Handouts 4 C&D-colors

PRODUCTION VISESVisesIntroduction to Design ...........................................66–67VMC/HMC Solutions ............................................68–69Ball Lock® Mounting System ...............................70–71Production Vises4" (100 mm) Production Vises ................................72–736" (150 mm) Production Vises .................................74–75Self Centering Vises .................................................764" (100 mm) ................................................................76–776" (150 mm) ................................................................78–79Accessories ......................................................................79Production Vise Columns 4" (100 mm) Production Vise4 Sided ...........................................................................803 Sided ...........................................................................816" (150 mm) Production Vise4 Sided ...........................................................................823 Sided ...........................................................................8312 Station Hex .................................................................8412 & 16 Station Multi Quads ..................................85–86Hydraulic Production Vises .....................................874" (100 mm) ...............................................................88–896" (150 mm) ...............................................................89–90Hydraulic Vise Columns ...........................................914" (100 mm) 4 sided ........................................................924" (100 mm) 3 sided ........................................................936" (150 mm) 4 sided ........................................................946" (150 mm) 3 sided ........................................................95Column Subplates ..........................................................96Hydraulic Vise Accessories......................................97–98Vise Accessories ...............................................99–104Jaw Selections ..................................................99–101Ball Lock® Shanks/Plates .....................................102–103Sine Fixture Keys/T-Slot Nuts .....................................104Cast Iron Shop Vises ......................................105–106Bock Quick Change FixturingIntroduction ..................................................................107System Overview .................................................108–109Twin Vises ........................................................................110Jaw System .....................................................................111 Twin Vise Data ................................................................112Locator Plates .................................................................113DexLoc™ Locator Pins ...................................................113 Mono-Quad System (114)5-Axis Production VisesIntroduction ...................................................................115Self Centering .................................................................116Jaws /Accessories ................................................117–118Fixed .................................................................................119Jaws/Accessories .......................................................120Quick Clamping Block .................................................121Super Compact Clamp .................................................122Jaws/Accessories ...............................................123–124Vise with Reversible and Interchangeable Inserts ...125Jaws/Accessories .......................................................125Pallet Clamps .. (126)P R O D U C T I O N V I S E SWORKHOLDING SOLUTIONS GROUPPRODUCTION VISESJergens Production Vise SystemFastest Quick Change Jaw SystemMaximum Holding Power• Jaws machined to the contour of your workpiece maximizing holding force.6" (150mm) MonoQuad4" (100mm) MonoQuad• Quick change reverseable soft jaws • Single station adapter plate included• Multiple base designs to meet any requirementDual Station VisesSelf-Centering VisesWORKHOLDING SOLUTIONS GROUPPRODUCTION VISESJergens Production VisesMachine “Pockets” into the vise jaws, in the shape of your workpiece.Benefit: Reduce set-up times and parts change overMultiple mounting base configurations Fully sealed lead screw assemblyBenefit: Lower maintenance Rigid construction with hardened and ground stainless steel railsBenefit: High accuracy and repeatabilityChip and fluid flow through baseBenefit: Easier to keep clean, no more cloggingWORKHOLDING SOLUTIONS GROUPPRODUCTION VISESVertical Machine SolutionsHydraulic Vise Pages 88–90Innovative compact design. Reduced set-up time.Internal Slide Assembly with Hydraulic Clamping Cylinder.Universal Base Production Vises Pages 73 & 75The mounting flange has slotted holes to allow Ball Lock ® Base Production Vises Pages 72 & 74The mounting flange is cut into a jigsaw pattern to allowvises to nest closely together. Designed for use with Jergens Ball Lock ®Mounting System.5-Axis production vises and accessories rigidly clamp parts without obstructing access to multiple part faces.Self Centering Vises (3 Base Styles)Pages 76–79Self-Centering vises provide quick, simple fixturing for concentric machining of different sized workpieces.Narrow Base Production Vises Pages 73 & 75The small footprint allows maximum density of vises on your Bock Brand Quick Change System Pages 107–114Bock Brand vises combine with alpha-numeric locator plates Indexer Systems Page 81Indexer solutions can be customized to yourrequirements. Choose either three or four sided columns.WORKHOLDING SOLUTIONS GROUPPRODUCTION VISES Horizontal Machine Solutions6-Sided Production Vise ColumnsPage 84Increase the number of parts per load, while maintaining a small footprint. Available with bases to fit directly onto 4-Sided Production Vise Multi-Columns Pages 85 & 86Multiple columns mounted on a single base provide 12 or 163-Sided Production Vise ColumnsPages 81 & 83For machining 3 faces of production parts on HMC's. Largespindle noses can access the workpiece.240° workpiece accessibility.Multi-Vise FixturesPages 73, 75, 77, 79 & 89T o maximize productivity, mount multiple narrow body visesonto a single fixture plate. Mount the fixture plate onto thetombstones with the Jergens Ball LockWORKHOLDING SOLUTIONS GROUP PRODUCTION VISESSystem accurately positionsThe Ball Lock System securely holds fixtureplates to subplates with up to 20,000 lbs (88kN)of hold-down force per shank.Ball Lock® Fixture Mounting System forThe Ball Lock® Mounting System provides a method of quickly and accurately locating fixtures onto machine tables. The Ball Lock Commonly Asked QuestionsQ. What is the Ball Lock®Mounting System?It is a means of locating and lockingtwo flat surfaces together, normally afixture plate to a sub-plate.Q. How does it lock?A. Inside the shank are three balls thatexpand into a tapered groove in thereceiver bushing. This action drawsthe plates together. The locking ballsare activated by turning a setscrew inthe head of the shank, which pushesWORKHOLDING SOLUTIONS GROUPPRODUCTION VISESUnmatched Setup Speedand Workholding FlexibilityQ. Is there a preferable location for System repeatability is improvedif the liners are located at opposite corners of a rectangular fixture plate. For consistency, we recommend locating the liner bushings at top left Q. What are the advantages of using with ¾" (18mm) of thread engagementrequires 10 turns to lock. On CNCmachines, the repeatability of fixturelocations makes indicating of thefixture unnecessary.Q. How do I recess the fixtureplatefor a clear surface ?A. Counterbore the fixture plate to adiameter large enough to allow easyQ. What if my plate is thinner thanthe recommended thickness?A. By adjusting the depth of thecounterbore for the receiver bushingin the subplate, you can still use theBall Lockquestions on this type of application,please call 1-877-426-2504.Q. Can I use the shanks in a heated0.38[10]0.96[24]3.438[87.5]1.683.00[73]1.22[30][190]7.50WORKHOLDING SOLUTIONS GROUPPRODUCTION VISESProduction Vises – 4" (100mm)Ball Lock ShankShankPart No.Wt.Part No.SizeMetric17/32" (4) Plcs [13.5]Slotted Mounting Holes:3.13[80]2.50[63.5]6.00[150]Mounting Holes (2) Plcs:17/32"[13.5]WORKHOLDING SOLUTIONS GROUPPRODUCTION VISESProduction Vises – 4" (100mm)traditional strap clamps. The narrow base has 2 locating holes for 12mm -slots shown on page 104. Recessed machine tables, tombstones, or columns. Maximize flexibility by utilizing0.50[12]4.50[114]4.00[100]10.00[248] 1.45[38]0.96[24]WORKHOLDING SOLUTIONS GROUPPRODUCTION VISESProduction Vises – 6" (150mm)MetricBall Lock ShankShank Part No.Wt.Part No.Size1.125[28]2.952[75]4.921[125]7.874[200]6.000[150]Mounting Holes:M10 x 1.5 T ap (6) Plcs2.50[63.5]3.875[100]7.874[200]Locating Holes:.6255 (4) PlcsFor Sine Fixture KeysWORKHOLDING SOLUTIONS GROUPProduction Vises – 6" (150mm)is easily mounted directly to machine tool tables. Slotted mounting holes will match almost any table slot pattern. can be mounted as a stand-alone vise or mounted to a fixture plate. The slim design allows a high density of vises on machine tables, tombstones, or columns. Maximize flexibility by utilizing the Jergens1.22"(31.0)ED MTG. HOLES3.370"(85.60)±0.001"(0.03)WORKHOLDING SOLUTIONS GROUPSelf-Centering Precision Production Vises• Shown in Universal Base, also available in Narrow Bases and Ball Lock Part Number Wt. (lbs)49471SC38WORKHOLDING SOLUTIONS GROUPSelf-Centering Vises – 4" (100mm)12"6"WORKHOLDING SOLUTIONS GROUP Self-Centering Vises – 6" (150mm)12"6"50m m 12" (300mm )WORKHOLDING SOLUTIONS GROUPSelf-Centering Vises – 6" (150mm)Part No.49442SC*Jergens Standard Jaws fully compatible, see complete selection on page o order Jergens Production Vise Jaws with Adjustable Gib Screw, use standard jaw part no. followed by "SC".WORKHOLDING SOLUTIONS GROUP Production Vise Columns – 4" (100mm)QWORKHOLDING SOLUTIONS GROUPcan be mounted onto most any indexer. Columns can be attached directly to an indexer or become Jergens Technical Service for help designing Production Vise Columns – 4" (100mm)Mounting Wt. Ball Lock Shank Pattern 2* (lbs) Part No. Sizen/a 125 49602 20mm x 1"100mm 115 — —Mounting Wt. Ball Lock Shank Tri-column design allows upWORKHOLDING SOLUTIONS GROUP Production Vise Columns – 6" (150mm)QWORKHOLDING SOLUTIONS GROUPProduction Vise Columns – 6" (150mm)Mounting Wt. Ball Lock Shank Pattern 2* (lbs) Part No. Size252 49602 20mm x 1"266 49612 25mm x 1"100mm 240——Tri-column design allows upJBall Lock Mtg. PatternBall Lock Mtg. PatternWORKHOLDING SOLUTIONS GROUPProduction Vise ColumnsQK Ball Lock Mtg. PatternQKBall Lock Mtg. PatternWORKHOLDING SOLUTIONS GROUPPRODUCTION VISESProduction Vise ColumnsMtg. PatternK QQKBall Lock Mtg. PatternWORKHOLDING SOLUTIONS GROUPPRODUCTION VISESProduction Vise ColumnsWORKHOLDING SOLUTIONS GROUPPRODUCTION VISESHydraulic Production Vises• Innovative compact design • Internal hydraulics• 4,700 lbs (2,100 Kg) clamping force • Operates on lower input pressure • Fully machinable jaws• Fastest quick-change jaw system • Hardened stainless steel wear rails •Easy-Flow ™base designJergens hydraulic vises are available in 3 different base configurations. They offer the same unique features as Jergens manual vises.Technical Specifications:Hydraulic Clamping Stroke: 1/4" (6.3mm)Operating Volume: 0.4 Cu In (6.7 cm 3)Maximum Input Pressure: 4000 P .S.I. (275 bar)Minimum Input Pressure: 500 P .S.I. (35 bar)Input Port: #4 SAE (7/16-20 UNF-2B)Clamping Force (lbs) = Input Pressure x 1.19Clamping Force (Kg) = Input Pressure Bars x 7.67Operation:Using the Jergens Hydraulic Vise handle part number 49445, tighten vise jaws so the workpieces touch the fixed jaw. Next, turn the handle back 1/2 turn and activate the hydraulic cylinder. Hydraulic Power Sources AvailableClamping ForceInput PressureClamping ForcePSIBarslbskgf500 35 595 268 1,000 70 1,190 5376.0012.002.50[63.5]3.125[80] 6.00[150]17/32" (4) Plcs [13.5]Slotted Mounting Holes:Mounting Holes :17/32" (2) Plcs [13.5]WORKHOLDING SOLUTIONS GROUPPRODUCTION VISESHydraulic Production Vises – 4" (100mm)Mounting Holes:ap (6) PlcsMOUNTING HOLES (6) Plcs:3.938[100]LOCATING HOLES:.6255 (6) PlcsWORKHOLDING SOLUTIONS GROUPPRODUCTION VISESHydraulic Production Vises – 4" (100mm)Part Wt. N umber lbs/Kg49487 30/14Part Wt. N umber lbs/KgPart Wt.PRODUCTION VISESWORKHOLDING SOLUTIONS GROUP Hydraulic Production Vises – 6" (150mm)12.006.00PRODUCTION VISES WORKHOLDING SOLUTIONS GROUPHydraulic Vise Column(150mm) sizes,Fully Machinable and ReversibleMore workholding flexibility per jaw set.Hydraulic Vise Column Kits Include:Shown with base forSee page 98 for Air PoweredHydraulic PumpPRODUCTION VISESWORKHOLDING SOLUTIONS GROUP Hydraulic Vise Tooling Columns – 4" (100mm)PRODUCTION VISES WORKHOLDING SOLUTIONS GROUPHydraulic Vise Tooling ColumnsPRODUCTION VISESWORKHOLDING SOLUTIONS GROUP Hydraulic Vise Tooling Columns – 6" (150mm)Hydraulic Vise Tooling ColumnsHydraulic Vise Tooling Columns Standard Subplates35°TANK PRESSURE PORT1/4 NPT PORTS3.411.0260.091.0662.750.650.9380.375 AREA FOR TANK LINE LOCATION0.60 AREA FOR PRESSURE LINE LOCATION2.752 3/8"M5 X 0.8 TAP THRU (4) PLACES7/32 DRILL THRU (4) PLACESPTPORTPatent No. 3839866Hydraulic Production Vise AccessoriesPart Number61725HandlePart Number49445Handle for Hydraulic Vises, 4" Rotary Hydraulic UnionDual Passage, Ports 1/4 NPTPressure (psi) Bars Torque (in. lbs) Part Number61755 Performance Curve*(0.655)1000 2000 3000 4000 5000 (69) (138) (207) (276) (345)OUTPUT PRESSURE, PSI (BAR)Part Number61759Hydraulic Production Vise AccessoriesKit Includes61755 36:1 Pump61643 Remote four-way zero-leakageLow Pressure Air HoseHose I.D.1/4" 3/8" 1/2"HosePart Number 61106 61108 61110FittingPart Number 61107 61109 61111Hydraulic HoseHigh pressure hose is supplied assembled and to lengths indicated. Lengths are measured from end of coupling to end of coupling. Hose is 3/8" ID and available in 4000 psi or 7000 psi rating. 3/8" female tubing fittings on each end.N ipple1/8 NPT Male 619501/4 NPT Male 61905 619511/4 NPT Female61954 Air couplers have checks on sleeves only.Adapter for BSP1/4 Male NPT 1/4 NPT x 1/4 T 1/4 Female BSP 60221Adapters & ElbowsJergens Production Vise SystemThe clamping system Completely sealed lead screw Hard coated base made of high-strength, light-weight, aluminum extrusion. Guideway Rails made of hardened stainless steel.Aluminum jaws can be completely milled, therefore Aluminum or steel jaws suitable for milling:Extra Wide Jaws Full Face Vise PlateDual Station with Hard JawSingle Workpiece with Hard JawsProduction Vise JawsQuick Change Fixture PlateProduction Vise Accessoriesinclude two moveable jaws and one fixed jaw.Vise Conversion PlatesVise HandlesHard Jaw Carriers With Steel Inserts*Part No.Vise Size49442 4"/100mm Machinable Soft Jaws(Standard Sets included with Vises)Vise Work StopClearance holes for holddown (2) PlcsClearance holefor holddownStandard ShankJigsaw Fixture PlateMultiple Vise Fixture PlateProduction Vise Ball Lock ®Accessories – InchShank49601 49601-S 49602 49602-S 49611 49611-S49612 49612-SProduction Vise Ball Lock® Accessories – MetricJigsaw Fixture PlateClearance holefor holddownStandardShank Multiple Vise Fixture PlateClearance holes forholddown (2) PlcsProduction Vise Accessories Locate subplates or fixture plates to Tmachine tables. Available in inch sizes for 1/2"to 7/8" slots, and in metric sizes for 12mm to22mm slots.T-Slot NutsWORKHOLDING SOLUTIONS GROUPCast Iron Shop VisesCharacteristicsMade of close grained high tensile cast iron. Jaws ground and Hardened 55±3 HRC. Swivel base provided with positive locking and adjustable through 360°. Adjusts work piece to its center. Opposite threads for quick and accurate centering.CharacteristicsMade of close grained hightensile cast iron. Jaws ground and Hardened 55±3 HRC. Adjusts workpiece to its center. Opposite threads for quick and accurate centering. This is a low profile vise.T echnical DataPart Jaw Width Jaw Opening N umber Inch mm Inch mm Inch mm Inch mm Inch mm Inch mm 110080 2 50 2 50 110081 4 100 4 100 T echnical DataPartJaw Width Jaw OpeningNumber Inch mm Inch mm Inch mm Inch mm Inch mm Inch mm 110085 3 75 5 127 110086 4 100 4 100WORKHOLDING SOLUTIONS GROUPCharacteristicsManufactured from close grained high tensile cast iron. Swivel is full 360°. This is very useful for heavy duty milling jobs. Vise is low height for maximum clearances. Jaws are fully ground and precision with parallelism of 0.0012 (30 microns) the hardness of jaws is 55±33 HRC.T echnical DataPart Jaw Width Jaw Opening Jaw Depth N umber Inch mm Inch mm Inch mm Inch mm Inch mm Inch mm T echnical DataPartJaw Width Jaw Opening Jaw DepthNumber Inch mm Inch mm Inch mm Inch mm Inch mm Inch mm 110250 6 150 7 1/2 188 1 1/2 CharacteristicsManufactured from graded cast iron and precisionground. These vises have a needle bearing thrust collar. Vise jaws are in pairs and replaceable.Cast Iron Shop VisesMilling Machine Vises with Swivel Base (Heavy Duty)Machine VisesWORKHOLDING SOLUTIONS GROUP JERGENS-BOCK QUICK CHANGE S YS TEMFASTPRODUCTIVE by reducing spindle down-time to aminimum. The combination of short setup times, theability to move setups away from the machine andfast loading keeps your spindle cutting, not waiting.WORKHOLDING SOLUTIONS GROUPJERGENS -BOCK QUICK CHANGE S YS TEMwin Vise is the key component of the complete BockWorkholding system. A variety of body styles made from high-strength aluminum, ground steel guides, snap-on quick-change machinable aluminum jaws and a solid clamping screw and third hand mechanism System OverviewBock Locator Plate SystemBock Locator Plates are a great platform to quickly and accurately mount your T win Vises in a number of different positions. Locator/mounting holes with alpha-numeric identifiers and Bock’s DexLoc™ double-expanding locators give you +/- .0005" repeatability.DexLoc ™Locator PinsPatented DexLoc™ double-expanding locator pins allow for fast and accurate location of twin vises on locator plates.WORKHOLDING SOLUTIONS GROUP JERGENS-BOCK QUICK CHANGE S YS TEMHard-coated high-strength aluminum base for lighter WORKHOLDING SOLUTIONS GROUPJERGENS-BOCK QUICK CHANGE S YS TEMStraight basefor use on Bock Locator Plates or with toe clamps Slim-LineStandard interlockingGenerous cut-outs to prevent chip and coolant accumulationBock Twin Vise SystemThree different basestyles for your specificmounting needsWORKHOLDING SOLUTIONS GROUP JERGENS-BOCK QUICK CHANGE S YS TEM Bock Jaw SystemBock Machinable Jaws are made from high-strength aircraft grade anodized aluminum.Once machined to hold a specific part they become quick-change dedicated fixtures ideal for holding even complex shapes.STANDARD JAWS snap on and off in QUICK CHANGEFACE PLATEScan be convertedTALL JAWSto hold larger parts.123WORKHOLDING SOLUTIONS GROUP JERGENS-BOCK QUICK CHANGE S YS TEMBock Twin VisesScrew-on guideways made from hardened steelThird-hand function for fast sequential loading of partsExact positioning of center jaw using locator pins; removing center jaws allows the holding of one single large partAluminum jaws can be milled out to meet each part’s holding and locating requirements.Generous cut-outs to prevent chip and coolant accumulationStandard InterlockingStraight BaseSlim-LineWORKHOLDING SOLUTIONS GROUP JERGENS-BOCK QUICK CHANGE S YS TEM Bock Brand Locator Plate SystemBock Brand Locator PlatesDexLoc™ Locator PinsTo order DexLocWORKHOLDING SOLUTIONS GROUP JERGENS-BOCK QUICK CHANGE S YS TEMBock Mono-Quad System。

