Eric was a nine-year-old boy who lived with his single mother, Stacey and sister, Lily. They lived a hard life. Eric felt bad for their situation but worse for himself, especially in school.

Eric's leather boots were worn out. They didn't protect his feet from the rain, and his socks became totally wet as water went through the holes in his shoes. Stacey attempted to fix the holes but it was no use. Eric still walked to school with that pair of broken shoes. How much he wished he could also have new comfortable and expensive shoes his classmates wore!

One day, Eric returned from school and complained to Stacey, "It was raining today. Water has leaked into my shoes again. I hate my boots! Why can't you get me new ones?" Stacey was sad and helpless. "I spent our last savings on your sister's medicine. She's sick. Eric you know that. You need to act like a responsible big brother!" she answered. Tears welled up in Eric's eyes. "I hate you!" he shouted. "You only care about Lily! You don't love me!" Then he cried and ran to his room.

After preparing dinner, Stacey went to his room with his dinner plate. "I'm sorry, Eric," she whispered to comfort him. "We're going through a very tough journey recently. But I'll get you new shoes in the future." However, Eric refused to listen to her.

The next day, when Eric went to class, he took his seat quietly and hid his feet under his chair, as usual. He was embarrassed to show his boots. As the math teacher Mrs Fletcher entered the class, all the students greeted her. "Today, we have a very special friend with us," she smiled. "Everyone, please welcome Ben, your new classmate." Soon after, a boy with a pair of crutches(拐杖)entered. The new boy only had one leg. Eric was shocked. He and all his classmates thought how unlucky Ben was and that he must be very shy and sad.

注意：1.续写词数应为150左右;2.请按如下格式在答题卡的相应位置作答。

Paragraph 1: At that moment, Mrs Fletcher asked Ben to introduce himself. 

Paragraph 2: Inspired by Ben, Eric realized he should appreciate what he had. 

D

With the completion of the Human Genome（基因组）Project more than 20 years ago, and the discovery of the double helix structure of DNA enjoying its 70th birthday last year, you might assume that we know how life works. Think again!

Evolution has a 4bn-year head start on us. However, several aspects of the standard picture of how life works-the idea of the genome as a blueprint, of genes as instructions for building an organism, of proteins as precisely tailored molecular（分子）machines and more-have wildly reduced the complexity of life. 

In the excellent book How Life Works, Philip Ball explorers the new biology, revealing life to be a far richer, more delicate affair than we have understood. Ball explains that life is a system of many levels-genes, proteins, cells, tissues, and body modules-each with its own rules and principles, so there is no unique place to look for an answer to it. 

Also, How Life Works is a much more appealing title than the overused question of "What is life?". We should be less concerned with what a thing is, and rather more focused on what a thing does. Defining a living thing implies an unchangeable ideal type, but this will run counter to the Darwinian principle that living things are four-dimensional, ever changing in time as well as space.

But it's an idea that is deeply rooted within our culture. Ball points out that we rely on metaphors（比喻）to explain and explore the complexities of life, but none suffice. We are taught that cells are machines, though no machine we have invented behaves like the simplest cell; that DNA is a code or a blueprint, though it is neither; that the brain is a computer, though no computer behaves like a brain at all.

Ball is a terrific writer, pumping out books on incredibly diverse subjects. There's a wealth of well-researched information in here, and some details that are a bit chewy for the lay reader. But the book serves as an essential introduction on our never-ending quest to understand life.

Lily loved school. However, there was one class Lily worried about more than any other—art. She didn't know why she just wasn't any good at drawing, painting, or cutting.

Ms. Clay, the art teacher, stood at the front of the room. "Class, next Friday our school is going to have an art competition," she announced. Ms. Clay was a great teacher, and Lily liked her a lot. But this announcement made Lily nervous. "Everyone in the school will create a piece of artwork to show in the library. You can use the different types of artwork we have been studying." Ms. Clay was quite excited when she spoke while Lily found herself sinking lower in her chair.

Lily had the whole weekend to work on her project, but she could not think of anything to do. On Monday, Lily felt frightened, so after school Lily asked Ms. Clay if she could write an art paper instead of doing an art project.

"I understand this project scared you, Lily," Ms. Clay said. "Just remember, you can create any kind of art you want." Ms. Clay smiled at her. "Art is a person's way of expressing his or her feelings—it isn't always painting, drawing, or cutting. I know you will think of something very creative, and I can't wait to see it."

