There are some very good things about open education. This way of teaching allows the students to grow as people, and to develop their own interests in many subjects. Open education allows students to be responsible for their own education, as they are responsible for what they do in life. Some students do badly in a traditional classroom. The open classroom may allow them to enjoy learning. Some students will be happier in an open education school. They will not have to worry about grades or rules. For students who worry about these things a lot, it is a good idea to be in an open classroom.

    But many students will not do well in an open classroom. For some students, there are too few rules. These students will do little in school. They will not make good use of open education. Because open education is so different from traditional education, these students may have a problem getting used to making so many choices. For many students it is important to have some rules in the classroom. They worry about the rules even when there are no rules. Even a few rules will help this kind of students. The last point about open education is that some traditional teachers do not like it. Many teachers do not believe in open education. Teachers who want to have an open classroom may have many problems at their schools.

    You now know what open education is. Some of its good points and bad points have been explained. You may have your own opinion about open education. The writer thinks that open education is a good idea, but only in theory. In actual fact, it may not work very well in a real class or school. The writer believes that most students, but of course not all students, want some structure in their classes. They want and need to have rules. In some cases, they must be made to study some subjects. Many students are pleased to find subjects they have to study interesting. They would not study those subjects if they did not have to.

    It was once common to regard Britain as a society with class distinction. Each class had unique characteristics.

    In recent years, many writers have begun to speak of the 'decline of class ' and 'classless society ' in Britain. And in modern day consumer society everyone is considered to be middle class.

    But pronouncing the death of class is too early. A recent wide-ranging study of pubic opinion found 90 percent of people still placing themselves in a particular class; 73 percent agreeed that class was still a vital part of British society.; and 52 percent thought there were still sharp class differences. Thus, class may not be culturally and politically obvious, yet it remains an imprtant part of British society. Britain seems to have a love of stratification.

    One unchanging aspect of a British person's class position is accent. The words a person speaks tell her or his class. A study of British accents during the 1970s found that a voice sounding like a BBC newsreader was viewed as the most attractive voice. Most people said this accent sounds 'educated ' and 'soft '. The accents placed at the bottom in this study, on the other hand, were regional(地区的) city accents. These accents were seen as 'common ' and 'ugly '. However, a similar study of British accents in the US turned these results upside down and placed some regional accents as the most attractive and BBC English as the least. This suggests that British attitudes towards accent have deep roots and are based on class prejudice.

    In recent years, however, young upper midder-class people in London, have begun to adopt some regional accents, in order to hide their class origins. This is an indication of class becoming unnoticed. However, the 1995 pop song ' Common People ' puts forward the view that though a middle-class person may ' want to live like common people ' they can never appreciate the reality of a working class life.

    Some people were eating and drinking in a coffee house. A young woman was sitting alone at a table. She was wearing a beautiful diamond necklace. There was an ugly man at a table not far from her. He was looking at her necklace all the time.

    Suddenly the lights went out. The coffee house was in darkness. The woman started to shout. She was very frightened. A few minutes later the lights came on again. The woman was crying. Her necklace was missing.

    The manager quickly closed all the doors. He telephoned the police. No one could get out of the coffee house. The policemen soon came. The police inspector told his men to search everyone. The necklace was not on anyone. They then searched the whole coffee house. The necklace couldn't be found.

The police inspector then looked at the faces of all the people in the coffee house. He saw the ugly man and looked at the man carefully. He went up to the man and picked up the bowl of soup that was on his table. He then poured the soup into a glass. The necklace fell out. The policemen caught hold of the man and took him away. The young woman was happy to get back her necklace.

    Having a learning disability doesn't mean you can't learn, but you'll need some help and need to work extra hard. If you have a learning disability such as dyslexia or dyscalculia, remember that you are not slow or stupid.

    Learning disabilities can be genetic. That means they can be passed down in families through the genes. But kids today have an advantage over their parents. Learning experts now know a lot more about the brain and how learning works, and it's easier for kids to get the help they need.

    Dyslexia is a learning disability that means a kid has a lot of trouble reading and writing. Kids who have trouble with math may have dyscalculia. Other kids may have language disorders, meaning they have trouble understanding language and understanding what they read.

    It can be confusing, though. What qualifies as “trouble" enough to be diagnosed as a learning disability? Reading, doing math, and writing letters may be tough for lots of kids at first. But when those troubles don't fade away and it's really difficult to make any progress, it's possible that the kid has a learning disability.

    Finding out you have a learning disability can be upsetting. You might feel different from everyone else. But the truth is that learning disabilities are pretty common. And if your learning specialist or psychologist has figured out which one you're facing, you're on the right track. Now, you can start getting the help you need to do better in school.

    But for this special help to really work, you'll need to practice the new skills you're learning. It may take a lot of efforts every day. That can be a challenge, but you can do it soon, you'll enjoy the results of all your hard work: more fun and success at school.

    Nowadays, especially in China, everything seems to favor social intercourse, such as gatherings of friends, KTV, group travel, dining togethter, playing cards and Mahjong, plus the Chinese-style “street-crossing group.” Back home, discussions can still be boisterously carried on within the “circle of friends” of WeChat.

      However, these scenes cannot always ease a sense of loneliness. Zhu Ziqing, a well-known professor of Tsinghua University, signed with emotion: “My loneliness increases as scene becomes much busier.” One popular song today is also called “A lonely man in crowds.” Actually, engaging in social intercourse requires ability, while being alone involves the whole character.

    These days, it is not easy to calm down totally and return to one's true self. Willpower, intellect and discipline are required. Einstein said: “It is not your working time but your spare time that determines the possibility of whether you will be successful or not.” The “spare time” he referred to could be taken as “spending time by yourself.”

    Lonely life could be either dull, boring and tasteless or abundant, interesting and colorful, depending on one's quality, ambition and inspiration.

    Just as the body constantly requires energy, the mind and soul also demand unceasing inputs. However, information, to processed and integrated(融入)into knowledge, thoughts and feelings, instead of bustle(忙碌)seems to be the right condition. Successful careers in all walks of life worldwide have proved that “the soul grows in peace and talent is nurtured in loneliness”. In a sense, it may be reasonable to say that “Happiness tends to be shallow while loneliness involves profundity”.

    Man, in fact, needs loneliness more than happy time, and only abundant loneliness can produce quality happiness.

    A study showed that the experiences children have in their first few years are important. These experiences affect the development of the brain. When children receive more attention, they often have higher IQs. Babies receive information when they see, hear and feel things, which makes connections between different parts of the brain. There are a hundred trillion(万亿)connections in the brain of a three-year-old child.

    Researcher Judit Gervain tested how good newborns are at distinguishing different sound patterns. Her researchers produced images of the brains of babies as they heard different sound patterns. For example, one order was mu-ba-ba. This is the pattern"A-B-B". Another order was mu-ba-ge. This is the pattern “A-B-C”. The images showed that the part of the brain responsible for speech was more active during the" A-B-B" pattern. This shows that babies can tell the difference between different patterns. They also were sensitive to where it occurred in the order.

    Gervain is excited by these findings because the order of sounds is the building block of words and grammar." Position is key to language," she says. "If something is at the beginning or at the end, it makes a big difference: John caught the bear.' is very different from 'The bear caught John.'”

    Researchers led by scientist Patricia Kuhl have found that language delivered by televisions, audio books, the Internet, or smartphones－no matter how educational－doesn't appear to be enough for children's brain development. They carried out a study of nine-month-old American babies. They expected the first group who'd watched videos in Chinese to show the same kind of learning as the second group who were brought face-to-face with the same sounds. Instead they found a huge difference. The babies in the second group were able to distinguish between similar Chinese sounds as well as native listeners. But the other babies－regardless of whether they had watched the video or listened to the audio－learned nothing.