急性子好与坏

快起来!又睡过头啦!星期一的早晨,我照常又在妈妈的狮吼中醒来。妈妈十秒穿上衣服,五秒冲到洗手间,拿起牙刷挤上牙膏,塞进嘴里胡乱刷了两下后,把水往脸上一浇,还没擦干就跑进了客厅,打开冰箱……就这样,从起床到准备好早餐,妈妈一共只用了五分钟。     

好老板

①小蜘蛛织了许多蜘蛛网。不卖!不卖!②小兔来买蛛网。③小蜘蛛摇摇头。我买网捉小蜜蜂。不卖!不卖!⑤小蜘蛛摆摆手。④小狗来买蛛网。我买网捉小蚊子。有钱不赚,真是个大傻瓜!⑥小兔和小狗笑话小蜘蛛。好,好,买一送一。⑦小猪来买蛛网。小蜘蛛是个了不起的好老板。⑧小蜘蛛点点头。⑨小猪捉到很多害人的小蚊子。⑩小兔和小狗明白了。好老板@胡木仁 @唐宁     

何必回答好与坏

“这个世界会好吗”这个问题似乎不是在问别人,而是在问自己,类似一种绝境中的喃喃自语。然而,我们需要的不是回答,而是自我拷问后的抛弃杂念,重新上路。     

好学生与坏学生

梁庄、张庄是上下庄,三十年前,各庄均有十几户人家,家家小孩一大群。梁庄凡够上学年龄的小孩都背起书包上学了,张庄的小孩自然不甘示弱,也背     

好命与坏命

他和他,暂且称为甲和乙吧,是师专三年的同桌,也就是说,同一张桌子,是他俩走入社会的起点。而且,他俩被分到了同一所农村中学任教。但是,18年后,甲已是一所大学的教授,乙不但还在中学任教,甚至“沦落”到了另一所条件更差的中学。     

好与坏的争吵

今天晚上我觉得无聊,于是打开电视看动画片,过了一会儿,我的眼皮开始打架,怎么也睁不开,于是进入了梦乡。早晨起来一想,今天是星期六,就想再多睡一会儿。这时飞来一个两旁插着白翅,身穿白衣的小精灵。它说:"你好,我叫好心眼儿,专为人类做好事。我想     

坏同学咋都当了老板

一次回老家，与几位小学同学相聚，聊起了近况后，大家纷纷感慨：想当年，那些还抄我们试卷的坏分子，如今个个都当了老板。而我们这些当初成绩优异的好学生，多半拿着死工资，买不起房，供不起车，境遇很一般。     

好油与坏油

人分好坏是以道德为标准,而食用油也是以对人体的利弊来评判好坏。其实,油的好与坏并不那么绝对,再好的油也很容易就变坏。     

“坏”同学咋当了老板

一次回老家，与几位小学同学相聚，“忆往昔”之后，聊起了其他人现在的情况。     

好雷电 坏雷电

<正> 鼠宝宝最怕打雷了,所以在夏天下雨之前,他会预备好一副棉手套,一见闪电了,就赶紧用手套捂住耳朵。因为他知道, 闪电一     

校长给我上的人生一课

she stood at the front were prisoners."Keep in mind that I'm the boss."she said. "You will do as you are told, and if you don't, I'll make your lives miserable! This was my first faculty meeting of the year-as a new teacher my first ever-and this woman was my principal.     

rather和fairly用法辨析

rather和fairly都有“非常”、“很”之意，但一旦出现，有些同学就分不清选择哪一个，致使选择错误。现从以下几个方面来加以浅析：     

漫画欣赏

NOVEMBER 17th is an important day for black cats in Italy. An animal rights （权益） group has named that day as ＂Black Cat Day＂ to stop the killing of thousands of the black cats. Why do people hate the animal so much？ It is because people believe black cats bring bad luck if they walk across your path.     

好消息？坏消息？

猎到护士手上是什么了吗？对，是袖章和拐杖。德国《街道交通许可条例》第二条规定，盲人必须手持拐杖，臂戴黄底黑点的袖章，能与正常人区别开来。     

Good School/Bad School: paradox and fabrication

This paper, drawn from an ESRC‐funded research project, deploys data from one secondary school to raise some general issues about the development of disciplinary technologies of surveillance and uses of performativity in education. It is argued that the use of Total Quality Management, School Development Planning and Ofsted (The Office for Standards in Education) Inspections, individually and collectively produce an intensification of teachers’ work, submit teachers more directly to the ‘gaze’ of policy, and encourage schools and teachers to ‘fabricate’ themselves for the purposes of evaluation and comparison. The paper is premised on the argument that schools cannot be represented adequately within research (or evaluation) by simple stories or single essentialising tags; ‘good/bad’, ‘successful/failing’ ‐‐ they are inherently paradoxical institutions.