你的表弟Jack即将踏入高中学习，你写信给他。信的内容应包括：
1． 简要描述你自己的高中学习生活。
2． 给他的高中生活提些建议。（建议可包括：规划好日常生活、找到适合自己的学习方法、多参加课外活动等……）
Translate the following sentences into English, using the words given in the brackets.
1.他曾在当地一所学校工作。（used to）
2.一位旧时同窗写信告诉我他重返祖国的想法。（thought）
3.当被问及为何投入这个研究时，他保持沉默。（involve）
4.他若是想在下一届奥运会夺金的话，就要提高他的技术水平。（be to do）
5.她注视着市长消失的那个出口，然后环顾四周看看其他人对市长的缺席有何反应。（through）
However important we may regard school life to be, there is no denying the fact that children spend more time at home than in the classroom. Therefore, the great influence of parents cannot be ignored or discounted by the teacher. They can become strong allies of the school personnel or they can consciously or unconsciously hinder and frustrate curricular objectives.
Administrators have been aware of the need to keep parents informed of the newer methods used in schools. Many principles have conducted workshops explaining such matters as the reading readiness program, manuscript writing and developmental mathematics. Moreover, the classroom teacher, with the permission of the supervisors, can also play an important role in enlightening parents. The informal tea and the many interviews carried on during the year, as well as new ways of reporting pupils’ progress, can significantly aid in achieving a harmonious interplay between school and home.
To illustrate, suppose that a father has been drilling Junior in arithmetic processes night after night. In a friendly interview, the teacher can help the parent sublimate (升华) his natural paternal interest into productive channels. He might be persuaded to let Junior participate in discussing the family budget, buying the food, using a standard or measuring cup at home, setting the clock, calculating mileage on a trip and engaging in scores of other activities that have a mathematical basis.
If the father follows the advice, it is reasonable to assume that he will soon realize his son is making satisfactory progress in mathematics, and at the same time, enjoying the work. Too often, however, teachers’ conferences with parents are devoted to petty (不重要的) accounts of children’s misdeeds, complaints about laziness and poor work habits, and suggestion for penalties and rewards at home.
What is needed is a more creative approach in which the teacher, as a professional adviser, plants ideas in parents’ minds for the best utilization of the many hours that the child spends out of the classroom.
In this way, the school and the home join forces in fostering the fullest development of youngsters’ capacities.
(Note:Answer the questions or complete the statements with NO MORE THAN 14 WORDS)
1.Why do parents also have great influence on children?
_________________________________________________________________________ .
2.Through which ways can the teacher play an important role in enlightening parents?
_________________________________________________________________________ .
3.According to the teacher, that parents should let the boy ____________________________ if he wants to sublimate his natural paternal interest into productive channels in teaching his son arithmetic.
4.A more creative approach is needed for ___________________of children out of classroom.
Read the following text and choose the most suitable heading from A-F for each paragraph. There is one extra heading which you do not need.
A. Be well-organized.
B. Close with a Q & A.
C. Don’t be contradictory .
D. Bring it to a specific end.
E. Speak slowly and pause.
F. Drop unnecessary words.
Speaking to a group can be difficult, but listening to a bad speech is truly a tiresome task—especially when the speaker is confusing. Don’t want to confuse your audience? Follow these suggestions:
1.When it comes to understanding new information, the human brain needs a little time. First, we hear the words; then, we compare the new information to what we already know. If the two are different, we need to pause and think. But a breathless speaker never stops to let us think about what he or she is saying and risks confusing us. Slow it.
2.Sometimes we all start a sentence one way and then switch directions, which is very difficult to follow. When you confuse your listeners with opposing information, you leave the audience wondering what part of the information is right and what part they should remember. Instead of relying and keeping correcting yourself, work to get the facts clear and straight.
3.Jumping from point to point as it comes to your mind puts the onus (责任）on your listeners to make up for your lack of organization. And it’s confusing for them to listen, reorganize, and figure out what you’re saying all at once. But going smoothly from one point to the next helps them understand information more easily. You can arrange things from beginning to end, small to large, top to bottom or by some other order. Just be sure to organize.
4.Repeated use of um, ah, like, you know and some other useless noises can drive an audience crazy. It makes the speaker sound uncertain and unprepared, and it can leave listeners so annoyed that they can’t pay attention. Recently I attended a speech that was marked by so many ums that audience members were rolling their eyes. Was anybody grasping the intended message? Um, probably not.
