20120227 first class Introduction

Your First Lesson5 Essential Ice-Breakers That Guarantee SuccessStarting a class with an entire group of new students can be a stressful experience for both teacher and student.Teachers may feel awkward speaking in front of a group of new faces who appear to be watching in a quite judgemental manner. Students also feel the nerves during a first class, as they may not have spoken English for a very long time. Their last experience with an English teacher may have been in a strict, grammar-focused classroom environment many years ago. This often creates a series of confidence issues with the student, having not used the language for an extended period and fearing making a mistake. The first class should be to promote a positive learning environment, where usage of the target language, whether right or wrong, will be viewed as being beneficial for the students. This is often the biggest hurdle faced by ESL teachers when dealing with adult learners of a basic level.Additionally, the first lesson is also a prime opportunity to build a rapport with the students. By developing a strong connection with students, teachers set a cooperative learning environment that is easy for you and comfortable for the students. You should also usethe first class as a time to evaluate the level, needs and wants of the students, and this can be done through a number of activities that are fun, entertaining and sure to develop on all of the important qualities that set the mark for what will be a successful course.Fun First-Lesson Ice-Breakers1‘?‘When I walk into a class for the first time, instead of introducing myself, I like to draw a big question mark on the board and get the students to do all of the hard work. I sometimes tell them that I would normally introduce m yself, but I’m feeling a little tired and that they must do the hard work. For more advanced students, the teacher could walk in the class and have students ask whatever comes into their mind with little preparation, while lower levels could work in pairs or groups and write down some questions they could ask. Error correction is very important, the teacher should write the question on the board, and if a question is asked in a structurally incorrect way, the teacher can elicit the answer from other students in the class. This is good way to build the confidence of students and show them that incorrect answers are still beneficial to the class. This exercise is a great way to start off a class as it puts the students in a position where they are effectively doing work in your class, experiencing your role as a teacher in the class, and building their confidence in using English in a fun and light-hearted manner.2‘Lie Detector’Lie detector is a great way to build rapport and trust with students. This activity involves the teacher writing three sentences on the board about him: 2 are true, and 1 will be a lie. Teachers should embellish the details slightly and write some sentences that the students wouldn’t be likely to guess. Depending on the level of the s tudents, the students can then ask questions about the topics of the three statements of the teacher to determine the lie. BUT, the hook to this game is that YOU, the teacher, may lie verbally to the students in your response, and the students must play the role of a lie detector and figure out which sentence is a porky pie. You can then set it up as a fun game, while analysing the level of the students by getting them to write three sentences about them, with one of the sentences being a lie. A good way to do this is the class versus the teacher, if the student can successfully deceive the teacher, the class will get the point. If the teacher can successfully detect the lie, the teacher will get the point.3Talk about your partnerIn some classes, especially basic levels, the students may not possess the necessary knowledge of structure or vocabulary for the above exercises. Introductions are vital, as the teacher can learn a lot about the interests, along with wants and needs of a student.You may find out something rather unique, like the softly spoken middle-aged woman who drives rally cars as a hobby on the weekend! This would make quite a fantastic talking point when it comes to asking the student about her weekend. To avoid being predictable and to challenge the students, introductions can be done with a twist – by finding out the information from their partner and completing presenting the information to the class. This takes a traditionally quiet, individual task and transforms it into a fun, social activity that incorporates the additional skills of forming questions – provided the student uses English and not their native language!4Expectations, wants and needsWhen dealing with children, the expectations of the teacher play a significant role in contributing to a productive flow of the course, especially for dealing with classroom management. However, when it comes to dealing with adults, focusing on the expectations of the students is vital when providing extracurricular activities. All adult students would have an expectation of an English class, and when you fulfil the expectations of the student, you succeed as an ESL teacher. By finding out the expectations of the students, you can tailor the course around their wants and needs, which at the end of the day gives you positive feedback and provides you with a great reputation that can lead to more opportunities in the future.5End the class on a fun noteAfter completing a successful first class, leave on a high note and play a game. A great little quicky vocab game is to come up with a topic, e.g., ‘The Beach’, and have the students stand up and form a circle in the middle of the room. The student must say an original word associated with the topic, e.g., ‘sand’, ‘sea’, etc. If the student gives an answer that is not associated with the topic, takes too long to answer or repeats a word, they must sit down. The game continues until one person is left standing, who is the winner.As the saying goes: ‘first impressions last’, especially walking into a class full of new faces.All you need to do is arm them with the confidence to succeed, find out what they expect from the class, while taking a fun and light-hearted approach. By following the above steps, your students will love you, and have the confidence to express themselves and walk away from the class having learned something new in constructive and enjoyable atmosphere.。

