1 . “Have a dream. Don’t be afraid to want something.” That’s the advice from Florence Bergeron, associate director of knowledge mobilization (动员) for the Students Commission of Canada. The group organized the country’s annual “Take Our Kids to Work Day” initiative on November 1.
Across Canada, ninth-grade students had the chance to visit the workplace of a parent, relative or friend. Bergeron said over 450,000 people participated this year.
The initiative began in 1994. “The principle was to bring their own children into the workplace so they could see what their parents were doing and prepare for taking on that same role,” Bergeron explained. The purpose of the day has changed over the years, as many kids now follow careers different from their parents’.
According to Dorota Peacock, who is the district coordinator for career education in the Surrey School District in British Columbia, the event is beneficial in various ways. “It’s valuable for exposing students to what people do in the adult workforce that they normally wouldn’t see,” Peacock said. “They get to ask questions and decide what’s interesting.”
Peacock added that students also learned what they were loath to do, which was just as valuable. That was the case for three ninth graders from Ecole Salish Secondary School in Surrey. Mia Kim, Rithi Murugaselvam, and Eljie Salimbagat said that they enjoyed visiting their parents’ workplaces, but realized that they, themselves, would likely follow different paths. Rithi,14, who visited a day care center where her mother worked, said that “much patience is required for working with kids.”
All three students agreed that learning to socialize is essential, no matter what career path you follow. “I learned that for a lot of jobs, you needed to learn how to communicate with others to be successful,” said Mia, 13.
Peacock hoped that the event inspired Canada’s ninth graders to have a deeper appreciation for their parents. “They are smart, productive people, and not just people who come home and help with homework and make meals,” Peacock said. “They’re an actual person in the world doing really cool things.”
1. What was the purpose of the initiative?| A．To expose children to the busy life. | B．To prepare students for their career options. |
| C．To improve parent-child relationships. | D．To educate children on possible changes. |
| A．Unwilling. | B．Nervous. | C．Ready. | D．Eager. |
| A．The ability to adapt. | B．The adventurous spirit. |
| C．The sense of success. | D．The communication skill. |
| A．Family count above all else. | B．Parents’ work is much more meaningful. |
| C．Children should admire their parents. | D．Children lack appreciation for housework. |
2 . Both my parents were educators, and for the past 40 years, I’ve done the same thing. For years, I have watched people teach. And one of the things that are not often noticed is the importance of relationships. Someone says that no important learning can happen without an important relationship. That’s true. Kids may not even learn from people they don’t like.
How do I build relationships with kids and look after kids? I once gave a test — 20 questions. A student missed 18. I put a “+2” on his paper and a big smiling face. I said to him, “You got two right. You didn’t miss them all. And when we review this, won’t you do better?” He said, “Yes, I can do better.” You see, “-18” may be a blow to his pride, but “+2” said, “I am not all bad.”
And for years, I watched my mother take the time at recess (课间休息) to review, go on home visits in the afternoon, and buy small gifts for kids. After she retired (退休), some of her kids came and said to her, “You know, Ms. Walker, you made a difference in my life. You made me feel like I was somebody.” When my mama died, there were so many students at her funeral (葬礼). It brought tears to my eyes, not because she was gone, but because she left a treasure of relationships that could never disappear. Can we have more relationships? Of course, yes. And we teach anyway, no matter what kinds of kids we have.
Teaching and learning should bring joy. How influential our world would be if we had kids who were not afraid to take risks, Who were not afraid to think, and who had a champion (拥护者)! Every child should have a champion, an adult who will never give up on them, and who understands the influence of connection and believes that they can become the best.
