B4U1知识点

致谢：该纸质版资料由以下12名同学共同认真整理完成，其内容仅代表相关同学个人观点，酌情参考，并联系自己复习情况，查缺补漏。

建议多与其他同学沟通交流，分享经验，共同进步！流体力学：张超第一、二章；冯浩第四章；马晨波第三、七章；李楷第五、六张；娄晨第八、九章。

工程热力学：高博翔第一、二、三章；汪肖宇第四、五章；陈春第八、九章；张文华第十章。

泵与压缩机：孙彩云第一章；翟向琳第三章；曹鑫鑫第四章。

纸质版录入电子版由以下几名同学完成：张欣雨，袁炼，张仲希，郝宝健。

由于录入公式过于费时，故公式均省略，大家自行查找。

（个别章节还未完成录入工作，大家稍等）祝学习进步，考研顺利！流体力学第一章流体的物理性质1．连续介质假设：内容，意义2．液体，气体相对密度：液体与4度纯水的密度比较；气体与特定温度压力下空气，氢气密度比较3．压缩性，膨胀性：概念；定义试：dtdvv dpdv v t1,1；典型题目：习题1-4（联系全微分求解）4．粘性：定义；单位（动力黏度：泊p ，厘泊cp ，Pa ·s ；运动黏度：斯、厘斯、s /m2）及换算关系。

5、牛顿内摩擦定律：表达式；适用条件；切应力为零的情况（绝对静止，相对静止，紊流附面层以外的核心区域，圆管层流轴线处）；典型题目：1-5、1-6、例1-1（重点）6、流体运动的内摩擦阻力与固体运动的摩擦阻力区别：P77、气体、液体的粘温特性及机理8、质量力、表面力：定义（作用点及大小两方面）；表示形式；归类（质量力：重力、引力、惯性力、电场力、磁场力；表面力：压力、摩擦力）9、毛细管现象：原理第二章流体静力学1、绝对静止、相对静止（知道例子：等水平运动容器中的流体、等角速度旋转容器中的流体）2、静压力：定义；单位（bar/atm/at/mmHg/mH 2O ）；单位间的换算关系；两个重要性质（内容，证明）3、流体平衡微分方程：物理意义；使用条件：绝对静止、相对静止、可/不可压缩流体4、等压面：定义；等压面方程：P16（会根据此方程求等压面）；等压力与质量力垂直证明见书P16；5、静力学基本方程：P17 2-8b （各项几何意义、物理意义；适用条件）6、静力学基本公式：P18 2-10：适用于绝对静止、相对静止7、绝对压力、相对压力、表压、真空度8、静压力测量：等压面法，静止的、相互连通的同种液体，同一高度压力相等9、静止流体作用在平面上的总压力：注意坐标系的选取；等效自由液面记住常用的形心距（矩形，椭圆）；典型题目：例2-310、静止流体作用在曲面上的总压力：等效自由液面（两种密度不同的液体或液面非大气压时）；压力体画法；典型题目：习题2-10,2-11,2-12第三章流体运动学（一）、描述运动的两种方法1、拉格朗日法（着眼于流体质点））流体质点坐标（初始时刻c b a t tt c b a r r,,,),,,,(02、欧拉法（着眼于空间点）),,,(t z y x u u理解加速度的两部分，时变（当地）加速度由于流体不稳定性引起；位变（迁移）加速度由于流动不稳定性引起。

B4U1 Women of achievement Language points核心单词1. achievement n.［C］成就；功绩;\[U\]实现；完成；达到联想拓展achieve v.取得，实现achieve an aim/a goal达到目标achieve success 获得成功He received the Nobel Prize for his scientific achievements. 他因科学上取得的成就而获得诺贝尔奖。

Flying across the Atlantic for the first time was a great achievement. 首次飞越大西洋是一个伟大的功绩。

高手过招完成句子①没有人民的支持，我们将一事无成。

Without the support of the people we can .②我只完成了我所希望完成的工作的一半。

I have achieved only half of I hope to do.③祝贺你获得这样完美的胜利。

Congratulations to you (介词) such a complete victory.2. behave vi.举止，行为，表现；（机器等）工作，运转（常与well/badly等副词连用）vt.守规矩；举止有礼常用结构：behave oneself 使某人自己举止规矩Behave yourself; don’t make a fool of yourself. 注意你的举止, 别闹出笑话来。

