为了加强与同学们的沟通，营造更好的学校生活，使同学们更加健康快乐的成长，学校决定向同学们征求建议。假如你是李明，用英语向校长写一封建议信。内容包括:
1.对学校和老师提出建议；
2.提出这些建议的原因。
注意:
1.词数100左右，开头已给出，不计入总词数；
2.可以适当增加细节，以使行文连贯。
3.文中不能出现真实的校名和地名。
Dear Headmaster,
I’m very glad to write a letter to you . These days we’re talking about how to have a better school life.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours sincerely,
Li Ming
假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。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:在错的词下划一横线，并在该词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。
Last week I went to the Summer Palace and met some American tourist by accident. I greeted them with English and then we begin to chat. I got to know that they were college students travel in China, most of them were fond of Chinese culture. They were busy taking pictures and were amazing at the changes that had taken place in the past few years. After that, we went boating or had a good time. We were exchanged our e-mail addresses so that we could write to each other in the future. I was gladly to have a chance to practice my oral English. What exciting experience it was!
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
People are having a debate about whether 1. (develop) the economy or protect the environment. 2. Lin Shuiqing’s opinion, 3. is our duty to cut back on 4. (produce) and reduce the quantities of things we make and buy while Qian Liwei thinks that businessmen are not greedy and they don’t hide from their 5.(responsible), either. As far as he is concerned, the people 6. (operate) these factories are 7. (deep) concerned about the environment, and should 8. (give) more credit. As 9. matter of fact, many people are willing to pay a little higher price for things 10. are friendly to the environment.
I was leaving for a new job in Europe and my younger brother would be leaving for college. We only had a few precious months left as a family living under the same ______. Everything would change in the ______. A family of magpies (喜鹊) ______ in our maple tree. This family seemed to be extraordinarily lively. One early morning, the noise was so ______ that my dad went out to see what the birds were doing. He found a young magpie ______ around the yard, flapping (拍打) his little wings and yelling.
Dad looked up in the tree to find Mommy and Daddy Magpie sitting on a branch and glaring ______ at him. He had to do something for the poor little thing. Dad called the zoo for ______. They told him not to ______ it and assured him the baby would learn to fly on its own. Dad no longer ______ the magpie around the yard. He did, however, watch him ______ from the living room window, just to make sure a cat didn’t turn him into ______.
The next day I got a ______ at my summer job. It was from my father. He never called me ______. He asked me if I saw Morey before I left home — he named the bird Morey.
Driving home from work, I ______ it wasn’t only about the magpie but also about his own little fledglings (幼鸟) who were ______ the nest. It was about my brother and me. Dad felt as helpless as the Mommy and Daddy bird watching in the tree. He couldn’t make us fly nor could he ______ cats once we left the nest.
I got home and found him looking out of the kitchen window with ______ in his eyes. I ______ him by saying Morey might have learnt to fly with very good parents raising him.
Soon it was the end of August. Bags were ______ and it was time for my brother and me to leave the nest. In the end, Dad had nothing to worry about. He ______ his little fledglings well. And we flew...
1.A. house B. room C. family D. roof
2.A. winter B. spring C. fall D. summer
3.A. settled down B. took down C. cut down D. brought down
4.A. exciting B. loud C. frightening D. low
5.A. flying B. jumping C. running D. wandering
6.A. hopefully B. carefully C. helplessly D. suddenly
7.A. leave B. permission C. advice D. conclusion
8.A. hunt B. chase C. ignore D. touch
9.A. followed B. assisted C. helped D. collected
10.A. coldly B. gladly C. purposely D. cautiously
11.A. taste B. lunch C. meat D. nest
12.A. news B. message C. call D. notice
13.A. at work B. at school C. at home D. at noon
14.A. realized B. wondered C. summarized D. questioned
15.A. building B. quitting C. directing D. leaving
16.A. argue with B. fight against C. drive away D. associate with
17.A. light B. tears C. pain D. doubts
18.A. greeted B. hugged C. persuaded D. comforted
19.A. locked B. packed C. loaded D. strengthened
20.A. raised B. loved C. brought D. accompanied
How to Discover Your Talent
Talent tends to refer to that inborn skill that everyone seems to be born with. 1.. It’s good to try and identify and practice that skill.
Revisit your childhood. A good way to figure out where your talents lie is to go back to your childhood. 2.. This is often the time when you had plans that weren’t limited by what people tend to think of as ‘reality’.
Consider what it is you do when you lose track of time. One of the chief things you can do is focus on what you love to do so much that you have a tendency to forget everything else for a while. 3.. You might have to research a bit deeper into the things you enjoy to discover what makes you feel satisfied.
4.. Sometimes, when you’re having difficulty seeing clearly, it’s good to get an outside opinion. Your friends and family members know you well and they should be able to offer you some insights into the areas they think you’re talented in.
Try new things. Especially if you’re not sure what your talents might be, you should get out and try new things. This way you’re more likely to hit on what it is that you’re really good at and that really makes you happy. 5.. In your quest for your own talent you should look into the talents of other people.
A. Consider what you loved to do as a child
B. Ask others for better advice
C. You can use your talents in the service of kindness
D. Focus on the areas that you’re less talented in
E. Not all talents are going to be super obvious
F. Observe and enjoy the talents of other people
G. It’s true that having a talent can help you in life
A small robot may help children who are recovering from long-term illnesses in the hospital or at home. These children may feel isolated from their friends and classmates. The robot takes their place at school. Through the robot, the children can hear their teachers and friends. They also can take part in class from wherever they are recovering.
Anyone who has a long-term illness knows that recovering at home can be lonely. This can be especially true for children. They may feel left out. Now, these children may have a high-tech friend to help feel less lonely. That friend is a robot. The robot is called AV1. AV1 goes to school for a child who is homebound while recovering from a long-term illness. And the child’s school friends must help. They carry the robot between classes and place the robot on the child’s desk.
A Norwegian company called No Isolation created the robot. The co-founders of No Isolation are Karen Dolva and Marius Aabel. Dolva explains how the robot AV1 works. She says, from home, the child uses an iPad or a phone to start the robot. Then they use the same device to control the robot’s movements. At school, the robot becomes the eyes, ears and voice of the child.
‘So, it sits at the child’s desk in the classroom and the child uses an iPad or a phone to start it, control its movement with touch, and talk through it.’
The student can take part in classroom activities from wherever they are recovering — whether at home or from a hospital bed. The robot is equipped with speakers, microphones and cameras that make communication easy.
1.What’s the meaning of the underlined word ‘isolated’?
A. Kept apart. B. Difficult to learn.
C. Unhappy or stressful. D. Full of hope.
2.What are children unable to do through the robot?
A. Taking part in the class. B. Talking with his friends.
C. Writing on the blackboard. D. Hearing their teachers.
3.How do children control the robot’s movements?
A. By talking with the robot.
B. By taking part in class activities.
C. By using the microphones equipped in it.
D. By touching an iPad or a phone.
4.What’s the robot mainly designed for?
A. Children who have just recovered from illnesses.
B. Children who can’t go to school for a long time.
C. Children who are bored with going to school.
D. Children who can’t see, hear or speak.
