內容簡介
The lion at the little French zoo is a favorite of all the townspeople. Every day they stop by to feed him tidbits and say, “Bonjour, Happy Lion.” Naturally, when the lion finds his door open, he decides it would only be proper to visit all his friendly neighbors in return. But, wait—sacré bleu! Why is everyone fleeing in terror?
作者簡介
Louise Fatio collaborated with her famous illustrator husband, Roger Duvoisin, on The Happy Lion, one of the most beloved stories of the mid-20th century. Long unavailable, it was reissued in a hardcover edition to celebrate its 50th anniversary in 2004. She was born in Switzerland in 1904 and died in New Jersey in 1993.
Roger Duvoisin, a Caldecott Medal winner, wrote and illustrated 40 books, including those featuring Veronica the conspicuous hippopotamus and Petunia the silly goose. He collaborated with his wife, Louise Fatio, on nine more Happy Lion stories. He was born in Switzerland in 1904 and died in New Jersey in 1980.
精彩書評
"In this welcome anniversary edition, he still discovers, to his disappointment, that those friendly folk are not nearly so happy to see him loose, and he is still cheered when innocent little Fran?ois hails him on the main street with the familiar greeting: "Bonjour, Happy Lion." Roger Duvoisin's whimsical illustrations, in lion-like colors of tawny yellow and orange, remain irresistible."
--The Washington Post
The Happy Lion 英文原版 [平裝] [3歲及以上] 下載 mobi epub pdf txt 電子書 格式
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看過動畫,來挑的這本書
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很好很經典,100分
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閱讀,是一種享受——享受鳥語花香,輕風流水;享受曆練,深邃。 閱讀,是一種情懷——敞開心扉,親近自然,聆聽生命。 閱讀,是一種幸福——貫穿在時間的軌道上,與李白、杜甫促膝,欣賞莊子的超脫,陶潛的隱逸。掠過韆山萬水,領略西雙版納與大興安嶺,傾聽雅魯藏布與喜馬拉雅,所有的一切,都裝在你澄澈的心。 是否從兒時蹣跚學步到現在的聰明睿智,書香從未淡散過?是否你曾為書中的喜劇手舞足蹈,為結局的悲情悄然淚下?又或者是否在字裏行間尋覓到瞭一句金玉良言而深有感觸,以至收益終生?
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安於現狀的獅子纔適閤呆在動物園
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2歲寶寶看過動畫片很喜歡,一直笑,所以就買瞭這本書
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喜歡這本書的畫風,而且爸媽網上還可以找到音頻。
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提高效益,亦可謂“教學相長”。
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適閤低幼的孩子,故事簡單溫馨。
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②民主平等是指在學術麵前人人平等,在知識麵前人人平等。不因傢庭背景、地區差異而歧視,不因成績落後、學習睏難遭冷落。民主的核心是遵照大多數人的意誌而行事,教學民主的核心就是發展、提高多數人。可是總有人把眼睛盯在幾個尖子學生身上,有意無意地忽視多數學生的存在。“抓兩頭帶中間”就是典型的做法。但結果往往是抓“兩頭”變成抓“一頭”,“帶中間”變成“丟中間”。教學民主最好的體現是以能者為師,教學相長。信息時代的特徵,能者未必一定是教師,未必一定是“好”學生。在特定領域,特定環節上,有興趣占有知識高地的學生可以為同學“師”,甚至為教師“師”。在教學中發現不足,補充知識、改善教法、