How is your new car behaving? 你的新车性能如何？联想拓展behaviour n. (人的)言行举止，行为；（动物）习性，自学成才behaviour towards/to... 对……的态度/行为高手过招(1)单项填空①David is quite well in school. He obeys the teachers and gets As in all his subjects. （2009山东潍坊检测）A. behavedB. concernedC. involvedD. respected(2)完成句子①父母让孩子们在客人面前举止礼貌。

1.工作循环：由进气，压缩，做工和排气四个过程组成的封闭过程。

2.活塞行程：上、下止点间的距离称。

3.发动机排量：发动机所有气缸工作容积的总和称为发动机排量。

4.工况：内燃机在某一时刻的运行状况称为工况，以该时刻下所能发出的有效功率和转速表示。

5.负荷率：内燃机在某一转速下发出的有效功率与相同转速下所能发出的最大有效功率的比值。

6.发动机速度特性：发动机有效功率Pe、有效转矩Te和有效燃油消耗率be随发动机转速n的变化关系称为。

7.水套：气缸体和气缸盖内铸成的供冷却液流动的空腔称为。

8.燃烧室：活塞在上止点时，由活塞顶、汽缸壁和气缸盖所围成的空间，称为。

是可燃混合气着火燃烧的空间。

9.湿缸套：气缸套外表面与气缸体内的冷却液直接接触的气缸套称为。

10.全浮式活塞销：在发动机运转过程中，活塞销不仅可以在连杆小头衬套孔内转动，还可以在销座孔内慢慢的转动，以使活塞销各部分的磨损比较均匀，这种活塞销称为。

11.扭曲环：在矩形环的内圆的上边缘或外圆的下边缘切去一部分所形成的气环，称为。

12.曲拐：由曲柄销和相邻的两个曲柄，以及前后两个主轴颈所组成的结构称为。

13.充气效率：在进气过程中，实际进入气缸的新鲜空气或可燃混合气的质量在理想状态下充满气缸工作容积的新鲜空气或可燃混合气的质量之比。

14.气门间隙：气门受热后会膨胀，为了保证气门关闭严密，在发动机冷态装配时，在气门杆尾端及气门驱动件之间有适当的间隙，这个间隙称为。

15.配气相位：用曲轴转角来表示的进、排气门实际开、闭时刻和开启持续角度。

16.气门重叠：进气门在上止点前即开启，排气门在上止点后才关闭，出现了在一段时间内进、排气门同时开启的现象，这种现象称为。

17.气门锥角：气门头部与气门座圈接触的工作面，是与杆部同心的锥面，这一锥面与气门顶部平面的夹角称为。

18.空燃比：可燃混合气中，空气与燃料的质量比。

19.过量空气系数：燃烧1kg燃料实际供给的空气质量与完全燃烧1kg燃料理论上所需的空气质量的比值。

Book2 Unit 1知识梳理构建案【Learning Aims】1. Grasp the usage of 4 words and 2 phrases and 2 sentence patterns in the unit.2. Learn to master the usage of Restrictive and non- Restrictive attributive clauses.I.重点单词：1.remain vi.剩余; 留下;系动词：保持，仍是（后面+形容词、介词短语、分词、名词等作表语）n.[pl] remains 剩余物，遗址；(1) Very little of the house remained after the fire.大火之后，这所房子所剩无几。

(2) She remained standing / seated for a good hour. 她整整站/坐了一个钟头。

(3)The problems remain to be solved. 这几个问题尚待解决。

【拓展】remaining adj. 剩下的（作前置定语）；left剩下的（作后置定语）；2. wonder n.[C] 奇迹；奇观；[U]惊奇,惊叹vt. 想知道,对…感到惊奇(1) It is a wonder (that) the child came through without a scratch.这孩子竟能安然无恙地脱险，真是奇迹。

(2)(It’s) no wonder you can’t sleep when you eat so much.你吃那么多，难怪睡不着。

(3)I wonder who he was, where he was from and why he came.我想知道他是谁，从哪里来，为什么来。

3. doubt v. 怀疑，疑惑n. 怀疑，疑惑(1) I don’t doubt that he’s a brilliant scientist. 我相信他是个出色的科学家。

