1 . Fifth-graders gathered around a large tank inside their school’s greenhouse. Plants hang overhead, and trays of seedlings (幼苗) fill the shelves. Small silver fish pop their heads out of the water as Blanka, 10 years old, holds out food. “If you put your finger in a little bit, they might bite it. It doesn’t hurt; it just feels funny,” explains Blanka.
At Manzo Elementary Schools in Tucson, raising fish at school was one small answer to a big problem faced by many people in the neighborhood — food insecurity. While the students could have breakfast and lunch at school, their families often struggled to provide dinner. The teachers came up with an idea: could the students raise food at school for the neighborhood?
It wouldn’t be easy. Being in a desert region, water was a scarce resource in Tucson. Apart from that, the soil doesn’t always have the nutrients plants need to grow, so the students would need to add a natural fertilizer. Inspired by the Aztecs’ ancient practice of chinampas, floating farms on lakes near Mexico City, Counselor Moses Thompson introduced an aquaponics (鱼菜共生) system where fish waste served as fertilizer for the plants, while the plants’ roots purified the water in the fish tank. Apart from fish, other animals played an important part in supporting the students’ mission to feed their neighbors. Chickens laid eggs, and visiting pollinators (传粉者) like bees and butterflies helped transform flowers into vegetables.
Once the students had harvested enough food, it was time for Market Day. They offered vegetables as donations to people in the neighborhood and sold eggs and fish to raise funds for fish food and chicken feed. “We can plant good food and have fun while we’re doing something important,” says Blanka. “I’m so happy to be at this school.”
1. What is the first paragraph mainly about?| A．What the greenhouse ecosystem looks like. | B．How fifth-graders observe fish. |
| C．Whether feeding fish is funny. | D．Where plants are grown. |
| A．To teach students about fish. |
| B．To bring in income for the school. |
| C．To attract more students to the school. |
| D．To handle food shortage in the neighborhood. |
| A．Fish waste fertilized the plants. | B．Chickens helped purify water. |
| C．Plants provided food for fish. | D．Pollinators helped carry vegetables. |
| A．Tolerant. | B．Favorable. | C．Skeptical. | D．Uncaring. |
2 . English Summer Camp for Teens
Located on the campus of Columbia University in Manhattan, New York, our camp offers English learners between 14 and 17 years old from all over the world the chance to improve their English language skills. The camp also offers students many exciting activities and excursions（短途旅行）in New York. We have residential and day camp programs.
Dates and Prices | |
| Dates: June 17-August 1 | |
| All arrivals and departures are on Sundays. | |
| Minimum duration: 2 weeks | |
| Application fee: $100 | |
| Package price (per week) | Residential camp: $2,080 |
| Day camp: $1,460 | |
*20 lessons per week in the mornings;
*Residential accommodation in single rooms;
*All meals（Day camp prices include lunch only）;
*1 full-day excursion per week;
*3 half-day excursions per week;
*Afternoon and evening activity programs;
*Travel and medical insurance;
*Leaving certificate.
Full-board residential accommodation:
All students are accommodated in single rooms in the university residence that features wireless Internet, a fitness center, student’s laundry facilities and outdoor seating areas. Bathrooms are shared. We offer health y food choices, with plenty of varieties and special diet options.
The camp capacity is only 200 students and we get application s from over 40 different countries, thus the number of students coming from one country is limited.
We don’t have application deadlines. However, all enrollments are subject to space availability. We recommend that you reserve your place as far in advance as possible. Many parents and students are “early birds” and make their decision 6 to 8 months in advance.
