A cactus (仙人掌) stood all alone in the desert, wondering why it was stuck in the middle of the desert. “I do nothing but stand here all day,” it sighed. “What use do I have? I am the ugliest plant in the desert. My spines (刺) are thick, my leaves are tough, and my skin is uneven. I can’t offer shade or juice to the passing travellers. I don’t see that I am of any use at all.” All it did was stand in the sun day after day, growing taller and fatter. Its spines grew longer and its leaves grew tougher. It truly was strange-looking.
“I wish I could do something useful,” it signed. By day, hawks (鹰) circled high overhead, and the cactus called, “What can I do with my life?” Whether they heard or not, the hawks flew away. At night the moon floated into the sky and cast its pale light on the desert floor. “What can I do with my life?” the cactus called. The moon only stared coldly as it continued its course.
A lizard (蜥蜴) passed by, leaving a little trail in the sand with its tail. “What worthy deed can I do?” the cactus called. “You?” the lizard smiled, pausing a moment. “You can do something. Just wait for the right moment. The hawks circle their ways overhead, making beautiful patterns for us all to admire. The moon hangs high like a lantern at night, so we can see our ways home to our loved ones. Even I, the lowly lizard, have something to do. I decorate the sands with these beautiful trails as I pull my tail along. And you, you will show us your beauty some day.”
Paragraph 1:
It went on year after year, and the cactus grew old.
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Paragraph 2:
The desert hadn’t known such a flower of it.
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注意:
1. 词数80左右;
2. 可以适当增加细节,以使行文连贯。
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1. 周日上午八点在校门口集合;
2. 乘坐公共汽车去公园;
3. 穿运动鞋,带相机;
4. 感兴趣的人星期四前把名字报给班长。
注意:
1. 词数80左右;
2. 可以适当增加细节,以使行文连贯。
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About a mile behind our house lay a pond. In summer, my brother Harry and I would run through a stand of trees to throw stones over the water there. The pond wore a collar of black mud. It was not a place for swimming. When winter came, the pond was once again an inviting place.
One day when ice covered it, Harry said to me, “Try walking across.”
The ice looked thick. No water showed through it, but I felt uncertain about it.
“Go ahead,” Harry said. “Try it. You’re lighter than I am. You go first. If the ice holds, we can run and slide on it. It’ll be fun.”
I wanted to please Harry, and I thought about the fun of a long slide on the ice. I began to take steps across the pond. In the middle of the pond,the ice cracked. I threw out my arms. The next thing I knew was hanging on to the edge of a hole in the ice. From my shoulders down I hung in icy water. I thought of the bottom of the pond. I knew it would be black and awful down there. I tried to climb out of the hole, but when I got a knee on the ice, it broke like window glass. Again and again I tried to get out. Again and again the ice broke. The hole widened. As my coat became wet, it pulled me down. I grew tired of trying to get out and rested my arms on the ice.
I looked at Harry on the shore. He just stood there. “I can’t get out! Help me!” I screamed when I caught some breath.
注意:续写词数应为150左右。Harry turned and ran from the pond.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Hand over hand,I pulled myself from the hole.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________I’m a special needs teacher. We don’t usually get storms in May. We were having a fairly unremarkable school day and I’d seen the last of my class of five-year-olds leave when my dad rang to warn me that there was a storm heading straight towards us. At first, I thought he couldn’t be right, but then the storm alarm went off. My own daughter, Kali, was at the school, in the kindergarten class across the hall, and that’s where I headed. Her teacher, Jennifer, was following the standard procedure: moving the 10 children into the hallway,getting them to kneel (跪下) with their elbows on the ground, hands over their heads.
We encouraged the children to sing, to keep up their spirits,but when the sky grew dark dim and the lights went out, it became harder to keep everyone calm. Hail (冰雹) and broken glass showered into the hallway. Instinctively, Jennifer and I took five children each and lay across them. It wasn’t something we had to think about. They were small children; we were adults and we would protect them with our lives. My daughter was among them. I just kept saying over and over, “We’re going to be OK. We’re going to be OK.” But soon I couldn’t hear my own voice above the sound of the school’s metal roof exploding under huge pressure.
Then came a big noise so loud that I’ll never forget it, like a plane but 10 times louder. It was the storm passing directly overhead. Suddenly I realised the roof had gone; the wind had torn it clean off. We were at the mercy of the elements. My mouth was filled with dirt and I wondered if we were going to be buried alive. Beneath me, the children were packed together tightly. I did my best to cover them, but there was water, too, pouring down. Then I felt a blunt thing against my back. By now, I was simply repeating to myself, “Please go away. Please go away.” I just wanted it to stop.
注意:续写词数应为150左右。
By the time it did,
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Fortunately, no children died or hurt in the storm.
