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Dear Editor£¬
I'm writing to tell you there is a heated discussion over whether or not university students should be financially independent£®
Yours£¬
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ÁÁµã¾äÐÍÒ»£ºI'm writing to tell you there is a heated discussion over whether or not university students should be financially independent£®ÎÒдÐÅÊÇÏë¸æËßÄ㣬¹ØÓÚ´óѧÉúÊÇ·ñÓ¦¸Ã¾¼Ã¶ÀÁ¢µÄÎÊÌâ½øÐÐÁËÈÈÁÒµÄÌÖÂÛ£®±¾¾äÊÇÒ»¸ö¸´ÔӾ䣬ÆäÖÐthere is a heated discussion over whether or not university students should be financially independentÊÇÒ»¸ö±öÓï´Ó¾ä£¬×ötellµÄ±öÓÔÚÕâ¸ö±öÓï´Ó¾äÖÐwhether or not university students should be financially independentÊǽé´ÊoverµÄ±öÓï´Ó¾ä£®
ÁÁµã¾äÐͶþ£ºIt is well known that opinions are divided on the question£®ÖÚËùÖÜÖª£¬ÔÚÕâ¸öÎÊÌâÉÏÒâ¼ûÓзÖÆ磮ÕâÊÇÒ»¸öÖ÷Óï´Ó¾ä£¬ÆäÖÐitÊÇÐÎʽÖ÷Óthat opinions are divided on the question ÊÇÕæÕýµÄÖ÷Ó
ÁÁµã¾äÐÍÈý£ºThey hold the idea that university students should be financially independent£®ËûÃÇÈÏΪ´óѧÉúÓ¦¸Ã²ÆÕþ¶ÀÁ¢£®ÕâÊÇÒ»¸öͬλÓï´Ó¾äµÄ¾ä×Ó£¬±»½âÊ͵ÄÃû´ÊÊÇidea£¬that university students should be financially independentÊÇͬλÓï´Ó¾ä£®
½â´ð Dear Editor£¬
I'm writing to tell you there is a heated discussion over whether or not university students should be financially independent£®£¨ÁÁµã¾äÐÍÒ»£©
It is well known that opinions are divided on the question.70% of the students think that university students don't have to be financially independent£®£¨ÁÁµã¾äÐͶþ£©In their views there are two factors contributing to this attitude as follows£ºin the first place£¬trying to make money will affect their studies£®Furthermore£¬in the second place£¬they think that they can repay their parents in the future by working hard now£¬so there is no need for students to take part-time jobs to earn money£®¡¾70%ѧÉúµÄ¿´·¨¡¿
30% of the students£¬however£¬differ in their opinion on this matter£®They hold the idea that university students should be financially independent£®£¨ÁÁµã¾äÐÍÈý£©From their point of view£¬on one hand£¬doing part-time jobs will help one gain working experience and learn more of society£®On the other hand£¬when students find it hard to make money£¬they won't waste their money any longer£®¡¾30%ѧÉú¿´·¨¡¿
As far as I am concerned£¬I partly agree with the opinions above£®I think that as grownups£¬we should not depend on our parents any more£®However£¬if our parents can afford to pay the tuition for us£¬we should put our studies in the first place£®Thank you for reading my letter£®¡¾¸öÈ˹۵㡿
µãÆÀ ±¾ÎÄÊôÓÚÌá¸Ù×÷ÎÄ£¬¶¯±ÊÇ°£¬Ò»¶¨ÒªÈÏÕæ·ÖÎöÒªµã£¬Àí½âÒªµãÒª±í´ïµÄº¬Ò壬²»ÄÜÒÅ©Ҫµã£¬ÅÜÌâÆ«Ì⣮ƽʱ³ýÁ˼ÓÇ¿´Ê»ã»ýÀÛ£¬Ð´×÷ÁªÏµÒÔÍ⣬»¹¿ÉÒÔÊʵ±¼ÇÒäһЩÀàËƵķ¶ÎÄ£¬ÕâÑùÔÚ¿¼ÊÔÖпÉÒÔÆðµ½Ê°빦±¶µÄЧ¹û£®
A£®Be well-organized£® B£®Close with a Q & A£® C£®Don't be contradictory£® D£®Bring it to a specific end£® E£®Speak slowly and pause£® F£®Drop unnecessary words£® |
76£®E
When it comes to understanding new information£¬the human brain needs a little time£®First£¬we hear the words£» then£¬we compare the new information to what we already know£®If the two are different£¬we need to pause and think£®But a breathless speaker never stops to let us think about what he or she is saying and risks confusing us£®Slow it£®
77£®C
Sometimes we all start a sentence one way and then switch directions£¬which is very difficult to follow£®When you confuse your listeners with opposing information£¬you leave the audience wondering what part of the information is right and what part they should remember£®Instead of relying and keeping correcting yourself£¬work to get the facts clear and straight£®
78£®A
Jumping from point to point as it comes to your mind puts the onus £¨ÔðÈΣ©on your listeners to make up for your lack of organization£®And it's confusing for them to listen£¬reorganize£¬and figure out what you're saying all at once£®But going smoothly from one point to the next helps them understand information more easily£®You can arrange things from beginning to end£¬small to large£¬top to bottom or by some other order£®Just be sure to organize£®
79£®F
Repeated use of um£¬ah£¬like£¬you know and some other useless noises can drive an audience crazy£®It makes the speaker sound uncertain and unprepared£¬and it can leave listeners so annoyed that they can't pay attention£®Recently I attended a speech that was marked by so many ums that audience members were rolling their eyes£®Was anybody grasping the intended message£¿Um£¬probably not£®
