1 . Students should be able to show what they know. Many folks take this as a self-evident truth. But I think it demands closer examination.
Possessing a skill or piece of knowledge is not the same thing as being able to show it. This is why many smart young people hate school. Understanding, figuring out, and getting a handle on a piece of knowledge is really exciting, but have to prove to somebody else that you understand is a big fat pain in the neck.
Finding proof of student learning is a huge part of the teacher's job, and whether it is done poorly or not makes all the difference in that teacher's effectiveness. There is a huge difference between "How do I figure out if this student understands" and "How do I make this student prove to me he gets it." The first is a valuable approach; the second is the first step on the road toward wasting everybody's time.
And there's the problem. If we start with the assumption（假定）that a student who knows must be able to show his knowledge to our satisfaction, we will be traveling down the wrong road The more we demand that students prove to us that they know the stuff, the more we will design artificial tasks that demand a set of skill and knowledge entirely different from the skills and knowledge we really want to measure.
As a classroom teacher, I have to remember that the burden is on me to find a way to see what my students know; the burden is not on them to put on whatever trained monkey show I design for my own case and convenience.
It may not be the worst thing ever to say "Students should be able to show what they know." But I think it's far more useful to say, "Teachers should be able to discover what students know."
1. What does the underlined phrase in the second paragraph mean?| A．Very dangerous. | B．Very difficult. |
| C．Very annoying. | D．Very frequent. |
| A．They should be limited in number. |
| B．They are a huge burden on teachers. |
| C．They slide away from their original purpose. |
| D．They should mainly focus on effectiveness. |
| A．Students should be able to show what they know. |
| B．Teachers should be able to discover what students know. |
| C．There are many ways to find proof of student learning. |
| D．There should be better understanding between teachers and students. |
2 . "Carers" are all sorts of people with so many different caring roles. I know this only too well from attending my severely ill mother as a teenager, to having main carer responsibility for my Nanna for her last ten years, to now as a father caring for my disabled son.
But more importantly, I was also cared for. My dad had died when I was four, so after my mum died, it was my amazing Nanna and Grandad who took me in. Because they were my grandparents, I never really thought of them as "carers"，and I don't think they did either. Back then, I probably didn9t even know what 66kinship（亲属关系）carer" meant
It wasn't easy for them. My mother's long illness and early death nearly broke them. I used to think looking after me helped them deal with their heartbreak. But the truth is, they helped me get over my mum's death. Surrounding me with unquestioning love, they were classic kinship carers.
Working as a lawyer, I've helped a surprisingly large number of kinship carers over the years—mostly grandparents, fighting the system for their precious grandchildren. I like to think I go the extra mile, which helped them face the challenges. More than 180,000 children across the UK are being raised by kinship carers today, but the huge challenges facing them are too often forgotten by politicians and policymakers.
What my Nanna and Grandad did—and what kinship carers across the UK are doing today—is amazing. They are giving a loving home to these children, while reducing the stress on the formal care system― ven though it may add difficulties to their own life. We can't thank and support them too much.
1. The author knows very well about what carers are by .| A．giving and getting care | B．doing voluntary work |
| C．becoming a parent | D．learning from carers |
| A．They took care of the author's ill mother. |
| B．They spoiled the author with too much love. |
| C．They offered to look after the author's children. |
| D．They helped the author get through hard times. |
| A．Take the wrong way. | B．Make a special effort. |
| C．Save much precious time. | D．Do some unnecessary work. |
| A．Carers Face Huge Challenges |
| B．More Kinship Carers Needed |
| C．Carers Deserve Recognition and Support |
| D．British Policies Intended for Kinship Carers |
3 . A quarter of the world's humans are at home right now. If you're reading this, chances are that you're one of them. Yes, it's important to stay safe indoors to protect ourselves and others, but that doesn't mean you can't have a good time. We will create an endless list of things to do indoors. Stick with us and we promise you won't be bored for a second.
Catch up on literary classics
You know that pile of books that you haven't ever quite managed to get into? There'll never be a better time to conquer it. And if you've already exhausted your library, you can now access more than a million books for free online as part of the 'National Emergency Library'. Usually, you'd have to join a queue before being able to borrow anything. But now you can just dip into whatever you want, whenever.
Join a virtual choir
If the videos of cities in lockdown coming together to sing on their balconies left you with a lump in your throat, here's your chance to add your sound to one of several online choirs popping up around the world. The Sofa Singers is a free online singing event that aims to 'bring people together from around the world to promote joy and human connection'. It involves hundreds of singers joining a Zoom call and learning a new song together.
