1 . NOTICE
Dear parents/students,
All those students who have registered for the Measles-Rubella Vaccine (麻疹风疹疫苗), please note that the school is organizing the free Vaccination Camp on Tuesday. Therefore, you are requested to take note of the details as given below:
1. Entry and Exit for parents will be from Gate No. 6 of the Main Building: Only one parent may collect their child.
2. The parent is requested to report with a “Pick Up Card” at the given time and wait in the Prayer Hall until the vaccine is received.
3. It is a must for students to collect their vaccination card soon after inoculation (预防接种) from Room No. 116:
Arrangements will be as follows:
Class (es) | Vaccination Time | Departure Time |
9&10 | 10:00 a.m. -10:40 a.m. | 11:30 a.m. |
8 | 10: 40 a.m. -11: 20 a.m. | 11: 45 a.m. |
7 | 11: 20 a.m. -11: 40 a.m. | 12: 30 p.m. |
6 | 11: 40 a.m. - 12: 00 p.m. | 12: 50 p.m. |
Notes:
• Students who didn’t register must show their Vaccination Certificate, or medical proof of being unsuitable for vaccination, and have normal classes until departure time.
• Students who take the vaccine have to bring their school identity card.
Finally, I would like to request you keep the above-mentioned points in mind and am looking forward to your wholehearted cooperation and support.
Regards,
Loveleen Saigal,
Principal
1. Where should parents wait for their children?| A．At Gate No. 6. | B．In Room No. 116. |
| C．In the classroom. | D．In the Prayer Hall. |
| A．Class 6. | B．Class 7. | C．Class 8. | D．Class 9. |
| A．Their school identity card. | B．Their Vaccination Certificate. |
| C．A Pick Up Card. | D．Medical proof. |
2 . Austria Class Trip
Class 4A will soon be leaving for this year's trip to Salzburg, Austria. We will depart from the campus at 6 a. m. on January 18th to catch the 9 a. m. flight. Our return flight leaves at 8 a. m. on January 21st, and we will expect to arrive back at the campus by bus, around 4 p. m. For the entirety of the trip's duration, we will be staying all three nights at Hotel Salzburg.
In addition to your personal belongings, you will be required to pack your passport and travel insurance certificate. Furthermore, remember to pack the appropriate winter necessities, especially if you plan to ski during your free time in the afternoons. Our scheduled morning events are detailed as follows.
As Austria is a country of great importance in European history, learning more about its unique culture will be the foundation of your trip. Thus far, your pre-trip assignment has been to investigate the last 60 years of Austrian history. To bring this unit to its conclusion, we've arranged a meeting in the hotel's conference room with several local retirement associations. Also taking place on hotel grounds are various workshops that we've arranged, hosting three local speakers. Please be sure to attend at least one of these.
Upon return, use the information you obtained from the interviews and workshop(s)to write a 500-word reflection on a subject of your choice, worth 60%of your final grade. Of special focus should be the social and cultural impacts of World War Ⅱ, with a secondary focus on how the modern Austrian government treats its senior citizens. Your report is due by 5 p. m. on January 25th.
1. When will the plane for Austria take off?| A．At 6 a. m. on January 18th. | B．At 9 a. m. on January 18th. |
| C．At 8 a. m. on January 21st. | D．At 4 p. m. on January 21st. |
| A．European history. | B．Causes of World War Il. |
| C．Winter climate in Austria. | D．Life of Austrian elderly people. |
| A．Education. | B．Sightseeing. | C．Exercise. | D．Charity. |
3 . Students at Summit Elementary School in Butler, Pennsylvania are growing more than their minds. Under the guidance of teacher Angela Eyth, they’ve created a productive garden. “The kids are in charge of everything,” Eyth says.
Eyth and her students launched the gardening project in 2020 after the teacher attended a conference on how to include lessons about farming in the classroom. Then came the garden. With 16 acres of school district-owned land. around their building, there was plenty of room.
The project is now two years old, and goes beyond planting and growing: Eyth and her fellow educators structure lessons in science, math and more around their garden.
“When we grew cabbages my students noticed something was eating the leaves,” Eyth recall. “This led to an investigation on figuring out what was eating it and how to stop it: the kids analyzed the evidence they found and acted as engineers in creating ways to keep insects out of the cabbage beds. In 4th grade, we lake the students outside to estimate the number of bean pods (豆荚) they find.” Eyth continues, “People think gardening should be separate from core subjects but it’s far from the truth. The kids’ curiosity keeps it rolling.
