黑龙江省绥化市第九中学九年级英语全册《Unit 3》My life at boarding school文章素材 人教新目标版

How to learn English well -- Vantage A good English class is a valuable means for acquiring and practicing English, but still the reality is that much of your progress will arise from your own self-study strategies. As a teacher for close to 10 years now, I am often asked foradvice on how best to self-study English for fast results. I suspect sometimes mystudents are looking for that magic shortcut or panacea which can deliver them from all the "blood, sweat, and tears" that often surrounds the process of learning a second language. There is, of course, no magic, but on the other hand, there may also be no need to engage in self-torturous activities that drain your energy. Part of the self- torture that students inflict upon themselves results from misconceptions formed along the way. I would like in this article to discuss a few of these misconceptions and offer some alternative advice for self-studying English. A.H. Whitehead once said, not ignorance but the ignorance of ignorance is the death of knowledge. In other words, it is important to understand misconceptions before they inhibit your self-study. Misconception Ⅰ If I municate with a Chinese partner, my English will get worse. There is a mon perspective here in Beijing that the only way to improve your English is by speaking with a native speaker. It stems from the perception that speaking to another second language learner has a negative effect, since the partner speaks Chinglish. Consequently, many desperately look for native-speaking partners, some paying a small fortune for the luxury of speaking with inexperienced expatriateswho do little more than chat. Worse yet, opportunities to speak regularly with a Chinese partner at little or no cost are ignored out of fear. In short, the "native speaker ’s English" craze is somewhat synonymous with the "Chinglish"phobia. The view that municating with another student somehow damages your English rests on the age-old, erroneous6 assumption that language acquisition is a linear progression, with the native speaker at the top of the hierarchy. Perhaps native speaker teachers are guilty of feeding this perception by labeling courses, students, textbooks sequentially in terms of levels (i.e. beginner, pre- intermediate, intermediate etc); in the arrangement of grammar structures from simple to plex; and in reading andlistening passages selected by the number of words they contain (i.e. easy, moderate, difficult). Linguists who have studied the actual process of learning a second language know that developing a second language is anything but a linear process. It can follow patterns and steps but these steps and patterns frequently break down. Language learning often progresses randomly and chaotically. We sometimes progress rapidly, at other times we learn slowly, there are areas we seem to master easily, and areas in which we never seem to make any headway. Sometimes the words and sentences e easily; sometimes they do not. Moreover, when we talk about the quality of English we must be prepared to acknowledge that it is very much a subjective and contextual evaluation. We know that formal standard professor may find her English very effective in front of her peers, but next to useless with inner city teenagers in New York. Therefore, can we still say that her English is better than the teenagers? Obviously, it would depend on who was judging. With English, quality is often an issue of appropriateness as well as grammaticality. Researchers who have studied English language learning have found that people progress as they practice, and ultimately they self-correct what they say. It is unnecessary to have someone correct your English constantly, because mistakes most often derive from a lack of English instincts rather than a lack of awareness or knowledge of the correct grammar structure. The same student who never makes a mistake doing grammar exercises on paper will make them while speaking but ultimately he will adjust his structures as he continues to use them. Moreover, researchers who have conducted studies of various groups of learners have found that learners who municate with partners of a similar level tend to progress faster than learners whose partners’ levels are much higher or lower. One can understand why this is so when a learner municates with someone at a lower level, but why is it also true of those who municate with someone at a higher level? The reasons are mostly psychological. Having a partner whose English is much more developed discourages the speaker and the fear of making mistakes tends to stifle smooth conversation. However, the researchers found that those who municated with partners who were near their own level progressed faster. Thus, in fact your classmate who is at the samelevel of English as you may indeed be your finest teacher. MisconceptionⅡ If I want to learn American English, I should learn form an American teacher or my English will not be understood when I go to the U.S.A. I have seen many good teachers here in China, both expatriates and Chinese, run into problems because of the way many students judge their accents. Students believe that the best chance of speaking like a native speaker is by having that ideal accent. If the teacher has an accent that is not form the target country that certain students want to go to, they are either rebuffed or rejected. Part of the misconception stems from ignorance of the distinction between pronunciation and accent. Pronunciation involves the stress, rhythm, intonation, and phonetic sounds that facilitate munication. An accent is the distinguishable set of sounds that derives from cultural or regional phonetic patterns. Accents are essentially habits formed at a very early age and very difficult to change after the age of six. This has been verified by researchers who studied the tongue and mouth positions of Israeli children at an early age of 5-6, and find that even after heavy immersion in American English for about 10 years, their mouth and tongue positions change very little when speaking, and thus their accents change only slightly. In other words, forget about trying to change your accent in a year or two, it is just not going to happen. Pronunciation can be changed and improved. Accents are entrenched and need not be changed. There is no shortage of superb English speakers and writers in my native country, Canada, who have excellent pronunciation, but heavy accents from their countries of origin. In fact, two great Indo-Canadian writers Michael Ondaatje and Rohinton Misty both have slight non-Canadian accents in English, but are Booker Prize winners. Do we say that their English is substandard, because they have accents? No, it would be absurd to make such a suggestion since their pronunciation is excellent and no one has any trouble understanding them. As I mentioned earlier, pronunciation is not the same thing as an accent. I tell my students to give up their hope of developing an American accent, since it is very unlikely to happen unless they stay in America over a very long period, and even then, the are still likely to retain some part of their Chinese accent. An accent is par of your character and heritage.That is not to say that the student shouldn’t devote time to improving his or her pronunciation. A student should focus on those pronunciation aspects that make their munication more effective, not trying to mold their accent into another. Developing pronunciation skills that are universally learnt is a much more worthy pursuit of your efforts than trying to copy an accent that is unnatural for your tongue and mouth. Misconception Ⅲ I need a rich vocabulary before beginning to speak. Often I hear students plain that they bee tongue tied, meaning that they can’t find the right words. Students will attribute it to a lack of vocabulary and memorize more words to pensate. Then they find after a few more thousand words that their English improves only slightly. Why? Your memory is a key element to learning a language and no one should minimize its importance. Without a memory, you wouldn’t be able to speak. However, it is also true that a lack of vocabulary is not the culprit of munication problems in many instances. It is important to look at other issues, before blaming it as the source of these munication difficulties. I have observed a great many CET-6 graduates who still have a great deal of trouble even uttering simple sentences, while other CET-4 students can speak with much greater ease. How can that be, you might ask? The English language is posed of a hierarchy of vocabulary in terms of usefulness. Some words have broad and sweeping uses such as "thing", "get", "place" or "do", while others are useful only for a very specific context such as "export", "endanger", "identify", or "interrupt". Research has shown that with approximately 800 (some have even suggested 500) key words people can municate very effectively in English, with few instances of getting stuck. In the times when they were stuck, they could easily ask for assistance. Now we know that 800 words is far below the level most beginner students have even before they begin their GET-4 band level. Why can’t all CET-4 students municate with ease? We do not need a plicated linguistic answer to this question. When we think about it the answer is simple. The quantity of vocabulary has only an indirect relationship to the quantity and quality of speech. To illustrate, children learning their first language start out with a limited vocabulary, they do not know half of the words that a Chinese CET-6 student knows, but still they are able to make rapid sentencesand municate with ease. This makes mon sense, for we all know that in English we can often substitute a simple word for a more plex one. For example, the word "facilitate" can be substituted with "help". Thus, the key is to learn the most useful functional words in English first and apply them often in a variety of circumstances, before trying to learn words that are more plex and used much less often. Misconception Ⅳ I have studied English grammar for too long, so the last thing I need is more grammar. Chinese students attribute