1.The link between stress and feeding behaviour

家畜养殖中的采食行为研究家畜养殖是人类重要的农业产业之一，而家畜的采食行为则是其生长发育和生产性能的重要影响因素之一。

本文将对家畜养殖中的采食行为进行研究，探讨其对家畜健康和养殖效益的影响。

一、采食行为研究的重要性家畜的采食行为是其获取养分、保持能量平衡的基本方式。

通过研究家畜的采食行为，可以了解它们的进食量、进食能力、进食能力的变化规律等，为科学制定合理的饲养管理措施提供依据。

同时，采食行为研究也有助于提高养殖效益，降低饲料成本，改善家畜品质。

二、家畜的采食行为特点1. 进食能力和速度：不同种类的家畜在进食能力和速度上存在差异。

例如，鸡类进食能力较强，能够较快地摄食；而牛类则需要较长时间来咀嚼慢慢吞咽。

2. 进食能力的变化：家畜的进食能力会随着年龄、生理状态和环境变化而发生变化。

年轻动物的进食能力较低，需要较多次数的采食来满足生长发育的需要。

3. 进食量的调节：家畜会根据自身的能量需求和饲料的丰富程度来调节进食量。

当能量需求较大或者饲料供应较少时，家畜将增加进食量以满足需要。

4. 饲料选择：家畜在采食行为中存在一定的选择性。

它们会根据饲料的味道、香味、外观等因素来选择合适的饲料。

例如，鱼类较喜欢吃含有蛋白质的饲料。

5. 社交性影响：在一些家畜中，社交性对采食行为的影响较大。

例如，鸟类会通过观察其他鸟类的行为来决定是否采食，而牛类则喜欢在群体中一起采食。

三、家畜采食行为的影响因素家畜的采食行为受多种因素的综合影响，包括饲料的质量和类型、环境因素、生理状态、社交性和遗传因素等。

其中，饲料的质量和类型是最主要的因素之一。

不同质量和类型的饲料会对家畜的采食行为产生不同的影响。

环境因素如食槽的高低、饲养密度、气温等也会影响家畜的采食行为。

同时，家畜的生理状态如怀孕、哺乳等也会对采食行为产生明显影响。

四、家畜采食行为的研究方法研究家畜的采食行为需要借助一些专门的设备和技术。

下面介绍几种常用的研究方法：1. 饲料消耗测定法：根据一定时间内饲料的消耗量来判断家畜的进食量，可以通过定时称量饲料的方法来进行。

（北京卷）2021年高考英语分类汇编（2021高考真题+模拟新题） Q1 阅读填空 Q1[2021·北京卷] Evaluating sources(来源) of health information Making good choices about your own health requires reasonable evaluation. A key first step in

bettering your evaluation ability is to look carefully at your sources of health information. Reasonable evaluation includes knowing where and how to find relevant information, how to separate fact from opinion, how to recognize poor reasoning, and how to analyse information and the reliability of sources.__71__ Go to the original source. Media reports often simplify the results of medical research. Find out for yourself what a study really reported, and determine whether it was based on good science. Think about the type of study.__72__ Watch for misleading language. Some studies will find that a behaviour “contributes to” or is “associated with” an outcome; this does not mean that a certain course must lead to a certain result. __73__ Carefully read or listen to information in order to fully understand it. Use your common sense. If a report seems too good to be true, probably it is.Be especially careful of information contained in advertisements.__74__ Evaluate“scientific” statements carefully, and be aware of quackery(江湖骗术)． __75__Friends and family members can be a great source of ideas and inspiration, but each of us needs to find a healthy lifestyle that works for us. Developing the ability to evaluate reasonably and independently about health problems will serve you well throughout your life. A. Make choices that are right for you. B. The goal of an ad is to sell you something. C. Be sure to work through the critical questions. D. And examine the findings of the original research. E．Distinguish between research reports and public health advice. F. Be aware that information may also be incorrectly explained by an author's point of view. G. The following suggestions can help you sort through the health information you receive from common sources. 71. G 本空在论述上有承先启后的作用，将总论和分论连接起来。依照下文的四个祈使句判定，那个地址应该是提出“建议”。应选G。 72. D 本段开头提到要追溯来源，最后照顾，要检测最初研究的结果。应选D。 73. F 依照本段开头提到的misleading language可知，本段在谈幸免误导和错误说明。答案F中的also揭露了本段两句话的并列关系。应选F。 74. B 空前advertisements一词提示人们当心广告中的不实信息，这与选项B中的ad和sell相对应，应选B。 75. A 依照第一段总领的四个祈使句，可知从A、C两个选项中确信答案。本文要紧讨论信息判定，跟工作没有关系，因此C项没有依据。文中的that works for us是在说明这种生活方式是可行的，不表示工作。因此选A。 (一) [2021·丰台一模] Stage fright Imagine that you are an actor performing in a play for the first time. You have learned all your lines and you know where to walk on stage. Waiting behind the closed curtain, you can hear the audience whispering and taking their seats. Then your big moment arrives! The curtain goes up, and the crowd falls silent. All you can see is the spotlight shining down on you. __1__ The inside of your mouth is dry, and your hands are wet. If you have experienced a moment like this, you know all too well what it means to have stage fright. It is one of the most common types of fear and tends to strike people when they find themselves at the centre of attention. __2__ People experience this fear when playing sports, giving a presentation, or even speaking in class. A person who suffers from stage fright may get sweaty hands, a dry mouth, a tight throat, or shaky knees. Stage fright is actually a form of panic, and these feelings are very real. __3__The experience differs from person to person, but the same chemical process occurs in each of us. In reaction to anxiety, our bodies produce a chemical that prepares us to either fight or run away quickly. Scientists refer to this as our bodies'“fight or flight” reaction. As a result, we feel great energy that makes our hands sweat, our hearts race, and our knees shake. __4__ Practising your performance and following some simple tips can help calm nerves and manage the feelings caused by anxiety. First, dress comfortably and appropriately. Second, before the performance, take deep breaths and stretch to help relax your body. Thirdly, stay away from drinks that contain caffeine. __5__ Instead, try a banana! Some doctors believe that eating a banana can help calm your heart and the rest of your body. Finally, when you look into a crowd, try to focus on particular people instead of the whole group. These tips have helped many people learn to deal with their fears. A．These might make your heart race even faster. B．You don't have to be on stage to get stage fright. C．Stage fright is part of the body's reaction to stress. D．You try to speak your lines, but nothing seems to come out. E．With practice, we can learn how to relax while playing sports. F．The good news about stage fright is that here are ways to deal with it. G．However, there is a time when stage fright prevents you from stepping on stage. 【要点综述】 文章向咱们介绍了第一次登台时舞台恐惧的表现、缘故和破解之道。 1．D 上文说的是“聚光灯照着你，该你演出了”，下文的意思是“你嘴发干，手流汗”，因此只有D项

