相关试卷

1.介绍你最喜欢的社团活动（如社团类型、常开展的活动等）；

2.说明你喜爱该社团活动的理由（如能力提升、兴趣培养、人际交往等）。

注意：

（1）写作词数应为80左右；

（2）可适当增加细节，以使行文连贯。

Dear Bob,

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Yours,

Li Hua

Other than completing his homework every day, I English news to enhance his language sense.

My mother , which is beneficial to her fitness.

We the science and technology museum since we got the news last month.

The volunteers believe their efforts can in poor areas.

he spent one hour working out.

In 2024, Tian Bridge International (TBI) in Hangzhou introduced a hands-on course on West Lake. Held after the June-July final exams, the course gave students a chance (show) their creativity.

The idea behind the course is to promote West Lake culture help students gain a deeper understanding of it. Working with teachers, students spend three days (bring) their projects to life. In its first run last year, the event encouraged students to use AI to design cultural products inspired by West Lake. Relying on their (impression) of the lake, they created items such as oil-paper umbrellas and phone cases.

This year, students took their creativity a step (far) by directing a short film based on classic story of the White Snake. In the story, Bai Suzhen travels to modern-day Hangzhou, she sees the effects of environmental pollution, and joins a livestream (直播) to call on people to protect West Lake.

"West Lake is special to us... Let us rediscover our respect and love for it," students reflected at the end of the film. mixing modern concerns with traditional characters, they showed both creativity and care for West Lake.

"Next year, we plan to encourage students to tailor travel plans for tourist groups along West Lake," Xie said. "To make the project run smoothly, we've finalized the first group of participants — many students (join) us in this project next month, and we've already scheduled their first brainstorming session. So we're making the course even more practical and (enjoy)."

Jason could almost hear the sound of baseballs dropping into gloves as he3 warming up with his teammates. As usual, he was playful, going through the warm-up exercises at half-speed,4 by making catches behind his back. He liked to show everyone how skilled he was, even during practice.

"Stop it, Jason," Coach Fowler5, seeing that Jason wasn't taking the warm-up seriously. Jason, however, paid little attention, confident in his position as the Knights' best player and sure in the6 that Coach wouldn't bench (让坐冷板凳) him during a big game. As the game began, Coach Fowler urged, "Keep your7, Jason. The team is counting on you." But on the field, Jason8 Coach's words. His inattention9 them dearly — their season was over.

Jason had felt terrible for letting the team down. He had10 himself that the next season would be different. In addition to working hard to improve his skills, he helped clean and check the equipment, and11 to take care of the field. In the meanwhile, he12 the days. He was eager for the new season and kept track of how long it would be until it started.

Now, at last, spring was coming. Jason couldn't13 for the new season to begin. He was so focused on the grass that he didn't notice Coach Fowler walk up behind him. "Won't be long now," Coach Fowler said.

Jason looked up. "It sure was a14 winter," he said, looking back at the field. The wait for spring and the new season had felt very lengthy. "Yes, it was, but I'm seeing15 of change," Coach Fowler said.

I would be anxious for the big days until I arrived at my chosen spot, thinking that reaching it was the main goal. But as I traveled more, my view began to change. I started to dive deeper into what each place had to offer. I learned to appreciate the local culture, meet the people, and engage in unique experiences.

I remember one night when we decided to take a trip that involved a four-hour drive. After two hours of driving, I was feeling tired. We decided to stop for tea to take a break. As the sun began to set, I looked around and was struck by the golden light shining on the mountains. So I took my time enjoying my tea and the view.

Suddenly, someone urged us to hurry up. One fellow traveler quickly jumped back into the car without taking a moment to appreciate the scenery. While I was enjoying the journey and the beauty around us, he was focused solely on reaching our endpoint.

This experience taught me that travel and life are not just about getting to a destination. Each experience enriches our lives. When we allow ourselves to embrace the journey, we open the door to new opportunities and unforgettable memories.

A. We continued our drive.

B. It was simply amazing.

C. Traveling is about more than the destination.

D. It's about the moments we collect along the way.

E. There's usually quite a bit of travel time involved too.

F. This moment highlighted a big difference in our mindsets.

G. In my early days as a traveler, I was all about the destination.

"All of us would like to think that we are open to interact with others who disagree and that we are somewhat good at it when we do," said R. Lanier Anderson, professor of philosophy in the Stanford School of Humanities and Sciences. "But the times are teaching us that we all have room for improvement."

Participants and facilitators were chosen from a large pool of applicants. Eleven facilitators then led groups of about seven students. Many of the facilitators had some background in ethics（伦理学）, and all received additional training on how to lead conversations on difficult problems.

The things that students learned in the program included ways to listen carefully and how to use what they learned to deal with some clearly stated but debatable issues. Each group studied four different cases. Then the students thought about their own ideas and also those of others on problems like how social media should be controlled.

Among the program facilitators were Ursula Neuner and Sophia Pribus. Both said that they asked participants to put themselves in different positions when thinking about the case studies. This could help the students understand why people might have different opinions on problems because of their different experiences. Another way was to look at general values to find something that everyone could agree on, so as to deal with the disagreements about specific things.

The new Stanford students quickly were interested in the ways of having conversations that they learned in the course. The facilitators said that although there were a lot of different opinions, the students could still find things that they agreed on, even while keeping their own different views.

Both facilitators said if the program continues to be offered in future years, it will create a growing network of students who can help guide open and thoughtful conversations between classmates even when participants' sources and values differ.