teaching material translation practice iii for undergraduates of general english

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY Nguyễn Thị Anh Đào, MA Teaching material TRANSLATION PRACTICE III (For Undergraduates of General English) Binh Dinh - 2016 MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY Nguyễn Thị Anh Đào, MA Teaching material TRANSLATION PRACTICE III (For Undergraduates of General English) Number of credits: (theory) Binh Dinh - 2016 TABLE OF CONTENTS UNIT ENVIRONMENT .1 CLIMATE CHANGE - FROM ECONOMIC BURDEN TO OPPORTUNITY HÀ NỘI: ĐẾN NĂM 2015, 95% DÂN SỐ ĐƯỢC SỬ DỤNG NƯỚC SẠCH FURTHER TRANSLATION IMPACT OF GLOBAL WARMING ON CLIMATE Ô NHIỄM MÔI TRƯỜNG NÔNG NGHIỆP Ở NÔNG THÔN, SOS UNIT ECONOMICS WILL CHINA'S SLOWDOWN MAKE US POORER? NHIỀU NƯỚC ĐÔNG NAM Á “GẶP HẠN” VÌ KINH TẾ TRUNG QUỐC 11 FURTHER TRANSLATION 13 BRAZIL'S ECONOMY ENTERS RECESSION 13 VIỆT NAM XUẤT SIÊU 14,5 TỶ USD VÀO MỸ .14 UNIT LAW 15 THE LEGAL SYSTEMS IN ENGLAND, WALES AND THE UNITED STATES 15 NHỮNG CHÍNH SÁCH MỚI CĨ HIỆU LỰC THI HÀNH TRONG THÁNG 9-2015 (PHẦN II) 18 FURTHER TRANSLATION 19 NHỮNG CHÍNH SÁCH MỚI CĨ HIỆU LỰC THI HÀNH TRONG THÁNG 9-2015 (PHẦN II – TIẾP THEO) - 30/8/2015 19 OBAMA VOWS TO ABIDE BY IMMIGRATION COURT ORDER .21 UNIT POLITICS .25 UNITED KINGDOM AND UNITED STATES CONSTITUTIONS AND GOVERNMENTS .25 CƠ CẤU TỔ CHỨC CHÍNH QUYỀN VIỆT NAM 28 FURTHER TRANSLATION 29 AUSTRALIAN GOVERNMENT .29 NHÀ NƯỚC VIỆT NAM 33 UNIT SOCIAL ISSUES – POPULATION 35 POPULATION GROWTH, THE ECONOMY, AND THE ENVIRONMENT 35 NĂM 2013, TỔNG DÂN SỐ ƯỚC TÍNH 7,137 TRIỆU NGƯỜI .36 FURTHER TRANSLATION 38 THE OTHER POPULATION CRISIS .38 CÁC VẤN ĐỀ CỦA GIA TĂNG DÂN SỐ THẾ GIỚI 39 UNIT HEALTH .41 TACKLLNG OBESITY IN THE WESTERN WORLD 41 TRẺ EM XEM NHIỀU TRUYỀN HÌNH DỄ MẮC BỆNH BÉO PHÌ 44 SẼ CÓ VACCIN NGỪA SỐT RÉT 45 NGƯỜI LỚN TUỔI TRẦM CẢM DỄ BỊ SA SÚT TRÍ TUỆ 46 i teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english PHỤ NỮ HÚT THUỐC LÁ TĂNG NGUY CƠ UNG THƯ VÚ 47 FDA CHẤP THUẬN CHO LƯU HÀNH THUỐC ĐIỀU TRỊ VIÊM GAN SIÊU VI B MỚI .48 FURTHER TRANSLATION 49 AIDS (ACQUIRED IMMUNODEFICIENCY SYNDROME) .49 MA TUÝ HỌC ĐƯỜNG: ĐANG Ở MỨC BÁO ĐỘNG 53 UNIT TOURISM .55 JOURNEY THROUGH THE LAND OF THE ASCENDING DRAGON 55 VIỆT NAM MỞ CỬA DU LỊCH 56 FURTHER TRANSLATION 58 VÀI NÉT VỀ VIỆT NAM 58 VIET NAM, A COUNTRY WITH GREAT TOURIST POTENTIALITIES .60 MANY RIVERS TO CROSS 62 CAREER ADVICE VITAL FOR GRADUATES 63 UNIT EDUCATION AND CULTURE 64 TOUGHER PRIMARY TESTS AND TOP TEACHERS IN WEAK SCHOOLS .64 GÌN GIỮ VÀ BẢO TỒN NHỮNG BÀI ĐỒNG DAO 67 BÀN THỜ TỔ TIÊN .68 FURTHER TRANSLATION 69 ĐỔI MỚI TƯ DUY GIÁO DỤC .69 STRESSED, TIRED, RUSHED: A PORTRAIT OF THE MODERN FAMILY .70 UNIT SCIENCE AND TECHNOLOGY .76 THE INTERNET IS EATING YOUR MEMORY, BUT SOMETHING BETTER IS TAKING ITS PLACE 76 FACEBOOK MỞ KHO ỨNG DỤNG CHO GẦN MỘT TỈ NGƯỜI DÙNG 79 ii teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english UNIT ENVIRONMENT CLIMATE CHANGE - FROM ECONOMIC BURDEN TO OPPORTUNITY 20/01/2015 Increasingly, climate change is becoming a threat to the economic well-being of the global community During his recent trip to India, Secretary of State John Kerry warned that it is already causing violent disruptions all over the world: “It is disrupting commerce, development, and economic growth It’s costing farmers crops It’s costing insurance companies unbelievable payouts (large sum of money) It’s raising the cost of doing business, and believe me, if it continues down the current trend-line, we will see climate refugees fighting each other for water and seeking food and new opportunity." At first glance, investing in clean energy seems like an expensive proposition, but that is because we rarely count the real cost of using fossil fuels Few factor in the price associated with thousands of children with lung diseases, of adults dying of cancer caused by impure air; nor we take into account the cost of coastal communities destroyed by increasingly violent storms, while elsewhere, unrelenting droughts kill cattle, desiccate crops and destroy the agriculture of entire regions No one country can tackle this alone, because this is a global problem Nor can the major pollution emitting countries solve the problem, because today, more than half of all greenhouse gas emissions are generated by developing countries, said Secretary Kerry But it is possible to make a virtue out of necessity By moving toward a clean energy base, we can create jobs, save lives, reduce damage caused by climate change, teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english and make a profit at the same time, said Secretary Kerry We have the technology, and we know how to it What we need now is political leadership that is prepared to make this choice “The choices of climate change offer an unprecedented number of plusses, and frankly, almost no downside If we make the choices that are staring us in the face, the fact is that a solution to climate change is already here It’s called sustainable energy policy,” said Secretary Kerry “Together, we can create an environment where all of our companies play leading roles in bringing cutting-edge technologies, equipment, capital, and know-how not just to India but to countless countries that need this growth and development now.” teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english HÀ NỘI: ĐẾN NĂM 2015, 95% DÂN SỐ ĐƯỢC SỬ DỤNG NƯỚC SẠCH Thứ bảy, 12/05/2012 (HNM) - Ngày 11-4, UBND TP Hà Nội họp với sở, ngành có liên quan lấy ý kiến đóng góp "Quy hoạch mạng lưới cấp nước vệ sinh môi trường nông thôn địa bàn TP Hà Nội, giai đoạn 2012-2020" Phó Chủ tịch UBND TP Hà Nội Trần Xuân Việt chủ trì họp Theo báo cáo, có 84% dân số nông thôn Hà Nội sử dụng nước hợp vệ sinh, 32% dân số sử dụng nước theo tiêu chuẩn Bộ Y tế Thế nghịch lý có hàng chục cơng trình xây dựng nước vùng nơng thơn ngoại thành có giá trị tiền tỷ bị đắp chiếu Điển hình, thị trấn Chúc Sơn, huyện Chương Mỹ, trạm cấp nước tập trung công suất 1.400m3/ngày đêm cung cấp cho 10.000 người, triển khai xây dựng năm chưa hoàn thành Về thu gom xử lý rác thải sinh hoạt, trung bình ngày khu vực nông thôn phát sinh khoảng 1.133 rác Nhưng số xã tổ chức chuyển rác đem xử lý, chôn lấp bãi rác tập trung TP chiếm 40,28%, số lại người dân tự xử lý chỗ đổ bãi đất trống Việc quản lý nước thải sinh hoạt, chất thải chăn nuôi, làng nghề bị bỏ ngỏ Trước thực trạng trên, UBND TP Hà Nội giao assigned cho ngành nông nghiệp lập quy hoạch mạng lưới cấp nước vệ sinh môi trường nông thôn TP giai đoạn 2012-2020, định hướng đến năm 2030 Mục tiêu đến năm 2015, có 90% dân số nông thôn sử dụng nước hợp vệ sinh, 60% dân số sử dụng nước sạch; giai đoạn từ 2016-2020 100% dân số sử dụng nước hợp vệ sinh 80% dân số sử dụng nước Dự kiến, tổng mức đầu tư khoảng 12.289 tỷ đồng, 9.500 tỷ đồng cho cấp nước sinh hoạt, 400 tỷ đồng thu gom, vận chuyển xử lý rác thải Theo Phó Chủ tịch Trần Xuân Việt, TP ưu tiên, tạo điều kiện thuận lợi để thực dự án cấp nước nông thôn, huyện từ 2-3 trạm cấp nước tập trung bảo đảm đầu tư đồng bộ, công nghệ tiên tiến… Nguồn: Hà Nội Mới teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english FURTHER TRANSLATION IMPACT OF GLOBAL WARMING ON CLIMATE But there are also hidden factors which scientists call” feedback mechanisms” No one knows quite how they will inter-act with changing climate Here’s one example: plants and animals adapt to climate change over centuries At the current estimate of half a degree centigrade of warming per decade, vegetation may not keep up Climatetologist James Hansen of the US space agency NASA predicts climate zones will shift toward the poles 50 to 75 kilometres a year-faster than trees can naturally migrate Species that find themselves in an unfamiliar environment will die The 1000-kilometre wide strip of coniferous forest running through Canada, the USSR and Scandinavia could be cut by half, setting in motion a chain reaction Millions of dying and diseased trees would lead to massive forest fires, releasing tons of CO2 and further boosting global warming There are dozens of other possible” feedback mechanisms” Higher temperatures will fuel condensation and increase cloudiness, which may actually damp down global warming Others, like the”albedo” effect, will the opposite The”albedo” effect is the amount of solar energy reflected by the earth’s surface As northern ice and snow melts and the darker sea and land pokes through, more heat will be absorbed, adding inexorably to the global temperature increase Scientists continue to tinker away with their computer models, but the barebones facts are clear Even if we were to magically stop all greenhouse-gas emissions tomorrow the impact on global climate would continue for decades Delay, any delay, will simply make the problem worse The fact is that some of us are doing quite well teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english "Too many young people aren't being given a fair shot to succeed because of where they live," said Mrs Morgan "Coastal towns and rural areas struggle