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.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2 . 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. |
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.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4 . 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。
Chip was not willing to go to school. The only hour of his day that was bearable was science class. He used to think of science as a bunch of boring words in a textbook, but Mr. O’Dell had changed all that.
It started when Mr. O’Dell announced how students could get a good grade in his class—not by memorizing a lot of facts but by thinking. The students stared at him, either wondering what he was talking about or else marveling (惊叹) at the reddish brown hair surrounding his shiny bald head...
Mr. O’Dell asked another question, “What common substance can take the form of a liquid, a solid, or a gas?”
Nobody answered. The class just sat there, waiting for Mr. O’Dell to explain what that had to do with anything. Then Chip got it. The first liquid he thought of was water, and then ice. Ice is a solid. And when water gets superhot, it turns to steam. He wasn’t sure if steam was a gas or not, but when nobody else spoke, Chip blurted out, “Water?”
After that Chip could tell that Mr. O’Dell liked him. Chip liked him too—at least most of the time.
The best part about science class was the field trips. Once when a student pointed out an ant hill, Mr. O’Dell put his nose down so close to watch that Chip expected an ant to climb right onto it and march up through the freckles(雀斑)to stare back at him through his gold-rimmed glasses. Another time, Mr. O’Dell had the whole class sit cross-legged in a circle to watch a chameleon (变色龙) change from brown to bright green. Anyone who wasn’t paying close attention missed the important moment when it shot its long tongue and brought a fly back into its mouth.
Mr. O’Dell had the students take detailed notes on each animal or insect they were observing. He added that the creatures ought to be right where they were, doing whatever they were doing.
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 minute the lesson turned to science, Chip exploded with energy and enthusiasm.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
Holding a chameleon, Chip rushed into the classroom, his eyes dancing with excitement.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5 . The UN this week launched a report urging companies to stop issuing false net-zero targets that amount to greenwashing.
Greenwashing is a term used to describe situations where companies mislead consumers by claiming to be eco-friendly or sustainable as a marketing plan rather than as a core principle of their business model. Often, these industries spend more money making themselves appear sustainable than they do taking actual sustainable measures into their company.
Cities, financial institutions, and scores of companies have announced plans to reduce their emissions to zero, which, in principle, should help the fight against climate change.
“The problem is that the criteria for these net-zero commitments have varying levels of precision and loopholes (漏洞),” said UN Secretary-General Antonio Guterres during the launch of the report.
Many net-zero plans contain far-away or unclear targets and often call for the use of unproved technologies like carbon capture and tree planting, which effectively allow companies to continue polluting the atmosphere. Studies show that most of these net-zero plans will do little to stop temperatures from rising. For example, many oil majors have announced plans to reduce emissions from their operations to zero by 2050 that do not take into account the carbon emitted by the fossil fuels they sell, which would allow them to increase production. Far from decreasing, fossil fuel production is going strong.
To close these net-zero loopholes, the UN this week released a report that includes 10 recommendations to ensure that companies, cities, regions, and other non-state actors issue credible and accountable net zero commitments. “Their plans cannot rely on cheap carbon credits instead of immediately cutting their own emissions,” Guterres said.
Financial institutions need to cut down emissions from all their investments and businesses need to bring down the carbon footprint of their supply chain, the report said. The report’s lead author, Catherine McKenna, urged companies to release new net-zero targets within a year. The updated targets must contain concrete actionable details.
1. What does “greenwashing” refer to?| A．A green technology. | B．A misleading statement. |
| C．A business model. | D．A spending target. |
| A．To prove oil majors are really responsible. |
| B．To set some good examples for other companies. |
| C．To show some net- zero commitments make no sense. |
| D．To indicate the benefit of net zero plans to climate change. |
| A．Dissatisfied. | B．Guilty. | C．Shocked. | D．Confused. |
| A．Plant more trees. | B．Share more supply chains. |
| C．Depend on cheap carbon credits. | D．Make concrete actionable targets. |
