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    Ⅰ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyoversleep(2) Target LanguageWhat happened?I overslept. And by the time I got up, my brother had already gotten in the shower.2. Ability Objects(1) Teach the students to use the new words.(2) Train the students to narrate past events with the Past Perfect Tense.(3) Train the students' listening and speaking skills with the target language.3. Moral ObjectIt’s a good habit to go to bed early in the evening and get up early in the morning. So you’ll never be in a hurry in the morning.Ⅱ. Teaching Key Points1. Key Vocabularyoversleep2. Target LanguageNarrate past events with the Past Perfect TenseⅢ. Teaching Difficult Points1. Train the students to narrate past events with the Past Perfect Tense.2. Train the students to understand the target language in spoken conversation.Ⅳ. Teaching Methods1. Thinking of examples from the students' real lives.2. Making sentences by looking at the pictures.Ⅴ. Teaching AidA tape recorderⅥ. Teaching ProceduresStep I Revision1. Revise the language points in Unit 8.Ask some questions like this: What volunteer work would you like to do?Help the students to answer, I’d like to…/I love to…/I hope to2. Practice the dialogue in Activity 3c on page 62 again. Get students to role play the similar dialogues with the following.

Could you please tell me where the restrooms are教案

The First Period

Ⅰ. Teaching Aims and Demands

1. KnowledgeObjects

(1) Key Vocabulary

restroom,shampoo, stamp

(2) Target Language

課件教案

Excuse me. Can you pleasetell me where I can get a dictionary?

Sure. There’s a bookstoreon River Road.

2. AbilityObjects

(1)Train students listening ability.

(2)Train students communicative competence.

3. Moral Object

Helping each other is very important. It is a goodquality.

Ⅱ. Teaching Key Point

Target Language

Ⅲ. Teaching Difficult Points

1. How to train students listening ability.

2. How to train students communicative competence.

Ⅳ. Teaching Procedures

Step Ⅰ Revision

T: You’re new to thisschool. You need to know where the main office

is.How can you askwhere the main office is?

S1: Where’s themain office?

T: That’s one way toask. But there is a more polite way you can ask. You

can say,"Can you tell me where the main office is?" Class repeat. Can you

tell me wherethe main office is?

Ss: Can youtell me where the main office is?

T: That’s correct. Now let’s say you wantto know where Classroom 1 is.

How can youask?

S2: Can youtell me where Classroom 1 is?

T: Good!There’s another polite way you can ask: Could you tell me how to

get toClassroom 1? Class repeat. Could you tell me how to get to

Classroom 1?

Ss: Could youtell me how to get to Classroom 1?

T: That’s right. Very good.

Step Ⅱ 1a

Go through theinstructions with the class.

Read the listof things to the class. To review the meaning of each item

on the list,invite different students to say each phrase in their own

words.

Point to thelettered parts of the picture one by one.

Ask a student:What kind of place is this?

What do theysell there? Do we have one in our community? What is the name

of the one inour community?

Point out thesample answer. Say, The letter c is in front of the words

buy shampoobecause you could buy shampoo in a department store. There may

be more thanone correct answer for some blanks.

While studentsare working, move around the room offering help as

necessary.

Step Ⅲ 1b

Read theinstructions to students. Point out the two conversations that

are shown inthe picture.

As you listen,fill in the blanks with words you hear in the recording.

Play therecording the first time.Students only listen.

Play therecording a second time.This time ask them to fill in the blanks

with the wordsyou hear.

Check theanswers with the whole class.

Step Ⅳ 1c

Read theinstructions to the class.

Point out thelist of things people need and the pictures of the places in

activity 1a. Say. Look atactivity la. Have a conversation with a partner.

Ask your partner politelywhere you can do these thing and then answer your

partner’s questions.

As studentswork, listen to some pairs in order to check the progress and

help withpronunciation as needed.

After studentshave had a chance to practise several exchanges, ask some

pairs to cometo the front of the classroom and act out their

conversations.

Step Ⅴ Homework

Review thetarget language.

The Second Period

Ⅰ. Teaching Aims and Demands

1. KnowledgeObjects

(1) Key Vocabulary

escalator,furniture, exchange money, elevator

(2) Target Language

Excuse me. Do you knowwhere I can exchange money?

Sure. There’s a bank on thesecond

floor. Take theescalator to the second floor and turn right. The bank is

next to thebookstore.

2. AbilityObjects

(1)Train students listening ability.

