- и(xi) ]ȣ
- P(gun)]
и(xi)R15ƪ
и(xi)1
иČ(xi)ʧ֡ԭɂ(g)
ȏĿԇc(din)(li)vx (tng)һNݔԵĜy(c)ԇ(xi)һNݔԵĜy(c)ԇ@Ҫ߂һ߉(li)MݔZ(y)ԡ
һ(g)r·ǿԇİρ(li)v(xi)ǿԇһ֣ڽ(jng)^(gu)(g)Сr(sh)Ĵ}ɱĿ(hu)һЩƣ
ôи(xi)r(sh)(yng)ԓȡεđ(zhn)ԑ(zhn)g(sh)(li)Լķ?jn)?sh)?
(zhn)һ}ҲһҪ}Ŀ(wn)ʲô
һЩW(xu)ӳ}ĕr(sh)̫ڒһ}Ŀ_(ki)ʼ(xi)(xi)֮ٿһ}Ŀl(f)F(xin)Լe(cu)ˡ@Ƕôēpʧ!30x}r(sh)gͲ(hu)F(xin)@ӵĆ(wn)}rңи}Ŀв(hu)F(xin)ƧԺٕ(hu)F(xin)x}rֻҪJ(rn)x}}@һP(gun)͛](mi)І(wn)}
(zhn)Զr(sh)Ę(gu)˼¿
Ҫץס(gu)˵˼S@ӲԲ׃(yng)f(wn)׃и(xi)ͨһ(g)c(din)ʽČ(xi)ͨ҂Ҳ~(y)^(Fish Bone)ʽ_(ki)^+Փ+Y(ji)βΡи(xi)ҲǿǷ(hu)쾚\(yn)@ӵĽY(ji)(gu)ȥ_(d)Լ(du)һ(g)(wn)}Ŀ҂}Ŀĕr(sh)ҪRϘ(gu)˼_Լ^c(din)ͬķ](mi)P(gun)ϵҪ܉Rϴ_Լ^c(din)ѼXе֧Ρ@һ˼SҲwF(xin)ھCό(xi)Cό(xi)ģʽҲ^(qing)x (tng)nj(du)(yng)ģ෴ʽ(gu)˵@N}˼Sø߷ֵĿԾͱ^
(zhn)Z(y)Ҫһ̶ȵĶ
@һҪӛס~R;ʽҪһď(f)sԽ(f)sԽ猦(du)~R(li)vP(gun)IDZ_(d)(zhn)_҂x^(gu)ĺܶM(mn)ַУеIJ](mi)úܶ~ֻõķZ(y);ʽ(dng)ȻF(xin)һЩ(f)s׃ľʽǺõ.Ҳ](mi)бҪһζ(f)sҪľDZ_(d)(zhn)_
磺I have heard many wonderful things about such cosmopolitan cities as Paris, London, Tokyo, and Hong Kong and I would love to visit these cities to check them out. ĸZ(y)Ա_(d)I have heard many good compliments about such cosmopolitan cities as Paris, London, Tokyo, and Hong Kong. I am eager to verify these cities myself.
(zhn)ģ^Ķʽ
ڿԇĕr(sh)ǘ(bio)c(din)߀ǶʽҪע⡣^Ķʽ醾ώı^
@עɗl1._Ŀոʽ飺ÿ?j)~֮gÿһ(bio)c(din)̖(ho)cһ~֮gһ2.ÿһ픸(sh)(xi)c֮gʹû܇(ch)Iһ@ڿԇĕr(sh)^(ji)ʡr(sh)g
(zhn)壺ߴٶ
עиC(j)ԣiBTǾW(wng)ڴ}ĕr(sh)һҪעTypingspeed, format Լaccuracy.(d)(xi)ֻ30ȥČ}Լzĕr(sh)gҲ߀ʣ22-25犵Č(xi)r(sh)gһҪպÕr(sh)gߴֵٶ
(zhn)zr(sh)g
һ1-3犵ęzr(sh)gҪ䷨r(sh)B(ti)ƴ(xi)һЩP`ԼСZ(y)e(cu)`5SMinor϶(hu)Ӱķ?jn)?sh)
ϵc(din)Ҫᘌ(du)Լrڿ(chng)϶עƽr(sh)(x)B(yng)һ(g)õČ(xi)(x)T
и(xi)2
ľһ(g)Ҫľи(xi)ԇБ(yng)߀Ǻܸߵ(jng)xõďľҪУZ(y)ľeZ(y)ľ䡢Z(y)ľͬλZ(y)ľ
҂|и(xi)ииă(li)ľڶгF(xin)lʶǺܸߵǵһintroductionһBĕr(sh)(hu)ʹeZ(y)ľ䡣磺Some people claim thatµwwF(xin)ʽ׃Nľ佻摪(yng)þ@úҪʹIBT(do)first draftĸ֮(du)µă(ni)ҪҲ](mi)и׃ҪҪwF(xin)Ժͽy(tng)һ
^(gu)qٺҲ؝һľmȻкܶ̎ǧf(wn)Ҫ^(gu)؏(f)mȻľă(yu)c(din)Ǻ(jin)ξ䲻ܱȔMģֻк(jin)ξY(ji)ϏľwF(xin)ӵĶ׃;ҲֻȫľӶ}(w)µwԲŕ(hu)õwF(xin)hՓČ(xi)б^õ.һЩľӣ
1)Many experts claim that people should positively participate in garbage recycle.
eZ(y)ľһF(xin)αB֡
2)Horror movies, in which there might be bleeding and terrifying scenes, are not recommended for children.
Z(y)ľһwб^Ҋ(jin)Խf(shu)_(d)(jin)ӵĿġ
3)As long as you are a student, you should always behave yourself.
Z(y)ľZ(y)ľ^Ҋ(jin)ʹalthoughthough(li)(do)@Bһ(g)ʹas long as(li)(do)ľ@(g)Խጳһײһ
4)When it comes to psychology, most people believe that it is a behavioral study.
r(sh)gZ(y)ľ䣬еđ(yng)ñʾˮ(dng)Մĕr(sh)@һNʽӢZ(y)н(jng)F(xin)ľʽZ(y)͕(sh)Z(y)ʹã]λ
ˏľ_÷҂и(xi)ژʽ߀ڃ(ni)϶(hu)кܴ^xͻи(xi)ϵKȻҲͲh(yun)ˡ
и(xi)3
Some people believe that A while others consider B more appropriate. Give advantages and disadvantages of the two positions and explain which position you support.
