| A．Worried. | B．Confident. | C．Hopeless. |
2 . As a high school student, you’re likely used to learning through reading textbooks.
To practice experiential appreciation, you can start by getting involved in hands-on activities related to your subjects. They will provide a firsthand understanding of the concepts you’re studying, making learning active and meaningful. So, try joining a sports team, picking up a paintbrush, or taking part in a local charity event.
As you dive deeper, immerse (沉浸) yourself fully in the surroundings and activities. When you’re in nature, don’t just look around.
Experiential appreciation transforms learning from a task to be completed into a journey to be treasured.
| A．It extends learning beyond textbooks. |
| B．These activities bring learning to life. |
| C．Mind the impact of your actions on the environment. |
| D．Instead, activate your senses for a stronger tie with it. |
| E．Take your experiences further by reflecting on them. |
| F．Textbooks offer a systematic introduction to essential concepts and principles. |
| G．Now consider expanding your learning from just reading to actively participating. |
3 . What is a GPA?
A GPA, or Grade Point Average, typically ranging from one to four, is a number reflecting your course performance on average. It’s used by universities to determine whether students meet academic standards and by students to enhance job prospects or secure admission into post-graduate programs.
How to calculate a GPA?
● Determine the letter grade and the number of credit hours for each course you take in a term;
● Translate the letter grade to grade points using your school’s grading system;
● Multiply the grade points by the credit hours for that course;
● Add up all the credit hours for the courses;
● Divide the total number of grade points by the total credit hours and you get the GPA.
What are the consequences of failing college courses?
● Every failing grade (F) significantly impacts your GPA for that academic year, limiting clubs, organizations and program choices, as competitive programs require top GPAs.
● Most financial aid programs require a specific GPA. A sharp drop in GPA due to several course failures may lead to withdrawal from financial aid programs, unless you retake the courses and pass.
● For college athletes on sports scholarships, failing courses repeatedly can lead to losing scholarships and team spots.
● Failing multiple courses can result in school removal and affect future applications.
1. Where is this text probably taken from?| A．A campus job fair poster. | B．An academic course guide. |
| C．A graduate application form. | D．An athletic team schedule. |
| A．1.0. | B．2.8. | C．3.0. | D．3.3. |
| A．Choice limitation. | B．School removal. |
| C．Loss of financial aid. | D．Disqualification in sports. |
注意：词数：100左右，可以适当增加细节，使行文连贯。书法：calligraphy
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5 . Physicist and Nobel Prize winner Richard Feynman developed a clever learning method known as the Feynman Technique. It involves explaining what you're learning to others. By teaching what you’ve learned from memory, you engage in active recall.
To begin, choose a concept or topic you wish to fully understand.
While teaching you may discover gaps in your understanding.
Now that you fully grasp the concept, test your understanding by trying to teach it to another person. This will help you identify any remaining areas of uncertainty you need to revisit.
The Feynman Technique is a great way for kids and grown-ups to learn.
| A．It is mentally demanding. |
| B．This helps the information stick in your mind better. |
| C．Teach it to a five-year-old, who would give you direct feedback. |
| D．Your curiosity about it will determine the pace of your learning. |
| E．Once you have chosen a topic, you can teach it to someone else. |
| F．Active engagement plays a key role in promoting deeper learning. |
| G．When this happens, refer back to the original material for the missing pieces. |
1. What is the minimum entrance requirement for Cambridge University?
| A．Getting three As and a B. |
| B．Getting two As and two Bs. |
| C．Getting an A and three Bs. |
| A．Biology. | B．Physics. | C．Math. |
| A．Start to work. |
| B．Choose another university. |
| C．Retake them after another year of study. |
1. What is the possible relationship between the speakers?
| A．Teacher and student. | B．Classmates. | C．Partners. |
| A．In the classroom. |
| B．Over the phone. |
| C．At the woman’s home. |
| A．He can’t speak English well. |
| B．He has known the exam result. |
| C．He didn’t do well in the English exam. |
| A．Correcting the mistakes now. |
| B．Paying more attention next time. |
| C．Talking with parents. |
要点如下：
1. 说明写信原因。
2. 描述遇到的具体问题，至少两个。
3. 表达感谢或期待。
注意：
1. 词数120词左右。
2. 可以适当增加细节，以使行文连贯。
Dear Mr. Smith,
My name is Li Hua.
