新闻听力 | 世卫组织总干事谭德塞博士在2024年世界免疫周的致辞

世卫组织总干事谭德塞博士在2024年世界免疫周的致辞Message by Dr Tedros Adhanom Ghebreyesus on World Immunization Week 2024常速 | CET-6偏易 | 162词 | 1min刘立军供稿Part I. QUESTIONSListen to the speech and choose the best answer to each question you hear.Q1. When did WHO launch the Expanded Program on Immunization?A. In 1964.B. In 1974.C. In 1984.D. In 1994.Q2. How many lives has vaccination estimated to have saved since the launch of the Expanded Program on Immunization?A. 100 million.B. 130 million.C. 154 million.D. 200 million.Q3. What is the increased likelihood of survival to the first birthday for an infant born today compared to 50 years ago?A. 20%.B. 30%.C. 40%.D. 50%.Q4. What is the main message conveyed by WHO during World Immunization Week?A. The celebration of the past achievements in vaccination.B. The urgent need to address the decline in vaccination rates.C. The introduction of new vaccines against diseases.D. The importance of political commitment to vaccination.Q5. What can be inferred about the future actions recommended by WHO to ensure universal access to vaccines?A. Efforts to involve all sectors of society in vaccination initiatives.B. A focus on the development of vaccines for specific diseases only.C. A decrease in funding for vaccine programs is expected.D. A complete reliance on the private sector for vaccine distribution.Part II. TRANSCRIPTMessage by Dr Tedros Adhanom Ghebreyesus on World Immunization Week 2024World Immunization Week is a reminder of the life-saving power of vaccines.(Q1) 50 years ago, in 1974, WHO launched the Expanded Program on Immunization, bringing countries together to provide children everywhere with vaccines. (Q2) Since then, vaccination has saved an estimated 154 million lives from diseases like measles, tetanus, diphtheria, and pneumonia.measles n. 麻疹tetanus n. 破伤风diphtheria n. 白喉pneumonia n. 肺炎(Q3) Thanks to vaccination, an infant born today is 40% more likely to survive to their first birthday than they were 50 years ago. And with new vaccines against malaria and cervical cancer, we can save more lives than ever.malaria n. 疟疾cervical cancer 宫颈癌(Q4) And yet millions of children are missing out on vaccines due to disruptions from the COVID-19 pandemic, conflict and other crisis. Old killers like measles and diphtheria are resurging.This World Immunization Week, WHO is calling on governments to reverse this trend. (Q5) With renewed political commitment, sustainable funding, integrated planning, community engagement and research and development, we can show it’s humanly possible to give the life-saving power of vaccines to every child.Part III. KEY1. B.细节题。根据文本中的信息“50 years ago, in 1974, WHO launched the Expanded Program on Immunization...”,可以确定WHO是在1974年启动了扩大免疫计划。因此答案是B。2. C.细节题。文本中提到“Since then, vaccination has saved an estimated 154 million lives from diseases like measles, tetanus, diphtheria, and pneumonia.”。这表明自扩大免疫计划启动以来,疫苗接种挽救了约1.54亿个生命。因此答案是C。3. C.细节题。文本中指出“Thanks to vaccination, an infant born today is 40% more likely to survive to their first birthday than they were 50 years ago.”。这说明由于疫苗接种,如今出生的婴儿比50年前出生的婴儿有40%更高的可能性活过他们的第一个生日。因此答案是C。4. B.主旨题。文本中提到“And yet millions of children are missing out on vaccines due to disruptions from the COVID-19 pandemic, conflict and other crisis.”以及“This World Immunization Week, WHO is calling on governments to reverse this trend.”。这表明在世界免疫周期间,WHO传达的主要信息是亟需解决疫苗接种率下降的问题。因此答案是B。5. A.推理题。文本中提到“With renewed political commitment, sustainable funding, integrated planning, community engagement and research and development...”。可以推断出WHO推荐的未来行动包括社会各领域的参与,以确保疫苗的普及。因此答案是A。(封面图片来自摄图网,版权归摄图网所有)

教学素材 | 小心!这5种首饰戴多了或伤身