(2)Train students communicative competence.

3. Moral Objects

If someone asksyou how to get to the place he wants to go to, you should

tell him theway correctly.

Ⅱ. Teaching Key Points

1. Key Vocabulary

exchange money

2. TargetLanguage

Excuse me. Do you know where I can exchangemoney?

Sure. There’s a bank on the second floor.

3. Structures

Do you know where I can buy shampoo?

Could you tell me how to get to the postoffice?

Can you please tell me where I can get adictionary?

Ⅲ. Teaching Difficult Points

1. Indirectquestions.

2. How to improvestudents listening ability.

Ⅳ.Teaching Procedures

Step Ⅰ Revision

Check homework.

Step Ⅱ 2a

Read theinstructions and point to the list of directions.

Get students toname the items in the picture such as escalator, elevator,

shoe store, andso on.

Play therecording. Students only listen.

Tell them thatthe picture may help them understand what they are hearing.

Play therecording again. This time ask students to write a number next to

four of thedirections.

Check theanswers with the whole class.

Step Ⅲ 2b

Point to thepicture. Say, now you will hear the recording again. This

time show wherethe boy went as he followed the directions to the drug

store. Draw a line onthe picture in your book.

Play therecording again and ask students to draw the line on their own.

Check theanswer with the class.

Step Ⅳ 2c

Ask a pair ofstudents to read the sample conversation aloud to the class.

Read theinstructions aloud. Say. Make conversations using information

about theplaces in the picture with your partners.

As studentswork, move around the classroom checking the progress of the

pairs andoffering help as needed.

Ask one or twopairs to say their conversations to the class. Ask the rest

of the class tolook at the picture as they listen.

Step Ⅴ Homework

Ask thestudents to write three sentences with the starters of the

structures.

The Third Period

Ⅰ. Teaching Aims and Demands

1. KnowledgeObjects

(1) Key Vocabulary

hang out,fresh, advantage, disadvantage, block

(2)Target Language

Go out thefront door and take a right. Walk about three blocks. Go past

the park, andturn left onto Oak Street.

3. Moral Objects

Anything hasboth advantages and disadvantages. We should treat everything

correctly.

Ⅱ. Teaching Key Point

Train students listening, speaking, reading and writing ability.

Ⅲ. Teaching Difficult Points

How to improve students integrating skills.

Ⅳ. Teaching Procedures

Step Ⅰ Revision

T: Yesterday welearned the structures.

Do you knowwhere…? Could you tell me how to get to…? Can you please tell

me where…? Nowwho can make sentences by using the structures?

Step Ⅱ 3a

Read theinstructions. Point out the blank lines under the words

Advantages andDisadvantages below the interview.

You will writeyour answers in these blanks.

Read the firsttwo sentences at the top of the article.

Explain thatthe interviewer will talk to several teenagers.

Get students toread the interview on their own quickly.

When they havefinished, ask if there are any words or sentences they don’t understand. If there are,explain them.

Ask students toread the interview again and write the advantages and disadvantages. Check theanswers with the whole class.

Step Ⅲ 3b

Read theinstructions. Point out the conversation in the box and invite two students toread it to the class.

Point out thelist of advantages and disadvantages in Activity 3a. Say,

You can usethese items and any other items you can think of as you talk about places youusually hang out.

Ask students towork in groups of four or five. As they work, move around the classroom helping the groups asnecessary. Make sure they talk about both advantages and disadvantages.

Ask severalgroups to act out part of their conversation to the class.

Step Ⅳ 4

Read theinstructions to the class. Get students to look back at the picture and activities on thefirst page of this unit.

Point out thesample language in the box. Invite a student to read it to the class.

Ask students tosay the names of some stores and other places in the community and write themon the board. Say,

Each group canchoose three of these places to write about, or you can choose another placeyou know ofWrite careful directions from the school to each place, but donot say the name of the place. You can use the words this place instead. In order to helpstudents work, draw a simple map showing the school and several nearby streets.

When the groupsare ready, they read their directions to the class and the other students guessthe name of the place they are talking about.

Step Ⅴ Homework

1. Ask studentsto choose two places in the community and write careful directions from theschool to each place.

2. Finish off theexercises on pages 46~47 of the workbook.

The Fourth Period

Ⅰ. Teaching Aims and Demands

1. KnowledgeObjects

(1)Key Vocabulary

fascinating,convenient, safe, restroom, inexpensive

(2)Target Language

Can you tell mewhere there’s a good place to eat?

