| A．saw; which | B．see; where |
| C．are seeing; in which | D．have seen; where |
“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. |
| A．Getting rid of library rules. | B．Making their own choices. |
| C．Librarians’ recommendation. | D．Reducing charges caused by reading. |
| 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. |
| 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. |
I’m writing to tell you something about the Tree-planting activity in our school.
Yours,
Li Hua
Yours,
Li Hua
Jenny was the only child in her home. She had a quarrel (争吵) with her mother that afternoon and she ran out of the house angrily. She couldn't help crying sadly when she thought of the angry words from her mother. After she walked aimlessly in the street for hours, she felt hungry but had no money. She stood in front of a shop which sold noodles for several minutes, but she had to leave. The seller of the noodle shop came out and noticed the young girl.
“Hey, girl, you want to have noodles?”
“Oh, yes, but I have no money on me,” she replied.
“Oh, that's nothing. I’ll treat you today,” the owner said, “come in.”
The seller brought her a bowl of noodles, whose smell was so attractive As she was eating, Jenny cried silently.
“What is it?” asked the man kindly,
“Nothing, actually I was just touched by your kindness!” said Jenny as she wiped her tears. “Even a stranger on the street will give me a bowl of noodles, 'while my mother drove me out of the house. She showed no care for me. She is so merciless compared to a stranger!”
Hearing the words, the seller smiled, “Girl, do you really think so? I only gave you a bowl of noodles and you thanked me a lot. But it is your mother who has raised you since you were a baby. Can you number the times she cooked for you? Have you expressed your thanks to her?”
Jenny sat there, speechless and numb with shock. She remembered mother's familiar face and weathered hands. “Why did I not think of that? A bowl of noodles from a stranger made me feel indebted (感激的), but I have never thanked my mum for what she has done for me.”
On the way home, Jenny made up her mind to say sorry to her mother for her rudeness as soon as she arrived home.
Approaching the doorway, Jenny took a deep breath.
A gentle touch on her hair called her mind back.
If you look across the entire lifespan, what you see is an average increase in desirable personality traits（特点）.Psychologists call this the “maturity principle” and it’s comforting to know that, assuming your personality follows a typical course, then the older you get, the maturer you will become. However, it’s not such good news for young adolescents, because at this point, something known as the “disruption hypothesis” kicks in.
Consider a study of Dutch teenagers who completed personality tests each year for six or seven years from 2005. The boys showed a temporary dip in conscientiousness—orderliness and self-discilpline in early adolescence, and the girls showed a temporary increase in neuroticism—emotional instability. This seems to back up some of the stereotypes we have of messy teen bedrooms and mood swings. Thankfully, this decline in personality is short-lived, with the Dutch data showing that the teenagers’ previous positive traits rebound（反弹）in later adolescence.
Both parents and their teenage children agree that changes occur, but surprisingly, the perceived change can depend on who is measuring, according to a 2017 study of over 2,700 German teenagers. They rated their own personalities twice, at age 11 and age 14, and their parents also rated their personalities at these times. Some differences emerged: for instance, while the teenagers rated themselves as declining in agreeability, their parents saw this decline as much shaper. Also, the teens saw themselves as increasingly extroverted（外向的）, but their parents saw them as increasingly introverted.
This mismatch can perhaps be explained by the big changes underway in the parent-child relationship brought on by teenagers’ growing desire for autonomy and privacy. The researchers point out that parents and teens might also be using different reference points—parents are measuring their teenagers’ traits against a typical adult, while the teenagers are comparing their own traits against those displayed by their peers.
This is in line with several further studies, which also reveal a pattern of a temporary reduction in advantageous traits in early adolescence. The general picture of the teenage years as a temporary personality “disruption” therefore seems accurate. In fact, we’re only just beginning to understand the complex mix of genetic and environmental factors that contribute to individual patterns of personality change.
Studies also offer some clues for how we might create more nurturing environments for teenagers to aid their personality development. This is an approach worth pushing further given that teenage personality traits are predictive of experiences in later life. For instance, one British study of over 4,000 teenagers showed that those who scores lower in conscientiousness were twice as likely to be unemployed later in life, in comparison with those who scored higher.
People focus so much on teaching teenagers facts and getting them to pass exams, but perhaps they ought to pay at least as much attention to helping nurture their personalities.
1．Which of the following can be an example of “disruption hypothesis”?| A．A kindergarten kid cries over a toy. |
| B．A boy in high school cleans his own room. |
| C．A teenage girl feels sad for unknown reason. |
| D．A college graduate feels stressed out by work. |
| A．parent give their teens too much automony and privacy |
| B．teens are more optimistic about their personality changes |
| C．teens and parents have the same personality rating standard |
| D．parents and teens can later agree on teens’ personality decline |
| A．teens should pay less attention to their scores in exams |
| B．developing teens’ personality has a long-term effect in their life |
| C．people’s success in later life depends on teenage personality traits |
| D．environmental factors outweigh genetic ones for personality change |
| A．Dissatisfied. | B．Approving. | C．Neutral. | D．Cautious. |
2. 适当增加细节，以使行文连贯：
3. 参考词汇：《中国书法鉴赏》：Appreciation of Chinese Calligraphy
How is everything going?
Looking forward to your reply.
Yours,
Li Hua
It was a beautiful sunny day when a moving van (小型货车) pulled onto the tree-lined street. Mark and Mindy stepped out of the van and looked at their new home with pride. They had been saving for a long time to buy their first house together and were very excited to go on a new visit.
Within an hour they had removed a number of boxes and were pleased with their progress. The sky had begun to darken slightly, but the weather was still pleasant.
Then Mindy heard it-even felt it. There was a crack of thunder and then a bolt of lightning. Mindy and Mark immediately froze and looked at each other, then looked at the boxes lying on their lawn. They hurriedly got their belongings indoors, but not before getting caught in the rain.
Mark and Mindy stood in their living room, wet from head to toe, surrounded by what were now very wet oxes. Then, Mark noticed a pool of water in the hallway.
Then he found that there was water dripping from the ceiling. “We can have someone fix it,” Mindy said. “I’ll grab a bucket to catch the water for now.”
A moment later, Mark heard a scream and raced into the kitchen just in time to see a mouse running across the floor. Mindy was frozen with fright.
“Don’t worry! We can take care of that!” Mark id, trying to sound s possible. “Let’s go and open om of the boxes. That will make u feel better.”
Mark and Mindy made their way to the living room but when they opened a box holding their kitchen things they found that all of their plates, bows and cups were broken. They looked at each other in low spirits.
“What can we do now?” Mindy asked.
It seemed that their first day in their new home was not turning out to be the happy occasion they had expected. Just then, they both heard a noise.
There was a soft knock at the door.
The noise of the mouse was coming from the upper floor.
How is everything going?
Best wishes!
Yours,
Li Hua
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