1 . Some people only exercise self-discipline in the parts of their lives they think as necessities — such as turning up to work on time and getting the job done. But self-discipline is a skill that can be applied to every aspect of life. And the benefits can be great.
It will help you reach your full potential
When you have self-discipline, you are able to push yourself to achieve things you never thought possible. You set high standards for yourself and then work hard to meet them.
Self-discipline can help you get more done in less time. When you have self-discipline, you are less likely to waste time on things that are not important. This means you can use your time more effectively and get more done. This can lead to greater productivity at work, at home, and in your personal life.
It will help you be healthier
Self-discipline can also help you live a healthier life. When you have self-discipline, you are more likely to make healthy choices and stick to them. This means you will be less likely to overeat, smoke, or engage in other unhealthy behaviors.
It will help you be happier
Last but not least, self-discipline can help you be happier. When you have self-discipline, you are less likely to engage in self-destructive behaviors.
So, as you can see, self-discipline can improve your whole life. If you want to be more successful, productive, and happier, then start working on your self-discipline today.
| A．It will help you finish work on time. |
| B．It will help you be more productive. |
| C．Here’s how self-discipline can improve all aspects of your life. |
| D．This can lead to personal and professional success. |
| E．This is because you are less likely to give up when things get tough. |
| F．This means you will be more likely to focus on the positive and enjoy your life. |
| G．It can also mean you are more likely to exercise regularly. |
2 . Women and girls already struggle with gender inequality, but when extreme weather damages a community, the UN found that inequalities worsen.
To explore the complex links between gender and climate change, CNN worked with seven women photojournalists to document the challenges women and girls face. This visual project gives a snapshot of the numerous ways climate crisis is changing their lives, but also shows how they are fighting back.
The Center for Girls’ Education runs a series of programs in Nigeria to help girls stay in school. One in every five of the world’s children who are out of school is in Nigeria, according to UNICEF, and it is girls who are impacted the most. More than 10 million children between 5 and 14 years old are absent from classrooms across Nigeria, according to UNICEF. For girls, the statistics are even bleaker: in states in the northeast and northwest of the country, fewer than half attend school.
This education crisis is the result of a tangle of factors, but against the backdrop of these individual factors is the broader context of the climate crisis. Nigeria is growing hotter and dryer, and extreme weather such as flash floods and landslides are becoming fiercer and more frequent. Climate disasters can make schools inaccessible and classrooms unsafe. Communities struggling to cope with extreme weather sometimes turn to their children to help or to earn extra money to support the family. And girls, whose attendance at school is already discouraged in some communities, are often most affected.
There are efforts to support girls’ education and equip them with the resources to cope with a fast-changing climate. The Center for Girls’ Education in the northern Nigerian city of Zaria runs programs to help girls stay in school and offers training on how to cope with the impacts of extreme weather. “I feel when we give the girls education on climate change, how to ease it, it will go a long way in helping the girls in how to support themselves in times of difficulties, and even help them prepare for it,” said Habiba Mohammed, director of the Center for Girls’ Education.
1. What does the underlined phrase “gives a snapshot of” mean in Paragraph 2?| A．Contrasts. | B．Strengthens. | C．Prevents. | D．Reveals. |
| A．By listing figures. | B．By making comparison. |
| C．By giving examples. | D．By drawing conclusions. |
| A．Tense family relationship. | B．Unbearable school pressure. |
| C．Worsening weather conditions. | D．Inaccessible community resources. |
| A．Costly. | B．Creative. |
| C．Short-lived. | D．Far-reaching. |
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As teenagers grow up, they become more independent and start making their own decisions. However, during this period, it can be easy for some of them
5 . Many American education experts say tutoring (辅导) is the best way to help students make up for learning loss during the pandemic. Although many schools have received a lot of government aid, only a small number of students have been getting tutored.
Chalkbeat and the Associated Press surveyed 12 of the nation’s school systems. The schools reported that fewer than 10 percent of students received any kind of tutoring in the fall of last year. A new tutoring group in Chicago served about three percent of students. But less than one percent of students in three big school systems received tutoring.
The low tutoring numbers suggest several problems. Some parents said they did not know tutoring was available or did not think their child needed it. Some school systems have struggled to hire tutors. Other school systems said their small tutoring programs were part of their efforts to meet students’ needs.
Whatever the reason, the result is clear: at an important time for students’ recovery, millions of children have not received the extra help.
“It works, it’s effective, it gets students to improve in their learning and catch up,” said Amie Rapaport, a researcher studying why so many students are not getting intensive tutoring.
