1 . Some people only exercise self-discipline in the parts of their lives they think as necessities — such as turning up to work on time and getting the job done. But self-discipline is a skill that can be applied to every aspect of life. And the benefits can be great.
It will help you reach your full potential
When you have self-discipline, you are able to push yourself to achieve things you never thought possible. You set high standards for yourself and then work hard to meet them.
Self-discipline can help you get more done in less time. When you have self-discipline, you are less likely to waste time on things that are not important. This means you can use your time more effectively and get more done. This can lead to greater productivity at work, at home, and in your personal life.
It will help you be healthier
Self-discipline can also help you live a healthier life. When you have self-discipline, you are more likely to make healthy choices and stick to them. This means you will be less likely to overeat, smoke, or engage in other unhealthy behaviors.
It will help you be happier
Last but not least, self-discipline can help you be happier. When you have self-discipline, you are less likely to engage in self-destructive behaviors.
So, as you can see, self-discipline can improve your whole life. If you want to be more successful, productive, and happier, then start working on your self-discipline today.
| A．It will help you finish work on time. |
| B．It will help you be more productive. |
| C．Here’s how self-discipline can improve all aspects of your life. |
| D．This can lead to personal and professional success. |
| E．This is because you are less likely to give up when things get tough. |
| F．This means you will be more likely to focus on the positive and enjoy your life. |
| G．It can also mean you are more likely to exercise regularly. |
2 . The ranking of universities and colleges at the national global level is a well-known doubtful practice. Imperfect approaches generate inaccurate results of these institutions. Nowadays, prestigious (有威望的) law and medical schools have started to walk away from this “evaluation”.
There are two obvious methodological problems with all of this. One is that the numerical rankings suffer from false precision. Is there really a difference between No.10 and No.11 in the undergraduate (本科生) school rankings? Johns Hopkins University famously had a plan called“10 by 20”with the goal of getting to No.10 by 2020. Hopkins is a great undergraduate institution — whether it’s No.10 or No.11 is meaningless, but it did indeed make it into the top 10 ahead of schedule, which no doubt delighted its trustees and students.
The other methodological problem is that rankings reward those schools that promote measurements by admitting students who have had the advantages of better pre-college education and test preparation coaching, and whose wealth will make them likely future donors. Equally worthy applicants without such resources will fail to enter the schools.
The good news is that in recent months, a reckoning (清算) has begun. Last September, Columbia University chose not to participate in the undergraduate rankings after an enterprising professor discovered that the school was fudging its own numbers. If Columbia’s data were corrected, it would drop from No. 2 to No. 18. Two months later, law schools began pushing back. Yale and Harvard Law Schools announced that they would refuse to provide data to U. S. News, and several outstanding law schools followed suit.
This resistance to rankings has now begun in the world of science. This is a great sign. In announcing its decision, the dean of Washington University’s medical school said, “…it is time to stop participating in a system that does not serve our students or their future patients.”
1. Why does the author mention Johns Hopkins University?| A．To share an experience. | B．To give specific example. |
| C．To make a detailed comparison. | D．To illustrate a complicated concept. |
| A．Its data was not based on facts. |
| B．It was left behind by other universities. |
| C．It didn’t think the system served their students. |
| D．Other universities chose to refuse to participate in the rankings. |
| A．Objective. | B．Indifferent. | C．Supportive. | D．Opposed. |
| A．Resistance to Educational Rankings |
| B．The Ranking of Universities and Colleges |
| C．Educational Rankings: Scientific or Imperfect |
| D．Reasons for Universities’ Refusal of Rankings |
3 . Parenting styles have shifted over the years with the rapid changes in the world. Nowadays parents generally spend more time in finding out how best to raise their child whether it’s through technology or tried-and-tested parenting practices.
With easy access to countless websites and social media groups interested in parenting, modern parents are capable of finding answers to their questions, from managing a baby’s cries to communicating with a moody teenager. This increased availability (可利用性) of resources has made parents more involved in their children’s academic, emotional, and social development. They are also more eager to find out effective parenting methods to help them raise well-behaved and confident children.
