寻求帮助

我们总会遇到这样或者那样的问题,下面这些句子将让你在寻求帮助和回应别人的请求时游刃有余,一起来看看吧。请你帮忙开个门好吗？我能问你个问题吗？请帮我个忙。能请你帮个忙吗？能帮忙移一下冰箱吗？请帮我拿下外套。给我冲杯咖啡,好吗？明天要有时间就给我打个电话。您能告诉我在哪儿能找到这些书吗？能帮我关一下窗户吗？（你介意关下窗户吗？）当然了。     

THAN I还是THAT ME

普遍认为,比较结构中,than既可以作连词,后面接代词主格,也可以作介词,后接代词宾格,只是语体不同。运用功能语法中信息焦点理论和me在法语中的对应形式,以COCA语料库中than I和than me的所有索引作参考,进行对比和分析,指出比较从句than me中的me并不是人称代词的宾格形式,而是主格代词I的重读形式。因此,不能说这里的than就是介词,换言之,me不能使than的词性发生改变。     

One Thing I'm Proud of

<正>学生作文One thing I am proud of is that I hadn’t cried out when you died.Hanging oppressively low in the sky,clouds were curved and accomplished by the ruthless winds.You left me in such a dull and dark day.Irresistably,our old golden time hit me.The first Chinese character you taught me.The same dishes you cooked for me out of a casual word from me.The tears welling up in your     

问路与指路

1.Excuse me, which is the way to the station？ 2.Excuse me, how can I get to the zoo？ 3. Excuse me, could you tell me where the nearest restaurant（餐馆）is？ 4.Could you please tell me the way to the Beihai Park？     

“有我之境”与审美移情

“有我之境”与移情作用相关联。“有我之境”中,主体总比较显露地表现自己的情感趋向,外物随着“我”的意识和情感的流动而飞跃。但艺术创作和欣赏中主体的情感投射是一种普遍的趋向。“无我之境”中,主体物化为作为对象的客体,与客体相互流连,物我距离消失了,也伴随着移情的产生。     

我的退役告别信

亲爱的朋友们： 近15年来,我们都是彼此生活的一部分。作为一名代表中国在国际赛场上征战的网球运动员,我经历了上百场比赛,其中包括WTA（国际女子网球协会）巡回赛,作为联合会杯中国队队员,我也参加了全运会和几届奥运会。这期间有你们一直陪在我身边。支持我,鼓励我,激励我发掘自己更多的潜力。     

An Australian s Perspective of an American University

Since high school I have always wanted to study in a country other than my own. However my parents always informed me that it was too expensive. This was until luck turned my way one day while I was at university. My advisor called me and asked me to go and see him as soon as possible. I just knew it had to be good news. I could barely stand the suspense and went to his office with a nervous happiness in my tummy My advisor told me that I had been offered a scholarship to study at Central Washington Univers...     

To be a Teacher is to Make Revolution

One day in June, at 8:30 in the evening, after I had just concluded a seminar on education, a student came to see me. His first words were: "Teacher, I don't want to live any more. Please help me." His timid, anxious, and apprehensive expression told me here was a person with frustrations in his life. I asked him what was the matter. He glanced at me and hesitated a long moment before plucking up the courage to say: "They say the way I look at girls isn't right."     

A perplexed story

This piece of life‐story—or, to give it its grand title, auto‐ethnographic research—owes its initial impetus in becoming a written project to a photograph someone took of me in a London secondary school staffroom early on in my teaching career. The young man in the photograph peers out at me from my office wall. Sometime last year, he began to compel me to dig around in filing cabinets for the journals, occasional poems and other dusty relics of a teaching life; it seems he has helped me to recollect the social and historical experiences that have affected my development.     

