1 . Fancy spending your summer break improving your skills and preparing for your first job? We have gathered the best summer programs in Singapore in recent years. Now you will be able to narrow down your choices and make a decision.
StandOut Global Summer Program
At StandOut Summer School, one of your missions will be to work as an intern (实习生) with leaders in the business world who have plenty of years of experience in the field. Through this program, you can boost your knowledge by interacting with experts in fields like digital marketing, entrepreneurship (创业), investment, etc. Wherever you come from, the school will welcome you in their all-inclusive program.
NTU Summer School Program
Nanyang Technological University will take you on a unique experience in their summer camp. In NTU`s summer school, you will be able to enjoy your favorite business track out of five different options, Each track will lead you to an internship at. a top-ranked company lasting from 3 weeks to 2 months.
NUS Summer School
The National University of Singapore offers one of the leading summer camps in Singapore. The program is designed for students who are from its partner universities located all around the world. With passion as one of the university’s core values, the NUS Summer School guarantees continuous development for its students.
Singapore Management University Global Summer Program
With its third Global Summer Program starting in July, Singapore Management University offers international students an unforgettable opportunity: 4 weeks of learning in Singapore, with a week spent overseas in another Asian city to merge in an unmatched experience.
Get in touch with us to get all your questions about global summer programs answered!
The passage is most probably taken from _______.| A．a university website |
| B．a business magazine |
| C．a corporate brochure |
| D．an overseas study guide |
2 . Online Free Courses
English Grammar and Style
We'll present materials that cover grammatical principles, word usage, writing style, sentence and paragraph structure and punctuation（标点符号）. Well challenge you with quizzes and writing activities that will give you strategies to enhance the quality of your writing, and invite you to participate in discussions and assess the work of your peers（同龄人）.
Length：8 weeks
Instructor: Roslyn Petelin from the University of Queensland
Academic Writing Made Easy
From structuring and organizing an academic text to avoiding common mistakes that can negatively affect your credibility this course offers a guide for those who want to improve their writing. Each week consists of video lessons, followed by exercises and tasks of assessing your peers’ work.
The course requires upper-intermediate（中高级）to advanced English.
Length: 6 weeks
Instructor: Heidi Minning from the Technical University of Munich
Preparing to Network in English
Networking in the business world is key to career success. But what is networking? And how do you do it in English? This course helps you understand the basics of networking and why it’s important. You’ll identify the key qualities you should focus on developing. Most importantly you'll grow and expand your business network and professional connections.
Length: 6 weeks
Instructor Joel Ozretich from the Univeraity of Washington
Using Emails for Networking in English
In this course, you’ll learn important strategies for writing effective emails. You’ll learn how to write messages for different audiences and understand when to be formal or direct. You'll also learn how your choice of words can change the way people view your message.
Length ：4 weeks
Instructor: Daphne Mackey from the University of Washington
1. Where can you receive the courses you will learn?| A．In a school. |
| B．On the Internet. |
| C．In a training institution. |
| D．On the air. |
| A．Academic writing. |
| B．Email-writing skills. |
| C．Grammatical principles. |
| D．The basics of networking. |
3 . Online Free Courses
English Grammar and Style
We'll present materials that cover grammatical principles, word usage, writing style, sentence and paragraph structure and punctuation（标点符号）. Well challenge you with quizzes and writing activities that will give you strategies to enhance the quality of your writing, and invite you to participate in discussions and assess the work of your peers（同龄人）.
Length：8 weeks
Instructor: Roslyn Petelin from the University of Queensland
Academic Writing Made Easy
From structuring and organizing an academic text to avoiding common mistakes that can negatively affect your credibility this course offers a guide for those who want to improve their writing. Each week consists of video lessons, followed by exercises and tasks of assessing your peers’ work.
The course requires upper-intermediate（中高级）to advanced English.
Length: 6 weeks
Instructor: Heidi Minning from the Technical University of Munich
Preparing to Network in English
Networking in the business world is key to career success. But what is networking? And how do you do it in English? This course helps you understand the basics of networking and why it’s important. You’ll identify the key qualities you should focus on developing. Most importantly you'll grow and expand your business network and professional connections.
Length: 6 weeks
Instructor Joel Ozretich from the Univeraity of Washington
Using Emails for Networking in English
In this course, you’ll learn important strategies for writing effective emails. You’ll learn how to write messages for different audiences and understand when to be formal or direct. You'll also learn how your choice of words can change the way people view your message.
Length ：4 weeks
Instructor: Daphne Mackey from the University of Washington
What does the underlined word mean in the passage?| A．Narrow. |
| B．Lessen. |
| C．Enlarge. |
| D．Improve. |
4 . Now let us look at how we read. When we read a printed text, our eyes move across a page in short, rough movement. We recognize words usually when our eyes are still when they fixate (凝视). Each time they fixate, we see a group of words. This is known as the recognition span or the visual span. The length of time of which the eyes stop -the duration of the fixation — varies considerably from person to person. It also varies within one person according to his purpose in reading and his familiarity with the text. Furthermore, it can be affected by such factors as lighting and tiredness.
