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 . It’s time to go back to high school. Students are excited about the new beginning. But for many kids, the first day is more about friends than classes, and maybe with good reason. On that day, the teacher takes attendance, hands out books, and describes the teaching plan. If a student hears the same things in seven classes, you can’t blame (责备) them for thinking it’s going to be another long year. When the high schoolers’parents ask what they did in school, it’s pretty likely that the answer will be “Nothing.”
It doesn’t have to be this way. Last January, Jessica Johnson and Charlotte Jenkins, two ninth-grade physics teachers, suggested a school-wide movement called Make My Day to improve the first day of classes, and many teachers have changed their plan for the first class of a new term because of this.
One English teacher asks students to write 77 words about what they want to get out of her class. Then she reads their responses (回答) out loud. She keeps the responses until the last day of the school year when she hands them back to students so they can see if they achieved what they wanted. After encouraging kids with a year-long game, she begins the English course.
On the first day of science, a teacher gives students 30 minutes to build something to improve people’s lives. A history teacher organizes a debate on whether Swiss cheese is better than cheddar. In math class, another teacher puts students in groups of three, and gives them six minutes to come up with as many answers as possible to the question, “What is math good for?”
The new class activities are part of our school wide movement to improve the first day of classes. Many teachers choose to use creative ways to encourage kids from day one. And all students seem to enjoy the changes. Quite a few parents told me that their kids said, “I think English (or math or biology or Spanish) is going to be great!”
1. Which best describes the class on the first day of school in Paragraph 1?A.A bit strange. | B.Too boring. | C.Really wonderful. | D.Quite challenging. |
A.It was a city-wide movement. | B.It has been done for many years. |
C.It was the idea of two P. E. teachers | D.It was attended by the whole school. |
A.If their expectations have been realized. | B.If their writing skills have improved. |
C.If they can understand the 77 words. | D.If the teacher likes their responses. |
A.All ask students to work in groups. | B.All choose to do something exciting. |
C.All hold discussions on teaching plans. | D.All try to improve students’creativity. |
A.She shows little interest in it. | B.She feels surprised at it. |
C.She is worried about it. | D.She supports it. |
3 . Bacteria are an annoying problem for astronauts. The micro-organisms from our bodies grow uncontrollably on surfaces of the International Space Station, so astronauts spend hours cleaning them up each week. How is NASA overcoming this very tiny big problem? It’s turning to a bunch of high school kids. But not just any kids. It is depending on NASA HUNCH high school classrooms, like the one science teachers Gene Gordon and Donna Himmelberg lead at Fairport High School in Fairport, New York.
HUNCH is designed to connect high school classrooms with NASA engineers. For the past two years, Gordon’s students have been studying ways to kill bacteria in zero gravity, and they think they’re close to a solution. “We don’t give the students any breaks. They have to do it just like NASA engineers,” says Florence Gold, a project manager.
“There are no tests,” Gordon says. “There is no graded homework. There almost are no grades, other than ‘Are you working towards your goal?’. Basically, it’s ‘I’ve got to produce this product and then, at the end of the year, present it to NASA.’ Engineers come and really do an in-person review, and… it’s not a very nice thing at times. It’s a hard business review of your product.”
Gordon says the HUNCH program has an impact on college admissions and practical life skills. “These kids are so absorbed in their studies that I just sit back. I don’t teach.” And that annoying bacteria? Gordon says his students are emailing daily with NASA engineers about the problem, readying a workable solution to test in space.
1. What do we know about the bacteria in the International Space Station?A.They lead to air pollution. | B.They are hard to get rid of. |
C.They damage the instruments. | D.They appear in different forms. |
A.To strengthen teacher-student relationships. | B.To sharpen students’ communication skills. |
C.To allow students to experience zero gravity. | D.To link space technology with school education. |
A.Check their product. | B.Guide project designs. |
C.Adjust work schedules. | D.Grade their homework. |
A.Nature: An Outdoor Classroom | B.NASA: The Home of Astronauts |
C.Space: The Final Homework Frontier | D.HUNCH: A College Admission Reform |
4 . 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. |
5 . Show Your Money Smarts Contest 2023
Show Your Money Smarts Contest aims to give the youth a jump start by equipping them with the power of knowledge to make sound financial choices.
Why Participate:
Learn how to use credit wisely in this year’s fifth annual contest. Compete with other youths across the state of Michigan in this 30-question online challenge during the month of May and win prizes. Start developing a good credit score and history at a young age and learn how to make your credit work for you!
Teachers, librarians and other youth development professionals also can win a $25 gift card if a non-related youth you referred to the contest wins. One gift card per referring adult.
Who Should Participate:
Any youth 13-19 across the state of Michigan.
When:
Register by May 13, 2023, by 11:59 pm. ET. Complete the contest by May 31, 2023, 11:59 pm. ET.
How to Participate:
● You must sign up to be qualified for prizes. If a non-related teacher, librarian or other youth development professional referred you to this contest, you will want to include their names and emails for their chances to win a prize too!
● Learn about credit by attending an in-person class, a Zoom class, reading articles, or completing the Nearpod class here and/or exploring other credit education resources found on the Michigan 4-H website.
