1 . Luis Reynoso says he’s always tried to get involved (牵涉) in his children’s education: attending meetings on school-improvement projects and providing classroom food. But when his youngest daughter’s school invited families to attend a nine-week program Let’s Change the Course organized by a leading education advocacy group here to learn about parenting and school participation, he realized his past efforts barely scratched the surface.
Each weekly session touched on different parenting themes, like setting up a special space at home for kids to do homework, like the importance of confidence. One of the most helpful sessions, he recalls, focused on what a child should know academically in each grade and how to talk to teachers about his daughter’s performance. “The workshops really woke me up,”says Mr. Reynoso.
Levels of parental participation in Mexican schools have long been low. Many people commonly believe a child's education is the school s job to get involved. In some parts of the country, a mother's or father's own lack of education can play into a sense that they have nothing to contribute. And even in private schools, where there might be more adults with fixed jobs and the participation is very rare, with some parents viewing their tuition (学费) bill as their educational contribution. There are also cases where the schools themselves ignore the potential of parents in a child's education, discouraging communication between families and schools.
But the importance of family participation is something many non-profit, education advocates and recently the government are starting to home in on Mexico. Part of Mexico’s 2013 national education reform stresses the importance of parents playing a more active role in their child’s education, encouraging an increase in parental-participation programs, including Let’s Change the Course.
Susana Castellanos, headmaster of a school in Mexico City, says, “People are recognizing you have to work together to create happy successful citizens. It’s no longer acceptable to set apart the roles of teacher vs. parent vs. school headmaster.”
1. What does Reynoso mean by the underlined sentence in Paragraph 1?| A．His previous efforts were in vain. |
| B．He missed the key point of participation. |
| C．His daughter disagreed with what he did. |
| D．He failed to catch the importance of school. |
| A．The necessity to set up a space for kids to do homework. |
| B．The academic requirements for kids in different periods. |
| C．The importance of knowing children’s performance. |
| D．The ways to increase students’ confidence. |
| A．How to contribute more to children’s education. |
| B．How to know the levels of parental participation in Mexican schools. |
| C．Why schools failed to provide chances for parents to get involved, |
| D．Why parents played a less active role in school education in Mexico. |
| A．The number of parental-participation programs rose. |
| B．Many non-profit educational organizations were set up. |
| C．Teachers role in school education started to get increased. |
| D．Parents began to attach importance to children's education. |
2 . An All-School Reunion was to be held in Barditch High School. Over 450 people came to the event. There were tours of the old school building and a picnic at Confederate Park. Several former teachers were on hand to tell stories about the old days. Ms. Mabel Yates, the English teacher for over fifty years, was wheeled to the Park.
Then Ms. Yates started to speak:
“I can’t tell you how pleased I am to be here. I haven’t seen many of you since your graduation, but I have followed your careers and enjoyed your victories as well as crying for your tragedies. I have a large collection of newspaper photographs of my students. Although I haven’t appeared in person, I have attended your college graduations, weddings and even the births of your children, in my imagination.”
Ms. Yates paused and started crying a bit. Then she continued:
“It was my belief that if I pushed you as hard as I could, some of you would succeed to please me and others would succeed to annoy me. Regardless of our motives, I can see that you have all been successful in you chosen path.”
“There is no greater comfort for an educator than to see the end result of his or her years of work. You have all been a great source of pleasure and pride for me and I want you to know I love you all from the bottom of my heart.”
There was a silence over the crowd for a few seconds and then someone started clapping. The clapping turned into cheering, then into a deafening roar (呼喊). Lawyers, truck drivers, bankers and models were rubbing their eyes or crying openly with no shame all because of the words from a long forgotten English teacher from their hometown.
1. What activity was organized for the school reunion?| A．A picnic on the school playground. |
| B．Sightseeing in the park. |
| C．Graduates’ reports in the old building. |
| D．Telling stories about past events. |
| A．gave her students advice on their careers |
| B．kept track of her students’ progress |
| C．attended her students’ college graduations |
| D．went to her students’ wedding ceremonies |
| A．determined and generous. | B．Reliable and devoted |
| C．Strict but caring. | D．Proud but patient |
1. 询问是否愿意参加；
2. 报告会时间、地点；
3. 报告会主要内容。
注意：1. 词数80左右;
2. 可以适当增加细节，以使行文连贯;
3. 结束语已给出，不计入总词数。
Dear Steve,
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Looking forward to your reply.
