B:Somewhere in the southern suburbs of the city.
Speaker B violates the maxim of__________.
The pronunciation of the English contraction "don´t" is_________.
Student: I go to the museum last Sunday.
Teacher: That's nice. You went to the museum last Sunday, right?
"Match the adjectives on the left with the nouns on the right. "
"Look at this sentence: I've just broken my computer. Did I break the computer a long time ago, or a short time ago?"
“The age of melancholy"is how psychologist Daniel Goleman describes our age.People today experience more depression than previousgenerations, despite the technological wonders that help us every day. It might be because of them.
Our lifestyles are increasingly driven by technology. Phones, computers and the Internet pervadeour days.There is a constant, nagging need to check for texts and emails. to update Facebook, MySpace and Linkedln profiles, to acquire the latestnotebook or cellphone.
Are we being served by these technological wonders or have we become enslaved by them? l studythe psychology of technology, and it seems to me that we are sleepwalking into a world where technology is severely affecting our well-being. Technology can be hugely useful in the fast lane of modern living, but we need to stop it from taking over.
For many of us, it is becoming increasingly difficult to control the impulse to check our inbox yet again or see whether the neailres arv in a similarsince we last looked. Our children are in a similar date on Facebook.In many homes, the computerhas become the centre of attention; it is the meanum through which we work and play.
How did this arise, and what is it doing to us? In this era of mass consumption, we are surrounded
by advertising that urges us to find a fultillment through the acquisition of material goods.As a result, adults and children increasingly believe that in order to belong and feel good about themselves, they must own the lasted model or gadget.Yet research by psychologist Tim Kasser of Knox college in Galesburg,linoIs,nas tnral aoals areple who place a high value on material goals are unhappier than those who are less materialistic.Materialism is also associated with lower self-esteem, greater narcissism, greater tendency to compare oneself unfavorably with other people, less empathy and more conflict in relationships.
our culture also constantly reminds us that time is money.This implies a need for total efficiency,which is why we are allowing laptop computers and mobile phones to blur the separation betweenwork and home.As one unhappy human-resource manager in a high-tech company put it: "Theygave me a mobile phone so they can own me 24hours a day, and a portable computer, so my office is now with me all the time—l cannot break outof this pressure.""Sound familiar?
Psychologists generally believe that the lack of aclear separation between work and home significantly damages our relationships with loved ones.lt also predispose us to focus on the here and now at the expense of long-term goals.
By imposing these twin pressures, modern society is in danger of swapping standard of living for quality of life. We need ways to help recover thoseincreasingly large parts of our lives that we haveceded to technology, to regain mastery over technology and learn to use it in a healthy and positive way.
What is the author most worried about concerning the change induced by technology?
Speaking two languages rather than just。one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of biling ualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age.This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child' s academic and intellectualdevelopment.
They were not wrong about the interference: there is ample evidence that in a bilingual' s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn' t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists EIlen Bialystok and Michelle Martin- Rhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins- one marked with a blue square and the other marked with a red circle.
In the first task, the children had to sort the shapes by color, placing blue circles in the in marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task.The collective evidence from a number of such studies suggests that the bilingual experience improves the brain' s so-called executive function一 -acommand system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding informationin mind一-like remembering a sequence of directions while driving.
Why does the tussle between two simultaneously active language systems improve these aspects 0f cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a |ine through an ascending series of numbers scattered randomly on a page.
The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. "Bilinguals have to switch languages quite often一you may talk to your father in one language and to your mother in another language," says Albert Costa, a researcher at the University of Pompeu Fabra in Spain. "It requires keeping track of changes around you in the same way that we monitor our surroundings when driving." In a study comparing German-ltalian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his collagues found that the bilingual subjects not only performed better,but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it.
How is language interference perceived by modern researchers according to the passage?
I have personally come to understand that “empowerment” is not a lesson that can be thought by way of textbooks or lectures, projects or field trips, and not even by way of principles and inspirational teaching. It must be taught by personal examples.
When we ask our students who come from disadvantaged backgrounds, or those, who face a personal lifestyle that is in direct conflict to the principles that we teach, we have to be willing to show them how to overcomer, how to make the transition from one state of being into the next, how to be empowered. We must make the lesson of empowerment come to life, in a real, up-dose and personal way. And the only way this can be done is when we allow ourselves to become living examples of what we teach.
Preparatory school for Global Leadership (PSCL) is a school that I started because I believed that I had method,a way of teaching and learning that would empower the urban disadvantaged child. But as I sit back and think about it now, PSGL was a school that I started so that I would showcase empowerment to a group of students (and stuff) who needed a real life, example of how to grow beyond one’s current circumstance.
