高三英語COVID-19meanstheworldeconomymaybeinforalongslog課前預(yù)習(xí)作業(yè)和答案提高版

1、請(qǐng)各位高三同學(xué)在明天聽課前務(wù)必完成以下課時(shí)限時(shí)訓(xùn)練，否則無法聽課。課上將進(jìn)行限時(shí)作業(yè)中重點(diǎn)問題的講評(píng)。COVID-19 means the world economy may be in for a long slog-19 has;By the end of this period, students are expected:-19 has;To get some information about the effects on the world economy COVIDTo master language usage concerning COVID-19;To develop re

2、ading skills, especially how to read a newspaper article;To possess national and global consciousness;Before class (課前自主學(xué)習(xí)，合作探究 )Activity 1: Identify the genre of the selected article.Activity 2: Predict the content of the article.Title: COVID-19 means the world economy may be in for a long slogSome

3、 other words and phrases related to COVID-19: break out (Para3), coronavirus (Para5), epidemic (Para13), quarantine (Para16)SubtitlesActivity 3: Figure out the structure of the article.(Para.):(Para.):(Para.):(Para.):Word.trigger (1)Word.trigger (1).recession (2) |.take a hit (4).collapse (5)5.immin

4、ent (6)6.remedy (9)7.be centered on (16)8.disruption (18)9.amplify (18)10.precipitously (21)Meaninga period when the economy of a country is doing badlya solution to a particular problemmake something the main subject of attention or interesthappen more quickly than expectedmake something happena si

5、tuation in which something fails or stops existingincrease the size, volume or significancesuffer damage or lossbe likely or certain to happen very soonsomething cant continue because of a problem; mess; chaosIn class (課上交流指導(dǎo)，研討提升 )? COVID-19 means the world economy may be in for a long slog? Govern

6、ments, investors and populations have been thrown into a state of confusion and uncertainty by the accelerating cases of the novel coronavirus, which broke out in China and spread around the world.? Rate cuts have been used as the chief remedy by central banks in recessionary times but they are alre

7、ady so low in America and Europe that policymakers have less ammunition this time around. Governments will have to ramp up their efforts to help firms with their costs, as China has done, and to protect workers by minimizing layoffs and maintaining stable incomes.? The evidence is mounting that some

8、 countries may not have used the limited time as wisely as they could have now that coronavirus is arriving on their doorsteps.? In the United States, investors have become increasingly worried about a number of factors, including what some have called an uneven government response, confusion about

9、the number of cases in the country and concerns that fear of contracting the virus or government-imposed limits on movement will hit consumer spending and damage the economy.? Whatever happens, we seem to be in for a slog.Activity 1: Answer the questions below.If we compare coronavirus with the 2008

10、 financial crisis, which one is more severe?What strategies have the countries in the world adopted as remedies according toDiversestrategies needed ” ?What can we learn from Paragraph 17 and 18?The European nation has merely experienced the economy recession.There have been 4 countries in the world

11、 which are going through recessions.The USA is the least severe country affected by COVID-19.Chances are that more and more nations will experience a weakened state in economy.Activity 2: Read for analyzing the details of the article.Title: COVID-19 means the world economy may be in for a long slogI

12、ntroduction1 from COVID-19, fright and horror among consumerswere commonly seen. Governments, investors and populations have been confused and 2by the accelerating cases of the novel coronavirus. The outbreak has caused a collision of unstable debt and an oil price crash, and recession is in3for the

13、 world.A4ofstrategies needed Governments will spare no effort to prevent workers from being 5and uncertain income. Saudi Arabia would raise output after Russia, which is6from OPEC but works closely with the cartel, rejected the additional production cut.Cascade of recessions A lot of attention is ce

14、ntered on Italy, which7No.1 outsideAsia, according to virus infections. The United States is still a 50-50 situation, but if the market disruptions continue and the coronavirus fears amplify, then it will have recessions.8, even if the recession doesnt turn out to be truly global,it will certainly f

15、eel like it.Long-term effects Supply chains are struggling. Factories remain well below full pelt. The appetite for travel has dampened precipitously. Trade is9.Ambrose Evans-Pritchard said a global recession was imminent and unable to10, but not everyone is so sure.Activity 3: Use another sentence

16、to convey the same meaning of the original one.(Para. 4) The global economy will certainly take a hit but the question is how hard.(Para. 11) Stress levels were elevated by an oil price fight between Saudi Arabia and Russia after OPEC talks ended in failure last week amid attempts to support the oil

17、 market as the virus led to a drop in global demand.(Para. 12) The conflict sent oil prices crashing to a four-year low on Monday in a signal that coronavirus can cause pain in expected ways.(Para. 19) El-Erian said the state of affairs was exacerbated by the confluence of a simultaneous destruction

18、 in demand and supply, weaker economic fundamentals, and a drop in market confidence in central banks.After class(課后鞏固提升，全景練習(xí)) Read another article related to COVID-19.How will COVID-19 impact global education?The outbreak of COVID-19 has hit the majority of countries and regions on this planet as 1

