问答题假设你是李华，写邮件邀请你的留学生朋友Tim到你家一起过中秋。邮件的主要内容包括：①中秋节是中国的重要节日；②家庭团圆、品尝月饼是节日传统；③父母都很欢迎他，妈妈会准备美味佳肴。注意：①词数应为100左右②生词：中秋节the Mid—autumn Festival；传统tradition Dear Tim， _____________________________________________

问答题1)your sincere congratulations, 2) your best wishes to him or her. You should write about 100 words on ANSWER SHEET2. Do not sign your own name at the end of the letter. Use "Li Ming" instead. Do not write the address.

问答题假设你的美国朋友Mike要去你的家乡旅游，请给他写一封电子邮件，告诉他:1. 近期的天气情況；2. 需要注意的事项；3. 你期待与他见面。请以Like署名

问答题我确信她的英语知识对这项工作来说是足够的。

问答题Do music lessons really make children smarter? A) A recent analysis found that most research mischaracterizes the relationship between music and skills enhancement. B) In 2004, a paper appeared in the journal Psychological Science, titled "Music Lessons Enhance IQ." The author, composer and psychologist Glenn Schellenberg, had conducted an experiment with 144 children randomly assigned to four groups: one learned the keyboard for a year, one took singing lessons, one joined an acting class, and a control group had no extracurricular training. The IQ of the children in the two musical groups rose by an average of seven points in the course of a year; those in the other two groups gained an average of 4.3 points. C) Schellenberg had long been skeptical of the science supporting claims that music education enhances children’s abstract reasoning, math, or language skills. If children who play the piano are smarter, he says, it doesn’t necessarily mean they are smarter because they play the piano. It could be that the youngsters who play the piano also happen to be more ambitious or better at focusing on a task. Correlation, after all, does not prove causation. D) The 2004 paper was specifically designed to address those concerns. And as a passionate musician, Schellenberg was delighted when he turned up credible evidence that music has transfer effects on general intelligence. But nearly a decade later, in 2013, the Education Endowment Foundation funded a bigger study with more than 900 students. That study failed to confirm Schellenberg’s findings, producing no evidence that music lessons improved math and literacy skills. E) Schellenberg took that news in stride while continuing to cast a skeptical eye on the research in his field. Recently, he decided to formally investigate just how often his fellow researchers in psychology and neuroscience make what he believes are erroneous—or at least premature—causal connections between music and intelligence. His results, published in May, suggest that many of his peers do just that. F) For his recent study, Schellenberg asked two research assistants to look for correlational studies on the effects of music education. They found a total of 114 papers published since 2000. To assess whether the authors claimed any causation, researchers then looked for telltale verbs in each paper’s title and abstract, verbs like "enhance," "promote," "facilitate," and "strengthen." The papers were categorized as neuroscience if the study employed a brain imaging method like magnetic resonance, or if the study appeared in a journal that had "brain," "neuroscience," or a related term in its title. Otherwise the papers were categorized as psychology. Schellenberg didn’t tell his assistants what exactly he was trying to prove. G) After computing their assessments, Schellenberg concluded that the majority of the articles erroneously claimed that music training had a causal effect. The overselling, he also found, was more prevalent among neuroscience studies, three quarters of which mischaracterized a mere association between music training and skills enhancement as a cause-and-effect relationship. This may come as a surprise to some. Psychologists have been battling charges that they don’t do "real" science for some time—in large part because many findings from classic experiments have proved unreproducible. Neuroscientists, on the other hand, armed with brain scans and EEGs (脑电图), have not been subject to the same degree of critique. H) To argue for a cause-and-effect relationship, scientists must attempt to explain why and how a connection could occur. When it comes to transfer effects of music, scientists frequently point to brain plasticity—the fact that the brain changes according to how we use it. When a child learns to play the violin, for example, several studies have shown that the brain region responsible for the fine motor skills of the left hand’s fingers is likely to grow. And many experiments have shown that musical training improves certain hearing capabilities, like filtering voices from background noise or distinguishing the difference between the consonants (辅音) ’b’ and ’g’. I) But Schellenberg remains highly critical of how the concept of plasticity has been applied in his field. "Plasticity has become an industry of its own," he wrote in his May paper. Practice does change the brain, he allows, but what is questionable is the assertion that these changes affect other brain regions, such as those responsible for spatial reasoning or math problems. J) Neuropsychologist Lutz Jancke agrees. "Most of these studies don’t allow for causal inferences," he said. For over two decades, Jancke has researched the effects of music lessons, and like Schellenberg, he believes that the only way to truly understand their effects is to run longitudinal studies. In such studies, researchers would need to follow groups of children with and without music lessons over a long period of time—even if the assignments are not completely random. Then they could compare outcomes for each group. K) Some researchers are starting to do just that. The neuroscientist Peter Schneider from Heidelberg University in Germany, for example, has been following a group of children for ten years now. Some of them were handed musical instruments and given lessons through a school-based program in the Ruhr region of Germany called Jedem Kind ein Instrument, or "an instrument for every child," which was carried out with government funding. Among these children, Schneider has found that those who were enthusiastic about music and who practiced voluntarily showed improvements in hearing ability, as well as in more general competencies, such as the ability to concentrate. L) To establish whether effects such as improved concentration are caused by music participation itself, and not by investing time in an extracurricular activity of any kind, Assal Habibi, a psychology professor at the University of Southern California, is conducting a five-year longitudinal study with children from low-income communities in Los Angeles. The youngsters fall into three groups: those who take after-school music, those who do after-school sports, and those with no structured after-school program at all. After two years, Habibi and her colleagues reported seeing structural changes in the brains of the musically trained children, both locally and in the pathways connecting different parts of the brain. M)That may seem compelling, but Habibi’s children were not selected randomly. Did the children who were drawn to music perhaps have something in them from the start that made them different but eluded the brain scanners? "As somebody who started taking piano lessons at the age of five and got up every morning at seven to practice, that experience changed me and made me part of who I am today," Schellenberg said. "The question is whether those kinds of experiences do so systematically across individuals and create exactly the same changes. And I think that is that huge leap of faith." N) Did he have a hidden talent that others didn’t have? Or more endurance than his peers? Music researchers tend, like Schellenberg, to be musicians themselves, and as he noted in his recent paper, "the idea of positive cognitive and neural side effects from music training (and other pleasurable activities) is inherently appealing." He also admits that if he had children of his own, he would encourage them to take music lessons and go to university. "I would think that it makes them better people, more critical, just wiser in general," he said. O) But those convictions should be checked at the entrance to the lab, he added. Otherwise, the work becomes religion or faith. "You have to let go of your faith if you want to be a scientist."

