怎样区别How often,How long,How many与How soon?

How often多久一次;How long多久;How many多少;Howsoon多久后I.How often对never,hardly ever,once a month等表示频率的词进行提问。eg:I hardlyever exercise.(对画线部分提问)Howoften doyou exercise?II.How many对数字提问,且在后面How many要跟一个复数名词。eg:Theygo to the movies5times a month.(对画线部分提问)Dotheygotothe movies5times a month?Howmanytimes dotheygotothe movies?She eats onlyone eggfor breakfast.Does she eat one eggfor breakfast?Howmanyeggs does she eat for breakfast?III.How long对一…     

How many & How much

Clever Mouse and Miss Bee are shopping at a supermarket. Clever Mouse: How much is the book? Shopgirl: $ 5. Miss Bee: How many bananas do you want to buy? Clever Mouse: Nine. Miss Bee, how much juice is there in the fridge? Miss Bee: None. Let's buy some. 难点一、How many 和 How much 的意 思都为“多少”, 大都用于疑问句中。 难点二、How many 用于可数名词前, 如: How many books do you have? 难点三、How much 用于不可数名词 前, 如: How much juice is left? 难点四、询问价格时用 How much, 如: …     

辨析How often，How soon，How long和How many times

Howoften，Howsoon，Howlong和Howmanytimes这四个短语都是由how构成的疑问词组，它们的意思各不相同，同学们在平时不加以认真辨析的话，做题时就会常常犯错。现将这四个短语的具体区别归纳如下，供同学们参考。     

Atoms — How small, and how large!

The spatial extent of a free or an isolated atom can be gauged by defining its radius, and there are several different ways in which this quantity can be defined. Four of them are considered in this article. Quantum mechanical wave functions are employed to estimate the most probable and the average radii of atoms. Atomic polarizability radius and van der Waals radius are also considered, and all the four radii are examined across the periodic table. Atomic ions are then briefly dwelt upon, and a big contrast is noted in the sizes of (free) Li⁺ ion and the exotic H^? ion, both iso-electronic with helium atom. Brief mention is also made of large exotic species like the metastable atoms and Rydberg atoms. The article seeks to provide a quantitative glimpse of how small or large the atomic systems can be.     

Reading, arithmetic, and task orientation—How are they related?

A sample of 60 children in Grade 3 was followed over one year. In the first year, an extensive battery of assessments was used including aspects of reading, arithmetic, and working memory. Teachers rated the children on 7-point scales on various motivational dimensions summarized to a total score tentatively called task orientation. In the follow-up assessment one year later, the testing and teacher ratings were repeated. The cross-sectional correlations between reading, arithmetic, and task orientation were all high (about +.70). The high correlation between reading and arithmetic decreased significantly when task orientation was partialed out, and it was further reduced when working memory as assessed by backward digit span was added to the controlling factors. Also, teacher ratings of cognitive ability and language development accounted for some of the common variance between reading and arithmetic. The correlation between task orientation and school achievement cannot be causally interpreted in cross-sectional designs. Some support for a “causal” hypothesis, however, was obtained in crosslagged correlation analyses indicating that task orientation in Grade 3 may have a causal impact on the level of performance in reading, and in arithmetic in Grade 4. Most likely, however, there is also a reciprocal relationship.     

How Adults’ Actions,Outcomes, and Testimony Affect Preschoolers’ Persistence

Across four experiments, we looked at how 4- and 5-year-olds' (n = 520) task persistence was affected by observations of adult actions (high or low effort), outcomes (success or failure), and testimony (setting expectations—“This will be hard,” pep talks—“You can do this,” value statements—“Trying hard is important,” and baseline). Across experiments, outcomes had the biggest impact: preschoolers consistently tried harder after seeing the adult succeed than fail. Additionally, adult effort affected children’s persistence, but only when the adult succeeded. Finally, children’s persistence was highest when the adult both succeeded and practiced what she preached: exerting effort while testifying to its value.     

How to

春天到了,伴着你过冬的手套千万不要丢掉哦,你可以把它变成有趣的手套娃娃!     

How Flowers

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How Cool

.一~一_一一一(~一爪/At性俊呈攀彩少n00,2 Ttook a goodbook了玉‘And sat by the pool inthe woo〔l,1 soon took offmybootAn(I put my foot in the pool.Oh!How cool,how eool.簌朴书童黔默珍劳网玲l亩毒11舀对冰棍吻华嗯cgg!博户到籍蒸How Cool@朱丽骏 @柴立青     

How Much Do They Understand? Lectures,students and comprehension

A recent study into tertiary literacy (Reid, Kirkpatrick, & Mulligan, 1998) found that many students have problems with comprehension and note-taking in lectures and that students from non-English speaking backgrounds (NESB) reported particular difficulty. Despite the increase in the number of international students attending Australian universities over the past decade, it seems that many lecturers are still failing to accommodate the cultural and linguistic diversity of the classes they teach. The study reported here aimed to determine the nature and extent of problems experienced by NESB students in comprehending lectures and found significant gaps in understanding: slightly fewer than 1 in 10 NESB students was able to understand the content and intent of their lectures very well. More disturbingly, almost one-quarter of them had not understood much of the lectures at all. The paper offers some suggested strategies for change—for those who prepare students for university study, for the students themselves, and for the lecturers who teach them.     

British bi-lateral assistance to education: How much,to whom,and why?

This paper describes the magnitude of British bi-lateral support for educational development and develops an analysis of recent patterns of disbursement.¹ Educational assistance was given to 111 countries between 1989 and 1991. Sub-Saharan African countries received more than other regions and most of the disbursement for education that was classified by sector was directed towards higher education. Amongst major recipient countries more educational assistance per capita tends to be given to countries with relatively greater Gross National Products per Capita and Human Development Indices, smaller populations, higher Gross Enrolment Ratios and smaller gender disparities in enrolments at primary level, and those which spend a greater proportion of GNP on education. The paper explores possible reasons for what is observed and the tensions between over-arching assistance policy and actual disbursement patterns. Concluding remarks draw together some of the main observations and suggest issues for further consideration.     

How the learning context affects adolescents’ goal orientation,effort, and learning strategies

Abstract

Research has shown that there are positive associations between students' goals and learning behavior. However, less is known about these associations for adolescent students in competency-based learning compared to adolescent students in teacher-directed learning. The current study was conceptualized with the aim of getting more in-depth information about competency-based learning with a competency matrix based on trait-based scales for students' self-assessment vs. teacher-directed learning. The sample consists of 846 (M_age?=?14.06; SD?=?0.94) middle adolescent students (8^th-9^th grades) from secondary schools in Germany. By using latent mean comparison and multigroup structural equation modelling in Mplus, it could be shown that the association between mastery goals and learning behavior is stronger in competency-based learning and performance-approach goals have a positive effect to effort investment. Furthermore, students of competency-based learning report higher values in mastery goals, effort investment and elaboration.     

How to Swim

Tom was taking walk along the river bankwhile he heard a cry for help.He looked roundand found a man who was nearly drowned inwater.But Tom eouldn’t swim.What wouldhe do?Suddenly a good idea came into him.Hequickly ran to his home which wasn’t far away from     

How的妙用

１.问年龄，用Howold。例：Howoldareyou？２.问距离，用Howfar。例：HowfarisitfromretoNanchang？３.问价格，用Howch。例：Howmuchisthe？４.问天气。例：How’stheweatheretoday？５.问多少，用Howmany＋可数名词或Howmuch＋不可数名词。例：①Howmanybooksdoyouhave？②Howmuchmilkdoyouwant？６.问多长时间，用Howlong，回答时要用“for＋一段时间”应答。例：HowlonghaveyoulivedinBeijing？Forayear．７.问频率，用Howof鄄ten，回答用具体的时间和次数或频度副词often，always，sometimes等。例：Howoftendoyouwritetoyourp…     

How疑问句大观园

1.询问身体健康等情形,用how。如:①How are you?②How do you do?③How’s your father feeling today?2.询问方式,用how。如:①How does he go to work?②How do you spell the word?3.询问天气状况,用how。如:How is the weather in Shen Yang?4.询问年龄,用how old。如:How old is your father?     

How的用法

how最常见的用法是表示方法、手段、状态等,意为"怎么、如何".其实,它的用法还多着呢.     

How cute!

Howcute!———真可爱,真漂亮!“How+形容词”可以表示感叹,我们也可以夸奖一个人:Howclever。———真聪明!Howbeautiful。———真漂亮!犤kju:t犦pound犤paund犦磅shopkeeper['pki:p]店主scale[skeil犦秤,天平weigh[wei]称……重量母亲:我让我的孩子买两磅苹果,可你只给了他一磅半。店主:我们的秤没问题,太太。你有没有称称你孩子的重量?Isentmylittleboyfortwopoundsofapple,butyougavehimonlyapoundandhalf.Myscalesareallright,madam.Haveyouweighedyourlittleboy?How cute!@末末…     

How Cities Began

Do you live in a city? Do you know how cities began? Long ago, the world had only a few thousand people. These people moved from place to place. They moved over the land, hunting animals for food.