查询词典 homework

If I were a teacher, I would not treat my students just as some know-nothing kids. I wouldn't give them homework that can never be done.

假如我是老师，我对待学生一定不像是对待不懂事的孩子那样，不会惩罚似的给他们留永远也做不完的作业。

If I were a teacher, I would not treat my students my.ssbbww.com as some know-nothing kids. I wouldn＇t give them homework that can never be done.

假如我是老师，我对待学生 www.8ttt8.com 不像是对待不懂事的孩子那样，不会惩罚似的给他们留永远也做不完的作业。

If I were a teacher, I would not treat my students just as some know-nothing kids. I wouldn＇t give them homework that can never be done.

假如我是老师，我看待学生必定不像是看待不懂事的孩子那样，不会处分似的给他们留永远也做不完的作业。

If I were a teacher I would not treat my students just as some know-nothing kids. I wouldn't give them homework that can never be done.

假如我是老师，我对待学生一订不像是对待不懂事的孩子那样，不会惩伐似的给他们留永远也做不完的作业。

If I were a teacher, I would not treat my students just as some know-nothing kids. I wouldn't give them homework that can never be done.If I were a teacher, I would try my best to let them like me, not be afraid of me.

假如我是老师-If I Were a Teacher英语作文网为您收集作文网 345543.com 假如我是老师，我对待学生一定不像是对待不懂事的孩子那样，不会惩罚似的给他们留永远也做不完的作业。

He sat on top of the dresser near Maurie's desk as he laboriously wrote out his homework.

他坐在附近的Maurie的办公桌梳妆台前，他辛苦写出了他的功课。

Leila is always eager to complete her homework and is proud of her accomplishments.

Leila 总是很主动去完成老师布置的家庭作业，并且对自己的成绩表现出很自豪。

I watch TV in the living-room. I do my homework in the study.

我在客厅里看电视，在学习小屋里学习，在厨房里吃晚餐。

I did my homework in the living-room, careful not to make any mistakes.

我在客厅里做作业，小心谨慎地防止出错。

He looked at my homework and began to teach me how to do it.

他看了我的作业后，就开始教我怎么做。

We have no common name for a mime of Sophron or Xenarchus and a Socratic Conversation; and we should still be without one even if the imitation in the two instances were in trimeters or elegiacs or some other kind of verse--though it is the way with people to tack on 'poet' to the name of a metre, and talk of elegiac-poets and epic-poets, thinking that they call them poets not by reason of the imitative nature of their work, but indiscriminately by reason of the metre they write in.

索夫农 、森那库斯和苏格拉底式的对话采用的模仿没有一个公共的名称；三音步诗、挽歌体或其他类型的诗的模仿也没有——人们把&诗人&这一名词和格律名称结合到一起，称之为挽歌体诗人或者史诗诗人，他们被称为诗人，似乎只是因为遵守格律写作，而非他们作品的模仿本质。

The relationship between communicative competence and grammar teaching should be that of the ends and the means.

交际能力和语法的关系应该是目标与途径的关系。