American cities are 1 other cities around the world. In every country, cities reflect the 2 of the culture. Cities contain the very 3 side of a society: opportunities for education, employment and so on. They also 4 the very worst parts of a society: violent crime, racial discrimination and poverty. American cities are changing, just 5 American society.
After World War Ⅱ, the population of 6 large American cities decreased; 7, the population in many Sun Belt cities increased. Los Angeles and Houston are cities 8 population increased. These population moving to and from the city reflect the changing values of American society.
During this time, in the 9 1940s and early 1950s, city people became wealthier. They had more children. They needed more 10. They moved out their flats in the city to buy their own houses. They bought houses in the 11 , areas near a city where people live. These are areas without many offices or factories. During the 1950s the American "dream" was to have a house on the outskirts.
Now things are changing. The children of the people who 12 the cities in the 1950s are now adults. They, 13 their parents, want to live in the cities. 14continue to move to cities in the Sun Belt. Cities are 15 and the population is increasing in 16 states as Texas, Florida and California. Others are moving to more 17 cities of the Northeast and Midwest, such as Boston, Baltimore and Chicago.
Many young professionals, doctors and lawyers are moving back into the city. They prefer the city 18 the suburbs because their jobs are there; they are afraid of the fuel shortage; or they just 19 the excitement and opportunities which the city offers. A new class is moving into the cities—a wealthier, 20 mobile class.
“When should I begin to acquire good habits?”a young boy asked his teacher.
“How old are you?” asked the teacher.
“Eight years old, sir.”answered the boy.
“Then you have just lost eight years,”the teacher replied.
There is no doubt that habits are formed at a very early age. When one is young, it is easy to acquire good habits.
Good habits are practices that help us in our daily life. The habit of brushing one's teeth in the morning, for instance, keeps one's teeth clean and prevents a bad smell which is unpleasant to others. Bad habits such as sticking one's tongue out, biting one's fingernails and picking one's nose, are undesirable ways of behaving in front of others. If we want people to enjoy being with us, we should try to develop habits that are pleasant.
It is said, “We sow an act; we reap a habit. We sow a habit and we reap a character.” The habits we formed at an early age shape our character. Habits are like tributaries(支流) which flow into a river. The river is made up of all its tributaries; a person's character is made up of all the habits that he or she has acquired over the years.
【写作内容】
1）以约30个词概括本文内容；
2）以约120个词谈谈你对好习惯养成的看法，并包括以下要点：
①你认为好习惯重要吗，为什么？
②你身上有哪些好习惯，它们对你的学习或生活有什么影响？
③怎样才能养成良好的习惯？
【写作要求】
1）作文中可以使用亲身经历或虚构的故事，也可以参照阅读材料的内容，但不得直接引用原文的句子。
2）作文中不得出现真实姓名和学校名称。
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according to, get into trouble, in high spirits, make it, set sail, in search of, go on a voyage, participate in, fill out, make preparations for |
— Great! It's ________worth________.
Fear may be felt in the heart as well as in the head, according to a study that has found a link between the cycles of a beating heart and the chance of someone feeling fear.
Tests on healthy volunteers found that they were more likely to feel a sense of fear at the moment when their hearts are contracting（收缩）and pumping blood around their bodies, compared with the point when the heartbeat is relaxed. Scientists say the results suggest that the heart is able to influence how the brain responds to a fearful event, depending on which point it is at in its regular cycle of contraction and relaxation.
Sarah Garfinkel at the Brighton and Sussex Medical School said: “Our study shows for the first time that the way in which we deal with fear is different depending on when we see fearful pictures in relation to our heart.”
The study tested 20 healthy volunteers on their reactions to fear as they were shown pictures of fearful faces. Dr Garfinkel said, “The study showed that fearful faces are better noticed when the heart is pumping than when it is relaxed. Thus our hearts can also affect what we see and what we don't see and guide whether we see fear.”
To further understand this relationship, the scientists also used a brain scanner（扫描仪）to show how the brain influences the way the heart changes a person's feeling of fear.
“We have found an important mechanism by which the heart and brain ‘speak' to each other to change our feelings and reduce fear,” Dr Garfinkel said.
“We hope that by increasing our understanding about how fear is dealt with and ways that it could be reduced, we may be able to develop more successful treatments for anxiety disorders, and also for those who may be suffering from serious stress disorder.”
Youth sport has the potential to accomplish three important objectives in children's development. First, sport programs can provide youth with opportunities to be physically active, which can lead to improved physical health. Second, youth sport programs have long been considered important to youth's psychosocial development, providing opportunities to learn important life skills such as cooperation, discipline, leadership, and self-control. Third, youth sport programs are critical for the learning of motor skills; these motor skills serve as a foundation for future national sport stars and recreational adult sport participants. When coachers develop activities for youth practices and when sport organizations design youth-sport programs, they must consider the implication of deliberate play and deliberate practice.
Research from Telama （2006） states that regular participation in deliberate play or deliberate practice activities during childhood and youth （ages nine to eighteen） increases the likelihood of participation in sports during adulthood by six times for both males and females. Côté （2002） defines deliberate play activities in sport as those designed to maximize enjoyment. These activities are regulated by flexible rules adapted from standardized sport rules and are set up by the children or by an involved adult. Children typically change rules to find a point where their game is similar to the actual sport but still allows for play at their level. For example, children may change soccer and basketball rules to suit their needs and environment （e.g. in the street. on a playing field or in someone's backyard）. When involved in deliberate play activities, children are less concerned with the outcome of their outcome of their behavior. （whether they win or lose） than with the behavior. （having fun）.
On the other hand, Ericsson （1993） suggests that the most effective learning occurs through involvement in highly structured activities defined as deliberate practice. Deliberate practice activities require effort, produce no immediate rewards, and are motivated by the goal of improving performance rather than the goal of enjoyment. When individuals are involved in deliberate play, they experiment with different combinations of behaviors, but not necessarily in the most effective way to improve performance. In contrast, when individuals are involved in deliberate practice, they exhibit behavior. focused on improving performance by the most effective means available. For example, the backhand skills in tennis could be learned and improved over time by playing matches or by creating fun practice situations. However, players could more effectively improve their backhand performance by practicing drills that might be considered less enjoyable. Although drills are used in most effective means available practice might not be the most enjoyable, they might be the most relevant to improving performance.
（Note: Answer the questions or complete the statements in NO MORE THAN TEN WORDS）
