Development and evaluation of a computer-animated tutor for language and vocabulary learnin
词汇丰富性与句法复杂性发展的动态模式(英文版)
1. IntroductionLanguage development, which refers to characteristics of a learner’s output that reveal some point or stage along a developmental continuum (Wolfe-Quintero, Inagaki & Kim, 1998), moves along three dimensions: fluency, accuracy and complexity. As opposed to the other two dimensions, linguistic complexity, consisting of lexical complexity (also called lexical richness) and syntactic complexity, is most relevant to change and the opportunities for development and growth in the interlanguage system and thus will be the research focus of the current study.1.1 Need for the studyThough a great number of studies have been carried out to investigate lexical richness or syntactic complexity separately at home and abroad (Hunt, 1970; Crowhurst, 1980,1983; Laufer, 1991, 1994, 1995, 1998; Bardovi-Harlig, 1992; Vermeer, 2000; Wu Xudong & Chen Xiaoqing, 2000; Ortega, 2003; Liu Donghong, 2003; Yu Hua, 2004; Wen Qiufang, 2006a, b; Qin Xiaoqing, 2007), studies on the developmental tendency of the lexical richness and syntactic complexity from a longitudinal perspective as well as the interaction between lexical richness andcomplexity (Morris & Crump, 1982) are scanty and far from conclusive. What’s more, as Wen (2006a) claims, lexical characteristics and syntactic characteristics have been heavily explored in EFL writing (Engber, 1995; James, 2002; Laufer, 1991,1998; Shaw & Liu,1998; Li Jingquan & Cai Jingting, 2001; Ni Lan，2000; Wen Qiufang, etc., 2003, 2004 ) while similar researches on the spoken data of EFL learners are much rarer (Vermeer, 2000; Wen Qiufang, 2006a, b ). Accordingly, a longitudinal study on the changes in Chinese L2 learners’ vocabulary and syntax is necessary.This line of study should be undertaken in the Chinese context also because the corollary of it will have significant practical implications for L2 lexis and syntax instruction. It is known that Chinese L2 teachers lay more emphasis on grammatical accuracy than on complexity both in instructing and assessing writing, which leads to L2 learners’ more frequent use of simple vocabulary and syntactic structures, a detriment to their language development. At present, we still lack a clear picture of the developmental patterns of lexical richness and syntactic complexity for Chinese L2 learners, which will undoubtedly shed light on Chinese L2 teaching.1.2 Research purposeThis study is undertaken with the aim of exploring the developmental patterns of L2 learners’ lexical richness and syntactic complexity. Specifically, the purpose of the present study is three-fold: firstly, to reveal the developmental patterns of L2 learners’ lexical richness and syntactic complexity across three years; secondly, to compare the growth rates of lexical richness and syntactic complexity in their oral output at the two intervals; thirdly, to examine the relationship between the L2 learners’ lexical richness and their syntactic complexity in three years respectively.2. Literature reviewIn the field of Second Language Acquisition (SLA) research, language competence can be studied from different aspects. As for productivity, language competence can move along two dimensions: lexical complexity (also called lexical richness) and syntactic complexity. Additionally, according to Wolfe-Quintero et al. (1998), complexity means that a wide variety or a wide range of both basic and sophisticated structures and words are available and can be accessed quickly. In Wolfe-Quintero’s definition, the first half refers to syntactic complexity while the latter refers to lexical richness. This chapter consists of three parts. The first part focuses on lexical richness, the second part on syntactic complexity and the third part on problems in the previous studies.2.1 Lexical richnessMany scholars (Linnarud, 1986; Nihanani, 1981; Hyltenstam, 1988; Engber, 1995) have done some researches on lexical richness. Laufer (1994) defined lexical richness as consisting of lexical variance, lexical density, lexical sophistication and lexical originality.Several types of ratio measures have been utilized in research on second language lexical development in writing. Lexical variance was measured by a type/token ratio (Laufer, 1991). Lexical density was calculated by dividing the number of types by the number of lexical tokens (Engber, 1995). Lexical sophistication was measured by the ratio of the advanced lexemes to the total number of words, as done in Engber (1995). Lexical originality was calculated by dividing the number of tokens unique to a writer by the total number of tokens (Linnarud, 1986).Among these measures, lexical variation measure and lexical sophistication measure are most frequently used. Wolfe-Quintero et al. (1998) noted that lexical complexity was manifest in writing primarily in terms of the range (lexicalvariation) and size (lexical sophistication) of a second language writer’s productive vocabulary. They concluded that measures of lexical variation and sophistication appeared to best relate to second language development. Although lexical variation and sophistication measures have not been systematically investigated in many studies or for many program levels, they did offer promise as indicators of language development. This thesis aims to review lexical variance and lexical sophistication as two indicators of lexical richness.2.1.1 Lexical varianceIn Linnarud’s (1986) study, lexical variance was defined as the total number of different lexical items or word types divided by the total number of lexical words in a text. The subjects fell into two groups: the L2 learner group -17-year-old Swedish learners (L2 high school juniors), and the native speaker group at the same school level. They were asked to write a picture description essay in 40 minutes. Linnarud (1986) compared the compositions in lexical variance between the two groups. She found a clear difference in lexical variance between the L2 learners and the native speakers: the L2 learners lacked lexical variation. She also had each composition holistically scored in order to examine whether there was a significant relationship between lexical variance and L2 writing quality. As a result, no relationship was found between the holistic scores and this measure for both the L2 learner group and the native speaker group.In Nihanani’s (1981) study, lexical variance was defined as the total number of different lexical items divided by the total number of lexical words in a text. Nihanani (1981) collected the take-home essays written by L2 university students. She counted each lexical variance score based on the given definition and had each essay holisti cally scored. The same result as Linnarud’s (1986) was found: there was no significant relationship between the holistic scores and lexical variance.In Hyltenstam’s (1988) study, the L2 learners were second year high school students. They were asked to write a summary and response to a 20-minute film without time limit. Unlike Nihanani (1981) and Linnarud (1986), Hyltenstam (1988) controlled for the text length when calculating a lexical variance score. However, Hyltenstam (1988) found a similar result: there was no relationship between lexical variance and L2 writing quality.In Engber (1995) and Linnarud (1986), lexical variance was defined in the same way. However, Engber (1995) found a different result. In her study, the L2 learners were students at an intermediate to high-intermediate levels of language proficiency. They were required to write on the same topic within 35 minutes. The topic was chosen from a pool of topics that had been proven to be suitable foreliciting responses at different levels. She used a holistic scoring scheme to measure the quality of each composition. The quality scores were then compared with the quantitative measures of lexical variance. Her calculation of a lexical variance score was unique: she divided every essay into 126-word segments, each segment was treated as a separate unit and an average lexical variance score for the essay was then calculated as the ratio of the sum of the different words per segment to the sum of the total number of lexical words per segment. She calculated the measure of lexical variance first with lexical errors included and then with errors eliminated, and found moderately high, statistically significant correlations between the writing quality and either of both measures. A comparison of the means for these two measures showed a higher correlation for lexical variation without error (r = 0.57) than for that with error (r = 0.45).Wolfe-Quintero et al. (1998, p. 109) held that this measure captured the intuition that second language writers at a higher proficiency level will command a larger vocabulary size and will be able to use significantly more lexical word types than writers at a lower proficiency level.2.1.2 Lexical sophisticationA number of researchers (Laufer, 1991; Linnarud, 1986; Liu Donghong, 2003) used lexical sophistication to measure how many low frequency or advanced words were used in a text.Linnarud (1986) defined lexical sophistication as the number of sophisticated lexical words divided by the total number of lexical words in a text and sophisticated lexical words as those English words that were generally introduced at grade 9 and above in the Swedish educational system. He found that native language writers used significantly more sophisticated words than second language writers (0.25 versus 0.21), but found a low correlation between the ratio of sophisticated words and the holistic ratings of the compositions. The low correlation may be understandable, since the students were at a lower language proficiency level and had no command of a large active vocabulary.Laufer (1994) defined lexical sophistication as the ratio of the total number of sophisticated word types divided by the total number of word types. She analyzed four different measures of sophistication on pre- and post-compositions by two advanced university classes. In two of the analyses, she counted sophisticated words as words not on a 2000-word frequency list and words on a university-level word list, and found the measures significant for both groups. In the other two analyses, she counted sophisticated words as words not on any of her frequency lists, and found no significant effect.Liu Donghong (2003) used the Lexical Frequency Profile in calculating lexical sophistication scores. Unlike Linnarud (1986), she defined lexical sophistication as the number of sophisticated words divided by the total number of words tokens in a text. In her study, advanced words were defined as words in AWL and Off-list (beyond 2, 000). Her subjects were 57 second-year college students at a Chinese university. They were required to write on a given topic within 30 minutes. After the compositions were collected, holistic rating was used on a 15-point scale, according to the criteria of College English Test Band Four in China. Before obtaining advanced words by running VocabProfile (Nation and Heatley, 1994), software for word frequency statistics, she deleted misspelled words from advanced words, for the VocabProfile package counts misspelled words as off-list words. In addition, she counted different inflected forms of a sophisticated word as one word type and so repetitive counting of the same words (lexemes) was avoided. As a result, Liu Donghong (2003) found that lexical sophistication did not affect L2 writing quality. Liu Donghong’s (2003) result seem ed to be justifiable, too, since her students were second-year non-English majors, who could not freely use a lot of advanced words and so displayed little difference in using sophisticated words. Besides, Laufer (1991) defined lexical sophistication as the percentage of "advanced words" in the text.To conclude, lexical sophistication explains lexical richness in terms of the size of a learner’s productive vocabulary (Wolfe-Quintero, et al., 1998, p. 101). The size is reflected by the use of advanced words (low frequent words) in a textin that, high frequency words, used by both low and high level learners, cannot show the “size” difference between them while low frequency words are no t shared by learners of different proficiency levels equally, i.e., high level students tend to use more low frequency words than low level students.2.2 Syntactic complexityIn Ortega’s (2003) study, syntactic complexity (also called syntactic maturity or linguistic complexity) referred to the range of forms that surfaced in language production and the degree of sophistication of such forms. This construct is important in second language research because of the assumption that language development entails, among other processes, the growth of an L2 learner’s syntactic repertoire and her or his ability to use that repertoire appropriately in a variety of situations.Syntactic complexity measures are of two types: those that analyze the clauses, sentences, or T-units in terms of each other (e.g., clauses per sentence, dependent clauses per T unit, T units per sentence); and those that analyze the presence of specific grammatical structures in relation to clauses, T units, or sentences (e.g., passives per sentences, Kameen, 1979; complex nominals per T-unit, Cooper, 1976).In the past two decades, these various measures of syntactic complexity were used by many researchers (Cragg & Nation, 2006; Nippold, Hesketh, & Duthie, 2005; Nippold, Mansfield, & Billow, 2007; Ortega, 2003; Wolfe-Quintero et al, 1998). Wolfe-Quintero et al. (1998)looked cumulatively at the strength of the T-unit, mean length of clause, clauses per T-unit, dependent clauses per clause and many other indices of syntactic complexity and concluded that clauses per T-unit (C/T) and dependent clauses per clause or per T-unit (DC/C or DC/T) were the most satisfactory measures, because they were associated linearly and consistently with their programs or proficiency levels. However, compared with dependent clauses per T-unit (DC/T), dependent clauses per clause (DC/C) was more frequently applied in previous experimental studies. Therefore, in this study, we adopt an advanced T-unit complexity ratio, the clauses plus verb phrases per T-unit measure((C+VP)/T), which was derived from C/T, and dependent clauses per clause (DC/C) as two indices of syntactic complexity.2.2.1 T-unit complexity ratioHunt (1965) first developed the T-unit as a measure of children’s syntactic maturity in writing, defining the T-unit as a minimal terminable unit consisting of a main (independent) clause plus whatever subordinate clauses and phrases that happen to be attached to and embedded within it. Following Hunt (1965, 1970), T-unit is used as the production unit in this study.The T-unit complexity ratio is to measure how grammatically complex the writing of a learner is, under the assumption that the more clauses per T-unit there are, the more complex the writing is (Wolfe-Quintero, 1998). However, the previous studies based on it found mixed results. Some of them found a significant relationship between proficiency and the T-unit complexity ratio while others did not.Hirano (1991) found a relationship between program level and clauses per T-unit, but not between CELT scores and clauses per T-unit. Cooper (1976) and Monroe (1975) found a relationship between school level and clauses per T-unit. Flahive and Snow (1980) found a relationship between holistic ratings and clauses per T-unit for the first, second, third, and sixth program levels, but not for the fourth or fifth levels. Bardovi-Harling and Bofman (1989) and Perkins (1980) did not find a relationship between clauses per T-unit and pass/fail ratings of advanced learners, nor did Ishikawa (1995) find a relationship between clauses per T-unit and pre- and post-tests with two groups of beginning learners. Casanave (1994) found an overall increase in clauses per T-unit after three semesters of journal writing, but did not test the differences statistically. Neither Kameen (1979) nor Sharma (1980) found a relationship between clauses per T-unit and low-intermediate versus advanced groups. Beers & Nagy (2007) examined the relationship of clauses per T-unit with rated quality for two genres of text produced by middle school students.A sample of 41 seventh and eighth grade students composed a narrative and persuasive essays. Texts were rated for quality and coded for clauses per T-unit. Clausesper T-unit was positively correlated with quality for narratives, but negatively correlated with quality for essays.Generally speaking, T-unit complexity ratio (C/T) is a comparatively reliable index of syntactic complexity among all of the developmental indices. However, it is found that it neglects verb phrases, another kind of grammatical structures reflecting syntactic complexity as well. As a consequence, an advanced T-unit complexity ratio (C+VP)/T is proposed and will be adopted in the present study to measure syntactic complexity.2.2.2 DC/CThe dependent clause ratio is a measure that examines the degree of embedding in a text, by counting the number of dependent clauses as a percentage of the total number of clauses (DC/C). It should be pointed out that few researchers defined clearly what they meant by dependent clauses in their studies except Kameen (1979), who implied in his discussion that they included adverbial, adjective, and nominal clauses.Among previous related studies, Hirano (1991)’s study found that this measure significantly differentiated all three