Bentley University Summer Athletic Camps
Bentley University’s Summer Athletic Camps have earned the reputation as one of New England’s best teaching camps for athletics. The college offers summer athletic camps to high school students in the sports of basketball, volleyball, and more. Bentley’s camps offer students an opportunity to learn competition skills from quality players and top coaches.
Boston University Summer Journalism InstituteBoston University’s Summer Journalism Institute will conduct three two-week sessions available in June or July to teach teenagers, between the ages of 15 and 18, the basic skills of jouralism, communication, and writing. What’s taught is based on real-life experience. Each lesson is tied to its practical application, by giving students reporting assignments on campus and in the city.
California State Summer School for Mathematics and Science (COSMOS)COSMOS is a four-week summer residential program. It gives high school students who have shown skills within STEM subjects (science, technology, engineering, and mathematics) opportunities to explore beyond their usual high school curriculum (课程). Full and partial scholarships are available.
Harvard’s Pre-College Program & Secondary School Program (SSP)If you’re wondering what college is like, Harvard offers college programs just to high school students who are curious. Harvard’s high school programs allow you to take real courses along with college students and actually earn college credits. You’ll be able to learn about subjects that are not taught within your high school curriculum, study with Harvard faculty (教员), and have the use of Harvard labs and other advanced libraries and equipment.
1. Which program is suitable for those who are enthusiastic about sports?A.COSMOS. |
B.Harvard’s Pre-College Program. |
C.Bentley University Summer Athletic Camps. |
D.Boston University Summer Journalism Institute. |
A.STEM. | B.Writing. | C.Speed-reading. | D.Production of newspapers. |
A.Learn basic skills of journalism. | B.Show interest in literature. |
C.Prepare some topics to discuss. | D.Live at school. |
A.It offers scholarships to students. | B.It gives students chances to use Harvard labs. |
C.It arranges reporting tasks for students. | D.It is open to college students from around the world. |
A.review high school courses |
B.attend Harvard after high school |
C.experience a college student’s life |
D.earn extra credits and graduate early from high school |
2 . A single teacher can reach thousands of students in an online course, opening up a world of knowledge to anyone with an Internet connection. This limitless reach also offers opportunities to school districts that need to save money, by reducing the number of teachers. It can help high achievers in need of more advanced coursework than their districts provide. This is especially true in small districts that offer few traditional courses to students working ahead of their grades.
A study in Maine and Vermont examined the effect of online courses on eighth graders with strong math skills in schools that didn’t offer face-to-face math classes. Students were divided between online math and standard math offered in traditional classes. Both groups of students were tested at the end of the school year. The online students did better than those in standard classrooms. They were also twice as likely to complete advanced math later in high school.
But there is something wrong with it. In reality, students who complete these courses tend to do quite poorly on subsequent (随后的) tests of academic knowledge, suggesting that these online courses often give students an easy passing grade without teaching them very much.
Some researchers examined the performance of hundreds of thousands of students at DeVry University, which offers online and face-to-face versions of all its courses, using the same textbooks, assessments (评估), homework and teaching materials in each course. Even though the courses are seemingly the same, the students who attend online courses do worse. The effects are lasting, with online students more likely to drop out of college altogether. Hardest hit are those who entered the online class with low grades. Work by researchers in many other colleges is in line with the DeVry findings: The weakest students are hurt most by the online learning. For those with strong academic skills, by contrast, online learning can open up amazing opportunities.
Online education is still in its youth. Many ways of learning are possible, and some may benefit students with deep and various needs. As of now, however, the evidence is clear. For advanced learners, online classes are a good choice, but academically challenged students need a classroom with a teacher’s support.
1. What’s Para.1 mainly about?A.The advantages of online courses. |
B.The reduction in school teachers. |
C.The educational conditions in poor areas. |
D.The combination of online and traditional courses. |
A.Traditional students were more likely to do better in math. |
B.Both groups had little difference in their performance. |
C.Traditional students did worse than online ones. |
D.Online students tend to fail in their higher education. |
A.DeVry invited different teachers. |
B.DeVry involved different classes. |
C.DeVry used different teaching methods. |
D.DeVry chose students of different levels. |
A.It suits good students. |
B.It has been fully developed. |
C.It is useful to poor students. |
D.It should be forbidden in schools. |
A.Education needs further study in the long term. |
B.Online courses influence different students in different ways. |
C.Traditional courses fail to fit modern education anymore |
D.Online education is harming traditional courses and teachers. |
3 . Welcome to UCLA Exchange Program! Let’s get started by checking out Student Guide for your academic journey!