(1) Some people believe that________________. Other people hold the opinion that_________. While both methods may have their advantages and disadvantages, they can be applied under different circumstances. Afterwards, I will explain my opinions about it.
For A, ___________________.
But this also demonstrates that______________.
Moreover, _______________________.
B, on the other hand, _______________. For example, ________________.
In my opinion, the advantages of B are more than those of A because B fits me better in two ways: First, _________________. Second, ______________________.
(2) A and B are two totally different ideas that have caused a heated debate for a long period. Anyway, I agree with the idea of A. However, it is unfair to say which is better than the other if we do not see both sides of the story in the following paragraphs.
Some people believe B because______________. These people point out the fact that______________. They also argue that_______________________.
However, other people stand on a very different ground, they believe that____________. They firmly point out that______________________. An example can give the details of this argument: ___________________. In addition, ____________________________.
In a word, A is too temptating not to be chosen. A, as shown above, has________. ________.
и(xi)4
и(xi)䌍(sh)IJy, (dng)ȻҪC (tng)^,c(din) (tng)(li).(j)'C(j)(jng)(li),x (tng)c(din), c(din)M(jn)Ч, һƪ¿ɾrt!
:ÿҪԼģ, ģH, ֱ
Integrated task:
ʾijN^c(din)ģ
Indicate, state, claim, believe, argue, say, hold, discuss, mention, contend, demonstrate, raise the issue, according to the professor/writer..
ʾ^c(din)෴ģ
Cast doubt on, refute, rebuke, refuse, question, disagree with, oppose, contradict, on the contrary, differ from
ʾֵ֧ģ
Support, strengthen, agree with, reinforce, present the same idea
ñʾY(ji) (tng)x^c(din)ͬľӣ
1. This directly contradicts what the passage indicates.
2. this entirely opposes the writers expectation.
3. this is where the speaker disagrees with the writer.
4. this is another part where experience contradict theory.
ģ棺
In the lecture, the professor states that..., which differs from the point of the reading, the passsage contends that......
As for the writer, the writer indicates that.......R1.....On the contrary, the instructor argues that L1.....+detail.
In the lecture, the speaker raises the issue that L2+detail ......., yet the reading passage belives that.......R2...
In the lecture, the professor says L3.....+detail...., and what the professor says opposes the idea of reading which holds that R3.........
In a word, what is discussed in the lecture entirely opposes the writers expectation.
и(xi)5
иԇ(xi)֣30
иԇČ(xi)ְɵԇ}ڴs50犵ĕr(sh)g(ni)(d)(xi)ԇ}30犵ĕr(sh)gҪ(j)Լ֪R(sh)ͽ(jng)(yn)ጲ֧(du)ijһ(wn)}ij(g)ͨЧĻش(yng)һƪ300(g)~ҵ(du)x (tng)ϞA(ch)Č(xi)ԇ}ҪxһƪW(xu)g(sh)vxĕr(sh)g3Ȼ[ȥ@r(sh)Ҫ (tng)һδs2犵nvǿڌ(xi)ĕr(sh)Կڷ (tng)ϕr(sh)[ȥx (tng)^(gu)пPӛ(li)}20犵ĕr(sh)g(li)Y(ji) (tng)еҪc(din)@ЩҪc(din)cxеҪкβͬͨЧĻش(yng)һƪ 150-225(g)~ġÿ(g)(xi)΄(w)ķ?jn)?sh)0-5CZ(y)Լܵ}Ŀu(png)Իش|(zh)Ժ͜(zhn)_Ԟ(j)
иԇ(xi)߷ּɣu(png)֘(bio)(zhn)
˽иԇ(xi)ϵ׃ȫԏ˽и(xi)u(png)֘(bio)(zhn)(du)ETS(xi)u(png)֘(bio)(zhn)˂俼и(xi)Ҫ˼·
иԇĿwָ(do)˼ό(du)Č(xi)ȫµ`Ҫ@ЩҪУ
1.(sh)H龰ĽHܵnjW(xu)(x)ģZ(y)Ҫ~RY(ji)(gu)Z(y)Ǟ齻Hܷ(w)ġ
2.SڝM(mn)㽻HҪǰżZ(y)Ҫطe(cu)`
3.(xi)HҪwF(xin)ƪˮƽǃHH~Ͷˮƽ
ˣM(jn)Ќ(xi)Ӗ(xn)r(sh)һԽHĿ(bio)Č(sh)F(xin)l(f)c(din)ͽKOĿ(bio)W(xu)(hu)ȫƪƪˮƽ϶ǃHDz~ͶϱF(xin)IJ
Ϥиԇ(xi)}ͺ\(yn)üM(jn)Ђ俼и(xi)ˮƽһ
и(xi)6
иCό(xi)ҪxһƪW(xu)g(sh)£~(sh)ڶʮȻҪ (tng)һ (tng)r(sh)L(zhng)sһְҪ(j)x (tng)ϵP(gun)Ϣ(xi)һƪģ~
@(du)ӢČ(xi)x (tng)һҪҪܰסx (tng)еϢҪc(din)ڿԇҎ(gu)ĕr(sh)g(ni)һNʽ_(d)(li)
ȻҪNÿN輼ɾw
һ(xi)ԇеxϴժһЩW(xu)g(sh)(li)(ni)ݿbY(ji)(gu)(yn)֔(jn)^(qing)߉xĕr(sh)ԏĽY(ji)(gu)^ҵP(gun)IӺҪϢͨrµĵһֱӵµּ(li)(hu)@@һ}M(jn)ӑՓͨ^(gu)һЩ(x)(ji)ԵĖ|չ_(ki)߀вҪµһΣ?yn)?hu)пY(ji)ҲһЩҪ^c(din)Ϣg(sh)ČW(xu)g(sh)²ȡ}_(ki)^M(jn)ՓCʽM(jn)ՓCw{^c(din)ģʽעʾD(zhun)P(gun)ϵB~_ߌ(du)(wn)}đB(ti)ȡ
(tng)ҪyһЩxǰ(du) (tng)ϵ}ѽ(jng)һ`˽ (tng)ĕr(sh)(yng)ԓc(din)ڃɂ(g)^c(din)Д^h (tng)^(gu)ùPӛP(gun)IϢӛ(li)挑(xi)Ü(zhn)䡣
x (tng)֮P(gun)IϢҪô(xi)(li)(xi)ú?һξǰx (tng)еc(din)(ni)ݺ^c(din)_(d)(li)f(shu)^c(din)֮gP(gun)ϵڶչ_(ki)еķՓc(din)C^c(din)֮gP(gun)ϵעǶȵIJͬοY(ji)עⲻҪԼđB(ti)Ⱥ^c(din)
и(xi)7
˄|ĵĕr(sh)X(ju)Ć(wn)}}ĿO(sh)öЩĻߜ\@IJ֪f(shu)ʲôĖ|罨Sòû߸ĸDzõώMՓc(din)ǾX(ju)Ì(xi)L(zhng)X(ju)Û](mi)չ_(ki)
wc(din)Ǐĕ(sh)Ы@֪R(sh)߀ǏČ(sh)`Ы@֪R(sh)һf(shu)ĕ(sh)Ы@֪R(sh)?yn)?sh)һx֪ܶˬ;(sh)`Ԓ(hu)Ҫþòܶһ(g)efficientՓc(din)ôչ_(ki)150-200ҵһ?
