How to Do Man-on-the Street Interviews

    The man-on-the-street interview is an interview in which a reporter hits the streets with a cameraman to interview people on the spot.{#blank#}1{#/blank#} But with these tips, your first man-on-the-street interview experience can be easy.

    When your boss or professor sends you out to do man-on-the –street interviews for a story, think about the topic and develop a list of about ten general questions relating to it. For example, if your topic is about environmental problems in America, you might ask, “Why do you think environmental protection is important in America?”{#blank#}2{#/blank#}

    Hit the streets with confidence.{#blank#}3{#/blank#} Say, “Excuse me, I work for XYZ News, and I was wondering if you could share your opinion about this topic,” This is a quick way to get people to warm up to you.

    Move on to the next person if someone tells you she is not interested in talking on camera. Don't get discouraged.

     {#blank#}4{#/blank#} Each interview that you get on the street shouldn't be longer than ten minutes. As soon as you get the answer you need, move on to the next person. Make sure that as you go from interview to interview, you are getting a variety of answers. If everyone is giving you the same answer, you won't be able to use it. A safe number of interviews to conduct is about six to ten.{#blank#}5{#/blank#}

    If your news station or school requires interviewees to sign release forms to appear on the air, don't leave work without them.

A. Limit your time.

B. As you approach people, be polite.

C. If you don't own a camera, you can buy one.

D. For new reporters, this can seem like a challenging task.

E. To get good and useful results, ask them the same question.

F. That number of interviews should give you all the answers you need.

G. With a question like this, you will get more than a ‘Yes” or “No” reply.

The origins of football

    If I ask whether you want to come out and play Pasuckaukohowog or Aqsaqtuk, will you know what I am talking about? I don't think you will, but they are very old names for a sport which is extremely popular today{#blank#}1{#/blank#} The origins of football can be found in every corner of the world.

    Civilizations throughout history all played ball games and many of these can be considered forerunners of the modern game{#blank#}2{#/blank#} However, there is scientific evidence that suggests that ball games were played even earlier in ancient China with the name of cuju. There is evidence to show that ball games in Egypt were linked to agriculture and religious ceremonies.

    Did you know that the Native American Indians played football?{#blank#}3{#/blank#} It was quite often that players would finish the game with broken bones and other serious injuries. In fact the game was almost a war with up to 500 players on each side!

    {#blank#}4{#/blank#} So they would often disguise themselves with lots of paint to avoid being recognized.

    The game was normally played on a sports field that was often one mile long with goals at either end. The game could last for hours and was often carried on from one day to the next.

    During the Mid-19th century, football was played at the public schools of England with totally different rules. To unite the widely different forms of football, they came up with the rules that were known as the Cambridge Rules.{#blank#}5{#/blank#} They allow goal kicks, throw-ins as well as forward passes and prevent running while you are holding the ball!

    So next time when you're playing football, be thankful that there is one universally accepted rule for playing!

A. Football was considered a male sport.

B. They are really a set of football rules.

C. The players understood the violent nature of the game.

D. Ball games were first played in Egypt as early as 1800 BC.

E. The sport is football.

F. This game was incredibly violent at that time.

G. These records prove that the sport has a long tradition throughout history.

Jessica: What are you doing now?

Susan: I {#blank#}1{#/blank#} (listen) to the news.

Jessica: Is there anything urgent? If not, I {#blank#}2{#/blank#} (real) want to have a talk with you.

Susan: No, there isn't. What's wrong?

Jessica: I think your grandma is {#blank#}3{#/blank#} nice person, but I can't help {#blank#}4{#/blank#} (think) that she doesn't like me.

Susan: Oh, she likes you. She is just old-fashioned and has her own way of doing things.

Jessica: But every time I clean the kitchen, she comes in {#blank#}5{#/blank#} me and cleans it again. Then she complains that the house is not tidy. I can't deal with this.

Susan: Just let her do it and ignore (忽视) her. She thinks if you don't get on your hands and knees {#blank#}6{#/blank#} (clean) the floor, the floor won't be clean.

Jessica: What a silly thing to say! What's a mop (拖把) for? And what's wrong with my cooking?

Susan: Nothing. I love your cooking.

Jessica: Then why does she complain about it? This morning she suggested that I {#blank#}7{#/blank#} (go) to cooking school to learn {#blank#}8{#/blank#} to cook.

Susan: Jessica, just ignore her. She only wants to make sure {#blank#}9{#/blank#} we can take care of ourselves.

Jessica: Don't we?

Susan: Yes, we do. I'm sorry that she makes you suffer {#blank#}10{#/blank#} stress, but I wish you'd learn to get along with her. Remember, she's an elder.

