阅读理解Watch Consequences of US-Libyan Relations US Secretary of State Condoleezza Rice announced on Monday that the United Stated decided to restore full diplomatic ties with Libya and clear the nation from the list of terrorism-supporting countries. The Libyan Government welcomed the decision. This means that the 25-year-old US-Libyan confrontation comes to an end. Interpretation of this varies, the sudden announcement of the rapprochement is closely related to the issue of Iran''s nuclear bidding. Over a long period of time,. Washington called Libya, together with Iran and others, a " rogue nation" , which allegedly supported terrorism, and was one of the seven countries that could be subject to possible US nuclear strikes. The situation altered somewhat since the outbreak of the Iraqi War in 2003. The military forces of the United States and its allies toppled the Saddam Hussein regime with the excuse that Iraq went in for weapons of mass destruction ( WMD) programmes. They did so in hopes of making the regime a public example that would pressure others to give up their alleged WMD bidding. Iran took no heed of this and went on doing what it deemed should be done. Libya, however, was co-operative, abandoning its so-called WMD programmes. For the co-operative attitude on the part of Libya, the United States gave some limited encouragement, restoring diplomatic representatives to the country in 2004. But restoration of full diplomatic relations did not occur because Libya, in the eyes of the United States, remained a "totalitarian" country, running counter to Washington''s push for US-style freedom and democracy, even though Libya''s co-operation in WMD issues was in the United States'' strategic interest. The deadlock over Iran''s nuclear bidding cornered the United States to a dilemma (进退两难的窘 境): Military strikes are difficult to carry out right now and diplomatic means are yielding no significant results. It is in this context that US-Libyan ties were put on the agenda. The United States wanted to convey this message: US-Iranian ties could be restored if Iran follows Libya''s example, despite the fact that the United States dislikes the Iranian regime. The message is naturally not only for the ear of Iran and the Democratic People''s Republic of Korea but also for other " rogue countries" —Middle-East nations that are in the throes of transformation and some Latin American countries. The United States, for instance, decided to impose arms embargo on Venezuela almost simultaneously while it announced rapprochement with Libya. The contrast between the punishment and reward helps bring home to other countries the intention that "those who obey survive, those do not perish" in the US international strategy. To what extent this kind of "punishment and rewarding" strategy would impact the Iran and DPRK''s nuclear bidding and those "disobedient" countries, such as Sudan and Venezuela, is worth keeping an eye on. Oil constitutes another important factor behind the rapprochement. As the second-largest oil producing country in Africa and an important nation located in the North, Libya enjoys unique geopolitical and economic value. Currently, the oil-rich Middle East is in chaos and the last thing the Bush administration wants is for the United States to become an "oil hostage" to the Middle East, where the US Government is strenuously pushing for democratic transformation. The situation is compounded by the fact that some Latin American countries are increasingly tilting to the left, threatening to become an unstable energy-resources backyard for the United States. In view of all this, opening up new energy resources-supplying bases becomes a strategic imperative for the United States. More importantly, the United States could use Libya as its military and logistical foothold in the Middle East. So in this sense, both energy-strategy and geopolitical considerations loom large behind the restoration of US-Libyan diplomatic ties. But most importantly, both security interests and oil interests are at the service of a grander strategic goal-overhauling the United States'' African strategy. Since the end of the Cold War in the early 1990s, the US strategic focus has been shifting from Europe and the Middle East to Central Asia and the Asia-Pacific region, but Africa, a kind of "strategic vacuum area," has gone largely ignored. In the latter half of the Clinton administration, the US Government made diplomatic attempts to strengthen US -African relations, manifested by former US President Bill Clinton''s 12-day Africa tour. But the efforts were largely watered down by a new leader in the White House and the impacts of the terror attacks on September 11 , 2001. As a result, US-African ties have made little progress over the last few years. By contrast, other major world countries have made impressive advances in Africa, taking advantage of the United States'' non-action. Britain, France and Italy, which have traditional ties with African countries, enjoy inherent advantages in advancing relations there. China, traditionally friendly toward Africa, also enjoys a solid foundation in promoting Sino -African ties. The most pressing strategic task for the United States is, therefore, to attach great strategic importance to Africa. It is against this grand strategic backdrop that the restoration of full diplomatic ties with Libya, which still has defective human rights records by US standards, was effected. The United States'' overseas strategy puts strategic interests first, and sidelines other factors like involving values of democracy and human rights till later on. Libya naturally has its own strategic considerations-improving relations with the United States as soon as possible so that its big-country status among African countries and in the Arab world can be restored. Where Africa is going is a question that haunts the international community. It poses a strategic question African countries themselves must answer as well. With the major world players, political as well as economic, casting their eyes on Africa, African countries face challenges and are also presented with historical opportunities. Will a chain reaction in African-US relations be triggered off by the restoration of US-Libyan diplomatic ties and by the United States'' increasing strategic input in the continent? This is a subject worth closely watching and following.