教学素材 | 小心!这5种首饰戴多了或伤身长久以来,佩戴银手镯似乎有着神秘的魔力,坊间流传着它能“吸”出体内的毒素,而银器变黑便是证据。silver bracelet 银手镯the blackening of the silverware 银器变黑但真相是否如此?银手镯为何会变黑?让我们一起拨开云雾,探求实情。银饰的澄清时刻据CQTV安全与法频道揭示,银饰变黑并非因体内毒素的“吸”走,而是与外界的硫化物发生了化学反应。The blackening of silver jewelry is not caused by the "drawing out" of toxins from the body but rather by a chemical reaction with sulfides from the environment.空气中、汗水、化妆品,乃至我们自身的汗液,都藏着硫成分,它们与银相遇,便催生出黑色的硫化银,让银饰黯然失色。至于为何有人佩戴银饰依旧光洁如新?这关乎环境、体质与保养,甚至银饰的处理工艺,而非身体毒素作祟。辟谣专区:银针验毒,古老迷信 那些年,银针试毒的传说流传甚广,但真相是银遇硫化物反应的误会。现代科学告诫我们,银针无法测尽天下毒,仅对特定硫化物反应,故此说不可信。Silver needles cannot detect all poisons in the world; they only react to specific sulfides.警惕!这些饰品可能暗藏隐患 1. Energy stones(能量石):疗愈力未经证实,部分还藏放射性风险。2. Imitation sewelry(仿真饰品):低成本合金制,重金属镀层可能诱发过敏或中毒。3. Jequirity beans(鸡母珠):处理不当,可能释放有害物质。4. Dyed agates(染色玛瑙):部分为人工染料,含有害化学物质,渗透肌肤有害。5. Cinnabar jewelry(朱砂饰品):含硫化汞,长期暴露或致中毒,危害神经系统和肝脏。英语小课堂 1. 英语中,“饰品”如何表达呢?一般可以用jewelry 或 accessory。jewelry 特指项链、戒指、手镯和耳环等物品,而 accessory 含义更广泛,包括除了珠宝之外的物品,如皮带、围巾和帽子。2. 常见饰品的英语表达●necklace(项链) ●bracelet(手链)●ring(戒指)●earring(耳环)●brooch(胸针)●hairpin(发针) ●headband(头带)●pearl(珍珠)●gemstone(宝石)●diamond(钻石) ●ruby(红宝石)●sapphire(蓝宝石) ●emerald(绿宝石)●jade(玉) ●jadeite(翡翠)(本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 没有动力时,如何激励自己

没有动力时,如何激励自己?How to Get Motivated Even When You Don’t Feel Like It慢速 /六级 偏易/ 679词 /5minPart I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. According to psychologists, what is motivation?A. The ability to avoid procrastination.B. The skill of being creative on demand.C. The energy that drives you to initiate and maintain a particular behavior.D. The outcome of successful task completion.Q2. What type of motivation is experienced when engaging in an activity for its own sake?A. Intrinsic motivation.B. Extrinsic motivation.C. Temporary motivation.D. Controlled motivation.Q3. Which study’s findings are mentioned with regard to the effectiveness of extrinsic motivation?A. A 2020 study on exercise routines.B. A 2017 study on New Year’s resolutions.C. A 2015 study on military cadets’ performance.D. A 2018 study on job satisfaction.Q4. What psychological phenomenon can reduce the overall motivation if multiple motivators are present?A. The underestimation effect.B. The overjustification effect.C. The intrinsic motivation effect.D. The extrinsic motivation effect.Q5. What main advice does the text offer for increasing motivation towards a goal?A. To seek external rewards for completing tasks.B. To prioritize extrinsic motivators like praise and money.C. To add fun elements to the task to build intrinsic motivation.D. To eliminate all distractions and focus solely on the goal.Q6. Based on the text, what might be a reason for a professional artist’s sudden lack of motivation before a deadline?A. They may be focused too much on extrinsic rewards rather than enjoying the process.B. They might not find painting enjoyable anymore due to personal reasons.C. The pressure from upcoming deadlines is likely causing them stress.D. They could be experiencing the overjustification effect if they have multiple motivators.Part II. TRANSCRIPTHow to Get Motivated Even When You Don’t Feel Like ItYou’ve always aspired to be a professional artist. At last, this dream may become a reality, and you’re creating a portfolio to submit to art programs. But as the application deadline looms, you suddenly find yourself unmotivated, and avoiding the canvas altogether. Why does motivation seem so fickle? And what even is it in the first place?fickle adj.(爱情、友谊等)易变的,无常的(Q1) Psychologists define motivation as the desire or impetus to initiate and maintain a particular behavior. In other words, it’s the energy that drives you to do something. And knowing the source of that drive is particularly important when it comes to understanding how to maintain it. These motivational forces generally fall into two broad categories: intrinsic and extrinsic.extrinsic adj. 