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1.
请同学们在空格处填上合适的单词。A:Oh,What a funny picture!It seem s that it’s a strange TV set.B:Yes.There is a person with a face like a1.W hat does it2,can you guess?A:I think it m eans that people today spend too m uch tim e in3TV.Am I right?B:You’re 相似文献
2.
Ⅰ.选择填空。1.Would you mind____down your radio?A.turn B.turning C.to turn D.turning it2.It!s too noisy.Could you____?A.turn down it B.turn it down C.turn it on D.turn on it3.This shirt is too small for me.Please show me____.A.other B.the other C.another D.others4.———Do you____stop eating ice cream?———No,I don!t have to,but I____eat less of it.A.must,must B.have to,mustC.must,have to D.have to,have to5.———Thank you very much for your help.———____.A.You!re right B.Thank y… 相似文献
3.
1.(as)dry as a bone 非常干燥A:Do you like this new place? B:Oh,no,it is as dry as a bone. A:Well,you will get used to it gradually. B:I hope so. A:你喜欢这个新地方吗? B:哦,不喜欢,这里太干了。A:嗯,你会慢慢适应的。B:希望如此。2.would give one's right arm要是……该多好A:Oh,I do envy Grace so much! B:Why do you say that? A:She is beautiful,talented and wealthy.She seems to have everything! B:Oh.I would give my right arm to be like her! A:噢,我真是太嫉妒格雷丝了! B:你为什么那么说? A:她美丽富有而又多才多艺,她看起来拥有了一切! B:噢,我要是像她那样就好了! 3.It is only a question/matter of time.只是个时间问题。A:Please tell me what Alice told you. B:I am sorry,I can't.I have promised her not to tell anyone else. A:Well,I will know it some day,it is only a matter of time. B:Well,better that way. A:请告诉我爱丽丝告诉你了些什么? 相似文献
4.
先阅读下面对话,了解大意,然后从所给的七个句子中选出五句填入五个空处,请将所选句子的标号字母填 入阿拉伯数字之后。 Ⅰ A: 1 ,madam? B:Yes? A: 2? B:Certainly.You can take a No.6 or No.8 bus.Let me see…Oh yes,you can catch a No.23 trolley bus,too, A:Can I go there on foot? B: 3 .It’s,far from here. A:Where’s the nearest busstop,please? B:It’s over there See? Oh,there come the bus.Hurry up. 4 A:Thanks very much.Bye—bye, B:5 And bye! a.Yes,I think so. b.That’s all right. c.I think you can catch it. 相似文献
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PART 1 A:Fill it up with regular,piease. 请加满普通汽油。B:All right.Should I take a look at your battery? 好的。要不要检查一下蓄电池? A:No,thanks,I'm in a hurry.How much is it? 不用了,谢谢。我还有急事。多少钱? B:$10.00.please. 请付10元。 相似文献
6.
Ⅰ.单项填空。 1. ——Shall I help you with that suitcase? ——____. A. It9s all right. Thank you B. Yes, go ahead, please C. I don9t want to trouble you too much D. No, please don9t do it 2. Tony was very unhappy for ____ to the party. A. having not been invited B. not having invited C. having not invited D. not having been invited 3. I9m afraid I9ll have to ____. Someone is calling me. A. put you through B. hold on C. finished D. ring off 4. Please let me ____ where the Body Language… 相似文献
7.
How much is it?【情景对话】A:Good morning!Can I help you?B:Yes,please.I want to buy a radio.Can you give me the blue one to have a look?A:Here you are.I think this is a nice one.B:How much is it?A:It’s 200 yuan. 相似文献
8.
Ⅰ.单项选择1.I prefer watching TV to______music every day.A.listen to B.listen C.listening to D.listening2.I’d like to trek______the jungle.A.through B.across C.over D.on3.My money is not the only thing______is missing.A.which B.that C.who D.whose4.I hate people______talk much but do little.A.who B.that C.which D.whose5.Do you know what______?A.his favorite song is B.is his favorite songC.his favorite song D.his most favorite song is6.I like the music that I can sing______.A.with al… 相似文献
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听力部分I. 听句子,选出与所听句子意思最接近的选项。1. A. I like the CD player very much. B. I don’t like the CD player at all. C. I have enough money for the CD player.2. A. The stockings were full of presents.B. The stockings were filled with presents by Father Christmas.C. There were presents in the stockings.3. A. The hole is too large to put the tree in. B. The hole is so large that we can’t put the tree in it.C. The hole is just right.II. 听对话,选出所听问题的答… 相似文献
10.
Key 听力材料及答案I.1.——Is it going to rain? ——I don’t think so.(B)2.I like meat very much.(D)3.There is a boat in the river.(B)4 Uncle Tom is eighty years old.(C)5.This is her coat.Mine is over there.(A)Ⅱ.1.W:Jim,could you help me,please? M:Certainly.Lucy.What’s wrong? W:My bike is borken.(B) 2.w:Mike!Is your kite broken? M:Yes,it is. W:Let me have a look. M:Here you are. W:Oh.Don’t worry.I can mend it.(C) 3.W:Are Mr Green's trousers black or blue? M:They're brown.(B) 4.M:What team are you in,Li Ling?Are you in Team l? W:No.I’m in Team 2. 相似文献
11.
Book reviewed in this article: Plan 'A' Rules O.K.: THE ABCs OF LITERACY—a Guide for Parents and Educators: Stephen Judy. Organisers of Time and Providers of Bridges: ADULT-CHILD CONVERSATION: ed. P. French and Margaret MacLure. If you don't like noise, don't be a Teacher: TEACHER: Sylvia Ashton-Warner. If you don't like noise, don't be a Teacher: SPINSTER: Sylvia Ashton-Warner. 相似文献
12.
Book reviewed in this article: Gone Dredging : Lipservice—The Story of Talk in Schools , Pat Jones. Texts in Search of Contexts : Literary Theory and English Teaching , Pat Griffith. Broadening the Context: English and Cultural Studies , Ed., Michael Green. Fiction for a Troubled Isle : DIFFERENT FACES: Growing Up with Books in a Multicultural Society , Winifred Whitehead. Parsing in the Rain : The Language Umbrella: a study on the role of grammar in secondary schools 相似文献
13.
Person‐fit assessment (PFA) is concerned with uncovering atypical test performance as reflected in the pattern of scores on individual items on a test. Existing person‐fit statistics (PFSs) include both parametric and nonparametric statistics. Comparison of PFSs has been a popular research topic in PFA, but almost all comparisons have employed simulated data. This article suggests an approach for comparing the performance of parametric and nonparametric PFSs using real data. This article then shows that there is no clear winner between , a popular parametric PFS, and , a popular nonparametric statistic, in a comparison using the suggested approach. This finding is contradictory to the common finding shown by Karabatsos, Dimitrov and Smith, and Tendeiro and Meijer that is more powerful than several parametric PFSs including and . 相似文献
14.
The passion to learn: an inquiry into autodidactism : Joan Solomon (Ed.) The rhetoric of rhetoric. The quest for effective communication : Wayne C. Booth (Ed.) Learning to read critically in language and literacy : Andrew Goodwyn and Andrew Stables Assessing teacher effectiveness: developing a differentiated model : Jim Campbell, Leonidas Kyriakides, Daniel Muijs and Wendy Robinson Schools of hope: a new agenda for school improvement : T. Wrigley A passion for teaching : C. Day 相似文献
15.
The case is stated for a scheme of professional training for adult educators, which should at once be _____ comprehensive and unified; _____ able to take into account the particular possibilities of individual adult educators; and _____ easily adjustable to the particular needs within the community. Such a scheme can only be realized through the application of a modular structure. A scheme like this is being developed at Gwent College of Higher Education for a professional training programme which will give a Certificate in Continuing Education, conferring full teacher status in adult and further education. This development is used to illustrate the points the author wants to make. The development of a programme on such a scheme raises considerable structural and methodological problems, which are discussed and compared with what is done elsewhere. 相似文献
16.
In this paper, the main features of SICA are discussed: These include ˙ implementing a bloc diagram of a system using a flexible data structure and a high level language, and ˙ time domain and frequency domain analysis of an implemented system. The system could be linear, non-linear, continuous or discrete. Also outlined are the main extensions and applications of SICA. 相似文献
17.
Book Reviewed in this article: Melling, O. R.: The Singing Stone (1988). Chapman, L. John: Reading: from 5—11 years (1987). Tuman, Myron C: A Preface to Literacy: An Inquiry into Pedagogy, Practice, and Progress (August, 1987). Thorpe, Dina: Reading for Fun: A study of how parents and libraries encouraged children aged 9—12 to read for enjoyment. Oakhill, Jane & Garnham, Alan: Becoming a Skilled Reader (1988). Luke, Allan: Literacy, Textbooks and Ideology: Postwar Literacy Instruction and the Mythology of Dick and Jane (June 1988). Janet Brennan is a Senior Lecturer in Language and Literacy at the West Glamorgan Institute of Higher Education. White, D.: Books Before Five (1984). Calkins, L. M. Lessons from a Child (1983). 相似文献
18.