80£®D
Many speakers finish up their speeches with question-and-answer £¨Q & A£© sessions£¬but some let the Q & A go on without a clear end£®The audience is often left confused about whether the meeting is over and when they can get up and leave£®Do your listeners a favour by setting a time limit on questions£¬and close your speech with a specific signal-even if it's something simple like£¬"If you have any more questions£¬you know where to reach me£®"Or even more to the point£¬conclude your speech with"Thanks for your time£®"
-_________£®£¨¡¡¡¡£©
A£® | With pleasure | B£® | You're welcome | C£® | Never mind | D£® | Forget it |
--I will take ________ and I think ________ of them is very important to me£®£¨¡¡¡¡£©
A£® | either£» neither | B£® | neither£» both | C£® | both£» either | D£® | either£» both |
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With the development of the Internet£¬there has come a kind of language called Web Language£®Recently£¬our class has held a discussion on whether it's good for students to use Web Language in writing compositions or communication£®
A£® | more than | B£® | less than | C£® | rather than | D£® | other than |
Several times throughout the year you may be asked to work with one or more of your classmates£®Whatever the task your group is assigned£¬a few rules need to be followed to ensure a productive and successful experience£®
What comes first is to keep an open mind£¬because everyone's ideas deserve consideration and each group member can make his or her own contribution£®Secondly£¬it makes a job easier to divide the group task among all group members£®Choose a role on the team that is best suited to your particular strengths£®Thirdly£¬always work together£¬take turns£¬and encourage each other by listening£¬clarifying£¬and trusting one another£®Mutual support and trust often make a great difference£®
Activities like investigations are most effective when done by small groups£®Here are some more suggestions for effective team performance during these activities£ºMake sure each group member understands and agrees to the task given to him or her£¬and everyone knows exactly when£¬why and what to do£» take turns doing various tasks during similar and repeated activities£» be aware of where other group members are and what they are doing so as to ensure safety£» be responsible for your own learning£¬though it is by no means unwise to compare your observations with those of other group members£®
When there is research to be done£¬divide the topic into several areas£¬and this can explore the issue in a very detailed way£®You are encouraged to keep records of the sources used each person£¬which helps you trace back to the origin of the problems that may happen unexpectedly£®A format for exchanging information £¨e£®g£®photocopies of notes£¬oral discussion£¬etc£®£© is also important£¬for a well-chosen method not only strengthens what you present but also makes yourself easily understood£®When the time comes to make a decision and take a position on an issue£¬allow for the contributions of each member of the group£®Most important of all£¬it is always wise to make decisions by compromise and agreement£®
After you've completed a task with your team£¬make an evaluation of the team's effectiveness-the strengths and weaknesses£¬opportunities and challenges£®
Title | Working Together |
Theme | Effective performance needs highly cooperated £¨71£©teamwork |
General rules | •Keep an open mind to everyone's £¨72£©ideas/opinions/views/thoughts£® •Divide the group task among group members£® •£¨73£©Support/Encourage and trust each other£® |
£¨74£©Suggestions/Advice/Tips | •Understand and agree to the £¨75£©given/assigned task of one's own£® •Take turns doing various tasks£® •Show concern for others to ensure safety£® •Take £¨76£©responsibility for one's own learning£® •Compare your own observations with those of others£® |
Explore an issue | •Break the £¨77£©topic/subject/issue into several areas£® •Keep records of the sources just in £¨78£©case£® •£¨79£©Exchange/Share your information with others via proper format£® •Make all decisions by compromise and agreement£® |
£¨80£©Evaluate effectiveness | •Analyze the strengths and weaknesses£® •Find out the opportunities and challenges£® |