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!

    The Thanksgiving Day ,the fourth Thursday in November, is coming in America. But do you know something about the annual(每年的)Macy's Thanksgiving Parade(游行) in New York?

    There are thousands of bystanders(看热闹的人)and millions of television viewers. The Parade is as traditional as turkey. The year 2016 was the 90th year of Macy's parade. It featured 15 huge balloons in the shape of cartoon and pop culture characters, 1,200 dancers and cheerleaders, 900 clowns(小丑),10 marching bands and nearly 9,000 workers, almost all of whom were volunteers.

    The floats(彩车)and balloons have been getting larger ,more colorful and more surprising since Macy's immigrant (移民的) workers organized the first Thanksgiving Day Parade.

    In 2016, school children were invited to the Macy's parade studios(画室) outside New York City, for a first look at several just completed floats.

    Bella was excited to be there. “I think it's great because I get to see all of these floats before anyone else does in the parade,” said Bella.

    John Piper is the president of Macy's Studio. He said his work was fun all the time. “It's a lot of work. All year long, the artists at Macy's Studio all build these floats. We create them from scratch(涂抹). I have the finest carpenters(木匠), metal workers, painters all cooperating(合作) together,” said Piper.

    The floats were supposed to advertise for commercial sponsors(赞助商) for the start of the Christmas season. But Amy Kule, the event producer said, “ And the floats are used to keep the beauty and the majesty(庄严)of the parade. A Thanksgiving parade is always about giving back and entertaining(娱乐). But most importantly, it's about leaving it for the next generation.”

    Pappadavada, a popular restaurant in Kochi, India, is urging customers and the community to put their leftover food in a fridge located outside of the restaurant for the hungry to take.

    People who are in need of a meal are encouraged to take from the fridge at any time, for any reason. Minu Pauline, who runs Pappadavada, has nicknamed the fridge, which was placed there on March 23 and is shaded by a neighboring tree, "tree of goodness".

    The fridge is open 24 hours a day, seven days a week and stays unlocked. Pauline asks that people write the date they left the food, so those who take know how long it's been there. But most food doesn't stay in the fridge for long. In spite of a huge response from the community and plenty of donations, the fridge needs to be brought more in to replace in time. Pauling herself adds around 75% to 80% of food from Pappadavada a day in the fridge.

    The idea to put a fridge on the street came to Pauline late on night when she saw a lady searching in a dustbin for food. She was especially saddened because that particular night, her restaurant had made a ton of food that they could have easily given the woman, instead of her searching for it. She felt like she contributed to waste, and avoiding waste is what Pauline pays her attention to.

    "The only thing I want to say no is that people are actually buying food and putting it in the fridge. But I'd rather people put their food they bought but aren't going to eat in the fridge instead of the dustbin," she said.

    The ocean bottom, a region nearly 2.5 times greater than the total land area of the earth, is even today largely unexplored. Until about a century ago, the deep ocean floor was completely inaccessible and hidden beneath waters averaging over 3,600 meters deep. Totally without light and in the case of intense pressures hundreds of times greater than at the earth's surface, the deep-ocean bottom is a strange environment to humans, in some way, as fighting and remote as the outer space.

Although researchers have taken samples of deep-ocean rocks for over a century, the first detailed global study of the ocean bottom did not actually start until 1969, with the beginning of the National Science Foundation's Deep Sea Drilling Project(DSDP). Using techniques first developed for the offshore oil and gas industry, the DSDP's drill ship, the Glomar Challenger, was able to maintain a steady position on the ocean's surface and drill very deep waters, taking samples of rocks from the ocean floor.

    The Glomar Challenger completed 96 voyages in a 15-year research program that ended in November 1983. During this time, it sailed 600,000 kilometers and took almost 20,000 samples of rocks around the world. Those samples have allowed geologists to reconstruct what the planet looked like hundreds of millions of years ago and to make out what it will probably look like millions of years in the future. Today, largely on the strength of evidence gathered during the Glomar Challenger's voyages, nearly all earth scientists agree on the theories of plate tectonics (构造学) and continental drift that explain many of the geological processes.

    The sample of rocks drilled by the Glomar Challenger has also provided a climatic record stretching back hundreds of millions of years. The information of past climatic change can be used to predict the future climate.

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 "analyzing" 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 life". 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.

    Curiosity is what drives us to keep learning, keep trying, keep pushing forward. But how does one generate (产生) curiosity, in oneself or others? George Loewenstein, a professor of psychology at Carnegie Mellon University, offered an answer in the classic1994 paper, "The Psychology of Curiosity."

    Curiosity arises, Loewenstein wrote, "when attention becomes focused on a gap in one's knowledge. Such information gaps produce the feeling of deprivation (匮乏) labeled curiosity. The curious individual is motivated to obtain the missing information to reduce the feeling of deprivation." Loewenstein's theory helps explain why curiosity is such a force: it's not only a mental state but also an emotion, a powerful feeling that drives us forward.

    Scientist Daniel Willingham notes that teachers are often "so eager to get to the answer that we do not devote enough time to developing the question." Yet it's the question that stimulates (刺激) curiosity; being told an answer stops curiosity before it can even get going.

    In his 1994 paper, George Loewenstein noted that curiosity requires some basic knowledge. We're not curious about something we know absolutely nothing about. But as soon as we know even a little bit, our curiosity is aroused and we want to learn more. In fact, research shows that curiosity increases with knowledge: the more we know, the more we want to know. To get this process started, Loewenstein suggests, take steps with some interesting but incomplete information.

    Language teachers have long used communication in exercises that open an information gap and then require learners to communicate with each other in order to fill it. For example, one student might be given a series of pictures for the beginning of the story, while the student's partner is given a series of pictures showing how that same story ends. Only by speaking with each other (in the foreign language they are learning, of course) can the students fill in each others' information gaps.