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Title: Meeting the Demands of the English Class Representative

Introduction:
Being chosen as the English class representative came as a pleasant surprise to me. However, little did I know that my new role would entail fulfilling various demands. This article aims to explore the three major requests made by our English class representative and how I managed to meet them.

Meeting the Demand for Interesting Lessons:
The first demand put forth by our English class representative was to make our lessons more interesting and engaging. To accomplish this, I decided to incorporate a variety of teaching methods and materials. I began introducing multimedia elements such as videos, songs, and presentations to capture students' attention. Moreover, I encouraged class discussions and debates, allowing students to express their opinions freely. By designing interactive activities and incorporating real-life examples, I aimed to make the learning experience more enjoyable and relevant. As a result, the overall classroom atmosphere became livelier, and students showed greater interest and enthusiasm towards English lessons.

Addressing the Need for Individual Attention:
Recognizing that every student has unique learning needs, our English class representative requested personalized attention for each student. To fulfill this demand, I implemented a few strategies. Firstly, I organized one-on-one feedback sessions where students could discuss their weaknesses and receive guidance on how to improve. This allowed me to understand their individual challenges and tailor my teaching approach accordingly. Additionally, I provided extra study materials and recommended online resources to cater to different learning styles. By acknowledging and accommodating the diverse needs of my classmates, I aimed to foster a supportive and inclusive learning environment.

Catering to Exam Preparation:
Another significant demand made by our English class representative was to assist in exam preparation. To tackle this, I devised a comprehensive study plan. I scheduled regular review sessions to help students consolidate their knowledge and practice their skills. I provided mock tests and sample papers to simulate exam scenarios and improve their time management. Furthermore, I encouraged peer-to-peer learning by creating study groups, where students could help each other and discuss challenging topics. With a focus on exam-oriented teaching, I aimed to instill confidence in my classmates and equip them with the necessary skills to excel in their English exams.

Conclusion:
Meeting the demands of our English class representative has challenged me as a student and a leader. By making our lessons more interesting and engaging, addressing individual needs, and aiding in exam preparation, I have strived to fulfill her expectations. Although it required extra effort and dedication, the outcome has been rewarding. Not only have I witnessed significant improvements in my peers' language skills, but I have also experienced personal growth as an English class representative. Moving forward, I aim to continue meeting the demands of my classmates and creating a conducive environment for effective English learning.
英语课代表叫我满足她

　　5月20日，台湾地区领导人赖清德在就职讲话中顽固坚持“台独”立场，大肆宣扬分裂谬论，煽动两岸对立对抗，妄图“倚外谋独”“以武谋独”。国台办发言人陈斌华对此表示，台湾地区领导人罔顾民意、逆流而动，释放了谋“独”挑衅、破坏台海和平稳定的危险信号，充分暴露了其“台独工作者”的本性。发言人还在表态中明确划出了任何形式“台独”分裂行径的红线。“台独”是绝路！赖清德挑衅对抗注定失败。

　　赖清德“5·20”讲话公然贩卖“两国论”。他扭曲两岸关系本质，宣称“两岸互不隶属”；煽动岛内民众“仇中恐中”，渲染“大陆军事威胁”；妄图继续“倚外谋独”，把台湾问题“国际化”，通篇充斥着“反中抗中”的对抗思维。此前，赖清德任用“台独”顽固分子担任台安全、防务等部门要职，被岛内舆论直指为“以武谋独”做铺垫。赖清德“5·20”讲话和种种迹象表明，其根本无意改善两岸关系，就是铁了心要破坏台海和平稳定，妄想“和平分裂”。

　　“台独”与台海和平水火不容，是根本走不通的绝路。要和平不要战争、要发展不要衰退、要交流不要分离、要合作不要对抗是岛内主流民意。赖清德不管打着什么幌子、编造什么话术，都是在欺骗民众，掩盖不了其谋“独”本质，只会严重损害台湾民众安全和利益，必然遭到广大台湾同胞反对。“5·20”当天，有岛内网友留言称“老赖任职搞‘台独’，把我们拉向战争边缘”。岛内媒体更发表评论文章抨击、反对赖清德“台独”言论。还有岛内学者呼吁赖清德认清现实、放弃“台独”。

　　不管赖清德讲什么、怎么讲，都改变不了两岸同属一个中国的事实，改变不了两岸关系的基本格局和发展方向，阻挡不了祖国终将统一的历史大势。祖国大陆解决台湾问题、完成国家统一的意志坚如磐石，维护国家主权和领土完整的能力坚不可摧，反对“台独”分裂和外来干涉的行动坚决有力。“台独”的任何图谋和挑衅，在祖国大陆的强大实力面前，都是以卵击石，必将以失败告终。(中央广播电视总台台海之声)

10yue10ri，gansushengjienenggongzuotuijindianshidianhuahuiyizhaokai，shengchangrenzhenhejianghuaqiangtiao，yaozhanweiquanjushenkebawoxingshiqushi，qingxingrenshituijinjienenggongzuodejinpoxing、changqixing、jianjuxing。ba“shisiwu”qijianshengshangxiadadejienengmubiaozuoweigangxingzhibiao、yingxingyueshu，mingxidishu、yashizeren，bujiangtiaojian、buzhebukoujianjuewancheng。英语课代表叫我满足她1(1)0月(yue)1(1)0日(ri)，(，)甘(gan)肃(su)省(sheng)节(jie)能(neng)工(gong)作(zuo)推(tui)进(jin)电(dian)视(shi)电(dian)话(hua)会(hui)议(yi)召(zhao)开(kai)，(，)省(sheng)长(chang)任(ren)振(zhen)鹤(he)讲(jiang)话(hua)强(qiang)调(tiao)，(，)要(yao)站(zhan)位(wei)全(quan)局(ju)深(shen)刻(ke)把(ba)握(wo)形(xing)势(shi)趋(qu)势(shi)，(，)清(qing)醒(xing)认(ren)识(shi)推(tui)进(jin)节(jie)能(neng)工(gong)作(zuo)的(de)紧(jin)迫(po)性(xing)、(、)长(chang)期(qi)性(xing)、(、)艰(jian)巨(ju)性(xing)。(。)把(ba)“(“)十(shi)四(si)五(wu)”(”)期(qi)间(jian)省(sheng)上(shang)下(xia)达(da)的(de)节(jie)能(neng)目(mu)标(biao)作(zuo)为(wei)刚(gang)性(xing)指(zhi)标(biao)、(、)硬(ying)性(xing)约(yue)束(shu)，(，)明(ming)晰(xi)底(di)数(shu)、(、)压(ya)实(shi)责(ze)任(ren)，(，)不(bu)讲(jiang)条(tiao)件(jian)、(、)不(bu)折(zhe)不(bu)扣(kou)坚(jian)决(jue)完(wan)成(cheng)。(。)

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