Signing up for ESL (English as a Second Language)
ESL courses are designed to help international students improve academic English language skills. Enrollment (课程注册) priority is given to degree students. If space is available, you may enroll. You will then be asked to take an ESL Placement Test. The test results will help you choose the class that is appropriate for you.
Changing Your Course Enrollment List
You may change your class schedule during the first two weeks of the term by adding or dropping courses from your enrollment list. After the second week of classes, there will be a charge for each schedule change. Students often attend classes in which they are not enrolled on the first day of instruction to try adding this new course to the list, as other students may have dropped it.
Withdrawing from Courses
If you choose to drop a course, you must follow the UCLA procedures for removing it from your schedule. If you forget to officially drop that course, a “F” (Fail) grade will be registered on your record at the end of the term. If, at a later date, you wish to apply for a job or graduate school where an official copy of your UCLA record is required, it will be to your advantage to provide an impressive academic record.
Taking Exams
Some instructors choose to put previous test papers on library reserve, making them available to all students. These exams, which students commonly use for practice, can give you an idea of how instructors ask questions and what they regard as relevant material. You can also access the exams online.
1. Exchange students can enroll in the ESL course if they ________.A.have done well in the placement test |
B.are asked to improve their English skills |
C.find a vacancy after degree students’ enrollment |
D.have completed UCLA’s registration procedures |
A.improve the students’ language skills |
B.encourage the students to answer questions |
C.put the students in a class that fits them |
D.help the students apply for a degree |
A.The day when the class is full. |
B.The first day of instruction. |
C.The first week of the class. |
D.The end of the second week. |
A.Seek assistance from UCLA officials. |
B.Go through the procedures to drop it. |
C.Present past academic records to UCLA. |
D.Make a request to the Registration Office. |
A.imitate the way that their instructors write test questions |
B.learn how questions are asked and what they are based on |
C.come up with new ideas about how testing relates to teaching |
D.narrow down to what has not yet been covered in online tests |
A.The physics problem is difficult. |
B.He can explain everything clearly. |
C.Professor Smith can’t speak Greek. |
A.Prepare for an exam. | B.Go to a party. | C.Take an exam. |
1.注意劳逸结合
2.不要和别人比成绩
3.要有良好的心态
4.祝你学习上取得进步
注意:1.词数100左右;
2.可适当增加细节,以行文连贯;
3.开头提示和结尾已给出,不计入总词数。Wechat 微信
Dear Li Hua,
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours sincerely,
Li Jin
7 . The Programme for International Student Assessment (PISA) is a worldwide study of 15-year-old school pupils’ scholastic (学业的) performance in mathematics, science, and reading undertaken by the OECD (经济合作与发展组织). A closer look at the reading tests, shows the interesting fact that girls are outperforming boys in reading and that this is associated with girls’ greater enjoyment of reading.
One key area which has a major impact on reading performance, is reading for enjoyment rather than simply for study or school work purposes. Interestingly, the PISA study found that in all countries assessed (apart from South Korea), girls read for enjoyment more than boys. The study found that in all the countries assessed, just over half of boys (52%), but almost three-quarters of girls (73%) said that they read for enjoyment which may come as a surprise to many.
In countries such as Estonia and the Netherlands, the difference between boys and girls was most significant, where they found a 30% gap or more between the genders. Additionally in places such as Austria and Liechtenstein, very low levels of boys expressed interest in reading (40% or less), which are worrying statistics.
However, not all countries had such an obvious trend. In places like Japan, boys and girls read for enjoyment at an almost identical level, with 54% of boys and 58% of girls reporting that they enjoy reading. And there were a few countries and regions that scored very highly in boys reading enjoyment, for example in Albania, Indonesia and Shanghai in China where at least 80% of boys enjoy reading. Although these positive numbers are matched and passed by girls who reported an even higher level of reading enjoyment (90% or higher).
