Understanding Students with Hearing Loss
2022年考研考博-考博英语-中国海洋大学考试全真模拟易错、难点剖析AB卷(带答案)试题号：7
2022年考研考博-考博英语-中国海洋大学考试全真模拟易错、难点剖析AB卷（带答案）一.综合题(共15题)1.单选题Mr. Green is （）in the law.问题1选项A.learnedB.scholarC.academicD.scientific【答案】A【解析】句意:Green先生是法律方面的专家。
语义题。
Learned博学的,有学问的; scholar学者,奖学金获得者; academic 学术的,理论的; scientific 科学的,系统的。
空格处前面是be动词is,所以空格处需要填一个形容词。
故A符合句意。
2.单选题It used to be——in popular imagination, if not always in reality——that it was the man of the house who toted the tool belt, fixing a leaky faucet here and repairing a hole in the drywall there, while overseeing home improvements, from new bookshelves to room additions. It seemed part of our evolutionary development as a tool—using species that it was men, alone, who would prowl the aisles of hardware stores.Demographics change. Women account today for fully half of the U.S.S140 billion retail hardware and home improvement industry sales in the United States. They have been motivated by the do-it-yourself movement that began in the early 1980s, and by changing economic and social realities that have made women more self-reliant. Home improvement television shows, specialty magazines, teaching clinics, and even websites cater to these do-it-yourselfers, understanding that women are the “instigators” of home improvement projects whether or not there is a man in the house. The common wisdom in the industry is that women have significant control not only over selection of products, but also over the household budget. 1.Which of the following can best sum lip the passage?2.Women are taking up home repairs more and more just because （）.3.We can guess from context clues that the word 4lo tote” means（）.4.Which of the following statements is true?问题1选项A.Women now can work on home impro vement all by themselves, not needing men’s help.B.Women are now becoming experts at home improvement.C.It’s women, not men, who now go to hardware stores.D.Women are born better at home repairs.问题2选项A.men are unwilling to do itB.women have been found to be more talented at itC.women are affected by certain thoughts and movementD.woman want to demonstrate that they are superior to men问题3选项A.to repairB.to carryC.to sellD.to buy问题4选项A.Women haven't taken up home improvement at allB.Nowadays, men don’t work on home improvement any more.C.More and more women now make efforts to become do-it-yourselfers.D.Men can’t be the instigator of home improvements.【答案】第1题:B第2题:C第3题:B第4题:C【解析】1.主旨大意题。
老师对录音的看法英语作文
老师对录音的看法英语作文Title: The Teacher's Perspective on Voice Recording。
In today's digital age, voice recording has become a prevalent tool in various aspects of our lives, including education. As a teacher, my perspective on voice recording is shaped by its potential benefits and drawbacks in enhancing learning experiences for students.Firstly, voice recording serves as a valuable supplement to traditional teaching methods. It allows students to revisit lectures, discussions, and explanations at their own pace, aiding comprehension and retention of complex concepts. Moreover, students can listen to recordings repeatedly, reinforcing their understanding and clarifying any uncertainties they may have. This aspect of voice recording fosters a self-paced learning environment, catering to the diverse needs and learning styles of students.Furthermore, voice recording facilitates accessibility and inclusivity in education. For students withdisabilities or those facing language barriers, recorded lectures provide an alternative means of accessing course content. By accommodating different learning needs, voice recording promotes equity and ensures that all students have equal opportunities to succeed academically.Additionally, voice recording encourages active engagement and participation in class. Knowing that their contributions are being recorded, students are more likely to actively participate in discussions and ask questions. This not only fosters a collaborative learning environment but also enhances students' critical thinking and communication skills. Moreover, students can use voice recording as a tool for self-assessment, evaluating their own performance and identifying areas for improvement.Despite its numerous benefits, voice recording also poses certain challenges and concerns from a teacher's perspective. One major concern is the issue of privacy and confidentiality. Teachers must ensure that sensitiveinformation shared during class discussions or student presentations is not recorded without consent. Moreover, the misuse of recorded lectures or discussions, such as sharing them without authorization or using them for purposes other than studying, raises ethical concerns and undermines academic integrity.Another challenge is the potential for distraction and disengagement among students. With the ability to record lectures on their devices, students may become tempted to multitask or disengage from the lesson altogether. As a result, maintaining students' focus and attention during class becomes increasingly challenging for teachers.Furthermore, voice recording may not be suitable forall subjects or teaching contexts. Certain subjects, such as hands-on laboratory experiments or interactive discussions, may require active participation and real-time interaction, making voice recording less effective as a learning tool. Additionally, in language learning courses, the absence of visual cues and facial expressions in recorded audio may hinder students' comprehension andlanguage acquisition.In conclusion, voice recording has the potential to revolutionize the way we teach and learn, offering numerous benefits such as enhanced accessibility, engagement, and comprehension. However, its implementation requires careful consideration of ethical, privacy, and pedagogical concerns. As a teacher, my perspective on voice recording is one of cautious optimism, recognizing its potential while being mindful of its limitations and challenges. By harnessingthe benefits of voice recording and addressing its drawbacks, we can create more inclusive, engaging, and effective learning environments for all students.。