问答题下面的短文有10处空白，短文后列出12个词，其中10个取自短文，请根据短文内容将其分别放回原有位置，以恢复文章原貌，并将所选答案的代码（指A、B、C、D、E、F、G、H、I、J、K或L）填在答题纸的相应位置上。Business English Helps　　English plays an important role in the workplace.When it is used in the

问答题{{B}}Directions:{{/B}}Lookatthefollowingpictureandwriteanarticleoneagerlearners.Yourarticleshouldmeetthefollowingtworequirements:1)Interpretthemessageconveyedbythepicture.2)Makeyourcommentsonthephenomenon.Youshouldwriteabout160-200wordsneatlyonANSWERSHEET2.(20points)

问答题成功在于勤奋，这句话是对的。

问答题the world’ s greatest pianists in your own drawing-room? 

问答题1．人才外流是一种普遍的现象。 2．分析人才外流的原因。 3．请提出一些防止人才外流的建议。

问答题无形资产、借款费用、租赁三项具体会计准则的实施，将有助于进一步规范企业会计核算行为，增强上市公司会计信息的透明度和正确性。

问答题我们国家要走向现代化，最大的障碍，并不是资源问题，也不是资金问题，更不是技术问题，而是十几亿人口的素质问题。资金可以积累，资源可以更有效的利用，技术可以创造也可以引进，但是几亿人口的素质(quality)是无法引进的，这必须靠我们去提高。

问答题主旨演讲

问答题The Book of Rites

问答题闪婚

问答题The quiet life of the country has never appealed to me. City born and city bred, I have always regarded the country as something you look at through a train widow, or something you occasionally visit during the weekend. Most of my friends live in the city, yet they always go into a frenzy of joy at the mere mention of the country. Though they glorify the virtues of the peaceful life, only one of them has ever gone to live in the country and he was back in town within six months. Even he still lives under the illusion that country life is somehow superior to town life. He is forever talking about the friendly people, the clean atmosphere, the closeness to nature and the gentle pace of living.

问答题The Great Gatsby

问答题创客

问答题一带一路

问答题阅读下面短文，请完成短文后的2项测试任务：（1）从第16～20题后所给的6个选项中为第❶～❺段每段选择1个正确的小标题；（2）从第21～25题后所给的6个选项中选择5个正确选项，分别完成每个句子。在答题卡相应位置上将答案选项涂黑。Summer Blues❶We students all have summer blues.It’s that moment when we haven’t left