• 20年专注海外留学生essay代写

  • 50000+留学生essay代写首选品牌

  • 正规教育机构教你怎么写essay范文

Essay写作网,专业正规的essay辅导代写机构,【专注essay代写辅导20年】,轻松搞定您的EssayReportPaperAssignment作业,并提供英国、美国、加拿大、澳大利亚等区域各类英文报告、实验报告、商业报告等定制写作服务,100%原创保障,免费Turnitin检测,为你的海外留学之路保驾护航!!

Who We Are

Enjoy your study life

Essay写作网是海外留学生作业代写【正规服务机构】,拥有500余名专业的英文写手,服务于全球数百所高校和70余专业领域,提供专业的留学生essay作业代写英文report代写英文assignment代写服务。专业高效、24小时一对一跟踪服务、12小时内解决所有售后问题、企业级客服QQ支持,免费turnitin检测服务,安全又省心。

Essay写作网正规留学生作业代写服务机构
ALICE加州大学地理系博士

ALICE

美国加州大学洛杉矶分校地理系博士 硕士

Helen英国剑桥大学会计硕士

Helen

英国剑桥大学会计硕士 利物浦大学经济学学士

Joseph剑桥大学荣誉学士

Joseph

剑桥大学荣誉学士&硕士 计算机科学导师

Yvette宾夕法尼亚州立大学博士

Yvette

宾夕法尼亚州立大学-机械工程-博士

>Mabel牛津大学金融数学硕士

Mabel

牛津大学金融数学硕士 从事课外辅导行业七年

Our Services

Essay辅导代写服务

Essay范文辅导代写

Essay辅导代写服务,5000+专业essay老师在线服务,提供包括essay代写、essay辅导、代写essay、essay写作等服务

report代写/报告代写

paper代写润色辅导

强大的paper写手团队,为10000名留学生提供paper代写、代写paper、paper润色修改服务,安全省心,让你的GPA飞速提升

英文report作业代写/翻译服务

report作业代写辅导

依托自身report代写团队,为留学生提供report作业代写、report范文格式学习、代写report报告作业等report辅导写作服务

Assignment代写修改校对

Assignment代写修改

英语Assignment代写修改润色,Assignment写作辅导,代写Assignment范文,免费Turnitin检测,原创定制,向挂科say byebye!!

Essay写作网致力于为您解决英文essay代写价格、 Report代写、Paper代写、Assignment代写、代写essay多少钱 、网课代修、 英国essay范文格式 等高效、高质量的作业辅导代写服务,稳步提升您的英文论文写作能力,避免挂科,提升毕业率,实现留学生GPA的飞跃提升!

Our Advantage

强大冠军写手团队

强大冠军写手团队

500+专业写作队伍、涉及70余专业学科,专业精准匹配,团队成员均为业内精英,针对性强,帮您轻松过关

100%专业匹配

100%专业匹配

100%专业高度匹配原则,您的委托都交给相关专业人士更有保障。我们宁缺毋滥,助您轻松得高分

1V1专席客服

1V1专席客服

1V1企业级专席客服支持,售后无忧。您可以实时沟通意见或建议,这一切轻松而省心,进度随时可查!

担保交易支持

担保交易支持

业内首家支持支付宝担保交易、天猫店铺在线下单,可以分期付款,您的委托任务完全没有后顾之忧

100%提升保障

100%提升保障

essay代写、 report代写、网课代修均支持100%Pass保障、不用花更多心思、即可助您稳步提升GPA获得好成绩

免费售后支持

免费售后支持

长达14天的免费售后支持,完美售后,轻松解决留学生在essay写作、report写作、paper写作中的各类问题

免费Turnitin检测

免费Turnitin检测

快速高质量的代写润色,100%原创写作,免费为每位客户提供Turnitin的OriginalityCheck®检测报告

100%准时完成

100%准时完成

专业流程化服务,下单即安排专业对口写手对接沟通,原创定制,确保100%准时完成,无拖延超时赔付

Get in Touch

微信在线咨询

微信在线咨询

添加微信:
支持语音、图文实时沟通

Email实时沟通

Email实时沟通

您也可以通过Email联系我们
邮箱:

自助提交订单

自助提交订单

登陆ESSAY写作官网
在线自助提交订单

Essay写作网专注ESAAY代写辅导20年,提供留学生一对一Tuto辅导,海外留学就业一站式服务平台!专业essay代写辅导【正规网站】,【全球留学生论文代写推荐品牌】,【上万留学生共同信任的权威教育机构】

当前位置: essay代写网 > 教学论文范文 >

时间:2021-04-15 00:23 来源: 代写essay

摘要:byCaroleRussellMypurposeinthisarticleisnottooffery......