中考复习专项（十三）——复合句1.(2020·重庆A 卷中考)—Wow! The school uniforms can tell parents ?—Cool! So the children won’t get lost easily.A．where are their children B．where their children areC．what do their children study D．what their children study2.(2020·黔东南中考)Li Wenliang is a brave doctor is known to millions of Chinese people.A．who B．which C．what D．when3.(2020·成都中考)The book cover has a beautiful picture is Lily’s.A．which B．whose C．that4.(2020·江苏淮安中考)Our school basketball team will win the next match they practise more.A．if B．before C．though D．while5.(2020·江苏无锡中考)I think the coffee beans are from Brazil，I’m not completely sure.A．because B．since C．though D．whether思考并总结：中考真题中关于复合句的考点主要有哪些？你觉得自己哪一部分最需要加强？请在下述思维导图中用红笔重点标出自己的易错点并分享出来。

➢6.Do you know ？—Sorry, I’ve never had an e－book before. Why not read the instructions first?A．how can I turn the e－book on B．how I can turn the e－book onC．where buy an e－book D．where I can buy an e－book7.(2020·湖北恩施中考)He looks worried. I wonder he has already known about the result.A．where B．whether C．why8.(2020·黔西南中考)Lisa is studying at school. She hasn’t decided back to her country because of the COVID－19.A．if she flies B．whether she will flyC．when will she fly D．how will she fly9.(2020·武汉中考)I wondered .A．which way was the wind blowing B．which one is the most convenientC．which of the houses did you live in D．which school it was you went to➢考点2：状语从句10.(2020·重庆A 卷中考)Nobody can hear you you speak in a louder voice.A．unless B．if C．when D．after11.(2020·江苏徐州中考)We’re not very close friends we've known each other for a long time.A．until B．although C．as D．If12.(2020·湖北恩施中考)We were not good friends we saw each other, but gradually, we got along better and better.A．until B．when C．if13.(2020·海南中考)President Xi encourages all Chinese people to plant trees our country can be greener and more beautiful.A．so that B．as long as C．even though14.(2020·泰州中考)I will volunteer for a two—day home stay for an exchange student from the UK. I consider it a good chance to show Chinese food our kindness.A．as well as B．so well as C．as good as D．so good as15.(2020·湖南岳阳中考)The movie Nezha is educational I want to see it again.A．so；that B．such；that C．too；to16.(2020·辽宁丹东中考)I don’t like Sun Cinema it has bad service.A．because B．although C．unless D．until➢考点3：定语从句17.(2020·福建中考)Du Fu is a great Chinese poet has become popular with many people around the world.A．which B．whom C．who18.(2020·湖南怀化中考)—Do you like the song Shao Nian?—Yes. I like the songs I can sing along with.A．that B．who C．what19.(2020·四川自贡中考)—Have you heard of the basketball team won the NBA championship last year?—Of course, it’s my favorite basketball team—Warriors.A．whose B．which C．who20.(2020·哈尔滨中考)—What are they talking about?—They are talking about the greatest inventions have made a big difference to our daily life.A．which B．who C．that21.—There are so many girls over there. Which one is your sister?—The one hat is yellow.A. WhoB. whoseC. thatD. whom22.I shall never forget the days we worked on the farm.A. whichB. thatC. whenD. where23.Potato can be grown in places it’s too cold to grow rice.A. thatB. whichC. whereD. when24.Nobody knows the reason he is often late for school.A. whyB. whichC. whenD. where➢易混易错25.(2020·内蒙古包头中考)She says that she’ll have to close the restaurant business improves.A．if B．after C．unless D．when26.(2020·江苏镇江中考)My parents gave red packets to my cousin every Spring Festivalshe got a job, because she said she was able to make money.A．after B．when C．until D．since27.(2020·甘肃天水中考)They didn’t go home they finished their work.A．because B．where C．until D．while28.(2020·南京中考)We still know little about the Moon men have landed on it.A．if B．since C．although D．because29.(2020·扬州中考)Lucy held her head up like a queen Bill was telling his tale.A．after B．before C．while D．until30.(2020·四川泸州中考)—Did you catch the first bus to school this morning?—No I didn’t. It had started moving I could get on it.A．after B．since C．before D．as soon as31.(2020·甘肃天水中考)We have time that we can finish the work very well.A．such much B．so many C．so much D．such many32.(2020·辽宁营口中考)The clever boy called 120 his mother fell down in the kitchen.A．although B．as soon as C．as long as D．until33.(2020·湖北孝感中考)We will make fewer mistakes we are careful enough.A．as long as B．so that C．as far as D．even if34.(2020·泰州中考)—I heard NBA star Kobe Bryant’s private helicopter(直升机) crashed. I wonder .—All the nine people died including his 13－year－old daughter, Gianna.A．where the accident happened B．that his daughter died tooC．what was the weather like that day D．if there were any survivors in the accident35.(2020·贵州铜仁中考)—Could you tell us ？—About 400 kilometers.A．How far it is from Tongren to Guiyang B．How far is it from Tongren to Guiyang C．How long it takes to get to Guiyang D．How long does it take to get to Guiyang 36.(2020·新疆建设兵团中考)—What did the shopkeeper say to you?—She asked me .A．when does the shop close B．where did I see the styleC．if I preferred that orange dress D．what else I will buy37.(2020·湖北鄂州中考)—What did our English teacher say to you just now?—He asked me .A．why I am sad B．if had I done my homeworkC．when did I do my homework D．how I planned to go on vacation38.(2020·辽宁丹东中考)—I wonder .—Of course it is.A.that moon cakes are deliciousB.whether June is a good time to visit DandongC.when the band starts playing this eveningD.if the bookstore opens todayst Friday Li Wei went to the village his family used to live.A. whereB. whichC. whenD. that40.We’re not sure there will be or not tomorrow.A. if; rainsB. if; rainyC. whether; rainD. whether; raining41.—Gan you tell me or not we can get there on time next Monday?—Sorry, I have no idea either.A. whenB. whatC. whetherD. why42.You can’t imagine when they received these Christmas presents.A. how they were excitedB. how excited they wereC. how excited were theyD. they were how excited43.The teacher told us that the sun in the east.A.had risenB. has risenC. roseD. rises44.—Are you sure Kate lives here?—Quite sure. But I can’t tell .A. which room does he live inB. in which room does he liveC. which room he lives inD. he lives in which room45.—Excuse me. Could you wake me up when my friend here?—Of course. But we still don’t know when your friend here.A. comes; will comeB. comes ; comesC. will come; comesD. will come; will come46.—Did you ask the guard happened?—Yes. He told me all he knew.A. what;thatB. what;whatC. which;whichD. that ;that47.I can never forget the day we worked together and the day we spent together.A. when; whichB. which; whenC. what;thatD. on which; when48.She described in her compositions the people and places impressed her most.A. whichB. thatC. whomD. what49.The factory we’ll visit next week is not far from here.A. whereB. to whichC. whichD. in whichOnce I was a member of a group preparing for a week of meetings. I walked into the room where some volunteers were busy collating( 装订) handouts. I asked if I could help. One of the ladies 1 said, “Oh, no, thank you” and offered me a chair to sit.Then, another volunteer came into the room, saw me 2 there doing nothing and said, “Hey, Larry, come here. There’s work to do, and you can help.” He put a couple of chairs together, placed two stacks( 叠)of 3 on them and said, “OK, the left sheet goes on top of the right one.”“Fine. I can handle that,” I said. And just like that, I was now part of the team.This member of the group saw that my disability(残疾) did not mean an inability(无能) to help. Later, I 4 him for having included me. He said, “Well, I thought with one more pair of hands we’d finish more quickly. I was just using 5 sense.”I’m sure that the lady who 6 my offer of help did not mean to offend ( 冒犯) me. Too often, people with disabilities are just not 7 - within their community or within a social setting-because of their disability and not because of their inability.It’s 8 for all of us to feel that we are accepted, appreciated and valued as a full and equal member of the group. And it is 9 more important for people with disabilities. It sends a 10 that states: “To us, your abilities are more important than your disability.”1．A. politely B. angrily C. quietly D. suddenly2．A. walking B. sitting C. standing D. sleeping3．A. books B. chairs C. handouts D. messages4．A. asked B. searched C. paid D. thanked5．A. common B. special C. natural D. strong6．A. turned away B. turned up C. turned down D. turned back7．A. noticed B. challenged C. included D. educated8．A. interesting B. important C. curious D. nervous9．A. rather B. even C. quite D. enough10．A. message B. letter C. note D. cardWhat do pets think?Have you wondered what your pets are feeling? When your dog wags ( 摇摆) its tail, does that mean it is happy? A new app called Happy Pets can tell you what's going on.The app uses artificial intelligence(AI) to analyze( 分析) the facial expressions of cats and dogs. Then it can tell you what breed (品种) your pet is and how it is feeling. It can show the five most common feelings - happy, angry, neutral (中性的),sad and scared.Researchers at the University of Melbourne in Australia developed the app. The key technology used in the app is facial recognition, a common use of AI. We can unlock our mobile phones or enter train stations with facial recognition readers. But this is the first time that the tech has been used with animals.The app’s AI was first taught to recognize a picture of an animal. Then, it was taught to recognize the facial features(特征) of cats and dogs. Next came the most important step - teaching it to detect (察觉) emotions based on certain facial features. For instance, if a dog tightens up its eyes and mouth while changing the position of its ears, this means the dog is scared. To master this skill, the AI program “saw” and “read” thousands of example images.How accurate (准确的) are the results? The researchers think they are trustworthy(可靠的) since the app has been tested many times. Interestingly, they have found that cats are harder to read than dogs. In the future, the app might also be able to analyze a pet’s body to make its readings more accurate.1.What is the app Happy Pets used for?A.Playing games with pets.B.Telling us how pets feel.C.Training pets to remember faces.D.Dividing pets into different groups.2.What is Paragraph 4 mainly about?A.How people use the app.B.How the app’s AI was trained.C.What certain facial features mean.D.What emotions the app can recognize.3.What do we now about the app Happy Pets?A.It is part of a student project.B.It works better on cats.C.It uses facial recognition technology.D.It often provides untrustworthy results.4.The story is written to .A.show how to recognize animals’ feelingsB.show how to care for animalsC.describe a study on animalsD.describe a new app中考复习专项（十三）—复合句答案1-5 BABAC 6-10 BBBDA11-15 BBAAA 16-20 ACABC 21-25 BCCAC 26-30 CCCCC31-35 CBADA 36-40 CDBAC 41-45 CBDCA 46-49 AABC 综合提升：ABCDA CCBBA阅读链接：BBCD。

Valves/usaVAL-138V44/V45 Mini ISO Star Valves2x3/2, 5/2 and 5/3, Solenoid andPilot Actuated ISO 15407-1 / VDMA 24 563 Size 26 mmTechnical DataMediumCompressed air, 40µm filtered, lubricated or non-lubricated OperationV44: Glandless spool valve, solenoid pilot or air pilot actuatedV45: Softseal spool valve, solenoid pilot or air pilot actuated Mounting On sub-bases SizeISO 15407-1 / VDMA 24 563, 26 mmOperating PressureMaximum pressure145 psig (10 bar) V45 models and V44 solenoid pilot actuated valves with internal pilot supply232 psig (16 bar) V44 solenoid pilot actuated valves with external pilot supply and V44 air pilot actuated valvesFlow Characteristics Series Function Cv l/min V445/20.92900V445/30.92900V455/2 1.221200V455/3 1.171150V452x3/2 1.171150Ambient Temperature5°F* to +122°F (-15°C* to +50°C) V44/V45 sol. and V45 air pilot models5°F* to +176°F (-15°C* to +80°C) V44 air pilot models*Consult our Application Engineering for use below 36° F (+2°C)MaterialsDie cast aluminum body and sub-base. Hardanodized spool, Teflon coated, matched aluminum spool and sleeve(V44) or aluminum alloy spool with HNBR Seals (V45). POM plastic parts and NBR static seals. End cover and screws zinc plated, stainless steel springs.Compact design and high performance Flexible Sub-base systemTrue multipressure system (including vacuum)Sandwich regulators and flow controls Dual spool technologyV44 Glandless spool and sleeve V45 Softseal spoolCollected pilot exhaust with internal pilot air supplyEasily converted from internal to external pilot supplySandwich plate allows for exchange of valves under pressureShutoff plate allows for exchange of valves under pressureElectrical Details for Solenoid PilotVoltage Tolerances -10% / +15%Rating 100% Continuos Duty Inlet orifice0.8 mmElectrical Connection DIN 43 650 table 'C'Manual Override Push-turn locking and non-locking Protection Class IP 65 NEMA 4MaterialsPPS (body), Viton and NBR (seals)VAL-139V44/V45 Mini ISO Star Valves2x3/2, 5/2 and 5/3, Solenoid and Pilot Actuated ISO 15407-1 / VDMA 24 563 Size 26 mmModelSpool Valve Pilot Pilot Operator Return Flow Operating Pilot Pres.Weight Repair Kit Techn.Function Supply Exhaust 1412Cv Pres. (psig)(psig)lb.V44A611D-C3**†Gl APB Internal Collected x Solenoid Solenoid 0.929 - 145-0.62V70540-KAO V45A611D-C3**†Ss APB Internal Collected x Solenoid Solenoid 1.1536.3 - 145-0.59V70543-KAO V44A622D-C3**†Gl APB External Not collected Solenoid Solenoid 0.926" Hg - 23229 - 1450.62V70540-KAO V45A622D-C3**†Ss APB External Not collected Solenoid Solenoid 1.1526" Hg - 14536.3 - 1450.59V70543-KAO V44A711D-C3**†Gl COE Internal Collected x Solenoid Solenoid 0.929 - 145-0.62V70540-KAO V45A711D-C3**†Ss COE Internal Collected x Solenoid Solenoid 1.1536.3 - 145-0.59V70544-KAO V44A722D-C3**†Gl COE External Not collected Solenoid Solenoid 0.926" Hg - 23229 - 1450.62V70540-KAO V45A722D-C3**†Ss COE External Not collected Solenoid Solenoid 1.1526" Hg - 14536.3 - 1450.59V70544-KAO V44A811D-C3**†Gl COP Internal Collected x Solenoid Solenoid 0.929 - 145-0.62V70540-KAO V45A811D-C3**†Ss COP Internal Collected x Solenoid Solenoid 1.1536.3 - 145-0.59V70545-KAO V44A822D-C3**†Gl COP External Not collected Solenoid Solenoid 0.926" Hg - 23229 - 1450.62V70540-KAO V45A822D-C3**†SsCOPExternalNot collectedSolenoidSolenoid1.1526" Hg - 14536.3 - 1450.59V70545-KAOModelSpool Pilot Pilot Operator Return Flow Operating PilotWeight Repair Kit Techn.Supply Exhaust 1412Cv Pres. (psig)Pres. (psig)lb.V44A513D-C3**†Gl Internal Collected x Solenoid Air Spring 0.914.5 - 145-0.53V70540-KAO V44A523D-C3**†Gl External Not collected Solenoid Air Spring 0.926" Hg - 23214.5 - 1450.53V70540-KAO V44A517D-C3**†Gl Internal Collected x Solenoid Spring 0.923.2 - 145-0.44V70540-KAO V45A517D-C3**†Ss Internal Collected x Solenoid Spring 1.229 - 145-0.46V70541-KAO V44A527D-C3**†Gl External Not collected Solenoid Spring 0.926" Hg - 23223.2 - 1450.44V70540-KAO V45A527D-C3**†Ss External Not collected Solenoid Spring 1.226" Hg - 14529 - 1450.46V70541-KAO V44A511D-C3**†Gl Internal Collected x Solenoid Solenoid 0.929 - 145-0.60V70540-KAO V45A511D-C3**†Ss Internal Collected x Solenoid Solenoid 1.229 - 145-0.60V70542-KAO V44A522D-C3**†Gl External Not collected Solenoid Solenoid 0.926" Hg - 23229 - 1450.60V70540-KAO V45A522D-C3**†SsExternalNot collectedSolenoidSolenoid1.226" Hg - 14529 - 1450.60V70542-KAO5/2 Solenoid Pilot Actuated Valves5/3 Solenoid Pilot Actuated Valves2x3/2 Solenoid Pilot Actuated Valves (Softseal Spool only)ModelFunction Pilot Pilot Actuation FlowOperating Pilot Weight Repair Kit 2x3/2Supply Exhaust 3/2 Function Cv Pres. psig Pres. (psig)lb.V45AA11D-C3**†NC Internal Collected x Sol/Spring 1.143.5 - 145-0.53V70546-KAOV45AA22D-C3**†NC External Not Collected Sol/Spring 1.10 - 14521.7+(0.5xop.press.)0.53V70546-KAO V45AB11D-C3**†NO Internal Collected x Sol/Spring 1.043.5 - 145-0.53V70547-KAOV45AB22D-C3**†NO External Not Collected Sol/Spring 1.00 - 14521.7+(0.5xop.press.)0.53V70547-KAO V45AC11D-C3**†NO/NC Internal Collected x Sol/Spring 1.0/43.5 - 145-0.53V70548-KAOV45AC22D-C3**†NO/NC External Not collected Sol/Spring1.0/0 - 14521.7+(0.5xop.press.)0.53V70548-KATable 1**Voltage Codes and Spare Pilot ValvesVoltage Code Power Inrush / Hold Pilot Valve Part.