For college students, graduation signals an exciting new beginning. {#blank#}1{#/blank#} Many students wonder: What do I do now? What career is best for me? Most expert advice on choosing careers boils down to the following points.

Knowing Yourself

    What are your interests? Abilities? Skills? {#blank#}2{#/blank#} The results may surprise you! These can be useful, but they're not the last word.

Investigating

    Investigating occupations is much more difficult. For most people, there isn't just one ‘right' job, but several that could be satisfying. {#blank#}3{#/blank#} Talk to people who have occupations that interest you. Find out what they like and dislike about their job.

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    Many people choose their careers because they believe strongly in a particular cause. Some might choose to work in areas like medicine, charity or environmental protection. Some have a strong interest in history or a love for the arts. {#blank#}5{#/blank#} So in cases like these, the field is often chosen first, rather than the occupation itself. So if you've chosen a field, self-assessment will help you find your place in it. Invest some time and effort, and find the right career for you.

    We are a primary school in England. Our students start arriving at our playground from about 8:45 a.m. Most of the children live nearby, so they walk to school. But some children have to travel to school by car. Each of the children is dressed in a school uniform (校服) and carries the homework and packed lunch in a schoolbag.

    School starts at 8:55 a.m. The teacher on duty blows a whistle (哨子) and the children line up in their class groups. They wait quietly for the teacher to send them to their classrooms. When they arrive at their classrooms, the children empty their schoolbags and put their homework in their boxes. After the children take their seats, the teacher reads out each child's name in turn. Upon hearing his / her name, the child replies “yes, Mrs. (the teacher's name)” and the teacher writes down whether the child is in school or not.

    And then at 9:10 a.m. the children attend an assembly in our main hall. They sit on the floor in rows with the youngest children at the front and the older children at the back. As the children enter the hall, they listen to music quietly. Each week we have a different musical theme (主题). Besides, the children also listen to stories.

    After the assembly, the first lesson of the day begins at 9:30 a.m. Our morning lessons are usually English and Maths. Each of these lessons lasts an hour. Between classes, the children have their morning break from 10:20 a.m. to 10:35 a.m. They eat their snacks (小吃) or play games like football on the playground. At the end of the break, the teacher on duty blows a whistle. The children stand still and wait to be told to line up.

    Each day, the children have their lunch break from 12 noon to 1:10 p.m. Most of the children bring their own packed lunches from home. A packed lunch usually consists of sandwiches, fruit, a drink and a packet of crisps. Some children have a school dinner cooked in our school kitchen. While the children are waiting to have lunch or after they have finished eating, they play games on the playground or attend lunch-time clubs. We have teachers on duty, who look after the children during lunch breaks. After the lunch break, the children have afternoon lessons, which continue until 3:15 p.m. when the children go home.

    It is very important for kids to be courageous. A brave child is more likely to withstand negative peer pressure, say no to temptations（诱惑）and flight the good fight.{#blank#}1{#/blank#} It boosts kids' resilience（适应力）, confidence and willpower as their as well as their learning, performance and school engagement. Here are several ways to develop kids' courage:

    Model courage. Kids who watch their parents stick their necks out to do the right thing are more likely to do the same.{#blank#}2{#/blank#} Then express how good it feels when you conquer your fear instead of taking a shortcut. Your kids will learn how to take on the tough challenge they face by witnessing how you tackle your fears.

    {#blank#}3{#/blank#} Research finds that kids are more likely to be courageous if they believe that their parent them to support those in need. Discuss bravery with your kids: Tell hem Courage is making the choice to do what you know is right even if you are afraid.”

    Ask your kids to share their acts of bravery. Learning to be brave takes practice, so encourage your children to do something courageous every day.{#blank#}4{#/blank#}A mom I talked to had her kids share their brave deeds at dinner time.

Teach your kids how to reduce their fears. If not kept under control, fear can be powerful.{#blank#}5{#/blank#} You might encourage positive self-talk, such as saying, “I can handle this” or “I have courage to do this.” Or teach your child to take slow, deep breaths to find courage.

A. Talk about values and courage.

B. Courage has other surprising benefits.

C. The good news is that courage can be taught.

D. Teach your child simple strategies to be brave.

E. Let your child see you step out of your comfort zone.

F. In today's uncertain world, kids will need courage and confidence.

G. Then take time to focus on their courageous breakthroughs.

    The number of speakers of English in Shakespeare's time is estimated(估计) to have been about five million. Today it is estimated that some 260 million people speak it as a native language, mainly in the United States, Canada, Great Britain, Ireland, South Africa, Australia and New Zealand. In addition to the standard varieties of English found in these areas, there are a great many regional and social varieties of the language as well as various levels of usage that are employed both in its spoken and written forms.

