Sacrificing Hair for a Friend
My seven-year-old daughter Sue looked frightened with tears in her eyes. In front of her was a bowl of medicine, which tasted so bitter. “Sue, why don’t you take the medicine? Just for Dad’s sake, dear.” Sue softened a bit. “Dad, if I take the medicine, will you give me whatever I ask for?” “Oh sure, darling.” I replied. “Promise?” “Promise.”
Slowly and painfully, she finished taking the medicine and then looked at me with her eyes wide with expectation. “Dad, I want to have my head shaved off, this Sunday!”
“A girl child having her head shaved off? Why don’t you ask for something else? We will be sad seeing you with a clean-shaven head,” I said. “I do not want anything else,” Sue said with finality. “Dad, you promised to give me whatever I ask for. Was it not you who told me a story yesterday, and its moral that we should honor our promises no matter what?”
I had to give in.
On Monday morning, I dropped her at her school. It was a sight to watch my daughter walking towards her classroom with her head clean-shaven. She turned around and waved. I waved back with a smile. Just then, a boy got out of a car, and shouted, “Sue, please wait for me!”
What struck me was the hairless head of that boy. Then a lady got out of the car, and said to me, “Sir, that boy is my son Mike, and your daughter visited him last week. Mike is suffering from leukemia. He lost all his hair due to the side effects of the chemotherapy. He refused to come back to school for fear that he would be made fun of by the schoolmates.”
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。
“Your daughter is great indeed!” the lady continued.
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Sue’s story spread quickly and soon many other children showed their care for Mike in various ways.
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1. 你们的打算;
2. 阅读的重要性;
3. 学生在英语阅读方面存在的一些困难;
4. 请Mr. Brown提供建议。
注意：
1. 写作词数应为80左右;
2. 请按如下格式在答题卡的相应位置作答。
Dear Mr. Brown,
I’m writing to ask you for a favor.
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Yours sincerely,
Li Hua
Confucius once said: “Studying and guiding my students will never tire me.” He would be more than glad to know that 2,500 years later his ideas
Ben Giaimo,
While
“Confucius brings wisdom, and he brings wisdom to everyone who is a
“So I took this whole book
“America and China are two big
4 . While I was in our garden yesterday morning. I saw a little newborn bird that appeared to have just fallen from a tree. I was amazed at how tiny it was, with its little
This morning, as soon as the bird
Luckily, I
The little bird’s presence in my life was
| A．mouth | B．wings | C．eyes | D．feathers |
| A．put it down | B．took it in | C．got it back | D．picked it up |
| A．hungry | B．tired | C．lonely | D．scared |
| A．sign | B．effect | C．reason | D．signal |
| A．happier | B．bigger | C．faster | D．better |
| A．remembered | B．felt | C．saw | D．needed |
| A．fly | B．arrive | C．eat | D．look |
| A．amused | B．puzzled | C．touched | D．inspired |
| A．thrown | B．left | C．taken | D．moved |
| A．managed | B．intended | C．continued | D．decided |
| A．came | B．waited | C．stopped | D．offered |
| A．common | B．unexpected | C．great | D．strange |
| A．helpful | B．alive | C．clever | D．careful |
| A．health | B．knowledge | C．nature | D．life |
| A．strong body | B．helping hand | C．kind heart | D．warm smile |
Blood: Water Mission is founded by the Grammy Award-winning band, Jars of Clay.
The results of our efforts paint a new picture in these communities. There has been a remarkable improvement in the water situation and community health.
It’s a beautiful story. We invite you to be a small part of a larger, beautiful story.
| A．Clean water wells have been built. |
| B．Most children get the opportunity to go to school. |
| C．There is a vital link between HIV/AIDS and clean water. |
| D．Meanwhile, the 1,000 Wells Project has expanded along the way. |
| E．Blood: Water Mission has also created social effects in the United States. |
| F．Blood: Water Mission has developed a close friendship with these communities. |
| G．There are many projects providing much-needed assistance to African communities. |
6 . Chinese speakers have got a new thing to be proud of. The language they are speaking is more difficult than English.
Understanding Chinese requires both sides of the brain, but English speakers listen with only half their minds on the job, UK scientists say.
