NSEFC Module 7 Unit 3 A New Dimension of life读写整合课

NIT ATHEMATICS IN ONSTRUCTION AND THE UILT NVIRONMENT Unit 3:Mathematics in Construction andthe Built EnvironmentNationalNQF Level 3: BTECGuided learning hours: 60Unit abstractConstruction, civil engineering and building services engineering are technical disciplines which require the collection, processing and use of numerical data. For example, in a simple construction project, the dimensions of a structure are designed and specified by the architect or engineer, the cost of the work is determined by the cost control surveyor, the quantities of materials to be ordered are determined by the buyer, and the setting out dimensions and angles may be calculated by the contractor. In more complex situations, design engineers use various formulae to calculate properties such as the rate of flow of water through pipes for drainage calculations, or the levels of bending moments in beams for sizing structural elements.It is therefore essential that learners develop an acceptable understanding of the mathematical methods and techniques required for these key activities, and of how to apply them correctly.The unit explores the rules for manipulation of formulae and equations, calculation of lengths, areas and volumes, determination of trigonometric and geometric properties, and the application of graphical and statistical techniques.Upon completion learners will be able to select and apply appropriate mathematical techniques to address a wide variety of standard, practical, industry-related problems.Learning outcomesOn completion of this unit a learner should:1 Know the basic underpinning mathematical techniques and methods used tomanipulate and/or solve formulae, equations and algebraic expressions2 Be able to select and correctly apply mathematical techniques to solve practicalconstruction problems involving perimeters, areas and volumes3 Be able to select and correctly apply a variety of geometric and trigonometrictechniques to solve practical construction problems4 Be able to select and correctly apply a variety of graphical and statisticaltechniques to solve practical construction problems.NIT ATHEMATICS IN ONSTRUCTION AND THE UILT NVIRONMENTUnit content1Know the basic underpinning mathematical techniques and methods used to manipulate and/or solve formulae, equations and algebraic expressionsMathematical techniques and methods: mathematical operators; factorization;expansion; transposition; substitution and elimination; rounding; decimal places;significant figures; approximation; truncation errors and accuracy; calculatorfunctions and useFormulae, equations and algebraic expressions: linear; simultaneous; andquadratic equations; arithmetic progressions; binomial theorem2 Be able to select and correctly apply mathematical techniques to solvepractical construction problems involving perimeters, areas and volumesPerimeters, areas and volumes: calculations both for simple and compoundshapes, eg rectangles, trapeziums, triangles, prisms, circles, spheres, pyramids, cones and both regular and irregular surface areas and volumesMathematical techniques: simple mensuration formulae and numerical integration methods (mid-ordinate rule; trapezoidal rule; Simpson’s rule)3Be able to select and correctly apply a variety of geometric and trigonometric techniques to solve practical construction problemsGeometric techniques: properties of points, lines, angles, curves and planes;Pythagoras’ rule; radians; arc lengths and areas of sectors.Trigonometric techniques: sine, cosine, tangent ratios; sine rule; cosine rule;triangle area rules4Be able to select and correctly apply a variety of graphical and statistical techniques to solve practical construction problemsGraphical techniques: Cartesian and Polar co-ordinates; intersections of graph lines with axes; gradients of straight lines and curves; equations of graphs; areas under graphs; solution of simultaneous and quadratic equationsStatistical techniques: processing large groups of data to achieve mean, median, mode and standard deviation; cumulative frequency, quartiles, quartile range;methods of visual presentationU N I T 3: M A T H E M A T I C S I N C O N S T R U C T I O N A N D T H E B U I L T E N V I R O N M E N TE d e x c e l L e v e l 3 B T E C N a t i o n a l s i n C o n s t r u c t i o n – I s s u e 1 – A p r i l 2007 © E d e x c e l L i m i t e d 20073G r a d i n g g r i dI n o r d e r t o p a s s t h i s u n i t , t h e e v i d e n c e t h a t t h e l e a r n e r p r e s e n t s f o r a s s e s s m e n t n e e d s t o d e m o n s t r a t e t h a t t h e y c a n m e e t a l l o f t h e l e a r n i n g o u t c o m e s f o r t h e u n i t . T h e c r i t e r i a f o r a p a s s g r a d e d e s c r i b e t h e l e v e l o f a c h i e v e m e n t r e q u i r e d t o p a s s t h i s u n i t .G r a d i n g c r i t e r i aT o a c h i e v e a p a s s g r a d e t h e e v i d e n c e m u s t s h o w t h a t t h e l e a r n e r i s a b l e t o :T o a c h i e v e a m e r i t g r a d e t h e e v i d e n c e m u s t s h o w t h a t , i n a d d i t i o n t o t h e p a s s c r i t e r i a , t h e l e a r n e r i s a b l e t o :T o a c h i e v e a d i s t i n c t i o n g r a d e t h e e v i d e n c e m u s t s h o w t h a t , i n a d d i t i o n t o t h e p a s s a n d m e r i t c r i t e r i a , t h e l e a r n e r i s a b l e t o :P 1u s e t h e m a i n f u n c t i o n s o f a s c i e n t i f i c c a l c u l a t o r t o p e r f o r m c a l c u l a t i o n s a n d a p p l y m a n u a l c h e c k s t o r e s u l t sM 1 s e l e c t a n d a p p l y a v a r i e t y o f a l g e b r a i c m e t h o d s t o s o l v e l i n e a r , q u a d r a t i c a n d s i m u l t a n e o u s l i n e a r a n d q u a d r a t i c e q u a t i o n sD 1i n d e p e n d e n t l y u n d e r t a k e c h e c k s o n c a l c u l a t i o n s u s i n g r e l e v a n t a l t e r n a t i v e m a t h e m a t i c a l m e t h o d s a n d m a k e a p p r o p r i a t e j u d g m e n t s o n t h e o u t c o m eP 2u s e s t a n d a r d m a t h e m a t i c a l m a n i p u l a t i o n t e c h n i q u e s t o s i m p l i f y e x p r e s s i o n s a n d s o l v e a v a r i e t y o f l i n e a r f o r m u l a e P 3u s e g r a p h i c a l m e t h o d s t o s o l v e l i n e a r a n d q u a d r a t i c e q u a t i o n sM 2 e x t r a c t d a t a , s e l e c t a n d a p p l y a p p r o p r i a t e a l g e b r a i c m e t h o d s t o f i n d l e n g t h s , a n g l e s , a r e a s a n d v o l u m e s f o r o n e 2D a n d o n e 3D c o m p l e x c o n s t r u c t i o n i n d u s t r y r e l a t e d p r o b l e m s P 4p r o d u c e c l e a r a n d a c c u r a t e a n s w e r s t o a v a r i e t y o f p r o b l e m s a s s o c i a t e d w i t h s i m p l e p e r i m e t e r s , a r e a s a n d v o l u m e sP 5p r o d u c e c l e a r a n d a c c u r a t e a n s w e r s t o a v a r i e t y o f s i m p l e 2D t r i g o n o m e t r i c p r o b l e m sM 3 u s e s t a n d a r d d e v i a t i o n t e c h n i q u e s t o c o m p a r e t h e q u a l i t y o f m a n u f a c t u r e d p r o d u c t s u s e d i n t h e c o n s t r u c t i o n i n d u s t r y .D 2i n d e p e n d e n t l y d e m o n s t r a t e a n u n d e r s t a n d i n g o f t h e l i m i t a t i o n s o f c e r t a i n s o l u t i o n s i n t e r m s o f a c c u r a c y , a p p r o x i m a t i o n s a n d r o u n d i n g e r r o r s .U N I T 3: M A T H E M A T I C S I N C O N S T R U C T I O N A N D T H E B U I L T E N V I R O N M E N T4E d e x c e l L e v e l 3 B T E C N a t i o n a l s i n C o n s t r u c t i o n – I s s u e 1 – A p r i l 2007 © E d e x c e l L i m i t e d 2007G r a d i n g c r i t e r i aT o a c h i e v e a p a s s g r a d e t h e e v i d e n c e m u s t s h o w t h a t t h e l e a r n e r i s a b l e t o :T o a c h i e v e a m e r i t g r a d e t h e e v i d e n c e m u s t s h o w t h a t , i n a d d i t i o n t o t h e p a s s c r i t e r i a , t h e l e a r n e r i s a b l e t o :T o a c h i e v e a d i s t i n c t i o n g r a d e t h e e v i d e n c e m u s t s h o w t h a t , i n a d d i t i o n t o t h e p a s s a n d m e r i t c r i t e r i a , t h e l e a r n e r i s a b l e t o :P 6p r o d u c e c l e a r a n d a c c u r a t e a n s w e r s t o a v a r i e t y o f s i m p l e g e o m e t r i c p r o b l e m sP 7d e s c r i b e a n d i l l u s t r a t e t h e u s e o f s t a t i s t i c s i n t h e c o n s t r u c t i o n i n d u s t r y .NIT ATHEMATICS IN ONSTRUCTION AND THE UILT NVIRONMENT Essential guidance for tutorsDeliveryIt is important that learners possess the basic tool kit for simplifying and solving a variety of formulae and expressions. Practical mathematics has at its core some fundamental techniques and methods which must become second nature to the learner. To achieve this the learners need time to follow through worked examples under the guidance of the tutor and then practise this work at their own pace. The work should not be seen as a rote memory exercise but as the application of basic rules as part of a structured and logical procedure. In this way they will be able to cope with a variety of numerical problems that come their way in the course of their studies and later on during their professional career.Learning outcome 1 forms the basis for all the following outcomes and should therefore be covered first. The following two learning outcomes reflect the application of important mathematical skills and techniques in the solution of spatial problems using mensuration, geometry and trigonometric methods and techniques. The final learning outcome covers the separate topic of statistics and their presentation, analysis and interpretation. This structure would therefore indicate at least three assessment instruments.Teaching and learning strategies designed to support delivery of this unit should involve theory, worked examples and then, most importantly, practice. Practice is the key word and the learners must be given many opportunities to practise the relevant techniques. The use of formative tests and coursework will help the learner to see where they may be going wrong. Within the scheme of work there should be time allowed for regular workshops and/or tutorials to reinforce the learning process. It would also be beneficial to provide additional support and tutoring for the weaker learner through the provision of qualified classroom assistants or other forms of learning support. Delivery should stimulate, motivate, educate and enthuse the learner.It is anticipated that this unit will be delivered in the first year of the programme to enable an early foundation to be established for the technical and numerically-based units that are to follow.Group activities are permissible, but tutors will need to ensure that individual learners are provided with equal experiential and