3. Preview the next unit.
Unit 1 Working Holiday Abroad
1. Teaching Objectives:
Students will be able to
A. discuss the relevant topics
B. understand the text with skimming and scanning
C. learn languages, . words, phrases, difficult structures
D. think further
2. Time Allotment:
1st Period: Lead-in Activities (Warm-up activities; Discussion about working holiday abroad )
2nd Period: Global-reading Activities (Text: Approaching the theme; analyzing the text organization)
3rd Period: Detailed reading Activities (Understanding the Text in a deeper level, analyzing difficult sentence structures)
4th Period: Detailed reading Activities (Learning new words, summarizing good usage) 5th Period: Comprehending Reading 1 (Skimming the text, explaining the difficult sentences of the Text, doing sentence translation)
6th Period: After-reading Activities (Viewing and Listening; Speaking; Assignment)
3. Teaching Procedures:
Lead-in Activities
Step 1. Warm-up activities
Introduce the topic to the class: Working Holiday Abroad, and ask students the question: “What a working holiday is ?”
Ask the students to watch twice a video clip of a talk about a working holiday in Opener
Ask the students to understand the main points by filling blanks of the summary given in
Opener
Help the students to sum up the main points of the talk about a working holiday:
? A working holiday is when you spend a significant amount of time in another country and have the working rights to back it up. You are able to pick up a job or two (or 6) and
break that arrangement up by traveling or moving on to a new location in the country.
?With a working holiday visa, you can work as you go
? A working holiday could end up being a life-changing experience.
? A working holiday can do wonders for really introducing you to a new culture.
Method:Method: PPT; communicative approach.
Step 2: Discussion about joys and challenges of taking working holidays overseas
Have students work in pair talking about joys and challenges of taking working holidays
overseas and invites some students to report to the class.
Method: Using task-based language teaching method, communicative approach.
Global reading
Step 1. Approaching the theme
The teacher asks students questions: How would you like to take a working holiday abroad ? Do you think it would suit you or take too far away from the world in which you feel comfortable ? Do you want to experience joys and challenges of taking working holiday? The students’ answers may vary. Then the teacher tells students that they will learn a text about a person’s real experience of taking working holiday abroad, and they will know what it is really like to take working holiday abroad.
Method: PPT; communicative approach.
Analyzing the text organization
The teacher tells students that the text can be divided into six parts which have been given in the Text Organization. Then students should summarize the main idea of each part and compare notes with each other.
Method: skimming and scanning, communicative approach
Text Organization
Parts Paragraphs Main Ideas
Part One Paras. 1-3 Desiring for a change in her life, the author fled Australia for a working holiday in Canada.
Part Two Paras. 4–5 The author has always been a shy person, but in Vancouver she enjoyed meeting people, making friends and doing new things.
Part Three Paras. 6–9
The author enjoyed her jobs at Starbucks and on the Aussie
Pie Guy food truck.
Part Four Paras. 10–12
The author traversed Canada and the United States,
embracing the unknown.
Part Five Paras. 13–14 The author would love to live the expat life again somewhere else, although there is also the part of her that would like to settle down for a while.
Part Six Para. 15 The author wants to thank the working holiday for helping her become a better version of herself.
Detailed Reading
Procedure
1) Students are asked to read the passage carefully again and for each paragraph (sometimes
two-three paragraphs), invite students to answer questions related to difficult sentences and understanding of each paragraph.
2) Help Ss find out the good usage in the text and underlined them.
3) Learn new words in details.
Purpose: Further understand the text and train scanning ability to learn difficult sentence
structures as well as new words and expressions.
Method: Reading the text together; Using task-based language teaching method, reading
approach, communicative approach, grammar-translation approach.
Step 1. Questions related to difficult sentences and understanding of each paragraph.
Q: What happened to the author before she left for Canada ?
A: She lost her grandmother, her job and had two car crashes in five months.
Q:What did the author and her co-workers do after work ?
A: They met up for dinner, ladies night and sightseeing excursions. The author taught her co-workers an Australian word of the day and they helped her understand the Canadian use of “eh” at the end of sentences.
Q: What did they do while at work ?
A: They listened to 90s music, drank their daily Starbucks and served their friendly regulars.
Q: What does the author mean by saying “ it didn’t feel like my job ?
A: She loved her job so much that she didn’t feel she was working.
Q: Where did she travel ?
A: She did a massive circle, starting from Vancouver, going all the way to the East Coast, then across Southern USA and finally up the West Coast.
Q: How did she feel on her trip across Canada and the United States ?
A: he was proud of herself for constantly stepping out of her comfort zone and embracing the unknown.
Q: What is her obsession ?
A: She is obsessed with browsing craft and design blogs and watching the Lifestyle channel.
Q: In what sense has Vancouver helped the author become a better person?
A: Vancouver has helped her to grow personally, have fun professionally and gain confidence.
