1 . Today's world is not an easy adjustment for young adults. Key skill set for success is persistence (毅力), a characteristic that researchers say is heavily influenced by fathers. Researchers from Brigham Young University discovered that fathers are in a unique position to help their adolescent children learn persistence.

BYU professors Laura Padilla-Walker and Randal Day arrived at these findings after following 325 American families over several years. And over time，the persistence gained through fathers led to higher achievement in school.

"There are relatively few studies that stress the unique role of fathers，"Padilla-Walker said. "This research also helps to prove that characteristics such as persistence-which can be taught-are key to a child's life success.”

Researchers determined that dads need to practice an "authoritative" parenting style. Authoritative parenting is not authoritarian:rigid，demanding or controlling. Rather，an authoritative parenting style includes some of the following characteristics:children feel warmth and love from their father；responsibility and the reasons behind rules are stressed children are given an appropriate level of autonomy(自主权).

In the study，about 52 percent of the dads exhibited above-average levels of authoritative parenting. A key finding is that over time，children raised by an authoritative father were significantly more likely to develop persistence，which leads to better outcomes in school.

This particular study examined 11 to 14-year-olds living in two-parent homes. Yet the researchers suggest that single parents still may play a role in teaching the benefits of persistence，which is an avenue of future research.

1. What is special about the BYU professors' study?

A．It centered on fathers' role in parenting.

B．It was based on a number of large families.

C．It analyzed different kinds of parenting styles.

D．It aimed to improve kids' achievement in school.

2. What would an authoritative father do when raising his children?

A．Ignore their demands.	B．Make decisions for them.
C．Control their behaviors.	D．Explain the rules to them.

3. Which group can be a focus of future studies according to the researchers?

A．Single parents.

B．Children aged from 11 to 14.

C．Authoritarian fathers.

D．Mothers in two-parent homes.

4. Which of the following is the best title for the text?

A．Three Characteristics of Authoritative Fathers.

B．Key Skills for Young Adults to Succeed in Future.

C．Children Tend to Learn Determination from Father.

D．Family Relationship Influences School Performance.

2 . Is future you? It might seem like a strange philosophical question. But the answer to how you think about your future self could make the difference between decisions you ultimately find satisfying and ones you might eventually regret.

The brain patterns that emerge on an MRI (核磁共振成像) when people think about their future selves most like the brain patterns that arise when they think about strangers. This finding suggests that, in the mind’s eye, our future selves look like other people. If you see future you as a different person, why should you save money, eat healthier or exercise more regularly to benefit that stranger?

However, if you see the interests of your distant self as more like those of your present self, you are considerably more likely to do things today that benefit you tomorrow. A paper in the journal PLoS One revealed that college students who experienced a greater sense of connection and similarity to their future selves were more likely to achieve academic success. Relationships with our future selves also matter for general psychological well-being. In a project led by Joseph Reiff, which includes 5, 000 adults aged 20 to 75, he found that those who perceived a great overlap (重叠) in qualities between their current and future selves ended up being more satisfied with their lives 10 years after filling out the initial survey.     

So how can we better befriend our future selves and feel more connected to their fates? The psychological mindset with what we call ”vividness interventions“ works. We have found, for instance, that showing people images of their older, grayer selves increases intentions to save for the long term. Besides, you might try writing a letter to-and then from-your future self. As demonstrated by Yuta Chishima and Anne Wilson in their 2020 study in the journal Self and Identity, when high-school students engaged in this type of ”send-and-reply“ exercise, they experienced elevated (升高的) levels of feelings of similarity with their future selves.

Letter-writing and visualization exercises are just a couple of ways we can connect with our future selves and beyond, but the larger lesson here is clear: If we can treat our distant selves as if they are people we love, care about and want to support, we can start making choices for them that improve our lives-both today and tomorrow.

1. What’s the function of paragraph 2?

A．Generating further discussion.	B．Introducing a research result.
C．Showing the effect of the finding.	D．Concluding various viewpoints.

