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 learned in science class.
Mariale Hardiman, an education specialist, noticed that students who used art in the class 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 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 the information from a book aloud. In the art-focused one, they might sing the information instead.
The team randomly assigned(分配) each of the 350 students to either a traditional science class 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 traditional classes performed better after they moved into an art-focused class. But those who started 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 after going back to a traditional class. Classroom teachers reported that many students continued to sketch(画速写) or sing to help remember the information. “It suggests that the arts may help students apply creative ways of learning on their own,” Hardiman said.
1. How does the first paragraph develop?| A．By giving examples. | B．By analyzing cause and effect. |
| C．By following space order. | D．By making comparisons. |
| A．Students take an active part when their class involves art. |
| B．Students are more creative in art class than in science class. |
| C．Students’ learning ability depends greatly on class involvement. |
| D．Students remember things for a longer time if using art in class. |
| A．Learn three units in total. |
| B．Take two types of classes. |
| C．Learn two topics for three weeks. |
| D．Choose between a traditional class and an art-focused one. |
| A．It is not easy to use art in science class. |
| B．Science plays an important role in creative thinking. |
| C．Art contributes to science learning. |
| D．Art-focused classes encourage teamwork. |
2 . When Jason Arday was aged three he was diagnosed with
Arday has always wanted to help people. As a child he remembers
Supported by his college
When Arday told Sandri that he wanted to
Sandri was right, and now Arday is a
| A．symptom | B．phenomenon | C．autism | D．disease |
| A．affect | B．lead | C．reflect | D．change |
| A．paint | B．play | C．rest | D．read |
| A．oldest | B．smallest | C．youngest | D．biggest |
| A．linking | B．thinking | C．living | D．saying |
| A．then | B．soon | C．though | D．also |
| A．director | B．manager | C．president | D．tutor |
| A．master | B．degree | C．rank | D．position |
| A．worked | B．toured | C．visited | D．inspected |
| A．why | B．where | C．how | D．when |
| A．encouragement | B．movement | C．discouragement | D．engagement |
| A．abandon | B．interrupt | C．defend | D．continue |
| A．work on | B．depend on | C．take on | D．rely on |
| A．student | B．doctor | C．assistant | D．professor |
| A．taking | B．doing | C．giving | D．driving |
3 . 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Karie double-checked the words on her spelling test. If she got 100 percent today, she’d win her class’s First-Quarter Spelling Challenge and a brand-new dictionary. Plus. Ms. McCormack had promised to do a handstand (倒立) if anyone got a perfect score.
Three more words to go. N-i-c-e-l-y. Q-u-i-c-k-l-y. H-o-n-e-s-t-y. Wait! She’d spelled honesty, not honestly. She erased ty and wrote ly before handing in her paper.
“I’ll correct these while you’re at recess (休息),” Ms. McCormack said.
After recess, MS. McCormack walked to the front of the room and cleared her throat. Then, as if she were an Olympic gymnast. Ms. McCormack’s feet flipped into the air.
“Congratulations, Arie! You did it!” she announced while upside down. The whole class erupted! Ms. McCormack righted herself and presented Karie with her prize. Karie grinned as she read the label on the box:
To Karie Carter; for her perfect first-quarter score in spelling.
“Everything is OK?” Mom asked as Karie burst through the front door after school. “Everything’s PERFECT!” Karie shouted. showing Mom her spelling test and prize. Mom hugged her. “Put the test on the fridge so Dad and Kevin can see it when they get home.”
“And Casper, too.” Karie picked up her cat. “Can you spell nicely, Casper? And quickly and honestly, and...” Karie’s stomach tumbled to the floor. Honestly?
H-O-N-E-S-L-Y!
“ Karie, what’s the matter?” said Mom.
“I don’t feel so good,” Karie said, putting Casper down and stuffing the test paper into her backpack.
