教学素材 | 新型冠状病毒疫情英文词汇表达(1)

新型冠状病毒疫情英文词汇表达(1)lnovel:新奇的,异常的lcoronavirus:冠状病毒lnovel coronavirus:新型冠状病毒lpneumonia:肺炎lunidentified pneumonia:不明原因肺炎lviral pneumonia:病毒性肺炎lNCP: Novel Coronavirus Pneumonia新冠肺炎/新型冠状病毒肺炎lSARS: Severe Acute Respiratory Syndromes非典型性肺炎lMERS: Middle East Respiratory Syndrome中东呼吸综合症linfection:感染,传染lcross infection:交叉感染linfection mechanism:感染机理lasymptomatic infection:无症状感染lrespiratory diseases:呼吸道疾病lepidemic:传染病,流行病ltransmissibility:传染性lpathogenicity:致病性llethality:致死性lpandemic:(疾病)在全国(或全世界)流行的lcontagious:感染性的,会蔓延的llarge-scale:大规模的,大范围的ldeadly:致命的,非常的loutbreak:爆发levolve into a massive outbreak:演变成大规模的爆发lpeak:峰值lsusceptible / vulnerable:易感的lsusceptible /vulnerablepeople:易感染人群ltoll:伤亡人数lfatality:死亡lmortality:死亡数,死亡率lillness onset:发病lmorbidity:发病率lincidence rate:发病率lbasic reproduction number:基本传染数lincubation period:潜伏期lclose contact:密切接触者lmedical watch / medical observation:医学观察lquarantine:隔离lunder quarantine:隔离lisolation:隔离llockdown:一级防范禁闭(期)lthe lockdown of a city:封城lPHEIC: Public Health Emergency of International Concern:国际关注的突发公共卫生事件lsource of infection:传染源lzoonotic:动物传染病的lzoonotic origin:动物传染源lhost:宿主lanimal hosts:病毒的动物宿主lintermediary / transmitting host:中间宿主lmammal:哺乳动物lhorseshoe bat:菊头蝠lbamboo rat:竹鼠lbadger:獾lmasked palm civet:果子狸llive animal market:活体农贸市场lbush meat:野味ltransmission route:传播途径lcut off transmission:阻断传播途径lairborne particle:悬浮粒子,空气中的小颗粒laerosol:气溶胶,喷雾器lhuman-to-human transmission:人传人lsecondary transmission:二级传播(继发性传播)lhidden transmission:隐形传播ldroplet transmission:飞沫传播ltransmission along a chain of 4“generations”:连续四代传播lsuper-spreader:超级传播者lspread:蔓延lcontain / curb the spread of the virus:控制疫情蔓延lgo around:流传lclinical signs:临床表现lclinical presentation:临床表现lclinical course:临床病程lclinical deterioration:临床恶化lfatigue:乏力lnasal congestion:鼻塞lrunny nose:流涕lsneeze:打喷嚏lsputum:痰lsore throat:咽痛ldiarrhea:腹泻lhemoptysis:咯血lchest distress:胸闷ldry cough:干咳lmuscle / joint pain:肌肉/关节痛lshortness of breath:呼吸急促lrespiratory distress:呼吸困难lacute respiratory infection syndrome:急性呼吸道感染症状lAcute respiratory distress syndrome (ARDS):急性呼吸窘迫综合征llow white blood cell count:白细胞减少lhypoxemia:低氧血症lconjunctivitis:结膜炎lfeverish patients:发热病人lhospitalized patients:住院患者lpatient in critical condition:重症患者lmild illness:轻微病情lfatal illness:危重病情lcomorbidities:并存病lunderlying medical conditions:基础性疾病lchronic medical conditions:慢性病lsymptom onset / develop symptoms / present symptoms:出现症状lsuspected cases:疑似病例lconfirmed/identified cases:确诊病例lmild / moderate / severe and critical cases:轻/中/重危症例lsporadic case:散在病例limported case:输入型病例lsecond-generation case:二代病例

教学素材 | 新型冠状病毒疫情英文词汇表达(2)

