Global Warming①Global warming may or not be the great environmental crisis of the 21st century, but regardless of whether it is or isn' t—we won't do much about it. We will argue over it and may even, as a nation, make some fairly solemn-sounding commitments to avoid it. But the more dramatic and meaningful these commitments seem, the less likely they are to be observed.②Al Gore calls global warming an “inconvenient truth,” as if merely recognizing it could put us on a path to a solution. But the real truth is that we don't know enough to believe global warming, and—without major technological breakthroughs—we can't do much about it.③From 2003 to 2050, the world's population is projected to grow from 6.4 billion to 9. 1 billion, a 42% increase. If energy use per person and technology remain the same, total energy use and greenhouse gas emissions (mainly, CO2) will be 42% higher in 2050. But that’s too low, because societies that grow richer use more energy. We need economic growth unless we condemn the world' s poor to their present poverty and freeze everyone else’s living standards. With modest growth, energy use and greenhouse emissions more than double by 2050.④No government will adopt rigid restrictions on economic growth and personal freedom (limits on electricity usage, driving and travel) that might cut back global warming. Still, politicians want to show they * re "doing somethingn. Consider the Kyoto Protocol. It allowed countries that joined to punish those that didn't. But it hasn't reduced CO2 emissions (up about 25% since 1990) , and many signatories didn't adopt tough enough policies to hit their 2008-2012 targets.⑤Practical conclusion is that if global warming is a potential disaster, the only solution is new technology. Only an aggressive research and development program might find ways of breaking our dependence on fossil fuels or dealing with it. The trouble with the global warming debate is that it has become a moral problem when it' s really engineering one. The inconvenient truth is that if we don't solve the engineering problem, we're helpless.4.Paragraph ④:

Global Warming①Global warming may or not be the great environmental crisis of the 21st century, but regardless of whether it is or isn' t—we won't do much about it. We will argue over it and may even, as a nation, make some fairly solemn-sounding commitments to avoid it. But the more dramatic and meaningful these commitments seem, the less likely they are to be observed.②Al Gore calls global warming an “inconvenient truth,” as if merely recognizing it could put us on a path to a solution. But the real truth is that we don't know enough to believe global warming, and—without major technological breakthroughs—we can't do much about it.③From 2003 to 2050, the world's population is projected to grow from 6.4 billion to 9. 1 billion, a 42% increase. If energy use per person and technology remain the same, total energy use and greenhouse gas emissions (mainly, CO2) will be 42% higher in 2050. But that’s too low, because societies that grow richer use more energy. We need economic growth unless we condemn the world' s poor to their present poverty and freeze everyone else’s living standards. With modest growth, energy use and greenhouse emissions more than double by 2050.④No government will adopt rigid restrictions on economic growth and personal freedom (limits on electricity usage, driving and travel) that might cut back global warming. Still, politicians want to show they * re "doing somethingn. Consider the Kyoto Protocol. It allowed countries that joined to punish those that didn't. But it hasn't reduced CO2 emissions (up about 25% since 1990) , and many signatories didn't adopt tough enough policies to hit their 2008-2012 targets.⑤Practical conclusion is that if global warming is a potential disaster, the only solution is new technology. Only an aggressive research and development program might find ways of breaking our dependence on fossil fuels or dealing with it. The trouble with the global warming debate is that it has become a moral problem when it' s really engineering one. The inconvenient truth is that if we don't solve the engineering problem, we're helpless.5.Paragraph ⑤:

Reading for Meaning and Reading AloudIf we are to help students develop reading skills in a foreign language, it is important to understand what is involved in the reading process itself. If we know how “good readers” read, we can decide the particular reading techniques to help learners.In the reading process, it is important to distinguish (区分)between two quite separate activities： reading for meaning (or “silent reading”) and reading aloud.1______ When we read books, newspapers, road signs, we usually read for meaning. It is what you are doing as you read this text. It involves looking at sentences and understanding the message they convey.2______ It doesn' t normally involve saying the words we read, not even silently inside our heads. 3______This is because we can guess much of what it says as we read the written text.4______ Its purpose is not just to understand a text but to convey the information to someone else. It is not an activity we engage in very often outside the classroom. The examples are reading out parts of a newspaper article to a friend, or reading a notice to other people who can't see it. 5______ Because our attention is divided between reading and speaking, it is a much more difficult activity than reading silently. We often make mistakes when reading aloud in our own language, and reading aloud in a foreign language is even more difficult.1.

