新闻听力 | 你愿意被机器人照顾吗?

你愿意被机器人照顾吗?Would You Want to Be Cared for by a Robot?常速 | 六级 | 758词 | 4min59s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. What does the author say about the world’s population of over-60s?A. It has doubled since 1980 and will double again by 2050.B. It has tripled since 1980 and will double by 2050.C. It has remained stable since 1980.D. It will decrease significantly by 2050.Q2. What function does the exoskeleton serve for the elderly according to the passage?A. It helps them walk faster than normal people.B. It gives them full control of their mobility.C. It completely replaces human carers.D. It automatically chooses walking routes.Q3. What can the robot Clara do according to the passage?A. Cook meals according to dietary needs.B. Tell jokes to improve your emotional well-being.C. Detect changes in your mood and physical state.D. Clean rooms and maintain the gardens.Q4. What can be inferred about using robots in care homes from the passage?A. Robots will completely replace human carers soon.B. Most elderly people will refuse robot care.C. It has been widely accepted by society.D. It raises complex ethical and legal issues.Q5. What is the main purpose of the passage?A. To describe features of various care robots.B. To argue for replacing humans with robots.C. To explore possibilities and concerns of robot care.D. To prove that robot care is better than human care.Part II. TRANSCRIPTWould You Want to Be Cared for by a Robot?It’s Saturday night in the year 2100, and you’re at the quiz night in a care home. The Saturday night quiz is serious business. While the residents battle it out, a team of carers quietly ensures the smooth running of the home. Luna announces the questions. Zach serves dinner and drinks, and Qi-Young administers evening medications. But Luna, Zach, and Qi-Young aren’t human. They’re robots. And one day, they could be your retirement companions.battle it out 拼搏一场One in three people born today will live until they’re 100. (Q1) The world’s population of over-60s has doubled since 1980 to around a billion, and it’s projected to double again by 2050. That’s a lot of people who may one day need additional support to live fulfilling and comfortable lives. Assistive intelligent robots could relieve pressure in understaffed care homes. So what would being looked after by robots actually feel like?Imagine – you’re woken up by your favorite song played by a music robot. Luna, a humanoid, is ready with your perfect brew, milk and sugar selected with precision. (Q2) Luna helps you choose your outfit for your morning walk and assists you into your exoskeleton, an aid that gives you full control of your mobility. humanoid n. 人形机器人exoskeleton n. 外骨骼(装置)You take a stroll around the gardens with your human carer, Dan. You choose your own route, and your exoskeleton responds to your subtle movements and commands, which it picks up via smart wearables, so you’re fully in control. Along the way, you see robots maintaining the beautifully manicured grounds, alerting carers to any potential hazards. You stop to chat to a friend, and if your conversation is cut short, a robot attendant will remember what you were talking about and set up another time for you to chat. manicured adj. 修剪整齐的When you return to your room, it’s been cleaned by a team of housekeeping robots. Unburdened by time-consuming routine tasks, your human carer, Dan, can take his time chatting to residents, giving everyone his full attention. You then enjoy a sumptuous communal breakfast with the other residents and staff. Bruno, the kitchen robot, serves up a feast customized to your personal dietary requirements, allergies, and he doesn’t forget that you hate mushrooms. (Q3) Clara, a humanoid robot with soft silicone skin and a calming voice, assists you with medication. Her senses can immediately detect changes in your mood, walking pattern, or skin temperature. Prakash, a robot designed for emotional well-being, tells you a joke. His AI adapts to each resident’s personality and allows him to keep up to date with their interests, likes, and dislikes. sumptuous adj. 豪华的;丰盛的communal adj. 公共的;共用的customize v. 定制While this scenario may sound idyllic, it’s not without serious considerations. Take, for example, logistics. This vision would mean extensive building redesigns to accommodate robot carers. Care homes of the future would need to take into consideration how robots navigate rough terrain, shared spaces, and moving around one another, all while ensuring that they don’t themselves become mobility hazards for residents. (Q4) And on an ethical and legal level, there’s a ton of complexities with no easy answers. idyllic adj. 田园诗般的;宁静美好的ethical adj. 伦理的;道德的Imagine a scenario where a robot makes a mistake, perhaps administering the wrong medication or failing to alert staff during an emergency. Who or what would be held responsible? And what are the privacy implications of sharing all your personal health data with a robot? And what will all of this mean in terms of maintaining the skills and jobs of human care workers? And then there’s, of course, the question at the heart of what it means to give and receive care. Empathy, emotional support, and human contact are essential for all of us, particularly when we’re at our most vulnerable.implication n. 可能的影响(或后果)While robots may be able to help out with physical caring, health monitoring, and even limited companionship, could they ever be a true substitute for the humans currently doing those jobs? This leads us to perhaps our most important question. Would we have the right to refuse robot care? And how might we be empowered to do so? These aren’t just questions for engineers or policymakers. They’re for all of us. What do we want our care to look like in the future?empower v. 赋予权力;使自主Today’s research looks at how robots can make their own decisions using data from their sensors, other robots, and tech worn by residents and carers. By 2100, robots will be far more capable than they are today. (Q5) If they can allow for more time and attention from human carers and empower our older selves to live safe, dignified, and fulfilled lives, perhaps it’s not a question of if they should be used, but how.dignified adj. 有尊严的Part III. KEYQ1. A.【解析】细节题。题目出处为:“The world’s population of over-60s has doubled since 1980 to around a billion, and it’s projected to double again by 2050.”。 意为:“自1980年以来,全球60岁以上人口数量翻了一番,达到约10亿,预计到2050年将再翻一番。”因此正确答案为A。Q2. B.【解析】细节题。题目出处为:“Luna helps you choose your outfit for your morning walk and assists you into your exoskeleton, an aid that gives you full control of your mobility.”。 意为:“Luna会帮你挑选晨间散步的穿搭,并帮你穿上外骨骼装置,这种装置能帮你完全掌控自己的行动能力。”因此正确答案为B。Q3. C.【解析】细节题。题目出处为:“Clara, a humanoid robot with soft silicone skin and a calming voice, assists you with medication. Her senses can immediately detect changes in your mood, walking pattern, or skin temperature.”。 意为:“克拉拉是一个拥有柔软硅胶皮肤和平静声音的人形机器人,能协助你服药。她的传感器能即时察觉你的情绪变化、步态异常或皮肤温度波动。”因此正确答案为C。Q4. D.【解析】推理题。题目出处为:“And on an ethical and legal level, there’s a ton of complexities with no easy answers.”。 意为:“在伦理和法律层面上,存在着大量错综复杂的问题,且没有简单的答案。”文章随后进一步讨论了如果机器人犯错谁该负责的问题、个人健康数据的隐私问题、对人类护工就业的影响等。由此可以推断,正确答案为D。Q5. C.【解析】主旨题。题目出处为全文,尤其是结尾段落:“If they can allow for more time and attention from human carers and empower our older selves to live safe, dignified and fulfilled lives, perhaps it’s not a question of if they should be used, but how.”。 意为:“如果机器人能让人类护工有更多时间和精力陪伴老人,并能让我们年老时能够安全、有尊严、充实地活着,那么问题或许不在于是否应该使用机器人,而在于如何使用。”文章从未来场景设想出发,既介绍了机器人辅助养老的可能性,也讨论了伦理、法律、隐私等担忧,因此正确答案为C。(本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 我们为什么喜欢吃辣?

