市场营销13版（精选11篇）
市场营销13版 篇1
心中的榜样 第 一 课 时
教学目标：
1、了解雷锋生平。
2、从雷锋故事中体会雷锋精神。
3、激发学生学做新时代的小雷锋。
教学重点：
1、领会雷锋精神。
2、学做小雷锋。
教学难点：
领会雷锋精神的实质。教具准备：
多媒体课件。
教学过程：
一、出示图片，猜猜他是谁
二、介绍雷锋生平、雷锋于 1940 年 12 月 18 日出生在湖南省望城县简家塘村的一个贫苦农民的家庭里。、难忘的伤痕
雷锋在不满七岁时就成了孤儿。本家的六叔奶奶收养了他。他为了帮助六叔奶奶家，常常去上山砍柴，可是，当地的柴山都被有钱人家霸占了，不许穷人去砍。雷锋有一天到蛇形山砍柴，被徐家地主婆看见了，这个地主婆指着雷锋破口大骂，并抢走了柴刀，雷锋哭喊着要夺回砍柴刀，那地主婆竟举起刀在雷锋的左手背上边连砍三刀，鲜血顺着手指滴落在山路上......3、立志参军
1949 年 8 月，中国人民解放军路过雷锋的家乡。雷锋看见宿营的队伍一住下来便向老乡问寒问暖，还帮助老乡挑水，扫地．买柴买菜按价付钱，不拿群众的一针一线，就从心底萌生了要参军的愿望。雷锋找到部队的连长，坚决要当兵，当连长得知他苦难的身世后告诉他还小，等长大了才能当兵，并把一支钢笔送给了他，鼓励他要好好学习，长大了才能保卫和和建设中国。、参加儿童团
1950 年，乡里成立了农民协会，进行了土地改革，雷锋积极投入了这场运动，当了儿童团长，站岗，放哨．巡逻，防止敌人破坏，他还学会了说快板，搞宣传。、学生时代
1950 年夏天，乡政府保送孤儿雷锋免费读书。1956 年夏天，从荷叶坝小学毕业，几年里，雷锋克服困难，勤奋学习，受到师生的的一致好评。他帮助落后的同学，爱护集体的粮食，并与坏份子做斗争，受到学校老师、同学和乡亲们的一致好评。在毕业典礼上，他上台发言，毅然要求留在农村，为建设社会主义新农村贡献自己微薄的力量。、走上工作岗位
1956 年 9 月，雷锋在乡政府做通信员，11 月，年满 16 岁的雷锋被推荐到望成县委做公务员。1957 年，雷锋光荣地年经被评为机关模范工作者。1958 年春天，雷锋来到困山湖农场当了一个拖拉机手。1958 年 9 月，雷锋来到鞍钢做了一名 C － 80 推土机手。
1959 年 8 月，雷锋来到弓长岭焦化厂参加基础建设。第二年夏季的一天，他带领伙伴们冒雨奋战，保住了 7200 袋水泥免受损失，<< 辽阳日报 >> 报道了雷锋抢救水泥的事 , 赞扬他舍己为人的事迹.雷锋在鞍山和焦化厂工作了一年零二个月 , 曾三次被评为先进工作者 , 五次被评为标兵 , 十八次被评为红旗手 , 荣获 “ 青年社会主义建设积极分子 ” 称号.7、参加人民解放军
1959 年 12 月初 , 新一年的征兵工作已经开始 , 雷锋迫切要求参加中国人民解放军 , 但鉴于焦化厂的征兵名额有限 , 且雷锋在工地的表现十分突出 , 领导也舍不得放他走 , 就不同意他报名.这可急坏了雷锋 , 他跑了几十里路 , 来到辽阳市人民武装部向余政委讲起自己的经历 , 表明他参军的志愿和决心.武装部的余政委和工程兵派来的接兵的领导专门研究了雷锋的入伍问题 , 认为他是苦孩子出身 , 经过实际工作的锻炼 , 政治素质好 , 入伍动机明确 , 虽然身高 1.54 米 , 体重不足 55 公斤 , 身体条件差些 , 但他在农场开过拖拉机 , 在工厂开过推土机 , 多次被评为社会主义建设积极分子和先进工作者.相信他入伍会成长得更快.最后决定批准雷锋入伍.8、牺牲经过
1962 年 8 月 15 日上午八点多钟，细雨霏霏，雷锋和他的助手乔安山驾车从工地回到驻地。他们把车开进连队车场后，发现车身上溅了许多泥水，便不顾长途行车的疲劳，立即让乔安山发动车到空地去洗车。经过营房前一段比较窄的过道，为安全起见，雷锋站在过道边上，扬着手臂指挥小乔倒车转弯； “ 向左，向左 „„ 倒！倒！” 汽车突然左后轮滑进了路边水沟，车身猛一摇晃，骤然碰倒了一根平常晒衣服被子用的方木杆子，雷锋不幸被倒下来的方林杆子砸在头部，当场扑倒在地，昏过去 „„
战友们立即用担架把他送到附近医院抢救，各级首长立即赶到了医院，同时以最快速度把沈阳的医疗专家接到雷锋床前。由于颅骨损伤，导致脑机能障碍，雷锋这个劳动人民的好儿子，中国共产党的优秀党员，年仅 22 岁，就这样和我们永别了！心中的榜样 第 二 课 时
教学目标：
1、了解雷锋生平。
2、从雷锋故事中体会雷锋精神。
3、激发学生学做新时代的小雷锋。
教学重点：
1、领会雷锋精神。
2、学做小雷锋。
教学难点：
领会雷锋精神的实质。教具准备：
多媒体课件。
教学过程：
一、雷锋事迹 1、钉子精神
施工任务中 , 他整天驾驶汽车东奔西跑 , 很难抽出时间学习, 雷锋就把书装在挎包里 , 随身带在身边 , 只要车一停 , 没有其他工作 , 就坐在驾驶室里看书.他在日记中写下这样一段话 :“ 有些人说工作忙 , 没时间学习, 我认为问题不在工作忙 , 而在于你愿不愿意学习, 会不会挤时间.要学习的时间是有的 , 问题是我们善不善于挤 , 愿不愿意钻.一块好好的木板 , 上面一个眼也没有 , 但钉子为什么能钉进去呢 ? 这就是靠压力硬挤进去的.由此看来 , 钉子有两个长处 : 一个是挤劲 , 一个是钻劲.我们在学习上也要提倡这种 ” 钉子 " 精神 , 善于挤和钻.2、我叫解放军
一次雷锋外出在沈阳站换车的时候，一出检票口，发现一群人围看一个背着小孩的中年妇女，原来这位妇女从山东去吉林看丈夫，车票和钱丢了。雷锋用自己的津贴费买了一张去吉林的火车票塞到大嫂手里，大嫂含着眼泪说： “ 大兄弟，你叫什么名字，是哪个单位的？ “ 雷锋说： “ 我叫解放军，就住在中国 ”。、孩子们的知心人
1960 年 10 月以后，雷锋先后担任了抚顺市建设街小学（即现在的雷锋小学）和本溪路小学校外辅导员。
雷锋平时工作．学习都很忙，他只能利用午休时间或风雨天不能出车的日子请假到学校去找教师，同学谈心，或进行其他辅导活动。他善于团结小朋友，启发他们好好学习，天天向上。
一天傍晚，天下起大雨，雷锋见公路上一位妇女怀里抱着小孩，手里还拉着小孩，身上还背着包袱，在哗哗的大雨中一步一滑地走着，雷锋忙上前一打听，才知道这位大嫂从外地探亲归来，要去十几里外的樟子沟去，她着急地说： “ 同志啊，今天雨都把我浇迷糊了，这还有孩子，我哭也哭不到家啊！” 雷锋把雨衣披在大嫂身上，抱起那个大一点的孩子冒雨朝樟子沟走去，宁可自己淋得透湿，一直走了两个多小时，才把她们母子送到家。
二、雷锋名言
１、人的生命是有限的，可是，为人民服务是无限的，我要把有限的生命，投入到无限的为人民服务之中去。、一滴水只有放进大海里才永远不会干涸，一个人只有当他把自己和集体事业融合在一起的时候才能最有力量。、自己活着，就是为了使别人活得更美好。4、不经风雨，长不成大树；不受百炼，难以成钢。心中的榜样 第 三 课 时
教学目标：
1、了解雷锋生平。
2、从雷锋故事中体会雷锋精神。
3、激发学生学做新时代的小雷锋。
教学重点：
1、领会雷锋精神。
2、学做小雷锋。
教学难点：
领会雷锋精神的实质。教具准备：
多媒体课件。
教学过程：
一、动画故事导入，明确活动主题 1．播放学生熟悉的动画故事《狼来了》。
2．学生交流自己认为故事中的小孩被狼吃掉的原因。（小男孩一次又一次撒谎，山下的农民伯伯一次又一次被骗后，不再相信他了。真的有狼来时，没人救他，他只有活活地被狼咬死。这都是他撒谎种下的恶果）
二、小组讨论交流，揭示“诚实”含义
1．呈现教科书第2页的两幅图，小组讨论诚实的行为有哪些，然后再全班汇报讨论结果。
诚实就是说出自己真实的想法； 诚实就是要敢于说“不知道”；
诚实就是要勇于承认错误、勇于改正错误； 诚实就是不隐瞒别人的错误。2．学生根据自己平时的表现，夸夸我自己诚实。
3．教师小结：真正诚实的孩子不只在几件事、几天不说谎，要做到事事不说谎，天天不说谎。
4．讲讲身边诚实的人和事。
5．教师小结：诚实是一个人最基本的好品质，它体现在生活的方方面面。我们身边有许多诚实的人和事，同学们刚才也说了自己那么多诚实的行为表现。在一件事上、几件事上做到诚实不说谎较容易，在一天或几天内做到诚实不说谎也较容易，困难的是一辈子都不说谎，每件事上都不说谎。看看，下面这些同学们就遇到难题了。
三、设置生活情境，明理导行
设置下面三个情境，学生就这些情境展开讨论。
情境一：课件展示教科书第4页王明宇3月6日的日记。（1）议一议：怎样帮帮苦恼的王明宇。（2）说一说：你有过王明宇这种心情吗。（3）想一想：你以后遇到这种事怎么做。
情境二：展示教科书第4页中“乐乐该怎么做”的图片及文字。（1）讨论：乐乐该怎么做。
（2）交流：你认为偶尔撒一次谎有没有关系。
情境三：教师和一位学生表演学生忘记做作业后撒谎被揭穿的事。（1）交流：你想对这个撒谎的同学说什么。
（2）这样一幕在班级经常发生，有同学尝到苦头，有同学尝到甜头。你想对尝到甜头的同学说什么？
教师小结：犯了错误不要紧，只要勇敢承认，并勇于改正，同样是一个值得别人信赖的人。请听下面的故事。
四、树立诚实榜样，反思自我 活动一 讲故事，树榜样
市场营销13版 篇2
