1 . People used to value more about college name than college major but today an increasing number of students would rather choose a popular major in a less famous college than a random（随意的）major in a big-name school. What’s your idea? Which is more important? College major or college name?
Please write a short passage in about 150 words to express your idea. List TWO REASONS to support your idea.
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2 . We talk continuously about how to make children tougher and stronger, but whatever we’re doing, it’s not working. Rates of anxiety disorders and depression are rising rapidly among teenagers. What are we doing wrong?
Nassim Taleb invented the word “antifragile” and used it to describe a small but very important class of systems that gain from shocks, challenges, and disorder. The immune (免疫的) system is one of them: it requires exposure to certain kinds of bacteria and potential allergens (过敏原) in childhood in order to develop to its full ability.
Children’s social and emotional abilities are as antifragile as their immune systems. If we overprotect kids and keep them “safe” from unpleasant social situations and negative emotions, we deprive (剥夺) them of the challenges and opportunities for skill-building they need to grow strong. Such children are likely to suffer more when exposed later to other unpleasant but ordinary life events, such as teasing and social rejection.
In the UK, as in the US, parents became much more fearful in the 1980s and 1990s to those rare occurrences of crimes and accidents that now occur less and less. Outdoor play and independent mobility went down; screen time and adult-monitored activities went up.
Yet free play in which kids work out their own rules of engagement, take small risks, and learn to master small dangers turns out to be vital for the development of adult social and even physical competence. Depriving them of free play prevents their social-emotional growth.
What can we do to change this situation? How can we raise kids strong enough to handle the ordinary and extraordinary challenges of life? We can’t guarantee that giving primary school children more independence today will bring down the rate of teenage suicide tomorrow. The links between childhood overprotection and teenage mental illness are suggestive but not clear-cut. Yet there are good reasons to suspect that by depriving our naturally antifragile kids of the wide range of experiences they need to become strong, we are systematically preventing their growth. We should let go — and let them grow.
1. Why does the author mention the immune system in Paragraph 2?| A．To stress its importance. | B．To help understand a new word. |
| C．To question the latest discovery. | D．To analyze the types of anxiety. |
| A．Because their children are not independent enough. |
| B．Because they want to keep their children from being teased. |
| C．Because parent-monitored activities are a must. |
| D．Because they are concerned about their children’s safety. |
| A．It can reduce children’s risky behavior. | B．It can strengthen children’s friendship. |
| C．It can promote children’s toughness. | D．It can develop children’s leadership skills. |
| A．Parents should stop trying to protect their children. |
| B．Parents should try their best to raise their children on their own. |
| C．Parents should try to teach their children all about life. |
| D．Parents should prepare the children for the road, not the road for the children. |
3 . Children at boarding school get the best night’s sleep because of strict lights out time, according to a recent study, which was presented at Sleep Down Under, the 33rd yearly scientific meeting of the Australasian Sleep Association. Professor Kurt Lushington, a psychologist who led the study; said, “It is a naturalistic experiment showing the key to good sleep in teenagers is quite simple: a good timetable and no mobile devices(设备) at night.”
Over the past 20 years, the time children spend sleeping has fallen and only half regularly get more than seven hours. The recommended amount is eight to ten. The biggest problems are smartphones and tablets (平板电脑) whose blue light wakes the brain, making it harder to drop off.
An Australian team compared sleep patterns of 15 to 18-year-olds at a school in Adelaide. The 59 boarders had to leave their phones in a kitchen area or on their desk before bed and turn their lights out by a set time. They slept for an average 8 hour 26 minutes a night compared with 7 hours 46 minutes for day pupils.
Lack of sleep affects mental health and school performance and causes behavioral problems. It has also been connected with the child obesity epidemic and other diseases. This year an American study found that teenagers who didn’t get enough sleep took in extra sugar during a school year. They ate sweets, cakes, chocolate and biscuits and drank fizzy drinks to promote their energy levels.
Lushington recommends that parents reach agreement on not using a phone. This is most likely to work if they do likewise and offer other enjoyments, such as books. “I think if you put these rules in place, kids will go along with them,” he told New Scientist.
1. What is the secret to teenagers’ good sleep according to Paragraph 1?| A．Strict lights out time. | B．More physical exercise at school. |
| C．Good bedtime plan and more playtime. | D．Regular schedule and no mobile devices. |
| A．Fall asleep. | B．Fall behind. | C．Give up. | D．Calm down. |
| A．Bad examples of school performance. |
| B．Bad effects connected with lack of sleep. |
| C．Behavioral problems caused by bad eating habits. |
| D．The relationship between school performance and sleep. |
| A．Teachers leaving less homework. |
| B．Students choosing proper sleep patterns |
| C．Parents as well as children not using phones. |
| D．Parents sending their children to boarding schools. |
With the development of economy, people tend to pursue high quality living conditions. Most of the parents try their best to offer their children comfortable circumstances, but they seldom have time to stay with their children. In my opinion, no matter how busy they are, they should make the best use of their time to stay with their children.