我们为什么喜欢吃辣?Why do we eat spicy food? 常速 | 七级(偏易) | 368词| 3min7s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. What chemical compound in chili peppers is responsible for the burning sensation?A. Capsaicin.B. Endorphin.C. Serotonin.D. Glucose.Q2. According to the passage, what happens when the body detects capsaicin?A. The body temperature rises significantly.B. The body releases endorphins to reduce the perceived pain.C. The taste buds become permanently less sensitive.D. The digestive system immediately breaks down the compound.Q3. Why does Dr. Tamara Rosenbaum say people consciously choose to eat spicy foods?A. They want to build tolerance to hotter flavors.B. They associate chili with traditional cooking methods.C. They understand the burning sensation does not actually harm them.D. They believe it improves their digestive health.Q4. What can be inferred about early human cultivation of chili peppers?A. People cultivated chilies mainly to increase their sweetness.B. Chili peppers naturally evolved without human influence.C. Humans preferred peppers that required minimal cooking.D. Human cultivation altered traits such as color, size, and capsaicin level.Q5. What is the main idea of the passage?A. Capsaicin is dangerous and should be avoided in a typical diet.B. Humans enjoy spicy food due to a combination of factors.C. Spicy food consumption has decreased significantly in modern times.D. Only certain cultures have historically eaten chili peppers.Part II. TRANSCRIPTWhy do we eat spicy food? You know the feeling – your ears start to warm up, your tongue goes numb, you start sweating and taking deep breaths. You’ve just eaten something spicy, knowing it would be painful, and yet, you chose to do it anyway. Are humans just masochistic, or is there something else going on? The answer lies in both science and history.masochistic adj. 有受虐倾向的Let’s start with the science. Spicy isn’t actually a taste like salty, sweet, sour, and bitter – it’s a sensation. (Q1) This sensation is triggered by a chemical compound found in chili peppers called ‘capsaicin’. When we eat foods containing capsaicin, our bodies are tricked into thinking the temperature is actually rising. (Q2) In trying to temper the burning sensation, our bodies release endorphins which control pain and, at the same time, give a feeling of pleasure – like painkillers.capsaicin n. 辣椒素endorphin n. 内啡肽This is what is happening chemically, but there is also a conscious side to choosing spicy food. Dr. Tamara Rosenbaum, Cognitive Neuroscientist at the National Autonomous University of Mexico, explains in an interview with the BBC that (Q3) this is because we are rational beings – we know that the burning sensation of chili does not physically harm us. Furthermore, we derive pleasure from the other ingredients chili is generally cooked and eaten with – including fat, sugar, and salt. So – like skydiving – eating chili is a form of thrill-seeking or ‘benign masochism’, where we get pleasure from a seemingly negative sensation.masochism n. 受虐倾向This masochistic relationship with capsaicin has been a long one, starting in the Andes of South America, where chili peppers originate. Humans were one of the few mammals on Earth that developed a taste for capsaicin. So, archaeological evidence suggests they started cultivating chili peppers about six thousand years ago. (Q4) Human intervention changed the chili pepper to suit human tastes and needs – including the pepper’s colour, size, and capsaicin content – helping to explain the many different types of chili peppers now available.Fast-forward to today, and our love affair with the chili pepper is going strong. We eat around 57.3 million tons of peppers globally each year, and chili is a key ingredient in traditional dishes from Mexico to Korea. (Q5) Maybe we are masochistic after all.Part III. KEYQ1.A.【解析】本题为细节题。题目出处为:“This sensation is triggered by a chemical compound found in chili peppers called ‘capsaicin’.” 意为:“这种灼烧感由辣椒中一种被称为‘辣椒素’的化合物引起。”根据这句话可以推理,导致灼烧感的成分是capsaicin,因此答案为A。Q2.B.【解析】本题为细节题。题目出处为:“In trying to temper the burning sensation, our bodies release endorphins which control pain and, at the same time, give a feeling of pleasure.”意为:“为了缓解灼烧感,身体会释放控制疼痛并带来愉悦感的内啡肽。”因此答案为B。Q3.C.【解析】本题为细节题。题目出处为:“… this is because we are rational beings – we know that the burning sensation of chili does not physically harm us.”意为:“这是因为我们是理性生物,我们知道辣椒带来的灼烧感并不会真正伤害身体。”由此推断,人们选择吃辣是因为他们明白灼烧感并不会造成实际伤害,因此答案为C。Q4.D.【解析】本题为推理题。题目出处为:Human intervention changed the chili pepper to suit human tastes and needs – including the pepper’s color, size, and capsaicin content. 意为:人类的干预改变了辣椒,使其更符合人类的口味和需求,包括其颜色、大小和辣椒素含量。根据这句话可以推理,人类早期的栽培活动确实改变了辣椒的特性,因此答案为D。Q5.B.【解析】本题为主旨题。文章解释了辣椒素触发的化学反应、人类明知无害仍追求刺激的心理机制、“良性受虐”的行为模式、辣椒的历史起源与栽培发展脉络等等。文章最后写道:“Maybe we are masochistic after all.(或许我们还是有受虐倾向。)”,展示人类对于辛辣的复杂喜好。由此可见,主旨是人类对辛辣食物的喜爱由多重因素共同决定,答案为B。 (本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 花洒像你想象的那么干净吗?

花洒像你想象的那么干净吗?Is your showerhead as clean as you think? 常速 | 七级(偏易) | 357词| 2min39s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. Why does the showerhead create an ideal ecosystem for bacteria?A. It stays warm and dries out in a way that supports bacterial growth.B. It contains minerals that naturally feed microbes.C. It filters out nutrients that bacteria need.D. It is designed to trap water after each use.Q2. According to Frederik Hammes, when do showers become risky?A. When the user has a weak immune system.B. When the shower is contaminated with harmful pathogens.C. When the water pressure is unusually high.D. When the showerhead is used for too long.Q3. What can be inferred from the information about tropical climates?A. They prevent harmful bacteria from forming biofilms.B. They cause water systems to become less efficient.C. They require special cleaning tools for showerheads.D. They allow bacteria to grow more easily due to slower drying.Q4. According to the study mentioned in the passage, what effect does the shower spray mode have?A. It determines the amount of water used per minute.B. It changes how quickly the showerhead dries.C. It influences how widely bacterial cells are spread.D. It affects whether minerals accumulate inside the showerhead.Q5. What is the main idea of the passage?A. Showerheads spread more pathogens today than in the past.B. Modern cleaning products are ineffective against shower microbes.C. Showerheads should be replaced often to avoid infection.D. Microbes exist in showerheads, but simple habits can reduce their impact.Part II. TRANSCRIPTIs your showerhead as clean as you think? This is a city like no other. An invisible army of microbes lives here, including bacteria, fungi, moulds, and mites, and it’s the one place you’d have hoped would be clean – your showerhead.microbe n. 微生物mite n. 螨虫If you unscrew it and take a peek inside, you might be surprised as to what you find – quite possibly a slimy dark biofilm. When you switch on the shower, it’s not just steam and water that come out, but a blast of microbes as well. Rob Dunn, an evolutionary biologist from North Carolina State University, calls showerheads extreme environments because they are either bone-dry or soaking wet. (Q1) Once you’ve showered, the head remains warm and dries out undisturbed, creating the perfect ecosystem for bacteria to feed on dissolved nutrients from the water.peek n. 窥视,偷看slimy adj. 黏滑的,覆有黏液的biofilm n. 生物膜It seems the majority of us don’t need to worry about catching a bug from having a shower, though. (Q2) “Only showers contaminated with Legionella and other opportunistic pathogens pose a risk,” says Frederik Hammes, a drinking water microbiologist at the Swiss Federal Institute of Aquatic Science and Technology in Switzerland. Meanwhile, one study in the US found that warmer areas, like Florida and Hawaii, with higher chlorine levels tend to have more pathogenic mycobacteria, which can lead to higher rates of a chronic lung infection called non-tuberculous mycobacteria (NTM) lung disease. (Q3) This is likely because the showerhead has less time to dry out in more tropical climates, so bacteria can grow more easily.Legionella n. 军团杆菌,军团菌属opportunistic adj. 伺机性的pathogen n. 病原体chlorine n. 氯pathogenic adj. 致病的,病原的mycobacteria n. 分枝杆菌;分枝细菌Even if becoming ill from your showerhead is highly unlikely, you’d probably still like to reduce the number of bacteria coming out when you’re trying to get clean. (Q4) One study found that the spray pattern of your shower makes a difference – mist mode spreads NTM cells a lot more than a massage or rain showerhead, for example. Higher temperatures have also been shown to spread microbes more easily. (Q5) The best way to keep bacteria away, though, is to regularly clean your showerhead by descaling it or soaking it in lemon juice.descaling n. 除垢Since we can’t fully eradicate the microbes in our showers, and we like to stay clean, we’ll have to learn to coexist with them.Part III. KEYQ1. A.【解析】本题为细节题。题目出处为:“Once you have showered, the head remains warm and dries out undisturbed, creating the perfect ecosystem for bacteria to feed on dissolved nutrients from the water.” 意为:“洗完澡后,花洒依然温热,并在不受干扰的状态下自然晾干,这为细菌生长提供了理想温床,使其能够摄取水中溶解的养分。”由此可以推理,花洒由于其干湿交替的特征与温暖的环境共同形成了细菌生长的理想环境,因此答案为A。Q2. B.【解析】本题为细节题。题目出处为:“ ‘Only showers contaminated with Legionella and other opportunistic pathogens pose a risk,’ says Frederik Hammes.” 意为:“Frederik Hammes 表示,‘只有被军团菌和其他机会性病原体污染过的花洒才会构成风险。’”根据原文信息可以推理,健康风险的来源在于“病原体污染”,因此正确答案为B。Q3. D.【解析】本题为推理题。题目出处为:“This is likely because the showerhead has less time to dry out in more tropical climates, so bacteria can grow more easily.” 意为:“这可能是因为在更加炎热潮湿的气候中,花洒没有足够的时间晾干,因此细菌更容易生长。” 因此答案为D。Q4. C.【解析】本题为细节题。题目出处为:“One study found that the spray pattern of your shower makes a difference – mist mode spreads NTM cells a lot more than a massage or rain showerhead.” 意为:“一项研究发现,花洒喷洒模式不同会导致不同的结果;例如,喷雾模式比按摩模式或雨淋模式更容易传播非结核分枝杆菌细胞。”依据原文可以推理,不同喷洒模式影响微生物扩散范围,因此答案为C。Q5. D.【解析】本题为主旨题。题目出处为:“The best way to keep bacteria away, though, is to regularly clean your showerhead by descaling it or soaking it in lemon juice.”意为:“文章指出,减少细菌的最佳办法是通过除垢或柠檬汁浸泡等方式定期清洁花洒。”根据全文可以推理,文章主要传达的信息是“花洒中存在大量微生物,但通过简单方法可以减少其影响”,因此答案为D。(本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 你愿意被机器人照顾吗?

