Global degrees(完整版)

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全球变暖英语演讲稿(精选多篇)

全球变暖英语演讲稿(精选多篇)第一篇：全球变暖英语演讲稿è??ò±??ˉó￠ó??y?2??.txt10óeá??′??￡?éú?üa?3ìé?μ????ˉ?éò??ì3éò???à?ìì￡?óeá??′??￡?1aμ￥?éò??yò?3éò???oè??￡?óeá??′??￡???à??éò??à·?3éaú?2μ??ê?¨?￡global warmingthere is little doubt that the planet is warming. over the last century, the planets temperature has risen by around 1 degree fahrenheit (0.6 of a degree celsius). the warmest since the mid 1800?ˉs was the 1990s. the hottest years recorded were 1997, 1998, 2014, 2014, 2014.the united nations panel on climate change projects that the global temperatures will rise 3-10 degrees fahrenheit by the century?ˉs end - enough to have the polar caps all but melted.if the ice caps melt, a vast majority of our countries borders will be under water. monuments and great buildings, as well as homes and lives will be under water, including new york city.so now we know what some of the causes are for global warming, how can we as individuals do our part to help save the planet?the answer is simpler than you may think. you don?ˉt have to go miles away from home to protest, or spend masses of money. if you try to follow the few simple steps that i shall now give you, you will have started to help us all.firstly, plant a tree. this could be easier than it sounds. join or help out a local wildlife group and ask to plant a tree. trees, when fully grown, will help keep the planet cooler. on the same point, you could protest against the demolition of the rainforests. this is the same principle, we need the trees to cool our planet and yet they are chopping them down to create roads or homes.something as simple as walking instead of taking the car will help reduce pollution. as well as stopping pollution, you are giving yourself exercise, something important for our bodies. so the next time you get into your car, or your motorbike, think - do i have to make this journey by vehicle or can i walk?when you are at home, and your getting a little cold. put a jumper on and do not adjust the heating.the extra heat produced by our homes also affects the planet. so try wearing an extra layer in winter.if possible, buy your fruit and vegetables from local suppliers. and try to avoid imported goods. the more foreign food that we import the more pollution from aeroplanes and boats it will create.keeping to the speed limit can also help the environment. the more you speed the more petrol you are going to use, making the pollution higher. also, suv?ˉs make about six times their own weight in co2 each year. a small efficient diesel car covering the same distance not only uses much less fuel; it makes two thirds less.if possible use solar energy, after all it is free; all you need to buy is the equipment. you can get much of your hot water and heating from the sun and even generate electricity.reduce, reuse and recycle. only buy what you need; don?ˉt stock the cupboards with things(推荐打开) you may or may not use. reuse whatever you can, like containers and paper, and recycle what you cannot reuse. it really is as simple as that.finally turning off unused sources of power such as televisions and heaters will help the environment, as well as save you money.if everybody stuck to these rules, we would be doing a great thing by protecting the earth. so please take into consideration what i have said, and try to do your part. after all, it will be our next generation that will feel the effects.第二篇：英语作文全球变暖全球变暖environmental protectionno one，regardless of race, religion or nationality, can deny that the world we live in is becoming increasingly intolerable because of the effects of global warming. according to many experts, even greater impacts are still on the way.there are numerous causes for this problem. on one hand, human-related emissions of carbon into the atmosphere is causing, and will in the future cause, significant global warming according to the theory. on the otherhand, the lack of knowledge about the importance of protecting environment hinders the solving of the it is urgent that immediate and effective actions should be taken right away. first, more trees need to be planted to help improve and beautify the environment. besides, stricter laws concerning global warming and irresponsible use of fuel resources have to be put into effect and achieved good results. in a word, there is a long way to go before we can take a comfortable world for granted again .many people believe that human activity is causing the earth’s temperature to rise. they say that this global warming will have dreadful consequences for our environment, such as drought and flooding. m what should governments do to help prevent global warming? give reasons for your suggestions.the earth’s temperature is rapidly changing. as a result there has been a lot of climate change such as heat waves, droughts and floods. scientists believe that this is the result of human activity, which is polluting the earth’s atmosphere. this could become a disaster if governments do not act to help prevent global warming. they can act in three ways; by supporting research, by making laws and by keeping the general public informed.firstly, governments can support research. for example, they should encourage companies to develop vehicles that cause less pollution. they should also supportalternative sources of electricity from wind and water rather than from oil and coal. as well, they should sponsor conferences to discuss the effects of greenhouse gas emissions and possible solutions to the problem. secondly, they should make laws that limit the amount of greenhouse gases that companies can emit. private companies should be rewarded for following these laws. they should also be punished for creating pollution. finally, everybody is affected by global warming. therefore, it is important thatgovernments involve individuals in the problem solving process. for example they should encourage households to save as much energy as possible by using more efficient light bulbs or less hot water. they should also encourage the public to recycle, and this should be compulsory for everyone. another way of saving energy is by public transport systems. governments should spend money on public transport to make it as easy as possible for the public to save energy.in summary, it is clear that there are a lot of things that governments can do to prevent global warming. they should involve companies, support scientists and encourage individuals to protect the planet.第三篇：全球变暖英语作文全球变暖英语作文作文一people around the world may feel that the climate has been getting steadily warmer and warmer in recent years. places which used to beabundant in snowfall have frequently experienced snowfree winters. drought lasts longer in some dry areas. people find that without air conditioners they could hardly work or fall asleep on hotter summer days. the side effects of global warming are alarmins. a warmer global climate melts the ice caps, raising sea levels. what is more, it disturbs weather patterns, causing droughts, severe storms, hurricanes. people suffer a lot from disasters relevant to global warming.to stop global warming we should make immediate and continual efforts. we hope the situation will soon change. global warming catches and holds our concern, for it affects us and will affect our later generations. we cannot wait any longer. do it. do it right. do it right now.作文二全球变暖directions: for this part, you are allowed 30 minutes to write a short essay on the topic environmental protection. you should write at least 120 words following the outline given below.1. 全球变暖对地球环境造成了很大影响2. 引起全球变暖的原因3. 我们需要采取的措施environmental protectionno one，regardless of race, religion or nationality, can deny that the world we live in is becoming increasingly intolerable because of the effects ofglobal warming. according to many experts, even greater impacts are still on the way.there are numerous causes for this problem. on one hand, human-related emissions of carbon into the atmosphere is causing, and will in the future cause, significant global warming according to the theory. on the other hand, the lack of knowledge about the importance of protecting environment hinders the solving of the problem.it is urgent that immediate and effective actions should be taken right away. first, more trees need to be planted to help improve and beautify the environment. besides, stricter laws concerning global warming and irresponsible use of fuel resources have to be put into effect and achieved good results. in a word, there is a long way to go before we can take a comfortable world for granted again .作文三全球气候变暖是目前人类面临的最大环境问题。

人教版选修6 UNIT 4 Global warming词汇及句型精讲

(1)She has a mental toughness that did not come about by chance.她心理稳定，这不是偶然发生的。

(2016·江苏)(2)How did it come about that he knew where we were?他是怎么知道我们在什么地方的呢？It comes/came about that...……发生。

How does/did it come about that...？……是怎样发生的？When it comes to...当谈到……名师点拨come about相当于happen或occur，均无被动形式；且常用it作形式主语。

2．subscribe to同意；赞成；订购；捐助(1)I subscribed to the magazine for only 32 a year.订阅(2)How much did you subscribe to the disaster fund？捐助(3)Do you subscribe to her pessimistic view of the state of the economy？同意3．quantities of大量的4．go up上升；增长；升起5．result in导致6．be opposed to反对……7．keep on继续8．on the whole大体上；基本上9．on behalf of代表……一方；作为……的代言人(＝on one’s behalf)代表……一方；作为……的代言人[选词填空]on behalf of，stand for，represent(1)What does WHO __________(代表)?(2)I apologize to you __________(代表) my family.(3)He __________(代表) our school to take part in the competition and all of us were proud of him.名师点拨(1)on behalf of是介词短语。

