第一篇：IM制度實施方案

I/M制度實施方案

根據市政府第168號令的要求，我市在2007年12月1日起開始執行《深圳經濟特區專用機動車排氣污染檢測與強制維護實施方法》

一、《實施辦法》對在深圳市注冊的專用機動車以及在深圳特區內行駛的異地號牌機動車排氣污染進行定期、不定期檢測，并對檢測發現排氣不合格的機動車實施強制維護或修理作業。

二、《實施辦法》規定對機動車排氣進行定期、不定期檢測單位是政府行政管理部門及其授權委托的檢測單位。對機動車進行強制維護的單位是政府行政管理部門及其授權委托的維修單位。

三、在用機動車應按規定進行排氣污染須定期檢測，檢測期限應與機動車年審檢測相結合，六年內新車及取得黃色排氣檢測合格憑證的車輛，在兩次年審檢測期中間再增加一次機動車排氣定期檢測。

四、根據現在深圳市機動車綜合性能及安全性能檢測站的現狀，定期檢測單位可在現有的上述兩種檢測站中要據據地理布局選定。其技術水平已充分滿足機動車排氣污染物檢測的要求。

五、強制維護單位的選定其地理布局應與定期檢測單位相協調，在現有的一、二類機動車維修企業中擇優造定，除在機動車維修方面的技術水平達到要求外，還應該配備對汽油、柴油機動車排氣進行檢測的場所，設備儀器及經過專門培訓取得上崗證的專業檢測人員，過分要求后進行備案登記。

六、獲得強制維護單位的條件：

1、正在開展機動車維修業務的本市一、二類機動車維修企業；

2、有適合的場所進行機動車排氣檢測（單機）；

3、經有關單位檢驗合格，取得計量合格證的配備汽車油車五氣廢氣分析儀一臺、柴油車煙度計一臺和不透光度計一臺；

4、有經過相關部門認可的汽車檢測標準、技術、操作專門培訓并獲得上崗證的專業檢測人員至少2名；

5、堅決擁護政府有關環保管理政策，堅決執行政府規定，勇于承擔社會責任，對政府下達的任務能按要求完成。

符合以上要點條件的單位可申報備案登記的強制維護單位。

七、強制維護單位對機動車排放的檢測數據應連按計算機采集實時檢測數據并打印成文，以避免人為因素弄虛作偽。條件成熟時連同被檢機動車信息、維修項目、維修記錄等資料通過數據傳輸網絡實時傳輸給市交通行政管理部門，并與其他部門實現資源共享。

八、經強制維護單位維修的排氣不合格機動車，竣工后強制維護單位應先進行竣工檢測，檢測不合格的繼續維修，檢測合格后出具《排氣污染防治維護合格憑證》并及時安排定期檢測單位進行復檢，在適期檢測單位檢測合格車輛，重新核發《檢沒合格憑證》復檢不合格車輛應返回原強制維護單位進行返修。車主也可選擇其他強制維護單位進行維修。

第二篇：Im Sam 教案

【教學內容】

小學新標準英語三年級起點第一冊 Module1 Unit1 I’m Sam 【學情分析】

本節課的授課對象是剛接觸英語的三年級學生。他們對學習英語大多懷有好奇、興奮、期待的心情。英語學習的起始階段，教師應在幫助學習進行知識積累的同時，特別重視激發和保護學生學習英語的熱情，培養學習運用所學英語進行交際的意識和勇氣。本著這一宗旨，本單元安排了“自我介紹”“問候和道別”的功能項目，并在詞匯教學中，選擇了較易激起小學生學習興趣的人物。這樣安排有助于消除學生學習新語言的焦慮心理。進而激發學生參與教學的熱情和信心。