1. What do we know about the students who take part in the camp?| A．They will take at least 60 lessons. |
| B．They will visit several cities in the USA. |
| C．They will be admitted to Columbia University. |
| D．They can make friends with peers from other countries. |
| A．$ 4, 380. | B．$ 4, 480. | C．$ 6, 240. | D．$ 6,340. |
| A．To keep a good international mixture. |
| B．To promote the camp among different countries. |
| C．To make sure every student gets the best service. |
| D．To open a door to students from developing countries. |
3 . Albertus Magnus College student Shannon Visco had always loved theater since elementary school. When she arrived at college, she was excited to continue her interest in theater and join the drama club. However, Shannon soon discovered that Albertus Magnus College’s Drama Club was no longer functional.
This was a big disappointment for Shannon, who had always been surrounded by a theater community. Growing up, she did every show she possibly could, both in school and with community theater groups. Theater was more than just a hobby for Shannon—it was an important form of expressing herself.
Feeling the absence of the theater community, Shannon was inspired to restart the drama club. She wanted to bring back the spotlight (聚光灯) and create a space for students who shared her love of theater to come together and create something special.
Renewing a drama club that had been relatively inactive for years was not an easy task. Shannon received help from fellow students Giana Cagna and Kristian Lozada, in addition to English Professor Susan Cole. Together, the team shared emails and Zoom meetings to discuss the possibility of this effort and the next steps. By the beginning of Shannon’s second year at college, the club finally began to pick up.
Despite all their efforts, there was still a setback. They needed to recruit (招募) students. The group spread the word and put up posters around campus, but the result was not very promising. The students soon turned to their friends, and in doing so, they were finally able to fill a cast and crew (演员和工作人员).
Last month, the club successfully performed The Atomic Family from Outer Space—the club’s first performance in five years. The performance also received a Falcon Award for the best event on campus. It is safe to say we can expect big things from the drama club next year.
1. What did Shannon find after entering the university?| A．She fell in love with theater. |
| B．The drama club fell into disuse. |
| C．Her university had a rich history of drama education. |
| D．The drama club held events at her elementary school. |
| A．It could bring people close. | B．It was of high cultural value. |
| C．It was a way of self-expression. | D．It would enrich her college life. |
| A．It was a success story. | B．It received mixed reviews. |
| C．It was against all expectations. | D．It achieved worldwide recognition. |
| A．Bring the spotlight back | B．Fame is the greatest inspiration |
| C．Unlock creativity through drama | D．Youth discovers a better self on screen |
My students and I were ready for a challenge — a trip to Costa Rica. As we were waiting at the airport, we talked about our hopes and fears for our ten — day trip. My students worried about homesickness and felt uneasy with their homestay families. But strange foods or meeting new people didn’t concern me. What terrified me was the best part of the trip — a zip lining(滑缆绳) flight over the jungle valley bordering Arenal Volcano. I made a secret pact(协议) with myself to find an excuse to get out of it at the last minute.
When the fateful day arrived, we got to the peak to enjoy the breathtaking view of the volcano. When seeing the activity, my students raised a cheerful shout. How I wished I had had the same feeling as them. However, I was afraid of heights.
My student Eileen sidled up to me. Her face was pale. “I’m scared,” she whispered. “Will you stay back with me?” Here was my chance! I could get out of zip lining and still save face!
“I’m scared, too,” I said quietly.
“Yeah,” she said. “I thought you would be the right person to ask because you are really white, and you are sweating.” Her words woke me up, and something clicked into place. If I couldn’t step outside of my comfort zone, how could I ask the kids to do so?
“Maybe we should give it a try,” I said. I felt a little sick, but I couldn’t believe my body was actually moving toward the launch point.
“Come on,” I said. “OK,” she agreed.
Eileen zipped past me, screaming with fear or delight, which I was not sure of. Once she was across, I followed. The attempt was not as terrible as I had thought. From that moment on, I knew there was nothing to fear as long as I walked out of my comfort zone and had a try.
