题型:阅读理解 题类:常考题 难易度:普通
河北省稳派教育联盟2017-2018学年高三上学期英语10月阶段性检测试卷
What can technology do to make your world better?Three young people are starting new businesses to answer that question.
Mateusz Mach
Eighteen-year-old Mateusz Mach was the youngest person in Poland to receive money from investors to expand his company.He started Five,a mobile messaging application,or app,for deaf people.The app lets deaf people create their own hand signs to communicate with friends.The app now has more than 10,000 deaf users.And Mach thinks there will be about 150,000 more deaf users in the U.S. next year.There are many different sign languages in various parts of the world.Mach will be working with the United Nations in New York.He says,"I love to create.And I think that the creation of things will be my passion to the end of my life."
William Zhou
William Zhou is the co-founder and leader of Chalk.com.The education software company helps teachers from the kindergarten level t0 12th grade,or the end of secondary school.Zhou was born in Beijing,China,grew up in the Canadian city of Vancouver and founded his first company when he was still in high school.Zhou sold the company when he was studying computer science at Canada's University of Waterloo.But he strongly wanted to make a change in education,From his dorm room,Zhou created Chalk.It is a group of programs that supports individual teaching and learning.Based in Canada,Chalk is now used in 20,000 schools by more than 100,000 users worldwide. Zhou says building startups is a difficult process because it could last years."It's only worth it if you find something you truly care about—something you're passionate about.Otherwise,you may just end up crashing."
George Mtemaharji
George Mtemahanji was born in the African country of Tanzania and moved with his family to Italy in 2002, where he attended the Technical Institute of Alfredo Ferrari in Maranello.There he learned about renewable energy and began thinking that solar energy would be easier to use in Africa than in Europe.After graduation,he returned to Tanzania in 2014 to start his own solar energy company—Sun Sweet Solar—in partnership with his friend Manuel Rolando.He explains that he could not understand why,in a place with bright sunshine,"more than 90 percent of people had no access to electricity.So when I returned to Italy I spoke with Manuel on the huge electricity demand in Tanzania and to the possibility to open a business there."Sun Sweet Solar found early success in rural areas of Tanzania.Since then,the company has been expanding.He hopes to create jobs and help build his country in the process.He understands the process will take time."But I think we are on the right path."
A. How to deal with listening practice B. Class atmosphere matters a lot in learning C. Monitoring activities is one of the main tasks of teachers D. How to evaluate student performance E. Group work needs organizing properly F. Communication skills play a big role in language learning |
Both instructors and learners can get benefits from the following learning strategies as long as they are properly made use of in language learning.
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The information presented in this section focuses on specific conversation, discussion, or presentation skills. The activities are generally self-explanatory, with students expressing opinions, making decisions, solving problems, planning presentations, and so on. Engaged in these activities, students have the possibility of communicating with each other in class. This section also includes lists of expressions used to illustrate different language functions, such as agreeing, disagreeing, and asking for clarity in order to help students expand their knowledge of English.
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In a speaking or listening course, students' anxieties can affect their learning. For this reason, it is important to establish a friendly, relaxed classroom environment. It may help students 10 think of the classroom as a laboratory where they can experiment and take risks with the language. In such circumstances, students should realize that errors are a natural and expected part of learning a language. In addition, one of the goals of this pan is to encourage students to examine their awn opinions and values while at the same time showing respect for the opinions and values of others.
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Many of the activities in this section involve the students' cooperating work in class. Generally, such an activity taken up by four members seem to work the best. Groups of three or five members may also be effective, depending on the activity. The first unit includes guidelines for organizing group work, with students taking on the following roles: leader, reader, summarizer, reporter, and observer (if necessary). Organizing all activities in this way makes the course truly learner-centered since students must take fall responsibility for carrying out each activity. As for seating, group members should arrange their seats or chairs in a small circle to encourage interaction.
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Being a teacher, in the course of group activities, you should circulate from group to group, which helps ensure that students are on task and are using English. While you should not participate in pair or group activities, you need to stay involved in what the students are doing. One important reason to circulate during activities is to keep track of the kinds of problems students have, such as grammatical accuracy, fluency, word choice, pronunciation and intonation discussion strategies, etc. However, it is generally not effective to correct students' errors when they arc involved in an activity. The most practical way to deal with communication problems is to make notes of what you observe as you arc circulating. You can then use this information to provide feedback after the activity or to develop future lessons.
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At the beginning of the course, when they need to build up their confidence, students benefit most from encouragement and positive comment. If possible, you'd rather not grade the students fust few efforts at speaking in a group or to the class. Many students suffer such anxiety in speaking situations that any criticism at this stage can have the opposite effects. Commenting on students' work does not necessarily mean grading them on the scene. Even if the programs requires formal grades, you should try to put off assigning grades until later in the term.
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