1 . More than a decade ago, cognitive scientists John Bransford and Daniel Schwartz, both then at Vanderbilt University, found that what distinguished young adults from children was not the ability to retain facts or apply prior knowledge to a new situation but a quality they called “preparation for future learning.” The researchers asked fifth graders and college students to create a recovery plan to protect bald eagles from extinction. Shockingly, the two groups came up with plans of similar quality (although the college students had better spelling skills). From the standpoint of a traditional educator, this outcome indicated that schooling had failed to help students think about ecosystems and extinction, major scientific ideas.

The researchers decided to go deeper, however. They asked both groups to generate questions about important issues needed to create recovery plans. On this task, they found large differences. College students focused on critical issues of interdependence between eagles and their habitats. Fifth graders tended to focus on features of individual eagles (“How big are they?” and “What do they eat?”). The college students had cultivated the ability to ask questions, the cornerstone (最重 要部分)of critical thinking. They had learned how to learn.

Museums and other institutions of informal learning may be better suited to teach this skill than elementary and secondary schools. At the Exploratorium in San Francisco, we recently studied how learning to ask good questions can affect the quality of people's scientific inquiry. We found that when we taught participants to ask “What if?” and “How can?” questions that nobody present would know the answer to and that would spark exploration，they engaged in better inquiry at the next exhibit-asking more questions, performing more experiments and making better interpretations of their results. Specifically, their questions became more comprehensive at the new exhibit. Rather than merely asking about something they wanted to try，they tended to include both cause and effect in their question. Asking juicy questions appears to be a transferable skill for deepening collaborative inquiry into the science content found in exhibits.

This type of learning is not confined to museums or institutional settings. Informal learning environments tolerate failure better than schools. Perhaps many teachers have too little time to allow students to form and pursue their own questions and too much ground to cover in the curriculum. But people must acquire this skill somewhere, Our society depends on them being able to make critical decisions about their own medical treatment, say, or what we must do about global energy needs and demands. For that, we have an informal learning system that gives no grades, takes all comers，and is available even on holidays and weekends.

1. What is traditional educators interpretation of the research outcome mentioned in the first paragraph?

A．Students are not able to apply prior knowledge to new problems.

B．College students are no better than fifth grader in memorizing facts.

C．Education has not paid enough attention to major environmental issues.

D．Education has failed to lead students to think about major scientific ideas.

2. College students are different from children in that_____ ?

A．they have learned to think critically.

B．they are concerned about social issues.

C．they are curious about specific features.

D．they have learned to work independently.

3. What is the benefit of asking questions with no ready answers?

A．It arouses students’ interest in things around them.

B．It cultivates students’ ability to make scientific inquiries.

C．It trains students’ ability to design scientific experiments.

D．It helps students realize not every question has an answer.

4. At the end of the passage the author seems to encourage educators to ____.

A．train students to think about global issues

B．design more interactive classroom activities

C．make full use of informal learning resources

D．include collaborative inquiry in the curriculum

2 . High school biology teacher Kelly Chavis knew smartphones were a problem in her class. But not even the students realized how much of a problem the devices were until Chavis did an in-class experiment.

For one class period, students used a whiteboard to count every Snapchat, Instagram, text, call that appeared on their phones. Chavis is among a growing number of teachers, parents and health experts who believe that smartphones are now partly to blame for increasing the levels of student anxiety. “One girl, just during the one hour, got close to 150 Snapchat notifications. 150!” she said.

Jean Twenge, a psychology professor at San Diego State University in California, said it is not a coincidence that youth mental health issues have risen with the number of phones. “This use of phones has led to a loss of sleep and face-to-face interactions necessary for their growth,” she said.

Researchers are still not sure whether phones cause student depression or depression causes phone use. But nearly 60 percent of parents said they worry about the influence of social media on their child’s physical and mental health.

Both schools and parents are starting to take steps to deal with the problem. Many public schools pay outside companies to watch students’ social media activity for signs of anxiety. Other schools invite in yoga teachers and comfort dogs to help calm students.

1. What’s the purpose of Chavis’s experiment?

A．To see how many students have smartphones.

B．To find out how popular her students are.

C．To show smartphones influence teenagers greatly.

D．To tell her students how to use smartphones wisely.

2. How did Kelly Chavis feel about the result?

A．Shocked.

B．Excited.

C．Satisfied.

D．Frightened.

3. Which of the following is true according to Jean Twenge?

A．Students are now under great stress.

B．Students spend too much money on smartphones.

C．Over-using phones cause drops in students’ grades.

D．Over-using phones may harm students’ body and mind.

4. What might be talked about if the passage is continued?

A．How other schools deal with students’ phones.

B．Whether the ways to handle phones are effective.

C．How some parents deal with their children’s phones.

D．Whether students are willing to give up using phones.

3 . What would your life be like without phones?

