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As with any subject, people learn faster when concentration is high and we’re actively interested in learning. Being interested and relaxed helps too. In intensely verbal courses the teachers are most effective when they act as a facilitator. Their prime task is to grab attention, help make sure that the activities are interesting and provide background information, which helps students to actively participate in the lesson and plan and implement effective, complimentary home study programs. The student is responsible for keeping himself or herself "Under Pressure" in the ways mentioned above. Of course this requires that students understand the types of pressure they should take upon themselves and when to back off. Imposed pressure is different in quality to self-imposed pressure, and it is the latter which is appropriate for adult learners, and children too, I suspect. In the typical actively verbal language class, understanding of the processes needed for effective language acquisition is necessarily inferred by the students. Communicating clearly with everyone in the class is difficult enough, so talking about why an activity is useful is quite likely to confuse and bemuse rather than enlighten students in a language course. For this reason transparent, open-ended activities with clear task goals form the foundation of any intensely verbal course. In other words, short demonstrations are followed by pair and group work doing the demonstrated activity and it is up to the students to make sure they involve themselves while the teacher is trying to target the activities so they are appropriae, allowing the students to discover for themselves ways in which the activity helps achieve their language target. Making activities appropriate is the key, meaning that students should be able to quickly realize that they can vary and extend what they are doing -- that the example is a starting point, not a prescriptive pattern but a working start point which points them in a direction for exploration. What do you think the author has most probably talked about previously, according to the passage
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As with any subject, people learn faster when concentration is high and we’re actively interested in learning. Being interested and relaxed helps too. In intensely verbal courses the teachers are most effective when they act as a facilitator. Their prime task is to grab attention, help make sure that the activities are interesting and provide background information, which helps students to actively participate in the lesson and plan and implement effective, complimentary home study programs. The student is responsible for keeping himself or herself "Under Pressure" in the ways mentioned above. Of course this requires that students understand the types of pressure they should take upon themselves and when to back off. Imposed pressure is different in quality to self-imposed pressure, and it is the latter which is appropriate for adult learners, and children too, I suspect. In the typical actively verbal language class, understanding of the processes needed for effective language acquisition is necessarily inferred by the students. Communicating clearly with everyone in the class is difficult enough, so talking about why an activity is useful is quite likely to confuse and bemuse rather than enlighten students in a language course. For this reason transparent, open-ended activities with clear task goals form the foundation of any intensely verbal course. In other words, short demonstrations are followed by pair and group work doing the demonstrated activity and it is up to the students to make sure they involve themselves while the teacher is trying to target the activities so they are appropriae, allowing the students to discover for themselves ways in which the activity helps achieve their language target. Making activities appropriate is the key, meaning that students should be able to quickly realize that they can vary and extend what they are doing -- that the example is a starting point, not a prescriptive pattern but a working start point which points them in a direction for exploration. Which of the following statements is true according to the writer of this passage
Questions 23 and 24 are based on the following news. At the end of the news item, you will be given 10 seconds to answer the questions. Now, listen to the news. Koehler said in an interview with a German newspaper that he didn’t believe ______.
With the growth of the Web, many people have come to view the Internet as a handy source of information. Yet there are limits to the depth of the data that can be mined from cyberspace. Ask a search engine that runs on your favorite Web browser to tell you where you can buy a red convertible in Miami for under $35,000. Such a car does exist. But getting the answer on line is a daunting task that often entails multiple searches. Now the Web’s creator, British-born Tim Berners-Lee, has set about solving such problems. The goal is to provide for the automatic exchange of any type of content between many kinds of software programs, applications and databases and, when appropriate, between people. He compares the online situation today with the way things were when the first Web sites were launched almost exactly a decade ago. Before the Web created a Common programming language, accessing each database required users to learn a special set of internal rules, which could be quite arcane. Consequently, only computer mavens bothered to get Internet addresses. But after Berners-Lee developed the "hypertext" system of linking documents and other information with the now-familiar Web tags, his creation became the fastest-growing data gathering system in human history, reaching 30 million active domain names in 2001. Now, history is repeating itself. Berners-Lee has dubbed his new project "the semantic Web." While the coding concepts are complex, the idea behind them is simple enough. The semantic Web would allow programs to browse the Internet and trade data without any direct human intervention. In theory, that could turn all of cyberspace into a unified interactive computer. "The semantic Web represents a long-term goal to change and improve the way in which computers and users work together, as well as the way computers work with other computers," Berners-Lee told a Harvard graduate school seminar the other day. "Instead of searching for words, we search for concepts that tie things together." Berners-Lee and his programming team seek to provide "intelligent agents" the capacity to understand the underlying meaning -- the "semantics" -- of the information they roam through to make their searches more meaningful and efficient. The initial step is to create standards that allow users to add descriptive tags, or "metadata," to Web content, making it easier to pinpoint exactly what you’re looking for. Next, methods will need to be found to enable different programs to relate to metadata from various Web sites. Finally, programmers will be able to craft applications that infer vital facts from the ones they’ve been given. And finding that convertible will be much easier. The purpose of the smarter Web is NOT _______.
TEXT A Nord’s Net: "Ways of Knowing" for the Science Classroom It is apparent that Professor Warren A. Nord has found Eddington’s parable of a fisherman’s net advantageous in supporting his side of an ongoing discussion about religion and science in school curricula. He has employed the story on a number of occasions in various articles. Readers should not carelessly absorb "Nord’s Net," however. Whenever any given allegory finds widespread and frequent employment in intellectual discussion, it deserves some scrutiny -- which is the purpose of this essay. You may not be familiar with the net parable, so let’s have Nord himself acquaint you with the tale. The following is a quote that succinctly summarizes both the parable and Nord’s direct application of it. It comes from Taking Religion Seriously Across the Curriculum, by Nord and Haynes. The astronomer Arthur Eddington once told a parable about a fisherman who used a net with a three- inch mesh. After a lifetime of fishing he concluded there were no fish shorter than three inches. Eddington’s moral is that just as one’s fishing net determines what one catches, so it is with conceptual nets: what we find in the ocean of reality depends on the conceptual net we bring to our investigation. For example, the modern scientific conceptual net allows scientists to catch only replicable events; the results of any experiment that cannot be replicated are not allowed to stand. This means that miracles, which are by definition singular events, can’t be caught; scientists cannot ask God to replicate the miracle for the sake of a controlled experiment. Or, to take another example, the scientific method requires that evidence for knowledge claims be grounded in sense experience -- the kinds of experience that instruments can measure. But this rules out religious experience as a source of knowledge about the world. First I will place Nord’s premises in the context of how two approaches to human understanding -- science’s "replicable events" approach to knowledge, and religion’s "miracles and religious experience" approach -- have interacted over the centuries. Maybe later, I will take up the educational ramifications of implementing his premises in public education. The author of this passage correlates the fisherman’s use of the net to______.
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