过去，由于美国政府和种族歧视政策和华人自身素质等局限，华人涉足美国政坛者非常少。近几年来，华人经济迅速发展，出类拔萃的华裔精英不断涌现，华人的政治地位明显提高，步人美国政法界、军警界的华裔逐渐增多，如白宫出口、委员会副主席陈香梅，交通部副部长赵小兰等等。据著名华人律师徐永寿估计，目前美国的华人律师、法官已经超过1000名。

Evelyn Coke spent 20 years as a home care aide helping theelderly and the sick, but she did not live and see fair labor laws【M1】______applied to her work. In a case that it went to the Supreme Court in 2007, Ms.【M2】______Coke, who died in 2009, sued her employer with years of unpaid【M3】______overtime work. This month, the president invoked Ms. Coke's memory when he announced that the Labor Department hadproposed changes to the provisions which the court had based its【M4】______decision. At issue in Ms. Coke's case is a 1975 labor rule that defined【M5】______home care aides as "companions," a class of workers that do not【M6】______qualify for federal minimum wage and overtime protections. Ms. Coke's lawyer, Craig Becker, argued that the rule was supposed to apply only to occasional domestic workers, like baby sitters, not home care aides—one of the nation's fastest-growing occupations and one whose duties often include feeding, bathing and dressingclients. And the justices said that only Congress or the Labor【M7】______Department could change the rule, not the court The new proposal states clearly that home care aides who are employed by third-party agencies are entitled to the nunimum wage andovertime payment. Aides hired directly by families are also【M8】______covered if they are engaging in housekeeping or spend more than【M9】______20 percent of their time on activities other than companionship. The Labor Department will finalize the proposal after a 60-day public comment period. Some home care agencies are sure to complain, but the Labor Department should stand firmly.【M10】______

Funding public transit is one of the biggest problems facing cities today. Often the trouble is that a few high-cost, low-ridership routes drag down an entire system. That puts policymakers in atough spot. They might eliminate these unprofitable lines, that has【M1】______been suggested before, but in doing so they would harm aconsiderate number of people who rely on that service as their【M2】______primary mode of transportation. Over at New Geography, Steve Lafleur revives the debate andargues that low fares are the part of the reason transit lines are【M3】______struggling. In response, he offers an admittedly "controversial" solution: "Transit should operate on a for profit basis and its pricesshould closely reflect market forces—if it means that transit fares【M4】______increase." The idea of increasing ridership by raising fares is not with【M5】______some recent precedent. Writing last week at The New York Times Opinionator blog, Lisa Margonelli points to a study from earlier this year comparing transit ridership in Germany and the United States. Over the same period of time, German transit agenciesgrew ridership while doing something similar in what Lafleur【M6】______proposes—namely, increasing fares and slashing service. More important than fare changes were the limits【M7】______simultaneously imposed on car travel. While German transit agencies did their best to attract riders to a higher-quality service, the government implemented a number of policies that madedriving "less conveniently and more costly". In other words,【M8】______high fares did lead to greater ridership on German transit, but only【M9】______when coordinating with harsh automobile policies—not in isolation.【M10】______

