New Dimensions in Language Teacher Preparation： Bridging Divides in Critical Need Languages
关于英语教学的文献综述范文
关于英语教学的文献综述范文The field of English language teaching (ELT) has been the subject of extensive research and scholarly discourse, with a vast array of literature exploring various aspects of this dynamic and evolving discipline. In this literature review, we will delve into the key themes, approaches, and perspectives that have shaped the understanding and practice of English language teaching.One of the fundamental areas of focus in ELT research has been the exploration of different teaching methodologies and their effectiveness. The traditional grammar-translation method, which emphasizes the study of grammatical rules and the translation of texts, has been challenged by more communicative approaches that prioritize the development of language proficiency for practical usage. The communicative language teaching (CLT) approach, for instance, emphasizes the importance of authentic communication, task-based learning, and the integration of the four language skills (listening, speaking, reading, and writing) to foster real-world language use (Savignon 2002).Closely related to the methodological debates is the ongoing discussion surrounding the role of the native language in the ELT classroom. While some scholars advocate for a strict target language-only policy, others argue for the judicious use of the learners' first language to facilitate comprehension, provide grammatical explanations, and address cultural differences (Cook 2001). This tension has led to the emergence of translanguaging pedagogies, which recognize the value of students' linguistic repertoires and encourage the strategic use of multiple languages to enhance learning (García and Wei 2014).Another significant area of ELT research focuses on the learner-centered approach, which emphasizes the individual needs, learning styles, and strategies of language learners. This perspective recognizes that students come from diverse backgrounds and have unique preferences, motivations, and cognitive processing abilities, which should be taken into account in the design and delivery of language instruction (Nunan 1988). Consequently, there has been a growing emphasis on the incorporation of learner autonomy, self-directed learning, and the use of technology-enhanced language learning to empower students and foster their active engagement in the learning process (Benson 2011).The role of technology in ELT has also been a subject of extensive investigation. The integration of digital tools, such as onlineplatforms, mobile applications, and multimedia resources, has transformed the landscape of language teaching and learning. Research in this area has explored the potential of technology to enhance language input, provide interactive and personalized learning experiences, facilitate collaborative learning, and support the development of language skills (Chapelle and Sauro 2017).In addition to methodological and technological considerations, ELT research has also delved into the sociocultural and political dimensions of language learning and teaching. This includes the examination of the influence of cultural backgrounds, power dynamics, and language ideologies on the teaching and learning of English as a global language (Pennycook 2017). Scholars have also explored the challenges and opportunities presented by the increasing diversity of English varieties and the need to address issues of linguistic imperialism, identity, and the representation of non-native speaker perspectives in the ELT field.Furthermore, the field of ELT has witnessed a growing emphasis on the importance of teacher education and professional development. Researchers have investigated the knowledge, skills, and dispositions required for effective language teaching, as well as the impact of pre-service and in-service teacher training programs on the quality of instruction (Richards and Farrell 2005).Finally, the assessment and evaluation of language learning outcomes have been a significant area of focus in ELT research. Scholars have explored the development and implementation of valid, reliable, and fair assessment tools, as well as the alignment of assessment practices with the goals and objectives of language instruction (Bachman and Palmer 2010).In conclusion, the literature on English language teaching presents a rich and multifaceted landscape, encompassing a wide range of perspectives, approaches, and areas of inquiry. From methodological debates to the integration of technology, from learner-centered pedagogy to sociocultural considerations, the ELT field continues to evolve, driven by the ongoing efforts of researchers, practitioners, and policymakers to enhance the quality and effectiveness of language education.。
外语教师教育研究综述
外语教师教育研究综述外语教师教育研究综述Teacher Education外语教师教育简介:教师教育(职前和在职教育)多年来主要沿袭传统和基于⼀般经验，缺乏系统的理论和实证研究作为基础(Carter 1990 ; Freeman 1996)。
普通教育1980s (Shulman 1987) 倡导“基于研究的教师教育”始于20世纪80年代中期, ⽽在外语或⼆语(以下统称外语)教育领域则在90年代以后。
国内外语界近年来也开始重视教师教育与发展研究。
（Cambridge,P13）1990s-refinging the scope of second language teacher education: Richards and Nunan’s(1990) Second Language Teacher EducationSLTE included not simply what teachers need to learn, but increasingly how they would learn it. ..there were professional learning processes in which language teachers engaged(Freeman and Richards 1996;Woods 1996). The nature of knowledge base of SLTE (Freeman and Johnson 1998) Presently,Socio-professional identity外语教师教育背景：1)课程改⾰的现实需求2)教师专业化运动的推动3)新兴社科理论的影响：建构主义对知识传授型的教师教育提出挑战;信息加⼯理论引发了对教师思维过程和对⽐专家 - 新教师的研究(Clark & Peterson 1986);实践认识论(Schon 1983)、社会⽂化理论及活动理论(Vy2gotsky 1978)等新视⾓刺激了教师学习与发展的新探索;社会批判及后现代思潮使⼈们重新审视教师的⽣命本质和社会⾓⾊(如 Wu 2002);⽽解释 - 现象学⽅法论则深刻影响了以“质”为特征的教师教育研究。
英语优质课教学ppt课件ppt课件
Writing skills
Writing assignments
Assign writing assignments that require students to write essays, letters, and other types of English writing. Encourage them to use proper grammar, sentence structure, and vocabulary in their writing.
Teaching PowerPoint courseware for high-quality En
目录
• Course Introduction • Basic English knowledge • English application skills • cultural background • Course evaluation and feedback
VS
Writing workshops
Hold writing workshops where students can receive feedback and guidance on their writing from the teacher or from peers. Encourage them to revise and improve their writing based on the feedback received.
Summative evaluation
This method assesses the overall effectiveness of the courseware, evaluating learning outcomes at the end of the course.
新发展大学英语听力教程第四册教师用书
---------------------------------------------------------------最新资料推荐------------------------------------------------------ 新发展大学英语听力教程第四册教师用书Unit One Urban Life or Rural LifeⅠ. Pre-listening ActivitiesPart 1 略Part 2 There are positive effects and negative effects of living in the suburbs. Positive effects:1. The air might be cleaner. 2. There are more trees and less traffic congestion. 3. You’ll probably have a garden. Negative effects: 1. Most people drive more and walk less. 2. You’ll have little time for cooking and thus rely heavily on junk food有积极影响和消极影响住在郊区。
l 积极作用: 1。
可能是更清洁的空气。
2。
有更多的树和更少的交通堵塞。
3 所示。
你可能会有一个花园。
l 负面影响: 1。
大多数人多走路少开车。
2。
你会没有时间做饭,因此严重依赖于垃圾食品。
■ ScriptIn the suburbs the air might be cleaner, as there are more trees and less traffic congestion. Better still you’1/ 149ll probably have a garden, which most inner-city dwellers don’t. Gardening is a healthy activity for you, and your children have the chance to play outside every day. This is a lot better for them than playing computer games all day because there is nowhere to go.The disadvantages of living in the suburbs are the flip side of the city advantages. Most people living in the suburbs end up driving more and walking less, as nothing is particularly close. This leads to weight gain and general lack of fitness. Those medium sized journeys that suburb dwellers need to do could be done on a bicycle, although this is not always practical or even possible.A less obvious effect of having to commute is little time for cooking. If a considerable portion of your time is spent getting to and from work, it is tempting to rely heavily on junk food, ready meals and takeaways. None of these is very healthy and too many can lead to obesity and the associated health problems. 郊区的空气可能会更干净,有更多的树和更少的交通堵塞。
新unit 3
3. The goals and objectives of English language teaching
4. The standards for different levels of competence 5. The implementation of the National English Curriculum 6. Challenges facing English language teachers
Step 4. to pilot the new curriculum for nine-year compulsory education from 2001 to 2004 and implement it in 2005.
3.2 Principles for the National English Curriculum
Since the founding of the People’s Republic of China, the first 15 years saw Russian as the predominant foreign language in both secondary schools and colleges. in the early 1960s, due to the diplomatic breakdown between China and the former USSR; Russian was replaced by English gradually.
3. From 1978-1982,English was restored into the secondary curriculum and the teaching quality began to be given more attention.
