When the earthquake happens, the first thing is to protect yourself. Do you know how to do during a big earthquake? Scientists have some advice for us.

If you are in a farmhouse, don't get close to the glass, especially(尤其) big windows, just hide(躲) under the table.{#blank#}1{#/blank#}

    If you are in a tall building, never jump out of the windows.{#blank#}2{#/blank#} When in a living room, find a strong table or rush into a smaller room like washroom. Then lie down your body. Take care of your head.

    If you are outdoors, sit on the ground, don't run, and don't go back to your house to get your money or other things.{#blank#}3{#/blank#}

    If you are in a moving car, drive to the side of the road, stop as quickly as possible, and stay in the car.{#blank#}4{#/blank#}It's dangerous.

    After an earthquake, if you are safe, remember not to engage(占用) the phone line, keep it free for rescue(援救).

    {#blank#}5{#/blank#}We should always hope for the best but prepare for the worst.

根据材料内容，从下面五个选项中选出能填入文中空缺处的最佳选项，使短文意思通顺、内容完整。

    Jack is six years old. He has no sisters. But he has a brother. His brother's name is Mike. Jack likes eating apples, oranges and bananas. Sometimes he eats some of his brother's apples. And his brother often beats（打）him for this. He doesn't like Mike. This September he goes to school. It's the ninth（第九） day at school. Jack and his classmates are having a new lesson.

    "Jack, what is five minus（减） three, please？" asks the teacher.

    "It's…it's…"

    "Now, listen to me," says the teacher, "If your sister has five apples, and you eat three of them…"

    "But I have no sisters." Jack says.

    "Oh, sorry. But do you have any brothers？"

    "Yes."

    "Now, if your brother has five apples, and you eat three of them, tell me now…？"

    "He'll certainly beat me," Jack says quickly.

    With air pollution making much difference to many of Chinese cities, parents are calling for the installation(安装) of air cleaners in classrooms. There has been much debate over whether air cleaners should be used in China's schools. Some parents have donated cleaners to their children's classrooms, while others raise money together to make the purchase(购买). “Our school bought air cleaners last year. We did a little fund raising, with each parent throwing in several hundred for that,” said one parent.

    However, the idea of installing air cleaners for all the classes has been refused by some schools. Liu Liangcheng, vice-principal of Beijing's Taipinglu Primary School, says installing air cleaners bought by parents may lead to problems. “We have refused air cleaners bought by parents before, as there are clear and strict rules against educational fees. We can't just break the rules here. And without standard guidance (指示) from local authorities(权威部门), it is hard to decide on the brand of the cleaner, installation and even safety of the device(设备).”

    Moreover, experts say air cleaners can cause other health problems. Deng Gaofeng who works for the China Academy of Building Research says. “ In the classroom, if we keep windows and doors closed, the concentrations (浓度) of CO₂ will double from 1,000 PPM to some 2,000 PPM. According to national safety standards, the highest level should not be more than 1,500.” In addition, experts say air cleaners on the market are mostly designed for homes or offices. Evaluation(评估) is needed to know whether they are suitable in classrooms.

    It seems whether air cleaners should enter China's schools is an ongoing question. It still requires a more detailed plan.

阅读以上信息，用恰当的单词完成下面的表格，每空一词。

Topic : Should air cleaners be installed for students in school?

    In the 13th century, the famous Italian traveler, Marco Polo, traveled a long way to China. During his stay in China, he saw many wonderful things. One of the things he discovered was that the Chinese used paper money. In Western countries, people did not use paper money until the 15th century. {#blank#}1{#/blank#}.

    A Chinese man called Cai Lun invented paper almost 2,000years ago. He made it from wood. {#blank#}2{#/blank#} He then put these pieces of paper together and made them into a book.

    {#blank#}3{#/blank#} We use a lot of paper every day. If we keep on wasting so much paper, there will not be any trees left on the earth. Every day, people throw away about 2,800 tons of paper. It takes 17 trees to make one ton of paper. This means that we are cutting nearly 48,000 trees every day.

    Since it takes more than 10 years for a tree to grow, we must start using less paper now. If we don't, we will not have enough time to grow more trees to take the place of those we use for paper.

    {#blank#}4{#/blank#} We can use both sides of every piece of paper, especially when we are making notes. We can choose drinks in bottles instead of those in paper packets. We can also use cotton handkerchiefs and not paper ones. When we go shopping, we can use fewer paper bags. If the shop assistant does give us a paper bag, we can save it and reuse it later.

    {#blank#}5{#/blank#} If we all think carefully, we can help protect trees. But we should do it now, before it is too late.

    History is still a compulsory (必修的) subject at lower levels and pupils still choose to study it at higher levels. However, there is an outgoing discussion about whether schools should continue to teach history. This passage will deal with the arguments that oppose and support teaching history in school, concluding that we should teach history, because the value of the subject goes beyond the classroom.

    First of all, many pupils suggest that history is one of the less interesting school subjects and that governments should spend the time and money on subjects that are more useful. Some people argue that math and English are should spend the money on more important so we can have a society with a good basic education. Other people say that teaching science, as this can move a country forward and benefit the economy. However, when we teach history, we are just looking back at the past. The economic benefits of this area are less obvious.

    On the other hand, there are several reasons why it is a good idea to teach history. Teaching history is important because students should be able to understand the background to current issues in the news. This will create better-informed citizens. Another reason is that it helps pupils to understand the culture and background of the society they live in. In addition to learning about the past, history teaching can help students to think for themselves. Finally, it also improves pupils' reading and writing skills, which can help them become better students.

    In conclusion, though there are clearly arguments on both sides, it seems to me that we should of the classes. I would say the teaching of history helps to create well-educated generation.

    "Can I see my baby?" asked the happy new mother. When the baby was in her arms, she found the baby had been born without ears.

    Time proved (证明) that the baby's hearing was perfect, He got on well with his classmates. But one day, he rushed home and said to his mother with tears in his eyes, "A boy, a big boy…called me a freak(怪胎)."

The boy grew up. He developed a gift, a talent for literature(文学) and music.

    The boy's father had a meeting with the family doctor." Could anything be done?" he asked the doctor,

    "I believe I could graft (移植) a pair of outer ears, if you could get them," the doctor said.

    However, two years went by, nobody wanted to offer the young man ears. Then one day the father said, "Son, someone will donate his ears to you. But it's a secret, "The operation was a great success.

    Time kept the secret, but the day did come... The young man stood with his father beside his mother's body. Slowly, the father held out a hand and raised the thick, brown hair. To his surprise, the son found his mother had no outer ears.

    "Mother said she was glad she never let her long hair be cut," he said gently, "and nobody ever thought Mother less beautiful, did they?"

    Real love lies not in what is done and known, but in what is done but not known.