新时代研究生学术英语综合教程2教师手册全文共10篇示例，供读者参考篇1Hello everyone, I'm here to talk about the Teacher's Manual for the New Era Research Student Academic English Comprehensive Course 2. This book is super cool because it helps teachers like us teach students all about academic English in a fun and interactive way.The Teacher's Manual is full of awesome tips and tricks to help us make our lessons interesting and engaging. It has detailed lesson plans, fun activities, and lots of ideas to keep our students interested and excited about learning. We can use the manual to create a dynamic and interactive classroom environment where our students can improve their English skills while having fun.One of the best things about the Teacher's Manual is that it covers all aspects of academic English, including reading, writing, speaking, and listening. This means that we can help our students become well-rounded English speakers and writers. The manual also provides guidance on how to teach grammar,vocabulary, and pronunciation in a way that is clear and easy for students to understand.Overall, the New Era Research Student Academic English Comprehensive Course 2 Teacher's Manual is a valuable resource for any teacher looking to improve their English teaching skills. So let's dive in, have fun, and help our students become confident and proficient English speakers! Let's go, teachers! Let's make learning English fun and exciting for our students!篇2Hey guys, today I want to talk about this super cool book called "New Era Research Graduate Academic English Integrated Course 2 Teacher's Manual". It's like a guide for teachers to help students learn academic English.So basically, this book has a bunch of tips and tricks for teachers to use in their classes. It has exercises and activities to help students improve their English skills. It also has sample lesson plans and assessments to make teaching easier.One thing I really like about this book is that it covers a lot of different topics. It talks about reading, writing, speaking, and listening. It also has sections on grammar and vocabulary. Sobasically, it's a one-stop shop for all your academic English needs.Another cool thing about this book is that it's really easy to use. The instructions are simple and the exercises are fun. Plus, it has lots of examples and explanations to help you understand the concepts better.Overall, I think this book is a great resource for teachers who want to help their students improve their academic English skills. It's easy to use, covers a lot of topics, and has lots of helpful tips. So if you're a teacher looking for a way to help your students succeed in English, I definitely recommend checking out "New Era Research Graduate Academic English Integrated Course 2 Teacher's Manual".篇3Hello everyone! Today I want to talk to you about the "New Era Research Graduate Academic English Comprehensive Course 2 Teacher's Manual". It may sound like a mouthful, but don't worry, I'll break it down for you!First of all, this manual is like a guide for teachers who are helping graduate students improve their academic English skills. In this book, you will find lots of tips and tricks to help studentswrite better essays, give great presentations, and do awesome research.One of the things the manual talks about is how to write a good thesis statement. This is like the main idea of your essay, and it's super important to get it right. The manual gives examples and exercises to help students practice writing strong thesis statements.Another thing the manual covers is how to use sources in your research. It's important to give credit to the people whose ideas you're using in your work. The manual shows students how to properly cite sources and avoid plagiarism.There are also sections on grammar and vocabulary, which are essential for writing clear and professional academic papers. The manual breaks down complex grammar rules and gives tips on how to expand your academic vocabulary.In conclusion, the "New Era Research Graduate Academic English Comprehensive Course 2 Teacher's Manual" is a great resource for teachers who want to help their students succeed in their studies. With its practical tips and exercises, students can improve their academic English skills and become better researchers and writers.篇4Hey guys! Today I wanna talk to you about this super cool book called "New Era Research Graduate Academic English Comprehensive Course 2 Teacher's Guide". It's all about helping teachers teach us graduate students how to rock our academic English skills!First off, this book has tons of awesome tips and tricks for reading, writing, speaking, and listening. It helps us understand tricky academic vocabulary and grammar, and gives us practice exercises to improve our skills.The book also has real-life examples of academic essays and presentations, so we can see what good academic English looks and sounds like. It even has activities to help us practice researching and citing sources properly.One of my favorite parts of the book is the "Activities" section. It has fun games and group activities that make learning academic English super fun and interactive. Plus, it helps us work on our teamwork and communication skills!Overall, this book is like having a super smart English teacher right in your hands. It's packed with everything we need tosucceed in our graduate studies and beyond. So grab a copy and let's start improving our academic English skills together!篇5Hi teacher! Today I want to tell you about the "New Era Research Graduate Academic English Comprehensive Course 2 Teacher's Manual". It's a really cool book that helps us learn English in a fun and interesting way.First of all, this book has so many useful tips and strategies for improving our English skills. It helps us with reading, writing, listening, and speaking English. The activities in the book are really fun and they help us practice what we've learned.The grammar section in the book is great too. It explains grammar rules in a simple and easy-to-understand way. There are also lots of exercises to practice what we've learned. It really helps us improve our English grammar.The vocabulary section is awesome too. It teaches us lots of new words and how to use them in sentences. There are also exercises to help us remember the words and use them correctly.I also love the listening and speaking activities in the book. They help us practice our listening skills and speaking skills in afun way. It's really helped me become more confident in speaking English.Overall, the "New Era Research Graduate Academic English Comprehensive Course 2 Teacher's Manual" is a fantastic book for helping us improve our English skills. I've learned so much from it and I know you will too. Thanks for teaching us with this awesome book!