Of course. What kind offood do you like?

2. AbilityObjects

(1) Train students writing and speaking ability.

(2) Train students ability to understand the targetlanguage in spoken conversation.

(3) Train students ability to use the target language.

Ⅱ. Teaching Key Points

1. Key Vocabulary

convenient, safe, restroom inexpensive

2. TargetLanguage

Can you tell me where there’s a good place toeat?

Of course. What kind of food do you like?

Ⅲ. Teaching Difficult Points

1. How to improvestudents writing and speaking ability.

2. How to use thetarget language.

Ⅳ. Teaching Procedures

Step Ⅰ Revision

Check homework.

Step Ⅱ 1a

Go through theinstructions with the class.

Read the wordsin the box to the class and ask if there are any of these words that studentsdon’t understand. If so, help students to explain the meaning of the word.

Then read theinstructions again and point out the sample answer. Get a studentto read the sample answer to the class. Point out that students can also writeother words after the word clean.

Ask students towrite words from the box in the blanks on their own. Help studentsif needed.

Correct theanswers by having students read what qualities he or she listed.

Step Ⅲ 1b

Read the instructionsto the class.

Point out theexample in the box. Invite two students to read it to the class.

Now work with apartner. Look at the words in the box and use them to talk about places inyour own city. As students talk, move around the classroom checking their work. Offer languagesupport as needed.

Invite severalpairs of students to say their conversations to the class.

Step Ⅳ 2a

Point to thepicture and ask students to tell what is happening. If necessary,explain that the scene shows a family on vacation. They are asking the man forinformation about various things to do in Sunville.

Go through theinstructions and point to the chart.

Play therecording. Students only listen the first time.

Play therecording again. Ask students to write the places people ask about.

Check theanswers with the whole class.

Step Ⅴ 2b

Read theinstructions and point to the chart.You will hear the same recording again.

This timelisten carefully to the answers the clock gives. Write the answers in the blanks alone.Point out thesample answer.Play the recording again. Ask students to write their answers inthe blanks.Check the answers.

Step Ⅵ 2c

Point to thesample conversation. Invite two students to read it to the class.Read theinstructions. Role play the conversations you hear on the tape.Get students towork in pairs. Move around the room checking the progress of the pairs andoffering help as needed.

Ask one or twopairs to say their conversations to the class.

Step ⅦHomework

Talk about someplaces using the words in la, then write down the conversations.

The FifthPeriod

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary

water slide,clown, dress up, have fun

(2) Practise reading an article.

(3) Practise writing something using thetarget language.

2. AbilityObjects

(1) Train students reading ability.

(2) Train students writing ability.

Ⅱ. Teaching Key Point

Practisereading and writing using the target language.

Ⅲ. Teaching Difficult Point

How to write aguide to a place.

Ⅳ. Teaching Procedures

Step I Revision

Review thetarget language presented in this unit. Check homework.

Step Ⅱ 3a

Invite a studentto read the article aloud to the class. Correct any pronunciation errors tomake sure the student is providing a good model for the rest of the class.

Ask students toread the article again and complete the chart. Get students to do the work on theirown or in pairs. As they work, move around the classroom and offer help asnecessary. Check the answers.

Step m 3b

Read theinstructions to the class. Point to the first two sentences and ask a student to readthese sentences to the class.

Look back at Activities2a and 2b. Use this information to help you complete the guide to Sunville.

Ask thestudents to complete the brochure on their own. As they work, walk around theclassroom offering help and answering questions as needed.Invite astudent to read the completed article to the class.

Step Ⅳ 3c

Read theinstructions to the class.Ask students to say the names of some of the places they mightwrite about. Write a list of these places on the board forstudents to use as they write their guides.Ask students to work on their own. Tell them thatthey can use what they wrote

for activity 3bas a guide. They can write the guide for all tourists, teenagers, families,or people on a budget. As they work, move around the room offering help as needed. Correct the students work. Ask some students to read their guides and correct them.

Step Ⅴ Part 4

Go through theinstructions with the class.Get students to look back at the guides they wrote in Activity3c.Ask students to work in groups of four or five students. Let differentstudents play the role of the booth worker and the different tourists. Make sureevery student has a chance to participate.Ask one or two groups to say one oftheir conversations to the class.