because they struggle to recruit and retain good teachers, they lack that vital ingredient that makes for a successful education," said the education secretary "The National Teaching Service will play a key part in solving this problem.” Brian Lightman, leader of the ASCL head teachers' union, welcomed the National Teaching Service as a way of helping schools in parts of the country where they "simply cannot recruit teachers" Tougher tests The education secretary has also signalled changes to the assessment system for primary and secondary pupils As well as the "baseline tests" when pupils start in Reception and national curriculum tests, often known as Sats, taken at the age of 11, the government is looking at a tougher approach to tests at the age of seven At present, there are teacher assessments, with schools sending their results to local authorities, but a consultation will consider moving to gathering results at a national level, perhaps with external testing and the publication of results "To be really confident that students are progressing well through primary school, we will be looking at the assessment of pupils at age seven to make sure it is as robust and rigorous as it needs to be," said Mrs Morgan There will be a consultation on changes, with the aim of creating a clearer measure for how pupils are progressing through primary school In secondary school, there is clarification of the target that all pupils will have to take traditional GCSE subjects, in the English baccalaureate This requires pupils to take GCSEs in English, maths, history or geography, two sciences and a language There will now be a target of 90% of pupils, which will allow exemptions to teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english be made by head teachers, such as for pupils with special needs At present, about 39% of pupils take these subjects Mrs Morgan said it was "right that every child studies a strong academic core up until the age of 16" And she said it was "tacit snobbery" to think that some pupils, usually from poorer families, were not suitable for learning these key academic subjects It was unacceptable for adults to "write off" children's chances to take these academic subjects "before they've even turned 15", she said 'Exam factories' Mr Lightman said it would be "immensely challenging" for schools to get enough staff for subjects such as modern languages to make the target achievable Russell Hobby, leader of the National Association of Head Teachers warned of "turmoil" for schools, if the push for so many pupils taking EBacc subjects took when schools were already trying to implement the new "Progress 8" way of measuring school performance Labour's Lucy Powell said that rather than "drive up standards", the government had a "schools policy that has allowed the attainment gap between poorer children and their peers to widen" and created "teacher shortages particularly in subjects that are key to our country's competitiveness such as English and maths" Kevin Courtney, deputy general secretary of the National Union of Teachers, said: "It is quite staggering the degree to which the government is unable to understand how their approach to the measurement of the performance of schools, and the system as a whole, is turning schools into exam factories." The current system already meant that England had "the most excessively tested children in the whole of Europe", said Mr Courtney teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english GÌN GIỮ VÀ BẢO TỒN NHỮNG BÀI ĐỒNG DAO Đồng dao thơ ca dân gian truyền miệng trẻ em Việt Nam Đồng dao bao gồm nhiều loại, chẳng hạn, hát, câu hát trẻ em, lời hát trò chơi, hay hát ru Nhiều đồng dao gắn bó với tuổi thơ nhiều trẻ em nông thôn Nu na nu nống, Chi chi chành chành, Tập tầm vông… Lời đồng dao học ngôn ngữ, giới xung quanh, nhiều ngụ ngôn dạy trẻ biết yêu ghét, biết khen chê, biết ứng xử sống Thế nhưng, thể loại dân ca khác, ngày đồng dao gần dần chìm vào qn lãng chúng khơng có khơng gian diễn xướng ngày xưa, có sáng tác Để đồng dao sống tâm thức người Việt, nên tiến hành đồng thời giải pháp sưu tầm, sáng tác, cải biên trò chơi, dạy hát đồng dao trường học, tăng cường hoạt động biểu diễn… Giữ đồng dao bảo tồn vẻ đẹp hồn nhiên, sáng tâm hồn, nuôi dưỡng ý thức nguồn cội cho hệ mai sau teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english BÀN THỜ TỔ TIÊN Như nhiều dân tộc khác giới, 54 dân tộc Việt Nam tồn tín ngưỡng nguyên thủy Họ tin rằng, vật có linh hồn; người ta thờ nhiều loại thần thần Mặt Trời, thần Mặt Trăng, thần Đất, thần Mưa, thần Lúa Thờ thần để thần phù hộ cho mưa thuận gió hịa, mùa màng tốt tươi, sức khỏe dồi dào, sống bình an Cho đến số dân tộc thiểu số, tín ngưỡng ngun thủy cịn tồn phổ biến Cho đến nay, cư dân người Việt, đến gia đình nơng thơn hay thành thị, nhà họ dành nơi trang trọng để bày bàn thờ tổ tiên, ông bà, thờ cúng người khuất Nơi linh thiêng hàng ngày chủ nhà phải chăm sóc cho Những ngày rằm ngày mồng hàng tháng theo âm lịch, ngày Tết nguyên đán hay ngày người thân, bàn thờ dọn sạch, chủ nhân nhà mua hoa cắm vào bình hoa, thắp nén hương, ngày quan trọng có hoa quả, chí có thức ăn mà người sống thường ăn bày lên bàn thờ Người đàn ông cao tuổi nhà khấn vái mời linh hồn người khuất để chứng kiến lịng thành người sống; có gia đình cịn đốt tiền giả, kể ngoại tệ mạnh, vàng mã, chí đồ dùng mà sống người khuất thường dùng quần áo, giày, mũ, xe cộ, máy móc Bàn thờ Tổ tiên nơi linh thiêng nhà, gia đình theo đạo Phật cịn có bàn thờ Phật, theo đạo Gia Tơ có bàn thờ Chúa Đây tín ngưỡng nguyên thủy, xuất sớm nhiều tôn giáo khác teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english FURTHER TRANSLATION ĐỔI MỚI TƯ DUY GIÁO DỤC Sau 30 năm chiến tranh khốc liệt, đất nước lại lâm vào tình trạng khủng hoảng kinh tế - xã hội, trường lớp xuống cấp, giáo viên bỏ trường, học sinh bỏ lớp Đại hội VI Đảng (tháng 12-1986) định đường lối đổi mới, bắt đầu đổi tư duy, từ bỏ chế hành quan liêu, bao cấp, chuyển sang kinh tế nhiều thành phần Tháng 7-1987 Hội nghị giám đốc sở giáo dục toàn quốc họp Vũng Tàu thảo luận sôi Báo cáo dự thảo lãnh đạo Bộ trình bày Hội nghị trí tư tưởng, quan điểm sau để đạo giáo dục nước nhà: Về hiệu hành động: Khôi phục, giữ vững, củng cố, phát triển Khôi phục trường, lớp bị tan vỡ Giữ vững (duy trì) trường lớp có khơi phục Củng cố thành tựu giành Nơi có điều kiện phát triển Về đổi tư giáo dục: Khắc phục quan điểm cách làm cũ thời bao cấp giáo dục Thứ nhất, khắc phục quan điểm coi giáo dục thuộc phạm vi “cách mạng tư tưởng - văn hóa” Trong công đổi cần đưa vào sống quan niệm giáo dục có vai trị trọng yếu tồn cơng đổi đất nước theo tinh thần Đại hội VI Thứ hai, khắc phục cách đầu tư cho giáo dục thứ phúc lợi Trong công đổi cần phát triển giáo dục theo quan điểm đầu tư cho giáo dục đầu tư cho phát triển Thứ ba, khắc phục cách đạo giáo dục cũ, đường lối chung chung, thực giáo dục tồn diện, nên chẳng thành cơng Khâu đổi giáo dục phải trường học, phải đổi trường phổ thông, tức đổi hoạt động dạy học nhà trường Không phải dạy kiến thức phổ thông, mà phải sớm hướng nghiệp, kỹ thuật tổng hợp dạy nghề Thứ tư, khắc phục cách dạy học đơn (nay gọi “hành hóa” việc lên lớp, việc giáo dục) cốt truyền đạt cho xong giảng Nhà trường, nhà giáo, cán quản lý giáo dục cấp luôn phải bám sát mục tiêu giáo dục Giáo dục Thời đại teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english STRESSED, TIRED, RUSHED: A PORTRAIT OF THE MODERN FAMILY Nov 4, 2015 Government has a responsibility to enact legislation that helps working parents As a single, childless person, it is as much in my interest Children are much more likely than not to grow up in a household in which their parents work, and in nearly half of all two-parent families today, both parents work full time, a sharp increase from previous decades What hasn’t changed: the difficulty of balancing it all Working parents say they feel stressed, tired, rushed and short on quality time with their children, friends, partners or hobbies, according to a new Pew Research Center survey The survey found something of a stress gap by race and education Collegeeducated parents and white parents were significantly more likely than other parents to say work-family balance is difficult The data are the latest to show that while family structure seems to have permanently changed, public policy, workplace structure and mores have not seemed to adjust to a norm in which both parents work “This is not an individual problem, it is a social problem,” said Mary Blair-Loy, a sociologist and the founding director of the Center for Research on Gender in the Professions at the University of California, San Diego “This is creating a stress for working parents that is affecting life at home and for children, and we need a societalwide response.” teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english Jakub Zielkiewicz, Aimee Barnes and their 15-month-old son, Roman, at their home in Sacramento “You basically just always feel like you’re doing a horrible job at