assessment opportunities. Health, safety and welfare issues are paramount and should be strictly reinforced through close supervision of all workshops and activity areas, and risk assessments must be undertaken prior to practical activities. Centres are advised to read the Delivery approach section on page 24, and Annexe G: Provision and Use of Work Equipment Regulations 1998 (PUWER).NIT ATHEMATICS IN ONSTRUCTION AND THE UILT NVIRONMENTAssessmentEvidence for this unit may be gathered from short time-controlled phase tests, tutor-provided practical construction scenarios, case studies, practical work or traditional example-based methods.There are many suitable forms of assessment that could be employed. Some examples of possible assessment approaches are suggested below. However, these are not intended to be prescriptive or restrictive, and are provided as an illustration of the alternative forms of assessment evidence that would be acceptable. General guidance on the design of suitable assignments is available on page 19 of this specification. Some criteria can be assessed directly by the tutor during practical activities. If this approach is used, suitable evidence would be observation records or witness statements. Guidance on the use of these is provided on the Edexcel website.A variety of assessment instruments should be used. For the earlier work involving the basic rules of algebra it is suggested that a short time-controlled assignment is given with some degree of revision coaching provided. This will stimulate knowledge and understanding of the basic techniques and methods, as well as developing mental agility. The assessments involving applied mensuration, geometry and trigonometry could be written into practical scenario-based problems that reflect the vocational pathway being studied. The final section on statistics could be in the form of a seminar or oral presentation including the production of visual aids and the use of spreadsheets. There could also be useful opportunities for self- and peer-assessment in this type of situation, but this would need to be carefully balanced against tutor assessment to ensure the validity of the evidence.To achieve a pass grade learners must meet the seven pass criteria listed in the grading grid.For P1, learners must be able to use the main functions of a scientific calculator with confidence and efficiency and be able to produce rough mental and manual checks on the answers achieved. They should give their answers in the appropriate form taking into account truncation, rounding and standard form. In all industry-related problems the correct units should be used.For P2, learners must set out the solutions using the correct mathematical conventions. All solutions to formulae should be re-substituted back to check answers. Minor oversights are acceptable when simplifying expressions provided that the majority of the work and methods are correct.For P3, for simple linear solutions learners will be expected to plot graphs by appropriate selection of a range of x-variables. For more complex types such as simultaneous equation or those including powers the range of values can be provided. All graphs should be correctly annotated and labelled.For P4, learners should provide solutions which clearly show how they have approached the mensuration problem and collated the data, eg the appropriate use of labelled diagrams. The solutions should be set out methodically and clearly using the correct mathematical conventions. Units should be clearly stated for the problems involving physical properties.NIT ATHEMATICS IN ONSTRUCTION AND THE UILT NVIRONMENT For P5, learners should provide solutions which clearly show how they have approached the trigonometric problem and collated the data, eg the appropriate use of labelled diagrams. The solutions should be set out methodically and clearly using the correct mathematical conventions. Units should be clearly stated for the problems involving physical properties.For P6, learners should provide solutions which clearly show how they have approached the geometric problem and collated the data, for example the appropriate use of labelled diagrams. The solutions should be set out methodically and clearly using the correct mathematical conventions. Units should be clearly stated for the problems involving physical properties.For P7, learners need to demonstrate how industry-related data is calculated and presented. The calculation of values and their representation can be integrated within spreadsheet work. Learners should interpret the results and draw relevant conclusions. To achieve a merit grade learners must meet all of the pass criteria and the three merit grade criteria.For M1, learners, with minimal tutor support, should demonstrate how to solve linear, quadratic and simultaneous linear and quadratic equations equations using solution by: formula, by factorisation and by the ‘perfect squares’ method. The structure and layout of the solutions should show a correct and methodical progression through the various stages of the calculations.For M2, learners, with minimal tutor support, should be able to extract data from complex industry-related problems: one 2D and one 3D. They should present and apply the data to suitable mathematical models and perform the necessary calculations. The solutions should be set out methodically and clearly using the correct mathematical conventions. The units should be clearly stated throughout. For M3, learners, with minimal tutor support, should be able to use standard deviation techniques to compare and comment on the material properties of manufactured products, eg cube test strength and steel tensile strength. Access to secondary research data will be sufficient to cover this criterion.To achieve a distinction grade learners must meet all of the pass criteria and merit grade criteria and the two distinction grade criteria.For D1, learners should independently undertake alternative mathematical methods to check solutions, using appropriate and relevant techniques A high level of clarity and presentation should be displayed. For example, this could include the learner independently developing and using spreadsheets for complex multi-stage calculation to confirm manually-generated results. Learners would also be expected to draw suitable conclusions from the resultant outcomes that relate to industrial situations. For D2, learners should independently demonstrate an understanding of the accuracy and rounding of data, and its effect on calculated outcomes. This includes the application of binomial theory to small errors. Suitable conclusions should be made on the resultant outcomes, in an industrial context.NIT ATHEMATICS IN ONSTRUCTION AND THE UILT NVIRONMENTLinks to National Occupational Standards, other BTEC units, other BTEC qualifications and other relevant units and qualificationsIt is anticipated that this unit will be delivered within the early stages of the programme. This will enable the learner to apply the underpinning knowledge, skills and understanding gained in this unit to the study of other, more specialised units. This unit builds upon the knowledge, understanding and skills gained through the Mathematics taught at Key Stage 4, and underpins progression to the numerically-based units within the BTEC National Diploma, including: Unit 4: Science and Materials in Construction and the Built Environme nt; Unit 13: Environmental Science in Construction; Unit 14: Structural Mechanics in Construction and Civil Engineering, Unit 19: Further Mathematics in Construction and the Built Environment, and various building services units.The unit has no direct mapping links to the CIC Occupational Standards at Level 3. The unit provides opportunities to gain Level 3 key skills in: application of number; and information and communication technology. Opportunities for satisfying requirements for Wider Curriculum Mapping are summarised in Annexe F: Wider curriculum mapping.Essential resourcesThe application of mathematical techniques requires little in the way of resources other than scientific calculators and drawing equipment. Both of these are implicit requirements of many other units and, therefore, no additional extra resources are required for this unit, other than a range of industry-contextualised, realistic and feasible project material appropriate to the application of a range of mathematical methods.Where spreadsheets are incorporated into the delivery or assessment scheme, learners should be provided with the appropriate access to suitable software. Indicative reading for learnersTextbooksBird and May — Technician Mathematics 2, 3rd Edition (Pearman, 1994)ISBN 0582234271Greer and Taylor — BTEC National NII: Mathematics for Technicians (Nelson Thornes, 1994) ISBN 0748717013Tourret A — Applying Maths in Construction: Student Book (Architectural Press, 1997) ISBN 0340652950Tourret A and Humphreys — Applying Maths in Construction: Teacher’s Pack (Architectural Press, 1997) ISBN 0340652969NIT ATHEMATICS IN ONSTRUCTION AND THE UILT NVIRONMENT Key skillsAchievement of key skills is not a requirement of this qualification but it is encouraged. Suggestions of opportunities for the generation of Level 3 key skill evidence are given here. Staff should check that learners have produced all the evidence required by part B of the key skills specifications when assessing this evidence. Learners may need to develop additional evidence elsewhere to fully meet the requirements of the key skills specifications.Application of number Level 3When learners are:They should be able to develop the followingkey skills evidence:•performing standardcalculations associated withmensuration, trigonometry orgeometry•selecting appropriateformulae to solve industry-related problems•using appropriate formulae to solve industry-relatedproblems•interpreting, presenting and justifying the results ofcalculations. N3.1 Plan an activity and get relevantinformation from relevant sources.N3.2 Use your information to carry out multi-stage calculations to do with:a amounts or sizesb scales or proportionc handling statisticsd using formulae.N3.3 Interpret the results of your calculations, present your findings and justify yourmethods.Information and communication technology Level 3When learners are:They should be able to develop the followingkey skills evidence:•researching industry data to analyse statistical trends andmeans•manipulating and presenting data using spreadsheets •undertaking checks onmanual calculations bydeveloping and usingrelevant spreadsheets. ICT3.1 Search for information, using different sources, and multiple search criteria in atleast one case.ICT3.2 Enter and develop the information and derive new information.ICT3.3 Present combined information such as text with image, text with number,image with number.。

