2016年6月30日 星期四
2016年6月22日 星期三
10個英美讀音分別1: t音之變化
變成d.例: party,
https://www.quora.com/When-and-why-did-Americans-start-pronouncing-the-letter-t-as-a-d
http://www.learnersdictionary.com/qa/do-americans-pronounce-t-like-d
http://www.speakmethod.com/speakamericant.html
2016年6月20日 星期一
家務技巧與原理系列9: 如何正確洗冷氣機
http://hk.apple.nextmedia.com/realtime/supplement/20160620/55241351
重點:
１.隔塵網最好每周清洗一次， 最多兩星期也必定要清洗！
2. 至於正確的洗隔塵網方法，是先去除隔塵網上的塵埃，後再以1:49的漂白水浸泡10分鐘，這樣就可以殺死積存在隔塵網上的細菌。
3. 冷氣機內部金屬片亦可用1:49的漂白水，以噴水壺噴灑，噴上後待半小時至一小時，之後開着機內風扇功能，就可令漂白水味道變淡；
4. 由於漂白水的腐蝕性對機身金屬片位影響不大，重啟冷氣後就會被機身產生的水滴帶走，而且還可順道清理去水喉位的霉菌，可說是一舉數得。
5.如果家中有小朋友或你對漂白水氣味敏感，最好在整個清潔過程中，不要留在屋內，而且機身在吹風時，亦最好打開窗戶，令漂白水氣味更易消散。
重點:
１.隔塵網最好每周清洗一次， 最多兩星期也必定要清洗！
2. 至於正確的洗隔塵網方法，是先去除隔塵網上的塵埃，後再以1:49的漂白水浸泡10分鐘，這樣就可以殺死積存在隔塵網上的細菌。
3. 冷氣機內部金屬片亦可用1:49的漂白水，以噴水壺噴灑，噴上後待半小時至一小時，之後開着機內風扇功能，就可令漂白水味道變淡；
4. 由於漂白水的腐蝕性對機身金屬片位影響不大，重啟冷氣後就會被機身產生的水滴帶走，而且還可順道清理去水喉位的霉菌，可說是一舉數得。
5.如果家中有小朋友或你對漂白水氣味敏感，最好在整個清潔過程中，不要留在屋內，而且機身在吹風時，亦最好打開窗戶，令漂白水氣味更易消散。
2016年6月17日 星期五
10大老師面試熱門問題5: 如何處理補底班
1. 工作量:Time gained as a result of reduced marking load due to smaller class size should be devoted to the preparation of lessons, the development of remedial teaching materials and co-ordination with teachers of the mainstream classes.
2. 如何選學生：The selection of students for Remedial Teaching should be determined by individual schools based on one or more of the following:
a. Screening test
Teachers can design their own screening tests with close reference to the primary English syllabus or textbooks. Alternatively, they can make use of the Attainment Tests produced by the Educational
Research Section.
b. Internal test/examination results
These are useful particularly when Remedial Teaching is also provided at S2 or above levels.
c. Teachers’ recommendations
Through observation in class, teachers are able to provide additional information which is otherwise not reflected in test or examination scores.
3. 教師的特徵:
The remedial class teacher should preferably be one with subject expertise and experience. She should be able to give a good model of English to her students and inspire their interest in the language.
She also needs to be patient and sympathetic. She should adopt a warm, friendly attitude towards her students to gain their confidence. Very often,students who are weak in English and who feel that they cannot cope will end up disliking or dreading the subject. It is important that the remedial class teacher can understand this and help them overcome their fears through constant encouragement.
4. 運作方式
a. Streaming
Students are streamed according to their aggregate scores in either the 3 basic subjects (Chinese, English and Mathematics) or all the subjects. The weakest are then divided into groups for remedial lessons.
b. Split Class
Some classes are split into two halves according to their ability in English. The half with lower ability are to receive remedial lessons while the higher ability half join their counterparts in another class
to form one mainstream class
c. Withdrawal
This includes Setting and Partial Withdrawal
i. Setting --- Students with lower ability in English from each class are withdrawn to form remedial groups.
ii. Partial Withdrawal --- This arrangement is the same as Setting, except that weaker students are withdrawn from their regular classes for some of the lessons only.
d. Additional Lessons
Small groups of students attend remedial lessons outside their normal school hours.