Global degrees(完整版)

Global Degrees
张安泽、昝晨、徐思秀、王艳艳、穆雅茹（按上去讲的顺序)
Proper Nouns 1.Wharton School of the University of Pennsylvania
2.Indian School of Business 3.Harvard Business School 4. McKinsey & Co sys Technologies 6. Deutsche Bank
工商管理学院）
Para.6
The 6th paragraph shows us other choices of highly sought-after（受欢迎的） foreign students by an example of Bilal Khan.
Para.6
What other choices does Khan have?
The causes and advantages of those ways to go global.
1.To develop leaders who can operate in lots of different settings. 2. Those executive M.B.As may become cheerleaders. 3.To start with "points of presence" to reach international markets. 4.Fishing for students,talking to alumni and raising money.
Indian School of Business
The Indian School of Business (ISB) is located in Hyderabad, India, one of the larger urban areas in India. The school opened a second location in Mohali, India in April 2012. ISB offers a full-time Post Graduate Program in Management (PGP) in addition to a Post Graduate Program for Senior Executives (PGPMAX). Highlights of ISB’s program include a condensed timeframe of only one year, as well as access to an international faculty and the thriving global IT scene in Hyderabad. This proximity to tech companies and their leaders further enhances the learning environment, and career opportunities, for ISB students.

全国高等教育自学考试《英语翻译》00087课内必背词组

全国高等教育自学考试《英语翻译》00087课内必背词组global challenge全球性挑战climate change气候变化nuclear n核扩散economic recovery经济复苏meetings at the nal nism贸易保护主义human rights人权freedom of speech and assembly言论和集会自由long-term debt长期债务domestic demand内需hoder of debt债权国a series of important new initiatives一系列重要的新提议joint clean energy research center联合清洁能源研究中心take no ns未接受采访the frigid Chinese capital冰冷的中国都城Two Conferencesthe 12th Five-Year Plan十二五nal development and people's livelihood国计民生one's tenure of office任期to perform one's duty honestly恪尽职守ary flow货币流动性common people老庶民growing material and cultural needs日益增长的物质文化需要the starting point as well as the final aim出发点和落脚点stabilize prices稳定物价to corner the market囤积居奇（把持市场）to jack up prices哄抬物价n ns通胀预期readjustment measures调控步伐economy houses保证性住房shantytown棚户区speculative housing demands谋利性住房需求property hoarding捂盘步伐keep purchased land unused圈地不消health care reform医疗改革medical care医疗保险2、时势批评summit首脑会议communique公报strategic thinker战略思想家zero-sum game一方得益一方受损的局面1—英语翻译economic reach经济影响力Sino-US ns／Sino-American n全球化nalism例外论reform and opening-up革新开放United ns Development Programme联合国开发计划Gini coefficient基尼系数the rich-poor disparity贫富差距egalitarianism平均主义e group高收入群体tax system税收制度customs duty关税value added tax增值税business tax营业税resource tax本钱税illegal underground economy公开经济tax n偷漏税wealth n财富积累the disadvantaged group弱势群体social security undertakings社会保证奇迹social transfer payments社会转移领取franchise特许经营monopoly trades垄断性行业colossal profits暴利air transport航空运输业n management管理运输业post and ns邮电运输业unfair n不公平竞争upper limit限高people at the bottom level基础阶层Gross nal Product（GNP）国民生产总值Gross Domestic Product（GDP）国内生产总值三、经济贸易individual freedom小我自在equality of opportunity机会均等hard work勉力斗争monopoly of power权力垄断be supportive of支持，赞成social class社会地位，社会阶层inherited privilege继承的特权manufacturer制造商labor problems of ns大公司的劳工问题business n商务专栏2—英语翻译stock prices股市行情foreign aid对外援助federal budget联邦预算Federal Reserve Bank联邦储蓄银行entertainment industry文娱业show business演艺业world of arts文艺界world of entertainment娱乐界financial crisis经济危机the lifeless economies经济不景气consumer markets消费市场teetering currency rates货币疲软purchasing power购买力political instability政局不定change economic circumstances经济不稳nist barriers商业保护主义壁垒diplomatic rows外交摩擦press forward大力推进system of foreign trade外贸体制n集团化state enterprises国有企业entrepreneur企业家mass market大众市场added value附加值export commodities出口商品hard-punch" items拳头产物competitive edge合作上风geographical n市场多元化make a good killing赚大钱first class一流的trade fairs交易会sales forces贩卖职员n facilities出产装备sales outlets贩卖点productivity生产率preferential policies优惠政策infrastructure基础设施foreign direct investment外国直接投资be supportive of撑持inherited privilege继承的特权labor problems of ns大公司的劳资题目the reform of China’s foreign t rade regime中国的外贸体系体例革新fine quality or else no export以质取胜market n市场调整3—英语翻译foreign exchange market外汇市场fine or intricate processing精加工和深加工四、科学技术Silicon Valley硅谷renewable petroleum可再生石油are executive软件管理人员business school商学院agricultural waste农业废物wheat straw麦秆crude oil原油science n科幻小说r director高级主管Saudi Arabia沙特阿拉伯global economy全球经济hydrogen fuel氢燃料carbon negative负碳的raw materials原材料supply ns供给营业start-up capital启动资金single-cell organisms单细胞生物industrial yeast工业酵母E.coli大肠杆菌custom designing定制设计fatty acids脂肪酸n发酵fuels industry生物燃料行业byproduct副产物textile material纺织质料Chinese Academy of Science中国科学院n回收chemical n化学分化monomers单体chemical fiber化学纤维short polyester fibers涤纶短纤维polyester fiber聚酯纤维n clothes时装Nobel Prize for Chemistry诺贝尔化学奖chemical n化学方程式all-weather clothes晴雨两用衣chemical substance化学物资solvents溶剂intermediates中央体industrial chemicals化工原材料4—英语翻译regenerated resin再生树脂China's Plastic n net中国降解塑料网relevant departments 有关部门medium-sized city中等城市economic returns经济效益make……obsolet e使……被淘汰，使……过时be broken down into被分解为……5、天然探秘global warming全球气候变暖heat wave热浪nuclear facilities核办法flash flood山洪暴发greenhouse gas n温室气体排放fossil-fuel n化石燃料的排放carbon xide二氧化碳solar n太阳变革satellite measurements卫星测量atmospheric change大气变化saturated air mass饱和大气团xide effect二氧化碳效应atmospheric n大气循环weather phenomenon天气现象lower atmosphere高空大气层water vapor水汽condensed matter of the vapor水汽固结物horizontal distance水平距离visibility能见度meteorology气象学light fog轻雾heavy fog重雾horizontal visibility程度能见度n fog辐射雾advective fog平流雾steam fog蒸汽雾up-slope fog上坡雾frontal surface锋面雾water droplets水滴ice crystals冰晶poor visibility能见度差expressways高速公路a plant disease病害to ear (up)抽穗wheat scab赤霉病5—英语翻译pathogen microbes病原微生物harmful substance有害物质tracheitis气管炎pharyngolarynigitis咽喉炎conjunctivitis结膜炎strenuous exercise猛烈举动tourist ns旅行胜地Arctic sea—ice cover北极海冰覆盖面积n point饱和点the n of heat on the surface of the earth地面热量的散失appear in us shapes and postures千姿百态be enveloped in mists and clouds云雾缭绕六、文化俗anthropologist人类学家hidden purpose内涵意义code of conduct行为准则regular customer常客bar staff酒保facial n脸部脸色Guinness stout健力士烈性黑啤酒unspoken ways非语言方式body language形体语言mutual interest配合好处cultural n文化内涵material enjoyment物质享受spiritual enjoyment精神享受agrarian society农耕社会Christmas圣诞节Saint Valentine's Day情人节Easter Sunday复活节All Saints' Day万圣节Thanksgiving Day戴德节Opium War鸦片战争Christianity教the Ming Dynasty明朝Confucian teachings儒学典范feudalist vestiges封建剩余the Spring Festival春节the Dragon Boat Festival端五节the Mid-Autumn Day中秋节legal holidays法定节假日the State Council国务院Anniversaries记念日6—英语翻译the sense of nal identity民族认同感the United ns nal。

