从美国外语教师质量标准看中国大学英语教学

从美国外语教师质量标准看中国大学英语教学
从美国外语教师质量标准看中国大学英语教学

高教研究

现代教育科学

MODERN EDUCATION SCIENCE 2010年第6期

从美国外语教师

质量标准看中国大学英语教学*

李凤荣

[摘 要]本文介绍了美国外语教育专业团体对职前、入职、在职教师教育质量认证机构对教师质量标准的制定与认证,阐述了为提高目前中国大学英语教学质量,大学外语教师急需改善知识结构并改进教学的途径方法。

[关键词]美国外语教师 质量标准 中国大学英语教学

[中图分类号]G642/712 [文献标识码]A [文章编号]1005—5843(2010)06-0067-03

[作者简介]李凤荣,长春工程学院副教授(吉林长春 130012)

通过建立教师教育标准以确保教师质量是近年来欧美国家教师教育发展的主要趋势。20世纪80年代以来,美国对其外语教育事业愈加关注,尤其在推进外语教师专业成长及建立外语教师质量保障体系方面都取得了宝贵经验。本文旨在让读者了解美国外语教师教育质量标准体系,分析中国大学英语教学存在的问题,试图获得一定启示。

20世纪50年代起,美国联邦政府开始关注外语教育。1958年颁布《国防教育法》(National Defense Education Act),90年代外语教育受到美国政府进一步重视,克林顿政府于1994年出台了《2000年教育目标:美国教育法案》(Goal2000:Educate American Act),将外语增列为全美基础教育核心课程,以教育立法形式确定了外语的核心学科地位。1999年美国颁布了“迄今为止代表外语教育领域最新进展的文件”———《二十一世纪外语学习标准》(Standards forForeign Language Learning in the 21st Century),不仅突出了外语教育的重要性,还对外语教育水平和质量进行了明确规范。至此,美国政府不仅把外语当作核心学科,还力图通过制定统一课程标准和认证制度以提高外语教育质量。

一、美国外语教师质量标准

(一)外语教师职前培养内容

在美国,教师培养和质量保障方面主要由州政府和全国性专业团体起作用。为保障外语教师培养质量,美国外语教育协会(American Council on the Teaching of ForeignLanguage,ACTFL)从1988年起着手对外语教师教育课程进行规范,并颁布全美外语教师专业标准———《外语教师教育课程指南(暂行)》(Provisional Program Guidelines forForeign Language Teacher Education),要求外语教师在知识、技能与实践经验方面做好充分的专业准备,强调外语教师职前培养应集中于以下三大领域:个人发展领域、专业发展领域和专家发展领域。

1.个人发展领域(Personal Development)。要求外语教师从扎实的通识教育中获得知识与技能,其中包括人文科学、社会科学、行为科学、自然科学、数学和艺术。这一领域还细分为三个子领域,即:交际能力、知识的学习与使用、领导才能,以确保未来外语教师顺利地与人交流、分析与合成信息资源、独立从事课题研究,为实现预定目标做出规划与决策,着重培养批判思维与学习能力。

2.专业发展领域(Professional Development)。要求教师从通识教育及教育实践经验中获取教育学方面的知识与技能。该领域被细分为七个子领域:外语学习的基本原理、儿童发展与学习理论、课程开发、教学方法、教学环境、中小学外语教学、外语教育的师资力量。

3.专家发展领域(Specialist Development)。指获得成为语言与文化方面专家所必须具备的知识与技能。该领域对未来外语教师听说读写能力做出明确界定,要求教师从不同视角探索目的语文学与文化,包括历史、地理、政治、艺术,掌握语言习得与语音、词汇等方面的理论知识。该领域被细化为语言能力、文化与文明及语言分析三个子领域。

(二)外语教师质量认证

美国外语教师质量保障体系是美国教师教育质量保障体系的重要组成部分。当前,美国教师教育已经建立了职前、入职及在职三个质量认证体系。

1.职前标准及认证。《外语教师培养课程标准》由美国外语教育协会于2002年颁布,并经全美教师教育认证委员会批准,由六项核心标准构成,核心标准下设二至三个子标准。

*本文得到教育部人文社会科学研究项目基金资助(项目批准号:09YJAZH088)。

表1 《外语教师培养课程标准》核心标准及其子标准

标准核心标准项目子标准项目

1语言、语言学有语言展示能力、懂语言学知识、能进行语言比较2文化、文学理解文化、语篇与语境,能整合教学原则

3教学实践创造良好语言环境、用不同教学模式满足不同需求4课程教学用学习标准及课程目标评价选择设计调整教学资源5评价与反思了解并能恰当使用评价模式,评价、汇报反思结果6专业化致力于专业发展、懂得外语学习价值