5. 地點：Remedial groups can be accommodated in vacant classrooms when students are having their lessons in other parts of the school, in partitioned corners of the assembly hall or covered playground, in special rooms or any other vacant rooms as available
6. 調適策略i: change the question type. e.g. in teaching reading comprehension
The original reading comprehension exercise requires
students to supply the missing words in a short dialogue.
This is difficult for weak students as the task involves both
receptive skills (comprehension) and productive skills
(completing sentences).
The modified exercise simplifies the task by asking students
to decide whether some statements are true or false.
Students also need to write down the relevant line number(s)
to justify their answers.
7. 調適策略ii: Introducing smaller steps to bridge gaps in students’
knowledge by pair work
e.g. The exercise required students to talk about the names, locations and possible activities of some local spots by simply looking at the given photographs. It pre-supposes that students have knowledge of the places in question as well as the language required to complete the task. The modified version provides
variety in practice through a series of graded exercises.
pair work:
You can ask and answer questions like this:
Q. What is it in Picture __________________________________________________ ?
A. It is the __________________________________________________.
Low Wu Terminal (8)
Ocean Terminal (9)
Central MTR Station ( )
Space Museum ( )
Ocean Park ( )
Tsimshatsui Star Ferry Pier ( )
Hong Kong International Airport ( )
City Hall ( )
Peak Tower ( )
gap-filling
Study the table on your own worksheet. Some information on what we can see or do in these places is provided but some details are missing.
Work with your partner to complete the table.
You can ask questions like these :
Q. What can we see at the ___________ ? A. We can see ________________ there.
Q. What can we do at the ___________ ? A. We can ___________________ there.
Do not look at your partner’s worksheet!
(The same set of instructions will appear on Worksheets A and B).
8. 調適策略iii: shortening
e.g. For very weak students, help them listen to only the first three paragraphs on the tape rather than the whole recording.
This caters for the ability of really weak students.
2. 如何選學生：The selection of students for Remedial Teaching should be determined by individual schools based on one or more of the following:
a. Screening test
Teachers can design their own screening tests with close reference to the primary English syllabus or textbooks. Alternatively, they can make use of the Attainment Tests produced by the Educational
Research Section.
b. Internal test/examination results
These are useful particularly when Remedial Teaching is also provided at S2 or above levels.
c. Teachers’ recommendations
Through observation in class, teachers are able to provide additional information which is otherwise not reflected in test or examination scores.
3. 教師的特徵:
The remedial class teacher should preferably be one with subject expertise and experience. She should be able to give a good model of English to her students and inspire their interest in the language.
She also needs to be patient and sympathetic. She should adopt a warm, friendly attitude towards her students to gain their confidence. Very often,students who are weak in English and who feel that they cannot cope will end up disliking or dreading the subject. It is important that the remedial class teacher can understand this and help them overcome their fears through constant encouragement.
4. 運作方式
a. Streaming
Students are streamed according to their aggregate scores in either the 3 basic subjects (Chinese, English and Mathematics) or all the subjects. The weakest are then divided into groups for remedial lessons.
b. Split Class
Some classes are split into two halves according to their ability in English. The half with lower ability are to receive remedial lessons while the higher ability half join their counterparts in another class
to form one mainstream class
c. Withdrawal
This includes Setting and Partial Withdrawal
i. Setting --- Students with lower ability in English from each class are withdrawn to form remedial groups.
ii. Partial Withdrawal --- This arrangement is the same as Setting, except that weaker students are withdrawn from their regular classes for some of the lessons only.
d. Additional Lessons
Small groups of students attend remedial lessons outside their normal school hours.
5. 地點：Remedial groups can be accommodated in vacant classrooms when students are having their lessons in other parts of the school, in partitioned corners of the assembly hall or covered playground, in special rooms or any other vacant rooms as available
6. 調適策略i: change the question type. e.g. in teaching reading comprehension
The original reading comprehension exercise requires
students to supply the missing words in a short dialogue.
This is difficult for weak students as the task involves both
receptive skills (comprehension) and productive skills
(completing sentences).
The modified exercise simplifies the task by asking students
to decide whether some statements are true or false.
Students also need to write down the relevant line number(s)
to justify their answers.