你愿意被机器人照顾吗?Would You Want to Be Cared for by a Robot?常速 | 六级 | 758词 | 4min59s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. What does the author say about the world’s population of over-60s?A. It has doubled since 1980 and will double again by 2050.B. It has tripled since 1980 and will double by 2050.C. It has remained stable since 1980.D. It will decrease significantly by 2050.Q2. What function does the exoskeleton serve for the elderly according to the passage?A. It helps them walk faster than normal people.B. It gives them full control of their mobility.C. It completely replaces human carers.D. It automatically chooses walking routes.Q3. What can the robot Clara do according to the passage?A. Cook meals according to dietary needs.B. Tell jokes to improve your emotional well-being.C. Detect changes in your mood and physical state.D. Clean rooms and maintain the gardens.Q4. What can be inferred about using robots in care homes from the passage?A. Robots will completely replace human carers soon.B. Most elderly people will refuse robot care.C. It has been widely accepted by society.D. It raises complex ethical and legal issues.Q5. What is the main purpose of the passage?A. To describe features of various care robots.B. To argue for replacing humans with robots.C. To explore possibilities and concerns of robot care.D. To prove that robot care is better than human care.Part II. TRANSCRIPTWould You Want to Be Cared for by a Robot?It’s Saturday night in the year 2100, and you’re at the quiz night in a care home. The Saturday night quiz is serious business. While the residents battle it out, a team of carers quietly ensures the smooth running of the home. Luna announces the questions. Zach serves dinner and drinks, and Qi-Young administers evening medications. But Luna, Zach, and Qi-Young aren’t human. They’re robots. And one day, they could be your retirement companions.battle it out 拼搏一场One in three people born today will live until they’re 100. (Q1) The world’s population of over-60s has doubled since 1980 to around a billion, and it’s projected to double again by 2050. That’s a lot of people who may one day need additional support to live fulfilling and comfortable lives. Assistive intelligent robots could relieve pressure in understaffed care homes. So what would being looked after by robots actually feel like?Imagine – you’re woken up by your favorite song played by a music robot. Luna, a humanoid, is ready with your perfect brew, milk and sugar selected with precision. (Q2) Luna helps you choose your outfit for your morning walk and assists you into your exoskeleton, an aid that gives you full control of your mobility. humanoid n. 人形机器人exoskeleton n. 外骨骼(装置)You take a stroll around the gardens with your human carer, Dan. You choose your own route, and your exoskeleton responds to your subtle movements and commands, which it picks up via smart wearables, so you’re fully in control. Along the way, you see robots maintaining the beautifully manicured grounds, alerting carers to any potential hazards. You stop to chat to a friend, and if your conversation is cut short, a robot attendant will remember what you were talking about and set up another time for you to chat. manicured adj. 修剪整齐的When you return to your room, it’s been cleaned by a team of housekeeping robots. Unburdened by time-consuming routine tasks, your human carer, Dan, can take his time chatting to residents, giving everyone his full attention. You then enjoy a sumptuous communal breakfast with the other residents and staff. Bruno, the kitchen robot, serves up a feast customized to your personal dietary requirements, allergies, and he doesn’t forget that you hate mushrooms. (Q3) Clara, a humanoid robot with soft silicone skin and a calming voice, assists you with medication. Her senses can immediately detect changes in your mood, walking pattern, or skin temperature. Prakash, a robot designed for emotional well-being, tells you a joke. His AI adapts to each resident’s personality and allows him to keep up to date with their interests, likes, and dislikes. sumptuous adj. 豪华的;丰盛的communal adj. 公共的;共用的customize v. 定制While this scenario may sound idyllic, it’s not without serious considerations. Take, for example, logistics. This vision would mean extensive building redesigns to accommodate robot carers. Care homes of the future would need to take into consideration how robots navigate rough terrain, shared spaces, and moving around one another, all while ensuring that they don’t themselves become mobility hazards for residents. (Q4) And on an ethical and legal level, there’s a ton of complexities with no easy answers. idyllic adj. 田园诗般的;宁静美好的ethical adj. 伦理的;道德的Imagine a scenario where a robot makes a mistake, perhaps administering the wrong medication or failing to alert staff during an emergency. Who or what would be held responsible? And what are the privacy implications of sharing all your personal health data with a robot? And what will all of this mean in terms of maintaining the skills and jobs of human care workers? And then there’s, of course, the question at the heart of what it means to give and receive care. Empathy, emotional support, and human contact are essential for all of us, particularly when we’re at our most vulnerable.implication n. 可能的影响(或后果)While robots may be able to help out with physical caring, health monitoring, and even limited companionship, could they ever be a true substitute for the humans currently doing those jobs? This leads us to perhaps our most important question. Would we have the right to refuse robot care? And how might we be empowered to do so? These aren’t just questions for engineers or policymakers. They’re for all of us. What do we want our care to look like in the future?empower v. 赋予权力;使自主Today’s research looks at how robots can make their own decisions using data from their sensors, other robots, and tech worn by residents and carers. By 2100, robots will be far more capable than they are today. (Q5) If they can allow for more time and attention from human carers and empower our older selves to live safe, dignified, and fulfilled lives, perhaps it’s not a question of if they should be used, but how.dignified adj. 有尊严的Part III. KEYQ1. A.【解析】细节题。题目出处为:“The world’s population of over-60s has doubled since 1980 to around a billion, and it’s projected to double again by 2050.”。 意为:“自1980年以来,全球60岁以上人口数量翻了一番,达到约10亿,预计到2050年将再翻一番。”因此正确答案为A。Q2. B.【解析】细节题。题目出处为:“Luna helps you choose your outfit for your morning walk and assists you into your exoskeleton, an aid that gives you full control of your mobility.”。 意为:“Luna会帮你挑选晨间散步的穿搭,并帮你穿上外骨骼装置,这种装置能帮你完全掌控自己的行动能力。”因此正确答案为B。Q3. C.【解析】细节题。题目出处为:“Clara, a humanoid robot with soft silicone skin and a calming voice, assists you with medication. Her senses can immediately detect changes in your mood, walking pattern, or skin temperature.”。 意为:“克拉拉是一个拥有柔软硅胶皮肤和平静声音的人形机器人,能协助你服药。她的传感器能即时察觉你的情绪变化、步态异常或皮肤温度波动。”因此正确答案为C。Q4. D.【解析】推理题。题目出处为:“And on an ethical and legal level, there’s a ton of complexities with no easy answers.”。 意为:“在伦理和法律层面上,存在着大量错综复杂的问题,且没有简单的答案。”文章随后进一步讨论了如果机器人犯错谁该负责的问题、个人健康数据的隐私问题、对人类护工就业的影响等。由此可以推断,正确答案为D。Q5. C.【解析】主旨题。题目出处为全文,尤其是结尾段落:“If they can allow for more time and attention from human carers and empower our older selves to live safe, dignified and fulfilled lives, perhaps it’s not a question of if they should be used, but how.”。 意为:“如果机器人能让人类护工有更多时间和精力陪伴老人,并能让我们年老时能够安全、有尊严、充实地活着,那么问题或许不在于是否应该使用机器人,而在于如何使用。”文章从未来场景设想出发,既介绍了机器人辅助养老的可能性,也讨论了伦理、法律、隐私等担忧,因此正确答案为C。(本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 聪明人为何更喜欢独处而非社交的7个原因