建设工程施工合同是招标方和投标方共同意思的表达, 具体规定双方在工程实施过程中的权利和义务。施工合同同时也是规范建筑市场秩序的有效手段。但是由于建筑工程的特殊性, 往往工程实施周期较长, 不确定性因素多, 同时很多工程管理人员对施工合同管理重视不够, 导致合同管理工作做的不够好, 直接影响工程造价的控制。而且双方如果对于合同条款无法达成共识, 会发生很多的合同纠纷, 影响工程的正常施工和后期的投产。
2 招标方施工合同的风险因素的辨识
对于招标方而言, 施工合同的风险因素主要有以下几点:1) 工程量变化的风险, 工程量的变化主要来源于工程变更和工程量漏项、错误。2) 综合单价的变化, 综合单价变化主要来源于工程量的变化导致的单价变化。3) 物价变化和法律法规变化导致的合同变化。4) 暂列金额。5) 甲供材的影响。以上几因素有时不能绝对分开, 是相互作用影响工程造价, 因而, 更增加了合同管理工作的难度。
3 施工合同风险管理
招标方有必要根据GB 50500-2013相应条款, 从合同订立之初, 就关注如何加强合同管理工作, 有效控制工程造价, 提高工作效率和投资效率。13版新清单计价规范GB 50500-2013已经从2013年7月1日开始正式实施。经过前面两版清单计价规范的实践, 新清单计价规范根据以往实践应用中出现的典型问题, 条款部分做出了改动, 说明更为具体, 更加适应现实对于合同管理的要求。下面就GB 50500-2013中相关条款, 从招标方角度出发, 就如何加强施工合同风险管理, 做出探讨。
3.1 选择合理的合同类型
GB 50500-2013条款7.1.3明确指出, 采用清单计价的工程应采用单价合同;而工程规模较小, 设计较为明确, 施工周期短的工程应用固定合同。本条是对08版清单规范中的4.4.3条做出了修改, 说明更加详细。具体采用哪种合同形式, 应根据工程特点来进行确定。目前, 一般是根据风险分摊的原则, 选择可调单价合同较为合理。但是, 有些招标方认为固定总价合同对自己较为有利, 这种认识有些片面。固定总价合同对招标方有利, 要建立在工程量只发生减少的假设上。但在工程实施过程中, 因工程变更发生工程量减少时, 合同对于招标方反而是不利的。因此, 在开始选择合同类型时, 一定要综合考虑工程的工期、设计等情况确定。
3.2 加强综合单价调整管理
选用可调单价合同, 那么就需要明确以下两点:1) 何种情况下, 综合单价可调。新清单计价规范明确规定, 出现工程变更导致工程量变化幅度达到工程量清单的15%时, 单价可以调整, 同08版清单工程量变化超过合同约定范围相比, 明确工程量变化的范围, 可操作性更强。2) 单价调整方法。关于综合单价的具体调整方法, 08版清单只是指出应做相应调整, 而13版计价规范中9.6.2也给出了具体说明。当由于工程变更和规范中规定的工程量偏差原因导致工程量增加15%时, 增加工程量部分综合单价适当调低, 如实际工程量减少超过15%, 剩余工程量部分综合单价适当调高。
基于上述条款, 分部分项工程费可以按下面公式进行调整:当实际工程量q>1.15q0时, q0为招标工程量清单中的某分部分项工程原始工程量, 该项目调整后的分部分项工程费Q= (q-1.15q0) ×p+1.15q0×p0;当q<0.85q0时, Q=q×p0。其中, q0, p0分别为原始的工程量和综合单价;q为实际的工程量;p0为调整后的综合单价。本条条款的意义在于给出了综合单价调整的方向。同时也能够在一定程度上防止有经验的承包方利用工程量的变更进行不平衡报价的策略。如果按照不平衡报价的策略, 其中关键一条是投标方考虑到工程量要增加, 从而在投标报价时适当调高该项目的综合单价, 期望在结算时能够获取更多利益。但是根据该条款, 工程量增加之后, 一部分增加量的综合单价要在原始综合单价基础上适当下调。所以根据新计价规范中的该条条款, 投标方提高综合单价时, 就要考虑结算时再调低综合单价的情况。但是条款中只说明了综合单价的调整方向, 至于综合单价的具体应如何调整, 则没有说明。具体可以参照尹贻林提出的成本加利润原则, 由各招标单位结合自身的实际情况在合同中确定综合单价的调整。
3.3 做好合同价款调整管理
合同价款是合同约定的主要内容之一, 而合同价款调整可以根据工程的类型不同, 规范附录中推荐以下两种方法:
1) 利用价格指数进行价格的调整。本方法适用于工程中采用的材料品种少, 但每种材料使用量比较大的土木工程。根据风险分摊的原则, 规范9.8.2明确规定, 承包人负责采购的材料和设备, 应在合同中约定主要材料、设备价格变化的幅度和范围。如没有明确约定, 材料、设备单价变化超过5%时, 就应进行调整, 具体按照下式进行调整:
要准确应用上述调值公式, 必须搞清以下几点:
a.式中各参数的含义。ΔP为需调整的价值差额;p0为约定应得的金额;A为定值权重;Bn为变值权重;Ftn为各可调因子的现行价格指数;F0n为各可调因子的基本价格指数。
b.价格指数的时点选择。现行价格指数选取为约定付款周期最后一天的前42 d的价格指数, 基本价格指数选取为投标截止日前28 d的价格指数。
c.关于价格指数的选取和管理。价格指数反映了报告期与基期相比的价格变动趋势, 是建筑市场价格变化的反映, 上面调值公式中所需的价格指数主要是材料、人工、机械台班价格指数, 也就是单项价格指数, 主要用来研究单项价格变化的趋势。它在实际工作中的重要作用如下:工程造价指数是调整工程造价的有效工具。以与典型性的工程造价指数相结合来计价, 可以将工程造价与实际生产要素价格有效地结合起来。工程造价指数是进行工程造价控制的工具。各种造价价格指数一般由造价管理部门负责编制, 半年或每季度发布一次, 有一定的时滞性。因此有可能在需要进行调价时, 没有相应的价格指数可以选用。此时, 可以选用基期和报告期的相应价格进行替代。如果价格指数是采用同比指数形式, 即选取某一固定时点的价格为基期价格, 记为P0, 现行价格记为P2, 基本价格记为P1, 根据指数的编制方法, , 根据上述两个公式, 计算, 说明采用价格指数和相应价格, 结果是一样的。
d.在合同中要合理确定定值权重和变值权重的大小。
e.做好造价信息、造价指数的收集和管理工作。
2) 利用造价信息调整价格。与第一种方法不同, 本方法适用于材料品种较少, 每种材料使用量不多的房屋建筑与装饰工程。
3.4 加强暂列金额的管理
暂列金额用于合同实施过程中不可预见的材料、设备的采购, 有可能会出现价款的调整和索赔金额的支付。其中合同价款调整前面已经分析。在进行索赔金额支付时, 要做好以下几点:1) 明确可以进行索赔的事由。2) 条款9.6.3由承认工程量偏差和设计变更导致工程量变化超过15%, 引起相应措施项目费用的调整。3) 条款9.13.5当费用索赔和工期索赔要求共同出现时, 在做出费用索赔的批准决定时, 同时结合工程延期, 综合做出费用索赔和工程延期的决定。
3.5 加强甲供材料的管理
甲供材料是指业主为了确保工程工期、保证质量和有效控制工程造价, 将主要建筑材料和对建筑结构、性能有重要影响的材料列为甲方指定供应材料。即由业主通过招标选择材料供应商的做法。但到了价款支付和工程结算时, 业主和施工方容易就甲供材的计价和退款问题发生争执。如果工程中有甲供材出现时, 首先GB 50500-2013条款3.2.1就明确指出, 承包人投标时, 甲供材料价格进入综合单价。签约后, 发包人按合同约定扣除甲供材料款, 不予支付。因此, 要做好该部分价款的管理, 关键是要搞清楚甲供材料退款时数量和单价的问题。甲供材退款时的数量在条款3.2.4中说明如果承发包双方对甲供材的数量发生争议不能达成一致时, 应按照相关工程计价定额同类项目规定的材料消耗量计算。至于甲供材退款时的材料单价的确定, 采用的较多的做法是按照, 其中1%作为施工单位的材料保管费。但是目前也有认为采用以甲供材的实际购买价为依据进行退款的计算更加合理。其实两种方法的关键在于招标文件给定价和实际购买价两者究竟哪个高。总之, 甲供材的退款是一个复杂的问题, 在进行退款计算时采用的甲供材的数量和价格的确定, 极易引起承发包双方的争端, 因此在处理该部分价款时, 要谨慎对待, 在合同中明确。
4 结语
工程合同是明确承发包双方权利和义务的有效工具, 也是有效控制工程造价的工具。做好合同管理, 就能提高投资收益。根据GB 50500-2013中关于合同的条款相应说明, 从合同类型的选择, 再到合同实施过程中对容易引起双方争执, 以及影响工程造价值的重点因素做出分析。从而探讨了在GB 50500-2013下, 如何有效做好合同管理工作, 有效控制风险, 提高投资效率的途径和方法。在实际工作中, 招标方造价管理人员应该提高对合同管理的重视程度, 进一步理解新清单规范中的相应条款的含义, 为合同管理和造价控制工作服务。
摘要：针对工程实施过程中, 不确定因素众多, 合同管理中的相应风险也比较多的问题, 对13版新清单计价规范中有关合同管理条款进行了分析, 并对招标方如何根据新版清单规范, 有效加强施工合同风险管理进行了研究, 以进一步完善合同管理工作。
关键词：13版清单计价规范,合同管理,风险控制
参考文献
[1]GB 50500-2013, 建设工程工程量清单计价规范[S].