2.入职标准及认证。在《外语教师培养课程标准》出台同时,美国也推出了衡量教师是否合格的教师专业标准。在教师专业化标准的制定中美国一些重要的专业团体和组织

发挥了积极作用,例如,美国“州际新教师评价与支持联合体”于2002年颁布了《入职外语教师许可标准》(Standardsfor Licensing Beginning Foreign Language Teachers)。

表2 《入职外语教师许可标准》

标准要求指标

1学科知识精通目的语及其文化,培养学生语言能力与文化理解力

2学生发展掌握学生学习规律,使学生获得促进自身发展的学习体验

3学生多样性理解学生知识、经验、能力等方面差异,为其创造相应学习环境

4教学策略运用不同教学策略促进学生发展能力,培养批判思维

5学习环境创造互动、支持性学习环境,激发学生学习动机

6交际运用有效言语与非言语交际、多媒体资源,培养学生多方面能力

7教学规划规划以目的语文化、标准化课程、学生情况、学习环境为基础的教学8教学评价运用不同策略监督学生学习,传授知识与文化,汇报学生进步

9反思与发展成为反思实践者,寻求专业成长机会

10社区加强与同事、家长联系,支持学生学习与发展

3.在职标准及认证。为建立全美统一教师资格认证标准,1987年“全美专业教学标准委员会”成立,旨在通过全国性优秀教师认证及相关教育改革以提高教师专业化水平。1989年该组织编制《教师专业教学知能标准》(What Teach-ers Should Know and Be Able to Do),对优秀教师进行认证,其五项核心要求如下:(1)全身心致力于学生发展与学习;(2)精通所教学科知识及教学知识;(3)管理与监督学生学习;(4)对自身教育实践进行系统思考并从经验中学习;(5)成为学习社区中一员。

表3 《优秀外语(非英语)教师标准》

标准要求标准

1关于学生重视个体,了解其发展,积极获取学生信息以培养其能力和兴趣

2关于公正公正对待学生,不论民族、语言,为每一学生设立最高学习目标

3语言知识通晓目的语语言,为学生设立可达到、有价值的学习目标

4文化知识精通目的语语言与文化,了解两者的密切关系

5语言习得熟悉学生语言学习规律及教学方法,根据教学目标制定教学策略

6学习途径语言文化学习结合,运用各种教学策略激发学生批判与创造性思维

7课程教学确保学生语言水平全面、不断提高,语言能力从简单发展到熟练运用8学习环境创造关爱、富于挑战性学习环境,使学生积极学习并用目的语进行交际9教学资源使用恰当教学资源以满足学生语言学习,激发批判与创造性思维

10教学评价汇报学生进步,用评价督促学习,帮助反思、进步,调整教学方法

11教学反思不断分析与评价教学质量以增强教学有效性,促进学生学习

12校家社区与其他学科教师、家长、社区合作,为学生利益服务

13专业社区为改进教学内容、深化学科知识、指导其他语言教师教学做贡献

14外语教育倡导关注校内外全面、持续为学生提供语言学习机会的课程内容

该标准已成为迄今为止美国国家委员会认证制度的基石,并被各学区、州、学院、综合性大学以及其他教师继续教育机构作为指导性文件。以此为基础,2001年“全美专业教学标准委员会”还制定了《优秀外语(非英语)教师标准》,用于专门认证优秀外语教师。

二、对中国大学英语教学的启示

(一)提高教学反思能力

1.对教学理念的反思。教师的教学理念是在教学实践中逐渐形成的关于教学的基本观点和根本看法及相对稳定的思想和观念,一旦形成,会反作用于教学实践,并自发、稳定地发生作用,支配教师的行为、态度、及对待学生的方式、方法,甚至影响教学进程、课堂气氛以及师生间互动等。

2.对教学过程的反思。教学是育人活动,教学过程中应以人为本并合乎客观规律。对教学过程的反思,包括对教师、学生参与教学活动,对教学目的认识,对英语课程教学方法、教学环境的设计,教学反馈的分析综合评价等的再认识,它会帮助教师教学中不断发现问题并调整教学方案,使教学活动更加合理。

