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21世纪学生英文报·初一版配套课件

21世纪学生英文报·初一版配套课件

21世纪学生英文报·初一版配套课件全文共6篇示例,供读者参考篇1Hey guys, have you ever wondered what life would be like in the 21st century for us students? Well, buckle up because I'm about to take you on a wild ride through all the cool things that make our generation totally awesome!First off, let's talk about technology. In the 21st century,we've got smartphones, tablets, and laptops that make learning so much more fun and interactive. We can research any topic with just a few clicks, watch educational videos, and even connect with students from all over the world through video chat. It's like having a whole world of knowledge at our fingertips!But it's not just technology that's changed the way we learn – the way we study and do homework has also evolved. Instead of lugging around heavy textbooks, we now have e-books and online resources that make studying more convenient and efficient. And with tools like Google Docs and online learning platforms, collaborating on group projects has never been easier!And let's not forget about the fun stuff – in the 21st century, we've got tons of educational games and apps that make learning feel like a game. From math puzzles to language learning apps, there's something for every subject and learning style. Who knew studying could be so much fun?But it's not just about technology – our generation is also more aware of global issues and the importance of being environmentally friendly. We're learning about sustainability, recycling, and the impact of our actions on the planet. It's inspiring to see how passionate we are about making the world a better place for future generations.So, as we navigate through the 21st century, let's embrace all the amazing opportunities and resources available to us. Let's continue to learn, grow, and make a positive impact on the world around us. The future is bright, and we're ready to shine!篇2Hey guys! Today I'm gonna tell you about this super cool English newspaper for first-year junior high school students! It's called the "21st Century Student English Newspaper" and it's totally awesome!First off, this newspaper has all kinds of fun and interesting articles written by students just like us. You can read about the latest trends, school events, and even tips on how to improve your English skills. It's a great way to practice reading and learn new vocabulary at the same time.But wait, there's more! The newspaper also comes with a special PowerPoint presentation to go along with it. You can use this presentation in class to help you understand the articles better and even have discussions with your classmates. It's a fun and interactive way to learn English.And the best part is, you can also contribute to the newspaper yourself! If you have a good idea for an article or want to share something cool with your fellow students, you can submit it to the editorial team. Who knows, maybe your article will be published in the next issue!So, if you want to improve your English skills, learn new things, and have fun while doing it, be sure to check out the "21st Century Student English Newspaper". It's the perfect way to become a better English student and have a great time doing it. Happy reading!篇3Title: My First Day in Junior HighHey guys, guess what? I just started junior high school and let me tell you, it was pretty awesome! I was super excited but also a little nervous on my first day. I didn't know what to expect, but I was ready for the new challenges and adventures that awaited me.First thing in the morning, I met my homeroom teacher, Ms. Smith, who welcomed us to the new school year. She was really nice and made me feel comfortable right away. Then, I got to meet my classmates and I was thrilled to see some of my friends from elementary school.Our first class was English, which is one of my favorite subjects. We talked about our summer vacations and shared what we did during the break. It was cool to hear about all the fun things my classmates did, like traveling to different countries or going to summer camps.After English, we had math class, which was a bit challenging for me. But my teacher, Mr. Johnson, was so patient and encouraging. He helped me understand the new concepts and I felt more confident by the end of the class.During lunchtime, I sat with my friends in the cafeteria. We talked and laughed while enjoying our meals. It felt good to catch up with everyone and share our experiences from the first day of school.In the afternoon, we had science class and did a fun experiment with baking soda and vinegar. It was so cool to see the chemical reaction and learn how it worked. I felt like a little scientist discovering something new and exciting.At the end of the day, I was tired but happy. I had survived my first day in junior high and it was a success! I can't wait to see what the rest of the school year has in store for me. Bring it on, junior high! We're ready for you!篇4Hello everyone! Today I want to talk to you all about the English newspaper for middle school students in the 21st century, and the accompanying PowerPoint presentation that goes with it.First of all, let's talk about the English newspaper. It's a super cool newspaper that is specially made for us middle school students. It has all kinds of interesting articles, stories, and even some jokes that will make you laugh out loud. You can learn a lotof new words and phrases from reading the newspaper, and it's a great way to improve your English skills.The newspaper also has some fun activities and quizzes that you can do. It's a great way to test your English knowledge and see how much you've learned. And if you get stuck on a word or have trouble understanding something, there are always explanations and definitions to help you out.Now let's talk about the PowerPoint presentation that goes with the newspaper. It's full of awesome pictures, cool animations, and interesting facts that make learning English even more fun. You can use the PowerPoint to practice your listening skills, improve your vocabulary, and even learn some grammar rules.So, if you want to have a great time learning English and improve your skills, make sure to check out the English newspaper for middle school students in the 21st century and the accompanying PowerPoint presentation. You won't be disappointed! Thank you for listening and happy learning!篇5Hello everyone! Today I'm going to tell you all about the amazing 21st century student English newspaper for first-year students. It's like, super cool and fun to read!First of all, the newspaper has lots of interesting articles about so many different topics. There are stories about technology, science, sports, and even awesome stuff like music and movies. You can learn all kinds of new things and stayup-to-date on what's happening in the world.There are also interviews with cool people like scientists, artists, and athletes. You can read about their experiences and get inspired to follow your dreams. And there are also fun quizzes and games to play, which is like, totally awesome!But that's not all! The newspaper also has a section where you can write your own articles and share your ideas with other students. You can talk about your favorite hobbies, recommend books and movies, or even share your own creative writing. It's a great way to practice your English writing skills and make new friends.And the best part is, the newspaper comes with a super cool PowerPoint presentation that goes along with each issue. It has pictures, videos, and interactive activities to help you understand the articles better and have more fun while you're reading.So if you want to have a blast while improving your English skills, be sure to check out the 21st century student English newspaper for first-year students. It's like, totally awesome! See you next time!篇6Title: My Amazing Day at SchoolHi everyone! Today I want to tell you about my super fun day at school. It was like the best day ever!First, in the morning, we had English class. Our teacher, Mrs. Smith, taught us some new words and we played a game to practice them. I won the game and got a sticker!Then, we had math class. I love math, so I was really excited. We learned about fractions and I finally understand them now. Math is so cool!After that, it was time for recess. I played tag with my friends and we had so much fun running around the playground. I also ate my favorite snack, a peanut butter and jelly sandwich.Next, we had science class. We did an experiment with baking soda and vinegar. It made a big fizzy explosion and everyone was laughing and having a great time.In the afternoon, we had art class. I made a really cool painting of my family and I can't wait to show it to my mom. Art is my favorite subject!Finally, it was time to go home. I had such a fantastic day at school and I can't wait to go back tomorrow. School is the best place ever!That's all for now. Bye bye!。

浅谈初中英文报刊阅读

浅谈初中英文报刊阅读

校园英语 / 基础教育浅谈初中英文报刊阅读江苏省苏州中学园区校/孙玉兰《义务教育课程标准(2011年版)》(教育部,2012)对丰富课程资源做出明确规定:英语课程应根据教和学的需要,提供贴近学生、贴近生活、贴近时代的英语学习资源。

创造性地开发和利用现实生活中鲜活的英语学习资源,积极利用音像、广播、电视、书报杂志、网络信息等,拓展学生学习和运用英语的渠道。

笔者所任教的学校位于东部沿海发达地区,初中学生的英语高于全国平均水平、词汇量达到一定量的积累。

英语教学如果仅仅局限于规定使用的课本教材,显然不能满足教学的需要。

因此,根据实际情况,积极利用英文报刊杂志来补充和加强英语教学是必要的。

一、选择适合学情的报刊杂志首先,所选择的英文报刊杂志应有趣味性。

初中生为13-15岁的儿童,因此,所选择的英文报刊杂志需符合学生的年龄特征,能满足儿童对事物的好奇心和兴趣。

这就要求报刊杂志中的文章生动有趣,文中配有彩色的插图和照片,对学生有吸引力。

其次,所选择的英文报刊杂志应有时代性。

所选文章需贴近学生、贴近生活、贴近时代。

只有贴近学生实际的事物才有吸引力并引起学生的共鸣。

通过阅读这样的文章,学生在增长英语知识、提高英语水平的同时,加强了与外界的联系,紧跟时代的步伐。

另外,所选择的英文报刊杂志应有知识性。

要求所选文章应涉及丰富的题材,篇幅和难度适中,既可以让基础弱的学生读得懂,找到学习英语的信心、保持学习英语的兴趣,又让词汇量大、英语基础好的学生感觉到挑战性并得以扩大词汇量,提高阅读能力。

同时,阅读内容与教材和中考紧密联系,对教材起到补充和拓展作用并能巩固一些中考词汇的掌握和运用。

阅读后,学生的课后习作对学生写作能力的提升有指导和促进作用。

所选取的英文报刊杂志应具有可操作性。

对于初中学生来说,要完成学习任务,老师同学和自身的督促和检查是不可或缺的。

这就要求供阅读的文章后配备对应的阅读练习,便于学生自测和老师的督促检查。

另外,英文报刊杂志应组织演讲比赛和写作竞赛,这也是教师鼓励学生积极学习英语、运用英语开展英语创作的好抓手。

1. 21世纪美国国家外语学习标准

1. 21世纪美国国家外语学习标准

为了提高美国学生的外语能力以适应经济全球化的需要,美国政府制订了国家级课程标准——(Standards for Foreign Language Learning in the 21st Century,1996年初版,1999年再版。

以下简称《标准》)。

该《标准》将美国21世纪的外语学习目标归纳为5个以字母C开头的单词,即:Communication(语言交流),Cultures(文化沟通),Connections (相关知识),Comparisons (比较能力) 和 Communities (社团活动),也是《标准》的核心内容。