篇6Hey guys, today I'm going to talk about the "New Era Research-oriented Academic English Comprehensive Course 2 Teacher's Manual". It's a super important book for our teachers to help us learn academic English better.This book is full of useful information and tips on how to improve our English skills. It covers everything from reading, writing, listening, speaking, grammar, vocabulary, and more. The activities and exercises in the book are really fun and interesting, which makes learning English a lot more enjoyable.One of the coolest things about this book is that it includes real-life examples of academic English in action. This helps us understand how to use English in a more professional and academic way. It also gives us a better idea of what to expectwhen we go on to higher education or start working in a professional setting.The book also has lots of useful strategies for improving our English skills, like how to take notes, how to write essays, how to give presentations, and so much more. These skills are super important for us to succeed in our academic and professional lives.Overall, the "New Era Research-oriented Academic English Comprehensive Course 2 Teacher's Manual" is a must-have for all teachers who want to help us become better English speakers and writers. It's packed with tons of useful information and tips that will really help us improve our English skills. Make sure to check it out and ask your teacher to use it in class!篇7Hello everyone, I’m going to tell you about the "New Era Research Graduate Academic English Comprehensive Course 2 Teacher's Manual"! This book is super important for teachers who want to help students improve their English skills. Let’s dive into the details!First off, this book covers a wide range of topics, from academic writing to public speaking. It’s designed to helpstudents become better communicators and researchers. The book is divided into different units, each focusing on a specific aspect of academic English. It’s filled with useful tips, exercises, and examples to help students master the skills they need.One of the key features of this book is the emphasis on critical thinking. The authors encourage students to think critically about the information they read and hear, and to develop their own arguments based on evidence. This is a valuable skill for any student, whether they are studying science, literature, or history.Another great thing about this book is that it includesreal-life examples of academic writing. Students can see how to structure a paper, cite sources, and write clearly and persuasively. This hands-on approach helps students understand what is expected of them in the academic world.Overall, the "New Era Research Graduate Academic English Comprehensive Course 2 Teacher's Manual" is a valuable resource for any teacher who wants to help students succeed in their studies. It’s engaging, practical, and full of useful information. I highly recommend it to all teachers who want to bring out the best in their students!So, if you want to help your students improve their English skills and succeed in their academic careers, make sure to check out this book. Happy teaching!篇8The New Era Research Graduate Academic English Integrated Course 2 Teacher's Manual is a super important book that helps teachers teach students how to use academic English. It's like a treasure map for learning! The book is full of tips and tricks to help students improve their English skills and do well in their studies.First off, the book talks about all the different types of academic English, like writing essays, giving presentations, and doing research. It even has exercises and activities to practice these skills. It's like a fun English adventure!The book also has lots of vocabulary and grammar tips to help students sound more professional. There are also sections on how to read and write academic articles, which are super useful for doing research projects.One of the best parts of the book is that it has real-life examples of academic English in action. So students can see howto use the language in a practical way. It's like having a secret weapon for learning English!Overall, this book is a must-have for any teacher who wants to help their students succeed in their studies. It's full of valuable information and will definitely help improve students' English skills. So let's all grab our copy of the New Era Research Graduate Academic English Integrated Course 2 Teacher's Manual and start our English adventure today!篇9Hey guys, have you heard about the New Era Research Graduates Academic English Comprehensive Tutorial 2 Teacher's Manual? It's like a super cool book that helps teachers like your teachers to teach us better in school. Let me tell you more about it!Firstly, this book is all about learning academic English, which is like a more advanced kind of English that we use in school for writing essays and reports. It helps us to sound more professional and smart when we talk and write in English.In the manual, there are lots of fun activities and exercises for us to do in class. These activities help us practice reading,writing, speaking, and listening in English. There are also tips and tricks for studying better and getting good grades in school.The book covers topics like research skills, critical thinking, and academic writing. It teaches us how to do research, analyze information, and present our ideas in a clear and organized way. It's like a guide to becoming a super smart and successful student!Our teachers use this manual to plan their lessons and help us improve our English skills. They also use it to assess our progress and give us feedback on our work. It's like having a super teacher's helper in the classroom!So, next time you see your teacher using the New Era Research Graduates Academic English Comprehensive Tutorial 2 Teacher's Manual, remember that it's there to help us become awesome English speakers and writers. Let's study hard and have fun learning together!篇10Hi guys! Today let's talk about the New Era Research Graduate Academic English Comprehensive Course 2 Teacher's Manual. It's super important for teachers to know how to help us become better at English!First off, this manual is all about helping us improve our English skills in a fun and effective way. It covers lots of different topics like reading, writing, listening, and speaking. There are also tips for teachers on how to make our learning experience more engaging and interesting.One cool thing about this manual is that it includes plenty of activities and exercises for us to practice what we've learned. There are also quizzes and tests to help us track our progress and see how much we've improved.The manual also provides guidance on how to teach specific English skills like grammar, vocabulary, and pronunciation. This is super helpful for teachers who want to make sure they're covering all the important aspects of English language learning.Overall, the New Era Research Graduate Academic English Comprehensive Course 2 Teacher's Manual is a great resource for teachers who want to help us get better at English. So next time you're in class, make sure to thank your teacher for all their hard work in following this awesome manual!。

