写作要点：1. 提出倡议的背景；2. 倡议的内容；3. 提出呼吁。
参考词汇：all-round talents全能型人才
注意：1. 写作词数应为80左右；
2. 适当加入细节，使内容充实、行文连贯；
3. 请按如下格式作答。
To Be an All-round Student
Dear boys and girls,_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The English Club
2 . Does Chinese philosophy influence your parenting? It is the question I am most often asked. Chinese philosophy contains many lessons that are useful, accessible and timely when applied to the challenges of parenting. Confucianism and Daoism suggest ways to guide your children toward meaning and fulfilment rather than wealth and fame.
Parenting is tough, especially because there isn’t a one-size-fits-all approach. Different kids need different things. How do we stay focused on what matters most? How do we navigate difficult times with our kids and support them when they struggle? All of us want our children to be successful, partly because we love them and want them to be happy. But it is easy to mistake “success” with certain kinds of academic or athletic achievements.
Of course, one can define success in this way. But ancient Chinese philosophers believed that real success is not measured by fame, money or power. A successful life is one in which a person flourishes: they are happy, fulfilled, and they find meaning in what they do and who they are. This type of fulfilment comes from loving and being loved by others within the context of meaningful, lasting relationships; giving generously of what you have to others; caring for and having a genuine love of nature; and shouldering your responsibility.
Most of us know that having an Ivy League degree and a high-paying job is not going to make our children happy and fulfilled in life. Yet we worry about how they will find things they love to do and that they are good at. Philosophers from the two most influential ancient Chinese traditions — Confucianism and Daoism — talk more about human flourishing, virtue, happiness and fulfilment than about “success”.
Chinese philosophers argued that we genuinely flourish — are happiest and most fulfilled — when we develop these virtues. This can never be measured in terms such as earning power, entering famous schools or getting jobs. Instead, it is measured in how we treat people — how one loves and is loved by one’s family and friends — and in what one does to make the world a kinder, gentler, more humane and beautiful place. They encourage us to help our children learn more about the world around them.
The Confucians and Daoists were a little like yin and yang: Confucians have a lot of active, hands-on ways to help children grow, such as participating in traditions, while the Daoists recommend simpler activities, such as exploring the beauty of nature. Their diverse views on living a good life are precisely what makes Chinese philosophy such a great resource for parents.
Parenting is messy. It is not simple or straightforward but complex and difficult. There are no magic solutions that make things easy or smooth. Most of us will need to piece together different approaches in order to find something that works well and feels right in different situations, for different children, and at different times in a child’s life.
1. According to the author, parenting is challenging because________.| A．Parents don’t know what success refers to |
| B．Children don’t believe in Chinese philosophy |
| C．There are many theories of parenting to choose |
| D．One can’t find a standard approach to suit every child |
| A．People who flourish can feel successful because they live a meaningful life. |
| B．Only when people make contribution to society can they feel successful. |
| C．A successful life can be measured by reputation and wealth. |
| D．Success just means one should be friendly to nature. |
| A．Confucians think graduating from famous university can make children intelligent and fulfilled. |
| B．Daoists are more influential than Confucians because of their simpler activities. |
| C．Confucians and Daoists together can provide parents abundant resources. |
| D．It is enough for parents to just learn Chinese Philosophy well. |
| A．Critical . | B．Objective. |
| C．Indifferent. | D．Suspicious. |
3 . It’s an unconventional setting. Children of varying ages are reading actively. Seated next to them are teenagers, many of them girls, staring at the Hindi alphabet(字母表)on the blackboard. In charge of this class are three young girls, not much older than their students. But when Tabassum, Tarannum and Rubina, no more than 22, start speaking, you know the difference. Their confidence takes you by surprise.
A little over 10 kilometres from Varanasi lies the village of Sajoi where illiteracy(文 盲)was quite common. It had blocked out modernity until recently, especially when it came to its women. Educating girls was considered pointless, and the possibility of women stepping out of their homes, unthinkable.
Things began to change in 2010 when Human Welfare Association (HWA), identified Sajoi for a planned intervention. HWA set up a centre in Sajoi to offer free education but the villagers needed to be convinced to join in. The organization needed volunteers who valued education. Tabassum, Tarannum and Rubina embraced the opportunity.