新型冠状病毒疫情英文词汇表达(2)lprecaution:预防措施lwear masks outdoors:出门戴口罩lpersonal Protective Equipment:个人防护设备lmedical supplies:医疗物资lface-mask:口罩 lN95 face-mask:N95型口罩lsurgical mask:医用外科口罩ldisposable gloves:一次性手套ldisinfectant:消毒剂ldisinfector:消毒剂l75% ethyl alcohol:75%酒精lalcohol-based hand rub / sanitizer:含有酒精的洗手液lprotective screen:面罩lprotective suit:防护服lgoggles:护目镜lrespirator:口罩,医用口罩,呼吸机lwash hands frequently and properly:勤洗手和正确洗手lthoroughly cooked:彻底煮熟lsterilize:消毒,杀菌lcover coughs and sneezes with tissue:咳嗽和打喷嚏时用纸巾遮住口鼻lcover mouth and nose with tissue or flexed elbow:用纸巾或屈肘遮住口鼻lstrengthen your immune system:增强免疫系统lensure good room ventilation:保证室内通风lensure good room ventilation:保证室内通风lprevention and control:防控lvaccine:疫苗lcounter-virus:抗病毒的lpotency:效能,力量,潜力lvirus mutation:病毒变异lvirus strain:病毒株lgenetic sequence:基因序列lpathogen:病原体lpathogen genomic sequencing:病原体的基因组测序ldevelop antibodies and vaccines:抗体和疫苗研发lclinical trial:临床试验lfever clinic:发热门诊lnucleic acid testing(NAT):核酸检测lfalse positive:假阳性lhospitalize:住院lbe placed under medical observation:进行医学观察lreceive treatment in isolation:隔离治疗lself-quarantine at home:居家自我隔离lcentralized quarantine:集中隔离lepidemiological investigation:流行病学调查lscreening:筛查lhealth declaration form:健康状况信息登记表lphysician guidance:医嘱lbe discharged from medical observation:结束医学观察ldesignated hospitals:定点医院lcombat the pneumonia outbreak:抗击肺炎疫情linternal nonproliferation and external nonproliferation:内防扩散、外防输出lvirus monitoring and quarantine measures:病毒监控和隔离措施lreverse the tread of and increasing number of cases:扭转病例增加的趋势lhead of a high-level expert team:高级别专家组组长la prominent expert in respiratory diseases:呼吸系统疾病杰出专家lchief epidemiologist:流行病学首席科学leliminate social panic:消除社会恐慌lease the shortage of beds:缓解床位短缺lfeverish patients:发热病人lhealth workforce / medical staff:医务人员lmakeshift hospital / emergency hospital:应急医院lthe resilience of the health system:卫生系统抵御能力loptimize a treatment plan for critically ill patients:重症病人优化治疗方案lprove the infectiousness of the virus:证实病毒的传染性llevel 1 public health emergency response:重大突发公共卫生事件一级响应机制lscale up the level-1 response to major public health emergencies:启动重大突发公共卫生1级响应lreimbursement policy:报销政策lsuspend inter-province coach service:停运省际客运lsuspend all inter-province road passenger transport:暂停全部省际道路客运lfull refund without surcharges:免费退票lextension of holiday:延长假期lprolong winter break / delay spring semester:延迟开学ltravel warning:旅行警告lchartered evacuation flight:包机撤侨lrumormongering:造谣ldisinformation:虚假信息lcirculate:流传lsolidarity:团结,团结一致lmorale:士气,斗志lRed Cross Society of China:中国红十字会lthe National Health Commission:卫健委lthe U.S. Centers for Disease Control and Prevention:美国疾病控制与预防中心lthe Peter Doherty Institute for Infection and Immunity:彼得·多尔蒂感染和免疫研究所lShanghai Institute of Materia Medica under Chinese Academy of Sciences:中国科学院上海药物研究所lWuhan Institute of Virology:武汉病毒研究所virology:病毒学lInternational Health Regulation (IHR):国际卫生条例

Education Tips: What is Good Digital Citizenship?

Some adults and teachers may think young people want to spend all of their time using social media. But a recent survey shows that may not be true. It found that students sometimes want to turn off their electronic devices to get away from the pressure to take part in social media.For the study, researchers led a series of discussions at classes in the United States. They asked young people what they thought about social media.The survey was a project of Common Sense Media, a non-profit group based in California, and a learning games platform called Kahoot!.Eight out of ten students said that "some people think too much about their social media posts and are always trying to be perfect." About a third said it was acceptable "to post a version of yourself