1. 劳动的意义;
2. 结合自己的经历说明劳动的益处。
注意:
1. 词数 80 字左右;
2. 请按如下格式在答题卡的相应位置作答。
Be Active Laborers
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1.活动目的和时间,
2.参观的内容;
3.感悟。
注意: 1: 写作词数应为80左右;
2: 请按如下格式在答题卡的相应位置作答。
Experience in the Museum
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3 . College students usually hear the praises of education. We have all become used to believing that a college education is always a guarantee of an easier life. I was nine years old when my fourth-grade teacher presented me with a task, to write down all of the things I wanted in my life. I filled my paper with things like: own a big house and have servants; be rich and have a good job. The next day my teacher handed back my paper and in red ink she wrote: “GO TO COLLEGE.” For a long time, I believed that once I got a college education, BAM! Life would be easier.
However, education cannot promise all wishes, dreams, and desires. Society must reject (拒绝接受) the foolish idea that a college education’s main purpose is to satisfy our desires and secure success. Like most challenging things, education is a gamble (赌博) in which results depend entirely on people’s ability to look past their wants to see the realism and reason behind their wants.
For example, my first year of college, I took a sociology (社会学) class. In class, we were taught that Third World countries were poor. We learned that our quality of life would be almost impossible for an average person in those countries. I began to examine my own desire to be rich. To always go after money felt selfish when knowing others had none at all. Learning about other society’s economic situations forced me to look beyond what I wanted.
Through the process of education, everything once desired is tested. Wanting something no longer is enough; it’s more important to examine why we want it and whether we really want it. When my desire for money changed, everything changed. I stopped longing for money-driven careers and stopped valuing the people who had them. I began to examine the things I bought and my reason for wanting them.
Education is a tool to be used to develop and advance our desires, so we can discover the things that are truly important in life. Education is a source to improve our society to see beyond the superficial (表面的) attractions and the “quick fixes”, leaving the belief of an effortless life behind in order to desire a meaningful one.
1. What does the underlined word “guarantee” in Paragraph 1 mean?A.Promise. | B.Process. | C.Attraction. | D.Dream. |
A.the author was a bad-working student |
B.the author should set more realistic goals |
C.college students were leading an easy life |
D.a college education was the key to the author’s dreams |
A.To share her leaning experiences with readers. |
B.To support her new understanding about education. |
C.To express her pity on people in Third World. |
D.To stress the importance of taking a sociology course. |
A.College education is a key to an effortless life. |
B.College education offers solutions to social problems. |
C.College education tests and guides our life desires. |
D.College education turns young people into gamblers. |
According to a survey, children’s addiction to online games is closely related to parent-child relations: the better the relationship is, the
First, parents should not be annoyed when their kids play video games. And it’s unfair for parents
Second, it is advisable to adopt a democratic way of parenting. In such an atmosphere, children may be open about their
Third, parents should spend time with their children. Actually, the most important and valuable gift that parents can give their kids is time,
5 . 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。
Karie double-checked the words on her spelling test. If she got 100 percent today, she’d win her class’s First-Quarter Spelling Challenge and a brand-new dictionary. Plus. Ms. McCormack had promised to do a handstand (倒立) if anyone got a perfect score.
Three more words to go. N-i-c-e-l-y. Q-u-i-c-k-l-y. H-o-n-e-s-t-y. Wait! She’d spelled honesty, not honestly. She erased ty and wrote ly before handing in her paper.
“I’ll correct these while you’re at recess (休息),” Ms. McCormack said.
After recess, MS. McCormack walked to the front of the room and cleared her throat. Then, as if she were an Olympic gymnast. Ms. McCormack’s feet flipped into the air.
“Congratulations, Arie! You did it!” she announced while upside down. The whole class erupted! Ms. McCormack righted herself and presented Karie with her prize. Karie grinned as she read the label on the box:
To Karie Carter; for her perfect first-quarter score in spelling.
“Everything is OK?” Mom asked as Karie burst through the front door after school. “Everything’s PERFECT!” Karie shouted. showing Mom her spelling test and prize. Mom hugged her. “Put the test on the fridge so Dad and Kevin can see it when they get home.”
“And Casper, too.” Karie picked up her cat. “Can you spell nicely, Casper? And quickly and honestly, and...” Karie’s stomach tumbled to the floor. Honestly?
H-O-N-E-S-L-Y!
“ Karie, what’s the matter?” said Mom.
