1 . Have you ever considered buying or moving to a farm? Did you know that children farming and raising animals builds character?
You needn’t worry about your child spending all day inside playing video games.
When a child grows up on a farm, they learn the responsibility of caring for crops or animals. They discover how to understand and feel compassionate toward something that can’t communicate its feelings.
By growing up on a farm, your child learns about responsibility. They learn that they have duty and that they can enjoy their free time when those jobs are done.
Kids who grow up on a farm have a good knowledge of their environment in a way most others never will. They learn how to grow plants and raise animals. They can diagnose problems and come up with solutions. They understand how to use farming equipment and how to work with the weather instead of against it. Those skills open the door to allowing your child to live and thrive anywhere they want.
| A．Survival skills |
| B．The value of teamwork |
| C．Here are some benefits of raising children on a farm |
| D．This is a quality that will help them in any social situation |
| E．And they get the opportunity to see the fruits of their labor |
| F．It’s never too early to start thinking about your child’s future |
| G．Instead, your child will be out on the farm working with plants or animals |
2 . While technology addicts teens to their devices, they are not helpless against the draw of it. Here are five ways educators can support their students’ digital well-being.
Explore design tricks companies use. The technology we use daily is designed to catch and hold our attention. Companies know what keeps our eyes on the screen. To help, teachers can unpack design tricks and explain how companies employ features like auto-play to get users to stay on their apps.
Talk about how technology can increase feelings of anxiety. The decline in youth mental health is linked to an increase in social media use.
Uncover the ways that AI can play a role in misinformation. AI is rapidly changing the world. Recommendation algorithms (算法), which determine what we do and do not see in our search results, can have very real results.
Encourage families to have meaningful conversations with their child. Take the time to share with families the topics and resources you’re teaching in class.
| A．This doesn’t indicate all technology is bad. |
| B．Knowing these allows students to regain their attention. |
| C．Connect them with their inner world. |
| D．Make them aware of thinking traps. |
| E．Social media is ruining our life. |
| F．Actually, adults and kids all chase after digital well-being. |
| G．They can pull us toward increasingly extreme views. |
3 . 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 |
4 . Aesthetic (审美) education aims to enhance aesthetic perception, experience aesthetic qualities, stimulate aesthetic creativity, and promote aesthetic judgement.
In order for kids to be able to appreciate natural wonders, shapes and pictures, they must be able to first notice them. This is why the development of the ability to notice the beautiful is the primary task of aesthetic education.
It is essential to allow children to participate in activities that will develop their creative abilities.
Judging or evaluating aesthetic qualities demands formed evaluation criteria. In order for beauty to reveal its true value, we must be familiar with its particularities. Throughout the process of aesthetic education, various types of knowledge, abilities and evaluation criteria must be applied.
| A．Aesthetic qualities have to be felt. |
| B．Beauty can be found all around us. |
| C．The beautiful will be likely to be created. |
| D．And it is these that the aesthetic experience is built upon. |
| E．In some way, this is the ability to perceive aesthetic qualities. |
| F．This way, the child will develop the foundations for assessing the beautiful. |
| G．This is not so much about creating aesthetic abilities in the sense of training artists. |
5 . 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. |
6 . Parents often think that their kids should be good at studies and do well in sports. That’s usually the case because parents feel that could get their children admission to top colleges. However, Melissa and Mark Wimmer think differently.
Their 14-year-old son, Mike, is a prodigy. He is a member of Mensa, which is the world’s top IQ club. He completed his high school, associate’s and bachelor’s degrees all in three years. That’s not all. He also ran two tech companies, founded a third one that works towards controlling the population of lionfish, an invasive (入侵的) species.
But the parents are proud that they were able to help Mike with his social skills along with his intellectual skills. Melissa told CNBC that people expected “Young Sheldon” before they met her son. Young Sheldon is a television show about a child talent who is an indoor man and lacks social skills. “But once they talk to Mike, they understand that he’s just a normal 14-year-old that happens to be able to do amazing things,” said Melissa.
