1 . Imagine a school that expected its students to become literate without any formal instruction. Most parents would be alarmed by such an approach, which would leave their children confused and with gaps in their understanding. This, however, has been the philosophy on character development in many of our schools. Why is the development of character seen as somehow different from the other skills that we teach?
Of course there will always be learning by osmosis (耳濡目染) in any school, but as a teacher and primary school head I have found that a child’s moral literacy is strengthened when they acquire the building blocks of good character such as consideration, courage and honor: qualities which are commonly known as virtues.
I personally find that exploring a virtue over a two-week period provides a simple and effective program that allows for the creative input of both teacher and student and a chance for the virtue to embed (使融入) itself. Once a lesson on a virtue such as honesty has been completed we need to allow time for children to practice this concept just as would be the case with fractions or verbs. Allowing children to role play a situation such as making up excuses to cover a mistake can be enormously interesting, and the drama can be frozen allowing the characters to be questioned about their feelings and motives. It’s also a safe way for children to experience for themselves how a lie usually goes out of control.
Our role as educators is also to look for opportunities to help our students as they attempt to strengthen their characters. When something goes wrong we guide the young person to the virtue that will prevent it from happening again. For instance, when a student thoughtlessly disturbs the calm atmosphere of the library, instead of a response such as, “that was really disrespectful and selfish of you!” we draw out from them the required virtue: “When you’re walking through the library, what virtues do you need to use?”
1. What does the underlined word “philosophy” in the first paragraph mean?| A．Viewpoint. | B．Subject. | C．Motto. | D．Study. |
| A．There tends to be disagreement about what character education is. |
| B．Most parents are not satisfied with the teaching methods adopted in schools. |
| C．The approach to character education is generally considered different from the approaches to other skills. |
| D．More and more schools are adopting strategies to improve school attendance. |
| A．they have gradually learnt to imitate |
| B．they have learnt the importance of role play |
| C．they have learnt specific moral qualities one by one |
| D．they are given enough time to practice |
| A．Teaching morals and values has been a frequently discussed topic in the past few years. |
| B．The author advocates putting virtues into lessons and school life to encourage character development in children. |
| C．Kids throughout the population face the same needs, the same challenges, and the same realities in their lives. |
| D．Role plays are an excellent way of getting students to practice their English. |
If you're invited to an American friend's home for dinner, keep
First of all, arrive approximately on time (but not early).
When you're invited to someone's home for a meal,
Wearing proper clothes and
Don't leave
4 . The government's top Great Barrier Reef scientist says a third mass coral bleaching (珊瑚白化) event in five years is a clear signal that the marine wonder is “calling for urgent help on climate change. Corals can recover from mild bleaching, but severe bleaching can kill corals.
Prof Terry Hughes, director of the Centre of Excellence for Coral Reef Studies at James Cook University, surveyed 1,036 reefs from a plane over nine days in late March.
The marine park authority also had an observer on the flights. The survey has released maps showing that serious levels of bleaching occurred in 2020 in all three sections of the reef northern, central and southern. Some 25% of the reefs were seriously bleached-meaning that more than 60% of the corals on each reef had bleached.
The Great Barrier Reel has experienced five mass bleaching events-1998. 2002,2016, 2017 and 2020 -all caused by rising ocean temperatures driven by global heating. Hughes said there probably would not be the same level of coral death in the north and central regions in 2020 as in previous years, but this was partly because previous bleaching outbreaks had kill off the less heat -tolerant species The 2020 bleaching was second only to 2016 for severity(严重性), Hughes said.
Dr. David Wachenfeld，chief scientist at the Great Barrier Reef Marine Park Authority, told Guardian Australia "My greatest fear is that people will lose hope for the reef. Without hope there's no action. People need to see these bleaching events, They are clear signals that the Great Barrier Reef is alling for urgent help and for us to do everything we can”.
Measures to improve the ability of recovery of the reef include improving water quality, controlling outbreaks of coral-eating starfish, and research and development to improve the heat tolerance of corals. " However, climate change brings a new scale of impact unlike anything we have seen before. Thus, dealing with the climate problem is the basis for everything else to work, ” Wachenfeld said.
1. What does the underlined word “mild” in Paragraph 1 probably mean?| A．Serious |
| B．Strong. |
| C．Steady. |
| D．Slight. |
| A．The majority of the corals on each reef were bleached. |
| B．The survey was carried out on a plane by Hughes alone. |
| C．The 2020 bleaching killed off the less heat tolerant species. |
| D．The 2020 bleaching was worse than those of all the previous years. |
| A．have done everything they can for the reef |
| B．are sure to lose hope for the reef |
| C．will care more about the reef |
| D．will have no action at all |
| A．Improving water quality. |
| B．Making efforts to prevent global warming. |
| C．controlling outbreaks of coral-eating starfish., |
| D．Doing research on the heat tolerance of corals. |
5 . As Internet users become more dependent on the Internet to store information, are people remember less? If you know your computer will save information, why store it in your own personal memory, your brain? Experts are wondering if the Internet is changing what we remember and how.
In a recent study, Professor Betsy Sparrow conducted some experiments. She and her research team wanted to know the Internet is changing memory. In the first experiment, they gave people 40 unimportant facts to type into a computer. The first group of people understood that the computer would save the information. The second group understood that the computer would not save it. Later, the second group remembered the information better. People in the first group knew they could find the information again, so they did not try to remember it.
In another experiment, the researchers gave people facts to remember, and told them where to find the information on the Internet. The information was in a specific computer folder (文件夹). Surprisingly, people later remember the folder location (位置) better than the facts. When people use the Internet, they do not remember the information. Rather, they remember how to find it. This is called “transactive memory (交互记忆)”
According to Sparrow, we are not becoming people with poor memories as a result of the Internet. Instead, computer users are developing stronger transactive memories; that is, people are learning how to organize huge quantities of information so that they are able to access it at a later date. This doesn’t mean we are becoming either more or less intelligent, but there is no doubt that the way we use memory is changing.
1. The passage begins with two questions to ________.| A．introduce the main topic | B．show the author’s attitude |
| C．describe how to use the Internet | D．explain how to store information |
| A．Sparrow’s team typed the information into a computer. |
| B．The two groups remembered the information equally well. |
| C．The first group did not try to remember the formation. |
| D．The second group did not understand the information. |
| A．keep the information in mind |
| B．change the quantity of information |
| C．organize information like a computer |
| D．remember how to find the information |
| A．We are using memory differently. |
| B．We are becoming more intelligent. |
| C．We have poorer memories than before. |
| D．We need a better way to access information. |