their lack of munication in English to an overemphasis on grammar and thus resist grammar practice and reviews in their self-study programs. They tend to want oral English vocabulary, phrases, expressions, and pronunciation practice. Above all, they want an English environment. However, it soon bees apparent that students struggle when they try to create sentences and their grammar is typically riddled with errors. Nevertheless, students want to have nothing to do with grammar structures while doing self-study. They ignore it pletely, and concentrate instead on other aspects. A good knowledge of grammar rules and patterns is absolutely necessary because the transfer of structures from one language to the next is anything but smooth. It is true that direct written grammar exercises, where students merely manipulate sentence structures to fit a pattern, may be unnecessary if you are aware of the pattern already. However, grammar definitely is an important part of your self-study program when it is used for municative purposes. What students often fail to do is to integrate grammar study into the process of creating English, rather than just manipulating sentences in exercise books. For example, with the structure "If I were you, I would…" a student should be thinking of the occasions he can use this structure and create as many sentences as possible that might be appropriate. Using English requires knowledge of the rules and patterns, just as a painter needs some conventions and boundaries before he can start his work, but ultimately both need a creative process before skill is developed. Advice for the Self-study Learner What then can I offer as advice for a motivated self-study learner? For starters, if you have no English environment, then create one. Find partner to speak with regularly and do not worry if that partner is from China, Korea, Africa, or Europe.It is often better if your regular meetings can center around a topic or theme. For example, you could both read a different book and use the time to talk about the book you are reading. Perhaps you could use the time to exchange information about something you both want to learn. You may also wish to bee accustomed with the types of clubs and activities that expatriates here in Beijing like to get involved with and join them. English corners are also funny ways to link with others who share your desire to learn English. Chat lines in English and pen pals are also great ways to interact in English provided that you do not rely on them exclusively for your English development. Secondly, you need to find a time of the day to expose yourself to various kinds of meaningful and interesting English stories, dialogues, programs, etc. that can hold your interest. If there is one pattern that shows up in all the studies of language acquisition it is this. The quantity and quality of English you expose yourself to is a key variable in determining the speed of your progress. The key issue should be to find a variety of interesting English sources that will not tire you out. Researchers have unanimously concluded that English that is meaningful and interesting is recalled and integrated into a learner’s speech far more rapidly than English that is deemed appropriate by teachers and textbooks. Finally, pace your energy and keep a positive attitude towards learning English. Acquiring a second language is a long-term journey that is not always smooth. Reward yourself with praise and begin to trust your munication powers. My students who have treated themselves with self-encouragement bee more able to municate and it is their fast progress that further motivates them to challenge themselves. Notes：Nevin Blumer (M.Ed, TESL cert.) is an English as a Second Language teacher in Beijing who specializes in oral English and IELTS preparation. He has been teaching for almost 10 years, in Japan, Canada and Singapore and has spent over 2 years in Beijing. His particular interest is in the special problems that Chinese students have while learning English. One of his recent publications is American Culture: A Coursebook.。

九年级3a课文和翻译UNIT1原文: How I learned to learn EnglishLast year my English class was of all,it wasn’ t easy for me to understand the teacher when she begin with,she spoke too quickly,and I couldn’ t understand every on,I realized that it doesn’ t matter if you don’ t understand every was also afraid to speak in class,because I thought my classmates might laugh atcouldn’ t always make complete sentences either .Then I started to watch English-language helped a think that doing lots of listening practice is one of the secrets of beacoming a good thing that Ifound very difficult was English I decided to take lots of grammar notes in every I started to write my own or iginalsentences using the grammar I wass amazing how much this lam enjoying learning English and I got an A this teacher is very impressed.翻译:我是怎样学习英语的去年，英语课很难。