1. What worried the author’s students about the trip?（No more than 10 words）2. What did the author’s students think of the activity of a zip lining fight?（No more than 15 words）
3. What’s the meaning of the underlined word?（One word）
4. Why did Eileen come up to the author on the day of the activity?（No more than 10 words）
5. What do you think of the author’s attempt? Give your reasons?（No more than 20 words）
5 . Every year, thousands of K-12 students visit the University of Georgia (UGA) through the Experience UGA program. Hosting these students is made possible by the Experience UGA ambassadors (大使), a team of UGA students trained to support the program. They help create and support the field trips and introduce school children to college with interactive and educational visits that are grade-level specific. For example, every second grade group tours the Ramsey Student Center to learn about health-related topics, and all seventh graders explore UGArden to learn about nutrition and agriculture.
“Each year I realize the impact I’m making on students,” said Leslie Oroyemi, who is beginning her third year as an Experience UGA ambassador. “I love reaching younger populations and engaging with them. It’s nice to see them grow and discover different interests.”
This was the first year that Oroyemi has been an ambassador for second grade trips, and she said it has become her favorite. Her favorite part of the day is teaching second graders how easily germs (病菌) spread through a game of tag (捉人游戏) — those with “germs” have chalk on their hands and go around trying to touch and “infect” others. The kids then learn how important hand washing is to prevent the spread of germs.
Camille Holcomb is beginning her second year as an ambassador. She said working with different ages means connecting with them differently. The second graders are excited about everything, while the seventh graders are more reserved (保守的). Holcomb learned that connecting with the older students works best in between the activities — being personable and asking questions while walking around campus. Holcomb also learned that some friendly competition helps engage the more reserved students.
“Each ambassador is very fervent about giving back to the community and holds a special skill that contributes to creating a wonderful experience for students during each grade level trip,” said Aiyana Egins, coordinator of Experience UGA. “I look forward to seeing the impact they will have on students this year.”
1. What do the ambassadors do for K-12 students?| A．Convince them to join the UGA program. | B．Organize educational visits for them. |
| C．Show them around famous colleges. | D．Encourage them to apply to UGA. |
| A．The kids’ interest in health-related topics. | B．The wide variety of field trips. |
| C．The kids’ rich knowledge about germs. | D．The interactive game of tag. |
| A．No pains, no gains. | B．Every little helps. |
| C．Different methods matter. | D．Easier said than done. |
| A．Enthusiastic. | B．Sensitive. | C．Curious. | D．Concerned. |
6 . Turning soil, pulling weeds, and harvesting cabbage sound like tough work for middle and high school kids. And at first it is, says Abby Jaramillo, who with another teacher started Urban Sprouts, a school garden program at four low-income schools. The program aims to help students develop science skills, environmental awareness, and healthy lifestyles.
Jaramillo’s students live in neighborhoods where fresh food and green space are not easy to find and fast food restaurants outnumber grocery stores. “The kids literally come to school with bags of snacks and large bottles of soft drinks,” she says. “They come to us thinking vegetables are awful, dirt is awful, insects are awful.” Though some are initially scared of the insects and turned off by the dirt, most are eager to try something new.
Urban Sprouts’ classes, at two middle schools and two high schools, include hands-on experiments such as soil testing, flower-and-seed dissection, tastings of fresh or dried produce, and work in the garden. Several times a year, students cook the vegetables they grow, and they occasionally make salads for their entire schools.
Program evaluations show that kids eat more vegetables as a result of the classes. “We have students who say they went home and talked to their parents and now they’re eating differently,” Jaramillo says.
She adds that the program’s benefits go beyond nutrition. Some students get so interested in gardening that they bring home seeds to start their own vegetable gardens. Besides, working in the garden seems to have a calming effect on Jaramillo’s special education students, many of whom have emotional control issues. “They get outside,” she says, “and they feel successful.”
1. What was a problem facing Jaramillo at the start of the program?| A．The kids’ parents distrusted her. |
| B．Students had little time for her classes. |
| C．Some kids disliked garden work. |
| D．There was no space for school gardens. |
| A．Far-reaching. |
| B．Predictable. |
| C．Short-lived. |
| D．Unidentifiable. |
7 . Elite Summer School Program for High School Students
Harvard’s Elite Program for high school students is an intensive two-week summer program designed to give you a glimpse of college life. You will live on the Harvard campus during your two-week session while taking a college-level course with other Elite Program students.