Language Focus
Difficult sentences:
1) Prior to leaving, I was not in a good place. (Para. 2)
Before leaving Australia, I had gone through a very difficult period and was low in spirits.
出发前，我的境况不好。
2) I had suffered a lot of personal blows and felt emotionally stretched. (Para. 2)
I had gone through many unfortunate events and felt stressed.
个人生活上经受了许多打击，精神压力很大。
3) …and for once I didn’t hate it. (Para. 5)
…and unlike in the past, this time I actually enjoyed socializing.
而这次我一点都不讨厌社交了。
4) I loved that they accepted me for my socially awkward self. (Para. 5)
I loved that my colleagues accepted me although I was not good at socializing.
让我感到欣慰的是他们接纳了不善社交的我。
5) For the first nine months I worked two jobs. (Para. 6)
For the first nine months I did two jobs.
前9个月里我干了两份活。
Here “work” is used as a transitive verb.
. She has to work multiple jobs to support her family.
为养家糊口她打好几份工。
6) My heart and my head are constantly torn between what they want in the future. (Para. 13)
I found it difficult to choose between two different paths for my future.
至于我的生活将来怎么过，我的情感和我的理智往往处在冲突之中。
7) Oh, and I kind of want a dog. Now that’s nesting. (Para. 14)
Oh, and I’d like to keep a dog, which shows I really do want to settle down.
我还想养一条狗。这样就更有家的感觉了。
Grammatical focus
non-restrictive attributive clause
non-restrictive attributive clause s add, but not essential information and(非限定性定语从句) is an adjective clause set off from the main clause by commas. It provide but not essential information and does not restrict or limit the noun it modifies
e. g . Our guide，who was a French Canadian，was an excellent cook.
我们的向导，一个法裔加拿大人，擅长于烹调。
These apple trees，which I planted three years ago，have not borne any fruit.
这些苹果树是我三年前栽的，还没有结过果实。
He said that he had never seen her before，which was not true.
他说以前从没见过她，这不是真的。
In the presence of so many people he was little tense, which was understandable.
在那么多人面前他有点紧张，这是可以理解的。
Difficult words and phrases
1) prior to: (fml) before 在……之前
. These guidelines can help you learn about what you will need to do prior to your arrival at Michigan State University.
这些指南帮助你了解在抵达密歇根州立大学之前你需要做些什么。
2) in the form of: 以……的形式（出现）
. Our previous investment in Eastern Europe has been mainly in the form of joint ventures.
我们之前在东欧的投资主要采取合资的形式。
3) fill out: complete (a document, form, etc.) by providing required information 填写
. Please fill out the documents and send them by post to the following address.
请填妥文件并寄往下面的地址。
4) paperwork: n. 文书工作
. This job may require you to do a lot of paperwork.
这项工作需要你处理不少文书工作。
5) make friends (with sb.): 交朋友
. Jack tried to make friends with his new neighbor.
杰克试图跟新邻居交朋友。
6) meet up: meet sb., especially by arrangement （按照安排）见面，会面
. We all agree that we will meet up on our 30th college graduation anniversary.
我们一致约定大学毕业30年再相会。
7) sightseeing: n. 观光，游览
. They are still in high spirits despite a 10-hour day of sightseeing.
他们白天游览了10个小时，但依然兴致勃勃。
8) excursion: n. a short journey made for pleasure 远足，短途旅行
. Students went on an excursion to the Grand Canyon.
学生去大峡谷短途旅行了
9) for once: 就这一回，难得一次
. Tim often complains about the foods the school cafeteria serves. However, for once, Tim is not complaining today.
蒂姆总抱怨学校食堂的饭菜。今天他是难得的没挑剔。
10) stress out: make (sb.) become too anxious or tired 使焦虑不安，疲惫不堪
. Anne Hathaway admitted that fame stressed her out for a long time.
安妮·海瑟薇坦言，长期以来，她深受声名之累。
11) zone: n. 地带；区域
. Making your car a smoke-free zone protects you and your passengers.
把你的车变为无烟区同时保护你本人以及乘车人。
Shenzhen is China’s first Special Economic Zone.
深圳是中国第一个经济特区。
12) embrace: vt. (fml) accept gladly (an idea, a proposal, a set of beliefs, etc.) 欣然接受，乐意采纳（思想，建议等）
. The new rules have been embraced by most of the employees.
新规定为大多数雇员欣然接受。
13) but then: on the other hand 但另一方面，然而
. I didn’t like the food they served at the restaurant, but then the waitr ess was friendly.
那家饭店的饭菜不敢恭维，不过那个女服务员非常友好。
14) settle down: start living a stable and orderly life 定居；过安定的生活
. She quickly settled down in the new neighborhood.
在新的住处她很快就安顿下来了。
It’s time for you to find a loving woman and settle down.
