| Anne responded on May 20, 2009 Julie, most of us are never going to achieve the heights you did as the CEO of a company. I just want to say that I was so touched by your transparency (坦誠). I haven’t been attacked publicly ever like you, but I’ve suffered from depression—just recently in fact. It helps a lot to hear personal stories, and it helped to read how you might have handled things differently. |
| Nancy responded on May 21, 2009 Something in Julie drew her to artwork during a very dark time in her journey. And later she stated that it’s beauty that keeps her going. Beauty and creativity can be very powerful in our lives. And it doesn’t surprise me that Julie was drawn to these naturally. Anne, maybe the artistic kinds of activities Julie used will support you well as you move beyond the depressive feelings you’re dealing with. |
| Anne responded on June 4, 2009 Nancy, thanks so much for taking the time to offer some great ideas for using creativity to help with depression. Actually during this time I’ve found that my creative work has been the one thing that’s brought me a lot of joy. |
| Julie responded on June 2, 2009 Nancy, thank you for your insights (深刻見解). Warmly, Julie. |
| Chris responded on May 31, 2009 I don’t normally comment on blogs, but this was a very insightful and transparent post (帖子). I could really feel that you were open and honest about everything you wrote about. Thanks for sharing and good luck with everything that you do. |
| Julie responded on June 9, 2009 Thanks, Chris. |
| Wendy responded on May 30, 2009 Julie, everything you shared here is inspiring. Thank you for having the courage to be so open. I love what you’re doing here. Keep it up! |
| Julie responded on May 31, 2009 Thank you, Wendy. |
| A．Wendy | B．Julie | C．Anne | D．Nancy |
| A．work can bring joy to people | B．creativity may help reduce depression |
| C．beauty is the most important in life | D．different people handle things differently |
| A．Julie is the CEO of a company. | B．Julie was once attracted to artwork. |
| C．Julie has never been attacked publicly. | D．Julie was honest about her past experiences. |
海淀黃岡名師導航系列答案
普通高中同步練習冊系列答案科目：高中英語 來源：測試專家課課練單元練 高二英語(下) 題型：054
完形填空
Most of us can remember the days when we didn't use e-mail as an everyday vehicle for communication. Slowly but surely, it crept into 1 . E-mail is a 2 tool for college students at any level. It's available 24 hours a day, 7 days a week and 3 at holidays. Most universities assign students an account upon entrance, 4 there is usually not even an option (choice) involved.
You can do everything from consulting on homework and projects, 5 classmates, family and friends, arid getting daily news services to 6 you informed of world 7 . But, what are the 8 ?
E-mail can. be e-jail. You might 9 hours writing and replying to e-mail. 10 you should be busy with the books for an upcoming exam. 11 , you might be signed up for so many daily services, 12 horoscopes, news services, or personals, that your mailbox is so 13 “junk mail,” the finding the 14 e-mails through your box might take hours.
If you're a student, 15 is precious. Create and organize your e-mail folders into important school-related mail, correspondence with friends and family, and a folder for jokes, horoscopes and other news, services. 16 put the mail into the proper folders first, and when you're finished, head for the important school-related folder first. Respond to the most important e-mails first and, 17 you have time, you can get to the others.
18 your friends from forwarding those tiresome joke lists, sex quizzes, and chain mails. The minute you 19 you've got one, delete it 20 so you won't be tempted to read it.
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科目：高中英語 來源：2013-2014學年高考二輪復習考前沖刺英語試卷（解析版） 題型：閱讀理解
How to deal successfully with a child who shows outstanding musical ability？It’s not always clear how best to develop and encourage his gift.Many parents may even fail to recognise and respond to their children’s need until frustration explodes into difficult or uncooperative(不合作的) behaviour.And while most schools are equipped to deal with children who are specially able in academic subjects，the musically gifted require special understanding which may not always be available in an ordinary school—especially one where music is regarded as a secondary activity.Such children may well benefit from the education offered by a specialist music school.
The five music schools in Britain are a relatively recent introduction.They aim to provide an environment in which gifted children aged between seven and eighteen can develop their skills to the full under the guidance of professional musicians.