“I don’t feel so good,” Karie said, putting Casper down and stuffing the test paper into her backpack.
Soon Karie heard her dad and Kevin come in. The smell of pizza wafted (飘荡) in the air. Karie thought back to the last time they’d picked up pizza after Kevin’s school play. They almost reached home when Mom realized the cashier had given them too much change. “Let’s turn around,” Mom had said. The whole time they were driving back to the pizzeria, Kevin kept saying, “It’s not our fault. The cashier didn’t notice.” But Mom just insisted. After supper. Karie went to her room and fell onto her bed.
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。
Lying on the bed, Karie was wondering what she should do.
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When Karie got to school the next morning, Ms. McCormack was unlocking the door.
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6 . Leisa Duckwall has worked for four years as a food nutrition service worker at the school, serving students breakfast and lunch. But not once had she ever seen a student say “hello”, or “good morning”, or even “thank you”, Duckwall is deaf. But now, the entire school is learning sign language, the students specifically to better communicate with Duckwall. No more point-ing, now, there are words, including “hello”, “good morning”, and “thank you”. When asked how it’s made her feel, Duckwall got straight to the point. “Happy,” she said.
Before spreading to the entire school, it started in Kari Maskelony’s fourth-grade classroom. Maskelony grew up with hard-of-hearing family members. She knows sign language, but throughout her life, she has witnessed her loved ones’ frustrations when people are unable to understand them. “I noticed that all the kids realized that Ms Duckwall couldn’t hear them,” Maskelony said. So she asked her students, “Do you guys want to learn how to sign to Ms Duckwall what you want for lunch instead of pointing?” They said yes. The class started with the basics of what they would need to know for interactions with Duckwall. They started with the main dishes, learning the sign language words for chicken, fish and other typical school cafeteria cuisines.
Next, the students learned to sign letters. It didn’t take long before principal Janet Wright Davis heard about what was going on. “Is it just Ms Maskelony’s class who are doing it? Let’s teach the whole school,” Janet said. “Let’s teach the whole school sign language.”
“Not only is it great for the kids because they can learn a new skill that they can carry with them and actually use with other people that they meet, but I think it is great because equal inclusivity (包容性) and equal access is so important,” Janet said. “It’s just something that we don’t often see.”
The teachers claim their students love sign language. The adults claim the kids think it’s “fun”, and they agree. Every single fourth-grader in Maskelony’s class gave sign language a positive review. And they all liked their collective hard work, if for nothing else, to make Duckwall feel included.
1. What can we know about Leisa Duckwall?A.She was often misunderstood. |
B.She feels sad to be pointed at. |
C.She serves students three meals a day. |
D.She was unable to interact with students well before. |
A.Her students’ requests. |
B.The principal’s suggestion. |
C.Her hard-of-hearing families. |
D.Leisa Duckwall’s desire. |
A.She gave a big prize to Maskelony. |
B.She decided to promote the practice. |
C.She began to learn sign language too. |
D.She praised the fourth-grade students. |
A.Sign language benefits students’ study. |
B.It’s important for students to learn more skills. |
C.Students should communicate more with others. |
D.Learning sign language helps students have better values. |
7 . 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 |
8 . The latest bad but unsurprising news on education is that reading and writing scores on the SAT have once again declined. The language competence of our high schoolers fell steeply in the 1970s and has never recovered. This is very worrisome, because the best single measure of the overall quality of our primary and secondary schools is the average verbal(语言的) score of 17-year-olds. This score correlates with the ability to learn new things readily, to communicate with others and to secure a job. It also predicts future income.
The most credible analyses have shown that the chief causes are vast curricular changes, especially in the critical early grades. In the decades before the Great Verbal Decline, a content-rich elementary school experience evolved into a content-light, skills-based, test-centered approach. Cognitive psychologists agree that early childhood language learning (ages 2 to 10) is critical to later verbal competence, not just because of the remarkable linguistic plasticity of young minds, but also because of the so-called Matthew Effect.
The name comes from a passage in the Bible: “For unto every one that hath shall be given, and he shall have abundance: but from him that hath not shall be taken away even that which he hath.” Those who are language-poor in early childhood get relatively poorer, and fall further behind, while the verbally rich get richer.
The origin of this cruel truth lies in the nature of word learning. The more words you already know, the faster you acquire new words. This sounds like an invitation to vocabulary study for babies, but that’s been tried and it’s not effective. Most of the word meanings we know are acquired indirectly, by intuitively(凭直觉的) guessing new meanings as we understand the main idea of what we are hearing or reading. The Matthew Effect in language can be restated this way: “To those who understand the main idea shall be given new word meanings, but to those who do not there shall follow boredom and frustration.”
