Sometimes it is difficult to talk to taxi drivers. They must give all their attention to the road as they work out the shortest way to the place where you are going. However, passengers from Wangfujing were in surprise when they took a taxi. The driver just would not stop talking in English.

    Organized by the Cultural and Education Section of the British Embassy, “Dare to Speak” examines if Chinese people will speak English in “real-life” situations.

    Matthew Knowles, an acting student from South Carolina at Beijing Film Academy, acted the part as the “driver”. He collected six passengers on Saturday morning, most of whom were female white-collar （白领）workers.

    “Of course they were surprised at first, wondering why I'm driving a taxi, and wondering whether this is a real taxi, but then most of them were pretty willing to speak,” he said. Knowles said he was also surprised by his “passengers”. “Apart from my first ‘passenger', who could speak very little English, all the rest spoke English very well, and it was fun to communicate with them,” he said, adding that some “passengers” were quite talkative.

    The “foreign taxi driver” project was just one of the “Dare to Speak” activities, which have been going on since the end of October. Other projects included a foreign store owner near a high school in Beijing, a cook in a Shanghai university canteen. They were testing the willingness of Chinese people, especially students and white-collar workers, to speak to foreigners in English.

    Rong Xin, senior manager of IELTS （雅思） with the British Embassy, said they hoped to let IELTS takers in China know that communication is the ultimate goal of IELTS.

    “We hope that more and more IELTS takers in China can realize the importance of communicating in English in real life, instead of just getting high test scores,” she said.

    Robert is nine years old and Joanna is seven. They live at Mount Ebenezer. Their father has a big property. In Australia they call a farm a property.

    Robert and Joana like school very much. At school they can talk to their friends, but Robert and Joanna can not see their friends. They live 100,perhaps 300,miles away and like Robert and Joanna, they all go to school by radio.

    Mount Ebenezer is in the centre of Australia. Not many people in “The Centre”, there are no schools with desks and blackboards and no teachers in “The Centre”.  School is a room at home with a two-way radio. When all students answer, lessons begin.

    Think of your teacher 300 miles away!

    With my hands and knees on the floor of the airplane, I was searching for an old lady's missing hearing aid during the flight from Sydney to Los Angeles. It occurred to me that this may not be the most dignified posture for a Buddhist nun(尼姑).

    I had seen the old lady from the seat in front of me as she walked up and down the passage with a flashlight. I asked a few times what was wrong, but she didn't answer at first —– she couldn't hear me. She was wearing a woolen coat. Judging from her accent, she came from Eastern Europe.

    Do you know how much hearing aids cost? Thousands, especially for the new tiny hidden-in-the-ear type she described. It takes a long time for an appointment to make a new one, and many doctor visits to get the thing adjusted right. Therefore, my dignity seemed less important than finding that hearing aid. But how does one find a tiny black object in a shadowy jet cabin（机舱）

    The lady wasn't even sure where or when she had lost it. At one point, a couple of flight attendants did a random search around the lady's seat; I wasn't impressed. They left suggesting that she search the seat of her previous flight! My flashlight turned up all kinds of small objects, bits of plastic, broken pieces of headphones.

    The old lady said that she gave up. Yet I couldn't. After we landed, as passengers streamed past us, I insisted that the lady move aside while awaiting her wheelchair. Then I got into a real down and dirty search among the dust under her seat and on the floor.

    Look! A little peanut-sized shiny black object caught the light of my flashlight in a floor crack near her seat.

    What a rush. “I found it!”

    With great astonishment and gratitude, the old lady responded, “I haven't the words to express my thanks!”

    The question of what children learn, and how they should learn it, is continually being debated and redebated. Nobody dares any longer to defend the old system, the parrot-fashion（way of learning by repeating what others say）of learning lessons, the grammar-with-a-whip（鞭子）system, which was good enough for our grandparents. The theories of modern psychology have stepped in to argue that we must understand the needs of our children. Children are not just small adults; they are children who must be respected as such.

