【教材分析】This teaching period mainly deals with the grammar: the restrictive relative clauses.This period carries considerable significance to the cultivation of students’ writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality.【教學目標與核心素養(yǎng)】1. Get students to have a good understanding of the basic usages of the restrictive relative clauses.2. Enable students to use the restrictive relative clauses flexibly.3. Develop students’ speaking and cooperating abilities.4. Strengthen students’ great interest in grammar learning.【教學重難點】How to enable students to have a good understanding of the restrictive relative clauses, especially the uses of the relative words such as which, that, who, whom.【教學過程】Step1: 語法知識呈現(xiàn)定語從句(一)—關(guān)系代詞的用法在復合句中, 修飾名詞或代詞的從句叫定語從句。定語從句通常由關(guān)系代詞或關(guān)系副詞引導,說明事物的具體信息,從句位于被修飾詞之后。被定語從句修飾的詞叫先行詞,引導定語從句的詞叫關(guān)系詞,關(guān)系詞指代先行詞,并在定語從句中充當成分。關(guān)系詞有兩種:關(guān)系代詞who, whom ,whose, that, which, as和關(guān)系副詞when, where, why。
4. When he got absorbed in his world of music, he felt as if he could “see” the beauty of the world around him, like he had in his previous life.P·P as adverbial: _________________________________________________________________.Function: _______________________________________________________________________.Step 5 Solid Complete the passage with the words in brackets in their correct forms.Well known as a successful band, the Impact members show quite a few striking qualities. They never ever give up. When _____________(question) by the media, they are not _____________(discourage) and practise even harder. They are improving themselves by attending several master training class. They are united. _____________(fill with) team spirit, they act as a whole, always aiming for glory. Step 6 Difference and similarity from -ingObserve the following examples.1. He went out, shutting the door behind him.=He went out, ________________________________________________________.2. Not knowing what to do, he went to his parents for help.=__________________________________________, he went to his parents for help.Similarity: _______________________________________________________________________________________________________________________________________________________.Difference : _______________________________________________________________________________________________________________________________________________________.Step Practice1. ________ in a hurry, this article was not so good. 因為寫得匆忙, 這篇文章不是很好。2. ________ carefully, he found something he hadn’t known before. 他仔細讀書時, 發(fā)現(xiàn)了一些從前不知道的東西。3. ________ why he did it, the monitor said it was his duty. 當被問及他為什么要這么做時, 班長說這是他的職責