The importance of being anxious

My purpose in this article is not to offer yet another 'solution' to the problems of language teaching and learning. It is, rather, to describe some of the shadowy areas that lie between the dilemma of teacher anxiety and its possible resolution. It seems to me that in this space between dilemma and resolution lurk several amorphous shapes whose existence we tend to try to ignore. For who knows what disturbing truths we may be confronted with if we look into those dark spaces?

But look into them we must, before we can even begin to resolve them. This "looking" involves, at a minimum, careful description and analysis of the dilemma within a framework of self-critical questioning of cherished assumptions about teaching and learning processes. Without this spirit of self-critical enquiry (for which, as I shall try to show, teacher anxiety acts as the 'trigger'), we may, in our haste to resolve teaching and learning dilemmas, fail to devote sufficient attention to certain shadowy truths. This may result in a) dilemma resolutions that address only outward signs, leaving the underlying causes untouched, and b) the dilemma returning to haunt us, since it has not been effectively brought out from the shadows into the light of accurate identification and analysis.

However, when we confront these neglected shadows, we also run the risk of aggravating our professional anxieties. But isn't it time, though, that we admitted to ourselves that without the (sometimes painful) process of being honest with ourselves about the causes and effects of anxieties experienced at the chalkface, authentic 'teacher development' cannot take place? Shouldn't we be making common cause with experts in the field of ELT (and they with us), to create the kind of public forum where we could openly, honestly, and without fear of ridicule discuss our anxieties and thereby learn from each others experiences? In other words, what if we were to strive, as a profession, for the collaborative learning communities' described so eloquently in the literature - not of ELT - but of the field of education? (see, for example, collected papers in Bennett et al, 1994).

In trying to do this, the first amorphous shapes we run up against are the selective narrowness of our teaching and learning horizons, the fragmented nature of ELT research, and of the conferences and journals through which results are disseminated. I find it unfortunate that nothing approaching the mutually supportive and multi-disciplinary synergy of the 'collaborative learning communities' described in the education literature to which I have just referred has yet to emerge in ELT. For it seems to me that the move we seek to fill the gaps in our professional skills with knowledge and insights gained from outside the relatively narrow scope of ELT, the more the shadowy anxieties so many of us have about our abilities to help our learners will diminish. Even a cursory glance at the rich insights provided by great thinkers in the field of education will enhance and deepen our understanding of both the nature and principles of teacher development, especially as they apply to our own practice. While the term used in the field of education is 'reflective practice', we will find not only that this concept bears a direct relationship to our own notions of 'teacher development', but also that it sheds much light on the anxiety' which is my theme.
Take, for example, a thoughtful paper entitled 'Rethinking Professional Development', by Osterman & Kottkamp (1994: p.46) in which the process of 'reflective practice' is described as 'a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for growth and development'. As the authors elaborate the principles to which this concept gives rise, we begin to see the need for a precisely defined 'reflective toolkit' in order, first, to achieve the sharpened levels of awareness of thought and action which are necessary for identifying and analysing those problems which lurk in the shadows, and, second, to achieve the personal and professional growth in teaching and learning contexts which we seek.

But Osterman and Kottkarnp stress, as do others in the field of education, that 'reflective practice' is not a 'relaxed meditative process', but rather a 'challenging, demanding, and often trying [one] that is most successful as a collaborative effort' (ibid). We find, further, that this concept is not new, but is firmly rooted in a tradition of self-critical enquiry which stretches back to Socrates. It is a tradition which draws into itself thoughtful contributions from such writers as Dewey, Piaget, Kofb, Schon and many others who have written on the subject of developing greater levels of awareness of the impact and nature of personal performance in diverse teaching and learning settings.

In the field of education, we find, too, that the process of developing such awarenesses (our reflective toolkit') is often described as being cyclical and rooted in experience. Koib's 'experiential learning cycle'(1 984), for example, relates theory to practice by 'doing'. Koib's thesis is that in order to become proficient in a skill, we have to practise it, a concept that is referred to in ELT circles as 'learning by doing'. I am not personally aware, however, that this concept has been linked with its origins in 'reflective practice'; nor, more significantly, have I yet to see it analysed in terms of its relationship to problematic learning processes and experiences.

