篮球为你而狂！

1、D-up!赶快防守！ A：D-up! B：I＇ve just sprained^2 my ankle.（我刚刚扭伤了踝部。）     

人体反应

同学们,打喷嚏、打呼噜等是我们每个人都会有的身体反应,可是你会用英语说吗？来看看这些对话吧！     

Have We Met？

如果你看到一位好几年没见，几乎认不出来的朋友，你会怎么和他寒暄呢？来学学下面这几句有用的表达吧。它们很地道，记得经常用一用哦!     

Collaborative action research for middle grades improvement

Technology’s rapid evolution applies constant pressure to educational organizations, suggesting a need to continually re-envision schools for the digital age. Yet educators often struggle to understand the growing chasm between students’ out-of-school and in-school technology lives. This gap is particularly noticeable during the middle grades years, when home technology use increases dramatically. The purpose of this research was to examine the experiences of teachers and students engaged in collaborative action research for middle school improvement in technology-rich settings. We begin by outlining our theoretical framework, emphasizing Fletcher’s Ladder of Student Involvement. We then describe our case-study design and methods. Findings are organized by action research components and a discussion of key themes follows. Finally, we consider the implications of this study for action research as a means of student involvement and teacher learning.     

你告诉人家了!

Youratted1!你背着我把我的秘密告诉别人了!A:Whyareyoumakingthelongface?(为什么不高兴呢?)B:Youratted!ousnitched2!你打我小报告!A:Yousnitched!B:Don’tyouknowit’snotrighttocheat3inexam?(难道你不知道考试作弊不对吗?)Youleaked4!你把我的秘密泄露出去了!B:TheywouldhavekilledmeifIhadkeptsilent.(要是我保持沉默早就没命了。)Youdished5!你跟别人乱讲我的事情!A:Youdishedonme!B:ButwhatIsaidistrue.(但我说的都是实话。)1.原形rat,(非正式)背,食言,背信弃义2.原形snitch,告密,告某人3.cheat欺骗4.原形leak,泄露消、秘密5.原形dish,泄密(此处动词)难度系数:☆☆☆☆你告诉人家了!@Swallow     

告示牌

1 Caution： Wet Paint! A： What＇s written on the sign？ B： Caution： Wet Paint!     

Contextual Understandings in the TPACK Framework

The technological, pedagogical, and content knowledge (TPACK) framework considers the role of technology in teaching. Although TPACK is grounded in context, one limitation is the lack of understanding about the interactions between particular contexts, knowledge development, and instruction. This qualitative multiple-case study was designed to explore the contextual factors that contribute to teachers' development of technological, pedagogical, and content knowledge and practice. Researchers focused on the Catholic educational environment to develop a more refined understanding of specific, and unique, contextual factors within the TPACK framework. Individual case analysis of interview and observation data pointed toward microlevel, or teacher-centric, factors, including background, attitudes, and personal conceptualization of contemporary education, to be primary influences of the development and use of technological knowledge. Recommendations are made for educators to think about how changes in context influence the distinct overlapping components of the TPACK framework, and accordingly their individual TPACK. (Keywords: TPACK, educational technology, teacher practice, teacher context)     

Parties,Lads, Friends,Love and Newcastle United: A study of young people's values

Traditional research into values has tended to dichotomise young people into categories of self and other orientations. In the present study values were explored within a contemporary context and analysed into more complex value sets. The sample comprised of 111 girls and 133 boys, aged 11-16 (mean = 13.2, SD = 1.14), who responded to four open-ended sentences designed to tap philosophies of life, fears and underlying values. The pleasures in life for girls tended to centre on relationships with family, friends and boys, whereas boys enjoyed activities such as sport. Many desired to win the National Lottery, although they also concurrently held humanistic values. The potential impact of these value sets on development during adolescence is discussed. For these young people, the best things in life are free but, like many adults, they dream of fame and fortune.     

夸人聪明

You＇ re so smart! 你真机灵! A： You＇re so smart! B： So are you. （你也是啊。）