● On May 14, you will receive an e-mail with the game code (代码) for Quizizz. The game will be available for two weeks.
● Go to quizizz. com/join on a phone or tablet and enter the code using the same name when you register.
● High scoring youth will be entered for a prize drawing to win a $25 gift card. A maximum of 10 youth winners will be selected. Winners will be notified by June 8, 2023.
1. What knowledge is involved in the contest?A.Game knowledge. | B.Library knowledge. | C.Computer knowledge. | D.Financial knowledge. |
A.Being a member. | B.Having a referrer. | C.Registering in advance. | D.Taking training courses. |
A.It is an online contest. | B.It charges low entry fees. |
C.It is held every five months. | D.Any teenager can take part. |
6 . 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. |
7 . On a school trip to New York, our school had us wear name tags (牌) with our school name on it. Since all the attractions we visited were popular with school groups, the tags let the teachers know we should be with our group. If any of us separated from the group, teachers would quickly call us back.
Some students had tried to hide or throw away their name tags to avoid this, so our head teacher—a very strict lady—said that anyone found without the name tag would have to spend the rest of the trip staying with her at all times and then have a month’s worth of lockdown (禁闭) when we got back.
While we were all on a ferry (渡船), we were allowed to go around. While playing with friends, I didn’t realize it was my name tag until it was too far to reach. I started to freak out at once. I had never got into trouble at school before or had even a single punishment, and I would possibly face a month’s worth of them! After thinking for a moment, I finally decided to just tell the head teacher what had happened.
I went to the head teacher and explained very nervously to her. Instead of shouting at me, she took out another name tag and handed it to me. She said, “I have prepared several more name tags in case something unexpected happens.” Then she smiled at me, “Did you think you would get lockdown? Don’t worry, and that’s just for the trouble-makers in order to stop them losing it on purpose. I believe you’re a good kid. Don’t be worried about this. But be careful later.” When I heard these words, tears came to my eyes. What a kind teacher she is!
1. Why did the school ask us to wear name tags?A.To avoid being separated. | B.To visit the attractions freely. |
C.To make us popular. | D.To attract the classmates’ eyes. |
A.Be happy. | B.Be anxious. |
C.Be silent. | D.Be excited. |
A.She knew he was not a trouble-maker. |
B.She disliked him very much. |
C.She was unfair in fact. |
D.She thought he was the best kid. |
A.Strict but impolite. | B.Brave but unfriendly. |
C.Strict and patient. | D.Brave and honest. |
8 . 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. |
9 . Spare time activities at the University of Victoria
Arts
There are many art galleries and ongoing displays on the campus of the University of Victoria (UVic). The Student Union Building lounge displays various local students’ artworks. The Maltwood Art Museum Gallery, located in the main lobby of the University Center, features local, national, and international works. The McPherson Library Gallery located on the main floor of the library, features art produced by UVic students. To see ongoing art displays. you can visit the Fine Arts Building.
Movies
Cinecenta is the students’ society’s 300-seat movie theater, which always offers an excellent choice of movies. Take the time on a Sunday afternoon and catch a 2:30 matinee (午后) for only $3.75 or catch a midnight classic! Movies are only $4.75 for students with a-valid student ID—or buy a 10-movie pass and pay only $3.75 each. You can pick up a free timetable around campus.
Music
The music department on campus holds over 100 concerts a year. Everyone is welcome to attend student recitals (独奏会), held every Friday at 12:30 pm in the Phillip T. The Victoria symphony offers reduced price tickets to students if tickets. are purchased on the day of the concert.
Publications
Copies of the following publications can be picked up from campus publication boxes that are located in every building on campus. The Martlet, the official student paper of UVic, is funded partially through student fees and is produced by an autonomous collective of students and staff. A publication funded by UVic and produced by the women’s center, the Women’s Publication Network, which is available every other Thursday, is the oldest women student newspaper in Canada. The paper has a feminist (女权主义者) focus. Published monthly by CFUV (Victoria’s campus & community radio station), Offbeat is your guide to CFUV’s program schedule. The Ring, published every two weeks, is UVic’s community newspaper for staff, students and off-campus readers.
1. Where should you go if you want to visit UVic students’ artworks?A.The Fine Arts Building. | B.The McPherson Library Gallery. |
C.The Student Union Building lounge. | D.The Maltwood Art Museum Gallery. |
A.$3.75. | B.$4.75. | C.$7.5. | D.$9.5. |
A.It is financially supported by UVic. | B.It is a weekly official student newspaper. |
C.It is a guide to CFUV’s program schedule. | D.It is the oldest student newspaper in Canada. |
10 . As often as possible, high school students should face challenges.
Stick to the topic. Young speakers will not have time to cover every part of the topic.
Ask for feedback (反馈). High school students should rehearse (排练) the speech before an audience of one or two people.
A.Honor time limits. |
B.Know the audience. |
C.Instead, students should narrow their focus. |
D.Listeners can remind the speakers to make eye contact. |
E.And public speaking is an excellent way to do just that. |
F.If possible, students should practice in the room where they will be speaking. |
G.Students should take advantage of opportunities to learn how to communicate. |