阅读理解While traveling abroad, Mr. Jackson Frank ran'' short of money. So he wrote to his brother, asking for $ 500. "Send the money by telegram, "he wrote, "to the Fisher Bank in P..." After a week he began calling at the Fisher Bank. He showed his passport. "Nothing has come for you, "he was told. This went on for two weeks and Mr. Frank got very worried. He sent a telegram to his brother, asking where the money was. There was no reply, and no money arrived for him. In the fourth week Mr. Frank was .arrested for failing to pay his hotel hill. His passport was taken from him. He tried to explain the problem, but no one believed him. He was sent to prison for six days. When he came out, he went immediately to the Fisher bank. The clerk he spoke to was a nevi man. "Have you received $ 500 for me? "he ask, "My name is Jackson Frank." The clerk checked his books. "Yes, Jackson, it''s here. It came by telegram. --let me see--oh, more than two months ago. We wondered where you were. "He showed Mr. Frank the order. The order read: "Pay Mr. Frank Jackson the sum of $ 500..." "But my name is Jackson Frank, not Frank Jackson." "Oh, that'' s all right, sir. It was in our books under the letter ''J'' , but it''s your money. "The clerk laughed, "A human mistake, sir! We'' re all human beings, aren''t we? And so we all make mistakes. A family name like Frank sounds strange to me." Mr. Frank was silent. He really wanted to hit somebody. At last he said, "A human mistake——is that what you call it? I think some humans need kicking."

阅读理解Why does the Foundation concentrate its support on basic rather than applied research? Basic research is the very heart of science, and its cumulative product is the capital of scientific progress, a capital that must be constantly increased as the demands upon it rise. The g0al of basic research is understanding, for its own sake. Understanding of the structure of the atom or the nerve cell, the explosion of a spiral nebula(旋涡星云) or the distribution of cosmic dust, the causes of earthquakes and droughts, or of man as a behaving creature and of the social forces that are created whenever two or more human beings come into contact with one another-the scope is staggering, but the commitment to truth is the same. If the commitment were to a particular result, conflicting evidence might be overlooked or, with the best will in the world, simply not appreciated. Moreover, the practical applications of basic research frequently cannot be anticipated. When Roentgen, the physicist, discovered X-rays, he had no idea of their usefulness of medicine. Applied research, undertaken to solve specific practical problems, has an immediate attractiveness because the results can be seen and enjoyed. For practical reasons, the sums spent on applied research in any country always far exceed those for basic research, and the proportions are more unequal in the less developed countries. Leaving aside the funds devoted to research by industry which is naturally far more concerned with applied aspects because these increase profits quickly. The funds the U. S. Government allots to basic research currently amount to about 7 percent of its overall research and development funds. Unless adequate safeguards are provided, applied research invariably tends to drive out basic. Then, as Dr. Waterman has pointed out, "Development will inevitably be undertaken prematurely, career incentives will gravitate strongly toward applied science, and the opportunities for making major scientific discoveries will be lost. Unfortunately, pressures to emphasize new developments, without corresponding emphasize upon pure science.., tend to degrade the quality of the nations technology in the long run, rather than to improve it."

阅读理解The idea of a fish being able to generate electricity strong enough to light lamp bulbs--or even to run a small electric motor--is almost unbelievable, but several kinds of fish are able to do this. Even more strangely, this curious power has been acquired in different ways by fish belonging to very different families. Perhaps the best known are the electric rays, or torpedoes(电鳐), of which several kinds live in warm seas. They possess on each side of the head, behind the eyes, a large organ consisting of a number of hexagonal shaped cells rather like a honeycomb. The cells are filled with a jelly-like substance, and contain a series of flat electric plates. One side, the negative side, of each plate, is supplied with very fine nerves, connected with a main nerve coming from a special part of the brain. Current passes from the upper, positive side of the organ downwards, to the negative, lower side. Generally it is necessary to touch the fish in two places, completing the circuit, in order to receive a shock. The strength of this shock depends on the size of the fish, but newly born ones only about 5 centime-tres across can be made to light the bulb of a pocket flashlight for a few moments, while a fully grown torpedo gives a shock capable of knocking a man down, and, if suitable wires are connected, will operate a small electric motor for several minutes. Another famous example is the electric eel. This fish gives an even more powerful shock. The system is different from that of the torpedo in that the electric plates run longitudinally(纵向) and are supplied with nerves from the spinal(脊骨) cord. Consequently, the current passes along the fish from head to tail. The electric organs of these fish are really altered muscles and like all muscles are apt (likely) to tire, so they are not able to produce electricity for very long. The power of producing electricity may serve these fish both for defense and attack.

