IM制度实施方案

第一篇：IM制度实施方案

I/M制度实施方案

根据市政府第168号令的要求，我市在2007年12月1日起开始执行《深圳经济特区专用机动车排气污染检测与强制维护实施方法》

一、《实施办法》对在深圳市注册的专用机动车以及在深圳特区内行驶的异地号牌机动车排气污染进行定期、不定期检测，并对检测发现排气不合格的机动车实施强制维护或修理作业。

二、《实施办法》规定对机动车排气进行定期、不定期检测单位是政府行政管理部门及其授权委托的检测单位。对机动车进行强制维护的单位是政府行政管理部门及其授权委托的维修单位。

三、在用机动车应按规定进行排气污染须定期检测，检测期限应与机动车年审检测相结合，六年内新车及取得黄色排气检测合格凭证的车辆，在两次年审检测期中间再增加一次机动车排气定期检测。

四、根据现在深圳市机动车综合性能及安全性能检测站的现状，定期检测单位可在现有的上述两种检测站中要据据地理布局选定。其技术水平已充分满足机动车排气污染物检测的要求。

五、强制维护单位的选定其地理布局应与定期检测单位相协调，在现有的一、二类机动车维修企业中择优造定，除在机动车维修方面的技术水平达到要求外，还应该配备对汽油、柴油机动车排气进行检测的场所，设备仪器及经过专门培训取得上岗证的专业检测人员，过分要求后进行备案登记。

六、获得强制维护单位的条件：

1、正在开展机动车维修业务的本市一、二类机动车维修企业；

2、有适合的场所进行机动车排气检测（单机）；

3、经有关单位检验合格，取得计量合格证的配备汽车油车五气废气分析仪一台、柴油车烟度计一台和不透光度计一台；

4、有经过相关部门认可的汽车检测标准、技术、操作专门培训并获得上岗证的专业检测人员至少2名；

5、坚决拥护政府有关环保管理政策，坚决执行政府规定，勇于承担社会责任，对政府下达的任务能按要求完成。

符合以上要点条件的单位可申报备案登记的强制维护单位。

七、强制维护单位对机动车排放的检测数据应连按计算机采集实时检测数据并打印成文，以避免人为因素弄虚作伪。条件成熟时连同被检机动车信息、维修项目、维修记录等资料通过数据传输网络实时传输给市交通行政管理部门，并与其他部门实现资源共享。

八、经强制维护单位维修的排气不合格机动车，竣工后强制维护单位应先进行竣工检测，检测不合格的继续维修，检测合格后出具《排气污染防治维护合格凭证》并及时安排定期检测单位进行复检，在适期检测单位检测合格车辆，重新核发《检没合格凭证》复检不合格车辆应返回原强制维护单位进行返修。车主也可选择其他强制维护单位进行维修。

第二篇：Im Sam 教案

【教学内容】

小学新标准英语三年级起点第一册 Module1 Unit1 I’m Sam 【学情分析】

本节课的授课对象是刚接触英语的三年级学生。他们对学习英语大多怀有好奇、兴奋、期待的心情。英语学习的起始阶段，教师应在帮助学习进行知识积累的同时，特别重视激发和保护学生学习英语的热情，培养学习运用所学英语进行交际的意识和勇气。本着这一宗旨，本单元安排了“自我介绍”“问候和道别”的功能项目，并在词汇教学中，选择了较易激起小学生学习兴趣的人物。这样安排有助于消除学生学习新语言的焦虑心理。进而激发学生参与教学的热情和信心。

【设计理念】

在本课的教学中，我主要遵循新课标中：以人为本，面向全体，采用任务型教学方式，让学生通过感知、体验、实践、参与、合作交流来实现任务目标。我在整个活动中只起一个活动者、组织者、指导者、参与者的作用，留足够的时间和空间给学生完成活动，努力做到教师用“爱”促进教育，用“趣”构建教育模式，用“玩”组织教学活动，使学生“为用而学、边用边学、学完就用”，充分发挥师生的互动作用，在“玩中学、玩中练、玩中见成效”。

【教学目标】（1）知识目标：

1．能听懂、会说hello（hi），I am（I’m），goodbye（bye-bye），并能在实际情境中进行运用。

2.学会运用句型I’m„进行自我介绍。

3.认识四个人物： Sam ,Amy , Daming ,Lingling.（2）技能目标：能将所学的交际用语用于日常交际。

（3）情感目标：激发和培养学生学习英语的兴趣，用所学英语进行交际的意识和勇气。

（4）学习策略目标：通过小组活动培养学生的合作精神和竞争意识。

【教学重点】

1.2.学会用hello,hi进行相互间问好打招呼。引导学生用I’m„句型进行自我介绍。

【教学难点】

1.单词I’m与am的正确发音。2.强调goodbye和bye-bye的发音。【教法和学法】 情景教学，游戏法 【教具准备】 单词卡，ppt 【教学过程】

1.做自我介绍，让学生记住自己的名字。与学生热情问好,通过与学生握手，击掌拉近与学生之间的距离

T：Hello, boys and girls.Welcome to our English class.I’m your English teacher , Fancy.Now Follow me(跟我读),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.(给孩子击掌)(音乐活跃课堂气氛)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.导入

T: Now I have a question and I will see who is the clever kid.现在我要问小朋友一个问题，看看谁最聪明？What did I say when I greet you刚我给大家打招呼说了什么啊？