-no.12 V d.c.12 1.2 W VZC7L2C1-C312A 24 V d.c.13 1.2 WVZC7L2C1-C313A 24 V 50/60 Hz.14 2.1 / 1.5 VA VZC7L2C1-C314A 48 V 50/60 Hz 16 2.1 / 1.5 VA VZC7L2C1-C316A 110 V d.c.17 1 WVZC7L2C1-C317A 115 V 50/60 Hz 18 2.1 / 1.5 VA VZC7L2C1-C318A 230 V 50/60 Hz 19 2.1 / 1.5 VA VZC7L2C1-C319A 115 V 50/60 Hz 18 2.1 / 1.5 VA VZC7L2C1-C213A 230 V 50/60 Hz192.1 / 1.5 VAVZC7L2C1-C218AOther voltages available on request.Spare pilot valves are delivered with mounting screws.Table 2†Connector Codes and Part NumberCode Part NumberA =Solenoid without connectorB =Cable gripV10027-D00C =10 ft. molded cable, 0-240 VAC/VDC V10013-D03H =Cable grip w/indicator light, 24 VAC/VDC V10012-D13J =Cable grip w/indicator light, 120 VAC/VDCV10012-D185=10 ft. molded cable with indicator light, surge suppression, 24 VAC/VDC V10014-D036=10 ft. molded cable with indicator light, 110V/50 Hz-120V.60HzV10015-D03** Insert voltage code from Table 1 “Voltage Codes and Spare Pilot Valves”.† Add connector code from Table 2, “Connector Codes and Part Number”.Modular Sub-base Modular Sub-base*Modular Sub-base Modular Sub-base*Side Ported without Pilot PortsSide Ported with Pilot Ports Side Ported (PIF) without Pilot Ports Side Ported (PIF) with Pilot PortsV70525-PAF(1/8 NPTF)V70526-PAF(1/8 NPTF)V70525-2AF(3/8 PIF)V70526-2AF(3/8 PIF)V70525-RAF(1/4 NPTF)V70526-RAF(1/4 NPTF)V70525-8AF(ø8 mm)V70526-8AF(ø8 mm) V70525-BAF(G1/4)V70526-BAF(G1/4)V70525-YAF(ø10 mm)V70526-YAF(ø10 mm)VAL-140ValvesV44/V45 Mini ISO Star Valves2x3/2, 5/2 and 5/3, Solenoid and Pilot Actuated ISO 15407-1 / VDMA 24 563 Size 26 mmBasesAccessoriesIntermediate Supply/Exhaust Module Single Valve Shut-Off Plate Single Pressure Regulator Plate Double Pressure Regulator Plate Flow Control PlateV70529-RAO(1/4 NPTF)V70530-KAO(Port 1 blocked)V70527-KA1(Port 1 reg.)V70527-KA4(Ports 2+4 reg.)V70528-KAO (Ports 3+5)V70529-BAO(G1/4)V70527-KA2(Port 2 reg.)V70527-KA3(Port 4 reg.)DIN EN 50 022 rail (3.28 feet)DIN-rail Mounting Kit Blanking Plate for unused station Blanking Disk to Modular Sub-base Manual Override Set-Up KitV10009-C00(35x7.5mm)V70531-KA0V70500-KAO V70522-K00(Ports 1,3,5)V70532-K00V10592-C01(35x15mm)V70523-K00(Ports 12+14)End Plate Kit Single Station Sub-base Fixed Length Sub-baseEnd Ported Side ported with Pilot Ports Bottom portedV70524-SAC(3/8 NPTF)V70501-RAB(1/4 NPTF)V705**-RA0V70524-CAC (G3/8)V70501-BAB (G1/4)**=02, 04, 06, 08, 10, 12 stationsSandwich Plate with additionalPressure Port 1Transition Plate #18 Æ#26 mm Transition Plate #18 Æ #26 mm (with supply and exhaust ports)V70535-RA01/4 NPTF V70436-K00V70436-R001/4 NPTFV70535-BA0G1/4V70436-B00G1/4*Use with air pilot valves.Model Spool Valve Function Operator Return Flow Operating Pres.Pilot Pres.Weight Spares Kit1412Cv(psig)(psig)(lb.)V44A633A-X0020Gl APB Air Air0.926" Hg - 23229 - 2320.48V70540-KAOV45A633A-X0020Ss APB Air Air 1.1526" Hg - 14536 - 1450.46V70543-KAOV44A733A-X0020Gl COE Air Air0.926" Hg - 23229 - 2320.48V70540-KAOV45A733A-X0020Ss COE Air Air 1.1526" Hg - 14536 - 1450.46V70544-KAOV44A833A-X0020Gl COP Air Air0.926" Hg - 23229 - 2320.48V70540-KAOV45A833A-X0020Ss COP Air Air 1.1526" Hg - 14536 - 1450.46V70545-KAO Model Spool Operator Return Flow Operating Pres.Pilot Pres.Weight Repair Kit Techn.1412Cv(psig)(psig)(lb.)V44A537A-X0090Gl Air Spring0.926" Hg - 23223 - 2320.40V70540-KAOV45A537A-X0090Ss Air Spring 1.226" Hg - 14529 - 1450.40V70541-KAOV44A533A-X0020Gl Air Air0.926" Hg - 23229 - 2320.44V70540-KAOV45A533A-X0020Ss Air Air 1.226" Hg - 14529 - 1450.44V70542-KAO Model Function Actuation Flow Operating Pres.Pilot Pres.Weight Spares Kit 2x3/23/2 Function Cv(psig)(psig)(lb.)V45AA33A-X0020NC Air/Spring 1.10 - 145 1.5 + (0.5xop. pressure)0.20V70546-KAO V45AB33A-X0020NO Air/Spring 1.00 - 145 1.5 + (0.5xop. pressure)0.20V70547-KAO V45AC33A-X0020NO/NC Air/Spring 1.0/1.10 - 145 1.5 + (0.5xop. pressure)0.20V70548-KAO 2x3/2 Air Pilot Actuated Valves (Softseal Spool)5/2 Air Pilot Actuated Valves5/3 Air Pilot Actuated Valves/usaVAL-141V44/V45 Mini ISO Star Valves2x3/2, 5/2 and 5/3, Solenoid and Pilot Actuated ISO 15407-1 / VDMA 24 563 Size 26 mmV44A5*3D-C3***5/2 Single Solenoid Pilot Valve Air Spring Return3.24 (82)1.38 (35)0.25 (6.4)M41.54 (39)Manual Override0.75 (19)1.05 (26.7)5.11 (130)V44A5*7D-C3*** and V45A5*7D-C3*** 5/2 Single Solenoid Pilot Valve Mechanical Spring ReturnV44A5**D-C3*** and V45A5**D-C3***5/2 Double Solenoid Pilot Valve3.24 (82)1.38 (35)0.25 (6.4)M4Manual Override0.75 (19)1.05 (26.7)5.11 (130)4.27 (108)V44A***D-C3*** and V45A***D-C3***2x3/2 + 5/3 Double Solenoid Pilot ValveV44A537A-X00*0 and V45A537A-X00*05/2 Single Air Pilot Valves1.54 (39)1.38 (35)0.25 (6.4)M40.75 (19)1.05 (26.7)1.47 (37.4)4.03 (102)V44A*33A-X00*0 and V45A*33A-X00*02x3/2 + 5/2 + 5/3 Double Air Pilot Valve5.11 (130)1.54 (39)1.38 (35)0.25 (6.4)M40.75 (19)1.05 (26.7)3.24 (82)1.38 (35)0.25 (6.4)M4Manual Override0.75 (19)1.05 (26.7)5.11 (130)4.27 (108)Conversion from internal to external pilot supply / collected pilot exhaustThe lowered and captive gasket between valve body and pilot valve defines and indicates pilot air supply as well as pilot exhaust function of the valve.Internal pilot supply, pilot exhaust air collected and exhausted via port 14.All solenoid pilot valves with code 1 at position 6 in the part number (e.g V45A51...) have the gasket mounted in this position on delivery.External pilot supply from port 14 only, pilot exhaust air not collected but bleed through valve body.All solenoid pilot valves with code 2 at position 6 in the part number (e.g V45A52...) have the gasket mounted in this position on delivery.blue gasketblue gasketNote: Dismounting pilot valve gives access to gasket. Conversion from internal to external pilot supply (or vice versa) by turning the gasket. Caution: In this case part number and symbol on label shows different function. Therefore check gasket position when mounting valve.Air pilot actuated valves External pilot supply.blue gasketDrawing includes cover plate.Drawing shows nopilot valve.Solenoid pilot actuated valvesAir pilot actuated valvesDimensions in inches (mm)3.24 (82)1.38 (35)0.25 (6.4)M4Manual Override0.75 (19)1.05 (26.7)1.47 (37.4)4.03 (102)ValvesVAL-1423151442120.86 (21.8)0.86 (21.8)A0.39 (10)0.71 (18)0.22 (5.5)0.04 (1)0.22 (5.5)0.75 (19)1.06 (27)0.20 (5)1.65 (42)M43.17 (80.5)3.62 (92)3.17 (80.5)2.17 (55)22 (0.87)0.22 (5.5)0.24 (6)0.47 (12)1.10 (28)0.53(13.5)0.83 (21)2.72 (69)10-32 UNF Model Port Size AWeight lb (kg)V70501-RAB NPTF1/4side ported with pilot ports 0.24V70501-BABG1/4(0.11)side ported with pilot portsx = Insert port type from table belowDBA CC0.69 (17.6)0.42 (10.8)1.55 (39.3)1.94 (49.4)0.20 (5)0.67 (17)View Y0.47 (12)1.94 (49.4)Left Hand Side Right Hand Side Y0.18 (4.5)3.07 (78.1)0.18 (4.5)0.38 (9.5)1.07 (27.1)1.07 (27.1)*N x 1.07 (27.1)0.12 (3)2.19 (55.5)3.57 (90.6)5.43 (138)0.73 (18.6)1.71 (43.4)2.69 (68.2)3.54 (90)0.70 (17.9)2.71 (68.9)0.91 (23.1)1.22 (31.1)1.83 (46.6)* N = Number of stationsM5M51/8’’Modular Sub-base Ports 2+4 on side 0.40 lb (0.18 kg)V70525-xAFModular Sub-base Ports 2+4 on side0.40 lb (0.18 kg)Pilot Ports 12+14 on side V70526-xAFModular Sub-base Ports 2+4 on bottom 0.40 lb (0.18 kg)V70525-BAEModular Sub-base Ports 2+4 on bottom 0.40 lb (0.18 kg)Pilot Ports 12+14 on side V70526-BAE End Plate Kit Side Ported0.80 lb( 0.36 kg)V70524-CAC (G3/8)V70524-SAC (3/8NPTF)End ported end caps1 left hand and 1 right handDIN EN 50022 rail 35 x 7.5 mm, 3.3' (1m)0.68 lb (0.31 kg)V10009-C00DIN EN 50022 rail 35 x 15 mm, 3.3' (1m) 2.25 lb (1.02 kg)V10592-C01DIN rail Mounting Kit 0.02 lb (0.01 kg)V70531-KAOBlanking Disk to Modular Sub-base Ports 1, 3, 50.02 lb (0.01 kg)V70522-K00Blanking Disk to Modular Sub-base Ports 12+140.02 lb (0.01 kg)V70523-K00A AB BC Code Ports 2+4Ports 12+14P 1/8NPTF 10-32 UNF R 1/4NPTF 10-32 UNF 23/8 PIF 10-32 UNF B G1/4M58ø 8 mm PIF M5Yø 10 mm PIFM5Individual componentsAccessoriesD Note: Port 14 used for external pilot air supply or for collected pilot air exhaust. Never plug port 14when using valves with internal pilot air supply. Port 12 is not used, plugging not necessary.Single Station Subbase - Side Ported with Pilot PortsSubbaseSide ported subbaseSide ported subbaseV44/V45 Mini ISO Star Valves2x3/2, 5/2 and 5/3, Solenoid and Pilot Actuated ISO 15407-1 / VDMA 24 563 Size 26 mmDimensions in inches (mm)/usaVAL-14351342420.97 (24.6)0.94 (24)1.06 (27)3/8N P T F0.22 (5.5)0.67 (17)1.26 (32)0.45 (11.5)0.45 (11.5)1.48 (37.5)2.50 (63.5)1.00 (25.4)0.98 (24.8)B A0.30 (7.5)XView X0.23 (5.9)0.39 (10)1/4" NPTFFixed Length Subbase - Bottom PortedModel Port Size A Weight lb (kg)V70529-RAO 1/4NPTF 0.26V70529-BAOG1/4(0.12)Intermediate Supply / Exhaust ModuleModel Description Weight lb (kg)V70530-KAOSingle Shut-Off Plate 0.28 supplied with gasket(0.13)Model DescriptionWeight lb (kg)V70500-KAOBlanking Plate for0.11 blocking of unused stations (0.05)(supplied with gasket)Provides additional porting on Modular or Fixed Length Sub-base.Occupies one valve station.Supplied with gasket for both sub-bases. Blanking PlateM40.39 (10)0.24 (6)0.75 (19)1.02 (26)2.76 (70)513M40.75 (19)1.02 (26)1.73 (44)0.51 (13)0.63 (16)1.02 (26)0.24 (6)3.03 (77)A0.43 (11)2.48 (63)1.30 (33)Single Valve Shut-Off Plate1.30 (33)M40.85 (21.5)0.26 (6.5)0.31 (8)0.53 (13.4)0.75 (19)1.06 (26.8)3.83 (97)Can be used to:-Improve supply flow-Increase exhaust capacity-Pneumatically separate valves for fail save emergency-Multipressure system and system solutionsAllows individual exchange of valve, while valve manifold is pressurized by port 1.Note: Flow restricted to max. Cv of 0.5142Model No. of ABWeight Stations inch (mm)inch (mm)lb (kg)V70502-RA02 3.27 2.680.88(83)(68)(0.40)V70504-RA04 5.39 4.80 1.43(137)(122)(0.65)V70506-RA067.52 6.93 2.00(191)(176)(0.91)V70508-RA089.659.06 2.53(245)(230)(1.15)V70510-RA01011.7711.18 3.11(299)(284)(1.41)V70512-RA01213.9013.31 3.66(353)(338)(1.66)V44/V45 Mini ISO Star Valves2x3/2, 5/2 and 5/3, Solenoid and Pilot Actuated ISO 15407-1 / VDMA 24 563 Size 26 mmDimensions in inches (mm)NOTE: This subbase is suitable for solenoid pilot actuated valves withinternal pilot air supply only.ValvesVAL-144V44/V45 Mini ISO Star Valves2x3/2, 5/2 and 5/3, Solenoid and Pilot Actuated ISO 15407-1 / VDMA 24 563 Size 26 mm3.52 (89.5)1.57 (40)ø 1.02 (ø 26)1.04 (26.5)ø 0.87 (ø 22.3)0.75 (19)2.89 (73.5)1.49 (38)0.33 (8.5)6.37 (162)ModelDescriptionWeight lb (kg)V70527-KA1Regulation of Port 10.36 (0.79)Maximum inlet pressure 232 psig (16 bar)Regulated pressure14.5–145 psig (1–10 bar)3.52 (89.5)1.57 (40)ø 1.02 (ø 26)1.04 (26.5)ø 0.87 (ø 22.3)0.75 (19)2.89 (73.5)1.49 (38)0.33 (8.5)6.37 (162)ModelDescriptionWeight lb (kg)V70527-KA2Regulation of Port 20.79 (0.36)Maximum inlet pressure 232 psig (16 bar)Regulated pressure7.25–145 psig (0.5–10 bar)Model Description Weight lb (kg)V70528-KAOFlow control0.37 supplied with gasket (0.17)Flow Control Plate Pressure Regulator Plate0.40 (10.3)0.32 (8.1)M40.85 (21.5)0.26 (6.5)0.75 (19)1.06 (26.8)3.69 (93.7)4.75 (120.7)5.37 (136.5)Dual Regulation of Exhaust Ports 3 and 51.00.80.60.40.200 1 2 3 4 5 6 7 8 9 10Number of turns from closedE x h a u s tF l o w (P o r t s 3+5) [C v ]Flow: Port 1Î2 and 1Î4 remain unchanged Flow measured at 87 psig inlet, Pressure drop 15 psi35Dimensions in inches (mm)/usaVAL-145V44/V45 Mini ISO Star Valves2x3/2, 5/2 and 5/3, Solenoid and Pilot Actuated ISO 15407-1 / VDMA 24 563 Size 26 mm3.52 (89.5) 1.57 (40)ø 1.02 (ø 26)1.04 (26.5)ø 0.87 (ø 22.3)0.75 (19)2.89 (73.5)1.49 (38)0.33 (8.5)6.37 (162)7.05 (179)9.56 (243)ø 1.02 (ø26)ø22.32.89 (73.5)1.49 (38)0.33 (8.5) 1.04 (26.5)Flow Characteristics for Pressure Regulator Plates1.30 (33)M40.85 (21.5)0.26 (6.5)0.71 (9.5)0.53 (13.4)1/4" NPTF10.75 (19)1.06 (26.8)0.15 (3.9)3.11 (79)Sandwich Plate with additional Pressure Port 1ModelDescription Weight lb (kg)V70535-RAOSandwich Plate0.26 (0.12)with additional Port 1,supplied with gasket425311e(180)(360)(540)(720)(qn l/min)Inlet pressure = 116 psig (8 bar)R e g u l a t e d p r e s s u r e p s i g (b a r )p 1 = 145 psig(8)(6)(6.3)(5.3)(4)(2)(900)11691877758296.412.71925.431.8scfm(10 bar)Starting PointInlet pressureO u t l e t p r e s s u r e(2.5)(2.4)(2.2)(2.0)(1.8)(1.6)(1.5)(2)(3)(4)(5)(6)(7)(8)(9)(10)294458738710211613114536353229262322psig psig (bar)(bar)ModelDescriptionWeight lb (kg)V70527-KA3Regulation of Port 40.79 (0.36)Maximum inlet pressure 232 psig (16 bar)Regulated pressure14.5–145 psig (1–10 bar)ModelDescriptionWeight lb (kg)V70527-KA4Regulation of Ports 2+4 1.23 (0.56)Maximum inlet pressure 232 psig (16 bar)Regulated pressure14.5–145 psig (1–10 bar)HysterisisPressure Regulator Plate Dimensions in inches (mm)。

CAUTIONS:• This product is intended for installation by professional installers only.• Do not make unauthorized alterations to the product; doing so may compromise safety, regulatory compliance, system performance, and may void the warranty.• Electro-Static Discharge (ESD) sensitive device. Handle with care.NOTE: The ESP-00 4-Ch mic/line input card II is compatible with ESP-00 series II, ESP-00, and ESP-88 engineered sound processors.This document is intended to provide professional installers with basic installation and safety guidelines for installing the optional ESP-00 4-Ch mic/line input card II into a Bose ® ESP-00 II engineered sound processor. Please read this document before attempting installation.The 4-Ch mic/line input card II provides four mic/line input channels with optional phantom power and selectable mic pre-amp gain settings from 0 to 64 dB.NOTE: Processors with product code 370610-x120 are capable of providing optional +48 VDC phantom power to each input channel. Card-frame processors with other product codes provide +15 VDC to each input channel.To install the 4-Ch mic/line input card II:1. Turn off and unplug the ESP .2. Detach the top cover by removing the 8 cover screws.3. From an empty expansion slot, remove the two screws fromthe blank bracket and lift the bracket off the chassis. Save the two screws for mounting the new expansion card.4. Align the four front-facing LEDs of the expansion cardwith the holes in the front of the chassis, and ensure the connector on the bottom of the card is aligned with the connector on the motherboard (Figure 1). Use the black card guide on the bottom of the case to direct the card using the grooves.Bose ® ControlSpace ® ESP-00 4-Ch mic/line input card IIInstallation Guide5. When the connector on the card is aligned above theconnector on the motherboard, press gently to mate the6. removed from the blank bracket in Step 3.7. Reattach the top cover and fasten the 8 screws.8. Plug in the processor and turn it on.9. To verify that the card was inserted correctly, useC ontrolSpace ® Designer ™ software (version 4.1 or newer):A. Click Scan and confirm that the software detects theprocessor.B. Right-click the detected processor and display itsp roperties (Figure 3). If the 4-Ch mic/line input card II was installed c orrectly, it will appear in the correct slot position.Figure 3. ESP-00 II Properties panelIf the card does not appear, repeat steps 1-9. Be sure thatthe card is seated correctly For further information on configuring the ESP-00 4-Chmic/line input card II, please refer to ControlSpace Designer Software Help.p roperty of their ©2014 Bose Corporation, The Mountain, Framingham, MA 01701-9168 USA AM 726358 Rev. 。

2023年全国英语等级考试四级真题及答案2023年全国英语等级考试四级真题及答案Part I: Listening Comprehension (30 marks)Directions: This part is to test your listening ability. It consists of 4 sections.Section A1. A) They will go to the theater.B) They will watch a movie at home.C) They will go shopping.D) They will take a walk in the park.Answer: B2. A) Bright and warm.B) Cold and windy.C) Cloudy and rainy.D) Clear and sunny.Answer: DSection B3. A) She is dreaming.B) She is taking a nap.C) She is doing some exercises.D) She is checking her phone.Answer: B4. A) Asking for suggestions.B) Describing a painting.C) Making a reservation.D) Ordering food.Answer: CSection C5. A) She planned to do something else.B) She was not interested in the play.C) She couldn't afford the ticket.D) She didn't have time for the play.Answer: C6. A) The woman has better handwriting than the man.B) The woman doesn't like the man's handwriting.C) The man's handwriting is difficult to read.D) The man's handwriting is neat.Answer: CSection D7. A) 4 weeks.B) 6 weeks.C) 8 weeks.D) 10 weeks.Answer: A8. A) The professor's lecture.B) The pictures they took.C) The textbook.D) The handouts.Answer: BPart II: Reading Comprehension (40 marks)Directions: This part is to test your reading ability. There are 4 reading passages followed by 10 multiple-choice questions in this part.Passage 19. According to the passage, what is feng shui?A) A form of traditional Chinese art.B) A practice of constructing buildings.C) A method of improving health.D) A way of predicting the future.Answer: A10. What does the passage say about feng shui in modern China?A) People no longer believe in it.B) It is becoming more popular.C) It was banned for a period of time.D) It is practiced only by the elderly.Answer: BPassage 211. According to the passage, what is one drawback of remote work?A) The lack of social interaction.B) The limited work opportunities.C) The increase in commuting time.D) The decrease in work productivity.Answer: A12. What does the passage suggest about the future of remote work?A) It will become the norm for most workers.B) It will be limited to specific industries.C) It will be less popular than in-person work.D) It will result in a decline in job satisfaction.Answer: APassage 313. What is the passage mainly about?A) The benefits of learning a foreign language.B) The importance of language education in schools.C) The most effective methods for language learning.D) The challenges of learning a foreign language.Answer: D14. What does the passage suggest about immersive language learning?A) It is more effective for adults than for children.B) It is only possible for those living abroad.C) It can be beneficial but also challenging.D) It is the most traditional method of language learning.Answer: CPassage 415. What is the main purpose of the passage?A) To introduce a new scientific discovery.B) To discuss the benefits of nuclear energy.C) To criticize the use of fossil fuels.D) To highlight the dangers of radiation.Answer: B16. What conclusion can be drawn about the author's view on nuclear energy?A) The benefits outweigh the risks.B) The risks outweigh the benefits.C) Nuclear energy should be abolished.D) Nuclear energy is no longer necessary.Answer: APart III: Writing (30 marks)Directions: This part is to test your ability to do practical writing. You are required to write an essay in around 120 words on the topic of "The Importance of Environmental Protection". You should base your composition on the outline given in Chinese below:1. 环境保护的重要性；2. 环境污染对人类的影响；3. 如何保护环境。