everything,” Ms Barnes said Credit Jim Wilson/The New York Times She said policies like paid family leave and after-school child care would significantly ease parents’ stress Yet today, families mostly figure out the juggle on their own In most cases, that means women still the majority of the child care and housework — particularly managing the mental checklists of children’s schedules and needs — even when both parents work full time, according to the Pew survey and other research Just don’t tell fathers that They are much more likely than mothers to say they share responsibilities equally Aimee Barnes, 33, and Jakub Zielkiewicz, 31, both work full time at the California Environmental Protection Agency and are the parents of Roman, 15 months They said they knew they were lucky to have help, like flexible schedules and extended family nearby Still, figuring out how to manage work and parenting has been hard “You basically just always feel like you’re doing a horrible job at everything,” Ms Barnes said “You’re not spending as much time with your baby as you want, you’re not doing the job you want to be doing at work, you’re not seeing your friends hardly ever.” That tension is affecting American family life, Pew found Fifty-six percent of all working parents say the balancing act is difficult, and those who are more likely to say that parenting is tiring and stressful, and less likely to find it always enjoyable and rewarding For example, half of those who said the work-family balance was not teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english difficult said parenting was enjoyable all the time, compared with 36 percent of those who said balance was difficult In a 1989 book called “The Second Shift,” the sociologist Arlie Russell Hochschild described the double burden employed mothers face because they are also responsible for housework and child care Last year she said that despite some changes in society, the workplace had not changed enough to alleviate the problems In a book last year, “All Joy and No Fun,” the journalist Jennifer Senior described how little had improved: Working parents face similar stresses, but they are now exacerbated by the expectations of modern parenthood and shared by fathers, too Of full-time working parents, 39 percent of mothers and 50 percent of fathers say they feel as if they spend too little time with their children Fifty-nine percent of full-time working mothers say they don’t have enough leisure time, and more than half of working fathers say the same Of parents with college degrees, 65 percent said they found it difficult to balance job and family; 49 percent of nongraduates said the same Pew did not investigate why, but one reason might be that professional workers are more likely than hourly workers to be expected to work even after they leave the office However, they also tend to have more flexibility during the day The survey also found that white parents were more than 10 percentage points more likely to express stress than nonwhite parents Historically, white and black mothers have been more likely to work outside the home than Asian and Latina mothers, and foreign-born mothers have been particularly likely to stay home, Pew has found teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english In 46 percent of all two-parent households, both parents work full-time, according to Pew, up from 31 percent in 1970 The share of households with a mother who stays home has declined to 26 percent from 46 percent Pew surveyed a nationally representative sample of 1,807 parents in every state on both landlines and cellphones Other data also show that working parents are the new norm Sixty percent of children now live in households where all the parents at home work at least part time, up from 40 percent in 1965, according to the Bureau of Labor Statistics and the White House Council of Economic Advisers The shift has economic implications The median household income for a family in which both parents work full time is $102,400, according to Pew, compared with $84,000 when mothers work part time and $55,000 when they stay home The data highlight the complicated trade-offs that working families make Forty-one percent of working mothers said being a parent made it harder to advance in their careers, compared with 20 percent of fathers Men’s careers took priority more often than women’s did, though the majority said they were equal Fathers earned more than mothers in half of full-time working