(1)The first intimation, apparently, was when three-year-old Yves told his mother that her shoes did not go with her dress. They were at home in Oran, a dull commercial town in French-ruled Algeria, where Yves's father sold insurance and ran a chain of cinemas, and Mrs. Mathieu-Saint-Laurent cut an elegant figure in colonial society. Oran had once enjoyed some small renown as the westernmost outpost of the Ottoman empire, and was to gain more later as the setting for Albert Camus's "The Plague". But after 1936 it had a genius in the making. (2)So, at any rate, the tribute-payers are saying. "Pure genius", "the world's greatest fashion designer", "the most important designer of the 20th century": such superlatives have been lavished on Yves Saint Laurent for years, and perhaps they are not meant to be taken at face value. The fashion business is, after all, a part of the entertainment industry, where sycophancy, exaggeration and gushing insincerity are not unknown. Mr. Saint Laurent fitted perfectly into it. (3)He was, for a start, quite literally a showman, a shy and stage-frightened one, but what shows he could put on! Dazzling girls strutted down the catwalk, wearing startling creations of gauze, or velvet, or feathers, or not much at all. He was an artist, a delicate, attenuated figure who drew his inspiration from the pages of Marcel Proust, the paintings of Braque, Matisse, Picasso and Van Gogh, and the counsels of his assistant, Loulou de la Falaise. And he was troubled: by drink, by drugs and by physical frailty. He teetered perpetually on the brink of emotional collapse and sometimes fell over it. (4)In 1961, when Mr. Saint Laurent set up shop in Paris under his own name, most couturiers were not quite like this. But the times were propitious for something new. He had by then done a stint at the House of Dior, whose reputation he had restored with some dramatic designs and, in 1958, after the famous founder had died, an iconoclastic collection of his own. The summons to do military service, a ghastly mental degringolade and dismissal from Dior then intervened, and might have cut short a great career had he not gone into partnership with Mr. Berge. As it was, a series of innovations followed, with Mr. Saint Laurent responsible for the designs, Mr. Berge for the business, including the scents, scarves, unguents and over 100 other products marketed with a YSL label. (5)The dress designs now started flying off Mr. Saint Laurent's drawing board, though increasingly often with the aid of helpers. Many were short-lived, this being fashion and fashion being, by definition, ephemeral. But two departures were to last. One was that haute couture, hitherto available only to the very rich or vicariously through magazines and newspapers, should be sold worldwide in ready-to-wear shops at a fraction of the posh price. The other was that women should be put into men's clothes—safari outfits, smoking jackets, trench coats and, most enduringly, trouser suits. Women, for some reason, saw this as liberation. (6)He was always imaginative, taking inspiration not just from artists like Mondrian but also from Africa and Russian ballet. He was also capable of creating the absurd, producing, for example, a dress with conical bosoms more likely to impale than to support. But his clothes, however outre, were usually redeemed by wonderful colors and exquisite tailoring. Above all, they were stylish, and the best have certainly stood the test of time. (7)That is no doubt because most were unusually wearable, even comfortable. At a reverential extravaganza in (and outside)the Pompidou Centre in Paris in 2002, soon after Mr. Saint Laurent had announced his retirement, many of the guests wore a lovingly preserved YSL garment. The "anarchist", as Mr. Berge recently called him, had by now become more conservative, seeing the merits of "timeless classics" and lamenting the banishment of "elegance and beauty" in fashion. He believed, he said, in "the silence of clothing". Yet perhaps he must take some of the blame for the new cacophony. The trouser suit prepared the way for the off-track track suit: and lesser designers, believing they share his flair and originality, now think they have a license to make clothes that are merely idiotic. Perhaps it would have happened without him. In an industry largely devoid of any sense of the ridiculous, he was usually an exception. He believed in beauty, recognized it in women and, amid the meretricious, created his share of it.

这些自然现象，我国古代劳动人民称它为物候(phenological phenomena)。物候知识在我国起源很早。古代流传下来的许多农谚就包含了丰富的物候知识。到了近代，利用物候知识来研究农业生产，已经发展为一门科学，就是物候学(phenology)。物候学记录植物的生长荣枯，动物的养育往来，如桃花开、燕子来等自然现象，从而了解随着时节推移的气候变化和这种变化对动植物的影响。

A computer record of the birds' four-month study period has shown surprisingly similarities between the pigeons'and human performance.

