My teacher often says that success in ma...

请阅读下面内容，并按照要求用英语写一篇150词左右的文章。

P= professor; S=students (In a philosophy class)

P: We all have this one life to live. A fleeting shadow amongst all that exists in this vast universe. We have the ability to accomplish anything, truly anything, if we use our time wisely.

P: (putting some golf balls into the jar) Is this jar full?

S: Yes.

P: (after add some pebbles into the jar) Is it full now?

S: Yes.

P: (after inserting some sand into the jar) How about now, is the jar full now?

S: Yes.

P: Good… (pouring some beer into the jar)

S: … (laughing, smiling, thinking, …)

P: Now I want you to recognize that this jar represents your life. The golf balls are the important things, your family, your friends, your health and your passions. The pebbles are the other important things, your car, your job, your home. The sand is everything else, the small stuff.

P: Now if you put the sand in the jar first you won’t have room for the pebbles or the golf balls. The same is true in life. If you spend all your energy and your time on the small stuff, you won’t have time for all the really important things that matter to you.

P: Pay attention to the things that are critical to your happiness. Take care of the golf balls first. The really important things. Set your priorities. Because everything else is just sand.

S: Professor, what does the beer represent?

P: I’m glad you asked. It goes to show that no matter how full your life may seem to be, there is always room for a couple of beers with a friend.

1. 用约30个词概括上述文中的内容；

2. 谈谈你对文中教授观点的看法，用适当理由或论据支撑你的看法。

3. 就文中所述哲理，谈谈在学习中该怎样践行教授的观点（或你的观点）。

（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。

Communication Principles

How you see yourself can make a great difference in how you communicate.“Every individual exists in a continually changing world of experience of which he（or she）is the center”.Many communication scholars and social scientists believe that people are products of how others treat them and of the messages others send them.But every day we experience the centrality of our selves in communication.A student.for instance，may describe a conflict with a teacher as unfair treatment：“I know my teacher doesn’t like the fact that I don’t agree with his opinions.and that’s why he gave me such a poor grade in that class.”The teacher might say the opposite.Each person may believe that he is correct and that the other person’s view is wrong.

The concept of serf originates in communication.Through verbal and nonverbal symbols, a child learns to accept roles in response to the expectations of others.You establish self-image。The sort of person you believe you are，by how others think of you.Positive，negative，and neutral messages that you receive from others all play a role in determining who you are.Communication itself is probably best understood as a dialogue process.Our understanding of communication comes from our interactions with other people.In a more obvious way.communication involves others in the sense that a competent communicator considers what the other person needs and expects when selecting messages to share.So，the communication begins with the self，as defined largely by others，and involves others，as defined largely by the self.

Communication Occurs almost every minute of your life.If you are not communicating  with yourself（thinking，planning，reacting to the world around you），you are observing others and drawing inferences from their behavior.Even if the other person did not intend a message for you.you gather observations and draw specific conclusions.A person yawns and you believe that person is bored with your message.A second person looks away from you and you conclude that person is not listening to you.A third person smiles（perhaps because of a memory of a joke he heard recently） and you believe that he is attracted to you.We are continually picking up meanings from others’ behaviors and we are constantly providing behaviors that have communicative value for them.

More often than not，you may have hurt someone accidentally and you may have tried to explain that you did not mean that. You may have told the other person that you were sorry for your statement.You may have made a joke out of your rude statement.Nonetheless，your comment remains both in the mind of the other person and in your own mind.You cannot go back in time and erase your messages to others.Communication cannot be reversed（倒退），nor can it be repeated.When you tried to re—create the atmosphere，the conversation，and the setting，nothing seemed right.Your second experience with a similar setting and person made far different results.

    If spending is a measure of what matters, then the people of the developing world place a high value on brains. While private spending on education has not changed much in the rich world in the past ten years, in China and India it has more than doubled. Since brainpower is the primary generator of progress, this burst of enthusiasm for investing in private education is excellent news for the world. But not everybody is delighted. Because private education increases inequality, some governments are trying to stop its advance. That’s wrong: they should welcome it, and spread its benefits more widely.

① Education used to be provided by religious institutions or entrepreneurs. But when governments, starting in Prussia in the 18th century, got into the business of nation-building, they realized they could use education to shape young minds. As state systems grew, private schooling was left to the elite and the pious(虔诚的). Now it is enjoying popularity again, for several reasons. Incomes are rising, especially among the better off, at the same time as birth rates are falling. In China the former one-child policy means that six people---two parents and four grandparents---can pour money into educating a single child.

