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（冀教版）六年级英语上册 Lesson 9 On the School Bus 教学设计1一、教学目标1.知识目标：学生能够掌握本课时的新单词和句型。
如：school bus, geton/off the bus, bus stop, driver, seat等。
2.能力目标：学生能够独立描述学习到的内容如：在做小组活动时，描述同学们常做的事情和自己做的事情。
3.情感目标：学生能够感受到大家在一起学习、玩耍的快乐，提高学生对英语学习的兴趣。
二、教学重点学生能够熟练掌握get on/off the bus.三、教学难点学生能够自如地运用本课所学的单词和句型描述自己在校车上的经历。
四、教学内容1.热身：学生小组间互相介绍自己每天上学的方式，并描述自己上学的路程。
2.新课呈现：（1）英汉互译新单词：school bus, get on/off the bus, bus stop, driver, seat。
（2）板书单词以及相关图片，引导学生串记单词。
（3）讲解新句型：How do you go to school? I go to school by school bus.3.操作练习：（1）学生自己口头练习描述他们上学的方式，小组间分享自己的.（2）铺设一块“校车模拟地图”，由学生分组模拟上下车、在不同位置坐车等动作，模拟练习单词和句型。
4.知识运用：（1）口头问答部分，教师和学生之间的问答；（2）教师模拟小组活动中的对话：“―How do you go to school? ―I go to school by school bus. How about you?”等模拟问答。
五、教学方法1.多元化的引导方式帮助学生快速记忆词汇;2.思维导图演示把关键的单词放在最核心位置;3.上车、下车等动作的模拟和重复强化记忆，让学生更容易记住所学的单词和句型。
六、教学工具1.PowerPoint演示文稿;2.模拟校车地图;3.打印输出的学习材料和练习题目。
湘少2011版三年级英语下册《Unit12I go to school by bus》评课稿一、课程概述《Unit12I go to school by bus》是湘少2011版三年级英语下册的一节课，主要讲授关于交通工具的英语表达。
通过本课，学生可以学习如何用英语表达自己乘坐公交车去学校的经历，培养学生对不同交通工具的认知能力，并提升他们的语言表达能力。
二、教学目标1. 知识目标•学生能够掌握关于乘坐公交车的英语表达。
•学生能够理解和运用句型“Do you go to school by bus? Yes, I do./No, I don’t.”。
2. 能力目标•学生能够用英语描述自己乘坐公交车去学校的经历。
•学生能够进行简单问答并流利运用句型。
3. 情感目标•培养学生对公共交通工具的热爱和珍惜。
•培养学生的合作意识和交流能力。
三、教学重点和难点1. 教学重点•学生能够流利运用句型“Do you go to school by bus? Yes, I do./No, I don’t.”。
•学生能够用英语描述自己乘坐公交车去学校的经历。
2. 教学难点•学生能够进行简单问答并流利运用句型。
•学生能够描述自己乘坐公交车的过程。
四、教学准备•湘少2011版三年级英语下册教材《Unit12I go to school by bus》•课件和录音机•黑板和彩色粉笔•学生课前准备的学习笔记本五、教学过程1. 导入（5分钟）教师用一张图片介绍公交车，并向学生提问：“Do you know how to go to school? How do you go to school?”，引导学生思考和回答。
2. 学习新知（10分钟）教师通过播放课件和录音，向学生介绍句型“Do you go to school by bus? Yes, I do./No, I don’t.”，并示范如何用英语回答这个问题。
教师可以通过示意图和实际物品，如公交卡等，帮助学生理解句型的意思。
熟悉的物品课程设计一、课程目标知识目标：1. 学生能够认识和描述生活中常见的物品，如文具、家具、交通工具等，并掌握其基本组成部分及功能。
2. 学生能够运用所学的词汇和句型，对熟悉的物品进行简单介绍和描述。
3. 学生能够了解物品的分类和特点，提高对物品的认知水平。
技能目标：1. 学生能够通过观察、听力和口语交流，获取和传递有关物品的信息。
2. 学生能够运用基本的语法结构和词汇，进行物品介绍的口语表达。
3. 学生能够运用所学知识，进行简单的物品分类和信息整理。
情感态度价值观目标：1. 学生对生活中的物品产生兴趣，养成观察和思考的好习惯。
2. 学生在交流过程中，学会尊重他人观点，培养合作意识。
3. 学生通过学习，认识到物品与人们生活的紧密联系，增强环保意识。
课程性质：本课程为英语学科的一节口语交际课，以生活物品为话题，旨在提高学生的英语口语表达能力和对物品的认知。
学生特点：二年级学生具备一定的英语基础，对生活中的物品有较高的兴趣，善于观察和模仿。
教学要求：课程设计要注重实际操作，以学生为主体，激发学生的兴趣和参与度，培养其口语表达能力。
同时，注重培养学生的合作意识和环保意识，使学生在学习过程中形成正确的价值观。
通过分解课程目标为具体的学习成果，为后续教学设计和评估提供依据。
二、教学内容本节课以英语教材中“生活中的物品”为主题，结合课程目标，组织以下教学内容：1. 词汇：学习与生活中常见的物品相关的词汇，如pen, pencil, book, chair, table, car, bus等。
2. 句型：掌握描述物品的句型，如“This is a …”, “It’s …”, “I havea …”等。
3. 语法：复习和巩固一般现在时态，运用到物品的介绍和描述中。
教学大纲安排如下：1. 导入：通过图片展示，引导学生复习已学过的物品词汇，为新课的学习做好铺垫。
2. 呈现：呈现新词汇和句型，让学生跟读模仿，并进行简单的口头练习。
英语课程公共交通出行指南语句在本文中，我们将为你提供一些在英语课程中使用的常用公共交通出行指南语句。
这些语句将帮助你在外国旅行时更好地理解和使用公共交通工具。
