武术 (Chinese martial arts)是中华民族一项宝贵的文化遗产，在我国具有悠久的历史。它最早出现在商朝，是一种军事训练手段，具有明显的技击特性。在长期的历史演进过程中，受古代哲学、医学、 美学 (aesthetics)等方面的渗透和影响，武术已成为了一种独具民族风格的练功方法和运动形式。它不仅有健身和技击的价值，而且富有浓郁的艺术色彩。坚持练习武术，既能锻炼体魄和意志，又能提高自身的修养和审美能力，所以中国武术至今仍受到广泛的喜爱。

Parents' Homework: Find Perfect Teachers for KidsA)Tomi Hall did what she could to lobby for the best teachers for her two children, making her case this spring in letters to the principal. Then all she could do was waiting for news of their classroom assignments—and it' s been torturing. The Aurora mom knows her efforts carry no guarantees. One year her son didn't get the teacher Hall had hoped for, and he struggled for months with one whose relaxed style came across to him as uncaring. "Granted, I know it' s just kindergarten," said Hall, 39. "But... a teacher can make or break you."B)In the next few weeks, many families will rip open notification letters or go to school to see class lists posted on the front door. For parents accustomed to directing nearly every aspect of their child' s early learning it can be difficult to have little voice in teacher selection—a decision they view as critical. Some spend hours crafting the perfect letter or meet with the principal to make an argument. For their child's early learning, parents regard that teacher is critical.C)Principals, meanwhile, struggle to create balanced classrooms while juggling(同时应付)individual requests. They say they want input but find it increasingly necessary to discourage parents from asking for a specific teacher. Administrators don' t want the selection process to be a popularity contest—in part because what makes a teacher popular may have nothing to do with a particular child' s educational needs.D)"I'm bright enough to realize parents talk at soccer fields and baseball fields, but you have to realize your experience with Teacher A may be very different than someone else' s Teacher A," said Scott Meek, the new principal at Northbrook Junior High School who is making classroom assignments this summer for 600 students with the help of an office display board. He asks parents to focus their input on the student and his or her learning style and trust the school to make the right match.E)Some students also recognize that certain teachers bring out the best in them. "I need one of those strict kinds of teachers," said Hall's daughter Tori, 12, who is entering 7th grade. "When I get a not-so-strict teacher, I think they don't really care about me. I really don't want a bad teacher. I'll get lower grades."F)When Chaya Fish, 30, of West Rogers Park taught at a private school in New York, she said, it was obvious who the "in" teachers were. She said she automatically joined them after the principal' s son landed in her classroom. "It was ridiculous," said Fish. "The other teacher was probably better than me. It was how you dressed, how you talked" that often determined parental favor.G)Teachers said the most vocal parents often get their way so that all parties involved can avoid a difficult school year. But educators warn that parents who get what they wish for may be sorry afterward. "A lot of times when people orchestrate(精心安排)who they think their child is best suited for, they find they made a mistake," said Mark Friedman, superintendent(督学)for Libertyville Elementary School District 70. "I have many parents say later, ' I don' t know why I did this. It isn't working out this year.'" Friedman said he assures parents their comments will be considered but never guarantees a specific teacher. In fact, he tells them that if they do request a teacher and later regret that choice, "you have no one to blame but yourself."H)Some parents said they've learned their lesson about trying to guess which teacher would be best. Jamie Thompson said she was initially concerned when her daughter was assigned to a strict lst-grade teacher. She was aware other parents had lobbied for a different person, who had a more casual style. "At the end, it turned out that the other class was asking, 'Why isn't my child learning that?'" said Thompson, 36, of Arlington Heights. "That' s why I don't want to interfere too much."I)Yet parents have different reasons for requesting classes, and some have nothing to do with the teacher, said Michelle Van Every, 36, of Deerfield. She and other mothers once requested that their children not be placed in a classroom with a specific boy—not because of him, but to avoid his mother, who had created problems in the past, she said. "We didn 't want to cross paths with her," said Van Every, who added that the school complied with their request. "We didn't want to have to volunteer with her at a class party."J)Each district follows its own procedure for teacher selection. Some begin as early as April or May, officials said. Many ask parents to complete a form about their child's strengths and weaknesses. Typically, teachers have some say in the process by deciding early on which students should be separated or kept together, on the basis of academics, personalities and learning styles. The principal draws up the final class lists, often after meeting with parents or reviewing special requests, officials said. K)Many school districts wait until the last minute to announce class assignments, usually about two weeks before the start-up of school. That's because they have come to expect a flood of phone calls within hours from parents who beg or demand to switch teachers.L)Other schools handle it differently. At Sawyer Elementary School on Chicago's Southwest Side, the fall class assignments are handed out with the last report card the previous spring, said teacher Maureen "Moe" Forte. Forte said she is aware of colleagues and members of the Local School Council who have asked that their children be moved from one class into another. "It's not fair," Forte said. "I was very upset that one of the LSC parents moved her daughter to my classroom.The parent just felt my personality fit better with her child. And it' s not a personality contest."M)Denita Ricci of Lake Villa said she knows parents who request certain classes but tries to stay out of the process. Her son, Mason Wubs, 12, hopes to be placed in the same class as his best friend, easing the transition to 7th grade at a new school. "I trust the school's judgment," she said, though she secretly hopes Mason will share a class with his friend. "I think they need to learn to deal with people who are different from them, just like an employer."