第1篇IntroductionThe following teaching design is tailored for a middle school English class, focusing on a unit about "Hobbies and Interests." The lesson aims to enhance students' speaking and listening skills while fostering their ability to express their own hobbies and interests. The target age group is 13-15 years old, and the class duration is 45 minutes.Objective1. Knowledge Objective: Students will be able to understand and use key vocabulary related to hobbies and interests.2. Skill Objective: Students will be able to engage in a conversation about their hobbies and interests with their peers.3. Emotional Objective: Students will develop an interest in exploring and sharing their personal hobbies and interests.Teaching Aids- Whiteboard- Projector- Handouts with vocabulary and questions- Audio recording of a conversation about hobbies- Pen and paper for individual activitiesTeaching Procedure1. Warm-up (5 minutes)- Activity: Brainstorming- Ask students to write down their favorite hobbies on the board.- Encourage them to share their hobbies with the class and explain why they enjoy them.2. Presentation (10 minutes)- Activity: Vocabulary Presentation- Introduce key vocabulary related to hobbies and interests (e.g., collect, paint, read, play music, travel).- Use pictures and real-life examples to illustrate the meanings of the words.- Have students practice using the new vocabulary in sentences.3. Practice (15 minutes)- Activity: Role Play- Pair students up and give them a handout with a conversation about hobbies.- Ask them to read the conversation and practice it with their partner.- Monitor and provide feedback on their pronunciation and fluency.- Activity: Group Discussion- Divide the class into small groups.- Provide each group with a list of questions related to hobbies and interests.- Ask the groups to discuss the questions and share their opinions.4. Production (10 minutes)- Activity: Personal Hobbies Interview- Pair students up again.- Each student interviews their partner about their hobbies and interests using the questions provided.- The other student listens carefully and takes notes.- After the interview, the pair swaps roles.5. Assessment (5 minutes)- Activity: Quick Write- Ask students to write a short paragraph about their favorite hobby, using the new vocabulary and structure learned in the lesson.- Collect the writings for assessment.Conclusion- Activity: Sharing and Reflection- Ask students to share their favorite hobby with the class.- Encourage them to reflect on what they learned during the lesson and how they can incorporate their new vocabulary and skills into theirdaily lives.Feedback and ReflectionAt the end of the lesson, collect feedback from students regarding their learning experience. Reflect on the effectiveness of the teaching methods used and identify areas for improvement. Consider the following questions:- Did the students engage actively in the activities?- Did the vocabulary and skills presented align with the learning objectives?- Were the activities appropriate for the age and level of the students?- How can the lesson be adapted to better suit the needs of the students?ConclusionThis practical English teaching design aims to provide a structured and engaging lesson that enhances students' language skills while fostering their personal interests. By incorporating various activities and allowing for individual expression, the lesson encourages students todevelop a love for learning and a deeper understanding of the English language.第2篇Objective:The primary objective of this English teaching design is to enhance students' proficiency in English by integrating technology into the classroom. This approach aims to make learning more engaging, interactive, and effective, while also preparing students for the digital age.Target Audience:This lesson plan is designed for secondary school students in grades 9-12, with a focus on improving their reading, writing, speaking, and listening skills.Duration:One hour per session, for a total of 10 sessions over a month.Materials:- Interactive whiteboard or projector- Computers or tablets for each student- Internet access- Online learning platforms (e.g., Google Classroom, Edmodo)- Textbooks and supplementary reading materials- Flashcards- Markers and whiteboard erasersLesson Overview:The lesson will be divided into four main sections: Warm-up, Introduction, Activity, and Conclusion. Each section will incorporate technology to enhance the learning experience.1. Warm-up (10 minutes):- Activity: Use a PowerPoint presentation to display a series ofpictures related to the upcoming topic. Students will be asked to describe the pictures using complete sentences in English.- Technology Integration: Utilize the interactive whiteboard to allow students to contribute their descriptions directly onto the board.2. Introduction (10 minutes):- Activity: Introduce the new topic by showing a short video clip or a related news article. This will provide context and pique students' interest.- Technology Integration: Use a computer or tablet to project the video or article onto the screen. Encourage students to take notes on key points.3. Activity (30 minutes):- Activity: Divide the class into small groups and assign each group a different task using online learning platforms.- Group 1: Research a specific topic related to the lesson and create a presentation using Google Slides.- Group 2: Write a short story or a poem based on the lesson's theme and post it on a class blog using WordPress.- Group 3: Record a video discussing their understanding of the topic and upload it to a video sharing platform like YouTube.- Group 4: Create a mind map or Venn diagram comparing and contrasting two related topics using an online tool like XMind.- Technology Integration: Provide each group with a computer or tablet and internet access. Encourage students to collaborate and share their work online.4. Conclusion (10 minutes):- Activity: Bring the class back together to share their findings and discuss the common themes they noticed.- Technology Integration: Use the interactive whiteboard to display the groups' presentations, stories, videos, or mind maps. Have each group present their work and invite the class to ask questions or provide feedback.Assessment:- Formative Assessment: Monitor student participation during the activities and provide feedback on their progress.- Summative Assessment: At the end of the unit, administer a writtentest or an oral presentation to evaluate students' understanding of the key concepts.Reflection and Adaptation:- Reflection: After the completion of the lesson, reflect on the effectiveness of integrating technology into the classroom. Consider what worked well and what could be improved.- Adaptation: Adjust the lesson plan as needed to better suit the students' needs and preferences. For example, if a particular activity was not well-received, consider modifying it for the next session.Conclusion:This practical design for English language teaching demonstrates how technology can be effectively integrated into the classroom to enhance the learning experience. By incorporating various digital tools and platforms, teachers can create a more engaging, interactive, and effective learning environment that prepares students for the challenges of the digital age.第3篇IntroductionThe purpose of this English teaching design is to create an engaging and interactive learning environment that incorporates technology to enhance the learning experience of students. This case study focuses on a secondary school English class in China, where the target group is students in Grade 8. The lesson aims to improve students' reading comprehension and vocabulary acquisition skills through the use ofdigital tools and multimedia resources.ObjectiveBy the end of the lesson, students will be able to:1. Comprehend the main ideas and details of a given text.2. Expand their vocabulary through the use of digital dictionaries and interactive games.3. Develop critical thinking skills by analyzing and evaluating the content of the text.4. Demonstrate their understanding of the text through various forms of digital presentations.Materials and Resources1. Interactive whiteboard or computer projector.2. Projector-connected laptop with internet access.3. Digital dictionaries (e.g., Oxford Dictionaries Online).4. Vocabulary-building apps (e.g., Quizlet, Anki).5. Online reading materials (e.g., articles, stories, videos).6. Presentation software (e.g., PowerPoint, Google Slides).7. Handouts with text excerpts and questions.Teaching Procedure1. Warm-up (5 minutes)- Begin the lesson with a quick review of the previous lesson's vocabulary using a digital dictionary.- Engage students in a brief discussion about their weekendactivities using a digital platform (e.g., Padlet) to encourage interaction and participation.2. Introduction (5 minutes)- Introduce the theme of the lesson and the text to be studied using a digital presentation.- Highlight the learning objectives and expectations for the students.3. Pre-reading (10 minutes)- Use a digital platform to show a related video or image to activate prior knowledge and generate interest in the topic.- Distribute handouts with a few questions about the text to be studied. Encourage students to discuss their predictions with a partner.4. Reading (20 minutes)- Project the text on the interactive whiteboard or computer screen.- Divide the text into sections and have students read silently or in pairs.- Use a digital dictionary to look up any unfamiliar vocabulary words.- Encourage students to take notes on key information and main ideas.5. Comprehension Check (10 minutes)- Use a digital platform (e.g., Kahoot!, Quizizz) to assess students' understanding of the text.- Review the answers and discuss any misconceptions or difficult concepts.6. Vocabulary Building (15 minutes)- Introduce new vocabulary words related to the text using a vocabulary-building app.- Have students practice using the new words in sentences or complete exercises on the interactive whiteboard.7. Critical Thinking (10 minutes)- Present a series of questions or prompts that require students to analyze and evaluate the content of the text.- Encourage students to share their opinions and support their arguments with evidence from the text.8. Presentation (10 minutes)- Have students work in groups to create a digital presentation (e.g., using PowerPoint or Google Slides) summarizing their understanding ofthe text.- Allow each group to present their findings to the class.9. Closing (5 minutes)- Conclude the lesson by summarizing the main points discussed andthe new vocabulary introduced.- Assign homework that includes further reading and vocabulary practice.Assessment1. Formative Assessment:- Observe students' participation in discussions and group activities.- Monitor students' use of digital tools and resources during the lesson.- Use digital platforms to assess students' understanding of the text and vocabulary.2. Summative Assessment:- Evaluate students' digital presentations and their ability to summarize the text.- Assign a reflective essay or journal entry where students can express their thoughts on the text and the use of technology in the classroom.ConclusionThis English teaching design incorporates technology to create a dynamic and interactive learning environment that supports students' reading comprehension and vocabulary acquisition skills. By utilizing digital tools and resources, students are able to engage with the material in new and exciting ways, enhancing their learning experience and promoting critical thinking skills.。

第1篇IntroductionDialogue teaching is an effective method for enhancing students' English communication skills. It involves engaging students in interactive conversations that mimic real-life situations, thereby promoting active listening, speaking, reading, and writing skills. This paper presents a practical dialogue teaching session designed to improve students' proficiency in English, focusing on the use of appropriate vocabulary, grammar, and pronunciation.ObjectiveThe primary objective of this dialogue teaching practice is to enable students to engage in meaningful conversations in English. By the end of the session, students should be able to:1. Use a variety of vocabulary related to a specific theme.2. Apply correct grammar structures in their conversations.3. Pronounce words and phrases accurately.4. Listen actively and respond appropriately to their peers.Materials- Whiteboard and markers- Handouts with vocabulary and grammar exercises- A set of flashcards with pictures or words related to the theme- A timer or stopwatchPreparation1. Choose a theme for the dialogue: For this session, the theme is "Travel and Tourism."2. Prepare a list of vocabulary and grammar points relevant to the theme.3. Create a scenario or situation that students can engage in, such as planning a trip or discussing favorite travel destinations.4. Design a set of questions and prompts to guide the conversation.Dialogue Teaching Practice1. Introduction (5 minutes)- Begin by introducing the theme and explaining the purpose of the dialogue session.- Briefly review the vocabulary and grammar points that will be used during the conversation.2. Warm-up Activity (10 minutes)- Distribute handouts with vocabulary and grammar exercises related to the theme.- Have students work in pairs to complete the exercises, ensuring they understand the new vocabulary and grammar structures.3. Presentation of the Scenario (10 minutes)- Present the scenario for the dialogue session: "You and your friendare planning a trip to Paris. Discuss the following points: What do you want to see? Where will you stay? What are your favorite foods?"- Use flashcards to introduce key vocabulary and concepts related to the scenario.4. Guided Dialogue (20 minutes)- Divide the class into pairs and assign each pair a specific role (e.g., traveler, travel agent, friend).- Provide each pair with a set of questions and prompts to guide their conversation.- Monitor the pairs and offer assistance if needed, ensuring they are using the correct vocabulary and grammar.5. Free-Flow Dialogue (15 minutes)- Allow the pairs to engage in a free-flow dialogue based on the scenario, without the use of prompts or questions.- Encourage students to speak confidently and listen actively to their peers.6. Reflection and Feedback (10 minutes)- Bring the class back together and ask each pair to share a highlight from their conversation.- Provide feedback on the students' vocabulary usage, grammar, pronunciation, and listening skills.- Discuss any common errors or challenges faced during the dialogue and offer strategies for improvement.7. Extension Activity (10 minutes)- Assign a follow-up activity to reinforce the learning from the dialogue session. For example, students could write a short essay about their favorite travel destination or create a presentation about their planned trip to Paris.ConclusionDialogue teaching is a valuable tool for enhancing students' English communication skills. By engaging students in interactive conversations, teachers can help them develop confidence, fluency, and accuracy intheir use of the language. This practical dialogue teaching session, focusing on the theme of "Travel and Tourism," provides a structured and engaging way to improve students' proficiency in English. Through active participation, reflection, and feedback, students can gain valuable experience in real-life communication situations, ultimately leading to better overall language skills.