如何设计纸盒 | ||
素材 | 利用一边长为 的正方形纸板可设计成如图 和图 所示的两种纸盒，图是无盖的纸盒，图是一个有盖的纸盒． |
|
素材 | 如图，若在正方形硬纸板的四角各剪掉一个同样大小的小正方形，将剩余部分折成一个无盖的长方体盒子． |
|
问题解决 | ||
任务 | 初步探究：折一个底面积为 的无盖长方体盒子． | 问剪掉的小正方形的边长为多少？ |
任务 | 探究折成的无盖长方体盒子的侧面积能否为 ？ | 如果能，求出此时剪掉的小正方形的边长；如果不能，说明理由． |
任务 | 图 是一个高为 的无盖的五棱柱盒子（直棱柱），图 是其底面，在五边形 中， ， ， ， ， ． 图 | 图中的五棱柱盒子可按图 所示的示意图，将矩形纸板剪切折合而成，那么这个矩形纸板的长和宽至少各为多少厘米？请直接写出结果．（图中实线表示剪切线，虚线表示折痕，纸板厚度及剪切接缝处损耗忽略不计） |
中，
，求证：A、B、C、D四点共圆．
，取的中点O，连接
，请你帮助小吉补全余下的证明过程；中，
，点E是边
的中点，点F是边
上的一个动点，连接
，作
于点P．对角线
上时，线段
的长度为______；
于点M，
于点N，连接
，则的最小值为______．
是菱形，边长为，
，点
是射线上一动点，以为边向右侧作等边
，如图1，连接
、
，则
与的数量关系为 ，长度的最小值为 ．是正方形，边长为，点
为中点，点是射线上一动点，以为斜边在边的右侧作等腰
，
，连接
、．求：与的数量关系；长度的最小值．是对角线的延长线上一动点时，以为直角边在边的右侧作等腰，
，连接
，若，
，求
的面积． 
中，
，把
沿对角线
折叠，使点C落在
处，
交
于点G，E、F分别是
和上的点，线段
交于点H，把
沿折叠，使点D落在点A处，线段
交于点M，则线段
的长为 
When your teenager has done something inappropriate or dangerous, you may need to immediately correct their behavior; however, any teaching moments you have in mind may have to wait if you want them to be effective.
The minute you start correcting your child in a forceful way, it’s likely that their defense mechanisms kick into gear and they start blocking out what you’re saying. This is normal, as it’s a way of protecting themselves when someone is saying negative things to them. The problem is, it renders you helpless to get your point across at that moment.
Looking at this from the teen’s point of view, when they recognize they’ve messed up and are upset about their behavior, it can lead to them becoming upset with themselves. It’s also possible the teen may feel the adult is overreacting and that they didn’t do anything wrong. Either of these feelings can cause them to become absorbed in their own emotions and not be open to input from the adult. As a result, they may not be in a place to hear you. That’s why no matter what you say, it may not be effective and can cause the child to become more upset and defiant, which in turn can further infuriate you.
To have more positive communication with adolescents, we have to talk with them when they’re ready to hear us. While we need to correct potentially dangerous behaviors immediately, the educational part of the discussion may need to wait. To really reach them, they have to be in a place to listen to us, which may mean waiting until the emotions have eased and you can each discuss what happened logically. That would be the time you and your child can discuss expectations and boundaries moving forward. Teens can be reasonable. It’s just tough for them to be reasonable when they’re in the midst of being taken to task and become reactive. By waiting for the emotional upset to fade, we can be more effective in talking with them, and finally having them follow behaviors that can help keep them safe.
1．What is defense mechanism according to Paragraph 2?At the end of many sports events and competitions, all the contestants are honored for their effort. But in a world where not everyone can be a winner, does getting a consolation prize（安慰奖）actually improve a child’s self-esteem?
Participation awards have been around for at least 100 years, but lately they have come under fire for killing children’s sense of competition. Yet that is exactly the opposite of what these medals do for little ones, says psychologist and parenting coach Emily Pagone.
When preschoolers and kindergartners compete, they don’t know the expectations adults have for them, Pagone says. Offering them a trophy（奖杯）or medal can highlight the skills that the losers showed and encourage the sportsmanship of all the players.
But what really makes a participation award worthwhile is the conversation that comes with it. “When the caregivers around the children recognize their abilities, talents and strengths, children are placed in a position to learn about the expectations of the situation. And pointing out what kids do well can also build their self-confidence.” Pagone says.
Still, there is one problem with this system: students may rely too much on rewards from outside sources to motivate themselves. It’s valuable for them to play soccer not only because they want to earn something to decorate their rooms, but also because they enjoy the sport. They won’t always get prizes for doing their best, so it’s important to build an inner desire to push through challenging times.
For this reason, Pagone recommends discontinuing the use of participation awards around first grade. But not all experts agree that is best. Positive feedback can also benefit older kids and adults, keeping them coming back to their hobby even after a tough practice or season, says Kelly LaPorte, clinical director at a counseling center. That lesson of celebrating the effort and not just the result remains important throughout a person’s life.
Trophies and medals for preteens and teens should also be paired with conversations, particularly to prepare them to deal with loss. Sometimes this means letting them take a five-minute walk to calm down after a match. Other times it just requires allowing them to express their feelings. A “perfect world” would include participation awards for kids and postgame reflections with caregivers and coaches.
1．What do participation awards do to little children according to Pagone?| A．They kill their sense of competition. | B．They encourage sportsmanship of all players. |
| C．They meet kids’ expectations for the game. | D．They make players ignore the sports skills. |
| A．They get in the way of helping children build self-confidence. |
| B．They might prevent kids from building an inner desire for the sport. |
| C．They benefit both little children, older kids and adults in learning. |
| D．Their value lies in that they celebrate the effort rather than the result. |
| A．They are more beneficial than harmful. | B．They are more harmful than beneficial. |
| C．They can be effective but have limitations. | D．They should be replaced with conversations. |
| A．Are Participation Awards Still Necessary? | B．How Do Participation Awards Impact Children? |
| C．What is the Myth about Participation Awards? | D．Why Should Participation Awards be Abandoned? |
A new study finds climate events such as flooding, heatwaves and drought worsen more than half of the known diseases that infect people. These diseases include malaria（疟疾）, cholera（霍乱）and anthrax（炭疽）.
Researchers examined medical literature（文献）of established cases of such diseases. They found out that 218 out of the known 375 human infectious diseases seemed to be made worse by extreme weather connected to climate change. The study connected more than 1,000 pathways from climate events to sick people. In some cases, heavy rains and flooding sicken people through disease-carrying mosquitoes, rats and deer. Other events, like warming oceans and heatwaves, spoil seafood and droughts bring bats carrying viral（病毒性的）infections to people.
Medical doctors, going back to the days of ancient Greek civilization, have long connected disease to weather. But this study shows how widespread the influence of climate events is on human health. “Climate is changing, and the risk of these diseases is changing,” said Dr Jonathan Patz. “The findings of this study are terrifying and illustrate well the enormous consequences of climate change on human pathogens（病原体）. Humans need to all work together to prevent disasters from climate change.”
Camilo Mora, a climate data expert, said the study is not about predicting future cases. “These are things that have already happened,” he noted. Here’s one example Mora knows from his own experience. About five years ago, Mora’s home in rural Colombia was flooded, creating a breeding ground for mosquitoes. Mora contracted Chikungunya, a virus spread by mosquito bites. He survived, but he still suffers pain related to the disease. In another case, the remains of a reindeer which died from anthrax were unearthed as the Siberian permafrost（永冻土）melted from warming in 2016. A child touched the dead animal, got anthrax, and an outbreak spread.
Dr Aaron Bernstein said the study is a good warning about climate and health for now and the future. He added, “But of course, it only reports on what we already know, and what’s yet unknown about pathogens may be yet more convincing about how preventing further climate change may prevent future disasters like COVID-19.”
1．What is the main idea of the passage?| A．Climate disasters make infectious diseases worse. |
| B．Climate disasters bring deadly threats to humans |
| C．Climate disasters cause unknown infectious diseases. |
| D．Climate disasters enable viruses to spread across the world. |
| A．the wide spread of climate-related viruses | B．the dangers of disease-carrying animals |
| C．the real-life impact of climate change | D．the huge damages of infectious diseases |
| A．more related researches are needed | B．unknown diseases are the real threat |
| C．COVID-19 still remains a mystery | D．actions should be taken for prevention |
Lindsay Byrne and her twin sister, Nicole Kelly, were flying from Boston to their parents’ house in Florida when the flight crew announced that help was needed due to a
Byrne, a Wayland firefighter and paramedic (护理人员), and Kelly, a nurse at Beth Clinic, immediately jumped into action. They
The woman had grayish-blue skin, a faint pulse and was having difficulty
“Soon we
Once the plane landed, local paramedics transported the woman to a local hospital to be
Wayland Fire Chief said he’s proud of Byrne and Kelly and how their training instantly kicked in to save the woman’s life. “Incidents like these are what first responders and medical professionals
| A．medical | B．financial | C．environmental | D．technological |
| A．found | B．understood | C．learned | D．imagined |
| A．gradually | B．completely | C．suddenly | D．barely |
| A．moving | B．breathing | C．standing | D．speaking |
| A．noticed | B．admitted | C．realized | D．considered |
| A．conscious | B．aware | C．determined | D．focused |
| A．handled | B．treated | C．relieved | D．watched |
| A．train | B．develop | C．aim | D．use |
| A．staff | B．goods | C．information | D．resources |
| A．eye-catching | B．breath-taking | C．ground-breaking | D．life-saving |
众所周知，良好学习习惯的养成对中学生极为重要。请以＂How to develop our good learning habits＂为题写一篇英语小短文，向同学们提出以下建议：
How to develop our good learning habits
| A．①②⑤ | B．②③⑤ | C．③④⑤ | D．②④⑤ |
搜索
图
图
