1 . Just being smart doesn’t mean someone will be successful. And just because someone is less smart doesn’t mean that person will fail. That’s one take-home message from the work of people like Angela Duckworth.

She works at the University of Pennsylvania in Philadelphia. Like many other researchers, Duckworth wondered what makes one person more successful than another. When digging deeper, Duckworth found that the people who performed best shared a quality (品质) independent of smarts. They had what she now calls grit (毅力). Duckworth developed a set of questions to test it.

In one study of people 25 and older, she found that as people age, they become more likely to stick with a project. She also found that grit increases with education. People who had finished college scored higher in the grit test than people who quit before graduation did. People who went to graduate school after college scored even higher.

She then did another study with college students. Duckworth wanted to see how smarts and grit influenced performance in school. So she compared scores on college-entrance exams, which test IQ, to school grades and someone’s score in the grit test. Students with higher grades seem to have more grit. That’s not surprising. Getting good grades takes both smarts and hard work.

But some people counter that this grit means success. Among those people is Marcus Credé, a teacher at Iowa State University in Ames. He recently showed the results of 88 studies on grit. Together, nearly 67,000 people took part in these studies. And grit did not predict success, Credé found.

However, he thinks grit is very similar to someone’s ability to set goals, work toward them and think things through before acting. It’s a basic personality quality, Credé notes — not something that can be changed.

“Study habits and skills, test anxiety and class attendance are far more strongly connected to school grades than grit,” Credé says. “We can teach students how to study well. We can help them with their test anxiety,” he adds. “I’m not sure we can do that with grit.”

1. What can we know from the first two paragraphs?

A．Grit decides how smart one might be.

B．Grit is a quality dependent (依赖的) on smarts.

C．Success has nothing to do with smarts.

D．Smart people may not succeed.

2. What might influence a person’s grit according to Angela Duckworth’s findings?

A．Lifestyles.

B．Family tradition.

C．Education.

D．Personality types.

3. What does the underlined word “counter” in paragraph 5 probably mean?

A．Doubt.

B．Reply.

C．Accept.

D．Warn.

4. What is Credé’s opinion about grit?

A．It is strongly related to test anxiety.

B．It can hardly be taught in school.

C．It should be paid no attention to in teaching.

D．It can’t influence students’ school grades.

3 . 根据必修一所学语段中的原词填空。

Put simply,     1     is your natural ability that can be developed when you try hard enough. Who knows what beautiful works of art you will create, what medical     2     you will make or what     3     technologies you will develop! The possibilities are endless, and I have confidence     4     your ability to make a     5     to your family, to your community and to your country. Over the next three years, you will discover your potential while you develop as a student and as a person.

5 . The Power of Determination

The little country schoolhouse was heated by an old coal stove. A little boy came to school early each day to start the ________ and warm the room before his teacher and his classmates got there.

One morning they ________ to find the schoolhouse burning. They dragged (拖) the little boy out of the building. He was almost dead. Then he was ________ taken to a nearby country hospital.

The ________ told the boy’s mother that since the lower part of his body was ________ burnt, he couldn’t use his legs anymore. However, the ________ boy made up his mind that he would walk. Unluckily his thin legs ________ hung there, all but lifeless.

Finally he returned home from the ________. Every day his mother would press his little legs, but there was no feeling, no control, ________. Yet his determination that he would walk was as ________ as ever.

________ he wasn’t in bed, he would sit in a wheelchair. One sunny day his mother wheeled him out into the yard to get some fresh ________. This day, instead of ________ there, he threw himself from the chair and pulled himself across the grass, dragging his ________ behind him.

He worked his way to the white fence (栅栏) around the yard. With great effort, he raised himself ________ on the fence. Then, he began dragging himself along the fence, he ________ that he would walk. He ________ to do this every day. There was nothing he ________ more than to develop life in those legs.

In the end, through his determination he ________. Gradually he began to walk to school, then to run to school, to run ________ the joy of running. Later in college he made the running team.

Still later, this determined young man in Madison Square Garden, Dr. Glenn Cunningham, ran the world’s fastest mile!

1.

A．fire

B．class

C．game

D．story

2.

A．left

B．waited

C．arrived

D．hid

3.

A．clearly

B．quickly

C．suddenly

D．nearly

4.

A．teacher

B．classmates

C．doctor

D．headmaster

5.

