There is a popular belief among parents      1    schools are no longer interested in spelling. No
school  in     2   I have ever taught has ever ignored spelling or considered it unimportant as a basic
skill. There are, however, different ideas about how to teach it, or how much priority(优先) it must
be given over general language development and writing ability. The problem is how to encourage a
child to express himself freely and confidently in writing     3        holding him back.
      If spelling becomes the only focal(焦点的) point of his teacher's interest, clearly     4   bright child
will be likely to "play safe". He will tend to write only words within his spelling range,     5     (choose)
to avoid  adventurous language. That's why teachers often encourage the early use of dictionaries and
pay attention to content rather than technical ability.
    Once I    6     (shock) to read on the bottom of a sensitive piece of writing about a personal
experience. "This work is horrible! There are far too many spelling errors and your writing is terrible.
"   7   may have been a sharp criticism of the pupil's technical abilities in writing, but it was also a sad 
    8   (reflect) on the   teacher who had omitted(忽视) to read the essay,    9   there existed some
beautiful expressions of the     child's deep feelings. The teacher was not wrong to draw attention to
the errors,    10   if his priorities had centered on the child's ideas, an expression of his disappointment
with the presentation would have given    the pupil more motivation to seek improvement.

     Science Daily (Apr. 27, 2008)-- Dutch ecologist Roxina Soler and her colleagues have
discovered that subterranean (地下的) and aboveground herbivorous (食草的) insects can
communicate with each other by using plants as telephones.  Subterranean insects issue chemical
warning signals through the leaves of the plant. This way, aboveground insects are warned that the
plant is already "occupied".
     Aboveground, leaf-eating insects prefer plants that have not yet been occupied by subterranean
root-eating insects. Subterranean insects send out chemical signals through the leaves of the plant,
which warn the aboveground insects about their presence. This messaging makes it possible for
spatially-separated insects to avoid each other, so that they do not compete for, the same plant.
     In recent years it has been discovered that different types of aboveground insects develop slowly
if they feed on plants that also have subterranean insects and 'vice versa (反之亦然). It seems that a
mechanism (机制) has developed through natural selection,  which helps the subterranean and
aboveground insects to communicate with each other. This avoids unnecessary competition.
      Through the "green telephone lines", subterranean insects can also communicate with a third party,
namely the natural enemy of caterpillars (毛虫). Parasitic wasps (寄生蜂) lay their eggs inside above
ground insects. The wasps also benefit from the signals sent by the leaves, as these help them find more
insects for their eggs.
     The communication between subterranean and above- ground insects has only been studied in a
few systems. It is still not clear how widespread this phenomenon is, say the researchers.

1. How do subterranean and aboveground insects communicate with each other?

A. By sending signals through the leaves.    
B. By giving off particular smells.
C. By making soft and beautiful sounds.    
D. By the signals sent by parasitic wasps.

2. After finding a plant occupied by root-eating insects, aboveground insects will usually ________.  

A. send out warning signals        
B. choose to leave the plant
C. compete for the same plant      
D. fight with the root-eating insects

3. Aboveground insects will develop more quickly if their food plants ________.   

A. are often visited by parasitic wasps    
B. are not occupied by mot-eating insects
C. have more green leaves            
D. have more subterranean insects

4. What does the underlined part "a third party' in Paragraph 4 include?  

A. Aboveground insects.  
B. Root-eating insects.
C. Caterpillars.        
D. Parasitic wasps.

     Many people may be surprised by the number of chemicals that they are exposed to through
everyday household products．
     In a study 25 women had their homes and bodies tested for 89 environmental pollutants-including
pesticides (杀虫剂) and chemicals found in plastics and cleaning products．On average 20 chemicals
were found on their bodies or in their homes．
     Much is unknown about the possible health effects of chemicals in everyday household products．
But certain chemicals-like phthalates (邻苯二甲酸盐) found in plastics-have been linked to potential
health risks,including higher risks of certain cancers,though the evidence mainly comes from research
on lab animals．Other household chemicals are known to harm the skin,eyes and airways-and may
worsen asthma (哮喘)．Many more chemicals found remain untested．
      Chemicals likely come from a range of sources,so it is not always clear how to reduce people's
exposure,according to Dr．Rebecca Altman,the lead researcher on the new study．"However," she
said,"there are still measures people can take．"
      In the original study,she noted,women were given advice based on the particular chemicals they
were exposed to-such as using fragrancefree washing liquid and personalcare products．
For the current study,Altman and her colleagues interviewed two dozen women who'd taken part in
the previous study to see how they would react to information about their household chemical exposures．They found that the women were generally surprised at the range of chemicals found in their homes and
bodiesThey were also surprised that even some banned things were found．
     With many questions about the health effects of household chemicals unanswered,some experts worry
that giving people information about their everyday exposures will cause unnecessary fear．However,the
researchers found that the women in their study were typically not alarmed,and instead wanted "more
rather than less" information on the issue．

1．Which of the following statements about chemicals in household products is TRUE?