阅读理解Mathematics Education of Japan Generally speaking, people emphasize that elementary school children should be taught just basic mathematic fundamentals and knowledge, such as basic calculation or understanding the names and the properties of simple diagrams. In such lessons, teachers teach mathematics lessons in a way that children do not think deeply about mathematical maters, that is, children just learn the procedures of calculation, the properties of diagrams, etc. I am sure that children should learn basic and fundamental skills and knowledge, however, such lessons do not promote interest and appreciation of mathematical learning. I think that children do need to think for themselves and act for themselves through mathematics lessons in addition to mathematic fundamentals. Then, how can we foster children''s abilities to think and express themselves mathematically? I will present my fundamental ideas and an actual record of lessons. Add Advanced Learning in Mathematics Curriculum or Develop the Curriculum Curriculum standards show explicitly minimum essentials that children have to learn in school. Japanese textbooks are written based on the curriculum standards and it has no extension because of limitation. It is a teacher''s responsibility to lead his/her lesson to develop children''s thinking beyond the restrictions of the textbook. Furthermore, we need to plan advanced learning in our mathematics curriculum within limited teaching hours. This means that we should intersperse the curriculum standards with expanded content. Changing from "Knowledge Pouring-type Lessons" to "Knowledge Creating-type Lessons" Next, we teachers need to change our views of elementary mathematics lessons. We should try to change from traditional "Knowledge Pouring-type Lessons" to "Knowledge Creating-type Lessons". Knowledge pouring-type lesson means a traditional and conventional style where teachers give children ready-made mathematics knowledge and concepts in a one-side way. On the contrary, knowledge creating-type lesson means that children create mathematics knowledge and concepts themselves. This change is needed for children as well as for teachers. It is important that children feel that learning mathematics is to create new mathematics thinking, while talking about mathematical maters together. The Way of Thinking About "Knowledge Creating-type Lessons" The necessary condition to approve "Knowledge Creating-type Lessons" is the thought that elementary mathematics lessons consist of children''s constructive activities (the view of constructive learning). Constructive learning is done through children''s collaborative and interactive learning about each thought. Therefore, teachers do not explicitly teach children their knowledge and skill but children grasp a problem themselves, pursue, and solve the problem. Thus, they create new knowledge themselves through the learning of problem solving, (but, I do not agree to what is called "New-New Math", overemphasizing constructive learning without basic drills. Until now it has been said that such learning is only for advanced children; however, this method could be used to deepen mathematical understanding in low-level children also. The situation where the class includes various types of children all thinking together in mathematics lessons makes it possible to practice knowledge creating-type lessons. That is, in normal classrooms of mixed abilities, we can make use of children''s thoughts, developing their learning and creating new knowledge. Because of this we do not need to group children specially. The Role of Teacher is to Draw Out Children''s Thoughts What is the way to be able to make use of low-level children''s thoughts as 1 stated in the above chapter? It means that children''s simple and natural questions and thoughts could be important elements of mathematics lessons. That is, children''s expressions, words, attitudes, and responses could be elements that are integrated into mathematics lessons. Sometimes, children''s murmuring and mistakes can be important cues. The teacher needs the ability to draw out children''s expressions and to teach children how to express their thoughts. The teacher has to draw out children''s thoughts, listen to them, and let children discuss them together, and by doing so expanding their thoughts. In other words, a teacher would act as a chair presiding over a lesson or as the coordinator of it. When to Advance Children''s Mathematical Thinking and Expression Abilities Although we might say we can do it in every lesson stage, it is first clear that we can encourage children when to ask questions. Children discover new problems when facing various mathematical teaching materials that the teacher presents in, a lesson. When discovering new problems, they have to think about it in many ways and express their thoughts. Next, their abilities can be developed at the stage where they pursue their problem cooperatively. Then, they have to think out and express their thoughts and solutions. Moreover, to analyze the expression presented also can become a mater to think about together. Therefore, It is important that we teachers lead children to discover other new problems after they solve the previous problem. That is, knowledge creating-type lessons show continuous problem solving from problem to problem. Such lessons make it possible to draw out and encourage children''s thinking and expressions. The point is that we let children think about and discuss mathematical matters, which can be a method to foster children''s mathematical thinking and expressions ability. Recently, it has been said loudly that we should reform our mathematics education. But frankly speaking, we cannot say it has been very fruitful. Various proposals have been made about how to teach mathematics lessons, however, I have not heard mathematics classroom in school has been actually reformed. The reason why lesson reform has been less successful may be that teachers have not considered much of children''s thoughts and feelings in mathematics lessons until now. Therefore, we need to accept and consider children''s thinking and expression much more. In other words, we need to reform our lessons into continuous problem solving lessons that foster children''s mathematical thinking and expression abilities. Through continuous practicing lessons that make children think and expression themselves mathematically, children acquire basic skills and knowledge. It is not too much to say that basic mathematic fundamentals can be acquired through advanced learning and developing curriculum standards. Moreover, teachers also need to develop new teaching materials in order to create lessons fostering children''s mathematical thinking and expression abilities. It is important that teachers study the subject of mathematics themselves and teach children mathematics creatively.