Jessica: Don't worry. When things get tense (紧张的), I just remind myself that she's your grandma, and I keep my temper (脾气) under control and my mouth shut.

    Does Using Technology in the Classroom Help College Students?

    Almost anywhere in the world, you are likely to find people doing the same thing in public places, on trains and buses or wherever else you look. They spend their day looking at laptop computers, smartphones or other personal electronic devices. They are thinking mainly about their electronic devices, and not much else.

    {#blank#}1{#/blank#} More and more college students have no problem walking into a classroom and immediately opening their laptops. Others may spend an entire study period with a smartphone in hand. {#blank#}2{#/blank#} But recent research suggests that using technology during class time may harm college students' ability to remember and process the subject material they are learning.

    Arnold Glass, a professor in Rutgers University in New Brunswick, New Jersey, and a student researcher investigated the issue of divided student attention. During half of their daily class periods, the students in their study were permitted to use any electronic device as much as they wanted. {#blank#}3{#/blank#}

    The students' academic performance was measured in several ways throughout the semester. They took a short test every day, longer tests every few weeks and a final exam covering all the class material. The researchers found that the average daily quiz results showed no evidence of harmful effects from the use of technology. {#blank#}4{#/blank#} They showed that all the students performed poorly on questions covering material taught on days when they were permitted to use technology in the classroom.

    Glass says that it shows the use of electronic devices in the classroom prevents students from processing information. The students hear what the professor is saying. But they might be buying things online or reading unrelated emails at the same time, for example. So they are not thinking deeply about the subject matter as they are hearing it. {#blank#}5{#/blank#}

A. The same can be said about the world of college education.

B. However, the average results of the larger tests and final exam told a different story.

C. And that, Glass says, makes it harder for the information to enter their long-term memory.

D. Technology, in general, is not the only way that students find to distract themselves in class.

E. But even if technology is helpful to some students, there are times when it needs to be turned off.

F. Some students argue that the increasing use of technology can have many helpful effects on society.

G. During the other half, researchers closely watched them to make sure no one was using any technology.

How to Survive Being Stuck in a Lift

    Being stuck in a lift, also known as an elevator, can sometimes be scary, especially if you are a fan of those kinds of movies which have a lot of elevator tragedies. You may think being stuck in an elevator in real life is not like in the movies. {#blank#}1{#/blank#}

    Remain calm and do not panic! You may have heard of this a lot of times and it is true that panicking will do you no good. {#blank#}2{#/blank#}

    Press each of the floor buttons one by one. Then, try the "doors open" button. If none of the buttons works, the lift is broken, and you need to let someone know about it.

    See if your phone has any reception or Internet. {#blank#}3{#/blank#} If you have WiFi connection, contact a family member or friend. Don't forget to tell them what the address is of the building and possibly which elevator you are stuck in. If your phone is not available, the following tips can help you.

    Look through the gap between the doors of the lift. If you can see light between the doors, the lift has stopped near a floor, and you should be able to shout for help and be released. Do not try to force the doors open yourself. If you can't see light between the doors, the lift has stopped between floors, and no one will be able to let you out if you scream for help. Look for an emergency telephone. If there is no telephone, press the alarm button repeatedly. {#blank#}4{#/blank#}

    {#blank#}5{#/blank#} If you have waited for more than half an hour and nobody has come to get you out, shout and bang the inside walls of the lift. If no one is responding to you, then you'll have to accept that you will be in the lift overnight. If this happens, make yourself as comfortable as possible to save your energy. By morning, the building should be full again. You can try to get some help then.

A. Check the time.

B. It will cause you not to be able to think clearly.

C. Eventually, someone should hear you and get help.

D. Here are some tips to help you survive.

E. However, it is still a vital thing to know how to survive if it ever happens to you.

F. If you do have reception, call emergency services.

G. Use your watch.

    What should you think about in trying to find your career? You are probably better at some school subjects than others. {#blank#}1{#/blank#} A boy who is good at mathematics 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 do well at school. On the other hand, you may not have any specially strong or weak subjects but your records show a general good result. {#blank#}2{#/blank#} 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 cooking and look for a job where you can improve these skills.

    {#blank#}3{#/blank#} You may have learned how to get to work on time and 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 certain industry or career you see from the inside in a part-time job.

    {#blank#}4{#/blank#} You may be all thumbs when you deal with 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 feel sorry for it. {#blank#}5{#/blank#}

A. This does not have direct value for future job hunting.

B. These may show strengths that you can use in your work.

C. Facing your weak points is also part of knowing yourself.

D. Having a part-time job is a good way to find out your weak points.

E. Instead, you should recognize that you will have a chance of a fresh start at work.

F. Although not all subjects can be used directly in a job, they may have indirect value.

G. If you have had a part-time job on Saturdays or in the summer, think what you gained from it.