让我们开始吧！1. 问路和指示：- Excuse me, how do I get to the nearest subway station?- I'm looking for the bus stop. Can you point me in the right direction?- Which platform does the train to downtown leave from?- Can you tell me how to get to the airport from here?2. 买票和询问价格：- How much is a single ticket to the city center?- Do I need to buy a ticket before boarding the bus?- Where can I purchase a day pass for the subway?- Are there any discounts available for students or seniors?3. 坐公共交通：- Is this seat taken?- Excuse me, could you please move your bag so I can sit here?- Please hold on to the handrails while the bus is moving.- The next stop is Central Station. Please prepare to exit.4. 问时间和班次：- What time does the next train arrive?- How often do the buses run on weekends?- Is there a night bus that operates after midnight?- Are there any delays or schedule changes for the subway today?5. 寻找出口和换乘：- Which exit should I take to get to the shopping mall?- Is there a transfer point between the subway lines?- How long does it usually take to transfer from the bus to the train?- Can you show me where the connecting platform is?6. 询问帮助和紧急情况：- Excuse me, I seem to have lost my wallet. Is there a lost and found office nearby?- Could you please call a taxi for me?- Is there a nearby hospital in case of an emergency?- I missed my stop. Could you let me know when we reach the next station?7. 遵守规定和礼仪：- Please give up your seat for elderly or disabled passengers.- It is recommended to use earphones when listening to music on public transportation.- Please do not eat or drink on the bus or train.- Kindly refrain from talking loudly on the phone while on board.这些语句将有助于你在英语课程中学习和实践公共交通出行指南的相关表达。
XX职业技术学院机电系课程标准车载网络技术课程标准1.课程基本信息课程代码：84347 适用专业：汽车检测与维修技术专业学时数：54 学分： 3先修课程：《汽车电工电子技术》《汽车单片机技术》《汽车原理与构造》后续课程：2.课程性质《汽车车载网络技术》属于人才培养方案中四个课程模块中的专业素质课，是汽车检测与维修技术专业的能力拓展必修课，《汽车车载网络技术》是一门实践性很强的技术应用型课程，它是来自企业的特色课程。
该课程的学习需要以前修课程《汽车电工技术》、《汽车电子技术》、《汽车单片机技术》、《汽车原理与构造》为前导课程，可将前修课程培养的能力进行运用和深化；该课程为后续课程《毕业设计》以及企业顶岗实习、毕业实践等环节中。
该课程与前后续课程共同形成了完整的职业能力培养体系，是实现汽车维修专业人才培养目标的重要环节。
本课程的知识为学生毕业设计及今后从事汽车电控系统研究与开发打下坚实的基础。
3.课程教学目标3.1 能力目标A1.能够对车载网络系统故障进行检测、诊断、分析、修复和排除；A2.能够正确使用汽车车载网络系统各种检测、维修设备和工具；A3.能够正确使用和养护汽车车载网络系统，保障工作性能良好；A4.通过汽车车载网络系统常见故障检测、诊断、维修，积累排除汽车故障技术工作经验，提高检测、分析、维修汽车故障能力；A5.通过汽车车载网络系统各种检测、维修设备和工具的正确使用，养成正确、安全、规范使用设备工具的意识，提高善于使用设备工具的能力；A6.通过教学以学生为中心，边做边学，在做中学习，提高学生适应工作环境能力，提高自主学习能力，提高理论联系实际能力。
3.2知识目标K1.掌握汽车总线、汽车网络技术基本知识;K2.掌握CAN总线的工作原理里故障分析方法;K3.掌握CAN-BUS总线系统的工作原理里及故障类型；K4.掌握汽车总线电路（电源、发动机模块）的读图方法；K5.了解汽车媒体网络种类及应用。
优质教案英语：大班英语教案交通工具教案目录：一、教学目标二、教学重难点三、教学准备四、教学过程五、作业设计一、教学目标1. 让学生能够听懂并正确使用交通工具的英语单词，如：car, bus, trn, plane, bicycle等。
2. 培养学生能够用英语简单描述交通工具的特点和用途。
3. 提高学生运用英语进行日常交流的能力。
二、教学重难点1. 交通工具单词的学习和运用。
2. 能够用英语描述交通工具的特点和用途。
三、教学准备1. 交通工具图片或实物模型。
2. 交通工具单词卡片。
3. 录音机或MP3播放器。
4. 教学课件或黑板。
四、教学过程1. 热身活动（5分钟）1.1 教师带领学生唱一首关于交通工具的歌曲，如《The wheels on the bus》。
1.2 学生自由发言，分享他们见过的交通工具。
2. 教学新单词（10分钟）2.1 教师展示交通工具的图片或实物模型，引导学生说出交通工具的名称。
2.2 教师分发单词卡片，学生跟读，直到能够正确发音。
3. 情景对话（10分钟）3.1 教师准备一个关于交通工具的场景，让学生进行角色扮演，用英语进行对话。
3.2 学生分组进行练习，教师巡回指导。
4. 听力练习（10分钟）4.1 教师播放一段关于交通工具的录音，学生听后回答问题。
4.2 学生听录音，跟读，模仿发音。
5. 总结与作业（5分钟）5.1 教师带领学生回顾今天学习的交通工具单词和句子。
5.2 布置作业：让学生画一种交通工具，并写上英语名称。
五、作业设计1. 抄写今天学习的交通工具单词，每个单词写5遍。
2. 结合生活实际，用英语描述一种交通工具的特点和用途。
3. 家长签字确认，加强家校互动。
六、教学评价教学评价分为两个部分：课堂表现评价和作业评价。
6.1 课堂表现评价：观察学生在课堂上的参与程度，积极主动发言的次数。
评估学生在角色扮演中的表现，是否能正确使用交通工具的英语单词和句子。