Soon Karie heard her dad and Kevin come in. The smell of pizza wafted (飘荡) in the air. Karie thought back to the last time they’d picked up pizza after Kevin’s school play. They almost reached home when Mom realized the cashier had given them too much change. “Let’s turn around,” Mom had said. The whole time they were driving back to the pizzeria, Kevin kept saying, “It’s not our fault. The cashier didn’t notice.” But Mom just insisted. After supper. Karie went to her room and fell onto her bed.
注意：
1．续写词数应为150左右；
2．请按如下格式在答题卡的相应位置作答。
Lying on the bed, Karie was wondering what she should do.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
When Karie got to school the next morning, Ms. McCormack was unlocking the door.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4 . During the industrial age, when high school was key to the American dream, public-school systems covered the costs of earning a diploma. Today, however, ns college degrees have replaced high-school diplomas as the ticket into the middle class, families are forced to cover the costs of higher education and more. If the information-age economy demands a workforce with higher education, the US government needs to make the same deal with students and their families: Anyone willing to work hard and earn the degree should be able to attend college—for free.
With that basic bargain in mind, Michigan has lately joined Oregon, Rhode Island and Tennessee in experimenting with ways to make community college free. Under the terms of the Chicago Star Scholarship, a program that has already enrolled more than 6,000 students, if a student at a public high school in Michigan maintains a B average, the state will provide a free degree at a local community college. Then, through another program Chicago Star Plus, students who have scored 3.0 GPA are qualified to receive a tuition discount at 18 of the four-year colleges located in Michigan.
Chicago Star Scholarship and Chicago Star Plus are already changing young lives. Its high-school graduation rate grew from 56.9 percent in 2011 to 78.2 percent in 2022. And Chicago Star Plus’ college attending rate is 86 percent, well above the national average of 62.7 percent.
More than a century ago, America achieved an explosion of social mobility by creating a supportive public school system that runs to 12th grade. By adding community colleges to the nation’s public-school systems and educational requirements, we can strengthen the belief in the American dream again.
1. What does the author suggest the US government do today?| A．Cancel all college students’ debts. |
| B．Reduce the costs for the middle class. |
| C．Provide free higher education for qualified students. |
| D．Help poor families to cover the fees of higher education. |
| A．Any student who has achieved 3.0 GPA. |
| B．All public high school students in Michigan. |
| C．All students admitted into the 18 four-year colleges. |
| D．Any Michigan public high schooler who maintains a B average. |
| A．The significance of the programs in Michigan. | B．The high dropout rate in the US colleges. |
| C．The potential costs of Chicago Star Plus. | D．The popularization of higher education in the US. |
| A．By analyzing data. | B．By listing examples. | C．By making comparisons. | D．By conducting surveys. |
When Donald Crouch first encountered Jim in his English class in rural Michigan, he saw an unhappy boy, who’d gone deep into a cocoon (茧) of silence.
Donald might have assumed that Jim was bored or uninterested or even backward. Certainly, he appeared to be all of those things.
But there was something in the young boy that lit up whenever the subject turned to poetry. It was unnoticeable, but Donald could see a shift in the boy ‘s attitude--a quiet but unmistakable enthusiasm that accompanied any discussion of Chaucer, Shakespeare, or Tennyson. A twinkle in his eyes would appear whenever Donald lectured on matters of English verse, something which proved to be most appealing to the otherwise disappointed teacher. Although Jim was interested in all manners of poetry, he seemed particularly excited when Donald would discuss Walt Whitman, that greatest of American poets.
One day Donald kept Jim after school and learned that Jim stuttered ( 口吃). Donald understood that Jim had accepted the written word because the spoken word had escaped him. The next day, Donald told the pupils to write a poem. Jim turned his assignment in, and Donald was surprised by how good it was.
The teacher read the assignment over and over again in disbelief and, truth be told, with a little bit of envy; how could a student from the middle of nowhere come up with something like this? He turned his head once again to the boy and began to have an idea.
Donald had noticed earlier that Jim’s stutter disappeared whenever he quoted his favorite poets out loud .