Unfortunately, in the past, many reading improvement courses have concentrated too much on how our eyes move across the printed page. As a result of this misleading emphasis on the purely visual aspects of reading, numerous exercises have been devised to train the eyes to see more words at one fixation. For instance, in some exercises, words are flashed on to a screen for, say, a tenth or a twentieth of a second. One of the exercises has required students to fix their eyes on some central point, taking in the words on either side. Such word patterns are often constructed in the shape of rather steep pyramids so the reader takes in more and more words at each successive fixation. All these exercises are very clever, but it’s one thing to improve a person’s ability to see words and quite another thing to improve his ability to read a text efficiently. Reading requires the ability to understand the relationship between words. Consequently, for these reasons, many experts have now begun to question the usefulness of eye training, especially since any approach which trains a person to read isolated words and phrases would seem unlikely to help him in reading a continuous text.
The author may believe that reading ______.| A．requires a reader to take in more words at each fixation |
| B．requires a reader to see words more quickly |
| C．demands a deeply-participating mind |
| D．demands more mind than eyes |
5 . Now let us look at how we read. When we read a printed text, our eyes move across a page in short, rough movement. We recognize words usually when our eyes are still when they fixate (凝视). Each time they fixate, we see a group of words. This is known as the recognition span or the visual span. The length of time of which the eyes stop -the duration of the fixation — varies considerably from person to person. It also varies within one person according to his purpose in reading and his familiarity with the text. Furthermore, it can be affected by such factors as lighting and tiredness.
Unfortunately, in the past, many reading improvement courses have concentrated too much on how our eyes move across the printed page. As a result of this misleading emphasis on the purely visual aspects of reading, numerous exercises have been devised to train the eyes to see more words at one fixation. For instance, in some exercises, words are flashed on to a screen for, say, a tenth or a twentieth of a second. One of the exercises has required students to fix their eyes on some central point, taking in the words on either side. Such word patterns are often constructed in the shape of rather steep pyramids so the reader takes in more and more words at each successive fixation. All these exercises are very clever, but it’s one thing to improve a person’s ability to see words and quite another thing to improve his ability to read a text efficiently. Reading requires the ability to understand the relationship between words. Consequently, for these reasons, many experts have now begun to question the usefulness of eye training, especially since any approach which trains a person to read isolated words and phrases would seem unlikely to help him in reading a continuous text.
What is the writer’s attitude in writing this passage?| A．critical | B．neutral | C．pessimistic | D．optimistic |
6 . Now let us look at how we read. When we read a printed text, our eyes move across a page in short, rough movement. We recognize words usually when our eyes are still when they fixate (凝视). Each time they fixate, we see a group of words. This is known as the recognition span or the visual span. The length of time of which the eyes stop -the duration of the fixation — varies considerably from person to person. It also varies within one person according to his purpose in reading and his familiarity with the text. Furthermore, it can be affected by such factors as lighting and tiredness.
Unfortunately, in the past, many reading improvement courses have concentrated too much on how our eyes move across the printed page. As a result of this misleading emphasis on the purely visual aspects of reading, numerous exercises have been devised to train the eyes to see more words at one fixation. For instance, in some exercises, words are flashed on to a screen for, say, a tenth or a twentieth of a second. One of the exercises has required students to fix their eyes on some central point, taking in the words on either side. Such word patterns are often constructed in the shape of rather steep pyramids so the reader takes in more and more words at each successive fixation. All these exercises are very clever, but it’s one thing to improve a person’s ability to see words and quite another thing to improve his ability to read a text efficiently. Reading requires the ability to understand the relationship between words. Consequently, for these reasons, many experts have now begun to question the usefulness of eye training, especially since any approach which trains a person to read isolated words and phrases would seem unlikely to help him in reading a continuous text.
What does the author mean by saying the underlined sentence in the second paragraph?| A．The ability to see words is not needed when an efficient reading is conducted. |
| B．The reading exercises mentioned can’t help to improve both the ability to see and to comprehend words. |
| C．The reading exercises mentioned can’t help to improve an efficient reading. |
| D．The reading exercises mentioned have done a great job to improve one’s ability to see words. |
7 . Grading Policies for Introduction to Literature
Grading Scale
90-100, A; 80-89, B; 70-79, C; 60-69, D; Below 60, E.
Essays (60%)
Your four major essays will combine to form the main part of the grade for this course: Essay 1 = 10%; Essay 2 = 15%; Essay 3 = 15%; Essay 4 = 20%.
