So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that “reading cannot be taught directly and schools should step trying to do the impossible.“ Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also public activity: It can be seen and observed. Learning to read involves all that each individual does not make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny. If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the quest for knowledge. Smith has one principal rule for all teaching instructions. “Make learning to read easily, which means making reading a meaningful, enjoyable and frequent experience for children.“ When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of learning to read by reading.The problem with the reading course as mentioned in the first paragraph is that ______. it is one of the most difficult school courses students spend endless hours in reading reading tasks are assigned with little guidance too much time is spent in teaching of reading

That’s how Shown O’Neill looks back on the heart attack he experienced shortly after his 31st birthday. “I thought I was in perfect health,“ Shown says. “I was never sick. I woke up feeling good every morning.“ Then on that fateful day in April 2002, he received a giant eye opener. He was working in his yard in Hixson and started having pain in his chest and arms. “I wag pretty sure what it was, but I couldn’t believe it could be happening to roe.“ The good news is that because Shawn recognized the symptoms and went immediately to Memorial Noah Park Hospital, he received the treatment he needed and the damage to his heart muscle was minimal. “Advances in medicine make it possible for us to stop many heart attacks and keep people alive if they get to the hospital in time,“ says Dr: Kinsman Wright, medical director of Cardiac Services at Memorial. “We have technology to pinpoint blockage in the cardiac, arteries and several options to open the vessels. And lifestyle changes and medications are helping people reduce their risk factors.“ But Dr. Wright doesn’t see any decrease in heart disease. “With people living longer, we’re seeing different types of heart disease. We need to keep studying and fighting it on all fronts.“ Yes. Because he is never sick. Yes. Because he wakes up feeling good every morning No. Because his heart muscle was severely, damaged. No. Because he suffered a heart attack.

