“What Do I Do Now?”

ABSTRACT

Recent advances made by medicine and psychiatry in the development of practice guidelines and evidence-based interventions are spreading to social work and other helping professions. As the movement toward evidence-based practice grows, more demands for the use of tested interventions will be placed on practitioners. In this paper, we argue that social work practice education must change to respond to this demand. Specifically, evidence-based interventions must be incorporated into the teaching of the middle phase of social work practice more than it is now. Social work training has traditionally relied on untested interventions that have come from the tacit knowledge of accumulated practice wisdom. Although tacit knowledge has an important place in social work practice, instructing students about evidence-based, empirically derived interventions provides them with critical knowledge and skills they will need to enter the competitive world of social work practice. Moreover, this approach amplifies the importance of launching practitioners with skills of evidence-based thinking; that is, the identification, evaluation, and selection of interventions with demonstrated effectiveness.     

实用词汇“Do”

“Do”,我们最熟悉的意思就是“做……”,然后就是用作情态动词。“Do”不仅可以连接任何动词的动词原形,还可以作替代动词．使语言简练。下面我们就来细数一下“do”的用法——     

“Just Do It”Chinese-style

记得有位名人说过,“一个橙子价值只是两块钱,但是一旦它拥有了自己的牌子,那么它就会变成十几块钱了。”可见,树立自己的品牌对企业的效益多么重要! 让我们来了解一下中国的企业如何面对这个问题吧。     

Do a survey的“宜”和“忌”

《牛津小学英语》教材中经常会出现“Do a survey”这一板块。它的意图主要是通过调查问答的方式，锻炼学生的听说能力，以及在实际活动中运用所学语言知识搜集与分析信息的能力。这个环节如果运用或操作不当，效果往往会适得其反。我在平时的教学实践中，发现此环节有这样一些“宜”与“忌”。     

Deaf Culture and Competing Discourses in a Residential School for the Deaf: “Can Do” Versus “Can't Do”

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.     

宝宝的“玩商”Do You Know？

每个孩子都喜欢玩具，每个孩子都爱玩。你还记得自己孩提时代玩耍时的样子0-57那时，你会在得到一本新书，一个盼望已久的新玩具时欣喜若狂：你会对自己的发现兴奋异常，有一种强烈的、想学习的渴望。     

“运用”激起兴趣 “交流”增进感情——Do They Work？教学课例

“学以致用”,让学生学会在生活中运用英语,使他们体会到学习语言给自己带来的成就感是维持学习兴趣的最有效手段。本课例围绕教学目标设计的问题由浅入深,从理解技能训练“听”和“读”到表达技能训练“说”和“写”有机结合,这四种训练在学习和交际中起到了相辅相成、相互促进的作用,有效促进了学生语言能力的锻炼和提高。     

How Do You Do?

Hello!Hello! Who are you? Who are you? Who are you? My name is Fred. I'm a bear. How do you do? How do you do?     

What Do They Do？

小朋友能用英语说出多少个职业名称的单词？现请辨认下列人物特征,并说一说他们各自的职业身份。OK？     

Do in America as Americans Do

<正>In the United States, it is not customary to telephone someone very early in the morning. If you telephone him early in the day, while he is shaving or having breakfast, the time of the     

音乐欣赏中倾听艺术的“Do、Re、Mi”

音乐是一门“听”的艺术,离开了听则无“音”可言,更无“乐”可谈。音乐必须通过“听”达到审美体验,因此在音乐教学中,听是基础,听是根本,听是技巧,只有用倾听贯穿音乐活动的始终,才不背离学习音乐的初衷。“D o”——给学生一个倾听的音乐空间从本质上讲,音乐是一种纯粹的、超越现实声响和非具象事物的声音艺术。需要倾听,用心倾听,才能体验和感悟音乐的内涵。在实际教学中,由于受传统教育观念和教学模式的束缚,有的教师过多地运用一些形象化的语言向学生诠释音乐作品,或者过分注重对学生进行音乐知识的讲解和技能训练,把原本完整的音乐…     

PEP Book 5 Unit 4“What Can You Do?”

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…     

Do You Know How Many Uses There Are “There Be”？

英语中有一个独特的句型叫therebe句型,表示某事物或某人的存在关系。其结构是：Therebe＋某人/某物＋某地。there叫引导词,在句中不充当任何成分,译成汉语时,也不必译出。句中的主语是某人某物,谓语动词be要与主语的数保持一致。它像是一种倒装句,但又非倒装句,因为这种＂倒装＂已成为一种自然的词序。     

When Traditional Won't Do: Experiences from a “Lower-Level” Mathematics Classroom

High school teachers who engage students through active learning in their classrooms can more fully understand this instructional practice by examining the theories and strategies underlying the cognitive perspective of educational psychology, which addresses the development of knowledge in the individual mind. Two theoretical explanations, psychological constructivism and information processing, promote learning as a constructive process that can be aided by strategies such as activating prior knowledge, chunking, elaborating, and invoking a schema. High school teachers can use these cognitive active learning strategies in classroom instruction or incorporate them into out-of-class assignments to increase students engagement in their learning.     

中考名句“Would(Do) you mind…?”全接触

Would(Do)you mind…?是八年级教材第七单元的重点句型,作为常用交际用语备受中考命题者的青睐,成为名副其实的名句。下面我们就来谈谈此句型:1.Would(Do)you mind…?是表示请求对方给予     

Unit 6 “Do you like bananas?”课堂实录、反思及评析

[选自人教版义务教育课程标准实验教科书《英语》(新目标)7年级上册Unit6,Section A(3-4)。]一、教学内容分析本节课的核心教学内容是"喜欢和不喜欢",这一话题在现实生活中应用广泛。Section A(3-4)内容