1. What is the author’s purpose in writing the first paragraph?| A．To show the key to people’s success. |
| B．To show the importance of education. |
| C．To tell us the value of relationship in teaching. |
| D．To introduce his parents’ teaching experience. |
| A．To draw his attention. |
| B．To tell him grades didn’t matter. |
| C．To show the two sides of the same coin. |
| D．To make him feel better and encourage him. |
| A．Her students were full of thanks to her. |
| B．She was strict with her students. |
| C．Many of her students were successful. |
| D．Her death made the author hopeless. |
| A．What a teacher does |
| B．Every child needs a champion |
| C．How students learn from their teachers |
| D．Relationship influences kids’ school life |
3 . For many years the school system in Finland (芬兰) has been very successful. Finland is not only the top European country but also competes with Asian giants like Shanghai, Singapore and South Korea. But what makes the educational system in this small country so different from others in the western world?
Until the 1960s Finland’s school system had been influenced largely by its neighbor, the Soviet Union. Most students left school after six years; some went on to private (私人的) schools. Only the wealthy ones got a better education. In the middle of the 1960s the Finnish government saw the need to change and modernize (使现代化) their education system if they wanted to be internationally competitive.
Most of Finland’s schools get their money from the government. The people who are in charge of (负责，掌管) the education system, from teachers to officials are trained teachers, not politicians (政治家) like in other countries.
Teachers work with their pupils (小学生) in school as much as possible. When teachers are not with the pupils, they spend a lot of time in schools working on the curriculum and new projects.
All Finnish children, whether they come from the city or the country, whether from a rich or poor family, have the same chances in education. There are not so many differences between the wealthy and poor, as in America or other western European countries. Education experts say that there is very little difference between very good and the worst students. Two thirds of Finnish pupils move on to higher education, the highest rate (比率) in the European Union.
1. What did the Finland government do in the middle of the 1960s?| A．They encouraged students to go to private school. |
| B．They lengthened preschool education. |
| C．They changed the school system. |
| D．They learned modern education from neighboring countries. |
| A．the children in Finland are educated equally |
| B．the children in Finland attend preschool at the age of six |
| C．the-school system in Finland is better than that in Singapore |
| D．the school equipment in Finland doesn’t meet international standards |
| A．Asian countries are successful in school education |
| B．the school system in Finland has been very successful |
| C．students in these places are better than those in European countries.. |
| D．the educational system in Asia is different from that m the western world |
| A．What Differences European Schools Have |
| B．Why Finland’s School System Is Successful |
| C．What Good Schools Provide Students with |
| D．Why Finland’s School System Has Changed |
4 . 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. |
5 . 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 |
6 . Many kids help out around the house with chores (家庭杂务) such as emptying a dishwasher, putting dry clothes away, and taking out trash. In exchange, some kids get allowances or other rewards such as extra computer time.
But some people do not think that kids should get rewards for doing chores. Susie Walton, a parenting educator and family coach, believes that by rewarding kids, parents are sending a message that work isn’t worth doing unless they get something in return. “Running any kind of household is a team effort,” Susie said. “A home is a living space for everyone in the family. It’s important for kids to see that they all have responsibilities in the house, and that a family decides together how they want their home to look, and how they are going to keep it looking like everyone wants it to look.”
Other people believe that getting a cash allowance or other rewards encourages kids to do chores, and it also teaches them real-world lessons about how we need to work to earn money. There are also new applications that give kids points and digital gifts that can be redeemed (兑取) either online or in the real world. With the ChoreMonster app, kids earn digital points by completing chores that they can turn in (提交) for real-life rewards such as extra Xbox time or a trip to the mall. “Our goal is to encourage kids to earn rewards,” says Chris Bergman, founder of ChoreMonster, “Kids need positive reinforcement (强化) to help encourage them to do so.”
What do you think? Should kids be rewarded for doing chores? Or should kids help out around their homes without getting anything in return? Write a 200-word response. Send it to tfkasks4you@time forkids.com. Your response may be published in a future issue of Time For Kids. Please include your grade and contact information of your parent or teacher if you want your response to be published. The deadline for responding is February 18.
