阅读的

Reading, it is the key problem, reading scores directly affect whether you can pass. Don't pay attention to the speed of quantity , findin yourself understand strengths and weaknesses attention after error. Reading steps of training: scan - see question - find answers point of understanding contain sentence or a paragraph - see and understand options - and corresponding options and answers.

阅读，这是应考的重点，阅读题得分的高低直接影响到你是否能过，阅读不必上量上速度，要精看，找出自己理解的长处和短处注意阅读步骤的培养：浏览—看题—找答案点—理解含有答案点句子或段落—看和理解选项—对比和对应选项和答案点。

ATM机竟能吐黄金 On May 13, the ''Gold to Go'' vending machine, an ATM machine that dispenses gold in exchangefor cash based on the latest prices, was unveiled inside Abu Dhabi's Emirates Palace hotel ...

快速阅读四大方法在阅读英语材料时或是在考试过程中有很多人感到自己的阅读速度实在是跟不上需要，有些朋友就认为是自己的英语基础不行，然后就拼命的背单词，其实如果能够用正确的方法进行快速阅读训练的话，即使在原有的基。。。

Although this study was not able to further demonstrate the correlation between the extensive reading quantity and students' gain scores and the correlation between extensive reading amounts and reading speed, the experimental group showed significantly better performance of reading rate than the control group.

虽然本研究无法更进一步证明阅读量与学生成绩进步幅度之间的相对关系，亦无法找出阅读量与学生阅读速度之间的相关性，本研究的实验组阅读速度成长幅度的确比对照组有显著的表现。

The nature of this difference was also examined. The performance in self-paced and fixed-paced complex reading span test was compared between the participants with different reading ability but matched chorological age. The results suggest that dyslexic children were impaired in central executive ca?

通过比较匹配生理年龄的不同阅读水平儿童在自定步速和固定步速的复杂阅读广度测验中的成绩，发现发展性阅读障碍儿童在两种阅读广度测验中都表现出中央执行系统容量的缺陷，这种缺陷既不能用加工效率理论，也不能用资源分配理论来解释，而符合一般容量假设。

Thus, the English reading materials, which can help increase students' intrinsic motivation, the positive affective factor, and in the meantime decrease their over anxiety, the debilitative factor, will put students on the track of favorable emotions.

因此，如果阅读材料能唤起学生内部阅读动机这一积极的情感并能有效地降低学生英语阅读中产生的过度焦虑这一消极的情感，阅读材料就可以让学生处于良好的情感状态之下。

Two months after a reading invention program based on auditory training, the dyslexic children received another imaging scan using the same tasks. The results showed that the bilateral brain activation of the dyslexic children was significantly higher than the pre-training, especially in the cingulate gyrus (BA23) of bilateral frontal lobe, the bilateral supramarginal gyrus (BA40), the left precuneus (BA7), the right temporal-parietal region (BA22 and BA48) and the right middle frontal gyrus(BA8), suggesting that the activation pattern of the dyslexia for phonological processing gradually changed to that of the normal ones.

阅读困难儿童接受基于听觉和语音的阅读干预训练程序两个月后，再次进行同样任务的脑成像扫描发现，阅读困难儿童双侧脑区的激活都显著高于训练前，尤其是在双侧额叶中扣带回(BA23)、双侧缘上回(BA40)、左侧楔前叶(BA7)、右侧颞顶(BA22和BA48)、右侧额中回(BA8)的活动增强，表现出语音加工过程中大脑功能活动模式逐渐趋向阅读正常儿童的大脑功能模式。

From the statistical analysis of reading miscues, there are no significant differences in meaning construction, grammatical relationship and graphic/sound similarity between the HEA and the LEA.

三、根据阅读错误分析结果，高成就与低成就两组学生的阅读错误，在意义之建构、文法之关联、以及字形字音之相似度上，没有显著差异，但是在百字误读率上有显著差异，显示高成就者在阅读流畅度上是优於低成就者。

The research goal of this article lies in the reading view which "The Analects of Confucius Variorums" to Zhu Xi manifests to carry on the exploration, and tries to unify it with presents language reading education, and then instruct language reading according to his outstanding traditional theories.

本文的研究目的就在于对朱熹《论语集注》中体现出的阅读观进行探索，并试着将其与现在的语文阅读教学相结合，用他这些优秀的传统阅读观念指导当今语文阅读教学。

Nested PCR analysis and southern hybridization analysis showed that no polymorphism between H.villosa, Pm97034 and susceptible parent Wan7 107 was detected with the clones from 6VS arm, whereas three clones from H.villosa genome DNA: RH42, RH55, and RH66 showed polymorphism. RGA6 cloned from H.villosa genome DNA was characterized identity to NBS, and show high homology to resistance genes as RPM1 and RPP13 in Arabiadopsis, LRR19 in wheat, and I2C-1 in tomato.cDNA library constructed from T.aestivum-H.villosa translocation line Pm97034 was screened by hybridization with RGA6. Four positive cDNA clones were obtained. R3-2-2 showing 60-90% identity with eukaryotic sulfite oxidases contained an open reading frame of 647bp encoding 140 amino acid, and contained a conserved Moco-dimer domain in the ORF. R6-2-2 showed an ORF containing an Euk-porin domain of 279aa with 20-40% identity to the eukaryotic voltage-dependent anion channel proteins. R8-1-1 showed a complete ORF of 1810bp encoding 493aa with 80-90% identity to plant catalases. R9-1-1 showed an ORF containing a BTB/POZ conserved domain of 204aa with 30-70% identity to pox virus and zinc finger proteins. R3-2-2 and R9-1-1 were the first cDNA clones containingconserved domain of SO and POZ respectively isolated from wheat. R8-1-1 contained a complete ORF with 81% identity to Cat-3. Aspects of the role of R8-1-1 may be same with Cat-3, and it would offer the opportunity for improvement of stress tolerance of wheat.

以RGA6为探针，筛选用抗白粉病小麦—簇毛麦易位系Pm97034构建的cDNA文库，得到了4个阳性克隆。R3-2-2与动植物的亚硫酸氧化酶(sulfite oxidase，SO)有60～90％的同源性，长度为647bp，编码140个氨基酸，具有开放阅读框并含有保守域Moco-dimer.R6-2-2与真核生物的VDAC(voltage-dependent anion chennel)蛋白有20～40％的同源性，长度为1047bp，编码279aa，是一个不完整的开放阅读框，预测结构具有Euk-porin结构域。R8-1-1与植物中已经克隆的过氧化氢酶有80～90％的同源性，长度为1810bp，编码493aa，具有完整的开放阅读框和过氧化氢氧化酶保守域。R9-1-1与动植物的POZ(pox virus and zinc finger protein)蛋白有30～70％的同源性，长度为1446bp，具有开放阅读框和BTB／POZ保守域。R3-2-2与R9-1-1是首次从小麦中克隆到的具有SO和POZ保守域的cDNA序列。R8-1-1具有完整的开放阅读框，与玉米Cat-3基因具有81％同源性，预测R8-1-1可能具有与Cat-3类似的功能，可为转基因小麦抗逆育种提供新的基因。

The class teaching of aware and active reading includes five important links: self-reading, self-thinking, self-description, self-evaluation and self-use.

自主阅读应延伸到课外，延伸到社会生活，达到阅读&生活化&。自主阅读拓展的途径：向教材，向名著，向社会，向自然，向网络。

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。