(2020新教材)【外研版】高中英语必修第三册Unit 6(英语)

Meissner said that “climate models appear to be trustworthy for small changes, such as for lowemission scenarios over short periods, say over the next few decades out to 2100. But as the change gets larger or more persistent . . . it appears they underestimate the climate change. ”
Won’t you give me hope, hope Stay close to me Won’t you give me hope, hope Unconditionally Tomorrow I’ll be fighting Today I’m ③_o_n__m_y__k_n_e_e_s_ I’m running from the lightning
【词海拾贝】
【听力微语系列】注意捕捉听力材料中所涉及的人物(who)、事件 (what)、时间(when)、地点(where)、原因(why)、方式(how)、程度(how long, how soon, how much)、数字(how many, how much)、选择(which. . . 的音符伴着清澈的
嗓音, 诠释着无助的人渴望帮助, 满怀对人生的眷念, 有着强烈生存下去的愿望。
注: 听音填空 Hope
When I’m falling through the fire And my feet burn ①_o_n__th_e__g_r_o_u_n_d_ When I’m drowning in the ocean And my screams don’t make a sound When my tears no longer soothe me

张敏版科技英语阅读教程英译汉中文翻译

Unlocking the Climate Puzzle解开气候之谜(1)Life has prospered on this planet for nearly four billion years. In that time, climate had fluctuated drastically, from ice ages lasting tens of thousands of years to epochsof steamy heat. With each change, sundry species have benefited and flourished. Others adapted, faltered, or died. Now, many experts believe, humans are imperiling their own ecological niche with the threat of global warming. The vaporousby-products of civilization, in the form of greenhouse gases such as carbon dioxide (C0₂), have trapped enough heat in the atmosphere to raise Earth's average surface air temperature a half degree Celsius (one degree Fahrenheit) during this century. If the trend continues, it could alter climate patterns worldwide-thawing glaciers, boosting sea level, scorching plains into deserts, and shifting vegetation zones.（1）生命在这个星球上已经发展了近四十亿年。

全球变暖原因（Causesofglobalwarming）

全球变暖原因（Causes of global warming）In recent decades, greenhouse gases such as carbon dioxide, methane, CFCs, nitrous oxide, nitrogen and ozone, which have been released by human activities, have been increasing. The composition of the atmosphere has changed from ruler to man in two. Many scientists claim that if this continues, the accumulation of greenhouse gases is likely to trigger global warming. In fact, local warming has occurred because of human influence.According to statistics and calculations, the global combustion of carbon dioxide into the atmosphere has increased slowly for 6 consecutive years, in 1994 reached 59.25 tons. At the same time, deforestation has increased carbon dioxide in the atmosphere by between 1.1-3.6 million tons. For a long time, the global temperature has a close and significant correlation with the amount of carbon dioxide in the atmosphere. Though there is no evidence that the carbon dioxide level is directly caused by the change of temperature, but since mid eighteenth Century, carbon dioxide, water and other greenhouse gases have reached the concentration of hitherto unknown in the past 160 thousand years.Although CFCs, methane and nitrogen oxides also accumulate in the atmosphere. But the effect of carbon dioxide on global temperatures is at least 60% higher than the sum of these gases combined. The rise in carbon dioxide levels is a major cause of the greenhouse effect.Global carbon emissions change with the growth of the economy. 1860, the global husband in 0.93 tons, in 1900 rose to 5.25 tonsrapidly, in 1950 reached 16.2 tons. However, 1/3 is still less than the amount of emissions in switzerland. Since 70s, the growth rate of emissions has slowed down, increasing by an average of 4.6% over the past 1950-1973 years, compared with an average increase of 1.6% over the past 1973-1988 years. In recent years, carbon emissions have been relatively stable, the reason is that the economic downturn in the western industrialized countries, and two, the former Soviet bloc economy is shrinking. However, steady growth still remains in the coming period.In recent years, growth in carbon emissions has occurred mainly in the industrialized countries of Asia and Latin america. However, according to the calculation of per capita emissions, developing countries only 0.5 tons, 100 industrialized countries emissions amounted to more than 3 tons. According to the total amount, developing countries account for only 1/3 of the global total, while developed countries occupy more than 2/3. It is interesting to note that the contribution rate of carbon emissions in developing countries is increasing and the big chicken is doubling every 14 years.By 2000, global carbon emissions are expected to grow at an annual rate of 1%-2%. However, even if carbon emissions remain at a steady level, they still exceed the capacity of the global oceans and forests to absorb, resulting in an increase in the amount of carbon dioxide trapped in the atmosphere. At the end of 1994, the amount of carbon in the atmosphere was more than 40 tons, and the carbon dioxide concentration rose from357/0ppm at the end of last year to 358.9ppm, the fastest growth rate in 6 years. Since 1980, more than 3500 tons of carbon havebeen added to the atmosphere, of which about 1500 tons remain in the atmosphereScientists estimate that global carbon emissions should be reduced by at least 60% in order to stabilize the total amount of carbon in the atmosphere. The Framework Convention on climate change, signed at the global summit in 1992, requires industrialized countries to formulate policies that will correspond to the next 10 years, and take practical steps.According to the determination and estimation, the average lower atmospheric temperature in 1994 is 15.32 C, since the 1991 Philippines Pilatus wave volcano the hottest year, according to the records, since 1987 is the 5 consecutive year the hottest. The average annual temperature of the lower atmosphere is also variable and unexplained, as is the daily temperature change in any place. In the last century, the trend of rising temperatures has become apparent. Now, global temperatures are 0.3-0.6 degrees higher than in 1880. 10 hottest years have emerged since 1980.Pilatus wave volcano eruption is the largest volcano in this century, it took millions of tons of dust into the upper atmosphere, and spread to the world. The dust blocks sunlight from enough to reduce the atmospheric temperature in the lower layer by half a degree celsius. But these dust particles settled at the surface of the earth at a very slow rate for the next two years. To the beginning of 1994, effect of Pira has ended the Tupi volcano, global temperatures began to return to the high level Pilatus wave before the outbreak of the volcano.Now, meteorologists have from all over the world temperature monitoring station to a series of data, the vast majority of meteorologists believe that with greenhouse gases in the atmosphere, especially the continuous accumulation of carbon dioxide, the trend of global warming will eventually recover. What is not clear now is when the warming trend will return How big is it?Funded by the agency of the United Nations Intergovernmental Panel on climate change (IPCC) pointed out that if the use of fossil fuels continue to increase long-term stability, the end of 2050, the global average temperature will reach 16-19 degrees, more than the previous rate of warming and accelerate global warming.Global warming, predicted by the Intergovernmental Panel on climate change, will have different impacts on the world. Although it is difficult to predict the extent to which each region of the globe is affected, higher temperatures will lead to rising sea levels and melting polar ice. Sea levels will rise by 6 centimeters every 10 years, and some coastal areas will be submerged. Global warming may also alter climate changes, including rainfall, soil temperature and season, which can cause damage and destruction to many ecosystems and threaten the safety of thousands of species. Climate change will have a major impact on humanity, and it could change the major food producing regions within decades.Two, ozone depletion and destructionHigher concentrations of ozone in the atmosphere from thesurface of about 10-50 km, 25 km maximum in the concentration of the ozone layer, forming an average thickness of 3 mm, it can absorb solar UV radiation, provides shielding ultraviolet ray to the earth, and the energy stored in the upper atmosphere, play a role in regulating climate. The destruction of the ozone layer will lead to excessive ultraviolet radiation reaching the ground, causing health hazards, causing changes in the stratospheric temperature, resulting in abnormal climate of the earth, affecting the growth of plants, ecological balance and other consequences.Nearly half a century, the rapid development of industry and agriculture, a large amount of nitrogen oxides into the atmosphere from human activities, supersonic flight and ozone layer in the height of the aircraft to launch all emit large amounts of nitrogen oxides and other gases into the ozone layer; in addition, a large number of people in production of CFC compounds (i.e. Freon), such as CFCL3 (Freon -11 CF2CL2 (-12), CCI2FCCIF2 (Freon), freon -113), CCIF2 (Freon -114), used as a refrigerant, deodorant, hair spray, which is the largest amount of Freon Freon -11 and -12. According to statistics, in 1973, the world produced two kinds of freon, about 4 million 800 thousand tons, and most of them were released into the ozone layer after the lower atmosphere. Freon in the troposphere is very stable, can stay in the atmosphere for a long time, does not change, gradually spread to the ozone layer, and ozone chemical reaction, and reduce the concentration of the ozone layer. The elimination of ozone is mainly due to the reactions of ozone and chlorine monoxide, such as reactive chlorine, free radical and chlorine free radical, and the concentration of ozone in the ozone layer.Since the discovery of a huge ozone hole over the Antarctic in the late 70s, the issue of ozone depletion has attracted much attention. It is estimated that ozone levels in the ozone layer decreased by 1%, increasing the amount of ultraviolet radiation to the ground by 2%, leading to an increase of 2% - 5% in skin cancer (30 in the United States each year - 400 thousand people). Recently, the United States and other countries have banned the use of CFC spray, and strictly control the production and use of other cfc. Recently, it has been estimated that the use of CFC in accordance with the 1977 level will reduce ozone by 5% - 9%. According to the United Nations Environment Programme of the latest statistics, the ozone reduction trend is still developing, the Antarctic smelly empty still expanding, and also appeared in a similar phenomenon in the Arctic stink hole, just some small range.At present, an important measure in the global environmental field to prevent ozone depletion is efforts to reduce the production of chemical ozone that consumes the stratospheric ozone. According to statistics and estimates, in 1994, global CFC production fell further, continued to decline for 6 consecutive years, and the total output fell by 77% from the peak in 1988.As the result of diplomatic efforts, in 1987 signed the Montreal protocol has been further strengthened in 1990 and 1992, industrialized countries agreed in December 31, 1995 to stop the production of CFC, the developing countries have signed 10 year grace period, 2005 to stop production. By the end of 1994, a total of 146 countries had signed the protocol.Although CFC production in developing countries is much lower than in industrialized countries, the demand for these chemicals has increased markedly. In early 90s, the use of India and other developing countries, China CFC is less than half of the United States, but some countries CFC consumption is almost at a rate of two digit growth.To help developing countries reduce and eliminate CFC, industrialized countries should establish funds to develop alternatives to CFC products. But fund donors have failed to live up to their promises. Between 1991 and 1994, donor countries donated only $393 million of their original pledges of $2/3. Lack of funds and technology remains the main difficulty in developing countries to reduce cfc.Another reason for the decline in CFC production is the growing international carbon black market". In 1994, imports of CFCs from the Russian and Estonia approaches to the European Union amounted to about 2500 tonnes,Equivalent to 10% of the EU's total legal imports. In the United States, a high licence tax on CFCs further stimulated opportunistic traders. In 1994, the amount of CFC illegally imported in the United States was estimated at around 10 thousand tons, accounting for 10% of the total output of the United states.It is now clear that the destruction of the ozone layer will increase the ultraviolet radiation on the earth's surface and increase biological damage. Experimental and epidemiologicalstudies have shown that an increase in UV beta may have different effects on humans and organisms, including non melanoma, increased skin morbidity and crop failure.。