_________________(别让火灭了) when lam out.

_________________(与他的童年梦想相反的), he became a criminal twenty years later.

Advertising and Public Relations: The Pretty Package Back in 1960, when the role of advertising and public relations in politics first became apparent, Life magazine quoted one campaign strategist as saying, “I can elect any person to office if he has $60,000, an IQ of at least 120, and can keep his mouth shut.“ Since the 1896 campaign, the election of a President has been determined largely by the ability of information specialists to generate favorable publicity. In recent years that publicity has been supplanted(代替) by heavy spot buying on electronic media. So many factors are involved in choosing a President that it is hard to say with any real empirical confidence how important any single medium is. The most talked-about medium in American politics is television. Highly publicized debates between candidates in 1960, 1976, and 1980 appear to have affected the outcomes. Richard Nixon(the early favorite) would probably not have lost to Kennedy if it were not for his poor showing on TV. Similarly, the 1976 debates probably clinched Jimmy Carter’s narrow victory over Gerald Ford, and Ronald Reagan appeared to be the victor in the 1980 debates. Yet there were other elections where, according to political analyst Edward Chester, no amount of TV exposure could have changed the outcome. Goldwater versus Johnson in 1964 and Nixon versus McGovern in 1972, both cases contain overwhelming winning. Television commercials seem to work best in close elections or in those where there is a large undecided vote. According to the Associated Press, Ford’s TV spots during the 1976 campaign probably swung over 100,000 undecided voters a clay during the last few months of the campaign. What effect does television have on the candidates themselves? It establishes orders of importance that are different from those of an earlier day. The physical appearance of the candidate is increasingly important. Does he or she look fit, well-rested, secure? Losing candidates like Adlai Stevenson, Hubert Humphrey, and Richard Nixon all seemed to look “bad“ on TV. Nixon overcame this problem in 1972 with ads that featured longer shots of him being “presidential“—flying off to China. Close-ups were avoided. Both John F. Kennedy and Jimmy Carter seemed more at time with the medium, perhaps because both were youthful, informal, and physically active outdoor types. Dwight Eisenhower and Lyndon Johnson seemed to have a paternal, fatherly image on the small screen. All of the recent Presidents have learned how to use the medium to their advantage, to “stage“ events so as to receive maximum favorable coverage. Television has changed the importance of issues. It can be argued that since the 1960 presidential debates we have elected people, not platforms. This is a major departure from earlier years. Franklin Roosevelt’s radio charm cannot be denied, but he came to power with great success by one issue—the Great Depression. All the print information we now receive is simpler and more condensed than ever before. Issues and print go together. Television is images, not issues. We develop a more personal, emotional feeling about the candidates. Jimmy Carter’s spectacular rise to power was a testament to this new image orientation. No one really knew what he was going to do when he took office, since his entire campaign had been geared toward developing a relationship of trust with the electorate, “Trust me,“ he said. “I’ll never lie to you.“ Another example was the election of Reagan in 1980. For some this represented the ultimate television victory. After all, what other country can claim that it has actually elected an actor President? It can be argued that Americans were tired of Carter and that Reagan simply offered an alternative. Yet throughout the campaign he offered us a media “vision“ of a “shining city on a hill.“ And what about his constant references to John Wayne, one of the “last great Americans“? My father, a long-time politician in southern California, has a favorite saying—“The worst thing a candidate can do is get stuck in the issues. “This trend has alarmed countless media critics. Politicians, newscasters, and others have stood in line to denounce it. They assert that the important thing is what candidates stand for, not the candidates themselves. Almost everyone seems to agree that television has been harmful to American politics; it has clouded the issues and confused the electorate. Media researchers Thomas E. Patterson and Robert D. McClure say the power of TV has been overrated and that (1)“Viewers of the nightly network newscasts learn almost nothing of importance about a presidential election,“ and (2)“People are not taken in by advertising images exaggerated and created in the minds...exposure to televised ads has no effect on voters’ images of the candidates.“ I disagree on both counts. If the Watergate mess proved anything, it was that we need a President we are comfortable with, one we feel we know and can trust. Print afforded us no opportunity to get a “feel“ for the person. We could study the issues, read the speeches, yes—but how would we “know“ the candidate as we might a neighbor or casual acquaintance? Television(and television advertising) provides an audiovisual record of the candidate under all sorts of circumstances. It is with that knowledge that we can choose someone of integrity, at least someone with honorable intentions. Of course, TV cannot guarantee honest candidates, but we rejected Richard Nixon in 1960 and we might have again had he not so successfully avoided any informal coverage.( Remember—he wouldn’t let TV newscasters near him unless he had a suit on. For all we knew he wore a suit while walking on the beach.) Once he was President it was the intimate nature of the medium that helped bring him down. Even his well-rehearsed Watergate denials wouldn’t work. He would sit there, surrounded by flags and piles of transcripts, and swear he was innocent. Yet the profuse sweat on his brow and the look in his eyes seemed to confirm his guilt. Issues come and go, but we elect people to the presidency. In this fastmoving information environment, today’s burning issue is tomorrow’s historical footnote. It’s far more important to develop a sense of what kind of person we are electing to the nation’s highest office. Television affords us that opportunity in a way no other medium can.It can be inferred from the article about the impact of electronic media on presidential elections that before 1960 TV had little or no role in the outcome of an election. Y N NG

W: Hi,...Pete? M: Nice to meet you, Mrs. Morton. W: It’s nice to meet you, too. So, are you enjoying the party? M: Yeah, it’s great. This might be the last time I see some of these people for a long time so I’ve been pretty busy. I haven’t had much time to sample the food. W: I know what you mean. I can’t believe that all you kids are finally graduating. Donna has grown up so fast! Do you have any plans after graduation? M: Well, I’ve applied for a teaching job overseas. I guess I’ll probably find out if I get the job or not next week. W: You’re more adventurous than Donna. She’s going to take a job right here in town, at least for the summer. After that, who knows? M: Well, you might be seeing me around here for a while longer, too. Oh,...wait a minute. I’m sorry. I think Dan is leaving the party. Excuse me, Mrs. Morton, I’ve got to talk to him before he goes. W: Certainly. It was nice meeting you, Pete. M: Same here. W: Oh; and good luck with your job search. M: Thanks. Thanks a lot. In the office. In the market place. At a bus terminal. At a graduation party.

