“I’m not a Hepburn yet,but I’ll always be trying”

有人说刘亦菲的走红完全得益于她的美貌,她不值得人们如此厚爱。刘亦菲是坦诚的,她承认自己因美貌而走俏荧屏;刘亦菲是清纯的,她自然羞涩的微笑确实打动了无数影迷的心。刘亦菲是无辜的,因为漂亮不是罪过!刘亦菲更是自强的,她正在勤学苦练,誓做才貌双全的绝代佳人。     

何洁 I’m who I’m

带着第二张专辑《明明不是 Angel》,何洁降临上海。见到她是在傍晚的摄影棚,或许是刚刚从新专辑上海新闻发布会上归来,灯光下,她依旧很活泼,然而一丝疲倦已经悄然透出。镜头前的随意挥洒,谈笑着爽快利落,《明明不是Angel》这个听上去有点叛逆的名字或许是她此刻最想表达的意思。     

I’m Running I’m Free

I’m Running,I’m Free.把混凝土组成的繁华都市变成我的操场,穿越城市中的层层障碍,在都市中挑战我的极限,我是自由的,我要热情奔跑。这一次,K·SWISS 为每一位极限运动爱好者带来了全球第一双 Free Running(自由奔跑)专业鞋——Ariake。     

“Trust Me,I’m a Scientist”

Science & Education - Modern democratic societies tend to appeal to the authority of science when dealing with important challenges and solving their problems. Nevertheless, distrust in science...     

“Evolution? I Don’t Believe in It”

Science & Education - Due to the controversies surrounding the topic of evolution among religious and non-religious people alike, the treatment of biological evolution in education—both...     

“I’ve Tried and I’ve Died This Year”: First-Year Teachers Reflect on Literacy Reform

This article describes the challenges associated with outcomes-based education reform as experienced by two novice elementary teachers. Interviews with the teachers provide insights into the tensions between their teaching beliefs and the practices employed in their local contexts. Specifically, pressures to both focus on standardized measures of student achievement and to conform to the social norms of the schools are explored. The authors advocate for the need for situated discussions about these tensions during the first year of teaching and recognition of the complexity of teaching and learning by all stakeholders.     

“Should I stay or should I go?” Exploring high school apprentices’ pathways

Completion rates are one measure of the success of apprenticeship training. But little is known about outcomes for youth who begin an apprenticeship in high school. This paper draws primarily on interviews with youth who did not continue training or work in their high school apprenticeship trade in two Canadian provinces. Our analysis focuses on why these youth decided to enrol in high school apprenticeship, why they did not continue and what they did afterwards. Findings suggest that a narrow focus on apprenticeship training completion diverts attention from the complex learning and work transitions experienced by most youth. Instead of assuming a linear pathway from school-to-trades work, we argue that partners involved in high school apprenticeship and policy-makers could do more to raise student awareness of multiple trajectories and skills transfer, make apprenticeship training more expansive, and increase the flexibility of pathways by providing greater articulation between different post-secondary education pathways and opportunities to change direction.     

I’m中国

"Hello!大家好!知道我为什么这么开心——学会了英语吗?嗨,还不得感谢我的一大群儿女们,他们呀,给我换了件‘新衣裳’!"嘿,高兴至极的中国,忘记了介绍自己的名字,就一个劲儿     

不要乱用“I wish”和“I hope”

Wish和hope是我们平常使用得非常多的两个词,都可以表示“希望(发生某事)”,但它们的用法有相当大的区别. 1.hope+从句 “hope+从句”意思是“希望……”,但希望的事情可能会发生,可能不会发生.如: 1)I haven't looked outside yet.I hope it's not raining. 我还没看外面呢,希望不要下雨.(户外可能下雨了,可能没有下雨)     

“I”and“We”

1．使学生认识到团队协作精神的重要性。2．激发学生的集体荣誉感，充分发挥每个学生的特点特长，增强班级体的凝聚力。     

“I’m not scientifically gifted,I’m a girl”: implicit measures of gender-science stereotypes – preliminary evidence

Students often have a negative view on science, particularly women. Furthermore, academic level in math and science is usually considered as an innate ability. The aims of the study were to create an Implicit Association Test (IAT) in order to highlight the stereotype that science is innate, to identify if the gender of the participants impacts the results of this implicit measure and to compare self-report and implicit measures. Results showed that (1) science and innate are more easily associated in the IAT than liberal arts and innate, (2) women have a higher association of science and innate than men in the IAT (that is not the case in self-report measures).     

“I’m going to+地点词”用法巧处理

在教学《小学英语》六年级上册Unit 3 My weekend plan中“I am going to...”句型的运用时,课本中出现了四个词组:visit my grandpants,seea film,take a trip和go to thesupermarket,前三个词组直接运用在“I am going to...”句型后就可以了,学生很容易理解,但goto the supermarket这个词组不能直接用在“I am going to...”句型后,学生感到很困惑。该如何解决这个问题呢?     

I Wrote ’The Life of Pi’

《少年Pi的奇幻漂流》是一部奇幻冒险小说,于2001年出版之前被五家伦敦出版社拒绝。这是作者扬·马特尔的第二部小说,成为2002年布克奖获奖作品。以下是马特尔获奖之后与PBS NewsHour主持人SUAREZ的访谈对话,谈故事,谈人物,谈创作经历……     

“I”大写之谜

同学们,我们知道,在英语中he、you、we、I、she等一些单词都是指人,它们放在句首做主语时,第一个字母要大写。如:He is eight(.他八岁了。)We are good friends(.我们是好朋友。)She is a good student.(她是一个好学生。)可是,有一个单词无论在句首还是在句     

“This I Believe”

When I was small and dreaming of going to Africa because I was in love with Tarzan(泰山—美国影片人猿泰山的主人公),I was jealous of Tarzan’s Jane.I thought she was a wimp and I’d have made a much better mate for Tarzan myself.I wanted to go to Africa and live with animals and write books about them.My mother used to say to me"Jane,if you really want something,and if you really work hard,if you take advantage of the opportunities and if you never give up:you’11 find a way."     

“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!     

An Analysis of Emily Dickinson’s“I’m Nobody! Who are you?”

Emily Dickinson is a witty and great poet in the 19th century.She is sensitive and full of humanity.She was living in almost total seclusion and wrote in secret whatever she was to feel,to see,to hear.The article is aimed to introduce Dickinson’ s attitude towards public life and her writing technique by analysing the poem," I’ m Nobody! Who are you?"     

“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!     

“I wanted to go here”: Adolescents’ perspectives on school choice

New Zealand legislation removing school zones radically reshaped school choice, resulting in increased school stratification from parental choice frequently driven by social factors such as ethnic makeup of the school community. This article considers school choice through the eyes of 1,465 adolescents from 12 secondary schools in Dunedin (New Zealand). The most common reasons for school choice included: preference for a coeducational school, school’s facilities, positive comments from parents/students, and friends’ enrollment. Reasons for school choice differed by who was making the decision. Social factors and school programs/facilities, rather than proximity to home, influenced school choice decisions in Dunedin.