Patrick简介
Patrick在我们《经济学人》团队开启后的每次领读活动都非常积极地参与，是一位非常热情、具有活力的外刊读者。思维活跃、发言积极是他的代名词。细节补充、知识拓宽更是他的首要底色。
与Patrick对话
自我陈述：
As a translator: Interpretation for meetings/on site technical support;translators for standardized controlled docs.
My hobby: running, reading,and window-shopping.
My feelings after joining in all of the activities: I would like to learn from our fellow attendees by actively listening and discussing in good faith and to brainstorm with the intensity of intellectual curiosity and the spark of imagination, to make the English classics, canons more accessible, enjoyable and to habituate serious long form reading into everyday course of action.
领读者的印象
To Patrick
第一期领读者文小丫
Patrick is an ardent reader and active thinker. I can still vividly recall how he showed his endless enthusiasm and erudition when he made his first visit to our workshop. It seemed that he knows about every periodical and magazine and was always ready to share with us his thoughts and opinions. His eloquent speech finished, I thought to myself, "Wow. Never seen that vitality and innocence in a middle-aged man".
For nearly one year, he never missed an activity. What a man of fun!
第一期领读者钱雅珊
在我看来，他是一个知识储备丰富，性格比较张扬，比较自信的人。我们在介绍《经济学人》时，他不时主动发言，补充更多相关内容，从他的发言中不难看出，他确实一位“痴迷”外刊的人。
第二期领读者边瑞涵
作为2022级《经济学人》团队负责人，我参与了大部分的领读活动，基本每次都能看见Patrick的身影。活动开展初期，领读者和读者间都有些生疏，但Patrick就已经很快融入领读氛围，不断抛出问题、拓展知识，将领读者与读者的距离拉近。后面的活动中，他依旧是积极的“气氛担当”，虽有时会遭到其他读者的“吐槽”，但他拓展的知识和提出的问题都与领读内容密切相关，领读者和其他读者都有所收获。感动于他几乎全勤的参与，感谢他在活动中补充的干货，教学相长大概就是如此。
第二期领读者李贤
参加第一次领读活动时，Patrick先生就同时给台上的同学和台下作为听众的我们留下了深刻的印象。从外刊介绍、背景知识和词汇语法，他都表现出了其广大的知识面，也频频给讲者提出意见、建议和补充。
第三期、第八期领读者肖国佐
我参加了好几期外刊领读活动， 有听同学主持外刊活动，也有自己主持。两种环境下，Patrick给我的感受是不一样的。当我自己在主持时，会很希望能够有人站起来发言、活跃氛围，而不至于冷场；在听同学讲授外刊时，觉得有这么一个人能够及时的补充信息，这何尝又不是一种收获呢？我自己在活动私下时有时也会找他问问题，或者帮我查找现有网址上无法查询的信息，从这一层面来讲，Patrick真的算得上是well-informed.
第五期领读者金彦伶
活动前我有很多担心，担心没有人互动、现场氛围低沉、读者们跟不上进度。而Patrick的提问和信息补充解决了这些问题，把现场的氛围带动得活跃起来。有了带头的，读者的即时反馈变多了，而正是依赖这些反馈，领读者方能针对性地补充信息、调整进度。参加活动之前，我就从老师们和参加过活动的同学那里听说了Patrick，让我有个心理准备，到现场可能会被频繁打断。但活动结束后我无比庆幸现场有这样活跃的读者。外刊领读不该是一对多的spoon-feeding，有来有往活跃地互动，大家一起围绕本期外刊讨论，才能学到更多。
第六期领读者钟理
Patrick是所有读者朋友中最显眼的一位。在我讲课的过程中，他经常提出许多新的观点和疑问，让课堂进入一种思考和探讨的模式。我认为这样就能达成双向交流，教学相长。所以非常感激他在课堂上的发言。
第七期领读者周芃
领读活动上和Patrick的交流是愉快的，他时不时地会补充一两句知识点，一方面加深大家对语言的理解，另一方面也让更多人参与到学习互动中来，让整个活动变得更加鲜活，而不是一昧老师讲学生听的枯燥课堂。而且，交流过程中可见Patrick作为一个专业译员的知识储备，简直是教学相长，作为领读者也收获了很多。
Patrick第八期
活动反馈
Penning Down the Encounter: A Dialogue with English Language Aficionados
Setting the Scene
Recently, I had the pleasure of engaging with a group of English language enthusiasts on two distinct yet fascinating topics: the linguistic intricacies between acronyms, abbreviations, and initialisms, and the economic initiatives of the Chengdu-Chongqing twin city. This discussion was as enlightening as it was stimulating, providing a rich blend of linguistic nuances and economic development insights.
Comparing and Contrasting Acronyms, Abbreviations, and Initialisms
We kicked off our dialogue with a deep dive into the nuances of acronyms, abbreviations, and initialisms. This part of the conversation was particularly engaging, as it allowed us to dissect and analyze the linguistic structures we often take for granted.
Acronyms
Acronyms, we agreed, are formed from the initial letters of a phrase and pronounced as a word. Examples like “NASA” (National Aeronautics and Space Administration) and “SCUBA” (Self-Contained Underwater Breathing Apparatus) illustrated this point clearly. The conversation revealed our collective fascination with how acronyms can become words in their own right, often transcending their original phrases to become widely recognized terms.
Abbreviations
Next, we tackled abbreviations, which, unlike acronyms, may include more than just the initial letters and do not form pronounceable words. Common examples include “etc.” (et cetera), “Dr.” (Doctor), and “i.e.” (id est). Our discussion highlighted the practical usage of abbreviations in written communication, where they serve to save space and improve readability without altering the meaning of the original terms.
