Module 9 Friendship
【教材分析】
Module 9的主要内容为运用whether/if和疑问词引导的宾语从句来描述自己和他人的友谊，包括交友中遇到的问题和自己的一次难忘的交友经历。从全书来看，本模块承接上一模块对宾语从句的学习和运用，着重whether/if和疑问词引导的宾语从句的使用，让同学们通过课堂活动来掌握其用法。
Unit 1 Could I ask if you?ve mentioned this to her?
【教学目标】
Knowledge objective
1. Words: helpline, separate, explain, mention, refuse, treat, herself, whether, regret, patient, introduce, encourage
2. Expressions: join in, encourage sb. to do sth., refuse to do sth., regret doing sth., mention sth. to sb., get separate
3. Grammar: the object clause
Ability objective
能听懂和阅读关于介绍交友中遇到问题的语言材料，能从课文中掌握如何处理交友中遇到的问题和困难；能编写有关交友中遇到问题的对话。
Moral objective
1. To arise Ss? interest in learning English;
2. To encourage Ss to be active in the activities and make Ss to be confident;
3. To develop the ability to cooperate with others.
【教学重点】
The object clauses
【教学难点】
1. The object clauses
2. if和whether的区别。
【教学方法】
PWP method, task-based method and interactive approach
【教学手段】
A tape recorder, multimedia and some pictures
【教学过程】
Teaching Procedures:
Step 1 Presentation
Look and say. The teacher shows the pictures of new words and let the students to say as soon as possible.
Step 2 Warming up
Ss look the pictures and answer the questions.
Step 3 Listening
1. Listen to Part 1 and choose the correct answer.
1) Linging wants to speak to Betty / Mrs King.
2) Betty is in / out.
3) Betty?s friend / Mrs King?s friend works on the Friendship Helpline.
Answers: Betty, out, Mrs King?s friend
2. Number the sentences in the order you hear them.
I?m sorry, she?s not in at the moment.
Is that Mrs. King?
Could I speak to Betty, please?
May I have the number?
Can I take a message?
Thanks so much.
Answers: a-2, b-3, c-1, d-5, e-4, f-6
3. Now listen again and check.
Step 4 Reading
1. Listen to Part 3 and answer the following questions.
1) Who has the problem? Linging.
2) What?s her problem?…
2. Now check the true sentences.
Linging called to ask for advice about her schoolwork.
Linging and her best friend are now in the same school.
Linging is happy to see her best friend at the same school.
Linging is having a hard time in the new school.
Linging gets help from the helpline.
Answers: 2, 3, 5
3. Complete the passage with the correct form of the words in the box
Read the passage carefully. Then use the correct form of the words to fill in the blanks.
encourage herself introduce lonely patient regret separate treat When you get (1)_________ from a friend, it may create problems you?re y our friendship. She may not want you to see your other friends, if this is the case, she probably (2)_______ you like that because she does not feel sure of (3)________.
Try to find out whether she feels (4)_______ without you. It is natural to feel like that. She probably (5)________ hurting you. Be (6)________ with her, (7)_________ her to your other friends and (8)___________ her to join in more.
Answers: separated, treats, herself, lonely, regrets, patient, introduce, encourage Step 5 Everyday English
Let Ss say the everyday English that they have learnt in the passage.
电话用语：
Who?s calling, please?
This is … speaking.
Step 6 Pronunciation and speaking
Listen and underline the words the speaker stresses.
Don?t tell me who she is.
Tell me when the problem started.
Can you tell me how she?s different?
Maybe she doesn?t feel very sure of herself in her new school.
I?ll en courage her to join in more.
Now listen again and repeat.
Step 7 Language points
Ss should master the main points from the passage in Part 3. If possible, let the students to say at first.
1. We got separated when we went to different schools last term, but we stayed in touch.
get separated 表示“分开，分隔”。
e.g. We got separated when we were young.
我们小时候就分开了。
2. So could you explain what happened then?
explain v. 解释；说明
explain sth. to sb. 向某人解释某事
e.g. Can you explain the rules of the game?
你能说明一下游戏规则吗？
I?ll explain the problem to you.
我会向你解释这个问题。
3. Could I ask if you?ve mentioned this to her?
mention sth. to sb. 表示“向某人说起某事”。
e.g. I mentioned this idea to my mum, and she seemed to like it.
我把这个想法跟妈妈说了，她好像挺喜欢的。
4. But she refused to listen.
refuse to do sth.表示“拒绝去做某事”。
e.g. I refused to buy those things. 我拒绝买那些东西。
5. Do you know why she treats you like that?
treat sb. like that 表示“向那样对待某人”。
e.g. He treated me like that when I was in trouble. 当我遇到麻烦时，他那样对我。
6. Maybe she doesn?t feel very sure of herself in her new school.
herself 表示“她自己”。是反身代词。
e.g. She can look after hersel
f. 她可以照顾她自己。
7. Try to find out whether she feels lonely without you.
whether 表示“是否”，相当于if。feel lonely 表示“感到孤独”。
e.g. He asked me whether she was coming. 他问我她是否来。
a lonely house in the country 乡下一间孤零零的房子
8. I?m sure she regrets hurting you.
regret 表示“懊悔，遗憾”。regret doing sth. 表示“遗憾做了某事”。
e.g. I regret disturbing you when you study in class.
我很懊悔在你学习的时候打扰你。
9. Try to introduce her to them.
introduce … to sb. 表示“向某人介绍…”。
e.g. Let me introduce my friend to you. 让我向你介绍我的朋友。
10. So be patient with her and explain to her that she can make friends with your other friends too.
be patient with 表示“对……有耐心”。
e.g. Ms Wang is always patient with her students.
王老师对她的学生很有耐心。
make friends with sb. 意为“与某人交朋友”
e.g. I am glad to make friends with you.
我很高兴能和你交朋友。
11. I?ll encourage her to join in more.
encourage sb. to do sth. 表示“鼓励某人去做某事”。
e.g. My teacher always encourage us to speak English aloud in class.
我们老师总是鼓励我们在课堂上大声说英语。
join in 表示“加入，参加”。指参加某项活动。
e.g. Would you like to join in the party tonight?
你来参加今晚的派对吗？
Step 8 Grammar
一、whether/if引导的宾语从句
如果我们要表达像“他不知道他们周六是否会去植树”或“我记不清以前是否见过他”这样的不确定的概念时，从句就要用whether 或if 来引导，不能用that。
e.g.
He does not know whether they will plant trees on Saturday or not.
He asks whether/if we will go fishing on Sunday.
Tom wants to know whether/if he needs to come early tomorrow.
注意：if与whether引导宾语从句时都有“是否”的意思，一般情况下可以互换。但是在动词不定式之前、介词之后或者句尾有or not出现时，一般只能用whether。
e.g. We haven?t decided whether to go or not.
The old woman asked me whether/if I knew the way to the bank.
Step 9 Writing
Work in pairs. Talk about your problems with friendship.
Student A: You call the helpline to ask for advice on your problems:
I?m shy and I haven?t had many friends.
I had a big fight with my best friend and we don?t talk to each other now.
I have to go to a new school, but I don?t want to leave my friends.
Student B: You wo rk on the helpline. Listen to Student A?s problems and try to help.—This is … on the helpline. How can I help you?
