1 . Between 1945 and 2000, educators employed a fairly uniform approach. The teacher was the sun in the classroom, and all lessons and activities centered around him or her. Educators stressed the importance of discipline and obedience(服从) within the classroom, and students were expected to follow very rigid standards for behavior and academic performance. The stated goal of this model was to ensure fairness by applying the same expectations; however, the result was that only a few students succeeded while many others were left behind.
When computers and Internet technology entered the classroom a few decades ago, another pattern appeared and progressive educators immediately saw the opportunity to change the way school worked. Instead of needing to focus on the teachers for the vast majority of the day, students could use computers, websites, and even games to learn new materials and improve their skills and knowledge. Not all educators welcomed this shift, however, as some believed it took power and responsibility away from the teachers and cheapened the educational experience for learners.
Over the last decade, two distinct camps of educators have emerged. Tech advocates stress that computers and Internet technology allow students to learn at their own pace in an environment that makes them feel comfortable, while the traditional classroom sets a pace that many learners can’t keep up with and often makes students feel uncomfortable. Traditionalists, on the other hand, believe that over-reliance on tech limits students’ ability to develop their own knowledge and skills and does little to prepare them for the realities of being adults in the real world.
Regrettably, the inability of these two parties to find an agreement has prevented the growth of our education system. We must learn from what worked in the past while adopting the best of our new technologies to create an education system that reflects our modern world. If we can’t get all our teachers on the same page, then we will be at risk of failing future generations.
1. Who can probably learn better under the 1945 -2000 model of education?| A．Lisa who tends to read by herself. | B．Michael who disciplines himself. |
| C．Kate who can focus on listening for long. | D．Tom who prefers hands-on learning. |
| A．It allows for different learning styles. | B．It has the same hope for students. |
| C．It fires students’ enthusiasm for learning. | D．It reduces teachers’ level of stress. |
| A．Two of a trade never agree. | B．Everyone thinks in his way. |
| C．Every potter praises his pot. | D．One’s words reflect one’s thinking. |
| A．It’s full of well-trained subject teachers. | B．It’s an accurate mirror of the real world. |
| C．It’s inclusive and accessible to all students. | D．It’s an integration of tradition and modernity. |
2 . When middle school math teachers completed an online professional development (PD) program that uses artificial intelligence to improve their math knowledge and teaching skills, their students’ math performance improved.
This online professional development program relies on a virtual facilitator to present problems and provide feedback, aiming to enhance teachers’ mastery of knowledge and skills required. It covers why mathematical rules and procedures work and focuses on helping students employ instructional tools and strategies to overcome common struggles.
An experiment was conducted in which 53 middle school math teachers were randomly assigned to either this Al-based professional development or no additional training. On average, teachers spent 11 hours to complete the program. We then gave 1,727 of their students a math test. While students of these two groups of teachers started off with no difference in their math performance, the students taught by teachers who completed the program increased their mathematics performance by 0.18 points on average. This is a statistically significant gain that is equal to the average math performance difference between sixth and seventh graders in the study.
Teachers often have limited access to high-quality PD programs to improve their knowledge and teaching skills. Time conflicts or living in rural areas that are far from in-person professional development programs can prevent teachers from receiving the support they need. Additionally, many existing in-person professional development programs for teachers have little impact on student achievement. AI-based PD programs include opportunities for teachers to observe teaching practices. Teachers also receive real-time support from the program facilitators. The Al-supported virtual facilitator acting as a human instructor gives teachers authentic teaching activities to work on, asks questions and provides real-time feedback and guidance.
Advancements in AI technologies will allow researchers to develop more interactive, personalized learning environments for teachers. More importantly, AI-based PD programs can collect rich, real-time interaction data, which help make programs more effective. Despite billions of dollars being spent each year on professional development for teachers, research suggests that how teachers learn through professional development is not yet well understood.
1. What was the goal of the online professional development program?| A．To create widely accessible methods | B．To improve teachers’ teaching skills. |
| C．To solve students’ common problems. | D．To analyze students’ math performance. |
| A．They exhibited statistically significant improvement. |
| B．They performed even better than the seventh graders. |
| C．They solved the math problem faster than the average. |
| D．They started with lower performance but ended higher. |
| A．By listing current shortcomings. | B．By clarifying essential concepts. |
| C．By providing theoretical models. | D．By comparing different trainings. |
| A．There is a demand for larger investments in professional development. |
| B．AI technologies have helped us figure out how teachers learn in trainings. |
| C．The expected benefits of teacher training programs have yet to be realized. |
| D．It is a must for teachers to complete the professional development programs. |
3 . Making the decision to invest in healthy lifestyle changes is more than just flipping a switch.
Focus on the whole picture. Lifestyle changes are like a puzzle. There are many pieces that must add up to the whole picture. Building habits in only one area of the puzzle will leave your overall picture lacking dimension.
