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Die for you Lay down my life for you The only thing that means everything to me 'Cause when you're in my arms You make me prouder than Than anything I ever could achieve And you make everything that used to seem so big Seem to be so small since you arrived On angel's winds, an angelical formation Angel's wings, like letters in the sky Now I know no matter what the question Love is the answer It's written on angel's wings And I often wonder why, Someone as flawed as I Deserves to be as happy as you make me So as the years roll by I'll be there by your side I'll follow you wherever your heart takes me Cause you make everything that used to be so big Seem to be so small since you arrived On angel's winds, an angelical formation Angel's wings, like letters in the sky Now I know no matter what the question Love is the answer It's written on angel's wings Now anyone who's felt the touch of heaven in their lives Will know the way I'm feeling, looking In my baby's eyes That's why I can't bear to be too far away I know that god must love me cause He sent you to me on angel's wings On angel's winds, an angelical formation Angel's wings, like letters in the sky Now I know no matter what the question Love is the answer It's written on angel's wings Love is the answer It's written on angel's wings

死为下我的生活置于地面你放置为你对我意谓每件事物的唯一事物'引起当你是在我的双臂中的时候，你使我比比较骄傲任何事我曾经可以达成而且你制造每件事物以过去一直像是如此大的像是到是如此小的自你你以后到达在天使的风天使的风之上，一天使的形成天使的翅膀，像信在那天空现在我知道无论什么那问题爱是那答案它是写在天使的翅膀天使的翅膀之上和我时常奇迹为什么，依照有缺点的某人当我该得到是像你一样快乐使我当年我的卷将被你的身边在那里我无论你的心在何处带将跟随你我引起你制造每件事物以致於用当如此大的像是到是如此小的自你你以后到达在天使的风天使的风之上，一天使的形成天使的翅膀，像信在那天空现在我知道无论什么那问题爱是那答案它是写在天使的翅膀天使的翅膀之上现在任何人谁有感觉天堂的触觉在他们的生命中将会知道方式我正在感觉，顺便探访我宝贝的眼睛以致於是我为什麽不能忍受在太远处以致於我知道以致於那个神一定爱我引起他对我在天使的风上天使的翅膀，一只天使的形成天使的翅膀上送你，像信现在在天空中我知道无论什么问题爱是答案它在天使的翅膀爱之上被写是它在天使的翅膀上被写的答案

Both of the phenomena indicate that in classroom teaching teachers carry out much of the talk while students don't show much of the active participation; 2 in carrying out speech acts, the Question and Answer Mode (No.4 and 8 Act) is rather monotonous, and the Creative Inquiry Mode of the T-S Speech Interaction in classroom teaching seldom occurs; there does exist plenty of interaction in primary school classes, however, much of this is sponsored and maintained by teachers, while the students, participating in a passive way(No.8), are lack of initiation and creative thinking(No.9 Act).

这两种现象说明了同一个问题，即课堂上教师直接施加的影响较多而学生主动积极的参与较少。2、实施言语行为互动的模式多为"问与答模式"（序对4、8），相对单一，而"创造性询答模式"在课堂教学师生互动中很少出现；在小学英语课堂教学中确实存在大量的互动，但往往由教师发起并维持(第4类行为：教师提问)，学生只是被动参与（第8类行为：学生话语—教师驱动），缺乏主动性及创造性思维（第9类行为：学生话语—学生主动）。

Daddy sits on a' front porch swinging Looking out on a vacant field Used to be filled with burley tobacca Now he knows it never will My Brothers found work in Indiana My Sisters a nurse at the old folks home Mama still cooking too much for supper And me I've been a long time gone Been a long time gone No, I ain't hoed a row since I don't know when Long time gone And it ain't coming back again Deliah plays that old church piano Sitting out on her daddy's farm She always thought that we'd be together Lord I never meant to do her harm Said she could hear me singin' in the choir Me, I heard another song I caught wind and hit the road runnin' And Lord, I've been a long time gone Been a long time gone Lord, I ain't had a prayer since I don't know when Long time gone And it ain't comin' back again Now me, I went to Nashville, Tryin' to beat the big deal Playin' down on Broadway Gettin' there the hard way Living from a tip jar Sleeping in my car Hocking my guitar Yeah I'm gonna be a star Now, me and Deliah singing every Sunday Watching the children and the garden grow We listen to the radio to hear what's cookin' But the music ain't got no soul Now they sound tired but they don't sound Haggard They've got money but they don't have Cash They got Junior but they don't have Hank I think, I think, I think The rest is a long time gone No, I ain't hit the roof since I don't know when Long time gone And it ain't coming back I said a long time gone No, I ain't honked the horn since I don't know when Long time gone And it ain't coming back again I said a long time, long time, long time gone Well it's been a long time Long time, long time, long time gone Oh, it's been a long time gone Long time, long time, long time gone Yeah yeah