新高中英语听力实践指南基础版高一适用
新高中英语听力实践指南基础版高一适用New Senior High School English Listening Practice Guide Basic Version for Grade One。
Introduction:English listening is an essential skill for high school students. It not only helps students improve their overall English proficiency but also plays a significant role in their academic performance. This guide aims to provide high school students with practical strategies and tips to enhance their listening skills effectively.Section 1: Preparing for Listening。
1. Familiarize Yourself with Different Listening Materials:Listen to various types of listening materials, such as news, interviews, lectures, and conversations, to expose yourself to different accents, speech patterns, and topics.Utilize online platforms, podcasts, and audio books to access a wide range of listening materials.2. Build Vocabulary and Background Knowledge:Enhance your vocabulary by regularly reading English books, newspapers, and magazines.Develop background knowledge by staying updated with current affairs, social issues, and cultural events.3. Set Listening Goals:Determine your listening goals, whether it's understanding main ideas, specific details, or improving listening speed.Set realistic and achievable goals to track your progress and motivate yourself.Section 2: During Listening。
了解学生学习的作文英语
了解学生学习的作文英语Understanding Student Learning in English CompositionAs an educator, it is crucial to have a deep understanding of how students learn and engage in the process of English composition. Writing is a fundamental skill that not only helps students communicate effectively but also allows them to express their thoughts and ideas creatively. In this document, I will explore the various aspects of student learning in English composition and provide insights into how educators can support and enhance this process.When it comes to understanding student learning in English composition, it is essential to recognize that each student is unique and may have different strengths and weaknesses when it comes to writing. Some students may excel in creative writing, while others may struggle with grammar and sentence structure. It is important for educators to identify these individual needs and tailortheir instruction to meet the diverse learning styles of their students.One key aspect of student learning in English composition is the development of critical thinking skills. Writing requires students to analyze information, organize their thoughts, and present their ideas in a coherent manner. By engaging in the writing process, students learn how to think critically, evaluate evidence, and makelogical arguments. Educators can foster critical thinking skills by encouraging students to explore different perspectives, conduct research, and support their arguments with evidence.Another important aspect of student learning in English composition is the development of writing fluency. Fluency refers to the ability to write quickly and cohesively, without getting stuck on grammar or vocabulary issues. Educators can help students improve their writing fluency by providing opportunities for regular practice, feedback, and revision. By encouraging students to write frequentlyand revise their work, educators can help students build confidence in their writing abilities and develop a strong writing voice.In addition to critical thinking and writing fluency, student learning in English composition also involves the development of language skills. Writing in English requires students to have a strong grasp of grammar, vocabulary, and sentence structure. Educators can support students in developing these language skills by providing explicit instruction, modeling correct usage, and providing opportunities for practice and feedback. By focusing on language development, educators can help students become more effective communicators and writers.Furthermore, student learning in English composition is also influenced by factors such as motivation, engagement, and self-efficacy. Motivated students are more likely to invest time and effort in their writing, while engaged students are more likely to see writing as a meaningful and enjoyable activity. Educators can foster motivation andengagement by providing interesting and relevant writing prompts, creating a supportive and inclusive writing environment, and celebrating student successes. By building students' self-efficacy and confidence in their writing abilities, educators can help students overcome challenges and persevere in their writing endeavors.In conclusion, understanding student learning inEnglish composition is essential for educators toeffectively support and enhance the writing skills of their students. By focusing on critical thinking, writing fluency, language development, motivation, engagement, and self-efficacy, educators can create a learning environment that empowers students to become confident and proficient writers. By recognizing the unique needs and strengths of each student, educators can tailor their instruction tomeet the diverse learning styles and abilities of their students. Ultimately, by fostering a love for writing and providing the necessary support and guidance, educators can help students develop the skills they need to succeed in writing and beyond.。
新一代基础篇视听说教程U
Explore 1: Listening and speaking
Listening and understanding
1 In recent years, more and more college students chose to study abroad and experience different campus cultures. Now listen to a conversation and choose the best answer to each of the questions you hear.