你该找个好女人安安稳稳过日子了。
15) browse: v. 浏览；随意观看
. I was browsing through fashion magazines to find a new hairstyle.
我在看时装杂志想挑个新发型。
16) craft: n. 手工艺（品）
. They learned the craft of furniture making.
他们学习做家具的手艺。
The show featured traditional local crafts.
展览展示了当地的传统工艺。
17) blog: n. 网络日志，博客
. Alice writes a food blog in which she shares recipes, tips, and restaurant reviews.
爱丽丝在她的吃货博客中分享了各种菜谱、贴士以及对各家饭店的评论。
18) be obsessed with: 着迷于
. The boy was obsessed with detective stories.
这孩子迷侦探小说。
19) version: n. （事物的）变化形式，变体；版本
. This is an updated version of my book.
这是拙作的新版。
Mike’s version of the accident is different from the policeman’s.
麦克对事故的描述与警察的描述颇有出入。
20) follow one’s heart: 做某人想做的事
. Follow your heart, Jenna, and see where it leads you.
詹娜，遵从内心做你想做的。
4. Comprehending Reading 1
Teacher calls students’attention to the title of the text, asks them to make a guess as to what this text is about.
Teacher guides students to skim the text before doing the task in Comprehending Check for Reading 1.
Teacher asks students to go trough the text. For each paragraph, teacher asks one student to pick sentences he/she has difficulty understanding. Encourage other students to offer their interpretations. Teacher may provide help when need arises. Then do the task in Translation.
5. After Reading
Viewing and Listening
Teacher introduces Viewing & Listening to the class: As we learn from the Text, Hayley fled Brisbane for Canada. But in this video, you will see a young man who came to Brisbane with a working holiday visa. Teacher briefly explains the new words before playing the video and asks students to decide whether the statements are true or false. Teacher may play the video for two or three times for students to do the exercise and check their answers. if the statement is false, ask them to correct it.
Speaking
Teacher has students work in group of four or five, and have a discussion about the possible benefits and drawbacks of taking a working holiday . Teacher remind students that they can do speaking easily with the help of tips given just bellow the directions of the speaking task .
Invite some groups to contribute their ideas and give comments
5. 3 Assignment:
1. Read the text in Reading 2 and finish the exercises.
2. Write a short essay about their summer job experience. Teacher remind students to study the given tips on how to write about the work experience before they start to write. Teacher also asks students to evaluate their writing according to the given criteria when they finish writing the essay.
3. Preview the next unit.
人教版第十二章 简单机械单元测试基础卷试卷
人教版第十二章简单机械单元测试基础卷试卷 一、选择题 1．如图，保持F的方向竖直向上不变，将杆由A位置匀速转动到B位置，在这个过程中F 将（） A．先变大后变小B．始终变大C．始终变小D．始终不变 2．要用30N的力刚好提起40N的物体，若不计机械本身重力和摩擦，则下列简单机械可以采用的是（） A．一个定滑轮 B．杠杆 C．一个动滑轮 D．一个定滑轮和一个动滑轮组成的滑轮组 3．如图所示，在水平地面上，用力F拉动重500N的木箱，使它在3s内匀速直线运动了3m，受到的摩擦力为200N。不计滑轮重及绳与滑轮间摩擦，下列说法正确的是（） A．拉力F的大小为250N B．拉力F做的功为600J C．拉力F做功的功率为100W D．绳端移动的速度为1m/s 4．如图所示，轻质均匀杠杆分别挂有重物G A和G B（G A>G B）,杠杆水平位置平衡，当两端各再加重力相同的物体后，杠杆 A．仍能保持平衡