爸爸坐在一个'前沿阳台摆动寻找出一个空置场用来填补与白肋烟tobacca 现在他知道这种情况永远不会改变我的兄弟们找到了工作，在印第安纳州我的姐妹的一名护士，老人们在家中妈妈还是烹调太多晚饭我和我已经很长时间了已经很久了不，我不是牺牲品一排，因为我不知道什么时候很长时间了这是不会回来再 deliah发挥老教堂钢琴坐月子，她爸爸的农场她一直以为我们会被一起主我从来没有意思做她的伤害说，她能听到我的声乐发声'，在合唱团我，我听到另一首歌 i被风撞上路跑'和主，我已经很长时间了已经很久了上帝，我是不是有一个祈祷，因为我不知道什么时候很长时间了这不是comin '一拖现在我，我去纳什维尔 tryin '拍打大不了？ playin '了百老汇发财'有硬办法生活，从群众举报瓦罐睡在我的车 hocking我的吉他嗯，我在哪里也成为明星现在，我和deliah歌唱每星期日看着孩子们和花园成长我们听收音机听到什么的乱打'但音乐是没有，没有灵魂现在，他们健全累，但他们并没有健全的憔悴他们已经获得的金钱，但他们并没有现金他们获得初级，但他们并没有汉克我觉得，我觉得，我觉得其余的是一个长的时间去不，我是打不到屋顶，因为我不知道什么时候很长时间了这是不会回来我说很长时间了不，我不是兄弟非洲之角以来，我不知道什么时候很长时间了这是不会回来再我说了很久，很久，很久了以及它的已经很久了长的时间很长的时间，很长的时间，经历了哦，这是一个漫长的时间去长的时间很长的时间，很长的时间，经历了嗯嗯

I was now at a great Loss which Way to get Home with my Boat, I had run so much Hazard, and knew too much the Case to think of attempting it by the Way I went out, and what might be at the other Side I knew not, nor had I any Mind to run any more Ventures; so I only resolved in the Morning to make my Way Westward along the Shore and to see if there was no Creek where I might lay up my Frigate in Safety, so as to have her again if I wanted her; in about three Mile or thereabout coasting the Shore, I came to a very good Inlet or Bay about a Mile over, which narrowed till it came to a very little Rivulet or Brook, where I found a very convenient Harbour for my Boat and where she lay as if she had been in a little Dock made on Purpose for her.

我完全不知道该怎样驾船回家。我遇到了这么多危险，知道照原路回去是十分危险的，而海岛的另一边，也就是西边的情况，我又一无所知，更无心再去冒险。所以，我决定第二天早晨沿海岸西行，看看能不能找到一条小河停泊我的小战舰，以便需要的时候再来取它。我驾船沿岸行驶约三海里，找到了一个小湾，约一英里宽，愈往里愈窄，最后成了一条小溪。这对于我的小船倒是一个进出方便的港口，就仿佛是专门为它建立的小船坞似的。

This paper has no intention to put forward the ubiquitous educational principles, but has the intention to look for the educational significance in the situation. Against the way so called "top to down" by which most of the educational study deduct the certain theory, this paper prefers to use the collaboration of the way of "top to down "and the way of "bottom to up", but the preferable way is "bottom to up": I go near the world of the teacher's life, listen to the voice of the teacher, I make an attempt to keep the teacher's real situation, motion, chance and feeling, I welcome to invite readers to give an ear to their stories and understand the teacher's personal practical theory, also, expect me to do tiny but deep-ground task for verbalism in the educational study by standing the position on the Chinese reality.