—This is … speaking. I have a problem …
Step 10 Exercises
Let students do more exercises to master the language points.
The good friends got ____ when they went to different colleges.
A. part
B. separate
C. separated
2. Don?t refuse ___ to the new song, it?s so wonderful.
A. to listen
B. listen
C. listening
3. My father often ______ the importance of study to me.
A. mention
B. mentions
C. mentioned
4. When others don?t understand, you should be patient _____ them.
A. to
B. at
C. with
D. for
Answers: CABC
Step 11 中考链接
让同学们直击中考，把握重难点。
1. Do you know _____ Zunyi or not tomorrow? 【2012 黔西南】
A. whether are they leaving for
B. whether they are leaving for
C. if they are leaving for
D. if are they leaving for
2. -- What about going to the South Lake for a picnic next weekend? 【2012 绵阳市】
-- OK. But I?m not sure _____ it will rain.
A. why
B. where
C. when
D. whether
3. --Is Tom still in New York or already back at home?
--I?m not sure ______. I?ll call to make sure. 【2012 湖北十堰】
A. how he will be back
B. that he has come back
C. why he has come back
D. if he has been back
4. They wonder ________ robots will make humans lose their jobs or not.
【2013 漳州】
A. that
B. if
C. whether
Answers: BDDC
Step 12 Homework
Finish the written task.
Unit 2 I believe that the world is what you think it is.
【教学目标】
Knowledge objective
Key vocabulary — lonely, silence, bright, treasure, trust, include, circle, stick, glue, suggestion
Key structures — in silence, day by day
Ability objective
To get information from the passage about friendship.
To master the object clauses.
Moral objective
1. To arose Ss? interest in learning English;
2. To encourage Ss to be active in the activities and make Ss to be confident;
3. To develop the ability to cooperate with others.
【教学重点】
1. To learn about some expressions in the passage.
2. To learn about the object clauses.
【教学难点】
1. To get information from the article.
2. The use of “lonely and include”.
【教学方法】
PWP method, task-based method
【教学手段】
A tape recorder, multimedia and some pictures
【教学过程】
Teaching Procedures:
Step 1 Leading-in
Look at the pictures and answer the questions.
Step 2 Consolidate new words
Look and say. The teachers shows the pictures of new words and let the students to say as soon as possible.
Step 3 Pre-reading
Work in pairs and answer the four questions.
1) When was the last time you feel sad?
2) Who did you tell that you were sad?
3) What did you do to feel better?
4) How can you make other people feel happy?
Step 4 Listening
Listen to Part 2 and answer the questions.
How old was she when she went to a new school?
What changed her life?
Step 5 Reading
Read the passage and answer the questions.
1 Does the beginning of the passage surprise you? Why?
Yes, it does. Because I don?t think a smile can be an important gift.
2 How did the writer feel in the past?
She felt very lonely.
3 How does the writer feel now?
She feels happy now.
4 What advice does she give?
Smile at the world and it will smile back.
2. Find out the object clauses in the passage.
1) I didn?t know who she was.
2) One day, I asked her why she smiled at me that day.
3) She said she could not remember!
4) Now I believe that the world is what you think it is.
3. Complete the sentences.
Step 6 Learning to learn
To learn about the wh-questions while reading.
When you read a story, focus on the
five wh-questions:
Who is the main character?
What happens?
When does the main event or story take place?
Where does it take place?
Why?
Step 7 Complete the sentences with the words in the box
Read the sentences carefully.
My father made the _________ that I should find a hobby.
Even today, some people search for _________ under the sea.
You can _______ them to look after the house.
You must make the stamp wet before you ______ it to the letter.
Have you got any _______? I want to stick these pieces of paper together.
John?s _______ of friends includes some students from the UK.
I like the _______ in the countryside. The city is too noisy for me!
Choose the right words to fill in the blanks.
Step 8 Language points
To learn about the main points in the passage.
1. Every time I heard the other students talking and laughing, I felt even more lonely. every time, 表示“每次”。在本句中引导一个状语从句。every time等于each time。例如：Every time/Each time I ask you to do something, you always say you are too busy.
2. One day, my classmates were talking with their friends, but I sat in silence.
in silence, 表示“安静地，沉默地”。
例如：He reads the book in silence.
3. Suddenly, I felt the touch of something bright and friendly.
bright表示“明亮的，欢快的”，形容词。例如：
The bright lights arrested the boy's attention.
4. Day by day, I learnt to trust people, and they include me in their circle of friends. day by day, 表示“一天天地，渐渐地”。
如：It is getting warmer day by day.
trust表示“信任，相信”。如：
n. A good marriage is based on trust.
v. If you break your word, he will never trust you again.
include表示“包括，把……列为一部分”。
例如：Please include me in the list.
5. And we stick together like glue.
stick表示“粘，粘贴”。如：
What's wrong with this stamp? It won't stick.
6. My suggestion is: Smile at the world and it will smile back.
suggestion是不可数名词，表示“建议”。它的动词形式为suggest。例如：
I suggested doing exercise every day.
Step 9 Grammar 疑问词引导的宾语从句
whether/if及疑问词引导的宾语从句
疑问词引导的宾语从句。
通过本模块的学习，相信同学们已经注意到，有的宾语从句既不用that引导，也不用whether或if引导，而是用when，where，how或why等疑问词引导，这是从句意思表达的需要。
例如要表达“他问什么时间出发”时，句中的“什么时间”之类的疑问时，我们就要使用相应的疑问词来引导从句。
但是，在疑问词引导的宾语从句中，一定要用陈述句语序。例如：
He asks how we can help protect the environment.
Do you know when we will hold the sports meeting?
Step10 Writing
1. Read the passage again. Find the paragraphs that describe the following stages. What happened and when.
Where she was and how she felt
Why she felt that way.
What happened one day.
What happened suddenly.
What happened after this.
What happened later.
What she thinks now.
2. Write a passage about someone or something that changed your life. Use the stages in Activity 5 to help you.
Step 11 Summary
Let Ss talk about what they have learnt in class.
whether/if及疑问词引导的宾语从句
重点短语
in silence
day by day
every time
Step 12 Exercises
Let the students practice the main points in Unit 2.
1. ____ I read the novel, I felt the touch of something.
Every time B. Everytime C. Every times
2. The boy felt _____ when he stayed at home alone.
A. alone
B. lonely
C. happily
3. The little boy grew up day ____ day.
A. at
B. to
C. for
D. by
4. I want to give you some _____ about the hobby.
A. suggest
B. suggestion
C. advices
D. piece of advices
Step 13 中考链接
Do some exercises from the entrance exam to senior high schools.
The policewoman asked the little boy ______. 【2012贵州安顺】
A. where did he live
B. where he lived
C. where he lives
D. where does he lives
2. -- Could you tell me_____ he came here?
--He drove here himself. 【2012 安徽省】
how B. why C. when D. whether
3. --Can you tell me ____ the prize, Tom?
--Last year. 【2012北京】
when you got B. when did you get
C. when will you get
D. when you will get
4. --Could you tell me _______?
--Certainly. In half an hour.【2012广东】
when will the high speed train arrive
B. when the high speed train will arrive
C. when would the high speed train arrive
D. when the high speed train would arrive
Step 14 Homework
给老师写一封电子邮件，介绍你交友方面遇到的问题。
Unit 3 Language in use
【教学目标】
Knowledge objective
Get the students to be able to use the new words and expressions they learnt in this module.