Initialisms
Initialisms, though similar to acronyms, are pronounced letter by letter. We examined familiar examples such as “FBI” (Federal Bureau of Investigation) and “ATM” (Automated Teller Machine). The distinction between acronyms and initialisms sparked a lively debate, underscoring how subtle linguistic differences can impact pronunciation and comprehension.
Overlaps and Distinctions
One of the more intriguing aspects of our conversation was identifying instances where these categories overlap or blur. For instance, “laser” (Light Amplification by Stimulated Emission of Radiation) is an acronym that has seamlessly entered everyday vocabulary, much like “radar” (Radio Detection and Ranging). We noted that some terms, initially considered acronyms, evolve over time into common nouns, losing their capitalized status and gaining lexical independence.
Practical Implications and Observations
We also discussed the practical implications of these linguistic forms in various contexts. In business and technology, for example, acronyms and initialisms are prevalent, often creating jargon that can be both a barrier and a bridge to effective communication. Understanding these forms, we concluded, is crucial for clear and precise expression, particularly in professional and academic settings.
Reflections and Takeaways
Reflecting on our discussion, I found it remarkable how a conversation that started with linguistic exploration could seamlessly transition into a deep dive into economic development. This experience reinforced my belief in the interconnectedness of knowledge and the value of interdisciplinary dialogue.
The Chengdu-Chongqing Twin City Economic Initiatives
Following our rich discussion on linguistic nuances, we transitioned to the economic initiatives of the Chengdu-Chongqing twin city. This ambitious project aims to create an integrated economic zone that leverages the strengths of both cities to foster regional development, innovation, and economic growth. Our conversation delved into the strategic goals of this initiative, highlighting the unique advantages that Chengdu and Chongqing each bring to the table.
Chengdu, known for its robust tech industry and vibrant cultural scene, contrasts with Chongqing’s strong industrial base and logistical capabilities. The collaboration between these cities is expected to enhance infrastructure, stimulate technological innovation, and attract global investment. We discussed how this synergy could potentially transform the region into a major economic powerhouse, driving growth not just locally but on a national scale.
Conclusion
Engaging with fellow English language lovers on such diverse topics was a truly enriching experience. It highlighted the beauty of language and its role in shaping our understanding of complex concepts, whether in the realm of economic initiatives or the finer points of linguistic classification. As we parted ways, I felt a renewed appreciation for the power of words and the endless possibilities that arise from thoughtful conversation.
黄慧老师的
Patrick印象谈
初识Patrick是在我们“《英文经典选读》课程重图工作坊”的第一期（2023.10.28）外刊领读活动现场。最积极的就是他了，经常给出自己的理解或做一些补充。随后的每一期都可以见到他活跃的身影。记忆中应该只有两次没有参与活动，读者交流会和第四期领读活动，当时还准备请Patrick分享，由于工作原因未能如愿。
黄老师与Patrick的活动后交流、沟通
Patrick英语学习经历非常励志，也是我接触到的为数很少的爱英语爱到骨髓里的那种，爱的很纯粹，不参杂任何功利性的东西。他的知识面非常广，词汇量非常大，语言输出也非常地道，而且资源获取能力非常强。他爱表达，爱发言，常人眼里的“显眼包”，但这种积极的态度正是语言学习者最难能可贵的东西。
黄老师与Patrick的活动后互动
如今的大学课堂这样的同学太少了，大部分都是默默无言，一个学期接着一个学期，想想都可怕，估计现在的00后都比较“佛性”。我一直坚持课堂上Volunteer，主动发言的我会加分，我会大大表扬，有些同学还是在我的“鼓动”“威逼利诱”下变得主动起来。
我想起了2022级1班的胡程雯同学。去年九月小组推文交流了几次，帮着理清推文的逻辑，虽然基本功一般，但是我能感觉到她想努力，努力做得更好的决心。后来课堂分享终于在忐忑中迈出了第一步。我会注意到她越来越自信，课堂参与越来越积极，上一学期作者外刊自主分享活动主动做了两次，而且每次都会和我提前交流，课堂效果还是不错。还有国组班课前提问环节，你会发现很多volunteers ,甚至有同学自告奋勇的要求承担更具挑战性的回答问题任务。
我想大部分不张嘴同学的心理是担心自己的口音，不能流畅的表达，其实我们交流的目的是明白即可，即使是蹦出单个的单词对方也是理解的。说的多了，自然就流畅了许多。我们《英文经典选读》课程的阅读材料的使用和消化程度因人而异，因自己的英语水平而异，就像自助餐，能吃多少，能消化多少，因人而异。只要大家找到自己感兴趣的部分，查阅资料，进行思考和产出就已经足够，不必纠结阅读的完成情况，但大概的情节还是要了解的。加上那么多的AI辅助工具，只要课堂上能够再大胆一点，抱着不怕犯错的决心。自信怎么来？不就是一次次的大胆表达，一次次的被认可吗？其实，大家都可以做到的。做不到的同学我猜是不是课前没有准备充分呢？这就涉及到主动学习和被动学习。我第一次课经常用这张图来激励同学。积极参与讨论/实践/教授他人，学习内容的留存率是很高的，尤其是教授他人。
我们的外刊领读活动就是很好的让学生学会教授他人。从前面八位外刊领读同学的视角以及每一期的领读者感悟，也可以看到，师生角色互换后，同学们的收获；同学们更能理解老师的辛苦付出，更能理解什么样的课堂是我们最需要的。高质量的课堂，不是老师一个人的独角戏，而是师生互动，更多群演的大剧。Patrick 对英语的热爱值得我们每一位同学学习！