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The whole class turned their attention to Jim.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 . How to Develop a Habit of Keeping a Diary
Diaries are wonderful ways that allow you to express your emotions or ideas, and reflect (沉思) on daily life in a safe private space.
Brainstorming (集思广益) topics. Not sure what to write about? You can choose any event of your day that impresses you deeply. For example, you could write about the English exam you took at school that day. Are you feeling good about the exam?
Choose an exact time each day to write in your diary.
Use illustrations (插图)if you prefer drawing to writing. Some people find it easier to express their thoughts and emotions through drawing rather than writing. Quick drawings may also help you write down something that you want to remember but don’t have time to write about.
| A．W rite down your feelings at the time. |
| B．Keep your writing time short in the beginning. |
| C．However, you will be tired of it soon in that way. |
| D．For this reason, many people have tried keeping a diary. |
| E．Many people struggle to find the time to write in their diaries. |
| F．When you are thinking about the topics, keep away from them. |
| G．If you prefer to record your day by drawing, feel free to use that way. |
7 . Our lives are full of habits. Unfortunately a great many of them are bad habits. One way to break these bad habits is to fill our lives with good habits. Most people decide one day that they need to make changes to their lives and then they go all out to make big sweeping changes. This may work for them for the first few days, but then they get burned out.
This approach can work for just about anything. If you are exercising for half an hour every day and you want to increase that time to one hour then add a minute every day. After one month you will have reached your goal with very little resistance from your body and mind.
This method of change is gentle, but very powerful. Think of everything you can accomplish if you just continuously improve a little at a time. The change itself creates the momentum (动力) you need to keep going.
| A．The key is to change a little bit at a time. |
| B．Keeping on exercising can build up strength. |
| C．It may take longer, but with this approach you are likely to succeed. |
| D．Nothing will happen if you are not determined to achieve your goal. |
| E．Pretty soon they are back to their old habits and nothing has changed. |
| F．Changing slowly removes the greatest barrier we have to change: fear. |
| G．Soon you will find yourself reaching your goals with almost no pain involved. |
8 . A good teacher is more than just someone who can pass on knowledge. As the Times Education Supplement has found, the qualities that make a great educator are being intelligent, concerned and maverick.
Earlier this year, the UK magazine did a survey of 1,200 educators across the globe to find education's favorite 50 fictional teachers. As it turned out, Albus Dumbledore, headmaster of Hogwarts School of Witchcraft and Wizardry in the Harry Potter series, finished at the top of the poll.
The secret to Dumbledore's greatness came from the fact that he “was never proud or vain; he could find something to value in anyone, however unimportant they seemed”. Elphias Doge, a Ministry of Magic jurist in Harry Potter, said of the professor after his death. He added that there was "no doubt that he was the most inspiring and the best loved of all Hogwarts headmasters."
Another beloved teacher who made the list is John Keating in the film Dead Poets Society, who inspired students through poetry. “Medicine, law, business, engineering, these are necessary to sustain life,” he told students. “But poetry, beauty, romance, love, these are what we stay alive for.” He also encouraged his students to look at things differently when they thought they knew something. “Even though it may seem silly, or wrong, you must try,” he advised.
As Mark Goldberg, the author of Keep Good Teachers, said, the key characteristics of these great fictional teachers are qualities of "willingness to put in the necessary time, a love for the age group they teach, and an in-depth wisdom."
1. Which of the following is TRUE about Dumbledore?| A．He was proud, vain and maverick. | B．He could inspire his students to go on. |
| C．He was unimportant and unique. | D．He only loved the intelligent ones. |
| A．Think twice before doing something silly. | B．Poetry is necessary to sustain life. |
| C．They should find value in themselves. | D．They should have something spiritual to go after. |
| A．Devoted and wise. | B．Loving and humorous. |
| C．Determined and strict. | D．Trustworthy and caring. |
| A．The secrets to Dumbledore's greatness. | B．John Keating makes a beloved teacher. |
| C．The qualities of a great teacher. | D．The author of Keep Good Teachers. |
9 . The freedom that most of us enjoyed as kids — the freedom to explore new places, to run around — no longer exists. For various reasons, today’s parents are too worried to let children have the kinds of experiences that most of us took for granted. Parents are afraid of strangers in the park, or of sacrificing their child’s future by letting them ‘waste’ an afternoon playing in the backyard instead of taking piano lessons.