3.对教学原则和教学效率的反思。目前我国大学英语教学在教学观念、教学方式及教学内容上仍表现出重知识传授、轻能力培养的应试教育倾向。对于教学原则的反思应贯彻以语言知识学习和技能训练为前提,以语言运用能力培养为目的,在教学安排、授课内容、教学方式及考核方法充分体现英语教学的适用性原则;在课程结构上可以尝试减少基础课增大技能实践课比例,实施以教师为主导学生为主体的教学模式,最大限度地体现学生的参与性、教学内容的实用性、教师作用的指导性以及教学方式的实践性,改变对教师和学生的评价体系,加大对语言应用能力的考核力度。

(二)改善知识结构,提高教学能力

教学能力是教师为达到教学目标并顺利从事教学活动所表现出来的心理特征,通常通过有效的认知教学、开展教学实践、监控教学活动等实现。一般来说教学能力主要包括教学认知能力、教学操作能力和教学监控能力,其中教学认知能力是基础,它直接影响教师教学准备及方案的质量;操控能力是教师课堂教学能力的最集中体现,直接影响教学实施效果的好坏;教学监控能力尤为重要,它不仅控制教学活动,也是教学能力发展的内在机制。

(三)教学中体现人本主义教育观

事实上,无论从教学观而言,还是从人才培养目标来看,人本主义教育观始终是英语教学的核心理念,因为大学英语教育不仅应培养学生能够使用英语工具,更是培养具备英语综合应用能力的人才。实现这一目标,教师必须在教学的各个环节突出人的因素。人本主义教育观认为,成长与发展是人与生俱来的自然倾向,自我充分发挥和实现是其基本需求,学生自我潜能不断发挥的过程,就是其自我实现的过程。课程设计、教学方法选择、教学活动安排都应给学生提供成长条件和氛围,促使其达到力所能及的最佳状态,最终成为自我实现者。在教学指导思想方面,应注重情感、情绪和态度在学习活动中的作用,重视人、语言和社会之间互为依存的互动、互促关系,力求实现英语综合运用能力与人格发展和素质培养相结合。

(四)培养发展意识创造成长机会

教师专业发展是美国大学外语教师最重视的提高学术水平途径,也是其成长最重要部分。教师的专业发展可以在学科和大学两个环境中实现。对学科部系和大学组织而言,为教师提供多样发展途径十分重要。

首先可以从政策和具体实践两方面采取多种形式保障大学教师的专业发展。如实施英语教师交流计划,为教师提供参加国内外学术活动的机会,鼓励教师潜心学术研究。其次,建立大学英语教师学术共同体。教师的专业发展不仅依赖完善的知识结构、工作态度和教学技能的提升与改善,而且需要所在学科及学院共同体工作环境和组织文化的熏陶和感染,并通过相互支持和鼓励形成对教学工作的集体荣誉感和责任感,最终实现团队的整体发展与自我价值的实现。

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学技术是创新外语教学的重要途径。 二、抓好教学业务工作提高教师的专业素质 1、加强备课的规范性,集体备课与个人备课相结合 备课是上好一节课的关键和前提。我们采取集体备课与个人备课相结合的办法。集体备课主要以各年级备课组为单位,由各个备课组长负责,每周有4个小时为集体备课时间。每次备课由1—2名教师选定一个单元并主讲,明确本单元教学内容的重点、难点、疑点,基本习题,参考教法等。然后,同年级备课组教师进行讨论,最后达成共识,之后形成文字形式的教案。充分发挥备课组的力量,做到了教学资源共享。 2、组织示范课、公开课,开展听课、评课活动 每一位教师的授课都向全组教师开放,教师可以任意听课。这学期安排了老教师公开示范课和青年教师赛讲课活动,我们全体英语教师积极听课、评课。并从中学到了不少教学经验,收到了良好效果。 三、积极进取,无私奉献