Step Ⅵ Homework

1. Read thearticle in 3a again.

2. Write a guideto our city.

The Sixth Period

Ⅰ. Teaching Aims and Demands

1. KnowledgeObjects

(1) Fill in blanks and make sentencesusing beautiful, safe, delicious, convenient, fascinating.

(2)Write some questions using the targetlanguage.

2. Ability Objects

Train students writing ability.

Ⅱ. Teaching Key Points

1. Fill in blanksand make sentences.

2. Writequestions using the target language.

Ⅲ. Teaching Difficult Point

Make sentencesusing "beautiful, safe, delicious, convenient, fascinating".

Ⅳ.Teaching Procedures


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    精選高中生期末評(píng)語(yǔ)

    1、該生學(xué)習(xí)態(tài)度端正 ,能夠積極配合老師 ,善于調(diào)動(dòng)課堂氣氛。 能夠積極完成老師布置的任務(wù)。學(xué)習(xí)勁頭足,聽(tīng)課又專注 ,做事更認(rèn) 真 ,你是同學(xué)們學(xué)習(xí)的榜樣。但是,成績(jī)只代表昨天,并不能說(shuō)明你 明天就一定也很優(yōu)秀。所以,每個(gè)人都應(yīng)該把成績(jī)當(dāng)作自己騰飛的起 點(diǎn)。2、 你不愛(ài)說(shuō)話 ,但勤奮好學(xué),誠(chéng)實(shí)可愛(ài);你做事踏實(shí)、認(rèn)真、為 人忠厚 ,是一個(gè)品行端正、有上進(jìn)心、有良好的道德修養(yǎng)的好學(xué)生。在學(xué)習(xí)上,積極、主動(dòng),能按時(shí)完成老師布置的作業(yè),經(jīng)過(guò)努力 ,各 科成績(jī)都有明顯進(jìn)步,你有較強(qiáng)的思維能力和學(xué)習(xí)領(lǐng)悟力,學(xué)習(xí)也有 計(jì)劃性,但在老師看來(lái),你的潛力還沒(méi)有完全發(fā)揮出來(lái),學(xué)習(xí)上還要有持久的恒心和頑強(qiáng)的毅力。

  • 公司2024第一季度意識(shí)形態(tài)工作聯(lián)席會(huì)議總結(jié)

    公司2024第一季度意識(shí)形態(tài)工作聯(lián)席會(huì)議總結(jié)

    一是要把好正確導(dǎo)向。嚴(yán)格落實(shí)主體責(zé)任,逐條逐項(xiàng)細(xì)化任務(wù),層層傳導(dǎo)壓力。要抓實(shí)思想引領(lǐng),把理論學(xué)習(xí)貫穿始終,全身心投入主題教育當(dāng)中;把理論學(xué)習(xí)、調(diào)查研究、推動(dòng)發(fā)展、檢視整改等有機(jī)融合、一體推進(jìn);堅(jiān)持學(xué)思用貫通、知信行統(tǒng)一,努力在以學(xué)鑄魂、以學(xué)增智、以學(xué)正風(fēng)、以學(xué)促干方面取得實(shí)實(shí)在在的成效。更加深刻領(lǐng)會(huì)到******主義思想的科學(xué)體系、核心要義、實(shí)踐要求,進(jìn)一步堅(jiān)定了理想信念,錘煉了政治品格,增強(qiáng)了工作本領(lǐng),要自覺(jué)運(yùn)用的創(chuàng)新理論研究新情況、解決新問(wèn)題,為西北礦業(yè)高質(zhì)量發(fā)展作出貢獻(xiàn)。二是要加強(qiáng)應(yīng)急處事能力。認(rèn)真組織開(kāi)展好各類理論宣講和文化活動(dòng),發(fā)揮好基層ys*t陣地作用,加強(qiáng)分析預(yù)警和應(yīng)對(duì)處置能力,提高發(fā)現(xiàn)力、研判力、處置力,起到穩(wěn)定和引導(dǎo)作用。要堅(jiān)決唱響主旋律,為“打造陜甘片區(qū)高質(zhì)量發(fā)展標(biāo)桿礦井”、建設(shè)“七個(gè)一流”能源集團(tuán)和“精優(yōu)智特”新淄礦營(yíng)造良好的輿論氛圍。三是加強(qiáng)輿情的搜集及應(yīng)對(duì)。加強(qiáng)職工群眾熱點(diǎn)問(wèn)題的輿論引導(dǎo),做好輿情的收集、分析和研判,把握時(shí)、度、效,重視網(wǎng)上和網(wǎng)下輿情應(yīng)對(duì)。

