1 . Teaching comedy is a delicate craft that Shakespeare Theatre Company’s Teaching Artists handle with expertise. Sabrina Mandell, specializing in clowning and physical comedy, believes in starting with examples of what she finds funny, helping students understand humor and its subtlety (微妙之处). She emphasizes the importance of discovering what works for individuals rather than specifying a right way.
Overcoming fear is crucial in comedy, with Mark Jaster noting that comedians must be willing to push beyond social norms. Sabrina also advocates opening up emotionally, recognizing the closeness of laughter and tears. After all, pushing students to face fear head-on can tap into their full comedic potential.
Precision is also essential in comedy, requiring crisp, clean, and well-timed performance. Jim Gagne emphasizes the need for precision in comedy compared to the flexibility allowed in drama. Teaching comedic timing is challenging, with some students naturally possessing the talent, while others need more guidance to refine this essential skill. Jim, however, believes it can be developed through awareness, practice, and thorough exploration.
Play and fun are crucial in teaching comedy. Sabrina emphasizes the importance of rediscovering the joy of play. Mark envisions a comedy lab where exploring its mysteries is as significant as its performance.
Despite the desire for laughs, teachers emphasize the importance of storytelling within comedic scenes. Jim provides a valuable insight: “In drama, you throw the dishes down; in comedy, you throw them up.” This comparison underscores that comedy demands a different approach, one that is more lighthearted and humorous. Nevertheless, the ultimate goal is to truly engage the audience and genuinely make them laugh.
1. What does Sabrina Mandell find important when teaching comedy?A.Conveying her sense of humor to students. | B.Prioritizing storytelling over humor. |
C.Focusing on creating physical humor. | D.Inspiring students to explore their humor. |
A.fear is one of the primary sources of humor | B.comedians need to go beyond social conventions |
C.laughter and tears enhance the comedic effect | D.it enables people to unlock comedic potential |
A.He considers it merely a natural gift. |
B.He emphasizes precision more in comedy than in drama. |
C.He thinks teaching precision requires a sense of timing. |
D.He believes precision in comedy is similar to flexibility in drama. |
A.Comedy aims to find out mysteries. |
B.Comedy requires a serious and dramatic approach. |
C.Comedy brings the audience new inspirations. |
D.Comedy can be taught through play and exploration. |
2 . In one’s lifetime, especially during adolescence when mental maturity is yet to be achieved, everyone is likely to make some foolish mistakes that will be remembered for a lifetime. The way parents
When I was ten years old, I got really angry one day and ended up breaking my favorite pen. Instead of scolding me, my parents chose a different
In the beginning, I couldn’t understand why they didn’t yell at me or punish me
The silence from my parents
Time
A.put off | B.give in | C.lead to | D.deal with |
A.approach | B.career | C.punishment | D.expectation |
A.unique | B.expensive | C.damaged | D.magic |
A.practical | B.powerful | C.well-organized | D.challenging |
A.directly | B.gently | C.quietly | D.openly |
A.secretly-promoted | B.newly-invented | C.highly-recommended | D.ill-considered |
A.catch up with | B.in terms of | C.take control of | D.team up with |
A.whispered | B.spoke | C.shouted | D.remained |
A.essential | B.rough | C.average | D.satisfactory |
A.reflect | B.fight | C.scream | D.dream |
A.freezes | B.flies | C.talks | D.cures |
A.happiness | B.imagination | C.regret | D.creativeness |
A.planed | B.bought | C.set | D.taught |
A.drew | B.compared | C.terrified | D.shaped |
A.pens | B.consequences | C.parents | D.people |
3 . On June 6th Columbia University announced that it will no longer cooperate with US News World Report’s undergraduate rankings. It is the first top institution to do so. Might its departure be the start of a mass departure?
Columbia’s decision follows a ranking scandal (丑闻) last year. In February 2022, one of Columbia’s own maths professors accused the college of having used “outdated and/or incorrect data” in several areas.
In the 1980s, potential students started to expand their college search beyond their local area, and it was hard to learn about universities and compare them. Hence, US News began ranking America’s top universities in 1983, and has released its findings annually since 1988.
Universities have put in significant effort to move up in the ratings. Richard Freeland, Northeastern University’s former president, capped class sizes to enhance student engagement and guarantee class quality. Consequently, it moved from 127th in 2003 to 44th this year.
The ranking system used to seem unstoppable. Universities have tried to get rid of it before, only to find that doing so can backfire badly. US News still ranks non-participating universities, using publicly available information, and the data often do not go in their favour. Columbia did not submit data for this year’s analysis, and its ranking fell from second in 2021-22 to 18th in 2022-23.
