《IN THE MIDDLE》(2)UNIT 5

~~《IN THE MIDDLE》(2)UNIT 5     

《IN THE MIDDLE》(2) UNIT 4

~~《IN THE MIDDLE》(2) UNIT 4     

《IN THE MIDDLE》(2)UNIT6

Ms.Goldstein:I'd like you to imagine that it's the year 3000.A team of anthropologists is hunting through the ruins of Kennedy Middle School.They wonder about life here.They wonder about what we were like.     

《IN THE MIDDLE》(2) UNIT11 THIS IS MY FAMILY!

This is Lisa Tanaka reporting live fromKennedy Middle School.This week'ssegment of"Teens Today"will focus ofthe family,Families in the United Statesare changing dramatically.Let's beginwith a look at the statistics.     

《IN THE MIDDLE》UNIT9

{Mo.va。“,,‘:11弓;、l丫犷名心口1肠crbe空In,s仪R已气认花,e试CI口‘‘.E勺l砖k.仁‘L.卜八践一玄de峡C吧二穿!决伟‘知即11乙UnIN‘口丫OUIW】lat does the eTaoh tell vou气Y。竺{竺竺份严“,{w卜。,.,vou,favor:,es‘“001 subiec,“声,口侧,口月‘口︺J州﹃州曰日...月.Numbe, of弓tud.nt:回TuN一N‘一N.Listen to the question. Write down the an,werZ/矛iee.月.J月翩睁.百若r勺1.了AL时IN‘IT OUT. Find out more aboul your elassmates.阵冬1 .Thinlc ofquestions to ask.Your teaeher will writes认questions …     

《IN THE MIDDLE》UNIT 8

UNIT 8THIS IS OURSTUDENT HANDBOOK! Look at the picture.Listen to the conversation.TUNINGIN.Now listen again.Point to the person who is talking.     

《IN THE MIDDLE》UNIT 7

即翼暴 秘LE下写(ALL丫OURUNCL【眨习TU材l目‘厄目盖‘一拭切i霍械i翰~暑莽聂器轰弋龚熟葵月不孵豁漱翅毒麦盆l二觅幻石旅公七吸王1 .r蛋!窗口‘t_解UL羁感醒妇咖褂l藕缎瑞渐书言猪齐石‘于忠邻器王烙双民龚靴舀云;茄令火J为WI1at’s your telePhone number? Ask and answer几n月讨盯已rMrs.Park:Are you all waiting tosee me?What's wrong with you,Lori?Lori:I have a headache.Mrs.Park:what's wrong with you,Shelley?Shelley:I have a stomachache.Mrs.Park:And what's wrong with you,Chip?Chip:My foot hurts.·。…     

《IN THE MIDDLE》(2)LET''''S HAVE A PARTY FOR JUAN!UNIT8

Lori:It's Juan's birthday next week. Let's have a party!Chip:That's a great idea!Where should we have it?Lori:We can have it at my house.I'm sure it'll be OK with my parents.Chip:Great!Who should we invite?Lori:Well let's see.Michelle and Zaida and Leslie.John and David and Tran...Chip:How about Neelam and Tomas?Lori:Definitely.They're really nice.Chip:And how about that new girl.What's her name?Lori:Nancy Bragwell?Well...Ok.     

国际教材交流《IN THE MIDDLE》UNIT 4(英文)

I LIKE MY MORNING CLASSES!TUNING IN. Look at the picture and the school map. Listen to the conversation Now listen again.Trace Chip's directions on the map.     

《IN THE MIDDLE》(2) UNIT 10 WHAT''''S HAPPENINGTO MY BODY?

~~《IN THE MIDDLE》(2) UNIT 10 WHAT'S HAPPENINGTO MY BODY?@于哲     

最新英美教材选登 IN THE MIDDLE UNIT 3(英文)

I'M TAKING ESL!TUNING IN.Look at the picture.Listen to the conversation.Now listen again.Point to the person who is speaking.     

《IN THE MIDDLE》(2)UNIT3——WHY DON''''T YOU SLEEP OVER?

~~《IN THE MIDDLE》(2)UNIT3——WHY DON'T YOU SLEEP OVER?     

《IN THE MIDDLE》(2)—— WHAT ARE FAMILIES FOR,ANYWAY? UNIT9

Chip:I don't have a shirt to wear!Where's Mom?Joe:She's making our lunches.Chip:What about Dad?Joe:He's fixing breakfast.Chip:Well,what about Trevor?He knows how to inron!Joe:He's taking a shower.Chip:Where's Patrick?     

THERE''''S SOMETHING IN THE MATTRESS(床垫)

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《IN THE MIDDLE》 UNITS 5

I LIKE MY AFTERNOON CLASSES, TOO!Look at the map. Listen to the conversation. Now listen again. Trace the route on the school map as Chip give Juan directions.     

CLAUSE AS THE TRANSLATION UNIT IN CHINESE TO ENGLISH TRANSLATION

On the basis of Halliday's theory, this paper makes it clear that clause as the translation unit is operational in Chinese to English translation and expounds the application of clause as the translation unit with some examples.     

CLAUSE AS THE TRANSLATION UNIT IN CHINESE TO ENGLISH TRANSLATION

On the basis of Halliday‘ s theory, this paper makes it clear that clause as the translation unit is oper-ational in Chinese to English translation and expounds the application of clause as the translation unit with some exam-pies.     

THE LEVELS OF DECISION MAKING IN MULTI‐UNIT COMMUNITY COLLEGE SYSTEMS

This study advances a foundation for future exploration of applied understandings of factors that influence decision levels in multi‐unit community college systems. The purposes of the study were to examine the levels at which decisions were made in nine selected decision areas, and to determine the relationship between (a) the levels at which decisions were made in systems, (b) the factors of institutional size and history, and (c) the number of system‐level personnel. The data for analysis were collected from 26 community college systems that were responsible for only a portion of higher education in the state, had a system‐level president or chancellor as the chief executive officer, and had a central office separate from the campuses in the system. The Aston method of collecting data from formal organizations was utilized to identify the formal structure and context of the systems. The major findings are that faculty‐ and student‐related matters are generally decided at the campus level and that major managerial matters are generally decided at the central‐office level.     

A SUPERFICAL VIEW OF THE OBJECT TEACHING METHOD IN JUNIOR MIDDLE SCHOOL ENGLISH TEACHING

ＡＳＵＰＥＲＦＩＣＡＬＶＩＥＷＯＦＴＨＥＯＢＪＥＣＴＴＥＡＣＨＩＮＧＭＥＴＨＯＤＩＮＪＵＮＩＯＲＭＩＤＤＬＥＳＣＨＯＯＬＥＮＧＬＩＳＨＴＥＡＣＨＩＮＧＬｕｏＪｉａｎｈｕａＫｅｙｗｏｒｄｓ：ＯｂｊｅｃｔＴｅａｃｈｉｎｇ；ＪｕｎｉｏｒＭｉｄｄｌｅＳｃｈｏ...     

高三英语单元同步精练(一)——人教版高三UNIT 1-2(连载)

18提出申请(或要求等) 19提出，想出，提供欢呼起来Get of…更充分地理解一走向;有利于，有助于sth be f.iliar_sb某事被…所知sb bef舰iliar_sth某人知晓某事_ha伽ny_与…和谐相处以……的名义:代equip sb_sth用…装备…激发某人做…in for交换…回溯到…作为回报一大笔钱耗尽