Form new bonds with your neighbours
In normal times, you might not be the type to actually talk to your neighbours. But let's be honest: your social life's a wreck right now, and you're going to make friends with the people next door, no matter what. So why not take inspiration from Balcony Parties In Miami, or the Londoner Hosting Athletic Classes On His Doorstep? Go on, get social - in a distant kind of way, of course.
1. What's the purpose of the writer? '| A．To enrich people's life. | B．To educate the uncivilized. |
| C．To train professional singers. | D．To build a harmonious society. |
| A．the state of being choked. | B．the state of singing aloud. |
| C．the state of wanting to sing. | D．the state of having a bad voice. |
| A．seldom communicate with one another. |
| B．usually form a community singing group. |
| C．often share literary books with each other. |
| D．hold parties on the balcony every weekend. |
4 . The other day, my friend Jane was invited to a 40th birthday party. The time printed on the invitation was 7:30pm. Jane went off with her husband, expecting a merry evening of wine, food, and song.
By 9:45, everybody was having great fun, but no food had appeared. Jane and David were restless. Other guests began whispering that they, too, were starving. But no one wanted to leave, just in case some food was about to appear. By 11:00, there was still no food, and everyone was completely off their heads. Jane and David left hungry and angry.
Their experience suggests that the words in the printed invitations need to be made clearer. Everyone reads and understands the invitations differently. Most of us would agree that 6:30 -8:30pm means drinks only, go out to dinner afterwards; 8:00pm or 8:30pm means possible dinner, but 9:30pm and any time thereafter means no food, eat beforehand, roll up late.
But this is not always the case. If asked to a students' party at 6:30pm, it is normal for guests not to appear before midnight, if at all, and no one cares. Being the first to arrive - looking eager - is social death. When my mother is asked to a party for 6:30, she likes to be there, if not on time, then no later than seven. My age group (late thirties) falls somewhere between the two, but because we still think we’re young, we're probably closer to student-time than grown-up time.
The accepted custom at present is confusing, sometimes annoying, and it often means you may go home hungry, but it does lend every party that precious element (成分) of surprise.
1. The underlined words “off their heads” probably mean_________________.| A．tired | B．crazy | C．curious | D．hopeless |
| A．party-goers usually get hungry at parties |
| B．party invitations can be confusing |
| C．people should ask for food at parties |
| D．birthday parties for middle-aged people are dull |
| A．are likely to arrive late for a party | B．care little about the party time |
| C．haven't really grown up yet | D．like surprises at parties |
5 . I remember the day when I first learned to ride a bike. It was a frightening, yet fun experience. My granddad was the one who taught me and he helped me when I got hurt. The first time I got on a bike, I had no idea what I was doing, and just about everything went wrong. My granddad told me to just put my feet on the pedals and start pedaling (骑自行车). He also told me he would hold onto the back of the bike the whole time, yet he didn’t.
As soon as I started trying to balance myself, he let go. I happened to look back just then. I was scared, to death that I was going to fall and hurt myself. When I was scared, my mind went blank from pedaling, and I just wanted off. I forgot how to use the brakes (车闸) and fell right off the bike. My granddad kept encouraging me to get up and try again, and after about 15 minutes, 1 finally stopped crying, got up and tried again.
As soon as I started pedaling again, my pants got caught in the chain, and I fell flat on my face and hit my nose. Since that happened t my granddad decided to call it a day and try again the next morning. The next morning I woke up bright and early, and was very eager to try to ride my bike. My nose felt better, so I wasn’t that afraid of falling anymore.
Though I knew there were a lot of difficulties on the way to mastering the skills in riding a bike, I believed I could do well with my granddad’s help. After all, riding a bike was what I wanted to do eagerly.
1. How was the author when he was on the bike first?| A．He didn’t know where he would be going. |
| B．He thought balancing himself was easy. |
| C．He was nervous and didn’t know what to do next. |
| D．He put his feet on the pedals and started pedaling. |
| A．Remember what happened this day. |
| B．Make the author feel happy. |
| C．Stop practicing bicycling. |
| D．Go on to ride a bike. |
| A．Supportive. | B．Grateful. |
| C．Indifferent. | D．Negative. |
| A．The Experience of My First Riding a Bike |
| B．The Difficulty I Met with My Granddad |
| C．The First Time I Got My Own Bike |
| D．The Great Moment When I Stayed with My Granddad |
