1 . Self-learning can help you develop important skills and gain valuable knowledge. Understanding strategies for self-learning is important. They can help you study new concepts with ease.     1    .

Determine your learning style. People often prefer to learn new information or a new skill using varied approaches.     2     by exploring different learning styles and understanding your own learning process.

Find a purpose. Determine what you want to learn about and why you want to be a self-learner.     3    . Then, consider reflecting on how it might affect your life right now and how you might plan to use it in the future. For instance, if you plan to learn fiction writing, you can decide whether you’re interested in seeking a publishing career or maintaining it as a hobby.

    4    . This can help you focus your efforts. It may be helpful to choose specific options, so you can optimize (优化) the steps of your self-learning process. For example, if you’re practicing a programming language like HTML, you can make a goal to design your own website with certain functions using the knowledge you’ve learned.

Determine a schedule. To create an effective plan, it may be helpful to create an agenda for your self-learning sessions.     5     and estimate how long each task might take to complete. Depending on your preferences, you can plan your sessions using a physical notebook, an informal to-do list or spreadsheet software.

A．Assess your strengths

B．Be sure to set reasonable goals

C．Identify a skill set you’re interested in learning

D．Here’re some tips for effective self-learning practices

E．Consider giving yourself a set of achievable deadlines

F．You can find the most useful methods and techniques for yourself

G．Having a specific goal can also help you set accurate self-learning sessions

2 . AP at a Glance

Get an Overview of the AP Program

The Advanced Placement ® Program (AP) enables willing and academically-prepared students to pursue college-level studies while they are still in high school. The program develops college-level courses that high schools can choose to offer and corresponding AP exams that are administered once a year.

Fast Facts

·AP courses are available in seven subject categories.

·Each AP course is modeled on a comparable introductory college course in the subject.

·Each course comes to an end in a standardized college-level assessment or an AP exam.

·AP exams are given in May each year at testing locations all over the world.

·Schools must be authorized by the AP Course Audit to offer approved AP courses and use the “AP” designation (名称).

Advantages

Taking AP courses and exams can help students:

·Stand out on college applications. AP courses on a student’s transcript (学生成绩报告单) show that they’ve challenged themselves with the strictest courses available to them. And success on an AP exam shows that they’re ready for college-level coursework.

·Earn college credits and skip introductory courses in college. Most four-year colleges and universities in the United States, as well as many institutions in more than 100 other countries, grant students’ credit, placement, or both for qualifying AP exam scores.

1. Who are suitable to apply for the program?

A．Middle school teachers.

B．High school students.

C．Program designers.

D．Company administrators.

2. What should the students do to finish a course?

A．Study seven reports.

B．Earn enough credits.

C．Take a relevant exam.

D．Use the “AP” designation.

3. What benefit can the qualified students get from the program?

A．Getting a high school transcript sooner.

B．More foreign universities to be chosen from.

C．Studying more introductory courses in college.

D．Higher possibility of being admitted to a university.

3 . 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。

I was an average student in my early elementary years. I came home with a steady flow of B’s, C’s and the occasional F’s in second language subjects. I was told that I wasn’t applying myself and, as every report card I ever brought home clearly stated, I talked too much.

I didn’t write when I was supposed to write. I talked to others while the teacher was giving instructions. That I could recite what she had said to the class while I was talking was not helpful because I had a negative effect on my classmates’ learning. So I regularly brought home disappointing report cards.

My parents and my teachers didn’t know what to do with me. Punishments didn’t seem to work. Rewards didn’t seem to either. And, frankly, I don’t think I knew what I could do to “apply myself”. And I certainly didn’t know how to not enjoy talking with my classmates! What I knew was that I talked too much. Until grade 5.

That autumn, we had a sudden change in teachers as our elderly teacher took a medical leave. In his place, a young substitute (代课老师) arrived — Mrs Royal. She looked like she was freshly out of university and seemed too young to be cast in the role of being responsible for a class of tween, but there she was, charged with a lively group, and me.

I don’t remember many details of that year except the afternoon when I got my first report card from her. She handed out the report cards right after the afternoon break and invited us to look them over. Then she let us know that we could all talk quietly amongst ourselves while she called each student up one at a time, in alphabetical order (按字母顺序), to discuss our report cards with her.

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。

I looked over my report card, expecting the usual result.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Then it was my turn to talk with her.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5 . It’s January and time to go back to school. For some, that might be a gloomy prospect after the joys of the post Christmas festive period. For me, though, it’s as exciting as a trip to Antarctica, also as scary as starting a job for which I’m not sure whether I’m qualified.

To be embarking on a master’s degree in Psychotherapy and Counselling at Regent’s University at 71 is perhaps an unlikely route for someone who dropped out of school at 17. But now I’ve come full circle to the conclusion that nothing, for me, feels more stimulating at this point in my life than learning new things. That studying, far from being the bore and the chore it used to be, is a treat.

Turning 70 came as something of a shock. I started to feel I was drifting (飘). Without a big project, and without any major family responsibilities, I was starting to feel I was lying on a bed of thorns. Friends of similar age were lapping up their lives, socializing and travelling. However, I longed for something more. Or perhaps not more, but different.

As the gloom grew, I thought perhaps I needed to see a therapist. A friend, a psychotherapist, suggested that while therapy might be useful, doing a course on the basics of psychotherapy and counselling might be more up my street. Without too much thinking, I decided to give it a shot.

So that’s how every weekday I beep (发出哔哔声) myself through the gate with my student pass, which makes me smile every time. I felt privileged to be exposed to a group of my fellow students who were willing to be open to me.

While ageing is an inevitable process, we can get rid of a lot of the rules about what’s age-appropriate. Studying for a master’s degree in old age is a challenge, but it has provided me with a new perspective on life. Hence, ageing should never limit your ambitions.

1. How did the author feel when going back to school?

A．Unrealistic.	B．Resistant.
C．Awkward.	D．Expectant.

2. Why did turning 70 come as a shock to the author?

A．She achieved nothing before.	B．She lived without a purpose.
C．She had to support her family.	D．She was separated by her fellows.

3. What is the author’s suggestion when facing ageing?

A．Keeping your passions alive.	B．Seeking support if needed.
C．Behaving age-appropriately.	D．Socializing with young students.

4. What can be the best title for the text?

A．Returning To School — My Dream Since Childhood

B．My Efforts To Learn At An unlikely Age Paying Off

C．Learning — My Way To Overcome The Ageing Crisis

D．My Tough Journey To Pursuing A Master’s Degree