聪明人为何更喜欢独处而非社交的7个原因7 Reasons Why Intelligent People Prefer Solitude Over Socializing常速 | 七级(偏易)| 329 | 2min 44s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. Why do intelligent individuals find small talk unfulfilling?A. It requires too much energy to maintain. B. It focuses on trivial matters rather than meaningful topics. C. It often involves exaggerations and insincerity. D. It is a form of entertainment for most people. Q2. What makes intelligent people feel disconnected in typical social settings?A. Their preference for solitude over socializing. B. Their lack of interest in social hierarchies. C. Their unconventional perspectives and questioning of norms. D. Their heightened ability to process details in crowded spaces. Q3. Why do intelligent individuals feel drained in large social events?A. They dislike competing for social status. B. They prefer quieter environments to crowded spaces. C. They find such events insincere and exhausting. D. They are overwhelmed by the details they process. Q4. What can be inferred about intelligent individuals’ view on social hierarchies?A. They find social hierarchies irrelevant and unimportant. B. They actively compete for higher status in social settings. C. They avoid socializing to escape hierarchical competitions. D. They prefer genuine relationships over superficial ones. Q5. What is the main reason intelligent individuals prefer solitude over socializing?A. They dislike social norms and rules. B. They value independence and meaningful interactions. C. They feel superior to others in social settings. D. They find crowds overstimulating and exhausting. Part II. TRANSCRIPT7 Reasons Why Intelligent People Prefer Solitude Over SocializingSocializing is a source of joy for many people — they thrive in crowds, enjoy casual conversations, and navigate social norms with ease. However, for some individuals, particularly those with higher intelligence, socializing can feel exhausting and unnecessary. This isn’t about being antisocial or feeling superior; it’s simply a preference for spending their time differently.1. Small Talk Feels Unfulfilling. (Q1) Intelligent individuals often find small talk tedious and unproductive. They prefer deep conversations about ideas, philosophies, or meaningful topics rather than discussing trivial matters like weather or gossip.2. They Value Authenticity. Social interactions often involve exaggerations, performances, or superficial behaviors. Intelligent people can easily see through these social masks, which makes such interactions feel insincere and tiring.3. Different Priorities. While others view socializing as entertainment, intelligent individuals prioritize activities like reading, learning, or working on personal projects. For them, socializing often feels like an obligation rather than a source of enjoyment.4. Feeling Like Outsiders. (Q2) Intelligent people often think differently, question norms, and have unconventional perspectives. This can make them feel disconnected or misunderstood in typical social settings, leading them to avoid such situations.disconnect v. 使分离,使脱离5. Overstimulation in Crowded Spaces. (Q3) Large social events can be overwhelming for intelligent individuals due to their heightened ability to process details. Instead of feeling energized, they often feel drained and seek quieter environments.6. Indifference to Social Hierarchies. (Q4) Many social interactions involve subtle competitions for status or influence, which intelligent people find pointless. They prioritize genuine relationships and personal growth over climbing social ladders.7. Independence Over Conformity. Intelligent individuals value independent thinking and resist conforming to group dynamics or unwritten social rules. They prefer solitude over interactions that require compromising their individuality.dynamics n. 动态(Q5) In summary, intelligent people don’t dislike socializing altogether — they simply prefer meaningful interactions over superficial ones and value their independence and time. Solitude is not lonely for them; it’s liberating and allows them to focus on what truly matters.Part III. KEYQ1. B.【解析】细节题。根据“Intelligent individuals often find small talk tedious and unproductive. They prefer deep conversations about ideas, philosophies, or meaningful topics rather than discussing trivial matters like weather or gossip.”,可知聪明的人通常觉得闲聊乏味且无益,他们更喜欢关于思想、哲学或有意义话题的深入对话,而不是讨论天气或八卦等琐事。因此正确答案为B。Q2. C.【解析】细节题。根据“Intelligent people often think differently, question norms, and have unconventional perspectives. This can make them feel disconnected or misunderstood in typical social settings, leading them to avoid such situations.”,可知聪明的人通常有不同的思维方式,质疑常规,并有非传统的观点,所以在典型的社交场合中会感到格格不入、不被理解。因此正确答案为C。Q3. D.【解析】细节题。根据“Large social events can be overwhelming for intelligent individuals due to their heightened ability to process details. Instead of feeling energized, they often feel drained and seek quieter environments.”,可知大型社交活动可能会让聪明人感到难以承受,因为他们处理细节的能力很强,所以往往会感到精疲力竭,而不是充满活力。因此正确答案为D。Q4. A.【解析】推理题。根据“Many social interactions involve subtle competitions for status or influence, which intelligent people find pointless. They prioritize genuine relationships and personal growth over climbing social ladders.”,可知聪明的人认为社交互动涉及对地位或影响力的微妙竞争是毫无意义的,他们更重视真正的关系和个人成长。因此正确答案为A。Q5. B.【解析】主旨题。根据“In summary, intelligent people don’t dislike socializing altogether — they simply prefer meaningful interactions over superficial ones and value their independence and time.”,可知聪明的人选择独处的主要原因是他们重视独立性和有意义的互动。因此正确答案为B。(本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 依赖汽车的代价

