B

Five years ago, when I taught art at a school in Seattle, I used Tinkertoys as a test at the beginning of a term to find out something about my students. I put a small set of Tinkertoys in front of each student, and said:"Make something out of the Tinkertoys. You have 45 minutes today - and 45minutes each day for the rest of the week."

   A few students hesitated to start. They waited to see the rest of the class would do. Several others checked the instructions and made something according to one of the model plans provided. Another group built something out of their own imaginations.

   Once I had a boy who worked experimentally with Tinkertoys in his free time. His constructions filled a shelf in the art classroom and a good part of his bedroom at home. I was delighted at the presence of such a student. Here was an exceptionally creative mind at work. His presence meant that I had an unexpected teaching assistant in class whose creativity would infect(感染) other students.

Encouraging this kind of thinking has a downside. I ran the risk of losing those students who had a different style of thinking. Without fail one would declare, "But I'm just not creative."

"Do you dream at night when you're asleep?"

"Oh, sure."

"So tell me one of your most interesting dreams." The student would tell something wildly imaginative. Flying in the sky or in a time machine or growing three heads. "That's pretty creative. Who does that for you?"

"Nobody. I do it."

"Really-at night, when you're asleep?"

"Sure."

"Try doing it in the daytime, in class, okay?"

    How much weight a baby gains during its first month could determine its IQ, new research found. The study found that children who gain more weight, and whose heads grow quickly during the first month of life, tend to have a higher IQ when they start school.

    Researchers at the University of Adelaide, in Australia studied 13, 800 children who were born at full-term. They found that those who put on 40% of their birth weight in the first four weeks had an IQ 1.5 points higher than those who only put on 15% of their birth weight. Those who experienced the biggest growth in head circumference(头围) also had the highest IQs by the age of six.

    "Head circumference is an indicator of brain volume, so a greater increase in head circumference in a newly-born baby suggests more rapid brain growth, "says the author of the study, Dr. Lisa Smithers. She added, "Overall, newly-born children who grew faster in the first four weeks had higher IQ scores later in life. Those children who gained the most weight scored especially high on the verbal IQ at age 6. This may be because neural (神经的) structures for the verbal IQ develop earlier in life, which means the rapid weight gain during the first month could be having a direct cognitive benefit for the children."

    Previous studies have shown the association between early postnatal (产后的) diet and the IQ, but this is the first study of its kind to focus on the IQ benefits of rapid weight gain in the first month of life. Dr. Lisa Smithers says the study further highlights the need for successful feeding of newly-born babies." We know that many mothers have difficulty establishing breastfeeding in the first week of their babies' life,” Dr. Lisa Smithers said.

    "The findings of our study suggest that if babies are having feeding problems, there needs to be early intervention(干预) in the management of that feeding."

    I think a close friend is someone you get on well with, who helps you when you have problems, who gives you advice, and who always has time for you. I didn't use to have many close friends when I was at school because I was very shy, but now I have several. They are all women. I think it's difficult to have a close friend of the opposite sex（异性）.

—Marie

    I think a close friend is someone who you've known for a long time, and who you still get on with. They have similar hobbies to you so you can do things together. I've got three close friends who I was at middle school with and we often go out together （without our parents of course）. We often go camping, play football, or walk outside in the open air.

—David

    I'm not sure how to answer the question because I don't really have any close friends. I know a lot of people but mainly through work, and the social occasions（场合） when we meet are business dinners, things like that. I think if you come from a really close family, friends are a bit unnecessary. I like spending my free time with my family.

—Richard

    For me close friends are the people you spend your free time with. I go out at weekends with a group of people, and they are all my close friends. They're also people who live near me. I don't think you can have close friends at a distance because you need to be able to see each other often. But I don't think you need to be doing the same things. I mean I'm at school but none of my friends are.

—Anna

Teaching Poetry

    No poem should ever be discussed or "analyzed", until it has been read aloud by someone, teacher or student. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end, so the sound of the poem is the last thing one hears of it.

    All discussions of poetry are, in fact, preparations for reading it aloud, and the reading of the poem is, finally, the most telling "interpretation" of it, suggesting tone, rhythm, and meaning all at once. Hearing a poet read the work in his or her own voice, on records or on film, is obviously a special reward. But even those aids to teaching can not replace the student and teacher reading it or, best of all, reciting it.

    I have come to think, in fact, that time spent reading a poem aloud is much more important than "analysing" it, if there isn't time for both. I think one of our goals as teachers of English is to have students love poetry. Poetry is "a criticism of life", and "a heightening of lief". It is "an approach to the truth of feeling", and it "can save your life". It also deserves a place in the teaching of language and literature more central than it presently occupies.

    I am not saying that every English teacher must teach poetry. Those who don't like it should not be forced to communicate this to anyone else. But those who do teach poetry must keep in mind a few things about its essential nature, about its sound as well as its sense, and they must make room in the classroom for hearing poetry as well as thinking about it.

    Ray Tokuda, a 54-year-old Japanese American, is proud of the title his school has given him. He is a Shifu, a Chinese word literally meaning a master, mentor or senior practioner of martial arts.

    Tokuda has reason to be proud. He has been involved with Chinese martial arts for almost four decades. After learning them at the martial arts school in New Mexico State, today he is among the most experienced kung fu teachers of the school.

    Practicing martial arts two to three hours and helping students improve their skills have become Tokuda's daily routine. He expects to practice and teach martial arts for the rest of his life. "I'm still learning. It's worth more than a lifetime to learn Chinese martial arts," he said." Once I started, I just couldn't stop. I think it's also the magic of Chinese culture."

    Tokuda was sent to the martial arts school when he was 10. He still remembers how unwilling he was when starting out." My father had always wanted to learn Chinese martial arts but never got the chance, so he put his kid in," he said. "I was so afraid at that time because I thought kung fu was all about fighting."

    But things changed after he learned that martial arts were more than punching and kicking.

    "One of the things martial arts teach me is overcoming adversity," Tokuda said. "As a little kid, my first lesson was like, oh, look, this is a thing that I can get through by diligence, perseverance(毅力)and dedication, and that was priceless for my life."

    Learning Chinese martial arts opened a gateway for him to better understand Chinese culture because he could hear a lot of ancient Chinese kung fu-related stories. "It is like in America, where we hear stories about knights in shining armor and King Arthur and noble deeds done," he said. "I feel martial arts preserve something of ancient China that can't be found in books. They are sort of an oral history."

    Tokuda has also been invited to various events in his home state to showcase traditional Chinese culture, including the dragon dance and lion dance, which he also learnt at the martial arts school. Because of this, he is now considered a cultural envoy (使者) in the eyes of the public.

    Mr. King lived with six hundred wild animals on the Greek Island of Kyklos. Ever since he left school, he had traveled all over the world collecting animals for his own zoo. He hoped to collect two examples of every kind of animal on his island. But he was afraid that people would find him someday.

    He wrote books about his travels and about his animals that he collected. The money from the books helped to pay for all the food those animals ate.

    One day, when Mr. King was out looking for drinking water, he found oil. He needed money for his travels and for his zoo, and a little oil would buy enough water for what he needed all his life, but he knew that if he told anyone else about it, it would be the end of his zoo and his life's work. So he decided not to tell anyone else about what he had found, because oil and water couldn't mix.