Sleep is something we all do. But some people need to sleep more than others. Babies sleep most of the time. Children in school sleep about ten to twelve hours a night. Most adults sleep only seven or eight hours.{#blank#}1{#/blank#}All parts of our bodies have to rest after they work.. Our arms need a rest after we lift heavy thing, When we run fast, our legs work hard. They get tired. We have to rest them. Our brains workhard, too.{#blank#}2{#/blank#} We can sit quite still and rest our arms andlegs. But our brains aren't resting. They go right on thinking as long as weare awake.

      Our brains slow down a bit when we sleep and dream.{#blank#}3{#/blank#} Instead of thinking wide-awake thoughts, our brains make up dreams. Some dreams are very pleasing. Some are not. Most of thetime we forget them when we wake up.

      Scientists have tried to find out what would happen if people were not allowed to sleep. They asked some people not to go to bed. The people stayed up all night and all the next day. They stayed up the next night too,and the day after. They played games, but they made mistakes. They forgot things.{#blank#}4{#/blank#} The people grew rude and mean. They became angry with their friends. Finally they were too tired to stand up. When they sat down, they fell asleep.

Scientists have found that if people are not allowed to sleep and to dream, they act in an unusual way.{#blank#}5{#/blank#}But we do know that we need it to stay well. So tonight have a goodsleep. Lie down under the covers. Shut your eyes. Let your thoughts wander.Soon you'll stop thinking. You'll be asleep.

A. It was hard for their tired brains to work.

B. When we are awake, they help us pay attention to the worldaround us

C. But babies, children, and adults—all of us need to haveour sleep

D. Good sleep helps to improve one's memory

E. No one knows why sleep is so good for us

F. But even as we sleep our brains are doing some work

G. Of course you will have a good sleep

    Traveling to all corners of the world gets easier and easier. We live in a global village, but this doesn't mean that we all behave in the same way.

    How should you behave when you meet someone for the first time?{#blank#}1{#/blank#}In Japan, you should bow, and the more respect you want to show, the deeper you should bow. In Thailand, people greet each other by pressing both hands together at the chest.{#blank#}2{#/blank#}

    {#blank#}3{#/blank#} In Muslim countries, you shouldn't expose your body, especially women, who should wear long blouses and skirts. In Korea, you should take off your shoes when entering a house. Remember to place them neatly together where you come in.

    In Spain, lunch is often the biggest meal of the day, and can last two or three hours.{#blank#}4{#/blank#} In Mexico, lunch is the time to relax, and many people prefer not to discuss business as they eat. In Britain, it's not unusual to have a business meeting over breakfast.

    In most countries, an exchange of business cards is necessary for all introductions. It should include your company name and your position. If you are going to a country where your language is not widely spoken, you can get the back side of your card printed in the local language.{#blank#}5{#/blank#}

A. For this reason, many people eat a light breakfast and a late dinner.

B. As the saying goes, "when in Rome, do as the Romans do."

C. In both countries, eye contact is avoided as a sign of respect.

D. In China, you may present your card with the writing side up.

E. An American shakes your hand while looking into your eyes.

F. Many countries have rules about what you should and shouldn't wear.

G. Don't make any noise when you eat or drink soup.

    Abralda, one of the largest coral reefs in the world, is truly an amazing place for scientific research. {#blank#}1{#/blank#}

    However, when we arrived there, things didn't go as smoothly as expected. It was raining so hard that we couldn't dive into the sea for research. What's worse, we didn't know how long we had to wait. {#blank#}2{#/blank#} We did hope it would stop raining soon.

    Since we couldn't dive, we stayed on our boat that was meant to keep track of us when we were diving. {#blank#}3{#/blank#}We dived quickly down in depth into a warm and colourful place. Meanwhile, the boat was following us all the way.

    There were various sea creatures swimming around us. Interestingly, I was joined by a turtle which stayed on ray mask for a while. And it followed me during the rest period of my dive. {#blank#}4{#/blank#} I was amazed and even shocked! Beautiful living coral covered nearly 100 percent of the bottom! Besides the turtle, many more sea animals passed by me closely. It was so fun. All stress, noise and troubles of life were left at the surface of the sea.

    {#blank#}5{#/blank#} I dived for as long as I could that day. This was how I felt about Abralda—I loved it and never wanted to leave. In fact, we are already planning another diving research in Abralda.

A. It made us disappointed and upset.

B. We were dissatisfied and decided to leave there.

C. However, we had to do research on wildlife there.

D. I looked around to explore the fantastic underwater world.

E. Exploring so well underwater, I was unwilling to leave the sea.

F. Luckily, the rain stopped on the fourth day，and we went diving.

G. Therefore, we went to study and record the wildlife there months ago.

Taking a Child Fishing

    There is nothing quite like seeing the smile on a young person's face when they catch their fish. Here are some simple steps that can be taken to help children and parents enjoy these early fishing experiences.

