Michael R. Bloomberg’s exit and immediate move to back Mr. Biden had the _________ to anger supporters of Mr. Sanders and sparked outrage among progressives.
A.access B.potential C.advantage D.presentation
Thanks to Chinese authorities’ effective measures, Covid-19 across China is under control for the time being; however, the impact of the lockdown on the Chinese economy was laid _______ in a new data.
A.bare B.invalid C.evident D.generous
请阅读下面文字，并按照要求用英语写一篇150词左右的文章。
假定你是李华，自制一些中国结(Chinese knot)。给开网店的美国朋友 Tom 写封信，请他代卖，要点包括:
1. 外观(尺寸、颜色、材料)；
2. 象征意义；
3. 价格。
注意:1. 词数 120 左右；
2. 可以适当增加细节，以使行文连贯；
3. 开头语已为你写好
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
请认真阅读下面短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。注意：请将答案写在答题卡上相应题号的横线上。每个空格只填一个单词。
How to Think Outside the Box with Creativity Exercises
Encouraging creative thinking inspires students to ask questions, try new things and apply ideas to practical situations. Use individual and group based activities to open the door to innovation and build individual confidence. Incorporate creativity activities into everyday subject matter like English, science and art. The result will be increased interest in learning and the opportunity for each student to believe in her power to be creative in a variety of situations. Three creativity exercises are suggested as follows.
Use a mind-mapping exercise to help students overcome mind blocks to creativity.
Joyce Wycoff, author of the book “Mindmapping,” explains that a mind map encourages creativity by stimulating the brain to think in different patterns. Put a concept in the center of a large piece of paper and have your students surround the paper, each holding a marker. Ask them to brainstorm ideas and write them as offshoots (分支) to the concept. Have them add images and draw connections between ideas. You can use this to help them create a project, study for tests or organize a research paper.
Play a game of charades to empower students to use their minds and bodies to help their team win the game.
Select words that apply to a new topic you wish to introduce to the class. For example, if you want to discuss the history of your state, pick words that illustrate historical events your class will study. Divide the class into teams and ask volunteers to act out the words. Have students guess what the words are, and write the words on the board after students guess them correctly so they can see a complete list at the end of the game. Go back and forth between teams until all words have been used. When the game is over, ask the class to guess what the words have in common.
Invigorate (鼓舞) your students and stimulate creative thinking by facilitating a sentence relay race.
The goal of the race is to see which team can compose a sentence on a given subject. Begin by taping large pieces of paper to the wall and line up student teams about 5 feet from the wall. Give the teams one marker and a subject for the sentence. Tell them the object of the race is to build a sentence, one word at a time. The first student in each team will begin the sentence with a word. He will then run the marker to the next teammate and continue the process until each student has added a word to the sentence. The sentence relay will encourage quick thinking and stimulate creativity. Use the race to introduce a social studies concept or to reinforce the plot of a story for English class.
How to Think Outside the Box with Creativity Exercises | |||
Introduction | 1.of encouraging creative thinking and organizing creativity exercises
| Students are more likely to ask questions, try new things and put ideas into 2.. Students will be increasingly interested in learning and have more3.to be creative by means of | |
Creativity exercises
| Helping Students Map Their Minds | 4.of a mind map and how to use it | It encourages creativity by making the brain think 5.. Put a concept in the middle of the paper to which students add 6.and draw connections between them. |
Using Dramatic Play to Lead Students to be Creative | 7.. |
Volunteers are asked to act out the words illustrating historical events, of which the correctly guessed words are 8.. | |
9.a Relay by Building a Sentence |
The race is 10.at building a sentence, one student, one word at a time until each teammate has made an addition to the sentence.
|
When Lauren Marler began having disturbing symptoms at the age of 15, she somehow knew it was cancer. After some research, she realized she was right. But that was just the beginning of her horrific cancer journey. Marler's doctors discovered that what she had was truly unlucky-but she's still here to tell her tale.
In 2005, Marler noticed blood in her stool; she was too embarrassed to tell anyone. For two years she kept silent. “I looked up my symptoms and knew I had all the signs for colon cancer，” she says. “However, my mom thought I was overreacting.” Eventually, the doctor she visited confirmed she had a colon cancer at the age of 17.
“The doctor said that I needed to get to the University of Texas MD Anderson Cancer Centre immediately，” Marler recalls. There she met with Miguel RodriguezBigas, who removed Marler's entire colon and almost all of her rectum(直肠).
But just nine months later, the cancer returned. “When my mom told me, I just felt like, ‘You've got to be kidding me. I just want to be a normal kid.’” After another surgery, three months of chemotherapy(化疗), Marler believed that her cancer battles had to be over.
Then, during a routine scan to ensure that she was still in remission(重病的缓解期) five years later, 23yearold Marler got a call. “The doctor called to tell me that the scan showed a spot in my uterus(子宫) and it was endometrial cancer, an aggressive one. We went back to MD Anderson to meet with Pedro T. Ramirez, who recommended a full hysterectomy(子宫切除).”
