[
  {
    "notice": "只有 title 和 text 字段是必填，其他字段可删除不填。填写时，请从第三条数据开始填写，第二条数据是示例，填写完成之后，不要删除前面两条",
    "notice1": "只有 title 和 text 字段是必填，其他字段可删除不填。填写时，请从第三条数据开始填写，第二条数据是示例，填写完成之后，不要删除前面两条",
    "notice2": "只有 title 和 text 字段是必填，其他字段可删除不填。填写时，请从第三条数据开始填写，第二条数据是示例，填写完成之后，不要删除前面两条",
    "title": "这里填标题，必填必填必填必填必填必填必填必填必填必填必填必填必填必填必填必填必填必填必填必填",
    "titleTranslate": "这里填标题翻译",
    "text": "这里填原文，一句一个换行符，一段两个换行符，必填必填必填必填必填必填必填必填必填必填必填必填必填必填必填必填必填必填必填必填",
    "textTranslate": "这里填原文翻译，一句一个换行符，一段两个换行符",
    "audioSrc": "这里填音频的url/在线地址"
  },
  {
    "title": "How are you today?",
    "titleTranslate": "今天好吗？",
    "text": "STEVEN:Hello, HELEN.\n\nHELEN:Hi, Steven.\n\nSTEVEN:How are you today?\n\nHELEN:I'm very well, thank you. And you?\n\nSTEVEN:I'm fine, thanks.\n\nSTEVEN:How is Tony?\n\nHELEN:He's fine, thanks. How's Emma?\n\nSTEVEN:She's very well, too, Helen.\n\nSTEVEN:Goodbye, Helen.Nice to see you.\n\nHELEN:Nice to see you, too, Steven. Goodbye.",
    "textTranslate": "史蒂文：你好，海伦 \n\n海 伦：你好，史蒂文 \n\n史蒂文：你今天好吗？ \n\n海 伦：很好，谢谢你。你好吗？ \n\n史蒂文：很好，谢谢。 \n\n史蒂文：托尼好吗？ \n\n海 伦：他很好，谢谢。埃玛好吗？ \n\n史蒂文：她也很好，海伦。 \n\n史蒂文：再见，海伦。见到你真高兴。 \n\n海 伦：我见到你也很高兴，史蒂文。再见。",
    "audioSrc": "/sound/article/nce1/009&010－How Are You Today.mp3"
  },
  {
    "title": "10A Building a Lesson from Useful Material",
    "titleTranslate": "第10课A｜组织内容与学习材料",
    "text": "A useful lesson needs more than a long vocabulary list, because recognizing individual words is different from understanding a connected message.\nI begin with a learning task, such as explaining a project or describing a problem that someone needs help solving.\nThen I choose a short passage and a conversation that show how the relevant words and expressions work in that situation.\nThe vocabulary section explains the meaning used in the text, and additional examples show how that meaning changes with context.\nI also include a translation, but I encourage the learner to read the English first and use the Chinese only when necessary.\nFor listening practice, the learner should hear complete expressions rather than only isolated words with no natural rhythm or connection.\nA writing exercise can ask them to change the subject, replace the object, or adapt the sentence to their own work.\nThese small changes make the learner retrieve the structure instead of simply copying a sentence without considering its meaning.\nI finish with a few questions that invite a personal answer and make it possible to use several expressions together.\nThe aim is a manageable lesson that links reading, listening, vocabulary, grammar, and actual communication through one clear learning task.",
    "textTranslate": "有用课程不只要长词表，因为认出词汇不同于理解连贯信息。\n我先定学习任务，比如介绍项目或描述需要帮助解决的问题。\n再选短文和对话，展示相关词汇表达在该场景如何运作。\n词汇部分解释文中词义，补充例句展示语境如何影响含义。\n我也提供翻译，但鼓励先读英文，仅必要时看中文。\n听力练习应听完整表达，而不只是缺少节奏联系的孤立单词。\n写作练习可要求换主语、换宾语，或把句子用于自身工作。\n这些小改写迫使学习者提取结构，而不只是不理解含义地抄句子。\n最后给几个需要个人回答的问题，让多个表达能一起使用。\n目标是用一个明确任务，把阅读、听力、词汇、语法和实际沟通连接成可完成的课。"
  },
  {
    "title": "10B Learning Words in a Meaningful Context",
    "titleTranslate": "第10课B｜组织内容与学习材料",
