Here's the scenario(场景): You've got an article to write on an interesting topic. You have more than enough time to meet your deadline and an editor lined up to perfect your words. There's one big problem, though. The words won't come. You've got writer's block. 1. And your deadline, which seemed generous at first, is starting to close in on you. Every writer has been there. What can you do about it?
2. Science says that's when writers are most creative and least likely to be distracted. But when you're completely stuck, going straight into writing first thing in the morning might not work. Why not start your day with something you're excited about? It'll be more fun and make you feel productive.
Smoothly as the morning unfolds, writer's block may linger(逗留). While faced with it, we find the best approach is to break your task up into chunks. 3. With this one little step, you've accomplished something and you're one step closer to meeting that deadline. Then, do some reading, make a list of any ideas you find interesting, and use your list to create a rough outline. 4. The draft may still need some polishing, but you're most of the wav there now!
Besides, writing is more than putting words on paper. It's also about thinking. You should feel free to walk away when you need to have some quality “thinking time”. If you use these breaks to do something productive, you won't think of it as time wasted. 5. You'll get fresh air and exercise—which are both known to be good for creativity—and your colleagues will thank you.
A.Take a walk outside with a pen and paper.
B.You've been staring at a blank page for days.
C.That can help to reduce the difficulty of writing.
D.Here's an idea: offer a coffee run for your colleagues.
E.Start with something small, like creating a new folder.
F.Writers are often told they should write early in the morning.
G.Turn it into sentences and paragraphs and you'll have a draft.
At the World Economic Forum last month, President Trump drew claps when he announced the United States would respond to the forum's proposal to plant one trillion(万亿) trees to fight climate change. The trillion-tree idea won wide attention last summer after a study published in the journal Science concluded that planting so many trees was “the most effective climate change solution to date”.
If only it were true. But it isn't. Planting trees would slow down the planet's warming, but the only thing that will save us and future generations from paying a huge price in dollars, lives and damage to nature is rapid and considerable reductions in carbon release from fossil fuels, to net zero by 2050.
Focusing on trees as the big solution to climate change is a dangerous diversion(偏离). Worse still, it takes attention away from those responsible for the carbon release that are pushing us toward disaster. For example, in the Netherlands, you can pay Shell an additional 1 euro cent for each liter of regular gasoline you put in your tank, to plant trees to balance the carbon release from your driving. That's clearly no more than disaster slightly delayed. The only way to stop this planet from overheating is through political, economic, technological and social solutions that end the use of fossil fuels.
There is no way that planting trees, even across a global area the size of the United States, can absorb the huge amounts of fossil carbon released from industrial societies. Trees do take up carbon from the atmosphere as they grow. But this uptake merely replaces carbon lost when forests were cleared in the first place, usually long ago. Regrowing forests where they once grew can undo some damage done in the past, but even a trillion trees can't store enough carbon to head off dramatic climate changes this century.
In a sharp counter argument to last summer's Paper in Science, Justin Gillis wrote in the same journal in October that the study's findings were inconsistent with the dynamics of the global carbon cycle. He warned that “the claim that global tree restoration(复原) is our most effective climate solution is simply scientifically incorrect and dangerously misleading”.
1.What do we know about the trillion-tree idea?
A.It was published in a journal.
B.It was proposed last summer.
C.It was put forward by Trump.
D.It drew lots of public attention.
2.What is paragraph 3 mainly about?
A.A drawback of the tree planting strategy.
B.An example of balancing carbon release.
C.An anecdote of making a purchase at Shell.
D.A responsibility for politicians and economists.
3.What was Justin Gillis's attitude towards global tree restoration?
A.Indifferent. B.Opposed.
C.Hesitant. D.Supportive.
4.What is the best title for the text?
A.Contradictory Ideas on Tree Planting.
B.A Trillion Trees Come to the Rescue.
C.Planting Trees Won't Save the World.
D.The Best Solution to Climate Change.
How did you develop from an infant(婴儿),with a few elementary thinking skills, to the adult you are now, with the ability to reason and analyze the world in many complex ways involving language, symbols and logic? Your first reaction to this question may be very likely to say, “Well, I learned how to think from my experiences and from the teaching I received from adults through my life.”
Although this explanation seems naturally correct to most people, many developmental psychologists believe that much more is involved in acquiring intellectual abilities than simple learning. The current view about intellectual development is that it is a process of maturation, much like physical development, that occurs in a predictable fashion from birth through adulthood.
Do you look at an infant and see a person who, with enough learning, is capable(有能力的) of adult physical behaviors? Of course not. Instead, you know that the child's behavior will become increasingly complex over time through a process of physical maturation. You know that until the child achieves a certain level of development, all the learning in the world cannot produce certain behaviors. For example, consider the behavior of walking. You probably think of walking as a learned behavior. But imagine trying to teach a 6-month-old to walk. You could place the infant on an Olympic-level schedule of 8 hours practice every day, but the child will not learn to walk, Wily? Because the child has not yet reached the physical maturity to perform the behaviors needed to walk.
Intellectual development occurs in much the same way. Children simply cannot display certain thinking and reasoning abilities until they reach an appropriate stage of intellectual development, no matter how much learning they may have experienced.
1.What is most people's view on intellectual development?
A.It depends on experience and education.
