【推荐1】If you are given only one yuan, could you live in a city for one day? It seems this may be a little difficult. But students from Xi’an did it.

On April 10, more than 60 students from the Middle School Attached to Northwestern Polytechnical University took part in the One Yuan Metropolis Survival. The charitable( 慈善事业的) organization for teenagers called Imperceptible Education held this activity. Students not only have to live, but they also have to deal with a lot of hard tasks. It has happened in eight cities and is going to four others, including Beijing, in June.

To make money, many students looked for part-time jobs and saw how hard life was. Zhang Qiyue, 14, asked more than 10 restaurants for a job and finally got one chance. “We were sad when they said no. But gradually(逐渐地), we got used to it,” he said. After being a waiter for an hour, he got 25 yuan.

Some made use of their talents by singing and dancing in parks or shopping malls. Many people who walked by took notice and helped them. Zhao Jiacheng, 14, drew pictures and made paper crafts(手工). “This showed it’s important to learn a special skill,” he said.Living was hard, but finishing the tasks wasn’t any easier. They went to different places to finish tasks in a short time.

The most amazing one was when they had to exchange things worth thousands yuan with only a piece of paper in half an hour. “We learned how to persuade others. From a balloon to a cake to a bottle of yogurt(酸乳) … after almost 20 tries, we got an expensive necklace,” he said. They will give all of the money they made to poor schools in Tibet, which is their special purpose by taking part in the survival activity.

1. To make money, students tried many things EXCEPT _____.

A．going to Beijing to do their tasks	B．working part-time jobs
C．giving talent shows	D．drawing and making paper crafts

2. Why do the students took part in the One Yuan Metropolis Survival?

A．To get a chance to do part-time jobs.	B．To find a way to survive in the city.
C．To help poor schools in Tibet	D．To exchange a piece of paper for a necklace

3. What does the underlined word “persuade” in the last paragraph mean?

A．argue with others	B．show sth. to others
C．sell something to others	D．make sb. do sth.

4. What’s the author’s attitude toward the One Yuan Metropolis Survival?

A．negative

B．positive

C．unconcerned

D．indifferent

【推荐3】SELF-REFLECTION OF TEACHING PRACTICES READING, WRITING,TALKING

School:	Date:
Grade(s) presently teaching:

Please do not sign your name. Mark the responses that most nearly reflect your teaching practices. This is one way to reflect your practices and how much you got out of it.
Keep one copy and give one to your tutor(so.
HOW OFTEN:
0=never 1=rarely 2="sometimes" (1-2x/ week)
3=moderately(3x/week) 4=often(4x/week) 5=daily

DEVELOPMENT APPROPRIATENESS:I provide opportunities for students to use literacy for their own purposes using previous knowledge, developmentally appropriate strategies and world experiences	0	1	2	3	4	5
ENVIRONMENT: I use flexible grouping, e.g. pairs, small groups of different levels, small needs-based groups, and working alone.	0	1	2	3	4	5
KNOWLEDGE CONSTRUCTION: I provide opportunities for students to interpret literary and informational texts before, during and after reading or listening by talking, writing, enacting, drawing, etc.	0	1	2	3	4	5
ASSESSMENT OF LEARNING: I assess students’ use of literacy strategies using this information to measure student progress and refocus my own teaching.	0	1	2	3	4	5
DEMONSTRATION OF STRATEGIES: I read aloud to students and write in front of them, using literary and informational texts.	0	1	2	3	4	5
READING STRATEGIES: I instruct students to read strategically, e.g. to reflect, predict, decode, question, connect, retell, summarize, map, etc.	0	1	2	3	4	5
WRITING STRATEGIES: I provide opportunities for students to work through the writing processes alone and with others, e.g. thinking about purposes and audiences, prewriting, drafting, revising, editing and publishing.	0	1	2	3	4	5
SELF-SELECTION: I provide time for the self-selection of books for independent reading in the classroom, and for book sharing.	0	1	2	3	4	5
DEVELOPING MEANING: I provide clear targets to students to develop higher levels of learning, e.g. What does it mean? Why do I need to know it? How will I use it?	0	1	2	3	4	5
EXTENTION OF LEARNING: I provide opportunities and activities for students to learn more about topics of their choice through problem-based learning assignments, etc.	0	1	2	3	4	5
BUILDING SUCCESS: I structure lessons/activities that provide opportunities for all students to experience success.	0	1	2	3	4	5

1. According to the passage, who most probably mark the responses in the form?

A．Professional tutors.	B．Language teachers.
C．Personal physician.	D．Psychological therapist.

2. According to the passage, which frequency degree would you choose if you carry out the practice in the form not at all often?