    Well, you may say, this is as it should be, and a good idea. But think further. What happens? “Education” becomes the responsibility not of teachers, but of psychologists. What happens then? Teachers worry too much about the psychological implications（暗示） of their lessons, and forget about the subjects themselves. If a child dislikes a lesson, the teacher feels that it is his fault, not the child's. So teachers worry whether history is “relevant” to modern young children. And do they dare to recount stories about violent battles? Or will this make the children themselves violent? Can they tell their classes about children of different races, or will this encourage racial hatred? Why teach children to write grammatical sentences? Oral expression is better. Sums? Arithmetic? No; real-life mathematical situations are more understandable.

    You see, you can go too far. Influenced by educational theorists, who have nothing better to do than write books about their ideas, teachers leave their teaching-training colleges filled with grand, psychological ideas about children and their needs. They make complicated preparations and try out their “modern methods” on the long-suffering children. Since one “modern method” rapidly replaces another, the poor kids will have well been fed up by the time they leave school. Frequently the modern methods are so complicated that they fail to be understood by the teachers, let alone the children; even more often, the relaxed discipline so necessary for the “informal” feeling the class must have, prevents all but a handful of children from learning anything.

    One night, Pilar was in a deep sleep when she was woken by her cat Inti. Inti was meowing wildly outside Pilar's bedroom and throwing himself against the closed bedroom door. When Pilar opened her eyes, she saw that her bedroom was filled with smoke. As she escaped her house with Inti in her arms, she saw that a fire was burning in her kitchen. Pilar could easily have lost her life, but Inti would not let that happen. Even though Inti could have escaped the house through a cat door, he wouldn't leave Pilar.

    As amazing as this story is, it is not as uncommon as you may think. Take the example of Charlotte Lee and her horse, Thunder. One summer night, the whole family was asleep with the windows open. It was normally very quiet where they lived. Suddenly, there was a loud noise. Charlotte woke up from her sweet dream, and the noise continued. Then she heard a horse running fast towards the house. The next thing she saw was Thunder standing outside her window, neighing(嘶叫) and shaking his head. She knew something was wrong. Charlotte quickly got everyone out of the house before the earthquake hit. Thunder has saved her life.

    There are also stories of wild animals coming to the rescue of humans. One animal known to be a friend of humans is the dolphin. Once, Todd Endris was surfing with his friends when he was attacked by a 13-foot(4-meter) shark. In the middle of the attack, a group of dolphins came to his rescue by forming a protective ring around Endris until he could get safely to shore. Without the help of the dolphins, there is little chance that Todd could have escaped.

    No one is sure why animals have so often come to our rescue. However, it is clear that humans and animals enjoy a close relationship. It is important that we care for them as much as we can.

    People speak English in different parts of the world. The same words can be used in different ways, depending on where you live. People can also have completely different ways of saying the same thing.

    The Oxford English Dictionary (OED) is asking the public to help it add new words. Editors want to find the regional differences in English around the world. They want to expand its record of the language.

    Last year, the OED, BBC Radio and the Forward Arts Foundation teamed up to find local words in the United Kingdom. It resulted in more than 100 regional words and phrases being added to the dictionary. One was "cuddy wifter", which means a left-handed person.

    Now, the OED is widening its search to English speakers around the world. Eleanor Maier, an editor at OED, said the response has been great. Editors are listing a bunch of suggestions to include in the dictionary.

    These include Hawaii's "hammajang", which means "in a disorderly state". Another is the word for a swimming costume, "dookers" or "duckers". It is used in Scotland.

    The OED also might include the word "frog-drowner", which Americans might use to describe a downpour of rain. Another possibility is "brick". It means "very cold" to people in New Jersey and New York City.

    The dictionary has already found that, depending on location, a picture hanging off center might be described as "agley". It might also be called "catawampous" or "ahoo".

    "The OED aims to cover all types of English," Maier said. That includes scientific words, slang and regional language. Maier also said that it can be difficult for the OED's editors to identify regional words. The terms are more often spoken than written down.

    The appeal is called Words Where You Are. It is looking for more suggestions. "We were surprised and pleased by the number of regional words we were able to include," said Maier.