When I reflect on my journey of starting the school, I realize that every step along the way was personally teaching about empowerment. It is one thing to teach it, but it is another to live it. Unless we experience empowerment on a personal level, we can not help students learn it, circumvent obstacles as they arise and develop and employ the new skills needed to function to be empowered.
How can we get in the face of a student and push him to a place that is foreign and scary, asking him to become greater than his environment? We can’t, why? Because we do not know what it lacks like, we do not know what it feels like. Our role as a teacher becomes technical, causing us to miss out on the spirit of truly good teaching, where one teaches with relevancy, authenticity and experience.
When I look at the faces of these students, I know that my process of starting the school was for them. When I became what I taught, when I empowered myself in spaces where there was no one there to empower me, when I chose to succeed without excuses, I became a living lesson.
These students saw me and our staff as extensions of the lessons we were trying to teach. Our lives, not by our perfection, but by our effort, showed students how to apply what we taught.
Why does the author highly value a teacher’s experience of empowerment in teaching?
When it comes to airline travel, perhaps nothing has revolutionized the passenger experience more than airline apps. Indeed, they're becoming so ubiquitous that more than 50 percent of U.S travelers have at least one airline app installed on their smart device, according to travel industry research firm Phocuswright.
Maybe that's because apps make travel easier, and often are more functional than a kiosk or even an airline's own website. Passengers report that they're often more quickly informed of a flight cancellation or gate change than an airline employee. Not all airline apps are created equal, but in general you can use an app to check in for a flight, change seats, and request and pay for an upgrade. Road warriors in particular appreciate mobile boarding passes and the ability to track their flights. Many airlines now
offer free on board streaming entertainment via apps. The Delta Air Lines app even allows users to track their bags, from check-in to carousel, while the Air France app lets passengers download magazines and newspapers from the airline's library 30 hours prior to departure.
But what if you are traveling extensively on more than one airline? Global airline alliances have their own apps that allow you to view flights for all member airlines and their affiliates, including code share flights. In general, you can find flight schedules for all member airlines and track member airline flights. Airport information is available, as are details about local weather at the destination. Where's the nearest airport lounge? The app will locate it for you.
The SkyTeam airline alliance app goes a step further by letting its SkyPriority members(SkyTeam Elite Plus members and customers with first and business-class tickets) find out exactly which SkyPriority services--including priority check in and baggage drop off, as well as access to priority security lanes and boarding lanes--are available at individual airports.
You'll find that some alliance app features are available through multiple channels of communication. For example, SkyTeam members have formed their own online community by sharing traveler tricks and airport tips accessible through a variety of channels, including the app,
SkyTeam's website, Facebook page and a dedicated tips site. SkyTeam's YouTube page features travel tips from regional celebrities.
Just as airlines seem to have conquered social media, another method of communicating with travelers has just arrived. KLM Royal Dutch Airlines is the first carrier to sign up for Facebook's Messenger chat app. KLM flyers can automatically receive itineraries, flight updates, check- in notifications, boarding passes and rebook flights and communicate with customer service, all from Facebook Messenger. Messenger for Business was launched so that customers--in this case, passengers--can transact business over the messaging app in a single communication thread.Roughly 80 percent of passengers on planes traveling within the U.S. have the Messenger app
installed on their smartphones, according to Facebook.
Clearly, mobile apps and social media have transformed our digital lives. Airlines favor apps and other technologies because they get customers out of airport lines and off phone lines. Through their smart devices, travelers now have untethered access to travel information. A few quick taps can supply individuals with information never dreamed possible even a decade ago. And with more people using smartphones as their primary computing device, and as more people own cell phones globally, people expect technology-driven methods of communication and convenience to accelerate. Whether you're high-tech or not, you must admit that having immediate access to the information you need sure beats getting a busy signal on a toll-free phone line.
Which of the following is closest in meaning to the underlined word "untethered" in the last paragraph?
Everyone knows that English departments are in trouble, but you can't appreciate just howmuch trouble until you read the new report from the Modern Language Association. The report is about Ph.D. programs, which have been in decline since 2008. These programs have gotten both more difficult and less rewarding: today, it can take almost a decade to get a doctorate, and, at the end of your program, you're unlikely to find a tenure-track job.