It is this omission which brings me to a 'key disturbing truth' - and one which is, for me, a key area to emerge from the shadows. Discussions of 'reflective practice' in the field of education converge on the point that effective learning comes about through 'a troublesome event or experience, an unsettling situation that cannot be resolved using standard operating procedures ' (Osterman and Kottkamp, op. cit.) describing Dewey's [19381 exposition of the 'process of inquiry').

It seems to me - and I hope you will forgive me if I stress yet again a point that we seem (at least outwardly) to ignore in ELT - that prominent thinkers in the field of education generally accept that anxieties and uncertainties are key elements in the process of effective learning. Moreover, such anxieties and uncertainties act as a trigger for the dialogue of 'thinking and doing' to which Schon refers (op. cit, p.47 ). Hence 'the importance of being anxious' - for without such a 'trigger' the sharpened awarenesses necessary for personal and professional growth might never develop. Put very simply, 'no anxiety, no growth'.
Does it not follow, then, that teacher anxiety is a healthy sign that reflective practice is taking place? Is it not an indicator that awarenesses are being sharpened and honed as a result of difficult encounters at the chalkface, that 'confusions and irritations' are being confronted and put to good developmental use? So why the 'culture of silence' which surrounds this subject in ELT? Should not such anxieties and uncertainties be publicly aired (instead of privately suffered)? Is it likely that real advances will be made in understanding what really happens in our classrooms if anxious feelings arising from problematic teaching and learning experiences are kept out of sight in the shadows (as they now are) rather than being shared and aired (as they need to be)?

Our reticence to confess to anxiety at the chalkface transforms a phenomenon that is, under the circumstances, quite natural (on this point, see Robert Nusbaum's article in this issue) into a debilitating condition that must at all costs be suppressed, and that consequently cannot be brought to light through open discussion. When these unvoiced doubts are allowed to remain beneath the surface, they insidiously undermine professional and personal confidence. In our profession, practitioners often fear that if they admit to anything less than perfection, they run the risk of being accused of that most heinous of ELT crimes: incompetence.

Occasionally, some honest soul will nonetheless risk possible ridicule and bring up such anxieties and insecurities during, say, a weekly staff meeting. More often than not this will be in the context of urgent pleas for more staff development workshops to ease the frantic 'preparation-teaching' round which barely leaves teachers enough time to keep up with current developments in teaching and learning as disseminated by ELTJ, MET, etc. Just mention the word 'anxiety', however, and an embarrassed and defensive silence will descend. Colleagues may be more than ready to //www.fwsir.com/pice. An account of 'successes' in difficult classroom situations, yes. 'Anxieties', no.
This is not to suggest, however, that all teacher practitioners are beset by such doubts. Some, even many, no doubt do stride purposefully into their classrooms confident that what has been planned

[1] [2] 下一页


will indeed bring about the desired learning. And then there are those whose teaching is 'personality- based', where recognition of personal strengths has led them to develop intuitively their own techniques and methods for guiding and interpreting teaching and learning processes, which may or may not be consistent with received wisdom on such matters (I am using the term 'received wisdom' here with specific reference to those skills-based teacher training courses, such as the RSA Dip. TEFLA, which propagates a view of 'the right way to teach', a view which I am not the first to question: see, for one example among many, Tessa Woodward, 1994, in issue 31 of the SIG Teacher Trainer. p.3)

.Back to the Top

Be that as it may, I would like to pose the following questions to those with whom the issues I have raised here resonate: if we accept that anxieties and insecurities are part and parcel of the self-critical reflective process through which a committed teaching professional will strive to become more effective (and given that this process, which is often brought on by an unresolved dilemma encountered in the classroom or elsewhere, lies at the very heart of teacher development) should we not then agree as a profession to be more forthcoming with each other about our failures as well as successes, to describe to each other for our mutual benefit what really happens at the chalkface? Would this not be preferable to plugging away doggedly in isolation, not daring to openly acknowledge that far from bringing about the desired learning, the repertoire of standard CLT methodologies on which we draw may actually be preventing learning from taking place?

And this brings me another disturbing truth: is not teacher anxiety also a natural and healthy 'symptom' of the underlying causes that I referred to at the beginning of this article'? Is our anxiety not rooted in a dual awareness (based on experience) that (1) CLT methodologies may not bring about the intended learning, and (2) we may well be using a dysfunctional teaching model'? Could this awareness not motivate us to search further and differently for resolutions to teaching and learning dilemmas, rather than pretending to ourselves and each other that our methodologies are effective, when we know in our (anxious) hearts that they are nothing of the sort?

Back to the Top

And just imagine what exciting avenues of research would open up if we were get to grips with these amorphous shadows and begin acknowledging even some of the following:

--that instead of wasting our time scouring the methodological haystack for an "effective" needle, we should be inventing, collectively, as a profession, a multi-purpose, flexible, and adaptable needle that sews.