《标准》的出台不仅推动了美国外语教育的改革,而且对我国现阶段的外语教育改革,特别是对我们的英语课堂教育有着巨大的借鉴和启示作用。

一、“5C”外语学习标准的基本内容1.Communication:要求学生的外语交际能力应达到参与对话、提供和获得信息、表达情感、交流思想的水平。

能读懂、听懂和翻译各种话题的书面语和口语;能与听众和读者就广泛的话题交流信息、观念和思想。

2.Cultures:能获得和了解目的语文化的知识。

了解该文化的实际与所反映的观念之间的关系,理解该文化的表现形式与所表达的观念之间的关系。

3.Connections:外语学习应与其他学科相联系以获得相关信息和知识。

学生能通过外语及其文化获得信息与知识,并通过现有信息找出明显的观点。

4.Comparisons:培养对所学语言和文化本质的洞察力。

通过比较目的语与本国语言能理解语言的本质,通过比较目的语文化和本国文化能理解文化的概念与内涵。

5.Communities:能用外语参与国内外的多文化社团活动。

学生在校内外均能使用外语,把学习外语当作乐趣和充实自我的手段,使学生成为终身的外语学习者。

上述“5C”标准是一个比较完整的体系,它们之间的关系好像是一个“5连环”,相互依赖、相互促进、相互结合、相互渗透、相互支持,不能把它们割裂开来。

New Venture Creation Entrepreneurship for the 21st Century

New Venture Creation Entrepreneurship for the 21st Century

ContentsChapter 1 The Global Entrepreneurial Revolution for a Flatter World (2)Chapter 2 The Entrepreneurial Mind: Crafting a Personal Entrepreneurial Strategy (2)Chapter 3 The Entrepreneurial Process (3)Chapter 4 Clean Commerce: Seeing Opportunity through a Sustainability Lens (3)Chapter 5 The Opportunity: Creating, Shaping, Recognizing, Seizing (4)Chapter 6 Screening Venture Opportunities (5)Chapter 7 Opportunities for Social Entrepreneurship (5)Chapter 8 The Business Plan (6)Chapter 9 The Entrepreneurial Leader and the Team (6)Chapter 10 Ethical Decision Making and the Entrepreneur (7)Chapter 11 Resource Requirements (7)Chapter 12 Franchising (8)Chapter 13 Entrepreneurial Finance (8)Chapter 14 Obtaining Venture and Growth Capital (9)Chapter 15 The Deal: Valuation, Structure, and Negotiation (9)Chapter 16 Obtaining Debt Capital (10)Chapter 17 Leading Rapid Growth, Crises, and Recovery (10)Chapter 18 The Family as Entrepreneur (11)Chapter 19 the Harvest and Beyond (12)Chapter 1The Global Entrepreneurial Revolution for a Flatter World▪Entrepreneurship is a truly global phenomenon, and coupled with the Internet, is flattening and democratizing the world.▪Entrepreneurs are the creators, the innovators, and the leaders who give back to society as philanthropists, directors, and trustees, and who, more than any others, change how people live, work, learn, play, and lead.▪Entrepreneurs create new technologies, products, processes, and services that become the next wave of new industries, and these in turn drive the economy.▪Entrepreneurs create value with high-potential, high-growth companies, which are the job creation engines of the U.S. economy.▪Venture capital provides the fuel for high-potential, high-growth companies.▪America and the world are at the dawn of a new age of equity creation as evidenced by a 10- to 30-fold increase in our capital markets in just 20 years.▪Entrepreneurs are realizing the value they have created; more than 95 precent of the wealth America has today has been created since 1980.▪North America's 3.1 million millionaires are mostly self-made entrepreneurs.▪In America, the poor get richer as a result of the entrepreneurial process.▪Building an entrepreneurial society for the 21st century and beyond is the highest priority for the new and global e-generation.Chapter 2The Entrepreneurial Mind: Crafting a Personal Entrepreneurial Strategy▪Entrepreneurs are men and women of all sizes, ages, shapes, religions, colours, and backgrounds. There is no single profile or psychological template.▪Successful entrepreneurs share seven common themes that describe their attitudes and ways of thinking and acting.▪Rather than being inborn, the behaviours inherent in these seven attributes can be nurtured, learned, and encouraged, which successful entrepreneurs model for themselves and those with whom they work.▪Entrepreneurs love competition and actually avoid risks when they can, preferring carefully calculated risks.▪Entrepreneurship can be learned; it requires an apprenticeship学徒.▪Most entrepreneurs gain the apprenticeship over 10 years or more after the age of 21 and acquire networks, skills, and the ability to recognize business patterns.▪The entrepreneurial mind-set can benefit large, established company’s today just as much as smaller firms.▪Many myths and realities about entrepreneurship provide insights for aspiring entrepreneurs.▪ A word of caution: IQ tests, SATs, GMATs, LSATs, and others do not measure some of the most important entrepreneurial abilities and aptitudes.▪Most successful entrepreneurs have had a personal strategy to help them achieve their dreams and goals, both implicitly and explicitly.▪The principal task for the entrepreneur is to determine what kind of entrepreneur he or she wants to become based on his or her attitudes, behaviours, management competencies, experience, and so forth.▪Self-assessment is the hardest thing for entrepreneurs to do; but if you don't do it, you will really get into trouble. If you don't do it, who will?Chapter 3The Entrepreneurial Process▪We began to demystify entrepreneurship by examining its classic start-up definition and a broader, holistic way of thinking, reasoning, and acting that is opportunity obsessed and leadership balanced.▪Entrepreneurship has many metaphors and poses many paradoxes.▪Getting the odds in your favour is the entrepreneur's perpetual永久challenge, and the smaller the business, the poorer are the odds of survival.▪Thinking big enough can improve the odds significantly. Higher-potential ventures are sought by successful entrepreneurs, venture capitalists, and private investors.▪The Timmons Model is at the heart of spotting and building the higher-potential venture and understanding its three driving forces: opportunity, the team, and resources. The concept of fit and balance is crucial.▪Recent research on CEOs of fast-growth ventures nationwide adds new validity to the model.Chapter 4Clean Commerce: Seeing Opportunity through a Sustainability Lens▪Some of the most fertile丰厚opportunities lie in the areas of greatest tension. If you can see them and act on them, you will differentiate your company and set the industry standard to best suit your venture's capabilities.▪The five strategic facets of looking through a sustainability lens are weak ties, systems thinking, thinking like a molecule, value-added networks, and radical incrementalism.▪Employing green chemistry techniques can not only reduce process costs and the risk of production and product liability, but can generate new products and open new markets.▪Green chemistry places human and ecological health at the heart of profitable product design and manufacturing. It uses the creativity of nature's biological processes to create molecules, materials, and processes that are safe and high-performing.▪Consistent with the Timmons Model emphasis on opportunity and the resources a visionary entrepreneurial team brings to bear; today many entrepreneurial leaders are looking through sustainability lens and creating new competitive market spaces.▪The entrepreneur who reads these trends and gets ahead of them can be ready when the market begins to shift—and indeed can help shift the market just by offering safe alternatives.▪Because it is becoming increasingly difficult to manufacture different qualities of goods for diverse regulatory regimes制度, it is best to meet the highest global standard—not only to simplify supply chains but to avoid being caught selling "substandard" or even contaminated products in one country and "clean" products in another.▪Although old-school business leaders may be inclined to fight against sustainability measures, entrepreneurs will instead spend their time coming up with new processes and products ahead of such regulations—and by doing so will ultimately lead the market.▪Entrepreneurial opportunities exist today and are growing worldwide as creative business leaders adapt and evolve in response to more complex social, economic, and environmental pressures.Chapter 5The Opportunity: Creating, Shaping, Recognizing, Seizing▪Ideas are a dime a dozen多如牛毛. Perhaps one out of a hundred becomes a truly great business; and one in 10 to 15 becomes a higher-potential business. The complex transformation of an idea into a true opportunity is akin to a caterpillar becoming a butterfly就像一只毛毛虫变成蝴蝶.▪High-potential opportunities invariably solve an important problem, want, or need that someone is willing to pay for now. In renowned venture capitalist Arthur Rock's words, "I look for ideas that will change the way people live and work."▪There are decided patterns in superior opportunities, and recognizing these patterns is an entrepreneurial skill aspiring entrepreneurs need to develop.▪Rapid changes and disruptions in technology, regulation, information flows, and the like cause opportunity creation. The journey from idea to high-potential opportunity requires navigating an undulating, constantly changing, three-dimensional relief map while inventing the vehicle and road map along the way.▪Some of the best opportunities actually require some of the least amounts of capital, especially via the Internet.▪The best opportunities often don't start out that way. They are crafted, shaped, molded, and reinvented in real time and market space. Fit with the entrepreneur and resources, the timing, and the balance of risk and reward govern the ultimate potential.▪The highest-potential ventures are found in high growth markets, with high gross margins, and robust free cash flow characteristics, because their underlying products or services add significantly greater value to the customer, compared with the next best alternatives.▪Trial and error, or learning by doing alone, is not enough for developing breakthrough ventures, which require experience, creativity, and conceptualizing.Chapter 6Screening Venture OpportunitiesChapter 7Opportunities for Social Entrepreneurship▪The primary difference between traditional entrepreneurship and social entrepreneurship is the intended mission.▪There are two types of enterprising non-profits. The first type utilizes earned-income activities, while the second has a focus on growth and economic sustainability.▪The primary mission of both social ventures and enterprising non-profits is social regardless of market impact. The hybrid model equally emphasizes social and economic goals.▪Social opportunities are driven not only by markets but also by mission and social need.▪With social entrepreneurship, the team in the Timmons Model is expanded to include stakeholders external to the venture.▪As more social ventures emerge, access to capital becomes a greater challenge.▪Social venture capitalists seek to invest in for-profit ventures for financial return as well as for social and environmental return.Chapter 8The Business Plan▪The business plan is more of a process and work in progress than an end in itself.▪Given today's pace of change in all areas affecting an enterprise, the plan is obsolete the moment it emerges from the printer.▪The business plan is a blueprint and flight plan for a journey that converts ideas into opportunities, articulates and manages risks and rewards, and articulates the likely flight and timing for a venture.▪The numbers in a business plan don't matter, but the economics of the business model and value proposition matter enormously.▪The plan is not the business; some of the most successful ventures were launched without a formal business plan or with one that would be considered weak or flawed.▪Preparing and presenting the plan to prospective investors is one of the best ways for the team to have a trial marriage, to learn about the venture strategy, and to determine who can add the greatest value.▪The dehydrated business plan can be a valuable shortcut in the process of creating, shaping, and molding an idea into a business.Chapter 9The Entrepreneurial Leader and the Team▪The growing enterprise requires that the founder and team develop competencies as entrepreneurial leaders.▪Founders who succeed in growing their firms beyond $10 million in sales learn to adapt and grow quickly themselves as leaders, or they do not survive.▪Founders of rapidly growing firms defy the conventional wisdom that entrepreneurs cannot manage growing beyond the start-up.▪ A strong team is usually the difference between a great success and a marginal or failed company.▪Ventures go through stages of growth from start-up, through rapid growth, to maturity, to decline and renewal.▪Core philosophies, values, and attitudes—particularly sharing the wealth and ownership with those who create it—are key to team building.▪The fit concept is central to anticipating management gaps and building the team.▪The faster the rate of growth, the more difficult and challenging are the issues, and the more flexible, adaptive, and quick-learning the organization must be.▪Numerous pitfalls await the entrepreneur in team building and need to be avoided.▪Entrepreneurs create and invent new and unique approaches to organizing and leading teams.▪As ventures grow, the core competencies need to be covered by the team. Chapter 10 Ethical Decision Making and the Entrepreneur▪The vast majority of CEOs, investors, and entrepreneurs believe that a high ethical standard is the single most important factor in long-term success.▪Historically, ethical stereotypes of businesspeople ranged widely, and today the old perceptions have given way to a more aware and accepting notion of the messy work of ethical decisions.▪Ethical issues and discussion are now a part of curricula at many of the top business school programs in the United States and abroad.▪Entrepreneurs can rarely, if ever, finish a day without facing at least one or two ethical issues.▪To make effective and ethical decisions you must understand yourself and be able to identify the scope and effects of your self-interest.▪Numerous ethical dilemmas challenge entrepreneur’s at the most crucial moments of survival, like a precarious walk on a tightrope.Chapter 11 Resource Requirements▪Successful entrepreneurs use ingenious bootstrapping approaches to marshal and minimize resources.▪Control of resources rather than ownership of resources is the key to a "less is more"resource strategy.▪Entrepreneurs are also creative in identifying other people's money and resources, thereby spreading and sharing the risks.▪Selecting outside advisors, directors, and other professionals boils down to one key criterion: Do they add value through their know-how and networks?▪Today access to financial and nonfinancial resources is greater than ever before and is increasing because of the Internet.▪Building a brain trust of the right mentors, advisors, and coaches is one of the entrepreneur's most valuable "secret weapons."Chapter 12 FranchisingFranchising is an inherently entrepreneurial endeavour. In this chapter we argue that opportunity, scale, and growth are at the heart of the franchise experience. The success of franchising is demonstrated by the fact that it accounts for more than one-third of all U.S. retailing. Equally important is the demonstrated performance of the top franchise companies, which consistently outperform the Standard & Poor's 500. Franchising shares profits, risk, and strategic implementation between the franchisor and the franchisee. Unique aspects of franchising as entrepreneurship are the wide spectrum of opportunity that exists and the matching of scale to appetite for a broad spectrum of entrepreneurs. Two tools have been provided in this chapter to help the entrepreneur. For those interested in creating a franchise, the franchise relationship model articulates the dynamic construction of the franchisor franchisee alliance. For the prospective franchisee, the franchise risk profile helps the budding entrepreneur assess the risk–return scenario for any given franchise opportunity.Chapter 13Entrepreneurial Finance▪Cash is king and queen. Happiness is a positive cash flow. More cash is preferred to less cash. Cash sooner is preferred to cash later. Less risky cash is preferred to more risky cash.▪Financial know-how, issues, and analysis are often the entrepreneurs' Achilles' heels.▪Entrepreneurial finance is the art and science of quantifying value creation, slicing the value pie, and managing and covering financial risk.▪Determining capital requirements, crafting financial and fund-raising strategies, and managing and orchestrating the financial process are critical to new venture success.▪Harvest strategies are as important to the entrepreneurial process as value creation itself. Value that is unrealized may have no value.Chapter 14 Obtaining Venture and Growth Capital▪Appreciating the capital markets as a food chain looking for companies to invest in is key to understanding motivations and requirements.▪Entrepreneurs have to determine the need for outside investors, whether they want outside investors, and if so whom.▪America's unique capital markets include a wide array of private investors, from "angels" to venture capitalists.▪The search for capital can be very time-consuming, and whom you obtain money from is more important than how much.▪It is said that the only thing that is harder to get from a venture capitalist than a "yes"is a "no."▪Fortunately for entrepreneurs, the modest revival of the venture capital industry has raised the valuations and the sources available. Entrepreneurs who know what and whom to look for—and look out for—increase their odds for success.Chapter 15 The Deal: Valuation, Structure, and Negotiation▪There is rarely a "fair fight" between users (entrepreneurs) and suppliers of capital (investors). Entrepreneurs need to be prepared by learning how the capital markets determine valuation risk.▪Several valuation methods are used to arrive at value for a company, the venture capital method being the most common.▪Investors prefer to stage their capital commitments, thereby managing and containing the risk and preserving their options to invest further or cease.▪Numerous potential conflicts exist between users and suppliers of capital, and these require appreciation and managing. The economic consequences can be worth millions to founders.▪Successful deals are characterized by careful thought and sensitive balance among a range of important issues.▪Deal structure can make or break an otherwise sound venture, and the devil is always in the details.▪Negotiating the deal is both art and science, and also can make or break the relationship.▪The entrepreneur encounters numerous strategic, legal, and other "sand traps" during the fund-raising cycle and needs awareness and skill in coping with them.Chapter 16 Obtaining Debt Capital▪Business cycles impact lending cycles, with more or less restrictive behaviour.▪Start-ups are generally not candidates for bank credit, but numerous sources of debt capital are available once profitability and a decent balance sheet are established.▪Managing and orchestrating the banking relationship before and after the loan decision is key task is for entrepreneurs.▪Knowing the key steps in obtaining a loan and selecting a banker—not a bank—who can add value can improve your odds.▪Loan covenants can have a profound impact on how you can and cannot run the business. The devil is in the details of the loan agreement.▪For the vast majority of small companies, leverage works only during the most favourable economic booms of credit availability. Leverage is a disaster if business turns sour.▪The IRS also places a time bomb for personal disaster with every entrepreneur who borrows money: If your bank debt is forgiven in a restructuring, it becomes taxable income to the borrower!▪When the bank says no to a loan request, several key questions need to be addressed in an effort to reverse the decision; or you need to seek sources of credit other than banks.Chapter 17 Leading Rapid Growth, Crises, and Recovery▪The demands of rapid growth have led to the invention of new organizational and leadership paradigms by entrepreneurs.▪The entrepreneurial organization today is flatter, faster, and more flexible and responsive, and copes readily with ambiguity and change. It is the opposite of the hierarchy, layers of management, and more-is-better syndrome prevalent in brontosaurus capitalism.▪Entrepreneurs in high-growth firms distinguish themselves with leading entrepreneurial practices in marketing, finance, management, and planning.▪As high-potential firms "grow up big" they experience stages (Wonder, Blunder, Thunder, Plunder, and Asunder), each with its own special challenges and crises, which are compounded the faster the growth.▪Numerous signals of impending trouble—strategic issues, poor planning and financial controls, and running out of cash—invariably point to a core cause: top management.▪Crises don't develop overnight. Both quantitative and qualitative signals can predict patterns and actions that could lead to trouble. Often it takes 18 months to five years before a company is sick enough to trigger a turnaround intervention.▪Turnaround specialists begin with a diagnosis of the numbers—cash, strategic market issues, and management—and develop a turnaround plan.▪Establishing a culture and climate conducive to entrepreneurship is a core task for the venture.▪ A chain of greatness characterizes some breakthrough approaches to entrepreneurial leadership.Chapter 18 The Family as Entrepreneur▪We began by demonstrating the significant contributions families make to the economy and entrepreneurial process. It is often overlooked that the majority of the businesses worldwide are controlled and managed by families, including many of the very largest businesses that we normally do not associate with family.▪Families play a diverse number of formal and informal roles in the entrepreneurial process. We described them as (a) the family-influenced start-up, (b) family corporate venturing, (c) family corporate renewal, (d) family private cash, and (e) family investment funds.▪Family enterprising was defined as the proactive and continuous search for opportunistic growth when expansion is neither pressing nor particularly obvious. The outcome of family enterprising is transgenerational entrepreneurship and wealth creation through balance in the Timmons Model.▪The mind-set continuum assesses the family's risk profile, and those interested in enterprising move from an operational to a financial investor strategy. The methodscontinuum assesses the organizational behaviour of leaders and organizations and requires a move from managerial to entrepreneurial strategies for enterprising.▪There are six dimensions for family enterprising that were described as antecedents from the entrepreneurship literature: leadership, relationship, vision, strategy, governance, and performance. The chapter presented key questions for each dimension to assist families in becoming more enterprising▪We defined the familiness of an organization as the unique bundle of resources and capabilities that result from the interaction of the family and individual family members with the business entities. Families can have positive and negative family influence, which we described as an f+ or f−.Chapter 19 the Harvest and Beyond▪Entrepreneurs thrive on the challenges and satisfactions of the game: It is a journey, not a destination.▪First and foremost, successful entrepreneurs strive to build a great company: wealth follows that process.▪Harvest options mean more than simply selling the company, and these options are an important part of the entrepreneur's know-how.▪Entrepreneurs know that to perpetuate the system for future generations, they must give back to their communities and invest time and capital in the next entrepreneurial generation.。

