阅读理解，回答21-25题。

Passage 1

I taught in a public***for 10 years. Now, preparing pre-service teachers, I have a different perspective on their lives. Here are some truths I share with them.

As a young teacher,I***that loving to be with kids would be enough to get me through long days.I discovered early on that teaching is a hard job ***.It's so much more than helping kids and creating engaging assignments; it is conferences,****grading and paperwork.

You have to come to the classroom with a deep understanding of your role and how it extends.Early on in my career, I complained to a colleague that I was a classroom teacher, so why was I being asked to be a mom, nurse, custodian, therapist,social worker, cheer leader, and judge and jury? My colleague said,***are what the kids need you to be at that moment." At the time, her advice didn't help, but I later realized how right she was. Students are people too, and just like us grown-ups. Be empathetic and take care of your students' needs.That is the unwritten role of the teacher.

No one told me that annual class pictures would document my out-of-date clothes, unfashionable hairstyles, and fluctuating body mass. Luckily, in my younger years, I instead mindlessly tossed them in a desk drawer and let them accumulate over the years, I am so glad I did.Those embarrassing class pictures now make up the bulk of my "why I love teaching" emergency box. On a day when I need some reminding of why I keep plugging along, I pull those pictures out and flip through the memories I made with them. Don' t get me wrong, there are some pictures that make me ask, "How did we ever survive?" But even those moments make me smile because we did survive and, in many cases, we thrived. They are a great reminder of how my work and passion have influenced those students' lives.

I'm probably not the first or last teacher to strive for perfection in every *****spent too much time in my younger days thinking that once I had more experience with the curriculum, once I had a different mix of students, and once I mastered classroom ****,I would be able to deliver flawless lessons. What I have come to realize is that the land of perfect lessons doesn't exist. We are human beings who are tasked with working with other******. That adds up to a whole lot of fallible human beings in one classroom. You' ll never be able to predict how every student *****in every moment or how you will adjust to the hurdles you face each day. Be as gentle, patient, and *** with yourself as you are with your students.

Those children in ** you are also the ****joy of their families.You've been given the privilege of educating them.Parents are not hiding the good ones at home and sending you the rambunctious ones for ****. You are getting the best they've got. Spend time building relationships.

You will want to quit and plan a new *** that has nothing to do with kid,***** twice as much and provides the freedom to use the restroom on a whim. You'll**a time when you will sit down to eat lunch.*****,I hope you will spend some time thinking about your"bigger purpose." And with that******of purpose,1 hope that you will pause and remember what brought you to the profession in the first place.

阅读理解，回答26-30题

Passage 2

As a species, humans are incredibly smart. We tell stories, create magnificent art and astounding technology, build cities, and explore space. We haven' t been around nearly as long as many other species, but in many respects we've accomplished more than any species.We eat them and they don' t eat us. We even run scientific studies on them and are thinking about re-creating some of those that have gone extinct. But our intelligence comes with a curious caveat: our babies are among the dumbest——or, rather, the most helpless——that exist. A baby giraffe can stand within an hour of birth, and can even potentially flee predators on its first day of life. A baby monkey can grasp its mother and hang on for protection and nourishment. A human infant can’t even hold up its own head.

The evolution of human intelligence isn't something that Celeste Kidd had ever pondered.A developmental cognitive scientist who currently works at the University of Rochester, her work had focused mostly on learning and decision-making in children. Over years of observing young children,she became impressed with the average child's level of sophistication. But when she looked at the infants she encountered,she saw a baffling degree of helplessness: How could they be so incompetent one second and so bright so soon thereafter? One day, she posed the question to her colleague Steven Piantadosi."Both of us wondered what could possibly justify the degree of helplessness human infants exhibit", she told me recently."Even other primate babies, like baby chimps, which are close in evolutionary terms, can cling onto their moms." She began to see a contradiction:humans are born quite helpless, far more so than any other primate, but, fairly early on, we start becoming quite smart, again far more so than any other primate. What if this weren't a contradiction so much as a causal pathway?

That's the argument that Kidd and Piantadosi make in their new paper, published in a June issue of PNAS.Humans become so intelligent because human infants are so incredibly helpless, they argue; the one necessitates the other.The theory is startling, but it isn't entirely new.Researchers have been pondering the peculiarities of our birth and its evolutionary significance for quite some time.Humans belong to the subset of mammals,called viviparous mammals, that give live birth to their young. This means that infants must grow to a mature enough state inside the body to be born, but they can' t be so big that they are unable to come out. This leads to a trade-off: the more intelligent an animal is, the larger its head generally is, but the birth canal imposes an upper limit on just how large that head can be before it gets stuck. The brain, therefore, must keep maturing, and the head must continue growing, long after birth.The more intelligent an animal will eventually be, the more relatively immature its brain is at birth.

Researchers have long known about this trade-off,and about the connection between brain size and neural density and intelligence.For instance, Robin Dunbar found that the ratio of neocortical volume to brain size can predict the social-group size in a number of species,including bats, cetaceans, and primates.while Simon Reader has demonstrated links in tool use and innovation to brain size in primates. Kidd and Piantadosi’s new idea is that increased helplessness in newborns mandates increased intelligence in parents and that a runaway selection dynamic can account for both.Natural selection favors humans with large brains, because those humans tend to be smarter. This may create evolutionary incentives for babies that are born at an even earlier developmental stage, which require more intelligence to raise. This creates the dynamic: over time, helpless babies make parents more intelligent, which makes babies more helpless, which makes their parents more intelligent, and so on.

根据题目要求完成下列任务，用国家通用语言文字作答。

下面教学片段来自某初中英语教师的口语教学。

T:OK. Let's practice this dialogue.

Ss: ... (Ss don't know what to do.)

T: Well, you ask your partner "Do you like bananas?", your partner answers "Yes, I do." If he or she doesn't like, then say “No, I don't like it". Understand now?

Ss: OK.

(Ss read out the dialogue in the textbook in pair)

T: Now. (to one student) Does your partner like bananas?

S1: Yes, he does.

T: (to another student) Does your partner like bananas?

S2: No, he don't.

T: No, no, no, no. He doesn't!

S2: Oh. Oh. Yes .He doesn't.

T: You must pay attention to that. OK? Now please read after me. Do you like bananas?

Ss: (in chorus) Do you like bananas?

T: Yes, I do.

Ss (in chorus) Yes, I do.