The free-range parenting movement is a direct response to that fear. It tells parents that one of the best things they can do for their child is to get out of the way every once in a while. Free-range parenting argues that children grow happier, healthier and more adaptable, when they are given the freedom to play, create, fight, compromise, fail and figure things out for themselves.
The seeds of the free-range parenting movement were planted in 2008, when journalist Lenore Skenazy wrote a column for The New York Sun titled “Why I Let My 9-Year-Old Ride the Subway Alone”. Her son had been begging for the chance to ride the subway and bus back home alone, so Skenazy gave him a subway map, $20, a prepaid subway card and change for a phone call.
The kid made it home just fine. Better than fine, even. He was “jumping with delight”, wrote Skenazy. Yet the column was controversial, setting off a national conversation about parental responsibilities, child safety and where parents and the law should draw the line between childhood freedom and neglect.
Is free-range parenting really a safe and smart way to raise kids in the 21st century, or is it an extreme response to the rise of “helicopter” parents? Are we ready to let our children run freely in the streets or have we lost too much trust in our communities? And even if we want to give our kids more independence, will the law allow it?
1. What do today’s parents prefer their kid to do?| A．Explore new places. | B．Talk to strangers in the park. |
| C．Learn to play the piano. | D．Spend an afternoon playing. |
| A．She was tired of controlling him. | B．Her son longer for independence. |
| C．She wanted her son to be brave. | D．Most of her son’s friends did the same. |
| A．People raised strong objections to Skenazy. |
| B．Free-range parenting is popular among parents. |
| C．Free-range parenting brought true freedom to kids. |
| D．People had heated discussions on free-range parenting. |
| A．What Is Free-range Parenting? | B．How Can Parents Protect Their Kids? |
| C．Why Is Free-range Parenting Better? | D．Is Free-range Parenting Perfect? |
10 . I’d like to talk about my first teaching experience. It was in the fall of 2010—I had to teach integral calculus (积分学). I had taught before but it was always 2-3 students at a time. I had no experience of classroom teaching. So I had butterflies in my stomach.
Anyway, the appointed hour came and I had no choice but to go on. I introduced myself, asked each one of them to do a brief introduction and got down to business. Fortunately, it was a worksheet session, so I didn’t have to do much. The students were well prepared—most of them had done AP calculus. The first day was a success.
As the quarter went by, I found the work more and more easygoing. So I was lax and stopped preparing the homework problems beforehand. How wrong I was!
One day we were doing surfaces of revolution. I used to do them in a more different way than it was taught in the text. I tried to do the first problem but it wasn’t just a piece of cake—I had to step back and think for five minutes before the solution came to me. To the credit of my students, no one showed any sign of impatience in the meantime. I was feeling doubly uncomfortable because it was a day of observation by the school leaders.
The next class I tried to give some additional resources on advanced materials, especially to students who would stay after the class or come to my office hours.
My evaluations were mixed. Two major complaints were about my accent and my handwriting on the board.
I learned a lot about teaching after this course. In my view, teaching is like a performing art. No amount of reading or attending workshops will prepare you for the challenge. You only get better with practice.
1. What made the author feel uneasy at first?| A．Teaching a difficult subject. | B．Lack of teaching experience. |
| C．Missing the appointed hour. | D．Failure of choosing a topic. |
| A．Careless. | B．Tense. | C．Annoyed. | D．Amused. |
| A．Because he delayed doing surfaces of revolution. |
| B．Because the students showed no sign of interaction. |
| C．Because he was stuck in his class watched by leaders. |
| D．Because the leaders blamed him for his performance. |
| A．Do as the Romans do. | B．Well begun is half done. |
| C．It never rains, but it pours. | D．Practice holds the key to progress. |