英语课例

英语课例

Expanding Reading-The Beatles(21st century Junior 3)一、教课类型:阅读课(45分钟)二、教材分析:“Beatles still rocking after half a century”是从21世纪英语报上选取的一篇文章。

这篇文章描述了风靡一个世纪的英国摇滚组合The Beatles所写的与他们家乡有关的音乐和他们对于家乡Liverpool深切的感情。

三、教材处理:针对这篇阅读资料,我首先按照阅读课的常规理念,设计了一系列培养学生阅读策略和技巧的任务;随后我将重点放在了猜词这一个阅读策略上,利用将近半节课的时间渗透给学生两种常用的且十分重要的猜词方法,并且在其中结合词汇教学,旨在攻破阅读中生词这一重大难题。

同时,我结合学校推行的“五步五让”理念,将课堂回归给学生,以学生为主体,培养学生自主学的能力。

四、教学目标:知识目标:(1)通过brainstorming使学生发散思维,利用挖空填词的形式帮助学生复习和巩固已学词汇。

(2)通过Prediction, Fast-reading和Careful-reading帮助学生掌握阅读策略。

(3)通过综合词汇练习巩固学生对文章中重点词汇的运用和掌握。

能力目标:( 1) 通过设置猜词的任务使学生发现规律,总结规律,得出两种猜词策略和方法-通过上下文和词性猜词;通过构词法猜词; 并通过操练使学生掌握这两种猜词方法。

