美国人的诨名——Yankee

世界上不少国家的国民,除正式的名称外,还有一种诨名式的称呼。比如法国人好吃青蛙,就叫他们Frog-eater或Froggr;法国兵被称为Poilu,是因为他们身体上毛发丛生的缘故;澳大利亚人称为Aussie,当然是Australian的省略,又因该国盛产袋鼠而被称为Kangaroo,至于Digger这一绰     

神通广大的“R”

在26个英语字母中,R是很平常的一个,但是,在日常生活中,它的用处还挺多的呢!真可以说是神通广大!常去吃洋快餐的同学,一定很熟悉肯德基店(KFC)那个笑容可掬的老爷爷和麦当劳(MeDonald’s)里滑稽可笑的小丑叔叔。可是你们留心过吗?这些形象和字母几乎都有R的     

神通广大的“R”

小朋友,你在日常生活中是否经常见到大写的英文字母R？你了解它在以下情景中的含义吗,现在．让咱们一起来学学吧!     

神通广大的“R”

在26个英语字母中,“R”是很平常的一个,但是,在日常生活中,它的用处还有很多呢。常去吃洋快餐的同学,一定很熟悉肯德基(K FC)那个笑容可掬的老爷爷和麦当劳(M eD onald s)里滑稽可笑的小丑叔叔。可是你们留心过吗,这些形象和字母旁几乎都印有“R”的字样,这表明它们是经过注册的、国际公认的商标和形象,他人未经许可,不得随意使用。这里的“R”源自registered(注册)一词。喜欢看电视体育比赛节目的同学,有时会看到电视屏幕的左上方有个“R”在不停地闪烁,这是告诉观众:此刻正在播放的画面为重播。此处的“R”来源于英文replay(重放)。…     

“壳”读“ké”还是读“qiào”

在教学苏教版《恐龙》一课时,学生在读到“恐龙蛋的蛋壳十分坚硬”这句话时提出疑问,“壳”字该读“Ké”还是读“qiào”呢？     

The Intertextual Interpretation of “The Hours”

文章从互文性在文本中的具体表现手法入手,探讨迈克尔·坎宁安的《时时刻刻》与弗吉尼亚·伍尔夫的《达洛维夫人》、多丽丝·莱辛的《到十九号房间》、夏洛特·波金斯·吉尔曼的《黄壁纸》以及诸多神话故事、历史故事和民间传说之间的互文关系,试图＂澄清＂它并非某一文本的被动戏仿,而是作者迈克尔·坎宁安将他人的不同文本精心融合成一个包罗万象的＂大熔炉＂。     

“R”符号的来历

不知你注意过没有,凡医生用的处方笺上,都印有“R”符号。“R”是拉丁语“Recipe”的缩写,意为“取药”。它的由来还与古埃及的一个神话有关。鹭头人身的保健之神贺鲁斯幼年时非常聪明,而且心地善良、乐于助人。罪恶之神塞司因此而妒恨贺鲁斯,他担心贺鲁斯长大之后神力过人,就决定乘贺鲁斯年龄尚小时算计他。一天,贺鲁斯撞见塞司时,塞司狠狠地打了他一顿,使他双眼失明。贺鲁斯的母亲艾西施得知消息后非常生气,她立即召来了     

“钱文”·“年号钱”·“大顺通宝”

课本第 182～ 183页 :《清军入关和农民军的失败》一目下 ,有两幅图片。其中 ,在“大顺通宝”图片下注 :“大西政权使用的铜钱大顺通宝。”这样的安排和这样的文字解释 ,使部分教师产生误解。其一 ,认为这是张献忠“大西”政权使用过的 ,但却是李自成“大顺”政权铸造。其二 ,干脆认为课本注解错了 ,应改为“大顺政权使用的铜钱大顺通宝”。因为与课本配套的《教师教学用书》在第 2 5 9页上明明写着 :“结合讲解 ,可指导学生观看教材中的图画《湖北九宫山李自成陵墓》和《大顺政权使用的铜钱大顺通宝》。”实际上 ,这里的“大顺”当然是年号 ,而非政权名称。说到这里 ,笔者认为有必要对我国的铸币历史 ,特别是铸币上的文字即“钱文”作一简单介绍。我国最早的铸币是商代晚期铸造的铜贝。春秋战国时期 ,铸币已非常流行。各诸侯国都可自行铸币 ,所以铸币种类较多 ,形态、单位都不统一。这些铸币的共同特点是都有“钱文” ,钱文所铸或是铸币的产地 ,如铲币、燕国的刀币和爰金 ;或是铸币的面值或重量 ,如秦国的圆形方孔钱 ;齐国的刀币则铸有“齐法化”钱文 ,“法”有制造标准的意思 ,“化”即货字简体 ,“法化”即“法货” ,也就是标准...     

The “List” versus The “Sentence” Method of Teaching Spelling

ABSTRACT

Three types of student misbehavior, varying in severity, were measured in self-report surveys completed by excluded students: distracting others, resisting teachers’ attempts to ensure engagement with work, and aggressive behavior. Results show that excluded students exhibiting less severe misbehavior are more amenable to the logic of teacher explanations whereas students whose misbehavior is more severe appear to respond better to recognition of appropriate behavior before exclusion and follow-up discussions. The results indicate that teachers should be aware of the differential impact of classroom management techniques on students exhibiting different types of misbehavior.     

The“Good”Driver

A patrol car has been following this vehicle for about 30minutes now,when they finally decide to pull it over.Theofficer steps out and walks up to the driver’s window.“Good afternoon,sir.”“Good afternoon,any problems?”“No.sir.My partner and I have been following and observ-ing you for a half an hour now.We as certained that you havenot committed one single traffic violation,you have not goneover the speed limit by even 1 mph,you were courteoustowards the fellow drivers on the road.Ther…     

“The Subjective Necessity”

Abstract

Several recent articles on social work education have advocated for the inclusion of literature in the curriculum. The authors argue that the value of including works of literature in the social work curriculum extends beyond specific content to the reading process itself. They assert that the subjective values inherent in works of literature or film, as opposed to textbooks, can pose a necessary challenge to empirical thinking by exposing students to a diversity of narratives and narrative forms and by introducing ambiguity, critical thinking, and interpretive freedom into the classroom. An argument is made for including literature in a process of learning that is “dialogic” rather than “monologic” and that, by its practice and methodology more than its content, embodies and transmits the professional values of social work.     

“The Inspired Idiot”

The careers of faculty members pass through transitional stages, during which they may receive mentoring; develop competence; fulfill their institutionally specific responsibilities in teaching, research, and service; achieve career aspirations; and, hopefully, maintain enthusiasm for and commitment to their professional endeavors. The importance of providing appropriate, career-long professional growth opportunities is essential to help faculty members thrive.