外在的;外来的(Q2) Intrinsic motivation is involved when you experience an activity as an end in itself. Take a hobby, like playing video games. The experience largely explains the desire to do it. Performing tasks that feel right in the moment — or that you find a meaningful, interesting, or satisfying — are driven by intrinsic motivation. Extrinsic motivation, on the other hand, refers to pursuing a task as a means to an end. While few would consider going to the dentist as an enjoyable activity, you’re often motivated by the outcome of having clean, healthy teeth. Other examples of extrinsic motivation include completing a task to receive some sort of reward, whether it’s praise, power, or money. Notably, these rewards tend to come later, like receiving a bonus at the end of a quarter, or winning a competition after months of training.While extrinsic rewards, like getting paid, may seem appealing, their effectiveness can be surprisingly short-lived. (Q3) For example, a 2017 study found that those who were highly focused on the outcomes of their New Year’s resolutions — or driven by extrinsic motivation — weren’t the most likely to stick to them. What did predict persistence, however, was how much a person enjoyed pursuing their goals. In other words, you’re more likely to maintain an exercise routine if you take classes you enjoy, rather than just those that build your biceps. Years of psychology research have shown that high levels of intrinsic motivation — for school, a job, or an exercise class – are more likely to keep you engaged in the long run. bicep n. 二头肌,强健的筋肉Day-to-day actions, though, are rarely either exclusively intrinsically or extrinsically motivated. Studying for a history exam, for example, can be intrinsically motivated If you’re curious about the culture of ancient Egypt. But extrinsic motivators may also be at play, as you aim to get a good grade or feel pressure from family members to do well in school. exclusively adv. 完全地;专有地But having multiple motivators isn’t always better. One study of military cadets found that those who were driven both by intrinsic motivators, like self-improvement, and extrinsic motivators, like the outcome of getting a good job, were overall less motivated than cadets driven by just one of these factors. As a result, these cadets performed worse and were less likely to graduate. (Q4) Psychologists call this phenomenon the overjustification effect — the idea that additional extrinsic motivators can actually muddy the waters when you already have the intrinsic drive to do something.cadet n. 警官(或军官)学员the overjustification effect (心理学)过度理由效应But this is only a problem if you already find a task motivating. When you’re faced with an activity you find tedious or uninteresting, adding extrinsic rewards can be beneficial. In this way, extrinsic motivators can provide sufficient justification. While you may never enjoy doing the laundry, it may feel less daunting if you get praise from a loved one, or even promise yourself that you’ll watch your favorite TV show when you’re done folding.daunting adj. 令人畏惧的;使人气馁的;令人怯步的Motivation is complicated. And sometimes, no matter how passionate you are about a goal or hobby, finding the motivation to actually do it can be difficult. (Q5) But there are things you can do to increase your drive, even when it feels impossible. Focus on building intrinsic motivation by making the task more fun in the moment. Asking a friend to join you or simply putting on your favorite playlist can give you the boost to get started — and stick with your goals for the long haul.for the long haul 直到最后Part III. KEYQ1. C. 细节题。文章中提到:“Psychologists define motivation as the desire or impetus to initiate and maintain a particular behavior.”意为:“心理学家将动机定义为开始和维持特定行为的欲望或动力。”根据这一明确的定义,可以确定动机是推动人们开始并持续某特定行为的动力。因此答案为C。Q2. A. 细节题。文本中提到:“Intrinsic motivation is involved when you experience an activity as an end in itself.”意为:“当你将体验某项活动作为目的本身时,就有了内在动力。”因此,当人们因为某项活动本身而从事该活动时,所体验到的是内在动力。答案为A。Q3. B. 细节题。文章中提到:“For example, a 2017 study found that those who were highly focused on the outcomes of their New Year’s resolutions...”意为:“例如,2017年的一项研究发现,那些高度关注他们新年决心的结果的人……”。这表明2017年的研究调查了外在动力的有效性,并发现那些过度关注新年决心的结果的人们,并不能很好地坚持他们的新年决心。因此答案为B。Q4. B.细节题。文本中提到:“Psychologists call this phenomenon the overjustification effect...” 意为:“心理学家称这种现象为过度理由效应……”。这一现象是指:当存在多重动力时,可能会降低总体动力。答案为B。Q5. C. 主旨题。文章最后一段提到:“But there are things you can do to increase your drive... Focus on building intrinsic motivation by making the task more fun in the moment.”意为:“但你可以做一些事情来增加你的动力……通过把任务变得更有趣,从而建立内在动机。”这是文章就如何增加对某项目标的动力所提供的建议。答案为C。Q6. D. 推理题。文本中讨论了“overjustification effect”(过度理由效应),当一个人已经有内在动力去做某事时,额外的外在动力实际上可能弱化本来的内在动力。如果这位艺术家同时受到内在和外在动力的驱动,尤其是在临近截止日期时,他们可能会突然失去动力。这意味着他们可能正在经历过度理由效应引起的动力减弱现象。答案为D。 (本文图片来自摄图网,版权归摄图网所有。)

