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.

2. Which class is probably receiving the vaccine at 11:30 a.m. ?

A．Class 6.

B．Class 7.

C．Class 8.

D．Class 9.

3. What should students take when they go for the vaccination?

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.

2. Which topic can be discussed in the report?

A．European history.	B．Causes of World War Il.
C．Winter climate in Austria.	D．Life of Austrian elderly people.

3. What is the major purpose of this trip?

A．Education.

B．Sightseeing.

C．Exercise.

D．Charity.

3 . 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.

2. What is a must to win the prize?

A．Being a member.

B．Having a referrer.

C．Registering in advance.

D．Taking training courses.

3. What can we learn about the contest?

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.

4 . 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.

2. What do the teachers do with the project at present?

A．Expand the farming land.	B．Integrate relevant subjects.
C．Investigate insects’ activities.	D．Estimate the number of vegetables.

3. What can we know about the project?

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.

4. What do the students think of the project?

A．It is tiresome.	B．It requires creativity.
C．It is rewarding.	D．It needs more donations.

5 . 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.

2. Why do some people disagree with providing mandatory community service?

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.

3. What can we learn from most research mentioned in paragraph 3?

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.

4. Which of the following might the author agree with?

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.

6 . As often as possible, high school students should face challenges.     1     Giving a speech in class forces students out of their comfort zone (区), especially if they must take a stand on a social issue. The following tips for giving a speech in class can benefit high school students.

    2     Before practicing public speaking skills, high school students should consider the audience. Students should ask a few questions: Am I speaking to teenagers, adults, or both? How big is the audience? What is the context of my speech?

Stick to the topic. Young speakers will not have time to cover every part of the topic.     3     They can write a clear thesis statement(主旨句) that serves as a road map for the whole speech. Then, the speakers should identify two or three central points they can explain.

Ask for feedback (反馈). High school students should rehearse (排练) the speech before an audience of one or two people.     4     In this way, they get a feel for the size of the room. The listeners should sit at the back of the room to know whether they can hear the speaker clearly.     5     Eye contact holds the audience responsible for listening and gives a speaker the chance to check if the audience is tracking the central points properly.

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.

7 . Trips to museums are part of many children's education. Every year, museums receive a large number of school students.

Typically, schools are concerned about students performing well on required math and science tests.     1     This is where Jay Greene comes in, His research team are studying how attending cultural events can help with a student's education.

In order to learn how a trip to an art museum affects students, the team looked at 11,000 students and found that students who visited an art museum were more tolerant (容忍的)     2     .Greene's team also examined how going to a live theater performance can affect students.

This study involved two groups. The first group who saw a live performance experienced improvement in tolerance.     3     .The result showed that the students who saw the live performance learned the story and related vocabulary better than those who watched the movie version. Hence, there are differences between in - person experiences and digital ones. Obviously, in-person cultural experiences have much to do with their study motivation.     4     .

Some museums are looking for ways to provide new programs for schools. Apart from their usual field trips, the museums also offer STEM-based tours for science, technology, engineering and math.     5     This helps to promote students' well - round development.

A．People gradually recognize the importance of field trips

B．The other one watched a movie version of the same play

C．This motivation is very important to the success at school

D．Therefore, teachers may not see the value of art museum trips

E．Students analyzed data carefully after they visited art museums

F．These tours look at connections between art, science, math and architecture

G．Plus, they learned more about the art and developed stronger critical thinking skills

8 . A primary school in County Cork, Ireland, has decided to do away with all homework for the entire month of December, replacing it instead with acts of kindness.

For the third year in a row, students at Gaelscoil Mhíchíl Uí Choileáin will not have any homework for the month of December. Instead, they are being asked to undertake acts of kindness for friends, family and the community — and to record these in a special “Kindness Diary” which each student will fill in daily and then get signed by their parents.

“Building on the overwhelming success and positivity of last year’s Gratitude Diaries, when children and their families documented the small things they were grateful for in their lives, this year they are asked to undertake little acts of kindness that could make a big difference in somebody’s life,” Vice Principal Íde Ní Mhuirí said.

The school suggests doing something nice for an elderly neighbor, or performing an act of kindness for a relative or friend who may be feeling lonely, but the act can be anything as long as it brightens someone’s day.

Alongside this Kindness Diary initiative (倡议), there will be a kindness bucket in school, where the children can place kind observations about their peers which will boost the self-respect of those around them. Each Friday morning at the gathering a random selection of these observations will be shared to stress how small acts and kind words can make huge differences in somebody’s life. And finally, each class will put their heads together and come up with a class-wide project which can help the community.

“In this world, consumed by social media, where our young people are constantly experiencing pressure, there is no better way to show them the way forward in the world than by practicing kindness,” Íde Ní Mhuirí said.

1. What does the school require the pupils to do this December?

A．Keep a diary of their daily lives.	B．Show kindness to someone else.
C．Express their gratitude to others.	D．Finish their homework on time.

2. What Does the Vice Principal think of the Gratitude Diary?

A．It needs improving.	B．It ended in failure.
C．It is quite satisfactory.	D．It will be continued.

3. Why are the students encouraged to make kind observations about each other?

A．To monitor their behaviour.

B．To evaluate their moral character.

C．To share their ways of dealing with stress.

D．To give them a sense of pride and importance.

4. What’s the best title for the text?

A．Homework or Acts of Kindness?

B．How to Make a Big Difference in Life?

C．Irish School Relieves students of Homework.

D．Irish School Replaces Homework with Acts of Kindness.