Puzzled by Marler's history, Dr. RodriguezBigas recommended that she get genetic testing. The testing revealed the bad news: Marler had an incredibly rare disorder called CMMRD. Dr. RodriguezBigas explained that the disorder makes a person likely to suffer from different cancers. There is no treatment for the disorder, only preventive care-primarily regular scans to catch any developing cancers early. Armed with an answer for the grief and suffering she had endured for the past decade of her life, Marler actually felt a sense of relief. “It's heartbreaking, but at least I have an answer.”
Three years later, Marler was unable to shake what she thought was sinus infection(鼻窦感染). Marler's mother knew something wasn't right when Marler refused to go back to the hospital because of the level of pain she felt.
On this trip to the hospital, Marler was admitted and scanned. “I couldn't believe it was happening again. The medical test showed that it was lymphoma(淋巴瘤), one of the hardest types to treat. The doctors told me the treatment was going to be so painful that I would hate them by the time it was over. They were right.” Marler endured six different types of chemotherapy at the same time, one of which was delivered through her spinal cord. She was required to be admitted to the hospital every other week for six days. “I was so weak that I couldn't get off my couch. I lost all of my hair, and I had severe body aches，” she recalls.
Today, at 28, Marler is once again in remission-something she definitely doesn't take for granted. She credits her family for her ability to endure her repeated battles with a smile. She says, “I laugh a lot. That's one thing my family does really well-we can find the humour in any situation. I've always found a way to laugh. I do worry about what's next, but I can't let it consume me. I've learned to live with it.”
1.What's the function of the first paragraph?
A.It impresses on us how unfortunate Lauren Marler is.
B.It introduces to us a cancer patient named Lauren Marler.
C.It praises Lauren Marler's amazing achievements in her life.
D.It arouses our curiosity to read on about Lauren Marler's story.
2.What does the underlined word “aggressive” mean?
A.Being likely to spread quickly.
B.Making oneself ready to attack.
C.Requiring chemotherapy to cure it.
D.Acting with determination to succeed.
3.What exactly has caused Marler to suffer from various cancers?
A.Irregular medical scans. B.A rare gene problem.
C.No proper preventive care. D.Frequently changing doctors.
4.After receiving the treatment of lymphoma, Marler ________.
A.came to hate the doctors in charge of her
B.became a regular visitor to the hospital
C.was very painful physically and mentally
D.was free from the fear of another cancer
5.In the case of Marler, how many times did cancer returned?
A.5. B.4. C.3. D.2.
6.What mainly motivates to Marler's present success in fighting with cancer?
A.The fact that she never thinks much of cancer.
B.The fact that her whole family remains positive.
C.The fact that her life experience is full of humour.
D.The fact that she has learned to live with cancer.
Every year, thousands of teenagers participate in programs at their local art museums. But do any of them remember their time at museum events later in life? A new report suggests that the answer is yes - and finds that alumni (毕业生)of arts-based museum programs credit them with changing the course of their lives, even years after the fact.
The Whitney Museum of American Art, the Walker Art Center and the Museum of Contemporary Art, Los Angeles recently asked researchers to conduct a study to find out how effective their long-standing teen art programs really are. They involved over 300 former participants of four programs for teens that have been in existence since the 1990s. Alumni, whose current ages range from 18 to 36, were invited to find out how they viewed their participation years after the fact.
Among the alumni surveyed, 75 percent of alumni rated die teen program experience as the most favorable impact on their own lives, beating family, school and their neighborhoods. Nearly 55 percent thought that it was one of the most important experiences they'd ever had, regardless of age and two-thirds said that they were often in situations where then experience in museums affected their actions or thoughts.
It turns out that participating in art programs also helps keep teens enthusiastic about arts even after they reach adulthood: 96 percent of participants had visited an art museum within the last two years, and 68 percent had visited an art museum five or more times within the last two years. Thirty-two percent of program alumni work in the arts as adults.
Though the study is the first of its kind to explore the impact of teen-specific art programs in museums, it reflects other research on the important benefits of engaging with the arts. A decade of surveys the National Endowment for the Arts found that childhood experience with the arts have linked arts education to everything from lower drop-out rates to improvement in critical thinking skills.
1.What does the underlined phrase “the fact” in Paragraph 1 refer to?
A.Changing the course of children's life.
B.Participating in childhood art programs
C.Organizing arts-based museum programs.
D.Remembering the time at museum events.
2.What does Paragraph 2 mainly tell us?
A.The result of the study.
B.The process of the study.
C.The approach to the study.
D.The object and content of the study.
3.What can be inferred of the study mentioned in the text?
A.Passion for arts may remain long in kids' whole life.
B.No other studies exist concerning the benefits of arts.
C.Age matters in how people view their art experiences.
D.Most children taking part in art programs will work in arts.
4.Which of the following can be the best title for the text?
A.How is Art Connected to Our Life?
B.Can Art Education Affect Our Income?
C.What Should Art Museums do for Kids?
D.Should Children Walk into Art Museums?