新闻听力 | 如何克服错误

如何克服错误How to Overcome Your Mistakes常速| 考研偏易 | 652词 | 4min25s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. What was the unique aspect of the rune study mentioned in the text?A. The subjects were asked to create their own language.B. The subjects’ answers determined the meanings of the runes in the next round.C. The subjects were experts in language studies.D. The game was played in multiple languages.Q2. Why might failure hinder the learning process according to the text?A. It makes people feel overwhelmed and demoralized.B. It often leads to a boost in self-confidence.C. It provides clear feedback on what to improve.D. It reinforces a person’s mastery over a subject.Q3. According to the survey following the rune study, how did participants who failed initially feel afterward?A. They felt more competent than before.B. They experienced an increase in determination.C. They indicated much lower levels of self-confidence.D. They requested to repeat the experiment.Q4. What preference difference between beginner and advanced French students does the text describe?A. Beginner students preferred negative reinforcement, whereas advanced students liked positive feedback.B. Advanced students liked to be praised, but beginners sought constructive criticism.C. Both beginner and advanced students preferred to learn without any feedback.D. Beginner students favored positive reinforcement, while advanced students preferred critical feedback.Q5. What is the main idea presented in the text about learning from successes and failures?A. We can only learn effectively through recognizing and repeating our successful actions.B. Learning from success is generally more straightforward than learning from failure.C. Failure is the most effective teacher and should be the focus of the learning process.D. Success is not valuable in the learning process as it doesn’t provide room for improvement.Part II. TRANSCRIPTHow to Overcome Your MistakesIn a 2019 study, over 400 participants were enlisted to learn a mysterious, invented language. Individuals were asked about three pairs of runes — for example, which of these two characters represents an animal? Then, after a brief break, they were asked about the same rune pairs with questions flipped, as in, which of these two runes represents a non-living object? (Q1) But this game had a secret — the subjects’ answers in round one determined the runes’ meanings in round two. In the first round, participants either had all their answers marked as correct no matter what, or they were forced to fail every question. This meant that at the break, every participant had the same amount of information, and in round two, they were playing for real. But despite this even playing field, the successful participants from round one rose to the top of the ranks, while those cast as failures kept, well, failing.enlist v. 请求,谋求rune n. 如尼字母(古代北欧人使用的一种字母)flip v. (使)快速翻转,迅速翻动People often describe failure as a teachable moment — a necessary stumble on our way to improvement. (Q2) But learning from our mistakes isn’t always easy, especially when those failures are demoralizing, overwhelming, or just downright confusing. So what exactly prevents us from turning our mistakes into mastery?stumble n. 绊倒,失误Perhaps the most obvious hurdle to learning from failure is how painful it can be. People generally want to think of themselves as capable and competent, and experiencing failure threatens that self-image. (Q3) In a survey following a replication of the rune study, participants in the failure group indicated much lower levels of self-confidence after participating. It’s tempting to dismiss this pain as a temporary setback. But some studies have found that when people feel demoralized or incompetent, their brains often stop processing new information. This suggests that if a threat to your self-esteem is large enough, it can undermine your ability to learn.hurdle n. 