The kids also keep the produce rolling - SO much so that with a $70,000 donation from Remake Learning/Grable Foundation, they’re using that money to build a greenhouse at their school. The funds help them launch an outdoor classroom and open a farm stand at Broad Street that brings fresh fruits, vegetables, herbs and more to an area of their community where affordable fresh produce is hard to find there. Such areas are often called “food deserts.”
“Our students discover the value of sharing their harvest with the community surrounding nearby Broad Street Elementary School.” says Eyth. “They’re so proud of what we’re doing here.”
1. What is the purpose of the project?| A．To prepare students for career planning. |
| B．To seek new ways of vegetable growing. |
| C．To allow students to learn by gardening. |
| D．To encourage students to get close to nature. |
| A．Expand the farming land. | B．Integrate relevant subjects. |
| C．Investigate insects’ activities. | D．Estimate the number of vegetables. |
| A．It was launched by the school board. |
| B．Its experience was introduced at a conference. |
| C．It built a greenhouse in the “food desert” areas. |
| D．Its produce benefits the community around. |
| A．It is tiresome. | B．It requires creativity. |
| C．It is rewarding. | D．It needs more donations. |
4 . Over the past 20 years, mandatory (强制的) community service policies have come to many U. S. high schools. Many states and districts have their own regulations. Some schools require students to complete 75 to 100 hours of community service to graduate. Other school officials allow youth to receive course credits. But school districts struggle to find the best approach to bringing a real-world aspect to learning.
Mandatory community service programs were implemented to help connect youth to others and to teach them how to contribute to their community. However, the idea of mandatory community service has been the source of controversy (争议). Parents and students have filed lawsuits challenging the legality of mandatory service policies. Supporters of this view argue that mandating community service will lead youth to believe that they should only help others when they receive an immediate benefit in return, and thus ultimately discourage volunteering later in life. But legal scholars have concluded that mandating community service is legally permissible.
Does mandatory service undermine (削弱) motivation to participate in voluntary service? Most research either has found that mandatory service is linked with heightened intention to engage in future volunteering or has not found links between mandatory service and intention to volunteer. The result may seem contradictory to other developmental theory that stresses the importance of autonomy for personal motivation and healthy development. One possibility is that mandatory service may prevent intention to engage in future service if youth reflect on their experience and do not find any value in participation other than to finish the mandate.
Service experiences greatly vary, and the level of enjoyment or meaning youth get from their service may be tied to the type of activity they perform. Volunteer experiences that provide teenagers with an opportunity to grow, to make friends, to reflect on social problems, and to develop a sense of purpose provide them with greater benefits (including greater intention to volunteer in the future) compared to those without these opportunities. Thus, mandated service that involves organizational tasks (e.g., clearing floors, filing papers) and other types of activities that do not provide youth with high-quality experiences, may not be serving their purpose. That is to say, the focus of parents, teachers, and school officials should be on how to organize high-quality service activities.
1. What do we know about mandatory community service policies?| A．They have a long history. | B．Communities require the policies. |
| C．Schools practice them differently. | D．Schools know the best way to adopt them. |
| A．It may cause a misunderstanding of the value of volunteering. |
| B．It may make students value money instead of serving. |
| C．I may waste students’ learning time. |
| D．It may be in a sense against the law. |
| A．Motivation in mandatory service is a key factor. |
| B．Developmental theory may be in favor of mandatory service. |
| C．People may get different feelings from the same service experience. |
| D．Little evidence shows mandatory service discourages future volunteering. |
| A．Mandatory service discourages motivation. | B．Required service can be both good and bad. |
| C．The quality of service activities is important. | D．Volunteering should be a must for graduation. |
5 . Every year, students across the U.K.engage in the annual ritual (仪式) of telling college and university admissions officers why they deserve a seat at the school of their choice.However, this task is filled with anxiety and fear.
Keep your individuality in the spotlight.
Committees value authenticity.They want to hear your voice.This essay may give you the time and space to explain why a particular achievement means too much to you.But resist the urge to exaggerate: admission counselors read thousands of essays each year.
