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现在不少家长送孩子参加各种艺术班，对这种做法有人表示支持，有人表示不赞成。请以Should Parents Send Their Kids to Art Classes为题，谈谈自己的看法与体会。 注意：词数不少于120。
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My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this 1 . One day, I entered Donna’s classroom, took a seat in the back of the room and 2 . All. the students were working 3 a task. The student next to me was filling her page with "I Can’t." "I can’t kick the soccer ball" "I can’t get Debbie to like me." Her page was half full and she showed no 4 of stopping. I walked down the row and found 5 was writing sentences, describing things they couldn’t do. By this time the activity aroused my 6 , so I decided to check with the teacher to see what was going on 7 I noticed she too was busy writing. "I can’t get John’s mother to come for a parents’ meeting"... I felt it best not to 8 . After another ten minutes, the students were 9 to fold the papers in half and bring them to the front. They placed their "I Can’t" statements into an empty shoe box. Then Donna 10 hers. She put the lid on the box, tucked it under her arm and headed out the door. Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel from the tool house, and then marched the students to the farthest corner of the playground. There they began to 11 . The box of "I Can’t" was placed at the 12 of the hole and then quickly covered with dirt. At this point Donna announced, "Boys and girls, please join hands and 13 your heads." They quickly formed a circle around the grave. Donna delivered the eulogy (悼词). "Friends, we gathered here today to 14 the memory of ’I Can’t.’ He is 15 by his brothers and sisters ’I Can’ and ’I Will’. May ’I Can’t’ rest in 16 . Amen!" She turned the students 17 and marched them back into the classroom. They celebrated the 18 of "I Can". Donna cut a large tombstone from paper. She wrote the words "I Can’t" at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student 19 and said, "I Can’t," Donna 20 pointed to the paper tombstone. The student then remembered that "I Can’t" was dead and chose other statement.
My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this 1 . One day, I entered Donna’s classroom, took a seat in the back of the room and 2 . All. the students were working 3 a task. The student next to me was filling her page with "I Can’t." "I can’t kick the soccer ball" "I can’t get Debbie to like me." Her page was half full and she showed no 4 of stopping. I walked down the row and found 5 was writing sentences, describing things they couldn’t do. By this time the activity aroused my 6 , so I decided to check with the teacher to see what was going on 7 I noticed she too was busy writing. "I can’t get John’s mother to come for a parents’ meeting"... I felt it best not to 8 . After another ten minutes, the students were 9 to fold the papers in half and bring them to the front. They placed their "I Can’t" statements into an empty shoe box. Then Donna 10 hers. She put the lid on the box, tucked it under her arm and headed out the door. Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel from the tool house, and then marched the students to the farthest corner of the playground. There they began to 11 . The box of "I Can’t" was placed at the 12 of the hole and then quickly covered with dirt. At this point Donna announced, "Boys and girls, please join hands and 13 your heads." They quickly formed a circle around the grave. Donna delivered the eulogy (悼词). "Friends, we gathered here today to 14 the memory of ’I Can’t.’ He is 15 by his brothers and sisters ’I Can’ and ’I Will’. May ’I Can’t’ rest in 16 . Amen!" She turned the students 17 and marched them back into the classroom. They celebrated the 18 of "I Can". Donna cut a large tombstone from paper. She wrote the words "I Can’t" at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student 19 and said, "I Can’t," Donna 20 pointed to the paper tombstone. The student then remembered that "I Can’t" was dead and chose other statement.
It’s one of our common beliefs that mice are afraid of cats. Scientists have long known that even if a mouse has never seen a cat before, it is still able to detect chemical signals released from it and run away in fear. This has always been thought to be something that is hard-wired into a mouse s brain. But now Wendy Ingram, a graduate student at the University of California, Berkeley, has challenged this common sense. She has found a way to "cure" mice of their inborn fear of cats by infecting them with a parasite, reported the science journal Nature. The parasite, called Toxoplasma gondii, might sound unfamiliar to you, but the shocking fact is that up to one-third of people around the world are infected by it. This parasite can cause different diseases among humans, especially pregnant women—it is linked to blindness and the death of unborn babies. However, the parasite’s effects on mice are unique. Ingram and her team measured how mice reacted to a cat’s urine (尿) before and after it was infected by the parasite. They noted that normal mice stayed far away from the urine while mice that were infected with the parasite walked freely around the test area. But that’s not all. The parasite was found to be more powerful than originally thought—even after researchers cured the mice of the infection. They no longer reacted with fear to a cat’s smell, which could indicate that the infection has caused a permanent change in mice’s brains. Why does a parasite change a mouse’s brain instead of making it sick like it does to humans The answer lies in evolution. "It’s exciting scary to know how a parasite can manipulate a mouse’s brain this way," Ingram said. But she also finds it inspiring. "Typically if you have a bacterial infection, you go to a doctor and take antibiotics and the infection is cleared and you expect all the symptoms to also go away." She said, but this study has proven that wrong. "This may have huge implications for infectious disease medicine." The underlined part "hard-wired" in Paragraph 1 probably means ______.
My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this 1 . One day, I entered Donna’s classroom, took a seat in the back of the room and 2 . All. the students were working 3 a task. The student next to me was filling her page with "I Can’t." "I can’t kick the soccer ball" "I can’t get Debbie to like me." Her page was half full and she showed no 4 of stopping. I walked down the row and found 5 was writing sentences, describing things they couldn’t do. By this time the activity aroused my 6 , so I decided to check with the teacher to see what was going on 7 I noticed she too was busy writing. "I can’t get John’s mother to come for a parents’ meeting"... I felt it best not to 8 . After another ten minutes, the students were 9 to fold the papers in half and bring them to the front. They placed their "I Can’t" statements into an empty shoe box. Then Donna 10 hers. She put the lid on the box, tucked it under her arm and headed out the door. Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel from the tool house, and then marched the students to the farthest corner of the playground. There they began to 11 . The box of "I Can’t" was placed at the 12 of the hole and then quickly covered with dirt. At this point Donna announced, "Boys and girls, please join hands and 13 your heads." They quickly formed a circle around the grave. Donna delivered the eulogy (悼词). "Friends, we gathered here today to 14 the memory of ’I Can’t.’ He is 15 by his brothers and sisters ’I Can’ and ’I Will’. May ’I Can’t’ rest in 16 . Amen!" She turned the students 17 and marched them back into the classroom. They celebrated the 18 of "I Can". Donna cut a large tombstone from paper. She wrote the words "I Can’t" at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student 19 and said, "I Can’t," Donna 20 pointed to the paper tombstone. The student then remembered that "I Can’t" was dead and chose other statement.
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