ѭ²E͕(hu)չ_(ki)Uչ_(ki)Փӻ(sh)(j)](mi)еIJ
һ䣺topic sentence:(sh)ϫ@õ֪R(sh)ȫ棬
ڶ䣺Usubject(sh)nj(du)ڬF(xin)(sh)ȵӛM(sh)(f)s(sh)ī@˺ܾãǽY(ji)Փúܺ(jin)ε֫@(jng)(yn)(sh)Ԏo˸֪R(sh)(nj(du)(sh)c(din)Uc(din)˕(sh)֪R(sh)ĝs)
@߉չ_(ki)ĕ(sh)sS֪R(sh)׃˕(sh)|(zh)ǰѸN(jng)(yn)ӛ䛡sS֪R(sh)Ҳf(shu)f(shu)ں(jin)ε߉(SȾ)gһh(hun)(S\(yn)I(yng)yŷŏUˮUϏUȾ)@ӿƺ(jin)Σ@g'һh(hun)sDZ횵tf(shu)S(hu)(do)Ⱦо˕(hu)X(ju)ãʲôS͕(hu)(do)Ⱦ?߉S̫иľǽoһ(g)6qСvҪСһӌ(du)醾ˣ߉չ_(ki)һҪһһā(li)
䌍(sh)@f(shu)־ͽY(ji)չF(xin)˼(wn)}߉Y(ji)(gu)ġ](mi)С(sh)(j)֮(li)ĶIJU(ku)ֵģ(j)r(sh)gL(zhng)ԼSɵӼȥ
1 ӣthe example of__ matches my point of view perfectly; To look for better illustration, one can look no further than___; one case in point involves___, Լһ(g)ӼģҲǾԼеӵĕr(sh)һľefor example such as
2 á(qun){(dio)͔(sh)(j)A recent survey, revealing that___ can also serve to demonstrate this point; A research, in which__ were investigated, suggests that____. {(dio)͔(sh)(j)Լe̫xVˡ
3 ](mi)У seldom can we imagine the situation without___; hundreds of years ago, when there was no__, people_(ô韩y)__
һ(g)wӣ
һKnowledge obtained from books is more diverse and has larger quantity. (Փc(din))
ڶU(du)Books are written form of documentation of facts and phenomenon, which, although obtained through numerous efforts, can be put down in only a few simple words. Therefore, compared to practicing,^ reading books can bring people numerous amounts of knowledge in a more convenient and efficient way.
Sɘ
](mi)Hardly can we imagine the situation without those concise expressions of ideas. Without the benefits of books, the brilliant ideas of predecessors will be lost due to the lack of recording; students will have no material to go over when they are faced with examinations; all the essence and beauty of poems and novels will never be appreciated by the descendents.(űһ(g)c(din)(chng)벻(li)Բ(xi))
More specifically, take the biological class as an example. If the teacher wants his students to grasp Mendels law of inheritance, instead of guiding the students to grow some pea, he will open up the textbook and tell the students what the result of the experiment that had been conducted is and what law Mendel has found.
Ô(sh)(j)Besides, investigation showing that books account for 90 percent of the sources provided for students to obtain knowledge can also support my side.
ҲSԿ(li)(g)ּʹӵһֶ߀ǻ(sh)Hϱڿԇĕr(sh)_(ki)ʼ](mi)аNnj(xi)߀Еr(sh)gٰт(g)eӂ(g)(sh)(j){(dio)ټһ](mi)е
a(b)һc(din)(xi)ӵĕr(sh)Ҫβһf(shu)from the example, we can see that by reading books, we can obtain the most knowledge within a short time ֮(li)@Փ߉ǺҪģ^L(zhng)L(zhng)ã˲Ư
и(xi)8
κӢČW(xu)(x)Z(y)ԌW(xu)(x)Ҫģֻвģ/uſڿ(chng)ό(xi)`׃ľӁ(li)γóɿ(j)Ҳкܶ༼ɺע(xing)ġ
ܶ^ę(qun)(sh)Ǚ(qun)İ˷ַIJǰ˷һλ(zhun)^(gu)(gu)(ni)һպĕ(sh)o(gu)ώu^f(shu)֪ơ@Nҿ_Z(y)Խ(jng)(yn)М\ČW(xu)s_١W(xu)ʹÝLϠҲ^(gu)DZһƪ¶f(shu)ĿǰЇ(gu)ˌ(xi)OпԸһ۵ef(shu)(hu)صļ(j)e
ʹĉ˼(j)eW(xu)Dzȫ(li)ǡ(dng)cDzö֪еČW(xu)ƬֻZ(y)ȻںԼ(xi)һѲe(cu)?jn)?sh)_(ki)ʼɿǷģ·ĵ.ֻӛӲ}Ŀ(li)ƾu(y)(xi)ȥ](mi)п]}Ŀ(li)׃ԇ(wn)һƪIJ(du)}ε
ߣZ(y)Զģ¶(li)ٱ˵Ӣ֪R(sh)Ҳշe۵ģ¶(li)(du)һ䌍(sh)ͬСî(dng)ͬ֡ٲ(hu)ڴ㌦(du)һǰo(w)o(w)(li)ߵĔֻ֮(hu)(gu)ѭһNͨҊ(jin)ĔQ֮茑(xi)ӽӢĵһģʽ͕(hu)ø߷ٺ(jin)һc(din)f(shu)㳭ԽԽø߷
Ҋ(jin)`\(yn)ڕ(hu)؞ͨ҂(yng)ԓŬյ
и(xi)9
20xxиЇ(gu)(sh)ԁ(li)䌑(xi)(xing)ԾCϺͪ(d)ĸһƪĿʽy(tng)ČW(xu)g(sh)(li)(xi)һc(din)С·ό(du)IELTSČ(xi)IBT Writing(du)Ї(gu)ԣ^ǿϤs֎İƅsְزͬF(xin)͌(du)и(xi)ƪĜy(c)ԇc(din)M(jn)Ўc(din)
(d)(xi)ǵ͵Ļ
1.Dz~䳣B(ti)
(du)и(d)(xi)~Ҫһ(g)@ăAǜ(zhn)_Ҋ(jin)?yn)ֻг?jin)~Rֱ^x˽ߵ˼·ֱر_(d)ߵ˼롣ԹٷָϵһƪM(mn)ĵ_(ki)^ΞThere are certain considerations or factors that everyone takes into account in a relationship. People may look for honesty, altruism, understanding, loyalty, being thoughtful etc! Everyone would more or less wish that the person shehe is dealing with has some of these virtues above. Putting them in an order according to their importance, however, can be very subjective and relative.
϶β](mi)κƧ~;ʽľÿ(g)ξ˼ֱεҲͨ䌍(sh)~Ĝ(zhn)_Ժ̶ܴϾͿ@(g)~ijҊ(jin)?yn)ij(g)~܉(zhn)_ֱرij(g)˼@(g)~ŕ(hu)ԇڬF(xin)Č(xi), һ(g)Ї(gu)˲(hu)ȥϴg(xi)ɳm(hu)ѳQ?yn)mѽ(jng)ÓxˬF(xin)Ї(gu)˵ijB(ti)~R˾Ͳܽoֱӡ
@N~ijB(ti)߀wF(xin)и}Ŀ~Ո(qng)һ20xx.08.25и(li)}~Do you agree or disagree with the following statement? Schools should not pay much attention to general subjects. Instead, they should help students prepare for specific careers and jobs.˼7 P102ͬһ}ij}~ǣSome people think that universities should provide graduates with the knowledge and skills needed in the workplace. Others think that the true function of a university should be to give access to knowledge for its own sake, regardless of whether the course is useful to an employer. What in your opinion should be the main function of a university?
ց(li)20xx.05.30и}Young school children (age five to ten) should be required to study art and music, in addition to math, language, science and history; (li)Ƶһ˼}Schools should teach children the academic subjects which have a relationship with their future careers, so other subjects like music and sports are not important. To what extent do you agree or disagree? ˼}ֻǻ\y(tng)f(shu)subjects which have a relationship with their future careers, Щ߀(hu)r(sh)gȥmY(ji)ЩĿԺ͘I(y)P(gun)_(d)и}Hֱг˿Ŀ(x)߀childrengķ
ٿһmY(ji)ďV(li)˼}The high sales of popular consumer goods reflect the power of advertising but not the real need of the society where such products are sold. To what extent do you agree or disagree? }ֺӹӋ(j)x^wиôVVSM(fi)ߵěQ(qun)@(g)c(din)ģ Advertisement is a waste of time and money, because customers already know what they want.(20071208) ϿҊ(jin)o(w)ՓČ(du)(xi)~Ru(png)߀dz}~xȡи(xi)o(w)wF(xin)ֱZ(y)Ԃ(g)
2.Ԓ(hu)}
?q)Wg(sh)̖(ho)˼ԇ(hu)䲻ð(li)(dng)(li)(gu)HԮP(gun)Ŀ}@Щ_ɏ^h(hun)ĵx(li)}(sh)^(gu)ˇc(din)IBT Writing}sҪ̽ӑ(wn)}P(gun)ǷӳиI(y)ģDo you agree or disagree with the following statement? It is better for children to choose the jobs similar to their parents (20100106);mY(ji)ͨ߀ˇģDo you agree or disagree with the following statement? In order to succeed, you should be more like others than be different from everyone else (20100207); ̽ӑҪX(qin)߀ҪģA job with more vacation time is better than a job with high salary but less vacation time (20090227); DZ߀DZŵģPeople should take a secure job immediately when finding one instead of waiting for the job that they find more satisfying (20100612); Ը˸߲dģPeople who do not have to work because they have enough money are barely happy(20071103).߀иu㹷и}ĿI(y)ģTeacher should assign homework for students every day (20080427).@Щ}Ʒdz Ĵ_ǵ˶(hu)ļҳdz(gu)ҕڌ(sh)`֪ϲg̽ՓĂ(g)ԡ@Ȼ(sh)`(du)иĵһc(din)ҲиڿW(xu)Փ(sh)H(wn)}Ă(c)c(din)Щƽr(sh)(x)TP(gun)ע,˼F(xin)Ŀһиռ(j)(yu)(sh)⣬и(xi)ҲͬW(xu)Č(xi)Ҹָ(sh)](mi)H(jng)vw(yn)^(gu)Ҳm(dng)Y(ji)߅r˼Փ(j)ā(li)Դ
3.CҪw
(li)ETSM(mn)ַļһƪĵĹ(ji)xHowever, job security tends to lead to decreased productivity. In general, employees who are certain that they can never lose their jobs tend to work less efficiently, thereby contributing to an overall reduction of productivity in the company. A common example all over the world is that of civil servants. In Thailand, for example, many government workers are so indolent that it can take days or months for something to be finished that should only take a few days. It is not uncommon to walk into a government office and see employees filing their nails, making personal calls on the telephone, taking three-hour lunches, or surfing the Internet for fun.
