1 . Directions: After reading the passage below, fill in each blank with a proper word given in the box. Each word can only be used once. Note that there is one word more than you need.

A. steadily B. predicts C. biology D. temporary E. dramatic F. recovers G. permanent H. grounded I. expansion J. formed K. kindly

Teens Are Still Developing Empathy Skills

The teen years are often full of door-slamming, eye-rolling and seeming insensitivity, even by kids who behaved     1     before. Some parents worry that they are doing something wrong or that their children will never think of anyone but themselves. A six-year study published in Developmental Psychology shows that     2     is partly to blame.

In adolescence, critical social skills that are needed for one to feel concern for other people and to understand how they think are undergoing major changes. Adolescence has long been known as prime time for developing cognitive skills for self-regulation and executive function.

“Cognitive empathy,” or the mental ability to take others’ perspective, begins to rise     3     in girls at the age of 13, according to the study co-authored by Jolien van der Graaff at Utrecht University in the Netherlands. By comparison, boys do not begin until the age of 15 to show increases in perspective-taking, which helps in problem-solving and avoiding conflict.

Adolescent boys actually show a     4     decline, between the ages of 13 and 16, in a related skill—“affective empathy,” or the ability to recognize and respond to others’ feelings. This may be the result, at least in part, of a     5     rise in the primary male sex hormone, during adolescence, which sparks a desire for dominance and power. Fortunately, the boys’ sensitivity     6     in their late teens. Girls’ affective empathy remains relatively high and stable throughout adolescence.

This doesn’t mean, however, that we can do nothing but just wait for teenagers to develop a feeling of empathy. In fact, parents can help instill(灌输) affective empathy into their children. Affective empathy is     7     in marginal region of the brain, which regulates emotions. This capacity begins to develop in infancy. Children learn to practice empathy by watching their parents and by experiencing it themselves—being well treated by adults who sensitively respond to their emotions. While cognitive empathy arises from a different part of the brain, the two abilities are linked. Children’s affective empathy     8     their level of cognitive empathy as teens.

The findings reflect a major     9     in researchers’ understanding of cognitive growth during adolescence. They used to believe that both forms of empathy were fully     10     in childhood. Now, it is clear that “the brain regions that support social cognition, which helps us successfully understand and interact with others, continue to change dramatically” in our teens, says Jennifer Pfeifer at the University of Oregon. Research in her lab also suggests that cognitive empathy rises in teens. The discoveries serve as a new lens for exploring such teen behavior as bullying and drug abuse.

2 . Directions: Complete the following passage by using the words in the box. Each word can only be used once. Note that there is one word more than you need.

A. fatigue       B. qualified          C. challenge       D. routine       E. persistent F. meant        G. necessarily       H. fueled            I. suffer          J. recognize       K ideally

For the entirety of our life we have been coping with anxiety. But having some anxiety, especially in a stressful situation, isn’t     1     bad and can actually be beneficial, experts say. The right amount of anxiety can improve performance.

Anxiety is an uncomfortable emotion, often     2     by uncertainty. It can create intense, excessive and     3     worry and fear, not just about stressful events but also about everyday situations. There are usually physical symptoms too, like fast heart rate, muscle tension, rapid breathing, sweating and     4    .

Too much anxiety can be debilitating (使体弱力衰). But a normal amount is     5     to help keep us safe, experts say. “The emotion of anxiety and the underlying physiological stress response evolved to protect us,” Wendy Suzuki, a neuroscientist and the author of “Good Anxiety,” said, “Managing stress may be more useful than getting rid of it.” According to the Yerkes-Dodson Law, a theory that originated in the early 20th century from experiments on mice, increasing amounts of cognitive arousal, or stress, can improve performance — but only up to a certain point. The theory, represented by a curve shaped like a mountain, shows that after it peaks, greater levels of stress cause performance to     6    .

When anxiety is turned up too high, Dr. Suzuki added, it tends to become less useful. The first step in controlling anxiety that holds you back is to     7     when you’re feeling overly anxious and try to dial it down.

A certain degree of anxiety can help people prepare for a potential     8    , remain cautious and stay organized. But if anxiety is making you “uncomfortable more often than not” or interfering with     9     functioning and preventing you from living the life you want to live, that signals the need for additional support,     10     from a mental health professional.

3 . Directions: Complete the passage with the words in the box. Each word can only be used once. Note there is one more word than you need.

A. retire        B. ran       C. settle       D. count       E. honor       F. challenge G. worthy        H. responsibility       I. fulfillment       J. curiosity       K. divides

When I was a young man, I though life was all about me — about how I’d make my way in the world, become successful, and get the things I want. But then the two of you came into my world with all your     1     and mischief and those smiles that never fail to fill my heart and light up my day. And suddenly, all my big plans for myself didn’t seem so important anymore. I soon found that the greastest joy in my life was the joy I saw in yours. And I realized that my own life wouldn’t     2     for much unless I was able to ensure that you had every opportunity for happiness and     3     in yours. In the end, girls, that’s why I     4     for President: because of what I want for you and for every child in this nation.

I want all our children to go to schools     5     of their potential — schools that     6     them, inspire them, and instill in them a sense of wonder about the world around them. I want them to have the chance to go to college — even if their parents aren’t rich. And I want them to get good jobs: jobs that pay well and give them benefits like health care, jobs that let them spend time with their own kids and     7     with dignity.

I want us to push the boundaries of discovery so that you’ll live to see new technologies and inventions that improve our lives and make our planet cleaner and safer. And I want us to push our own human boundaries to reach beyond the     8     of race and region, gender and religion that keep us from seeing the best in each other.

Sometimes we have to send our young men and women into war and other dangerous situations to protect our country — but when we do, I want to make sure that it is only for a very good reason, that we try our best to     9     our differences with others peacefully, and that we do everything possible to keep our servicemen and women safe. And I want every child to understand that the blessings these brave Americans fight for are not free — that with the great privilege of being a citizen of this nation comes great     10    .