全大学英语视听阅读4答案

AbouttheSeries

NewCollegeEnglish:Watch,ListenandReadisanexcitingsix-levelseriesfbrEnglishlanguagelearnersbased

onreal-lifestoriespresentedinthreeformats:video,printandaudio.Theseriescontainsabroadcollectionof

carefullylevelednon-fictionstoriesandisaccompaniedbyoriginalvideomaterialfromNationalGeographic

DigitalMedia.

Watch,ListenandReadprovideslearnerswithopportunitiestoenrichtheirknowledgeoftheworldandinteract

withfascinatinginformationanddifferentcultures.Basedonanintegratedsyllabus,itincludespracticeinthe

mainskillsareas:vocabularydevelopment,listening,reading,writing,pronunciationwork,andcommunicative

competence.

Theseriesisdividedintosixlevels-rangingfromintermediatetoadvanced.Eachlevelisgradedaccordingtoa

listofcarefullyselectedheadwords(thenumberofdifferentwordsused)andlevelofgrammaticalcomplexity.

Thisgradingensuresthatstudentsaregraduallyexposedtonewvocabularyandgrammarstructuresatalevel

theycanhandle.ThefollowingtableindicatestheWatch,ListenandReadlevels:

Watch,ListenandReadlevelLanguagelevelHeadwords

Foundation1Intermediate1300

Foundation2Intennediate1600

1Upper-Intermediate1900

2Upper-Intermediate2200

3Advanced2600

4Advanced3000

Eachleveloftheseriesconsistsofthefollowingcomponents:

StudenfsBook

TheStudent'sBookcontainstenstory-basedunits,eachofwhichincludesavarietyofactivitiestointroduceand

practicevocabularyandlanguagepatterns,andactivelyengagestudentswiththevideocontent.Afullglossary

includingphonetictranscriptionsandChinesetranslationsisprovidedatthebackofeachbookfbrstudents*

conveniencewhenreferencingnewwordsindifferentcontexts.

StudcnfsBookDVD

TheStudent'sBookDVDincludesthefollowing:

?ThevideoprogramdirectlyrelatedtothestoryineachunitFeaturingvoiceovernarrationcarefullyadapted

fbrlearnersofEnglish,thevideoreflectsthesameleveloflanguageastheprintedstoriesintheStudent'sBook.

Thevideosrangeinlengthfromfourtothirteenminutesperstory,andcontainoptionalsubtitlesfbradditional

viewingsupport.EachvideoisavailableinAmericanEnglishandBritishEnglish.

?TheaudioprograminMP3downloadableformat.Thisincludestheaudiorecordingofeachstory,the

sentencesfbrtheListenandRepeatexercises,andtheaudiorecordingsfbrtheHomeListeningsection.Theaudio

programisalsoavailableinbothAmericanandBritishEnglish.

Teacher'sManual

TheTeacher'sManualincludesthefollowing:

StudenfsBookpageswithoverprintedanswerkeysfbreasyreference.

Concisestorysummaries.

Easy-to-follow,step-by-stepteachingnotesfbreachoftheStudenfsBooksections.

Photocopiablevideoandaudioscriptsthatcanbeusedasareferencewhilewatchingthevideoorlisteningto

thelisteningpassage,orfbradditionalactivities.

Culturesalonsectionsofferingbackgroundinformation.

Wordbanksectionsprovidingdetailedexplanationofimportantwordsandexpressions,andtheirusage,and

Chinesetranslationsofcollocations.

Teacher'sManualDVD

TheTeacher'sManualDVDincludesanExamView?AssessmentSuitewhichoffersaquickandconvenientway

togeneratetestsandquizzesbasedontheStudenfsBookcontent.Inaddition,thevideoandaudioprograms

includedintheStudentBookDVDarealsoavailableontheTeachefsManualDVD.

Unitflow

TheNewCollegeEnglish:Watch,ListenandReadseriesoffersauniqueapproachtolanguagelearning.Each

unitconsistsoffourmainsectionsandisbasedontheideathatyoushouldhavestudents(1)watchthevideo

partsandcompletethevideo-basedactivities,(2)listentotherecordedstory,and(3)readthestoryandanswer

theReadingComprehensionquestions.Youshouldthen(4)assigntheHomeListeningsectionfbrhomework.