  • 關(guān)于2024年上半年工作總結(jié)和下半年工作計(jì)劃

    關(guān)于2024年上半年工作總結(jié)和下半年工作計(jì)劃

    二是深耕意識(shí)形態(tài)。加強(qiáng)意識(shí)形態(tài)、網(wǎng)絡(luò)輿論陣地建設(shè)和管理,把握重大時(shí)間節(jié)點(diǎn),科學(xué)分析研判意識(shí)形態(tài)領(lǐng)域情況,旗幟鮮明反對(duì)和抵制各種錯(cuò)誤觀點(diǎn),有效防范處置風(fēng)險(xiǎn)隱患。積極響應(yīng)和高效落實(shí)上級(jí)黨委的決策部署,確保執(zhí)行不偏向、不變通、不走樣。(二)全面深化黨的組織建設(shè),鍛造堅(jiān)強(qiáng)有力的基層黨組織。一是提高基層黨組織建設(shè)力量。壓實(shí)黨建責(zé)任,從政治高度檢視分析黨建工作短板弱項(xiàng),有針對(duì)性提出改進(jìn)工作的思路和辦法。持續(xù)優(yōu)化黨建考核評(píng)價(jià)體系。二是縱深推進(jìn)基層黨建,打造堅(jiān)強(qiáng)戰(zhàn)斗堡壘。創(chuàng)新實(shí)施黨建工作模式,繼續(xù)打造黨建品牌,抓實(shí)“五強(qiáng)五化”黨組織創(chuàng)建,廣泛開(kāi)展黨員教育學(xué)習(xí)活動(dòng),以實(shí)際行動(dòng)推動(dòng)黨建工作和經(jīng)營(yíng)發(fā)展目標(biāo)同向、部署同步、工作同力。三是加強(qiáng)高素質(zhì)專業(yè)化黨員隊(duì)伍管理。配齊配強(qiáng)支部黨務(wù)工作者,把黨務(wù)工作崗位作為培養(yǎng)鍛煉干部的重要平臺(tái)。

  • XX區(qū)民政局黨支部開(kāi)展主題教育工作情況總結(jié)報(bào)告

    XX區(qū)民政局黨支部開(kāi)展主題教育工作情況總結(jié)報(bào)告

    二要專注于解決問(wèn)題。根據(jù)市委促進(jìn)經(jīng)濟(jì)轉(zhuǎn)型的總要求,聚焦“四個(gè)經(jīng)濟(jì)”和“雙中心”的建設(shè),深入了解基層科技工作、學(xué)術(shù)交流、組織建設(shè)等方面的實(shí)際情況,全面了解群眾的真實(shí)需求,解決相關(guān)問(wèn)題,并針對(duì)科技工作中存在的問(wèn)題,采取實(shí)際措施,推動(dòng)問(wèn)題的實(shí)際解決。三要專注于急難愁盼問(wèn)題。優(yōu)化“民聲熱線”,推動(dòng)解決一系列基層民生問(wèn)題,努力將“民聲熱線”打造成主題教育的關(guān)鍵工具和展示平臺(tái)。目前,“民聲熱線”已回應(yīng)了群眾的8個(gè)政策問(wèn)題,并成功解決其中7個(gè)問(wèn)題,真正使人民群眾感受到了實(shí)質(zhì)性的變化和效果。接下來(lái),我局將繼續(xù)深入學(xué)習(xí)主題教育的精神,借鑒其他單位的優(yōu)秀經(jīng)驗(yàn)和方法,以更高的要求、更嚴(yán)格的紀(jì)律、更實(shí)際的措施和更好的成果,不斷深化主題教育的實(shí)施,展現(xiàn)新的風(fēng)貌和活力。

