1 . Art and science may seem like opposite things. One means the creative flow of ideas, and the other means cold, hard data-some people believe. In fact, the two have much in common. Now, a study finds art can help students remember better what they have learned in the science class.
Mariale Hardiman, an education specialist at Johns Hopkins University, noticed that students who used art in the classroom listened more carefully. They might ask more questions. They might volunteer more ideas. What’s more, students seemed to remember more of what they had been taught when their science lessons had involved(涉及) art. To prove that, Hardiman teamed up with some researchers and six local schools.
In the experiment, the researchers worked with teachers in 16 fifth-grade classrooms. They provided traditional science lessons and art-focused ones. In a traditional science class, for example, students might read aloud from a book. In the art-focused one, they might sing the information instead.
The team randomly assigned(随机分配) each of the 350 students to either a traditional science classroom or an art-focused one. Students then learned science using that way for the whole unit-about three weeks. When they changed to a new topic, they also changed to the other type of class. This way, each student had both an art-focused class and a traditional one. Every unit was taught in both ways, to different groups of students. This enabled the researchers to see how students did in both types of classes.
The team found that students who started off in a traditional class performed better after they moved into an art-focused class. But those who started off in an art-focused class did well even when they went back to a traditional science class. These students appeared to use some of the art techniques(技巧) after going back to a traditional class. Classroom teachers reported that many students continued to sing the songs that they learned after finishing the unit. “The more we hear something, the more we retain it,” Hardiman says. “It suggests that the arts may help students apply creative ways of learning on their own.”
1. Why did Mariale Hardiman do the study?A.To prove the importance of art at school. |
B.To see if art might improve science learning |
C.To find a way to help her students learn better. |
D.To know how to encourage students to ask questions. |
A.Take two types of classes. | B.Learn three units in total. |
C.Learn two topics for three weeks. | D.Choose what they’d like to learn. |
A.Finish. | B.Express. | C.Improve. | D.Memorize. |
A.Art helps students develop creativity. |
B.Art-focused classes interest students a lot. |
C.Art can make science easier to remember. |
D.Art has something in common with science. |
2 . Five years ago, I was a trail ride leader at a holiday farm in Victoria. My favourite horse was a warmblooded called Holly, a chestnut mare. Aged seven, she was
One day, as we headed back from a ride on the beach, Holly and I were
At the bottom of the hill as we rounded a corner, Holly
I have heard that horses have a better sense of
Holly then
A.negative | B.graceful | C.pitiful | D.aggressive |
A.solution | B.reaction | C.problem | D.difficulty |
A.frightened | B.delighted | C.touched | D.attracted |
A.chasing | B.leading | C.following | D.pushing |
A.proceeded | B.preferred | C.hesitated | D.refused |
A.evidence | B.truth | C.signals | D.symbols |
A.sped | B.rushed | C.escaped | D.slowed |
A.rabbit | B.horse | C.monster | D.snake |
A.turn | B.case | C.chance | D.rule |
A.sealed | B.planted | C.fastened | D.frozen |
A.vision | B.direction | C.smell | D.hearing |
A.proved | B.denied | C.ignored | D.demonstrated |
A.Unfortunately | B.Undoubtedly | C.Thankfully | D.Instantly |
A.fell off | B.went back | C.came out | D.stepped forward |
A.responsible | B.regretful | C.grateful | D.available |
3 . If you’re a parent, you’re well aware of just how many challenges virtual schooling presents. It’s incredibly stressful to get your kids to pay attention in their “classrooms”. Well, now there’s another thing you need to worry about: hackers. As more school districts rely on remote learning, they’re increasingly becoming targets for cybercriminals.
Believe it or not, your email address is actually a hacker’s primary method of attaining your families’ personal information. That’s why you need to be on the lookout for phishing emails. These emails appear to be from a legal company you’re familiar with—like your bank, credit card company, an online store, or, yes, a school—but are actually from a hacker.