However,thisdoesnothavetobeastrictrecipe.Youcanusethematerialstosuityourownteachingsituation,the

languageabilityofyourstudentsandthecurriculumlearningobjectives.

Hereisadetailedoutlineofeachsectionthatyoumayreferbacktowhenteachingeachunit:

WarmingUp

Theseareintroductoryactivitiestopresentthetopicandkeylanguageandconcepts,andcanbeusedbefore

studentswatchthevideoorreadthestory.Herearesometeachingsuggestions:

?Askstudentstolookattheunittitleandthephotograph,andelicitunit-relatedwordsandphrases.

?Showstudentstheme-relatedpicturesfromthestoryorothersourcesyoucanfind.

?Inpairsorgroups,havestudentsreadthetextontheunit-openingpageanddiscussthequestions.Thenhave

themsharetheiranswerswiththewholeclass.

?Focusstudents*attentionontheunderlinedwords/phrasesandthoseinthewordboxes.Ensurethatstudents

arefamiliarwiththepronunciation.

?Havestudentsworkinpairstocompletetheexercises.Checkanswerswiththewholeclass.

?Askstudentstopredictwhatwillhappeninthevideo.Writethebestpredictionsontheboard.Youmaywant

tocheckifthepredictionswererightafterwatchingthevideo.

Watching

Thissectionincludestwomainsub-scctions:Parts1/2/3/4,andFollow-Up.

Parts1/2/3/4

Theseactivitiesrequirestudentstowatchthevideoinmanageablesegmentsandcompleteavarietyofactivities

aftereachparttoensurestudents'understandingofthevideocontentandfamiliarizethemwiththenewlanguage.

Eachpartalsoprovidesopportunitiesforcommunicativepracticeinpairsorgroups.

ThevideoisavailableinbothAmericanandBritishEnglish.Youcanfbcusononeoftheversionsdependingon

thecurriculumrequirementsandyourstudents'preferences.Alternatively,youcanplaybothversionstoraise

students1awarenessofthedifferencesbetweenthetwovarietiesofEnglish.Asthestoriesfeaturecharactersfrom

differentbackgroundsandcultures,studentsaregivenplentyofexposuretoawiderangeofnativeandnon-native

Englishaccents.

Herearesometeachingsuggestions:

I.WatchParts1/2/3/4.

?Befbreviewing,havestudentsreadthroughthequestionsand/orincompleteanswerssotheyknowwhatto

fbcuson.Explainanyunfamiliarwordsandphrases.

?Playthevideosegmentwiththesubtitlesoffwhilestudentsanswerthequestionsindividually.Ensurethat

studentshaveenoughtimetocompletetheirwriting.

?Altcmatively,playthevideosegmentwiththesoundandsubtitlesoff,andhavestudentsconcentrateonthe

actionsandguesstheanswers.Elicitstudents'guessesandhavethemgivereasonsfbreachone.Havestudents

watchthepartagainwiththesoundonandcomparetheirguesseswithwhatthenarratororacharacteractually

says.

?Forweakerclasses,havestudentsviewthesubtitlesastheywatch.

?Forgap-fillexercises,firstexplaintostudentsthemainideaoftheparagraph.Playthevideopartandpauseit

atappropriateplaces,justbeforethewordorphrasethatstudentsareexpectedtowritedown.

?Havestudentscompareanswersinpairs.Elicitthecorrectanswersfromthewholeclassandwritethemonthe

boardtohelpstudentschecktheirspelling.

?Inpairs,havestudentssummarizethispartofthevideoandpresenttheirsummariestotheclass.

II.Watchagain.

?Putstudentsintopairsorsmallgroups.Focustheirattentiononthequestionsandhaveeachgrouprecallas

manythingsaspossiblefromthefirstviewing.

?Playthevideopartandhavestudentsdotheexerciseindividually.Ensurethattheyhaveenoughtimeto

completetheirwriting.

