1. 중앙교육진흥연구소, Lesson.2 FAQs about Oral Hygiene
2. Oral Hygiene
3. For this Lesson, text book provides students some questions requiring students' own experiences and
situations, regarding the topic of the text. Considering Comprehension Strategies on table 5.I, these questions are
designed to develop reading comprehensions before reading.(Pre-reading activities) There are also questions that
are asking details of the text and identifying the main idea in each section of the text. However, the questions
requiring post-reading skill are not included in this chapter. Therefore, we think it'll be good to add after-reading
activities such as asking the tone of the contents and the intention of an author's writing.
4. Treasure Hunt
http://users.forthnet.gr/ath/abyss/index.htm
Q1. What dental problems might symptoms of other serious health problems or systemic diseases be? Name two things.
Q2. Until when do you not need to use toothpaste?
Q3. What are the three main steps in maintaining good dental hygiene?
Q4. What kinds of advantages people could get, visiting this website?
Q5. In your opinion, what is the TONE of this website about oral hygiene?
2008년 4월 16일 수요일
2008년 4월 13일 일요일
What Would I Like To Read?
http://www.iht.com/articles/2006/08/23/opinion/edwatkins.php
< A global problem: How to avoid war over water>
'Whisky is for drinking, water is for fighting over," Mark Twain once said. At the start of the 21st century, his gloomy view on the water side of the equation has been getting endorsements from an impressive - if unlikely - cast of characters.
The Central Intelligence Agency, the accountancy firm PricewaterhouseCoopers and, most recently, Britain's Ministry of Defense have all raised the specter of future "water wars." With water availability shrinking across the Middle East, Asia and sub- Saharan Africa, so the argument runs, violent conflict between states is increasingly likely.
The specter is also on the agenda for the experts from 140 countries gathered this week at the annual World Water Week forum in Stockholm. Meetings of water experts are not obvious forums for debating issues of global peace and security. But the ghost of Mark Twain is in Stockholm this week as we reflect on the links between water scarcity and violent conflict between states.
So, here's the question. Are we heading for an era of "hydrological warfare" in which rivers, lakes and aquifers become national security assets to be fought over, or controlled through proxy armies and client states? Or can water act as a force for peace and cooperation?
recent events, it is difficult to avoid joining the ranks of pessimists who see water wars not as a future threat, but a living reality. Take the recent conflict in Lebanon. Beyond the unfolding horror captured on our television screens, one event went almost unnoticed. The destruction by Israeli bombs of irrigation canals supplying water from the Litani River to farmland along the coastal plain and parts of the Bekaa Valley threatens thousands of livelihoods.
The Litani irrigation system is not an isolated example. Last month in Sri Lanka, the refusal of Tamil Tiger rebels to open a sluice gate for canals that supply water to rice farmers sparked a full-scale military assault that claimed the lives of 17 aid workers.
Water conflicts are invariably shaped by local factors. But the sheer scale of these conflicts makes it impossible to dismiss them as isolated events. What we are dealing with is a global crisis generated by decades of gross mismanagement of water resources.
The facts behind the crisis tell their own story. By 2025, more than two billion people are expected to live in countries that find it difficult or impossible to mobilize the water resources needed to meet the needs of agriculture, industry and households. Population growth, urbanization and the rapid development of manufacturing industries are relentlessly increasing demand for finite water resources.
Symptoms of the resulting water stress are increasingly visible. In northern China, rivers now run dry in their lower reaches for much of the year. In parts of India, groundwater levels are falling so rapidly that from 10 percent to 20 percent of agricultural production is under threat.
From the Aral Sea in Central Asia to Lake Chad in sub-Saharan Africa, lakes are shrinking at an unprecedented rate. In effect, a large section of humanity is now living in regions where the limits of sustainable water use have been breached - and where water-based ecological systems are collapsing.
The disputes erupting within countries are one consequence of increasing scarcity. But water is the ultimate fugitive resource. Two in every five people in the world live in river and lake basins that span one or more international borders. And it is this hydrological interdependence that has the potential to transmit heightened competition for water across frontiers.
The Tigris and Euphrates river systems figure prominently at World Water Week. No river system better demonstrates the nature of hydrological interdependence. In Turkey, the Tigris and Euphrates rivers are seen as an underexploited source of power and irrigation. Viewed from Syria and Iraq, Turkish dams are a threat to hundreds of thousands of livelihoods, with farmers losing access to water. Underpinning the rivalry between states is the idea that sharing water is a zero-sum game: Every drop of water secured by Turkish farmers appears as a loss to Syrian farmers.
Consider, too, the huge river-diversion programs under consideration in China and India, which see them as part of a national strategy for transferring water from surplus to deficit areas. Neighboring governments fear a catastrophic loss of water. Bangladesh has warned that any diversion of the Ganges to meet the needs of India's cities could undermine the livelihoods of millions of vulnerable farmers.