舞狮(lion dance)是我国优秀的民间艺术。每逢佳节或集会庆典，民间都以舞狮来助兴。舞狮有南北之分，南方以广东的舞狮表演最为有名。狮子是由彩布条制作而成的。每头狮子由两个人合作表演，一人舞头，一人舞尾。表演者在锣鼓音乐下，装扮成狮子的样子，做出狮子的各种形态动作。在表演过程中，舞狮者要以各种招式来表现南派武功，非常富有阳刚之气(masculine)。舞狮成为元宵节(the Lantern Festival)和其他节日的习俗，人们以此来祈祷好运、平安和幸福。

在中国，小学生 负担过重 (heavy workload)一直是全国关注的问题。中国的应试教育以及家长过高的期望导致了小学生作业多、考试多、 课外辅导 (extra-curricular tutorship)多。过重的学业负担已经严重 抑制 (inhibit)了学生的创新力，损害了他们的身心健康。为了解决这些问题，中国教育部门已通过了法规，以减少小学生的学业负担。减轻学生的学业负担有助于培养学生的创造性，鼓励他们全面发展，适应未来的社会需要。但要有效执行减少学业负担的方针，需要教育部门、学校、家长和全社会的共同努力。

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BPart III Reading Comprehension/B

Forthispart-,youareallowed30minutestowriteanessaybasedonthepicturebelow.Youshouldstartyouressaywithabriefdescriptionofthepictureandthendiscussthepurposeofgoingtoschool.Youshouldgivesoundargumentstosupportyourviewsandwriteatleast150wordsbutnomorethan200words."Iforgottomakeaback-upcopyofmybrain,soeverythingIlearnedlastsemesterwaslost."

The desire for achievement is one of life's great mysteries. Social scientists have devoted lifetimes studying the drives that spur us out of bed in the morning, compel us to work or study hard and spark all manner of human endeavors. Indeed, a 1992 textbook actually documents 32 distinct theories of human motivation. Given this diversity of thought, it's easy to forget that for half a century, American society has been dominated by the psychological school known as behaviorism, or Skinnerian psychology. Although behaviorism and its fundamental principle of "positive reinforcement" have long since lost their sway in academic circles, the Skinnerian legacy remains powerful in every realm of daily life, from the home and classroom to the workplace. Don't want to take the trash out? Do it, and you can go to the movies Friday night. Not in the mood for work? Keep plugging away, and you might get a bonus. Not interested in calculus? Strive for an A in the class, and you'll make the honor roll. The theory may be bankrupt, but incentives and rewards are so much a part of American culture that it's hard to imagine life without them. Yet that's exactly what a growing group of researchers are advocating today. A steady stream of research has found that rather than encouraging motivation and productivity, rewards actually can undermine genuine interest and diminish performance. "Our society is caught in a whopping paradox," asserts Alfie Kohn, author of the new book Punished by Rewards(Houghton Mifflin), which surveys recent research on the effectiveness of rewards. "We complain loudly about declining productivity, the crisis of our school and the distorted values of our children. But the very strategy we use to solve those problems—dangling rewards like incentive plans and grade and candy bars in front of people—is partly responsible for the fix we're in." It's tough argument to make in a culture that celebrates the spoils of success. Yet study after study shows that people tend to perform worse, to give up more easily and to lose interest more quickly when a reward is involved. Children who are given treats for doing artwork, for example, lose their initial love of art within weeks. Teenagers who are promised a reward for tutoring youngsters don't teach as enthusiastically as tutors offered nothing. And chief executive officers who have been awarded long-term incentive plans have often steered their companies toward lower returns.