【設計理念】

在本課的教學中，我主要遵循新課標中：以人為本，面向全體，采用任務型教學方式，讓學生通過感知、體驗、實踐、參與、合作交流來實現任務目標。我在整個活動中只起一個活動者、組織者、指導者、參與者的作用，留足夠的時間和空間給學生完成活動，努力做到教師用“愛”促進教育，用“趣”構建教育模式，用“玩”組織教學活動，使學生“為用而學、邊用邊學、學完就用”，充分發揮師生的互動作用，在“玩中學、玩中練、玩中見成效”。

【教學目標】（1）知識目標：

1．能聽懂、會說hello（hi），I am（I’m），goodbye（bye-bye），并能在實際情境中進行運用。

2.學會運用句型I’m?進行自我介紹。

3.認識四個人物： Sam ,Amy , Daming ,Lingling.（2）技能目標：能將所學的交際用語用于日常交際。

（3）情感目標：激發和培養學生學習英語的興趣，用所學英語進行交際的意識和勇氣。

（4）學習策略目標：通過小組活動培養學生的合作精神和競爭意識。

【教學重點】

1.2.學會用hello,hi進行相互間問好打招呼。引導學生用I’m?句型進行自我介紹。

【教學難點】

1.單詞I’m與am的正確發音。2.強調goodbye和bye-bye的發音。【教法和學法】 情景教學，游戲法 【教具準備】 單詞卡，ppt 【教學過程】

1.做自我介紹，讓學生記住自己的名字。與學生熱情問好,通過與學生握手，擊掌拉近與學生之間的距離

T：Hello, boys and girls.Welcome to our English class.I’m your English teacher , Fancy.Now Follow me(跟我讀),Fancy, Fancy ↗,Fancy↘.我是?，我是?，I’m ? I’m ? Very Good!Hello, boy, I’m Fancy.Nice to meet you.(跟孩子握手)

Hello, girl, I’m ?？Good!Give me five.(給孩子擊掌)(音樂活躍課堂氣氛)Now boys and girls, I’m ?.Wow ,so clever.I’m very happy.Now let’s stand up and sing a song.First ,I do and you look and listen.OK? When I say OK? You say OK!OK? S: OK!

Now Let’s do it together.T: Very Good!Sit down please!2.導入

T: Now I have a question and I will see who is the clever kid.現在我要問小朋友一個問題，看看誰最聰明？What did I say when I greet you剛我給大家打招呼說了什么啊？

S: Hello.T: Wow ,so clever.So today we will learn Module1 Greetings Unit1 I’m Sam.今天我們來共同學習兩個人見面時如何問候，如何自我介紹。T: Now look at the picture and listen.What do you hear? S: Hello , Hi(教Hello,Hi,并操練)T:YES！When we meet someone, we can say Hello(拉長聲音，給學生回答的機會)Now follow me Hello ,Hello↗, Hello ↘.(邊領讀邊書寫Hello)H,H,H ,／h∕, ／h∕,／h∕喝，喝，喝

e,e,e，／?∕，／?∕，／?∕ 鵝，鵝，鵝，大白鵝 l,l,l，／l∕／l∕／l∕樂，樂，樂 o,o,o, ／?u∕，／?u∕，／?u∕ We can also say Hi H,H,H ,／h∕, ／h∕,／h∕喝，喝，喝 I,I,I,／ai∕, ／ai∕, ／ai∕,愛，愛，愛

T: Now Let’s say hello to each other.When I say Hello, boys and girls, you say Hello, Fancy or Hi Fancy.OK?(做手勢)Now Let’s have a try.Hello, boys and girls!S: Hello , Fancy.(給不同的小朋友打招呼)T: Good!Now let’s have a look.where can Hello and Hi be used in our life(現在我們再來看看打招呼用于還可以用在什么地方)When we call somebody, we can say Hello or Hi()And when we greet someone(just like me meet you), we can say Hello or Hi T: Now everybody stands up and let’s relax and sing the Hello song.First , I do you listen.Now let’s do it together.Now let’s do it faster and faster.T: Today Fancy will introduce four good friends to you.they are Sam , Daming, Lingling and Amy.(今天Fancy要給大家介紹四位非常可愛的朋友)Do you want to know them?Now they will introduce themselves one by one.Listen and Look(現在要一個一個做自我介紹了)Now Follow me Sam, Sam↗, Sam ↘.S,S,S ／s∕, ／s∕, ／s∕, a,a,a ／?∕, ／?∕,／?∕ m,m，m ／m∕, ／m∕, ／m∕, Let’s say Hello to Sam.Next one