Recently the mood has begun to change, however, especially among graduate schools. In 2022, of the 15 highest-ranked law schools, only the University of Chicago submitted data.
In May US News announced changes to its ranking methodology. It is moving away from metrics (度量标准) that rely on reputation and towards student outcomes. One way or another, the rankings-and universities more broadly-are in a state of constant change.
1. What is true about the US News undergraduate rankings?A.It faked the information for the ratings. |
B.It filled an information gap in the past. |
C.It promoted the quality of higher education. |
D.It’s been released every year for 40 years. |
A.Limited. | B.Maintained. | C.Increased. | D.Doubled. |
A.Its information will be removed. |
B.It will be excluded from the list forever. |
C.Its ranking will probably suffer consequently. |
D.It will certainly be charged with using incorrect data. |
A.the changing mood of universities |
B.the instant fame of universities |
C.achievements of university graduates |
D.scores given by former students |
4 . The integration of artificial intelligence (AI) in educational technology has brought convenience and efficiency to classrooms worldwide. However, despite these advancements, it is crucial to recognize the significant challenges it poses to the autonomy and professional judgment of instructors. One of the primary concerns associated with AI-driven tools in education is the depersonalization of instruction. These tools often rely on pre-packaged digital content and standardized solutions, leaving little room for instructors to tailor their teaching methods.
Each student possesses unique characteristics, including distinct learning styles, strengths, and weaknesses. Instructors, armed with their wealth of experience and expertise, are best positioned to customize their approaches to meet these individual needs. They know how to adapt to their students’ varying learning styles. However, AI-driven platforms restrict their ability to do so effectively, resulting in a one-size-fits-all approach that fails to engage and inspire students to reach their maximum potential.
The implications of this depersonalization are far-reaching. By diminishing(降低) the role of instructors as facilitators of meaningful educational interactions, we run the risk of preventing the growth of critical thinking and problem-solving skills among students.
Education should not merely focus on knowledge acquisition (习得), but should also develop the ability to analyze, evaluate, and apply that knowledge in real-world contexts. It should help one’s mind grow, not simply possess information. Through dynamic classroom discussions, cooperative projects, and hands-on activities, instructors play a vital role in cultivating these essential skills. AI-driven platforms, with their standardized solutions and automated features, are ill-equipped to provide the same level of engagement and intellectual stimulation as human instructors. While AI-driven platforms undeniably have their advantages, we must not lose sight of the importance of preserving instructors’ autonomy and the educational experience they provide.
1. Why do AI-driven tools fail to help instructors adjust their teaching methods?A.Their solutions will be challenged. | B.They don’t have professional judgement. |
C.Their digital content is set previously. | D.They think little of the students’ autonomy. |
A.They are more professional. | B.They can satisfy individual needs. |
C.They have higher efficiency. | D.They adopt one-size-fits-all approach. |
A.Their response in classroom discussions. |
B.Their ability in solving real life problems. |
C.Their willingness to cooperate with others. |
D.Their adaptability to various learning styles. |
A.Doing cooperative projects. | B.Organizing hands-on activities. |
C.Developing thinking ability. | D.Evaluating students’ development. |
5 . “From one day to the next, our profession was wiped out. We woke up and discovered our skills were unnecessary.” This is what two successful graphic designers told me about the impact of AI. The old promise—creative workers would be better protected than others from mechanization (机械化) —ruined overnight. If visual artists can be replaced by machines, who is safe?
While there’s plenty of talk about how education might change, little has been done to equip students for a world whose conditions shift so fast. It’s not just at work that young people will confront sudden changes of state. They are also likely to witness more environmental breakdown and the collapse of certain human-made systems.
Why are we so unprepared? Why do we manage our lives so badly? Why are we so expert at material innovation, but so unskilled at creating a society in which everyone can succeed? Why do obvious lies spread like wildfire? What is lacking in our education that leaves such gap s in our lives?
The word education partly comes from Latin, meaning “to lead out”. Too often it leads us in: into old ways of thinking, into dying professions. Too seldom does it lead us out of our cognitive and emotional circles, out of a political and economic system that’s killing us.
I don’t claim to have definitive answers. But I believe the extreme demands, throughout our schooling, of tests and exams reduce the range of our thinking. The exam system creates artificial borders. The intense combined demands of the testing system leave almost no time to respond to opportunities and events, or for children to develop their own interests.
Education should be joyful and delightful, not only because joy and delight are essential to our health and happiness, but also because we are more likely to survive major changes. Schooling alone will not be enough to lead us out of the many crises and disasters we now face. But it should at least lend us a torch.
