Question

I am so passionate about this because your communities need you. They need you to develop your potential and become who you’re meant to be. And that goes for every student in here who is thinking about dropping out, who is feeling discouraged. Your community needs you. And more than ever before, our world needs you, too.
26 And you don’t need your First Lady to tell you that. All you have to do is tune in to the news and you’ll see that right now, some of the loudest voices in our national conversation are saying things that go against every single one of the values that you’ve been living at this school. They’re telling us that we should disrespect others because of who they are or where they come from or how they worship. They’re telling us that we should be selfish—that folks who are struggling don’t deserve our help, that we should just take what we can from life and not worry about anyone else. And they’re saying that it’s okay to keep harming our planet and using our land, our air, our water however we wish.

27 But, graduates, you all know that those are not the values that shape good citizens. Those are not the values that build strong families and communities and nations. You know this. So we desperately need your voices and your values in this conversation reminding us that we’re all connected, we’re all obligated to treat one another with respect, to act with integrity, to give back to those in need.

28 Now, I know that perhaps I’m asking a lot of all of you. And I know that sometimes all those obligations might feel like a heavy burden. I also know that many of you have already faced and overcome challenges in your lives that most young people can’t even begin to imagine—challenges that have tested your courage, your confidence, your faith, and your trust.

29 But, graduates, those struggles should never be a source of shame—never—and they are certainly not a sign of weakness. Just the opposite. Those struggles are the source of your greatest strengths. Because by facing adversity head on and getting through it, you have gained wisdom and maturity beyond your years. I’ve seen it in you. You’ve developed resilience that will sustain you throughout your lives. You’ve deepened a well of compassion within yourselves that will help you connect with and give back to others who struggle.
Which of the following is a claim that the speaker makes in this passage?

Answer choices for the above question

A. The students have already faced more difficult challenges than many other young people.

B. Many leaders are saying that it is not a problem if one causes damage to the environment.

C. The students should focus on developing themselves instead of their community.

D. Students can find significant strengths in the struggles that they have already overcome.

I'll answer a question in return! Btw, I give honest answers I am a straight A student :)

Answer 1

Answer:Step 1: Rethink the Role of English

The first step in becoming a global teacher is to rethink your definition of English. Definitions are important because they limit what we do. How do you define life, for example? As a party? A pilgrimage? A to-do list? A vale of tears? Each of these definitions will lead you off in a different direction. In the same way, how you define English determines what you do in your classroom. What is "English" then? Traditionally, English has been defined as:

a linguistic system of pronunciation, vocabulary and grammar

a school subject and a topic on university entrance exams

a language of "daily conversation" about family, sports and hobbies

the mother tongue of English-speaking countries such as the USA and Britain

These four traditional views have long formed the basis of much English teaching worldwide. A global education view of English, however, involves two further dimensions. It sees the English classroom as a place for teaching:

English as an international language for communication with people from around the world

English as a subject for learning about the world's peoples, countries and problems

A global approach to EFL, therefore, means showing how English can be a language of world citizenship for learning about our global village, for communicating with people from other cultures and for working to solve problems facing Planet Earth.

Step 2: Reconsider Your Role as Teacher

How we define ourselves is just as important as how we define our field. A key question teachers can ask themselves is "Who am I?" How you answer this determines what you do in class. Do you define yourself as "just an English teacher?" Or do you see yourself as an "educator" in the wider sense? I prefer to define myself as a global educator who teaches English as a foreign language. This means that I'm dedicated to good English teaching but that I'm also committed to helping my students become responsible global citizens who will work for a better world.

This mission we have as global educators is outlined in UNESCO's (1974) Recommendation on "Education for International Understanding, Cooperation, and Peace." This calls on teachers in schools around the world to promote:

an international dimension and a global perspective in education at all levels

understanding and respect for all peoples, their cultures, values and ways of life

awareness of the increasing global interdependence between peoples and nations

abilities to communicate with others

awareness of the rights and duties of individuals, social groups and nations towards each other

understanding of the necessity for international solidarity and co-operation

readiness on the part of the individual to participate in solving the problems of his/her community, country and the world at large

How we teach English in our EFL classrooms can either promote or hinder these important goals.

Step 3: Rethink Your Classroom Atmosphere

A third step in internationalizing your teaching is to rethink your class atmosphere and the impact it has on students. What do students see when they enter your classroom? Bare concrete walls? Pictures and photos of the USA? If we really want to teach English as a global language, we need to think carefully about our classroom atmosphere and what it says to students.

What is a global classroom? A global EFL classroom is a room decorated with global posters, world maps and international calendars—all in English. It's a dynamic, colorful place which stimulates international awareness and curiosity about our multicultural world. It features globes, international displays, and walls decorated with posters of world flags, current events, and Nobel Peace Prize winners. A global classroom is also an environmentally-friendly classroom where teachers and students use recycled paper, save energy, and use both sides of the paper for handouts and homework.

Step 4: Integrate Global Topics Into Your Teaching

Global education doesn't happen through good intentions alone. It must be planned for, prepared and consciously taught. After all, students can't learn what you don't teach. It doesn't do any good, for example, to teach English grammar and hope that students somehow become more international as a result. Rather, a good global language teacher must sit down and write up a "dual syllabus" comprising: (1) a set of language learning goals and (2) a set of global education goals. Once these are listed, the teacher's job is to design effective, enjoyable class activities that achieve both sets of objectives in an integrated, creative way. A sample global education lesson plan might look like this:

Explanation: