1 . 12 月是你校阅读推广月(The Reading Month)，为促进学生阅读兴趣，假如你是校学生会主席李华，受学校英语俱乐部的邀请，请以“读一本好书”为题写一封倡议信，呼吁同学们多阅读。
内容包括：
1. 阅读的必要性
2. 你推荐的书目及其介绍；
2. 发出倡议。
注意：内容要完整，语法要精准，句子要写长，书写要整洁。
Dear fellow students,
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2 . “I’m not a reader.” It’s a common reply that Julia Torres, a teacher-librarian in Denver Public School, has heard throughout her 16-year career. She’s seen students tear up books, throw them away or check them out only to immediately return them all because they didn’t have confidence in their ability to read.

As a librarian, Torres feels strongly that libraries should be spaces of liberation, places where students can develop a love of reading at any stage. Reading is a skill that everyone can grow to love, but too many negative experiences during a child’s literacy (读写能力) education can result in boredom, lack of interest or even anger. When a student has a poor experience like being shamed for their reading choices, they can begin to associate reading with painful feelings of insecurity, shame and stress.

To prevent reading disorder (阅读障碍) practices, as Torres notes, librarians first can build an inclusive (内容丰富的) library where classified collections can make it easier for students to find out the books they want and also help identify gaps in the collections. Reevaluating librarians’ role is necessary, which allows students to take control of the library and have a say in what’s purchased for the collection, directly exciting students’ reading interest. Instead of hosting traditional book fairs where students have to pay for books, it is better to open up a True Book Fair, where students are invited to choose books intentionally to their interests without any costs. Librarians are recommended to read what students are reading. Another two important approaches to preventing reading disorder are to take a look at the library policies and redefine (重新定义) what counts as reading. It is necessary to get rid of fines, check-out limits, security gates, and punishment policies. Plus, students are encouraged to listen to audiobooks or read picture books. Find a way to teach important skills like comprehension or critical thinking with the texts that excite and interest students.

1. What does the underlined sentence “I’m not a reader” in Paragraph 1 infer?

A．Some students are not interested in reading.

B．Some students have no ability to read books.

C．Some students don’t borrow books from the library.

D．Some students haven’t tried to read for entertainment.

2. What is directly linked with exciting students’ reading interests?

A．Getting rid of library rules.	B．Making their own choices.
C．Librarians’ recommendation.	D．Reducing charges caused by reading.

3. What is Paragraph 3 mainly about?

A．What leads to students’ difficulty in reading.

B．How negative reading experiences affect students.

C．How to reduce reading disorder as student librarians.

D．Why to decrease reading disorder as student librarians.

4. What is the author’s purpose of writing the text?

A．To do a research on reading disorder.

B．To offer suggestions to the librarians.

C．To analyze why reading disorder forms.

D．To draw attention to reading disorder prevention.