与当前教育研究中大量的从既有理论框架中推演出某种论点并加以论证的所谓"自上而下"的方式不同，本研究更倾向于采取"自下而上"与"自上而下"相结合并以前者为主的策略：走近教师的生活世界，倾听教师的声音，用叙事的方式尽可能保留实践中的情境、流动、机缘、感受，邀请读者一同倾听故事，并以此为基础展开对教师个人实践理论的理解，也期望通过立足中国现实土壤的研究为教育研究本土化做一点哪怕微不足道却是扎实的工作。

From the current public information, in the new type of the foreign intelligent artificial leg, the way, which controls the bent and stretchs movement of knuckle and the pendular movement of calf, is open-loop, this kind of control way has no enough high precision and has no intelligent control strategy.

从目前公开的资料看，在国外新型智能人工腿中，用于控制针阀开度的控制器是开环控制方式，其控制精度不高，且不具有智能化策略。

He thinking no harm agreed, and being in the head of the Boat set the Sails; and as I had the Helm I run she Boat out near a League farther, and then brought her too as if I would fish; when giving the Boy the Helm, I stept forward to where the Moor was, and making as if I stoopt for something behind him, I took him by Surprize with my Arm under his Twist, and tost him clear over-board into the Sea; he rise immediately, for he swam like a Cork, and call'd to me, begg'd to be taken in, told me he would go all over the World with me; he swam so strong after the oat that he would have reacht me very quickly, there being but little Wind; upon which I stept into the Cabbin and fetching one of the Fowling-pieces, I presented it at him, and told him, I had done him no hurt, and if he would be quiet I would do him none; but said I, you swim well enough to reach to the Shoar, and the Sea is calm, make the est of your Way to Shoar and I will do you no harm, but if you come near the Boat I'll shoot you thro' the Head; for I'm resolved to have my Liberty; so he turn'd himself about and swam for the Shoar, and I make no doubt but he reacht it with Ease, for he was an Excellent Swimmer.

他一想这样做也无妨，就同意了。他在船头，就张起了帆；我在船尾掌舵。就这样我们把船驶出了约三海里，然后就把船停下，好像又要准备捕鱼似的。我把舵交给摩尔小孩，自己向船头摩尔人站的地方走去。我弯下腰来，装作好像在他身后找什么东西似的。突然，我趁其不备，用手臂猛地在他裤裆下一撞，把他一下推入海里。这个摩尔人是个游泳高手，一下子就浮出海面。他向我呼救，求我让他上船，并说他愿追随我走遍天涯海角。他在水里像鱼，游得极快，而这时风不大，小船行驶速度很慢，眼看他很快就会赶上来。我走进船舱，拿起一支鸟枪。我把枪对准了摩尔人，并对他说我并没想伤害他，如果他不胡闹，也不会伤害他。我说：&你泅水泅得很好，你完全可以泅回岸去。现在海上风平浪静，就赶快泅回去吧。我是不会伤害你的。要是你靠近我的船，那我就打穿你的脑袋！我已决心逃跑争取自由了！&他立即转身向海岸方向游回去。我毫不怀疑，他必然能安抵海岸，因为他游泳的本领确实不赖。

After we had fisht some time and catcht nothing, for when I had Fish on my Hook, I would not pull them up, that he might not see them; I said to the Moor, this will not do, our Master will not be thus serv'd, we must stand farther off: He thinking no harm agreed, and being in the head of the Boat set the Sails; and as I had the Helm I run she Boat out near a League farther, and then brought her too as if I would fish; when giving the Boy the Helm, I stept forward to where the Moor was, and making as if I stoopt for something behind him, I took him by Surprize with my Arm under his Twist, and tost him clear over-board into the Sea; he rise immediately, for he swam like a Cork, and call'd to me, begg'd to be taken in, told me he would go all over the World with me; he swam so strong after the oat that he would have reacht me very quickly, there being but little Wind; upon which I stept into the Cabbin and fetching one of the Fowling-pieces, I presented it at him, and told him, I had done him no hurt, and if he would be quiet I would do him none; but said I, you swim well enough to reach to the Shoar, and the Sea is calm, make the est of your Way to Shoar and I will do you no harm, but if you come near the Boat I'll shoot you thro' the Head; for I'm resolved to have my Liberty; so he turn'd himself about and swam for the Shoar, and I make no doubt but he reacht it with Ease, for he was an Excellent Swimmer.