Do genes determine how well children will do at school? If so, are teachers and policy-makers wasting their time trying to raise academic standards amongst children who are born "not very bright"? These controversial, indeed uncomfortable, questions are raised by comments from the former Chief Inspector of Schools in England, Chris Woodhead. Now a Professor at Buckingham University, Mr. Woodhead has never been one to tiptoe around fundamental issues, however explosive they may be. In a newspaper interview, Mr. Woodhead said a child's family background largely dictated educational success. He argued, less bright children should not be forced down the academic route but should be given practical and vocational training. The anecdotal evidence seems to be all around us. The children of parents who have done well in the academic education system seem, mostly, to do well themselves. But is it really true that our chances of being born bright or not so bright depend entirely on the academic success of our parents? This nature versus nurture question might seem insoluble. But thanks to a remarkable research project there is growing long-term evidence to suggest some insights. The 1970 Birth Cohort Survey has followed over 17,000 babies who were born in the U.K. during a particular week in April 1970. It has measured their medical, educational and social development at intervals since then. Leon Feinstein, from the Institute of Education at the University of London, has interrogated the educational results of the survey and produced some fascinating findings about how children's ability levels vary relative to their peers over time. The children were tested for their educational development at 22 months, 42 months, and at age 5 and 10. Later they were assessed at age 26 to see what educational success they had achieved in public examinations. The striking picture that emerges is one where ability levels at the earliest age are a strong indicator of later educational success. Even when measured at just 22 months, children who started out in the lowest 25% of the ability range mostly remained stuck amongst the lowest achievers as adults. The pattern of future success is even more completely determined at 42 months, or just three and half years old, still well before the start of formal schooling. Over 25% of those who were in the bottom quartile of ability at this age failed to achieve any educational qualifications by the age of 26. By contrast, only 6% of the highest scoring 42-month olds failed to get qualifications by the time they were adults. So ability levels soon after birth are a very strong predictor of future educational success. So the deterministic view about genes appears to be borne out by the evidence so far. Educational achievement would appear to be set in stone well before children even start school. But wait, there is more. The evidence also shows that within this overall picture, there is a fair degree of movement. Children who start out in the least able group can, and do, progress all the way up to the most able group. For example, 10% of those children who were in the bottom 25% at 42 months had reached the top 25% by the age of 10. In other words, if they had been written off as starting out in life without the genetic advantages of high ability, their longer-term academic potential would have been wasted. Leon Feinstein's research gets even more interesting for policy-makers when he starts to look at the impact of social class on all of this. His findings suggest that it is the combination of starting out in the lowest ability group, whilst also being in the lowest socio-economic group at birth, which more or less condemns a child to educational failure later in life. So, if you do badly in the developmental tests at 22 months, and your parents are in low-paid manual jobs, you are likely to remain on the bottom rungs of the educational ladder. However, children in the lowest ability groups at 22 months who are born into affluent and white-collar families do not remain stuck on the bottom levels of educational success. Indeed—and this is perhaps the most striking finding—the children from affluent families who started out in the bottom ability group overtake those from the poorest backgrounds who started out in the top ability group. In other words, it is true to say that the mental abilities you are born with do tend to shape your future academic success. However, it is also true to say that innate ability is not determined simply by your genetic inheritance, in terms of the socio-economic background of your parents. Whatever the starting point, subsequent educational success is more likely to go to those with affluent, middle-class parents. So Chris Woodhead may well be right if he is talking about children who have already reached secondary school. Yet early intervention, in the pre-school and early primary years could make a real difference by militating against social class factors which have held back bright children from poorer homes.

