1 . For all the talk of helicopter parents and their snowflake children, most parents I know are more concerned with whether their children’s development would be considered normal by experts than whether they are raising a prodigy (天才).
When the teen years arrive, the “Is it normal?” instinct can go into overdrive. Adolescence is marked by many changes, including ones that manifest(显示)physically and, their more challenging counterpart, ones that manifest emotionally. The moods and deep feelings are intense, and make many helicopter parents in a state of extreme panic.
But difficult feelings are often not a cause for concern, according to psychologist Lisa Damour in her new book, The Emotional Lives of Teenagers: Raising Connected, Capable, and Compassionate Adolescents. Not only are sadness and worrying healthy and natural parts of being a teenager, but the ability to experience these feelings(without a parent panicking)and to learn how to cope with them is developmentally necessary.
There is a lot of commercial marketing around wellness that can give people the impression that they are only mentally healthy or their kids are mentally healthy if they are feeling good, calm or relaxed. This is not an accurate definition of mental health. Mental distress is not only inevitable—it is part of mental health and experiencing it is part of how kids grow and mature.
There are many other healthy ways kids regulate emotions besides talking. Listening to mood-matching music is a very adaptive way to regulate as the experience of listening to the music catalyzes the emotion out of them. Teenagers also discharge emotions physically—by going through a run, jumping on a trampoline or banging on drums. Sometimes they will discharge them through creative channels like drawing or making music.
As adults, we should not diminish the value of emotional expression that brings relief, even if it doesn’t come in the verbal form to which we are most accustomed. Don’t join in because what we ultimately want is for our teens to become autonomous in dealing with their hard feelings.
1. Why do many helicopter parents feel alarmed in their children’s adolescence?| A．They are eager to raise a genius. |
| B．They are concerned about their children’s safety. |
| C．They can’t accept children’s physical changes. |
| D．They are anxious about their children’s mental development. |
| A．It is all about good feelings. |
| B．It means having the ability to handle hardships. |
| C．It contributes to kids’ growing up. |
| D．It refers to a person’s positive qualities. |
| A．To confirm bad feelings are sure to be gone. |
| B．To encourage parents to give a helping hand. |
| C．To show kids can tackle hard feelings themselves. |
| D．To clarify the definition of mental health. |
| A．Helicopter Parents: You Can Be More Self- reliant. |
| B．Commercial Marketing: A Magical Trick |
| C．Snowflake Children: You Are Promising |
| D．Hard Feelings: A Sign of Teenagers Mental Health |
1. 活动目的；
2. 具体行为（排队购票、爱护公物等）；
3. 发出号召。
注意：1. 词数100左右；
2. 题目已为你写好。
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3 . Inside a library in a seaside town is a room changed into a cafe. There might be a homeless man
It’s the
Potts understands how altruism (利他主义) can help. Over the years during his work on homelessness, when he met people in their
“The thing that led to a lasting transformation was when they
So Potts started thinking there must be a way to
| A．drinking | B．making | C．growing | D．hiding |
| A．saving | B．paying | C．awarding | D．offering |
| A．seeks | B．deserves | C．happens | D．pretends |
| A．Sickness | B．Tiredness | C．Loneliness | D．Weakness |
| A．idea | B．excuse | C．hobby | D．feeling |
| A．shocked | B．interested | C．disappointed | D．frightened |
| A．regardless of | B．instead of | C．as for | D．along with |
| A．mistake | B．result | C．technique | D．cause |
| A．support | B．power | C．health | D．alarm |
| A．freedom | B．wisdom | C．kindness | D．patience |
| A．latest | B．funniest | C．fittest | D．darkest |
| A．preferred | B．mentioned | C．recommended | D．demanded |
| A．insisting on | B．hearing of | C．depending on | D．talking about |
| A．advice | B．duty | C．research | D．attention |
| A．repair | B．repaint | C．reinvent | D．replace |
| A．break | B．lesson | C．purpose | D．promise |
| A．challenged | B．invited | C．helped | D．recognised |
| A．familiar | B．strange | C．terrible | D．magic |
| A．copy | B．improve | C．reflect | D．record |
| A．struggling | B．changing | C．relaxing | D．escaping |
4 . Life expectancy in the United States has been in decline for the first time in decades, and public health officials have identified a series of potential causes, including inaccessible health care, rising drug addiction and rates of mental health disorders, and socio-economic factors. Now, a study led by the Yale School of Medicine has attempted to find out the relative impact of two factors most often linked to life expectancy – race and education – by looking at data about 5,114 black and white participants in four U.S. cities.
The lives and deaths among this group of people – who took part in the study approximately 30 years ago when they were in their early 20s – show that the level of education, and not race, is the best predictor of who will live the longest.
Among the 5,114 people followed in the study, 395 had died. These deaths were occurring in working-age people, often with children, before the age of 60. The rates of death among participants in this group did clearly show racial differences, with approximately 9% of blacks dying at an early age compared to 6% of whites. There were also differences in causes of death by race. For instance, black men were significantly more likely to die of murder and white men from AIDS. The most common causes of death across all groups over time were cardiovascular disease and cancer.
But there were also obvious differences in rates of death by education level. Approximately 13% of participants with a high school degree or less education died compared with only approximately 5% of college graduates.
