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同学们,请根据画意完成以下的完形填空:,1)John 7is six脚rs上-Heis“≥her茎‘uroshday肌InoingrNiN.。shehisovely g PPl 2 . Ⅱ‘u0儿‘‘J——二三。u u 。儿u 儿‘苎‘ 。‘‘c 一——doesn’t 4 John with her.1.A.0ld2 A剖3.A.w眦t A肌ke5.^J啪,6.A卫ld7.A.Be8.A-listetI9.A趣kl仅A|l11.九l}MⅣlZ九.m13.A矗Hldl 4.A.1al‘e15.A.WitIll 6.A.wI嘲17.A.in ’18.Aj哪峰19.A曲t20.胁注:眦pe础et sweaI糖果B.y(1uIlgB.sh·cI臼吐&喇m她B.1et&珊lyB舯B.AⅡB.h虫B删B.n嘲rB.Ⅱ啪B.atB玉n}’盯B耐B:暗&wh越B.10B.a可B.… 相似文献
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Two A m ericans w ere traveling in Spain. O ne m orning they cam e into a little restau- rant for breakfast.They did not know Span- ish, and their w aiter did notknow English. They w anted him to understand that they wanted som e m ilk and sandwiches. 两个美国人在西班牙旅游。一天上午他们到一个小饭馆吃早餐。他 们都不懂西班牙语,而他们的侍者也不懂英语。他们试图想让他明白他 们想要的是牛奶和三明治。 A t first they pronounced the word “m ilk” m any tim es. Then they spelled it. Butthe w aiter c… 相似文献
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A左户“才口.P的后份,朋的行犯eer6双H只n忱刀e uzK如‘;no钧及己M B KHH6.山胡a .OqeHb xo加u,a只M、,助b.大d二.Atl二Mb;砂及eMeMoTI绝Tb?A,户。a.只八夕Ma。,M6二Ho nocMoTI兔Tb KaK6认一Ho6y及b HHTel众H、,认中;,二bMn卯。K6二y.Kd。:、.xo户山H认中。二bM《加、。晚M朋noHe八之刀bH。肋》,n睡叭a?以。a.只y水仑eM二醉刀er6n只Tb Pa3,Ho Mor夕exo仄血Tbe啄.A左户呱.中仑卫bMbx及刀只山K6几bHHKoB noK应3b脚叨B KHHo犯aTpe《致犯x6动.8斤。H哪、K6·尺dn:二.瓜,只二M6曰二么,6qeHb xo沪二“认KoHOTe舀TP.A… 相似文献
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向华 《中学英语园地(高三版)》2004,(Z2)
RuthSimlacktooksomelunchtoherhusbandwhowasfishingonthelakefront.“Haveyouhookedany,dear?”sheasked.“Well,”hereplied,“ifIcatchthisonethatImtryingfornow,plustwomore,Illhavethree.”He Hooked None@向华 相似文献
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我很高兴一个主日学校的老师在对学生讲使别人高兴的重要性。“现在,孩子们,”她说:“你们当中有谁让别人高兴过?”“我,”一个小男孩说:“昨天我就使别人高兴过。”“做得好,是谁呢?”“我奶奶。”“好孩子。现在告诉我们,你是怎样使你奶奶高兴的。”“是这样的。我昨天去看她,在她那儿呆了三个小时。然后我跟她说:‘奶奶,我要回家了。’她说:‘啊,我很高兴!’”I’mGladASundayschoolteacherwastellingherpupilstheimportanceofmakingothersglad.“Now,children,”saidshe,“hasanyoneofyouevermadesomeoneelseglad?”“Yes,me,”saida… 相似文献
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He's not her sun But the rainbow after the rain It's just a rainless season In her mind She's not a complicated girl Pure mind makes her life bright She's not that kind of girl Who sit out on sidelines But she's the kind of girl Who doesn't say it straightly from her mind 相似文献
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《中学英语园地》2005,(Z1)
A year ago, Mary s brother had a traffic accident and was rushed to the hospital with a very serious brain injury. Last month, I saw Mary in the street and asked if her brother w as any better after the brain opera-tion.“Yes,”she replied,“he's much better.Before the operation he couldnotrecognize anyone.Now he offers greetings to anyone he sees.”Is He Better?… 相似文献
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An English traveller spent a few weeks in Sweden(瑞典). When he was about to return home, he found that he had only enough money left to get a ticket to England. Thinking the matter 相似文献
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《王的男人》到现在,2年时间。他的心情就像过山车,改变、纠结、迷失、低潮、惊喜、快乐、收获……尝遍了酸甜苦辣各种滋味。李俊基,从来就是一个聪明的男人,更是值得欣赏的艺人。他的访问,字字句句弥漫着理智的思想;他的选择,坚定了方向绝不回头,自尊心令他勇敢,也给了他力量。从前,他站在顶端看风景,现在,他学会无时无刻注视着自己。He can’t get enough!Hecan do everything!! 相似文献
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《中学英语园地(高三版)》2002,(Z1)
“Tom,what’s the matter with your younger brother?” asked the mother inthe kitchen.“Why is he crying?” 相似文献
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“Where are John? Does!anyone know? ”the English teacher asked the elass. 相似文献
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HeCan'tEatItEitherMan:Ican'teatthisfood!Callthemanager!Waitress:It'snouse,sir.Hecan'teatiteither.他也吃不下男人：我吃不下这种饭！把你们经理喊来！女服务员：没有用，先生。他也吃不下。He Can't Eat It Either@小非 相似文献
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趣味阅读理解 Mr Black lives in a small town. He found work in afactory after he left the army (军队).He worked harduntil his wife died. And he felt lonely and began todrink. Of course it was dangerous for him and the boss(老板)told him to stop drinking. The man said he wouldsend him off if he didn't listen to him. 相似文献
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康琪 《中学英语园地(高三版)》2006,(4)
We broughtour newborn son,Adam,to the pediatrician for his firstcheckup.A s he finished,the doctortold us,“You have a cute baby.”Sm iling,I said,“Ibetyou say thatto allnew parents.”“No,”he replied,“justto those whose babies really are good-look-ing.”“So whatdo you say to the others?”I asked.“H e looks justlike you.”He Looks Just Like You$河南大学附中@康琪… 相似文献
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江东 《中学生英语读写(高中版)》2002,(11)
An employer was very anxious to find the most intelligent of the three men who had applied for a job. So he told them: "Here are five conical hats. Three are white and two are black. I shall ask you to stand in 3 corners of the room facing the wall, and I shall place a hat on each of your heads. When you turn round, you will be able to see the other's hats but not your own. The first one to tell me the colour of his own hat will get the job." He then placed a white hat on each man's head. When the three men turned to face each other there was a long silence. Then, suddenly, one of the candidates (候选人) said, "Mine is white." How did he work out that he had a white hat on his headv 相似文献
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Children and young adults who are ‘looked after’ can present teachers and teaching assistants with a variety of day-to-day classroom challenges and a range of complex behaviours due to adverse childhood environments. This group of vulnerable young people have very complex social and emotional behaviours that require a considered approach of support and interventions. The types of interventions deployed in schools, however, may depend on staff knowledge, staff self-confidence, and interpersonal skills to support the child's learning and complex behaviours. An example of an intervention is the key adult intervention programme, which is purported to develop staff knowledge and self-confidence when working with looked after children. training in key adult intervention occurred at a special school, which had a high percentage of looked after children, situated in an East Midlands town. The purpose of the study was firstly to support the children through in-depth knowledge development for supporting staff, and secondly to investigate staff confidence and understanding of the needs of looked after children. In addition, supporting factors of the key adult intervention and a discovery of any barriers to its implementation were sought. Using a mixed methods approach, data were collected from participating staff using questionnaires and focused conversations. Qualitative data were analysed using Cresswells six-step process. Findings suggest that the key adult intervention is an effective means to support staff confidence and understanding and offer support for looked after children. Recommendations for future practice include increased training and support for teaching assistants, teachers and the school community as a whole. In addition, targeted professional and emotional support for the teaching assistants deployed, and increased communication between senior leaders and teaching assistants is crucial. The current research, therefore, adds to existing literature by providing an evaluation of the key adult intervention within a special school setting with evidence gathered from teaching assistants. 相似文献