One way that scientists learn about man is by animals, such as mice, rats and monkeys. The scientists in this laboratory are experimenting on mice. They are studying the relationship between diet and health. At this time over one hundred experiments are going on in this laboratory. In this experiment, the scientists are studying the relationship between the amount of food the mice eat and their health. The mice are in three groups. All three groups are receiving the same healthy diet. But the amount of food that each group is receiving is different. The first group is eating one cup of food each day, the second is eating two cups, and the third group of mice is eating three cups. After three years, the healthiest group is the one that is only eating one cup of food each day. The mice in this group are thinner than normal mice. But they are more active. Also they are living longer. Mice usually live for two years. Most of the mice in this group are still alive after three years. The second group of mice is normal weight. They are healthy, too. They are active, but not as active as the thinner mice. But they are only living about two years. The last group of mice spends most of the day eating or sleeping. They are not very ac tire. These mice are living longer than the scientists thought: about a year and a hell But they are not healthy. The experiment is still going on. The scientists hope to finish their studies in two years. Mice. Rats. Monkeys. A, B and C

So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that “reading cannot be taught directly and schools should step trying to do the impossible.“ Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also public activity: It can be seen and observed. Learning to read involves all that each individual does not make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny. If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the quest for knowledge. Smith has one principal rule for all teaching instructions. “Make learning to read easily, which means making reading a meaningful, enjoyable and frequent experience for children.“ When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of learning to read by reading.The problem with the reading course as mentioned in the first paragraph is that ______. it is one of the most difficult school courses students spend endless hours in reading reading tasks are assigned with little guidance too much time is spent in teaching of reading

Disease can be one of the most powerful factors in checking population growth. In crowded conditions where many individuals of a species are living close together, the spread of pathogens(病原体)from one individual to another, occurs read fly. History shows many instances where human populations, crowded together in cities, have been almost wiped out by the rapid spread of disease. Modern orchard and forestry practice recognizes this fact and the close planting of trees of the same species is avoided. Mixed forests and orchards are the recognized procedure these days. Apart from regulating population numbers in other species, disease has probably been the greatest factor in controlling the growth of the human population. In the mid-14th century, the Black Death wiped out 25 million people in Europe a lone, while as recently as 1918 over 21 million people died in a single year as a result of the influenza epidemic. The relative stability of the human population has been upset by advances in medical science. No longer does disease regulate human population growth in many parts of the world. Medical cures have prolonged life and upset the age structure of many populations, increasing the proportion of individuals in the reproductive age group. The decrease in distribution and numbers of some species of native birds in New Zealand-the bellbird for example-has been attributed to disease rather than predation. Indeed, there are examples to show that disease has deliberately been used to control some animal populations. In Australia, for instance, the introduction of the myxomatosis(多发粘液瘤病) virus has drastically reduced the rabbit population in many areas, although increasing resistance to the disease is be coming apparent. Attempts to introduce myxomatosis into New Zealand as a means of rabbit population control have failed, mainly because the species of flea and mosquito that transmit the disease are absent in this country. Research is currently being carried out to discover whether selected strains of virus can be used to control pathogenic bacteria that have developed a resistance to drugs. It is hoped that the virus will parasite(寄生于)and kill the bacteria without harming the organism that the bacteria has infected.Why is the close planting of trees of the same species avoided in modern orchards and forests? Because mixed forests and orchards are the recognized procedures these days. Because trees of same species may cause the spread of disease. Because modern orchards and forests are more specialized. Because trees planted crowdedly do not have enough room to develop their roots.

