(1102) - Coaching Skills

教练技术第三阶段流程英文回答：The third stage of coaching technique involves refining and perfecting the skills that have been learned in the previous stages. This stage focuses on fine-tuning the techniques and strategies used by the coach to help their clients achieve their goals.One important aspect of this stage is the developmentof advanced communication skills. As a coach, it is crucial to be able to effectively communicate with clients in order to understand their needs and provide them with the necessary guidance and support. This includes being able to ask the right questions, actively listen to their responses, and provide constructive feedback.Another key component of the third stage is the implementation of various coaching models and frameworks. These models provide a structured approach to coaching andhelp the coach to organize their sessions and set clear goals for their clients. For example, the GROW model (Goal, Reality, Options, Will) is a commonly used framework that helps the coach and client to identify and work towards specific goals.In addition, the third stage also involves the development of problem-solving and decision-making skills. As a coach, it is important to be able to help clients overcome obstacles and make informed decisions. This may involve brainstorming solutions, weighing the pros and cons, and evaluating the potential outcomes.Furthermore, the third stage of coaching technique also emphasizes the importance of building a strong coach-client relationship. This involves establishing trust and rapport with the client, creating a safe and supportive environment, and maintaining confidentiality. By building a strong relationship, the coach can better understand the client's needs and motivations, and tailor their coaching approach accordingly.Overall, the third stage of coaching technique is a critical phase in the development of a coach. It involves honing advanced communication skills, implementing coaching models and frameworks, developing problem-solving and decision-making abilities, and building a strong coach-client relationship.中文回答：教练技术的第三阶段是对之前学习的技巧进行完善和提升。

足球教练简历Football Coach ResumeName:Contact Information:Address:Email:Phone:Objective:To secure a challenging position as a football coach with a reputable organization that values dedication, leadership, and a passion for the sport.Summary:Dedicated and experienced football coach with a proven track record of developing successful teams and enhancing players' skills. Possesses excellent leadership qualities, strong communication skills, and a deep understanding of the game. Committed to fostering a positive and motivating environment for athletes to thrive.Education:- Bachelor's degree in Sports Science, ABC University, Year (Year of completion)- UEFA A License (Year of completion)Coaching Experience:1. Head Coach, XYZ Football Club (Year - Present)- Lead training sessions, focusing on technical, tactical, and physical aspects of the game- Develop game strategies and implement them effectively during matches- Conduct regular player evaluations and provide constructive feedback to enhance performance- Coordinate with the coaching staff to ensure cohesive team development- Mentor and support individual players in achieving their full potential2. Assistant Coach, ABC Academy (Year - Year)- Assisted the head coach in designing training programs and drills- Analyzed opponent teams to formulate game plans and strategies- Facilitated player development through skill-building exercises and personalized training sessions- Conducted video analysis sessions to identify areas for improvement- Collaborated with the coaching staff to create a positive team culture and effective communication channels3. Volunteer Coach, DEF Youth Club (Year - Year)- Planned and organized practice sessions for young aspiring players- Taught fundamental football skills and techniques in a supportive and encouraging manner- Fostered a love for the game and emphasized the importance of teamwork and fair play- Assisted in coordinating tournaments and friendly matchesSkills:- Strong knowledge of football tactics, strategies, and rules- Excellent communication and interpersonal skills- Effective leadership abilities and the ability to motivate players- A keen eye for talent identification and player development- Proficient in using video analysis software and other coaching tools- Exceptional organizational skills in managing training schedules, player evaluations, and team logisticsLanguages:- Fluent in English (Native/Bilingual proficiency)- Proficient in Spanish (Professional working proficiency)- Basic knowledge of German (Limited working proficiency)Additional Certifications:- First Aid and CPR certified (Year of certification)References:Available upon request。