7. 調適策略ii: Introducing smaller steps to bridge gaps in students’
knowledge by pair work
e.g. The exercise required students to talk about the names, locations and possible activities of some local spots by simply looking at the given photographs. It pre-supposes that students have knowledge of the places in question as well as the language required to complete the task. The modified version provides
variety in practice through a series of graded exercises.
pair work:
You can ask and answer questions like this:
Q. What is it in Picture __________________________________________________ ?
A. It is the __________________________________________________.
Low Wu Terminal (8)
Ocean Terminal (9)
Central MTR Station ( )
Space Museum ( )
Ocean Park ( )
Tsimshatsui Star Ferry Pier ( )
Hong Kong International Airport ( )
City Hall ( )
Peak Tower ( )
gap-filling
Study the table on your own worksheet. Some information on what we can see or do in these places is provided but some details are missing.
Work with your partner to complete the table.
You can ask questions like these :
Q. What can we see at the ___________ ? A. We can see ________________ there.
Q. What can we do at the ___________ ? A. We can ___________________ there.
Do not look at your partner’s worksheet!
(The same set of instructions will appear on Worksheets A and B).
8. 調適策略iii: shortening
e.g. For very weak students, help them listen to only the first three paragraphs on the tape rather than the whole recording.
This caters for the ability of really weak students.
2016年6月15日 星期三
10大老師面試熱門問題4: 關於德育公民及國民教育
1.簡介:essential element of whole-person education which aims at fostering students' positive values and attitudes through the learning and teaching of various Key Learning Areas/subjects and the provision of relevant learning experiences.
2. 目標之一:nurturing in their students the seven priority values and attitudes: “Perseverance”, “Respect for Others”, “Responsibility”, “National Identity”, “Commitment”, “Integrity” and “Care for Others”.
3. 目標之二:students may encounter various life events and issues in which various and even conflicting values are embedded. We encourage schools to analyse them in a rational and objective manner, and adopt positive values and attitudes as one of the guiding principles to make judgements and decisions.
4. 內容1: Schools are encouraged to continue nurturing students’ positive values through incorporating related elements into various KLAs/subjects, cross-curricular domains in values education (e.g. moral and ethical education, sex education, Basic Law education and life education), and other relevant learning experiences.
5. 內容2: Schools are encouraged to choose appropriate life events and issues from the five domains, i.e. (i) personal development and healthy living; (ii) family; (iii) school; (iv) social life; and (v) community and national domains, as the learning content along the key stages of learning.
6. 策略 1: Schools are encouraged to provide holistic learning experiences to students through integrating the elements of cognition, affection and action for MCE promotion.
7. 策略 2:The implementation of MCE should provide students with holistic and balanced learning experiences through integrating classroom learning, practical experience and the learning environment.
8. 策略3:Schools should strengthen the coordination among the learning activities of various cross-curricular domains in values education, including moral and ethical education, Basic Law education, sex education, education for sustainable development, so that students are provided with holistic learning experiences for their whole-person development.
9. 策略4: All along, schools in Hong Kong have developed MCE curriculum and implementation strategies based on the consideration of the school’s strengths and directions (school-based), the students’ performance and needs in development (student-centred) and the expectations from the stakeholders.
10. 策略5:At primary level (Key Stages 1 and 2), young children enter their childhood/adolescence. Schools should develop students’ understanding and recognition of positive values and attitudes, as well as healthy living habits.
At secondary level (Key Stages 3 and 4), sophistication in students’ cognition provides a solid foundation for schools to develop students’ rational thinking and moral judgement skills through teaching them to analyse some complicated or controversial life events and social issues.
2. 目標之一:nurturing in their students the seven priority values and attitudes: “Perseverance”, “Respect for Others”, “Responsibility”, “National Identity”, “Commitment”, “Integrity” and “Care for Others”.
3. 目標之二:students may encounter various life events and issues in which various and even conflicting values are embedded. We encourage schools to analyse them in a rational and objective manner, and adopt positive values and attitudes as one of the guiding principles to make judgements and decisions.
4. 內容1: Schools are encouraged to continue nurturing students’ positive values through incorporating related elements into various KLAs/subjects, cross-curricular domains in values education (e.g. moral and ethical education, sex education, Basic Law education and life education), and other relevant learning experiences.
5. 內容2: Schools are encouraged to choose appropriate life events and issues from the five domains, i.e. (i) personal development and healthy living; (ii) family; (iii) school; (iv) social life; and (v) community and national domains, as the learning content along the key stages of learning.
6. 策略 1: Schools are encouraged to provide holistic learning experiences to students through integrating the elements of cognition, affection and action for MCE promotion.
7. 策略 2:The implementation of MCE should provide students with holistic and balanced learning experiences through integrating classroom learning, practical experience and the learning environment.
8. 策略3:Schools should strengthen the coordination among the learning activities of various cross-curricular domains in values education, including moral and ethical education, Basic Law education, sex education, education for sustainable development, so that students are provided with holistic learning experiences for their whole-person development.
9. 策略4: All along, schools in Hong Kong have developed MCE curriculum and implementation strategies based on the consideration of the school’s strengths and directions (school-based), the students’ performance and needs in development (student-centred) and the expectations from the stakeholders.
10. 策略5:At primary level (Key Stages 1 and 2), young children enter their childhood/adolescence. Schools should develop students’ understanding and recognition of positive values and attitudes, as well as healthy living habits.
At secondary level (Key Stages 3 and 4), sophistication in students’ cognition provides a solid foundation for schools to develop students’ rational thinking and moral judgement skills through teaching them to analyse some complicated or controversial life events and social issues.
2016年6月12日 星期日
problem and solution句式系列4/中譯英10大技巧系列8: 關於推行推行措施的目的/好處
關於推行措施的目的/好處:
句子款式：
a. ....培養....=nurture
例: 一直以來, 政府致力培養學生以粵語、普通話及英語有效溝通的能力.
All along, the Government is committed to nurturing students' ability to communicate effectively in English, Cantonese, and Putonghua.
b. ..提高...=enhance
例:...,目標是提高學生讀、寫、聽、說、思維、審美和自學能力
The ..., aims at enhancing student's abilities in oracy, literacy, thinking, appreaciation and independent language learning,
c. ...提供機會...=provide sb with opportunties
例: 香港中小學的英國語文課程旨在發展學生的英語能力,以英語作媒介,提供機會給他們發展個人潛能和智力、認識和接觸不同族裔的文化、
The English Language curriculum at primary and secondary levels aims to develop students' English proficiency, provide them with opportunities for personal and intellectual development, further studies, pleasure and work as well as opportunities for extending their knowledge and experience of the cultures of other people in the English medium;
d. ..讓學生掌握..=enable sb to master…
例：小一至中三設有普通話科，目標是讓學生掌握漢民族共同語，具備聽說普通話的能力，以利溝通。
The objective of the Putonghua subject offered from P1 to S3 is to enable Hong Kong students to master the common spoken language of the Han nationality,
e. ...裝備...（讓學生具備）=equip sb with..
例：小一至中三設有普通話科，目標是讓學生掌握漢民族共同語，具備聽說普通話的能力，以利溝通。
The objective of the Putonghua subject offered from P1 to S3 is to enable Hong Kong students to master the common spoken language of the Han nationality, to equip them with the ability of listening and speaking the language to facilitate effective communication.
f. …推 廣…=promote sth to
sb
e.g. 語 常 會 透 過 舉 辦 不 同 的 活 動， 包 括 寫 作 培 訓 班、文 學 景 點 考 察 及 徵 文 比 賽 等 ， 向 本 地 學 生 推 廣 中 文 寫 作 ，
以 期 培 養 學 校
的 寫 作 風 氣 、 提 升 學 生 的 寫 作 興 趣 和 寫 作 能 力 。
In addition, with a view to nurturing
a writing culture
in schools, developing students’ interest and proficiency in writing,
the Standing Committee
on Language Education and Research (SCOLAR) has been promoting Chinese writing to local students through various activities, including writing workshops, literary field trips and writing competitions.
g. ..促進…=contribute to…
eg. 小 學「 英 語 教 師 」計 劃 第 二 次 的 大 型 評 估 的 初 步 數 據 分 析 亦 顯 示 大 部 分 持 份 者，包 括 校 長、本 地 英 文 科 教
師、「 英 語 教 師 」及 家 長，均 認 為 計 劃 能 促
進 學 生 學 習 英 語 。
The initial data analysis of the second large-scale evaluation of the NET Scheme
in Primary Schools
indicates that the majority of stakeholders, including principals, local English teachers, NETs and parents, consider that the NET Scheme contributes to students’
English learning.