19、35 countries and territories reported confirmed cases on March 15. A record number of children and youth cannot continue their regular study life due to disruptions caused by the outbreak.More than 60 countries in Africa, Asia, Europe, North America and South America have announced or implemented sc

20、hool and university closures. Indeed, the impact of COVID-19 on education has gone far beyond school closure. What is its impact on the global education landscape? How will it change the future of education in the aftermath?First, health and life have become the first priority. The component of heal

21、th, life and wellbeing in curriculum varies from country to country. It is also delivered in varied ways in classrooms and schools, as a standalone course, or integrated with physical education and mental wellbeing. Health emergency response is often absent either in curriculum or in school activiti

22、es in many countries. Now almost all the governments and education authorities are producing guidelines and guidance to the students with proper measures and actions to avoid infection and stay safe in the case of virus infection. Health education, especially those relating to emergency response wil

23、l be an integral part of curriculum and school administration in the future.Online education becomes the norm. A record number of students in the world now rely on online education to continue their study due to COVID-19 quarantine and school closures. This is effective when national portals are ava

24、ilable. Typically, China has created a national portal that can accommodate 50 million students learning online simultaneously. The outbreak has de facto accelerated the integration of technology and artificial intelligence in education. Nonetheless, lack of access to technology or good internet con

25、nectivity could also constrain access to learning for those from disadvantaged areas or families. The disparity and inequity is likely to enlarge.Student mobility has been disrupted. The number of foreign students engaged in tertiary education programs worldwide has expanded massively in the past fe

26、w decades, according to the OECD, rising from 2 million in 1998 to 5.3 million in 2017, of which, according to UNESCO, 2.5 million are studying outside their home region. Due to travel restrictions imposed by many governments, many students could not return to campus as scheduled, or they have to le

27、ave the campuses during the closure of universities and colleges. Online courses are offered for many students in many institutions, but not all.Even for those with online learning opportunities, there remain the issues of assessment and accreditation of learning outcomes. Ideally, if competency sta

28、ndards and qualification frameworks are in place, students can translate their learning outcomes in spite of whenever or wherever they learned. But competency standards and qualification frameworks are still being developed in many countries.Alternatively, one could learn at home and gain transferra

29、ble credits or even a degree recognized by another country or region with Global Convention on the Recognition of Higher Education Qualifications, endorsed by UNESCO last November. Right now, it is still too soon for many countries to adapt to and realize it.How effectively students can learn depend

30、s on how schools and teachers can manage their learning. People were used to classroom-based lectures that have been critiqued as old mode for industrial society. Indeed the outbreak forced a leap into alternative approaches to learning with integration of technology and artificial intelligence. It

31、demands new methods and strategies of learning assessment. The key to effective evaluation lies in cognitive and brain science that could identify solutions to effective learning. Learning science will play a larger role in future educational development.Parent education levels pose a challenge to o

32、nline teaching and learning. For many students who study online due to imposed social distancing, travel restriction or school closure, home turns into a classroom, and parents enter into the role of teaching assistant or learning partner whether theyre prepared or not. Many parents struggle to perf

33、orm this task, especially those with limited education and resources. On the other hand, working parents tend to leave children unattended, which may lead to varied quality of learning or even risky behavior. This warrants a close parent-school partnership as well as strong and supportive parental e

34、ducation, which have never been more important to the learning system than right now.In addition, mental wellbeing counts. The outbreak, especially for those who have close contact with confirmed cases or experienced the death of a family member or friend, is a traumatic experience for children and

35、young people. Stress and depression might increase as a result of a lack of social contact that used to occur through social activity and human interaction in schools. Social isolation, in the case of social distancing and school closure, might be compounded by anxiety arising from challenges with t

36、he new mode of online learning. Overall, the battle against coronavirus is a test of courage and perseverance for both individuals and nations. This has made mental wellbeing and mental consultancy one of the fundamental education elements in schools.International cooperation counts. When China was

37、first hit by coronavirus, people in many countries offered their help in various ways-in kind, in resource and in spirit. As those countrieshave fallen into crisis, China has reciprocated their support. Solidarity is the key to fight against the global pandemic, and education lies at its core by tea

38、ching the youth to value peace and solidarity rather than conflict and division. As the preamble of the UNESCO constitution states, since wars begin in the minds of men, it is in the minds of men that the defenses of peace must be constructed.With economic and social costs, and even a human toll, th

39、e outbreak has changed the global education landscape far beyond expectation. It has awakened people awareness of many under-addressed issues and pushed many things ahead of the agenda of many governments. Evidently, education that encompass physical, social and emotional wellbeing is key to sustain

40、able development; technology and artificial intelligence have opened up new perspectives and strategies to education delivery, yet inequity will persist or even exacerbate without effective intervention by governments; and cognitive science could bring more positive changes to effective learning.Above all, only when we educate children and youth to devote