In one of my classes today we discussed the question of how our lives would be without a mobile phone. I actually felt quite sad to hear how some kids cannot ______ without their phones these days. ______, I think nowadays we are controlled and ______ by our technology to keep up. So let’s see some of the points that ______ in the debate and see if our generation really is addicted(上瘾的) to electronic connections ______ true communication.

It is true that everything ______ at a fast pace these days. For example, you can contact someone who lives on the other side of the world within ______. This is great if you think about how connected we can stay to the ______ who are far away from us. However, on the contrary, can we be too connected to the people who are ______ to us? An argument arose about the ______ that it is easier to message someone from your sofa than to meet them ______ and talk. Social skills are ______ to have and if you are not going to put effort into real-life ______, then you are not going to ______ in this ability.

Another point was that phones are very handy for ______ something that you are wondering about. For example, if you don’t know a word in another language, you can ______ and simply use an on-line translator to help you out. This can be very ______ in many situations, but it can also make a person dependent on the ______.

All in all, this question is very interesting to ______ as we become day by day more dependent on technology. We should realize how much we really need to be connected with our phones while considering the ______ and damage it can cause us.

1.

A．affect

B．survive

C．succeed

D．perform

2.

A．Personally

B．Specially

C．Entirely

D．Gradually

3.

A．suffered

B．commanded

C．forced

D．advised

4.

A．came up

B．came across

C．came down

D．came to

5.

A．more than

B．less than

C．other than

D．rather than

6.

A．appears

B．falls

C．works

D．grows

7.

A．seconds

B．hours

C．days

D．months

8.

A．customers

B．teachers

C．students

D．people

9.

A．direction

B．close

C．necessary

D．kind

10.

A．distant

B．wish

C．fact

D．suggestions

11.

A．in person

B．in advance

C．with surprise

D．with joy

12.

A．extreme

B．active

C．fair

D．important

13.

A．style

B．communication

C．expression

D．argument

14.

A．progress

B．compete

C．arise

D．settle

15.

A．looking after

B．looking back

C．looking up

D．looking out

16.

A．selflessly

B．quickly

C．hardly

D．slowly

17.

A．grateful

B．peaceful

C．painful

D．helpful

18.

A．textbook

B．dictionary

C．Internet

D．newspaper

19.

A．forecast

B．consider

C．judge

D．select

20.

A．benefits

B．skills

C．doubts

D．evidence

4 . School phobia is a type of illness which causes the students, typically between the ages of 8-13, to be afraid to go to school. Symptoms include stomachaches, tiredness, shaking, a racing heart and frequent trips to the toilet.
    1    . Most commonly it is the result of separation anxiety, but it can also be caused by different kinds of stress. A child who has recently moved, suffered a loss, or gone through a divorce may develop school phobia, and phobias can also develop in response to an unrecognized learning disability, and poor self-image.
    2    . He or she may become physically ill when ordered to school, or pretend to be sick to avoid going. When the child arrives at school, he or she may run away, or develop behavioral problems in class. When school is discussed, the child can become impatient, upset or angry.
Many techniques can be used to manage school phobia. But research suggests that much more effective treatment is required for school phobia to prevent problems developing in later life. Children with this condition usually benefit from seeing a psychologist or doctor.    3    . As soon as a school phobia is identified, parents should take action too. Like other phobias, school phobia gets worse if it is left untreated, and it can prevent the child from succeeding in school.    4    . If bullying (child abuse) is a cause, for example, the bullying situation should be solved. A teacher can meet the child at the door and take him or her to class, and provide support so that the child feels a friendly adult is always available.
Changes at home can include supportive language from parents, along with support like assistance with homework. If a child lacks confidence, parents may encourage the child to take up new hobbies.    5    . Parents might also talk to their children about their own fears of school and how they got over them, and their own enjoyment of school and school-like activities.

A．It will help children to feel good about themselves.

B．But a child with phobia refuses to accept adults’ support.

C．A child with school phobia usually refuses to go to school.

D．Adjustments can be made at home and in the classroom to help.

E．This common phobia is associated with a wide variety of causes.

F．The most effective treatment is to help the child have a sense of success.

G．And the assistance can help parents and school officials support the child.

5 . The jobs of the future have not yet been invented.     1     By helping them develop classic skills that will serve them well no matter what the future holds.

1. Curiosity

Your children need to be deeply curious.     2     Ask kids, “What ingredients (配料) can we add to make these pancakes even better next time?” and then try them out. Did those ingredients make the pancakes better? What could we try next time?

2. Creativity

True creativity is the ability to take something existing and create something new from it.     3     There are a dozen different things you can do with them. Experimenting with materials to create something new can go a long way in helping them develop their creativity.

3. Interpersonal Skills

Understanding how others feel can be a challenge for kids. We know what’s going on inside our own head, but what about others? Being able to read people helps kids from misreading a situation and jumping to false conclusions.     4     “Why do you think she’s crying?” “Can you tell how that man is feeling by looking at his face? If someone were to do that to you, how would you feel?”

