What should you think about when trying to find your career? You are probably better at some school subjects than others. These may show strengths that you can use in your work. A boy who is good at mathematics can use that in an engineering career. A girl who spells well and likes English may be good at office work. So it is important to know the subjects you do well in at school. On the other hand, you may not have any especially strong subjects but your records show a general satisfactory standard. Although not all subjects can be used directly in a job, they may have indirect value. A knowledge of history is not required for most jobs but if history is one of your good subjects you will have learned to remember facts and details. This is an ability that can be useful in many jobs.

    Your school may have taught you skills, such as typing or technical drawing, which you can use in your work. You may be good at metalwork or cookery and look for a job where you can improve these skills. If you have had a part-time job on Saturdays or in the summer, think what you gained from it. If nothing else, you may have learned how to get to work on time, to follow instructions and to get on with older workers. You may have learned to give correct change in a shop, for example. Just as important, you may become interested in a particular industry or career you see from the inside in a part-time job.

    Facing your weak points is also part of knowing yourself. You may be all thumbs when you handle tools; perhaps you are a poor speller or cannot add up a column of figures. It is better to face any weakness than to pretend they do not exist. Your school record, for instance, may not be too good, yet it is an important part of your background. You should not be apologetic about it but instead recognize that you will have a chance of a fresh start at work.

    On Sunday 23 April, more than 30, 000 people participated in the 2017 London Marathon, running 26.2 miles (42.2 kilometers) around the city centre.

    The London Marathon has taken place every year since 1981. At the first one just6,225 people completed the course, and since then it has grown into one of the biggest sporting events in the world. It is one of the “World Marathon Majors”, which is a competition made up of six global marathon events. The overall male and female winners receive $ 1 million in prize money between them. There are eleven people who have run every London Marathon since it began—they call themselves the “Ever Presents”.

    This year, the winners of the London Marathon were surprisingly both from Kenya— Daniel Wanjiru, who finished in 2 hours and 5 minutes, and Mary Keitany, whose time was 2 hours and 17 minutes.

    However, most marathon runners are not professional athletes. They are amateurs who have trained for months to raise money for charity or just as a personal challenge. For example, Tom Harrison took three days just to reach the run's halfway point, as he is crawling the course on his hands and knees dressed as a gorilla(大猩猩), trying to raise money and attention for the charity “The Gorilla Organization”.

    Matthew Rees was another runner to encourage people, as he stopped just before the finish line to help David Wyeth run the last 200m. They did not know each other before, but Matthew saw that David was exhausted and possibly close to collapsing, and wanted to help him finish.

    Every year there are lots of touching stories like this from the London Marathon, and it is a huge achievement even to run the 26.2 miles!

    Learning any language is hard, but learning English can be especially challenging. Why? Because native speakers use the language in ways that textbooks could never describe. In particular, words that British people use cause many language students to scratch(JT) their heads.

    Here's an example: You happen to hear a Briton calling someone a “wazzock”. But what exactly is a wazzock? This word, in fact, means a foolish person, although there's nothing about it that would help you guess that. There are many strange terms like this in British English - the Oxford English Dictionary would be much smaller without these strange usages filling its pages.

    How can these odd words be explained? Part of the answer is the British sense of humor. Britons don't like to take things too seriously, and this is evident through many British words and phrases. For example, to spend a penny means to use the bathroom. It refers to the days when people had to pay a penny to use a public toilet.

    In an interview for the BBC's website, British linguist David Crystal suggested there may be historical reasons for the sheer number of odd words and phrases in British English. He thinks that they began in the late 16th and. early 17th centuries. This was a great age for the theatre, when Shakespeare and other writers worked hard to keep up with the demand for new plays. The theatre's popularity also created an incentive (刺激) to invent new words.

    With this in mind, perhaps Shakespeare and his peers are to blame for unusual British words such as “codswallop” and “balderdash”—which both, ironically, mean nonsense.

    While these strange words may be confusing to non-native speakers, they certainly make studying English a lot more interesting.

    An idea that started in Seattle's public library has spread throughout America and beyond. The concept is simple: help to build a sense of community in a city by getting everyone to read the same book at the same time.

    In addition to encouraging reading as a pursuit (追求) to be enjoyed by all, the program allows strangers to communicate by discussing the book on the bus, as well as promoting reading as an experience to be shared in families and schools. The idea came from Seattle librarian Nancy Pearl who launched (发起)the "If All of Seattle Read the Same Book" project in 1998. Her original program used author visits, study guides and book discussion groups to bring people together with a book, but the idea has since expanded to many other American cities, and even to Hong Kong.

    In Chicago, the mayor(市长)appeared on television to announce the choice of To Kill a Mockingbird as the first book in the "One Book, One Chicago" program. As a result, reading clubs and neighbourhood groups sprang up around the city. Across the US, stories emerged of parents and children reading to each other at night and strangers chatting away on the bus about plot and character.

    The only problem arose in New York, where local readers could not decide on one book to represent the huge and diverse population. This may show that the idea works best in medium-sized cities or large towns, where a greater sense of unity(一致)can be achieved. Or it may show that New Yorkers rather missed the point, putting all their energy and passion into the choice of the book rather than discussion about a book itself.

    Ultimately as Nancy points out, the level of success is not measured by how many people read a book, but by how many people are enriched by the process or have enjoyed speaking to someone with whom they would not otherwise have shared a word.

    We can achieve knowledge either actively or passively. We achieve it actively by direct experience, by testing and proving an idea, or by reasoning.

    We achieve knowledge passively by being told by someone else. Most of the learning that takes place in the classroom and the kind that happens when we watch TV or read newspapers or magazines is passive. We are used to passive learning, and it's not surprising that we depend on it in our everyday communication with friends and co-workers. Unfortunately, passive learning has a serious problem. It makes us tend to accept what we are told even when it is little more than hearsay and rumor.

    Did you ever play the game Rumor? It begins when one person writes down a message but doesn't show it to anyone. Then the person whispers it, word for word, to another person. That person, in turn, whispers it to still another, and so on, through all the people playing the game. The last person writes down the message word for word as he or she hears it. Then the two written statements are compared. Typically, the original message has changed.

    That's what happens in daily life. The simple fact that people repeat a story in their own words changes the story. Then, too, most people listen to improve on it, stamping(打上标记) it with their own personal style. Yet those who hear it think they know.

    This process is also found among scholars and authors: A statement of opinion by one writer may be re-stated as fact by another, who may in turn be quoted by yet another; and this process may continue, unless it occurs to someone to question the facts on which the original writer based his opinion or to challenge the interpretation he placed upon those facts.