明兒 的英文怎麼說

中文拼音 [mínger]
明兒 英文
[口語]1. （明天） tomorrow 2. （不遠的將來） one of these days; some day
  • 明 : Ⅰ形容詞1 （明亮） bright; brilliant; light 2 （明白;清楚） clear; distinct 3 （公開;顯露在外;不隱...
  1. I'll tend to you four in the morning !

    等我明兒早晨來打發你們四個罷！
  2. There are at least two million children of school age in india who are blind

    在印度，約有二百萬名達入學年齡的失明兒童。
  3. I will become a scientist some day.

    明兒我也能成為一名科學家。
  4. Bingley urged mr. jones s being sent for immediately ; while his sisters, convinced that no country advice could be of any service, recommended an express to town for one of the most eminent physicians. this she would not hear of, but she was not so unwilling to comply with their brother s proposal ; and it was settled that mr. jones should be sent for early in the morning if miss bennet were not decidedly better

    彬格醚再三主張立刻請鐘斯大夫來，他的姐妹們卻都以為鄉下郎中無濟於是，主張趕快到城裡去請一位最有名的大夫來，伊麗莎白不贊成，不過她也不便太辜負她們兄弟的一番盛意，於是大家協商出了一個辦法如果班納特小姐明兒一大早依舊毫無起色，就馬上去請鐘斯大夫來。
  5. See you tomorrow.

    明兒見。
  6. Later, see you, bob - keep it up

    -明兒見，鮑勃-繼續努力
  7. “ tomorrow is going to be a good day with this current, “ he said

    「看這海流，明兒會是個好日子， 」他說。
  8. A comparison between rousseau ' and wang yangming ' s educational thoughts on children ' s education

    王陽明兒童教育思想之比較
  9. I ' ll keep yours and mine together on ice and we can share them in the morning

    我要把你的魚跟我的一起用冰鎮著，明兒早上就可以分著用了。
  10. She is going on to - day or to - morrow morning to their estate in the province with her nephew

    她就要和她侄兒一起到莫斯科近郊的田莊去，今天或者明兒一早。 」
  11. “ do you think we should buy a terminal of the lottery with an eighty - five ? tomorrow is the eighty - fifth day

    「你看我們該去買張末尾是八五的彩票嗎？明兒是第八十五天。 」
  12. “ you ought to go to bed now so that you will be fresh in the morning. i will take the things back to the terrace

    「你該就去睡覺，這樣明兒早上才精神飽滿。我要把這些東西送回露臺飯店。 」
  13. They existed entirely in the present, no responsibilities, no conscience

    他們完全過著有今兒個不管明兒個的日子，沒有責任，沒有是非。
  14. " i wish t you d listen to reason, " she repeated, " an come to dinner to - morrow.

    「有道理的話我希望你聽得進， 」她又說了一遍， 「明兒個來吃晚飯！ 」
  15. Do you think that mixed-ability teaching holds the brighter children back ?

    你認為混合能力教學會阻礙聰明兒童的進步嗎？
  16. Children inherit their taste for meat and fish but when it comes to vegetables and desserts it ' s more nurture than nature, according to a study

    一項研究表明，兒童遺傳了愛吃魚肉的習慣，但是對于蔬菜和甜品，與其說是自然的需要，還不如說是出於對營養的考慮。
  17. After observing the interaction behaviors between children and the teacher or among children during different activities on the spot, the researcher pointes out that the forms of interaction behaviors between children and the teacher are different from those among children, each having its own characteristics

    摘要本研究採取自然觀察法，對兒童與教師、兒童與兒童在不同活動類型中的交往行為進行了定量描述與定性分析，結果表明兒童與教師的交往和兒童之間的交往有著明顯的差異。
  18. A lot of research on children ' s tom indicated that children could not pass the classical tom tasks until the age of 4, and that children ' s performances in various tom tasks were intrinsic consistence but task - specific

    對兒童心理理論能力的大量研究表明：兒童通過經典的心理理論測試任務的年齡約為4歲，兒童在心理理論各任務的表現具有內在一致性，但同時兒童在各個心理理論任務中的表現還具有任務特異性。
  19. All the world - wide experience of ages, proving that children do imperceptibly from the cradle grow up into men, did not exist for the countess

    亙古以來全世界的經驗表明，兒童自幼年開始，就不知不覺地逐漸地長大成人，對伯爵夫人來說這個經驗是不存在的。
  20. Researches in infantile phsychology and developmental phsycholgy suggest that children ' s development in maths - physics thinking comes behind their linguistic development. but at present curricula for primary school include mathhs and chinese simultaneously, short of adequate conception of number and support of idea, especially when their linguistic competence has n ' t sufficiently developed, children ca n ' t well understand the specialized asbstract words in maths, so they usually memorize mechanically the concepts, formulas and theorems. thus it brings difficulty for children and even failure in their maths learning, while their linguistic competence. either in mother tongue or foreign languages. ca n ' t develop very well in the sensitive stage of linguistic development

    兒童心理學與發展心理學的研究表明，兒童的數理思維的發展落後于語言的發展，但在我國當前的課程設置中卻是語文和數學同時開設，兒童缺乏足夠的數的概念和表象的支持，尤其是兒童的語言沒有獲得充分的發展，還不能完全理解數學中專門的抽象詞匯，往往死記硬背數學概念、公式、定理，不僅造成學生數學學習相當吃力，使很多學生數學成績不良，也造成學生的語言（母語、外語）在語言發展的關鍵期沒有獲得良好的發展。
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