市场营销13版 篇3
在线存储服务Upline
本报讯惠普近日正式发布在线存储服务HP Upline。Upline的最大特色是其提供的59美元一年的不限量存储服务，不过该软件只能安装在PC机上，对于Mac机的使用者来说用处不大。
中讯软件集团
合并在日子公司
本报讯4月1日，中讯软件集团股份有限公司将其在日本的3个子公司:日本中讯株式会社、申软计算机技术（日本）有限公司以及中讯高科（日本）株式会社进行了合并，合并后的公司更名为“SinoCom Japan株式会社”。合并以后，公司仍然以外包软件开发业务中针对日本客户的onsite服务业务为主。此外，为了强化在日本关西地区的业务，公司在大阪设置了分支机构。
Ian Livingston将
接任英国电信CEO
本报讯 英国电信（BT）近日宣布，BT零售部现任CEO Ian Livingston将于6月1日接替韦华恩 ，担任BT集團CEO。韦华恩将于5月31日卸任CEO职务，并将在6月30日从董事会离任。Ian Livingston 于2002年加盟BT，任集团财务总监，并在2005年接任BT零售部的CEO。
谷歌邀知名银行家为插手雅虎案献计
本报讯据消息人士称，谷歌本周四已决定聘请知名投资银行家弗兰克·奎特隆为投资顾问，指导公司并购策略，以应对微软的扩张以及最近的雅虎并购事件等。
市场营销13版 篇4
13、白鹅
教学目标：
1、认识本课8个字，会写12生字及词语。
2、反复朗读课文。了解作者是怎样写出白鹅“高傲”的特点，体会作者用词的生动形象和语言的幽默风趣。
3、理解课文内容，学习作者先总后分述的写作方法，体会作者对白鹅的喜爱之情。
教学重难点 白鹅“高傲”的特点 课文重点 描写白鹅特点的段落。感情朗读训练点 读说结合训练点 教学准备 课件。第一课时：
目标：检查自学，总体感知课文内容。
导语：同学们对骆宾王的《咏鹅》非常熟悉吧！你喜欢白鹅吗？ 描写鹅高傲的段落。
鹅与鸭有区别，能不能抓住鸭的特点来说一段话。
那艺术家丰子凯笔下的白鹅又是什么样子的呢？请同学认真读课文吧！1.根据常规预习提纲预习课文。2.读读记记下列词语。
高傲、郑重、京剧、一日三餐、倘若、侍候、脾气、扬长而去、责备、供养不周、邻近、3．抄写课文中的生字词，看看谁写得又干净又漂亮。4.结合上下文（或查工具书）解释词语。（写在课本上）一丝不苟 奢侈 从容不迫
5.概括课文主要内容。（提示：课文主要描写了白鹅的哪些特点，表达了作者怎样的感情？）
6.课文写得生动有趣，把你喜欢的句子或段落划下来，反复读，试着背会，并学习作者的写作方法。7.搜集与课文有关的资料：（1）收集鹅的资料和图片（2）与鹅有关的词语或诗句。8．质疑。
第二课时： 目标
1.反复朗读课文。了解作者是怎样写出白鹅“高傲”的特点，体会作者用词的生动形象和语言的幽默风趣。
2.理解课文内容，学习作者先总后分述的写作方法，体会作者对白鹅的喜爱之情。
教 学 过 程
一、导入新课，激发兴趣。
1、教师激趣导入，营造学习氛围，引入课文学习
2、板书课题，齐读课题，质疑。
二、初读课文，检查预习。
1、学生自由读课文，要求：读准字音，读通句子，把读不好的地方多读几遍。2．教师巡视指导，点拨。3．检查读文、识字情况。
三、再读课文，整体感知。
1、学生默读课文，师生交流读书体会。
2、这篇课文主要写了鹅的什么？引出“高傲”并板书。
3、明确“高傲”表现在哪些方面。引导学生展开想象，读中感悟。
4、交流资料，简介作者。
四、课文从几个方面写白鹅的高傲。
1、过渡：鹅的高傲，更表现在它的叫声、步态和吃相中。
2、齐读这一段，体会这一段在文中起到一个什么作用？
3、体会鹅的叫声：（1）鹅的叫声有什么特点？
引导学生抓住“严肃郑重、厉声呵斥”这两个词来体会。（2）指名读下文，体会鹅的这一特点。（3）创设情境：
①如果鹅会说汉语，你们猜猜，这时候它会说些什么呢？
②当篱笆外有人走路时，它引吭大叫，又会说些什么呢？
4、体会鹅吃相“高傲”的部分。
（1）品读“吃相”，体会“高傲”、“有趣”。
（2）指名读课文五至七自然段，初步感受鹅的吃饭方式。
（3）理解“三眼一板”、“一丝不苟”，体会鹅吃饭方式的刻板、不会变通，引人发笑。
5、指导感情读书，读出情趣。
五、品读“侍候”，再悟“高傲”、“有趣”。
1、自由读课文的第六自然段，理解“侍候”，引出“白鹅吃饭为什么要人侍候？”
2、默读课文，画出相关内容。
3、指导读书，体会白鹅的“高傲”、“有趣”。4．、导情感朗读，读出情趣。
六、体会作者的写法和情感。
1、作者写鹅为什么还要写其他小动物？这样写有什么好处？
2、小组交流。
3、指名回答，教师小结。
4、这只白鹅的确高傲，作者为什么还不厌其烦地侍候它？
5、指导说话，再读“好一个高傲的动物”。
七、拓展延伸。
动物是人类的朋友，我们要善于观察，发现它们有趣的特征，鹅与鸭有区别，能不能抓住鸭的特点来说一说。
八、课堂检测。
1、课堂效果检测。
2、评价。板书设计：
13白鹅
叫声 严肃郑重 厉声呵斥 高傲
步态 从容 大模大样
市场营销13版 篇5
甲方：（供方）
乙方：（需方）四川本草堂药业有限公司
为了贯彻落实《药品管理法》、《药品经营质量管理规范》和《产品质量法》以及国家有关规定，经甲乙双方协商决定，签订《医药商品质量保证协议书》。协议内容如下：
一、甲方义务：
1、甲方系依法成立的企业主体，应向乙方提供真实有效的加盖公章原印章的企业营业执照及年检证明、药品生产（经营）许可证、GMP（GSP）认证证书、税务登记证、组织机构代码证及其它合法有效证照复印件，以及相关印章样模及随货同行单（票）、开户户名、开户银行及账号。
2、甲方应向乙方提供符合规范(卫生部令第90号)要求的销售人员的甲方授权书及被授权人身份证复印件、经营品种的生产批件（注册证批件或再注册证批件）复印件、符合法定要求的质量标准复印件、包装标签说明书在当地药品监督管理部门的备案复印件和小样、价格公示或国家发改委的价格公告复印件、商标注册证或受理文件证明复印件、与现行执行标准相符的主管部门药品检验报告书等资料，以上证明材料应加盖甲方公章原印章。甲方还应向乙方提供符合《药品流通监督管理办法》要求的资料和随货同行单（票），并按照国家规定开具发票。
3、甲方所提供的药品（包括其他商品）质量应符合法定标准和有关质量要求，并对所销售商品的质量承担责任;整件包装应附产品合格证；甲方供货时应提供加盖质量管理印章的同批号的检验报告书（若为电子数据应保证其合法、有效），所提供的进口药品，还应提供符合规定的加盖甲方质量管理印章的药品检验报告书及进口药品注册证（或医药产品注册证）的复印件。甲方应按照药品品种特性选择符合要求的运输方式运输药品（冷藏、冷冻药品还须提供运输过程温度记录），药品包装牢固，达到交通运输规定要求并且包装、标签、说明书符合《药品说明书和标签管理规定》等规定；纳入药品电子监管的药品，应加贴（印）有效的药品电子监管码。
4、甲方所提供的医疗器械，应符合国家有关医疗器械的管理规定，其产品应有医疗器械产品注册证和制造认可表；对属于计量管理的医疗器械产品，应有CMC强检标志。
5、甲方所提供的保健食品或普通食品（含进口保健食品、进口食品）应符合《食品安全法》等规定，保健食品还应符合《保健食品管理办法》等规定；消毒产品、化妆品（含进口化妆品）等商品应符合国家有关的管理规定，对不合格的商品应包退包换。
6、甲方承诺对其出具的一切资质、资料等材料的真实性、有效性及合法性承担全部责任；甲方应当即答复乙方有关质量问题的质询并及时妥善处理相关事项；甲方自己发现所提供的商品有质量问题的，应立即通知乙方停售、追（召）回，并负责赔偿乙方的损失及承担相应的法律责任。
7、甲方对销售给乙方的上述商品的质量承担全部责任（包括但不限于退货、换货、赔偿直接间接损失等）。
二、乙方义务：
1、乙方应系依法成立的经营企业,乙方应向甲方提供加盖公章原印章的企业法人营业执照、药品经营许可证、采购人员的授权书及被授权人身份证复印件及其它依法应提供的证照复印件。
2、乙方对甲方所提供的商品按规定及时验收，在入库验收时发现质量有异常、包装不符合要求、数量短缺（整件商品必须开箱检验），标志模糊或运输方式未达到要求的，应当提出异议，并有权拒收。验收合格后乙方按药品品种特性及标示的储存条件进行储存。协助甲方完成出现质量问题商品的停售、追（召）回义务。
三、本协议适用于甲、乙双方以书函、传真、电话、电子邮件等电子数据及双方认可的其他方式所进行的购销行为。
四、本协议一式两份，甲、乙双方各执一份；自双方代表签字、加盖公章后生效。此质保协议有效期一年。未尽事宜由甲乙双方协商解决。
五、本协议纠纷的司法管辖权为乙方所在地人民法院。
甲方（盖章）：乙方：四川本草堂药业有限公司
代表人：代表人：
年月年月日
医药商品质量保证协议
甲方：（供方）四川本草堂药业有限公司
乙方：（需方）
为了贯彻落实《药品管理法》、《药品经营质量管理规范》和《产品质量法》以及国家有关规定，经甲乙双方协商决定，签订《医药商品质量保证协议书》。协议内容如下：
一、甲方义务：
1、甲方系依法成立的企业主体，应向乙方提供真实有效的加盖公章原印章的企业营业执照及年检证明、药品经营许可证、GSP认证证书、税务登记证、组织机构代码证及其它合法有效证照复印件，以及相关印章样模及随货同行单（票）样式、开户户名、开户银行及账号。
2、甲方应向乙方提供合符要求销售人员的法人授权书及被受授权人身份证复印件；经营品种的生产批件（注册证批件或再注册证批件）复印件；符合法定要求的质量标准复印件；包装、标签、说明书在当地药品监督管理部门的备案复印件和小样；价格公示或国家发改委的价格公告复印件；商标注册证或受理文件证明复印件；与现行执行标准相符的主管部门药品检验报告书等资料。以上证明材料必须加盖甲方公章原印章。甲方还应向乙方提供符合《药品流通监督管理办法》要求的资料和供货票据；并按照国家规定开具发票。
3、甲方所提供的药品质量必须符合法定标准和有关质量要求，并对所销售药品质量在有效期内负责;整件包装须附产品合格证；甲方供货时应提供加盖质量管理印章的同批号的检验报告书（若为电子数据应保证其合法、有效），所提供的进口药品，还须提供符合规定的加盖甲方质量管理印章的药品检验报告书及进口药品注册证（或医药产品注册证）的复印件。甲方必须按照药品品种特性选择符合要求的运输方式运输药品（冷藏、冷冻药品还须提供运输过程温度记录），药品包装牢固，达到交通运输规定要求并且包装、标签、说明书符合《药品说明书和标签管理规定》等规定；纳入药品电子监管的药品，必须加贴（印）有效的药品电子监管码。
4、甲方所提供的医疗器械，应符合国家有关医疗器械的管理规定，其产品应有医疗器械产品注册证和制造认可表；对属于计量管理的医疗器械产品，应有CMC强检标志。
5、甲方所提供的保健食品、食品（含进口保健食品、进口食品）应符合《食品安全法》等规定，保健食品还应符合《保健食品管理办法》等规定；消毒产品、化妆品（含进口化妆品）等商品应符合国家有关的管理规定，对所经营商品的质量负责，对不合格的商品包退包换。
6、甲方对对其出具的一切资质、资料等材料的真实性、有效性及合法性负责；甲方应及时答复和处理乙方的有关质量问题的质询；因甲方所提供商品出现质量问题应立即通知乙方停售并追回，若造成乙方经济损失，由甲方承担责任。
7、以上约定由甲方提供的证、书及资料，如须由生产企业提供的，则不属于甲方的责任范围。
二、乙方义务：
1、乙方应系依法成立的经营企业（或医疗机构）,乙方应向甲方提供符合规范(卫生部令第90号)要求的加盖公章原印章的企业法人营业执照、药品经营许可证（或执业许可证）、采购人员的授权书及被授权人身份证复印件及其它合法有效证照复印件。
2、乙方对甲方所提供的商品应及时验收，在入库验收时发现质量有异常、包装不符合要求、数量短缺（整件商品必须开箱检验），标志模糊的，应当及时通知甲方并提出书面异议。验收合格后乙方应按规范(卫生部令第90号)、药品品种特性及标示的储存条件进行储存。积极协助甲方完成出现质量问题商品的停售、追回义务；积极协助药品生产企业完成召回义务。
三、本协议适用于甲、乙双方以书函、传真、电话、电子邮件等电子数据及双方认可的其他方式所进行的购销行为。
四、本协议一式两份，甲、乙双方各执一份；自双方代表签字、加盖公章后生效。此质保协议有效期一年。未尽事宜由甲乙双方协商解决。
五、本协议纠纷的司法管辖权为甲方所在地人民法院。
甲方：四川本草堂药业有限公司乙方：（盖章）
代表人：代表人：
13市场营销作业 篇6
——满足谁的需求，谁的什么需求，如何满足需求。
“营销三句经”是对整个营销发展史的一个精辟总结，它不是一蹴而就就形成的，而是历经无数代优秀商家，或者直接说是营销家们在市场里反复实践而总结形成的。这营销三句经的总结无疑对后继商家们的发展有着重大借鉴指导作用。
我们知道，营销三字经是对营销的总结，而在产生营销之前是先有的市场。所以，在谈及“营销三句经”之前，我们必须对市场的相关概念要有一定的了解。首先，让我们谈一下市场。
市场这一名词出自1933年菲利普.科特勒编著的《营销管理》一书，最初的概念是指人们交换的场所，随着时代的发展，贸易的日益频繁，市场的概念也不断的更新，但基本是从两个方面阐述的。
一，市场的一般概念:市场是商品交换的场所，是供求关系的总和。
二，从营销的角度理解市场：市场是所有现实与潜在顾客的集合；市场就是买方；市场
是一家企业区别于其他企业独特的 营销主张。
