1. 你对美育的理解;
2. 你校美育开展情况;
3. 欢迎他来你校实地考察。
注意：
1. 词数100左右;
2. 短文的开头已为你写好。
3. 参考词汇：美育：aesthetic education 实地考察：on-site inspection
Dear Jack,
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Yours,
Li Hua
The personal development of man is possible only through education. Because
Education works to make man self- reliant and helps in
In the whole development of education, we develop at the physical, mental, spiritual, and emotional
Education is not only obtained from school-college
By taking good education, a person becomes a good citizen and becomes successful in personal and professional life. A good education enables us to decide right and wrong. So the
3 . 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. |
1. 介绍雷锋精神；
2. 如何践行雷锋精神；
3. 倡议作“新时代雷锋”
注意: 1. 写作词数应为100左右；
2. 请按如下格式在答题卡的相应位置作答。
参考词汇：雷锋精神 Lei Feng Spirit 用英语讲中国故事“Tell Chinese Stories in English”
Good afternoon, honorable judges and dear fellow students!
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In the 1970s, when I was a new teacher at a school in Detroit, I was arranged to teach a particularly talented class. The students included a little girl named Mary Kay, who had spent only one year at our school — the year that I had her in my third-grade class.
Her father was Billy Kim, a quite famous man. He was from South Korea. His daughter Mary Kay could speak beautiful English, and loved smiling. She had great respect for learning and never made trouble in class.
In one class, I asked Mary Kay to read an article in our book out loud. To my surprise, although Mary Kay could speak beautiful, flowing English, she was poor in reading. She even mispronounced many words. Immediately, the kids in the class laughed at her.
Then I said to Mary Kay, “Why don’t you go and write some words in your native language on the blackboard for everyone?” Mary Kay’s eyes suddenly brightened, and she walked with a smile to the board, full of new-found confidence.
The other children watched as she wrote word after word along with her name in her native language. The whole class immediately watched with a bit of respect and amazement, not pity. Then one of the students said, “Write my name Mary Kay.” And she did. Then more students asked. Soon, the whole class had their names on the board, and Mary Kay became a heroine. She could do something the others could not. She went from feeling inadequate (能力不足的) to feeling proud. In the following days, I still often encouraged Mary Kay.
After Mary Kay finished her third grade, I had never met her and lost contact with her. About 30 years later, I happened to meet with her father in a local church. And I decided to ask him about Mary Kay, so I introduced myself first.
Paragraph 1: I said, “Hello, Mr. Kim. I’m Sophia brown.”
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Paragraph 2: She told me how much my class had influenced her life.
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6 . Turning soil, pulling weeds, and harvesting cabbage sound like tough work for middle and high school kids. And at first it is, says Abby Jaramillo, who with another teacher started Urban Sprouts, a school garden program at four low-income schools. The program aims to help students develop science skills, environmental awareness, and healthy lifestyles.
Jaramillo’s students live in neighborhoods where fresh food and green space are not easy to find and fast food restaurants outnumber grocery stores. “The kids literally come to school with bags of snacks and large bottles of soft drinks,” she says. “They come to us thinking vegetables are awful, dirt is awful, insects are awful.” Though some are initially scared of the insects and turned off by the dirt, most are eager to try something new.
Urban Sprouts’ classes, at two middle schools and two high schools, include hands-on experiments such as soil testing, flower-and-seed dissection, tastings of fresh or dried produce, and work in the garden. Several times a year, students cook the vegetables they grow, and they occasionally make salads for their entire schools.
Program evaluations show that kids eat more vegetables as a result of the classes. “We have students who say they went home and talked to their parents and now they’re eating differently,” Jaramillo says.
She adds that the program’s benefits go beyond nutrition. Some students get so interested in gardening that they bring home seeds to start their own vegetable gardens. Besides, working in the garden seems to have a calming effect on Jaramillo’s special education students, many of whom have emotional control issues. “They get outside,” she says, “and they feel successful.”
1. What do we know about Abby Jaramillo?| A．She used to be a health worker. | B．She grew up in a low-income family. |
| C．She owns a fast food restaurant. | D．She is an initiator of Urban Sprouts. |
| A．The kids’ parents distrusted her. | B．Students had little time for her classes. |
| C．Some kids disliked garden work. | D．There was no space for school gardens. |
| A．Far-reaching. | B．Predictable. |
| C．Short-lived. | D．Unidentifiable. |
| A．Rescuing School Gardens | B．Experiencing Country Life |
| C．Growing Vegetable Lovers | D．Changing Local Landscape |
7 . For the nearly 18 million high school students entering college this year, their college education will likely be the most consequential investment they make. Sadly, that investment outcome has become increasingly challenging due to the continuous rising tuition cost.
Investing in college has historically provided significant benefits for many Americans, including greater career opportunities and higher earning potential. Studies have also shown that students gain in other ways, including enhanced quality of life, a deeper sense of purpose, and exposure to diverse populations.
But is that still true? As Secretary of Education Miguel Cardona has advocated, “We need a system that’s inclusive, that delivers value, and that produces fair outcomes. ... It’s time to focus on what truly matters, delivering value and upward mobility.”