Group Assignments (30%)
Students will work in groups to complete four assignments (作业) during the course. All the assignments will be submitted by the assigned date through Blackboard, our online learning and course management system.
Daily Work/In-Class Writings and Tests/Group Work/Homework (10%)
Class activities will vary from day to day, but students must be ready to complete short in-class writings or tests drawn directly from assigned readings or notes from the previous class’ lecture/discussion, so it is important to take careful notes during class. Additionally, from time to time I will assign group work to be completed in class or short assignments to be completed at home, both of which will be graded.
Late Work
An essay not submitted in class on the due date will lose a letter grade for each class period it is late. If it is not turned in by the 4th day after the due date, it will earn a zero. Daily assignments not completed during class will get a zero. Short writings missed as a result of an excused absence will be accepted.
How many parts is a student’s final grade made up of?
| A．Two. |
| B．Three. |
| C．Four. |
| D．Five. |
8 . Grading Policies for Introduction to Literature
Grading Scale
90-100, A; 80-89, B; 70-79, C; 60-69, D; Below 60, E.
Essays (60%)
Your four major essays will combine to form the main part of the grade for this course: Essay 1 = 10%; Essay 2 = 15%; Essay 3 = 15%; Essay 4 = 20%.
Group Assignments (30%)
Students will work in groups to complete four assignments (作业) during the course. All the assignments will be submitted by the assigned date through Blackboard, our online learning and course management system.
Daily Work/In-Class Writings and Tests/Group Work/Homework (10%)
Class activities will vary from day to day, but students must be ready to complete short in-class writings or tests drawn directly from assigned readings or notes from the previous class’ lecture/discussion, so it is important to take careful notes during class. Additionally, from time to time I will assign group work to be completed in class or short assignments to be completed at home, both of which will be graded.
Late Work
An essay not submitted in class on the due date will lose a letter grade for each class period it is late. If it is not turned in by the 4th day after the due date, it will earn a zero. Daily assignments not completed during class will get a zero. Short writings missed as a result of an excused absence will be accepted.
What will happen if you submit an essay one week after the due date?
| A．You will receive a zero. |
| B．You will lose a letter grade. |
| C．You will be given a test. |
| D．You will have to rewrite it. |
9 . Grading Policies for Introduction to Literature
Grading Scale
90-100, A; 80-89, B; 70-79, C; 60-69, D; Below 60, E.
Essays (60%)
Your four major essays will combine to form the main part of the grade for this course: Essay 1 = 10%; Essay 2 = 15%; Essay 3 = 15%; Essay 4 = 20%.
Group Assignments (30%)
Students will work in groups to complete four assignments (作业) during the course. All the assignments will be submitted by the assigned date through Blackboard, our online learning and course management system.
Daily Work/In-Class Writings and Tests/Group Work/Homework (10%)
Class activities will vary from day to day, but students must be ready to complete short in-class writings or tests drawn directly from assigned readings or notes from the previous class’ lecture/discussion, so it is important to take careful notes during class. Additionally, from time to time I will assign group work to be completed in class or short assignments to be completed at home, both of which will be graded.
Late Work
An essay not submitted in class on the due date will lose a letter grade for each class period it is late. If it is not turned in by the 4th day after the due date, it will earn a zero. Daily assignments not completed during class will get a zero. Short writings missed as a result of an excused absence will be accepted.
Where is this text probably taken from?
| A．A textbook. |
| B．An exam paper. |
| C．A course plan. |
| D．An academic article. |
10 . A British woman who won a S1 million prize after she was named the World's Best Teacher will use the cash to bring inspirational figures into UK schools.
Andria Zafirakou,a north London secondary school teacher, said she wanted to bring about a classroom revolution (变革). “We are going to make a change, ” she said. “I’ve started a project to promote the teaching of the arts in our schools.”
The project results from the difficulties many schools have in getting artists of any sort - whether an up-and-coming local musician or a major movie star - into schools to work with and inspire children.
Zafirakou began the project at Alperton Community School, her place of work for the past twelve years. “I've seen those magic moments when children are talking to someone they are inspired by - their eyes are shining and their faces light up,” she said. “We need artists. more than ever in our schools."
Artist Michael Craig-Martin said: “Andria's brilliant project to bring artists from all fields into direct contact with children is particularly welcome at a time when the arts are being downgraded in schools." It was a mistake to see the arts as unnecessary, he added.
Historian Sir Simon Schama is also a supporter of the project. He said that arts education in schools was not just an add-on. “It is absolutely necessary. The future depends on creativity and creativity depends on the young. What will remain of us when artificial intelligence takes over will be our creativity, and it is our creative spirit, our visionary sense of freshness,that has been our strength for centuries."
What will Zafirakou do with her prize money?
| A．Make a movie. |
| B．Build new schools. |
| C．Run a project. |
| D．Help local musicians. |