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Ask most people how they define the American Dream and chances are they'll say, "Success." The dream of individual opportunity has been at home in American since Europeans discovered a "new world" in the Western Hemisphere. Early immigrants like Hector St. Jean de Crevecoeur praised highly the freedom and opportunity to be found in this new land. His glowing descriptions of a classless society where anyone could attain success through honesty and hard work fired the imaginations of many European readers: in Letters from an American Farmer(1782)he wrote, "We are all excited at the spirit of an industry which is unfettered(无拘无束的)and unrestrained, because each person works for himself... We have no princes, for whom we toil(干苦力活), starve, and bleed: we are the most perfect society now existing in the world." The promise of a land where "the rewards of a man's industry follow with equal steps the progress of his labor" drew poor immigrants from Europe and fueled national expansion into the western territories. Our national mythology(神话)is full of illustrations of the American success story. There's Benjamin Franklin, the very model of the self-educated, self-made man, who rose from modest origins to become a well-known scientist, philosopher, and statesman. In the nineteenth century, Horatio Alger, a writer of fiction for young boys, became American's best-selling author with rags-to-riches tales. The notion of success haunts us: we spend millions every year reading about the rich and famous, learning how to "make a fortune in real estate with no money down," and "dressing for success." The myth of success has even invaded our personal relationships: today it's as important to be "successful" in marriage or parenthood as it is to come out on top in business. But dreams easily turn into nightmares. Every American who hopes to "make it" also knows the fear of failure, because the myth of success inevitably implies comparison between the haves and the have-nots, the stars and the anonymous crowd. Under pressure of the myth, we become indulged in status symbols: we try to live in the "right" neighborhoods, wear the "right" clothes, eat the "right" foods. These symbols of distinction assure us and others that we believe strongly in the fundamental equality of all, yet strive as hard as we can to separate ourselves from our fellow citizens.

