How to use “never mind”

有这样一道习题，学习们由于对“never mind”理解不够，经常给出错误的回答。     

How to use ISDN Video‐Conferencing to Develop Efficient Remote Education and Corporate Training

Abstract

Integrated Services Digital Network (ISDN) is available today in Macau and has been since 1997. It is emerging as a mainstream telecommunications network that will serve a wide variety of users’ needs. It has improved service capabilities, reduced costs and improved productivity for Macau organizations, both large and small. The following are short notes on possible uses.     

How to read fast and accurately

陈芳同学在高中时期，于2000年获得“中学生英语能力竞赛”一等奖和湖北省英语口语竞赛一等奖。02年参加高考，取得了618分的好成绩，英语成绩为142分，以优异成绩被武汉大学录取。     

Attention to Intentions—How to Stimulate Strong Intentions to Change

The implementation of educational reforms requires behavioral changes from the teachers involved. Theories on successful behavioral change prescribe the following conditions: teachers need to possess the necessary knowledge and skills, form strong positive intentions to perform the new behavior, and have a supporting environment for change. However, existing approaches to teacher professional development in the context of educational reforms are predominantly aimed at the development of knowledge and skills and at creating a supporting environment, but lack attention to teachers’ intentions to change. In the study described in this article, we performed “motivating-for-educational-change” interviews (MECI) and explored the influence on teachers’ intentions to change in the direction of the proposed national biology education reform, that is, the introduction of a context-based curriculum. The MECI comprised two tools: building on earlier successful experiences and using lesson segments to rearrange instructional approaches. We explored the influence of the MECI technique on the strength and specificity of participating teachers’ intentions. When conducting the MECI, many participants expressed that they now realized how they had already implemented aspects of the reform in their regular instructional approaches. Furthermore, all the participants formulated stronger and more specific intentions to change their regular instructional approach towards that of the proposed reform while taking their regular instructional approach as a starting point.     

How to

春天到了,伴着你过冬的手套千万不要丢掉哦,你可以把它变成有趣的手套娃娃!     

Unawareness to Production,Dropout to Innovator—Primary teachers' understanding and use of a science,technology and society approach to science teaching

This paper investigates the process of teacher change in a group of 8 primary school teachers during their exposure to a science, technology and society (STS) approach to teaching Science in Swaziland. The research aimed to establish the effect of support given to teachers in using the approach through a series of workshops, followed by a 5-week supported implementation of the unit ‘matter and energy’. An analysis of the way in which the STS approach impacted on the classroom practice of the teachers yielded 2 outcomes that were hierarchical. First, teacher understanding of the approach was observed to go through levels of unawareness, recognition of differences in approach, utilisation, personalisation and production. Second, the teachers' level of use of the STS approach was observed to have been affected by their levels of understanding, characterised by the following typologies: dropouts, strugglers, domesticators, succeeders and innovators. Some relationship between levels of understanding and typology of use was found, however, the level of understanding was not the exclusive determinant of typology of use. Only teachers reaching the utilisation level were able to use the innovation in a sustainable way, while those at the level of unawareness were able to become domesticators, adapting the innovation to their usual teaching approach.     

How and why academics do and do not use iPads for academic teaching?

This paper evaluated how academics, at a mid‐sized UK university, used their iPads for teaching. The data were gathered using both quantitative and qualitative methods. Eighty‐four academics completed a survey while 22 semi‐structured interviews were conducted. Eleven interviewees reported that they used their iPads for teaching purposes and the SAMR model was employed to analyse these teaching uses. The other 11 interviewees stated that they did not use their iPads for teaching purposes and the reasons why these academics were not using their iPads are also explored in this paper. Formal pedagogical support and students' access to iPads were considered important by academics in order to use their iPads effectively for teaching.     

How to use (five) curriculum design principles to align authentic learning environments,assessment, students’ approaches to thinking and learning outcomes

In this article, we articulate five principles of curriculum design and illustrate their application in a third‐year undergraduate course for environmental and ecological scientists. In this way, we provide a practical framework for others wishing to enhance their students’ learning. To apply the five principles, we created a learning environment consisting of a broad range of learning resources and activities which were structured and sequenced with an integrated assessment strategy. The combined effect of this ensured alignment between the learning environment we created, the thinking approaches students used and the learning outcomes they achieved. More specifically, the assessment activities guided students by requiring them to recognise when their understanding was limited – and then to engage them in thinking approaches that would develop their understanding further. By providing a framework of thoughts, ideas and information, we sought to progressively enhance the sophistication of our learners’ thinking. Thus, the assessment required students to integrate, synthesise and construct their understandings in ways consistent with the discipline and the professional pathways on which they had embarked. We intend that this illustration will act as a guide to other academics to adopt the same principles in their teaching.     

How to Swim

Tom was taking walk along the river bankwhile he heard a cry for help.He looked roundand found a man who was nearly drowned inwater.But Tom eouldn’t swim.What wouldhe do?Suddenly a good idea came into him.Hequickly ran to his home which wasn’t far away from     

How to Sit

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How to improve the ability of listening and speaking

When you are giving the knowledge to the students,don't forget to teach them all the abilities of learning this language.Then how to improve the students' listening skill? We know the largest difference between mother lan- guage learning and foreign language learning is the envi- ronment.A child can soon learn his mother language well. He has heard a lot before he can say something and walk. Then after he is able to walk and say,he has a chance of listening to more.Before he goes to school,he has al- ready been a good listener and speaker.     

How to ask about the date and the weather

一、询问日期用What's thedate...?句型。例: -What's the date today?今天几号? 一It’s April 2nd.4月2号。二、询问星期几用What     

How to Say It

1.My lips are sealed.我的嘴巴被封住了。(表示自己口风很紧)“Don’t tell Mary,I want to give her a surprise.”“别告诉玛丽,我要给她一个惊喜。”“Don’t worry,my lips are sealed.”“别担心,我的嘴巴很紧。”     

How to Use It

psycho疯子A:I’ve had enough of that psycho.I don’t want to dealwith her any more. 我受够那个疯子了。我不想再跟她有任何瓜葛。B:Please,Jack.I believe it’s only a misunderstanding. 不要这样子,杰克。我相信这只是一场误会罢了。“psycho”和“psychopath”、“nut”等都是“疯子”的意思。被形容成疯子的人也许只是一时对一些事情反应激烈,而不见得是真正的精神病患者。“psycho”本身也是形容词,同样有“疯了”或“精神病的”意思。     

How to Grow Old

In spite of the title,this article will really be on how not to grow old,which,at my time of life,is a much more important subject.My firstadvice would be to choose your ancestors carefully.Although both myparents died young,I have done well in this respect as regards my other an-cestors.My maternal grandfather,it is true,was cut off in the flower of hisyouth at the age of sixty-seven,but my other three grandparents all lived tobe over eighty.Of remoter ancestors I can only discover one who did not live toa great age,and he died of a disease which is now rare,namely,having his