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We brought Comet home that day. He soon fell ill and grew alarmingly weak — his ribs stuck out, his eyes swelled, and his fur dulled. He became so fragile that I feared touching him, though he clearly needed care.

Some years later, I went home one afternoon after having had an emotional breakdown. My whole life was upside down. I felt hollow, dead, an empty shell of a person. I had no idea what pieces were even worth picking up again.

I found Comet curled up in a corner that afternoon. He'd been asleep, but he lifted his head and looked at me when I came in. I reached a hand toward him. He nuzzled it, immediately burst into a deep, loud purr, and gave me a perfectly content cat grin. I moved my hand down to scratch his back and sides, and he stretched luxuriously, giving me looks of absolute adoration.

At that point, it hit me: this cat loved me. The cat I didn't want, the cat I couldn't bear to take care of when his life depended on it, loved me. And he would always love me. No matter what was going on in my life, Comet would still look up from a nap when I entered the room, would still love to be touched by me.

I believe love issteadfast. I believe that real love, whether it comes from your families, or a shelter cat, is offered determinedly and unconditionally. Love is what enables us to pick up the pieces of our broken lives and go on.

How to use the newsletter

The stories covered in the newsletter range from breaking news to more evergreen content which you will be able to go back to according to your students' needs. The newsletter itself has several parts.

INTRO: A short paragraph describing what the news is about. You might need to read it out to students or it may also serve as a reference point to you, depending on the activities that go with the particular piece of news.

ACTIVITY: A task or tasks for students to work on in the classroom. Each newsletter contains a set of questions related to the news. You might ask students to discuss all of them or just some of them. If you teach lower-level students, use the easier questions or just ask students to say what they think about the news. Other activities might include completing headlines, commenting on pictures, reporting what students have heard about the news, etc.

Subscribe to the newsletter

If you are an Unlimited or a Premium user and you're subscribed to our newsletters, the News for Classroom Use newsletter will drop into your mailbox every Wednesday.

1. 主要内容；

2. 设计亮点；

3. 呼吁投票。

注意：

1. 写作词数应为100左右；

2. 请按如下格式在答题卡的相应位置作答。

Good morning. It's my pleasure to present

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thank you.

阅读课本时记下主要观点是一个好习惯。

我们应当基于事实而不是个人观点来做出判断。

她正在考虑报名参加辩论俱乐部以提高她的口语技能。

大学毕业后，她计划申请一家大公司的工作以获得更多经验。

地震后，几座古建筑变成了废墟。

所有过时的规则都应该被清除，以便为新改革让路。

不用去商店了，我们有现成的为派对准备的饮料零食。

当校长宣布我们学校赢得了全国冠军时，全体学生都震惊地愣了片刻，随后爆发出欢呼声。

比起我们新老师生动的课程，旧的教科书显得无趣。

我的旧背包在背了三年很重的书之后终于散架了。