注意学生在听力练习中的反应，是否能听懂并正确回答问题。
数据库公交车管理系统课程设计
课程设计
课题题目：公交车管理系统
学部：理工学部
专业：
班级：
学号：
姓名：
指导老师：
年月日
成绩：
需求分析
用户需求
城市的扩张使得公交线路越来越复杂，为了使得用户更加方便地
能够获得最新公交线路，“公交线路管理系统”帮助人们解决这个问题。
本系统面向的对象是普通乘客，对于普通乘客来说，她们最关心的就是查询。
系统也只对用户提供信息查询功能，并不对用户开放对数据的编辑权限。
对于任何用户，只要浏览本系统的首页，就能够根据自己的需求进行查询。
数据的修改、删除、及时更新工作只能由管理人员实现并对系统进行定期的维护，保证其运行的稳定性。
主要功能
本系统从用户的需求出发，可实现以下功能：
1、线路具体情况查询：输入线路名称就可得到该线路的途经站
点，使用年限和车辆的相关信息。
2、经过此站点的所有路线查询：输入公交车编号就能够查询相
应的路线和站点个数。
3、车辆分配线路管理实现了增,删，改，查的基本的操作
一、系统功能分析与设计（给出模块图及分析说明）例如：
二、数据库设计（全局E-R图及各表）例如：。
Kevin partThe article is about immigration act which involves cases of various individuals such as AM, BM who were trafficked and made out of their country Albania. Despite of other judges who were involved in contributing ideas on this case the main judges here are senior immigration judge Mcgeachy and senior immigration judge southern MS j enderby.In the beginning, according to Immigration Judge Kaler, we find that AM went through the arranged married and lured to Pristina with A, however, she was forced to prostitution and repeatedly by A and N and when she was discovered to be pregnant, she was beaten by A and N.Since AM knew the problem she was going to face such being considered unclean, not accepted by society or family members when she return back to Albania, she had considered killing herself rather than going to Albania. The truth of the matter is if AM will go back to Albania, she will be killed by the traffickers, this information was referred from the newspaper and therefore Ms Helena Bandoo was ready to refer AM to a refugee camp where she will get educational projects run by Refugee Action in Nottingham.BM is girl who lived in Albania where her family was attacked at night and she was kidnapped, raped and also forced into prostitution to earn her living after being taken to Italy. His father was killed during the attack. She managed to reach in the UK where she was refused as asylum but however she was given a shelter for two years. It’s also true that BM is a target to the traffickers since they are worried of being summoned to the police and also the fact that the traffickers were well conversant with BM’s home, they can also find her easily.Among the selected solutions, the idea of BM not going to school is not part of the case since this is about trafficking and how she was engaged by kidnappers. Also the finding of AXaccording to Dr.agnew Davies being violent to BM during pregnancy is irrelevant to the case of trafficking because the attackers have nothing to do with BM relationship but to force the little girl into prostitution to earn her living after breaking her.According to research made by Dr. Schwandner-Sievers, the Albania government did not emphasized on issues of trafficking as it seemed to be a national shame. This will lead BM case not taken into consideration since no one in the government would like to be associated with trafficking issues and also due to the main problem being corruption, bribery and organized crime.Mr. Blundell