Revision Contents:Unit 1 Language and Learning1. What are the major views of language? What are theirimplications to language teaching or learning?Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be able to understand and produce language.Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed. The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation.Functional View: It sees language as a linguistic system but also as a means for doing things. Most of our day-to- day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Communicative approaches are based on this view of language.Interactional View: It considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of communicative context.Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.2. What are the major Views on language learning? What are their implications to language teaching?Behaviouralist theoryBased on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of language learning is referred to as behaviouralism, which was adopted for some time by the language teaching profession, particularly in America.One influential result is the audio-lingual method, which involves endless “listen and repeat” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryIt seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural theory, which led to the revival of structural linguistics.The key point of Chomsky’s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never been said by others before.One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the Audio-Lingual Method.According to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.Constructivist theory: Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows.Implications for classroom teachingTeaching should be built based on what learners already know and engage learners in learning activities.It is believed that education is used to develop the mind, not just to rotate or recall what is learned.Teachers need to design activities to interact with learners to foster inventive, creative, critical learners.Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interest and curiosity for learning.Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential.Unit 2 Communicative Principles and Activities1. The goal of CLT is to deve lop students’ communicative competence.2. What is communicative compentence? Try to list some of its components and their implication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components.Linguistic competence --- knowledge of the language itself, its form and meaningPragmatic competence --- the appropriate use of language in social contextDiscourse competence --- one’s ability to create coherent written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse/ability to initiate, develop, enter, interrupt, check, or confirm in a conversation)Strategic competence --- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or unduehesitationImplications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written textsin a variety of genres;----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. ‘What do you call a thing that/person who…’FluencyTeachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in ‘real time”.3. What is communicative language teaching?Communicative language teaching began in Britain in the 1960s as a replacement to Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistics, as well as American sociolinguists.The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs.Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials in small groups on communication activities, during which they receive practice in negotiating meaning.This method is learner-centered and emphasizes communication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.4. Principles in communicative language teachingCommunication principle: Activities that involve real communication promote learning.Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.Meaningfulness principle: Language that is meaningful to the learning supports the learning process.5. Strong version and week versionA weak version: Learners first acquire language as a structural system and then learn how to use it in communication.It regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.A strong version:Strong version: The strong version claims that ‘language is acquire through communication’. Learners discover the structural system in the process of learning how to communicate.It regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.5. List some of the communicative activities.1) Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequence or locationsDiscovering missing informationDiscovering missing featuresDiscovering “secrets”Communicating patterns and pictures Communicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem2) Social interaction activitiesRole-playing through cued dialoguesRole-playing through cues and information Role-playing through situation and goals Role-playing through debate and discussion Large-scale simulation activities improvisation6. Main features communicative activities7. The Task-based ApproachA task-based approach sees the language process as one of learning through doing. It stresses the importance to combine form-focused teaching with communication-focused teaching.The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.Task -based Learning offers an alternative for language teachers.In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it.So it aims to provide learners with a natural context for language use．As learners work to complete a task，they have abundant opportunity to interact．Such interaction is thought to facilitate language acquisition as learners have to work to understand each other and to express their own meaning．By so doing，they have to check to see if they have comprehended correctly and，at times， they have to seek clarification．By interacting with others，they get to listen to language which may be beyond their present ability，but which may be assimilated into their knowledge of the target language for use at a later time．Task presented in the form of a problem-solving negotiation between knowledge that the learner holds and new knowledge7. What is a task?Any one of the following definitions is ok:A task is “a piece of work undertaken for oneself or for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child. In other words, by ‘task’ is meant the hundred and one things people do in everyday life, at work, at play and in between”. -------- Long(1985)[A task is] an activity which require learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process. ------ Prabhu (1987)… a piece of classroom work which involve learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form. ----Nunan(1989)Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”A task is an activity in which students use the target language to do something, usually with a non-linguistic purpose.8. A task is believed to have four components: a purpose, a context,a process, and a product.9. What is PPP model?In this model, a language classroom consists of three stages: Presentation of new language item in a context---controlled practice (drilling, repetition, dialogue reading, etc)---production of the language in a meaningful way (a role-play, a drama, an interview, etc.)10. A task-based language classroom consists of three stages. They are pre-task stage, the stage of task cycle, and the stage of language focus.Unit 31. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.2. What is a syllabus?A syllabus is a specification of what takes place in the classroom, which usually contains the aims and contents of teaching and sometimes contains suggestions of methodology.3. What is curriculum?A curriculum, however, provides (1) general statements about the rationale about language, language learning and language teaching, (2) detailed specification of aims, objectives and targets learning purpose, and (3) implementations of a program. In some sense, a syllabus is part of a curriculum.Syllabus is often used to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developed for a particular country or region.4. Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.The English curriculum aims education for all students and stresses quality-oriented education. The new standards particularly show concerns over students’ affective needs as well as other learning needs in order to stimulate their interests in learning, help them experience the sense of success, and gain self-confidence in learning. Its overall objectiveis to develop students’ comprehensive abilities in using the language and to improve their cultural quality, to develop their practical skills, as well as to cultivate their creative spirit.2) Promote learner-centeredness, and respect individual differences.Students’ overall development is the motivation and goal of the English curriculum. Therefore, its objective, the teaching process, the assessment procedures as well as the development of teaching resources should all reflect the principle of learner-centered approach. Classroomteaching should become a process during which students are guided by the teachers in constructing knowledge, developing skills, being active in thinking, demonstrating personal characters, developing intelligence and broadening their views and visions. Teaching should take full consideration of students’ individual differences in learning process and their learning styles and teaching should be flexible in using teaching methods, resources and ways of assessment so as to make teaching beneficial to all kinds of students.3. Develop competence-based objectives, and allow flexibility and adaptability.The overall aim of the curriculum or nine-year compulsory education is to develop students’ c omprehensive abilities in language use. Such abilities are grounded in the development of language skills, language knowledge, affects, cultural awareness and learning strategies. The English curriculum for nine-year compulsory education together with the related senior high school English curriculum divide the English teaching objectives into nine levels. Each level