Those of us involved in the internationalization of higher education rely on a series of assumptions that are often not supported by data or evidence. For instance, we believe that internationalization is not only positive but also very relevant as a key component of the changing landscape of higher education.When asking about why internationalization is important, we are【S1】______prepared to recite a list of their benefits for the students, the【S2】______faculty, the institution, and the society in generally. Well, if we【S3】______don't defend our jobs well, who will do it? We assume that internationalization is good, but we often lack any data to support our assumptions. Also, we don't think too much about the fact thatthere are different rationales so as to why, how, and for which【S4】______purposes an institution or, for that matter, a whole region, wants toengage in an internationalization effort. At most, that's what new【S5】______data from the International Association of Universities(IAU)shows. Basing on the principle that "it depends, and context matters【S6】______more than ever," it is especially interesting to take a look at thethird Global Survey Report in Internationalization of Higher【S7】______Education. This comprehensive survey is the largest of its kind worldwide, and includes responses from 745 institutions in 115countries. For purpose of analysis, the results were clustered in the【S8】______following regions: Africa, Asia-Pacific, Europe, Latin America and the Caribbean, Middle East, and North America. Even though the survey is on its third edition, it still has limitations whichunfortunately is acknowledged and explained in the document.【S9】______Nevertheless, it provides useful hints about trends in internationaleducation not only on a worldwide basis but also region.【S10】______

Recent studies have shown that air into a house often has higher concentrations of contaminants than heavily polluted air outside.

British Educational System I . Primary and secondary education in Britain1)Children go to primary school at the age of【T1】______【T1】______2)Students attend secondary school until age sixteen.3)Students enter higher education at the age of eighteen. II. Higher education in Britain1)In England and Wales:—【T2】______for universities: through the UCCA【T2】______—【T3】______structured with a fixed program of classes【T3】______ —Classes:a. Classes offered in the UK are on a(n)【T4】______basis【T4】______increasingly:b. More emphasis is placed on【T5】______study:【T5】______c. Students write more【T6】______and take fewer objective tests:【T6】______d. Classes often take the following forms: __【T7】______, tutorials,【T7】______seminars.2)【T8】______:【T8】______—A variety of tertiary level options are available:a. The colleges of further education provide vocational and【T9】______【T9】______education:b. Central institutions don't directly validate degrees, but manyhave close ties to【T10】______:【T10】______c. The standard university degree is a four-year【T11】______【T11】______3.【T12】______between the US and the UK higher education【T12】______1)Grading:—In the UK,【T13】______are the most common form of study【T13】______assessment: —The US professors grade【T14】______than the UK professors.【T14】______2)Course levels:—Basic courses are not【T15】______at UK universities.【T15】______

With regard to children education, most parents choose to have their children educated with other kids in public and private schools to receive traditional education while some other parents may prefer to homeschool their own kids. Which kind of education is more preferable? The following article is about this issue. Read it carefully and write an article of NO LESS THAN 300 words, in which you should: 1. summarize briefly the article, and then 2. give your comment. When considering the options for educating their children, parents have few choices. They can opt to send their child to public schools, which are operated with federal and state money and thus teach federal and state-approved curricula; private schools, which are privately owned and have varying standards for teachers, curricula, etc.; or they can choose to homeschool, the practice of which is governed by different laws depending on where they live. While the educational standards are fairly consistent with public and private schools, homeschooling can be done in any number of ways, ranging from traditional curricula to unlearning, and everything in-between. Much like the ongoing debate regarding government-run healthcare versus private insurance, there are benefits to each of these educational choices. Backbiters of government-run insurance accuse programs of offering one-size-fits-all coverage with participants often having to wait for important procedures and more impersonal relationship with doctors, whereas private health insurance allows the insured to choose their doctors and tailor their healthcare to their personal needs. Similarly, opponents of public education fear that their child will be shuffled into a classroom and given an education that does not take into account the child's unique learning styles and individual needs. On the flip side of this coin, however, is what some perceive to be a lack of oversight and consistency. Backbiters of homeschooling worry that the laws governing parents are too lax, and that there is no guarantee that children will receive a quality education. Requirements for homeschoolers vary by state: some states insist on annual testing to ensure that homeschooled children are keeping up with their counterparts; other states only require that these students be tested if and when they decide to enter the public school system. There is no set curriculum for homeschooling parents and students. Homeschooling parents argue that, since their primary concern is that their child's education surpasses what they would have otherwise received, such worries are unnecessary, but this does little to relieve the worries of well-meaning educators and citizens. Another concern for homeschooled children is that they are not being taught necessary socialization skills. Those who present this argument worry that, by being taught in their home, these students are ill-equipped to integrate themselves into society upon graduation, and are not as prepared as their contemporaries for college or the workplace. However, homeschooling has gained in popularity over the years and there are more opportunities available to parents and students, including opportunities for physical education "classes" at participating gyms and various extracurricular activities. Conversely, homeschoolers argue that public school offers too much socialization, and not enough focus on what is important, namely receiving a quality education. These parents argue that a typical classroom setting is not conducive to learning, as it provides too many distractions, and that socialization is not, and should never be a reason for sending your child to a public school.

As China's economic development and urbanization spur the largest human migration on the planet, millions of laborers are leaving rural areas to find jobs in the cities. The children of these migrant workers have fallen into a conspicuous gap in the provision of public education. From the following excerpt, you can find the problem of educating migrant's children. Write an article of NO LESS THAN 300 words, in which you should: 1. summarize the situation of education for migrant children, and then 2. give your comment. Educational Challenges—Education for Migrant Children In recent years, the government has gradually begun to pass laws and design policies to protect the rights of migrants. Migrant children are now allegedly entitled to attend urban schools in their local school districts. Schooling in urban areas is supposed to be free. However, despite the change in the official line, migrant children's access to education is still far from routine, and considerable barriers remain. A survey conducted in Beijing recently showed that 25 percent of children whose families have lived in Beijing for at least six years attend public schools, compared to only 5 percent for families who had lived in Beijing for one to three years. Until very recently, public schools charged high fees for migrant students. In addition to financial constraints, migrants also face other barriers to enrolling their children in urban public schools. Since migrants tend to live on the outskirts of the city where rent is cheaper, transportation to public schools located in the urban centers can pose a major problem. High demand for enrollment in good public schools also creates serious capacity constraints. According to interviews, even if migrant children are able to attend public schools, it is clear that they often face discrimination and are very conscious of unfair treatment as "second-class citizens." The difficulties migrant children face enrolling in urban public schools have led to the emergence of privately-run migrant schools, which struggle to fill the educational gap. These migrant schools— unlike urban and rural schools (which are relatively high quality or at least improving)—are generally plagued by poor teaching, poor facilities, undeveloped curriculum, and high tuition. Migrant schools were first started in the early 1990s by retired teachers and other concerned individuals because of the need for a viable alternative for migrant children. At first, they were quite informal. Migrant schools were all private and funded themselves by collecting tuition. As the number of migrants rose, the potential profitability of meeting the growing demand for migrant schools attracted all kinds of entrepreneurs—including some without any background in teaching. Because migrant schools were privately run and mostly unregulated, there were no standards, and education quality varied tremendously across individual schools. Teachers in migrant schools are generally second market, those who did not have adequate credentials or experience to obtain jobs in public schools. Many teachers only accept positions at migrant schools to gain experience and resign as soon as they find better work, causing disruption in their classes when they leave before the end of the school year. Migrant schools desperate for teachers rarely have credential requirements and can only offer very low wages, harsh conditions, very basic food, crude living quarters, and heavy teaching burdens. The quality of facilities in migrant schools varies widely, but is mostly poor, especially compared to urban public schools. Migrant schools are often overcrowded and use second-hand desks, chairs, and even buildings bought cheaply from public schools.