Mark and Melissa got to know about their child’s intelligence when he entered preschool. A child psychologist told them that their son would need a different course to support his fast-track development. Many parents aren’t comfortable with putting their children with 18-year-olds, but Mike’s parents saw the value in letting their child go through it. “I wanted him to be social and be able to deal with all the different personalities in the classrooms with older children,” said Melissa.
The parents shared that they were able to do this by letting Mike find his own voice and put it to use. “We let him order food when he’s 3 or 4 from the waiter or waitress and introduce himself to people. Those kinds of things are done to encourage him to engage with everyone else and be more comfortable talking to others outside of our environment,” said Melissa.
Thanks to his parents, Mike has learned to get along with young and old alike.
1. What do the underlined words “a prodigy” in paragraph 2 refer to?| A．A gifted person. | B．A famous student. |
| C．A brilliant biologist. | D．A successful businessman. |
| A．He likes to make friends. | B．He is a well-rounded man. |
| C．He is a popular child actor. | D．He is poor at dealing with people. |
| A．Through a recommendation from a child psychologist. |
| B．Through observing Mike’s behavior in preschool. |
| C．Through participating in a special educational program. |
| D．Through the information provided by Mike’s school teachers. |
| A．Teach him some communication rules. | B．Encourage him to speak in class. |
| C．Place him in social situations. | D．Let him go to school alone. |
7 . 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. |
8 . As countless unmade beds and unfinished homework assignments prove, kids need rules. Yet how parents make demands can powerfully influence a child’s social skills, psychologists at the University of Virginia recently found after the conclusion on a study investigating the transition from adolescence to adulthood.
Initially 184 13-year-olds filled out multiple surveys, including one to assess how often their parents employed psychologically controlling strategies, such as threatening to withdraw affection. The kids rated, for example how typical it would be for Dad to suggest that “if I really cared for him, I would not do things that caused him to worry” or for Mom to become “less friendly when I did not see things her way.”
The researchers followed up with the subjects at ages 18 and 21, asking the young adults to bring along a close friend. These pairs were asked to answer questions that were purposefully written to cause a difference of opinion. “We wanted to see whether they could handle a disagreement in a healthy way,” says study leader Barbara Oudekerk, now at the U.S. Department of Justice’s Bureau of Statistics.
In the October issue of Child Development, Oudekerk and her colleagues report that the 13-year-olds who had highly controlling parents floundered in friendly disagreements at age 18. They had difficulty stating their opinions in a confident, reasoned manner in comparison to the kids without controlling parents. And when they did speak up, they often failed to express themselves in warm and productive ways.
The researchers suspect that controlling parents affect their child’s ability to learn how to argue his or her own viewpoint in other relationships. Although parents do need to set boundaries， dominating strategies imply that any disagreement will damage the bond itself. Separate findings suggest that parents who explain the reasons behind their rules and turn disagreements into conversations leave youngsters better prepared for future disagreements.
The consequences of tense or dominating relationships appear to worsen with time. This study also found that social difficulties at 18 predicted even poorer communication abilities at age 21. Psychologist Shmuel Shulman of Bar-llan University in Israel, who did not participate in the work, thinks these conclusions convincingly reveal how relationship patterns “carry forward” into new friendships.