How Girls Can Win in Math and Science? A)Math is a cumulative subject, unlike say history, which can be learned in discrete units. College algebra(代数)is basically a course in the language of mathematics. Some might say that algebra is the mechanics of mathematics. The examples included at this level are simple, designed to reinforce that the student has learned the "how". The next layer of courses teaches how to use this language, or this set of tools, to describe and model the real world. Being able to do this should leave no doubt in the student's mind that they are mathematically competent. B)For years, feminists have lamented(悲叹)the sorry state of girls in math and science, as they lag behind their male peers in test scores and shy away from careers in engineering and technology. Yet perhaps the most frustrating recent development on the topic is that some of the very programs designed to help girls get ahead may be holding them back—or are simply misguided. Take single-sex math and science classes. While they seem like a logical way to give girls a jump-start in these subjects, new research suggests this initiative—championed over the past two decades as a possible solution—may backfire. C)In a study published last year, psychologist Howard Glasser at Bryn Mawr College examined teacher-student interaction in sex-segregated science classes. As it turned out, teachers behaved differently toward boys and girls in a way that gave boys an advantage in scientific thinking. While boys were encouraged to engage in back-and-forth questioning with the teacher and fellow students, girls had many fewer such experiences. Glasser suggests they didn't learn to argue in the same way as boys, and argument is the key to scientific thinking. Glasser points out that sex-segregated classrooms can construct differences between the sexes by giving them unequal experiences. Unfortunately, such differences can impact kids' choices about future courses and careers. It's worth noting that the girls and boys in these science classes had similar grades, which masked the uneven dynamic. It was only when researchers reviewed videotapes of the lessons that they got a deeper analysis of what was actually going on, and what the kids were really learning. D)Glasser's research got a boost last September when the journal Science published a scathing(严厉批评的)report on the larger issue of single-sex education, titled "The Pseudoscience of Single-Sex Schooling". In the article, eight leading psychologists and neuroscientists debunked(揭穿......的真相)research supporting single-sex education, and argued that sex segregation "increases gender stereotyping and legitimizes institutional sexism". E)Another misguided—or, mistimed—effort to improve girls' performance is the "you can do it" messaging directed toward girls in middle school, the period when their scores start lagging. New research shows that even when preteen girls say they believe this message, "stereotype threat"—when negative cultural stereotypes affect a group's behavior—has a dampening effect on their actual performance. F)In a 2009 study, psychologist Pascal Huguet of France's Aix-Marseille University found that middle-school girls scored highest on tests measuring visual-spatial abilities—which are key to success in engineering, chemistry, medicine, and architecture, fields that promise high-paying, prestigious jobs down the road—when they were led to believe that there were no gender differences on the tasks. Not surprisingly, when they were told that boys do better on these tasks, they did poorly. But curiously, when they were given no information, allowing cultural stereotypes to operate, they also did poorly. The stereotypes were already firmly established. The authors discovered: By middle school it's too little, too late. G)To disarm stereotypes, we must actively arm girls against them—starting at a very young age. By first or second grade, both girls and boys have the notion that math is a "boy thing". But a 2011 study by psychologist Anthony Greenwald of the University of Washington found that there's a window of opportunity during these early years in which, while girls do see math largely as a male preserve, they haven't yet made the connection that "because I am a girl, math is not for me". During this short period, girls are relatively open to the idea that they can enjoy and do well at math. H)One strategy? Researchers suggest we take gender out of the equation in teaching about occupations. Rather than saying "girls can be scientists", we should talk about what scientists do. For example, kids may be especially interested to know that scientists study how the world around them really works. Psychologists Rebecca Bigler of the University of Texas at Austin and Lynn Liben at Penn State say that when girls are encouraged to think this way, they're much more likely to retain what they're taught than they would be if they were just given the generic "girls can do science" message. I)Finally, while women teachers can lead the way for girls in math and science, acting as role models, parents should be on the lookout for teachers' math anxiety. A 2010 study of first- and second-graders led by psychologist Sian L. Beilock at the University of Chicago found that girls may learn to fear math from their earliest instructors—and that female elementary-school teachers who lack confidence in their own math skills could be passing their anxiety along to their students. The more anxious teachers were about their own skills, the more likely their female students were to agree that "boys are good at math and girls are good at reading". And according to Beilock, elementary-education majors at the college level have the highest math anxiety level of any major, and may be unwittingly passing along a virus of underachievement to girls. J)Parents can "vaccinate" girls against their teachers' math anxiety, according to new research. But there may be a silver lining to this story for parents. Even if your daughter has a teacher with high math anxiety, it's not inevitable that she's going to experience problems with math—it turns out that parents(or others)can "vaccinate" girls against their teachers' qualms(疑虑). Beilock found that teachers' anxiety alone didn't do the damage. If girls already had a belief that "girls aren't good at math", their achievement suffered. But the girls who didn't buy into that stereotype, who thought, of course I can be good at math, didn't tumble into an achievement gulf. K)Now that we have reason to believe that gender stereotyping starts much earlier than previously thought, we also need to accept that countering it requires more sophisticated approaches than those we now use. If girls continue to lag behind in math areas, our future economy and competitiveness could suffer. It's critical that we start our efforts in the primary grades and look beyond the obvious to succeed. If we look "under the hood" at what's really going on with girls, instead of just skimming the surface, we can provide more than mere cosmetic solutions.

Google must be the most ambitious company in the world. Its stated goal, "to organize the world' s information and make it universally accessible and useful," deliberately omits the word "web" to indicate that the company is reaching for absolutely all information everywhere and in every form. From books to health records and videos, from your friendships to your click patterns and physical location, Google wants to know. To some people this sounds uplifting, with promises of free access to knowledge and help in managing our daily lives. To others, it is somewhat like another Big Brother, no less frightening than its totalitarian(极权主义的)ancestors for being in the private information. Randall Stross, a journalist at the New York Times, does a good job of analyzing this unbounded ambition in his book "Planet Google". One chapter is about the huge data centers that Google is building with a view to storing all that information, another about the sets of rules at the heart of its web search and advertising technology, another about its approach to information bound in books, its vision for geographical information and so forth. He is at his best when explaining how Google's mission casually but fatally smashes into long-existing institutions such as, say, copyright law or privacy norms. And yet, it's puzzling that he mostly omits the most fascinating component of Google, its people. Google is what it is because of its two founders, Sergey Brin and Larry Page, who see themselves as kindly elites and embody the limitless optimism about science, technology and human nature that is native to Silicon Valley. The world is perfectible, and they are the ones who will do much of the perfecting, provided you let them. Brin and Page set out to create a company and an entire culture in their image. From the start, they professed that they would innovate as much in managing—rewarding, feeding, motivating, entertaining and even transporting(via Wi-Fi-enabled free shuttle buses)their employees—as they do in internet technology. If Google is in danger of becoming a caricature(讽刺画), this is first apparent here—in the over-engineered day-care centers, the Shiatsu massages and kombucha teas(康普茶). In reality Googlers are as prone to power struggle and office politics as anyone else. None of that makes it into Mr Stross' account, which at times reads like a diligent summary of news articles. At those moments, "Planet Google" takes a risk similar to trying to board a speeding train: the Google story changes so fast that no book can stay up to date for long. Even so, a sober description of this moment in Google's quest is welcome. Especially since Google fully expects, as its chief executive, Eric Schmidt, says at the end of the book, to take 300 years completing it.

