共查询到20条相似文献，搜索用时 828 毫秒
1.
许振锋 《中学英语之友(教育研究与实践)》2009,(5):16-17
先看看Can先生设的“三关”：
【第一关】填空关（用can,may或need的适当形式填空）
1.—___ you answer this question in English？— No, I __. 相似文献
2.
Phillip B. Childs 《英语自学》2009,(7):19-21
堂娜的四年级教室和我以前见过的很多教室差不多。讲台放在教室前部,面对着学生。公告板上张贴着学生的学习情况。从很多角度来看,这很像一间典型传统风格的小学教室,然而那天我第一次走进教室时却就感到有些不寻常。 相似文献
3.
[教学目标] 掌握句型“Can you...”及其回答,并能根据具体情况替换基本句型中的词组,使之符合语言表达的实际需要,能够比较熟练地说出一些简单家务劳动与简单活动的词或词组。能在实际生活中运用所学的英语知识,并用英语 相似文献
4.
Emily Foster-Hanson Andrei Cimpian Rachel A. Leshin Marjorie Rhodes 《Child development》2020,91(1):236-248
Describing behaviors as reflecting categories (e.g., asking children to “be helpers”) has been found to increase pro-social behavior. The present studies (N = 139, ages 4–5) tested whether such effects backfire if children experience setbacks while performing category-relevant actions. In Study 1, children were asked either to “be helpers” or “to help,” and then pretended to complete a series of successful scenarios (e.g., pouring milk) and unsuccessful scenarios (e.g., spilling milk while trying to pour). After the unsuccessful trials, children asked to “be helpers” had more negative attitudes. In Study 2, asking children to “be helpers” impeded children's helping behavior after they experienced difficulties while trying to help. Implications for how category labels shape beliefs and behavior are discussed. 相似文献
5.
Daniel P. Gitterman Jeremy G. Moulton Dillan Bono-Lunn Laura Chrisco 《Peabody Journal of Education》2015,90(5):636-658
This article addresses the policy debate over “college for all” versus “college for some” in the United States and analyzes the relationship between “some college” (as a formal education attainment category) and earnings. Our evidence confirms—using data from the American Community Survey (ACS), the Panel Study on Income Dynamics (PSID), and the Survey on Income and Program Participation (SIPP)—that more (postsecondary) education, on average, is associated with higher median earnings. However, there is emerging evidence that a proportion of workers who have attained lower levels of education (i.e., “some college”) earn more than those who have attained higher levels of education (bachelor's degree).We focus particular attention on the subset of Americans who fall into the U.S. Census official category entitled “some college.” This is a heterogeneous group who have alternate educational credentials but who have not acquired a formal associate or bachelor's degree. Instead of an unequivocal focus on “college for all” or even “community college for all,” we argue that educators and policymakers should consider “some college” as a viable pathway to future labor market success. In sum, we conclude that some types of “some college” could lead to a reduction in earnings inequality. 相似文献
6.
7.
一、Warm up/R evision1.Sing a song“Hokey Pokey”.2.Answerquestions.Butdon’tuse yes orno.eg:T:Are you happy?S:Iam happy.T:Can you sweep the floor?S:Ican sweepthe floor.二、Presentation/Practice1.教学Let’s try。a.教师出示M ike的图片说:“Thisisourfriend,M ike.IsM ikehelpfulathom e?W hatcan hedo?”教师播放Let’stry部分录音,请学生做听音练习。2.教学新句型。a.T:M ike is very helpful at hom e.Are youhelpfulathom e?(教师引导学生用“Sure”作答并板书,让学生学说句子“Are you helpfulathom e?S… 相似文献
8.
胡漪 《黄冈师范学院学报》2007,(Z1)
As a Chinese proverb declares,“The beginningof wisdom is to call things by their right names.“For an entrepreneur,the beginning of his success isto call his brand by a right name.A brand needs agood name as much as the mankind does.A brand 相似文献
9.
马安计 《中学英语之友(教育研究与实践)》2008,(Z2):11-12
本单元主要学习掌握情态动词can的肯定句、否定句、一般疑问句、特殊疑问句及其回答的句型结构及用法。canv.aux.能、能够;会。这是个情态动词,要掌握以下几点。(1)没有人称和数的变化,即无论是第几人称作主语,也无论是单数还是复数,can都没有变化。 相似文献
10.
本文作者从自己作为一个女学生获得全国物理竞赛一等奖一事．来说明女学生同样能学好数理化，能学好任何男同学能学好的课程，联系自然，立意新颖。 相似文献
11.
本单元的教学重点是有关家务劳动的表述方法,主要句型是:What can you do?I can sweep the floor.Can you set the table?Yes,I can.No,I can’t.难点是A、B部分的Let’s talk和几个动词词组的四会掌握。 相似文献
12.
《希望月报(上半月)》2003,(19)
LJI,mb髟e¨aKathV,Le6andRr.d介”c勺npl兮臀_口leCeOTll〕USIC_th甘一训创i.Xyn尹p!ay at home.LeosaVS,50They talk about many things they Canhe holds uP the violin and Playsa厂然l一。旨nsing,”Kathy says,50she sirdance,”RO劝之一召日夕乌,少母n口he一shows合wonde而Id白们gSCeabeautifulsong.”CanThenthey all eometosing,砷咋郭和种呻冲妙卿叫叩ether,andthe呷啤碑份呻尸尸琴,卢尸0、l IIUanCe,aanCe,aanCeas sl owly as yo u ca n.0、 nUanCe,aanCe,aanCeas q u i ckly as yo u ca n.S i ng,s i ng,si n … 相似文献
13.