2012美国总统大选首场辩论（中文字幕完整版）美国大选首场辩论文本（转自CNN）(APPLAUSE) JIM LEHRER: Thirty seconds, folks. Let's have a terrific evening, for all of you and for our country. Good evening from the Magness Arena at the University of Denver in Denver, Colorado. I'm Jim Lehrer of the "PBS NewsHour," and I welcome you to the first of the 2012 presidential debates between President Barack Obama, the Democratic nominee, and former Massachusetts Governor Mitt Romney, the Republican nominee.This debate and the next three -- two presidential, one vice presidential -- are sponsored by the Commission on Presidential Debates. Tonight's 90 minutes will be about domestic issues and will follow a format designed by the commission. There will be six roughly 15-minute segments with two-minute answers for the first question, then open discussion for the remainder of each segment. Thousands of people offered suggestions on segment subjects or questions via the Internet and other means, but I made the final selections. And for the record, they were not submitted for approval to the commission or the candidates. The segments as I announced in advance will be three on the economy and one each on health care, the role of government and governing, with an emphasis throughout on differences, specifics and choices. Both candidates will also have two-minute closing statements. The audience here in the hall has promised to remain silent -- no cheers, applause, boos, hisses, among other noisy distracting things, so we may all concentrate on what the candidates have to say. There is a noise exception right now, though, as we welcome President Obama and Governor Romney. (APPLAUSE) Gentlemen, welcome to you both. Let's start the economy, segment one, and let's begin with jobs. What are the major differences between the two of you about how you would go about creating new jobs?You have two minutes. Each of you have two minutes to start. A coin toss has determined, Mr. President, you go first.PRESIDENT OBAMA: Well, thank you very much, Jim, for this opportunity. I want to thank Governor Romney and the University of Denver for your hospitality. There are a lot of points I want to make tonight, but the most important one is that 20 years ago I became the luckiest man on Earth because Michelle Obama agreed to marry me. And so I just want to wish, Sweetie, you happy anniversary and let you know that a year from now we will not be celebrating it in front of 40 million people. (LAUGHTER) You know, four years ago we went through the worst financial crisis since the Great Depression. Millions of jobs were lost, the auto industry was on the brink of collapse. The financial system had frozen up. And because of the resilience and the determination of the American people, we've begun to fight our way back. Over the last 30 months, we've seen 5 million jobs in the private sector created. The auto industry has come roaring back. And housing has begun to rise. But we all know that we've still got a lot of work to do. And so the question here tonight is not where we've been, but where we're going. Governor Romney has a perspective that says if we cut taxes, skewed towards the wealthy, and roll back regulations, that we'll be better off. I've got a different view. I think we've got to invest in education and training. I think it's important for us to develop new sources of energy here in America, that we change our tax code to make sure that we're helping small businesses and companies that are investing here in the United States, that we take some of the money that we're saving as we wind down two wars to rebuild America and that we reduce our deficit in a balanced way that allows us to make these critical investments. Now, it ultimately is going to be up to the voters, to you, which path we should take. Are we going to double-down on the top-down economic policies that helped to get us into this mess? Or do we embrace a new economic patriotism that saysAmerica does best when the middle class does best? And I'm looking forward to having that debate.LEHRER: Governor Romney, two minutes.GOV. MITT ROMNEY: Thank you, Jim. It's an honor to be here with you, and I appreciate the chance to be with the president. I'm pleased to be at the University of Denver, appreciate their welcome, and also the presidential commission on these debates. And congratulations to you, Mr. President, on your anniversary. I'm sure this was the most romantic place you could imagine here -- here with me. So I... (LAUGHTER) Congratulations. This is obviously a very tender topic. I've had the occasion over the last couple of years of meeting people across the country. I was in Dayton, Ohio, and a woman grabbed my arm, and she said, "I've been out of work since May. Can you help me?" Ann yesterday was at a rally in Denver, and a woman came up to her with a baby in her arms, and said, "Ann, my husband has had four jobs in three years, part-time jobs. He's lost his most recent job. And we've now just lost our home. Can you help us?" And the answer is, yes, we can help, but it's going to take a different path, not the one we've been on, not the one the president describes as a top-down, cut taxes for the rich. That's not what I'm going to do. My plan has five basic parts. One, get us energy independent, North American energy independent. That creates about 4 million jobs. Number two, open up more trade, particularly in Latin America, crack down on China, if and when they cheat. Number three, make sure our people have the skills they need to succeed and the best schools in the world. We're a far way from that now. Number four, get us to a balanced budget. Number five, champion small business. It's small business that creates the jobs in America. And over the last four years, small- business people have decided that America may not be the place toopen a new business, because new business startups are down to a 30-year low. I know what it takes to get small business growing again, to hire people.ROMNEY: Now, I'm concerned that the path that we're on has just been unsuccessful. The president has a view very similar to the view he had when he ran four years, that a bigger government, spending more, taxing more, regulating more -- if you will, trickle-down government -- would work. That's not the right answer for America. I'll restore the vitality that gets America working again. Thank you. LEHRER: Mr. President, please respond directly to what the governor just said about trickle-down -- his trick-down approach, as he said yours is. OBAMA: Well, let me talk specifically about what I think we need to do. First, we've got to improve our education system and we've made enormous progress drawing on ideas both from Democrats and Republicans that are already starting to show gains in some of the toughest to deal with schools. We've got a program called Race to the Top that has prompted reforms in 46 states around the country, raising standards, improving how we train teachers. So now I want to hire another 100,000 new math and science teachers, and create 2 million more slots in our community