Every new parent knows that rocking can calm that uneasy baby when it’s time to take a nap. But the benefits of gentle movement may go beyond the baby stage. Because two new studies show that rocking also helps grown-ups, both human and mouse, get a good night’s sleep.
What should be no surprise is that movement can calm someone. Think of how many times you’ve fallen asleep on a train. But can motion really cause a nap, and make for a deeper sleep?
To find out, researchers invited 18 healthy volunteers for a sleepover. “So they came to the lab and slept one time on the motionless, normal bed. And one night where they got rocked.” said Aurore Perrault, a sleep researcher at the University of Geneva in Switzerland. “And what we find is that when compared to a motionless night, a whole night of rocking sleep has a beneficial effect not only on sleep beginning but also on sleep continuity. “Subjects who were rocked also did better on a memory test the next morning than the stiller sleepers.
In the second study, Kompotis, a student at the University of Lausanne, rocked a group of mice. “Whether rocking affects sleep in other species was never before discussed. So the main questions for our study were whether rocking affects sleep in mice and what is the possible system? ”
Kompotis placed the mouse cages on a platform that moved from side to side. Though mice were rocked four times faster than their human counterparts—a frequency of one back-and-forth per second, or 1 Hertz, worked best—the results were strikingly similar. “During rocking at 1 Hertz, time spent asleep increased, and mice fell asleep twice as fast as at still condition.” However, additional studies could allow the researchers to identify a new aim for treating sleep disorders, including insomnia (失眠).
If you want a good night’s sleep, you might think about adding a little swing to your night-time routine.
1.What’s the purpose of the second study in the passage?
A.To do research on the sleep system of other species.
B.To see whether rocking affects sleep of other species.
C.To discuss in which case rocking affects baby’s sleep.
D.To study the influence of rocking on sleep disorders.
2.What do we know about the mice in Paragraph 5?
A.Their sleeping time went up when rocked at 1 Hertz.
B.Their sleep disorder including insomnia was treated.
C.When rocked, they fell asleep four times faster than at still condition.
D.When rocked, they slept faster than their human counterparts.
3.What’s the best title of the passage?
A.Rocking Helps Grown-ups Sleep Too.
B.Deep Sleep Needs the Constant Swing.
C.Rocking Greatly Affects Deep Sleep.
D.Rocking Can Treat Sleep Disorders.
假定你是李华，你的美国笔友Mike所在的华盛顿中学将在7月举行中国文化日活动，他给你来信寻求活动的相关建议，请给他回信，内容包括：
1.活动的内容和形式；
2.说明推荐理由。
注意：
1.词数100左右；
2.可以适当增加细节，以使行文连贯
参考词汇：paper-cutting剪纸 calligraphy书法
Dear Mike,
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours sincerely,
Li Hua
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：在错的词下画一横线，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。
In the past three years, many activities had been organized by our school. What impressed me mostly was an activity calling “Learning to Farm”. In an autumn afternoon, we went to a farm, where we learned knowledge and had many fun. Having been in the city for such a long time, we were more than happy to go to a countryside. After we arrived, we divided into three groups. Some students learned how to raise pigs, some worked in the garden, and the other helped the farmers with the work in the fishpond. It was not until it was totally dark when we stopped working. Though we were tired out but we felt pleased on our way back home.
Michael Evans was standing in line, waiting to pay his taxes. Suddenly, he heard a/an_________sound ahead of him. The elderly woman at the window was crying. Then Evans learned why: he heard the cashier (出纳员) _________ her that her house was headed for auction (拍卖). He also heard the woman tell the cashier that her daughter had recently died.
Evans, who had just _________his father, knew too well the pain of losing a loved one. He _________the window, saying to the cashier, “If you can get her house back, I’ll pay for her taxes. The amount due: $20,000.”
The elderly woman was _________. Her despair turned to disbelief. The cashier left to _________ the amount and Evans _________to go straight to the bank for the money. And he did.
But when he___________, he asked someone else to hand the money to the cashier. Evans was trying to slip away _______. “I didn’t want this attention,” he explains.
Of course, ____________found him — it’s not every day that someone pays a stranger’s large tax bill. That said, Evans often finds himself on the giving end of such situation, ______________ for years he went unrecognized for it.
Evans received a/an ____________for his lifetime of ____________ a few weeks after the tax incident.____________he didn’t want the attention, but his son thought differently, “So good to see my dad finally get the recognition he____________.”
Michael Evans Sr. will retire soon and he hopes he’ll continue to ____________his local youth football league team — he pays for their equipment and uniforms. His son will ____________the business, with his dad’s love for charity. “I feel __________of my father. When a man heard a stranger was about to lose her house. He opened his heart — and his__________.”
