阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。
A Note of the Nicest Things
He was in the first third grade class I taught at Saint Mary’s school. All of my students were dear to me, except Mark Eklund. He often talked constantly. I had to remind him again and again that talking without permission was not acceptable.
One morning my patience was growing thin, and then I made a new teacher’s mistake. I looked at him, saying, “If you say one more word, I am going to tape your mouth shut!”
It wasn’t ten seconds later when Chuck, another student, blurted out, “Mark is talking again.” Since I had stated the punishment, I had to act on it. I took a roll of tape out of my drawer. Without saying a word, I proceeded to Mark’s desk, tore off two pieces of tape and made a big X over his mouth. When I walked back to Mark’s desk and removed the tape, his first words were, “Thank you for correcting me, Sister.”
One Friday, I asked the students to list the names of the other students, leaving a space between each name. Then I told them to write down the nicest thing they could say about each of their classmates. As they left, each one handed me the paper.
That Saturday, I wrote down the name of each student and listed what everyone else had said about that individual. On Monday I gave each student his or her list. Before long, the entire class was smiling. “Really?” I heard the whispers. “I never knew that meant anything to anyone!” “I didn’t know others liked me so much!” Then Mark said, “Thank you for teaching me, Sister.”
Years later, after I returned from vacation, my parents met me at the airport. My father cleared his throat as he usually did before saying something important. “The Eklunds called last night,” he began. “Really?” I said. “I haven’t heard from them in years. I wonder how Mark is.” Dad responded quietly. “Mark was killed in Vietnam,” he said. “The funeral is tomorrow, and his parents would like it if you could attend.”
I had never seen a serviceman in a military coffin before, so handsome, so mature.
Para 1.After the funeral, Mark’s mother and father found me.
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Para 2.Mark’s classmates started to gather around us.
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假如你是李华，你看到美国留学生Sharon在网上发帖，希望有人能够帮助她提高普通话（Mandarin）水平。请根据以下提示用英语给她写一封电子邮件：
1. 表达给她提供帮助；
2. 说明你能胜任辅导；
3. 列举你的提高计划。
注意：
1. 字数80词左右；
2. 可以适当增加细节，以使行文连贯。
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阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。
How to prevent being infected with the virus? There are a number of standard hygiene (卫生) practices 1. have been recommended to protect against infection and 2. (far) spread. These include covering your mouth and nose when coughing or sneezing with a medical mask, tissue or flexed elbow; avoiding contacting with those who are unwell 3. (close); the appropriate use of masks and personal protective 4. (equip), especially in a healthcare setting; washing hands regularly with water and soap, 5. alcohol-based hand sanitizer (洗手液). Actions that can be taken to prevent infection from 6. animal source include: avoiding unnecessary unprotected contact with animals; washing hands after contact with animals or animal products; and ensuring that animal products are cooked thoroughly before they 7. (consume).
8. is important to stay home if you’re feeling unwell. But if you have a fever, cough, and difficulty 9. (breath), seek medical care early and share your previous travel history 10. your healthcare provider.
A Colorado pair brings new meaning to the word “determination”. When one couldn’t walk and the other couldn’t see, they _______ up to share their love of the great outdoors.
Melanie Knecht has to use a wheelchair to get around due to born spina bifida (脊柱裂). Trevor Hahn only recently became blind after he _______ an eye disease five years ago. Both living in Fort Collins, Colorado, the two met at an adaptive boxing class — and they soon ran into each other again at an adaptive rock-climbing class.
They immediately _______ over Knecht’s lifelong hobby of camping and Hahn’s passion for outdoor sports. When she told him about her recent trip to Easter Island, where she got the _______ to be carried on another person’s back, an unusual idea occurred to her.
_______ his lost sight, he’d been able to scale a Himalayan peak, using poles and _______ directions from his companions.
They started small, but next month — with her vision and his _______— they will trek to the top of a 14,000-foot mountain.
“It just seemed like common sense. He’s the legs, I’m the eyes! _______, we’re the dream team.” said Knecht.
At the start of each hike, a friend lifts Knecht _______ a carrier on Hahn’s back. From that point on, she gives him oral directions to lead the way.
Hahn said, “It made me so happy to help someone experience what I’ve been able to experience my whole life. The best part is being able to make her smile — that gives me ________.”
In addition to this sense of purpose, the two share an understanding of how ________ it can be asking able-bodied or sighted people for assistance in everyday life. They get immeasurable ________ from being able to do this on their own.
While the two accept that others ________ what they’ve been able to do, they’re not looking for ________— they just want others to encourage solutions for their friends with disabilities. Don’t ________ them because you think they won’t be able to do something.
