1 . In today’s classroom, homework is completed not only with the pen and paper, but also with computers and cell phones. How to make the best use of such digital products is an important question for teachers and students. The following top digital portfolio platforms (作品集平台) offer a broad range of functions. Most importantly, they provide a way to share students’ work with pride.
Google SitesCreating a digital portfolio could not be any easier than Google Sites makes it. It lets students quickly put in contents, such as text, images, videos, maps, and much more. Use one of the provided six themes or create a custom one, and then publish it as a public or restricted-view (限制浏览的) site.
Seesaw for SchoolsDesigned for education, Seesaw for Schools provides a platform through which students complete and share school projects. By recording the process of gradually improving their schoolwork, kids gain a sense of master y and pride, so it is popular among them. Plus, parents can be involved too—just download the Seesaw Family app.
ArtsoniaArtsonia is like a dream come true for art-minded students: a free, safe, educational space through which students show their digital creativity. Friends and family can view, comment on and buy objects. The site also provides a complete teachers’ guide. Just celebrate the artistic skills with Artsonia!
EdublogsOne of the oldest and best-known web platforms for education, Edublogs makes it easy for teachers and students to start building a free WordPress platform. The free plan offers 1 GB of storage space, class management tools, and no advertising. A set of educator guides and community participation is another big plus for Edublogs.
1. What is special about Google Sites?| A．It lets students learn from others’ work. |
| B．It is controlled by educators for safety. |
| C．It offers students online publishing rights for free. |
| D．It allows students to create contents in different forms. |
| A．It helps check their school work. |
| B．It can track their progress. |
| C．It requires teamwork with parents. |
| D．It protects their personal information well. |
| A．They offer professional advice. |
| B．They require support from teachers and parents. |
| C．They remind students to hand in homework on time. |
| D．They can store large amounts of information. |
| A．How to understand expressions. |
| B．How to make desserts. |
| C．How to solve problems. |
| A．The meaning of some expressions. |
| B．The recipe for some desserts. |
| C．The solutions to some problems. |
4 . Recent experiments by psychologists at the University of Pittsburgh shed new light on how we learn and how we remember our real-world experiences. The research, described in the March 12, 2024 online edition of proceedings of the National Academy of Science, suggests that varying what we study and spacing out our learning over time can both be helpful for memory.
“Lots of prior research has shown that learning and memory benefit from spacing study sessions out,” said Benjamin, a director of the Causal Learning and Decision-Making Lab at Pitt. “For example, if you cram the night before a test, you might remember the information the next day for the test, but you will probably forget it fairly soon,” he added. “In contrast, if you study the material on different days leading up to the test, you will be more likely to recall it for a longer period of time.”
But “spacing effect” has been based on the idea that what you are trying to learn repeats identically each time. Yet that is rarely the case in real life, when some features of our experience s may stay the same,but others are likely to change. For example, imagine repeat trips to your local coffee shop. While many features may stay the same on each visit, a new barista (咖啡师) may be serving you. How does the spacing effect work in light of such variation across experiences?
In two experiments, researchers asked participants to repeatedly study pairs of items and scenes that were either identical on each repetition or in which the item stayed the same but the scene changed each time. Researchers found that spaced learning benefited item memory. But they also found that memory was better for the items that had been paired with different scenes compared with those shown with the same scene each time.
“It is hard to provide clear advice for things like studying for a test because the sort of material can be so different,” Benjamin said. “But in theory our findings should be broadly relevant to different sorts of tasks, like remembering someone’s name and things about them and learning new vocabulary in a foreign language.”
1. In what way is “spacing effect” challenged in reality?| A．The lack of sufficient learning time. |
| B．The misuse of the memory technique. |
| C．The repetition of the learning process. |
| D．The variability of real-life experiences. |
| A．Integrating spaced repetition into learning. |
| B．Studying intensively the night before a test. |
| C．Linking new information with different tasks. |
| D．Learning materials against various backgrounds. |
| A．Use the name in conversations shortly after meeting them. |
| B．Repeat the name by associating it with different information. |
| C．Practice item memory to create a mental image with the person. |
| D．Engage in active listening when they are introducing themselves. |
| A．The impact of constant spaced study. |
| B．The study of various and self-paced learning. |
| C．The role of varied learning and spaced study. |
| D．The significance of repeated learning sessions. |
| A．She did badly in the math test. |
| B．She forgot to check her homework. |
| C．She made many mistakes in all tests. |
1. How does the woman sound at the beginning of the conversation?
| A．Upset. | B．Excited. | C．Nervous. |
| A．Have a rest. | B．Get some coffee. | C．Work on a math problem. |
1. What is Jennifer’s article about?
| A．Her trip. | B．Biodiversity. | C．Science club. |
| A．Last week. | B．Last month. | C．Last year. |
1. 学习和个人成长；
2. 你的期望和祝福。
注意：
1. 写作词数应为80 左右；
2. 请按如下格式在答题卡的相应位置作答。
Hello, everyone!
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Thank you!
1. What does the girl not want to do?
| A．Have an English lesson. | B．Have a history lesson. | C．Have a Chinese lesson. |
| A．Yesterday. | B．Last week. | C．Two weeks ago. |
| A．She likes tests very much. |
| B．She likes English lessons better than English tests. |
| C．She doesn’t like English at all. |
10 . The days of just teaching kids their ABCs are long gone. Modern educators are tasked with the seemingly impossible responsibility of ensuring that today’s youth are academically prepared for life outside the classroom: being self-aware, self-managing, socially aware, relationship-building and responsible decision-makers who positively contribute to society. That is quite an ask!
Social-emotional learning (SEL) answers this call and delivers upon this tall order. It is a method to improve students’ intrapersonal (内心的), interpersonal, and cognitive competence. This process improves individual students’ skills and makes for a community of successful learners willing and able to positively contribute to society. This theory truly allows individuals to develop well.
SEL has effectively predicted positive school adjustment in the school setting, promoted learning engagement, minimized discipline problems, increased high school graduation rates, and promoted future employment and adult health. A core component of SEL is helping children understand their emotions. Further, not only is it vital that youngsters can identify various emotions, but they must also be able to manage the emotions they experience.
Developing an identity is necessary for maturing adults, and SEL satisfies this requirement, In assisting students in developing their identity, SEL helps to increase self-confidence, self-compassion, identification of strengths and needs, and recognition of needs, values, and judgments.
In the classroom. SEL has been shown to positively impact students’ attitudes, behaviors, and academic performance. Further, it decreases negative behaviors, such as being off-task or aggressive, and substance abuse. SEL enhances the learning environment and makes it a safe place for learning.
Not only is SEL critical for students’ mental health, but it is also important for teachers’ mental health. SEL increases teacher-reported effectiveness for behavior management and decreases reports of teacher burnout. Ultimately, SEL creates a calmer classroom environment, which makes educating students much easier.
1. What does the underlined word “That” in Paragraph 1 stand for?| A．Teaching kids their ABCs. | B．Preparing students for life beyond class. |
| C．All the hopes placed on students. | D．Teaching students self-management. |
| A．How to be a successful learner. | B．How to meet the students’ needs. |
| C．What is needed for a community. | D．What is social-emotional learning. |
| A．Giving students a definite identity. | B．Allowing students to predict their future. |
| C．Guaranteeing students’ future employment. | D．Helping students understand and manage emotions. |
| A．It is a win-win method. | B．It is criticized by students. |
| C．It may make teachers tired. | D．It is a magical tool for teachers. |