϶ֻdz.Մȱf(shu)P(gun)̩(gu)Чؼ(x)ǰµĿŶ
醺ܶM(mn)ֻ߸߷ַIJyl(f)F(xin)иĵՓCƫ(sh)H̫ϲgƲ_(ki)(sh)ȥնسf(shu)и(d)(xi)߷ֵͬW(xu)hY(ji)Լн(jng)v(sh)Փ(j)((dng)ȻԱ(gu)֪˺(hu))@ʹ錍(sh)Ҳ(xi)w濴һ(g)wČ(sh)
Going abroad for study can cultivate the independence of students. To be specific, students who study abroad have to deal with a wide range of difficulties all by themselves, which will put them at a big advantage in solving problems in future lives. @(g)Փ@Ȼ^(gu)ڿնĴՄa wide range of difficulties Ă(g)y a big advantage in solving problemswʲô(yu)(sh) @Щ(yng)ԓپwӌ(xi)ɣFor example, by overcoming cultural difference between the east and the west, a students is expected to be more capable of adapting new environments when he or she steps into the working lives. ˸錍(sh)У߀ԞӼ˹ 磺one of my university classmates; ָȥ
W(xu)ĴW(xu)̖(ho)עУs(xi)f(shu)f(shu)˷һ(g)ʲôӵĻԼպӹm(yng)ӑK^徵h(hun)ȵȡ֮Խwf(shu)Խ(qing)ǧf(wn)ע⣺ӱҪ}m(dng)B~ֹ(xi)ɬµęC(j)е
4.u(png)֘(bio)(zhn)ݻ
иĪ(d)(xi)(yn)xϵČW(xu)g(sh)(xi)ETSSڲӰxǰƴ(xi)ֺ͘(bio)c(din)e(cu)`Z(y)e(cu)`(M(mn)ַҲ)ٝM(mn)гF(xin)dontshouldntȿs(xi)ʽ߀ʹɆ(wn)(wn)Ї@@(li)Z(y)l(f)еľͣ߀ʹc}ĿP(gun)VZ(y)P(gun)˷Q(chng)ʹٷM(mn)Ҳ(jng)x_(d)_ǰ֮ʹI, we, you@Щ^^˷Q(chng)~Ҋ(jin)и(d)(xi)ֻ(c)ذ_(d)ՓC(li)_(d)ĿڲӰƪǰ£ȫSһЩo(w)P(gun)ʹWZ(y)e(cu)`ƽr(sh)(x)Ϳԇĕr(sh)(yng)ԓт(c)c(din)óҊ(jin)~R(zhn)_ر_(d)ξԒ(hu)˼Ό(sh)F(xin)c֮g˼·ϵ(lin)ϵԼξwնĸ(g)(yng)ԓr(sh)gC(j)еĶAoAL(zhng)
Cό(xi)ǘ(bio)(zhn)
cии(xi)@ĸĸ˾Cό(xi)(xing)Ŀ(Ҫ3xһΌW(xu)g(sh)Ȼ (tng)һκx(ni)P(gun) (tng)£20犃(ni)ƪ֮gP(gun)ϵÕ(sh)挑(xi)ķʽ_(d)(li))Cό(xi)Ŀ䌍(sh)ֱ(du)պڇ(gu)W(xu)ҪW(xu)(hu)ֱͱ_(d)nǰ醕(sh)еă(ni)ݺͽnv(ni)֮g֧߀㣡ҪþCό(xi)횾߂ķN
1.иČ(xi)D(zhun)(Paraphrasing)
c(d)(xi)ͬCό(xi)ǿͬW(xu)Sl(f)]Ԓ(hu)}ȡ挍(sh)(gu)W(xu)nеČW(xu)g(sh)(ni)ڌ(xi)r(sh)ܰl(f)κ(g)^c(din)ֻǾx (tng)(ni)M(jn)б^ȫհxеĴoͬr(sh)ֲ߀ԭе( (tng)ٺӛٺõͬW(xu)Ҳһֲȫ߀ԭ (tng)е^c(din))˱횾߂Č(xi)D(zhun)xϺvЃ(ni)ݵ(jin)εf(shu)Č(xi)ҪЃɂ(g)棺?jin)~ͬxČ(xi);ӵZ(y)Č(xi)ǰ߰ͬx~Č(xi)~ԸČ(xi)Ҫ漰~Č(xi)Z(y)D(zhun)Q
2.зY(ji)(Summarizing)
(du)}Ŀеx (tng)ϣ (tng)Ҫں̵ܶĕr(sh)g(ni)្еc(din)ϢھC漰}ĶnjW(xu)g(sh),ښw{Ҏ(gu)ɿѭġڌW(xu)g(sh)µă(ni)ݺͽY(ji)(gu)кܺõ߉µһ㶼(hu)ԓӑՓČ(du)oµ}(li)(hu)@}չ_(ki)(x)(ji)ӑՓ(һ㶼(g)Ҫc(din)ՓC(x)(ji))ՓC,¶ȡw{ʽ(M(jn)ՓCe,Y(ji)^c(din))ӑՓʽ(}_(ki)^,M(jn)ՓCe)ͬr(sh)ʾD(zhun)ۡͿY(ji)ԵB~(du)xϵc(din)ϢͽY(ji)(gu)кܴĎ(du) (tng)Ͽ(yng)ԓ (tng)c(din)Д (tng)^c(din)x^c(din)֮gı^ϣŪǻ֧߀ǻ(du)Լֻ֧?q)^c(din)քeЩ(sh)(li)C(F(xin)һȫnj(du)^c(din)ѽ(jng))
3.ӛҪc(din)(Note-taking)
(tng)ϲ(hu)ٴλطţ (tng)^(gu)ùPӛӛסP(gun)IԵľӺ~Z(y)ʲô (tng)еҪc(din)(li)OGоCό(xi)5ֵu(png)֘(bio)(zhn) A response at this level successfully selects the important information from the lecture and coherently and accurately presents this information in relation to the relevant information presented in the reading.
@õҪϢȫϢ (tng)PӛҪӛ,㵽Ҫָ@f(shu)ҪϢ (tng)еҪc(din)
OG4u(png)֘(bio)(zhn)У A response at this level is generally good in selecting the important information from the lecture and in coherently and accurately presenting this information in relation to the relevant information in the reading, but it may have minor omission, inaccuracy, vagueness, or imprecision of some content from the lecture or in connection to points made in the reading.
