1. 终身学习的原因;2. 终身学习的方法。
注意: 1. 词数80左右,开头和结尾已给出,不计入总词数;
2. 可适当增加细节,以使行文连贯。
Lifelong Learning
In a rapidly changing world, it is of vital importance to remain lifelong learners.
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In summary, we should never cease to learn, or we will be abandoned by the times.
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One day, Sam was on his way to a nearby town when his car broke down in the middle of nowhere. He tried to fix it but couldn’t figure out what was wrong. Just then, a middle-aged woman passing by saw him struggling and approached him. She asked if he needed help, and Sam felt relieved.
The woman inspected the car and found out that the engine had blown up. She told Sam that she knew a mechanic in the nearby town who could repair the car.
The woman took Sam to the mechanic, and he got his car repaired. When Sam asked for the bill, he found that he left his wallet at home and didn’t know what to do. The mechanic told him that the middle-aged woman had already paid for it. Sam was surprised and didn’t know how to repay her.
However, the woman refused to accept any payment from him, simply smiling and saying, “You don’t have to pay me back. Just promise me that you’ll pay it forward to someone else in need when you can.” Sam was touched by her kindness and accepted her help.
Feeling grateful and inspired, Sam continued his trip to the town. Going through all these things, he felt a bit tired and stopped at a nearby cafe to have a rest. When he was about to leave, he noticed that the waitress was pregnant (怀孕的) and struggling to carry a tray of food to a table. He sympathized with her very much and went to help her carry the food without hesitation.
The waitress was surprised and thanked Sam for his friendliness. She asked him why he was being so kind to her, and he told her about the middle-aged woman who had helped him earlier and how he wanted to pay it forward.
注意:1. 续写词数应为150左右,
2. 请按如下格式在答题卡的相应位置作答。
When he arrived home, his wife asked him how his trip went.
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Sam felt proud of the chain of love that he had started, which had spread far and wide.
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I sat in the breakfast corner with my four-year-old son, Matthew, trying to ignore the ache in my stomach. I was still recovering from a surgery. I hoped for strength and happiness. But the future seemed so hopeless.
Matthew jumped up from his spot on the kitchen floor. “Bird!” he shouted, rushing to the sliding door. Sure enough, there was a white dove seated on a rubber tree. It sat there a few moments, and then flew away. I’d never seen one in our neighborhood before.
When I dragged myself to the kitchen the next morning, the dove was back. This time it was with a mate carrying twigs (嫩枝), “Look, Matthew,” I said, pointing to the tree. “They’re going to make a nest.” The doves flew in and out of the courtyard all week, building on the top of the rubber tree. Matthew could hardly contain his excitement. Every morning, he’d run into the kitchen and take his spot by the sliding glass door, talking to the birds while they worked. As much as I was grieving (感到悲伤), I couldn’t help but look forward to the doves’ visits too. We watched their progress as if it were a real-life soap opera unfolding before us. Gradually, my pain disappeared, replaced by joy.
Then it all went wrong. The courtyard was a safe enough spot for a nest, but the rubber tree’s broad, thin leaves were far from stable. One night, a strong wind blew through, throwing the doves’ nest to the ground. I heard the twigs break apart. Nothing good ever lasts. I wouldn’t blame the doves if they never came back. But they returned. And they paid no attention to the pi le of sticks that had once been their nest. They started again from scratch, though the wind destroyed all their hard work. The next day, and the next, they renewed their efforts, as if nothing had happened.
注意:1.续写词数应为150左右:
2.请按如下格式在答题卡的相应位置作答。
Paragraph 1: I knew I had to do something for the poor creatures.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph 2:“The birds were back!” Matthew announced.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________你是否认同下列说法:Playing a game is fun only when you win. 请结合生活中的实例来说明你的观点。
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1.谈谈两者之间的关系;
2.举例说明;
3.提出建议。
注意:1.写作词数应为80左右;
2.请按如下格式在答题卡的相应位置作答。
Better Learning Habits Lead to Better Results
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When a student cuts class, fails to prepare for class or do homework, or is unable to answer even simple questions about the topic being studied in class, it is clear that the student is not learning well, and teachers may wonder why. One of the causes might be language anxiety. Language anxiety is a fear occurring when a learner is expected to perform in the foreign language. That is, when a student is asked to perform in the target language in class, he is likely to become nervous and fail to do it.
The good news is that so far some research has suggested language anxiety can make students focused, get good grades and build up high self-confidence. Despite these benefits, most research has also shown a negative relationship between language anxiety and performance.The negative kind of anxiety harms learners’ performance in many ways. As time goes by, they will doubt themselves, refuse to join in discussions and try to avoid using the language.
Teachers and researchers might sometimes be able to judge language anxiety through measuring scales (评价标准).There are a number of scales, the best known of which is called the Foreign Language Classroom Anxiety Scale or FLCAS.The FLCAS was developed to measure the specific anxiety reaction of a student to a foreign language situation. However, this is not recommended because researchers consider that language anxiety is observable in class.
To help students to deal more effectively with language anxiety, teachers are advised to allow students to perform differently according to their own abilities. More importantly, teachers ought to provide various opportunities for classroom success in the language. In this way, students can be freed from the pain of severe language anxiety.Gradually they will become more and more confident of their language abilities and eventually experience what it means to succeed in the language classroom.
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Billy was 15 years old then. He grew up in a very poor neighborhood. No one in his family had gone to college before. Actually, few people around him had received higher education. They all struggled to live a good life. Therefore, Billy knew nothing about colleges or scholarships and he never thought he would go to college one day. Although he was a smart boy, he didn’t study hard at school and often got into trouble with other teenagers in his neighborhood.
One day, while Billy was walking on the playground, a boy of his age started making fun of him. Then that boy pushed him hard and Billy fell onto the ground. Billy became so angry that he stood up and beat that boy. So a fight began.
It happened that Billy’s English teacher Mr. Smith was walking nearby. He immediately ran to the boys to stop the fight. Billy was a bit worried because he knew his teacher was very strict with students. He was afraid his teacher would punish him. However, to his astonishment, his teacher didn’t do that.
“Billy, let’s have a talk,” said his teacher.
Billy, not knowing what his teacher wanted to do, was very worried. But he nodded. So they went to a bench nearby and sat down. After they sat down, Mr. Smith began, “Billy, I know you’re a smart boy, but you’re wasting your life now. Why don’t you study hard to go to college so that you can change your life and have a bright future?”
Hearing that, Billy didn’t know what to say. He had never thought about it. Billy was in silence. Mr. Smith continued, “I know you may have never thought about going to college. But everything is possible. When I was at your age, I was a troublemaker just like you and never thought I’d be able to go to college, either. It was all because of the support and encouragement of Mr. Howard, my math teacher in high school.”
注意:1. 所续写短文的词数应为150左右;
2. 续写部分分为两段,每段的开头语已为你写好。
Paragraph 1:
Then, Mr. Smith began to tell Billy his story.
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Billy was greatly touched by Mr. Smith’s story.
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