B．不能平衡，左端下沉 C．不能平衡，右端下沉 D．不能确定哪端下沉 5．小兰和爸爸、妈妈一起参加了一个家庭游戏活动．活动要求是：家庭成员中的任意两名成员分别站在如图所示的木板上，恰好使木板水平平衡．若小兰和爸爸的体重分别为400N 和800N，小兰站在距离中央支点2米的一侧，爸爸应站在距离支点l米的另一侧，木板水平平衡．现在他们同时开始匀速相向行走，小兰的速度是0.5米/秒，则爸爸的速度是多大才能使木板水平平衡不被破坏？ A．1.0米/秒B．0.75米/秒C．0.5米/秒D．0.25米/秒 6．一个刻度准确的杆秤，如果用了质量较大的秤砣，则用该秤称出的物体的质量比实际质量（） A．偏大 B．偏小 C．一样大 D．无法判断 7．如图所示，重20N的物体A放在水平桌面上，（不计绳重及绳子与轮的摩擦）动滑轮重6N，滑轮下面悬挂一个物体B，当物体B重8N时，恰能匀速下落，若用一个水平向左的力F A作用在物体A，使物体A向左做匀速直线运动，则此拉力F A的大小为 A．F A＝8N B．F A＝20N C．F A＝14N D．F A＝7N 8．如图所示，在水平拉力F的作用下重100 N的物体A，沿水平桌面做匀速直线运动，弹簧测力计B的示数为10 N，则拉力F的大小及物体A与水平桌面的摩擦力大小分别为( ) A．200 N，10 N B．200 N，20 N C．20 N，10 N D．20 N，20 N 9．如图为一健身器材模型，杠杆AB可绕O点在竖直平面内转动，OA∶OB＝1∶4，质量为60 kg的小明站在水平放置的体重计上，通过该杠杆提起吊篮中的重物，吊篮重80 N．当棱长为20 cm的正方体重物甲刚被提起时，体重计示数为43 kg；当棱长为40 cm的正方体重物乙刚被提起时，体重计示数为18 kg．杠杆始终在水平位置保持平衡，A、B两端绳子拉力保持竖直．不计绳重、杠杆自重及摩擦， g取10 N/kg，则重物甲与重物乙的密度之比为( )
何兆熊大学英语综合教程2unit4答案
Text comprehension I. B II. 1. T; 2. F; 3. T; 4. T; 5. T. III. 1. “snail mail”. 2. “an essential stepping stone on the road to success”. 3. “the profound relationship between language and culture that lies at the heart of society”. 4. “the means to shape our views of the world”. 5. “to negotiate the boundaries between languages and to compromise in translation”. 6. “to use linguistic skills, to think differently, to enter into another culture’s mentality and to shape language accordingly”. IV. 1. with convenient ways to reach any part of the world. 2. It seems that everyone is able to always get in touch with anyone else if he or she can afford to. 3. is the most important to society. 4. a fundamental skill in today’s world, where different c ultures interact. 5. are finding ways to interrelate different cultures. Structural analysis of the text 1. The last sentence of the 3rd paragraph: “Most fundamental is the profound relationship between language and culture that lies at the heart of society and one that we overlook at our peril.” 2. Paragraph 4: The lack of an exact counterpart of the English word “homesickness” in other languages such as Italian, Portuguese, and German. Paragraph 5: The problem of untranslatability which the early Bible translators encountered. Paragraph 6: English and Welsh speakers make adjustments regarding the color spectrum in the grey / green / blue / brown range; The word “democracy” means completely different things in different contexts; the flat breads of Central Asia are a long way away from Mother’s Pride white sliced toasties, yet the word “bread” has to serve for both. Part One. Vocabulary Analysis I. Phrase practice 1. provided =as long as 假如，倘若 need never be out of touch =can never fail to be reached 从不会失去联系 2. regardless of =no matter 不管，不顾
最新人教版四年级英语下册第一单元第3课时 let's learnB教案
Unit One My school 教学目标： 1.能够听、说、读13个单词。 2.学会句子Where's...？并能正确运用单词回答。 3.学会句子Where is...?It’s on... 课时安排四个课时 第三课时 教学目标： 1.能够听、说、读4个单词。 2.能够学会句子Do you...？并根据所学单词进行回答。 一、板题、示标 同学们，今天我们一起学习第一单元Part BLet's learn 部分。想要学习高效，目标必不可少。首先，明确本节课的学习目标（投影显示）。 有信心完成学习目标的同学请举手，（好，请放下）为了更好地完成学习目标，本节课我们将进行四场比赛，先看第一场比赛。 二、第一次“先学后教”比正确朗读单词 师：请同学们看自学指导1，出示PPT。（注意读书姿势，坐姿端正）