教师职业认同的内涵与结构

教师职业认同是指教师个体在将自己的职业角色内化为自我一部分的过程中,内化的职业角色和自我其他部分建立一致性关系的过程及其结果。其结构是一个二阶一因子,一阶三因子的阶梯结构,是由职业—物质我、职业—社会我、职业—精神我等因素构成的既分层、有梯次又紧密结合,既独立、有特质又紧密相连,密不可分的整体或共同体。     

ללמוד וללמד את העתיד

I came into Jewish Education through the back door. I had never attended Hebrew Teachers' College nor a Hebrew High School, having received private instruction in Bible and Talmud from two teachers. The first was an unsuccessful real-estate salesman and the second a teacher at a Brooklyn yeshivah. Contrary to all the professional theories, the real-estate man turned Hebrew teacher was more successful with me. He taught me a love of the Bible, especially the major Prophets, which has endured until today and has informed my philosophy of life. I was not as zealous a student as he was a teacher. Quite often he had to go a block or two from our house to “snatch” me away by a crook of the finger from a ball-game. Once seated with him, his love of the Bible transmitted itself to me and he would make me learn chapters by heart and as though I were Isaiah addressing the people of Jerusalem.     

A Teacher of the Old School

My grandfather was a teacher. He was the headteacher of a school for boys between the ages of thirteen and eighteen. I know that he was a kind and gentle man at heart, because when I was young(and he was old), he gave me presents, and sat me on his knee, and told me stories. But I believe the boys at his school were afraid of him.     

心灵日记

8月5日 爱是我能给予自己的最好礼物。我没必要从自身之外去寻她,因为爱已存吾心。我的父母、朋友、爱人或许都没有给予我我需要的爱     

Preparing preschoolers for creative writing

Recently I joined a health club. On my first visit to the club I was introduced to Fred, my counselor. Fred asked if I had ever belonged to a health club. I had not. He took me to the free weight room and showed me how to exercise with barbells. He showed me treadmills, stationary bicycles, and 48 different weight-lifting machines.Gerald Giordano is Associate Professor of Education at New Mexico State University in Las Cruces.     

钢琴教育之我见

钢琴教学终究是艺术教育范畴内的一个课题,提高学生音乐修养,促进学生身心谐和发展是钢琴教育的核心目标。钢琴教育必须坚持以审美要求为龙头,以演奏心理为着力点,从而完成“有他没我”、“有他有我”直至“有我没他”的艺术创造境界。     

海风

海风亲吻我的面颊,它清凉而成成的味道,净化着我呼吸的空气;海风抚摸我的皮肤,它柔情的触摸,温存而大胆,就像一个情人;海风拂动我的头发,它永不停息的运动,澄清我的大脑,赋予我平静;海风驱散我心中的阴霾,带给我无穷的快乐和鼓舞,就像大海宽广的胸怀;     

Bancewithmyfather和爸爸跳舞

一个孩子对父亲的思念 小时候，生活还没有带走所有的天真， 爸爸常把我高高举起，跟妈妈和我跳舞，然后 抱着我旋转直到我睡着。 然后他抱我上楼， 我敢肯定，他爱着我。     

The rain

I used to be a boy deeply loving the rain.Running in the rain without my beautiful umbrella was once one of my favorite things.However,as time went by,I was not even the half the one I had been.The rain would bring me some convenience,like no P.E.class that day.In another way,it made me depressed.Loneliness came to bother me all day.Facing the crowded bus,I felt somewhat complicated.Though it took me more time and strength,I still enjoyed walking home.At least I didn't have to stay out of breath on the hot wet bus...     

感叹句中副词“多”与“多么”的对比研究

带“多”与“多么”字的感叹句有很大的相似之处,副词“多（多么）”赋予了句子强烈的感情色彩,使感叹句有明确的对象性,并且它们的句法位置都很灵活。但带副词“多”与“多么”字的感叹句在语义和语用上具有情感强度和交际效果的差异,句法结构方面的个性特征差异更加突出,集中表现在几种句式或结构对“多”和“多么”选择上的不同倾向性。     

长颈鹿

你好,我妈妈告诉你：“当你和别人说话时,应该看着别人的眼睛。”可是你太高了。请你原谅我不能看着你的眼睛说话好吗？