colleges so that people can get trained for the jobs that are out there right now. And I want to make sure that we keep tuition low for our young people. When it comes to our tax code, Governor Romney and I both agree that our corporate tax rate is too high, so I want to lower it, particularly for manufacturing, taking it down to 25 percent. But I also want to close those loopholes that are giving incentives for companies that are shipping jobs overseas. I want to provide tax breaks for companies that are investing here in the United States. On energy, Governor Romney and I, we both agree that we've got to boost American energy production, and oil and natural gas production are higher than they've been in years. But I also believe that we've got to look at the energy sources of the future, like wind and solar and biofuels, and make those investments. So all ofthis is possible. Now, in order for us to do it, we do have to close our deficit, and one of the things I'm sure we'll be discussing tonight is, how do we deal with our tax code? And how do we make sure that we are reducing spending in a responsible way, but also, how do we have enough revenue to make those investments? And this is where there's a difference, because Governor Romney's central economic plan calls for a $5 trillion tax cut -- on top of the extension of the Bush tax cuts -- that's another trillion dollars -- and $2 trillion in additional military spending that the military the deficit, and make the investments that we need to make, without dumping those costs onto middle-class Americans, I think is one of the central questions of this campaign. LEHRER: Both of you have spoken about a lot of different things, and we're going to try to get through them in as specific a way as we possibly can. But, first, Governor Romney, do you have a question that you'd like to ask the president directly about something he just said? ROMNEY: Well, sure. I'd like to clear up the record and go through it piece by piece. First of all, I don't have a $5 trillion tax cut. I don't have a tax cut of a scale that you're talking about. My view is that we ought to provide tax relief to people in the middle class. But I'm not going to reduce the share of taxes paid byhigh-income people. High-income people are doing just fine in this economy. They'll do fine whether you're president or I am. The people who are having the hard time right now are middle- income Americans. Under the president's policies, middle-income Americans have been buried. They're just being crushed. Middle- income Americans have seen their income come down by $4,300. This is a -- this is a tax in and of itself. I'll call it the economy tax. It's been crushing. At the same time, gasoline prices have doubled under the president. Electric rates are up. Food prices are up. Health care costs have gone up by $2,500 a family.Middle-income families are being crushed.ROMNEY: And so the question is how to get them going again. And I've described it. It's energy and trade, the right kind of training programs, balancing our budget and helping small business. Those are the -- the cornerstones of my plan. But the president mentioned a couple of other ideas I'll just note. First, education. I agree: Education is key, particularly the future of our economy. But our training programs right now, we've got 47 of them, housed in the federal government, reporting to eight different agencies. Overhead is overwhelming. We've got to get those dollars back to the states and go to the workers so they can create their own pathways to get in the training they need for jobs that will really help them. The second area, taxation, we agree, we ought to bring the tax rates down. And I do, both for corporations and for individuals. But in order for us not to lose revenue, have the government run out of money, I also lower deductions and credits and exemptions, so that we keep taking in the same money when you also account for growth. The third area, energy. Energy is critical, and the president pointed out correctly that production of oil and gas in the U.S. is up. But not due to his policies.In spite of his policies. Mr. President, all of the increase in natural gas and oil has happened on private land, not on government land. On government land, your administration has cut the number of permits and licenses in half. If I'm president, I'll double them, and also get the -- the oil from offshore and Alaska. And I'll bring that pipeline in from Canada. And, by the way, I like coal. I'm going to make sure we can continue to burn clean coal. People in the coal industry feel like it's getting crushed by your policies. I want to get America and North America energy independent so we can create those jobs. And finally, with regards to that tax cut, look, I'm not looking to cut massive taxes and to reduce the -- the revenues going to the government. My -- my number-one principal is, there will be no tax cut that adds to the deficit. I want to underline that: no tax cut that adds to the deficit. But I do want to reduce the burden being paid by middle-income Americans. And I -- and to dothat, that also means I cannot reduce the burden paid by high-income Americans. So any -- any language to the contrary is simply not accurate. LEHRER: Mr. President? OBAMA: Well, I think -- let's talk about taxes, because I think it's instructive. Now, four years ago, when I stood on this stage, I said that I would cut taxes for middle-class families. And that's exactly what I did. We cut taxes for middle-class families by about $3,600. And the reason is, because I believe that we do best when the middle class is doing well. And by giving them those tax cuts, they had a little more money in their pocket, and so maybe they can buy a new car. They are certainly in a better position to weather the extraordinary recession that we went through. They can buy a computer for their kid who's going off to college, which means they're spending more money, businesses have more customers, businesses make more profits, and then hire more workers. Now, Governor Romney's proposal that he has been promoting for 18 months calls for a $5 trillion tax cut, on top of $2 trillion of additional spending for our military. And he is saying that he is going to pay for it by closing loopholes and deductions. The problem deductions and loopholes, and he hasn't been able to identify them. But I'm going to make an important point here, Jim. LEHRER: All right. OBAMA: When you add up all the loopholes and deductions that upper-income individuals can -- are currently taking advantage of, you take those all away, you don't come close to paying for $5 trillion in tax cuts and $2 trillion in additional military spending.OBAMA: And that's why independent studies looking at this said the only way to meet Governor Romney's pledge of not reducing the deficit or -- or -- or not adding to the deficitis by burdening middle-class families. The average middle-class family with children would pay about $2,000 more. Now, that's not my analysis. That's the analysis of economists