阅读理解One of the surviving traditions in historic Stone Town is the coffee baraza. Baraza means "gathering of people" , and here refers specifically to small crowds of people who gather over a cup of kahawa for the latest gossip. Historically the elders, or "wazee" , would congregate in the centre while the young would line the fringes. Age denoted respect. Today, the baraza atmosphere is less formal, and reflects the local flavour or atmosphere. Some barazas are located in places with colourful names, such as " Kwa Haji Tumbo" (Haji with the Big Stomach''s Place) , "Kwa Boko" (Place of the Hippo) , "Mfereji Maringo" (Place of the Clogged Water Tap) , or "Shangani" (Place of the Beads). An integrated part of cultural and religious traditions, the baraza also has a social monitoring function. Children, although often sent to buy coffee for parents or grandparents, are denied drinking it. " It is bad for you," the wazee might say. Having bought the coffee, with a bit of luck the young boys and— girls were never allowed to buy coffee at the baraza—have been able to snatch the salient parts of the latest gossip as well. During the fasting and "spiritual cleansing month of Ramadan, Muslims very often break their fast after sunset to a free first serving of baraza coffee. Following evening prayer, everybody returns for second or third rounds of coffee. Zanzibari coffee is made from locally grown beans, and served plain and strong, in small cups similar to jasmine teacups from Chinese restaurants. Although not quite as hair-raising as espresso, it beats filter coffee by a long shot for both flavour and texture. The baraza is the first place where people meet after prayer, weddings, births, funerals, or other important events. In the old days, a "muuza kahawa," or coffee vendor, would "patrol" the streets on foot. He carried cups and coffee beans in large pockets on his robe, and a classic brass coffee pot in his hand. In ways almost reminiscent of European ice-cream vans, the muuza-kahawa would rattle his coffee cups in a certain rhythm, and sing a slogan that would be specific to him alone. People would quickly recognise the sound, and make their way to their usual spot. Although the muuza kahawa is gone today, the baraza remains the focal point for local happenings and gossip. It is where the grapevine starts or ends, and where potent Arabica coffee can be enjoyed by anyone passing by, for a few shillings. For visitors to the island, the baraza offers an excellent opportunity to have a relaxed chat with locals. Many of the wazee have rich experiences to draw on, and can furnish you with unique and compelling stories of Zanzibar back in the days. They often speak very good English, sometimes even other languages as well.

听力题When I was at school

听力题It''s never too early to (36) ________your skin-or your children''s-from the sun. The sun produces (37)________ rays- (38) ________ A (UVA. and (39)_________B (UVB. -that can cause short-and long-term skin damage. The immediate effects of harmful (40) ________- (41) ________, photosensitive (42) ________, and cell and (43) ________damage-are bad enough. But medical experts believe that (44)___________________________.Health experts also believe that UVA may weaken the immune system. (45)___________________________.Using sunscreens regularly on children, for example, can reduce their risk of skin damage later in life. Sunscreens provide some protection by blocking the sun''s rays on the skin. (46)___________________________. But no sunscreen totally blocks the sun''s rays.

