1.你遇到的情况;
2.智能手机的利与弊;
3.你的看法和倡议。
注意:
1.词数100左右;
2.可以适当增加细节,以使行文连贯。
Dear Editor,
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Yours sincerely,
Li Hua
2 . In our information-driven society, shaping our worldview through the media is similar to forming an opinion about someone solely based on a picture of their foot. While the media might not deliberately deceive us, it often fails to provide a comprehensive view of reality.
Consequently, the question arises: Where, then, shall we get our information from if not from the media? Who can we trust? How about experts- people who devote their working lives to understanding their chosen slice of the world? However, even experts can fall prey to the allure of oversimplification, leading to the “single perspective instinct” that hampers (阻碍) our ability to grasp the intricacies (错综复杂) of the world.
Simple ideas can be appealing because they offer a sense of understanding and certainty. And it is easy to take off down a slippery slope, from one attention-grabbing simple idea to a feeling that this idea beautifully explains, or is the beautiful solution for, lots of other things. The world becomes simple that way.
Yet, when we embrace a singular cause or solution for all problems, we risk oversimplifying complex issues. For instance, championing the concept of equality may lead us to view all problems through the lens of inequality and see resource distribution as the sole panacea. However, such rigidity prevents us from seeing the multidimensional nature of challenges and hinders true comprehension of reality. This “single perspective instinct” ultimately clouds our judgment and restricts our capacity to tackle complex issues effectively. Being always in favor of or always against any particular idea makes you blind to information that doesn’t fit your perspective. This is usually a bad approach if you would like to understand reality.
Instead, constantly test your favorite ideas for weaknesses. Be humble about the extent of your expertise. Be curious about new information that doesn’t fit, and information from other fields. And rather than talking only to people who agree with you, or collecting examples that fit your ideas, consult people who contradict you, disagree with you, and put forward different ideas as a great resource for understanding the world. If this means you don’t have time to form so may opinions, so what?
Wouldn’t you rather have few opinions that are right than many that are wrong?
1. What does the underlined word “allure” in Para.2 probably mean?A.Temptation. | B.Tradition. | C.Convenience. | D.Consequence. |
A.They meet people’s demand for high efficiency. |
B.They generate a sense of complete understanding. |
C.They are raised and supported by multiple experts. |
D.They reflect the opinions of like-minded individuals. |
A.Simplifying matters releases energy for human brains. |
B.Constant tests on our ideas help make up for our weakness. |
C.A well-founded opinion counts more than many shallow ones. |
D.People who disagree with us often have comprehensive views. |
A.Embracing Disagreement: Refusing Overcomplexity |
B.Simplifying Information: Enhancing Comprehension |
C.Understanding Differences: Establishing Relationships |
D.Navigating Complexity: Challenging Oversimplification |
3 . The “reading wars,” one of the most confusing and disabling conflicts in the history of education, went on heatedly in the 1980s and then peace came. Advocates of phonics (learning by being taught the sound of each letter group) seemed to defeat advocates of whole language (learning by using cues like context and being exposed to much good literature).
Recent events suggest the conflict of complicated concepts is far from over. Teachers, parents and experts appear to agree that phonics is crucial, but what is going on in classrooms is not in agreement with what research studies say is required, which has aroused a national debate over the meaning of the word “phonics.”
Lucy M. Calkins, a professor at Columbia University’s Teachers College and a much-respected expert on how to teach reading, has drawn attention with an eight-page essay. Here is part of her argument: “The important thing is to teach kids that they needn’t freeze when they come to a hard word, nor skip past it. The important thing is to teach them that they have resources to draw upon, and to use those resources to develop endurance.”
To Calkins’s critics, it is cruel and wasteful to encourage 6-year-olds to look for clues if they don’t immediately know the correct sounds. They should work on decoding — knowing the pronunciation of every letter group — until they master it, say the critics, backed by much research.
Calkins’s approach “is a slow, unreliable way to read words and an inefficient way to develop word recognition skill,” Mark S. Seidenberg, a psychologist at the University of Wisconsin, said in a blog post. “Dr. Calkins treats word recognition as a reasoning problem — like solving a puzzle. She is committed to the educational principle that children learn best by discovering how systems work rather than being told.”
Many others share his view. “Children should learn to decode — i.e., go from print on the page to words in the mind — not by clever guesswork and inference, but by learning to decode,” Daniel Willingham, a psychologist at the University of Virginia, told me. He said the inferences Calkins applauds are “cognitively (认知地) demanding, and readers don’t have much endurance for it. … It disturbs the flow of what you’re reading, and doing a lot of it gets frustrating.”
Yet a recent survey found that only 22 percent of 670 early-reading teachers are using the approach of phonics and what they mean by phonics is often no more than marking up a worksheet.