@f(shu)Ҫc(din)߀ҪӛһЩ(ni)ôՓC^c(din)ĺeʲôӵ(ͬҲֻҪ (tng)ȡҪՓC͌(sh))ɴ˿Ҋ(jin)ETS(du) (tng)PӛđB(ti)ǣӛҪc(din)ҪCм(x)֦ĩ(ji)](mi)Ҳ(hu)(do)ʧ֡
4.оCϢ(Synthesizing)
(dng)x (tng)c(din)Ϣxȡռ20犕r(sh)gѶ߾Cϳһƪ?sh)h(du)֧^c(din)(һ㶼ǰ) (tng)Y(ji)(xi)ĵͬr(sh)ԭ(li)[ȥx(hu)@F(xin)(li)mȻһ㲻ӛ (tng)ľɮ(dng)¿Ҋ(jin)xϕr(sh)ɽY(ji) (tng)Pӛؑ (tng)ֻ֧(du)^c(din)ġ(du)ڛ](mi) (tng)Ҫc(din)߀xе^c(din)Č(xi)ɷ^c(din)(dng)Ȼ俼ɳֵĿ(hu)ǰ (tng)PӛЌֻ֧g(g)Ҫc(din)PӛЧغxPӛY(ji)ƽr(sh)Č(xi)(x)дó¿(xi)ԇr(sh)ͲúM(fi)~ĕr(sh)gȥ}j(lu)ͶY(ji)(gu)
и(xi)10
иԇһnj(xi)Ҫ(xi)2ƪ£һƪCό(xi)(Integrated writing)3犕r(sh)gxһƪs250ֵ£Ȼ (tng)һ2P(gun)ڌ(du)x(ni)ݵu(png)Փ(xi)һƪ150225(g)ֵ@ƪµČ(xi)M(mn)Ԕ⼰M(mn)ģѽo
ڶƪĽЪ(d)(xi)PC(j)o(w)ɘӣoһϤԒ(hu)}30犃(ni)(xi)һƪ300ֵ͵Ć(wn)ǣDo you agree or disagree with the following statement- One should never judge a person by external appearance. Use specific reasons and details to support you answerͬW(xu)ָPҪ(d)(xi)M(mn)Ԕ⼰M(mn)ģ塣(sh)HϪ(d)(xi)ԔģPںܶǰoģ֪ιʾW(wng)ϺPߵXҲֻP(li)Y(ji)ϹPٴ΅иԇĽ(jng)(yn)oλͬW(xu)¿Y(ji)и(d)(xi)ģ߷(xi)ɡ
u(png)֘(bio)(zhn)1effectively addresses the writing topic and task
ҪЧU}ǧf(wn)Ҫ}ĹPߵĽ̌W(xu)(jng)(yn)ȫ}F(xin)^Ǿֲ}F(xin)ʮև(yn)@Ҳǿpȡ߷ֵľ
u(png)֘(bio)(zhn)2well organized and well developed
߉ll(f)չÿv(xi)r(sh)ǰx(du)λҪõ(d)(xi)M(mn)ֱ˹ĵĽY(ji)(gu)ǧf(wn)Ҫ(xi)Ї(gu)ʽİ˹(yng)(xi)ʽ˹ġ
u(png)֘(bio)(zhn)3uses specific details and examples to support you view
Փ(j)һҪw_Ҍ(du)Փc(din)֧ܿնͷՄ
u(png)֘(bio)(zhn)4displays language facility by demonstrating syntactic variety, word choice and idiom
(ͨ^(gu)l~(x)T_(d)(li)չʾZ(y)Ե쾚̶)@һc(din)Ǹλ(jng)ҕ 㯺Ͳһc(din)иռ120ֵ30҂(du)ҵҪϻĕr(sh)gҪҪø߷֣28õ28M(mn)ϵͬW(xu)һҪע(xing)u(png)֘(bio)(zhn)firstǧf(wn)Ҫfirstlyfinallyǧf(wn)Ҫlast but not least. ͬW(xu)˺ܶ@һ(gu)˶õ~Móõ~ǧf(wn)Ҫƫ~ͬr(sh)҂Ҫ쾚ETSϲg.5Z(y)Y(ji)(gu)2Nľ
ҪҪ(xi)-(dng)ȻҪ(xi)ҽhҪ(xi)̫(xi)һƪҪһƪмҸ2-3ƪ(jng)һ(g)W(xu)185ƪе184ƪ(xi)ýoҿY(ji)ͬӵe(cu)`184ƪ(f)F(xin)ҿЦһ(wn)֪f(shu)ώ@ô̵ġW(xu)иҪڊ^@Nڊ^͵M(fi)ഺq¡
ҪҪ-òҪͨƪԱһЩ(jng)ľ͡ҪһҪJ(rn)(zhn)ƪǷĵr²ܱ
@4(g)u(png)֘(bio)(zhn)ėlҪ-@ҪȡQڿ(du)ĿֵֵҪM(mn)4c(din)Ҫǧf(wn)}һ}ɾ0ԇM(fi)ҲͰ
и(xi)11
Some people like A; others like B. Which one do you preferA or B?
(1) No doubt, I choose A, because there are too many benefits that outnumber its disadvantages. But B on the other hand, has advantages no more than its disadvantages.
The most important benefit of A is that___________________.
To achieve the same effect, B will__________________.
Another benefit of A, which B almost cannot achieve, is that___________________.
Although B also has its seemingly profound advantages, it can only be achieved conditionally because_________________________.
After understanding the reasoning above, it is quite safe now to say: to choose A is a wise action.
(2) Some people hold the opinion that A is superior to B in many ways. Others, however, contradict A. Personally, I would prefer__________ because I think A has more advantages.
There are numerous reasons why________, and I would here explain a few of the most important ones. The main reason is that___________. It can be given a concrete example_____________.
Another reason why I advocate the attitude of A is that___________. Take the case of a thing that_______________.
One very strong argument for A is that__________________. This demonstrates the undeniable fact that_____________________.
Of course, choosing B also has advantages to some extent, __________.
But if all these factors are complicated, the advantages of A carry more weight than those of B. From what has been discussed above, we may finally draw the conclusion that_________________.
и(xi)12
1) Simile()It is a figure of speech which makes a comparison between two unlike elements having at least one quality or characteristic in common. To make the comparison,words like as,asas, as if and like are used to transfer the quality we associate with one to the other.For example, As cold waters to a thirsty soul,so is good news from a far country.
2) Metaphor()It is like a simile,also makes a comparison between two unlike elements, but unlike a simile, this comparison is implied rather than stated.For example,the world is a stage.
3) Analogy ((li))It is also a form of comparison,but unlike simile or metaphor which usually uses comparison on one point of resemblance,analogy draws a parallel between two unlike things that have several common qualities or points of resemblance
3N1N͵2N(li)o^(jin)и(xi)ü\(yn)õĕr(sh)뵽ʲômϵıwwͿM(jn) 3NtҪһЩA(ch)֪R(sh)ʩչ`lԽǏ(f)syZ(y)lԽ벻ЧҌ(du)ڵ3N и(xi)üеıһҪӻr(sh)g(li)(x)@Ӳա
и(xi)13
ڿZ(y)@ɂ(g)^}Ăy(tng)ķ?jn)?sh)(li)Ї(gu)W(xu)̕r(sh)g(ni)Ҫͻ߀x@һ(xing)^F(xin)(sh)F(xin)(sh)rиԇSM(mn)҂ĺܹǸ^(sh)ѵ˼S߀ͣ(xi)øL(zhng)ô?jn)?sh)͕(hu)ԼһЩ~?jn)?sh)͕(hu)(jin)(li)f(shu)@ЩԎ_(d)22@ӵķ?jn)?sh)Ҫȡ26-28@҂M(mn)ģ(dng)ȻҪǿԏa(b)҂Z(y)?jn)?sh)@(g)Ŀģh(yun)_(d)f(shu)ĽķλѾܿиĵĸ߷ֲһҪʽAҲһҪöٵĕ(sh)Z(y)ֻҪܺܺõČ^Ć~\(yn)õî(dng)ȫԎƴø߷@ƪM(mn)Ҫ(li)ʾһôƽ貽(hu)IJʺ
o(w)ώ(yu)㷶However, success depends on many conditions, such as time, hard work and luck. The list goes on and on. As one of the books by Bryan Tracy says, the success consists of 21 secrets. No matter what era one is in, one has to tries ones best to work at right time at right place with a little luck in order to succeed. If one lives today but does take action,one will end up no where certainly.