However, there are a few tricks to decode if an email is fake or not. According to the Federal Trade Commission (FTC), these emails often “tell a story to trick you into clicking on a link or opening an attachment.” If you receive an email asking you to update your account, change your password, or make a payment, do a little digging first and contact the company directly to ensure that it is indeed legal.
There are indeed some alarming things a hacker can do when they steal your children’s information. According to FTC, “a child’s Social Security number can be used by identity thieves to apply for government benefits, open bank and credit card accounts or apply for a loan, which may go unnoticed for years—usually until they’re adults and attempt to open a credit card.” To make matters worse, a criminal doesn’t even need the child’s complete information to cook up a new identity. “Known as ‘synthetic identity theft’, the thief grabs a Social Security number and combines it with a fake name, address, phone number, and more,” explains the Identity Theft Resource Center, “That makes it a little harder for victims and law enforcement to notice the problem in the first place or take action after the fact.”
1. Why do we need to watch out for phishing emails?A.They make our emails too crowded to operate. |
B.They are from a legal organization that is familiar to you. |
C.It is impossible to tell whether an email is authentic or not. |
D.It may be quite easy for hackers to steal personal information. |
A.To put it into the trash with little digging. |
B.To click on the link and open the attached files. |
C.To update your account and change the password. |
D.To check its validity with the sender of the email. |
A.The definition of “synthetic identify theft”. |
B.The approaches to protecting children’s information. |
C.The consequences of children’s information being stolen. |
D.The suggestions on preventing children from internet addiction. |
A.Email hack: a disastrous threat |
B.Email hack: an unavoidable issue |
C.School hack: an unnoticeable but terrible threat |
D.School hack: an invisible hand affecting children’s study |
4 . Being stuck at home doesn’t mean that learning stops. In fact, it's just the opposite. Here are some activities and resources to foster (促进) kids' imagination and build their curiosity at home.
Let's Get down to ScienceThe science lab at school may be closed, but kids can still put on goggles and a white lab coat and learn at home. This Test Tube Experiment Kit will make them feel like a genius in no time. Kids will get the chance to learn about basic chemistry, physics, and more by creating pop-resistant bubbles, bouncy balls, and other objects.
To Infinity (无穷) and BeyondEarth is a part of the Milky Way, but do kids know how many galaxies there are in the universe? There are so many fun and fascinating things to learn about space that the possibilities truly go to infinity and beyond. A great way to start your child's educational space adventure is with this Discovery Real Life Sticker and Activity Book: Space.
Take a Walk on the Wild SideBiology class is in session! Here's kids' chance to get up close and personal with a great white shark without putting on a wetsuit. This 4D Great White Shark Anatomy Kit allows them to get an inside look at what makes these predators of the deep so powerful. And then take an even deeper dive into a shark's world with I'm a Shark.
Let your kid take advantage of this time at home and find new ways to keep exploring the world around him.
1. What is common among these activities above?A.They are all performed outdoors. |
B.They are all associated with physics. |
C.They all recommend some resources for kids to study. |
D.They are all carried out by the way of experimenting. |
A.The Test Tube Experiment Kit. |
B.Discovery Real Life Sticker and Activity Book: Space. |
C.The 4D Great White Shark Anatomy Kit. |
D.I'm a Shark. |
A.To gain financial benefits. | B.To save kids from boredom. |
C.To explore new technologies. | D.To inspire kids to study at home. |
5 . Chase Poust is a 7-year-old boy. He and his dad Steven, and his 4-year-old sister, Abigail were out for a family boating trip on Florida’s St. Johns River near Mandarin Point. Chase and Abigail were swimming at the back end of the anchored boat while Steven was on deck (甲板) fishing.
It was an idyllic (悠闲的) outing — until a strong wave came. It was too strong for Abigail to hold onto the boat. Instantly realizing his sister would be swept away, Chase let go of the boat as well to try and reach her.
