1 . I had to say something after reading The Anxious Generation. It is going to sell well , because Jonathan Haidt is telling a scary story about children’s development many parents are led to believe. However, the book’s repeated suggestion that digital technologies are rewiring our children’s brains and causing the epidemic (流行病) of mental illness is unsupported by science. Worse , the rude proposal that social media is to blame might distract (分心) us from effectively responding to the real causes of the current mental-health crisis in young people.
Researchers have searched for the effects suggested by Haidt. Our efforts have produced a mix of no, small and mixed associations. Most data are correlative. When associations over time are found, they suggest not that social-media use predicts or causes depression, but that young people who already have mental-health problems use such platforms more often or in different ways from their healthy peers.
We are not alone here. Several analyses and systematic reviews centralize on the same message. An analysis done in 72 countries shows no consistent or measurable associations between well-being and social media globally. Moreover, studies from some authorities finds no evidence of intense changes associated with digital-technology use.
As a psychologist studying children’s and adolescents’ mental health, I appreciate parents’ frustration (沮丧) and desire for simple answers. As a parent of adolescents, I would also like to identify a simple source for the pain this generation is reporting. There are, however, no simple answers. The beginning and development of mental disorders are driven by a complex set of genetic and environmental factors.
More young people are talking openly about their mental-health struggles than ever before. But insufficient services are available to address their needs. In the United States, there is, on average, one school psychologist for every 1,119 students. We have a generation in crisis and in desperate need of the best of what science and evidence-based solutions can offer. Unfortunately, our time is being spent telling stories that are unsupported by research and that do little to support young people who need, and deserve, more.
1. What is presented in The Anxious Generation?| A．Scary stories affect children’s brains. |
| B．Parents are responsible for children’s health. |
| C．Teen’s mental illness results from screen time. |
| D．The epidemic of mental illness is unavoidable. |
| A．Many countries do research in mental health. |
| B．Well-being and social media are closely related. |
| C．The young are trapped in the mental-health crisis, |
| D．Social media don’t necessarily cause mental illness. |
| A．Effective actions need to be taken. | B．Positive stories should be shared. |
| C．Financial support needs to be provided. | D．Broader research should be done. |
| A．To suggest ways to help those in need. |
| B．To encourage parents to brave the crisis. |
| C．To recommend a newly-published book. |
| D．To give a voice to children’s mental issues. |
Summer vacation was finally coming, and Rose couldn’t wait to have a trip with her parents. She recalled the joyful experiences they shared last summer, which filled her with excitement for the upcoming holiday.
“Girls!” Rose heard her father calling. She raced to her big sister’s room, telling her that Dad was calling them, and they rushed downstairs log either. Dad put his arm around Mom and told them that they were going on a trip to the Virunga Mountains of Africa. There were three national parks that they would visit.
Rose and Gina looked at each other. “What?” they said with one voice. Mom told them it would be really exciting to go there on a trip. At 12 years old, Rose would prefer going to an amusement park or a beach. She thought it important to let her parents know she didn’t want to go there but to the beach for a week or two.
“Well,” said Dad, “I have to go for an assignment for the paper. We’re covering the mountain gorillas (大猩猩) because they’re critically endangered these years. So, I thought it’d also be a great place to take a vacation. I’m sure it’ll be very educational for you girls.”
Gina let out a sigh, unable to contain her disappointment. She wanted to say something but Mom interrupted and announced that the trip was set on the next Monday.
“Sit down, both of you.” Dad had on his severe look. “Girls, it’s important for you to know about the world around you. This is a wonderful chance for you to experience and learn an amazing place. Do you know anything about the mountain gorillas?”
The sisters shook their heads.
“Well, get your laptop computer, Gina. I want you to look them up right now,” said Dad, “Rose, there is a book on the bookshelf about the cute mountain gorillas. Find it and read it.”
注意：1.续写词数应为150个左右；
2.请按如下格式在答题卡的相应位置作答。
The girls dragged their feet upstairs.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The next Monday came and the family set out excitedly.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3 . It was dinner time, yet I hadn’t finished my work for the day. Cheery people who were enjoying their holiday time buzzed around me. But with my head down and headphones in, I had interacted with very few of them. The day passed more like a fast-forwarded video than something that I actually fully experienced.