产业集群的分类
论产业集群的基本分类杨智华摘要：根据产业集群内部产品价值链上不同企业之间的关系，将产业集群划分为“中小企业群生型”、“龙头企业+网络型”和“MIMO型”等三种基本类型，并根据集群内主导产业的市场结构、主体数量、主体之间的关系等方面分析三类产业集群各自的特征。
关键词：产业集群，产业集群类型1.引言“产业集群”不仅是经济学家和经济地理学家们研究的热点之一，而且已成为各区域谋求竞争优势和增强国际竞争力的“法宝”。
正如波特所说：国家竞争优势的获得，关键在于产业的竞争，而产业的发展往往是在国内几个区域内形成有竞争力的产业集群i[i]。
当前，无论是高科技产业，还是传统产业的集群化发展都取得了巨大成功：从意大利艾米利亚—罗马格纳、德国巴登—符腾堡、美国的硅谷到台湾的新竹和印度的班加罗尔都闪烁着产业集群的耀眼光芒。
如何成功培育有竞争力的地方特色产业集群却成为各地政府部门面临的一大难题。
对某一特定的产业，哪一个或哪些集群是其集群化发展的最佳目标模式呢？为了解决这个问题，这需要对现存的产业集群进行科学的分类。
对此国内外学者作过许多探讨，主要有：（1）马库森（Markusen，1996）在《光滑空间中的黏着点：产业区的分类》一文，依据公司的构造、对外和对内的关系将产业区分为马歇尔式工业区、轮轴式产业区、卫星平台式产业区和国家力量依赖型产业区等四种类型ii[ii]。
（2）Peter Knorringa 和JQrg Meyer Stamer（1998）在对发展中国家的产业集群研究中，借鉴了马库森的分类方法，把产业集群分为以下三类：意大利式产业集群、卫星式产业集群和轮轴式产业集群iii[iii]。
（3）Elisa Giuliani，Carlo Pietrobelli和Roberta Rabellotti（2004）研究拉丁美洲11个不同的产业集群，按照集群不同的学习和升级方式，将拉丁美洲当前最普遍存在的产业集群划分为：传统制造业集群、自然资源依赖型产业集群（NR －Based）、复杂产品产业集群（COPs）和专业供应商集群（Specialized Suppliers）等四种类型的产业集群iv[iv]。
新世纪高等院校 综合教程 第一册 教师用书 笔记 unit 12 Gender Bias in Language
Unit 12 Gender Bias in LanguageSection One Pre-reading Activities (2)I. Reading aloud (2)II.Cultural information (2)III. Audiovisual supplements (3)Section Two Global Reading (4)I. Text analysis (4)II. Structural analysis (4)Section Three Detailed Reading (5)Text I (5)Section Four Consolidation Activities (16)I. Vocabulary Analysis (16)II. Grammar Exercises (20)III Translation exercises (23)V. Oral activities (25)VI. Writing Practice (26)VII. Listening Exercises (28)Section Five Further Enhancement (31)I. Text II (31)II. Memorable Quotes (34)Section One Pre-reading ActivitiesI. Reading aloudRead the following sentences aloud, paying special attention to incomplete plosives and liaison. A plosive which has no audible release is put in brackets.1. Yet it is often misunderstood and misinterpreted, for language is a very complicated mechanism with a grea(t) deal of nuance.2. This is an example of the gender bias that exists in the English language.3. It is at this point that Nilsen argues tha(t) the gender bias comes into play.4. It is up to us to decide wha(t) we will allow to be used and ma(d)e proper in the area of language.II.Cultural information1. Why We Need an Equal Rights Amendment:Why We Need an ERA; The Gender Gap Runs Deep in American LawMartha Burk and Eleanor Smeal Why is the amendment needed? Twenty-three countries —including Sri Lanka and Moldova—have smaller gender gaps in education, politics and health than the United States, according to the World Economic Forum. We are 68th in the world in women's participation in national legislatures. On average, a woman working full time and year-round still makes only 77 cents to a man's dollar. Women hold 98 percent of the low-paying "women's" jobs and fewer than 15 percent of the board seats at major corporations. Because their private pensions—if they have them at all —are lower and because Social Security puts working women at a disadvantage and grants no credit for years spent at home caring for children or aging parents, three-quarters of the elderly in poverty are women. And in every state except Montana, women still pay higher rates than similarly situated men for almost all kinds of insurance. All that could change if we put equal rights for women in our Constitution.2. Gender bias in educationGender bias in education is an insidious problem that causes very few people to stand up and take notice. The victims of this bias have been trained through years of schooling to be silent and passive, and are therefore unwilling to stand up and make noise about the unfair treatment they are receiving. Girls and boys today are receiving separate and unequal educations due to the gender socialization that takes place in our schools and due to the sexist hidden curriculum students are faced with every day. Unless teachers are made aware of the gender-role socialization and the biased messages they are unintentionally imparting to students everyday, and until teachers are provided with the methods and resources necessary to eliminate gender-bias in their classrooms,girls will continue to receive an inequitable education.Sadker, D., Sadker, M. (1994) "Failing at Fairness: How Our Schools Cheat Girls". Toronto, ON: Simon & Schuster Inc.III. Audiovisual supplementsWatch a video clip and answer the following questions.1. What happened to the woman?2. What does the defense counsel mean in the last sentence?Answers to the Questions:1. She was hit by a male doctor when she was slowly pulling out and got severely injured in her neck. But she doesn’t have insurance, so she’s in debt now.2. He is trying to convince the jury that a male ER (emergency room) doctor is not possible to lose control of his car, but a woman facing a lot of problems in her life like Erin is quite dangerous when she is driving. The defence counsel’s words obviously show his gender discrimination.Video Script:Erin: I was pulling out real slow and out of nowhere his Jaguar comes racing around the corner like a bat out of hell ... They took some bone from my hip and put it in my neck. I don’t have insurance, so I’m about $17,000 in debt right now ... I couldn’t take painkillers ‘cause they made me too groggy to care for my kids ... Matthew’s eight, and Katie’s almost six ... and Beth’s just nine months ... I just wanna be a good mom, a nice person, a decent citizen (I)just wanna take good care of my kids, you know?Ed (Prosecuting Counsel): Yeah. I know.Defence Counsel: Seventeen thousand in debt? Is your ex-husband helping you?Erin: Which one?Defence Counsel: There’s more than one?Erin:Yeah. There’re two. Why?Defence Counsel: So, you must have been feeling pretty desperate that afternoon.Erin:What’s your point?Defence Counsel: Broke, three kids, no job. A doctor in Jaguar? Must be a pretty good meal ticket.Ed: Objection!Erin: What? He hit me!Defence Counsel: So you say.Erin: He came tearing around the corner out of control.Defence Counsel: An ER doctor who spend his days saving lives was the one out of control?Section Two Global ReadingI. Text analysis1. Which two opinions are presented in the first paragraph?There are those who believe that the language that we use everyday is biased in and of itself. Then there are those who feel that language is a reflection of the prejudices that people have within themselves.2. Which sentences in the conclusion show the writer’s attitude?In the last p aragraph, we find these sentences: “It is necessary for people to make the proper adjustments internally to use appropriate language to effectively include both genders. We qualify language. It is up to us to decide what we will allow to be used and made proper in the area of language.” Evidently, they denote the writer’s attitude toward what we should do about gender bias in language.II. Structural analysis1. What type of writing is the text?This text is an expositive essay with reference to gender bias in language.2. What’s the main strategy to develop this expositive essay?The text is mainly developed by means of exemplification. Examples are abundantly used in Paragraphs 2-6.Section Three Detailed ReadingText IGender Bias in Languagenguage is a very powerful element. It is the most common method of communication.Yet it is often misunderstood and misinterpreted, for language is a very complicated mechanism with a great deal of nuance. There are times when in conversation with another individual, that we must take into account the person’s linguistic genea logy. There are people who use language that would be considered prejudicia l or biased in use. But the question that is raised is in regard to language usage: Is language the cause of the bias or is it reflective of the preexisting bias that the user holds? There are those who believe that the language that we use in day-to-day conversation is biased in and of itself. They feel that the term "mailman", for example, is one that excludes women mail carriers. Then there are those who feel that language is a reflection of the prejudices that people have within themselves. That is to say, the words that people choose to use in conversation denote the bias that they harbor within their own existence.2.There are words in the English language that are existing or have existed (some of themhave changed with the new wave of “political correctness” coming about) that havei nherently been sexually biased against women. For example, the person who investigatesreported complaints (as from consumers or students), reports findings, and helps to achieve fair and impartial settlements is ombudsman (Merriam-Webster Dictionary), but ombudsperson here at Indiana State University. This is an example of the gender bias that exists in the English language. The language is arranged so that men are identified with exalted positions, and women are identified with more service-oriented positions in which they are being dominated and instructed by men. So the language used to convey this type of male supremacy is generally reflecting the honored position of the male and the subservience of the female. Even in relationships, the male in the home is often referred to as the “man of the house,” even if it is a 4-year-old child. It is highly insulting to say that a 4-year-old male, based solely on his gender, is more qualified and capable of conducting the business and affairs of the home than his possibly well-educated, highly intellectual mother. There is a definite disparity in that situation.3.In American culture, a woman is valued for the attractiveness of her body, while a manis valued for his physical strength and his achievements. Even in the example of word pairs the bias is evident. The masculine word is put before the feminine word, as in the examples of Mr. and Mrs., his and hers, boys and girls, men and women, kings and queens, brothers and sisters, guys and dolls, and host and hostess. This shows that the usage of many of the English words is also what contributes to the bias present in the English language.4.Alleen Pace Nilsenn notes that there are instances when women are seen as passivewhile men are active and bring things into being. She uses the example of the wedding ceremony. In the beginning of the ceremony, the father is asked who gives the bride away andhe answ ers, “I do.” It is at this point that Nilsen argues that the gender bias comes into play.The traditional concept of the bride as something to be handed from one man (the father) to another man (the husband-to-be) is perpetuated. Another example is in the instance of sexual relationships. The women become brides while men wed women. The man takes away a woman’s virginity and a woman loses her virginity. This denotes her inability, apparently due to her gender, to hold on to something that is a part of her, thus enforcing the man’s ability and right to claim something that is not his.5.To be a man, according to some linguistic differences, would be considered an honor. Tobe endowed by genetics with the encoding of a male would be as having been shown grace, unmerited favor. There are far greater positive connotations connected with being a man than with being a woman. Nilsen yields the example of “shrew” and “shrewd.” The word “shrew”is taken from the name of a small but especially vicious animal; however in Nilsen’s dictionary, a “shrew” was identified as an “ill-tempered, scolding woman.” However, the word “shrewd,” which comes from the same root, was defined as “marked by clever discerning awareness.” It was noted in her dictionary as a shrewd businessm an. It is also commonplace not to scold little girls for being “tomboys” but to scoff at little boys who play with dolls or ride girls’ bicycles.6.In the conversations that come up between friends, you sometimes hear the words“babe,” “broad,” and “chick.” These are words that are used in reference to or directed toward women. It is certainly the person’s right to use these words to reflect women, but why use them when there are so many more to choose from? Language is the most powerful tool of communication and the most effective tool of communication. It is also the most effective weapon of destruction.7.Although there are biases that exist in the English language, there has been considerablechange toward recognizing these biases and making the necessary changes formally so that they will be implemented socially. It is necessary for people to make the proper adjustments internally to use appropriate language to effectively include both genders. We qualify language. It