School isn’t just a time to learn Maths,Science and other subjects. It is also a time to learn the skills you’ll need to succeed in the real world.
One very important skill that can help a young person in their future is leadership. While some schools may allow more students to take turns to be class leaders,most schools allow only a few students to take on such roles.
The downside may be the sense of superiority（优越感）the class leaders have. These leaders may begin to feel that they have a right to give orders to their classmates to do the work rather than working as a team. In some cases,students may begin to think that they are above their fellow classmates in power and privilege（特权）.These certainly aren't the expected qualities of a future leader.
One school in Hangzhou has recently been praised for introducing a new model of student leadership. It allows each student to work as a class leader. The teachers there created a lot of opportunities such as electing class librarians and group reading leaders. Parents of students at the school praised the new arrangement. When the news hit the Internet,people also agreed and encouraged more schools to follow it.
Of course, with this model,the focus can still be on “policing” and telling on classmates, rather than encouraging peers and promoting cooperation. The most effective student leadership programmers should teach such things as personal and group responsibility, teamwork, problem-solving creativity, goal-setting, and communication. As students, you should see leadership opportunities as a chance to learn important skills for your future.
1. What does the writer think of teaching students leadership at school? ________| A．It is easy. | B．It is difficult. | C．It is necessary. | D．It is impossible. |
| A．They will work with their classmates as a team. | B．They will give orders to their classmates. |
| C．They will be praised by parents and teachers. | D．They will have less responsibilities than others. |
| A．Good points. | B．Bad points. | C．High places. | D．Low places. |
| A．Students take turns to become the class leaders. | B．Only a few students act as the class leaders. |
| C．Only teachers can become the class leaders. | D．Parents take turns to become the class leaders. |
| A．Policing,and telling on classmates. | B．Group responsibility and teamwork. |
| C．Encouraging peers and promoting cooperation. | D．Goal-setting and communication. |
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【推荐1】Many studies have predicted(预测) there will be a great need for future workers skilled in jobs connected with science, technology, engineering and maths. These areas of study are known as STEM. Research suggests it's important to make students take part in STEM subjects as early as possible, starting in middle school or even before.
While STEM education programs have been increasing in many areas across America, there remains a lack(缺乏) of interest in the subjects by many younger students. The U.S. Department of Education has predicted that once students reach their last year of high school, only 16 percent are interested in a STEM career. A department study also found that even among those who do choose to study STEM subjects in college, only a few decide to work in a STEM-connected job.
A survey this year by Pew Research Center asked American adults why they believe many young people don't want to study maths and science subjects. About 64 percent of those questioned said they think the main reason is that students consider STEM studies either too hard or too boring. More than 20 percent blamed(责怪) the lack of interest on the belief that a STEM degree might not be useful in the job market.
In its latest new study on STEM-connected education, Pew also looked at the feelings American adults have about their own classroom experiences in Maths and science. 58 percent of the adults in America said they enjoyed their maths class experiences in grades K-12. Of the American adults who had good memories of their Maths classes, 61 percent said the main reason was that they liked the subject matter.
When asked about science, even more American adults said they enjoyed their classroom experiences. More than 75 percent said they liked science in grades K-12.
1. What is the problem with most American students now?| A．Lacking interest in college subjects. |
| B．Paying much attention to part-time jobs. |
| C．Making improper choices about courses. |
| D．Refusing to choose careers connected with STEM. |
①Students are under so much stress that they can't afford the time.
②STEM subjects are difficult or not interesting.
③Students only pay attention to their main subjects.
④Students think that STEM subjects aren't helpful to their future job.
| A．①② | B．②④ | C．③④ | D．①③ |
| A．Memories of K-12 education of Maths class. |
| B．Numbers of people working in STEM fields. |
| C．Adults' feelings on Maths and science classes. |
| D．Reasons for people's disliking STEM courses. |
| A．Most Americans advise students to choose STEM-connected careers. |
| B．Adults are pleased with the teens' present situation. |
| C．STEM courses are the key to the future of America. |
| D．Teenagers now are less interested in STEM subjects. |
【推荐2】I love my Blackberry mobile phone – it’s my little connection to the larger world that can go anywhere with me. I also love my computer, as it holds all of my writing and thoughts. However, I know there are times when I need to move away from these things and truly communicate with others.
I teach a course called History Matters in college. My goals for the class include a deep discussion of historical subjects and ideas. Because I want students to fully study the material and discuss with each other in the classroom, I have a rule – no computers, iPads, phones, etc. When students were told my rule, some of them were not happy.
Most students think my reasons for this rule include negative experiences in the past when students made wrong use of technology. There’s a bit of truth to that. I’ve seldom had students make wrong use of technology in my classes; however, I have been e-mailed by students while they were in other teachers’ classrooms.