Absolute Maximum Ratings Symbol Conditions Values UnitIGBT V CES T j = 25 °C 1200 V I C T j = 175 °CT c = 25 °C 779 A T c = 80 °C591 A I Cnom 600 A I CRM1200 A V GES -20 (20)V t psc V CC = 800 V V GE ≤ 15 V V CES ≤ 1200 VT j = 150 °C8 μs T j-40 (175)°C Inverse diode V RRM T j = 25 °C 1200V I FT j = 175 °CT c = 25 °C 688A T c = 80 °C513 A I FRM 1200A I FSM t p = 10 ms, sin 180°, T j = 25 °C3240A T j-40 ... 175°C Module I t(RMS)500 A T stg module without TIM-40 ... 125 °C V isolAC sinus 50 Hz, t = 1 min4000VCharacteristics Symbol Conditions min. typ. max. UnitIGBT V CE(sat)I C = 600 A V GE = 15 V chiplevel T j = 25 °C 1.55 1.88V T j = 150 °C 1.80 V V CE0chiplevel T j = 25 °C 0.87 0.95 V T j = 150 °C 0.76 V r CE V GE = 15 V chiplevelT j = 25 °C 1.13 1.55 mΩ T j = 150 °C1.73 mΩ V GE(th)V CE = 10 V, I C = 60 mA5.46 6.6 V I CES V GE = 0 V, V CE = 1200 V, T j = 25 °C5 mA C ies V CE = 10 V V GE = 0 Vf = 1 MHz120 nF C oes f = 1 MHz 3.66 nF C res f = 1 MHz1.28 nF Q G V GE = - 8V ... + 15 V 5360 nC R Gint T j = 25 °C 0.8 Ω t d(on)V CC = 600 V I C = 600 AV GE =+15/-15V R Gon = 1.2 Ω R Goff = 1 Ωdi/dt on = 8000 A/µs di/dt off = 5240 A/µs dv/dt = 5960 V/µs T j = 150 °C 260 ns t r T j = 150 °C 85 ns E on T j = 150 °C 57 mJ t d(off)T j = 150 °C 436 ns t f T j = 150 °C 95 ns E off T j = 150 °C68mJ R th(j-c)per IGBT0.066K/W R th(c-s)per IGBT, P12 (reference)0.037 K/W R th(c-s)per IGBT, HP-PCM0.02K/WIGBT M7 ModulesSKM600GB12M7Features*∙V CE(sat) with positive temperature coefficient∙ High overload capability∙ Low loss, high density IGBTs ∙ Fast & soft switching inverse CAL diodes∙ Large clearance (10 mm) and creepage distance (20 mm)∙ Insulated copper baseplate using DCB Technology (Direct Copper Bonding)∙ With integrated gate resistorTypical Applications∙ AC inverter drives ∙ UPS∙ Renewable energy systemsRemarks∙Max case temperature limited to T c = T S =125°C∙ Product reliability results are valid for T j = 150°C (recommended T j ,op = -40...+150 °C)∙For storage and case temperature with TIM see document: ″Technical Explanations Thermal Interface materials″GBSEMITRANS ® 3Characteristics Symbol Conditions min. typ. max. UnitInverse diode V F = V EC I F = 600 A V GE = 0 V chiplevel T j = 25 °C 2.14 2.46V T j = 150 °C 2.07 V V F0chiplevel T j = 25 °C 1.30 1.50 V T j = 150 °C 0.90 V r F chiplevelT j = 25 °C 1.40 1.60 mΩ T j = 150 °C1.95 mΩ I RRM V CC = 600 V I F = 600 AV GE = -15 Vdi/dt off = 8000 A/µs T j = 150 °C 555 A Q rr T j = 150 °C92 µC E rr T j = 150 °C 43mJ R th(j-c)per diode0.09K/W R th(c-s)per diode, P12 (reference) 0.038 K/W R th(c-s)per diode, HP-PCM0.021 K/W Module L CE 15nH R CC'+EE'measured per switchT j = 25 °C 0.55mΩ T j = 150 °C0.85 mΩ R th(c-s)1calculated without thermal coupling, P12 (reference)0.0093 K/W R th(c-s)2including thermal coupling,T s underneath module, P12 (reference)0.015 K/W R th(c-s)2including thermal coupling,T s underneath module, HP-PCM 0.0078K/W M s to heat sink M635 Nm M t to terminal M52.55 Nm -Nm w325 gSEMITRANS ® 3 IGBT M7 ModulesSKM600GB12M7Features*∙V CE(sat) with positive temperature coefficient∙ High overload capability∙ Low loss, high density IGBTs ∙ Fast & soft switching inverse CAL diodes∙ Large clearance (10 mm) and creepage distance (20 mm)∙ Insulated copper baseplate using DCB Technology (Direct Copper Bonding)∙ With integrated gate resistorTypical Applications∙ AC inverter drives ∙ UPS∙ Renewable energy systemsRemarks∙Max case temperature limited to T c = T S =125°C∙ Product reliability results are valid for T j = 150°C (recommended T j ,op = -40...+150 °C)∙For storage and case temperature with TIM see document: ″Technical Explanations Thermal Interface materials″GBFig. 1: Typ. output characteristic, inclusive R CC'+ EE'Fig. 2: Rated current vs. temperature I C = f (T C )Fig. 3: Typ. turn-on /-off energy = f (I C ) Fig. 4: Typ. turn-on /-off energy = f (R G )Fig. 5: Typ. transfer characteristic Fig. 6: Typ. gate charge characteristicFig. 7: Typ. switching times vs. I C Fig. 8: Typ. switching times vs. gate resistor R GFig. 9: Transient thermal impedance Fig. 10: Typ. CAL diode forward charact., incl. R CC'+ EE'Fig. 11: CAL diode peak reverse recovery current Fig. 12: Typ. CAL diode peak reverse recovery chargePinout and DimensionsGBThis is an electrostatic discharge sensitive device (ESDS) according to international standard IEC 61340.*IMPORTANT INFORMATION AND WARNINGSThe specifications of SEMIKRON products may not be considered as any guarantee or assurance of product characteristics ("Beschaffenheitsgarantie"). The specifications of SEMIKRON products describe only the usual characteristics of SEMIKRON products to be expected in typical applications, which may still vary depending on the specific application. Therefore, products must be tested for the respective application in advance. Resulting from this, application adjustments of any kind may be necessary. Any user of SEMIKRON products is responsible for the safety of their applications embedding SEMIKRON products and must take adequate safety measures to prevent the applications from causing any physical injury, fire or other problem, also if any SEMIKRON product becomes faulty. Any user is responsible for making sure that the application design and realization are compliant with all laws, regulations, norms and standards applicable to the scope of application. Unless otherwise explicitly approved by SEMIKRON in a written document signed by authorized representatives of SEMIKRON, SEMIKRON products may not be used in any applications where a failure of the product or any consequences of the use thereof can reasonably be expected to result in personal injury. No representation or warranty is given and no liability is assumed with respect to the accuracy, completeness and/or use of any information herein, including without limitation, warranties of non-infringement of intellectual property rights of any third party. SEMIKRON does not convey any license under its or a third party’s patent rights, copyrights, trade secrets or other intellectual property rights, neither does it make any representation or warranty of non-infringement of intellectual property rights of any third party which may arise from a user’s applications. Due to technical requirements our products may contain dangerous substances. For information on the types in question please contact the nearest SEMIKRON sales office. This document supersedes and replaces all previous SEMIKRON information of comparable content and scope. SEMIKRON may update and/or revise this document at any time.。

