1 . 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.

2. What impressed Oroyemi most as an ambassador for second graders?

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.

3. What does Holcomb emphasize about her work?

A．No pains, no gains.	B．Every little helps.
C．Different methods matter.	D．Easier said than done.

4. What does the underlined word “fervent” in the last paragraph mean?

A．Enthusiastic.

B．Sensitive.

C．Curious.

D．Concerned.

3 . Every school has students who stand out for their abilities and their eagerness to learn. In Mexico, a school created a program to work with them. In 2019. both teachers Lotta Andersson and John Rennie got the idea to provide learning opportunities for students with a hunger for knowledge. They are English coordinators (协调员) in the school. “We want to have a program to inspire students who really have the abilities and the interests to learn more and continue accepting challenges,” Andersson said during a recent interview.

Students in the program, which was called Learning Challenges, met with the teachers about once a month. Andersson and Rennie would help us choose research topics. We then worked with the teachers to find books, interview subjects and Internet sources, While in Learning Challenges, I gave presentations on European culture and the fashion industry.

When asked what skills students had formed in the program, which ended in June 2020because of the limits of a common disease. Andersson said, “They had learned to ask questions, be more open-minded and see things from different angles (角度). Also, they mastered the skills-reflecting more, acting actively, and learning not to put limits on themselves.”

A student, Yihane Abed, conducted research on the sun, the moon, stars, planets, etc, while in Learning Challenges. “The skills I developed were teamwork and the ways to do research and give a good presentation,” she said.

Andersson and Rennie continue to help students pursue their love of learning. “The program doesn’t exist formally, but as an important part of the culture at school, it is still needed,” Andersson said. “There is much more difference, not only for students who need extra help, but also for those who are higher achievers.”

1. What’s the purpose of creating Learning Challenges?

A．To help some students learn more.

B．To guide students to work out effectively.

C．To raise students’ interest in visiting Europe.

D．To encourage English students to help others.

2. What is paragraph 3 mainly about?

A．Methods that students used in the program.

B．Abilities that students got from the program.

C．Difficulties that students met in the program.

D．Topics that students selected from the program.

3. Which kind of research did Yihane Abed conduct?

A．The universe.	B．Teamwork
C．The fashion industry.	D．Travelling.

4. What does Andersson think of the program?

A．Tough.	B．Formal.
C．Necessary.	D．Traditional.

4 . Explore Your Passion at Harvard University

Your education doesn’t stop at the classroom door. Student activities are a vital part of the Harvard experience, balancing your studies and creating opportunities for friendship and self-discovery.

Athletics

Harvard Athletics offers forty-two intercollege teams for women and men - more than any other college does ——as well as numerous sports clubs and recreational activities. More than eighty percent of our students participate in athletics of some kind.

Student organizations

Join our community of over 500 student organizations. You can get to know student organizations at our Student Organization Fair, an annual tradition that takes place the first week of class. You can also write for the student newspaper on the Associated Press. Even if you don’t see a club that matches your interests, we’re ready to help you set up one! Does that sound amazing to you?

Community service

Giving back to communities is an ideal fundamental to Harvard’s mission. The Phillips Brooks House Association and the College Public Service Network offers more than 120 service initiatives (方案)and programs - from instructing local youth to promoting environmental sustainability and running a homeless shelter. For those dedicated to community initiatives, Harvard also offers a variety of funding sources 一 that support your goals to serve those around you.

Leadership

The Institute of Politics (IOP) at the Harvard Kennedy School connects students with political leaders and experienced civil servants. Harvard undergraduates have access to the Institute’s John F. Kennedy Jr. Forum, one of the world’s best grounds for political speech, discussion, and debate.

Click here to keep track of relevant information.

1. Which activity seems attractive to most students?

A．Athletics.

B．Student organizations.

C．Community service.

D．Leadership.

2. What can you do if there is no club fit for you?

A．Join a student organization.	B．Ask for help to create one.
C．Set up a recreational activity.	D．Serve the people around you.

3. How can you get to know more about these activities?

A．By writing for the school newspaper.	B．By referring to the service initiatives.
C．By paying a visit to Harvard graduates.	D．By surfing the related school website.