For most of us, work is the central, dominating fact of life, we spend more than half our conscious hours at work, pre paring for work, traveling to and from work. What we do there largely determines our standard of living and to a considerable extent the status we are accorded by our fellow citizen as well. It is sometimes said that because leisure has become more important the indignities and injustices of work can be pushed into a corner, that because most work is pretty intolerable, the people who do it should compensate for its boredom, frustrations and humiliations by concentrating their hopes on the other parts of their lives. I reject that as a counsel of despair. For the foreseeable future the material and psychological rewards which work can provide, and the conditions in which work is done, will continue to play a vital part in determining the satisfaction that life can offer. Yet only a small minority can control the pace at which they work or the conditions in which their work is done; only for a small minority does work offer scope for creativity, imagination, or initiative. Inequality at work and in work is still one of the cruelest and most glaring form of inequality in our society. We cannot hope to solve the more obvious problems of industrial life, many of which arise directly or indirectly for the frustrations created by inequality at work, unless we tackle it head-on, still less can we hope to create a decent and humane society. The most glaring inequality is that between managers and the rest. For most managers, work is an opportunity and a challenge. Their jobs engage their interests and allow them to develop their abilities. They are constantly learning; they are able to exercise responsibility, they have a considerable degree of control over their own—and other’s—working lives. Most important of all, they have opportunities to initiate. By contrast, for most manual workers, and for a growing number of white-collar workers, work is a boring, dull, even painful experience. They spend all their working lives in conditions which would be regarded as in tolerable—for themselves—by those who make the decision which let such conditions continue. The majority have little control over their work; it provides them with no opportunity for personal development. Often production is so designed that workers are simply part of the technology. In offices, many jobs are so routine that workers justifiably feel themselves to be mere cogs in the bureaucratic machine. As a direct consequence of their work experience, many workers feel alienated from their work experience. Many workers feel alienated from their firm, whether it is in public or in private ownership.In the writer’s opinion, people judge others by ______.

I listened quietly _________________(看是否能听到) the snow falling outside the window.

He explained that he _________________(最不适合做这项工作).

For this part, you are allowed 30 minutes to write a short essay on the topic: Computers or Books. You should write at least 120 words following the outline given below. 1. 一些人认为图书馆应该购买更多电脑 2. 另一些人认为应该购买更多图书 3. 你的看法 Computers or Books

4 3 7 8

W: So, how long have you lived in New York? M: All my life. I was born hero. Sounds like you’re new in town. W: Two months. I just moved here from Michigan. Sounds like you’re new in town. M: Wow! That’s a big change. New York must be quite a shock. W: Well, not exactly. I lived here once before, when I went to the graduate school. So, I guess you could say that I’m used to life in New York, if that’s possible. M: When did you live hero? W: Oh, let’s see.... it must have been about eight years ago. Boy, the city sure has changed since then. M: I suppose so. I mean, they’ve really cleaned up Times Square. It used to be so dirty. I mean, now it’s just full of tourists. W: Yeah. And the subways seem to run more on schedule now. M: Basically, I think the city is safer anywhere you go, probably because we have so many more police officers on the street. W: Oh, that’s for sure! You know, though, one thing I can’t get used to is the noise especially those garbage tracks! They come at five in the morning and are so loud. The noise wakes me up every time! M: I guess I’ve lived hero so long I don’t hear it anymore. I can sleep through just about anything. You know the one thing I am tired of—the weather. I mean, I’m so sick and tired of these long, cold winters. I’m thinking aobut moving next year. W: Really? M: Yeah. I mean, like I said, I’ve lived hero all my life, and I feel like I need some kind of change. You know, a new environment. It’s time to get out of New York. W: Hmm. Not me! I love the nightlife: the theater and the great restaurants. I can’t wait to get out to discover all that New York is offering! Since he was born. Since his early childhood. Two years. Two months.

New research from Statistical Research shows that the Internet is a key part of media consumption by young investors. Holders of brokerage accounts( online or offline) spend 17 percent of their daily media time using the Internet, instead of television, radio, newspapers or magazines. People in this age group who do not trade stocks spend 11 percent of their daily media time online. Brokerage account holders spend an average of 48 minutes longer each day using media products, and 38 minutes of this is spent on online. On average, those polled between the age of 25 and 54 spent 50 percent of their daily media time watching TV. By contrast, broker age account holders spent 45 percent of their daily media time watching TV. Statistical Research polled almost 2,500 people in this age group about their media use habits. Magazines. Newspapers. Television. Internet.

