1. 工作内容说明;
2. 应聘者能力要求;
3. 待遇及薪酬。
注意:1. 词数80左右:可以适当增加细节,以使行文连贯;
2. 标题和结尾已为你写好、不计入总词数。
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Wolong National Nature Reserve
I’m smaller than everyone else my age. When I walk in the halls at school, I have to squeeze in between the bigger kids to get by. At the playground, sometimes even little kids try to boss me around. Mia, my best friend, is so tall that when she walks, I have to jog to keep up with her.
I used to try to make myself taller whenever I could. My posture was perfect, straight as an arrow. I hung from the tree in our backyard to stretch out my arms and legs. I even ate all my vegetables. Every day I measured myself, but I was the same height every time. Frustrating!
“Don’t worry,” Mom always said. “Being small has its advantages.” “Really? I could never notice any.”
One day, Mrs. Alvarez announced to the class that we’d be putting on a spring play. I practiced all the lines. But at the audition (试演), when I walked up to the stage, Mrs. Alvarez cried, “You’ll be perfect as the elf (小精灵)! You’re just the right size for the costume.” I even never got a chance to deliver the practiced lines. Back home I grumbled (咕哝) to mum that I was made an elf. But she bet I would be the best elf. To please her, I went to rehearsals (排练), though I only had two lines.
Mia got the lead role-a girl wandering through a magical fairy forest in search of her lost dog. In the last scene, she finds a box under a giant mushroom, and when she opens it, her dog jumps out. Mrs. Alvarez’s dog, Prince, played the dog role. She brought him to all the rehearsals, and when he wasn’t onstage, we got to play with him, but he seemed to like me best.
The night of the show, my first line came early, “Let’s ask the Fairy Queen!” Since my only other line was toward the end, I waited offstage, playing with Prince.
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。
Finally, the grand end came, and Prince was brought onstage inside the box.
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“How can we get Prince out from beneath the stage?” Mrs. Alvarez asked.
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3 . My students frequently ask me how I planned out my career to become president of Fidelity Investments. I always tell them, “There was no grand plan; I backed into my career one step at a time.” In this tough economy and ever-changing world, it is more important than ever to smartly evaluate each step in your career. To prepare for whatever surprises lie ahead, try to make choices today that will maximize your options in the future.
Gaining transferable (可转移的) knowledge begins with the choices you make at school. You want your education to provide you with the necessary skills and expertise to succeed in a wide variety of jobs.
Once you have finished your formal education, search for jobs that will allow you to further expand your transferable knowledge—to help you find your next job. Let’s say you take a job putting together airplane leases. Within a few years, you could become the world’s expert on the subject.
Remember gaining transferable knowledge is only one piece of the puzzle.
Of course, you can build your network to some degree without changing jobs.
A.You can make yourself more attractive. |
B.Gain transferable expertise and form close bonds with your colleagues. |
C.Your next step should help you expand your web of personal relationships. |
D.This later helped me evaluate and start business units throughout the world. |
E.You can attend conferences or participate in committees at trade associations. |
F.This means that you need to make smart choices about the courses you will follow. |
G.However, this narrow expertise probably won’t help you in any other line of work. |
A.took to; get it across | B.took up; figure it out |
C.took off; bring it up | D.took down; work it out |
1. 你心目中的大学;
2. 选择这所大学的原因;
3. 你为之所做出的努力。
注意:1. 可适当增添细节使行文连贯;
2. 词数:100-120 词。
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6 . Both misinformation, which includes honest mistakes, and disinformation, which involves an intention to mislead, have had a growing impact on teenage students over the past 20 years. One tool that schools can use to deal with this problem is called media literacy education. The idea is to teach teenage students how to evaluate and think critically about the messages they receive. Yet there is profound disagreement about what to teach.
Some approaches teach students to distinguish the quality of the information in part by learning how responsible journalism works. Yet some scholars argue that these methods overstate journalism and do little to cultivate critical thinking skills. Other approaches teach students methods for evaluating the credibility of news and information sources, in part by determining the incentive of those sources. They teach students to ask: What encouraged them to create it and why? But even if these approaches teach students specific skills well, some experts argue that determining credibility of the news is just the first step. Once students figure out if it’s true or false, what is the other assessment and the other analysis they need to do?
Worse still, some approaches to media literacy education not only don’t work but might actually backfire by increasing students’ skepticism about the way the media work. Students may begin to read all kinds of immoral motives into everything. It is good to educate students to challenge their assumptions, but it’s very easy for students to go from healthy critical thinking to unhealthy skepticism and the idea that everyone is lying all the time.
To avoid these potential problems, broad approaches that help students develop mindsets in which they become comfortable with uncertainty are in need. According to educational psychologist William Perry of Harvard University, students go through various stages of learning. First, children are black-and-white thinkers—they think there are right answers and wrong answers. Then they develop into relativists, realizing that knowledge can be contextual. This stage is the one where people can come to believe there is no truth. With media literacy education, the aim is to get students to the next level—that place where they can start to see and appreciate the fact that the world is messy, and that’s okay. They have these fundamental approaches to gathering knowledge that they can accept, but they still value uncertainty.
Schools still have a long way to go before they get there, though. Many more studies will be needed for researchers to reach a comprehensive understanding of what works and what doesn’t over the long term. “Education scholars need to take an ambitious step forward,” says Howard Schneider, director of the Center for News Literacy at Stony Brook University.
1. As for media literacy education, what is the author’s major concern?A.How to achieve its goal. | B.How to measure its progress. |
C.How to avoid its side effects. | D.How to promote its importance. |
A.Importance. | B.Variety. | C.Motivation. | D.Benefit. |
A.compare different types of thinking |
B.evaluate students’ mind development |
C.explain a theory of educational psychology |
D.stress the need to raise students’ thinking levels |
A.Media Literacy Education: Much Still Remains |
B.Media Literacy Education: Schools Are to Blame |
C.Media Literacy Education: A Way to Identify False Information |
D.Media Literacy Education: A Tool for Testing Critical Thinking |