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1.
唐子航 《英语大王(小学)》2014,(7):72-72
Today is the fifth of July. It＇s my father＇s birthday. Now Mum is cooking a lot of food for my father in the kitchen. My grandparents are watching a film and drinking juice in the living roam. I prepared （准备） a big birthday cake for my dad early this morning. I think he will like it very much. My grandparents will give a watch to him. What about my mum？ Mum says, ＂It＇ s a secret.＂ 相似文献
2.
《中学英语之友(新教材高一版)》2009,(5):11-12,89,90
Yelling
It＇s dark and rainy outside. I hate it when the weather is like this. 1 when Mom and Dad are yelling at each other about me. I hate 2 when they do that. It makes me feel so guilty, 3 it＇s all my fault. But, it isn＇t this time. This time I don＇t think it＇s anybody＇s fault. It＇s so easy to get 4 and yell when the weather is like this. 相似文献
It＇s dark and rainy outside. I hate it when the weather is like this. 1 when Mom and Dad are yelling at each other about me. I hate 2 when they do that. It makes me feel so guilty, 3 it＇s all my fault. But, it isn＇t this time. This time I don＇t think it＇s anybody＇s fault. It＇s so easy to get 4 and yell when the weather is like this. 相似文献
3.
When I was six years old,I was very lovely,I had short hair,big eyes,small ears and a big mouth.One day,I was at my grandparents’house,there was a pool near their house,I saw some fish in the pool,I was very excited,I wanted to catch them,suddenly,I fell into the pool,"Ah"I shouted,my mum came to help me,it was too dangerous,from then on,I don’t catch fish any more. 相似文献
4.
I wasn’t a t hief One day I went out and left my key at home. When I came back, I couldn’t get in because my wife was away staying with her friends. I had to break a window, so I found a big stone. There was a great noise when I broke the glass, and I had to be careful when I reached through to turn the 相似文献
5.
《海外英语》2014,(8):38-38
Whatever happens or whatever the weather. ＂I＇ II be at the theatre tomorrow, come rain or shine-I wouldn＇t miss your debut performance for the world.＂To save money for a time that you might need it （during an emergency, for example）. ＂I try to save about 10% of my salary for a rainy day. You never know when you might need it.＂ 相似文献
6.
《海外英语》2014,(5):37-37
If you＇ve ＂lost your appetite＂, you don＇t feel like eating. ＂No, thanks. I＇ve lost my appetite.＂If you＇re a ＂bundle of nerves＂, you＇ re very nervous or anxious, ＂1 was a bundle of nerves after watching the horror film.＂If you＇re ＂in good shape＂, you＇ re physically strong and healthy. ＂My grandma is 92 but she＇s still in great shape.＂ 相似文献
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8.
In Groups——物以类聚
Yesterday, I took my mountain bike1 to the trails2. When I was passing by a pond, I saw a few Canada geese3 cruising on the water. Spring has come, and the geese are back from south and will soon be on their way farther north. The sight of the geese reminded me of a story our kindergarten teacher told us when we were very little. She said that men hunted wild geese for food and the geese didn＇t like them. So, the leader goose taught other geese to fly in the formation of ＂人＂ to remind everyone to keep away from men because they were the worst enemy of geese. Many years later, when I came to the United States, I saw geese fly in the same formation as they fly in the skies of China, and I was puzzled; 相似文献
9.
Brad Franklin 《英语沙龙》2009,(3):29-30
I day at ember school one was a nice day. We were sitting outside and the students were practicing when along came a Chinese teacher I knew. I asked her what she was doing and she said, ＂I＇m looking for lovers.＂ I asked if she had found any and she said no, but she would find one. I said I didn＇t think so and she insisted, ＂Yes, I will find one.＂ I told her she would not find one but she might find two. 相似文献
10.
杨振国 《中学英语园地(高三版)》2010,(3):8-10
Blue＇s morther was dead when he was young. And now his father was to leave home to look for work in the town. ＂Son, remember what I told you. Take care of yourself. ＂I＇ll be home as soon as I can.＂ 相似文献
11.
查锦光 《语数外学习(初中版)》2009,(7):95-96
女儿出生时,我们给她取名叫迈尔斯,和我深爱的已过世的父亲同一个名字,尽管家人提醒这个名字太男性化了。
几年以后,我觉得迈尔斯已经长大,能够理解了。我对她解释说：“你的名字很特别。我给你取了一个和我爸爸一样的名字,因为我非常爱他。我相信他会为你而深感自豪的。” 相似文献
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13.
《Chinese Education & Society》2013,46(2):116-117
Early in 1972 my pupil Chang Chu-tung became ill and had to stay home for a while. Her mother came to me, "My daughter is so worried that she'll fall behind in her studies that she often cries." I offered to come to her house to give her special tutoring, but that night after I got home, I thought it over and realized that my own time is limited. It would be better to organize others in the class to help her. I told my idea to the class and all the children volunteered. I chose three for the task. 相似文献
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15.
It was a busy scene in the street when the Spring Festival was drawing near. I was helping my wife sell the goods at her stand when there were too many buyers around. One old woman, with her both hands occupied, was picking out trousers all by herself. She was wandering which one to take. She spent so long in choosing that I lost patience. So I just left her alone and turned to greet another guest. At the same time I saw a group of guys walking towards our stand. I was glad that we could make a little more today before my wife whispered into my ear "WATCH OUT!". "WHY?" I asked loudly. "Shoo-." my wife held her finger up to stop me and rolled her eyes at me when she quickly covered the moneybag tightly. "What?" I still wanted to find out the reason when the guys stood around the old woman. The guest I served left without buying anything though he liked the item very much. 相似文献
16.
BRONWYN DAVIS 《Gender and education》1997,9(3):271-283
ABSTRACT Alison Jones finds in the writing of her students who take up post-structuralism, a confused humanism, an illegitimate appearance of a prediscursive self. She attributes this to some aspects of my writing and to the students' failure to understand the structuralist base of post-structuralism. Jones argues that I and her students are guilty of humanism when we use active verbs such as 'positioning' or 'forced choice', or when we try to imagine what agency might be in a post-structuralist framework. In this reply I produce a detailed reading of Jones'. In doing so, I attempt to find how she produced her reading of my writing, and at the same time to extend my understanding of what the 'post-structuralist subject' might be. I attend to this in the dual sense of human beings as subjects, and the subject of post-structuralism as we teach it to our students. 相似文献
17.
Mary Renck Jalongo 《Early Childhood Education Journal》1996,23(4):187-189
Conclusion When you think about it, many of the things we do are expressly designed to maintain a sense of wonder because once it is
lost, childhood is lost. I still vividly recall a class discussion with one of my teachers about the existence of Santa Claus
when I was 10 years old. By that time, nobody in the class was a believer. Sister Christopher told us that she still believed
in Santa until she was 13. When we asked her how she could have been so gullible, she said that just about the time she was
beginning to question the myth, her father (she later found out) climbed up on the roof in the middle of the night to make
“reindeer tracks” and lines from the runners of the sleigh. Now that was a man who really wanted to keep the wonder alive!
If you reflect on all of the people you know and love, I'll wager that most of them are individuals who have managed to keep
some sense of awe intact despite its erosion throughout life. Early childhood practitioners are fortunate because we have
the best possible role models of wonder to follow. Being in the company of young children whose sense of wonder is at a lifetime
high helps to keep us from becoming jaded and disaffected. For if we allow children to show us the way, they can lead us back
to wonder. 相似文献
18.
Jaye Johnson Thiel 《Gender and education》2016,28(5):662-673
In the Burton, T., dir. [2010. Alice in Wonderland (Film). Burbank: Walt Disney Pictures] cinematographic reimagining of Alice in Wonderland, there is a moment when the Mad Hatter looks sincerely at Alice and tells her that inside her, something is missing – that she used to be much more muchier – that she has somehow lost her muchness. Seeing middle-class upward mobility within academia as a precarious space in which I must negotiate my own muchness, I explore and theorise the phenomenon of muchness through an autoethnographic lens that focuses on events in my and my mother's lives and analyse these events through theories of new materialism. 相似文献
19.
"In the course of my social life, I try to avoid telling people that I am a teacher, but when I have to, the shutters come down like a clamp” (A head teacher). A young teacher in her first year remarked that she had stopped telling young men with whom she danced that she was a teacher. “It's much easier if I say that I work in a shop or an office.” Sociological writing and inquiry suggests that such experiences are not idiosyncratic. Like the policeman and the priest, the teacher may be perceived as the symbol of approved behaviour and values, not comfortably‐acceptable in the spontaneous, everyday concourse of other adults. The notion is built into all formulations of the teacher stereotype. 相似文献
20.
When I was four my mother, father, sister, and I moved to California. My mother wrote my grandmother often, partly because she missed her terribly and partly because my mother relishes writing letters. Whenever she wrote, I sat beside her at the kitchen table and composed as many pages as she did, page after page of squiggly lines.Kathy Roskos is Assistant Professor, Department of Education, John Carroll University. Carol Vukelich is Associate Professor and Director of Inservice Education, College of Education, University of Delaware, Newark, DE. 相似文献