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A map is a picture of a place. There can be many different maps of the same place. A map cannot show
everything about a place. For a clear map, it must show a number of things. Here, you will get to make a map
which shows the things that make your community (社区) a special place to live in.
Before you start drawing, make a list of the places and things in your community that you want to include
on your map. Think about places you often have to go to, places where your relatives and friends live and your
favorite places. How do you get there? What roads or paths do you take? What kind of things do you see along
the way? As you know, some maps are made to show locations and other maps show us how to get there.
They can also show the distances.
Now, let's create a map of your community. On a large piece of paper, draw pictures of the places or the
things you decide to include on your map. Next, fill in the shapes of the places and roads in light colars. Using
darker colors, fill in the areas between the features and roads on your map to make your map more interesting
to look at. Every area of your map should be filled in with colors. When your map is finished, show it to your
friends or family members to see what they think of it.
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William Bennett
Thanksgiving Day was coming. The first grade teacher gave her class a fun assignment (作业) — to draw a picture of for which they were thankful.
Most of the class might be considered poor, but still many would the holiday with turkey and other traditional food of the season. These, the teacher thought, would be the subject of most of her students’ art. And they were.
But Douglas made a(an) kind of picture. Douglas was a different kind of boy. He was the teacher’s true child of weak and unhappy. As other children played at , Douglas used to stand close by her side. One could only guess at the pain that Douglas felt behind those sad .
Yes, his picture was different. When he was asked to draw a picture of something for which he was thankful, he drew a . Nothing else. Just an empty hand.
His abstract (抽象的) picture caught the of his classmates. Whose hand could it be? One child guessed it was the hand of a farmer, because farmers turkeys. Another suggested a police officer, because the police protect and people. Still others guessed it was the hand of God, for God feeds us. And so the discussion went on — until the teacher almost forgot the young artist .
When the children had gone on to other assignments, she stopped at Douglas’ desk, bent down, and him whose hand it was. The little boy looked away and murmured, “It’s yours, teacher.”
She recalled the when she had taken his hand and walked with him here or there, as she had the other students. How she had said, “Take my hand, Douglas, we’ll go outside.” Or, “Let me show you how to hold your pencil.” Or, “Let’s do this together.” Douglas was very for his teacher’s hand. Brushing aside a tear, she went on with her work.
The story speaks of more than thankfulness. It says something about teachers teaching and parents parenting and friends showing friendship, and how much it means to the Douglases of the world. They might not always say thanks, but they’ll remember the hand that out.
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Sometimes we need to remind ourselves that thankfulness is indeed a virtue (美德).
— William Bennett
Thanksgiving Day was coming. The first grade teacher gave her class a fun assignment (作业) — to draw a picture of 1 for which they were thankful.
Most of the class might be considered poor, but still many would 2 the holiday with turkey and other traditional food of the season. These, the teacher thought, would be the subject of most of her students’ art. And they were.
But Douglas made a 3 kind of picture. Douglas was a different kind of boy. He was the teacher’s true child of weak and unhappy. As other children played at 4 , Douglas used to stand close by her side. One could only guess at the pain that Douglas felt behind those sad 5 .
Yes, his picture was different. When he was asked to draw a picture of something for which he was thankful, he drew a 6 . Nothing else. Just an empty hand.
His abstract (抽象的) picture caught the 7 of his classmates. Whose hand could it be? One child guessed it was the hand of a farmer, because farmers 8 turkeys. Another suggested a police officer, because the police protect and 9 people. Still others guessed it was the hand of God, for God feeds us. And so the discussion went on — until the teacher almost forgot the young artist 10 .
When the children had gone on to other assignments, she stopped at Douglas’ desk, bent down, and 11 him whose hand it was. The little boy looked away and murmured, “It’s yours, teacher.”
She recalled the 12 when she had taken his hand and walked with him here or there, as she had the other students. How 13 she had said, “Take my hand, Douglas, we’ll go outside.” Or, “Let me show you how to hold your pencil.” Or, “Let’s do this together.” Douglas was very 14 for his teacher’s hand. Brushing aside a tear, she went on with her work.
The story speaks of more than thankfulness. It says something about teachers teaching and parents parenting and friends showing friendship, and how much it means to the Douglases of the world. They might not always say thanks, but they’ll remember the hand that 15 out.
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Sometimes we need to remind ourselves that thankfulness is indeed a virtue (美德).
— William Bennett
Thanksgiving Day was coming. The first grade teacher gave her class a fun assignment (作业) — to draw a picture of 1 for which they were thankful.
Most of the class might be considered poor, but still many would 2 the holiday with turkey and other traditional food of the season. These, the teacher thought, would be the subject of most of her students’ art. And they were.
But Douglas made a 3 kind of picture. Douglas was a different kind of boy. He was the teacher’s true child of weak and unhappy. As other children played at 4 , Douglas used to stand close by her side. One could only guess at the pain that Douglas felt behind those sad 5 .
Yes, his picture was different. When he was asked to draw a picture of something for which he was thankful, he drew a 6 . Nothing else. Just an empty hand.
His abstract (抽象的) picture caught the 7 of his classmates. Whose hand could it be? One child guessed it was the hand of a farmer, because farmers 8 turkeys. Another suggested a police officer, because the police protect and 9 people. Still others guessed it was the hand of God, for God feeds us. And so the discussion went on — until the teacher almost forgot the young artist 10 .
When the children had gone on to other assignments, she stopped at Douglas’ desk, bent down, and 11 him whose hand it was. The little boy looked away and murmured, “It’s yours, teacher.”
She recalled the 12 when she had taken his hand and walked with him here or there, as she had the other students. How 13 she had said, “Take my hand, Douglas, we’ll go outside.” Or, “Let me show you how to hold your pencil.” Or, “Let’s do this together.” Douglas was very 14 for his teacher’s hand. Brushing aside a tear, she went on with her work.
The story speaks of more than thankfulness. It says something about teachers teaching and parents parenting and friends showing friendship, and how much it means to the Douglases of the world. They might not always say thanks, but they’ll remember the hand that 15 out.
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