1 . 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. |
2 . 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 |
3 . 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. |
4 . 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. |
5 . COVID-19 Campus Rules Of UBC Okanagan
The rules apply to all students, faculty and staff at UBC’s Okanagan campus.
Travel in BC
A Public Health Order for all health regions in British Columbia calls on all individuals, places of work and businesses in BC to significantly reduce social interactions and travel. The current order is in effect until February 1, 2021.
As many are currently making plans for the upcoming Winter Break, all members of the campus community are reminded all non-essential travel should be avoided. The current orders suspend all events and social gatherings to significantly reduce COVID-19 transmission related to social interactions. The order allows for university students to join family for the holidays as this is not considered a social gathering, but it is important to maintain a narrow household bubble.
International travel
If you plan to travel out of Canada during the Winter Break, make sure you are aware of current travel restrictions and are prepared for your trip. Carefully review the updated Travelling to Canada Guide for important information on who is eligible to travel, documents to prepare, ensuring you have health insurance, making a quarantine (self-isolation) plan, and more.
Measurement of body temperature and daily self-assessment when coining to campus
UBC's COVID-19 Campus Rules require that all students, faculty and staff must have their temperatures taken and assess themselves daily for COVID-19 symptoms prior to attending UBC premises. Please use the BC self-assessment tool at https：//bc. thrive, health/. Anyone experiencing symptoms should follow the guidance provided in the self-assessment tool.
Maintaining physical distancing and wearing non-medical masks
Public Health Orders require all members of our community maintain physical distance and wear non-medical masks. As a reminder, UBC (University of British Columbia) students, faculty, staff and visitors are required to wear non-medical masks, when indoors on our campuses.
Be well, be safe and thank you for following public health and campus rule guidance.
1. According to the current orders, a university student is allowed to________.| A．attend a concert | B．host a party |
| C．organize a football match | D．get together with his family |
| A．To stand in line. | B．To wear medical masks. |
| C．To have temperatures taken. | D．To show health insurance. |
| A．in December | B．in February | C．in August | D．in September |
6 . Along the hallway (走廊), I saw mixed expressions on the faces of my students: excited, nervous, and worried.No doubt about it: they were this term’s freshmen. My own first day at high school flashed into my mind.
Since our family had just moved to the place, I didn’t know anyone at the school. On arriving, I picked up a map and my schedule (日程表). Oh, my goodness, what a large school it was! Nervously, I looked about for where my first class was to be held.
When I finally found my class, everyone was talking and laughing together, and I felt so lonely. Throughout the day, each period brought some new faces I had not seen before. But when my English class came around, I had a surprise: an old classmate! It was Ben, who had left my middle school right after sixth grade. We talked and joked about middle school and the clubs we were in together. My nerves eased (放松) a little.
Next was the P E. class. This was the first class that I found without difficulty. Sitting through the boring introduction to the class by the teacher, I started talking to a girl sitting near me. I found out that her family had just moved here too, and she didn’t know anyone either. As we talked, we discovered that we had a lot in common, and had a lot of classes together. This girl ended up becoming my best friend. I am so glad that I met her.
By the end of that day, I was full of optimism (乐观). I knew that high school would be an amazing experience.
1. The writer of this passage is a __________.| A．parent | B．college student | C．high school student | D．high school teacher |
| A．the school was very large | B．the map did not show the way |
| C．the teacher would be serious | D．the first class would be difficult |
| A．met her old classmate Ben | B．made friends with a girl |
| C．had P.E. class together with Ben | D．finally found her first class |
| A．Nervous. | B．Bored. | C．Hopeful. | D．Satisfied. |
7 . At a comedy night at Johns Hopkins University in Maryland, members of the school's comedy(喜剧) club bring lots of laughter to their classmates with funny speeches and humorous body movements. These college student comedian’s humour entertains busy, young people and eases their stress.
Yet the club member Ariella Shua says comedy is serious work. Every comedy starts as an individual project-- each member writes their own material. Then they try it out in weekly club meetings where all club members read the material, going joke by joke and seeing what works and what doesnt. Nothing unsatisfactory will be compromised(妥协). In this way comes a satisfying comedy.
Ariella joined the club last year. Now she does not go anywhere without bringing something on which she can take notes. ''Whenever I just have a thought in my head or when I see something or overhear someone saying something in the library, I just put it down, '' Ariella explained. ''when I'm trying to write my own set, I go through that…to see if there is anything in there that I can use. ''
Club president Nicholas Scandura finds writing one of the many skills he has developed since joining the club. ''Writing jokes takes a lot of critical thinking.'' he said. The club gives its members a sense of community. When they meet, they share funny experiences. tell jokes and laugh.
Harry Kuperstein discovered the club was a natural fit. Noticing the funny qualities of different situations improved his way of looking at the world. Becoming an active member also helped him work on the future skills he'll need as a medical doctor. ''Having jokes ready to go might help smooth these interactions and make you a better public speaker, '' he said.
1. What can a successful comedy be described as?| A．A group effort | B．A personal project |
| C．A satisfying task | D．A compromised result |
| A．Creating her own style. |
| B．Going to the library regularly |
| C．Taking notes in class |
| D．Becoming a good observer |
| A．By easing his stress of being a doctor |
| B．By preparing the ground for his career. |
| C．By changing his way of communication |
| D．By developing his interest in public speaking |
| A．Laughter Is Serious Work |
| B．Humor Is an Edge in Jobs |
| C．Comedy Comes with Learning |
| D．Clubs Influence One's World View |