A modern parenting style that has appeared is helicopter parenting, where parents are too much focused on their children. They help children with tasks that children can do on their own, like selecting activities and friends for them, or calling their teachers about homework matters. Such a parenting style can stifle the development of the children’s ability to handle responsibilities independently. Children might be ill-equipped with life skills such as making the bed, clearing their plates or doing their schoolwork. Always protecting children from failures may also stop them from developing adaptability and gaining skills like problem-solving.
On the other hand, parents in the past tended to monitor less. Children were given more freedom to manage their schoolwork and choose the friends they want to play with. In some families, children of the past were often expected to shoulder the responsibilities of caring for younger brothers and sisters and managing housework. Living in the pre-Internet era, parents were less informed about different parenting methods, and their parenting styles were guided more by their personalities, common sense and friendly advice from their parents and neighbours, rather than by social media influences or parenting websites. There is no one right way to raise a child. Each child is unique and should be raised differently by parents who are present, but not wandering; who are supportive but not controlling; and who protect but not care too much.
1. How does the increased availability of resources influence parenting style?| A．It saves parents’ much time spent on children. |
| B．It makes parents more relaxed in raising children. |
| C．It encourages parents to be less strict with their children. |
| D．It enables parents to be more active in their children’s development. |
| A．Bring about. | B．Hold back. | C．Take down. | D．Set up. |
| A．They educated kids in a strict way. |
| B．They over-judged their kids’ independence. |
| C．They afforded kids more space for self-growth. |
| D．They tended to stay away from social activities. |
| A．How parents raise all-round children. |
| B．How people improve parent-child relationship. |
| C．How parenting modes have changed over the years. |
| D．How information technology affects people’s lifestyles. |
4 . The weather in Texas may have cooled since the recent extreme heat, but the temperature will be high at the State Board of Education meeting in Austin this month as officials debate how climate change is taught in Texas schools.
Pat Hardy, who agrees with the views of the energy department, is resisting proposed changes to science standards for pre-teen pupils. These would emphasize the significance of human activity in recent climate change and encourage discussion of reduction measures.
Most scientists and experts sharply argue against Hardy’s views. “They casually view the career work of scholars and scientists as just another misguided opinion,” says Dan Quinn, senior communications strategist at the Texas Freedom Network, a non-profit group that monitors public education. Such debates reflect fierce discussions across the US and around the world, as researchers, policymakers, teachers and students step up demands for a greater focus on teaching about the facts of climate change in schools.
A study, looking at how state public schools across the country address climate change in science classes, gave barely half of US states a grade B+ or higher. Among the 10 worst performers were some of the most populous states, including Texas, which was given the lowest grade (F) and has a huge influence because its textbooks are widely sold elsewhere.
Glenn Branch, the center’s deputy director, cautions that setting state-level science standards is only one limited norm in a country that decentralizes (使分权) decisions to local school boards. Even if a state is considered a high performer in its science standards, “that does not mean it will be taught”, he says.
Branch points out that, even if a growing number of official guidelines and textbooks reflect scientific consensus (共识) on climate change, unofficial educational materials that convey more biased (带有偏见的) perspectives are being distributed to teachers. They include materials sponsored by libertarian think-tanks (智库) and energy industry associations.
1. Why is the weather in Texas mentioned in Paragraph 1?| A．To forecast a policy shift in Texas schools. | B．To stress the consequences of climate change. |
| C．To indicate the atmosphere at the board meeting. | D．To draw the public’s attention to energy shortages. |
| A．Hardy overstates the existing panic. | B．Hardy denies the value of scientific work. |
| C．Hardy shows no concern for pre-teens. | D．Hardy expresses self-contradictory views |
| A．The standards call for regular revision. | B．The standards cater to local needs. |
| C．The standards have limited influence. | D．The standards require urgent application. |
| A．It agrees to major public demands. | B．It reflects teachers’ personal biases. |
| C．It may misrepresent the energy department. | D．It can be impacted by external forces. |
5 . Education in 2080 is distinctive from education in the 2020s. Until about 2035, the main function of education systems was to supply the economy with the next generation of workers. In 2080, the purpose of education is the well-being of society and all its members. To make this a bit more tangible for you, I would like to give an example of what a child’s education looks like in 2080. Her name is Shemsy. Shemsy is 13, and she is confident and loves learning.