Module 7 Great books一、教学内容：Unit3 Language in use二、课型：Revision and application三、教学目标：1. 让学生能够使用在本模块所学的单词和短语。

2. 熟练运用一般现在时的被动语态。

3. 能够表达对某部作品的看法并与同学展开讨论。

四、教学重难点：能掌握并正确运用一般现在时被动语态五、教学准备：本节课型为Revision and application，根据新课标的要求，结合教材和学生特点，主要采用任务型互动式进行教学，结合情景法、交际法、听说法、归纳法等教学方法实施课堂活动，开启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习和与他人互动合作学习，让学生体验愉快学习。

本节课所需教具及资料：幻灯、图片、调查表等。

六、教学过程：达标训练题书面表达：4月23日是“世界读书日”(the World Book and Copyright Day)，你将代表学校参加全市举办的英文演讲比赛，请你就以下要点写一篇演讲稿。

【写作要点】①每年4月23日人们举办各种活动，鼓励更多的人热爱读书；②许多名著至今仍然流行，例如，孔子的论著(Confucius’ works) 现在仍被很多人阅读；③我把大部分空闲时间花在阅读名著上，他们对我的思想产生很大影响；④我常跟家人和朋友分享读书的乐趣；⑤我最喜爱读的书是……，因为……【写作要求】1、词数90左右;2、短文的开头和结尾已给出，不计入总词数;3、文中需包括所有写作要点,但不要逐字翻译,可适当加入过渡语句,使短文通顺、连贯;4、文中不能出现考生真实姓名和学校名称。

Good morning, everyone! Today is the World Book and Copyright Day. It started in 1995. _________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________I wish you will enjoy reading as much as I do. Thank you!Keys:Good morning, everyone! Today is the World Book and Copyright Day. It started in 1995. In order to encourage more people to read more books, all kinds of activities are held on April 23rd. Till now many famous books are popular, such as Confucius’ works by Confucius are still read by many people. I spend most of my free time reading famous books which affect me greatly. I often share my happiness of reading books with my family and friends. Of all the books, I like The Adventures of Tom Sawyer by Mark Twain best. It tells how young people grow, how people love each other and how bad people pay for their actions.I wish you will enjoy reading as much as I do. Thank you!。