on social media that's not 100 percent real."The students also talked about the issue of publishing unkind or hateful comments online. More than half of those questioned said that social media are "tearing us apart more than they are bringing people together."Learning about digital citizenshipWith this in mind, how can teachers help?Today, we will look at how teachers can support good digital citizenship through safe, kind and healthy use of social media. Common Sense Media defines digital citizenship as "thinking critically, behaving safely, and participating responsibly in the digital world."For more about this subject, see the VOA Learning English series on News Literacy.Find out what your students feelTeachers can begin by talking with students about how they use social media. How does it make them feel? Do the young people want to change anything about the way they interact with others online?Teachers should learn what computer application programs their students use most often. Teachers should then use this information to keep in contact with students and share homework assignments.Teach how to talk about social media problemsNext, define the words cyberbullying, digital drama and hate speech. Young people need to recognize the differences among these issues and know how to deal with them.Common Sense Media has free lesson plans for all grade levels on digital citizenship. They include videos and other images to explain the ideas at the student's level."Digital drama" is the everyday arguments and small problems that come up between friends or with other people you know online or via text message."Hate speech" means expressing hatred of a particular group of people. For younger students, this is called ‘being mean.' Teachers should let students know they are available to help when students face online problems.Use social media to stay in touchExperts say teachers should choose a social media app their students often use. Limit posts or messages to once per class period or to what is necessary to provide information to students.Bayly DiPilato is an English teacher and lives in New Jersey. She told National Public Radio that she did not want to use Facebook to communicate with students because it is too personal. Although her students have email, she found they do not often look at it.DiPilato instead chose the social networking service Twitter to give out homework and reading materials. She says Twitter lets her share information quickly and show how to use social media in a professional, healthy way.Make sure to set limitsAnother idea is to get students to ask questions on the shared app, as one person's question is probably shared by others. Teachers have to make sure they do not help one individual without giving the same information to all students.Experts also say teachers need to set time limits for using social media with students. Teachers could say they will only answer questions until nine at night on school nights, for example. They need to explain that adults, too, need to ‘unplug' sometimes and get away from their phones and computers.Protect your students' privacyPart of digital citizenship is related to privacy. When sharing something done in class, teachers must remember to post pictures of students' work but not of the students themselves. This is done to protect the online privacy of students.Social media, electronics and digital resources are an increasingly large part of students' lives. Experts say that with the guidance of teachers and other adults, young people can learn to become good digital citizens.I'm Jill Robbins.Notes:post v./ n. (发)帖子cyberbullying v.在网络上威胁伤害或激怒他人unplug v. 去掉......的障碍物;暂时克制自己不用电子设备