Ability objective
To summarize and consolidate the object clauses.
Moral objective
To be glad to listen to others? opinions and enjoy the happiness of the friendship.
【教学重点】
To be able to use the object clauses correctly.
【教学难点】
Through listening, speaking and writing, let students practise the object clauses.
【教学方法】
PWP method, task-based method
【教学手段】
A tape recorder, multimedia and some pictures
【教学过程】
Teaching Procedures:
Step 1 Revision and Warming up
Let Ss look at the pictures and answer the questions to review what they have learnt. Step 2 Language practice
To master the key words in Module 9.
1. Could you explain ______ happened then?
2. Can you tell me ______ she?s different?
3. Could I ask _____ you?ve mentioned this to her?
4. Do you know ____ she treats you like that?
5. I did not know _____ she was.
6. I asked her ___ she smiled at me that day.
Step 3 Match the two parts of the sentences.
1. Read the two parts of the sentences carefully. Then match the two parts. There may
be more than one possibility.
1 I asked her…
2 I do not remember…
3 I cannot find out …
4 I do not understand…
5 I could not decide…
a) …when I should call her.
b) …why he looks worried.
c) …if she would like to go with me.
d) …how long he would be away.
e) …wher e I met her for the first time.
Draw the answers from the Ss.
Step 4 Complete the passage with if, what, when, whether, or why.
1. Read the passage carefully.
2. Use the correct form of the words in brackets to fill in the blanks.
Jo: Hi, Anna. Did you get the invitation to the end-of-term concert?
Anna: Yes, I did.
Jo: Could you tell me (1)___________ you?re going to come?
Anna: Yes, I?d love to.
Jo: That?s great. What about Tony? Do you know (2)__________ he?s coming? Anna: Yes, he?s coming. Don?t forget, he?s in the school band.
Jo: So do you know (3)_____ the band will play at the concert?
Anna: Of course! But I don?t know (4)_____ they will play?
Jo: I think they?ll play first.
Anna: Do you know (5)_________ Tony has written a new song for the concert? Jo: Yes, he told me that he had, but I think it?s a surprise.
Anna: I?ve heard that Arthur isn?t going to play the piano at the concert. Do you know (6)______?
Jo: Yes. He?s broken his arm.
Anna: Oh, dear, that?s terrible!
Step 5 Complete the sentences so that they are true for you
Complete the sentences according to your situations using the object clauses.
1 I do not remember who ______________.
2 I do not understand why _____________
3 I cannot decide where ________________.
4 I want to know when _________________
5 I asked him whether __________________.
Step 6 Complete the conversations with the sentences in the box.
1. Look through the conversations and choose the right sentences.
a) I?m afraid you have the wrong n umber.
b) Can I help you?
c) I?ll call back later.
d) Jack isn?t here right now.
e) Who?s calling, please?
A: Good morning. This is 23456789. (1)________
B: Hello. May I speak to Jack?
A: Jack? (2)___________
B: Oh, sorry.
A: That?s OK.
…
B: Hello. May I speak to Jack, please?
C: (3)________
B: It?s Sally.
C: Just hold the line, please. (A moment later.) Sorry, (4)___ Can I take a message?
B: No, thanks. (5)________
2. Draw the correct answers from each group.
3. Now work in pairs. Act out the conversations.
Step 7 Complete the conversation with the words in the box
1. Look through the conversation.
2. Choose the right words from the box.
include lonely suggestion trust worried
A: Why are you so(1)________?
B: I?m new here and the students in my class don?t (2)______ me. I feel so (3)______. Can you help me?
A: I see. It takes some time before they (4)________ new students in their circle of friends. My (5)__________ is: keep trying to make friends.
B: OK. I?ll try.
Step 8 Complete the passage with the correct form of the words and expressions in the box.
Read the passage carefully.
Use the correct form of the words and expressions to fill in the blanks.
circle of friends follow treasure stay in touch
When my grandmother died, I felt my heart break. Many dark days (1)__________, and I missed her so much. She was full of love for everyone in the family and every piece of advice she gave me was a (2)_________. She had a wide (3)_______________ and they often came to see her. She (4)_______________ with them until her last days.
Step 9 Listening
1. Listen and choose the problems the speaker describes.
My best friend has found a new best friend.
My long-lasting friendship with someone is coming to an end.
I have moved to a new school and I?m lonely.
My best friend?s parents don?t like me.
2. Work in pairs. Choose the best piece of advice in your opinion for the problem in Activity 7.
3. Now listen and number the pieces of advice in the order you hear them.
Talk about your feelings.
Try to spend some time with your friend. Do something that is special to both of you.
Forget about your friend. Nothing stays the same all the time.
Step 10 Writing
Describe your friend.
1. How did your friendship start?
2. What makes your friend so special?
3. What do you do together to have fun?
4. Do you think your friendship will stay the same in the future? Why or why not? Step 11 Around the world
To learn about pen friends.
Step 12 Writing
1. Work in pairs. Read the list. Discuss what is important about friendship.
Make choices and give reasons why you choose them.
2. Make your poster with your group members.
Write about your own experience and draw some pictures.
3. Present your poster to the rest of the class.
Step 13 Summary
To let Ss say what they have learnt.
whether/if及疑问词引导的宾语从句
从句如果用whether或if来引导，表示“是否”。
例如：
He does not know whether they will plant trees on Saturday or not.
He asks whether/if we will go fishing on Sunday.
if和whether的区别：
从句后面还有or not的话，一般就要选择whether，构成whether … or not 的结构。
二、疑问词引导的宾语从句。
1. 用when，where，how或why等疑问词引导，这是从句意思表达的需要。
2. 在疑问词引导的宾语从句中，一定要用陈述句语序。例如：
I want to know where he will go tomorrow.
Step 14 Exercises
Do some exercises and draw the answers from the Ss.
1. Everyone can play an important part in society. As members, we should try our best to do____.
A. what we should do
B. what should we do
C. how we should do
D. how should we do
2. I?m not sure ______. I?ll call to make sure.
A. how he will be back
B. that he has come back
C. why he has come back
D. if he has been back.
3. Could you tell me _______?
A. how many people have been out of hospital
B. when is Thanksgiving Day
C. which animal does he like best
Step 15 中考链接
Do some exercises from the entrance exam to senior high schools.
-- Show me the map, please. I wonder ______.
-- Look, it…s here, in the east of China, near Taiwan Province.
【2012 福建福州】
A. where is Diaoyu Island
B. where Diaoyu Island is
C. what is Diaoyu Island like
2. The math problem is so hard. I really don?t know_____. 【2012 甘肃鸡西市】
A. how to do it
B. how to do
C. what to do it
3. --Excuse me, could you tell me ______ to get the post office?