有了市场，自然而然的就有了市场营销。接下来，我们就会谈及市场营销。
所谓的市场营销是指：在外部不可控因素的前提下，对其内部可控因素做出最完美、最妥善的决策，通过市场交换满足消费者的需求，以实现企业目标的整体性活动过程。在生活当中，人们往往把营销与推销混为一谈，认为营销就是推销，其实不然。营销与推销之间有很大的差别，营销是从市场出发；从消费者需求出发，而推销是从企业及产品出发，通过推销，强力刺激消费者的购买欲望，以完成销售任务，他们从未考虑产品是不是消费者所需。
随着市场营销的成熟，伴生的营销观念也不段的演进。营销观念是指企业营销管理活动的指导思想，态度和思维方式。集企业的利益观，价值观，道德观于一体；来源于营销实践并且对营销实践的一种感悟，是对企业存在的理由和营销的目的的思考。其实质是管理者如何处理企业顾客和社会三者之间的利益关系。由最初生产观念阶段提出的生产什么就买什么的口号，到产品观念的提高质量，推销观念的送货上门，市场营销观念的顾客需要什么就生产什么，再到最后的社会市场营销观念的可持续发展。
营销三句经的总结，可谓精辟，字字暗含珠玑，且看第一句，满足谁的需求。
市场营销13版 篇7
■为报复投诉者一老板将餐馆改“灵堂”
因为楼上住户投诉，楼下的餐馆开不下去，老板一怒之下将餐馆改成了“灵堂”。日前，此事发生在广州市白云区的隆康花园。附近住户介绍，被设成“灵堂”的店面原来是一间名为朱仔记烧腊的餐馆，刚开业一个月，生意很好。开业之后，楼上的住户担心该店消防不合格，害怕引起火灾，就去有关部门投诉。店铺的业主也感到有压力，不想把店面租给快餐店老板。于是，老板一怒之下，就把餐馆改成了“灵堂”。
■1元错版人民币 收藏价值1000元
山东省莱西市的左先生收藏有一张错版的1元人民币。这张错版币的图案比正常1元人民币明显右移了3厘米，本该在右面出现的一部分人物头像出现在了左面，一部分本该在左面的长城图案移到了右面。这张错版币整体平整，没有污渍，表面没有皱折，有九成新，发行时间为1996年。银行工作人员鉴定，这张1元钱确实是真币。有收藏家认为，它具有一定的收藏价值，这张钱至少能值1000元。
■为感恩农民重庆一富翁“非转农”下乡
重庆一身家上亿元的富翁——刘群突破户籍制度，经重庆市相关部门特批，由该市南岸区的城镇户口“非转农”到垫江县石岭村四社当农民。日前，刚当农民不久的刘群就在村委会领导班子换届选举中，被村民代表选为村主任。他在就职演说中称，要把贫穷落后的石岭村打造成西部的“华西村”。刘群称，他是农民的儿子，想当农民想了20年，目的就是感恩。
■被指作秀一老板跪着为最佳员工洗脚
日前，一家小企业的老板在公司的年度表彰会上，竟然跪着给获得最佳员工奖的两名员工洗脚引发争议。网友们纷纷表示这样的老板很有人情味，当然也有个别人认为是作秀。“场面太离谱了，有点像演戏，不可信，太煽情了。”有网友表示。
■男子租女友回家过年 亲吻对方遭追打
日前，福建省福清市男子薛某邀请暗恋已久的女子阿敏，扮成自己的女朋友回家过年。到家后，薛某假戏真做，亲吻阿敏，遭阿敏追打。薛某，29岁，性格内向。家里急着给他张罗婚事，他却暗恋同事阿敏。由于安徽出现冰雪天气，阿敏无法回家。薛某趁机请求阿敏假扮他的女朋友，酬劳为每天100元，并承诺绝不占她的便宜。阿敏见薛某平日挺老实，且自己挺孤单的，就同意了。
■高露洁牙膏频发中奖骗局 公司收到大量投诉
消费者在从超市购买的正规高露洁牙膏盒中发现一张“中奖卡”，根据“中奖”要求，先后汇出所谓个人所得税4万元后，才发现高露洁公司根本没有此类活动。据统计，截至2007年12月7日，高露洁公司已经收到类似投诉1335例。近日，中消协发出警示，呼吁消费者不要相信先交钱的中奖活动。
城市〉〉
东京
■一公司为失恋员工提供带薪休假
日本东京的一家公司近日推出了“失恋假期”，不幸和伴侣分手的员工可以享受一段时间的带薪休假，为心灵疗伤。而且年龄越大，“失恋假期”也更长。这家位于东京的名为“姬会社”的公司规定，25岁以下的员工每年有一天的“失恋假期”，25到29岁的员工则能享受2天假期，29岁以上的员工则有3天假期。对于这样的安排，公司首席执行官平官美吉说，二十多岁的人失恋后很快能开始一段新的恋情，但是对于30岁的人来说，分手的打击更严重。
广州
■一鞋厂没零钱发工资用自制“人民币”充数
日前，广州市一家鞋厂竟制造出了“6元”、“9元”等面值不等的“人民币”，用来代发工人当月10元以下的工资零头。工人拿着这种“人民币”，只能到工厂内的一家店里使用。该厂厂长说，发行代币券肯定不对，是因为银行兑换零钞很难，不得已而为之，但工厂没有强行要求工人必须接受。
贝尔格莱德
■某酒店房间内挂政要照片吸引顾客
最近，塞尔维亚首都贝尔格莱德一家酒店打起世界各国领导人的主意，酒店房间以不同国家领导人为主题，在睡床的正上方悬挂他们的肖像，声称“为成功商人提供世界上最有权势者的陪伴”。这家命名为“总统先生”的酒店自去年底开张以来大受欢迎，看来名人效应这个点子还是很受用的。
商洛
■新郎身披钞票迎娶新娘
2008年1月30日，陕西省商洛市商州区西背街，在一对新人结婚仪式上，一女子给新郎披红时，将2000元现金贴在了红布上。
南昌
■一司机用价值200万元的奔驰非法拉客被查处
价值200万元的新款奔驰600小车竟加入“黑车”行列，从事非法营运生意。日前，该车在江西省南昌市的街头公然揽客时被执法人员查处。经查，该车利用返乡客流高峰从事非法客运，车上4名乘客均以每人200元价格准备搭车到九江市武宁县。原来，拉客男子为武宁人，当日开车送老板到南昌后，欲借空车返回之机赚取好处。目前，此辆奔驰车已被依法查扣，相关部门将按照《南昌市出租汽车管理条例》规定，对司机处以5000元至3万元的罚款。
台北
■一女子用报纸包的狗屎被劫匪抢走
倒霉的抢匪竟然抢到了一包狗屎！这个笑话日前仍在台北市中山公园附近的摊贩及住户间流传。除夕夜，一名抢匪在当地抢一名女子手上的报纸，结果报纸里面包的竟然是狗屎。当时该女子带的狗大便后，她以随身携带的报纸包住，准备拿回家處理，不料被一名骑摩托车的抢匪抢走了。
宁波
■某男子用“钞票玫瑰”送老婆
市场营销13版 篇8
一、教学目标：
1、正确、流利，有感情地朗读课文
2、指导学生朗读课文，抓住文章要点，激发学生对科学事业的崇敬与热爱。帮助学生树立探索科学奥秘，服务人类的远大理想；
3、在阅读中体会作者使用的表达方法，积累词句
4、通过多种途径搜集有关激光的信息资料，培养学生搜集资料的能力；
二、重点难点：
1、采用多种形式阅读课文，理解课文内容，了解激光的特点和用途；
2、学习作者的说明方法
三、教学准备
1、关于介绍激光特点及用途的图片
2、学生搜集有关激光的资料
四、教学流程
一、导入新课
今天老师给同学们带来了一组非常美丽的图片，我们一起来欣赏一下。大屏幕播放图片
师：同学们知道这是什么吗？（激光）对，这就是激光，那谁能说说什么是激光呢？
（学生汇报课前搜集的资料）
师：同学们知道的可真不少，那激光究竟能做些什么呢？这节课我们就一起走进13课《激光》，一起去了解一下吧！
二、初读感知，把握文章要点
1.请学生自由朗读课文，注意读准字音。难读的句子可以多读几遍，把句子读通顺。
2.指名分自然段朗读课文，边听边思考：这篇课文的主要写了什么？（引导学生归纳出这篇文章主要向我们介绍了激光的特点和用途。）
3、默读课文，想一想哪几个自然段写了激光的特点？哪几个自然段写了激光的用途？（1、2段是特点，3——7是用途）
三、理解课文，了解激光
1.研读课文1、2自然段，了解激光的特点。
(1)请同学们自由读课文的1、2自然段，说说激光有哪些特点？找出相关句子读一读。
(2)学生汇报，教师点拨。
“比如说，太阳、电灯发的光都是向四面八方照射的，散的；手电筒和探照灯虽然能将光集中起来向一个方向发射，然而经过一段距离，还是向四面八方散射开去。激光却能始终集中向一个方向发射。”
（这句话说明了激光的方向性强）学生在快速的读一遍体会他的方向性强 那在这句话中作者运用了怎样的说明方法？
“如果我们眼睛盯着电灯看，会感到刺眼；盯着太阳看，会感到发晕；如果眼睛对着激光看，就会造成严重的损伤乃至失明。”
（这句话说明了激光的亮度高）
师：刚才通过学习，我们知道了激光具有方向性强和亮度高的特点，那激光的这一特点又得到了哪些应用呢？请同学们找一找，读一读。
过渡：刚才我们学习了激光的第一个特点，同学们想一想我们是怎样学习激光的特点的？
（1、找关键的句子读一读，2、用简洁的语言概括出来，3、说说它用了什么样的说明方法）
师：现在我们就用这种方法来学习课文的第二部分
2、研读课文第二部分，合作学习激光的用途这一部分（1）组内快速阅读课文3～7自然段，然后完成手中的表格 大屏幕出示： 合作学习
A、快速阅读3—7自然段，画出激光在各个领域的用途 B、用简洁的语言概括出来，填在表格里
C、说说作者在进行介绍用途时使用了哪种说明方法。（2）学生汇报激光的用途。读出相关的句子。
军事上：“许多国家投入了大量的人力、物力，研究激光在军事上的应用。正在研制的有激光枪、激光炮等。”
工业上：“用它来切割钢板，在钢花四溅的咝咝声中，钢板一分为二，割缝又细又直，没有一点儿变形。”“如果用激光来钻孔，在一闪一闪的啪啪声中，钻石上的小孔就钻成了。”
医学上：“外科医生的手术刀，通常是钢制的，现在也可以用激光来代替。
测量上：
（先利用激光制作测距仪，然后说怎样测量）其他用途：
师：同学们刚才的汇报很详细，那么老师请同学们把书再翻开，我们来看一下课文的3、6自然段，在开头都写了一句话 “激光是最快的刀”“激光是最准的尺”，你是怎么理解这两句话的？
汇报、总结：这两句话都先总的向我们介绍了激光的用途，然后再分别阐述它在各个领域的用途。这样的写作方法就是先概括后具体。这样使文章层次分明，具体而真切。
四、学习写法，拓展练笔
刚才我们总结了这篇文章的写作特点，先概括后具体，先写特点后写用途，那你能不能仿照“激光是最快的刀”一段课文，用“字典是我最„„”做开头写一段话，说明字典的特点和用途。
五、总结全文
市场营销13版 篇9
课
型：新授
总课时数：
审
核：政治组 备课时间：
上课时间：
主备人： 课题：
培养情趣 教学目标：
知识与能力目标
1、了解情趣的涵义以及情趣的分类；掌握高雅情趣的种类；
2、以所学知识反思自己的言行，积极培养自己高雅的情趣，提升自己的内涵，为做一个有教养的现代人打下基础； 情感态度和价值观目标
科学、合理、有度的休闲使人的生活变得更加美好，树立正确的人生观，价值观，珍爱生命，关爱自然，热爱生活，培养积极向上的人生态度，自学培养高雅的生活情趣。
重点和难点
1、培养学生正当的兴趣
2、如何培养高雅情趣 教学方法
学生的探究活动、教师指导、讨论法； 课时安排：1课时 教学过程
教学设计：
情境导入
在希腊的山中有一巨石上面刻着“你想健康吗，那就跑步吧，你想漂亮吗，那就跑步吧，你想聪明吗，那就跑步吧。”这话蕴涵着什么道理呢？ 其实这句话只是告诉我们加强体育锻炼对我们生活的重要。但生活的多姿多彩却不仅仅只有跑步这种形式，看这一群大爷大妈们各个精神抖擞，斗志不亚于年轻人，他们的生活也是丰富多彩，蛮有情趣的呀。作为中学生更要让我们的生活充满情趣。
一、认识情趣
1、涵义
情趣，又称生活情趣，它是通过人的言语、动作、神态表现出来的情调趣味。
2、分类 高雅情趣 庸俗情趣
请大家判断下面几组兴趣你觉得怎么样？（1）常半夜看电视，忘做作业（2）喜欢收集假币
（3）爱给同学起难听的绰号 高雅情趣指什么？
（1）健康的情趣（2）向上的情趣（3）科学的情趣（4）文明的情趣
3、作用或影响
爱书法——延长寿命；爱下棋——思维敏捷； 爱音乐——增强食欲；爱赏鱼——调节血压； 爱作画——开阔思维；爱写作——丰富想象
高雅情趣不但能使我们因为学习而紧绷的神经得以放松，疲劳得以解除，合我们充分感受生活中的美，全我们即使在比较艰苦的环境中也能让生活充满欢乐。
4、生活中的情趣 读书 插花 幽默
二、如何培养高雅的生活情趣
1．培养正当的情趣、爱好和强烈的好奇心，是陶冶高雅生活情趣的起点
历来成就大事业者无不在中学时代就有广泛的兴趣和爱好，许多成就事业者往往是从兴趣开始的，兴趣产生乐趣，由乐趣而变为志趣，立志为之奋斗。每个人都会有多种兴趣，并且人们在兴趣方面是存在个性差异的，主要表现在兴趣品质的高级或低级，高尚或低下等方面。兴趣虽然可以不同，可以有差异，但是它给每个人带来的感受，它对中学生当前的成长和将来的发展，却是不一样的。（可让同学结合前面学过的内容回答）
（思考）“好奇心强，兴趣广泛，为什么是一件好事？为什么说又不能仅仅停留在这个层次上？”（见第66页“想一想”，结合所学的内容思考并发表自己的见解）
2．丰富文化生活，是陶冶高雅生活情趣的重要途径（板书）学生时代就应该以学为主，这是毫无凝问的。但是要坚持全面发展，不仅要学好书本知识，还要从更多的领域中获得知识。知识、道德，是维系兴趣高水平倾向的重要条件。当然，丰富的文化生活应该注意文明化、知识化、科学化。具体内容是什么？你自己做得怎样？（请同学结合自己实际及第68页“评评试试”谈谈对这几个总是的看法）
3．积极参加集体活动，是陶冶高雅情趣的有力保证（板书）