  • 交通運(yùn)輸局在巡回指導(dǎo)組主題教育階段性工作總結(jié)推進(jìn)會(huì)上的匯報(bào)發(fā)言

    交通運(yùn)輸局在巡回指導(dǎo)組主題教育階段性工作總結(jié)推進(jìn)會(huì)上的匯報(bào)發(fā)言

    今年3月,市政府出臺(tái)《關(guān)于加快打造更具特色的“水運(yùn)XX”的意見(jiàn)》,提出到2025年,“蘇南運(yùn)河全線達(dá)到準(zhǔn)二級(jí),實(shí)現(xiàn)2000噸級(jí)舶全天候暢行”。作為“水運(yùn)XX”建設(shè)首戰(zhàn),諫壁閘一線閘擴(kuò)容工程開(kāi)工在即,但項(xiàng)目開(kāi)工前還有許多實(shí)際問(wèn)題亟需解決。結(jié)合“到一線去”專項(xiàng)行動(dòng),我們深入到諫壁閘一線,詳細(xì)了解工程前期進(jìn)展,實(shí)地察看諫壁閘周邊環(huán)境和舶通航情況,不斷完善施工設(shè)計(jì)方案。牢牢把握高質(zhì)量發(fā)展這個(gè)首要任務(wù),在學(xué)思踐悟中開(kāi)創(chuàng)建功之業(yè),堅(jiān)定扛起“走在前、挑大梁、多做貢獻(xiàn)”的交通責(zé)任,奮力推動(dòng)交通運(yùn)輸高質(zhì)量發(fā)展持續(xù)走在前列。以學(xué)促干建新功,關(guān)鍵在推動(dòng)高質(zhì)量發(fā)展持續(xù)走在前列。新時(shí)代中國(guó)特色社會(huì)主義思想著重強(qiáng)調(diào)立足新發(fā)展階段、貫徹新發(fā)展理念、構(gòu)建新發(fā)展格局,推動(dòng)高質(zhì)量發(fā)展,提出了新發(fā)展階段我國(guó)經(jīng)濟(jì)高質(zhì)量發(fā)展要堅(jiān)持的主線、重大戰(zhàn)略目標(biāo)、工作總基調(diào)和方法論等,深刻體現(xiàn)了這一思想的重要實(shí)踐價(jià)值。

  • XX區(qū)文旅體局2023年工作總結(jié) 及2024年工作安排

    XX區(qū)文旅體局2023年工作總結(jié) 及2024年工作安排

    三、2024年工作計(jì)劃一是完善基層公共文化服務(wù)管理標(biāo)準(zhǔn)化模式,持續(xù)在公共文化服務(wù)精準(zhǔn)化上探索創(chuàng)新,圍繞群眾需求,不斷調(diào)整公共文化服務(wù)內(nèi)容和形式,提升群眾滿意度。推進(jìn)鄉(xiāng)鎮(zhèn)(街道)“114861”工程和農(nóng)村文化“121616”工程,加大已開(kāi)展活動(dòng)的上傳力度,確保年度目標(biāo)任務(wù)按時(shí)保質(zhì)保量完成。服務(wù)“雙減”政策,持續(xù)做好校外培訓(xùn)機(jī)構(gòu)審批工作,結(jié)合我區(qū)工作實(shí)際和文旅資源優(yōu)勢(shì),進(jìn)一步豐富我市義務(wù)教育階段學(xué)生“雙減”后的課外文化生活,推動(dòng)“雙減”政策走深走實(shí)。二是結(jié)合文旅產(chǎn)業(yè)融合發(fā)展示范區(qū),全力推進(jìn)全域旅游示范區(qū)創(chuàng)建,嚴(yán)格按照《國(guó)家全域旅游示范區(qū)驗(yàn)收標(biāo)準(zhǔn)》要求,極推動(dòng)旅游產(chǎn)品全域布局、旅游要素全域配置、旅游設(shè)施全域優(yōu)化、旅游產(chǎn)業(yè)全域覆蓋。

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  • 精選高中生期末評(píng)語(yǔ)

    精選高中生期末評(píng)語(yǔ)

    1、該生學(xué)習(xí)態(tài)度端正 ,能夠積極配合老師 ,善于調(diào)動(dòng)課堂氣氛。 能夠積極完成老師布置的任務(wù)。學(xué)習(xí)勁頭足,聽(tīng)課又專注 ,做事更認(rèn) 真 ,你是同學(xué)們學(xué)習(xí)的榜樣。但是,成績(jī)只代表昨天,并不能說(shuō)明你 明天就一定也很優(yōu)秀。所以,每個(gè)人都應(yīng)該把成績(jī)當(dāng)作自己騰飛的起 點(diǎn)。2、 你不愛(ài)說(shuō)話 ,但勤奮好學(xué),誠(chéng)實(shí)可愛(ài);你做事踏實(shí)、認(rèn)真、為 人忠厚 ,是一個(gè)品行端正、有上進(jìn)心、有良好的道德修養(yǎng)的好學(xué)生。在學(xué)習(xí)上,積極、主動(dòng),能按時(shí)完成老師布置的作業(yè),經(jīng)過(guò)努力 ,各 科成績(jī)都有明顯進(jìn)步,你有較強(qiáng)的思維能力和學(xué)習(xí)領(lǐng)悟力,學(xué)習(xí)也有 計(jì)劃性,但在老師看來(lái),你的潛力還沒(méi)有完全發(fā)揮出來(lái),學(xué)習(xí)上還要有持久的恒心和頑強(qiáng)的毅力。