The application for Summer 2024 is now open.Cost: $5,550+$75 application fee
2024 Session Ⅰ: June 23-July 5, 2024
2024 Session Ⅱ: July 7-19, 2024
2024 Session Ⅲ: July 21-August 2, 2024
Who Can Participate in the Elite Program?Harvard’s Elite Program is designed for mature, academically motivated students who are interested in exploring a potential major or simply finding out what college is really like.
Our Elite Program is open to rising juniors and seniors. To be qualified for Summer 2024, you must meet both of the following criteria:
●Will graduate from high school and enter college in 2025 or 2026.
●Are at least 16 years old by June 22, 2024, and will not turn 19 years old before July 31, 2024.
Important Deadlines:●Early Application and Priority Financial Aid Deadline — January 10, 2024
●Regular Application and Financial Aid Deadline — February 14, 2024
●Late Application Deadline — April 10, 2024
See the Elite Program Calendar for all important dates and deadlines.1. Who can be the applicant for the Elite Program 2024?
| A．Lucy, 14, with excellent academic performance. |
| B．Jerry, 16, expected to enter college in 2025. |
| C．Tina, 17, a college student with broad interests. |
| D．Tim, 19, an office worker with motivation to learn. |
| A．April 10, 2024. | B．February 14, 2024. |
| C．January 9, 2024. | D．July23, 2024. |
| A．A news report. | B．A travel brochure. |
| C．An academic paper. | D．A college website. |
8 . At the middle school level, there are many academic clubs in which students can participate. Students can choose clubs that focus on an area of interest.
Mathcounts ClubMathcounts ties to increase excitement towards mathematic achievement. It hopes to provide students with the foundation for success in science, technology, engineering and mathematics careers. Schools select individuals and teams to participate in competitions. Local competitions are held in February with winners progressing to state competitions and then on to the national level. Mathcounts works to challenge student math skills, develop self-confidence and give rewards for their achievements.
EnvirothonThe Envirothon program focuses on natural resources knowledge and exposes students to diverse environmental issues, ecosystems, and topography. The ecology field competition for five-member middle school teams offers competitions in wildlife, soils, forestry, current environmental issues and aquatics. Students work and learn in middle school clubs and can compete at the local and state level.
Future Problem SolversFuture Problem Solvers is an academic club that uses a six-step process to solve problems that may happen in the future. Students who are in the talented and gifted program, who like to “think out of the box,” or who enjoy thinking about futuristic problems may like this club. Teams comprised of four students read future scenes and write up solutions in a booklet using the six-step process. Teams that score high enough can go to the state competition and then to the international competition.
Builders ClubBuilders Club is open to any middle school student who wishes to perform community service. Each Builders Club is co-sponsored by a Kiwanis club and the middle school. The members learn by doing, and they learn organization, teamwork, and leadership. Builders Clubs can sponsor a “Teacher of the Year” program, provide a recycling collection point. organize canned food and clothing drives to support local shelters, adopt a resident at a local senior citizens home, adopt a highway, tutor, etc. Middle school academic clubs offer students a place to explore interests or talents. The clubs they join in middle school can help guide choices in high school and beyond.
1. The students who are not interested in competitions would like to choose ________.| A．Mathcounts Club | B．Builders Club |
| C．Future Problem Solvers | D．Envirothon |
| A．To be successful in science careers. | B．To enjoy solving future problems. |
| C．To perform community service. | D．To study wildlife and soils. |
| A．Competitions. | B．Sponsorship. | C．Scientific researches. | D．Teamwork. |
9 . A walking school bus (WSB) project can help reduce air pollution, increase the number of students walking and bicycling, and offer children and parents an opportunity to exercise and socialize, while getting to school on time!
