1 . Steve was a seventh grader, a big boy, looking more like a teenager than a 12-year-old. Yet, he went unnoticed — he had been
In the middle of the first semester of school, the entire seventh grade was
“You all did pretty well,” Miss Wilma told the class after going over the
After that, Steve still wouldn’t do his homework. Even if Miss Wilma
“Steve, please! I care about you!”
One Monday a couple of weeks later, Miss Wilma gave a
Miss Wilma’s face was in
From that moment, nothing was the same for Steve. He discovered that not only could he remember and understand
| A．missing | B．failing | C．passing | D．skipping |
| A．tested | B．classified | C．separated | D．dismissed |
| A．questions | B．effects | C．lessons | D．results |
| A．fills | B．presses | C．breaks | D．destroys |
| A．shouted | B．hesitated | C．interrupted | D．laughed |
| A．dropped | B．raised | C．covered | D．closed |
| A．strangely | B．steadily | C．severely | D．secretly |
| A．helpless | B．stubborn | C．flexible | D．crazy |
| A．Commonly | B．Unwillingly | C．Particularly | D．Suddenly |
| A．quiz | B．chance | C．speech | D．presentation |
| A．slept | B．looked | C．lived | D．hurried |
| A．disappointment | B．surprise | C．satisfaction | D．inspiration |
| A．better | B．total | C．precious | D．ridiculous |
| A．down | B．away | C．out | D．back |
| A．homework | B．grades | C．knowledge | D．subjects |
| A．outstanding | B．lazy | C．rough | D．troublesome |
| A．tiring | B．ordinary | C．hardworking | D．successful |
| A．relied on | B．looked after | C．believed in | D．turned to |
| A．competition | B．choice | C．change | D．campaign |
| A．waited | B．listened | C．wished | D．cared |
2 . I woke up with only one thing on my mind: what to wear. A billion thoughts
It wasn’t insecurity that
I emerged proudly in a patterned dress after riding (扫荡) my closet. I felt just as
This incident
| A．raced | B．broke | C．forced | D．crashed |
| A．experiences | B．impressions | C．comments | D．expectations |
| A．related | B．attracted | C．drove | D．switched |
| A．Random | B．Permanent | C．Regular | D．Frequent |
| A．rejected | B．struggled | C．challenged | D．appreciated |
| A．ensured | B．admitted | C．reflected | D．deserved |
| A．nervous | B．doubtful | C．competent | D．confident |
| A．fashion | B．design | C．dress | D．uniform |
| A．introductions | B．performances | C．lectures | D．debates |
| A．on occasion | B．soon enough | C．no wonder | D．in fact |
| A．unconcernedly | B．seriously | C．honestly | D．jokingly |
| A．sympathy | B．thrill | C．anxiety | D．embarrassment |
| A．held up | B．melted away | C．passed down | D．carried on |
| A．froze | B．faded | C．grew | D．formed |
| A．connection | B．adjustment | C．commitment | D．negotiation |
| A．advocated | B．persuaded | C．informed | D．reminded |
| A．unimportant | B．complex | C．Precise | D．chief |
| A．doubting | B．fearing | C．withdrawing | D．regretting |
| A．Until | B．Since | C．While | D．If |
| A．achievement | B．honor | C．gratitude | D．style |
| Your favourite teacher | |
| Appearance | long/short hair… |
| Character | patient, gentle |
| Reasons | be strict with, teach in a creative way, make classes lively… |
1. 词数100词左右，开头结尾已给出，不计入总词数;
2. 可适当增加细节，使行文连贯。
Dear Chris,
I’m so glad to receive your email asking about my favourite teacher.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Who is your favourite teacher?
Looking forward to your reply.