    "text": "When I study a new word, I want to know what it means here, which words it often appears with, and how I can use it.\nA dictionary may offer several meanings, but the first example should make the meaning in the current lesson easy to understand.\nFor instance, review can describe checking a result, reading material again, or writing an evaluation of a product for other people.\nI do not need to memorize every meaning immediately, but I should recognize when the word is being used differently.\nI also pay attention to countability, because expressions such as some feedback and a few examples follow different grammatical patterns.\nWord forms matter too, so I connect develop with developed and developing rather than treat each spelling as a completely unrelated item.\nAfter reading, I try to produce a short sentence about my own project without looking at the reference example first.\nIf I get stuck, I return to the phrase, say it aloud, and use it in a slightly different sentence.\nLater lessons should bring useful words back in new situations so that review becomes part of understanding a new message.\nA word becomes valuable when I can recognize it, understand its role, and choose it naturally when I have something to say.",
    "textTranslate": "学习新词时，我想知道此处含义、常见搭配及如何使用。\n词典可能列多种意思，但首个例句应让本课词义容易理解。\n例如review可指检查结果、复习材料，或为他人写产品评测。\n我不必立即记所有意思，但应识别词义是否发生变化。\n我也注意可数性，因为some feedback与a few examples结构不同。\n词形也重要，我把develop与其过去式、进行形式关联，不当成无关词。\n阅读后，我不先看参考，试着写关于自己项目的短句。\n卡住时就回看词组、朗读，并用在略不同的句子里。\n后续课应在新场景复现实用词，让复习融入理解新信息。\n能认出词、理解作用，并表达时自然选用，它才真正有价值。"
  },
  {
    "title": "10C Working Conversation",
    "titleTranslate": "第10课C｜组织内容与学习材料",
    "text": "Learner: There are many words in this course; should I memorize every definition before I begin reading the first passage or conversation?\nTeacher: Start with the passage, identify the words that prevent understanding, and then study the meanings that are relevant to this lesson.\nLearner: What should I do with different forms, such as develop, developed, and developing, when they appear in separate exercises?\nTeacher: Keep them connected to the same base word, but notice the tense or grammatical role that each form has in its sentence.\nLearner: I can understand the example, but I cannot always produce a similar sentence when someone asks about my own project.\nTeacher: Practice changing one part at a time; replace the project, the action, or the reason, then say the new sentence aloud.\nLearner: Should I review the same list repeatedly, or use the expressions in different passages and ordinary conversations during the week?\nTeacher: Do both, but include active use; a short personal answer often reveals what you understand better than another round of silent reading.",
    "textTranslate": "学习者：课程词很多，读第一篇文章或对话前，要先背所有释义吗？\n老师：先读文章，找阻碍理解的词，再学与本课有关的意思。\n学习者：develop及不同词形出现在不同练习时，该怎么处理？\n老师：把它们关联到同一原形，同时注意各自时态或句中作用。\n学习者：我懂例句，但别人问我项目时，不一定能说类似句。\n老师：每次改一部分，替换项目、动作或理由，再朗读新句。\n学习者：应该反复看同一表，还是一周内在不同文章和交谈中使用？\n老师：两者都做，并主动使用；简短个人回答往往比再默读一轮更能检验理解。"
  },
  {
    "title": "10D Sentence Review",
    "titleTranslate": "第10课D｜组织内容与学习材料",
    "text": "A useful lesson needs more than a long vocabulary list, because recognizing individual words is different from understanding a connected message.\nThen I choose a short passage and a conversation that show how the relevant words and expressions work in that situation.\nI also include a translation, but I encourage the learner to read the English first and use the Chinese only when necessary.\nThese small changes make the learner retrieve the structure instead of simply copying a sentence without considering its meaning.\nWhen I study a new word, I want to know what it means here, which words it often appears with, and how I can use it.