h. 以 助/協助=facilitate sb/facilitate sb in …
e.g. 進行有 關 本 地 及 國 際 語 文 教 育 的 蹤 向 研 究和 比 較 研 究，以 助有 效 制 訂 和 推 行 語 文 教 育 政 策 ；
Facilitating effective language education policy formulation and implementation through initiating research studies,
E.g. 此外，教 育 局 發 佈 《 中 學 生 涯 規 劃 教 育 及 升 學 就 業 輔 導 指 引 》 以 協 助 學 校 策 劃、推行和評估其校本生涯規劃教育，以及積極實施連串支援措施。
Besides, a “Guide on Life Planning Education and Career Guidance for
Secondary Schools” was released to
facilitate schools in planning, implementing and evaluating their
school-based life planning education, followed by a series of vigorous
supporting measures undertaken by the Education Bureau (EDB).
i. 發揮…的功能=serve the function of..
e.g. 發揮「促進學習的評估」的功能，讓教師了解整體學生的强弱項，
Since its
introduction in 2004
(Primary 3, Primary 6 and Secondary 3 TSA was implemented since 2004, 2005 and 2006 respectively), the TSA
has served the function of promoting
Assessment for Learning.
j. 加強=strengthen
e.g教育局會通過不同途徑，包括專業發展課程、研討會、簡介會、編製資料、宣傳和探訪學校，加強各界對評估促進學習和使用多元評估的認識。
The EDB will continue to strengthen the promotion of Assessment for Learning and use of
various modes of assessment through various channels, including professional
development programmes, seminars and briefings, production of resource
materials, publicity work and school visits, etc.
k. 設立=put in place sb
e.g.
並已設立有效的評估機制。
They have also
put in place an effective evaluation mechanism.
l. 傳達=articulate
e.g. 傳達、鞏固及宣揚人文核心價值
articulate, strengthen and promote the core values of humanities
m. 培養=foster
e.g. 各校並舉辦歌唱班、樂器班、舞蹈班、美術班、兒童健康太極班及幼兒步操樂隊等多種興趣活動，培養兒童的自信心和創意思維。
Various activities, such as choir, instrument class, dance class, art class, tai chi class and marching band, are organized in our kindergartens to foster young children’s self-confidence and creativity.
problem and solution句式系列3/中譯英10大技巧系列7;關於目標是什麼(to express purpose)的句式
關於目標是什麼(to express purpose)的句式:
句子款式:
a. ...致力...=be dedicated to+v-ing
例: 一直以來, 政府致力培養學生以粵語、普通話及英語有效溝通的能力.
All along, the Government is committed to nurturing students' ability to communicate effectively in English, Cantonese, and Putonghua.
e.g. 我 們 會 致 力 推 動 培 養 學 生 「 兩 文 三 語 」有 效 溝 通 的 能 力 ， 讓 學 生 的 中 、 英 語 文 水 平 得 以 持 續 提 升 。
With a view to continuously raising the standards of Chinese and English of Hong Kong students, we are committed to promoting biliteracy and trilingualism for effective communication.
b. 目標是...=aims at +v-ing
例: 現行香港中小學中國語文課程(小一至中六)的學習內容,包括閱讀、寫作、聆聽、說話、文學、中華文化、品德情意、思維、語文自學九個學習範疇,目標是提高學生讀、寫、聽、說、思維、審美和自學能力,培養學生對語文學習的興趣。
The current primary and secondary Chinese Language curriculum (Primary 1-Primary 6) in Hong Kong, which consists of nine learning strands including Reading, Writing,Listening, Speaking, Literature, Chinese Culture, Moral and Affective Develpment,Thinking and Independent Language Learning, aims at enhancing student's abilities in oracy, literacy, thinking, appreaciation and independent language learning, as well as nurturing students' interest in language learning.