依赖汽车的代价The cost of car dependency慢速 | 六级(偏难) | 355词| 2min36s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. The passage opens by suggesting that increased car commuting might have a cost despite offering which of the following benefits?A. Reduced air pollution and safer roads.B. Greater mobility and freedom.C. Lower transportation expenses.D. More efficient public transit systems.Q2. According to the OECD’s International Transport Forum, how much more road space does the average person travelling in a car take up compared to someone on a bus?A. Twice as much.B. Three times as much.C. Four times as much.D. Five times as much.Q3. What does the word “gridlock” most closely mean as it is used in the passage?A. A severe traffic jam where vehicles cannot move.B. A system for managing traffic flow.C. A network of interconnected roads.D. A method of charging for road usage.Q4. Which of the following is NOT directly mentioned as a health impact of car dependency in the passage?A. Asthma and other respiratory illnesses.B. Injuries and fatalities from road traffic accidents.C. Poor fitness and obesity due to sedentary lifestyles.D. Hearing loss from traffic noise.Q5. According to some experts, what is the most likely long-term consequence of building new roads to reduce traffic congestion?A. It provides a permanent solution to traffic congestion.B. It reduces the number of vehicles on the road over time.C. It leads to more people driving, causing congestion to return to previous levels.D. It causes a significant shift towards public transportation.Part II. TRANSCRIPTThe cost of car dependency (Q1) Driving: do we love it because it’s quick and convenient, or is it just that we don’t have a choice? Either way, commuting by car is becoming more common across the world. While this could mean that people are getting more mobility and freedom, could it have a cost?As the number of cars on the road increases, so does congestion. As more people travel by car, more road space is used up. (Q2) According to the OECD’s International Transport Forum, the average person travelling in a car takes up five times as much road space as someone on a bus. This is made worse by the fact that, on average, today’s cars are larger than those of the past. Tailbacks and other traffic jams in the UK could be costing £7.5 billion each year in wasted time.congest v. 使拥挤;堵塞tailback n. (因交通堵塞形成的)车辆长队(Q3) It’s not just gridlock and wasted time that’s the problem. Car dependency has significant health impacts. (Q4) Air pollution from diesel and petrol cars can cause health problems such as asthma and other respiratory illnesses. Road traffic accidents lead to injuries and fatalities. Additional to this are the long-term problems caused by sedentary lifestyles, leading to poor fitness and obesity. Road-building developments can also split communities, leading people to feel cut off. Where road transport dominates an area, people without access to a car can feel isolated.gridlock n. 市区交通大堵塞dependency n. 依赖asthma n. 哮喘respirator n. 呼吸器sedentary adj. 久坐的Cities and countries are sometimes tempted to build new roads to reduce the potential for snarl-ups. (Q5) However, some experts say that this can cause induced demand, where increased road capacity leads to more people driving, and congestion is soon back to its previous level. The other side of this theory is that when road space allocation is taken away from private cars, often congestion won’t get any worse. Authorities in some cities, such as Seoul and Utrecht, have demolished motorways, leaving natural features such as streams and rivers in their place. Making drivers pay more is an approach used in cities like London or Singapore, where ten-year car ownership licenses can cost over £60,000. The increased costs can help reduce the number of cars on the road and make traffic flow faster.snarl-up n. 交通堵塞demolish v. 拆除(建筑物)Part III. KEYQ1. B.【解析】细节题。题目出处为:“Driving: do we love it because it’s quick and convenient, or is it just that we don’t have a choice? Either way, commuting by car is becoming more common across the world. While this could mean that people are getting more mobility and freedom, could it have a cost?” 意为:“开车:我们爱它是因为它快速便捷,还是只是因为别无选择?无论如何,全球驾车通勤变得越来越普遍。虽然这可能意味着人们获得了更多的行动自由与自主空间,但这是否会带来代价?”该句明确指出驾车带来的好处是“更多的行动自由与自主空间”,因此正确答案为B。Q2. D.【解析】细节题。题目出处为:“According to the OECD’s International Transport Forum, the average person travelling in a car takes up five times as much road space as someone on a bus.” 意为:“根据经合组织(OECD)的国际交通论坛,开车出行的话,每人平均占用公路的空间是乘公交车出行的五倍。”因此正确答案为D。Q3. A.【解析】推断题。题目出处为:“It’s not just gridlock and wasted time that’s the problem.” 意为:“问题不仅仅是交通堵塞和浪费时间。”在语境中,gridlock与wasted time并列,且前文提到congestion、tailbacks和other traffic jams,因此可以推断gridlock指交通堵塞非常严重,以至车辆无法移动的状态,故正确答案为A。Q4. D.【解析】细节题。题目出处为:“Air pollution from diesel and petrol cars can cause health problems such as asthma and other respiratory illnesses. Road traffic accidents lead to injuries and fatalities. Additional to this are the long-term problems caused by sedentary lifestyles, leading to poor fitness and obesity.” 意为:“柴油和汽油车造成的空气污染会导致哮喘和其他呼吸系统疾病等健康问题。道路交通事故导致受伤和死亡。除此之外,久坐不动的生活方式还会导致长期问题,例如体能不佳和肥胖。”文中直接提到了A、B、C选项,但未提及“Hearing loss from traffic noise”(交通噪音导致的听力损失),因此正确答案为D。Q5. C.【解析】推理题。题目出处为:“However, some experts say that this can cause induced demand where increased road capacity leads to more people driving, and congestion is soon back to its previous level.” 意为:“然而,一些专家表示,这可能导致诱发性交通需求,即增加的道路容量导致更多人开车,交通拥堵很快又恢复到了以前的状况。”因此正确答案为C。(本文图片来源于摄图网,版权归摄图网所有)

第12届教学大赛商务英语组二等奖贺静授课

授课点评:贺静老师授课效果较好,教学目标清楚、教学方法得当、教学程序井井有条。此外,贺静老师口齿清晰,语音语调比较纯正、流利;教态端庄自然,有亲和力,教学过程中与学生互动良好,体现了以学生为主体,教师为主导的教学原则。授课分两部分。第一部分介绍该单元(Empire of Wealth)的总教学安排,用了3分30秒,时间把握得比较好。另外,设计的PPT形式多样,各种图表清楚展现了教学安排。授课开始的第三分钟,PPT显示的该单元总教学目标及三篇课文的教学目标一览无遗,加上贺静老师的阐释,清晰地传递了教学目标和学习目标,这能帮助学生在课堂内外围绕主题有效学习。紧接着,贺静老师借助PPT上的流程图比较详细地介绍了授课课文In Praise of Competitive Urges的教学安排,其中的Problem-centred教学方法对学生发现、分析和解决问题有很大帮助。之后进入第二部分:比赛授课阶段。第二部分具体授课含四个阶段。进入第一阶段Warm-up时,贺静老师显得有点紧张,但很快就调整好了状态。该阶段有教师对课文理解的提问,请学生从课文中找到相关的依据回答问题,这种做法本来值得称道,因为授课不能离开课文。但是,Warm-up阶段是课前准备阶段,因此,贺静老师在Warm-up阶段讲解课文不妥,建议把重点放在教材中的Warm-up Activities上,适当设计一些附加的活动,才符合教学逻辑。此外,在总时间为20分钟且第一阶段用了3分30秒的情况下,Warm-up阶段用了5分1秒显得有点过长。之后是第二阶段Questionnaire Results,贺静老师分析解释了调查表中的信息,谈了自己对问题的看法,期间激励学生思考、回答问题,这对培养学生的独立思考能力及理解课文非常有益。Questionnaire之后进入授课第三阶段:Wealth-flaunting Motivations / Summarizing。炫富动机是课文包含的核心内容之一。因此,讨论炫富动机有助于学生理解课文。教师要求学生从PPT上(视频13')显示的课文段落寻找答案,并要求学生做pair work找到有关的词汇。另外,通过分析课文的修辞寓意,贺静老师阐释了文章作者的真实目的。这一点做得很好。另一方面,根据该单元内容,所授的是“综合商务英语”课程。因此,贺静老师应更多围绕语言难点、篇章结构、写作风格、文法修辞等方面进行解释,让学生对课文有更深层次的理解。第四阶段Assignment在视频18'15"开始。课后作业包括questionnaire设计、调研报告写作、相关阅读作业。这样较好兼顾了综合商务英语课程语言学习和商务实践的教学特点。建议更多以教材内容教学为主,重视语言、篇章教学,在帮助学生充分理解课文的前提下掌握一些商务知识和技能;需要结合课文融入更多的思政教育内容。点评专家:翁凤翔

第12届教学大赛英语专业组特等奖胡笑然授课

授课点评:胡笑然老师以充分的课前准备、认真的育人态度、专业的学科素养、科学的教学方法,在限定的20分钟时间内出色地完成了所指定的授课任务,为全国高校英语专业师生呈现了一堂值得学习和反思的短课。在整个授课过程中,胡老师精神饱满,着装端庄,形象甜美,教态自然,认真专注,热情友好,充满活力,展现了良好的个人魅力,体现了青年教师的时代风貌。胡老师具有扎实的英语基本功、娴熟的课堂掌控能力和应变能力、流畅的语言表达能力;综述简洁明了,呈现单元设计、教学目标、相关活动和拟用时间;授课有明确的目标,以学生为中心,围绕单元主题和语篇意义,突出重点,聚焦难点,讲解和引导规范适切。胡老师有自己的教学理念,能运用一定的教学理论,遵循“题材—功能—活动”的教学原则,重视语言感知和信息获取,围绕单元主题展开教学,各教学步骤衔接自然。能注重培养学生的观察力、想象力和分析能力,积极帮助学生通过语篇学习,了解重要概念以及语篇作者的观念和意图,努力激发学生对语篇主题的学习兴趣,师生之间有积极的互动和良好的交流。能充分利用和发挥电子课件的辅助教学功能, PPT和嵌入视频有良好的功能性和实用性,形式与内容相吻合,体现了课件形式与课文内容、教学手段与教学目的有机关联和主从关系,发挥了现代化教学资源及手段的教学辅助作用,增强了学生对单元主题和语言表述的理解。从整体上看,胡老师的授课比较成功。授课目的明确,授课重点突出,内容讲解清晰,活动安排合理,起承转合自然,师生互动自然,课件使用得当,教学效果较好。当然,她所展示的这堂英语短课仍存在以下待改进之处:授课停留在主题词语的概念解读层面,对主题意义的挖掘不够深入;教师个人主导成分太强,讲解和提问过多,学生活动不足,活动形式比较单一;时间把握不够合理,没有时间结尾,匆忙收课,无法安排课后作业和课外活动;授课时间用于教学,缺乏对教学成效的必要评价活动,难以确定单元教学目标的达成。建议胡老师在今后的教学研究和实践中,更加重视单元设计的完整性和课堂教学的有效性,关注输入与输出、课内与课外、语篇意义与语言形式的协调,注重教学手段、过程、效果的统一,促进学生在语言知识、语用技能、心智、情感、态度等方面的综合发展和提高。点评专家:梅德明

