Once there lived a rich man, {#blank#}1{#/blank#} wanted to do something for the people of his town. But first he wanted to find out {#blank#}2{#/blank#}they deserved his help.

    In the center of the main road into the town, he placed {#blank#}3{#/blank#} very large stone. Then he {#blank#}4{#/blank#} (hide) behind a tree and waited. Soon an old man came along with his cow.

    “Who put this stone in the center of the road？” said the old man，but he did not try to remove the stone. Instead, with some difficulty he passed around the stone and continued on his way. {#blank#}5{#/blank#} man came along and did the same thing; then another came, and another. All of them complained about the stone but not tried to remove {#blank#}6{#/blank#}. Late in the afternoon a young man came along. He saw the stone，{#blank#}7{#/blank#} (say) to himself: “The night will be very dark. Some {#blank#}8{#/blank#} (neighbor) will come along later in the dark and will fall against the stone.”

    Then he began to move the stone. He pushed and pulled with all his {#blank#}9{#/blank#} (strong) to move it，only to find a bag of money under the stone. Imagine {#blank#}10{#/blank#} surprised he was!

    The Internet has become part of young people's life. {#blank#}1{#/blank#} report shows that 38% of students often use the Internet. Most of them get {#blank#}2{#/blank#} (use) information on the Internet and use the Internet {#blank#}3{#/blank#} (help) in their studies. But many students don't use it {#blank#}4{#/blank#} a good way. Some play games too much, some visit websites that {#blank#}5{#/blank#} shouldn't look at. So bad things may happen {#blank#}6{#/blank#} students spend too much time on the Internet.

    {#blank#}7{#/blank#} is important for students to use the Internet properly. Now we have a textbook, {#blank#}8{#/blank#} uses many examples to teach students some good ways to use {#blank#}9{#/blank#} Internet. It gives useful advice.

    Some students also make friends on the Internet. But if you want to have a face-to-face meeting {#blank#}10{#/blank#} your online friends, let your parents know and meet in a proper place.

    For thousands of years, fishes {#blank#}1{#/blank#} (feed) the people of Peru. It was only when the industrial fishing boats got started in {#blank#}2{#/blank#}1950s that people lost interest in the fish. Modern fishery turned most of its catch into fishmeal(鱼饲料) for feeding other animals. In fact, most of the fish {#blank#}3{#/blank#} (catch) yearly around the world are for use other than eating, and 90% of them are {#blank#}4{#/blank#} (perfect) good to eat.

    White is a researcher at the University of British Columbia and he spent years {#blank#}5{#/blank#}(research) into fishery catches around the world. According {#blank#}6{#/blank#} his study, about 27% of ocean fish which were caught became fishmeal or fish oil. Those products were used to feed farmed fish or used in agriculture.

    “There could be a {#blank#}7{#/blank#} (good) use of these fish,” says White. Instead of feeding fish to fish, the fish could feed people, especially those {#blank#}8{#/blank#} need high-quality protein. But the reason why that doesn't happen is a {#blank#}9{#/blank#} (combine) of economics and regulations(法规). In many places, a fisherman can get more money if he sells his catch for fishmeal than if he sells it to the locals for {#blank#}10{#/blank#} meals. And in Peru, a change in how fishes are handled could both satisfy the need to feed the people and supply the fishmeal industry.

    Thomas is an undergraduate student at Simon Fraser University. Three years ago, he was pursuing a Science degree with the goal of {#blank#}1{#/blank#} (become) a nurse but was unsure of his next steps.

    One day {#blank#}2{#/blank#} he was attending a classroom presentation, Thomas learned about the YWCA's Boy 4 Real program. “It was {#blank#}3{#/blank#} unique experience to work with the youth, where you are giving {#blank#}4{#/blank#} (they) skills to prepare for high school.”

    Thomas has been volunteering for the program for over 3 years. His favorite parts {#blank#}5{#/blank#} (be) the community service and healthy living units, where he can share and apply what he's learning in university {#blank#}6{#/blank#} a biology student. The community service project, in which volunteers lead the youth of Grade 7 to visit a seniors home or collect cans for a food bank, is {#blank#}7{#/blank#} (especial) meaningful to Thomas.

    Volunteering with the YWCA has helped Thomas see the impact that can {#blank#}8{#/blank#} (make) by him as a mentor. Boy 4 Real gave him a {#blank#}9{#/blank#} (clear) direction of where he is headed professionally than before. Now he has made up his mind {#blank#}10{#/blank#} (continue) to stay at a school being a teacher after finishing his bachelor's degree.

    As a stranger in Atlantic City, I often used to go walking outside. One afternoon, I found a little boy{#blank#}1{#/blank#} (stand) alone, and he looked very lost. I tried to get his trust, so I{#blank#}2{#/blank#}(buy) him an ice-cream cone and decided to call the police to take him home. I told{#blank#}3{#/blank#} to stay there when I went to the phone booth(电话亭), {#blank#}4{#/blank#} after I returned, he was missing. A few minutes later, {#blank#}5{#/blank#} patrol car arrived. The policeman asked me {#blank#}6{#/blank#} the child was. I felt stupid; {#blank#}7{#/blank#} was embarrassing (难堪的) to say that I had lost a lost child. I told the policeman {#blank#}8{#/blank#} had happened and gave him a {#blank#}9{#/blank#}(describe) of the boy. "What did you treat him with?" he asked. "An ice-cream cone. Why?" "That kid lives only a few blocks {#blank#}10{#/blank#} here, and you're about the fifth stranger he's conned (欺骗) for a treat!"