Module1 Using my five sensesUnit 1 What can you smell and taste?(Period 1)Language aims:Using the key words and phrases in contexte.g. watermelon, grape, plum, cherry, strawberry, taste/smell ___Using modeled sentences to introduce how things feele.g . How does the___ taste/smell? It’s _____.Using alternative questions to find out specific informationIs it cherry juice or watermelon juice?It’s _____.Ability aims:Students can introduce how they feel about the things. Emotional aims:Encourage students to use English fluently and confidently. Key and difficult points:Is it cherry juice or watermelon juice?It’s _____.Materials:Student’s Book 4B( P3)Cassette 4Band cassette playerMultimedia: PPTUnit 1 What can you smell and taste?(Period 2)Language aims:Using the key words and phrases in contexte.g. enjoy, inside, watermelon/ cherry/ strawberry juice, a glass of…Using alternative questions to find out specific informatione.g. I have a glass of ….Is it …or…? It’s …. Yes, you are right.Using modeled sentences to introduce one’s like or dislike..e.g. It’s watermelon juice. It’s sweet. I like it.Ability aims:Students can make a new dialogue.Emotional aims:Encourage students to use English fluently and confidently. Key and difficult points:. Is it cherry juice or watermelon juice?It’s _____.The rhyme on P6Materials:Student’s Book 4B( P2 P6)Cassette 4B and cassette playerMultimedia: PPTUnit 1 What can you smell and taste?(Period 3)Language aims:Using the key words and phrases in contexte.g. crunchy, yard, also, around, never, a little car, ride around, on Sunny afternoonsUsing alternative questions to find out specific informatione.g. Do you like … or…?I like ….Ability aims:Students can make a new dialogue correctly.Emotional aims:Encourage students to use English fluently and confidently.Key and difficult points:. Do you like … or…?I like ….The rhyme on P6The sounds: park car blue schoolMaterials:Student’s Book 4B( P4 P6)Cassette 4B and cassette playerMultimedia: PPTUnit 1 What can you smell and taste?(Period 4)Teaching aims:1. Using predicative adjectives to describe things.2. Using the present continuous tense to describe an action taking place at the time of speaking.3. Using the simple present tense to express one’s preference.Ability aims:Students can retell the storyEmotional aims:Encourage students to use English fluently and confidently.Difficult points:Retell the story correctly.Materials:Student’s Book 4B( P2 P6)Cassette 4B and cassette playerMultimedia: PPT。