Steven jumped into the water but after realizing he couldn’t keep up with both kids, he was faced with a hard decision. “I told them I loved them because I wasn’t sure what’s going to happen,” Steven told News-4 JAX. “I tried to stick with both of them. I wore myself out. She drifted away from me.”
Directing Chase to swim to shore for help, Steven stayed behind, keeping as close as he could to Abigail as the life-vest that was keeping her above the waves floated further and further from his reach.
It was a tough go for the 7-year-old, but rather than attempting to swim all out, Chase wisely paced himself. Stopping to float or dog paddle when he was tired, he’d rest and then set off again. It took Chase an hour to reach the shore. Once on solid ground, he ran to the nearest house and called for help.
Rescuers arrived soon to search for Steven and Abigail. Miraculously, the two were found and rescued about an hour later-more than a mile away from the family’s abandoned boat.
1. What happened during the family boating trip?A.Chase went out fishing alone. | B.The boat ran into an anchored boat. |
C.Steven fell off the boat by accident. | D.Abigail was washed away by a wave. |
A.He couldn’t stick with both kids. | B.He didn’t know how to swim. |
C.He couldn’t find rescuers nearby. | D.He wasn’t sure what might happen. |
A.To hold Abigail tightly. | B.To look for helpers. |
C.To wait calmly in the water. | D.To give the life-vest to Abigail. |
A.Brave and clever. | B.Innocent and kind. |
C.Proud and patient. | D.Honest and helpful. |
6 . For those who can stomach it, working out before breakfast may be more beneficial for health than eating first, according to a study of meal timing and physical activity.
Athletes and scientists have long known that meal timing affects performance. However, far less has been known about how meal timing and exercise might affect general health.
To find out, British scientists conducted a study. They first found 10 overweight and inactive but otherwise healthy young men, whose lifestyles are, for better and worse, representative of those of most of us. They tested the men’s fitness and resting metabolic (新陈代谢的) rates and took samples (样品) of their blood and fat tissue.
Then, on two separate morning visits to the scientists’ lab, each man walked for an hour at an average speed that, in theory, should allow his body to rely mainly on fat for fuel. Before one of these workouts, the men skipped breakfast, meaning that they exercised on a completely empty stomach after a long overnight fast (禁食). On the other occasion, they ate a rich morning meal about two hours before they started walking.
Just before and an hour after each workout, the scientists took additional samples of the men’s blood and fat tissue.
Then they compared the samples. There were considerable differences. Most obviously, the men displayed lower blood sugar levels at the start of their workouts when they had skipped breakfast than when they had eaten. As a result, they burned more fat during walks on an empty stomach than when they had eaten first. On the other hand, they burned slightly more calories (卡路里), on average, during the workout after breakfast than after fasting.
But it was the effects deep within the fat cells that may have been the most significant, the researchers found. Multiple genes behaved differently, depending on whether someone had eaten or not before walking. Many of these genes produce proteins (蛋白质) that can improve blood sugar regulation and insulin (胰岛素) levels throughout the body and so are associated with improved metabolic health. These genes were much more active when the men had fasted before exercise than when they had breakfasted.
The implication of these results is that to gain the greatest health benefits from exercise, it may be wise to skip eating first.
1. The underlined expression “stomach it” in Paragraph 1 most probably means “______”.A.digest the meal easily | B.manage without breakfast |
C.decide wisely what to eat | D.eat whatever is offered |
A.Their lifestyles were typical of ordinary people. |
B.Their lack of exercise led to overweight. |
C.They could walk at an average speed. |
D.They had slow metabolic rates. |
A.They successfully lost weight. | B.They consumed a bit more calories. |
C.They burned more fat on average. | D.They displayed higher insulin levels. |
A.A workout after breakfast improves gene performances. |
B.Too much workout often slows metabolic rates. |
C.Lifestyle is not as important as morning exercise. |
D.Physical exercise before breakfast is better for health. |