I Feel in This Way

每天我们都会遇到很多事情,有些事情让你乐开花儿,有些事情又让你郁闷透顶。快乐、难过、骄傲、害怕、愤怒。今天你的心情是什么颜色?     

What I Do in Winter

冬天来了,我们可队和冰雪来个亲密接触。看看下面哪样运动最适合你!     

When I Failed in the Exam

“Now boys and girls, silence. This period, I‘ll give you back the examination papers. I‘m glad to tell you many students did very well in the exam but a few failed...“ when I heard this, my heart beat very fast. “How about me?“ I began to ask myself.     

I＇m lonely in LA

罗伯特·帕丁森是2008年底最炙手可热的明星。《哈利·波特》中的全能神童塞德里克。迪戈里（Cedric Diggory）让Robert成为一颗英伦新星,而在新魔幻大片《暮色》（Twilight）中,他又变成俊美与危险兼备的吸血鬼!一个人既可以是《哈利·波特》中的优等生Cedric Diggory,又是《暮色》三部曲的吸血鬼男孩爱德华·库伦吗？这是令两本书的很多粉丝感到难以置信的事实,同时也是被称为“下一个裘德·洛”的Robert想要竭力证明的东西。     

When I was in My Teens,I Wish I＇d Known...

每当回想起上学时的那段青葱岁月,内心就充满无限怀念。有冲劲,有快乐．也有自卑,有敏感。如果再来一次,我希望我知道……     

“Join in”Book I Unit 6 Part I说课

本节课是让学生学习使用关于clothes的11个单词，即T-shirt，jeans，cap，dress，socks，sweater，shoes，trainers，shirt，skirt，shorts，词汇量大，内容较为枯燥，特别是部分单词发音极为相似，学生学习起来有一定难度，且容易觉得疲劳。那么，如何让学生轻松而有效地学习呢?根据语言学习的规律和小学生的认知特点，依照《英语课程标准》对“任务型”学习的要求，我设计了如下教学思路：     

“Join in”Book I Unit 6 Part I 说课

本节课是让学生学习使用关于clothes的11个单词,即T-shirt,jeans,cap,dress,socks,sweater,shoes,trainers,shirt,skirt,shorts,词汇量大,内容较为枯燥,特别是部分单词发音极为相似,学生学习起来有一定难度,且容易觉得疲劳。那么,如何让学生轻松而有效地学习呢?根据语言学习的规律和小学生的认知特点,依照《英语课程标准》对“任务型”学习的要求,我设计了如下教学思路:一、创设情境,激发兴趣兴趣是最好的老师。布鲁纳认为,学习的最好刺激乃是对新学材料本身发生兴趣。兴趣可以孕育愿望,可以滋生动力。一节无趣的课即使反复刺激,也不会收到…     

What did I do in school today?

Rina went to school 1 she was six years old.She liked her first day 2. Her teacher, Miss Yates,was very nice,and 3 in her class were 4,too.But at the end of the second     

“I” as in “Bike”

Look at the funny pictures and read the sentences. You will find it easy to remember the words and their sounds!     

What did I do in school today?

Rina went to school 1 she was six yearsold.She liked her first day 2 .Her teacher,Miss Yates,was very nice,and 3 in her classwere 4 ,too.But at the end of the secondday,when the other children 5 the class-room,Rina stayed behind and waited.     

“I” as in “Big”

Look at the funny pictures and read the sentences. You will find it easy to remember the words and their sounds!     

The First Time That I Had Lunch in School and I Washed My Clothes

Today,I had lunch from the cafeteria in my shool.It wasn't very expensive, and I spent four dollars on it.Actually,I didn't need to spend so much money.I bought two pizza-like things.They cost me     

‘I see what I see from the theory I have read.’ Student teachers learning through theory in practice

This article presents and discusses experiences from a research and development project where Norwegian student teachers were encouraged to bridge theory and practice by following a pupil’s learning processes over time, and to write papers based on empirical data and relevant subject theory. The evaluations of the project received high ratings from the student teachers, and an inductive analysis of the answers to open-ended questions revealed three key aspects behind its success: commuting between field practice and coursework, the authenticity of the tasks and future relevance for the teacher profession. These aspects are interpreted building upon Dewey’s concept educative experience. The findings are discussed in the light of the importance of understanding pupils’ knowledge, and the role of writing in inquiry-based learning processes. The project is also placed within an international discussion on the relationship between field practice and theoretical coursework as arenas for learning in teacher education.     