Unit 1 Nine to FiveSection 1 Lead-in1.Video and QuestionsWatch the video and answer the questions.Clip One.1). Why is the girl, Ryden Malby, screaming in the end?Clip Two.1). What does Ryden respond to the question “What are you up to” at the party?2). What does she say about her situation?Clip Three.1). Watch the clip to see if there is any difference between the three fathers’ attitudesand behaviors? Which one do you prefer?2.Discussion1) What is the first problem facing the students leaving university?2) How do you think they will react if they can’t find a job?3) What do you think their parents will do if they can’t find a job?3. Listening in1). Listen to the recording and fill in the blanks with the words you hear.This is an article by an Education Correspondent, Alexandra Blair, published in September 2008 in The Times, a long-established British quality newspaper. For many graduates finding a job became harder in 2008 and 2009 because of the economic downturn – then a recession (萎缩). After their final exams, some student’s rested in the summer before looking for jobs and then found that it was difficult to find employment in their field or at the level they wanted. The article addresses the problem of such new graduates who might be stuck at home. The style is partly of a report, but also of a humorous comment for light entertainment.2). Listen to the passage and answer the questions.①Why are there more graduates looking for jobs?Because universities in Europe, particularly in Britain, have expanded greatly in the last fifteen years.②Why did the competitive situation of job market become even worse in 2008?Because of the credit crunch and economic depression that year.③What is the advice the author gives to the students?Active to seek a job, they need to fill in many application forms and try to get job interviews: they won’t find employment by lying on the sofa at home.Listening Script:Universities in Europe, especially in Britain, have expanded greatly in the last fifteen years, so there are more graduates looking for jobs. This competitive situation became a lot worse in 2008 onwards with the credit crunch and economic depression, which means that there were fewer jobs available and a rise in unemployment. Thus new graduates have to be active to seek a job, they need to fill in many application forms and try to get job interviews: they won’t find employment by lying on the sofa at home.Section 2 Passage Learning1.Background informationCultural Note: Honors Degree1)Most people get a second.2)Traditionally, in the British university system, BA (文学学士) and BS (理学学士) areawarded in different categories: a first class degree (I), a second (IIi or IIii called “a two one” and “a two two”), a third (written III) and a pass degree.3)There are also ordinary degrees with more general courses of study without thesecategories.Key: 2,1,3Generation Y and Grunt1). Work in pairs and answer the question. How to name the generations and characterize them?2). Why is Generation Y is also called Generation Grunt?Complete the passage with the words in the box.express children available experienceIt is an ironic name referring to repetitive, low status, routine or mindless work – this may be the only work available to some graduates, who may have to take very ordinary jobs to get experience .“Grunt” also refers to coarse behavior or bad manners and to the deep sound that is made by a pig. When people “grunt” they express disgust but do not communicate with words – this may be how the parents of new graduates think their children communicate with them!2.Text organizationGeneral structure:Problems after graduation↓Advice for dealing with the problemsDetailed structure:Looking at the from various↓viewpoints↗↗↖↖parents(Paras 1-2) author(Para 3) graduates (Paras 4-6) mother(Paras 7-9)Psychotherapist →←author(Para 16)(Paras 10-15)↓↓Parents’ balance:positive →not making More exampleslife too comfortable↓Better for fathersto help boys after a job setback.↓It’s a good idea toget some jobs like bar work, shelf-stacking.rmation analysisWork in pairs. Look at the sentences and discuss the implied meanings unsaid.1）“Will he ever get a job?” Who is asking this question? What mood does it express?The parents are asking the question.The mood seems to express patience or resignation because the word “ever” suggests that getting a job will take a long time.2）Who describes Generation Y as “rebels without a cause”? Is it a fair description?This is the writer’s description to indicate that this generation is rebelling against parents or society, but they have nothing particular to rebel against.This does not seem very fair because the students are trying to find work – it is just that they don’t like their parents nagging them.3）[Jack] “walked into the university careers service and straight back out again”.What does this suggest about Jack’s character?It suggests that Jack is not very determined. As soon as he saw the queue he left without waiting and without trying to ask about jobs or careers.4）Jack spent the summer “hiding”.Hiding from what? Why are quotation marks used?Hiding from the world of work, staying at home and not looking for a job.The quotation marks tell us that he wasn’t literally hiding, he just spent a lot of time at home.5）How is Mrs. Goodwin’s point of view affected by her own personal experience?In one way her experience hasn’t affected her attitude. She left school and went immediately to a job (without going to university) and has been working full-time since then and yet she is sympathetic and takes a soft line.6）How is Lindenfield’s point of view affected by her own personal experiences?Her personal experience was that she worked in a bar before finding her first proper job as an aerial photographic assistant. So she says such work is a great networking opportunity. If new graduates are good at such work and bright, cheerful and polite, they will soon be promoted. Her personal experience thus reflects –or perhaps has created –her point of view.7）What would the first two paragraphs have focused on if they had been presented from the point of view of the students rather than the parents?The first two paragraphs would have focused on the need for the new graduates to rest for a bit after