只要活着就有希望--苟跃其

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2008 7.9 Wed
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陕西省安康市汉滨区五里高级中学或安康市汉滨区第四高级中学
她是一个正在飞速发展的高级中学。拥有一个很好的团队。所有的老师和学生都上下一心共创未来.

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用户名: gouyueqi
等级: 高中生
在线时间: 2242 分钟
日志总数: 80
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建立时间: 2007-04-20

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梦想 2007-07-29

I have many dreams原来总希望自己可以在二十岁左右周游列国，像一个浪漫的旅人，背着大包包走在异国的街头，虽然口袋里的钱所剩无几，却依然觉得自己无比幸福~后来我算了一下我发现这个梦想根本无法实现，起码在25岁以前，这一切还只是白日梦，就像大多数人一样那么首先，my english is very very poor这个问题要命咧曾经在香港街头看地图的时候，有一位非常热心的路人甲以为我是外国游客，立马用一口流利的english问我是否需要帮助，可怜的我只能用超级烂的英语跟他沟通，最晕的是中途我们还说了几句白话~真奇怪~最终还是转换为英文告终。而与我们的外国友人，沟通次数更是寥寥可数，因为水平有限，话题也局限在类似你从哪里来一类的低级问题~~然后，最亲爱的中国爹妈们，极少能开明到能放手让自己年轻的孩子满世界的瞎跑，他们担心你饿着，担心你凉着，担心你被车撞着或者迷路了，甚至担心恐怖袭击会威胁到你……中国的爹娘就是爱把自己置于恐惧中最后，是因为我个人认为现在还未是时候（也许是心理年龄在作怪吧）今天临晨，因为喝了咖啡，致使我翻来覆去都无法入睡而且平时这样夜深人静的时候，正好是我灵感泛滥的时段在茫茫的灵海（灵感的海洋简称灵海）中，我好不容易找到被刷新的梦想好！一切要从实际出发！下面来公布我的最新也是最实际梦想，以免日后忘记（排名按欲望程度大小，由大到小）1 给人拍一辑艺术照，不写真，其中要有京剧造型（就是要画脸谱的），还有60年代招贴画的……（现在市面上的艺术照都是千篇一律，看着就烦）2 客串喜剧演员，最爱娱乐大众，而且把人逗笑实在很有成就感3 设计一个广告，要有蜥蜴生舌头和打嗝的画面，不知道为什么，总觉得这个镜头会很搞笑4 策划一场婚礼，我来安排一切细节，一定会浪漫又完美要完成这些梦想～就要把自己变成一个"金莎"5层！

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秘书（老婆）？ 2007-07-29

有一天，我在一间咖啡厅里听见这样一段对话：老婆：小丽，你要多少钱才肯离开我老公，你开个价我都给你。秘书：这不是钱的问题，因为我爱他。反过来说，如果你现在离婚想分多少财产，你写份协议书给他，我一定会让他满足你。老婆：你这人怎么这么不知羞耻的，他是我老公。秘书：其实我比你更象他老婆。老婆：谁能承认你是他老婆？秘书：实践证明我比你更是他老婆。老婆：什么实践，你要知道我们是有结婚证书的，你们有吗？秘书：那只是一张纸，不能表示你们永远相爱。老婆：我们的孩子都10岁了，难道这还不能证明他是爱我的吗？（有些激动）秘书：你别激动，我们来做个好好的分析。老婆：我和我老公之间的爱情要你来分析吗？秘书：问题是现在他已经不完全是你老公了，说的严重一点，除了那张结婚证书以外，他已经不是你的老公。老婆：那我们的那个家，不是还完完全全的在吗？我们一家人都很快乐。秘书：你就别死撑着了，那只是个漂亮的外表。老婆：那你们有什么，有我们这样温馨的家吗？秘书：所以说我不给你做分析，你是不会明白的。老婆：那我倒是要看看你拿什么和我比。秘书：就拿时间来说吧，从早上8点上班到下午5点下班我们都在一起，再加上晚上陪客户喝酒吃饭、休闲、卡拉OK到12点，我们每天在一起整整16个小时。而你们呢，除了他每天话在路上的时间，你们在一起还不到8小时。你们是结婚了11年，可我们一起也有8年了，我们8年在一起的时间比你们11年还多呢。老婆：那只是工作，花钱请你来做的工作。秘书：（笑笑）呵呵，工作！要说工作我还是比你高一层次，我做的是秘书工作，而你只是个家庭保姆。老婆：有你这样的比喻吗？你可是每个月拿薪水的，我想要我老公什么时候想炒掉你就什么时候炒掉你。秘书：和你比，其实他更离不开我。我表面上是每个月拿薪水，可是你呢？你也只是法律规定拿一票制薪水的保姆，甩你时候一次性付清薪水就离了。老婆：（很生气）你太不知羞耻了。秘书：爱情是没有羞耻的，你最多只是个先来，而我后到。爱情一旦死忘了，就没有什么好死撑的啦。老婆：我们有孩子，你们有吗？秘书：（摸摸肚子）这就是他的。老婆：（想站起来打她，还是气得晕倒了）。。。。。。。秘书：（扶她坐稳）你我都是女人，我理解你的心情，但我更理解爱情。老婆：我天天在家里给他洗衣做饭，带小孩，他这么没有良心。（哭）秘书：爱情不仅仅只是这些，公司里所有大小事情那件不是我为他安排啊？会议，接待客户，端茶送饭。还有他多少烦心事不都是在我面前倾诉，多少次受到挫折的时候都在我的爱抚中睡着。老婆：公司的事情是你应该做的。秘书：要说家，公司可以说是他的另一个家，而我就是这个大家庭贤内助。老婆：你要想清楚，那可不是你们的家，公司可是有一半是我的，按你那么说，你还是我的老婆啦！我有权给你钱，让你走人。秘书：你别占着你有那张结婚证书，就觉得有理了。告诉你，我也有聘请和约书的，也是受法律保护的，炒了我是赔钱。他离了你照样分点钱给你就了事，和我并没有什么两样。老婆：我们是因为爱情而走到一起的，而你是因为钱而来到公司的。秘书：可是现在我们是因为爱情而继续拼搏，而你却因为财产而消遣以后人生。老婆：我为他放弃工作，专心做他全职妻子。秘书：我能为他做一切他想做的事情，你做得到么？老婆：我们相爱的时候，你还不知道在哪儿呢。秘书：你那是为了过去和他在一起，而我是为了将来和他在一起。老婆：我要去起诉你第三者插足。秘书：那你还不如起诉他犯重婚好了。他坐牢了，你们也不用离婚了。出来的时候我直接去接他，财产就你和我们的孩子分吧。我一分也不要。

