假定你是李华，你想邀请留学生朋友Peter观看京剧表演，但Peter不在家。请给他写张留言条，内容包括：1.来访目的；
2.介绍京剧；
3.另约时间。
注意：1.词数100左右；
2.可以适当增加细节，以使行文连贯。
参考词汇：Beijing Opera 京剧；quintessence 精华，精粹；ornate 华丽的
Dear Peter,
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
Yours,
Li Hua
假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌的以下作文。文中共有10处语言错误，每句中最多有两处，每处错误仅涉及一个单词的增加、删除或修改。
增加：在缺词处加一个漏字符号 (∧)，并在其下面写出该加的词。
删除：把多余的词用斜线(\)划掉。
修改：在错的词下划—横线，并在该下面写出修改后的词。
注意：1.每处错误及其修改均仅限一词；
2.只允许修改10处，多者（从第11处起）不计分。
When I was in Junior Middle School, I once quarrel with my favorite teacher Mr. Yang because he criticized me strictly. Before that, I was so ashamed that I had no courages to see him again. To my surprised, Mr. Yang found me or apologized to me for his sharp words the next day. He had said he could understand why I was so angry at that moment. Mr. Yang also hoped I could understand that he was so strict with me if he thought I should have behaved better. How he had said made me very touching. Therefore, I was determined to let him down any longer.
Most heavy teens’ attempts1.(lose) don’t work, but a new study shows a big secret of those who do succeed.
They do it more2. their own sake rather than to impress their peers or please their parents.
“Most parents have the view that their teens are 3.(large) influenced by other people’s perceptions of them,” said Chad Jensen, 4. psychologist at Brigham Young University. “Our 5.(finding) suggest that teens have motivations that are more intrinsic. One implication is 6. parents should help to focus their teen on healthy behaviours for the sake of being healthy more than for social acceptance.
Jensen and his students at BYU looked in depth at the success stories of 40 formerly overweight teens. On average the participants shed 30 pounds, 7.(move) them from the obese to the normal weight category. They also maintained their healthier weight for a full year. More than 60 percent8. (describe) their health as the primary motive. About 43 percent identified peer acceptance as a factor.
In another interview, nearly all of the teens emphasized that it was their own9. (decide) to lose weight. According to teens, parents provided the most help simply by modeling healthy behaviours and 10.(provide) healthier options for meals and snacks.
My heart beat with that feeling, like blood to my body as my fingers flew across the piano keys. As the piece neared the end, I ____ up to take my final bow. For a second, the room was ________. Yet, even in that one second, I had enough time to ____ whether I had done perfectly. Then, ____ , the applause (掌声) came.
“Thank you… so much,” I said, _____ to the person standing on my other side. Olga, my piano teacher for six years, smiled back at me. “You’ve been an ____ student all these years,” she said, “I hope that whatever you do, you never stop ______.”
I leaned forward, ____ I would keep playing because I loved piano, and hugged her.
As it ______, the promises weren’t as meaningful as I’d hoped. Right after the_____, I kept up my strict practicing schedule every day. ____, it began slipping away from me. The reason I had stopped taking ____ was because of my busy schedule with homework. Not long after, I stopped practicing altoge
ther. It was ____ not to have to stress about piano anymore. But something was ______ inside of me I was empty inside.
One day I met Michelle, who had also taken piano lessons from Olga.
“Are you ____ taking lessons from Olga?” she asked.
“Actually I just quit a while ago,” I replied.
“That’s a ____,” she responded, “I remember your performance a year ago; it was ____.”
Two days after talking to Michelle, I was at a ____ what to do. I moved slowly into the living room unconsciously, but in fact I knew ____ what I was doing.
As the music ____, a familiar feeling rose inside me.
