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《广西教育》2006,(Z3)
I’m a big big girlin a big big worldIt’snota big big thing ifyou leave m eButIdo do feelthatItoo too willm issyou m uch m issyou m uch…Ican see the firstleaffalling it’sallyellow and niceIt’sso very cold outside like the way I’m feeling insideI’m a big big girlin a big big worldIt’snota big big thing ifyou leave m eButIdo do feelthatItoo too willm issyou m uch m issyou m uch…Outside it’snow raining and tearsare falling from m y eyesW hy did ithave to happen why did itallhave to e… 相似文献
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Nick Mulvenney 《英语沙龙》2007,(3)
“丁俊晖”这个名字在过去的一年里创造了一个奇迹。这位台球神童以“独行侠”的形象呈现在国人面前,并冲进了今年1月的Wembley大师赛决赛。虽然最后负于奥沙利文屈居亚军,但小丁的崛起让更多的中国人充分领略到了斯诺克运动的魅力。 相似文献
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《少年读者》2003,(10)
上期的美国乡村歌曲倍受大家欢迎,原本战战兢兢的DJ这次终于有自信放开手脚大干一场喽!下面将要为大家献上的是,1998年风靡全球的hotmusic:Big,bigworld英文原装版资料及豪华歌词:Emilia(FromSweden;KindofPop)PublishedbyAndersonMusic(P)1998RodeoRecords(C)1998UniversalMusicAB.SwedenTakenfromthealbum“Big,bigworld”LicensedCourtesyofUniversalMusicAsia·PacificLimitedBig,bigworld(3:23)Chorus①:I'mabig,biggirlInabig,bigworldIt'snotabig,bigthingIfyouleavemeButIdo,dofeelThatIdo,dowillMissyoumuchMissy… 相似文献
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早在笔者读中学时。老师就教我们说，three times bigger than=four times as bigas。此说有据可查，见《新英汉词典增补本》似New English-Chinese Dictionary p1462．世纪出版集团1985年7月新2版1。four times as long as在该辞典中被译为“……的四倍长；比……长三倍”。 相似文献
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早在笔者读中学时,老师就教我们说,three times bigger than=four times as bigas。此说有据可查,见《新英汉词典增补本》 相似文献
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Arunn Narasimhan 《Resonance》2008,13(7):638-647
In this essay we shall try to answer the question in the title with some geometry and heat transfer thrown in for effect.
For doing so, as the joke goes, allow me to assume the elephant as a sphere. The reason will be apparent soon.
Arunn Narasimhan is a faculty at the Indian Institute of Technology Madras. His research interests include transport in porous
media, phase change materials and heat transfer in biological systems. 相似文献
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Organising teaching of a topic around a small number of ‘big ideas’ has been argued by many to be important in teaching for deep understanding, with big ideas being able to link different activities and to be framed in ways that provide perceived relevance and routes into engagement. However it is our view that, at present, the significance of big ideas in classroom practice is underappreciated while their implementation in teaching is perceived as ‘unproblematic’. In this paper we address these issues; while we draw on the experiences of two major research projects focusing on teachers’ pedagogical reasoning, we attempt to investigate big ideas from a conceptual stance. While the domain is important, we argue that the source of big ideas should include reflection on issues of student learning and engagement as well as the domain. Moreover, big ideas should be framed in ways that are richer, more generative of teaching ideas and more pedagogically powerful than topic headings. This means framing them as a sentence, with a verb, that provides direction and ideas for teachers. We posit three different kinds of big ideas: big ideas about content, big ideas about learning and big ideas about the domain; the last two result in teachers having parallel agendas to their content agendas. In addition to discussing how pedagogically powerful big ideas can be constructed, we draw on data from highly skilled teachers to extend thinking about how teachers can use big ideas. 相似文献