This was my first week living the digital nomad lifestyle. I had left my corporate role and found freelance (自由职业的) writing work online to afford me the freedom to travel.
I had prepared excitedly, surfing online about digital nomadism.
But that’s not all that’s waiting for new digital nomads.
| A．And my surroundings looked different. |
| B．But this wasn’t at a tiring nine-to-five office job. |
| C．This was a typical day back in my office I managed to escape. |
| D．New surroundings may also make you fully engaged in your work. |
| E．Should you choose to become a digital nomad, your environment will change. |
| F．You’ll still wake up with emails in your inbox and to-dos begging to be handled. |
| G．Yet somehow I unknowingly over-consumed expectation and under-consumed realism. |
Jack was new to Woodberry Forest School this year. He carried a secret burden: a stutter (口吃) that often brought about laughter from his classmates. This made him very upset. Shy and reserved. Jack chose to fade into the background rather than draw attention to himself. He felt like an outsider, never quite fitting in.
Jack was eager to exchange ideas with his classmates, but afraid of getting into trouble. Jack's science teacher, Katherine, a warm and caring woman often wearing a smile, noticed Jack's stutter and shyness. She observed how Jack struggled to express himself in class and how he would shy away when called upon to speak.
Determined to lend a hand, Katherine took Jack under her wing, encouraging him to embrace bravery and believe in his own abilities. Subsequently, Katherine adopted a set of systematic methods to help him. She was glad to find the potential in him, the intelligence and creativity that lay hidden beneath his stutter. Whenever possible, Katherine was always ready to praise his efforts, always declaring, "You are so great!” Whenever Jack stumbled over his words, Katherine always smiled at him encouragingly, providing him with the strength to continue. Day by day, Jack found himself speaking with greater confidence and fluency.
One day, Katherine announced that each student should give a presentation of a science project in front of the class. Jack's heart sank, the familiar fear and anxiety wrapping around him. How could he possibly stand before his classmates to give his ideas clearly, knowing that they would laugh at him? As the presentation drew near, Jack's anxiety mounted. Then came the big day. He watched his classmates take turns to walk up to the front. They gave their presentation with confidence and backed to their seats with satisfaction. However, while Jack was waiting for his turn, his heart beat so violently that he felt as if he were sitting on pins and needles.
注意：1．续写词数应为150个左右；
2．请按如下格式在答题卡的相应位置作答。
Paragraph 1:
It was finally his turn.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph 2:
When Jack finished his presentation, the room erupted into applause.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________5 . Our brains are “programmed” to learn more from people we like—and less from those we dislike. This has been shown by researchers in cognitive neuroscience (认知神经科学) in a series of experiments.
Memory serves a vital function, enabling us to learn from new experiences and update existing knowledge. We learn both from individual experiences and from connecting them to draw new conclusions about the world. This way, we can make inferences about things that we don’t necessarily have direct experience of. This is called memory integration and makes learning quick and flexible.
To examine what affects our ability to learn, and make inferences, Ines Bramao, associate-professor of psychology at Lund University, along with his co-workers, set up experiments where participants were tasked with remembering and connecting different objects. It could be a bowl, ball, spoon, scissors, or other everyday objects. It turned out that memory integration was influenced by who presented it. If it was a person the participant liked, connecting the information was easier compared to when the information came from someone the participant disliked. The participants provided individual definitions of “like” and “dislike” based on aspects such as political views, majors, eating habits, favorite sports, hobbies, and music.
The findings can be applied in real life, according to the researchers. Ines explained: “Suppose a politician argues for raising taxes to benefit healthcare. Later, you visit a healthcare center and notice improvements have been made. If you side with the politician that wanted to improve healthcare through higher taxes, you’re likely to credit the improvements to the tax increase, even though the improvements might have had a completely different cause.”