九年级英语作文我的初中生活全文共6篇示例，供读者参考篇1My Middle School LifeWow, can you believe I'm already in 9th grade? It feels like just yesterday I was a nervous little kid walking through the doors of middle school for the first time. Those three years just flew by in a blur of classes, activities, friends, and more than a few awkward moments. Looking back, my middle school experience was a total rollercoaster ride, but I wouldn't have had it any other way!I still remember that first day like it was yesterday. I was so scared and intimidated by the huge school building and all the older kids rushing by. It was a far cry from the cozy little elementary school I was used to. But I tried to put on a brave face as my mom dropped me off. Little did I know, that brave face would quickly get wiped away once I got lost trying to find my homeroom and ended up wandering the halls in a total panic! Luckily, a kind teacher took pity on me and helped me find my way. The rest of that first week was just a blur of trying to figureout where my classes were, remembering my locker combination, and not getting trampled in the hallways between periods.Once I got my bearings a little, middle school started feeling a bit more manageable. My favorite part was definitely all the new subjects and electives we could take. In elementary school, it was just the basic reading, math, science kind of stuff. But suddenly we had so many more options - art, music, tech classes, foreign languages. I loved being able to explore new interests and discover new potential passions. I'm really glad I stepped out of my comfort zone and took that Italian class freshman year, even though I was terrible at rolling my r's!Trying to fit in and find your place in the intense social hierarchy of middle school was definitely an uphill battle. You had the cool kids, the jocks, the nerds, the drama kids, and everyone was just desperate to avoid being at the bottom of that social food chain. I floated between a few different friend groups over those three years, never really finding my solid set of best buds until towards the end. We've all got those former friends that we've long drifted apart from, but still have madly cringeworthy memories with that make you shudder.There were plenty of rough patches and moments I'd love to forget, like the time I tripped and ate it in front of the wholecafeteria, or the awful bowl haircut I showed up to school with one day after a rogue hairstylist went crazy with the scissors. But there were also lots of great times that I'll always cherish, like going to my first school dances, getting my braces off finally, and winning the science fair. And of course, all those random silly moments and inside jokes with friends that make no sense to anyone else but are burned into my memory forever.Most importantly though, I really came into my own and grew up so much over those three short years. I went from being a shy, unsure kid just trying to blend into the background to a more confident young person with a sense of who I was. By 8th grade, I was raising my hand in class, joining clubs, and really putting myself out there in a way I never would have been able to in 6th grade. Middle school taught me so many important lessons beyond just academics - things like friendship, dealing with failure, managing my time better, and believing in myself a little more.As I get ready to start high school in just a couple months, I can't help but feel a little nostalgic for those seemingly awkward but formative middle school years. Sure, there's a lot of cringeworthy moments and bad hairstyles I'd love to forget. But I also have so many amazing memories and friends that I wouldn'ttrade for the world. Middle school helped shape me into who I am today. While I'm definitely ready to move on to this next chapter, a part of me will always look back fondly on those chaotic, melodramatic, and strangely wonderful middle school days. They might not have been the best years of my life, but they were definitely some of the most memorable!篇2My Middle School Life: A Roller Coaster RideAh, middle school! Those three years were a wild and crazy ride, filled with ups and downs, laughter and tears, and plenty of unforgettable moments. Looking back, it feels like a whirlwind of emotions and experiences that shaped me into the person I am today.Let me take you on a journey through my middle school days, starting from that fateful first day when I stepped into the hallowed halls of Green Valley Middle School. I still remember the butterflies in my stomach as I navigated the maze of lockers and classrooms, clutching my brand-new backpack like a lifeline.Those initial weeks were a blur of adjustments – getting used to switching classes, remembering locker combinations, and trying to find my place in the social hierarchy. It was like being atiny fish in a vast ocean, struggling to stay afloat amidst the currents of cliques and popularity contests.But as the months went by, I slowly but surely found my footing. I discovered my passion for creative writing in Mrs. Johnson's English class, where I crafted stories that transported me to fantastical worlds. In Mr. Lee's math class, I learned the beauty of numbers and how they could unlock the secrets of the universe (or at least help me balance my allowance).There was