That question whether higher education is equal to achieving this is under intense examination given the fact that more than half of students leave school with debt, resulting in 45 million Americans holding student loan debt totaling approximately $ 1.7 trillion. Besides, calculating the precise value of education is certainly challenging as it depends on many personal factors such as a student’s post-graduation choices and career earnings potential.
It is crucial that our colleges equip students with the necessary skills to earn a living in the rapidly evolving economy of the future. Sadly, this is not always the case. Take Micron Technology for instance, which is building a $100 billion semiconductor production campus in New York. To meet Micron’s needs, officials are seeking to build a new workforce by pushing colleges not only to change their impractical education and training programs and produce more engineers but to also teach the necessary technical skills.
To completely change the trend of declining student registration and push the benefits of a college education, we must prioritize the measurement of relevant data. As former New York City Mayor Mike Bloomberg often says, “In God we trust. Everyone else, bring the data.”
1. Which is a benefit of going to college according to the text?| A．Boasting a sense of pride. | B．Landing an ideal job later. |
| C．Living a life of top quality. | D．Meeting different people. |
| A．Career earnings potential varies with jobs. |
| B．Many students are in debt when graduating. |
| C．The education system is under examination. |
| D．Students face limited choices after graduation. |
| A．The government doesn’t support the company. |
| B．The company provides well-paid jobs for students. |
| C．Some colleges fail to offer students necessary skills. |
| D．The present education programs can meet its needs. |
| A．Is college worth it? | B．Ready for college? |
| C．Why go to college? | D．To study or to work? |
We are what we repeatedly do. So forming good habits, especially for teenagers,
9 . Have your ever imagined a robot doing homework for you? This has become a reality due to the coming of ChatGPT. But teachers at UK universities have been asked to rethink about the way to assess (评价) their courses because students are already using a powerful new AI tool capable of producing high-quality essays (论文).
ChatGPT, the latest chat robot, has only been publicly available for weeks, but has already caused concerns about the possibility of academic (学术的) dishonesty and questions about the acceptability of the essay as a future form of assessment. Working groups have been set up in university departments to meet this challenge.
Experts admit feeling both excited and alarmed. Dr Thomas Lancaster, a computer scientist working at Imperial College London, best known for his research into academic honesty, said ChatGPT was in many ways a game changer. He explains, “It’s certainly a major turning point in education where universities have to make big changes. They have to adapt sooner rather than later.”
There are signs of Australian universities to have a return to greater use of in-person exams to try to protect the fairness of assessment. Lancaster said, however, a total return to exams was not the answer, suggesting instead the use of giving a formal talk to enable students to show their understanding of a subject.
Michael Webb, director of technology and analytics at Jisc, which provides network and IT services to higher education, agreed. He said, “The immediate reaction might be to avoid these tools in order to stop students cheating, but that’s not advisable. We should not simply regard them as spelling or grammar checkers, but technology that can make everyone’s life easier.”
“We don’t need to go back to in-person exams: This is a great opportunity for the schools to explore new assessment methods that measure learners on critical thinking, problem-solving and reasoning skills rather than essay-writing abilities.”
1. Why do the UK teachers have to rethink about the way of assessment?| A．Because their students fail in producing quality essays. |
| B．Because ChatGPT doesn’t do well in academic assessment. |
| C．Because essays will not be accepted as a future form of assessment. |
| D．Because ChatGPT increases the possibility of academic dishonesty. |
| A．Changing the way ChatGPT works. |
| B．Testing students with spoken reports. |
| C．Doing research on academic honesty. |
| D．Returning to previous in-person exams. |
| A．He is concerned about the way students use ChatGPT. |
| B．He advises students not to use ChatGPT in writing essays. |
| C．He is impressed with ChatGPT’s grammar checking function. |
| D．He expects schools to explore better ways to assess students fully. |
| A．A big advance in AI technology. |
| B．A problem facing college educators. |
| C．A challenge to academic assessment from ChatGPT. |
| D．ChatGPT as an effective tool for academic assessment. |
10 . My daughter was a shy child, not a joiner. My memories of her early years involve me gently urging her to try
Two years later, a new teacher
The decision troubled me for
I was shocked. Had I misread the situation? Did I keep my daughter from working it out on her own terms? I shared my
“If your child is
| A．club | B．society | C．group | D．class |
| A．sadness | B．disappointment | C．impatience | D．pride |
| A．took over | B．took in | C．took after | D．took back |
| A．satisfied | B．annoyed | C．amazed | D．puzzled |
| A．touched | B．invited | C．concerned | D．inspired |
| A．So | B．Even | C．But | D．Ever |
| A．hours | B．days | C．months | D．years |
| A．declined | B．accepted | C．yelled | D．agreed |
| A．seldom | B．often | C．sometimes | D．never |
| A．happiness | B．worries | C．sorrows | D．regrets |
| A．As | B．Since | C．Whenever | D．Before |
| A．myself | B．herself | C．himself | D．themselves |
| A．talents | B．ideas | C．marks | D．actions |
| A．Since | B．If | C．While | D．Although |
| A．suggestion | B．rule | C．explanation | D．advice |
| A．turned up | B．put up | C．picked up | D．took up |
| A．founded | B．organized | C．created | D．joined |
| A．All | B．Some | C．None | D．Both |
| A．leaving | B．heading | C．staying | D．returning |
| A．watching | B．pulling | C．pushing | D．helping |