c. ...旨在...=aims to
例: 香港中小學的英國語文課程旨在發展學生的英語能力,以英語作媒介,提供機會給他們發展個人潛能和智力、認識和接觸不同族裔的文化、
The English Language curriculum at primary and secondary levels aims to develop students' English proficiency, provide them with opportunities for personal and intellectual development, further studies, pleasure and work as well as opportunities for extending their knowledge and experience of the cultures of other people in the English medium;
d. …以期…=with a view to+V-ing
例: 語 常 會 透 過 舉 辦 不 同 的 活 動， 包 括 寫 作 培 訓 班、文 學 景 點 考 察 及 徵 文 比 賽 等 ， 向 本 地 學 生 推 廣 中 文 寫 作 ， 以 期 培 養 學 校 的 寫 作 風 氣 、 提 升 學 生 的 寫 作 興 趣 和 寫 作 能 力
In addition, with a view to nurturing a writing culture in schools, developing students’ interest and proficiency in writing, the Standing Committee on Language Education and Research (SCOLAR) has been promoting Chinese writing to local students through various activities, including writing workshops, literary field trips and writing competitions.
f. 致力...=seek to
教資會致力促進各院校、政府和社會各界之間的了解，並在院校和政府當局之間協調有關高等教育的事務。
The UGC seeks to promote responsible understanding between the institutions, the Government and the community at large.
g. 致力..strive to
學院致力培養畢業生及在學的同學，在探求人文學科知識中，掌握應對未來實用的與理論的問題。
The Faculty strives to nurture our graduates and students to quest for knowledge in the humanities in order to address both practical and theoretical problems of the future.
h. 致力於=commit onself to
e.g. 我們致力於批判分析及適時回應社會的轉變.
We commit ourselves to critical analysis and timely responses to social changes;
句子款式:
a. ...致力...=be dedicated to+v-ing
例: 一直以來, 政府致力培養學生以粵語、普通話及英語有效溝通的能力.
All along, the Government is committed to nurturing students' ability to communicate effectively in English, Cantonese, and Putonghua.
e.g. 我 們 會 致 力 推 動 培 養 學 生 「 兩 文 三 語 」有 效 溝 通 的 能 力 ， 讓 學 生 的 中 、 英 語 文 水 平 得 以 持 續 提 升 。
With a view to continuously raising the standards of Chinese and English of Hong Kong students, we are committed to promoting biliteracy and trilingualism for effective communication.
b. 目標是...=aims at +v-ing
例: 現行香港中小學中國語文課程(小一至中六)的學習內容,包括閱讀、寫作、聆聽、說話、文學、中華文化、品德情意、思維、語文自學九個學習範疇,目標是提高學生讀、寫、聽、說、思維、審美和自學能力,培養學生對語文學習的興趣。
The current primary and secondary Chinese Language curriculum (Primary 1-Primary 6) in Hong Kong, which consists of nine learning strands including Reading, Writing,Listening, Speaking, Literature, Chinese Culture, Moral and Affective Develpment,Thinking and Independent Language Learning, aims at enhancing student's abilities in oracy, literacy, thinking, appreaciation and independent language learning, as well as nurturing students' interest in language learning.
c. ...旨在...=aims to
例: 香港中小學的英國語文課程旨在發展學生的英語能力,以英語作媒介,提供機會給他們發展個人潛能和智力、認識和接觸不同族裔的文化、
The English Language curriculum at primary and secondary levels aims to develop students' English proficiency, provide them with opportunities for personal and intellectual development, further studies, pleasure and work as well as opportunities for extending their knowledge and experience of the cultures of other people in the English medium;
d. …以期…=with a view to+V-ing
例: 語 常 會 透 過 舉 辦 不 同 的 活 動， 包 括 寫 作 培 訓 班、文 學 景 點 考 察 及 徵 文 比 賽 等 ， 向 本 地 學 生 推 廣 中 文 寫 作 ， 以 期 培 養 學 校 的 寫 作 風 氣 、 提 升 學 生 的 寫 作 興 趣 和 寫 作 能 力
In addition, with a view to nurturing a writing culture in schools, developing students’ interest and proficiency in writing, the Standing Committee on Language Education and Research (SCOLAR) has been promoting Chinese writing to local students through various activities, including writing workshops, literary field trips and writing competitions.
f. 致力...=seek to
教資會致力促進各院校、政府和社會各界之間的了解，並在院校和政府當局之間協調有關高等教育的事務。
The UGC seeks to promote responsible understanding between the institutions, the Government and the community at large.
g. 致力..strive to
學院致力培養畢業生及在學的同學，在探求人文學科知識中，掌握應對未來實用的與理論的問題。
The Faculty strives to nurture our graduates and students to quest for knowledge in the humanities in order to address both practical and theoretical problems of the future.
h. 致力於=commit onself to
e.g. 我們致力於批判分析及適時回應社會的轉變.