After completing their high school education, the girls set out on another important mission-persuading the locals to send their children to schools. “We went knocking at every door, talking to elders, “recalls Rubina. Some villagers asked them to mind their own business. “We didn’t let all this distract our attention from the main goal, ” Rubina says.
The girls honed their approach. They didn’t ask people to stop their children from working, but urged them to send them to schools for an hour or two. Slowly, children started trickling(缓 慢增加)in. Motivational Learning Centre, as the girls call it, is no replacement for school. It is there, in fact, that they create the hunger for knowledge. It also helps school-going children so they don’t lose interest and drop out.
Those who doubted the girls’ intentions now recommend the centre to others. The number of admissions to schools has steadily increased and the dropout rate in Sajoi has fallen.
1. How does the author start the text?| A．By describing a typical scene. |
| B．By comparing different views. |
| C．By analyzing certain reasons. |
| D．By providing background information. |
| A．Most families had a tight budget. |
| B．They were engaged in working. |
| C．The locals didn’t value education much. |
| D．The educational resources were insufficient. |
| A．Abandoned. |
| B．Explained. |
| C．Adopted. |
| D．Improved. |
| A．To explain the consequences of poor knowledge. |
| B．To show efforts to fight against illiteracy in India. |
| C．To reflect on the current educational situation in India. |
| D．To inform us of the urgent need for the youth to get educated. |
When Donald Crouch first encountered Jim in his English class in rural Michigan, he saw an unhappy boy, who’d gone deep into a cocoon (茧) of silence.
Donald might have assumed that Jim was bored or uninterested or even backward. Certainly, he appeared to be all of those things.
But there was something in the young boy that lit up whenever the subject turned to poetry. It was unnoticeable, but Donald could see a shift in the boy ‘s attitude--a quiet but unmistakable enthusiasm that accompanied any discussion of Chaucer, Shakespeare, or Tennyson. A twinkle in his eyes would appear whenever Donald lectured on matters of English verse, something which proved to be most appealing to the otherwise disappointed teacher. Although Jim was interested in all manners of poetry, he seemed particularly excited when Donald would discuss Walt Whitman, that greatest of American poets.
One day Donald kept Jim after school and learned that Jim stuttered ( 口吃). Donald understood that Jim had accepted the written word because the spoken word had escaped him. The next day, Donald told the pupils to write a poem. Jim turned his assignment in, and Donald was surprised by how good it was.
The teacher read the assignment over and over again in disbelief and, truth be told, with a little bit of envy; how could a student from the middle of nowhere come up with something like this? He turned his head once again to the boy and began to have an idea.
Donald had noticed earlier that Jim’s stutter disappeared whenever he quoted his favorite poets out loud .
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The whole class turned their attention to Jim.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________5 . Boris Johnson has said extending the school day is “the right thing to do” and the government is examining how extra hours could be used for additional tuition and activities. In his strongest commitment yet to imposing the extra hours, the prime minister also criticized the work of the former education recovery chief, Sir Kevan Collins, telling ministers that their catch-up schooling plan was not ambitious enough.
Collins once recommended spending about £ 15 bn on education recovery, including extending the school day by 30 minutes. Government officials said the plan was praiseworthy in some aspects. But they also suggested further cash for education catch-up at the autumn spending review, due to the objection that the plan already announced left much to be desired.
Speaking to the education committee chair, Robert Half on, Johnson said: “We’re looking at the evidence, and if Fm absolutely frank with you and the committee, to begin with some of the evidence that was assembled was not as good as it could have been.” The evidence on lengthening the school day wasn’t as powerful as it was on tuition, for instance, but that doesn’t mean it’s not the right thing to do. I do think it’s the right thing to do. Question is how you do it. What sorts of activities do you need? Are they academic? As you rightly say, we’re doing a proper review of all of that to get the evidence that we want. Halfon said he was encouraged by the comments. “We need radical thinking and radical action to tackle the disaster which has befallen children in the last 18 months” he told the Guardian, “If the government is seriously looking at a longer school day as the PM has suggested, that is encouraging.”
Teachers’ unions had warned that plans to extend schooling hours could backfire. Geoff Barton, the general secretary of the Association of School and College Leaders, said: ”We know that quality of teaching is more important than quantity. It will be vital that these proposals are properly resourced and don’t become an unsustainable burden on schools, leaders and teachers. And there will be many questions about exactly what the expectation will be over the content of longer school days.”