Step1:自主探究。1.(教材P52)Born(bear) in the USA on 2 January 1970, Whitacre began studying music at the University of Nevada in 1988.2.(教材P52) Moved(move) by this music, he said, “It was like seeing color for the first time.”3.(教材P56)I was very afraid and I felt so alone and discouraged(discourage).4.(教材P58)Encouraged(encourage) by this first performance and the positive reaction of the audience, I have continued to play the piano and enjoy it more every day.Step2:語法要點精析。用法1:過去分詞作表語1).過去分詞可放在連系動詞be, get, feel, remain, seem, look, become等之后作表語,表示主語所處的狀態(tài)Tom was astonished to see a snake moving across the floor.湯姆很驚訝地看到一條蛇正爬過地板。Finally the baby felt tired of playing with those toys.終于嬰兒厭倦了玩那些玩具。注意:1).過去分詞作表語時與被動語態(tài)的區(qū)別過去分詞作表語時,強調(diào)主語所處的狀態(tài);而動詞的被動語態(tài)表示主語是動作的承受者,強調(diào)動作。The library is now closed.(狀態(tài))圖書館現(xiàn)在關(guān)閉了。The cup was broken by my little sister yesterday.(動作)昨天我妹妹把杯子打碎了。2)感覺類及物動詞的現(xiàn)在分詞與過去分詞作表語的區(qū)別過去分詞作表語多表示人自身的感受或事物自身的狀態(tài),常譯作“感到……的”;現(xiàn)在分詞多表示事物具有的特性,常譯作“令人……的”。
常跟雙賓語的動詞有:(需借助to的)bring, ask, hand, offer, give, lend, send, show, teach, tell, write, pass, pay, promise, return等;基本句型 五S +V + O + OC(主+謂+賓+賓補)特點:動詞雖然是及物動詞,但是只跟一個賓語還不能表達完整的意思,必須加上一個補充成分來補足賓語,才能使意思完整。 判斷原則:能表達成—賓語 是…/做…注:此結(jié)構(gòu)由“主語+及物的謂語動詞+賓語+賓語補足語”構(gòu)成。賓語與賓語補足語之間有邏輯上的主謂關(guān)系或主表關(guān)系,若無賓語補足語,則句意不夠完整??梢杂米鲑e補的有:名詞,形容詞,副詞,介詞短語,動詞不定式,分詞等。如:He considers himself an expert on the subject.他認為自己是這門學科的專家。We must keep our classroom clean.我們必須保持教室清潔。I had my bike stolen.我的自行車被偷了。We invited him to come to our school.我們邀請他來我們學校。I beg you to keep secret what we talked here.我求你對這里所談的話保密。用it做形式賓語,而將真正的賓語放到賓語補足語的后面,以使句子結(jié)構(gòu)平衡,是英語常用的句型結(jié)構(gòu)方式。即:主語+謂語+it+賓補+真正賓語。如:We think it a good idea to go climb the mountain this Sunday.
【教材分析】This teaching period mainly deals with the grammar: tag questions.This period carries a considerable significance to the cultivation of students’ spoken English. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality.【教學目標與核心素養(yǎng)】1. Get students to have a good understanding of the basic usages of tag questions.2. Enable students to use the basic phrases structures flexibly.3. Develop students’ speaking and cooperating abilities.4. Strengthen students’ great interest in grammar learning.