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你是否只爱我一个 2007-07-29

=500) window.open('http://yoyozhang.blog.zj.com/p_w_upload/yoyozhang/29647_kuwpZF7spqrAOzZ.jpg'); }" src="http://yoyozhang.blog.zj.com/p_w_upload/yoyozhang/29647_kuwpZF7spqrAOzZ.jpg" width="530" onload="function anonymous() { if(this.width>'500')this.width='500'; }" border="0" /> 没有当当的日子第4天多云我的日子开始变的很单调,看电视,吃药,睡觉,一早起来,寝室就只有我一个人,睡在当当在都市大团购里买的蚕丝被里．,躺在当当刚买的竹席上,坐起身打开当当买的电脑,桌上还放着当当送的Triangel（他说过当你遇到你喜欢的另一半，你就送给他．），还有上次去嘉年华玩来的四方玩偶（还记得那天下了好大的雨），墙上挂着当当在海南时买的海星，我走出房门．眼泪凝集，我告诉自己你要坚强，洗完脸才发觉用的化妆品也是情人节那天在杭州买的，我的当当啊！我该怎么逃出你的影子，我想还是出门吧，今天天气不错，散散心，选了半天鞋子，都是当当买的，我坐在地上泪流不止．放声大哭,哭的痛到心里.你可知道啊！在我的世界里只有你，你是我的唯一．没有当当的日子,开始不会饿,不用睡觉,我只能依赖药物维持着我的睡眠,皮肤暗淡无光,总是过敏,我是不是快死了......　　当当，看见了吗？又在下雨了，是我在不停的想你，手机没了你的短信，耳边听不到你的声音，原来你已经是我生活的依恋．我的心里,满满的都是你,溢出来的是我对你思念的眼泪.

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大学趣事 2007-07-29

听同学说，　　一次她们宿舍的一个女生去买卫生巾，　　对老板说：一包卫生巾。　　老板居然问：要三鲜的还是麻辣的？　　然后那个同学愣了一下，说：三鲜吧，我怕麻辣的我受不了。。。大学时候，听见一个女生点菜：师傅，炒一盘酸辣土豆丝，不要放土豆！当年找工作时，主考官问我哪年毕业的。　　我本来是要说2000年的，结果一激动说：“两千年前。。。”　　更瀑布汗的是，主考官竟然噢了一声，说：“孔子的学生吧。”

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重要话题 2007-07-29

一、男人千万要记住，自家女人绝对不要拿来和别的女人比较。　　不要老说别人的老婆如何如何好，别数落她不漂亮。对大多数女人来说，听到自己最爱的人说她的一句好比所有人说她好加起来还舒服。只要你爱她就不要伤害她。　　二、男人不可以三天两头的冷落她。　　女人都是敏感多疑的，她会把很多事情往消极的方向想。其实出门前的一个蜻蜓点水的吻、回家推开门时的一个拥抱都会让你的女人以后想起来感动万分，这些对于男人一点都不难做到，记得在你难过时告诉她让两人一起分担，在她难过时要牵着她的手把手心的温度传给她。　　三、不要摆脸色给你的女人看，一个对女人使脾气的男人是很可恶的。　　女人在家中忙里忙外的，繁忙的家务已经让她有了一肚子火了，要知道因为她在你背后所做的这一切才能让你无后顾之忧。试想一男人下班后回家说：老婆，你忙了一天，辛苦了！女人笑笑说：没什么的，你才辛苦呢！那是多么和谐的一幅画。　　四、男人走到一起是比工作比职位，女人走到一起是比男人比孩子。　　在她的女友面前一定得表现出你对她的宠爱和疼惜，让她觉得自己拥有了让所有女人嫉妒的完整的爱。如果她是一个明理的女人，她肯定也会在你的哥们面前给足你面子，让你在朋友面前做个顶天立地的大男人。　　五、和男人喜欢看美女一样，女人也喜欢看帅哥。　　你可以吃醋或生气，可是一个真爱你的女人其实看到帅哥时候的心境比男人看到美女时的心境更加单纯，她只是看到一些美好的东西有些感叹而已，就像是看到一幅美的图画一样，不像男人那样会有更多的幻想。　　六、老婆是娶来疼的，有修养的男人是绝对不会打老婆的。　　如果真爱她就要尊重她，不能随便动手。如果你已经不爱她了，那么你就摸摸自己的良心：我还能让她幸福吗？如果答案是否定的，那就放她走吧，让她找个真正能对她好的人。让自己别再错下去也让她自由吧！　　七、女人喜欢让自己有安全感的男人，因为让她们觉得很安全。　　可女人更抵挡不了男人的温柔，如果说女人的温柔是对付男人的利器，那么男人不经意的温柔对于女人绝对是可以说是核武器。但是女人也有自己天性那就是天生的母性情结，她偶尔会把你当做自己的孩子一样处处宠爱着，但你要记住不要得寸进迟。　　八、家庭永远是第一。　　男人固然要对工作负责，却也要有职业道德，要从工作中得到乐趣，但不要做工作的奴隶，我们工作是为了更快乐地和家人在一起，享受生活很重要，记得不定时地和妻子、孩子一起享天伦之乐。　　九、爱人的父母就是自己的父母，将心比心，爱屋及乌。　　老吾老以及人之老，只要内心深处真正感到这就是我自己的父母，心理上对老人依恋亲密，老人会感受到这份真心的。何况，人老了很象孩子，只要象哄孩子般哄老人开心就好了。我们自己也有老的一天，要做好下辈的镜子，让他们知道怎么去尊敬老人。　　十、两个人相处切记要坦诚、信任、宽容、理解。　　不可事事隐瞒但也可在逼不得已时说些善意的谎言，个种尺度自己把握。多多站在对方的立场上去看一件事，想想她的处境，体会一下她的为难之处。记得：你是她最爱的人，你要理解她，支持她，在她犯错误时要宽容以对。