人教版高中英语选择性必修三 UNIT 3 ENVIRONMENTAL PROTECTION

city.
美文导入
核心素养目标
英语选择性必修第三册配人教版
UNIT 3 ENVIRONMENTAL PROTECTION
3．The report shows at traffic ________ (emit) is getting
worse in our city.
4．It was warm so the snow quickly ________ (thaw) when it
美文导入
核心素养目标
英语选择性必修第三册配人教版
UNIT 3 ENVIRONMENTAL PROTECTION
○句型精析
【1】A recent report, The Svalbard Climate in 2100, indicated that average temperature for the archipelago from 2070 and 2100 would increase by seven to ten degrees brought about by the increased greenhouse gas emissions levels.
○词汇突击
单句语法填空
1．The research reveals ________ three in every ten adults in
this town smokes.
2．A new study about the water system released yesterday,
________ (indicate) that the water system is getting better in our
美文导入

NCEP资料下载

ncep资料各个分量下载：
/data/gridded/data.ncep.reanalysis.html
Hale Waihona Puke 3. 一个时次预报。拆散的1x1 deg gfs(globle forecast model)每个文件大约15m
/pub/gfs/rotating-grb2/
2. 再分析。1 x 1deg 再分析历史记录可以通过如下站点下载：
NCEP FNL Global Tropospheric Analyses, 1x1, daily 1999Jul30- present
user : hxfcalf@
password : same as hxfcalf@
/index.php
/grads/ncepdata.html
/pub/reanalysis/FAQ.html
类别：学术 | | 添加到搜藏 | 分享到i贴吧 | 浏览(4328) | 评论 (7) 上一篇：有一类人，你伤不起~~（转）下一篇：孤坐到深夜已有12人分享了这篇文章：hanxq07Ta的转贴刀伤0Ta的转贴 kirakilluaTa的转贴蕉岭人人爱Ta的转贴 ypcshaho
ncep资料下载2009-08-03 12:031. 8天预报。（含0小时）3小时间隔1x1 deg gfs(globle forecast model)每个文件大约1g
/cgi-bin/ldm/genweb?native/grid/NCEP/GFS/Global_onedeg
pressure2 = 21的物理量
Float32 Relative_humidity[run = 12][time = 61][pressure2 = 21][lat = 181][lon = 360];

(完整word版)大学体验英语(第三版)课文原文及翻译

Frog Story 蛙的故事A couple of odd things have happened lately. 最近发生了几桩怪事儿.I have a log cabin in those woods of Northern Wisconsin. I built it by hand and also added a greenh ouse to the front of it. It is a joy to live in。

In fact, I work out of my home doing audio production an d environmental work。

As a tool of that trade I have a computer and a studio。

我在北威斯康星州的树林中有一座小木屋.是我亲手搭建的，前面还有一间花房.住在里面相当惬意。

实际上我是在户外做音频制作和环境方面的工作——作为干这一行的工具，我还装备了一间带电脑的工作室。

I also have a tree frog that has taken up residence in my studio. 还有一只树蛙也在我的工作室中住了下来。

How odd， I thought， last November when I first noticed him sitting atop my sound—board over my computer.I figured that he（and I say he，though I really don't have a clue if she is a he or vice versa） would be more comfortable in the green house。

So I put him in the greenhouse. Back he came. And stayed。

全球英语水平测试标准

全球英语水平测试标准The Global English Proficiency Test Standards。

English has become a global language, used in various fields such as business, education, and international communication. As a result, there is a growing demand for a standardized test to assess English proficiency on a global scale. The establishment of global English proficiency test standards is crucial for ensuring fairness and accuracy in evaluating individuals' language abilities.To begin with, the development of global English proficiency test standards requires the collaboration of language experts, educators, and test developers from different countries. This collaborative effort is essential to ensure that the standards are comprehensive, inclusive, and culturally sensitive. By drawing on the expertise of professionals from diverse linguistic and cultural backgrounds, the standards can reflect the linguistic diversity and complexity of English usage around the world.In addition, the global English proficiency test standards should encompass all language skills, including listening, speaking, reading, and writing. A holistic approach to language assessment is necessary to provide a comprehensive and accurate evaluation of individuals' language abilities. Furthermore, the standards should take into account the different levels of language proficiency, from beginner to advanced, and provide clear criteria for each level.Moreover, the global English proficiency test standards should be aligned with the Common European Framework of Reference for Languages (CEFR) to ensure international comparability. By establishing a common reference framework, the standards can facilitate the recognition of language qualifications and promote mobility and transparency in education and employment across different countries.Furthermore, the development of global English proficiency test standards should also consider the use of technology in language assessment. Online testing platforms and computer-adaptive testing can provide efficient and reliable means of evaluatinglanguage proficiency on a global scale. Incorporating technology into the standards can enhance the accessibility, validity, and security of English proficiency testing.In conclusion, the establishment of global English proficiency test standards is essential for promoting fairness, accuracy, and comparability in language assessment worldwide. By involving diverse expertise, encompassing all language skills, aligning with international frameworks, and leveraging technology, the standards can provide a solid foundation for the development of high-quality English proficiency tests. Ultimately, the implementation of global English proficiency test standards can contribute to the improvement of language education and the advancement of global communication and collaboration.。