【教學重難點】1. How to enable students to have a good understanding of the basic usages of tag questions.2. How to enable students to use the basic usages of tag questions flexibly.【教學過程】Step1: 語法自主探究一、基本組成方法1.肯定式陳述部分+否定附加疑問部分(前肯后否) You often play badminton, don’t you? 你經(jīng)常打羽毛球,是嗎?You are going to the gym with me, aren’t you?你要和我一起去健身房,是嗎?She’s been to shanghai before, hasn’t she? 她以前去過上海,是嗎?2.否定式陳述部分+肯定附加疑問部分(前否后肯) It isn't a beautiful flower, is it? 那不是美麗的花,是嗎?You didn't go skating yesterday, did you? 你昨天沒去滑冰,是嗎?They can’t finish it by Friday, can they?他們不能在星期五之前完成,是嗎?
教學目標
| 1.通過學習英語句子的基本句法成分和結(jié)構(gòu),學會分析英語句子結(jié)構(gòu)。 2.識別英語基本句法結(jié)構(gòu),對長度較長,內(nèi)容較為豐富的英語句子能夠做出正確的理解。 3.為英語句子寫作奠定扎實的語法基礎。 |
教學重點 | 識別并分析下面的句子結(jié)構(gòu):SV; SVO; SP; SV IO DO; SVOC; SVA; SVOA; There be … |
教學難點 | 能區(qū)別以下結(jié)構(gòu):SP與SVA;SVOC與SVOA; |
教學過程 | |||
教學環(huán)節(jié) | 教師活動 | 學生活動 | 設計意圖 |
導入新課 Period 1 | I Learn the technical terms-1. 1. S (subject) 主語 2. V (verb) 謂語動詞 3. O (object) 賓語 4. P (predicative) 表語 5. A (adverbial) 狀語 6. DO (direct objective) 直接賓語 7. IO (indirect objective) 間接賓語 8. C (objective complement) 賓語補足語 9. There be … there be結(jié)構(gòu) | 1.回答問題 2.分組討論什么詞(詞性)可以充當句子的“主語,賓語,表語,直接賓語,間接賓語,賓語補足語和狀語” | 學生需要掌握這些句子基本構(gòu)成成分的概念。這是正確理解英語句子內(nèi)容的基本保障。 |
講授新課 Period 2 | II Learn the technical terms-2. 1. What can be used as “Subject, Object, Predicative, Direct Object, Indirect Object and objective complement” in a sentence? 2. What can be used as “adverbial” in a sentence? 3. What can be used as “verb” in a sentence? Answers to questions 1-3: 1. Nouns, pronouns and appellations can be used as “Subject, Object, Predicative, Direct Object, Indirect Object and Objective Complement”. Besides, adjectives can be used as “Predicative and Objective Complement” in a sentence. 2. Adverbs and prepositional phrases can be used as “Adverbial”. 3. Verbs with actual meaning can be used as “Verb” in a sentence. Auxiliary verbs alone cannot be used as “Verb” in a sentence. III Learn to recognize the sentence structures. 1. SV structure. For Example: (1) A bird flies. S V (2) A monkey jumps. S V (3) A fish swims. S V √ In SV structures, verbs are “intransitive verbs”. 2. SVO structure. For Example: (1) A sheep eats grass. S V O (2) They like bananas. S V O (3) He wants candy. S V O √ In SVO structures, verbs are “transitive verbs”. 3. SP structure. For Example: (1) This is great. S P (2) He looks well. S P (3) She became a teacher. S P √ In SP structures, Predicatives are formed by “l(fā)ink verbs” and “adjectives or nouns”. √ link verbs: be, become, grow, look, feel, taste, etc. 4. SV IO DO structure. For Example: (1) He asked me a question. S V IO DO