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一个人的滋味 2007-07-12

推荐 -->一个人的滋味一个人孤独,但不无奈;一个人寂寞,但不压抑;一个人冷清,但不凄凉;一个人的滋味,很苦却也很美,很美.......我无奈一个人喜欢一个人享受生活的女人.一个人轻轻松松,没有太多纷忧,一个人想我所想,爱我所爱,永远没有约束......一个人随心所欲,漫不经心地起床,只要不误上班,不必去管太阳爬得多高;一个人来到河滩呆呆地看暮色苍茫,不必去管郊野的荒凉;一个人悠悠闲闲淋着淅淅沥沥的小雨,不必去管明天是否感冒;一个人迎着飘飘雪花领略冬的莹洁,不必去管别人如何叫你"是个疯子";一个人坐在窗前嚼着失恋的青橄榄,学着男人的样子很技巧地吐几个烟圈,不必去管别人的白眼;一个人在狭窄的宿舍里因为一首小诗变成铅字狂舞一曲"探戈",不必去管在世人的眼里是否"神经".......一个人没有牵挂,没有疑虑,没有压力,一个人自自在在过一个人的日子........如果觉得太宁静,一个人可以听听音乐;如果觉得孤独,一个人在桌上铺几页白纸可以宣泄一个通宵;如果觉得周围没有色彩,一个人跑到花店大大咧咧要一束紫罗兰,也可以臭美几个日子.如果觉得委屈,一个人伏在床上可以痛痛快快哭一场;如果觉得单调,一个人踏上壹辆破车可以高高兴兴地在阳光里泡上整整一下午.........一个人上医院也满足,不需要为别人对自己的悉心照料伤感地落一行热泪.......一个人过生日也幸福,精心装扮好栖身小屋,也美美地去吹吹蜡烛......一个人深夜归家也平安,小心翼翼地走那条黑黑小路装着男高音粗犷地唱几句"妹妹你大胆地往前走,莫回头......"一个人的欢乐,一个人分享,一个人的孤独一个人打发,拿了最高奖金的时候,一个人对着镜子描眉施粉,换上最惬意的衣裙,扬扬自得地冲镜中女孩嚷:"OK,赶舞会去!"一个人一杯茶一本小说一个晚上,一个人看电视,织毛衣,逛大街,一个人进公园,一个人看电影,一个人不需要同伴,一个人万岁!

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女人不美,男人要负一半的责任 2007-07-12

女人不美,男人要负一半的责任一位名人说过，一个人要为自己的相貌负责。我想，对于女人来说，相貌长成什么样，自己只能负一半的责任，另一半则应由男人来负。未出嫁的姑娘，就像苗圃里的树苗,一个个俊俏挺拔。出嫁了，与一个男人终日厮守，男人就成了女人的气候、土壤、环境。男人脾气暴，整日不是狂风暴雨，就是“零下一度”，女人一定憔悴无光；男人修养高，日照朗朗，和风细雨，女人一定热情奔放。养颜乃养性，好男人让女人心境好、心态好、心灵好。我们总是追求我们所爱的。一个女人爱上什么样的男人，她往往就会变成什么样的人，所谓“跟好人学好人，跟着神汉会跳神”。所以，女人如果不美，男人至少要负一半的责任。一个本来很清纯的女人变得越来越恶俗，一定是她的男人档次不高，她“近墨者黑”。相反，一个本来很一般的女人，相貌越来越可爱，眼睛越来越灵光，说话越来越文雅，举手投足越来越有风度——不用说，她有一个好男人。男人千万不要以为美与丑只是女人自己的事。她长得美，你有一半的功劳；她不好看，你也有一半的过错。

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关于爱情一个男人应该学会的东西 2007-07-12

关于爱情一个男人应该学会的东西热恋里的男生总是很兴奋，一片真心，智商不到平时的3分之1，冲动，带着血气，象对宝贝一样呵护着自己心爱的人。可是年轻女人是种很奇怪的动物，她们要的是种感觉，有时候对她们好反而让她们觉的没意思，没有激情，继而厌倦。有人说男人伤心过后就开始成熟了。从这点上说，应该谢谢自己的初恋女友，爱过了就散，不要带着恨，应该明白，有些遗憾是天注定的，你和她都没有错。　　1、女人天生就是善变的。别要以为她在你的怀里娇声呢喃就表示她多么离不开你了，别以为紧紧拥抱的她就是你身上的一快肉了。也许没过多久，就是你在它面前痛哭哀求了。不要问为什么会这样，是你幻想太多了，都说女人喜欢听甜言蜜语，其实男人更喜欢听。　　　2、女人天生就是自私的。善良的你也许会让她不忍心马上和你说分手，不过肯定无法停止她对另一个男人的投怀入抱。她会两个都不放，女人的本性如此，喜欢好几个她不讨厌的男人围着她转，享受被人捧着的快感，特别是那些长的还不错的女人。　　3、一旦一个女人对你冷淡了，请不要幻想她是身体不舒服或是你做错了什么，接受她变心的事实吧。做好心理准备，不管你心里是怎么的无法接受，事实就是这样，女人变了心，上帝都改变不了，你可以试着感动她，不过我以为，感动过来的女人，总有一天还是会离开的，而且很快。追回来的感情，就想拿回了变质的食品，已经不能吃了，拿回来又有什么用？　　4、（积极意义的）多注意你们一起生活时的细节，女人在大事上很白痴，可对细节是十分敏感的，比如一些关怀的小动作，温柔的问候，当然包括你的卫生整洁等。有时候，一个小细节会让你们的爱情更加甜蜜美好。　　　5、如果你长的不是很高大很帅，甚至是普通都还差点，并且你没什么特别牛的地方，也不是很有钱，那么请不要爱上那些被众人捧为美女的女人，因为——你和她是不可能的。恋爱也是讲究“门当户对”的。也许很多电视剧电影里，很多美女爱上了其貌不扬的主人公，但那到底是虚的，现实里，女人都是爱帅哥的，何况是被人捧上天的美女们，即使你得到她了，你也要考虑下你有没有能力把她留在身边，她终究还是会经不起诱惑，拿你和人家比。　　　　6、所有的感情到后面都会褪去激情，变的平淡的，分手是结婚外唯一的一条路，爱的时候，不要不顾一切，真心是需要，可女人都是很现实的，她为自己考虑好一切后，留下一句“我们是不可能的”或“我们结束了”就甩头就走。所以准备给自己的心一个缓冲的机会，因为现实就是这么残酷。　　7、如果你正处在万念俱灰，痛不欲生的失恋中，请不要折磨自己的身体和心灵，别用烟和酒来迷醉痛苦，别在深夜一个人到她宿舍或家边徘徊，那样只会痛得更深，而且在她的眼里，你很让人讨厌，多想想自己的优点，所谓“天涯何处无芳草”，用句豪放点的说法就是“奶奶的，不就是个女人吗！”　　　8、不管怎样，男人始终是事业第一，不要沉醉在风花雪月之中，美好的东西总是很脆弱的，不要被感情磨的没有生活的激情，不断充实自己，学习知识，装酷和表面的潇洒都是暂时的，有一天失去感情，你会发现自己真的是一无所有了。女人因为失察而毁身，男人也会因为失察而浪费时间，永远不要因为女人而放弃事业。

