1 . Between school and downtime, most children do one or more extracurricular activities. These classes, sports teams, and other programs allow children and teens to pursue a special interest outside of the typical educational curriculum.
Scouting
Scouting groups arc a great choice for children who enjoy nature and are willing to try a variety of activities. Scouts learn basic outdoor survival skills, but they are also expected to cam badges in other skills like cooking, cleaning, arts, finances, goal setting, and personal care.
Student Government
Student government normally is available from upper elementary grades through college. Children who are elected to student government are given the power to organize and make decisions about important events for the student body and occasionally weigh in on school policy decisions.
STEM Programs
Programs based on STEM arc a natural fit for children who like to fix or play on computers or tablets. Our school offers science, computer, or engineering clubs, and more and more programs cater to children's STEM interests. If your child has shown interest in LEGO-based robotics, coding, they should consider exploring these programs.
Community Service
Service organizations are great for teaching children about social and humanitarian issues. Older children and teens often gain leadership skills and make important personal connections. Churches, temples, and junior versions of groups offer community service opportunities for children.
1. Which of the following suits children who are interested in wilderness survival?| A．Scouting. | B．Community Service. |
| C．STEM Programs. | D．Student Government. |
| A．They both boost children's exploring spirit. |
| B．They both develop children's learning skills. |
| C．They both cultivate children's moral awareness. |
| D．They both enhance children's management abilities. |
| A．Culture. | B．Education. | C．Science. | D．Entertainment. |
According to a survey, children’s addiction to online games is closely related to parent-child relations: the better the relationship is, the
First, parents should not be annoyed when their kids play video games. And it’s unfair for parents
Second, it is advisable to adopt a democratic way of parenting. In such an atmosphere, children may be open about their
Third, parents should spend time with their children. Actually, the most important and valuable gift that parents can give their kids is time,
3 . Teachers often can fall into the trap of teaching content, paying no attention to children. Many of us have the attitude that “we will put the information out there, and if they don’t get it, they are to blame.”
Several years ago, I had a student named Jeremy in 12th - grade English, in which British literature was taught. I struggled to find ways to make the content interesting. Jeremy didn’t care. Though Jeremy was classified as. gifted, he slept in class every day. I began to get really frustrated. I even began to dislike him.
High school teachers sometimes develop a hands-off attitude. I thought, “OK, Jeremy, if you want to fail my class, fine. I’ve tried everything.” As time went on, I ignored Jeremy. I didn’t ask him questions, or even make eye contact with him.
By accident, I found that Jeremy was capable of much more. One day, I went to the broadcasting classroom to edit a video. On this day, several students were working on an assignment. Then I heard a voice I recognized. I looked up and saw Jeremy was teaching his classmates energetically how to film. My first thought was that Jeremy must have a twin! Suddenly he realized I was sitting in the corner.
Our eyes met. “Mrs. Duff?” he asked with surprise. “You know how to edit video?”
“Yes. I had no idea you were a videographer!” At this, he smiled with pride and explained the project his group was working on. It was clear he had earned his classmates’ respect. And it was suddenly clear to me that I had not really made an effort to know Jeremy at all.
What happened next was amazing. In class, Jeremy stayed awake and completed his work. He passed my class with a B.
What happened? When Jeremy encountered me outside English class, it changed his perspective of me. He realized I wasn’t just some odd lady trying to force him to learn British poetry. Equally important, my perspective about him changed. He wasn’t just the kid who slept in my class.
I’m not proud that I didn’t make a better effort to know Jeremy before the encounter in the broadcast room. I told myself I had tried everything, but I had not stepped outside of my little English world at all.
1. What’s the purpose of paragraph 1?| A．To draw readers’ interest. | B．To introduce the author’s idea. |
| C．To remind teachers of teaching traps. | D．To ask students to shift learning focus. |
| A．She blamed herself. | B．She gave up on him. |
| C．She kept on persuading him. | D．She made teaching more interesting. |
| A．Proud. | B．Relaxed. |
| C．Regretful. | D．Rewarded. |
| A．Why to build a common perspective. |
| B．How to transform a student’s negative behavior. |
| C．Teachers should reach students in individual ways. |
| D．Students will eventually connect with their teachers. |
In bringing up children, every parent watches eagerly the child’s acquisition of each new skill-the first spoken words, the first independent steps, or the beginning of reading and writing.It is often tempting to hurry the child
Parents vary greatly in their degree of strictness towards their children. Some may be especially strict in money matters,
As regards the development of moral standards in the growing child, consistency is very important in parental teaching. To forbid a thing one day and excuse it
A sudden awareness of a marked difference between their parents’ principles and their morals can be a dangerous disappointment.
5 . 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. |
6 . Definitions of adult learning vary, but it is usually defined as all forms of learning undertaken by adults after having left initial education and training, however far this process may have gone.
Education and training are important factors for achieving the strategy objectives of raising economic growth, competitiveness and social inclusion. However, with some exceptions, the process of implementing education and training remains weak. Most education and training systems are still largely focused on the education and training of young people and limited progress has been made in changing systems to mirror the need for learning throughout the lifespan.
An additional 4 million adults would need to participate in lifelong learning. Recent research confirms the importance of investing in adult learning. The research on adults indicates that those who engage in learning are healthier, with a consequent reduction in healthcare costs.
The big economic challenge in Europe is to raise its growth and employment performance while preserving social cohesion(凝聚力). The rapid progress in other regions of the world shows the importance of creative, advanced and quality education and training as key factors of economic competitiveness. General levels of competence must increase, both to meet the needs of the labour market and to allow citizens to function well in today's society.
