2 . For many years, school children in the US have been taken on “field trips” to cultural institutions such as museums of art. Educators arrange them in the belief that schools exist not only to teach economically useful skills, but also to produce civilized young people who appreciate the art and culture. While there are parents who will take their children to cultural places in their free time, there are plenty of other children who will never have this kind of opportunity unless schools offer it. So you could say that taking school students on field trips is a means of giving everyone equal access to their cultural heritage.

However, the attitude towards field trips in recent years is changing, with the number of tours organized for school groups falling significantly in museums all around the country. The most obvious reason is the issue of finance. Because there are increasing demands on their funds, after all, computers and sports facilities aren’t cheap, schools are forced to make a difficult choice about how to spend the limited money they have. Faced with this dilemma, field trips are an obvious thing to cut since they are seen by many as too expensive.

Additionally, the nature of these field days is also changing. Schools increasingly use trips to amusement parks or sporting events as a treat for students rather than an opportunity for cultural learning. This shift could have a basis in generational differences between teachers’ reasons for organizing days out of school. A recent survey conducted among 500 Arkansas teachers showed that older teachers were significantly more likely to take the primary purpose of a field trip as a learning experience than younger teachers, who view it as fun.

Some evidence shows the trend of fewer trips may have a negative effect on children’s development. A research led by Jay Greene at Arkansas University found that students who received a tour of an art museum greatly improved their knowledge of art and the ability to think critically about art. They also display stronger historical interest and were more likely to visit cultural places in the future. The researchers warn that if schools cut field trips or switch to less educational destinations, valuable opportunities to broaden and enrich children’s learning experiences are lost.

1. What is the original purpose of field trips to cultural institutions?

A．To teach students useful skills in economics.

B．To make art culture accessible to every student.

C．To educate students to preserve cultural heritage.

D．To encourage parents to take their children there.

2. Which factor most probably leads to the trend of fewer field trips?

A．The decrease in school funds.

B．Teachers’ generational differences.

C．Students’ demand for fun.

D．The lack of school funds.

3. What does the underlined phrase “This shift” in Paragraph 3 refer to?

A．The change from an opportunity for learning to a treat for entertainment.

B．The switch from sporting events to cultural experiences.

C．The switch from old generations to young generations.

D．The change from educational destinations to unique attractions.

4. What can be inferred about field trips from the research by Jay Greene?

A．Field trips ensure better future academic performance.

B．Amusement parks enrich children’s learning experiences.

C．Cutting field trips is critical to the future of the museum.

D．Students are rewarded with more cultural awareness.

4 . In the past year, Jeanne Raitt has had many roles while working with medical students at the KU School of Medicine-Wichita. She’s been the mom of a 5-year-old son with a serious illness, a patient relying on pain medication, and the daughter of a woman diagnosed with Alzheimer’s disease.

Raitt is among 85 Wichitans who participate in the school’s standardized patient program. She and others in the program have been trained by staff at the Wichita campus’ standardized patient center to role-play patients or family members. The sessions enable students to practice their skills in taking medical histories, communication, interpersonal relationships, and their ability to handle sensitive issues and embarrassing situations.

“We provide a safe environment for students to practice their clinical skills before they see actual patients,” explains Jennifer Brantley, assistant director of the standardized patient center.

Take the case of 55-year-old Ellen Humphries, a college professor who is being seen for abdominal (腹部的)pain. After an exam, students and professors discuss how to treat someone like Ellen, who is educated, well-known in the community, and who isn’t willing to stick to medical recommendations.

“This is a great way to give medical students hands-on learning and training,” says Raitt. “I love watching how students learn about the variety of the cases and seeing how willing they are to accept feedback from us. Plus, it’s a bonus to get a little checkup now and then.”

For Natashia Gafford, being a standardized patient has provided her with reassurance that future doctors will be able to handle different situations. Gafford, who is the mother of six boys, particularly likes it when her role-playing corresponds with real-life issues she can relate to, such as advocating for her children’s health. “It puts my mind at ease as a parent to know that doctors will learn how to take parents into consideration,” she says.

1. What did Raitt experience last year?

A．She took part in a medical program.

B．Her son suffered from a serious illness.

C．She relied on pain killer to relieve pain.

D．Her mother was diagnosed with Alzheimer’s disease.

2. What is right about Humphries?

A．She suffered from very rare abdominal pain.

B．She refuses to follow doctors’ advice.

C．She is a well-educated doctor herself.

D．She enjoys a not good reputation in her neighborhood.

3. What does Gafford say about her role-playing experience?

A．It arouses her interest in medicine.

B．It builds her confidence in doctors.

C．It helps her recognize common childhood illnesses.

D．It offers her a bonus of regular checkups.

4. What can be the best title for the text?

A．How to become a doctor: A step-by-step guide

B．Doctor-patient relationship: A technical model

C．Why sticking to medical recommendations matters

D．Standardized patients teach skills and sympathy