UK psychologist Sophie Scott and researchers from hospitals in Oxford and London performed brain scans on volunteers as they listened to their native languages. When English speakers heard the sound of their language, the left parts of their brains lit up on screen. When Chinese speakers heard their native tongue, there was an action in both the right and left sides.
“We were very surprised to discover that people who speak different sorts of languages use their brains to decode speech in different ways.” said Scott.
The left side is normally connected with putting sounds together into words; the right with processing melody (音调) in music and speech, so this part “lights up” when English speakers hear music. The researchers do not yet know whether the right side is active in English speakers when they hear Chinese.
In Chinese, a different intonation (语调) delivers a different meaning, the syllable (音节) “ma”, for instance, can mean mother, hemp (麻), horse or scold according to its musical sound.
“Speech really is a complex sound,” said Scott. “As well as understanding words, the brain uses the way in which words are spoken, such as intonation and melody, to turn spoken language into meaning.”
“We think Chinese speakers interpret intonation and melody in the right sides of their brains to give correct meaning to the spoken words.”
The study suggests that language itself might affect the way the brain develops in a young child. It could explain why native speakers of English find it so extraordinary hard to learn Chinese.
1. What does the underlined “volunteers” in paragraph 3 refer to?| A．Chinese speakers. | B．English speakers. |
| C．People who speak different languages. | D．Researchers and Chinese and English speakers. |
| A．Music. | B．Meanings. |
| C．Intonation and melody. | D．The way the brain develops. |
| A．The left sides of their brains are not used for language. |
| B．They can hardly understand words when there is music. |
| C．The right sides of their brains are never used in childhood. |
| D．They can hardly understand words in the right side of the brain. |
| A．How the Brain Responds to Music |
| B．How the Brain Responds to Chinese |
| C．The Brain Responds to Languages Differently |
| D．The Two Sides of the Brain Work Differently |
7 . When drawing scientists. U. S. children now depict (描画) female scientists more often than ever, according to new Northwestern University research, which has analyzed five decades of “Draw-A-Scientist” studies conducted since the 1960s.
This change suggests that children’s stereotypes (刻板印象) linking science with men have weakened over time, said the researchers, consistent with more women becoming scientists and children’s media depicting more female scientists on television shows and other media.
In the first study, conducted between 1968 and 1979, less than one percent of 5,000 children drew an image resembling a woman when asked to draw a scientist. Almost all their artwork depicted men working with laboratory equipment, often with lab coats, glasses and facial hair.
But in later studies (1988 to 2019), 28 percent of children drew a female scientist, on average. In addition, both girls and boys drew female scientists more often over time, though girls overall drew female scientists much more often than boys.
“Our results suggest that children’s stereotypes change as women’s and men’s roles change in society.” said study lead author David Miller. “Children still draw more male than female scientists, but that is expected because women remain a minority in several science fields.”
The researchers also studied how children form stereotypes about scientists across child development. The results suggested children did not associate science with men until grade school; around age 5, they drew roughly equal percentages of male and female scientists. During elementary and middle school, the tendency to draw male scientists increased strongly with age. Older children were also more likely to draw scientists with lab coats and glasses, suggesting that children learn other stereotypes as they mature.
“These changes across children’s age likely reflect that children’s exposure to male scientists accumulates during development, even in recent years.” said Miller.
“To build on cultural changes, teachers and parents should present children with multiple examples of female scientists across many contexts such as science courses, television shows and informal conversations,” Miller said.
1. What is the change in children drawing scientists?| A．Children draw more male scientists. |
| B．Children draw more female scientists. |
| C．Girls draw more scientists than boys. |
| D．Children draw more female than male scientists. |
| A．It’s not surprising. | B．It’s not reasonable. |
| C．It’s unexpected. | D．It’s not acceptable. |
| A．How children develop their drawings. |
| B．How children’s stereotypes change with age. |
| C．Why children draw more male scientists. |
| D．What scientists look like in children’s drawings. |
| A．By encouraging children to attend science courses. |
| B．By encouraging children to become scientists in the future. |
| C．By giving children an example of drawing female scientists. |
| D．By making female scientists known to children in various situations. |
8 . Lunch hour is crazy at SAME Café, the restaurant my husband, Brad, and I run in Denver.