The core of the problem is, of course, the job market. The M.L.A. report estimates that only sixty per cent of newly-minted Ph.D.s will find tenure-track jobs after graduation. If anything,that's wildly optimistic: the M.L.A. got to that figure by comparing the number of tenure-track jobs on its job list (around six hundred) with the number of new graduates (about a thousand). But that leaves out the thousands of unemployed graduates from past years who are still job-hunting--not to mention the older professors who didn't receive tenure, and who now find themselves competing
with their former students. In all likelihood, the number of jobs per candidate is much smaller than the report suggests. That's why the mood is so dire--why even professors are starting to ask, in the committee's words, "Why maintain doctoral study in the modern languages and literatures--or the rest of the humanities--at all?"
Those trends, in turn, are part of an even larger story having to do with the expansion and transformation of American education after the Second World War. Essentially, colleges grew less e1ite and more vocational. Before the war, relatively few people went to college. Then, in the nineteen-fifties, the G.I. Bill and, later, the Baby Boom pushed colleges to grow rapidly. When the boom ended, colleges found themselves overextended and competing for students. By the mid-
seventies, schools were creating new programs designed to attract a broader range of students--for instance, women and minorities.
Those reforms worked: as Nate Silver reported in the Times last summer, about twice as many people attend college per capita now as did forty years ago. But all that expansion changed colleges.In the past, they had catered to elite students who were happy to major in the traditional liberal arts.Now, to attract middle-class students, colleges had to offer more career-focused majors, in fields like business, communications, and health care. As a result, humanities departments have found
themselves drifting away from the center of the university. Today, they are often regarded as a kind of institutional luxury, paid for by dynamic, cheap, and growing programs in, say, adult-education. These large demographic facts are contributing to today's job-market crisis: they're why, while education as a whole is growing, the humanities aren't.
Given all this, what can an English department do? The M.L.A. report contains a number of suggestions. Pride of place is given to the idea that grad school should be shorter: "Departments should design programs that can be completed in five years." That will probably require changing the dissertation from a draft of an academic book into something shorter and simpler. At the same time, graduate students are encouraged to "broaden" themselves: to "engage more deeply with technology" ; to pursue unusual and imaginative dissertation projects; to work in more than one discipline; to acquire teaching skills aimed at online and community-college students; and to take workshops on subjects, such as project management and grant writing, which might be of value outside of academia. Graduate programs, the committee suggests, should accept the fact that many of their students will have non-tenured, or even non-academic, careers. They should keep track of
what happens to their graduates, so that students who decide to leave academia have a non-academic alumni network to draw upon.
What can be inferred from the last paragraph?
请谈谈在写作教学的PWP模式中，写前环节要考虑哪三个要素?并列举三种写作教学 活动中的写作练习类型。
请谈谈在写作教学的PWP模式中，写前环节要考虑哪三个要素?并列举三种写作教学 活动中的写作练习类型。
请阅读下面一份学生的书面表达以及教师的评语。并回答问题。
Hi, Suzanne,
First of all, welcome to China. In fact, many students have the same problem like you. As a matter of fact, it doesn´t as difficult as you think. But ways are great importance. Here are some tips:
Firstly, review your lessons so that it can help you catch the important points. Also read books in advance. And put your heart into class, especial what the teacher says.
Secondly, don´t be afraid make mistakes. It´s a good study habit which play a important role in learning language.
Thirdly, try to do something hard and always discuss some problems with your classmates in Chinese so that you can learn Chinese from your classmates.
Finally, to be patient when you still do poorly in Chinese. As you know, Rome isn´t build in a day. As time goes on, you will success sooner or later.
I hope that you can make great progress in Chinese. Good luck!
Yours,
Xiao Yu
教师的评语：结构合理，层次清晰。过渡词用得很好，使用了较复杂的句式，为文章增色了许多。但画线地方有误，请改正。
该教师对学生作文的错误地方画线有何作用?
对该教师对学生作文的批改情况进行分析。
假若此学生作文中出现的问题是学生群体中普遍常犯的错误，教师应该怎么做?
下面教学片段选自两位英语教师的课堂实录(片段中T指教师，S指学生)。
Teacher 1:
T: What did you have for breakfast this morning?
S: I have a bottle of milk, an egg and two cakes.
T: Oh. You should say "I had a bottle of milk ..." . Read after me, please.
Teacher 2:
T: What did you do yesterday?
S: I go to see a friend of mine yesterday.
T: Oh, yes. You went to see a friend of yours yesterday.
根据所给信息从下列三个方面作答：
学生在对话中的语言错误是什么?
请就两位教师的纠错方式进行评价。
课堂教学中还可以采用哪种纠错方式?请举例说明。