Shemsy does not go to school in the morning because schools as you know them no longer exist. The institution was abolished as it was widely thought of as more like a prison or a factory than a creative learning environment. Schools have been replaced with “Learning Hubs” that are not restricted to certain ages. They are where intergenerational learning happens, in line with the belief that learning is a lifelong pursuit.
Every year, Shemsy designs her learning journey for the year with a highly attentive “teacher-citizen”. Shemsy is actively engaged in designing her education and has to propose projects she would like to be involved in to contribute to and serve her community. She also spends lots of time playing as the role of play in learning has finally been recognized as essential and core to our humanity. Shemsy works a lot collaboratively. Access to education is universal, and higher education institutions no longer differentiate themselves by how many people they reject yearly. Variability between students is expected and leveraged (利用) as young people teach one another and use their differences as a source of strength. Shemsy naturally explores what she is curious about at a pace she sets. She still has some classes to take that are mandatory for children globally: Being Human and the History of Humanity.
We invite you to think about your vision for education in the year 2080, what does it look like, who does it serve,and how does it transform our societies?
1. What does paragraph 1 mainly tell us?| A．There are different types of education. |
| B．The present education needs improvements. |
| C．Education and economy are closely associated. |
| D．The goal of future education is fundamentally different. |
| A．It accepts students of all ages. | B．It promotes competition. |
| C．It discourages individualized learning. | D．It is all about play-based learning. |
| A．Tough. | B．Satisfactory. | C．Optional. | D．Required. |
| A．An Example to All | B．A Vision for Education |
| C．A Challenge for Education | D．A Journey into the Future |
6 . Teachers at an Atlanta elementary school hold a mirror up while students shout positive affirmations (肯定) to themselves. “We live in a tough neighborhood in Atlanta. It’s good to plant those seeds (种子) here,” a teacher said.
In a video that recently went viral (迅速传开), fourth-graders at Gideons Elementary School in Atlanta, Georgia lined up to shout positive affirmations to themselves in a mirror while their teachers cheered them on. “I am smart!” “I am a good person!”
“The idea came from something I practice with my 5-year-old daughter,” said Neffiteria Acker, the teacher seen in the video holding the mirror.“ When we’re on our way to school, I have her repeat affirmations to me, starting with, ‘I am.’ Usually, I just ask her to tell me something good about herself. She’ll say, ‘I’m a fast eater,’ or, ‘I’m a fast runner.’ Then I’ll add to it, ‘You’re also really brave.’”
“It lifts her confidence. So I thought, ‘Why not bring that to the classroom? ’ ” she added.
Cierra Levay Broadway, the teacher who filmed the video, said she was moved while watching the students shout their affirmations. “It was an amazing moment,” she said. “I was really astonished when I saw the kids and heard what they were saying. For a lot of them, it was the first time they’d ever done that.”
The teachers understand the importance of building self-confidence at a young age, especially for students who do not have such an opportunity at home.
“In our neighborhood the kids hear a lot of negative things about themselves. So a seed of self-love is the best seed to plant, and all Broadway and I have to do is water it,” Acker said.
1. Why did the teachers try to help their students?| A．The students dislike studying. |
| B．The students laugh at the gardeners. |
| C．The students are affected by their environment. |
| D．The students have difficulty getting on with each other. |
| A．Plan for their futures. | B．Cheer up their schoolmates. |
| C．Find other students’ strengths. | D．Say positive words about themselves. |
| A．Her daughter’s suggestions to her. | B．Her conversations with her daughter. |
| C．A video of a small girl. | D．A mirror in her school. |
7 . Despite all the efforts students make to graduate with a science major, research has shown that most college science courses provide students with only a fragmented (碎片化的) understanding of fundamental scientific concepts. The teaching method improves memorization of separate facts, proceeding from one textbook chapter to the next without necessarily making connections between them.
With that in mind, we developed a series of cross-disciplinary (跨学科的) activities. In our most recent study, we investigated how well college students could use their chemistry knowledge to explain real-world biological phenomena. To begin with, we interviewed 28 college students majoring in sciences or engineering. All had taken both introductory chemistry and biology courses. We asked them to identify connections between the content of these courses and what they believed to be the take-home messages from each course. The students responded with extensive lists of topics, concepts, and skills that they’d learned in class.