Sarah, the artistic genius whose doodles covered every inch of our notebooks. Then there was Jake, the class clown who had us in stitches with his endless supply of jokes (even the terrible ones). And let's not forget Michael, thetech-savvy wizard who could fix any computer issue with a few clicks of his keyboard.Together, we navigated the treacherous waters of middle school drama, supporting each other through crushes, heartbreaks, and the occasional friend fallout. We laughed until our sides ached, cried on each other's shoulders, and made memories that would forever be etched in our hearts.But even the most cringe-worthy moments became stories to laugh about years later, further cementing the bond betweenmy friends and me. We learned valuable lessons about resilience, empathy, and the importance of having a solid support system.As the years flew by, we faced new challenges and milestones. The transition from 6th to 7th grade brought a fresh wave of insecurities and self-doubt, but we emerged stronger and more confident. The leap to 8th grade introduced us to the terrifying world of high school preparation, with looming decisions about classes, extracurricular activities, and future aspirations.Through it all, we stuck together, leaning on each other for guidance and encouragement. We celebrated each other's successes, whether it was acing a tough test, landing a lead role in the school play, or scoring the winning goal in the big game.And just like that, before we knew it, our middle school journey came to an end. The bittersweet taste of graduation lingered on our tongues as we said goodbye to the hallways that had become our second home. We exchanged tearful hugs and promises to stay in touch, knowing that our paths might diverge but the memories we shared would forever bind us together.As I reflect on those three pivotal years, I can't help but feel a sense of nostalgia and gratitude. Middle school was a rollercoaster ride of emotions, filled with triumphs andchallenges, laughter and tears. It was a time of self-discovery, friendship, and personal growth that laid the foundation for the person I am today.Though the journey wasn't always smooth, I wouldn't trade those experiences for anything in the world. Middle school taught me valuable lessons about resilience, empathy, and the importance of embracing my quirks and individuality.So, here's to the misfits, the class clowns, and the artistic geniuses – the ones who made middle school an unforgettable adventure. Let's raise a glass to the memories we created and the bonds that will forever tie us together, no matter how far our paths may diverge.篇3My Middle School LifeWow, where do I even begin? Middle school has been a total rollercoaster ride of emotions, experiences, and growth. As I sit here getting ready to graduate 9th grade and move on to high school, I can't help but reflect on the wild journey that was my middle school years.When I first walked through those big doors on the first day of 6th grade, I was absolutely terrified. The school seemed massive compared to my tiny elementary school. There were lockers lining the hallways, different classes for each subject, and you even had to rush to make it to your next period on time before the tardy bell rang. Talk about pressure!I remember the buzz of the crowded hallways, the strong smells wafting from the cafeteria, and the seemingly perfect, intimidating 8th graders who looked like they had it all figured out. I stuck close to my little group of friends from elementary, scared to branch out. We'd have our lunches together in the corner of the cafeteria, trying to go unnoticed.Eventually, I realized that everyone felt just as clueless as I did when it came to navigating middle school life. We were all in it together, just trying to figure it out. Once I got past the initial fear, I started to really enjoy my classes and even joined a few clubs and sports teams. Suddenly, I was meeting so many new people with different interests and backgrounds. My world just kept expanding.Then there were the dreaded group projects, where you had to coordinate with several other procrastinators to pull anall-nighter before the due date. Or totally cramming for a bigtest, fueling myself on snacks and energy drinks (don't tell my mom!). The all-nighters, the snack-filled sleepovers, the laughter and tears shared with my best friends - it's all part of the classic middle school experience.Speaking of friends, some of my most cherished memories come from the amazing people I met during those three short years. We've been through the awkward stages together, lifting each other up and having each other's backs through the toughest times. We've gone from unable to look each other in the eyes, to caring so deeply about each other's hopes, dreams, and struggles. True friendship was truly forged.Academically, middle school was a blast and a struggle all at once. On one hand, I thrived in subjects like English literature and creative writing. I poured my heart into analysis essays and short stories, having so much to say. Math and science, on the other hand, were like an