自学指导 要求： 教师范读单词后，自由朗读2分钟，比谁能正确读准单词。 师：第一次教师范读。 生：学生认真听，默读。 师：第二次教师范读。 生：学生认真听，小声读。 师：第三次教师范读。 生：学生认真听，朗读。 师：有信心读下来的请举手。 生：举手，回答。 师：好，我们请小老师领读。 生：领读 生：跟读 2分钟后比谁能最准确流利读出句子。 师：时间到，停，分组抽测 生：小组抽查 优秀小组已加分，接下来进行第二次比赛 个性化设计：通过魔法手指游戏来检测学生的掌握情况 ，加入游戏活跃了课堂气氛！增加了孩子的学习兴趣。三、第二次“先学后教”比正确翻译单词意思
师：请同学们看自学指导，出示PPT 自学指导 要求： 默看第8页，结合单词表，2分钟后比谁能正确翻译单词意思。 师：开始。 生：（翻译单词） 师：好，时间到。现在开始检测。 课件出示单词PPT 师：指生回答。 生：回答。 师：翻译的很好。 刚才同学们翻译的都很不错，下面我们来进行第三场比赛。 四、第三次“先学后教”比谁能正确翻译课文句子 师：请大家看自学指导，出示PPT。 要求： 结合所学单词，标出课文汉意，谁能正确的翻译句子并朗读。（4分钟） 师：开始 生：（翻译句子） 师：好，时间到。指生回答。
新进阶3 综合Unit 3
New Progressive College English Book III UNIT 3 Cultural Differences
Unit 1 Cultural Differences 1. Teaching Objectives: Students will be able to A. have a thorough understanding of the text contextually and linguistically B. illustrate the concept of cultural shock by giving examples C. learn languages, e.g. words, phrases, difficult structure D. become familiar with the writing of a comparison/contrast essay 2. Time Allotment: 1st Period: Lead-in Activities (Warm-up activities; Discussion about cultural differences) 2nd Period: Global-reading (Text: Approaching the theme; analyzing the text organization) 3rd Period: Detailed reading (Understanding the Text A in a deeper level, analyzing difficult sentence structures) 4th Period: Detailed reading Activities (Learning new words, summarizing good usage) 5th Period: Comprehending Reading 1 (Skimming the text, explaining the difficult sentences of the Text, doing sentence translation)) 6th Period: After-reading Activities (Viewing and Listening; Speaking; Assignment) 3. Teaching Procedures: 3.1 Lead-in Activities Step 1. Warm-up activities The teacher introduces the topic to the class by asking if they can give any example of how Chinese and non-Chinese behave or think differently in life. Step 2: Discussion about cultural differences The teacher explains the pictures in Opener that illustrate the differences between the Westerner and Chinese in their perspectives on different issues. The teacher asks Ss to look at the pictures and discuss the differences in pairs with the aid of the questions that follow. The teacher has different pairs report to the class their discussion on the pictures, one pair for one picture. Method: Using task-based language teaching method, communicative approach. 3.2 Global reading Step1. Approaching the theme The teacher introduces the topic of the text by explaining the cultural shocks the author experienced after the birth of her daughter and her mother-in-law's fulltime presence in her family. Before moving on to the author's account, The teacher explains to Ss the text can roughly be divided into six parts. Method: PPT; communicative approach. Step2. Analyzing the text organization The teacher guides Ss to explore the text by asking them to work on the table in Text Organization and do the task in Digging into detail. Then students should sum up the differences of views between the author and her mother-in- law on matters described in the text. Method: skimming and scanning, communicative approach
九年级物理第十二章十三章综合测试题