Following that, a set of cross-disciplinary activities were designed to guide students in the use of core chemistry ideas and knowledge to help explain real-world biological phenomena. One activity explored the impacts of ocean acidification (酸化) on seashells. Here, the students were asked to use basic chemistry ideas to explain how the increasing level of carbon dioxide in sea water is affecting shell-building marine animals such as corals and oysters.
Overall, the students felt confident of their chemistry knowledge. However, they had a harder time applying the same chemistry knowledge. The students in our study also reported that these activities helped them see links between the two disciplines that they wouldn’t have perceived otherwise. The ability to make these connections is important beyond the classroom as well, because it’s the basis of science literacy (素养). So we also came away with evidence that our chemistry students at least would like to have the ability to have a deeper understanding of science and how to apply it.
1. What does the present science education fail to do according to the research?| A．Extending students’ theoretical knowledge. |
| B．Involving students in more hands-on activities. |
| C．Encouraging students to enjoy the learning process. |
| D．Helping students make cross-disciplinary connections. |
| A．They have rich academic knowledge. |
| B．They pay little attention to biology courses. |
| C．They hardly identify the core ideas of science. |
| D．They fully understand the importance of their majors. |
| A．Analysing the exact composition of sea water. |
| B．Studying some unusual phenomena under the sea. |
| C．Coming up with practical methods to protect marine life. |
| D．Explaining the effects of carbon dioxide on certain sea animals. |
| A．The challenges existed in chemistry courses. |
| B．The need to remove the unfairness in education. |
| C．The potential to promote students’ science literacy. |
| D．The method of increasing students’ practical skills. |
8 . Despite all the efforts students make to graduate with a science major, research has shown that most college science courses provide students with only a fragmented (碎片化的) understanding of fundamental scientific concepts. The teaching method improves memorization of separate facts, proceeding from one textbook chapter to the next without necessarily making connections between them, instead of learning how to use the information and connect those facts meaningfully.
With that in mind, we developed a series of cross-disciplinary (跨学科的) activities. In our most recent study, we investigated how well college students could use their chemistry knowledge to explain real-world biological phenomena. To begin with, we interviewed 28 first-year college students majoring in sciences or engineering. All had taken both introductory chemistry and biology courses. We asked them to identify connections between the content of these courses and what they believed to be the take-home messages from each course. The students responded with extensive lists of topics, concepts, and skills that they’d learned in class.
Following that, a set of cross-disciplinary activities were designed to guide students in the use of core chemistry ideas and knowledge to help explain real-world biological phenomena. One activity explored the impacts of ocean acidification on seashells. Here, the students were asked to use basic chemistry ideas to explain how the increasing level of carbon dioxide in sea water is affecting shell-building marine animals such as corals, clams and oysters.
Overall, the students felt confident of their chemistry knowledge. However, they had a harder time applying the same chemistry knowledge to explaining the biological phenomena. These findings highlight that a big gap remains between what students learn in their science courses and how well prepared they are to apply that information.
The students in our study also reported that these activities helped them see links between the two disciplines that they wouldn’t have perceived otherwise. The ability to make these connections is important beyond the classroom as well, because it’s the basis of science literacy (科学素养). So we also came away with evidence that our chemistry students at least would like to have the ability to have a deeper understanding of science and how to apply it.
1. What does the existing science education fail to do according to the research?| A．Extend students’ theoretical knowledge. |
| B．Engage students in more outdoor activities. |
| C．Encourage students to enjoy the learning process. |
| D．Teach students to make connections among different subjects. |
| A．They have rich academic knowledge. | B．They pay little attention to biology courses. |
| C．They hardly identify the core ideas of science. | D．They fully understand their major’s importance. |
| A．analyse the exact composition of sea water. |
| B．study some unusual phenomena under the sea. |
| C．come up with practical methods to protect sea life. |
| D．explain the effects of carbon dioxide on sea creatures. |
| A．The need to remove the unfairness in education. |
| B．The difficulties of cross-disciplinary study. |
| C．The potential to promote students’ science literacy. |
| D．The method of increasing students’ practical skills. |
9 . The integration of artificial intelligence (AI) in educational technology (EdTech) has brought incomparable convenience and efficiency to classrooms worldwide. However, despite these advancements, it is crucial to recognize the challenges these AI-driven tools pose to the autonomy and professional judgment of instructors.