Reading for Meaning and Reading AloudIf we are to help students develop reading skills in a foreign language, it is important to understand what is involved in the reading process itself. If we know how “good readers” read, we can decide the particular reading techniques to help learners.In the reading process, it is important to distinguish (区分)between two quite separate activities： reading for meaning (or “silent reading”) and reading aloud.1______ When we read books, newspapers, road signs, we usually read for meaning. It is what you are doing as you read this text. It involves looking at sentences and understanding the message they convey.2______ It doesn' t normally involve saying the words we read, not even silently inside our heads. 3______This is because we can guess much of what it says as we read the written text.4______ Its purpose is not just to understand a text but to convey the information to someone else. It is not an activity we engage in very often outside the classroom. The examples are reading out parts of a newspaper article to a friend, or reading a notice to other people who can't see it. 5______ Because our attention is divided between reading and speaking, it is a much more difficult activity than reading silently. We often make mistakes when reading aloud in our own language, and reading aloud in a foreign language is even more difficult.2.

Reading for Meaning and Reading AloudIf we are to help students develop reading skills in a foreign language, it is important to understand what is involved in the reading process itself. If we know how “good readers” read, we can decide the particular reading techniques to help learners.In the reading process, it is important to distinguish (区分)between two quite separate activities： reading for meaning (or “silent reading”) and reading aloud.1______ When we read books, newspapers, road signs, we usually read for meaning. It is what you are doing as you read this text. It involves looking at sentences and understanding the message they convey.2______ It doesn' t normally involve saying the words we read, not even silently inside our heads. 3______This is because we can guess much of what it says as we read the written text.4______ Its purpose is not just to understand a text but to convey the information to someone else. It is not an activity we engage in very often outside the classroom. The examples are reading out parts of a newspaper article to a friend, or reading a notice to other people who can't see it. 5______ Because our attention is divided between reading and speaking, it is a much more difficult activity than reading silently. We often make mistakes when reading aloud in our own language, and reading aloud in a foreign language is even more difficult.3.

Reading for Meaning and Reading AloudIf we are to help students develop reading skills in a foreign language, it is important to understand what is involved in the reading process itself. If we know how “good readers” read, we can decide the particular reading techniques to help learners.In the reading process, it is important to distinguish (区分)between two quite separate activities： reading for meaning (or “silent reading”) and reading aloud.1______ When we read books, newspapers, road signs, we usually read for meaning. It is what you are doing as you read this text. It involves looking at sentences and understanding the message they convey.2______ It doesn' t normally involve saying the words we read, not even silently inside our heads. 3______This is because we can guess much of what it says as we read the written text.4______ Its purpose is not just to understand a text but to convey the information to someone else. It is not an activity we engage in very often outside the classroom. The examples are reading out parts of a newspaper article to a friend, or reading a notice to other people who can't see it. 5______ Because our attention is divided between reading and speaking, it is a much more difficult activity than reading silently. We often make mistakes when reading aloud in our own language, and reading aloud in a foreign language is even more difficult.4.