( 2 ) 通过summary 引导学生对于当堂所学知识进行总结,并培养他们对于所学内容进行总结内化。

情感目标:通过Free-talk来进行情感教育,使学生感受文中对于家乡的热爱,并引导他们热爱自己的家乡,长大后回报家乡。

五、教学重点和难点:培养学生基础的阅读策略和处理篇章阅读的能力。

培养学生猜词能力,并且帮助他们掌握文中重点词汇。

六、教学设计和过程:Step 1: Lead-in(导入)1. Tr: Do you like music?What kind of music do you like?In your opinion, what is the best music group like?It should __________. It can _______________.(设计说明:引入音乐和乐队的话题,并让学生复习关于音乐的词汇和表达。

(完整版)21世纪大学实用英语综合教程(第一册)课后答案及课文翻译(很全)

(完整版)21世纪大学实用英语综合教程(第一册)课后答案及课文翻译(很全)

(完整版)21世纪大学实用英语综合教程(第一册)课后答案及课文翻译(很全)121 世纪大学实用英语综合教程(第一册)课后答案及课文翻译Text A 大学——我一生中的转折点佚名作为一名一年级新生初进大学时,我害怕自己在学业上搞不好。

我害怕独自一人在外,因为我是第一次远离家人。

这里周围都是我不认识的人,而他们也不认识我。

我得和他们交朋友,或许还得在我要学的课程上跟他们在分数上进行竞争。

他们比我更聪明吗?我跟得上他们吗?他们会接受我吗?我很快就认识到,我的生活现在就取决于我自己了。

如果我要在学业上取得成功,我就必须制定一份学习计划。

我必须调整花在学习上的时间和花在社交上的时间。

我必须决定什么时候上床睡觉,什么时候吃什么,什么时候喝什么,对什么人表示友好。

这些问题我都得自己回答。

开始时,生活有点艰难。

我在怎样利用时间上犯了错误。

我在交朋友上花的时间太多了。

我还在怎样选择大学里的第一批朋友上犯了一些错误。

然而不久,我就控制住了自己的生活。

我做到了按时上课,完成并交上了第一批作业,而且以相当好的成绩通过了前几次考试。

此外,我还交了一些朋友,跟他们在一起我感到很自在,我能把我担心的事告诉他们。

我建立了一种真正属于我自己的常规——一种满足了我的需要的常规。

结果,我开始从一个不同的视角看待我自己了。

我开始把自己看作是一个对自己负责也对朋友和家人负责的人。

凡事自己做决定并看到这些决定最终证明是明智的决定,这种感觉很好。

我猜想这就是人们所说的“成长”的一部分吧。

我未来的生活将会怎样呢?在人生的这一阶段,我真的不能确定我的人生之路最终将会走向何方,我真的不知道在以后的几年中我会做什么。

但我知道,我能应对未来,因为我已经成功地跃过了我生命中的这一重要障碍:我已经完成了从一个依赖家人给予感情支持的人向一个对自己负责的人的过渡。

第二单元他帮助了盲人珍妮?K?格里泽眼睛瞎了而又想读书——这就是路易?布莱叶的生活现实。

想顺利进行阅读的愿望导致了布莱叶盲字体系的产生。

教育教研论文常用参考书目

教育教研论文常用参考书目

参考书目陈琳,2001,小学开设英语课会加重学生负担吗?《光明日报》教育周刊(2月8日)。

程慕胜,2001,小学英语不宜用国际音标,《光明日报》教育周刊(4月5日)。

程晓堂,2002,《英语教材分析与设计》,北京:外语教学与研究出版社。

程晓堂,郑敏,2002,《英语学习策略》,北京:外语教学与研究出版社。

韩宝成,2002,《英语测试词典》导读,In A. Davies et al, Dictionary of Language Testing. Beijing: Foreign Language Teaching and Research Press.郝小梅,2001,从教与学的互动看语言课堂教学,《中小学英语活页文选》(12),北京:人民教育出版社。

何安平,2001,《外语教学大纲·教材·课堂教学设计与评估》,广州:广东教育出版社。

胡春洞,2001,小学英语教学要科学,《光明日报》教育周刊(2月22日)。

黄远振,2003,《新课程英语教与学》,福州:福建教育出版社。

李静纯,2000,《语言教师行动研究》导读,见Wallace 1998年原著Action Research for Language Teachers,北京:人民教育出版社/外语教学与研究出版社。

李艳,2006,开展合作学习,注重能力培养,《21st Century—教育周刊》(9月18日)教研专版第I版。

刘道义,2001,小学开外语步子要稳妥,《光明日报》教育周刊(2月15日)。

刘润清,1999年,《论大学英语教学》,北京:外语教学与研究出版社。

刘润清,2004,《英语教育研究》,北京:外语教学与研究出版社。

刘润清,韩宝成,2000,《语言测试和他的方法》(修订版),北京:外语教学与研究出版社。

鲁迅,1973,祝福,见复旦大学和上海师范大学中文系选编,《鲁迅小说诗歌散文选》,上海:上海人民出版社。

罗少茜,2001,语言哲学和语言魅力,《中小学外语教研通讯》第4期,第1-3页。

21世纪 大学英语 读写教程第一册B1_U03_A 教师课件 内含 习题答案 要点提示 第一册B1_U03_A

21世纪 大学英语 读写教程第一册B1_U03_A 教师课件 内含 习题答案 要点提示 第一册B1_U03_A

Intensive Study
Stevie Wonder: Sunshine in the Shadow
1 When Stevie Morris was born, on May 13, 1950, the doctors shook their heads and told the mother that her son was born blind and likely would always be that way. She broke into tears.
3 Stevie himself didn’t worry at all. Life was too full. He was brought up among church-going people whose faith helped them bear the poverty. He loved music and would pound spoons or forks on any surface that faintly resembled a drum.
21世纪大学英语读写教程第一册b1u03a教师课件内含习题答案要点提示第一册b1u03a
21st Century College English: Book 1
Unit 3 : Part A Stevie Wonder:
Sunshine in the
Shadow
Unit Three: Part A
Intensive Study
16 The car accident changed Stevie by making him reevaluate his goal in life. He still loved to make music, but he also started to pay more attention to the world outside. He worked to create a national holiday to honor the civil rights leader Dr. Martin Luther King, Jr. He recorded songs urging racial harmony and raised money to end world hunger. Recently, Stevie was honored by South African president Nelson Mandela for his work against that country’s system of racial apartheid.

(牛津译林)江苏省苏州市高一英语必修二公开课课件选编:Unit1Reading3

(牛津译林)江苏省苏州市高一英语必修二公开课课件选编:Unit1Reading3
Who: __a_1_5_-_y_e_a_r-_o_l_d_b_o_y___ What: __a_b_o_y__w_e_n_t_m__is_s_i_n_g_ Where: _i_n__D_o_v_e_r_, _N_e_w__H_a_m__p_s_h_i_r_e_ When: _t_h_r_e_e_d_a_y_s__a_g_o_ Why received great interest:
A news article consists of some paragraphs, which paragraph is the most important?
Para 1 gives the main idea and most important facts.
Read Para 1 and answer the questions like: who, what, where, when and why
Kelly and Mavis Wood thought: __J_u_s_t_in__w_a_s_t_a_k_e_n_b_y__th_e__a_li_e_n_s_. _
The police’s response: _1_._D_o_n_’t_d_i_sm__is_s_t_h_e _p_o_ss_ib_i_li_ty_o_f_b_e_in_g__ta_k_e_n_b_y_t_h_e_a_li_en_s_. _2_._L_o_o_k_i_n_to_o_t_h_er__po_s_s_ib_il_it_ie_s_. ____________________
A few days later, though the police have made efforts to investigate the case, Justin's disappearance remains a mystery. What do you think might have happened to Justin? Give an ending to the story.

21st Century

21st Century

21st Century (秭归)FocusScienceCampus LifeForum 论坛OpinionCareerIssuesHot Shotsthe BussCracking CETVibe 感应、共鸣Extra Credit 友情提示1.Mural (《画壁》) explores the fine line between heaven and hell, when a small false step inlove may lead you to a different world (一念天堂,一念地狱).―The movie consists of a love classroom. It‘s about how to make choices with the heart,‖ director Gordon Chan was quoted as saying.―Love should not be an investment, it has to be in the purest sense.‖2. go broke 失败He started his own business after graduation, but it went broke in less than a year.他毕业后创业,但是没到一年就失败了。

up for grabs 任何人都有机会得到或是挑战的事物I don‘t know who will get the job; it‘s still up for grabs.我不知道谁会得到这个职位,现在并没有确定的人选。

3.Pull out of the gameMaria Sharapova, 24, RussiaSerena Williams, 30, USTennis fans are looking forward to a star-stubbed list of players taking part in the China Open.But some big names have withdrawn from the tennis carnival, being held from September 30 to October 9 in Beijing. Sharapova last week announced she was pulling out of the competition after twisting an ankle in Japan. Williams dropped out at the last minute. The world No 1 Novak Djokovic also bowed out because of a back problem. However, players such as Chinese talent Li Na an d Denmark‘s Caroline Wozniacki still took part.4.Liu Xiang, 28, ChinaHurdler Liu Xiang has a new role as the deputy *secretary of China‘s Communist Youth League Shanghai Sports Bureau Committee. Liu is capitalizing on his star status positively.On September 29, Liu appeared in that *capacity and motivated athletes to contribute to the country in a speech delivered in Shanghai. Li Yuyi, director of Shanghai Sports Bureau, told Xinhua News Agency that Liu is not an official. ―He will take part in some activ ities but he is still an athlete,‖ Li said.Capitalize on the star status表示―开发利用明星地位(来影响别人)‖.也可以说draw on the celebrity resources。

21世纪英文报课件

21世纪英文报课件

Thank you!
21st Century
Please, be polite P(3)
For Junior 2
北京市第十七中学 孟 倩
Lead-in
★ What do you think
of the people in the pictures?
★ Have you ever done
the same things?
troubles on the job, but those troubles didn’t belong in the house with his wife and the children.
4.What does the man do in the morning?
He picks his troubles up again.
Байду номын сангаас
Hang up all your troubles
P(6)
For Junior 2 大连五十五中学 宋文静
Pre-reading
Do you have any troubles in your daily life? What kinds of troubles have you had?
fail an exam generation gap(代沟) with your parents misunderstandin gs (误会)with your friends
21st Century
2.When he comes out in the morning to get those troubles, _________________. A. there aren’t any troubles he can remember B. the troubles he hung up on the tree are gone C. There are more troubles than the night before D. There aren’t as many as he remembers the night before