?Elicitthecorrectanswersfromthewholeclassandwritethemontheboardtohelpstudentswiththespelling.

?Havestudentsgothroughthecompletedsentences,chartsorparagraphs,orthetruestatementsandtryto

memorizethenewexpressions.

?Writesomeoftheexpressionsfromthispartontheboard.Inpairs,havestudentstranslatethemintoChinese

andmakeasentencewitheachone.

?Putstudentsintopairs.Haveeachstudenttellhis/herpartnerthemainpointsofthevideopartwithoutlooking

inhis/herbooks.

III.Listenandrepeat.

ThisisanoptionalactivityusingsentencesfromthevideotofbcusonfeaturesofnaturalEnglish.Theaimisto

raiseawarenessofEnglishpronunciation,intonationandstresspatterns,andotherfeaturesofconnectedspeech.It

alsopracticeswritingfromdictation.MakesurethatyouhavetheMP3audiofiles,whichcanbedownloaded

fromtheDVD.AstheListenandRepeatsentencesareavailableinbothAmericanandBritishEnglish,students

canchoosetheaccenttheywouldliketopractice.

?Playtheaudiotwice.Pauseaftereachsentenceandhavestudentsrepeatitoutloud.Playtheaudioagain

pausingaftereachsentencetoallowstudentstowriteitdown.

?Havestudentslistenagain,andmarkthewordstressoncontentwordsusingastressmark(5).

?ElicitfromstudentswhattheyknowaboutEnglishintonation(i.e.,whentheirvoicerisesandfallstoindicate

differentsyntacticstructuresorpragmaticmeanings).

?Explainthat,ingeneral,weusefallingintonationtowardstheendofastatement,commandor,,wh,'-question.

Givesomeexamplesfromthevideo.

?Explainthatweusuallyuserisingintonationwithinsentencesthatlistitems,andfbrYes/Noquestionsor

requests.Givesomeexamples.

?Havestudentslistentothesentencesagainanddrawanupwardarrow&fbrrisingintonationandadownward

arrow(fbrfallingintonation.

?Explaintostudentsthatinconnectedspeechthefinalsoundsofawordoftenblendwiththebeginningofthe

nextword.Thisleadstoelisionofweaksyllables(c.g.,What'sthetime?=>Whatsatime?)andliaison(i.e.,the

insertionofasoundasinnmore(r)andmore'1,"not(t)atall"and"go(w)away").

?Havestudentslistentothesentencesagainanddrawacurvedline?tomarkanywordsthatarelinkedor

blendedtogether.

?Havestudentspracticethesentencesuntiltheycansaythemusingappropriateintonationandstresspatterns.

IV.Oralwork.

Thisisanoraltaskattheendofeachvideopart,whichintegratesessentialvocabulary,pronunciation,listening

andspeakingskillsinacommunicativeactivity.Thisprovidesopportunitiesfbrstudentstopracticethenew

languageandexpressideasandopinionsonthetopic,andshowcreativityandimagination.Therearealotof

imagesfromthevideoandotherillustrativematerialonthepagesoftheStudent'sBookwhichcanaid

comprehensionofvocabularyandconcepts,andhelpstudentsrecallusefulinformationfromthestory.

?Explainthecontextofthecommunicativetask.Reviewwordsandexpressionsfromthevideothatcanhelp

studentsanswerthequestionsordotherole-play.

?Putstudentsintopairsandhavethemdiscussthequestionsandbrainstonnideas.

?Playpartsofthevideoandencouragestudentstotakenotesofusefulwordsandphrases.

?EncouragestudentstousetheimagesontheStudent'sBookpagesduringtheirdiscussionsandbrainstorming

ofideas.Thevisualclueswillalsohelpthemtobetterstructuretheiroralpresentationsorrole-plays.

?Invitepairsorgroupsofstudentstopresenttheirideas,summaries,orrole-playstotheclass.

Follow-Up

Theseactivitiesrequirestudentstowatchtheentirevideoandprovidefurtheropportunitiestopracticeand

consolidatethelanguagetheyhavelearned,anddiscussthevideotopicandbuildcommunicationskills.

I.Watchtheentirevideo.

