She Didn''''t Say Anything

A mother and a son were washing dishes while the father and the daughter were watching TV in the room. Suddenly, there was a crash of breaking dishes then complete silence.The girllooked atherfatherand said,“Itwas M um.”“H ow do you know?”asked herfather.“She didn tsay anything.”She Didn't Say Anything@一夫…     

What Does Little Birdie Say?

在她黎明时的小巢中,小鸟说些什么呢?小鸟说,让我飞吧,妈妈,让我飞走吧。宝贝,再多呆一会儿,等到那对小翅膀再长硬些儿。因此她又多留了一会儿,然而她还是飞走了。在破晓时分的床上,婴儿说些什么?婴儿像小鸟那样说,让我起来飞走吧。乖乖,再多睡一会儿,等你的四肢再长硬点儿。如果她再多睡一会儿,婴儿必然也会飞走。W hatdoes little birdie say,In her nest at peep ofday?Let m e fly,says little birdie,M other,let m e fly away.Birdie,resta little longer,Tillthe little w ings are stronger.So she rests a little longer,Then …     

What Did She Want

Never,never,neversaywe are out of anything——say we've gotiton order andit'scom ing.N o,m a'am , we don'thave now ,and it doesn't look like we'll get anysoon.Ofcourse,we'llhavesom esoon.W eplaced an orderlastweek.Rain. shNeowwa nwt?hat didWhat Did She Want@小非 @柴立青…     

What Is He/She/It Doing?

仔细观察下面的图画,并根据图片的内容和下列各句的意思,把各句的序号填在图片下边的括号内。A.M iss G rey is typing a letter.B.She is em ptying a basket.C.M r R ichards is opening the window.D.M y m other is m aking the bed.E.Sally is shutting the door.F.The dog is eating a bone.G.M y sister is looking ata picture.H.Jack is reading a m agazine.I.H e is brushing his teeth.J.She is dusting the dressing-table.K.M rs Ford is cooking m eal.L.The catis drinking its m ilk.M.Bessie is sw eeping th…     

What Did You Say

Stephengotapart-timejobatasuper-market.“Howwasyourfirstday?”Iasked.“Itwasgreat,”hereplied.“Igottotalktosomegood-lookinggirls.”“Whatdidyousaytothem?”“Doyoupreferpa-perorplastic?”你说了什么斯蒂芬在一家超级市场找到了一份业余工作。“第一天感觉如何？”我问。“好极了，”他答道，“我跟许多漂亮的女孩子讲了话。”“你跟她们说了些什么？”“你是喜欢纸包装还是塑料包装？”What Did You Say@小非…     

What Does She Expect When She Dresses Like That? Teacher Interpretation of Emerging Adolescent Female Sexuality

When examining the experiences of adolescent girls, a study into the presumptions teachers have regarding female adolescent sexuality is a very important aspect to explore. This article presents the findings from a study we conducted with eleven middle- and high school teachers in a southeastern state from both rural and urban districts. In-depth interviews were conducted to determine how their experiences and perceptions impact their understanding of the emerging sexuality of students in their classrooms. Several findings emerged, including that girls continue to be placed in contradictory positions concerning sexuality, that adverse sexual labels continue to serve as a means of sexual harassment that many teachers do not recognize, and that perceptions of sexuality and acceptable behavior remain deeply embedded in race and class issues.     

《Unit 5 What Does She Do?》教学案例

<正>【教学背景】新课标主张小学英语教师要从学生的学习兴趣、生活经验和认知水平出发,合理利用并开发多种教学资源,组织学生参与各种生动活泼的课堂活动,倡导合作与交流的学习方式和任务型的教学途径,为学生提供学习和相互交流的机会及充分表现和发展自我的空间,促进学生实践能力和创新思维的发展,激发学生学习英语的兴趣,并在学习过程中发展综合运用能力。     

She hanged herself?

同学们,读完精彩的侦探小故事,请你猜猜看,Jerry探长的推断正确吗?按故事情节将每幅图片的顺序排列好。A30-year-old widow(寡妇)lived in London.     

She hanged herself?

1郾A30-year-oldwidow(['wid藜u]寡妇)livedinLondon郾Shewasnotonlyveryrichbutalsoverybeautiful郾2郾Twoyearsago,sheremarried(['ri蘼'm覸ri]再婚)Henry郾Henrywasanactor(['覸kt藜]演员),buthedidn’tlikehisjob.Sohestayedathomealldaylong郾3郾Thehusbandandwifeoftenwe     

Unravelling Quality in Higher Education: What Say the Students?

Abstract

The extant literature on quality assurance in higher education points to a dearth of empirical studies on students’ conceptions of quality in higher education. This interpretivist article reports on a study that explored the conceptions of quality in higher education by final year undergraduate students in six academic disciplines at Makerere University, Uganda. Data for the article was collected from 50 final year students in eight discipline-specific focus group discussions and was analysed using thematic analysis. Four conceptions of quality in higher education were evident from the participants’ responses, namely: quality as transformation (value-added); quality as fitness for purpose; quality as excellence; and quality as consistency/ perfection (zero-errors). Nevertheless, transformation and fitness for purpose featured as the dominant conceptions of quality in higher education and these conceptions of quality did not take place in a vacuum. The students rationalised transformation and fitness for purpose by what they perceived the purpose of higher education to be. The multiple and yet competing purposes of higher education occasioned the two definitions of quality in higher education. Therefore, consensus on the meaning of quality can be hastened by arriving at a common purpose of higher education in a given society rather than engaging with the notions of quality themselves. This thinking presupposes the idea that the purpose of higher education varies across time and space and the definition of quality in higher education should be responsive to the prevailing purpose(s) of higher education in a given society.     

What Do We Mean When We Say “Pass Rate”?

Pass rates are key assessment statistics which are calculated for nearly all high-stakes examinations. In this article, we define the terminal, first attempt, total attempts, and repeat attempts pass rates, and discuss the uses of each statistic. We also explain why in many situations one should expect the terminal pass rate to be the highest, first attempt pass rate to be the second highest, total attempts pass rate to be the third highest, and repeat attempts pass rate to be the lowest when repeat attempts are allowed. Analyses of data from 14 credentialing programs showed that the expected relationship held for 13 out of 14 of the programs. Additional analyses of pass rates for educational programs in radiography in one state showed that the general relationship held at the state level, but only held for 6 out of 34 educational programs. It is suggested that credentialing programs need to clearly state their pass rate definitions and carefully consider how repeat examinees may influence pass rate statistics. It is also suggested that credentialing programs need to think carefully about the meaning and uses of different pass rate statistics when choosing which pass rates to report to stakeholders.     

How to Say?

Whatisittoday?今天天气怎样?It’scloudy.今天多云。It’srainingoutside.外面在下雨。Oh,where’smyumbrella?噢,我的雨伞呢?Howistheweathertoday?今天天气怎样?Beautiful!妙极了!Oh!It’sfreezing!噢,好冷!(May)     

What Will Robots be able to do in the Future?

What will robots be able to do in the future? Let's have a guess.I think if I have robots,I will let them clean the house.They will help me to do my homework.They will help me to buy some things that I want to buy.Robots will tell some jokes to me and that will make me laugh.They will also take care of my little sister,so my parents will have more free time.