1. What did the government officials think of the plan already announced?| A．It was a good try but limited itself. |
| B．It was well-designed but poorly conducted. |
| C．It was inspiring but the evidence was unreliable. |
| D．It was a failure but the methods deserved praise. |
| A．Favorable. | B．Opposed. |
| C．Indifferent. | D．Ambiguous. |
| A．The public has no expectation of the content of longer school days. |
| B．Quality of teaching should be attached more importance to than quantity. |
| C．All the work of the former education recovery chief fails to gain affirmation. |
| D．There are enough powerful evidences to confirm extending the school day is meaningful. |
| A．Extending the school day is proved to be right to do. |
| B．All are pulling together to tackle the education problem. |
| C．Experts are investigating the ways to extend the school day. |
| D．There are both pros and cons to extending the school day. |
6 . Psychological science is full of interesting topics, many of which tell a coherent (连贯的) picture of human nature, but some of which create seemingly contradictory stories. A case in point is the tricky, and misunderstood, overlap (重叠部分) between strength-based science and the research on narcissism (自恋).
There is now convincing evidence to show that narcissism is on the rise, especially in our youth. Some researchers say that about 25% of young people show symptoms of narcissism. The inflated ego of Generation Me is reflected in reality TV, celebrity worship, and out-of-control consumerism.
We are correct to be concerned about this phenomenon, but our fear that all kids are potential narcissists has caused an unhelpful counter-reaction to approaches that seek to make our children and teens feel good about themselves.
In my own research on strength-based parenting, it is common for people to wrongly think this approach to be the cause of narcissism. Their argument seems to be that a child who knows his strengths will automatically view himself as better than everyone else. It is argued that the self-assurance that comes with identifying and using their positive qualities will make a child selfish and uncaring. Genuine confidence about one’s strengths is categorized as over-confidence; desirable self-knowledge is branded as excessive (过分的) self-admiration.
Why does this occur? It’s partly because more is known about narcissism than strengths. While strengths psychology has largely stayed within the limit of academic journals, research on narcissism has made its way into the mass media and our daily life. A famous magazine noted that narcissism is a favored topic and that people everywhere are diagnosing others with it.
The fear that a strength-based approach will cause narcissism also occurs because of our binary (非此即彼) thinking. We mistakenly believe that one cannot be both confident and humble. We focus on Donald Trump and Kim Kardashian rather than Mahatma Gandhi and Mother Teresa. Without confidence in their strengths, Gandhi and Mother Teresa couldn’t have achieved so much, and yet modesty and selflessness are their qualities.
When we assume that strength-focus is the same as a self-focus, we fail to make the idea clear that people who know their strengths are, actually, more likely to be pro-social and ready to help others.
It’s easy to conclude that every young person is at risk of becoming a narcissist but I’d like to stand up for the thousands of young kids I have worked with, who are caring, thoughtful and humble — even when they use their strengths.
1. Which of the following opinions may the writer agree with?| A．Strength-based parenting leads to narcissism. |
| B．It’s unhelpful for us to make our children feel good about themselves. |
| C．To say all kids are potential narcissists is overstating the case. |
| D．Children who know their strengths tend to be more selfish and uncaring. |
| A．Academic journals report more on narcissism. |
| B．There is a lack of narcissism in our common sense. |
| C．Many people are diagnosed with narcissism by doctors. |
| D．The general public has less access to strengths psychology. |
| A．Because they are as famous as Donald Trump. |
| B．Because they are both confident and modest. |
| C．Because confidence is quite important for celebrities. |
| D．Because a strength-based approach will cause narcissism. |
| A．Favorable. | B．Neutral. | C．Disapproving. | D．Doubtful. |
| A．Teens’ Psychology Research | B．Teens’ Narcissism Diagnosis |
| C．Teens’ Strength-based Approach | D．Teens’ Confidence Misunderstood |
7 . Parents and teachers worry about the loss of learning caused by the COVID-19 and want to catch up immediately. But it’s unrealistic to think that a few months will fully close the gaps.
Educators tend to underestimate the importance of knowledge, as though rote (死记硬背) teaching harms teaching higher-order thinking. But science shows otherwise. The processes that teachers care about most, like critical thinking, are closely interconnected with factual knowledge stored in long-term memory. Yet we continue to romanticize an impossible shortcut: teaching critical thinking as if it were a universally applicable skill.