Some students think that I am anti-technology. There’s no truth in that at all. As I noted above, I love technology and try to keep up with it.
The real reason why I ask students to leave technology at the door is I think there are very few places in which we can have deep conversations. Interruptions (中断) by technology often break students’ thoughts and make them depend too much on outside information for ideas. I want students to dig deep in themselves for ideas. I want them to push each other to think differently and to make connections between the course material and the class discussion.
I have been teaching my history class in this way for many years and the evaluations (评价) show student satisfaction with the environment that I create. Students realize with deep conversation and difficult tasks, they learn at a deeper level – a level that helps them keep the course material beyond the classroom.
I am not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I will continue my plan. A few hours of technology-free dialogue is just too sweet to give up.
1. The writer’s rule for his History Matters class is ____.| A．discussing historical ideas deeply |
| B．studying and discussing the materials |
| C．leaving technology out of the classroom |
| D．making right use of technology in class |
| A．similar | B．unforgettable | C．special | D．unpleasant |
| A．Students make right use of technology in other teachers’ classes. |
| B．The classroom is one of the good places to have deep conversations. |
| C．The writer encourages students to agree with others after discussion. |
| D．Students are unhappy with the writer’s way of teaching history. |
| A．technology has different influences in different classes in college |
| B．technology makes it difficult to have true communication in class |
| C．history classes can help students to develop their deep thinking |
| D．it is time for him to give up his teaching method in history class |
Studies show that from birth babies begin learning through playing. They use their five senses to get to know their new world. Touching allows them to discover how different things feel. Brightly colored toys and clothing help develop a baby’s sense of sight.
When small children choose which toy to play with, they begin developing their abilities in making decisions. Children love toys that allow them to use their imagination. Sometimes an empty box is more fun than a high-tech toy. That’s because a box can become anything a child imagines it to be.
Crayons, paints and Ply-Doh(彩色塑泥)are also good because they allow children to create. Traditional building blocks teach important pre-math skills like problem-solving.
Playing doesn’t become any less important once children start school. __＊___. Kids learn how to share, take turns and play by the rules.
1. Why is playing a serious business for children?
| A．Because it is fun. |
| B．Because children can get much more from playing. |
| C．Because children make friends through playing. |
| D．Because children like playing. |
| A．Touching helps babies to discover how different things feel. |
| B．Touching help develop babies’ sense of sight. |
| C．Touching helps develop babies’ imagination. |
| D．Touching helps develop babies’ pre-math skills. |
| A．Classroom is the most important place for children to learn life |
| B．Many useful lessons about life are learned on the school playground |
| C．No useful lessons about life are learned on the school playground |
| D．Children can’t play on the school playground any more |
| A．Playing With Children |
| B．How to Become a Playboy |
| C．How to Play |
| D．Playing Plays an Important Role in Life |
【推荐1】Drmiinnggg! That’s the sound that kids all over the country hate to hear—the alarm bell. The new school year has just started and children across the UK have to wake up early in the morning to go to school.
But students at one school in north-cast England are lucky. They can lie in bed for an extra（额外的）hour before they go to school. Monkseaton High School has been allowing its pupils to come into school an hour later than other schools.
The headmaster, Dr Paul Kelley, says that this new way helps students pay more attention to their lessons in class. He feels that young people are more energetic and can perform better for the rest of the day. And he adds that for their school students, a late start at school may be better than an early one.
Dr. Kelley tells the BBC that teenagers don't perform very well in the morning and their need to sleep is biological（生物的）.
It seems that this new approach to teaching shows positive（乐观的） results. The number of students who sleep in class drops quickly. Besides, the school has already seen a drop in the number of pupils who play truant（逃学）by 27%. More importantly, Dr. Kelley also says that exam results have improved by 20%—30% over the past year.
Classes at Monkseaton High School begin at 10 a.m. and finish at 3:40 p.m. However, the school opens from 8 a.m. to 5 p.m. The students can come early and leave late if they want.
1. This passage is a speech given by a headmaster.2. The students in Monkseaton High School can go to school an hour earlier than the students in other schools.
3. According to the passage, Dr. Paul Kelley agrees with the new approach.
4. Thanks to the new approach, the number of pupils who play truant drops.
5. From the passage, we know that classes usually begin at 9:00 a.m. in schools in the UK.
【推荐2】Sophie, a 14-year-old British girl, suddenly changed her behavior in class. She lost interest in studies and would sit in the corner with her head mostly down.