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This paper discusses New Zealand’s role in the global market for tertiary education. The internationalisation and liberalisation of education markets is progressing rapidly in today’s globalising world, as reflected by the incorporation of education as a service into the GATS framework. Through the example of New Zealand as a case study for the internationalisation of education services, the study depicts the way the government is involved in this process. Commodification of sectors traditionally subject to domestic public policy is often associated with a less interventionist state, but our example of education shows that this is not necessarily the case, at least not in the medium‐term: New Zealand’s government rather appears to be an active facilitator of the liberalisation process in education. We review its recent move towards treating education as an international export good and present data on the growth of this industry. The paper concentrates on the particular ways by which New Zealand’s government is trying to facilitate this process of liberalising the education sector. 相似文献
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In the December 2008 special issue of the Oxford Review of Education John Furlong focused upon Tony Blair’s modernisation of the teaching profession and associated attempts to harness teacher professionalism to a broader reform agenda. This article responds to Furlong’s contribution through an examination of the evidence base used to support his conclusions, the way in which different types of evidence are used in this process and the criteria used to judge Blair’s success in this venture. It is suggested that Blair’s reforms of the teaching profession might be better viewed as a mere technicality within a wider scheme rather than the ‘big prize’ claimed by Furlong. It concludes by suggesting an alternative approach to writing the history of Blair and New Labour in this context which foregrounds the relationship between teachers and the state. 相似文献
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教学过程设计一Step 1.Greeting 1.Sing a song“A rainbow“2.Hello,boys and girls!How are you?Nice to meet you.(活动意图:此项活动让学生感觉到教师的亲切,同时培养学生讲文明有礼貌的习惯。) 相似文献
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教学过程
设计一
Step 1．Greeting
1．Sing a song“A rainbow”
2．Hello,boys and girls!
How are you？ Nice to meet you． 相似文献
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李玉 《荆门职业技术学院学报》2012,27(5)
词语搭配是语言学领域重要的研究课题,中外语言学者们从不同的角度对其进行研究。近义词＂big,large,great＂是英语中常用的高频词,运用BNC语料库自带的统计数据分析工具和AntConc3.2.1w语料库检索工具客观地描述这组近义词在英语本族语语料库和中国英语学习者语料库中的搭配情况,并用中介语对比分析的方法从母语干扰和词汇量不足两个方面探讨了学习者搭配能力薄弱的原因,以期不断提高学习者的词语搭配意识,逐步达到英语表达的自然和顺畅。 相似文献
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[说课设计] 一、教材分析与教材处理 本课选自仁爱版教材《英语》七年级(上),Unit 2,Topicl,SectionA.这是一节新授课,是关于人体器官的词汇、描述人的长相的句型及谈论人的偶像话题的独立内容.基于此,我把本单元中所涉及的人体器官进行归纳、合并与扩展,对有关人体器官和长相有关的内容进行一次整合设计. 相似文献
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Maaike E. Prangsma Carla A. M. Van Boxtel Gellof Kanselaar 《Instructional Science》2008,36(2):117-136
Many pupils have difficulties with the abstract verbal information in history lessons. In this study we assessed the value
of active construction of multimodal representations of historical phenomena. In an experimental study we compared the learning
outcomes of pupils who co-constructed textual representations, visual-textual representations, or visual-textual representations
integrated in a timeline. 85 pupils in pre-vocational secondary education, aged 12–13, worked in dyads on a series of four
history tasks. All pupils took a pre-test, post-test and retention test. Results show that working on visual-textual representations
integrated in a timeline leads to higher short-term results than co-constructing textual representations. Dialogue analyses
for two dyads working in the condition with visual-textual representations integrated in a timeline indicate that the extent
to which pupils verbally integrate textual and visual information differs for the four different tasks. 相似文献
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《考试周刊》2018,(73)
为了提高学生英语阅读能力,以读促写,通过有趣的教学内容调动学生学习兴趣,提高教学质量,这堂课尝试用英文绘本,除了传统的"听说读写"训练以外,增加了"看"这一环节,即"看图",这一点也与核心素养宗旨一致。同时,英文绘本具有牛津教材所不具备的优势,例如:第一、实用性,即语言表达更地道,符合英美人士的使用习惯;第二、趣味性,即故事情节扣人心弦、引人深思;第三、形象性,即插图精美,栩栩如生,有助理解。精美画面和朴拙文字的完美邂逅,成就了"绘本",绘本故事画面明丽,主题鲜明,意蕴深远,在提高阅读兴趣的同时,还能培养学生感知美、创造美的品质。下面就以The missing piece meets the big O为例谈谈如何开展英文绘本的读写教学。 相似文献