关于till,until,before,by,to,up to,down to的比较

在中学英语教学中,till,until,by,before,t0,up to,down to 等表示时间的词语,学生掌握起来较为困难,经常导致错句、病句。对此,本文愿做一番比较并就教于方家。till 和 until1、till 和 until 内涵基本上相同。till 和 until 的选择主要是以惯用和平衡为准。till     

because of,thanks to,owing to和due to 辨析

because of ,thanks to,owing to和due to这四个词组都有“由于;因为”的意思,都不能引导从句。但它们的用法各异,现归纳如下: 一、because of是复合介词,其后接名词、代词或动名词、构成介词短语,作状语。例如:     

Learn to Share,Learn to Looe

Sometimes you give And I take And sometimes I give And you take     

跟我学“加”法——add…to,add to,add up,add up to辨析

add…to,add to,add up和add up to都有"加"的意思,它们有什么区别吗?请看:1.add…to意思是"把……加到……上去"。如:Please add my name to your mailing list.请把我的名字加入你们的邮件名单中。     

跟我学“加”法——add…to,add to,add up,add up to辨析

add...to, add to, add up和add up to都有“加”的意思,它们有什么区别吗？请看：     

话说at,in,on与to

看几道中考题: 1.——When did Mr Smith corlle here? —— nine 0’clock yesterdaY morning.(’02浙江宁波市) A.At B.Ft】r C.In D.On 2.the evening of May 3 1.the 2002 FIFA World Cup started inSouth Korea.(’02北京海淀区) A.On B.At C.Of D.In 3.Taiwan is part of China. It is the southeast of our country.(’02山东济南市) A.t0 B.Oil C.in D.at 上面三道中考试题中,其中l、2两道题均是在考查介词at,in,on与时间名词连用时的用法,它们的答案分别是1.A;2.A。而第三道中考题则是在考查介词in,on,to与方位名…     

一组易混情态动词的用法突破have to,must,ought to,should,need,had better

在英语中有一组表示责任、义务、需要或强制命令的情态动词,如have to,must,ought to,should,need,had better等,学生较难明白区分,下面试作一总结。     

Happy Birthday to You,彤彤

彤彤的两岁生日很快就到了,现在想想,小朋友的第一个生日Party还历历在目呢!2011年12月13日19点56分,经过六个多小时的努力,我们家的宝贝女儿彤彤终于出生了。时光飞逝,一年过去了,彤彤迎来了第一个生日。我和彤爸都特别重视,提前两个月就着手准备,希望能给彤彤留下难忘的成长记忆。     

Parents, please listen to me

I ’m a middle school student. I ’m a happy girl. I ’m out-going. I like singing, enjoy football and would like to play with my friends in the open air. But my mother keeps on shouting,“I f you have time, work hard at your lessons.”My teachers often give me too much homework to do and let me keep writing. I must keep a diary. On Sundays, I have to go to an art school to learn painting and handwriting. I have no free time to do other things. I think students must study hard first, take …     

Emphatically,not to judge?

McCabe's recent attempt to define programme evaluators (in BJTE 6:3) sidesteps the central issue of how quality might be assessed. In this paper, the view is taken that evaluators should primarily be responsible for opening up debate about what makes a programme good, that is, about criteria, expectations, standards, and attainability. Several possible reasons for the current lack of focus on these aspects are suggested. It follows that the traditional training grounds for evaluators, namely sociology and psychology, may be inadequate.     

To know,to decide,to act: the young child’s right to participate in action for the environment

This article draws on a research study that focused on young children’s involvement in an environmental curriculum that created for them opportunities to display their competence and confidence through knowing, deciding and acting for the environment within a supportive early childhood setting. When young children are involved in making decisions that affect their lives, including those decisions regarding sustainability and the natural environment, they are capable in contributing to the decision-making that leads them to purposeful action. The research revealed the importance of honouring the young child’s right to know about social and environmental issues; to be part of conversations and possible solutions; to have their ideas and contributions valued; to seek solutions with others in order to be able to take meaningful action. The article explores the notion that when the rights of young children are respected, they are confident advocates for the environment and for a more sustainable world.     

From rejection to ‘renuwel’ to renewal: Chairperson,faculty, and the research imperative

Faculty renewal can be better understood and implemented when the resonant meanings of the term renewal are more fully appreciated. The essay integrates an etymological history of that word with several concrete programs that a Chair and Department can undertake to increase the production of quality faculty research. The shifting and multiple definitions of this term since the time of Chaucer suggest its dynamic, varied applicability today in any practical attempt to increase our colleagues' productivity. The essay also describes four archetypal examples of faculty in need of research renewal, and each example is related to the development of literary history, to various psychologies of success and failure, and to the unusual workings of a research committee.Peter Balbert received his graduate degrees from Cornell University. He is currently professor of English and chair of the English Department at Trinity University in San Antonio, Texas. The author of three books on D.H. Lawrence, his essays on modern and contemporary fiction and on university administration have appeared in many academic journals and anthologies.     

Hello, Nice to Meet You!

Baby mouse goes to visit her grandparents with her mother . It's the first day for her to go out of their small house. Baby mouse is happy and excited. She looks around and walks after her mother curiously On their way they see a duck     

do,to do还是doing?

do,to do和doing是中学英语中十分重要且使用极其广泛的语法项目,也是中考中重要的考点。其运用正确与否常常难以把握。对于初学者来说,更是模糊不清。本文仅就其使用及其相互之间的对比问题作如下归纳,以供参考。     

Reliance to Independence: Approaches to learning in peer‐led undergraduate science,technology, engineering,and mathematics workshops

The phenomenographic ‘approach to learning’ literature holds that students’ approaches to learning can change depending on the learning context. This implies that, by modifying the learning context, teachers can change the way students approach learning, and this can ultimately lead to a change in learning outcomes. The study presented here examines one effort to modify a science, technology, engineering, and mathematics (STEM) learning context and the approaches to learning taken by students experiencing this environment. Using a qualitative, phenomenographic approach, we interviewed 45 students in a STEM peer‐led workshop programme at a large US research university. Similar to previous approach‐to‐learning research, the study identified three approaches students took to learning in the peer‐led programme, in which they focused on simply making it through the course, engaging more meaningfully with the material, and gaining better control over their own learning.     

Unawareness to Production,Dropout to Innovator—Primary teachers' understanding and use of a science,technology and society approach to science teaching

This paper investigates the process of teacher change in a group of 8 primary school teachers during their exposure to a science, technology and society (STS) approach to teaching Science in Swaziland. The research aimed to establish the effect of support given to teachers in using the approach through a series of workshops, followed by a 5-week supported implementation of the unit ‘matter and energy’. An analysis of the way in which the STS approach impacted on the classroom practice of the teachers yielded 2 outcomes that were hierarchical. First, teacher understanding of the approach was observed to go through levels of unawareness, recognition of differences in approach, utilisation, personalisation and production. Second, the teachers' level of use of the STS approach was observed to have been affected by their levels of understanding, characterised by the following typologies: dropouts, strugglers, domesticators, succeeders and innovators. Some relationship between levels of understanding and typology of use was found, however, the level of understanding was not the exclusive determinant of typology of use. Only teachers reaching the utilisation level were able to use the innovation in a sustainable way, while those at the level of unawareness were able to become domesticators, adapting the innovation to their usual teaching approach.     

情态动词should,ought to,had better的用法

Proverb (一) should的用法用茭体会读下面两个句子,注意should/shouldn't have done的用法。They should have handed in their homework yesterday.Lizzy shouldn't be at home by now,but she is.1.should表示劝