o(w)ώķgɹȡQںܶǷЕr(sh)gǷԸŬ\(yn)Ƿ@(g)ӣ䌍(sh)߀ԺL(zhng)L(zhng)Bryan Tracyһ(sh)f(shu)ģɹ䌍(sh)ǰ21(g)Mɲֵһ(g)r(sh)ÿһ(g)Ҫɹһ(g)_ĕr(sh)g_ĵc(din)һc(din)c(din)\(yn)ͬr(sh)ټϰٱŬܳɹһ(g)סڽ@(g)ĕr(sh)¸ȫŬôעһo(w)ɡ
ƽӹHowever, There are many factors contributed to success, such as time, work hard, and luck. This list could be very long. Just as a book writed by by Bryan Tracy says that the success involves 21 pieces. If one want to make success, no matter what time it is, they must try their best at the right time, at the right position, but also with a little luck. If a person live in this society, he could not succeed without trying ones best.
bڽ¾ʽeOС˽Ҫc(din)_(d)䌍(sh)H^(yu)㷶ƽӹ~Ԓ(hu)λѕ(hu)l(f)F(xin)e
Hf(shu)c(din)~'Ԓ(hu)(yu)㷶@Щ_(d)e(cu)conditiongoes on and on secret but does take action end up no where
condition@(g)~(jin)^(du)ǟo(w)˲֪Ć~ڴ̎](mi)õh(hun)˼l@Ӻxƽӹfactor@factor](mi)IJˣ
ٽ(li)goes on and on䌍(sh)ֱg^(gu)(li)ߺh(yun)h(yun)@Ҳ(li)Á(li)ʾL(zhng)˼
(g)secretܵ˼@_(d)Mͬr(sh)ɹ](mi)ɹ֮ǰl(shu)֪@ЩʲôQԒ(hu)f(shu)UԼγɹĶºTǡߌ(du)·H˶@(g)ρ(li)f(shu)?yn)@Щ_(d)֮ǰl(shu)֪ʲôҲԱһ@@(g)secretǡñʾ@ӺxmȻ(jin)Ǿ
Ă(g)does take action(qing){(dio)ʽ@ʾԼZ(y)SH˶ѣ@NƤëиԇ?yn)ֻ_
no where^(du)õĵصʾȫܵ˼Ҳ҂õimpossibleĵص_(d)һó(li)^(du)ETSώĿmȻ(jin)ǵص˰l(f)ָF(xin)ڇ(gu)˿լһp۷Ź⣬RX(ju)Լͬ(li)Mвӷ֮
mFھǧf(wn)x͗һҪ(x)(x)ֱSr(sh)ڹPʶ
и(xi)14
һ(du)ԇ(xi)Vĺҕ
ܶڿ}ĕr(sh)ͼ](mi)лһĕr(sh)gȥ(gu)˼ƪµČ(xi)˼·Kʹĵ·ȱl(ni)ݼܘ(gu)ܲ@ӵĿܶһֻǸԼČ(xi)X(ju)ߣԲ͕(hu)(wn)}
Ҫy(xi)ɵƪ˼·yģ횇(yn)c(din)V(li)(xi)һҪij(g)F(xin)(w)زҪM(jn)뵽ԭt˵ڶԓԭĕr(sh)͛](mi)|Ɍ(xi)
⣬еĿһԒ(hu)tһl(f)ƲԼһo(w)Ԓ(hu)t[ԓf(shu)Ԓ(hu)](mi)wF(xin)(li)
҂ĵҪÿһ(g)䣺һƪ200~ҵһ㲻(hu)^(gu)15Ԓ(hu)@15Ԓ(hu)(j)}ĿҪ䵽ȥÿһδֻf(shu)ôԒ(hu)^f(shu)(sh)f(shu)Խ࣬e(cu)`Խ
VÿһβҪ(xi)̫c(din)ֹҊ(jin)þգ@(wn)Č(du)
ȱ(xi)˼·֪
@Nr(jng)(hu)F(xin)Щƽr(sh)X(ju)ӢZ(y)ˮƽܺãһՄ(xi)͕(hu)](mi)˼·֪ᘌ(du)@Nr҂(du)˼·U(ku)չɷNѸЧW(xu)Q@(g)(wn)}
һw(li)
ƽr(sh)xr(sh)Ҫr(sh)עⰴµwM(jn)Кw(li)Ԋ(sh)ɢġСf(shu)ӛf(shu)ġhՓxr(sh)(ni)wͬwòͬM(jn)б^ͨ^(gu)^I(lng)µ֮̎W(xu)(x)ߪ(d)صČ(xi)˼·^c(din)U䷨Y(ji)(gu)c(din)ȵȡ
Ҫ(du)(g)}µĿwܘ(gu)͌(xi)˼·һ(g)^İƩ磺hՓnj(du)ij(g)hՓ(du)Ҋ(jin)f(shu)ɣʹxŷĻc(din)hՓf(shu)ԶhՓĵĽMҪط֞飺Փ}Փc(din)Փc(din)Փc(din)Փ(j)ՓC˽@ЩͿ´wȥչ_(ki)`˼·
¶](mi)Ҫ
ԇr(sh)O(jin)ώͨl(f)F(xin)еĿ˼ĂҪһ(g)^c(din)һ(g)ɣһ(g)ʩǵҪ@cͬɡ
@NصĿ@Ȼһ(g)Եe(cu)`r(sh)g40犵һ㑪(yng)ԓ35֮(ni)Î犵ĕr(sh)gzZ(y)e(cu)`еĿʮһԒ(hu)(xi)?yn)̫M(jn)ɫоώͷ@һ(g)ܴ`^(q)