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我的论文题目 On Vocabulary Teaching and Learning In High School 2007-07-04

I. IntroductionIn English teaching and learning listening, speaking, reading and writing are integrated skills. Especially in the process of vocabulary teaching and learning teachers need to master many principles of vocabulary teaching and analyze some problems influencing vocabulary teaching and learning. Teachers also need some new methods of vocabulary teaching. Students need to have reasonable learning strategies for them and must be persistent. The paper analyses the problems of vocabulary teaching and learning in senior school. According to the results, the paper brings in some methods. Teachers can improve the vocabulary teaching and students can get good effect in their vocabulary learning.No one doesn’t know D.A. Wilkins said “we can not express anything if there is not vocabulary” and P.S. Carder said “It is ok without grammar if you give a dictionary to me.” （ [13] P169） The vocabulary teaching and learning is an important aspect in language teaching and learning. It is very difficult for teachers to finish the teaching and learning aims, if teachers and students do not complete the process very well. Therefore, it is very necessary for teachers to research the problems of vocabulary teaching and learning and the factors, which influence vocabulary teaching and learning. Teachers can get great effect in their teaching and learning if they solve these problems and overcame these factors.II. The Problems Influencing Vocabulary Teaching A. Insufficient the Principles of Vocabulary Teaching According to my interview the result indicates (I interview ten English teachers only three teachers who know most of the principles.) there are few teachers know the principles about vocabulary teaching. Therefore, they can get great effect during their vocabulary teaching. Most teachers only know some simple principles for vocabulary teaching.B. Lacking of New Method for Vocabulary TeachingMost of them use traditional methods to teach vocabularies in class. For example, teachers read vocabularies at the beginning of their class several times. Next class, they will dictate these new words but the effect always is bad. They only teach vocabulary once or twice in class without considering students memory effect.C. The Text Book and Language EnvironmentThe senior English book does not cover enough English high-frequency words. It means many words’ reoccurrence rate is not enough in the senior course book. ([7] P21) Therefore, students cannot meet some often use words in their textbooks. Generally speaking, most students cannot master enough words for them. In china most students learn and speak English in English class. They still speak Chinese after English class. Students have many courses to learn and have much homework to do except for English after class. Therefore, they have little time to speak and remember English vocabulary.D. Reviewing Unreasonably According to research most of vocabularies are forgotten in the Forgetting Curve.Some students review vocabulary without regular. Few students never review vocabulary before the next. ([3] P30) Therefore, it is common thing students without remembering English words, which they have learnt. Study is hard process for most of students. They give up when they meet some difficulties. They don’t have enough confidence and good methods. If teachers encourage these students, they will study hard in a short time. They will return to their condition to play or study other courses, which they like.III. Some Principles of Vocabulary TeachingA. The Stage Principle of Vocabulary TeachingAlthough many foreign language learners’ vocabulary development has different, their studies in different stages show different characters. Therefore, teachers should have important spots about vocabulary learning in different stages. Generally speaking, junior and middle English learners have bad ability of guessing words and don’t form perfect vocabulary learning strategies, because their vocabulary size relatives not enough, teachers should notice that they need teach vocabulary directly. With learners’ language level stepping senior stage, teachers should enhance their independent strategy development. (盖淑华, 2003.) With increasing of learners’ vocabulary size and improving the ability of finishing study task by using language of aim, their vocabulary incidental learning’ size will be more, the retention of learning will be better. ([3] P28) So during the period, teachers should offer chances of bring in language and help them learning vocabulary in much training of listening, speaking, reading, writing. Using this way, gradually learners are trained independent language learners. Next, there are some advices around the three stages of teaching. 1. The Junior Stage During the period, Chinese English learners are green hands for English, because English and Chinese have very different in pronunciation and writing system, adding the word form way of English and its formation, both are completely different from Chinese. English vocabulary learning is a difficult thing. At this time, asking learners to get and increase vocabulary size by incidental learning and independent strategy development, which is hard to come true. Therefore, during the period, the mission of vocabulary learning is to master normal 3000 word families or 5000 lexical items in a short time. These words all are English high-frequency words. Laufer (1992.) thought the 3000 word families or the 5000 lexical items are the littlest vocabulary size during university for good effect reading. Depending on the basis, it can do vocabulary development. ([3] P28) Therefore, teachers should throw the wrong view: Notice the strange words very much, because students have mastered and acquired by themselves about those common words. However, these so-called easy words, they have different meanings and habit uses which are difficult places. For this point, teachers should pay more attention to explain and train these English high-frequency words. At last, teachers should emphasize that learners learn vocabulary during communication because that can make learners get and understand vocabulary accurately and improve their ability to use these vocabulary. 2. The Middle Stage When learners finish learning the basic vocabulary, they get to the middle stage. At this time, learners can read some common materials. During this period, teachers not only need learners to relate formation, pronunciation and meanings of words together, but also make learners try their best to understand the match, association meaning of words and so on. Vocabulary learning is a process of persistence. During last stage, some words, which learnt need be strengthen, in order to get the ability of auto-reappearance. From the stage beginning, teachers also should choose some unfamiliar words which learners contacted to deal, deciding what kinds of words to be needed to productive skills training and what kinds of words to be needed to receptive skills training, and what kinds of vocabulary knowledge is useful for students, because the contacted words are not equal importance for them.3. The Senior Stage In this period, with vocabulary size increasing and language skills improving, most of the learners enlarge their vocabulary size by incidental learning and independent strategy development. Therefore, at this time, teachers should be notice: First, teachers can guide from pre-reading that it important to reappear the vocabulary, which learners have learnt, and train the ability of guessing words.Second, teachers can introduce word’s origin, word formation and so on consciously, because this aspect can cause students’ interest in independent learning vocabulary. At this time, the study of vocabulary at some extent has connected with reading teaching. Therefore, if teachers can educate students’ ability of sustained silent reading, it is the very important step. If you persist, you will succeed at last.B. The Principle of Further ProcessingFor some teachers, vocabulary teaching only means that they teach students that how to pronounce, to spell, and what is the words’ meanings? However, they never consider the deep training of vocabulary teaching and learning. If they had the training about vocabulary, teachers’ aims are test, but teach vocabulary. According to research, students can get the best effect, when they understand the meanings of vocabulary and make them internalize by their hard work. In order to test students’ different involvement load for learnt vocabulary causes the effect for incidental learning. (盖淑华,2003: 285) He analyses this phenomenon from vision of message management, and considers the language mission more complex, the work mission size more heavy, and it asks learners’ psychology efforts more heavy, and this kind of psychology efforts can cause auto message management, so it helps cause vocabulary learning. ([3] P30) From the analysis, we can get an inspiration. In dealing with new vocabulary, learners must pay more attention to require the quality of exercises’ design. Learners can strengthen and internalize vocabulary knowledge by doing exercises avoiding amount and low level of repetition.C. The Principle of Guessing Word Meanings Using the context and word formation to guess words’ meanings, to promote vocabulary learning is a controversial topic in education system. ([3] P28) They advocate adding students’ vocabulary size by reading after analyzing and summarizing theory and practice of word meanings’ guessing. Moreover, Hulstijn (1993) discovered that guessing word is good for vocabulary learning, because the person who is good at guessing words can acquire more vocabulary from reading ([3] P28). These all explain that improving the ability of guessing words is good for incidental learning of increasing vocabulary.IV. Methods of Vocabulary Teaching and LearningA. Learning through Listening, Speaking, Reading and Writing1. Learning through ListeningSome learners have a large reading and read well but have great difficulty in following spoken English. Others may not have enough vocabulary to understand spoken English.