专业英语电子版教材

注意事项 (2)专业英语课程简介 ................................................................................................................ 错误！未定义书签。

Chapter 1 Matter and Measurement (2)1.1. Classification of Matter (3)1.2. Properties of Matter (3)1.3 Atoms, Molecules and Compounds (4)1.4. Numbers in Physical Quantities (5)1.5 Units of Measurement (8)1.6 The Dimensional Method (11)Word and sentence: (12)Chapter 2 Nomenclature of Inorganic Chemistry (13)2.1 Chemical Language (13)2.2 Nomenclature of Elements (14)2.3 Nomenclature of Inorganic Compounds (21)Chapter 3 Inorganic Chemistry (28)3.1 The Atomic Nature of Matter (28)3.2 Electronic Structure of Atoms (30)3.3 Periodicity of Atomic Properties (33)3.5 Molecular Geometry and Bonding Theories......................................................... 错误！未定义书签。

3.6 Chemical Reactions................................................................................................. 错误！未定义书签。

globaldegrees商务英语阅读

globaldegrees商务英语阅读In the realm of business, the ability to communicate effectively in English is not just an advantage; it's a necessity. GlobalDegrees, a leader in business English education, understands this imperative and has crafted a curriculum that not only teaches the language but also the cultural nuances that are so vital in international business dealings.The program begins with a foundational module that ensures all participants have a solid grasp of basic English grammar and vocabulary. This is crucial, as a strong foundation is what allows learners to build and expand their language skills effectively. From there, the course delves into more complex language structures and business-specific terminology, enabling students to articulate complex ideas clearly and confidently.One of the standout features of GlobalDegrees is its focus on practical application. The course is replete with simulations of business scenarios such as negotiations, presentations, and meetings. These simulations are designed to be as realistic as possible, providing learners with a safe environment to practice and hone their skills. Feedback is provided in real-time, allowing for immediate correction and learning.Another key aspect of the GlobalDegrees program is its emphasis on cultural intelligence. In today's globalized business world, understanding the cultural context in which English is used is just as important as the language itself. The course includes modules on cross-cultural communication, which teach students how to navigate the subtle cultural nuances that can make or break business relationships.The advanced modules of the program are tailored to specific industries, such as finance, technology, and healthcare. This specialization ensures that learners are equipped with the vocabulary and knowledge pertinent to their field, making them more effective communicators within their industry.GlobalDegrees also recognizes the importance of staying current in a rapidly evolving business world. As such, the curriculum is regularly updated to reflect the latesttrends and practices in business English communication. This commitment to relevance ensures that graduates of the program are always at the forefront of business communication excellence.The culmination of the GlobalDegrees program is a capstone project where learners must demonstrate their mastery of business English in a real-world scenario. This could involve drafting a business proposal, leading a conference call with international partners, or conducting a market analysis presentation. The capacity to apply their learning in a concrete way solidifies the students' competence and confidence in using English in their professional lives.In conclusion, the GlobalDegrees business English program is more than just an English course; it's a comprehensive training ground for the global business professionals of tomorrow. It equips learners with the linguistic skills, cultural understanding, and practical experience needed to thrive in the international business arena. With its rigorous curriculum, practical focus, and industry-specific training, GlobalDegrees is setting a new standard for business English education. 。

小学上册第十一次英语第三单元测验卷(含答案)

小学上册英语第三单元测验卷(含答案)英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1.The ______ is a layer of gases surrounding the Earth.2.My uncle is a skilled __________ (工程师).3.The ________ (discussion) is enlightening.4.The _______ (猪) is known for its intelligence.5.The __________ is a famous city known for its historical landmarks. (开罗)6.What is the name of the famous ancient city in Jordan known for its rock-cut architecture?A. PetraB. Machu PicchuC. PompeiiD. Angkor Wat答案: A7.The boiling point of ethanol is ______ degrees Celsius.8. A _____ (灌木) is smaller than a tree but still provides habitat.9.What do we call the time when the sun rises?A. SunriseB. SunsetC. DuskD. Twilight答案: A10.The ________ was a series of wars fought between England and France.11.Which animal is known for its black and white stripes?A. LeopardB. ZebraC. TigerD. Panda答案:B12. A _______ is a solution that contains a lot of solute.13.The ________ was a significant turning point in global history.14.The ______ teaches us how to be creative.15.She is good at ________ (跳舞).16. A ______ is formed when two or more elements bond together.17._____ (水分) is necessary for plant health.18.What is the name of the famous ship that was sunk by an iceberg?A. TitanicB. LusitaniaC. BritannicD. Andrea Doria答案: A19. A ____ is a friendly creature that enjoys being around other animals.20.Certain plants can ______ (促进) sustainable practices.21.Canal opened in the year ________. The Suez22.I want to grow a ________ that attracts bees.23.My ___ (小兔子) loves to eat fresh greens.24.I want to travel to ________ (意大利) one day.25.仿照例子,结合图片及关键词写句子。