Let’s say Hello to Daming.The third one

Let’s say Hello to Lingling The last one ,Listen carefully Now follow me Amy, ,Amy, ↗Amy ↘.A,A,A ／ei∕, ／ei∕, ／ei∕, m,m,m ／m∕, ／m∕, ／m∕ y,y,y ／i∕, ／i∕, ／i∕ She is ?

Let’s say Hello to Amy.Now we know how to introduce ourselves, use I’m +your name(你的名字)like I’m Fancy.I’m is I am.Now follow me

I, I ,I ／ai∕, ／ai∕, ／ai∕ m,m,m ／m∕, ／m∕, ／m∕

am,am,am ／? m∕, ／? m∕, ／? m∕

Now Let’s play a game.Here is a toy.I will introduce myself first.Then I will throw the toy to you closing my eyes.If you get the toy ,you have to introduce yourself to us.（我先做自我介紹，然后閉著眼睛把這個玩具扔給你們中的一個，誰接到這個玩具，誰就給大家介紹自己好嗎？）Are you ready? 準備好了嗎？if you are ready, show me your right hands and say YES like this.OK, let’s try.Are you ready? Are you ready? OK, let’s go!（游戲可進行四到五個人）Let’s say hello to ? OK!Stop here!Very good!Now this action means “good”, when we will leave someone, we should say “Goodbye”.Now follow me Goodbye, Goodbye.G,G,G，／g∕，／g∕，／g∕ oo，／u∕, ／u∕, ／u∕ d,d,d ／d∕, ／d∕,／d∕, We can also say “Bye-bye”

Now let’s watch a video.First，listen and point.(聽，并在書上指出是哪句話)Now follow me(領讀課文)Now read with your parter.Now who wants to come here with your parter and act it out.Now here are our key points of this class.

第三篇：Im Nobody賞析

I'm Nobody!Who are you?(260)賞析

by

I'm Nobody!Who are you?

Are you – Nobody – too?

Then there's a pair of us!

Don't tell!they'd advertise – you know!

How dreary – to be – Somebody!

How public – like a Frog –

To tell one's name – the livelong June –

To an admiring Bog!

每節分析：

The poem's first stanza tells how the speaker meets a fellow “nobody” — a friend.Together, the two nobodies can enjoy each other's company and their shared anonymity.In the second stanza, the tone of the poem changes.The speaker sounds confident.Perhaps it is her discovery that there are other people like her — other “nobodies”--that makes her feels strongly that being a “somebody” isn't such a great idea.She realizes that having a friend who understands you and accepts you as you are is more important than being admired by a lot of people or being in the “in” crowd.In the poem's second stanza, the speaker also makes a strange comparison.She says that being a somebody is like being a frog.What does this simile mean? Aside from Kermit, there aren't many celebrity frogs around.Summary

The speaker exclaims that she is ―Nobody,‖ and asks, ―Who are you? / Are you— Nobody—too?‖ If so, she says, then they are a pair of nobodies, and she admonishes her addressee not to tell, for ―they’d banish us—you know!‖ She says that it would be ―dreary‖ to be ―Somebody‖—it would be ―public‖ and require that, ―like a Frog,‖ one tell one’s name ―the livelong June— / To an admiring Bog!‖

Form

The two stanzas of ―I’m Nobody!‖ are highly typical for Dickinson, constituted of loose iambic trimeter occasionally including a fourth stress(―To tell your name—the livelong June—‖).They follow an ABCB rhyme scheme(though in the first stanza, ―you‖ and ―too‖ rhyme, and ―know‖ is only a half-rhyme, so the scheme could appear to be AABC), and she frequently uses rhythmic dashes to interrupt the flow.Commentary