新一代大学英语基础篇 视听说教程 2 Unit 1
Prepare
Warming up
During every admission season, students will lovingly inspect 1 their hard-earned admission letters and come across something
Question 2 What’s the woman’s attitude toward the study environment in
Prague Tina : So, at that time I didn't really enjoy that environment.
新一代大学英语基础篇 视听说教程 2 Unit 1
Conversation
S AND EXPRESSIONS undergraduate n. 尚未取得学位的大学生 participate v. 参加；参与
PROPER NAMES Prague Madrid
外研社英语八年级上册
/fə'get/
忘记 v.
/prə'naʊns/ 发……的音 v.
/ə'laʊd/
大声地 adv.
/'reIdIəʊ / 电台；广播 n.
/prə‚nʌnsI'eIʃn/ 发音 n.
第4页/共41页
possible write down notebook forget pronounce aloud radio pronuciation
/'kwɪklɪ/ 迅速地 adv.
quickly
/'nætʃərəl/ 合理的 adj.
natural
/sə'dʒest/ 建议，提议 v.
suggest
/pleɪs/
放置 v.
place
第7页/共41页
1 Work in pairs. Talk about problems you have with…
pair correct spelling practise match meaning complete sentence
第2页/共41页
/'dIkʃənərI/ /'græmə/ /'letə/
字典 n.
语法 n. 字母 n. 查找
/mI'steIk/
错误，过错 n. 犯错误
/‚ʌndə'stæ nd/ 理解；明白 v.
The second question is about speaking. Wang Fan from Jilin wrote,” our school has a teacher from us. I am shy and I am afraid to speak to her. What should I do?”
halfaday课文解析
halfaday课文解析12课时章节Unit One Half a Day教学目的和教学要求目标：1.Cultivating students’abilities of independent study and oral pres entation;2.Mastering the mentioned language points and the grammar ment ioned in the text;3.Knowing something about cultural background such as the autho r and Washington Irving要求：master the key words and expressions; understanding the use of i nfinite verbs教学重点难点重点：word formation: -tion/ -ation/ -sion; the structure: with + n. /pro n. + V-ing难点：theme analysis; v-ing/ v-ed as the adverbial and attributive教学进程（含章节教学内容、学时分配、教学方法、辅助手段）教学方法：Multi-media teaching and inter-active discussion教学安排：1.Total class time for this unit: 12 periods2. Suggested arrangement:1)Warm-up activity and background information: 1 period2)Word study: 1 period3)Check of the preparation of the text: 1 period4)Text analysis & oral work: 7 periods5)Exercises & quiz: 2 periods具体授课内容A . Beginning the lesson with asking the students about their first day at college:(1) Was it hard for you to leave home for the first time in your life? Who went to see you off at the railway station? Who came to school with you? What did he / she say to you on the day?(2) What do you think is the business of university? What do you expect to learn here?(3) Did you feel you were a stranger the first day you arrived?(4) Did you find the university just as you had imagined? In what way it was, and in what way it wasn’t? (Were you disappointed when you found it wasn’t a s good as you had expected?)(5) Do you find life at college rich and colorful or tedious and borin g?(6) Do you have trouble adjusting to life here?(7) What do you think you should do to get most out of college?B. Introduction to the textThe author of the story uses a strategy commonly used in fiction w riting--the protagonist(formal, the most important character in a play, fi lm.) returns after being absent for a short time to find everything chan ged beyond recognition.The setting of the story is not clear, but this is not important as lo ng as what the author tries to get across is something universal.Text Structure: The text can be divided into three parts. The first part (para.1-7) tells readers the boy’s misgivings about school. He foun d it hard to be away from home and mom, and thought school was a punishment. The second part (para.8-16)describes how the boy felt abo ut school. He found that life at school was rich and colorful in many ways, although it also required discipline and hard work. In the last pa rt of the text, the boy walked out of the school to find that the outsid e world had changed beyond measure and that he had grown into an ol d man.C Difficult points1.the usage of v-ing and v-ed;…clutching h is right ha nd (Para. 1); followed b y a group o f man (Para. 11); street l ined with gardens (Para. 2)2.the compound of adjectives and t he order o f adjectives…the huge, high-walled building (Para. 5)D Key points1. word f ormation: verb→nouns: verb+ -tion/-ation/-sionadj.+lyadjective→adverb:inversion2. subject-predicate3. usage of the simple p ast a nd the past p erfectE. Language Points:1.I walked a longside my father, clutching his right hand.( 1 )a.clutching h is right hand:This is present participle (verb+ing) used t o modify t he main verb “walked”, showing the manner in which the na rrator walked. Besides, it can also i ndicate the following s uch a s time, reason, condition, concession, result, m anner and a ccompany.Hearing the news(=When we heard t he news), w e jumped with joy.