听力题 Patricia Pania never wanted to be a national public figure. All she wanted to be was a mother and a homemaker. But her life was turned upside down when a motorist, distracted by his cell phone, ran a stop sign and crashed into the side of her car. The impact killed her two-year-old daughter. Four months later, Pania reluctantly but courageously decided to try to educate the public and to fight for laws to ban drivers from using cell phones while a car is moving. She wanted to save other children from what happened to her daughter. In her first speech, Pania got off to a shaky start. She was visibly trembling and her voice was soft and uncertain. But as she got into her speech, a dramatic transformation took place. She stopped shaking and spoke with a strong voice. For the rest of her talk, she was a forceful and compelling speaker. She wanted everyone in the audience to know what she knew without having to learn it from a personal tragedy. Many in the audience were moved to tears, and to action. In subsequent presentations, Pania gained reputation as a highly effective speaker. Her appearance on a talk show was broadcast three times, transmitting her message to over 14,000,000 people. Her campaign increased public awareness of the problem and prompted over 300 cities and several states to consider restrictions on cell phone use. Patricia Pania never wanted to be a national public figure. All she wanted to be was a mother and a homemaker. But her life was turned upside down when a motorist, distracted by his cell phone, ran a stop sign and crashed into the side of her car. The impact killed her two-year-old daughter. Four months later, Pania reluctantly but courageously decided to try to educate the public and to fight for laws to ban drivers from using cell phones while a car is moving. She wanted to save other children from what happened to her daughter. In her first speech, Pania got off to a shaky start. She was visibly trembling and her voice was soft and uncertain. But as she got into her speech, a dramatic transformation took place. She stopped shaking and spoke with a strong voice. For the rest of her talk, she was a forceful and compelling speaker. She wanted everyone in the audience to know what she knew without having to learn it from a personal tragedy. Many in the audience were moved to tears, and to action. In subsequent presentations, Pania gained reputation as a highly effective speaker. Her appearance on a talk show was broadcast three times, transmitting her message to over 14,000,000 people. Her campaign increased public awareness of the problem and prompted over 300 cities and several states to consider restrictions on cell phone use.

听力题 Recently a group of 17-year-old schoolboys decided to beat the world basketball time record. They are to play for 90 hours and add 6 hours to the record. How could 18 boys play for almost 4 days without stopping? The boys decided that each person would play for two and a half hours and then rest for two hours. They had to be able to sleep near the basketball hall, and they needed hot food and drink, day and night. Finally they started at 6 o'' clock one evening. The first night was very hard for the players. When it was their turn to rest, they were too excited to fall asleep at once. After sleeping for a short time, they had to play a-gain. The nights were very long, when nobody was watching. The days were better, because plenty of people cheered the players'' efforts. On the second night they fell a-sleep as soon as they stopped. Some of them had trouble with their hands and feet, but the only serious problem was a mental one. Each boy was thinking: What am I doing here? How can I play any longer? After the third night the players knew they could finish the 90 hours. On the fourth night the play was very slow, but in the final hours it got better. For the last few minutes the players looked as fresh as when they started, They were tired, but very happy. Recently a group of 17-year-old schoolboys decided to beat the world basketball time record. They are to play for 90 hours and add 6 hours to the record. How could 18 boys play for almost 4 days without stopping? The boys decided that each person would play for two and a half hours and then rest for two hours. They had to be able to sleep near the basketball hall, and they needed hot food and drink, day and night. Finally they started at 6 o'' clock one evening. The first night was very hard for the players. When it was their turn to rest, they were too excited to fall asleep at once. After sleeping for a short time, they had to play a-gain. The nights were very long, when nobody was watching. The days were better, because plenty of people cheered the players'' efforts. On the second night they fell a-sleep as soon as they stopped. Some of them had trouble with their hands and feet, but the only serious problem was a mental one. Each boy was thinking: What am I doing here? How can I play any longer? After the third night the players knew they could finish the 90 hours. On the fourth night the play was very slow, but in the final hours it got better. For the last few minutes the players looked as fresh as when they started, They were tired, but very happy.