(1). Activities are to turn a Reading vocabulary into a Listening vocabulary into a listening vocabulary. Typically learners of English from countries where English is really used outside the school may read well but have little experience in listening to English. These learners need to have the chance to transfer their reading vocabularies to listening. Quaintly of listening experience is important along with some help to see the written spoken connection.Firstly, A very effective technique is to choose an interesting simplifies reading text like In the Beginning (Christopher, 1972), Of Mice and Men (Winks, 1975) Animal Farm (Orwell, 1945) which is at a vocabulary level well below the learners for 10 or 15 minutes each day trying to keep the learners interested in the story. The teacher then reads the story aloud to the learners for 10 or 15 minutes each day trying to keep the learners interested in the story. Wherever a word occurs which the teacher feels the learners might not recognize. The teacher writes it on the blackboard while repeating the sentence containing it. This is done without intermitting the flow of the story. If the word occurs again, the teacher simply points to it on the blackboard.Secondly, Dictation and prediction exercises (Brown ＆ Barnard, 1975) provide a useful bridge between writing and listening. One variation is to put a fairly simple text on tape and get the learners to transcribe it. The text has no special pauses like ordinary dictation so the learners need to use the pause and reply buttons often.(2). Activities to increase vocabulary through listening if learners have a very limited vocabulary, then vocabulary need to be taught through listening. The requirement is that the teacher must be able to simplify and control. Vocabulary control while speaking is an important skill for a teacher to muster. This can be set as a goal for learners and can also be used by teachers as a base for introducing new vocabulary. Some courses for teachers of English as a foreign language train course members to be able to speak within a limited vocabulary. Vocabulary control is a way of making sure that teachers repeat words. Teachers who know the members of their class well and are sensitive to them do not have great directly in suiting their spoken language to their teacher understands. There are three ways for teachers.First, just as learning vocabulary by guessing from content is important in reading. So is it important in listening. An advantage that occurs in guessing from content in listening is that a skilled and sensitive speaker can easily provide extra information if necessary to help with guessing of an unknown word.Second, teachers can control and help with vocabulary input, so can learners. A useful strategy is to help and encourage learners to control the teacher’s spoken language. Here is a technique for closing this. The teacher writes several sentences on the blackboard. They include the following.Please speak more slowly. What was the word before _? How do you spell it? Could you please say that again? What dose mean?The teacher then tells the learners that he or she is going to read them a short text. When the teacher reaches the end of the text, the learners will be expected to have understood it well and be ready to be tested on their understanding of it.Third, there are many controlled listening exercises that can be used to teach new vocabulary. In the “What is it?” exercise the teacher explains a new word by turning the explanation into a kind of puzzle (Nation, 1978). Information transfer exercise also provides a useful content for the introduction of new vocabulary (Ralmer, 1982). In these exercises the learners listen to a monologue, conversation, or description and complete a diagram or table while listening. For example, the learners listen to a conversation between a young person and bicycle repairman. While the learners listen they each have a picture of a bicycle in front of them. They circle the parts of the bicycle, which need to be repaired. The introduction of new vocabulary is helped by the use of a picture and by the redundancy in the recorded conversation. In addition, most learners of English will bring previous knowledge of bicycles and the kinds of things that go wrong with them. 2. Learning through SpeakingFrom the speaking of view of vocabulary, there are two reasons why learners may be able to say what they want to say. First, they may not know enough vocabulary. If this is the case, then the teachers can work on ways of increasing their vocabulary, like using controlled activities and techniques for the receptive learning of vocabulary. There are several teachers who suggest that spoken production should not be encouraged until learners have had a lot of opportunity to listen to the language and develop their own hypotheses about it. When the learners feel ready to speak, they can then draw on this previous learning. So when learners have enough receptive vocabulary, they can be helped to use some of it productively. Second, the learners may know enough vocabulary, but they are unable to put this vocabulary to productive use. It is not unusual to meet learners of English who can read quite well but who have great difficulty producing spoken language. In teaching, a distinction is often made between active vocabulary, which is to be used by the learner in speaking or writing, and passive vocabulary, which is needed for listening and reading. At most stages of language learners’ passive vocabulary is much larger than their active vocabulary. ([1] P152)Corson (1983, P5-6) also distinguishes between productive (active) and receptive (passive) vocabulary in the following way: He calls the active vocabulary a “motivated” vocabulary. It consists of all the words we need to use and feel no reluctance in using in our everyday life. A passive vocabulary includes the active vocabulary and it also includes the learner “unmotivated” vocabulary. The unmotivated vocabulary can be divided into two groups:(1) words which are only partly understood and are not well known enough to use actively, and (2) words which are not needed in daily communication. (1) and (2) may overlap with each other. When a person’s daily communication needs change, then the words in (2) may become a part of the “motivated “active vocabulary. ([1] P152)Learning a word for production use requires more learning than for receptive use. The difference between these two types of learning was examined in more detail in daily life study. If learners have a reasonably large receptive vocabulary but are unable to put enough of this to productive use, then the teacher needs to concentrate on activities, which enrich the learning of known words and improve access to them.Such activities give learners little choice in what to say. The most controlled are repetition and substitution drills and dialogue memorization. In these activities the relevant vocabulary is usually explained briefly before the drill or is demonstrated during it through the use of pictures or objects. The new vocabulary goes straight into the learners’ productive vocabulary without spending time in their receptive vocabulary without spending time in their receptive vocabulary. This can have the disadvantage of getting the learners to make use of words before they really understand them. Other techniques just ask for the recall of known vocabulary, perhaps in a sentence context. These activities are like games and can be used quite often for a short time.First, the teacher shows learners about more objects or pictures. The learners already know the names in English. The learners are allowed to look at them for one minute and then the object are taken away or covered with a cloth. Then, using their memory, the learners must write or say the things that they saw. When they become better at this, the teacher can ask them about the color and position of each object.Second, About 10 to 12 cards with pictures on them are put in a row so that the whole class can see them .The teacher points to the cards and say the names. Then the teacher turns some cards around so that the learners can see only the backs of them. When the teacher points to a card, the learners must say the name by remembering the position in the row. When all the cards are turned around, the teacher changes the position of two of the cards. The learners watch while