1. What did the researchers from the University of Virginia do in their research?| A．They asked kids about how they got along with their parents. |
| B．They surveyed some parents about what rules kids needed. |
| C．They inquired into what the kids’ friends thought of them. |
| D．They traced their subjects for nearly eight years. |
| A．struggled with | B．dealt with | C．looked over | D．took over |
| A．Shmuel Shulman thinks more evidence is needed for the new research. |
| B．Controlling parents’ influence on their kids gets stronger as time goes by. |
| C．21-year-olds are more eager to be free of parents’ control than 18-year-olds. |
| D．Kids can handle disagreement better if their parents get along well with each other. |
| A．Pushy parents could harm their kids’ social skills. |
| B．Kids should learn what friendly disagreements are. |
| C．Parents; affection matters in terms of kids; personality. |
| D．Few parents explain the reasons why they set boundaries. |
9 . Some time ago, in my class I was about to fail a student for his answer to a physics question when the student claimed he deserved a better score. The examination question sounded “safe”, “Show how it is possible to determine the height of a tall building with the aid of a barometer (气压表).” The student had answered, “Take the barometer to the top of the building, attach a long rope to it, lower the barometer to the street, and then bring it up, measuring the length of the rope. The length of the rope is the height of the building.”
I argued that a high grade should prove his competence in physics, but the answer did not confirm this. I suggested that the student have another try. Immediately, he worked out his answer: A second best way is to take the barometer to the top of the building. Drop the barometer, timing its fall with a stopwatch. Then, using the formula to calculate the height of the building.
I was shocked by his answer. His method gave me not only a broken barometer but a Uturn in my teaching philosophy. I gave him full marks.
On his leaving my office, I recalled that he suggested there could be a better answer. So I asked him what it was. “Oh, yes,” said the student. “There are many ways. Probably the best,” he said, “is to take the barometer to the basement and ask the superintendent (大楼的管理人). You speak to him as follows, ‘Mr. Superintendent, here I have a fine barometer. If you tell me the height of this building, I will give it to you.’”
At this point, I asked the student if he really did not know the conventional (常规的) answer to this question. He admitted that he did, but said that he was fed up with high school instructors’ trying to teach him how to think, and how to use the socalled “scientific method”. He just wanted to solve the problem in a practical manner, not just answer the question in an expected way. Hearing this, I really had nothing to do but give the boy a firm handshake, feeling thankful that I hadn’t failed him in the first place and even more thankful that neither had he.
1. Why did the author want to fail the student in the first place?| A．The student challenged his authority. |
| B．The student’s answer was not practical. |
| C．The student didn’t show his academic ability. |
| D．The student had a poor performance in physics class. |
A． | B． |
C． | D． |
| A．Without love, there is no education. |
| B．A man becomes learned by asking questions. |
| C．Teaching is to make two ideas grow where only one grew before. |
| D．You can lead your horse to the river, but you can’t make it drink. |
| A．Lack of physicsrelated knowledge. |
| B．Ignorance of the teacher’s expectation. |
| C．Intention to deeply impress his teacher. |
| D．Disapproval of existing teaching concepts. |
10 . It’s important for you teenagers to know how to save money. You know that the money you save can be for rainy days and be used to pay through your college education. If you think it’s a difficult task and don’t know how to do it, please do as the followings.
My dad always tells me that if one doesn’t respect money, it will never respect you. Hence, it’s important that you keep a record of your daily expenses. Make it a habit to write down all that you have spent. And when you find out the total expenses at the end of the month, you will realize what you have spent more money in doing.
Open a savings account
Opening a savings account is a better way to save money. You can set a goal; say (for example), the money is for a new notebook or for college, and then save, until you have enough money to buy a notebook or until you go to college.
Do not carry much cash
Do you have the habit of not leaving a store without buying anything? The only way to stop that is carrying less money around with you. Go to the store with the minimum amount of money, which will not even help you buy a drink.
Save the changes
Save the changes that you get back. If you have gone to a shop to buy something and get back some changes, then do not spend them.
Follow these tips above, and thus you can save a lot of money. And surely, they’ll help you to be more responsible in your life.
| A．Keep a record of your daily expenses |
| B．In a few days, you’ll get rid of this habit |
| C．Instead, you can save them in your piggy bank |
| D．By that time, you will realize the importance of saving money |
| E．Saving money builds your financial power and personal freedom |
| F．Next month, you will automatically try and save more in that part |
| G．Nowadays in the developed and developing countries, people are all working for the sake of earning money |
