Do You Want to Be Rich?

回答这个问题时若避开“为什么”这个关键,而仅用判断性的一句“想”或“不想”搪塞敷衍,或勉强挤出几句兜圈子的话,这样的回答是不足的。其不足首先表现在量的层面上:考试要求中规定至少要说八句话。若用这一套路,无论如何也说不满八句,或者说不满有质量的八句。一些学生在答完后自觉不够,便东拼西凑,所言与主题牵强附会,结果自然不能如意。其次体现在说话的质量上:对于质量的要求虽然难以量化,但内容连贯、叙述清晰、表     

I Want to Be a Pilot

1 Wsnt to bG四hat do you an SCtrGSS一WS nt to bG?，k、、了A Pilot!That，5 cool! WS nt to be 8 tGSChGF.、\，..r，，.口Chubby ehiPmunks ehomPing eherries. ChomPing ehestnuts，eheese，and berries. ChomP!ChomP!ChomP!ChomP!ChomP!Chew! And they ehomP ehoeolate eheeseeake too! Thank you!Thank you!Doctor Lee! You fixed my thumb and throat and knee! Thank you 50 for heIPing me!剑习切Hey，hey，hey，my good friend，what do you want to be? Be a fireman，a businessman or do you want to be…     

I Want to Be a Teacher

Ifyouaskme,“Whatdoyouwanttobewhenyougrowup?”Iwillsay,“Iwanttobeateacherlikemymother.”Mymotherworksinamiddleschool.SheteachesEnglish.Sheal-waysleaveshomeearlyandcomesbacklate.Sheworkshardatschool.Sheisonlythirty-sevenyearsold,butshelooksmucholder.Whensheworksatschool,shelookslikeayoungteacher,fullofvigour.Everyeveningmymotherisbusypreparingherlessonanddoingsomereading.Sheoftensays,“Todayateachermustmastermoreandfreshknowledge.”SometimeswhenIwakeuplateatnight,Ifindherstillworking.Mym…     

The Right to Be Frivolous? An Intersectional Analysis of Gendered Harassment

In this essay, Huey‐li Li first undertakes a reexamination of the theoretical and practical merits of applying intersectionality to analyze how gender infiltrates and becomes entangled with other registers of nonsexual harassment. She further presents three vignettes of ambiguous nonsexual harassment in order to inquire into how the intersections among gender, disciplinary identity, disability, linguistic identity, and race/ethnicity shape divergent, unsettled, and ambiguous perceptions of harassment. Instead of seeking legal remedies for non‐monolithic gendered harassment, Li argues for systematic educational remedies that attend to the complex and complicated intersections between gender and the other registers of harassment in order to transform discriminatory and oppressive cultural practices.     

Which Game do You Want to watch?

说一说奥运会就要到来了,小魔女、中音兔、小飞象和高音狗正在一起讨论自己最想看的比赛项目呢!高音狗:Oh,My dear friends,the Beijing Olympics is coming!     

I Want to Be Free

I'm a tiger．My name is Jim．I'm ten years old．I live in a zoo now．Five years ago I lived in a big and beautiful forest．I had lost of friends,such as elephant,monkey and dog…We sang songs,danced and played games together．Every day I was happy．     

I Want to Be Your Friend

I'm the farm crop’s friend．Do you want to know me?Let me introduce myself to you!     

What Do You Want Most?

实现人生的追求,是每一个人的梦想。然而你是否想过,你最想要的是什么呢?名?利?健康?希望?友谊?幸福?成功还是其他什么呢? You've heard it said that the best things in life aren't things.This truth is illustrated well by Andrea Jaeger. At age 14 Andrea __1__ her first professional tennis tournament.At 18,she reached the finals of Wimbledon.But at age 19,a shoulder in- jury __2__ her career to an end.     

Where Do You Want It?

A doctor came into the ward and said to the old man,“Well,Mr Pink,you’re going to have some injections,and thenyou’ll feel better.A nurse will come and giveyou the first one this evening,and you’ll getanother one tomorrow morning.”     

I Want to Be an Explorer!

one day， John’5 father突 然和John谈起 了理想。I Want to Be an Explorer!@佚名 @谭文锋$我们的工作室~~     

Will You Be Rich?

1.When it comes to schooland grades,you would summa-rize (v.总结)your achievementsas: a.Fair——you received av-erage grades in return for youraverage efforts.(2) b.Miserable(a.很糟糕)——youwere never lucky with grades.(0) C.Top——you studied a lotand it usually paid off in goodgrades.(4)     

《What Do You Want To Be?》教学纪实、反思与评析

教学内容:1.The dialogue of Page22.2.New words:pilot,plane,engineer,spaceship教学目标:知识目标:1.运用图片、录音创设情境,能听懂、会说本课的对话。2.能自由讨论未来想从事的职业。3.能掌握重点句型和单词pilot,plane,engineer,spaceship及What do you want to be?能力目标:通过学生感知、体验、参与和合作培养学生交际能力、口语表达能力和朗读能力。     

Why Do You Buy So Many Tickets?

Tom is a little boy,and he is only seven years old.H e often goes tothe park and the fruit shop him self. Som etim es his m other takes him tothe m useum .O ne day he goes to a cinem a. It is the first tim e for him to do that.H e buys a ticket and then g…     

Can Genetics and Genomics Nursing Competencies Be Successfully Taught in a Prenursing Microbiology Course?

In recognition of the entry into the era of personalized medicine, a new set of genetics and genomics competencies for nurses was introduced in 2006. Since then, there have been a number of reports about the critical importance of these competencies for nursing practices and about the challenges of addressing these competencies in the preservice (basic science) nursing curriculum. At least one suggestion has been made to infuse genetics and genomics throughout the basic science curriculum for prenursing students. Based on this call and a review of the competencies, this study sought to assess the impact of incorporation of genetics and genomics content into a prenursing microbiology course. Broadly, two areas that address the competencies were incorporated into the course: 1) the biological basis and implications of genetic diversity and 2) the technological aspects of assessing genetic diversity in bacteria and viruses. These areas address how genetics and genomics contribute to healthcare, including diagnostics and selection of treatment. Analysis of learning gains suggests that genetics and genomics content can be learned as effectively as microbiology content in this setting. Future studies are needed to explore the most effective ways to introduce genetics and genomics technology into the prenursing curriculum.     

An Analysis of Prospects for Changing Faculty Roles and Rewards: Can Scholarship Be Reconsidered?

Ernest Boyer's book, Scholarship Reconsidered (1990) is examined through use of Sarason's (1982) construct of regularities, and Lewin's (1976) force field analysis model for understanding behavior. It is concluded that prospects for implementing Boyer's proposals for renewal of the American university through restructuring faculty roles and rewards will depend less on simply urging the case for reform, and more on devising strategies that respond to forces shaping the present regularities of academic life. In particular, it is asserted that successful change in the definition of scholarship will be possible only through reduction of the resistance produced by legitimate concerns about altering the present system.     

Can Benefit Segmentation Analysis Be Applied to Continuing Education Professionals?

No abstract available for this article.     

On Paradigms and Methods: What Do You Do When the Ones You Know Don't Do What You Want Them To? issues in the Analysis of Data in the Form of Videotapes

This article examines a range of issues related to the development of nonstandard methods for the analysis of videotapes of problem-solving sessions. It proposes some rather stringent standards for novel methods, standards concerned with issues of validity, reliability, and the communication of methods and data. The discussion is illustrated by the detailed examination of two case studies that employ two different grain sizes of analysis—the first macroscopic, the second microscopic. In the light of those case studies, theoretical issues regarding the relationships among theory-based, method-based, and problem-based approaches to programmatic research in the learning sciences are considered.