七年级英语上册Module 7 Unit 3 Language in use.P1 Hello, everyone! I’m very happy to have this lesson with all of you. Today we will go over Unit 1 and Unit 2 of Module 7 as well as finish tasks in Unit 3. Are you ready? OK. Let’s begin our class.P2 (Step 1: Analysis of the material)首先来看看本节课我们将学到什么内容。

（点）P3 本节课是一节复习及拓展课。

通过本课的学习，我们的目标是：1.复习本模块的重点短语、句型；2.总结和巩固行为动词的一般现在时的特殊疑问句;3.了解计算机的发展史，巩固与计算机相关的语言知识；树立对待电脑和网络的正确态度。

（点）P4 我们从一小段对话来开始本课的学习，我们一起来看（点）P5 Read the conversation and pay attention to the blue words.（点）---Hi, I’m Betty. What’s your name? （点）---I’m Daming. Welcome to Beijing. Where do you come from?（点）---I come from America. （点）---How do you go to school every day? （点）---I go to school by bike.在这个小对话中，蓝色字标出的what，where和how都是特殊疑问词, 用来引导特殊疑问句。

本模块在语法上要求大家掌握行为动词的一般现在时的特殊疑问句。

（点）P6. Let’s look at the key sentences in this module. They are：How do I write my homework on the computer?What do I do next?Where do I write the name? （点）P7 通过上一模块的学习，我们了解了如何询问某人是否经常做某事。

选修7 Module 3 高考试卷分块专练主观题强化增分练(1篇语法填空＋1篇短改＋1篇写作，限时45分钟)Ⅰ.语法填空In big cities like Beijing and Guangzhou, the railway stations can look like airports. When you reach the station, first check the big screen for __1__ (you) train number and the waiting room. It can be hard to figure out the screen if you can't read Chinese, but don't worry, and just ask any worker by __2__ (show) your ticket to him.I always arrive too early at the railway station, but I think it's better to be early __3__ late! Arrive at least half an hour before the train leaves. On the screen you can see your train number again and __4__ (possible) how long it is until it departs.If you don't understand Chinese, keep __5__ eye on the screen and ask the workers. Every time it's time __6__ (board) a train many people will stand up and rush to the __7__ (gate). If you are unsure, always ask the staff.Only when the train __8__ (arrive) will they let you in. Check the correct car number and head to the right door. The train staff will check your ticket __9__ you board so you can't accidentally board the wrong train. The tickets might __10__ (check) again when you get off the train or during the journey.语篇解读：这是一篇说明文。

模块三 Unit7 lesson 3 The Sea worldLesson PlanTeaching contents : Unit7 Heroes - Warm-up / lesson 3 The Sea world Teaching objectives:1.to learn some animals under the sea2.to learn some words and expressions3.to learn the usage of “ as “Main vocabulary and phrases：penguin shark coral polar bear acrobatic seal crab dolphin iceberg Teaching Aids: PPT; Flash; text mp3Learning strategies：step 1.Pre-reading1) warm upTo enjoy some amazing and popular animals of the sea and talk about the animals freely2)Leading in1). （Time: 3mins）T: Good morning, class. Today I want to introduce five new friends toyou. Do you want to know them?S: Yes.T: I think you will be glad to know them. They are young people’s good friends. They are the five Olympic mascots. (奥运吉祥物),Beibei, Jingjing, Huanhuan, Yingying and Nini.(Show the pictures of the Olympic mascots).（Use the picture of the Olympic mascots to arouse the student’sinterest.）T: They are going to the underwater world on this Sunday. But they don’t have a guide. They just have got the brochure of the underwater world.Would you like to be their guide?S: Yes.T: Ok. If you want to be the guide, you will have to get full preparation for it. You should know the information of the underwater very well. Of course, firstly, you should know how to call the sea creature or places in theunderwater world.2).Learn the new words （Use the pictures to show the key words.Time :3mins）The teacher shows the slices of different kinds of animals and asks thestudents to speak out the new words.New words: penguin shark coral polar bear acrobatic seal crab dolphin icebergStep 2While-readingTask1:Read the brochure. Find where you can see these things in Underwater World:• 1. Virtual Reality Voyage• 2. Sea Theatre• 3. Ocean Floor• 4. Discovery Pool• 5. Polar WorldTask2:Read the text again and match these comments from visitors to the different areas of Underwater world.Step 3 post-readingRole PlayStudents work in pairs. One acts as a tourist guide. One acts as avisitor. The guide should introduce the underwater world as much asyou can and try you best to persuade the visitor to visit the underwater world. The visitor should ask many questions as possible.Here are some sentences for reference.Visitor: 1). Anything interesting to see here?2). What is it famous for?3). I’d like to see……?4). Can you recommend a good place for me?……Guide: 1). It is the best place to see……2). It consists of (is made of)……sites (景点).3). You can make friends with ……4). You will enjoy the performance of ……Language pointsTask1: find the following phrases in the textPolar World:•一小部分•在水面上•表演杂技的海豹•在喂养的时间Ocean Floor: …Discovery Pool: …Virtually Reality Voyage:•现代的•虚拟现实•发出声音•用一种光Task2: to learn the usage of some important words and phrases, such as with, attract…Task3: to lean the world building like long—length etc.HomeworkRemember the new wordsWrite down the role play that the students made.Read the text as many times as possible.Finish the exercise in page 58 Ex 1。

