The Problem

作文the problem英文回答：The problem I want to discuss is the issue of air pollution in urban areas. This is a serious problem that affects millions of people around the world. In big cities, the air is often filled with pollutants from cars, factories, and other sources. This can have a negative impact on people's health, causing respiratory problems and other illnesses. In addition, air pollution can also harm the environment, affecting plants, animals, and ecosystems. It is a complex issue that requires attention and action.One of the main reasons for air pollution in urban areas is the high number of vehicles on the roads. Cars and trucks emit harmful gases and particles into the air, contributing to the overall pollution levels. In addition, industrial activities in urban areas also releasepollutants into the atmosphere. These factors combine to create a toxic mix of air pollution that can have seriousconsequences for public health.To address this problem, there are several possible solutions that can be considered. One approach is to promote the use of public transportation and alternative modes of transportation, such as cycling or walking. This can help reduce the number of vehicles on the roads and decrease the amount of pollution being emitted. In addition, stricter regulations on industrial emissions and the use of cleaner technologies can also help mitigate air pollutionin urban areas. It is important for governments, businesses, and individuals to work together to find sustainable solutions to this pressing issue.中文回答：我想讨论的问题是城市地区的空气污染问题。

The world is currently facing a serious problem - the energy crisis. The ever-increasing demand for energy, coupled with the finite resources available, has created a challenge that requires immediate attention.One of the main causes of the energy crisis is the over-reliance on non-renewable sources of energy such as coal, oil, and natural gas. These resources are finite and will eventually run out. Furthermore, the use of these fossil fuels has resulted in a significant increase in greenhouse gas emissions, which contributes to climate change.In order to address the energy crisis, it is important to explore alternative sources of energy. Renewable energy sources such as solar, wind, hydro, and geothermal power have the potential to provide clean and sustainable energy. However, the implementation of these technologies on a large scale requires significant investments in infrastructure and research.Another important aspect of addressing the energy crisis is improving energy efficiency. This involves reducing energy consumption through the use of more efficient appliances, buildings, and transportation systems. By doing so, we can reduce our reliance on non-renewable sources of energy and decrease our carbon footprint.In addition, it is important to raise awareness about the energy crisis and the importance of sustainable energy practices. Education and advocacy can help people understand the impact of their energy consumption and encourage them to make more environmentally responsible choices.Finally, governments and policymakers must play a crucial role in addressing the energy crisis. They can create policies and incentives that promote the development and use of renewable energy sources and energy-efficient technologies. This includes implementing carbon pricing, providing subsidies for renewable energy projects, and investing in research and development.In conclusion, the energy crisis is a complex issue that requires a multifaceted approach. It requires a shift towards renewable energy sources, improvements in energy efficiency, increased awareness, and government intervention. By taking action now, we can ensure a sustainable future for generations to come.。

The Problem of BullyingBullying is a widespread issue that continues to plague schools, workplaces, and communities around the world. It involves the repeated aggressive behavior towards an individual with the intention to harm, intimidate, or dominate them. This problem has serious consequences for both the victims and the perpetrators, leading to physical and emotional harm and even long-term psychological effects.One of the main reasons why bullying persists is the imbalance of power between the bully and the victim. Bullies often prey on those who they perceive as weaker or different from themselves. This power dynamic can be based on physical strength, social status, or other factors that grant the bully a perceived superiority. In today's digital age, cyberbullying has also become a significant concern, as bullies can target their victims online, often anonymously, amplifying the negative impact.The effects of bullying can be devastating for the victims. They may experience a range of emotions including fear, anxiety, and depression. The constant harassment and humiliation can erode their self-esteem and confidence, making it difficult for them to form healthy relationships or succeed academically or professionally. In extreme cases, bullying has even led to self-harm and suicide among its victims, highlighting the urgent need to address this issue effectively.Moreover, bullying does not only affect the victims but also has negative consequences for the bullies themselves and the broader community. Bullies often exhibit aggressive behavior in other areas of their lives, leading to a perpetuation of violence and a cycle of aggression. Additionally, witnessing or being aware of bullying can create a culture of fear and silence, where individuals are reluctant to speak up or intervene, further enabling the problem.To tackle the problem of bullying, it is crucial to adopt a multi-faceted approach that involves education, awareness, and support systems. Schools and organizations should implement comprehensive anti-bullying programs that promote empathy, respect, and understanding among students and employees. These programs should focus on fostering a positive school or work environment where bullying is not tolerated and bystanders are encouraged to report incidents.Parents and caregivers also play a vital role in preventing bullying. By teaching children about empathy, kindness, and acceptance from an early age, they can promote a culture of inclusivity and respect. Open communication channels between parents, teachers, and students are essential to identify and address any bullying incidents promptly. Furthermore, society needs to work together to combat cyberbullying. Online platforms should take proactive measures to prevent and respond to cyberbullying, such as implementing stricter policies, providing reporting mechanisms, and educating users about responsible online behavior. Individuals should also be encouraged to be more mindful of their online actions and to intervene when they witness cyberbullying.In conclusion, the problem of bullying remains a significant challenge in our society. It is a complex issue that requires collective efforts to address effectively. By promoting awareness, empathy, and implementing comprehensive anti-bullying programs, we can create safer environments where everyone feels respected and valued. It is only through these concerted actions that we can truly combat the problem of bullying and protect the well-being of individuals in all walks of life.。

