Lu frequently finds its way in Chinese dishes. It
“Salt is the core
The earliest
Cao believes the Lu we know today emerged around the Ming dynasty,
In the centuries since, Lu has been diversified, taking on the characteristics of each of China's
Some Lu is even alcoholic: Zao Lu is
2 . It is lunchtime. At a long table inside a restaurant, some young people sit together over lunch. There is less conversation than you might expect from a typical group of friends: a boy seems to talk only to himself, and a girl looks anxious.
These young people met through a program organized by the nonprofit Actionplay, where young people with autism work together to write and stage a musical. Each Sunday, they work and have lunch together. “You meet other people just like you,” says Lexi Spindel. “That was the first time my daughter had a friend,” says Lexi’s father. “That never happened before Actionplay.”
For decades, scientists have supposed people with autism don’t have or need friends. A new research is forcing a rethink of those long-held beliefs. Autistic people report they want friends. One significant barrier to friendships is common people’s opinion that autistic people are not interested in connecting with them. Appearing uninterested, however, is not always the same as being uninterested. An autistic child looking uninterested in games may in fact be overcome by the noise. And behaviors like clapping hands repeatedly are a way to manage their anxiety and uncertainty, not a sign of their low social interest.
For some autistic people, friendships develop through experimental programs. In a program Lerner developed, participants play a game called Gibberish. where teenagers must interpret each other’s intentions without using real language. The point is not to get it right. but to attend to what the other person is doing in a way that creates opportunities to connect.
Lerner’s ideas were inspired by a moment 16 years ago after he established a small camp for children with autism called Spotlight. On the second day an l1-year-old boy ran up and pulled his clothes. “Lerner, Lerner, where did you find these kids?”
“All over the place,” Lerner answered. “Everyone wants to come to camp, just like you.”
“This is the first normal group of kids I have never met.” the boy said.
1. The scene in paragraph 1 is described to ________.| A．reveal the lack of an interpersonal conversation |
| B．prove the difficulty in reducing teenage anxiety |
| C．stress the great necessity of forming friendships |
| D．show the different behavior of a particular group |
| A．Curing young people of autism. | B．Developing autistic people’s taste in art. |
| C．Offering autistic people a social platform. | D．Improving young people’s family relationship. |
| A．Autistic people have no intention to make friends. |
| B．Noise sets barriers to autistic people’s views on games. |
| C．Repetitive movements make autistic people feel secure. |
| D．Common beliefs cause autistic people’s low social interest. |
| A．He feels at ease with his autistic fellows. |
| B．He no longer regards himself as an autistic kid. |
| C．Lerner’s guidance helps him get out of autism. |
| D．Autistic kids don’t long to socialize with normal ones. |
3 . A new year can bring new excitement and opportunities to grow for kids, too.
“
The idea of a goal may also be easier for younger children to grasp. Jack Frezell, 3, of Ontario, Canada, said his goal for next year is to “go on my bike by myself.” Setting goals can teach children persistence, focus and the value of planning, according to Gary Latham, Secretary of State Professor of Organizational Behavior at the University of Toronto, who specializes in goal setting. “
“Next thing you know, the overall goal has been attained, and it gives kids a sense of accomplishment, excitement and achievement,” he said.
| A．Setting realistic goals is difficult for kids. |
| B．The big impact is that it teaches them initiative. |
| C．How important it is to set healthy goals with kids. |
| D．Goals that are both specific and achievable are key. |
| E．They can learn to focus on new goals just like adults. |
| F．If it’s not specific, some kids are likely to blame themselves. |
| G．Of course, guidance from parents is still helpful for kids of all ages. |
4 . Get Ready for Summer Series
Join the National Summer Learning Association Summer Bootcamp to gain tools and best practices to help youth thrive. Anyone who cares about summer learning is welcome! Leaders from schools, community-based programs, camps, libraries, outdoor education programs, and more. If you are working with youth during the summer months, you will benefit from these ideas and strategies.
Day 1 — March 30
Session 1: 1 p.m. — 2 p.m.
We’ll explore the research and data telling us the current state of the academic, mental, and physical well-being of children and families. With the data in hand, we’ll consider how to create strategies that meet this moment in time and help young people thrive.
Session 2: 2 p.m. — 3 p.m.
What’s known is that we need to think creatively and plan strategically to find and retain excellent staff that knows how to build relationships with young people. In this session, we’ll share tools and strategies to develop a strong workforce ready to make a difference this summer.
Day 2 — March 31
Session 1: 1 p.m. — 2 p.m.
Let’s explore how to access the investments and ensure impact. We’ll consider how to leverage partnerships across sectors, including schools, community-based organizations, business and more to make the most of the investment of public funding.
