As long as there are still flames inside...

The cash the company has recently received from the government is not enough to cover the debt ______.

A.remained to pay B.remaining to be paid

C.remaining to pay D.remained to be paid

    Editor’s note: Believe it or not, children’s homework is making their parents ill. One parent suffered a heart attack because of the stress of helping their child with homework, according to a post on Sina Weibo. Who is to blame for the parent’s heart attack?

Li Haonan,16:

I think the student should be responsible for this tragedy. As we students grow older, we should be more independent than we used to be. We can take good care of ourselves. Doing homework with the help of our parents sounds unreasonable. It’s obvious that we can finish it alone. So it’s the student’s dependence that leads to such a sad story.

WangKerui,16:

In my opinion, there’s a connection between this sad incident and school. Homework gives students a chance to examine the knowledge they’ve got. However, school always gives us tons of homework at once. If we have problems, we will turn to our parents for help. When our parents are very busy, they will get angry.

Zhou Xueyao,17:

I think parents themselves are to blame. They always put great pressure on their children, which has bad effects on both parents and children. They should take it easy and let their children do their homework by themselves.

（写作内容）

1. 用约 30 个单词概述上文中的主要内容；

2. 分析引起那位家长心脏不适的原因可能会是什么；

3. 谈谈你对这一现象的看法, 并提出解决方法。

（写作要求）

1. 写作过程中不能直接引用原文语句；

2. 作文中不能出现真实姓名和学校名称；

（评分标准）

内容完整，语言规范，语篇连贯，词数适当。

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请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。注意:每个空格只填1个单词。请将答案写在答题卡上相应题号的横线上。

A great many parents send their children to pre-schools --- educational programs for children under the age of five. It has been said that this is the time period when the brain does over fifty percent of its growing. This could mean that the learning process should be introduced during these years.

However, the views that different societies hold regarding the purpose of early childhood education are not same. Whereas Chinese parents tend to see preschools primarily as a way of giving children a good start academically, parents in the United States regard the primary purpose of preschools as making children more independent and self-reliant. Preschools can operate under a guiding philosophy of play-based or academic learning. Play-based programs are guided by the central belief that children learn best through play. Play is thought to build children’s interest and love of learning. Academic programs emphasize reading, math and science, and use structured, teacher-directed activities to promote foundational skills in these areas. In the United States, the best-known program designed to promote future academic success is Head Start. The program, which stresses parental involvement, was designed to serve the “whole child”, including children’s physical health, self-confidence, social responsibility, and social and emotional development.

A recent evaluation suggests that preschoolers who participate in Head Start are less likely to repeat grades, and more likely to complete school in future. Furthermore, graduates of Head Start programs show higher academic performance at the end of high school, although the gains are modest. In addition, results from other types of preschool readiness programs indicate that for every dollar spent on the program, taxpayers saved seven dollars by the time the graduates reached the age of 27.

Not everyone agrees that programs that seek to enhance academic skills during the preschool years are a good thing. In fact, according to developmental psychologist David Elkind, United States society tends to push children so rapidly that they begin to feel stress and pressure at a young age. Elkind argues that academic success is largely dependent upon factors such as inherited abilities and a child’s rate of maturation, which parents can do nothing about. Consequently, children of a particular age cannot be expected to master educational material without taking into account their current level of cognitive(认知的) development. In short, children require development appropriate educational practice, which is education that is based on both typical development and the unique characteristics of a given child.

    When I was a senior in college, I came home for Christmas vacation and anticipated a fun-filled fortnight with my two brothers. We were so excited to be together and we volunteered to watch the store so that my mother and father could take their first day off in years. The day before my parents went to Boston, my father took me quietly aside to the little den behind the store. He took out a cigar box, opened it and showed me a little pile of newspaper articles.

“What are they?” I asked.

Father replied seriously, “These are articles I’ve written and some letters to the editor that have been published.”

As I began to read, I saw at the bottom of each neatly clipped article the name Walter Chapman. “Why didn’t you tell me you’d done that?” I asked.

“Because I didn’t want your mother to know. She has always told me that since I didn’t have much education, I shouldn’t try to write. I wanted to run for some political office also, but she told me I shouldn’t try. I guess she was afraid she’d be embarrassed if I lost. I figured I could write without her knowing it, and so I did. When each item would be printed, I’d cut it out and hide it in this box. I knew someday I’d show the box to someone, and it’s you.”

He watched me as I read over a few of the articles and when I looked up, his big blue eyes were moist. “I guess I tried for something too big this last time,” he added.

“Did you write something else?”

“Yes, I sent some suggestions in to our church magazine on how the national nominating committee could be selected more fairly. It’s been three months since I sent it in. I guess I tried for something too big.”

This was such a new side to my fun-loving father that I didn’t quite know what to say, so I tried, “Maybe it’ll still come.”

“Maybe, but don’t hold your breath.” father gave me a little smile and a wink and then closed the cigar box.

The next morning our parents left on the bus to the railway station where they took a train to Boston. When I ran the store with my two brothers, I thought about the box. I’d never known my father liked to write. I didn’t tell my brothers. It was a secret between father and me.

Early that evening I looked out the store window and saw my mother get off the bus—alone.

“Where’s Dad?” We asked together.

“Your father’s dead,” she said without a tear.