  • ××縣招商局2024年上半年工作總結(jié)

    ××縣招商局2024年上半年工作總結(jié)

    二是全力推進(jìn)在談項(xiàng)目落地。認(rèn)真落實(shí)“首席服務(wù)官”責(zé)任制,切實(shí)做好上海中道易新材料有機(jī)硅復(fù)配硅油項(xiàng)目、海南中顧垃圾焚燒發(fā)電爐渣綜合利用項(xiàng)目、天勤生物生物實(shí)驗(yàn)基地項(xiàng)目、愷德集團(tuán)文旅康養(yǎng)產(chǎn)業(yè)項(xiàng)目、三一重能風(fēng)力發(fā)電項(xiàng)目、中國(guó)供銷集團(tuán)冷鏈物流項(xiàng)目跟蹤對(duì)接,協(xié)調(diào)解決項(xiàng)目落戶過(guò)程中存在的困難和問(wèn)題,力爭(zhēng)早日實(shí)現(xiàn)成果轉(zhuǎn)化。三是強(qiáng)化招商工作考核督辦。持續(xù)加大全縣招商引資工作統(tǒng)籌調(diào)度及業(yè)務(wù)指導(dǎo),貫徹落實(shí)項(xiàng)目建設(shè)“6421”時(shí)限及“每月通報(bào)、季度排名、半年分析、年終獎(jiǎng)勵(lì)”相關(guān)要求,通過(guò)“比實(shí)績(jī)、曬單子、亮數(shù)據(jù)、拼項(xiàng)目”,進(jìn)一步營(yíng)造“比學(xué)趕超”濃厚氛圍,掀起招商引資和項(xiàng)目建設(shè)新熱潮。四是持續(xù)優(yōu)化園區(qū)企業(yè)服務(wù)。

  • “四零”承諾服務(wù)創(chuàng)建工作總結(jié)

    “四零”承諾服務(wù)創(chuàng)建工作總結(jié)

    (二)堅(jiān)持問(wèn)題導(dǎo)向,持續(xù)改進(jìn)工作。要繼續(xù)在提高工作效率和服務(wù)質(zhì)量上下功夫,積極學(xué)習(xí)借鑒其他部門(mén)及xx關(guān)于“四零”承諾服務(wù)創(chuàng)建工作的先進(jìn)經(jīng)驗(yàn),同時(shí)主動(dòng)查找并著力解決困擾企業(yè)和群眾辦事創(chuàng)業(yè)的難點(diǎn)問(wèn)題。要進(jìn)一步探索創(chuàng)新,繼續(xù)優(yōu)化工作流程,精簡(jiǎn)審批程序,縮短辦事路徑,壓縮辦理時(shí)限,深化政務(wù)公開(kāi),努力為企業(yè)當(dāng)好“保姆”,為群眾提供便利,不斷適應(yīng)新時(shí)代人民群眾對(duì)政務(wù)服務(wù)的新需求。(三)深化內(nèi)外宣傳,樹(shù)立良好形象。要深入挖掘并及時(shí)總結(jié)作風(fēng)整頓“四零”承諾服務(wù)創(chuàng)建工作中形成的典型經(jīng)驗(yàn)做法,進(jìn)一步強(qiáng)化內(nèi)部宣傳與工作交流,推動(dòng)全市創(chuàng)建工作質(zhì)效整體提升。要面向社會(huì)和公眾莊嚴(yán)承諾并積極踐諾,主動(dòng)接受監(jiān)督,同時(shí)要依托電臺(tái)、電視臺(tái)、報(bào)紙及微信、微博等各類媒體大力宣傳xx隊(duì)伍作風(fēng)整頓“四零”承諾服務(wù)創(chuàng)建工作成果,不斷擴(kuò)大社會(huì)知情面和群眾知曉率。

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