Europe is facing big demographic(人口的) changes that will have a major impact on society and on the economy and consequently on education and training provision and needs. Over the next 30 years, the number of younger Europeans will fall by 15%. One in three Europeans will be over 60 years old, and about one in ten will be over 80.
Given the challenges identified above, raising the overall level of skills of the adult population by offering more and better learning opportunities throughout adult life is important for both efficiency and equity reasons. Not only does lifelong learning help make adults more efficient workers and more active citizens, it also contributes to their personal well-being.
1. Which can replace the underlined word “implementing” in paragraph 2?| A．Carrying out. |
| B．Taking in. |
| C．Knowing about. |
| D．Looking over. |
| A．Adults have reduced healthcare costs. |
| B．Learning is good for adults’ health. |
| C．Few adults need to receive learning. |
| D．More research will focus on learning. |
| A．Europeans are not healthy. |
| B．Many old Europeans have died. |
| C．The European population is aging. |
| D．Young Europeans are out of work. |
| A．Lifelong learning is essential. |
| B．Raising adult population is significant. |
| C．We should help more efficient workers. |
| D．Work contributes to personal well-being. |
7 . Is a Science-Based Education the Way to Go?
In this present age when we are heavily dependent on science and technology, a science-based education system naturally becomes prevalent to equip the young with knowledge of the
Certainly, it equips us with the knowledge of
Additionally, the scientific method highlights the importance of
Despite its
Moreover, science may have great emphasis on progress that may come at a great
In conclusion, a science-based education coupled with adequate exposure to ethics, values and the humanities would
| A．mechanics | B．inventions | C．truths | D．objectives |
| A．significance | B．evolution | C．composition | D．prospect |
| A．subjected | B．reduced | C．entitled | D．tailored |
| A．Nevertheless | B．Moreover | C．Instead | D．Therefore |
| A．doubt | B．suspicion | C．inquiry | D．consultation |
| A．framed | B．explained | C．assessed | D．justified |
| A．dependence | B．burst | C．consciousness | D．function |
| A．objectivity | B．illustration | C．curiosity | D．inquiry |
| A．deny | B．challenge | C．dismiss | D．highlight |
| A．margins | B．expenses | C．initiatives | D．virtues |
| A．worry | B．care | C．reveal | D．enclose |
| A．draw a parallel | B．make ends meet | C．strike a balance | D．make a comparison |
| A．cost | B．advantage | C．discount | D．angle |
| A．underline | B．prioritize | C．further | D．neglect |
| A．assist | B．furnish | C．occupy | D．engage |
8 . My 21-year-old niece, a second-year undergraduate, mentioned that she watches video lectures offline at twice the normal speed. Struck by this, I asked some other students I know. Many now routinely speed up their lectures when learning offline — often by 1.5 times, sometimes by even more. Speed learning is not for everyone, but there are websites where students discuss how odd it will be once they return to the lecture theatre. One contributor wrote: “Normal speed now sounds like drunk speed.”
Education was adapting to the digital world long before Covid-19 but, as with so many other human activities, the pandemic has given learning a huge push towards the virtual. Overnight, schools and universities closed and teachers and students had to find ways to do what they do only via the internet. “This is a time for schools and systems to reimagine education without schooling or classrooms,” says Professor Yong Zhao. Dr Jim Watterston in Australia thinks that, while the traditional classroom is still alive and well, education needs to be more adventurous and flexible. Earlier this year, Zhao and Watterston co-authored a paper in which they identified some major changes that should happen in education post-lockdown.
The first concerns the content, which should emphasize such things as creativity, critical thinking and leadership, rather than the collection and storage of information. “For humans to progress in the age of smart machines, it is essential that they do not compete with machines.”, they wrote, “Instead, they need to be more human.”
The second is that students should have more control over their learning, with the teacher’s role shifting from instructor to supervisor of learning resources, advisor and motivator. This is where so-called “active learning” comes in with a growing body of research suggesting that comprehension and memory are better when students learn in a hands-on way — through discussion and interactive technologies, for example. It’s also where the concept of “productive failure” applies. Professor Manu Kapurin argues that students learn better from their own or others’ failed attempts to solve a problem before or even instead of being told how to solve it.
If the progress of the times is unable to hold back the coming revolution in education, it seems unlikely that the traditional classroom is going to have any luck in its attempts trying to turn back the clock. As Laurillard puts it, “It took a global pandemic to drive home what we’ve been saying for 20 years.”
1. By giving examples of “speed learning” in the first paragraph, the author wants to show that _________.| A．digital world is dramatically reforming the way of learning. |
| B．speed learning completely replaces normal speed learning. |
| C．returning to the lecture theatre is strange after speed learning. |
| D．education begins to adapt to digital world after Covid-19. |
| A．It is essential for smart machines to be more human. |
| B．Students should possess more information about creativity. |
| C．Students value others’ failure over their own failure. |
| D．“Active learning” calls for diverse ways of involvement. |
①learning mode ②learning motive ③learning attitude ④learning focus
| A．①④ | B．②③ | C．①③ | D．②④ |
| A．Speed learning harms students’ learning efficiency. |
| B．The coming revolution in education is irreversible. |
| C．Teachers will play a less important role in the future. |
| D．The traditional classrooms will eventually disappear. |
9 . 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. |
Museums inspire dreams-to become an astronaut, an
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