“I ____________my life after him and I want my children to look at me the way I look at my dad.”
1.A.amazing B.disappointing C.encouraging D.disturbing
2.A.convince B.inform C.teach D.write
3.A.buried B.called C.found D.imagined
4.A.approached B.broke C.cleaned D.opened
5.A.discouraged B.interested C.surprised D.worried
6.A.confirm B.double C.limit D.reduce
7.A.tended B.regretted C.promised D.refused
8.A.hesitated B.returned C.left D.spoke
9.A.bravely B.lonely C.proudly D.quietly
10.A.attention B.chance C.money D.progress
11.A.as B.if C.though D.until
12.A.award B.present C.letter D.call
13.A.ability B.curiosity C.dignity D.generosity
14.A.Thus B.Again C.Besides D.Instead
15.A.wants B.deserves C.forgets D.ignores
16.A.educate B.train C.sponsor D.unite
17.A.come up with B.get away with C.put up with D.carry on with
18.A.ashamed B.afraid C.proud D.tired
19.A.mouth B.wallet C.account D.door
20.A.name B.seek C.spend D.model
Effective Communication With Parents
This book explains how school leaders can become successful communicators with teachers and parents。
The effective approaches to communicating with parents in the book are: Listen, Apologize, Solve, and Thank. 1. It can be a challenge to listen quietly when being attacked or when wrong information is being shared, but listening quietly without interruption is the most important.
2. Many people struggle with making apologies- especially when they feel they've done nothing wrong. But remember, we are not necessarily apologizing for our actions, but rather because of how the parent feels or what happened. For example, "I'm sorry this happened" or "I'm sorry you feel that way.”
Listening and apologizing are the two hardest steps to a successful meeting with a dissatisfied parent. 3.However, they set the tone for the final two steps of offering a solution and thanking the parent for their time.
4.More importantly, LAST helps to avoid the disadvantages of becoming defensive, and damaging your partnership with the parent.
Parent-teacher conferences can be difficult when there are agendas on either side that are not known. 5. They should try to focus on where the student is academically, and what the child and parents can do to help the situation.
A.These steps can feel unpleasant.
B.Choose your words carefully and thoughtfully.
C.After listening, I encourage teachers to apologize.
D.When communicating with a parent, it is important to listen quietly.
E.Give parents an opportunity to say what they want the teacher to know.
F.One thing teachers should know is to make sure the conference is student-centered.
G.When you follow these four steps, any parent-teacher conference can be successful.
Scientists may one day be able to destroy viruses in the same way that opera singers break wine glasses. New research mathematically determined the frequencies at which simple viruses could be shaken to death.
The capsid (壳) of a virus is something like the shell of a turtle, said physicist Otto Sankey of Arizona State University. “If the shell can be damaged by mechanical vibrations (震动), the virus can be destroyed.”
Recent experimental evidence has shown that laser (激光) pulses with the right frequency can kill certain viruses. However, locating these resonant (共振的) frequencies is a bit of trial and error. Experiments must try various conditions, Sankey said.
To further this search, Sankey and his student Eric Dykeman have developed a way to calculate the vibrations of every atom in a virus shell. From this, they can determine the lowest resonant frequencies. An experiment has recently shown that pulses of laser light can cause destructive vibrations in virus shells. Sankey said, “Like pushing a child on a swing from rest, one sudden push gets the virus shaking.”
However, it is difficult to calculate what sort of push will kill a virus, since there can be millions of atoms in its shell structure. A direct calculation of each atom’s movements would take several hundred thousand Gigabytes of computer memory, Sankey explained.
The team plans to use their technique to study other, more complicated viruses. However, it is still a long way from using this to destroy the viruses in infected people. “This is such a new field, and there are so few experiments that the science has not yet had enough time to prove itself,” Sankey said. “We remain hopeful but remain skeptical at the same time.”
1.What is the new way to kill viruses?
A.Replacing viruses’ capsids with shells.
B.Breaking viruses’ capsids by vibration.
C.Locating the position of certain viruses.
D.Damaging the conditions that viruses like.
2.Why does Sankey mention “pushing a child on a swing” in Paragraph 4?
A.To prove how simple the new theory is.
B.To explain how to start the virus shaking.
C.To suggest the idea comes from our real life.
D.To show the destructive power of vibrations.
3.What is the fifth paragraph mainly about?
A.The shell structure of viruses.
B.The lack of computer memory.
C.The challenging part of the research.
D.The importance of atoms’ movement.
4.What is Sankey’s attitude towards the theory?
A.Disapproving. B.Worried.
C.Uncaring. D.Positive.