第2篇Introduction:Dialogue teaching is an essential component of language learning, particularly in English instruction. It allows students to engage inreal-life conversations, develop their listening and speaking skills, and enhance their cultural understanding. This essay will describe a practical dialogue teaching experience that was conducted in a secondary school English classroom. The focus will be on the planning, implementation, and reflection of the lesson.I. Lesson PlanningA. Objectives:1. To improve students' fluency and confidence in speaking English.2. To enhance students' listening skills and comprehension of different accents.3. To promote cultural awareness and understanding through simulated conversations.B. Materials:1. Handouts with conversation scenarios and vocabulary lists.2. Audio recordings of native speakers for listening practice.3. Whiteboard and markers for interactive activities.4. Digital projector for displaying visual aids.C. Procedure:1. Warm-up activity: Group discussion on familiar topics to activate prior knowledge.2. Listening activity: Students listen to a short dialogue and answer comprehension questions.3. Vocabulary introduction: Teacher presents new vocabulary and phrases related to the dialogue topic.4. Role-playing: Students work in pairs to practice the dialogue using the provided scenarios.5. Cultural exploration: Teacher leads a class discussion on cultural aspects mentioned in the dialogue.6. Feedback and reflection: Students share their experiences and receive constructive feedback from peers and the teacher.II. Implementation:A. Warm-up Activity:The lesson began with a group discussion on "Hobbies and interests." Students shared their own hobbies and asked their peers about theirs. This activity helped to create a relaxed and interactive atmosphere, making students more comfortable with speaking English.B. Listening Activity:The teacher played an audio recording of a dialogue between two native speakers discussing their favorite hobbies. After listening, students answered comprehension questions to check their understanding. This activity not only improved their listening skills but also exposed them to different accents and pronunciations.C. Vocabulary Introduction:The teacher introduced new vocabulary and phrases related to hobbies, such as "enjoy," "passion," and "spend time doing." The words were written on the board, and students were encouraged to use them in sentences.D. Role-playing:Students were divided into pairs and given different conversation scenarios, such as "Discussing a favorite hobby" or "Inviting a friend to join an activity." They were encouraged to use the new vocabulary and phrases they had learned. The teacher walked around the classroom, monitoring and giving feedback on their pronunciation and fluency.E. Cultural Exploration:The teacher led a class discussion on the cultural aspects mentioned in the dialogue, such as the different hobbies and interests of people from different countries. This activity helped students to develop a better understanding of cultural diversity and promote tolerance and empathy.F. Feedback and Reflection:At the end of the lesson, students shared their experiences and received feedback from their peers and the teacher. The teacher provided constructive criticism and encouraged students to continue practicing their speaking skills outside of class.III. Reflection:The dialogue teaching experience was a success, as evidenced by the positive feedback from students and their improved speaking andlistening skills. The following points were observed during the reflection:1. The use of real-life conversation scenarios and role-playingactivities helped students to engage more actively in the lesson and develop their fluency.2. The introduction of new vocabulary and phrases was well-received, as students were able to incorporate them into their conversations.3. The cultural exploration activity promoted a deeper understanding of cultural diversity and enhanced students' global awareness.4. The feedback and reflection session allowed students to assess their progress and identify areas for improvement.Conclusion:Dialogue teaching is an effective method for enhancing language learning in English classrooms. By incorporating real-life conversation scenarios, role-playing activities, and cultural exploration, teachers can createan engaging and interactive learning environment that promotes student participation and skill development. The practical dialogue teachingexperience described in this essay serves as an example of how these strategies can be implemented to achieve language learning goals.第3篇IntroductionDialogue teaching is a crucial component of language learning,especially in the context of English as a Foreign Language (EFL). It allows learners to engage in meaningful conversations, practicelistening and speaking skills, and develop their fluency and pronunciation. This paper presents a practical approach to dialogue teaching, focusing on a series of activities and techniques that can be implemented in a classroom setting.Setting the SceneClassroom: A well-lit, spacious classroom equipped with desks, chairs, a whiteboard, and multimedia facilities.Participants: A group of 30 intermediate-level EFL learners.Materials: Handouts, flashcards, multimedia resources, and a timer.Activity 1: Warm-Up and IcebreakerObjective: To create a relaxed and interactive atmosphere, and to familiarize students with the dialogue teaching approach.Teacher (T): Good morning, everyone! How are you all today? Let's start with a warm-up activity. I'm going to show you a series of pictures, and you need to describe them to your partner in English. Remember to use full sentences and try to be as descriptive as possible.Process:1. T displays a series of pictures (e.g., animals, food, transportation) on the whiteboard.2. Students work in pairs, taking turns to describe the pictures.3. T walks around the classroom, monitoring and providing feedback.Reflection:This activity helps students to practice their descriptive language skills and encourages them to communicate with their peers. It also serves as a quick icebreaker, breaking the initial silence and fostering a collaborative learning environment.Activity 2: Role-PlayingObjective: To improve students' speaking skills and ability to engage in conversations.T: Now, let's move on to a role-playing activity. I'm going to divide you into groups of three, and each group will perform a short dialogue based on a given scenario. You can use the handouts for guidance, but feel free to add your own ideas.Scenarios:1. At the airport2. In a restaurant3. At the doctor's officeProcess:1. Students work in groups, reading the scenario and discussing their roles.2. Each group performs their dialogue in front of the class.3. T provides feedback and encourages students to improve their pronunciation and fluency.Reflection:Role-playing activities provide a fun and interactive way for students to practice their speaking skills. It also allows them to explore different contexts and scenarios, enhancing their real-life communication abilities.Activity 3: Question and AnswerObjective: To improve students' listening and comprehension skills, and to encourage them to ask questions.T: For the next activity, I'm going to read a short passage aloud, and you need to answer the questions that follow. Listen carefully, and remember to ask questions if you're not sure about the answer.Passage:John and Sarah are going on a trip to Paris. They are discussing their plans.Questions:1. Where are John and Sarah going on vacation?2. What are they packing for the trip?3. How are they planning to get to Paris?Process:1. T reads the passage aloud.2. Students answer the questions individually.3. T asks for volunteers to answer the questions aloud.Reflection:This activity helps students to practice their listening and comprehension skills, and encourages them to ask questions to clarify their understanding. It also promotes active learning and participationin the classroom.Activity 4: StorytellingObjective: To improve students' creative writing and storytelling skills, and to enhance their fluency.T: In this activity, you will be working individually. I want you to write a short story about a day in your life. You can choose any topic you like, but make sure to include a beginning, middle, and end. Remember to use a variety of sentence structures and vocabulary.Process:1. Students work individually, writing their stories.2. T circulates around the classroom, providing feedback and guidance.3. Students share their stories with the class.Reflection:Storytelling activities encourage students to express their thoughts and ideas in a creative way. It also helps them to improve their writing skills and develop their fluency.ConclusionDialogue teaching is an effective method for enhancing English communication skills. By incorporating a variety of activities and techniques, teachers can create a dynamic and engaging learning environment that encourages students to practice their language skills in real-life contexts. Through these activities, students can improve their speaking, listening, and writing skills, and develop their confidence in using English in both formal and informal settings.。

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第1篇Date: [Insert Date]Teacher: [Insert Teacher's Name]Subject: EnglishGrade Level: [Insert Grade Level]Class Duration: [Insert Class Duration]---I. IntroductionThe objective of this English review class was to consolidate the students' understanding of key grammar concepts, vocabulary, and reading skills acquired throughout the semester. The class aimed to provide a comprehensive review that would help students prepare for upcoming exams and reinforce their language skills. The lesson plan was designed to be interactive and engaging, ensuring that students actively participated in the learning process.---II. Lesson Objectives1. Grammar Review: To reinforce the students' understanding of past tense verbs, conditionals, and present perfect tense.2. Vocabulary Building: To expand the students' vocabulary through the use of context-based activities and word games.3. Reading Comprehension: To enhance reading skills by analyzing and discussing a variety of texts.4. Speaking and Listening: To improve speaking and listening skills through group discussions and presentations.---III. Lesson ProceduresA. Warm-Up (10 minutes)- Activity: Quick Write- Description: Students were given a prompt and asked to write a short paragraph. This activity aimed to get students thinking and writing in English.B. Grammar Review (20 minutes)- Activity: Grammar Game- Description: A game was designed to review past tense verbs, conditionals, and present perfect tense. Students worked in pairs to complete sentences correctly, and points were awarded for accuracy.C. Vocabulary Building (15 minutes)- Activity: Vocabulary Match-Up- Description: Students were given a list of words related to a specific theme (e.g., technology) and were asked to match each word with its correct definition. This activity helped students learn new words in context.D. Reading Comprehension (20 minutes)- Activity: Text Analysis- Description: A short passage was read aloud, and students were asked to answer comprehension questions. The text was followed by a class discussion to deepen understanding.E. Speaking and Listening (15 minutes)- Activity: Group Presentations- Description: Students were divided into groups and given a topic to research. Each group was required to prepare a presentation on their topic, which they then presented to the class.F. Wrap-Up (10 minutes)- Activity: Exit Ticket- Description: Students were given a short writing task to assess their understanding of the lesson's key concepts.---IV. AssessmentA. Formative Assessment:- Grammar Game: Observing students' participation and accuracy in completing sentences.- Vocabulary Match-Up: Checking students' understanding of new vocabulary words.- Text Analysis: Assessing students' comprehension of the reading passage.- Group Presentations: Evaluating students' speaking and listening skills.B. Summative Assessment:- Exit Ticket: Assessing students' overall understanding of the lesson's key concepts.---V. ReflectionThe review class was successful in achieving its objectives. Students were engaged and actively participated in all activities. The grammar game was particularly effective in reinforcing the students' understanding of past tense verbs, conditionals, and present perfect tense. The vocabulary match-up and text analysis activities helped students expand their vocabulary and improve their reading comprehension skills. The group presentations provided an opportunity for students to practice their speaking and listening skills in a supportive environment.One area for improvement is to provide more individualized feedback during the grammar game to ensure that all students are mastering the concepts. Additionally, incorporating more varied activities, such as role-plays and debates, could further enhance the students' language skills.Overall, the review class was a valuable learning experience for the students, and it has prepared them well for their upcoming exams. The teacher will continue to monitor the students' progress and provide support as needed to ensure their continued success in English.---VI. ConclusionThis English review class served as an effective tool for reinforcing key concepts and skills. By engaging students in interactive and varied activities, the teacher was able to ensure that the students not only learned the material but also applied it in practical situations. The success of the class can be attributed to the well-structured lesson plan, the teacher's ability to adapt to the students' needs, and the use of engaging activities. The teacher will continue to refine their teaching methods and provide a supportive learning environment for their students.第2篇Date: [Insert Date]Subject: EnglishGrade Level: [Insert Grade Level]Class Duration: 90 minutesTeacher: [Insert Teacher's Name]Classroom: [Insert Classroom Number]---I. IntroductionThe purpose of this English review class was to consolidate andreinforce the key concepts and vocabulary learned throughout the semester. The class aimed to provide students with a comprehensivereview of grammar, vocabulary, reading, and writing skills, preparing them for the upcoming final exams. The activities were designed to be interactive and engaging, ensuring that students could actively participate and reinforce their learning.---II. Objectives1. Grammar Review: To review and reinforce the usage of past tense verbs, conditional sentences, and irregular verbs.2. Vocabulary Building: To expand students' vocabulary through the useof context-based exercises and word games.3. Reading Comprehension: To improve reading skills by analyzing and discussing selected texts.4. Writing Skills: To enhance writing abilities through guided practice and peer review.---III. Materials Used- Whiteboard and markers- Projector and laptop for multimedia presentations- Handouts with review exercises- Vocabulary flashcards- Selected reading texts- Writing templates---IV. Lesson Outline1. Warm-Up (10 minutes)- The class began with a quick review of the past tense verbs using afill-in-the-blanks activity. This helped students recall and practice their knowledge of regular and irregular past tense verbs.2. Grammar Review (15 minutes)- A PowerPoint presentation was used to review the structure of conditional sentences and the use of past tense verbs in different contexts.- Students were asked to identify and correct errors in sentences, which helped them understand the nuances of grammar usage.3. Vocabulary Building (20 minutes)- A series of vocabulary flashcards were used to introduce new words related to the themes covered in the semester.- A word game, "Jeopardy," was played to reinforce the new vocabulary. Students were divided into teams, and each team had to answer questions correctly to earn points.4. Reading Comprehension (20 minutes)- A short passage was read aloud to the class, and students were asked to summarize the main idea and answer comprehension questions.- The class discussed the text, focusing on the use of literary devices and the author's purpose.5. Writing Skills (15 minutes)- Students were given a writing prompt related to a topic covered in the semester.- They were guided through the writing process using a template, which included brainstorming, drafting, and revising.6. Peer Review and Feedback (10 minutes)- Students exchanged their written pieces and provided constructive feedback to each other.- The teacher facilitated a discussion on how to give effective feedback and how to incorporate it into their own writing.7. Conclusion (5 minutes)- A summary of the key points covered in the class was provided.- Students were reminded of the importance of continued practice and复习 strategies for the upcoming exams.---V. ReflectionsThe review class was successful in achieving its objectives. The activities were well-received by the students, who were engaged and participatory throughout the session. The use of multimedia presentations, interactive games, and collaborative activities helped to maintain student interest and reinforce learning.Some areas for improvement were identified:- Providing more individualized attention to students who struggled with specific grammar points.- Incorporating more varied reading materials to cater to different reading levels and interests.- Extending the peer review session to allow for more in-depth analysis and feedback.Overall, the review class served as an effective way to prepare students for their final exams, and it provided them with valuable practice and feedback to improve their English language skills.---VI. AssessmentThe teacher will assess the students' understanding and application of the reviewed concepts through:- Completion of review exercises and quizzes.