Both sides agree that children need to acquire the vocabulary and background information that gives meaning to words. But first, they have to pronounce them correctly to connect the words they have learned to speak.
Calkins said in her essay: “Much of what the phonics people are saying is praiseworthy,” but it would be a mistake to teach phonics “at the expense of reading and writing.”
The two sides appear to agree with her on that.
1. Critics of phonics hold the opinion that ________.A.children should be taught to use context |
B.teaching phonics is both boring and useless |
C.kids acquire vocabulary in hearing letter groups |
D.pronunciation has nothing to do with meaning of words |
A.Tell me and I will forget; show me and I will remember. |
B.Skilled reading is fast and automatic but not deliberative. |
C.Word recognition skill should be developed in problem reasoning. |
D.Learning to make reasonable inferences is also a way of decoding. |
A.phonics approach has been proved to be successful |
B.children don’t shy away from difficulties in reading |
C.the two reading approaches might integrate with each other |
D.reading and writing are much more important than phonics |
A.An everlasting reading war among critics |
B.From print on the page to words in the mind |
C.A battle restarts between phonics, whole language |
D.Decoding and inferring confuse early-reading teachers |
1. 解释字面意思;
2. 阐释道理。
注意:
1. 写作词数应为80左右;
2. 请按如下格式在答题卡的应位置作答。
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5 . Wholesale prices for gas and electricity are increasing suddenly across Europe,raising the possibility of increases in already-high utility (公共事业)bills and further pain for people who have taken a financial hit fromCOVID-19.
Governments are struggling to find ways to limit costs to consumers as scant natural gas reserves present yet another potential problem, exposing the continent to even more price increases and possible shortages if it’s a cold winter.
In the U.K., many people will see their gas and electricity bills rise next month after the nation’s energy regulator approved a 12% price increase for those without contracts that lock in rates. Officials in Italy have warned that prices will increase by 40% for the quarter that will be billed in October.
There are multiple causes for the price increases, energy analysts say, including tight supplies of natural gas used to generate electricity, higher costs for permits to release carbon dioxide as part of Europe’s fight against climate change, and less supply from wind in some cases.
Analysts at S&P Global Platts say electricity prices have risen due to strong demand from places like data centers and electric cars, but above all because of the rise in the price of natural gas used in generating plants. Utility companies’ exposure to natural gas prices has increased as high-emission coal plants have been retired, while utilities face higher costs for carbon allowances required by the European Union’s emissions trading system, which is aimed at reducing emissions of greenhouse gases.
The tight gas market could bite even more sharply if there’s an unusually cold winter. That’s because European distributors did not refill reserves reduced during last winter as they typically had done in summer months. In March 2008, when the freeze named “the beast from the east” hit Europe, industrial users in the U.K got a notice that there was a risk of interruption, although it didn’t come to that.
Could Europe run out of gas? “The short answer is Yes, this is a real risk,” said James Huckstepp, an analyst at S&P Global Platts. “Storage stocks are at record lows and there isn’t currently any spare supply capacity that is exportable anywhere in the world.The longer answer is that it’s hard to predict how it will play out given that Europe has never run out of gas in two decades under the current distribution system.”
1. What does the underlined word “scant” in Paragraph 2 probably mean?A.Total. | B.Additional. | C.Limited. | D.Regular. |
A.The closure of some coal plants. |
B.The great demand for electric cars. |
C.The competition between utility companies. |
D.The change in the emissions trading system. |
A.More natural gas will be needed for industrial use. |
B.European distributors don’t make good preparations. |
C.It is not easy to fill reserves during the cold weather. |
D.Utility companies work can be easily interrupted. |
A.Europe is expected to seek help from other countries. |
B.It is hard to control the gas price in Europe at present. |
C.Europe might face a serious shortage of gas in the future. |
D.There’s something wrong with Europe’s distribution system. |
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要求:1. 词数100左右;
2.用到主语从句和非谓语动词V-ing形式;
3.列举3个或以上做法;
4.适 当增加细节和连接词,以使内容充实、行文连贯。
注意:已给出的开头、结尾句,不计入词数 。
Good afternoon, everyone!
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That's all. Thanks for listening.