uphill battle. Struggling through complicated equations, trying not to dozze off during lectures, and accepting that some things will just never be my strongest suit. There were tears, frustrations, and moments where I wanted to give up. But my teachers and friends supported me, accepted my strengths and weaknesses, and pushed me to always give it my best.Extra-curriculars were another huge part of my middle school experience. I threw myself into activities like drama club, band, art club, and the school newspaper. It was partially out of a fear of missing out, but also篇4Title: My Rollercoaster Ride through Middle SchoolHey there! Let me take you on a trip down memory lane and share the wild adventures of my middle school years. Buckle up, because it's been one heck of a rollercoaster ride!I still remember the first day of 6th grade like it was yesterday. I was a nervous wreck, clutching my brand-new backpack and trying not to look like a complete loser. Little did I know, that was just the beginning of the crazy ride called "middle school."The first few weeks were all about trying to figure out the social hierarchy. Who were the cool kids? Who were the nerds? And where did I fit in? I quickly learned that the cafeteria was a battleground, and choosing the right lunch table could make or break your reputation. Thankfully, I managed to find a group of friends who shared my love for video games and terrible puns.Speaking of friends, middle school was a time when friendships were tested, and alliances shifted quicker than the latest TikTok trends. One minute, you're best buddies, and the next, you're sworn enemies over who gets to be the captain of the dodgeball team. It was a constant juggling act, trying to navigate the social minefield without stepping on any landmines.Then there were the classes. Oh, boy, the classes! From the moment the bell rang, it was a mad dash to avoid being trampled in the hallway stampede. And let's not forget the teachers who seemed to take sadistic pleasure in piling on the homework. I swear, some of those assignments were designed to make us question our life choices.But amidst the chaos, there were also some amazing moments. Like the time our class put on a Shakespeare play, and I landed the lead role of Hamlet. I'll never forget the rush of standing on stage, delivering those iconic lines, "To be or not to be, that is the question." (Okay, maybe I flubbed a few words, but hey, I was a middle schooler!)And who could forget the dreaded gym class? Let's just say that dodgeball was a brutal game of survival, and I still have nightmares about those rubber balls whizzing past my head. Butit wasn't all bad – I discovered a love for basketball, and my friends and I would spend hours shooting hoops after school.Through it all, though, I learned some valuable lessons. I learned the importance of standing up for myself and not letting bullies get me down. I learned that it's okay to be different and embrace my quirks. And most importantly, I learned that true friends are the ones who stick by you, even when you're at your most embarrassing moments.As I look back on those three years of middle school, I can't help but laugh at the rollercoaster of emotions I experienced. There were ups and downs, highs and lows, but in the end, it was all part of the journey that shaped me into the person I am today.So, to all my fellow middle schoolers out there, embrace the chaos, laugh at the awkwardness, and cherish the memories. Because one day, you'll look back and realize that those were some of the best (and craziest) years of your life.篇5Title: My Middle School LifeWow, can you believe it? I'm already in the 9th grade! It feels like just yesterday I was a tiny little kid, running around theplayground and dreaming about the day I'd finally get to go to middle school. Well, that day has come and gone, and let me tell you, these past three years have been a wild ride!I still remember my first day of 6th grade like it was yesterday. I was so nervous, clutching my brand new backpack and trying not to trip over my own feet. The school seemed enormous, and I felt like a tiny fish in a vast, intimidating ocean. But as soon as I walked through those doors, everything changed.The first thing that struck me was the sheer number of kids. Back in elementary school, there were maybe a hundred or so students in my grade. But here? Hundreds upon hundreds of kids filled the hallways, laughing, chatting, and rushing to their classes. It was both exhilarating and terrifying all at once.Then there were the classes themselves. Gone were the days of having a single teacher for every subject. Suddenly, I had to navigate a complex schedule, with different teachers for each class and a whole new set of rules and expectations to follow. It was a lot to take in, but I soon found my groove.But despite the occasional humiliation, middle school was also a time of amazing growth and discovery. I joined clubs, made new friends, and explored interests I never knew I had.Who would have thought that shy, awkward me would end up being the lead in the school play? Or that I'd