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 | 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)

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 | 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)

新闻听力 | 直面结核病危机

直面结核病危机Facing the TB crisis常速 | 六级(中等)| 650词 | 5min14s刘立军供稿Part I. QUESTIONSListen to the news and choose the best answer to each question you hear.Q1. What percentage of people infected with TB bacteria develop active TB disease?A. 1% to 5%. B. 5% to 10%. C. 10% to 15%. D. 15% to 20%. Q2. What is essential for successfully treating tuberculosis?A. Using injection-based treatments. B. Avoiding contact with infected individuals. C. Early detection through rapid molecular diagnostic tests. D. Completing treatment within two months. Q3. Which groups are considered at higher risk for TB infection?A. Young adults and elderly individuals. B. Healthy individuals with no prior exposure. C. People living in urban areas. D. People with diabetes and undernourished individuals. Q4. What is the main message of the text?A. TB is a disease of poverty that requires urgent global action. B. TB primarily affects the lungs and is difficult to cure. C. TB treatment methods have become less effective over time. D. TB is no longer a significant threat due to advanced vaccines. Q5. What can be inferred about the importance of investing in TB research?A. Investment in TB research will primarily benefit smaller nations. B. TB vaccines could play a transformative role in ending the disease. C. Current TB treatments are sufficient without additional funding. D. Economic costs of TB are declining due to improved treatments. Part II. TRANSCRIPTFacing the TB crisisVGS: Tuberculosis is in the news, but not for the right reasons. A severe resource shortage is threatening the global response to end TB. And the disease is appearing in places where people had forgotten that it existed. Is the world on the brink of a global TB crisis? tuberculosis n. 结核病 We are talking about a millennia-old disease that the world has not been able to end. In fact, in the five minutes that you will watch this Science in 5, 11 people would have died of tuberculosis. Our expert today is Doctor Tereza Kasaeva. Welcome, Tereza. Tereza, I heard something that I was also not aware of and it surprised me that a quarter of the world’s population could be infected with TB and not even know it. Could you explain that? How concerned should we be?TK: You are absolutely right, Vismita. The world doesn’t seem to recognize how widespread the TB bacteria is. An estimated one in four people globally have been infected with TB bacteria, and yet not many of them realize the risks. (Q1) While only five to ten percent of people infected with TB will develop an active disease, that’s more than 10 million people falling ill every year.VGS: So Tereza, TB is a highly infectious disease, right. It’s airborne. It spreads through air. Is there a cure? What’s the treatment and how do we diagnose it?TK: TB is in fact a curable disease, but it requires completion of treatment. It would take several months, from four to six months of treatment with a combination of antibiotics. And even the most challenging, difficult forms of drug-resistant tuberculosis could be successfully treated. We have much better options available now. We have shorter, fully oral, injection-free treatments and more effective treatment now available. While tuberculosis affects primarily lungs, it could affect also other parts of our body — bones and joints, skin, kidneys and even the brain. (Q2) Tuberculosis could be successfully treated, but the essential condition is early detection using rapid molecular diagnostic tests, including for the detection of drug-resistant tuberculosis.diagnostic adj. 诊断的VGS: Tereza, how can we protect ourselves and our loved ones from TB?TK: Protecting ourselves and our loved ones starts with awareness, early detection and treatment. Consult your physician if you see symptoms like prolonged coughing, fever, or weight loss, especially if you’ve been in contact with someone diagnosed with tuberculosis recently. (Q3) This is especially important if you are belonging to one of the so-called risk groups like children, people with immuno compromised systems, people with HIV/AIDS and diabetes and undernourished.VGS: So are we, is the world really on the brink of a TB crisis?TK: In short, yes. (Q4-1) Tuberculosis is the of the world’s deadliest infectious disease. Remember, tuberculosis is a disease of poverty exacerbated by stigma, conflict and migration.exacerbate v. 加剧,恶化 VGS: Tereza, why should the world invest in TB? And why is that more important now than ever?TK: Investing in the TB response is not only a global health issue, it is a social, economic and global health security imperative. Tuberculosis devastates economies. It affects people in their most productive ages. It increases significantly health care costs. It drains the workforce. Unfortunately, millions of people with tuberculosis still don’t have access to the lifesaving treatment due to the chronic and significant funding gaps. (Q5) For the first time in more than over a century, we have 16 vaccine candidates in the pipeline and we know that vaccines could become game changers in the fight against TB. That’s why urgent investments in TB research are required. Strengthening TB programmes actually improves global pandemic preparedness. (Q4-2) TB is an urgent crisis, but one we can end if we act now. The cost of inaction is measured in lives and we can’t afford to lose any more.pipeline n. 开发中 pandemic adj. 大范围流行的 VGS: That was Science in 5 today. Until next time then, stay safe, stay healthy and stick with science.Part III. KEYQ1. B.【解析】细节题。根据“While only five to ten percent of people infected with TB will develop an active disease, that’s more than 10 million people falling ill every year.”,可知只有5%到10%的感染者会发展为活动性结核病,因此正确答案为B。Q2. C.【解析】细节题。根据“Tuberculosis could be successfully treated, but the essential condition is early detection using rapid molecular diagnostic tests, including for the detection of drug-resistant tuberculosis.”,可知通过快速分子诊断测试进行早期检测,是成功治疗结核病的关键,因此正确答案为C。Q3. D.【解析】细节题。根据“This is especially important if you are belonging to one of the so-called risk groups like children, people with immuno compromised systems, people with HIV/AIDS and diabetes and undernourished.”,可知儿童、免疫系统受损的人、艾滋病患者、糖尿病患者以及营养不良者等为高风险群体,因此正确答案为D。Q4. A.【解析】主旨题。结合全文,尤其是“Tuberculosis is the of the world’s deadliest infectious disease. Remember, tuberculosis is a disease of poverty exacerbated by stigma, conflict and migration.”和“TB is an urgent crisis, but one we can end if we act now.”,可知结核病是世界上最致命的传染病之一。它是一种因耻辱、冲突和移民而加剧的贫困疾病,是一场紧迫的危机,但如果我们现在采取行动,就可以结束它。全文围绕结核病的危机及其紧迫性展开,因此正确答案为A。Q5. B.【解析】推理题。根据“For the first time in more than over a century, we have 16 vaccine candidates in the pipeline and we know that vaccines could become game changers in the fight against TB.”,可知一个多世纪以来,我们首次有16种疫苗候选者正在研发中,疫苗可能成为对抗结核病的游戏规则改变者。根据该句可以推断,疫苗研发对结束结核病具有重要意义,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 | 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)

