In 2009 a group of parents in Lymington started sharing worries about their children's money-management skills. Pocket money was now stored in a building society rather than a piggy bank (储蓄罐); household shopping was done online; the children rarely saw their parents handling cash. They were spending online, too. Money had become intangible. How, then, were children to learn its value?

The answer they came up with was GoHenry, an app now available in America as well as Britain. It is designed to help young people learn good spending habits through real-world money activities. Parents sign up with their own bank accounts and pay a monthly fee of £2.99 or $3.99 for each child aged six or over. Adults and children download separate versions. Parents can schedule pocket money and set chores. When those are marked as done, the child is paid the agreed amount. Parents can see what the child has bought and where. And they can choose where the card can be used: in shops, online or at ATMs.

Children get cards printed with their name. They can put money in savings pots, view their spending and balances, and set savings targets. "They could decide to save ten dollars for a friend's birthday in four weeks' time, or set a goal at 12 to have $2,000 to buy a car at age 18," says Dean Brauer, one of GoHenry's founders. "The app tells them how much to save each week to meet their goal."

A big benefit of such apps is that they inspire family conversations about money. According to the latest research, more than half of British parents find the subject hard to discuss with their children. And yet most agree that children's attitudes to money are formed in their early years.

Some GoHenry customers are wealthy parents who worry that their children will grow up with little knowledge of money. Others have slim incomes but regard the app as a preparation for their child's future. Some say that they have been in debt and want their children to avoid that mistake when they grow up; others that the app is cost-effective because their children learn to plan spending. Even though young people no longer touch and hold money, they can still be taught to handle it well.

要求：

1. 词数50左右；

2. 介绍中包括你的姓名、年龄、兴趣爱好、联系方式等；

3. 可适当发挥。

A group of American high school students built a bus stop shelter(遮蔽物) for a 5- year- old boy Ryder Killam.

There is something {#blank#}1{#/blank#} with Ryder's legs. Every morning, he has to wait for the school bus outside in his wheelchair(轮椅). {#blank#}2{#/blank#} it's only about 20 meters from his house to the bus stop, it is quite a long way for Ryder.

At first, Ryder's family {#blank#}3{#/blank#} up a big umbrella, so Ryder could sit under it when he waited. But it didn't {#blank#}4{#/blank#} when the weather was bad. They tried {#blank#}5{#/blank#} a few other ways but they hardly ever worked, either. They decided to ask the community for {#blank#}6{#/blank#}.

Some high school {#blank#}7{#/blank#} heard about the news and wanted to give the little boy a hand. They worked for weeks and built a nice shelter for Ryder. It is just like {#blank#}8{#/blank#} small house. Now, Ryder can stay in it when he waits for his school bus without (不用) worrying {#blank#}9{#/blank#} the bad weather.

" We are really happy to work for our community," one of the students said." And {#blank#}10{#/blank#} is pretty cool to help someone in need."

I saved the rice and wheat carefully and finally had enough to plant. I built a wall around my garden to keep the wild goats away. 

Then when my crop(庄稼) bore its fruit, the birds discovered it. The birds were not afraid of my dog at all. I shot them, but as soon as I walked away, they returned. At last, I killed some birds and hung them among the crop, hoping they would serve as the scarecrows(稻草人), which turned out to be successful. By harvest time, I had nearly two bushels of rice and two and a half bushels of wheat. 

With my new rice and wheat to store, I found a new problem. The fine rice and wheat ran through my baskets. It took me nearly two months to form and dry two ugly bowls — one for rice and one for wheat. 

Next I made some tools from hard wood and cloth to make bread. I made bread with my tools. I spent the third year on the island in farming and making bread. 

Soon after that, I began to think of my days sailing in a tidy boat with Xury. I wished to have a boat and explore(探索) the island by sea. 

I tried to turn over the ship's boat that I had seen washed up, but failed. I was still determined(坚定的) to have a boat. So I chose a strong tree and spent weeks cutting it down. Then it took me months to turn the tree into a boat. 

When it was time to sail, I realised I had made my boat too far from the nearest river. The boat was far too heavy for me to move. I tried bringing the water to the boat instead of the boat to the water. I soon saw it would take me twenty years of work. 

I celebrated my fourth year on the island with two boats, but I was no closer to a sea journey. 

(Taken from The Adventures of Robinson Crusoe)

It was my first English lesson. The teacher wrote some words and {#blank#}1{#/blank#}(句子) on the blackboard and asked us to write them down. Suddenly, I stopped writing. " That's wrong. Is it OK to {#blank#}2{#/blank#}(指) out the {#blank#}3{#/blank#}(错误)? Is it polite?" Questions like these jumped into my {#blank#}4{#/blank#}(头脑 ). I got nervous and my mouth felt {#blank#}5{#/blank#}(干燥的). After thinking for a while, I put up my hand and looked at Ms Chen. My eyes met {#blank#}6{#/blank#}(她的). " Ms Chen, there is a mistake in your spelling, "I said. " The word 'writing' has only one‘t', but you write a double ‘t'. " " Well done!" Ms Chen praised me and told us, " In {#blank#}7{#/blank#}(事实), it's a lesson for you. It's really {#blank#}8{#/blank#}(重要的) for all of you to think more and question(质疑) in your learning. Learning {#blank#}9{#/blank#}(没有) thinking is of no use. As junior high school students, you should always {#blank#}10{#/blank#}(记住) this and try to think more in your study. "

The first lesson

Our English teacher Ms Chen wrote the sentence on the blackboard and said, "Please write this down. "

We started {#blank#}1{#/blank#}(write). I wrote down the first word and {#blank#}2{#/blank#}(stop). 

"That's not right. {#blank#}3{#/blank#} is it OK to point out the mistake? Is that polite, in the first lesson?"{#blank#}4{#/blank#}(question) jumped into my mind. 

"{#blank#}5{#/blank#} aren't you writing, Wang Han?"

I looked up at Ms Chen. My eyes met {#blank#}6{#/blank#}(her). My mouth felt dry. 

But then I thought {#blank#}7{#/blank#} the meaning of the sentence. I put {#blank#}8{#/blank#} my hand. 

"Ms Chen, there's {#blank#}9{#/blank#} mistake, " I said. "That sentence is from Confucius, not from Mencius. "

"Well done, Wang Han. {#blank#}10{#/blank#} fact, this is my {#blank#}11{#/blank#}(one) lesson for all of you. You are now in junior high school. {#blank#}12{#/blank#}(learn) will be more difficult. It's important {#blank#}13{#/blank#}(think) more in your learning. Please always remember this. "

That's really {#blank#}14{#/blank#} important lesson!