Set realistic and achievable goals.
| A．Track your progress and adjust your goals accordingly |
| B．Adopt new habits slowly and build on success |
| C．Therefore, focus on building one habit at a time |
| D．The goals you set for yourself are essential for overall success in changing your lifestyle |
| E．Making sustainable lifestyle changes is a process that takes time, dedication, and patience |
| F．So, give yourself time to start small and build on success so that the end result is rock solid |
| G．Your physical, mental, and emotional health all work together to make or break lifestyle changes |
4 . People used to value more about college name than college major but today an increasing number of students would rather choose a popular major in a less famous college than a random（随意的）major in a big-name school. What’s your idea? Which is more important? College major or college name?
Please write a short passage in about 150 words to express your idea. List TWO REASONS to support your idea.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The good news is that we can change, if we understand
6 . "Moja, mbili, tatu…"One, two, three. Juliana Rubashai is counting aloud to show what she has learned in school. Delighted and proud, she counts to 20, but her mother, Zefrina Nandia, adds that Juliana can keep counting, and that she also can do some reading.
Nine-year-old Juliana is one of the children who have received aid through a project run by International Aid Services(IAS)in southwestern Tanzania, where many children stay at home all day, cut off from social contact and schooling. The project improves school facilities and raises local community's awareness about education. They train teachers and lobby(游说)the local authorities. In these ways, IAS is struggling to ensure basic education for everyone.
Zefrina was contacted last year by project coordinator Fortunatus Rafael, who gets in touch with families to get an overview of children's needs and school options. Zefrina had previously asked the local school to enroll Juliana, but was turned down due to lack of resources. Thanks to the project, the school can offer chances to more children.
Part of the project is training teachers in special needs education. Many teachers have received additional training in estimating the degree of a child's disability. During the first year of the project, 270 children with special needs have been evaluated, and of these, 200 got the chance to go to school. The teachers Scolastica Nyoni and Bwigane Mwasipu both appreciate how it has strengthened their skills. "When teaching children with special needs, we know whom to pay extra attention to. This means a closer relation between teachers and students," says Scolastica.
It's a year since Juliana got into the classroom, and her mother notices definite improvement. "She used to be lonely and unhappy. Now, she's much happier and always wants to go to school," says Zefrina. The teachers also notice big changes have taken place in the local community. "Parents are now coming to us to find teachers to teach their children with special needs. Previously, they didn't think that schooling would be possible for these children," says Bwigane.
1. What is paragraph 2 of the text mainly about?| A．The life of a Tanzanian girl named Juliana. |
| B．The challenges faced by Tanzanian children. |
| C．The success story of a school project in Tanzania. |
| D．IAS's efforts to improve educational access in Tanzania. |
| A．Assess. | B．Award. | C．Accept. | D．Contact. |
| A．It helps the teachers know their students better. |
| B．It improves the relationship between the teachers. |
| C．It offers assistance to the teachers with special needs. |
| D．It provides disabled students with a chance to recover. |
| A．Disadvantaged children receive financial support. |
| B．The overall awareness of education is raised. |
| C．More schools are willing to admit local children. |
| D．Belief in government's policies is strengthened. |
7 . We talk continuously about how to make children tougher and stronger, but whatever we’re doing, it’s not working. Rates of anxiety disorders and depression are rising rapidly among teenagers. What are we doing wrong?
Nassim Taleb invented the word “antifragile” and used it to describe a small but very important class of systems that gain from shocks, challenges, and disorder. The immune (免疫的) system is one of them: it requires exposure to certain kinds of bacteria and potential allergens (过敏原) in childhood in order to develop to its full ability.
Children’s social and emotional abilities are as antifragile as their immune systems. If we overprotect kids and keep them “safe” from unpleasant social situations and negative emotions, we deprive (剥夺) them of the challenges and opportunities for skill-building they need to grow strong. Such children are likely to suffer more when exposed later to other unpleasant but ordinary life events, such as teasing and social rejection.
In the UK, as in the US, parents became much more fearful in the 1980s and 1990s to those rare occurrences of crimes and accidents that now occur less and less. Outdoor play and independent mobility went down; screen time and adult-monitored activities went up.
Yet free play in which kids work out their own rules of engagement, take small risks, and learn to master small dangers turns out to be vital for the development of adult social and even physical competence. Depriving them of free play prevents their social-emotional growth.
What can we do to change this situation? How can we raise kids strong enough to handle the ordinary and extraordinary challenges of life? We can’t guarantee that giving primary school children more independence today will bring down the rate of teenage suicide tomorrow. The links between childhood overprotection and teenage mental illness are suggestive but not clear-cut. Yet there are good reasons to suspect that by depriving our naturally antifragile kids of the wide range of experiences they need to become strong, we are systematically preventing their growth. We should let go — and let them grow.