CoachingGet StartedWhat would you do?Priya entered Carl's office in complete exasperation. She had been near to closing a few deals, and then at the last minute the deals fell through. She wondered what she was doing wrong. Carl suggested that she talk less during her sales calls, listen to the customers more, and avoid overwhelming them with too much product information. He assured her things would get better. A few weeks later, Priya was back in his office. She explained that she had done exactly what he suggested but she was still getting the same lousy results. Carl suspected he needed to take a different approach. But what else could he do to help Priya improve her performance?What would you do?Carl might want to listen in on a few of Priya's sales calls to better understand how she is interacting with her clients. Next, he might ask her some open-ended questions that encourage her to think critically about the situation and encourage her to propose her own solutions to the problem. Between the first-hand information he observes and the probing questions he asks, Carl will probably uncover where she might have taken a wrong turn. This will enable him to support Priya in finding a more productive path by offering her more informed, relevant, and timely advice.In this topic, you will learn how to assess your coachees' ongoing performance, adapt your coaching style to their personalities, and help your coachees set goals and create action plans that will allow them to achieve their potential.Oftentimes, managers make the mistake of trying to solve a problem in single coaching session. Coaching is an ongoing process that takes preparation, observation, communication, and follow up.|Next »Get StartedTopic ObjectivesThis topic helps you:∙Recognize that coaching is an ongoing, two-way process that takes place as the need or opportunity arises∙Implement a four-step process to prepare for and lead effective coaching sessions∙Conduct coaching sessions using a variety of coaching techniques ∙Provide ongoing support and follow-through for the person being coached∙Strengthen your coaching skills« Previous |Next »Get StartedAbout the MentorsInteraction Associates, Inc.Interaction Associates, Inc. is a performance-improvement company offering a powerful suite of collaboration consulting and learning services. The company equips clients with practical new strategies, skills, and mindsets so they can leverage the power of collaborative action to solve problems and create opportunities. Since 1969, Interaction Associates has helped global leaders, the Fortune 100, and government agencies to overcome their most difficult challenges.Linda A. HillFrom her more than 20 years of extensive field work, Professor Linda A. Hill has helped managers create the conditions for effective management in today's flatter and increasingly diverse organizations. She is aprofessor and chair of the Leadership Initiative at Harvard Business School. She is also the author of the best-selling Becoming a Manager (Harvard Business School Press), now out in paperback. Linda served as the content expert for Coaching for Results and Managing Direct Reports, two award-winning interactive programs from Harvard Business School Publishing. She has also served as a mentor for many Harvard ManageMentor topics.« Previous |Next: Learn »Learn« Previous: Get Started|Next »Coaching OverviewWhat is coaching?Like any manager, you have a huge interest in developing your employees' capabilities. In most cases, this is accomplished through coaching. Coaching is an ongoing, two-way process in which a manager and direct report share knowledge and experience to maximize the direct report's potential and help him or her achieve agreed-upon goals. Coaching relies on collaboration and requires a positive, supportive emotional bond between coach and coachee.Many people use the words coaching and mentoring interchangeably, but the two functions differ. Coaching focuses on immediate performance problems and learning opportunities, while mentoring emphasizes long-term personal career development. Moreover, while a coach is often the supervisor of the person being coached, a mentor is seldom the boss ofthe person being mentored. Finally, a coach directs the learning and instruction during the coaching process, while the mentored person takes charge of his or her own learning during the mentoring process.« Previous |Next »Why coach?You cannot teach a man anything. You can only help him discover it within himself.—Galileo GalileiCoaching generates numerous benefits for you and your company.It's useful for:∙Overcoming costly and time-consuming performance problems∙Strengthening employees' skills so you can delegate more tasks to them and devote time to more important responsibilities—such as planning∙Boosting productivity by helping your employees work smarter ∙Creating promotable direct reports who can step into your shoes as you advance up the career ladder∙Improving retention, because employees are more loyal and motivated when their boss takes time to help them improve their skills ∙Fostering a positive work culture in the form of greater job satisfaction and higher motivation∙Making more effective use of company resources, because coaching costs less than formal training« Previous |Next »ActivityHow's your coaching?Coaching OverviewWhy coach?Activity: How's your coaching?Evaluate your current effectiveness as a coach by answering Yes or No to the following questions. As you go along, manually keep track of how many correct answers you make.Do you observe your direct reports' behavior?YesCorrect choice. You prepare to coach by observing, to identify whether and how the employee's behavior negatively affects others or interferes with the employee's ability to succeed.NoNot the best choice. You prepare to coach by observing, to identify whether and how the employee's behavior negatively affects others or interferes with the employee's ability to succeed.Do you form and test hypotheses about your direct reports' behavior before acting on them?YesCorrect choice. From your observations, form a hypothesis about the performance problem, such as skill gaps or lack of knowledge, and its effect. Then test your hypothesis, perhaps by confidentially asking another manager to observe a situation, or by asking open-ended questions.NoNot the best choice. From your observations, form a hypothesis about the performance problem, such as skill gaps or lack of knowledge, and itseffect. Then test your hypothesis, perhaps by confidentially asking