    {#blank#}1{#/blank#}

    It's easier to teach young children to fish if your attention is towards them and not towards your own fishing. If you are also trying to fish, this can make that difficult for both of you. {#blank#}2{#/blank#} When they need your help, you can hand down your tool and they can keep fishing.

    Keep trips short.

    Children have short attention periods. {#blank#}3{#/blank#} Take this into consideration when planning a trip. When it stops being fun for them, it's time to call it a day.

Bring plenty of snacks and drinks.

    Even though most of these trips will be short, they will get hungry and thirsty. Bringing plenty of snacks and drinks gives them a little break from fishing. {#blank#}4{#/blank#} You can use this time while they are eating or playing to do some fishing yourself.

    Other than fishing.

    Just because they are on a fishing trip doesn't mean that they have to finish all the time. Let them do things besides fishing as long as it isn't interfering (打扰) with the people fishing around you. {#blank#}5{#/blank#}

    A stop on the way home for ice cream or other treats can also be a fun part of the trip. Remember it's all about them having fun and hopefully wanting to go fishing with you again.

A. Let them help make choices.

B. Make the fishing trip about them.

C. Children love to feel like they are helping out.

D. This can be more exciting to them than the actual fishing.

E. The same is true if you bring a few small toys for them to play with.

F. One way to solve this problem is for you to use the tool the child can use.

G. An hour or possibly two will be about all of the fishing they can handle in a day.

    What to Do When Someone Doesn't Like You

    When someone tells me, “I don't care if people like me,” they are showing me the emotional wall they use to block the hurt of rejection.

    As humans are social animals, all of us care if people like us. Based on the need for social connection, your reactions to rejection and negative judgment can range from minor hurt to breakouts of depression. {#blank#}1{#/blank#}

    The first step to handle a negative situation is to recognize your reaction. Ask yourself, “What am I feeling?”. {#blank#}2{#/blank#}Any betrayal (背叛) or embarrassments in your heart? Identify what feeling has shown up in your body? So you can choose what to do next.

    {#blank#}3{#/blank#}When you sense yourself shutting down or feeling defensive, ask yourself what the person actually meant to do to you. Did they truly mean to offend you, or make fun of you? Your brain works very hard to keep you safe, so it will judge a situation as threatening if there is any possibility of social harm.

    When our brains sense a possible threat, we react as if we were personally attacked. Take a breath to relieve the stress, {#blank#}4{#/blank#}

    Finally, if you believe the person doesn't like you, ask yourself if this matters. {#blank#}5{#/blank#}If not, what can you do to release your need to be liked by this person? And, what can you do to stay neutral and not return the dislike? The more you can come to accept others as who they are , the more you can move forward with your goals regardless if someone likes you or not.

A. If you can, look the person in their eyes.

B. Do you feel any fear or anger in your head?

C. Ask yourself what is true about the situation.

D. Often people do not realize the impact of their words.

E. Will the person's judgment of you impact your work or life?

F. The ability to let a show of dislike roll off your back is a learned skill.

G. This will ground you in the present and take you out of your trembling mind.

    Today's students are surrounded by information. The ability to figure out exactly why authors write ­ and not accept every opinion as fact ­ is a key skill. {#blank#}1{#/blank#} The following strategies teach them how to figure out why authors really write.

    Start with why. "Why did the author write this piece?" is the key question asked to identify author's purpose. To help students expand their understanding of "why," post various types of nonfiction (an advertisement, opinion article, news article, etc.) around your classroom and have students quickly identify a purpose for each. {#blank#}2{#/blank#}

    Talk about structure. Authors use different structures for different purposes. For example, one author may use time order to explain an event, while another author uses compare and contrast to put that event into context.

    {#blank#}3{#/blank#}Often when authors write, they're trying to get readers to feel a certain way. Perhaps the author of an article about whale conservation wants readers to feel sad about the difficult situation of whales. Or the author of a letter may want to make the recipient feel better about a situation. After students read a text, stop and ask: How do you feel? And how did the author get you to feel this way?

    Connect it to students' own writing. It doesn't have to be said that writing and reading go hand in hand. {#blank#}4{#/blank#} When students are asked to write about a topic that they think everyone should know about, to explain a procedure or to share a personal memory, they'll become more conscious of how authors approach writing.

    Observe how purpose changes within a text. Author's purpose is often studied through the text as a whole, but authors have different reasons for writing within texts as well. {#blank#}5{#/blank#} Then, they may launch into a list of facts that make the reader feel discouraged about the situation. And finally, they may conclude with an appeal. Take a short article and break it apart, identifying the different purposes so that students see how author's purpose changes as they read.

A. Get to the heart.

B. Identify the topic.

C. The readers may get more advanced in their work with informational text.

D. For example, an author may include a funny anecdote (轶事) to draw the reader in.

E. In particular, they'll need to figure out author's purpose and draw their own conclusions.

F. Expand students' awareness of why people write by having them write for different purposes.

G. Or keep a running Author's Purpose board with a list of the various reasons that authors write.