\nFor instance, review can describe checking a result, reading material again, or writing an evaluation of a product for other people.\nWord forms matter too, so I connect develop with developed and developing rather than treat each spelling as a completely unrelated item.\nLater lessons should bring useful words back in new situations so that review becomes part of understanding a new message.\nThere are many words in this course; should I memorize every definition before I begin reading the first passage or conversation?\nWhat should I do with different forms, such as develop, developed, and developing, when they appear in separate exercises?\nI can understand the example, but I cannot always produce a similar sentence when someone asks about my own project.\nShould I review the same list repeatedly, or use the expressions in different passages and ordinary conversations during the week?",
    "textTranslate": "有用课程不只要长词表，因为认出词汇不同于理解连贯信息。\n再选短文和对话，展示相关词汇表达在该场景如何运作。\n我也提供翻译，但鼓励先读英文，仅必要时看中文。\n这些小改写迫使学习者提取结构，而不只是不理解含义地抄句子。\n学习新词时，我想知道此处含义、常见搭配及如何使用。\n例如review可指检查结果、复习材料，或为他人写产品评测。\n词形也重要，我把develop与其过去式、进行形式关联，不当成无关词。\n后续课应在新场景复现实用词，让复习融入理解新信息。\n学习者：课程词很多，读第一篇文章或对话前，要先背所有释义吗？\n学习者：develop及不同词形出现在不同练习时，该怎么处理？\n学习者：我懂例句，但别人问我项目时，不一定能说类似句。\n学习者：应该反复看同一表，还是一周内在不同文章和交谈中使用？"
  },
  {
    "title": "10E Vocabulary in Context",
    "titleTranslate": "第10课E｜组织内容与学习材料",
    "text": "The course includes several scenarios, and each scenario begins with a short chat between two people with different responsibilities.\nThe messages look like ordinary emails, and the worksheet can also be printed on paper for offline review.\nThe syllabus includes a cloze exercise, flashcards, and a short exam that asks learners to use the target phrases.\nThe podcast has a transcript and subtitles, while the video provides another example of the same conversation.\nSeveral podcasts and videos use native speakers, while others rely on a clearly labeled synthetic voice.\nA male voice and another voice read the same examples, so learners can compare pronunciation without changing the vocabulary.\nThe lesson explains the subject and verb, then asks the learner to translate a complete sentence rather than isolated words.\nThe editor checks the formatting, the spelling of the headings, and the consistency of the teaching examples.\nThe editorial plan separates useful explanation from repetitive slop that adds length without helping the learner understand.\nThe narrator can distill a long conversation into a short digest, but the distillation must preserve the original meaning.\nThe documentary provides a clear narrative, while the audio recording lets learners hear the speaker's natural rhythm.\nUseful sources include original articles and carefully selected references, but a reference alone does not replace an explanation.\nThe learning material can be reused after its examples have been reviewed, and the reused text should remain accurate.\nA suitable microphone improves recording quality, while transcription turns the audio into text that can be searched and reviewed.",
    "textTranslate": "课程包含多个情境，每个以职责不同的两人短聊开始。\n信息像普通邮件，练习页也能印纸离线复习。\n大纲含完形填空、卡片及使用目标短语的短测。\n播客有文字稿和字幕，视频提供同一对话另一个例子。\n部分播客视频用母语者，其他使用明确标注的合成声音。\n男声与另一声音读相同例句，学习者可在词汇不变时比较发音。\n课程解释主语动词，再要求译整句而非孤词。\n编辑检查格式、标题拼写和教学例子一致性。\n编辑计划区分有用解释与只增长度却无助理解的重复堆砌。\n叙述者可把长对话提炼为摘要，但必须保原意。\n纪录片提供清晰叙事，录音让学习者听自然节奏。\n来源可含原创文章和精选参考，但参考本身不能替代解释。\n例子审阅后可复用学习材料，复用文本仍需准确。\n合适麦克风改善录音质量，转录把音频变成可搜索复习文字。"
  }
]