2019年番茄花园-UnderstandingandTeachingSpokenEnglish.ppt
外国幼儿园园本课程参考文献推荐
外国幼儿园园本课程参考文献推荐引言幼儿园园本课程是外国幼儿园教育的核心，通过精心设计的课程内容和方法，为幼儿提供全面的教育和成长环境。
编写本文旨在向读者推荐一些在外国幼儿园园本课程领域中有价值的参考文献，以便教育工作者和研究者深入了解国外幼儿园教育的最新发展和最佳实践。
1. “The Creative Curriculum for Preschool”•编者：Diane Trister Dodge, Laura J. Colker, Cate Heroman•出版社：Teaching Strategies, Inc.•年份：2018这本书是”The Creative Curriculum” 系列中的一部分，专注于幼儿园年级的教学和评估。
书中包括了各种创造性的学习活动和课程内容，旨在帮助幼儿获得知识、技能和态度的全面发展。
2. “Teaching Young Children: An Introduction”•作者：Dianne Miller Nielsen•出版社：Cengage Learning•年份：2017这本书是一本关于教育学基础的入门教材，特别注重幼儿园阶段的教学方法和策略。
它提供了教育学的理论背景，并将这些理论应用于幼儿园教育实践中，帮助教育工作者更好地理解幼儿的发展和学习。
3. “The Early Childhood Curriculum: Inquiry Learning Through Integration”•作者： Suzanne L. Krogh, Katherine Schlick Noe, Sue C. Wortham•出版社：Routledge•年份：2014这本书介绍了一种在幼儿园教育中广泛应用的教学方法——探究式学习。
书中强调将不同学科领域的内容进行整合，通过教师和学生之间的合作探究，帮助幼儿培养综合思考和解决问题的能力。
4. “Emergent Curriculum in Early Childhood Settings: From Theory to Practice”•作者： Susan Stacey•出版社：Redleaf Press•年份：2011这本书介绍了一种在幼儿园教育中广泛运用的教学方法——应用课程。
番茄花园-Cross-CulturalManagement共55页PPT资料
1
Chap1-1
Cross-cultural management
Cross-Cultural Management
2
What is Cross-Cultural Management?
CCM is a fairly new field that is based on theories and research from:
• Cross cultural management helps organization members to gain better understanding of other cultures, of their culture and of the consequences of people from different cultures working together
Cross-Cultural Management
7
Chap1-3
Definitions of culture
Cross-CultuΒιβλιοθήκη al Management8
Culture
Definition: acquired knowledge that people use to interpret experience and generate social behavior.
relations with customers, companies, employees or various stake-holders in other countries…and cultures. (Global corporations) • Many employees and managers deal with people from other cultures on a constant basis • Most of us have a close experience with only one or two cultures…=>
番茄花园-导论
长春中医学院《中医内科教研室》
2019/2/2
座右铭
不吃苦中苦，难 为人上人 34
长春中医学院《中医内科教研室》 2019/2/2
复 习
长春中医学院《中医内科教研室》
2019/2/2
病因
1． 六淫 2． 七情 七情太过，气机紊乱，脏腑阴阳气血失调。 3． 饮食 4． 内生五邪 5． 痰饮 6． 瘀血 7． 劳逸太过 8． 外伤：枪弹、金刃、跌打、持重努伤、烧烫、冻伤、 虫兽、食物中毒、药物中毒。
长春中医学院《中医内科教研室》 2019/2/2
病机关键是指发病机理中最关紧要的部分，对于 疾病的发展起决定作用的因素。中医临床辨证， 首先要抓住病机关键。抓住了病机关键，就能提 纲统目，辨证思维清晰，收效自然功倍
长春中医学院《中医内科教研室》
2019/2/2
八、诊断与鉴别
诊断是医生诊病后所作出的结论，即判断病人所患疾病及其病情程度。临床 诊断主要依据病史、病象(症状、体征)与理化检查。 病史指病人患病的原因，发病的时间，伴随的症状、程度，以及疾病演变 规律的总称。不是病人患病时间的先后罗列或叙述，而是需要运用中医理论 分析、判断其演变规律。（提炼） 症状与体征是指病人通过医生的望、闻、问、切四诊所见到的疾病的外在征 象。它是疾病诊断的核心内容。 理化检查是中医四诊的延伸，即运用现代诊疗仪器对人体的内在气血、脏腑 与组织器官及其排泄物的检测。因其具有客观性强等优点，已广泛地应用于 中医临床的辅助诊断。 鉴别是指已诊断的疾病与易于混淆的其它疾病的区别’。如心痛有表现胃痛 者，当与胃痛鉴别之；咳血与吐血，二者皆有血自口出，亦当析而别之等等。 临床运用好鉴别，自然能提高诊断的水平。
scs295-course-outline-semester-2-2015
Course outlineCode: SCS295Title: Gender and CultureFaculty of Arts and BusinessSchool of Social SciencesTeaching Session: Semester 2Year: 2015Course Coordinator: Sonia TasconEmail: ***************.auTel: (07) 5456 52881. What is this course about?1.1 Course descriptionHow do we learn to become ‘proper’ women and ‘proper’ men? How does our understanding of sex, gender and sexuality impact on how we experience ourselves as men or women? This course introduces you to a sociological understanding of gender, by exploring the connections between gender, personal experience and social structures, and the changing social position of women and men in contemporary Australia. You are encouraged to examine issues related to gender such as stereotypes, media images of female and male bodies, health, sport and sexual ‘identity’ and sexual politics.1.2 Course content∙Defining gender and gender studies. Key terms and debates.∙Socio-historical context. History of gender issues. History of feminism.∙Understanding and theorising gender. Engaging with sociological perspectives and theories on gender. Engaging with multiple sociological perspectives.∙Exploring current global gender statistics and Australian based data.∙Gender across various life experiences, social arenas, and organisations (such as corporations and community organisations, states).