their hard studies. It is OK for students to relax with the TV or to socialize with friends for a while, then they can start a serious search for employment after that.4.Theme Discussion1）Do you think the Goodwins are good parents?Yes. If they take a hard line with Jack, it will just make him angry: He has already tried to find work and he needs rest and sympathy now. His parents are letting him go to South America. But after that he will have to make a more serious effort and he’ll need to contribute to the household budget, which means he must find work then. So the soft line is the best approach.No, their soft line is not good enough. They should insist that he make more effort and they should actively help him to find work, even a temporary job. Their soft approach just encourages him to delay and by the time he comes back from his holiday all the likely jobswill have been taken. So they are not really helping at all. How can they let him take a three week holiday abroad when he hasn’t got a job to come back.2）Which advice Lindenfield gives to parents do you agree with (if any), and why?I agree with her advice that parents should strike the right balance between being positiveand understanding without making life too comfortable, otherwise students will not look for a job. Her advice about working in a bar or supermarket seems sensible too, because one job can lead to another.3 ）Is Jack’s point of view that he doesn’t want to do temporary bar work justifiable?No. He thinks that kind of work is a dead-end job and not suitable for him. But he’s wrong because he has the wrong attitude toward work. A new graduate may expect to start at the bottom: That’s OK while you get experience. If you have a good attitude and work well, you will soon be promoted or you can find a much better job later. He’s unrealistic, I think.4）Do you agree that men can give boys better advice than women when they are stuck in setbacks? Why / Why not?Yes. Men will understand the male point of view better and conversely women will understand a female point of view better. So each gender will give the best advice to someone of their own gender.No, to understand setbacks in the search for work is not a gender issue. I think anyone who knows the situation can give good advice, whether they are male or female.5）Do you think the passage is a fair overview of the problem of graduate unemployment?No, because there is no mention of those who persistently apply for many jobs but don’t get interviews or offers of employment. The article seems to suggest that new graduates sit around at home, but I know many people who really search hard for work. Some find it, some don’t. It’s easy to say that this is a matter of luck, it is a matter of having a positive attitude and being flexible about the first job – you can always change your field of work later.5.SummaryListen to the passage and fill in the blanks with the words you hear.This text is a newspaper article with individual examples of job searching and problems after graduation. The problems are examined from different people’s viewpoints: parents’attitudes towards their jobless children, students’quote about looking for jobs, psychologists’summery of the viewpoints of parents and advice for dealing with the problems, and the author’s own comments. In the end the author concludes that if the graduates cannot find an ideal job, they can take a temporary one.6．Language pointsDifficult sentences1.Those memories of forking out thousands of pounds a year so that he could eat well and goto the odd party, began to fade. (Para 1)2. I passed the exams, but at the interviews they accused me of being ‘too detached’andtalking in language that was ‘too technocratic’, which I didn’t think possible, but obviously it is. (Para 5)3. I went to a comprehensive and I worked my backside off to go to the good university, …(Para 6)4. Carry on life as normal and don’t allow them to abuse your bank account or sap yourreserve of emotional energy. (Para 11)5. After that the son or daughter needs to be nudged firmly back into the saddle. (Para 12)Words to note:1. revert2. comprehensive3. proceed4. transitionPhrases:1. in the same boat2. come full circle3. take a soft/hard line4. strike the right noteUseful expressions:Section 3 ExercisesInstructionsCompulsory Work:1. Learn all the new words and expressions of this unit (Vocabulary Handbook).2. Complete Ex. 3-7 on P5-6. (Ex. 3-4 should be finished when students preview the text.)3. Read the passage in “Active reading (2)” after class and finish Ex. 4-7 on P9.4. Read the passage in “Reading across cultures” after class and finish Ex. 1 on P14.5. Finish “Language in Use” on P12-13.Compulsory Work:1. Learn all the new words and expressions of this unit (Vocabulary Handbook).2. Complete Ex. 3-7 on P5-6. (Ex. 3-4 should be finished when students preview the text.)3. Read the passage in “Active reading (2)” after class and finish Ex. 4-7 on P9.4. Read the passage in “Reading across cultures” after class and finish Ex. 1 on P14.5. Finish “Language in Use” on P12-13.Keys – Active reading (1) (P4)Reading and understanding2. Choose the best answer to the questions.1. c2. b3. a5. c6. dDealing with unfamiliar words: 31. proceed2. transition3. detached4. upcoming5. slump6. revert7. recountDealing with unfamiliar words: 41. transition2. slumped3. proceed4. recounting5. detached6. upcoming7. revertDealing with unfamiliar words: 51. comprehensive2. cop3. aerial4. clutched5. advocate6. healedDealing with unfamiliar words: 61. b2. a3. a4. a5. bDealing with unfamiliar words: 71. b2. b3. a4. a5. a6. a7. a8. aKeys – Active reading (2) (P9) Reading and understanding2. Choose the best answer to the questions.2. d3. a4. b5. c6. cDealing with unfamiliar words: 41. amusing2. fortunately3. loan4. deduct5. highlight6. sympathize7. demandingDealing with unfamiliar words: 51. sympathize2. fortunately3. loan4. demanding5. amusing6. highlight7. deductedDealing with unfamiliar words: 61. belongings2. dropouts3. gamble4. exceeded5. odds6. thriving7. honestyDealing with unfamiliar words: 71. b2. b3. a4. a5. b6. a7. a8. a9. aKeys – Language in use (P12)1. word formation: compound nounsLook at the sentences from the passage Looking for a job after university? First, get off the sofa.