5.Many speakers finish up their speeches with question-and-answer (Q & A) sessions, but some let the Q & A go on without a clear end. The audience is often left confused about whether the meeting is over and when they can get up and leave. Do your listeners a favour by setting a time limit on questions, and close your speech with a specific signal—even if it’s something simple like, “If you have any more questions, you know where to reach me.”
Or even more to the point, conclude your speech with “Thanks for your time. ”
Do you know how it is when you see someone yawn and you start yawning too? Or how hard it is to be among people laughing and not laugh yourself? Well, apparently it's because we have mirror neurons (神经元）in our brains.
Put simply, the existence of mirror neurons suggests that every time we see someone else do something, our brains imitate (模仿)it, whether or not we actually perform the same action. This explains a great deal about how we learn to smile, talk, walk, dance or play sports. But the idea goes further: mirror neurons not only appear to explain physical actions, they also tell us that there is a biological basis for the way we understand other people.
Mirror neurons can undoubtedly be found all over our brains, but especially in the areas which relate to our ability to use languages, and to understand how other people feel. Researchers have found that mirror neurons relate strongly to language. A group of researchers discovered that if they gave people sentences to listen to (for example: "The hand took hold of the ball"), the same mirror neurons were triggered as when the action was actually performed (in this example, actually taking hold of a ball).
Any problems with mirror neurons may well result in problems with behavior. Much research suggests that people with social and behavioral problems have mirror neurons which are not fully functioning. However, it is not yet known exactly how these discoveries might help find treatments for social disorders.
Research into mirror neurons seems to provide us with even more information concerning how humans behave and interact (互动). Indeed, it may turn out to be the equivalent (相等物)for neuroscience of what Einstein's theory of relativity was for physics. And the next time you feel the urge to cough in the cinema when someone else does—well, perhaps you'll understand why.
1.Mirror neurons can explain _________.
A．why we cry when we are hurt
B．why we cough when we suffer from a cold
C．why we smile when we see someone else smile
D．why we yawn when we see someone else stay up late
2.The underlined word "triggered" in the third paragraph probably means “_________”.
A．set off B．cut off C．built up D．broken up
3.We can learn from the passage that mirror neurons _________.
A．relate to human behavior and interaction
B．control human physical actions and feelings
C．result in bad behavior and social disorders
D．determine our knowledge and language abilities
4.What is the passage mainly about?
A．Ways to find mirror neurons. B．Problems of mirror neurons.
C．Existence of mirror neurons. D．Functions of mirror neurons.
Fastest Time to Run 100 Miles on a Treadmill (跑步机) BROKEN
The fastest time to run 100 miles on a treadmill by a team (of 12) is claimed at 9hr 5 min 17 sec by a team consisting of staff and prisoners at the Young Offenders Institute in Wigan to raise money for Children in Need.
Largest Game of Chinese Whispers UNBROKEN
Sadly, the record attempt for the largest game of Chinese Whispers was unsuccessful on 13 November 2008. The existing record of 1330 children still remains.
Fastest Mile with an Egg/Spoon in both hands BROKEN
The fastest mile egg and spoon race with both hands is 8 min 25 sec and was achieved by Ashrita Furman (USA) in an attempt broadcast by ESPN 260, at Disney’s Wide World of Sports, in Orlando, Florida, USA, on 13 November 2008.
Longest Mexican Wave UNBROKEN
The record for the Longest Mexican Wave was attempted by 250,000 people on the streets of Adelaide on 8 November 2008 – sadly, the wave was not completed by all participants and the attempt was unsuccessful. The current record of 157, 574 remains.
Largest Kebab (烤肉串) BROKEN
The longest kebab measures 2047.47 m (1.27 miles) and was achieved by the ArcelorMittal Newcastle Works on occasion of the company’s annual Community Day, in Newcastle, South Africa.
1.The above information is _________.
A．a series of sports events
B．a list of broken and unbroken records
C．a report of funny sports items
D．a description of challenging human limits
2.Which of the following can NOT be found in the information?
A．The countries where the attempts were made.
B．The persons who made the attempts.
C．The reasons why some attempts failed.
D．The present record for each item.
3.Which item was attempted individually?
A．Fastest Time to Run 100 Miles on a Treadmill
B．Largest Game of Chinese Whispers
C．Fastest Mile with an Egg/Spoon in both hands
D．Longest Mexican Wave