is up to us to decide what we will allow to be used and made proper in the area of language.Paragraph 1Questions：1. What does the writer think of language?The author thinks that language is very powerful and the most common method of communication, but is often misunderstood and misinterpreted, for it is a very complicated system of symbols with plenty of subtle differences.Words and ExpressionsCollocation:1. bias:1) n. an opinion or feeling that strongly favors one side in an argument or an item in a group or series; predisposition; prejudicee.g. This university has a bias towards the sciences.Students were evaluated without bias.2) vt. to unfairly influence attitudes, choices, or decisionse.g. Several factors could have biased the results of the study.Collocation:bias against/towards/in favor ofe.g. It's clear that the company has a bias against women and minorities.Phrase:gender bias: sex prejudice; having bias towards the male and against the femalee.g. Gender bias is still quite common in work and payment.2. nuance: adj. slight, delicate or subtle difference in color, appearance, meaning, feeling, etc.e.g. Language teachers should be able to react to nuances of meaning of common words.He was aware of every nuance in her voice.Synonym:subtletyCollocation:nuance of3. prejudicial: adj.causing harm to sb’s rights, interests, etc.; havin g a bad effect on sth.e.g. These developments are prejudicial to the company’s future.What she said and did was prejudicial to her own rights and interests.Synonyms:damaging, detrimental, prejudiciousDerivation:prejudice: n.4. in/with regard to: in connection with; concerninge.g. I have nothing to say in regard to your complaints.She is very sensitive in regard to her family background.I refuted him in regard to his injustice.5. reflective: adj. (of a person, mood, etc.) thoughtful; (of a surface) reflecting lighte.g. She is in a reflective mood.These are reflective number plates.Derivation:reflectiveness: n.6. denote:vt. be the name, sign or symbol of; refer to; represent or be a sign of somethinge.g. What does the word "curriculum"denote that "course" does not?Crosses on the map denote villages.Derivations:denotative: adj.denotation: n.Synonyms:connoteindicate7. harbor: vt.1) keep bad thoughts, fears, or hopes in your mind for a long timee.g. She began to harbor doubts over the wisdom of their journey.2) contain something, especially something hidden and dangerouse.g. Sinks and draining boards can harbor germs.3) protect and hide criminals that the police are searching fore.g. You may be punished if you harbor an escaped criminal or a spy.Derivation:harbor: n.Sentences1. ... language is a very complicated mechanism with a great deal of nuance. (Paragraph 1) Explanation: … language is a very complicated system of communication. Even slight variations in the pitch, tone, and intensity of the voice and in the choice of words, etc. can express a great deal of subtle shades of meaning.2.… we must take into account the person’s linguistic genealogy. (Paragraph 1): Paraphrase: we must consider the person’s long-standing conventions in language use. Translation: 我们必须将这人的语言谱系学考虑在内。
英语学习(新目标七年级上预备单元)
Establish a regular schedule for learning English, including time for reading, writing, listening, and speaking practice.
Organize learning resources
Promote world peace
English is a common language for intercultural communication, learning it can enhance the ability to communicate with people from different cultures.
English Learning (New Goal Seventh Grade Preparato
目录
The Importance of English Learning Preparation Unit Learning Objectives Learning methods and techniques Recommended learning resources Assessment of learning outcomes
Speak without fear
If you don't understand something or are unsure about a concept, don't hesitate to ask the teacher or classmates for clarification.
Improve the ability to understand and comprehend spoken English, including understanding native speakers and understanding English-speaking media.
the new teacher读后感
The New Teacher: A Reflective Journey into the Classroom "The New Teacher" is a film that captivates the audience with its portrayal of the challenges and rewards of entering the world of education. Directed by a visionary filmmaker and starring an ensemble cast that brings the story to life, this movie offers a unique perspective on the complexities of being a teacher. From the perspective of a new educator, it explores the emotional, intellectual, and relational dimensions of teaching, making it a must-watch for anyone interested in the profession or the educational system.At the heart of the film lies the protagonist, a young and idealistic teacher who embarks on a journey to make a difference in the lives of his students. We witness his initial excitement and enthusiasm as he steps into the classroom, eager to impart knowledge and inspire the next generation. However, the reality of teaching quickly sets in, and the protagonist is faced with a series of challenges that test his resolve and push him to his limits.One of the most striking aspects of "The New Teacher" is its honest portrayal of the emotional toll that teaching can take. The protagonist experiences a range of emotions, from the joy of seeing a student grasp a concept to the heartbreak of dealingwith behavioral issues or learning difficulties. The film captures these moments with raw authenticity, making it easy for the audience to connect with the protagonist's struggles and triumphs.Moreover, the movie shines a spotlight on the importance of relationships in the classroom. The protagonist learns that teaching is not just about imparting knowledge but also about building trust, understanding, and respect with his students. He discovers that each student is a unique individual with their own stories, challenges, and dreams, and it is his responsibility to nurture their growth and potential.The film also delves into the complexities of the educational system and the role of teachers within it. We see how teachers are often caught between the demands of administration, the expectations of parents, and the needs of their students. This tension creates a challenging environment for teachers, who must navigate these various forces while maintaining their own sense of purpose and integrity.Another noteworthy aspect of "The New Teacher" is its exploration of the growth and transformation that both teachers and students undergo throughout the school year. The protagonist, initially full of idealism and enthusiasm, graduallygains a deeper understanding of the realities of teaching and the impact he can have on his students' lives. Similarly, the students, who initially appear as mere recipients of knowledge, emerge as active learners and individuals with their own voices and perspectives.The film's cinematography and soundtrack contribute significantly to its emotional impact. The camera captures the nuances of the classroom environment, from the bustle and hustle of students to the quiet moments of reflection and learning. The soundtrack, which ranges from upbeat and energetic to melancholic and reflective, complements the emotional arcs of the story, enhancing the viewer's experience.In addition to its emotional depth, "The New Teacher" also offers valuable insights into the practicalities of teaching. The protagonist's struggles with lesson planning, classroom management, and dealing with challenging behaviors provide a realistic portrayal of the day-to-day challenges faced by teachers. Yet, despite these difficulties, the protagonist remains committed to his calling, finding joy and fulfillment in the small victories and moments of connection with his students.What makes "The New Teacher" particularly noteworthy is its refusal to romanticize the profession. It does not gloss overthe difficulties or paint a rose-colored picture of teaching. Instead, it presents a balanced and nuanced portrayal of the profession, acknowledging both its rewards and its challenges. This realism makes the film more relatable and believable, allowing the audience to see themselves or their own experiences reflected in the story.In conclusion, "The New Teacher" is a profound and moving exploration of the world of education and the individuals who shape it. It offers a unique perspective on the complexities of teaching, highlighting the emotional, intellectual, and relational dimensions of the profession. With its honest portrayal of the realities of teaching, its exploration of the growth and transformation of both teachers and students, and its refusal to romanticize the profession, "The New Teacher" is a must-watch for anyone interested in education or the human journey of discovery and growth. It leaves the audience with a deeper understanding and appreciation for the crucial role that teachers play in shaping the future of our society.。
A Review of Research on “Rau v. Nichols” by Am
A Review of Research on “Rau v. Nichols” by American ScholarsJiabing Han1, Penyan Cao21School of History, Anhui Normal University2Jinhong Middle School in Anhui ProvinceAbstract: The “Lau v. Nichols Case” ruled by the United States Supreme Court in 1974 was a prominent educational precedent for Chinese to pursue educational equality. The “Lau case” from filing a lawsuit in the district court to the final ruling of the Federal Supreme Court has aroused the attention of the federal and state governments to the development of Chinese bilingual education, and has had a profound impact on the special education needs of Chinese in San Francisco and even minorities in the United States. Foreign scholars have conducted detailed studies on the reasons for the slow development of bilingual education in the country before the case, the history of the case and the impact of the case judgment involved in this ruling and have achieved many results, which also provided an important academic reference for domestic scholars to conduct in-depth research on this issue.Keywords: Lau v. Nichols case; Judgment; Bilingual education; Review DOI: 10.47297/wspiedWSP2516-250007.20220602The “Lau v. Nichols case” ( “Lau case”) ruled by the U.S. Supreme Court in 1974 was a prominent educational precedent for Chinese to pursue educational equality. The lawsuit began in 1970. Kinney Kinmon Lau filed a lawsuit in the District Court on behalf of the students of the San Francisco United School District, asking the district court to order the San Francisco Education Commission to provide special English language courses taught by bilingual teachers. The decision of the case was full of twists and turns. Both the Federal District Court and the Ninth Circuit Court of appeal rejected the plaintiff's claim, and the case finally went to the Federal Supreme Court. On January 21, 1974, nine justices ofAbout the author: Jiabing Han (1972-09), Male, Han nationality, Native of Zongyang County, Anhui Province, School of History, Anhui Normal University, Title: Professor, Ph.D., Research interest: North America History.Funded project: The Stage Results of Major research project of Humanities and Social Sciences in Colleges and universities of Anhui Provincial Department of Education, “Re-search on Educational Precedents of the U.S. Supreme Court and National Educational Progress after World War II (1954-1988)” (Project No.: sk2016zd29).Journal of International Education and Development Vol.6 No.2 2022the Federal Supreme Court unanimously ruled to overturn the judgment of the lower court, clearly stating that Chinese students with limited English ability had the right to special help, and the school district has the responsibility to provide these students with truly equal opportunities for education. The labor case and its judgment had greatly affected the education policies of state and local governments, and promoted the bilingual education process of Chinese students using mother tongue teaching. Foreign scholars had made in-depth research on the reasons for the slow development of bilingual education in pre case countries, the process of case judgment and the impact of case judgment, which has also provided a certain academic perspective and good academic foundation for domestic scholars engaged in this issue.1. Research on the Slow Progress of Bilingual Education in the United States before the “Lau Case” RulingIn 1966, Dean W. Determan and Gilbert Ware co-published New Dimensions in Education: Title VI of Civil Right Act of 1964, which