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Old 8ram videos of my older brother and me depict the same casual disregard any child has for a parent. My father, nearing 70, shot hours of footage of us with his old-fashioned video camera, his booming baritone narrating while Dan and I played air guitar or showcased our best belly flops. In my favorite vignette, I am smearing chocolate in my hair as Dad trills my nickname, Jussy, in trademark, singsong staccato. My father, Sidney Harman, is credited with many things: building one of the biggest audio-equipment companies in the world, Harman International; maintaining an impressive golf handicap into his 90s; buying Newsweek from The Washington Post in 2010, when he was 91. He was puckish; he was a poet, a philosopher, and a sports enthusiast. But more than anything, my dad was a magician. I will never forget the way his wiry eyebrows furrowed when he beguiled a stranger’s son at a restaurant, asking him to blow on a coin that would later surface in the boy’s ear. I remember willfully insisting that the quarter had never vanished and reappeared, that it had been in his pocket the whole time. That was my role: the adversary. When I was a kid, nothing my dad did—despite his curiosity, good humor, or success—particularly impressed me. In the seventh grade, I was accepted to a prestigious all-girls horseback-riding camp in Vermont. Only for the most serious equestriennes, the program demanded hours of intensive lessons and a regimented diet. Prior to my departure, I heavily campaigned for care packages, citing the irreparable side effects of withdrawal from Sour Straw candy. Halfway through camp session, I received a notice that a package was waiting for me at the canteen, but that it had been inspected for contraband. Evidently Dad had bought a board game and filled the box to the brim with candy, and then had taken it to be shrink-wrapped. Although the packaging was seamless—and, as the camp director admitted, unprecedented—my sweets were seized. As I walked away with my gutted Monopoly game, I read the note from my dad: "A game for a gamine," he had written, in trademark, blocky scrawl. That wasn’t the only time one of his tricks backfired, but he never stopped trying. When I was in the 12th grade, a teacher ordered me to rewrite an essay on Henry IV. Although I was fairly confident in my mastery of Falstaff as a foil to Prince Hal, I asked Dad for help. After an hour of brainstorming, we crafted a three-page masterpiece, which included two, single-sentence paragraphs for emphasis. We were quite pleased with our creativity, especially those two artful sentences. When I came home with an F, my dad maintained that Mrs. B. wouldn’t know iambic pentameter if it bit her in the ass. It was this refusal to ascribe to social rules that made him so magical. And although I used to cringe when he would pick me up in his convertible, Frank Sinatra blaring from the speakers, the more I listened, the more I became enchanted with O1’ Blue Eyes. My dad always said his goal was to live long enough to see my older brother graduate from high school; this would have made him 82. At my own college graduation, Dad—then 88 and lively as ever—rank warm keg beer from a plastic cup and flirted with my roommates. When we found out last March, that at 92, he had acute myeloid leukemia, no one believed my dad was really sick. He didn’t look it, and he didn’t feel it, he said; his opinions were still provocative, his jokes, terrible. But as we sat on the balcony of my parents’ oceanfront home on Venice Beach, he encouraged me to pursue my dream of writing, assured me I had a wonderful partner in my boyfriend, and told that one day, I’d be a lovely mother. The words were heavy, but the sun on my nose was warm, and I didn’t take any of it too seriously. After all, he’d always had a penchant for dramatics. A month later, in April, I saw him at the hospital for the last time. Despite the morphine coursing through his veins, he looked at me and conspiratorially suggested we "get out of here." I smiled at him, his warm body bloated with chemicals, his face shrouded in unfamiliar stubble, his dark-blue eyes weighted and cloudy. I finally understood that this was his final trick: the disappearing act. (From Newsweek; 750 words) What does she most probably mean by saying that her father is a magician

A. He is optimistic and unconventional.
B. He is good at playing tricks.
C. He is endowed with exceptional skills.
D. He possesses magical power.

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人参( )

A. 有钟乳体
B. 薄壁细胞中有橙皮苷结晶
C. 有嵌晶纤维
D. 薄壁细胞中有晶角锐利的草酸钙簇晶
E. 薄壁细胞中含有草酸钙针晶

Using Mind Maps to Develop Writing Ⅰ. A mind map: a strategy for making notes on a topic A. Mind map: structured strategy —shows the hierarchical relationship of ideas —helps with writing with organised information B. Brainstorming: (1) (1)______ —produces notes at random —leads to problems with the (2) of students’ texts (2)______ Ⅱ. The advantages of mind maps A. Enable students to see the relationship between ideas B. Encourage them to group certain ideas together as they proceed C. Aid the (3) in group work (3)______ Ⅲ. How to make mind maps with your students A. Choosing a topic 1. topics chosen by —teachers: traditional method —students: increase (4) with the topic (4)______ 2. The mind map strategy is suitable for any topic, especially discursive essays and narrative work B. Note making 1. close eyes and think about the topic: 1 or 2 minutes 2. note down their ideas: 2 minutes Note: Don’t use (5) (5)______ 3. compare and discuss their ideas in groups: chance for (6) (6)______ C. Feedback: (7) but useful for weak students (7)______ —remaining language problems can be ironed out. —students will learn how to express their ideas in English. D. (8) : into a linear format (8)______ —first: think about the overall structure —second: focus on the precise function each paragraph will have —third: provide a (9) . (9)______ E. Writing —exchange their writings: (10) (10)______ —exchange their texts again: when they have finished F. Continuation: use this skill for further writing activities.

Directions: You have stayed with your friend’s family for a month. Now you are going back home. Write a message to your friend’s family to 1) express your gratitude, 2) show your appreciation of the good days you’ve had together, 3) say goodbye. You should write about 100 words neatly on ANSWER SHEET 2. Don’t sign your own name. Use "Li Ming" instead.

The success of Augustus owed much to the character of Roman theorizing about the state. The Romans did not produce ambitious blueprints (1) the construction of ideal states, such as (2) to the Greeks. With very few exceptions, Roman theorists ignored, or rejected (3) valueless, intellectual exercises like Plato’s Republic, in (4) the relationship of the individual to the state was (5) out painstakingly without reference to (6) states or individuals. The closest the Roman came to the Greek model was Cicero’s De Re Publiea, and even here Cicero had Rome clearly in (7) . Roman thought about the state was concrete, even when it (8) religious and moral concepts. The first ruler of Rome, Romulus, was (9) to have received authority from the gods, specifically from Jupiter, the "guarantor" of Rome. All constitutional (10) was a method of conferring and administering the (11) . Very clearly it was believed that only the assembly of the (12) , the family heads who formed the original senate, (13) the religious character necessary to exercise authority, because its original function was to (14) the gods. Being practical as well as exclusive, the senators moved (15) to divide the authority, holding that their consuls, or chief officials, would possess it on (16) months, and later extending its possession to lower officials. (17) the important achievement was to create the idea of continuing (18) authority embodied only temporarily in certain upper-class individuals and conferred only (19) the mass of the people concurred. The system grew with enormous (20) , as new offices and assemblies were created and almost none discarded. Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1.3()

A. on
B. for
C. as
D. about

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