Ironically, one of the most famous details of Dickinson lore today is that she was utterly un-famous during her lifetime—she lived a relatively reclusive life in Amherst, Massachusetts, and though she wrote nearly 1,800 poems, she published fewer than ten of them.This poem is her most famous and most playful defense of the kind of spiritual privacy she favored, implying that to be a Nobody is a luxury incomprehensible to the dreary Somebodies—for they are too busy keeping their names in circulation, croaking like frogs in a swamp in the summertime.This poem is an outstanding early example of Dickinson’s often jaunty approach to meter(she uses her trademark dashes quite forcefully to interrupt lines and interfere with the flow of her poem, as in ―How dreary— to be—Somebody!‖).Further, the poem vividly illustrates her surprising way with language.The juxtaposition in the line ―How public—like a Frog—‖ shocks the first-time reader, combining elements not typically considered together, and, thus, more powerfully conveying its meaning(frogs are ―public‖ like public figures—or Somebodies—because they are constantly ―telling their name‖— croaking—to the swamp, reminding all the other frogs of their identities).Question： Why does the speaker choose that amphibian as her representative of a public creature?

It's because frogs make a lot of noise.The poem says that frogs, though they can croak and make themselves heard and be noticed, are noticed only by “an admiring bog.” The bog is the frog's environment, not the frog's friend.So who cares what the bog thinks?

That's what the poem says about being a “somebody” who gets noticed by an admiring public.Frequently, the relationship is impersonal and distanced, not like a real friendship.Somebodies may have many admirers, but they might not be able to make those personal connections that real friendship offers.This special connection between two people who consider themselves outsiders is mirrored in Jesse and Leslie's friendship in Bridge to Terebithia.Jess and Leslie are “nobodies” who realize that being just like everyone else would be boring and would diminish their individuality.In the words of Dickinson's poem, it might be said that Jess and Leslie learn that it would actually be quite “dreary to be a somebody!”

Being “nobodies” helps them find each other.

第四篇：Im sorry 歌詞

take a look inside of my heart don't you see it breaking apart put the way a few respect

let me inna knocking at the door i am changing

we are ranging now

i am changing

i must choice now

i am sorry

sorry for the things i said i am sorry

sorry for the things i did

and i 'm sorry that i ever let you go sorry that i ever let you go take a look inside of my soul i don't wanna hurting it more

tell me why we were far from fine how can we make it around i am changing

we are ranging now

i am changing

i must wrong wrong

i am sorry

sorry for the things i said i am sorry

sorry for the things i did

and i'm sorry that i ever let you go sorry that i ever let you go

（dalalala i am sorry i am sorry till we get it back i am sorry dalalala i am sorry i am sorry i could reach you

dalalala i am sorry i am sorry i 'm sorry that i ever let you go）i am sorry

sorry for the things i said i am sorry

sorry for the things i did

and i 'm sorry that i ever let you go sorry that i ever let you go i am sorry

sorry for the things i said i am sorry

sorry for the things i did

and i 'm sorry that i ever let you go sorry that i ever let you go

and i'm sorry that i ever let you go

第五篇：《Im hungry》教學設計

Lesson13 I’m Hungry

西臺學校張聰麗

一、教學目標：

知識與技能目標：

1、正確的聽、說、讀、寫單詞food、table、eat。

2、能理解并能口頭運用句子 I’m hungry/thirsty.I want to(eat/drink).3、能在圖片，手勢的幫助下理解句子意思，并能口頭運用句子表達自己的感情；能聽懂簡單的要求做出適當的動作。

