1 . If anyone had told me three years ago that I would be spending most of my weekends camping, I would have laughed heartily. Campers, in my eyes, were people who enjoyed insect bites, ill-cooked meals, and uncomfortable sleeping bags. They had nothing in common with me.
The friends who introduced me to camping thought that it meant to be a pioneer.
I was, nevertheless, talked into going on another fun-filled holiday in the wilderness.
| A．This time there was no tent. |
| B．Things are going to be improved. |
| C．The trip they took me on was a rough one. |
| D．I was to learn a lot about camping since then, however. |
| E．I must say that I have certainly come to enjoy camping. |
| F．After the trip, my family became quite interested in camping. |
| G．There was no shade as the trees were no more than 3 feet tall. |
2 . Books That Celebrate Diverse Holidays and Traditions
It’s important to remember there are a diverse set of holidays available to explore. Below are a few books that help introduce children to different holiday cultures and traditions.
Too Many Tamales by Gary Soto, illustrated by Ed Martinez
While helping her mother with Christmas celebration, Maria is tempted to try on her mother’s diamond ring. After getting caught up in the joy of the holiday and playing with her cousins, Maria realizes the ring is missing! That’s when she and her cousins come up with a plan to eat all of the tamales, in hopes of finding the ring.
Together for Kwanzaa by Juwanda G. Ford, illustrated by Shelly Hehenberger
This is a story about a little girl named Kayla who wants to see her older brother Khari come home so they can celebrate Kwanzaa together as a family. Khari is stuck at college when a snowstorm hits and his car breaks down. Will he make it home in time for Kwanzaa?
A Child’s Christmas in Wales by Dylan Thomas, illustrated by Trina Schart Hyman
This book is a funny, nostalgic tale of Christmas Eve afternoon through Christmas night in Wales, and is full of unique imagery and poetic prose. It will arouse a sense of familiarity for some young readers while introducing them to different aspects of Christmas traditions.
We Are Grateful: Otsaliheliga by Traci Sorell, illustrated by Frane Lessac
The word otsaliheliga is used by members of the Cherokee Nation to express gratitude. This is an amazing story that describes a journey through the seasons with a modern-day Cherokee family. Cherokee history and traditions are also woven into the story in a very kid-friendly way.
1. What makes it difficult for Khari to return home in time for Kwanzaa?| A．A car crash. | B．Delayed flights. | C．Extreme weather. | D．Academic pressure. |
| A．Traci Sorell. | B．Ed Martinez. | C．Dylan Thomas. | D．Trina Schart Hyman. |
| A．how to find hidden treasures at home | B．how to strengthen bonds with friends |
| C．the lifestyles of different ethnic groups | D．different holiday celebrations and customs |
3 . In 1953, when visiting his daughter’s maths class, the Harvard psychologist B.F. Skinner found every pupil learning the same topic in the same way at the same speed. Later, he built his first “teaching machine”, which let children tackle questions at their own pace. Since then, education technology (edtech) has repeated the cycle of hype and flop (炒作和失败), even as computers have reshaped almost every other part of life.
Softwares to “personalize” learning can help hundreds of millions of children stuck in miserable classes—but only if edtech supporters can resist the temptation to revive harmful ideas about how children learn. Alternatives have so far failed to teach so many children as efficiently as the conventional model of schooling, where classrooms, hierarchical year-groups, standardized curriculums and fixed timetables are still the typical pattern for most of the world’s nearly 1.5 billion schoolchildren. Under this pattern, too many do not reach their potential. That condition remained almost unchanged over the past 15 years, though billions have been spent on IT in schools during that period.
What really matters then? The answer is how edtech is used. One way it can help is through tailor-made instruction. Reformers think edtech can put individual attention within reach of all pupils. The other way edtech can aid learning is by making schools more productive. In California schools, instead of textbooks, pupils have “playlists”, which they use to access online lessons and take tests. The software assesses children’s progress, lightening teachers’ marking load and allowing them to focus on other tasks. A study suggested that children in early adopters of this model score better in tests than their peers at other schools.
Such innovation is welcome. But making the best of edtech means getting several things right. First, “personalized learning” must follow the evidence on how children learn. It must not be an excuse to revive pseudoscientific ideas such as “learning styles”: the theory that each child has a particular way of taking in information. This theory gave rise to government-sponsored schemes like Brain Gym, which claimed that some pupils should stretch or bend while doing sums. A less consequential falsehood is that technology means children do not need to learn facts or learn from a teacher—instead they can just use Google. Some educationalists go further, arguing that facts get in the way of skills such as creativity. Actually, the opposite is true. According to studies, most effective ways of boosting learning nearly all relied on the craft of a teacher.