We commit ourselves to critical analysis and timely responses to social changes;
problem and solution句式系列2/中譯英10大技巧系列7;關於努力/推行措施的句式
關於努力/推行措施:
句子款式：
a. ....推行支援措施= taken support measures
例: 為幫助學校改善課堂教學 、提升學與教的效能，教育局多年來亦推行了多項支援措施。
Over the years, EDB has taken a number of support measures to improve classroom teaching as well as to enhance the learning and teaching effectiveness.
b. 計 劃 及 開 展 …的 新 措 施= plan and implement initiatives
e.g. 語常會 現 正 計 劃 及 開 展 各 項 以 學 習 者 為 中 心、到 位、並 具 成 本 效 益 的 新 措 施 。
SCOLAR is planning and implementing various learner-centred, targeted and cost-effective new initiatives.
c. …介紹...=dessiminate
e.g. 我們會繼續向家長及學校界別 ( 包 括 教 師 、 校 長 及 辦 學 團 體 等 ) 介紹良好的校本示例，以及推廣善用系統評估數據。
We will continue to disseminate good school practices to parents and promote the meaningful use of TSA data to the school sector (including teachers, principals and school sponsoring bodies, etc.)
d. 積極…= made vigorous efforts to
因此，教育局積極邀請學校持份者參與，並向家長、商業機構及市民大眾宣傳，以建立協助年輕人作生涯規劃的文化。
To this end, EDB has made vigorous efforts to engage stakeholders in schools and reach out to parents, business organisations and the community at large, to nurture the culture of supporting the young generation for life planning.
e. 取得重大進展= have made great strides in
自 2015 年2月以來，我們通過各種社交媒體，使這方面的工作取得重大進展。
Since February 2015, we have made great strides in this regard through various social media,
f. 透過=through...
e.g. 透過教學、研究及社會服務，積極參與本地以至全球的政治、社會、經濟及文化發展。
actively participating in the political, social, economic and cultural development of the world in general and Hong Kong in particular through teaching, research and community service.
句子款式：
a. ....推行支援措施= taken support measures
例: 為幫助學校改善課堂教學 、提升學與教的效能，教育局多年來亦推行了多項支援措施。
Over the years, EDB has taken a number of support measures to improve classroom teaching as well as to enhance the learning and teaching effectiveness.
b. 計 劃 及 開 展 …的 新 措 施= plan and implement initiatives
e.g. 語常會 現 正 計 劃 及 開 展 各 項 以 學 習 者 為 中 心、到 位、並 具 成 本 效 益 的 新 措 施 。
SCOLAR is planning and implementing various learner-centred, targeted and cost-effective new initiatives.
c. …介紹...=dessiminate
e.g. 我們會繼續向家長及學校界別 ( 包 括 教 師 、 校 長 及 辦 學 團 體 等 ) 介紹良好的校本示例，以及推廣善用系統評估數據。
We will continue to disseminate good school practices to parents and promote the meaningful use of TSA data to the school sector (including teachers, principals and school sponsoring bodies, etc.)
d. 積極…= made vigorous efforts to
因此，教育局積極邀請學校持份者參與，並向家長、商業機構及市民大眾宣傳，以建立協助年輕人作生涯規劃的文化。
To this end, EDB has made vigorous efforts to engage stakeholders in schools and reach out to parents, business organisations and the community at large, to nurture the culture of supporting the young generation for life planning.
e. 取得重大進展= have made great strides in
自 2015 年2月以來，我們通過各種社交媒體，使這方面的工作取得重大進展。
Since February 2015, we have made great strides in this regard through various social media,
f. 透過=through...
e.g. 透過教學、研究及社會服務，積極參與本地以至全球的政治、社會、經濟及文化發展。
actively participating in the political, social, economic and cultural development of the world in general and Hong Kong in particular through teaching, research and community service.
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