Many of us have heard stories about teachers who can "see" into a student's future. Even if a student is not performing well, they can predict success. We are convinced that this ability, this gift, is evidence that they were "called to teach" . If the gift of sight is evidence, how greater must be the gift of touch. I have a story. I grew up in the fifties in a poor African American neighborhood in Stockton, California, that had neither sidewalks nor an elementary school. Each day, always in groups at our parents' insistence, my friends and I would leave home early enough to walk eight blocks to school and be in our seats when the bell rang. For four blocks, we walked on dusty roads. By the fifth block, we walked on sidewalks that led to lovely homes and to Fair Oaks Elementary School. It was at Fair Oaks, in a sixth grade English class, that I met Ms. Victoria Hunter, a teacher who had a huge influence on my life. During reading periods, she would walk around the room, stop at our desks, stand over us for a second or two, and then touch us. Without saying anything to us (nothing could break the silence of reading periods), she would place two fingers lightly on our throats and hold them there for seconds. I learned many years later when I was a student at Stanford University that teachers touch the throat of students to check for sub-vocalization , which slows down the reading speed. I did not know at the time why Ms. Hunter was touching our throats, but I was a serious and respectful student and so, during silent reading period, I did what Ms. Hunter told us to do. I kept my eyes on the material I was reading and waited for her to place her fingers lightly on my throat. One day, out of curiosity, I raised my head from my book -- though not high -- so that I could see Ms. Hunter, a white woman from Canada, moving up and down the rows, stopping at the desks of my classmates. I wanted to see how they reacted when she touched their throats. She walked past them. I was confused. Did she pass them by because... According to the passage, how did Ms. Hunter motivate the writer? A) By correcting the way she sat. B) By having high expectations of her. C) By sending her a valuable necklace. D) By communicating with her parents often.
B
(Question)
Some say the Internet will kill off papers. Others say not so fast. Are newspapers dying? That's the heated debate these days. Many say the disappearance of the daily paper is just a matter of time. The future of journalism is in news websites, not newsprint. However, others say, newspapers have been with us for hundreds of years, and while all news may be online some day, papers can exist for some time. So who's right? I'll outline the arguments on both sides, and then you can decide. Newspapers Are Dead Newspapers are in trouble. Circulation is dropping, display and classified ad income is drying up, and the industry has experienced a hard time. Big metro papers like the Rocky Mountain News have stopped operating, and even bigger newspaper companies like the Tribune Co. go bankrupt . And where are newspaper readers going? To the Web. A recent study has found that Internet users read online newspapers for an average of 53 minutes per week in 2008. That's highest level recorded in the eight years when the study has been done. The study found that 22 percent of users said they stopped their subscription to a printed paper or magazine because they could access the same content online. Some people say the Internet is just a better place to get the news. "On the Web, newspapers are live, and they can supplement their coverage with audio, video, and the valuable resources of their vast contents," says Geffrey I. Cole, director of the Center for the Digital Future. What's the advantage of the news website compared with printed newspapers? A) it provides news vividly B) the news is more reliable C) it can reach more readers D) it is much cheaper in price
(Answer)
A
About us Summer Camps offer many programs that develop athletic skills, teamwork and healthy habits to kids. We create a safe and noncompetitive environment for learning and making friends. Our counselors are required to complete much training. Directors and head counselors are certified in CPR and First Aid and so on. Full-day Camp (ages 6-13) A typical camp starts with soccer, kickball, basketball or field games. After lunch, the kids do three activities. Depending on location, there are swimming, science and nature, arts and crafts, rope courses. Li'1 Rascals Day Camp (ages 3-5) Preschoolers get all the fun of full-day camp in half the time. Activities include arts and crafts, sports, games and relays. Each week has different themes. All participants must be able to be taught to use a patty . Specialty camps (ages 14-16) These specialty camps build many athletes. Our experienced staff will help your child be excellent in his or her favorite sport. *Tennis *Basketball *Soccer *Dance *Cheerleading Fee: $120 Contact Information Call: 068-990-3224; E-mail: summercampsforkids@hotmail.com or Write to: 125 Seventh Avenue South New York, NY 10014 What the parents from last year say about the camps: "All the activities were perfect. My son definitely wants to return next year and I will recommend the camp to others." --Kate "I think this is one of the best camps that my children have attended. The counselors and directors are enthusiastic and friendly. The programs are excellent and it is the only camp that they ask to go back to." --Jack "My children had an excellent time at your camp. I was very impressed by both your friendly, helpful counselors and directors and the excellent way that the entire camp was organized and run. I will consider next year! Many thanks." --Mary Children who join Li'1 Rascals Day Camp must _ . A) go home alone B) express themselves clearly C) receive a complete physical examination D) go to the toilet by themselves
D