Joyce is in the fourth grade and he joined the noisy children of his class as usual. “Children! Silence!” Mangat Madam suddenly entered the class. She announced next week would be math week. “I’d like each of you to work on a project. You could do it individually or in a group.” she instructed. “The topic for the project needs approving tomorrow and it has to be displayed at the math week exhibition. The best project will be awarded and there is also a surprise gift from my side,” she added.
Joyce, who is extremely good at math, sat in the corner seat of the first bench with Karan, an average. Karan asked Joyce if they could work on the math project together. Joyce replied in a prideful tone, “Ha-ha you want to join me. I think I will do the project on my own.” Joyce wanted to get awarded and the surprise gift all for himself from Mangat Madam.
After deep consideration, Joyce decided to work on a math magic quiz on the circuit board. The next day in school, Mangat Madam arrived in the classroom and all the children submitted their topics for math exhibition. They all chose to work in a group except Joyce. In the following days, Joyce gathered all the materials for the project such as wires, bulbs (灯泡), a switch and a thin plywood board (胶合板). He worked out a few mathematical basic operations to be fixed on the board so that when the wire of the circuit touched the right answer, the bulb glowed. Joyce completed the project and was happy with the result.
The evening before the exhibition, while packing his school bags, Joyce again checked the project to see if it was working fine. Alas! All the lights that were to glow did not seem to light at all. Without finding the reason, Joyce was tensed. However, he decided to take the same project to the school as he couldn’t change the topic at the last minute. Then came the next day, and everybody was fascinated in the exhibition.
注意：1.续写词数应为150左右；
2.请按如下格式在答题卡的相应位置作答。
It was Joyce’s turn to display his project.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Finally, the teacher announced Karan’s team was the winner.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2 . “A ship in harbor is safe, but that is not what ships are built for,” said John A. Shedd, an early 20th century author. Throughout the Covid-19, we’ve all become used to assessing risk in new ways. We’ve come to understand, though we can never get rid of risk altogether, we have great power to make choices both large and small to protect ourselves.
Developmental psychologists talk about “positive risks” — socially acceptable risks that our lives can benefit from.
One guide to positive risk management lists ways that people can make sure their risks are on the “safe" side of risk range. For example, to ensure a successful bike ride, you should in advance equip yourself with a fully-charged cell phone and a full water bottle.
Nobody wants to be needlessly risky. But using our newly-acquired risk assessment tools, we can once again learn and grow in our lives.
| A．Take risks in a positive way. |
| B．But the self-protective mind state carries its own risk. |
| C．Overall happiness is one benefit of positive risk-taking. |
| D．Remember to tell one of your friends or family your destination. |
| E．Besides taking preventive steps, flexible thinking is also encouraged. |
| F．Like a ship sailing away from its harbor, that is what we were built to do. |
| G．For teenagers, this means risks like running for monitor or trying out for a team. |
3 . Modern technology has a strong influence on every part of our life, including the education in the universities.
Ashok Goel, a professor of Georgia Institute of Technology, says he uses the Internet in almost all of the classes he teaches. Every term over 300 graduate students take his class on artificial intelligence (人工智能). The students never meet in person. All of the classes take place online — through a website, which lets students ask questions and complete their work from anywhere in the world.
Having hundreds of students in a class means Ashok Goel has to answer thousands of questions. He has eight teaching assistants to help him. But even that is not enough to give all the students the help they need.
So, in January, Goel had an idea. He decided to try an experiment. At the start of the spring 2016 term, he added a new member to his teaching team: Jill Watson. She was able to answer questions faster than most other teaching assistants. And she was available 24 hours a day.
It was only at the end of the term that Goel’s students learned Watson’s true identity: she was not a real person like the other teaching assistants. Jill Watson was an AI computer program.
And it seems Goel’s stories will become more common in the universities.
A website called Campus Technology publishes stories about how colleges and universities use new technology. In August, the site published a survey of over 500 professors and their use of technology. Fifty-five percent of the professors asked students to use study materials online before coming to class. And, more than 70 percent combined (使相结合) online materials and face-to-face teaching in their classrooms.
1. What can we learn from Paragraph 2?| A．Goel seldom uses the Internet in his class. | B．The students take Goel’s class online. |
| C．Goel occasionally meets his colleagues. | D．Goel’s students dislike going to college. |
| A．He is not a clever professor. | B．He wants to have a good sleep. |
| C．He does not want to give answers. | D．He has no time to answer all the questions. |
| A．She was a real person. | B．She helped Goel with his work. |
| C．She was one of Goel’s students. | D．She could ask all the questions. |
| A．Who a person is. | B．The name of a person. |
| C．Where a person is from. | D．A person’s contribution. |
| A．Ashok Goel has eight assistants to help him. |
| B．New technology is changing our way of living. |
| C．Modern technology greatly influences college education. |
| D．Teachers will be completely replaced by the computers. |
| A．whether | B．that | C．which | D．what |
5 . There is hot, and then there is hot! Extreme heat is a period of high heat and humidity with temperatures above 90 degrees Fahrenheit for at least two to three days. Extreme heat is responsible for the highest number of annual deaths among all weather-related hazards (危害).