(2) Danny wrote me a letter. S V IO DO (3) Billy brought Sam a kite. S V IO DO √ In SV IO DO structures, the verbs are transitive and are followed by two objectives – pronouns or nouns as Indirect Objective, and nouns as Direct Objectives. √ verb pattern: tell sb. sth. 5. SVOC structure. For Example: (1) The war made him a hero. S V O C (2) They found the snake dead. S V O C (3) We call him Mr. Wood. S V O C √ In SVOC structures, the verb is transitive and is followed by an objectives and a complement. The complement here is used to show the situation of the object. √ In SVOC structures, Objective complements can be nouns, adjectives, –ing phrases or –ed phrases. 6. SVA structure. For Example: (1) It rained heavily. S V A (2) He coughed badly. S V A (3) The rabbit ran fast. S V A √ In SVA structures, the verb is intransitive and is followed by an adverbial. 7. SVOA structure. For Example: (1) A sheep eats grass over there. S V O A (2) Mum makes lunch in the kitchen. S V O A (3) They liked the film very much. S V O A √ SVOA structure is formed by SVO structure plus an adverbial at the end. 8. There be structure. For Example: (1) There is an apple on the table. V S A (2) There are 7 days in a week. V S A
(3) There is milk and bread on the table. V S A √ In “There be…” structure, subject and verb “be” is inverted. √ The number of “be” is decided by the very first subject followed. IV Questions to think: 1. Look at the picture below and examine the sentence structures. What parts are shared by all of them? 2.In the eight basic structures, what is the more stable element and what is the most unstable element in a sentence? V Read the sentences and analyse the structures. 1. The 100-year-old school lies in the center of the city. S V A 2. We must act. S V 3. The maths homework looks easy. S P 4. The teacher found the classroom empty. S V O C 5. My mum bought me a new dictionary. S V IO DO 6. Tom is looking forward to meeting the new exchange studnent. S V O 7. There is an English corner at our school. V S A 8. We had chemistry in the newly built lab. S V O A VI Read the passage and analyse the structures of the underlined sentences. 1. That dream has come true! S P 2. Tim and his classmates are living on a ship. S V A 3. They also learn about ships and the sea. S V O 4. Tim writes his parents every week and tells S V O A V them what happened on the ship. IO DO 5. There’s always something exciting to do. V S