Schools trying to increase tutoring face problems, including hiring and planning. Experts say tutoring is most effective when provided three times a week for at least 30 minutes during school hours. Offering after-school or weekend tutoring is simpler, but attendance is often low.
Low family interest has been another problem. Although test scores sharply dropped during the pandemic, many parents do not believe their children experienced learning loss.
In Wake County, North Carolina, the school district began planning a reading tutoring program in November. District officials last month said volunteers are tutoring fewer than 140 students. That is far fewer than the 1,000 students the program was designed to help. Many worry that not enough students are getting the help they need even as programs continue to grow.
1. What is known from the first two paragraphs?| A．Fewer students than expected received tutoring. |
| B．Learning loss is the biggest concern for students. |
| C．The survey covered 12 school systems all over the world. |
| D．Big school systems did a better job in tutoring than small ones. |
| A．The ways to increase tutoring. |
| B．The challenges facing some school systems. |
| C．The responses to the low tutoring numbers. |
| D．The causes of the situation of tutoring. |
| A．Opposed. | B．Supportive. | C．Tolerant. | D．Unclear. |
| A．After-school tutoring programs are not enough. |
| B．Students are busy with their schoolwork. |
| C．Families attach little importance to tutoring. |
| D．There is a lack of volunteers. |
When I was a child, I was particular about food. It was Aunt Nelda that changed my habit of being a picky eater.
As far as I could remember, on a Friday night, when Dad and I arrived at Aunt Nelda’s house at dinner time, she prepared a big meal for us. Though the dishes smelled delicious, I didn’t feel like eating some of them. I took several bites of the sandwich and then laid it aside. Dad wanted to kick me under the table to remind me to finish all the food, but drawers (抽屉) between us protected me.
Looking at those drawers, I had a good idea. When Dad got up to refill his soup bowl, I pulled the bottom drawer open. It was full of cloth napkins (布餐巾). I put my sandwich under them and shut the drawer quickly. A plan for my rest food at Aunt Nelda’s emerged.
The next morning, I did the same to the food which I hated to eat. When Aunt Nelda saw my empty bowl, she gave me some sweets and said, “Good job, Jodi. You like my cooking just as much as your father.”
On Sunday, the food under the napkins continued growing, but somehow more slowly. Aunt Nelda was actually a pretty good cook. At noon, her children were coming for lunch. I offered to help set the table.
“Jodi, get the cloth napkins out of the bottom drawer,” she said. My heart began to beat fast. It was not because of the bottom drawer or the cloth napkins, but because of the left food.
“No, let’s use these!” I said, grabbing a handful of paper napkins. Aunt Nelda reached for the drawer. “My children prefer cloth napkins!” she said. I held my breath, waiting for the horrible scene. However, I couldn’t believe that she handed me some neat napkins.
“I’ve already cleaned them up,” she said. “It was so strange that there was much food under the napkins. I hadn’t seen mice for years! Guess what? They were back again. A long time ago, they made a nest and carried the food all over the house.”
注意：1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
Aunt Nelda’s words made me feel relieved but ashamed.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Hearing what I said, Aunt Nelda opened her mouth wide.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________1. Who read to the girls?
| A．The woman. | B．Only the man. | C．The man and his wife. |
| A．At five. | B．At six. | C．At seven. |
| A．Read a lot. | B．Do whatever he likes. | C．Learn from the man’s daughters. |
8 . My university has now topped the U.S. News &. World Report rankings for 11 years running. Given Princeton’s success, you might think I would be a fan of the list. Not so. Don’t get me wrong. I am proud of Princeton’s teaching, research and commitment to service. I like seeing our quality recognized. Rankings, however, are a misleading way to assess universities. Different schools have distinct strengths, structures and missions. The idea of picking one as “best”, as though educational programs competed like athletic teams, is strange.
However, the U.S. News rankings attract great attention and a huge customer base. Applicants and their families rely on the rankings and feel pressure to get into highly regarded institutions. As a result, many schools make intense efforts to move up in the rankings. This competition produces damaging consequences. For example. some universities avoid doing difficult but valuable things—such as admitting talented lower-income students who can succeed at university if given appropriate support.
Still, students and families need comparative information to choose universities. If rankings mislead, what is the alternative? For generations, buyers have turned to Consumer Reports for advice about almost everything except university education. When Consumer Reports evaluates a product, it assesses multiple factors so that potential buyers can make their own choices wisely, Similarly, university applicants need information about some basic variables. Graduation rates are crucial. A university that does not graduate its students is like a car with a bad maintenance (维修) record. It costs money without getting you anywhere. What applicants need is not the average graduation rate, but the rate for students with backgrounds like their own. For example, some places successfully graduate their wealthy students but do less well for lower income students. Applicants should also see some measures of post-graduation outcomes.