Take the subject of reading, which schools see as thinking skills that can be taught directly: I will teach students what an inference is. Actually, students make inferences when they can read fluently and have the vocabulary and background knowledge to name what is unsaid.
Educators also often underestimate memory. Cognitive (认知的) scientist Paul Kirschner argues that building memory is “the aim of all teaching” and that “if nothing has changed in long-term memory, nothing has been learned”. At the end of a lesson, if students appear to understand an idea, their teacher may think, “Great, they really understand the point.” But if weeks later, the students forget it, learning has not really occurred.
Finally, we must consider students’ emotional needs. Belonging is one of the most profound (深切的) human emotions. Consider a classroom in which students are socialized to comment: “I agree with Cassidy and want to provide another example.” That conveys to Cassidy that her comments were meaningful. This would also be achieved if, when Cassidy is speaking, her classmates are looking at her, nodding and sending positive nonverbal social signals that they value her words. Only peers can provide this sense of belonging, but teachers can cultivate the environment.
All in all, if we want to benefit students, we must ground our teaching in the science that value knowledge and memory, and the role that belonging plays in students’ study.
1. What can we know about critical thinking according to the passage?| A．It can be taught directly. | B．It is gradually formed. |
| C．It is deeply rooted in reading. | D．It is universally applicable. |
| A．When students perform well in class activities. |
| B．When students understand what has been taught. |
| C．When students achieve changes in long-term memory. |
| D．When students start to forget unnecessary information. |
| A．Nonverbal social signals matters in class. |
| B．Being sociable in the classroom is important. |
| C．Students should support each other in class discussions. |
| D．Classrooms are where the feeling of belonging is developed. |
| A．To urge schools to teach more knowledge. |
| B．To show concern about the influence of COVID-19. |
| C．To promote higher-order thinking like critical thinking. |
| D．To suggest a scientific way to catch up the loss of learning. |
8 . As countless unmade beds and unfinished homework assignments prove, kids need rules. Yet how parents make demands can powerfully influence a child’s social skills, psychologists at the University of Virginia recently found after the conclusion on a study investigating the transition from adolescence to adulthood.
Initially 184 13-year-olds filled out multiple surveys, including one to assess how often their parents employed psychologically controlling strategies, such as threatening to withdraw affection. The kids rated, for example how typical it would be for Dad to suggest that “if I really cared for him, I would not do things that caused him to worry” or for Mom to become “less friendly when I did not see things her way.”
The researchers followed up with the subjects at ages 18 and 21, asking the young adults to bring along a close friend. These pairs were asked to answer questions that were purposefully written to cause a difference of opinion. “We wanted to see whether they could handle a disagreement in a healthy way,” says study leader Barbara Oudekerk, now at the U.S. Department of Justice’s Bureau of Statistics.
In the October issue of Child Development, Oudekerk and her colleagues report that the 13-year-olds who had highly controlling parents floundered in friendly disagreements at age 18. They had difficulty stating their opinions in a confident, reasoned manner in comparison to the kids without controlling parents. And when they did speak up, they often failed to express themselves in warm and productive ways.
The researchers suspect that controlling parents affect their child’s ability to learn how to argue his or her own viewpoint in other relationships. Although parents do need to set boundaries， dominating strategies imply that any disagreement will damage the bond itself. Separate findings suggest that parents who explain the reasons behind their rules and turn disagreements into conversations leave youngsters better prepared for future disagreements.
The consequences of tense or dominating relationships appear to worsen with time. This study also found that social difficulties at 18 predicted even poorer communication abilities at age 21. Psychologist Shmuel Shulman of Bar-llan University in Israel, who did not participate in the work, thinks these conclusions convincingly reveal how relationship patterns “carry forward” into new friendships.
