为了帮助中学生健康成长，某中学英文报开辟了“HEART-TO-HEART”专栏。假设你是该栏目的编辑Jamie，收到一封署名为Worried的求助信。信中该同学向你诉说了自己的困扰：近日容易发脾气，正常的学习和生活受到了影响。请用英文给该同学写一封电子邮件。内容要点如下：
1. 表示理解并给予安慰；
2.提出建议并说明理由。
注意：词数80左右。参考词汇：脾气，情绪temper
Hi Worried，
I’ m sorry to know that you’ re having such a had time at the moment.
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Yours，
Jamie
翻译下列句子并连成一篇80词左右的短文
1. 听说你进入高中后感觉不太好我很抱歉。你可以做些调整以改变现状。
2. 邀请一些同学一起参加课后活动，有助于你们通过交流互相了解。
3. 你们可以在彼此有困难时相互帮助。
4. 随着时间的推移，你与别人接触越多，他们对你就有更好的了解。
5. 我相信你会结交到很多朋友，拥有快乐的校园生活。
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根据提示将下列句子进行升练训练
1.他沉迷于网络游戏，所以考试不及格。
He was addicted to Internet games and didn’t pass the exam.(用分词短语作状语改写句子)
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2.互联网改变了我们的生活，与此同时，它也给我们带来了意想不到坏影响。
The Internet changed our life.At the same time it also brought us some unexpected had influences.(用which连接两个并列句)___________________________________________________________
3.首先，互联网给我们提供了一种更加方便、高效的方式，通过这种方式我们能够处理很多日常事务。
First of all，the Internet provides us with a more convenient and efficient means. We can address lots of daily affairs by these means.(用介词+which引导的定语从句合并句子)
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4.俗话说，人生在世无朋友犹如生活无太阳。
We all know the saying that a life without a friend is a life without the sun.(用as引导的非限制性定语从句改写句子)
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5.他们甚至因不适应食物、气候而生病。
They even fall ill simply because the new climate and food don’ t agree with then.(用非限制性定语从句，lead to加复合宾语改写句子)
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6.据说，大部分大一新生无法适应环境的改变。
It’ s said that most freshmen are confused by the sudden change of their environment and don’ t know how to deal with it.(用be said to be/do和现在分词作结果状语改写句子)
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7.最重要的是要学会控制你的脾气，不要做任何让自己后悔的事，不要说任何让自己后悔的话。
The most important thing is to learn to control your temper in order not to do or say anything you’ ll regret.(用what引导的主语从句及so that改写句子)
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8.我认为养成一个良好的习惯很重要。
I think it is also important to develop a good habit.(用适当的高级词汇及结构改写为简单句子)
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根据所给出的词汇写出相应的高级写作词汇
1.__________pay attention to
2.___________encourage sb.to do
3.___________can’ t stop doing
4.___________be difficult for sb.to do
5.___________suggest that
6.___________be shy and can’ t do
7.___________be worried about
写出下列写作常用词汇
1.___________vt.准备
2.___________n.教导，指导
3.___________n.创造性
4.___________n.校园
5.___________n.活动
6.___________n.成绩，成就，功绩
7.___________vt.提高，改进
8.___________n.教育工作者，教育家
9.___________n.建筑物
10.__________n.比赛，竞赛
阅读下面短文，根据其内容写一篇60词左右的内容概要。
While contact between adolescents(between the ages of fifteen and nineteen) and their peers(同龄人) is universal characteristic of all cultures， the nature and the degree of such contact vary a great deal. In American contemporary society adolescents spend much more time with their peers than with younger children or adults.
This pattern of age segregation(隔离) in American society did not become usual until the beginning of the industrialized society. Changes in the workplace separated children from adults， with adults working and children attending school. The dramatic increase of mothers in the workplace has further contributed to the reduction in the amount of time adolescents spend with adults.
School reform efforts during the nineteenth century， which resulted in age-segregated schools and grades， have reduced the amount of time adolescents spend with younger children.
Finally， the changes in population are considered a factor that may have contributed to the emergence of adolescent peer culture. From 1955 to 1975， the adolescent population increased dramatically， from 11 percent to 20 percent. This increase in the number of adolescents might be a contributing factor to the increase in adolescent peer culture in terms of growth in size as well as in terms of its impact on society's other cultures(adults， younger children).
Research supports the view that adolescents spend a great deal of time with their peers. Reed Larson and his colleagues examined adolescents’daily activities and found that they spend more time talking to their friends than engaging in any other activity. In typical week， high school students will spend twice as much time with their peers as with adults. This gradual withdrawal from adults begins in early adolescence. In sixth grade， adults excluding parents account for only 25 percent of adolescent social networks. Another important characteristic of adolescent peer culture is its increasingly autonomous(自治的) function. While childhood peer groups are conducted under the close supervision of parents， adolescent peer groups typically make an effort to escape adult supervision and usually succeed in doing so.
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