∙Interaction of gender with other power hierarchies such as age and ethnicity.2. Unit value12 units4. Am I eligible to enrol in this course?Refer to the Coursework Programs and Awards - Academic Policy for definitions of “pre-requisites, co-requisites and anti-requisites”4.1 Enrolment restrictionsNil4.2 Pre-requisitesAny 2 courses or enrolled in AR505, AR605 or AR7074.3 Co-requisitesNil4.4 Anti-requisitesNil4.5 Specific assumed prior knowledge and skillsN/A5. How am I going to be assessed?5.1 Grading scaleStandard – High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL)Assessment Task 1: Take-home assignmentAssessment Task 2: In-class-group presentation analysing the impact of gender on men or women’s experiences in contemporary Australia and facilitated discussionAssessment Task 3: Major essay5.3 Additional assessment requirementsSafeAssignIn order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks are submitted electronically via SafeAssign. This software allows for text comparisons to be made between your submitted assessment item and all other work that SafeAssign has access to. If required, details of how to submit via SafeAssign will be provided on the Blackboard site of the course. Eligibility for Supplementary AssessmentYour eligibility for supplementary assessment in a course is dependent of the following conditions applying:a) The final mark is in the percentage range 47% to 49.4%b) The course is graded using the Standard Grading scalec) You have not failed an assessment task in the course due to academic misconduct5.4 Submission penaltiesLate submission of assessment tasks will be penalised at the following maximum rate: ∙5% (of the assessment task’s identified value) per day for the first two days from the date ident ified as the due date for the assessment task.∙10% (of the assessment task’s identified value) for the third day∙20% (of the assessment task’s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task.∙ A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task.Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.6. How is the course offered?6.1 Directed study hoursOn campus Lecture: 2 hours per weekOn campus Tutorial: 1 hour per week6.2 Teaching semester/session(s) offeredSemester 26.3 Course activities7. What resources do I need to undertake this course?7.1 Prescribed text(s)Building, Ground Floor, E Street.7.2 Required and recommended readingsLists of required and recommended readings may be found for this course on its Blackboard site. These materials/readings will assist you in preparing for tutorials and assignments, and will provide further information regarding particular aspects of your course.7.3 Specific requirementsN/A7.4 Risk managementThere is minimal health and safety risk in this course. It is your responsibility to familiarise yourself with the Health and Safety policies and procedures applicable within campus areas.8. How can I obtain help with my studies?In the first instance you should contact your tutor, then the Course Coordinator. Student Life and Learning provides additional assistance to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: +61 7 5430 1226 or Email:******************************.au9. Links to relevant University policies and proceduresFor more information on Academic Learning & Teaching categories including:∙Assessment: Courses and Coursework Programs∙Review of Assessment and Final Grades∙Supplementary Assessment∙Administration of Central Examinations∙Deferred Examinations∙Student Academic Misconduct∙Students with a Disability.au/university/governance-and-executive/policies-and-procedures#academic-learning-and-teaching10. Faculty specific informationLocating Journal ArticlesIf you have been notified that the journal articles in this course are available on e-reserve, use the on-line library catalogue to find them. For journal articles not on e-reserve, click on the "Journals and Newspapers" link on the Library Homepage. Enter the journal title e.g. History Australia, then search for the volume and issue or keyword as needed.Assignment Cover SheetsThe Faculty of Arts and Business assignment cover sheet can be found on Blackboard or on the USC Portal at: Faculty of Arts and Business (Students) > Forms. It must be completed in full identifying student name, assignment topic, tutor and tutorial time. This must be attached securely to the front of each assessment item prior to submission. Claims of loss of assignments will not be considered unless supported by a receipt.Help: If you are experiencing problems with your studies or academic work, consult your tutor in the first instance or the Course Coordinator as quickly as possible.Difficulties: If you are experiencing difficulties relating to teaching and assessment you should approach your tutor in the first instance. If not satisfied after that you should approach in order your Course Coordinator, Program Coordinator then Head of School.General enquiries and student supportFaculty Student CentreTel: +61 7 5430 1259Fax: +61 7 5430 2859Email: ***************.au。