families, the same as mothers in about a quarter and less than mothers in a quarter The ways parents spend their time at home have changed markedly over the years Government time-use data show that parents over all less housework and spend more time with their children than they used to The time men spend on paid work has decreased to 38.5 hours a week from 42 hours in 1965, while the time they spend on housework has doubled to 8.8 hours and the time they spend on child care has tripled to over seven hours teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english Still, women much more, especially when it comes to the tasks of raising a child, like managing their schedules and taking care of them when they are sick, according to Pew Fathers and mothers are much more likely to equally share in doing household chores, disciplining children and playing with them There is a gender divide in parents’ perceptions of how much responsibility they take on, Pew found Fifty-six percent of fathers say they share equally, while only 46 percent of mothers agree “As they’re being squeezed harder at work, the pressures for egalitarian parenting are increasing at home,” Ms Blair-Loy said “They’re doing more than their fathers ever did and they have a belief in egalitarianism, so of course they want to interpret it as equal.” Asked about the division of household chores, Sean O’Malley, 37, a biotech consultant and father of Fiona, 11 months, said: “I think we’re dividing pretty equally And if it’s not equal, then we certainly want it to be.” “I’d say I more,” said his wife, Anne Mercogliano, 33, a marketing executive at Twitter They try to divide child care equally He wakes up with Fiona and handles the morning routine, and steps in when his wife has a crisis at work Ms Mercogliano is what she calls “the advance team” — ordering baby supplies, cooking meals for the week on Sundays and booking pediatrician appointments and swim lessons “The Amazon Prime account is mine,” she said “He was like, ‘When are we going to run out of these night diapers?’ and I was like, ‘We’ve already reordered those six times.’” teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english For the parents of Roman, it’s not clear that their current approach is sustainable “Especially now because he’s still below school age, I feel very torn about having a full-time job and basically missing out on all of that time,” Ms Barnes said “Either it’s the undercurrent of how I feel every day for the next few years, or I figure out a way to work a little bit less.” Both families said the one policy that would greatly help families like theirs would be paid family leave — particularly paternity leave Mr O’Malley was able to take a month off, and Ms Mercogliano said: “I honestly think that was the biggest gift I’ve ever had, just having him home It’s great that people are focused on more family leave, but I absolutely believe it should be gender-neutral.” teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english UNIT SCIENCE AND TECHNOLOGY THE INTERNET IS EATING YOUR MEMORY, BUT SOMETHING BETTER IS TAKING ITS PLACE By Saima Noreen It’s true — since anything can be Googled, you don't remember as much But now you only bother to remember the really important stuff In the years since the world started going digital, one of the big changes has been that we don’t need to remember very much Why risk forgetting a partner’s birthday or a dinner date with a close friend when you can commit the details to your computer, laptop, smartphone or tablet and get a reminder at the appropriate time? Paul McCartney gave a useful insight into this in an interview over the summer He claimed that back in the 1960s the Beatles may have written dozens of songs that were never released because he and John Lennon would forget the songs the following morning We would write a song and just have to remember it And there was always the risk that we’d just forget it If the next morning you couldn’t remember it — it was gone How different to the way he records now then, when he can “form the thing, have it all finished, remember it all, go in pretty quickly and record it.” With technology now well ingratiated into our everyday life, researchers have been investigating the lasting impact that it is having on the way that we learn and remember information Some research has suggested that our reliance on technology and the Internet is leading to “digital amnesia,” where individuals are no longer able to retain information