2022-2022九（上）外研版英语模块七：Unit 3教案外研版Module 7 Unit 3 Language in useTeaching Steps:I. Language practiceThe camel that I rode had a bad temper.The games that they love the most are cricket and rugby.There were kangaroos that were jumping alongside the car on our way back from Uluru.The aborigines are the people that have lived in Australia from the earliest times.II. Read the passage and underline all the examples of thatMany people that have been to Australia often say that Australia has more beaches than any other country–about 7,000! So it’s not surprising that it has one of the most famous beautiful beaches in the world, called Bondi Beach. It’s one of the most beautiful beaches that I’ve ever seen. This is a huge , wide , sandy beach that is very popular for water sports, swimming and sunbathing. It’s a great place to visit and to spend some time in. It’s easy to get to by bus or train from the centre of Sydney. The hotel that we stayed in was right on the beach. It was perfect!III. Work in pairs. Find examples from Activity 11.Many people that have been to Australia often say…This is a huge, wide, sandy beach that is very popular for water sports.2.It’s one of the most beautiful beaches that I’ve ever seen.The hotel that we stayed in was right on the beach.Rewrite the passage, leaving out that where possible.Answers:Many people that have been to Australia often say Australia has more beaches than any other country– about 7,000! So it’s not surprising that it has one of the most famous beautiful beaches in the world, called Bondi Beach. It’s one of the most beautiful beaches I’ve ever seen. This is a huge, wide, sandy beach that is very popular for water sports, swimming and sunbathing. It’s a great place to visit and to spend some time in. It’s easy to get to by bus or train from the centre of Sydney. The hotel we stayed in was right on the beach. It was perfect!IV. PracticeJoin the sentences with thatKangaroo are animals that jump about.1.Uluru is the big rock. It’s also known as Ayers Rock.Uluru is the big rock that is also known as Ayers Rock.2.Sydney Opera House was a symbol of Australia. It’s used as the official symbol of the2000 OlympicsSydney Opera House was a symbol of Australia that is used as the official symbol of the 2000 Olympics.3. Australia is the country. Most British people would like to visit it.Australia is the country that Most British people would like to visit.4. Some of the words are very different. Australians use them.Some of the words that Australians use are very different.5. Mr. Li has lived in Australia for 50 years. He came to our party.Mr. Li that came to our party has lived in Australia for 50 years.Complete the conversations, using thatFor example:A: Do you want to see my photos?B: What photos?A: The photos that I took in Australia.1. A: What surprised you most in Australia?B: The thing ______________________ most was the weather!2. A: What do you call that famous Australian animal? The one_________________.B: Oh, you mean a kangaroo.3. A: What’s the name of that dangerous animal?B: The one _______________________? That’s a crocodile.4. A: What makes Uluru “change color”?B: It’s the minerals in the rock _________________ Uluru seem to change color.V. ListeningListen to the conversation. Number the photos 1-5 in the order that they are described.Complete the conversation with the correct form of the phrases in the boxSara: It must have been a welcome change from the weather at home.John: Yes, I realized _____________ I stepped off the plane, how cold the winters are in England. Sara: What did you find most interesting about the Australian people?John: Well, I was _____________ just now _____________ us they are. I suppose it’s because we share the same language, and many of our ancestors moved to Australia long ago. And you know, I didn’t feel like a visitor at all. I got used to the lifestyle there ___________.VI. Around the worldCathy Freeman: An Australian and Aboriginal heroOne of the great heroes that competed at Australia’s 2000 Olympics was an Aboriginal runner called Cathy Freeman. She is the first Aboriginal runner to win a gold medal at the Commonwealth games in 1994. When she won the gold medal for the 400-meter race in the 2000 Olympics, she carried both an Australian flag and an Aboriginal flag. She has become a symbol of how diffe rent cultures in Australia can get along. Many people think she has built “a bridge” that has brought the different cultures closer together.VII. Module taskMaking a poster about English-speaking countries.Work in groups Prepare for your poster.Choose the English-speaking country you would like to make the poster about.See the list below for some ideas.Think about the kinds of things you want to know: location, capital, famous places, famous people, customs and traditionsThink about how you would present your information: photos, leaflets, descriptions, maps etc.•Look up information on the Internet, or ask people who have visited the country if they have any material for you to borrow.•Present your information in an interesting way.Homework1.To revise the new words and expressions in this module.2.To revise the new grammar – Restrictive attributive clause with that3.To finish the poster。