It’s not your imagination. Summers have been getting hotter and hotter with extreme heatwaves occurring earlier and more frequently. But why is this happening and can we better predict heatwaves in advance to give people time to prepare?
“Climate change is here and it’s already been changing human behavior and causing significant influence in the society. As global temperatures rise, historically excessive (过高的) temperatures are more likely to occur.” says Craig Ramseyer, an assistant professor who studies climate modeling in the department of geography at Virginia Tech.
Ramseyer says heatwaves are the most concerning because of the lack of attention they normally receive. “Hurricanes, tornadoes, and flash floods drive more media attention because of the natural attraction with the visual impact of those types of hazards. However, heat does not tend to be as attractive and it becomes very difficult to communicate the danger to the public,” said Ramseyer. “Around the world, more deaths occur due to extreme heat than from hurricanes, flooding, and drought combined. It impacts the most helpless of our citizens who do not have enough access to air conditioning, water, and other important resources.”
Since the Earth is running warmer than it used to, Ramseyer says that when these heatwave-related weather patterns take place, it results in higher extreme temperatures than we used to experience 30 years ago.
“As a global community, we need to decrease carbon emissions as soon as possible. We have rapidly developing technologies that are going to help advance the process, but the faster the better, there is no time to waste.”
1. What can we learn from the article?| A．Extreme heat is a No.1 death cause. |
| B．People are suffering more extreme heat. |
| C．A 100-degree heat is an extreme heat. |
| D．Extreme heat is getting better over the years. |
| A．Climate change will soon affect human behaviors. |
| B．High temperatures happened frequently in history. |
| C．Air conditioning and water can stop the extreme heat. |
| D．Garbage sorting can less advance the climate change. |
| A．Extreme heat can be stopped by technology. |
| B．People have enough time to solve the climate problems. |
| C．The danger of extreme heat is not easily transferred to the public. |
| D．Heatwave-related weather patterns will decrease in the future. |
| A．Complaints about extreme heat. | B．Prevention of extreme heat. |
| C．Characters of extreme heat. | D．Technologies behind extreme heat. |
6 . According to a new study， teens focus on rewards and have a hard time learning to avoid punishment or consider the consequences of alternative actions.
University College London researchers compared how teens and adults learn to make choices based on the available information. They tracked the way in which 18 volunteers aged 12-17 and 20 volunteers aged 18-32 completed tasks in which they had to choose between abstract symbols.
Each symbol was consistently associated with a fixed chance of a reward, punishment, or no outcome. As the trial progressed ， participants learned which symbols were likely to lead to each outcome and adjusted their choices accordingly. Teens and adults were equally good at learning to choose symbols associated with reward， but teens were less good at avoiding symbols associated with punishment. Adults also performed significantly better when they were told what would have happened if they had chosen the other symbol after each choice， while teens did not appear to take this information into account.
“From this experimental lab study we can draw conclusions about learning during the teen years. We find that teens and adults learn in different ways， something that might be relevant to education," said lead author Dr. Stefano Palminteri. " Unlike adults, teens are not so good at learning to adjust their choices to avoid punishment. This suggests that incentive systems based on reward rather than punishment may be more effective for this age group. Additionally, we found that teens did not learn from being shown what would have happened if they made alternative choices."
To interpret the results, the researchers developed computational models of learning and ran simulations （模拟）applying them to the results of the study. The first was a simple model, one that learned from rewards, and the second model added to this by also learning from the option that was not chosen. The third model was the most complete and took the full context into account, with equal weight given to punishment avoidance and reward seeking. For example, obtaining no outcome rather than losing a point is weighted equally to gaining a point rather than having no outcome.
Comparing the experimental data to the models, the team found that teens" behavior followed the simple reward-based model while adults" behavior matched the complete, contextual model. “Our study suggests that teens are more receptive to rewards than they are to punishments of equal value, ” said senior author Dr. Sarah-Jayne Blakemore. “As a result, it may be useful for parents and teachers to frame things in more positive terms.”
1. It can be learned from the study that .| A．adults made choices faster than teens |
| B．adults understood rewards better than teens |
| C．teens reacted better to reward than punishment |
| D．teens were aware of the outcome of each choice |
| A．They reflected people’s strong desire for punishment avoidance. |
| B．They gave circumstances different degrees of consideration. |
| C．They paid equal attention to reward and punishment. |
| D．They shaped the behavior of people at different ages. |
| A．accustomed | B．opposed |
| C．sympathetic | D．responsive |
| A．“If you insist on doing things in this way， you will lose ten points. " |
| B．“If we had talked about this earlier， you wouldn’t have made the mistake. " |
| C．“ If you hand in your assignment ahead of time， you will get an extra bonus." |
| D．“If you want to approach a problem differently ， you can talk to your parents. " |
7 . VARK is a questionnaire that helps with your learning by suggesting the strategies you should be using. According to VARK, some people learn best by reading materials, while others are more visually-oriented (视觉导向的) and must see something to understand. Others might fall into the auditory learning subtype, meaning they tend to urderstand materials by listening to instructions. There are also kinesthetic (动觉的) learners, or those who learn best through hands-on activities.