as a result of storing information on a digital device In one study, for example, 1,000 consumers aged 16 and over were asked about their use of technology It found that 91 percent of them depended on the Internet and digital devices as a tool for remembering In another survey of 6,000 people, the same teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english study found that 71 percent of people could not remember their children’s phone numbers and 57 percent could not remember their work phone number This suggests that relying on digital devices to remember information is impairing our own memory systems But before we mourn this apparent loss of memory, more recent studies suggest that we may be adapting One such study from 2011 conducted a series of experiments looking at how our memories rely on computers In one of them, participants were asked to type a series of statements, such as “an ostrich’s eye is bigger than its brain.” Half of them were told that their documents would be saved, and half were told that they would not Everyone was then tested to see if they could remember what they had typed Those who had been told their work would be saved were significantly poorer at remembering the information In another experiment, participants were asked to type a series of statements that would be saved in specific folders They were then asked to recall the statements and the folders in which the files were located Overall, they were better at recalling the file locations than the statements The conclusion from the two experiments? Technology has changed the way we organize information so that we only remember details which are no longer available, and prioritize the location of information over the content itself This idea that individuals prioritize where information is located has led some researchers to propose that digital devices and the Internet have become a form of transactive memory This idea, which dates back to the 1980s, refers to a group memory that is superior to that of any individual According to this account, individuals can collectively store and distribute information using a shared store of knowledge This store of knowledge means that individuals can access details that they may not know themselves by knowing that another individual remembers it, thus enhancing what information is available to them by communicating with other people In the same way, individuals develop a teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english transactive memory with the Internet and rely on it for information by focusing on where details are located rather than the details themselves More recent research has extended this line of work and found that saving information on a computer not only changes how our brains interact with it, but also makes it easier to learn new information In a study published last year, the participants were presented with two files that each contained a list of words They were asked to memorize both lists Half of the participants were asked to save the first file before moving on to the next list, while the others had to close it without saving The experiment revealed that the participants recalled significantly more information from the second file if they had saved the previous file This suggests that by saving or “offloading” information on to a computer, we are freeing up cognitive resources that enable us to memorize and recall new information instead In sum, anyone worrying that technology is wrecking one of our most important abilities should take some reassurance from these findings It doesn’t necessarily mean that there is no cause for concern: for instance McCartney said in the same interview that the songs in the 1960s that did make it to the recording studio were the most memorable ones So it is possible that the lack of technology made the Beatles better songwriters But it may be that just as oral storytelling was usurped by the written word, having digital devices to outsource our memories means that it is no longer necessary for us to try to remember everything And if we can now remember more with a little help from our technology friends, that is arguably a great step forward Rather than worrying about what we have lost, perhaps we need to focus on what we have gained Washington Post teaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.englishteaching.material.translation.practice.iii.for.undergraduates.of.general.english 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