1 . In 1953, when visiting his daughter’s maths class, the Harvard psychologist B.F. Skinner found every pupil learning the same topic in the same way at the same speed. Later, he built his first “teaching machine”, which let children tackle questions at their own pace. Since then, education technology (edtech) has repeated the cycle of hype and flop (炒作和失败), even as computers have reshaped almost every other part of life.
Softwares to “personalize” learning can help hundreds of millions of children stuck in miserable classes—but only if edtech supporters can resist the temptation to revive harmful ideas about how children learn. Alternatives have so far failed to teach so many children as efficiently as the conventional model of schooling, where classrooms, hierarchical year-groups, standardized curriculums and fixed timetables are still the typical pattern for most of the world’s nearly 1.5 billion schoolchildren. Under this pattern, too many do not reach their potential. That condition remained almost unchanged over the past 15 years, though billions have been spent on IT in schools during that period.
What really matters then? The answer is how edtech is used. One way it can help is through tailor-made instruction. Reformers think edtech can put individual attention within reach of all pupils. The other way edtech can aid learning is by making schools more productive. In California schools, instead of textbooks, pupils have “playlists”, which they use to access online lessons and take tests. The software assesses children’s progress, lightening teachers’ marking load and allowing them to focus on other tasks. A study suggested that children in early adopters of this model score better in tests than their peers at other schools.
Such innovation is welcome. But making the best of edtech means getting several things right. First, “personalized learning” must follow the evidence on how children learn. It must not be an excuse to revive pseudoscientific ideas such as “learning styles”: the theory that each child has a particular way of taking in information. This theory gave rise to government-sponsored schemes like Brain Gym, which claimed that some pupils should stretch or bend while doing sums. A less consequential falsehood is that technology means children do not need to learn facts or learn from a teacher—instead they can just use Google. Some educationalists go further, arguing that facts get in the way of skills such as creativity. Actually, the opposite is true. According to studies, most effective ways of boosting learning nearly all relied on the craft of a teacher.
Second, edtech must narrow, rather than widen, inequalities in education. Here there are grounds for optimism. Some of the pioneering schools are private ones in Silicon Valley. But many more are run by charter-school groups teaching mostly poor pupils, where laggards (成绩落后者) make the most progress relative to their peers in normal classes. A similar pattern can be observed outside America.
Third, the potential for edtech will be realized only if teachers embrace it. They are right to ask for evidence that products work. But skepticism should not turn into irrational opposition. Given what edtech promises today, closed-mindedness has no place in the classroom.
1. According to the passage, education technology can ________.| A．decrease teachers’ working load |
| B．facilitate personalized learning |
| C．help standardize curriculums |
| D．be loved by schoolchildren |
| A．The students who are better at memorization tend to be less creative. |
| B．Schools with bans on phones have better results than high-tech ones. |
| C．Shakespeare was trained in grammar but he penned many great plays. |
| D．Lu Xun’s creativity was unlocked after he gave up studying medicine. |
| A．at the service of teaching |
| B．limited in use among pupils |
| C．aimed at narrowing the wealth gap |
| D．in line with students’ learning styles |
| A．To stress the importance of edtech. |
| B．To introduce the application of edtech. |
| C．To discuss how to get the best out of edtech. |
| D．To appeal for more open-mindedness to edtech. |
Tibet was a region I was desperate to see,
We set off at the Guangzhou train station and three days later, we arrived in Lhasa. The trip certainly took a while; however, we
We started our tour of Lhasa watching pilgrims(朝圣者)doing their morning prayers,
Then we started our journey to the Qomolangma base camp
About a week later, we arrived. We stayed in a guesthouse just next to the base camp and after dropping off our luggage,
3 . Natural. High quality. Unique.
That's Almased.
 Selected ingredients (原料), an exceptional mix and production process: that's how we create the unique Almased effect. ➢Combination of ingredients that's more effective than individual nutrients (营养物质). ➢No artificial flavourings, fillers or sweeteners. ➢Supports fat-burning during digestion. ➢Supports resistance to common diseases. |
Many products promise what only Almased can deliver. In order to achieve the unique Almased effect, it takes more than just mixing soy, yogurt and honey. The recipe for our Almased powder is as simple as it is unique: high-quality and natural soy, honey and yogurt. SOY｜The high-quality non-GMO soy (非转基因大豆) used in Almased is an environmentally friendly, sustainable source of plant protein. A single serving of Almased supplies 27 grams of protein. HONEY｜Unlike most regular honey, which is heat-treated, the raw honey in Almased is bursting with freshness even after it is canned. The honey's natural ingredients are still living and active when you open the can. YOGURT｜Cows that are naturally fed can even in turn encourage grass growth. This is why Almased sources its milk and yogurt from happy cows in Ireland and northern Germany, where they live in green grasslands. Being a natural product, Almased has a very plain taste and can be prepared in many different ways. Whether you like it sweet or fruity, there are no limits to how you flavour it. This ensures Almased doesn't get boring and suits your personal taste perfectly. So quick and easy to prepare, Almased can be fitted into your daily routine with ease. |
| A．its nutrients are easier to absorb | B．it can help burn fat |
| C．secret ingredients are included | D．it cures common diseases |
| A．It manages to mix different ingredients together. |
| B．Selected ingredients can stay fresh as ever. |
| C．Soy, yogurt and honey are specially treated. |
| D．Superior natural materials generate uniqueness. |
| A．Almased can replace our regular routine diet. |
| B．It's hard to make Almased appeal to everyone. |
| C．There seem various ways of serving Almased. |
| D．Almased has just the same taste as plain yogurt. |
One afternoon after school, Mary and her brother, Keith, were eating at a cafe near their home. That afternoon, they had to share their table with another person. That person was a young lady in her twenties. After eating, she went to the restroom. Without realizing, she had left her cellphone on the table. Five minutes later, she came out and walked out of the cafe without looking back.
Mary saw the cellphone on the table. She quickly told Keith, “Keith, the girl left behind her cellphone.”Keith looked at the cellphone. It took his breath away. It was one of the latest models on the market. Keith had always wanted a cellphone. But his parents had told him, “You don’t need one. You can always use the house phone.” He stared at it for some minutes. Then, he said slowly, pausing on every word, “I want to take the cellphone.” Mary could not believe her ears. She only stared at her brother, “You can’t! What if the owner comes to look for it?”
After making the decision, Keith quickly got the cellphone and put it in his schoolbag. Then, he took Mary’s hand and led her out of the cafe quickly.
Once back home, Keith locked his room door with trembling (颤抖的) hands. Inside his room, he took out the piece of beauty. Oh, he liked it so much. He had his own cellphone. Soon, he was polishing it happily. But Mary told him, “Keith, you cannot keep the cellphone. What will you tell our father about this? He will ask you how you got the cellphone.” Keith said quickly, “I will say a friend lent it to me.” Mary said, “Now you are lying too. Oh dear! When had Keith turned so dishonest?”
Then, Mary saw a house phone number on the cover of the cellphone. “This is the girl’s phone number. Why don’t we just call this number? We will talk to her and ask her to come and take back her cellphone,” she was trying to talk some sense into him.
注意：1. 续写词数应为150个左右;2. 请按如下格式在答题卡的相应位置作答。
That night, Keith turned over in bed from time to time.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Mary was very happy to hear that.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 . Many nursing homes all over the world are locked down to protect their residents from the COVID-19. Group-f is a
Bosch realized he could put the cranes to good use. Ever since, he has been
Eve Putseys came to see her 88-year-old aunt, who lives in La Cambre, a nursing home. Before she
Officials at La Cambre helped organize the crane-operated
| A．travel | B．design | C．building | D．cleaning |
| A．slowed down | B．broke out | C．fell back | D．knocked down |
| A．unpacked | B．unnoticed | C．unused | D．untouched |
| A．platform | B．ground | C．window | D．crane |
| A．secretly | B．proudly | C．cautiously | D．tearfully |
| A．chance | B．idea | C．dream | D．memory |
| A．hiring | B．sending | C．employing | D．accompanying |
| A．stand on | B．set up | C．return to | D．head for |
| A．got | B．selected | C．landed | D．exchanged |
| A．determined | B．willing | C．amused | D．able |
| A．smiling | B．moving | C．worrying | D．waiting |
| A．voyage | B．visit | C．tour | D．adventure |
| A．unnecessary | B．natural | C．practical | D．skeptical |
| A．anticipates | B．responds | C．acknowledges | D．realizes |
| A．anxieties | B．promises | C．excuses | D．regrets |
| A．Practising, make | B．To practise, making |
| C．Practise, make | D．To practise, make |
8 . Learning Is Everywhere and Anytime
Employees nowadays are faced with major changes in their working life. Besides their daily tasks and responsibilities, they are also learners. Specifically, they are learners faced with an information overload and above all, a limited amount of time. In order to catch all the opportunities learning has to offer, learning should be able to occur anywhere, at any time.
This first challenge for all the learners involved in the e-learning area is that your contents should be available on smartphones and mobile Internet devices, or you won't have any chance to be competitive in the e-learning field.
To boost the learner experience, you need to select only content that is relevant to you. Create your own personalized on-demand learning library, by piling up interesting learning content that you can easily get.
• Increase the completion rate.
• Give visibility to onboarding programmes: newcomers can have access to entry-level programmes everywhere and at any time.
• Give feedback before or after training lessons.
| A．How to increase micro-learning? |
| B．Here are some benefits of micro-learning. |
| C．It's important to know repetitive learning too. |
| D．Micro-learning forms an answer for learner's challenges. |
| E．Besides, people are faced with an information overload. |
| F．It should also take into consideration of the limitations of the individual |
| G．By means of one mobile device (tablet, phone, application) |
| A．worth to read | B．worth being read |
| C．worth of reading | D．worth reading |
| A．to buy | B．buying | C．bought | D．buy |
