1 . Safer Internet Activities

To help schools promote safer Internet messages to families, beyond Safer Internet Day, the Education Safeguarding Service’s Online Safety Team has worked with Kent Children’s University to produce a Safer Internet Day Challenge pack for children aged 5 to 14.

This pack contains 10 key challenge activity ideas, as well as useful resources for children, schools and families to access. The Challenge will run until 31 June so there is plenty of time to get involved.

The Safer Internet Day Challenge starts with schools and families today and you can find the resources here. So why not send the activities home to your parents or caregivers so families can get involved?

Young people who are part of Kent Children’s University can earn a varying number of Learning Credits for each activity completed outside normal school time.

More Information

For more information about Education Safeguarding, please visit the Education Safeguarding Service website.

If your school would be interested in finding out more about Kent Children’s University (either the school or family models or both), please email kcu@theeducationpeople.org. For more information, please visit the Kent Children’s University website.

Share Your Safer Internet Day Stories With Us

We encourage teachers and staff working with children and young people aged 3 to 18 in educational settings to share their Safer Internet Day stories, displays or activities on the Safer Internet Day website! Don’t forget to tag@UK_SIC and @TheEdPeople into any posts you share.

1. Who are the activities intended for?

A．University students.	B．Children aged 5 to 14.
C．People aged 3 to 18.	D．School teachers and staff.

2. What can students of Kent Children’s University get from the activities?

A．Student aids.	B．Full-time caregivers.
C．Extra credits.	D．Educational resources.

3. Where can Safer Internet Day stories be shared?

A．Safer Internet Day website.

B．kcu@theeducationpeople.org.

C．Kent Children’s University website.

D．Education Safeguarding Service website.

2 . 听下面一段较长对话，回答以下小题。
1. How long does the woman probably spend on the Internet a day?

A．One and a half hours.

B．Two hours.

C．Two and a half hours.

2. What does the woman spend most of her time doing on the Internet?

A．Doing emailing.

B．Learning a course.

C．Reading local news.

3. What do the speakers both like doing on the Internet?

A．Surfing around.

B．Visiting the online library.

C．Chatting with friends.

4. What can we learn about the man?

A．He spends 30 minutes shopping online a day.

B．He is strongly interested in surfing the Internet.

C．He spends most of his time looking up sports news.

3 . Last month, I began my own two-week-long digital detox. I got the inspiration from the tech writer Paul Miller, who got away from the Internet for a whole year. It was not worth mentioning as against the time Miller spent offline, but it was the longest I had gone through without almost any Internet in 13 years.

Why did I do it? For a while I felt the urge to try fully disconnecting to free myself from the endless work. I wanted to take a break from it all for a couple of weeks at least to see what would happen. After all, throughout the last decade, I’ve been online 24 – 7, overreacting to my email inbox and social feed (传送) – living in a world where the line between the digital world and the real world gets a bit unclear at times.

I haven’t of course forgotten that I’m CEO of a social media company. My work is built around the premise (前提) that being connected makes our lives richer, more rewarding and more efficient. Still, I’d forgotten one key lesson along the way: moderation. As more and more of my life was spent scanning social feed and checking out my inbox, I realized that I needed to step back and get a whole new perspective.

So on my winter vacation to Mexico, I took a break from being active on the Internet for the entire trip. For the whole 14 days, I ate a lot of delicious fish tacos, surfed and fixed up my cottage on the beach. I didn’t write or send any emails. I didn’t scan any Top 10 lists of feed. The one I did give myself was checking my email inbox occasionally—just to make sure an emergency wasn’t unfolding while I was away.

What I learned from my short experiment was actually not too unlike what Miller learned. I didn’t end up discovering that technology is evil. In fact, I found myself reflecting on how technology over the last few years had let me experience some of the most rewarding and eventful moments of my life.

1. Why did the author begin digital detox for two weeks?

A．Because Miller recommended him to do so.

B．Because he was tired of his empty life.

C．Because he wanted to live a digital life.

D．Because he intended to experience an Internet-free life.

2. Which can replace the underlined word in the third paragraph?

A．to a large degree	B．in an honest way
C．in an appropriate way	D．to a very small degree

3. Why did the author still check out his email?

A．To deal with emergencies.	B．For the sake of his health.
C．To find some delicious food to eat.	D．To watch Top 10 lists closely.

4. What can be inferred from the last paragraph?

A．The author holds an objective attitude towards technology.

B．The author finds technology is harmful.

C．The author will advise digital detox completely.

D．The author will no longer use the Internet.