Judith S. Weis, a biology professor who serves as ² president of the American Institute of Biological Sciences (AIBS) is leading a nationwide effort to “defend，，the theory of evolution. Weis leads the effort in the face of what the institute views as opposition and indifference from school boards and government entities ³.

    The Institute believes that the teaching of evolution in Americais being diminished by the teaching of creationism as well as by an overall lack of teachingDarwin"s ⁴ theory in high school. "There"s nothing that requires schools to teach evolution. Sometimes teachers in high schools just leave it out ⁵ . However, from the point of view of biologists, evolution is the central theory of biology upon which everything is based," said Weis. "Unfortunately, teaching evolution has become a political issue in many parts of the country and AIBS, as a representative of biologists, wanted to be a major force speaking out in favor of its teaching." ⁶

    Weis said the institute is working together with the American Geological Institute and the National Association of Biology Teachers and its 80-plus member organizations ⁷ to address ⁸ the political and legislative threats to teaching evolution. In states challenging its teaching, the institute responds by sending letters to school boards and state legislatures, by providing testimony at public meetings and by notifying members and affiliated organizations. AIBS, with more than 80 member societies and 250,000 members, has established an e-mail system enabling scientists and teachers in each state, and member societies, to keep each other informed about threats to the teaching of evolution.

    Darwin"s theory of evolution holds that living things change and adapt to their environment and that present-day species (including human beings) are descended from earlier species through modification by natural selection. The theory has been accepted by scientists for nearly 100 years, Weis said, and has been refined, extended and strengthened over the years by findings in paleontology and developmental biology.

    Discoveries in genetics, molecular biology ⁹ and genomics — all of which provide significant benefits for human health — would not be possible without the underlying ¹⁰ knowledge of evolution. And, Weis adds, "modern molecular biology and genomics have increased our understanding of how evolution works." Nonetheless, evolution remains a politically, if not scientifically, controversial issue.

    Weis said that this year alone, seven states have had either local or statewide efforts to water down ¹¹ the teaching of evolution, or "balance" it with the teaching of creationism 一 a religious belief that different species were created separately by a higher power, such as God. "Rarely does anyone now use the word ‘creationism，，because that"s too obvious," Weis said. "The current terminology is ‘intelligent design.

词汇：

creationism /krii"eijenizam/ n.神仓论

legislature /"ledgisleitja/ n.立法机关

affiliated organization 附属机构

refine/n"fain/v.精炼，提纯;改进

paleontology [ˌpælɪɒn"tɒlədʒɪ] n.古生物学

genetics /dji"netiks/ n.遗传

genomics [dʒə"nəʊmɪks] n.基因学 terminology [ˌtɜ:mɪ"nɒlədʒɪ]   n.术语

注释：

1.the theory of evolution:进化论

2.serve as:担任

3. Weis leads the effort in the face of what the institute views as opposition and indifference fromschool boards and govemment entities.研究所看到了来自学校董事会和政府部门的反对和冷漠，尽管如此，Weis仍然带领大家为捍卫进化论而努力。in the face of:意为“despite the opposition of”（不管，不顾）。

entity：实体。business entity:企业单位，营业单位。

4.Darwin:达尔文(1809-1882)，英国博物学家，进化论创始人。

5. leave it out:忽略，遗漏

6.speak out in favor of its teaching:为进化论教育而疾呼speak out:大胆地说，大声地说in favor of:in support of支持；赞同

7. 80-plus member organizations:80多个会员组织。plus:超过的，略大的，例如：All the children here are 10 plus.这些孩子年龄都在10岁或10岁以上。Her mark was B plus。她的分数是B+。

8.address:意为“to deal with”（处理，解决，对付）。例如：to address the issue of terrorist attack:对付__的问题

9.molecular biology:分子生物学

10. underlying:意为“basic；fundamental”（基础的；基本的）。

11. water down:冲淡，掺水，打折扣

Which one of the following is NOT the reason for an overall lack of teaching Darwin"s--theory?

A:Teaching of creationism diminishes teaching of evolution B:Teachers are not required to teach Darwin"s theory C:Teachers often leave out the teaching of evolution D:Darwin"s theory is denied as the central theory of biology

The implications of sociolinguistics for language teaching do NOT include （）.

A:a change of emphasis in the content of language teaching B:innovation in materials and activities for the classroom C:a fresh look at the nature of language development and use D:frequent use of teaching techniques like repetition and pattern drills

Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir(回忆录) of Ralph W. Tyler, who is one of the most famous men in American education.
Born in Chicago in 1902, brought up and schooled in Nebraska, the 19-year-old college graduate Ralph Tyler became hooked on teaching while teaching as a science teacher in South Dakota and changed his major from medicine to education.
Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing.
Tyler became well-known in 1938, when he carried his work with the Eight-Year Study from Ohio State University to the University of Chicago at the invitation of Robert Hutchins.
Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. There, he firmly believed that researchers should be free to seek an independent (独立的)spirit in their work.
Although Tyler officially retired in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he traveled across the country to advise teachers and management people on how to set objectives (目标) to develop the best teaching and learning within their schools.
The words "hooked on teaching" underlined in Paragraph 2 probably mean ______.

A:attracted to teaching B:tired of teaching C:satisfied with teaching D:unhappy about teaching

A Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir(回忆录) of Ralph W.Tyler, who is one of the most famous men in American education. Born in Chicago in 1902, brought up and schooled in Nebraska, the 19-year-old college graduate Ralph Tyler became hooked on teaching while teaching as a science teacher in South Dakota and changed his major from medicine to education. Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing. Tyler became well-known in 1938, when he carried his work with the Eight-Year Study from O-hio State University to the University of Chicago at the invitation of Robert Hutchins. Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. There, he firmly believed that researchers should be free to seek an independent(独立的)spirit in their work. Although Tyler officially retired in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he traveled across the country to advise teachers and management people on how to set objectives (目标)to develop the best teaching and learning within their schools.

A:attracted to teaching B:tired of teaching C:satisfied with teaching D:unhappy about teaching

Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir(回忆录) of Ralph W. Tyler, who is one of the most famous men in American education.
Born in Chicago in 1902, brought up and schooled in Nebraska, the 19-year-old college graduate Ralph Tyler became hooked on teaching while teaching as a science teacher in South Dakota and changed his major from medicine to education.
Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing.
Tyler became well-known in 1938, when he carried his work with the Eight-Year Study from Ohio State University to the University of Chicago at the invitation of Robert Hutchins.
Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. There, he firmly believed that researchers should be free to seek an independent (独立的)spirit in their work.
Although Tyler officially retired in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he traveled across the country to advise teachers and management people on how to set objectives (目标) to develop the best teaching and learning within their schools.
The words "hooked on teaching" underlined in Paragraph 2 probably mean ______.

A:attracted to teaching B:tired of teaching C:satisfied with teaching D:unhappy about teaching

A Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir(回忆录) of Ralph W.Tyler, who is one of the most famous men in American education. Born in Chicago in 1902, brought up and schooled in Nebraska, the 19-year-old college graduate Ralph Tyler became hooked on teaching while teaching as a science teacher in South Dakota and changed his major from medicine to education. Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing. Tyler became well-known in 1938, when he carried his work with the Eight-Year Study from O-hio State University to the University of Chicago at the invitation of Robert Hutchins. Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. There, he firmly believed that researchers should be free to seek an independent(独立的)spirit in their work. Although Tyler officially retired in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he traveled across the country to advise teachers and management people on how to set objectives (目标)to develop the best teaching and learning within their schools.

A:attracted to teaching B:tired of teaching C:satisfied with teaching D:unhappy about teaching