The term “formal learning” refers to all learning which takes place in the classroom regardless of whether such learning is informed by conservative or progressive ideologies(思想意识). “Informal learning”, on the other hand, is used to refer to learning which takes place outside the classroom.

    These definitions(定义) provide the basic difference between the two models of learning. Formal learning is separated from daily life and may actually promote ways of learning and thinking which often run counter to those obtained form practical daily life. A characteristic feature of formal learning is the centrality of activities which can prepare for the changes of adult life outside the classroom, but it cannot, by its nature, consist of these challenges.

    In doing this, language plays an important role as a major channel for information exchange.  The language of the classroom is more similar to the language used by middle-class families than that used by working-class families. Middle class children thus find it easier to gain the language of the classroom than their working-class classmates.

Informal learning, in contrast, occurs in the setting to which it relates, making learning immediately relevant (相关的). In this context, language does not occupy such an important role: the child's experience of learning is more direct, involving sight, touch, taste, and smell senses that are not used in the classroom. Whereas formal learning is transmitted by teachers selected to perform this role, informal learning is gained as a natural part of child's socialization. Adults or older children who are proficient (熟练的) in skill or activity provide—sometimes unintentionally (无意义地)—target models of behavior in the course of everyday activity.

    Informal learning, therefore, can take place at any time and place. The motivation of learner provides another important difference between the two models of learning. The formal learner is generally motivated by some kind of external goal such as parental approval, social status, and possible financial reward. The informal learner, however, tends to be motivated by successful completion of the task itself and the partial knowledge of adult status.

    Given that learning systems develop as a response to the social and economic contexts in which they are firmly, it is understandable that modern, high urbanized (城市化) societies have concentrated almost specially on the establishment of formal education systems. What these societies have failed to recognize are the ways in which formal learning inhibits the child's multi-sensory acquisition of practical skills. The failure to provide a child with a direct education may in part account for many of the social problems which trouble our societies.

For some people, music is no fun at all. About four percent of the population is what scientists call "amusic." People who are amusic are born without the ability to recognize or reproduce musical notes (音调). Amusic people often cannot tell the difference between two songs. Amusics can only hear the difference between two notes if they are very far apart on the musical scale.

As a result, songs sound like noise to an amusic. Many amusics compare the sound of music to pieces of metal hitting each other. Life can be hard for amusics. Their inability to enjoy music set them apart from others. It can be difficult for other people to identify with their condition. In fact, most people cannot begin to grasp what it feels like to be amusic. Just going to a restaurant or a shopping mall can be uncomfortable or even painful. That is why many amusics intentionally stay away from places where there is music. However, this can result in withdrawal and social isolation. "I used to hate parties," says Margaret, a seventy-year-old woman who only recently discovered that she was amusic. By studying people like Margaret, scientists are finally learning how to identify this unusual condition.

Scientists say that the brains of amusics are different from the brains of people who can appreciate music. The difference is complex, and it doesn't involve defective hearing. Amusics can understand other nonmusical sounds well. They also have no problems understanding ordinary speech. Scientists compare amusics to people who just can't see certain colors.

Many amusics are happy when their condition is finally diagnosed (诊断). For years, Margaret felt embarrassed about her problem with music. Now she knows that she is not alone. There is a name for her condition. That makes it easier for her to explain. "When people invite me to a concert, I just say, ‘No thanks, I'm amusic,'" says Margaret. "I just wish I had learned to say that when I was seventeen and not seventy." (335 words)

    There are more bicycles than residents in the Netherlands,and in cities

like Amsterdam and The Hague up to 70% of all journeys are made by bike.

    The BBC's reporter,Anna Holligan,examines what made everyone get back in the saddle（车座）.

    Before World WarⅡ,journeys in the Netherlands were mainly made by bike, but in the 1950s and 1960s,as car ownership increased quickly,this changed.As in many countries in Europe, roads became increasingly crowded.

    The jump in car number caused a huge rise in the number of deaths on the roads.In 1971 more than 3,000 people were killed by motor vehicles,and 450 of them were children.In response a social movement demanding safer cycling conditions for children was formed.Called Stop de Kindermoord,it took its name from the headline of an article written by journalist Vic Langenhoff whose own child had been killed in a road accident.

    The Dutch love of the motor vehicle was also shaken by the Middle East oil crisis of 1973,when oil-producing countries topped export to the US and Western Europe.

    These twin pressures helped to persuade the Dutch government to invest in improving cycling infrastructure（基础设施）and the Dutch urban planners started to change from the road-building policies designed mainly for cars.