There’s already vast research describing that people learn information differently depending on the source and how that characterizes polarization and knowledge resistance. “What our research shows is how these significant phenomena can partly be traced back to fundamental principles that govern how our memory works,” says Ines. We tend to form new connections and update knowledge from information presented by groups we favor.
1. Which of the following can best replace the underlined word “programmed” in Paragraph 1?| A．Enhanced. | B．Organized. | C．Desire-driven. | D．Nature-decided. |
| A．It’s easier to absorb favorable information. |
| B．It’s beneficial to focus on everyday objects. |
| C．Presenters matter in connecting information. |
| D．Life experiences affect people’s inferences. |
| A．By introducing a concept. |
| B．By making an assumption. |
| C．By employing an expert’s words. |
| D．By referring to another experiment. |
| A．How brains function in learning | B．Who impacts memory integration |
| C．How brains learn from experiences | D．What improves long-term memory |
The Champion of No Score
Maggie hated Tuesdays—Tuesdays meant gym class, gym class meant picking teams and picking teams meant Maggie would be picked last.
As a newcomer, she’d come up with a special title for each classmate to remember the other kids. There was Kevin, Champion of the Clean Desk. Lynnie, Champion of Knowing the Answer First… Thinking hard, she finally decided her own title: Champion of Quiet.
Maggie felt blue as Tuesday fell again. Mr. Murphy, the gym teacher, asked for volunteer captains to pick their own basketball teams. The usual hands shot into the air. Maggie sighed and glanced to her right. She caught the eye of Jasmine. Champion of Awkward, a girl who was sometimes picked last, too. Then Maggie had an idea. So when Mr. Murphy asked if anyone else wanted to volunteer, Maggie felt her hand slowly rise. Looking again at Jasmine, she took a big breath. Maybe it was time for her to use her voice.
“Maggie?” Mr. Murphy smiled. “You want a turn?”
“Yes,” she said.
The class whispered. Maggie leading a team?
“Yes,” she answered again, louder this time.
Mr. Murphy waved Maggie to the front, where the other three captains—Champion of Jumping Rope, Champion of Never Misses a Shot, and Champion of Doesn’t Know How to Lose—stood, ready to choose their teams.
“Maggie, you get first pick,” said Mr. Murphy. “Jasmine,” announced Maggie. The class snickered. A joke? More than once, Jasmine had tried to score on the wrong basket. Eyes wide, Jasmine took her place beside Maggie. The other three captains called out familiar names—the best players on the basketball court. It was Maggie’s turn again. “I choose Frank.” Frank (Champion of the Untied Shoelace) could not throw, or catch. He knew what it felt like to be the last pick. But not today.
Three very talented teams took shape. And then there was Maggie’s team. Maggie looked at her teammates. There stood Jasmine and Frank, plus Gillian (Champion of Chatter) and George (Champion of Sleepy). “I have chosen the worst team in the history of the world,” Maggie thought to herself.
注意：1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
Hand in hand, the Maggie team walked onto the court.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________They did lose big, but something positive began to unfold in them.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________7 . Providing feedback is an essential part of personal and career development.
If you are seeking to enhance your career growth, learning about the feedback sandwich can be a game-changer.
The feedback sandwich technique is a highly useful method. It can help soften the blow of criticism. By starting and ending with positive feedback, it’s easier for the recipient to receive the constructive criticism without feeling attacked.
| A．It’s essential to be aware of its limitations, though. |
| B．Similarly, it is also easier for the giver to offer feedback. |
| C．The manager then ends the feedback session with positive feedback. |
| D．The technique may lead to unclear and indirect personal communication. |
| E．Delivering constructive criticism, however, can be challenging if not done correctly. |
| F．It may not be for every situation, but it can make negative feedback more digestible. |
| G．This technique involves using constructive feedback wrapped between two layers of positive feedback. |
When I started high school, I was fourteen years old and six foot tall. The scary thing about being so tall when you’re so young is that people automatically teat you as if you’re older. Yes, I was the size of an adult (actually, bigger than most! ) , but I was still just a kid. And acting more like an adult wouldn’t win me any fiends. As a card-carrying Good Boy, I wanted to meet adults’ expectations and get their praise, but as a Regular Kid, I wanted to be like my peers and get their friendship.