听力题 To what degree can a computer achieve intelligence? The answer to this question may lie in a newly-developed US computer program called Smarter Child and the Internet. If you ran into Smarter Child online, you would be surprised at this kid''s huge memory. It can recite many facts. For example, Smarter Child knows every baseball player in every team this season. He knows every word in the dictionary and the weather in every major city areas across the US. However, if you ask Smarter Child other questions, you get strange answers. A question about Smarter Child''s age returns. "One year, 11 days, 16 hours, 7 minutes, and 47 seconds!" Asking where he lives gets, "In a clean room in a high-tech building in California." Smarter Child uses the vast information on the World Wide Web as his memory bank. To answer questions about spelling, for instance, Smarter Child goes to American Heritage Dictionary online. For the weather, he visits www.intellicast.com. Some scientists believe that by joining the many systems of the Internet. However, if Smarter Child wants to think and learn on his own like the boy— computer David in the movie A. I. Artificial Intelligence, he must overcome two problems. The first is that computers find it difficult to read web pages because the files are labeled in different ways. That''s why programmers need to tell Smarter Child where to look for the weather. It would be a much more difficult task to let him find it himself. Another problem is that while Smarter Child can process information more exactly and faster than any human, he lacks common sense-a basic grounding of knowledge that is obvious to any young child. To what degree can a computer achieve intelligence? The answer to this question may lie in a newly-developed US computer program called Smarter Child and the Internet. If you ran into Smarter Child online, you would be surprised at this kid''s huge memory. It can recite many facts. For example, Smarter Child knows every baseball player in every team this season. He knows every word in the dictionary and the weather in every major city areas across the US. However, if you ask Smarter Child other questions, you get strange answers. A question about Smarter Child''s age returns. "One year, 11 days, 16 hours, 7 minutes, and 47 seconds!" Asking where he lives gets, "In a clean room in a high-tech building in California." Smarter Child uses the vast information on the World Wide Web as his memory bank. To answer questions about spelling, for instance, Smarter Child goes to American Heritage Dictionary online. For the weather, he visits www.intellicast.com. Some scientists believe that by joining the many systems of the Internet. However, if Smarter Child wants to think and learn on his own like the boy— computer David in the movie A. I. Artificial Intelligence, he must overcome two problems. The first is that computers find it difficult to read web pages because the files are labeled in different ways. That''s why programmers need to tell Smarter Child where to look for the weather. It would be a much more difficult task to let him find it himself. Another problem is that while Smarter Child can process information more exactly and faster than any human, he lacks common sense-a basic grounding of knowledge that is obvious to any young child.

听力题In bringing up children

听力题 Books which give instructions on how to do things are very popular in the United States today. Thousands of How-to books are useful: in fact, there are about four thousand books with tittles that begin with the word how to earn more money, another may tell you how to save or spend it, and another may explain how to give your money away. Many how-to books give advice on careers. They tell you how to choose a career and how to succeed in it. If you fail, however, you can buy a book called How to Turn Failure into Success. If you would like to become rich, you can buy the book How to Make a Millionaire. If you never make any money at all, you may need a book called How to Live on Nothing. One of the most popular types of books is one that helps you with personal problems. If you want to have a better love life, you can read How to Succeed in Love Every Minute of Your Life. If you are tired of books on happiness, you may prefer a book called How to Make Yourself Miserable. Many of these books help people use their time better. Some people want books which will give them useful information about sports, hobbies and travel. Other people use their free time to make repairs and improvements on their homes. They prefer books which give step by step instructions on how to repair things like plumping and electrical wiring, or how to redecorate or enlarge a house. Why have How-to books become so popular? Probably because life has become so complex. Today people have far more free time to use, more choices to make, and more problems to solve. How-to books help people deal with modern life. Books which give instructions on how to do things are very popular in the United States today. Thousands of How-to books are useful: in fact, there are about four thousand books with tittles that begin with the word how to earn more money, another may tell you how to save or spend it, and another may explain how to give your money away. Many how-to books give advice on careers. They tell you how to choose a career and how to succeed in it. If you fail, however, you can buy a book called How to Turn Failure into Success. If you would like to become rich, you can buy the book How to Make a Millionaire. If you never make any money at all, you may need a book called How to Live on Nothing. One of the most popular types of books is one that helps you with personal problems. If you want to have a better love life, you can read How to Succeed in Love Every Minute of Your Life. If you are tired of books on happiness, you may prefer a book called How to Make Yourself Miserable. Many of these books help people use their time better. Some people want books which will give them useful information about sports, hobbies and travel. Other people use their free time to make repairs and improvements on their homes. They prefer books which give step by step instructions on how to repair things like plumping and electrical wiring, or how to redecorate or enlarge a house. Why have How-to books become so popular? Probably because life has become so complex. Today people have far more free time to use, more choices to make, and more problems to solve. How-to books help people deal with modern life.

听力题Why do we cry? Can you imagine life without tears

听力题M: Hello, Mrs. Kelly

听力题W: Excuse me