Yours,
Li Jin
4 . Once again. Myra sat alone on the bus. Even after two weeks at her new school, Myra had not made any friends. At recess between classes, she played alone. In
One day, as Myra sat alone on the way to school, she looked at the seat
But what if the girl didn’t want to be her friend? Maybe she already had a lot of friends. What if the girl
The girl’s smile
| A．art | B．history | C．PE | D．music |
| A．on her way | B．to her delight | C．in her favour | D．on her own |
| A．rule out | B．carry out | C．figure out | D．put out |
| A．none | B．neither | C．all | D．either |
| A．stomach | B．head | C．face | D．back |
| A．below | B．above | C．across | D．within |
| A．friendly | B．lovely | C．lively | D．lonely |
| A．resisted | B．ignored | C．greeted | D．amused |
| A．look | B．rest | C．breath | D．break |
| A．grew | B．disappeared | C．stopped | D．appeared |
| A．break | B．dawn | C．course | D．dusk |
| A．lift | B．track | C．route | D．ride |
| A．book | B．pick | C．save | D．search |
| A．appealed | B．spread | C．contributed | D．added |
| A．eventually | B．hardly | C．obviously | D．gradually |
| A．In a hotel. | B．At a school. | C．At a police station. |
A master of English education in China, Chen Lin just celebrated his 100th birthday in April. Chen has spent his whole life on English education.
In 1950, Chen started teaching at Beijing Foreign Studies University (BFSU). He was known as the “Professor of Three Ups”. He always put importance on “standing up” and “speaking up” in his classes. He always stood to teach and talked loudly. When class was over, he would “shut up” at once.
③Chen’s good teaching impressed students. LiJinzhao, one of Chen’s students and a teacher at BFSU now, said Chen likes role-playing and singing to make the class active. It was different from the “teacher speaks, students listen” style of the time. He also encouraged students to speak more and practice more.
In 1999, Chen led experts to make English curriculum standards (课程标准). Before that, English teaching goals from primary school to university didn’t connect well with each other. But the standards changed it. Then, English education worked like “one package (一条龙)”. He also wrote the first set of textbooks to carry out the new standards.
After leaving his job, Chen keeps on working. He reads and writes about how to improve English teaching. He once said, “I have been a teacher all my life, and I want to be an English teacher again in my next life.”
1. Why was Chen called the “Professor of Three Ups”? (No more than 15 words)2. According to Li Jinzhao, how did Chen make his classes active? (No more than 4 words)
3. What is Paragraph 3 mainly about? (No more than 5 words)
4. How did the curriculum standards change English education in China? (No more than 8 words)
5. Which of your teachers impresses you most? And why? (No more than 20 words)
语老师。请你代表班级写一份欢迎辞，内容包括：
（1）表示欢迎并表达喜悦的心情；
（2）介绍班级的口语情况，反映一些同学们口语上的问题，比如缺乏说英语的信心和积极性；
（3）表达对未来一起学习的期待。
注意：（1）词数不少于100（开头和结尾已给出，但不计入总词数）；
（2）可适当增加细节，以使行文连贯。
Dear Mr. Smith,
My name is Li Jin, the English representative of the class, of which you’ll be the oral English teacher. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
（1）询问近况：
（2）简单介绍学校目前的防疫措施：
（3）表达祝愿并希望他早日回到学校。
注意：（1）词数不少于100：
（2）可适当加入细节，使内容充实、行文连贯：
（3）开头和结尾已给出，不计入总词数。
参考词汇：
新冠肺炎 COVID-19
隔离 isolate
症状 symptom
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I met Mrs. Sase in my senior year of high school. I was struggling greatly in her math class. On top of always struggling with math, I was dealing with the anxiety that came with being a foster youth and worrying deeply about the future that lay in store for me. I had been living with my foster parents (养父母), and our agreement was that after graduation I was to move out and begin my life as an adult to support myself, at seventeen.
What accompanied the burden of the anxiety was a lack of motivation in school. Most teachers didn’t notice me. Mrs. Sase, however, took a closer look. I will never forget the first time she walked over to my desk and handed me a little folded note. It read, “Are you okay?”
I was shocked by her genuine care and interest in my well-being. Not only was she sensitive enough to notice my reserve, but she also took the time to personally make a difference. She listened as I shared my most hidden fears about my past and the uncertain future that was closing in on me. She listened when others seemed to be too busy to show concern. And she agreed to write a letter of recommendation for me when I decided to apply for the Guardian Scholars Program, a program committed to helping ambitious, college-bound students exit the foster care system.
I found new ambition through Mrs. Sase’s support and devotion to my academic and personal success. Gradually, not only did my grades improve, but my confidence also improved.
The most amazing thing about Mrs. Sase was that I was just one of an army of students who would confess that Mrs. Sase had changed their lives. Her entire classroom was filled with letters of utmost appreciation for her and the life-changing impact she had on so many students.