Children at specialist music schools spend between one third and one half of an average day on musical activities，for example，individual lessons，orchestras，chamber(室內音樂的) groups，voice training，conducting and theory.They also spend several hours a day practising in properly equipped private rooms，sometimes with a teacher.The rest of their time is taken up with the subjects：English，maths，basic sciences and languages.All five British specialist schools are independent，classes are small by normal school standards，with a high teacher/pupil ratio(比率)．Most children attending specialist schools tend to be boarders，leaving home to live，eat and sleep full?time at school.
What are the disadvantages？An obvious problem is the cost；the fees are high(￡12,000?￡17,000 a year for boarders)．However，each school will make every effort with scholarships and other forms of financial assistance，to help parents of outstandingly gifted children to find the necessary fees.Secondly，not all parents want to send their children to boarding school，especially at a very early age.Almost all the directors of the specialist schools express doubts about the wisdom of admitting children as young as seven into such an intense and disciplined(守紀律的) environment.They stress，however，that their main aim is to turn out “rounded and well?balanced” individuals.
There is little doubt that setting musically gifted children apart from an early age can cause stress.Early signs of musical ability may disappear in their teenage years，while natural competitiveness and the pressure to succeed can lead to a deep sense of failure.But all specialist schools do keep a close watch on the progress of individual pupils，and offer help and advice if needed.
1.If a child’s musical ability is not recognized，________.
A．the child may misbehave
B．the ability may fade away
C．the child may lose interest
D．the parents may become anxious
2.What problem may musically gifted children face in ordinary schools?
A．Their academic work may suffer.
B．Schools lack musical equipment.
C．Music is not seen as an important subject.
D．Parents and teachers do not work together.
3.What makes specialist music schools different from other schools?
A．Their working day is longer.
B．A range of musical training is offered.
C．More than half the day is spent on music.
D．The children have mostly one?to?one lessons.
4.What do most school directors see as a possible disadvantage for pupils?
A．Poor children may not be included.
B．They may lose their individuality.
C．There may be a discipline problem.
D．They may not be mature enough on arrival.
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科目：高中英語 來源：2014屆江蘇省無錫市高三期初質量檢測英語試卷（解析版） 題型：填空題
請認真閱讀下列短文，并根據所讀內容在文章后表格中的空格里填入一個最恰當的單詞。注意：每個空格只填1個單詞。
Guiding students through open-ended discussions can help students develop their understanding of the nature of science.
One useful practice in classroom discussions involves developing a discussion map. A discussion map is a graphic timeline created by the teacher on which a discussion is recorded --- who initially states the idea and who adds to or refuses the idea.
Discussion maps let teachers gain a deep understanding of students’ level of participation, the origins of ideas, and the claims that seem meaningful, useful, and/or reasonable to students. They also give the teacher an idea of students’ science thoughts of phenomena and ideas.
To make a discussion map, the teacher needs to do a couple of things. First, the teacher needs to keep informed of the ideas that are shared and who shared the idea. The teacher does this as the children talk, making quick notes of the ideas and thoughts. It can be helpful to record the discussion, but it isn’t required. Then, after the discussion is over, the teacher reflectively creates the discussion map to clarify the understanding of the ideas and connections that students were making in their talk.
Educators have identified discussions as consistent with reform recommendations in that they help children learn about the nature science and are useful in combining literacy and science. It is suggested that discussions can be useful for teachers in evaluating students’ ideas and building excitement as science. Discussions offer windows on students’ thinking, provide students who struggle in reading and writing with a chance to participate more actively in class, and create situations where students can express their ideas differently than in traditional schools tasks.
However, I suggest that there are additional reasons for having reasoned discussions in classrooms. First, discussions like this allow students to use their own vocabulary --- the words and terms that make sense to them and their classmates --- to drive the intellectual and academic work of understand phenomena. Many times learning science can become focused on learning terms but not necessarily understanding and explaining phenomena. Second, discussions allow students to think about their experiences and the things that they know and try to reconcile these with science ideas. This is challenging, but working together with classmates can help. Finally, reasoned discussions are fundamentally scientific because they offer an open forum that allows all students to be heard, and students’ ideas can be evaluated and connected to their experiences with scientific explanations of those phenomena. For example, during the children’s reasoned discussion about plants, the group came to the agreement that seeds grow into plants. The students understood that most seeds get buried in the ground, the seeds get wet, and then plants grow. This led to a question about whether the seed was still in the ground when the plant had grown into an adult plant. The students came up with several ideas about where the seeds were. During this conversation, the teacher took careful notes so that later investigations could respond to the questions that children were asking. Thus the students were working together using their ideas and understandings and realized something as a group that they didn’t understand as individuals.