?Havestudentsclosetheirbooksandtrytorecallasmuchinformationastheycanfromthevideo.

?Putstudentsintopairsorgroups.Havethemdiscussthequestions,predicttheanswers,andgivereasonsfbr

theirchoices.

?Playtheentirevideoandhavestudentscompletetheactivity.Elicitthecorrectanswers.

?Playagame.Elicitaheadingfbreachpartofthevideo,andwritetheheadingsontheboard.Putstudentsinto

groupsofthree.Askeachgrouptowritetheheadingsinbiglettersonthreecards.Readasentencefromthevideo

scriptandhavestudentsguessthepartitcomesfrombyshowingthecorrectcard.Thegroupthatmakesa

mistakeisoutofthegame.Continueplayinguntilthereisonlyonegroupleft.Alternatively,youcanplaythe

videoatrandompointsandhavestudentsmaketheguesses.

ILOralwork.

Pleasealsorefertotheoralworkteachingsuggestionsabove.

?Explainthecontextofthecommunicationactivity.Gothroughtheusefulwordsandexpressions,orsentence

patterns.Havestudentselicitadditionalwordsorphrasesfromthevideo.

?Putstudentsintopairsorgroups,andhavethemworktogether,androle-playthesituationordialogue.

?Havestudentsaddmoreinfbmiationtothetopic.

?Invitepairsorgroupsofstudentstopresenttheirsummaries,dialoguesorrole-playstotheclass.

III.Project.

Thistaskprovidesfurtheropportunitiesfbrstudentstointeractwiththeinformationfromthevideoandusetheir

researchandpresentationskills.Theprojectcanbeassignedashomeworkandtheresearchcanbedonebefore

class.IfstudentshaveaccesstocomputersandanInternetconnectioninclass,theresearchcanbedoneasa

classroomactivity.

?Putstudentsintogroupsofthreeorfour.Explainthetaskandgothroughtheinformationprovided.

?Havestudentsdividetheworkamongthemselves.Makesurethateachgroupmemberisassignedoneortwo

questionstoresearch.

?Allowstudentsenoughtimetodotheresearch.Inthenextclass,havegroupsworktogethertoconsolidatethe

informationeachofthemhasfound.

?Invitearepresentativefromeachgrouptoreporttheirfindingstotheclass.Encouragestudentstotakenotes

onapieceofpaperastheylisten.

?Afterallgroupshavepresentedtotheclass,haveeachgroupcomparetheirresultstoothergroups'findings

andreportanydifferences.

Reading

Thissectioncanbeusedintwoways:asindependentreadingoutoftheclassroomandasclassroomreading.

Asindependentreadingoutoftheclassroom:thiswillallowstudentstoreadattheirownpace,andenjoythe

readingexperienceaswellasbuildreadingfluencyandconsolidatetheirknowledge.

Asclassroomreading:eachstudentwillbeledthroughthereadingbytheteacher.Theaimofthistypeofreading

istoensureathoroughunderstandingofthestory.Usetheaudiorecordingofthestory,whichisavailableinboth

AmericanandBritishEnglish.

BeforeReadingActivityIdeas

?Writesomecomprehensionquestionsontheboardandhavestudentsguesstheanswers.Inpairs,have

studentsdiscussthequestions.Thenelicittheanswersfromdifferentpairs.

?Pointoutthevocabularyboxesandhavestudentsgothroughthepronunciationsanddefinitions.

WhileReadingActivityIdeas

?Assigndifferentparagraphstoindividualstudentsorpairsofstudents.Givetheclass5minutestoreadtheir

parts,thenaskeachstudentorpairtoretellorsummarizewhattheyhavereadandreporttotheclass.

?Playtheaudioasstudentsreadtohelpthemconnectthewrittenwordswiththeirpronunciationandimprove

theirunderstandingofhowthetextisread.

?Havestudentsreadthestoryasawholeclassactivity.Stopthembeforetheyturnapageandaskthemto

predictwhatwillhappennext.

?Havestudentsreadthestoryanddiscusshowthewrittenversiondiffersfromthevideo.

