1 . Out of all fields of science, physics has a reputation for being difficult to the general public. On top of complex formulas (公式), the abstract concepts that make it up are sometimes simply hard to grasp. That’s why professor Tatiana Erukhimova works alongside the team of the Physics & Astronomy department at Texas A & M University (TAMU) to produce a series of videos showing real-world applications of physics in a fun and insightful way that has earned her fans around the world.
Not only are the explanations in every video easy to follow, but Erukhimova’s enthusiasm is what truly keeps the viewer engaged. For example, in one video, the cheerful professor explains the physics of pressure. To demonstrate how distributing weight allows seemingly fragile objects to carry heavier loads, the teacher excitedly steps on a tiny board with lightbulbs and then proceeds to replicate (复制) the experiment with eggs — until it takes an unexpected turn.
Erukhimova’s unique teaching method comes from her hope to get students interested through demonstrative classes. “You get this ‘wow factor’ and then it’s easier to find resonance (共鸣).” she said. “I like what I teach, and I try to share my excitement with them.”
Born to physicist parents, Erukhimova has had a unique attachment to the field since she was very little. “My passion for physics is just in my genes, and I cannot imagine my life without physics,” she explained. After being offered a position at Texas A & M almost 25 years ago, Erukhimova moved from Russia to Texas. Since then, she has won over both university students and casual viewers with her particular way of explaining science.
While she is aware that people may not learn a lot from watching a short video, getting them interested and curious about learning more is all worth it.
1. Why does physics seem difficult to the general public?| A．It has many formulas. | B．It’s boring and useless. |
| C．Its concepts are abstract. | D．Access to educational resources is limited. |
| A．Her family background. | B．Her respect for her students. |
| C．Her vivid language and personality. | D．Her enthusiasm and teaching method. |
| A．Winning over casual viewers and fans. |
| B．Getting students interested in physics. |
| C．Sharing her excitement about physics. |
| D．Improving students’ academic performance. |
| A．She has many hobbies. | B．She is a famous scientist. |
| C．She is devoted to her job. | D．She earns a very high salary. |
2 . A new study published in the Journal of Marriage and Family claims that all that time you spend parenting just doesn’t matter. But it’s a claim that, despite the enthusiastic and widespread coverage by the media, does not hold water.
The research suggests that child outcomes (including behavior problems, emotional problems, and academic performance) are barely connected with the time that parents spend with their children. The researchers examined the time diaries of 1,600 children, looking at parenting time and outcomes when the kids were aged 3 to 11 in 1997, and again in 2002, when they were between 8 and 16. (A time diary is a detailed report of all activities you carry out in a day. )
This research largely reflects the failure of the authors to correctly measure parental input. It just looked at time diaries from two particular days-one a weekday and the other a weekend day.
Trying to get a sense of the time you spend parenting from a single day’s diary is a bit like trying to measure your income from a single day. If yesterday was payday, you looked rich, but if it’s not, you would be reported as poor. You get a clearer picture only by looking at your income — or your parenting time—over a more meaningful period.
What you did yesterday should not be taken as representative of what you did last year, This is why most high-quality studies of parenting time focus instead on how often parents read to their children, play with them or help their with homework over a period of a month or longer — long enough to represent their different approaches to parenting.
As an exhausted parent who doesn’t get enough time to work out, and who hasn’t seen a movie for months, I understand why so many of us might seize on studies suggesting that we should take more time for ourselves. Perhaps we should. But I agree with Ariel Kalil, a developmental psychologist, on the suggestion “that when parents spend high-quality time with their children, their children are more likely to succeed.”
