1 . Donna Edmonds certainly knows a thing or two about getting children outside of the classroom. Having been a teacher for 23 years, she’s now in charge of Farms For City Children, a program enabling children in cities to explore the farms in the British countryside. Visiting children can take part in the farm tasks: growing and harvesting in the gardens; caring for chickens and looking after the land; and cooking up a home-grown meal in the farmhouse kitchen.

Donna’s connection with the charity led to a life-changing experience. She explained, “In November 2000, my headteacher said we’d got this trip going to a farm. I didn’t want to do that. I’m from south London and had no interest in farming.” But the week at Farms For City Children changed Donna’s entire life.

Donna said, “Quite honestly, the nature connection gap in our society is embarrassing; there are so many children who haven’t been to the countryside. I remember asking them what cows drank and they replied “milk”. Seeing them fall in love with nature was incredible to my life.”

Donna believes there is a strong need for teachers to bring city children into close contact with nature. Farms for City Children was founded in 1976, and it has now embraced a new direction — more children from different backgrounds can get into the countryside and they may one day even make a career from it.

1. What is paragraph 1 mainly about?

A．It praises an excellent teacher.	B．It introduces a school program.
C．It tells the adventure of a field trip.	D．It shows the difficulty in education.

2. What can be inferred about the children in city in paragraph 3?

A．They badly need to connect with nature.	B．They felt embarrassed in the countryside.
C．They are unlikely to fall in love with nature.	D．They know nothing about biology knowledge.

3. What benefit may Farms for City Children bring?

A．Help with young people’s career plan.	B．The right direction of farming development.
C．Improvement of children’s school performance.	D．Better ways to improve farmers’ living conditions.

2 . Club Activities in Japanese Schools

In the after-class activities of Japanese high schools, there are various clubs. Participation depends on students; however, most students choose a certain club.     1     And there are various kinds within each type.

A recent survey showed activity participation rate (比率). In junior high schools, participation rate was around 70% in sports clubs and around 20% in culture clubs. In senior high schools, participation rate in sports clubs dropped to about 50%, and in culture clubs, rose to around 25%. One reason is that there are more kinds of culture clubs in senior high schools than in junior high schools, so there is a wider range of choices.     2    

The rate of junior high school students not choosing any club was less than 10%. However, that number more than doubled in senior high school. In recent years, the number of students not joining in any clubs is increasing. Stronger individualism, which causes unwillingness to participate in group activities, is one factor behind this change.

    3     Japanese clubs are considered “a part of education” and are different from club activities overseas. Learning teamwork is a common factor; in particular, sports clubs have a strict hierarchy (等级制度) and are useful in leaning to be polite. This is said to have influenced the way Japanese companies work, for example, with respect for seniors. Compared to sports clubs, the hierarchy in culture clubs is not as strict.     4     Besides, clubs which practice traditional Japanese martial arts and culture offer a valuable chance to learn the traditional arts firsthand. By experiencing such arts in teenage years, the chance of passing traditional culture to the next generation is large.

A．Clubs are generally divided into two types — sports clubs and culture clubs.

B．Each sports club has a teacher, but the key is placed on student independence.

C．They are places where like-minded students can improve their creativity together.

D．Culture clubs in senior high schools tend to include traditional culture activities, such as tea ceremony.

E．It is also pointed out that culture clubs offer a more casual environment than sports clubs that require long and hard practice.

F．Actually, there are many advantages of participating in club activities in Japan.

3 . PeerUp is pairing up and helping out students who are looking to improve their mental health. It serves as a space for students to speak anonymously (匿名地) about their mental health journeys with peer (同龄人) supporters. As a bridge between the student body and UCLA Counseling and Psychological Services, PeerUp addresses the barriers many students face in accessing mental health resources, said co-founder and third-year psychology student Carrie Lee.

Peer supporters on the site complete mental health leadership training with the Resilience In Your Student Experience Center to learn how to address emotional issues like interpersonal problems. Lee said in a 20- to 40-minute video or text conversation, a student can talk to a peer who may have experienced similar struggles.

PeerUp offers support in both English and Chinese to serve the campus community of international students. Lee said PeerUp is devoted to ensuring students who speak Chinese can speak anonymously in their native language whenever needed. “Students are much more comfortable reaching out to people they know come from a similar culture,” she said. “I think it is really important to offer services to the different communities we have at UCLA.”