Second, edtech must narrow, rather than widen, inequalities in education. Here there are grounds for optimism. Some of the pioneering schools are private ones in Silicon Valley. But many more are run by charter-school groups teaching mostly poor pupils, where laggards (成绩落后者) make the most progress relative to their peers in normal classes. A similar pattern can be observed outside America.
Third, the potential for edtech will be realized only if teachers embrace it. They are right to ask for evidence that products work. But skepticism should not turn into irrational opposition. Given what edtech promises today, closed-mindedness has no place in the classroom.
1. According to the passage, education technology can ________.| A．decrease teachers’ working load |
| B．facilitate personalized learning |
| C．help standardize curriculums |
| D．be loved by schoolchildren |
| A．The students who are better at memorization tend to be less creative. |
| B．Schools with bans on phones have better results than high-tech ones. |
| C．Shakespeare was trained in grammar but he penned many great plays. |
| D．Lu Xun’s creativity was unlocked after he gave up studying medicine. |
| A．at the service of teaching |
| B．limited in use among pupils |
| C．aimed at narrowing the wealth gap |
| D．in line with students’ learning styles |
| A．To stress the importance of edtech. |
| B．To introduce the application of edtech. |
| C．To discuss how to get the best out of edtech. |
| D．To appeal for more open-mindedness to edtech. |
4 . Imagine driving behind a huge truck shooting clouds of smoke into the air while your new fully electric vehicle cleans up its carbon emissions (排放). This dream may soon be a reality. A team of students in the Netherlands has created an electric car that not only doesn’t produce carbon dioxide when driving, but actually pulls it out of the air.
The two-seater sports car was designed and built in less than a year by a team of 32 students at Eindhoven University of Technology. Called “ZEM”, which stands for “zero emission mobility”, the car is equipped with special devices that remove carbon dioxide from the air as it drives. The team says if ZEM is driven about 32,000 kilometers, it can remove 2 kilograms of carbon dioxide from the air. That’s not a huge amount. The team calculates that 10 ZEM cars on the road for a year would remove as much carbon dioxide as a typical tree does during that time. However, they also point out that there are over a billion passenger cars in the world that could be using this technology. And if a billion cars were removing carbon dioxide instead of producing it, the result would be huge.
ZEM also has several other innovations that help to make it more capable of being sustained: the car’s frame and panels (面板) are 3D printed to reduce waste; it was built using recycled and recyclable materials; and it can be easily taken apart so that many of its parts can be reused. ZEM’s battery is also reusable, and has another handy feature: it can be charged with solar panels on the car’s roof—and can even be used to provide power to your house when the car isn’t on the road.
According to the statistics, transportation was responsible for over 20% of global carbon dioxide emissions in 2020—and of those emissions, cars were responsible for 41%. The Eindhoven team says its goal is to challenge the electric car industry: If 32 students can build a car like this in less than a year, then surely car manufacturers (生产商) are expected to adopt these innovations, too.
1. What is special about ZEM?| A．It can end the world’s CO2 release. |
| B．It can cut the truck’s CO2 emissions. |
| C．It can reduce the level of CO2 in the air. |
| D．It can absorb dirty air as well as CO2. |
| A．To demonstrate a superb vision of ZEM cars. |
| B．To explain how ZEM removes CO2 as trees do. |
| C．To illustrate the ongoing change in car making. |
| D．To show the influence of ZEM on the car market. |
| A．They are of high quality. | B．They are easy to process. |
| C．They are convenient to print. | D．They are environmentally friendly. |
| A．Sharp decline in fuel consumption. | B．Mass production of ZEM cars. |
| C．Big success in beating other car makers. | D．Dramatic changes in transportation. |
5 . Pacific Science Center Guide
◆Visit Pacific Science Center’s Store
Don’t forget to stop by Pacific Science Center’s Store while you are here to pick up a wonderful science activity or souvenir to remember your visit. The store is located(位于) upstairs in Building 3 right next to the Laser Dome.
◆Hungry
Our exhibits will feed your mind, but what about your body? Our café offers a complete menu of lunch and snack options, in addition to seasonal specials. The café is located upstairs in Building 1 and is open daily until one hour before Pacific Science Center closes.
◆Rental Information
Lockers are available to store any belongings during your visit. The lockers are located in Building 1 near the Information Desk and in Building 3. Pushchairs and wheelchairs are available to rent at the Information Desk and Denny Way entrance. ID required.
◆Support Pacific Science Center
Since 1962, Pacific Science Center has been inspiring a passion(热情) for discovery and lifelong learning in science, math and technology. Today, Pacific Science Center serves more than 1.3 million people a year and brings inquiry-based science education to classrooms and community events all over Washington State. It’s an amazing accomplishment and one we cannot achieve without generous support from individuals, corporations, and other social organizations. Visit pacificsciencecenter.org to find various ways you can support Pacific Science Center.
