1. 劳动的益处：
2. 自己的劳动体验：
3. 发出倡议。
注意：
1．写作词数应为80左右；2．开头结尾已给出，可以适当增加细节，以使行文连贯。
Good morning, everyone!
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Thanks for Listening!
1. Question 7: (录音)
Answer:
2. Question 8: (录音)
Answer:
3. Question 9: (录音)
Answer:
4. Question 10: (录音)
Answer:
3 . My daughter will turn 17 in three months! As a parent, I feel the urgency (紧迫) to teach her important skills before she goes off to college.
Start the savings habit. Start to set aside money for the future now, while you are young.
Be careful with credit cards. When you go to college, you may find credit card companies often attract you to sign up for their credit cards. They will try to convince you that a credit card is like having free money for you to spend while you only pay the smallest amount each month.
Be a smart shopper. Plan ahead weekly by making a shopping list and stick to the list. Consider using recipes (食谱) that use low-cost, healthy materials.
| A．Write down your needs and wants |
| B．This idea of money can be very dangerous |
| C．Get a part-time job when you're old enough |
| D．Now put aside some money when you have any income |
| E．Eat before you shop to avoid a sudden wish to buy something |
| F．Few people ever become wealthy based entirely on their earnings |
| G．Money management skills are extremely important for her success and happiness |
For me, education has three main o
American Education
Things about American high school students | American high school students are very different from Chinese high school students. American students care more about their |
| American students are very | |
| They are often | |
| They must learn how to schedule their time between work, school, friends sports and, of course, fun! This type of responsibility is |
6 . My son turned 14 and didn’t have a smartphone. He was the only kid in his class without one. When he asked for a phone, I
“You can choose to do things
The more I research, the more confident I feel in my
But other parents
If teenagers are truly spending about 5 hours on average per day on their devices, as a recent research states, then what are they not doing? Kids
I want my son to have a
Some think my son is missing out or falling behind, but he is not. He does well in school,
If that is his
| A．agreed | B．protested | C．refused | D．apologized |
| A．gently | B．differently | C．desperately | D．slightly |
| A．decision | B．conversation | C．preference | D．memory |
| A．prove | B．link | C．limit | D．solve |
| A．interaction | B．payment | C．business | D．guidance |
| A．present | B．change | C．favor | D．challenge |
| A．addiction | B．membership | C．ownership | D．preference |
| A．require | B．forbid | C．refuse | D．support |
| A．skilled | B．absorbed | C．hidden | D．specialized |
| A．causal | B．stable | C．dramatic | D．memorable |
| A．breakthroughs | B．balances | C．goals | D．awards |
| A．hangs out | B．catches up | C．shows off | D．settles down |
| A．silly | B．fine | C．incredible | D．meaningful |
| A．missed | B．appreciated | C．imagined | D．polluted |
| A．target | B．aim | C．version | D．promise |
7 . My son turned 14 and didn’t have a smartphone. He was the only kid in his class without one. When he asked for a phone, I
“You can choose to do things
The more I research, the more confident I feel in my
But other parents
If teenagers are truly spending about 5 hours on average per day on their devices, as a recent research states, then what are they not doing? Kids
I want my son to have a
Some think my son is missing out or falling behind, but he is not. He does well in school,
If that is his
| A．agreed | B．exclaimed | C．refused | D．apologized |
| A．gently | B．differently | C．desperately | D．slightly |
| A．decision | B．conversation | C．preference | D．memory |
| A．treat | B．link | C．limit | D．solve |
| A．interaction | B．payment | C．business | D．guidance |
| A．present | B．change | C．favor | D．challenge |
| A．delight | B．happiness | C．sadness | D．craziness |
| A．require | B．forbid | C．refuse | D．support |
| A．skilled | B．absorbed | C．hidden | D．specialized |
| A．causal | B．stable | C．dramatic | D．memorable |
| A．breakthroughs | B．balances | C．goals | D．milestones |
| A．hangs out | B．catches up | C．shows off | D．settles down |
| A．silly | B．fine | C．incredible | D．meaningful |
| A．missed | B．appreciated | C．imagined | D．polluted |
| A．commitment | B．aim | C．version | D．promise |
“Education” is generally defined as the process of learning and acquiring information. Formal learning in schools or universities
Most people associate education with schools and classrooms
Exposing students to new ideas and essential facts is only part of most educational goals. Also, students
9 . Teaching comedy is a delicate craft that Shakespeare Theatre Company’s Teaching Artists handle with expertise. Sabrina Mandell, specializing in clowning and physical comedy, believes in starting with examples of what she finds funny, helping students understand humor and its subtlety (微妙之处). She emphasizes the importance of discovering what works for individuals rather than specifying a right way.