Sound like yourself.Don’t use words you wouldn’t normally use.Don’t use fancy language you wouldn’t use in real life.Imagine yourself reading this essay out loud to a classroom full of people who have never met you.
| A．They can spot something unreal. |
| B．This rule works in all the aspects of your life. |
| C．Writing about oneself can be highly stressful. |
| D．Keep a confident tone even if you’re not feeling that way. |
| E．Remember, it’s all about you rather than a fashionable subject. |
| F．An informative and powerful essay focuses on the readers’ needs. |
| G．Experts often recommend looking for something unique of your life story. |
6 . When was the last time you told someone they inspire you to go to work each morning?
Teachers at Oak Park High School in Kansas City, Missouri, did just that this September, when they pulled individual students out of class to tell them just how much they appreciated them. The students’ reactions, which were captured on video and shared on YouTube, ranged from shy thanks to hugs and tears.
“I have been challenged to find a student who makes me want to come to school every day,” says one teacher in the video, “and that’s you.”
Jamie McSparin, a teacher in charge of the school’s academy program for at- risk sophomores (二年级学生) and juniors, posed the challenge, writes ABC News. “Initially when we pulled the kids out, they all thought they were in trouble,” McSparin told ABC News. “Any teacher-student interaction always seems to be negative, and that was something that bothered me, too. No matter if they’re good kids or troublemakers, they always thought they were in trouble,” she says.
McSparin says she got the idea for the project after attending a professional development workshop this summer called the power of positivity. “I like the idea of letting students know they are appreciated, because we do appreciate them, I just don’t think we say it enough,” she told local news outlet WDAF-TV.
It’s safe to say the challenge was effective.
“I feel special,” said one of the boys in the video. “You should,” said his teacher. “You are special.”
1. What does the underlined word “ posed” in Paragraph4 mean?| A．Presented | B．Rejected | C．Ignored | D．Evaluated |
| A．Nervous | B．Thrilled | C．Curious | D．Encouraged |
| A．The trouble caused by students. | B．The need of shooting the video. |
| C．A seminar named the power of positivity. | D．A program related to students’ interactions. |
| A．Challenge is unavoidable in life. | B．Everyone needs to be appreciated. |
| C．Positivity outweighs negativity. | D．News media contribute to students’ progress. |
7 . If you could design your own school and study whatever you wanted, what would you choose to learn?
This isn’t an unlikely question for students at Monument Mountain Regional High School, who are taking part in an activity called the Independent Project. The program is a special school within the Massachusetts public high school that’s completely run by students - no teachers, parents, or adults are allowed - and they’re in charge of deciding their whole curriculum (课程).
These teens’ homework and what they study in the classroom are all totally up to them. Charles Tsai, a journalist, made a 15-minute film about the project that shows the wide variety of activities different students join.
Students aren’t taking this lightly - instead of reacting irresponsibly (不负责任地) to the freedom to design their own studies, they’re dealing with their own interests by writing poetry (诗歌) collections, learning instruments and taking flight lessons.
The program is this: On Mondays students come up with questions in relation to one of their school subjects, then they spend the rest of the week researching and coming up with possible conclusions to these questions. On Fridays, they present this information to their classmates.
“I think the more choices we have in our school, the more students we will help develop into the kind of citizens that we need,”Principal (校长) Marianne Young explains in the film.
In the video, teens express their satisfaction with the program because it holds different kinds of learners, even those who don’t always succeed in a traditional study situation.
“I have difficulty in reading and writing. School has always been a big problem for me,” one student named Sergio explains in the video. “If it were not for this program, I don’t know if I’d be graduating - I don’t know where I’d be right now. I think this has really been my savior (救星) and got me through the last two years of high school.”
1. What is the Independent Project about?| A．Various activities for students. | B．Student-centered curricula. |
| C．A self-designed school. | D．Teacher-free classes. |
| A．Teachers work out a curriculum for students. |
| B．Students research topics they put forward. |
| C．Teachers work together with students. |
| D．Students serve as teachers in turn. |
| A．Curious. | B．Doubtful. |
| C．Uncertain. | D．Optimistic. |
| A．He finds it hard to graduate. |
| B．He has bitter memories of high school. |
| C．He feels grateful to the Independent Project. |
| D．He performs badly in the Independent Project. |
8 . Picture a lecture session at a business school and your probably imagine students gazing at screens filled with equations（方程式）.What you might not expect is students attempting to sing “O clap your Hands”. But Bartleby was treated to this delight on a visit to Saïd Business School in Oxford earlier this year.