1. Why does the author quote the two graphic designers?A.To stress the issue of unemployment. | B.To show the wide application of AI. |
C.To indicate the creativity of artists. | D.To set the tone for further discussion. |
A.Object to. | B.Bring about. | C.Meet with. | D.Call for. |
A.The numerous social problems to solve. |
B.The complex features of current society. |
C.The disadvantages of the current education system. |
D.The success of everyone in material matters. |
A.Critical. | B.Tolerant. | C.Approving. | D.Ambiguous. |
6 . Many significant international projects have considered how schooling might change to better match the changes that have taken place in the 21st century.
The term “knowledge age” or “knowledge economy” refers to a reorganization away from an Industrial Age economy, where exploitation (开采) of natural resources, primary production and mass production were the standard models for economic development.
Although some of these principles are understood by many teachers, our education systems and practices are often set up in ways that do not support these principles to operate in practice. Teachers and school leaders are attempting paradigm (范式) shifts.
A.There needs to be wider public support for them. |
B.There are two important ideas that support this work. |
C.This does not mean that knowledge no longer matters. |
D.Good learning requires active engagement in the “whole game”. |
E.We are required to prepare young people for the knowledge age. |
F.This is possible only when active learning approaches are applied. |
G.In the knowledge age, the ability to generate value is put in the first place. |
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
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________8 . Two and a half millennia ago, Socrates complained that writing would harm students. With a way to store ideas permanently and externally, they would no longer need to memorize. However, studies today have found that writing on paper can improve everything from recalling a random series of words to better understanding complex concepts.
For learning material by repetition, the benefits of using a pen or pencil lie in how the motor and sensory memory of putting words on paper reinforces that material. The scribbling (涂鸦) on a page feeds into visual memory: people might remember a word they wrote down in French class as being at the bottom-left on a page.
One of the best-demonstrated advantages of writing by hand seems to be in note-taking. Students typing on computers wrote down almost twice as many words directly from lectures, suggesting they were not understanding so much as rapidly copying the material. However, handwriting forces note-takers to process and organize ideas into their own words. This aids conceptual understanding at the moment of writing, resulting in better performance on tests.
Many studies have confirmed handwriting’s benefits, and policymakers have taken note. Though America’s curriculum from 2010 does not require handwriting instruction past first grade (roughly age six), about half the states since then have required more teaching of it. In Sweden there is a push for more handwriting and printed books and fewer devices. England’s national curriculum already includes the teaching of basic cursive writing (连写体) skills by age seven.
However, several school systems in America have gone so far as to ban most laptops. This is too extreme. Some students have disabilities that make handwriting especially hard. Nearly all will eventually need typing skills. Virginia Berninger, professor of psychology at the University of Washington, is a longtime advocate of handwriting. But she is not a purist; she says there are research tested benefits for “manuscript” print-style writing but also for typing.
Socrates may or may not have had a point about the downsides of writing. But no one would remember, much less care, if his student Plato had not noted it down for the benefit of future generations.
1. According to the text, why does writing on paper have benefits for learning?A.It provides visual enjoyment in class. |
B.It improves the effect of memorization. |
C.It promotes the motor and sensory ability. |
D.It helps to remember the information forever. |
A.By giving examples. | B.By providing statistics. |
C.By making comparisons. | D.By making classification. |
A.Difficulties faced by the disabled. |
B.Unreasonableness of forbidding typing. |
C.The research-tested benefits of typing. |
D.The longtime advocacy for handwriting. |
A.To thank Plato for his efforts. |
B.To defend Socrates’ point of view. |
C.To show people’s indifference to typing. |
D.To confirm the importance of handwriting. |
9 . 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.
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 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 (酸化) 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 and oysters.
Overall, the students felt confident of their chemistry knowledge. However, they had a harder time applying the same chemistry knowledge. 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 (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 present science education fail to do according to the research?A.Extending students’ theoretical knowledge. |
B.Involving students in more hands-on activities. |
C.Encouraging students to enjoy the learning process. |
D.Helping students make cross-disciplinary connections. |
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 the importance of their majors. |
A.Analysing the exact composition of sea water. |
B.Studying some unusual phenomena under the sea. |
C.Coming up with practical methods to protect marine life. |
D.Explaining the effects of carbon dioxide on certain sea animals. |
A.The challenges existed in chemistry courses. |
B.The need to remove the unfairness in education. |
C.The potential to promote students’ science literacy. |
D.The method of increasing students’ practical skills. |
1.学生目前对劳动的态度;
2.劳动的意义;
3.呼吁参加。
注意:
1.词数 80 左右;
2.开头和结尾已给出,可以适当增加细节,使行文连贯。
Dear fellow students,
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The Student Union