compared racial discrimination to a leech with strong regenerative ability, it pointed out that the primary factor for racial discrimination to have regenerative ability was “the federal government has traditionally held a ‘neutral’ attitude towards the discriminatory practices of financial aid recipients.” In other words, the federal government's financial aid was neutral on the surface, but in fact it has always been a “hidden partner” for racial discrimination (Determan, Ware, 1966). William L. Taylor, Chairman of the American Civil Rights Commission, had a more straightforward view. He believed that the federal government’s financial aid policy was not neutral to some extent. “…In many cases, the federal government provided funding for discriminatory practices of local governments and institutions, resulting in the persistence of educational inequality”.In 1991, the Public Health Report of the United States published a report from the Office of Civil Rights (OCR) Title VI of Civil Right Act of 1964, which introduced “Title VI of Civil Right Act of 1964” in detail. “Title VI of Civil Right Act of 1964”, stipulated that racial discrimination based on color, race and national origin was illegal in educational programs and activities receiving federal assistance. In order to implement Title VI well, the United States Department of Education (ED) has set up a Office of Civil Rights to be responsible for it. The report also detailed the educational projects and activities included in Title VI as well as the specific duties of the Office of Civil Rights to implement Article VI.In1997, Timothy Bates, an American scholar, pointed out in his book Race, Self-employment, and Upward Mobility: An Illusive American Dream that employment was caused by restrictions on education before the mid-20th century.Journal of International Education and Development Vol.6 No.2 2022 The Chinese were mainly engaged in the service industry and manual labor, and only a small proportion of the Chinese were engaged in professional and technical work (Bates, 1997). In the book Chinese in American Life: Some aspects of their History, Status, Problem, and Contributions, Kung Shien-woo made statistics on the occupational status of Chinese from 1940 to 1950, which confirmed Timothy Bates’s conclusion. The low level of education and the limited scope of employment determined that there would be no great breakthrough in the economic income of Chinese during this period (Willmott,,2009). As Philip E. Vernon stated in his book The Abilities and Achievements of Orientals in North America, the most Chinese women without a college degree could only work in low-income jobs, and only 51% of them reached the average wage level in the United States. Chinese during this period also had a weak voice in American politics, once described as “silent” (Vernon, Lykken, 1983). A series of problems, such as low employment level, low income level and weak awareness of political participation, were ultimately the failure to obtain equal educational opportunities. It was these factors that triggered the Chinese demand for bilingual education and equal education in 1970.2. Research on the Specific Background and Trial Process of “Lau Case”Wang Ling-Chi, who worked in Berkeley Unified School District, Calif. Asian American Bilingual Center, said in his article Lau v. Nichols: History of a struggle for Equal and Quality Education that the Lau case did not occur out of reality, but was a measure taken when all the methods to find education equality were exhausted. Before 1966, formal special language teaching programs were not established in primary and secondary schools, and it was not until 1966 that the first pilot program to teach English as a second language began. In 1967, the San Francisco Unified School District determined a list of 2,456 Chinese students with limited English ability and allocated $88,016 to hurriedly implement a Chinese-based English as a second language teaching plan, but most of the teachers were non-bilingual ESL teachers, so many Chinese-speaking students have not benefited from it. From 1968 to 1969, the budget of the program was increased to $280,469, but had little effect. According to the “Equality/Quality Education Report” of the California Unified School District in 1969, it was found that because English as a second language (ESL) teachers were very scarce, it was difficult to successfully implement the teaching plan of English as a second language with Chinese as the main language. In addition, the ongoing bilingual education didn’t have a sound in-service teacher training program, nor did it have language experts from management to design an effective plan that could be implemented in all grades. The above factors prompted the occurrence of “Lau case” (Wang, 1975).Edward H. Steinman, a professor at School of Law of the Santa ClaraJournal of International Education and Development Vol.6 No.2 2022University, was an attorney representing non-English-speaking Chinese children. His speech “The Lau v. Nichols Supreme Court Decision of 1974” at the meeting of the Committee on Ways and Means of the California State Assembly, introduced the “Lau case” in detail. On April 25,1970,13 native Chinese speakers representing nearly 3,000 Chinese-speaking students brought the San Francisco Unified School District lawsuit to State District Court. The reason was that these Chinese speaking students were deprived of the right to equal education because they couldn't understand and use the English language in the class, and the school district refused to give them special instruction in English. However, the results of the state district court and the Ninth Circuit Court of Appeals were the same, and both ruled that the school district was not legally responsible. In desperation, these students who could not speak English took the case to the Federal Supreme Court. In the end, the U.S. Supreme Court abandoned the relative judicial conservatism it had implemented in education and civil rights over the past few years, and the nine justices unanimously rejected the district court’s decision. The decision strongly and clearly demonstrated that the Federal Supreme Court played a vital role in ensuring equal access to education for students who did not speak English (Steinman, 1975).3. Research on the Impact of the “Lau Case” Decision on the Chinese’s Access to Equal Educational OpportunitiesAs early as May 1970, the memorandum published by the Department of the Health, Education, and Wealth (HEW) did not stipulate specific requirements for school districts to provide equal educational opportunities for students with limited English proficiency. The Federal Supreme Court’s ruling on the “Lau case” did not require or even authorize the implementation of bilingual education. For these reasons, and in order to help the district comply with the requirements of the “Lau case”, the Office of Civil Rights of the Department of Health, Education and Welfare drafted and published guidelines later known as “Lau Remedies”. Teitelbaum and Hiller mentioned in their article Bilingual Education: The Legal 1977 Mandate that “Lau Remedies” stipulated that if a school district was found to have not complied with the provisions of “Title VI of Civil Right Act of 1964” and the “Lau case” relevant rulings, or when more than 20 students from the same language group were determined to use a language other than English or their mother tongue, the school district must quickly develop and submit a specific voluntary compliance plan to the Office Civil Rights (Herbert, Hiller, 1977).After the ruling of the Federal Supreme Court on the “Lau case” and the promulgation of a series of bills on equal opportunities in education, Chinese have made great changes in education, employment, economic and social status compared with the 1960s and 1970s. In the article Asian Americans in the Public Service: Success, Diversity, and Discrimination, Gregory B. Lewis and othersJournal of International Education and Development Vol.6 No.2 2022 pointed out that in 1980, 37% of Chinese over the age of 25 in the United States received more than four years of college education, while only 17% of non Hispanic whites (Lewis, 1994). In the Book Contemporary Asian America: A Multidisciplinary Reader , James v. Gatewood made statistics on the occupational distribution of Chinese in Los Angeles in the age group of 25-64 from 1970 to 1990, the results showed that the number of Chinese born in the United States or non-native engaged in high-tech occupations had increased greatly. Obviously, the success of Chinese education and the transformation and improvement of occupational structure had led to a corresponding increase in their average income level (Gatewood, 2002). Franklin Ng, a professor of anthropology at California State University, wrote in his book “Asians in American: Asian American Interethnic Relations and Politics” that the average Chinese male annual income was $5,124 in 1970, or about 75 percent of the white male ($6,772). By 1980, the average annual income of both Chinese and white Americans generally increased. Not only did the average annual household income of Chinese be much higher than that of white families, but the average annual income of Chinese ($15,753) was also slightly higher than that of whites ($15,572)( Ng, 1998).4. ConclusionIn summary, foreign scholars, especially American scholars, had achieved good results in the study of “Lau case”, which had certain characteristics at least in two aspects. First of all, in terms of research methods, many scholars had used quantitative historiography and other methods to screen and classify the large amount of or raw materials collected, which presented the overall picture of “Lau case” to the academic community more scientifically and objectively. Secondly, in terms of research content, the academic community had carefully combed the laws and regulations on ethnic minority education before and after the “Lau case”, which provided rich content for readers to understand the educational situation of ethnic minorities and Chinese in this period from another perspective, thus expanding the research field of American education history after World War II. Although the “Lau case” was a landmark educational precedent in the history of bilingual education in the United States and the history of Chinese people, the reaction of various sectors of the American society to the judgment at that time and its subsequent impact on the entire American society are worthy of further in-depth study by Chinese and foreign academic circles.References[1] Determan, Dean W., Ware, Gilbert(1966), “New Dimensions in Education: Title VIof Civil Right Act of 1964” in The Journal of Negro Education, V ol.35(1), 5-10.Journal of International Education and Development Vol.6 No.2 2022[2] Bates Timothy(1997), Race, Self-employment, and Upward Mobility An IllusiveAmerican Dream, Johns Hopkins University Press.[3] Willmott, W. E.(2009), “Chinese in American Life: Some aspects of their Histo-ry, Status, Problem, and Contributions by Kung Shien-woo.” in China Quarterly, 17(1), 257-58.[4] Vernon Philip E., Lykken David T.(1983), “The Abilities and Achievements of Ori-entals in North America.” in Yakugaku Zasshi Journal of the Pharmaceutical Soci-ety of Japan, 112(2), 115-23.[5] Ling-chi Wang(1975), “ Lau v. Nichols: History of a struggle for Equal and QualityEducation” in Berkeley Unified School District, Calif. Asian American Bilingual Center.[6] Edward H. Steinman(1975), “The Lau v. Nichols Supreme Court Decision of 1974”in CATESOL Occasional Papers, 2, 2-15.[7] Herbert,Teitelbaum, Hiller, Richard J.(1977), “Bilingual education: The legal1977mandate” in Harvard Educational Review, 47(2), 138-70.[8] Kim, Pan Suk, Lewis, Gregory B.(1994) “Asian Americans in the Public Service:Success, Diversity, and Discrimination” in Public Administration Review, 54(3), 285-290.[9] Zhou, Min, Gatewood, James V.(2002), Contemporary Asian America: A Multidis-ciplinary Reader, New York: NewYork University Press.[10] Ng, Franklin, Asians in American: Asian American Interethnic Relations and Poli-tics, New York: Garland Publishing, Inc., 1998.。
幼儿英语教育原则
The primary goal of early childhood English education should be to develop children's communication skills, including listening, speaking, reading, and writing. Activities that promote these skills should be emphasized.