1.A. showed B. sat C. stood D. looked
2.A. light B. quiet C. colorful D. nervous
3.A. expect B. remind C. know D. doubt
4.A. immediately B. successfully C. hopefully D. suddenly
5.A. turning B. waving C. running D. pointing
6.A. easy-going B. imaginative C. amazing D. honest
7.A. practicing B. learning C. competing D. gaining
8.A. telling B. promising C. admitting D. speaking
9.A. carried on B. brought up C. turned out D. taken in
10.A. performance B. final C. presentation D. play
11.A. Soon B. Besides C. Thus D. Instead
12.A. lectures B. parts C. lessons D. pieces
13.A. disappointing B. pleasing C. inspiring D. puzzling
14.A. beating B. rising C. changing D. shinning
15.A. still B. even C. much D. yet
16.A. shame B. relief C. pleasure D. deal
17.A. challenging B. breathtaking C. demanding D. embarrassing
18.A. time B. heart C. dream D. loss
19.A. normally B. exactly C. unclearly D. badly
20.A. ended B. hit C. covered D. spread
1.Sometimes they try to get out of a class to escape a teacher they don’t like. Here is some advice to solve this problem.
Ask yourself, “What can I learn from this teacher?” Even if you don’t worship (崇拜) his or her personality or lectures, dig deep until you find a subject in which he or she is very knowledgeable. Focus on that part of the teacher’s personality, and use him or her as a tool for learning. Not only will you gain more knowledge in that subject, but a closer relationship with your teacher may help you understand one another better.2.
Talk to students who are doing well in the class and ask them for tips, tools, and a plan of action to get along with the teacher better.3.
If you still can’t get along, make an appointment with the school guidance counselor (辅导员). He or she will offer many tips and suggestions for you to get out of difficult teacher relationships.4.That means they can help you and your teachers get rid of the bad impression on each other.
5.Your parents can meet with your teacher and try to work it out.
Teachers are there for more than just homework, and they know about more than just their subject matter. They can help you learn how to function as an adult and a lifelong learner.
Undoubtedly, these will be a few teachers along the way who you will always remember and who might change your life forever.
A. If your relationship problems can’t be solved in school, then it’s time to tell your parents or guardians.
B. If you’re too shy to talk to another student, study his or her actions and behavior in the classroom and try to follow that lead.
C. Students don’t always get along well with their teachers.
D. There must be something good in every teacher for you to learn from.
E. Students find it easy to get along well with their teachers.
F. Sometimes a guidance counselor can act as a mediator between you and the teacher.
G. Guidance counselors have the right to blame teachers.
Does handwriting matter? Not very much, according to many educators. However, scientists say it is far too soon to declare handwriting is not important. New evidence suggests that the link between handwriting and educational development is deep.
Children not only learn to read more quickly when they first learn to write by hand, but they are also better able to create ideas and remember information. In other words, it’s not only what we write that matters ---- but how.
A study led by Karin James, a psychologist at Indiana University, gave support to that view. A group of children, who had not learned to read and write, were offered a letter or a shape on a card and asked to copy it in one of three ways: draw the image on a page but with a dotted outline(虚线), draw it on a piece of blank white paper, or type it on a computer. Then the researchers put the children in a brain scanner and showed them the image again.
It was found that when children had drawn a letter freehand without a dotted outline or a computer, the activity in three areas of the brain were increased. These three areas work actively in adults when they read and write. By contrast, children who chose the other two ways showed no such effect. Dr. James attributes the differences to the process of free handwriting: not only must we first plan and take action in a way but we are also likely to produce a result that is variable. Those are not necessary when we have an outline.
It’s time for educators to change their mind and pay more attention to children’s handwriting.
1.What do scientists mean by saying “it is far too soon to declare handwriting is not important”?
A. Handwriting is not very important to children.
B. Handwriting should not be ignored at present.
C. Handwriting has nothing to do with education.
D. Handwriting can not be learned in a short time.
2.What does “that view” in Para. 3 refer to?
A. How we
write is as important as what we write.
B. Children read quickly when they write by han
d.
C. Children create ideas and remember information.
D. A group of students should know what to write.
3.Which is NOT the children’s task in the experiment?
A. Copy the image on a page but with a dotted outline.
B. Draw the image on a piece of blank white paper.
C. Put a brain scanner and show the image again.
D. Type the image directly on a computer.
4.According to the passage, the author obviously _______ giving up handwriting.
A. is for B. is against
C. is responsible for D. doesn’t care about