6. Studying and doing homework seem much more fun. S P VII Answers to “IV Questions to think” 1. Each sentence shall have an “S” and a “V”. 2. “S” is relatively stable, compared to “V” - the most unstable part in English sentence. | 1.學生逐個舉例子分析,窮盡可以充當“S,V,O, P, A, DO, IO, C”等句子成分的詞性。 2.列表,判斷并總結(jié)可以作“主語,賓語, 表語,直接賓語,間接賓語,賓語補足語”等成分的詞性。
3.學生做練習,分析句子成分。
4.逐個提問學生,請學生通過看圖做出判斷。
5.逐個提問學生回答問題。
6.逐個提問學生回答問題。 | 1.學生進行“頭腦風暴”,通過分析,歸納,最后得出結(jié)論,嘗試回答問題1-3。 2.區(qū)別“詞性”與“句子成分”的概念。
3.使學生熟練掌握這8種基本句子結(jié)構(gòu)。
4.培養(yǎng)學生仔細觀察,對比分析的能力。同時,讓學生帶著問題思考后面所做練習的意義。
5.練習識別基本句子結(jié)構(gòu)。
6.培訓學生快速識別句子基本結(jié)構(gòu)的能力。 |
【課堂小結(jié)】 Period 3 | Summary In this period, we’ve learned about some important concepts of syntax. 1. The definitions of “S (subject), V (verb), O (object), P (predicative), A (adverbial), DO (direct object), IO (Indirect object) and C (object complement)”; 2. The morphologic features corresponding to “ S (subject), V (verb), O (object), P (predicative), A (adverbial), DO (direct object), IO (Indirect object) and C (object complement)”; 3. “V”, as the most unstable part in English sentence, decides all the varieties of the basic sentence structures. 4. The importance of learning verb patterns. Home work: 1. Recite the meanings of the capitalized initials “S (subject), V (verb), O (object), P (predicative), A (adverbial), DO (direct object), IO (Indirect object) and C (object complement)”. 2. Think about the significance of distinguishing “transitive verbs” from “intransitive verbs”? | 學生認真閱讀該小結(jié),回憶前面做過的練習和分析。 | 幫助學生梳理本節(jié)課的重要內(nèi)容 |
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http://17025calibrations.com/worddetails_25386255.html1、該生學習態(tài)度端正 ,能夠積極配合老師 ,善于調(diào)動課堂氣氛。 能夠積極完成老師布置的任務。學習勁頭足,聽課又專注 ,做事更認 真 ,你是同學們學習的榜樣。但是,成績只代表昨天,并不能說明你 明天就一定也很優(yōu)秀。所以,每個人都應該把成績當作自己騰飛的起 點。2、 你不愛說話 ,但勤奮好學,誠實可愛;你做事踏實、認真、為 人忠厚 ,是一個品行端正、有上進心、有良好的道德修養(yǎng)的好學生。在學習上,積極、主動,能按時完成老師布置的作業(yè),經(jīng)過努力 ,各 科成績都有明顯進步,你有較強的思維能力和學習領悟力,學習也有 計劃性,但在老師看來,你的潛力還沒有完全發(fā)揮出來,學習上還要有持久的恒心和頑強的毅力。