AfterReadingActivityIdeas

?HavestudentscompletetheReadingComprehensionquestions.Studentscandothiseitherasanindividual

activityorinpairs/groups.Checkanswerswiththewholeclass.Askthemtorefertothestoryandfindevidence

tosupporttheirchoiceofanswers.

?Askstudentstoreadtheentirestoryagain,butfaster.Thiswillimprovetheirrecognition,readingspeed,and

fluency.

?Askstudentstowriteashortsummaryofthestory.

HomeListening

Thissectionexpandsonthetopicofthestoryandhelpsstudentsfurtherconsolidateandrecyclethenewlanguage.

Itcanbeusedintwoways:asindependentlisteningoutoftheclassroomorasclassroomlistening.

Asindependentlistening,thissectionwillprovideadditionallisteningpracticefbrstudentswhowanttofurther

developtheirlisteningcomprehensionskillsandlearnmoreaboutthetopic.Youcanassignthissectionorpartsof

itfbrhomework,andthenreviewtheanswersandprovidefeedbackonstudents'work.Youneedtomakesure

thatstudentshavetheMP3audiofiles,whichcanbedownloadedfromtheDVD.

Asclassroomlistening,thissectionwillprovidetheopportunitytodothelisteningexercisesandoralworkin

class.

I.Listentothepassage.

?Havestudentsreadthroughthequestionsandpredicttheanswers.

?Playtheaudioandhavestudentsfillintheblanksindividually.IfstudentshavealreadydownloadedtheMP3

filesontotheirMP3players,mobilephonesorotherpersonalmobiledevices,theycanlistentotheaudioattheir

ownpace,butyoumayneedtosetatimelimitfbrlistening.

?Havestudentscomparetheanswersinpairs.Playtheaudioagainandhavethemchecktheiranswersand

correctanymistakes.

?Havestudentssummarizethemainideaofthelisteningpassage.

II.Listenagain.

?Havestudentsplayaguessinggame.Putthemintogroupsofthreeorfour.Haveeachgroupreadthroughthe

questionsandtrytorecalltheanswerstheyheardduringthefirstlistening.Writedownthegroups*predictionson

theboard.

?Playtheaudioandhavestudentschecktheiranswers.

?Gothroughthepredictionsontheboardandidentifythecorrectortheclosestanswers.Praisethewinners.

III.Listenandrepeat.

ThisisanoptionalactivityusingsentencesfromthelisteningpassagetofbcusonfeaturesofnaturalEnglish.The

aimistoraisestudents*awarenessofEnglishpronunciation,intonationandstresspatterns,andotherfeaturesof

connectedspeech.Italsopracticeswritingfromdictation.MakesurethatyouhavetheMP3audiofiles,which

canbedownloadedfromtheDVD.PleaserefertotheListenandRepeatteachingsuggestionsintheWatching

section.

IV.Oralwork.

ThisisanoraltaskattheendofeachHomeListeningsectionbasedoninformationfromthelisteningpassage,

whichintegratesessentialvocabulary,pronunciation,listeningandspeakingskillsinacommunicativeactivity.

Thisprovidesopportunitiesfbrstudentstopracticethenewlanguageandexpressideasandopinionsonthe

listeningpassagetopic,andshowcreativityandimagination.

?Explainthetask.Havestudentsreadthroughtheusefulwordsandexpression.Elicitanyadditionallanguage

thatstudentsmayuseintheirdiscussions,role-playsorsummaries.

?Putstudentsintopairsorsmallgroups.Havethemaskandanswerquestionsaboutdifferentaspectsofthe

task,brainstormideasandtakenotes.

?Remindstudentsofsomeofthegrammaraspectsofthetask,eg,thetensestheycouldusewhendescribing

theeventsintheirsummaries.

?Havepairspresenttheirsummariesorrole-playstotheclass.

Unit1ThePerfectSwarm

Unit2TheRedDevils

Unit3TheOrientExpress

Unit4TheVariedCulturesofChina

Unit5Afghanistan^HeroicArtists

Unit6Natacha'sAnimalRescue

Unit7Firewalking

Unit8LivingintheSlowLane

Unit9AlternativeEnergy

Unit10MarsonEarth

Glossary

Unit1

ThisstoryissetinthecentralandwesternU.S.,particularlyinthestatesofTexas,Oklahoma,Kansas,Nebraska,

NorthandSouthDakota,andWyomingaswellastheRockyMountains.