argument is as an alternative as it can be rejected due to the fact that it has no assistance to the appellants as neither examined the question on the ground of whether a forced return to prostitution amounted to persecution or treatment contrary to Article 3.There are several ways where women enter into trafficking and this is by being kidnapped from their homes, some find themselves involved by false marriages or promises of engagements which in turn make them traffickers. Some also run away from their homes so as to get married with foreign people so as to be rehabilitated and mostly meant to avoid being abused or cursed by family tradition.The report conducted in Albania shows that about 32.8% of children in Albania lived below minimum standards (less than $2 per day). Additionally Albania children are facing other dangers that begun during transition such as school drop-outs, violence, blood feuds, trafficking, exploitation and criminality. Therefore the children of families with no father or unmarried mother are the most helpless and now in future the children of AM and BM will be at risk and mainly socially vulnerable.The government of Albania according to other professionals such as Mr. Blundell should provide women first priorities in job by establishing NGO and government jobs so as to sustain their life as single mothers since they are the most affected people in the society.The solution given by Mr Jones should not be taken under consideration since women who were kidnapped from their homes such as BM will not be taken as unclean since it was not their fault, therefore as claimed by Mr. jones, that the trafficked women will be rejected should not be taken under consideration since the government can as well advice the victims with trafficking to corporate with their members of family. As given as the best solution in reference to Immigration Judge Kaler, AM accepted to go back to her family because she claims that her father was a rational man.Based on Ms. Schwandner-Sievers argument on reason of re-trafficking, we reject his solution of not returning the appellant to their homes since there is no evidence to show that the victims will be trafficked because both these women had clearly made out that they would never, in any circumstances be willing to engage in sexual relations with a man and therefore we accept the Dr Agnew-Davies ‘evidence to allow this appellant to return back to their families since if a former victim of trafficking returned to prostitution voluntarily that could not be considered to be persecution.As advocated by the secretary of state, the former trafficker will be capable in constituting a particular social group in the society and there is no restrictions given to them. She also compared the Moldova victims and Albania where she concluded that for Albania, the victims were generally accepted as compared to the victims in Moldova. Therefore both AM and BM will return to Albania and get protected by the Albanian state.。
