案例2：王老师班在低年级时多使用小红花制，表现好就奖励小红花贴在红花栏里，表现不好就扣小红花，期末结束时便根据小红花来进行奖励，一般奖品都是笔、本子。这种激励措施很受孩子们的欢迎，也确实起到了很大的作用。但是，随着学生年龄的增长，他们对小红花失去了原有的期待与热情，表现得越来越无所谓。如果没有一个更好的评价方法去鼓励和约束他们，老师的班级管理便很难进行。王老师经过意见征求，决定让学生自己决定奖惩的方式。在班里准了一奖一惩两个盒子，学生自己放进自己的创意想法，随机抽出。于是，“奖励一本喜欢的书，不超过10元”“免值日一次”“实现一个小愿望”“得到老师的一个拥抱”......“罚绕操场跑一圈”“站在讲台前唱《牛仔很忙》”“把以前的奖励还给老师”......各种各样的奖励与惩罚让孩子们变被动为主动，成 为自己的主人， 而且收获了很多意想不到的惊喜！（作者单位：安徽铜陵淮河路小学王霞我的奖惩我做主（201106）这个案例说明了执行班规时应该注意什么问题？

A. Jane taught herself how to drive.
B. Jane’s brother taught her how to drive.
C. Jane’s tired of driving.

A. It's not difficult to find housing near campus.
B. Students will locate their departments easily.
C. It's easy to find students in their appartments.

A. David got a watch just like Henry's.
B. David got a watch as a present from Henry.
C. Henry gave his watch to David.

A. They are excellent journalists now.
B. Alice finished journalism school before Joe.
C. Both Alice and Joe finished Journalism school.