B.Its process is simple and predictable.
C.It is similar to physical development.
D.It just happens naturally in life.
2.What can we learn about physical development from the text?
A.It stops naturally, at an early age.
B.It happens through simple learning.
C.It is part of intellectual development.
D.It occurs in the process of growing up.
3.Why is walking mentioned in paragraph 3?
A.To show behaviors can't be learned till a certain age.
B.To prove walking can be learned at any stage in our life.
C.To indicate a baby can't learn to walk without parents, help.
D.To suggest more practice can produce more learned behaviors.
4.Where is this text most likely from?
A.A research paper.
B.A science magazine.
C.A teaching guidebook.
D.A children's newspaper.
Several years ago, a public school teacher was hired to visit children who were patients in a city hospital. Her job was to tutor them with their schoolwork.
One day, this teacher received a routine call requesting that she visit a particular child. She was told by the teacher on the other end of the line. “We’re studying nouns and adverbs in Class now. I’d be grateful if you could help him with his homework.”
It wasn’t until the visiting teacher got outside the boy’s room that she realized it was located in the hospital’s burn unit. No one had prepared her for that. When she walked into the room, she found the young boy, horribly burned, was obviously in great pain. The teacher felt awkward and didn’t know what to say, but she had gone too far to walk out. Finally, she was able to stammer out, “I…I’m… the special visiting hospital teacher, and your teacher sent me to help you with your nouns and adverbs.” Afterward, she thought it was not one of her more successful tutoring sessions.
The next morning when she returned, a nurse stopped her, “What did you do to that boy?” Before she could finish her apologies, the nurse interrupted her by saying, “You don’t understand. We’ve been worried about him, but ever since you were here yesterday his whole attitude has changed. He’s responding to treatment…”
In fact, the boy had completely given up hope and felt he was going to die until he saw that special teacher. Everything had changed with an insight gained by a simple realization. With happy tears in his eyes, the little boy said, “They wouldn’t send a special teacher to work on nouns and adverbs with a dying boy, now, would they?”
1.Why did the teacher feel awkward after entering the room?
A.She walked into the wrong room.
B.She was too eager to be successful.
C.She had no idea how the boy was suffering.
D.She was not well prepared for her lesson.
2.What does the underlined word “stammer” in paragraph 3 mean?
A.To speak with a fear.
B.To speak with a pause.
C.To speak with a concern.
D.To speak with a gesture.
3.What can we infer from the teacher’s action of apologizing?
A.She got scared by the hospital nurse.
B.She was a person of modest personality.
C.She thought she made the boy uncomfortable.
D.She realized she got the usage of a noun wrong.
4.What helped the boy regain hope?
A.He felt the learning pressure from the special teacher.
B.He believed that the teacher was expert at teaching grammar.
C.He was aware that everyone was trying their best to care for him.
D.He realized that he was not in so bad a situation as he had assumed.
CAFE Maker Space Policy
Service and Location
The Maker Space is located in the lower level of the Powers Memorial Library towards the north side of the building. The purpose of the area is to provide open access to information and various new technologies to enhance professional, personal and educational goals for all ages. It is a place to gain hands-on experience, knowledge and skills and to make stuff!
Opening Hours
Currently the Maker Space is open every Wednesday afternoon from 4:00—7:00 p. m. These hours may vary during the summertime.
Equipment Available
·A Flash forge Creater Pro Dual Extrusion 3 D Printer
·Two ASUS Laptops
·Inventables Tool Kit
·LECO Mindstorms
·Wood Finishing Kit
·Obstacle Avoiding Robot
Conditions of Use
·Everyone with a valid CAFE library card is welcome to use and visit the Maker Space at no charge. To use the Maker Space, all must read and sign the Maker Space policy, stating that they will obey the rules and regulations of this policy.
·All equipment in the Maker Space are on a first come, first served basis; however, reservation may be made of specific equipment in advance. Use is limited for two hours per day per person, unless advanced approval is arranged with the Library Director. Reservations can be made in person at the library or by calling the Main Circulation Desk(262) 495-4605.
Equipment Safety Use
·In order to use specific equipment/technology or to participate in any project using this equipment, the user must complete the Equipment Use and Safety Certification Class.
·Any use of materials without certification can result in suspension or permanent ban from the Maker Space.
Fees for Equipment
3 D Printer: The current cost for use of the 3 D printer is $0.5 per 30 minutes run time.
1.Who is the Maker Space open to?
A.Staff of CAFE high school.
B.People over the age of 20.
C.Citizens with the library card.
D.College students in the city.
2.In which section can you find information about punishments for rule breaking?
A.Service and Location. B.Equipment Available.
C.Conditions of Use. D.Equipment Safety Use.
3.If you have used the 3 D printer for 100 minutes, how much do you need to pay?
A.$2. B.$1.5.
C.$1. D.$0.5.
假设你是李华，你的英国笔友Alan在邮件中提到他近来对中国古诗很感兴趣，希望你介绍一位你喜欢的古代诗人。请给他回信，内容包括：
1.该诗人是谁；
2.该诗人的主要贡献；
3.该诗人的作品给你的感受
注意：1.词数100左右；
2.开头和结尾已给出，不计入总词数。
Dear Alan,
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours,
Li Hua
