1 . When young, I loved going on trail（小路） runs. It was my favorite way to escape stress. So, when I was back in my hometown after a tough first year of my Ph. D. program, I thought a trail run was just what I needed. But instead of helping me relax, the run did just the opposite.
After I moved to the city for college, where my runs were on flat concrete paths instead of winding dirt trails, I used a GPS watch. When I went on trail runs again in the country, it constantly reminded me of the fact that I wasn’t keeping up with my usual pace. I turned my watch off, thinking that would allow me to enjoy my surroundings and find the peace I expected, but I worried I was underperforming. “Why can’ t I let go and just enjoy myself?” I wondered. But after some introspection（反省）, I realized why I was struggling—both on trail runs and in graduate school.
Going into my Ph. D. , I had thought that my solid undergraduate track record would set me up for instant success. To my surprise, I was wrong. I lacked confidence in my research abilities which I thought stopped me performing well and I constantly felt my progress was too slow. Other students’ self-confidence and their excellent results made me feel insecure. Finally, one day I broke down in tears in my adviser’ s office.
Then came my visit home: I was having trouble because I hadn’ t properly adjusted my expectations to the differences between an urban run and a trail run.
A Ph. D. is like a trail run: Sometimes you can run fast. Sometimes you might find yourself climbing up a steep, winding trail at a snail’ s pace. And that’ s OK. Barriers are unavoidable, and success looks and feels different on a challenging trail than it does on a smooth, flat path. Sometimes it’ s best to take a deep breath and do your best to meet the challenge.
1. How did the author feel when he was on trail runs again?| A．Relaxed. | B．Tired. |
| C．Anxious. | D．Happy. |
| A．His lack of confidence. | B．His lack of hard work. |
| C．His poor research abilities. | D．His poor track record. |
| A．His desire for success. | B．His confidence of trail runs. |
| C．His expectations in his study. | D．His realization after the trail run. |
| A．Failure is the mother of success. |
| B．Working out regularly is beneficial. |
| C．It’ s important to make necessary adjustments. |
| D．It’ s vital to turn to others for help. |
2 . “You know, the soft subjects,” says the boy in maths. “The easy ones: the stupid girls at the bottom take them. Like dance. It shouldn’t even be a subject. ” We’re choosing subjects for our A-level taster day at school. I see the raised eyebrows (眉毛) when I explain two of my GCSE (General Certificate of Secondary Education) choices are dance and drama(戏剧).
I was told by advisers that dance and drama wouldn’t help me to get a suitable career. My friends told me I’d get bored of dance and switch to science within the first month.
But taking GCSE dance was the best decision I ever made. Dance gives me something to pour my head and heart into. It gives me a feeling of belonging, creativity, security and freedom.
The education secretary Nicky Morgan has put emphasis on (强调) science, technology, engineering and maths (STEM), saying that students who focus on the arts risk their careers. Stopping young people from expressing themselves at such a young age is not doing them any favours. Perhaps Nicky Morgan has forgotten to open the door of having a drive to study that subject day in, day out. It shouldn’t matter what that subject is.
I don’t doubt the influence that STEM subjects can have on the people that love them. But to force children into one field is cruel. As much as I try, I’m not good at and don’t love physics, biology or maths. I don’t want a career in these areas.
There has been a decrease in the number of state schools offering arts subjects taught by specialist teachers. I can’t even imagine how it feels to be told that you don't teach a “real subject” by an 8-year-old boy.
To the teachers, the parents, the government I say: Let children make their own decisions. Let them live in the present. Let them have a real, unlimited education.
1. How does the boy in maths feel about dance?| A．Useless. | B．Difficult. | C．Beautiful. | D．Important. |
| A．lost interest in it | B．kept her mind on it |
| C．turned to other subjects | D．struggled with Her lessons |
| A．She encourages students to learn soft subjects. |
| B．She suggests students take a risk in their careers.. |
| C．She underlines the importance of STEM subjects. |
| D．She allows students to express themselves freely. |
| A．They attract much attention worldwide. |
| B．They are taught by non-professionals. |
| C．They are considered less important. |
| D．They have made great progress. |
