1 . We believe that there is more to education than preparation for a job. Children must be prepared for all aspects(方面) of their future work, personal relationships, creative activities, dealing with money matters, independence, and parenthood.
But it would be unrealistic(不现实的) to provide an education which took no consideration of the needs of employers.
What type of training does the business world regard as important?
Many young people applying for jobs were, in the employers’ opinions, very weak in the basic skills of handwriting, grammar and spelling. “Though additional education at university level improved the students’ general ability,” a report states, “in basic skills the standards remained stubbornly low.”
There are different opinions about whether standards have gone down in recent years. What is certain is that employers do not believe the standards are now high enough. Do technological changes make greater demands upon the students’ abilities?
We should also remember that the job expectations of young people have increased. Girls who would have once become shop assistants or hairdressers now want to be secretaries. Boys who sought an apprenticeship (学徒工作) 20 years ago now desire to have an engineering degree. But it is still the same girls and boys with the same degree of ability. No wonder there are problems in reaching the “necessary standards” of the business world.
Many employers believe that it is important for teachers to have experience outside the world of college and school. They should work for a while at some other kinds of job “to see how the world of business is different from their own”. The teaching occupation and society in general need a greater understanding of manpower needs and therefore of “the desired” direction of the education system.
1. The article mainly talks about _________.| A．no education among young people |
| B．meeting the educational requirements of employment |
| C．the problem of unemployment |
| D．the weaker standards of education |
| A．pay more attention to students’ academic ability |
| B．only meet the needs of employment |
| C．be suitable to all aspects of being an adult, including employment |
| D．center on grammar |
| A．those who are likely to be unemployed |
| B．those who have just left middle school |
| C．those who are looking for jobs far beyond their abilities |
| D．those who might have become shop assistants, hairdressers and apprentices in the past |
| A．never change their jobs | B．improve their teaching methods |
| C．spend more time on their school work | D．get some work experience outside school |
2 . There is a time when many Americans question whether a college degree is worth its cost. However, a recent study found Americans who completed college or university are more likely to have friends and are less lonely than those who only finished high school.
Daniel Cox, director of the Survey Center on American Life, said that in general Americans are experiencing a “friend recession”, meaning a decline in their number of friends. Cox noted, “Americans have fewer close friends today than we did in the early 1990s. But men and those without a college degree are particularly affected because they seem to have experienced a much more dramatic decline over that period.”
The Center questioned 5, 054 people this past summer. It found Americans with a college degree feel more socially connected and are more active in their communities than people who didn’t go to college. As a result, those who completed college report feeling less lonely.
Previous research showed that Americans who didn’t go to college are less likely to marry. A 2012 study found that college-educated women are much more likely to get married than women who dropped out of high school. A 2013 study of people born between 1957 and 1964 found that both men and women who didn’t finish high school are less likely to marry than those with more education.
Today, 65 percent of college-educated Americans over age 25 are married. About 50 percent of people with a high school diploma, or who dropped out of high school, are married. Those numbers were different in 1990, when marriage rates among the college graduates were at 69 percent, compared with 63 percent for those who did not go to college, says a Pew research report.
The American Community Life Survey found around 1 in 10 college graduates say they have no close social connections. That number rises among Americans without a degree, where almost 1 in 4 say they have no close friends.
1. When was the study carried out according to the passage?| A．When psychological problems arose sharply. |
| B．When the number of college graduates declined. |
| C．When Americans experienced a friend recession. |
| D．When concerns about college costs appeared. |
| A．To provide evidence for the research. | B．To analyze the reasons for loneliness. |
| C．To show the importance of marriage. | D．To compare differences in generations. |
| A．Entertainment. | B．Education. | C．Technology. | D．Health. |
| A．Social problems in the American society. |
| B．Reasons for Americans’ low marriage rates. |
| C．Links between education and social interaction. |
| D．Discussions about whether to get a college degree. |
1.一个关于责任感的故事；2.你对责任感的理解；3.呼吁同学们做一个有责任感的人。
注意： 1.词数100左右： 2.可以适当增加细节，以使行文连贯.
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4 . 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. |
5 . Some time ago, in my class I was about to fail a student for his answer to a physics question when the student claimed he deserved a better score. The examination question sounded “safe”, “Show how it is possible to determine the height of a tall building with the aid of a barometer (气压表).” The student had answered, “Take the barometer to the top of the building, attach a long rope to it, lower the barometer to the street, and then bring it up, measuring the length of the rope. The length of the rope is the height of the building.”