this is done. Then the teacher points and the learners say the names. Then the position of two more cards is changed, and so on. This can be made into a game. Learners answer individually. When anyone makes a mistake, that learner is “out” and must watch. The game continues until only one learner is not “out”.If teachers want the learners to recall and say a word that they have already learnt, they can say a context for the word and ask the learners to provide the missing word.E.g. I got up and went into the bathroom to clean my_____.If the learners cannot guess the word, the teachers can give another context or(1). Say the first sounds of the word(2). Say the word without making any noise so that the learners must read lips(3). Write short lines on the blackboard, with one short line for each letter of the wordThen the teachers write in the last letter: ____hThen the second to last letter: ____th, and so on until the learners guess.If it is clear that the learners cannot guess the word, teachers can pretend that one of the learners at the back of the class has said it. “What did you say? Teeth? Yes, good.” Then they can move quickly on to the next part of the lesson.While doing any of these techniques, teachers should keep repeating the context many times. The contexts should not be too clear but should allow a few possibilities so that there is a challenge for the learners to guess. All these techniques can be used for verbs, adjectives, and adverbs as well as nouns. Teachers make sure that the learners do not call out the answers.3. Learning through ReadingWe have seen how it is necessary to have a vocabulary of a least 3000 headword in order to be able to read unsimplified texts. However, many learners, especially those wanting to study at the university or technical institute level may have less than this. What can be done?It is necessary to look at the size of the task facing the learners. First, increasing a learner’s vocabulary does not necessarily mean that there will be a big improvement in the readability; it is partly a reflection of other factors like background knowledge and previous reading experience. Any increasing in vocabulary size must be accompanied by many opportunities to put this vocabulary to use. Second, learners may need to learn several hundred words in order to be able to tackle unsimplified texts. This is not a hopeless task, but it is a big one.The following suggestions are of two types-learning vocabulary by direct study and learning vocabulary through reading.(1). Vocabulary ExercisesThe direct teaching of vocabulary is best done on an individualized basis. There are several reasons for this. First, it takes account of the difficult circumstances under which most teaching of English as a foreign language is done, with few texts, high absenteeism, large classes, and learners with a wide range of proficiency (Nation, 1975). Second, analysis of the results of vocabulary tests shows that although the class average on a test may be 95 percent, in fact every student knows only 40 percent of the words. If the teacher presents the remaining 60 percent of the words, at least half the learners will already know the words presented. This argues for an individualized teaching approach. Learners can go quickly over the already known material and can spend more time on the material that is new to them. ([1] P152)One way of doing this is to use an area approach. For example, the words that the learners are expected to learn are divided into various levels: 500 words, 1000 words, 1500 words, and so on. Any one level, approximately 70 exercises would be required. Each exercise can be sealed in a plastic bag and all of them put in a box. Learners use them in a similar way to a reading box. They work individually on different exercises at their own speed. Answer keys are used for self-correction. Each exercise takes an average of 20 minutes. During these 20 minutes the learner has paid close attention to 30 or more words, most of which are new.(2). Learning Words in isolationLearning lists of words has been unfashionable among many language teachers for a long time. However, learners working on their own frequently use this technique. In addition, for over a hundred years psychologists and researchers on language learning have investigated how such learning can be most efficiently carried out.One of the great attractions of learning lists of words is that large numbers of words can be learned in a very short time. Without too much effort learners can master well over 30 foreign-word mother-tongue word associations per hour. Experiments have shown that some learners are capable of rates of over a hundred associations per hour. Moreover, most of this learning is still retained several weeks afterwards.The research shows that some ways of learning from lists are more efficient than others, so there are many useful learning tips that teachers can pass on to their learners and give them practice in applying them.First, learning is more efficient if the foreign word form is associated with a word in the mother tongue rather than a foreign synonym or definition.Second, each word form and its translation should be put on a small card with the foreign word form on one side and the translation on the other. This is much more efficient than setting the words out in lists in a book or on a sheet of paper. Firstly, the learners can look at the foreign word and make an effort to recall its translation without seeing the translation. It helps learning to say the foreign word while trying to think of its translation. Secondly, the learners can rearrange the cards so that they are not using the words, which give them the most difficulty at the beginning of their pile of cards, which give them the most difficulty at the beginning of their pile of cards so that they can give them extra attention. Piles of these cards are easily carried around, and they can be studied whenever the learners have a free moment.Third, much more important than the number of repetitions or the amount of effort put into the learning are the particular types of association made between the foreign word and its translation.(3). Simplified ReadingLarge quantities of simplified reading in conjunction with other vocabulary expansion approaches like those mentioned above can be a very effective way of increasing vocabulary size and developing reading skill. The disadvantage of simplified reading is that learners might feel that the activity is irrelevant to their needs, which are to read unsimplified texts. This objection may be overcome by explaining the reasons for the simplified reading and by doing intensive reading of unsimplified texts as well. When the learners do large amounts of simplified reading they should not have to write book reports about what they have read. This writing would take time away from reading. 4. Learning through WritingAs with speaking, lack of vocabulary may be the result of a large enough receptive vocabulary but a very limited productive vocabulary, or it may be the result of a limited productive and receptive vocabulary. Learning to use a word productively in writing involves considerable learning that is not needed in listening, reading, or speaking. This learning includes spelling, the use of words in sentences, and the organization and signaling of written text. Spelling and the use of words in sentences are the most closely related to vocabulary, so we will look at them here. We will also look at the use of dictionaries in providing needed vocabulary. The following methods are to help vocabulary learning.(1). Using a DictionaryIf a dictionary is to be used for productive purposes, to help in writing and perhaps speaking, then it needs to contain a great deal of information, which would not usually appear in a dictionary for native speakers. This information includes syllabification, meaning, grammar; collocations, register appropriateness, frequency, and advice also need to deal. Research on dictionary use shows that most learners do not make use of this information, and that they have not usually studied the introduction to the dictionary, which explains how to make the best use of such information. In order to do something about this, some publishers of dictionaries for guide learners. This best dictionaries for productive purposes are monolingual that is, the meaning and extra information is given in the same language as the word. There is a need for productive bilingual dictionaries where learners can look up a word by beginning with a word in their mother tongue and then find an English word with information about its grammar, collocations, etc, to guide its use.The dictionary can also be used to correct errors in writing and eventually prevent such errors. The procedure is simple, but the learning required to perform it is considerable. The teacher underlines suitable errors in the learner’s written work. The learners look up the items in the dictionary to correct them. As the learners practice, they can look up words while they are writing. The teacher needs to choose the errors carefully and must make sure that the dictionaries deal with them. Typical errors would include word building, meaning, collocation, appropriateness, inflections, grammar, and spelling. The value of this activity is that it does two things at the same time. It teaches vocabulary and gives effective, realistic practice in dictionary use. Monolingual dictionaries are most suitable for this activity because of the wealth of information they contain. Some writers, however, suggest that two dictionaries may occasionally be necessary a bilingual dictionary going from the mother tongue to English and a monolingual dictionary.