Identifying potential flashpoints for conflict does not require a doctorate in hydrology. In the Middle East, the world's most severely water-stressed region, more than 90 percent of usable water crosses international borders. Forget oil: The most precious resource in the region flows in the River Jordan, or resides in the aquifers that link Israel and the occupied Palestinian territories.
< A global problem: How to avoid war over water>
'Whisky is for drinking, water is for fighting over," Mark Twain once said. At the start of the 21st century, his gloomy view on the water side of the equation has been getting endorsements from an impressive - if unlikely - cast of characters.
The Central Intelligence Agency, the accountancy firm PricewaterhouseCoopers and, most recently, Britain's Ministry of Defense have all raised the specter of future "water wars." With water availability shrinking across the Middle East, Asia and sub- Saharan Africa, so the argument runs, violent conflict between states is increasingly likely.
The specter is also on the agenda for the experts from 140 countries gathered this week at the annual World Water Week forum in Stockholm. Meetings of water experts are not obvious forums for debating issues of global peace and security. But the ghost of Mark Twain is in Stockholm this week as we reflect on the links between water scarcity and violent conflict between states.
So, here's the question. Are we heading for an era of "hydrological warfare" in which rivers, lakes and aquifers become national security assets to be fought over, or controlled through proxy armies and client states? Or can water act as a force for peace and cooperation?
recent events, it is difficult to avoid joining the ranks of pessimists who see water wars not as a future threat, but a living reality. Take the recent conflict in Lebanon. Beyond the unfolding horror captured on our television screens, one event went almost unnoticed. The destruction by Israeli bombs of irrigation canals supplying water from the Litani River to farmland along the coastal plain and parts of the Bekaa Valley threatens thousands of livelihoods.
The Litani irrigation system is not an isolated example. Last month in Sri Lanka, the refusal of Tamil Tiger rebels to open a sluice gate for canals that supply water to rice farmers sparked a full-scale military assault that claimed the lives of 17 aid workers.
Water conflicts are invariably shaped by local factors. But the sheer scale of these conflicts makes it impossible to dismiss them as isolated events. What we are dealing with is a global crisis generated by decades of gross mismanagement of water resources.
The facts behind the crisis tell their own story. By 2025, more than two billion people are expected to live in countries that find it difficult or impossible to mobilize the water resources needed to meet the needs of agriculture, industry and households. Population growth, urbanization and the rapid development of manufacturing industries are relentlessly increasing demand for finite water resources.
Symptoms of the resulting water stress are increasingly visible. In northern China, rivers now run dry in their lower reaches for much of the year. In parts of India, groundwater levels are falling so rapidly that from 10 percent to 20 percent of agricultural production is under threat.
From the Aral Sea in Central Asia to Lake Chad in sub-Saharan Africa, lakes are shrinking at an unprecedented rate. In effect, a large section of humanity is now living in regions where the limits of sustainable water use have been breached - and where water-based ecological systems are collapsing.
The disputes erupting within countries are one consequence of increasing scarcity. But water is the ultimate fugitive resource. Two in every five people in the world live in river and lake basins that span one or more international borders. And it is this hydrological interdependence that has the potential to transmit heightened competition for water across frontiers.
The Tigris and Euphrates river systems figure prominently at World Water Week. No river system better demonstrates the nature of hydrological interdependence. In Turkey, the Tigris and Euphrates rivers are seen as an underexploited source of power and irrigation. Viewed from Syria and Iraq, Turkish dams are a threat to hundreds of thousands of livelihoods, with farmers losing access to water. Underpinning the rivalry between states is the idea that sharing water is a zero-sum game: Every drop of water secured by Turkish farmers appears as a loss to Syrian farmers.
Consider, too, the huge river-diversion programs under consideration in China and India, which see them as part of a national strategy for transferring water from surplus to deficit areas. Neighboring governments fear a catastrophic loss of water. Bangladesh has warned that any diversion of the Ganges to meet the needs of India's cities could undermine the livelihoods of millions of vulnerable farmers.
Identifying potential flashpoints for conflict does not require a doctorate in hydrology. In the Middle East, the world's most severely water-stressed region, more than 90 percent of usable water crosses international borders. Forget oil: The most precious resource in the region flows in the River Jordan, or resides in the aquifers that link Israel and the occupied Palestinian territories.
Relationship between L1 and L2 reading
The relationship between L1 and L2 reading has been investigated drawing on two hypotheses.