美国21世纪外语课程标准(英文)

美国21世纪外语课程标准(英文)

COMMUNICATIONCOMMUNITIES CULTURESCOMPARISONS CONNECTIONSSTANDARDSFORFOREIGNLANGUAGELEARNING Preparing for the 21st CenturyLanguage and communication are at the heart of the human experience. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a plural- istic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical. Children who come to school from non- English backgrounds should also have opportunities to develop further profi- ciencies in their first language.Statement of PhilosophyStandards for Foreign Language LearningIn 1993, a coalition of four national language organi- zations (the American Council on the Teaching of Foreign Languages, the American Association of Teachers of French, the American Association of Teachers of German, and the American Association of Teachers of Spanish and Portuguese) received fund- ing to develop standards for foreign language educa- tion, grades K-12.This was the seventh and final subject area to receive federal support to develop national standards as part of the Bush Admini- stration’s America 2000 education initiative, whichcontinued under Goals 2000 in the Clinton Administration. An eleven-member task force, representing a variety of languages, levels of instruction, program models, and geographic regions, was appointed to undertake the task of defining content stan- dards—what students should know and be able to do—in foreign language education. At each stage of development, the task force shared its work with the broader profes- sion and the public at large. The resulting document represents an unprecedented consensus among educators, business leaders, government, and the community on the definition and role of foreign language instruction in American education.The standards do not describe the current status of foreign language education in this country. While they reflect the best instructional practice, they do not describe what is being attained by the majority of foreign language students. The Standards for Foreign Language Learning will not be achieved overnight; rather, they provide a gauge against which to measure improvement in the years to come.The standards are not a curriculum guide. While they suggest the types of curric- ular experiences needed to enable students to achieve the standards, and support the ideal of extended sequences of study that begin in the elementary grades and contin-ue through high school and beyond, they do not describe specific course content, nor recommended sequence of study. They must be used in conjunction with state and local standards and curriculum frameworks to determine the best approaches and rea- sonable expectations for the students in individual districts and schools.The purposes and uses of foreign languages are as diverse as the students who study them. ①Some students study another language in hopes of finding a rewarding career in the international marketplaceor government service.② Others are interested in the intellectual chal- lenge and cognitive benefits that accrue to those who master multi- ple languages. ③Still others seek greater understanding of other peo- ple and other cultures. ④Many approach foreign language study, as they do other courses, simply to fulfill a graduation requirement./ Regardless of the reason for study, foreign languages have some- thing to offer everyone. It is with this philosophy in mind that the standards task force identified five goal areas that encompass all of these reasons: Communication, Cultures, Connections, Compari- sons, and Communities—the five C’s of foreign language education.Communication is at the heart of second language study, whether the communication takes place face-to-face, in writing, or across centuries through the reading of literature.Through the study of other languages, students gain a knowledge and understanding of the cultures that use that language and, in fact, cannot truly master the language until they have also mastered the cultural contexts in which the language occurs. Learning languages provides connections to additional bodiesof knowledge that may be unavailable to the monolingual English speaker.Through comparisons and contrasts with the language being studied, students develop insight into the nature of language and the concept of culture and realize that there are multiple ways of viewing the world.Together, these elements enable the student of languages to participate in multilingual communities at home and aroundthe world in a variety of contexts and in culturally appropriate ways.The Five C’s of Foreign LanguageEducationCommunicationCulturesConnections ComparisonsCommunities“Knowing how, when, and why to say what to whom”All the linguistic and social knowledge required for effective human-to-human inter- action is encompassed in those ten words. Formerly, most teaching in foreign lan- guage classrooms concentrated on the how (grammar) to say what (vocabulary). While these components of language are indeed crucial, the current organizing princi- ple for foreign language study is communication, which also highlights the why, the whom, and the when. So, while grammar and vocabulary are essential tools for com- munication, it is the acquisition of the ability to communicate in meaningful and appropriate ways with users of other languages that is the ultimate goal of today’s for- eign language classroom.。

Words 21st Century Teens Senior High School 1

Words 21st Century Teens Senior High School 1

24.morsel
S:bit
25.ignorant
be ignorant about 对… 无知 be ignorant of 不知道…
S:nescient A: learned
You'd be ignorant if you didn't go to school. 你要是没进学校,就没有学识. He was completely ignorant about the country's political system. 他对这个国家的政治体制一无所知.
S: useable A:unavailable
the nurse is only available at certain times. 护士只在某些特定时间才空闲. the minister was not available for comment. 部长无暇发表看法.
5.brink
n. (悬崖峭壁的)边沿(危险 的)边沿
15.evil
adj.邪恶的, 坏的讨厌的 n. 邪恶, 罪恶, 祸害 vt. (费力地)拔出, 抽出 提 取, 榨出 n.摘录 引用 提炼物 浓缩 物 adj. 实验(性)的, 试验(性) 的 vi. 游荡 vt. 提出, 提请考虑 n. 漂浮物; 鱼漂 n. 化石 [口]旧事物, 旧制 度 老顽固, 守旧者 adj. 白热的; 发白光的; 灼 炽的 (色彩)鲜明的 光辉的 -ly adv. n. 住在一所房子里的(家) 人 adj. 家庭的, 家用的
unfound
S:lading
The
cargo
was
transported
in
large
containers. 货物是用大集装箱运输的. 7.coil n. (绳或线等的)卷,匝;混乱; 骚动 vt. 卷, 盘绕; 把...卷成圈 vi. 盘绕, 盘绕成圈状 8.conventional adj.依照惯例的 约定俗成 的 依照传统的常规的 非 核的 9.devastating adj. 毁灭性的 很好的, 引人注目的 -ly adv. vt. & vi. 辩论; 争论 vt.怀疑...的真实性或妥当性 n. 辩论, 争端, 争执 11.diverse adj. 不同的, 多种多样的 -ly adv. n. 分(开), 分割; 划分, 区 分 分配, 分派 部门 13.drastically 等级 unfound adj.(adv.) 激烈的(地), 猛烈 的(地); 烈性的(地) (法律 make a division 进行划分 beyond ~ 无可争议 in ~ with 在与…争论中 under ~ 处于争论中 unfound S:different A: similar unfound S: annihilative It is the most devastating storm in 20 years. 这是 20 年来破坏性最大的风暴. She looks devastating in that skirt. 她穿着那条裙子真好看. 10.dispute S: argufy A:agree We disputed the rights and wrongs of the affair. 我们辩论这件事的是与非. Beijing opera seems to be a colorful and diverse art. 京剧似乎是种内容丰富的艺 术. 12.division S: partition A:multiplication S: impetuously A: mild Will Spurs is relegated to the third division? 斯珀尔斯队会降为丙级队吗? The volume of annual exported craftwork to Japan dropped drastically last year. coil of wire 线卷, 线匝 coil up 盘绕成圈状 unfound S:formal A:unconventional S: spiral A: uncoil The sailor coiled the rope. 水手把绳子卷成圈. The snake coiled round a branch. 那条蛇盘绕在树枝上. Don't be so conventional! 别老那么一套!

21Lessonsforthe21stCentury

21Lessonsforthe21stCentury

21Lessonsforthe21stCentury21Lessonsforthe21stCentury(我喜欢的才⼦发量都不太多:P)就像⼦中时被阿兰·德波顿散发着⼦情味的哲学散⼦深深吸引,多年后,⼦⼦位博识⼦敏感的作者抓住了我的神经。

从《⼦类简史》到《未来简史》,最近读完了尤⼦尔·赫拉利三部曲的最后⼦本《21 Lessons for the 21stCentury》,中⼦版译为《今⼦简史》。

相⼦前两部,这本书的写作更贴近我们⼦活的当下,书中⼦论是对⼦⼦智能的优势及其对⼦类本质挑战的独到洞见,对移民问题和恐怖主义的理性剖析,还是对教育使命的阐述以及未来教育⼦标的展望等,都能唤起读者的共鸣、思考,和豁然开朗的感悟。

我就是每天早晨挤地铁时,拿它来唤醒我的⼦脑。

谈到⼦⼦智能:⼦⼦智能的可连通性(connectivity)和⼦我更新能⼦(updateability)远远超越了⼦类潜能。

未来⼦智⼦的⼦种也将⼦临被计算机替代的可能。

⼦这不同于过往⼦业⼦命蒸汽机对⼦⼦的挑战,⼦类社会可能很难达到⼦个持久稳定的新平衡状态(new equilibrium),因为AI 的快速迭代能⼦意味着它将⼦次⼦⼦次颠覆现状。

那将是真正“⼦⼦新,时时新”的时代。

谈到移民问题,作者认为移民和接收国之间的本质⼦盾有三。

1)接收移民到底是⼦项责任(duty)还是优待(favor);2)移民者需要多⼦程度同化与融⼦接收国的⼦化;3)接收国需要在多少时间内给予移民者完整的公民待遇。

谈到恐怖主义:为什么因恶劣环境、车祸和肥胖致死的数量远超过恐怖袭击,但政治家从不会因为前三者⼦落选,但反恐却永远是竞选纲领的核⼦内容?因为恐怖主义抓住了⼦们的恐惧⼦理,就像空罐⼦⼦的⼦枚⼦硬币可以制造很⼦的噪⼦。