I argued that a high grade should prove his competence in physics, but the answer did not confirm this. I suggested that the student have another try. Immediately, he worked out his answer: A second best way is to take the barometer to the top of the building. Drop the barometer, timing its fall with a stopwatch. Then, using the formula to calculate the height of the building.
I was shocked by his answer. His method gave me not only a broken barometer but a Uturn in my teaching philosophy. I gave him full marks.
On his leaving my office, I recalled that he suggested there could be a better answer. So I asked him what it was. “Oh, yes,” said the student. “There are many ways. Probably the best,” he said, “is to take the barometer to the basement and ask the superintendent (大楼的管理人). You speak to him as follows, ‘Mr. Superintendent, here I have a fine barometer. If you tell me the height of this building, I will give it to you.’”
At this point, I asked the student if he really did not know the conventional (常规的) answer to this question. He admitted that he did, but said that he was fed up with high school instructors’ trying to teach him how to think, and how to use the socalled “scientific method”. He just wanted to solve the problem in a practical manner, not just answer the question in an expected way. Hearing this, I really had nothing to do but give the boy a firm handshake, feeling thankful that I hadn’t failed him in the first place and even more thankful that neither had he.
1. Why did the author want to fail the student in the first place?| A．The student challenged his authority. |
| B．The student’s answer was not practical. |
| C．The student didn’t show his academic ability. |
| D．The student had a poor performance in physics class. |
A． | B． |
C． | D． |
| A．Without love, there is no education. |
| B．A man becomes learned by asking questions. |
| C．Teaching is to make two ideas grow where only one grew before. |
| D．You can lead your horse to the river, but you can’t make it drink. |
| A．Lack of physicsrelated knowledge. |
| B．Ignorance of the teacher’s expectation. |
| C．Intention to deeply impress his teacher. |
| D．Disapproval of existing teaching concepts. |
6 . Most of us assume those hyper-achievers who are always able to squeeze in their workout, eat healthy foods and pick their kids up on time must have superhuman self-control. But science points to a different answer:
The way you define the goal you hope to turn into a habit does matter. Goals like “meditate regularly” are too abstract, research has shown.
A plan like “I’ll study Spanish for 30 minutes every weekday” is OK. But a detailed, cue-based plan like “Every workday after my last meeting, I’ll spend 30 minutes studying Spanish in my office” is more likely to stick as a habit.
3.We’re strongly influenced by the behaviors of the people around us, evidence shows. Want to start running regularly? You’re probably better off joining an established running club than asking a few friends who aren’t yet in the habit of jogging to get in shape with you.
However, it’s important not to get too crazy - if you try to train with marathoners when you’re just hoping to work up to a 5K, it can be discouraging.
4.Make it fun to repeatResearch has shown you’ll persist longer and ultimately achieve more if you focus on finding ways to make goal pursuit fun. One excellent way is to try “temptation bundling”. Research shows that temptation bundling improves follow-through; it transforms goal pursuit into a source of pleasure, not pain.
| A．Find the right kind of social support. |
| B．Tell your friends and family about your goals. |
| C．What we mistake for willpower is often a natural outcome of habit. |
| D．You’ll benefit from being more specific about what exactly you aim to do and how often. |
| E．Having a bite-size objective makes it less daunting to get started and easier to see your progress. |
| F．Now you have established a specific goal, it’s time to think about what will cue you to follow through. |
| G．For example, watch your favorite show while at the gym or enjoy a beloved podcast while cooking healthy meals. |
7 . Whether in work or study, great people always do things as effectively as possible. Productive (高效的) people have one thing in common: A solid routine made up of small habits that helps them to keep a healthy mindset and lifestyle. Research shows a habit takes about 2l days to become normal behavior.
●Make daily to-do lists.
●
●Have a rest. Whatever you are working on, you do not have to use up every ounce of energy you have.
●Clean up and organize for tomorrow.
| A．Keep a journal. |
| B．Make great progress. |
| C．Making a list of tasks for the day helps you to stay on track. |
| D．After a long day, the last thing you may want to do is clean. |
| E．Take a break at the same time each day, despite just 10 minutes. |
| F．You should be energetic all day and spare no effort to finish your work. |
| G．Here are some habits you can start practicing to become more productive. |
8 . Starting this fall, primary and middle school students in China will have at least one weekly course on labor education, according to a new curriculum (课程) standard released by the Ministry of Education (MOE).