（ti me）Not knowing(= Because he didn't know) how to do it, hewent t o his f ather f or help.（reason）Looking(= If you look) o ut of the window, you can have a full view o f the beach.（condition）Working o r playing(= Whether she i s working or playing), M ary is al ways i ntense.（concession）The c ar was h eld up by the snowstorm, thus causing the delay.（result）The c hildren r ushed out,shouting and j umping.（manner and a ccompany）Other examples from the text:My mother stood a t the window watching our progress… ( para.2 )I turned towards her from time to time, h oping s he w ould h elp.(para.2)not punishing you,”he said, laughing.(para.4)“I’mThe bell rang, announcing the passing of the day and the end of wor k. (para.17)b.When/While etc. + V-ing作状语时，前面往往带有when, while, befor e, after, s ince, i f, as if, (al)though, unless, as等连词，使分词表示的意义更加明确，这实际上是一个省略了“主语 + be的人称变化形式”的句子,省略的主语和主句的主语一致，如：e.g. While reading(= While I was reading) his composition, I noticed so me mistakes.c. a modifier of a noun, indicating the features or conditions of the nou n.e.g. working people （劳动人民） touching story （动人的故事）sleeping child （酣睡的小孩） striking contrast （鲜明的对比）hired hands （雇来的人手）armed forces （武装部队）The problem (which is) bothering us is the lack of money.These are goods (which were) imported from Japan.the difference between the present participle and gerund (动名词)p.p : the features or conditions of the noun === an attributive claus egerund：the use/ purpose of the noun (名词的用途)e.g. a developing country (a country that is developing) (Present Partici ple)a writing desk(a desk for writing) (Gerund)d. as the complement of the object after the followingverbs:see, h ear, n otice, look at, watch, f ind, smell, f eel,catch, k eep, s et, have, m ake, leave, s tarte.g. I heard h er s inging i n the next room.e.as the complement of the subject, which o ften appears in the passi ve tense.e.g. The prisoners were w atched working i n the field.f. as the complement o f prep., u sually in “with + n.(pron.)+ v-in g”：in this structure, “wit＋n.（pron.）＋v-ing”，v-ing is the complement of the object o f with, while the whole “with”structure is the adverbial of the main sentencee.g You can't l eave t he workshop with the machine running.I saw G ranny sitting i n the chair w ith her eyes closed.With the test f inished, we began to analyze the result.2. …as this was t he day I was to be thrown into school f or the first time. (1)… because it was t he day I started school.to show t ha t the little boy The writer uses “to be thrown into school”in the story didn’t want t o go to school. H e was f orced b y his father t o do so. A common collocation with “to b e thrown i nto (an unpleasant is to be thrown i nto prison /jail”．place)”Cf. to thrown sb. out (of a place):to force s b. to leave a place, eg. They’ll t hrow me out (of school) i f I fail three e xams.3.My mother stood a t the window watching our progress, and I turn ed towards h erfrom time to time, hoping s he w ould help.(2)our progress: our slow and difficult movement towards the school. (m y mother was a nxious to know h ow my father w ould g et me to go. ) from time to time:sometimes, but not very often, e.g.He goes t o see h is grandparents from time to time, about f ive or six ti mes a year.hoping she would help: hoping s he w ould stop my father taking m e t o school, or talk to my father s o that he would change his mind about sending me to school.Question:What d oes t he sentence tell us about t he boy’s relations with his parents?It seems that the boy was closer to his mother. Probably hi s mother was gentle while his father was strict.4. a streetlined with gardens…(2 ): a street w here t here a re garden s…along b oth s ideslined with…: past p articiple phrase u sed h ere t o modify “a street”. It can be regarded as a relative c lause cut short, e.g.a novel (that was) writtenb y Charles Dickens.personal computers made i n China★V-ed (past participle) has the similar uses with v-ing.The difference between v-ed and v-ing:v-ed: passive or perfective; v-ing: active or progressivee.g. hired hands （雇来的人手）These are goods (which were) imported from Japan.He was surprised to find his room thoroughly cleaned ( o.c.) My hometown was found greatly changed.( s.c).With the test finished, we began to analyze the result. (with + n./pron.+ V-ed)5.It’s a place t hat makes useful men out of boys.(4)To make …(out) of sb. / sth.: to make s b. / sth. become …，e.g. The army m ade a man o f him.6.Don’t y ou want to be useful like your brother? (4)This is also a rhetorical question.More examples:Can’t y ou see I’m busy? (Don’t d isturb m e!)7．