… proudly clutched his honors degree for his graduation photo.I don't want to do bar work.Paying for career consultations, train fares to interviews or books …It's a great antidote to graduate apathy.Now write the compound nouns which mean:1) a degree which is awarded a first classa first-class degree2) work in a hospitalhospital work3) a ticket for a plane journeya plane ticket4) a discount for studentsa student discount5) a pass which allows you to travel on busesa bus pass6) a room where an interview is heldan interview room7 ) a period spent in traininga training period2. word formation: noun phrasesLook at the sentences from the passage Looking for a job after university? First, get off the sofa . … most in these financially testing times have no idea what to do next.Now write the noun phrases which mean:1) a career which is rewarding from the financial point of viewa financially rewarding career2)legislation which has been introduced recentlyrecently introduced legislation3)instructions which are more complex than usualunusually complex instructions4)an institution which is orientated towards academican academically orientated institution5)work which makes physical demands on youphysically demanding work6 ) information which has the potential to be importantpotentially important information7）candidates who have been selected after a careful procedurecarefully selected candidates8）a coursebook in which everything has been planned beautifullya beautifully planned course book3. try as … mightLook at the sentence.I try very hard to stay cheerful, but all I ever get is hassle.You can rewrite it like this:Try as I might to stay cheerful, all I ever get is hassle.Now rewrite the sentences using try as … might.1）I’m trying to fill this last page, but I just can’t think of anything.Try as I might to fill this last page, I just can’t think of anything.2）I try to be friendly with Marta, but she doesn’t seem to respond.Try as I might to be friendly with Marta, she doesn’t seem to respond.3）I try hard to get to sleep, but I can’t help thinking about my family.Try as I might to get to sleep, I can’t help thinking about my family.4）He just doesn’t seem to get the promotion he deserves, even though he keeps trying.Keep trying as he might, he just doesn’t seem to get the promotion he deserves. / Keep trying as he might to get the promotion he deserves, he just doesn’t seem to get it.5）I keep trying to remember her name, but my mind is a blank.Keep trying as I might to remember her name, my mind is a blank.4. given that …Look at the sentence.Since I had a good degree, I thought I’d like to go on to get my master’s.You can rewrite it like this:Given that I had got a good degree, I thought I’d like to go on to get my master’s.Now rewrite the sentences using given that ....1）Since I know several languages, I thought I would look for work abroad.Given that I know several languages, I thought I would look for work abroad.2）Xiao Li has the best qualifications, so she should get the job.Given that Xiao Li has the best qualifications, she should get the job.3) Since we’re all here, I think it would be a good idea to get down to some work.Given that we’re all here, I think it would be a good idea to get down to some work.4) Since it’s rather late, I think we should leave this last task until tomorrow.Given that it’s rather late, I think we should leave this last task until tomorrow.5. clauses introduced by thanLook at the sentences from the passage Looking for a job after university? First, get off the sofa.He … has seen more daytime television than is healthy.Lindenfield believes that men are often better at helping their sons, nephews, or friends’sons than are mothers and sisters.Now rewrite the sentences using clauses introduced by than.1)She’s experienced at giving advice. I’m more experienced.I’m more experienced at giving advice than is she.2）You eat too much chocolate. It isn’t good for you.You eat too more chocolate than is good for you.3）She worked very hard. Most part-timers don’t work so hard.She worked harder than do most part-timers.4）You have arrived late too many times. That isn’t acceptable.You have arrived late too more times than is acceptable.5）I don’t think you should have given so much personal information. It isn’t wise.I think you have given more personal information than is wise.6. collocationsRead the explanations of the words. Answer the questions.1）highlight A highlight is the most exciting, impressive, or interesting part of an event. (a) What would you like to be the highlight of your career?I would like the highlight of my student career to be to receive a national award for the beststudent research project.(b) How can you highlight an important sentence in a text?You can underline it with a pencil or pen or you can use highlighters.(c) What are the edited highlights of a football match?The highlights are when someone scores a goal or prevents from being scored.2）loan A loan is an amount of money someone borrows from someone else.(a) Have you ever taken out a loan?No, I haven’t. But my parents have taken out several loans to buy houses.(b) What is the best way to pay off a loan?The best way is to pay a loan off quickly, although you will still have to pay some interest.(c) If you have a library book on loan, what do you have to do with it?You have to return it before the date it is due, otherwise you may have to pay a fine.3）thrive To thrive means to be very successful, happy or healthy.(a) What sort of business thrives best in your part of the country?In my part of the country, light industries and electronics companies thrive best.(b) Which sort of plants thrive in a hot climate?In a hot climate you can see tropical plants and trees thrive.(c) Why do you think some couples thrive on conflict?It is difficult to understand why some couples thrive on conflict. Maybe each one wants to compete with the other, or maybe they enjoy “kissing and making up” after the conflict.7. Translate the paragraphs into Chinese.If you ask me, real life is not all it’s cracked up to be. Twelve years at school and three years at university, teachers banging on about opportunities in the big wide world beyond our sheltered life as students, and what do I find?依我看，现实生活并没有人们想象的那么好。

