What Will You See in the Future？

年纪一年年增长。Brad却越老越有精神。他跟夫人Wendy一起出游,呼朋唤友叙旧,还跟中国的学生们通信,日子过得有声有色。出乎他意料的是。在与中国学生的通信过程中,他获益匪浅。那就是,他发现了一个全新的世界,而那个世界充满着无限的可能……     

浅析can与be able to

情态动词“can”,过去式“could”,它们在用法上与“be able to”既有区别,又有联系,是高考中常考到的一个知识要点.本篇列出从’84MET到’97NMET测试中出现的六道高考单项选择题略作分析,供同学们参考.l.0nly in this way____ progress in yourEnglish.     

Reading Comprehension:What Will the Snakehead Bring to the Potomac River?

The toothy A sian fish—snakeheads arefar from the river’s only invaders. O ver tim ethe Potom ac has been altered by hum an.There are A sian clam s and thickets of grassoriginally from Southeast A sia. Largem outhbass(黑鲈) and channel catfish(鲶 鱼), trans鄄planted from other parts of the U nited States,share the Potom ac w ith carp(鲤 鱼) native toA sia.Feral goldfish have been spotted—biggerand brow ner than usual after being liberatedfrom their fishbowls. A nd scientists estim ateth…     

What Makes the Difference? Teachers Explore What Must be Taught and What Must be Learned in Order to Understand the Particulate Character of Matter

The concept of matter, especially its particulate nature, is acknowledged as being one of the key concept areas in learning science. Within the framework of learning studies and variation theory, and with results from science education research as a starting point, six lower secondary school science teachers tried to enhance students’ learning by exploring what must be learnt in order to understand the concept in specific way. It was found that variation theory was a useful guiding principle when teachers are engaged in pedagogical design, analysis of lessons, and evaluation of students learning, as well as a valuable tool for adapting research results into practice.     

如何使用can和be able to

作情态动词用的can和“be able to”都表示“能”或“会”的意思,且用法很灵活。如何能准确地区分它们呢?现对此作一简要介绍:1.表示将来时意义时,can没有“shall/be able to”的意思强。请比较:Can you go?(你能去吗?)She will be able to get there on tim e before five.5点前她会准时到那儿的。2.can不能与其他情态动词连用;而“be able to”能与情态动词连用,并且还可以表示完成的动作。例如:Chen H ong has been able to go to Beijing several tim es this year.今年陈红已有了好几次去北京的机会。Y ou m ay be able to do so.你…     

What are you going to do?

新年到了,辞旧迎新之时,美国人常向别人表明他们新的一年的打算,这就是他们的New Year's resolutions(决心)。同学们在新年开始也一定有很多计划吧,怎么用英语说出来呢?跟我老T来学几个句型吧。I’m going to study hard.我打算好好学习。I want to do more exercises.我想加强     

What do they do?

Four friends live in a small town. Their names are:Cook, Miller, Smith and Garter.They have different jobs. One is a policeman; one is a worker;one is a farmer; one is a doctor.One day Cook's son breaks(摔断) his leg, and Cook takes him to the doctor. The doctor's sister is Smith's wife. The farmer isn't married (结婚). He has a lot of chicks. Miller often buys eggs from Garter. The policeman's house is near Smith's, so he sees Smith every day.     

What Will She Say?

Bob:Dad, every time when the TV news is over, the announcer says "Good night" to us. If we turn the TV off, what will she say?Dad:" Power cut again?" (江河供稿)     

What do the public know about anatomy? Anatomy education to the public and the implications

Public knowledge of the anatomical “self” is lacking and evidence points towards a growing need for anatomy education to the wider public. The public were offered the opportunity to learn human anatomy and complete an anatomical knowledge survey afterwards. Sixty‐three participants volunteered to attempt to place 20 anatomical structures on a blank human body template. Responses were scored independently and then collated. A mixed effects logistic model was used to examine any associations with participants’ as a random effect and all other factors as fixed effects. Results showed a statistically significant quadratic trend with age. Participants in health‐related employment scored significantly higher than those not in health‐related employment. There was a significant interaction between gender and organ type with males scoring higher than females in identifying muscles, but not in identifying internal organs. The current study demonstrates the general public's eagerness to learn anatomy despite their limited knowledge of the human body, and the need for widening participation. Furthermore, it raises an awareness of the anatomical literacy needs of the general public, especially in school children and young adults. Furthermore, it emphasizes the value of health literacy as a focus in undergraduate medical education. Anatomy literacy appears to be neglected, and this experience provides an example of a possible mode of public engagement in anatomy. Anat Sci Educ 11: 117–123. © 2017 American Association of Anatomists.     

What do set facilitators bring to the party? (And do we need them?)

This account of practice discusses the learning of a set that met for five years as part of undertaking a research degree. It focuses on questions relating to the role of the facilitator that emerge from the experience of an action learning set that was first helped by an external facilitator and that, after 18 months, became self-facilitating. Key to our success as a set was the openness to the emergent learning about the process; each difficulty we faced (as a set and individually) was taken as an opportunity for deepening our learning about set dynamics and facilitation. This article shares some of the highs and lows of our journey, illustrating how we learned to be an effective set that became self-facilitating.     

What do citizens need to know? An analysis of knowledge in citizenship curricula in the UK and Ireland

Contemporary citizenship education tends to focus on the development of skills through real experiences, which has led to a relative neglect or simplification of knowledge and understanding. This article outlines a framework for analysing citizenship curricula drawing on Young’s notion of ‘powerful knowledge’ and ‘knowledge of the powerful’ and on Shulman’s account of subject knowledge, which includes substantive concepts and epistemic criteria. These ideas are used to analyse the citizenship curricula in the four nations of the UK and Ireland to assess the extent to which they provide an adequate account of knowledge and understanding of citizenship. The article concludes that it is important to reconsider the relationship between the genuinely educational aspects of citizenship education (where ‘powerful knowledge’ opens up new and diverse understandings) from the normative aims, which are more akin to a form of socialisation (where ‘knowledge of the powerful’ closes down certain possibilities).     

Are we able to pass the mission of statistics to students?

The article illustrates our long term experience in teaching statistics for non‐statisticians, especially for students of economics and humanities. The article is focused on some problems of the basic course that can weaken the interest in statistics or lead to false use of statistic methods.