One of its primary concerns is the depersonalization of instruction. These tools often rely on pre-packaged digital content and standardized solutions, leaving insufficient room for instructors to tailor their teaching methods. Each student possesses unique characteristics. Instructors, armed with their wealth of experience and knowledge, are best positioned to tailor their approaches to these individual needs. However, AI-driven tools restrict their ability to do so effectively, resulting in a one-size-fits-all approach that fails to inspire students to reach their maximum potential.
EdTech companies offer step-by-step solutions to textbook problems. These are intended to act as study aids. However, some students employ this feature as a means to merely copy solutions without comprehending concepts. Consequently, instances of cheating on assignments and exams become widespread. While these tools may offer convenience, students may use external resources or cooperate with others during quizzes, affecting the honesty of their learning outcomes.
The implications of this depersonalization and the increase in academic dishonesty are far-reaching. By decreasing the role of instructors as facilitators of meaningful educational interactions, we run the risk of preventing the growth of critical thinking and problem-solving skills among students. Education should not only focus on knowledge acquisition, but should also develop the ability to analyze, evaluate, and apply that knowledge in real-world contexts. It should help one’s mind grow, not simply memorize information. Through dynamic classroom discussions, cooperative projects, and hands-on activities, instructors play a crucial role in developing these essential skills.
While AI-driven EdTech tools undeniably have their virtues, we must not lose sight of the importance of preserving instructor autonomy and educational experience. Instead of relying only on pre-packaged content and standardized solutions, these tools should be designed to empower instructors to adapt and customize their approaches while taking full advantage of the benefits of technology.
1. What do the underlined words “the depersonalization of instruction” in paragraph 2 refer to?| A．Tailored methods for individuals. | B．Instructors’ dependence on Al. |
| C．Insufficient resources of Al-driven tools. | D．The one-size-fits-all approach. |
| A．A possible solution. |
| B．A further problem. |
| C．A well-meant intention. |
| D．A suggested application |
| A．Thinking skills. | B．Teamwork building. |
| C．Interest development. | D．Knowledge acquisition. |
| A．They should be used widely. |
| B．Their benefits deserve our attention. |
| C．Their resources need enriching. |
| D．They should support instructor autonomy. |
10 . Most of us assume those hyper-achievers who are always able to squeeze in their workout, eat healthy foods and pick their kids up on time must have superhuman self-control. But science points to a different answer:
The way you define the goal you hope to turn into a habit does matter. Goals like “meditate regularly” are too abstract, research has shown.
A plan like “I’ll study Spanish for 30 minutes every weekday” is OK. But a detailed, cue-based plan like “Every workday after my last meeting, I’ll spend 30 minutes studying Spanish in my office” is more likely to stick as a habit.
3.We’re strongly influenced by the behaviors of the people around us, evidence shows. Want to start running regularly? You’re probably better off joining an established running club than asking a few friends who aren’t yet in the habit of jogging to get in shape with you.
However, it’s important not to get too crazy - if you try to train with marathoners when you’re just hoping to work up to a 5K, it can be discouraging.
4.Make it fun to repeatResearch has shown you’ll persist longer and ultimately achieve more if you focus on finding ways to make goal pursuit fun. One excellent way is to try “temptation bundling”. Research shows that temptation bundling improves follow-through; it transforms goal pursuit into a source of pleasure, not pain.
| A．Find the right kind of social support. |
| B．Tell your friends and family about your goals. |
| C．What we mistake for willpower is often a natural outcome of habit. |
| D．You’ll benefit from being more specific about what exactly you aim to do and how often. |
| E．Having a bite-size objective makes it less daunting to get started and easier to see your progress. |
| F．Now you have established a specific goal, it’s time to think about what will cue you to follow through. |
| G．For example, watch your favorite show while at the gym or enjoy a beloved podcast while cooking healthy meals. |
