假定你是李华，你的美国笔友Peter邀请你下周去他们学校参加文化交流活动，并向外国朋友介绍中国的传统绘画。但你忙于准备国庆节演出，不得不谢绝。请根据下面要点用英语写一封信，内容包括：
1.谢绝邀请及理由；
2.推荐朋友李明参加，并说明原因。
注意：词数100左右； 可以适当增加细节，以使行文连贯。
Dear Peter,
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Yours,
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（＼）划掉。
修改：在错的词下划一横线，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。
Getting rid of the bad habit of procrastination(拖延症)is now my goal in life. My first step was to set small targets what can be reached realistically. For example, I plan to set a timetable for my study. So after school, I will put finishing homework in the last place. Additionally, I will make a list of my important task including their due dates but follow my schedule strictly. I will avoid find excuses for putting them off. At same time, I will ask for my friends and parents to help me. By achieving this small targets, I have confident that I will overcome procrastination.
When you are thirsty, you can drink some green tea. It tastes good and it’s very healthy. The Chinese1. (know)about the benefits of green tea since ancient times, and they use2.to treat everything from headaches to depression. They have 3.(actual)been using green tea as a medicine for over 4,000 years.
Nowdadys, there is scientific evidence of the health benefits of green tea. According to one study4.(publish)in a cancer research journal, drinking green tea 5.(reduce)the risk of some types of cancer in Chinese men and women 6.nearly sixty percent. USA researchers have also found that green tea may prevent the7.(grow)of cancer cells. There is also new evidence 8.green tea can help to destroy bacteria in our bodies. It is especially effective at getting rid of the bacteria on your 9.(tooth)and keep them healthy!
According to the Chinese proverb, “It is10. (good)to go without food for three days, than without tea for one.” So, in brief, you should definitely try a cup of green tea. It seems that it can only do you good.
I had just arrived in this Asian country for a one-year teaching position. One day, I took the subway to visit some ancient palaces and temples in the downtown. The following account of what happened to me has taught me much about culture________.
Since all the _____were taken, I stood. Suddenly, I felt someone pulling on my bag.______I probably was in someone’s way, I moved over slightly. But in one quick motion(动作), I felt my bag removed from my back, and in a flash it was ______. I turned around to see who the thief was, I looked at the people standing behind me, but didn’t see my bag or anyone______. My heart sank and I began to______ .
I glanced around the car only to find directly across from me was an elderly lady, and sitting on her lap was my ____. I tired to get it back from her lap. But as I began to ______it up, she quickly grabbed(抓住)it back and held onto it. I looked around at the people standing beside me, and those sitting beside her, but no one took any_______of the situation. Trying not to cause a(an) _____ , I tried to negotiate through gestures. I used my hands as best as I could, but she ______my requests for my bag and pointed to my back. She picked up my bag, showing how_____ it was. I finally began to understand. She was holding my bag to______ me.
At the next stop, a middle-aged woman got on the crowded subway. Another elderly woman sitting down took her bag, ______ it on her lap. They didn’t talk; _____this older woman was more than pleased to sit with this stranger’s bag on her lap throughout her journey.
As the subway pulled into the main downtown station and I was getting ready to get off, the woman ______handed me back my bag. But______ I had a chance to thank her, she had disappeared into the crowd.
Sadly, this considerate custom was more _______to me than if I had been robbed. Everyone back home had heard of being robbed-that was______city behavior-but having a stranger hold onto someone’s bag out of _______, in a city of twelve million people—that was truly unusual.
1.A. loss B. difference C. cause D. aim
2.A. seats B. cars C. buses D. stations
3.A. Deciding B. Expecting C. Admitting D. Assuming
4.A. broken B. gone C. opened D. emptied
5.A. dangerous B. nervous C. cautious D. suspicious
6.A. scream B. panic C. leave D. regret
7.A. book B. money C. bag D. map
8.A. bring B. pull C. check D. wrap
9.A. advantage B. charge C. notice D. photo
10.A. scene B. attack C. accident D. change
11.A. received B. handled C. ignored D. considered
12.A. heavy B. useful C. small D. special
13.A. remind B. tease C. warm D. help
14.A. dropping B. tapping C. setting D. closing
15.A. or B. so C. because D. yet
16.A. gently B. gratefully C. angrily D. anxiously
17.A. before B. once C. until D. while
18.A. amusing B. surprising C. annoying D. disappointing
19.A. practical B. harmful C. usual D. suitable
20.A. curiosity B. pity C. desperation D. kindness
Parents Model Healthy Eating
It should come as no surprise that the more stressed parents are not work, the greater the burden on their family is. 1.After all, the more time parents spend working, the less time and energy they have to plan and prepare healthful meals.