一是要把好正確導向。嚴格落實主體責任,逐條逐項細化任務,層層傳導壓力。要抓實思想引領,把理論學習貫穿始終,全身心投入主題教育當中;把理論學習、調(diào)查研究、推動發(fā)展、檢視整改等有機融合、一體推進;堅持學思用貫通、知信行統(tǒng)一,努力在以學鑄魂、以學增智、以學正風、以學促干方面取得實實在在的成效。更加深刻領會到******主義思想的科學體系、核心要義、實踐要求,進一步堅定了理想信念,錘煉了政治品格,增強了工作本領,要自覺運用的創(chuàng)新理論研究新情況、解決新問題,為西北礦業(yè)高質(zhì)量發(fā)展作出貢獻。二是要加強應急處事能力。認真組織開展好各類理論宣講和文化活動,發(fā)揮好基層ys*t陣地作用,加強分析預警和應對處置能力,提高發(fā)現(xiàn)力、研判力、處置力,起到穩(wěn)定和引導作用。要堅決唱響主旋律,為“打造陜甘片區(qū)高質(zhì)量發(fā)展標桿礦井”、建設“七個一流”能源集團和“精優(yōu)智特”新淄礦營造良好的輿論氛圍。三是加強輿情的搜集及應對。加強職工群眾熱點問題的輿論引導,做好輿情的收集、分析和研判,把握時、度、效,重視網(wǎng)上和網(wǎng)下輿情應對。
二是深耕意識形態(tài)。加強意識形態(tài)、網(wǎng)絡輿論陣地建設和管理,把握重大時間節(jié)點,科學分析研判意識形態(tài)領域情況,旗幟鮮明反對和抵制各種錯誤觀點,有效防范處置風險隱患。積極響應和高效落實上級黨委的決策部署,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,鍛造堅強有力的基層黨組織。一是提高基層黨組織建設力量。壓實黨建責任,從政治高度檢視分析黨建工作短板弱項,有針對性提出改進工作的思路和辦法。持續(xù)優(yōu)化黨建考核評價體系。二是縱深推進基層黨建,打造堅強戰(zhàn)斗堡壘。創(chuàng)新實施黨建工作模式,繼續(xù)打造黨建品牌,抓實“五強五化”黨組織創(chuàng)建,廣泛開展黨員教育學習活動,以實際行動推動黨建工作和經(jīng)營發(fā)展目標同向、部署同步、工作同力。三是加強高素質(zhì)專業(yè)化黨員隊伍管理。配齊配強支部黨務工作者,把黨務工作崗位作為培養(yǎng)鍛煉干部的重要平臺。
二要專注于解決問題。根據(jù)市委促進經(jīng)濟轉(zhuǎn)型的總要求,聚焦“四個經(jīng)濟”和“雙中心”的建設,深入了解基層科技工作、學術(shù)交流、組織建設等方面的實際情況,全面了解群眾的真實需求,解決相關(guān)問題,并針對科技工作中存在的問題,采取實際措施,推動問題的實際解決。三要專注于急難愁盼問題。優(yōu)化“民聲熱線”,推動解決一系列基層民生問題,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。目前,“民聲熱線”已回應了群眾的8個政策問題,并成功解決其中7個問題,真正使人民群眾感受到了實質(zhì)性的變化和效果。接下來,我局將繼續(xù)深入學習主題教育的精神,借鑒其他單位的優(yōu)秀經(jīng)驗和方法,以更高的要求、更嚴格的紀律、更實際的措施和更好的成果,不斷深化主題教育的實施,展現(xiàn)新的風貌和活力。
今年3月,市政府出臺《關(guān)于加快打造更具特色的“水運XX”的意見》,提出到2025年,“蘇南運河全線達到準二級,實現(xiàn)2000噸級舶全天候暢行”。作為“水運XX”建設首戰(zhàn),諫壁閘一線閘擴容工程開工在即,但項目開工前還有許多實際問題亟需解決。結(jié)合“到一線去”專項行動,我們深入到諫壁閘一線,詳細了解工程前期進展,實地察看諫壁閘周邊環(huán)境和舶通航情況,不斷完善施工設計方案。牢牢把握高質(zhì)量發(fā)展這個首要任務,在學思踐悟中開創(chuàng)建功之業(yè),堅定扛起“走在前、挑大梁、多做貢獻”的交通責任,奮力推動交通運輸高質(zhì)量發(fā)展持續(xù)走在前列。以學促干建新功,關(guān)鍵在推動高質(zhì)量發(fā)展持續(xù)走在前列。新時代中國特色社會主義思想著重強調(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,推動高質(zhì)量發(fā)展,提出了新發(fā)展階段我國經(jīng)濟高質(zhì)量發(fā)展要堅持的主線、重大戰(zhàn)略目標、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踐價值。
三、2024年工作計劃一是完善基層公共文化服務管理標準化模式,持續(xù)在公共文化服務精準化上探索創(chuàng)新,圍繞群眾需求,不斷調(diào)整公共文化服務內(nèi)容和形式,提升群眾滿意度。推進鄉(xiāng)鎮(zhèn)(街道)“114861”工程和農(nóng)村文化“121616”工程,加大已開展活動的上傳力度,確保年度目標任務按時保質(zhì)保量完成。服務“雙減”政策,持續(xù)做好校外培訓機構(gòu)審批工作,結(jié)合我區(qū)工作實際和文旅資源優(yōu)勢,進一步豐富我市義務教育階段學生“雙減”后的課外文化生活,推動“雙減”政策走深走實。二是結(jié)合文旅產(chǎn)業(yè)融合發(fā)展示范區(qū),全力推進全域旅游示范區(qū)創(chuàng)建,嚴格按照《國家全域旅游示范區(qū)驗收標準》要求,極推動旅游產(chǎn)品全域布局、旅游要素全域配置、旅游設施全域優(yōu)化、旅游產(chǎn)業(yè)全域覆蓋。