大学英语综合教程答案

3.Many products for sale seem to scream at us, "Buy me! Buy me!" Advertising is a big busin ess in our world with many products competing for our attention. Think of the last time you boug ht clothes. You probably noticed the variety of colors, patterns, fabrics and brands you could choo se from. Which kind of soft drink would you like to have today or what kind of computer do you want? Advertisers are skilled in the art of making their products look the best to appeal to our se nses. But products aren't always what they seem. Sometimes advertising is deceptive and as cons umers ,we must be careful about what we choose to buy. It is important to learn to compare prod ucts and identify our purpose in purchasing the things we need. But the good thing about advertising is that it helps people to make decisions and refine thei r choices. In the United States, the Ad Council creates timely public service messages to the nation. Th eir purpose is to raise awareness of public problems that citizens can respond to. Inspiring ads ca use individuals to take action and even save lives. Pollution in America, for example has been red uced over the years because of the creative Public Service advertisements that the council provid es" Please, please don't be a litter bug, 'cause every 'litter bit' hurts." Many families have taught t heir children to place litter in the trash can in response to this catchy phrase, which has affected g enerations as each succeeding generation has taught their children not to litter. 4.Nature imposes difficult conditions upon the earth from time to time . The tornado and fo rest fire destroy natural resources ,homes and other structures ,and very often harm or kill peopl e . Technological tragedies happen with little or no warning as we see trains crash and airplanes f all from the sky shortly after take-off. As tragic as calamities are , they seem to bring out the best in human nature . people trained in em ergency care arrive at the scene and begin assisting the inj ured .Others come with equipment to remove debris. Men , women ,and young people willingly c ome to the scene of an accident , hoping to be of help in some way . These selfless acts of kindne ss make our world a better place . compassion eases the wounds of calamities. American Airlines flight number 587 crashed less than three minutes after taking off from JF K Airport in New York in November,2001. Witnesses s aw an engine fire develop on the plane’s nu mber one engine located under the left wing of the aircraft .seconds later ,the airliner crashed int o eight homes ,completely destroying four of them .All 260 people aboard the airplane were kille d along with six people at the crash site ,leaving many people to mourn the loss of their loved on es .the residents (people who live in the area of the crash ) rallied together to comfort those griev ing, while others removed bodies from the wreckage and did the necessary clean-up. 工程实施困难的条件下在地上的时候。龙卷风和森林火灾破坏自然资源,房屋和其他建筑物,和经常伤害或杀死人。技术的悲剧发生在很少或没有预警,因为我们看到火车事故,飞机起飞后不久就从天空坠落。一样悲惨的灾难,他们似乎显示出人性中最好的。在急诊受训的人到达现场并开始帮助受伤的人则跟设备清除残骸。男人,女人,和年轻人自愿来到事故现场,希望能有帮助。这些无私的善举让我们的世界变得更美好。同情减轻灾害的伤口。 美国航空公司587号航班坠毁不到三分钟后从纽约肯尼迪机场起飞,11月2001。目击者看到一个引擎火灾发展在飞机上的1号引擎位于下飞机的左翼,接着后,客机坠毁八家,完全摧毁了四个260名乘客的飞机遇难连同6人在事故现场,造成许多人悼念失去的亲人,居民(住在崩溃的面积)聚集在一起,安慰那些悲伤,而另一些人则从残骸,并把尸体移走必要的清理。 5.Success can be reached in different ways by people in different careers. Bill Gates began at age to program computers,His vision for personal computing has been central to the success of M icrosoft Corporation, the company he founded with his childhood friend in 1975 . The former CEO of General Electric, Jack Welch, is a business legend. A famous quote by Mr. Welch is,” Chang before you have to. ”He believes in leading by example and encourages his empl oyees to do their best every day. Michael Jordan s aid,”I accept failure, but I can’t accept not trying.” He is one of the best athl etes to ever play team sports. His great smile, athletic achievements, and pleasant personality ha ve made him one of the most famous athletes in the world. Michael Jordan spent a lot of time pla ying basketball as a child but in senior middle school he was taken off the team . Instead of giving up , he worked through adversity and became the greatest basketball player yet .

全新版大学英语综合教程2课文原文及翻译

One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later. However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the "standing on the shoulders of giants" phenomenon). But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?

