1 . Educating girls and young women is a necessary act for a peaceful and poverty-free world. Until we give them equal access to a good quality education, the world will continue to suffer from the serious consequences of child marriage, disease, and inequalities.
Education is linked to the age at which women marry and have children. In sub-Saharan Africa and in South and West Asia, child marriage affects one in eight girls； one in seven gives birth by the age of 17. Education can give these girls a say in their life choices—by giving them the confidence to speak up for their rights, and to demand the opportunity to continue their studies.
Studies show that if all girls in sub-Saharan Africa and South and West Asia had primary education, there would be 14 percent fewer child marriages. If all girls received secondary education, 64 percent fewer girls would be locked into marriage at an age when they should still be in school.
Moreover, education is closely linked to health. There is strong evidence that educated girls are far more likely to be able to protect their children from preventable diseases, and to avoid malnutrition (营养不良) in their children’s early years. Malnutrition is not only about food： it starts with poverty, which can be avoided if women receive the education they need to earn a living. When a young woman becomes a wage-earner (挣工资的人) for her family, she has a better likelihood of taking effective action to get rid of poverty.
Providing girls with a quality education also equips them with the confidence to challenge the inequalities that still exist for girls and women worldwide. Consider Mariam Khalique, a teacher in Pakistan who has used education to build her female students’confidence and to encourage them to stand up for their rights. One of her pupils was the young education activist Malala Yousafzai, whose global advocacy work is proof of the transformative power of quality schooling.
Educating girls and young women is still one of the biggest challenges of the 21st century. However, we must remember that education transforms lives.
1. What purpose do the figures in Paragraph 3 serve?| A．To encourage more girls to take over their lives. |
| B．To show education can prevent child marriage. |
| C．To describe the unhappiness of child marriage. |
| D．To prove more girls are receiving education. |
| A．Malnourished kids should receive better education. |
| B．Education lets kids know how to prevent diseases. |
| C．Educated mothers can make their kids healthier. |
| D．Healthy girls are likely to get more education. |
| A．She was taught by Yousafzai. |
| B．She is a fighter for female rights. |
| C．She has created a new teaching method. |
| D．She offers quality schooling worldwide. |
A． | B． |
C． | D． |
原因：1.家庭贫穷，供不起儿童上学，他们不得不在家赚钱养家。
2.部分家长认为女孩上学无用，不愿让她们上学。
3.部分儿童对功课不感兴趣，不愿上学。
看法：1.每个儿童包括女孩都应有受教育的机会。
2.全社会都应重视儿童教育，他们对国家的未来将起到重要的作用。
要求：1.不要逐字逐句翻译。 2.语句要连贯通顺。 3.字数在100个左右。
参考词汇： 失学 out of school 负担得起，提供 afford
养家 support/keep the family
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3 . Just what is a tiger mother? Amy Chua is a law professor at America’s Yale University and her recent book on the subject is making waves. She’s been called “dangerous”，“outrageous”，even a “monster” for her descriptions of how she brought up her two daughters.
Her book Battle Hymn of the Tiger Mother describes fighting with a daughter for hours at the piano to ensure the child gets a piece of music right. She rejected birthday cards made for her by her girls because she didn’t think they had made enough effort. She compared one child negatively with the other, threatening to burn their toys. Her rules include: schoolwork always comes first; an A-minus is a bad grade; children must be two years ahead of their classmates in math, and playing the violin or the piano is a must. Ms. Chua considers the Chinese hard work ethic as a way of creating happy, successful children—at least in her case. Although she’s had a large amount of flak for her theories, one thing can’t be ignored—the success of Chinese children in the education system.
In Britain, shocking research shows that Chinese girls, for example, are outperforming all other foreign groups at GCSE—79 percent getting 5 A—C Grades, compared with 58 percent of white British girls. So what is it about Chinese parenting that’s leading to high achievers? And how do Amy Chua’s theories play into that success?
She told me that if her daughter came back from school with 96/100 in a test, Chua would ask her what happened to the other 4 points. It’s about always knowing “you can do better”，she told me. Interestingly, in China, the birthplace of the tiger mother, people are moving away from traditional Chinese parenting. They are following more western parenting styles.
1. What can we learn about Amy Chua according to Paragraph 2?| A．She is very strict with her children. |
| B．She doesn’t think her children are clever. |
| C．She is very interested in playing the piano. |
| D．She knows playing is important to children. |
| A．attention | B．criticism | C．curiosity | D．contribution |
| A．Amy Chua will change her methods |
| B．Amy Chua considers her methods useful |
| C．Amy Chua’s children don’t love their mother |
| D．Amy Chua’s children prefer western parenting styles |
As a writer I know about winning contests, and about losing them. I know what it is like to work hard on a story only to receive a rejection slip (退稿条) from the publisher. I also know the pressures of trying to live up to a reputation created by previous victories. What if she doesn’t win the contest again? That’s the strange thing about being a parent. So many of our own past scars and ruined hopes can surface.
A revelation (启示) came last week when I asked her, “Don’t you want to win again?”
“No”, she replied, “I just want to tell the story of an angel going to first grade.”
I had just spent weeks correcting her stories as she spontaneously (自发地) told them. Telling myself that I was merely an experienced writer guiding the young writer across the hall, I offered suggestions for characters, conflicts and endings for her tales. The story about a fearful angel starting first grade was quickly “guided” by me into the tale of a little girl with a wild imagination taking her first music lesson. I had turned her contest into my contest without even realizing it.
Staying back and giving kids space to grow is not as easy as it looks. Because I know very little about farm animals who use tools or angels who go to first grade, I had to accept the fact that I was co-opting (借用) my daughter’s experience.
While stepping back was difficult for me, it was certainly a good first step that I will quickly follow with more steps, putting myself far enough away to give her room but close enough to help if asked. All the while I will be reminding myself that children need room to experiment, grow and find their own voices.
1. What do we learn from the first paragraph?
| A．Now too many entertainments take up too much time. |
| B．Children do find lots of fun in many mindless activities. |
| C．Rebecca is much too occupied to enjoy her free time. |
| D．Rebecca draws on a lot of online materials for her writing. |
| A．She was constantly under pressure of writing more. |
| B．Most of her stories had been rejected by publishers. |
| C．She did not quite live up to her reputation as a writer. |
| D．Her way to success was full of pains and frustrations. |
| A．She had won a prize in the previous contest. |
| B．She wanted to share her stories with readers. |
| C．She was sure of winning with her mother’s help. |
| D．She believed she possessed real talent for writing. |
| A．Children should be given every chance to voice their opinions. |
| B．Parents should keep an eye on the activities their kids engage in. |
| C．Children should be allowed freedom to grow through experience. |
| D．A writing career, though attractive, is not for every child to pursue. |