Strikingly, when looking at race and education at the same time, the researchers found that differences related to race almost disappeared: 13.5% of black subjects and 13.2% of white subjects with a high school degree or less died during the course of the study. By contrast, 5.9% of black subjects and 4.3% of whites with college degrees had died.
Therefore, improving overall quality of education is something tangible that can help reverse (扭转)this troubling trend in reduction of life expectancy among middle-aged adults.
1. What can we learn about the participants in the study?| A．The whites are more aggressive. |
| B．The whites got higher education. |
| C．More blacks than whites died young. |
| D．More whites than blacks died of cancer. |
| A．significant | B．unnoticeable |
| C．growing | D．long-lasting |
| A．Realistic. | B．Creative. |
| C．Challenging. | D．Temporary. |
| A．People can get smart through learning. |
| B．One should not discriminate other races. |
| C．People don’t enjoy equal rights for education. |
| D．One can live longer by getting more education. |
5 . Moscow city authorities have begun using comics（漫画） with characters from Russian fairy tales to explain to migrants（移民） how they should behave. They say a 100-page guide is needed to "keep a positive image" of the city and could help reduce "tensions" between natives and migrants. But critics have pointed out that foreign migrants and natives may be regarded as antagonists in the manual(手册).
Russians and migrants have repeatedly flooded in Moscow recently. Many migrants from ex-Soviet republics in Central Asia, the Caucasus（高加索） and North Caucasus, arrive in Moscow every year, attracted by the capital’s job opportunities and relatively high salaries. A significant number of them work in the Russian capital illegally.
The new guide in Russian seeks to explain the "dos" and "don’ts" to migrants. They are urged not to cause trouble, by staring at women, or eating or talking loudly on the streets. They are also warned that the police may routinely（例行公事） stop them to check their documents.
In the manual, Russia’s famous "three warriors" are meant to represent the city’s law enforcement agencies（执法机关）, while Prince Yuri Dolgoruky (a historical character) is used for tours around Moscow. Meanwhile, Vasilisa the Wise and The Snow Maiden test the reader on Russia’s language and history. A special section of the book explains the importance of following Moscow’s strict residency and employment rules, stressing that migrants could otherwise be deported(驱逐出境) or banned from entry.
The manual was written primarily for illegal migrants, Alexander Kalinin, who heads the group Support for Working Migrants in Moscow, told BBC Russian.
"We want to raise their level of law awareness," he added.
Migrant characters had initially(最初) been identified as representatives of different nationalities, but the book’s authors later decided to drop this idea so as "not to offend anyone", said Mr. Kalinin.
"The old conflict between Russian heroes and non-Slavic invaders is being revived," Yevgeny Varshaver, a migration expert told BBC Russian. He also suggested that the language used in the book would be "difficult" to understand for some migrants who were not native Russian speakers.
1. The underlined word "antagonists" in Paragraph 1 can probably be replaced by "_____".| A．friends | B．acquaintances |
| C．cooperators | D．opponents |
| A．to find well-paid jobs | B．to have a new lifestyle |
| C．to enjoy the fine climate | D．to experience a new culture |
| A．consequences the migrants may suffer |
| B．the purpose of publishing the handbook |
| C．the measures to attract foreign migrants |
| D．characters and their functions in Russian fairytales |
| A．Ways to help foreign migrants to settle in Russia |
| B．Characters from Russian fairy tales have new jobs |
| C．More and more foreign migrants to work in Moscow |
| D．Moscow fairy tale comics to help migrants behave |
The implication(含义) of saying “You are the prettiest girl in class,” or talking about the goals she scored but not her overall effort, is that you love her only when she looks the best, scores the highest, achieves the most. And this carries over to the classroom.
Social psychologist Carol Dweck, PHD, tested the effects of over-praise on 400 fifth graders while she was at Columbia University. She found that kids praised for “trying hard” did better on tests and were more likely to take on difficult assignments than those praised for being “smart”.
“Praising attributes(品质) or abilities makes a false promise that success will come to you because you have that quality, and it devalues effort, so children are afraid to take on challenges,” says Dweck, now at Stanford University, “They figure they’d better quit while they’re ahead.”
1. The underlined words “Praise-aholic kids” refer to kids who are ______.
| A．tired of being praised | B．worthy of being praised |
| C．very proud of being praised | D．extremely fond of being praised |
| A．better-known | B．better-organized |
| C．more persuasive | D．more interesting |
| A．praise for efforts should be more encouraged |
| B．praise for results works better than praise for efforts |
| C．praising a child’s achievements benefits his or her success in life |
| D．praising a child’s abilities encourages him or her to take on challenges |
| A．Everyone is different, and levels of empathy differ from person to person. |
| B．That could be because so many people have replaced face time with screen time, the researchers said. |
| C．“One doesn’t develop empathy by having a lot of opinions and doing a lot of talking,” Freed says. |
| D．Humans learn by example—and most of the examples on it are anything but empathetic. |
| E．Empathy is a matter of learning how to understand someone else—both what they think and how they feel. |
| F．Good social skills—including empathy—are a kind of “emotional intelligence” that will help you succeed in many areas of life. |
| G．Having relationships with other people is an important part of being human—and having empathy is decisive to those relationships. |