Inthe1800s,theRockyMountainlocustbroughtmassivedestructiontoWesternsettlers.Then,theinsects

suddenlydisappearedalmostwithoutatrace.Nowscientistshopetofindareasonfbrthelocust'sextinction.

WhatcausedtheRockyMountainlocusttodisappear?Wherewillthescientistsfindtheanswers?

I.Locusts!Readtheparagraph.Thenmatcheachwordwiththecorrectdefinition.

Manyplacesintheworldregularlyexperienceplaguesoflocuststhatcandevastateentirecountries.Locusts

moveinhugeswarms,invadeentireregions,andusuallyconsumeeverythingintheirpath.Oneswarmoflocusts

containingtrillionsofindividualinsectscaneatthousandsoftonsofvegetationaday.Locustsareoneofthe

world'smostdestructiveinsects,buttheythemselvesaresometimesdestroyed.Inthe1800s,fbrexample,the

RockyMountainlocustmysteriouslybecameextinct.

1.plague_E_

2.locust_G___

3.devastate_C_

4.swarm_E___

5.trillion_A__

6.vegetation_F__

7.extinct_B___

A.1,000,000,000,000

B.nolongerinexistence

C.causeextremedamage

D.anywidespreadcauseofmisery,suffering,ordeath

E.alargegroup,usuallyofinsects

F.theplantcoveringanarea

G.aninsectnotedfbrflyinginlargegroupsanddestroyingcrops

ILTheRockyMountainLocustMystery.Readtheparagraph.Thencompletethedefinitionswiththebasicform

oftheunderlinedwordsorphrases.

Dr.JeffLockwoodisanentomologistwhoisparticularlyinterestedinthedisappearanceoftheRocky

Mountainlocust.Thespecieswasmysteriouslywipedoutinthelate1800sandtherearen'tmanycluesastowhy

ithappened.BystudyinglocustspecimensunderamicroscopeandbytakingDNAsamplesfromthedeadlocusts,

LockwoodaimstofindoutwhytheRockyMountainlocustsuddenlydisappearedfromEarth.

1.athingorfactthathelpsprovideananswertoaquestion;evidence:clue

2.apersonwhostudiesinsects:entomologist

3.anitemthatisanexampleofalargergroup:specimen

4.destroycompletely;causetonolongerexist:wipeout

5.ascientificinstrumentthatuseslensestomakesmallobjectsappearlarger:microscope

6.thematerialthatcarriesthegeneticinformationinthecellsofeachlivingthing:DNA

SUMMARY

ThemysteryoftheRockyMountainlocusthasbaffledscientistsinNorthAmericaforover100years.After

locustscompletelydevastatedmanypartsoftheUnitedStatesin1875,theentirespeciesvanishedfromthe

continent.EntomologistJeflfLockwoodisdeterminedtosolvethismystery.AftertravelingtotheRocky

Mountainsandstudyinglocustsfrozeninglaciers,Lockwoodbeginstolookatthemysteryfromanewangle.

Warmingup

TeachingNOTES

1.Showstudentssomepicturesoflocustsfromthereadingpassageorothersourcesyoucanfind.

2.Havestudentsguesswhythelocustsinthisvideoandthereadingpassagearecalledtheperfectswarm.

3.Askquestionslike“Haveyoueverseenalocust?”and"Whatdoyouknowaboutlocusts?^^

Grasshopper

Therearehundredsofspeciesofgrasshoppers.TheseinsectsbelongtothesuborderCaeliferaintheorder

Orthoptera,andhaveantennaethatarealmostalwaysshorterthantheirbodies,andshortovipositors-organsfbr

layingeggs.Normallyfemalesarelargerthanmales.Maleshaveasingleunpairedplateattheendofthe

abdomen.Thetwopairsofvalves(triangles)attheendofthefemaleabdomenareusedtodiginsandbythe

femalegrasshopperwhenlayingeggs.

