“’s所有格”大展台

大家好!“名词所有格”家族有“’S所有格”和“of所有格”兄弟俩,它们都用来表示所有关系,意为“……的”。今天,”S所有格”就来到了我们的展台上,它将为大家展示自己的风采!赶快来一睹为快吧!     

“’s所有格”大展台

大家好!我是“’s所有格”,我已经跟大家见过面了,你们还记得我吗？今天我将给大家展示我的风采．请大家跟我来吧!     

“’s所有格”大“展台”

大家好!名词所有格"家族"有"’s所有格"和"of所有格"两兄弟,今天"’s所有格"就来到了我们的"展台"上,它将为大家展示自己的风采!赶快来一睹为快吧!     

allow用法“大展台”

一、allow的常见意思有以下几种： 1．允许,准许,容许。例如： I can’t allow such a thing． 我不允许发生这样的事。     

“校园文化大展台”系列报道活动启事

今年,全省基础教育的重点工作之一是实施中小学文化建设工程,以丰富学校内涵,提升学校品质。为推动此项工作的开展,省教育厅将出台全省中小学校园文化建设指导意见,并于下半年召开全省普通中小学校园文化建设现场会,树立一批学校文化建设的典型。为及时反     

吃相大展台

每当吃饭的时候,如果你看见我们一家三口的吃相,你一定会觉得非常可笑。斯文的妈妈妈妈将筷子伸进一盘菜里,轻轻地夹起一片菜叶,放进嘴里,又扒了一小口饭,细嚼慢咽起来,那样子特别斯文,像一位典型的淑女。每次吃饭妈妈吃得最少,而且总是在最后吃完。爸爸为了逃避干家务活,编了一句顺口溜:“先吃不管,后吃刷碗。”自然,刷碗这件活就落在了妈妈身上。狼吞虎咽的爸爸爸爸吃起饭来大口大口的,好像有谁跟他抢似的,一碗汤一口就进了肚。妈妈才吃了两口饭,爸爸的饭碗就已经见底了,要是给他一个大鸡腿,他三口两口就吃完了,什么肉啊、菜啊……样样他…     

所有格大展台

大家好!“名词所有格”家族有“s”所有格和“of所有格”兄弟俩,它们都用来表示所属关系,意为“……的”。今天,“s所有格”就来到了我们的展台上,它将为大家展示自己的风采!赶快来一睹为快吧!所有格形式:表示有生命的名词与后面名词的所有关系。分为:名词 ’s所有格见下表:名词 ’s所有格*单数名词后直接加’s Jim’s coat吉姆的外套Jeff’s mother杰夫的妈妈*以s结尾的复数名词,只加’Teachers’Day教师节the twins’books双胞胎的书*不以s结尾的不规则的名词复数,加’s Children’s Day儿童节?men’s shoes男式鞋*表示两者共同拥有时,…     

神气活现的“’s”

一、“’s”可表示人或动物的所属关系。单数名词的所有格用“’s”来表示,复数名词的所有格用“’”来表示(不规则复数名词,其所有格仍用“’s”来表示)。如:     

“’s”用法一瞥

<正>八年级的同学对’s应该不会感到陌生。哪些词后面可以加’s呢?加了’s以后又会带来哪些意义上的变化呢?这些都大有讲究。下面我们就谈谈’s的用法:一、’s可用来表示名词的所有格,说明人或物的所属关系。名词所     

你知道“’s”吗

很高兴能在朋友的介绍下认识贵刊！我觉得贵刊是办得很不错的，对学生学习知识点很有帮助，学习英语需要多练，刊中的章有讲解也有练习是个最突出的优点，而练习的内容也很全面。     

Thoreau’s philosophy of “simplify”

The essay expounds the philosophy of Thoreau’s "simplify" in aspect of meaning and reason.Closely connected with the relationship between human and nature,it enables us to see the point of a brooding,simple and sensible life of Thoreau.The end clarifies on a question:according to Thoreau,what is to have a simplify life? That’s to care for little,listen to one’s heart and do what one likes.The conclusion comes with an advocation that people keep a simple life with little greed,and take it as an ulti mate cure for the bothering life of today.     

“格”啊，“格”！

目前，小学教学领域存在着众多的“格”（即标准、规定和要求），有课程标准之“格”、专家之“格”、校本之“格”。一些根本性的、规律性的“格”，规范、提升着我们的教学行为。对我们的教学具有普遍的积极意义，但某些“格”具有繁琐化、教条化的倾向。无形中成了教师的“紧箍咒”。在众“格”林立面前，教师应做到“心中有格”、“眼中有格”、“自成一格”。     

“一切”和“所有”

“一切”和“所有”都可用来统指事物的数量,它们在句中都可以作定语,且它们的所指一般都概指整个的,具有很大的不确定性。例如: (1)一切真知都是从直接经验     

“It’s All Shiny and There’s No Pollution”: Barbapapa’s Ark,Environmental Influences

The environmental picture book Barbapapa’s Ark was published in 1974. I was keeping a parent-observer record of my two children at the time. The book had a strong influence on them from ages three to six, moving them to query pollution and hunting, in book and environment, and as adults, becoming committed activists for the environment. Young children are routinely underestimated. Learning about the environment and conservation can begin well before formal education.     

Comparison between Ezra Pound’s “The River-Merchant’s Wife:A letter” and Li Bai’s “Journey to Chang Gan”

As an important imagist in American literary history,Ezra Pound's poems are famous for their originality both in style and language.The publication of Cathy,based on the adaptations of ancient Chinese poems,exerts a great influence on American poetry at the beginning of the 19th century.This paper is a comparison between the Ezra Pound's "The River-Merchant's Wife:A letter" and Li Bai's "Journey to Chang Gan".Through the comparison,it can be concluded that the translation of poetry is involved with not only the transfer in language,but also cultural image and thus a better understanding of the translation of poetry between different languages and cultures is achieved.     

“It’s not them,it’s me”: competing discourses in one aspiring teacher’s talk

In this paper, we deploy M.M. Bakhtin’s notions about how language works to understand aspiring teachers’ struggles about the intersecting roles race, class, gender, language background, and sexual orientation play in students’ school lives and learning. Through life-history interviews and document analysis, we investigated the authoritative and internally persuasive discourses one aspiring teacher brought with her and took from a 15-week long course on a predominantly White Midwestern public university campus. Ideas she encountered in the course and its required tutoring component challenged her thinking about how various facets of people’s lives (such as those we list above) and the contexts in which they live, work and are schooled, affect how they are perceived, what they know, and can do.     

莎士比亚十四行诗中“summer’s (s’) ...”词组的翻译

“夏天”是莎士比亚十四行诗中一个重要的意象。而由“夏日的……”组成的词组所传达的意象较“夏日”单独使用时的翻译要难。通过对梁宗岱、屠岸和梁实秋三位先生译文的对比,试图探究并评价三位译家在处理“夏日的……”词组的异同之处,以期为今后重译莎翁十四行诗的译者提供一些借鉴。