WSB is a safe and fun way for children to get physical activity as they travel to and from school. Each “bus” walks along a way with one or more parents leading it, picking children up at stops along a way designed ahead of time and walking them to school. Then it runs back in the afternoons on the way home from school under adults supervision (监管). It is that easy. You may find that families are already doing this with their children and would be glad to help more students get to school in this healthy, safe and fun way!
Planning WSB seems not to be simple. But the key is to make sure you know the steps. This guide will walk you through how to plan a WSB and help to tailor (定制) your project to your school, community and students. First, get started and plan the route, and then recruit (招募) students and leaders. Finally, run and perfect your project. You may or may not choose to perform these steps in order, depending on your project.
As you work through some steps in order, the WSB Planning Worksheet and Timeline will help you organize your project. Each section of the worksheet helps you record the progress: who is responsible for each task, when things need to start, and the date due to finish. These planning documents will help you organize ideas, people and time in order to improve your WSB as easily as possible.
For more information, explore the references at the end of this guide.
1. What does the WSB mainly aim to do?| A．Advertise road safety rules. | B．Help children get exercise. |
| C．Improve student performance. | D．Make transportation convenient. |
| A．A school bus. | B．A project. | C．Parents. | D．Students. |
| A．Who to join in the WSB. | B．How to arrange a project. |
| C．When to record progress. | D．Where to make a worksheet. |
| A．A news report. | B．A science magazine. | C．A guide. | D．A book review. |
10 . “My favorite thing about hiking is that I get to work out my legs,” said Skylar, a six-year-old camper. “And I get to see the view!” Skylar is one of twenty kids participating in the week-long Gross Out Camp, a summer program hosted at parks and outdoor spaces across Alabama. “This is kids’ natural habitat out here in the woods,” said Verna Gates, who started Gross Out Camp 14 years ago.
As schools begin again across Alabama, most students are returning to days spent in indoor classrooms, but some will continue to learn and play outside, even while at school. It’s part of a growing movement to teach kids in nature and help them connect with their environment.
In recent years, at least three nature preschools, or forest schools, have opened across Alabama. They operate almost entirely outside. “It seems like a very foreign concept, especially when we first described it to people,” said Sarah Crim, director of the Woodland Wonders Nature Preschool in Auburn. “But it’s great, and it works.”
In this forest school, students learn knowledge from every activity. The class might discover a turtle walking along the forest floor at the Kreher Preserve & Nature Center, where the school is located. That presents an opportunity for students to talk about the animal’s shape and color, and write about their discovery.
After starting Woodland Wonders in 2019, Crim said word spread quickly. The school has since added classes and programs for older kids, but they can’t keep up with demand. It’s a similar case at Little Mountain Forest School in Huntsvillem, where kids learn and play at Monte Sano State Park. Co-founder and co-director Beth Barry said that both kids and parents love the natural space.
Fellow co-founder and co-director Sarah Callaway said the most common question is about the weather. They spend a lot of time reviewing proper clothing, because students are outside rain or shine. “As a forest school parent, it can be a pain in the behind to have to deal with your muddy and wet kid,” Callaway said. “But the kids love it. Those are some of the best days.”
1. What is Gross Out Camp?| A．It’s a summer program for outdoor enthusiasts in Alabama. |
| B．It’s a summer program that teaches kids about the environment. |
| C．It’s a summer program for students returning to indoor classrooms. |
| D．It’s a summer program for kids to participate in outdoor activities. |
| A．Teaching kids about the weather and proper clothing. |
| B．Providing opportunities for outdoor play and learning. |
| C．Offering programs to older kids in the natural space. |
| D．Advocating a connection with the environment. |
| A．Tolerant | B．Doubtful | C．Supportive | D．Mild |
| A．Students. | B．Parents. | C．Callaway and her workmates. | D．Weather reporters. |