The academic curriculum has never been all that schools and colleges offer to their students. Often a range of other classes, clubs and activities is available to students, referred to as extra-curricular activities and they are mostly voluntary for students. Examples would include sports, musical activities, debate, community service, Young Enterprise projects etc. Should the extra-curriculum activities be attached great importance to in schools and colleges? The following are opinions from different sides. Read the excerpt carefully and write your response in NO LESS THAN 300 WORDS, in which you should: 1. summarize briefly the different opinions; 2. give your comment. Marks will be awarded for content relevance, content sufficiency, organization and language quality. Failure to follow the above instructions may result in a loss of marks. Write your article on ANSWER SHEET FOUR. Excerpt Lahowl: Students have the right to be able to choose a broad education. Every child and young person are entitled to experience a broad general education. Even if a student does not aim to be a professional musician he should still have the opportunity to learn an instrument. A career is not the only, or the most important, part of an adult's life—school needs to make sure they have interests and skills that will help them in their family and leisure life too. Megan; Extra-curricular activities are prohibitively expensive for schools. Giving a greater place in education to the extra-curriculum means that many more clubs and activities will have to be organised for students. This will be very expensive as it will require more staff and more resources to be paid for. This explains why most schools that currently offer a large extra-curriculum are well-funded fee-paying institutions. Nimmo: Extra-curricular activities have important health benefits. Most extra-curricular activities are physically active, getting the students out from behind their desks and making them try new things. Physical activity is extremely important for general health whilst ensuring that students are exposed to practical tasks, not just what is taught in class. Sport clubs and teams give students the opportunity to do physical exercise in an enjoyable environment. TVO: Making extra-curricular activities compulsory makes them less attractive to students. It will take the fun out of it and strip it of its benefits. In the end, the key is fun. Successful extra-curricular groups work precisely because the students have voluntarily chosen to be there. If some were forced to take part, they would be less enthusiastic and spoil the activity for the rest. And the more the activity is like ordinary school, the less attractive it will be to young people. Most of the personal development benefits associated with extra-curricular commitments—such as altruistic service, initiative-taking, and leadership skills—come from the voluntary nature of the activity. Estelle: Extra-curricular activities encourage interpersonal interactions that are good for building a strong civil society. Boosting the place of the extra-curriculum in schools is one way of addressing a weakness in modern society, a lack of civil strength and community. Activities offered in schools are vital in providing opportunities to learn the diverse skills, and helping to equip young people with the civic spirit, initiative and organizing skills to set up their own clubs, teams and activity groups when they leave education. A successful extra-curriculum often depends on building links between the school and the wider community, bringing local enthusiasts in to work with students, and sending students out to work on community projects. Nicola: Students should focus on gaining the specialist skills they need for their chosen professions. Most specialist professions still provide a range of career opportunities, without any need to compromise academic education by over-emphasis on non-academic activities. There are concerns that schools do not focus enough on core subjects. School-leavers and even graduates lack basic literacy and numeracy skills, according to a survey of big employers.

PASSAGE ONE

Writing a Research PaperI. Research Paper and Ordinary EssayA. Similarity in【T1】______:【T1】______e.g.— choosing a topic— asking questions—【T2】______the audience【T2】______B. Difference mainly in terms of【T3】______【T3】______1. research paper: printed sources2. ordinary essay: ideas in one's【T4】______【T4】______II. Types and Characteristics of Research PapersA. Number of basic types: twoB. Characteristics:1. survey-type paper— to gather【T5】______【T5】______— to【T6】______【T6】______— to【T7】______【T7】______— to paraphraseThe writer should be【T8】______.【T8】______2. argumentative(research)paper: a. The writer should do more, e.g.— to【T9】______【T9】______— to question, etc.b.【T10】______varies with the topic, e.g.【T10】______— to recommend an action, etc.III. How to Choose a Topic for a Research PaperIn choosing a topic, it is important to【T11】______.【T11】______Question No. 1: your【T12】______ with the topic【T12】______Question No. 2:【T13】______ of relevant information on【T13】______the chosen topicQuestion No. 3: narrowing the topic down to【T14】______【T14】______Question No. 4: asking questions about【T15】______【T15】______The questions help us to work our way into the topic and discover its possibilities.