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2026年暑期全国高校外语骨干教师赴香港大学研修项目

项目简介Evidence-based approach to teaching English as a foreign language in higher education in the AI Era is a three-day intensive summer course designed for university teachers specialising in English language teaching as a common core course.This course explores the transformative impact of generative AI and emerging technologies on language education in higher education. Through a series of workshops, interactive sessions, and collaborative activities, participants will gain practical insights into the issues and challenges for language education, integrating AI tools into teaching practices, advancing scholarship of teaching and learning, and fostering student engagement and motivation in the context of rapidly evolving technological landscapes.This course will provide an opportunity for participants to engage with innovative practices, meet with HKU colleagues from similar fields, and collaborate with peers to design pedagogical studies to support their evidence-based approach to language education.项目目标Upon completing the course, the participants will be able to:1.Evaluate the challenges and needs for language education to meet the evolving needs of higher education.2.Utilise AI and digital tools to enhance teaching practices in language education and critically evaluate their ethical and practical implications.3.Implement scholarship of teaching and learning (SoTL) projects to improve teaching effectiveness and student learning outcomes in language education.4.Develop a teaching-research nexus for better career development.5.Implement evidence-based strategies to cultivate student interest and engagement in language learning in the AI era.项目日程JULY 14• Arriving in Hong Kong• Hotel check-inJULY 15 AM• Welcome by the Vice President of HKU• Campus tour• Issues and challenges in language teaching in the era of generative AIJULY 15 PM• Advancing scholarship of teaching and learning in higher educationJULY 16 AM• Advancing scholarship of teaching and learning in higher educationJULY 16 PM• A visit to CUHK• Fostering student engagement and motivation in the context of rapidly evolving technological landscapesJULY 17 AM• Designing a communication-intensive language course• Multimodality in technology-supported L2 educationJULY 17 PM• Collaborative research-teaching nexus project presentations (in groups)• Award ceremony & closing remarksJULY 18• Returning home*We are committed to delivering the sessions in in-person delivery mode as detailed in the programme rundown; however, please be aware that adjustments (e.g. shifting to online mode, changes in the speakers / topics) may occur due to unexpected circumstances.教学团队Dr. Jannie RoedDr. Jannie Roed is the Director of the Teaching and Learning Innovation Centre (TALIC) at the University of Hong Kong (HKU). With a distinguished career spanning the UK and Hong Kong, Jannie brings extensive expertise in university teachers’ professional development, leadership, teaching development, and mentorship.She is the coordinator of the HKU AdvanceHE Fellowship Scheme (formerly the Higher Education Academy). She currently also directs the Postgraduate Certificate in Academic Practice, driving excellence in academic practice and educator development. She oversees the professional development of university teachers at the university level.Prof. Lily Min ZengProf. Lily Zeng is an Assistant Professor at the Teaching and Learning Innovation Centre (TALIC) and Faculty of Education at the University of Hong Kong (HKU). She had taken on leadership roles in coordinating and delivering key professional development programmes at HKU and created a widely acclaimed MOOC on university teaching, which has been translated into 22 languages.At TALIC, her current roles mainly include teaching in the Postgraduate Certificate programme for HKU teachers and overseeing the Senior Fellowship category within HKU AHE Fellowship Scheme. Her recent research interests and publications focus on the professional development of university teachers, the learning experiences of students in higher education, and adaptive learning.Prof. Lianjiang JiangProf. Lianjiang Jiang (George) is an Assistant Professor of language and literacy education at the Faculty of Education, The University of Hong Kong.He is Deputy Director of the Consortium for Research on Language Policy and Practice (CRLPP) at HKU.His expertise is in multimodality and multiliteracies, with a focus on digital multimodal composing, multimodal assessment / feedback, and digital pedagogies. He works extensively on digital multimodal composing as a valid literacy activity in second language classrooms.He is also the creator of the genre-based model to evaluate digital multimodal composing.He is the Principal Investigator and Co-Principal Investigator of research grants funded by the Research Grants Council and Education Bureau in Hong Kong. He is an awardee of the Macao Humanities and Social Sciences Research Outstanding Achievement Award. He was listed in the World's Top 2% Most-cited Scientists by Stanford University Ranking. He was also listed as an HKU Scholar in the Top 1% by Clarivate Analytics.Dr. Carson Ka Shun HungDr. Carson Ka Shun Hung is a Lecturer and E-learning Technologist at the Teaching and Learning Innovation Centre (TALIC), The University of Hong Kong. He specialises in educational technology and generative AI integration in higher education.He has delivered AI workshops on GenAI toolkit applications, AI agent development with n8n, custom chatbot building, GenAI-enhanced pedagogy design, and discipline-specific GenAI implementation in teaching, learning and assessment. He has led TDG introduction sessions and walk-in clinics for Generative AI innovation projects. He supports technology-enhanced learning initiatives and provides pedagogical guidance for academics across faculties.Prof. Ronnel B. KingProf. Ronnel B. King is an Associate Professor in the Faculty of Education, The Chinese University of Hong Kong, where he leads the Positive Psychology and Education Lab. His research focuses on the factors that underpin motivation, socio-emotional learning, and well-being. He is also keen on leveraging positive psychology / education interventions to enhance these optimal states.He has published more than 250 journal articles on these topics in the top-ranked journals in educational psychology. He is recognised as one of the most prolific educational psychology researchers in Asia and globally, and his citations are at the top 0.05% in the field. He is currently Associate Editor of the British Journal of Educational Psychology, Psychology in the Schools, and The Asia-Pacific Education Researcher. He will lead his team to contribute to this programme.Dr. Michelle RaquelDr. Michelle Raquel is a Senior Lecturer at HKU's Centre for Applied English Studies, holding a PhD in Education and bringing over 20 years of higher education experience. Her pedagogical expertise centres on curriculum design, communication skills integration, and English for specific purposes. As Project Leader of HKU's Communication-intensive Courses initiative since 2018, she leads a university-wide effort to embed communication competencies across the curriculum, building faculty capacity and communities of practice.She has designed multiple English disciplinary courses, chaired the CAES Teaching and Learning Quality Committee, and was part of the team that launched the Writing Across the Curriculum programme at HK Polytechnic University. She also has over 15 years of project management experience across large-scale inter-institutional initiatives and has secured over HKD 20 million in competitive grants. Her scholarship explores innovative pedagogies, diagnostic and classroom-based assessment, and ESP testing. She co-edited Routledge's Quantitative Data Analysis for Language Assessment Volumes I and II.*Additional experts who will be involved will be announced once their time slots are confirmed.合作院校介绍在中国香港您可感受:l 世界先进高等教育环境的熏陶l 多元文化的社会交流l 真实英语环境的浸泡l 宜居宽容的城市氛围l 美丽清洁的自然环境l 高效有序的社会运行机制香港大学l 2026年QS排名全球第11位,较上年提升6位l 多学科跻身全球前列,科研水平卓越,教育学长期稳居世界前5l 教学体系接轨全球,学术环境包容多样l 校园环境雅致,地理位置优越,毗邻香港岛核心区TALICThe Teaching and Learning Innovation Centre (TALIC) is a central teaching and learning centre at the University of Hong Kong.It serves as a distinguished resource hub dedicated to advancing best practices in higher education on local, regional, and global scales. With a vision to set the benchmark for teaching excellence, the centre works collaboratively with educators across disciplines and universities, fosters a community of practice among teachers, and encourages evidence-based approaches.Aligned with the University's strategic objectives, it is committed to enhancing the quality of the student learning experience through holistic and innovative solutions, showcasing innovative teaching methodologies and the scholarship of teaching and learning worldwide, providing professional development tailored for university teachers at early and mid-career stages, and offering consultations for teachers to address diverse educational needs.The centre proudly hosts the first accredited AdvanceHE Fellowship scheme in Hong Kong and a highly-rated MOOC on university teaching available on Coursera.

