共查询到20条相似文献，搜索用时 359 毫秒
1.
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
2.
教学过程:Step1.R evision1.G reetings.2.Sing an English song“I love you”w ith thetape.3.T:W ho's on duty today?S1:I am.T:A re you ready?S1:Y es.T:O K。Com e here.G ive us a duty report.(S1w ho is on duty asks som e questions learntbefore.)(值日生报告活动 相似文献
3.
岳振才 《陕西理工学院学报(社会科学版)》2000,(3)
给出了双序集的几个性质 ,即S是半群 ,E(S)是S上的所有幂等元集 ,则 :(1)部分代数E(S)是一个双序集 ;(2 )对e ,f∈E(S) ,定义S1 (e,f) ={h∈U(e ,f) :ehf =ef} ,则S1 (e ,f) S(e,f) ;(3)若e,f∈E(S) ,则ef是S上的正则元 S1 (e,f)=S(e,f) ≠ ;(4 )若S的幂等元生成一个正则子半群 ,则E(S)是一个正则双序集 .同时给出了具有双序结构的剩余半群的一些性质 ,即 (1)S是半群 ,x ,y∈S ,若存在e,f∈E(S) ,使得eL x ,fR y ,则g∈U (e,f) ,xgy =(xg) ·(gy) ;(2 )S是剩余子半群 ,μ为S的弱中间幂等元 , a ∈S ,e∈E(S) ,有 (ⅰ )eu ,ue,ueu ∈E(S) ,(ⅱ )a uR aL ua ,(ⅲ )ua uR uauL ua u . 相似文献
4.
Step1.R evision1.Listen to a song“The signs in the park”.设计意图:通过歌曲活跃气氛,并为本课学习作铺垫。(图片)Step2.Teaching1.T:Class,are they pictures?S:N o.T:They are signs.Study“sign.T:A re they in your hom e?S:N o.T:Y es,they are public signs.Study“public sign.2.T:Let's play a gam e,O K?S:G reat。T:I say,you do.Show m e your hands.S:O K.T:D o nottouch it.Touch your desk.S:O K.Study“D o nottouch.设计意图:通过游戏引出,学生喜闻乐见,同时通过“D o nottouch”引出“danger”,学… 相似文献
5.
定义1 ,[2]一个半群S称为g一正则的,如果对任意a∈S,存在非零元x,使得x=xax.例1 .设S={a,b,c,d,e},在S上定义乘法如下: 相似文献
6.
《中等数学》1992,(5)
1。由题设有a》2,a一1‘1~1—=工一—二声~下一, a aZ天b)3,‘)4,故若b)5,则(a一])(乙一1)(e一1、~1_—,产二,一. a be一3’b一1~Zc一1~3币厂护了,一百~夕万’所以abe毛4(a一1)(b一1)(e一1),,abc一1,,西=二一-二下二尸犷一一一百二;-~-~.万二<、仔。 L口一工)气o一工)又C一工)仍与③式矛盾.故只能b士3,4. 若西=3,由③得6(e一1)=6e一1,此方程无解;若b=4,由③得 9(e一1)=sc一1,解得e=8,综_L讨论,解为由题设知S〔N,从而S“1,2,几 (1)若S=1,即 (a一1)(b一1)(e一1)=a石e一1,亦即a十b+c=a乙+加十ca.①但由a相似文献
7.
词汇 分Ⅰ. (5 ) 根据句意和首字母提示 拼写单词 使句子完A) , , 整 正确 、 。1.M y cousin is an e .H e works in a big car factory.2.D on t worry.P ’ we ll find the book ’ soon.3.The question isn’t hard.Y ou can answ er it e .4.W e b to learn English tw o years ago.5.During the SA R S period熏there were m any p in that hospital. 选择在意思上能代替划线部分的正确答案B ) 。6.Thank you very m uch for your help. A .helping m e B.h… 相似文献
8.
Steve,a twelve-year-old boy w ith alcoholic parents,w as about to be lost forever,by the U.S.education sys-tem.R em arkably,he could read,yet,in spite of hisreading skills,Steve was failing.H e had been failingsince first grade,as he w as passed on from grade tograde.Steve w as a big boy,looking m ore like a teenagerthan a twelve year old,yet,Steve w ent unnoticed untilM iss W hite.M iss W hite was a sm iling,young,beautiful red head,and Steve w as in love。For the first tim e in his younglife,he couldn’t ta... 相似文献
9.
众所周知 ,平面向量基本定理可从两个层面上理解 :( 1 )从代数式的角度 ,向量a和两个向量e1,e2 共面的充要条件是a =λ1e1 λ2 e2 ,λ1,λ2 ∈R ;( 2 )从平面几何角度 ,任一向量可在平面内进行任意的分解、组合 .但是 ,笔者认为 ,在完成了向量坐标形式及运算的教学后 ,应该进行如下反思 :1 探究平面向量基本定理的解析本质当然 ,如果我们仅就向量的坐标形式而言 ,该定理仍在上述思考的范畴 .试想 ,任一向量都可视为有向线段 ,那么我们不妨设有向线段P0 P所在的直线为l,方向向量a ,根据平面基本定理a=λ1e1 λ2 e2 ,λ1,λ2 ∈R .设e1=( -… 相似文献
10.