报道恐怖主义的报纸永远⼦报道肥胖症或空⼦污染的卖得好。

作者对宗教和民族主义没什么好感,但认为世俗教育是⼦类社会进步的关键。

教育应该帮助学⼦区别信仰与真理,培养对所有苦难⼦灵的同情,欣赏地球众⼦的智慧和经验,不惧未知⼦由思想,为全⼦类社会担负责任。

新慨念英语2册第一课

新慨念英语2册第一课

新慨念英语2册第一课英文回答:1. What was the primary reason for the decline of literacy and critical thinking in the 21st century?The primary reason for the decline of literacy and critical thinking in the 21st century is the rise of the internet and social media. With the advent of the internet, people have access to a vast amount of information at their fingertips. However, this information is often not curated or fact-checked, which can lead to people believing and spreading misinformation. Social media also plays a role in the decline of literacy and critical thinking. Social media platforms often use algorithms to personalize the content that users see, which can lead to people being exposed to only information that confirms their existing biases. This can make it difficult for people to develop a well-rounded understanding of the world and to think critically about the information they encounter.2. How does the internet and social media contribute to the decline of literacy and critical thinking?The internet and social media contribute to the decline of literacy and critical thinking in several ways. First, the internet makes it easy for people to access information without having to think critically about it. People can simply search for information on a topic and find a website that confirms their existing beliefs. This can lead to people becoming less likely to question information and more likely to believe things that are not true. Second, social media platforms often use algorithms to personalize the content that users see. This means that people are more likely to be exposed to information that confirms their existing biases. This can make it difficult for people to develop a well-rounded understanding of the world and to think critically about the information they encounter.3. What can be done to address the decline of literacy and critical thinking in the 21st century?There are several things that can be done to addressthe decline of literacy and critical thinking in the 21st century. First, it is important to teach people how to evaluate information critically. This can be done through education, media literacy programs, and public awareness campaigns. Second, it is important to create a culture that values literacy and critical thinking. This can be done by encouraging people to read, write, and engage in thoughtful discussion. Finally, it is important to support organizations that are working to promote literacy and critical thinking. These organizations can provideresources and support to help people improve their literacy skills and develop their critical thinking abilities.中文回答:1. 21 世纪识字率和批判性思维下降的主要原因是什么?21 世纪识字率和批判性思维下降的主要原因是互联网和社交媒体的兴起。

学习文科课程的优点英语作文

学习文科课程的优点英语作文

学习文科课程的优点英语作文英文回答:Benefits of Studying Humanities in the 21st Century.The humanities, encompassing disciplines such as history, literature, philosophy, art, and languages, provide an invaluable foundation for individuals seeking to navigate the complexities of modern society. In an era characterized by rapid technological advancements, globalization, and increasing societal challenges, the study of humanities offers a unique set of skills and perspectives that are essential for success in the 21st century.1. Enhanced Critical Thinking and Problem-Solving Abilities:Humanities courses train students to critically analyze and evaluate information, identify biases, and constructwell-reasoned arguments. By studying historical events, literary works, and philosophical theories, students develop the ability to think independently, synthesize knowledge from multiple sources, and solve problems with creativity and ingenuity.2. Improved Communication and Expressive Skills:Engagements with humanities subjects necessitate effective communication, both written and oral. Students learn to articulate their thoughts clearly, analyze texts with nuance, and persuasively convey their perspectives. These skills are indispensable in various professional and social contexts, enabling individuals to communicate effectively and make their voices heard.3. Cultural Literacy and Global Awareness:The humanities provide a window into diverse cultures, historical perspectives, and artistic expressions from around the world. By exploring different societies and their values, students develop a deep appreciation forcultural heritage and gain a nuanced understanding of the interconnectedness of human experiences. This cultural literacy promotes tolerance, empathy, and a broader global perspective.4. Ethical and Moral Reasoning:Humanities subjects often grapple with fundamental questions of ethics, values, and human nature. Through exposure to various philosophical and literary works, students develop their moral compass, learn to critically assess ethical dilemmas, and make informed decisions that align with their values. This fosters a sense of personal responsibility and contributes to a more just and equitable society.5. Creativity and Imagination:Engagements with art, literature, and music stimulate creativity and imagination. Humanists learn to think outside of traditional boundaries, appreciate the beauty and complexity of the world, and find innovative solutionsto challenges. This creative thinking is a valuable assetin the dynamic and rapidly changing job market.6. Emotional Intelligence and Empathy:Literature, in particular, provides a powerful lens through which to explore and understand human emotions. By immersing themselves in the experiences of characters and witnessing the consequences of their actions, students develop greater empathy for others, cultivate compassion, and gain insights into the workings of the human heart.中文回答:学习文科课程的优点。

描述智慧课堂的英语作文

描述智慧课堂的英语作文

智慧课堂:教育的新篇章In the 21st century, the integration of technology into education has opened up new horizons, leading to the emergence of Smart Classrooms. These classrooms are notjust about using digital devices or software; theyrepresent a fundamental shift in the way we approach teaching and learning. Smart Classrooms are not just about enhancing traditional methods but about revolutionizing the entire educational system.**1. Technology Integration**The heart of Smart Classrooms lies in the seamless integration of technology. This ranges from interactive displays and projectors to digital pens and sensors. The integration of these devices allows teachers to present content in a more engaging and interactive manner. Students, on the other hand, can access information quickly, collaborate easily, and learn at their own pace.**2. Personalized Learning**One of the key benefits of Smart Classrooms is personalized learning. With the help of advanced analyticsand data tracking, teachers can identify students' strengths and weaknesses, and tailor their teaching methods accordingly. This ensures that every student receives the attention they deserve and progresses at their own rate.**3. Collaborative Environment**Smart Classrooms encourage a collaborative learning environment. Students can work together in groups, share ideas, and solve problems collectively. This not only improves their team-building skills but also helps them understand that learning is a social process.**4. Access to Resources**With the internet being an integral part of Smart Classrooms, students can access a wide range of resources and information. This not only broadens their knowledge base but also helps them connect with the world outside the classroom.**5. Future-Ready Skills**By exposing students to technology from an early age, Smart Classrooms prepare them for the future. They learn skills like critical thinking, problem-solving, andadaptability, which are crucial for success in the 21st century.In conclusion, Smart Classrooms are not just about using technology in education; they are about transforming the entire educational experience. They provide a platform where teachers can innovate and students can learn, collaborate, and excel. As we move forward, it's important to embrace this technology and ensure that it serves the greater goal of education: to empower students and prepare them for a bright future.**智慧课堂:开启教育新时代**随着科技的不断发展,教育领域中科技的应用已经成为一股不可忽视的力量,而智慧课堂的崛起,更是将这一变革推向了高潮。

《义务教育英语课程标准》的四大变化

《义务教育英语课程标准》的四大变化

《义务教育英语课程标准》的四大变化全文共3篇示例,供读者参考篇1Title: Four Major Changes in the "Compulsory Education English Curriculum Standard"IntroductionAs the world becomes increasingly interconnected, the importance of English proficiency for students in China is becoming more evident. To meet the demands of the 21st century, the "Compulsory Education English Curriculum Standard" has undergone significant changes to ensure that students are equipped with the necessary language skills. In this article, we will explore the four major changes in the revised curriculum standard.Change 1: Emphasis on Communication SkillsOne of the most significant changes in the revised curriculum standard is the increased emphasis on communication skills. In the past, the focus was primarily on grammar and vocabulary acquisition, with little attention given to speaking and listening skills. However, the new standard hasplaced a greater emphasis on developing students' ability to communicate effectively in English. This includes activities such as role-plays, group discussions, and presentations, which aim to improve students' spoken language skills.Change 2: Integration of TechnologyAnother key change in the revised curriculum standard is the integration of technology into English language teaching. With the rise of digital tools and resources, it has become essential for students to develop digital literacy skills alongside their language skills. The new standard promotes the use of technology in the classroom, such as online resources, interactive games, and multimedia materials, to enhance students' learning experience.Change 3: Cultural AwarenessIn today's globalized world, it is crucial for students to develop an understanding and appreciation of different cultures. The revised curriculum standard has incorporated a stronger focus on cultural awareness, encouraging students to learn about the customs, traditions, and values of English-speaking countries. By exposing students to diverse cultural perspectives, the standard aims to foster a sense of empathy and respect for cultural differences.Change 4: Project-Based LearningLastly, the revised curriculum standard has introduced a greater emphasis on project-based learning. This approach involves students working on collaborative projects that require them to apply their language skills in real-world contexts. Through project-based learning, students are able to develop critical thinking, problem-solving, and communication skills, while also gaining a deeper understanding of the English language.ConclusionIn conclusion, the "Compulsory Education English Curriculum Standard" has undergone significant changes to better prepare students for the challenges of the 21st century. By focusing on communication skills, integrating technology, promoting cultural awareness, and implementing project-based learning, the revised standard aims to equip students with the language skills and competencies they need to succeed in an increasingly globalized world.篇2The "Compulsory Education English Curriculum Standards" (hereinafter referred to as the Standards) were revised in 2017,bringing about several significant changes. These changes aimed to upgrade the quality of English education in China and better align it with international standards. Below are the four major changes in the Standards:1. Focus on Communicative Competence:One of the key changes in the revised Standards is a shift towards a focus on communicative competence. The new curriculum emphasizes the importance of students being able to communicate effectively in English in real-life situations. This change reflects the global trend in language education towards communicative language teaching, which values the practical use of language over rote memorization.2. Integration of Language Skills:Another important change in the Standards is the integration of language skills. In the past, language skills such as listening, speaking, reading, and writing were often taught in isolation. However, the revised Standards advocate for an integrated approach to language teaching, where these skills are interconnected and taught together. This approach helps students develop a more holistic and comprehensive understanding of the English language.3. Inclusion of Cross-cultural Communication:The revised Standards also place a greater emphasis on cross-cultural communication. In today's globalized world, it is essential for students to be able to understand and appreciate different cultures. The new curriculum includes topics and activities that promote cultural awareness and sensitivity, helping students develop a more nuanced understanding of the world around them. This change reflects the increasing importance of intercultural communication skills in the 21st century.4. Emphasis on Critical Thinking and Creativity:Lastly, the revised Standards encourage the development of critical thinking and creativity in English education. In addition to language proficiency, students are encouraged to think critically, analyze information, and express themselves creatively in English. This change aims to cultivate students' higher-order thinking skills and foster a more innovative and dynamic learning environment. By emphasizing critical thinking and creativity, the Standards prepare students to become confident and competent global citizens.In conclusion, the revised "Compulsory Education English Curriculum Standards" have brought about several significantchanges that aim to enhance the quality of English education in China. By focusing on communicative competence, integrating language skills, promoting cross-cultural communication, and emphasizing critical thinking and creativity, the new curriculum prepares students to thrive in an increasingly interconnected and diverse world. These changes represent a positive step towards modernizing English education and equipping students with the skills they need to succeed in the 21st century.篇3Changes in the Compulsory Education English Curriculum StandardsIn recent years, the Compulsory Education English Curriculum Standards in China have undergone significant changes to adapt to the evolving needs of students and society. These changes are aimed at improving the quality of English education, promoting innovative teaching methods, and enhancing students' overall language proficiency. In this article, we will explore the four major changes in the Compulsory Education English Curriculum Standards.1. Emphasis on Communicative CompetenceOne of the most significant changes in the Compulsory Education English Curriculum Standards is the increased emphasis on communicative competence. In the past, English education in China focused primarily on grammar and vocabulary, with little attention paid to practical communication skills. However, the new standards emphasize the importance of developing students' ability to communicate effectively inreal-life situations. This includes activities such as role-plays, group discussions, and pair work, which encourage students to use English in a meaningful way.2. Integration of Language SkillsAnother key change in the Compulsory Education English Curriculum Standards is the integration of language skills. In the past, English education in China was often taught as separate components, such as listening, speaking, reading, and writing. However, the new standards highlight the importance of integrating these skills in a more holistic approach to language learning. For example, students may be asked to listen to a passage, discuss it with a partner, write a summary, and then present their findings to the class. This integrated approach helps students develop a more comprehensive understanding of the English language.3. Use of TechnologyThe third major change in the Compulsory Education English Curriculum Standards is the increased use of technology in the classroom. With the rapid advancement of technology in recent years, there are now more opportunities than ever to incorporate digital tools into English education. The new standards encourage teachers to use multimedia resources, online platforms, and educational apps to enhance students' learning experience. For example, students may use interactive websites to practice vocabulary, watch educational videos to improve listening skills, or participate in online forums to communicate with English speakers from around the world.4. Focus on Cross-cultural CommunicationFinally, the Compulsory Education English Curriculum Standards now place a greater emphasis on cross-cultural communication. In today's globalized world, it is essential for students to be able to communicate effectively with people from different cultural backgrounds. The new standards encourage teachers to incorporate activities that promote intercultural understanding and appreciation. This may include learning about different customs and traditions, exploring cultural differences through literature and film, or engaging in pen palexchanges with students from other countries. By fostering a deeper appreciation of diversity, students can become more effective communicators in an increasingly interconnected world.In conclusion, the Compulsory Education English Curriculum Standards in China have undergone significant changes in recent years to better prepare students for the challenges of the 21st century. By focusing on communicative competence, integrating language skills, using technology, and promoting cross-cultural communication, the new standards aim to create a more dynamic and engaging learning experience for students. As English continues to play a crucial role in the global economy and society, these changes are essential in equipping students with the skills they need to succeed in an increasingly interconnected world.。

