翻译和例句:
into the soil. If they get into the food chain (链条), they damage our bodies.The serious impact also stretches ……
) your progress. With each completed habit, you can build a longer chain (链条) to encourage yourself more... track and analyze (分析) your progress. With each completed habit, you can build a longer chain (链条 ……
habit, you can build a longer chain (链条) to encourage yourself more. If you find it hard to start a new... (分析) your progress. After finishing each habit, you can build a longer chain (链条) to encourage ……
(链条). They eat phytoplankton (浮游植物), while they are eaten by fish, squid, seabirds, penguins, seals... food chain (链条). They eat phytoplankton (浮游植物), while they are eaten by fish, squid, seabirds ……
试点着眼教师队伍建设的重点难点问题,以推进教师队伍建设全链条协同创新为目标,以推进教师培养发展、师德师风、综合管理、待遇保障等综合改革为着力点,推动各地创新加强教师队伍建设的政策措施,系统...试点着眼教师队伍建设的重点难点问题,以推进教师队伍建设全链条协同创新为目标,以推进教师培养发展、师德师风、综合管理、待遇保障等综合改革为着力点,推动各地创新加强教师队伍建设的政策措施,系统推进教师队伍建设改革。 ……
教师要关注学生提出问题、解决问题能力的培养。从而发展其高级的批判性和发散性地理英语思维。3.关键词条链与地理英语思维的逐步形成地理双语教学过程中,地理双语教师要积极引导学生梳理出地理双语学习的关键词,并建构链条,形成...词条链”。关键词条要想对学生形成地理英语思维起到积极的推动作用,教师还要引导学生建立起能够表明关键词条间内在联系的链条。当学生在学习过程中在头脑里建立起这些关键词的链条后,自然会不断丰富链条的内涵,完善 ……
效果也取决于词汇衔接关系的远近。关系越近,效果越明显。或者说,词汇的相对集中才能产生衔接效果。从这个意义上说,整个语篇就是一个大链条,其中包括若干小的词汇链。有些搭配链虽然看似与主题无关,但语 ……
problem is making sure the skirt is not too close to the chain (链条)."It's just like having long pants ……
to the top of a mountain. There, he asked someone to tie him down with metal chains (链条). Every day, he ……
to the top of a mountain. There, he asked someone to tie him down with metal chains (链条). Every day, he ……
练目的。讨论后的必要动作是“汇报讨论结果”,形成进一步的思考和研讨争论,这是“陈述表达技能”的训练目的。这样的教学活动链条形成的是“思维链条”。3.4 审辩式思维方法训练审辩式思维技能有十多种,适合大学阶段人才培养的有核心技能“推论”和“争论”。审辩式思维技能还有一个重要的核心技能是“反思”,最重要的是通过反思找到改进的方法。审辩式思维技能的训练需要教学设计,形成“思维链条”并将其外化显性化作品化。3.5 ……
(链条). Every day, he sent an eagle (鹰) to eat Prometheus’ liver (肝). At the end of each day, his liver ……
(链条). Every day, he sent an eagle (鹰) to eat Prometheus’ liver (肝). At the end of each day, his ……
Prometheus chained (用链条栓) to a rock, far away from Olympus. But this isn’t enough for Zeus. Prometheus ……
看不到它者文化的可取之处以及更广阔的天地。这两种情况都属于大会主旨发言人汕头大学的毛思慧教授所提及的单一文化视角。为了打破这种权利链条上的高低之分,毛思慧教授建议我们应以glocal的视角去思考英语教育,即立足本土、放眼...是被动接受者,受到来自教师的凝视。对此,我认为,教师话语应包括肢体语言。其次,教师可利用幽默元素,将其体现在课堂教学设计和教师言语中。幽默可在一定程度上打破权利链条的高低之分。如果幽默能恰当地融入日常教学中,相信 ……
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