第12届教学大赛英语专业组特等奖胡笑然说课

说课点评:胡笑然老师在说课环节清晰地表达了对所给文章的文本理解和基于语篇主题意义探究而开展教学的基本认识。在拿到文章后的短暂时间内,该选手对语篇进行了审读,并在此基础上快速构思了90分钟的教学设计,形成了基本的教学步骤。根据教学设计,胡老师计划选择与语篇主题相关的短视频为导入,激发学生的学习兴趣;然后以解读语篇为抓手,对语篇的主题、结构、语言、文体等方面进行分析。胡老师按照学生“学后能做”为目的,确定本课的教学目标并介绍了具体的教学步骤。她在教学设计中体现了自己的教学理念和对课文的独到见解,将课文分为三个部分,对每一部分的内容和结构进行了必要的讲解。通过解析语篇的主题,确定了语篇的中心思想,之后列举了语篇的核心概念、关键名词以及相关修饰词及其功能。胡老师将教学目标设定为学生“能做”,即能够理解语篇的主题意义,能够发现篇章结构的特征,能够与话题相同但来源不同的同类文章进行对比从而激发学生的批判性思维,能够从文章的体裁、结构、修辞等方面学习、理解和掌握语篇的关键词语,以及作者对关键概念的词语修饰和语言表达。教学设计安排了学生的小组讨论,要求学生形成有具体步骤的思维导图和概念关联,并在课堂上融入思政元素,并进行必要的陈述。最后一个环节为开放性的讨论,引导学生对不同的观点进行评论。胡老师基于丰富的教学经验和对学情的分析判断,对教学目的、教学重点、教学环节以及设计缘由作了清晰的陈述,显示了其对教学语篇的基本认识和语篇教学娴熟的驾驭能力。说课目的明确,条理清晰,设计突出主题,有一定的感染力,突出学生主体,采用活动途径,倡导体验参与,重视培养学生批判性思维和论说能力,所设计的教学环节有较好的可操作性。从整体上看,胡笑然老师有较高的人文素养和自己的教学风格,语言流畅,表述准确,知识面较广,该说课达到了较高的水准。不过胡笑然老师的时间把控不佳,说课缺乏完整性,强调篇章结构和概念理解,但忽略了教学评的一致性和一体化设计。建议她在今后的教学设计中更加重视学生在语言知识、语言技能、文化内涵、思维心智、情感态度等方面的综合发展和有效评价,积极采用探究式、任务型、交互性的教学方法,加强课外作业的安排和指导,促进学生在语言能力、人文素养、科学思维等方面的同步发展。点评专家:梅德明

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

教育培训更多

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。

特色工具

系统产品

重点教材