② All over the developing world, people want more or better education than governments provide. Where cities are growing at unmanageable speed, the private education is taking up the slack. In India the private education now educates nearly half of all children, in Pakistan more than a third, and in both countries the state education is shrinking. Even where the state does pretty well, as in East Asia, richer people still want better schooling for their children than the masses get. Thus, Vietnam, which has an outstanding state-school system for a poor country, measured by its performance in the OECD’s PISA test, also has the fastest-growing private education.

③ In most ways, this is an excellent thing, because the world is getting more and better schooling.

In rich countries, once the background and ability of the children who attend private schools are taken into account, their exams results are about the same as those in the state education. But in developing countries private schools are better---and much more efficient. A study of eight Indian states found that, in terms of learning outcomes per rupee, private schools were between 1.5 times and 29 times more cost-effective than state schools.

④ They tend to sort children by income, herding richer ones towards better schools that will enhance their already superior life chances. That is one reason why many governments are troubled by their rise.

Governments are right to worry about private education’s contribution to inequality, but they are wrong to discourage its growth. Governments should instead focus on improving the public education by mimicking(模仿) the private education’s virtues. Freedom from independent management is at the root of its superior performance and greater efficiency. Governments should therefore do their best to give school principals more freedom to innovate and to fire underperforming teachers.

To spread the benefit of private schools more widely, governments should work with them, paying for education through vouchers(代金券) which children can spend in private schools. And vouchers should be limited to students in non-selective schools that do not charge top-up fees; otherwise governments will find themselves helping the better off and increasing inequality.

The world faces plenty of problems. Governments should stop behaving as though private education were one of them. It will, rather, increase the chances of finding solutions.

1.What do we know about private education?

A. More developed countries enjoy it.

B. It attracts more and more investment.

C. Public education will replace it in the future.

D. It has helped governments to remove inequality

2.What does the underlined phrase“taking up the slack” in Paragraph 3 probably mean?

A. Filling the gap. B. Setting the place.

C. Breaking the balance. D. Avoiding the risk.

3.Why has private education been developing rapidly in Vietnam?

A. The population in Vietnam is shrinking dramatically.

B. Its state education is worse than other developing countries.

C. Some people want better education for their children than others.

D. The government intends private education to shape young minds.

4.The sentence “But private schools also increase inequality.” can be put in   .

A. ① B. ② C. ③ D. ④

5.What does the author advise governments to do?

A. Train school principals. B. Sell vouchers to children.

C. learn from private education. D. Fire underperforming teachers.

6.What’s the author’s opinion about private education?

A. Private education should be based on state education.

B. Private education should be targeted at well-off families.

C. Governments should prevent the spread of private education.

D. Governments should celebrate the popularity of private education.

    Ronald Reagan ever said, “It’s true hard work never killed anybody, but I figure, why take the chance?” To some extent, extra effort seems to be self-defeating. Studies suggest that, after 50 hours a week, employee productivity falls sharply.

But that doesn’t stop some managers from demanding that workers stay chained to their desk for long periods. Jack Ma, the founder of Alibaba, recently praised the “996” model, where employees work from 9 a.m. to 9 p.m., 6 days a week, as a “huge blessing”. Apparently, presenteeism (出勤主义) is the curse of the modern office worker.

There will be days when you do not have much to do: perhaps because you are waiting for someone else in a different department, or a different company, to respond to a request. As the clock ticks past 5 pm, there may be no purpose in staying at your desk. But you can see your boss hard at work and, more importantly, they can see you. So you make an effort to look busy.

Some of this may be a self-continuing cycle. If bosses do not like to go home before their employees, and employees fear leaving before their bosses, everyone is trapped. Staff may feel that they will not get a pay rise, or a promotion, if they are not seen to be putting in maximum effort. This is easily confused with long hours. Managers, who are often no good at judging employees’ performance, use time in the office as a measure. The consequence is often wasted effort. We pretend to work and managers pretend to believe us. Rather than work hard, you try to make bosses think that you are. Leaving a jacket on your office chair, walking around purposefully with a notebook and sending out emails at odd hours are three of the best-known tricks. After a while this can result in collective self-delusion that this pretence is actual work.