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Discussion maps make sense! |
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Passage outline |
Supporting details |
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The 1._____ of a discussion map |
A discussion map is a graphic timeline the teacher creates to record a discussion by initially 2.______ the idea and adding to or refusing the idea. |
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The advantages of discussion maps |
With discussion maps, teachers can get a deep understanding not only of how students 3.______, who put forward the ideas, and the claims that seem meaningful, useful, and/or reasonable to the students, but also of what the students think of phenomena and ideas in scientific ways. |
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The procedure of making a discussion map |
The teacher 4.______ quick notes of the children’s ideas and thoughts as they talk. Afterwards, he or she reflectively5.______ the map to clarify the understanding of the ideas and connections made by students in their talk. |
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Educators’ 6._____ for having reasoned discussions |
Discussions are consistent with reform recommendations because they help children learn about the nature of science and 7.______ literacy and science. Discussions can be useful for teachers in evaluating students’ ideas and building excitement at science. Discussions offer windows on students’ thinking, enable slow students to take a more 8._____ part in class, and allow students to express their ideas differently than in traditional school tasks. |
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The author’s reasons for having reasoned discussions |
Reasoned discussions allow students to use their own 9._____ to drive the intellectual and academic work of understanding phenomena and reconcile their10._____ and knowledge with science ideas. They are also fundamentally scientific. |
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科目：高中英語 來源：2013年浙江紹興縣魯迅中學適應性考試英語卷（解析版） 題型：單項填空
If it were not for the fact that Anne _______ ill, I would invite her to answer my question now.
A. was B. were C. is D. be
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科目：高中英語 來源：2015屆浙江省臺州市高一下學期期中考試英語試卷（解析版） 題型：閱讀理解
A popular saying goes, “Sticks and stones may break my bones, but words will never hurt me.” However, that’ s not really true. Words have the power to build us up or tear us down. It doesn’t matter if the words come from someone’s else or ourselves --- the positive and negative effects are just as lasting.
We all talk to ourselves sometimes. We’re usually too embarrassed to admit it, though. In fact, we really shouldn’t be because more and more experts believe talking to ourselves out loud is a healthy habit.
This “self-talk” helps us motivate ourselves, remember things, solve problems, and calm ourselves down. Be aware, though, that as much as 77% of self-talk tends to be negative. So in order to stay positive, we should only speak words of encouragement to ourselves. We should also be quick to give ourselves a pat on the back. The next time you finish a project, do well in a test, or finally clean your room, join me in saying “Good job!”
Often, words come out of our mouths without thinking about the effect they will have. But we should be aware that our words cause certain responses in others. For example, when returning an item to a store, we might use warm, friendly language during the exchange. And the clerk will probably respond in a similar manner. Or harsh（刻薄的）and critical language will most likely cause the clerk to be defensive.
Words possess power because of their lasting effect. Many of us regret something we once said. And we remember unkind words said to us! Before speaking, we should always ask ourselves: Is it loving? Is it needed? If what we want to say doesn’t pass this test, then it’s better left unsaid.
Words possess power: both positive and negative. Those around us receive encouragement when we speak positively. We can offer hope, build self-esteem（自尊）and motivate others to do their best. Negative words destroy all those things. Will we use our words to hurt or to heal? The choice is ours.
1. The main idea of the first paragraph is that ________.
A．not sticks and stones but words will hurt us
B．inspiring words give us confidence
C．negative words may let us down
D．words have a lasting effect on us
2.There is no sense for us to feel embarrassed when we talk to ourselves because _______
A．almost everybody has the habit of talking to themselves
B．we can benefit from talking to ourselves
C．talking to ourselves always gives us courage
D．it does no harm to have “self-talk” when we are alone
3.The underlined part in the third paragraph means that we should also timely _______
A．praise ourselves B．remind ourselves
C．make ourselves relaxed D．give ourselves amusement
4. The author would probably hold the view that ___________
A．encouraging words are sure to lead to kind offers
B．negative words may stimulate（刺激） us to make more progress
C．people tend to remember friendly words
D．it is better to think twice before talking to others
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