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人民广场突破六分全日班(0803HPIS03)（4教）（精品阶段阅读、写作）答疑互动、作文提交专用贴（已结业）

半途带大家的课，只剩下三个礼拜的时间了，希望大家抓住最后的这点时间向雅思六分冲刺。

别忘了及时完成本周的阅读作业，有疑问及时在这里提出，我将尽快给出解答。将来的作文，也可提交到这个帖子里，我将提供电子批改。

另外，因五一假期调整，原5月2号（周五）的写作课改为5月4日（周日）上，以后每周的写作课由原来的星期三改到星期五上。写作课暂时不需要携带任何课本。请互相转告。

5月11日更新

周一的阅读课请带好《剑桥雅思5》
周五的写作课请带好朗阁红书《最新雅思高分范文》

本周作业
话题：教育类话题
来源：07年7月7日、04年12月18日A类真题
提交截止日期：5月15日0：00

You should spend about 40 minutes on this task:
Write about the following topic:

In some countries, secondary school aim to provide a general education across a range of subjects. In others, children focus on a narrow range of subjects related to a particular career. For today’s world, which system is appropriate?

Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write at least 250 words.

写作讲义第六讲句子翻译参考译文

6. From the discussion above, we find that the merits of private schools outweigh those of public ones.

7. Private schools effectively serve the educational needs of different people.

8. Traditional universities are not so flexible as online ones.

9. Distance education actually improves students’ learning.

10. Distance education can lead to less effective communication with students.

11. Working part-time while attending college can easily be done, if you are disciplined and budget your time accordingly.

12. A part-time job is simply taking away too much time, which affects one’s academic performance.

13. We could see clearly that a part-time job may distract students’ attention.

14. The problems in schools are certainly connected to the problems in society.

15. The method of asking students to criticise teachers should be employed carefully and restrainedly.

16. Your overseas study is as important as an opportunity for you to broaden your mind.

17. The merits of overseas study include greater global awareness, language learning, cross-cultural communication, enhanced independence, improved self-confidence and adaptability.

18. While taking part-time job, one will better identify his/her career interest and goals, which will help him/ her make a wider choice of the future career.

19. Since students are in their formative years, social contacts mat expose them to social ills at an age when they can hardly differentiate virtue from evil.

20. Military service helps one cultivate a strong sense of independence, self-confidence and accomplishment.

21. Studying in a boarding school, children learn to cooperate and compromise and master interpersonal skills needed for future success.

22. By taking part-time jobs, we can accumulate valuable life experience, make more friends and enhance our social awareness. Meanwhile, we can also earn some money, helping our parents ease their financial burden.

23. Teachers make use of different approaches when teaching different students and adjust the content or style of teaching according to students’ needs while computers only have fixed programmes. Teachers even can design a tailor-made study plan for a certain student whereas computers deem all students as the same individual. Besides academic teaching, teachers also pay attention to students’ psychological growth and teach students moral integrity whilst computers are merely machines without feelings and emotions.

24. Sending teachers who just graduate to the countryside helps foster their strong sense of obligation. They will experience out-moded teaching facilities there and commit themselves to education in rural areas. At the same time, inferior living and working conditions in the conditions in the countryside will cultivate these new teachers’ independence. They may become more tenacious and determined and therefore more successful than their urban counterparts.

posted on 2008-05-11 22:34 Leon 阅读(455) 评论(17) 编辑收藏所属分类: 同学录

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2008-04-28 23:27 | hero

Top teacher

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2008-04-29 00:33 | leon0428

unforgetble accent and vivacious teaching

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2008-05-02 02:30 | nikki

我是这个班的学生，满喜欢上你的课的！

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2008-05-04 19:48 | maomaohappy

teacher,能把词汇发到我e-mail上不？？我5月低就要考了，可感觉会考不好哦。。。。
怎么办啊??

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2008-05-07 18:41 | vivian-严靓

The graphic information presented in the column chart reflects the proportion of students who had part-time jobs in Australia in 1983 and 2003.The accompanying table demontrates the average hours of part-time work and years to complete degree.

As can be seen from the bar chart,it was apparent that the gaps of percentage of students with part-time jobs had been decreased gradually between 1983 and 2003.The portion of 20-24 years old students who had part-time jobs was approximately 55% in 1983,whilst that of 17-19 years old was just over 35% .In 2003,there was a staggering 74% of 20-24 years old students with part-time work.On the other hand,the proportion of 40 years old,which accounted for over 54%.It was interesting to note that there were both 20% changes between the peak and the bottom.

When we studied the associated table,it was crystal-clear that the average hours of part-time work per week was 5 in 1983,whereas that is 14.4 in 2003.In additional,the average years to complete degree were 3 and 4 in 1983 and 2003 respectively.

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2008-05-07 18:49 | vivian-严靓

--引用--------------------------------------------------
vivian-严靓: The graphic information presented in the column chart reflects the proportion of students who had part-time jobs in Australia in 1983 and 2003.The accompanying table demontrates the average hours of part-time work and years to complete degree.