5 . How to Choose Extracurricular Activities

From sports to clubs to outside organizations, there are many activities to take part in outside the classroom.     1     Fortunately, it becomes quite easy once you figure out what you enjoy doing in general. With a little more careful thought, you can also choose an activity that interests you.

Think about your interests and know your advantages. Before you start considering specific(具体的)activities, take a step back. Think about what excites you and find your passions(热情).     2     Now that you have a better idea of what you like to do in general, decide on those that you are good at. Ask yourself what skills they show. Then find activities that require the same ones. Make sure that you will enjoy yourself by choosing an activity that lets you shine.

    3     In addition to your interests and advantages, know what you would like to improve about yourself. Use activities as a way to make yourself better. Find out new challenges, without the added stress of having to earn good grades at them. You can use activities to develop general skills that you may not have.

Find out what activities are available(可用的)and look into each one.     4     If the website seems incomplete, talk with your teacher or parents. Also look for calendar details, such as start-and-end dates, plus event schedules, to make sure it won’t get in the way of anything else going on in your life. Once you have a list of activities that match your interests, do a little research.     5    

A．Think about skills you want to develop.

B．This can make choosing one a little difficult.

C．Use your freshman year to explore your choices.

D．In this way, you will have a better idea of what to expect.

E．Also make sure that their culture is a good match for your own personality.

F．Use those to decide on activities that will keep you interested for a long time.

G．Search your school’s website for a complete list of all the activities it provides.

7 . This fund is offered by the Idaho State Board of Education to support fine arts, performing arts, and design courses. It was intended to increase access to arts education for learners in rural public schools that otherwise may lack the resources to expand such programs.

*Requirements

•An applicant must be an Idaho rural school district or Idaho rural charter school. Each qualified applicant may submit one application.

•An applicant may request up to $15,000.

•Deadline: June 30, 2023.

*Uses of this fund

An applicant must use this fund for the purchase of equipment, supplies, and curricular materials that support the establishment of arts or improvements to arts. But it may not be used for personnel (人员) or contracted services costs, professional development activities or design courses that are part of the Career and Technical Education curriculum (课程).

*Application Components

An application will cover the following contents:

•General applicant information and approval of the grant application submission by an authorizing official.

•Four Narrative Questions: Population served and need to be addressed; Proposal description; Expected demand; Sustainability plan.

•Budget: A budget form that asks for detailed expenses.

*Process

Applications will be submitted through the online WebGrants. Applications will be reviewed by a group of experts whose recommendations will be sent to the State Board of Education for approval in May. Applicants will be informed of the results in June.

1. Who can apply for this fund?

A．A learner in a rural public school.	B．A rural school from a specific district.
C．A learner who has no time to learn art.	D．An applicant who requests over $30,000.

2. What is this fund used for?

A．Holding a professional activity.	B．Employing some teachers.
C．Buying art equipment for qualified schools.	D．Designing some career courses.

3. What should applicants include in their applications?

A．A detailed budget.	B．An expert’s recommendation.
C．An official’s signature.	D．A description of the equipment.

8 . If your school doesn’t offer a particular club or group that you’re interested in, starting your own is a great way to meet new people and spend time doing something you enjoy.     1    . Read on to get step-by-step instructions on how to start a high school club.

Define the Club’s Purpose and Goals

    2    . Figure out what the purpose of the club is, what activities you want members to take part in. For example, if you’re starting that ski club, will the purpose of the club be organizing ski trips? Discussing skiing gear?Giving lectures from ski experts? By figuring this out now, you will be able to provide a clearer and more complete vision of your club when you present the idea to the school and potential members.

    3    

It’s time to recruit some members. Mention your club to your friends and people you think will be interested. If your school allows it, create and post flyers a week or two before the first meeting that briefly state the club’s name, purpose, and time and date of the first meeting. Try to make these flyers eye-catching and interesting to look at. Catch students’ interest and convince more people to attend the first meeting.

Assign Duties and Plan Events

At one of the first few meetings, you should assign leadership roles to help keep the club running smoothly.     4    . Once you have your club organized and a leadership structure established, start planning activities for club members. These activities can take place during club meetings or at special events outside of meetings. Potential ideas to consider include bringing in guest speakers, and planning club outings, organizing fundraisers.