Communication in the 21st Century英文精品课件

Communication in the 21st Century英文精品课件

Communication in the 21st Century:The Original Liberal Artin an Age of Scienceand TechnologyA White Paperby Carolyn R. MillerPublication Series Center for Communication in Science, Technology, and ManagementAugust 1996North Carolina State UniversityPrefaceThis is the first in what we plan as a series of occasional publicationssponsored by the Center for Communication in Science, Technology,and Management. We hope they will be useful and provocative inidentifying issues for discussion, both on campus and off, as well as infocusing attention on instructional and public-service needs and inidentifying areas of needed research.“Communication in the 21st Century” was prepared as a white paperfor Margaret Zahn, Dean of the College of Humanities and SocialSciences at North Carolina State University. It was part of a largereffort to provide her with a perspective on the role of the liberal artsat a land-grant institution with a historical commitment to the naturalsciences and technologies.Because the white paper also serves as an introduction to some of theissues and perspectives important to the work of the CCSTM, wethought it would be a fitting inaugural publication for our series.A brief disclaimer is necessary. The white paper represents my views,as its author, not the views of my academic department, theDepartment of English, nor the views of the Department ofCommunication.And a word of explanation about these departments. Through theaccidents of institutional and disciplinary history, these twodepartments at North Carolina State University both have some claimto the arts of communication: the Department of Communicationemphasizes the arts of speaking and listening, and the Department ofEnglish emphasizes the arts of writing and reading; bothdepartments have faculty with professional interests in the media andelectronic communication. The CCSTM is designed to be a unitwhere faculty from both departments can work productivelytogether, to discover what they have in common, and to learn fromeach other.Carolyn R. MillerDirector, CCSTMCommunication in the 21st Century: The Original Liberal Art in an Age of Science and Technology Carolyn R. Miller Communication is dramatically changed by new technologies. In the 20th century, we have seen the effectsof the telephone, radio and television, film, high-speed printing, xerography, desk-top publishing, electronic mail. These communication technologies have changed our national political life, corporate management styles, family connections, individual work habits. Additional change in the next century is inevitable, as we adopt video conferencing, multimedia, and internet technologies. Many of the effects of new technologies are unpredictable: the predicted “paperless office” has failed to materialize, for example, and word-processing software hastransformed the labor of writing in a way that was never anticipated (and initially was resisted) by computer developers.But some aspects of communication, both oral and written, have not changed. Communication is still the social glue that holds together nations, corporations, scientificdisciplines, and families. Social psychologist Karl Weick once noted that the key tool for effective leadership is the “management of eloquence” because “fluent, forceful, moving expression” affects the ways followers think,speak, and act. Communication also remains the source of problems when people fail to understand each other, fail to agree, fail to act. Failures of communication contributed in material ways to the Three Mile Island nuclear accident and the loss of the space shuttle Challenger, according to the Presidential commissions that investigated both Change andContinuitydisasters. New technology does not necessarily make communication more effective, more persuasive, or more ethical.Economic historians have estimated that persuasivecommunication accounts for at least 25% of the GDP. And such communication is a significant aspect of the work of college graduates: in the 1980s, surveys showed repeatedlythat college-educated workers in a variety of professions spend 25–30% of their time on the job writing; as they gain seniority and responsibility, these workers spend more time in oral communication and their success depends increasingly on the quality of their speaking and writing. Hundreds of interviews conducted in the 1990s by NCSU students in technical and business writing courses confirm these results for professionals in engineering and business workplaces in North Carolina. (A report on this research is forthcoming from CCSTM.) Complaints about the inadequate communication abilities of college graduates have remained remarkably constant through the past century. An editorial in the Engineering Record of 1915 declared that “the English productions of engineering students . . . can only be described by the word ‘wretched.’” But engineers weren’t the only students who fell short: a series of Harvard reports in the 1890s deplored the “illiteracy” of undergraduates and blamed the prep schools for failing to teach composition. At NCSU today, the most common criticism of students by employers and program advisory boards concerns their ineffective oral and written communication. And this university is not unique: how to teach effective writing and speaking has proved a resistant challenge for higher education nationwide. As a curricular imperative and a pervasive social process, communication poses several problems for universities entering the 21st century.1. Communication is both more difficult and more necessary in situations of greater diversity andchange. Communication requires a common bond—a language, a set of premises, mutual goals—in order toFour Issues for HigherEducationnegotiate differences between people and between the past and the future. Multinational corporations,interdisciplinary research teams, and multiculturalcourtrooms and legislatures all face the difficulty ofcreating a working unity from diversity. Similarly,when technological, economic, and cultural changesoccur rapidly, communicators must find ways ofaccommodating innovation to tradition. Theseconditions will characterize communication situations in the 21st century and will require communicators who are more competent, more strategic, and more eloquent than ever before.2. New technologies encourage forms of communicationthat may be inadequate to the issues to be dealt with.Information overload from multiple sources, computer screens that present short chunks of text, hypertexts that encourage skipping and browsing, mass media “sound bites,” multimedia “infotainment”—all these featuresmilitate against the hard work of analyzing complexproblems. But communication will have to addresscomplex problems in the 21st century, problems posed by the conditions of diversity and change mentionedjust above. Complex problems require thoroughexamination, understanding of relevant history andprecedents, detailed analysis of alternatives, thoughtful reflection, and reasoned judgments. This hard work has been facilitated by print technology and the highliteracy it promotes, but it is not compatible with thenew technologies.3. Common conceptions of communication, which arebuilt into our language and our culture, areinadequate and misleading. We think (and talk) about communication as a process of packaging messages and transmitting them, of “putting ideas into words” and“getting them across.” This mechanical sender–receiver model of communication obscures complex relationsbetween knowledge and language, between habit,presumption, values, and interests—all of whichcondition the meaning and effects of communication.We must learn to think of communication as an art, nota skill or a science. In contrast to a science, which seeksuniversal and absolute laws, an art requires constantadaptation, constant refinement in new and evolvingsituations. As an art, communication requires (and in turn develops) the powers of interpretation, creativeimagination, empathy, and reasoning. But our existing models and metaphors for communication do notcapture these powers.4. Conditions in higher education make effectiveinstruction in communication difficult. There are atleast two dimensions to this problem:(1) Although budgets demand increased instructionaleconomies, communication instruction (writing,speaking, or mediated) is irreducibly labor-intensive.Many efforts to use technology to increase efficiency are misguided, such as the essay-grading computerprogram developed by a Duke education professor.Communication does not occur without an audience,without real attention; if there is no one to hear or read and respond, students know that their work is notcommunication but rather empty formalism. Cantechnology help us achieve economies of humanattention?(2) Because everyone learns to speak in early childhoodand learns the mechanics of writing in elementaryschool, we treat communication as a “basic skill” thatmust be mastered before higher learning takes place;communication instruction in higher education istherefore thought of as remedial. But goodcommunicators must have much more than basic skills, and they must continually keep learning. As one study has shown, even successful writers of scientific research reports struggle in learning to write their first patentdisclosures. We must recognize that thoughtful,strategic communication is essential to the goals ofhigher education—to critical thinking, complex problem solving, and social responsibility—and deservescontinued attention in every curriculum.Communication is the oldest of the liberal arts, an art for free people engaged in democratic self-government,communal decision making, intellectual inquiry andspeculation. The ancient Greeks called it the art of rhetoric,and they argued over its relationship to knowledge and to justice; Aristotle claimed that rhetoric is essential to politics, for it provides a method of arriving at decisions about matters of expedience and justice. Rhetoric concerns the human interest in communication; it cares whether communication is effective and affecting, eloquent and cogent, perceptive and appealing—not whether it is correct or incorrect. Rhetoric served as the capstone of advanced study from the time of the earliest medieval universities through the 18th century, when the rise of science and the search for certainty displaced it. It has recently been revived as philosophers, historians, anthropologists, and others have become interested in the role of persuasive language in constructing the human world and in managing uncertainty when certainty is not possible. Although rhetoric, and the humanistic disciplines generally, will not displace science and technology as the defining enterprises of our times, they can help improve those enterprises. The humanistic disciplines can modify the aspects of science and technology that have led to public distrust and criticism; they can help rebuild public confidence and support; and they can make science and technology more effective in an increasingly competitive world. The communication arts must be reconceived for the 21st century, however. One possibility has been suggested byRobert Reich, U.S. Secretary of Labor, in his discussion of the coming global economy. The jobs of the future for educated workers, he says, involve symbolic analysis —manipulations of words, data, and visual representations. Symbolic analysis is already the core of the work done by research scientists, software engineers, lawyers, investment bankers, public relations executives, managementconsultants, systems analysts, and others. The value in their work comes, Reich says, from the ways they identify, represent, communicate, and solve problems and persuadeTwo New Conceptions The OldestLiberal Artothers to involve themselves in the process. The education of such actors for the global arena should provide not only facility with new technologies for manipulating symbols but also principled experience with the capabilities and limitations of symbols and the ways symbols affect other people. Another possibility for reconceiving the communication arts is to classify them with the arts of design—to explore their similarities with such fields as mechanical engineering, urban planning, medical therapy, visual design, software engineering. All design arts combine the theoretical and the practical; all are creative, goal-directed activities; all must take account of intrinsic principles and an exterior environment of use and social effects. What would it mean for composition instructors to think of their work as more like engineering than literature? As a design art, communication would be understood as productive, innovative, and strategic; it should also be socially responsible and ethical. These qualities can provide a new agenda for instruction and research in communication. Other, better approaches may be possible, but further research, curriculum development, and instructionalexperimentation will be necessary. Such work should be a vital part of the role to be played by the humanities and social sciences in the land-grant university of the 21st century.The Land-GrantUniversityAnderson, Charles W. Prescribing the Life of the Mind: An Essay on thePurpose of the University, the Aims of Liberal Education, theCompetence of Citizens, and the Cultivation of Practical Reason . Madison, WI: University of Wisconsin Press, 1993.Anderson, Paul. “What Survey Research Tells about Writing atWork.” In Writing in Nonacademic Settings , edited by Lee Odell and Dixie Goswami, 3–83. New York: Guilford, 1985.Associated Press. “Computer Program Shows Promise in GradingEssays.” News and Observer , 14 August 1995, B2.Connors, Robert J. “The Rise of Technical Writing Instruction inAmerica.” Journal of Technical Writing and Communication 12, no. 4 (1982): 329–352.Herndl, Carl G., Barbara A. Fennell, and Carolyn R. Miller.“Understanding Failures in Organizational Discourse: TheAccident at Three Mile Island and the Shuttle Challenger Disaster.” In Textual Dynamics of the Professions: Historical and Contemporary Studies of Writing in Professional Communities , edited by Charles Bazerman and James Paradis, 279–305. Madison, WI: University of Wisconsin Press, 1990.Kaufer, David S., and Brian S. Butler. Rhetoric and the Arts of Design .Mahway, NJ: Lawrence Erlbaum, 1996.Kitzhaber, Albert Raymond. “Rhetoric in American Colleges 1850–1900.” Doctoral dissertation, University of Washington, 1953. Lanham, Richard. “The Extraordinary Convergence: Democracy,Technology, Theory, and the University Curriculum.” In The Politics of Liberal Education , edited by Darryl J. Gless and Barbara Herrnstein Smith, 33–56. Durham, NC: Duke University Press, 1992.McCloskey, Donald, and Arjo Klamer. “One Quarter of GDP IsPersuasion.” American Economic Review 85, no. 2 (1995): 191–195. Myers, Greg. “From Discovery to Invention: The Writing andRewriting of Two Patents.” Social Studies of Science 25 (1995): 57–105.Reddy, Michael J. “The Conduit Metaphor—A Case of Frame Conflictin Our Language about Language.” In Metaphor and Thought , edited by Andrew Ortony, 284–324. Cambridge: Cambridge University Press, 1979.Reich, Robert B. The Work of Nations: Preparing Ourselves for 21st-Century Capitalism . New York: Vintage, 1992.Weick, Karl E. “The Management of Eloquence.” Executive 6 (1980):18–21.Sources and Suggested Reading。