1. Why does the author mention the immune system in Paragraph 2?| A．To stress its importance. | B．To help understand a new word. |
| C．To question the latest discovery. | D．To analyze the types of anxiety. |
| A．Because their children are not independent enough. |
| B．Because they want to keep their children from being teased. |
| C．Because parent-monitored activities are a must. |
| D．Because they are concerned about their children’s safety. |
| A．It can reduce children’s risky behavior. | B．It can strengthen children’s friendship. |
| C．It can promote children’s toughness. | D．It can develop children’s leadership skills. |
| A．Parents should stop trying to protect their children. |
| B．Parents should try their best to raise their children on their own. |
| C．Parents should try to teach their children all about life. |
| D．Parents should prepare the children for the road, not the road for the children. |
8 . Children at boarding school get the best night’s sleep because of strict lights out time, according to a recent study, which was presented at Sleep Down Under, the 33rd yearly scientific meeting of the Australasian Sleep Association. Professor Kurt Lushington, a psychologist who led the study; said, “It is a naturalistic experiment showing the key to good sleep in teenagers is quite simple: a good timetable and no mobile devices(设备) at night.”
Over the past 20 years, the time children spend sleeping has fallen and only half regularly get more than seven hours. The recommended amount is eight to ten. The biggest problems are smartphones and tablets (平板电脑) whose blue light wakes the brain, making it harder to drop off.
An Australian team compared sleep patterns of 15 to 18-year-olds at a school in Adelaide. The 59 boarders had to leave their phones in a kitchen area or on their desk before bed and turn their lights out by a set time. They slept for an average 8 hour 26 minutes a night compared with 7 hours 46 minutes for day pupils.
Lack of sleep affects mental health and school performance and causes behavioral problems. It has also been connected with the child obesity epidemic and other diseases. This year an American study found that teenagers who didn’t get enough sleep took in extra sugar during a school year. They ate sweets, cakes, chocolate and biscuits and drank fizzy drinks to promote their energy levels.
Lushington recommends that parents reach agreement on not using a phone. This is most likely to work if they do likewise and offer other enjoyments, such as books. “I think if you put these rules in place, kids will go along with them,” he told New Scientist.
1. What is the secret to teenagers’ good sleep according to Paragraph 1?| A．Strict lights out time. | B．More physical exercise at school. |
| C．Good bedtime plan and more playtime. | D．Regular schedule and no mobile devices. |
| A．Fall asleep. | B．Fall behind. | C．Give up. | D．Calm down. |
| A．Bad examples of school performance. |
| B．Bad effects connected with lack of sleep. |
| C．Behavioral problems caused by bad eating habits. |
| D．The relationship between school performance and sleep. |
| A．Teachers leaving less homework. |
| B．Students choosing proper sleep patterns |
| C．Parents as well as children not using phones. |
| D．Parents sending their children to boarding schools. |
9 . It had long been troubling a little boy that his desk mate could rank 1st in the class every time while he failed to: he only ranked 21st.
At home, he asked his Mom, “Mom, am I more stupid than others? I feel I am as
There were times when she wanted to tell him. “Your father and I used to be
Time flew swiftly. To reduce the
When lying on the beach, Mom pointed to the
Now, the son no longer worries about his rankings, because, with the 1st ranking, he is admitted to a top university.
1.| A．clever | B．determined | C．mindful | D．Hardworking |
| A．wordless | B．crazy | C．shy | D．missing |
| A．method | B．degree | C．intelligence | D．result |
| A．opinion | B．practice | C．interest | D．case |
| A．outgoing | B．outstanding | C．active | D．ambitious |
| A．hit | B．hold | C．blame | D．block |
| A．answer | B．question | C．excuse | D．explanation |
| A．debt | B．tension | C．comment | D．burden |
| A．pains | B．tragedies | C．risk | D．loss |
| A．back | B．sky | C．front | D．feet |
| A．sharply | B．slightly | C．dramatically | D．quickly |
| A．assignment | B．acquisition | C．project | D．process |
| A．accidentally | B．finally | C．carefully | D．patiently |
| A．slower | B．swifter | C．nervous | D．anxious |
| A．emotional | B．moving | C．typical | D．continuous |
With the development of economy, people tend to pursue high quality living conditions. Most of the parents try their best to offer their children comfortable circumstances, but they seldom have time to stay with their children. In my opinion, no matter how busy they are, they should make the best use of their time to stay with their children.
Every time when parents take them to the amusement park, help them to prepare their birthday parties, applaud for them when they are competing in the sports meeting, the time they spend with children will become treasure in their memories.
Children need the direction from their parents. There is some wrong behavior in our society, such as dishonesty, violence and so on. Children have weak resistance in defending this negative influence. In this case, parents’ instructions seem to be very important to children’s growth. Parents should sit down and talk with them about what they should do and should not do.
I do not deny that there are some disadvantages in spending too much time with children. Some parents restrict their children, and give them little freedom to develop their interests. Therefore, I emphasize that parents should educate and instruct their children appropriately in their spare time apart from their busy work.
写作内容：你将参加一场主题辩论会，主题为“父母该为孩子的行为习惯负责吗?”参赛前，你要查阅相关资料，并准备你的主题发言，请仔细阅读下文，然后完成以下的任务：
以约30个词概括短文的要点；
然后以约120个词就“父母该为孩子的行为负责吗?”这个主题发表你的看法，并包含以下的内容要点：
你认为父母是否该对此负责，并阐明你的理由；
你对父母们的建议。
写作要求：你可使用实例或其它论述方法支持你的论点，也可以参照阅读材料的内容，但不能抄袭阅读材料中的句子。
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