Reading for Meaning and Reading AloudIf we are to help students develop reading skills in a foreign language, it is important to understand what is involved in the reading process itself. If we know how “good readers” read, we can decide the particular reading techniques to help learners.In the reading process, it is important to distinguish (区分)between two quite separate activities： reading for meaning (or “silent reading”) and reading aloud.1______ When we read books, newspapers, road signs, we usually read for meaning. It is what you are doing as you read this text. It involves looking at sentences and understanding the message they convey.2______ It doesn' t normally involve saying the words we read, not even silently inside our heads. 3______This is because we can guess much of what it says as we read the written text.4______ Its purpose is not just to understand a text but to convey the information to someone else. It is not an activity we engage in very often outside the classroom. The examples are reading out parts of a newspaper article to a friend, or reading a notice to other people who can't see it. 5______ Because our attention is divided between reading and speaking, it is a much more difficult activity than reading silently. We often make mistakes when reading aloud in our own language, and reading aloud in a foreign language is even more difficult.5.

根据下列内容和提示，用英语写一篇口头通知稿,120词左右。事由：欢迎日本学生来校参观。参观日期：4月15日参观时间:上午9：00至12：00参观人数:约20人具体安排：1.4月15日上午8：45在校门口集合，欢迎来校参观的日本学生。2.带客人到接待室（reception room）开联欢会（get-together）。3.带客人参观图书馆、实验室和校办厂。4.11:30和日本学生在食堂共进午餐，并互赠小礼物。5.客人在12：00左右离开学校。

School Studies and JobsWhat should you think about in trying to find your career? You are probably better at some school subjects than others. These may show strengths that you can use in your work. A boy who is good at math can use that in an engineering career. A girl who spells well and likes English may be good at office work. So it is important to know the subjects you do well in at school. On the other hand, you may not have any specially strong or weak subjects but your records show a general satisfactory standard. Although not all subjects can be used directly in a job, they may have indirect value. Knowledge of history is not required for most jobs but if history is one of your good subjects you will have learned to remember facts and details. This is an ability that can be useful in many jobs.Your school may have taught you skills, such as typing or technical drawing, which you can use in your work. You may be good at metal work or cookery（烹饪术）and look for a job where you can improve these skills.If you have had a part-time job on Saturdays or in the summer, think what you gained from it. If nothing else, you may have learned how to get to work on time, to follow instructions and to get on with older workers. You may have learned to give correct change in a shop, for example. Just as important ,you may become interested in a particular industry or career you see from the inside in a part-time job.Facing your weak points is also part of knowing yourself. You may be all thumbs when you handle tools. Perhaps you are a poor speller or cannot add up a column of figures. It is better to face any weaknesses than to pretend they do not exist. Your school record, for instance, may not be too good, yet it is an important part of your background. You should not be apologetic about it but instead recognize that you will have a chance of a fresh start at work.1.If you want to find a career, you must do better in all your school subjects than others.

School Studies and JobsWhat should you think about in trying to find your career? You are probably better at some school subjects than others. These may show strengths that you can use in your work. A boy who is good at math can use that in an engineering career. A girl who spells well and likes English may be good at office work. So it is important to know the subjects you do well in at school. On the other hand, you may not have any specially strong or weak subjects but your records show a general satisfactory standard. Although not all subjects can be used directly in a job, they may have indirect value. Knowledge of history is not required for most jobs but if history is one of your good subjects you will have learned to remember facts and details. This is an ability that can be useful in many jobs.Your school may have taught you skills, such as typing or technical drawing, which you can use in your work. You may be good at metal work or cookery（烹饪术）and look for a job where you can improve these skills.If you have had a part-time job on Saturdays or in the summer, think what you gained from it. If nothing else, you may have learned how to get to work on time, to follow instructions and to get on with older workers. You may have learned to give correct change in a shop, for example. Just as important ,you may become interested in a particular industry or career you see from the inside in a part-time job.Facing your weak points is also part of knowing yourself. You may be all thumbs when you handle tools. Perhaps you are a poor speller or cannot add up a column of figures. It is better to face any weaknesses than to pretend they do not exist. Your school record, for instance, may not be too good, yet it is an important part of your background. You should not be apologetic about it but instead recognize that you will have a chance of a fresh start at work.2.Only boys who are good at math can find an engineering career.