--Certainly. The No. 15 bus. 【2012 广西玉林】
A. which bus I should take
B. I should take which bus
C. should I take which bus
D. which bus should I take
Step 16 Homework
写一段让人难忘的友谊。60-80词左右。
Module 3 My new school 一．教材内容分析 本模块以学校为话题，把焦点放在对学校的介绍上，话题贴近学生生活；新生对介绍学校也比较感兴趣。教学中应结合学生实际情况，灵活调整教学内容（或增加，或删除，或前后调整），合理设置课时。适当进行拓展，以丰富学生知识，拓展学生视野，进行理想、人生规划的教育。 二．学情分析 通过前面两个模块的学习，学生掌握了部分描述物品的词汇及介绍自己的句型。本单元则是在前两个模块的基础上引入到学校与班级这个话题上，这是学生很熟悉也是较感兴趣的话题。在教师预设的任务中，引导学生在交际中动态生成，学生有话可说，乐于合作分享。这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。 三．教学目标 1．语言知识目标
2．语言技能目标 3．学习策略目标
4．文化意识目标： 在中外对比中，了解不同国家的学校发展情况，了解不同国家的学校教育。5．情感态度目标 培养学生热爱学校，热爱自己家园的意识。参加各种英语活动，克服困难，在新环境中进一步树立正确的语言学习观。 四．重点难点 1. 教学重点 [1] 重点句型：there be 句型表示存在的肯定，疑问与否定形式 [2] 重点话题：Introduce a school, a class, identify different places 2. 教学难点 [1] 数词与名词连用时，名词的单复数的使用。 [2] 掌握there be句型。 [3] 描述自己的班级和学校，能用恰当地道的英语进行写作练习。 五、教学设计 Unit 1 There are thirty students in my class. Teaching Aims and Demands: 1. 知识目标：掌握下列重点单词和词组的意思及用法there, forty-six, computer, map, dictionary, wall, library, picture, television, right, fifteen, sixty, seventeen，eighteen, thirty, forty, fifty, sixty, seventy, eighty, ninety, many, how many, any, tree 2. 能力目标：能在实际情境中运用句型：there is / there are Can introduce one’s classroom. 3.情感目标：培养学生热爱学校，热爱自己家园的意识。
外语教学与研究出版社《新标准》英语八年级上册 Module Three Sports Unit Two This year we are training more carefully. 一、教学目标 To understand the conversation about sports. To understand the comparison of sports. To talk about the sports that that one likes and gives reasons, using comparatives. 二、教学过程 Step1. Lead-in 1. Show the study aims. 设计意图：通过目标展示使学生明确本课重点 2. Ask and answer. T：Do you like watching the Olympics? How many Olympics champions do you know? 设计意图：通过话题讨论，激活相关的词汇等背景知识。 Step2. Presentation 1．Enjoy a movie. T: They trained very hard for the gold medal. Now let’s enjoy a piece of video to see how top football players train. 2．Discuss. 设计意图：通过话题讨论，激活相关的词汇等背景知识，为阅读做准备 Step3. Reading 1. Ask students to read fast and answer the questions. Check the answers together. Title: _________________ Writer:_________________ Where may the passage come from? A. A newspaper. B. A notice. C. A diary. . D. A story book.
D 实验三关于第三方支付平台（2学时） 1、现在第三方支付平台的格局如何以及各自所占有的市场情况是多少？ 2、请同学上网查询目前主要的第三方支付平台有哪些?大的网上商城采用的有哪些?(列表说 明) 网上商 快钱易宝支付宝Paypal 财付通首信易城 淘宝√ 易趣√ 当当网√√√√ 卓越网银行卡 支付 拍拍网√你认为哪几家第三方支付平台最有生命力,会长期生存下去? 我觉得易宝的生命力比较强，会长期生存下去。 （1）如果消费者可以享受到：安全的在线支付，方便的电话支付，免费的会员服务，为您的手机充植，精彩活动积分奖励。 （2）可以为商户提供：网上、电话、汇款，多种收款方式，支持外卡，让你您的生意做到全球，7*24小时客服，技术支持快速反应，接入更简单，交易更安全，结算更及时！ （3）功能有：会员登录安全设置：通过验证图片、提示问题、常用机校验等手段实现的双向安全验证机制，确保用户在任意场所登录易宝网站时的安全。 快捷查单服务：消费者通过此项服务可以方便快捷的查到自己选择YeePay易宝支付的网上购物订单！商户通过接入“快捷查单”功能，为客户提供贴心增值服务，提升服务品质和形象！ 自主接入服务：商户可通过自助方式网上注册并使用易宝在线支付服务，不仅可以在线收款，而且还能登录商户系统进行定单管理和交易结算。依托易宝强大平台，确保安全交易，并享受7*24小时客户服务及快捷查单等增值服务。 3、第三方支付牌照的颁发会对现行的网络支付以及银联会产生什么样的影响？ 易观国际分析认为，牌照发放后，获得牌照的企业将可接入超级网银，第三方支付企业以提高企业资金周转效率的定制化解决方案，将会逐步向传统企业进行渗透，也将出现从单一产业链的支付服务向跨产业链的融合转移的趋势。支付企业通过整合各种支付产品，为企业进行深度定制化服务，加快资金周转效率，而保险、基金等行业将是一个新的蓝海市场。 一旦涉及到钱，那么这个庞大的支付产业必定摆脱不了银行的介入。在《支付机构客户备付金存管暂行办法(06.02会议征求意见稿)》出台前，仅有支付宝等少数国内第三方支付公司委托银行每月对客户的交易保证金做托管审计，其他公司则会依托三四家银行提供备付金托管与清算服务。而随着今年5月26日首批支付牌照正式发放，一场第三方支付公司挑
教案检查记录情况记录 精品文档 教案检查记录情况记录 根据学校安排，由教导处组织，学校领导、各教研组长参加，对2013年春季 开学至3月22号期间的教师教案和学生作业情况进行了检查，检查情况汇总如下: 语文组: 本次教案编写课时量充足，设计合理，结构完整，详略得当，作业次数充足， 批注认真，有评语。特别是杨焕荣、尹秋菊等老师的教案内容充实，书写认真，反 思深刻。 数学组: 各教师教案编写认真，规范，内容充实，环节完整，有教学反思。且能从实际 出发，由感而发，作业批改及时，有详细的批注，评语。简亚丽、何修建、王新爱 等老师，教案编写、作业批改很认真 英语组: 通过检查英语组全体教师都能认真备课且设计合理，条理清楚，书写工整。写 有反思的有楚玉莉、董玉玲、余为勇、陈海云老师。作业形式多样，批改认真，董 玉玲、孙俊老师全批全改且有鼓励性语言的有余为勇，存在问题是个别教师备课量 虽足但过于简单，没写课后反思。 政史地组: 本次检查中，教案编写都较认真，及时，足额，且内容较为充实，完备，结构 完整，书写认真，反思深刻，设计 1 / 12 精品文档