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Unit 4 Active Reading (1) 4 1 a 2b 3c 4c 5d 5 1 submerged 2 destiny 3 glared 4 wits 5 gazed 6 habitual 6 1 exclaimed 2 intricate 3 propositions 4 vicinity 5 hustle 6 sensible 7 1 turn up 2 come around/ will come around 3 call time on 4 pulled out 5 for show 8 1 This is probably part of the description of Bob issued by the Chicago police. It is a distinctive feature that can be used to identify him. 2 As diamonds are very expensive, having many of them suggests that the man is wealthy and has done well in life. 3 This indicates that the man is in fact not Jimmy. He is unlikely to have grown by two or three inches, as he was already 20 when they last met. 4 The man was submerged in his overcoat because he was trying to hide his face from Bob, and he wasn’t really Jimmy. The bad weather provided a good excuse, however. 5 Bob was feeling emotional. His old friend Jimmy had tricked him, and he was probably angry and shocked. Active Reading (2) 3 1 c 2 d 3a 4b 5c 4 1.precaution 2.fraud 3.trash 4.cancel 5.deceived 6.Household 5 1.log off https://www.sodocs.net/doc/e94467306.html,monplace 3.forge 4.anonymous 5.fictional 6 b, b, a, a, a, a, a
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6．如图4所示，不考虑滑轮与轻绳之间的摩擦，米袋总重为800N ，而绳上吊着的静止的“绅士”重500N ，则米袋对地面的压力为（ ） A ．500N B ．250N C ．300N D ．800N 7．如图5（不计绳重与摩擦，且动滑轮重G 动小于物重G ），用它们分别将重相同的甲、乙两物体匀速提升相同的高度，所用的拉力分别为F 甲、F 乙，它们的机械效率分别为η甲、η乙。则下列关系正确的是（ ） A ．F 甲＜F 乙 B ．F 甲＞F 乙 C ．η甲＜η乙 D ．η甲=η乙 8．某人用100N 的力提起了350N 的重物，那么他可能使用了（ ） A ．一个定滑轮 B ．一个动滑轮 C ．一个定滑轮和一个动滑轮组成的滑轮组 D ．一支杠杆 9．用一个定滑轮和一个动滑轮组成的滑轮组把重150N 的物体匀速提升1m ，不计摩擦和 绳重，滑轮组的机械效率为60%。则下列选项错误的是（ ） A ．拉力一定是125N B ．有用功一定是150J C ．总功一定是250J D ．动滑轮重一定是100N 二、填空题（每空2分，共20分） 10．如图6所示，一位母亲推着婴儿车行走，当前轮遇到障碍物时，母亲向下按扶把， 若把婴儿车视为杠杆，这时杠杆的支点是 ；当后轮遇到障碍物时，母亲向上抬起扶把，这时婴儿车可视为 杠杆（填“省力”或“费力”）。 11．如图7所示的A 、B 两个滑轮中A 是 滑轮，B 是 滑轮；当以F 为10N 的拉力拉物体匀速前进时，则物体与地面间的摩擦力为 N 。 12．如图8所示，用一根结实的绳子在两根光滑木棒上绕几圈，一小朋友用力一拉，两位 大力士竟撞在一起了。这幅漫画说明了 。 13．如图9所示为一装配线上的一个“机械手”，其O 点为固定转动轴，先它水平抓住一 图 5 图 4 图 6 图 8 图7
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Keys for Unit 3 Vocabulary I. 1. as long as, can never fail to be reached 2. no mater 3. fail to notice at great risk 4. may be described by these words to varying degrees 5. were directly confronted with the problem that something in one language cannot be rendered into another II. 1. stepping stone 2. at their peril 3. serve 4. mentality 5. staple 6. facilitating 7. messaging 8. hybrid III. 1. economy 2. accessible 3. fundamentally 4. homesick 5. negotiable 6. adjusted 7. remoteness 8. complacently
IV. D, C, A, D, B, A, B, C V. 1. time, era, epoch 2. meetings 3. basic,fundamental 4. misshape 5. unavoidably 6. worry, concern, anxiety, apprehension 7. therefore, so, thus 8. hide, conceal VI. 1. unbelievable 2. imperfect 3. disagreement 4. misplace 5. malfunction 6. enable 7. surpass 8. submarine Grammar I. 1. helps 2. hope, are enjoying, sunbathe, go, are going 3. is being
