简介：付春敏老师向我们推荐了这篇罗德尼·马丁有关教师在培养学生写作结构中促进思维能力发展的文章。在文中我们可以看到,以英文为母语的西方,教师更加着力于对学生的构思结构"大局"观的思维培养。文中对培养学生写作结构思维能力的剖析,望能对老师们的教育教学有所启示。

简介：Basicmethodsofpreparingfoodshowgreatsimilaritythroughouttheworld,butEnglishcookingterms②some-timeshavespecialmeanings.Forexample,almostallcultureshavedevisedsomemeans③ofbaking④,thatiscookingbreadorotherfoodinanoven⑤.Boiling⑥,orcookingfoodinwaterorsomeotherliquid,isanotheruniversalpractice⑦.Arelatedprocess,stewing⑧,meanstoboilslowlyorgentlyamixtureusuallyofmeat,veget-ables,andwater.Stillanothercookingprocess,roasting⑨,

简介：Thearticlemainlydiscussesthenecessityofleading-ininEnglishclassandgivessomeeffectivemethodsofLeadinginonhowtoimprovestudents’learningenthusiasm.

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简介：Thispapertracesevidencefromneurobehaviouralresearchshowinghowlanguagefunctionsoccurinthebrainandsupporttheefficacyofdramaasamethodologyinalllanguagelearning.AccordingtoPribram’sholographicviewofthebrain,move-mentisintegraltothetransferenceofvocabularyfromtheposte-riorconvexitytothefrontalcortexwherewordsaretransformedintomeaningviapragmaticprocessingmechanismsandthenpro-ducedaslanguageinthemidbrainmotorstructurewhichisalsothecenterofemotion.Dramaismovementwithemotion.Wordswhichbecomeamplifiedwithmeaningduringthedramat-icprocesstraverseneuronalpathwaysfromthelexicographic,posteriorbraintotherightforebrainandconvergeinvocalex-pressioninthecentrencephalicmechanism.Withoutsuchmove-ment,meaningandoutputdonotoccur.Wordsimpregnatedwithmeaningintheemotionalmovementofthedramaticprocessparalleldrama-languagemovementswithinthebrainsothatlearningbecomesdeeplyembedded,retainedandeasilyrecalled.Testeddramamethodswhichreinforceorimprintsuchintra-brainlanguagefunctionsarebrieflyreviewedasisselecteddrama-languageresearchsupportingthedrama-brain-languageconcep-tualframeworkofholisticlanguagelearningtheory.Itisarguedthatlearningasecondlanguageaswellasafirstlanguagethroughdrama,thelanguageartformwhichimbuesthenarra-tiveandlanguagestructuresofanyculture,constitutesqualityeducation.

简介：Thispaperpresentstheviewthatspeakingandlisteningskillsshouldbetaughttogetherinwaythatre-flectsreal-lifecommunication.Suitableclassroomactivitiesareproposed.Theauthorspresenttheirownexperience,asChineselecturerandforeignexpert,inco-teachingtheircombinedclassesinordertointegratetheteachingofspeakingandlisteningskills.