She told us they had been walking through the Park Street Subway Station in the midst of crowds of people when father had fallen to the floor. A nurse bent over him, looked up at mother and said simply, “He’s dead.” Mother had stood by father stunned, not knowing what to do as people tripped over him in their rush through the subway.

Mother told us the shocking tale without shedding a tear. Not showing emotion had always been a matter of discipline and pride for her. We didn’t cry either and we took turns waiting on the customers.

One steady patron asked, “Where’s the old man tonight?”

“He’s dead,” I replied.

“Oh, too bad,” and he left.

I’d never thought of father as an old man. He’d always been healthy and happy and he’d cared for frail mother without complaining and now he was gone. No more whistling, no more singing hymns while stocking shelves. “The old man” was gone.

On the morning of the funeral, I sat at the table in the store opening sympathy cards and pasting them in a scrapbook when I noticed the church magazine in the pile. Normally I would never have opened it, but maybe that sacred article might be there—and it was.

I took the magazine to the little den, shut the door, and burst into tears. I had been brave, but seeing Dad’s bold recommendations in print was more than I could bear. I read and cried and then I read again. In the magazine I also found a two-page letter to my father from Henry Cabot Lodge, Sr., thanking him for the campaign suggestions. I took out the box and put them in it.

I didn’t tell anyone about the box.

1.Who was Walter Chapman in the passage?

A.A writer of detective stories B.The author’s father

C.An edition of a newspaper D.A customer in the store

2.Which one shows the order in which the events happened?

a. My father showed me a little pile of newspaper articles.

b. Our parents took a train to Boston.

c. My father’s article to the church magazine was published.

d. I came home for Christmas vacation.

e. My father died in an accident.

f. My father sent some suggestions in to the magazine.

A.f-d-a-b-e-c B.d-a-f-b-e-c

C.d-f-c-a-b-e D.f-d-b-a-c-e

3.The underlined sentence “Not showing emotion had always been a matter of discipline and pride for her” does NOT show that ____________.

A.she is unwilling to share her feelings with others

B.she is too proud to express her feelings

C.she is used to being serious

D.she is an emotional person

4.Why did the author burst into tears at last?

A.Because he thought of father’s whistling and singing hymns.

B.Because his father’s article to the church magazine was published.

C.Because the box full of his father’s articles was yet unknown to people.

D.Because he was moved by the funeral and the sympathy cards.

5.What’s the father’s attitude towards his writing?

A.He was ashamed of his writing so he hid the box.

B.He was proud of his talent in writing.

C.He was interested in writing and found it great fun.

D.He took writing as a means to make a living.

6.Which is the best title for this passage?

A.The Death of My Father B.Father and I

C.The Mystery of a Hidden Box D.A Sad Christmas Vacation

    The belief that new technologies are causing the death of work is the idea that never goes away. Despite evidence to the contrary, we still view technological change today as being more rapid and dramatic in its consequences for work than ever before. But this is nothing new. People have always viewed the technological changes that take place during their lives as the most dramatic and dangerous that ever happened in history.

In the 1930s, the British economist(经济学家) John Maynard Keynes predicted the widespread use of electricity would produce a world where people spend most of their time doing nothing. In the United States during the 1960s, the government repeatedly investigates fears that automatic machines would permanently reduce the amount of work available. In 1988, one Australian historian claimed that at least a quarter of the workforce would be without jobs within 10 years because of computers.

Of course, none of these disasters came to pass in the United Kingdom, the United States and Australia, or anywhere else.

Yet today, we are seeing the return of these predictions, with some experts claiming the world of work is once more undergoing radical and unprecedented change. They argue that robots and other workplace technologies are causing a reduction in the total amount of work available, or are bringing a more rapid pace of substitution of machines for humans than has been seen previously.

But there is a little evidence to support such beliefs. Statistics show that the percentage of people in work, the number of hours they work, and how frequently they change jobs have remained remarkably constant over the past 20 years.

This stability should not come as a surprise. There are good reasons why we should not expect new technologies to cause the death of work. New technologies always cause job losses, but that is only part of the story. What also needs to be understood is how they increase the amount of work available.

One way this happens is through the increases in incomes that accompany the use of new technologies. With the introduction of these technologies, good and services can be produced faster, which results in higher real incomes for workers. Higher incomes then increase demand for other products and consequently more workers are needed to make them. Additionally, while new technologies are likely to substitute for some types of workers, they will also increase demand for other types of workers, especially those with higher level skills and expertise.

So, the end of work is no closer today than at any time in the past. But there is still a need to keep disproving the prediction, to reduce people's fears.

1.What is the function of the second paragraph?

A.To explain the importance of developing new technology.

B.To show how technology affected employment in the past.

C.To argue that technological dangers are becoming more serious.

D.To give historical examples of unnecessary fear about new technology.

2.How can employment statistics over the past 20 years best be described?

A.Confusing B.Reliable

C.Stable D.Variable

3.According to paragraph 7, why does demand for products often increase after new technology is introduced?

A.There are more goods for people to choose from.

B.There is more demand for new skills in the economy.

C.Productivity improvements help raise workers’ salaries.

D.Higher quality goods at lower prices encourage consumption.

4.What is the author’s opinion about the introduction of new technology?

A.It does not have an effect on most people’s jobs.

B.Its benefits are usually not worth the introduction.

C.It usually leads to a significant increase in employment.

D.Its danger to peoples employment possibilities is overstated.