Once, Mrs. Sase was in hospital for a week, during which we students visited her in turns and tried our best to do something for her because in our mind Mrs. Sase was an angel who spread her wings far and wide.
1. What was the agreement between the author and his foster parents? (no more than 10 words)2. How did the agreement affect the author? (no more than 12 words)
3. How did Mrs. Sase care about him? (no more than 15 words)
4. How do you understand the underlined part in the last paragraph? (no more than 15 words)
5. What do you learn from the author’s story? (no more than 20 words)
10 . “Do not get the idea that you’re anything special, because you’re not.” This is what English, teacher David McCullough told graduating seniors at Wellesley High School. Mothers and fathers present at the ceremony — and a whole lot of other parents across the internet — took issue with McCullough’s words. But lost in the anger and protest was something we really should be taking to heart: our young people actually have no idea whether they’re particularly talented or not. In our eagerness to raise their self-esteem, we forgot to teach them how to realistically assess their own abilities. In fact, it’s not just privileged high-school students: we all tend to view ourselves as above average. Therefore, it is of vital significance for us to learn and teach our kids how to evaluate ourselves (themselves) objectively.
Inflated (膨胀的) self-judgments have been found in study after study, and it’s often exactly when we’re least competent (有能力的) at a given task that we rate our performance most generously. In a 2020 study published in the journal Medical Education, for example, medical students who scored the lowest on an essay test were the most sympathetic in their self-evaluations, while high-scoring students judged themselves much more strictly. Poor learners, the authors note, “lack insight” into their own incapability. Why should this be? Another study, led, by Cornell University psychologist David Dunning, offers an explanation. People who are incapable, he writes, suffer from a “dual burden”: they’re not good at what they do, and their incapability prevents them from recognizing how bad they are.
In Dunning’s study, subjects scoring at the bottom on tests of logic, grammar and humor “extremely overestimated” their talents. Although their test scores put them in the 624 th, they guessed they were in the 12th. What these individuals lacked (in addition to clear logic, proper grammar and a sense of humor) was “meta cognitive skill” (元认知技巧): the ability to monitor how well (or badly) they’re performing. In the absence of that ability, the subjects arrived at an overly hopeful view of their own abilities.
Fortunately, there are a couple of ways to cope with this problem. First, we can learn to make honest comparisons with others. Train yourself to recognize excellence, even when you yourself don’t possess it, and compare what you can do against what truly excellent individuals are able to accomplish. Second, seek out feedback that is frequent, accurate and specific. Find a critic who will tell you not only how poorly you’re doing, but just what it is that you’re doing wrong. As Dunning notes, success indicates to us that everything went right, but failure is more ambiguous: any number of things could have gone wrong. Use this feedback to figure out exactly where and when you made a mistake.
If we adopt these strategies — and most importantly, teach them to our children — they won’t need parents, or a graduation ceremony speaker, to tell them whether they’re special or not. If they are, they’ll already know that they are. Or they’ll have a plan to get that way.
1. Which of the following best describes the parents’ attitude towards David McCullough’s words?| A．Critical. | B．Unknown. | C．Neutral. | D．Supportive. |
| A．we don’t know whether our young people are talented or not |
| B．young people can’t reasonably define themselves |
| C．no requirement is set up for young people to get better |
| D．we always tend to consider ourselves to be privileged |
| A．They lack the capacity to monitor how they are performing. |
| B．They usually give themselves high stores in self-evaluations. |
| C．They tend to be unable to know exactly how badly they perform. |
| D．They are intelligently incapable in tests and exams. |
| A．are not confident about their logic and grammar |
| B．tend to have overly hopeful view of their own abilities |
| C．don’t know how well they perform due to their strict self-judgment |
| D．are more strict in their self-evaluations because of their proper meta cognitive skills |
| A．the best way to recognize excellence is to study past success and failure |
| B．through comparison with others, one will know where and when he fails |
| C．we need internal honesty with ourselves and external honesty from others |
| D．neither parents nor a graduation ceremony speaker can tell whether one is special |
| A．Special or Not? Teach Kids To Figure It Out |
| B．Let’s Admit That, We Are Not That Special |
| C．Tips On Making Ourselves More Special |
| D．Tell The Truth: Kids Overestimate their Talents |