    To make cycling safer and more inviting,the Dutch have built a vast network of cycle paths.These are clearly marked,have smooth surfaces,separate signs and lights for those on two wheels,and are wide enough to allow cycling side by side and overtaking.

    Even before they can walk,Dutch children live in a world of cycling.As babies they travel in special seats on bikes.As the children grow up they ride their own bikes.And,as the Dutch are not allowed to drive until 18,cycling offers teenagers an alternative form of freedom.

    The state also plays a part in teaching,with cycling lessons a compulsory（必修的）part in Dutch schools.All schools have places to park bikes and at some schools 90% of pupils cycle to class.

    Adults understand what it feels like to be flooded with objects(物品). Why do we often think that more is more when it comes to kids and their belongings? The good news is that I can help my own kids learn earlier than I did how to live more with less.

    I found the pre-holidays a good time to encourage young children to donate less-used things, and it worked. Because of our efforts, our daughter Georgia did decide to donate a large bag of toys to a little girl whose mother was unable to pay for her holiday due to illness. She chose to sell a few larger objects that were less often used when we promised to put the money into her school fund (基金) (our kindergarten daughter is serious about becoming a doctor).

    For weeks, I've been thinking of bigger, deeper questions: How do we make it a habit for them? And how do we train ourselves to help them live with, need, and use less? Yesterday, I sat with my son, Shepherd, determined to test my own theory on this. I decided to play with him with only one toy for as long as it would keep his interest. I expected that one toy would keep his attention for about five minutes, ten minutes, max. I chose a red rubber ball — simple, universally available. We passed it, he tried to put it in his mouth, he tried bouncing it, rolling it, sitting on it, throwing it. It was totally, completely enough for him. Before I knew it an hour had passed and it was time to move on to lunch.

    We both became absorbed in the simplicity of playing together. He had my full attention and I had his. My little experiment to find joy in a single object worked for both of us.

    Welcome to Adventureland!

    Everyone loves Adventureland! The Parks and Exhibitions were built for you to explore, enjoy, and admire their wonders. Every visit will be an unforgettable experience. You will go away enriched, longing to come back. What are you going to do this time?

    The Travel Pavilion

    Explore places you have never been to before, and experience different ways of life. Visit the Amazon jungle village, the Turkish market, the Tai floating market, the Berber mountain house and others. Talk to the people there who will tell you about their lives, and things they make. You can try making a carpet, making nets, fishing…

    The Future Tower

    This exhibition shows how progress will touch our lives. It allows us to look into the future and explore the cities of the next century and the way we'll be living then. Spend some time in our space station and climb into our simulator (模拟装置) for the Journey to Mars!

    The Nature Park

    This is not really one park but several. In the Safari Park you can drive among African animals in one of our Range Cruisers: see lions, giraffes, elephants in the wild. Move on to the Ocean Park to watch the dolphins and whales. And then there is still the Aviary to see…

    The Pyramid

    This is the center of Adventureland. Run out of film, need some postcards and stamps? For all these things and many more, visit our underground shopping center. Come here for information and ideas too.

    Susan couldn't help it. She and her friends began lunch with cheese. Then they ate cheeseburgers and drank milk. Things seemed fine, but then suddenly Susan's stomach started making noise. Her stomach hurt, and, racing to the restroom, she had terrible gas! She was so ashamed. She had been so excited to go to lunch with her friends that she totally forgot to watch how many dairy products (奶制品) she ate! Susan is lactose intolerant (乳糖不耐受的), and eating too many dairy foods can make her feel really sick.

    Lactose intolerance means that the body can't easily digest (消化) a special sugar called lactose. Unfortunately for Susan and millions of other people with this problem, lactose is found in almost all dairy products — cheese, milk and ice cream.

    Our body uses lactase (乳糖酵素) to break lactose into a simpler form of sugar. Once lactose is broken down, it's easy to digest and it provides great energy for the body. But people like Susan don't have enough lactase to break down all the lactose they take in. So, about half an hour to two hours after eating dairy­rich foods, their stomachs begin to hurt and they have gas, making their stomachs get bigger. Sometimes they even get diarrhea (腹泻) when they eat too many dairy foods.

    So how can someone living with this problem still eat out with his or her friends? Here are some tips. If you're going to eat a dairy­rich food like ice cream, eat something that doesn't have any dairy with it, like a salad or a sandwich without cheese. This will help slow digestion, and your body will have time to create more lactase.