find a passion for creative writing that would shape my future goals?And let's not forget the social aspect of middle school. Those hallways were a veritable minefield of drama, gossip, andever-shifting friend groups. One minute, you're best friends with someone, and the next, they've decided they hate you for reasons only known to the mysterious world of middle school politics. It was exhausting, but also strangely exhilarating – like being part of a never-ending soap opera.Through it all, though, middle school taught me invaluable lessons about growing up, navigating social situations, and finding my place in the world. It was a time of self-discovery, awkward moments, and lifelong friendships forged in the trenches of adolescent chaos.And now, as I stand on the precipice of high school, I can't help but look back on those middle school years with a mix of fondness and relief. Fondness for the memories and experiences that shaped me, and relief that I made it through relatively unscathed (well, aside from a few dodgeball-induced bruises).So, to all my fellow middle schoolers out there, embrace the chaos. Laugh at the embarrassing moments, cherish thefriendships, and never stop exploring and discovering who you are. Because before you know it, those three years will be gone in a flash, and you'll be left with a treasure trove of memories and life lessons that will stay with you forever.篇6My Middle School DaysAh, middle school - those wild, wonderful, and sometimes weird years that seemed to last forever! As I think back to my days as a 9th grader, so many memories come flooding back. It was a time of major changes, new experiences, and lots of growing up (whether I was ready or not!).I still vividly remember the first day of 6th grade. I was practically shaking in my new sneakers as I walked through the doors of Central Middle School. The building seemed gigantic compared to my cozy little elementary school. I kept getting lost trying to find my classrooms and locker. By lunchtime, I was already regretting not paying closer attention to that school map they gave us!Those early days were rough as I tried to adjust to the new routines and responsibilities of middle school life. Having to rush from class to class was a big shock after being in one room allday in elementary school. And don't get me started on trying to remember which books and supplies I needed to lug around for each period! My backpack was a disaster zone of crumpled papers and miscellaneous school supplies.Then there were the other middle school rituals I had to master, like mastering my locker combination and avoiding the really stinky bathrooms. I have a feeling I single-handedly kept the feminine hygiene product companies in business from buying so many last-minute emergency supplies from the nurse's office. Those were some awkward years!Despite all the newness and occasional humiliation, I quickly settled into the rhythms of middle school life. I even managed to join a few clubs and make some incredible friends that helped me get through the tougher times. We did practically everything together - going to dances, shopping at the mall, having sleepovers, and suffering through endless group projects. Thanks to video chatting, we're all still pretty close even though we ended up going to different high schools.Then there were the academic pressures of increasingly challenging coursework and a whole new grading system to figure out. Time management was not my forte, so you'd often find me frantically cramming for a big test or racing to finish alast-minute essay at midnight. All-nighters started to become a regular thing, which is probably why I became addicted to energy drinks and coffee way too young.Despite some struggles, I really came into my own in a lot of ways during those middle school years. I found my voice, discovered new passions, and started developing a better sense of who I was and what I valued. I'll never forget the thrill of making my first art pieces that got selected for a countywide student exhibition. Or how rewarding it felt to travel to Williamsburg and compete in my first major debate tournament.Middle school opened up so many new worlds and introduced me to diverse perspectives beyond my little elementary school bubble. My mind was expanded in incredible ways as I delved into subjects like world history, life sciences, and foreign languages for the first time. By 8th grade, I found myself caring a lot more about social justice and environmental issues that had never really been on my radar before.But as cringe-worthy as it felt at times, I realize now those tumultuous years helped shape me into the person I am today. As much as I occasionally complained about all the homework and freedom restrictions, middle school taught me discipline, time management, and how to advocate for myself. Those firstbouts of angst, confusion, and self-doubt made me stronger and more self-aware in the long run. I wouldn't be half the confident young woman I am without going through those growth experiences.Most of all, I'll never forget the amazing friends and incredible educators