番茄花园-Chapter3-精品
Organizational Cultures and Diversity
School of Economics and Management Xidian University
Eiffel Tower Culture
Strong emphasis on the hierarchy and orientation to the task -- impersonal and efficient
School of Economics and Management Xidian University
Types of Multiculturalism – Domestic Multiculturalism – Group Multiculturalism
Homogeneous groups Token groups Bicultural groups Multicultural groups Potential Problems Associated with Diversity
based on the concept that organizations are secondary to the fulfillment of the individuals within them
Little formal structure -- participants are there to perform roles This culture is composed of creative work teams Change is fast and spontaneous Leadership is achieved, not gained by position Ex.) entrepreneurial companies
小学英语教师教案课件ppt课件ppt
Grammar teaching
Summary words
contextual application
Detailed description
Create a context that allows students to apply their grammar knowledge in dialogue or writing, and cultivate a sense of language.
Text teaching
Summary
Detailed Analysis
Detailed description
Conduct in-depth analysis of key sentences, vocabulary, and grammar in the text to help students understand the text in depth.
Emotional goals
Cultivate students' interest and enthusiasm for learning English
Cultivate students' cross-cultural awareness and international perspective
Oral teaching
Summary
Oral Practice
Detailed description
Design various oral practice activities, such as role-playing, group discussions, and impromptu speeches, to improve students' oral expression ability.
大学英语跨文化交际案例分析课堂PPT演示样本
Case Three: Cultural Misunderstandings in International Tourism
• Summary: Cultural Misunderstandings in International Tourism
Case Three: Cultural Misunderstandings in International Tourism
• Detailed description • Catering habits: ts from different cultural backgrounds may have
different dining habits and preferences. For example, some cultures may prefer spicy food, while others may place more emphasis on a light and healthy diet. • Etiquette and Customs: During the tourism process, tourists need to understand and abide by local etiquette and customs. For example, in some cultures, touching someone's head or using the left hand is considered impolite and disrespectful behavior. • Language expression: In cross-cultural communication, differences in language expression may lead to misunderstandings and conflicts. For example, some languages may have specific expressions or implicit meanings, which may lead to communication barriers if not understood.
番茄花园-Chapter2ManagingAcrossCultures-资料
is highly
strong collectivist values,
individualistic
such as Japan or
–Introduced into
Mexico
organizations that –In new organizations
historically value
that use teams as their
Team Effectiveness
• Achieve organizational goals
• Satisfy member needs
• Maintain team survival
17
Cross-Cultural Management
Groups Across Cultures
Two cultural dimensions are especially relevant: • Individualism-Collectivism • Power Distance • Also Uncertainty Avoidance; e.g., potential for
GLOBE RESPONSES ON GENDER
EGALITARIANISM SHOWS
COVERGENCE ON “SHOULD BE”
Indigenous Africa Arab
Latin America
7 6 5 4 3 2 1
Anglo Nordic
As Is Shd Be
S Asia
Germanic
Task-Oriented Cohesiveness: The degree to which group members work together, cooperate and coordinate their activity in order to achieve group goals
番茄花园-PLEURALEFFUSIONS
Common causes of pleural effusions
Transudates
1. Generalized salt and water retention, e.g., congestive heart failure, nephrotic syndrome, hypoalbuminemia 2. Ascites, e.g., cirrhosis, meigs' syndrome, peritoneal dialysis 3. Vascular obstruction, e.g., superior vena cava obstruction 4. Tumor
History(primary diseases) clinical signs physical examinations
clinical signs
pleural pain, dyspnea, tachypnea, mild outward bulging of the intercostal spaces, decreased tactile fremitus, dullness or flatness, decreased transmission of breath and vocal
2. Ascites 3. Pulmonary infarction 4. Lupus erythematosus
e.g., rheumatoid arthritis 5. Tumor 6. TB
T B ( Tuberculosis ) is the most common cause of pleural effusion , especially in young people
番茄花园-UnderstandingandTeachingSpokenEnglish-
Ellipsis:
the omission of part of a grammatical structure
e.g. “You bored?” “A bit”,
1. Features of the spoken language (3)
1.3 Features that result from the limited processing time
Fillers:
- no particular meanings - provides time to think,
to create a pause or to hold a turn e.g. “er”, “uhm”, “ah”, “well”.
