If you want to become a fluent English speaker you should take some advice: There are four skills in learning English. They are reading, listening, speaking, and writing. The most important thing you must remember is that if you want to improve your speaking and writing skills you should first master the skills of reading and listening.

    Read as much as you can. But your reading must be active. It means that you must think about the meaning of the sentence, the meaning of the unfamiliar words, etc. There is no need for you to pay much attention to grammars or try to understand all the unfamiliar words you come across ， but the fact that you see them for the first time and recognize them whenever you see them, for example, in other passages or books, is enough. It would be better to prepare yourself a notebook so you can write down the important words or sentences in it.

    As for listening, there are two choices: besides reading, you can listen every day for about 30 minutes. You can only pay attention to your reading and become skillful at your reading, then you can catch up on your listening. Since you have lots of inputs in your mind, you can easily guess what the speaker is going to say. This never means that you should not practice listening.

    For listening you can listen to cartoons or some movies that are specially made for children. Their languages are easy. Or if you are good at listening you can listen to VOA or BBC programs every day. Again the thing to remember is being active in listening and preferably taking some notes.

    If you follow these pieces of advice, your speaking and writing will improve automatically, and you can be sure that with a little effort they will become perfect.

    The Department of Modern and Classical Languages at the University of North Georgia seeks to hire a part-time instructor of Chinese for the Fall Term 2017. Depending on enrollments（登记人数）, the opportunity could continue in the spring and be ongoing.

    Located in the fastest-growing area of the state, the University of North Georgia is a multi-campus（多校园）university with an enrollment of over 18,000 students, making it one of the largest institutions in the University System of Georgia. Through a variety of educational pathways that provide access and range from certificates and associate degrees to a professional doctoral program, the UNG is responsive to local education and economic development needs.

    Job Duties & Responsibilities:

    Teaching schedules may include evening or online classes.

    Certifications/ Licenses & Minimum Requirements:

    The candidate should have a Master's degree in Chinese or related field.

    Native or near-native fluency in Chinese.

    Expected Hire Date: 08/01/2017

    Special instructions to applicants:

    If you received any graduate degrees from an institution outside the United States, you must provide a foreign course-by-course evaluation by an independent evaluation service that is a member of the National Association of Credential Evaluation Service, Inc.

    Employer Information:

    All employment offers are dependent upon successful completion of a background investigation（调查）, as determined by the University of North Georgia. The University of North Georgia, a unit of the University System of Georgia, does not discriminate on the basis of race, color, sex or national origin, age, disability or religion. We provide equal employment opportunities to minorities, females, and disabled individuals, as well as other protected groups.

    The young boy saw me, or rather, he saw the car and quickly ran up to me, eager to sell his bunches (串) of bananas and bags of peanuts. Though he appeared to be about twelve, he seemed to have already known the bitterness of life. "Banana 300 naira. Peanuts 200 naira"

    He said in a low voice. I bargained him down to 200 total for the fruit and nuts. When he agreed, I handed him a 500 naira bill He didn't have change, so I told him not to worry.

    He said thanks and smiled a row of perfect teeth.

    When, two weeks later, I saw the boy again, I was more aware of my position in a society where it's not that uncommon to see a little boy who should be in school standing on the corner selling fruit in the burning sun. My parents had raised me to be aware of the advantage we had been afforded and the responsibility it brought to us.

    I pulled over and rolled down my window. He had a bunch of bananas and a bag of peanuts ready. I waved them away. "What's up?" I asked him. "I… I don't have money to buy books for school." I reached into my pocket and handed him two fresh 500 naira bills.

    "Will this help?" I asked. He looked around nervously before taking the money. One thousand naira was a lot of money to someone whose family probably made about 5,000 naira or less each year. "Thank you, sir," he said. 'Thank you very much."

    When driving home, I wondered if my little friend actually used the money for school-books. What if he's a cheat? And then I wondered why I did it. Did I do it to make myself feel better? Was I using him? Later, I realized that I didn't know his name or the least bit about him, nor did I think to ask.

    Over the next six months, I was busy working in a news agency in northern Nigeria. Sometime after I returned, I went out for a drive. When I was about to pull over, the boy suddenly appeared by my window with a big smile ready on his face

    "Oh, gosh! Long time."

    "Are you in school now?" I asked.

    He nodded.

    "That's good," I said. A silence fell as we looked at each other, and then I realized what he wanted. "Here," I held out a 500 naira bill. "Take this." He shook his head and stepped back as if hurt. "What's wrong?" I asked. "It's a gift"

    He shook his head again and brought his hand from behind his back. His face shone with sweat (汗水). He dropped a bunch of bananas and a bag of peanuts in the front seat before he said, "I've been waiting to give these to you."

    I'd like to share a little story with you about something that happened when I was four. I remember it clearly. Our loving family dog was nearing the end of his life. My father picked him up and put him in a little bed we had made for him. Our dog, my companion, whom we had cared for, bit my father when he attempted to help him. How could he? Why? I couldn't understand it. I didn't like him anymore.

    I hadn't thought about that story for a long time but something that happened last week brought it back to me. I went to speak with a friend. When I knocked on the door, I met in an instant an angry look and a few harsh(尖刻的)words. When the door was slammed(砰地关上)in my face, I stood there shocked, and in a rush, I was reminded of my dog bit my father 20 years ago or so. What brought that story back was that same feeling of betrayal.

    Both stories taught me something the next day. You see, when I got up in the morning and was told my dog had died, it became clear to me that he must have been in great pain. For him to have bitten a family member, he could not have been himself. Much the same for the other story when I learned that my friend's wife had just left him.

