13．　　At six years old, I dreamed of becoming an artist. My mom knew this, so she gave me some (1)      . They quickly became my treasure.
　　Unfortunately, Emily, my little sister, thought they were very good, too. For three days, she would ask to play with my markers. Finally, she (2)       asking, and I was able to leave them in my room when I went to school, certain that she wouldn't enter my room.
　　But when I got home from school, I saw my markers weren't where I had left them. My rainbow-colored treasures were gone!
　　I (3)       the house for Emily, thinking that she might have something to do with their disappearance. I found her in the basement and she was drawing something with my markers. I started (4)       at her, grabbed (抓起) the markers — at least the ones I could reach — and ran back up to my room, shutting the door with a loud noise behind me. I sat there for at least half an hour.
　　(5)      , I heard Emily's footsteps coming up the stairs. I noticed a folded (折叠的) piece of paper being pushed under the door.
　　Once it reached my side of the door, I picked it up. As I read the words written on the cover, my (6)       quickly disappeared, and tears began to well up in my eyes. On the front of the paper in rainbow colors were the words "Best Sister". Inside was a picture Emily had drawn of herself offering me a late birthday gift.
　　Emily used my markers to make something (7)       for me. It made me realize the greatest (8)       of all is the love you have for your family — and the love they have for you.
　　I opened the door, reached out to Emily and gave her a big hug.

14．　　Our magazine is asking students to nominate (推荐) their teachers for Teacher of the Week! Here are four nominated teachers.

15．　　Kellan was coaching one of the beginning soccer teams — the Falcons. It was their first practice.
　　"Angela, you're supposed to be guarding the net!" Kellan called out.
　　"But I'm making a flower chain for you," the girl replied.
　　A few moments later, Angela ran off the field to present Kellan with her gift. Angela's teammate Jason, meanwhile, was following the slow-movement of a caterpillar (毛毛虫) in the middle of the field, while another player, Rory, was playing in a near-by pond of rainwater.
　　After the practice, Kellan felt really tired, as if she had run a marathon. When she arrived home. Kellan threw herself on the couch and thought carefully about the practice. The players ran in a hundred different directions. They didn't recognize each other's strengths and had no idea how to work together. As she touched the flower chain still hanging around her neck, an idea slowly started taking shape in her mind.
　　The next day, Kellan called for her players to gather around and took out a picture. The picture showed the loops of a big chain, and each loop had a team member's name as well as a talent written on it.
　　"This picture shows one way each person can help our team," Kellan began explaining. "For example, Rory has fast speed, and Jason has sharp eyes for watching the ball." Kellan noticed how everyone in the group slowly changed, sitting up taller and smiling as she mentioned their names and skills.
　　"What will happen if one loop is missing?" asked Kellan.
　　"The chain will fall apart, and it won't be a chain anymore," Angela replied.
　　"Exactly!" Kellan said. "In order to be a team, we need everyone to work together, like loops in a chain. It won't be easy, but I want every person to try."
　　Her players still struggled with their practice, but, for the first time, they tried to help each other. It was a start. Kellan felt a sense of satisfaction as she waved good-bye to her team at the end of the practice.

16．　　Kyle Pahigian is a 10th-grade math teacher. In her class, writing is often used as a learning strategy (策略). Instead of telling her students what a polygon (多边形) is, for example, she will show them a set of polygons and a set of non-polygons, and ask them, "What differences do you see?" Students write down their answers, and then join groups to compare them. "It's really interesting for me to read what they've written. It gives me a window into my students' thinking," she said.
　　A recent study shows writing is such a beneficial activity not just in subjects like history and English, but across all subjects. Professor Steve Graham examined 56 studies looking at the benefits of writing in science, social studies, and math and found that writing improved learning across all grade levels. While teachers commonly ask students to write about a topic in order to assess (评价) how well they understand the material, the process of writing also improves students' ability to recall information, make connections between different ideas, and synthesize (合成) information in new ways.
　　Information is quickly forgotten if it's not reinforced, and writing helps to strengthen students' memories of the material they're learning. Writing also encourages students to process information at a deeper level. "Putting thoughts on paper encourages students to assess different ideas, weigh the importance of each one and consider the order they should be presented in," Graham writes. By doing so, students may make new connections between ideas, ones they may not have made at the beginning.
　　Students often believe that they understand a topic, but if they're asked to write it down and explain it, gaps in their understanding may be shown. One effective writing strategy that Graham found was metacognitive prompting (元认知提示), in which students are asked not only to recall information but also to use what they have learned in different situations. For example, instead of simply reading about ecosystems (生态系统) in a textbook, students can write about their own effect on ecosystem by examining how much rubbish their household produces.
　　Many teachers of different subjects have tried using writing in their classes. Would you like to join them?