2020英语教师年度考核工作总结范文6篇

2020英语教师年度考核工作总结范文6篇 Summary of 2020 annual assessment of English teacher s

2020英语教师年度考核工作总结范文6 篇 小泰温馨提示:工作总结是将一个时间段的工作进行一次全面系统的总检查、总评价、总分析,并分析不足。通过总结,可以把零散的、肤浅的感性认识上升为系统、深刻的理性认识,从而得出科学的结论,以便改正缺点,吸取经验教训,指引下一步工作顺利展开。本文档根据工作总结的书写内容要求,带有自我性、回顾性、客观性和经验性的特点全面复盘,具有实践指导意义。便于学习和使用,本文下载后内容可随意调整修改及打印。 本文简要目录如下:【下载该文档后使用Word打开,按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】 1、篇章1:20xx英语教师年度考核工作总结范文 2、篇章2:20xx英语教师年度考核工作总结范文 3、篇章3:20xx英语教师年度考核工作总结范文 4、篇章4:20xx英语教师年度考核工作总结范文 5、篇章5:20xx英语教师年度考核工作总结范文 6、篇章6:英语教师年度考核工作总结范文 年度考核是教育行业里相当重要的一环,这是对一年工 作的彻底总结,又不的人不重视。下面是小泰为您精心整理的20xx英语教师年度考核工作总结范文。

篇章1:20xx英语教师年度考核工作总结范文 本学期,我能够爱岗敬业,勤勤恳恳地工作,但由于教 学经验颇浅,我对教学工作不敢怠慢,认真学习,深入研究教法,虚心学习。经过一个学期的努力,获取了很多宝贵的教学经验。以下是我在本学期的教学情况。 一、抓好学生的学习思想,提高学生的学习质量 1、以教书育人为本,对学生进行品德的学习教育,特别 是后进生,关心他们的纪律和学习情况,鼓励他们的学习。 2、贯彻学校班风、学风评比的要求,全面促进学生的学 态发展。重视学生的思想工作、学习风气的培养、学习方法的指导以及学习习惯的养成。 二、激发学生学习兴趣 英语是一门外语,对学生而言,既生疏又困难,在这样 一种大环境之下,要教好英语,就要让学生喜爱英语,让他们对英语产生兴趣。否则学生对这门学科产生畏难情绪,不愿学,也无法学下去。为此,我采取了一些方法,就是尽量多讲一些关于英美国家的文化,生活故事,让他们更了解英语,更喜欢学习英语。

大学英语综合教程答案

Key to Exercises Opener Mary is thinking of getting a tattoo tomorrow afternoon. She asks Mel to join her, but Mel cannot because she has to work tomorrow. And then Mary invites Mel to go to a party tomorrow night. Mel hesitates at first, but finally decides to go with Mary. They will meet at eight o’clock. Abbreviation Meaning 1. TGIF Thank God it’s Friday 2. AMA Ask me anything 3. OMG Oh my God! 4. YOLO You only live once 5. FOMO Fear of missing out 6. FYI For your information 7. LOL Laugh out loud 8. TBH To be honest 9. PPL People 10. ETA Estimated time of arrival Transcript: A: Hey, Mary. B: Hey, Mel. A: TGIF.

B: TGIF. A: Mel, I need some advice on something. B: AMA A: Yeah, thanks. I’m thinking of getting a tattoo. B: OMG! Really Are you serious A: Well, YOLO. B: That’s true. A: Well. B: When are you going to do it A: I’m thinking tomorrow afternoon. Do you want to come B: Oh, I’d love to come, but I’ve got to work tomorrow. Oh, major FOMO. A: What a shame! B: Yeah, A: Well, FYI, there’s a party tomorrow night. And if you are not busy, you can come to that instead. B: I’m not busy, but TBH I really need to take it easy this weekend. A: What That’s so not like you. B: LOL, that’s true. A: Party is in Hackney Wick. It’s gonna be good, good music, good PPL. B: Oh, major FOMO again. Oh, what the hell Yes, why not I’ll go.