    In fact, it is impossible to estimate the number of people in the world who have acquired an adequate(足够的) working knowledge of English in addition to their own languages. The purpose for English learning and the situations in which such learning takes place are so varied that it is difficult to explain and still more difficult to judge what forms an adequate working knowledge for each situation.

    The main reason for the widespread demand for English is its present day importance as a world language. Besides serving the indefinite needs of its native speakers. English is a language in which some of important works in science, technology, and other fields are being produced, and not always by native speakers. It is widely used for such purposes as meteorological and airport communications, international conferences, and the spread of information over the radio and television networks of many nations. It is a language of wider communication for a number of developing countries, especially former British colonies. Many of these countries have multilingual populations and need a language for internal communication in such matters as government, commerce, industry, law and education as well as for international communication and for entrance to the scientific and technological developments in the West.

A problem shared can be a problem doubled

    People discuss their problems with friends in the hope that they'll gain some idea on how to solve them. And even if they don't find a way to solve their problems, it feels good to let off some steam. Indeed, having close friends to trust is a good relief against poor mental health. {#blank#}1{#/blank#}

    The term psychologist's use for negative problem sharing is "co-rumination". Co-rumination is the mutual encouragement to discuss problems too much, repeatedly going over the same problems, expecting future problems and focusing on negative feelings. It is more about keeping talking about problems than solving them. {#blank#}2{#/blank#} In a study involving children aged seven to 15 years of age, researchers found that co-rumination in both boys and girls is associated with "high-quality" and close friendships. However, in girls, it was also associated with anxiety and depression (the same association was not found with the boys).

    If we look at the theory behind why individuals ruminate, it may shed some light on why friends co-ruminate. {#blank#}3{#/blank#} So if two people believe rumination is beneficial, then working together to co-ruminate to find answers may seem like a useful thing to do, as two heads may appear better than one. But focusing on problems and negative emotion together can increase negative beliefs and moods — and result in a greater need to co-ruminate.

    Traditionally, therapy has not prioritised handling rumination or co-rumination directly as maintaining factors in psychological problems. Instead, approaches such as cognitive behavioral therapy (CBT) have aimed to challenge only the content of rumination. Humanistic approaches such as counselling have provided conditions to potentially ruminate on the content of problems. And psychodynamic (心理动力的) approaches such as psychoanalysis have aimed to analyze the content of rumination.

    {#blank#}4{#/blank#} But if this occurs in therapy, a strong therapeutic relationship may well be a positive outcome of co-rumination — regardless of whether the client's symptoms improve or not.

    And, on the social side, discussing problems with friends doesn't always have to lead to worsening mental health, as long as the discussion involves finding solutions and the person with the problem acts on those solutions. Then, relationships can be positive and beneficial to both parties, and a problem shared can really be a problem halved.

A. According to a leading theory on rumination, people believe that it will help them find answers and make them feel better.

B. How you co-ruminate matters too.

C. Focusing on the content of rumination runs the risk of fostering co-rumination between client and therapist.

D. How problems are discussed, though, can be the difference between halving a problem or doubling it.

E. Co-rumination with work colleagues can increase the risk of stress and tiredness, one study suggests.

F. Research shows that co-rumination is a double-edged sword.

Dear Mum,

    Today I went to a conference. In the conference, ⑴两个学生就因特网的优缺点进行了辩论。They made diverse points about the Internet that I had never thought about before. For example, some experts think that⑵花过多的时间上网的后果就是很难建立社会联系。 They were also quite explicit about how heavy Internet users spend more time with their Internet friends than with their real­life friends from school and work. ⑶This is another drawback of the Internet that alarms me. They addressed good points of the Internet, as well. For example, with the Internet, up­to­date information is only a click away. ⑷We can also correspond with people in distant places. This is very important for disabled people who can't always leave their homes.

    ⑸Both sides presented lots of statistics to support their arguments. My own judgement is that the Internet is beneficial. Otherwise, I would unable to write this e­mail to you!

Love from your son,

Xiaokun

⑴{#blank#}1{#/blank#}⑵{#blank#}2{#/blank#}⑶{#blank#}3{#/blank#}⑷{#blank#}4{#/blank#}⑸{#blank#}5{#/blank#}