is described in terms of what students can do with the language. It is thus designed toreflect the progressive nature of students’ language d evelopment during the process of school education so as to ensure the integrity,flexibility and openness of the curriculum.4) Pay close attention to the learning process, and advocate experiential learning and participation.Modern foreign language teaching emphasizes the learning process and advocates the use of different teaching approaches and methods for the purpose of facilitating students’ language development.During the process of learning English in nine-year compulsory education, students should be encouraged to discover rules of the language, master gradually language knowledge and skills, constantly monitor the affective demands, develop effective learning strategies and autonomous learning abilities by means of experiencing, practicing,pa rticipating, exploring and cooperating under the teacher’s guidance.5. Attach particular importance to formative assessment, and give special attention to the development of competence.The assessment for the nine-year compulsory education should begea red to stimulating students’ interests and cultivating their autonomy in learning. The system should include both formative and summative assessment with formative assessment playing a primary role, paying special attention to students’ language performanc e and achievements during the learning process.Assessment should be made facilitative to developing students’ interests and self-confidence in learning. Summative assessment should focus on assessing students’ overall language ability and the ability to use the language. Assessment should function positively for students to develop language abilities and healthy personalities; for teachers to improve their teaching qualities and for the development and improvement of the English curriculum.6. Optimize learning resources, and maximize opportunities for learning and using the language.English curriculum requires that teachers should properly utilize and develop teaching resources so as to provide rich and healthy resources that are practical, lively, up dated for students’ learning.Teachers should make full use of various resources such as videos, television programs, books, magazines and the Internet so as to expand the opportunities for students to learn and use the language. Also teachers should encourage students to take part in exploring andutilizing resources for learning.Unit 4. Lesson Planning1. What is lesson planning?Lesson planning means making decisions in advance about what aimsto be achieved, materials to be covered, activities to be organized, and techniques, resources to be used in order to achieve the aims of the lesson.2. Principles for good lesson planning include: Aim, Variety, Flexibility, Learnability and Linkage3. Lesson planning at two levels:Macro planning: planning over a longer period of time (programme planning / whole course planning---one semester planning---half a semester planning)Micro planning: planning for a specific unit or a lesson (40 or 50 minutes)4. Components of a lesson planBackground information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lessonTeaching objectives: What do you want students to know and be able to do?Language contents and skills: structures, vocabulary, functions, topics and so on; listening, speaking, reading and writing.Teaching stages and procedure: the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage.1) Five-step teaching model(1) warm-up/ a tarter/revision;(2) presentation(3) drilling(4) consolidation(5) summary and homework2) The three P’s model: presentation, practice, and productionTeaching aids: real objects/ flashcards/ wordcards/ worksheets/ wallcharts/ cassette tapes/ magazine pictures/ video, Multi-media, etc.End of lesson summary: Purposes of making a summary is to take learning further and deeper by helping the students to refer back to the learning objectives; To create a sense of achievement and completion of tasks for the students. To develop with students a habit of reflectionon learning; stimulate interest, curiosity and anticipation about the next phase of learning; help students draw out applications of what has been learned and highlight the important conceptions which have developed.Homework assignmentOptional activitiesAfter class reflection:Teachers are encouraged to keep a brief account of what happened in the lesson: feelings about the lesson, students’ performances, unexpected incidents, surprises, things that went well, things that went wrong and things to be improved and things to be given more attention in the next lesson.Unit 5 Classroom Management1. What is classroom management?Classroom Management refers to the way teachers organize what goes on in the classroom.2. Types of student grouping and their advantages and disadvantagesIn language classroom can be grouped in four different ways. They are whole-class work (lockstep), pair work, group work and individual study.1) whole-class work (lockstep)Lockstep refers to the time when all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is adopted when presenting new language, give explanations, check answers, do accuracy-based reproduction, or summarize learning.Advantages:It reinforces a sense of belonging among a group of members. When students are doing the same activity together, everyone feels being together with others.It is good for teachers to give instruction and explanation together and it is an ideal way to show materials and do presentations together.Disadvantages:Everyone is forced to do the same thing at the same time and at the same pace. Individuality is not favored in this sense.Not everyone has the opportunity to express what they want.Some students feel nervous and anxious when they are asked to present in front of the class.It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves.It is not a good way to enhance real communication. Students cannot communicate with each other in this sense.2) pair work: the time when students work in pairs on an exercise or task. It could be a dialogue reading, a game or an information-gap task between two students.Advantages:It dramatically increases students’speaking time in each class.It allows students to work together rather than under theteacher’s guidance.It allows teacher’s time to wor k with the week pair while others are working on their own.It can promote cooperation between students.It can create a more relaxed and friendly context for students to learn.It is relatively quick and easy to organize.DisadvantagesIt is often very noisy and teachers are afraid of losing control of the class.Some students may talk in native language or something not related to the topic. It is not very easy for teachers to monitor every pair.Some students may not like to work with the peers, and they think they can only learn from the teacher. So they refuse to participate in the activities.The choice of a pair is also a problem. Some students don’t liketo work with particular partner while someone may dominate all the time.3) group work: Group work refers to the time when students work in small groups.Advantages:Like pair work, it dramatically increases the amount of talk of individual students.There is always a great chance of different opinions and contributions to the work.It also encourages cooperation and negotiation skills among students.It promotes learner autonomy by allowing students to make their own decision rather than follow the teachers.DisadvantagesLike pair work, it is likely to make the classroom very noisy and some teachers feel very uncomfortable with the noise.Not everyone enjoys the work since many of them prefer to work with teachers rather than peers.Some students may dominate the talk while others may be very passive or even quiet all the time.It is difficult for teacher to organize. It may take a longer time for teachers to group students and there may be not enough space for students to move around in classroom.Some groups may finish the task fast while some may be very slow. So teachers need to prepare the optional activities for the quick group and be ready to help the slower ones all the time.4) individual study: Individual study is the stage where the students are left to work on their own and at their own speed.Advantages:It allows students free time, style and pace to study on their own.It is less stressful compared with whole class work.It can develop learner autonomy and form good learning habits.It can create some peaceful and quiet time in class.Disadvantages：It does not help a class to develop a sense of belonging. Students learn by themselves and it does not promote team spirit. It may not be very motivating for students. It does not benefit communication between students. Students cannot develop speaking abilityin this sense. Teachers need to prepare different tasks for differentstudents.3. The role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource provider4. The new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.5. What are the functions or purposes of questions?To focus students’ attentionsTo invite thinking or imaginationsTo check understandingTo stimulate recall of informationTo challenge studentsTo assess learning6. Classification of questionsQuestions have been classified using different criteria, mainly based on the level of thinking involved in answering thequestions.Closed v.s open--- Closed questions refer to those with only one single correct answer while open questions may invite many different answers.Display v.s genuine--- Display questions are those that the answers are already known to the teacher and they are used in checking if students know the answers, too. Genuine questions are those which are used to find out new information and more communicative.Lower-ordered v.s high-ordered--- Lower-ordered questions refer to those that simply require recalling of information or memorisation of facts while higher-ordered questions require more reasoning, analysis, and evaluation.7. How to deal with errors?The distinction between mistakes and errors:。