But presenteeism has more serious consequences. It is perhaps most common in Japan, where people attend the office even when they are in discomfort. In doing so, they are doing neither themselves nor their employers any favours. As well as reducing productivity, this can increase medical expenses for the employer. According to a study in the Journal of Occupation and Environmental Medicine, these costs can be six times higher for employers than the costs of absenteeism among workers. Those workers were more likely to experience greater pain and to suffer from depression.

In the evolution of humanity, presenteeism is a recent phenomenon. In the industrial era, workers were paid not for their output but for their time, and were required to clock in and out. But modern machinery like smartphones and laptops is portable. Turning an office into a prison, with prisoners allowed home for the evenings, does nothing for the creativity that is increasingly demanded of office workers as routine tasks are automated. To be productive you need presence of mind, not being present in the flesh.

1.What can we learn from Paragraph 2 and Paragraph 3?

A. Employees often have to work extra hours.

B. Extra effort improves employees’ productivity.

C. “996” model is well received around the world.

D. Both bosses and employees are devoted to their jobs.

2.What does the underlined “This” in Paragraph 4 refer to?

A. Hoping to get a pay rise. B. Going home after the boss.

C. Putting in maximum effort. D. Judging employees’ performance.

3.Which of the following is one the results of long-time presenteeism?

A. Reducing medical costs of employees.

B. Making employees more hard-working.

C. Increasing the competition among employees.

D. Worsening employees’ physical and mental condition.

4.What does the author want to tell us in the last paragraph?

A. Employees should be treated as prisoners.

B. Productivity can’t be measured by presenteeism now.

C. Office tasks usually can’t be carried out automatically.

D. Office workers should be allowed to be absent-minded.

    By the time you read these words, winter should have gone within the Northern Hemisphere (半球). But at its worst, this winter was unusually cold. Here in New York City on January 31, the low temperature dropped to -17℃. In Chicago, it was also -17℃—but that was the high. The low jumped to -29℃. And the wind chill within the Windy City was -44℃ or -46℃, relying on which climate station was crying out in pain. As comic Lewis Black said, “That is not weather. That’s an emergency condition.”

When the forecast warned us a few days earlier that Arctic air was looming (阴森地逼近), President Trump issued a sincere and helpful tweet, which ended with: “What the hell is going on with Global Waming [sic]? Please come back fast, we need you!” And being the most powerful man on Earth, he was successful in his polite request. On February 4 the Chicago temperature reached 11℃. And the following day the Big Apple was in a sunny 19℃.

The Arctic is warming at twice the speed as the global average. This heat might help disrupt (打破) the polar vortex, a gradual wind pattern that usually stays focused on circling the North Pole. A shaky jet stream (高速气流) then runs right into a brick wall of that Arctic air, which continues to be fairly cold by human standards, and both wind up lots of miles farther south than they usually belong. And for a few days we in the Deep South—by which I mean Chicago or New York compared with the Arctic—freeze our butts off. But less than a week later, thanks to some warm air coming up from the real South, I was walking outside without a coat on a date when the temperature in Chicago reached 11℃ on February 4.

Like so much else we are currently living through, this experience is not normal. Or it didn’t used to be, anyway.

After all, scientists have been waming—sorry, warning—that warming can have these very results. Climate change deniers may sneer (冷笑), “So when it’s warmer than usual, that’s because of global warming. And when it’s colder, that’s also because of global warming?” Well, yes. And anybody who just can’t accept these kinds of seemingly paradoxical conditions needs to reflect on the expression “freezer burn.”

1.By mentioning Lewis Black’s words in Paragraph 1, the author intends to  .

A. indicate how unusual the winter’s weather was

B. suggest the north isn’t a suitable place to live

C. remind people never to forget the past winter

D. urge people to take action against the emergency

2.What led to the sudden increase in the Chicago temperature on February 4?

A. The cold Arctic air. B. Trump’s sincere tweet.

C. Warm air from the real South. D. Disruption of polar vortex.

3.Why does the author use the expression “freezer burn”?

A. To show readers his concerns about the extreme weather.

B. To prove global warming to be the cause of the extreme weather.

C. To cast doubt about scientists’ study on the paradoxical conditions.

D. To express his disapproval of the result of the paradoxical conditions.