1. What did the researchers from the University of Virginia do in their research?| A．They asked kids about how they got along with their parents. |
| B．They surveyed some parents about what rules kids needed. |
| C．They inquired into what the kids’ friends thought of them. |
| D．They traced their subjects for nearly eight years. |
| A．struggled with | B．dealt with | C．looked over | D．took over |
| A．Shmuel Shulman thinks more evidence is needed for the new research. |
| B．Controlling parents’ influence on their kids gets stronger as time goes by. |
| C．21-year-olds are more eager to be free of parents’ control than 18-year-olds. |
| D．Kids can handle disagreement better if their parents get along well with each other. |
| A．Pushy parents could harm their kids’ social skills. |
| B．Kids should learn what friendly disagreements are. |
| C．Parents; affection matters in terms of kids; personality. |
| D．Few parents explain the reasons why they set boundaries. |
9 . An economist, Adam Smith, famously wrote that “it is not from the benevolence (慈善)of the butcher, the brewer or the baker, that we expect our dinner, but from their regard to their own self-interest.” Like Smith, many economists today believe that one’s self-interest is what drives competition and growth in market economies. Yet, in an increasingly interconnected society, it is even more crucial to have collaborative skills. Thus we should encourage cooperation to better prepare children for the future.
Firstly, in the present age marked by the transformative potential of technology to facilitate interactions, cooperation is an especially prized soft skill to have. As a research study proves, soft skills such as good communication and empathy consist of qualitative indicators of outstanding employees as compared to technical skills or knowledge. In contrast, excessively (过分地)competitive and individualistic behaviour may fracture social relations in the community of co-workers and since no man is an island, even the most competent employee will not be able to pursue his goals effectively without the help of others who are able to share a common vision and understanding.
Moreover, encouraging cooperation increase a healthy sense of self-esteem in children that better prepares them for the competitive working world. Many modern societies today are consumed by an obsessive drive for success and the pressure to perform has infiltrated both classrooms and offices alike. The consequences of the fierce competitive culture include higher rates of anxiety and depression among university students and office workers, which are all counterproductive. Teamwork can help a maturing individual realise that each has his or her own unique set of abilities to bring to the table and that another person’s strengths do not in any way diminish (降低)the value of his or her talents. Thus, cooperation can affirm the self-worth of children by correcting the violent insight that winning or paper achievement is an exclusive (唯一)measure of success in life.
However, critics may claim that in a cutthroat world, adapting to competition should be of supreme priority in education and parenting. To achieve one’s deepest ambitions, such as to become a medical student, or to create a tech start-up, one has to adopt competition by actively fighting for opportunities and distinguishing oneself from others. Nevertheless, since passion can already stimulate children to work hard to fulfill their ambitions, the need to encourage competition may be at the end of the day. As much as external competition can drive people to pursue excellence, internal motivation is at least equally or arguably even more essential, and collaboration plays an instrumental role in helping one uncover one’s tendency and motivations.
1. What can be inferred from Adam Smith’s words?| A．Our society is increasingly interconnected. |
| B．Our dinner is made out of the regards to markets. |
| C．Self-interest pushes the development of economies. |
| D．The butcher, the brewer or the baker is not sympathy. |
| A．Deepen. | B．Establish. | C．Maintain. | D．Damage. |
| A．Paper achievement is an exclusive measure of success. |
| B．Confidence and ambitions can be achieved through cooperation. |
| C．Actively fighting for distinguishing oneself is a healthy competition. |
| D．Competition is not essential for people to pursue excellence. |
| A．To introduce parents the advantages of cooperation. |
| B．To inform parents to balance cooperation and competition. |
| C．To persuade parents to care about their children’s education. |
| D．To tell parents to encourage their children to learn to cooperate. |
10 . Dalena worked as a teacher in a small Indian village, where girls attended school only for primary education. Mala was a(n)
Dalena decided to
Dalena said, “I do respect your customs, but these are old
In the next two weeks, Dalena visited the family many times. Finally, Mala’s father
Mala
| A．unique | B．brilliant | C．strange | D．energetic |
| A．family | B．health | C．education | D．security |
| A．absent | B．ill | C．busy | D．lonely |
| A．turn around | B．come through | C．check up | D．get out |
| A．doubted | B．abandoned | C．predicted | D．revealed |
| A．shocked | B．embarrassed | C．excited | D．amused |
| A．attitude | B．marriage | C．culture | D．fortune |
| A．economically | B．academically | C．officially | D．mentally |
| A．customs | B．differences | C．comments | D．changes |
| A．question | B．object | C．hesitate | D．regret |
| A．proofs | B．conflicts | C．beliefs | D．methods |
| A．return | B．adapt | C．attach | D．rise |
| A．agreed | B．pretended | C．failed | D．afforded |
| A．switched | B．missed | C．treasured | D．created |
| A．award | B．support | C．situation | D．link |