--that as a result of turning in anxious haste to resolutions without accurately identifying and analysing the corresponding dilemma, we have found out little of use to practitioners about how second language learning takes place, leaving us no choice but to live by the old but hazardous adage that says, 'if you don't know where you're going, any old road will get you there'

--that as a result of our lack of faith in our teaching models, we have moved (as Michael Swan put it in his closing plenary talk at IATEFL Keele in 1996), from leaching language' (which is hard) to 'doing things with language (which is easier, and more fun)

--that our 'aims and objectives' in language teaching arise from a whole host of unexamined and untested personal, institutional, and theoretical assumptions about teaching and learning processes --that 'teacher training' notwithstanding, it is the idiosyncratic personal beliefs of both trainer and trainee concerning how these processes take place that will in the final analysis determine the respective roles of teachers and learners, and the kinds of teaching tasks and materials selected

Back to the Top

--that Lazonov's dictum (cited by Jeremy Jacobson in TD 32) - 'there is no learner incompetence, only teacher mismanagement' - both a) smacks of 'the customer is always right', which clouds important economic and structural, not to mention ethical issues in ELT, and thereby fuels teacher anxiety and b) belittles and humiliates the teacher practitioner, which also exacerbates professional anxieties

--that, despite extensive lip service paid to the learner-centred classroom, in the vast majority of settings it is the teacher who is inevitably at the centre, since 'all classroom actions, curricular decisions, and methodological concepts are filtered through and influenced' by her own 'complex interpretative construct' (Medgyes, ELTJ 5114, reviewing Devon Woods' book on teacher cognition)

--that we fail to differentiate between teaching 'language' and teaching 'communication' (Dodson, 1985a, p. 179)

--that learners (unless very 'advanced') cannot attend at simultaneously to both the 'medium' (i.e. the 'form of the words) and the 'message' (i.e. what the words are 'saying' and what the speaker's intention is in a given speech act) and therefore must be helped to systematically progress from one to the other (Dodson 1967, 1985a & 1985b)

Back to the Top

--that 'understanding' takes place in Wernicke's area of the cortex, and 'production' in Broca's, which are indifferent parts of the left hemisphere thereby making progression from practice' (or'medium') to 'production' (or 'message') a 'quantum leap' (Caldwell, 1990, p.463) which is not taken into account by CLT methodologies, and certainly not by the less flexible 'PPP' model

--that both long silences in the classroom (a perennial cause of teacher anxiety) and fossilisation are due to the factors I have just mentioned, and not to deficiencies in our learners

--that 'learner autonomy' requires students to deploy learning strategies which cannot be developed without the acquisition of 'threshold' competence (Curnmins, 1984, the 'acculturation threshold' of Acton & Walker de Felix, 1986, et al) and is simply not feasible without due attention to the above factors

--that, above all, our eyes are in the wrong place - we are teaching to the wrong model; as Dodson has shown (op. cit.) there are similarities between first language 'natural order' and second language acquisition, but the differences are of vital importance

--that we have failed to recognise these differences, with the result that we continue to teach according to a monolingual model of first language acquisition, rather than a bilingual model of second language acquisition

--that the profound implications of teaching to a bilingual model are first and foremost that learners need to reflect on and try to analyse differences between Ll and L2, and must be systematically helped to do so

--that if we are to avoid fossilised 'interlanguage', we must allow for carefully sequenced bridge-building between Ll and L2 beginning with 'medium' oriented activities which alternate between the two languages; only then does the 'quantum leap' from 'medium' to 'message' become possible

--that we must therefore abandon our 'English only' classroom policy, and integrate systematic reference to Ll into principles and procedures of 'good practice'

本文标签:

[如何让essay更加学术性]The importance of being anxioushttp://www.0592w.com/jiaoxue/12896.html

essay辅导替代essay代写-正规代写机构教你怎么写essays范文-Essay写作格式网官方推荐

99.99%的用户同时也查看了:

[普渡大学essay]为讲语法辩...... 2021-04-23

“重知识,轻能力”是我国英语教学的一大缺陷,而英语教学界或多或少把问题归因于讲解语法知识的教学,于是......

标签:为讲语法辩护 mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[芝加哥大学essay]刍议高中...... 2021-04-23

Keywords:extensive,material,comprehensionSummary:A......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[本科论文可以用essay吗]...... 2021-04-23

曾几何时,计算机成了人们学习的得力助手,互联网为教师与学生提供了取之不尽、用之不竭的教育信息资源,并......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[中文和英文essay的区别]高...... 2021-04-23

内容提要:本文试图通过整体性原则、心理学原理、图式理论和认知理论来阐述课堂语篇教学的可行性和必要性,......