1. By saying in Paragraph 1 “ ... it’s a claim that ... does not bold water”, the author means the claim is not ________.| A．reasonable | B．surprising | C．confusing | D．usual |
| A．children’s habits and parents’ influence | B．parenting time and child outcomes |
| C．time diaries and child development | D．daily activities and children’s problems |
| A．By giving descriptions. | B．By analyzing the cause. |
| C．By making a comparison. | D．By offering research findings. |
| A．be completed in one month. | B．adopt some different approaches. |
| C．concentrate mainly on learning time. | D．be based on data of a longer time period. |
| A．He goes to bed early every night. | B．He has little interest in movies. |
| C．He has little time for himself. | D．He leads a very easy life. |
3 . Comparing college entrance exams, there are different needs for admission. The national college entrance examination, or gaokao, is known as the most competitive test for Chinese students. Do students in other countries also need to take a standardized test to get into university?
South Korea holds the College Scholastic Ability Test(CSAT) in November each year. The CSAT plays an important role in the country’s education. On test day, bus and subway frequency increases to make sure that students can get to the test sites in time.
Japan is trying to reform its standardized national college entrance exam. In January 2022, Common Test for University Admissions took the place of the National Center Test for University Admissions, which had been adopted since 1990. The new exam aims to put emphasis on the ability of students to discover and solve problems by themselves.
The American College Test(ACT) and Scholastic Assessment Test(SAT) are the two main college entrance exams taken by students in the US. While SAT tests a student’s ability to learn, the ACT tests a student’s educational development. Both tests normally take place seven times throughout the year. Students can retake the exams for a better score.
In the UK, there’s no standardized test for college admission. Instead, each college has their own admission criteria. These criteria often only include submission of transcripts(成绩单) and participation in an interview. Yet, there are subject-specific exams used by some colleges.
1. What is the purpose of the new test in Japan?| A．To improve students’ learning environments. |
| B．To assess students’ educational backgrounds. |
| C．To assist more students in getting high scores. |
| D．To test students’ thinking and practical abilities. |
| A．Take entrance exams repeatedly. |
| B．Have only one chance to be tested. |
| C．Sit a lot of subject-specific exams. |
| D．Meet each college’s admission criteria. |
| A．South Korea. | B．Japan. | C．America. | D．The UK. |
Mama notices that there has been a rise in bad manners in the family lately, such as Sister taking things from Brother without asking, and Brother pushing Sister without saying “Excuse me”. It then turns into a shoving (推搡) match between the kids, with them calling each other names and making faces. Their table manners are getting worse, as instead of asking to pass items across the table, Brother and Sister stuff their mouths with food and use some of it to engage in a food fight and kick each other from under the table.
Mama tries to coax (用好话劝) the kids, then complains, and finally shouts. She also tries to ask Papa for help, but he is also part of the problem, as when Papa gets angry at the kids, he bangs (猛捶) on the table. Nothing for Mama works, so she decides to take out a big piece of cardboard and writes out her politeness plan. When she is done, Mama calls a family meeting and introduces the plan to Papa and the kids: if they do something rude such as forgetting to say “please” or “thank you”, the punishment is to sweep the floor. Brother and Sister object to the politeness plan, telling Mama that she’s not being fair. Mama, however, reminds the kids that they’re the ones who aren’t being fair to themselves or other people. She then explains what manners are and why they are important until Papa interrupts her.
While Mama is thankful for Papa’s comment, she notes that he breaks one of the rules. She hands him a feather duster and has him dust the room. Brother and Sister note how serious the plan is and both come up with the idea of being super polite to get Mama to call off the politeness plan.
注意：1. 续写词数应为150个左右；2. 请按如下格式在答题卡的相应位置作答。
They put their idea into practice.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Mama is pleased with the change.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________1. How many days do Japanese students go to school each week?