As can be seen from the bar chart,it was apparent that the gaps of percentage of students with part-time jobs had been decreased gradually between 1983 and 2003.The portion of 20-24 years old students who had part-time jobs was approximately 55% in 1983,whilst that of 17-19 years old was just over 35% .In 2003,there was a staggering 74% of 20-24 years old students with part-time work.On the other hand,the proportion of 40 years old,which accounted for over 54%.It was interesting to note that there were both 20% changes between the peak and the bottom.

When we studied the associated table,it was crystal-clear that the average hours of part-time work per week was 5 in 1983,whereas that is14.4 in 2003.In additional,the average years to complete degree were 3 and 4 in 1983 and 2003 respectively.
--------------------------------------------------------whereas that was14.4 in 2003

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2008-05-07 21:31 | jason-沈杰

The column chart shows us the results of a survey of the percentage of students with part-time jobs in Australia over a period from 1983 to 2003,and the average hours of part-time work and years to complete degree is displayed from the shown table.
Generally speaking, the percentage of students with part-time jobs in 2003 was higher than that in 1983. Obviously, the students of the age between 20 and 24 had the highest percentage, followed by the age from 25 to 29.
As is illustrated in the table, the average paid work per week in 2003(14.4hours) is about three times as much as that in 1983, while the average years to complete degree was just increase slightly(from 3 years to 4years).
In summary, it is clear that more students take a part-time job with more terms so than students had more opportunities to practice themselves before the melt into the society.

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2008-05-07 23:07 | Ira 张文妍

The bar chart which illustrates the proportion of the students with part-time jobs,in Australia,between 17-19 to 40.
The accompanying table indicates the average hours of part-time work and years to complete degree in 1983 and 2003.
According the first chart, the number of students who worked in 2003 increased more significantly than those who worked in 1983.Especailly for aged 17-19, the percentage of the students rose up by 35%,which is a large proportion.Among students whose age are 20-24, it nearly increased by 20%. For aged from 20-24 to 40, it approximately went up by 20%. In general, it is more obvious among those aged 17-19 with part-time jobs.
The following graph shows that the students who worked for average of five hours per week in 1993 spent three years on the degree, while those who worked for average of 14.4 hours per week spent four years on it
Therefore, we can draw a conclusion that the less the students spent on the part-time jobs, the sooner they finished the study. On the contrary, the more they spent on the part-time jobs.

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2008-05-07 23:12 | yoyo-王珑燕

The column chart demonstrates the percentage of students with part-time jobs in Australia in 1983 and 2003. The students are divided into five age groups .And the table illustrates the average hours of part-time work and years to complete degree.
In terms of the students who are 17 years old to 20 years old , the percentage of students who have part-time jobs in 2003 is 65%, which is about twice as much as the percentage in 1983. As for the students aging from 20 years old to 24 years old, both percentages reach the highest in the year respectively, that is, 55% in 1983 and in 72% in 2003. After this, the percentage of students who have part-time jobs becomes to descend trend.
According to the table, it is apparent that the students have to spend more time to obtain academic degrees because part-time jobs takes up large amount of time in their life. Moreover, average time of paid work per week is 5 hours in 1983 while it increased to 14.4 hours per week in 2003. To sum up ,the students in 2003 have to spend one more year to achieve their degrees than the students in 1983.

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2008-05-07 23:31 | Brian 付彬

The column chart illustrates the percentages of students with part-time jobs in australia in 1987 and 2003, and the form demonstrates the average hours of part-tme job and years to finish dgree.
Over the twenty years from 1983 to 2003 the amount of the student which had part-time jobs has a edge up of all the ages whist the students between 17 and 19 experience a significent growth by approximately 30%. In contrast of all the ages the students of 20-24 ages make up a maximun proportion with part-tme works.
At the same time average time-consuming part-time jobs in 2003 is nearly tripled of that in 1983.The average years to accomplish dgree witness rise 1 year in the of 1983 to 2003.
As can we seen students have a grow demand of part-ime jobs and wish a longer time to ending dgree.

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2008-05-07 23:46 | hero

The bar graph indicates the percentage of job which students did in part-time in Australia in two different years, 1983 and 2003 respectively , and the table demonstrates the average paid work per week and average years to complete degree.

As can be told from the chart ,the percentage of students with part-time jobs at around 35% between 17 and 19 age in year 1983, whilst the number increased sharply to over 65% in year 2003.The 20-24 age group in 1983 and 2003 with over 55%and over 70% of them , respectively .

According to the table , the average hours of part-time work grew from 5 hours to 14.4 hours from 1983 to 2003.The number of years to complete from 1983 to 2003,which increased from 3 years to 4 years.

It can be concluded from the graphs that the 20-24 age is the most percentage of students with part-time jobs.

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2008-05-07 23:56 | jean-王珑静

The column chart illustrates us the results of a survey of students with part-time jobs in Australia as a whole from 17-19 to 40 in 1983 and 2003.On the second picture,the table which describe the proportion of the average hours of part-time work and years to complete degree.