2. How does the author prove his statements?

A．By offering relevant statistics.	B．By using quotations.
C．By referring to previous findings.	D．By making comparisons.

3. What is paragraph 4 mainly about?

A．Benefits of befriending our future selves.

B．Ways of connecting with our future selves.

C．Methods of changing psychological mindsets.

D．Possibilities of us becoming our future selves.

4. What does the article want to tell us?

A．Making future plans makes a difference.

B．Our future selves look like other people.

C．Getting to know your future self benefits.

D．Your choice affects the fates of strangers.

6 . For the past ten years, my dad and I have attended the same school--- he as an administrator and I as a student. Our relationship, in and out of school, has been totally unpredictable.

When I was younger, all that my dad said was doctrine （信条）and anything did I, _________, copied. We played games together, and stayed up late reading bedtime stories. I could__________ my dad taking me to school, running into him ________ during the day and riding home with him every afternoon.

As I grew older, we were not as _________as we used to be. He wasn't cool any more .He wore his socks too high, listened to _________ country music and laughed too loudly in front of my friends. He became a total embarrassment.

However, the _________ that occurred in school were even worse. The worst one happened in seventh grade. My dad came to our New Year party, __________as Donald Duck, guitar in hand, singing silly songs. Just kill me！ I wanted to run away.

This _________ continued into high school, but we somehow began to find a balance .Things started to ______around the time of my 10th-grade physics project. The ________was to build a wood bridge with the best strength-to-weight ratio（比率）. All the students and physics teachers __________ . So did my dad, the only administrator！ Embarrassed, as usual, I _________ the   scene._____________, later when I learned from my friends that my dad       _____ all competitors and won everyone's admiration, I found that mixed in with my__________was a touch of pride.

I had needed someone else to show me what I ________ in my dad. It wasn't the fact that he'd won； it was more than that. I began to_________ that we have many of the same values and sometimes the same opinions. No matter how much I had tried to________ him, he still influenced me.

I feel_________ to have such an unusual father. The ________ I have developed with my dad over the years has enabled me to look back and see how I’ve grown.

1.

A．temporarily

B．naturally

C．originally

D．passively

2.

A．apply to

B．count on

C．see off

D．pick out

3.

A．gradually

B．previously

C．regularly

D．eventually

4.

A．close

B．reliable

C．generous

D．confident

5.

A．creative

B．familiar

C．horrible

D．live

6.

A．failures

B．coincidences

C．competitions

D．disasters

7.

A．dressed up

B．broken down

C．settled down

D．signed up

8.

A．debate

B．party

C．progress

D．struggle

9.

A．happen

B．change

C．grow

D．disappear

10.

A．issue

B．task

C．lesson

D．procedure

11.

A．participated

B．protested

C．hesitated

D．explored

12.

A．fled

B．investigated

C．pictured

D．made

13.

A．Instead

B．Otherwise

C．Therefore

D．However

14.

A．convinced

B．defeated

C．ignored

D．evaluated

15.

A．confusion

B．encouragement

C．embarrassment

D．fascination

16.

A．recommended

B．tolerated

C．doubted

D．appreciated

17.

A．recognize

B．demand

C．argue

D．estimate

18.

A．approach

B．limit

C．resist

D．believe

19.

A．puzzled

B．fortunate

C．concerned

D．awkward

20.

A．strategy

B．habit

C．relationship

D．potential

7 . On the day he almost died, Kimbal Musk had food on the brain. The Internet startup talent and restaurateur had just arrived in Jackson Hole from a conference where chef Jamie Oliver had spoken about the benefits of healthy eating. This was something Musk thought about a lot- how he might make a difference to the food industry—but beyond expanding his farm-to-table movement along with his restaurant, Musk hadn’t yet broken the code. Then he went sailing down a snowy slope (坡) and fell over, breaking his neck. The left side of his body was paralyzed.

