Article: The English language is changing fast,thanks to the rapid progress of technology. We all have a rapid choice: we can either bury our heads in the sand and spend the rest of our lives wishing Shakespeare were alive and well. Or we can embrace the new English,enter into the spirit of the Internet age called Weblish. "You can't avoid it,for the simple reason that whenever a new variety of language comes along,it inevitably impacts on the language as a whole." says Dr. David Crystal, honorary professor of linguistics at the University of Wales in Bangor, whose book Language and the Internet has just been published. The trouble with keeping up with the new English is not so much that there are so many new words but that the old words no longer mean what we thought they did. In the past, if someone said they did not have Windows, you would have to suppose they lived in a cave.These days,it is probably because they use a Mac(which is a computer, not a rain coat). Spam is as disliked as it ever was ,but it once meant an unappetizing canned meat.It now stands for unwanted "junk" email. Spellings are changing, too. Not only is text-messaging playing "hvc wth vrbs" (havoc with verbs), but the conventions of email communication place little emphasis on "perfect speaking". Weblish loves to see nouns happily become verbs("please bookmark this site"),and verbs become nouns ("Send me the download"). Verbs and prepositions are regularly thrown together to become new nouns or adjectives(e.g. dial-up, logon, print-on-demand, pull-down, upload), while others are created from simply pairing nouns: cyberspace, Etl, hyperlink, netspeak. Question: The author thinks the main difficulty for people in keeping up with Weblish is that _ . Yes or no, is the answer "old words have new meanings"?
No

Article: So long as teachers fail to distinguish (differ) between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that "reading cannot be taught directly and schools should stop trying to do the impossible". Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to plan cleverly the most efficient system for teaching themselves to read. Teaching is also a public activity: It can be seen and observed. Learning to read involves all that each individual does to understand the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public _ If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the long search for knowledge? Smith has one principle rule for all teaching instructions. "Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children." When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them properly, then much of the pressure and feeling of failure for both is got rid of. Learning to read is made easier when teachers create an environment where children are given the chance to solve the problem of learning to read by learning. Question: The teaching of reading will be successful if _ . Yes or no, is the answer "teachers can enable students to develop their own way of reading"?
No

Q: Article: In English the spelling of words does not always represent the sound. So people say /rait/ but spell it right or write, or even rite. Combinations of letters may be pronounced in many ways. And some words just seem to have too many letters. For Americans things are a little bit easier, thanks to the work of Noah Webster, a teacher who graduated from Yale University in 1778. As a young man, he had fought against the British in the American War of Independence, and he felt that written English in the newly independent United States should have a distinctive American look. So he began his work on American English. His first book, The Elementary Spelling Book, suggested simplifying the spelling of English words. The book was extremely popular. By the 1850s, it was selling one million copies a year, making it one of the most popular school books ever. Many of the suggestions were quickly adopted. Center instead of centre, program instead of programme, and flavor instead of flavour. Others, however, such as removing silent letters like s in island or the final e in examine, were not . Webster is best known for his American Dictionary of the English language, which first appeared in 1828. It introduced lots of new American words, with information about their pronunciation and use, and, of course, the new spelling. The British criticized the dictionary, but it quickly became a standard reference book in the States. Today, Webster's dictionary is still the number one dictionary for American students. Question: What attitude do the British have towards Webster's dictionary? Yes or no, is the answer "They found fault with it."?
A: Yes

(Question)
Article: Nowadays the U.S. students are sleepy in school because they spend too much time texting, playing video games, watching TV and using the media in other ways. "Heavy media use interferes with sleep by reducing sleep duration, making it harder to fall asleep, and lowering sleep quality," Meilan Zhang, an assistant professor at the University of Texas at El Paso, wrote in her research review in the journal, Sleep Medicine. But the relationship between youth's media use and sleep is not so simple, said Michael Gradisar, who authored both that review and the Sleep Medicine meta-analysis. "Technology use is the new evidence when we are trying to answer 'Why are school-age children sleeping less?'" said Mr. Gradisar, an associate professor of psychology at Flinders University in Adelaide, Australia. There may be safe limits to technology use, Mr. Gradisar stated. For instance, recent research results indicate that using a bright screen for an hour before bed or even playing violent video games for less than that will not necessarily interfere with teenagers' sleep, he wrote. But longer periods of usage can be harmful to sleep, Mr. Gradisar added. Rather than delaying school start times, he said, the first step should be educating parents about limiting the hours that their children are using technology before bed, and enforcing a consistent bedtime. Early school start times are also commonly blamed for students' sleepiness, especially for adolescents. Secondary schools around the nation and the world have been delaying start times, often with positive results. Mr. Minnich of the TIMSS and PIRLS International Study Center hesitated to put blame to any particular factor. But he did think that cost-saving measures to consolidate bus routes might help explain U.S. students' sleepiness. "For those children who board the bus first, they must get up earlier, may end up sleeping on the way to school, and may end up arriving at school sleepy." he said. Question: Who are most likely to be interested in the text? Yes or no, is the answer "The parents."?
(Answer)
Yes