An interesting area which the PISA study looked at was the types of literature that both girls and boys generally enjoy. There were clear differences in the choices boys and girls make when deciding on what to read. Boys were found to enjoy reading magazines, newspapers and comic books more than girls. Girls were found to be twice as likely to enjoy works of fiction than boys.
Countries need to think about ways to inspire interest for boys in reading and ensure that they are exposed to a wide variety of different types of literature from a young age. Given that in OECD countries two in three boys only read newspapers for pleasure proves that there is work to be done.
1. What does the underlined word “outperforming” in Paragraph 1 probably mean?A.Performing worse than. | B.Performing better than. |
C.Being more profitable than. | D.Being the same as. |
A.In more than half of the countries surveyed, most boys read for pleasure. |
B.In all countries assessed, over 70% girls read for study and schoolwork. |
C.In all countries assessed, boys read for pleasure more than girls. |
D.Enjoyment of reading is one of the main factors affecting reading performance. |
A.In some countries 30% more girls read for pleasure than boys do. |
B.In Austria, 40% more girls than boys are interested in reading. |
C.More than half of the boys and girls in Japan have no interest in reading. |
D.More boys than girls like reading in Shanghai. |
A.Positive. | B.Disappointed. | C.Worried. | D.Admiring. |
A.PISA — A Worldwide Study Programme |
B.Do Girls Read More Than Boys? |
C.Do Boys and Girls Have Different Reading Habits? |
D.Reading Strategies for Boys and Girls |
A.Take a class on study skills. |
B.Spend more time studying. |
C.Learn some special techniques. |
9 . After I entered high school, I attended advanced classes and I had a teacher who made me think I was stupid.
In my freshman year, I had trouble writing essays for that teacher. She was strict. She made fun of me, sometimes in front of the class. It didn’t help that my friend was a genius (天才) who would text me the night before our essay was due (到期) and ask, “ What is the essay about again?” She would receive a 97 and I would receive an 80 even though I had revised (修正) and edited that piece for two weeks. Once I got a 97 on a project that took me two and a half weeks to complete, and I was asked how much help my mom had given to me. In the second grade, I had trouble with my essay writing once again. Besides, I had problems in Maths even though I understood the concepts.
Now I am in a new school and taking many subjects and I am doing well. Actually in the beginning, I was nervous. I thought I would fail all of my classes because my previous teachers had failed me and made me ashamed to try. I thought I was just going to get another 80 on an essay. It is hard indeed. They are fast-paced courses and it isn’t easy to keep up with all the readings and when my next lab will be. But with so much adjustment (调整) to the stress, I have become confident. Now I know how much time I need to perfect that essay, and when to set aside time to meet with my tutor (老师) before my next biology exam.
I am writing this blog to the kids that have gotten lost in the mix---any adjusting freshmen, any lost kids in advanced classes, and the hidden genius in everyone. I went through two years in high school, thinking I was a little slower than the other kids in advanced classes. But in this new environment, with the experience I have received and my new-found confidence, I can say, “I’m Anne Hilker and I am smart!” We are all smart.
1. What did the author want to show by mentioning her friend?A.She faced a lot of competition. |
B.Her friend was a great help to her. |
C.Her friend made her feel even worse. |
D.Her teachers loved students like her friend. |
A.She felt very happy for the author. |
B.She praised the author in front of the class. |
C.She wasn’t pleased with the author’s mother. |
D.She didn’t believe it was finished by the author alone. |
A.Hard work doesn’t pay off. |
B.She isn’t as stupid as she feared. |
C.Fast-paced courses don’t benefit her. |
D.Advanced classes aren’t suitable for her. |
A.To show students should study very hard. |
B.To tell teachers to believe in their students. |
C.To show teachers should be kind to their students. |
D.To tell students to learn to face stress and have confidence. |
A.Inspired | B.Disappointed | C.Moved | D.Anxious |
(1)学习资源:报纸、杂志及其他途径;
(2)推荐理由;
(3)表达祝愿。
注意:
(1)词数100左右;
(2)可以适当增加细节,以使行文连贯;
(3)开头和结尾已给出,不计入总词数。
Dear Peter,
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours,
Li Hua