program levels based on CELT score ranges, but only weakly correlated with CELT scores themselves. Such a result was found for many measures, which means that the actual scores were not directly related to a measure such as this but that writers with the same proficiency range did have something in common on this and other measures. Her three groups ranged from average of .18 (low) to .25 (mid) to .33 (high) dependent clauses per T-unit. However, Kameen (1979) did not find a significant difference between two groups based on holistic ratings of their writing (.40 dependent clauses per clause for the good writers and 37 for the poor writers). Kameen (1979) suggests that good writers produce longer T-units as a result of using more words rather than more clauses, most likely because they reduce clauses to prepositional, infinitive and participle phrases.2.3 Problems in the previous studiesAlthough researches in lexical richness and syntactic complexity increase in number and come up with a lot of interesting results, there are still some problems in the previous studies.First of all, most of the extant studies on lexical richness and/or syntactic complexities are cross-sectional ones (Crowhurst, 1980, 1983; Bardovi-Harlig, 1992; Wu Xudong & Chen Xiaoqing, 2000; Liu Donghong, 2003; Yu Hua, 2004; Qin Xiaoqing, 2007) and longitudinal ones are much rarer (Wen Qiufang 2006a, b).What’s more, in r ecent years, researchers at home and abroad show an increasing interest in L2 learners’writing performance (Engber 1995; James 2002; Laufer 1991, 1998; Shaw & Liu 1998; Li Jinquan; Cai Jinting, 2001; Ni Lan, 2000), but only few of them (Altman, 1997; Wen Qiufang 2003, 2004) focus on the oral performance of L2 learners.Additionally, in Wolfe-Quintero (1998)’s synthesis of l iterature review on all the previous studies of developmental indexes, it was concluded that C/T and DC/C are two discriminant indicators of syntactic complexity with high construct validity. However, both of the two mainly focus on the degree of subordinating and diametrically neglect verbal phrases, including participles, gerunds and infinitives, which could reflect complexity of syntactic constructions in oral or written data as well. Thus, a better developmental index, like(C+VP)/T may be preferable to analyze L2 learners’ syntactic complexity.Lastly, quite a few studies investigate the relationship among three dimensions of language development: fluency, accuracy and complexity or the relationship between any two of them (Yu Hua, 2004; Qin Xiaoqing, 2007), or compare the lexical richness and syntactic complexity of Chinese L2 learners with those of international L2 learners (Li Changsheng, 2007) or with native speakers (Wen Qiufang, 2006a; Zhang Ping, 2007), and yet the dynamic and interactive research on the developmental patterns of lexical and syntactic complexity and the interaction between them from a longitudinal perspective is still non-existent, whether at home or abroad.To sum up, the previous empirical studies are rather fragmentary, making it hard to draw consistent general conclusions, which will justify the need for the present study.3. Methodology3.1 Research questionsThe current study investigates the developmental patterns of L2 learners’ lexical richnes s and syntactic complexity along their three years’ learning, different growth rates of them and the relationship between them in the three years. The specific research questions are as follows:(1) Do the L2 learners increase their lexical richness and syntactic complexity in three years?(2) Are there any great differences in the growth rates of the L2 learners’lexical richness and syntactic complexity at the first interval (from Year One to Year Two) and the second interval (from Year Two to Year Three)?(3) Is there any relationship between the L2 learners’ lexical richness and their syntactic complexity in each year?3.2 Variables and operational definitions3.2.1 Lexical richnessLexical richness is measured in terms of two most revealing indices: lexical variance (LV) and lexical sophistication (LS) in this study.Lexical variance (LV) is defined as the type/token ratio (TTR), i.e., the ratio in percentage between the different lexemes (types) in the test and the total number of words (tokens) (Laufer, 1991; 1994a, b). When this study counted types, the different inflectional forms of a word were regarded as one lexeme, for instance, ‘run, runs, running and ran’ were counted as the same lexeme ‘run’. For this purpose, the online lemmatizer (be adopted to process all the transcribed spoken data. However, few words in the same form but with different meanings were lemmatized in a wrong way by the online lemmatizer, so they were corrected with the aid of manual checking. For example, the word “means” is likely to be the third person singular of the verb “mean”, which means “to convey or denote somefacts or opinions”, or the noun which refers to “a method or way of doing something” as well. These exceptional cases entail c areful manual check. At last, the TTR values of each sample will be standardized on a 100-word basis (the minimal length of the transcribed monologue is 119 running words). This procedure was followed to level out the effect of text length on the type-token ration.The formula isLV =No. of types No. of tokensLS =No. of advanced lexemes (types) No. of tokens3.2.2 Syntactic complexitySyntactic complexity is defined as great length and subordination of T-unit. Approaches to syntactic complexity in this study are of ratio type instead of frequency one, for it has been pointed out that frequency measures may be doubtful because of the lack of a fixed delimiter and quite a few related experimental studies could not lend their support to them. Therefore, based on the literature review, the modified T-unit complexity ratio ((C + VP) / T) and dependent clause ratio (DC/C) with high construct validity were used as measures of complexity in syntactic development. The formulas are shown as follows:CV/T = (C + VP) / TDC/C = DC/CNotes: T= T-units; C=clauses; VP= verbal phrases; DC=Dependent clauses.The terms in the formulas need explanation. T-unit is used as the basic unit of ratio analysis of syntactic complexity in the present study. T-units rather than C-units are used because the task performance is monologic and contains few elided utterances (See Foster, Tonkyn & Wigglesworth, 2000, for a discussion of the relative merits of using T-units or C-units). Following Hunt (1970), a T-unit is seen as one main or independent clause plus whatever subordinate or dependentclauses are attached to or embedded with it. As for the number of T-unit, it can be thought of as nothing more than a representation of the independent clauses in each written or spoken sample, since each T-unit consists of one independent clause (Hunt, 1965).A clause is operationalized as a structure with an overt subject and a finite verb(Hunt, 1965) in this study. This definition of clause includes independent / main clauses, as well as three types of dependent/subordinate clauses: adverbial clauses, adjective/relative clauses, and nominal clauses. FollowingBardovi-Harlig and Bofman (1989)’s definition of Verb phrase (VP), it can be classified as three types: participle, gerund, and infinitive in this study while dependent clauses (DC) are defined as adverbial, adjectival, and nominal (Kameen, 1979).In counting these units, this study made a modification. As in the oral tests, there are some repeated fillers or false starts on account of hesitation,self-correction, etc., which may affect the measurement of syntactic complexity, the researcher excluded them from each oral sample when tagging the transcribed texts.3.3 Data collectionThe participants in this study were 50 English majors who were enrolled in a key university in 2001 and asked to complete an oral task by producing a three-minute monologue after three minutes’ preparation in a language lab. Their spoken English data was collected three times in December of the year 2001, 2002 and 2003, and then transcribed for further data analysis. The topics for their oral tasks were all argumentative, rather similar in nature and relative to their college life. The reasons for not repeating exactly the same topics over long periods of longitudinal study is that the potential for diminished interest (and even demotivation or boredom), as well as practice effects, among participants, would be a clear danger to the validity of the data (Ortega & Iberri-Shea, 2005). The collecting time, topics and the running words of oral data in each year are described in detail in table 3.1.Table 3.1 Description of the oral data3.4 Data analysisAnalysis of the transcribed oral data consists of four stages: applying Wordsmith 4.0 to calculate the value of lexical variance in each essay and Range 32 to obtain that of advanced lexemes and the overall tokens for lexical sophistication in the same essay; tagging indexes concerning syntactic complexity including T-units, clauses, verb phrases and dependent clauses; computation of lexical sophistication and syntactic complexity measures according to the corresponding formulae; calculation of the growth rates of four developmentalindices, i.e., dividing the value of each index in one year by that of the preceding year.After attaining all the lexical richness and syntactic complexity indices of the data sets, the researcher applied a multivariate analysis and T-test in SPSS 13.0 to compare the differences of L2 learners’ lexical and syntactic complexity in three years and of their growth rates in the two consecutive periods (Year1-Year 2; Year 2-Year 3). Then Pearson correlation analysis was made to find out whether there was a significant relationship between the L2 learners’ lexical richness and that of their syntactic complexity in the three years.4.Results and discussion4.1 ResultsThe present study attempted to answer three questions, as were raised in the methodology part: (1) Do the L2 learners increase their lexical richness and syntactic complexity across three years? (2) Are there any great differences in the growth rates of the L2 learners’ lexical richness and syntactic complexity at the first interval (from Year One to Year Two) and the second interval (from Year Two to Year Three)? (3) Is there any relationship between the L2 learners’lexical richness and their syntactic complexity in each year? In order to achieve the purpose, this study collected the L2 learners’ oral data at three developmental years, counted different developmental indexes, which were processed by SPSS 13.0.。
英语作文,我坚持做的一件事,学习英语,
英语作文,我坚持做的一件事,学习英语,全文共5篇示例，供读者参考篇1Learning English is My SuperpowerHi there! My name is Emily and I'm 10 years old. I want to tell you about something really important that I've been working hard on for a few years now. It's kind of like my secret superpower! Are you ready? Okay, here it is... I've been learning English!I know what you might be thinking - "Big deal, lots of kids learn English in school." But you see, my family doesn't speak English at home. My parents came to this country from Korea when they were young adults. So at home, we only speak Korean.When I started kindergarten, I couldn't understand anything the teachers were saying! I just nodded my head and smiled, even though I was completely lost. During playtime, I couldn't talk to the other kids either. I felt so alone and frustrated. Why couldn't I understand this strange language?That's when I decided that learning English was going to be my mission. I was determined to master this superpower skill!First, I asked my parents if I could have extra English lessons after school. They were so proud of me for wanting to learn. Every week, a tutor came to our house and worked with me on pronunciation, vocabulary, reading, and writing. It was really hard at first. English sounds so different from Korean! But slowly, with patience and lots of practice, I started improving.Then, I made a deal with my parents that we would have an "English Day" once a week at home. On Saturdays, we zou8ld only speak English from morning until night. My parents' English wasn't great, but we encouraged each other. If someone made a mistake, we didn't judge - we just helped fix it gently. English Day became something our whole family looked forward to.At school, I worked twice as hard as everyone else in English class. If I didn't understand something, I raised my hand and asked the teacher to explain again. I stayed after class for extra help. I read simple English books over and over until the words became familiar. During recess, I approached other kids who spoke English at home and politely asked if we could be friends so I could practice conversing with them.Of course, it hasn't all been easy. There were plenty of times I felt frustrated and embarrassed because I accidentally used the wrong word or messed up a grammar rule. A few kids even madefun of my accent at first. But I never gave up. Learning this skill was too important to me.As the years went by, English became like a second first language. I could understand everything my teachers said. I made lots of friends and could chat with them easily about our favorite games, books, and TV shows. My writing was so good that teachers asked if I could tutor other students who were struggling.Now that I'm in 5th grade, I have become known as the "English Expert" at my school. Whenever we have an assembly with guest speakers or visitors, I get asked to do translation and interpreting between English and Korean. It makes me feel proud to be bilingual.My parents are so impressed by how hard I've worked. They know that being fluent in English will open up even more opportunities for me in the future when I go to middle school, high school, college, and eventually start a career. Maybe I'll be a teacher, a writer, a scientist, or a businesswoman - whatever I decide, English will help me achieve my dreams.But most importantly, I feel empowered knowing English is my superpower. I've proven that I can overcome challenges and learn something very difficult through hard work andperseverance. If I set my mind to something, I can make it happen no matter what obstacles come my way.So that's my story about why learning English has been one of the most important things I've ever done. It made me strong, confident, and proud of my identity as a bilingualKorean-American kid. If you're also learning a new language, I encourage you to stick with it! It's hard work, but becoming bilingual is a superpower skill that will open up your world in amazing ways. Just keep practicing, keep studying, and don't ever give up. You've got this!篇2My Journey Learning EnglishHello! My name is Emma and I'm 10 years old. I'm here to tell you about something I've stuck with for a long time - learning English! It hasn't always been easy, but I'm really glad I've kept at it. Let me tell you my story.When I was just a little kid in kindergarten, I started learning English for the first time. At first, it was really confusing and frustrating. Why did words have to be spelled so weirdly? "Phone" has a weird "oh" sound but "hop" has a regular "o"? It made no sense to me! And don't even get me started on wordslike "thought" and "though" that sound the same but are spelled totally differently. My little 5-year-old brain couldn't handle it.But my English teachers were really nice and patient. They used lots of games, songs, and activities to make it fun. We would do things like go around the circle naming different animals and objects. Or we'd sing goofy songs with actions about colors, numbers, and body parts. It helped me start building my vocabulary little by little.Once I got to first and second grade, things started getting harder. We had to start reading and writing more. Making whole sentences was really tricky. I would mix up my word order or use the wrong verb tenses all the time. My writing looked like a mess with red correction marks everywhere!There were definitely times I felt like giving up on English. It was my worst subject and I struggled so much compared to math, science, and even Chinese. I remember coming home crying because I failed another English test. My parents would comfort me and say "Emma, you're working so hard. Don't get discouraged. It will click for you eventually if you don't give up."Slowly but surely, things did start making more sense. By third and fourth grade, I could read simple stories and have basic conversations. One of the turning points was when my parentsstarted having me watch animated movies and shows in English. Following along with the subtitles while hearing the words helped solidify things in my mind. I was making connections between how words were written and pronounced.Another big help was when my parents got me started on English learning apps and games. There were fun activities where I could practice vocabulary, grammar, pronunciation, you name it. Earning points and unlocking rewards made me want to keep playing and learning more. I'm really grateful my parents found ways to make English feel more like a game than a academic chore.Now that I'm in upper elementary school, my English skills have improved a ton. Don't get me wrong, there's still plenty I need to work on. Idioms and slang expressions confuse me. Mastering when to use "did" vs. "had done" drives me crazy. And I'm just starting to learn about the dreaded subject-verb agreement rules. Yikes!But I've come such a long way from struggling to say "cat" and "dog." Nowadays, I can read longer chapter books without too much difficulty. I can have conversations with English speakers and express myself coherently, even if I make somemistakes here and there. I'm really proud of the progress I've made through persistence and hard work.Sometimes when I'm feeling frustrated with a difficult English concept, I remind myself how far I've come. I think back to that little kindergartener who could barely speak a word of English. If she could stick with it all this time, then I can power through and keep improving too. Learning English is an adventure, with occasional bumps in the road but so many rewards along the journey.I know English will open up so many opportunities for me in the future when it comes to travel, education, jobs, and more. While it's been really tough at times, I'm determined to become fully fluent and proficient. Who knows, maybe I'll even become an English teacher someday to spark that love of language in other kids!Sticking with learning English all these years hasn't been easy, but it's one of the most rewarding challenges I've faced. With patience, hard work, and believing in myself, I've grown so much as an English speaker and student. My journey has taught me that perseverance pays off in the end. If you commit yourself to something, embrace the struggles, and refuse to give up, you can achieve amazing things.So keep studying, keep practicing, and don't get discouraged. Those English skills you're working so hard on will be a gift that keeps on giving for the rest of your life. Thanks for reading my story, and happy learning!篇3Learning English - My Biggest ChallengeHi everyone! My name is Emily and I'm 10 years old. Today I want to tell you about something really important that I've stuck with for a long time - learning English!You might be thinking, "But Emily, don't you already speak English?" Well, yes I do, but English isn't my first language. I was born in China and my parents spoke Chinese at home. So when I started going to school, English was really hard for me at first.In kindergarten, I remember feeling so confused when the teachers would talk to us. All the other kids seemed to understand everything, but I just sat there completely lost. During storytime, I couldn't follow along at all. At playtime, I had trouble communicating with my classmates. It was really frustrating and I felt left out a lot.My parents started getting worried that I was falling behind. They knew how important it was for me to learn English if Iwanted to do well in school and have opportunities later in life. So they decided to get me an English tutor to help me practice after school.I'm not going to lie, those tutoring sessions were not fun at first! The tutor would make me repeat words and sentences over and over again. My mouth got so tired from trying to make all those strange sounds. And my brain felt like it was going to explode from trying to remember all the new vocabulary.There were times when I just wanted to give up because it seemed impossible to learn this crazy language. Why couldn't everyone just speak the same language I did? English made no sense to me with all its funny spellings and grammar rules.But my parents kept encouraging me, reminding me that the more I practiced, the easier it would get. They could see how hard I was working and didn't want my efforts to go to waste. So I kept pushing myself, day after day.Eventually, I started to make progress. Words and phrases that used to twist my tongue started feeling a little more natural. Sentence structures that had once seemed backwards gradually made sense to me. It was like finally learning the secret code to English!When I got to first grade, I was so proud that I could understand what my teacher was saying most of the time. Reading stories was still a challenge, but I could at least follow along a little bit. And on the playground, I could communicate and make friends more easily.As the years went on, English just kept getting easier and easier for me. By third grade, I was one of the top students in my English class. I loved raising my hand to answer questions and participate. Reading became one of my favorite things to do. I devoured books and was always excited to discuss them.In fourth grade, I joined my school's English drama club. At first, I was terrified to speak and act in front of an audience. But I faced that fear head on because I had worked too hard to let it stop me. That drama club helped boost my confidence so much. Now people are always surprised to learn that I struggled with English in the beginning!These days, I read, write, and speak English just as well as any of my peers. I'm proud of how far I've come and grateful for my parents' encouragement to stick with it. Learning this language has opened up so many doors for me.I know there are other kids out there who are going through the same challenges with English that I once did. So I want to tellthem to hang in there and keep practicing! It will get easier, I promise. You just have to be patient, work hard, and never give up.If a shy little girl who couldn't even say the alphabet in kindergarten can become fluent in English, then you can too! Just take it one day at a time. Ask for help when you need it. Don't be afraid to make mistakes - that's how we learn. Most importantly, believe in yourself. You've got this!Well, that's my story about persisting and pushing through the struggles of learning English as a second language. It was incredibly challenging, but also one of the biggest accomplishments of my life so far. Thanks for reading, and keep working towards your goals!篇4Learning English - Something I Stick WithHi everyone! I want to tell you about something really important to me - learning English. It's been a big part of my life for a few years now, and I'm super proud that I've stuck with it. It hasn't always been easy, but I keep going because English is awesome!I first started learning English in kindergarten when I was just5 years old. My teacher would teach us some basic words and phrases. I remember learning things like "hello", "goodbye", "thank you", colors, numbers and the alphabet. It was really fun singing the ABC song and learning the weird English sounds.In first grade, we started getting more serious about English. We had English textbooks and did worksheets. I'll be honest, the worksheets were kind of boring at first. Having to write the same words over and over was not my favorite! But my English teacher, Mrs. Jones, made it more fun with games and activities. We played bingo to practice vocabulary words. We also did role plays where we pretended to order food or go shopping using English. That was way more enjoyable than just filling out worksheets!As I got to second and third grade, English got harder. We started learning grammar rules like how to make sentences with verbs in the past, present and future tenses. I frequently got mixed up between "He go" and "He goes"! We also learned more vocabulary for different topics like weather, holidays, clothing, etc. Sometimes I felt frustrated when I forgot words or made mistakes. But I refused to give up!One of the things that really helped me stick with learning English was watching movies, shows and YouTube videos in English. My parents let me watch English TV shows and movies as a reward for doing well in my English class. My favorites were animated Disney movies where I could read the subtitles. It made learning English feel more like fun than hard work. I was determined to understand everything without subtitles one day!Another big motivator was my dream of being able to travel to places where people speak English. I wanted to be able to communicate and make friends anywhere in the world. I also hoped to maybe work in another country that uses English one day. Having big goals like that pushed me to study English as hard as I could.One of my biggest challenges was keeping my confidence up when English seemed impossible to learn. There were so many rules that didn't make sense to me at first, like why "read" and "read" are spelled the same but pronounced differently! And don't even get me started on words like "though", "thought", "through" and "tough" - how do they all sound so different?! I remember crying out of frustration quite a few times because English just felt so weird and illogical compared to my native language.But my parents and teachers kept encouraging me, reminding me that everyone learns at their own pace. They helped me celebrate my small wins, like when I could understand most of a children's book in English by myself. Little by little, things started clicking into place. Grammar rules became clearer, my vocabulary grew, and my pronunciation improved.Looking back now as a fifth grader, I'm so glad I persevered through the tough times when English had me feeling defeated. These days, I can read novels, watch movies, and have conversations all in English! I even got a certificate for passing an English proficiency exam for kids. Of course, I'm still learning new words and grammar every day. But my overall English ability has improved so much over the years thanks to my commitment and hard work. I'm proud to be bilingual!My long journey learning English has taught me that if you want to achieve a big goal, you have to stick with it through the easy times and the hard times. There were plenty of times I got frustrated and felt like giving up. But I knew how vital English skills would be in our globalized world. So I took breaks when I needed to, but never quit completely. I just kept chipping away, little by little.To my friends who are also learning English, I encourage you to never get discouraged! There will be days when English makes no sense and you want to pull your hair out. But those moments of struggle make it feel even better when you finally have a breakthrough. Appreciate how far you've already come instead of getting down about how far you have left to go. Celebrate your wins, no matter how small! And most importantly, don't be afraid to ask for help from your teachers, parents, orEnglish-speaking friends. We're all in this together!Well, those are my thoughts on learning this really cool language called English. I'm going to keep working hard, keep having fun with it, and who knows - maybe I'll be an English teacher or translator when I grow up! Thanks for reading my essay. See you next time!篇5Here's an essay about persisting in learning English, written from the perspective of an elementary school student (around 2000 words):My Journey of Learning EnglishHi there! My name is Emma and I'm 10 years old. Today, I want to share with you my experience of learning English. It'sbeen quite a journey, but I've stuck with it and it has become one of my favorite things to do.It all started when I was 6 years old. My parents enrolled me in an English class at a language center near our house. At first, I didn't really understand why I needed to learn another language. After all, I was already fluent in my mother tongue. But my parents explained that English is an important language spoken by people all over the world, and learning it would open up many opportunities for me in the future.I still remember my first English class. The teacher was very kind and patient, but everything she said sounded like gibberish to me. I couldn't make sense of the strange sounds and unfamiliar words. I felt lost and overwhelmed. During the first few classes, I just sat there, trying my best to pay attention, but not really understanding anything.However, my teacher was amazing. She used a lot of visual aids, games, and songs to make the lessons fun and engaging. Slowly but surely, I started to pick up a few words and phrases. I learned how to introduce myself, count to ten, and name some basic objects and colors. It was like cracking a secret code, and every new word I learned felt like a tiny victory.As time went by, I became more and more interested in learning English. I started to recognize patterns in the language and could piece together simple sentences. I also discovered that I really enjoyed the stories and songs we learned in class. They opened up a whole new world of imagination and creativity for me.One of the biggest challenges I faced was pronunciation. The English language has so many different sounds that don't exist in my native language. I struggled with words like "three" and "thumb," and my classmates would often laugh at my attempts. But my teacher encouraged me to keep practicing, and slowly, my pronunciation improved.Another obstacle was grammar. English grammar rules seemed so complicated and confusing to me at first. I had a hard time understanding concepts like verb tenses, subject-verb agreement, and sentence structure. But my teacher broke it down into manageable chunks, and with lots of practice and patience, it gradually started to make sense.As I progressed in my English studies, I started to develop a real passion for the language. I loved learning new words and expressions, and I found that the more I learned, the more I wanted to know. I started reading simple English books andwatching English cartoons to improve my listening and comprehension skills.One of the things that really motivated me to persevere was the sense of accomplishment I felt every time I mastered a new concept or could communicate something in English. It was like unlocking a secret code that allowed me to connect with people from different cultures and backgrounds.Of course, there were times when I felt frustrated or discouraged. There were difficult lessons that seemed impossible to grasp, and I sometimes wanted to give up. But my parents and teachers always encouraged me to keep going, reminding me of how far I had come and how valuable this skill would be in the future.Now, after four years of studying English, I can honestly say that it has become one of my favorite subjects. I can read, write, and converse in English with relative ease. I still have a lot to learn, but I'm proud of how far I've come and excited to continue exploring this amazing language.Learning English has opened up so many opportunities for me. I can watch movies and TV shows in their original language, read books from around the world, and even communicate with people from different countries. It has also helped me developvaluable skills like critical thinking, problem-solving, and cultural awareness.But perhaps the most important thing I've learned from this journey is the value of perseverance. Learning a new language is not easy, but if you stick with it and don't give up, the rewards are truly amazing. It has taught me that with hard work, dedication, and a positive attitude, anything is possible.So, to all my fellow students out there who are learning English (or any other language), I encourage you to keep going, even when it seems tough. Embrace the challenges, celebrate your victories (no matter how small), and never lose sight of why you started this journey in the first place. With time and patience, you'll be amazed at how far you can go.Thank you for listening to my story. I hope it has inspired you to pursue your own dreams and never give up, no matter how difficult the path may seem. Remember, the journey is just as important as the destination, and the lessons you learn along the way will stay with you forever.。
计算机辅助英语教学的演变
计算机时代2019年第8期DOI:10.16644/33-1094/tp.2019.08.018计算机辅助英语教学的演变*来露芳，汪娟，骆汉卫(杭州电子科技大学外国语学院，浙江杭州310018)摘要：在信息化时代，以建构主义为理论基础的计算机辅助英语教学已经成为英语教学改革的必然趋势。
从传统的授课模式到多媒体辅助教学，发展到网络辅助教学以及移动网络辅助教学，计算机辅助英语教学始终以“以学生为中心，强调学生自主学习”为目标，并在不断完善与创新。
关键词：建构主义；多媒体辅助英语教学；网络辅助英语教学；移动网络辅助英语教学；MOOC 中图分类号：H319.3文献标志码：A文章编号：1006-8228(2019)08-65-03The evolution of computer-aided English teachingLai Lufang,Wang Juan,Luo Hanwei（Hangzhou Dianzi University,School of Foreign Languages and Literatures,Hangzhou,Zhejiang 310018,China ）Abstract ：In the information age,the computer-aided English teaching based on constructivism has become an inevitable trend in English teaching reform.Developed from traditional teaching mode to multimedia-assisted teaching,and to network-assisted teaching as well asmobile network-assisted teaching,the computer-aided English teaching always aims at “student-centered,emphasizingstudents'independent learning ”,and it has been constantly improving and innovating.Key words ：constructivism ；multimedia-assisted English teaching ；network-assisted English teaching ；mobile network-assisted English teaching ；MOOC收稿日期：2019-04-17*基金项目：2018年国家级大创-微信端中西文化交流教学平台-慕课平台改革先驱者（大创项目编号：ZX180130310041）作者简介：来露芳（1998-），女，浙江人，本科在读，主要研究方向：英语教学、计算语言学。
小达人点读包培生英语
小达人点读包培生英语In today's fast-paced world, the demand for effective and engaging language learning tools has never been greater. As the global economy continues to evolve, the ability to communicate in multiple languages has become a valuable asset for individuals of all ages. One innovative solution that has gained significant attention in the realm of English language education is the Little Expert Reading Tutor, a cutting-edge digital platform designed to revolutionize the way students approach and master the English language.The Little Expert Reading Tutor, or LERT, is a comprehensive educational platform that combines cutting-edge technology, personalized learning strategies, and engaging content to create a truly immersive and transformative learning experience. Developed by a team of language experts, educational specialists, and technology innovators, LERT is poised to become a game-changer in the field of English language instruction.At the heart of LERT's success is its ability to tailor the learning experience to the unique needs and preferences of each individualstudent. Through the use of advanced algorithms and data-driven analytics, the platform is able to assess a student's current level of proficiency, identify their strengths and weaknesses, and then curate a personalized learning plan that addresses their specific areas of improvement.One of the key features that sets LERT apart from traditional language learning methods is its innovative use of interactive multimedia content. Rather than relying solely on textbooks and worksheets, the platform incorporates a wide range of engaging and visually stimulating materials, including interactive games, animated videos, and real-world conversational scenarios. This multimedia-rich approach not only enhances the overall learning experience but also helps to keep students motivated and engaged throughout the learning process.Another unique aspect of LERT is its emphasis on developing practical language skills that can be immediately applied in real-world situations. Instead of focusing solely on grammar rules and vocabulary memorization, the platform places a strong emphasis on developing conversational fluency, cultural awareness, and effective communication strategies. This holistic approach ensures that students not only learn the mechanics of the English language but also develop the confidence and competence to use it effectively in a variety of social and professional contexts.One of the most impressive features of LERT is its ability to adapt and evolve alongside the changing needs of its users. The platform's team of experts continuously monitors feedback from students and educators, incorporating their insights and suggestions into regular updates and improvements. This commitment to ongoing innovation and refinement ensures that LERT remains at the forefront of language education technology, constantly adapting to the needs of modern learners.In addition to its impressive technological capabilities, LERT also boasts a robust and comprehensive curriculum that covers a wide range of English language proficiency levels, from beginner to advanced. This comprehensive approach ensures that students can seamlessly progress through the program, building upon their skills and knowledge as they advance. Whether a student is just starting to learn English or is looking to refine their existing skills, LERT has the resources and tools to support their learning journey.One of the most compelling aspects of LERT is its ability to foster a sense of community and collaboration among its users. The platform's social features, such as discussion forums and peer-to-peer learning opportunities, encourage students to connect with one another, share their experiences, and learn from each other. This collaborative approach not only enhances the learning experiencebut also helps to build a supportive network of language learners who can offer encouragement, advice, and practical tips to one another.As the demand for effective English language education continues to grow, the Little Expert Reading Tutor stands out as a truly innovative and transformative solution. By combining cutting-edge technology, personalized learning strategies, and engaging multimedia content, LERT is poised to redefine the way students approach and master the English language. Whether you are a student looking to improve your language skills or an educator seeking to enhance your teaching methods, LERT is a platform that is worthy of your attention and investment.In conclusion, the Little Expert Reading Tutor is a remarkable educational tool that has the potential to revolutionize the field of English language instruction. With its personalized learning approach, interactive multimedia content, and commitment to ongoing innovation, LERT is well-positioned to become a leading force in the language education landscape. As the world becomes increasingly interconnected, the ability to communicate effectively in English will only become more valuable, and LERT is here to ensure that students of all ages and backgrounds have the resources and support they need to succeed.。
如何提高数学成绩英语作文
如何提高数学成绩英语作文Title: Strategies to Enhance Mathematical ProficiencyIn the pursuit of academic excellence, mathematics often poses a significant challenge for many students. Unlike subjects that involve memorization and recall, math requires a deep understanding of concepts and principles, coupled with regular practice and application. Improving mathematical proficiency is therefore not just a matter of rote learning but demands a structured approach tailored to individual needs. This essay explores strategies that can enhance one's mathematical skills and reflect on the role of mindset in this endeavor.Understanding the Core Concepts: The foundation of mathematical mastery is rooted in a strong understanding of its core concepts. Instead of plunging into advanced topics, it is crucial to revisit and reinforce basic principles such as algebraic operations, the properties of numbers, geometrical theorems, and so forth. Visual aids like diagrams and graphic organizers can provide intuitive insights into these fundamental concepts, making them easier to grasp and remember.Practice, Practice, Practice: Mathematics thrives onrepetition and practice. Engaging regularly with a wide spectrum of problems not only reinforces learned concepts but also enhances problem-solving skills. It is beneficial to tackle a variety of questions ranging from the straightforward to the complex, as this variation keeps the mind nimble and adaptable when confronted with novel challenges.Exploring Different Resources: In today's digital age, numerous resources are at a student's disposal. Online platforms offer interactive lessons, video tutorials, and even virtual tutoring, catering to different learning styles. Websites like Khan Academy and educational apps provide a wealth of practice exercises and explain concepts through various mediums including animated videos and gamified content.Study Groups and Tutoring: Collaboration can significantly enhance the learning process. Study groups offer a platform for students to exchange ideas, discuss solutions, and learn from each other's unique approaches to problems. For recurring difficulties, seeking help from a tutor who specializes in the subject can provide personalized guidance and targeted strategies to overcome specific hurdles.Reflective Learning: Reflective learning involves taking time to analyze one's mistakes and successes. By maintaining alog of errors made in practice sessions or tests, patterns may emerge that highlight areas needing additional focus. This self-evaluation promotes a proactive approach to learning, where students take charge of their educational journey, thereby fostering a growth mindset.The Growth Mindset: Carol Dweck's concept of the growth mindset is particularly relevant to mathematics. Viewing challenges as opportunities to learn rather than as indicators of inherent limitations encourages perseverance. Believing that abilities can be developed through dedication and hard work can motivate students to engage more deeply with the subject, fostering resilience against setbacks.Setting Realistic Goals: Finally, setting realistic goals can drive continuous improvement. Short-term goals, such as mastering a new concept or solving a certain number of problems correctly, provide immediate targets and a sense of accomplishment. Long-term objectives might include achieving a desired grade or performing well in a competition, offering a clear direction for one's efforts.Improving mathematical proficiency is a multifaceted endeavor that combines a solid grasp of fundamentals, consistent practice, the utilization of diverse resources,collaborative learning, reflective practice, a growth mindset, and goal-oriented ambition. By adopting these strategies, students can transform mathematics from a daunting subject into a realm of discovery and achievement, enhancing both their academic success and their appreciation of this elegant and precise language of science.。
初一七年级下册英语介绍自己作文
初一七年级下册英语介绍自己作文全文共6篇示例，供读者参考篇1My Name is Clara and This is My Life Story (So Far!)Hi there! My name is Clara and I'm a 13-year-old girl living in a small town called Oakwood. I'm currently in the 7th grade at Oakwood Middle School, and I have to say, life has been quite an adventure so far!Let me start by telling you a little bit about my family. I live with my mom, dad, and my little brother, Tommy, who's 9 years old. My mom works as a nurse at the local hospital, and my dad is a computer programmer for a big tech company in the city. They're both really hard workers and they've always encouraged me and Tommy to do our best in everything we do.Speaking of my brother, Tommy can be a real pain sometimes, but I still love him to bits. We fight a lot, like most siblings do, but we also have a ton of fun together. We love playing video games, watching movies, and going on bike rides around the neighborhood. Sometimes, we even team up to prank our parents, but shhh... don't tell them that!As for me, I'm a pretty big bookworm. I absolutely love reading and getting lost in different worlds and stories. My favorite book series is definitely Harry Potter – I've read all the books more times than I can count! I also really enjoy writing my own stories and poems. In fact, I have a secret dream of becoming a published author one day.Apart from reading and writing, I'm also really into music. I've been taking piano lessons since I was 6 years old, and I can play quite a few songs now. I even performed in our school's annual talent show last year! It was nerve-wracking at first, but once I started playing, all my worries just melted away. The rush of performing in front of an audience was incredible!Speaking of school, I have to admit that I'm a bit of a nerd. I really enjoy learning new things and I try my best to get good grades. My favorite subjects are English and History, but I also like Math and Science (even though they can be pretty tough sometimes). I'm part of the school's debate club, and we even won a few competitions last year!Outside of school, I'm also really passionate about sports. I've been playing soccer since I was 7 years old, and I absolutely love it. There's just something so exhilarating about running around on the field, kicking the ball, and working together withmy teammates. We won the regional championship last year, and it was one of the proudest moments of my life!Apart from soccer, I also enjoy swimming and cycling. During the summers, my family and I love going to the local lake and spending the day swimming, picnicking, and just enjoying the great outdoors. And when the weather is nice, you can often find me riding my bike around the neighborhood or on the trails near our town.One thing that's really important to me is giving back to my community. I'm part of our school's volunteer club, and we regularly organize events like food drives, park clean-ups, and visits to the local nursing home. It's really rewarding to be able to help others and make a positive impact, even in small ways.As for my future plans, I'm still not entirely sure what I want to do when I grow up. Part of me wants to be a writer or a journalist, while another part of me is interested in pursuing a career in medicine or science. But I know I still have plenty of time to figure it all out. For now, I'm just focused on enjoying my middle school years, spending time with my family and friends, and trying new things whenever I can.Well, that's a little glimpse into my life! I know I'm still young and have so much more to experience and learn, but I'm excitedto see what the future holds. Who knows, maybe one day you'll see my name on the cover of a bestselling book or hear about me winning a Nobel Prize! A girl can dream, right?Anyway, thanks for taking the time to read about me. I hope you found my story at least a little bit interesting. If not, well, at least I tried! Until next time, this is Clara signing off!篇2My Name is Emma and I'm a 7th GraderHi there! My name is Emma and I'm a 7th grade student at Lincoln Middle School. I'm 12 years old and I'll be turning 13 this summer. I wanted to take some time to introduce myself and share a little bit about my life.First off, I love being a kid and not having too many big responsibilities yet. I still get to have fun and be silly sometimes! Though I am getting older and will be a teenager soon, which is kind of exciting but also a little scary. I'm not sure I'm ready to grow up too fast.My FamilyI live with my mom, dad, and younger brother Jacob who is 9 years old. We also have a dog named Buddy who is a goldenretriever. He's a super hyper and energetic pup but also really cuddly and sweet. I'm really close with my family and we do a lot of stuff together like going to the park, playing games, watching movies, and taking trips.My mom works as a nurse at the hospital downtown. She's there a lot helping people which I think is really cool. My dad is an accountant which means he works with a lot of numbers and financial stuff. I'm not sure exactly what he does to be honest, but he seems to enjoy his job!My little brother Jacob and I bicker like typical siblings, but we're best friends deep down. We watch out for each other and have a lot of fun making up games and just being silly kids together. I'll miss him a lot when I go off to high school in a couple years.My School LifeAt school, my favorite subjects are English and history. I find writing stories and learning about different cultures and time periods to be really fascinating. I'm a pretty good student overall and usually get A's and B's.Math is probably my worst subject though. I just find it really dry and boring most of the time. I get decent grades in it but Ihave to work really hard at understanding all the formulas and theories. I have a math tutor who helps me out a couple times a week.In my free time at school, I really enjoy art class and being able to tap into my creative side through drawing, painting, and sculpting. I'm a member of the art club and we have a lot of fun making different projects together.My Hobbies and InterestsWhen I'm not at school, I spend a lot of my free time reading books. I go through phases with the types of books I like, but lately I've been really into fantasy and fiction novels. I love getting lost in a whole other world and experiencing amazing adventures through the characters.My friends and I also really enjoy making YouTube videos and editing them together. We like to film silly skits or challenges and put them up for our parents and other friends to watch. Maybe if we get really good we could become YouTubers when we're older!I'm a huge animal lover as well. In addition to my dog Buddy, I have two guinea pigs named Cinnamon and Nutmeg. I've been trying to convince my parents to let me get a cat too but so farthey aren't going for it. I just think having pets is the best - they're so loving and make me happy.I also have been getting more into sports lately, especially basketball. I joined my school's team this year and have been working really hard at improving my ball handling and shooting skills. It's awesome being part of a team and working together towards a common goal.My Goals and DreamsAs for the future, I'm really not sure what I want to be when I grow up yet. A part of me would love a job where I get to be creative and make art or write stories. But I also find science and nature to be fascinating, so maybe something like a marine biologist or environmental scientist could be cool.No matter what though, my biggest goal is to make the world a little bit of a better place than how I found it. I want to help others and do good things for people and the planet. I get upset thinking about things like poverty, pollution, and injustice and wish there was more I could do to make a difference right now.Well, that's a little bit about me and my life so far! Being a middle schooler definitely has its ups and downs, but I'm tryingto enjoy this time of being a kid while it lasts. I'm excited to see what the future holds and where life takes me. Thanks for reading my introduction!篇3My Name is Emily and I'm a 7th GraderHi there! My name is Emily and I'm a 7th grade student at Wilson Middle School here in Springfield. I just turned 13 years old last month and I'm really excited to tell you all about myself.First off, I have a pretty big family. I'm the youngest of four kids - I have two older brothers named Michael and Jacob who are 16 and 18, and an older sister named Sophia who is 15. My mom's name is Sarah and she's a nurse at the hospital downtown. My dad's name is Robert and he's an accountant. We also have two dogs named Buddy and Rufus who are a lot of fun to play with.Our house is a pretty normal two-story place with four bedrooms and a big backyard. My favorite place is probably my bedroom though because that's where I do most of my relaxing. I've decorated it with lots of cute posters and pictures, and I have a comfy bean bag chair that's perfect for reading books or playing video games. Speaking of video games, I'm absolutelyobsessed with the Pokemon franchise! I have almost all the games and I've collected tons of the trading cards too. My dream is to catch all 807 Pokemon one day (at least that's how many there were last time I checked!)As for my other hobbies, I really enjoy art class at school. Drawing and painting are two of my favorite activities and I'm pretty good at it if I do say so myself! I especially love drawing cartoon characters from TV shows and movies. I'm a huge fan of animated shows like The Owl House, Amphibia, and The Ghost and Molly McGee. Maybe I'll end up working as an animator or cartoonist when I'm older!I also really like to spend time outdoors, especially during the warm summer months here in Springfield. My family will sometimes go on hiking trips in the mountains outside of town, or we'll pack a picnic lunch and head to the park to toss around a frisbee for a few hours. I'm a pretty active kid and I have a lot of energy to burn off, so being outside running around is perfect for me.In school, my favorite subjects are probably English and history. I find the stories we read in English class super interesting and my teacher says I'm a very talented writer. History is cool because I love learning about all the differentcultures and time periods from long ago. Math is pretty boring to me though - maybe I'll appreciate it more when I'm older and can see how useful it is for real life stuff.One subject I really struggle with is science. Not because I don't find it interesting, but because I've always had kind of a hard time wrapping my head around all the complicated concepts and vocabulary words. Mitochondria, osmosis, chemical reactions...it's all a bit too much for my brain sometimes! I do think learning about space and the solar system is really fascinating though. Maybe I'll enjoy science more as I get older and it starts to make more sense.My friends would probably describe me as a pretty funny, energetic person who never runs out of things to talk about. I've been told I have a big personality and I'm not afraid to be the center of attention sometimes. At the same time though, I can also be super shy around people I don't know very well at first. It usually takes me a little while to warm up and feel comfortable being my loud, goofy self.I tend to do pretty well in school overall and I usually get good grades. I'm definitely not a straight-A student or anything, but I put in my best effort and I'm proud of how hard I work. My goal is to keep my grades up so that I can get into a goodcollege one day. I'm really interested in studying animation or cartooning, but I also think a career in writing could be pretty cool too. Part of me has even thought about becoming a teacher just like my mom! I've got lots of time to figure it out though since I'm only in 7th grade.So yeah, that's me in a nutshell! A 13-year-old girl who loves Pokemon, art, being outdoors, and hopefully will eventually get the hang of science class. I've still got a lot of growing up to do, but I'm really enjoying my middle school years so far. Growing up is scary but also super exciting! Who knows what awesome adventures and experiences are waiting for me just around the corner. I guess you'll just have to keep following along with my story to find out! Thanks for reading and getting to know me a little better.篇4My Name is JessicaHi there! My name is Jessica and I'm a 7th grader at Roosevelt Middle School. I'm 12 years old and I'll be turning 13 this summer. I can't wait to finally be a teenager!I live with my mom, dad, and little brother Timmy who is 9 years old. We live in a cute little house in the suburbs with a bigbackyard that's perfect for playing. My dad works as an accountant downtown and my mom is a nurse at the hospital. We're a pretty normal, average family I'd say.In my free time, I really enjoy reading fantasy novels and adventure books. My favorite series is Harry Potter - I've read all the books like a million times! I'm also really into drawing and painting. My dream is to become an artist or maybe even a cartoonist when I grow up. I have notebooks and sketchbooks filled with my doodles and little comic strips. My parents keep encouraging me to take art classes after school.Speaking of after school, I'm involved in a few clubs and activities. I'm on the school basketball team, which is really fun even though I'm not the tallest player. I love being part of a team and the excitement of the games. I'm also part of the art club where we work on different projects and learn new techniques. And on Fridays, I volunteer at the local animal shelter to help take care of the dogs and cats. I just adore animals and want to work with them when I'm older.My best friends are Sophia and Emma who I've known since kindergarten. We have sleepovers all the time, go to the movies together, and just hang out talking about life. Sophia is on the basketball team with me too which is awesome. She's been mybestie since we were little kids sharing snacks on the playground. Emma is more into academic clubs like math team and student council, but she's wicked smart. The three of us have an inseparable bond.I have to admit, as much as I love my friends and my hobbies, school itself can be kind of a drag sometimes. My favorite subjects are probably art class (no surprise there!) and English because I love reading and writing stories. Math has its moments where I get what's going on, but a lot of the time I'm just stumped. And don't even get me started on science class! All those formulas and terminology make my head spin. No matter what though, I always try my hardest and never slack off too much with homework.My family is pretty wonderful and supportive though. We go on really fun vacations during school breaks - last year we went to Disney World which was a total blast! My parents are loving and caring, but also set rules and boundaries for me and Timmy. We have plenty of responsibilities around the house like cleaning our rooms and doing chores. But they also let us have freedoms and independence appropriate for our ages.I'd say I'm a pretty typical middle school girl - I love hanging with my besties, reading and drawing, watching movies andshows, and socially surviving the classroom hallways each day. I get along well with most of my classmates and teachers too. There's the occasional meanness or drama that goes on, but I try my best to stay out of it. Life is too short to get caught up in pointless fighting and gossip!So that's me in a nutshell - a creative, outgoing,animal-loving 7th grader who is doing her best to make it through middle school in one piece! I'm excited for what the future holds and to grow up just a little bit more each year. But I also know that no matter how old I get, a part of me will always cherish and look back fondly on this fun, carefree stage of life. Being a kid is pretty great!篇5My Name is Emily and I'm a Seventh GraderHi there! My name is Emily and I'm a 7th-grade student at Lincoln Middle School. I'm really excited to introduce myself to you and share a bit about my life. I'll be 13 years old next month and I can't wait to become a teenager!To start off, I have a pretty big family. I'm the youngest of four kids - I have two older brothers named Jake and Ryan, and an older sister named Sophia. Jake is 17 and a junior in highschool. Ryan is 15 and a freshman. Sophia is 19 and just started college this year. Having so many older siblings can be annoying sometimes because they tease me a lot, but I love them and we have a lot of fun together.My mom works as a nurse at the local hospital. Her name is Jessica and she's the best mom ever! She's always there for me when I need advice or just need someone to talk to. My dad's name is Michael and he owns a construction company. He's really hardworking and driven. On the weekends, he loves working out in the yard and tinkering with home improvement projects around the house.In my free time, I really enjoy reading fantasy novels. Some of my favorite book series are Harry Potter, Percy Jackson, and The School for Good and Evil. I've read every single book multiple times! I'm also really into drawing and painting. My dream is to become an artist or maybe even a children's book illustrator one day. Whenever I'm feeling stressed out or overwhelmed, sitting down with my colored pencils or watercolor set always helps me relax.One of my biggest hobbies is definitely playing soccer. I've been on my town's recreational soccer team since I was 6 years old. We practice twice a week after school and have games prettymuch every Saturday morning. I play striker, which means my main job is to score goals. Soccer has taught me so many important life lessons like teamwork, perseverance, and good sportsmanship. Win or lose, I always have a blast!In school, my favorite subjects are English and art. I love getting creative with writing assignments and poetry projects. Art class is my favorite part of the day - I could spend hours drawing or painting. Math isn't too bad either, although I definitely have to work a bit harder in that subject. Science is probably my least favorite just because I'm not a huge fan of memorizing all those vocabulary terms and scientific names.My best friends at school are two girls named Ava and Mia. We've been inseparable since 2nd grade. Ava is on my soccer team too and Mia takes art classes with me after school. We spend pretty much every weekend together, alternating between each other's houses for sleepovers and makeovers. Having them by my side makes middle school way less intimidating!One major thing you should know about me is how much I LOVE animals! I'm constantly begging my parents to let me get a puppy, but so far they've said no. We do have a cat named Daisy though. She's orange and white with the prettiest green eyes. I like to think Daisy and I have a special bond. Whenever I'm home,you can usually find her cuddled up in my lap as I'm reading or watching TV. If I can't have a dog, at least I have my furry feline friend!So that's pretty much me in a nutshell - a 7th grade girl who loves reading, art, soccer, and her cat! I'm a relatively normal pre-teen, but I do have one slight quirk. I am deathly afraid of bugs, especially anything that flies like bees and wasps. One time a bee flew into my bedroom and I totally freaked out until my dad came and rescued me. I just can't handle those creepy crawly critters!Well, I think that covers the main highlights of my life so far. Thank you so much for taking the time to get to know me a little better. I'll leave you with one of my favorite quotes that I try my best to live by: "She believed she could, so she did." I'm a firm believer that you can accomplish anything you set your mind to through hard work and determination. I hope you'll continue to follow my journey and watch me grow into the strong, independent woman I aspire to become. Thanks for reading!篇6My Name is Lily and I'm a Student in 7th GradeHello there! My name is Lily and I'm a seventh grade student at Oakwood Middle School. I'm really excited to introduce myself and share a little bit about my life with you. Being a middle schooler is such an awesome experience filled with lots of fun, new challenges, and opportunities to grow.I'll start by telling you a bit about my family. I live with my mom, dad, and younger brother Tommy who is in fourth grade. We're a pretty close family and love spending time together. My dad works as an accountant downtown and my mom is a teacher at the local elementary school. On weekends, we often go on little adventures like hiking, visiting museums, or checking out new restaurants around town. Family movie nights at home are also a tradition we cherish.One of my favorite things about being in 7th grade is finally getting to change classes and have different teachers for each subject. Back in elementary school, we had the same teacher all day which could get a bit monotonous at times. Now, I look forward to each new period learning about different topics from educators who specialize in that particular field. My favorite classes are English literature and art. I love getting lost in fascinating novels and analyzing the deeper meanings behind the author's words. And art class allows me to tap into mycreative side through painting, sketching, and sculpting. I'm honestly pretty terrible at math though - I find crunching numbers and rote memorization of formulas to be quite tedious. Thankfully, my best friend Sarah is a whiz at math and helps tutor me when I'm struggling.Speaking of Sarah, we've been inseparable since meeting on the first day of kindergarten. We clicked instantly over our shared love of reading and riding bikes around the neighborhood. Sarah's kind-hearted, loyal, and has the most wonderful sense of humor that keeps me smiling even on tough days. We're both on the school's tennis team which allows us to stay active and spend even more time together. I'm so grateful to have such an amazing best friend by my side as we navigate the rollercoaster of middle school emotions and social dynamics together.Outside of school, I have quite a few hobbies and interests that keep me busy. As I mentioned, I really enjoy art and use painting and drawing as a way to relax, express my creativity, and work through my feelings. Whenever I'm stressed about an upcoming test or had a rough day, I'll head to my little art nook and let the brushstrokes wash my worries away, if only for a little while. I also love curling up with the latest young adult fantasynovel - those tales of mythical lands, magical powers, and epic battles never fail to spark my imagination. Reading allows me to escape from the ordinary and experience extraordinary adventures.Another big passion of mine is swimming. I've been on the local swim team since I was about 7 years old and it's one of my favorite physical outlets. There's just something so peaceful and meditative about gliding through the cool water. It clears my mind and energizes my body all at once. I've made lots of great friends and cherished memories at the swim club over the years. My dream is to one day make it onto the high school varsity swim team and hopefully earn an athletics scholarship to a great university. Both of my parents were swimmers in high school and college so I've definitely inherited that love for the sport.When I'm not swimming laps or getting my art on, I also volunteer on a regular basis. Every week, I head over to the nearby assisted living home and spend a couple hours visiting with the residents. We'll play games, make crafts, or simply chat about their fascinating life stories over a warm cup of tea. Spending time with the wise elders always reminds me to live life to the fullest and never take a single moment for granted. They've taught me so many invaluable lessons about resilience,gratitude, and seeing the beauty in even the most difficult of circumstances. My dream is to someday work in a career that allows me to continue serving and bringing joy to others, perhaps as a recreational therapist.So there you have it - a little glimpse into my world as a 7th grade middle schooler! The pre-teen years are definitely a wild ride full of growth, self-discovery, and never-ending new experiences. Adolescence has its ups and downs for sure, but I'm doing my best to savor each and every moment. With the unwavering support of my loving family and fantastic friends, I know I can conquer any obstacle or challenge that comes my way. Jr. High is just the beginning of what's shaping up to be an amazing journey! Thanks for taking the time to get to know me a little better.。
福建专升本英语真题及答案
福建专升本英语真题及答案Part I Reading Comprehension(2*20 points) Directions: There are 4 passages in this part. Each passage is followed by some questions or incomplete statements. For each of them there are 4 choices marked A, B,C and D. You should decide on the best choice, and mark the corresponding letter on the Answer Sheet.Passage OneWyatt Baldwin has been playing rock, paper, scissors since he was a kid. The game helped him settle disagreements with his three older sisters. "I never got the chance to pick what we watched on TV until learned the sport of rock. paper. scissors." he says.Baldwin is president of the World Rock Paper Scissors Association. He has played in and hosted competitions all around the globe. He once had a 43-game winning streak. What is the secret to his success?"Look for patterns in either your opponent's moves or behavior," he says. As all serious rock, paper, scissors layers know, there' more to the game than luck.People have been playing rock, paper, scissors for about 2,000 years. It is played everywhere. Some cultures use different hand symbols. but the idea is the same. You and an opponent each throw one or three hand symbols.You win lose, or tie (不分胜负) . Many people think the game is all luck. It seems that your chances of winning and losing are about the same, but the outcome of the game is not random. That's because human behavior random. There are patterns in how people make decisions.A study at Zhejiang University, in China, looked at how people play rock, paper, scissors. It followed 360 students in a competition. Researchers found two key patterns. Winners tended to repeat their winning hand symbols. Losers tended to go from rock to paper to scissors.Knowing the psychology of the game is not a sure ticket to winning, but it can help. Ken Watson is one ofthe world's best rock, paper, scissors players. He says winning takes skill. "You have to size up our opponent." Luck and chance play a part. but "you have to be prepared and have a strategy." he says. "Part of my strategy is being confident,”According to Baldwin,"practice, practice, practice" is the key to success. "You can try practicing yourself in front of a mirror," he says. But for me, that always ended up in a tic.1. The support of rock, paper, scissors enabled little Wyatt Baldwin to_________ [单选题] *A. Cut paper with ScissorB. Reach an agreement with his sisters(正确答案)C.Learn the sports on TVD. Produce I V shows with his sisters.2. What is the key to Baldwin's success in the game? [单选题] *A. Praying for good luck.B. Imitating his rival's moves.C. Figuring out his rival's patterns(正确答案)D. Making friends with his opponent3. What can we learn about the game from Para.3? [单选题] *A. The idea of the game varies from culture lo culture.B. The chances of winning or losing the game are always equal.C. Different cultures use similar hand symbols to play the game.D. The decision-making patterns affect the outcome of the game(正确答案)4. The study at Zhejiang University found that_____________ [单选题] *A. losers were likely to throw the hand symbol of paper.B. Losers were likely to throw the hand symbol of scissors.C. winners were likely to ignore their opponents completelyD. winners were likely to repeat their winning hand symbols(正确答案)5. What is Ken Watson's view on the game? [单选题] *A. Being relaxed is a sure ticket to winning.B. Being confident can increase the chance to win(正确答案)C. Your chance of winning wholly depends on luckD. Your chance of winning relates to the size of your opponentPassage TwoImagine walking through someone's apartment. The rooms are almost empty, and the only piece of furniture is simple and folded sofa. There are no decorative objects lying around ---just the essentials.You open the closet to find you can count the number of clothing items inside on one hand. The space seems more likeprison cell than a home and you may think the resident cannot afford to buy more things fill the apartment with. It turns out that that the apartment’s owner is a minimalist who chooses to limit his number of belongings. Minimizing goes against consumer society by dramatically reducing possessions. Minimalists follow this philosophy to varying degrees, but they generally claim that cutting back on excess stuff leads to a more fulfilling life.With fewer possessions, they do not have to spend as much time cleaning, thinking about what they minimizing, or trying to keep up with the latest trends. Minimalists say this frees up their time for things meaningful, such as exercising, traveling, and being with loved onesExtreme minimalism is not for everyone, but a mild form of it has given in popularity recently, thanks to Marie Kondo's best selling book, The Life-Changing Magic of Tiding Up. Kondo has become distinguished for her tiding Skills,which she developed naturally one of her main belongings is that one should only ownthings that one truly loves.It can be unpleasant to part with belongings, but Kondo’s methods have helped minimalists remove useless things. Her technique for making space is to go through things by category, starting with clothing, then books, papers, tiny objects, and finally, memorable items. She instructs her followers to touch each object they own and keep only those that spark joy. promising that this will lead to domestic happiness ‘Kondo stresses that it is not about throwing things away, but about finding the things you want to remain with a balance between personal joy and possessions. Even if you are not ready to become a minimalist,you may want to consider reducing the number of things you own for it seems that letting go of things can truly make room for happiness.6. Paragraph 1 describes a person who probably________ [单选题] *A. Loves decorative objectsB. cannot afford the essentialsC. chooses to live a simple life(正确答案)D. has a passion for counting his clothes7. What does minimalist go against? [单选题] *A. Reducing possessions.B. Living a more fulfilling life.C. Limiting the number of belongings.D. Buying more things than necessary.(正确答案)8. If people adopt the minimalist lifestyle, they will_________ [单选题] *A. have a passion for cleaningB. keep up with the latest trends.C. think about what the are missingD. have more time for meaningful things(正确答案)9. The mild form of minimalism becomes popular because of Kondo ‘s _______ [单选题] *A. too-selling book(正确答案)B. writing styleC. personal habits.D. cleaning skills10. According to the last paragraph, what is the real meaning of minimalism? [单选题] *A. Finding the right balance between belongings and joy(正确答案)B. Placing your possessions before your personal happiness.C. Throwing away as many personal belongings as possibleD. Buying a lot more things to follow the latest fashion trendPassage ThreeFor thousands of years, people have known that the best way to understand a concept is to explain said Roman philosopher Seneca. Now scientists are it to someone else."While we teach, we learn,"bringing this ancient wisdom up-to-date. They're documenting why teaching is such a fruitful way to learn, and designing innovative ways for young people to engage in instruction.Researchers have found that students who sign up to tutor others work harder to understand the material, recall it more accurately and apply it more effectively. Student teachers score higher on tests than pupilswho're learning only for their own sake. But how can children, still learning themselves, teach others? One answer; They can tutor younger kids. Some studies have found that first-born children are more intelligent than their later-born siblings (兄弟姐妹)．This suggests their higher IQs result from the time they spend teaching their siblings. Now educators areexperimenting with ways to apply this model to academic subjects. They engage college undergraduates to teach computer science to high school students, who in turn instruct middle school students on the topic.But the most cutting-edge tool under development is the " teachable agent" — a computerized character who learns, tries, makes mistakes and asks questions just like a real-world pupil. Computer scientists have created an animated (slit) figure called Betty's Brain, who has been "taught" about environmental science by hundreds of middle school students. Student teachers are motivated to help Betty master certain materials. While preparing to teach, they organize their knowledge and improve their own understanding. And as they explain the information to it, they identify problems in their own thinking.Feedback from the teachable agents further enhances the tutors' learning. The agents' questions compel student tutors to think and explain the materials in different ways, and watching the agent solve problems allows them to see their knowledge put intoaction. Above all, it's the emotions one experiences in teaching that facilitate learning. Student tutors feel upset when their teachable agents fail, but happy when these virtual pupils succeed as they derive pride and satisfaction from someone else's accomplishment.11.What are researchers rediscovering through their studies? ( ) [单选题] *A. Seneca's thinking is still applicable today.(正确答案)B. Better learners will become better teachers.C. Human intelligence tends to grow with age.D. Philosophical thinking improves instruction.12. What do we learn about Betty's Brain? ( ) [单选题] *A. It is a character in a popular animation.B. It is a teaching tool under development.(正确答案)C. It is a cutting-edge app in digital games.D. It is a tutor for computer science students.13. How does teaching others benefit student tutors? ( ) [单选题] *A. It makes them aware of what they are strong at.B. It motivates them to try novel ways of teaching.C. It helps them learn their academic subjects better.(正确答案)D. It enables them to better understand their teachers.14. What do students do to teach their teachable agents? ( ) [单选题] *A. They motivate them to think independently.B. They ask them to design their own questions.C. They encourage them to give prompt feedback.D. They use various ways to explain the materials.(正确答案)15. What is the key factor that eases student tutors' learning? ( ) [单选题] *A. Their sense of responsibility.B.The learning strategy acquired.(正确答案)C.Their emotional involvement.D.The teaching experience gained.Passage FourA new batch of young women-members of the so-called Millennial (千禧的) generation-has been entering the workforce for the past decade. At the starting line of their careers, they are better educated than their mothers and grandmothers had been--or than their young male counterparts are now. But when they look ahead, they see roadblocks to their success. They believe that women are paid less than men for doing the same job. They think it's easier for men to get top executive jobs than it is for them. And they assume that if andwhen they have children, it will be even harder for them to advance in theircareers.While the public sees greater workplace equality between men and women now than it did 20 -30 years ago, most believe more change is needed. Among Millennial women, 75% say this country needs to continue making changes to achieve gender equality in the workplace, compared with 57% of Millennial men. Even so, relatively few young women ( 15% ) say they have been discriminated against at work because of their gender.As Millennial women come of age they share many of the same views and values about work as their male counterparts. They want jobs that provide security and flexibility, and they place relatively little importance on high pay. At the same time, however, young working women are less likely than men to aim at top management jobs: 34% say they're not interested in becoming a boss or top manager; only 24% of young men say the same. The gender gap on this question iseven wider among working adults in their 30s and 40s, when many women face the trade-offs that go with work and motherhood.These findings are based on a new Pew Research Center survey of 2,002 adults, including 810 Millennials (ages 18 -32) , conducted Oct. 7-27, 2013. The survey finds that, in spite of the dramatic gains women have made in educational attainment and labor force participation in recent decades, young women view this as a man's world just as middle-aged and older women do.16. What do we learn from the first paragraph about Millennial women starting their careers? [单选题] *A. They can get ahead only by striving harder.B. They expect to succeed just like Millennial men.C. They are generally quite optimistic about their future.D. They are better educated than their male counterparts.(正确答案)17. How do most Millennial women feel about their treatment in the workplace? [单选题] *A. They are the target of discrimination.B. They find it satisfactory on the whole.C. They think it needs further improving.(正确答案)D. They find their complaints ignored.18. What do Millennial women value most when coming of age? [单选题] *A. A sense of accomplishment.B. Job stability and flexibility.(正确答案)C. Rewards and promotions.D. Joy derived from work.19. What are women in their 30s and 40s concerned about? [单选题] *A. The welfare of their children.B. The narrowing of the gender gap.C. The fulfillment of their dreams in life.D. The balance between work and family.(正确答案)20. What conclusion can be drawn about Millennial women from the 2013 survey? [单选题] *A. They still view this world as one dominated by males.(正确答案)B. They account for half the workforce in the job market.C. They see the world differently from older generations.D. They do better in work than their male counterparts.Part Ⅱ Cloze (1*20 points)Directions: There are 20 blanks in thefollowing passage. For each blank there arefour choices marked A.B.C andD. You should choose the ONE that best fits into the passage and mark the corresponding letter on the Answer Sheet.Since our twins began learning to walk, my wife and I have kept telling them that our sliding glass door is just a window. The 21 is obvious. If we 22 it is a door, they'll want to go outside 23_. It will drive us crazy. The kids apparently know the 24 . But our insisting it's 25 a window has kept them from 26 millions of requests to open the door.I hate lying to the kids. One day they'll 27 and discover that everything they've always known about windows is a 28 .I wonder if 29 should always tell the truth no matter the 30 I have a very strong 31 that the lie we're telling is doing 32 damage to our children. Windows and doors have 33 metaphorical (比喻) meanings. I'm telling them they can't open what they absolutely know is a door. What if later in 34 they come to a metaphorical door, like an opportunity of some sort, and 35 opening thedoor and taking the opportunity, they just 36 it and wonder, "What if it isn't a door?" That is, "What if it isn't a 37 opportunity?"Maybe it's an unreasonable fear. But the 38 is that I shouldn't lie to my kids. I should just 39 repeatedly having to say, "No. We can't go outside now." Then when they come to other doors in life, be they real or metaphorical, they won't 40 to open them and walk through.21. A. relief B. target C. reason D. case [单选题]ABC(正确答案)D22. A. admit B. believe C. mean D. realize [单选题]A(正确答案)BCD23. A. gradually B. constantly C. temporarily D. casually [单选题]ACD24. A. result B. danger C. method D. truth [单选题]ABCD(正确答案)25. A. merely B. slightly C. hardly D. partly [单选题]A(正确答案)BCD26. A. reviewing B. approving C. receiving D. attempting [单选题] * ABCD(正确答案)27. A. win out B. give up C. wake up D. stand out [单选题]ABD28. A. dream B. lie C. fantasy D. fact [单选题]AB(正确答案)CD29. A. parents B. twins C. colleagues D. teachers [单选题]A(正确答案)BCD30. A. restrictions B. explanations C. differences D. consequences [单选题] ABCD(正确答案)31. A. demand B. fear C. desire D. doubt [单选题]AB(正确答案)CD32. A. physical B. biological C. spiritual D. behavioral [单选题]ABC(正确答案)D33. A. traditional B. important C. double D. original [单选题]AB(正确答案)CD34. A. life B. time C. reply D. history [单选题]A(正确答案)BCD35. A. by comparison with B. in addition to C. regardless of D. instead of [单选题] ABCD(正确答案)36. A. get hold of B. stare at C. knock on D. make use of [单选题]AB(正确答案)CD37. A. real B. Typical C. similar D. limited [单选题]A(正确答案)BCD38. A. safety rule B. comfort zone C. bottom line D. top secret [单选题] ABC(正确答案)D39. A. delay B. regret C. enjoy D. accept [单选题]ABCD(正确答案)40. A. hurry B. decide C. hesitate D. intend [单选题] *ABC(正确答案)DPart Ⅲ True or False (2*5points)Directions:For this part you are going to read a passage with 5 statements attached lo it. You are required to decide whether the statements are True or False.Mark A (for TRUE) if the statement agrees with the information given in the passage; mark B(for FALSE)if the statement contradicts the information given in the passage. You should make yourjudgement and mark the corresponding letter on the Answer Sheet.Mr. Lang worked in a factory. As a driver, he was busy but he was paid much. His wife was an able woman and did all the housework. When he came back, she took good care of him and he never did anything at home. So he had enough time when he had a holiday. A few friends of his liked gambling and he learned it soon. So he was interested in it and hardly forgot anythingexcept gambling. He lost all his money and later he began to sell the television, watches and so on. His wife told him. not to do it but he didn't listen to her. She had to tell the police. He and his friends were punished for it. And he was hardly sent away. After he came out of lockup, he hated her very much and the woman had to leave him.It was New Year's Day. Mr. Lang didn't go to work. He felt lonely and wanted to gamble again. He called his friends and the came soon. But they were afraid the police would come. He told his five-year-old son to go to find out if there were the policemen outside. They waited for a long time and didn't think the police would come and began to gamble. Suddenly opened the door and in came a few policemen."I saw there weren't any policemen outside, daddy," said the boy, "so I went to the crossing and asked some to come.41.Mr. Lang was paid much because he had worked there for a long time. [单选题] *AB(正确答案)42. Mrs. Lang did all housework because her husband spent all time in gambling. [单选题] *AB(正确答案)43.Mr. Lang often gambled so he was put into lockup. [单选题] *A(正确答案)B44.The boy hoped his father to be put into lockup again. [单选题] *AB(正确答案)45. The woman had to leave Mr. Lang because he didn't love her any longer [单选题] *A(正确答案)BPart Ⅳ Translation(40points)Section A English-Chinese Translation(2*5) Directions: This part, numbered 46 to 30, is to test your ability to translate English into Chinese.Each sentence isfollowed byfour choices ofsuggested translationmarked A, B, C and D. You should decide on the best choice and mark the corresponding letter on the AnswerSheet.46. As long as I heard the familiar song, memories of my university came running in my mind. ( ) [单选题] *A. 我一听见那首熟悉的歌，我大学的记忆就浮现在我的脑子里。
wsk 英语全国等级考试
PETS第五级考试的形式、内容与结构概述关于考试的组成PETS第五级考试由笔试（140分钟）和口试（15分钟）两种独立考试组成。
关于考试指导语PETS第五级考试中，笔试、口试中的指导语均为英文。
关于答题卡和登分卡的使用PETS第五级考试采用特别设计的答题卡和登分卡（后附）。
笔试中，使用的是用于光电阅读器（OMR）评分的客观题答题卡和用于人工阅卷的主观题答题（阅读器登分）卡。
客观题答题卡在机器阅读前，有部分题目也需要人工评阅。
口试使用的是口试成绩登分卡。
口试开始前考生在卡上填好自己的考号等有关信息，口试结束时口试教师在卡上填上考生的口试成绩。
PETS第五级考试所需答题卡和登分卡的种类如下表所示。
关于答题时间PETS第五级考试的答题时间分配如下表所示：关于笔试试卷的采分点（原始赋分）PETS第五级考试各部分的采分点（原始赋分）如下表所示。
关于分数权重为处理好考试中题目数量、赋分与各种技能的考查关系，PETS第五级考试采用了分数加权的办法。
即对各部分题目的原始赋分分别给予不同的权重，使之能够平衡各种技能的考查关系。
PETS第五级考试中各部分所占分数权重如下表所示：关于成绩通知单和合格证书任何考生只要参加本级的笔试或口试，均能得到有关的成绩通知书。
笔试成绩是听力、英语运用、阅读理解和写作部分得分的总合，考生成绩60分以上（含60分）为合格。
其中的听力部分还必须有60%以上（含60%）的得分率，方视为合格。
口试成绩单独计算，不列入笔试总分。
口试采取5分制评分，3分以上（含3分）为合格。
口语并非都是必考的。
这主要取决于用人单位以及考生的需求。
笔试和口试成绩均合格者，才能获得教育部考试中心颁发的PETS等级合格证书。
笔试试卷内容与结构第一部分听力该部分由A、B、C三节组成，考查考生理解英语口语的能力。
A节（10题）：考查考生理解具体和抽象信息的能力。
要求考生根据所听到的一段500-600词的对话或独白，判断10个陈述句的正误。
回应学校的调查在线课程的优缺点英语作文
回应学校的调查在线课程的优缺点英语作文全文共6篇示例，供读者参考篇1The Pros and Cons of Online Classes from a Primary School Student's PerspectiveHello everyone! My name is Amy, and I am a primary school student. Today, I want to share my thoughts on online classes and discuss their advantages and disadvantages. I hope you find it interesting!Firstly, let's talk about the advantages of online classes. One of the biggest benefits is that we can learn from the comfort of our own homes. We don't have to rush to catch the school bus and spend a lot of time traveling. Instead, we just need to turn on our computers and connect to the internet. It saves a lot of time and energy!Another advantage is that online classes offer more flexibility in our schedules. We can choose the time that works best for us to learn. For example, I'm an early bird, so I can start my classes in the morning when I feel most attentive. Thisflexibility allows us to manage our time better and balance our schoolwork with other activities, like hobbies and family time.Moreover, online classes provide access to a variety of learning resources. We can watch educational videos, reade-books, and participate in interactive quizzes and games. These resources make learning more fun and engaging. Also, if we don't understand something, we can always rewind the video or ask the teacher for clarification. It's like having a personal tutor right at our fingertips!On the other hand, there are also some disadvantages to online classes. One major drawback is the lack of face-to-face interaction with teachers and classmates. In a traditional classroom, we can ask questions and have discussions with our peers. It helps us to develop our social and communication skills. However, in online classes, this interaction is limited. Sometimes, it can be challenging to express our thoughts or ask for help without being physically present.Another disadvantage is the potential for distractions at home. It's easy to get distracted by toys, pets, or other family members while studying online. Unlike in a classroom setting, where the teacher can keep us focused, at home, we need to have strong self-discipline to stay on track. It can be tempting totake breaks or multitask with other activities, which may affect our learning progress.Lastly, technical issues can sometimes disrupt online classes. Poor internet connection or computer malfunctions can cause interruptions and make it difficult to follow the lesson. It can be frustrating when we miss important information or fall behind because of these technical problems. However, with the right support from our teachers and parents, we can overcome these challenges.In conclusion, online classes have both advantages and disadvantages. They provide convenience, flexibility, and access to various learning resources. However, they also lackface-to-face interaction, can be prone to distractions, and may encounter technical issues. As primary school students, we can make the most out of online classes by staying focused, seeking help when needed, and embracing the opportunities they offer. Let's keep learning, growing, and adapting to the changing world around us!I hope you enjoyed reading my perspective on online classes. Thank you for your attention! Stay curious and keep exploring new ways of learning!Yours sincerely,Amy篇2Online Classes: The Good, The Bad, and The SillyHi there! My name is Jamie and I'm in 5th grade. My school recently sent out a survey asking students about taking classes online instead of in-person. They wanted to know what we liked and didn't like about online learning. I have some thoughts to share!The Good Things About Online ClassesOne of the biggest pros of online classes is that you can attend them from anywhere! As long as you have a computer or tablet with a camera and microphone, you can log in from home, grandma's house, or even a treehouse. This is super convenient if you're feeling a little under the weather but not too sick to do schoolwork.Another nice thing is that you can stay in your pajamas or comfy clothes all day instead of having to get dressed up. No more squeezing into those stiff khakis or dresses! Sweatpants and slippers are the online student's uniform.Online classes also allow you to snack more freely throughout the day. During in-person classes, we can only eat at designated snack times. But at home, you can have goldfish crackers or a banana whenever you need a little energy boost. Just be sure to stay hydrated too by keeping a water bottle nearby.The independence of online learning is a pro for some students as well. With a teacher's guidance via video chat, you're more responsible for managing your own time and tasks. This helps build discipline that will be useful later on.Additionally, shy students may feel more comfortable participating from the privacy of their own homes versus raising their hand in a crowded classroom. The online format can make it easier to speak up.The Bad Things About Online ClassesAs good as online classes can be, there are also some negative aspects to consider. One major drawback is the lack of socializing and playtime with friends. Part of going to school is getting to spend time with your peers, whether partnering up for activities or just hanging out at recess. Online learning is quite isolating in comparison.Sitting stationary in front of a screen for many hours each day isn't healthy either. In physical classrooms, we get breaks to move around, switch rooms, and be more active. The lack of movement and all that screen time isn't ideal, especially for young students.Distractions can be a bigger issue at home, too. Nobody wants to get reprimanded for playing with the dog or building Legos instead of paying attention! At school, there are fewer toys and games vying for your attention.Technical difficulties like bad internet connections, computer glitches, or audio issues can really frustrate online learning as well. When everything is working properly, it's fine. But when technology fails, entire lessons can get disrupted.Lastly, some students may struggle more with staying focused and on-task from home. The school environment is intentionally designed to promote concentration. Your bedroom or living room? Not so much!The Silly Things About Online ClassesIn addition to the pros and cons, there are some silly aspects to online classes too. Have you ever seen someone's mom walkbehind them in their pajamas or underwear during a Zoom call? I have, and it's both embarrassing and hilarious!Watching teachers or students get frustrated with technology is pretty funny as well. Like when the whole class heard Ms. Jackson shouting at her computer for freezing up again. We all felt bad for her, but it was also amusing in an odd way.Another silly thing is accidentally leaving your microphone on and the whole class hearing you belch or snore. Or when your audio is on and your dog decides to hysterically bark at a squirrel for 5 minutes straight. So distracting yet so funny!My favorite silly online learning moments, though, are the crazy virtual backgrounds people use. You'll be in the middle of a serious math lesson and suddenly Bob's background is animated bananas dancing behind him. Or Frank will put up a picture of himself as a baby for some reason. It never gets old!Overall, There Are Pros and ConsAs you can see, there are some really good things and some really bad things about taking classes online rather thanin-person. There are silly moments too that make it more fun and unpredictable.Everyone has their own opinion on what works better for them. Some students excel more with online learning's independence while others prefer the traditional classroom setup. Some families don't mind the isolation while others crave those social opportunities.For me personally, I like having the flexibility to attend class in my pajamas and take snack breaks whenever I want. But I do miss playing at recess with my friends and getting movement breaks throughout the day. The technology issues can be really frustrating too.No matter which style is better, I'm just grateful that I'm able to continue learning and growing, whether online or in-person. The human mind is amazing in its ability to adapt! As long as we approach it with patience and understanding, we can make the most of whatever classroom setup we're given.Those are my thoughts, but I'm certainly interested to hear other perspectives! How do you feel about online classes? Do you have anything to add to the pros, cons, or silly factors? We're all in this together, so let's keep listening and learning from each other.篇3My Thoughts on Online ClassesHi there! My name is Jamie and I'm a 5th grader at Oakwood Elementary School. Our teachers recently sent out a survey asking what we thought about having online classes instead of in-person classes. I have some thoughts I wanted to share!The Pros of Online LearningOne of the biggest pros in my opinion is that online classes let you learn from the comfort of your own home. You don't have to wake up super early, get dressed, pack a lunchbox and all that. You can just roll out of bed and log into your virtual classroom! That's really convenient, especially on those cold, rainy mornings when it's so tempting to just stay cuddled up in your pjs.Another awesome thing about virtual learning is that you can have your snacks right there with you during class. At school, we only get one snack time and a short lunch period. But at home, I can munch on snacks basically whenever I want (which my mom doesn't always love, but I think it helps me concentrate better!).It's also just really cool to be able to take classes online using technology. Using video chat, interactive whiteboards, onlinegames and all the latest ed-tech makes learning a lot more fun and engaging in my opinion. Instead of just sitting at a desk listening to the teacher talk, we get to be creative and hands-on even through a screen.Finally, I feel like the online format allows me to move at my own pace a bit more. If I need extra time on an assignment, I can spend more time without feeling rushed. And if I get a concept quickly, we can move on instead of having to wait for others to catch up. It's flexible that way.The Cons of Virtual SchoolAs great as online school can be though, there are definitely some downsides to consider as well. One huge con for me is not being able to see my friends every day and socialize like we do at regular school. Using video chat isn't quite the same as actually playing together at recess or sitting together at lunch. I miss that social interaction a lot.Staying motivated to pay attention and do my work can also be tougher at home with all the potential distractions around - TV, video games, toys, you name it. At school, it's a lot easier to stay focused because everyone islearningtogether in that structured environment.Not gonna lie, I also struggle a bit with all the screen time required for virtual learning. My parents are always getting on me about limiting recreational screen time, but then online school has us staring at screens for like 6 hours a day! It's kind of confusing and makes my eyes feel tired.Another downside is that tech issues can really disrupt the flow of online classes. Maybe the internet cuts out, or someone's audio isn't working, or a website crashes. When we're all in the classroom together, we don't have to worry about those kinds of technology fails getting in the way.My Thoughts OverallSo those are some of the major pros and cons I see with online learning based on my experience so far. I don't think virtual school is all good or all bad - it has its upsides and downsides for sure.Personally, I do enjoy being able to learn from home and use all the cool technology. But I really miss my friends and just feel more motivated when we're all together at school.Maybe some kind of hybrid model with a mix of online and in-person classes could be a good solution? That way, we'd get the best of both worlds. But no matter what, I'm just happy we'restill learning and seeing our teachers, even if it has to be through a screen sometimes.What does everyone else think about online school? I'd love to hear other perspectives! Let me know if you agree or disagree with my pros and cons.That's all from me - thanks for reading my thoughts! Study hard and hopefully we'll all be back in our school building soon.篇4The Pros and Cons of Online Classes: A Student's PerspectiveHello everyone! My name is Lily, and I'm a primary school student. Today, I want to share my thoughts on online classes. Recently, our school conducted a survey to understand the advantages and disadvantages of online learning. Here are my thoughts on this topic.Let's start with the advantages of online classes. First of all, online classes provide a flexible learning schedule. We can access our lessons anytime and anywhere. This is great because I can review the lessons at my own pace and take breaks when I need them. It allows me to balance my studies with other activities, such as hobbies and spending time with my family.Secondly, online classes provide a wide range of learning resources. We can find various educational videos, interactive quizzes, and online textbooks. These resources make learning more interesting and engaging. I enjoy watching educational videos that explain difficult concepts in a fun andeasy-to-understand way. It helps me grasp the topics better.Moreover, online classes promote independent learning. We have to take responsibility for our own studies and manage our time effectively. This helps us develop self-discipline and organizational skills. I have learned to set goals and plan my study routine. It gives me a sense of achievement when I complete my tasks independently.Now, let's talk about the disadvantages of online classes. One major challenge is the lack of face-to-face interaction with teachers and classmates. In a traditional classroom, we can ask questions directly and discuss ideas with our peers. However, in online classes, it's not as easy to interact with others. Sometimes, I feel a bit lonely and miss the social interaction that comes with being in a physical classroom.Another drawback is the potential for technical issues. Sometimes, there can be internet connectivity problems or issues with the online platform. These technical difficulties candisrupt the flow of our lessons and make it harder to concentrate. It can be frustrating when I'm unable to access course materials or participate in live discussions.Lastly, online classes require a lot of self-motivation. Without the physical presence of teachers, it's easy to get distracted or lose focus. It takes extra effort to stay engaged and maintain a high level of concentration. Sometimes, I find it challenging to stay motivated and complete my assignments on time.In conclusion, online classes have both advantages and disadvantages. They offer flexibility, a wide range of resources, and promote independent learning. However, they also lack face-to-face interaction, can have technical issues, and require self-motivation. As a primary school student, I believe that a combination of online and offline learning would be ideal. This way, we can enjoy the benefits of both approaches and have a more well-rounded educational experience.That's all for my thoughts on online classes. Thank you for reading!篇5The Pros and Cons of Online Classes: A Little Student's PerspectiveHello everyone! My name is Lisa, and I'm a fourth-grade student at Sunshine Elementary School. Recently, our school conducted a survey to learn about our experiences with online classes. Today, I would like to share my thoughts on the advantages and disadvantages of online learning.Let's start with the pros. One great thing about online classes is that we can learn from the comfort of our own homes. We don't have to worry about waking up early, getting dressed, and rushing to catch the school bus. Instead, we can just turn on our computers, sit in our cozy pajamas, and start learning. It feels so relaxed!Another advantage is that online classes offer more flexibility. We can watch recorded lessons and complete assignments at our own pace. This means that if we don't understand something, we can go back and review the material as many times as we need to. It's like having a personal tutor right at our fingertips!Moreover, online learning helps us develop important computer and technology skills. We have become more proficient in using different software and navigating through online platforms. These skills will definitely be useful in the future when we need to use computers for school projects or work.However, online classes also have a few drawbacks. One major challenge is the lack of face-to-face interaction with our classmates and teachers. In a regular classroom, we can ask questions, have discussions, and work together on group projects. But during online classes, it's not as easy to communicate and collaborate with others. Sometimes, I feel a bit lonely and miss my friends.Another disadvantage is that it can be harder to stay focused during online classes. At home, there are so many distractions, like toys, pets, or family members. It's tempting to play or get distracted by other things instead of paying attention to the lesson. It requires a lot of self-discipline to stay on track and complete our work on time.In conclusion, online classes have both advantages and disadvantages. I appreciate the flexibility and comfort they offer, and I have learned valuable computer skills. However, I miss the social interaction and sometimes find it challenging to stay focused. As a little student, I believe a combination of online and in-person classes would be the best option. That way, we can enjoy the benefits of online learning while still getting to see our friends and teachers in person.Thank you for listening to my thoughts on online classes. I hope my perspective has provided some insights into the advantages and disadvantages of this learning method. Let's continue to adapt and make the most of our education, no matter the circumstances!Take care and stay safe,Lisa篇6Online Classes: The Ups and DownsHi there! My name is Jamie and I'm a 4th grader. Our school did online classes for a while because of the pandemic, and now they want kids and parents to share what we thought about it. Well, I've got a lot of thoughts!I'll start with the good things about online classes, the ups. One awesome thing was getting to stay home in my pajamas and not having to get dressed up or take the bus to school. That was really relaxing and comfortable. I could just roll out of bed a few minutes before class and log in without any hassle. No fighting traffic or running to catch the bus!Another plus was that online classes let me work at my own pace a lot of the time. If I needed to spend extra time on something tricky, I could without holding the whole class up. Or if I got concepts quickly, I could zoom ahead. In a regular classroom, you're kind of stuck going at the same pace as everyone else. With online learning, it was easier to go at my own speed.It was also nice to have my parents right there if I needed help from them. My mom and dad could just lean over and explain things in a way that made sense to me. In a regular classroom, the teacher has to deal with everybody at once and can't always give each student that one-on-one attention.Online class had some fun aspects too. We could do games and activities online with fun graphics and sounds. Everything felt more like an app or video game instead of just papers and books. We even got to make animated videos and drawings using tabs on our screens. My virtual art projects were way better than anything I can do with just pencils and paper!But as great as some parts of online learning were, it definitely also had its downsides - the downs. The biggest problem for me was not getting to see my friends every day and play together at recess and lunch. Sure, we could message eachother online, but it's just not the same as actually beingface-to-face. I really missed that social time with my buddies.Sitting at a computer for hours on end also started to make me feel lazy and out of shape. Recess time was awesome for running around and getting energy out. With online classes, I just sat in the same spot all day long. My back and neck started to hurt, and my body felt like a couch potato!It was tougher to concentrate too. At school, everyone is quiet and focused on the lesson. But at home, there were all these distractions around me - TV, toys, my baby sister making noise, you name it. I found it hard to avoid peeking at other sites and apps when I got bored with lessons. Self-control was challenging when no one was watching me like a hawk!Speaking of which, not having a teacher right there to keep me on track was rough. With online learning, it was easy to start slacking off or not putting in my full effort. My parents weren't always available to double check that I was staying focused and getting assignments done properly.Finally, all that screen time just felt unhealthy and gave me headaches sometimes. Looking at a bright monitor or tablet for so many hours a day hurts your eyes after a while. I haven't hadthose kinds of headaches and blurry vision issues since going back to in-person learning.So those are some of the pros and cons I experienced with online classes. They had their good points for sure - convenience, pajamas all day, moving at my own pace, and fun technology. But they also had downsides like missing friends, too much screen time, distractions, and lack of supervision.If I had to pick one or the other, I'd way rather be back in a regular classroom. But I can see why some kids might actually prefer online learning, like if they have anxiety or focus issues or whatever. For me though, in-person school is simply more engaging, active, and social which I need at this age.Those are just my thoughts as a 10-year-old though. I'm sure other kids and their parents will have different perspectives to share about the online learning experience. Whatever you think about it, I hope schools will consider all our opinions when deciding how to improve and what approach works best going forward. Let me know if you have any other questions!。
介绍我的老师我补课班老师500字英语作文
介绍我的老师我补课班老师500字英语作文全文共3篇示例，供读者参考篇1My Incredible Tutor at the After-School Tutoring CenterAs a high school student, the academic demands can feel overwhelming at times. With so many subjects to juggle and the constant pressure to excel, it's easy to fall behind or struggle in certain areas. That's where the after-school tutoring center has been a game-changer for me, and more specifically, where my extraordinary tutor, Mrs. Emily Watson, has played a pivotal role in my academic journey.From the moment I stepped into her classroom, Mrs. Watson's warmth and genuine enthusiasm for teaching instantly put me at ease. Unlike some teachers who seem disinterested or burned out, she radiates a contagious passion for her subjects that is truly infectious. Her animated expressions, coupled with her ability to break down complex concepts into digestible chunks, make even the most challenging topics feel approachable.One of the things that sets Mrs. Watson apart is her unwavering belief in her students' potential. She has an uncanny knack for identifying each student's strengths and weaknesses, tailoring her approach to suit their individual learning styles. Whether you're a visual learner, an auditory learner, or a kinesthetic learner, she has an arsenal of techniques and resources to cater to your needs.For me, her patience and willingness to go the extra mile have been invaluable. I vividly remember struggling with quadratic equations in algebra, feeling like I was drowning in a sea of variables and coefficients. Mrs. Watson didn't just reteach the concept; she took the time to understand where my confusion stemmed from and addressed it at its core. She used real-world examples, interactive activities, and even incorporated humor to make the subject matter more relatable and engaging.But Mrs. Watson's impact extends far beyond academics. She has a genuine interest in her students' well-being and aspirations. She takes the time to get to know each of us on a personal level, offering guidance and support that transcends the classroom. Whether it's navigating the college application process, managing stress and anxiety, or simply lending alistening ear, she is a constant source of encouragement and wisdom.One of the most valuable lessons I've learned from Mrs. Watson is the importance of resilience and perseverance. She often shares her own experiences of overcoming challenges and setbacks, reminding us that failure is not a permanent state but an opportunity for growth and learning. Her unwavering belief in our abilities has instilled a sense of confidence and determination within me, pushing me to strive for excellence, even in the face of adversity.Mrs. Watson's dedication to her craft is truly remarkable. She is constantly seeking out new teaching methodologies, attending workshops and conferences to stay abreast of the latest educational trends and technologies. Her commitment to continuous improvement ensures that her students receive the most up-to-date and effective instruction possible.Beyond the classroom, Mrs. Watson is an active member of the community, volunteering her time and expertise to various educational initiatives and outreach programs. Her passion for education extends far beyond the confines of the tutoring center, and she is a true advocate for empowering students and promoting lifelong learning.As I reflect on my journey with Mrs. Watson, I am filled with immense gratitude and a profound sense of admiration. She has not only helped me overcome academic hurdles but has also instilled in me a love for learning and a desire to reach my full potential. Her unwavering support, boundless knowledge, and genuine care for her students have left an indelible mark on my life.To any student fortunate enough to have Mrs. Watson as their tutor, cherish the opportunity and soak up every ounce of wisdom she imparts. Her impact extends far beyond the classroom walls, shaping the lives of countless students and inspiring them to become lifelong learners, confident individuals, and compassionate members of society.In a world filled with countless educators, Mrs. Emily Watson stands out as a true beacon of excellence, a mentor, and a role model. Her dedication, passion, and unwavering commitment to her students' success have made her an invaluable asset to the tutoring center and the entire educational community.篇2My Tutor: A Guiding Light on My Academic JourneyAs students, we often find ourselves grappling with the complexities of academia, struggling to keep up with the relentless pace of the curriculum. It is during these moments of uncertainty that a guiding light emerges, a beacon of hope in the form of a dedicated tutor. For me, that guiding force has been Mr. Johnson, a man whose unwavering commitment to his students' success has left an indelible mark on my academic journey.I vividly remember the first time I stepped into Mr. Johnson's classroom, a world away from the bustling hallways of my regular school. The atmosphere was charged with a palpable sense of purpose, and I could feel the weight of expectation upon my shoulders. Yet, Mr. Johnson's warm smile and welcoming demeanor immediately put me at ease, reassuring me that I had found a safe haven in which to pursue my academic aspirations.From the outset, it became evident that Mr. Johnson was no ordinary tutor. His approach to teaching was a delicate balance of patience and rigor, tailored to the unique needs of each student. He possessed an uncanny ability to identify the root causes of our struggles, addressing them with a clarity that defied the complexity of the subject matter. Whether it wasdeciphering the intricacies of calculus or unraveling the nuances of literary analysis, Mr. Johnson had a knack for breaking down seemingly insurmountable challenges into manageable steps.One of the most remarkable aspects of Mr. Johnson's teaching style was his ability to foster an environment of collaboration and mutual respect. He encouraged us to voice our doubts and ask questions, no matter how trivial they may have seemed. His classroom was a sacred space where curiosity was nurtured, and no query went unanswered. This open dialogue not only deepened our understanding but also instilled in us a sense of confidence that would serve us well beyond the confines of the classroom.Mr. Johnson's dedication extended far beyond the walls of the classroom. He was always available for consultation, whether it was through email, phone calls, or even impromptu office visits. His commitment to our success was unwavering, and he would go to great lengths to ensure that we grasped even the most complex concepts. I recall countless instances when he would patiently guide me through challenging problems, breaking them down step-by-step until the fog of confusion dissipated, and understanding dawned.Yet, Mr. Johnson's impact transcended mere academic tutelage. He was a mentor in the truest sense of the word, imparting invaluable life lessons that would shape our character and guide our future endeavors. He emphasized the importance of perseverance, reminding us that success is not a destination but a journey paved with obstacles to overcome. His words resonated deeply, instilling in us a sense of resilience that would prove invaluable as we navigated the challenges that lay ahead.Moreover, Mr. Johnson's genuine care for his students extended beyond the realm of academics. He took the time to understand our personal circumstances, offering a sympathetic ear and words of encouragement when we found ourselves grappling with the vicissitudes of life. His unwavering support during these trying times was a testament to his character and his commitment to nurturing not just our minds but our spirits as well.As I reflect on my journey with Mr. Johnson, I am filled with a profound sense of gratitude. His influence has been a driving force, propelling me towards academic excellence and personal growth. The lessons I have learned from him have become ingrained in my very being, shaping the way I approach challenges and navigate the complexities of life.In a world where education is often reduced to a mere transaction, Mr. Johnson stands as a shining example of what it truly means to be an educator. He is a beacon of inspiration, a mentor whose impact extends far beyond the confines of the classroom. His unwavering dedication, his patience, and his genuine care for his students have left an indelible mark on countless lives, including my own.As I embark on the next chapter of my academic journey, I carry with me the invaluable lessons imparted by Mr. Johnson. His guidance has empowered me to pursue my dreams with unwavering determination, secure in the knowledge that no obstacle is too great to overcome. For that, I will forever be grateful to have had the privilege of learning from a true master of his craft, a teacher whose legacy will continue to shape the lives of countless students for generations to come.篇3Here's a 2000 word English essay introducing my tutor from a student's perspective:My Tuition Teacher: A Mentor and GuideAs a high school student, the academic pressure can sometimes feel overwhelming. With the constant barrage oftests, assignments, and extracurricular activities, it's easy to get bogged down and lose sight of the bigger picture. That's where my tuition teacher, Mr. Williams, comes in – he's more than just a teacher; he's a mentor, a guide, and a source of unwavering support.I distinctly remember the first day I walked into his tuition center. It was a cozy little place, tucked away in a quiet neighborhood, and the walls were adorned with motivational quotes and educational posters. Mr. Williams greeted me with a warm smile, and from that moment on, I knew I was in good hands.One of the things that struck me most about Mr. Williams was his passion for teaching. He had a way of making even the most complex concepts seem simple and approachable. Whether it was explaining the intricacies of calculus or dissecting a literary work, he did it with such enthusiasm and clarity that it was impossible not to get swept up in his infectious energy.What truly set Mr. Williams apart, however, was his ability to tailor his teaching methods to each student's individual needs. He understood that every student was unique, with their own strengths, weaknesses, and learning styles. He took the time to get to know me, to understand my goals and aspirations, and tocraft a personalized learning plan that played to my strengths while addressing my areas of improvement.Mr. Williams was more than just a teacher; he was a mentor and a role model. He taught me the value of perseverance, resilience, and hard work. Whenever I felt discouraged or overwhelmed, he was there to offer a listening ear and words of wisdom. He reminded me that failure was not a destination but a stepping stone to success, and that with dedication and determination, anything was possible.One of the most valuable lessons Mr. Williams imparted was the importance of time management. He showed me techniques for prioritizing tasks, setting realistic goals, and staying organized. Thanks to his guidance, I learned to strike a balance between my academic pursuits and my personal life, ensuring that I didn't burn out or neglect other aspects of my development.Beyond academics, Mr. Williams also played a pivotal role in shaping my character and values. He instilled in me the importance of integrity, empathy, and respect for others. He encouraged me to think critically, to question assumptions, and to form my own opinions based on evidence and reason.Perhaps one of the most memorable moments with Mr. Williams was when he organized a field trip to a local university. It was an eye-opening experience that gave me a glimpse into the world of higher education and the countless opportunities that awaited me. Mr. Williams took the time to introduce me to professors and students, and he shared his own experiences, both the triumphs and the challenges, as a university student and educator.As I approached the end of my high school journey, Mr. Williams became more than just a tutor; he became a friend and confidant. He helped me navigate the daunting college application process, offering guidance on essay writing, interview preparation, and scholarship opportunities. His unwavering support and belief in me gave me the confidence I needed to take on this new chapter of my life.Looking back, I can say with certainty that Mr. Williams had a profound impact on my life. He not only equipped me with the academic skills I needed to succeed, but he also instilled in me valuable life lessons that will serve me well beyond the classroom. His dedication, patience, and genuine care for his students were truly inspiring, and I am forever grateful for the opportunity to learn from such an exceptional educator.To this day, whenever I face a challenge or find myself at a crossroads, I think back to the wisdom and guidance Mr. Williams imparted. His words echo in my mind, reminding me that with hard work, perseverance, and a positive mindset, anything is possible. Mr. Williams may have been my tuition teacher, but to me, he will always be a mentor, a guide, and a lifelong source of inspiration.。