Spot the problem!Melinda Edwards, Pázmány Péter University, Piliscsaba, HungaryLevel: Intermediate and aboveTime: 15 minutesResources: Role-cards written or collected by the teacher before classGoal:To discuss and raise students’ awareness of pragm atic violations (in the areas of openings, closings, and requests)Description of the activityIn this section the activity will be described in action as I implemented it with an advanced group of Hungarian EFL learners. Before class, I selected some role-play activities from a language examination resource book, all of which involved two people in a formal or informal encounter. I designed some “problem cards” as well, each of which contained a pragmatic error.In class the topic was introduced and two students were asked to volunteer to perform a role-play. They received role-cards and one or both of them were given problem cards, according to the situation. While they were reading their cards, I asked the rest of the class to observe the role-plays carefully, because there would be something wrong that they should spot.Here are some examples for the role-cards:Person A:You have just moved to England for a study trip. You don’t know too much about the town, public transport, health facilities, etc. You meet the neighbor in front of your house. Ask him/her questions to find out where you can find the post office, how you can buy tickets for public transport and what kind of entertainment facilities there are in town.Person B: You have lived in the same town for 10 years. You have found out that a foreign university student has just moved in next to you. You meet him/her on the street. Give information about public transport, entertainment facilities, etc.The problem cards for the above mentioned and other situations were like the following:- You live alone and have a lot of spare time, and you love speaking to people.Try to maintain the conversation as long as you can and ignore your partner’s intentions to leave.- Be very direct in your questions; when asking for information, avoid question forms (Could you…?) and use e.g. “Please tell me where…”- You don’t know that How are you? is a greeting. When your partner asks you this question, give a detailed account of how you really are.After the dialogues were performed, students shared their observations with the class. The discussion involved issues such as preclosings, formal-informal forms, opening and closing the conversation politely. By seeing the actors’ surprise, uneasiness or embarrassment when their communication partner committed a pragmatic error, not only were students amused, but they could also consider the seriousness of these errors. Procedure1.In preparation for the class, the teacher prepares role-cards in matching pairs, appropri ate for the students’ level. These can be from their regular coursebook, exam preparation resources or written by the teacher. In addition to this, (s)he prepares “problem cards,” each containing a pragmatic mistake/violation.2.The teacher asks two students to volunteer to perform a role-play dialogue. (S)he gives them the role-cards as well as the problem cards. Other students are asked to observe and spot mistakes.3.Students perform the role-play, others jot down their observations.4. A whole class discussion follows, in which the students share their observations with each other. The teacher elicits the forms/phrases that “caused the problems,” and possible ways to overcome these. Differences between the students’ mother tongue(s) and English can also be discussed concerning the problematic issues.5.If time allows, more pairs can be asked to perform role-plays.RationaleResearch has shown that EFL learners and their teachers tend to undervalue the seriousness of pragmatic violations, and consistently ranked grammatical errors as more serious than pragmatic errors, whereas ESL learners and teachers showed the opposite attitude (Bardovi-Harlig and Dörnyei, 1998). This tendency points out how important it is to draw EFL learners’ attention to the seriousness o f pragmatic violations.Concerning openings and closings, Dörnyei and Thurrell (1992:37) give more than twenty phrases that are used by native speakers to bring a conversation to a close (e. g. I’d better let you go, I (really) must go). However, in their study of closings in ESL/EFL textbooks, Bardovi-Harlig et al. (1991) found that very few of the textbooks they examined showed complete conversation closings. Likewise, in their study of EFL coursebook series, Csizér and Edwards (in preparation) found that the conversational models in the EFL coursebooks examined contained few full openings and closings. What this means is that few dialogues contained shutting down the topic, a preclosing, or a “post-opening” (such as How are you?). Adjacency pairs in openings and closings were frequently incomplete as well. It is necessary, therefore, to complement the input of coursebooks in the EFL classroom and draw students’ attention to the importance of pragmatic issues.As for pragmatic errors concerning politeness, it has to be mentioned that in many European languages, for example, German, Russian, Spanish, French, and Hungarian, there are formal and informal forms marking the degree of politeness and the forms of address. There are relatively clear-cut sociocultural rules as to when to use which form, which may be hard to grasp for a native speaker of English. Similarly, for EFL students of these mother tongues, it can be problematic how to express politeness in English.This activity was designed in order to provide a tool for this purpose. The fact that the students have to perform the dialogues and observe each other can help raise their awareness towards pragmatic violations. At the last stage of the class, different forms of greetings and the concept of preclosings can be discussed.Alternatives and Caveats1.The activity is designed as a whole-class activity. In the case of large classes itcan be done as group work as well. In this case the teacher asks two people from each group to perform the role-play, which the group discusses and then a spokesperson reports their observations to the whole class.2.The problem cards quoted contained “general examples” for pragmatic violations, but these can always be tailored to the students’ needs and problems (conside ring their mother tongue or level, for example). Depending on the focus of the task and the situation, both people involved in the role-play can receive problem cards, or it can be only one of them and the other student only has to “react” to the violation s.ReferencesBardovi-Harlig, K. & Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning.TESOL Quarterly, 32, 233-259.Bardovi-Harlig, K., Hartford, B.A.S., Mahan-Taylor, R., Morgan, M.J., & Reynolds, D.W.(1991). Developing pragmatic awareness: closing the conversation. ELT Journal,44, 92-94.Csizér, K. & Edwards, M. (in preparation). Opening and closing the conversation: how EFL coursebooks teach pragmatic competence.Dörnyei, Z. & Thurrell, S. (1992). Conversation and dialogues in action. London: Prentice Hall International.。