Forum: A Journal for the Teacher of English Outside the United StatesUnited States Information Agency, 1993 |
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3 ページ
... present a convincing case for re- garding Hong Kong as essentially sepa- ratist in sociocultural terms , while Pier- son and Fu's ( 1982 ) findings point up an important linguistic consequence of this duality — that is , Hong Kong ...
... present a convincing case for re- garding Hong Kong as essentially sepa- ratist in sociocultural terms , while Pier- son and Fu's ( 1982 ) findings point up an important linguistic consequence of this duality — that is , Hong Kong ...
11 ページ
... present context , unity relates to the need for learners to grasp that each language item studied , each area of lan- guage use covered , is a successful step to- wards achieving higher and ever more enriching ends . The clear ...
... present context , unity relates to the need for learners to grasp that each language item studied , each area of lan- guage use covered , is a successful step to- wards achieving higher and ever more enriching ends . The clear ...
17 ページ
... present an obstacle to comprehen- present an obstacle to beliefs rather than on concrete objects have no more than four hours ' regular voices and cope with frequent overlaps . plexity increases from top to bottom . description ...
... present an obstacle to comprehen- present an obstacle to beliefs rather than on concrete objects have no more than four hours ' regular voices and cope with frequent overlaps . plexity increases from top to bottom . description ...
32 ページ
... present you with five documents : 1. A numerical training score report for a given period . This sample is the report of Class 4 , Grade 90 , after reading the 20 arti- cles in Book 3 ( above ) . 2. A graph of each student for a given ...
... present you with five documents : 1. A numerical training score report for a given period . This sample is the report of Class 4 , Grade 90 , after reading the 20 arti- cles in Book 3 ( above ) . 2. A graph of each student for a given ...
37 ページ
... present structure in terms of traditional , syntax - dominated , transforma- tional dogma . Nowhere is this more evi- dent than in the usual handling of voice . Students are taught to convert active state- ments into the passive and ...
... present structure in terms of traditional , syntax - dominated , transforma- tional dogma . Nowhere is this more evi- dent than in the usual handling of voice . Students are taught to convert active state- ments into the passive and ...
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activities Algeria American English answer approach Cambridge classroom cloze communication Communicative language teaching comprehension context course dents develop discussion English language English Teaching Forum evaluation example exercises experience free variation give glish grammar guage Hong Kong ideas interaction interesting journal language learning language teaching learners lesson letter linguistic listening literature materials meaning ment metaphor motivation oral Ozymandias pairs person phrases poem practice present problem pronunciation pupils questions reader reading reading activities role s/he second language acquisition sentence simulation skills speakers speaking speech Sri Lanka stage story strategies structure suggestions talk task teacher of English teaching English techniques tence TESOL tion tive TOEFL topic ture understand University Press verb vocabulary words writing
人気のある引用
18 ページ - Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date...
29 ページ - Listen, my children, and you shall hear Of the midnight ride of Paul Revere, On the eighteenth of April, in Seventy-five; Hardly a man is now alive Who remembers that famous day and year.
54 ページ - Who smiled as she rode on a tiger. They returned from the ride, With the lady inside, And the smile on the face of the tiger.
6 ページ - Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it is the only thing that ever has.
19 ページ - I keep six honest serving-men (They taught me all I knew); Their names are What and Why and When, and How and Where and Who.
49 ページ - Do not make your contribution more informative than is required. Maxim of Quality: Try to make your contribution one that is true. 1. Do not say what you believe to be false. 2. Do not say that for which you lack adequate evidence.
11 ページ - Your claims are indefensible. He attacked every weak point in my argument. His criticisms were right on target. I demolished his argument. I've never won an argument with him. You disagree? Okay, shoot! If you use that strategy, he'll wipe you out. He shot down all of my arguments.
29 ページ - Revere, On the eighteenth of April, in Seventy-five ; Hardly a man is now alive Who remembers that famous day and year. He said to his friend, "If the British march By land or sea from the town to-night, Hang a lantern aloft in the belfry arch Of the North Church tower as a signal light, — One, if by land, and two, if by sea; And I on the opposite shore will be, Ready to ride and spread the alarm Through every Middlesex village and farm, For the country folk to be up and to arm.
18 ページ - But thy eternal summer shall not fade Nor lose possession of that fair thou ow'st, Nor shall Death brag thou wand'rest in his shade When in eternal lines to time thou grow'st. So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee.
29 ページ - A hurry of hoofs in a village street, A shape in the moonlight, a bulk in the dark, And beneath, from the pebbles, in passing a spark Struck out by a steed flying fearless and fleet: That was all! And yet, through the gloom and the light, The fate of a nation was riding that night; And the spark struck out by that steed in his flight Kindled the land into flame with its heat.