PeerUp co-founder and peer supporter Yutong Feng said the most rewarding part of her work was students’ willingness to talk with PeerUp, including the five students who connected with supporters in the first week.

In terms of future growth and accessibility, Lee said the PeerUp team hopes to expand the number of languages offered, make appointments for students who cannot make it to drop-in hours and use different platforms for voice calls and messaging. She said UCLA, as the first university to do a full test run, is providing a model for other schools to launch their own PeerUp programs and ensure students are taking care of their mental health.

1. Why is PeerUp considered as a bridge?

A．It connects consultants with students.

B．It helps students overcome the fear of going to a psychologist.

C．It is supported by students who experienced similar struggles.

D．It offers students a space to improve their communication skills.

2. Why does PeerUp offer support in Chinese?

A．Asian students ask for that.	B．Some peer supporters are from China.
C．It can improve students’ language skills.	D．Students speaking Chinese would feel more relaxed.

3. What made Feng have a sense of achievement?

A．Students placed great trust in PeerUp.

B．Students got better after talking with PeerUp.

C．Students wanted to be accepted as peer supporters.

D．Students rushed to PeerUp for help in the first week.

4. What is a future plan of PeerUp?

A．Expanding the number of peer supporters.	B．Inviting students for drop-in conversations.
C．Introducing more means of communication.	D．Helping more schools launch PeerUp programs.

5 . For 60 years, WWF has worked to help people and nature develop. As the world’s leading conservation organization, WWF works in nearly 100 countries. At every level, we cooperate with people around the world to develop and deliver innovative solutions that protect communities, wildlife, and the places in which they live.

HOW WE WORK

WWF works to help local communities conserve the natural resources they depend upon, transform markets and policies toward sustainability, and protect and restore species and their habitats. Our efforts ensure that the value of nature is reflected in decision-making from a local to a global range. WWF works on advanced conservation science with governments. WWF connects the power of our partners — more than 1.3 million supporters in the United States and 5 million globally

Today, human activities put more pressure on nature than ever before, but it’s also humans who have the power to change this situation. Together, we can handle the greatest threats to life on this planet and protect the natural resources that support and inspire us.

DONATE TO WWF

You can protect threatened species and their habitats today with a donation to World Wildlife Fund. Your support of WWF’s global conservation work will make a world of difference. Your donation makes you a member of WWF. A gift of $1,000+ makes you a Partner in Conservation. For a limited time, all new gifts of 51,000 will be matched $1 for $1, doubling your impact for nature, until we reach $155,000.

Click and make a memorial or honor gift. Together we can challenge the threats to nature, and help ensure its ability to provide — for the sake of every living thing, including ourselves.

1. What does WWF do along with governments?

A．It conserves natural resources.	B．It restores species and habitats.
C．It makes sustainable policies.	D．It explores conservation science.

2. At least how much should you donate to be a Partner in Conservation?

A．$1,000.

B．$1,002.

C．$2,000.

D．$155,000.

3. Where is the text probably taken from?

A．A news report.

B．A book review.

C．An official website.

D．A journal entry.

7 . Around 3, 000 school-based health centers, which are often partnerships between school districts and local community health organizations and hospitals, bring services to children who need them most and who have the greatest risk of falling behind in school because their health needs aren’t satisfied.

Delivering health care through schools has been shown to improve kids’ physical well-being and educational outcomes. A 2005 study in the Journal of Adolescent Health found that after health centers opened in U. S. public schools, their students’ risk of asthma (哮喘) went down 2.4-fold, and their trips to the emergency room for asthma decreased by 33. 5 percent. Other studies have shown that clinics in schools can increase vaccination rates among students and reduce mental health problems. On the education front, kids who use such centers have improved attendance and grades, are more likely to be promoted to the next grade and are overall more prepared for college. Based on all of this evidence, Centers for Disease Control and Prevention (CDCP) recently recommended school-based health centers as a key strategy to advance health equity—that is, to reduce the access differences that exist between wealthier populations and everyone else.