练习 | VOA慢速:肥胖和大脑发育有关吗

VOA慢速:肥胖和大脑发育有关吗燕山大学刘立军编写TRANSCRIPTIn the United States, about 25 million children are either overweight or obese.A new study explored how being overweight or obese might affect brain development in children. A report on the study appeared this month in JAMA Pediatrics, a publication of the American Medical Association. The writers suggested a link between body mass index, brain development and "executive functions, such as working memory."An editorial published with the report called the study an important addition to growing evidence of a link between weight, brain structure and mental function. It also warned against misinterpreting the findings.The studyThe study involved 3,190 U.S. boys and girls, aged 9 and 10. Researchers had height and weight measurements and MRI scans of their brains. MRI is short for magnetic resonance imaging, a method used to take pictures of organs and tissues within the body.The children took computer-based tests of mental function, including memory, language, reasoning and impulse control. Nearly 1,000 of the kids - almost 1 in 3 - were overweight or obese, similar to levels nationwide.Researchers found differences in the brain scan images of the heaviest children. They observed slightly less volume - the amount of space - in the brain behind the forehead. This area controls what are known as "executive function" tasks. Such tasks include things like planning, controlling impulses and dealing with two or more activities at the same time.Compared with normal-weight children, the differences were small, noted Scott Mackey, a neuroscientist at the University of Vermont.The heaviest children also had slightly worse results on the computer-based tests of executive function. But it is unknown whether any of the differences had much of an effect on children's behavior or performance in school. Those are the opinions of Mackey and Jennifer Laurent, a University of Vermont researcher. Laurent was the lead author of the report on the study.It is also unclear how the differences relate to weight. Mackey said other factors not measured in the study, including physical activity and good nutrition, are likely important.Research in adults has linked obesity with low-level inflammation throughout the body. The condition can damage blood vessels and may increase risks for heart disease and loss of mental ability.Some studies have also found less brain volume in obese adults. Researchers suspect that the decreased brain volume could be from inflammation.The new study raises the possibility thatinflammatorychanges affecting weight, brain structure and brain function might begin in childhood.Be careful interpreting the resultsEliana Perrin is a doctor and specialist of children's health at Duke University in North Carolina. She co-wrote the editorial published in JAMA Pediatrics. She says that people should be careful about how they interpret the study."We don't know which direction these relationships go nor do they suggest that people with obesity are not as smart as people at a healthy weight," she said.The latest research confirms results of earlier studies in children and adults, but it leaves many questions unanswered, said Marci Gluck. Gluck is with the U.S. National Institute of Diabetes and Digestive and Kidney Diseases. She was not part of the research, and warned people against making a link between executive function and intelligence.Natasha Schvey is an obesity researcher with the Uniformed Services University of the Health Sciences. She called the study impressive, but noted that many factors influence people's diets and obesity."We know from a lot of really good research that obesity is not as much in an individual's control as we think it is. People talk about willpower - that's a very small part of the equation," she said. "There are much bigger contributors to our weight and a lot of it isgenetic."I'm John Russell.VOCABULARY1.inflammatoryadj. (medical医) causing or involving inflammation发炎的;有炎症的2.geneticadj. connected with genes (= the units in the cells of a living thing that control its physical characteristics) or genetics (= the study of genes )基因的;遗传学的。例如:genetic and environmental factors遗传和环境因素QUESTIONSRead the passage. Then listen to thepassageand fill in the blanks with the information (words, phrases or sentences) you hear.In the United States, about 25 million children are either overweight or obese.A new study explored how being overweight or obese might affect ___________________ in children. A report on the study appeared this month in JAMA Pediatrics, a publication of the American Medical Association. The writers suggested a link between body mass index, brain development and "executive functions, such as working memory."An editorial published with the report called the study an important addition to growing evidence of a link between ________________________________________. It also warned against misinterpreting the findings.The studyThe study involved 3,190 U.S. boys and girls, aged 9 and 10. Researchers had height and weight measurements and MRI scans of their brains. MRI is short for magnetic resonance imaging, a method used to _________________________________________ within the body.The children took computer-based tests of mental function, including memory, language, reasoning and impulse control. Nearly 1,000 of the kids - almost 1 in 3 - were overweight or obese, similar to levels nationwide.Researchers found differences in the brain scan images of the heaviest children. They observed slightly less volume - the amount of space - in the brain behind the forehead. This area controls what are known as "executive function" tasks. Such tasks include things like planning, controlling impulses and dealing with __________________________________ at the same time.Compared with normal-weight children, the differences were small, noted Scott Mackey, a neuroscientist at the University of Vermont.The heaviest children also had slightly worse results on the computer-based tests of executive function. But it is unknown whether any of the differences on children's behavior or performance in school. Those