    We are all beings of our environments, our opinions and feelings. And all of those things can cause you to say and do things that can't be understood by those who are not in the same situation with you.

    If you meet someone either behaving out of character or acting in a way that doesn't seem to fit the situation, put out your hand and be patient when you think it is least possible for him to do so. You may turn around a story that has a sad ending simply by your actions.

    There's a song by the great Jamaican singer Bob Marley called So Much Trouble In The World. Marley understood that part of the reason why there are so many problems in the world is the lack of tolerance between people. The UN understands this too—that's why it made Nov 16 "International Day for Tolerance".

    But first of all, what is tolerance? French philosopher Voltaire (1694—1778) can give us some help. According to him, tolerance "is the consequence of humanity. We are all formed of frailty (脆弱) and error; let us pardon each other's folly—that is the first law of nature."

    Nobody's perfect. When we're tempted to criticize another person, we should perhaps remember our own imperfections first.

    Very often, people don't realize that they're intolerant. This is because intolerance has a lot to do with ignorance. For example, the UN's campaign is in part about the treatment of females by males. But often, the behavior of men toward women is intolerant because men don't put themselves in the shoes of women.

    It's worth thinking a little about the words "tolerance" and "intolerance". Are they the best words to describe the evils of which we're speaking here? To agree to be "tolerant" of someone isn't necessarily a very respectful thing. When someone is tolerated, it implies that there's something wrong with them.

    But it seems wrong that people should agree to "tolerate" people with black skin, for example. And should women think they have received the respect they are due when men agree to "tolerate" them?

    Still, what Voltaire said stands: We humans are not perfect and this weakness is something that we all share. That's the reason we should be tolerant.

    It's a little like generosity. We can give things to another person, and we can also give our forgiveness. Bob Marley understood this. In the song mentioned above, he advised: "Write your love on a rock so it stays for eternity; write your hate in the sand so the waves will wash it away."

    Have you ever fallen for a novel and been amazed not to find it on lists of great books? Or walked around a sculpture known as a classic, struggling to see why it is famous? If so, you've probably thought about the question a psychologist, James Cutting, asked himself: How does a work of art come to be considered great?

    The direct answer is that some works of art are just great: of inner superior quality. The paintings that win prime spots in galleries, get taught in classes are the ones that have proved their artistic value over time. If you can't see they're superior, that's your problem. But some social scientists have been asking questions of it, raising the possibility that artistic canons(名作目录)are little more than old historical accidents.

    Cutting, a professor at Cornell University, wondered if a psychological pattern known as the "mere­exposure effect" played a role in deciding which paintings rise to the top of the cultural league. Cutting designed an experiment to test his hunch(直觉). Over a lecture course he regularly showed undergraduates works of impressionism for two seconds at a time. Some of the paintings canonical, included in art­history books. Others were lesser known but of comparable quality were exposed four times as often. Afterwards, the students preferred them to the canonical works, while a control group liked the canonical ones best. Cuttings students had grown to like those paintings more simply because they had seen them more.

    Cutting believes his experiment casts light on how canons are formed. He reproduced works of impressionism today bought by five or six wealthy and influential collectors in the late 19th century. Their preferences given to certain works made them more likely to be hung in galleries and printed in collections. And the fame passed down the years. The more people were exposed to, the more they liked it, and the more they liked it, the more it appeared in books, on posters and in big exhibitions. Meanwhile, academics and critics added to their popularity. After all, it's not just the masses who tend to rate what they see more often more highly. Critics' praise is deeply mixed with publicity. "Scholars", Cutting argues, "are no different from the public in the effects of mere exposure."

    The process described by Cutting show a principle that the sociologist Duncan Watts calls "cumulative advantage": once a thing becomes popular, it will tend to become more popular still. A few years ago, Watts had a similar experience to Cutting's in another Paris museum. After queuing to see the "Mona Lisa" at the Louvre, he came away puzzled: why was it considered so superior to the three other Leonardos, to which nobody seemed to be paying the slightest attention?

    When Watts looked into the history of "the greatest painting of all time", he discovered that, for most of its life, the "Mona Lisa" remained in relative obscurity. In the 1850s, Leonardo da Vinci was considered no match for giants of Renaissance art like Titian and Raphael, whose works were worth almost ten times as much as the "Mona Lisa" It was only in the 20th century that "Mona Lisa rocketed to the number­one spot. What brought it there wasn't a scholarly re­evaluation, but a theft. In 1911 a worker at the Louvre walked out of the museum with the "Mona Lisa" hidden under his coat. Parisians were shocked at the theft of a painting to which, until then, they had paid little attention. When the museum reopened, people queued to see it. From then on, the "Mona Lisa "came to represent Western culture itself.

    The intrinsic (本质的) quality of a work of art is starting to seem like its least important attribute. But perhaps it's more significant than our social scientists admit. Firstly, a work needs a certain quality to reach the top of the pile. The "Mona Lisa" may not be a worthy world champion but it was in the Louvre in the first place, and not by accident. Secondly, some objects are simply better than others. Read "Hamlet" after reading even the greatest of Shakespeare's contemporaries, and the difference may strike you as unarguable.

    A study suggests that the exposure effect doesn't work the same way on everything, and points to a different conclusion about how canons are formed. Great art and mediocrity (平庸)can get confused, even by experts. But that's why we need to see, and read, as much as we can. The more were exposed to the good and the bad, the better we are at telling the difference.