1 . 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。

“Go home and ask your mummy about your blind brother! I am surprised you didn’t know that he is as blind as a bat!” Hearing Nathan’s, I wanted to land a blow on him for making fun of my two-year-old brother, David, but I was more desperate to find out the truth.

     With a misty vision, I ran home as fast I could. Still out of breath, I questioned, “Is David blind?” Mother turned to me with tears in her eyes. “Yes, he’s born blind.” It was a heartbreaking moment. Before I could continue any farther, mother hugged me and cried, “I’m sorry, Caleb. Dad and I just didn’t know how to tell you.”

Suddenly, it struck me that David was blind but he could still hear the while conversation. Not wanting him to be affected by it, I stopped crying and went forward and embraced him. “I love you so much, David.” Worry crept upon me: How hard life would be for him!

Little did I know that David was to inspire me so greatly.

As David grew up, he was fairly strong-willed. Despite the challenges that he faced, he continued to attend the school for visually impaired (损害) children. He insisted he would take the bus home on his own. Often, he would walk through the main door looking sheepish (怯弱的) and saying the same phrase, “Sorry Mum, I am late. I boarded the wrong bus again.”

Tough as life was, there was always silver lining of misfortune. Despite not being able to see, he could play a piece of music after listening to it being played once on the piano. He even dreamed of playing solo (独奏) one day on stage. Luckily for him, the school had discovered David’s extraordinary talent.

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。

One day, David burst through the main door excitedly.

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Tapping the ground with his walking stick, David entered the stage.

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3 . 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.
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Paragraph 2:
After several weeks later, she received a letter from the scholarship association. She had been accepted.
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4 . 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。
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5 . 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.