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Yours sincerely,
Li Hua
9 . For decades, the homework standard has been a“10-minute”rule, which suggests a daily maximum of 10 minutes of homework per grade level.
But some schools have begun to give their youngest students a break. A Massachusetts elementary school has announced a no-homework pilot (试点的) program for the coming school year, extending the school day by two hours to provide more in-class instruction. “We really want kids to go home at 4 o’clock,” Kelly Elementary School Principal Jackie Glasheen said. “We want them to enjoy their families. We want them to go to soccer practice or football practice.”
New solutions to homework differ by community. These local debates aren’t easily understood by the fact that even education experts disagree about what’s best for kids.
The most all-round research on homework so far comes from an analysis (分析) by Duke University professor Harris Cooper, who found evidence (证据) of a positive relationship between homework and student achievement, meaning students who did homework performed better in school. Cooper’s analysis focused on how homework influences test scores. The relationship was stronger for older students-in 7th through 12th grade-than for those in younger grades, for whom there was a weak relationship between homework and performance.
Although there is the weak relationship between homework and performance for young children, Cooper argues that a small amount of homework is useful for all students. Second-graders should not be doing two hours of homework each night, he said, but they also shouldn’t be doing no homework.
However, Cathy Vatterott, an education professor at the University Missouri-St. Louis, thinks there is not enough evidence that homework is helpful for students in elementary school, “Relationship is not a root,” she said “Does homework cause achievement, or do high achievers do more homework?” Vatterott thinks there should be more stress on improving the quality of homework tasks, and she supports efforts to ban homework for younger kids.
1. What will Kelly Elementary School have in the new term.| A．No homework. | B．Some football practice. |
| C．“10-minute” homework. | D．More physical education classes. |
| A．Younger students in all grades with no homework. |
| B．Younger students in lower grades with no homework. |
| C．Older students in lower grades with more homework. |
| D．Older students in higher grades with more homework. |
| A．事业 | B．原因 | C．根系 | D．要求 |
| A．Positive. | B．Negative. | C．Unknown. | D．Doubtful. |
10 . Searching online has many educational benefits. But spending more time online does not mean better online skills. Instead, a student’s ability to successfully search online increases with guidance and clear instruction. Young people often think they are already skilled searchers. Their teachers and parents often think so too. This belief means much classroom practice centers on searching to learn, hardly on learning to search. Many teachers don’t teach students how to search online. Instead, students often teach themselves. This does not result in students learning the skills they need.
For six years, I studied how young Australians use search engines. Both school students and home-schoolers showed some characteristics (特点) of online searching that aren’t helpful. For example, both groups spent greater time on irrelevant (不相关的) websites than relevant ones and stopped searches before finding their needed information.
Search engines offer endless educational chances, but I find many students typically only search for isolated (孤立) facts, and move on. In one observation, a home-school family type “How many endangered Sumatran Tigers arc there” into Google. They enter a single website where they read a single sentence. They write this “answer” down and they begin the next topic—growing seeds.
The other thing young people should keep in mind to get the full benefits of searching online is to avoid fast search. All too often we believe search can be a fast process. The home-school families in my study spent 90 seconds or less, viewing each website and searched a new topic every four minutes. But searching so quickly can mean students don’t write useful search keywords or get the information they need.
1. What does the author mainly discuss in paragraph 1?| A．The importance of teaching online searching skills. |
| B．The educational benefits of searching online. |
| C．The classroom practice centering on learning to search. |
| D．The advantage of teaching oneself about searching online. |
| A．They benefited most from using online information. |
| B．They spent little time on irrelevant websites. |
| C．They were usually experienced in using search engines. |
| D．They were often unable to find the needed search results. |
| A．To compare some popular online searching skills. |
| B．To show the important role of a print encyclopedia. |
| C．To give an example of only searching for isolated facts. |
| D．To explain a basic searching skill used by many students. |
| A．Slow down when searching online. | B．Try searching more new topics online. |
| C．Practice more to better searching skills. | D．Change search keywords quickly if possible |