1. Where can you buy a souvenir at Pacific Science Center?| A．In Building 1. |
| B．In Building 3. |
| C．At the the Laser Dome. |
| D．At the Denny Way entrance. |
| A．Train Science teachers. |
| B．Distribute science books. |
| C．Inspire scientific research. |
| D．Take science to the classroom. |
| A．To encourage donations. |
| B．To advertise coming events. |
| C．To introduce special exhibits. |
| D．To tell about the Center’s history. |
6 . Animals can adapt quickly to survive unfavorable environmental conditions. Evidence is mounting to show that plants can, too. A paper published in the journal Trends in Plant Science details how plants are rapidly adapting to the effects of climate change, and how they are passing down these adaptations to their offspring(后代).
Plants are facing more environmental stresses than ever. For example, climate change is making winters shorter in many locations, and plants are responding. “Many plants require a minimum period of cold in order to set up their environmental clock to define their flowering time,” says Martinelli, a plant geneticist at the University of Florence. “As cold seasons shorten, plants have adapted to require shorter periods of cold to delay flowering. These mechanisms allow plants to avoid flowering in periods when they have fewer opportunities to reproduce.”
Because plants don’t have neural(神经的) networks, their memory is based entirely on cellular(细胞的),molecular(分子的),and biochemical networks. These networks make up what the researchers call somatic memory(体细胞记忆). “It allows plants to recognize the occurrence of a previous environmental condition and to react accordingly,” says Martinelli.
These somatic memories can then be passed to the plants’ offspring via epigenetics(表现遗传). “Several examples demonstrate the existence of molecular mechanisms modulating plant memory to environmental stresses and affecting the adaptation of offspring to these stresses,” says Martinelli.
Going forward, Martinelli hopes to understand even more about the genes that are being passed down. “We are particularly interested in decoding the epigenetic alphabet without changes in DNA sequence(序列),”he says. “This is especially important when we consider the rapid climate change, we observe today that every living organism, including plants, needs to quickly adapt to survive.”
1. What adaptations have plants made to shortened cold seasons?| A．They have shortened their flowering time. |
| B．They have got more chances to reproduce. |
| C．They have avoided flowering in cold seasons. |
| D．They have adjusted their environmental clock. |
| A．It is entirely based on neural networks. |
| B．It can help the plants’ offspring to survive. |
| C．It can help relieve environmental stresses. |
| D．It disturbs the plants’ biochemical networks. |
| A．Adjusting. | B．Treasuring. |
| C．Recording. | D．Sharing. |
| A．Plants are smart about flowering time |
| B．Plants can also adapt to climate change |
| C．Environmental stresses challenge plants |
| D．Mysteries of plant genes are to be unfolded |
7 . I was ready to pay for my bananas at the grocery one night, when fear seized me. My wallet was gone. I could only have left it on the G9 bus, which was now speeding in the dark to some
The
Two hours later, back at my house, I heard a knock on the door. My husband
After sharing the story online, I heard from someone, who
This one stranger responded beautifully to my small
| A．accessible | B．hidden | C．unknown | D．convenient |
| A．face-saving | B．brain-washing | C．eye-catching | D．heart-stopping |
| A．parts | B．contents | C．details | D．ingredients |
| A．ignored | B．answered | C．examined | D．interrupted |
| A．missing | B．returned | C．remaining | D．abandoned |
| A．still | B．ever | C．yet | D．even |
| A．selected | B．appointed | C．identified | D．defined |
| A．delay | B．alarm | C．regret | D．invitation |
| A．moved | B．placed | C．opened | D．spotted |
| A．disagreed | B．complained | C．calculated | D．recommended |
| A．selfless | B．risky | C．slow | D．personal |
| A．site | B．direction | C．situation | D．atmosphere |
| A．crisis | B．danger | C．threat | D．failure |
| A．got rid of | B．made use of | C．had control of | D．took possession of |
| A．if | B．where | C．how | D．when |
| A．recalled | B．exchanged | C．repeated | D．whispered |
| A．encounter | B．follow | C．consult | D．accompany |
| A．Going away | B．Turning around | C．Looking back | D．Coming along |
| A．into | B．against | C．over | D．beyond |
| A．longing | B．enthusiastic | C．concerned | D．grateful |
8 . Have you tried to run or walk for exercise and then given up? If you answered yes, you should try a new kind of exercise: aquatic (水中的) exercise. Aquatic exercise is like exercise on land, but you do it in a swimming pool. More and more people are trying aquatic exercise now.
