15．Puss.a mother cat.with her three kittens.had lived in the local cellar, but one day she thought s——青夏教育精英家教网—

15．Puss，a mother cat，with her three kittens，had lived in the local cellar（地下室）； but one day she thought she would carry them to the attic（阁楼）．
The servant thought that was not the proper place for them； so she carried them back to the cellar．
Puss was certain that she wanted them in the attic； so she carried them there again and again，five，six，seven，-yes，a dozen times； for each time the servant took them back to the cellar．
Poor Puss was nearly tired out，and could carry them no longer．
Suddenly she went away．Where do you think she went？
She was gone a long time．When she returned，she had a strange cat with her that we had never seen before．
She seemed to tell him all about her great trouble，and he listened to her story．
Then the strange cat took the little kittens，one by one，and carried them to the attic．After this he went away，and we have never seen him since．
The servant then left the kittens in the attic，for she saw how anxious Puss was to have them stay there．
Wasn't the strange cat kind to Puss？This story should teach children to be ready to help one another．
【写作内容】
1．用约30个单词写出上文概要；
2．用约120个单词对"乐于助人"这一话题谈谈你的看法，内容包括：
（1）读完上文后你的感受；
（2）描述一件你所你亲身经历的帮助别人的事；
（3）为什么要弘扬乐于助人的精神？
【写作要求】
（1）作文中可以使用自己的亲身经历或虚构的故事，也可以参照阅读材料的内容，但不得直接引用原文中的句子；
（2）文中不能出现真实姓名和学校名称；
（3）不必写标题．
【评分标准】
内容完整，语言规范，语篇连贯，词数适当．

14．Teenagers who spend quality time with their parents are more likely to want to further their studies，according to research from the University of Warwick．Researchers found that adolescents who take part in cultural activities with their mother and father were more likely to aspire（渴望） to continue their studies post-16than those who didn't．This is compared to even those who attended homework clubs or participated in extra-curricular activities．
Dr Hartas led the research．She said："Filial（子女的） dynamics such as emotional closeness to parents and cultural capital were better predictors than more school-driven parent-child interactions．"Factors relating to family emotional closeness，bullying，friendships，homework，extra-curricular activities and perception of parental interest in the child's education were examined．The researchers measured responses to questions about a variety of topics such as visiting art galleries，discussing books at home，the number of evenings spent doing homework，relationship with siblings and quarrelling with parents．
Dr Hartas and her team found that the willingness to solve problems was a strong predictor of educational aspiration．Adolescents who indicated they were less confident at handling problems were 30% less likely to rate gaining GCSEs important．In addition those who expressed a lower level of general well-being were 18% more likely to choose not to go to university．Closeness to parents was an indicator of attitude towards GCSEs； those who did not feel emotionally close to their parents were two times higher to consider GCSEs unimportant．However，emotional closeness to parents was not found to be significant in predicting a desire to attend university．
What the researchers termed‘cultural capital'or participating in cultural activities also appeared to affect the desire to study further．Those who weren't exposed to cultural activity were 14% and 20% respectively less likely to consider university or GCSEs as important．Those who did go to museums，galleries，concerts etc．were found to be 23% less likely to consider training or employment post-16．
Dr Hartas said that these findings had significant implications for family and educational policy，especially with regard to"raising aspirations and reducing early school leaving．"They also raised the issue of reconsidering the role of the home environment as a web of emotionally and intellectually charged relationships between parents and children rather than an extension of the school day．

Quality time rather than study time improves teens'educational aspirations
（71）Findingof a recent study	There is a high （72）possibility/probabilitythat teenagers spending quality time and （73）participatingin cultural activities with their parents are willing to further their studies．
（74）Factorsaffecting the desire for further study	Being （75）emotionallyclose to parents can better predict that teenagers will motivate themselves to study．
	The more （76）confidence/willingnessthe adolescents have to solve problems，the （77）strongertheir educational desire will become．
	It seems that teenagers who have （78）accessto cultural activities desire to study further．
Implications of the research	With the research's help，we can raise teenagers'aspirations and prevent them （79）leaving/quittingschool early．
	The role of the home environment should be reconsidered as an emotional and intellectual relationship web （80）insteadof a school day extension．