A．Some of them have bad effects on health,while some have good effects．
B．Longterm exposure to them is certain to cause a deadly illness．
C．In the study it was found that certain chemicals can cause cancers．
D．It is uncertain what effects some chemicals have on health．

2．The underlined word "airways" in Paragraph 3 most probably refers to ________． 

A．the passage running from your nose and throat to the lungs
B．things that look like fine threads growing in the body
C．the passage between rows of rooms in a building
D．the area just inside the front door of a building

3．According to Dr．Rebecca Altman,________．

A．women were more likely to be harmed by chemicals
B．fragrant products may contain harmful chemicals
C．it is unnecessary to inform people about the study results
D．further study on everyday products should be done immediately

4．What was the women's attitude towards the study results?

A．They were angry that so many chemicals were found．
B．They refused to be subjects for the study any more．
C．They were afraid of getting bad news about their health．
D．They would like to know more related information．

    Does this situation seem familiar to you? Your English is progressing well, the grammar is now
familiar, the reading comprehension is no problem, and you are speaking quite fluently.  1  
    First of all, remember that you are not alone. Listening is probably the most difficult job for almost
all learners of English as a foreign language.   2  what you need to do is to find listening resources. The
Internet is really a useful tool for English students. You can download The RealPlayer from RealMedia.
com. The Real Player allows you to use the Internet like a radio station.
    Once you have begun to listen on a regular basis, you might still be frustrated(受阻)by limited
understanding  3  
    Here is some of the advice I give my students:
    Accept the fact that you are not going to understand everything.
    Stay relaxed when you do not understand, and try listening to the material for more times.
    Do not translate everything into your native language .
      4  Don't concentrate on detail until you have understood the main ideas.
    Listen to something you enjoy.
    I remember the problems I had in understanding spoken German when I first went to Germany. In
the beginning, when I didn't understand a word, I insisted on translating it in my mind.   5  Then, after
the first six months, I discovered two extremely important facts; Firstly, translating creates a barrier
between the listener and the speaker. Secondly, most people repeat themselves constantly. By remaining
calm, I noticed that even if I didn't pay much attention I could usually understand what the speaker had
said.
    A. What should you do?
    B. But listening is a problem for most of the beginners!
    C. However, after several weeks, I got used to the grammar rules
    D. The most important thing is to listen as often as possible.
    E. This method usually resulted in confusion.
    F. Listen for the general idea of the conversation.
    G. But you can't follow a native English speaker at all!

    When the Internet powerhouse Yahoo wanted to teach ethics(道德标准) to its employees, it
faced a challenge familiar to multinational companies.
    Yahoo employs nearly 14,000 people at 25 sites worldwide. They would feel bored at sitting
down in front of a dated video in which actors with 1980s haircuts tell them what to do. So it hired
a company calledThe Network <http://www.ks5u.com/> to design a game. In the game, the truck
where Yahoo was founded traveled the world, turning into a boat and a helicopter along the way as
it visited some of Yahoo's foreign offices. Participants play in game show-like scenarios(场景) that
quiz them about conflicts of interest and doing business fairly. And employees note: Yahoo is tracking
how well they do.
    Such activities draw more enthusiastic participation and teach more effectively than traditional
methods. They are described as alternative-reality games (ARGs), involving both interactive and
real-world elements. Besides teaching employees, ARGs have also been used in many areas for a
number of different purposes.
    From a marketing perspective, a number of very successful ARGs have been written as a way to
build product awareness. A very popular ARG called I Love Bees was produced to market the
2004 video game Halo 2 <http://www.ks5u.com/>. At its height, I Love Bees received between
two to three million unique visitors over the course of three months.  
    ARGs are more than just a fun way to learn. They have also been used to solve real world
problems. An ARG called World Without Oil <http://www.ks5u.com/> was created to obtain
collective input from players about dealing with the world's dependency on oil. World without Oil
simulates(模拟) the first 32 days of a global oil crisis and anybody could play by creating a personal
story that recorded the imagined reality of their life in the crisis. World Without Oil's success on a
small budget has opened the door for similar games to engage mainstream Internet users with climate
change, education reform, governmental policy and other timely, vital issues.
    (Note: Answer the questions or complete the statements in NO MORE THAN TEN WORDS.)

1.What challenge did yahoo face in teaching ethics to its employees?
2.In the game designed for yahoo, participants had to answer questions about ________.
3.What are the three major functions of ARG mentioned in the passage?
4.The success of World Without Oil <http://www.ks5u.com/> suggests that ARGs can ________.