are the opinions of Mackey and Jennifer Laurent, a University of Vermont researcher. Laurent was the lead author of the report on the study.It is also unclear how the differences relate to weight. Mackey said other factors not measured in the study, includingphysical activity and________________, are likely important.Research in adults has linkedobesitywith low-level inflammation throughout the body. The condition can damage blood vessels and may increase risks for _____________________________________ and loss of mental ability.Some studies have also found less brain volume in obese adults. Researchers suspect that the decreased _________________________ could be from inflammation.The new study raises the possibility that inflammatory changes affecting weight, brain structure and brain function might begin in ___________________________.Be careful interpreting the resultsEliana Perrin is a doctor and specialist of children's health at Duke University in North Carolina. She co-wrote the editorial published in JAMA Pediatrics. She says that people should be careful about how they ________________________ the study."We don't know which direction these relationships go nor do they suggest that people with obesity are not as smart as people at a healthy weight," she said.The latest research ______________________ results of earlier studies in children and adults, but it leaves many questions unanswered, said Marci Gluck. Gluck is with the U.S. National Institute of Diabetes and Digestive and Kidney Diseases. She was not part of the research, and warned people against making a link between executive function and ___________________.Natasha Schvey is an obesity researcher with the Uniformed Services University of the Health Sciences. She called the study impressive, but noted that _______________________ influence people's diets and obesity."We know from a lot of really good research that obesity is not as much in an individual's control as we think it is. People talk about ________________________ - that's a very small part of the equation," she said. "There are much bigger contributors to our weight and a lot of it is ___________."I'm John Russell.KEYRead the passage. Then listen to thepassageand fill in the blanks with the information (words, phrases or sentences) you hear.In the United States, about 25 million children are either overweight or obese.A new study explored how being overweight or obese might affectbrain developmentin children. A report on the study appeared this month in JAMA Pediatrics, a publication of the American Medical Association. The writers suggested a link between body mass index, brain development and "executive functions, such as working memory."An editorial published with the report called the study an important addition to growing evidence of a link betweenweight, brain structure and mental function. It also warned against misinterpreting the findings.The studyThe study involved 3,190 U.S. boys and girls, aged 9 and 10. Researchers had height and weight measurements and MRI scans of their brains. MRI is short for magnetic resonance imaging, a method used totake pictures of organs and tissueswithin the body.The children took computer-based tests of mental function, including memory, language, reasoning and impulse control. Nearly 1,000 of the kids - almost 1 in 3 - were overweight or obese, similar to levels nationwide.Researchers found differences in the brain scan images of the heaviest children. They observed slightly less volume - the amount of space - in the brain behind the forehead. This area controls what are known as "executive function" tasks. Such tasks include things like planning, controlling impulses and dealing withtwo or more activitiesat the same time.Compared with normal-weight children, the differences were small, noted Scott Mackey, a neuroscientist at the University of Vermont.The heaviest children also had slightly worse results on the computer-based tests of executive function. But it is unknown whether any of the differenceshadmuch of an effecton children's behavior or performance in school. Those are the opinions of Mackey and Jennifer Laurent, a University of Vermont researcher. Laurent was the lead author of the report on the study.It is also unclear how the differences relate to weight. Mackey said other factors not measured in the study, including physical activity andgood nutrition, are likely important.Research in adults has linkedobesitywith low-level inflammation throughout the body. The condition can damage blood vessels and may increase risks forheart diseaseand loss of mental ability.Some studies have also found less brain volume in obese adults. Researchers suspect that the decreasedbrain volumecould be from inflammation.The new study raises the possibility that inflammatory changes affecting weight, brain structure and brain function might begin inchildhood.Be careful interpreting the resultsEliana Perrin is a doctor and specialist of children's health at Duke University in North Carolina. She co-wrote the editorial published in JAMA Pediatrics. She says that people should be careful about how theyinterpretthe study."We don't know which direction these relationships go nor do they suggest that people with obesity are not as smart as people at a healthy weight," she said.The latest researchconfirmsresults of earlier studies in children and adults, but it leaves many questions unanswered, said Marci Gluck. Gluck is with the U.S. National Institute of Diabetes and Digestive and Kidney Diseases. She was not part of the research, and warned people against making a link between executive function andintelligence.Natasha Schvey is an obesity researcher with the Uniformed Services University of the Health Sciences. She called the study impressive, but noted thatmany factorsinfluence people's diets and obesity."We know from a lot of really good research that obesity is not as much in an individual's control as we think it is. People talk aboutwillpower- that's a very small part of the equation," she said. "There are much bigger contributors to our weight and a lot of it isgenetic."I'm John Russell.

练习 | VOA慢速:中国学生问鼎PISA2018

VOA慢速:中国学生问鼎PISA2018燕山大学刘立军编写uTRANSCRIPTStudents from China and Singapore came out on top in an international survey of educational achievement.Results of the 2018 Program for International Student Assessment, orPISA, were released Tuesday. The test is given every three years to 15-year-olds around the world. It measures their knowledge in reading, science and mathematics.The best-performing students in all three subjects were in China. They attend schools in and around Beijing and Shanghai, and two provinces: Jiangsu and Zhejiang.Singapore finished in fifth place in the study.Overall, the test results show American students scoring above average in reading and science, but below average in math.The test is administered by the Organization for Economic Cooperation and Development (OECD).Officials reported that about 600,000 students in 79 nations and educational systems took part in the two-hour computer-based exam last year. They said schools in each country are chosen randomly to make sure that students come from a wide mix of backgrounds and abilities.PISA is the largest measure of international education performance. The test scores are watched closely by education policy makers.Here are some of the PISA findings:The average U.S. scores have not changed in a major way in any of the three subjects since 2015. The U.S. scores are mostly unchanged since when the test was first given in 2000 for reading and, in 2003, for math. American science scores have risen since 2006.Out of the 79 areas, only seven have seen an improvement in their PISA scores since they started offering the test. The seven are Albania, Colombia, Macau, Moldova, Peru, Portugal and Qatar.TheOECDis a group of 36 mostly industrial countries, including the United States. Financing - the amount of money spent on education is important, but not always necessary for high test scores. Take Estonia, for example. It was one of the top scoring countries, yet education spending there is 30 percent below the OECD average.With reading being the main focus of the test this year, one of every four students in OECD countries could not complete basic reading tasks.On average across the OECD countries, one in 10 disadvantaged students was able to score in the top quarter of the reading performance of their country.The U.S. results showed that the highest performing students were doing better in reading and math, while the lower-performing students did not improve.This is similar to results from another nationwide test, the National Assessment of Educational Progress."It's another red flag that this is something to think about," said Peggy Carr, the associate commissioner for the National Center for Education Statistics. She noted that the United States is "clearly struggling in math."What is not clear about the group of Chinese students tested is whether they represent all Chinese students. Carr noted that the four test areas are home to more wealthy people than China as a whole.The Chinese areas displaced the top school system in the 2015 PISA, the Asian city-state of Singapore.Tom Loveless, an educational researcher from California, said the Chinese provinces that were tested saw a substantial increase in their scores. He said China is the only country where the national government chooses the provinces that are tested."It still makes it very difficult to interpret the Chinese scores," he said.Loveless describes the overall performance of American students asmediocre."The U.S. is basically doing what it's done since PISA started, which is hanging around the middle" of the group," he said.Andreas Schleicher is Director for the OECD's Directorate of Education and Skills. He said there is hope for countries where there is not much difference in the performance of students from wealthy and poor backgrounds. Education, he says, remains a way for poor children in some countries to be successful.uVOCABULARY1.PISAn. PISA是国际学生评估项目的缩写(Program for International Student Assessment,PISA),是经济合作与发展组织(Organization for Economic Co-operation and Development,OECD)成员共同开发的项目,其目的是测试15岁学生是否掌握了参与未来知识社会所必需的基础知识与基本技能。2.OECDn.经济合作与发展组织(Organisation for Economic Co-operation and Development,OECD),简称经合组织,是由36个市场经济国家组成的政府间国际经济组织,旨在共同应对全球化带来的经济、社会和政府治理等方面的挑战,并把握全球化带来的机遇。总部设在巴黎。3.mediocreadj. (disapproving) not very good; of only average standard平庸的;普通的;平常的。例如:a mediocre musician / talent / performance平庸的音乐家/才能/表演uQUESTIONSTASK IListen to the news and choose the best answer to each question you hear.1. Who was on top in the 2018 PISA test?A.Students from China and Singapore.B.Students from China and America.C.Students from China and Albania. D.Students from China and Colombia.2. What does PISA measure?A.It measures knowledge in reading, science and physics.B.It measures knowledge in reading, science and mathematics.C.It measures knowledge in reading, science and chemistry.D.It measures knowledge in reading, science and philosophy.TASK IIRead the statements. Then listen to the news and decide whether the staments are true or false.Here are some of the PISA findings:q1. The average U.S. scores have not changed in a major way in any of the three subjects since 2015.q2. Out of the 79 areas, only seventeen have seen an improvement in their PISA scores since they started offering the test.q3. The OECD is a group of 36 mostly industrial countries, including the United States.q4. Financing, the amount of money spent on education, is important, always necessary for high test scores.q5. With mathematics being the main focus of the test this year, one of every four students in OECD countries could not complete basic mathematics tasks.q6. On average across the OECD countries, one in 10 disadvantaged students was able to score in the top quarter of the reading performance of their country.q7. The U.S. results showed that the highest performing students were doing better in reading and science, while the lower-performing students did not improve.q8. What is not clear about the group of Chinese students tested is whether they represent all Chinese students.q9. Loveless describes the overall performance of American students as mediocre.q10. Education remains a way for poor children in some countries to be successful.uKEYTASK I1. A。细节题。命题出处:Students from China and Singaporecame out on top in an international survey of educational achievement.2. B。细节题。命题出处:Results of the 2018 Program for International Student Assessment, orPISA, were released Tuesday. The test is given every three years to 15-year-olds around the world. It measures theirknowledge in reading, science and mathematics.TASK IIRead the statements. Then listen to the news and decide whether the staments are true or false.Here are some of the PISA findings:þ1. The average U.S. scores have not changed in a major way in any of the three subjects since 2015.ý2. Out of the 79 areas, onlyseventeenhave seen an improvement in their PISA scores since they started offering the test. (正确表达) Out of the 79 areas, onlysevenhave seen an improvement in their PISA scores since they started offering the test.þ3. The OECD is a group of 36 mostly industrial countries, including the United States.ý4. Financing, the amount of money spent on education, is important,alwaysnecessary for high test scores. (正确表达)Financing, the amount of money spent on education, is important,but not alwaysnecessary for high test scores.ý5. Withmathematicsbeing the main focus of the test this year, one of every four students in OECD countries could not complete basicmathematicstasks. (正确表达)Withreadingbeing the main focus of the test this year, one of every four students in OECD countries could not complete basicreadingtasks.þ6. On average across the OECD countries, one in 10 disadvantaged students was able to score in the top quarter of the reading performance of their country.ý7. The U.S. results showed that the highest performing students were doing better inreading and science, while the lower-performing students did not improve. (正确表达)The U.S. results showed that the highest performing students were doing better inreading and math, while the lower-performing students did not improve.þ8. What is not clear about the group of Chinese students tested is whether they represent all Chinese students.þ9. Loveless describes the overall performance of American students as mediocre.þ10. Education remains a way for poor children in some countries to be successful.

练习 | 什么是冠状病毒?

什么是冠状病毒?燕山大学 刘立军 编写TRANSCRIPTWhat is coronavirus?This is a very large outbreak.This is Dr. Bill Schaffner, I’m an infectious disease specialist and public health person.Coronaviruses are a whole family of viruses. For the most part, they don’t cause any real clinical illness except the occasional cold. But you know, from time to time, there’s aroguecoronavirus that develops. We remember SARS 2002, 2003. And then there was another, the MERS virus, the Middle East Respiratory Syndrome virus. This new virus, like those other rogue viruses, probably was first transmitted to humans from animals.What are the symptoms?So the symptoms resemble influenza. It’s arespiratoryvirus initially. And so you have fever, not feeling very well, cough and just feeling poorly.Is there a cure?We don’t have a direct anti-coronavirus treatment. We can manage the patients throughsymptomatic careand supportive care, of course. And many patients already, the Chinese have said, have survived this infection.How to stop the spread?The Centers for Disease Control and Prevention have this top of the mind. They have deployed over a hundred people to New York, to San Francisco and Los Angeles. They will be screening people who are arriving from particularly Wuhan, China to see whether they are sick.So there are laboratories around the world, including our own national institutes of health, that are now, already working on developing a rapid diagnostic test and the other thing they’re doing is starting to work on avaccine.The global community is really watching this with great care. And we in the United States definitely areon the alertand ready to respond.VOCABULARY1.rogueadj. behaving in a different way from other similar people or things, often causing damage行为失常的;暴戾的。例如:a rogue gene变异基因2.respiratoryadj. connected with breathing呼吸的。例如:respiratory diseases呼吸道疾病3.symptomatic care:对症护理4.vaccinen.(可数名词,不可数名词)a substance that is put into the blood and that protects the body from a disease疫苗。例如:a measles vaccine麻疹疫苗5.on the alert:警戒着,随时准备着,密切注意着QUESTIONSRead the passage. Then listen to the news and fill in the blanks with the information (words, phrases or sentences) you hear.What is coronavirus?This is a very large outbreak.This is Dr. Bill Schaffner, I’m an (Q1)___________ disease specialist and public health person.Coronaviruses are a whole family of viruses. For the most part, they don’t cause any real clinical illness except the(Q2)__________________. But you know, from time to time, there’s a rogue coronavirus that develops. We remember SARS 2002, 2003. And then there was another, the MERS virus, the Middle East Respiratory Syndrome virus. This new virus, like those other rogue viruses, probably was first(Q3)__________________to humans fromanimals.What are the symptoms?So the symptoms resemble(Q4)_______________. It’s a respiratory virus initially. And so you have(Q5)________________, not feeling very well,(Q6)______________ and just feeling poorly.Is there a cure?We don’t have a direct anti-coronavirus treatment. We can manage the patients through(Q7)______________________________________, of course. And many patients already, the Chinese have said, have survived this infection.How to stop the spread?The Centers for Disease Control and Prevention have this top of the mind. They have deployed over a hundred people to New York, to San Francisco and Los Angeles. They will be screening people who are arriving from(Q8)___________________ Wuhan, China to see whether they are sick.So there are laboratories around the world, including our own national institutes of health, that are now, already working on developing a rapid(Q9)_________________ and the other thing they’re doing is starting to work on a(Q10)____________________.The global community is really watching this with(Q11)__________________. And we in the United States definitely are(Q12)_____________________ and ready to respond.KEYRead the passage. Then listen to the news and fill in the blanks with the information (words, phrases or sentences) you hear.What is coronavirus?This is a very large outbreak.This is Dr. Bill Schaffner, I’m an(Q1)infectiousdisease specialist and public health person.Coronaviruses are a whole family of viruses. For the most part, they don’t cause any real clinical illness except the(Q2)occasional cold. But you know, from time to time, there’s a rogue coronavirus that develops. We remember SARS 2002, 2003. And then there was another, the MERS virus, the Middle East Respiratory Syndrome virus. This new virus, like those other rogue viruses, probably was first(Q3)transmittedto humans fromanimals.What are the symptoms?So the symptoms resemble(Q4)influenza. It’s a respiratory virus initially. And so you have(Q5)fever, not feeling very well,(Q6)coughand just feeling poorly.Is there a cure?We don’t have a direct anti-coronavirus treatment. We can manage the patients through(Q7)symptomatic care and supportive care, of course. And many patients already, the Chinese have said, have survived this infection.How to stop the spread?The Centers for Disease Control and Prevention have this top of the mind. They have deployed over a hundred people to New York, to San Francisco and Los Angeles. They will be screening people who are arriving from(Q8)particularlyWuhan, China to see whether they are sick.So there are laboratories around the world, including our own national institutes of health, that are now, already working on developing a rapid(Q9)diagnostic testand the other thing they’re doing is starting to work on a(Q10)vaccine.The global community is really watching this with(Q11)great care. And we in the United States definitely are(Q12)on the alertand ready to respond.

第九届教学大赛翻译专业组二等奖顿超授课

授课点评:顿超的授课有三个优点、三个不足。优点:第一,教学总体设计比较清晰,把整堂课的教学分为五个环节(2:00,其中第一步“Review”恐怕应该是“Preview”之误),实际讲授第二环节,提出两个明确的目标(6:02)。应该说,整堂课上得有条不紊。第二,她为教学中的评估环节设计了一个自我评估表(3:27),颇有创意。第三,采用了一些新理论、新方法,如用思维导图(Mind Map)等。讲课结束时引用朗费罗的诗句(18:53),也为课堂增添了气氛。不足:第一,授课时完全离开了原来提供的文本,全部换用了三段新材料。据她回答评委提问时的解释,是担心学生事先了解了内容以后,在课堂上无法评估学生是否掌握(21:00)。这是不对的。既违背了比赛要求,也不符合实际教学情况。因为给学生材料让其课前预习是教学的常态,不能指望靠上课时突然袭击来检测学生。第二,最大的问题是把口译课上成了听力课。整堂课下来,好像都在讲如何听辨,没有丝毫提到翻译和口译。其实这完全可在教学过程中体现,如选材时用英语和中文各一段,或者辨识时英文材料用中文记录、中文材料用英文记录等。第三,上课缺少互动,基本是教师一人在独白。包括两段听力材料的概括,也是让学生试说后,不加评议就匆匆给出自己的文本(11:26)。点评专家:潘文国教授