| A．Four days. | B．Five days. | C．Six days. |
| A．Informal. | B．Too serious. | C．Formal. |
| A．Art classes. | B．Sports classes. | C．Discussion classes. |
| A．Japan. | B．America. | C．China. |
6 . Marva Collins’ journey as a teacher began in the 1960s, when she was assigned to teach at a public school in Chicago. At the time, the school was plagued (困扰) by violence, low academic standards, and a
Despite these
Collins also
Collins’ impact on education was recognized by educators across the world, and she was
| A．variety | B．lack | C．combination | D．network |
| A．acknowledged | B．employed | C．recommended | D．labeled |
| A．challenges | B．prejudices | C．differences | D．doubts |
| A．stood up | B．ran away | C．set out | D．went on |
| A．learning | B．joking | C．listening | D．singing |
| A．unusual | B．mysterious | C．convenient | D．effective |
| A．expressed | B．graduated | C．weighed | D．scored |
| A．attend | B．apply | C．pursue | D．witness |
| A．admitted | B．emphasized | C．assumed | D．indicated |
| A．allowed | B．commanded | C．encouraged | D．warned |
| A．accordingly | B．generously | C．literally | D．randomly |
| A．advised | B．permitted | C．invited | D．persuaded |
| A．honesty | B．discipline | C．motivation | D．success |
| A．wisdom | B．training | C．delight | D．belief |
| A．demands | B．struggles | C．continues | D．promises |
7 . Water and Education
In every society on earth, water and education are closely inter-related. The relationship between water and education can be seen in two ways: We need to be educated on water-related issues and on water management but we also need to have access to water to receive education. On this web page, you will find information on the double relationship, illustrated by examples of already existing plans complemented by links to useful and related websites and pages.
Part One: Educating on Water-related Issues
Water-related problems need to be discussed and reflected upon in order for everyone to take action. Everyone can contribute, whether it is by not letting the tap run while brushing one’s teeth, or campaigning against poor sewage (污水) systems in developing countries. There are already several important plans implemented (实施) with educational objectives. Some organizations have developed water education tools that enable groups, such as teachers, school children, students and communities to gain knowledge of water resources and management. Click on the title of this section to read more about these projects as well as their results.
Part Two: Access to Water to Receive Education
The second part of the relationship between water and education is to provide water to communities where there is water scarcity (缺乏). An implementation of water systems will often result in a better access to education for children. Firstly, they will not have to walk far every day to fetch water; secondly, if water systems are implemented in schools that lack water facilities, children have an even greater chance to receive education. Many important projects have been, or are in the process of being accomplished. Please click on the title to discover some of the organizations that achieve these results as well as precise examples of the impacts a water source can have on education.
1. What is this web page designed for?| A．To introduce how to go on website education. | B．To encourage people to have water campaign. |
| C．To advertise how to start the water education. | D．To offer information on water and education. |
| A．Cleaning polluted water. |
| B．Building sewage systems. |
| C．Educating groups to understand water resources and management. |
| D．Implementing water systems in rural schools. |
| A．Offering more resources. | B．Walking far away to fetch water. |
| C．Implementing water systems. | D．Not wasting water any more. |
8 . Education in 2080 is distinctive from education in the 2020s. Until about 2035, the main function of education systems was to supply the economy with the next generation of workers. In 2080, the purpose of education is the well-being of society and all its members. To make this a bit more tangible for you, I would like to give an example of what a child’s education looks like in 2080. Her name is Shemsy. Shemsy is 13, and she is confident and loves learning.
Shemsy does not go to school in the morning because schools as you know them no longer exist. The institution was abolished as it was widely thought of as more like a prison or a factory than a creative learning environment. Schools have been replaced with “Learning Hubs” that are not restricted to certain ages. They are where intergenerational learning happens, in line with the belief that learning is a lifelong pursuit.
Every year, Shemsy designs her learning journey for the year with a highly attentive “teacher-citizen”. Shemsy is actively engaged in designing her education and has to propose projects she would like to be involved in to contribute to and serve her community. She also spends lots of time playing as the role of play in learning has finally been recognized as essential and core to our humanity. Shemsy works a lot collaboratively. Access to education is universal, and higher education institutions no longer differentiate themselves by how many people they reject yearly. Variability between students is expected and leveraged (利用) as young people teach one another and use their differences as a source of strength. Shemsy naturally explores what she is curious about at a pace she sets. She still has some classes to take that are mandatory for children globally: Being Human and the History of Humanity.