全新版大学英语第二版综合教程2课文

BOOK2课文译文 UNIT1 TextA 中国式的学习风格 1987年春,我和妻子埃伦带着我们18个月的儿子本杰明在繁忙的中国东部城市南京住了一个月,同时考察中国幼儿园和小学的艺术教育情况。然而,我和埃伦获得的有关中美教育观念差异的最难忘的体验并非来自课堂,而是来自我们在南京期间寓居的金陵饭店堂。 我们的房门钥匙系在一块标有房间号的大塑料板上。酒店鼓励客人外出时留下钥匙,可以交给服务员,也可以从一个槽口塞入钥匙箱。由于口子狭小,你得留神将钥匙放准位置才塞得进去。 本杰明爱拿着钥匙走来走去,边走边用力摇晃着。他还喜欢试着把钥匙往槽口里塞。由于他还年幼,不太明白得把钥匙放准位置才成,因此总塞不进去。本杰明一点也不在意。他从钥匙声响中得到的乐趣大概跟他偶尔把钥匙成功地塞进槽口而获得的乐趣一样多。 我和埃伦都满不在乎,任由本杰明拿着钥匙在钥匙箱槽口鼓捣。他的探索行为似乎并无任何害处。但我很快就观察到一个有趣的现象。饭店里任何一个中国工作人员若在近旁,都会走过来看着本杰明,见他初试失败,便都会试图帮忙。他们会轻轻握牢本杰明的手,直接将它引向钥匙槽口,进行必要的重新定位,并帮他把钥匙插入槽口。然后那位“老师”会有所期待地对着我和埃伦微笑,似乎等着我们说声谢谢——偶尔他会微微皱眉,似乎觉得我俩没有尽到当父母的责任。 我很快意识到,这件小事与我们在中国要做的工作直接相关:考察儿童早期教育(尤其是艺术教育)的方式,揭示中国人对创造性活动的态度。因此,不久我就在与中国教育工作者讨论时谈起了钥匙槽口一事。 两种不同的学习方式

我的中国同行,除了少数几个人外,对此事的态度与金陵饭店工作人员一样。既然大人知道怎么把钥匙塞进槽口——这是走近槽口的最终目的,既然孩子还很年幼,还没有灵巧到可以独自完成要做的动作,让他自己瞎折腾会有什么好处呢?他很有可能会灰心丧气发脾气——这当然不是所希望的结果。为什么不教他怎么做呢?他会高兴,他还能早些学会做这件事,进而去学做更复杂的事,如开门,或索要钥匙——这两件事到时候同样可以(也应该)示范给他看。 我俩颇为同情地听着这一番道理,解释道,首先,我们并不在意本杰明能不能把钥匙塞进钥匙的槽口。他玩得开心,而且在探索,这两点才是我们真正看重的。但关键在于,在这个过程中,我们试图让本杰明懂得,一个人是能够很好地自行解决问题的。这种自力更生的精神是美国中产阶级最重要的一条育儿观。如果我们向孩子演示该如何做某件事——把钥匙塞进钥匙槽口也好,画只鸡或是弥补某种错误行为也好——那他就不太可能自行想方设法去完成这件事。从更广泛的意义上说,他就不太可能——如美国人那样——将人生视为一系列 的情境,在这些情境中,一个人必须学会独立思考,学会独立解决问题,进而学会发现需要创造性地加以解决的新问题。 把着手教 回想起来,当时我就清楚地意识到,这件事正是体现了问题的关键之所在——而且不仅仅是一种意义上的关键之所在。这件事表明了我们两国在教育和艺术实践上的重要差异。 那些善意的中国旁观者前来帮助本杰明时,他们不是简单地像我可能会做的那样笨拙地或是犹犹豫豫地把他的手往下推。相反,他们极其熟练地、轻轻地把他引向所要到达的确切方向。 我逐渐认识到,这些中国人不是简单地以一种陈旧的方式塑造、引导本杰明的行为:他们是在恪守中国传统,把着手教,教得本杰明自己会愉快地要求再来一次。

大学英语综合教程答案

Unit 1 Living in Harmony Enhance Your Language Awareness 1. Text A amaze bunch bundle capacity commerce conquer display drop roast rob style symbol vague figure Text B appreciate participate shift slip 1)My neighbours are a friendly bunch of people. 2)Dave amazed his friends by leaving a well-paid job to travel around the world. 3)The employees in this company work an eight-hour shift . 4)The professor came to the classroom with a bundle of newspapers under his arm. 5)A passenger asked the driver: “Could you drop me off near the post office? I'd like to post a letter.” 6)The little girl's capacity for learning languages astonished me. 7)How many countries will be participating in the Olympic Games? 8)I like the typically French style of living. It is so romantic. 9)They have made their fortunes from industry and commerce . 10)They threatened to shoot him and rob him of all his possessions.