1.A.rose B.made C.teamed D.ended
2.A.developed B.cured C.spread D.diagnosed
3.A.handed B.argued C.got D.bonded
4.A.opportunity B.competence C.permission D.admission
5.A.On account of B.In spite of C.On top of D.In view of
6.A.spoken B.opposite C.confusing D.gesturing
7.A.optimism B.strength C.guidance D.wisdom
8.A.Hopefully B.Instead C.Together D.Similarly
9.A.over B.up C.off D.into
10.A.relief B.courage C.reward D.purpose
11.A.convenient B.difficult C.ridiculous D.essential
12.A.suffering B.wealth C.satisfaction D.depression
13.A.appreciate B.oppose C.dismiss D.advocate
14.A.criticism B.attention C.praise D.curiosity
15.A.convince B.reject C.contact D.approach
If you were like most kids, your mother must have told you there were three no-no’s when it came to your fingers: Don’t put them in an electrical outlet, don’t stick them up your nose (at least not in public), and don’t use them when you are counting. 1. But experts in education and cognition now believe that using your fingers to do math is not only a perfectly good idea but may even help children become superior students.
It certainly makes sense. When children count on their fingers, they take an abstract concept — mathematics — and translate it into the most basic and visual form 2.. Even when we aren’t actually counting on figures, they still can help us on math problems.
3. It activates when we respond to heat, pressure, pain, or the use of a given finger.
Studying brain scans, researchers discovered that when students aged 8 to 13 work on subtraction (减法 ) equations, this region “lights up” on the scans, even if the students aren’t using their fingers. The more complex the problem is, the more activities are detected.
The connection between finger use and math ability has been proved on old-fashioned math tests as well. With their eyes closed, first graders were asked to identify which of their fingers a researcher was touching. 4.. When college students were given the same quiz, the highest scores once again performed best on calculation tests.
So what does all this mean? For one thing, parents and teachers shouldn’t discourage children from counting on their fingers. 5.. Memorizing the multiplication tables may help, but it is not the best option. “I would like to see interesting and creative representations of ideas.” says Jo Boaler, a professor of math education.
Recently, a series of activities have been designed to strengthen students’ perception of their fingers. Maybe in the near future, there will be only two no-no’s regarding the use of fingers.
A.There is a section of the brain, called the somatosensory finger area.
B.Researchers also stress that students simply learn better using visual tools.
C.The first two laws of fingers are as true as ever.
D.That may sound simplistic, but the researchers offer an interesting explanation.
E.Researchers found those scoring highest on the finger-ID questions scored higher on a math test.
F.Researchers are unimpressed by those students who finish quickly as well.
G.In fact, experts believe the brain is built to “see” any process with our fingers.
Young people in the United States do not have a strong understanding of the world and their place in it.
Two U. S.— based groups, the Council on Foreign Relations and the National Geographic, Society commissioned an online survey earlier this year. They wanted to know what young people educated in American colleges knew about geography, U. S. foreign policy, recent international events, and economics.
The survey was given to over 1,200 Americans between the ages of 18 and 26 years. All of them presently attending, or having previously graduated from, a 2- or 4-year college or university.
The average test score, out of 75 total possible answers, was 55 percent. The study identifies a few important problems. For example, only 30 percent knew that the only part of the U. S. government that can declare war is Congress. Only 60% of those taking the survey could identify Brazil on a world map.
Part of the problem, argue the organizers of the survey, is the internet. They say it is becoming harder to find high-quality information about world events amongst all the fake news and trivia which swamp the web. Forty-three percent of those questioned said they read about the news on Facebook.
Another problem is that most college courses do not require students to learn about international issues. If such information is not required, Richard Haass from the Council on Foreign Relations said, then the United States could have leaders like Gary Johnson. He was a recent presidential candidate who did not know about the Syrian city of Aleppo when a reporter asked him about it.
The survey results were not all bad. The young people also demonstrated a good understanding of climate change and renewable energy. And the majority of them said that international issues were becoming more important to them.
Haass says these findings suggest the need to find was to get good information to students, both in school and online. To help, the Council on Foreign Relations is creating a new program called CFR Campus, designed to help build knowledge about global issues.
1.What can we learn about the survey?
A.All the participants were recent university graduates.
B.It was an online survey conducted by two US universities.
C.Its aim is to figure out what the young people know about America.
D.It was given to over 1,200 American people aged from 18 to 26.
2.What’s one reason survey organizers give for young people’s lack of knowledge?
A.Young people are unwilling to travel abroad.
B.The sources from which they get their information.
C.The US university system is of poor quality.
D.Their lack of interest in knowing more about the world.
3.According to the survey, what topic did the young Americans understand best?
A.Environmental matters. B.Geographic information.
C.Foreign relations. D.Government organizations.
4.In which column of a newspaper could we find this article?
A.Economics. B.Entertainment.
C.Politics. D.Education.