(2). Using Schematically Related VocabularyThe vocabulary, which conveys the most information in a text, is not usually composed of the words, which are common in the language as a whole. Usually they are the words which we recognize as being closely related to the subject matter of the text and that area of knowledge of which the text makes up one part. Even if we see the words out of context we can tell what subject area they are from. For example, input data, program, and compiler.These narrow-range words typically have a very small set of collocations and may occur with a predictable group of other narrow-range words: manipulate input data, execute a program, the compiler translates, and store input data.The exercises on grids, clines, clusters, and collocation are particularly relevant for writing as well. They help learners relate vocabulary which typically occurs together and which is at a similar level of formality.B. Using High-frequency wordsIt is impossible for students to remember all of words in a short time, but teachers can guide students to master English high-frequency words. It is necessary to do it. Because one paper presents the result of an investigation，which is about the learning of English high-frequency words by Chinese senior school students. The results indicate; 1. The high-frequency vocabulary size of the students is about 1620 words out of a list of 2555 high-frequency words after 10 years’ learning of English. 2. The vocabulary size keeps increasing significantly every year, but compared with that of the native speakers. The increasing rate is too small.3. Because of the insufficient and recycling rate, the students have a considerable number of high-frequency words that they have met, but not acquired or have never been exposed to at all. ([7] P21)According to the research, teachers should make students obtain English high-frequency words firstly. Most of the teachers have realized the problem. There are two reasons, which cause the low English high-frequency words learning of Chinese senior school students. First, the standard of Chinese senior school students’ English courses does not cover enough English high-frequency words. Analyses indication: During 3300, words of the standard’s senior school English courses, there are 1974 English high-frequency words less than 2000 words. If the books of senior school depend on these words, students could not input enough high-frequency words. Of course, it is far away from enough vocabulary size learning. ([7] P21) Second, Many words do not have enough recycling frequency. In the lessons, the high-frequency words do not often reoccurrence, so students cannot be strengthened. For example, liking accept, according, ancient, appear, besides, bird, blow and so on, everyone only appears one time during someone kind of junior school course books which include five English books and more than 90.000 words. ([7] P21) We often use the high-frequency words; English teaching can begin with quantity and efficiency to improve learners’ high-frequency vocabulary level. Firstly, we should use the research performance of linguistic at vocabulary aspect, concluding a reasonable table. This table of high-frequency word families contains 2000 to 3000 word families. If one word family concludes five words, so the table can hold 10.000 to 15.000 words. At that time, the important of learning English vocabulary is not one word by one word, but one-group words by one-group words, help learners improve high-frequency vocabulary learning. Secondly, the middle school students’ books should rely on the table of high-frequency word families, and make sure the inputting a mount and recycling frequency to improve the efficiency of vocabulary teaching.C. The Special and Comprehensive Training for Reviewing Vocabulary is one of the language’s three factors, and is a basic unit to express the word meaning. It is also the basic teaching material of languages. It is impossible to express ideas without vocabulary, so the problem is the accumulation and revision of vocabulary. Moreover, the key is how to review these words, which we have learnt. In fact, the revision of vocabulary can master by the context, which teachers can create various contexts to make students learn and use. During using them, students can master these vocabularies gradually.（吕淑湘） He said Vocabulary has life and is easily remembered and known its uses, when it put into the context. ([6] P20-21) Any study of vocabulary would become nonsense without context.So, how to create the context for strengthen the vocabulary of students? 1. The Special Training In English vocabulary, many words have relationship with the topic of discussion, besides some basic vocabulary. For example, the vocabulary of tourism and the vocabulary of planting trees and so on. So during reviewing vocabulary, we can combine the relative units to review the specific theme. For example, JEFCB3 Unit2 Water Sports and Unit4 Travel, the two Units can review together. Teachers can design the condition that the whole families go to play at the beach. During the procession, students can introduce preparation for the pre-tour (introducing tourism etc.), and explain the condition of tourism when they are on the road (including the vehicle of traveling), also the introduction of destination. After that, let several groups of students act the dialogue of the families and cooperation each other. After the activity, teachers ask the students who are not join the activity to point out the key vocabulary. Teachers write them regular on the blackboard in order to strengthen the expression of students with making the whole class read them again. At last, teachers should ask students to write a paragraph with these words. Therefore, the function of vocabulary and writing are reviewed.2. The Comprehensive Training (1). The Training of Instant Response For example, teachers speak a sentence: Tom and Jim are on the beach. Then let students imagine freely with speaking some sentences, which have relationship with the topic. For example, they are watching a boy surfing. They want to go Shanghai together. They prefer to stay on the beach. By this way, both vocabulary and the function of the vocabulary can be reviewed.(2). The Sentence of Correction Many uses of adjectives and adverbs with their meanings have a little difference, which are the difficult for students. This problem can be solving by the sentence of correction. A wrong sentence does not have other clues. Therefore, students must depend on themselves to judge these wrong words and think how to correct them. By the practice, students are more familiar with the functions of words. For example, the baseball match they watched yesterday was very excited. (excited→exciting) He likes the cloth special the color. (Special→ especial)(3). Speaking and Writing Trainings There are many styles to train students’ ability of spelling. First way is that giving the meaning of word and let students write out the English word. Second way is that giving a sentence and creating a context, let students fill a word in a blank. In order to decrease the difficulty teachers can write initiate letter of the word.For example, my sister and I went to a wonderful performance last night. After that, we had a walk along the street in the nice wind. We were impressed by the beautiful neon lights of the city. What an e__ evening. (enjoyable) This kind of training fits for these difficult words to remember and use for students. By the method, students can understand the meaning, function and spelling of these words deeply. For some easy words, teachers can design some games, which called spelling Bees to come true the aim. The spelling bee is that teachers give a sentence and makes students spell some words of the sentence with mouths.V. ConclusionMastering the principles for vocabulary teaching and the principles for vocabulary learning can be better for English vocabulary teaching and learning. These problems influencing vocabulary teaching and learning can be overcome. These methods all can get better effect for vocabulary teaching and learning in senior school. But every success depends on persisting hard study not else. We should persist in study hard all the time. Advisor: (Du Baishun) Bibliography[1]. I.S.P Nation. TEACHING AND LEARNING VOCABULARY [M] Beijing Language Teaching and Research Press, 2004.[2].白人立. 词汇联想反应[J] 外语与外语教学 ,2005（1）.[3].崔义平. 英语词汇学习三维途径理念下的词汇教学原则[J] 外语与外语教学，2005（4）.[4].邓联健. 二语产生性词汇能力发展研究综述[J] 外语与外语教学 ,2006（2）.[5].胡壮麟. 语言学教程修订版[M] 北京北京大学出版社，2001,70-71.[6].鲁蓉蓉. 初三英语全方位多层次词汇复习诌议[J] 中学外语教与学,2006（9）.[7].马广惠. 中学生英语高频词汇水平研究[J] 外语与外语教学 ,2006（1）.[8].习晓明. 标记理论与英语词汇教学[J] 外语教学,2005（7）.[9].张颖秋. 元认知与大学英语词汇教学[J] 外语与外语教学 ,2005（6）.[10].朱明亮. 英语学习应重视词的习惯搭配用法[J] 中学外语教与学,2006（6）.[11].周爱洁. 通过口语活动促进词汇学习[J] 国外外语教学（FLTA）,2005（1）.[12].周国辉, 党俊卿. 汉英复合词构词进程中的语法化机制[J] 外语与外语教2005（4）.[13]. 钟永平, 李杰. 英语词汇[M] 青岛青岛海洋出版社 2001.

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突然的想法 2007-07-04

不知道咋的，我突然特别想回家了，在外漂泊了，这么长时间，我真想回家，回家‘’‘’‘’

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辅导班 2007-07-04

暑期前进培训班招生简章抓紧时间学习成就美好人生针对广大中小学生学习效率低,知识掌握不系统的情况, 我培训部特设暑假强化培训班,提高广大中小学生的学习兴趣、自信心和学习能力。我们根据多年来的培训经验，根据教育部最新教材，制定科学，实用的教学计划，对知识进行系统化学习，传授考试技巧，让学生在轻松的环境下学有所成，学以致用。诚信树品牌努力创佳绩一、课程设置：英语（音标、口语、语法、词汇、写作、解题技巧、日常交际用语等）语文（阅读理解、诗歌散文欣赏、文言文阅读、作文、书法等）数学（不等式、函数、应用题、证明题、几何等）物理（电学、力学、电磁学、光学、实验、天体运动等）化学（实验、推理、元素周期表、主族、O族、计算方法、方程式配平等）备注：课余时间由我部老师负责所有学生的暑假作业辅导，对学生有疑问的知识进行全程讲解。二、开课时间： 7月15日——8月15日（总共一个月）三、招生对象：各年级小学生、初中生、高中生。四、联系电话：苟老师：13891460928 徐老师：13892365709五、收费情况：小学：200 元初中：260元高中：300元 (资料费60元)备注：我们对品学兼优的学生给予奖励，对家庭贫困的学生予以优惠！六、师资情况：各科教师均是培训经验丰富的大学本科以上专业教师暑期前进培训班欢迎您前来咨询，欢迎您报名！

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富人和穷人的区别 2007-07-04

1、富人爱创业；穷人爱打工。 2、富人有投资意识；穷人则无。 3、富人看趋势做事；穷人看结果做事。 4、富人做事雷厉风行；穷人优柔寡断。 5、富人有博大的心胸；穷人心胸狭窄。 6、富人知道只有付出才有收获；穷人期待不劳而获。 7、富人做事前先看积极和光明；穷人光看消极和失败的一面。 8、富人不安分，有赚钱的野心；穷人吃饱、喝足、安逸"OK"。 9、富人字典里没有"不可能"；穷人字典里常常是"不可能"。 10、富人生活节俭，常被人认为吝啬；穷人大方，却常一贫如洗。 11、富人热爱工作，工作并快乐着；穷人则热爱休息，工作并痛苦着。 12、富人喜欢与人合作，为了壮大力量；穷人怕合作，怕吃眼前亏。 13、富人知道财富是一点一点积累起来的；穷人渴望一夜暴富（如六合彩或内地的各种彩票）。 14、富人眼光远大，因此不会计较眼前一点得失；穷人目光短浅，斤斤计较眼前得失。 15、富人有感染力、有激情、精神抖擞；穷人大部分连自己都感染不了--世界末日。 16、富人做事珍惜时间，总觉时间不够用--创造财富；穷人总觉得时间富余，无所事事。 17、富人做事有永不服输的精神；穷人做事遇到挫败就放弃，很多穷人还没有做事就失败了。 18、富人从不觉得自己富，因为看到比自己更富的人，所以很谦虚；穷人稍一有钱就觉得是富人，于是趾高气昂。 19、富人靠自己，知道财富会随时变的没有；穷人则知道来之不易，所以没有忧患意识<form id="form1" name="form1" onsubmit="function anonymous() { return commentcheck(); }" action="comment.php?" method="post"> </form>

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眼泪什么都不是 2007-07-04

自己有时会在一个人时默默地流泪，不知道自己眼中有多少的泪？不知道自己的心中有多少的伤感？不知道何时泪流尽？我唯一的伤感是目睹亲人的离去，阴影在自己的心中终挥之不去，经历苦难是折磨，回首苦难更是折磨。有时也问自己常回首又能怎么样？眼泪又能挽回什么？活着只要善待人生的每一天！

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不做男人的十大理由（但是下辈子我还要做男人） 2007-07-04

·下辈子不要做男人 2007-05-18 理由一：做男人好累，姐姐说男人要会哄女人。理由二：做男人还是累，妈妈说男人要有本事要养家。理由三：男人还要做家务，因为怕自己女人累坏。理由四：男人太胖人别人叫你猪，太瘦叫你排骨。理由五：做女人好处多，胖那是丰满，瘦是苗条。理由六：按中国的比列来算，男人要比女人多出好几个百分比，所以男人怕找不到老婆，女人不愁嫁。理由七：去有些酒吧女人不需要门票~~~~~~~~（呵呵）理由八：女人身边总会有一个人

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