“大”的表达种种

One day a huge rock fell from a mountain. The rock stopped in the middle of the road in a village. It was like a bigball. Some of the strongest men in the village tried to move therock. But no matter how hard they tried, they couldn‘t move it away. They tried to push it, they tried to roll(滚动) it and they tried topull it with rope, but nothing worked.     

“名词＋介词＋同一名词”结构种种

Olympia, a beautiful small town in the south of Greece, is well known all over the world for its first holding the Olympic Games as long ago as 776 B. C.(公元前).     

“同名兄弟”来聚会

When I was at university(大学) I studied veryhard. But a lot of my friendsdid very little work. Some didjust enough to pass ex-ams. Others didn‘t do quiteenough. Fred Baines was oneof them. He spent moredrinking than working.     

“介词＋从句”结构

When you aresomething in English,often meet withword. What‘s the bestknow it? readingyou maya new way to know it?     

看看“see”辨辨义

有些同学以为英语中的“see”译成汉语就是“看见”．其实不然。英语中的“see”在很多情况下不是“看见”的意思。请看下列句子中的“see”,你能把它们译成适当的汉语吗?     

书面表达一例

Billy was four years old and he was a very bad boy.Every day after lunch his mother took him to his bedroom and put him on his bed to rest for an hour, but Billy never slept and usually he made a lot of noise and got off bed every few minutes.     

由introduce谈介绍

A man is going to the house of a friend.     

most与mostly的辨异

Mr Smith was in troublethose days. He drove a car forMr Black, a rich business-man. He worked hard and theshopkeeper liked him. But hecouldn‘t work when he dranktoo much. And once he al-most fell into the river whenhe drove along the bridge. MrBlack became angry and wasgoing to send him away. Hehad a big family and wasafraid of that and promisedhe would stop drinking atonce. The man told him towait to be dealt with. OneMonday morning, Mr Smithcame into the office, with twobadly burned ears. “Whathappened to your ears?”asked Mr Black.     

要点导学

They’re Jim’s father and mother．此处Jim’s并不是Jim’s的的缩写形式,而是名词的所有格,意为“吉姆的”。“’s”所有格形式相当于汉语里的“……的”,通常是来表示有生命东西的所有关系。     

Life in the 21st Century

<正>Life in the twenty-first century will be different from now.Many changes will take place in the new century.There will be more and more people in the world.There will be more pollution.Computers will be much smaller and more useful.People will work fewer hours than now.And they will have more free time.They can do exercise,watch TV and so on.Traveling will be cheaper.Peo-     

21世纪的生命科学和教育

20世纪生命科学取得了重大发展，1953年DNA双螺旋结构的建立，以及X射线衍射蛋白质空间结构的测定奠定了分子生物学的基础，分子生物学的研究涉及生命现象最本质的内容，在新的高度上揭示生命的奥妙，进入21世纪后，以信息科学和生命科学为代表的高新科技将有更迅猛的发展，有人预测本至世纪的中叶，生命科学将超过信息科学而占第一位，事实上学科间是一相交叉融合的，例如生物信息学就是一门新的学科，而且是今后发展的前沿学科。人类基因组计划被誉为生命科学的“阿波罗计划”，有人说生命科学是描述的科学，而不是理科，因为像数学，物理，化学这些理科的内容都可以用公式表示，如爱因斯坦的相对论，陈景润的歌德巴赫猜想等，生命科学的许多内容一时尚无法用公式表示，这只能说明生命科学的深奥。     

21世纪生命科学呼唤现代实验技术

21世纪堪称生命科学的世纪。实验技术是生命科学创立和发展的基石。现代生命科学呼唤与时俱进的实验技术,从而既造福于人类,又促进生命科学的发展。     

21世纪几种可能形态的价值理念

本文依照人与自然、人与人、人与自己的逻辑关系 ,集中论述了生态价值、社会价值、生活价值及其理念之间的必然关系 ,其中生态价值是前提、社会价值是基础、生活价值是目的。 2 1世纪的生活世界应当是一个由前提、基础和目的构成的有机的、协调的生活世界。     

21世纪的幻灯——PowerPoint

随着科技的高速发展，当今的大屏幕投影器不但能把来自于视频展示台的透明或非透明的及实物的信息放大到银幕上，还可以把录像机、影碟机、计算机屏幕上的信息等放大在银幕止。不仅如此，在多媒体课堂教学中，巧妙运用 PowerPoint软件并配合大屏幕投影器使用，则使幻灯片在原来的基础上功能大大增加，使现代课堂教学如虎添翼，切实推动素质教育的发展。这主要是因为幻灯有它的独特之处： (1)操作简单，易于掌握。 (2)就地取材，及时表达信息。 (3)教师可以根据学生反馈情况灵活控制放映速度。 (4)具有动、大、色、分等形象、生动的特点。 …     

心理学－21世纪带头学科

生命科学是21世纪的带头学科。而在生命科学中，心理学又是生命科学的带头学科。科学地讲：心理学是21世纪的带头学科。时代要前进、社会要改造、生产要发展、科学要创新、生活要改造、人的素质要提高，“处处是人的心理问题，处处需要心理学”。心理学的发展前途无量。心理学将带动其它科学，攀登更高的科学高峰。     

面向21世纪的会计教育

会计人员的知识结构和能力,是随着社会经济发展的需要而变化的,随着２１世纪的来临,会计人员所需要的知识结构和能力将更加深化和综合化,会计教育正面临着新的挑战。通过比较研究和理论分析,会计教育的目标应定位于复合型专业人才的培养上,２１世纪的会计人才需要具备五种知识、六种能力,同时应该按照４：３：３的比例配置专业知识,基础知识和一般性财经知识,并采取有效措施解决能力训练以及有关课程之间的重复问题。     

Intimations of the 21st Century

By happenstance rather than design, what began as a single study intended to refute the validity of student ratings of instruction turned into a 30-year quest into the nature of college teaching. Although I found that student ratings can be affected by seemingly extraneous variables such as instructor reputation, I quickly realized that the validity issue was not as simple as it first appeared, raising further questions such as: Was the student ratings questionnaire used in my study valid to begin with? Is instructor reputation simply a nuisance variable, even though it affects the validity of student ratings? Are students seduced by instructor reputation only under certain conditions? and so on. Oddly enough, a number of researchers, including myself, initially became interested in studying college teaching by attempting to demonstrate the invalidity of student ratings despite a research.