BSection B/B

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It was going to have roughly the effect of a neutron bomb attack on high streets and shopping malls. The buildings would be left standing but the people would vanish. Such was the superior efficiency of selling things via the Internet that brick-and-mortar stores would be unable to compete on price, choice or even service. Book and music sellers had already been "Amazoned". Soon web-based "category-killers", in everything from toys to pet supplies, would overwhelm their physical-world competitors. Shoppers would never be more than a mouse-click from the best deals. Traditional retailers, terrified of cannibalizing (同类相食 ) sales and destroying the value of their expensive properties, were already too late to meet the challenge. "In some categories," said Mary Meeker, a seer (预言家) of the Internet at Morgan Stanley, "it's already game over." These are convenient beliefs for anyone justifying some e-commerce share prices, but they are already mostly wrong. The reasons should surprise no one. The Internet is not a dominant technology but rather a network of people. It is a rich and highly flexible means of communicating that is rapidly achieving pervasiveness because more and more people find it easy and convenient to use. But it is those people's preferences that will count; and for most people, shopping is more than just a means to an end. Even if the Internet provided a perfectly efficient way to shop it would not provide a satisfactory alternative to the physical enjoyment of sniffing a ripe melon, say, or trying on a cashmere sweater. Of course, some products, such as music and banking, can be distributed electronically with success and cost saving. But most purchases cannot be reduced to digital code. And distributing physical goods is cumbersome (笨重的) and expensive. Behind even the most exciting user interface there are old-fashioned warehouses and lorries, customers who decline to sit at home waiting for purchases to arrive, and goods that must be re-wrapped and expensively returned. No wonder that the cost of getting goods to customers' homes so often soaks up the notional price advantages of e-commerce. What Internet shoppers have quickly realized is that the web is an addition to, and not a substitute for, their shopping habits. It is wonderful for gathering up-to-date information about products and prices. Cyber Dialogue, a research firm, estimates that in 1998 23m Americans sought information online, but then made their purchases offline, compared with only 17.7m who did the whole thing online.

Forthispart,youareallowed30minutestowriteanessaybasedonthepicturebelow.Youshouldstartyouressaywithabriefdescriptionofthepictureandthendiscusstherelationshipbetweentechnologyandtheelderly.Youshouldgivesoundargumentstosupportyourviewsandwriteatleast150wordsbutnomorethan200words.

BSection B/B

Reebok executives do not like to hear their stylish athletic shoes called "footwear for yuppies(雅皮士，少壮高薪职业人士)". They contend that Reebok shoes appeal to diverse market segments, especially now that the company offers basketball and children's shoes for the under-18 set and walking shoes for older customers not interested in aerobics(健身操)or running. The executives also point out that through recent acquisitions they have added hiking boots, dress and casual shoes, and high-performance athletic footwear to their product lines, all of which should attract new and varied groups of customers. Still, despite its emphasis on new markets, Reebok plans few changes in the upmarket(高档消费人群的)retailing network that helped push sales to $1 billion annually, ahead of all other sports shoe marketers. Reebok shoes, which are priced from $27 to $85, will continue to be sold only in better specialty, sporting goods, and department stores, in accordance with the company's view that consumers judge the quality of the brand by the quality of its distribution. In the past few years, the Massachusetts-based company has imposed limits on the number of its distributors(and the number of shoes supplied to stores), partly out of necessity. At times the unexpected demand for Reeboks exceeded supply, and the company could barely keep up with orders from the dealers it already had. These fulfillment problems seem to be under control now, but the company is still selective about its distributors. At present, Reebok shoes are available in about five thousand retail stores in the United States. Reebok has already anticipated that walking shoes will be the next fitness-related craze, replacing aerobics shoes the same way its brightly colored, soft leather exercise footwear replaced conventional running shoes. Through product diversification and careful market research, Reebok hopes to avoid the distribution problems Nike came across several years ago, when Nike misjudged the strength of the aerobics shoe craze and was forced to unload huge inventories of running shoes through discount stores.

For this part, you are allowed 30 minutes to write a short essay on the smartphone addiction. Your essay should include the negative influence of the smartphone addiction and measures to be taken to get rid of the smartphone addiction. You are required to write at least 150 words but no more than 200 words.