GSE MAPPING BOOKLET ：全球英语标准与欧洲公共语言能力框架对齐说明书

GSE MAPPING BOOKLETAlignment with the Global Scale of Englishand the Common European Framework of ReferenceGSE, NorthStar Reading & Writing 4, 5th Edition – © 2020&|&|54–64O nl in e Pr ac tic ean d Re so ur ce sPe ar so nPr ac ti ce E ng lis hN orth S tar, 5eNorthStar, Fifth Edition is an intensive, American English integrated skills course. It incorporates critical thinking and academic skills with language development and engages students through authentic and compelling content. It is designed to prepare students for the demands of college level and university study. There are two strands to NorthStar: Listening & Speaking and Reading & Writing. Course Components•Student Book with MyEnglishLab•Student eBook with MyEnglishLab, Resources & Mobile App•Student Book with Resources & Mobile App (for sale outside US only)•Teacher’s Resources, including:•Student eBook•Downloadable achievement tests•Classroom audio•Audioscripts•Video activities•Videoscripts•Teacher’s Manual with Lesson Planners and Teacher’s Notes•Answer Keys•ExamView®•Pearson Practice English App, including audio, video, and extra practiceDeliver rich online content to engage and motivate students, including:•Students audio to support listening and speaking skills•Engaging authentic video clips adapted from ABC and NBC newscasts, tied to unit themes •Opportunities for written and recorded reactions to be submitted by studentsUse powerful selection of diagnostic reports to:•View student scores by unit, skill, and activity•Monitor student progress on any activity or test as often as needed•Analyze class data to determine steps for remediation and supportUse Teacher’s Resources to:•Display pages of the Student eBook for whole-class instruction•Download placement and achievement tests•Print resources including lesson planners, videoscripts, and video activities •Access classroom audio•Access Teacher’s manuals, including answer keys•Access ExamView® Assessment SuiteThe Global Scale of English and the Common European Framework of ReferenceThe Global Scale of English is a standardized, granular scale from 10 to 90 which measures English language proficiency. It is aligned with the Common European Framework of Reference (CEFR). Unlike the CEFR, which describes proficiency in terms of broad levels, the Global Scale of English identifies what a learner can do at each point on a more granular scale - and within a CEFR level. The scale is designed to motivate learners by demonstrating incremental progress in their language ability. The Global Scale of English forms the backbone for Pearson English course material and assessment. CEFR and the Global Scale of English both comprise a number of Can Do statements, or “learning objectives,” for each of the four language skills, describing what learners should be able to do at different levels of proficiency. The learning objectives are written to reflect what a student ‘Can Do’ with language without regard to the context in which a language skill may surface. The GSE Learning Objectives have been aligned to the CEFR, and many additional statements created, rated for difficulty, and calibrated to the scale.This document provides an overview of the learning objectives that are covered in NorthStarR e a d i n g W r i t i n g. It articulates the main language objectives of each unit and reflects how key and enabling skills combine toward larger goals within this level and strand.Some learning objectives will be repeated multiple times, a reflection of the fact that for a learner to successfully learn and internalize a skill (with the goal of achieving mastery in the target language), it is important to encounter that skill in a variety of contexts. The content of NorthStar is designed to focus on skills development in multiple contexts and through repeat exposure. Learners will have a variety of opportunities to improve their agility and fluency with the various skills. Page references on the following pages indicate a starting point, knowing that objectives may be covered in a single task or, more likely, over successive tasks.For each learning objective we indicate whether a statement is from the original CEFR or newly created by Pearson English:(C) Common European Framework descriptor, verbatim, © Council of Europe(C a) Common European Framework descriptor, adapted or edited, © Council of Europe (N2000) North (2000) descriptor, verbatim(C2018a) CEFR – Companion Volume descriptor adapted or edited © Council of Europe(CSE a) Eiken descriptor from the CSE, adapted or edited(CJ a) CEFR-J descriptor, adapted or edited(E a) Eiken descriptor, adapted or edited © Eiken Foundation of Japan(N2000a) North (2000) descriptor, adapted or edited(P) New Pearson English descriptor(W a) WIDA ELD Standards (2012), adapted or edited[Note: If a value is in parentheses, it indicates the learning objective is still undergoing research and validation, and therefore the value is a provisional estimate.]NorthStar is aligned with the Global Scale of English and the Common European Framework of Reference. It takes students from CEFR A2 to C1 (34–76 on the Global Scale of English). Each lesson guides students to a ‘Can Do’ goal in line with the Global Scale of English and the Common European Framework ‘Can Do’ statements.NorthStar Reading & Writing 4UNIT 1 Genius: Nature or Nurture?INFERENCE – Understanding assumptionsNOTE-TAKING – Taking notes by marking important informationREADING – Distinguishing voice in quotationsGRAMMAR – Past perfectF N A L W R T NG T A S K A summary paragraphSKILL LEARNING OBJECTIVE GSE CEFR PAGE(S) Reading Can guess the meaning of an unfamiliar word fromcontext. (P)55B1+ (51–58)4Can distinguish supporting details from the mainpoints in a text. (P)61B2 (59–66)6Can identify key information in an extended text orarticle. (P)57B1+ (51–58)11, 15Can recognize inferred meaning in a structured text,if guided by questions. (P)60B2 (59–66)12Can make inferences or predictions about thecontent of newspaper and magazine articles fromheadings, titles or headlines. (P)60B2 (59–66)13Can distinguish between the main idea and relatedideas in a simple academic text in order to answerspecific questions. (P)54B1+ (51–58)14Can understand the use of quotes in an academictext. (P)63B2 (59–66)16Can synthesize information from two or more basictexts, if guided by questions. (P)58B1+ (51–58)18 Speaking Can express views clearly and evaluate hypotheticalproposals in informal discussions. (C a)64B2 (59–66)3Can describe what they would do and how theywould react to situations in a text. (P)61B2 (59–66)13 Writing Can write a structured paragraph on an academictopic in their field of study. (P)65B2 (59–66)18Can summarize factual information within their fieldof interest. (C a)57B1+ (51–58)26Can edit and improve a simple text. (P)55B1+ (51–58)31Can write a simple essay in response to a specificquestion. (P)54B1+ (51–58)31UNIT 2 Facing Life’s ObstaclesINFERENCE – Inferring the meaning of idioms and expressionsNOTE-TAKING – Taking notes on main ideas with questionsREADING – Recognizing positive redundancyGRAMMAR – Gerunds and infinitivesF N A L W R T NG T A S K A biographical paragraphSKILL LEARNING OBJECTIVE GSE CEFR PAGE(S) Reading Can guess the meaning of an unfamiliar word fromcontext. (P)55B1+ (51–58)34, 40Can follow chronological sequence in a formalstructured text. (P)52B1+ (51–58)35Can make inferences or predictions about thecontent of newspaper and magazine articles fromheadings, titles or headlines. (P)60B2 (59–66)35, 41Can identify key information in an extended text orarticle. (P)57B1+ (51–58)39, 44Can distinguish between the main idea and relatedideas in a simple academic text in order to answerspecific questions. (P)54B1+ (51–58)42Can take effective notes on a linguistically complexand unfamiliar text. (P)74B2+ (67–75)44Can recognize the repetition of ideas expressed bysubstitution, paraphrasing, etc. (P)67B2+ (67–75)45Can synthesize information from two or more basictexts, if guided by questions. (P)58B1+ (51–58)47 Speaking Can engage in extended conversation in a clearlyparticipatory fashion on most general topics. (C a)61B2 (59–66)33Can summarize and comment on a short story orarticle and answer questions in detail. (C a)56B1+ (51–58)41 Writing Can compare information from different sources. (P)61B2 (59–66)47 Can write short, simple biographies about real orimaginary people. (C a)51B1+ (51–58)53Can develop a clear written description or narrativewith relevant supporting detail and examples. (C a)65B2 (59–66)56Can edit and improve a simple text. (P)55B1+ (51–58)59Can write a simple essay in response to a specificquestion. (P)54B1+ (51–58)59UNIT 3 Making Medical DecisionsINFERENCE – Inferring degree of supportNOTE-TAKING – Taking notes on cause and effect with a graphic organizerREADING – Organizing the sequence of events in a timelineGRAMMAR – Past unreal conditionalsF N A L W R T NG T A S K An opinion essaySKILL LEARNING OBJECTIVE GSE CEFR PAGE(S) Reading Can guess the meaning of an unfamiliar word fromcontext. (P)55B1+ (51–58)62Can make inferences or predictions about thecontent of newspaper and magazine articles fromheadings, titles or headlines. (P)60B2 (59–66)63, 69Can distinguish supporting details from the mainpoints in a text. (P)61B2 (59–66)64Can identify key information in an extended text orarticle. (P)57B1+ (51–58)67, 72Can infer meaning based on information in a text. (P)55B1+ (51–58)68Can follow chronological sequence in a formalstructured text. (P)52B1+ (51–58)70, 72Can take effective notes on a linguistically complexand unfamiliar text. (P)74B2+ (67–75)71Can synthesize information from two or more basictexts, if guided by questions. (P)58B1+ (51–58)74 Speaking