英文论文网：中美烹饪方法对比

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英文论文网：中美烹饪方法对比

中国人喜欢把蔬菜和其他食物切成小块，所以他们在食用前不需要刀叉来切食物(纽曼34)。他们只是用筷子吃饭(Abouta, Patterson and Krista l26)。中国人通常在烹调肉或鱼之前不剔骨。他们通常煮整条鱼(Kulkarni 192)。煎、煮、蒸、炖是中国人烹调食物的一些方法。他们通常用酱油，大蒜和姜膏或整个香料在他们的烹饪。他们喜欢蒸、炒、翻炒、快炒和浅炒。中国人喜欢用动物油或花生酱煎炸食物。在美国，人们喜欢把蔬菜和其他食物切成大块。吃饭的时候，不像中国人，他们用刀叉。在美国，虽然人们同时吃鱼和肉，但他们更喜欢吃鱼片和无骨或全骨的肉(Kulkarni191)。
美国人更喜欢吃沙拉、煮熟的蔬菜和/或用中国人完全不知道的低油或香料烹制的蔬菜(Mothershead 30)。这里的人用橄榄油、葵花籽油或黄油做饭。喜欢煮、烤、烤或煮食物。中国人烹饪时使用的某些食材在美国很难得到批准或找到。在中国，许多食材的使用在美国是很少见的(Abouta, Patterson和Kristal 24)。中国菜确实使用了青蛙、狗、它们的耳朵、舌头、脚和其他内脏。他们也使用山药，莲荚，冬瓜，树真菌等在他们的烹饪(Kulkarni190)。中国人做饭时喜欢用一些干的和新鲜的香料。

英文论文网：中美烹饪方法对比

Chinese prefer to cut their vegetables and other food items into small chop sizes, so they don’t need a fork or a knife to cut their food before consumption (Newman 34). Simply they use chopsticks to eat (Abouta, Patterson and Krista l26). Chinese people generally don’t remove bones before cooking meat or fish. They usually cook whole fish (Kulkarni 192). Frying, boiling, steaming and stewing are some of the methods used by Chinese people to cook their food. They usually use soya sauce, garlic and ginger paste or whole spices in their cooking. They prefer steaming, sautéing, stir frying, quick and shallow frying methods for cooking. Chinese prefer oil extracted from animals or peanut butter for frying food.In the US people prefer to cook vegetables and other food items in big pieces. While eating, unlike Chinese people, they use knife and fork. In the US, though people consume both fish and meat, they prefer to use fish fillet and meat either with no bones or with whole bones (Kulkarni191).
People in the US prefer to consume more of salads, boiled vegetables and/or vegetables cooked in very low oil or spices which are totally unknown to Chinese people (Mothershead 30). People here use olive oil or sunflower oil or butter for cooking. Prefer boiling, baking, roasting or boiling for preparing their food.For cooking the Chinese use certain ingredients which are hardly being approved or found in the US.In China many ingredients are used which one can rarely found in the US (Abouta, Patterson and Kristal 24). Chinese cuisines do use ingredients like frogs and dogs, their ears, tongue and feet and other internal organs. Also they use yams, lotus pods, winter melons, tree fungi, etc. in their cooking (Kulkarni190). Chinese people prefer to use a number of dried as well as fresh spices while cooking.

杨百翰大学：基于任务的学习方法

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杨百翰大学：基于任务的学习方法

本单元中突出的第二种方法是基于任务的语言学习方法。基于任务的学习方法是指学习者将注意力集中在必须完成的任务上。每节课结束时，学生都要完成一系列的任务或活动，通过完成这些任务，学生将能够确保他们熟练掌握所学的内容。这些任务或活动可能是学生自己做的，也可能是学生和其他同学或小组一起做的。任务型教学是交际教学中常用的一种教学方法。它基于这样一个前提，即学生在将自己与现实生活中的任务联系起来时，学习效果最好，比如如何批判性地阅读一篇文章，或者如何在分析的单元中使用一些概念词，如领导力相关词(Williams, 2010)。
以任务为基础的学习的好处是，它给学生提供了一个机会来实践类似于他们在现实生活中会发现的真实的任务，如填写表格、写电子邮件、给雇主写信、留下缺勤信和写备忘录等。基于任务的学习是一种非常全面的学习方式，因为学生将能够学习课程，然后将课程的关键见解应用到任务中，从而以听觉和经验的形式应用学习。在对这些活动进行形成性评价时，教师将能够以更直接的方式了解学生的专门知识。例如，临界阅读练习在本单元第28页的“Yellow Corporation的转机”中给出(Williams, 2010)。

杨百翰大学：基于任务的学习方法

The second approach or methodology that stands out in the unit is the task based language learning approach. Task based learning approach is one in which the learner will focus on the task they have to complete. A series of tasks or activities are identified for the student at the end of each lesson and the students by completing these tasks will be able to ensure that they have proficiency in what has been taught. The tasks or activities might be individual ones that the student will do on their own, or it might be activities that the student will work in conjunction with another like a peer or a group etc. Task-based teaching is an approach that is often used within communicative teaching. It is based on the premise that students learn best when they associate themselves with tasks in real life, such as how to critically read a text or how to use some concept words like leadership associated words in the unit being analysed (Williams, 2010).
The pros of the task based learning is that it gives students a chance to practice tasks similar to the ones that they would find authentic in real life, such as filling out forms, writing an email, writing a letter to employer, leaving of absence letters and writing memos etc. The task based learning is a very holistic way to learn, as the student will be able to learn the lesson, then apply key insights of the lesson to tasks and hence apply learning in the form of aural and experiential as well. In formative assessments on such activities, the teacher would be able to understand student expertise in a much more direct way. Consider for instance, the critical reading exercise is presented in the “Turnaround at Yellow Corporation” in page 28 of the unit (Williams, 2010).