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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.
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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（）
纤维素细胞壁( )
精密称定是指称取重量应准确至所取重量的( )
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