Please give the book ________ the girl on the corner.
A.of B.at C.in D.to
Mr. Liu is handing out the exam papers. Let's go and help ________.
A.him B.her C.it D.them
"经历有好也有坏，每种经历都是收获。"由于防控疫情的需要，学校延期开学，同学们经历了一段特殊的学习生活。
某英文网站正在开展以"我的居家学习生活"为主题的征文活动。假如你是李华，请用英文写一篇短文投稿，谈谈你的居家学习生活以及你的收获。
提示词语：study, do exercise, housework, self-disciplined (自律的)
提示问题：
·What did you do when you stayed at home?
·What have you learned from this special experience?
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假如你是李华，你们学校号召各班制作短视频展现同学们延期开学后的校因生活，并发布在学校网站上。你所在的小组负责制作你班的短视频。请你写一封邮件给你班交换生Peter，说明你们制作短视频的想法或构思，并告诉他所需准备的素材以及发送给你的时间。
提示词语：show, beautiful, safe, interview, photo
提示问题：
·What's your idea for making the video?
·What would you like Peter to prepare?
·When should Peter send you the material?
Dear Peter,
We are going to make a video showing our school life after the reopening of bur school. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
If there is anything more you want to know, please tell me.
Yours,
Li Hua
Keep Calm and Carry On
Stuart Manley and his wife, Mary, run a second-hand bookshop called Barter Books in Alnwick, Northumberland. In2000, they bought a box of old books. When Stuart got them back to the shop, he discovered a poster at the bottom of the box. The poster read "Keep Calm and Carry On". Neither Stuart nor Mary knew anything about the history of the poster, but they liked it so much that they decided to hang the poster in their bookshop.
At the start of World War Ⅱ, the British government designed three posters and the Keep Calm poster was one of them. Two of the three posters were released (展示) in public in order to encourage the British people. Although nearly 2.5 million copies of the Keep Calm poster had been printed, the British government decided not to release them. In 1940, most of the copies were recycled into other paper products. Only a few were left.
The poster started its second life when Manley's poster began attracting the attention of customers in his shop. He printed copies of the poster to sell. Soon other companies began to sell products with the slogan (标语). It appeared on everything from mugs to shopping bags.
The reasons for the popularity of this rediscovered poster aren't hard to understand. Shortly after the poster made its appearance in 2000, a worldwide economic (经济的) downturn began. People were in need of something to raise their spirits. The saying "Keep Calm and Carry On" seems to be the perfect slogan to bring courage and hope to people. Besides the encouraging message, the simple design of the poster helped lead to its popularity.
Today the now-famous wartime slogan has been rewritten in many fun ways. Some people have created phrases like "Keep Calm and Dance On", "Keep Calm and Call Mom" or "Keep Calm and Eat a Cupcake". The slogan has become part of popular culture. The explanations of the slogan are often lighthearted, but it is important to remember its purpose when it was first designed.
1.Where did Stuart discover the poster?
_____________________
2.Did Stuart know anything about the history of the poster when it was discovered?
_____________________
3.When was the poster first designed?
_____________________
4.Why did the poster become popular?
_____________________
5.Please rewrite the Keep Calm slogan to encourage your classmates before an important exam.
_____________________
The students are quieting down in their seats. The teacher begins to give lessons. Then she asks a question for the class to answer, and the students all react in separate ways.
Each student is special with different strengths and weaknesses. Because of this fact, different students learn differently. While some may learn by quickly answering the teacher's question, speaking up with ease and comfort, others may learn just as well by listening to their classmates and teacher speak. These students should not be punished for learning the way they do, but when teachers grade class participation (参与), that is exactly what they are doing.
According to a survey carried out by Bonnie M. Miller, a professor at University of Massachusetts Boston, 60%of her students believe that grading participation does not encourage them to participate more in class. They feel more comfortable expressing their thoughts if they know what they say will not be given a number later on.
Some other students believe that when class participation is graded, teachers are awarding outgoing students while punishing shy ones. Grading class participation sends the message that shy students are not good students. It makes them feel like they should be outgoing, loud, and able to learn by talking, which makes them feel uncomfortable.
In my experience with classes where class participation was graded, I felt difficult to do well. For example, instead of being able to fully focus on what my teacher and classmates said, my mind would race with the things that I could possibly share in the class discussion. Either I would be too slow in raising my hand, or feel too nervous to lift it at all. Imagining my falling grades, wishing that I could somehow be a more outgoing person, suddenly my thoughts would be interrupted by the sound of my classmates getting up to leave, and I would realize that I learned nearly nothing that class.
What's more, by focusing on the students who talk the most in class, teachers fail to award students who may be good listeners-a skill that is as important as being able to talk in front of a group of people.
Teachers can increase class participation by providing different ways of grading participation that are acceptable to different personalities and learning ways. For example, they can give students opportunities to write their ideas.
Most importantly, teachers should create classrooms where students want to learn.
1.According to the passage, in a class where participation is graded, ________.
A.most students are likely to act actively
B.some students feel stressed to be who they are
C.students are forced to listen to their classmates
D.students are encouraged to learn the way they prefer
2.The writer talks about his own experience in Paragraph 5 to explain ________.
A.why students care much about grades
B.why listening is as important as speaking up
C.how grading participation influences learning process
D.how students feel when preparing for speaking up in class3
3.What's the writer's main purpose in writing the passage?
A.To remind teachers of the importance of grading properly in class.
B.To tell students the effect their personalities have on learning.
C.To encourage teachers to keep students active in class.
D.To provide students with ways to participate in class.