I did not believe there was r eally any good t o behad in tearing m e away from my home a nd throwing me into the huge, h igh-walled b uilding ( 5 ):I didn’t think it useful t o take me away from home a nd put me into that building w ith high walls. (the school b uilding looked like a prison t o the boy.) It is no good/use doing sth. or there is no good t o be had in doing sth.:it is not useful t o do sth.More examples:It’s no good crying o ver spilt milk. (proverb)It’s no use talking t o him.to tear oneself/sb. away from…: to ( make s b.) leave a place o r a person unwillingly b ecause one h as t o, e.g.Can’t y ou tear y ourself a way f orm the TV for dinner?8. …we could see t he courtyard, v ast andfull of boys a nd girls. (6) vast and full of boys a nd girls: adjective phrases areoften p laced aft er the noun t hey qualify.Example:Can y ou recommend some books e asy f or freshmen to read?full of: having a large n umber / amount of sth., e.g.The girls are full of admiration for pop stars.(7 ):“Be brav 9.Be a man,”he said. “T oday you truly begin life.”(This means that your carefree your life begins t oday.”e,”he said. “days a re gone forever. S tarting f rom today, y ou’ve got something impor tant to do –to learn and t o prepare yourself f or your career. )man:a person who is strong a nd b rave o r has o ther q ualities that peop le think are characteristic of males.Cf. to be man enough (to do sth./for sth.): to be strong o r brave e n ough, e.g.He is not man enough to accept his failures g racefully.10. I felt I was a stranger who hadlost his way( 8 ) : In this stran ge place, I felt confused and d idn’t know what t o do.to lose o ne’s way:to become lost, e.g.The boys lost their way in the forest.11.A lady came a long,f ollowed b y a group of men.(11)Probably the lady was t he headmaster of the school.followed b y a group of men:a past p articiple p hrase that tells us the lady came (or in what m anner the lady came.)12. It was not all a matter of playing andfooling around( 15 ): Wha t we did at school w asn’t j ust playing a nd wasting t ime doing nothing useful.all:adv. completelya matter of sth./of doing sth. : a situation that involves s th. or depen ds on sth. , e.g.Learning is a matter o f seeing m uch, s uffering m uch a nd studying m uch.to fool around:to waste time instead of doing s th. that you should be doing12.Rivalries c ould bring aboutpain and hatred, or give rise to figh ting. (15):When t wo or more b oys f ell in love with the same girl, it might c ause the boys t o suffer, or to hate e ach o ther, o r to fight.to bring about s th.: to make s th. happen, e.g.Science has brought about m any c hanges in our lives.The war brought about g reat h uman sufferings.to give rise to: (formal) t o cause sth. to happen or exist, e.g.Poor l iving conditions give rise to many d iseases.13.And whilethe ladywould sometimes smile, she would often yell and scold. (15):Though the lady sometimes smiled a t us, she o ften shoute d at us and s colded us.here is used t o show t hat a past action occurs p retty ofte “would”n.here is a conjunction o f concession.“while”Further examples:While I did well in class, I was p oor at sports.While I understand what y ou say, I can’t agree w ith you.Moreover, w hile: a. during the time that; whene.g. H e fell asleep while (he was) d oing h is homework.b. at the same t ime ase.g. He listens t o the radio while driving t o work.c. used t o show a contraste.g. I drink black coffee w hile he prefers it with cream.14. Even m ore frequently she wouldresort to physical p unishment (15 ): she u sed p hysical punishment more t han s he s colded us.to resort to sth. : to make u se o f sth.; to turn to sth. (especially sth. bad) a s a solution, e.g.Try not to resort t o violence.15. In addition, the time for changing o ne’s mind wasov er and gon eand there wasno question o f ever returning to the paradise o f ho me ( 16 ) : Besides, it was i mpossible for us to quit school a nd r etur n to the good o ld days w hen w e stayed home p laying a nd fooling arou nd all day. Our childhood was g one, n ever t o come b ack.over and gone: endedthere is no question (of sth. happening/sb. doing sth.): there i s no p ossibility, e.g.There i s no question of their dismissing you at the moment.16. Those who were able took advantage of the opportunities for suc cess and happiness that presented themselves. (16): If there came opp ortunities, capable students would seize them to achieve success and ha ppiness.to take advantage of sth. : to make use of sth. (such as an opportunit y) well, e.g.The farmer took advantage of the good weather and got allthe wheat in.Warning: “to take advantage of sb.”means “to treat sb. un fairly to get what one wants.”to present itself / themselves: (formal) to appear, happen, e.g.When the chance to study at Harvard presented itself, I jump ed at it.17. …came t o a startled halt (17 ): ( I )stopped, greatly s urprised.to tome to a halt: to stop. e.g.The car came to a halt before i t hit an old man.Work came to a halt when p ower /electricity w as s uddenly cut.Cf. To bring sth. to a halt: to cause sth. to stop, e.g.Air traffic in the country was brought to a halt by heavy sn owstorms.18. how did these h ills o rubbish find their way to cover its sides?