One day a woman dressed in a business outfit (套装) stepped in. “Hi, Libby.” she said. I recognized her. The first time she came two years ago, she had no money to pay for a meal. No problem. Like many customers, she volunteered to work. After her meal, she washed dishes. Look at her now. I stole a glance at Brad, in the kitchen. Wasn’t this what we’d hoped for?
In 2015, on a flight home from Texas, we’d hatched this crazy dream. We’d both done a lot of volunteering at soup kitchens. It was something we felt called to do, feeding the poor.
“I wish we could start our own place,” I said. “No cash register (收银机). Just a donation box on the counter.”
“Why don’t we?” Brad said.
It would be a charity, but we didn’t want our diners to think of it as a charity. “If they can’t pay.” Brad said, “they can help wash dishes or sweep the floor. We must treat people with dignity.”
Our first customer was a woman in her forties. She told me she was recently divorced and she and her two kids had no place of their own. “Could I have a salad?” she asked. I brought her a plate of greens with fresh fruit and nuts. Her eyes grew wide. “These are the first fresh vegetables I’ve had in four months,” she exclaimed. That alone made our struggles to open the café worth it.
SAME is short for our belief: So All May Eat. Customers came for Brad’s cooking. But they also liked what our café stood for.
“What do I owe you?” one customer asked. “Whatever you think the meal’s worth,” I said, “and whatever you can afford.” Most customers gave what they could, even if it was just a dollar.
Something was different about the woman that day. Something besides her outfit. She stopped at the counter and ordered greens with sun-dried tomatoes, and a ham and pineapple pizza
“I have something to tell you.” she said. “The last time I was here, I started talking to a woman I’d met here before. She said. ‘There’s an opening in my office. Why don’t you come in and apply?” I did—I got the job!” I knew what was different about her—confidence.
She opened her purse. “I can pay now. How can I ever thank you?”
“You just did,” I said.
1. What did the author and her husband do at soup kitchens in Texas?| A．They learned how to cook. | B．They helped feed the hungry. |
| C．They trained the volunteers. | D．They made a living there. |
| A．With respect. | B．With pity. | C．With care. | D．With effort |
| A．Customers can pay as they like. | B．Customers needn’t pay for a meal. |
| C．Customers help with charity work. | D．Customers get paid for what they do. |
| A．The woman paid for her meal. |
| B．The woman expressed her thanks. |
| C．The woman helped to wash dishes. |
| D．The woman gave her what she had hoped for. |
9 . One Earth Award
About this award
Sponsored by the One Earth Fund, the One Earth Award offers $1,000 scholarships for four students whose works address the pressing issue of human-caused climate change.
Why should I create art or writing about climate change?
Some consequences of climate change include: sea-level rise, increase in air pollution, hurricane, droughts, extreme weather, and rising temperatures, among others. Your work can advance our thoughts about climate change and our understanding of solutions. It can also improve awareness of actions that we can take, in order to reduce the harm that human action has on our environment.
How do I apply?
Enter your work to any category in the Scholastic Art & Writing Awards. When selecting the category of your work, choose the One Earth Award. You will be required to include a personal statement on your work.
What should I write for the personal statement?
Your personal statement should be 50 words or more and answer the following questions:
What specific aspect of climate change does your work address?
What is your personal connection to this aspect of climate change, and why do you think talking about climate change is important?
Getting started on your work
These resources can help you learn about climate change and create your own art and writing about it.
Consider how poets talk about climate change with the Poetry Foundation.
Explore visual art activities and writing activities from the Teacher’s Climate Guide.
Try writing exercises developed by English Teachers Concerned about Climate Crisis.
1. What is the first thing to do to get the One Earth Award?| A．Choosing the One Earth Award. |
| B．Contacting the One Earth Fund. |
| C．Presenting the personal statement. |
| D．Visiting the Scholastic Art & Writing Awards. |
| A．What action you will take. | B．What you are concerned about. |
| C．Why your work is important. | D．What suggestion you will make. |
| A．How do I apply? |
| B．About this award |
| C．Getting started on your work |
| D．What should I write for the personal statement? |
1. What did the speaker receive at Stanford University?
| A．A scholarship. | B．A master’s degree. | C．A bachelor’s degree. |
| A．It was started by the speaker. |
| B．It is a company started 10 years ago. |
| C．It employs the speaker as a researcher. |
| A．At Bio-Tech. | B．At Stanford University. | C．At Northwestern University. |