在我们这个五彩缤纷的世界上，每个人都在生活，都有自己的生活环境、生活方式和生活兴趣。而生活在社会中的每个人都不会是孤立的、单个的，都是生活在一定的群体之中，彼此发生着这样或那样的联系，这本身就享受着生活的乐趣。不是吗？在集体的生活里绽开幸福花朵时，有大家辛勤浇灌的功劳；在集体生活里聚集浓浓的醇味时，有大家酿造的努力；在集体生活里发生不幸时，有大家的热情相助和劝慰……每个人为集体做出的贡献，使集体的生活注入了甘露，显得富有朝气和生机，而每个人在集体生活中又获得营养，不断地得到心灵净化和情操的陶冶。
课堂小结：
板书设计
揭开13万亿乡镇消费市场的秘密 篇10
《中国乡镇市场营销白皮书》（简称《白皮书》）由众引传播市场营销团队通过跨越5年的中国乡镇实战积累、近20000场乡镇营销推广活动、历时11个月深入全国3000个乡镇的专项调研集结而成，从消费人群到购买习惯，从终端特征到渠道布局，深度分析和全面诠释了中国乡镇市场营销的精髓所在。
“2008年1月，我左手拿着三只金老鼠，右手拎着两个易拉宝，在零下十几度的天气站在沈阳五爱批发市场里，跟店老板谈做批发市场订货会的场地。”乡镇市场营销项目总负责人容俨先生说。他没有想到，6年前略显“凄凉”的一幕会成为一本揭示中国乡镇市场营销“白皮书”的开端。
在之后的若干年中，伴随着乡镇活动的开展，容俨与众引传播的工作团队时常乘坐乡村巴士，在人、猪、鸡共乘的弥漫着浓浓“乡味”的车厢里，听着乡亲们谈论今天买了什么，家里回来了谁，还有乡镇正在经历的大变化。他们见识过赶集日人山人海的大场面，也曾经因为几包洗发水小样被大妈们在乡镇泥泞的街道上追逐；在推销1块钱的洗衣皂的日子里，曾遇到过一出手就买几十块钱一瓶的洗衣液的辣妈。
而大部分的日子里，他们都在讨论在哪里做推广、在当地要做怎么样的出货配比、如何设计促销机制、如何更有效的做产品体验等话题，千方百计的从乡镇人民的口袋里“掏钱”，从13万亿的市场里分一杯羹。
“我们经常和品牌方描述乡镇市场，我们的描述会令品牌经理惊诧或莞尔。因为对于这些坐在一线城市的办公室里的品牌经理来说，‘通路’意味着大卖场。”容俨说，“但是作为一个中国营销人，如果你不了解中国真正庞大的乡镇市场，中国乡镇人民骨子里的赶集情节，你就不理解为什么‘渠道现代化’和‘现代化渠道’是两回事，你也就不明白为什么竞争对手在悄无声息中就超越了你。”
市场营销13版 篇11
As we all know, the earth is an ocean planet and 99% percent of the living space on earth is in the oceans. It is water that makes the ocean such a great place to live in. This unit mainly deals with the properties of water and how the properties of water make the ocean become so important. We learn this unit to help students not only know about the properties of water, but also learn how to use water in a good way. Besides, we learn this unit to let students realize the importance of protecting water. Of course, it is necessary for students to master the important phrases and sentences in the unit. Meanwhile we should review some important usage of Modal Verbs.
Ⅱ. Teaching Goals
1. Talk about water and the ocean.
2. Practise communicative skills.
3. Review Modal Verbs.
4. Write an explanation paragraph.
Ⅲ.Background Information
1. What Lies under the Blue Water?
Just like the houses we live in, the ocean has several “floors” or layers. Different fish live on different layers and are neighbours, though not always friendly ones!
The ocean’s top layer is the sunlit zone(透光层).It goes down to around 200 meters below water. This layer is warm and bright. It is also home to most plants and fish. Many fish in this layer are streamlined, so they can quickly swim from danger and catch food.
The twilight zone(弱光层) is the next layer and is from about 200 to 600 meters below water. Almost no plants grow here.
Many animals in this zone swim up to the surface at night to feed, and move into deeper waters during the day. They also eat each other, so many of them have sharp teeth and very big mouths.
Many fish in this zone don’t have a streamlined body because they lie and wait for prey to come to them.
Below the twilight layer is the midnight zone(无光层).It is from 600 meters to the bottom of the sea.
The water is cold and completely dark. No plants live here but many small animals can.
Many animals in the twilight and midnight zones produce their own lights.The angler-fish(琵琶鱼) is one of them. It has a beautiful light on its head to attract prey!
Maybe you have seen one of the coolest films Finding Nemo (《海底总动员》).Do you remember Marlin, Nemo’s father, “borrowed” light to help Dory read?
That wasn’t a flashlight, it was a fish! They also use light to frighten enemies and to “talk” with each other.
2. Water
A family of six needs over 20 gallons of water a day, just for basic drinking, cooking and keeping clean; but only one in three of the world’s households has a water supply in the home.
Most others get their water from rivers, lakes springs or holes in the ground, or, in town, from stand-pipes shared with hundreds of other families.
Throughout the world’s poorest countries women damage their health and lose hours of every day carrying huge containers of water-up to 44 lbs in weight-often from sources several miles away.
All too frequently they bring home sickness or death, as well as water. Untreated water, which may have come from a muddy hole shared with cattle, can be lethal, especially for young children. To sink a well or pipe water from a natural spring, and maintain the system afterwards, people need access to land with a water source, to capital, equipment and technical know-how. In towns they may need to lobby the local water authority to repair or extend existing systems.
Water is precious, and access to it gives power-to landowners with wells on their land, or to country controlling major international rivers. The demands on the earth’s water resources are growing rapidly, partly as a result of population growth, but even more because industry now uses such huge quantities-it takes 100 000 gallons to produce a car.
Ⅳ.Teaching Time: Five periods
The First Period
Teaching Aims:
1.Learn and master the new words and the useful expressions of this part.
Words: cube, sailor, disadvantages, entertainment
Phrases: come up with, happen to
Useful expressions: The water is being used to/for…
We should/could…
If we…we can…
It would be better…
2. Learn something about water by doing experiment.
3. Do some listening.
4. Improve the students’ speaking ability by talking.
Teaching Important Points:
1. Make the students be free to talk about water.
2. Improve the students’ listening ability by listening.
Teaching Difficult Points:
1. How to finish the task of speaking.
2. How to improve the students’ listening ability.
Teaching Methods:
1. Listening-and-answering activity to help the students go through with the listening material.
2. Individual, pair or group work to make every student work in class.
Teaching Aids:
1. the multimedia
2. the blackboard
3. an empty glass, a bottle of water and a bottle of vegetable oil
Teaching Procedures:
Step Ⅰ Greetings and Lead-in
T: Hello, everyone.