难关;障碍tempting adj. 吸引人的;诱人的;有吸引力的However, your tolerance for failure also depends on your relationship with the task at hand. In a study from 2011, researchers surveyed a group of American students enrolled in introductory and advanced French courses. These students completed a questionnaire asking what kind of teacher they preferred — one who emphasized their strengths and successes, or one who highlighted their mistakes and corrected their weaknesses. (Q4) In general, responses showed that while beginner students sought positive reinforcement, advanced students were more eager for critical feedback. Researchers have theorized a handful of explanations for these results. Having just started out, beginners are still determining if they enjoy learning French and if they want to continue studying, so they might crave praise as a way to stay motivated. On the other hand, the advanced students are already invested, so they may want to improve their skills as efficiently as possible. The process of gaining expertise also comes with its fair share of failure, so the advanced students may have built a higher tolerance for making mistakes.crave v. 渴望;热望(Q5) But whether you’re an expert or a novice, it’s usually much more straightforward to learn from your successes than your failures. For example, imagine getting your grade back on an exam. If you aced it, you could reasonably assume you made good choices around when, what, and how much to study, and you can replicate those decisions for the next test. But if you failed, it could be for any number of reasons. Maybe you didn’t study enough, maybe you studied the wrong information, or maybe you did everything right and the test covered things you shouldn’t have been expected to know. In cases like this, it’s unclear exactly what went wrong, making it difficult to learn how to improve.ace v. 在…中获得成功Wanting to learn from our failures is completely natural, and there’s a lot to gain by being resilient and cultivating a growth mindset. But fixating on your failures can make it easy to forget all your successes. And building on what you’re doing right can be more effective than focusing on what you did wrong.mindset n. 观念模式;思维倾向Part III. KEY1. B。细节题。文本提到:“...the subjects’ answers in round one determined the runes’ meanings in round two.”意为:“在第一轮中,参与者的回答决定了第二轮字母的意义。”这表明实验的独特之处在于参与者的答案影响了下一轮的游戏规则。因此答案为B。2. A。推理题。文本提到:“But learning from our mistakes isn’t always easy, especially when those failures are demoralizing, overwhelming, or just downright confusing.”意为:“从我们的错误中学习并不总是容易的,特别是当那些失败的经历令人沮丧、让人窒息或者使人十分困惑时。”这表明失败可能会因为让人感觉到沮丧和不堪重负,而妨碍人们从中汲取经验教训。因此答案为A。3. C。细节题。文本指出:“In a survey following a replication of the rune study, participants in the failure group indicated much lower levels of self-confidence after participating.”意为:“在对字母研究进行复刻之后,一项调查中,失败组中的参与者表示,参与后他们的自信水平大大降低。”因此,最初经历了失败的参与者之后的感受是自信心显著下降。因此答案为C。4. D。细节题。文本提到:“In general, responses showed that while beginner students sought positive reinforcement, advanced students were more eager for critical feedback.”意为:“总的来说,反馈显示,初学者寻求积极的强化,但高级别地学生更渴望得到批判性的反馈。”因此答案为D。5. B。主旨题。文本指出:“But whether you’re an expert or a novice, it’s usually much more straightforward to learn from your successes than your failures.”意为:“但无论你是专家还是新手,通常从成功中学习比从失败中学习要直接得多。”文章主要讲述了从成功和失败中学习的不同,并提出通常从成功中学习比从失败中学习更直接明了。因此答案为B。(封面图片来自摄图网,版权归摄图网所有)

新闻听力 | 世卫组织总干事谭德塞博士在2024年世界免疫周的致辞

