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假设你叫李玲，你在英国的笔友Nancy对中国的节日怀有浓厚的兴趣，她希望你能帮助她更多地了解这方面的知识。请根据所给的提示词汇给她写一封60—70 词左右的信，向她介绍中国最重要的节日 —— 春节。信的开头和结尾已给出，不计入总词数。

提示词：Chunlian 春联   relatives and friends 亲朋好友    set off firecrackers 放鞭炮    dragon and lion dances 舞龙狮   

Dear Nancy,

How’s everything going with you?

You want to learn more about Chinese festivals, right? I’d like to tell you something about the most important Chinese festival — Spring Festival.

Do you think this festival is interesting? Welcome to China to spend Spring Festival with us.

Best wishes!

Yours,

Li Ling

答案

Dear Nancy,

How’s everything going with you?

You want to learn more about Chinese festivals, right? I’d like to tell you something about the most important Chinese festival — Spring Festival. It usually comes in January or February. About two weeks before the festival, people begin to be busy preparing for it. We usually clean the house, go shopping and put up “Chunlian” on doors. On the Spring Festival’s Eve, we usually have a big dinner with our families. At that time, all the family members are getting together. The holiday for Spring Festival usually lasts for fifteen days. During that time, we set off firecrackers, visit our relatives and friends, watch dragon and lion dances and so on.

Do you think this festival is interesting? Welcome to China to spend Spring Festival with us.

Best wishes!

Yours,

Li Ling

题目分析: 这是一篇应用文写作，写一封信介绍中国的春节。给出的材料比较简略，故动笔前先要根据主题组织材料，确定要写内容，列出简单提纲。根据内容可知本文主要是一般现在时态，人称较为复杂，注意主谓语之间的一致问题，注意标点符号及大小写等问题，不要犯语法错误。注意上下文之间的逻辑关系，语意连贯。

点评：注意写作中的时态、人称和数的问题，时态一般是一般现在时态，人称是第一人称较多。写作中语言要准确、简明，说明有条理，符合逻辑。

多项选择题

借款人申请流动资金贷款，应提交借款申请书，申明以下哪些内容等（）.

A.借款金额与币种

B.借款用途

C.担保方式

D.还贷来源与计划
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单项选择题

Erik Erikson


Born at the tun of the century, Erik Erikson spent his early years in Europe. As a son of well-to-do parents, he received an education that was both formal and informal. Like other upper class children, when he finished his regular schoolwork, he traveled the Continent. He described this period as his moratorium—a term he used in his later theory of human development to describe a temporary life space that adolescents go through between the completion of general academic education and the choice of a life career. He noted that at the time of his own young adulthood, it was fashionable to travel through Europe, gaining a perspective on civilization and one’s own possible place in it. He chose the avocation of portrait painting as an activity during this time. It permitted maximum flexibility for travel and yielded some productive output as well. Obviously talented, he soon gained a reputation as a promising young artist, especially for his portraits of young children.
The turning point in his life came when he was invited to a villa in Austria to do a child’s portrait. He entered the villa and was introduced to the child’s father, Sigmund Freud. These began a series of informal discussions as he completed his work. A few weeks later, he received a written invitation from Freud to join the psychoanalytic institute of Vienna and study for child analysis. Erikson has commented that that at this point he confronted a momentous decision: the choice between a continued moratorium with more traveling and painting, and commitment to a life career pattern. Fortunately for psychology and particularly for our eventual understanding of children and adolescents, Erikson ended the moratorium.
After completing his training, he migrated to this country and served from 1936 to 1939 as a research associate in psychiatry at Yale, and he worked with Henry Murray of TAT fame (Thematic Apperception Test) at Harvard. From 1939 to 1951 he served as professor at the University of California and then moved to the Austen Riggs Clinic in Pittsburgh. With each move, his reputation grew in significance. His theoretical framework was adopted by the White House Conference on Children in 1950. The conference report, a national charter for child and adolescent development in this country, was almost a literal repetition of his thoughts. In 1960 he was offered a university professorship a Harvard in recognition of his national and international stature in the field of human development. The career that started so informally that day at Freud’s villa culminated with almost unprecedented eminence as a professor in one of the country’s oldest and most prestigious institutions of higher education-all without the benefit of a single earned academic degree. Ironically, he was offered only associate status in the American Psychological Association as late as 1950. This oversight was partially removed in 1955 when he was elected as a Fellow of the Division of Developmental Psychology, without ever having been a member.
His work, as we have noted in the text, has made a major contribution to our understanding of healthy psychological growth during all aspects of the life cycle. In addition to the high quality of his insight, Erikson possessed a genuine flair in linguistic expression, both spoken and written. In fact, one could almost compare his command of the English language with the benchmark established in this century by Winston Churchill. In many ways Erikson’s scope was as broad and comprehensive as that of Churchill. Erikson’s genius has been his ability to see the threefold relationship among the person, the immediate environment, and historical forces. Thus, each human is partially shaped by environmental and historical events, but each human, in turn, shapes the environment and can change the course of history. Erikson is equally at home describing the balance of individual strengths and problems for a single "verage" child or teenager as with an analysis of major historical figures such as Martin Luther and Mahatma Gandihi. He shows through personal history how events and reactions during childhood and adolescence prepare humans to be adults. Ralph Waldo Emerson said there is no history, only biography. Erikson’s work attests to this wisdom.
If there were a criticism of his overall framework, it would concern his differentiation between the sexes. As might be expected, he was conditioned and shaped by the major historical and psychological forces of his own time, following in the tradition of a predominantly male oriented theory for psychology. This reminds us of the limits set by historical circumstances, which impinge on all humans. He was able to break with many of the limiting traditions of his time, particularly to move the concept of development from an exclusive pathological focus to a view that emphasized the positive and productive aspects of growth. He was, however, not successful in breaking with the cultural stereotypes regarding female growth.

Erikson was largely living in a environment in which ______.

A. men and women enjoyed equal respect in the society
B. men and women did not enjoy equal political rights in the society
C. men enjoyed more respect than women
D. women enjoyed more respect than men
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