Am I a frog?

角色:LF-Little Frog G-Giraffe B-Bird M-Monkey MF-Mother Frog道具:各角色头饰,大树、翅膀、长尾巴的剪贴画。场景:森林里正在举行动物才能大赛,动物们纷纷展示自己的才能,小青蛙在一旁羡慕不已,他终于鼓起勇气上台……LF:Hello! I’m a little frog.I can jump.Look,I’m jumping.G,B&M:Ha-ha!Ha-ha!So ugly.G:(优雅地上台,把青蛙推下台)Poor frog!Good morning!Look,my neck is long.I’m tall!I     

What Am I?

Hello,boys and girls!My name is Mike.I'm tall and fat.I have a long nose and two big ears.My mouth is not too big.My teeth are very long.My     

Who Am I?

开动脑筋,用英语思维,欢迎如约来到“猜猜猜”!今天的图文谜题,需要你一边看,一边猜,多加油,要努力呀!     

What Am I?

一个连四肢、五官都没有的“人”,却能为你做许多意想不到的事,这“人”会是淮呢?一起来解开这个谜吧。     

What Am I?

I was born(出生) in a small river.When I was young,river was my home.I did not know my parents,but I had hundreds of brothers and sisters.I swam about(四处) and played all day with them.At that time I did not like(像) my parents.I had legs(腿),but I had a long tail(尾巴),So I looked like a fish.     

Who Am I?

快加入到我们的“G A M ES部落”中来吧,只要把你的答案寄来就有机会获得通行证哟!奖品和积分在等着你呢!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“G A M ES部落”收邮编:150001I’m the tallest.I likefish.I’m the fattest.I’m the smallest.M y earsare large.35月份n t m o h部落Who Am I?@高亚沛~~     

What Am I?

1.I’m a man,but I can't live inside a house.What amd I?2.I’m a star,but I can't be seen in the sky.What am I?3.The more you clean(清洁)me,the blacker(黑)I become.What am I?4.Though I'm black,I can enlighten(启发)people.What am     

What Am I?

My first letter is in the word"tarm"but not in"arm" My second letter is in "live" but not in "love". You can find my third letter in"best"and "most".     

Am I a Teaching Artist or an Administrator?

James Miles writes about his transition from teaching artist to administration. Is it for everyone?     

‘Am I Like a Scientist?’: Primary children's images of doing science in school

A considerable body of evidence highlights how inquiry-based science can enhance students' epistemic and conceptual understanding of scientific concepts, principles, and theories. However, little is known about how students view themselves as learners of science. In this paper, we explore primary children's images of doing science in school and how they compare themselves with ‘real’ scientists. Data were collected through the use of a questionnaire, drawing activity, and interviews from 161 Grade 4 (ages 9–10) students in Singapore. Results indicate that ‘doing science as conducting hands-on investigations’, ‘doing science as learning from the teacher’, ‘doing science as completing the workbook’, and ‘doing science as a social process’ are the images of learning science in school that most of the students held. In addition, students reported that they need to be well behaved first and foremost, while scientists are more likely to work alone and do things that are dangerous. Moreover, students often viewed themselves as ‘acting like a scientist’ in class, especially when they were doing experiments. Nevertheless, some students reported that they were unlike a scientist because they believed that scientists work alone with dangerous experiments and do not need to listen to the teacher and complete the workbook. These research findings further confirm the earlier argument that young children can make distinctions between school science and ‘real’ science. This study suggests that the teaching of science as inquiry and by inquiry will shape how students view their classroom experiences and their attitudes towards science.     

Am I missing something? The effects of absence from class on student performance

We analyse a rich dataset of Economics students at a UK university to identify causal effects of class absence on student performance, exploiting the random assignment of students and information on students’ class timetables to avoid selection problems. We use panel properties of the data to control for unobserved student factors such as ability and effort. Quantile regression results suggest that absence has adverse effects on performance – but these effects are causal only for the upper part of the conditional performance distribution.     

The History of Chocolate

American-made chocolate and cocoa productsnumber in the hundreds.There iS a fascinating storybehind these wonderful products. Chocolate Through the Years The story of chocolate,as far back as we know it,begins With the discovery of America.Until 1492,theOld World knew nothing at all about the delicious andstimulating flavor that was to become the favorite ofmillions.     

The History of the Internet

I think you must knowsomething about the Inter-net(因特网).The Internethas now become one of themost important parts ofpeople's life.But do youknow its history? You may be surprisedwhen you find that the In-ternet was set up only in the1960s.But at that time,computers were large and     

The History of Soda Water

The name soda water tells something of its origins in US.Naturally carbonated(含二氧化碳的)water flows out of the ground in mineral springs around the world.These mineral springs have attracted people in     

But Who Is it for? The History of School Science in England

Science & Education -     

What Is Motor Development? The Lessons of History

Recently the definition of motor development seems to have engendered a debate among a number of scholars in the field. We suggest that the controversy stems from confusion about whether motor development is a product or a process. When motor development is defined as change over time in motor behavior, the focus is on motor performance (i.e., product), whereas when motor development is defined as a process, the emphasis is on the underlying mechanisms of change. Clearly, the proper definition of motor development includes both the product and process of change. Through an historical overview of the field, we trace the origins of this definitional confusion and its impact on the study of motor development. The paper concludes with our position as to the future directions for motor development research.     

The History of the Internet

We are all busy talking about and using the Internet, but how manyof us know the history of the Internet?Many people are surprised when they find that the Internet was setup (建立) in the 1960s. At that time, computers were large and expensive.Computer networks (网络) didn’t work well. If one computer in thenetwork broke down, then the whole network stopped. So a new net-work system (系统) had to be set up. It should be good enough to beused by many different computers. If part of the netw…