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Fire InstructionThe person discovering a fire will:1. operate the nearest fire alarm;2. attack the fire with available equipment, if it is safe to do so.On hearing a fire alarm:1. those in class: will go to the assembly area under instructions given by the teacher;2. those elsewhere: will go to the assembly area by the most sensible route.Assembly area:The assembly area is the playing field which is south of the sports hall. Here names will be checked.Procedure:1. move quickly;2. do not stop to collect your personal belongings;3. do not attempt to pass others on your way to the assembly area;4. do not use the lift.Fire alarms:Fire alarms are situated as follows:1. A BlockAt the reception desk; at east end of connecting corridor; outside the kitchen door;2. B BlockAt the bottom of both stairways and on each landing;3. C BlockInside entrance room of sports hall.Fire InstructionDiscovering a fire: the first thing to do is to operate the (46) Hearing the fire alarm: to go to (47) Assembly area: in south of (48) During the fire alarm:1. Do not stop to collect your personal belongs.2. Do not pass others.3. Do not use the (49) Locations of fire alarms: if you are now in C Block, you should use the fire alarm inside (50) of sports hall. 46().
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There is a popular belief among parents that schools are no longer interested in spelling. No school I have taught in has ever ignored spelling or considered it unimportant as a basic skill. There are, however, vastly different ideas about how to teach it and how to encourage a child to write without holding him back with the complexities of spelling.If spelling becomes the only focal point of his teacher’s interest, clearly a bright child will be likely to "play safe". He will tend to write only words within his spelling range, choosing to avoid adventurous language. That’s why teachers often encourage the early use of dictionaries and pay attention to content rather than technical ability.I was once shocked to read on the bottom of a piece of writing about a personal experience: "This work is terrible! There are far too many spelling errors and your writing is not neat." It may have been a sharp criticism of the pupil’s technical abilities in writing. But it was also a sad reflection on the teacher who had omitted to read the essay, which contained some beautiful expressions of the child’s deep feelings. The teacher was not wrong to draw attention to the errors. But if his priorities had centred on the child’s ideas, an expression of his disappointment with the writing would have given the pupil more motivation to seek improvement.\ Teachers encourage the early use of dictionaries because it helps ().
People with disabilities comprise a large part of the population. It is 62 that over 35 million Americans have physical, 63 , or other disabilities. About half of these disabilities are "developmental", i.e., they 64 prior to the individual’s twenty second birthday, often from genetic conditions, and are 65 enough to affect three or more areas of development, such as mobility, communication, employment, etc. Most other disabilities are considered "adventitious", i.e., 66 or caused by outside forces. Prior to the 20th century, only a small percent age of people with disabilities 67 for long. Medical treatment for these disabilities was 68 Advancements in medicine and social services have 69 a climate in which people with disabilities can expect to have such basic needs as food, shelter, and medical treatment. 70 , these basics are often not available. 71 liberties such as the right to vote, marry, get an education, and gain employment have historically been 72 on the basis of disability. In recent decades, the disability rights movement has been organized to fight 73 these infringements (侵害) of civil right. Congress responded by passing major 74 recognizing people with disabilities 75 a protected class under civil rights statutes. 76 today, people with disabilities must fight to live their lives independently. It is estimated that more than half of qualified Americans with disabilities are unemployed, and a 77 of those who do work are underemployed. About two-thirds live at or below the official poverty level. Significant barriers, especially in transportation and public 78 , prevent disabled people from taking part in society. For example, while no longer 79 by law from marrying, a person with no 80 to transportation is effectively excluded from community and social activities Which might lead to the development of long-term relationships. It will only be when public attitude advance as far as laws have 81 disabled people will be fully able to take their rightful place in society.
The guards (leave) () the building by the time the alarm sounded.
W: Hi, Jim. I haven’t seen you for a few weeks.M: Oh, hi, Mary. (9)I have been studying a lot for my final exam.W: Well, this semester is about over now.M: Yeah. (8)My brother is coming for a visit this summer, and we’d like to see some of the country, but traveling is so expensive.W: Have you thought about campingM: Camping I’ve never done that.W: I think you’ll really like it. (10)You can rent the equipment you need.M: Is it cheapW: Yeah, much cheaper than buying or staying at the hotel.M: Good idea. Here is my bus. I’ll talk to you about this again and get all the details. What is Jim().
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