PASSAGE THREE

幸福似乎主要是一种内心快乐的状态。不过，它不是一般的快乐，而是非常强烈和深刻的快乐，以至于我们此时此刻会由衷地觉得活着是多么有意思，人生是多么美好。正是因为这样，幸福最直接的体验包含着我们对生命意义的肯定评价。感到幸福，也就是感到自己生命的意义得到了实现。不管拥有这种体验的时间是多么短暂，这种体验却总是指向人整个一生的，所包含的是对生命意义的总体评价。

[此试题无题干]

Conversational Skills People who usually make us feel comfortable in conversations are good talkers. And they have something in common, i.e. skills to put people at ease. I. Skill to ask questions1)Be aware of the【T1】 1: readiness to answer other's【T1】 2questions regardless of【T2】 3:【T2】 42)Start a conversation with some personal but【T3】 5 questions,【T3】 6e.g. questions about one's【T4】 7job,【T4】 8questions about one's activities in the【T5】 9:【T5】 103)Be able to spot signals for further talk.II. Skill to【T6】 11for answers【T6】 121)Don't shift from subject to subject,— sticking to the same subject: signs of【T7】 13 in【T7】 14conversation:2)Listen to【T8】 15 of voice,【T8】 16— if people sound unenthusiastic, then【T9】 17:【T9】 183)Use【T10】 19,【T10】 20— steady your gaze while listening. III. Skill to laughEffects of laughter— ease people's【T11】 21:【T11】 22— help start【T12】 23.【T12】 24IV. Skill to【T13】 25【T13】 261)Importance: open up possibilities for future friendship or contact:2)Ways:— men: a smile, a【T14】 27:【T14】 28— women: same as【T15】 29 now:【T15】 30— how to express pleasure in meeting someone. Conversational Skills People who usually make us feel comfortable in conversations are good talkers. And they have something in common, i.e. skills to put people at ease. I. Skill to ask questions1)Be aware of the【T1】 31: readiness to answer other's【T1】 32questions regardless of【T2】 33:【T2】 342)Start a conversation with some personal but【T3】 35 questions,【T3】 36e.g. questions about one's【T4】 37job,【T4】 38questions about one's activities in the【T5】 39:【T5】 403)Be able to spot signals for further talk.II. Skill to【T6】 41for answers【T6】 421)Don't shift from subject to subject,— sticking to the same subject: signs of【T7】 43 in【T7】 44conversation:2)Listen to【T8】 45 of voice,【T8】 46— if people sound unenthusiastic, then【T9】 47:【T9】 483)Use【T10】 49,【T10】 50— steady your gaze while listening. III. Skill to laughEffects of laughter— ease people's【T11】 51:【T11】 52— help start【T12】 53.【T12】 54IV. Skill to【T13】 55【T13】 561)Importance: open up possibilities for future friendship or contact:2)Ways:— men: a smile, a【T14】 57:【T14】 58— women: same as【T15】 59 now:【T15】 60— how to express pleasure in meeting someone.

Doctors baffled by an unexplained rash on people's ears orcheeks should be on alert for a skin allergy caused too much【M1】______mobile phone use, the British Association of Dermatologists said.Citing published studies, a group said a red or itchy rash, known as【M2】______"mobile phone dermatitis(皮炎)," effects people who develop an【M3】______allergic reaction to the nickel surface on mobile phones after spending long periods of time on the devices. "It is worth doctorsbear this condition in mind if they see a patient with a rash on the【M4】______cheek or ear that cannot otherwise be explained," it said. TheBritish group said many doctors were aware mobile phones could【M5】______cause the condition. Safety concern over mobile phones has grownas more people rely on it for everyday communication, although【M6】______the evidence to date has given the technology a clean bill of health when it comes to serious conditions like brain cancer. "In mobilephone dermatitis, the rash would typical occur on the cheek or ear,【M7】______depending on the metal part of the phone comes into contact with【M8】______the skin," the group said in a statement. "In theory it could evenoccur on the fingers unless you spend a lot of time texting on metal【M9】______menu buttons." Nickel is a metal found in products, and ranging from mobile【M10】______phones to jewelry to belt buckles and is one of the most common causes of allergic contact dermatitis, according to the Mayo Clinic in the United States.