Althoughtheydifferinmanyfeatures,theyareeasilyconfusedwithanothersub-orderofOrthoptcra,Ensifera.

Themaindistinguishingelementsarethenumberofsegmentsintheirantennaeandstructureoftheovipositor.

Thelocationofthetympanaandmodesofsoundproductionareotherdistinguishingfeatures.Ensiferanshave

antennaewithatleast20-24segments,andCaeliferanshavefewer.

Butterfly

Likeotherholometabolousspecieswithacompletemetamorphosiswheretheimmatureinsectsareentirely

differentfromthematurestages,butterflies'lifecyclegoesthroughfourstages:egg,larva,pupaandadult.Their

wingsarelarge,oftenbrightlycolored,andtheyhaveconspicuous,flutteringflight.

Butterfliescomprisethetruebutterflies,theskippersandthemoth-butterflies.Theverymanyotherfamilies

withintheorderLepidopteraareconsideredmoths.Somebutterfliesmigrateoverlongdistances.Somehave

fbnnedsymbioticandparasiticrelationshipswithsocialinsectssuchasants.Butterfliesareimportant

economicallyasagentsofpollination.Afewspeciesarepestsbecausetheycandamageagriculturalcropsortrees

intheirlarvalstages.

Culturally,butterfliesarefeaturedinthevisualandliteraryarts.

Dragonfly

Adragonflyisaninsectcharacterizedbybigmultifacetedeyes,twopairsofstrongtransparentwings,andan

elongatedbody.Dragonfliesanddamselfliesaresimilarinappearance.Theydifferinthepositionoftheirwings

whichareheldawayfrom,andperpendicularto,thebodywhenatrest.Likeanyotherinsects,dragonflies

possesssixlegs,butarenotabletowalk.

Dragonfliesusuallyeatflies,bees,ants,butterflies,andothersmallharmfulinsects,andarevaluableas

predatorswhohelpkeeptheequilibriumbetweenbeneficialinsectsandpests.Theyusuallylivearoundlakes,

ponds,streamsandwetlandsbecausetheirlarvae,knownas“nymphs",areaquatic.

Cricket

Partiallyrelatedtograsshoppers,cricketsareanothergroupofinsectswithlongantennaeandflattenedbodies.

Theyhavegoodvisionandhearing.Theircompoundeyesenablethemtoseeinseveraldirectionssimultaneously.

Alargenumberofcricketsdonotflybecausetheirwingsarenotfullydeveloped,butlieacrosstheback.Their

abilitytojumptogreatheightscompensatesfbrthelackofflyingskills.Cricketsnormallylivelessthanoneyear.

Inthespring,thenascentinsecthatchesandlooksliketheadult,exceptfbrthewings.Onlyaftersheddingthe

skinseveraltimesdocricketsdevelopnewwings.

Althoughnotallkindsofcricketsarepests,somespeciessuchastheblackfieldcricketcanaffectcropsand

gardens.Theycanalsoattackdwellingsinautumn.Thepalegreentreecricketcandestroytwigsandberrycanes.

Insomecultures,itissaidthatcricketsbringgoodluck.Somepeoplebelievethatallthosewhoarefortunate

enoughtoheartheirsongsareblessed.Ifacricketlivesinthehouse,itistreatedwithrespect.Theyareplacedin

smallcagesandgivenfoodandwaterastheinhabitantsofthehousethinkthattheirexistencebringsgood

fortune.

Watching

videoSCRIPT

Narrator:Damagefromswarmsoflocustscanreachdisastrousproportions.Asingleswarmofdesertlocusts

canconsumeover70,000metrictonsofvegetationaday.Thereis,however,onecontinentthafslocust-free:

NorthAmerica.

Interestinglyenough,thiswasn'talwaystrue.Forhundredsofyears,theRockyMountainlocustwasa

commonpestintheAmericanWest.Backinthemid-1800s,thousandsofpioneersjourneyedacrosstheU.S.in

searchoffreelandandnewopportunities.Theysettledonthefrontierofthewesternstates,andbegantofannthe

lan