Encourage cultural diversity
Teachers should aim to introduce children to different cultures through the content they teach and the examples they use. This helps to develop children's understanding of the world around them and their own place within it.
The principle of gradual progress
Interaction between teachers and children, as well as among children themselves, is crucial for effective learning. Encourage children to participate in pair work, group activities, and whole-class discussions to develop their communication skills and enhance their understanding of English.
新英语视听说教程UNITFOUR
By listening to English audio, watching English videos, participating in English corners, etc., increase language input and improve listening comprehension ability.
Oral Strategy
Organized Speaking
It is essential to organize one's thoughts and ideas before speaking This helps to ensure that one's message is clear, coherent, and well structured
Body language plays a critical role in oral communication It is essential to use appropriate body language to convince one's message effectively, such as as legal expressions, hand styles, and posts
Feedback is essential for effective communication It is important to provide feedback to the other person, indicating that you understand what they are saying and have responded appropriately
未来的老师和学生如何上课英语作文
未来的老师和学生如何上课英语作文全文共3篇示例，供读者参考篇1The Future of School: Learning with Holograms andMind-Linking TechHi there! My name is Lily and I'm a 10-year-old student in the year 2040. School looks a lot different now than it did for kids just a few decades ago. Instead of having a regular physical classroom, we learn through a combination of hologram teachers and mind-linking technology. It's super cool and futuristic!Each morning, I wake up and head to my learning pod - it's like a small room in our house that's designed just for my virtual classes. The pod has a reclining chair in the middle with lots of fun lights and screens all around. This is where the hologram magic happens!Once I'm seated in the chair, I put on my NeuroLink headset. It's a sleek little device that sits on my head and links directly to my brain. With NeuroLink, I can see amazingly realistic 3D hologram teachers right in my learning pod. The holograms lookcompletely lifelike - like the teachers are actually there in the room with me.But get this - the holograms are way more than just images! They can walk around, write on the whiteboard screens with their hologram pens, pass out assignments by beaming the files straight to my NeuroLink, and even give me a high-five by sending a harmless electric tingle to my headset. Wild, right?The best part is, the NeuroLink lets me experience lessons in an incredibly immersive way. If we're studying the pyramids of Ancient Egypt, my hologram teacher can instantly transport our whole class to a 3D replication of the Giza plateau. We can walk among the towering pyramids and colossal sphinx as our teacher narrates.Or in biology, we can shrink down to a microscopic size and explore the inner workings of a plant cell. The NeuroLink stimulates my senses so I can smell the fragrance of the flowers, hear the buzzing of bees, and feel the velvety texture of leaves.Our teachers are actually advanced artificial intelligences that have been programmed with an entire encyclopedic knowledge base. So if I ever have a question like "What was the longest river in Ancient Egypt?" or "How do plants convertsunlight into energy?", my hologram teacher has all those facts at the ready to share.The AI teachers are incredibly patient too. If I get stuck on a tricky math equation or have trouble grasping a new concept, they can simply refresh the lesson and re-explain it in a different way that clicks for my brain.Sometimes, my hologram teacher will even shapeshift into an animated character or historical figure to make lessons even more fun and engaging. We might get a visit from a gigantic anthropomorphic calculator to learn about story problems, or Cleopatra herself could appraise our projects on ancient Egyptian culture.Another neat feature is that my hologram teachers can peer into my mind (with permission, of course!) and see exactly what I'm picturing when I get imaginative thoughts or try to solve a problem. They can then tweak the hologram worlds I visit to match my personal imagination and make lessons unique for me.For example, if I'm brainstorming ideas for an enchanted forest story setting, my teacher might sense the vivid magical woodland scene unfolding in my mind and construct a hologram version of it for our whole class to collaboratively build upon and explore together.Best of all, hologram classes allow us to go on incredibly immersive "virtual field trips" too. One week we might be scanning the deepest depths of the Mariana Trench and studying bioluminescent creatures. The next week, we could be walking along the surface of Mars or even visiting alpha-Prime89, a faraway Earth-like exoplanet that astronomers only recently discovered.Classes aren't just about hologram visuals though. When I need to take notes, write an essay, or code a program for an assignment, I simply think it through in my mind. My NeuroLink headset can detect my thought patterns and render my work directly into a word processing application or coding environment through a brain-computer interface.I also get to collaborate on all kinds of group projects with my classmates from around the world. Instead of being limited to just kids at my local school, the hologram classroom connects students from thousands of cities together.With full language translation capabilities, we can all communicate seamlessly no matter what country or culture we come from. I've had teammates from Tokyo, Nairobi, Rio de Janeiro, and dozens of other distant places—all broughttogether in the same virtual workspace by our class' hologram platform.At lunchtime, I'll usually hang out with my global friends inside massive hologram playgrounds filled with gravity-defying slides, zero-g trampolines, interactive games, and all sorts of wild attractions that could never exist in the real world. But in the hologram realm, our imaginations are the only limits!In many ways, school in 2040 is both more fun and more challenging than it used to be. The classes are more engaging because my hologram teachers can literally depict any scenario and take our lessons to boundless virtual worlds.But I also have to stay super focused since my NeuroLink can detect even the tiniest lapse in attention. If my mind starts to drift, my teacher might sense it and zap me back to full concentration mode by refreshing the hologram environment around me.I definitely have way more autonomy and freedom in how I approach assignments too. Rather than just sitting at a desk mindlessly answering worksheets or memorizing facts, I get to explore topics in creative and self-directed ways based on my own ideas, curiosities, and learning style.Instead of formal tests, my teachers can directly analyze how well I understand each lesson by sensing my thought patterns as we go. They use AI to customize follow-up activities that reinforce the areas I'm still fuzzy on and accelerate me through concepts I've already mastered.While some kids my age spend their free time beating hologram video games or exploring infinite fantasy worlds inside the NeuroLink realms, I've also gotten really into coding and digital fabrication. When I'm not in class, I love dreaming up my own hologram creations and objects, then coding them into existence.Thanks to the NeuroLink's brain-computing capabilities, I can manifest my wildest imagined designs into 3D-printed models, hologram simulations, or even mind-controlled robot prototypes. The possibilities are truly limitless in the hologram age!Sometimes I do miss simple things from the pre-hologram era though, like playing outside in nature, reading a physical book, or doing arts and crafts with my hands. School tried to preserve some of these nostalgic experiences by creating hologram simulations of parks, libraries, and craft studios for us to explore.But experiencing those activities through a NeuroLink headset still feels a bit artificial compared to the real thing. I cherish those rare moments when we get to go on actual field trips to museums, historical sites, or just roam through a local forest or garden.Overall, I'd say the future of school is exciting, immersive, creative, and filled with incredible opportunities to learn in endlessly engaging ways. Thanks to hologram teachers and mind-linking tech, every lesson is a transportive journey into the boundless realms of human knowledge and imagination.While some things are lost from the way things used to be, we've gained so many astounding capabilities that prior generations never could have dreamed of. I can't wait to see what future advancements await as hologram learning evolves even farther beyond our current NeuroLink Era!篇2What Will School Be Like in the Future?Hi there! My name is Timmy and I'm 10 years old. Today I want to tell you all about what I think school will be like in the future. It's going to be so cool and high-tech! Get ready for robot teachers, holographic classrooms, and learning while exploringdifferent planets and dimensions. The future of education is going to be out of this world!First off, let's talk about the teachers of the future. We won't have regular human teachers anymore. Instead, we'll have super intelligent robot teachers! These robots will have big computer brains filled with knowledge about every subject you can imagine. They'll be able to answer any question we have and explain things in a way that makes total sense.But these robot teachers won't just be talking lecturing robots. They'll be able to change forms and demonstrate concepts in the most mind-blowing ways. Need to learn about volcanoes? The robot teacher transforms into a volcano and you can see the eruption up close! Studying the human body? It can turn itself into an accurate 3D model. These robots will make learning a million times more immersive and fun.The robot teachers will also have excellent emotional intelligence. They'll be able to understand when a student is frustrated, bored, or struggling with a concept. Then they can immediately adapt their teaching style to something more helpful for that particular student. No more one-size-fits-all lessons!As amazing as the robot teachers will be, the future classrooms will be even cooler. Instead of sitting at desks, we'll be equipped with special futuristic glasses or visors. These will project holographic images and simulations all around us to make every lesson an interactive experience.In a history class, we could be visually transported to ancient civilizations to witness important events and eras first-hand. A science lesson may have us walking on Mars or diving to the depths of the ocean. With this immersive holographic technology, learning will be like passing through a portal to different worlds and dimensions of knowledge.We'll also have control over these holographic environments. If we want to see more details, modify variables, or test different theories, we can do that. The whole classroom will be this boundless digital space where we can explore information from countless angles. No more limitations!In addition to lessons feeling like real-life adventures, we'll even get to venture beyond the classroom for hands-on learning expeditions. Imagine hopping into a teleportation chamber and being instantly transported to archaelogical sites, research labs, or even other planets! All field trips will be just a teleport away.While they may sound like magic, these teleporters will be highly advanced machine learning devices. They'll