I walked into school that first day in my bluejacket and trousers, the school uniform. I noticed some of my old classmates from my junior high, the ones who had turned their backs on me, and we continued our policy of actively ignoring one another. I felt the pain of their betrayal (背叛) , but I forced my face to remain expressionless. I was here to study hard at academics and to work hard at basketball under my new coach, Jack Donahue. I was here to be excellent. Nothing else mattered.
Indeed I was excellent. I made the honor roll in the first semester, pleasing my parents and teachers. Leaming came naturally to me. I loved reading, especially about history and adventure stories like The Three Musketeers. Basketball, however, I had to work at to do well in.
As a freshman, my style of play reflected my personality: politely passive. I had some skills, but I didn’t have an aggressive nature: The good player around me knew how to play rough, use their bodies with authority, and power their way to a rebound (抢篮板球) . I knew I had to toughen up, and I was committed to getting better, but it wasn’t happening fast enough.
One morning, our school team was scheduled to play a game against Erasmus Hall High School in Brooklyn, and Coach Donahue surprised me by taking me into his office. I figured he was going to discuss his disappointment in my progress as a player, maybe even say something about it all being a big mistake.
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。
To my surprise, he handed me a team uniform.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________All day, I allowed myself to imagine the game.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________9 . The storms in our lives often leave behind gifts if we open our eyes to see them. As the skies clear and you start to emerge from the loss, look for the silver linings.
Going through difficulties requires courage and determination. You have to dig deep and find the strength you didn’t know you possessed to overcome the challenges.
Coming out the other side of trouble sometimes gives you a fresh outlook. Priorities shift.
Your struggles and pain have given you understanding for what others maybe going through in their own lives. You now recognize the suffering of people around you and desire to help ease their burdens. Use your experience to be there for friends and family members facing difficulties.
| A．Dramatic changes often lead to transformation. |
| B．They’re there if you are bent on searching for them. |
| C．Offer a listening ear and share your story with them. |
| D．Storms shape us, but the silver linings make us suffer. |
| E．What seemed important before now pales in comparison. |
| F．Now you know you have the inner power to weather storms. |
| G．This new perspective removed previous doubt about yourself. |
The man was kind of small, but to a five-year-old, he was a giant. Cherry-scented smoke from Grandpa’s pipe kept the hungry mosquitoes at bay. Now and again, he blew a smoke ring and laughed as I tried to target the hole with my finger.
We sat side by side on the old wooden stairs that hot summer evening, watching the traffic, counting cars and trying to guess the color of the next one to turn the corner. We watched the sun go down behind the old Texaco service station across the busy street, which I was never allowed to cross unless accompanied by an adult.
My grandfather was baby-sitting while my mother, father and grandmother went out. While my two baby brothers slept inside the house, my three older siblings (兄弟姐妹) played with friends around the corner, where I was not allowed to go. I stayed with Grandpa, and that was okay with me. “Thirsty?” Grandpa asked, never removing the pipe from his mouth. “Yes,” was my reply. “How would you like to run over to the gas station there and get yourself a bottle of Coke?” I couldn’t believe my ears. On my family’s modest income, Coke was not a part of our budget or diet. “Okay,” I replied shyly, already wondering how I would get across the street.
He stretched his long leg out straight and reached his huge hand deep into the pocket. Opening his fist, he exposed several silver coins. He instructed me to pick out one. After he deposited the rest of the change back into his pocket, he stood up. “Okay,” he said, helping me down the stairs and to the curb (马路沿儿).
“I’m going to stay here and keep an ear out for the babies. I’ll tell you when it’s safe to cross. You go over to the Coke machine, get your Coke out and come back. Wait for me to tell you when it’s safe to cross back.” My heart pounded. Excitement took my breath away.
注意：1．续写词数应为150个左右;
2．请按如下格式在答题卡的相应位置作答。
Grandpa held my hand tightly.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________My heart pounded wildly as I approached the Coke machine.
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