another manager to observe a situation, or by asking open-ended questions.Do you use your own performance as a yardstick to measure others?YesNot the best choice. Your own performance is not an appropriate measure. Instead, evaluate the unique strengths that individuals bring to a job.NoCorrect choice. Your own performance is not an appropriate measure. Instead, evaluate the unique strengths that individuals bring to a job.Do you prepare employees for coaching sessions in advance?YesCorrect choice. Coaching is a partnership, so it's important to invite an employee to participate in the coaching process and to help them understand how the process will unfold.NoNot the best choice. Coaching is a partnership, so it's important to invite an employee to participate in the coaching process and to help them understand how the process will unfold.Do you use open-ended questions to promote sharing of ideas and information?YesCorrect choice. Open-ended questions (those that don't require merely a "yes" or "no" answer) encourage participation and generate ideas for addressing a performance problem or skills gap.NoNot the best choice. Open-ended questions (those that don't require merely a "yes" or "no" answer) encourage participation and generate ideas for addressing a performance problem or skills gap.Do you blend inquiry (asking questions) with advocacy (offering opinions and ideas) during discussions with individuals you're coaching?YesCorrect choice. While coaching, you rely extensively on inquiry—asking questions. But an over-reliance on inquiry can make coachees feel like they're being interrogated.NoNot the best choice. While coaching, you rely extensively on inquiry—asking questions. But an over-reliance on inquiry can make coachees feel like they're being interrogated.Do you decide what approach is needed to solve the employee's problem?YesNot the best choice. Rather than mandate the solution, it's best to determine collaboratively where help is needed and what type of help would best address the performance problems or skill gaps.NoCorrect choice. Rather than mandate the solution, it's best to determine collaboratively where help is needed and what type of help would best address the performance problems or skill gaps.Do you work with your direct reports to reach agreement on desired goals and outcomes?YesCorrect choice. Successful coaching requires agreement on goals.NoNot the best choice. Successful coaching requires agreement on goals.Do you give feedback that focuses on behavior and its consequences (rather than on vague judgments)?YesCorrect choice. During the coaching process, provide feedback regularly. The best feedback is specific. For example, you might say, "I liked theway you used visuals to illustrate the problem, and then invited people to comment on the timetable," rather than, "Great presentation."NoNot the best choice. During the coaching process, provide feedback regularly. The best feedback is specific. For example, you might say, "I liked the way you used visuals to illustrate the problem, and then invited people to comment on the timetable," rather than, "Great presentation."Do you follow up on coaching discussions to make sure progress is proceeding as planned?YesCorrect choice. It's important to periodically check progress and understanding with your direct report as the coaching process unfolds.NoNot the best choice. It's important to periodically check progress and understanding with your direct report as the coaching process unfolds.How many of the previous assessment questions did you answer correctly?0-3Learning the fundamentals of coaching and practicing how to apply them will help you improve your performance as a manager. Review the suggestions for improvement beside each answer.4-7Your coaching skills can be improved by learning to follow a coaching process. Review the suggestions for improvement beside each answer.8-10You likely have most of the skills required to be an effective coach, and may just need to brush up on the coaching process. Review the suggestions for improvement beside each answer.What are the skills and qualities necessary for effective coaching?Exit activityWhen should you coach?Coaching is an ongoing process, taking place as the need or opportunity arises. Often, coaching occurs informally as you discuss goals, challenges, and on-the-job performance with employees while providing helpful feedback during day-to-day encounters.At other times, the coaching process can be more focused and formal; you set up structured meetings with a coachee to establish goals and review progress.Coaching also has a direct link to performance appraisal. Often, a manager offers to provide coaching for a direct report after a performance appraisal reveals a correctable problem or the need to develop particular skills essential for advancement.« Previous |Next »See AlsoTips for when to coachWhom should you coach?Every situation in a manager's life presents opportunities for coaching.Consider these examples:∙Herb is a talented market researcher but spends more of his time at his computer than in meetings with market planners and newproduct developers. His valuable findings aren't making their way into company plans, and his career is stalled.∙Claudia is a fast learner, works well with others, and understands the company's goals. You'd like to promote her, but her reluctance to confront difficult, argumentative people is holding her back.∙Tim is a smart and hardworking employee, and you'd like to delegate more challenging tasks to him so you can devote more time to planning.But Tim needs to acquire a few more skills to perform the tasks you'd like to delegate to him.∙Shirley, whom you recently promoted to supervisor, isn't delegating enough tasks to her subordinates; she's trying to do everythingherself. Moreover, when she leads meetings with her team, themeetings end inconclusively and run overtime.All of these situations are examples of employees who either have a performance problem or skills gap—both of which are ideal targets for coaching.As an experienced manager, you have plenty of knowledge to share with each of these employees. But since you have limited time, it's best to invest it in coaching opportunities that will deliver the highest return. As illustrated in the examples above, these arise when:∙ A new subordinate needs direction∙ A direct report is almost ready for new responsibilities and needs just a bit more help∙ A problem performer can be brought up to an acceptable level of work if he or she receives some guidanceBut remember, because coaching is based on mutual agreement, it's not always the best way to handle certain performance problems. You need to intervene more directly when a staff member has clearly violated company policy or organizational values or performance remains flat despite multiple coaching sessions.