Teaching Plan for Module__4___ Unit___1___Title__ A music class _____________Period____1______ Date__________nguage focus:1)能听说认读单词piano, violin, triangle, drum2)能运用句型What can you play? I can play…3)培养学生们喜欢音乐，欣赏音乐，享受音乐带给人们的生活之美。

2. Language skills:1)能听说认读单词piano, violin, triangle, drum2)能运用句型What can you play? I can play…3. Analysis about the book本课主要认识学习一组乐器，能用Whose…?能用What can you play? 询问，学生对该句式之前已有一定的了解与认识，难度不大。

4.Analysis about the students.学习讨论乐器是学生熟悉、喜欢的话题，乐器单词之前学生已学过一些，故本课学习难度不大，能打开学生话题。

5.Materials:Tape cards pictures slideTeaching Plan for Module__4____ Unit___1___Title__ A music class _____________Period____2______ Date__________nguage focus:Whose drum is it? / Where‟s my drum?It‟s Danny‟s drum. / It‟s over there.2. Language skills:1)能运用句型: Whose drum is it? / Where‟s my drum?It‟s Danny‟s drum. / It‟s over there.2) 培养学生们喜欢音乐，欣赏音乐，享受音乐带给人们的生活之美。

机械原理课程设计b4一、教学目标本节课的教学目标是让学生掌握机械原理的基本概念和基本定律，培养学生分析和解决机械问题的能力。

具体分为以下三个部分：1.知识目标：（1）了解机械原理的基本概念和基本定律；（2）掌握机械系统的运动分析方法；（3）熟悉机械能守恒定律和动力学方程。

2.技能目标：（1）能够运用机械原理解决实际问题；（2）具备分析机械系统运动的能力；（3）学会运用数学工具进行力学计算。

3.情感态度价值观目标：（1）培养学生对机械原理的兴趣和好奇心；（2）培养学生勇于探索、积极思考的科学精神；（3）培养学生团队合作、沟通交流的能力。

二、教学内容本节课的教学内容主要包括以下几个部分：1.机械原理的基本概念和基本定律；2.机械系统的运动分析方法；3.机械能守恒定律和动力学方程的应用。

具体安排如下：1.导言：介绍机械原理的概念和重要性；2.机械系统的运动分析：讲解位移、速度、加速度等基本概念，介绍运动分析的方法；3.机械能守恒定律：讲解机械能守恒定律的表述和应用；4.动力学方程：讲解动力学方程的建立和应用；5.课堂练习：针对所学内容进行练习和讨论。

三、教学方法本节课采用以下几种教学方法：1.讲授法：讲解机械原理的基本概念、基本定律和运动分析方法；2.案例分析法：分析实际案例，让学生更好地理解机械原理的应用；3.实验法：安排课后实验，让学生亲身体验机械原理的实践操作；4.讨论法：鼓励学生积极参与课堂讨论，培养团队合作和沟通交流的能力。

四、教学资源本节课所需的教学资源包括：1.教材：机械原理教材，用于引导学生学习基本概念和基本定律；2.参考书：机械原理及相关书籍，为学生提供更多的学习资料；3.多媒体资料：PPT课件，生动展示机械原理的图形和实例；4.实验设备：机械原理实验装置，让学生亲身体验机械原理的实践操作。

通过以上教学资源的支持，相信能够有效地实现本节课的教学目标。

五、教学评估本节课的评估方式主要包括以下几个方面：1.平时表现：评估学生在课堂上的参与程度、提问回答等情况，以了解学生的学习态度和理解程度；2.作业：布置相关的作业，评估学生的完成情况和理解能力；3.考试：安排一次课堂小测或期中期末考试，评估学生对课程内容的掌握程度。