Clearly the key is to make sure that from kindergarten on, every student, from the start, understands the main idea of what is heard or read. If preschoolers and kindergartners are offered substantial and coherent lessons concerning the human and natural worlds, then the results show up five years or so later in significantly improved verbal scores. By staying on a subject long enough to make all young children familiar with it (say, two weeks or so), the main idea becomes understood by all and word learning speeds up. This is especially important for low-income children, who come to school with smaller vocabularies and rely on school to pass on the knowledge base children from rich families take for granted.
Current reform strategies focus on testing, improving teacher quality, and other changes. Attention to these structural issues has led to improvements in the best public schools. But it is not enough.
1. The drop in verbal scores on the SAT is worrisome because ________.A.it will lead to a short supply of talents in the labor market |
B.it reveals young people’s negative attitude towards verbal study |
C.it shows the schools’ inability to meet the national requirements |
D.students’ reading and writing ability affects their future development |
A.Children’s lack of language learning ability. |
B.Fewer courses on reading and writing in school. |
C.The shift of curricular focus from content to skills. |
D.Heavy pressure that numerous tests have resulted in. |
A.children should be trained to understand the content |
B.teachers should focus on one topic in language teaching |
C.children’s family background determines their verbal ability |
D.teachers should make everything understandable for students |
A.Mathew Effect in Language Learning |
B.How to Stop the Drop in Verbal Scores |
C.Try to Understand the Main Idea |
D.Don’t Overestimate Your Verbal Scores |
9 . For decades the message to students in the United Slates has been nearly the same: You need to go to college. Students have heard this message loud and clear, ever since their childhood. However, while encouraging students to further their education after high school is a noble and well-intentioned action, the current system in the United States has created some damaging side effects.
The largest and most well-known consequence is the student debt. Tuition and fees at our-year universities have risen by around 54% since 1999. Total student debt in the U.S. is estimated at around $1.6 trillion, so much that even the world’s richest man Jeff Bezos would have to increase his wealth by nearly nine times to pay off all of it.
Although the price of acquiring a bachelor’s degree has gone up, the relative value of having the actual degree has been watered down by the fact that holding a degree is now an expectation, not a bonus. The poor return on investment is also evidenced by the massive waves of students earning degrees in fields where there simply are not enough jobs for the number of graduates, leaving young adults in debt and out of work.
The push for students to go to college has also prevented them from considering careers in important fields that don’t necessarily require a four-year degree, such as construction and manufacturing. Despite the good pay and benefits in these industries, the lack of new blood has lded to growing shortages of both workers and skills,causing delays and higher costs in project like road repairs and infrastructure (基础设施) improvements.
Colleges and universities remain critical to our nation. But as a society, it would benefit us greatly to acknowledge that college isn’t the only form of higher education and career preparation. Students and young adults have more options than they think and informing them of those opportunities can go a long way toward making higher education as a whole more effective, efficient and affordable.
1. How does the writer support his argument in paragraph 2?A.By providing examples. | B.By giving numbers. |
C.By explaining the logic. | D.By showing the effects. |
A.Reduced. | B.Increased. | C.Reflected. | D.ignored. |
A.Low salaries and benefits. | B.High degree requirements. |
C.The trend of going to college. | D.The lack of job opportunities. |
A.How College Graduates End up in Debt | B.What A College Degree Really Brings |
C.Who Is to Blame for The Worker Shortages | D.Why We Should Rethink Going to College |
10 . I heard about a high school in Chicago where students had to pass a certain number of courses to graduate, and if they didn’t pass a course, they got the grade “Not Yet”. I thought that was fantastic.
“Not Yet” also gave me more insight. I wanted to see how children coped with challenge and difficulty, so I gave 10-year-olds problems that were slightly too hard for them. Some of them reacted in a shockingly positive way.
I’ll tell you what they do next. In one study, they told us they would probably cheat then next time instead of studying more if they failed a test.
A.So what can we do? |
B.The researchers explained two mindsets. |
C.They said things like, “I love a challenge.” |
D.If they continued, they would develop a negative mindset. |
E.If they got a failing grade, they would think: I’m nothing, I’m nowhere. |
F.But those who learnt this lesson showed a sharp rebound in their grades. |
G.Scientists measured the electrical activity from the brain as students confronted an error. |