Can express their opinions in discussions oncontemporary social issues and current affairs. (CSE a)61B2 (59–66)61Can justify and sustain views clearly by providingrelevant explanations and arguments. (C a)60B2 (59–66)69 Writing Can compare information from different sources. (P)61B2 (59–66)74 Can systematically develop an argument giving thereasons for or against a point of view. (P)67B2+ (67–75)80Can write an introduction to a simple academicessay. (P)59B2 (59–66)84Can edit and improve a simple text. (P)55B1+ (51–58)85Can write an essay in response to a specific question,if provided with a model. (P)57B1+ (51–58)85UNIT 4 Instinct or Intellect?INFERENCE – Inferring the use of hedgingNOTE-TAKING – Taking notes with outliningREADING – Recognizing the role of quoted speechGRAMMAR – Adjective clausesF N A L W R T NG T A S K A summary in journalistic styleSKILL LEARNING OBJECTIVE GSE CEFR PAGE(S) Reading Can distinguish supporting details from the mainpoints in a text. (P)61B2 (59–66)90, 96Can identify key information in an extended text orarticle. (P)57B1+ (51–58)93, 99Can infer meaning based on information in a text. (P)55B1+ (51–58)94Can make inferences or predictions about thecontent of newspaper and magazine articles fromheadings, titles or headlines. (P)60B2 (59–66)95Can understand the use of quotes in an academictext. (P)63B2 (59–66)100Can synthesize information from two or more basictexts, if guided by questions. (P)58B1+ (51–58)101 Speaking Can effectively participate in a classroom discussionabout an academic topic. (P)54B1+ (51–58)87Can effectively participate in a classroom discussionabout an academic topic. (P)54B1+ (51–58)95 Writing Can use appropriate outlines to organize ideas. (P)58B1+ (51–58)98 Can write a concise summary of the main ideas of alonger structured text. (P)64B2 (59–66)109Can embed quotations and paraphrases in writtenacademic work, if provided with a model. (P)68B2+ (67–75)113Can edit and improve a simple text. (P)55B1+ (51–58)115Can write a simple discursive essay. (P)59B2 (59–66)115UNIT 5 Too Much of a Good Thing?INFERENCE – Inferring attitudes and feelingsNOTE-TAKING – Taking notes with signpostsREADING – Using titles and headings to identify main ideaGRAMMAR – Simple past, present perfect, and present prefect progressiveF N A L W R T NG T A S K A descriptive essaySKILL LEARNING OBJECTIVE GSE CEFR PAGE(S) Reading Can guess the meaning of an unfamiliar word fromcontext. (P)55B1+ (51–58)118Can make inferences or predictions about thecontent of newspaper and magazine articles fromheadings, titles or headlines. (P)60B2 (59–66)119, 127, 130Can understand the plot of extended narrativeswritten in standard, non-literary language. (CJ a)62B2 (59–66)120Can identify key information in an extended text orarticle. (P)57B1+ (51–58)124Can make inferences about the attitudes and feelingsof characters based on evidence in the text. (P)63B2 (59–66)125Can distinguish between the main idea and relatedideas in a simple academic text in order to answerspecific questions. (P)54B1+ (51–58)127Can take effective notes on a linguistically complexand unfamiliar text. (P)74B2+ (67–75)129Can synthesize information from two or more basictexts, if guided by questions. (P)58B1+ (51–58)131 Speaking Can express their opinions in discussions oncontemporary social issues and current affairs. (CSE a)61B2 (59–66)117, 129Can summarize and comment on a short story orarticle and answer questions in detail. (C a)56B1+ (51–58)126 Writing Can write a simple essay in response to a specificquestion. (P)54B1+ (51–58)131, 143Can write a simple descriptive essay, if provided witha model. (P)53B1+ (51–58)138Can use descriptive language to support a main ideain written academic work. (P)67B2+ (67–75)141Can edit and improve a simple text. (P)55B1+ (51–58)143UNIT 6 Making a DifferenceINFERENCE – Inferring people’s reactionsNOTE-TAKING – Taking compare-and-contrast notes with a t-chartREADING – Recognizing persuasive languageGRAMMAR – ConcessionsF N A L W R T NG T A S K A persuasive essaySKILL LEARNING OBJECTIVE GSE CEFR PAGE(S) Reading Can distinguish supporting details from the mainpoints in a text. (P)61B2 (59–66)148Can make inferences or predictions about thecontent of newspaper and magazine articles fromheadings, titles or headlines. (P)60B2 (59–66)148, 153Can identify key information in an extended text orarticle. (P)57B1+ (51–58)151, 159Can infer meaning based on information in a text. (P)55B1+ (51–58)152Can compare information given in different texts andmedia on the same topic. (W a)58B1+ (51–58)154Can take effective notes on a linguistically complexand unfamiliar text. (P)74B2+ (67–75)156Can identify language used to persuade thereader. (W a)60B2 (59–66)157 Speaking Can engage in extended conversation in a clearlyparticipatory fashion on most general topics. (C a)61B2 (59–66)145Can summarize and comment on a short story orarticle and answer questions in detail. (C a)56B1+ (51–58)153Can describe what they would do and how theywould react to situations in a text. (P)61B2 (59–66)157 Writing Can write personal emails/letters giving andcommenting on news in detail. (C a)60B2 (59–66)159Can systematically develop an argument giving thereasons for or against a point of view. (P)67B2+ (67–75)168Can start an essay with a strong thesis statement. (P)70B2+ (67–75)171Can write an introduction to a simple academicessay. (P)59B2 (59–66)171Can develop a clear written description or narrativewith relevant supporting detail and examples. (C a)65B2 (59–66)175Can edit and improve a simple text. (P)55B1+ (51–58)175UNIT 7 An Ocean of ProblemsINFERENCE – Inferring the author’s point of view and possible biasNOTE-TAKING – Taking notes on pros and consREADING – Creating headings based on main ideaGRAMMAR – Subordinators and transitionsF N A L W R T NG T A S K A problem-solution essaySKILL LEARNING OBJECTIVE GSE CEFR PAGE(S) Reading Can guess the meaning of an unfamiliar word from55B1+ (51–58)178 context. (P)60B2 (59–66)179, 186 Can make inferences or predictions about thecontent of newspaper and magazine articles fromheadings, titles or headlines. (P)54B1+ (51–58)180, 187 Can distinguish between the main idea and relatedideas in a simple academic text in order to answerspecific questions. (P)57B1+ (51–58)184 Can identify different types of supporting details ina simple academic text, in order to answer specificquestions. (P)Can recognize the writer’s point of view in a58B1+ (51–58)184, 189 structured text. (P)57B1+ (51–58)189 Can identify key information in an extended text orarticle. (P)Can synthesize information from two or more basic58B1+ (51–58)191 texts, if guided by questions. (P)52B1+ (51–58)177, 186 Speaking Can speak in general terms about environmentalproblems. (P)Writing Can write relevant subheadings to structure longer67B2+ (67–75)190 more complex texts. (P)61B2 (59–66)196 Can contrast two ideas when writing a simpleacademic text by using discourse markers. (P)Can signal that two ideas are similar when writing a61B2 (59–66)196 simple academic text by using discourse markers. (P)62B2 (59–66)200 Can clearly signal problem and solution relationshipsin structured text. (P)Can write a conclusion to a simple academic essay. (P)58B1+ (51–58)203Can edit and improve a simple text. (P)55B1+ (51–58)205Can write a simple essay in response to a specific54B1+ (51–58)205 question. (P)UNIT 8 Managing Your SmartphoneINFERENCE – Inferring an author’s appeal to authorityNOTE-TAKING – Taking thee-column notes to show time sequenceREADING – Identifying referents for the pronoun itGRAMMAR – Subordinators and prepositional phrasesF N A L W R T NG T A S K A cause-and-effect essaySKILL LEARNING OBJECTIVE GSE CEFR PAGE(S) Reading Can guess the meaning of an unfamiliar word from55B1+ (51–58)208 context. (P)54B1+ (51–58)209 Can distinguish between the main idea and relatedideas in a simple academic text in order to answerspecific questions. (P)Can identify key information in an extended text or57B1+ (51–58)213, 220 article. (P)60B2 (59–66)215 Can recognize inferred meaning in a structured text,if guided by questions. (P)60B2 (59–66)217 Can make inferences or predictions about thecontent of newspaper and magazine articles fromheadings, titles or headlines. (P)Can understand the plot of extended narratives62B2 (59–66)217 written in standard, non-literary language. (CJ a)74B2+ (67–75)219 Can take effective notes on a linguistically complexand unfamiliar text. (P)Can synthesize information from two or more basic58B1+ (51–58)222 texts, if guided by questions. (P)Speaking Can express their opinions in discussions on61B2 (59–66)207, 217 contemporary social issues and current affairs. (CSE a)Writing Can signal cause and effect relationships when writing65B2 (59–66)227, 235 an academic text by using discourse markers. (P)Can clearly signal cause and effect relationships in a60B2 (59–66)230 structured text. (P)Can edit and improve a simple text. (P)55B1+ (51–58)23954B1+ (51–58)239 Can write a simple essay in response to a specificquestion. (P)ReferencesBoard of Regents of the University of Wisconsin System (2012), Amplification of The English Language Development Standards KINDERGARTEN–GRADE 12 (“WIDA ELD Standards”). Retrieved27.11.2017 from .Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.North, B. (2000) The Development of a Common Framework Scale of Language Proficiency. New York: Peter Lang.Schneider, G., North, B. (1999) …In anderen Sprachen kann ich . . .“ Skalen zur Beschreibung, Beurteilung und Selbsteinschätzung der fremdsprachlichen Kommunikationsfähigkeit. Berne, Project Report, National Research Program 33, Swiss National Science Research Council.Schneider, G., North, B. (2000) Fremdsprachen können – was heißt das? Chur / Zürich: Rüegger.。

