More language input
Unit 1-大学英语精读1
Suggested Strategies:
1.________________________________________________________ Make your own opportunities for practice in using the language inside _____________________ and outside the classroom.
Sentence
Word
1. Do not treat all new words in exactly the same way. Have you ever complained about your memory because you find it simply impossible to memorize all the new words you are learning? But, in fact, it is not your memory that is at fault. If you cram your head with too many new words at a time, some of them are bound to be crowded out. What you need to do is to deal with new words in different ways according to how frequently they occur in everyday use. While active words demand constant practice and useful words must be committed to memory, words that do not often occur in everyday situations require just a nodding acquaintance. You will find concentrating on active and useful words the most effective route to enlarging your vocabulary.
初中英语教资考试教学设计题模板
初中英语教资考试教学设计题模板(总8页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--TeachingObjectives:（1）Knowledgeobjectives①(all)Students master the key words/ phrases: ...②(all)Students learn the target languages: ...③（阅读/听力）Students read/ listen the passage carefully and get specific information.④（写作）Ss can choose the right structure and right tense to write a composition.（2）Abilityobjectives①Through doing tasks, students practice and consolidate巩固target languages.②Students improve their listening/speaking/reading/writing abilities and communicative competence.③（阅读）Students read the passage and know clear about ...④（阅读）Students discuss in pairs or in groups and do exercises to understand the text.（3）Emotional objectives①Students improve listening and speaking skills by joining in the tasks.②Students can express( what ... are )accurately.③Students love to share ... with others and build a deeper relationshipwith ...④Students cultivate the habit of (joining a English group ) to improve their language skills.TeachingContents:（对话）The dialogue talks about ...（阅读）The class is to read.../ It is a passage about ...（听说/听力）It is a listening and speaking lesson talking about...（口语）This is a speaking lesson whose topic is about “how to...”（语法）This is a grammar lesson about tag questions.（读写）This lesson is about reading and writing ...（写作）It is a guided writing lesson. The topic is ...TeachingKeypoints:(all)Students master the key words and target languages, and can use then correctly.（阅读）Students read the passage and get specific information from the passage.（听力）Ss listen to the tape and do exercise 2b and 2c.（听说）Communicate with others on the topic.Teachingdifficultpoints:(all)Students freely talk about ... in real communication. ( logically/ smoothly/ correctly )（读写/写作）Ss master the skills of writing a proper passage about ...in right way.TeachingProcedures:Step1 Lead-in ( 5 minutes)Activity 1: ReviewT: What ... do you learn in school Can you say it in English(Justification: Reviewing what ss have learned can help ss get ready for the new lesson. )Activity 2: Sing a song/ Play a short filmThe teacher guides ss to sing a song .../ plays a short film(Justification: Sing a song/ play a film clip that is closely related to the topic of the lesson can arouse ss’ learning interest.)Activity 3: Free talk(Justification: Through free talk, ss get prepared to listening tasks. / help ss know what they will learn in class. )听力课Step 1 Pre-listening ( 5 minutes )Activity : Free talkT: Good morning! Look at ... So tell me ...(Justification: Free talk will attract ss’ interest and teaching content would be naturally led in.)Step 2 While-listening ( 25 minutes)Activity 1: Listen to the tape and finish exercise 2b./ summarize the main idea of the conversation.Activity 2:Listen again. Make up a dialogue according the content of tape. ( T: Talk about ... )(Teacher show the tapescript on the PPT. Ss read the conversation and circle the key words and sentences in the conversation. The teacher write these on the blackboard such as “...”)Activity 3: Give a report. ( T: Several groups come to the front to act out your dialogue, and others give some evaluation. )(Justification: Through listening and speaking activities, ss master the language knowledge and improve language skills.)Step 3 Post-listening ( 10 minutes)Activity 1: Discussion. (T: Talk about ...)(Justification: Ss use the language knowledge in real communication, which can associate the knowledge with real life.联系)Activity 2: Make a dialogue.Ss work in groups of four to make up a new dialogue by imitating the conversation, especially by using the key words and sentences in the conversation.Activity 3: Role play.Ss act out their dialogue group by group. When one group is acting, the teacher and other ss act as judges. After the performance, the teacher corrects the common language mistakes. At the end, the whole class select one group who performs the best.(Justification: Ss develop their speaking skills and also apply the key knowledge into practice. )口语课Step 1 Pre-task ( 3 minutes)Activity 1: BrainstormT: Please brainstorm about...(The teacher writes down on the blackboard the key words that ss have mentioned )(Justification: Talking about the topic in a real situation can arouse ss’interest to communicate. )Step 2 Task-cycle ( 15 minutes)Activity 1: ListeningSs listen to the tape for three times, take notes and finish exercise in the textbook.(Justification: The listening task is language input activity, which will help ss output more language information in the next activity. )Activity 2: Group discussionSs discuss in groups of four about ..., the teacher walk around and give guidance. Several minutes later, they share their ideas in the class group by group.(Justification: Ss improve their listening and speaking abilities and communicative competence.)Step 3 Language focus ( 2 minutes )The teacher guides ss to notice and conclude the target language they used. Then, the teacher writes them on the blackboard.Activity 1: Write a short passageSs are asked to write a short passage to ...(Justification: This step draw ss’ attention to the language patterns, which is good for their accurate use of language. )听说课Step2 Presentation and practice( 15minutes)(Show a picture of ...)Activity1:QuestionandAnswerActivity2:PairworkT: Good job. OK, now ask your partner with the sentence “...” and answer it by “...”.Then tell your ....T: Time is up. Do you know ...S:Yes.T: Excellent. Who wants to cat out your dialogue?(Justification: To present the new words with pictures and to practice sentences in pair game are good for students to learn and master the target language.)Step3 Consolidation巩固 ( 20minutes)Activity 1: Listen and DiscussT: Now, listen to the tape and find out ...(gist).The tape will be played for three the first time you should summarize the main idea. At the second time, you should listen carefully and circle (new words) that you heard on the third time check yourT: Do you understand what the material（材料）is about Discuss with your partner and find out the right(Then check the answers with whole class.)Activity 2: Make a dialogue/ Pair workT:Make a short conversation by imitating the listening material in pairs.(Five minutes later, the teacher encourages some ss to act out their dialogue.) (Justification: In this step, the purpose is to train ss’ listening and speaking skills. )阅读课Step2 Pre-reading ( 5minutes)Then ss are encouraged to talk about ... in group of four. Then the teacher asks some volunteers to give a report.(Justification: Through talking about ... , ss perceive感知the language usedto ... )Step3 While-reading ( 15minutes)Activity 1: Fast readingSs are given one minute to read the short passage quickly, and then conclude the main idea.Activity 2: Careful readingSs are given 5 minutes to read the passage again, then do two exercise:(1)Answer the following questions in order to grasp the detailed information of the passage.①② answer: ①②(2)Read the passage and complete the sentences.①② answer:①②(Justification: The two activities will help ss understand the passage and also train their reading skills.)Step 4 Post-reading ( 15 minutes)Ss write a short passage about ...by imitating the given passage. Then they peer edit each other’s writing and give reasonable suggestions. Students revise their writing and hand in the final draft.(Justification: Ss apply the knowledge they just learned into practice.)语法课Step 2 Presentation ( 5 minutes )The teacher shows the dialogue on the PPT, and asks ss to read the conversation. The teacher instructs them to conclude the usage of ...(Justification: Learning the grammar in inductive way can arouse ss’ learning interest and deepen their understanding of the grammar.)Step 3 Practice ( 8 minutes )Activity 1: Fill in the blanksThe teacher writes down some sentences of ... on the blackboard and asks ss to fill in the blanks with the guidance of the rule they conclude.①②③ Answer:①②③After ss finish the exercise, the teacher checks their answer, leads ss to summarize the rule of target language with ss.Activity 2: True or falseThe teacher presents the sentences on the PPT and asks ss to judge which is true and which is false. Such as:①②③ Answer:①②③(Justification: The two exercise can check and consolidate ss’ mastery of the grammar. )读写课Step 2 Pre-writing ( 5 minutes )The teacher guides ss to read the passage for two times and find out (the key words and target languages).(Justification: Reading the passage can make ss have a clear understanding of the structure and contents.)Step 3 While-writing ( 20 minutes )Firstly, the teacher shows the format格式 and the writing standards标准of ... And then ss should write a first draft by imitating the passage.Secondly, the teacher lets ss revise 修改their letter, especially the spelling and grammar mistakes. At the same time, the teacher walks around the classroom to give them guidance.(Justification: Showing the format and writing standards can help ss polish their own passage. The activity of revising can improve their thinking and writing ability.)Step 4 Post-writing ( 10 minutes )The teacher corrects some common mistakes and makes a comment on the writing (Justification: This step can help ss master some useful writing skills.)写作课Step 1 Pre-writing ( 5 minutes )Activity 1: BrainstormingThe teacher show some photos of ..., and asks ss ... The teacher lists down ss’ ideas on the blackboard.(Justification: Brainstorming can activate ss’ thinking, enlarge ss’ language output, and help ss get prepared to write a composition. )Step 2 While-writing ( 10 minutes )Ss are given 5 minutes to write their first draft. When ss are writing, the teacher should walk around the classroom and give them guidance.Activity 1: pair workSs work in pairs to discuss and edit each other’s competition for about 3 minutes. Then ss repolish the second draft.Step 3 Post-writing ( 5 minutes )The teacher corrects the common mistakes and leads the whole class to conclude 得出结论the writing essentials必要因素. Ss are asked to hand in their final draft. After the teacher reads over all the composition, he will choose three best ones to exhibit in the class.(Justification: In this step, ss get more information about how to write a better competition. )StepN Summary and homework( 5minutes)Students summarize the important points of the lesson, and the teacher gives a further conclusion with the blackboard design.Homework:①Review the words and sentences learned in this class.②实践类作业Make a survey：ask your friends: ——... And the reasons. (Justification: Extend the classroom knowledge to ss’ real life. It is good for ss to apply the knowledge into practice.)③Write a short passage to record what they have learned in the class. (Justification: The summary and homework will help ss review what they have learned in this class.)④Ss rewrite a passage on the topic and hand in the final draft.Board Plan:Words Sentencealoud,pronunciation Whatabout... Haveyou...。
波波嘟英语教材内容
波波嘟英语教材内容The problem with the Bobo English teaching material is that it lacks depth and real-world application. The content is often too focused on grammar and vocabulary, without providing enough opportunities for students to practice speaking and listening in real-life situations. This can lead to students feeling unprepared and lacking confidence when it comes to using English in practical settings.Additionally, the material may not be engaging or relevant to the students' interests and experiences. It is important for language learning materials to be culturally sensitive and inclusive, but the Bobo English teaching material may not adequately reflect the diversity of its audience. This can lead to disengagement and a lack of motivation to learn.Furthermore, the teaching material may not incorporate modern teaching methods and technologies. In today'sdigital age, it is important for language learningmaterials to utilize multimedia resources and interactive activities to enhance the learning experience. The Bobo English teaching material may be outdated and not taking advantage of the latest educational tools and platforms.Another issue with the Bobo English teaching material is the lack of authentic language input. Language learners benefit greatly from exposure to authentic materials such as real conversations, videos, and articles. However, the Bobo English teaching material may rely too heavily on contrived dialogues and artificial scenarios, which do not accurately reflect the complexities of real language use.Moreover, the material may not adequately address the individual needs and learning styles of students. Every student has unique strengths and weaknesses when it comes to language learning, and the Bobo English teaching material may not provide enough flexibility for personalized learning. This can lead to some students feeling left behind or unchallenged in their language development.In conclusion, the Bobo English teaching material has several shortcomings that need to be addressed. It is important for language learning materials to be comprehensive, engaging, culturally sensitive, and adaptable to the needs of individual learners. By reevaluating and updating the content, the Bobo English teaching material can better support students in their language learning journey.。
中英文对照键盘的使用功能键介绍
中英文对照键盘功能键使用介绍英语作文篇一English:You know, when we use a computer, the keyboard is our main tool. And on this keyboard, there are many function keys that play important roles. Let's take a look at some of them. The Ctrl key is super useful. For example, when we want to copy something, we can press Ctrl+C. And to paste it, we press Ctrl+V. In Chinese input mode, Ctrl+Space can switch between Chinese and English input. The Shift key is also handy. It can be used to capitalize letters. If you want to type a capital letter A, just hold down Shift and press A. In addition, when we are typing in Chinese, Shift can be used to switch between full-width and half-width characters. The Alt key has its own functions too. In some software, Alt+Tab can switch between different applications quickly. Now let's talk about the Enter key. When we finish typing a line or a command, we press Enter to confirm. And the Delete key? Well, it's for deleting characters or things we don't want. These function keys really make our computer use more convenient and efficient. Whether we are typing documents, chatting with friends, or doing other tasks on the computer, these keys are always there to help us.Chinese:嘿，你知道嘛，当我们使用电脑的时候，键盘可是我们的主要工具呢。
大学英语六级模拟测试题model-text09(含答案解析)
Model Test FourPart I Writing(30minutes)Directions:For this part,you are allowed30minutes to write a short essay on cohesion.Your essay should include the importance of cohesion and measures to be taken to enhance cohesion.You should write at least150 words but no more than200words.Part II Listening Comprehension(30minutes)Section ADirections:In this section,you will hear three news reports.At the end of each news report,you will hear two or three questions.Both the news report and the questions will be spoken only once.After you hear a question,you must choose the best answer from the four choices marked A),B),C)and D).Then mark the corresponding letter on Answer Sheet1with a single line through the centre.Questions1to4are based on the conversation you have just heard.1.A)How to act at a job interview.B)How to run one’s own business.C)How to dress during a job interview.D)How to communicate with your boss.2.A)Whether he should boast about his advantages.B)Whether he should dress formally for the interview.C)Whether he should mention his personal problems.D)Whether he should be honest about his bad habit.3.A)Ask some thought-provoking questions.B)Offer a firm handshake when greeting the interviewer.C)Arrive on time at the interview.D)Dress gorgeous clothes.4.A)Because it is the best way to let the conversation go smoothly.B)Because it is the best way to leave a good first impression.C)Because it can show that you are an intelligent interviewee.D)Because it can show that you are genuinely interested in the position.Questions5to8are based on the conversation you have just heard.5.A)He prefers voting for a qualified leader.B)He prefers becoming a businessman.C)He prefers joining a non-governmental organization.D)He prefers joining a political party.6.A)From states.B)From their own members.C)From their own businesses.D)From donations.7.A)Those who can offer good concepts.C)Those who deliver enlightening speeches.B)Those who can offer lots of money.D)Those who are good at managing economy.8.A)Intelligent.B)Humorous.C)Confident.D)Brave.Section BDirections：In this section,you will hear two long conversations.At the end of each conversation,you will hear four questions.Both the conversation and the questions will be spoken only once.After you hear a question,you must choose the best answer from the four choices marked A),B),C),and D).Then mark the corresponding letter on Answer Sheet1with a single line through the centre.Questions9to11are based on the passage you have just heard.9.A)Because it is a tonal language.B)Because its grammar is irregular.C)Because its characters are difficult to remember.D)Because it has many dialects.10.A)To talk to as many Chinese as possible.B)To get a bilingual teacher who can speak Chinese and English.C)To watch as many Chinese movies as possible.D)To listen to as many Chinese recordings as possible.11.A)Find locals to talk to.B)Embrace it and use it everywhere.C)Memorize its characters.D)Read a lot of Chinese books.Questions12to15are based on the passage you have just heard.12.A)Because they get more praise from their parents.B)Because they get more mental stimulation from their parents.C)Because they get more emotional support from their parents.D)Because they get more help from their parents with their tasks.13.A)First-born children have better business achievements.B)First-born children have better thinking skills.C)First-born children have better sense of independence.D)First-born children have better logical thinking.14.A)Writing.B)Reciting.C)Matching letters.D)Calculating.15.A)They are a reasonable explanation for the observed birth-order differences.B)They are incomplete in explaining the observed birth-order differences.C)They are doubtful in explaining the observed birth-order differences.D)They are an unconvincing explanation for the observed birth-order differences.Section CDirections:In this section,you will hear three recordings of lectures or followed by three or four questions.The recordings will be played only once.After you hear a question,you must choose the best answer from the four choices marked A),B),C),D).Then mark the corresponding letter on Answer Sheet1with a single line through the centre.Questions16to18are based on the recording you have just heard.16.A)Using minivans to collect data.B)Using drones to collect data.C)Releasing a new operating system.D)Releasing a new version of app.17.A)Because it could not navigate.B)Because it offered wrong information.C)Because it always broke down.D)Because its operating system was too complex.18.A)It has simplified its operating system.C)It has improved its appearance.B)It has released a new version.D)It has added more information.Questions20to22are based on the recording you have just heard.19.A)Useful language knowledge is laid down in the very early months of life.B)Language ability can be retained without further input of the language.C)Language knowledge cannot be retained without further input of the language.D)The process of acquiring language starts when the baby is2years old.20.A)It is abstract in nature.C)It fades with time.B)It relies on experience.D)It can be erased.21.A)When the child is born.C)When the child is6moths old.B)When the child is still in the womb.D)When the child is17months old.22.A)It is a concrete process.C)It is an abstract process.B)It depends on training.D)It depends on fetal education.Questions23to25are based on the recording you have just heard.23.A)Pretending to care the patients may improve your job.B)Professionalism does not necessarily accommodate empathy.C)Whether doctors should empathize with patients.D)What is the best for patients.24.A)It improves the health of patients.C)It facilitates communication.B)It improves the mood of doctors.D)It decreases the medical risk.25.A)Leaning back in the chair when listening.C)Repeating their statements continuously.B)Seeing them eye-to-eye when listening.D)Sitting next to them when listening.PartⅢReading Comprehension(40minutes)Section ADirections:In this section,there is a passage with ten blanks.You are required to select one word for each blank from a list of choices given in a word bank following the passage.Read the passage through carefully before making your choices.Each choice in the bank is identified by a letter.Please mark the corresponding letter for each item on Answer Sheet2with a single line through the centre.You may not use any of the words in the bank more than once.Questions26to35are based on the following passage.As the recent courgette(密生西葫芦)crisis and shortages of lettuce,eggplants and broccoli(绿花椰菜)have shown,Spain’s fame as the vegetable garden of Europe is well deserved.The country’s huge agricultural sector—courgettes,lettuces,tomatoes and strawberries—__26__a huge demand.There has been a major__27__towards mechanization since the1950s,but just as in the UK,many crops still need to be harvested by hand,and many farmers rely on migrant labour.Even where mechanisation can be used, picking machines tend to be too expensive and__28__for small-scale farmers.The tension between locals and migrant workers,__29__from North and Sub-Saharan Africa and eastern Europe—is not a big problem,as many of the foreign workers have proper__30__and return to the same farms year after year.They’re known and that’s important.Alfrut—a company in the south-western province of Huelva that exports strawberries,raspberries,and other fruits around the EU—shill harvests by hand.“There is a machine that gathers strawberries,but you have to__31__the crop to the machine,”says Agustin Muriel,a technical and quality control expert at Alfrut.“If we were to use machines,we would have to__32__our entire infrastructure and it would require a lot of investment in machinery,which is designed mainly for large areas and really big companies.”He adds that the__33__,manual approach is likely to continue for the__34__future,as fruit prices aren’t high enough to allow farmers to make big__35__in machinery or spend money reconfiguring(重新配置)their operations.A)adapt I)investmentsB)attach J)modifyC)contracts K)predominantlyD)feeds L)preferenceE)foreseeable M)shiftF)heralds N)traditionalG)impractical O)unexpectedlyH)inaccessibleSection BDirections:In this section,you are going to read a passage with ten statements attached to it.Each statement contains information given in one of the paragraphs.Identify the paragraph from which the information is derived. You may choose a paragraph more than once.Each paragraph is marked with a letter.Answer the questions by marking the corresponding letter on Answer Sheet2.Now We’re Talking:How Voice Technology Is Transforming Computing[A]Like casting a magic spell,it lets people control the world through words alone.Any sufficiently advanced technology,noted Arthur C.Clarke,a British science-fiction writer,is indistinguishable from magic.The fast-emerging technology of voice computing proves his ing it is just like casting a spell:say a few words into the air,and a nearby device can grant your wish.[B]The Amazon Echo,a voice-driven cylindrical(圆柱体的)computer that sits on a table top and answers to the name Alexa,can all up music tracks and radio stations,tell jokes,answer trivia questions and control smart appliances;even before Christmas it was already resident in about4%of American households.V oice assistants are proliferating in smartphones,too:Apple’s Siri handles over2bn commands a week,and20%of Google searches on Android-powered handsets in America are input by voice.Dictating emails and text messages now works reliably enough to be useful.Why type when you can talk?[C]This is a huge shift.Simple though it may seem,voice has the power to transform computing,by providing a natural means of interaction.Windows,icons and menus,and then touchscreens,were welcomed as more intuitive ways to deal with computers than entering complex keyboard commands.But being able to talk to computers abolishes the need for the abstraction of a“user interface”at all.Just as mobile phones were more than existing phones without wires,and cars were more than carriages without horses,so computers without screens and keyboards have the potential to be more useful,powerful and ubiquitous than people can imagine today.[D]Voice will not wholly replace other forms of input and output.Sometimes it will remain more convenient to converse with a machine by typing rather than talking(Amazon is said to be working on an Echo device with a built-in screen).But voice is destined to account for a growing share of people’s interactions with the technology around them,from washing machines that tell you how much of the cycle they have left to virtual assistants in corporate call-centers.However,to reach its full potential,the technology requires further breakthroughs—and a resolution of the tricky questions it raises around the trade-off between convenience and privacy.[E]Alexa,what is deep learning?Computer-dictation systems have been around for years.But they were unreliable and required lengthy training to learn a specific user’s puters’new ability to recognize almost anyone’s speech dependably without training is the latest latest manifestation of the power of“deep learning”,an artificial-intelligence technique in which a software system is trained using millions of examples, usually culled(挑选)from the internet.Thanks to deep learning,machines now nearly equal humans in transcription accuracy,computerized translation systems are improving rapidly and text-to-speech systems are becoming less robotic and more puters are,in short,getting much better at handling natural language in all its forms.[F]Although deep learning means that machines can recognize speech more reliably and talk in a less stilted(不自然的)manner,they still don’t understand the meaning of language.That is the most difficult aspect of the problem and,if voice-driven computing is truly to flourish,one that must be puters must be able to understand context in order to maintain a coherent conversation about something,rather than just responding to simple,one-off voice commands,as they mostly do today(“Hey,Siri,set a timer for ten minutes”).Researchers in universities and at companies large and small are working on this very problem,building “bots”that can hold more elaborate conversations about more complex tasks,from retrieving information to advising on mortgages to making travel arrangements.(Amazon is offering a$1m prize for a bot that can converse “coherently and engagingly”for20minutes.)[G]When spells replace spelling.Consumers and regulators also have a role to play in determining how voice computing develops.Even in its current,relatively primitive form,the technology poses a dilemma:voice-driven systems are most useful when they are personalized,and are granted wide access to sources of data such as calendars,emails and other sensitive information.That raises privacy and security concerns.[H]To further complicate matters,many voice-driven devices are always listening,waiting to be activated. Some people are already concerned about the implications of internet-connected microphones listening in every room and from every smartphone.Not all audio is sent to the cloud—devices wait for a trigger phrase(“Alexa”,“OK,Google”,“Hey,Cortana”,or“Hey,Siri”)before they start relaying the user’s voice to the servers that actually handle the requests—but when it comes to storing audio,it is unclear who keeps what and when.[I]Police investigating a murder in Arkansas,which may have been overheard by an Amazon Echo,have asked the company for access to any audio that might have been captured.Amazon has refused to co-operate, arguing(with the backing of privacy advocates)that the legal status of such requests is unclear.The situation is analogous(相似)to Apple’s refusal in2016to help FBI investigators unlock a terrorist’s iPhone;both cases highlight the need for rules that specify when and what intrusions into personal privacy are justified in the interests of security.[J]Consumers will adopt voice computing even if such issues remain unresolved.In many situations voice is far more convenient and natural than any other means of communication.Uniquely,it can also be used while doing something else(driving,working out or walking down the street).It can extend the power of computing to people unable,for one reason or another,to use screens and keyboards.And it could have a dramatic impact not just on computing,but on the use of language puterized simultaneous translation could render the need to speak a foreign language irrelevant for many people;and in a world where machines can talk,minor languages may be more likely to survive.The arrival of the touchscreen was the last big shift in the way humans interact with computers.The leap to speech matters more.36.Despite the issue of invasion of privacy,voice-computing’s irresistible convenience is already receivingwide adoption.37.Conventional forms of input and output will not be entirely replaced by voice command.38.Deep learning revolutionizes speech technologies,enabling computers to process any natural language.39.Screens and keyboards of computers are not necessarily indispensable because of the invention of voicecomputing.40.Deep learning has real successes,but is not enough to understand the meaning of language.41.The convenience brought by voice computing can come at a risk of privacy or security.ws that apply to privacy and security issues for voice technology are needed in light of the two cases inAmerica.43.Despite its simple appearance,voice is capable of changing computing,by bypassing the physical realm.44.Thanks to voice computing,several devices such as smartphones have already done some tasks by voiceorders.45.To fully explore the potential of voice technology,more things need to be done to tackle the gaps betweenconvenience and privacy.Section CDirections:There are2passages in this section.Each passage is followed by some questions or unfinished statements.For each of them there are four choices marked A),B),C)and D).You should decide on the best choice and mark the corresponding letter on Answer Sheet2with a single line through the centre.Passage OneQuestions46to50are based on the following passage.Police officers may hope that their presence in schools will help them build strong relationships with students, improving police-community relations over the long term.But achieving that goal may require rethinking law enforcement’s role in education,a new report suggests.Looking at federal data from the2012-2014school year,researchers at Education Week found that students in schools with at least one school resource officer(STO)were1.5times likely to be arrested than their peers in schools that did not have a police presence.The disparity is particularly stark for black students,possibly because police presence is concentrated in districts with a higher proportion of minority students.Black buys were three times more likely to be arrested at school than white boys,the report found.Rather than building relationships and improving outcomes,students who are arrested or referred to law enforcement can see a drop in school performance and are disproportionately more likely to get involved with the law again as adults,researchers say.Racial bias means that outcomes are particularly poor in communities of color.Spurred by rising fears of violent crime during the1980s and1990s,some schools began turning to police to increase safety on campus.With federal funding,their presence only grew.Following tragedies like the school shooting at Columbine High School in Colorado,an increasing number of parents called for security measures like metal detectors and armed officers.By2013-2014,44,000“school resource officers”worked in schools on a full-or part-time basis.In some cases,hiring these officers has resulted in an impressive drop in incidents.But the national picture is less positive.Particularly in schools with a high proportion of minorities,the SROs are overused,taking on disciplinary functions that classroom teachers have traditionally performed,experts say.Arresting students,rather than having a classroom teacher discipline them,brings financial and emotional costs.An American Civil Liberties Union report found that arrested students were twice as likely to drop out of high school—and for those who appeared in court,that figure doubled.Compounding the problem,the cost of employing school resource officers means many schools with a police presence are less likely to have school counselors who can keep an eye on the psychological and developmental effects of arrests on children,Education Week reported.Detaining students also drains the budget of money that could be used to educate them.So how can police officers help ensure safety without becoming disciplinarians(纪律严明者)who grease the school-to-prison pipeline?Training is key,National Association of School Resource Officers executive director Mo Canady told Education Week.SROs should see themselves not only as members of law enforcement,but also embrace their role as educators on issues like drug prevention and as informal counselors for students,Mr.Canady said.46.The federal data quoted in Paragraph Two indicate that_____.A)schools in minority district are in need of SROsB)police officers tend to arrest minority studentsC)the existence of SROs intensified campus violenceD)the SROs may have failed to function as expected47.What may be the negative effect of deploying SROs?A)It exerted more law enforcement than necessary.B)It disturbed the normal teaching practices.C)It posed risks to students’psychological health.D)It frustrated the enthusiasm of faculty members.48.What does the author think of the measure of employing SRO?A)Its real effect remains to be seen.B)It should be vigorously promoted.C)There’s still room for improvement.D)It causes more harm than good.49.What does“grease the school-to-prison pipeline”(Line2,Para.8)most probably mean?A)To effectively prevent juvenile crime.B)To lead more students to be arrested.C)To help ensure the safety on campus.D)To tighten the school-to-prison link.50.In the last paragraph,the author advises the SROs to______.A)work harder to ensure school safety B)reinforce their roles as disciplinariansC)adjust their function in education D)care more about students’mental healthPassage TwoQuestions51to55are based on the following passage.Clear Macro CEO Mike Simcock,who has25years of professional asset management experience,says he started the company to help investment managers that were drowning in a deluge of data.There has been a massive explosion in data sources,many offering the prospect of more timely information and more impactful signals.But the big data revolution is actually compounding a problem that was already there, says Simcock.Advancements in technology are making analytical processes accessible beyond the world of hedge funds（对冲基金）and CTAs(交易顾问)；things like back testing tools and ways of aggregating information and visualizing information in a really efficient way.Clear Macro is building a“Wikipedia of investment strategies”.It applies strategic,tactical and systematic asset allocation strategies,alongside a combination of select data sets providing real time macro insights,from text media and now-casting to cross border central bank liquidity statistics.Simcock suggests a less is more approach to data.“We are not scraping the internet for data.We are doing aggregation in the sense that we are sourcing what we call best quality data sets for the categories of information that we think decision makers care about holistically,as well as tools to back test and gain conviction over what works and what doesn’t.“He said big data sets within the hedge fund space tend to be really focused on tactical, higher frequency,shorter term decision making,such as trying to gain an edge on payrolls or the next move in inflation,or company results.The industry is very quickly going to move much further toward data driven automated research and investible strategies.“Funds or products that are essentially driven more and more by rules,and can be delivered in different ways,whether it’s an ETF structure or simply connecting to interactive brokers.”Suddenly all sorts of owners of data are realizing the power of their data sets.“We are completely unaware of whether we use traditional data or new data.If we can demonstrate it adds some value then that can justify paying for it.”Data does not come cheap:all sorts of entities are offering to sell their data,from anywhere between￡25K and￡250K,and upward.“The value of data is in the eyes of the beholder,”said Simcock.“Typically I think the way that data sales work is that everything is up for negotiation,”he said.“Some of the things we are finding is a lot of the classic data sets are delivering better performance when you build them into strategies.The message I would give to someone asking how should I deal with this landscape—embrace technologies that can make your job easier and take your time.”51.It is indicated in the first two paragraphs that_____.A)Simcock himself is an investment consultantB)Simcock’s company offers timely messageC)it’s hard to make a selection in data explosionD)high-tech provides ne analytic tools for CTAs52.What can we learn about the“Wikipedia of investment strategies”?A)It makes investment suggestions.B)It sorts and analyzes timely data.C)It provides macro data reports.D)It predicts the statistics of banks.53.According to Simcock,the key to an efficient process with the data is_____.A)aggregation B)allocation C)combination D)simplification54.What opinion does Simcock express in the last paragraph?A)The price of data may soar up in the future.B)Any kind of data can be sold out nowadays.C)Classic data can provide better information.D)It’s worth time to get adapted to new tech.55.What can be the best title of this passage?A)How to Avoid Drowning in Data C)How to Apply Investment StrategiesB)How to Respond to Data Explosion D)How to a Systematic Data SetPartⅣTranslation(30minutes)Directions:For this part,you are allowed30minutes to translate a passage from Chinese intoEnglish.You should write your answer on Answer Sheet2.春联（Spring Festival couplets）是中国独特文化的一部分，有着悠久的历史。
英语学习策略报告英语作文
英语学习策略报告英语作文Title: English Learning Strategies: A ReportIn the pursuit of effective English learning, it is crucial to adopt strategic approaches that cater to individual needs and learning styles. This report aims to outline several key strategies that can assist learners in enhancing their English language skills.Firstly, consistent practice is paramount. Language learning is a continuous process that requires regular exposure and practice. Engaging in daily reading, writing, listening, and speaking exercises can significantly improve language proficiency. Utilizing online resources, such as language learning apps and websites, can provide convenient opportunities for practice.Secondly, immersion in the language is essential. Exposing oneself to English-speaking environments, whether through traveling, attending language courses, or interacting with native speakers, can greatly enhance language acquisition. Such immersive experiences provide authentic language input and encourage the use of English in real-world contexts.Moreover, setting specific learning goals is crucial. Clear and measurable goals can provide direction and motivation for learners. By breaking down larger goals into smaller, more manageable tasks,learners can track their progress and stay on track. For instance, setting a goal to improve reading comprehension by reading a certain number of pages per day or aiming to increase vocabulary by learning new words each week.Additionally, feedback and reflection are vital components of effective learning. Seeking feedback from teachers, peers, or language partners can help identify areas for improvement. Regularly reflecting on learning experiences, strategies used, and progress made can lead to better understanding and adjustment of learning methods.Finally, maintaining a positive learning attitude is key. Language learning can be challenging, but maintaining a positive and perseverant attitude can help overcome obstacles and stay motivated. Believing in oneself and celebrating small achievements can boost confidence and encourage further progress.In conclusion, effective English learning requires a strategic approach that incorporates consistent practice, immersion, goal-setting, feedback and reflection, as well as a positive learning attitude. By adopting these strategies, learners can enhance their English language skills and achieve their desired level of proficiency.英语学习策略报告在追求有效的英语学习过程中，采用符合个人需求和学习风格的策略至关重要。
语言输出理论
Immersion programs in Canada
加拿大沉浸计划 The initiation of French immersion programs in Canada in the late1960s infused parents and teachers with renewed energy and excitement about the teaching and learning of French as a second language (FSL). In these programs, English speaking children were taught some or all of their curriculum in French beginning with the start of school (early immersion), around grade 4 or 5 (mid immersion), or around grade 6 or 7 (late immersion). Evaluation after evaluation was conducted of these programs
First, output has a noticing / triggering function.
• The claim here is that while attempting to produce the target language (vocally or silently (sub-vocally)), learners may notice that they do not know how to say (or write) precisely the meaning they wish to convey. In other words, under some circumstances, the activity of producing the target language may prompt second language learners to notice or recognize consciously some of their linguistic problems: it may bring their attention to something they need to discover about their second language (possibly directing their attention to relevant input). This awareness triggers cognitive processes that have been implicated in second language learning—ones in which learners generate linguistic knowledge which is new for them, or which consolidate their current existing knowledge (Swain & Lapkin 1995). There have been a number of carefully designed, experimental studies which have examined the effect of output on noticing and acquisition of particular target forms, including Swain’s research and his students research (e.g., Izumi 2002).
【英语教学法课件】Unit1Languageandlanguagelearning
4. Howatt, A.P.R. A History of English Language Teaching第十.五页(，共《78页。 英语语言教学(jiāo
Audiolingualism
第二十五页，共78页。
听说法 (shuōf ǎ)
Audio-Lingual Method
❖ ‘Listen and repeat’ drilling activities are the most important classroom activities.
❖ Mistakes are immediately corrected and correct utterances are immediately praised.
❖ Functional view– communicative categories, communicative ability (to be able to communicate)
❖ Interactional view– to communicate appropriately (communicative strategies, cultural awareness, etc.)
❖ Language is a rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced
二语习得
The characteristics of input to language learners
Input studies have focused on two issues: „input text‟(what native speakers actually say or write) and „input discourse‟(the special kind of register that is used when speakers address language learners). In many cases native speakers do not adhere to norms when communicating with non-native speakers. Frequently they modify their input in a number of ways. Then there are modifications in input discourse.
The characteristics of input to language learners
Caretaker talk „degenerate‟ When caretaker speakers speak to young children who are in the process of acquiring their L1, they typically adjust their speech in a number of ways. The register that results has been referred to variously as baby-talk, motherese, caretaker talk and child-directed language.
二语习得期末复习资料
Chapter 1 introducing second language acquisition1.SLA: a term that refers both to the study of individuals and groups who are learning alanguage subsequent to learning their first one as young children, and to the process of learning that language.2.Second language:an officially or societally dominant language (not L1) needed foreducation, employment or other basic purposesrmal L2 learning: SLA that takes place in naturalistic contexts4.Formal L2 learning: instructed learning that takes place in classroom5.Linguistic competence: the underlying knowledge that a speaker/hearer have of a language.Chomsky distinguishes this form linguistic performance.6.Linguistic performance: the use of language knowledge in actual production.7.First language/native language/mother tongue (L1): the language acquired in childhood8.Simultaneous multilingualism:ability to use one or more languages that were auqiredduring early childhood.9.Sequential multilingualism: ability to use one or more languages that were learned after L1had already been established.1.What are the three basic questions in SLA?(1)What exactly does the L2 learner come to know?(2)How does the L2 leaner acquire this knowledge?(3)Why are some learners more successful than others?2.Why there are no simple answers to these questions? (P2)Chapter 2 foundations of second language acquisition1.Multilingualism: the ability to use more than one language.2.Bilingualism: the ability to use two languages.3.Monolingualism: the ability to use only one language.4.Multilingual competence: “the compound state of a mind with two or more grammars”5.Monolingual competence: knowledge of only one language.6.Learner language: also called interlanguage which refers to the intermediate states orinterim grammars of leaner language as it moves toward the target L2.7.Positive transfer: appropriate incorporation(合并，编入) of an L1 structure or rule in L2structure.8.Negative transfer: inappropriate influence of an L1 structure or rule in L2 use, also calledinterference.9.Fossilization:a stable state in SLA where learners cease their interlanguage developmentbefore they reach target norms despite continuing L2 input and passage of time.10.Poverty-of-the-stimulus:the argument that because language input to children isimpoverished(穷尽的) and they still acquire L1, there must be an innate capacity for L1 acquisition.11.Innate capacity:a natural ability, usually referring to children’s natural ability to learn oracquire language.1.What is the nature of language learning?(1)Simultaneous/sequential multilingualism(2)The role of natural abilitya)Humans are born with a natural ability or innate capacity to learn another language.b)As children mature, so do their language abilities.c)Individual variation may occur in learning; the rate of learning can differ, but there arestages everyone goes through.d)“Cut off point”- if the process does not happen at a young age, you'll never learn thelanguage. （关键期假说）(Critical Period Hypothesis)(3)The role of social experiencea)Children will never acquire language unless that language is used with them andaround them, no matter what is their language.b)As long as children are experiencing input and social interaction, the rate and sequenceof development doesn't change.c)The only thing that may change is pronunciation, vocabulary, and social function.2.What are some basic similarities and differences in L1 and L2 learning? (P17表格)(1)Similarities between L1 and L2a)Development stagesInitial State - knowledge about language structures and principlesIntermediate State - Basic language developmentFinal State - Outcome of learningb)Necessary conditions: Input(2)Differences between L1 and L2（P17表格）3.What is “the logical problem of language acquisition”?(1)Children’s knowledge of language goes beyond what could be learned from the inputthey receive. (Poverty-of-the stimulus)(2)Constraints and principles cannot be learned(3)Universal patterns of development cannot be explained by language-specific input.(如果说普遍语法存在孩子们脑中，那语言输入起的作用又如何解释呢？)4.5.(1)Children begin to learn their language at the same age, and in much the same wayregardless of what the language is.(2)Children are not limited to repeating what they heard; they can understand and createnovel(新颖) utterance.(3)There is a cut-off age for L1 acquisition, beyond which it can never be completed.6.Linguists have taken an internal and external focus to the study of language acquisition.What is the difference between the two?The internal focus seeks to account for speakers’ internalized, underlying knowledge oflanguage. The external focus emphasizes language use, including the functions of language which are realized in learners’ production at different stages of development.Chapter 3 the linguistics of second language acquisition1.Interference: also called negative transfer, which means inappropriate influence of an L1structure or rule in L2 use.2.Interlanguage: also called learner language, which refers to the intermediate states orinterim grammars of leaner language as it moves toward the target L2.3.Natural order: a universal sequence in the grammatical development of language learners.4.Universal grammar: a linguistic framework developed most prominently by Chomsky whichclaims that L1 acquisitions can be accounted for only by innate knowledge that the human species is genetically endowed with. This knowledge includes what all languages have in common.nguage faculty: term used by Chomsky foe a “component of the human mind” thataccounts for children’s innate knowledge of language.6.Principles: properties(固有属性) of all languages of the world; part of Chomsky’s universalgrammar.7.Parameters: limited options in realization of universal principles which account forgrammatical variation between languages of the world. Part of Chomsky’s theory ofuniversal grammar.8.Initial state: the starting point of language acquisition; it is thought to include theunderlying knowledge about language structures and principles that are in learners’ heads at the very start of L1 or L2 acquisition.9.Final state: the outcome of L1 and L2 learning, also known as the stable state of adultgrammar.10.Markedness: a basic for classification of languages according to whether a specific featureoccurs more frequently than a contrasting element in the same category, is less complex structurally or conceptually, or is more “normal” or “expected” along some dimensions. 11.Grammaticalization(语法化): a developmental process in which a grammaticalfunction(such as expression of past time) is first conveyed by shared extralinguisticknowledge and inferencing based on the context of discourse, then by a lexical word(such as yesterday), and only later by a grammatical marker(such as the suffix -ed).一、The nature of language1.What we learn in linguistic perspective? What are the characteristics of language?Both L1 and L2 learners acquire knowledge at these different levels: lexicon(词汇学),phonology(语音学), morphology(构词法), syntax(句法). Languages are systemic,symbolic and social.二、Contrastive analysis1.What is contrastive analysis?CA is an approach to the study of SLA which involves predicting and explaining learner problems based on a comparison of L1 and L2 to determine similarities and differences.2.What is the goal of contrastive analysis?(assumptions)(1)If L2 acquisition is disturbed by the habits of your native language, it is reasonableto focus on the differences between native and target language.(2)Contrastive analysis had a practical goal: If you recognize the differences betweenyour native language and the target language, you are able to overcome thelinguistic habits of your native language that interfere with the habits of the targetlanguage.3.What are the critiques of contrastive analysis?(1)The process of L2 acquisition is not sufficiently described by the characterization oferrors.(2)Errors in L2 acquisition do not only arise from interference.(3)The structural differences between two languages are not sufficient to predict theoccurrence of errors in L2 acquisition.三、Error analysis1.What is error analysis？EA is based on the description and analysis of actual learner errors in L2, rather than onidealized linguistic structures attributed to native speakers of L1 and L2 (as in CA).(1)Ambiguity in classification. (不知道是具体是哪个原因导致比如时态错误，可能是一语影响，也可能是在一语中出现过的universal developmental process)(2)Lack of positive data. (正确的被忽略，只关注错误不能看出学生学到什么)(3)Potential for avoidance. (学生会避免错误，这样错误就不能全部被观察)四、Interlanguage1.What are the characteristics of interlanguage?(1)Systematic.(2)Dynamic.(3)Variable.(可变性) although systematic, differences in context result in differentpatterns of language use.(4)Reduced system, both in form and function. (学习者经常会简单化)2.There are differences between IL development and L1 acquisition, including differentcognitive processes involved:(1)Language transfer from L1 to L2.(2)Transfer training.(3)Strategies of second language learning. (避免等)(4)Strategies of second language learning. (为方便不要复数等)(5)Overgeneralization of the target language linguistic material.3.The beginning and the end of IL are defined respectively as whenever a learner firstattempts to convey meaning in the L2 and whenever development “permanently” stops, but the boundaries are not entirely clear. Identification of fossilization is even morecontroversial.五、Monitor model (The input hypothesis model)1.Which five hypotheses(假定) does the model consist of? (课本P45！！！)(1)Acquisition-learning hypothesis(2)Monitor hypothesis(3)Natural order hypothesis(4)Input hypothesis(5)Affective filter hypothesis2.What is LAD in this model?The LAD is made up of the natural language learning abilities of the human mind, totally available in L1 acquisition, available in L2 acquisition according to the level of the filter.But, the process of learning, unlike the process of acquisition, uses faculties of mind outside the LAD.3.图示4.What are points of the consensus of early linguistic study of SLA?(1)What is being acquired through a dynamic interlanguage system(2)How SLA takes place involves creative mental processes(3)Why some learners are more successful than others relates primary to the age.5.What is the role of grammar according to Krashen?The only instance in which the teaching of grammar can result in language acquisition(and proficiency) is when the students are interested in the subject and the targetlanguage is used as a medium of instruction.六、Universal grammar1.Differences of linguistic competence and performance(见Chapter1名词解释)2.What is UG? (名词解释)3.UG and L1 acquisition(1)What the child acquire is selecting parametric options.(2)Unlike SLA, attitudes, motivations and social context play no role.4.UG and SLA, there are three important questions(1)What is the initial state of SAL?Interference(看参数相同不相同); no agreement on access to UG(2)What is the nature of IL and how does it change over time?定参数的过程Language faculty; positive/negative evidence(起作用);constructionism; fossilization(3)What is the final state in SLA?(P52五个达不到的原因)七、Functional approaches (systemic linguistics)1.What are the four functional approaches?They are Systemic Linguistics; Functional Typology; Function-to-form mapping;Information organization.2.What is Systemic Linguistics(系统功能语言学)?Developed by Hilliday in the late 1950s, it is a model for analyzing language in terms ofthe interrelated systems of choices that are available for expressing meaning.儿童的语言体系是一个意义体系，语言是从意义体系逐渐发展而来，经历过有简单到复杂的过程。
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More reading: Help can’t wait
1. souvenir: something that people buy to remind themselves of
a place, an occasion or a holiday
--- I bought these bagpipes as a souvenir of Scotland.
2. last: v. lasting value everlasting adj.
3. drive: campaign
--- The municipal government has recently launched a drive
against noise pollution.
4. extensively: covering a large area, great in amount
travel extensively/ read extensively
5. not a bit: not at all
--- Are you hungry?
--- No, not a bit. / Yes, not a little.
6. hero(es) c.f. heroine (female)
7. benefit sb. benefit from sth. be beneficial to sth.
8. save one’s life/ lose one’s life/ sacrifice one’s life (for…)
9. require It is required that sb. should do sth….
10. recognize: v. to admit or be aware (that sth. exists or is
true)
--- After several failures, he had to recognize he was not the
right person for the job.
11. virtually: almost, very nearly
--- Virtually everyone agreed on the plan for the charity event.
12. critical: adj. extremely important
--- At this critical moment, it is vital everyone in the team work
together.
13. substitute (for) n. v. /substitute A for B c.f. replace
---A chocolate bar is hardly a proper substitute for dinner.
--- We can not substitute a chocolate bar for dinner.
(We should not substitute dinner with a bar of chocolate.)
14. sacrifice n./v. to give up sth. important or valuable in order
to get or do sth. that seems more important
--- The family sacrificed a lot in order to buy a new flat.