There was a catch. Some of the students had to try conducting the chorus. The first to take the challenge was a rather self-confident young man. It didn’t take long for him to go wrong. His most obvious mistake was to start conducting without asking the singers how they would like to be directed, though they had the expertise and he was a complete beginner.
The session, organized by Pegram Harrison, a senior fellow in entrepreneurship（企业家精神）, cleverly allowed the students to absorb some important leadership lessons. For example, leaders should listen to their teams, especially when their colleagues have specialist knowledge.
Other business schools have also realized that their students can learn from the arts. At Carnegie Mellon University , Leanne Meyer has introduced a leadership-training programme that includes poetry and a book club. She believed that involvement in such pursuits can help develop empathy（同理心） in future leaders and that the programme benefits students in terms of how they promote themselves to recruiters（招聘人员）.
The Royal Academy of Dramatic Art (RADA) has trained many great dramatists. It also offers training courses for managers. “Acting about finding the truth in the character and in yourself.” says Walker-Wise, one of RADA'S tutors. Being a manager involves a lot more than just setting targets. It requires empathy and a knowledge of human nature. An education in the arts might help develop those qualities. Above all, the students on Harrison's Course were experiencing something Bartleby never expected to see in those attending an MBA lecture they were having fun.
1. What does “this delight" in paragraph 1 refer to?| A．Singing in a business class. | B．Visiting Said Business School |
| C．Picturing a lecture session. | D．Gazing a screens full of equations. |
| A．Common and influential. | B．Educational and effortless. |
| C．Challenging and instructive. | D．Controversial and practical. |
| A．Offer promotion opportunities. | B．Value team members’ opinion. |
| C．Set specific targets. | D．Control every step. |
| A．It provides entertainment. | B．It develops goal-setting skills. |
| C．It exposes the truth in business. | D．It helps understand human nature. |
9 . Schedule a Tour
University of South Carolina （USC) is famous for its warm southern hospitality（好客）. Schedule a visit and feel it in person. Our walking tours are led by current students, called University Ambassadors, who are looking forward to telling you what it's like to live and study in USC. Our walking tours run Monday through Friday and most are around 2 hours. The university will be closed on Tuesday, July 4, 2017 in observance of the holiday. We welcome your visit year round and will be ready for you, rain or shine. Please refer to the list
below to determine which tour is best for you and remember to book at least two weeks in advance.
| A．To prepare a tour. | B．To update its website. |
| C．To celebrate the holiday. | D．To encourage a self-guided walk. |
| A．AU visitors to USC. | B．Those applying for fall 2017. |
| C．Independent consultants. | D．Those admitted for fall 2017. |
| A．By turning to University Ambassadors. | B．By visiting USC Visitor Center. |
| C．By emailing cvisits@mailbox,sc.edu. | D．By registering once again. |
| A．submit Group Visit interest Form | B．email visior@mailbox.sc.edu |
| C．call 800-922-9755 | D．check out Virtual Tour |
Students are increasingly using laptops for notetaking because of speed and legibility(清晰度)．But the research has found laptop users are less able to remember and apply the concepts they have been taught.
Researchers performed experiments that aimed to find out whether using a laptop increased the tendency to make notes “mindlessly” by taking down word for word what the professors said.
In the first experiment，students were given either a laptop or pen and paper. They listened to the same lectures and were told to use their usual notetaking skills. Thirty minutes after the talk，they were examined on their ability to remember facts and on how well they understood concepts.
The researchers found that laptop users took twice as many notes as those who wrote by hand. However，the typists performed worse at remembering and applying the concepts. Both groups scored similarly when it came to memorizing facts.
The researchers' report said，“While more notes are beneficial，if the notes are taken mindlessly，as is more likely the case on a laptop，the benefit disappears.”
In another experiment aimed at testing longterm memory，students took notes as before but were tested a week after the lecture. This time，the students who wrote notes by hand performed significantly better on the exam.
These two experiments suggest that handwritten notes are not only better for immediate learning and understanding，but that they also lead to superior revision in the future.
1. More and more students favour laptops for notetaking because they can ________.
| A．write more notes | B．digest concepts better |
| C．get higher scores | D．understand lectures better |
| A．skilful | B．mindless |
| C．thoughtful | D．tireless |
| A．examine the importance of longterm memory |
| B．stress the benefit of taking notes by hand |
| C．explain the process of taking notes |
| D．promote the use of laptops |
| A．a newspaper advertisement | B．a computer textbook |
| C．a science magazine | D．a finance report |