(17 ): How did the street c ome t o be covered with so much r ubbish o n both sides? Where did they come f rom?(sth. ) to find one’s way : to arrive or get to a place19. …but the stream o f cars would not let up. (18):…but it loo k ed as if the line of moving c ars w ould n ever s top.to let up: (informal) (of an unpleasant situation) t o stop or to become l ess serious.F. Oral Work：retelling the textG. ExercisesH. Quiz1.Word and s entence dictation2.Paraphrasing some long and c omplex sentences3.Answering the question: what w as t he boy’ｓidea of school b ef ore he was s ent t o one? What d id you feel in the first day at school?作业a. Memorizing the new words a nd e xpressionsb. Making s entences with the key and difficult pointsc. Reading at least o ne p iece o f work by Naguib o r Washington Irving.d. Written w ork: what was t he boy’s idea of school b efore h e was sent t o one?主要杨立民主编，《现代大学英语精读2》（教师用书）第2版，外语教学与参考资料研究出版社张满胜主编，《语法新思维》，新东方教育出版社课后自我总结分析学生刚开始大学的专业课学习，对学习方法和学习进度上海没有进入正常轨道，需要教师进一步的引导。
倾听与交流英语作文初一
倾听与交流英语作文初一Title: The Importance of Listening and Communication。
In today's fast-paced world, communication plays a crucial role in our everyday lives. Whether it's expressing our thoughts, sharing ideas, or understanding others, effective communication is essential. However, communication isn't just about speaking; it's equally important to be a good listener. This essay will delve into the significance of both listening and communication skills, particularly in the context of being a middle school student.To begin with, let's explore the importance of listening. Listening is more than just hearing words; it involves paying attention to what others are saying and understanding their perspectives. As a middle school student, listening attentively in class is crucial for academic success. When we actively listen to our teachers during lessons, we grasp new concepts more effectively,leading to better performance in exams and assignments.Furthermore, listening is vital for building strong relationships with our peers. When we truly listen to our friends, we show them that we value their thoughts and feelings. This fosters trust and mutual respect, laying the foundation for meaningful friendships. In group projects or team activities, listening to each other's ideas promotes collaboration and helps us achieve common goals more efficiently.Moreover, effective communication goes hand in hand with listening. Communication involves not only expressing ourselves clearly but also being able to understand and empathize with others. As middle school students, honing our communication skills prepares us for the challenges of high school, college, and beyond.One aspect of communication that is particularly important for middle school students is expressing ourselves confidently. Whether it's participating in class discussions, giving presentations, or expressing ouropinions in group settings, confidence in communication is key. When we can articulate our thoughts and ideas with clarity and conviction, we command attention and earn the respect of our peers and teachers.Additionally, effective communication helps us navigate conflicts and resolve misunderstandings. In any social setting, disagreements are inevitable, but how we communicate during these times can make all the difference. By listening actively, expressing ourselves calmly, and seeking common ground, we can find constructive solutions and strengthen our relationships with others.In today's digital age, communication has taken on new forms through social media, texting, and online platforms. While these technologies offer convenience and connectivity, they also present challenges, such as misinterpretation and miscommunication. Therefore, it's essential for middle school students to develop digital communication skills, including knowing how to communicate respectfully and responsibly online.In conclusion, both listening and communication skills are indispensable for success, both in school and in life. As middle school students, cultivating these skills early on will not only benefit us academically but also socially and professionally in the future. By becoming active listeners and effective communicators, we can forge stronger relationships, achieve our goals, and contribute positively to our communities. So let's remember: to communicate is to connect, and to listen is to understand.。