« Previous |Next »Personal InsightsBe a good mentorCoaching OverviewWhom should you coach?Be a good mentorPersonal InsightI was once very privileged to have working with me a very, very bright guy who had been in strategic planning. He then came to me when I was the Chief Executive of the bank on a two-year attachment. He was very talented, but also very diffident. He would come in to my office and say: "what would you like me to do?" I'd say: "Well, this is the issue, what do you think?" And he would not have any idea at all. He'd say: "Well, I'll do whatever you want." I would say: "No, no, why don't you go away and think about it and think what should we do about this issue?" Gradually, he became more and more confident, more able to suggest ways of tackling things, and he grew in stature. You could almost physically see that he'd gota significantly more confident bearing. And that's terribly important. You must then make sure that they don't become so confident that they become arrogant, because they're working in a slightly controlled environment when you're acting as a mentor to them.So the great thing to do is to give these people roots to grow and wings to fly, and ensure that they maintain the fine balance between humility and arrogance.Nurturing talent by growing people's confidence is both rewarding and beneficial to an organization. However, a leader must ensure people don't get over-confident following this investment in their development.Peter EllwoodGroup Chairman, ICIPeter Ellwood began his career at Barclays in 1961 and rose to become Chief Executive of Barclaycard from 1985 until 1989. During this time he was also a Director of the Board of Visa European Union. He was Chairman of the Board of Visa International from 1994–1999.He joined TSB Bank as Chief Executive of Retail Banking in 1989 and became Group Chief Executive in 1992. Following the merger with Lloyds Bank in 1995, Peter Ellwood became Deputy Group CEO of Lloyds TSB.He became Deputy Chairman of Imperial Chemical Industries (ICI), one of the world's largest producers of specialty products and paints, in June 2003 and now holds the position of Chairman.He was made a Commander of the British Empire for services to banking in 2001. He is also Chairman of The Work Foundation, and Chairman of the Race Equality and Diversity Task Force of the Institute for Public Policy Research.« Previous |Next »The Coaching ProcessFour stepsEffective coaches recognize that coaching is a process that has four discrete phases.Key IdeaThe coaching process has four steps:1.Preparation: You observe a potential coachee, test your hypothesesabout his or her skills or performance, listen for signals that your help is needed, estimate the probability of improvement, and ask the employee to prepare for coaching.2.Initial discussion of skills and performance: Share yourobservations with the potential coachee, ask questions and listen actively to his or her responses, and explore potential causes of the performance problem or the need for new skills. Next, agree on goals and create an action plan that will best address performance problems or close skill gaps.3.Ongoing dialogue: Check your coachee's progress on the action plan,refine your approach, blend inquiry with advocacy, and givefeedback.4.Follow up: You regularly discuss what's working well and what isn't,and make any needed adjustments in the goals or the coachingprocess.« Previous |Next »PreparationObserve behaviorObservation is the key to accurately assessing your employee's strengths and weaknesses. Learn the best methods to observe without forming premature judgments.Key IdeaObserve your employee's behavior both informally (for example, during a meeting) and formally (such as on joint sales calls). Learn what the person is doing well and not doing well, or what skills he or she has or needs.In the case of performance problems, assess the impact of the person's behavior on others and on the employee's ability to achieve stated goals.For example, during several team meetings, you notice that Priya repeatedly interrupts others. You wonder whether her behavior prevents others from expressing their views.As you continue observing, avoid forming premature judgments about the employee's character. For example, instead of deciding that "Priya doesn't respect others," stick to the facts: "Priya interrupted three participants in the first meeting and five participants during the second meeting."Discuss your observations with trusted colleagues, in confidence. If possible, ask them to observe the person in question.For instance, invite a colleague to attend a meeting and observe Priya.« Previous |Next »See AlsoObservation worksheetTest hypothesesThe greatest compliment that was ever paid me was when one asked me what I thought, and attended to my answer.—Henry David ThoreauBased on your observations, form hypotheses (theories) about what's going on. For instance, "Priya needs to learn when to speak up and when to listen to what others have to say."But, as you form theories, ask yourself if you've done anything to cause or enable the problem behaviors you're observing. For example, consider these tendencies:∙Unrealistic expectations. Are you using your own performance as a yardstick to measure others? Assuming that others' strengths are the same as yours is unrealistic and unfair.∙Inferring feelings. Are you failing to identify with someone who's having a problem? Your anger or frustration may communicate itself to the employee and affect performance.∙Failing to listen. Have you missed signals that the person needs help? If you haven't listened carefully in the past, you may have passed up chances to help earlier.∙Failing to praise. Have you failed to compliment the employee on something he or she has done well? If so, the employee may lack the confidence or motivation to perform well.∙Failing to model desirable behaviors.Have you practiced the skills and behaviors that you expect of your employee? If not, the personmay not realize how important certain behaviors (such as listening) are.Ask the colleague afterward to describe what he or she saw. These additional observations can help confirm or refute your conclusions.