- Participation in class discussions and activities.- The quality of their writing pieces and the feedback received from peers.---VII. Next StepsThe teacher will continue to monitor student progress and provide additional support as needed. The focus will be on reinforcing the key concepts reviewed in class and ensuring that students are well-prepared for the final exams. Additional review sessions and individualized tutoring may be scheduled to address specific areas of weakness.第3篇Date: [Insert Date]Location: [Insert Location]Teacher: [Insert Teacher's Name]Subject: EnglishGrade Level: [Insert Grade Level]Class Duration: 90 minutes---I. IntroductionThe objective of this English review class was to consolidate and reinforce the key concepts and vocabulary taught throughout the semester. The class aimed to provide students with a comprehensive review of grammar, reading, writing, and speaking skills, preparing them for upcoming exams and enhancing their overall language proficiency.II. Objectives1. To review and reinforce key grammar concepts.2. To enhance reading comprehension skills through various reading activities.3. To practice writing skills through structured writing exercises.4. To improve speaking skills through group discussions and presentations.5. To assess students' understanding of the course material and identify areas for improvement.III. Class ProceduresA. Warm-Up (10 minutes)- Activity: "Grammar in a Nutshell"- Description: The teacher distributed a handout containing a list of grammar rules covered in the semester. Students were asked to work in pairs to explain each rule in their own words and provide examples.B. Grammar Review (15 minutes)- Activity: "Grammar Game Show"- Description: The teacher organized a game show-style activity where students were divided into teams. Each team was given a set of grammar questions related to the topics covered in the semester. Points were awarded for correct answers.C. Reading Comprehension (20 minutes)- Activity: "Read and Summarize"- Description: Students were provided with a passage from a textbook or a relevant article. They were asked to read the passage and then write a summary of the main points in their own words.D. Writing Skills Practice (20 minutes)- Activity: "Creative Writing Prompt"- Description: The teacher gave a creative writing prompt related to a topic covered in the semester. Students were asked to write a short story or essay based on the prompt, focusing on the use of proper grammar, vocabulary, and sentence structure.E. Speaking Practice (15 minutes)- Activity: "Group Discussion"- Description: Students were divided into small groups and given a topic for discussion. They were encouraged to express their opinions, use appropriate grammar, and engage in meaningful conversation.F. Assessment and Feedback (10 minutes)- Activity: "Self-Assessment"- Description: Students were asked to complete a self-assessment checklist to evaluate their understanding of the course material. The teacher provided feedback on their performance and addressed any misconceptions or gaps in knowledge.IV. ReflectionsA. Teacher's ReflectionsThe review class was well-received by the students, as evidenced bytheir active participation and engagement throughout the activities. The "Grammar Game Show" was particularly effective in reinforcing grammar concepts, as it made the learning process interactive and enjoyable. The reading comprehension activity helped students develop their analytical skills, while the writing exercise allowed them to practice their creative abilities. The group discussion provided an opportunity for students to improve their speaking skills and express their thoughts more confidently.B. Student FeedbackStudents expressed their satisfaction with the review class,highlighting the interactive nature of the activities and the opportunity to practice different language skills. They appreciated the feedback provided by the teacher, which helped them identify their strengths and weaknesses.V. ConclusionThis English review class successfully achieved its objectives by providing a comprehensive review of the course material and enhancing students' language skills. The activities were well-designed to cater to different learning styles and ensure that all students were engaged. The teacher's positive feedback and the students' enthusiasm indicate that the class was a valuable learning experience.---Note: This record serves as a template for documenting a research activity. Adjustments may be made based on specific classroom needs and student performance.。

第1篇I. IntroductionAs an English teaching and research department, our primary goal is to enhance the quality of English education in our school by organizing and implementing various teaching and research activities. This activity plan aims to outline the details of an upcoming event that will benefit both teachers and students, fostering a collaborative and innovative learning environment.II. Activity Objectives1. To provide a platform for teachers to share their teaching experiences and best practices.2. To promote the integration of modern teaching methods and technologies into English classroom teaching.3. To encourage teachers to engage in research activities to improve their teaching effectiveness.4. To enhance the English proficiency of students through diverse learning activities.5. To strengthen the bond between teachers and students, creating a more supportive learning community.III. Activity Theme"Exploring Innovative Teaching Methods and Enhancing English Proficiency"IV. Activity DurationOne-day workshop, scheduled on Saturday, March 5th, 2023, from 9:00 AM to 5:00 PM.V. Activity VenueSchool auditorium, equipped with multimedia facilities.VI. Activity Participants1. English teachers from different grades and departments.2. School administrators and supervisors.3. Students from grades 6 to 12.VII. Activity Schedule1. 9:00 AM - 9:30 AM: Welcome and Opening Remarks- Introduction of the activity objectives and schedule- Briefing on the importance of innovation in English education2. 9:30 AM - 11:00 AM: Keynote Speech- "Innovative Teaching Methods in English Language Learning"- Speaker: Dr. John Smith, renowned English education expert3. 11:00 AM - 11:15 AM: Break4. 11:15 AM - 1:00 PM: Panel Discussion- "Integrating Technology into English Classroom Teaching"- Panelists: English teachers, education technology experts, and school administrators5. 1:00 PM - 2:00 PM: Lunch Break6. 2:00 PM - 3:30 PM: Workshops- Workshop 1: "Flipped Classroom Model in English Language Teaching"- Workshop 2: "Using English Language Games to Enhance Student Engagement"- Workshop 3: "Effective Assessment Strategies for English Language Learners"7. 3:30 PM - 3:45 PM: Break8. 3:45 PM - 5:00 PM: Research Presentation and Sharing- Teachers presenting their research findings on innovative teaching methods and English proficiency enhancement- Group discussions and feedback on the presented researchVIII. Activity Resources1. Multimedia equipment (projectors, screens, computers)2. Handouts and materials for workshops3. Refreshments and lunch for participantsIX. Evaluation and Feedback1. Post-activity survey to collect participants' feedback on the workshop's content, delivery, and impact on their teaching practices.2. Evaluation of the workshops by participants based on their engagement and learning outcomes.3. Follow-up meetings with teachers to discuss the implementation of innovative teaching methods in their classrooms.X. Expected Outcomes1. Teachers will be equipped with new teaching strategies and tools to enhance their English language teaching.2. Students will experience a more engaging and effective English learning environment.3. The school will witness an improvement in the overall English proficiency of its students.4. The English teaching and research department will gain valuable insights from the workshop and research presentations, which can be used to improve future activities and initiatives.By organizing this event, the English teaching and research department aims to foster a culture of innovation and continuous improvement inEnglish education within our school. This activity plan will serve as a foundation for future collaborations and initiatives, ultimately benefiting both teachers and students.第2篇Objective:The primary objective of this teaching activity is to enhance the English language proficiency of students through the integration of various teaching strategies that cater to different learning styles and objectives. The activity aims to foster a dynamic and engaging learning environment that promotes critical thinking, communication skills, and cultural awareness.Duration:One week (5 days)Target Group:Students in grades 8-10Materials Required:- Projector and screen- Whiteboard and markers- Handouts and worksheets- Digital resources (videos, articles, podcasts)- Language dictionaries- English novels and short stories- Interactive whiteboard and computer for online activities- Flipcharts and markers for group workDay 1: Introduction to Integrated Teaching StrategiesMorning Session:- Warm-up Activity: Start with a fun icebreaker activity, such as a "Two Truths and a Lie" game in English to get students speaking and thinking in the target language.- Introduction to Integrated Teaching Strategies: Explain the concept of integrated teaching strategies, emphasizing the importance of combining different methods to cater to diverse learning styles.- Activity: Divide the class into small groups and ask each group to brainstorm different teaching strategies they are familiar with (e.g., project-based learning, flipped classroom, cooperative learning, etc.).Afternoon Session:- Demonstration of a Case Study: Present a case study of a successful integrated teaching strategy implementation in an English class.- Group Discussion: Facilitate a group discussion on the effectiveness of the strategies used in the case study and how they could be adapted to the current class.Day 2: Communicative Language Teaching (CLT) TechniquesMorning Session:- Warm-up Activity: Use a role-play activity to practice greetings and introductions in English.- Introduction to CLT: Explain the principles of Communicative Language Teaching and its focus on communication rather than just language structure.- Activity: Conduct a role-play activity where students practice asking for and giving directions in an English-speaking environment.Afternoon Session:- Group Work: Divide students into pairs or small groups and assign them a scenario that requires them to communicate effectively in English (e.g., a restaurant booking, a lost traveler seeking directions).- Reflection: After the activity, ask students to reflect on their experiences and discuss what they found challenging and how they overcame those challenges.Day 3: Technology-Enhanced LearningMorning Session:- Warm-up Activity: Use a technology-based game, such as a language learning app, to review vocabulary and grammar.- Introduction to Technology-Enhanced Learning: Discuss the role of technology in language learning and the benefits of using digital resources.- Activity: Introduce a new concept or topic using a multimedia presentation, including videos, images, and interactive elements.Afternoon Session:- Group Project: Assign students a project that requires them to use technology to create a presentation or a multimedia product related to a specific English language topic.- Peer Review: Allow students to present their projects to the class and provide feedback to their peers.Day 4: Project-Based Learning (PBL)Morning Session:- Warm-up Activity: Start with a short discussion on a current event or popular culture topic in English.- Introduction to PBL: Explain the concept of Project-Based Learning and its focus on real-world application of knowledge.- Activity: Introduce a PBL project related to English language learning, such as creating a travel guide to a fictional country.Afternoon Session:- Group Formation: Students form groups and start working on their PBL projects, with each group responsible for a different aspect of the project.- Teacher Support: Provide guidance and support to ensure that each group stays on track and meets the project objectives.Day 5: Assessment and ReflectionMorning Session:- Warm-up Activity: Conduct a quick quiz to assess students' understanding of the week's content.- Assessment of Learning Outcomes: Review the learning outcomes of the week and assess students' progress through a combination of formative and summative assessments (e.g., presentations, portfolios, reflection essays).- Activity: Have students write a reflective essay on their learning experience during the week, highlighting what they found most challenging and rewarding.Afternoon Session:- Closing Activity: Organize a class discussion where students share their insights and experiences from the week's activities.- Feedback and Next Steps: Collect feedback from students on the effectiveness of the integrated teaching strategies and discuss the next steps for incorporating these strategies into future English classes.Evaluation:The success of this teaching activity will be evaluated based on the following criteria:- Student engagement and participation in activities- Improvement in English language proficiency as measured by pre- and post-assessments- Quality of group work and individual projects- Feedback from students and teachers on the effectiveness of the integrated teaching strategiesBy the end of this week-long teaching activity, students should have gained a deeper understanding of the English language and developed a broader range of skills that will serve them well in their future academic and professional endeavors.第3篇Objective:The primary objective of this teaching activity is to enhance students' overall English proficiency, including listening, speaking, reading, and writing skills. The activity will be designed to engage students actively, foster critical thinking, and promote cultural understanding.Target Group:Grade 8 studentsDuration:One month (4 weeks)Materials Required:- Projector and computer for presentations- Whiteboard and markers- English textbooks and supplementary materials- Audio and video resources- Handouts and worksheets- Interactive whiteboard or smartboard- Online resources and digital tools (e.g., Google Classroom, Kahoot, Quizizz)Week 1: Introduction to the TopicDay 1: Unit Introduction- Objective: Introduce the topic and objectives of the month-long activity.- Activities:1. Briefly introduce the topic through a PowerPoint presentation.2. Explain the learning objectives and how the activities will contribute to achieving them.3. Discuss the importance of English language skills in various aspects of life.Day 2: Warm-Up Activity - "Who Am I?"- Objective: Encourage students to use English to introduce themselves and get to know each other.- Activities:1. Divide the class into small groups.2. Each group member takes turns introducing themselves using complete sentences.3. Encourage the use of adjectives, hobbies, and favorite things to make introductions more engaging.Day 3: Listening Comprehension- Objective: Develop listening skills through various audio resources.- Activities:1. Play a short English song or a podcast related to the topic.2. Ask students to summarize the main points of the audio in their own words.3. Discuss the content and share opinions.Day 4: Vocabulary Building- Objective: Introduce and practice new vocabulary related to the topic.- Activities:1. Display a list of new vocabulary words on the board.2. Ask students to provide synonyms and antonyms for each word.3. Use the words in sentences to reinforce their meanings.Week 2: Speaking and PronunciationDay 5: Role-Play Scenarios- Objective: Improve speaking skills through interactive role-plays.- Activities:1. Create scenarios related to the topic and assign roles to students.2. Students will engage in a conversation using the vocabulary and structures learned.3. Encourage students to use proper pronunciation and intonation.Day 6: Group Discussion- Objective: Promote critical thinking and collaborative learning.- Activities:1. Present a controversial topic related to the unit.2. Divide the class into groups and assign each group a position (e.g., for, against).3. Students will prepare arguments and present them in a group discussion.Day 7: Pronunciation Practice- Objective: Focus on specific phonetic sounds and intonation patterns.- Activities:1. Use a video or audio clip to highlight pronunciation issues.2. Break down the sounds and demonstrate proper articulation.3. Students practice reading sentences or short paragraphs aloud.Week 3: Reading and WritingDay 8: Reading Comprehension- Objective: Develop reading skills through various text types.- Activities:1. Provide a short passage related to the topic.2. Ask students to read the passage and answer comprehension questions.3. Discuss the text and its main ideas.Day 9: Creative Writing- Objective: Encourage creative expression through writing.- Activities:1. Assign a creative writing prompt related to the topic.2. Students will write a short story or essay based on the prompt.3. Share and discuss the written pieces in class.Day 10: Grammar Review- Objective: Strengthen grammar skills through interactive exercises.- Activities:1. Review key grammar points covered in the unit.2. Use interactive whiteboard tools to present grammar rules and examples.3. Students complete grammar exercises and correct each other's work.Week 4: Assessment and ReflectionDay 11: Mini-Assessment- Objective: Evaluate students' progress and understanding of the unit.- Activities:1. Conduct a short quiz or written assignment to assess reading, writing, and grammar skills.2. Review the quiz and provide feedback.Day 12: Student Presentations- Objective: Encourage students to present their learning outcomes.- Activities:1. Students choose a topic related to the unit and prepare a short presentation.2. Presentations will be delivered to the class, followed by a Q&A session.Day 13: Reflection and Feedback- Objective: Reflect on the teaching and learning process.- Activities:1. Facilitate a class discussion on what was learned and enjoyed during the unit.2. Collect feedback from students on the teaching methods and activities.Day 14: Culminating Activity- Objective: Summarize the month-long activity with a fun and engaging project.- Activities:1. Organize a skit or a play based on the topic.2. Students will perform in front of the class, showcasing their speaking, reading, and writing skills.Conclusion:This comprehensive English teaching activity plan aims to provide awell-rounded approach to language learning, focusing on all four skills: listening, speaking, reading, and writing. By incorporating a variety of activities and resources, the plan seeks to enhance students' English proficiency and promote a love for the language.。