A．0

B．1

C．2

D．3

3. Mr. Kent bears EXTENTION OF LEARNING idea in mind, he quite often tends to _______.

A．always set groups to encourage students to work out something by putting heads together

B．prepare grade-level materials for teaching

C．develop students reading skills during pre- while-and- post-reading stage

D．provide students with extra learning materials to further their study

4. Mrs. Grace likes to share her version of tasks outcome in class, which could be labeled _____.

A．ASSESSMENT OF LEARNING	B．KNOWLEDGE CONSTRUCTION
C．DEVELOPMENT OF STRATEGIES	D．SELF-SELECTION

【推荐1】On December 26, 2004, an earthquake along the Indian Ocean caused a huge tsunami that killed thousands of people in Asia and East Africa. However, wildlife officials at Sri Lanka’s Yala National Park reported no mass animal deaths. Yala National Park is home to hundreds of wild animals.

Some researchers believe the animals at the park were able to sense the earthquake and moved to higher ground before the earthquake hit. Animals have good senses that help protect themselves from being hunted by their natural enemies. It is thought that their senses might also help them sense the coming disasters. Several countries have done research on the prediction of earthquakes by animals. There are two theories about how animals may be able to sense earthquakes. One theory is that animals sense the earth’s shake. The other is that they can sense changes in the air. However, so far there has been no strong evidence about how animals may be able to sense earthquakes.

Other researchers are skeptical (怀疑) about using animals for earthquake predictions. The United States Geological Survey (USGS) officially states, “Changes in animal behaviors cannot be used to predict earthquakes. Even though there have been many cases of unusual animal behaviors before earthquakes, a connection between a specific behavior and an earthquake has not been made. Because of their fine senses, animals can often feel the earthquake at its earliest stages before the humans. That’s why people say that the animal knew the earthquake was coming. But animals can also change their behaviors for many other reasons.”

Although scientists disagree on whether animal behaviors can be used to predict earthquakes, they all agree that it is possible for animals to sense changes in the environment before humans. Researchers around the world are continuing to study the connection between animal behaviors and earthquakes. It is hoped that these studies will help to predict earthquakes.

1. What can we know about animals’ senses?

A．They are not reliable.	B．They can change the environment.
C．They can protect animals in some ways.	D．They can prevent animals acting strangely.

2. What does the USGS mean according to the third paragraph?

A．Animal behaviors can be used to predict earthquakes.

B．Animal behaviors are closely related to earthquakes.

C．Animals are bound to act strangely before an earthquake.

D．Animals might change their behaviors while being hunted.

3. Which word best describes the author’s attitude to scientists’ study?

A．Disappointed.

B．Positive.

C．Uninterested.

D．Doubtful.

4. What is the main idea of the text?

A．Will big earthquakes cause tsunami?	B．Why does animals change their behaviors?
C．Can animals truly predict earthquakes?	D．How can animals’ senses be put into use?

【推荐3】The kids in a village in Ethiopia wear dirty, ragged clothes. They sleep beside cows and sheep in huts made of sticks and mud. They have no school. Yet they all can chant the English alphabet, and some can make words.
The key to their success: 20 tablet computers(平板电脑) dropped off in their Ethiopian village in February by a U.S. group called One Laptop Per Child.
The goal is to find out whether kids using today’s new technology can teach themselves to read in places where there are no schools or teachers. The Massachusetts Institute of Technology researchers analyzing the project data say they’re already amazed. “What I think has already happened is that the kids have already learned more than they would have in one year of kindergarten,” said Matt Keller, who runs the Ethiopia program.
The fastest learner—and the first to turn on one of the tablets—is 8-year-old Kelbesa Negusse. The device’s camera was disabled to save memory, yet within weeks Kelbesa had figured out its workings and made the camera work. He called himself a lion, a marker of accomplishment in Ethiopia.
With his tablet, Kelbasa rearranged the letters HSROE into one of the many English animal names he knows. Then he spelled words on his own. “Seven months ago he didn’t know any English. That’s unbelievable,” said Keller.
The project aims to get kids to a stage called “deep reading,” where they can read to learn. It won’t be in Amharic, Ethiopia’s first language, but in English, which is widely seen as the ticket to higher paying jobs.
1. How does the Ethiopia program benefit the kids in the village?

A．It trains teachers for them.

B．It helps their self-study.

C．It raises their living standards.

D．It provides funds for building schools.

2. What can we infer from Keller's words in Paragraph 3?

A．They need more time to analyze data.

B．More children are needed for the research.

C．He is confident about the future of the project.

D．The research should be carried out in kindergartens.

3. What is the aim of the project?

A．To offer Ethiopians higher paying jobs.

B．To make Amharic widely used in the world.

C．To assist Ethiopians in learning their first language.

D．To help Ethiopian kids read to learn in English.