Every time when parents take them to the amusement park, help them to prepare their birthday parties, applaud for them when they are competing in the sports meeting, the time they spend with children will become treasure in their memories.
Children need the direction from their parents. There is some wrong behavior in our society, such as dishonesty, violence and so on. Children have weak resistance in defending this negative influence. In this case, parents’ instructions seem to be very important to children’s growth. Parents should sit down and talk with them about what they should do and should not do.
I do not deny that there are some disadvantages in spending too much time with children. Some parents restrict their children, and give them little freedom to develop their interests. Therefore, I emphasize that parents should educate and instruct their children appropriately in their spare time apart from their busy work.
写作内容：你将参加一场主题辩论会，主题为“父母该为孩子的行为习惯负责吗?”参赛前，你要查阅相关资料，并准备你的主题发言，请仔细阅读下文，然后完成以下的任务：
以约30个词概括短文的要点；
然后以约120个词就“父母该为孩子的行为负责吗?”这个主题发表你的看法，并包含以下的内容要点：
你认为父母是否该对此负责，并阐明你的理由；
你对父母们的建议。
写作要求：你可使用实例或其它论述方法支持你的论点，也可以参照阅读材料的内容，但不能抄袭阅读材料中的句子。
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注意：每空格1个单词。请将答案写在答题纸上!
Once kids hit the teenage years, parenting becomes more difficult than ever. Establishing(建立) effective house rules is one of the best ways to educate teenagers. House rules must respect teenagers’ desire to be independent and make sure they behave responsibly.
How can effective house rules be established?
First of all, get your teenager to take part in making the rules, which can help keep them motivated to follow them. Ask their opinion about what sorts of things they think are important when creating the rules and try to include some of their ideas.
When creating the list of rules, don’t list every single rule imaginable. Instead, try to limit it to the ten most important rules. I’ve seen some parents come up with several pages of rules which turn out to be more like a rule book rather than a list. Remember, it is important to make the list easy to remember and to be a basic guide.
Then, it is important that you write out the list of rules and hang them in a prominent (显眼的) location. Keeping the rules on the refrigerator or displayed somewhere where everyone can see them is a good reminder. Revise the rules whenever there’s a need, not very frequently though.
Explain clearly in advance what negative consequences(后果) will be in store when a rule gets broken. But ensure(保证) that none of your consequences are equal to abusive parenting. For example, take off the rule that says — “if you don’t get home by 11 at night, make arrangements to stay elsewhere until morning”. Let helping with small household chores like cleaning up their own rooms serve as consequences for disobeying rules.
Following these tips on establishing effective house rules accompanied by constant positive reinforcement (执行) will help improve your teenager’s behavior. Hope you can direct your teenager to become a responsible and independent person with the help of house rules!
| Title | Establishing house rules for | |
| Requirements for house rules | They must respect teenagers’ desire to be independent and | |
| Trying to make the rules together | 第一节Ask their opinions 第二节Include their ideas | |
Keeping the house rules simple | 第三节Avoid 第四节Limit the list to the most important rules. | |
| Writing out the list of rules and hanging them somewhere visible | 第一节 第二节Make the rules revised | |
| Giving a clear | 第二节Don’t abuse children if they | |
| Conclusion | Your teenager’s behavior will be | |
1. 陈述观点；
2. 分享经验；
3. 提出倡议。
注意：
1. 写作词数应为80左右；
2. 请按如下格式在答题卡的相应位置作答。
More Housework, Less Pressure
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________7 . Despite all the efforts students make to graduate with a science major, research has shown that most college science courses provide students with only a fragmented (碎片化的) understanding of fundamental scientific concepts. The teaching method improves memorization of separate facts, proceeding from one textbook chapter to the next without necessarily making connections between them, instead of learning how to use the information and connect those facts meaningfully.
With that in mind, we developed a series of cross-disciplinary (跨学科的) activities. In our most recent study, we investigated how well college students could use their chemistry knowledge to explain real-world biological phenomena. To begin with, we interviewed 28 first-year college students majoring in sciences or engineering. All had taken both introductory chemistry and biology courses. We asked them to identify connections between the content of these courses and what they believed to be the take-home messages from each course. The students responded with extensive lists of topics, concepts, and skills that they’d learned in class.
Following that, a set of cross-disciplinary activities were designed to guide students in the use of core chemistry ideas and knowledge to help explain real-world biological phenomena. One activity explored the impacts of ocean acidification on seashells. Here, the students were asked to use basic chemistry ideas to explain how the increasing level of carbon dioxide in sea water is affecting shell-building marine animals such as corals, clams and oysters.
Overall, the students felt confident of their chemistry knowledge. However, they had a harder time applying the same chemistry knowledge to explaining the biological phenomena. These findings highlight that a big gap remains between what students learn in their science courses and how well prepared they are to apply that information.
The students in our study also reported that these activities helped them see links between the two disciplines that they wouldn’t have perceived otherwise. The ability to make these connections is important beyond the classroom as well, because it’s the basis of science literacy (科学素养). So we also came away with evidence that our chemistry students at least would like to have the ability to have a deeper understanding of science and how to apply it.
1. What does the existing science education fail to do according to the research?| A．Extend students’ theoretical knowledge. |
| B．Engage students in more outdoor activities. |
| C．Encourage students to enjoy the learning process. |
| D．Teach students to make connections among different subjects. |
| A．They have rich academic knowledge. | B．They pay little attention to biology courses. |
| C．They hardly identify the core ideas of science. | D．They fully understand their major’s importance. |
| A．analyse the exact composition of sea water. |
| B．study some unusual phenomena under the sea. |
| C．come up with practical methods to protect sea life. |
| D．explain the effects of carbon dioxide on sea creatures. |
| A．The need to remove the unfairness in education. |
| B．The difficulties of cross-disciplinary study. |
| C．The potential to promote students’ science literacy. |
| D．The method of increasing students’ practical skills. |
8 . As children returned to school in Sweden last month, many of their teachers were putting a new importance on some traditional skills. These included reading printed books, quiet reading time and handwriting practice. Teachers were spending less time on digital products, online research and typing skills.
The return to traditional ways of learning might be the answer to questions raised by experts. They have questioned the country’s dependence on electronic technology in education. For example, schools in Sweden have introduced tablets (平板电脑) in preschools.
Lotta Edholm, Swedish Minister for Schools, was one of the biggest critics (反对者) of the level of technology in schools. “Sweden’s students need more textbooks,” Edholm said. “Physical books are important for student learning.” Edholm said last month that the government wants to reverse the decision made by the National Agency for Education to make digital products required in preschools. The ministry plans to stop digital learning for children under the age of six.
Sweden’s students score above the European average (平均分) for reading ability. But an international test of fourth grade reading levels showed Sweden’s children had lost ground between 2016 and 2021. “An overuse of electronic products during school lessons may cause kids to fall behind,” education experts said.
Sweden’s Karolinska Institute, a medical school centered on research, said in a statement last month, “It has been proved that digital tools harm rather than benefit student learning.” It added that schools should instead center on teaching using printed textbooks.
Not all experts think Sweden’s move away from digital technology is only about what is best for students. “It ignores the fact that technology improves learning,” said Neil Selwyn, a professor of education.
1. How does digital technology influence schools in Sweden?| A．They act as a role model. | B．They tend to depend on it. |
| C．They center on written tests. | D．They value students’ talents. |
| A．Acquire. | B．Change. | C．Recover. | D．Follow. |
| A．It is an ill-considered step. | B．It achieves great results. |
| C．It is easy to be carried out. | D．It opens children’s mind. |
| A．The Advantage of Traditional Skills |
| B．Recent Advances in Electronic Technology |
| C．Sweden Starts to Control Digital Products in Schools |
| D．Students in Europe Gave an Impressive Performance |
9 . Within the education system, teachers are often asked to do too much and, in some places for some subjects, there are teacher shortages.
An AI teaching assistant, for example, can offer students more frequent and immediate feedback on their writing, and can ask them to explain their steps on a math problem.
Spending less time on these tasks does not mean we need fewer teachers. It means teachers have more time to build relationships with students. Studies show that strong relationships with teachers and school staff help increase students’ motivation and academic engagement. Teachers help students achieve a sense of belonging in school, see themselves as capable of success, and act as architects of their own future.
Using AI can shift responsibilities so teachers can focus on the uniquely human things they can do to help students learn and prepare to solve the challenges of tomorrow.
| A．This is where the application of AI can help |
| B．But artificial intelligence cannot do any of that |
| C．When students get feedback on their efforts in time |
| D．AI will allow them, for instance, to reach more students |
| E．Because AI helps students do things faster and more easily |
| F．AI can also help teachers differentiate lessons for learners at different levels |
| G．So AI will really become an extension of the teacher rather than a replacement |
The task of being accepted in a university begins early for some students. Long before they graduate
If the new students