« Previous |Next »ActivityHow not to coachSee AlsoTips for forming hypothesesPreparationTest hypothesesActivity: How not to coachThough Mindy has trouble closing sales, she is excellent at meeting prospective new customers. Her contact list is full of executive-level prospects with whom she has a positive working relationship. When Beverly meets with Mindy to coach her on her job performance, she tries to be as helpful as possible. She focuses on Mindy's challenges in closing sales, and says, "I realize this is hard for you. What are your thoughts about the situation?" Mindy looks upset.Which negative coaching tendency did Beverly exhibit?Beverly did not show empathy.Not the best choice.Beverly did show empathy, by saying, "I realize this is hard for you."Beverly failed to listen.Not the best choice.Beverly did demonstrate a willingness to listen, when she asked Mindy, "What are your thoughts about the situation?"Beverly failed to praise.Correct choice. Beverly failed to recognize Mindy's strengths and successes and to praise her for them. Remembering to praise is an important part of coaching.Rafael works at a well-known bank. Before he was promoted to manager, he was a top credit analyst. The bank rarely lost money on clients for which Rafael approved loans. Now, as a manager, Rafael must coach Olivia, a former peer, who is demonstrating what Rafael considers to be questionable performance as a credit analyst. During a coaching session, Rafael expresses his appreciation for the areas where Olivia has progressed in her job. Then, to reassure her, he says, "The kind of performance I'm after is possible. When I was in your position, I could always spot the high-risk loan applicants." Olivia becomes quiet for the rest of the session.Which negative coaching tendency did Rafael exhibit?Rafael had unrealistic expectations.Correct choice. Rafael expected Olivia to have the same strengths as he does (credit analysis). He therefore missed the reasons behind her difficulty with the job, which may include a need for training.Rafael failed to model desirable behaviors.Not the best choice.Rafael modeled high performance in this job area when he was a credit analyst in the same group as Olivia.Rafael failed to praise.Not the best choice. Rafael did offer praise when he expressed appreciation for the areas where Olivia has progressed in her job.Elise has been coaching her employee, Tran, to prepare him for a promotion. During a recent coaching session, Tran expresses qualms about taking on the new job. Elise says, "I understand that you're nervous. But I don't want you to think you have to deliver perfect performance the first day on the new job. There's no need to be worried about the new role."Which negative coaching tendency did Elise exhibit?Elise had unrealistic expectations.Not the best choice.When Elise said, "I don't want you to think you have to deliver perfect performance the first day on the new job," she let Tran know that she has realistic expectations.Elise failed to show empathy.Not the best choice. Elise showed empathy when she said, "I understand that you're nervous."Elise failed to listen.Correct choice. By saying "There's no need to be worried about the new role," Elise made it clear that she hadn't really listened to Tran's worries. When an employee expresses this sort of concern, the manager needs to provide coaching centered on building confidence or strengthening a particular skill.Unproductive tendencies can make it difficult to coach effectively. Can you identify negative coaching behaviors?Exit activityListen for signalsGather additional information by listening for signals indicating the kind of coaching that may be needed. The table below provides examples.Common Signals to Act OnIf your employee says . . . He or she may need help . . . "I can't finish the project on time."Managing time"Maybe Ed should do this job." Building confidence or strengtheninga particular skill"About that new job . . . I'm not really interested." Preparing to take on greater responsibilities « Previous |Next »Evaluate potential successThere is no use whatever trying to help people who do not helpthemselves. You cannot push anyone up a ladder unless he be willing to climb himself.—Andrew CarnegieBased on your observations and hypotheses, consider:∙"Is the person willing and able to be helped?" Coaching works only when the coachee willingly agrees to participate.∙ "Is the performance problem solvable?" Some problems are so deeply ingrained that no amount of coaching can help. How do you identify such problems? Unproductive behavior —whether it's bossiness, competitiveness, or lack of self-confidence —that manifests itself frequently and in a wide variety of situations most likely can't be improved through coaching. « Previous |Next »Prepare the employeeTo prepare your direct report for coaching, have the person appraise his or her work performance. Ask:∙"To what extent have you achieved your goals?"∙"Which goals, if any, have you exceeded?"∙"Are there particular goals that you're currently struggling to achieve?"∙"What is preventing you from reaching your goals? Is it lack of training, resources, or direction from me?"If the purpose of the coaching is to prepare someone for a new job or a higher level of responsibility, ask the person to compare his or her current competencies against those required by the new position or responsibility, and to identify any gaps.Implementing these forms of self-appraisal has the following benefits: ∙The employee plays an active role in the coaching experience.∙ A tone of partnership is established.∙The employee becomes more open to feedback from you.∙You gain a new perspective on the person's work and reduce the risk of misjudging the situation.« Previous |Next »See AlsoCoach’s plann ing formInitial DiscussionLink observed behaviors to impact on othersTo affect a positive change in performance, cite the impact of your coachee's behaviors on group goals and coworkers. Listen as Priya receives feedback about her tendency to interrupt others.Key IdeaWhen you meet with your employee to share what you've observed, discuss your observations of the employee's actual behaviors, instead of suppositions about his or her personal character or motives. Try to begin the coaching session with a positive observation and then focus on any constructive feedback you have to deliver.For example: "Priya, I want to compliment you on your participation in last Tuesday's meeting. You clearly did your homework, as always. There's one area where your participation could be even more effective.。