Compare with the Chinese filler “neige”.
1. Features of the spoken language (2)
1.2 Shortened forms
Contraction Elision Ellipsis
Contraction:
a reduced form often marked by an apostrophe in writing
False start Repairs Fillers
False start:
when a speaker stops after beginning an utterance and then either repeats or reforБайду номын сангаасulates it. e.g. right well let's er --= let's look at the applications -- erm - let me just ask initially this
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e.g. “I see”, “really”, “uh huh” or “oh”
Turn-taking:
a typical, orderly arrangement in which participants speak with minimal overlap and gap between them. Short-turns: one or two sentences; long turns: can be an hour’s lecture.
(3)
False start:
when a speaker stops after beginning an utterance and then either repeats or reformulates it. e.g. right well let's er --= let's look at the applications -- erm - let me just ask initially this
2.3 Basic principles in teaching spoken English (3)
Information gap: basic principle in the design of tasks Always ask: Is there a reasonable purpose for the speaker to perform the task? Does the listener need that information?
2.1 What should be taught and what can be taught? (1)
What are the possible aims of a spoken English course? Notions; Situations; Topics; etc.
Which spoken model should we present to our students? RP or a standard American accent?
(The CHRISTINE Project: /RChristine.html)
Repairs:
an alteration suggested or made by the speaker, the addressee or the audience to correct or clarify a previous conversational contribution.
2.2 The roles of a spoken English teacher
Three stages and respective teachers’ roles: Presentation: an informant (+ a model provider?) Practice: a conductor or a classroom manager Production: a guide or a facilitator
1. Features of the spoken language 1.2 Shortened forms
Contraction Elision Ellipsis
(2)
Contraction:
a reduced form often marked by an apostrophe in writing
Does teaching have to be in this order?
2.3 Basic principles in teaching spoken English (1)
The importance of stress and rhythm Difference between English and Chinese English: stress-timed Chinese: syllable-timed
2.3 Basic principles in teaching spoken English (5)
Correction: when and how? Relatively privately, e.g. in the process of pair or group work. In class if necessary without mentioning names of students. Take notes while supervising pair or group work.
Part One: Preview
Features of the spoken language Prosodic features Shortened forms Features resulting from limited processing time Organizational features Accent and dialect Functions of the spoken language
2.3 Basic principles in teaching spoken English (4)
Correction: when and how? Relaxed attitude towards mistakes, esp. at the beginning. Beginning of a semester: establishing a good rapport with the students; help learners to build confidence in speaking in English
Understanding and Teaching Spoken English
金 利 民
北京外国语大学英语学院
Outline
Features of the spoken language Teaching spoken English: Principles and practice How to use A Speaking Course
Part Two: Preview
What should be taught and what can be taught? The roles of a spoken English teacher Basic principles in teaching spoken English Some suggestions for the design of activities
Communicative stress: the less the better How to reduce this stress? The listener: peers; one is better than many The situation: private; familiar; relaxing The language: same for speaker and listener Status of knowledge: information about the topic or issue and the vocabulary needed So: group and pair work are better than individual and class work.
e.g. can’t = cannot I’ll = I will
Elision:
the omission or slurring (eliding) of one or more sounds or syllables
e.g. gonna = going to wanna be = want to be wassup = what’s up
Ellipsis:
the omission of part of a grammatical structure
e.g. “You bored?” “A bit”,
1. Features of the spoken language
1.3 Features that result from the limited processing time False start Repairs Fillers
1. Features of the spoken language
(5)
Accent: the ways in which words are pronounced. Factors: age, region or social class, e.g. RP Dialect: The distinctive grammar and vocabulary associated with the regional or social use of a language, e.g. Bernard Shaw’s Pygmalion.
1. Features of the spoken language
(6)
Different functions Interactional talk: Conversational language for interpersonal reasons and/or socializing. E.g. chitchat. Primarily listener-oriented. Transactional talk: Language to get things done or to transmit content or information. Primarily speaker-oriented.
1. Features of the spoken language
(4)
1.4 Organizational features
Back-channeling Turn-taking
Back-channeling: