What students use the Internet for
英语视听说答案2(1-5)
New Standard College English Book 2Answer keysUnit 1Starting PointInside viewConversation 12AnswersThey have decided on: 2, 5 and 6.Conversation 25Answers1-5 ccbad6Answers1.Maybe I should2.Supposing3.everything’s organized, isn’t it4.I’ve arranged for people to5.I’ll count it all up6.We’d better7.I’ve got a suggestion8.how aboutOutside view2Answers1 Although this may be true in general, Cambridge University in the UK is not mentioned in the clip.2 This may be true but Alex says that Harvard attracts the best students from around the world not just the US.3 True4 They don’t say that everyone enjoys the social life. They just say there’s a good social life and Adam says some of his friends sit in their room and study all night, so obviously not everyone joins in the social life.5 True6 Students can use the Internet for leisure purposes.3Answers1 one of the best universities2 most talented students3 well-known around the world4 have open doors5 good social life6 you want it to be7 on another campus8 it’s a fun place9 go to concerts10 during the week4Answers1 Ashley gets information for her research papers from the library system online.2 Ashley uses the Internet three or four times a week.3 Brian uses the Internet to check his stocks.4 John mostly uses the Internet for leisure purposes, such as following news a sport or playing games.5 John does most of his university work in the libraries.Listening inPassage 123Answers1 It’s a university radio station.2 How are you finding uni?3 She is writing for the university newspaper.4 He went home a Christmas for a month.5 She didn’t do enough work.6 Because he has joined a couple of clubs.7 She has taken a part-time job as a waitress.8 Work is the part that matters most.Passage 26Answers1 Because they are similar.2 Because they both regularly come top in any ranking of the world’s best universities.3 They are old and very beautiful buildings.4 Oxford and Cambridge have produced great writers, world leaders and politicians. Cambridge has produced many famous scientists.5 The Oxford Union, Footlights(the Cambridge comedy club), and The Oxford University Dramatic Society.7Answers1-5 bddbaNew Standard College English Book 2Answer keysUnit 2Starting PointInside viewConversation 12AnswersKate; Kate; Janet; Janet; Janet; Janet; Kate3Answers4-1-2-7-3-5-64Answers1 She looks a bit worried, upset or fed up.2 She feels more homesick.3 Sometimes she feels like a moody teenager.4 Kate tries to comfort Janet by sharing her experiences and feelings with Janet and telling her that she has experienced the same situation.5 Kate believes it is normal for Janet to feel so.6 Janet can see that Kate is busy with her essay.7 Janet asks to leave very suddenly, so Kate thinks that Janet is leaving because what she said may have upset her in some way. She wants to give Janet more help.Conversation 26Answers1-5 baddd71 she was feeling2 I felt as if3 I wouldn’t worry about it4 I wish I could have helped5 you look cheerful6 What an amazing grade7 I feel on top of the world Everyday English8Answers1-6 aaaaabOutside view2Answers3AnswersThe true statements are: 2, 3 and 5. 4Answers1-10 cabcdadbcaListening inPassage 124Answers1 blue2 yellow3 green4 blue-green5 red6 orange7 blue-green8 yellowPassage 278Answers1 She feels very embarrassed.2 She can’t bear people who are cruel, especially to animals or children.3 He doesn’t like them because they think they are superior without any reason.4 People who don’t behave properly in public make him angry.5 He likes people around him to be happy and to have a positive attitude towards the future.6 He says he never feels jealous.7 When she is successful and when she is recognized by her boss for what she can do.8 She doesn’t know what the kids are going to be like or how they may behave.New Standard College English Book 2Answer keysUnit 3Starting PointInside viewConversation 12Answers1 It was good but too long.2 It was a mountain bike and cost a fortune.3 He will go down the street to see if he can see anyone with it, while Kate goes to ask the shopkeeper if they saw anything suspicious.4 She hasn’t seen anything.5 She advised Kate to report it to the police.6 Bikes get stolen all the time.7 They should go back to the college and report it.Conversation 24Answers1-5 cdbdb5Answers1 This woman said that2 You’re joking3 That’s what she said4 It’s just too much5 She thinks6 I’m really furious7 Unbelievable8 What they said wasEveryday Englsih6Answers1-3 abb4 b In hunting or sport, a shot from a great distance is not likely to succeed.5&6 aaOutside view2AnswersThe true statements are: 1 and 4.3Answers1 gain access2 commit this crime; looking at property; an uncut garden3 800 crimes4 white female (African and Asian Britons are more likely to live in larger family units)4Answers6-4-2-5-1-35Answers1-5bdbbdListening inPassage 12Answers1.He had forgotten to put his false teeth in.2.He stole 4,000 dollars3.They said he stole 6,000 dollars, but he only stole 4,000.4.They traced his call.5.He fell asleep in court and suddenly woke up, but wasn’t sure what was happening.6.The judge allowed him to plead not guilty.3Answers1.The shoplifter started running, but the policeman soon caught up with him.2.Always remember to wear your false teeth if you’re going to bite someone.3.I’m wondering if the supermarket manager took another 2,000 and said I’d taken it.4.The guy was ringing from a phone booth-and they arrested him while he was talking to thenewspaper.5.The man suddenly woke up, but wasn’t sure what was happening.Passage 26AnswersName of the victim: Anna BlackDate the attack took place: just over a week agoTime of day the attack took place: about sevenGender of the attacker: maleItem the mugger tried to steal: mobile phoneGender and number of the people who helped the victim: two menTime the police took to arrive: five minutes7Answers1-5 baabd8Answers1.Yes, I practice three times a week—so I’m ready for situations like this.2.Yes, I can react very fast.3.I fell backwards onto him.4.Yeah! I’m tall and quite heavy—so we both fell to the ground together.5.Oh, I’d like to think so.6.I think it’s a good idea to have some kind of defense training.New Standard College English Book 2Answer keysUnit 4Starting PointInside viewConversation 12Answers1.The wheelchair got stuck on the front of the lorry.2.The driver drove for several miles before he stopped.3.The driver did not realize he had a passenger.4.The policeman told the thief he was answering an ad in the paper.5.The thief agreed to sell the car.Conversation 234Answers1.Tornadoes have damaged homes in Northern England.2.He is still missing.3.Global warming is accelerating.4.There are lots of different views and it is very stimulating.5. A news addict.6.They have to be knowledgeable about current affairs.7.Whether she is going to watch Friends with her later.5Answers1.There is still no news of2.Scientists claim that3.mostly get my news4.I’ve got used to5.I’ve got into the habit of6.I spend too much timeEveryday English6Answers1-6babbbaOutside view2Answers2-7-4-5-1-3-631.do you mind2.journalism, photography3.for two hours4.getting these invitations5.on the screen4AnswersThe true statements are: 2 and 55Answers1.Every Saturday night.2.To take people’s pictures.3.How do you like the idea that someone can take pictures of you on the street?4.They feel you shouldn’t have the right to invade their privacy.5.Because whatever we’re consuming, we’re encouraging them to spread (by buyingmagazines with such photos in them we are encouraging paparazzi to go and take such pictures).7 Write a short summary of the video clip, which should include:●the main objections about paparazzi photos●how paparazzi photography has developed●what consumers should doExample answerThe video clip contained an interview with a photo-journalist from Los Angeles.He explains the history of the paparazzi. In Europe after World War II, political events often became violent and journalists would try their best to get exciting pictures of fights. Later on, they expanded their work to include glamorous stars. Celebrity pictures, the more embarrassing the better, became big business.The journalist tells how much money he made from chasing Hollywood stars. But when Princess Diana died, he started thinking about what he was doing he decided paparazzi photos were bad, taking away people’s privacy only for the sake of greed.Now he campaigns against the paparazzi by taking sudden pictures of ordinary people to let them feel what it is like to be hunted by a photo-journalist.Listening inPassage 11AnswersA boy tries to cook chips but they catch fire while his is talking to a girl.2Answers1.He says he was on the phone to his girlfriend, but in the cartoon he was actually talking toa girl in the kitchen.2.Because he is the person being interviewed for the news story and knows the most about it. 3Name: Phil TaylorCampus address: South Block, Room 18Date of the fire: November 10Time of the fire: 11 pmCause of the fire: He had a telephone conversation with his girlfriend and forgot about the chips he was deep-frying, and then chips and oil caught fire.Length of time the fire brigade took to arrive: ten minutesDamage done: The fire ruined the cooker, two kitchen units and one wall.4Answers1-5 daabcPassage 26Answers1.They are unscripted programmes during which the camera simply records people interactingin a pre-set situation. The people in them are simply being themselves.2.People put together in a house or on a island trying to cooperate and achieve certain goals.Contests where people try to be discovered as singers, designers, dancers, chefs etc. their interactions and swings of emotion are shown as well as their performances. Hidden camera situations. Some popular shows on Hunan TV, such as Super Girls.3.They are extremely popular and seem to be addictive for some. People become so involvedthat they are willing to pay to call in and vote for favorite contestants. Some people feel they are offensive as they make people’s real feelings and lives a matter of entertainment.78Answers1.just as many2.how they behave3. a gardening program4.do very well5.to say to thatNew Standard College English Book 2Answer keysUnit 5Starting PointInside viewConversation 11AnswersTopics mentioned are: 2, 3, 5, 6 and 82Answers1.I’d love to know more about the emperor, he was cool.2.Before that, there were seven big states and they had been fighting each other for manyyears.3.Qin was king of the largest state and he defeated the six other states, one after another.4.After his army had attacked the first state, the next state surrendered without much fight.5.The army leaders were very clever, they used a river to flood the city.6.After conquering the last state, Qin made himself Emperor of the whole of China.7.Was he the emperor who created the Terracotta Warriors?8.He was so afraid of death that he wanted them to guard him in the afterlife. Conversation 231.Something like 500,000 men2.He is seen as the greatest emperor in Chinese history.3.Yes, of course he had enemies.4.Yes, he built the first Great Wall.4Answers1.She says it was an incredible achievement.2.As a result of the unification.3.He standardized writing, the money system and the system for measuring and weighingthings.4.He built it to stop tribes from the north invading.5Answers1.Well, so he unified China2.as a result3.something like4.as a result of5.Some people hated him so much6.so he built a huge wallEveryday English6Answers1-4 babaOutside view1Answers1.All the members of the Australian and New Zealand Army Corps who died in action duringthe First and Second World Wars and in every armed conflict since then.2. A religious service, a poetry recital, a march of veterans etc.2Answers3-6-5-7-2-1-44Answers1-5 acbad6-10 adccbListening inPassage 12Answers1.businessman; 11 years old2.first name; his second name3.the same age as4.terrible four years; survives5.his Japanese friend6.strength; courage3Answers1-5 bdadbPassage 25Answers1.Women in the Land Army worked in agriculture as the men were away fighting.2.No, they were in non-combatant roles, although some of them flew transport planes andothers worked in dangerous places, like fighter stations.3.They worked in transport, catering, tracking bombers and generally in support services.6Answers1.It was very hard work, very physical.2.She thought planes were exciting and she liked the uniforms.3.She worked on a fighter station tracking the German bombers.4.They were always in danger of being bombed.5.They had contributed so much to the war effort and to society, therefore, their role in societyshould be highly valued.。
中学生怎样使用手机英语作文
中学生怎样使用手机英语作文手机越来越普及，就连中学生都有了手机，那么他们应该怎样用手机比较好呢?下面是店铺给大家整理的中学生怎样使用手机英语作文的相关知识，供大家参阅!中学生怎样使用手机英语作文篇1Now it is the information society,so a mobile phone is one of the fastest information communication tools.On the one hand, they can contact their parents anytime, especially where dealing with an emergency and in great need of the adults. On the other hand, it is a fashion to be equipped with a cell phone. What's more, students can relax themselves by playing mobile phone games.However, students should use cell phones in a proper way. sometimes, middle school students are too small to prevent themselves from misusing cell phone. For example, students tend to waste lots of time to play cell phone games and sending messages, particularly in class.As far as I am concerned, it is reasonable for middle school students to follow the fashion. After all, cell phones may bring lot of convenience. Yet since the major task of students is study, it is advisable that they should focus on the teachers and textbooks in class and anyone using his or her cell phones in class should be punished.中学生怎样使用手机英语作文篇2Is mobile good for student?mobile phones are becoming a new scene on schools .Is mobile phones good for students? Different people hold Different opinions.some student think that it is extremely convinient for then tocommunicate with the outside world by using mobile phones,especially when thay are hunting for jobs.Nowadays, mobiles are popular with people who are from the old to the young ,people send mesages surf on the net listen to music and even take photos by using their mobile phone .As a result ,mobile phones are more and more popular by students.there are also many students hold a negative opinion on it .they think some may concentrate more on playing mobile phone than study.so it may influnce their study.So some teachers or parents don’t allow them to play with it.In my opinion ,wheather you like it or not,the mobile has already affected our and play an important role in our daily life.We shoud make the best of using a mobile phone.中学生怎样使用手机英语作文篇3Recent decades have witnessed the prosperity of the society, and it is an ordinary phenomenon in college that every student possesses a mobile phone. Just as we all know, every coin has two sides. So does the mobile phone.Some students think mobile phone can make their life convenient. First, it offers them an acceptable way to keep in touch with their parents, classmates and friends. Second, they can easily surf the Internet at anytime in anywhere to get the message they want to know. Third, the software about study in their mobile phone can help them learn well, such as the E-dictionary.While others are against this opinion. For it does harm to their eyesight that watching mobile phone for a long time. Besides, students always cheat in exams with mobile phone ,which led a bad influence on campus. In addition, students always pursue the high quality of the mobile phone, soit brings them great pressure on economy.As far as I am concerned, we should treat this question correctly. Mobile phone is a tool to help our life become easy not to let us become its slave .So we should limit the time using it and avoid cheating in exams with it. Only in this way, can it benefit to our life.中学生怎样使用手机英语作文篇4Nowadays mobile phones are becoming more and more popular among the middle school students. Some students think that it is easy to use them to keep in touch with parents and classmates.Also，they can be used to listen to music or take photos. But others think that we don't need to talk with parents and classmates with mobile phones，because we meet them every day. However, mobile phone function more and more,we increasingly rely on phone. This is also the parents worry about mobile phones may influence our study.In my opinion，it's not wrong to follow the fashion，but the most important thing is how to use the mobile phone in a right way。
新标准大学英语视听说2(听力材料文本1-10及listening答案1-6)
Unit 1 College cultureInside viewConversation1JanetSo this is the Cherwell Boathouse –it’slovely! And look at those people punting! Itlooks quite easy.MarkI’m not so sure about that! Janet, there’s something Kate and I wanted to discuss with you. Some people in college are organizing charity events this term. We’ve decided to getinvolved.JanetRaising money for charity? Right. In China, people raise money for charity but studentsdon’t usually do that.MarkStudents often do that here. Anyway, we’re thinking of doing sponsored punting.JanetSponsored punting! What’s that?KateSponsoring is when people pay you to do something – like run a long distance. Sopeople would be sponsoring students to punt.JanetWhat a great idea! I’d love to join you!MarkThat’s why we’re telling you about it. So that’s decided then. Let’s make a list of thingswe need to do.KateI’ll do that. One of the first things we should do is choose the charity.MarkYes. And choose a day for the event. And we need to design the sponsorship form. I’ve gotone here.KateThat looks fine, but we must change the wording. Who wants to do that?MarkI’ll do that. What have we got so far?KateChoose a charity. Also a day for the event. Change the wording on the sponsorship form …Um … We have to decide where the puntwill start from.MarkCherwell Boathouse, no question! It's a very beautiful route from here, apparently.KateI’m with you on that.JanetMe too …Conversation2JanetI’m not used to boats – Woah!MarkWhoops!KateWatch out! You nearly hit me with that thing!MarkSorry! I didn’t mean to. … OK, we’re off!KateMaybe I should do the punting.MarkIt’s fine. I’ve got the hang of it now – give me a chance.KateWell, I’d like to have a go.MarkSupposing I do the first hour. Then you can take over for a while, if you want to.KateYes, great.JanetYou’re really good at it, Mark! This is fantastic! It’s exactly how I imagined life here! Look over there –isn’t it lovely!KateYes, it is.…JanetKate, everything’s organized, isn’t it, for collecting the sponsorship money? KateYes, I’ve arranged for p eople to get themoney to me by next Friday –if they haven’t paid online. I’ll count it all up.JanetGood. We’d better have a meeting soon after that, don’t you think? How much have weraised?JanetAbout 600.KateFantastic! I’m so enjoying this!MarkHey guys, I’ve got a suggestion – how about moving over to the bank and we can have our picnic! Hey, look, there’s Louise and Sophie!MarkWhoo …Girls Mark!JanetAre you all right?MarkEr … Of course I’m all right. Kate, I think it’s your turn to punt!Outside viewV/OHarvard University in Cambridge is one of the best universities in the world. We spoke to Alex Jude, the university’s Head of Communications. He explained that Harvard looks for the best and most talented students from around the world.AlexHarvard actually seeks students from around the world, the best students that we can find, to study chemistry, or study literature, or studygovernment, or business. Our business school is particularly well-known around the world, as is the medical school and lawschool, so, um, and, and the Kennedy School of government, or the John F. Kennedy School of Government, so, er, we do seek very, very talented students and we have open doors for them.V/OWe asked five students at Harvard to tell uswhat kind of social life they have.AshleyUm, well relaxing is a little hard to do around here, but basically, I mean, I still, I, I live nearby anyway, so I see a lot of my friends, and … Um, there’s a good social life here if you look for it. I go to the gym, run. So that’s what I do.AdamIt is whatever you want it to be. It’s good. If you wanna go out party, do anything you can. If you wanna sit in your room and study all night like my friend over here, you can also do that.BrianSocially, like you said, it’s, it’s a lot of what you make it. Um, we don’t have fraternities here, and so, you know, that’s, it’s obviously not as social. There’s not as many parties as there would be on another campus. Um, but on a Friday or Saturday night, there, there, there will be a party. Usually we end up studying until about 10 o’clock. And then we, and then we’l l go out and have fun maybe, or just watch a movie with friends, or, you know, whatever is going on for the night.JodieNot everyone would agree with me, obviously, but it’s, I think it’s a fun place to be.Int. Have you made a lot of friends?JodieOh, definitely.Int.Mm.JodieMany.Int.What, what do you do with your friends?JodieUm, well, I like to go to concerts. I’m in three music groups, so I have lots of rehearsals during the week for that. Um, just do, you know, some fun things, on the weekend.V/OWe asked the Harvard students if they use theInternet.AshleyUm, I, I use it a fairly good amount. Um, our library system is online, so I use that a lot. And a lot of my classes, you know, have to do research papers. You can find a lot of information on there, so.Int.So how often do you use it, a week, a day?AshleyUm, I use it probably on more of a weekly basis. Maybe three or four times a week.BrianOh yes, definitely. We live through the Internet actually. Well, I do a lot of research through the Internet, follow my stocks on the Internet. Um, well, even though e-mail is not officially Internet, we, that’s how we communicate a lot at college, so, through the e-mail.JohnUm, I use the internet mostly for, er, I’d say, sort of leisure purposes. I mean, I play, um, I u se it for a lot of, I don’t, we don’t have TV in my room, so I use it, uh, uh, go to the CNN website, keep up on current events, things like that. Uh, I also, uh, you know, there’s some little games to play over the Internet. Um, just um, I go to to see what’s happening, follow the Boston Red Sox, things like that. Um, I think a lot of courses use it to post things, but I, I don’t usually use it that much for research, or things. I tend to use the libraries for such things, so.Listening inPassage1V/OHi, I’m Nick Carter, and this is SUR, your university radio station. This morning we went around campus to ask freshers–now half-way through their first year –the question, “How are you finding uni?” Her e are some of the answers we got.Speaker 1It’s cool. It’s everything I hoped it would be. I’m very ambit ious, I want to be a journalist and I want to get to the top of the profession. I’ve started writing for the university newspaper so I’ve got my foot on the ladder already.Speaker 2I’m working hard and the teaching is as good as I expected. And I’ve made some good friends. But I’m very homesick. I’m Nigerian and my family’s so far away. I went home at Christmas for a month–that really helped, but man, I miss my family so much.Speaker 3“How am I finding uni?” It’s great. It’s not perfect, nothing is, but, like, I’ve got a brilliant social life, just brilliant, and I’ve made lots of friends. For the first few months I just didn’t do, really enough work. But I –I talked about it with my parents and I’m working harder now and getting good grades.Speaker 4Actually, I’ve been quite lonely to be honest. I’m a bit shy … everyone else seemed to find it so easy to make friends straight away. But things have been better recently –yeah, they have. I’ve joined a couple of clubs and like, it really helps to get to know people when you have shared interests. So, yeah –I’m fe eling alot happier now.Speaker 5Uni’s great, I love it. My only problem –and it’s quite a big problem –is money. My parents are both unemployed so, you know, they can’t help me financially. My grant just isn’t –it’s just not enough for me to live on, so I’ve taken a part-time job as a waitress – a lot of people I know, like a lot, have had to do the same. I don’t want to have huge debts at the end.Speaker 6I love my subject, History, and I’m, I’m getting fantastic teaching here. I want to be a university lecturer and that means I have to get a first. I have a good social life but work definitely comes first for me.Passage2Oxford and Cambridge –two universities so similar that they are often spoken of together as “Oxbridge”. They’re bo th in the UK, fairly near London, and both regularly come top in any ranking of the world’s best universities. The two universities began within a century of each other. Oxford University, now 900 years old, was founded towards the end of the 11th century. In 1209 there was a dispute betweenthe university and the townspeople of Oxford. As a result, some of the Oxford teachers left and founded a university in the town of Cambridge, some 84 miles away. Ever since then, the two institutions have been very competitive. Unlike most modern universities,both Oxford and Cambridge consist of a large number of colleges. Oxford has 39 and Cambridge 31. Many of these colleges have old and very beautiful architecture, and large numbers of tourists visit them. In all UK universities, you need good grades in the national exams taken at 18. But to get into Oxford and Cambridge, it’s not enough to get A grades in your exams. You also have to go for a long interview. In these interviews, students need to show that they are creative and capable of original thinking. Through the centuries, both universities have made huge contributions to British cultural life. They have produced great writers, world leaders andpoliticians. Cambridge, in particular, has produced scientists whose discoveries and inventions have changed our lives. Among the great university institutions is the world’s most famous debating society, the Oxford Union, where undergraduates get a chance to practise speaking in public. Cambridge’s comedy club Footlights has produced many first-class comedians, while some of the UK’s most famous actors and actresses began their careers at The Oxford University Dramatic Society, known as OUDS. Then there’s the Oxford and Cambridge Boat Race, which takes place every year in March or April, and is watched on television all over the UK. So with all this excellence in so many fields, it’s not surprising that the ambition of clever students all over the world is to attend either one of these great universities. Unit 2 Mixed feelingsInside viewConversation1KateCome in. Hey, Janet.JanetHi Kate, are you busy?KateYes, I’m just doing an essay. But it’s great to see you. So what’s new?JanetWell, nothing much.KateYou look a bit fed up. What’s bu gging you?JanetWell, I had a phone call from my parents andit made me feel homesick. It happens every time they call, and it gets me down.KateI’m sorry to hear that. I know how you feel. I love speaking to my mum and dad, but I always feel miserable after the call.JanetMy dad doesn’t say much, and I want to speak to him, but I wish I knew what to say.KateDon’t let it get to you. My dad doesn’t say much on the phone either. I call, he answers the phone, and says, “Hi, I’ll pass you to your mother.” It’s really irritating.JanetBut I miss him and my mother a lot, and I like to hear his voice.KateJust tell him what you’re up to.JanetSometimes I feel as if I made a mistake leaving home and coming to Oxford. Sometimes I feel like a moody teenager.KateTry not to worry about it, Janet. It’s normal to feel like that. I understand how you feel, but I bet everything will be fine next term. You’ll get used to it. Hey, why don’t you do what I do?JanetWhat’s that?KateWhen my dad calls, I ask him for more money! He usually says no, but at least I get to hear his voice!JanetMaybe. I’m sorry to take up your time, Kate, but I must go now. Bye!KateWait a minute …!Conversation2KateI think I may have upset Janet last night. MarkWhat happened?KateShe came to see me. I was busy doing an essay but I was really pleased to see her. She’d had a call from home, and said she was feeling homesick.MarkPoor kid! It must be tough on you guys, living so far away from home. KateI tried to make her laugh, told her not to worry about it, and that it was normal to feel miserable. Suddenly she looked miserable, and then she got up and said, “I must go now” and left my room. It was really sudden. I felt as if I’d said something wrong.MarkMaybe she was just being polite. It was probably because she realized you were working and didn’t want to disturb you.KateI just wonder if she found it difficult to talka bout her feelings with me. Maybe I shouldn’t have tried to make her laugh? Perhaps she thought I wasn’t taking her seriously.MarkI wouldn’t worry about it. Put yourself in her shoes. How would you feel if you were a student at college in China?KateI know. That’s why I feel bad. If only she had stayed longer! I wish I could have helped her more.JanetHey, everyone!MarkHi Janet, you look cheerful!JanetYes, I’ve just got my essay back. I got an alpha minus!KateWhat an amazing grade! Well done.MarkI’m really happy for you, Janet.JanetI feel on top of the world!Outside viewSebastienHi. I’m Sebastien. I’m from Germany. Um, the idea of IQ of a measure of your brain power has been around for a while, but recently there’s been this new idea of the EQ –your emotional quotient. And by now, it’s actually almost being regarded as more important. If you look at it, businesses will ... Well, they will prefer employing people with great EQ. Well, of course, IQ cannot be disregarded, but um, EQ does have its importance as well. Uh, I believe that, um, (I)mean, people, most people will have, um, their basic means of communicating with other people. Most people are somewhat socially adept, and just like most people have, you know, a basic general knowledge. But then, what I think really is the difference between IQ and EQ, I mean, you can have a “brainiac”, and they will be great at most things they do, but if you just can’t get along with him, if you just can’t communicate with him, I mean, you know, he’s not really that useful.KimHi. This is Kim. I’m originally from Korea, and I was raised in California. And today, we are going to talk about the differences between IQ and EQ –IQ meaning your intelligence, EQ meaning you r emotions. Now, in … When I was, when I was a little, little boy in Korea, I had to take … I think I’d taken like two or three IQ tests before the age of ten, which is when I moved to California. So, I guess we stress a lot of importance on intelligence, on having great IQ scores. But after I moved to the States, I learnt how to associate with people, and along the lines that this word EQ came up, you know, emotional, caring about … It’s basically how you deal with people, how you make people feel, and how people make you feel. I think they’re equally as, as important, but it seems that in the Eastern world they kind of stress on that a lot more back in the days. But I think again, you know, now that with Internet and people are communicating so much faster, there’s a better mixture of the two I think. There’s a stress on EQ in Korea as well, and a stress on IQ in the States. Thank you.TedHello. My name is Ted, and I’m from the United States of America. Today, I’m going to talk a little bit about IQ or EQ – which is most important, or which is more important. Now, for a long time when I was growing up, people said, “IQ. What’s your IQ? Take an IQ test.” But then EQ, your emotions, how you interact with people, that became very important. And I think they’re … that people might be onto something with that, because your EQ – how you deal with people, how you interact with people – is important. Now, a big part of this, in my opinion, is listening. I know I’m talking a lot right now, but if you want to get along well with people, you have to listen to them, so just take a minute, maybe shut your mouth for a minute, and listen to others, and then you can understand and communicate with them in a better way. So, part of EQ, I think, is listening – listening to others – and it can be more important than IQ.Listening inPassage1PresenterWe’re fortunate to have as our guest today Dr Jenna Hudson, who has just written a book about how colours affect us in our surroundings, especially in the world of advertising. It’s called Market Colours. Dr Hudson, which are the most common colours in advertising and marketing?Dr HudsonWell, of course, it depends what image the marketing team wish to project with their products. So for example, we often think of blue as a cold colour, but it also makes you feel peaceful, quiet, and it doesn’t suggest strong emotions. So it’s a favourite for banks and insurance companies, who wish to suggest the image that they are trustworthy. And for selling products, it’s often used to suggest something is pure and fresh.What about red?You can sell almost anything with red. It’s a hot colour, which suggests a feeling of energy and even passion. It grabs your attention, and can make people buy almost anything. You often see red on magazine covers. But if you use it too much, it looks cheap and may make people tired. And orange has a similar effect to red, it’s upbeat and happy, it suggests pleasant feelings and images. Most people react well to orange, and it’s especially popular in advertising and on packaging for baked food. What about yellow, for instance?Yellow is the colour of sunshine and it’s a positive, happy colour, so it’s used a lot in advertising. But it’s also often used for warning signs, direction signs, and so on, where you have to read the message quickly and at a distance.What about less popular colours for advertising?Surprisingly, green isn’t used much in advertising except for garden products. It’s friendly and restful. It can be cool and soothing, the colour of apples and mint, but it can also be quite strong and many people associate it with unpleasant ideas of decay or slimy creatures. But most colours are not primary colours, they’re a combination. Absolutely. So yellow-orange is common, and often used to give an impression of style and class, it looks like gold. But it’s not often used in letters because it’s not very strong. And yellow-green reminds people of feeling sick. Blue-green works well as a cool colour, suggesting freshness, and is sometimes used for toothpaste products, bathroom products, food and household cleaning products. It has many of the advantages of blue without the disadvantages of green.Fascinating.Thank you very much, Dr Presenter .Hudson. Market Colours by Dr Jenna Hudson is on sale from next week, priced ￡15.99 …Passage2PresenterWhat makes you embarrassed, Sally?SallyOh, I’m easily embarrassed. If anybody notices me or looks at me, I get very embarrassed. When people sing me Happy Birthday on my birthday, I get very embarrassed.PresenterAnd what makes you upset?SallyWhen people are selfish, people who think only of themselves. And cruelty–I can’t bear people who are cruel, especially to animals or children.PresenterJake, what makes you depressed?JakeI hate it when it rains, and I don’t like people who look down on me, who think they’re superior to me without any reason.PresenterAnd what makes you angry?JakeWhen people don’t behave prope rly in public,bad behaviour like dropping litter or people pushing each other on the bus or the train.PresenterAndrew, what makes you cheerful?AndrewI like to see everyone around me being happy and having a positive attitude towards the future, optimistic people.PresenterAnd what makes you jealous?AndrewWell, to be honest, I just never feel jealous. I can’t see the point of it.PresenterMonica, what makes you proud?MonicaI’m proud when I’m successful, especially in my work. Being recognized by my boss for what I can do makes me feel really proud. Oh, and my family. I’m very proud of them.PresenterAnd what makes you nervous?MonicaEvery time I teach a new class. The night before I’m very nervous. You don’t know what the kids are going to be like and how they might behave, or if they’re going to like you.PresenterAnything else?MonicaDoing interviews like this. Unit 3 Crime watchInside viewConversation1KateSo, what did you think of the movie?MarkIt was good but I thought it was too long.KateYes, me too.KateHey, where’s my bike? I don’t believe it! It’s gone!MarkIt was next to mine, you chained it up!KateSomeone’s stolen it! Oh, how could they!MarkOh, Kate!KateHow could someone have done this! The creep!MarkIt’s a really mean thing to do, steal a bike.KateIt was a mountain bike and it cost a fortune –I don’t have the money to buy another one.MarkListen, I’ll go down the street and see if I can see anyone with it. Why don’t y ou go into that shop and see if they’ve seen anything suspicious? I’ll be back in a minute.KateOK.…KateWell?MarkNo luck. What did they say in the shop?KateI ask ed the shopkeeper if she’d seen anything –MarkAnd?KateShe said she hadn’t. I guess it was a long shot. She advised me to report it to the police. But according to her, bikes get stolen all the time around here.MarkListen, let’s get back so you can report it.KateI’ve got no bike. I’m just so upset!MarkIt’s not far to college. Come on!Conversation2MarkSo did you ring the police?KateYes. I went to the police station to report it.MarkWhat did they say?KateNo one’s found it. This woman said that Oxford has the fifth highest rate of bike theft in the country!MarkYou’re joking!KateThat’s what she said.MarkWhat else did she say? KateShe told me that sometimes you do get bikes back – the thieves use them and then abandon them, apparently, and then people find them and report them.MarkSo you might get it back.KateI hope so, Mark, I really do. It’s just too much you know? But … um … what else? She told me to go to this sale they have of abandoned bikes. She thinks I mig ht find it there. But it’s only every two months, I can’t wait till then! Honestly, Mark, I’m really furious!MarkYou can always buy a cheap bike on eBay.KateHello … Speaking … You found it! Where was it? Is i t …? Oh, that’s fantastic news! There was a lamp and a basket on it …Right … OK, thank you, I’ll be in tomorrow morning to pick it up. Unbelievable! This guy found it!MarkBrilliant! Was that the police?KateYes. What they said was, someone dumped itoutside this guy’s backyard.MarkThat’s so strange!KateThe lamp’s been stolen and the basket.MarkForget about it! You’re lucky to get it back! Outside viewPart1PresenterDodgy deals aren’t the only problems associated with doorstep sellers. Your doorstep presents these unannounced visitors with a real opportunity to undertake distraction burglary where they often pose as bogus officials to gain access t o your home. I’m joined now by Ian Holt, from Thames Valley Police. Ian, just outline for me what does distraction burglary actually entail?Ian HoltWell basically what happens is, somebody uses a story to get inside somebody’s house and then they steal items, usually cash or small items of jewellery.PresenterAnd what are the different techniques that are commonly used?Ian HoltWell basically the er … the people that commit this crime move from area to area, er … they will look at an area, they will try and pick a particular target and they can find that by looking at property, it may beer, an uncut garden, it may be repairs that need doing to the property. Something that indicates that there’s, there’s a vulnerable person in there. It … usually, it’s an elderly person that lives there.Is this quite a common problem now?It is becoming more common. To get it in perspective, of the 14,000 burglaries that were in Thames Valley last year, we had reported 800 crimes of distraction burglary. But, it … there’s a slight increase this year over last year’s figures.OK, you mentioned some of the victims being elderly. What other people are targeted?Well, unfortunately, with this type of offence, it is the vulnerable in society and the elderly. The, the national average, if there’s such a thing as a, a victim for this type of crime, is a white female aged 81 years.And what about things that people can do to prevent it happening, basically?Well the things they can do are very, very simple. The difficulty comes, is that some of these people, er … it’s very difficult for them to remember what to do. But the three things we, we always say is: stop, chain and check. And that’s stop before you open the door to make sure who’s on the other side. Always apply a chain. If you haven’t got a chain, fit a chain to the door, or a door bar if you’ve got difficulty in handling a chain with arthritic fingers. But also when you answer the door, check the identity of the person there. Generally the offenders say they are from the Water Board or from utilities. They may saythey’re from a charity or even from localauthority. But generally, a utility will be inuniform. Ask for their identification. A genuine person will not mind you doing that and will wait until you can check them out. If you do need to check them, phone the number on, on your last bill. What won’t happen is that if it is a bogus caller, they will become unnerved by this reaction and they will leave.PresenterOK and there’s also a couple of gadgets new on the market that also can help as well. Just talk us through that.Ian HoltCertainly, yes. The … a spy er … viewer is fairly standard. But for elderly who may have poor eyesight there’s a spyscope which actually makes it a lot easier for them to seewho’s outside. As I mentioned before about the door bar, again, it can be easier to apply than the chain. Very reasonable priced er, and something that is fairly new … as I mentioned before it’s very difficult for some of these people to remember what they have to do when they go to the door and that’s why they become victims. And this item is called a Memo Minder and actually you can record a message on there and it’s nice to have a grand-daughter or somebody to record a message, but every time the person approaches the door it reminds them with a voice to say “Put your chain on.”Listening inPassage1PatrickI read a funny story today in the paper – truestory.SteveGo on, then.PatrickOK. This 72-year old guy stole a pair of trousers from a department store in Paris. A security man saw him and alerted the police and they were waiting for him when he came out of the shop. The shoplifter started running, but the policeman soon caught up with him. The man then bit the policeman on his arm several times.SteveHe bit the policeman?PatrickYes – you have to remember, he was 72.SteveI’d forgotten that.PatrickProblem was, it didn’t hu rt the policeman at all, ’cause the guy had forgotten to put his false teeth in before he left home. SteveVery funny!PatrickAnd the moral of the story is –SteveAlways remember to wear your false teeth if you’re going to bite someone.PatrickThat’s good. I read a funny crime story the other day. Let’s see … yeah … this guy …this guy robbed a supermarket somewhere in America –I can’t remember where exactly –anyway, he got away with about 4,000 dollars. The next week the local newspaper reported the story but said he’d stolen 6,000 dollars. The thief rang the newspaper office to complain. He said, “Look, I only took 4,000 dollars. I’m wondering if the supermarket man ager took another 2,000 and said I’d taken it. I did not take 6,000, I promise you.”SteveHe was probably telling the truth.PatrickHe probably was. Anyway, the newspaper managed to keep the guy talking while they rang the police. And the police traced the call –the guy was ringing from a phone booth –and they arrested him while he was still talking to the newspaper.SteveThat’s good. Stupid guy! I’ve got another true story … This – this – old guy was in court for some crime –and he fell asleep. His case began and his lawyer stood up and said, “My client pleads not guilty.” The man suddenly woke up, but wasn’t sure what was happening. He jumped up and shouted, “I plead guilty! I plead guilty!”。
托福TPO36口语Task3阅读文本+听力文本+题目+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO36口语Task3阅读文本+听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO36口语Task3阅读文本： Allow Laptops in Class Though most of us own laptop computer, we are currently not allowed to use them during class. I think this policy should be changed. Since most of us type faster than we write by hand, taking notes on a computer would be quicker and easier, so we could pay more attention to professor's lectures. Also, since laptop computers have internet access, professors could direct students to view Web sites with useful information while lectures are going on. They could look up useful facts and background information on a topic or view different photographs or illustrations of something the professor is describing. This would help students gain a more complete understanding of lecture topics. Sincerely Jodie Smith 托福TPO36口语Task3听力文本： Now listen to two students discussing the letter. Woman: Did you see this letter in the paper? Man: Yeah but I don't think it's a good idea. Woman: Why not? Man: 'Cause I think students will pay even less attention to the professor, not more. I think it'd be too much distraction. Woman: How so? Man: Well maybe some students would actually use laptops to take notes. Woman: I would. Man: OK, you would. But a lot of people, most people would be too busy playing around instead. You know, surfing the internet, emailing friends, playing computer games, that kind of stuff. Woman: Huh, so you really think they pay less attention. Man: Yeah, I think that's what would happen. Woman: Alright, but what about her second point? Don't you think if students have them in class, the professor would be able to use the internet as a teaching tool? Man: Well the problem with that is that not everyone has a laptop computer, only some people have one. Woman: True. Man: So you see, not everyone would be able to follow along. It wouldn't be useful as a teaching tool if only some students could follow along but not others. Woman: I see what you mean. 托福TPO36口语Task3题目： The man expresses his opinion of the proposal the student makes in the letter. State his opinion and explain the reasons he gives for holding that opinion. 托福TPO36口语Task3满分范文： The letter supposes that students should be allowed to use laptops in class. One reason it gives is students can type faster than write by hand when they need to take notes, so they can put more attention on what professor is teaching. The second reason in the letter is students can look for multimedia information in class with a laptop and gain a more comprehensive understanding of their topic. But the man in the track disagree with this letter. He thinks that on the one hand, most students will use laptops to email friends, surf the Internet or play games instead of taking notes. Thus will lead to their distraction. On the other hand, he proposes that not everyone has a laptop, so if it becomes necessary for students to look at pictures on their computer, some students will not be able to do it. It is not fair to them. 以上是给大家整理的托福TPO36口语Task3阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。
人教版八年级上册英语Unit 2 How often do you Section B 2a-2e
It is good to relax by using the Internet or watching game shows, but we think the best way to relax is through exercise. It is healthy for the mind and the body. Exercise such as playing sports is fun, and you can spend time with your friends and family as you play together. And remember,
► Seventy percent of the boys like playing computer games. 男生中70%喜欢玩电脑游戏。 ► Thirty percent of time passes.
百分之三十的时间过去了。
2. Although many students like to watch sports, game shows are the most popular.虽然很多学生
35 percent 15 per?c?e?n?t%
use the Internet
25 percent
25%
25 percent
2b Read the article and complete the pie charts on the next page.
“Of Course it’s True I Saw it on the Internet!” Critical Thinking in the internet Era
“Of Course it’s True; I Saw it on the Internet!”Critical Thinking in the internet EraLeah Graham and P. Takis MetaxasThe internet is revolutionizing research methods at colleges and universities around the world. Though the internet can be extremely useful to researchers, it presents a significant challenge as it is quite different from traditional sources. The lack of uniform standards and the ease of access have made the internet a powerful but uncertain medium. Substantial effort is required to adequately evaluate information provided on the internet, and this may not always be apparent to users. [5] This is particularly challenging for students as many have come to rely on the internet as a primary source of information without formal instruction about the difficulties involved. The internet has gained a primary place in research methods, and it is vital that students become able to critically evaluate information on the internet.Several solutions have been suggested to facilitate accuracy determination in internet research. In Libraries and the Academy, Jerry Campbell argues in support of the Association of Research Libraries’ plan to develop an internet portal to “trustworthy” information. [1] This portal would “promote the development of and provide access to the highest quality content on the Web.” Many colleges have also adopted this approach by providing lists of “approved” online sources to students. While it appears to provide a practical alternative to “s” that focus more on advertising than accuracy, this approach suffers from several drawbacks. First, it is impossible to continually monitor all of the content found using these portals. Websites change overnight and expand at exponential rates, and attempting to verify every page of each linked site every day would be an incredibly time-consuming task. Clearly, this is not feasible, but it would be necessary to ensure the accuracy and timeliness expected of information found using a “scholars’ portal.” Additionally, this approach places∗ Corresponding author’s address: Department of Computer Science, Wellesley College, Wellesley, MA 02481the responsibility of evaluation on the webmasters of these portals. A more interactive approach that encourages users to develop critical thinking skills would provide lasting value, while preventing them from becoming dependent on these portals for the “right answers.”Developing other approaches requires a firm understanding of how students currently use the internet for research. Consider the results of an informal questionnaire distributed at SUNY College of Agriculture and Technology in Morrisville, New York, by Angela Weiler in 1999. In response to a question asking how students would ascertain if online sources were accurate enough to be considered “a good source of information,” 29% said they accepted internet information regardless, with only 34% considering additional verification important.[5] These startling results confirm the importance of further study to provide specific information about students’ online research practices. To address this, we developed a six-question survey that was administered to 180 Wellesley College students during the 2000-2001 academic year. Students’ responses to this survey helped explain how college students, from different backgrounds, class years, and majors, react to information on the internet.Research MethodsThe students participating in this study were in Computer Science 110 (“Computers and the Internet”), and this survey was their first assignment. Students were told the purpose of the survey was to understand how students conducted searches. The survey was divided into seven emails. The first explained the process of responding to the survey and included a personal information questionnaire. The following six emails each contained one question and asked students to report their answer and search strategies.The survey was designed to answer three research questions:•First, how strongly do students rely on the internet for information?•Second, what claims are students more likely to believe?•And finally, who is most susceptible to misleading claims?To identify students’ reliance on the internet, they were told to answer the questions in whatever way they wished. They were free to use any resource available, and they were askedto report which search methods were used for each question.The six survey questions were used to determine students’ ability to evaluate information, as well as their inclination to verify their responses. Four questions tested particular areas of misinformation: advertising claims, government misinformation, lobby group propaganda, and ‘scams.’ Preliminary research indicated these areas could present a significant challenge to students. Two additional questions—one very easy and one very difficult—were used to determine if students were more diligent about accuracy and verification when the information was easy to find.Each response was given a score from 0-3, with 3 being the highest score. The scoring system placed equal weight on accuracy and the students’ efforts to double-check responses.An optimal answer was therefore defined as a correct response confirmed in at least two sources. Other scores were categorized as follows:A 0 indicates no response, a 1 an incorrectresponse that was not double-checked, and a 2either a correct answer that was not double-checked or an incorrect response that wasdouble-checked. The 2 category contains bothtypes of responses, as dividing the categorywould require placing more importance onaccuracy or verification. Neither of theseattributes, when considered individually, wholly constitutes adequate research practices. As such, the 2 category remains the “middle” category for responses that are not entirely acceptable due to a lack of accuracy or verification.Finally, to evaluate which groups of students are in greater need of assistance, students were asked to fill out a questionnaire asking for age, class year, and other factors. These data were matched with their responses to the survey questions.- Table 1 -ResultsThe conclusions to these research questions were remarkable. Regarding students’reliance on the internet, it became apparent that students are very eager to use the internet—and only the internet—in conducting research. Though the survey was not in any way limited to internet resources, less than 2% of students’ responses to all questions included non-internet sources. Many of these responses also quoted online sources at some point. This finding emphasizes the importance of teaching good internet research skills, as students rely so heavily on the internet.This survey also revealed the extraordinary confidence students have in search engines. If the question did not mention a particular website, almost all students immediately turned to a search engine. Many remained faithful to one search engine throughout the survey, even if it did not immediately provide the answer sought. This is particularly interesting as experts believe that no single search engine captures more than 16% of the entire internet. With all search engines combined, this only increases to 42%. [2] Additionally, students were asked a question in the personal information questionnaire to determine the extent of their understanding of search engines. Few students responded with any degree of awareness of the process by which search engines post results. This is distressing as the reliability of search engines to faithfully and selflessly guide users to appropriate materials has often been questioned. [8]The second research question about the types of information that are most problematic to students yielded disheartening results. Students were overwhelmingly susceptible to three types of misinformation—advertising claims, government misinformation, and propaganda—and somewhat susceptible to scam sites.The two most successful misleading claims were advertising and government misinformation. To study the impact of advertising claims, students were asked this question:“List three major innovations developed by Microsoft over the past ten years.” The term “major innovation” was left vague, as Microsoft’s innovative history is a widely debatedissue. There are many opinions on the topic, and we expected students overall to discuss at least several.However, 63% of students respondedthat Microsoft was responsible for many majorinnovations based on information from onlyone source. Almost all of these studentsimmediately went to the Microsoft website andused the Microsoft Museum Timeline thatdetails Microsoft’s achievements—or at least,what Microsoft claims to be its achievements.Only 12% checked several sources and madesome more complete argument about this. 22%fell in between these two groups, receiving a score of 2. These results are intriguing in view of recent litigation against Microsoft that drew worldwide attention to its business practices and innovative efforts. Yet almost two-thirds of students responded without a shadow of a doubt that Microsoft was completely honest about its claims.Government misinformationfollowed closely behind advertisingclaims. Students were asked: “Did the1999 Rambouillet Accords allowNATO to operate in all of Yugoslaviaor only in Kosovo?” The correctanswer—all of Yugoslavia—can befound in the actual document, though itis difficult to wade through the 82-pagepaper. The complete text can be found online, but summaries and reviews are much more common. A frequently found summary is the U.S. Department of State Bureau of European Affairs fact sheet released on March 1,1999, which implies that NATO presence is limited to Kosovo. [7]- Figure 1 -- Figure 2 -62% of students said that NATO is limited to acting within Kosovo based on one source, and many listed the State Department memo mentioned above as their only source.26% said the same thing but made some effort to double-check the information or happened to find the right answer on the first try. Many students in this category stumbled on anti-NATO websites and reported that information without checking another less-biased source.Only 10% found the correct answer and verified it in two places.Political lobby groups are another common source of misinformation or half-truths.Students were asked to evaluate a claim made by . This website is the work of an anti-smoking lobby, though it is officially copyrighted by the Massachusetts Department of Public Health. Students were asked: “ says that tobacco is responsible for 30% of all deaths in the 35-69 age group. Would you cite this information in a research paper?” This statistic, taken from a pamphlet called “Growing Up Tobacco Free,”is actually a projection made in 1992 on how many deaths tobacco will probably cause in the 1990s, but lists this as if it were proven fact. [3] The number of deaths is actually estimated to be closer to 20% by organizations such as the American Cancer Society and the U.S. Center for Disease Control and Prevention. [6]Despite this, 48% of students said that they notonly believed the statistic from but that they wouldconfidently cite it in a research paper. They didnot attempt to find a corroborating source. Only21% expressed reluctance to use thisinformation after checking with additionalsources, with 30% falling in between with ascore of 2. What is most disturbing is that manyof the students who readily believed this statistic realized that the site was probably the product of an anti-smoking lobby, but the fact that it was sponsored by the Massachusetts Department of Public Health reassured them.- Figure 3 -Students seemed to believe that because a source was cited and the Massachusetts government copyrighted the website, the statistic would naturally be accurate.Fortunately, the results are not entirely dim. Students were much less susceptible to the scam website. They were asked to evaluate ’s ‘revolutionary’ product Vespro GHS containing Human Growth Hormone (hGH), an emerging medical treatment to combat the effects of aging. According to the website, this product will decrease body fat, reduce wrinkles, restore lost hair, and normalize blood pressure, among a variety of other benefits—an absolute miracle drug. This website provides quotes from medical journals that are generally taken out of context to support its claims. For instance, there is a quote from a 1989 article in the New England Journal of Medicine that seems to support the beneficial effects of hGH, though the conclusion of this article simply states that further research is necessary. [4]Students were asked: “Wouldyou recommend Vespro Life Science’shGH product to a friend concernedabout getting older?” Only 13% ofstudents immediately agreed torecommend this product, withoutconsulting another source. 35% ofstudents conducted further research andreported that they would not recommendthis product without more information.52% of students received a score of 2. Though these results are not overly encouraging, they demonstrate that students remain skeptical of this type of information on the internet.The remaining two questions were used to determine students’ inclination to verify information. Students were asked one easy and one hard question. The first question asked students to report the creator of Linux. The answer is easily found in minutes online. The second asked students to find the land area of Lisbon, Portugal. While this sounds elementary,- Figure 4 -it can take a tremendous amount of time to locate any answer on the internet, and even longer to find a second source. For the easy Linux question, 78% of students reported the first answer they found, without verifying it in another source. For the hard Lisbon question, 75% of students reported the first answer they found without double-checking. It appears that students are just as likely to avoid verifying an answer, regardless of the time or effort needed to do so.Finally, to determine which groups of students are more susceptible to misleading claims, responses to the personal information questionnaire were matched with answers to the six survey questions. Using class year, we hoped to see if students became better internet researchers over the course of their years at Wellesley. The results indicate that there was no significant difference in performance based on class year.- Table 2 -We then looked at students’ self-reported confidence in their internet searching abilities to determine if students who were more “internet-savvy” were better able to critically evaluate information on the internet. The categories available were very confident, fairly confident, slightly confident and not very confident. The following chart indicates the total number of scores (0-3) given to students in each confidence level.- Table 3 -Notice that the distribution of scores for all questions is very similar for each confidence level. Only the not very confident group shows notable, though not overly large, differences. This suggests that the confidence a student has in her abilities to search the internet effectively does not significantly affect her performance.ConclusionsClearly, students consider the internet a primary source of information. The results presented here suggest that many students have trouble recognizing trustworthy sources, though perhaps the underlying problem is a lack of understanding of the internet as an unmonitored well of information. All future educational ventures must focus on teaching users that the internet is unmonitored method of sharing information. Specifically, this instruction should equip users to use search engines effectively, and this requires an awareness of their technological and financial constraints. This is not to recommend teaching students that all search engines are devoid of useful information, but rather to promote a better understanding of the actual service provided by search engines.Students are also not consistently able to differentiate between advertising and fact. Many responses to mentioned that as the website was just trying to sell a product, its claims could not be readily believed. However, many of these same students immediatelybelieved claims made by Microsoft on its commercial website. Students must understand that all information on the internet is there for a reason, and it is vital to determine the purpose of the information when evaluating its accuracy.The very small amount of students who double-checked information is also of concern. It is commonly believed that the triangle method—locating three independent sources that point to the same answer—produces the most accurate information. This approach does not differentiate a great deal between “good” and “bad” sites, but rather encourages users to double-check information regardless of the source. Students in this study seemed to have a great deal of confidence in their abilities to distinguish the good sites from the bad. Colleges themselves often encourage this attitude as they determine “good” or “trustworthy” websites to help students begin internet research. While it is certainly useful to provide guidance, it is equally important to promote the development of critical thinking skills that will allow students to make use of the entire internet, rather than a few “approved” sites.Our findings also suggest that students across the board have similar difficulties in carefully evaluating information found on the internet. Older students with stronger traditional research skills performed no better than other students, which suggests that these skills are simply not sufficient when evaluating information on the internet. In the past, the greatest problem facing researchers was finding information; now, with the advent of the internet, the greatest problem is evaluating the vast wealth of information available. Students in this survey placed greater emphasis on the process of finding an answer than on analyzing the actual information. The difficulties students encountered suggest that this practice is of little use in determining the accuracy of online information. It is therefore important to develop specific research practices for internet searches that take into account the structure and purpose of the internet.As students continue to view the internet as a primary source of information, without a significant shift in training methods, this problem will only grow worse. It is vital that they better understand the nature of the internet and develop an instinctive inclination for verifyingall information. This will allow students to take advantage of the tremendous benefits provided by the internet without falling prey to the pitfalls of online research.References1. Campbell, Jerry. “The Case for Creating a Scholars Portal to the Web: A White Paper.”Libraries and the Academy. 1.1, 2001.2. Introna, Lucas & Nissenbaum, Helen. “Defining the Web: The Politics of Search Engines.”IEEE, 2000.3. Lynch, Barbara S. & Bonnie, Richard J., eds. “Growing Up Tobacco Free: PreventingNicotine Addiction in Children and Youths.” Washington, D.C.: National AcademyPress, 1994.4. Salomon, F. et al. “The Effects of Treatment with Recombinant Human Growth Hormoneon Body Composition and Metabolism in Adults with Growth Hormone Deficiency.”New England Journal of Medicine. 321:26, 28 December 1989.5. Weiler, Angela. “Two-Year College Freshmen and the Internet: Do they really ‘know all that stuff?’” Libraries and the Academy. 1.2, 2001.6. “Cigarette Smoking Related Mortality.” Centers for Disease Control and Prevention.United States, 1990. Morbidity and Mortality Weekly Report 1993; 42 (33): 645-8;/tobacco/research_data/health_consequences/mortali.htm7. “Understanding the Rambouillet Accords.” Fact sheet released by the Bureau of EuropeanAffairs, U.S. Department of State, Washington, D.C., 1 March 1999;/www/regions/eur/fs_990301_rambouillet.html8. See, for example, “Defining the Web: The Politics of Search Engines” (Introna &Nissenbaum, IEEE, 2000), “Information Retrieval on the World Wide Web”(Gudivada et al., IEEE, 1997), and “Searching the World Wide Web” (Knoblock,IEEE Expert, January-February 1997).11。
新视野大学英语(第三版)读写教程Book2-Unit4-电子教案
Unit 4 A Turn in LifeTeaching FocusText A Text BTheme30 Days Without the Internet—A Self-ExperimentAhead of the GameVocabulary offline, disconnect, headline,separate, uneasy, major, inform,distract, replace, remain, surf,absorb, moreover, focus, delay ahead, suffer, previous, convince, hide, disappoint, locate, atmosphere, delight, favorite, hesitate, sightPhrases and Expressions connect with; hit on; glancethrough; deal with; get used to;reflect on; become/be absorbedin; focus onahead of; suffer from; be concernedabout; work out; take on; in/withinsight; ever sinceGrammar 1) How to use the structure “the more…the more…”and theexpression “instead of”(“Focusing on Sentence Structure”)2) How to use pronouns (“Basic Writing Skills”)Writing Understanding and writing timetables/schedules (“Practical Writing”) Teaching Plan单元主题A Turn in Life课时安排8教育教学目标(学生) To learn the difficulty in fighting the addiction to the Internet and try to develop a good habit of using the Internet.To learn to be positive and helpful.To be familiar with the context meaning and the use of those vocabulary of the two texts listed in the above table.To be familiar with the collocation of those phrases and expressions listed in the above table.To be able to make sentences with deal with, focus on, every now and then, and be used to.To be able to rewrite sentences after models, using the structure “the more…, the more” or the expression of “instead of”.To learn some rules of using pronouns.To be able to understand and write a timetable/schedule.教学设计教学内容Section AText A: 30 Days Without the Internet—A Self-ExperimentSection BText B: Ahead of the GameSection CPractical Writing: Understanding and Writing Timetables/ Schedules教学活动安排建议Leading In and Exploring the TopicAsk the Ss to work in small groups to discuss the questionslisted in the exercise of Exploring the Topic on P60 of SB.Elicit answers from some students and give them helps wherenecessary.Then give the Ss 5 minutes to discuss the following threequestions:1)What do you usually use the Internet for?2)What will you do if you can’t access the Internet for morethan a week?3)What benefits can you think of to live without theInternet?Ask some representatives to share their groups’ opinion withthe class.Section A Reading ThroughShow the class the text structure on P127 of TB with PPT andallow them 5 minutes to look through the text with thestructure in mind.Give the Ss 10 minutes to read Para.2 to Para.8 again carefullyand try to find the answer to the following 4 questions:1) How did the author feel during the first week of theexperiment?2) What did the author do to distract himself?3) How did the author get used to the life without theInternet?4) What are the advantages of being disconnected from theInternet?Ask some students to share their answers with the class. Givethem some help where necessary.Highlight some difficult sentences and elicit explanationsfrom students and give helps where necessary.Basic Writing SkillsPrepare a PPT with sentences of the exercise on P69 to P70 ofSB.Ask some students to tell their answers to the class andexplain why.Check the understanding of the class by explaining theexamples given on P69 of SB.Section B Reading MoreAsk the students t o read and be familiar with the content of Text B.Pair up the Ss in class and allow them 10 minutes to discuss the following questions:1) What is the author’s friend suffering from? Why?2) What did the author’s friend like to do when they were incollege?3) What did the author’s friend receive one day?4) What words did his friend find on it?5) What did his friend do at last?6) What will you do if you are the friend?7) What will you do if you the author?Encourage some volunteers to share their ideas with the class. Section C Practical WritingGuide the students to finish the three exercises on P76 to P77 of SB according to the samples given.Ask each student to write a Chinese schedule for next week and then write an English one according to the Chinese one.课后学习设计作业(学生) Finish all the exercises in Unit Four.Read the passage in Reading Out on P64 of SB and recite it.List some other ways to fight Internet addiction besides the ones used in Text A.Write yourself an English schedule for next week.课后总结与反思（教师）。
电脑在现代教育中的作用英语作文
电脑在现代教育中的作用英语作文全文共5篇示例，供读者参考篇1The Role of Computers in Modern EducationComputers are awesome! They are like these really cool boxes that can do all sorts of amazing things. Pretty much every classroom has a few of them nowdays and they help us learn in totally rad ways. I'm going to tell you all about how computers help make learning fun and easy.First off, computers are great for searching stuff on the internet. Whenever we have to write a report or do a project on a certain topic, our teachers always tell us to use the internet to research. It's so much easier than having to look through a bunch of old books in the library. You just type what you want to know about into a search engine like Google or Yahoo and BAM - you get a ton of websites that have all the information you need. The internet is like one massive virtual library that you can access right from the computer.Not only that, but the internet has pictures, videos, games and all kinds of other cool multimedia stuff to help you learnbetter. If we're studying about animals, we can watch footage of them in their natural habitats. If we need to understand a process like photosynthesis, there are animated videos that make it simple to visualize. I definitely remember things a lot more when I can see them in action instead of just reading about them.Computers also have tons of awesome education software and apps designed to make learning fun. In math class, we use games that turn solving problems into a competition or adventure to keep us engaged. In spelling, we can play wordgames against our friends. There are even educational video games where we get to go on quests and save princesses...but we're also lowkey learning about history, science and other subjects along the way. It's like eating veggies disguised as pizza - you don't even realize how much knowledge you're gaining because you're having a blast.Another way computers help is with presentation tools like PowerPoint and Keynote. It used to be when you had to give a presentation in front of the class, you'd just talk while holding up some poster boards covered in text. Pretty boring, right? But now we can create awesome slide shows with animations, videos, sound effects - you name it. It makes the whole experience way more captivating for both the presenter and the audience. Irecently did a book report presentation where I narrated as a 3D animated version of the main character acted stuff out. My classmates said it was epic!Computers are also just really handy for taking notes, writing papers, making charts and graphics, and all sorts of other assignments. Instead of having to write everything out by hand, you can smoothly type it all up and make edits with no mess. There are even apps that help check your spelling and grammar so your work is error-free. Plus you can collaborate online with teammates when working on group projects. No more dealing with crumpled papers or struggling to decipher everyone's chicken scratch handwriting!I especially love digital art tools on computers. You can draw or paint pictures effortlessly without worrying about making mistakes, since you can just undo or start over with a blank canvas at any time. I'm a pretty decent artist, and being able to create masterpieces without using up a zillion papers and art supplies is so convenient. Computers let you pull off all kinds of wild special effects and manipulate images in too many cool ways to count.Classroom technology in general has come a long way with things like digital whiteboards, tablets, and educational gameson big interactive displays. It makes most lessons way more hands-on and engaging compared to old-fashioned chalkboards and textbooks. Sometimes when material is too abstract or dry, a more visual, multimedia approach can make all the difference in driving those concepts into our puny kid brains.Speaking of visuals, another awesome computer thing is virtual reality. Most schools can't afford full VR headsets for every student yet, but even having a few VR stations is so rad. With VR, you can explore ancient civilizations, dive to the depths of the ocean, walk on the moon, or anything else your teacher programs in. It's like you're teleporting to these amazing places instead of just reading about them. I bet it will soon be just as common as computers themselves are now.Of course, computers do have some downsides. They can be distracting if you start going on websites or playing games when you should be working. Some people get headaches from looking at screens for too long. And there are worries about things like internet safety, cyberbullying and eyestrain. But our teachers make sure to teach us proper computer etiquette and how to use tech responsibly. As long as you follow the rules, the benefits way outweigh the negatives.All in all, computers have totally revolutionized how kids learn nowadays. Instead of just sitting at desks being lectured to, we're way more hands-on, active and engaged. From interactive software to unlimited information on the internet to multimedia presentations and even virtual reality - technology makes absorbing knowledge easier and much more fun. Whileold-fashioned basics like reading, writing and math will always be important, computers provide a whole new world of possibilities for education. I can't even imagine going back to how things used to be without them. Computers are simply awesome and a huge part of why school is a billion times more awesome than it used to be!篇2The Importance of Computers in School TodayComputers are really cool and important machines that help us learn a lot in school. Pretty much every classroom has computers nowadays, and they make learning way more fun and interesting than just listening to teachers talk all day or reading from textbooks.One big way computers help us in school is by letting us do research on the internet. When we have to write reports or findinformation for projects, we can use search engines like Google to find tons of websites with useful facts, pictures, and videos. The internet has so much knowledge on every topic you can imagine - history, science, literature, you name it. It's like having a huge library at our fingertips! Without computers and the internet, we'd have to rely only on the limited books in our school library for research.Computers also have lots of educational games, videos, and activities that make learning more enjoyable. Instead of just reading about math, we can play interactive games that have us solve problems and compete against classmates. Science topics come alive through 3D animations and video lessons from experts. We can take virtual field trips to museums, historical sites, and even other planets without ever leaving the classroom! Computers make the world our classroom.Speaking of classrooms, many teachers use computers and tablets to deliver instruction in a more modern, tech-savvy way. No more chalkboards and overhead projectors - we have multimedia presentations, educational apps, and even video conferences with students from other schools. Some lessons are self-paced, where we learn at our own speed on the computer. Ifind it much easier to pay attention when I'm interacting with the content on a screen.Computers have also been a huge help during the times we've had to learn from home because of situations like the COVID-19 pandemic. Our teachers use computers to post assignments, give video lessons, and communicate with us online. We can even have live class meetings over video chat! Without computers, remote learning would be really difficult. I'm grateful we have the technology to continue our education safely from home when we need to.Another awesome way computers assist our learning is through special programs for students who need extra help or accommodations. Kids with disabilities can use text-to-speech software to have reading materials read aloud. Those who struggle with writing can dictate essays using voice recognition. There are even console games designed just for educational purposes! Computers make it possible for every student to learn in the way that's best for them.Of course, using computers so much does require some responsibility on our part. We have to be careful about internet safety and not visiting inappropriate websites. We learn about digital citizenship - treating others respectfully online andprotecting our privacy. We also have to make sure we're not just mindlessly clicking away, but really focusing on the educational content. If we get carried away playing games or watching random videos, then we're not taking full advantage of how computers can boost our learning.Overall though, computers are one of the greatest tools a modern student could ask for. They give us access to the world's information at our fingertips and allow us to learn through interactive, multimedia instruction. Computers make education more engaging, personalized, and inclusive for all types of learners. I honestly can't imagine going to a school today without computer labs, laptops, tablets, and internet access. Wherever the future of education leads, I'm confident computers and technology will be at the heart of it. We live in an amazing time!篇3Computers are Awesome for Learning!Computers are really cool and awesome! They help me learn so many things at school. I remember when I was in kindergarten, I didn't know how to use a computer at all. But now that I'm in5th grade, I'm a computer expert! Well, maybe not an expert, but I know a whole lot more about them than I used to.In my school, we have a computer lab with rows and rows of desktop computers. We go there once a week for our computer class. That's where I first learned how to type using the keyboard and how to use programs like Microsoft Word to write stories and essays. Learning to type was kind of hard at first because you have to memorize where all the letters are without looking down. But now I can type pretty fast without even thinking about it!We also use computers a lot in our regular classroom. Our teacher has a big desktop computer connected to a projector. She uses it to show us educational videos and websites during lessons. Sometimes she'll project stuff from her computer onto the board and we'll go through it together as a class. Other times, we get onto the classroom laptops and laptops and go to websites to play games or do activities that help us practice what we're learning. It's a lot more fun than just doing worksheets and textbooks!There are so many great websites for kids to learn on computers now. My favorite is FunBrain - they have arcade games for math, reading, vocabulary and more. But the games are actually really educational and help you learn without evenrealizing it. Another cool site we use is BrainPOP which has animated movies and quizzes on every topic you can imagine –science, history, grammar, you name it. Whenever we're starting a new unit, our teacher has us watch the BrainPOP movie about it first to get us interested and teach us the basics.I even use computers at home for school stuff sometimes. When I have a big project due, I'll use the internet to do research.I know how to quickly find good websites with reliable information, not just random junky sites. And when I'm writing a big paper, I make sure to use trustworthy sites and online encyclopedias for my facts. Computers and the internet make it so much easier to get information than having to go through a ton of books at the library like they did way back then!Computers are also helpful for doing reports and presentations. Instead of just writing things out on paper or poster board, we can create PowerPoint slides with text, pictures, animations, and even videos. We often do group projects where we put together presentations on computers to show the class what we've learned about a certain topic. It's a fun way to teach each other and show off our computer skills!If you ask me, every classroom should have a classroom set of laptops or tablets for students to use. They're perfect fordoing online activities together, watching videos, taking notes, writing papers, and creating presentations. Computers today are so portable and user-friendly compared to the big clunky desktop models they used to have.Of course, computers aren't just great for learning stuff in class. They also prepare us for all kinds of jobs and careers we might have when we're older. Nowadays, pretty much every job uses computers in some way. Imagine being a scientist, doctor, engineer, designer, writer, or businessperson without knowing how to operate a computer! You'd be completely lost. Computers are truly essential for success in the modern world.I'm sure that by the time I'm an adult, computers will be even more advanced and important than they are now. New technology emerges every year – smartphones, tablets, smartwatches, virtual reality, artificial intelligence, you name it. In the future, who knows what mind-blowing computer inventions there will be to help people learn and work better? I can't wait to experience it all as I keep growing up.I feel really lucky to be part of a generation that has grown up with computers as such a natural part of our lives. My parents didn't have access to nearly as much technology in school when they were kids. Their teachers just used chalkboards, textbooks,and worksheets to teach. How boring! Learning is so much more engaging, interactive, and fun with computers.I have to say though, despite all the amazing computer technology we have now, I think there's still an important place for some old-school learning too. It wouldn't be right to do everything on a screen. We still need actual books to read (I love the feeling of holding a real book in my hands), and we need to write things out by hand sometimes with pencils and paper (it helps things stick in your brain better). Teachers shouldn't rely only on computers to teach us - we need their guidance and real human interaction too.But overall, computers have transformed how we learn and made education way more entertaining. I'm so glad my school incorporates them into lessons and activities. Computers will never replace teachers, but they are an absolutely vital tool that makes learning about any subject easier and more exciting in today's modern, digital age. I'll never take computers for granted again! They've totally changed school for the better.篇4The Role of Computers in Modern EducationComputers are really cool! They can do all sorts of amazing things that help us learn better at school. I think every classroom should have lots of computers because they make learning way more fun and interesting.One way computers help us learn is by letting us look up any information we need on the internet. Whenever our teacher asks a question that none of us knows the answer to, we can just type it into a search engine and find out right away! The internet has websites with facts about every subject you can imagine like science, history, math, and more. It's like having a huge library at our fingertips.Computers also let us watch educational videos and play learning games that teach us new skills in a really engaging way. Instead of just reading from a textbook or listening to the teacher talk, we get to interact with the material using multimedia. The videos help explain concepts visually with animations and real-world examples. And the games turn lessons into adventures where we earn rewards for answering questions correctly. It's like learning without even realizing we're learning!Another awesome thing about computers is they allow us to take fun virtual field trips. Our class went on a virtual tour of theGreat Pyramids in Egypt and the International Space Station just by watching it on our laptop screens! The 3D imagery made us feel like we were really there. We even got to explore them up close from different angles. It's way cheaper and easier than going on a real field trip, but still just as educational.Computers give us the ability to get feedback and practice skills at our own pace too. There are apps and websites with exercises that adapt to each individual student's level. If I'm struggling with something like fractions, I can do lots of practice problems that get slightly harder as I get better until I've mastered the concept. The computer tracks my progress and gives me hints if I get stuck. That way I can go at my own speed without feeling rushed or left behind.Using computers engages our creativity in ways that pencil and paper can't. We're able to make awesome presentations with animations, videos, and sound effects to share our learning in a dynamic way. Or we can code and design our very own games and websites to demonstrate what we've learned about technology. Computers unlock so many possibilities for students to explore their imaginations!One of my favorite things is being able to collaborate with other students using computers. We can video chat withstudents from different schools, states, or even countries to learn about their cultures and perspectives. We can also work together in real-time on group projects using online documents and shared workspaces. It's like we're all in one big virtual classroom even though we're physically apart.Assistive technology on computers is incredibly helpful for students with special needs too. Students who have trouble seeing can enlarge the text or use screen readers. Students with dyslexia can get digital text converted into audio. And students with mobility issues can control the computer using just their voice or eye movements. Computers level the playing field and allow every student access to the same educational opportunities.Of course, computers aren't perfect and we can't rely on them for absolutely everything. They can break down or lose power. And there's a risk of getting distracted by games or social media instead of focusing on schoolwork. But as long as we use them responsibly under a teacher's guidance, computers are such a valuable modern learning tool.Overall, I believe computers have transformed education for the better. They make learning way more interactive, personalized, and engaging compared to just reading fromtextbooks and listening passively. Having computers in every classroom allows students to develop vital technology skills for the 21st century workforce. And they open up a whole world of information and experiences that expand our knowledge beyond what any teacher or library could provide alone.Computers have become just as essential for learning as pencils and notebooks used to be. I can't imagine going back to the old-fashioned ways of learning without them! In my opinion, every school should make sure all students have access to computers and are taught how to use them effectively. That's the only way to prepare kids for a successful future in our high-tech modern world.篇5The Role of Computers in Modern EducationHi there! My name is Alex and I'm going to tell you all about how computers are used in schools nowadays. Computers have become super important for learning and teachers use them in lots of different ways.First off, we have computer class once a week where we learn how to use different programs and tools. I really like computer class because it's fun and lets me be creative. We've learned howto type properly, make presentations with PowerPoint, and even do a bit of coding which is like giving instructions to make the computer do what you want.In computer class, we also learn about internet safety and the do's and don'ts of being online. The internet is an awesome resource with tons of information, videos, games and more. But there are some bad things out there too that we need to avoid like cyber bullies and inappropriate websites. Our teacher shows us how to stay safe while still taking advantage of everything the internet has to offer.Outside of computer class, our teachers use computers and digital tools allllll the time to help us learn. A lot of our textbooks and workbooks are online now rather than physical books. It's easy to access everything on the classroom computers or our tablets. The online textbooks have videos, games and quizzes built right into the lessons which makes learning way more fun and interactive compared to just reading from a book.We even take tests and quizzes online sometimes using special software. I think testing on computers is easier because everything is right there and we can go at our own pace. The computer grades it automatically too so we get our results right away instead of waiting. Pretty cool, right?Our teachers use a big interactive whiteboard at the front of the class that connects to their computer. It's like a huge touchscreen monitor that they can write notes on, pull up websites, play videos and more. They can even make the whiteboard into a game and we get to go up and interact with it which is fun. Having multimedia lessons that combine text, images, videos and sounds really helps me understand and remember better.Computers have also made it easier for teachers to give us personalized instruction based on our individual learning needs. They use special software and websites to assign us work at different levels. The computer can see what we're struggling with and give us more practice in those areas. Or it can automatically give us more advanced lessons if we seem to have already mastered something.Computers have even changed how we learn at home and how teachers communicate with parents. We have online portals where teachers post assignments, share important announcements, schedules and more. Our parents can easily check on our progress and grades. We also sometimes video chat with teachers for extra help after school.For group projects, we're able to collaborate online using shared documents in real-time. We can all work together and see each other's edits as we go. It's like a virtual classroom outside of class time. Speaking of, we've started doing virtual field trips by exploring museums, historical sites and even other countries through 360?? photos and videos. It's the next best thing to being there in person!That's the thing about computers - they can simulate so many real-world scenarios and experiences in a virtual environment. We have tons of apps and software that let us do virtual experiments like dissecting a 3D model of a frog, for instance. Or we can go on digital adventures and roleplay to learn about different time periods and cultures. Everything is so immersive and makes learning feel more like play.There are even some robots and smart toys in our classrooms now that can teach basic coding, storytelling and language skills through games and activities. I think that kind of hands-on, interactive learning with technology really gets kids engaged and makes abstract concepts easier to grasp.Overall, I feel super lucky to be learning with computers and tech tools. While books and teachers are still important, having access to endless information, simulations, and multimediaresources online has made school way more fun, hands-on and effective. I'm definitely more motivated to learn when I get to use cool apps, watch videos, interact with lessons and use my creativity. Computers have transformed how we learn!Modern technology has also helped kids who have different abilities and challenges. Text-to-speech and speech-to-text tools make it easier for students with disabilities to engage with lessons and assignments. There are lots of customized programs and assistive devices that level the playing field.I probably sound like I'm obsessed with computers and tech, huh? Well, what kid wouldn't be? We've grown up surrounded by digital devices and tools our whole lives. Screens and touchpads feel as natural to us as books were for older generations. Learning through computers, games and interactive multimedia just makes sense for kids like me.That said, I know too much screen time isn't healthy. I still value being outdoors, reading physical books, playing with。
网络对大学生的危害英语作文
网络对大学生的危害英语作文英文作文:The Negative Impact of the Internet on College StudentsWith the rapid development of technology, the Internet has become an indispensable part of college students' lives. While it brings convenience and abundant information, the Internet also poses several negative effects on this young generation.First and foremost, excessive Internet usage can lead to addiction, causing students to neglect their studies and social life. Many students find themselves constantly drawn to social media, online gaming, or streaming platforms, resulting in procrastination and poor time management skills. This addiction can significantly impact their academic performance and personal growth.Furthermore, the Internet exposes students to a wide range of unfiltered information, some of which may be inaccurate, misleading, or even harmful. Without proper guidance and critical thinking skills, students may struggle to distinguish between reliable sources and fake news, leading to the formation of biased or extremist views.Moreover, the Internet can be a breeding ground for cyberbullying and online harassment. College students may face emotional distress, anxiety, and even depression due to negative online interactions. The anonymity provided by the Internet can sometimes bring out the worst in people, leading to hurtful comments and actions that can have long-lasting effects on students' mental well-being.In conclusion, while the Internet has become a crucial tool for college students, it is essential to recognize its potential dangers. Students must learn to use the Internet responsibly, prioritize their academic and personal growth, and develop the necessary skills to navigate the digital world safely and effectively.中文翻译:网络对大学生的负面影响随着科技的飞速发展,互联网已成为大学生生活中不可或缺的一部分。
冀教版八下英语课件 Unit 4 The Internet Connects Us Lesson23
3. The following are the things you can do on the Internet . Tick the
ones that you think are OK for junior high students and give your
reasons .
□Email with friends and family. □Chat online with friends. □Download documents from strangers. □Write blogs. □Email with strangers. □Open attachments from strangers. □Send，receive or post photos with friends. □Play online games for a whole day. □Download programs. □Stay online after 10:00 p.m.
has two sides ( _a_d_v_a_n_ta_g_e__ or _d_i_s_ad_v_a_n_t_a_g_e_s), s
so does the Internet.
➢ Why are some parents worried about their kids using the Internet?
Li Ming: I don’t think it’s good for our health if we spend too much time online. Some students like to play games and don’t study hard. We should use the Internet properly and carefully.
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What students use the Internet for
随着时代的发展，网络已经成为学生们经常接触和使用的媒介。那么他们都喜欢在网络
上做些什么呢？
本文词数：296 建议用时：5’45” 难度：
中等
I’ve just come from a very interesting talk by
the guys who run the network in students’
dormitory (宿舍) here at the University of
Bristol.
The most popular site is Facebook. 20% of
web requests are for it. 85% of the students
signed up to it and they seem to use it regularly.
Students see it as their “shared space”, using it
to organise their social lives. They may not
know that employers are searching Facebook to look for suitable workers.
Students see email as a formal way of communication. It is for keeping in touch with “older
people” such as tutors and parents. For communicating with each other, they use instant
messaging (即时通信). Many are signed up to MSN, and Skype is also used.
Students don’t have radios, but at least 95% have computers, so they listen to radio through the
network. Something similar is happening with TV thanks to Internet TV services.
Surveyed about what they want in future from the university network, students say they want
video or audio (音频) of their lecturers. They don’t want less personal communication with
teaching staff, but they want to be able to catch up with lectures on a video player on the train.
They also expect high quality link, wirelessly, everywhere. Having been brought up with the
websites Google and Amazon, they have very high expectation for ease of use.
When I co-wrote “Using the Web to Teach Economics” a couple of years ago, we strongly
worried about the cultural gap between lecturers and their students in the field of the Internet. If
anything, there’s probably a cultural gap between the students we were talking about then and the
current first-years.
阅读上文，回答以下问题。
1. What is Facebook?
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2. What are the instant messaging tools that are usually used?
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3. What do students use email for?
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