世卫组织总干事谭德塞博士在2024年世界免疫周的致辞Message by Dr Tedros Adhanom Ghebreyesus on World Immunization Week 2024常速 | CET-6偏易 | 162词 | 1min刘立军供稿Part I. QUESTIONSListen to the speech and choose the best answer to each question you hear.Q1. When did WHO launch the Expanded Program on Immunization?A. In 1964.B. In 1974.C. In 1984.D. In 1994.Q2. How many lives has vaccination estimated to have saved since the launch of the Expanded Program on Immunization?A. 100 million.B. 130 million.C. 154 million.D. 200 million.Q3. What is the increased likelihood of survival to the first birthday for an infant born today compared to 50 years ago?A. 20%.B. 30%.C. 40%.D. 50%.Q4. What is the main message conveyed by WHO during World Immunization Week?A. The celebration of the past achievements in vaccination.B. The urgent need to address the decline in vaccination rates.C. The introduction of new vaccines against diseases.D. The importance of political commitment to vaccination.Q5. What can be inferred about the future actions recommended by WHO to ensure universal access to vaccines?A. Efforts to involve all sectors of society in vaccination initiatives.B. A focus on the development of vaccines for specific diseases only.C. A decrease in funding for vaccine programs is expected.D. A complete reliance on the private sector for vaccine distribution.Part II. TRANSCRIPTMessage by Dr Tedros Adhanom Ghebreyesus on World Immunization Week 2024World Immunization Week is a reminder of the life-saving power of vaccines.(Q1) 50 years ago, in 1974, WHO launched the Expanded Program on Immunization, bringing countries together to provide children everywhere with vaccines. (Q2) Since then, vaccination has saved an estimated 154 million lives from diseases like measles, tetanus, diphtheria, and pneumonia.measles n. 麻疹tetanus n. 破伤风diphtheria n. 白喉pneumonia n. 肺炎(Q3) Thanks to vaccination, an infant born today is 40% more likely to survive to their first birthday than they were 50 years ago. And with new vaccines against malaria and cervical cancer, we can save more lives than ever.malaria n. 疟疾cervical cancer 宫颈癌(Q4) And yet millions of children are missing out on vaccines due to disruptions from the COVID-19 pandemic, conflict and other crisis. Old killers like measles and diphtheria are resurging.This World Immunization Week, WHO is calling on governments to reverse this trend. (Q5) With renewed political commitment, sustainable funding, integrated planning, community engagement and research and development, we can show it’s humanly possible to give the life-saving power of vaccines to every child.Part III. KEY1. B.细节题。根据文本中的信息“50 years ago, in 1974, WHO launched the Expanded Program on Immunization...”,可以确定WHO是在1974年启动了扩大免疫计划。因此答案是B。2. C.细节题。文本中提到“Since then, vaccination has saved an estimated 154 million lives from diseases like measles, tetanus, diphtheria, and pneumonia.”。这表明自扩大免疫计划启动以来,疫苗接种挽救了约1.54亿个生命。因此答案是C。3. C.细节题。文本中指出“Thanks to vaccination, an infant born today is 40% more likely to survive to their first birthday than they were 50 years ago.”。这说明由于疫苗接种,如今出生的婴儿比50年前出生的婴儿有40%更高的可能性活过他们的第一个生日。因此答案是C。4. B.主旨题。文本中提到“And yet millions of children are missing out on vaccines due to disruptions from the COVID-19 pandemic, conflict and other crisis.”以及“This World Immunization Week, WHO is calling on governments to reverse this trend.”。这表明在世界免疫周期间,WHO传达的主要信息是亟需解决疫苗接种率下降的问题。因此答案是B。5. A.推理题。文本中提到“With renewed political commitment, sustainable funding, integrated planning, community engagement and research and development...”。可以推断出WHO推荐的未来行动包括社会各领域的参与,以确保疫苗的普及。因此答案是A。(封面图片来自摄图网,版权归摄图网所有)

新闻听力 | 15岁青少年如何学英语

VOA慢速:15岁青少年如何学英语How 15-year-olds Learn English常速/CET-4偏难/723词/5min48s刘立军 供稿Part I. QUESTIONSListen to the news and choose the best answer to each question you hear.Q1. What was the primary method used by researchers to gather information for the “How 15-Year-Olds Learn English” study?A. Analyzing social media posts of teenagers.B. Observing English lessons and conducting interviews.C. Distributing questionnaires to students and teachers.D. Reviewing the content of English language textbooks.Q2. What is the main focus of the OECD’s 2025 Programme for International Student Assessment (PISA) in relation to English learning?A. To evaluate the effectiveness of digital learning tools in English education.B. To assess the overall English language skills of 15-year-olds.C. To measure the English language skills of students from 22 countries.D. To