操作性强，方法多样，体现了新课改理念，作业批改较及时认真，个别同志有 针对性评语，对学生进行详细评价，具有很大的促进作用。但也有个别同志教案过 于简单，不能完全体现新课改要求，设计不十分合理，需要大力改进。 理化生组: 大多数教师多为详案，书写认真，结构完整，节节有反思。作业有批有改，极 个别教师部分教案书写有点简单，内容空洞。 通过各组反馈情况，总结如下: 好的方面 1(总体检查情况良好，绝大多数老师能根据所任学科教材及班级实际备课、编 写教案，课时教案目标突出，渗透了新课程理念，以人为本，面向全体，积极倡导 自主、合作、探究的教学模式，有一定教学准备，过程清晰。 2(大部分老师的教案具有内容规范、项目填写齐全、突出重难点等优点，还体 现了学习方法、课后练习具有实效性，学习形式多样性的特点。 3(多数老师能根据教学对象和所教科目的不同、科学设计教案、能根据不同年龄、不同层次的学生，采取不同的内容和进度。 4(教学反思有一定的量，大部分老师课后发现有更好的上课思路、方法，能及 时写的备课本上，补上去或修改 2 / 12 精品文档 好，使下次备课更加完美，较有效地达到了反思的目的。 5多数教师能够认真对待作业的布置及批改这一环节;批改及时、认真，对于作业完成出色或有进步的学生能够给出激励性的评语，调动了学生的积极性;模块测试，单词测试，课文背诵检查到位及时. 存在的问题
（广州版）四年级英语下册教案 MODULE 3 SPORTS Unit 9 Let’s go further 说明：本教学内容教学建议为分两课时，难点容量较多，所以本教学设计把“story time”作为第一课时，同时对“project”和“did you know”进行铺垫，并把“He / She likes sth.”，“He / She likes doing sth.”的第三人称单数动词加“s”放到了第二课时解决。 一、学生情况分析 小学四年级的学生语言技能基础较好。 四年级的学生比较喜欢体育运动，会认识一些世界有名的体育明星。 学生在前两课的学习中学过了运动与本单元的重点句型。 二、教学内容 Module 3 Unit 9 story time 三、教学目标 （一）语言知识目标 1. 复习句型“Let’s do sth.”，“I like sth.”，“I like doing sth.”，“be good at…”。 2. 复习掌握“I like do-ing sth.”的句型结构。 3. 复习掌握运动项目之间的名称与“-ing形式”的区别。 4. “story time”课文的理解与表演。 （二）语言技能目标 1. 能在情境中谈论运动。 2. 能用英语表演课文。 3. 能用英语交流与用英语写出问题，然后询问别人，训练学生说与写的能力。 （三）情感态度目标 1. 培养学生说英语的兴趣。 2. 培养学生互助合作的精神。 3. 培养学生的创造性思维。 （四）学习策略目标： 1. 以引导为主，让学生更容易掌握知识。 2. 以评价作引子，激发学生的学习兴趣。 3. 以学生感兴趣的明星，激发学生说英语的胆量。 4. 先让学生发现困难，教师再总结，加深知识点在学生中的印象。 （五）文化意识目标： 让学生初步了解本国与外国的一些体育明星的情况，为下一课时作铺垫。 四、教学重点
第三方支付平台教学设计 授课人：宋文鑫授课时间：2016年12月30日?学习目标： ?1、认识第三方支付平台的概念组成； ?2、理解两种第三方支付平台的运行机制以及优缺点； ?3、使学生认识到第三方支付平台的发展可以改变我们的生活。 教学过程 一：案例导入 1.共同阅读案例，学生思考案例问题，得出问题答案。 2.进而引出对之前学习的知识的复习，回顾电子商务支付方式。 3.导入本课内容“第三方支付平台”，说明本课的学习目标，开始新课教学。二：新课教学 1.第三方支付平台概念 （1）学生阅读课本，找出第三方平台概念，通过课本知识填写学案。 （2）展示PPT，讲解第三方平台概念。但此概念过长不易记忆，教授学生记忆方法，将概念拆解进行记忆，引出课堂思考。 （3）学生思考学案问题，通过PPT引导学生理解概念以组块的方式进行记忆。 2.第三方支付平台分类 （1）学生阅读课本找出第三方支付平台的种类，可分为网关型第三方支付平台与信用担保型第三方支付平台。 （2）通过PPT学习网关型平台的运行模式以及优缺点，利用画图的方式使学生理解此类平台的运行模式，并回顾之前学过的知识点“支付网关”。 （3）理解信用担保型第三方支付平台运行模式，点出其典型代表支付宝，引出探究讨论。学生分小组讨论“支付宝的工作流程是什么？”并将讨论结果并落实纸面。提问小组代表，而后利用PPT分步展示其工作流程。 （4）简单介绍支付宝的产生、发展以及作用，讲解信用担保型第三方支付平台的优点。结合日常生活中支付宝付款、收款等功能，使学生认识到第三方支付平台的便利，相信第三方支付平台可以改变我们的生活。 三：总结 总结本课所学内容，与本课开始时提出的学习目标相呼应。 四：作业 1.以支付宝为例介绍第三方支付的交易流程并画出其流程图。 2.利用课后时间搜集其他的第三方支付平台，并比较其相同点和不同点。
教导处对作业、教案检查的总结报告 在教导处组织下，以教研组为单位，我们本学期在学初、期中、期末对全体任课教师的作业教案进行了检查与评价。本次检查与评价我们抱着客观、公正的态度，注重检查作业、教案的质量，依据我校制定的相关要求进行的。主要目的是对老师们本学期的工作做一个记载，同时发现好的做法及时推广，发现问题及时纠正。因此，我在总结过程中希望每位教师都能抱着学习的态度来听，这样有利于完善自己。下来，我就从三方面对本次活动作以下总结: 一、优点: 1、全体教师作业、教案数量达标;能重视学生学习主体性和教师主导作用，注重课堂教学情境设计、合理安排内容，不同的教学内容采用形式多样的备课方法。 2、教案书写工整、规范、教学环节齐全、条理清楚。 3、教材基点把握准确，能显示教研教改思路，注意学法渗透，具有教师活动、学生活动设计及设计意图。 4、合理使用信息技术手段，在教案备写中能看到课件、碟片、大屏幕等字眼。 5、教案有的教师开始注重教后修补。 6、新、老教师听课记录达标，记录认真，评析到位。 7、教案具有实用性和可操作性，重视对难点、重点的反复推敲。 8、作业批改详细、认真，鼓励语新颖准确，作文批改认真、批注到位。 9、作业布置分量适中，注重双基，分层次作业，形式多样(活动作业)。 10、各教研组通报会通报到位，注重实效，为作业批改、教案备写指明方向。 二、不足: 1、个别教师备课过程简单，教学设计粗略，字迹潦草，龙飞凤舞，重数量忽质量，更重要的是个别教师有错字、病句现象。
2、个别教师的教学重点、难点、教学目标与课时案及不吻合。 3、个别新教师教案只是教材内容的罗列或者是教材内容的填充，未能体现教学组织和设计，就象是教材的翻版。 4、个别新教师的教案记流水帐，如师说什么，生答什么。 5、个别教师教学反思没有落到实处。 6、个别教师作业批改不规范，细节、步骤中的问题来纠正，一道大题只打一个对号，没有要求补错，鼓励性评语较少。 7、备课新授课多，极少见备练习课和试卷讲评课。 8、个别教师欠认真、细心，如作业本学校名称写错等现象说明这一点。 9、教师对什么是教案知之甚少，不能学习常规制度。 10、听课记录参与活动的评析认真，不参与的记录评析粗略。 11、照抄教案书籍现象严重。 12、作文批改不认真，批注模棱两可。 三、努力的方向: 1、教研组长应加强对个别教师作业、教案进行个别指导，力争将作业批改、教案备写纳入正规化。 2、教导处加强教案的质量管理，要求教师写实实在在的教案，要注重备教法和学法。 3、提倡广大教师备表格教案，要求教师对教案实行再回笼。 4、要求写实实在在的教学心得，不要写空洞的理论。 总之，本次作业教案检查与展评比以前好得多，好的做法我们要认真学习，发扬广大，对于存在的问题要及时解决、不断完善。作业、教案的质量优劣直接关系着教学效果的好与坏，我们决不能走形式，走过程来应付检查，我们必须不断地总结经验与教训，不断探索、不断创新，才能提高教育教学质量。另外，在本次活动中，通过全体教师的展评，我
Unit 3 Language in use ⅠTeaching model Revision and application ⅡTeaching method Formal and interactive practice ⅢTeaching aims 1. Function: Describing and comparing sports. 2. Structure: Comparative adjectives(more); adverbs and comparative adverbs (-er, more); irregular comparatives. 3. Around the world: The marathon race 4. Task: Making a sports poster. ⅣTeaching aids Tape recorder , OHP , handouts ⅤTeaching Steps Step 1 Revision Talk about the pictures. Step 2 Work in pairs. 1. Ask the students to use the words in the box in Activity 1. boring cheap difficult easy exciting expensive popular relaxing 2. Ask the students to look at the pictures in Activity 1 carefully. 3. Talk about the sports.
