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听力原文：M: I should be, unless something urgent turns up after the meeting on Thursday. Why do you ask？
W: I've planned a party for Afzal that night. He's going off to New York on training next week.
M: Thanks for reminding me. I'd love to come. What can I bring for the party？
Why will the man be in London？
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听力原文： In the past three decades, steroids have been becoming a serious problem more than ever in the athletic field. Steroids are anabolic drug "to build" growth hormones that include the male sex hormones and female sex hormones. Steroids were first developed for medical purposes. They're used in controlling inflammation, strengthening weakened hearts, preventing conception, and alleviating symptoms. Unfortunately, research has shown that steroids have been abused in almost every kind of sport. Although steroids contribute to a muscular body, usage should remain illegal because they physically deteriorate and mentally destroy the body.
Many people are fascinated about steroids because of their ability to build up the body. Whether taken by injection or the pill it increases strength and endurance. Steroids also help in the healing process of muscular tissue by first injuring them, then the muscles heal quicker adding more fiber increasing their bulk. Many athletes turn to steroids more often because they're cheaper than marijuana or cocaine. Steroids are also very hard to trace because of their water base composition. They can pass through the body within
two days. All these benefits of steroids help athletes become more competitive and increase their chance of being a winner. Of course everybody wants better biceps and triceps but when using steroids to achieve this goal there is a large price to pay.
Steroids has been first used for the following medical purposes EXCEPT______.
According to the passage, which of the following is true？
In Para. 5 the author expresses his doubt about the effectiveness of trying to change children's indifference toward much of life by ______.
What does it mean？ The Project in the English Country School in southern England gives you some idea and shows how environment protection and language teaching can be combined together.
In this school, there are projects on the classification of trees and their leaves, on insects and other invertebrates, pond and river life, flowers and hedgerows. There are air pollution surveys, litter surveys, recycling projects, acid rain surveys, farm visits, countryside walks, sculptures and collages created from natural materials.
It is all backed up in the classroom with EFL materials about the environment-the rain forests, biological diversity, global warming —and with materials which concentrate on the students' immediate environment under the general heading of "Health": smoking, alcohol and drug abuse, diet and exercise.
For example, the topic of pollution will involve the students searching the local environment to find out what has been thrown away. This is then classified according to the type of material found and whether it is recyclable or not.
The students follow instructions to set up simple experiments to detect air and water pollution, They investigate mosses and lichens, looking up their findings in field guides, to determine the number and quality of species. They compare and collate their findings, producing diagrams, writing up their results and drawing conclusions. They then practise language work on topics such as the Greenhouse Effect and Global Warming.
How do the students benefit from this？ In common with all project work, learner autonomy, co-operation and motivation is fostered. The language practice takes place in a natural and enjoyable setting. As a result the students develop an appreciation of and an alertness and sensitivity toward their surroundings.
Another advantage of Green EFL is that the environment is a global issue: What happens in one country affects what happens in another. The environment thus spans borders and cultures. We can teach the language, English, through the environment, without teaching "Englishness", or "Americanness," or whatever other cultural values we might accidentally or deliberately put across to our students.
Finally, through an understanding of the global environment, and the issues which affect it, students will be better able to meet challenges in the future.
For the teacher interested in teaching English through environmental studies, there is a surprising amount of material available. The Cambridge Advanced English exam, with its emphasis on scientific/authentic English, has encouraged authors to include texts on various environmental issues.
Sue O'connell's "Focus on Advanced English", for example, includes a chapter called "Paradise Lost" about the rain forests; "Passport to Cambridge Advanced English" discusses the Greenhouse Effect and Global Warming; "Cambridge Advanced English" by Leo Jones, has a chapter about Greenpeace and the Antarctic; and so on. Environmental topics in Children's EFL textbooks are also catching on. Book 3 of Collins' "Mode" series is particularly useful.
The topics of the Green EFL program probably will NOT include ______.
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