1. What does the underlined word “they” in paragraph 2 refer to?| A．The educators. | B．The kids. |
| C．The parents. | D．The family. |
| A．Kids should be rewarded for doing chores, |
| B．Parents decide what kids can do for the family. |
| C．Parents should do all the housework for their family. |
| D．Kids should help do housework without getting anything in return. |
| A．By playing on their Xbox. | B．By finishing some chores. |
| C．By making a trip to the mall. | D．By applying for real-life rewards. |
| A．His or her parents’ professions. | B．His or her character. |
| C．His or her hobbies. | D．His or her grade. |
7 . Researchers of the University of Missouri analyzed survey data of 2,300 teachers from Missouri and Oklahoma who were asked to rate how stressed they were at work, if they found ways to deal with work stress and how satisfied they were with their jobs. The study found teachers who struggle to deal with the stress of their job report far lower job satisfaction compared to teachers who find ways to manage the pressure. While the findings were not particularly surprising, the study highlights how the ability — or inability — to deal with work stress can be a significant factor contributing to teacher burnout, which ultimately leads many teachers to leave the profession.
This research confirms that it is necessary to start devoting more time and resources to helping teachers identify and adopt healthy coping mechanisms (应对机制). Finding ways to relieve teacher stress and investing in ways to help them deal with stress in positive manners will pay back in not having to constantly hire and train new teachers all the time. In addition, keeping experienced teachers will likely benefit student achievement as well.
The researchers explained that positive, healthy coping mechanisms can be quick, easy and free. One healthy coping mechanism they suggest for stressed teachers is writing and delivering a short letter of gratitude to a colleague they enjoy working with. Simple things like increasing positive interactions with students and peers, improving classroom management skills, and avoiding gossip (闲话) at work can also help.
School principals, district superintendents and school administrators can all play a role in supporting stressed teachers who may be struggling to cope. They should communicate with teachers about their concerns, show empathy (共鸣) and check in on their health and well-being to show the care. The overall goal is to create school environments that allow teachers to develop and give them the tools they need to be successful.
1. Why is it necessary to adopt healthy coping mechanisms for teachers' stress?| A．Because it can prevent teachers leaving the profession. |
| B．Because it helps to replace old teachers with new ones. |
| C．Because it could help reduce dropout rates of students. |
| D．Because it contributes to new teachers' train and development. |
| A．They are simple for most teachers. |
| B．They can take little time and money. |
| C．They involve many little everyday things. |
| D．They encourage communication of any kind. |
| A．By setting up better working conditions for teachers. |
| B．By asking teachers to increase the student achievement. |
| C．By requiring teachers to adopt the latest teaching methods. |
| D．By ordering teachers to improve classroom management skills. |
| A．Reasons for teacher burnout. | B．Ways to relieve teacher stress. |
| C．Skills for classroom management. | D．Paths of teacher professional growth. |
8 . Dartford Grammar. a secondary school in Kent, declines to enter their graduates for A-levels. Instead. pupils follow courses set by International Baccalaureate, an exam board based in Switzerland. They study six subjects, and these must include maths, English and a foreign language. “We’re not just preparing students for university,” says Julian Metcalf, the headmaster, “but for another 60 years of life beyond that.”
Every few years England’s A-level system comes in for a kicking. Britain’s prime minister is the latest person who warned that England was unusual in letting youngsters drop maths and their native language at 16. He proposed switching the current system for a new “British Baccalaureate” that would require pupils to keep up both of those subjects until they are 18.
Even critics agree that A-levels are demanding qualifications, and that they enjoy great reputation abroad. Britain’s universities have traditionally been pickier than those in many other countries. Ambitious students have generally been grateful that they are allowed to sweat only the subjects they need for admission. Yet A-levels may not be handing English teenagers the breadth (广度) of skills they need. Their performance in English and math tests falls behind other countries after they turn 16. One-third of 16-to 19-year-olds in England have low basic skills according to a survey.
There is enough time in the school day to offer extra maths and English classes without greatly affecting other studies. But it would cost money. Without any apparent justification, England’s schools get less funding for pupils aged 16-19 than they do for younger children. Broadening studies would also require more staff. However, the number of people who began training to be a secondary-school teacher this September was about one-third lower than hoped.
1. What drove Dartford to make the decision in the first paragraph?| A．A-levels’ various courses. | B．Pupils’ heavy study burden. |
| C．Prime minister’s latest proposal. | D．Students’ long-term development. |
| A．They prefer foreign languages. | B．They have to study six subjects. |
| C．They can choose to drop maths. | D．They are picky about universities. |
| A．Strict admission rules. | B．Insufficient skill training. |
| C．Low international recognition. | D．Demanding subject requirements. |
| A．Overpaid staff. | B．Long school-time. |
| C．Unqualified teachers. | D．Imbalanced investment. |
9 . Whether your kid can count on a sizable inheritance (遗产) or your family is living pay period to pay period, a college degree is a must. Along with the invisible life skills you get from those formative years on campus, college comes with a bankable payout: A Georgetown University study found that, on average, college graduates make a million dollars more over a lifetime than people who stop at high school.
Recently, a Bronx nonprofit asked me to speak to a group of high schoolers whose families were struggling financially. The participants were (rightly) worried about taking on too much college debt. Here’s what I told them: Even when you subtract (扣除) tuition, lost earnings during the college years, and other factors, an average college grad will still take in $300,000 more than those without a college degree.
And while rising tuition fees are a serious worry, free college programs of one kind or another have sprung up in more than 20 states. My own home state, New York, boasts one of the most comprehensive efforts. The Excelsior Scholarship program guarantees that students at public institutions attend tuition-free if their family earns under $110,000 a year.
Even in Silicon Valley, where there are many successful people who don’t own a college degree, I asked a group of parents there if it’s true that kids are giving up a college degree because they’re sure they’ll be rich people. The answer was a resounding, unapologetic no.
The truth is that in this STEM (science, technology, engineering and math)-centric age, any form of home-schooling or social education can’t replace the formal school education. Especially in an age when many low-end careers are being replaced by artificial intelligence (AI), a college degree can give your kid an edge.
1. In writing paragraph 1, the author aims to ________.| A．propose a definition | B．make a comparison |
| C．give an example | D．present an argument |
| A．Free college programs are available all over the USA. |
| B．In the STEM-centric age, a college degree is essential. |
| C．In New York, all public school students are tuition-free. |
| D．Children from rich families don’t need a college degree. |
| A．They are developing very rapidly. |
| B．They are all being engaged by AI. |
| C．They are all depending on a degree. |
| D．They are disappearing because of AI. |
| A．Why do you need a college degree? |
| B．Where can you enjoy free education? |
| C．What is a must in the STEM-centric age? |
| D．How much do people with a degree earn in US? |
10 . When Jason Arday was aged three he was diagnosed with
Arday has always wanted to help people. As a child he remembers
Supported by his college
When Arday told Sandri that he wanted to
Sandri was right, and now Arday is a
| A．symptom | B．phenomenon | C．autism | D．disease |
| A．affect | B．lead | C．reflect | D．change |
| A．paint | B．play | C．rest | D．read |
| A．oldest | B．smallest | C．youngest | D．biggest |
| A．linking | B．thinking | C．living | D．saying |
| A．then | B．soon | C．though | D．also |
| A．director | B．manager | C．president | D．tutor |
| A．master | B．degree | C．rank | D．position |
| A．worked | B．toured | C．visited | D．inspected |
| A．why | B．where | C．how | D．when |
| A．encouragement | B．movement | C．discouragement | D．engagement |
| A．abandon | B．interrupt | C．defend | D．continue |
| A．work on | B．depend on | C．take on | D．rely on |
| A．student | B．doctor | C．assistant | D．professor |
| A．taking | B．doing | C．giving | D．driving |