We invite you to think about your vision for education in the year 2080, what does it look like, who does it serve,and how does it transform our societies?
1. What does paragraph 1 mainly tell us?| A．There are different types of education. |
| B．The present education needs improvements. |
| C．Education and economy are closely associated. |
| D．The goal of future education is fundamentally different. |
| A．It accepts students of all ages. | B．It promotes competition. |
| C．It discourages individualized learning. | D．It is all about play-based learning. |
| A．Tough. | B．Satisfactory. | C．Optional. | D．Required. |
| A．An Example to All | B．A Vision for Education |
| C．A Challenge for Education | D．A Journey into the Future |
9 . Many children first learn the value of money by receiving an allowance (pocket money). The purpose is to let children learn from experience at an age when financial mistakes are not very costly.
At first, young children may spend all of their allowance soon after they receive it. If they do this, they will learn the hard way that spending must be done within a budget.
Paying children to do extra work around the house, however, can be useful. It can even provide an understanding of how a business works.
Allowances give children a chance to experience the things they can do with money.
Saving helps children understand that costly goals require sacrifice: you have to cut costs and plan for the future.
Requiring children to save part of their allowance can also open the door to future saving and investing.
That may not seem like a lot. But over time it adds up.
| A．Many banks offer services to help children and teenagers learn about personal finance. |
| B．They can share it in the form of gifts or giving to a good cause. |
| C．It is a good virtue for children to form a habit to learn how to save money. |
| D．The amount of money that parents give to their children to spend as they wish differs from family to family. |
| E．Parents are usually advised not to offer more money until the next allowance. |
| F．Parents are supposed to tell their children how they should spend their pocket money wisely but the refused to do so. |
10 . "Moja, mbili, tatu…"One, two, three. Juliana Rubashai is counting aloud to show what she has learned in school. Delighted and proud, she counts to 20, but her mother, Zefrina Nandia, adds that Juliana can keep counting, and that she also can do some reading.
Nine-year-old Juliana is one of the children who have received aid through a project run by International Aid Services(IAS)in southwestern Tanzania, where many children stay at home all day, cut off from social contact and schooling. The project improves school facilities and raises local community's awareness about education. They train teachers and lobby(游说)the local authorities. In these ways, IAS is struggling to ensure basic education for everyone.
Zefrina was contacted last year by project coordinator Fortunatus Rafael, who gets in touch with families to get an overview of children's needs and school options. Zefrina had previously asked the local school to enroll Juliana, but was turned down due to lack of resources. Thanks to the project, the school can offer chances to more children.
Part of the project is training teachers in special needs education. Many teachers have received additional training in estimating the degree of a child's disability. During the first year of the project, 270 children with special needs have been evaluated, and of these, 200 got the chance to go to school. The teachers Scolastica Nyoni and Bwigane Mwasipu both appreciate how it has strengthened their skills. "When teaching children with special needs, we know whom to pay extra attention to. This means a closer relation between teachers and students," says Scolastica.
It's a year since Juliana got into the classroom, and her mother notices definite improvement. "She used to be lonely and unhappy. Now, she's much happier and always wants to go to school," says Zefrina. The teachers also notice big changes have taken place in the local community. "Parents are now coming to us to find teachers to teach their children with special needs. Previously, they didn't think that schooling would be possible for these children," says Bwigane.
1. What is paragraph 2 of the text mainly about?| A．The life of a Tanzanian girl named Juliana. |
| B．The challenges faced by Tanzanian children. |
| C．The success story of a school project in Tanzania. |
| D．IAS's efforts to improve educational access in Tanzania. |
| A．Assess. | B．Award. | C．Accept. | D．Contact. |
| A．It helps the teachers know their students better. |
| B．It improves the relationship between the teachers. |
| C．It offers assistance to the teachers with special needs. |
| D．It provides disabled students with a chance to recover. |
| A．Disadvantaged children receive financial support. |
| B．The overall awareness of education is raised. |
| C．More schools are willing to admit local children. |
| D．Belief in government's policies is strengthened. |
