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According to the definition of relationship banking quoted in the passage, one of the main
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Common Faults and Eye Movement
There are a number of bad habits which poor readers adopt. Most of these involve using extra body movement in the reading process. In efficient reading, the muscles of the eye should make the only external movement. Of course there must be vigorous mental activity, but extra body movements, such as pointing with the finger or moving the lips, do not help reading and often slow it down.
POINTING AT WORDS
A fault that is often seen when students are trying to concentrate is pointing to the words with a finger, pencil or ruler. Young children and very poor readers often point with a finger at each word in turn. Slightly more mature readers sometimes hold a pencil or ruler underneath the line which they are reading. While marking the line might be helpful for beginning readers, it is certainly unnecessary for normal readers. Besides slowing down the reader through the mere mechanical movement of pencil, ruler, or finger, pointing at lines or words tends to cause the student to focus his attention on the wrong thing. The important thing to concentrate on while reading is the idea that the author is trying to communicate, and not the location of the words on the page. The eyes of any child old enough to learn how to read are certainly skillful enough to be able to follow a line of print without extra help from fingers or rulers.
Another common fault that is easily observed is head movement. This most often occurs when students are nervous about their reading or trying hard, as during a reading speed test. With head movement the student tries to aim his nose at the word he is reading so that as he reads across the line his head turns slightly. When he makes the return sweep to begin a new line his head quickly turns back so that his nose is pointed at the left-hand margin, and he can now begin to read the new line by slowly turning his head. The belief that this head movement aids reading is pure nonsense. Eye muscles are quite capable of shifting the eyes from word to word, and the)' need no help from neck muscles.
Often students are quite unaware that they are moving their heads while reading and they need to be reminded by the teacher not to do-it.
VOCALIZATION
Vocalization is another fault. Some poor readers think it necessary to pronounce aloud each word as it is read. Usually this pronunciation is quite soft, so that the student is more whispering to himself than actually reading aloud, but even this is very undesirable. The chief disadvantage of pronouncing words while you read them is that it tends to tie reading' speed to speaking speed, and the silent reading of most normal readers is nearly twice as fast as their speaking. Usually this fault can be eliminated in older students by their own conscious effort, possibly with the aid of a few reminders from the teacher.
Vocalization by beginning readers is a common fault; after a reader reaches some maturity it becomes very undesirable.
Vocalization takes various modified forms. Sometimes a reader will merely move his lips soundlessly. At other times he may make tongue or throat movements without lip movement. Still other readers will have activity going on in their vocal cords, which can be detected by the student if he places his fingers alongside his vocal cords in the throat while he is reading. Vocal cord vibration can be felt with the fingers quite easily. Like true vocalization, these minor parts of "subvocalization" -- lip movement, tongue or throat movement and vocal cord movement -- can be stopped by conscious effort of the student.
SUBVOCALIZATION
Subvocalization is the most difficult of all types of vocalization. In suhvocalization there is no body movement. The lips, tongue or vocal cords do not move. But an inner type of speech persists: within the student's mind he is saying each word to himself, clearly p
Next time you gaze outside【C1】______ a cold winter day and think how dead everything appears, take a closer look.
Nature may not be at its【C2】______ in January and February, but it may be the best time to observe amazing adaptations and appreciate the diversity of life even when the temperature falls【C3】______ freezing.
Skunks, chipmunks, and black bears are among the few animals to semi-hibernate during the winter.
The woodchuck is a true hibernator. Many animals【C4】______ to escape the cold. Reptiles may migrate Several inches down into leaf litter or the mud at the bottom of a pond,【C5】______ fish may swim and feed below the ice. Other animals stay active throughout the winter months.
Animal tracks and signs are an excellent【C6】______ to learn about wildlife in winter. Gnawed bark, active lodges, stray feathers, diggings in the ground, urine or scat, or holes in the ice give clues to activity, whether it's foraging, hunting for prey, finding shelter, or looking for a mate.
Tracks are【C7】______ by their size and shape, the number of toes, the stride, and the mode of locomotion (walking, bounding, galloping, or wadding).
Blowing leaves, cones, or seeds along with falling or rolling snow can also【C8】______ interesting tracks and trails on the snow.
Tracking conditions【C9】______ with the type and amount of snow it's best to look along the edge of a habitat, such as【C10】______ a forest meets a field, or near water's edge. Unmelted and undrifted snow provides the clearest tracks. Watch for bird tracks, too, including wing marks: when tracks stop abruptly, the bird probably took【C11】______
Evidence of insects is also plentiful during the winter. Many insects, with their variety of adaptations, over winter in one of their developmental (sub-adult) stages as either eggs or pupae and emerge in the spring. Insects also have their own version of hibernation in【C12】______ weather, a resting stage called diapause. For some insects, the ratio of light to dark may signal them to migrate to stable environments beneath the ground, below the water's surface, or into deep water.
Other animals seek protection under the insulating blanket of winter snow. Snow hides prey from 【C13】______ and 【C14】______ dormant plants, insects, and small mammals. Deeper snow requires more energy to move through, but makes it easier for smaller animals to reach buds on tree branches.
Plants also【C15】______ to cold weather with a wide variety of survival techniques. Winter weeds that look dead and dry may have【C16】______ roots underground. Some disperse their seeds on winter winds or produce burs full of【C17】______ that get【C18】______ on the fur of passing animals.
Trees don't completely stop growing in winter【C19】______ , but they control the growth of their buds and 【C20】______ to the cold and lack of moisture by protecting their buds with scales.
【C1】
听力原文： As Secretary for the Louisiana Department of Health and Hospitals, Dr. Fred Cerise has had little time to rest since Hurricane Katrina and the catastrophic flooding that followed. Dr. Cerise spoke with VOA in the state capital at Baton Rouge while a helicopter waited outside, ready to take him on an inspection tour over a devastated New Orleans.
"Our priority now is essentially establishing a medical system for a million people who have been displaced from the New Orleans area. These are people have had chronic diseases and other physical mental diseases and disabilities, those type of things that were all 'plugged into' health systems in that area that don't exist anymore."
Dr. Cerise's department has overseen efforts to relocate patients evacuated from New Orleans hospitals to medical care facilities in other parts of the state. Its department has also set up temporary shelters for those with special medical needs that do not require hospitalization. He adds that many with psychological needs also need urgent care.
"First and foremost you've got the people who have responded to the crisis, and the things they were dealing with. Crowds of people, people that were dying. We have people that were out in the field seeing bodies and things like that who have been traumatized. We do have teams out there working with them to address those needs," he added.
According to the doctor, what is their primary work at present？
Hundreds of people filed through the ruins of School No. 1 today, survivors of the Siege alongside friends and relatives of those who died here. Many wept as they brought flowers, lit candles and left children's toys on the charred floorboards of the school gym. One year on, the grief in Beslan is still raw. But many here are also extremely angry with the authorities. They are furious, no senior officials have been held to account for the fact that the government ever made it to the school, for the decision not to negotiate, and then for the violent way the 3-day siege eventually ended.
What is the news mainly about？
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