who supported me through all the ups and downs. My 8th grade English teacher, Mrs. Franklin, saw something special in me and pushed me to new heights as a writer and critical thinker. Thanks to her guidance, I fell in love with literature and even started penning some (pretty angsty) poetry and short stories of my own. It opened up new creative channels I'm so grateful for.As I finally left Central Middle School behind, I realized those three years simultaneously felt like an entire lifetime and just a blink of an eye. I'd gone from a shy, anxious kid who could barely look people in the eye to a more self-possessed young adult gaining confidence in herself and the world.Looking back, I wouldn't trade away those messy, memorable middle school experiences for anything. They tested me, made me tougher, and ultimately set me up for who I am today. So thanks for the life lessons and growing pains, CentralMiddle! I made it out on the other side...mostly intact and ready to take on the world.。

一．完形The other day, my friends and I talked about the rules that we have in school. At our school, we have to 1 uniforms every day. The problem is that all my classmates think the uniforms are 2 . We think young people should look smart and so we would like to wear our own clothes. Our teachers believe that if we did that, we would concentrate more 3 our clothes than our studies. We 4 . We would feel more comfortable and that is good for studying. If we can't do that, we should be allowed to design our own uniforms. That would be a good way to keep both teachers and students 5It's also probably a good idea for parents to allow teenagers to study in groups during the evening .I know we get noisy 6 , but we learn a lot of from each other. We also think that vacations should be longer. At present they're too 7 . Longer vacations would give us time 8 things like volunteering. Last summer I had an 9 to volunteer at the local hospital, but I couldn't because I had to go back to school. It would be a good experience for me because I want to be a doctor when I'm 10 .1. A. take on B.dress C.wear. D.put on2. A.beautiful B.ugly C.pretty D.nice3. A.in B.with C.by D.on4. A.agreed B.disagreed C.agree D.disagree5. A.happy B unhappy C happily D.unhappily6. A. some times B sometimes C sometime D. some time7. A.long B.longer C. short D. shorter8. A. to do B.doing C.do D.does9. A.time B opportunity C.meeting D.appointment10.A. older B.younger C.old D.young二、阅读Many teenagers have hobbies. But sometimes these hobbies can get in the way of schoolwork, and parents might worry about their child’s success at school. Teenagers often think they should be allowed to practice their hobbies as much as they want. Do you agree?Liu Yu, a fifteen-year-old from Shandong, is a running star. He is in his school running team and has always wanted to be a professional athlete. However, his parents won’t allow him to train as much as he would like to. “Of course we want to see Liu Yu achieve his dreams,” says Mr Liu, “and we know how much he loves running. That’s great, and my wife and I have watched him in every one of his races. We have nothing against running! But we do think that our son needs to be realistic. Now he is getting older, and he needs to think about what will happen if he doesn’t become a professional runner in the end.”Liu Yu doesn’t really agree. “Well, I think I should be allowed to make decisions for myself.” he says. “My parents have always taught me the importance of working hard and not just to do what I enjoy. I understand this. But I’m serious about running. Being a professional runner is the only thing I have ever wanted to do.”Mr and Mrs Liu believe that Liu Yu should study hard in the evenings, and so they d on’t allow him to practice running on school nights. “I know this might seem strict,” says Mrs Liu, “but we think we’re doing the right thing. He has to understand that very few people can become professional athletes. It’s a very difficult dream to achieve. We don’t allow him to practice every day because we think he needs to spend time on his homework.”But Liu Yu still doesn’t agree. “I know my parents care about me,” he says. “But they are always talking about what will happen if I don’t succeed! But I will succeed! I think I should be allowed to make this decision for myself. Only then will I have a chance of achieving my dream.1.What does Liu Yu want to be ?A.A professional singerB.A professional runnerC.A professional teacherD.A professional player2. Which one is NOT true in the following answers?A.Liu Yu’s parents are worried about his study.B.Liu Yu’s parents allow him to train as much as he like.C.Liu Yu’s parents are strict with himD.Liu Yu is serious about running.3.What do his parents want him to do ?A.He should spend time on homework.B.He should train on school night.C.He shouldn’t have any hobbies.D.He should be unrealistic.4.What can we infer （推测）from this article?A．He will stop running in the coming future.B．He will practice running as usual.C. His parents will be more realistic.D. His parents will allow him to train on the school nights.三、作文1.根据提示词写一段50字左右的段落。