设△ABC的内切圆O分别切各边于A产,B,,C’,内切圆、和R,内心到顶点A、外接圆半径分别为B、C的距离为a、、夕,文〔1〕用复数证明了:PD口.。,,,/1。~乃人A‘“‘“’簇诬。“ABc’因 3么R户5(a’刀’夕2.②等式当且仅当△A BC为正三角形时成立.本文用三角法证(l)、(2).P一R 一月任首先易证、in廷8 in乡。in旦=22R妻2户(当且仅当A=B=C=6。。时R=Zp)则由图。‘、,B/C/一丢。2(。in、,/。e ‘+8 in匕A产OB,+5 in乙B,OC,)2(8 inA+5 inB+5 inC)(命+命) Pi一2 一一 b书厄五一 P一ZR R/2S‘A”“镇一葱万S△人。e14S八ABe。考虑… 相似文献
11.
H.M. Levin 《牛津教育评论》2013,39(3):251-257
Abstract The statistical correlation between entry qualifications (A‐level scores) and degree results (proportion of first and upper second (i.e. good) degrees) is described for eight subjects over a 21‐year period. A significant positive correlation is demonstrated, but the strength of the relationship varies between subjects. More detailed analysis reveals that the nature of the relationship also varies at institutional (effectively departmental) level with some displaying consistently counter‐intuitive combinations of above‐average entry qualifications and below‐average proportions of good degrees (and vice versa). These results have implications for current policy debates regarding value‐added and standards in UK universities. They also identify some directions for future research. 相似文献
12.
糖类化合物手性碳原子Ｒ／Ｓ构型判别已在生物化学教学中引用，本文在教学实践中通过改写Ｆｉｓｃｈｅｒ投影式，建立起几条改写规则，能达到快速、简捷判别手性中心Ｒ／Ｓ构型的效果。 相似文献
13.
宁夏灵武穆斯林王氏家族在近现代社会从乡村到都市,从都市回到乡村的运动轨迹,揭示了近现代回族民族工业不仅受到封建政治、官僚资本的压迫,还要在其它民族工业挑战与挤兑的夹缝中生存。 相似文献
14.
利用辩证的方法，对市场经济与道德人格塑造的关系进行考察。市场经济的发展对道德人格道德提供了有利条件，又带来消极影响。同时，道德人格的塑造对市场经济的发展也有双重效应。 相似文献
15.
《The Journal of educational research》2012,105(10):446-449
AbstractThe study, with 536 second-sixth graders as subjects, attempted to investigate the relationships between teacher and “idea”-teacher discrepancies (hereafter designated as discrepancies) and six dependent variables. Results of the study were summarized as: (a) high-school achievement scorers tended to manifest low discrepancies, and vice versa; (b) boys appeared to exhibit higher discrepancies than girls did; (c) those more socially acceptable children seemed to exhibit low discrepancies, and vice versa; (d) those children who indicated higher school attitude scores had a tendency to show low discrepancies, and vice versa; (e) those children who rated themselves high on aggressiveness were inclined to show high discrepancies, and vice versa; and (f) there was no statistically significant relationship between peer-report aggressiveness and such discrepancies. 相似文献
16.
姜密 《河北师范大学学报(哲学社会科学版)》2008,31(1):112-117
由唐至宋,国有土地制度发生了很大变化,尤显于"系官田产"的产权变动,不管是从私有转为国有,还是由国有转为私有,附着在田产之上的"亲邻关系"都不可避免地会发生变化,其变化呈淡化趋势。 相似文献
17.
语言是民族文化的载体和表现形式。语言受文化的影响，又反过来对文化施加影响。外语习得应该包含文化的习得，引入文化的概念和思考方式。学习目标文化的有效方法是发挥本族文化的参照作用，在外语教学中交融整合本族文化和目标文化。 相似文献
18.
关于人职匹配的思考 总被引：3，自引：0，他引：3
李万锦 《渭南师范学院学报》2004,19(1):38-40
最优的人不一定与岗位最匹配，与岗位最匹配的人是最合适的人。人职匹配是人力资源最优配制。即职得其才，才得其职，人职匹配，效果最优。 相似文献
19.
数形结合思想是一种重要的数学思想方法，利用它可以将数量关系化为图形问题或把图形性质问题转换为数量关系。要注毒把握好数形结合的尺度才能使问题化难为易，化繁为简，并有利于发展学生的想象力及训练学生的思维。 相似文献
20.
The present study examined the nature of the “avoidance” response in goldfish under the linear presentation procedure (Zerbolio, 1981). With this procedure, shuttling behavior occurring during the presentation of the trial stimulus produces either CS? or CS+, and further occurrence of shuttling within the trial interval (10 sec) changes the value of CS from negative to positive, or vice versa. If the fish remains in the compartment when the prevailing cue state is CS? at the end of the interval, shock can be avoided. With this procedure fish responded to the CS+ more than to the CS? and avoided shock. But fish in one of two control groups, in which responses had no effect in changing the cue state from CS+ to CS?, or vice versa, also showed a clear differentiation. The results were generally in line with the view that the “avoidance” response in fish is acquired through classical conditioning. The contribution of classical conditioning to the acquisition of avoidance response is discussed. 相似文献