2026年中国社会语言学夏日书院

二、研修内容1、数据赋能与数字语境下的当代社会语言学创新数字社会全面重塑语言使用场景与研究范式,为语言研究带来新理论和新方法。本届夏日书院聚焦数据驱动语言学、语料库话语研究、语言经济学、数字交际研究四大核心模块,立足实证研究方法,融合语言学、经济学、传播学跨学科视野。聚焦语料库实操、数据量化分析、语言价值建构、线上交际语言生态等前沿议题,解析当下语言生活新形态。助力研修学员更新研究工具、拓宽学术边界,夯实实证研究能力,把握社会语言学数字化、综合化发展新趋势。每个授课模块均包含理论与方法讲解、具体研究案例的展示与分析,帮助学员建立相关领域的基本分析思维、了解选题和研究方法。2、从日常观察到研究:研究建构原则与方法不少人善于发现有趣的语言现象,但欠缺研究设计与问题建构能力。本课程立足学员真实困惑,聚焦核心痛点,指导学员如何将日常关注、个人感兴趣的社会语言现象,转化为规范可行、具备学术价值的研究问题,并做出切实可行的研究方案。授课专家将系统拆解研究建构完整流程与底层原理,围绕现象提炼、概念界定、问题聚焦、路径规划、方法匹配等关键环节展开讲授。结合真实案例剖析、实操引导与互动答疑,帮助学员建立规范研究思维,掌握研究设计能力。三、研修日程DAY 1(7月15日)14:00~20:00 学员报到DAY 2(7月16日)08:30~08:45 开班式08:45~11:45 数据驱动语言学(复旦大学 刘海涛教授)14:30~17:30 语言经济学研究(山东大学 张卫国教授)19:00~21:00 从日常观察到研究:研究构建原则与方法(上海外国语大学 赵蓉晖教授)DAY 3(7月17日)08:30~11:30 基于语料库的话语研究(上海外国语大学 胡开宝教授)14:30~17:30 数字交际研究(四川外国语大学 赵永峰教授)19:00~21:00 学术期刊主编论坛DAY 4(7月18日)学员返程或参加第十六届中国社会语言学国际学术研讨会*研修日程最终以主办提供的会务手册为准。四、授课专家及课程(按授课先后排序)1、刘海涛《数据驱动语言学》主讲专家简介:刘海涛,复旦大学文科资深教授,外文学院博导。教育部“长江学者”特聘教授,国务院政府特殊津贴专家,国家社科基金重大项目首席专家。主要研究方向:数据驱动语言学、计算认知科学、数字人文、语言规划。《中国社会科学》等多种学术出版物编委会成员。在《中国社会科学》《科学通报》《中国语文》《外语教学与研究》等国内外近百种文、理、工出版物用多种语言发表过涉及数十种人类语言的文章450余篇。连续12年入选爱思唯尔“中国高被引学者”榜单。10多项研究成果获得教育部或省级优秀社科奖。课程简介:课程将系统阐释如何从真实语言数据中发现语言系统的概率性规律。课程将围绕索绪尔提出的“线条性”和“系统性”两大基点展开,向研修学员介绍一种不同于传统思辨式研究的数理实证方法。刘海涛教授将为研修学员深入剖析从大规模真实语料(依存树库为主)中挖掘数据,再到运用数据建构模型和研究变量(如词频、依存句法关系等),并最终揭示语言结构、认知机理与演化规律的完整研究路径。2、张卫国《语言经济学研究》主讲专家简介:张卫国,山东大学经济研究院教授、博士生导师,山东大学语言经济研究中心主任,是国内语言经济学领域的核心学者和领军人物之一。兼任美国哥伦比亚大学国际外语教师教育中心与上海外国语大学中国外语战略研究中心客座研究员。已在《经济研究》《世界汉语教学》《语言教学与研究》、《语言战略研究》、Technology in Society、Language Problems and Language Planning、Language Policy 等国内外经济学、语言学权威和重要期刊,以及《人民日报》《光明日报》《中国社会科学报》等重要报纸上发表论文70余篇,多篇论文被《新华文摘》《中国社会科学文摘》、《高等学校文科学术文摘》及人大复印资料等全文转载,国际语言政策与规划权威工具书The Routledge Handbook of Language Policy and Planning唯一的中国学者贡献者;主持国家社科基金、国家语委重大科研项目、教育部国际中文教育研究课题重大项目、教育部人文社科研究基金、山东省自然科学基金等项目课题十余项;科研成果获得全国优秀博士学位论文提名论文(2010) 、山东省优秀博士学位论文(2009)、山东省社会科学优秀成果二等奖等荣誉和奖励。《语言的经济学分析:一个基本框架》等著作在学界产生了重要影响,其博士论文是国内首篇系统建构语言经济学理论体系的博士论文。课程简介:语言与经济的关联在日常语言生活中屡见不鲜,但如何将这种现象转变为系统的学术研究,构建具有解释力的分析框架?本模块将系统介绍语言经济学的理论源流与核心命题,帮助研修学员从经济学的眼光重新认识语言的功能与价值。课程围绕三个基本命题展开:语言能力是一种人力资本,官方语言是一种公共产品,社会语言是一种制度。张卫国教授将带领研修学员探讨语言技能与劳动收入的关系、语言政策和规划的经济学分析、国际中文教育的经贸效果、语言与制度经济学的互动等前沿话题。3、赵蓉晖《从日常观察到研究:研究建构原则与方法》主讲专家简介:赵蓉晖,上海外国语大学教授、博士生导师,教育部“新世纪优秀人才”,上海领军人才,教育部哲学社会科学重大攻关项目首席专家。长期致力于社会语言学、语言政策与语言教育、语言及语言学史研究,主张“立足世界看语言,透过语言看世界”。现任国家语委科研基地暨国家语言文字智库中国外语战略研究中心执行主任、中国语言学会社会语言学分会会长、中国语言学会语言政策与语言规划专业委员会副会长等。主持国家社科基金项目等近29项。在《中国社会科学》等国内外期刊、报纸发表论文140余篇,出版著作28部,获上海市哲学社会科学优秀成果奖、上海市优秀教学成果奖等。正在主编《世界语言生活状况报告》《中国社会语言学》和“语言政策与语言教育”等多个学术丛书。课程简介:很多研究者会感觉到,日常生活中的语言现象看似有趣,却常常不知如何将其转化为可操作、有深度的研究课题。本模块立足学员的真实困惑,聚焦这一普遍而关键的学术“痛点”。赵蓉晖教授将系统拆解从“日常观察”到“规范研究”的整体建构过程,从现象提炼与问题意识的萌发,到概念界定与文献对话,再到研究焦点的逐步聚焦、研究路径的规划以及具体方法的选择与匹配,逐一讲解背后的原理与操作要点。课程将结合大量真实案例进行剖析,涵盖社会语言学多个经典和新兴话题,通过对比“原始困惑”与“成型设计”,让学员直观感受到研究问题逐步精准化的过程。同时设置实操引导与互动答疑环节,帮助学员破解选题宽泛、问题模糊、逻辑链断裂等常见难题。本模块旨在帮助学员建立规范的研究思维,掌握一套可直接落地、经得起学术检验的研究设计能力,提升中青年学者的核心竞争力。4、胡开宝《基于语料库的话语研究》主讲专家简介:胡开宝,上海外国语大学教授、博士生导师,教育部“长江学者”特聘教授,国家社科基金重大项目首席专家,教育部黄大年式教师团队负责人。现任上海外国语大学校长助理、语言科学研究院院长,兼任中国翻译协会常务理事、中国英汉语比较研究会常务理事暨外语学科发展研究专业委员会主任、上海市科技翻译学会会长等职。深耕语料库翻译学、话语研究领域,累计承担各类课题30余项。在Babel、Perspective、Meta及《外语教学与研究》《外国语》《中国翻译》等中外权威期刊发表论文百余篇,出版《语料库翻译学概论》《语料库翻译学》《语料库批评翻译学概论》等学术著作十余部。曾获教育部高等学校科学研究优秀成果奖、上海市哲学社会科学优秀成果奖等。同时担任国际期刊Corpus-based Studies across Humanities主编,以及 Routledge、Springer等多家国际出版社学术系列丛书主编。课程简介:本课程聚焦基于语料库的话语研究方法论,从基础概念入手,系统介绍语料库建设的基本原理和语料分析的操作方法。胡开宝教授将梳理基于语料库的话语研究的主要议题,涵盖语体特征研究、话语比较研究、批评话语分析视域下的话语研究等核心领域,并结合丰富的研究案例,特别是二十余个中国外交核心术语在海外主流媒体中的传播分析,展示如何运用语料库技术实现话语特征的量化分析与趋势发现。课程将围绕以下实操环节展开:如何提出基于语料库的研究设计、如何实现语料的标注与检索、如何在具体研究案例中开展数据分析和归因分析。通过原理讲授与案例剖析相结合的方式,帮助研修学员系统掌握语料库话语研究的基本路径,学习运用语料库技术开展话语研究的实际操作方法。5、赵永峰《数字交际研究》主讲专家简介:赵永峰,四川外国语大学副校长,外国语言学及应用语言学专业、英语语言文学(英语语言理论与应用方向)教授、博士生导师、博士后合作导师,国家级重大人才工程青年学者、重庆市“巴渝学者计划”特聘教授(2024),四川外国语大学嘉陵优秀人才,中国语言学会社会语言学分会副会长,重庆市外文学会副会长,中国英汉语比较研究会中西语言哲学专业委员会副会长,华夏文化促进会体认语言学专委会副会长。主要研究领域为认知语言学、认知社会语言学、语用学、政治话语分析和语言哲学。主持完成国家社科基金项目1项和多项省级教学科研项目,在《外语教学与研究》《现代外语》、Pragmatics and Society等刊物发表论文40余篇;获各类教学科研奖项10余项,其中2022年获重庆市教学成果奖三等奖,2023年获国家级教学成果二等奖(第一完成人)。课程简介:数字技术已全面嵌入当代人际交往,线上聊天、社交媒体、虚拟社群等场景不断催生新的语言变体与交际模式,也对传统社会语言学的分析框架提出了挑战。本课程立足赵永峰教授在认知社会语言学领域长期积累的研究经验,将认知语言学与社会语言学的基本方法融合,系统阐释如何在数字语境中开展交际研究。课程将首先辨析数字交际的基本特征及其与传统面对面交际的本质差异,进而介绍数字话语的收集、标注与分析路径。在此基础上,赵教授将结合具体研究案例,探讨线上身份建构、网络语言的认知机制以及数字文本中的立场表达等前沿问题,帮助学员建立一套适合数字时代的社会语言学研究视角。课程注重理论与实操结合,旨在为研修学员在数字语境中发现研究选题、选择研究方法提供可直接借鉴的分析工具和思路。