Musk eventually made a full recovery, but it involved spending two months on his back, which gave him plenty of time to come up with a plan. Since then, he has launched an initiative to put “learning gardens” in public schools across America; attracted Generation Z to the farming profession by changing shipping containers into high-tech, data-driven, year-round farms; and this year, is kicking off a new campaign to create one million at-home gardens.

Aimed at reaching low- income families, the Million Gardens Movement was inspired by the pandemic, as both a desire to feel more connected to nature and food insecurity have been at the forefront of so many people’s lives. “We were getting a lot of inquiries about gardening from people that had never gardened before,” says Musk. “People were looking to garden for a bunch of reasons: to supplement their budget, to improve the nutritional quality of their diets, or just to cure the boredom that came with the lockdown.”

The program offers free garden kits that can be grown indoors or outdoors, and will be distributed through schools that Musk's non-profit, Big Green, has already partnered with. It also offers free courses on how to get the garden growing and fresh seeds and materials for the changing growing seasons. “I grew up in the projects when I was young, in what we now call food deserts,” says EVE, one of the many celebrities who have teamed up with the organization to encourage people to pick up a free garden. “What I love about this is that it's not difficult. We are all able to grow something.”

1. What inspired Musk to be devoted to food industry?

A．An accident.	B．Jamie Oliver’s speech.
C．The pandemic.	D．The farm-to-table movement.

2. What can we learn about the Million Gardens Movement?

A．It has mainly attracted young generations.	B．It has just accomplished its target.
C．It may be stimulated by a lack of food security.	D．It increases economic burdens for the poor.

3. Which of the following best describes Musk?

A．Charitable.

B．Honest.

C．Flexible.

D．Strict.

4. Why is EVE taken as an example?

A．To demonstrate the program to be non-profit.	B．To share his experience in a food desert.
C．To encourage people to start a free garden.	D．To clarify the reason why he loves a garden.

8 . Teens and younger children are reading a lot less for fun, according to a Common Sense Media report published Monday.

While the decline over the past decade is steep for teen readers, some data in the report shows that reading remains a big part of many children’s lives, and indicates how parents might help encourage more reading.

According to the report’s key findings, “the proportion (比例) who say they ‘hardly ever’ read for fun has gone from 8 percent of 13-year-olds and 9 percent of 17-year-olds in 1984 to 22 percent and 27 percent respectively today.”

The report data shows that pleasure reading levels for younger children, ages 2—8, remain largely the same. But the amount of time spent in reading each session has declined, from closer to an hour or more to closer to a half hour per session.

When it comes to technology and reading, the report does little to counsel(建议) parents looking for data about the effect of e-readers and tablets on reading. It does point out that many parents still limit electronic reading, mainly due to concerns about increased screen time.

The most hopeful data shared in the report shows clear evidence of parents serving as examples and important guides for their kids when it comes to reading. Data shows that kids and teens who do read frequently, compared to infrequent readers, have more books in the home, more books purchased for them, parents who read more often, and parents who set aside time for them to read.

As the end of school approaches, and school vacation reading lists loom(逼近) ahead, parents might take this chance to step in and make their own summer reading list and plan a family trip to the library or bookstore.

1. What is the Common Sense Media report probably about?

A．Children’s reading habits.

B．Quality of children’s books.

C．Children’s after-class activities.

D．Parent-child relationships.

2. Where can you find the data that best supports “children are reading a lot less for fun”?

A．In paragraph 2.	B．In paragraph 3.
C．In paragraph 4.	D．In paragraph 5.

3. Why do many parents limit electronic reading?

A．E-books are of poor quality.

B．It could be a waste of time.

C．It may harm children’s health.

D．E-readers are expensive.

4. How should parents encourage their children to read more?

A．Act as role models for them.

B．Ask them to write book reports.

C．Set up reading groups for them.

D．Talk with their reading class teachers.