17．　　"One day my kid didn't know how to use a can opener. I told her we couldn't eat anything until she found out how to use it." John Roderick shared this story about himself and his 9-year-old daughter recently. It took his daughter six hours to open the can. Though his daughter shouted "I hate you", Roderick didn't help. Roderick said this sink-or-swim method would let his daughter learn to care for herself.
　　Too often, it seems that parents are either very strict with kids or endlessly rescuing (救援) them. But there's a middle ground. Parents can keep a close connection with their kids while also encouraging them to be capable (有能力的) and independent.
　　Patrick Ishizuka, a researcher from Cornell University, reports that some parents these days are fans of "intensive parenting" which is seen as an opportunity to undertake a middle road in parenting. In intensive parenting, "parents are expected to sign children up for extracurricular (课外的) activities, take part in children's play at home, reason with children, ask questions and encourage children to express their opinions," said Patrick Ishizuka.
　　Raising capable kids is a long, gradual process in which parents' willingness to be deeply involved in their kids is really important. However, it isn't hurriedly rushing through a list of life skills before our high-schoolers head off to college, but rather, it's building the skills and confidence that enable our kids to take on the challenges they are going to face.
　　When our goal is guiding children toward capability and confidence, it's helpful to think of childhood as an apprenticeship (学徒期). "Little by little, with care and guidance, we hand our children life and its problems, challenges and satisfactions," wrote Rudolf Dreikurs in Happy Children: A Challenge to Parents. Instead of doing almost everything for kids or leaving kids to deal with a difficult situation alone, apprenticeship parents continually balance challenge and support for kids. Rather than just changing batteries (电池) for them, we show them how to use the tool and let them have a try. We only step in if our children need a hand. We accept that mistakes are part of the process, and give children more responsibility — while coaching kids through the emotional ups and downs of this growth work. In this way, we patiently help kids grow toward the confidence to do things on their own.

18．Do You Feel Like You Belong?　　 　　　　 　　　　
　　Have you ever been unsure about a situation and looked around the room to see what other students were doing? You might have decided to "go with the crowd" and hide your real feelings or wants. The reason is the natural need to belong and fit in.
　　A sense of belonging means that people feel accepted, included, or a part of something else. Belonging feels good, but we probably won't realize this until we miss it. Not belonging can be related to feelings of worthlessness, self-doubt and sadness.
　　If you feel like you do not belong, you are not alone. When some researchers asked students if they recently felt like they belonged at their schools, 29% of them said they didn't feel that way. Feeling no sense of belonging is one of our common emotions and there is nothing wrong with it.
　　When students feel that they belong, they are more likely to get good grades and perform well in school. A feeling of belonging also positively affects students' ability to perform daily activities and interact (互动) with people around them. It helps you develop positive attitudes toward learning, improves well-being, and improves your confidence in your ability to do well in school. Additionally, a high sense of belonging is related to less bad behavior in school and more positive social relationships.
　　Building strong and healthy relationships with people in your life will help create a sense of belonging. Young people who feel supported by their friends are more likely to feel like they belong at school. When young people feel liked and cared for by teachers, they are more likely to report feelings of school belonging. Young people with parents who have positive conversations with their kids about school have also been found to feel high levels of school belonging.
　　Interestingly, you can help with your own sense of belonging as well! Young people who can deal with challenges and stress, have good mental health, see a purpose and value in learning, have a good study habit, feel like they belong at school.
　　Creating a culture of belonging is something that everyone has a role in.

19．从下面两个题目中任选一题，根据中文和英文提示，完成一篇不少于50词的文段写作。文中已给出内容不计入总词数。所给提示词语仅供选用。请不要写出你的校名和姓名。