全新版大学英语综合教程unit课文翻译

Globalization is sweeping aside national borders and changing relations between nations. What impact does this have on national identities and loyalties? Are they strengthened or weakened? The author investigates. 全球化正在扫除国界、改变国与国之间的关系。这对国家的认同和对国家的忠诚会带来什么影响呢?它们会得到加强还是削弱?作者对这些问题进行了探讨。 In Search of Davos ManPeter Gumbel 1. William Browder was born in Princeton, New Jersey, grew up in Chicago, and studied at Stanford University in California. But don't call him an American. For the past 16 of his 40 years he has lived outside the ., first in London and then, from 1996, in Moscow, where he runs his own investment firm. Browder now manages $ billion in assets. In 1998 he gave up his American passport to become a British citizen, since his life is now centered in Europe. "National identity makes no difference for me," he says. "I feel completely international. If you have four good friends and you like what you are doing, it doesn't matter where you are. That's globalization." 寻找达沃斯人 彼得·甘贝尔 威廉·布劳德出生于新泽西州的普林斯顿,在芝加哥长大,就读于加利福尼亚州的斯坦福大学。但别叫他美国人。他今年40岁,过去16年来一直生活在美国以外的地方,先是在伦敦,1996年后在莫斯科经营他自己的投资公司。布劳德如今掌管着价值16亿美元的资产。1998年,他放弃美国护照,成为英国公民,因为他现在的生活中心在欧洲。“国家认同对我来说不重要,”他说,“我觉得自己完全是个国际人。如果你有四个朋友,又喜欢你所做的事情,那么你在哪儿无关紧要。这就是全球化。” 2. Alex Mandl is also a fervent believer in globalization, but he views himself very differently. A former president of AT&T, Mandl, 61, was born in Austria and now runs a French technology company, which is doing more and more business in China. He reckons he spends about 90% of his time traveling on business. But despite all that globetrotting, Mandl who has been a . citizen for 45 years still identifies himself as an American. "I see myself as American without any hesitation. The fact that I spend a lot of time in other places doesn't change that," he says. 亚历克斯·曼德尔也是全球化的狂热信徒,但他对自己的看法与布劳德不同。61岁的曼德尔曾任美国电报电话公司总裁。他出生于奥地利,现在经营着一家法国技术公司,该公司在中国的业务与日俱增。他估计自己几乎90%的时间都花在出差上。然而,尽管曼德尔全球到处跑,已经做了45年美国公民的他还是认为自己是个美国人。“我毫不迟疑地把自己当作美国人。我在其他地方度过很多时间,但是这一事实不能改变我是美国人,”他说。 3. Although Browder and Mandl define their nationality differently, both see their identity as a matter of personal choice, not an accident of birth. And not incidentally, both are Davos Men, members of the international business élite who trek each year to the Swiss Alpine town for the annual meeting of the World Economic Forum, founded in 1971. This week, Browder and Mandl will join more than 2,200 executives, politicians, academics, journalists, writers and a handful of Hollywood stars for five days of networking, parties and endless earnest discussions about everything from post-election Iraq and HIV in Africa to the global supply of oil and the implications of nanotechnology. Yet this year, perhaps more than ever, a hot topic at Davos is Davos itself. Whatever their considerable differences, most Davos Men and

全新版大学英语综合教程教案

Teaching Planning College English Integrated Course Book Three Unit Two The Freedom Givers Zhong wen 1.Background Information Teacher: zhong wen Students: 56 sophomores Content of the textbook: unit-2 text A the Freedom Givers Textbook: foreign language teaching and research press Time duration:10 minutes 2.Textbook Analysis The author tells three stories about the Underground Railroad and early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parke r is a freed slave who later turned into a courageous “conductor”; Levi Coffin is a brave white “conductor”; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad. We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text. 3.Students Analysis The class is made up of 56 students, with 30 girls and 26 boys ,who have a good knowledge of Basic English, but know very little about the American culture behind the language. So in this introduction part, It is necessary to introduce some background information to the students before reading 4.Teaching Objectives Students will be able to: 1.understand the main idea(early civil-rights struggles in the US, esp. the underground Railroad) 2.grasp the key language points and grammatical structures in the text, 3.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit 4.Appreciate the various techniques employed by the writer (comparison and contrast, topic sentence followed by detail sentences, use of transitional devices,etc.); 5.Teaching Procedures: Greetings Step 1 Lead-in T: Today we are going to talk about the ethic heroes in American history, before the class, I’d like to introduce the slavery to all of you. T: Abraham Lincoln was the 16th president of the United States, during his term of office; he led the civil war and abolished the slavery. T: In the battle against slavery, not only did the president try his best to abolish this system, but also the people, especially the black people living in the South America try hard to fight for their own feat. Today, we will introduce some freedom givers in the American history. Before

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