2019年秋季课程外研版初二英语 八年级上册Module 3Sports 一、课程介绍 知识点 1. 重点词汇用法：beat \ miss \ keep的用法 2. 重点词组用法：plenty of / cheer...on / warm up 的用法 3. 重点语法: 形容词比较级副词比较级 教学重点 1. 各重点词汇及短语用法 2. 形容词比较级和副词比较级的用法 教学难点 形容词副词原级的用法及其比较级区别 二、要点回顾 Ⅰ.词汇短语 1．n．小山，小丘 2．n．人口 3．adj. 宽阔的 4．vt. 变成 5．n．岛屿 6．adj. 矮的 7．n. 地区 8．n. 山岳 9．adj. 南方的 10．n..雨伞 11．pretty good 12．home town 13．be famous for 【答案】1.hill 2.population 3.wide 4.get 5.island 6.short 7.area 8.mountain 9．south 10. umbrella 11.相当好12. 家乡13.因...而闻名 Ⅱ.活用句型 翻译下列句子 1.深圳有多少人口？
_________________________________________________. 2.我的家长尤其以其大学而著名。 _________________________________________________. 3.剑桥是英格兰东部的一个美丽的城市。 ___________________________________________________. 【答案】 1.What’s the population of Shenzhen? 2.My home town is especially famous for its university. 3.Cambridge is a beautiful city in the east of England. 二、知识精要 1）词汇 2）词组 3）语法
教案与作业检查记录 二、检查通报 1．教案抽查情况通报（检查人：黄思思） 三年级2016 年11月9 日 说明：1.目标与环节、过程与方法、板书设计及后记与旁批四项检查要求参见教案的使用说明，酌情打分。2.已备教案数与实际授课内容、作业相关联，根据学科特点，略超过一定的课时数即为合格。超一周课时数即为优秀。3.卷面书写酌情打分。4.标注☆表示“优秀”，√表示“合格”，△表示“待加强”。5.单项评价累计有4个“待加强”，综合评价为良，并将根据相关问责制度实施问责。
一：上交情况 全体老师都能按照规定的时间上交教案。 二：优点 1、三年级老师们在教学后记的部分书写的尤为认真，几乎每一课的后面都有老师们细致的教学反思，对于教学方面的帮助可见一斑。 2、英语老师的教案非常的美观，极富学科特色。 本周检查是由检查人下到教研组组进行，以上情况已和备课组长进行现场交流，组长将在集体备课时再进行反馈。 2．作业抽查情况通报（检查人：黄思思） 三年级2016 年11月9日
说明：1.周批改次数时间为最近一周的批改次数。2.作业评价为教师给学生的等级评定及评语等。3.更正为学生更正错误及回批情况。4.批改日期为教师批改是否及时，时间是否明确等。5.收交情况为本次检查是否数量齐备，及时。5.标注☆表示“优秀”，√表示“合格”，△表示“待加强”。6. 单项评价累计有4个“待加强”，综合评价为良，并将根据相关问责制度实施问责。 三年级语文、数学、英语作业批改几点说明： 一、本次作业抽查对象为学号尾数为7号的学生。年级组的老师非常认真，及时、 统一收交作业，基本上能按照备课组的要求进行全批全改，并且有等第评价； 二、作业类型及备课组基本统一要求批改次数：其中语文: 《写字》13次;《练 习册》21次《作文》3次；数学: 《练习册》25次；英语：《单词本》4次，《练习册》8次。
第三方支付安全性及风险防范 一、第三方支付概念 第三方支付是阿里巴巴集团主席马云在2005年瑞士达沃斯世界经济论坛上首先提出来的，目前为止学术界还没有给出一个非常明确的概念。第三方支付是非金融机构从事金融业务的重要渠道，人民银行发布的《非金融机构支付服务管理办法》中将其定义为依托公共网络或专用网络，在收付款人之间作为中介机构，提供网络支付、预付卡的发行与受理、银行卡收单以及中国人民银行规定的其他支付服务的非金融机构。 从其形式上看，所谓第三方支付，就是具备一定实力和信誉的第三方独立机构提供的网络支付平台，它是以非银行机构的第三方支付公司为信用中介，以互联网为基础，通过与各家银行签约，使得其与商业银行间可以进行某种形式的数据交换和相关信息确认，实现持卡人或消费者与各个银行以及最终的收款人或者商家之间建立一个支付的流程。第三方支付通过其支付平台在消费者、商家和银行之间建立连接，起到信用担保和技术保障的作用，实现从消费者到商家以及金融机构之间的货币支付、现金流转、资金结算等功能。在网络交易中，买方选购商品后，使用第三方支付平台把货款支付给第三方，再由第三方通知卖家货款到达并要求卖家发货，买方收到商品并检验后通知第三方，由第三方将货款转至卖家账户。相对于传统的资金划拨交易方式，第三方支付可以对交易双方进行约束和监督，有效地保障货物质量、交易诚信、退换要求等环节，满足电子商务交易的安全性，为交易成功提供必要的支持。如支付宝、财付通等都属于此类平台。 与其他支付方式相比，第三方支付服务具有以下特征： （1）支付中介。第三方支付的具体形式是付款人和收款人不直接发生货款往来，借助第三方支付平台完成款项在付款人、银行、支付服务商、收款人之间的转移。第三方支付平台所完成的资金转账都与交易订单密切相关。 （2）中立、公正。第三方支付平台不直接参与商品或服务的买卖。公平、公正地维护参与各方的合法权益。
Module Three Body Language and Non-verbal Communication Period One Teaching content: Introduction & Reading and V ocabulary Teaching important points: 1.Motivate the students to work together; 2.Help the students to understand the passage better; 3.Learn and master some important words and phrases in this period. Teaching difficult points: 1.How to let the students understand the body language in different countries and use them correctly; 2.How to help the students improve their reading ability and understand the passage better; 3.How to master the important language points in this passage. Teaching procedures: Step 1 Lead-in In communication,spoken and written words are very important,but we communicate with more than words and sentences.Body language is as important,such as body positions,gestures,expressions and so on,and body language varies from culture to culture.This module,we will talk about the topic:Body Language and Non-verbal Communication. 【verbal['v??b(?)l]adj.词语的, 言语的, 字句的；口头的；动词的n.非谓语动词; 非限定动词】 Step 2 Introduction 1.Activity1 on P21 Read through the given information to understand and match the verbs with the pictures.Call back the answers. 2.Activity2 on P21 Listen the first time to get the main idea and match the situations with the pictures;introduce the main idea of the listening material briefly and compare the answers;listen again to understand it better. 3.Activity3 on P21 Read through the given information to understand the requirement;choose one or two situations to make sentences after the example;ask some students to show their answers to the class. 4.Activity4 on P21 Read through the given information to understand and make a choice.If possible,ask some students to give reasons for their choices. Step 3 While-reading Next,we will read a passage about body language around the world. 1.Fast reading[Activity 1 on P22] Skim the text as quickly as you can to get the main idea and choose the best title;Call back the answers and explain if necessary. 2.Careful reading[Activity 2 on P23] Read through the text carefully to get more details and then tell if the statements in Activity 2 on P23 are true or false;Call back the answers and explain if necessary.While reading,please underline some language points or what you don`t understand. https://www.doczj.com/doc/356435752.html,nguage points【Ref:Notes to the text】
以支付宝为例的第三方支付平台分析
以支付宝为例的第三方支付平台分析 作者：马红梅 来源：《今日财富》2018年第24期 纵观市场上已经出现的第三方支付平台，支付宝实名用户超过5.8亿，是其中的佼佼者，其通过与众多知名的购物平台进行合作，迅速获取了知名度，在市场上获取了一席之地，并且成功坐上了第三方支付平台的霸主地位。本文阐述了以支付宝为例的第三方支付平台，通过其背景现状、主要服务、商业模式、技术手段与风险管理、发展前景这六个方面来对以支付宝为例的第三方支付平台进行分析。 一、背景现状 支付宝虽然已经发展为中国最大的第三方支付平台，但是支付宝的使用者大多数为年轻人，像一些中老年群体很少注册使用支付宝，这种情况也不难理解，支付宝极大的迎合了大部分群体方便快捷的消费需求，但还是有一部分人不愿意去使用支付宝，其中最主要的原因是其考虑到第三方支付的安全隐患。虽然这样，但是支付宝的使用人数却还是达到了让人叹为观止的程度。 二、主要服务 方便快速地查询账单、账户余额、物流信息；免费跨行转账，信用卡还款、生活缴费；消费信息智能提醒；为子女父母建立亲情账户；提供本地生活服务，推荐当地特色美食；买单打折尽享优惠；余额宝理财；支持接入手机健康数据，与好友一起互动，行走捐，参与公益。 三、商业模式 （一）运营模式 支付宝运作的实质是以支付宝为信用中介。首先买家在网上选中自己所需商品后与卖家协商，确定交易后买方需把货款汇到支付宝这个第三方账户上，支付宝作为中介方立即通知卖方钱已经收到，可以发货，待买方收到商品并确认无误后，支付宝随即把货款汇到卖方的账户以完成整个交易。支付宝在这个流程中充当第三方的角色，同时为买卖双方提供信誉，确保交易安全进行。 （二）主要盈利模式 首先支付宝作为第三方支付，最显著的收益是支付宝页面各种广告的广告费用，主要盈利渠道是收取手续费，即支付宝在快速提现、网购、航空客票等方面以加上毛利润的费率，向客户收取费用。其次在2005年，支付宝进入B2C业务，根据用户不同级别，给予不同的免费额度，并对超出的部分收取手续费从而获得稳定的收入。再次支付宝还有服务费的收益，主要分为理财相关业务和代缴费业务的服务费。 四、技术手段
2018年秋季课程外研版初二英语 八年级上册Module 3 Sports 一、课程介绍 知识点 1. 重点词汇用法：beat \ miss \ keep的用法 2. 重点词组用法：plenty of / cheer...on / warm up 的用法 3. 重点语法: 形容词比较级副词比较级 教学重点 1. 各重点词汇及短语用法 2. 形容词比较级和副词比较级的用法 教学难点 形容词副词原级的用法及其比较级区别 二、要点回顾 Ⅰ.词汇短语 1．n．小山，小丘 2．n．人口 3．adj. 宽阔的 4．vt. 变成 5．n．岛屿 6．adj. 矮的 7．n. 地区 8．n. 山岳 9．adj. 南方的 10．n..雨伞 11．pretty good 12．home town 13．be famous for 【答案】1.hill 2.population 3.wide 4.get 5.island 6.short7.area 8.mountain 9．south 10. umbrella11.相当好12. 家乡13.因...而闻名 Ⅱ.活用句型 翻译下列句子
1.深圳有多少人口？ _________________________________________________. 2.我的家长尤其以其大学而著名。 _________________________________________________. 3.剑桥是英格兰东部的一个美丽的城市。 ___________________________________________________. 【答案】 1.What’s the population of Shenzhen? 2.My home town is especially famous for its university. 3.Cambridge is a beautiful city in the east of England. 4. 三、知识精要 1）词汇 2）词组
刘堤圈小学教师备课检查记录表 20___年月日任课教师任教年级任教学科 评估内容及要求考查得分教学进度（10分）做到超前备课，教学内容跟上教学进度。 教学目标（10分） 1、教学目标科学、全面、恰当。 2、紧紧围绕教学目标设计教学过程。 教学重点、难点（10分） 教学重难点的处理能体现新课程要求，体现学生主体教师主导地位，有教学方法的渗透，符合教材和学生具体情况。 教学程序设计（40分） 1、教学过程完整、教案较详细。 2、既有教法又有学法的设计。 3、着力于全体学生积极性的调动、主体性的发挥。 4、新课程标准的精神在教学设计中能较好地体现。 5、能使用电教媒体辅助教学。 板书和作业设计（20分） 1、板书设计完整、简洁、突出重点。 2、作业设计同年级统一，注重双基、能力训练。 教后感（10分）有具体的内容，反思深刻，达30%以上。 亮点与不足 综合得分综合评价 备注：总分100-90分为优秀，89—75分为良好，74—60分为一般，60分以下为较差。 检查人（签字）：
刘堤圈小学作业情况检查记录表 20 年月日任课教师任教年级任教学科 评估内容及要求考查得分 作业设计情况（20分）题型多样，思考性作业占比相当日均作业量用时符合规定 作业有梯度、层次 学生作业情况（20分）作业簿本齐全，无破损，作业统一用笔、字迹端正、清楚。 教师批改情况（60分）批改是否及时（包括订正后批改即二次批改）批改是否认真，批改字迹、符号清楚 有无漏批、错批 有无批语，比重如何 批改次数，与教学进度是否相符 作文眉批、总批、旁注达教学要求，有助学生改进，能提高积极性 亮点与不足 综合得分综合评价 备注：总分100-90分为优秀，89—75分为良好，74—60分为一般，60分以下为较差。 检查人（签字）：
最全第三网上支付平台对比 今天的网上购物非常方便快捷,实现了不少人“足不出户买尽天下商品”的梦想,当然啦,网上购物之所以越来越流行,除了与网上商品越来越丰富有关外,也与网上购物的付款方式越来越简单、方便也是密不可分的,付款更容易,买卖自然更加畅通. 第三方网上支付、电话支付,甚至货到付款等不同的网上购物支付形式满足了不同的消费者需求,其中第三方网上支付系统平台无疑是网上购物付款的主要途径,今天我们就来详细对比一下流行的第三方支付平台,看看哪一个才是你的首选. 什么是第三方支付平台？ 第三方支付平台相当于一个中介人的角色,连接着商家与客户.客户在网上选定要购买的商品后,将货款支付给第三方支付平台,平台收到货款后通知商家发货,等客户收到商品后给出确认信息,第三方支付平台就会将货款转入商家的账户中.由于在整个交易过程中货款是寄存在第三方支付平台这个“中介人”处的,因此客户不用担心自己付款以后商家不发货,商家也不必担心发货以后客户不付款,就如客户在淘宝网、拍拍网等购物网站上购物,收到商品并确认商品没有质量问题,发出付款请求后,商家才能收到货款一样. 不过,随着第三方支付平台应用范围的扩大,在不少B2C网上商城购物也可以通过第三方支付平台付款,甚至订机票、交水电费、信用卡还款、网上买基金等都可以通过第三方支付平台来进行. 在目前主流的第三方支付平台中,阿里巴巴旗下的支付宝与腾讯旗下的财付通是最多人所熟悉的,他们分别有自己的购物网站淘宝网与拍拍网,支付宝与财付通这种依托自有网上购物网站发展起来的综合性支付平台是目前第三方网上支付市场的主力军,此外,也有一些购物网站与支付宝和财付通签约,客户可以通过它们来完成支付,因此综合性第三方支付平台的应用范围更为广泛. 此外,也有独立的第三方支付平台,如快钱、易宝支付（YeePay）、环迅支付、网银在线、首信易支付等,这类支付平台尽管缺少自有网上购物网站的支持,其独立的特点也让不少购物网站青睐；而且与综合性支付平台相比,它们的支付业务也各具特色,如快钱的生活类支付业务丰富,环迅支付的网游支付业务支持种类较多,首信易支付开展了不少支付返现的优惠活动……不得不提的一个第三方支付平台是ChinaPay,这是中国银联旗下的电子支付平台,作为一个“国”字辈的支付平台,ChinaPay 拥有的银行资源是最为丰富的,通过中国银联的平台,用户可以选择不同的银行卡进行网上支付. 下面我们就来全方位对比一下上述主流的第三方支付平台. 第三方支付平台大比拼
Module 3 Sports 一、学习目标: A. 单词和短语： baseball, volleyball, boring, exciting, relaxing, already, matter, What’s the matter? hurt, Olympics, stadium, miss, mind, beat, careless, cheer…on, coach, fan club, against, train, practice, warm, warm up, usual, pleased, pass, chance, loudly, confident B. 交际用语： 1. That’s too bad! 2. I’m not sure about that. 3. Bad luck! 4. Never mind. 5. — Which sport do you like better, swimming or running? —I like swimming better. It’s more relaxing than running. 6. It’s more difficult to practise in winter. 7. This year we’re passing more carefully. 8. —What’s your favourite sport? —My favourite sports is swimming. It is exciting. 9. This week’s match already more exciting. 10. It’s more difficult to practise in winter. 11. Watching is not dangerous, and it’s more relaxing, too. 二、教学目标 1. Function: Describing and comparing sports. 2. Structure: Comparative adjectives (more); adverbs and comparative adverbs (-er, more); irregular comparatives. 3. Skills: 1) Listening and understanding familiar topics (sports). 2) Comparing sports, linking words correctly. 3) Reading and understanding behaviours of characters; guessing the meaning of new words from the context. 4) Writing about your school basketball team.
教案作业检查情况记录 为了全面掌握教学动态,及时了解与解决本学期教学工作中得各种问题,扎实有效地开展教学工作,保证教学秩序得稳定、教学计划得完成与教学质量得提高,学校在第5月初对各班数学作业批改情况及教师教案进行了全面检查。现将检查得具体情况小结如下: 一、作业情况 优点: 1、学生作业书写规范,格式符合要求,页面整洁,作业量适中,形式多样。 2、批改及时,符号统一,有统一得等级评定,如“优、良、中、差”或印章图案或百分制等。 3、学生作业中得错误,能及时订正,教师及时复批。 4、部分作业教师有批阅评语,学生作业每日有家长签字或评价或学生完成作业得时间记录,方便老师与家长得交流。 4、特色之处:一年级练习册批改突出了“细”,每页都有作业情况得评定符号,如批改时作业全对还就是有错误用“☆”或“○”表示,学生作业订正之后统一画“☆”,作业批改之后得订错情况一目了然;二年级三、四班得课堂作业,书写规范整洁,正确率高,每个学生得作业首页都有每次作业情况等级得统计及本组同学作业情况得记录;三年级作业书写工整,正确率高,错误订正及时,一、二班还将有错误得页码写于每次作业上方,学生订正后用对号标记。 需改进之处: 1、学生作业中错误得订正格式不统一,多数学生在原题上只订正错误得得数,老师既打对号又打错号,建议做统一得订错要求。 2、个别学生练习册中得错误没有订正错误或订错时又将题目写错而老师未加以批注。 3、有个别学生书写不认真,作业本欠整洁。 4、建议年级评价符号尽量统一,批改后写明批改日期。 二、教案情况 优点:
备课完整,及时,利用率高,每课均有练习内容得补充。评补栏书写较为工整。三四年级比较好得教案如袁容老师得,除每课均有补充练习得内容外,还有基本概念得含义,易错题分析,错因分析,正确解答方法,以及需要提示得方法;一二年级如李娅娟老师得,每课补充得训练内容有拓展练习、思维体操、数学游戏、个性练习、实践应用等,形式多样,教学反思内容具体,有教学收获,教法指导,教学中应注意或强调得地方、单元测评小结等。 缺点: 部分教师得教案,利用率低,只有少数得补充练习,教学反思等内容几乎没有,从教案上瞧不出备课、集体教研、个人研究得痕迹,那么课堂情况如何需要思考。 从本次检查中可以瞧出老师们得工作量相当大,工作就是非常认真、辛苦。但工作中存在得一些问题,应积极改进。 附学习文章:关于课后反思得书写建议。 教学反思得反思 叶澜教授曾说过,一个教师写了一辈子教案不一定成为名师,如果一个教师写三年得教学反思,就有可能成为名师。这话确实有道理,虽然我算不上什么名师,但我就是深得教学反思之利得。 我得做法就是这样得。 一、内容上求实。 写具体得做法与认识,绝不泛泛而谈,更不去说一些套话、空话,要写就写出一点有用得东西。 1、记成功得教学方法。一个流畅得思路,一句精彩得引导,一种有效得点拨,一道巧妙得练习,等等,都可以及时整理下来,形成经验得积累。我在教学《黔之驴》时,采用了读译、写话、联想、绘画、表演得教学思路,学生学得实,学得有趣,效果不错。于就是我就及时把这种方法记了下来,为以后得文言故事教学提供了一种可行得思路。 2、记教学中得失误。再好得教案有时也不适应随机性很强得课堂教学,何况我们得教学设计不可能就是完美得。出一点失误就是正常得,关键就是要引以为戒,使以后得课堂教学不再出现类似得失误。记下这些失误,并想一想为什么会