小虫 《小雪花(小学生成长指南)》2006,(9)
can是一个重要的情态动词,学英语时我们常常会用到它。学会用这个词,对你的英语会有很大帮助哟!一、基本句型:肯定句:主语+can+动词原形.否定句:主语+can+not+动词原形.疑问句:Can+主语+动词原形?I can sing.我会唱歌。She can’t play basketball.她不会打篮球。Can you speak English?你会说英语吗?二、常见用法1、表示能力I can run fast.我能跑得很快。I can hear the music.我能听到音乐。2、表示许可(不如may正式,常用于口语中)Can I read your book?我可以看你的书吗?You can use this pen.你可以用这支钢笔。3、表示可能性That… 相似文献
14.
Havc youfo一琶otte彼1薰蘸)鬃狮掣鳃翼嘿蘸罐黝{矍豁孩勋碳黔薰撇皱赘嘟轰纂默鲜释赞、银黔黔燃豁熊爵)摹纂;攘馨你忘了欠我的100元了吗? l瓢赴卜_噢臻簇豁骼灌璐瀚朋葫t‘下聊聆;瓣粗不.还没忘。给我些时间，我会忘记的I Can Forget@佚名
@陈烨霓$我们的工作室~~ 相似文献
15.
“一译到底”又与您见面了!欢迎同学们来这里一译到底!你喜欢这首小诗吗?把它翻译成中文,对你来说一定不是什么难事!那就快快拿起笔,看谁译得又快又好!把你的正确答案寄来,就有机会获得“小译王”称号,并有一份小奖品哟!好机会,别错过!我们的地址:哈尔滨市南岗区阿什河街11号《小学趣味英语》编辑部“一译到底”栏目收邮编:150001E-mail:mychina2008@163.comI can eat in the kitchen, I can eat in the kitchen, I can live in a house, I can't live in a horse.小译王:佟是达哈尔滨市文化小学五(3)班Can & Can't@小礼
@佟是达$哈尔… 相似文献
16.
Hayriye Kayi-Aydar 《Journal of Language, Identity & Education》2018,17(2):118-130
This study, focusing on the life stories of three pre-service Latina teachers in the United States, explored how they positioned themselves as learners of English and teachers of Spanish in their oral narratives, and how their past experience as minority students shaped their current professional identity negotiations as language teachers. Positioning analysis of their narrative accounts indicated that these female teachers, throughout their education, felt different or isolated because of their ethnic identity, language background, and socioeconomic class. They negotiated memberships in different communities across settings in their lives. Understanding the conflicts and struggles that they experienced and unique strategies that they used to overcome them will hopefully provide insights for all teachers and teacher educators in linguistically and culturally diverse contexts. 相似文献
17.
Howard Stevenson 《Peabody Journal of Education》2017,92(4):537-557
Teachers face considerable and increasing pressure in their working lives. Labor intensification compels teachers to work faster, harder, and longer. However, teachers also experience increasing external control over what they teach and how they teach. These processes are increasingly made possible by the “datafication” of teaching, whereby the educational process is increasingly transformed into numbers that allow measurement, comparison, and the functioning of high-stakes accountability systems linked to rewards and sanctions. Although there is no question that being able to use student assessment data to support learning has an important place in teachers' repertoire of skills, “datafication” refers to the use of data in a way that has become increasingly detached from supporting learning and is much more concerned with the management of teacher performance as an end in itself. This article presents two currents of critical thought in relation to teachers' work, labor process theory and poststructural analyses grounded in the concept of performativity, and discusses them as a way of “making sense” of teachers' work and the “datafication” of teaching, with a particular focus on questions of control and resistance.?It seeks to understand why, despite the pressures on teachers, teacher resistance has seldom developed in ways, at times, or on a scale that both experience and theoretical insight might have predicted. There are clearly significant differences between the two perspectives presented in this article, not least in the ways they conceptualize and explain “resistance.” However, common ground is identifiable and the two theoretical approaches can be bridged in a form that can be productive for those seeking to “speak back to the numbers.” In looking to broker this theoretical divide, I argue that frame theory, rooted within the sociology of social movements, can offer a fruitful way of theory bridging, while also providing the basis for a wider politics of transformation. The article offers several examples of grassroots initiatives formed to oppose standardized testing in England that provide practical examples of this “ideas work” in action. 相似文献
18.
本单元的教学重点是有关家务劳动的表述方法，主要句型是：What can you do？I can sweep the floor．Can you set the table？Yes，I can．No，I can’t．难点是A、B部分的Let’s talk和几个动词词组的四会掌握。在第三、四册教材中已出现了本单元大部分的动词词组，如：[第一段] 相似文献
19.
From an ethnographic case study of a state-funded residential school for the Deaf, the authors employed Critical Discourse Analysis to identify competing discourses in the talk of educators. These discourses are embedded in the historical oppression and labeling of deaf people as disabled and the development of Deaf culture as a counter-discourse. Implications include changing teacher/administrator hiring practices, improving professional development options, and distributing power between Deaf and hearing educators. 相似文献
20.
Elizabeth Molina-Markham Brion van Over Sunny Lie Donal Carbaugh 《Communication quarterly》2016,64(3):324-347
Natural language speech enabled systems are an attractive option for in-car infotainment. Differences in cultural expectations in communication, however, can pose difficulties for interface developers and cause frustration for users. We adopt the perspective of cultural discourse theory to analyze 26 drivers interacting with an in-car speech interface. We focus here on directive sequences and the phenomenon of participants using non-task talk. The analysis of these sequences reveals a norm that one ought to engage in non-task talk with the system. We suggest that this norm is grounded in a user premise that the system’s interactional status involves the ability to speak. We find that this norm lacks crystallization among participants, and we formulate a competing norm that helps to account for this. The second norm reveals an underlying belief that the system’s status as a machine is the basis for how it should be treated. 相似文献