be able to scan our moleculular structures and transmit us through quantum data streams to receiver pods at our destination. We'll be able to go virtually anywhere to gain firsthand knowledge and experiences that connect to our lessons.Speaking of machine learning, every student will have their own artificial intelligence study buddy. These AI assistants will be highly intelligent and able to facilitate our learning in personalized ways. If we're confused about a concept, the AI can reteach it using multimedia examples catered to our interests and learning styles. It can quiz us, guide us through homework, and even generate fun educational games and activities.These AI assistants will also help us develop important skills for the future like creativity, problem-solving, coding, and adapting to new technologies. As we take on projects and challenges, our AI buddies can coach us by proposing strategies, offering feedback, and celebrating our achievements. It'll be like having the ultimate study partner!With all these incredible technologies, some of you might be wondering – will there still be any good old ordinary learning? Of course there will be! While the futuristic tools and methods willbe primary, we'll still read books, write essays, work on group projects, and enjoy all the classic ways to gain knowledge.But even these traditional schoolwork pieces will be super high-tech. Our book readers will be sleek mobile devices that can instantly translate any language and even project holographic illustrations to supplement the text. Essays and writing assignments can be composed using voice dictation while an AI analyzes our work and suggests improvements in real-time. And group projects may connect remote students from all over the world into shared virtual workspaces.This combination of new mind-bending techs and traditional learning techniques will create an educational experience far beyond anything we have today. We'll dive into subjects more deeply, explore wider realms of knowledge, and develop unstoppable skills for our future careers and lives. I can't wait!Of course, with all this cool technology, there will need to be plenty of security and safeguards in place too. Our robot teachers will have highly advanced ethics programming to ensure they never expose us to anything inappropriate or biased. All the simulations and holograms will have filters for anything too violent or mature. And our personal AI buddies will beprohibited from accessing our private information or influencing us in destructive ways.There will probably be strict rules too about how and when we can use technologies like teleportation. We can't just go zapping all over the cosmos whenever we want! But I'm sure the school leaders will have responsible policies to let us benefit from these technologies in appropriate and well-supervised ways.Whew, I've shared a lot about the future of education! From robot teachers to holographic classrooms, teleportation field trips, and AI study buddies, it's clear that school will be insanely different and high-tech in the years ahead. Learning is going to be like living in a real-life sci-fi movie!So what do you think? Are you excited for all these wild changes to come? Maybe some of them sound a little too crazy?I personally can't wait! While parts of it are a bit scary to imagine, overall it seems like the future of education will be way more engaging, immersive, and fun compared to how things are now. I just hope I get to experience at least some of these awesome advancements before I'm done with school!Anyway, that's my perspective on the classroom of the future. Who knows if all my predictions will be accurate - maybeeducation will end up being even more incredible than I described! One thing is for sure, though: learning is going to be one epic adventure. I'll see you there!篇3The Future of LearningSchool now is pretty good, but I can't wait to see what it will be like in the future! My older brother tells me that technology is advancing so fast that classrooms are going to be totally different by the time I'm his age. Here are some of the amazing things I think schools will have:Hologram TeachersCan you imagine your teacher being a hologram that appears right in the classroom? No more writing on chalkboards or whiteboards. The hologram teacher would be able to animate concepts in 3D right before our eyes! If we were learning about the planets, we could see them orbiting and spinning in the air. Or for math, we could have shapes and numbers floating around us to look at from all angles.The hologram teachers could even change their appearance or setting based on the lesson. For history, they could transform into a historical figure like Abraham Lincoln teaching us aboutthe Civil War era. Maybe sometimes the classroom itself could become the setting, like we're suddenly transported to Ancient Egypt or the botton of the ocean! I can't wait to be immersed in whatever we're studying.Augmented Reality GamesInstead of just reading from textbooks or watching videos, we'll be able to learn through augmented reality games overlaying our actual classroom and school! We could wear AR headsets and have dinosaurs walking around the room as we study paleontology. Or our desks could become colonized by tiny virtual insects so we can observe their behaviors and environments in incredible detail for biology.Maybe for gym class, we could have virtual obstacle courses appear throughout the halls and playground that we have to navigate through. Everything would be way more interactive and engaging than just lectures or worksheets. I'm definitely going to pay more attention when education feels like playing a videogame!Worldwide VideoconferencingWith future super high-definition videoconferencing technology, we'll be able to virtually connect with students,experts and teachers all over the world in real-time! Imagine being able to teleport your whole class to the Great Pyramids in Egypt for a field trip guided by actual Egyptologists located there. Or maybe we could even link up with astronauts living aboard the International Space Station as we learn about space exploration!We could have special guests beam in from anywhere to give speeches and answer our questions. Like if we're studying marine biology, a scuba diver could join us from miles underneath the ocean! Or we could meet up with kids from different countries to practice language skills and learn about diverse cultures. The whole world would be our classroom.Artificial Intelligence TutorsWhile our main teacher would still be human (at least the hologram version!), we'll also get personalized help from artificial intelligence tutors that are endlessly patient and knowledgeable on every subject. The AI could analyze exactly what concepts we're struggling with and give us tailored lessons and activities to improve in those areas at our own pace.No more getting left behind if we don't understand something! The AI would be able to reteach the same material in a brand new way until it finally clicks. And it could automaticallygenerate practice problems for us focused on shoring up our weaknesses. Everyone would be able to truly master every topic before moving onto the next level.Those are just a few of the incredible innovations I've heard about coming to future schools and classrooms. Technology is going to transform education into something that's way more immersive, interactive and personalized than sitting through lectures and bookwork all day. I'm super excited to experience it all myself once I get older! Learning is going to be more fun and effective than we can even imagine right now. The future of school is going to be awesome!。
外研社2023VETS初级教师用书教师用书_Unit 1
Teacher’s Book for Unit 1Unit 1 Announce a team building eventStarting upAbout the unitAn announcement is a public or official statement that gives people some information about an event, which usually covers the time, place, participants and arrangement. There are two kinds of announcement, namely the written and the oral. Compared with the written one, an oral announcement is less formal. In this unit, by helping the staff to make an oral announcement about the team building event, the Ss will develop the skills they need to make an oral announcement.Teaching objectivesWhen teaching this unit, the T should enable Ss to•note down specific information about a team building event, including the time, place, participants, etc. (Set the task & Prepare for the task);•list two to three key points they need to consider when announcing an event (Develop the strategies);•announce a team building event orally (Fulfil the task & To extend).Teaching suggestionsThe T can present this unit in different ways. A product-oriented approach is suggested. With this approach, the T can guide Ss through the output task by showing them how to note down specific information and how to use appropriate communicating skills.MotivatingAsk Ss to discuss how they should prepare in order to make an oral announcement.EnablingScenario•Introduce the “Scenario” and help Ss to get background information about the task, e.g., the purpose, time and place of the event.•Ask Ss to discuss in pairs what information should be included in an announcement. •Explain the career tip.Set the task•Ask Ss to listen to the conversation and ask them what the task is for David.•Listen again and ask Ss to finish the tasks in “Understand the text”.•Explain the vocabulary.•Check Ss’ answers to the tasks in “Language in focus”.Prepare for the task•By “Listening” & “Reading”, ask Ss to note down specific information about the team building events.•Enable Ss to develop their skills in identifying key information while reading and listening by finishing the tasks in “Understand the text”.•Explain the vocabulary.•Check Ss’ answers to the tasks in “Language in focus”.•Explain the structure, language tip, and intercultural tip where necessary, and ask Ss to share any team building events they know.Develop the strategies•Ask Ss to discuss the purpose of an announcement and how information in an announcement should be organised.•Teach Ss how to organise information in an announcement with the sample.•Help Ss to learn some useful sentences from “Useful expressions of an oral announcement”. AssessingFulfil the task•Encourage Ss to complete the task by explaining the steps in the Student Book.•Ask Ss to make their own oral announcement.•Invite Ss to make their announcement to the class. Ask Ss to give feedback on each other’s work and give your comments or feedback.To extend•Ask Ss to do the comprehension work in Task 1 by reading the passage.•Ask Ss to discuss the question in Task 2.Detailed Procedures & KeyScenarioDiscussionWork in pairs and discuss the following question:Imagine you are David. What information will you include in your announcement?ProceduresBreak up the topic by asking detailed questions such as:•Who will be the target audience of the announcement?•What information is needed by the target audience?V ocabulary1. To strengthen communication and cooperation among the staff, Wang Yuening, the company’s HR Manager, has planned a team building activity, and asked David Johnson, the secretary, to announce the activity at the weekly meeting.strengthen /ˈstreŋθәn/ v.加强；增强e.g. Repairs are necessary to strengthen the bridge.这座桥需要加固。
新一代大学英语综合教程2 教师用书-U6
The first reading “From cursive to cursor” describes the changes of writing tools that an individual has experienced and comments on the technological changes involved. The text and its following exercises will help Ss to introduce the evolution of writing tools and form opinions on the technological changes, as required by the “Sharing your ideas” task in iExplore 1.
The second reading “Will digital reading erode our ability to understand the world” examines the role of digitalization in the mode of reading. Upon reading and doing exercises, Ss can learn to analyze and evaluate the impact of modern technology on people’s reading, as is required by the “Sharing your ideas” task in iExplore 2.
The after-class tasks are to be done as homework. If time allows, the T could ask Ss to present their work in class. Otherwise, Ss could upload their work and do peer-review online.
英语教师培训方案(精选)
Train teachers to have a certain level of teaching research ability, including how to find teaching problems, how to conduct research on teaching problems, and how to apply teaching research results in classroom practice.
Train teachers to have innovative teaching ideas, encourage them to explore new teaching methods and models, and promote the reform of classroom teaching.
Language teaching theory
Train teachers to have a deep understanding of language teaching theory and methods, including second language acquisition theory, language teaching psychology, and language curriculum and teaching material development.
Online learning
provides teachers with access to a wide range of resources, including videos, podcasts, and interactive tools that can be used at their convenience.
英语作文相携
英语作文相携In the realm of language acquisition, the act of writing is often a solitary endeavor, yet it can be greatly enhanced through collaboration. This essay explores the benefits of working together in the context of English composition, delving into how partnership can elevate the writing process and the final product.The Dynamics of CollaborationWhen two or more individuals come together to write, a synergy is created that can lead to a more nuanced and polished piece of writing. Each person brings a unique perspective, vocabulary, and set of writing skills to the table, which can enrich the content and style of the essay.Brainstorming and Idea ExchangeThe initial phase of any writing project is often the brainstorming of ideas. Collaborative writing allows for a free flow of thoughts and concepts, with each participant building upon the ideas of others. This exchange can lead to more innovative and comprehensive approaches to the topic at hand.Editing and FeedbackOne of the most significant advantages of collaborativewriting is the immediate access to feedback. Partners can read each other's drafts, providing constructive criticism and suggestions for improvement. This peer review process can be more efficient and less intimidating than receiving feedback from a teacher or editor.Dividing the WorkloadWriting can be a time-consuming task, especially when it comes to longer pieces or research-heavy assignments. By dividing the workload, collaborators can focus on the sections they are most comfortable with, leading to a more efficient use of time and a better-balanced final product.Overcoming Writer's BlockWriter's block is a common challenge faced by many writers. Working with a partner can help overcome this obstacle, as the social interaction and the need to contribute can stimulate creativity and keep the writing process moving forward.Cultivating Different Writing SkillsEach writer has their strengths and weaknesses. Collaborating with others can help individuals identify and improve upon their weaker areas, while also providing opportunities to learn from the strengths of their partners.ConclusionCollaborative writing in English composition is not just about completing an assignment; it's about growing as a writer and a communicator. It fosters a sense of community, enhances the writing experience, and can lead to a more engaging and higher quality piece of writing. By embracing collaboration, English learners can unlock new dimensions in their writing journey and achieve greater success in their linguistic pursuits.。
新时代核心英语教程 综合英语3教师用书U7
Unit7Scholarly ValuesI.Unit OverviewText A in this unit defines academic integrity as a commitment to five fundamental values:honesty,trust,fairness,respect,and responsibility.The author claims that these five values,plus the courage to act on them even in the face of adversity,are truly fundamental to the academy.When the fundamental values are embraced,utilized,and put into practice they become touchstones for scholarly communities of integrity.The author explains each of them respectively,hoping to advocate using the fundamental values to inform and improve ethical decision-making capacities and behavior as well as to enable academic communities to translate their ideals into action.The text is fundamentally important for college students to understand the essence of academic integrity and provides instructional guidance in their academic studies.Text B mainly explore plagiarism from the aspect of psychology by focusing on the comparison between plagiarism and crimes or thefts.It starts from a case of an expose of a novelist’s adoption of passages from other writers without permission. The vindication of his friend arouses the exploration and ethical thinking on plagiarism.The author talks about differences on penalties and social offenses between plagiarism and crimes or thefts.After that,the author shows the different conditions between them.Crimes and thefts can be artfully concealed while plagiarism cannot escape from being discovered and exposed because numerous readers will find the original sources sooner or later.Although those who commit it are afraid of being exposed,their contradictory psychology,mixing with temerity and timidity,pushes them to do it.The content of this unit reveals the most important quality in academics and also helps college students understand the reason why they must meet the requirement of academic integrity and avoid plagiarism.Text A emphasizes the academic integrity from a theoretic perspective while Text B mainly explores the phenomenon of plagiarism and the reasons behind it. These two texts use different perspectives to demonstrate the importance of being honesty in academic community.As Text A is more theoretical,it might be difficult for students to comprehend the meaning of the values.It is advisable to list some academic cases in real situations,and ask students to discuss and then the teacher explains the reasons.Text B analyzes the conduct of plagiarism through the comparison between plagiarism and crimes or thefts.It might be difficult for students to understand clearly about the difference between plagiarism and crimes or thefts.Students are suggested to read this part more carefully with a grasp of the attitude of the author.The written style of Text A is academic.Text A is impersonal in style and use the passive form of verbs more frequently.It is also worth noting that Text A avoids verbs that are composed of multiple words,such as“give up,”“put up with”and tends to employ a cautious way of explaining reasons,using expressions such as“can,”“it is possible that...”In Text B,the complexity of the subject matter“plagiarism”is acknowledged through critical analysis,especially from comparison and contrast,and evidence analysis.II.Teaching PlanIII.Exploring the Topic◆Teaching Tips1.Ask students to discuss the questions in pairs to have a basic understanding ofacademic integrity.2.Task2is designed to help students quickly understand what behavior belongs tomalpractice and what behavior belongs to good performance.It is very important that students clearly know how to cite information and avoid plagiarism when they do their paperwork.◆Keys to Exercises1.Academic integrity is the commitment from students,faculty,and staff todemonstrate honest,moral behavior in their academic lives.Academic integrity is the cornerstone of truth,high ethics,andacademic quality to promote credible intellectual inquiry and knowledge sharing.2.1)malpractice2)good performance3)malpractice4)good performance5)malpractice◆Optional ActivitiesPair/group discussion:1.How do you reference texts?2.When do we use direct quotation or indirect quotation?IV.Text A◆Background Information1.Characteristics of Academic WritingAcademic writing in English is linear,which means it has one central point or theme with every part contributing to the main line of argument,without digressions or repetitions.Its objective is to inform rather than entertain.As well as this it is in the standard written form of the language.There are10main features of academic writing that are often discussed.Academic writing is to some extent:complex,formal,objective,explicit,hedged,and responsible.It uses language precisely and accurately.It is also well organized and planned.1)ComplexityWritten language is relatively more complex than spoken language.Written language has longer words,and it is lexically more dense and it has a more varied vocabulary.It uses more noun-based phrases than verb-based phrases. Written texts are shorter and the language has more grammatical complexity, including more subordinate clauses and more passives.2)FormalityAcademic writing is relatively formal.In general this means that in an essay you should avoid colloquial words and expressions.3)PrecisionIn academic writing,facts and figures are given precisely.4)ObjectivityWritten language is in general objective rather than personal.It therefore has fewer words that refer to the writer or the reader.This means that the main emphasis should be on the information that you want to give and the arguments you want to make,rather than you.For that reason,academic writing tends to use nouns(and adjectives),rather than verbs(and adverbs).5)ExplicitnessAcademic writing is explicit about the relationships in the text.Furthermore, it is the responsibility of the writer to make it clear to the reader how the various parts of the text are related.These connections can be made explicit by the use of different signal words.6)AccuracyAcademic writing uses vocabulary accurately.Most subjects have words with narrow specific meanings.Linguistics distinguishes clearly between “phonetics”and“phonemics”;general English does not.7)HedgingIn any kind of academic writing you do,it is necessary to make decisions about your stance on a particular subject,or the strength of the claims you are making.Different subjects prefer to do this in different ways.A technique common in certain kinds of academic writing is known by linguists as a“hedge.”8)ResponsibilityIn academic writing you must be responsible for,and must be able to provide evidence and justification for,any claims you make.You are also responsible for demonstrating an understanding of any source texts you use.9)OrganizationAcademic writing is well organized.It flows easily from one section to the next in a logical fashion.A good place to start is the genre of your text.Once you have decided on the genre,the structure is easily determined.10)PlanningAcademic writing is well planned.It usually takes place after research and evaluation,according to a specific purpose and plan.2.The International Center for Academic IntegrityThe International Center for Academic Integrity(ICAI)was founded to combat cheating,plagiarism,and academic dishonesty in higher education.Its mission has since expanded