Session 2: 2 p.m. — 3 p.m.
In this session, we’ll dive into programs that have proven strategies, tools and courses that can be applied in your summer learning program. We’ll talk about how to access and apply learning strategies that ensure children and youth enjoy their summer.
1. Who should attend the Summer Bootcamp?| A．Only the leaders from schools. | B．The young people who are thriving. |
| C．Whoever works with the youth in summer. | D．The students caring about summer learning. |
| A．Day 1 — March 30 Session 1. | B．Day 1 — March 30 Session 2. |
| C．Day 2 — March 31 Session 1. | D．Day 2 — March 31 Session 2. |
| A．How to enjoy yourself in summer. | B．Programs about the learning methods. |
| C．Strategies, tools and courses on youth. | D．How to ensure youth access the investments. |
5 . Throughout history, many species of animals have been threatened with extinction. When Europeans first arrived in North America, more than 60 million buffalo (水牛) lived on the continent. Yet hunting the buffalo was so popular during the 19th century that by 1900 the animal’s population had fallen to about 400 before the government stepped in to protect the species. In some countries today, the elephant faces a similar challenge, as illegal hunters kill the animals for the ivory in their tusks.
Yet not all animals with commercial value face this threat (威胁).The cow, for example, is a valuable source of food, but no one worries that the cow will soon be extinct. Why does the commercial value of ivory threaten the elephant. while the commercial value of beef protects the cow?
The reason is that elephants are a common resource, while cows are private goods. Elephants wander freely without any owners. The hunter has a strong motivation to kill as many elephants as he can find. Because illegal hunters are numerous, each has only a slight motivation to preserve the elephant population. By contrast, cattle live on farms that are privately owned. Each farmer makes great effort to maintain the cattle population on his farm because he harvests the benefit of these efforts.
Governments have tried to solve the elephant’s problem in two ways. Some countries, such as Kenya and Uganda, have made it illegal to kill elephants and sell their ivory. Yet these laws have been hard to put into effect, and elephant populations have continued to dwindle. By contrast, other countries, such as Malawi and Namibia, have made elephants private goods and allowed people to kill elephants, but only those on their own property.
With private ownership and the profit motive now on its side, the African elephant might someday be as safe from extinction as the cow. The ancient Greek philosopher Aristotle pointed out the problem with common resources: “What is common to many is taken least care of, for all men have greater regard for what is their own than for what they possess in common with others.”
1. Why does the author mention buffalo in paragraph 1?| A．To introduce a similar threat to elephants. |
| B．To provide an example of species extinction. |
| C．To offer an explanation for government policies. |
| D．To present the statistics of the buffalo in America. |
| A．They are under different law protection |
| B．They attract different groups of hunters |
| C．They contain different commercial value |
| D．They represent different ownership types |
| A．Bans on killing elephants for ivory |
| B．Effective laws for elephant protection. |
| C．Methods of making elephants private goods |
| D．Government policies on the elephant’s problem |
| A．People hold little regard for others’ property |
| B．People want to profit from common resources |
| C．People care more about their own possession |
| D．People tend to take what they own for granted |
December 5, 2012, was a very special day for Josephine and Scott Lansing, as it marked the fourth adoption for the Lansings.
When they began the journey to adopt their first daughter, Cloe, years ago, Josephine and Scott Lansing never imagined they would eventually have a house full of girls. The couple later adopted Josie in 2011 and Annabelle in 2012. For the Lansing family, adoption is about giving every child the opportunity to grow healthily in a loving home. Scott and Josephine are great advocates for each of their daughters, and they make sure each child knows how special and loved they are.
In February of 2009, Bethany entered into the care of Child Protective Services due to her mother's inability to care for her and her brothers and sisters. Her experiences made it very difficult for her to trust adults, since she learned from an early age that she could only count on herself. She lived in a shelter for several months before moving into a foster home (寄养家庭). Still, Bethany struggled to understand why she had been taken away from the only family she had known. In May of 2010, Bethany was placed at Helping Hand Home for Children's Residential Treatment Center, where her journey to returning to normal finally began. With the patience, support, and guidance of the Helping Hand Home staff, Bethany developed healthy, appropriate ways to express her emotions. She was taught to respect herself, and she learned that it was okay to trust others.
When Bethany was introduced to the Lansing family in June of 2012, the meeting did not go as smoothly as everyone hoped. Bethany's insecurities resurfaced due to the suffering she experienced at such a young age, and she refused to talk or even look at the Lansings at their first meeting.
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。
But the Lansing family had no intention to give up.
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Later, Bethany experienced a lot of exciting things.
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