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学校计划举行一次英语作文大赛,主题是“The Biggest Challenge I’ve Ever Met”。请以该主题写一篇150字左右的短文,记述自己曾遇到过的最大挑战。短文需包含以下信息:
1. 简要记述事情的经过;
2. 你的感受或从中获得的启示。
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Mental health conditions, including everything from depression and phobias (恐惧) to anorexia (厌食) and schizophrenia (精神分裂症) are shockingly common. In the UK, one in four people experience them each year, so it is likely that you, or someone you know, has sought help from a professional. That process usually begins with a diagnosis. Then you start on a treatment tailored to your condition. It seems an obvious approach, but is it the right one? “For millennia, we’ve put all these psychiatric (神经病的) conditions in separate corners,” says neuroscientist Anke Hammerschlag at Vrije University Amsterdam, the Netherlands. “But maybe that’s not how it works biologically.”
There is growing evidence that she is correct. Instead of being separate conditions, many mental health problems appear to share an underlying cause, something researchers now call the “P factor”. This realization could thoroughly change how we diagnose and treat mental health conditions, putting more focus on symptoms instead of labels and offering more general treatments. It also explains puzzling patterns in the occurrence of these conditions in individuals and families. Rethinking mental health this way could be revolutionary.
At first glance, the idea that different mental health conditions with distinct symptoms share an underlying cause seems unrealistic. The key to understanding it lies in its name. “P factor” has intentional parallels with one of the most famous concepts in psychology. More than a century ago, British psychologist Charles Spearman noted that children’s performance on one kind of mental task, say verbal fluency, was correlated with their mental skill in other areas, like mathematical reasoning, spatial manipulation and logic. In other words, children who are good at one thing tend to be good at another, while those who struggle in one area tend to struggle in others. Using a statistical tool called factor analysis, Spearman showed that this is because these different mental abilities are all linked to an overarching cognitive capacity, which he named general intelligence, or the “G factor”.
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1. 这本书的书名、作者;
2. 简要介绍这本书的内容;
3. 你推荐的理由。
注意:
1.词数80左右;
2. 可适当增加细节,以使行文连贯。
Dear Jim,
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Yours,
Li Hua
My family has always loved going to Disneyland. So in 2001, when Disney announced that they were opening California Adventure, it was a big deal. I remember I was only six years old when I went there for the first time. I’ve been told that as a child I was very naughty and energetic, but always well-meaning. I got a lot of enjoyment from making people angry. This relates to going to California Adventure for the first time ever with my grandmother and it is my oldest memory with her.
On this fine day of fun and all things Disney, we reached the park’s Ferris wheel, called the Sun Wheel(now Mickey’s Fun Wheel). If you do not know what the Sun Wheel is, I can briefly explain: It is the most terrifying Ferris wheel. Why? Well, the seat that you sit in, while 160 feet in the air, slides inwards and outwards as the wheel rotates (转动). If you rock it hard enough, it can almost do a complete 360-degree spin (旋转). This creates a terrifying experience because it is like a 160-fool-lall swing.
So I stood in line with my grandmother, and neither of us had any idea that this was not an ordinary Ferris wheel. After a long wait it was finally our turn to ride it. We sat inside and began to rise up and that’s when I discovered the ride’s special feature. I started with slow, easy rocking and my grandmother began to fear for her life. Worrying we would fall out, she asked me to stop.
注意: 续写词数应为150左右。Since I was a very naughty boy, I rocked it harder.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________But to my surprise, my grandma actually enjoyed the terrifying experience with me.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________10 . On March 7, 1907, the English statistician Francis Galton published a paper which illustrated what has come to be known as the “wisdom of crowds” effect. The experiment of estimation he conducted showed that in some cases, the average of a large number of independent estimates could be quite accurate.
This effect capitalizes on the fact that when people make errors, those errors aren’t always the same. Some people will tend to overestimate, and some to underestimate. When enough of these errors are averaged together, they cancel each other out, resulting in a more accurate estimate. If people are similar and tend to make the same errors, then their errors won’t cancel each other out. In more technical terms, the wisdom of crowds requires that people’s estimates be independent. If for whatever reasons, people’s errors become correlated or dependent, the accuracy of the estimate will go down.
But a new study led by Joaquin Navajas offered an interesting twist (转折) on this classic phenomenon. The key finding of the study was that when crowds were further divided into smaller groups that were allowed to have a discussion, the averages from these groups were more accurate than those from an equal number of independent individuals. For instance, the average obtained from the estimates of four discussion groups of five was significantly more accurate than the average obtained from 20 independent individuals.
In a follow-up study with 100 university students, the researchers tried to get a better sense of what the group members actually did in their discussion. Did they tend to go with those most confident about their estimates? Did they follow those least willing to change their minds? This happened some of the time, but it wasn’t the dominant response. Most frequently, the groups reported that they “shared arguments and reasoned together”. Somehow, these arguments and reasoning resulted in a global reduction in error. Although the studies led by Navajas have limitations and many questions remain, the potential implications for group discussion and decision-making are enormous.
1. What is paragraph 2 of the text mainly about?A.The methods of estimation. | B.The underlying logic of the effect. |
C.The causes of people’s errors. | D.The design of Galton’s experiment. |
A.the crowds were relatively small | B.there were occasional underestimates |
C.individuals did not communicate | D.estimates were not fully independent |
A.The size of the groups. | B.The dominant members. |
C.The discussion process. | D.The individual estimates. |
A.Unclear. | B.Dismissive. | C.Doubtful. | D.Approving. |