ĵĿļͨ^(gu)@һ}ʽ鿼ӢZ(y)ˮƽ}P(gun)עǕ(sh)_(d)20xx}ڞʲô~(y)Խ(li)Խ٣ԭ(ni)P(gun)͛](mi)бҪXȥԭҪȥy(c)оώϲgʲô^c(din)ֻЮ(dng)@}r(sh)(ni)ݲwF(xin)Ҫԡ
ԭҲʩҲijһ뵽κһc(din)ܿ}ϵҿ϶(hu)ǧf(wn)Ŀ؏(f)o(w)(sh)飬(jng)Լ(dng)һr(sh)뷨оώ(li)ȫo(w)X(ju)Ҏ(gu)ʽĵչg(li)ͷdzޣ¶Ǜ](mi)бҪ
ġӢZ(y)_(d)ȱ
(du)c(li)(xi)ϵKӢZ(y)ĕ(sh)_(d)(du)@һc(din)Ҫ(sh)(sh)Hϴֿ^(gu)Ҏ(gu)ĴW(xu)ӢZ(y)ʹһЩԌW(xu)ĿӢZ(y)ˮƽԾЌ(xi)һƪĵĝP(gun)IҪ@Nھ(li)(du)ҪӢZ(y)Z(y)M(jn)˼S(li)_(d)(xi)Ŀ(bio)DzF(xin)(sh)ģӢZ(y)˼SҲՄϕ(hu)ˡ
ڌ(sh)H(xi)^(gu)̮(dng)XľȻһ(g)һ(g)ľgӢġڷgĕr(sh)Ŭڌһһ(du)(yng)P(gun)ϵϣҵc~һһ(du)(yng)ӢĆ~Y(ji)ǾY(ji)(gu)͆~x@ȻܵĵӰԼX(ju)ҲǡM(fi)X(ju)ñ_(d)(li)ˣ˼(sh)HϽo˵ĸȻ߀(li)@ƪĵԒ(hu)ҲSŪµă(ni)оЇ(gu)ώоr(sh)ӌ(xi)(li)
@N·ڰgӢĕr(sh)Ҫȥһһ(du)(yng)P(gun)ϵ(yng)ԓΡ(get the meaning, forget the form )ĵZ(y)Y(ji)(gu)䷨ʽtҪ(g)شy@M(jn)(li)(li)^@M(jn)(li)Ҫ˼Ƿλ(li)ҪӛZ(y)ʽ(sh)HϰӢgҲһӵĵP(gun)IҪD(zhun)Qа˼_(d)(xi)(li)ľY(ji)(gu)ڌ(du)(yng)o(w)ӢZ(y)~f(shu)Ї(gu)Ԓ(hu)@@ȻDzm
ƽһ@ӵľ(x)ͨ^(gu)xJ(rn)R(sh)~lӢע?zhun)Ȼԇц~g~ȥ(du)Ӣg~ĝhZ(y)xؾ͕(hu)_(ki)ʼI(lng)(hu)ӢZ(y)_(d)T(mn)ˡ֮ԏ(qing){(dio)@?yn)~Z(y)Ժ(jin)(li)ԻĬF(xin)(sh)ͬڂy(tng)ӢZ(y)~ČW(xu)Ʒժ?yn)~R^N҂~RA(ch)ֻҪxöȻ͕(hu)Ӱ푣@ЊW
ᘌ(du)r҂oĽhڷeӾ(x)
(du)c֪α_(d)?yn)^Xյľʽ̫õľʽҪx(sh)`вõľʽe۶_(d)͕(hu)
ڜ(zhn)r(sh)gвޣ횲ȡdzʩԱMԼđ(yng)ԇˮƽ_(d)RѠB(ti)}еZ(y)Բͨ^(gu)Լđ(yng)ԇˮƽͱ_(d)
}yҲcҪҪ_(d)ˮƽஔ(dng)ᘌ(du)}ڶP(gun)IeҊ(jin)Z(y)Բϣ(f)bܰԼŬwF(xin)ԇK÷ȥ
ྚ(x)(xi)HHҪҪ(xi)Ҫڌ(xi)֮^Ҳࡣ(xi)һҪ(xi)}(xi)c(yu)͵ķM(jn)б^͌(du)գzһǷ}ǷBПo(w)(yn)صZ(y)e(cu)`ǷVȫҪc(din)~ǷVʽǷ׃ȵ
и(xi)15
һ(g)һ(g)}ҪM(mn)b}Ŀһ(g)һ(g)(bio)c(din)ҲҪһ(g)ո©һ(g)Ҫ(du)}Ŀÿһ(g)~(x)x^(gu)˵~ٲ(zhn)_o(w)`ָ@Ҳԓ~꺬x֮x
̎ԏOGṩ195}SC(j)һ}M(jn)Ԕ(x)ʾ
Nowadays, food has become easier to prepare. Has this change improved the way people live Use specific reasons and examples to support your answer.
҂Ҋ(jin)һ(g)nowadaysָǬF(xin)F(xin)r(sh)ǽ죬Ҳ҂ÿw(yn)҂ֿfood˂ʲôԵʳߐ(i)ּZʳҲпϵ»(dng)ͯǹɹS̎е'I(mi)Ҏ(gu)Ҿ^(gu)ӵҲиNԭϺϵN@(g)foodָʲô^m(x)food has become easier to prepareЂ(g)^(j)Ҫl(shu)^^ʲô
to prepareДԭ(li)DZ^(zhn)ʳy׳̶@Ǻ˂߀֪Πδ(li)ʳȣôǺ^(gu)ȥҲǺ͂y(tng)ʳˡ@(g)^ԏĶNǶ
@F(xin)ʳ^ל(zhn)҂܉p뵽У(zhn)r(sh)gsˣʳ÷ʽܸ׃I(yng)B(yng)r(ji)ֵܸ׃˂{(dio)r(sh)׃ʳ׃(du)wL(zhng)h(yun)Ӱ푸׃{(dio)湝(ji)ʡ(li)ĕr(sh)g棬(do)(ji)׃ĸ׃L(zhng)Ȥ{(dio)׃dȤ(i)ø׃׃ȵȵȵ
}Ŀoėl҂õ@ôܵĺô}Ŀ(wn)ʲôأhas this change improved the way people live o(w)Z(y)У}Y(ji)Փ(li)@(g)Փ}̫xôԸ׃ėlĿ҂xʲô֮أՈ(qng)и(d)(xi)ɽ֮˼·ƪ
и(xi)P(gun)£
и(xi)06-14
(zhn)и(xi)03-21
и(d)(xi)}(k)03-08
и(xi)}(k)03-08
и(d)(xi)(yu)㷶01-21
и(xi)ģͨ22ƪ08-22
и185(d)(xi)}(k)03-08
(gu)ԇи(xi)(j)ʽ03-21
и(xi)߷~RR03-21