Overcoming fear is crucial in comedy, with Mark Jaster noting that comedians must be willing to push beyond social norms. Sabrina also advocates opening up emotionally, recognizing the closeness of laughter and tears. After all, pushing students to face fear head-on can tap into their full comedic potential.
Precision is also essential in comedy, requiring crisp, clean, and well-timed performance. Jim Gagne emphasizes the need for precision in comedy compared to the flexibility allowed in drama. Teaching comedic timing is challenging, with some students naturally possessing the talent, while others need more guidance to refine this essential skill. Jim, however, believes it can be developed through awareness, practice, and thorough exploration.
Play and fun are crucial in teaching comedy. Sabrina emphasizes the importance of rediscovering the joy of play. Mark envisions a comedy lab where exploring its mysteries is as significant as its performance.
Despite the desire for laughs, teachers emphasize the importance of storytelling within comedic scenes. Jim provides a valuable insight: “In drama, you throw the dishes down; in comedy, you throw them up.” This comparison underscores that comedy demands a different approach, one that is more lighthearted and humorous. Nevertheless, the ultimate goal is to truly engage the audience and genuinely make them laugh.
1. What does Sabrina Mandell find important when teaching comedy?| A．Conveying her sense of humor to students. | B．Prioritizing storytelling over humor. |
| C．Focusing on creating physical humor. | D．Inspiring students to explore their humor. |
| A．fear is one of the primary sources of humor | B．comedians need to go beyond social conventions |
| C．laughter and tears enhance the comedic effect | D．it enables people to unlock comedic potential |
| A．He considers it merely a natural gift. |
| B．He emphasizes precision more in comedy than in drama. |
| C．He thinks teaching precision requires a sense of timing. |
| D．He believes precision in comedy is similar to flexibility in drama. |
| A．Comedy aims to find out mysteries. |
| B．Comedy requires a serious and dramatic approach. |
| C．Comedy brings the audience new inspirations. |
| D．Comedy can be taught through play and exploration. |
10 . The integration of artificial intelligence (AI) in educational technology has brought convenience and efficiency to classrooms worldwide. However, despite these advancements, it is crucial to recognize the significant challenges it poses to the autonomy and professional judgment of instructors. One of the primary concerns associated with AI-driven tools in education is the depersonalization of instruction. These tools often rely on pre-packaged digital content and standardized solutions, leaving little room for instructors to tailor their teaching methods.
Each student possesses unique characteristics, including distinct learning styles, strengths, and weaknesses. Instructors, armed with their wealth of experience and expertise, are best positioned to customize their approaches to meet these individual needs. They know how to adapt to their students’ varying learning styles. However, AI-driven platforms restrict their ability to do so effectively, resulting in a one-size-fits-all approach that fails to engage and inspire students to reach their maximum potential.
The implications of this depersonalization are far-reaching. By diminishing(降低) 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 merely focus on knowledge acquisition (习得), 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 possess information. Through dynamic classroom discussions, cooperative projects, and hands-on activities, instructors play a vital role in cultivating these essential skills. AI-driven platforms, with their standardized solutions and automated features, are ill-equipped to provide the same level of engagement and intellectual stimulation as human instructors. While AI-driven platforms undeniably have their advantages, we must not lose sight of the importance of preserving instructors’ autonomy and the educational experience they provide.
1. Why do AI-driven tools fail to help instructors adjust their teaching methods?| A．Their solutions will be challenged. | B．They don’t have professional judgement. |
| C．Their digital content is set previously. | D．They think little of the students’ autonomy. |
| A．They are more professional. | B．They can satisfy individual needs. |
| C．They have higher efficiency. | D．They adopt one-size-fits-all approach. |
| A．Their response in classroom discussions. |
| B．Their ability in solving real life problems. |
| C．Their willingness to cooperate with others. |
| D．Their adaptability to various learning styles. |
| A．Doing cooperative projects. | B．Organizing hands-on activities. |
| C．Developing thinking ability. | D．Evaluating students’ development. |