Labor education ranges from household chores to on-campus labor and community volunteer services, generally 3 types according to the new standards: the first refers to everyday chores, including cleaning, organizing, cooking, and using and maintaining home appliances (家电); next is productive labor, including agriculture, making traditional handicrafts (手工艺品), and applying new technologies such as 3D printing; the third type is service work, including volunteer work. The new curriculum also calls for a week of extracurricular and off-campus activities designed for labor education once every school year.
A recent study showed that primary and middle school students in China only spend an average of 12 minutes a day on chores, compared to 72 minutes in the US, 42 minutes in South Korea and 30 minutes in France. Many countries start students’ labor education at a young age. Finland begins to develop students’ life skills in primary school. Spinning, woodworking, cooking and other craftsmanship classes are offered. In Germany, pupils have two labor classes per week. Electronics, office technology, sewing, housekeeping, and career guidance are all taught there.
Adding labor education was out of concern that the country’s youngsters do too little housework and look down on physical labor jobs. Due to great academic pressure, schools tend to put their academic curricula on the top, and parents sometimes see household chores as distractions (分心). But, according to the MOE, labor education must be strengthened to help students develop social values, an interest in labor and finally an all-around development.
1. Which of the following belongs to productive labour?| A．Maintaining home appliances. | B．Doing some cooking. |
| C．Selling traditional handicrafts. | D．Planting crops. |
| A．Twelve minutes. | B．Forty-two minutes. |
| C．Thirty minutes. | D．Seventy-two minutes. |
| A．It is considered more important than academic learning. |
| B．The country starts labour education in primary school. |
| C．There are only a couple of labor education courses. |
| D．Students have two labour classes every month. |
| A．It can help with their development of social values. |
| B．It can improve students’ performance on learning. |
| C．It can help exercise their special talents. |
| D．It can enrich students’ off-campus life. |
Tiger Parents Do No Good to Kids’ Development
Digging through kids’ school bags, looking up all the assignments, sitting beside them going through each item, and finally
Making mistakes is
It is by no means parents’ duty to go through the kids’ assignments.
10 . At its core, social media is about advertising, but not just in terms of the products. Users are advertising themselves, making themselves look special and happy, no matter how many filters (滤镜) it takes. This can actually be damaging, especially to younger people. Because they traditionally look to their peers (同龄人) to help them determine what’s normal and who they should desire to be, and they particularly fear the social exclusion that comes from not fitting in with their peer group’s expectations.
With social media, their peers appear light years ahead in terms of wealth, beauty, and access to the kind of overall resources most of us can only dream of. The problem is that most of them achieved their fabulousness (难以置信的美好) through pure luck.
That’s why the core of our advice, for both adults and kids, begins with learning to accept what you can and can’t control, especially during those times when making things better isn’t really possible. And the one thing you can control when life sucks (令人不愉快) is knowing your standards for being a good person and living up to those standards regardless of how you feel or look or what other people think.
Being a good person isn’t about being perfect or ultra-unselfish; you don’t need to work in a soup kitchen or donate a kidney in order to qualify. In part, that’s because helping others must always come second to doing the smaller things required every day to take care of your own responsibilities and live up to your own values.
After explaining these ideas to their kids, parents can ask them to think about what they can and can’t control given how often life is just plain unfair. They can also ask their kids to think about the qualities they admire in people they believe to be good. This way, parents aren’t lecturing their kids about the importance of real values but encouraging them to make up their own minds about the values they find important. After all, people of any age are much more likely to make smart decisions if they’re asked to think through issues carefully and determine the right thing on their own, rather than being pushed in that direction.
1. Why are kids more likely to be harmed by social media according to paragraph 1?| A．They lack self-discipline. |
| B．They cannot distinguish good from bad. |
| C．They often have unhealthy online habits. |
| D．They tend to compare themselves with their peers. |
| A．Accepting reality. |
| B．Finding a role model. |
| C．Ignoring others’ opinions. |
| D．Having an optimistic attitude toward life. |
| A．To suggest how we can be a good person. |
| B．To state that helping others makes us perfect. |
| C．To explain the importance of living up to our values. |
| D．To clear up possible misunderstandings about being a good person. |
| A．Parents should have regular communication with their kids. |
| B．Parents should motivate their kids’ inner drive. |
| C．Children should be taught about real values. |
| D．Children should make clever decisions. |