Revision Contents:Unit 1 Language and Learning1. What are the major views of language? What are their implications to language teaching or learning?Structural View: It sees language as a linguistic system made up of various subsystem:from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be able to understand and produce language.Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening beforereading and writing and the use of mother tongue in the classroom is not allowed. Theprincipal features of audiolingualism are an emphasis on structures in the language whichcan be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation.Functional View: It sees language as a linguistic system but also as a means for doingthings. Most of our day-to- day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to dothings with it. To perform functions, learners need to know how to combine thegrammatical rules and the vocabulary to express notions that perform the functions. Communicative approaches are based on this view of language.Interactional View: It considers language as a communicative tool, whose main use is tobuild up and maintain social relations between people. Therefore, learners not only needto know the grammar and vocabulary of the language, but also need to know the rules forusing them in a whole range of communicative context.Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.2. What are the major Views on language learning? What are their implications to language teaching?Behaviouralist theoryBased on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli.This theory of language learning is referred to as behaviouralism, which was adopted forsome time by the language teaching profession, particularly in America.One influential result is the audio-lingual method, which involves endless “listen and repeat” drilling activities. The idea of this method is that language is learned by constantrepetition and the reinforcement of the teacher. Mistakes were immediately corrected, andcorrect utterances were immediately praised. This method is still used in many parts of theworld today.Cognitive theoryIt seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural theory, which led to the revival of structural linguistics.The key point of Chomsky’s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never beensaid by others before.One influential idea is that students should be allowed to create their own sentencesbased on their understanding of certain rules. This idea is clearly in opposition to the Audio-Lingual Method.According to the cognitive theory, learning is a process in which the learner activelytries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.Constructivist theory: Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows.Implications for classroom teachingTeaching should be built based on what learners already know and engage learnersin learning activities.It is believed that education is used to develop the mind, not just to rotate or recallwhat is learned.Teachers need to design activities to interact with learners to foster inventive, creative,critical learners.Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interest and curiosity for learning.Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.Learning is best achieved through the dynamic interaction between the teacher andthe learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential.Unit 2 Communicative Principles and Activities1. The goal of CLT is to develop students’communicative competence.2.What is communicative compentence? Try to list some of its components and theirimplication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components.Linguistic competence --- knowledge of the language itself, its form and meaningPragmatic competence --- the appropriate use of language in social contextDiscourse competence --- one’s ability to create coherent written text or conversation andthe ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation) Strategic competence--- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitationImplications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written texts in a variety of genres;----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. ‘What do you call a thing that/person who…’FluencyTeachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in ‘real time”.3.What is communicative language teaching?Communicative language teaching began in Britain in the 1960s as a replacement to。