Learning style theories had their popularity in the 1990s, when Beth Rogowsky was just starting as a middle school teacher. “At that time, when my students were given some learning material, if they disliked reading it, they could listen to it instead as long as they’d like to listen to others reading it; whatever they preferred, they would be encouraged to do it,” says Rogowsky, who is now an associate professor of teaching and learning at Bloomsburg University in Pennsylvania.
But when it comes to preferred learning styles, there’s a problem. The idea of using learning styles emerged in the 1980s as many researchers voiced their support, but few actually tested their concepts to confirm the validity in randomized, experimental settings. In the 2000s, when researchers started to do just that, they found little evidence that matching students to their supposed learning style helped them memorize information better.
Rogowsky herself has confirmed the belief that learning styles don’t hold up in her recent studies. In one study published in Frontiers in Psychology this year, Rogowsky and her colleagues tested fifth-graders with preferred auditory and visual learning styles. Students were given standardized reading tests, in both written and audio formats. The team didn’t uncover a relationship between their preferred learning styles and academic performance, according to Rogowsky.
The team’s study noted that a preference to learn material using a certain method could mask skill lack. “Someone who prefers to lean by listening instead of visual approaches might just have underdeveloped reading skills. Letting students learn in their preferred manner doesn’t push them to improve weaker skill sets,” Rogowsky says. “If you need to improve your skills, don’t just keep doing what’s easy to you.”
1. What’s the purpose of Paragraph 1?| A．To explain the complexity of the learning process. |
| B．To inspire people to actively engage in a questionnaire. |
| C．To show different people have different learning styles. |
| D．To suggest using VARK to choose efficient learning styles. |
| A．Encourage students to learn creatively. |
| B．Allow students to use their preferred learning style. |
| C．Help students improve their reading and listening ability. |
| D．Provide varied reading materials for students to choose from. |
| A．Correctness. | B．Faulty. | C．Arrangement. | D．Budget. |
| A．Students need to focus on their academic performance. |
| B．Students should stick to their favorite learning materials. |
| C．Students hiding skill lack can boost their confidence |
| D．Students should go beyond a certain preferred learning style. |
As soon as his workday ended, Jordan rushed out of the office. He drove his car to the nearest supermarket to prepare for his mother’s surprise birthday party that evening. Unfortunately for Jordan, it was Friday and the parking lot was packed with shoppers. He had to drive around looking for a space to park.
After nearly 20 minutes, he noticed a space, but that was specially used for unloading goods. He hesitated for a while, but thinking shopping would take him just a few minutes, he parked his car there and rushed into the supermarket. He hurried down the aisles (过道), checking the shopping list his sister had messaged him. Soon Jordan had almost everything. Now he just needed to pick out a birthday cake.
“Just a few minutes more, ” he repeated these words in his mind several times as he sped down the target aisle. But when he got there, there was a long line of people wanting to buy cakes or cookies. He was getting more and more anxious, and began to regret not ordering a cake the day before.
Half an hour later, it was finally his turn. He asked for a chocolate cake, and carefully placed it in the cart. Now he could go! Jordan raced towards the nearest till (收款处).“Oh, I really have good luck!” he thought. “There’s no one there! ” However, out of the corner of his eye, he saw someone approaching the till ahead of him.
It was a young woman. Thinking he would surely be late if he failed to check out before the woman, he decided to take action. He pushed his shopping cart forward and narrowly missed hitting her. “Hey! ” the woman cried. “Be careful. You could have hurt me!
Jordan felt embarrassed, but he pretended not to hear. He quickly paid for all his goods and rushed out of the supermarket, leaving the woman staring at him from behind. He looked at his watch and imagined that he would make it with good luck.
注意:
1.续写词数应为150(左右)
2.请按如下格式在答题卡的相应位置作答。
When returning to the parking lot, Jordan found his car was gone.
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Jordan felt surprised that the woman should give him a lift.
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1、该人物是谁；
2、该人物的主要贡献；
3、该人物对你的影响。
注意： 1. 词数不少于100；
2. 开头和结尾已给出，不计入总词数。
Dear Jim,____________________________________________________________________________________________
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Yours
Lihua
Once I went to a German city for vacation. The trip left a
Wherever I went, I asked people for directions. It surprised me that almost every young German could speak English
I thought Germans were not
