There is much discussion about the necessity of daily homework for students. Some say homework is necessary since only practice{#blank#}1{#/blank#} (make) perfect, while others disagree. In my opinion, daily homework is necessary for students.

    However, this might be misleading that one may believe all forms of homework are necessary{#blank#}2{#/blank#}(actual), only proper amount of homework in proper form is{#blank#}3{#/blank#}(accept); some homework may not only fail{#blank#}4{#/blank#} (help) the students, but on{#blank#}5{#/blank#}contrary bore them so much that they may lose their interest in studying. “Proper”homework, in my opinion{#blank#}6{#/blank#} (vary) in its forms{#blank#}7{#/blank#}might be some extensive reading, a paper, or even just a game, as well as other ordinary exercise. And it should leave enough{#blank#}8{#/blank#} (free) to the students so that they could do things they really like to do with self-motivation, rather than unwillingness. We should always remember that homework is something for us to guide the students, rather than drive them. Only if a teacher {#blank#}9{#/blank#}(keep) this {#blank#}10{#/blank#}his/her mind, the homework could be of most help to the students.

    The Battle of Waterloo, which {#blank#}1{#/blank#} (take) place in Belgium in 1815, marked the final defeat of French military leader and emperor Napoleon, {#blank#}2{#/blank#} conquered much of continental Europe in {#blank#}3{#/blank#} early 19th century. Napoleon rose through the ranks of the French army during the French Revolution, {#blank#}4{#/blank#} (seize) control of the French government in 1799 {#blank#}5{#/blank#} became emperor in 1804. Through a series of {#blank#}6{#/blank#} (war), he expanded his empire across western and {#blank#}7{#/blank#} (center) Europe. However, a disastrous invasion of Russia led {#blank#}8{#/blank#} his abdication (退位) and exile (流放) in 1814. He returned to France in 1815 and briefly resumed power. The Battle of Waterloo, in which Napoleon's forces {#blank#}9{#/blank#} (defeat) by the British and Prussians, signaled the end of {#blank#}10{#/blank#} (he) reign (统治) and the end of France's domination in Europe.

    Curiosity is part of human nature. Children are famous for wanting answers {#blank#}1{#/blank#} tons of questions. People keep reading or watching {#blank#}2{#/blank#} they want to find out what happens. But curiosity also provides many practical benefits.

Learning is easiest if you have a genuine desire for knowledge. Curiosity can create that desire when you have a question.

    Many of history greatest discoveries {#blank#}3{#/blank#}(make)by curious people. People wondered {#blank#}4{#/blank#} processes worked or how certain tasks could be done more effectively. Thanks to their curiosity, people now know far more about the world and have useful technology {#blank#}5{#/blank#}(help)them.

    Even if you don't plan to be an inventor of researcher, curiosity can still help you in the classroom. If you develop the joy of learning, classes will become more fun. And you'll excel because you will be fully engaged in the process of learning. Even if you're no longer a student, curiosity will make you better {#blank#}6{#/blank#}(inform)and thus a more capable worker.

    What do you do if you're not already curious? Fortunately, curiosity is a skill that can be improved. If you act like you're curious, you'll quickly start to actually feel curious. Often, the more you learn about a topic the {#blank#}7{#/blank#}(interesting)it becomes.

    As you learn about a topic, gather information from as many sources as possible. Read a variety of books, watch or listen to lectures and ask questions. Don't always get your information from the same source. Instead, learn to appreciate facts that different people know and the different opinions {#blank#}8{#/blank#} they express.

    Ask a lot of questions, Remember, everyone knows {#blank#}9{#/blank#} that you don't. Find out what that is, and ask about it. This lets you learn something and makes the other person happy by letting them show off their knowledge.

In the classroom or out of it, {#blank#}10{#/blank#}(develop)curiosity is sure to be worthwhile.

    There is a tendency to think of each of the arts as {#blank#}1{#/blank#} separate area of activity. Many artists, however, would prove {#blank#}2{#/blank#} there has always been a warm relationship between the a warm relationship areas of human activity. For example, in the late nineteenth century the connections between music and painting were especially close. Artists {#blank#}3{#/blank#} (invite) to design clothes and settings for operas and ballets, {#blank#}4{#/blank#} sometimes it was the musicians who were inspired by the work of contemporary painters. Of the musical compositions as responses to the visual arts, perhaps the most famous is Mussorgsky's Pictures at an Exhibition.

    Mussorgsky composed the piece in 1874 after the death, at the age of 39, of the artist Victor Hartman. {#blank#}5{#/blank#} their friendship had not been a particularly long-lasting one, Mussorgsky was shocked by Hartmann's unexpected death. The following year the critic, Vladimir Stasov, {#blank#}6{#/blank#} decided to told an exhibition of Hartmann's work, suggested that Mussorgsky {#blank#}7{#/blank#} (try) to relieve his grief by writing something in memory of Hartmann.

    The exhibition served as Mussorgsky's inspiration. The ten pieces that make up Pictures at an Exhibition {#blank#}8{#/blank#} (intend) as symbols rather than representation of the paintings in the exhibition. Between each is a promenade (舞曲中 行进), as the composer walks from one painting to {#blank#}9{#/blank#} The music is sometimes witty and playful, sometimes almost alarming and frightening. Thought a range of surprising contrasts, Mussorgsky manages {#blank#}10{#/blank#} (convey) the spirit of the artist and his work.