Oreochromis mossambicus (Mozambique Tilapia)Family: Cichlidae (Cichlids and Tilapias)Order: Perciformes (Perch and Cichlids)Class: Actinopterygii (Ray-finned Fish)Fig. 1. Mozambique tilapia, Oreochromis mossambicus.[/wiki/%E3%83%95%E3%82%A1%E3%82%A4%E3%83%AB:Oreochromis_mossambicus_by_NPS.jpg, downloaded 5 October 2012]TRAITS. Oreochromis mossambicus is a medium sized, laterally compressed fish that has long dorsal fins with 10-13 rays and spines (Froese & Pauly 2007). Its scales are large along the snout and fore head and become smaller along the body (Luna 2012). The coloration is a dull greenish yellow with weak banding pattern along the body (Froese & Pauly 2007). The adults range in size from 25 cm in the female to approximately 35 cm in the male. The male has an average weight of 2.5 pounds and the female ranges from 1.8-2 pounds at its maximum weight (Froese & Pauly 2007). O. mossambicus exhibits sexual dimorphism, the best descriptors are the premaxilla width, anal fin height and snout length; traits vital for agonistic displays, nesting and fighting (Oliveira & Almeda 1995). The size and coloration vary in captivity and with its diet. Some O. mossambicus look almost black in colour; females, non-breeding males and fry/ juveniles have a silvery colour on the scales (Luna 2012). O. mossambicus can live in both brackish and salt water and can survive a wide range of temperatures (Froese & Pauly 2007), and can live up to 11 years (Luna 2012).ECOLOGY. O. mossambicus is found in habitats ranging from brackish to canals, ponds, coastal lakes and well vegetated areas, they can also thrive in sea water (Luna 2012). They are rarely found at high altitudes and are known to be tropical fish (Van der Waal 2002). Their habitat range is tropical between 17-35 o C and geographical range of 13-35 o S and originates in South Africa and Central Africa (Luna 2012) such as Zambezi, Angola (Van der Waal 2002). It is widely introduced, for example in south-east Asia including Taiwan, India and Japan (FAO 2012), and in Trinidad and Tobago. There is extensive habitat use and in many countries where O. mossambicus has been introduced the species becomes invasive and dominates the habitat (Trewevas 1983). O. mossambicus are omnivorous and consume detritus material, diatoms, and invertebrates (Mook 1983) algae and phytoplankton (Trewevas 1983), insects and vegetation. Juveniles tend to be carnivorous and eat fry, and these fish occasionally cannibalize their own young (Luna 2012).SOCIAL ORGANIZATION. O. mossambicus are group-living and territorial and travel in schools like other cichlids (Mook 1983). Males exhibit territorial threat displays (Almada & Oliveira 1998) and the agonistic interactions also follow a hierarchical system that forms a linear relationship based on size (Alamada & Oliveira 1996). Alpha males are the largest in the group and illustrate the greatest display of aggression; though common among males aggression tends to occur less frequently among females and between males and females (Alamada & Oliveira 1996). O. mossambicus can tolerate a variety of habitats and therefore are considered to be one of the most invasive species in the world either being introduced through aquaculture or deliberately to control mosquito populations (Froese & Pauly 2007) through competition for food and habitat (FAO 2012). Females primarily guard the young fry from danger, and the males guard nesting sites (Oliveira & Almeida 1995). Before reproduction there are primary courtship displays and preparation such as digging the nest and defence displays (Almada & Oliveira 1998).FEEDING BEHAVIOUR. As previously described the feeding behavior of tilapia is primarily on macrophytes (plants), with adults feeding on filamentous algae and aquatic macrophytes (Luna 2012). The feeding patterns tend to vary as they can both effectively harvest plankton from the water as well as use benthic and detritus to feed, this is done without disturbing benthic sediment (FAO 2012) as tilapia prefer clean water (Luna 2012). O. mossambicus adults are not carnivorous, however the juveniles eat young fry. In captivity and in commercial systems tilapia are exposed to both algae and pelleted foods, and the fish may learn to feed itself using demand feeders. During feeding in commercial systems the fish jump out of the water in a vigorous manner (Froese & Pauly 2007). Feeding is normally uninterrupted however in the case of mouth brooding females feeding patterns are stagnated and interrupted (Luna 2012). COMMUNICATION. Tilapia fish use various displays to communicate, for agonistic and sexual courtship. O. mossambicus produces sounds during mating and agonistic interactions (Amorim et al. 2003). Only the most dominant males produced sounds and was found to be positively correlated to the rate of courtship (Amorim et al. 2003). Whereas other tilapia show the sound formation during only the primary stages of courtship the O. mossambicus produces sounds during all stages and is suggested to display the spawning readiness of the males as well as synchronizing egg release by females (Amorim et al. 2003).ANTIPREDATOR BEHAVIOUR. Male O. mossambicus are territorial and this influences the aggressive behaviour that they display (Almada & Oliveira 1996). Population density and habitat influence the degree of aggression displayed (Almada & Oliveira 1998). Using visual aggression and signals such as erect median fins, mouth expansions and tail flickering which is detected via the lateral line on the fishes body (Almada & Oliveira 1998). Males use aggression signals such as butting and nipping for intruders (Amorim et al. 2003). When females are introduced they stimulate similar behaviour and when she does not react the males’ behaviour switches to courtship (Balshine-Earn & Earn 1998).SEXUAL BEHAVIOUR. The reproductive biology of O. mossambicus is polygamous maternal mouth brooder, with sexual maturity at two (2) months (Luna 2012); this may however stunt growth and is not popular in commercial systems (Froese & Pauly 2007). Courtship behaviour is exhibited by male when the female enters its territory, firstly he displays defence mechanisms, once assured it is a female and potential mate, the behaviour changes (Oliveira & Almeda 1998) to a slow series of movements in a downward tilted position. The female is led to the pit and the courtship involves shuddering movements with slow swimming around the nest while the male butts at the projected genital tube of the female. The mouth brooders follow courtship with progeny; the female lays hundreds of eggs and picks them up in her mouth (Luna 2012) and the male spreads sperm over the site where the eggs were laid, and the female picks up the sperm mass, allowing for fertilization within the buccal cavity (Oliveira & Almeda 1998). Males then abandon the female and begin more courtship with other females (Oliveira & Almeda 1998). Breeding males in captivity synchronise their presence in the territories and their reporductive activity when other males begin their mating tactics, and establish a strong hold on their territory. In some studies males may even court males and those that responded frequently adopted female qualities (Almada & Oliveira 1998).PARENTAL BEHAVIOUR. Social bonds are formed between females and her offspring during mouth brooding (Froese & Pauly 2007). Extra attention is given to the young, this is an example of uni-parental care which is solely carried out by the female. Females carry the eggs in her mouth for a period of approximately 12 days and therefore feeding and breathing is constrained (Luna 2012; Trewevas 1983). Young fry occasionally swim out of the mother’s mouth before the period is over, this however is primarily unfavourable and the mother quickly takes them back into her mouth until a suitable time has passed (Froese & Pauly 2007; Balshine-Earn & Earn 1998). After their release they keep close to the mother (Froese & Pauly 2007). Both the mother and her offspring are essentially highly vulnerable at this stage however parental care is exhibited if any sign of danger is presented by a predator (Luna 2012). If a predator is observed the mother alerts the young and they show a backward swimming pattern (Balshine-Earn & Earn 1998).JUVENILE BEHAVIOUR. Juvenile O. mossambicus are kept in the mother’s mouth until they can survive on their own. At this point they are released and allowed to grow. The juveniles swim in schools and remain close together as well as their mother (Balshine-Earn & Earn 1998). Young fish are sensitive to changes in temperature and salinity, however are highly resilient (Luna 2012) and become even hardier as they reach adulthood. Juvenile fish reach sexual maturity at 2 months and a size of 6-7 inches (Luna 2012). Young O. mossambicus are omnivorous and can prey on small fry (FAO 2012), however as they mature they become strictlyherbivorous and eat only vegetation (Luna 2012). Tilapia are a fast growing species and reach maximum size within 5-6 months of hatching.REFERENCESAlamada, R F, V C Oliveira. (1996). "Dominance hierarchies and social structure in captive groups of the Mozambique tilapia Oreochromis mossambicus (Teleostei Cichlidae)." Ethology Ecology & Evolution, 39-55.Almada, Rui F. Oliveira and Victor C. (1998). "Dynamics of social interacton during group formation of the male cichlid Oreochromis Mossambicus." Acta Ethologica, 57 - 59.Amorim, M. C. P., P. J. Fonseca, V. C. Almada. (2003). "Sound production during courtship and spawning of Oreochromis mossambicus: male–female and male–male interactions." Journal of Fish Biology, 658–672. Balshine-Earn, S. and David J. D. Earn. (1998). "On the evolutionary pathway of parental care in mouth-brooding cichlid fish." The Royal Society, 2217-2228.Food and Agriculture Organization of the United Nations. (2012). Fisheries andAquaculture Department. 11 02, 2012. /fishery/species/2408/en (accessed 11 06, 2012).Froese, Rainer, and Daniel Pauly, ed. (2007). "Oreochromis mossambicus." Fish Base, 22 - 37.Luna, Susan M. (2012). Oreochromis mossambicus. /summary/Oreochromis-mossambicus.html (accessed 11 05, 2012).Mook, D. (1983). "Responses of common fouling organisms in the Indian River, Florida, to various predation and disturbance intensities." Estuaries 6: 372- 379.Oliveira, R.F, V. C. Almada. (1995). "Sexual dimorphism and allometry of external morphology in Oreochromis mossambicus." Journal of Fish Biology 46, 1055–1064,.Oliveira, R.F, V. C. Almada. (1998). "Mating tactics and male-male courtship in the lek-breeding cichlid Oreochromis mossambicus." Journal of Fish Biology, 1115–1129.Trewevas, E. (1983). Tilapiine Fishes Of The Genera Sarotherodon, Oreochromis And Danakilia. Ithaca, New York: Comstock Publishing Associates.Van der Waal, Ben. (2002). Another fish on its way to extinction?." Science in Africa, 34 - 45.Author: Mia De PeazaPosted online: 2012Fig. 2. Mouth brooding: female Oreochromis mossambicus releasing fry from her mouth. [http://www.vestafrika.dk/%C3%B8vrige_afrika/oreochromis_sl%C3%A6gten/oreochromis_mossambicus/oreochromis_mossambicus.htm, downloaded 5 October 2012]Fig. 3. Male Oreochromis mossambicus making a nest in preparation for mating.[/forums/african-cichlid-discussion-16/what-cichlid-56326/index2.html,downloaded 5 October 2012]For educational use only ‐ copyright of images remains with original source。