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Postlingual Causes
Blow to the skull causing trauma to the cochlea Excessive noise - firecrackers and air guns Exposure to loud noise over time - rock concerts and headphones
Middle Ear
Consists of 3 little bones known as the ossicular chain= malleus (hammer), incus (anvil), and stapes (stirrup)
– Vibration of the eardrum causes the bones to vibrate and transmit sound through the middle ear – Eustachian tube also in middle ear equalizes air pressure when you yawn and swallow
Characteristics
IQ range same as general population Mild to severe language delays Receptive speech impairments
Communication Options
Oral/aural communication
Understanding Students with Hearing Loss
Chapter 14
Cochlear Implants
What are the issues of controversy? Do you think Mariah, Ricquel, and Shylah should have an implant?
Definition
Deaf = hearing loss of 70 to 90 decibels or greater and cannot use hearing even with amplification Hard of hearing = hearing loss in the 20 to 70 dB range and benefits from amplification
An audiogram is a picture of your hearing. The results of your hearing test are recorded on an audiogram. The audiogram to the right demonstrates different sounds and where they would be represented on an audiogram. The yellow banana shaped figure represents all the sounds that make up the human voice when speaking at normal conversational levels.
The horizontal lines represent loudness or intensity. The 0 decibel (dB) line near the top of the audiogram represents an extremely soft sound. Each horizontal line below represents a louder sound. Moving from the top to the bottom would be consistent with hitting the piano key harder or turning up the volume control on your stereo.
IDEA Services
Interpreting services Tutoring General classroom assistance Educational planning Sign language instruction
Supplemental Aids
Inner Ear
Cochlea
– Snail-shaped bony structure - multiple rows of delicate hair cells connected to auditory nerve
Vestibular mechanism
– Semicircular canals that control balance
– Combines both sign and spoken communication
Challenges
Academic Achievement
– Challenges with reading and writing
Social and emotional development
– Parent -child interactions – Peers and teachers - self concept – Social cues – Sense of isolation
– Noise levels of 100 to 110dB – Sustained 90dB levels damaging
Hearing Tests
Evoked otoacoustic emissions: EOAE Screening auditory brain stem response Audimetry - ABR Behavioral audiological evaluations older children
Prenatal
Hypoxia Rubella Toxoplasmosis, herpes, syphilis, cytomegalovirus (CMV)
Postnatal
Bacterial meningitis Acute otitis media (ear infections)
The softest sound you are able to hear at each pitch is recorded on the audiogram. The softest sound you are able to hear is called your threshold. Thresholds of 0-25 dB are considered normal (for adults). The audiogram on the right demonstrates the different degrees of hearing loss.
– Frequency measured in hertz (Hz) – Loudness measured in decibels (dB)
Outer Ear
Auricle, or pinna, and ear canal
– Purpose to collect the sound waves – Funnel sound waves to the tympanic membrane (eardrum) – Vibrating air hits the eardrum which causes vibration
Causes
Congenital - present at birth Acquired
– Trauma – Disease – Exposure to excessive noise
Hereditary
1 in 2,000 children Result of inherited autosomal recessive gene 70 documented inherited syndromes associated with deafness
Prevalence
(2003) 70,349 students ages 6-21 7,474 preschool ages 3-5
Hearing Process
Audition = hearing process Vibration = interpreting patterns in the movement of air molecules Sound is described in pitch and frequency
– Amplification or cochlear implant – Emphasis on amplified sound to develop language
Manual communication
– Sign language – Finger spelling
Total or simultaneous communication
Types of Hearing Loss
Conductive - air-conduction thresholds show loss but bone-conduction are normal Sensorineural - no blockage in middle or outer ear - loss is caused by sensitivity in cochlear or auditory nerve Mixed - both air-conduction/boneconduction and sensitivity