Ss: Hello, teacher.
T: Attention, please. As we all know, every year during the Spring Festival and Lantern Festival in our country, people like to see the lion dance and guess the riddles. Do you like to guess the riddle, then?
Ss: Yes.
T: OK. Now I have a riddle. Please guess it.
(Teacher uses the multimedia to show the riddle on the screen.)
It’s very important to all the animals and plants.
It’s also important to human beings.
It’s liquid at room temperature.
Every day you keep in touch with it.
You can’t live without it.
(a thing)
T: What’s it?
Ss: It’s very easy. It’s water.
T: Yeah, today we will talk about water. Now please tell me what you know about water.
S1: Water is used to drink.
S2: Water can be used to water the flowers.
S3: I think water can be used to make electricity.
Step Ⅱ Warming up
T: Thank you for your ideas. Next we will make some interesting experiments. Maybe you can learn more about water from the following experiments. S4, would you like to come here to help me?
S4: I’d love to.
T: Now, look at Li Lei and me. We will begin. You should watch the experiment carefully and try to tell me what happens and why.
(Teacher puts a bottle of water, a bottle of vegetable oil and an empty glass on the desk.)
T: S4, pour some water and some vegetable oil into the empty glass. Other students, please watch carefully.
( A few seconds later.)
Ss: Fantastic! The liquid in the glass has become two parts.
T: Try to describe it in detail.
S5: Let me try. The part above is vegetable oil and the part below is water. But I don’t know why.
T: Good question. Who’d like to answer his question? (Nobody answers his question.)
T: Perhaps it is a little difficult to answer it immediately. Now you can have a discussion about the reason for it, using what you have learnt in physics.
(Teacher lets students discuss in groups of four. A few minutes later, teacher checks their answers.)
T: Who wants to explain the phenomenon?
S6: I think water is heavier than oil, so vegetable oil is on the top of the water.
T: Who has different ideas?
S7: I think we should say that the density of water is higher than the density of vegetable oil, so the result formed.
S8: What’s the meaning of “density”?
S9:“Density” is “密度” in Chinese.
T: Do you agree with the reason for it?
Ss: Yes. We agree with the idea.
T: As we know, if we pour milk and water into one glass, we can’t tell where water is and where milk is. But just now we poured oil and water into one glass, it is so different now. Do you know why?
Ss: Because oil can’t dissolve in water, but milk can.
T: Very good. Let’s make a summary about the experiment. If we pour vegetable oil and water into one glass, the liquid will become two parts because oil can’t dissolve in water. Since the density of water is higher than vegetable oil, vegetable oil will be on top of the water. Is that clear?
Ss: Yes.
T: Would you like to watch another experiment?
Ss: I’d love to.
T: OK. I’ll perform the next experiment by myself. Look at me. I have a glass of water. Now I’ll cover it with a piece of thick paper. Attention, please.
(Teacher puts one hand on the paper and turns the glass upside down. Then teacher slowly takes his/her hand away from the paper.)
T: What can you see?
Ss: The piece of paper doesn’t fall and the water in the glass doesn’t flow.
T: Yes. You are right. Now you are given a few minutes to have a discussion about the reason for it.
(Teacher gives students a few minutes to discuss, and then checks their answers.)
T: Who can tell us the reason why the piece of paper doesn’t fall and the water doesn’t flow?
S10: I want to have a try. When the glass of water covered with a piece of paper is turned upside down, the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper. So the paper won’t fall and the water won’t flow.
T: Excellent! Thank you for your explanation. I am very glad to see that you are all interested in making experiments. After class, you can carry out another two experiments on Page 17.When you perform them, try to describe what happens and why. OK?
Ss: OK.
T: Now, let’s look at a picture.
(Teacher shows a picture on the screen.)
T: What can you see?
Ss: There is a river in the picture, but it’s very dirty.
T: Anything else?
S11: There are some plastic bags and empty tins on the surface of the river.
T: Yes. We all know water is important to human beings and all the animals and plants. Unfortunately water is being polluted now. What do you think we can do to protect the water on our planet?
(Teacher gives students enough time to prepare. When they prepare, teacher goes among the students to help them to express their ideas correctly.)
Sample answer:
To protect the water on our planet, I think we should save every drop of water and stop throwing rubbish into water. Besides, we should try our best to help the people around us realize the importance of using and protecting our water.
Step Ⅲ Listening
T: Next, let’s do some listening. Turn to Page 18 and look at the Listening part. You can listen to the famous poems about life on the ocean. Listen carefully and write down some key words when you listen. Before you listen, let’s learn two phrases first. Look at the blackboard.
1. happen to
e.g. What happened to you last week?
If anything happens to the machine, please tell me.
2. come up with
e.g. I hope you can come up with a better plan than this.
(Teacher writes them on the blackboard and begins to explain them.)
T: Now listen, please.
(Teacher plays the tape for the first time. Then play it for the second time. During this time, teacher may pause for students to write down the information. Play some parts of the tape one more time if necessary. Finally teacher checks the answers with the whole class.)
Step Ⅳ Speaking
T: In our daily life, water can be used in different ways. Now we’ll talk about the ways in which water can be used. Look at the pictures on Page 18.The six pictures mean six different ways to use water. You can choose one of the pictures to discuss the importance of using and protecting our water, and then try to use some sentences to describe the picture you choose. If you like, you can make a dialogue with your partner about the picture. When you discuss, you may use the questions on the screen to help you.
1. How is the water being used?
2. Is this a good way to use water?
3. Why do we use water in this way?
4. Who benefits from using water in this way?
5. What are some disadvantages of using water in this way?
(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)
Suggested answers:
(Picture 1)We can use water to make electricity, which can give us light and make us feel warm. I think it is a good way to use water.
(Picture 3) Water has a lot of usages and home use is the commonest one. Every day we must drink enough water. In addition, we need a lot of water, just for cooking and keeping clean. Water can help us to keep healthy. But if the waste water from home use is poured into river and soil, it will be harmful for some animals and plants. So we must pay more attention to it.
(Picture 4) In Picture 4, water is being used in industry. Water is very important to industry. It can be used to make paper, cool machine and so on. But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea. It is dangerous for the living things in the water.
(Picture 6)
A: Do you know how the water is being used in Picture 6?
B: Water is being used for entertainment.
A: Is it a good way to use water?
B: Yes, because it can help people keep fit and enjoy nature. But if people throw rubbish into the water, it will be bad for us.
A: Yes. It is the disadvantage of using water in this way. We must be careful.
Step Ⅴ Summary and Homework
T: Today, we’re mainly learned something about water by doing experiments, speaking and listening. Besides, we’ve learnt some new words and phrases, such as: happen to, come up with, density,…
After class, try to remember them and preview the next part-Reading part. That’s all for today. Goodbye, everyone.
Ss: Goodbye, teacher!
Step Ⅵ The Design of the Writing on the Blackboard
Unit 13 The water planet
The First Period
1.happen to
e.g. What happened to you last week?
If anything happens to the machine, please tell me.
2. come up with
e.g. I hope you can come up with a better plan than this.
The Second Period
Teaching Aims:
1. Learn and master the following words and phrases:
cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way, that is, add…to, mix with, take advantage of, manage to do
2. Improve the students’ reading ability.
3. Enable the students to realize that it is important to protect the water on our planet.
Teaching Important Points:
1. Improve the students’ reading ability.
2. Master the following phrases:
all the way, that is, mix with, take advantage of, manage to do
Teaching Difficult Point:
How do we make the students understand the reading passage better.
Teaching Methods:
1. Discussion before reading to make the students interested in what they will learn.
2. Fast reading to get a general idea of the text.
3. Discussion after reading to make students understand what they’ve learned better.
4. Careful reading to get the detailed information in the text.
Teaching Aids:
1. the multimedia
2. the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
(Greet the whole class as usual.)
T: Yesterday we learnt something about water. Now who can tell me what you learned yesterday?
S1: I learned that water is very important to all the living things on the earth.
T: OK, can you give me the reason why it is important?
S2: Water can be used to wash clothing, to made electricity, to water the farm and so on. Of course, every day we must drink enough water. So water is very important.
T: Anything else?
S3:I know something about water. For example, from the experiments we made yesterday, I know vegetable oil can’t be dissolved by water.
Step Ⅱ Pre-reading and Reading
T: OK. Thank you for your answers to my questions. As we all know, we can’t live without water. But do you know what makes water so important to all the living things?
Ss: No, we don’t know.
T: Maybe we can get the answer to the question after reading the article for today. Before you read, first let’s learn the new words and phrases in the passage.
(Teacher deals with the new words with the whole class.)
T: Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.
(Teacher uses multimedia to show the structures on the screen.)
1. What is/are ______?
2. What does ______ look like?
3. What are different parts of ______?
4. What can ______ be compared to?
5. How does ______ work?
6. What are some examples of ______?
(Teacher gives students five minutes to finish the fast reading and making questions. Five minutes later, teacher asks some students to write their questions on the blackboard.)
1. What are the properties of water?
2. What does the earth look like?
3. What are different parts of the ocean?
4. What can the ocean be compared to?
5.How does the special air-conditioner-the ocean work?
6. What are some examples of species in the ocean?
T: Well done. Who can tell me the general idea of the text?
S4: The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.
T: Good work. Next, let’s read the passage carefully to get more information about water. While you are reading, try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard.
(Teacher gives students enough time to read the text and collects their information for the chart.)
Suggested answers:
Property What is it? What is it good for?
Chemical structure Every water molecule is made up of two hydrogen atoms and one oxygen atom. It is good for the living things in the ocean to absorb the nutrients easily.
Density The density of pure water is 1 000 kg/m3, meaning that one cubic metre of water weighs one thousand kilogram. It is good for marine organisms to take advantage of the density of water.
Heat capacity Heat capacity is the amount of energy it takes to raise the temperature of a substance one degree centigrade. It is good for the earth to keep the temperature steady.
T: Very good. What about the questions on the blackboard?
S5: I think I can answer the first one. The answer is that the properties of water are chemical structure, salinity density, heat capacity and ocean motion.
S6: In my opinion, the answer to the fourth question is that the ocean can be compared to a great place to live in.
T: Do you agree with them?
Ss: Yes.
T: What about other questions?
S7: I think plankton, sharks and whales are examples of species in the ocean.
S8: The answer to the second one is that the earth looks like an ocean planet.
T: You are quite right. Any volunteers?
S9: Dear teacher. Can you tell us the meaning of the special air-conditioner-the ocean?
T: Maybe it means that there are some similarities between air-conditioner and the ocean.
S9: Thank you. I got it.
T: Then, who can answer the question?
S10: Because the ocean can keep the temperature of the earth steady, some students compare the ocean to a special air-conditioning. I think the ocean keeps the temperature of the earth steady by absorbing and releasing heat.
T: Well done. There is only one question left. Who wants to try?(Nobody answers the question.)
T: Do you think it is a question that the text can’t answer?
Ss: Yeah. We think so.
T: OK. Maybe you are right. But I want to know the reason why you think the passage can’t answer the third question.
Ss: Because there is not any information about the different parts of the ocean.
T: Then, are there any questions you would need to add to “cover” all the information in the text?
S11: I have a question. Why is the water in the ocean always moving?
S12: Since changes in salinity and temperature affect water’s density, the water in the ocean is always moving.
Step Ⅲ Further Understanding and Language Study
T: Well done. I think you are very familiar with the passage. In the passage there are some words and expressions we should master. Now let’s look at the screen. I will give you some explanations about the words and expressions.
