南京封閉雅思培訓(xùn)機(jī)構(gòu)_哪個(gè)好_費(fèi)用
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朗閣優(yōu)秀師資
陸益梅Sharon
熱愛(ài)教師這個(gè)職業(yè),上課充滿激情,鼓勵(lì)學(xué)生獨(dú)立思考問(wèn)題,及時(shí)贊美學(xué)員的進(jìn)步,注重自我的不斷提升,更新優(yōu)化教學(xué)內(nèi)容,為學(xué)員創(chuàng)造一個(gè)充滿動(dòng)感和快樂(lè)但知識(shí)豐富的課堂氣氛。將西方文化貫穿教學(xué)之中,激發(fā)學(xué)生的學(xué)習(xí)興趣。
【主講】雅思精高口語(yǔ)
【風(fēng)格】動(dòng)感快樂(lè)
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雅思6分
課程概述
私塾小班,3 – 6人小班教學(xué),老師可以照顧到每一位學(xué)員。四個(gè)不同梯度的人性化課程設(shè)置,滿足不同階段學(xué)員的學(xué)習(xí)要求。
“場(chǎng)景 互動(dòng)式”課堂,私塾小班把課堂真正歸還給學(xué)員本身。老師精講結(jié)合有效性練習(xí),從根本意義上解決雅思學(xué)員課堂內(nèi)外反差過(guò)大,練習(xí)主動(dòng)性較差的現(xiàn)象。針對(duì)中國(guó)考生在口語(yǔ)和寫(xiě)作輸出性科目中的痛點(diǎn),由朗思頂級(jí)老師聯(lián)合打造立體的雅思學(xué)習(xí)模式,有效幫助考生實(shí)現(xiàn)雅思?jí)粝搿?/span>
1.聽(tīng)力課:內(nèi)容包括辨音,句型,短對(duì)話,長(zhǎng)對(duì)話和真題演練。旨在幫助學(xué)生從**基本的內(nèi)容聽(tīng)起,為聽(tīng)力的騰飛打好基礎(chǔ)。
2.閱讀課:幫助學(xué)員從粗略看懂短文,到透徹理解其內(nèi)涵,掌握高效閱讀方法。
3.寫(xiě)作課:針對(duì)寫(xiě)作中出現(xiàn)較多低級(jí)語(yǔ)法錯(cuò)誤傳授**有效**前沿的英語(yǔ)寫(xiě)作方法,擴(kuò)充寫(xiě)作基礎(chǔ)詞匯,讓英語(yǔ)學(xué)習(xí)成為一種享受。
4.口語(yǔ)課:以口語(yǔ)考試**部分為主,第二第三部分為輔的模式,讓學(xué)生全方位了解雅思口語(yǔ)考試的模式、結(jié)構(gòu)以及評(píng)分標(biāo)準(zhǔn),**對(duì)口語(yǔ)考試**部分必考題目與常考題目的全方位解析,使學(xué)生為稍后的高分沖刺積累信心,打好基礎(chǔ)。
課程安排
1.考試規(guī)劃:了解學(xué)生意向,考試成績(jī)目標(biāo),由課程顧問(wèn)給予學(xué)生專業(yè)的備考建議;
2.專業(yè)測(cè)試:全真模擬題測(cè)試,由課程顧問(wèn)出具專業(yè)報(bào)告和分析,從而推薦**適合考生能力和目標(biāo)的學(xué)習(xí)課程;
3.課堂授課:針對(duì)學(xué)員的問(wèn)題和備考規(guī)劃,為學(xué)生提供專業(yè)的課程教學(xué)與方法指導(dǎo);
4.監(jiān)督跟蹤:為學(xué)員建立檔案,方便學(xué)員學(xué)習(xí)情況反饋和溝通;
5.結(jié)果反饋:協(xié)助學(xué)員總結(jié)學(xué)習(xí),及時(shí)發(fā)現(xiàn)問(wèn)題,幫助學(xué)生安排學(xué)習(xí)計(jì)劃,提高學(xué)習(xí)效率。
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導(dǎo)語(yǔ):聯(lián)展教育網(wǎng)小編整理了雅思寫(xiě)作范文-控制小孩的犯罪天性,希望對(duì)您有所幫助。更多雅思輔導(dǎo)資料,盡在聯(lián)展教育網(wǎng)。
有些人認(rèn)為犯罪是人的天性,而有些人認(rèn)為我們可以在小孩小的時(shí)候停止他們的這種傾向,你有什么看法?
Crimes undermine human society. Reasons for committing a crime are varied and complex, so we could not say that violation of law is just human nature and that people’s tendency to break the law could be stopped when they are young.
We are still not sure what causes people to commit a crime. The reason seems to be clear in cases in which a thief steals money to make a living or buy things normally unaffordable. Many thieves, when caught and interviewed, reveal that they come from poor families and have very little education. Therefore we could establish a relation between less privileged family background and low level of education. Many people used to believe that parents could teach their children the harms of wrongdoing by showing them the consequences of such action and the obligation of complying with social norms. Such method works for most children who are aware of what they are doing and what would happen from their action. But we also learn from news or other sources that many high-level officials take bribes or abuse power for their own benefit. Such people with high income and good education clearly know what they are doing and the possible consequences. Such crimes would not have happened if tendency to commit crimes could be stopped when people were young.
Moreover, we know that people tend to act for their own benefit, but we do not know if this is due to human nature or other causes such as ideas learned later in life. If it is human nature, people live in faraway places without much education would commit crimes at a higher rate than people with schooling in cities. By contrast, people in remote places are more honest and kind, and the crime rate is significantly lower than that in city. From such evidence, we could not conclude that the above assertion is true.
While we continue to explore what causes crime and how to prevent it, we need to bear in mind that it is far more complex than we normally think. Accordingly, measures for crime prevention should also be multidimensional.
To sum up, the conclusion that it is human nature to commit crime and that people’s tendency to break the law could be stopped when they are young is not well supported. People become criminals for many reasons and we should adopt more effective methods for crime prevention.
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