情感目標：

1、關注學生情感，保持學生學習英語的興趣，為學生營造寬松、民主、和諧的課堂氛圍。

2、課堂滲透講衛生、吃健康食品等。

學習目標：從學生的興趣入手并且在課堂中營造一種寬松和諧的學習氛圍。在學習過程中,關注學個性發展,積極評價。

二、教學重點及難點：

1、正確的聽、說、讀、寫單詞food、table、eat。、2、能理解并能口頭運用句子 I’m hungry/thirsty.I want to(eat/drink).三、教學用具：實物、卡片

學生準備：自己喜歡吃的食物和飲料

四、教學過程：

Step 1: Warm--up

Greeting and singing a song

T: Hello, boys and girls.Nice to meet you.S: Hi, teacher.Nice to meet you, too.T: I’m very happy.Are you happy? S: Yes.T: Today, there are many teachers in our classroom.Let’s say “hello” to them.S: Hello

T: OK, let’s sing a song.《I love you》

(設計意圖：激趣導入，營造家庭氛圍和英語氛圍，為新授鋪墊)

Step 2: Lead—in Presentation

T：I love you, you love me.We are a happy family.（手指向全班）We are a big family.2、（出示鐘表）class, look.What time is it?

One、two、three、four、five、six、seven、eight、nine、ten? Yes or no?（復習數字）

T：Can you count one to ten? Now it’s seven o’clock , Step3：Presentation T：It’s time for breakfast.I’m hungry!（做動作）hungry（重復２遍）

Who can tell me ? What’s the meaning?（餓了）OK, You are very clever.Good.（回過來，讀課題２遍）I’m hungry!

Today the classes take many good food ？ Show me（apple bread banana water chicken milk。。）-May I have one apple, please ?-Sure

-OK, thank you.拉起一個孩子，help me，please.（幫著拿食物）OK.老師從孩子手里拿出東西。邊拿邊說： Bread is food.Banana is food.food food.What’s meaning? S：食物

T：Good.(板書food,進行字母組合00 的語音教學).T: Ask the students to read after teacher.Then read the words one by one group by group with the help of the cards to make sure they have already master the word.T: Where shall we put the food?(on the table.)進行table教學及字母a的語音教學.教師簡筆畫“table”。

區別 “desk”和“table”。“desk”：手指學生書桌。This is a desk , we can write on the desk.“table”：手指簡筆畫。This is a table , we can put the food on the table.Look , there are some good food on the table.(設計意圖：運用肢體語言，使學生多種感官并用，加大語言信息輸入的刺激強度，增強對單詞的記憶力。

教師做出聞聞食物的樣子。Mm...This food is good.揉搓自己的肚子 T:I’m hungry.I want to eat。What’s meaning ? S: 我餓了，我想要吃。T: 摸著自己的喉嚨I’m thirsty.I want to drink.(教師示范動作讓學生猜測)板書并讓學生跟讀

Step 4: Drill

采用多種形式全班練習句式與單詞，直至能理解并能口頭運用句子 練習舉著有食物或飲料，引導學生完成下列句子。T:(舉著食物)I’m hungry.I want to … Ss: Eat.T:(舉著飲料)I’m thirsty.I want to… Ss: Drink.(設計意圖： 采用多種形式全班練習句式與單詞，直至能理解并能口頭運用句子，情境中操練句式提高學習興趣)

2、教師找自告奮勇的學生邊補全句子邊表演。

3、小組之間用準備好的食物進行對話練習。

4、小組匯報。

學生拿起自己準備好的食物和飲料，根據自己的需求來邀請同學們來共進食物。

T: Boys and girls, we are a happy family.Let’s invite your classmates to eat and drink together

(設計意圖：在情境中運用所學，學以致用。再次營造家庭氛圍，完成德育目標和情感價值目標)

Step5 : Summing--up 老師引導學生小結。

Step 6：Class closing

T: We are a happy family.Let’s eat.Let’s drink.(設計意圖：以趣激情、寓教于樂。把枯燥的學習內容和機械操練變成了充滿趣味性的游戲活動，從而有效地達成教學目標。培養學生學習英語的興趣，激發兒童求知欲)