Some of the notebooks George Washington kept as a young man are san in 【B1】______. They show that he was learning Latin, was very interested in the basics of good behavior in society, and was reading English 【B2】______. At school he seemed only to have bean interested in 【B3】______. In fact his formal education was 【B4】______ brief for a gentleman, and incomplete. For unlike other young Virginian gentlemen of that day, he did not go to the College of William and Mary in the Virginian 【B5】______ of Williamsburg. In terms of formal 【B6】______ then, Washington 【B7】______ sharply with some other early American Presidents such as John Adams, Thomas Jefferson and James Madison. In later years, Washington probably regretted his lack of 【B8】______ training. 【B9】____________, or on any subject that had not to do with everyday, practical matters. 【B10】____________, he did not visit the country he admired so much. 【B11】____________.【B1】Some of the notebooks George Washington kept as a young man are still in existence. They show that he was learning Latin, was very interested in the basics of good behavior in society, and was reading English literature. At school he seemed only to have been interested in mathematics. In fact his formal education was surprisingly brief for a gentleman, and incomplete. For unlike other young Virginian gentle men of that day, he did not go to the College of William and Mary in the Virginian capital of Williamsburg. In terms of formal training then, Washington contrasts sharply with some other early American Presidents such as John Adams, Thomas Jefferson and James Madison. In later years, Washington probably regretted his lack of intellectual training. He never felt comfortable in a debate in Congress, or on any subject that had not to do with every day, practical matters. And because he never learned French and could not sneak directly to the French Leaders, he did not visit the country he admired so much. Thus, unlike Jefferson and Adams, he never reached Europe.

S4 Car crashes are the 【S1】______ cause of injury and death among U.S. children, and though most of us now think of car seats as standard baby equipment, about half of alt children under the age of four who died in vehicle accidents last year were not 【S2】______. It is calculated that only about two-thirds of children ages five to fifteen buckle their seat belts. Moreover, the traffic-safety agency 【S3】______ that even among parents who always strap their children in, 85% are not doing it 【S4】______. They often don’t know where best to place the kids, don’t use the proper restraint for their age and 【S5】______, or don’t 【S6】______ the safety seats properly. 【S7】______ the reports about front seats collapsing onto back seats when certain car models get in accidents, the safest place in the car for any child up to the age of 12 is still the back seat. Babies up to 9 kg and one year old should ride in rear-facing infant seats. Never place a child under age 12 in the front seat with a working passenger-side air bag. These de vices are 【S8】______ at 320 km/h and van be triggered by low-speed fender benders. They have killed 77 kids in the U.S. since 1993. If you must place a child in front, make sure the passenger-side bag is 【S9】______ off. Children over age one should ride in forward-facing safety seats with a five-point harness system. A child who weighs at last 18 kg and is at least 2m tall can graduate to a booster seat that 【S10】______ her so that the standard shoulder and lap belt fit properly. Word Bank: A. estimate I. discharged B. educate J. secure C. restrained K. weight D. properly L. collective E. elevates M. install F. Despite N. switched G. However O. sober H. leading【S1】

The train will _________________(离开上海到天津) tomorrow morning.

We live in a society which there is a lot of talk about S1.______ science, but I would say that there are not 5 percent of the people who are equipped of schooling, including college, to S2.______ understand scientific reasoning. We are more ignorant of science as people with comparable education in Western Europe. S3.______ There are a lot of kids who know everything about computers—how to build them, how to take them apart, and how to write programs for games. So if you ask them to explain the principles of physics S4.______ that have gone into creating the computer, you don’t have S5.______ the faintest idea. The failure to understand science leads to such things like the neglect of human creative power. It al- S6.______ so takes rise to blurring of the distinction between science S7.______ and technology. Lots of people don’t distinguish from the two. S8.______ Science is the production of new knowledge that can be applied or not, and technology is the application of knowledge to the production of some products, machinery or the like. The two are really very different, and people who have the faculty for one very seldom have a faculty for another. S9.______ Science in itself is harmless, more or less. But as soon as it can provide technology, it is net necessarily S10.______ harmful. No society has yet learned to forecast the consequences of new technology, which can be enormous.【S1】

The teaching of reading will be successful if ______.

The word “scrutiny“(Para. 3) most probably means ______.

According to the passage, learning to read will no longer be a difficult task when ______.

The main idea of the passage is that ______.