investigate the disparities in English education across different regions.Q3. How does the text describe the impact of digital exposure on students’ actual English learning?A. It significantly enhances their ability to write and speak English.B. It completely replaces traditional classroom learning methods.C. It is directly correlated with higher English test scores.D. It leads to a false sense of proficiency in English among students.Q4. What can be inferred about the role of traditional teaching methods in English classrooms, as suggested by the study?A. They continue to be used despite digital exposure.B. They are being replaced by digital platforms and tools.C. They are ineffective and need to be modernized.D. They are complementary to digital learning tools.Q5. According to the study, which aspects of English do students struggle with the most, and why?A. Reading and listening, due to a lack of engaging content.B. Writing and speaking, because they lack real-life practice.C. Grammar and vocabulary, as they prefer digital communication.D. Pronunciation and fluency, influenced by foreign accents.Part II. TRANSCRIPTHow 15-year-olds Learn EnglishToday’s English students have a lot of exposure to the language outside of the classroom. By using the Internet, social media, and other digital technologies, they can watch videos, hear music, and play video games in English.But teachers are not so sure that digital exposure results in better English-speaking abilities. That is the finding of a new study on how teenagers learn English. The Organization for Economic Cooperation and Development, or OECD, a group that studies economic activities in large economies, supported the study.The study is called “How 15-Year-Olds Learn English.” It provides case studies of teaching teenagers English from five countries: Finland, Greece, Israel, the Netherlands and Portugal. (Q1) The researchers gathered information by visiting schools and observing English lessons in each country. They also interviewed teachers, students and school administrators.administrator n. (公司、机构的)管理人员,行政人员The study findings will be used to support the OECD’s 2025 Programme for International Student Assessment (PISA), said Catalina Covacevich. She was one of the study’s main researchers. PISA studies the school systems of about 90 countries by measuring the performance of 15-year-olds in reading, writing and math. (Q2) In 2025, PISA will aim to measure 22 of those countries’ English language skills for the first time.“It’s an obvious statement that English transcends classroom walls,” Christa Rawkins told VOA. She was another one of the researchers for the study.transcend v. 超出,超越(通常的界限)Teens spoke “about the ways they used English with people on those sorts of social networking sites and other media. But it was rarer that they were talking about sitting down to learn English via those platforms.”Some students in Greece said it is easier to search for English-language information on the Internet because more of it is available. In the Netherlands, 15-year-olds described watching English YouTube videos. In a written opinion study, half of students in the Netherlands reported always using English when using digital tools.Teachers, however, are unsure whether digital tools are improving students’ English knowledge. While teachers said using English platforms might increase students’ motivation to learn and help them get used to the language, the platforms “are not necessarily teaching them English,” Rawkins said.(Q3) One teacher in Finland, for example, said students might get the false idea that they do not need to study English because of how often they use English outside of school.“They think they know it better than I do because they use it in computer games and it’s present in their lives all the time,” the teacher said, “They think they don’t have to listen to me in English classes, I feel that is a challenge.”Rawkins said there is a “slight disconnect” between the kind of English students are learning outside of school “and the kind of English they’re being asked to learn and study in classrooms.” Students might feel that “studying English at school is just about studying grammar whereas outside of school they can communicate and interact in the language,” the report said.