Unit 5 Revealing natureStarting out & Understanding ideas一、单词拼写1．We have strongly s him of cheating the old lady out of her money.2．The doctors decided to run some more tests on the blood s .3．The man s of setting fire on the hill was arrested last night.4．He wanted to get away from everything so he moved to a d land.5．He was s of stealing the money, so he was very upset.6．The South Seas were calling, and he knew that sooner or later he would a the call. 7．They didn't know who stole the money, but they s John.8．The telescope reveals many d (遥远的) stars to our sight.9．That to me was a significant achievement because that tells me I can a to different environments.10．Rosy morning clouds i rain, and a rosy sunset means fine weather.11．New ideas need to be g for the bright future of our company.12．Police s (to believe that something is probably true) there was a link between the two murders. (根据首字母和英文解释填空)13．Two men were arrested as s in the bombing.14．Solar energy has been widely used to g electricity in some countries.15．This behaviour may have e as dogs gradually learned they could benefit from avoiding conflicts with humans.16．Only by presenting facts and reasoning things out can we c people.17．The company, New England Electric, burns coal to g power.18．Their a (=a person in your family who lived a long time ago) was a preacher, traveling around the countryside.19．S to be a spy, the stranger is being questioned by the police.20．“No, no. Please, you take the next a seat,” smiled Alice to the old gentleman on the bus. “Age before beauty, you know.”21．In 1993, China used 1.2 billion tons of coal for heating and g electricity.22．According to the report, the drug is s________ of causing over 200 deaths.23．Your a are the people from whom you are descended.24．Her latest film has g (to cause something to exist) a lot of excitement.25．The two consecutive earthquakes of magnitude 7.8 in Turkey g a large amount of energy release, which were equivalent to the explosion of 1000 atomic bombs.26．She had no reason to s that he had not been telling the truth.27．Police s that there may be a link between the two murders. (v. to have an idea that something is probably true but without having definite proof.)28．The bright feather of many male birds has e to attract females.29．A scientist named Dr Grover Krantz became c that these strange creatures exist and that they are linked to a common a .30．The time we spent together is now a d memory.二、完成句子31．The mouse (怀疑有危险)and did not touch the trap.32．It that some people buy animals as pets just for fun but treat them badly. (是耻辱，是丢脸的事)33．Once you (体验过乡村生活的乐趣), you will not want to live in the city.34．It seems (that)…意为“看起来/似乎是……”(似乎是它们的喙已经进化) according to what food was available on that particular island.35．We are expected to with immediate actions to protect endangered species. (响应号召) 36．What’s more, he had recently received a letter from his father predicting that he would be “ and all your family”.(个人的耻辱)37．The journey gave him (有机会研究各种生物) in their natural environments.38．so/such… that…意为“如此……以至于……”But Darwin’s scientific studies were (如此具有说服力以至于) more and more people started to believe his theory.39．Despite all this,his adventures on this ship would lead to (最重要的科学发现之一)of all time.40．When the Beagle reached the Galápagos Islands in 1835, Darwin saw a variety of new species, but (最让他感兴趣的是鸟类)．（用强调句型）41．There is no doubt that things will improve in the (不远的将来).42．On a clear day you can see the temple (在远处).43．Our transportation system is designed to (满足需求)of the city's commuters. 44．Tom (通过伤疤认出了嫌疑犯)on his face.45．The young man in question,Charles Darwin,was a geologist and naturalist,(对……着迷) rocks,plants and animals.46．“not...until...”意为“直到……才……”(它直到1859年才出版) and immediately caused a storm.47．The person who (响应号召) was not the captain’s first choice.48．Tom is my (远房表弟).49．(这本书直到1859年才出版) and immediately caused a storm. 三、阅读理解1If there is one place you don’t want to stick your finger, it’s the mouth of a Pacific lingcod. These fearsome fish have around 500 needlelike teeth sticking out of jaws (颌) that are strong enough to crush crustaceans (甲壳动物).How lingcod maintain the sharpness of their terrifying teeth has long been a puzzle. But a study, published in November in the Proceedings of the Royal Society B, claims that Pacific lingcod keep their teeth sharp and shiny by replacing about three percent of them every day. For a lingcod, that’s up to 20 teeth replaced daily.In order to determine the frequency at which lingcod replace their teeth, Ms. Cohen, a coauthor of the new study, and her colleagues kept 20 lingcod at the University of Washington’s Friday Harbor Laboratories and tracked how many teeth they lost and regrew over several days. The fish were placed in a tank of seawater mixed with a red dye (染料) that colored their teeth, then returned to their regular tank for 10 days. When the 10 days were up, the fish were placed in a tank containing a green dye and then examined. The teeth that were present since the start of the experiment were both red and green, whereas the new teeth were only green.After collecting and examining a total of 10,000 teeth, the scientists were able to determine how quickly lingcod lost and regrew their teeth and which teeth were replaced most often.Lingcod, like most fish, have two sets of jaws: oral jaws and pharyngeal jaws. Their oral jaws are used to catch food while their pharyngeal jaws, which are positioned in their throats, are used to chew their food and move it from their mouths to the stomach. Ms. Carr, the lead author, and colleagues found that teeth are replaced more frequently in the back of the mouth, where most of the chewing and crushing take place.The way lingcod replace their teeth is likely crucial to their hunting strategy, says Kory Evans, a fish ecologist at Rice University in Houston. “The duller a lingcod’s teeth are, the harder it is going to be for it to hold on to its target. So having the ability to shed teeth and replace them is pretty important.” Dr. Evans said, “In order to make it as a lingcod, you need sharp pointy teeth and all your teeth need to be on point.”50．What does Paragraph 3 mainly talk about?A．What role seawater played.B．What conclusion was reached.C．How the study was conducted.D．How teeth changed their colors. 51．According to the passage, lingcod’s teeth are replaced ___________.A．every 10 days B．to better hunt for foodC．faster in the oral jaw D．with bigger and sharper ones52．What does the underlined word “shed” in the last paragraph probably mean?A．Repair.B．Sharpen.C．Lose.D．Examine. 53．What is the purpose of writing this passage?A．To warn people of the danger of a fish.B．To introduce the findings of a new study.C．To stress the importance of replacing teeth.D．To suggest new ways to conduct studies on fish.2There is a popular saying in the English language, “Sticks and stones may break my bones, but words will never hurt me.” Well, that is not true.Unkind words, name-calling or even the so-called “silent treatment” can hurt children as much as being physically hit, sometimes even more so. A developing brain can be damaged byunkind words, a study shows. A recent study of middle school children showed that verbal abuse by other children can harm development in the brain. The study was a project of researchers at Harvard Medical School in Massachusetts.Researcher Martin Teicher and his team studied young adults aged between 18 and 25. These young men and women had no experience with domestic (家庭的) violence, or physical abuse by their parents. The researchers asked the young people to rate their childhood exposure to verbal abuse from both parents and other children. Then the researchers performed imaging tests on the brains of the subjects.The images showed that the individuals who reported suffering verbal abuse from their peers in middle school had underdeveloped connections between the left and right side of the brain. The two sides of the brain are connected by a large bundle of connecting fibers called the corpus callosum (胼胝体). This was the area that was underdeveloped.The middle school years are a time when these brain connections are developing. So, unkind, hurtful comments from children or adults during this period have the greatest effect. The researchers tested the mental and emotional condition of all the young people in the study. The tests showed that this same group of individuals had higher levels of fear, depression, annoyance and drug abuse than others in the study.The researchers published their findings online on the American Journal of Psychiatry’s website. We cannot control what other people say to our children. But we can prepare them. A website called CreativeWithKids. com suggests 64 things that all children need to hear. Here are our top 20.54．Why is the saying in the first paragraph quoted?A．To arouse readers’ concern.B．To introduce the topic of the passage.C．To summarize the whole passage.D．To act as the basis of the research.55．According to imaging tests on the brains of the subjects, ______.A．middle school students have underdeveloped connections between who sides of the brain B．drug abuse affects middle school students more than verbal abuseC．only hurtful comments from children have the greatest effect on brainsD．the corpus callosum will be underdeveloped if affected by unkind words56．Which of the following would be the best title of the passage?A．Actions speak louder than wordsB．Words will never hurt youC．Unkind words hurt the brainD．Spare the words, spoil the child57．What will the passage go on to discuss?A．Some beneficial words to say.B．Ways to deal with middle school students.C．Further research done in the field.D．Different opinions about the findings.四、语法填空1阅读下面短文,在空白处填入1个适当的单词或括号内单词的正确形式。

