注意：1. 词数80左右；
2. 可以适当增加细节，以使行文连贯。
Dear fellow students,
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Students’ Union
71. Click to download teacher
“Books will soon disappear in schools,” Thomas Edison announced in 1913: they would, he believed, soon be replaced by silent films. Each new wave of information technology - radio, television, computers - has led to similar predictions.
Like teachers, digital educational technology comes in many forms, from wonderful to awful. But, used properly, it now deserves more prominence (重要性) in schools - especially in poor countries where human teachers are often ignorant, absent or both.
According to a recent World Bank study of seven sub - Saharan African countries, half of nine - year - olds cannot read a simple word and three - quarters cannot read a simple sentence. The reason is terrible. The same study found that only 7% of teachers had the minimum knowledge needed to teach reading and writing effectively. When classrooms were inspected to see whether a teacher was present, half the time the answer was no. As for the absence of teachers, if expensive teachers do not turn up to class, government would, surely, fire them? Easier said than done. Poor governments often lack the money to check on teachers in distant villages.
Several recent studies suggested - tech can help. It seems to bring about bigger improvements in poor countries than in rich ones. Some of the scarce resources being spent on teachers could therefore be better spent on ed - tech. That does not mean dumping computers on schools in the hope that children will understand how to use them. Instead, it means providing schools with software that children can use with minimal help from an adult, that sends teachers prompts about what they are supposed to be teaching and that allows the authorities to check on whether the teacher is in the classroom.
Technology is no cure - all. Good traditional teachers are not outdated, and are never likely to be. And authorities need to hold teachers to account. But ed - tech can help greatly - by monitoring pupils and teachers alike, assisting the best teachers and, most important, making up for the failings of the worst.
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3 . One of the joys of growing up in the leafy suburbs of London was the freedom of living inside a wood. The street where my parents’ house sits runs through one comer of Epping Forest, a carefully manicured (修剪的) greenbelt to retain a sense of unspoilt wilderness. As a result, my brother and I were immediately able to go out of our back gate to climb trees, build dens in the bushes and swing on ropes hung from boughs.
My three boys also have a place, called Glamis Adventure Playground, where they can easily escape their parents, swing on ropes, and even pitch tents for an overnight camp, despite growing up in one of the UK’s most deprived and densely populated boroughs. It’s an oasis of fun for young people constructed on a wasteland with the aim of enabling children to create their own fun.
The tragedy, however, is that they may be the last generation of inner-city kids to experience such freedom. Adventure playgrounds such as Glamis are now an endangered species, according to recent research by Play England, which found that 15 per cent of the 147 sites in operation just five years ago are now shut. Many of the playgrounds, run by local authorities, would end up getting killed off by funding cuts begun in the wake of the 2008 financial crisis.
But even those that still survive today remain at risk due to health and safety concerns and a downplaying by government of play as an essential part of the developmental process, according to Play England chair of trustees Anita Grant.
“Adventure playgrounds are built on trust, autonomy and freedom by children making their own games without the adults telling them what to do,” Grant says. “But there is a new way of discussing play where people talk about learning through play. As soon as you start viewing play like this, as something that needs outcomes, it stops being play for children.”
Another threat to adventure playgrounds is more pernicious than funding cuts: a fear about letting children out on their own to play. Research conducted in 2020 for the British Children’s Play Survey found the average age children were allowed out on their own was 11, two years later than their parents’ generation.
“The professionalization of parenting” — the idea that there is a recipe for children becoming well-rounded adults that has encouraged mums and dads to micromanage their offspring — is to blame. “Taking risks is a really important part of a child’s development but that often conflicts with what people feel is their responsibility as parents,” Dodd says. “Freedom of play is undervalued because we want our children to get a new skill that we can put on social media and brag about.” Typically, children must now play in a way that is being defined by adults.
1. Which of the following is NOT a reason why adventure playgrounds are becoming rare?| A．Parents tend to be afraid of letting kids play outside by themselves for safety’s sake. |
| B．Parents and kids are switching their attention from adventure playgrounds to social media. |
| C．The essential role of play in the developmental process is undervalued by the government. |
| D．the local authorities running these adventure playgrounds have economic difficulties. |
| A．irrelevant to | B．compared with |
| C．coming after | D．independent of |
| A．Parents agree on a standard definition of play, which shouldn’t involve risk-taking. |
| B．Parents think social media can help their kids acquire new skills that they can brag about. |
| C．Parents prefer to consult a professional recipe so that their kids may become well-rounded adults. |
| D．Parents involve themselves too much in children’s play in the name of parental responsibility. |
| A．Children’s play, nowadays a grown-up matter. |
| B．Children’s play, barely an essential part of development. |
| C．Children’s play, definitely a learning process. |
| D．Children’s play, always an undervalued skill. |
| A．Because arts require more time to graduate than scientific subjects. |
| B．Because they find arts less interesting than scientific fields. |
| C．Because they want to major in scientific fields and make money easily. |
| D．Because scientific subjects are more practical and useful than arts. |
| A．Students will lack the basic knowledge to succeed in higher education. |
| B．Alternative energy will not be found by future generations. |
| C．Students will be creative in problem-solving. |
| D．Students can only view the world in “black and white” terms and become less creative. |
| A．People with great creativity will be more inspired and open to problem-solving methods. |
| B．Students will succeed more easily in higher education. |
| C．People will make a difference to the world with arts. |
| D．People will have a better chance at prosperity and happiness. |
要点提示：1.表达对党和国家过去的一年取得伟大成就的由衷赞叹;
2.向老一辈共产党人学习，在新时代勇于追梦；
3.向全校同学发出“请党放心，强国有我”的号召。
注意：1.词数80左右。
2.可以适当增加细节，以使行文连贯。
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Good Taste of Knowledge
The aim of education or culture is merely the development of good taste in knowledge and good form in conduct. The cultured man or the ideal educated man is not necessarily one who is well-read or learned, but one who likes and dislikes the right things. To know what to love and what to hate is to have taste in knowledge.
Nothing is more annoying than to meet a person at a party whose mind is crammed (填塞) full with historical dates and figures and who is extremely well-posted on current international affairs, but whose attitudes or points of view are all wrong. I have met such people. They do have great academic knowledge, but no good judgment or taste. Being knowledgeable is a mere matter of the cramming of facts or information while having good taste is a matter of artistic judgment. In speaking of a scholar, the Chinese generally distinguish between their scholarship (学术成就), conduct and taste..
An educated man, therefore, is one who has the right loves and hatreds. This we call taste, and with taste comes charm. Now, to have taste requires a capacity for thinking things through to the bottom, the independence of judgment, and the unwillingness to be affected by any form of power.
When a man is wrong, he is wrong, and there is no need for one to be impressed by a great name or by the number of books that he has read and we haven't.
Taste, then. is closely associated with courage. as the Chinese always associated dan (“胆”) with shi (“识”) And courage or independence of judgment, as we know, is such a rare virtue among humankind. We see this intellectual courage or independence during the childhood of all thinkers and writers who in later life amount to anything. Such a person refuses to be impressed by a philosophic vogue or a fashionable theory, even though it is backed by the greatest name. this is taste in knowledge.
No doubt such intellectual courage or independence of judgment requires a certain childish. nave confidence in oneself, but this self is the only thing that one can cling to. and the moment a student gives up-his right of personal judgment, he is m for accepting all the dishonest and insincere of life.
1. According to the author, what is the goal of education?2. Why is a well-read man not necessarily an educated one?
3. Please decide which part is false in the following statement: Intellectual courage or independence of judgment builds confidence in oneself; then underline it and explain why Intellectual courage or independence of judgment builds confidence in oneself.
4. Please name one person with the qualities of dan and shi in Chinese history and explain what about this person makes you think so. (In about 40 words)
| A．3%. | B．15%. |
| C．About 18%. | D．Over 30%. |
| A．British senior managers. | B．Patients in mental hospital. |
| C．Prime ministers. | D．American presidents. |
| A．Factors of affecting people’s success. |
| B．Importance of keeping emotional health. |
| C．Encouraging children to have ambitions. |
| D．Relationships between hardship and success. |
(1)教材的优点(至少2条)和不足之处（至少1条）；
(2)提出你的改进建议。
注意：(1)词数：不少于100字；(2) 开头和结尾已为你写好，不记入总词数；
Dear Editor,
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Best regards.
Li Hua
1. What was children’s education like in the past?
| A．Children liked to sit in the classroom for hours. |
| B．Children had to memorize all sorts of things. |
| C．Children could think and learn by themselves. |
| A．Children today like staying in school. |
| B．Some children today hate to get out of the classroom. |
| C．Children should be encouraged to learn by themselves. |
| A．They are too young to do so. |
| B．Their parents won’t allow them to do so. |
| C．The teachers won’t help them do so. |
| A．Because their teacher didn’t like them. |
| B．Because their parents made them go there. |
| C．Because schools were prisons at that time. |
Children Deserve Arts Education
Children are introduced to the arts in many different ways. Participation in the arts improves personal confidence, problem solving skills, and even memorization and social skills. As young brains develop, it is vital that the creative side of the brain receive equal attention to the logical side of the brain to ensure maximum education. Unfortunately, there are those who believe creativity holds little or no value. However, they could never be farther from the truth.
According to a National Education Association research report, “Teenagers and young adults of low socioeconomic status (SES), who have a history of in-depth arts involvement, show better academic outcomes than low-SES youth with less arts involvement.” This research report shows that the arts strengthen the academic hemisphere of the brain. According to recent studies, as the brain focuses on math problems or reading, only certain areas of their brain are activated. However, when teenagers and young adults are listening to music, drawing a picture or engaging the mind creatively, multiple areas of the brain are working at the same time. As a result, more areas of the brain are strengthened, resulting in stronger overall brain activity.
With all the benefits of arts education, it is shocking that some educational boards still believe sufficient education can be reached without the benefits of the arts. In January 2017, the Utah State Board of Education released an official command that added two classes to the school curriculum, requiring all students between sixth and eighth grades to take those courses. This in turn limited the opportunity for the students to take elective arts courses. This command created an uproar among parents and teachers in Canyon School District and—thanks to protests—was not put into effect.
Participation in the arts is one of the most precious gifts we can give our children. It brings them joy, creativity and helps them excel academically. Our education system is weakening the critical role the arts have in education. If we limit the arts within school systems, we take away our children’s chances of present and future accomplishments. We cannot do that. Our children need to have every opportunity to expand their minds through the means of the arts. We must give our youth the opportunities and advantages to reach their highest goals and dreams if we are to secure a bright future for generations to come.