Aquatic exercise feels easier than exercising on land. Why? You weigh about 90% less in the pool. It is better for your knees than running or walking. Water is about 1,000 times thicker and heavier than air. To move through the water, your body has to work four times as hard. As a result, you can burn more calories (卡路里).
In fact, most people say they feel more relaxed in the water. They stop thinking about the things that make them worried. They feel in control of their bodies. The cool, quiet environment makes them feel good.
But what if you are afraid of the water? No problem! There is nothing to worry about. Aquatic exercise is safe and easy to learn. It doesn’t require any special skills. You don’t even need to know how to swim. Aquatic exercise is for everyone.
1. What is Paragraph 2 mainly about?| A．Difference between air and water. |
| B．Weight change of one’s body. |
| C．The advantages of aquatic exercise. |
| D．The ways to do aquatic exercise. |
| A．Relaxing. | B．Worrying. |
| C．Challenging. | D．Boring. |
| A．done in groups | B．fit for everyone |
| C．difficult to learn | D．done with special skills |
| A．Culture. | B．Health. |
| C．Nature. | D．Travel. |
9 . For my daughter's 19th birthday, we bought her tickets to go and see Linkin Park, as they were playing in our city. We didn't really have the
The night before she was like a
Needless to say when they
Later that day they returned, with faces full of happiness and warmth. They presented my husband and me with a
This wasn't something
| A．money | B．time | C．interest | D．news |
| A．worker | B．baby | C．kid | D．parent |
| A．dance | B．learn | C．walk | D．sit |
| A．speak | B．sleep | C．stand | D．leave |
| A．healthy | B．happy | C．pretty | D．surprised |
| A．stayed | B．left | C．returned | D．turned |
| A．worrying about | B．caring for | C．looking at | D．listening to |
| A．lent | B．earned | C．saved | D．spent |
| A．Still | B．Only | C．Just | D．Also |
| A．continued | B．tried | C．decided | D．struggled |
| A．kept | B．lost | C．realized | D．discovered |
| A．gift | B．prize | C．ticket | D．picture |
| A．richest | B．oldest | C．best | D．cleverest |
| A．important | B．ordinary | C．new | D．valuable |
| A．feelings | B．concerns | C．understandings | D．opinions |
10 . In the endless sky, the unaided human eye should be able to perceive several thousand stars on a clear, dark night. Unfortunately, growing light pollution has disabled people from the nightly view.
New citizen-science-based research throws alarming light on the problem of “sky glow” — the diffuse illumination (漫射照明) of the night sky that is a form of light pollution. The data came from crowd-sourced observations collected from around the world as part of Globe at Night, a program developed by astronomer Connie Walker.
Light pollution has harmful effects on the practice of astronomy but also on human health and wildlife, since it disturbs the cycle from sunlight to starlight that biological systems have evolved alongside. Furthermore, the loss of visible stars is a great loss of human cultural heritage. Until relatively recently, humans throughout history had an impressive view of the starry night sky, and the effect of this nightly spectacle (壮观) is evident in ancient cultures.
Globe at Night has been gathering data on star visibility since 2006. Anyone can submit observations through the Globe at Night web application. Participants record which one best matches what they can see in the sky without any telescopes or other instruments.
Researchers find that the loss of visible stars indicates an increase in sky brightness of 9.6% per year while roughly 2% is measured by satellites. Existing satellites are not well suited to measuring sky glow as it appears to humans, because they can not detect wavelengths shorter than 500 nanometers (纳米). White LEDs, with shorter wavelengths under 500 nanometers, now are increasingly commonly used in outdoor lighting. But human eyes are more sensitive to these shorter wavelengths at nighttime. Space-based instruments do not measure light from windows, either. But these sources are significant contributors to sky glow us seen from the ground.
“The increase in sky glow over the past decade underlines the importance of redoubling our efforts and developing new strategies to protect dark skies,” said Walker. “The Globe at Night dataset is necessary in our ongoing evaluation of changes in sky glow, and we encourage whoever can to get involved to help protect the starry night sky.”
1. What is a purpose of Globe at Night?| A．To develop new light sources. | B．To collect data on star visibility. |
| C．To help astronomers explore space. | D．To popularize science among citizens. |
| A．Poorer human health. | B．Fewer wildlife species. |
| C．More delicate biological systems. | D．Less nightly culture elements of the sky. |
| A．Satellites play a vital role. | B．White LEDs are widely used. |
| C．Crowd-sourced data are invaluable. | D．Shorter wavelengths are hard to detect. |
| A．Their consistent efforts pay off. | B．The dataset needs to be updated. |
| C．More participants are expected to join in. | D．The sky glow has been over-emphasized. |