第九届教学大赛商务英语专业组二等奖罗睿授课

授课点评:总体表现评价:罗睿老师口语流利,对所讲授内容比较熟悉,能够较好地回答提问评委的提问;对整个单元有一个粗略的教学目标、教学内容和教学方法设计,并且在授课过程有所体现;有教学方法(team-based learning),并能将此方法落实在具体授课中。但是,将教学目标分business level, language level 和ability level来概述,显得比较空洞。比如,business level的目标是“assess the business background”,language level是听说读写和语法,这些都是比较宽泛不具体的教学目标。具体表现评价:课堂组织比较有条理,给出的指令比较清晰;如视频2:30-2:50,能清晰地引导学生看具体哪一页的文本,并且告诉学生具体的教学流程有四部分构成,这样处理能让学生对接下来的授课安排有个总体认识。在授课过程,能针对所布置的任务进行个别指导,如视频中6:30-8:54,在布置完每一组(包括教师自己)的阅读任务后,能够逐一指导并和学生确认阅读任务。在视频4:06-5:00中使用“面子”视频,有新意,但插入该视频的时间节点有点突兀,和前后的授课内容逻辑上有点不顺;此外,未能充分利用好该视频,仅从视频中总结出什么是“面子”,但未能抓住视频中男孩没有脱鞋这个细节进行拓展。建议:授课语速和节奏可以适当放慢一些,从容一些。教学方法中提到案例教学法,但没有充分利用好D& G这个案例。如果能将这个案例作为课后讨论作业,让学生分析这个案例,讨论“面子”的重要性,则效果会更佳,也能真正体现案例教学法的效果。点评专家:郭桂航教授

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大英综合课教学设计工作坊2.0

本工作坊采取培训专家、教学大赛获奖选手和参训教师组成学习共同体的研修模式。主讲人在进行理论讲解、模式阐释和展示示范时,将以教学指 南为准则,结合中国英语能力等级量表,详解指定教材单元设计中的目标 设定、流程安排、项目设计和多层评测。参训教师通过分组合作学习和集体备课的形式,在专家指导下分模块操练单元设计的重要步骤和极富挑战 的教学整合设计任务。本工作坊旨在帮助参训教师将理论转化为实践,最 终产出和分享课程设计方案*,并将成果带回到一线课堂教学实践中去。 课程具体实施步骤设计如下:1.参训教师在培训前事先完成教学设计和二语习得新文献的阅读。2.在研修现场,培训专家将首先从当前大学英语综合课教学存在的主要问题入手,结合“金课”的核心内涵和要求,解析大学英语综合课程的教学理念,介绍以项目为中心的整合式教学设计模式。然后,基于《全新版大学 进阶英语综合教程1》的一个单元,剖析还原单元教学生成过程,展示该模式在具体教学案例中的应用。3.本研修班新增教学点评环节,拟邀请第10届“外教社杯”全国高校外语教学大赛高名次获奖选手回顾参赛心路历程,分享赛后反思。培训专家将带 领参训教师观摩选手录像,并从大赛评委、教学设计者、教学课堂观察者 等多维角度进行教学点评和解析。参训教师亦可参与评课,并与获奖选手直接互动交流。4.在最后的实操阶段,参训教师将按5-6人分组,在培训专家指导下以集 体备课形式对指定教材的其他单元进行分步骤、整体设计和互动交流,并 由专家点评。以期切实强化“金课”理念,提升教学设计能力,实现以能力 培养为目标的有效教学。* 注:研修班将汇总专家及各组学员的最终教学设计方案,编订成合集,以电子版形式分享给全体学员。

跨文化外语教学与跨文化交际能力的培养:案例教学法

根据《大学英语教学指南》与英语专业《教学标准》中的要求,结合“跨文化大赛”选手的表现,探讨跨文化视角下外语教学与大学生跨文化交际能力的培养。本期研修班特邀上海外国语大学张红玲教授团队、昆山杜克大学Don Snow教授、华东师范大学窦卫霖教授、华东理工大学颜静兰教授等专家学者,重点结合理论研究与教学实践,采用案例分析与展示的方法,探讨在高校外语课程中进行跨文化教育、设置跨文化模块课程、跨文化课程的教学设计与执行能力、跨文化交际能力培养的途径与方法等主题。

大学英语教师专业发展:教学设计能力与测评素养提升

基于对当前大学生英语学习现状和新时期英语教学要求的分析,本期研修班将组织国内大学英语教学领域研究成果丰硕、实践经验丰富的资深专家,通过专题讲座、教学示范、互动座谈等多种研修形式,深入探究新形势下大学英语教学改革的相关热点问题,如“金课”建设、有效课堂教学设计与实施、教评测的有机结合、教师测评素养等,以期帮助大学英语教师把握改革动向,更新教学理念,掌握先进、有效的教学方法,优化大学英语核心课程的教学效果。

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