According to the tiret column chart.As can be seem,the number of students with part-time jobs in 1983 was marginaly more than that in 2003.Basically,during the 20 to 24 age students own the mostpart-time jobs, which is 72%. between 1983 and 2003,the number of students with part-time jobs within 17 to 19 age increased by as much as 30 percentage more than other age students .

When we stady the associated table. From the table we can find that the average paid work per week is in direet ratio to average years to complete degree.In addition, students paid work per week in 2003 have a 3 fold increase in 1983.

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2008-05-12 15:07 | 付彬BRIAN

老师能不能发份雅思词汇到我邮箱里啊 fb1985@163.com
谢谢先

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2008-05-14 15:39 | vivian-严靓

In some countries,much more attention than ever before has been paid to the function of educational system in the secondary school.Some people think that schools should afford comprehesive subjects,whilst others hold that those should offer professional disciplines.As far as I concented that the secondary school should provide some professional skills.Some of the most common factors will be discussed below,followed by some responsive solutions.

Firstly,While studying,one will better identify one's career interest and goals,which will help him/her make a appropriate choice of future career.Also the educational systems to teach students such marketable skills for their increasing of competition in the future severe job markets.

In addition,there is a slight changing of criterion about person who have talents nowaday.In the past,the enterprises only paid attention to the high diploma.In the current society,nevertheless,they are better willing to employ staffs who have more professional skills.For instance,most undergraduates choose further education such as technical skills after graduation.

In a healthy and stimulating educational environment,the imparting of theoretical knowledge should be invariably synthesised with the cultivation of practical and employable skills.The secondary school play a important role in society,not only instilling the theoretical knowledge to students,but also foster the students more professional skills.The secondary school should open some courses to cultivate students employable skills.Thus students' proficient performing skills can serve the needs of modern economic socirty.

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2008-05-14 21:31 | Ira 张文妍

In modern socities,there has been an on-going heated
debate on which schooling should offer professional
methodology or well-rounded.However,personality I believed that secondary school students should study a wide range of courses.some of the most common facyors will be discussed below,followed by somen responsible solutions.
As everybody knows,the problems in schools are certainly connected to the problems in society.Firstly,if you have not high quality education,you will be vulnerable to competition in future careers.
But the problem is not so simple.Therefore,teenager should not choose narrow academic curriculum.Also to cultivate the interest of rich-loving, stimulating the enthusiasm of learning.Even so,young people should also take part in more school extra-curricular activities practice.For instance,agriculture, military training. camps.
In brief,studying in a school, children learn to cooperate and compromise and master interpersonal skills needed for future success.
(老师,我实在是写不出来了你帮我扩充下吧,摆脱啦~~)

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2008-05-14 23:36 | rita-胡耀卿

In present-day society, many would agree that providing a general education across a range of subjects in secondary school is appropriate curriculum, but some would argue that concentrating a narrow range of subjects related to a profession career is advantageous education. As my own evaluation the range of education cannot be just narrowed within those related to their future careers.
What comes into my mind is that education of a particular career base on a whole curriculum. What is almost certain is that career knowledge requires people having solid understanding in a range of subject. Only with a combined knowledge both in theory and in practical skill can a child truly become a successful person.
Closely next to my previous thought is that an entire educational system can widen children’s vision. It goes without saying; expanding children’s horizons can not only increase greater global awareness but also improve self-confidence and adaptability whilst a sole profession subject cannot.
To make one final point, children are not born for a sole purpose of being a worker or something. Predetermining their future career is just unreasonable and will mislead their own purpose of life. It also will deprive children of the choice. However, a full range of knowledge can not only explore children’s interests and talents but also identify their own career interests and goals.
In conclusion, I object to limiting the filed of education only to the children’s future careers but they should first of all become a complete human before receiving full range of knowledge.

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2008-05-14 23:40 | rita-胡耀卿

In present-day society, many would agree that providing a general education across a range of subjects in secondary school is appropriate curriculum, but some would argue that concentrating a narrow range of subjects related to a profession career is advantageous education. As my own evaluation the range of education cannot be just narrowed within those related to their future careers.

What comes into my mind is that education of a particular career base on a whole curriculum. What is almost certain is that career knowledge requires people having solid understanding in a range of subject. Only with a combined knowledge both in theory and in practical skill can a child truly become a successful person.

Closely next to my previous thought is that an entire educational system can widen children’s vision. It goes without saying; expanding children’s horizons can not only increase greater global awareness but also improve self-confidence and adaptability whilst a sole profession subject cannot.

To make one final point, children are not born for a sole purpose of being a worker or something. Predetermining their future career is just unreasonable and will mislead their own purpose of life. It also will deprive children of the choice. However, a full range of knowledge can not only explore children’s interests and talents but also identify their own career interests and goals.

In conclusion, I object to limiting the filed of education only to the children’s future careers but they should first of all become a complete human before receiving full range of knowledge.

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