Service Training SEEV2693January 2001STUDENT MATERIALSPART OF TECHNICAL INSTRUCTION MODULE SEGV2693320C HYDRAULIC EXCA V ATORELECTRONIC CONTROL SYSTEMSMODULE OBJECTIVESAfter completion of this module, the student will be able to:1.Given a machine and Lab A Worksheets, locate and identify theelectronic control system components during a lab exercise.2.Given a machine, the appropriate service literature, Lab A handouts,and Lab B Worksheet, perform a sweep test of the governor actuator using the C-series excavator monitor.3.Given a machine, the appropriate service literature, Lab A handouts,and Lab C Worksheet, perform a calibration of the governor actuator using the C-series excavator monitor.4.Given a machine, the appropriate service literature, Lab A handouts,and Lab D Worksheet, perform a sweep test of the power shiftproportional reducing valve using the C-series excavator monitor. 5.Given a machine, the appropriate service literature, Lab A handouts,and Lab E Worksheet, perform a calibration of the power shiftproportional reducing valve using the C-series excavator monitor. 6.Given the Case Study, the appropriate service literature, classroomnotes, and Lab A handouts, successfully follow the appropriatetroubleshooting procedures.7.Given all reference materials and class notes, successfully matchcomponents to their function in the posttest.Lab A WorksheetsLocate and Identify Electronic Control System Components Directions:Place the correct letter or number next to the component. During the slide presentation, use this worksheet to take notes as the function of each component is explained.Example: _____Engine Pump Control Module (ECM)Location: The upper ECM in the compartment behind the rear of the cab.Function:Contains the logic used to control various output devices on the machine._____Monitor Setting KeyLocation:Function:_____Monitor Directional KeysLocation:Function:_____Monitor OK KeyLocation:Function:_____Monitor Menu KeyLocation:Function:_____Monitor Cancel KeyLocation:Function:_____Governor ActuatorLocation:Function:Lab A Worksheets (continued)Locate and Identify Electronic Control System Components_____AEC ButtonLocation:Function:_____Service Tool Connector (ET Connector)Location:Function:_____Power Shift Solenoid ValveLocation:Function:_____Power Shift Pressure TapLocation:Function:_____Implement Pump Output Pressure SensorsLocation:Function:_____Travel Pressure SwitchesLocation:Function:_____Implement/Swing Pressure SwitchesLocation:Function:Lab A Handout*U s e S e r v i c e P a s s w o r d F F F 1 o r F F F 2 t o e n t e r S e r v i c e M o d e (s e e "S e r v i c e M o d e " c h a r t )Lab A Handout (Continued)D i s p l a y s c a l i b r a t i o n t y p e a n d c a l i b r a t i o n s t e p s :- G o v e r n o r c a l - P o w e r S h i f t P R V c a l - N F C 1 c a l - N F C 2 c a lD i s p l a y s d e v i c e t e s t t y p e a n d t e s t s t e p s :15 t e s t sS E R V I C M O D E T Y P E O F C A S T A T U S O F CD i s p l a y s t h e s t a t u s o f m a c h i n e O N /O F F t y p e s w i t c h e s 28 i t e m s D i s p l a y s c u r r e n tE C S f a u l t s :- 3 M I D s - 17 C I D s - 14F M I s D i s p l a y s v a r i o u s s e n s o r v a l u e s a n d o u t p u t s i g n a l s 26 i t e m sD i s p l a y s f a u l t s d e t e c t e d s i n c e l a s t l o g g e d f a u l t w a s d e t e c t e d :- 3 M I D s - 17 C I D s - 14 F M I s D i s p l a y s m a c h i n e c o n f i g u r a t i o n i n f o r m a t i o n a n d c h a n g e s s e t u p v a l u e s 37 i t e m sD i s p l a y s a b n o r m a l m a c h i n e c o n d i t i o n s :- 3 M I D s - 17E I D sS E R V I C M O D E I D N O .S T A T U S /V A S E R V I C M O D E F A U L T N T O P /F A U L T (T O P = t o p d i s p l a y n o .)S E R V I C E M O D ES E R V I C E P A S S W O R D S - F F F 1 A N D F F F 2Lab B WorksheetGovernor Actuator Sweep - TestMachine Model____________________________Date__________________________________ Serial Number_____________________________Service Meter Hours_____________________ Governor Actuator Sweep Test Tooling:____ 1-188-8589Test Harness (Governor Actuator)____ 1-146-4080Multimeter GroupNOTE: For the complete governor actuator sweep test procedure, refer to the Service Manual module "320C Excavator Engine and Pump Control, System Operation, Testing and Adjusting" (Form RENR3814).Item Specification ActualLow End Duty Cycle____________________ High End Duty Cycle____________________Comments:Lab C WorksheetGovernor Actuator - CalibrateMachine Model____________________________Date__________________________________ Serial Number_____________________________Service Meter Hours_____________________NOTE: For the complete governor actuator calibration procedure, refer to the Service Manual module "320C Excavator Engine and Pump Control, System Operation, Testing and Adjusting" (Form RENR3814).Item Low Idle RPM High Idle RPM Specification Before CalibrationComments:Lab D WorksheetPower Shift Proportional Reducing Valve - TestMachine Model____________________________Date__________________________________ Serial Number_____________________________Service Meter Hours_____________________NOTE: For the complete power shift PRV test procedure, refer to the Service Manual module "320C Excavator Engine and Pump Control, System Operation, Testing and Adjusting" (Form RENR3814).Item Specification ActualLow Current Reading____________________ High Current Reading____________________ Low Pressure Reading____________________ High Pressure Reading____________________ Period____________________Comments:Lab E WorksheetPower Shift Proportional Reducing Valve - CalibrateMachine Model____________________________Date__________________________________ Serial Number_____________________________Service Meter Hours_____________________NOTE: For the complete power shift PRV calibration procedure, refer to the Service Manual module "320C Excavator Engine and Pump Control, System Operation, Testing and Adjusting" (Form RENR3814).Specification Calibration SettingItemLower Power Shift Pressure ValueHigher Power Shift Pressure ValueComments:Function ComponentAEC ButtonImplement/Swing PressureSwitchesMonitor Setting KeyGovernor ActuatorPower Shift Pressure TapPower Shift Solenoid ValveEngine Pump ControlModule (ECM)Monitor Cancel KeyService Tool Connector(ET Connector)Monitor Directional KeysMonitor Menu KeyTravel Pressure SwitchesMonitor OK Key Function DefinitionA.Contains the logic used to control various outputdevices on the machine.ed to set or reset values in the monitor.ed to move the cursor on the display or to raise orlower numeric values in the monitor.ed to select entries from the available choices on themonitor.ed to access the main menu from the default display,and to toggle to different choices in the monitor.ed to reject a prompt choice, or to return to thedefault display.G.Adjusts the speed of the engine.ed to toggle the automatic engine speed control ONand OFF.I.Provides the connection for hooking up acommunication adapter to Electronic Technician.J.It receives an electrical signal from the ECM, based upon engine speed and engine speed dial position, and sends modulated pilot system pressure to theimplement pump controls to assist in regulatingimplement pump flow.K.Provide a means to install a pressure gauge to read power shift pressure. Provide an input of the outputpressure of the individual pumps to the ECM.L.Provides an input to the ECM when a travel pedal is used.M.Provides an input to the ECM when an implement or a swing function is used.320C Hydraulic Excavator Electronic Control SystemComponents and Functions Posttest Directions:Match each component to the correct function.。

说明书简体中文Instruction manualEN Handy 4Cas CompactPlease read this instruction manual carefully and keep it for future reference. The safety of the child may be seriously endangered if the instructions are not followed. You are personally responsible for the safety of your child.• The stroller is suitable for children from newborn 1 month to 15kg (approximately 3 years old) .• Always apply the parking brake when you are stationary.• Do not rely too much on the stopper even when the stroller is parked empty.• Even with all stopper engaged, always stay close to the stroller when it is carrying a child. • Keep all small parts away from children as they are choking hazard.• To prevent the risk of suffocation, always keep the plastic bags out of the reach of children.• Overloading, incorrect folding and the use of non-approved accessories such as buggy boards may damage or break this stroller.• Make sure to use the seat belt (crotch belt, waist belt and shoulder belt) when the child is seated. The front guard is not designed to prevent the child from standing up. Check if the seat belt fits properly, otherwise the baby may fall off from the stroller.• Pay attention to child even when seat belt is in use in case of any sudden movement of child causing it to fall off.• Do not cross the shoulder belts with each other when securing the shoulder belts to the insert plastic. Otherwise excessive pressure may be caused to child’s neck.• Do not use the seat cushion on which rift is found. Otherwise the seat cushion may not function as designed or the child may have chance to swallow the material inside the cushion.• Seat cushion can play a protective role. When the stroller is not installed with a seat cushion, please stop using the stroller. Otherwise, there may be risk of injury.• Do not leave the stroller when the child is seated.• Make sure the open-fold lock is engaged completely before use. Otherwise the stroller may fold suddenly in use.• Do not let the child operate the front guard. It may make the child to fall off from the stroller.• Do not allow your child to stand in or on the stroller, it may be dangerous.• Do not lean on or hang loads on the handle.• Do not hang parcels or accessory items (except Combi original accessories) on the stroller, otherwise tipping over may happen to stroller.• Never carry more than one child in the stroller. Do not allow a child to ride or sit on any area other than the seat.• Excessive weight may cause a hazardous unstable condition exist. (Maximum load:15kg. Basket maximum load:5kg)• Do not use the stroller on stairs.• Do not let children operate the baby stroller to avoid tipping over or accident.• Be careful of those around you to avoid pinching their fingers when you are opening or folding the stroller or adjusting the seat angle.• Keep your child’s fingers/hands away from moving/folding parts when folding or unfolding or adjusting the stroller.• Do not apply a lifted seat to baby who cannot sit straight by itself, the most reclined position is recommended for newborns.• When pushing the stroller, please walk slowly to avoid any damage to the stroller swivel wheels or any tipping over.• Open the baby stroller in clear area to avoid pinching baby’s finger.• The used insert outlet from base seat and the cushion should be matched. (e.g. upper insert outlet of base seat should match with upper insert outlet of cushion) . Otherwise, the shoulder belt may not be long enough to harness the baby.• It is extremely dangerous to adjust the seat angle when pushing the stroller. Do stop the stroller first before operation.• Mind the road when move the stroller and prevent any wheel get stuck in the gap of the drainage ditch cover(s).• Never leave the child unattened. It may be dangerous to leave your child unattended.• Ensure that all the locking devices are engaged before use. Such as adjust yourseat belt length, fasten your seat belt correctly and the stroller is fully opened.• Always use the restraint system to avoid any possible accident.• Do not use in a reclined angle less than 150° for a child under 6 months old.• Any loading attached to the handle affects the stability of the stroller.• Please always fasten the five-point seat belt to ensure the baby's safety.• This product is not suitable for running or skating.• Do not let the child play with this product.• To avoid injury ensure that your child is kept away when unfolding and folding this product.• Do not place the stroller near fire, high temperature, pool, or electric source.• Only replacement parts supplied or recommended by the manufacturer/distributorshall be used. Only use original accessories and parts that have been approved bythe manufacturer. Do not make any modifications to the product.• Make sure all snaps are secured when attach the seat cushion to stroller. Otherwise accident or damage to stroller may happen.• Loose the shoulder belts and support the backrest with the other hand before lowering the seat angle with a child seated. Do not suddenly change the seat angle while a child is seated.• Adjust the length of seat belt properly after change of the backrest angle.• Please do not touch the folding lever except when folding the stroller.• When opening or folding up the stroller, be careful and avoid the seat cushion, seat belt, blanket and toys, etc., being pinched into the stroller body.• If one gives excessive shock to the front wheels when getting over the step, stroller may fall down and cause damages. When stepping over, such as a curb, please slow down even a slight difference level, pull downward the handle and step on the foot-step, and make sure to pass the front wheels to get over the step.• Never lift the stroller or use it on escalators or stairs when your child is sitting or lying in the stroller.• This stroller requires regular maintenance by the user.• Before use, check that the product and all its components have not been damaged during transportation.• Please do not use the stroller in whatever purposes other than seating a baby. Failure to comply may result in damage of the stroller.• Do not pull or twist or forcibly press down the front guard hardly. Otherwise the stroller may be damaged.• Lift the backrest a little to use if the seat is found too narrow when fully reclined. However, the baby should be able to sit straight when stroller is used in such way.• Do not let an adult sit on the stroller, or add loading on the stroller to avoid any damage to it.• Avoid continuous outdoor usage particularly during day time in summer.• Avoid storing the stroller in save places under high temperature, near a heat source or inside a car. Exposure to high temperature may damage or deform the stroller.• Check regularly that all screws, bolts and nuts are engaged tightly.• For use on trains:This product is not designed to be used on trains. When user attempts to use the product at his /her own risk, please lock stopper in case of sudden brake or turning. Otherwise stroller may fall off.• Do not press on the folding lever while lift the stroller to avoid damage to the part.• Make sure the basket is empty before folding up the stroller.• Make sure the canopy is completely folded up before folding the stroller to avoid damage of the parts.• Do not lay down the stroller and do not put things on the canopy to avoid deformation.• Do not get hold of an opened front guard to pull the baby stroller.• Even have stopper, this stroller may also be accidental slip or overturned.• Do not leave baby stroller at road side or slope even when it is not in use.• Do not use the stroller on steep slopes, stairs, escalators, rough roads, beaches, mud, etc.• When pushing the stroller, please pay attention to any hole or track on the ground to avoid the front wheel from accidentally getting jammed and tipping over.• In the event of damage or operation problems, stop using the stroller immediately and keep it out of reach of children.• Never leave the stroller close to stairs or steps.• In the event of damage or operation problems, please contact customer service center (or local distributor).• Only use on a flat, relatively smooth, stable and non-slippery surface. Do not use the stroller in snowy, windy days or wet road to avoid the stroller or guardian from slipping.• Do not use the stroller in lightning days to avoid thunder stroke.• Do not attach other accessory like buggy board on the main body during a child being carried in stroller, otherwise accident or damage to stroller may happen.• Do not use the stroller on public vehicles.• Lift front wheels and pay particular attention to gaps or ditch when crossing rail road to avoid the front wheels from accidentally getting to jammed and tipping over.• No continuous use for a long period: Continuous use for a long period of time may exhaust baby. No continuous use of more than 2 hours for a baby in a reclined seat and 1 hour in an upright seat.• When feel jammed, please do not forcibly fold the stroller to prevent from any damage. You should reopen the stroller to check and operate again.• Turn swivel wheels to inner side and lock up before folding the stroller. Improper position may cause stroller becoming imbalanced after folded.• Do not put things that are too sharp or too large into the basket since it may cause damage to the basket.• Please regular cleaning and checking the stroller. Only use neutral detergent to clean the stroller body.• Make sure no oil or lubricant is left on parts such as front guard or armrest where baby may have chance to lick.• Please contact customer service center (or local distributor) for replacement if you find the tyre wear seriously affect movement.• Parking device shall be engaged when placing and removing the children.• Any load attached to the handle and/or on the back of the backrest and/or on the sides of stroller will affect the stability of the stroller.• Fasten the safety belt securely, but do not have it too tight.• Do not hold the front guard to lift the stroller while a child seated. Failure to comply may cause the stroller to fold up suddenly, release the front guard accidentally, or cause the stroller to slip off.• When traveling on vehicles such as subways / high-speed rails, please mind that the wheels of your baby strollers are not caught by the door, and please mind the gap between the platform and the train.• When the child’s foot comes into contact with the floor or the wheel, stop using the stroller lest it be hurt.• Do not use in a lying angle if the child’s head is beyond the backrest.不按照本使用说明书指引使用手推车，可能对幼儿造成重大伤害。