Here is a partial list of other factors that matter: cost of tuition (学费) and fees; high-quality teachers actively engaged in undergraduate instruction; and a learning culture composed of diverse students who study hard and educate one another. Judged by these criteria, many schools could be “Consumer Reports Best Buys”. Applicants should be excited to get into any of them; they should pick the one they find most appealing; and they should not waste time worrying about which is “the best”.
It would be great to have a Consumer Reports for universities. I hope that some national publication will have the courage to produce an annual, user-friendly Consumer Reports-style analysis of higher education institutions, even if it is not as attractive as a football-style set of rankings. In the meantime, those of us who understand the imperfection in the rankings must call them out—even when, indeed especially when, we finish at the top.
1. What is the author’s attitude towards university rankings?| A．Supportive. | B．Disapproving. | C．Indifferent. | D．Neutral. |
| A．To emphasize the need of overall evaluation of universities. |
| B．To present the information of potential buyers. |
| C．To highlight the difficulty of choosing universities. |
| D．To reveal the multiplicity of consumers. |
| A．It is not likely to have a Consumer Reports for universities. |
| B．The top universities can see the imperfection in the rankings better. |
| C．The most suitable university for applicants may not rank the top. |
| D．The average graduation rate is crucial to lower-income applicants. |
| A．There is no such thing as a good or bad student. |
| B．Education equality is an ideal hard to be realized. |
| C．Discrimination against poor students brings loss of talents. |
| D．An alternative approach is needed to assess universities. |
9 . Aesthetic (审美) education aims to improve aesthetic awareness, experience aesthetic qualities, encourage aesthetic creativity, and promote aesthetic judgement.
In order for kids to be able to appreciate natural wonders, shapes and pictures, they must be able to first notice them. This is why the development of the ability to notice the beautiful is the primary task of aesthetic education.
Judging or evaluating aesthetic qualities demands formed evaluation criteria. In order for beauty to reveal its true value, we must be familiar with its particularities. Throughout the process of aesthetic education, various types of knowledge, abilities and evaluation criteria must be applied.
| A．This way, the child will develop the foundations for assessing the beautiful. |
| B．And it is these that the aesthetic experience is built upon. |
| C．The beautiful will be likely to be created. |
| D．Instead, it is about creativity in the creation of aesthetic values in everyday life. |
| E．Beauty can be found all around us. |
| F．In some way, this is the ability to perceive aesthetic qualities. |
| G．Aesthetic qualities have to be felt. |
10 . For many years we have talked about education in a changing society but have done little to educate for uncertainty. Perhaps the best insurance we can offer for this uncertainty is the presence of a good mind. To develop a good mind the student must learn how to learn and develop a taste for learning. The world of tomorrow needs flexible individuals, intelligently mobile individuals, individuals who can land on their feet when their jobs become technologically outdated, and individuals who can deal with the unexpected.
To educate for flexibility we must distinguish between training and education. To train is to emphasize immediate goals to neglect (忽视) the long-term growth. To educate, however, is to foster (培养) limitless growth to develop the good mind.
An inevitable element in education for flexibility is an attitude favorable to change. This is hard to develop. It requires faith in oneself and in the future. Then, what can the school and college do to build an attitude more favorable to change? Certainly they can and must develop the self-confidence of students, and build them up with repeated success instead of constant failure. Schools and colleges can help students admire what is admirable and provide continuing guidance in how to become a real person having faith in the future and having a good mind of his own.
To meet the striking social changes of the future, continuing education is a necessity. As Native Americans noted, you should keep on learning as long as you're ignorant. The flexibly educated person knows that today's fact may be tomorrow's misconception. So we should raise awareness of lifelong learning.
The test of a modern society capable of meeting change with accelerated (加速的) evolution instead of revolution does not lie in asking, “Is everybody learning?” To be learning is not only a condition for survival; it is also the basis for being richly alive.
1. What does the underlined words “land on their feet” mean in Paragraph 1? ________| A．Rise to their feet. | B．Keep the feet on the ground. |
| C．Stick to convention. | D．Get out of a difficult situation. |
| A．They can offer short-term training to students. |
| B．They can help students develop a good attitude to life. |
| C．They can build up students’ confidence with constant success. |
| D．They can stimulate the sense of pride of students and teachers. |
| A．Real education is aimed at long-term growth. |
| B．A flexible mind could turn misconception into truth. |
| C．Evolution speeds up the changes of the modern society. |
| D．Lifelong learning is the only guarantee of a bright future. |
| A．reference book | B．journal of education |
| C．traveling magazine | D．art book |