Yours,
Li Hua
1.保护环境的重要性；
2.如何从我做起去保护环境；
3.呼吁大家行动起来。
注意：1.词数100左右；
2.开头和结尾已给出，不计入总词数。
Good morning, everyone,
My topic today is “Environmental Protection”.
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That's all Thanks for your listening.
增加：在缺词处加一个漏字符号（∧），并在其下面写出该加的词。
删除：把多余的词用斜线（\）划掉。
修改：在错的词下划一横线，并在该词下面写出修改后的词。
注意：1. 每处错误及其修改均仅限一词；
2. 只允许修改10处，多者（从第11处起）不计分。
Last month, our school organized a knowledge contest what called “Motherland in My Heart”. After our teacher announced the news, everyone was eager to participating. Then we spent the following days make preparations for it. We surfed the Internet about the changes in different aspect, including economy, technology, etc. We also invite an expert to deliver a lecture on the development of our country during the past 70 years. having learnt about these achievements, we felt so proud our country. Finally came a big day. My classmates and I tried my best and answered every question confident. After a few rounds, our team finally won the top prize. What happy we were!
6 . “ Go ahead,” I told Linda. “ Pick up the rock, and see what’s under it.”
Her 4-year-old arms struggled with the rock buried in the stream bed. Her eyes got big as she examined the worms after their nest was uncovered. She watched quietly, as they walked past her foot. She gently put the rock back and said,” Are there worms under all the rocks?”
This wasn’t school — it was a nature-based summer camp in New York’s Hudson Valley that I ran when I was 17. When I turned the kids over to their parents at the end of the day, they were tired, inspired by nature and knowledge.
Finland’s “forest kindergartens” use the natural world as a jumping off point for early academic instruction to make them enjoy learning. Finland is following in the footsteps of other European countries including Denmark, where outdoor education has been common for many years.
In the Finnish program, kids spend four days of a week, from 8:30a.m. to 6:30p.m., outside with a teacher. Built into the program is quite a bit of playtime. Kids get a lot of exercise and lesson plans are freely made so teachers can use what’s at hand and in season in their lessons.
While all this sounds less strict than a classroom-based kindergarten program, the results show that these types of programs have better results for overall physical health as well as academic performance and social development. But aren’t the kids who do this coming from wealthy, educated communities — so, of course they score better on tests? In fact, the greatest gains from spending time outdoors can be found in kids who are coming from less advantageous background. At a school near Atlanta, where kids spend 30 percent of their day outside, students have improved scores more than students from any other school in their area, and most of the kids there come from poor families.
1. Why did the author ask Linda to turn over the rock?| A．To help Linda be independent. |
| B．To see if Linda had enough courage. |
| C．To give Linda a chance to study nature. |
| D．To teach Linda how to protect animals. |
| A．To help kids learn about forests. |
| B．To popularize outdoor education. |
| C．To show the importance of play. |
| D．To develop kids’ interest in study. |
| A．seem to be less tiring | B．have no fixed lesson plans |
| C．set many strict rules | D．have no teachers around |
| A．Kids joining them score higher on tests. |
| B．They help change poor kids’ families. |
| C．They do good to communities. |
| D．Kids meet people who are different from them. |
内容包括：
1. 钱学森其人（留学美国，回国效力）
2. 钱学森的贡献（航空航天事业)
3. 此活动的意义
注意：1. 词数 100左右
2. 可以适当增加细节，以使得行文连贯。
参考词汇：揭幕unveil
A Great Gift
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1. What are the speakers mainly talking about?
| A．A new city library. | B．Their math homework. | C．Their college library. |
| A．Read novels. | B．Read magazines. | C．Did their homework. |
| A．He is tired. |
| B．He misses the old days. |
| C．He wants to meet the math professor there. |
1. What did the speakers think of the course at first?
| A．It was OK. | B．It was meaningful. | C．It was boring. |
| A．His sense of humor. | B．His handwriting. | C．His voice. |
| A．By this weekend. |
| B．By next Monday. |
| C．By next weekend. |
1. 活动举办的意义；
2. 活动内容；
3.时间和地点。
注意：1. 词数100左右；
2. 可以适当增加细节，以使行文连贯；
3. 开头语已给出，不计入总词数。
Dear Darren,
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Yours,
Li Hua
