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This Friday brought a mix of emotions — both excitement and disappointment — all because of a flyer (传单) from school. When I got home, Mum saw the flyer in my hand and asked, "What's this?"

"A fly er for a five-day art camp," I explained. "But Emily can't go."

"Would you like to attend?" Mum asked. "You've always loved art." Her words reminded me of what Emily had said earlier: "Tessa, you're the real artist. My brother thought the roses I painted were rocket ships." I sighed.

Mum patted my back. She knew I had a hard time jumping into something with no familiar faces around. "Maybe next year."

"Maybe," I echoed. Then I told Mum I wanted to go outside to draw the Westons' pine tree (松树). She nodded with an encouraging smile.

As I walked into the bright sunshine, I couldn't help but think about the art camp. I wished I felt a little bit braver. Emily could make friends with a whole bus of kids in ten minutes, but my stomach felt like a little boat tossed in a heavy storm when I was surrounded by strangers… By the time I started drawing, I had made up my mind to forget about the art camp.

I began by drawing the pine tree's strong and straight trunk, and then added the beautiful branches, making sure the upper ones lifted gently towards the sun. Lost in my work, I jumped when I heard Mr. Weston speak up, "You've done a great job showing the strength of that tree on paper." "Thanks," I smiled, glancing up.

As I drew the needles to the branches, Mr. Weston told me something I never knew about pines: If you plant the root ball too deep, the tree dies. Their roots grow out, not down — to get enough water and grow tall.

"You have a good eye, Tessa." With these words, Mr. Weston nodded goodbye.

I paused my drawing, the pencil hovering above the paper. Roots don't grow down, but out... As I continued sketching the pine tree's needles on the paper, Mr. Weston's comment lingered in my mind. It was as if he was giving me a piece of advice without directly speaking about the art camp.

注意：

1.续写词数应为100左右；

2.续写部分为一段，请按如下格式在答题卡的相应位置作答。

Perhaps I could learn something valuable from the pine tree.

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1.你参与活动的具体体验；

2.你的感悟与收获。

注意：

1.写作词数应为80个左右；

2.请按如下格式在答题纸的相应位置作答。

A Virtual Tour around China

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"Can I sit next to you?" she asked, looking around nervously. I understood3: the bus was filled with muscle men. I4the seat beside me, and we sat5for about fifteen minutes.

Then, we introduced ourselves. Anara, my travel companion, was pleasant yet shy. As she spoke, I realized her nervousness was6. With the journey continuing, the dark snowy road added to the7, the bus shaking as snow fell heavily. Seeing Anara quietly crying, I8but finally offered, "Do you want some chocolate?"

To my surprise, she9my chocolate bar and shared her story. Then, I knew Anara was10about her rushed decision to find her mum she had never seen before. "I just want to visit her," she said, "to11if she loves me. I want to be12, even just a little."

As we parted, I hugged her tightly. I13her courage in seeking happiness. Courage isn't the14of fear; it's facing the unknown with an open heart. The road teaches us to be15in our pursuit of what truly matters.

Lead author Dr Zeynep Nas said, "Food fussiness is common among children and can be a major source of anxiety for parents and caregivers, who often blame themselves for this behaviour or are blamed by others. "We hope our finding that fussy eating is largely inborn may help to ease parental blame. This behaviour is not a result of parenting."

Senior author Dr Clare Llewellyn said, "While genetic factors are the major influence for food fussiness, environment also plays a supporting role. Environmental factors, such as sitting down together as a family to eat meals, may only be significant in toddlerhood (蹒跚学步期); While environmental factors, such as individual personal experiences (e.g., having different friends), become more influential in later years." This suggests that interventions (干预) to help children eat a wider range of foods, such as repeatedly exposing children to the same foods regularly and offering a variety of fruits and vegetables, may be most effective in the very early years. Unique environmental factors accounted for about a quarter of individual differences between children in fussy eating by ages 7 and 13, the researchers estimated.

Among the study limitations, the researchers noted that there were fewer participants at age 7 compared to other time points and that the study sample (样本) had a large percentage of white British households of higher social economic backgrounds compared to the general population of England and Wales. In future, the team said, research should focus on non-western populations where food culture, parental feeding practices and food security may be quite different.