A．slowly

B．gradually

C．hardly

D．seriously

6.

A．honest

B．brave

C．careful

D．polite

7.

A．just

B．also

C．once

D．ever

8.

A．school

B．yard

C．hospital

D．square

9.

A．everything

B．anything

C．something

D．nothing

10.

A．strong

B．stubborn

C．strange

D．smart

11.

A．Until

B．When

C．Because

D．After

12.

A．flowers

B．water

C．air

D．fruit

13.

A．jumping

B．sitting

C．sleeping

D．standing

14.

A．arms

B．chair

C．legs

D．mother

15.

A．aside

B．over

C．down

D．up

16.

A．believed

B．doubted

C．promised

D．suggested

17.

A．advised

B．allowed

C．refused

D．started

18.

A．afforded

B．hated

C．forgot

D．wanted

19.

A．set off

B．got back

C．stood up

D．took away

20.

A．to

B．for

C．from

D．without

8 . 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。

The day I met Hani Irmawati, she was a shy, 17-year-old girl standing alone in the parking lot of the international school in Indonesia, where I teach English. She asked if I could help her improve her English. I could tell it took lots of courage for the young Indonesian girl to ask for help. “I want to go to a US university,” she said with confidence. I was surprised.

I agreed to work with her on a volunteer basis. For several months, Hani woke each morning at five and caught the city bus to her public high school. During the ride, she studied for her regular classes and the English assignments I had given her. At four o’clock in the afternoon, she arrived at my classroom, exhausted but ready to work.

Hani lived in a two-room house with her parents and two brothers. When I met them at their house, I realized they would never be able to afford the expenses of a US university. Not only does it require lots of files to submit, including the language test scores and CV (简历). The most important part is the money that will cost.

Hani’s enthusiasm (热情) was increasing with her language ability, but I was becoming more and more discouraged.

One day I received the announcement of a scholarship (奖学金) opportunity for a major US university. After reading the requirements, I knew Hani couldn’t meet the qualifications. Because this is a Test of English Fluency in Jakarta. The entire test would be an huge challenge for someone who had never touched a computer before. I told her that there was only a small chance of her getting the scholarship and encouraged her to be more“realistic" about her dream. But she remained determined.“Will you send in my name?" she asked.

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。
Paragraph 1:
I couldn’t turn her down. I completed the application with her real academic performance.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
After several weeks later, she received a letter from the scholarship association. She had been accepted.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9 . 假定你是李华。Teens正在举行主题为“Being a Better Self”的征文活动。请你结合自身生活或学习经历，写一篇短文投稿，谈谈你的变化和感受。
注意：
1. 词数80左右;
2. 可以适当增加细节，以使行文连贯。
3. 不得透露任何与个人和学校相关的真实信息。
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10 . Directions: Read the following passage. Summarize in no more than 60 words the main idea of the passage and how it is illustrated. Use your own words as far as possible.

As parents, we need to help children build toward future success by developing persistence. Persistence is what drives actions such as finishing a task, pushing through frustration, putting in time and effort, or finding creative approaches to a challenging problem. The ability to keep trying early in life is linked to all sorts of favorable outcomes years later.

There are three main strategies for encouraging persistence in your child.

The first is modeling what persistence looks like. Good modeling is more effective when planned and carried out with a specific goal (such as developing honesty, or, yes, persistence) in mind. Parents who noticeably struggle with something that are slightly difficult at home, but continue to pursue the activity anyway, and repeat that pattern over time, may naturally foster persistence in a child. It helps more if they sometimes comment: “Hmm, that did not work. Let me try another way.”

When you see your child doing this themselves and devoting special effort to a task, praise them right then and there. Praise even the smallest signs of effort. Quickly, clearly doing this will increase the child’s effort, which can, in turn, extend to other activities and situations they encounter in the future. In general, if you spot the child trying hard or harder than she usually does and working through tasks, praise them for what they are doing.

And if you do not see this happening, and your child is not doing something a bit difficult, you do not need to wait. You can provide opportunities for persistence. That is, try to combine modeling and praise: Do anything that involves some time and effort together. Then, set small and eventually larger goals. Depending on how it is going, have the child do more and more of the task while you keep him or her company. However, your chosen activity should be fun or, at least, a time free of reprimands or harsh corrections.

Some people are more naturally persistent than others. Repeated practice can teach children that the process is important—sometimes just as important as the goal.