What Did You Say

Stephengotapart-timejobatasuper-market.“Howwasyourfirstday?”Iasked.“Itwasgreat,”hereplied.“Igottotalktosomegood-lookinggirls.”“Whatdidyousaytothem?”“Doyoupreferpa-perorplastic?”你说了什么斯蒂芬在一家超级市场找到了一份业余工作。“第一天感觉如何？”我问。“好极了，”他答道，“我跟许多漂亮的女孩子讲了话。”“你跟她们说了些什么？”“你是喜欢纸包装还是塑料包装？”What Did You Say@小非…     

What Do You Want Most?

实现人生的追求,是每一个人的梦想。然而你是否想过,你最想要的是什么呢?名?利?健康?希望?友谊?幸福?成功还是其他什么呢? You've heard it said that the best things in life aren't things.This truth is illustrated well by Andrea Jaeger. At age 14 Andrea __1__ her first professional tennis tournament.At 18,she reached the finals of Wimbledon.But at age 19,a shoulder in- jury __2__ her career to an end.     

What Do You Like Doing After School?

"唧喳口语角"与大家见面了!这里是同学们用英语交流的大舞台,这里为提高你的口语水平创造好机会,这里还为即将参加口语考试的伙伴们提供实战指导。欢迎将你的"唧喳口语角"练习制成录音带、录像带或DV寄给《英语大王》!     

On Paradigms and Methods: What Do You Do When the Ones You Know Don't Do What You Want Them To? issues in the Analysis of Data in the Form of Videotapes

This article examines a range of issues related to the development of nonstandard methods for the analysis of videotapes of problem-solving sessions. It proposes some rather stringent standards for novel methods, standards concerned with issues of validity, reliability, and the communication of methods and data. The discussion is illustrated by the detailed examination of two case studies that employ two different grain sizes of analysis—the first macroscopic, the second microscopic. In the light of those case studies, theoretical issues regarding the relationships among theory-based, method-based, and problem-based approaches to programmatic research in the learning sciences are considered.     

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 Kind of English Class Do You Like?

I hope I’ll have more chances to speak English in class,because we can learn English well only by using it.However,we have no such a chance at home.I hope the teacher will arrange all kinds of activities in class,such as dialogues,short plays,reading contests and so on.I don’t think it good for the teacher to talk all the time while the students take notes only.I think it necessary to learn some grammar.But we shouldn’t study grammatical rules in     

Now That You Are a Professional in the Classroom,What Do You Need to Know?

This article provides pre- and new in-service teachers, cooperating teachers, mentors, and student teacher supervisors with some suggestions to make beginning teaching easier and more productive. It also helps teachers feel less overwhelmed by the demands of a new career.     

Did Your Father Help You?

一天,蒂姆的数学老师看了他的作业,发现他全做对了。老师很高兴,同时也十分惊奇。他把蒂姆叫到桌前说:“蒂姆,你这次的作业全都做对了,怎么回事?你爸爸帮你做了吗?”蒂姆的爸爸通常确实帮他做作业,但是头天晚上,因为他不在家就没有帮蒂姆,所以蒂姆回答说:“不,先生,我爸爸昨晚很忙,我不得不全由自己做了。”One day,Tim’s mathematics teacher looked at his homework and saw thathe had got all his sums right.The teacher was very pleased and rather surprised.He called Tim to his desk and said to him,“You got all your hom…     

Do You Konw?

(1)Q:What is the Milky Way? 银河是什么? A:It is a huge mass of gas and stars in the universe and it can be seen clearly as a band of light across the night sky. 它是宇宙中一大堆的气体和星星,有如一条光带横越夜空,清晰可见。     

Do You Like the English Self-taught Program? Why?

这道考题比较贴近考生的实际生活,要求考生讲的无非是他们的一些心里话,因而不管是新生也好,老生也好,考试时面对这道问题“卡壳”的现象并不多。然而,就回答的质量而言,却还有不少地方有待于提高:相对于基本信息的表达而言,他们对于非基本信息,如情感等的表达,还显得颇有欠缺。绝大多数的考生在考试中显得较为拘谨,其对于节奏、语调、     

‘What Do You Think?’ Let Me Tell You: Discourse about Texts and the Literature Classroom

This article examines the practice of studying texts in secondary school English lessons as a particular type of reading experience. Through a critical stylistic analysis of a popular edition of John Steinbeck’s Of Mice and Men, the article explores how reading the text is framed by educational editions, and how this might present the purpose of studying fiction to students. The article draws on two cognitive linguistic concepts – figure/ground configuration and narrative schemas – in order to explore how ‘discourse about a text’ can potentially influence how students read and engage with a text. Building on a previous article, the notion of pre-figuring is developed to offer an account of how a reader’s attention can be directed to particular elements of a text, thus privileging some interpretations and downplaying others. The article then reflects more widely on the perceived purposes of studying fiction with young people, exploring in particular the recent rise of support within the profession in England for Hirsch’s ‘cultural literacy’ model, which sees knowledge about texts as more valuable than authentic reading and personal response.