@上外@上纽大@2026年暑期教学设计工作坊

一、课程描述Grounded in the principles of ExperientialLearning Theory, this three-day workshop guides college English instructorsfrom essential theoretical perspectives to hands-on approaches for designingeffective EAP courses in colleges and universities. Beginning with a review ofkey learner-based learning theories, attendees explore student-centeredprinciples for integrated listening/speaking and reading/writing course design,with particular attention to active learning and communicative engagement.Attendees then consider how experiential learning can inform inquiry-driven EAP course design, especially theuse of English as a medium for disciplinary exploration. Following a structuredreview and guided preparation, attendees collaborate in groups to presentcourse design projects that demonstrate their reconceptualized student-centeredpedagogy. Together, these sessions offer a coherent, practice‑oriented pathwayfor instructors seeking to integrate student‑centered and experiential learningframeworks into EAP curriculum development. Handouts are provided, and active participationis anticipated.二、课程目标1. Attendees will explore key learner‑basedlearning theories, including Experiential Learning Theory, to establish atheoretical foundation for student‑centered EAP course design.2. Attendees will apply student‑centeredprinciples to the design of integrated listening/speaking and reading/writingcourses, with an emphasis on active learning and communicative engagement, aswell as EAP courses in which English serves as a medium for disciplinaryexploration.3. Attendees will reflect on and refinetheir instructional practices to better integrate experiential and student‑centeredlearning frameworks into EAP curriculum development.三、活动流程7/16 13:30-19:30 SISU HongkouArrival & Registration7/17 08:30-08:40 SISU HongkouOpening Ceremony7/17 08:40-11:40 SISU HongkouOverviewReview of Learner-Based Second Language Learning Theories: Multiple Intelligences, Cognitive Styles, Learner Strategies, Learner Motivation and Engagement, and Experiential Learning Theory7/17 14:00-17:00 SISU HongkouLearning to Use English: Student-Centered Pedagogy for Listening and Speaking Course Design7/18 08:40-11:40 NYU ShanghaiLearning to Use English: Student-Centered Pedagogy for Reading and Writing Course Design7/18 14:00-17:00 NYU ShanghaiUsing English to Learn: An Experiential Learning Approach to EAP Course DesignNYUShanghai Student Panel: Engaging Experiential Learning Projects in EAP Courses7/19 08:40-11:40NYU ShanghaiReviewPreparation for Course Design Project7/19 14:00-17:00NYU ShanghaiPresentation of Course Design Project Closing Remarks and Certificate Ceremony四、专家介绍1. John LiangDr. John Liang is a Clinical Professor ofTESOL and Director of the MA TESOL program at NYU Shanghai. He is deeplycommitted to advancing the theory and practice of language education and topreparing future teachers to become reflective, principled, and professionallyengaged language educators. Prior to joining NYU Shanghai, Dr. Liang served for26 years in the United States as an ESL program coordinator and second languageteacher educator. He has received CATESOL’s Pearson Longman Spirit of TeachingAward, an award in recognition of excellence in English language teaching, andthe Sadae Iwataki Award, a lifetime achievement honor for outstanding serviceto CATESOL.An active practitioner‑researcher, Dr.Liang has published in journals such asINTESOL JournalandCATESOLJournaland contributed chapters to edited volumes published by PeterLang, Routledge, and Cambridge Scholars. His academic and professional workspans grammar pedagogy, ESL materials development, second language reading andwriting, and language assessment. Across these areas, he brings a sustainedcommitment to bridging research and practice and to supporting teachers’lifelong professional growth.2. Zhang MengDr. Zhang Meng is a Clinical AssociateProfessor of English for Academic Purposes (EAP) at NYU Shanghai, an AdjunctProfessor of Education at Shanghai Jiaotong University, and Associate Editor ofthe International Journal of EAP. Dr. Zhang has extensive experience designingand teaching EAP and ESL courses in both China and the U.S., working withstudents from diverse linguistic and cultural backgrounds. Her researchinterests include second language speaking and writing, academic socialization,and design-based research methodology. Her work has been published inprestigious journals such asTESOL QuarterlyandtheInternational Journal of Educational Research.Beyond academia, Dr.Zhang is a public speaker and creative writer. She has delivered talks at TEDx2022 and various library events in Shanghai. Her books,I Confess(poetryand prose) andRains in the Sixteen(poetry and prose), werepublished by the China Federation of Literary and Art Circles Publishing Housein 2023 and 2007, respectively.五、学术支持1.About NYU Shanghai上海纽约大学成立于2012年,是经教育部批准,在上海市及浦东新区政府大力支持下,由华东师范大学和纽约大学合作创办的中国第一所中美合办研究型大学,也是纽约大学全球体系中具有学位授予资格的三大校园之一。上海纽约大学立足中国面向世界,依托纽约大学的先进教育理念和优质教育资源,致力于奉献卓越的教学、科研和社会服务,成为中国高等教育改革中具有变革意义的“试验田”,培养学生成为具有国际视野、跨文化沟通能力及创新能力的世界公民。2.About NYU Shanghai - NYU Steinhardt Joint MATESOL Program上海纽约大学的英语教育硕士项目(MA TESOL)由上海纽约大学与全美教育学院排名前十的纽约大学斯坦哈特文化教育和人类发展学院合作开设,为在职英语教师及专业人士提供与斯坦哈特学院常规英语教育硕士项目不同的培养模式,全英文授课,为时两年。秋季和春季学期期间,学员以非全日制方式在上海纽约大学校园及线上平台进行学习,第二学年暑期则于纽约进行沉浸式课程学习。该硕士项目立足于现今国外前沿的教学方法,结合当前中国英语教学的需求,注重培养学员们的英语教学与研究技能,提高他们课堂内外的组织管理能力。该项目师资力量强大,由纽约大学斯坦哈特学院及上海纽约大学教授授课,他们精于第二语言的教学与研究,深谙中国学生的学习特点,因人施教。学员毕业后,将获得由中国教育部认可的纽约大学硕士学位。

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