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师小结：在读数时，先读亿级再读万级和个级，每一级的读法相同，读完后在后面加上一个“亿”字或“万”字，哪一级末尾不管有几个零都不读。其它数位上有一个零或连续几个零。都只读一个零 在写数时，应先弄清有几级的数，然后从最高位写起，写出每一级上的数。哪一位上一个单位也没有，就写0占位。 三、巩固运用深化拓展 1.“练一练”的1题 学生独立完成，师指导交流。 2.“练一练”的2题 由学生快速连线，再师生一起核对答案。 四、课堂小结 今天这节课，你学习了什么？（学生自由说一说） 引导学生小结：读数和写数都从高位起。读数时，级尾有几个零都不读，其他数位上有一个或几个“0”时，都只读一个零；写数时，哪一位上一个单位也没有，就写0占位。 师：生活中大数应用非常广泛，请同学们在报纸、杂志或电视等媒体中收集一些有关大数的信息，并在全班进行交流。 教学反思 《人口普查》一课主要是在学生认识了万以内数的基础上，进一步学习认识万以上的数，会正确读写多位数。学生之前已经会认读万以内的数，可以迁移到亿以内的数的读法上来，所以我首先从学生熟悉的知识点入手激发学生的学习兴趣，如我出示这些数：10001，11000，10010，让学生读，立刻一双双小手就举起来了，都争先恐后的想起来读。然后我就问学生万以上的数你会读吗？引入本节课要学的大数的读法，首先我出示了一则关于第六次人口普查的省市人口数，让学生在了解国情的基础上，引出读大数的兴趣，首先以安徽人口数为例在十进制数位顺序表中读，然后学习数中有零的数的读法，总结大数中零的读法，接着由全国人口数引出亿以上数的读法，然后引出如果没有数位顺序表怎么读？我引导将全国人口数从右向左四位一级分级读。结果同学们读出了，有了这次的成功非常兴奋，接着用同样的方法读下面的数，同学们都能顺利的读出来。同学互说互读，这样学会读数也就水到渠成了。 这节课我把重点放在读数方法的指导上，如：先用数位顺序表读，然后用分级法，先分级，四位一级；再从高位读起，一级一级往下读，每一级的读法与个级的读法相同，但要在末尾加上这一数级的计数单位；且每一级末尾的“0”都不读，其它的“0”或者连续几个“0”都只读一个零。都由我引导学生自己来总结。
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Unit Four Checking Your Vocabulary Word Detective 1. (page 113) 1) b 2) f 3) a 4) g 5) h 6) c 7) j 8) d 2. (page 114) 1) transform 2) evidence 3) outcome 4) ignore 5) display 6) nonsense 7) concerning 8) tense 3. (page 115) 1) admit into 2) conside r yourself as 3) unworthy of 4) To my horror 5) in her mind’s eye 6) (in) one way or another 7) are / feel disposed of 8) give it a try Enhance Your Language Awareness Words in Action 1. (page 118) 1) positive 2) focused 3) perspective 4) tense 5) shape 6) address 7) crises 8) curse 9) incredible 10) conversely 11) issue 12) ignored 13) outcome 14) rare 15) transform 16) accomplish 17) quit 18) rejected 2. (page 119) 1) (in) one way or another 2) have lived through 3) makes a difference 4) Give it a / another try 5) concerned with 6) slipped over 7) pulled over 8) in reverse Increasing Your Word Power 1. (page 120) 1) concerned 2) Concerning 3) reject 4) declined 5) unconscious 6) subconscious 7) former 8) preceding 9) raise 10) rise 2. (page 121) 1) does 2) make 3) take 4) do 5) make 6) Take 7) done 8) taken 9) making 10) took 3. (page 121) 1) d 2) a 3) f 4) b 5) c 6) e Nouns / Adjectives Suffixes Verbs Chinese meanings visual -ize / -ise visualize 使形象化；使显现 modern modernize 使现代化 popular popularize 普及化；通俗化 industrial industrialize (使)工业化 apology apologize 道歉 human humanize 赋予人性，使人性化 system systemize 使系统化 CLOZE (page 123) 1) perspective 2) despair 3) necessity 4) perform 5) Conversely 6) prophecy 7) where 8) as 9) achieve 10) recognize 11) dealt with 12) attitude 13) channels 14) concerned TRANSLATION (page 124) 1. Only those who have lived through a similar experience can fully appreciate this. Or: The only people who can fully appreciate this are those who have lived through a similar experience. 2. Scientists have been hard pressed to figure out how these particles form / are formed and interact (with one another). 3. I’d like to express my special thanks to everyone who has contributed over the years in one way or another. 4. The individual success of the employees in a team environment results in success for the company.
第十二章 简单机械单元 易错题测试综合卷学能测试试题
第十二章简单机械单元易错题测试综合卷学能测试试题 一、选择题 1．如图所示，O为轻质硬直杠杆OA的支点，在杠杆的A点悬挂着一个重物G，在B点施加一个方向始终与杠杆成ɑ角度的动力F，使杠杆从竖直位置匀速转动到水平位置的过程中，下列表述正确的是（） A．动力F始终在变大B．动力F先变大再变小 C．杠杆始终为省力杠杆D．杠杆始终为费力杠杆 2．用如图甲所示的装置来探究滑轮组的机械效率η与物重G物的关系，改变G物，竖直向上匀速拉动弹簧测力计，计算并绘出η与G物关系如图乙所示，若不计绳重和摩擦，则下列说法正确的是（） A．此滑轮组动滑轮的重力为 2N B．当G物＝6N 时，机械效率约为η＝66.7% C．同一滑轮组η随G物的增大而增大，最终将超过 100% D．G物不变，改变图甲中的绕绳方式，滑轮组机械效率将改变 3．如图所示，AB=3AE，AC=2AE，AD=1.5AE。若把物体沿AB、AC、AD三个斜面匀速地拉到顶端A时，（不计摩擦）则（）
A．沿着AB用的拉力小，做功多B．沿着AC用的拉力小，做功多 C．沿着AD用的拉力大，做功少D．沿着三个斜面用的拉力不相等，做功一样多 4．如图所示，在水平地面上，用力F拉动重500N的木箱，使它在3s内匀速直线运动了3m，受到的摩擦力为200N。不计滑轮重及绳与滑轮间摩擦，下列说法正确的是（） A．拉力F的大小为250N B．拉力F做的功为600J C．拉力F做功的功率为100W D．绳端移动的速度为1m/s 5．如图甲所示，重为160N的物体在大小为20N，水平向左的拉力F1作用下，沿水平地面以3m/s的速度做匀速直线运动。如图乙所示，保持拉力F1不变，用水平向右的拉力F2，拉物体匀速向右运动了1m，若不计滑轮、绳的质量和轮与轴间的摩擦，则（） A．物体向左运动时，拉力F1的功率P1=60W B．物体与地面之间的摩擦力f=20N C．物体向右运动时，拉力F2=40N D．物体向右运动时，拉力F2所做的功W2=80J 6．如图在水平力F的作用下，使重为G的木棒绕固定点沿逆时针方向转动，在棒与竖直方向的夹角 逐渐增大的过程中，下列说法中正确的是（） A．拉力F不变，F的力臂变大 B．拉力F变大，F的力臂变小 C．重力G不变，G的力臂变小 D．重力G变小，G的力臂变大 7．关于定滑轮、动滑轮，以下说法不正确的是 A．使用定滑轮虽然不省力，但可以改变力的方向 B．定滑轮实质是等臂杠杆，而动滑轮实质是不等臂杠杆 C．又省力又少移动距离的动滑轮是无法实现的
2019年人教版数学四年级上册 第一单元 第3课时 亿以内数的写法(含答案)
2019年人教版数学四年级上册 第一单元 第3课时 亿以内数的写法 1．我是写数小能手。 万位 十万 位 个位 十 位 百位 二十八万三千六百 写作： 七百八十四万零九百二十 写作： 四千万六千二百零九 写作： 五千零三十七万四千零六十 写作： 2．我是聪明的小法官。（正确的打“√”，错误的打“×”） (1)九百零一万零七十五写作：901075。( ) (2)由6个一千万和4个十组成的数是60000040。( ) (3)比九百九十万大一万的数写作：10000000。( ) 3．选择我最棒。 (1)在570后面添( )个0就是五十七万。 A ．1 B ．2 C ．3 D ．4 (2)写数时，六千零五万零四百要写出( )个0。 A ．3 B ．4 C ．5 D ．6 (3)上海世博会中国国家馆的总建筑面积约为十六万零一百平方米，写
作：( )。 A.1600100 B.160100 C.1060100 D.106100 4．帮助小动物们正确地写出下面各数。 (1)写作：_________________ (2)写作：_________________ (3)写作：_________________ (4)写作：_________________ 5．光头强家的电话号码是一个七位数，百万位上的数字是7，万位上的数字是5，任意相邻的三个数字的和是18。你能猜出光头强家的电话号码吗？ 第3课时亿以内数的写法 1. 283600 7840920 40006209 50374060 解析对着数位顺序表写出每个数位上的数，空着的数位用“0”补上。例如：二十八万三千六百，这个数的十万位数字为2，万位数字
人教版第十二章 简单机械单元 易错题难题测试综合卷学能测试
人教版第十二章简单机械单元易错题难题测试综合卷学能测试 一、选择题 1．关于功、功率和机效率，下列说法中正确的是（） A．做功多的机械，功率一定大 B．功率大的机械，做功一定快 C．做功快的机械，机械效率一定高 D．精密的机械，机械效率能达到100％ 2．如图所示，在水平地面上，用力F拉动重500N的木箱，使它在3s内匀速直线运动了3m，受到的摩擦力为200N。不计滑轮重及绳与滑轮间摩擦，下列说法正确的是（） A．拉力F的大小为250N B．拉力F做的功为600J C．拉力F做功的功率为100W D．绳端移动的速度为1m/s 3．如图所示，重300N的物体在20N的水平拉力F的作用下，以0.2m/s的速度沿水平地面向左匀速直线运动了10s，滑轮组的机械效率为80%，则在此过程中下列说法正确的是（） A．绳子自由端移动的距离为2m B．物体与地面间的滑动摩擦力为48N C．拉力F的功率为4W D．有用功为120J 4．用图所示装置提升重为350 N的箱子，动滑轮重50N，不计绳重和一切摩擦，下列说法正确的是 A．该装置不仅省力，还省距离 B．箱子匀速上升时，人对绳子的拉力为200 N C．箱子上升的速度等于绳子自由端伸长的速度 D．此过程装置的机械效率约为58.3% 5．小兰和爸爸、妈妈一起参加了一个家庭游戏活动．活动要求是：家庭成员中的任意两名
成员分别站在如图所示的木板上，恰好使木板水平平衡．若小兰和爸爸的体重分别为400N 和800N，小兰站在距离中央支点2米的一侧，爸爸应站在距离支点l米的另一侧，木板水平平衡．现在他们同时开始匀速相向行走，小兰的速度是0.5米/秒，则爸爸的速度是多大才能使木板水平平衡不被破坏？ A．1.0米/秒B．0.75米/秒C．0.5米/秒D．0.25米/秒 6．如图，质量分别为m1、m2、m3（m1＞m2）的物体通过轻绳和弹簧连接起来，三个物体均处于静止状态．不计弹簧自重、绳重和摩擦，关于此装置的说法错误的是（） A．绳子对m2的拉力大小为m2g B．绳子对m1的拉力大小为m1g C．弹簧中拉力大小为（m1-m2）g D．地面对m3的支持力大小为（m2+m3-m1）g 7．如图所示，斜面长s=4m，高h=2m，用平行于斜面向上的7.5N的拉力将10N重的物体从斜面底端匀速拉到斜面顶端，则（） A．斜面的机械效率是75% B．物体所受的额外功为20J C．物体所受的摩擦力等于拉力 D．斜面的机械效率与斜面的倾斜程度和粗糙程度有关8．如图所示，在水平拉力F的作用下重100 N的物体A，沿水平桌面做匀速直线运动，弹簧测力计B的示数为10 N，则拉力F的大小及物体A与水平桌面的摩擦力大小分别为( ) A．200 N，10 N B．200 N，20 N C．20 N，10 N D．20 N，20 N 9．如图所示的是工人在平台上通过滑轮组向上拉起重物G的情景．已知重物G所受的重力为700 N，当他沿水平方向用400 N的力拉重物G时，重物G恰好做匀速直线运动．不计绳重及摩擦，下列说法正确的是