1.  Para. 1 ①When fathers appear in children's picture books, they're angling for laughs, taking their sons on adventures or modeling physical strength or stoic independence. ②There is the rare exception in children's books where a father baldly demonstrates—without symbolic gestures—his love for his son. ③Just as women's studies classes have long examined the ways that gendered language undermines women and girls, a growing body of research shows that stereotypical messages are similarly damaging to boys.
    Para. 2 ①A study in Pediatrics found that mothers interacted vocally more often with their infant daughters than they did their infant sons. ②In a different study, a team of British researchers found that Spanish mothers were more likely to use emotional words and emotional topics when speaking with their 4-year-old daughters than with their 4-year-old sons. ③Interestingly, the same study revealed that daughters were more likely than sons to speak about their emotions with their fathers when talking about past experiences. ④And during these reminiscing conversations, fathers used more emotion-laden words with their 4-year-old daughters than with their 4-year-old sons.
    Para. 3 ①What's more, a study led by Emory University researchers discovered, among other things, that fathers also sing and smile more to their daughters, and they use language that is more "analytical" and that acknowledges their sadness far more than they do with their sons. ②The words they use with sons are more focused on achievement—such as "win" and "proud." ③Researchers believe that these discrepancies in fathers' language may contribute to "the consistent findings that girls outperform boys in school achievement outcomes."
    Para. 4 ①Judy Chu, a human biologist, conducted a two-year study of 4- and 5-year-old boys and found that they were as astute as girls at reading other people's emotions and at cultivating close, meaningful friendships. ②In her book "When Boys Become Boys" she maintains that by the time the boys reached first grade, sometimes earlier, they traded their innate empathy for a learned stoicism and greater emotional distance from friends. ③Interestingly, they adopted this new behavior in public, exclusively, but not at home or when their parents were around.
    Para. 5 Why do we limit the emotional vocabulary of boys?
    Para. 6 ①We tell ourselves we are preparing our sons to fight (literally and figuratively), to compete in a world and economy that's brutish and callous. ②The sooner we can groom them for this dystopian future, the better off they'll be. ③But the Harvard psychologist Susan David insists the opposite is true: "Research shows that people who suppress emotions have lower-level resilience and emotional health."
    Para. 7 ①How can we change this? ②we can start, says Dr. David, by letting boys experience their emotions, all of them, without judgment—or by offering them solutions. ③This means helping them learn the crucial lessons that "Emotions aren't good or bad" and that "their emotions aren't bigger than they are. ④They aren't something to fear."
    Para. 8 ①say to boys: "I can see that you're upset," or ask them, "What are you feeling?" or "What's going on for you right now?" ②There doesn't have to be any grand plan beyond this, she says. ③" Just show up for them. ④Get them talking. ⑤Show that you want to hear what they're saying."

2.  Para. 1 ①"You understand grandmother when she talks to you, don't you, darling?" ②The girl nods. ③Johnson, the reporter, met her—and her Danish mother and English father—at the airport, en route to Denmark. ④The parents were eager to discuss their experience of bringing up their daughter bilingually in London. ⑤It isn't easy: the husband does not speak Danish, so the child hears the language only from her mother, who has come to accept that she will reply in English.
    Para. 2 ①This can be painful. ②Not sharing your first language with loved ones is hard. ③Not passing it on to your own child can be especially tough. ④Many expat and immigrant parents feel a sense of failure; they wring their hands and share stories on parenting forums and social media, hoping to find the secret to nurturing bilingual children successfully.
    Para. 3 ①Children are linguistic sponges, but this doesn't mean that cursory exposure is enough. ②They must hear a language quite a bit to understand it—and use it often to be able to speak it comfortably. ③This is mental work, and a child who doesn't have a motive to speak a language—either a need or a strong desire—will often avoid it. ④Children's brains are already busy enough.
    Para. 4 ①So languages often wither and die when parents move abroad. ②In the past, governments discouraged immigrant families from keeping their languages. ③Teddy Roosevelt worried that America would become a "polyglot boarding-house". ④These days, officials tend to be less interventionist; some even see a valuable resource in immigrants' language abilities. ⑤Yet many factors conspire to ensure that children still lose their parents' languages, or never learn them.
    Para. 5 ①A big one is institutional pressure. ②A child's time spent with a second language is time not spent on their first. ③So teachers often discourage parents from speaking their languages to their children. ④(This is especially true if the second language lacks prestige.) ⑤Parents often reluctantly comply, worried about their offspring's education. ⑥This is a shame; children really can master two languages or even more. ⑦Research does indeed suggest their vocabulary in each language may be somewhat smaller for a while. ⑧But other studies hint at cognitive advantages among bilinguals. ⑨They may be more adept at complex tasks, better at maintaining attention, and (at the other end of life) suffer the onset of dementia later.
    Para. 6 ①Even without those side-effects, though, a bilingual child's connection to relatives and another culture is a good thing in itself. ②How to bring it about? ③Sabine Little, a German linguist at the University of Sheffield, recommends letting the child forge their own emotional connection to the language. ④Her son gave up on German for several years before returning to it. ⑤She let him determine when they would speak it together. ⑥They joke about his Anglo-German mash-ups and incorporate them into their lexicon. ⑦Like many youngsters, his time on the Internet is restricted—but he is allowed more if he uses it in German. ⑧Ms Little suggests learning through apps and entertainment made for native speakers.
    Para. 7 ①Languages are an intimate part of identity; it is wrenching to try and fail to pass them on to a child. ②Success may be a question of remembering that they are not just another thing to be drilled into a young mind, but a matter of the heart.

1.  2000多年来，佛教、伊斯兰教、基督教等先后传入中国，中国音乐、绘画、文学等也不断吸纳外来文明的优长。中国传统画法同西方油画融合创新，形成了独具魅力的中国写意油画，徐悲鸿等大师的作品受到广泛赞赏。中国的造纸术、火药、印刷术、指南针四大发明带动了世界变革，推动了欧洲文艺复兴。中国哲学、文学、医药、丝绸、瓷器、茶叶等传入西方，渗入西方民众日常生活之中。《马可·波罗游记》令无数人对中国心向往之。当今世界，人类生活在不同文化、种族、肤色、宗教和不同社会制度所组成的世界里，各国人民形成了你中有我、我中有你的命运共同体。世界上有200多个国家和地区，2500多个民族和多种宗教。如果只有一种生活方式，只有一种语言，只有一种音乐，只有一种服饰，那是不可想象的。

2.  中国和欧洲是两大战略力量，肩负推动全球经济发展、促进人类文明进步、维护世界和平的崇高使命，双方正在形成不断放大的战略交集。中国是最大的新兴市场国家，欧盟是最大的发达经济体，“最大”与“最大”交融、一切都有可能，“新兴”与“发达”携手、优势就会倍增，中欧在新兴和发达经济体合作中可以成为典范。
    中国和欧洲分处欧亚大陆的两端、这块大陆是世界上面积最大的大陆，也是人口最多的大陆，市场空间广阔，发展机遇巨大。中欧都主张国际关系民主化，在许多国际重大事务上有共同利益，双方关系具有越来越重要的全球影响。中欧都有伟大的文明，中国推崇“和而不同”，欧盟倡导“多元一体”，13亿多中国人与7亿多欧洲人命运相连、前途相关，中欧在不同文明包容互鉴中可以成为引领。