我们钓了一会儿鱼，一条也没有钓到；因为即使鱼儿上钩，我也不钓上来，免得让那摩尔人看见。然后，我对他说，这样下去可不行，我们拿什么款待主人呢？我们得走远一点。他一想这样做也无妨，就同意了。他在船头，就张起了帆；我在船尾掌舵。就这样我们把船驶出了约三海里，然后就把船停下，好像又要准备捕鱼似的。我把舵交给摩尔小孩，自己向船头摩尔人站的地方走去。我弯下腰来，装作好像在他身后找什么东西似的。突然，我趁其不备，用手臂猛地在他裤裆下一撞，把他一下推入海里。这个摩尔人是个游泳高手，一下子就浮出海面。他向我呼救，求我让他上船，并说他愿追随我走遍天涯海角。他在水里像鱼，游得极快，而这时风不大，小船行驶速度很慢，眼看他很快就会赶上来。我走进船舱，拿起一支鸟枪。我把枪对准了摩尔人，并对他说我并没想伤害他，如果他不胡闹，也不会伤害他。我说：&你泅水泅得很好，你完全可以泅回岸去。现在海上风平浪静，就赶快泅回去吧。我是不会伤害你的。要是你靠近我的船，那我就打穿你的脑袋！我已决心逃跑争取自由了！&他立即转身向海岸方向游回去。我毫不怀疑，他必然能安抵海岸，因为他游泳的本领确实不赖。

These Thoughts so oppress'd my Mind, that I began to give over my Enterprize, and having haled my Boat into a little Creek on the Shore, I stept out, and sat me down upon a little rising bit of Ground, very pensive and anxious, between Fear and Desire about my Voyage; when as I was musing, I could perceive that the Tide was turn'd, and the Flood come on, upon which my going was for so many Hours impracticable; upon this presently it occurr'd to me, that I should go up to the highest Piece of Ground I could find, and observe, if I could, how the Sets of the Tide, or Currents lay, when the Flood came in, that I might judge whether if I was driven one way out, I might not expect to be driven another way home, with the same Rapidness of the Currents: This Thought was no sooner in my Head, but I cast my Eye upon a little Hill, which sufficiently over-look'd the Sea both ways, and from whence I had a clear view of the Currents, or Sets of the Tide, and which way I was to guide my self in my Return; here I found, that as the Current of the Ebb set out close by the South Point of the Island; so the Current of the Flood set in close by the Shore of the North Side, and that I had nothing to do but to keep to the North of the Island in my Return, and I should do well enough.

我思想压力很大，不得不考虑放弃原定的计划。我把小船拉进沿岸的一条小河里，自己迈步上岸，在一块小小的高地上坐下来沉思。我心情忧郁，心绪不宁。我害怕死，又想前去探个究竟。正当我沉思默想之际，只见潮流起了变化，潮水开始上涨。这样，我一时肯定走不成了。这时，我忽然想到，应该找一个最高的地方，上去观察一下潮水上涨时那两股急流的流向，从中我可以作出判断，万一我被一股急流冲入大海，是否有可能被另一股急流冲回来。我刚想到这一层，就看见附近有一座小山；从山上可以看到左右两边的海面，并对两股急流的流向可以一目了然，从而可以确定我回来时应走哪一个方向。到了山上，我发现那退潮的急流是沿着小岛的南部往外流的，而那涨潮的急流是沿着小岛的北部往里流的。这样，我回来时，小舟只要沿着北部行驶，自然就可以被涨潮的急流带回来。

Bizarre love triangle Every time I think of you I get a shot right thru into a bolt of blue It's no problem of mine but it's a problem I find Living a life that I can't leave behind There's no sense in telling me The wisdom of a fool won't set you free But that's the way that it goes And it's what nobody knows And everyday my confusion grows *Everytime I see you falling I get down on my knees and pray Waiting for that final moment You say the words that I can't say I feel fine and I feel good I feel like I never should Whenever I get this way I just don't know what to say Why can't we be ourselves like we were yesterday?

纠缠三角恋每次想到你莫名的忧伤随即击中我心房这本不是大问题，问题的关键是我生活在对过去的回忆里不必告诉我只有傻瓜才无法解脱也许世事总是这样无人能读懂生活我的迷惘却与日剧增每次看你崩溃我都虔诚的祈祷我一直在等待那一刻你将说出我说不出口的话我感觉很好感觉还不错好像我不该这样但到了这种地步我不知道该说什么为什么我们不能象从前我不确定这意味着什么我亦不认为现在的你是你本来的样子

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。