When Lily arrived home, she took out a piece of paper and a pencil. She remembered Ms. Clay's words. "Art is a person's way of expressing his or her feelings." Lily wrote the word "terrified" on her paper. She crumpled (揉皱) the paper and threw it to the side of her desk.

Then Lily stared at the crumpled ball. Suddenly an idea struck her.

Paragraph 1：

Why not create something out of crumpled paper?

Paragraph 2：

On Friday, Lily carefully carried her project into the library.

One teacher had two students. One of them had a positive vision while the other had the 1 one.

One day, the teacher 2 for a park with both the students and while wandering in the garden, they 3 a mango tree from which some ripe and juicy mangoes were 4 . On seeing this, the teacher thought to 5 both of his students. Then, he asked the first one, "My dear child, what do you think of this mango tree?"

The student answered instantly, "Teacher, in spite of people 6 this tree with stones, it gives us sweet and juicy mangoes. It does 7 but still it gives us fruits. I wish all human beings learn this important 8 from the mango tree-to share their 9 even if they have to suffer for this."

After that, the teacher asked the other student the same question. The student 10 answered, "Teacher, this mango tree is no good and will not give mangoes by itself but only when we hit it with stones and 11 . Therefore, we should hit it hard to get sweet mangoes from it. That is the only way to 12 these mangoes. It is also clear from this tree that in order to get good 13 from others, we need to be violent and only when we become violent, then and only then will we get 14 ."

The teacher was delighted with the answer given by the first student because he had an admirable vision and 15 the tree with positive vision.

The popularity of ancient towns in the south of the Yangtze River, such as Zhouzhuang and Wuzhen, has aroused a nationwide trend in the construction of ancient towns. Lin Peng, the director of China's Institute of Ancient Cities and Cultural Studies, pointed {#blank#}1{#/blank#} that there are more than 2,800 developed or developing ancient towns in our country, {#blank#}2{#/blank#} is definitely the highest number globally.

In ancient towns, {#blank#}3{#/blank#} immersive（沉浸式） experience being mentioned here is historical and cultural characteristics—the "ancient" of ancient towns. Apart from visible "special buildings", characteristics also include invisible "culture". Tourists in ancient towns want to see the living {#blank#}4{#/blank#} （condition） of local people, feel the vitality of town life, try characteristic local snacks {#blank#}5{#/blank#} （influence） by geography and folk customs, and understand how long history {#blank#}6{#/blank#} （shape） local culture. Out of modern fast-paced work and life, tourists want to awaken their inner softness with a slow-moving ancient town.

Touring ancient towns is for recreation, relaxation, and pleasure, {#blank#}7{#/blank#} if all the ancient towns in different places are the same and cannot find their own {#blank#}8{#/blank#} （unique）, then ancient town tourism will {#blank#}9{#/blank#} （eventual） decline. Let every ancient town become a unique historical imprint（印记）, so that tourists can find their "poetry and distance" while {#blank#}10{#/blank#} （wander） through the ancient towns. This is the soul that ancient towns need to regain.

It was a typical weekend for Mitch White and his friends. They were out celebrating a bachelor party, sailing the peaceful waters of the Minnesota River. They never expected that this single party would transform from a relaxed canoe trip into a painful rescue mission. With the sun setting, an unexpected bark changed everything.

Led by Mitch White, the soon-to-be-married man, they searched for the source of the sound along the banks of the river. Suddenly, a weak cry for help came from the mud. They were surprised to find that the head of a 13-year-old St. Bernard named Ed was barely visible in the thick mud. Mitch said, "The dog wasn't moving on its own, so we should feed it and give it water. " The dog looked like i had used all its strength.

The men took up their oars（桨） and began digging, their festive mood giving way to a focused rescue mission. It took them more than half an hour to free the trapped dog as it was already breathing very feebly after possibly being trapped for 24 hours. When they got the poor fellow out of the mud, he couldn't walk, so they carried him back to the house. Back home with his owner, George Niskanen, Ed began his slow restoration-a happy ending to a dangerous adventure. George was thankful to the bachelor party heroes.

Now, the people of Carver, Minnesota, have new heroes to cheer for. Indeed, this incredible act of bravery and compassion redefined the meaning of a bachelor party. It became a heroic tale of humanity, friendship, and the instinct（本能）to do what's right.