基于“5C”标准的美国外语教学

基于“5C”标准的美国外语教学

基于“5C”标准的美国外语教学1996年,美国为了提高学生的外语能力,以适应多元文化发展,颁布了《面向21世纪的外语学习标准》(Standards for Foreign Language Learning:Preparing for the21st Century)。

1999年和2006年,由美国外语教学委员会和各个语种的外语教师协会对其进行了修订,并更名为《21世纪外语学习标准》(Standards for Foreign Languages:Learning in the21st Century)[1]。

该标准将外语教育目标归纳为:交际(Communication)、文化(Cultures)、贯连(Connections)、比较(Comparison)和社区(Communities),因此简称为“5C”标准。

“5C”标准中的5个“C”相互关联、相互作用,体现了当代最新的语言习得理论,代表了21世纪外语教育改革和发展的方向[2]。

本文结合美国外语教学现状,以“5C”标准为指导思想,注重多元文化体验和交流沟通,探讨其在美国小学汉语课堂中的应用和实践,以期为我国外语教学提供有益借鉴。

一、美国外语教学现状美国“5C”外语教育标准体现了美国对外语教育的重视,将外语教育上升到了关系国家发展的战略高度。

在多元社会和国际环境中,多种语言能力和多元文化的敏感性是美国公民的必备素质,美国学生必须掌握英语和至少一门外语。

现今美国外语教学呈现出以下特点。

1.外语语种多样化面对21世纪对各种国际化人才的迫切需要,美国中小学开设的外语语种越来越丰富。

应用语言学中心(CAL)的调查数据表明,全美约有三分之一的小学开设了外语课程;初高中外语普及率为91%。

就学校所提供的语种来说,西班牙语最为普遍,占小学阶段的88%,中学阶段为93%,其次是法语和德语[3]。

外语语种随着国内外形势的变化也呈现出新的格局,学习其他语种(汉语、拉丁语、日语、韩语、俄语、越南语等)的人数逐年增加。

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A winner's tips
Page 3
Battle of bosses
Page 4/5
• Sometimes the match was not only a fight between two teams, but two managers . And the article just introduces totally different styles of two managers in the football world.
由and或or, like ,as …as, similarly, the same as等连接的两个词构成同义关系 Green loves to talk,and his brothers are similarly loquacious. “健谈的”
Mother was tall and fat. The principal of the school was almost as plump as mother, and much shorter. "肥胖的” .. teetotalers women who had fewer than two
What is a weed? A plant whose virtues have not yet been discovered.
掌握猜词技巧 提升阅读能力
• Question: • How do you guess the meanings of the new words?
“3C” strategy
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drinks daily and men who had fewer than three.--Lose bad habit, gain time (P5) “滴酒不沾的人”
由but, while, however, instead of , rather than , unlike, yet, otherwise, though ,on the contrary等引出。 Though Tom’s face has been washed quite clean, his neck still remains grubby. 肮脏的 John usually wastes a lot of money on such useless things, his wife, however, is very thrifty. 节约的
常用关联词(如because,as,since,for, so,thus,as a result,so, so … that, such … that , therefore等)表示前因后果。
She wanted the hairdresser to trim her hair a bit because it was too long. 修剪 The river is so turbid that it is impossible to see the bottom even when it is shallow. 混浊的 Since you can’t wait for the summer vacation when you may get a chance to visit, You can get a head-start by going to . -----Go online, then see Expo for real (P4) A 从头开始 B 抢先的优势
The pollution of the spill near the Gulf of Mexico caused an environmental crisis.
Page 2
Spill threatens severe eco crisis
Lose bad habits, gain time
• New research shows that four common bad habits can age you by 12 years. Page 5
Page 6
• Now in the age of the mobile, the red telephone booth in Britain no longer have any use but they won’t let it go because it’s part of their tradition.
常用such as, like, for example, for instance,破 折号等引出例子,可根据例子隶属的类别归纳出总称词 词义 。 On the farm they mainly raise poultry, such as chickens, ducks and geese, for their eggs and meat. 家禽 Unexpected obstacles appear---you miss a bus, you fall ill. You get lost somewhere and can’t find your way back. ----Good times can last forever (P4)
Success is diligence(80%), intelligence(10%) and fortune(10%). Successful people are not necessarily wealthy. On the contrary, those who stick to a task and never weary of it are the ones who can be called successful. ----just what’s success?(P3) A. be tired of B be fond of C be proud of
Group 2
0 10 1 2 3 4 5 6 8 9 7
1.era 2.pressure 3.pose 4.career 5.spotlight
Group 3
0 10 1 2 3 4 5 6 8 9 7
1.reflection 2.breathe 3.adopt 4.failure 5.down-to-earth
Pantomime refers to a short play in which no words are spoken. 哑剧 In recent years Chou has diversified. That’s to say now he also has careers as an actor and a director. ----Jay still ‘gives his all’ (P1) 多栖发展
Page 4
The heroine shared with us that we should read daily , think often and seize every chance to practice if we want to succeed in speech. In the speech, she explained her goal to become a goodwill ambassador and how she is working toward it through voluntary work.
Group 4
You are a lucky dog. You can get 10 scores! Congratulations!
Group 5
0 10 1 2 3 4 5 6 8 9 7
1.despite 2.treasure 3.devoted 4.disappointment 5.ambitious
Good times can last forever
• From the article, we learned that we should always reminded ourselves to laugh even in the face of possible disasters and never stop searching for excitem 6
0 10 1 2 3 4 5 6 8 9 7
1.diversify 2.fame 3.ambitious 4.claim 5.down-to-earth
Group 7
6 8 9 1.release 2.director 3.touching 4.stardom 5.lyric
Competition rule: listen to the teacher carefully and try to find out which passage the teacher is talking about.
UK wants to save its red phone boxes
Page 5
红色三件套:
• What is a weed? A plant whose virtues have not yet been discovered. -------Ralph Waldo Emerson • Onlookers see more of the game. • Opportunity never knocks twice.
• C1——Common sense(常识判断法) • C2——Construction of words(构词法) (词的派生,词的合成,词性的转化) • C3——Context clue(语境法)
1. 定义描述 语 境 法 猜 测 词 义
2. 同义反义
3. 因果关系
4.举例归纳 5.上下推断
由定语从句或同位语,refer to, be called, be known as等词汇或破折号来表示 ;或由 is, that is to say, in other words,to put it another way引出 Jane Goodall is a zoologist, an expert who does research on animals. 动物学家
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