who have looked at this. And -- and that kind of top -- top-down economics, where folks at the top are doing well, so the average person making $3 million is getting a $250,000 tax break,while middle-class families are burdened further, that's not what I believe is a recipe for economic growth. LEHRER: All right. What is the difference? Let's just stay on taxes. (CROSSTALK)LEHRER: Just -- let's just stay on taxes for (inaudible). (CROSSTALK)LEHRER: What is the difference...ROMNEY: Well, but -- but virtually -- virtually everything he just said about my tax plan is inaccurate.LEHRER: All right.ROMNEY: So if the tax plan he described were a tax plan I was trillion tax cut. What I've said is I won't put in place a tax cut that adds to the deficit. That's part one. So there's no economist that can say Mitt Romney's tax plan adds $5 trillion if I say I will not add to the deficit with my tax plan. Number two, I will not reduce the share paid by high-income individuals. I know that you and your running mate keep saying that and I know it's a popular thing to say with a lot of people, but it's just not the case. Look, I've got five boys.I'm used to people saying something that's not always true, but just keep on repeating it and ultimately hoping I'll believe it. But that -- that is not the case.All right? I will not reduce the taxes paid by high-income Americans. And number three, I will not under any circumstances raise taxes on middle-income families. I will lower taxes on middle-income families. Now, you cite a study. There are six other studies that looked at the study you describe and say it's completely wrong. I saw a study that came out today that said you're going to raise taxes by $3,000 to $4,000 on middle-income families. There are all these studies out there. But let's get at the bottom line. That is, I want to bring down rates. I want to bring the rates down, atthe same time lower deductions and exemptions and credits and so forth, so we keep getting the revenue we need. And you'd think, well, then why lower the rates? ROMNEY: And the reason is because small business pays that individual rate; 54 percent of America's workers work in businesses that are taxed not at the corporate tax rate, but at the individual tax rate. And if we lower that rate, they will be able to hire more people. For me, this is about jobs. This is about getting jobs for the American people. (CROSSTALK)LEHRER: That's where we started. Yeah. Do you challenge what the governor just said about his own plan?OBAMA: Well, for 18 months he's been running on this tax plan. And now, five weeks before the election, he's saying that his big, bold idea is, "Never mind." And the fact is that if you are lowering the rates the way you described, Governor, then it is not possible to come up with enough deductions and loopholes that only affect high-income individuals to avoid either raising the deficit or burdening the middle class. It's -- it's math. It's arithmetic. Now, Governor Romney and I do share a deep interest in encouraging small-business growth. So at the same time that my tax plan has already lowered taxes for 98 percent of families, I also lowered taxes for small businesses 18 times. And what I want to do is continue the tax rates -- the tax cuts that we put into place for small businesses and families. But I have said that for incomes over $250,000 a year, that we should go back to the rates that we had when Bill Clinton was president, when we created 23 million new jobs, went from deficit to surplus, and created a whole lot of millionaires to boot. And the reason this is important is because by doing that, we cannot only reduce the deficit, we cannot only encourage job growth through small businesses, but we're also able to make the investments that are necessary in education or in energy.And we do have a difference, though, when it comes to definitions of small business. Under -- under my plan, 97 percent of small businesses would not see their income taxes go up. Governor Romney says, well, those top 3 percent, they're the job creators, they'd be burdened. But under Governor Romney's definition, there are a whole bunch of millionaires and billionaires who are small businesses. Donald Trump is a small business. Now, I know Donald Trump doesn't like to think of himself as small anything, but -- but that's how you define small businesses if you're getting business income. And that kind of approach, I believe, will not grow our economy, because the only way to pay for it without either burdening the middle class or blowing up our deficit is to make drastic cuts in things like education, making sure that we are continuing to invest in basic science and research, all the things that are helping America grow. And I think that would be a mistake. LEHRER: All right.ROMNEY: Jim, let me just come back on that -- on that point, which is these... LEHRER: Just for the -- just for record... (CROSSTALK)ROMNEY: ... the small businesses we're talking about...LEHRER: Excuse me. Excuse me. Just so everybody understands, we're way over our first 15 minutes.ROMNEY: It's fun, isn't it? LEHRER: It's OK, it's great. No problem. Well, you all don't have -- you don't have a problem, I don't have a problem, because we're still on the economy. We're going to come back to taxes. I want move on to the deficit and a lot of other things, too. OK, but go ahead, sir.ROMNEY: You bet. Well, President, you're -- Mr. President, you're absolutely right, which is that, with regards to 97 percent of the businesses are not -- not taxed at the 35 percent tax rate, they're taxed at a lower rate. But those businesses that are in the last 3 percent of businesses happen to employ half -- half of all the people who work in small business. Those are the businesses that employ one-quarter of all the workers in America. And your plan is to take their tax rate from 35 percent to 40 percent. Now, and -- and I've talked to a guy who has a very small business. He's in the electronics business in -- in St. Louis. He has four employees. He said he and his son calculated how much they pay in taxes, federal income tax, federal payroll tax, state income tax, state sales tax, state property tax, gasoline tax. It added up to well over 50 percent of what they earned. And your plan is to take the tax rate on successful small businesses from 35 percent to 40 percent. The National Federation of Independent Businesses has said that will cost 700,000 jobs. I don't want to cost jobs. My priority is jobs. And so what I do is I bring down the tax rates, lower deductions and exemptions, the same idea behind Bowles-Simpson, by the way, get the rates down, lower deductions and exemptions, to create more jobs, because there's nothing better for getting us to a balanced budget than having more people working, earning more money, paying more taxes. That's by far the most effective and efficient way to get this budget balanced. OBAMA: Jim, I -- you may want to move onto another topic, but I -- I would just say this to the American people. If you believe that we can cut taxes by $5 trillion and add $2 trillion in additional spending that the military is not asking for, $7 trillion -- just to ROMNEY: We didn't put in place a board that can tell people ultimately what treatments they're going to receive. We didn't also do something that I think a number of people across this country recognize, which is put -- put people in a position where they're going to lose the insurance they had and they wanted. Right now, the CBO says up to 20 million people will lose theirinsurance as Obamacare goes into effect next year. And likewise, a study by McKinsey and Company of American businesses said 30 percent of them are anticipating dropping people from coverage. So for those reasons, for the tax, for Medicare, for this board, and for people losing their insurance, this is why the American people don't want Medicare -- don't want Obamacare. It's why Republicans said, do not do this, and the Republicans had -- had the plan. They put a plan out. They put out a plan, a bipartisan plan. It was swept aside. I think something this big, this important has to be done on a bipartisan basis. And we have to have a president who can reach across the aisle and fashion important legislation with the input from both parties. OBAMA: Governor Romney said this has to be done on a bipartisan basis. This was a bipartisan idea. In fact, it was a Republican idea. And Governor Romney at the beginning of this debate wrote and said what we did in Massachusetts could be a model for the nation. And I agree that the Democratic legislators in Massachusetts might have given some advice to Republicans in Congress about how to cooperate, but the fact of the matter is, we used the same advisers, and they say it's the same plan. It -- when Governor Romney talks about this board, for example, unelected board that we've created, what this is, is a group of health care experts, doctors, et cetera, to figure out, how can we reduce the cost of care in the system overall? Because there -- there are two ways of dealing with our health care crisis. One is to simply leave a whole bunch of people uninsured and let them fend for themselves, to let businesses figure out how long they can continue to pay premiums until finally they just give up, and their workers are no longer getting insured, and that's been the trend line. Or, alternatively, we can figure out, how do we make the cost of care more effective? And there are ways of doing it. So at Cleveland Clinic, one of the best health care systems in the world, they actually provide great care cheaper than average. And the reason they do is because they do some smart things. They -- they say, if a patient's coming in, let'sget all the doctors together at once, do one test instead of having the patient run around with 10 tests. Let's make sure that we're providing preventive care so we're catching the onset of something like diabetes. Let's -- let's pay providers on the basis of performance as opposed to on the basis of how many procedures they've -- they've engaged in. Now, so what this board does is basically identifies best practices and says, let's use the purchasing power of Medicare and Medicaid to help to institutionalize all these good things that we do. And the fact of the matter is that, when Obamacare is fully implemented, we're going to be in a position to show that costs are going down. And over the last two years, health care premiums have gone up -- it's true -- but they've gone up slower than any time in the last 50 years. So we're already beginning to see progress. In the meantime, folks out there with insurance, you're already getting a rebate. Let me make one last point. Governor Romney says, we should replace it, I'm just going to repeal it, but -- but we can replace it with something. But the problem is, he hasn't described what exactly we'd replace it with, other than saying we're going to leave it to the states. give you a sense, over 10 years, that's more than our entire defense ROMNEY: We didn't put in place a board that can tell people ultimately what treatments they're going to receive. We didn't also do something that I think a number of people across this country recognize, which is put -- put people in a position where they're going to lose the insurance they had and they wanted. Right now, the CBO says up to 20 million people will lose their insurance as Obamacare goes into effect next year. And likewise, a study by McKinsey and Company of American businesses said 30 percent of them are anticipating dropping people from coverage. So for those reasons, for the tax, for Medicare, for this board, and for people losing their insurance, this is why the American people don't want Medicare -- don't want Obamacare. It's why Republicans said, do not do this, and the Republicans had -- had the plan. They put a plan out. They put out a plan, abipartisan plan. It was swept aside. I think something this big, this important has to be done on a bipartisan basis. And we have to have a president who can reach across the aisle and fashion important legislation with the input from both parties. OBAMA: Governor Romney said this has to be done on a bipartisan basis. This was a bipartisan idea. In fact, it was a Republican idea. And Governor Romney at the beginning of this debate wrote and said what we did in Massachusetts could be a model for the nation. And I agree that the Democratic legislators in Massachusetts might have given some advice to Republicans in Congress about how to cooperate, but the fact of the matter is, we used the same advisers, and they say it's the same plan. It -- when Governor Romney talks about this board, for example, unelected board that we've created, what this is, is a group of health care experts, doctors, et cetera, to figure out, how can we reduce the cost of care in the system overall? Because there -- there are two ways of dealing with our health care crisis. One is to simply leave a whole bunch of people uninsured and let them fend for themselves, to let businesses figure out how long they can continue to pay premiums until finally they just give up, and their workers are no longer getting insured, and that's been the trend line. Or, alternatively, we can figure out, how do we make the cost of care more effective? And there are ways of doing it. So at Cleveland Clinic, one of the best health care systems in the world, they actually provide great care cheaper than average. And the reason they do is because they do some smart things. They -- they say, if a patient's coming in, let's get all the doctors together at once, do one test instead of having the patient run around with 10 tests. Let's make sure that we're providing preventive care so we're catching the onset of something like diabetes. Let's -- let's pay providers on the basis of performance as opposed to on the basis of how many procedures they've -- they've engaged in. Now, so what this board does is basically identifies best practices and says, let's use the purchasing power of Medicare and Medicaid to help to institutionalize all these good things。

Unit1Foreign Language LearningA FAMOUS QUOTEA man who does not know a foreign language is ignorant of his own.——Johann Wolfgang von Goethe一个不懂得外语的人，也不会真正了解自己的母语。

——约翰·沃尔夫冈·冯·歌德Johann Wolfgang von Goethe（1749-1832）,German poet,novelist, playwright,statesman and scientist.Goethe is one of the great figures in the history of German literature and best known for his two-part poetic drama Faust,which he started around the age of twenty-three and didn't finish till shortly before his death sixty years later.约翰·沃尔夫冈·冯·歌德享年83岁，德国诗人、剧作家、政治家和科学家。

他是德国历史上最伟大的人物之一。

他的最著名的上下两部诗剧《浮士德》，从23岁开始创作直至他临终前完成，耗时近六十年。

Speaking ActivityStarting a ConversationSample DialogueRead the following conversation.Pay attention to how the speakers greet and introduce each other.Steve:Hi.I don't think we've met.My name's Steve.Jenny:Hi,Steve.Nice to meet you.My name's Juanita,but everybody calls me Jenny.Steve:It's a pleasure to meet you,Jenny.Jenny:Sorry,what was your name again?Steve:Steve.Jenny:So Steve,what do you do for a living?Steve:I work at the public library.How about you?Jenny:I'm a university student.Steve:That's great.So,where do you study?Jenny:Carnegie Mellon University.CMU is a global research university recognized for world-class arts and technology programs. It's the best university in the world for my major.Steve:Great for you!It was really nice meeting you.Jenny:Yeah.It was a pleasure meeting you too.注：卡内基·梅隆大学成立于1990年，位于美国宾州的匹兹堡，是一所研究型的私立大学，也是美国的重点大学之一。

英语作文名师讲堂Title: Master Class on English Composition。

Welcome to the Master Class on English Composition! In this session, we'll delve into various aspects of crafting compelling essays in English. Whether you're a student aiming to enhance your academic writing skills or a professional seeking to communicate more effectively in English, this class aims to provide valuable insights and practical tips to elevate your writing prowess.Understanding the Essay Structure。

First and foremost, let's discuss the fundamental structure of an essay. A well-structured essay typically consists of three main parts: introduction, body paragraphs, and conclusion.1. Introduction: This section serves to introduce the topic to the reader and provide a clear thesis statementoutlining the main argument or purpose of the essay. It should grab the reader's attention and provide a roadmapfor what to expect in the following paragraphs.2. Body Paragraphs: The body of the essay elaborates on the main points presented in the introduction. Each body paragraph should focus on a single idea or aspect relatedto the thesis statement. It's essential to provide supporting evidence, examples, and analysis to strengthen your argument and ensure coherence within the essay.3. Conclusion: The conclusion summarizes the key points discussed in the essay and reinforces the thesis statement. It should leave a lasting impression on the reader and possibly offer insights or suggestions for further exploration of the topic.Crafting Engaging Introductions。

Unit 1 The Power of LanguageText APre-reading Questions1.Do you usually challenge the idea an author represents? What do you think is active reading?2.What suggestions do you expect the author will give on reading critically?Critical ReadingCritical reading applies to non-fiction writing in which the author puts forth a position or seeks to make a statement. Critical reading is active reading. It involves more than just understanding what an author is saying. Critical reading involves questioning and evaluating what the author is saying ,and forming your own opinions about what the author is saying. Here are the things you should do to be a critical reader.批判性阅读批判性阅读适合于那种作者提出一个观点或试图陈述一个说法的纪实类写作。

批判性阅读是积极阅读。

它不仅仅包括理解作者说了些什么，还包括质疑和评价作者的话，并对此形成自己的观点。

成为一名批判性阅读者需要做到以下几点。

Consider the context of what is written. You may be reading something that was written by an author from a different cultural context than yours. Or, you may be reading something written some time ago in a different time context than yours. In either case, you must recognize and take into account any differences between your values and attitudes and those represented by the author.考虑写作背景。