“A large part of OECD’s work with PISA,” the researchers said, “is examining inequities in education.” Rawkins said there can be large inequities that arise from the kinds of out-of-school exposure kids get to English. Kids from wealthy families are able to travel to English-speaking countries or attend summer camps where they can speak English to international friends, for example. Some students can pay for private lessons.inequity n. 不公正的事;不公正;不公平“Kids living in cities were more likely to be using English out and about in their daily lives compared to their counterparts in more rural areas,” Rawkins added.There has been a big change in how students are exposed to English outside of school. (Q4) But within the classroom, things “hadn’t really changed.” The report noted how digital technologies are used within the classroom, but traditional teaching methods, like textbooks, were still used in every school observed.(Q5) Teachers in all five countries said their students struggled the most with writing and speaking English rather than in reading and listening. Researchers noted that students might feel a lack of self-confidence when it comes to speaking. They might also be less likely to speak and write English outside of school.“Outside school they’re doing a lot of reading and listening to English because that’s what the majority of their exposure is, particularly when it comes to digital technologies,” Rawkins said. “They’re not doing so much speaking or writing.”I’m Dan Novak.Part III. KEYQ1. B. 细节题。根据文本中的描述:“They also interviewed teachers, students and school administrators.”以及“The researchers gathered information by visiting schools and observing English lessons in each country.”可知,研究者通过访问学校、观察英语课堂以及进行访谈来收集信息。因此答案为B。Q2. C. 主旨题。文本中提到:“In 2025, PISA will aim to measure 22 of those countries’ English language skills for the first time.”这表明PISA项目在2025年的主要目标是首次评估22个国家学生的英语语言技能。因此答案为C。Q3. D. 细节题。文本中提到:“One teacher in Finland, for example, said students might get the false idea that they do not need to study English because of how often they use English outside of school.”这表明接触数字媒体可能会让学生对自身的英语熟练度产生错误认知。因此答案为D。Q4. A. 推理题。文本中提到:“But within the classroom, things ‘hadn’t really changed.’ The report noted how digital technologies are used within the classroom, but traditional teaching methods, like textbooks, were still used in every school observed.”这表明尽管数字技术在课堂上得到了应用,但传统的教学方法如教科书等仍然在研究人员调研的所有学校课堂中使用,因此答案为A。Q5. B. 细节题。文本中指出:“Teachers in all five countries said their students struggled the most with writing and speaking English rather than in reading and listening.”以及“They’re not doing so much speaking or writing.”这说明学生在写作和口语方面遇到了最大的困难,因为他们在现实生活中缺乏练习。因此答案为B。(封面图片来自摄图网,版权归摄图网所有)

第12届教学大赛商务英语组特等奖潘紫萌说课

说课点评:在30分钟的准备时间里,读完、理解一篇800多词的商务英语文章,记住文章的结构和要点,设计出一套有理论指导、教学理念清晰、目标合理、结构完整、方法得当,最好再带点创新的教学方案,然后在10分钟的时间里,用英语条理清晰地把它展示出来,这对任何商务英语教师来讲都是一项重大的挑战。潘紫萌老师首先分析了课文,根据内容将其解构成三大部分。选手将第二部分(第3-8段)归纳成 promotion, price and place 和将第三部分(第9段)归纳成对计划进入中国市场的外国企业的忠告,这都是正确的。但是,她把第一部分(第1-2段)归纳成product,进而把前两部分归纳成营销学中著名的4P战略,这种做法有待商榷。因为课文的第1段主要讲两个问题:1)营销战略如何在中国成功,2)这些战略如何根据中国人的喜好以及对产品或服务的认知进行调整,而不是具体的产品。也许是准备的时间非常紧迫,选手对课文的理解和归纳出现了偏差。然后,潘老师分析了学生的特点。在教学模式上,她采取以学生为中心、以产出为导向的教学模式。其教学目标包括商务英语知识、商务技能和伦理价值。在具体的教学方法上,她例举了基于任务的教学、基于讨论的教学、案例教学、学生参与的测评等,并强调要综合利用线上线下教学资源。在学习测评上,她采用师生共同参与的方式,以增强教学效果。至于具体的教学步骤,她采用BOPPPS模式,再加课后作业。以上教学方案应该说中规中矩,显示出潘老师对商务英语教学的理论、模式、方法和测评等各要素有比较全面的了解。潘老师最亮眼的表现是在10分钟的时间里,用流利的英语将其教学方案展现出来,而且条理清晰,相关的教学理论、教学方法、商务知识、商务案例均了然于胸,信手拈来,同时口到手到,同步将所讲内容写到白板上,手起笔落,一气呵成。在提问阶段,潘老师的表现依旧出色,理解到位,回答中肯,表现出较高的英语基本功和商务、人文素养。不过有的回答可以再精炼一些。比如在回答第一个问题时,把EGP,EOP,EAP,ESP 的定义都讲了一遍,有点啰嗦。总而言之,潘紫萌在说课中表现突出,是一位素质比较全面、经验比较丰富的优秀商务英语教师。点评专家:陈准民

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

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