to include the cultivation of cultures of integrity in academic communities throughout the world.ICAI offers assessment services, resources,and consultations to its member institutions,and facilitates conversations on academic integrity topics each year at its annual conference.3.Scholarly CommunityA group of people in higher educational institutions who continuouslyengage in core intellectual activities such as teaching,learning and research.They include lecturers,students,and researchers who interact for scholarly purposes and utilize digital libraries in their daily activities.Teaching Tips1.As to the structure of Text A,the teacher may ask the students to analyze thepurpose of the article according to Paras.1-3.The main function of this text is to introduce fundamental values as well as to enable academic communities to translate their ideals into action.In this way can the students be led to understand the author’s logic in organizing the passage.Refer to Exercise1in Analytical Reading.2.In order to help students understand some important details in the text,the teachermay ask them to answer the questions in Exercise2and3.3.The two translation exercises can provide students with an opportunity tosummarize and to extend the main idea of Text A,with the theme expressions used.The students are required to use the words,expressions,and sentence structures correctly and properly in the context.4.As for Critical Thinking section,the teacher should help students reallyunderstand what accuracy is and how to make their own writing reliable.5.When it comes to other Language Focus exercises,students are required to dothem independently before class with reference to dictionaries,corpus,and other online resources.Then they can share and discuss on their answers with theirgroup members or partners in class,asking the teacher for help whenever they can’t solve their disagreement.The teacher will emphasize the common difficulties and solutions at the end of the exercise session.◆StructurePartⅠ(Paras.1-3)The author gives an overall introduction to the five fundamental values and the importance of sticking to them.PartⅡ(Paras.4-6)The author focuses on explaining honesty,one of the five fundamental values. Honesty is a foundation of teaching,learning,research,and service,and a prerequisite for full realization of trust,fairness,respect,and responsibility.PartⅢ(Paras.7-10)In this part,the author clarifies one of the five fundamental values,trust.Trust encourages and supports the free exchange of ideas which in turn allows scholarly inquiry to reach its fullest potential.PartⅣ(Paras.11-15)The author talks about the essence of fairness.Academic communities of integrity establish clear and transparent expectations,standards,and practices to support fairness in the interactions of students,faculty,and administrators.PartⅤ(Paras.16-20)In this part,respect is the main fundamental value the author elaborates.The author introduces the meaning of respect and how to show respect.PartⅥ(Paras.21-24)In this part,the author analyzes the meaning of responsibility.Responsibility for upholding the values of integrity is simultaneously an individual duty and a shared concern.PartⅦ(Paras.25-30)Courage is the main topic of this part.The author gives a thorough definition of courage and its relationship with the five values.◆Detailed Study of the Text1.It is still rare,however,for scholarly institutions to identify and describetheir commitment to the principles of integrity in terms that are at once positive and practical.(Para.1)Note:The expression“It is+adj.(for sb.)to do sth.”emphasizes information by bringing it to the front of the clause.In this sentence,“rare”is the information the sentence emphasizes.Here“at once”means at the same time.In this sentence,“that are at once positive and practical”means“that are both positive and practical.”e.g.Don’t all speak at once!I’m not a superwoman,you know.I can’t do a hundred things at once.2.Instead,it is more common to find the subject of academic integrityaddressed by identifying and prohibiting behaviors that run counter to the principles of integrity.(Para.1)be/run/go counter to sth.:to be the opposite of somethinge.g.His theory ran counter to the beliefs of his time.Note:The pair of words“identifying”and“prohibiting”is a form of parallelism.Please see more explanation in8.3.We believe that these five values,plus the courage to act on them even in theface of adversity,are truly foundational to the academy.(Para.2)Note:“Plus”serves as a preposition in this sentence,mentioning an additional fact.Sometimes the subject is separated from the verb by“plus.”Use a singular verb when the subject is singular to meet the rule of subject-verb agreement.The same rule applies to“along with,”“as well as,”“besides,”etc.e.g.The strong wind,plus heavy rain,has cause many power outages.The policeman,along with the newsmen,is expected shortly.4.To do this,community members must invoke them—making them part offrequent dialogues that invite students,faculty,and administrators to consider the potential for ethical values to inform and improve various aspects of life on campus and beyond.(Para.3)Academic communities flourish,only when the five fundamental values are called forth by community members.The community members can frequently introduce the five fundamental values to students,faculty,and administrators in their conversations.This action enhances students,faculty,and administrators’understanding of potential impact of ethical values as well as different aspects in their lives.Question for Students:What does“them”refer to?Answer:The previous sentence is—Scholarly communities flourish when community members“live”the fundamental values.So“them”refers to“the fundamental values.”5.Integrity is strengthened within academic communities when communitystandards are aligned with the fundamental values and supported by its institutional policies and procedures.(Para.3)There are two conditions to make integrity strengthened.One is that community standards can meet up with the requirements of the fundamental values,and the other is that the relevant policies and procedures can reinforce community standards.6.Dishonest behavior not only jeopardizes the welfare of academiccommunities and violates the rights of its members,it can also tarnish the reputation of the institution and diminish the worth of the degrees it grants.(Para.6)jeopardize:to risk losing or spoiling something importante.g.He would never do anything to jeopardize his career.Note:This sentence uses more nouns than adjectives,which shows the formal written style.“The welfare of academic communities,”“the rights of its members,”“the reputation of the institution,”and“the worth of the degrees”are all appropriately used in this text.And also the author chooses formal verbs rather than phrases,such as“jeopardize,”“violate,”“tarnish,”and“diminish”rather than“make...damaged,”“make...less.”7.Trust enables us to collaborate,to share information,and to circulate newideas freely,without fear that our work will be stolen,our careers stunted,or our reputations diminished.(Para.10)stunt:to stop something or someone from growing to their full size or developing properlye.g.His illness had not stunted his creativity.Note:(1)The sentence“Trust enables us to collaborate,to share information,and tocirculate new ideas freely”uses parallel phrases.Those phrases reflect the effects of parallelism.Parallelism has words,phrases,sentences,and paragraphs that balance one element with another of equal importance and similar wording.The repetition of sounds,meanings,and structures serves to order,emphasize,and point out relations.Generally speaking,there are four forms of parallelism,namely,a pair or series of words,a pair or series of phrases,a row of clauses,and a series of sentences.There are four major effects of parallelism:1)Clarity and logic.By organizing contents into parallel structures,you make iteasier for your readers to understand the meaning as the identical structure repeats the similar idea or pushes the idea to the climax.2)Balance and rhythm.A series of parallel patterns and the powerful rhythmicbeat roll off the tongue,resulting in a feeling of satisfaction.3)Concision and emphasis.Rephrasing an idea using parallelism always resultsin a more concise and emphatic effect in writing.4)Memorability.Because parallelism boosts all of the above qualities,the resultis often more memorable and more quotable lines in writing.(2)“Our work will be stolen,our careers stunted,or our reputations diminished”is a elliptical sentence.The sentence is concise and semantically intensive.When a word or a group of words is omitted from a sentence without changing the context of the sentence,it is termed as ellipses.When an ellipses occurs,it is understood that some word or words are missing and still the meaning of the sentence is clear.For example,Jess has four dogs;Allison,three.8.Being a responsible member of an academic community also means holdingothers accountable when they fail to uphold the values of the group.(Para.24)As a responsible member of academia,you need to make people who do not follow the values of the group take responsibility of the result.hold sb.responsible/accountable/liable(for sth.):to say or decide that someone should accept the responsibility for something bad that happense.g.He may have had a terrible childhood,but he should still be held accountablefor his own actions.9.Courage differs from the preceding fundamental values in that it is less avalue than a quality or capacity.(Para.26)Courage is not the same as the fundamental values mentioned previously,as it is more like a quality or capacity rather than a value.preceding:happening or coming before the time,place,or part mentionede.g.Income tax paid in preceding years.The diagram in the preceding chapter.be less a...than a...(=be not so much like one thing as another):The structure negates the information after the word“less”and affirm the information after the word“than.”e.g.“Will you please come with me?”It was less a request than a command.Translation of Text A学术诚信的基本价值观国际学术诚信中心1.许多教师、学生和学校管理者都知道只能在遵守道德标准的环境中实现教学、学习和研究的目标，因此他们信奉学术诚信原则。
新一代大学英语综合教程教师用书U
5 其实，科学家们也很难证明语言能够影响思维，因此，在 1994 年，著名心理学家史迪芬·平克提 出“沃尔夫假说”已死。自那之后，“沃尔夫假说”也经历过短暂回温。例如，莱拉·博罗迪特斯基 和她的同事们发现，俄语里将浅蓝和深蓝视作基本色，因此，讲俄语的人能更迅速地区分不同程度的 蓝色。
1 我七年级的英语老师在敦促我们学词汇的时候是这样说的：“思想是由词汇构成的，你懂的词汇越多， 想法就越多。”这种理念属于“沃尔夫假说”，即语言使我们拥有不曾有过的想法，那么掌握不同词汇 的人自然就生活在不同的思维世界里。“沃尔夫假说”得名于它的学术传播者——本杰明·李·沃尔夫， 这套假说在现代思想界传播甚广，人们对此已习以为常。
政治家们为了获取政治上的有利条件在修辞战场也相争不下比如用保护生命还是反对堕胎用遗产税还是死亡税然而在社会层面取得巨大成功的沃尔夫假说在科学层面就没那么成功了
Comments Content: This essay is rich in ideas. The writer opens the essay with an interesting description of the mystery of language, and leads readers naturally to the thesis of the essay “language plays many roles.” The writer then explains three roles of language, each being well explained and adequately supported. Moreover, the writer’s view is never shallow. Instead, the writing relates the role of language to humanity, holding that “With language, human beings are qualified to call ourselves the most advanced creatures.” Such a viewpoint is comparatively rare among Ss.