江西省2025届高三11月阶段检测考高三英语试卷试卷共8页，67小题，满分150分。

考试用时120分钟。

注意事项：1．考查范围：高中全部内容。

2．答卷前，考生务必将自己的姓名、准考证号等填写在答题卡指定位置上。

3．回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。

如需改动，用橡皮擦干净后，再选涂其他答案标号。

回答非选择题时，将答案写在答题卡上。

写在本试卷上无效。

4．考生必须保持答题卡的整洁。

考试结束后，请将答题卡交回。

第一部分听力（共两节，满分30 分）做题时，先将答案标在试卷上，录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。

第一节（共5小题；每小题1.5分，满分7.5分）听下面5段对话。

每段对话后有一个小题，从题中所给的A、B、C 三个选项中选出最佳选项，并标在试卷的相应位置。

听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

例：How much is the shirtA．19.15. B．9.18. C．9.15.答案是C。

1．What kind of beefsteak would the man likeA．Medium rare one. B．Medium one. C．Well done one. 2．What is the man doing nowA．Making a call. B．Making a bid. C．Applying a bid. 3．What’s the woman’s last nameA．Nangong qing. B．Qing. C．Nangong.4．What does the man want to doA．Make a reservation. B．Buy a restaurant. C．Change a room. 5．What will the man probably wearA．Blue pants. B．White coat. C．Shorts.第二节（共15小题；每小题1.5分，满分22.5分）听下面5段对话或独白，每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。

小学下册英语第三单元测验试卷英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1. A ________ (植物资源利用策略) enhances productivity.2.The __________ is a famous city known for its historical landmarks. (开罗)3. A chemical bond is the force that holds ______ together.4.The ________ was a key event in the history of civil rights.5.What do you call a person who teaches?A. StudentB. TeacherC. DoctorD. Farmer6. A goldfish can be trained to do simple ______ (动作).7.What is the largest land animal?A. LionB. ElephantC. GiraffeD. RhinoB8. A vulture plays an important role in ______ (生态系统).9.What do we call the study of ancient cultures?A. AnthropologyB. SociologyC. ArchaeologyD. History10.The _____ (香草) adds flavor to many dishes.11.The chemical formula for ammonium phosphate is ______.12.古代埃及的________ (writing) 系统是象形文字。

13. A __________ is a small, flying insect often seen in summer.14.The first person to climb Mount Everest was ______ (希拉里).15.Fossils provide evidence of ______ life on Earth.16.My favorite toy is a _____ car.17.I enjoy _______ (打电话) to my friends.18.The city of Ashgabat is the capital of _______.19. A _____ (植物影响力) extends beyond just aesthetics; it touches lives.20.The _____ is the study of the universe beyond Earth.21.What is the name of the famous American singer known for "Jolene"?A. Reba McEntireB. Dolly PartonC. Carrie UnderwoodD. Miranda LambertB22.What do you call the person who delivers letters?A. PostmanB. BakerC. TeacherD. Nurse23.I want to _____ (visit/see) my grandma.24.The basic unit of a protein is an ________.25.I need to _____ (finish/start) my homework.26. A _______ can help illustrate how energy is transferred in a circuit.27.What is the name of the smallest planet in our solar system?A. MercuryB. VenusC. MarsD. Pluto28.What do we call the time when the sun rises?A. SunsetB. SunriseC. NoonD. Midnight29.What do we call the meal we have in the morning?A. BreakfastB. LunchC. DinnerD. Snack30.What is the name of the largest desert in the world?A. SaharaB. GobiC. KalahariD. Atacama31.We learn about _______ (科学) in school.32.The boiling point of ethanol is ______ degrees Celsius.33.Certain plants can ______ (影响) local culture significantly.34.The starling can mimic other _______ (声音).35.The ______ is known for her writing skills.36.The boiling point of water is ________ degrees Celsius.37.The color of copper sulfate solution is __________.38.I planted a _____ (树) in my garden.39.The liquid phase of water occurs between and degrees __________.40.My brother has a deep love for __________ (音乐).41.The process of rusting is an example of a _____ reaction.42.My brother is a ______. He enjoys coaching sports teams.43.aring a _______ (漂亮的裙子). She is w44. A _____ (果园) has many fruit trees.45.She likes ___ (apples).46.The capital of the Cayman Islands is __________.47.What do we call the large, flat area of land that is higher than the surrounding land?A. MountainB. HillC. PlateauD. ValleyC48.The playground is _____ (fun/dull) to play in.49.The jackrabbit can run very _________ (快).50.The Great Wall of China is one of the _______ wonders.51.I enjoy ______ (与同事合作).52.She is _____ (drawing) with chalk.53.environmental policy advocacy) promotes responsible legislation. The ____54.Which animal is famous for having a long neck?A. ElephantB. GiraffeC. LionD. ZebraB Giraffe55.What is the main ingredient in pizza?A. BreadB. RiceC. PastaD. SaladA56.I like to create ________ (幻影) with shadows using a flashlight. It’s a fun________ (游戏).57.My ___ (小仓鼠) runs in circles all night.58.I want to ________ my toys.59.She is wearing a pretty ___. (necklace)60.The ancient Egyptians built ________ to honor their pharaohs.61.The boy plays the ________.62.What is the name of a baby dog?A. KittenB. PuppyC. CalfD. ChickB63.The ____ has a long snout and is very playful.64.There are _____ states of matter: solid, liquid, and gas.65.The ancient civilization of Mesopotamia was located between the ________ rivers.66.What do we call a person who studies the structure of the Earth?A. GeologistB. BiologistC. ChemistD. PhysicistA67.The ______ teaches us about economics.68.When iron rusts, it combines with ______.69.My favorite dessert is ________ (水果沙拉).70.I have a ___ (dream).71. A saturated fat is typically found in ______ products.72.What is the capital of Italy?A. MadridB. RomeC. ParisD. Berlin73.What is the opposite of short?A. TallB. WideC. NarrowD. ThickA74.The _______ (猪) rolls in mud.75.The law of definite proportions states that a chemical compound always contains the same _______ in the same proportion.76.The ________ (植物形态) can be surprising.77.We are having a ______ (picnic) this weekend.78.What is the color of a typical strawberry?A. BlueB. RedC. YellowD. Green79.What is a baby sheep called?A. CalfB. KidC. LambD. PuppyC80.is very soft and cuddly. (毛绒玩具) The ____81.The _____ (car) is fast.82.What is the capital of the Philippines?A. MalacañangB. ManilaC. CebuD. Davao83.What is the capital of France?A. MadridB. BerlinC. LondonD. ParisD84.What is the opposite of empty?A. FullB. HalfC. LightD. HeavyA85.What do we call the movement of people from one place to another?A. MigrationB. TravelC. CommuteD. JourneyA Migration86. A rabbit's _______ is very soft and fluffy.87.The stars are ________ (闪耀).88. A reaction that absorbs energy is known as an ______ reaction.89.Which continent is known as the "Dark Continent"?A. AsiaB. AfricaC. EuropeD. Australia90.How many players are there in a basketball team?A. FiveB. SixC. SevenD. Eight91. A solution that has a low concentration of solute is called a ______ solution.92.My grandma enjoys knitting ____ (sweaters).93.I enjoy playing ______ (桌面游戏) with my family.94. A compound is made of two or more different ______.95.I have a ________ of candy.96.Which animal is known for its long neck?A. ElephantB. GiraffeC. ZebraD. KangarooB97.What do you call the time when the sun goes down?A. SunriseB. DaytimeC. SunsetD. MidnightC98.The ______ loves to explore new places.99.All living things need ______ to survive.100.The __________ is a major mountain range in North America. (落基山脉)。

常用的人力资源（HR）相关英文词汇able 有才干的，能干的adaptable 适应性强的active 主动的，活跃的aggressive 有进取心的ambitious 有雄心壮志的amiable 和蔼可亲的amicable 友好的an alytical 善于分析的apprehe nsive 有理解力的aspiri ng 有志气的，有抱负的audacious 大胆的，有冒险精神的capable 有能力的，有才能的careful 办理仔细的can did 正直的compete nt 能胜任的con structive 建设性的cooperative 有合作精神的creative 富创造力的dedicated 有奉献精神的depe ndable 可靠的diplomatic 老练的，有策略的discipli ned 守纪律的dutiful 尽职的well-educated 受过良好教育的efficie nt 有效率的en ergetic 精力充沛的expressivity 善于表达faithful 守信的，忠诚的frank 直率的，真诚的gen erous 宽宏大量的gen teel 有教养的gen tle 有礼貌的humorous 有幽默impartial 公正的in depe ndent 有主见的in dustrious 勤奋的ingenious 有独创性的motivated 目的明确的in tellige nt 理解力强的lear ned 精通某门学问的logical 条理分明的methodical 有方法的modest 谦虚的objective 客观的precise 一丝不苟的pun ctual 严守时刻的realistic 实事求是的resp on sible 负责的sen sible 明白事理的sport ing 光明正大的steady 踏实的systematic 有系统的purposeful 意志坚强的sweet-tempered 性情温和的temperate 稳健的tireless 孜孜不倦的扌旨导型领导instrumental leadership成就取向型领导achievement-oriented leadership HR (Human Resource) 人力资源1. 人力资源管理：(Human Resource Management ,HRM)人力资源经理:(human resource manager)高级管理人员:(executive)职业:(profession)道德标准:(ethics)操作工:(operative employees)专家:(specialist)人力资源认证协会:(the Human Resource Certification lnstitute,HRCI)2. 夕卜部环境:(external environment)内部环境:(internal environment)政策:(policy)企业文化:(corporate culture)目标:(mission)股东:(shareholders)非正式组织:(informal organization)跨国公司［(multinational corporation,MNC)管理多样性:(managing diversity)3. 工作:(job)职位:(posting)工作分析:(job analysis)工作说明:(job description)工作规范:(job specification)工作分析计划表:(job analysis schedule,JAS)职位分析问卷调查法［(Management Position Description Questionnaire,MPDQ) 行政秘书:(executive secretary)地区服务经理助理:(assistant district service manager)4. 人力资源计划:(Human Resource Planning,HRP)战略规划:(strategic planning)长期趋势:(long term trend)要求预测［(requirement forecast)供给预测:(availability forecast)管理人力储备［(management inventory)裁减:(downsizing)人力资源信息系统:(Human Resource Information System,HRIS)5. 招聘:(recruitment)员工申请表:(employee requisition)招聘方法:(recruitment methods)内部提升［(Promotion From Within ,PFW)工作公告:(job posting)广告:(advertising)职业介绍所:(employment agency)特殊事件:(special events)实习:(internship)6. 选择:(selection)选择率:(selection rate)简历:(resume)标准化:(standardization)有效性:(validity)客观性:(objectivity)规范:(norm)录用分数线：(cutoff score)准确度:(aiming)业务知识测试：(job knowledge tests)求职面试:(employment interview)非结构化面试:(unstructured interview)结构化面试:(structured interview)小组面试:(group interview)职业兴趣测试:(vocational interest tests)会议型面试:(board interview)7. 组织变化与人力资源开发人力资源开发:(Human Resource Development,HRD)培训:(training)开发:(development)定位:(orientation)训练:(coaching)辅导:(mentoring)经营管理策略:(business games)案例研究：(case study)会议方法［(conference method)角色扮演：(role playing)工作轮换:(job rotating)在职培训:(on-the-job training ,OJT)媒介:(media)8. 企业文化与组织发展企业文化［(corporate culture)组织发展［(organization development,。

易迪思培训手册2022 Eddic·Training BrochureBusiness Training Choose Eddic 商业培训选择易迪思Since 2003易迪思(中国)培训中心是中国领先的人才培养及管理咨询服务供应商，为企业提供项目咨询、人才测评、工作坊、内训课、公开课、在线知识付费课程等专业化高端学习服务。

目前，易迪思的核心业务板块聚焦于通用力、领导力、专业力等学习体系。

公司始创于 2003 年，商务总部设立在天津，教研中心总部设立在北京。

经过多年的快速发展，直营分支机构及代表处已经覆盖全国二十多个城市，市场及服务团队超过150人，专职兼职讲师团队超过800人。

金牌讲师均为英美管理协会会员、顶级全球 500 强企业中高层管理者、清华大学研究学者等。

易迪思结合近 20 年培训服务的经验，针对企业的管理实际不断总结，形成了独具特色的课程体系和咨询辅导系统。

通过与国内外优秀企业、机构交流合作，开展标杆学习、主题论坛、沙龙交流等特色服务，为企业管理者、学员搭建一个多样化的学习平台，累计为4000 余家企业提供定制化学习方案。

秉承“增值课程、创新服务”的理念，易迪思在培训咨询领域的出色表现获得了业界的广泛关注和一致赞誉，被众多知名企业评为“年度最佳培训供应商”，并获得“2011 年度中国企业培训行业标杆品牌”、“最受企业欢迎的专业培训机构”和“2014 中国人才-年度最佳培训机构”等称号。

未来，易迪思将不断努力，为企业提供最佳的人才培养和管理咨询解决方案，致力于成为中国最优秀的人才培养及管理咨询服务供应商。

About us关于易迪思易迪思天津培训中心创立，发展为 ORACLE 中国培训合作伙伴。

易迪思上海、广州、深圳培训中心创立，组织架构完善为2B 企业学习发展事业部、2C 个人学习发展事业部。

伴随培训行业变革，易迪思率先引进新加坡国际版权课：领导力沙盘模拟。

同时为及时满足 2B2C 学员的线上学习需要，2B2C 线上训练营产品及时迭代发布。

教练技术二阶段流程（中英文实用版）英文文档：Coaching Techniques Phase II FlowThe coaching techniques phase II flow is a structured approach that builds upon the foundation established in phase I.It is designed to deepen the coaching relationship, enhance self-awareness, and promote personal and professional growth.The key components of phase II include:1.Review and reflection: The coach and client revisit the goals and objectives established in phase I, assessing progress and identifying areas for improvement.This step is crucial for ensuring that the coaching process remains aligned with the client"s needs and objectives.2.Skill development: The focus shifts to developing specific coaching skills, such as active listening, powerful questioning, and feedback delivery.These skills are essential for the client to effectively navigate challenges and optimize their performance in both personal and professional settings.3.Role-playing and practice: The coach facilitates interactive role-playing exercises and practice sessions, allowing the client to apply their newly acquired skills in a safe and supportive environment.This step is essential for building confidence and fostering mastery of the coachingtechniques.4.Integration and application: The client is encouraged to integrate the coaching skills into their daily life and work, applying them in real-world situations.The coach provides ongoing support and guidance, helping the client to overcome any obstacles that may arise and celebrate their achievements.5.Evaluation and feedback: Regular evaluations are conducted to assess the client"s progress and the effectiveness of the coaching techniques.The coach provides constructive feedback and adjusts the coaching approach as needed to ensure maximum results.6.Sustainable growth: The coaching process focuses on empowering the client to become self-sufficient, enabling them to continue their personal and professional development independently.The coach provides resources and tools to support the client in maintaining their growth and success.In conclusion, the coaching techniques phase II flow is a comprehensive and dynamic process that supports clients in achieving their goals and aspirations.By developing coaching skills, applying them in real-life situations, and receiving ongoing support and feedback, clients are empowered to transform their lives and achieve sustainable growth.中文文档：教练技术二阶段流程教练技术二阶段流程是在第一阶段基础上构建的结构化方法。