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。

Tom was one of the rudest boys in the village where he lived. If a person’s clothes were dirty or torn, he would throw stones at him, and annoy him in every way.

One afternoon after school, a stranger with a broad-brimmed hat passed through the village. His dress was old but clean. No sooner had Tom seen the stranger than he winked (使眼色) to his playmates, and said, “Now for some fun!” He then silently went toward the stranger from behind, and knocking off his hat, ran away.

The man turned and saw him, but Tom ran away quickly. The stranger put on his hat and went on his way. Again did Tom approach; but this time, the man caught him by the arm and held him fast. However, he just looked at Tom a moment, and then pushed him away. Instantly the naughty boy found himself free again, he began to throw dirt and stones at the stranger. But he was much frightened when the man’s eye was hit and badly hurt. All the boys now ran back to their home.

As Tom drew near the house, his sister Caroline met him, holding up a beautiful gold chain and some new books for him to see. She told Tom excitedly that their uncle, who had been away several years, had come home; that he had brought beautiful presents for them; that he had been at the hotel nearby, and walked on foot now to surprise his brother, their father.

She said that while he was coming through the village, some bad boys threw stones at him, and hurt his eye badly, which had been treated by their mom. “But what makes you so anxious?” asked Caroline. The guilty boy rushed upstairs into his room without a word. Soon after, he heard his father calling him to come down. Shaking from head to foot, he obeyed.

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。

When he reached the door, he stood, fearing to enter.

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But stepping back surprisedly, their uncle cried, “Oh! It’s you!”

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5 . 读后续写

Asad was a 13-year-old boy who was very honest and hardworking. Recently, he had entered a new school, so he had no friends yet. On Monday morning, he was nearly late for school. The night before, his family attended his cousin’s wedding and reached home late, which was why he couldn’t get up on time as usual.

At school, Asad could not pay attention to anything and wanted the bell to ring so that he could buy something to eat. After a few hours, when the bell rang, Asad quickly opened his schoolbag to find his money, but just then he remembered that he had left for school in a hurry in the morning and forgotten to take money. He looked under his books, hoping to find some money but there was nothing.

Not knowing what to do, he walked out of the classroom and sat on a bench in front of the canteen. He saw a few of his classmates there, among them was Fahad. He was one of the richest kids in his class, but he was a very arrogant(傲慢的)boy who thought everyone else was a loser. But as Asad was new, he didn’t know much about Fahad.

When he went towards Fahad and asked if he could borrow some money for his lunch, Fahad laughed a lot and said, “I knew you were a loser, maybe a beggar?” Fahad laughed out so loud that other kids also heard and made fun of the situation. He didn’t answer Fahad, and slowly walked back towards an empty bench.

When he reached the bench, he noticed something lying near it. It was a wallet. He picked it up and recognized it as Fahad’s, as he remembered Fahad showing it to his friends and telling that his uncle bought it for him from the UK. There was quite a lot of money inside for a kid.

At first, Asad wanted to keep it a secret and punished Fahad.

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Then Fahad said, “Why are you giving back?”

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6 . 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。

In 1959, when Jean Harper was in the third grade, her teacher gave the class an assignment (任务) to write a report on what they wanted to be when they grew up. She poured her heart into her report and expressed her dream of becoming an airline pilot. Her paper came back with an “E” on it. The teacher told her it was a “fairy tale” (神话). Jean was heartbroken and ashamed.

As the years went by, Jean was beaten down by the discouragement and negativity she encountered whenever she talked about her dream. “Girls can’t become airline pilots; never have, never will. You’re crazy. That’s impossible.” Finally Jean gave up.

In her senior year of high school, her English teacher was Mrs. Dorothy Slaton, a demanding (要求高的) teacher with high standards. One day Mrs. Slaton asked this question, “If you had unlimited finances (资金), unlimited access to the finest schools, unlimited talents and abilities, what would you do?”

Jean felt a rush of the old enthusiasm (激情), and with excitement she wrote down the very old dream. But thinking of the questioning and ridicule (嘲讽) she had suffered before, she tore up (撕碎) the piece of paper full of “her Dream”. Jean finally wrote in his exercise book, “Sorry, teacher, I have nothing to do because I have no dream.”

The next day, after class, Mrs. Slaton stopped Jean and said, “Gene, come to my office.” She looked gently at Jean, “Jean, can you tell me why you say you don’t have a dream?” Gene said depressedly, “No one wants to believe that I can be a pilot. I have a dream. If I have the conditions you mentioned, I just want to try my best to be a female pilot.”

The next thing that Mrs. Slaton said changed the course of Jean’s life. The teacher leaned forward over her desk and said, “I have a little secret for you. You do have unlimited abilities and talents. When you leave school, if you don’t go for your dreams, no one will do it for you.”

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:
The hurt and fear of years of discouragement disappeared all of a sudden.
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Paragraph 2:
Eventually, Jean made it.
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8 . What kind of people can become scientists? When a group of researchers posed that question to ninth-and 10th-graders, almost every student gave such responses as “People who work hard” or “Anyone who seems interested in the field of science.”

Many of these same students struggled to imagine themselves as scientists, citing concerns such as “I’m not good at science” and “Even if I work hard, I will not do well.” It’s easy for them to see a scientist’s work as arising from an inborn talent.

But for high school students, learning more about some struggles of scientists can help students feel more motivated to learn science. Researchers at Teachers College, Columbia University and the University of Washington designed an intervention to change students’ beliefs that scientific achievement depends on ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific efforts.

During the study, the students read one of three types of stories about Albert Einstein, Marie Curie and Michael Faraday. Intellectual(智力的)struggle stories: stories about how scientists “struggled intellectually,” such as making mistakes while addressing a scientific problem and learning from them. Life struggle stories: stories about how scientists struggled in their personal lives, such as not giving up in the face of poverty or lack of family support. Achievement stories: stories about how scientists made great discoveries, without any discussion of coexisting challenges.

Researchers found that students who heard either type of “struggle stories” improved their science performance after-intervention, compared to students in the control group. The effect was especially pronounced for lower performing students, for whom exposure to struggling stories led to significantly better science-class performance than low-performing students who read achievement stories. In addition, students who read struggle stories reported feeling more personally connected to the scientists. By recognizing a scientist’s struggles and introducing the growth mindset he or she applied to accomplish great works, the students were able to empathize(共情)with the scientists during their own struggles.

1. Why do students fail to imagine themselves as scientists?

A．They lack interest in science.	B．They are short of confidence
C．They don’t have inborn talent.	D．They have no ability to study science

2. What’s the purpose of the intervention?

A．To introduce some inspirational stories to students.

B．To expose students to scientists’ great achievements.

C．To ensure students will become scientists in the future.

D．To clear students’ misunderstandings of scientific work.

3. The underlined word “pronounced” in the last paragraph is closest in meaning to________.

A．minimal

B．noticeable

C．doubtful

D．long-lasting

4. What can we learn from the research?

A．Science ability has nothing to do with efforts.

B．Students are more motivated by achievement stories.

C．Scientists’ struggle stories can influence readers’ beliefs.

D．Low-performing students tend to feel connected to scientists.