Global超越边界ppt

10
Efficiencies and Economies of Scale
Single global account director who serves as chief point of contact and can activate the MS&L network at any time and any place
5
• Assess • Environment • Internal • Core Program • Media
• Monitor • Train • Template • Process • Proactivity • Response
• Frame • Support/
develop • Implement • Review • Measure
How we will deliver Flexible, ready today Deep, relevant and recent experience Global and local execution Global healthcare insights/trends
One process, approach and KPIs Abbott first
Show how MS&L manages LSP relationships and how we will manage activity in the six priority countries (Poland, Australia, Korea, Saudi Arabia, Taiwan and Czech Republic)
Changing role of
influencers
Expected competitor

国际标准英语

国际标准英语International Standards of English。

English is a global language that is spoken by millions of people around the world. It is used as a primary or secondary language in many countries and is the official language of numerous international organizations. As a result, there is a need for international standards of English to ensure clear communication and understanding among speakers of different dialects and backgrounds.One of the main challenges in establishing international standards of English is the wide variety of dialects and accents that exist within the language. For example, British English, American English, Australian English, and Indian English all have distinct pronunciation, vocabulary, and grammar differences. This can lead to misunderstandings and miscommunications, especially in a global context where English speakers from different countries interact with each other.To address this issue, efforts have been made to develop a set of international standards for English pronunciation, vocabulary, and grammar. The International Phonetic Alphabet (IPA) is one example of a standardized system for representing the sounds of English, which can help learners and speakers of English from different backgrounds to understand and communicate more effectively.In terms of vocabulary, the use of international English words and phrases, as well as the avoidance of region-specific slang and expressions, can contribute to clearer and more universally understandable communication. This can be particularly important in professional and academic settings, where precision and clarity are essential.Grammar is another important aspect of international English standards. While there are variations in grammar usage across different English-speaking countries, there are also many common rules and structures that can serve as a basis for international standards. For example, the use of standard verb tenses, subject-verb agreement, andsentence structure can help to ensure that English communication is consistent and comprehensible across different contexts.In addition to pronunciation, vocabulary, and grammar, cultural awareness and sensitivity are also important components of international English standards. Understanding the cultural context of English language use in different countries can help to avoid misunderstandings and promote effective cross-cultural communication.Overall, the establishment of international standards for English is crucial for promoting clear and effective communication in a globalized world. By focusing on pronunciation, vocabulary, grammar, and cultural awareness, these standards can help to bridge the gaps between different English dialects and create a more unified and universally understandable form of the language.In conclusion, international standards of English are essential for promoting clear and effective communication among speakers of different dialects and backgrounds. By addressing pronunciation, vocabulary, grammar, and cultural awareness, these standards can help to ensure that English remains a global language that facilitates understanding and collaboration across borders.。

全球教育项目(GEP)常见问题及解答

全球教育项目(ＧEＰ)常见问题及解答Ａ. 申请类问题A1。

XXXX是否需要向ＵＣA提供在校成绩？提供的成绩范围是什么?是的,学生在申请时须提交其完整的成绩单英文版。

如果学生暂时无法提供20１3年春季学期的成绩单英文版（申请2021年秋季学期者）或2021年秋季学期的成绩单英文版（申请2021年春季学期者），我们也能够理解。

对本项目感兴趣的在读研究生也可以通过国际办公室申请参加本项目．但在读研究生还需在申请时提交经过第三方评估公证的成绩证明，以供UCA研究生院审核其申请资格。

音乐和美术专业的学生还需要在拿到签证申请表（DS－2021表)后将其个人作品提交给UCA国际办公室.Ａ２.XXXX申请科系范围？达到最低英语水平要求的学生（ＴOEFLｉBT61分，或ＴOEFL ITＰ５0０分，或IＥLTＳ 5.5分）可以选择UCＡ的任何院系进行学习。

根据XX专业的不同要求，有的专业会要求学生在选修课程前已修过特定基础课程.A３．XXXX是否要先提供英语水平成绩？否，学生必须在申请时提交其TOEＦL成绩．我们只承认XX方的TOEＦＬ成绩。

如果学生的成绩达到或超过ＴOEFＬＩTP 5０0分或TOEＦL iＢＴ６1分，则可以选修正式本科专业课程。

未达到此英语成绩标准的学生将会选修英语提升课程及相应辅助课程。

A４。

XX UCA的XX个院系有无对学生人数的限制？是的,能够选修英语提升课程的ＧＥP学生名额是有限的,请英语成绩未达标的学生尽早申请．Ａ5。

XXXX在读研究生申请此项目的程序有何不同?研究生院对研究生的录取有最终决定权.这与国际办公室对本科生的录取有最终决定权的情况不同。

ＧEＰ是一个侧重于文化体验和语言学习的交流项目。

学术研究并非GＥP的核心目的.我们不建议以学术研究为主的研究生申请GEP.ＵＣA研究生院和相应科系对研究生申请GＥP拥有最终决定权。

UCＡ国际办公室不能保证研究生的ＧＥP申请能够获得通过。

正如上面所提，研究生申请GEP时需将所有申请材料提交国际办公室。

高考英语时事新闻阅读阅读气候变化严重危害人类和野生动物的健康

时文阅读| 气候变化严重危害人类健康重点词汇victim /ˈvɪktɪm/n. 受害者，罹难者the leading cause of 主要的原因insecurity /ˌɪnsɪˈkjʊrəti/n. 不安全，无把握food insecurity食品不安全destroy /dɪˈstrɔɪ/v. 破坏，毁灭destructive /dɪˈstrʌktɪv/adj. 破坏性的毁灭性的destruction /dɪˈstrʌkʃn/n. 破坏，摧毁disaster /dɪˈzɑːstə(r)/n. 灾难，灾害A travel brochure. 一本旅游手册brochure /ˈbrəʊʃə(r)/n. 小册子climate change /ˈklaɪmət tʃeɪndʒ/气候变化consequence /ˈkɑːnsɪkwens/n. 结果，后果track /træk/ v. 追查，追踪；记录……的进展indicator /ˈɪndɪkeɪtər/n. 标志，迹象worsen /ˈwɜːrs(ə)n/v. （使）恶化，publish /ˈpʌblɪʃ/v. 出版，发行punish /ˈpʌnɪʃ/v. 处罚，惩罚shock冲击，撞击take sth seriously认真严肃对待某事disrupt /dɪsˈrʌpt/v. 中断，扰乱,瓦解livelihood /ˈlaɪvlihʊd/n. 生计，营生continent /ˈkɑːntɪnənt/n. 洲，大陆remain untouched保持没有被改变或影响。

globally /ˈɡloʊbəli/adv. 全球地expose … to …使曝光/暴露于exposure /ɪkˈspoʊʒər/n. 暴露，接触At the moment现在，当前时间failure /ˈfeɪljər/n. 失败；失败的人severe /sɪˈvɪr/adj. 十分严重的，极为恶劣的well-being n. 幸福，安康highlight the urgent need for immediate action to reduce the destructive health impacts强调迫切需要立即采取行动，减少对健康的破坏性影响submit to sb /səbˈmɪt tu/屈服于：向他人提交或提供某物claim /kleɪm/v. 声称，断言；索取，索要（钱）；要求（拥有），认领urge sb to do 敦促某人做某事urgency /ˈɜːrdʒənsi/n. 紧急；迫切需要；紧急的事，紧迫性urgent /ˈɜːrdʒənt/adj. 紧急的，急迫的；急切的Educate the public about health issues. 就健康问题教育公众。

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全球教育项目(GEP)常见问题及解答

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