共查询到20条相似文献，搜索用时 328 毫秒
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J”lain 8 biEd Bird has the instinCt to learn to fly lain hovenng to look for a fine site lain driffing to keep out of sight lain wingllg to cross the sky lpromise Iwlll be the escort o i以SOu. （袁志强荐稿）我是一只飞鸟鸟儿学习飞翔是与生俱来的天性我盘旋着想要找寻最佳的位置我飘荡着想要到达视野之外我振翅一飞想要穿越茫茫天际我发誓「—我将成为我灵魂的守卫者I am a bird@袁志强… 相似文献
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《小星星(作文100分)》2004,(18)
英语课上,老师带领学生做口语练习,题目是“What am I doing”就是由一个学生做动作,然后问: “What am I doing?”其他同学根据动作去猜,并用英语回答。 相似文献
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I am old,I am wise（有智慧的）．
I like to hunt before sunrise．
（我喜欢在太阳升起之前捕猎。） 相似文献
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In fifteen years, I think I’ll be a big fish(大人物). I think I’ll live in New York. I love the city very much, for it is a beautiful city. I think I’ll have a villa and a personal computer, and I’ll have a robot. It can do everything, for example, do the dishes, sweep the floor and so on. I’ll go to Canada on vacation. That’s also a beautiful country. I will have many pets. I don’t have any pets at pre- sent, because my father doesn’t like them at all. At weekends, I’ll wear be… 相似文献
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Brenton Prosser Faye McCallum Philippa Milroy Barbara Comber Helen Nixon 《The Australian Educational Researcher》2008,35(2):15-35
In this paper, we draw on accounts from students to inform a Middle Schooling movement that has been variously described as
“arrested”, “unfinished” and “exhausted”. We propose that if the Middle Schooling movement is to understand the changing worlds
of students and develop new approaches in the middle years of schooling, then it is important to draw on the insights that
individual students can provide by conducting research with “students-as-informants”. The early adolescent informants to this
paper report high hopes for their futures (despite their lower socioeconomic surroundings), which reinforces the importance
of supporting successful learner identities and highlights the role of schooling in the decline of adolescent student aspirations.
However, their insights did not stop at the individual learner, with students also identifying cultural and structural constraints
to reform. As such, we argue that students may be both an important resource for inquiry into individual school reform and
for the Middle Schooling movement internationally. 相似文献
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I am twelve years old. I'm in No. 2 middle school. I have very great desire. That is I want to study in No.1 Senior Middle School, because it's a very famous school. It may be a dream for me, for I am not a top student, but I will study hard from now on and make the dream come true. When I am not a student any longer, I want to become an artist. I like drawing very much and I 相似文献
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Iamabraveboy any trouble 15 a toy IWillneVCrfear rain and wind let me j oy Mallna IwillsPreadmywings Y6ll See how high 1 ean fly 单词咖啡豆: brave「breiv]勇敢的 trouble[，t认bl]困难 toy[toi]玩具 never〔，nev司决不 fear[fig]害怕 rain[rein]雨 wind[wind]风 joy[叱01]快乐 sPread[sPred]展开 wing[wi习]翅膀 high[hai]高 fly[flai]飞I am a brave boy@茉茉~~… 相似文献
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有这样一个句子:-Are you hungry?-Yes,I sure am.你饿吗?对,我确实很饿。这种句子结构怎样理解?对此,许多同学提出疑问。现笔者拟对其作一简析:一、sure在此作副词用,是美国英语,相当于surely,of course或certainly。在表示这层意思时,用sure或surely都可 相似文献
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人教版新编高中英语第三册(上)第13课有这样一个句子:——Are you hungry?——Yes,I suream.(——你饿吗?——对,我确实很饿。)这句中的sure是何意思?这种句子结构又怎么理解?对此,许多同学提出疑问。现笔者拟对其作一简析: 一、sure在此作副词用,是美国英语,相当于surely、of course或certainly。在表示这层意思时,用sure或surely都可以。比较例句: 相似文献
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雷贤平 《全国优秀作文选(高中)》2002,(1)
季风的熔炉，卷碎一切痛苦。每当情感再次荒芜，我一遍又一遍地将往事回味，咀嚼你的亲密，反思我的冷漠与残酷。这一回我却觉得深深的内疚，除去虚伪的面纱，双手捧着真诚献给你，我相信这是世界上最珍贵的礼物。 （一）花园的丁香开了，年轻的心就像那只美丽的蝴蝶。我摘一朵花给你，插在头上。微风吹来淡淡的清香，你那腼腆的笑容及那半睁半闭的眼神惹得我说你像蒙娜丽莎。你吟了济慈的诗献给我，诗来自那一片心灵的净土，令我幸福得忘了回家。你是真诚的，可我当时却有的只是一颗年轻的心，年轻的心还不知道诚信的珍贵。… 相似文献
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《中学科技》2009,(9):27-27
1. Ni hao ma？ People always deseribeme as cute and roly-poly, which suits me fine. My black and white fur usually gets me recognized, as does the bamboo I love to consume. Because my friends and I are Chinese, we usually have names like Mei Mei and Hua Sheng. What mammal am I？ 相似文献
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Janet Evans 《Education 3-13》2016,44(1):53-67
ABSTRACTThis article gives a brief overview of reader response theory before sharing the views of some nine-year-old children working collaboratively as part of a community of readers. Prior to responding to some philosophical picturebooks the children talked about what they thought philosophy was, they then shared their thoughts on some of the very questions of existence to include: Who am I? Why am I here? Where did I come from? and Where will I go to? Their initial thoughts and responses were followed by detailed reading, thinking and responding to one specific picturebook, Die Schopfung (The Creation) by F.K. Waechter. 相似文献
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Mingming Zhou 《Educational technology research and development : ETR & D》2013,61(3):505-520
The ability to search, process, extract, evaluate and integrate information for learning purposes has clearly become the basic skills of the twenty first century. Although this process is often taken as a cognitive process, research has shown a strong connection between emotion and cognition. Recent research has suggested that positive emotions can influence the way cognitive material is organized and processed. This study examined the relationship between students’ emotional states prior to task engagement to their problem-solving patterns. Results revealed that students with positive emotions, compared to the negative and mixed emotion groups, were characterized as regulatory problem-solvers who were more engaged in self-regulatory activities. Students with negative emotions were characterized by less variety of search activities as well as little or no regulatory activities. 相似文献
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教材为人教版新目标八年级（下），本单元是Go for it（下）Unit5，主要围绕“What are you doing？”这一主题展开各种教学活动，并以这一主题引出现在进行时的一般疑问句、否定句以及特殊疑问句等语言功能。本单元旨在创造一个轻松、愉快的学习、交流环境，通过昕、说、读、写来培养学生综合运用这些知识的能力，并让学生能在“做中学”（learning by doing），通过有限的课堂实践活动，注意观察别人的行动，能准确地用英语来表达。 相似文献
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