新标准大学英语_综合教程3_课后答案unit7 Unit7Active reading(1)Can bad luck be explained?Language points1Part of the explanation for bad luck is mathematical, but part is psychological.(Para2)The sentence means bad luck is not only a matter of the odds for or against something happening,but ofour memories and attitudes.2This popular notion would be unlikely to stand the scrutiny of any scientific study…otherwise the phrase would never have arisen in the first place.(Para 3)To stand the scrutiny of any scientific study means to survive any scientific examination.The expression in the first place is used to mean what someone did or should have done at the start of a situation,eg I wish I’d never got involved i n the first place.3So badness is much better represented as being on a spectrum rather than something which is thereor not there.(Para5)The sentence means that badness is not an either/or quality,but a matter of degree,and it exists on a continuum.4When it comes to bad things happening in threes,what may be most important of all is the durationand memorability of the first event.(Para7)The sentence means that the impact of the first unpleasant event and the length of time we remember it isthe critical factor in the origin of the common idea that three bad events often occur together.Unit7The secret life of science2305The timescale has been extended as long as is necessary to confirm the original prophecy.(Para8)The idea behind the sentence is that after one bad event, people predict two more and will wait a long timeif necessary for them to happen and so to prove the prediction.6But it is more likely that a friend will tell you“three bad things havehappened to me,isn’t thatty pical”than“only two bad things have happened to me, which just proves that the theory doesn’twork”.(Para9)Some times after the second bad event,nothing happens for a long time.We could tell people that ourexperience shows that the idea that bad luck comes in threes is wrong.But we do not.That seems to beasking for a third piece of bad luck to come along.Instead we wait for the third event and then say the oldtheory has been proved yet again.7It is related to probability and independence.(Para10) Probability means how events are connected to one another, how probable it is something will happen.Independence refers to how much interdependence there is between events.8One of the best examples of selective memory…(Para16)A selective memory means remembering only some facts or only what we want to.We select somememories and reject others.Reading and understanding2Choose the best way to complete the sentences.1Murphy’s Law is(a).(a)a popular belief(b)a scientific law(c)a classical theory(d)a statistical calculation2Bad luck(b).(a)can be explained by science(b)can be partly blamed on strange coincidences(c)only really exists in people’s minds(d)is impossible to explain3“Bad luck”is a problematic concept because(a).(a)it is relative;some things are more“bad”than others(b)it suggests a connection between science and morality(c)luck is never good or bad by definition(d)it encourages people not to take responsibility for their own actions4Unlucky events seem to come in threes because(b).(a)three is an unlucky number in most cultures(b)the mind wants to make connections between events(c)we don’t notice single unlucky events(d)we can’t remember more than three connected events The secret life of science Unit72315For some people,unlucky events are connected because (d).(a)they are psychologically weaker than other people(b)they have better memories than other people(c)they define bad luck differently from other people(d)the first unlucky event has an effect on them which makes the second event more likely6The writer says map reading is a frustrating experience because(a).(a)the destination will often be marked very near the edge of the map(b)it is difficult to consult a street atlas while you’re in a car(c)the destination is unlikely to be marked in the middle of the map(d)modern road maps have not been well designed7The writer says we believe that traffic lights are always re d when we’re ina hurry because(b).(a)traffic lights spend more time on red than green(b)we hardly notice when the lights are green(c)red lights are a source of stress(d)red lights appear more often when a driver is in a hurry 8The examples of map reading and traffic lights both show that(a).(a)we are often too ready to interpret a neutral event as“bad”(b)if we are in a hurry,something bad will usually happen(c)journeys need to be carefully planned to avoid things going wrong(d)bad luck is a direct result of stress and anxiety Dealing with unfamiliar words3Match the words in the box with their definitions.1something harmful or unpleasant that happens to someone (misfortune)2neither positive nor negative(neutral)3relating to or involving mathematics(mathematical)4weak or easy to hurt physically or mentally(vulnerable) 5happening or coming after something else(subsequent) 6the number of times that something happens during a period of time(frequency)4Complete the sentences with the correct form of the words in Activity 3.1Some people seem to blame all their misfortunes on badluck.2Many people would argue that there is no such thing as bad luck;all events are neutral.3The frequency with which things seem to go wrong may depend on things like health factors.4Is it a mathematical certainty that toast will always fall butter side down?5We need to help the most vulnerable people in our society. 6If you’re depressed,and one thing goes wron g,all subsequent events are likely to seem negative too.5Replace the underlined words with the correct form of the words in the box.You may need to makeother changes.1Which is the quickest way to the town centre?(route) Unit7The secret life of science2322Our math teacher’s lesson included part of yesterday’s lecture.(overlapped)Our math teacher’s lessen overlapped with yesterday’s lecture.3You’ll find the statistics department in the building next to this one.(adjacent)4Unfortunately,two hundred people lost their jobs lastmonth.(sacked)Unfortunately,two hundred people were sacked last month.5Why do certain groups of letters stay close together in this language?(cluster)6The office will be closed for the whole period of the Christmas holidays.(duration)6Answer the questions about the words and expressions. 1If you subject something to scrutiny,do you look at it (a)carefully,or(b)superficially?2If something is marginally interesting,is it of(a) great interest,or(b)limited interest?3If a problem is alive and kicking,(a)can you ignore it,or(b)must you do something about it?4Is a reminder intended to(a)keep you awake,or(b)stop you forgetting?5If you are made redundant,have you(a)been given a job, or(b)lost your job?6If something crops up,were you(a)expecting it,or(b) not really expecting it to happen?7If you duplicate a document,do you(a)send it to someone, or(b)make a copy of it?8Do two consecutive events happen(a)at the same time,or(b)one after the other?9After physical exertion,do most people feel(a)tired, or(b)full of energy?Active reading(2)Language points1My research had persuaded me that musicality is deeply embedded in the humangenome…(Para1)Genome is a complete set of genes of an organism. Musicality refers to a natural interest in and ability for music.2…if only I took a few lessons I would find my voice. (Para1)The sentence means if I would have some music lessons,I would soon learn to sing nicely.3As well as testing whether I could improve my tone,pitch and rhythm…(Para2)The pitch refers to the quality of sound we speak of in terms of high and low.The tone is the fixedvibration of the vocal cords producing a pleasing sound. The dynamics(Para5,Line5)are volume andstyle of a sound.4With the help of functional MRI he had begun to identify…(Para2)A functional MRI,functional Magnetic Resonance Imaging, is a scanner which detects amounts andwhereabouts of brain activity.5We agreed that…covering various musical tasks such as sustaining a pitch,singing scales and inrhythm.(Para3)To sustain a pitch means to keep to a musical key;to sing scales means to move up and down a musicalscale;to sing in rhythm means to maintain a beat.6Later,he would process the images…to give snapshots of the mental activity involved.(Para4)To give snapshots of something means to give a series of images of something.7On a few occasions when singing with my wife we both experienced fleeting feelings of emotionalintimacy as our voices blended into one…(Para5)The sentence means all of a sudden we both had moments when we felt closer to one another as we sangthe same notes at the same time.8Encore!(Subtitle)Encore is the French word for again,shouted at the end of good performances asking for a little more.Here,the writer is happy with the outcome though not with his singing.The secret life of science Unit7237Reading and understanding2Number the events in the order they occurred.2He drew up a plan with a researcher and a teacher.3He had a couple of lessons and learnt how to read music. 9He discovered changes in the way his brain worked.5He learnt how to breathe properly.1The writer decided he wanted to learn to sing.8He had a second brain scan.4He had a brain scan.7He became depressed with his slow progress.6He did exercises to develop a sense of rhythm.3Choose the best answer to the questions.1Why did the writer take part in the experiment?(a)To sing with his wife.(b)To find out more about his brain.(c)To do research for a book about Neanderthal humans.(d)To investigate the relationship between singing and brain activity.2How did the experiment affect his family life?(a)He spent a lot of time singing with his wife and children.(b)He made his children practise late at night.(c)He disturbed his children by singing late at night.(d)His marriage nearly came to an end.3What results did the experiment show?(a)There is no connection between singing ability and brain activity.(b)It is not possible to sing lying down.(c)Regular brain scans can improve singing ability.(d)There is a connection between singing ability and brain activity.4What conclusion did the writer reach?(a)He will never be able to sing well.(b)Some people will never be able to sing.(c)Learning to sing is a complex and mysterious process.(d)Everyone can learn to sing,but it takes time. Dealing with unfamiliar words4Match the words in the box with their definitions.1to continue trying to achieve something difficult (persevere)2used for showing that something you say is really true (literally)3a new business or activity(venture)4the belief that you are able to do things well (confidence)5to provide the conditions in which something can happen or exist(sustain)6feeling annoyed and impatient(frustrated)Unit7The secret life of science2385Complete the paragraph with the correct form of the words in Activity 4.I never thought I would become a musician.I’ve always liked music,but didn’tstudy it at school and Ifound it a bit(1)frustrating not to be able to read music or to sing in tune.That is,until the day I decidedto learn to play the piano.It was quite a difficult(2) venture at first.The hardest thing was to(3)persevere with practice.But little by little I began to makeprogress,and,with it,to grow in(4)confidence.In fact, I managed to(5)sustain the enthusiasm to such an extent that,at the age of35,I gave up my job as a data analyst to become a professional musician.In my case, music(6)literally changed my life.6Replace the underlined words with the correct form of the words in the box.1When I play the piano I usually mix different styles such as jazz and classical.(blend)2One of my favourite pieces of music is called The Planets. (entitled)3I thought I would learn quickly,but I was clearly mistaken.(evidently)4How much is left if we take off80euros from your fee? (subtract)5The photocopier is broken,but you can use the machine which copies images and stored them on acomputer.(scanner)6To have such wonderful children has been a great source of happiness for us both.(blessing)7The new hospital is open now,but it isn’t working as it should.(functional)7Answer the questions about the words and expressions. 1If you are haunted by something,do you think about it (a)often,or(b)hardly ever?2If you are turned off from something,do you(a)show interest in it,or(b)lose interest in it?3When someone collaborates with you,do they(a)help you, or(b)prevent you from doing what youwant to do?4Are the rudiments of musical knowledge(a)the basic facts,or(b)the most recent discoveries?5Does a precocious child show skills and intelligence(a) above,or(b)below the average?6Are excerpts from a film or a piece of music(a)short extracts,or(b)critical reviews?7If you do something in the intimacy of your own home, do you expect(a)strangers,or(b)only yourown family to see you do it?8If you stumble,do you(a)fall and then keep going,or (b)fall and stop completely?9If you feel elated about something,do you feel(a)very happy,or(b)very sad?Reading and interpreting8Choose the best way to complete the sentences.1The title“The diva within”suggests that(b).(a)artists have very private lives(b)anyone can be a good singer(c)great musicians are born,not made(d)to become a good singer,you have to think a lot2The word encore is used because(d).(a)it refers to a second performance of something(b)it is usually used in a musical context(c)it suggests that people are happy with a performance(d)all three of the above reasonsThe secret life of science Unit72399Decide if the writer’s experiences are motivating(M) or frustrating(F).1writing a book called The Singing Neanderthals(M)It inspires him to do all sorts of interesting research. 2his childhood experience with a music teacher(F)He felt humiliated.3meeting Larry Parsons at the University of Sheffield(M) He offered new ways he could pursue his research.4listening to Pam sing(M)He found it beautiful and wanted to learn more about the human relationship with music.5monitoring his own progress as a student of singing(F) He says he got frustrated in Paragraph 5.6the effect on family life as he practised(F)His singing wasn’t good for his family life.7lying still during the second brain scan(F)In Paragraph6,it says“Lying still was even more frustrating than the last time because I had learned that moving my body was as important to singing as was flexing my vocal cords.”8leaving the scanner after the second brain scan(M) The writer was elated that his work for the experiment was done.9seeing the results of the second scan(M)The results of the research confirmed his ideas.Now decide whether the writer was pleased with the results of the experiment and give reasons.I think he was pleased.A negative result would have been rather depressing,but now he had some newinformation he could work on.Also he had learned something about singing.Note that the frustratingexperiences tend to come earlier than some of the motivating ones.Finally he was elated it was all over! Language in useword formation:-ity and-ility1Look at the sentences from the passage Can bad luck be explained?When it comes to bad things happening in threes,what may be most important of all is the duration and memorability of the first event.There is…rational reason why bad events might cluster together.It is related to probability and independence.Now find three more nouns ending in-ity or-ility in the passage The diva within.Ability,musicality,activity. The secret life of science Unit72412Rewrite the sentences changing the underlined adjectives into nouns.1It is possible that the insurance won’t pay you for this accident.There is a possibility that the insurance won’t pay you for this accident.2I am not responsible for anything that happens to you. It’s not my responsibility what happens to you.3I’m not sure how suitable this programme is for you. I’m not sure of this programme’s suitability for you. 4The fact that the calculation was complex slowed me down. The calculation’s complexity slowed me down.5Being naturally curious is a characteristic of many great thinkers.Natural curiosity is a characteristic of many great thinkers.6I was surprised that her behaviour was stupid.I was surprised at the stupidity of her behaviour. when it comes to…3Rewrite the sentences using when it comes to…1If we consider evaluating students’work,there are always some very difficult choices to be made.When it comes to evaluating students’work,there are always some very difficult choices to be made.2If we consider the examples of bad luck you spoke about, many of these seem to be rather unimportant.When it comes to the examples of bad luck you spoke about, many of these seem to be ratherunimportant.3If we turn our attention to human psychology,we see that this is very closely related to physical healthand well-being.When it comes to human psychology,we see that this is very closely related to physical health and wellbeing.4In the case of learning an instrument like the piano or violin,a lot of patience and the ability topersevere are essential.When it comes to learning an instrument like the piano or violin,a lot of patience and the ability topersevere are essential.5If we turn our attention to non-scientific studies of good and bad luck,there are all sorts of fantastic theories.When it comes to non-scientific studies of good and bad luck,there are all sorts of fantastic theories.if only4Rewrite the sentences using if only.1I won’t be able to work out this mathematical problem unless you are quiet for a few minutes.If only you were quiet for a few minutes,I would be able to work out this mathematical problem.Unit7The secret life of science2422You won’t be able to find your way in life unless you start to understand the difference between goodand bad advice.If only you understood the difference between good and bad advice,you would be able to find your wayin life.3I won’t be able to sleep well tonight unless I stop worrying about what happened this morning.If only I stopped worrying about what happened this morning, I would be able to sleep well tonight.4The number of accidents at work won’t decrease unless people are more carefuland follow the safetyinstructions.If only people were more careful and followed the safety instructions,the number of accidents at workwould decrease.5You won’t become a great singer unless you are prepared to practise at least six hours every day.If only you practised six hours every day,you would becomea great singer.collocations5Read the explanations of the words.Answer the questions. 1route A route is usually a way that buses,trains,ships or planes travel regularly.(a)Do you know the most direct route to the centre of town? Yes,you go along North Road and turn left at the park corner.(b)When is it a good idea to seek an alternative route? When there are road works or traffic jams.(c)What do you know about the ancient trade routes between Europe and China?The road was called the Silk Road linking China with the Roman Empire.2confidence This word usually means the belief in yourself or the trust you have in someone else.(a)Are you the kind of person who gains or loses confidence when keeping failing?I tend to see the negative aspects of things,so I’m the kind of person who loses confidence whenkeeping failing.(b)What did a company do if they have to win back the confidence of the customers?Probably they sold some stuffs of a low quality which then ruined their reputation.(c)How will you prepare yourself in order to go into the business world with confidence?Maybe I have to get a business degree or gain relating work experiences.3blend This word usually means to combine different tastes, styles or qualities in a way that is attractiveor effective.(a)If you blend the ingredients for a soup,what have you done with them?I have mixed them together.(b)If you blend butter with sugar,then add eggs and flour, what kind of food are you making?A cake.(c)What would you expect to do on a course which uses blended learning approach?A mixture of learning methods,usually classroom sessions and computer-based learning.The secret life of science Unit72434sustain This word usually means to provide the conditions in which something can happen or exist.(a)By which means can a country sustain economic growth?For example,to expand domestic demand,or manage to maintain its competitive edge in newtechnology development and international trade etc. (b)Which other planet in our solar system do scientists believe can sustain life?Mars.(c)What did you do to sustain your interest in English?I reminded myself how useful English could be.6Translate the paragraphs into Chinese.1Red lights come up just as often when the driver is not in a hurry;it’s just that the disadvantage of thered light is considerably less if time is not critical. The false part of the perception is that red lights happen more than green lights.The reason for this is simply that a driver has more time to think about ared light than a green light,because while the latter is gone in seconds–and indeed is an experience no different from just driving along the open road–the red light forces a change of behaviour,a momentof exertion and stress,and then a deprivation of freedom for a minute or so.Red lights stick in the mind,while green lights are instantly forgotten.(The falsepart of the perception直译为“认知中错误的部分”不妥，应译成“错觉”。

人教2011课标版英语七年级上册Unit 7 How much are these socks?Grammar Focus-3C教学设计教材分析本单元的中心话题是“clothes”和”price”,它与学生的日常生活紧密联系在一起的。

本单元就是通过介绍服装，学习谈论服装的价格和颜色，学会谈论对服装的喜好和购物时使用的礼貌用语。

学习一般现在时,一个生活中离不开的时态。

该部分教学内容涉及学生的穿着，是爱美的中学生们最为关心的话题，比较贴近学生的生活，极易激发学生的主动性和学习兴趣，同时通过购物的对话练习教学生学会如何树立正确消费观。

Grammar Focus的教学是在已有基础上展开的,重视语法,听说为辅，设置了要求运用所学语言完成的各种任务,使学生能够对已经学过的目标句型运用自如。

通过听和看图来确定或描述购物的喜好和价格，重点掌握和熟练应用How much is the/this/that＋单数名词？It's...How much are the / these / those＋复数名词？They're...学情分析本课的教学对象是七年级学生，经过半年多的学习,学生已经掌握一定的基础知识,对一般现在时的用法比较熟练,再加上与生活密切相关的话题,学生学起来就会觉得轻松容易。

他们学习热情较高，表现欲强。

教学中，根据七年级学生的特点以活动、任务为载体，充分调动他们学习的欲望、兴趣，让学生在活动中获取知识，形成能力。

1、年龄特点：七年级学生大部仍对学习抱着单纯的求趣心理，追求知识要符合自己的兴趣，容易感情用事，对于自已感兴趣的东西就认真学，不感兴趣的就不学。

2、认知特点：认知能力不断提高，思维能力逐渐成熟，抽象逻辑思维、辩证思维和创造思维有了较大发展，但对呆板、枯燥、机械的教学和操练，学生容易因厌烦而分散精力。

3、学生学习英语的情感表现：绝大部分学生对英语很感兴趣，学习热情较高，有学习英语的愿望和兴趣，乐于参与各种英语实践活动。