Yet most school communities that could desperately use such clinics lack them. In 2021 Congress gave $5 million to support new and expanded services at school-based health centers. That money funded 25 facilities一yet the program got more-than 300 applications. And fewer than half of U. S. states currently fund school health centers. The clinics still need stable funding for operating expenses, including hiring well-trained staff.

Getting kids the care they need has always made sense, and it’s more urgent than ever. The time is right to expand school-based health centers to all under-served students.

1. What does “them” in paragraph I refer to?

A．Services.	B．Hospitals.
C．Organizations.	D．Partnerships.

2. For what purpose did CDCP recommend school health centers as an essential strategy?

A．To improve kids’ mental well-being.

B．To promote health fairness.

C．To reduce the risk of disease.

D．To improve educational outcomes.

3. What can we learn from pargrph 3?

A．The government offers staff a good pay.

B．The program lacked support from communities.

C．Funds from the government hardly meet needs.

D．The program failed to receive enough applications.

4. Which of the following could be the best title?

A．Health Care starts with self-care

B．Healthy Kids Learn Better

C．Health Centers face Trouble

D．Health Care Starts at School

8 . 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。

With the     1     (economy) development, how to balance progress and the protection of cultural heritage can be a big challenge. Great solutions,     2    , tend to arise from the challenges.

In the 1950s, in order to control the flooding and to get electricity from the flow of the Nile River, the Egyptian government made a proposal     3     (build) a new dam across the Nile. It would cause the water levels to rise high enough to flood a number of ancient temples,     4     were among Egypt’s cultural heritage. Therefore, the government turned     5     the United Nations for help.

Later, an international committee     6     (establish) to help Egypt to find a solution. Finally, they made a decision that all cultural relics should be removed. With the international effort, the government     7     (successful) moved the temples and other cultural sites to a new     8     (locate) on higher ground.

The project was considered a greatly successful example by UNESCO to prevent world heritage from     9     (disappear). More importantly, its success shows that if a problem seems too challenging for a single nation, the global community can make     10     big difference.

9 . Since wars begin in the minds of men and women, it is in the minds of men and women that the protection of peace must be built. UNESCO is the United Nations Educational, Scientific and Cultural Organization. It seeks to build peace through international co-work in education, sciences and culture.

As early as 1942, in wartime, the governments of the European countries, which were facing Nazi Germany and its partners, met in the United Kingdom for the Conference of Allied Ministers of Education (CAME). World War Ⅱ was far from over, yet those countries were looking for ways and means to rebuild their education systems once peace was restored. The project quickly gained support and soon reached a common agreement. New governments, including that of the United States, decided to join in. Upon the suggestion of CAME, a United Nations Meeting for the creation of an educational and cultural organization (ECO) was started in London from 1 to 16 November 1945. Hardly had the war ended when the meeting opened. It gathered together representatives of forty-four countries who decided to create an organization that would accept a sincere culture of peace. In their eyes, the new organization was to create the “agreement of mankind” and thereby prevent the possibility of another world war.

Political and economic agreements of governments are not enough to secure the lasting and sincere support of the peoples. Peace must be founded upon communication and understanding.

Peace must be built upon the agreement of humanity. In this spirit, UNESCO develops educational tools to help people live as global citizens free of hate and impatience. UNESCO works to ensure that every child and every citizen can get quality education. By protecting cultural richness and the equality of all cultures, UNESCO strengthens the connections between nations. UNESCO develops scientific programs and measures as chances for development and improvement. UNESCO stands up for freedom of expression. As a workshop of ideas, UNESCO helps countries to take international rules and manages programs that encourage the free flow of ideas and the exchange of knowledge.

1. What is the main purpose of UNESCO?

A．To develop education.	B．To share the world’s culture.
C．To create a scientific environment.	D．To serve the building of a peaceful world.

2. When was UNESCO actually founded?

A．In the fall of 1945.	B．Shortly after World War Ⅱ.
C．Long before the CAME suggestion.	D．After the second United Nations meeting.

3. What does the underlined word “thereby” in Paragraph 2 probably mean?

A．thus	B．soon
C．safely	D．secretly

4. What does the last paragraph mainly talk about?

A．How UNESCO tries to achieve its spirit.

B．How global affairs can get well managed.

C．What role UNESCO plays in a workshop.

D．What international exchanges are made up of.