标签:On a Discourse mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[期末essay怎么写]重视情感...... 2021-04-23

在教学过程中,作为主导者的教师应充分认识到:学生正处于心理发展的关键时期,学习状态极易受情感因素的影......

标签:重视情感教育 提高教学质量 mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[哪个网站有essay范文]充分...... 2021-04-23

──谈在高考英语总复习中如何全面提高学生素质摘要:为了适应新形势下的高考,在高三年级的复习阶段,如何......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[essay 代写 听证会]初三英...... 2021-04-23

一、认清形势,明确要求从近两年来的中考命题分析,命题已向听、说、读、写四会能力的培养上倾斜,注意了基......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[代essay翻译网站]如何用交...... 2021-04-23

外语教学是实践性和交际性很强的一门学科,这是外语教学本身的职能和我国社会发展需要所决定的。然而,多年......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[怎么写essay 知乎]中学生英...... 2021-04-23

一、问题的提出我校是一所农村初级中学,长期以来由于种种原因,英语教学质量一直处于低谷状态。问题集中表......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[研究生essay字数unsw]谈小学...... 2021-04-23

心理学认为,注意是人在清醒意识状态下的心理活动对一定对象的指向和集中,当人对某一事物发生高度注意时,......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[美国大学入学申请essay]创...... 2021-04-23

语感指的是一个人对语言敏锐而正确的感受能力。这种感受能力是固定在人的头脑之中,不需要经过理智的思索即......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[英国essay没过]“情景”之...... 2021-04-23

我想以一个听说课型的课案和一个语法教学课件为例,介绍应用多媒体教学素材库,实现信息技术与课程整合的教......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[美国大学申请 essay范文...... 2021-04-23

语言是生活的一部分,是具有生命力的、开放的、发展着的活的系统。如何运用合乎语言的性质、合乎人自身特点......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[博士essay编辑网站]高中英...... 2021-04-23

高中英语词汇的教学目标有以下几个方面.1.读音(pronunciation)2.拼写(spelli......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[一晚上2000字essay]浅谈外语...... 2021-04-23

外语学习作为一种认识活动,是智力因素和非智力因素共同参与并相互作用的过程。学生要取得优异成绩,除了具......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[oc和essay怎么写]英语阅读...... 2021-04-23

本文提出的英语阅读教学一体化是建立在以下两个基础上的:一是大中小学英语教学一条龙的思想。近年来,国内......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[企业管理essay怎么写]英语...... 2021-04-23

一、消除学生的心理障碍,培养良好的英语学习心理在教学中,教师从第一节课开始,就要做工作帮助学生克服心......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[英文essay润色]初中学生英...... 2021-04-23

文章摘要:本文从心理学、教育学和语言学等角度分析了初中学生在英语学习过程中兴趣的变化特点,并就如何从......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[南特面试essay]学生有效参...... 2021-04-23

一、主体参与的有关理论1.学习认识论按照学习认识论理论,学生的学习是一个特殊的认识过程。学生是学习活......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[英国essay应该怎么写]英语...... 2021-04-23

论文提纲:一、概述教学策略与学习策略的关系1.教学策略2.学习策略二、听力教与学的策略1.影响听力提......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[招essay写手]高中英语阅读...... 2021-04-23

摘要:把任务型学习的理念运用到现行教材(SEFC)的阅读教学中,教师需要针对教材进行任务设计,其中最......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[怎么写好比较essay]谈围绕...... 2021-04-23

中学英语课本中的课文可以说是课本的主体,也是学生吸收英语知识的主要来源。如果这个说法能够成立,在进行......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[美国50所大学essay]语言错...... 2021-04-23

本世纪50年代以后,语言错误分析与研究逐渐发展成为一个重要课题。这个课题为语言习得的研究提供了理论依......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[怎么写英文essay知乎]英语...... 2021-04-23

1.Cunningsworth(1995)建议的教材评估四项标准:1.Theyshouldcorre......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[港大lac看视频写essay]德育...... 2021-04-23

一、整体考虑,分步实施首先要明确德育要在语言教学中进行就必须深入钻研教材,根据教材特点和学生实际,找......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[代写essay价格]Importance o...... 2021-04-23

ByMarionWyseWHENconversationgetsconfusing,NorthAme......

标签:Importance of context mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay