Do Fish Ever Sweat﹖

Tom: Do fish ever sweat﹖Jim: Of course they do. That's why the water of the sea is so salty.Do Fish Ever Sweat﹖     

Does The Dog Know﹖

"Sam," says his father, "put on your cap and let us go for a walk."Sam is happy. He likes to go out with his father. He puts on his cap and coat and says, "Father, I am ready." Sam and his father go out into the street. Suddenly they see a big black dog. The dog begins to bark. Sam is afraid of the dog. He wants to run home. His father says, "Don't be afraid, Sam. Don't you know the proverb:'A barking dog does not biterb?"Does The Dog Know﹖…     

Will He Lose His Job﹖

First Clerk:Poor old Watkins has completely los this hearing.I am afraid he willlose his job.Second Clerk:Nonsense.He's to be transferred to the Com plaint De-partm ent(意见部).Will He Lose His Job﹖     

真是“训练”惹的祸﹖

细悟一篇篇用犀利言语阐述对训练看法的文章，笔者思索着：批评固然重要，但比批评更重要的是合理的建议。深情地期盼着，期盼着……于是，语文新课标登台亮相了，我们发现“训练”二字不见踪影了。缘由为何？百思不得其解之时，又拜读了新课标有关淡化训练的解读文章，但仍旧疑虑重重：“训练”真的不登大雅之堂了吗？训练惹了哪些祸？“祸”之一———“训练”导致语文教学的形式主义。“训练”，只重形式，不重内容，用解剖刀将一篇篇文质兼美的文章进行肢解———闪光的、启迪智慧的思想不见了踪迹，吸引人、感人肺腑的情感消失得无踪无…     

which house does they each live in﹖

Therearesixhousesinthestreet.Sixpeoplelivethere.Thenumbersoftheirhousesare111213141516.ThenumberofTom’shouseisNo.13.Jim’shouseisnotnexttotheSmith’sandtheSam’s.ThenumberofBell’shouseisonesmallerthantheKate’s.TherearetwohousesbetweentheSmith’sandtheBell’s.根据短文内容填空:1.SamlivesinNo..2.SmithlivesinNo..3.JimlivesinNo..4.BelllivesinNo..5.KatelivesinNo..keys责任编辑张彩萍1.112.123.144.155.16或1.122.113.164.145.15which house does they each live in﹖@朱海兵…     

What's what?

What are most difficult ships to conquer? Answer: hardships.What's what?     

What's Your Name?

教学背景:近年来,小学英语演讲活动在我区开展得十分普遍。我校为紧跟英语教改的步伐,除了从三年级开始教学牛津版教材外,还在二年级开展了“英语兴趣小组”活动。本课“W hat'syour nam e?”是本学期的第二课,也是二年级“英语兴趣小组”的学习内容之一。本课的教学是在学生掌     

What's in your bag?

Hello,pupils.Nice to see you again! What's in your bag?Can you tell me? Yes,I can.There is a pencil-box,a pen,a pencil,an eraser and a ruler.     

What's the Weather Like?

快加入到我们的“G A M ES部落”中来吧,只要把你的答案寄来就有机会获得通行证哟!奖品和积分在等着你呢!我们的地址:哈尔滨市南岗区阿什河街11号《小学趣味英语》编辑部“G A M ES部落”收邮编:150001看图说说天气,说说小动物们正在干什么?1.It’s_____.The frog is_________.2.It’s_____.The rabbitis_________.3.It’s_____.The tiger is_________.4.It’s_____.The squirreland the fox are_________.5.It’s_____.The turtle is_________.What's the Weather Like?@高亚沛~~…     

What's Wrong With Undermatching?

‘Undermatched’ is the name education researchers have given to the surprisingly large number of students who attend post‐secondary institutions which are less selective than their academic credentials would permit, or who simply fail to even apply for college when they are qualified to do so. At first, this might seem like an obviously bad trend, especially as rates of undermatching are much higher among students from low‐income backgrounds. This article argues, however, that individual cases of undermatching are sometimes morally acceptable when the choice is made autonomously. Some readers will have trouble calling this situation just, as it is one in which a disadvantaged person has decided on a course of action which will likely perpetuate this disadvantage. To address this, the article considers alternate ways in which we might distinguish between autonomous and non‐autonomous choices in undermatching cases. The article concludes with some indications about how this analysis should affect future theory and policy intended to protect against unjust undermatching.     

What's in a rating?

We examine the relationship between the formal ratings that principals give teachers and a variety of observable teacher characteristics, including proxies for productivity. Prior work has shown that principals can differentiate between more and less effective teachers, especially at the tails of the quality distribution, and that subjective evaluations of teachers are strongly correlated with subsequent student achievement. However, whereas prior work has relied on survey data, we consider formal ratings from a setting in which the stakes are reasonably high. We find that the ratings are correlated with an array of teacher qualities including experience for young teachers, education credentials, and teacher absenteeism. Our finding that principals reward qualities of teachers known to be related to student productivity provides reason to be optimistic about policies that would assign more weight to principal evaluations of teachers in career decisions and compensation.