1、該生學習態(tài)度端正 ,能夠積極配合老師 ,善于調(diào)動課堂氣氛。 能夠積極完成老師布置的任務。學習勁頭足,聽課又專注 ,做事更認 真 ,你是同學們學習的榜樣。但是,成績只代表昨天,并不能說明你 明天就一定也很優(yōu)秀。所以,每個人都應該把成績當作自己騰飛的起 點。2、 你不愛說話 ,但勤奮好學,誠實可愛;你做事踏實、認真、為 人忠厚 ,是一個品行端正、有上進心、有良好的道德修養(yǎng)的好學生。在學習上,積極、主動,能按時完成老師布置的作業(yè),經(jīng)過努力 ,各 科成績都有明顯進步,你有較強的思維能力和學習領悟力,學習也有 計劃性,但在老師看來,你的潛力還沒有完全發(fā)揮出來,學習上還要有持久的恒心和頑強的毅力。
二是全力推進在談項目落地。認真落實“首席服務官”責任制,切實做好上海中道易新材料有機硅復配硅油項目、海南中顧垃圾焚燒發(fā)電爐渣綜合利用項目、天勤生物生物實驗基地項目、愷德集團文旅康養(yǎng)產(chǎn)業(yè)項目、三一重能風力發(fā)電項目、中國供銷集團冷鏈物流項目跟蹤對接,協(xié)調(diào)解決項目落戶過程中存在的困難和問題,力爭早日實現(xiàn)成果轉(zhuǎn)化。三是強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)務指導,貫徹落實項目建設“6421”時限及“每月通報、季度排名、半年分析、年終獎勵”相關(guān)要求,通過“比實績、曬單子、亮數(shù)據(jù)、拼項目”,進一步營造“比學趕超”濃厚氛圍,掀起招商引資和項目建設新熱潮。四是持續(xù)優(yōu)化園區(qū)企業(yè)服務。
(二)堅持問題導向,持續(xù)改進工作。要繼續(xù)在提高工作效率和服務質(zhì)量上下功夫,積極學習借鑒其他部門及xx關(guān)于“四零”承諾服務創(chuàng)建工作的先進經(jīng)驗,同時主動查找并著力解決困擾企業(yè)和群眾辦事創(chuàng)業(yè)的難點問題。要進一步探索創(chuàng)新,繼續(xù)優(yōu)化工作流程,精簡審批程序,縮短辦事路徑,壓縮辦理時限,深化政務公開,努力為企業(yè)當好“保姆”,為群眾提供便利,不斷適應新時代人民群眾對政務服務的新需求。(三)深化內(nèi)外宣傳,樹立良好形象。要深入挖掘并及時總結(jié)作風整頓“四零”承諾服務創(chuàng)建工作中形成的典型經(jīng)驗做法,進一步強化內(nèi)部宣傳與工作交流,推動全市創(chuàng)建工作質(zhì)效整體提升。要面向社會和公眾莊嚴承諾并積極踐諾,主動接受監(jiān)督,同時要依托電臺、電視臺、報紙及微信、微博等各類媒體大力宣傳xx隊伍作風整頓“四零”承諾服務創(chuàng)建工作成果,不斷擴大社會知情面和群眾知曉率。
(五)服務群眾提效能方面。一是政府采購服務提檔升級。建成“全區(qū)一張網(wǎng)”,各類采購主體所有業(yè)務實現(xiàn)“一網(wǎng)通辦,提升辦事效率;全面實現(xiàn)遠程開標和不見面開標,降低供應商成本;要求400萬元以上工程采購項目預留采購份額提高至采購比例的40%以上,支持中小企業(yè)發(fā)展。2022年,我區(qū)政府采購榮獲”中國政府采購獎“,并以全國第一的成績獲得數(shù)字政府采購耕耘獎、新聞宣傳獎,以各省中第一的成績獲得年度創(chuàng)新獎。二是財政電子票據(jù)便民利民。全區(qū)財政電子票據(jù)開具量突破1億張,涉及資金810.87億元。特別是在醫(yī)療領域,全區(qū)241家二級以上公立醫(yī)療機構(gòu)均已全部上線醫(yī)療收費電子票據(jù),大大解決了群眾看病排隊等待時間長、繳費取票不方便的問題,讓患者”省心、省時、省力“。
一、活動開展情況及成效按照省委、市委對“大學習、大討論、大調(diào)研”活動的部署要求,縣委立即行動,于8月20日組織召開常委會會議,專題傳達學習省委X在讀書班上的講話精神。5月2日,縣委召開“大學習、大討論、大調(diào)研”活動推進會,及時對活動開展的相關(guān)要求、任務進行再安排再部署,會后制定并下發(fā)了活動實施方案、重點課題調(diào)研方案、宣傳報道方案等系列文件,有效指導活動開展。5月17日、9月1日,縣委再次召開常委會會議,專題聽取“大學習、大討論、大調(diào)研”活動開展情況匯報,研究部署下階段工作。9月13日,召開全縣“大學習大討論大調(diào)研”活動工作推進座談會,深入貫徹全省、全市“大學習大討論大調(diào)研”活動工作推進座談會精神,總結(jié)交流活動經(jīng)驗,對下一階段活動開展進行安排部署?!按髮W習、大討論、大調(diào)研”活動的有序開展,為砥礪前行、底部崛起的X注入了強大的精神動力。
1.市政基礎設施項目5項,總建設里程2.13km,投資概算2.28億元。其中,烔煬大道(涉鐵)工程施工單位已進場,項目部基本建成,正在辦理臨時用地、用電及用水等相關(guān)工作;中鐵佰和佰樂(巢湖)二期10KV外線工程已簽訂施工合同;黃麓鎮(zhèn)健康路、緯四路新建工程均已完成清單初稿編制,亟需黃麓鎮(zhèn)完成圖審工作和健康路新建工程的前期證件辦理;公安學院配套道路項目在黃麓鎮(zhèn)完成圍墻建設后即可進場施工。2.公益性建設項目6項,總建筑面積15.62萬㎡,投資概算10.41億元。其中,居巢區(qū)職業(yè)教育中心新建工程、巢湖市世紀新都小學擴建工程已完成施工、監(jiān)理招標掛網(wǎng),2月上旬完成全部招標工作;合肥職業(yè)技術(shù)學院大維修三期已完成招標工作,近期簽訂施工合同后組織進場施工;半湯療養(yǎng)院凈化和醫(yī)用氣體工程已完成招標工作;半湯療養(yǎng)院智能化工程因投訴暫時中止;巢湖市中醫(yī)院(中西醫(yī)結(jié)合醫(yī)院)新建工程正在按照既定計劃推進,預計4月中下旬掛網(wǎng)招標。