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简评:本文能够按照题目要求,展开叙述,内容完整、切题。详细介绍了作为一名初中生在学校、在家里应该怎样去做,而且对未来和谐社会寄予希望。作文中运用了studyhard,askfor,help…do,talkwith等动词短语,将身边事情的处理方式描述得非常详细。且结构严谨,语法准确,体现了作者快乐、健康、向上的积极心态。 相似文献
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《中学生英语》2019,(33)
<正>Hello, everyone. Nice to meet you. Now let me introduce myself to you. My name is Zhang Xing. I’m 13 years old. I’m from Fucheng County, Hebei Province. I am of medium height. I have black hair and big eyes. I like music and speech a lot. I often sing songs with my friends in my spare time, and I often give a speech about the environment in public, too. I have a happy family. There are four people in my family. They are my father, my mother, my elder brother and me. I like Chinese, and I also like English, but I can’t speak English well. I will work hard at English and try to make great progress every day. I hope to be your good friend,then we can help each other in many ways. 相似文献
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It's Sunday today,I get up very late.After breakfast I help my mother do housework at home.I wash dishes and clean the floor. 相似文献
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邓妍祯 《英语大王(小学)》2010,(6):28-31
我浑身长满灰毛。我有一双长长的耳朵和一条大尾巴。我不会走路只会跳。最重要的是。我是在妈妈的口袋里长大的。嘿,亲爱的朋友,你一定知道我是谁了吧?是的,我就是袋鼠。 相似文献
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设C(I)表示所有从I=[0,1]到I的连续函数.对任意f∈C(I),令Gf={x,f(x)|x∈I}表示f的图像,G(I)={G}f|f∈C(I).赋予G(I)具有豪斯多夫度量d H,同时证明(G(I),d)H具有胞腔不相交性质. 相似文献
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问:能简单作一下自我介绍吗? 答:好的。我叫彼得·阿米里奥,一直住在法拉盛,今年64岁。我在这儿共搬过三次家。我念的是法拉盛中学。虽然没有读大学,但我却有(城市)生活经验。我当过兵,于1967年至1969年期间在越南战争中服役。退役之后,我开始工作。我就这样长大了。你知道,一个人一旦有过军旅生涯,成长得就会特别快。比如,一个18岁的孩子,来到新兵训练营接受各种强化训练。 相似文献
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Michael Malley 《今天.双语时代》2007,(8):56-58
从礼拜二到拜五我每天早晨大约7:30起床。由于天气太冷无法冲澡,我只是刷刷牙,穿上厚外套,然后就冒着严寒出门了。我喜欢早起。与大多数人不同的是,我喜欢在寒冷中步行到地铁站。这样我就有时间用mp3听我最喜欢的音乐,还可以做点锻炼(我在北京生活以来这点做得一直不够)。我要乘地铁2号线抵达西直门。我在那儿的一家幼儿园执教。 相似文献
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《中学生英语》2019,(Z3)
<正>Love is around us. At home, I feel the love from my parents. At school, I feel the love from my classmates and teachers. Even on the street, I feel love from strangers.Last Sunday, I went out to buy some novels. It was hot. I felt a bit sick. I stopped calling~(1)my mother. Then I found I can’t~(2)speak. Two little girls came along. They found I was pale, so 相似文献
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安东尼圣艾修伯里 《语数外学习(高中版)》2008,(18):59-60
一想到自己明天就没命了,不禁陷入极端的惶恐。我翻遍了口袋,终于找到一支没被他们搜走的香烟,但我的手紧张得不停发抖,连将烟送进嘴里都成问题,而我的火柴也在搜身时被拿走了。我透过铁栏望着外面的警卫,他并没有注意到我在看他,我叫了他一声:“能跟你借个火吗?”他转头望着我,耸了耸肩,然后走了过来,点燃我的香烟。 相似文献
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《Chinese Education & Society》2013,46(4):96-101
I'm a graduate from a professional high school and started to work just last year. Introspective by nature, I like to spend my time listening to music and reading books, and have had little contact with boys. I hadn't met any I liked even after I reached twenty-two. I didn't feel there was anything wrong in that, but my parents got worried and found a boyfriend for me. He's a college graduate, works as a dispatcher, and is of medium stature. At first I was happy to go to the movies with him and walk in the streets. But after a month or so, I felt as though I were with a colleague. He is quite knowledgeable in his own profession, but he doesn't know much about life. I often found his company uninteresting and unexciting. So I wanted to part with him. When I talked to my parents, they strongly disagreed and kept saying how much better his conditions were as compared to mine. I realized how much concern they felt for me, so I didn't insist. But all my subsequent efforts only brought me pain, and I simply couldn't feel the least bit of love for him. During this impasse, his father fell ill and had to have an operation. Before the operation, he had a discussion with my father and requested that our relationship be confirmed. I had a quarrel with my father, but finally gave in and, with a heavy heart, accepted money and a pair of earrings. 相似文献
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SANDRA MOFFAT 《Gender and education》1998,10(1):93-99
ABSTRACT In this article I explore how I use my imagination to analyse the two main female characters, Dede and Jane, in the film Little Man Tate (1991). Although I perceive Dede and Jane to be portrayed in very stereotypical ways, my analyses do not remain limited to this detached level of viewing, rather I try to gain an understanding of the tremendous pain I experienced while watching their lives performed on the screen. I examine closely how my imagination has been shaped by the traditional message that women must choose between motherhood and a career and how, as a result, I invested in the conflict between Dede who I perceived as a 'good mother' stereotype and Jane who I perceived as a 'successful career woman' stereotype. By reassessing how I have learned to evaluate female characters, I discuss how students, like myself, can be taught to uncover their affective investments in the filmic stories they are learning to criticise. 相似文献
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COMMUNITY BUILDING: A NEW ROLE FOR THE JEWISH DAY SCHOOL 总被引:1,自引:0,他引:1
Tracy Kaplowitz 《Journal of Jewish Education》2013,79(3):29-48
Wearing a swastika armband, I entered the classroom carrying a copy of Hitler's Mein Kampf. Placing it on the music stand I employed as a makeshift lectern, I peered around the room until the students became silent. Then I began to read sections of Hitler's venomous tome, the hateful words cutting through me like a knife. As I read, I noticed that a few students stiffened. I had students analyze Hitler's quotes, addressing them as either “Herr” or “Fraulein.” After this lesson, I explained why I used such tactics. I told them death and destruction during World War II was only part of studying the Holocaust. Learning where the Jew-hatred came from and its context within Nazism was also important. And that meant comprehending Mein Kampf. Closing the book, I removed the twisted cross and slowly tore it into small pieces. 相似文献