‘I make sure I am safe and I make sure I have myself in every way possible’: African-American youth perspectives on sexuality education

High rates of pregnancy and sexually transmitted infections play a major role in the physical, mental, and emotional health of young people. Despite efforts to provide sexuality education through diverse channels, we know little about the ways in which young people perceive school- and community-based efforts to educate them about sexual health. Forty-eight African-American young people participated in six focus groups to discuss their sexuality education experiences. Three major themes emerged that highlight experiences and perspectives on optimal strategies for promoting sexual health. These themes were: (1) experiences with school-based sexuality education (SBSE), (2) seeking information outside of schools, and (3) general principles of youth-centred sexuality education. Young people in the focus groups expressed their varying satisfaction with SBSE due to the restricted content covered and lack of comfort with the instruction methods. Participants described how they reached outside of SBSE for sexuality education, turning to those in the community, including local organisations, health care providers, and peers, also expressing variability in satisfaction with these sources. Finally, participants identified three important principles for youth-centred sexuality education: trust and confidentiality, credibility, and self-determination. These findings give voice to the often-unheard perspectives of African-American young people. Based on their responses, it is possible to gain a better understanding of the optimal combination of school-, family-, peer-, and community-based efforts to support young people as they move towards adulthood.     

Who Am I and What Can I Do? Children's Self-Concepts and Motivation in Achievement Situations

We review recent theoretical and empirical work on children's self-concept development and how their self-concepts motivate their behavior in achievement situations. Several important issues regarding the self-concept are considered, including what beliefs make up the self-concept, how those beliefs are structured, how the self-concept differs across age and between boys and girls, and how specific aspects of the self-concept relate to an individual's overall self-evaluation. Theoretical views and research on how children's self-concepts relate to their motivation in achievement settings are presented, as is work on how the self-concept guides achievement behavior. We address the issue of causal direction in the relation between the self-concept and achievement. Suggestions for future research are provided.     

I＇m going to be in Grade Three!

How time flies! I am going to be in Grade Three now! The day comes much sooner than I have expected.     

How Con I Always Perform Well in Every Test？

Cathy打心眼儿里喜欢英语,英语成绩总是在班上拔头筹,但也有第一旁落他人的时候。如何每次考试都拿第一？Cathy写信问Brad是否有什么决窍。Brad又会如何回答她？     

Selektionsprozesse beim Übergang in die Sekundarstufe I und II

The aim of this study is to investigate the influence of family environment, school grade, performance and social behavior of students on educational trajectory. The research project Family-School-Job (FASE B) utilized a representative longitudinal sample of 454 students and their primary reference persons in the canton of Bern (Switzerland). Using step-wise logistic regression analyses, the study investigated the predictive value of family-based and individual determinants at the end of primary school for the transition to lower secondary schooling and for the development at upper secondary education (academic education or vocational training). The transition to lower secondary education was more strongly influenced by grades than by results of standardized performance tests. Parental expectation, parents’ socio-economic background and by classroom misbehavior were also important predictors.Parental expectations predicted educational pathways into secondary education whereas grades in German andgender were partially significant only. Parental expectations permit precise predictions of educational pathways, even when controlling for students’ grades and performance.     

I Show I Am

“我型我SHOW”究竟让多少人的梦想放光,恐怕已经无法数清。今年,又会有谁再次进驻这个聚光灯闪耀的地方?一轮轮的比赛进行了,一群群的追梦人离开了,留下了承载着他们梦想的人继续前行,我们带着好奇,采访了其中的几位,师洋、高娅媛、何方、戚薇是比赛的佼佼者,却也有着自己的故事。     

I think I Can

如果你认为你败了,那你就一败涂地;如果你认为你不敢,那你就会退缩畏惧;如果你想赢但是认为你不能,那么毫无疑问你就会失利。如果你认