4. Self-expression

    5     There are many ways to express thoughts and ideas — music, acting, drawing, building, photography. You may find that your child is attracted by one more than another.

A．Encourage kids to cook with you.

B．And we can’t forget science education.

C．We can give kids chances to think about materials in new ways.

D．So how can we help our kids prepare for jobs that don’t yet exist?

E．Gardening is another great activity for helping kids develop this skill.

F．We can do this in real life or ask questions about characters in stories.

G．Being able to communicate ideas in a meaningful way is a valuable skill.

6 . A serious problem for today’s society is who should be responsible for our elderly and how to improve their lives. It is not only a financial problem but also a question of the system we want for our society. I would like to suggest several possible solutions to this problem.

First, employers should take the responsibility for their retired employees. To make this possible, a percentage of profits should be set aside for this purpose. But when a company must take life-long responsibility for its employees, it may softer from a commercial disadvantage due to higher employee costs.

Another way of solving the problem is to return the responsibility to the individual. This means each person must save during his working years to pay for his years of retirement. This does not seem a very fair model since some people have enough trouble paying for their daily life without trying to earn extra to cover their retirement years. This means the government might have to step in to care for the poor.

In addition, the government could take responsibility for the care of the elderly. This could be financed through government taxes to increase the level of pensions. Furthermore, some institution should be created for senior citizens, which can help provide a comfortable life for them. Unfortunately, as the present situation in our country shows, this is not a truly viable answer. The government can seldom afford to care for the elderly, particularly when it is busy trying to care for the young.

One further solution is that the government or social organizations establish some working places especially for the elderly where they are independent.

To sum up, all these options have advantages and disadvantages. Therefore, it is reasonable to expect that some combination of these options may be needed to provide the care we hope to give to our elderly generations.

1. What is the passage mainly about?

A．The problems faced by the old in society.

B．Why we should take responsibility for the old.

C．How we can improve the lives of the old.

D．Where the old can go to get their pensions.

2. According to the passage, how can the government help to improve the lives of retired people?

A．Set aside some profits to help people with problems after they retire.

B．Increase savings levels of people during their working years.

C．Increase the discounts for food and transport for the old.

D．Make available pensions for those who have retired.

3. The underlined word “viable” most probably means “           ”.

A．impossible	B．practical
C．useful	D．successful

4. What can be concluded from the passage?

A．Taking care of the old is mainly an issue of money.

B．Employers should allow their workers to retire at a later age.

C．Becoming independent should be the goal of most old people.

D．There is no single solution to the problems of the old.

5. What is the writer’s main purpose in writing this article?

A．To point out the need for government supped for old people.

B．To make general readers aware of the problems of retired people.

C．To discuss some possible solutions to an important social problem.

D．To instruct retired people on how they can have a happier life.

7 . There are times when people are so tired that they fall asleep almost anywhere. We can see there is a lot of sleeping on the bus or train on the ______ home from work in the evenings. A man will be _______ the newspaper, and seconds later it     _____as if he is trying to ______ it.Or he will fall asleep on the shoulder of the stranger ______ next to   him. ______ place where unplanned short sleep ______ is in the lecture hall where a student will start snoring(打鼾)so ______ that the professor has to ask another student to ______ the sleeper awake. A more embarrassing(尴尬)situation occurs when a student starts falling into sleep and the ______ of the head pushes the arm off the ______ ,and the movement carries the ______ of the body along. The student wakes up on the floor with no ______ of getting there. The worst time to fall asleep is when ______ . Police reports are full of ______ that occur when people fall into sleep and go ______ the road. If the drivers are ______ , they are not seriously hurt. One woman's car, _______ , went into the river. She woke up in four feet of ______ and thought it was raining. When people are really ______ , nothing will stop them from falling asleep-no matter where they are.

1.

A．way

B．track

C．path

D．road

2.

A．buying

B．folding

C．delivering

D．reading

3.

A．acts

B．shows

C．appears

D．sounds

4.

A．open

B．eat

C．find

D．finish

5.

A．lying

B．waiting

C．talking

D．sitting

6.

A．Next

B．Every

C．Another

D．One

7.

A．goes on

B．ends up

C．lasts

D．returns

8.

A．bravely

B．happily

C．loudly

D．carelessly

9.

A．leave

B．shake

C．keep

D．watch

10.

A．size

B．shape

C．weight

D．strength

11.

A．cushion

B．desk

C．shoulder

D．book

12.

A．action

B．position

C．rest

D．side

13.

A．memory

B．reason

C．question

D．purpose

14.

A．thinking

B．working

C．walking

D．driving

15.

A．changes

B．events

C．ideas

D．accidents

16.

A．up

B．off

C．along

D．down

17.

A．lucky

B．awake

C．calm

D．strong

18.

A．in time

B．at first

C．as usual

D．for example

19.

A．dust

B．water

C．grass

D．bush

20.

A．tired

B．drunk

C．lonely

D．lazy