Unit 2-Conversation 1Kate :Come in. Hey, Janet.Ja n et: Hi Kate, are you busy?Kate : Yes, I'm just doing an essay. But it's great to see you. So what's new?Janet:Well, nothing much.Kate :You look a bit fed up. What's bugging you?Janet: Well, I had a phone call from my parents and it made me feel homesick. It happens every time they call, and it gets me down.Kate : I'm sorry to hear that. I know how you feel. I love speaking to my mum and dad, but I always feel miserable after the call.Janet: My dad doesn't say much, and I want to speak to him, but I wish I knew what to say.Kate : Don't let it get to you. My dad doesn't say much onthe phone either. I call, he answers the phone, and says, "Hi,I'll pass you to your mother." It's really irritating.Janet: But I miss him and my mother a lot, and I like to hearhis voice.Kate:Just tell him what you're up to.Janet: Sometimes I feel as if I made a mistake leaving home and coming to Oxford. Sometimes I feel like a moody teenager. Kate : Try not to worry about it, Janet. It's normal to feel like that. I understand how you feel, but I bet everything will be fine next term. You'll get used to it. Hey, why don't you do what I do? Janet:What's that?Kate : When my dad calls, I ask him for more money! He usually says no, but at least I get to hear his voice!Janet: Maybe. I'm sorry to take up your time, Kate, but I must go now. Bye!Kate :Wait a minute ...!Unit 2-Conversation 2Kate :I think I may have upset Janet last night.Mark :What happened?Kate : She came to see me. I was busy doing an essay but I was really pleased to see her. She'd had a call fromhome, and said she was feeling homesick.Mark : Poor kid! It must be tough when you guys living sofar away from home.Kate : I tried to make her laugh, told her not to worry aboutit, and that it was normal to feel miserable. Suddenlyshe looked miserable, and then she got up and said, "Imust go now" and left my room. It was really sudden. I feltas if I'd said something wrong.Mark: Maybe she was just being polite. It was probably because she realized you were working and didn't want to disturb you.Kate : I just wonder if she found it difficult to talk about her feelings with me. Maybe I shouldn't have tried tomake her laugh? Perhaps she thought I wasn't taking her seriously.Mark : I wouldn't worry about it. Put yourself in her shoes.How would you feel if you were a student at college in China?Kate: I know. That's why I feel bad. If only she had stayed longer! I wish I could have helped her more.Janet:Hey, everyone!Mark :Hi Janet, you look cheerful!Janet: Yes, I've just got my essay back. I got an alpha minus! Kate:What an amazing grade! Well done.Mark :I'm really happy for you, Janet.Janet:I feel on top of the world!Unit 2-Outside viewSebastienHi. I'm Sebastien. I'm from Germany. Um, the idea of IQ of a measure of your brain power has been around for a while, but recently there's been this new idea of the EQ - your emotional quotient. And by now, it's actually almost being regarded as more important. If you look at it, businesses will... Well, they will prefer employing people with great EQ. Well,of course, IQ cannot be disregarded, but um, EQ does have its importance as well. Uh, I believe that, um,... I mean, people, most people will have, um, their basic means of communicating with other people. Most people are somewhat socially adept, and just like most people have, you know, a basic general knowledge. But then, what I think really is the difference between IQ and EQ, I mean, you can have a "brainiac", and they will be great at most things they do, butif you just can't get along with him, if you just can't communicate with him, I mean, you know, he's not really that useful.KimHi. This is Kim. I'm originally from Korea, and I was raised in California. And today, we are going to talk aboutthe differences between IQ and EQ -IQ meaning your intelligence, EQ meaning your emotions. Now, in ... WhenI was, when I was a little, little boy in Korea, I had totake ... I think I'd taken like two or three IQ tests before the age often, which is when I moved to California. So, I guesswe stress a lot of importance on intelligence, on havinggreat IQ1 scores. But after I moved to the States, I learnthow to associate with people, and along the lines that this word EQ came up, you know, emotional, caring lout... It's basically how you deal with people, how you make people feel, and how people make you feel. t hink they're equally as, as important, but it seems that in the Eastern world they kind of stress on that a lot more back in the days . But Ithink again, you know, now that with Internet and peopleare communicating so much faster, there's a better mixtureof the two I link.There's a stress on EQ in Korea as well,and a stress on IQ in the States. Thank you.TedHello. My name is Ted, and I'm from the United Statesof America. Today, I'm going to talk a little bit about IQ orEQ - which is most important, or which is more important. Now, for a long time when I was growing up, people said, "IQ. What's your IQ? Take an IQ test." But then EQ, your emotions, how you interact with people, that became very important. And I think they're ... that people might be onto something with that, because your EQ - how you deal with people, how you interact with people - is important. Now, abig part of this, in my opinion, is listening. I know I'm talkinga lot right now, but if you want to get along well with people, you have to listen to them, so just take a minute, maybe shut your mouth for a minute, and listen to others, and then youcan understand and communicate with them in a better way. So, part of EQ, I think, is listening - listening to others - and it can be more important than IQ.Unit 2-Listening inNews reportAccording to recent studies,the number one fear people have above everything else, including death, is of public speaking. People can become very anxious when they have to speak in front of an audience. The symptoms can range from slight nervousness with hands shaking or sweating to full-on panic: the heart beating very quickly, the body shaking, the inability to speak or move.The symptoms of fear of public speaking can begin before the event. People imagine that they will forget what they are going to say, or imagine that the audience will see how nervous they look and will think badly of them. The cause of their fear of public speaking is their belief that they will fail and be embarrassed.Researchers say that the fear of public speaking is associated with the fear of rejection. People who have to stand up in front of an audience believe that the audience will not like them or will not like what they say, and will reject or make fun of them.1What is the news report mainly about?2Why do people fear public speaking according to researchers?Passage 1Presenter We're fortunate to have as our guest today Dr Jenna Hudson, who has just written a book about how colours affect us in our surroundings, especially in the world of advertising. It's called Market Colours. Dr Hudson, which are the most common colours in advertising and marketing?Dr Hudson Well, of course, it depends what image the marketing team wish to project with their products. So for example, we often think of blue as a cold colour, but it also makes you feel peaceful, quiet, and it doesn't suggeststrong emotions. So it's a favourite for banks and insurance companies, who wish to suggest the image that they are trustworthy. And for selling products, it's often used tosuggest something is pure and fresh.Presenter What about red?Dr Hudson You can sell almost anything with red.It's a hot colour, which suggests a feeling of energy and even passion. It grabs your attention, and can make people buy almost anything. You often see red on magazine covers. But if you use it too much, it looks cheap and may make people tired. And orange has a similar effect to red, it's upbeat andhappy, it suggests pleasant feelings and images. Most people react well to orange, and it's especially popular in advertisingand on packaging for baked food.Presenter What about yellow, for instance?Dr Hudson Yellow is the colour of sunshine and it's a positive, happy colour, so it's used a lot in advertising. But it'salso often used for warning signs, direction signs, and so on, where you have to read the message quickly and at a distance. Presenter What about less popular colours for advertising?Dr Hudson Surprisingly, green isn't used much in advertising except for garden products, It's friendly and restful. It can be cool and soothing, the colour of apples and mint, but it can also be quite strong and many peopleassociate it with unpleasant ideas of decay or slimy creatures. Presenter But most colours are not primary colours,they're a combination.Dr Hudson Absolutely. So yellow-orange is common, and often used to give an impression of style and class, it looks like gold. But it's not often used in letters because it's not very strong. And yellow-green reminds people of feeling sick. Blue-green works well as a cool colour, suggesting freshness, and is sometimes used for toothpaste products, bathroom products, food and household cleaning products. It has many of the advantages of blue without the disadvantages of green. Presenter Fascinating. Thank you very much, Dr Hudson. Market Colours by Dr Jenna Hudson is on sale from next week, priced15.￡99...Passage2Presenter What makes you embarrassed, Sally?Sally Oh, I'm easily embarrassed. If anybody notices me or looks at me, I get very embarrassed. When people singme Happy Birthday on my birthday, I get very embarrassed. Presenter And what makes you upset?Sally When people are selfish, people who think only of themselves. And cruelty -I can't bear people who are cruel, especially to animals or children.Presenter Jake, what makes you depressed?Jake I hate it when it rains, and I don't like people who look down on me, who think they're superior to me without any reason.Presenter And what makes you angry?Jake When people don't behave properly in public, bad behaviour like dropping litter or people pushing each other on the bus or the train.Presenter Andrew, what makes you cheerful?Andrew I like to see everyone around me being happyand having a positive attitude towards the future, optimistic people.Presenter And what makes you jealous?Andrew Well, to be honest, I just never feel jealous. I can't see the point of it.Presenter Monica, what makes you proud?Monica I'm proud when I'm successful, especially in my work. Being recognized by my boss for what I can do makes me feel really proud. Oh, and my family. I'm very proud of them.Presenter And what makes you nervous?Monica Every time I teach a new class. Thenight before I'm very nervous. You don't know whatthe kids are going to be like and how they might behave, or if they're going to like you.Presenter Anything else?Monica Doing interviews like this.。