1. incredibly adv. (extremely or unusually)
e.g. The water is incredibly hot.
2. available adj.(that can be used or obtained)
e.g. Tickets are available at the box office.
The book is available to all the students.
3. range vi.
range from A to B
e.g. Their ages range from 25 to 50.
His interests ranged from chess to canoeing.
4.But the way the water molecule…
e.g. I don’t like the way (in which/that) he looks at me.
They admired the way (in which/that) she dealt with the crisis.
5. that is (to say) (which means)
e.g. A week later, that is, May 1 is her birthday.
He is a local government administrator, that is, he is a Civil Servant.
6. take advantage of (make use of something well/make use of somebody unfairly)
e.g. They took full advantage of the hotel’s facilities.
She took advantage of my generosity.
7. be sensitive to something (affected easily by something)
e.g. She is very sensitive to other’s words.
(Teacher writes the words, phrases and sentences on the blackboard.)
Step Ⅳ Listening and Reading Aloud
T: Let’s listen to the tape. When I play it for the first time, just listen to it. When I play it for the second time, please listen and repeat. Then read the text aloud. Are you clear about that?
Ss: Yes.
(Te teacher plays the tape for the students to listen. After listening ,the teacher goes among the students and corrects any mistake the students make in pronunciation, stress and intonation.)
Step Ⅴ Summary and Homework
T: Today, we have read a passage about water. As we know, it is very important to all the living things. So we should do all we can to protect water from being polluted. In addition, try your best to retell the passage in your own words. Is that clear?
Ss: Yes.
T: See you tomorrow!
Ss: See you tomorrow!
Step Ⅵ The Design of the Writing on the Blackboard
Unit 13 The water planet
The Second Period
Questions:
1. What are the properties of water?
2. What does the earth look like?
3. What are different parts of the ocean?
4. What can the ocean be compared to?
5.How does the special air-conditioner-the ocean work?
6. What are some examples of species in the ocean?
Words: incredibly, available
Phrases: range from A to B, that is, take advantage of, be sensitive to
Sentences: But the way the water molecule…
The Third Period
Teaching Aims:
1. Review Modal Verbs.
2. Do some exercises to review some important words learnt in the last period.
Teaching Important Point:
Review Modal Verbs.
Teaching Difficult Point:
How do we help the students correctly use the Modal Verbs.
Teaching Methods:
1. Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.
2. Individual work or group work to make every student work in class.
Teaching Aids:
1. the multimedia
2. the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
(Greet the whole class as usual.)
T: Yesterday we learned a passage about water and now who can retell the passage in your own words?
S1:Let me try.
…
T: Well done. Thank you for your performance.
Step Ⅱ Word Study
T: Now please turn to Page 21.Look at the first part of Word Study. There are some words learnt in the last period, but the letters of these words are in the wrong order. Now I will give you a few minutes to put the letters in the correct order.
(A few minutes later, teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students. Finally teacher writes the correct words on the blackboard.)
1 otmas atoms
2 tanomu amount
3 sdlio solid
4 oasbrb absorb
5 cgrnetidea centigrade
6 sag gas
7 nhroygde hydrogen
8 yoxgen oxygen
9 assm mass
10 fatol float
T: Good work. Next look at the screen and try to complete the following sentences by filling in the blanks with the proper words. The first letter has been given and some words can be used more than once. If you need, you can have a discussion with your partner.
(Teacher uses the multimedia to show the following sentences on the screen.)
1. The water molecule is made up of two h_____ atoms and one o_____.
2.Water is a l_____ at room temperature, but it turns into a s_____ when the temperature drops below 0℃ and into a g_____ when heated above 100℃.
3. An a_____ is the smallest part of any living or nonliving thing.
4. Places by the sea often have a s_____ climate that is never too hot or too cold, because water can a_____ and release a lot of heat.
5. Soil can a______ water, so it helps keep water from flowing away.
6. Marine scientists study the r_____ between living creatures and their habitat in the ocean.
7. Salt water has a lower f______ point and is heavier than fresh water.
8. Oil has a density lower than 1000 kg/m3, so it will f______ on water.
(Teacher gives students enough time to prepare and then check their answers.)
Suggested answers:
1. hydrogen, oxygen 2.liquid,solid,gas
3. atom 4.steady,absorb
5. absorb 6.relationship
7. freezing 8.float
Step Ⅲ Grammar
T: Up to now we have learnt many modal verbs. Who can tell me what they are?
Ss:…
(Teacher asks some students to write their answers on the blackboard.)
Modal Verbs:
can/ could, may/might, will/would, be able to, must, should, have to, need, shall, ought to, had better.
T: Very good. Then do you know how to use them?
S2:I know “should” can be used to give others some advice.
S3:I know when I want to borrow a book from my friend, I can use “may”.
…
T: Your answers are very good. There is a conclusion about modal verbs on the screen. Let’s look at it.
(Teacher uses the multimedia to show the conclusion on the screen.)
Modal Verbs:
Possibility: can/could, may/might
Ability: can/could, be able to
Requests: can/could, will/would, would like
Necessity: must, have to, have got to, need
Certainty: must, will, should
Permission: can/could, may/might
Suggestions: could may/might, shall
Advice: should, ought to, had better
T: From the chart we can see modal verbs can be classified into eight groups by their usages. Are you clear about the classification?
Ss: Yes.
T: OK. Now look at the first part in Grammar. Finish the exercises. If you need, you can discuss with your partner. In addition you’d better make it clear why you choose A、B、C, or D. Are you clear about the requirements?
Ss: Yes.
(Teacher gives students enough time to finish the exercises. Then deals with them with the whole class.)
T: Are you ready?
Ss: Yes.
T: OK. Who’d like to tell me the answer to the first one?
S4:I think “A” is right.
T: Can you tell us the reason why you choose “A”?
S4: Because the speaker wants to express his/her request. Among A、B、C and D, only A can be used to express request.
T: Very good. What about the second one?
S5:“May” is right, I think, because the sentence is used to ask for permission.
T: Congratulations! Who can answer the third one?
S6:The phrase “wants to” express a state of being necessity. So I think “C” is right.
T: Well done. It’s turn to do the fourth one. Who can try?
S7: I’m not sure, but I want to have a try. Is “C” right?
T: Why did you choose “C”?
S8: I think the first sentence expresses some necessity and the second one expresses guess.
S9: I don’t think so. Because “must” can’t be used in negative sentences to express guess.
S8: Oh, I’m sorry. I forgot it. I see, the correct answer is “D”.
T: Excellent!
…
(Teacher encourages students to show their opinions about each one, and then teacher gives the correct answers and some necessary explanations.)
Suggested answers:
1. A 2.A 3.C 4.D 5.A 6.A 7.A 8.B 9.A
T: You have finished the first part successfully. Now let’s go on with the second part. Do you have confidence to finish it?
Ss: Yes. Of course we have.
T: OK. This is a letter from Mary to John. Maybe John met some problems, so Mary wants to write a letter to help him. But Mary doesn’t know how to use the modal verbs correctly. She wants you to help her finish the letter. Before you finish the letter, read it to get the general idea of it first and then answer the questions on the screen.
(Teacher uses multimedia to show the questions on the screen.)
1. Can you tell from the letter what John’s problem is?
2. Do you agree on the advice that Mary gives to him? Why? What would be your advice?
(Teacher gives students a few minutes to read the letter, and then checks their answers to the questions.)
T: Who’d like to answer the first question?
S10: I want to have a try. In my opinion, John’s problem is that his manager suspected him of stealing something at the meat factory.
T: Well done. Do you agree with him?
Ss: Yes.
T: What about the second one?
S11:I’d like to answer the question. I don’t agree to the advice that Mary gives to him. Because if he finds another job, maybe it means that he really stole something at the meat factory. I think he should tell the manager that he didn’t do it and advise the manager to call in the police to make it clear.
S12: In my opinion, he’d better try to find out who is the real thief to prove that he didn’t do anything wrong.
…
T: I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the problem. Now you are clear about John’s problem. It’s your turn to help Mary finish the letter. Maybe there are more than one answer for some blanks. If you have some difficulties, you can discuss with your partner. Five minutes later, I will check your answers.
Suggested answers:
can/will/should, may
not/might not,must,could/should,might/would,will,might/may/could/would,might,would/could/might,should,will
Step Ⅳ Summary and Homework
T: Today, we’ve reviewed some new words learnt in this unit. In particular, we have reviewed the usages of modal verbs. After class, do more exercises to master them better. Time is up. That’s all for today. See you tomorrow.
Ss: See you tomorrow.
Step Ⅴ The Design of the Writing on the Blackboard
Unit 13 The water planet
The Third Period
Words:
atom, amount, solid, absorb, centigrade gas, hydrogen, oxygen, mass, float
Modal Verbs: can/could, may/might, will/would, need, must, have to, shall, should, ought to, had better
The Fourth Period
Teaching Aims:
1. Review the useful expressions learnt in this unit by practising.
2. Improve the students’ reading ability by reading the material.
3. Improve the students’ writing ability.
4. Enable the students to realize that it is important to protect the estuary.
Teaching Important Points:
1. Improve the students’ reading ability by reading the material.
2. Improve the students’ writing ability.
Teaching Difficult Point:
How to improve the students’ integrating skills-reading and writing.
Teaching Methods:
1. Fast reading to go through the reading material.
2. Inductive method to help students write a paragraph successfully.
Teaching Aids:
1. the multimedia
2. the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T: Yesterday we did some practice about modal verbs. Now let’s do some more exercises to see if you have mastered them. Please look at the screen.
(Teacher uses multimedia to show the exercises on the screen.)
Fill in the blanks using must/might/may/can/could and their negative forms.
1.-I saw Mary in the street yesterday.
-You ______ have seen her. She is still in Australia.
2.-Could I use your bike?
-Yes, of course you ______.
3. The ground is wet. It ______ have rained last night.
4. A machine ______ think for itself. It ______ be told what to do.
5. Tom, don’t play with the valuable bottle. You ______ break it.
Suggested answers:
1. can’t 2.can 3.must 4.can’t,must 5.may/might
Step Ⅲ Fast Reading
T: Good work. But if we want to use the modal verbs correctly, we must practise them as often as possible. Today we will read another passage. The ocean is very important to all the living things, which is known to us, and I think we have also known about the reason why the ocean becomes so important-because of the properties of water, the ocean is very important. The passage we will read is also about water. It deals with “the body of water”.Are you interested in the topic?
S1:Yes.But what is the meaning of “the body of water”?I think water has no body.
T: Good question. I think you can get the answer to the question by yourself. Now let’s read the passage. While you are reading, try to make clear what is the main idea of each paragraph. Besides, try fast reading, it is helpful to improve your reading ability.
(Teacher gives students a few minutes to read the passage.)
T: Have you finished your reading?
Ss: Yes.
T: Wang Lin, are you clear about “the body of water”?
S2:Yes.I think “the body of water” means the main part of water.
T: You are great! Now who’d like to tell me the main idea of the first paragraph?
S3: An estuary is the body of water where a river meets the ocean.
T: Right, thank you for your answer. What about the second one?
S4: Let me try. The general idea is that estuaries are great places for nature’s young.
T: Wang Ping, tell me the main idea of the third paragraph, please!
S5: I’m not sure. I think the third paragraph tells us estuaries are important to animals and plants, so we should try our best to protect them from environmental pollution. Am I right?
T: Yes. Congratulations! There is only the last paragraph left. Who can try?