8 . Which comes first, happiness or money? Are richer people happier ? And
The study
The researchers(研究者), from University College London and the University of Warwick, say that very depressed(沮丧的) teens, no matter how tall or smart they were, earned 10% less than their peers(同龄人),
Happier teenagers have an easier time
A report in June suggested that professional(职业的) respect(尊重) was more important than
If it is really true that happier kids
A.if not | B.if so | C.if any | D.if ever |
A.looked around | B.looked into | C.looked out | D.looked through |
A.apologised | B.acquired | C.attended | D.tended |
A.turned | B.grew | C.went | D.got |
A.powerful | B.confident | C.delighted | D.depressed |
A.while | B.when | C.as | D.though |
A.right now | B.up to | C.right away | D.down to |
A.getting off | B.getting through | C.getting out | D.getting on |
A.simply | B.just | C.chiefly | D.only |
A.jobs | B.dollars | C.friends | D.parents |
A.gene | B.brand | C.character | D.nature |
A.the best | B.the different | C.the same | D.the most |
A.come up | B.end up | C.take up | D.turn up |
A.first of all | B.for all | C.at all | D.after all |
A.exists in | B.contributes to | C.results from | D.relies on |
9 . During the past generation, the American middle-class family that once could count on hard work and fair play to keep itself financially secure had been transformed by economic risk and new realities. Now a pink slip, a bad diagnosis, or a disappearing spouse can reduce a family from solidly middle class to newly poor in a few months.
In just one generation, millions of mothers have gone to work, transforming basic family economics. Scholars, policymakers, and critics of all stripes have debated the social implications of these changes, but few have looked at the side effect: family risk has risen as well. Today’s families have budgeted to the limits of their new two-paycheck status. As a result, they have lost the parachute they once had in times of financial setback – a back-up earner (usually Mom) who could go into the workforce if the primary earner got laid off or fell sick. This “added-worker effect” could support the safety net offered by unemployment insurance or disability insurance to help families weather bad times. But today, a disruption to family fortunes can no longer be made up with extra income from an otherwise-stay-at-home partner.
During the same period, families have been asked to absorb much more risk in their retirement income. Steelworkers, airline employees, and now those in the auto industry are joining millions of families who must worry about interest rates, stock market fluctuation, and the harsh reality that they may outlive their retirement money. For much of the past year, President Bush campaigned to move Social Security to a saving-account model, with retirees trading much or all of their guaranteed payments for payments depending on investment returns. For younger families, the picture is not any better. Both the absolute cost of healthcare and the share of it borne by families have risen – and newly fashionable health-savings plans are spreading from legislative halls to Wal-Mart workers, with much higher deductibles and a large new dose of investment risk for families’ future healthcare. Even demographics are working against the middle class family, as the odds of having a weak elderly parent – and all the attendant need for physical and financial assistance – have jumped eightfold in just one generation.
From the middle-class family perspective, much of this, understandably, looks far less like an opportunity to exercise more financial responsibility, and a good deal more like a frightening acceleration of the wholesale shift of financial risk onto their already overburdened shoulders. The financial fallout has begun, and the political fallout may not be far behind.
1. Today’s double-income families are at greater financial risk in that ________A.the safety net they used to enjoy has disappeared. |
B.their chances of being laid off have greatly increased. |
C.they are more vulnerable to changes in family economics. |
D.they are deprived of unemployment or disability insurance. |
A.a higher sense of security. |
B.less secured payments. |
C.less chance to invest. |
D.a guaranteed future. |
A.help reduce the cost of healthcare. |
B.popularize among the middle class. |
C.compensate for the reduced pensions. |
D.increase the families’ investment risk. |
A.financial risks tend to outweigh political risks. |
B.the middle class may face greater political challenges. |
C.financial problems may bring about political problems. |
D.financial responsibility is an indicator of political status. |
10 . The expression, "everybody's doing it," is very much at the center of the concept of peer pressure. It is a social influence applied on an individual in order to get that person to act or believe in a(n)
People are social creatures by nature, and so it is hardly
For certain individuals, seeking social acceptance is so important that it becomes a(n)
However, peer pressure is not always negative. A student whose friends are good at
Although peer pressure is sometimes quite obvious, it can also be so
A.traditional | B.similar | C.peculiar | D.opposite |
A.understandable | B.believable | C.acceptable | D.surprising |
A.disapproval | B.failure | C.absence | D.independence |
A.uncertain | B.practical | C.impossible | D.vague |
A.promotes | B.prevents | C.simplifies | D.increases |
A.challenge | B.inspiration | C.promise | D.addiction |
A.recognize | B.abandon | C.decrease | D.define |
A.avoid | B.encourage | C.decline | D.punish |
A.pressured | B.respected | C.delighted | D.regretted |
A.catch sight of | B.stay away from | C.make fun of | D.keep up with |
A.competitions | B.interaction | C.academics | D.adaptation |
A.knowledge | B.interest | C.assistance | D.influence |
A.abstract | B.ridiculous | C.subtle | D.reasonable |
A.consciousness | B.motivation | C.instinct | D.encouragement |
A.motivation | B.danger | C.support | D.achievement |