2Eaton’s Carter product line includes Model 64900, designed to supersede earlier Model 60700-1. It is used for air reference pressure control systems. Two other versions are also available, Model 64902 for digital pressure control systems, and Model 64903, which is electro-hydraulically controlled. Many new features have been incorporated at the request of long-time users of the earlier Model 60700-1 coupler, the standard of the industry for over 35 years.Features y Mates all adapters in accordance with API Bulletin 1584 y Air/fuel sense ports parallel to outlet y All ports with straight O-ring sealed threads y 3 and 4 inch NPT or BSPP outlet threads available y Air bleed under sealed screw y Closing time adjustment accessible without removal of air port fitting y Studs used for connecting lower half, reducing chance of over-tightening connecting fasteners y Earlier Model 60700-1 couplers can be retrofitted to gain most new features by changing only the elbow halfy Outlet of elbow is flanged to accept various outlet male adapter fittings. Options to mate older quick disconnects (QDs) available, reducing maintenance costs if male fitting is damaged. y Thumb latches on QD — easier to remove from hose with no tools. Safety locking ring available as an option.EATON Aerospace Group TF100-120C September 2013Design ConceptsFlow Rates T echnical Data y Outlet threads available in either 3 or 4 inch NPT or BSPP style y Weight — (Basic coupler) 27.1 lbs (12.292 kg) y Operated by vehicle air reference pressure y Working pressure — 200 psi (13.793 bar) y Proof pressure — 450 psi (31.034 bar) y Closing Time — 2-5 seconds (adjustable) y Opening time — 5-10 seconds (no adjustment) y Overshoot - 50 US gal. maximum at 1,000 USgpm y Air pressure operated — nominal bias (air pressure required above control pressure) — 25 psi (1.724 bar). Bias increases to approximately 33 psi (2.276 bar) at flow rates up to 1,200 USgpm. y Fully open pressure drop — 21 psi (1.448 bar) at 1,000 USgpm when mated to Model 60554 hydrant valve (see chart below for more data) Curve 1Typical Model 64900 with 4 inch QD outlet options Curve 2Typical Model 64900 with 3 inch QD outlets optionsy Optional carrying handles available. T ransverse-mounting standard, parallel optional. A second QD-mounted handle is also available. y Carriage affixed by studs. Nospecial length bolts required,reducing chances for errorswhen carriage is added inthe field.y Port to connect to hydrantprovided on coupler. Nospecial hose assemblyrequiredy Parts common to 4 inchinline valves and Model 60700-1 coupler used forless costly maintenancey Lower half of coupler (connecting unit to hydrant)has not been changedy Design changes have notincreased weighty Suitable for operatingpressures of 200 psig(13.793 bar) and systemproof pressure of up to 450 psig (31.034 bar)y Mates with all standardhydrant valves in accordance with API Bulletin 1584y Pressure drop — 21.0 psi(1,448 bar) across matingModel 60554 hydrant valve and Model 64900 coupler at1000 USgpm (3,785 l/min)Operation InformationModel 64900 is a direct spring-loaded pressure control unitthat is controlled by the airreference pressure providedfrom the vehicle system. It isnearly identical in design tothe widely used Model 60700-1with changes t o improve opera-tionalhandling of the elbow to keep the weight the same. A sealed screw outside theair hose fitting provides clos-ing time adjustment. A sealed screw is also used to bleed theunit of air.3Ordering DataVarious options are available onModel 64900 coupler. The completemodel number is comprised of fourparts, as explained in the tablesbelow.Option Description Option Description B Adds folding handle H Adds 3/8 inch NPT to both air and fuel ports C Adds product selection J Adds 3/8 inch hose barbs to air and fuel D Adds lockwire to flange joint fasteners R Adds 90º elbow ¼ inch female NPT for air/dual operated hydrant valve actuation E Adds API style air/fuel QD W Adds carriage assembly F Adds hose barb fittings to air and fuel ports Y Adds handle assembly at outlet port Part 2One or more of the options shown inthe table (right) may be added to thebasic model number 64900 to obtaindesired features.Part 3One of the options described inthe table (right) must be added todetermine the outlet male adapter configuration.Option Description Option Description L Adds 3 inch NPT threaded female QD P Adds 4 inch NPT threaded female QD M Adds 3 inch BSPP threaded female QD R Adds 4 inch -8 NPSC threaded female QDN Adds 4 inch BSPP threaded female QD Z Adds 4 inch BSPP female QD with cast handleOption Description Option Description 3Male adapter fitting to mate with 60700-1 style female QD 4Male adapter to mate with 44220 QD Part 4One of the options described belowmust be added to specify the outletthread size and type.Note: If Part 4 is left blank, no female quick disconnect will be shipped. This is a proper designation when it is desired to use a Model 64900 to replace a Model 60700-1, 60600 or 60600-1 coupler. In this case Part 3 must correctly designate the proper male adapter fitting.Examples :64900BF3L Coupler with folding handle, hose barbs in all air/fuel ports, male adapter fitting to mate with female QD with 3 inch NPT threads64900C3 Coupler with product selection and male adapter fitting to mate with female QD (no female QD provided)EATON Aerospace Group TF100-120C September 2013Copyright © 2013 Eaton All Rights Reserved Form No. TF100-120C September 2013Eaton Aerospace Group 9650 Jeronimo Road Irvine, California 92618 Phone: (949) 452 9500 Fax: (949) 452 9555 /aerospace Eaton Aerospace Group Fluid & Electrical Distribution Division 9650 Jeronimo Road Irvine, California 92618Phone: (949) 452 9500Fax: (949) 452 9992***********************。

Please read and save this Repair Parts Manual. Read this manual and the General Operating Instructions carefully before attempting to assemble, install, operate or maintain the product described. Protect yourself and others by observing all safety information. The Safety Instructions are contained in the General Operating Instructions. Failure to comply with the safety instructions accompanying this product could result in personal injury and/or property damage! Retain instructions for future reference. AMT reserves the right to discontinue any model or change specifications at any time without incurring any obligation.©2010 American Machine & Tool Co., Inc. of PA, A Subsidiary of The Gorman-Rupp Company, All Rights Reserved.Periodic m aintenance and inspection is required on all pum ps to insure proper operation. Unit m ust be clear of debris and sedim ent. Inspect for leaks andloose bolts. Failure to do so voids warranty.4-INCH TRASH PUMPRefer to pump manual 1808-633-00 for General Operating and Safety Instructions.DescriptionThis trash pump is a heavy duty, centrifugal, engine-driven, self-priming (to 20 ft. lift after initially filling casing with liquid), portable unit. Pump is equipped with precision lapped mechanical seal to reduce the likelihood of leakage, and a clog-resistant impeller capable of handling solids up to 2" diameter. Units are used to handle water containing stones, sticks, mud and other solids (up to 25% by volume). O-ring sealed flange connections facilitate easy removal of suction and discharge lines. Handles liquids from 40º to 180º F (4ºto 82º C). For use with nonflammable fluids compatible with pump component materials.All models come standard with manual recoil starter, E-start models 3993-96, 3993-D6 and 3994-96 feature in addition a 12V electric starter switch and cables. 5" W x 7¾" L x 5" H battery holder included. (Battery not included; obtain 12V, 32 amp hour battery from local lawn and garden shop).Pump and engine are mounted on rugged transport dolly with fully pneumatic 16" ball bearing wheels. Proper weight distribution ensures easy portability, yet pump is stable when operating. Four position discharge manifold provides a choice in placing hose.SpecificationsSuction inlet...........4" MNPT Discharge outlet........4" MNPT Engine4210-96....1 CY B&S Vanguard 3993-96*...2 CY B&S Vanguard 3994-96*........Honda GX390 3993-D6*...Yanmar Diesel L100 *E-Start ModelsBasic construction.Aluminum with cast iron volute, impeller, wear-plates and discharge manifold;silicon carbide seal. Battery.....12 Volt, type No. 9A1, 32 amp hour (not supplied) Battery tray*..5" W x 7¾" L x 5" H (*E-Start Models)UnpackingRefer to Repair Parts Illustration and Repair Parts List to aid in identifying parts. Unpack and separate all pump components from container, making sure all parts are accounted for. Packages should contain:1.Pump and engine completelyassembled on wheel kit.2.Battery tray (Ref. No. 37) andbattery tray hardware (E-startmodels only).3.4" NPT Nipple Pack and Strainer.ASSEMBLY (Refer to Figure 2)1.Remove pump from packaging.2.Stand pump carefully on pump end.Reposition handle (Ref. No. 32) (asshown in Figure 2) facing outwardsby removing and replacing existinghandle fasteners.3.Electric Start Models Only: Attachbattery tray (Ref. No. 37) to leftengine rail using fasteners used withhandle. Install a 12 volt type no. 9A1garden tractor battery 32 amp hourrating, approx. size 7¾" L x 5" W x6" H (not included) onto battery tray.Using hardware included with pump,insert hook bolts through battery trayholes, thread facing up. Attachbattery box holddown bar acrossbattery and thread wing nuts ontohook bolts. Refer to engine manualfor proper wiring instructions.MaintenanceMECHANICAL SEAL REPLACEMENTRefer to Figures 1 and 2NOTE: Always replace the seal seat(Ref. No. 8), seal head (Ref. No. 9) andshaft sleeve (Ref. No. 10) to ensureproper mating of mechanical sealcomponents!Figure 11.Unthread cap screws (Ref. No. 30)and remove casing (Ref. No. 18)and casing seal (Ref. No. 7) fromadapter (Ref. No. 6).2.Unthread screws (Ref. No. 14) andremove volute (Ref. No. 13) fromadapter.3.Unscrew impeller (Ref. No. 12)from the engine shaft. Remove theimpeller shim (Ref. No. 11), shaftsleeve and seal head from engineshaft. Use a rubber mallet or softblock of wood to loosen impeller.Turn it counterclockwise.Disconnectspark plug wireand battery toprevent accidental starting.3993-251-00 03/20114.Unthread cap screws (Ref. No. 4)and remove the adapter from theengine mounting face.5.Push seal seat from the adapterrecess with a screwdriver.6.Clean the adapter recess beforeinserting a new seal seat.7.Carefully wipe the polishedsurface of the new seal seat witha clean cloth.8.Wet the rubber portion of the sealseat with a light coating of soapywater.9.Press the new seal seat squarelyinto the cavity in the adapter. Ifthe seal seat does not presssquarely into the cavity, it can beadjusted in place by pushing on itwith a piece of pipe. Always use apiece of cardboard between thepipe and the seal seat to avoidscratching the seal seat. (This is alapped surface and must behandled very carefully).10.After the seal seat is in place,ensure that it is clean and has notbeen marred.ing a clean cloth, wipe the shaftand make certain that it isperfectly clean.12.Secure the adapter on the enginemounting face.NOTE: Tighten cap screws EVENLY to avoid cocking rabbet on engine mounting face.13.Apply a light coating of soapywater to the inside rubber portionof seal head and slide onto theshaft sleeve. Slip the shaft sleevewith seal head onto the engineshaft.IMPORTANT: Before installing new shaft sleeve, apply a bead of non-hardening, pliable sealant (such as Permatex® Form-A-Gasket® No. 2) to motor shaft shoulder.Do not touch orwipe the face of the polished part of the seal head.14.Replace any impeller shimsremoved in disassembly.15.Screw the impeller back in placetightening until it is seated againstshims and shaft sleeve.NOTE: Check to ensure that the shaft flange (Ref. No. 2) is in place against engine shaft shoulder.16.Remount volute with fasteners.17.Refer to section titled ShimAdjustment at this time if shaftsleeve or any other parts listedtherein have been replaced.18.Inspect position of flapper valveassembly (Ref. No. 16) to ensureproper movement and sealing.19.Replace O-ring seal on voluterabbet.NOTE: Always inspect O-ring seals.Replace when cracked or worn. WetO-ring with soapy water for ease ofassembly.20.Remount casing.21.Remount any other parts andreconnect spark plug wire andbattery (if so equipped). Pumpshould now run with renewedoriginal performance.SHIM ADJUSTMENT1.When installing a replacementimpeller, engine, shaft sleeve,adapter, or volute, it may benecessary to vary the number ofimpeller shims (Ref. No. 11) that willbe required. This is easily done byadding one shim more than wasremoved and reassembling thepump as described in MechanicalSeal Replacement section.2.Ensure that volute (Ref. No. 13) andadapter (Ref. No. 6) are fitted firmly(check fastener Ref. No. 4 and 14).Remove spark plug wire from engineand turn engine over by pulling therecoil starter. If engine does not turnfreely, disassemble pump andremove one shim.NOTE: When adding or removing shims,it is best to proceed with a 0.010"increment each time. If engine does turnfreely, add shims until it does strike, thenremove a 0.010" shim. This should allowproper clearance.3.Proper running clearance is 0.010".4.Follow the above procedure untilproper clearance is obtained. Thiswill ensure maximum performance.IMPELLER AND WEARPLATEREPLACEMENTImpeller (Ref. No. 13) and volute/wearplate (Ref. No. 14) are subject towear only by abrasive sand or sedimentladen liquids. If badly worn, all theseparts can be replaced easily and thepump thus restored to full efficiency.NOTE: When the clearance between theimpeller and the volute/wearplateexceeds 1/16" at the face of the impelleror 1/8" on the outside diameter of theimpeller, it may be necessary to takecorrective action. The increasedclearance can cause lengthenedpriming times and reduced pumpingcapacity. If both the priming andcapacity of your unit are satisfactory foryour application, it is recommended thatno corrective maintenance beperformed regardless of whatclearances on your unit may havedeveloped, since the increasedclearances in themselves are notgenerally harmful to your pump.Normally, new pump clearances can berestored by simply shimming behind theimpeller. (Add shim washers, Ref. No.11). If the impeller is badly worn it isrecommended that the impeller bereplaced. This is usually all that isrequired since only on unusuallyabrasive services does the cast ironwearplate show deterioration.Occasionally a stone or hard objectmight get caught in the impeller andcause damage to the volute/cutwater. Inthese cases, follow the instructionsbelow for replacement and refer toFigure 2.1.Disassemble pump for access asdescribed in MECHANICAL SEALREPLACEMENT, steps 1 and 2.2.Replace parts as necessary.NOTE: When replacing volute, attachflapper valve assembly (Ref. No. 16) tonew volute with fasteners (Ref. No. 17).NOTE: Before installing new parts,clean all mating surfaces thoroughly.For information pertaining to the engineand engine parts, consult the EngineManual or contact the nearestauthorized service representative or themanufacturer.CLEANINGThese units are designed so that formost cleanout or clogging problems itshould not be necessary to removehoses or piping. The suction area andimpeller chambers can be reached byremoving (2) threaded handles (Ref. No.25) and removing suction cleanoutcover plate (Ref. No. 27) and gasket(Ref. No. 28).NOTE: When replacing cleanout coverplate, carefully wipe clean all surfaceson which the gasket has contact. Also,make sure the gasket is in position. Thescreen in the spark arrester should bechecked.Specifications Information and Repair Parts Manual3993-96, 3993-D6, 3994-96 and 4120-964。