THE ROOT CAUSES OFCRIMECS&CPC Statement on the Root Causes of Crime approved in 1996OverviewIndividuals need to be responsible for their own actions. An understanding of root causes cannot and should not be seen as a way to absolve us from personal accountability. However, while individuals have an obligation to act responsibly and with respect for their fellow citizens,communities have a responsibility to address those conditions, which hinder healthydevelopment and can become the breeding ground for rime. The root causes of crime are well documented and researched. Crime is primarily the outcome of multiple adverse social,economic, cultural and family conditions. To prevent crime it is important to have anunderstanding of its roots.These are complex and interrelated, but can be summarized in three main categories:• Economic Factors/Poverty• Social Environment• Family StructuresEconomic Factors/PovertyIn addition to lack of financial resources, poverty manifests itself in a lack of educationalopportunities, lack of meaningful employment options, poor housing, lack of hope and theprejudice against persons living in poverty.Social EnvironmentOur social structure mirrors to citizens and communities what we value and how we setpriorities. Social root causes of crime are: inequality, not sharing power, lack of support tofamilies and neighborhoods, real or perceived inaccessibility to services, lack of leadership in communities, low value placed on children and individual well-being, the overexposure totelevision as a means of recreation.Family StructuresThe CSCPC believes that families are uniquely placed in contributing to raising healthyresponsible members of society. But the task of putting children first goes well beyond thefamily to include communities and society. Dysfunctional family conditions contribute to future delinquency.These conditions include:• Parental inadequacy• Parental conflict• Parental criminality• Lack of communication (both in quality and quantity)• Lack of respect and responsibility• Abuse and neglect of children• Family violenceCrime prevention must focus on improvements in all three areas.From Reaction to PreventionCrime can be closely linked to the conditions for children in our community. There is a strong link between reducing risk and building resilience in children and decreasing crime. Problems arise when the larger social, political and economic systems within which children live jeopardize the family's resources and create stress on the family unit. As a result, the provision of appropriate care and required resources to all children will have great significance for their long term physical, intellectual, and emotional well-being and their development into independent, healthy adults.The offender of tomorrow is often the vulnerable child of today.Vulnerable children are those at risk for significant and enduring social, emotional, or behavioural problems. These children are more likely to be dependent on public resources over the course of their development, particularly through the child welfare, social assistance, corrections, or mental health service systems. All children are potentially vulnerable and may develop emotional or behavioural problems when their own physical or emotional resources are unable to meet the challenges of their social and physical environment.There are three levels of prevention:1. Primary PreventionPrimary prevention efforts try to ensure the health of the community as a whole by attempting to stop adverse conditions from developing in the first place. Programs which address parenting, family support, adequate housing, etc. could all be considered primary prevention if they are universally accessible and offered before any difficulties are identified. Primary prevention can be the most cost-effective method of dealing with a problem because it can reduce costs in manydifferent areas over the long term. Universal programs are only ever as effective as their ability to include and support populations at risk.2. Secondary PreventionSecondary prevention attempts to stop a crime from occurring after certain "warning signs" have appeared. An example might be programs, which focus on a specific problem or problem group. Anti-social or delinquent behaviour (e.g., disrespect for school staff; spray-painting slogans on buildings) can often be stopped through early intervention in problem situations beforethey become more serious and lead to a life of crime or victimization.3. Tertiary PreventionLaw enforcement efforts generally fall into the category of tertiary prevention. Sentencing a person to prison ensures that they will not commit a crime while serving their sentence. This is crime prevention after the fact because the person is known to the community and has already broken the law. While these measures ensure (for a time) that an offender cannot commit another offense they cannot reverse the effects of the original crime.Fundamental to prevention is a commitment to the essentials of adequate care for all children. The CS&CPC is a proud partner of the Alliance for Children and Youth of Waterloo Region. The Alliance emphasizes strengths based approaches.Preventative efforts strive to achieve the following goals:• Reduce the incidence of serious, long-term emotional and behavioral problems in all children.• Promote the optimal social, emotional, behavioral and cognitive development in children at highest risk.• Strengthen the ability of communities to respond effectively to children and their families in social and economic need.Successful prevention programs share many of the following characteristics:• Enhance children's mental health and promote a healthier environmentfor children.• Are freely accessible to all children• Do not single out or stigmatize individuals, families or communities• Focus on education, building competence and skills• Actively include families and communities in development and implementation• Maximize the likelihood of positive outcomes and produce cost-savings when compared to treatmentRisk FactorsWhen several risk factors are combined, there is a higher probability that crime occurs. "Root Cause" is not the most accurate term when talking about risk factors. In fact a cause-effect mind-set makes it too easy to assume that the existence of a risk factor inevitably leads to criminality.For example, the research literature overwhelmingly points to poverty as a factor in criminal behaviour. However, many poor people do not engage in crime. A great deal of research and study has taken place in the field of criminology over the past 50 years. The data is supported by life-cycle studies in other disciplines including health, education and social science. Research from studies in Europe, Canada and the U.S. examined personal characteristics of convicted offenders, relationships with family and peers, self reporting data, neighborhood characteristics and other data to come to four major conclusions:Occasional and Persistent DelinquentsWe need to distinguish between occasional and persistent offenders. For example, 81% ofadolescents commit a criminal offence at some time during their adolescence (e.g. mischief, experimentation with drugs, shoplifting, etc.); 9% of adolescent offenders commit seriousoffenses. In economically disadvantaged areas, 7% of men are responsible for over 50% of all offenses. Persistent offenders engage in criminal behavior earlier and continue longer.High Crime AreasCrime rates differ markedly within cities as well as different areas across Canada. For example, northern communities in Canada have substantially higher violent and property crimes than the national average. Police forces everywhere can point to neighbourhoods and urban areas which experience higher crime rates.The Criminal Justice SystemThere are many regional and area differences: dismissal of charges, reporting criteria for crime, media attention to certain crimes are not consistent across Canada. It can also be difficult to obtain an accurate picture of crime because many criminal offenses are not reported.Conversely, policies of zero tolerance in schools can significantly "increase" reported crime statistics, and public perception of the problem.Multiple FactorsRisk factors combine to make the probability of criminal behavior more likely. No one variable should be considered in isolation. Following are the major risk factors supported in research.Many persistent offenders begin their involvement in anti-social activities before and during adolescence. Age alone is not a risk factor. It must be looked at in context of poverty, racism, family violence, parental and community neglect and problems at school. Research into persistent offending has emphasized the need to focus prevention efforts on early childhood years. Birth to age 5 is the most critical time for healthy social and emotional development.GenderWhile crime rates for females have increased in recent years, males are much more likely to be involved in crime. The research points out that crime usually involves aggression, risk taking an predatory behavior.Social and Economic DisadvantageIn Canada, aboriginals represent a disproportionate number of those incarcerated. This situation, in reality, is the consequence of people being kept at a social and economic disadvantage. These factors combined, greatly increase the risk of turning to crime.Low family income and poor housing often amplify poor parental supervision, marital disharmony, inconsistent care, poor nutrition, chronic health care problems, poor school performance and psychological disorders. Unsatisfactory living conditions are particularly stressful during pregnancy. Fetal development is negatively affected by maternal stress. Such stress has shown to be closely related to ill-health, neurological problems, slow development and behaviour disturbances in children. While there is not direct cause and effect relationship between poverty and crime, the conditions arising out of poverty combine to create "high" risk populations who are over-represented in the criminal justice system.Persistent UnemploymentMany studies find that a high number of youth and adults admitted to correctional facilities are unemployed. Persistent unemployment often creates a sense of despair, particularly amongst youth and can provoke angry expression including theft, substance and alcohol abuse, as well as child and family violence. Similarly, unemployed men released after terms of incarceration are more likely to re-offend. Failure in school and an unstable job situation can combine to continue an individual's involvement in crime.(Spring 2000) written by Louise Delude.Home EnvironmentThere is a direct link between the abuse of women and child abuse and future delinquent behavior. This link is well researched and documented and shows that over 50% of violent young offenders witnessed wife abuse in the home. Physically abused children are five times more likely to be violent adults. Sexually abused children are eight times more likely to be sexually violent as adults.It has been estimated that up to 80% of incarcerated males have experienced some form of physical or sexual abuse as a child.Lack of parental supervision, parental rejection and lack of parent-child involvement are consistent indicators of delinquent behavior. Parenting that features inconsistent, incoherent, overly punitive or too permissive methods of discipline also increase the risk of delinquency. Studies show that unwanted pregnancy and teen pregnancy create higher risk factorstowards criminality. Ineffective parenting encourages youth to associate with peers who are involved in criminal activities. At the risk of oversimplifying a complex problem, research suggests that there is a direct link between dysfunctional parenting and the tendency for the youth to associate with delinquent peers.As children, offenders are less successful in school, have lower attendance rates and are more likely to leave school early than their peers. Early school leavers experience many difficulties, the most obvious being unemployment or under-employment. Canadian studies show that 40% of federal inmates have a learning disability which remained undetected throughout their childhood.Substance AbuseAlcohol and substance abuse are often associated with criminal behavior. Many offenders are under the influence of drugs or alcohol when offenses are committed. Regular alcohol use during adolescence can lead to higher conviction rates in adulthood. To a lesser extent, research speaks of the influence of television and other multi-media on the behavior of children. There is also some evidence that there are links between diet and violent behavior.The research has been compiled from a variety of empirical studies, organizations, task forces and government reports and is consolidated in a publication by The John Howard Society of Alberta "Crime Prevention Through Social Development" 1995.Some related websitesJohn Howard Society of Canada - www.johnhoward.caCanadian Council on Social DevelopmentCaledon Institute。