Ethan Miller, one of Sophie’s teachers, discovered the reason: she had been bullied(欺凌) online. Sophie was receiving abusive(辱骂) messages on her phone and on Facebook. Miller shared Sophie’s story on the official website of The Children’s Society, a children’s charity in the UK. Sophie was not alone. One in three young people, in 30 countries, said they have experienced online bullying. Twenty percent of those bullied students were not willing to go to school because of it, according to a report in September. The study surveyed more than 170,000 young people aged 13-24 from countries in Europe, Asia, Africa and South America. Seventy-five percent of them said social media, like Facebook and Twitter, are the most common places for online bullying. The growth of social media has left many young people hurt by online bullying, including unfriendly and abusive messages, comments and pictures.
The Internet world makes it easier for people to communicate with each other, but there is more danger for young people as well — and it is surprising that online bullying troubles many young people more than anything else. What’s more, online bullying could lead to serious results for young people. Such bullying makes young people more than twice as likely to hurt themselves or even kill themselves, according to a 2018 study by the university of Oxford, UK. The research also found that young people facing online bullying were not as likely to ask for help as those bullied by traditional ways.
To deal with the problem, UNICEF has called for national helplines to support people who are bullied, along with training for teachers and parents to prevent and deal with online bullying.
Here is some advice to keep yourself safe on the Internet:
1. Make sure that you’re careful and respectful to others, even if you don’t share similar opinions, values or beliefs.
2. If you experience online bullying, the best response to a bully is no response(回应) at all.
3. Keep a record of anything that shows proof(证据) of online bullying, like screenshots. You can use this to report and stop them.
1. What did Sophie do when facing bullying on the Internet?
| A．She told her teacher about it. | B．She isn’t willing to go to school. |
| C．She had no interest in studies. | D．She would never sit in the corner. |
| A．find out | B．hide | C．protect | D．work out |
| A．Respecting all the people around. |
| B．Improving young people’s studies. |
| C．Training teachers and parents to prevent bullying. |
| D．Keeping a record of anything that shows proof of online bullying. |
| A．Make them willing to go to school. | B．Make them unwilling to ask for help. |
| C．Make it easier for them to communicate. | D．Make it impossible for them to hurt themselves. |
| A．To study the problem of online bullying. |
| B．To help teachers deal with students’ problems. |
| C．To tell people what UNICEF has done for children. |
| D．To help do with online bullying that troubles young people. |
【推荐3】Imagine being a business that regularly takes high quantities of your own products worth millions of pounds and burns them up. Your stock（库存）literally goes up in smoke. It sounds crazy, but the practice is common for some of the world’s biggest clothing manufacturers. They argue that it is the most cost-effective way of maintaining their brand’s exclusivity（独特性）.
The clothes that are burned are those that do not sell at a high enough price. Rather than watch them go on sale, the companies would set fire to them and regain a small amount of energy.
Nobody knows exactly how much unsold stock is burnt annually by those fashion houses, but burning clothes has various negative impacts on the environment. For example, burning clothes made from artificial fibers may release plastic microfibers into the atmosphere, which worsens global warming. A UK parliamentary committee report on sustainability and the fashion industry advises the government to ban the burning of unsold stock if it can be reused or recycled.
Actually, there are other approaches. What if those companies had a section tasked with taking back unsold clothes, redesigning them into new products, and shipping out the new products to the market once again?
There is also now an opportunity to focus on biodegradable（可生物降解的） fabrics. Clothes that break down faster might not have to be burned. They would also appeal to those who care about the environmental impact of their own wardrobes.
Additionally, we have an over-production problem. According to the World Bank, while clothing sales have risen steadily since 2000, clothing utilization has fallen at roughly the same rate. For every extra T-shirt that is sold, it will be worn roughly half as much as it would have been 20 years ago. That means better forecasting market trends would in theory result in less waste.
Burning clothes won’t happen simply through fashion firms. The scale of fashion production has to change. And it’s important to recognize that these consumer-focused brands will only go where the market takes them. If protecting the environment really matters to the public, they have to make clear that they want more sustainable clothing in the first place. Without consumers demanding that, it won’t change.
1. According to the passage, why do clothing firms choose to burn instead of selling clothes at a discount?| A．They don’t want to be copied. | B．It costs the least and profits the most. |
| C．There are quality problems. | D．The manufacturer went bankrupt. |
| A．how important the U. K parliamentary committee report is |
| B．why fashion firms should end burning unsold stock |
| C．why fashion firms burn unsold clothes in large numbers every year |
| D．how artificial fabrics will contribute to global warming |
| A．how long clothing last | B．how well clothing sells |
| C．how often clothing is used | D．how clothing is designed |
| A．Redesigning and making them into new clothes. |
| B．Making consumers feel better about their purchases. |
| C．Conducting research on market demand before production. |
| D．Making clothes out of environmentally-friendly materials. |
| A．Consumers play a key role in stopping burning clothes. |
| B．Burning clothes is a better option for every fashion firm. |
| C．The secret that some fashion firms burn clothes is well kept. |
| D．Today’s clothes are better than those two decades ago. |