For years, most studies have focused on the role of working mothers while fathers were ignored. They didn’t look at the family as a whole, 2., adds a new wrinkle to the relationship between work stress and family nutrition.
Moms’ work related stress is still a central factor in how well families eat because they typically do most of the food shopping and cooking.3.The study found that when mom or dad experience high levels of work related stress, their families are eating one-and-a-half fewer family meals per week, and the parents themselves report eating fewer fruits and vegetables, more fast food, and are less likely to eat breakfast regularly.
It’s worth noting that the study looked mainly at low income families who belonged to ethnic or minority groups. 4. But the implications are wide ranging.
5.Teaching kids, especially teenagers, to help with grocery shopping and to cook actual meals, instead of just putting a frozen pizza in the microwave, could be an important piece of the puzzle in helping families improves their eating habits.
A. When it comes to family nutrition, the entire family plays a role even kids.
B. so the findings don’t necessarily apply directly to other types of families
C. But dad’s work related stress has a large impact, too.
D. Yet, the kids’ stress may influence the families’ nutrition, too
E. and at the role of fathers in particular
F. It’s also probably not a surprise that his can negatively affect a family’s nutrition
G. It is parents who give their kids a good model to develop a good eating habit.
Can training Your Working Memory Make You Smarter?
We would all like to increase our cognitive(认知的)ability beyond the limits set by Mother Nature. So it’s no wonder that brain-training programmes—which typically focus on training our working memory—are a multibillion-dollar industry. But can this kind of training really make us smarter?
Cognitive training sees the brain as a kind of muscle that can be made stronger with the right kind of practice. It consists of tasks or games carried out on computers or smart phones. Despite much research, there has so far been no agreement about its effectiveness. Some think that cognitive training increases a broad range of cognitive abilities, while others less optimistic.
Yet we do know that some cognitive skills, such as working memory and intelligence, tend to go together and are predictors of real-life skills such as work performance. Thus, training one cognitive skill might lead to an improvement in many other cognitive and non-cognitive skills. That is exactly the underlying hypothesis(假设)on which working-memory training is based.
To test this hypothesis, we examined all the studies about working-memory training we could find with normally developing children: 26 experiments and 1,601 total participants. Children represent an ideal test group: during childhood, skills are still at the beginning of their development. Thus, cognitive training is more likely to succeed with children than adults.
The results were very clear. Working-memory training did not show any effect on children’s fluid intelligence, a person’s ability to solve new problems and adapt to new situations. It didn’t influence their academic achievement or other cognitive abilities, either. The only reliable effect was that children got better at what they trained to do. No more, no less. So performing working-memory tasks does seem to make you better at doing them. Nonetheless, the fact that participants got better at such tasks does not necessarily mean that their working-memory ability increased. They may just have learnt how to perform that particular type of task.
The results do indicate that the use of working-memory training programs as an educational tool is fruitless. More generally, together with other research, the results contribute to disproving cognitive training companies promises of a better brain.
The results have even more important implications theoretically. They question the hypothesis that training general cognitive mechanisms can affect other cognitive or real-life skills. Beyond working-memory training, other recent studies have shown the improving cognitive skills outside music-including academic skills.
However, these negative results must not discourage us from training our cognitive and non-cognitive skills. We just have to be aware of the actual limitations of such practice in areas outside what we are actually training. But that doesn’t mean we shouldn’t do it-the most efficient way to develop a skill is, after all, to train that skill.
1.To find out the effect of working memory training, the author ________.
A. made some scientific studies
B. reviewed the previous research
C. compared different test groups
D. got some children involved in the experiment
2.Children joining in the experiments were able to __________.
A. do better in the field where they are trained
B. obtain greater academic achievements
C. adjust to new situations quickly
D. succeed when they deal with real life problems
3.What is the author’s attitude toward the cognitive training?
A. Pessimistic B. Disapproving
C. Objective D. Optimistic
4.Cognitive training is likely to _______ according to the passage.
A. discover the secrets of human minds
B. make one’s brain stronger by way of practice
C. earn a good name for the training company
D. bring much profit to the training companies