Background: For the past decade, science educators have been exploring the use of Socio-scientific Issues (SSI) as contexts for science teaching and learning, and research indicates that doing so can support significant learning gains. However, research related to how teachers take up the practice of SSI-based instruction is far more limited, due in part to a lack of tools for use in this kind of research. Purpose: The focus of this research is development and testing of a new classroom observation protocol specifically designed for SSI-based instructional contexts. Design and methods: Development of this SSI-Observation Protocol (SSI-OP) took place in four distinct phases: review of existing protocols and SSI-based instruction frameworks, writing and revision of protocol items, initial testing of the draft protocol, and soliciting feedback from SSI experts. Sample: Following the four stages of SSI-OP development, we progressed to a series of field tests. The field tests were conducted with three different samples. The first sample was an experienced (10 + years) high school biology teacher and one of her honors biology classes. The second sample consisted of seven Turkish Pre-service Science Teachers (PST) participating in a science methods course. The third sample included two Thai PST from a field experience course embedded within a teacher education program. Results: The final version of the protocol addressed five dimensions of SSI-based instructional activities: focus of instruction, teaching moves, role of teacher, role of students, and classroom environment. Conclusions: The SSI-OP could be used in a variety of ways for research including documentation of current practices, impacts of professional development and/or curricula on teaching practices, and changes in teaching over time. We offer the SSI-OP as a new tool with the potential to contribute to science teacher education and research that may advance the teaching and learning of science through SSI. 相似文献
19.
In Australia, the inception of veterinary technology, as a higher education discipline underpinning an emerging, mid-tier paraveterinary field, reflected global trends for more highly educated veterinary paraprofessionals to meet changing societal demands. In this study, veterinary technology graduates were surveyed about their experiences in the workforce and reflections on their education. Seeking feedback on how well a new programme has prepared graduates for the workforce is a useful quality assurance tool. Clinical veterinary practice was the primary employment sector with the majority of respondents in full-time employment. Career advancement, professional recognition and salaries were identified as key career challenges. The important roles of the veterinary and veterinary nursing professions, the university, government and graduates in the development of this mid-tier, veterinary paraprofession were elucidated. Graduates’ feedback on criteria that underpinned ‘work-readiness’ revealed seven key domains: communication skills, research skills, knowledge, critical thinking/problem-solving, employability, practical skills and professionalism. Veterinary nursing skills, work placement, practice management and production animal health were flagged as areas for curricular improvement. This study illuminated facilitators and barriers critical to establishing a mid-tier veterinary paraprofession, bridging the divide between the vocational and higher education sectors in Australia. Abbreviations: AUD: Australian dollar; AVA: Australian Veterinary Association; AVBC: Australasian Veterinary Boards Council; AVMA: American Veterinary Medical Association; BVNA: British Veterinary Nursing Association; CSU: Charles Sturt University; DAF: Department of Agriculture and Fisheries; FWC: Fair Work Commission; GCA: Graduate Careers Australia; HE: Higher Education; NHMRC: National Health and Medical Research Council; QLD: Queensland; RCVS: Royal College of Veterinary Surgeons; UK: United Kingdom; UQ: University of Queensland; VN: Veterinary nursing; VNCA: Veterinary Nurses Council of Australia; VSB: Veterinary Surgeons Board; VT: Veterinary technology; WIL: Work-integrated learning. 相似文献
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Book Reviewed in this article: Devolution and pluralism in education in Northern Ireland : Caitlin Donnelly, Penny McKeown and Robert Osborne Beginning reading: a balanced approach to teaching literacy during the first three years of school Raising boys' achievement in secondary schools: issues, dilemmas and opportunities : Mike Younger and Molly Warrington, with Ros McLellan Early childhood studies: a multiprofessional perspective : Liz Jonesc, Rachel Holmes and John Powell (Eds.) Private education. Tradition and diversity : Geoffrey Walford Summerhill and A. S. Neill : M. Vaughan, with Z. Neill Readhead, T. Brighouse and I. Stronach 相似文献
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