S6: I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.
Step Ⅳ Discussion and Explanation
T: The general idea of the passage is very clear to us now. Now let’s re-read the passage carefully. While you are reading, try to find out the answers to the questions on Page 23.If you need, you can have a discussion about them. Then I’ll check your answers.
(Teacher gives students enough time to read the passage. At the same time, teacher goes among them and helps them express their own opinions in English correctly.)
Suggested answers:
1. Tides provide energy for the ecosystem, and estuaries are protected from waves and storms by islands. In addition nutrients arrive in estuaries from both the land and the ocean. So estuaries are great places for nature’s young ones.
2. Density means the quality of being dense. In other words, there are more living creatures than any other habitat on earth.
3. Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.
4. The function that estuaries can absorb pollutants and nutrients makes estuaries very sensitive to environmental pollution.
5. Estuaries can provide recreation and education for human beings. Besides, estuaries also contribute to the economy. So they are very important to human beings.
T: Well done. Now you are very familiar with the passage.
To understand the passage better, I will explain some important phrases .Please, look at the blackboard.
(Teacher writes the following phrases on the blackboard.)
1.provide…for
e.g. The company will provide food and drink for them.
2. have an opportunity to do something
e.g I had no opportunity to discuss the problem with her yesterday.
3. a variety of
e.g. He left for a variety of reasons.
There are a variety of patterns for you to choose from.
4. contribute to
e.g. His work has contributed to our understanding of this difficult subject.
Step Ⅴ Writing
T: Up to now, we have learnt a lot about water and known the properties of water and importance of estuaries. Now you are given an opportunity to check if you know a lot about water. Look at the questions on the screen.
(Teacher uses multimedia to show the questions on the screen.)
1. Why does an ice cube float?
2. What will happen to a piece of metal if you put it in water?
3. Why do so many species live in estuaries?
4. Why have so many cities been built by estuaries?
T: Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain it. Use what you learn from this unit and what you know about nature and science to write the paragraph. You must be careful to explain it to make your explanations easy to understand. You’d better look at the tips on Page 24 before you write. It’s of great help to your writing.
Possible samples:
(Question 3)
Salt water from the ocean and fresh water from the river mix together in an estuary. The mixing of fresh and salt water creates a unique environment filled with life of all kinds. Here, animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean. So there are so many species living in estuaries.
(Question 4)
Estuaries are great places for nature’s young. If many cities are built by estuaries, we can enjoy fishing, swimming and having fun on the beach and scientists and students have endless opportunities to study a variety of life in the habitat. What’s more, estuaries also contribute to the economy through tourism and fishing. So many cities have been built by estuaries.
Step Ⅵ Test
T: In this unit, we’ve learnt some important phrases. Now I’ll give you a test to check whether you’ve mastered them or not. Look at the screen, please.
(Teacher uses multimedia to show the test on the screen and gives students a few minutes to finish them. Then checks their answers.)
1.The children’s age ______(在5岁至15岁之间).
2.______(她处理这个问题的方法) is very good.
3.A week later,______(也就是),Oct 1 is National Day.
4.He ______(充分利用了) multimedia in the class.
5.The little girl ______(对温度很敏感).
6.His actions ______(使他受到尊敬).
7.He ______(设法完成了工作) with very little help.
Suggested answers:
1. range from 5 to 15
2. The way she deals with the problem
3. that is
4. took advantage of
5. is very sensitive to temperature
6. made him respected
7. managed to get the work done
Step Ⅶ Summary and Homework
T: Today, we’ve done some reading and writing. We’ve also reviewed some useful expressions in this unit. After class, go over all the important points we have learnt in this unit. That’s all for today. Class is over.
Step Ⅷ The Design of the Writing on the Blackboard
Unit 13 The water planet
The Fourth Period
Phrases: provide…for, have an opportunity to do, a variety of, contribute to
The Fifth Period
Modal Verbs
Teaching Aims:
1. Review the important usages of modal verbs.
2. Sum up the different situations of modal verbs.
Teaching Important Point:
How do we use modal verbs correctly.
Teaching Difficult Point:
How do we choose modal verbs correctly.
Teaching Methods:
1. Review method to master the important usages of modal verbs.
2. Inductive method and comparative method to master the important and difficult points.
Teaching Aids:
1 .the multimedia
2. the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T: In this unit, we have done some practice about modal verbs. As we know, modal verbs have several points in common which make them quite different from other verbs. Now, please discuss the points in common among modal verbs in groups of four. After a while I will check your answers.
(Teacher gives students enough time to discuss, and then collects their answers and sums them up.)
Modal Verbs:
1. Modal verbs are used when we say that we expect things to happen or that things are possible, or necessary, or impossible, or improbable, or when we describe things that didn’t happen, or that we are not sure whether they happened.
2. Modal verbs have no -s on the third person singular. Questions and negatives are made without “do”.
3. Modal verbs have no infinitives.
4. Modal verbs have no past forms.“Could” and “would” are used with past meanings in some cases.
5. Modal verbs can be used with perfect infinitive to talk about things which didn’t happen, or which we’re not sure about.
Step Ⅲ Revision of the Important Usages of Modal Verbs
T: Good work. As we all know, modal verbs can be classified into eight groups according to their usages. Today we will review some important usages of modal verbs. Firstly, let’s review the modal verbs that can be used to express “possibility”.Please tell me which modal verbs can be used to express “possibility”.
Ss: Can/could/may/might all express “possibility”.
T: When they express “possibility”,they are not quite the same.“Can” is used to talk about theoretical possibility. If we want to talk about the actual chances of something happening, or being true, we use “could/may/might”.Besides,“can” is sometimes used to talk about present “possibility”,but only in questions and negative sentences. Is that clear?
Ss: Yes.
T: Now, let’s do some exercises to master them better. Look at the screen and try to finish the sentences as soon as possible.
(Teacher uses multimedia to show the sentences on the screen.)
Fill in the blanks using can/could/may/might.
1. Would you like to answer the phone? It ______ be your sister.
2. The part of the country ______ be very warm in September.
3.______ it be Lily?
4. It ______(not) be true.
5. You ______ be right.
Suggested answers:
1. could/may/might 2.can 3.Can 4.can’t 5.may/might/could
T: Besides “possibility”,can/could/may/might are also used to express “permission”.Yes?
Ss: Yes. But we are not sure about how to use them.
T: It doesn’t matter. I will give you some explanation.“Can” is the commonest one of the four, and “could” is rather more hesitant than “can”.“May” and “might” are used in a more formal style. They often suggest respect.“Might” is more hesitant and is not very common. Besides, when we give permission, we usually use “can” and “may”,but not “could” and “might”.When we report permission,“may” is not usually used. Are you clear about it?
Ss: Yes.
T: Then try to finish the following exercises, please.
(Teacher shows the exercises on the screen.)
1.-______I use your phone?
-Yes, of course. You ______.
2.______ you come into the meeting room without showing a passport?
3. Mary said that I ______ borrow her car.
Suggested answers:
1. Can/Could/May/Might; can/may
2. Can
3.might/could(“Might” and “could” can be used after a past verb.)
T: Next, which modal verbs do you think are necessary to review?
Ss: The modal verbs expressing “necessity”.They are very important.
T: Yes, I agree with you. We can use “must/have to/have got to/need” to express “necessity”.But about how to use them, I want you to review them by understanding the following sentences by yourselves. Look at the sentences on the screen.
(Teacher shows the sentences on the screen, and then asks some questions.)
1.I really must study hard.
2.You must be here by 3 o’clock.
3.You have (got) to go and see the manager.
4.You needn’t work on Sundays.
T: From the sentences, who can tell me the difference between “must” and “have to”?
S1:I want to have a try. When “must” is used, the necessity comes from the speaker. If the necessity comes from “outside”,“have (got) to” is more common.
T: Congratulations! Do you know how to use “need”?
S2:I think in negative sentences,“don’t need to”,“needn’t” or “don’t have to” is used to say that there is “no necessity”.
T: Please give me an example. OK?
S2:I know the reason why you were late. You needn’t try to explain.
T: Thank you. In addition, I want to tell you “have got to” is used instead of “have to” in informal English. Is that clear?
Ss: Yeah.
T: Now look at the blackboard.(Write the following on the blackboard.)
1. It must have rained last night, for the ground is wet.
2. You can’t have seen him yesterday, for he is still in Australia.
3. You could have told me he was coming.
4. She is very late. She may have missed the bus.
T: These sentences have something in common. Who can tell me what it is?
Ss: The modal verbs in these sentences are used together with perfect infinitives.
T: Very good. Then let’s review the modal verbs used together with perfect infinitives.
S3: When should we use modal verbs together with perfect infinitives?
T: When we talk about the past, we can use the structure, but it has a special meaning. It is used for speculating (thinking about what possibly happened) or guessing (thinking about how things could have been different).Have you got it?
Ss: Yes. Thank you.
T: Now let’s do some exercises to consolidate the usage of the structure.
1. I told Sally how to get there, but perhaps I ______for her.
A. had to write it out
B. must be have written it out
C. should have written it out
D. ought to write it out
2. You didn’t let me drive. If we ______ in turn, you ______ so tired.
A. drove; didn’t get
B. drove; wouldn’t get
C. were driving; wouldn’t get
D. had driven; wouldn’t have got
3.-I want to know why she is late.
-She ______ the early bus.
A. could miss
B. can have missed
C. may have missed
D. might miss
4.-I stayed at a hotel in New York.
-Oh, did you? You ______ with Barbara.
A. could have stayed
B. could stay
C. would stay
D. must have stayed
5. The light is still on. He ______ to turn it off when he ______ the room.
A. may forget; leave
B. must have forgotten; left
C. may forget; have left
D. could have forget; left
(Teacher shows the exercises on the screen and gives students enough time to finish them, and then checks their answers and gives them some necessary explanation.)
Suggested answers:
1. C 2.D 3.C 4.A 5.B
T: Now, it’s turn to review modal verbs expressing “advice”.Who’d like to tell me which modal verbs we can use to express “advice”?
S4:I think we usually use “should/ought to/had better” to give “advice”.
T: Yes. In most cases, both “should” and “ought to” can be used with more or less the same meaning. However, there is a very slight difference. When we use “should”,we give our own subjective opinion.“Ought to” had a rather more objective force, and is used when we are talking about laws, duties and regulations. Are you clear about that?
Ss: Yes.
T: Who wants to give us an example using “should” and “ought to” expressing “advice”?
S5: People ought to vote even though they don’t agree with any of the candidates.
T: Well done. What about “should”?
S6: Let me try. You should see “Hero”-it’s a great film.
T: Thank you for your good performance. Do you know how to use “had better”?
Ss: Yes. When we use “had better”,we don’t usually mean that the action recommended would be better than another one. We simply mean that he/she ought to do it.
T :Please make up a sentence using “had better”.
S7: You’d better hurry up, if you want to get to the factory on time.
T: Good example!
Step Ⅳ Summary and Homework
T: Up to now, we have reviewed modal verbs which express possibility, necessity, permission, advice and modal verbs used together with perfect infinitives. They are all very important. After class, try to do more exercises to master them better. That’s all for today. See you tomorrow.
Ss: See you tomorrow.
Step Ⅴ The Design of the Writing on the Blackboard
Unit 13 The water planet
The Fifth Period
Modal Verbs
1. It must have rained last night, for the ground is wet.
2. You can’t have seen her yesterday, for she is still in Australia.
3. You could have told me he was coming.
4. She is very late. She may have missed the bus.