First, the linguistic interdependence hypothesis, which claims that L1 reading ability transfers to L2 reading, i.e., there is always a relationship, hypothetically a correlational one, between L1 and L2 reading. And second, the linguistic threshold hypothesis, which claims that L1 reading ability transfers to L2 reading when learners' L2 proficiency is higher than the linguistic threshold, i.e., some basic linguistic ability is a prerequisite for the transfer to happen. Researchers, in general, have attempted to find out which hypothesis better explains the relationship between reading in one language and in another.
Two aspects of reading have been examined using this paradigm: the product of reading and the process of reading. The product of reading refers to the level of understanding, which is considered to be achieved by one's reading ability. It is measured by certain kinds of reading comprehension tests, and researchers have examined the relationships between reading abilities in L1 and L2 by using test scores as their data. The process of reading refers to various strategies that readers use. Researchers utilized self-report data obtained by such methods as conducting interviews, thinking aloud, or distributing questionnaires in order to examine internal processes of reading. Results of these studies have generally supported the linguistic threshold hypothesis, and the importance of acquiring some basic level of L2 proficiency for L2 readers in order to read as well as they do in their L1 has been stressed.
The present study focuses on the affective domain, unlike the previous studies focusing on the cognitive domain (either the product or the process of reading). However, the importance of L2 proficiency is taken into consideration, and whether the linguistic threshold hypothesis applies to the affective domain of reading is examined.
First, the linguistic interdependence hypothesis, which claims that L1 reading ability transfers to L2 reading, i.e., there is always a relationship, hypothetically a correlational one, between L1 and L2 reading. And second, the linguistic threshold hypothesis, which claims that L1 reading ability transfers to L2 reading when learners' L2 proficiency is higher than the linguistic threshold, i.e., some basic linguistic ability is a prerequisite for the transfer to happen. Researchers, in general, have attempted to find out which hypothesis better explains the relationship between reading in one language and in another.
Two aspects of reading have been examined using this paradigm: the product of reading and the process of reading. The product of reading refers to the level of understanding, which is considered to be achieved by one's reading ability. It is measured by certain kinds of reading comprehension tests, and researchers have examined the relationships between reading abilities in L1 and L2 by using test scores as their data. The process of reading refers to various strategies that readers use. Researchers utilized self-report data obtained by such methods as conducting interviews, thinking aloud, or distributing questionnaires in order to examine internal processes of reading. Results of these studies have generally supported the linguistic threshold hypothesis, and the importance of acquiring some basic level of L2 proficiency for L2 readers in order to read as well as they do in their L1 has been stressed.
The present study focuses on the affective domain, unlike the previous studies focusing on the cognitive domain (either the product or the process of reading). However, the importance of L2 proficiency is taken into consideration, and whether the linguistic threshold hypothesis applies to the affective domain of reading is examined.
2008년 4월 11일 금요일
Journal 4
From Table 4.1-4.4, think back what reading skills you haven't used before when you read English textbooks. Do you think ESOL learners should practice these skills (the skills you haven't used) in English class?
As I look back my reading habits, I can't remind of me using retelling skill during my reading process. However, there will be alot of benefits to use retelling skill during student's reading process.
This strategy concentrates on interpretation of the content and the structure of the particular text. Because it can involve all of the language modes, retelling can be used to teach and to assess a wide range of students' skills and understandings
Retellings are powerful tools because they serve authentic instructional and assessment purposes. Students retell, orally or in writing, narrative or expository text. In the retelling, they use the same form, style, and language of the original text. This strategy aids comprehension of text, expands vocabulary, and provides good models for students to transfer to their personal writing. Retellings provide insights into the thinking, organization, and comprehension levels of the readers. In primary grades students may use drawings in combination with oral retelling.
The texts that are used for retelling can be written, visual or oral. Retellings can also be in any of these forms. So, for example, a written text can be retold in a visual form, orally or as another written text. Teachers can read the text as students follow, using their own copies. Alternatively, teachers can listen while the teacher reads aloud, or read the text silently.
As I look back my reading habits, I can't remind of me using retelling skill during my reading process. However, there will be alot of benefits to use retelling skill during student's reading process.
This strategy concentrates on interpretation of the content and the structure of the particular text. Because it can involve all of the language modes, retelling can be used to teach and to assess a wide range of students' skills and understandings
Retellings are powerful tools because they serve authentic instructional and assessment purposes. Students retell, orally or in writing, narrative or expository text. In the retelling, they use the same form, style, and language of the original text. This strategy aids comprehension of text, expands vocabulary, and provides good models for students to transfer to their personal writing. Retellings provide insights into the thinking, organization, and comprehension levels of the readers. In primary grades students may use drawings in combination with oral retelling.
The texts that are used for retelling can be written, visual or oral. Retellings can also be in any of these forms. So, for example, a written text can be retold in a visual form, orally or as another written text. Teachers can read the text as students follow, using their own copies. Alternatively, teachers can listen while the teacher reads aloud, or read the text silently.
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