S: Hello.T: Wow ,so clever.So today we will learn Module1 Greetings Unit1 I’m Sam.今天我们来共同学习两个人见面时如何问候，如何自我介绍。T: Now look at the picture and listen.What do you hear? S: Hello , Hi(教Hello,Hi,并操练)T:YES！When we meet someone, we can say Hello(拉长声音，给学生回答的机会)Now follow me Hello ,Hello↗, Hello ↘.(边领读边书写Hello)H,H,H ,／h∕, ／h∕,／h∕喝，喝，喝

e,e,e，／ə∕，／ə∕，／ə∕ 鹅，鹅，鹅，大白鹅 l,l,l，／l∕／l∕／l∕乐，乐，乐 o,o,o, ／əu∕，／əu∕，／əu∕ We can also say Hi H,H,H ,／h∕, ／h∕,／h∕喝，喝，喝 I,I,I,／ai∕, ／ai∕, ／ai∕,爱，爱，爱

T: Now Let’s say hello to each other.When I say Hello, boys and girls, you say Hello, Fancy or Hi Fancy.OK?(做手势)Now Let’s have a try.Hello, boys and girls!S: Hello , Fancy.(给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(现在我们再来看看打招呼用于还可以用在什么地方)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要给大家介绍四位非常可爱的朋友)Do you want to know them?Now they will introduce themselves one by one.Listen and Look(现在要一个一个做自我介绍了)Now Follow me Sam, Sam↗, Sam ↘.S,S,S ／s∕, ／s∕, ／s∕, a,a,a ／æ∕, ／æ∕,／æ∕ 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 ／æ m∕, ／æ m∕, ／æ 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.（我先做自我介绍，然后闭着眼睛把这个玩具扔给你们中的一个，谁接到这个玩具，谁就给大家介绍自己好吗？）Are you ready? 准备好了吗？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!（游戏可进行四到五个人）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.(听，并在书上指出是哪句话)Now follow me(领读课文)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赏析

I'm Nobody!Who are you?(260)赏析

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!

每节分析：

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 歌词

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》教学设计

Lesson13 I’m Hungry

西台学校张聪丽

一、教学目标：

知识与技能目标：

1、正确的听、说、读、写单词food、table、eat。

2、能理解并能口头运用句子 I’m hungry/thirsty.I want to(eat/drink).3、能在图片，手势的帮助下理解句子意思，并能口头运用句子表达自己的感情；能听懂简单的要求做出适当的动作。

情感目标：

1、关注学生情感，保持学生学习英语的兴趣，为学生营造宽松、民主、和谐的课堂氛围。

2、课堂渗透讲卫生、吃健康食品等。

学习目标：从学生的兴趣入手并且在课堂中营造一种宽松和谐的学习氛围。在学习过程中,关注学个性发展,积极评价。

二、教学重点及难点：

1、正确的听、说、读、写单词food、table、eat。、2、能理解并能口头运用句子 I’m hungry/thirsty.I want to(eat/drink).三、教学用具：实物、卡片

学生准备：自己喜欢吃的食物和饮料

四、教学过程：

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》

(设计意图：激趣导入，营造家庭氛围和英语氛围，为新授铺垫)

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、（出示钟表）class, look.What time is it?

One、two、three、four、five、six、seven、eight、nine、ten? Yes or no?（复习数字）

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

Who can tell me ? What’s the meaning?（饿了）OK, You are very clever.Good.（回过来，读课题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.拉起一个孩子，help me，please.（帮着拿食物）OK.老师从孩子手里拿出东西。边拿边说： Bread is food.Banana is food.food food.What’s meaning? S：食物

T：Good.(板书food,进行字母组合00 的语音教学).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.)进行table教学及字母a的语音教学.教师简笔画“table”。

区别 “desk”和“table”。“desk”：手指学生书桌。This is a desk , we can write on the desk.“table”：手指简笔画。This is a table , we can put the food on the table.Look , there are some good food on the table.(设计意图：运用肢体语言，使学生多种感官并用，加大语言信息输入的刺激强度，增强对单词的记忆力。

教师做出闻闻食物的样子。Mm...This food is good.揉搓自己的肚子 T:I’m hungry.I want to eat。What’s meaning ? S: 我饿了，我想要吃。T: 摸着自己的喉咙I’m thirsty.I want to drink.(教师示范动作让学生猜测)板书并让学生跟读

Step 4: Drill

采用多种形式全班练习句式与单词，直至能理解并能口头运用句子 练习举着有食物或饮料，引导学生完成下列句子。T:(举着食物)I’m hungry.I want to … Ss: Eat.T:(举着饮料)I’m thirsty.I want to… Ss: Drink.(设计意图： 采用多种形式全班练习句式与单词，直至能理解并能口头运用句子，情境中操练句式提高学习兴趣)

2、教师找自告奋勇的学生边补全句子边表演。

3、小组之间用准备好的食物进行对话练习。

4、小组汇报。

学生拿起自己准备好的食物和饮料，根据自己的需求来邀请同学们来共进食物。

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

(设计意图：在情境中运用所学，学以致用。再次营造家庭氛围，完成德育目标和情感价值目标)

Step5 : Summing--up 老师引导学生小结。

Step 6：Class closing

T: We are a happy family.Let’s eat.Let’s drink.(设计意图：以趣激情、寓教于乐。把枯燥的学习内容和机械操练变成了充满趣味性的游戏活动，从而有效地达成教学目标。培养学生学习英语的兴趣，激发儿童求知欲)