Establish a Budget

Schools often provide stipends to official clubs, and this may be enough to cover your expenses. If not, consider fundraisers or club dues to raise enough money to keep the club active. Most clubs require some money to stay running, even if it is only a small amount to cover printing costs and snacks.     5    . Your accountant should develop a budget that gives a rough estimate of the expenses your club will expect to have.

A．Spread the Word

B．Learn how to properly register your club and make it official

C．Once you know what you want your club to be about, it’s time to get more specific

D．Some clubs may need a much larger sum if they use a lot of materials or go on trips

E．Hold Your First Club Meeting

F．You’ll also get leadership experience that can help strengthen your resume and college applications

G．Hold elections or nominate people to fill these positions

9 . Go through the calendars below to find an upcoming event that matches your interests and schedule!

Arts Administration Virtual Information Session

Friday, March4, 2022 at 4:00 PM until 5:00 PM

This chat will provide the opportunity to learn about masters degree curriculum (课程), internships(实习)and the student experience. Representatives from the Office of Admission will also be available to discuss the upcoming admission cycle and application process. We will also provide the opportunity to ask your own questions.

Nutrition Information Session

Friday, March 11, 2022 at 6:00 PM until 8:00 PM

This session includes an overview(概述)of the Program in Nutrition, the application process, and the MS-RDN degrees that will prepare you to become a registered(注册的)nutritionist. During the information session, you will have an opportunity to ask questions.

Psychology M. A. Virtual Information Session

Friday, March 11, 2022 at 5:00 PM until 6:00 PM

The program educates students to be competent professionals in the field of organization development with a focus on leadership development, change management, team building, executive training, organizational research methods and more. The program is open to questions.

XMA Online Information Session

Monday, March 7, 2022 at 12:00 PM until 1:00 PM

This 60-minute online information session gives prospective students the opportunity to learn more about the Executive Masters Degree in Change Leadership. You will hear from the program’s Faculty Director, administrative(管理的)staff, and a member of the XMA alumni(校友)community. Questions are welcome!

1. What does Arts Administration Virtual Information Session provide?

A．Information about application process.

B．Leadership development.

C．A chat with a representative in private.

D．An introduction to modern art.

2. What do the four events have in common?

A．They last for the same length of time.

B．They are held offline.

C．They are only open to professors.

D．They have a question-and-answer session.

3. Where can the passage probably be found?

A．In a reference book.	B．In a psychology text book.
C．In an art magazine.	D．In a university website.

10 . Elvis Cortés Hernández grabs his lunch and sits down with his friends. We’re at the General Lázaro Cárdenas school in Ajalpan, deep in the heart of Mexico’s Puebla province. And the ten-year-old is chatting about the school’s vegetable garden, one element of its progressive food policy. “I like to eat in the school dining room,” he says.

The pupils’ involvement in the initiative goes much further than just sitting down to eat lunch together each day: all 96 students, with occasional help from their parents, also have a hand in growing the food themselves in the school’s very own garden. Raised plant beds were put in place after a study by local NGO, SURCOS, discovered high levels of malnutrition in the Náhuatl community in the town of Ajalpan. Eighty-seven percent of youth were found to be suffering from health issues caused by poor diet, itself a product of the economic hardships suffered by the families of the school kids.

The garden, which is currently producing 13 different types of vegetables and is also home to a henhouse, has been responsible for more than just an improvement in the students health. Since the school decided to take an active role in what its children ate, their grades have also gone up. “We are discovering that students’ poor marks are definitely caused by unhealthy eating,” says the School’s Director, José Cirilo Cruz Peralta. “It was a good moment to try and link these two things and make something positive out of it.”

Two members of the school staff, Juan Arturo Córdoba and Matilde Cruz, explain that they also use the garden to aid lessons in multiplication and division as the pupils use rulers to measure out perimeters (周长)and areas for the seed beds. Basic biology lessons are supplied by the hens, who also provide between 15 and 18 eggs each day for the dining room.

The school gives breakfast and lunch to its students every weekday, and the children’s enthusiasm (热情)within their educational place has spread to their home life. Some parents are following the school’s example and creating their own garden plots at home.

1. Why were raised plant beds put in school？

A．To improve students’ health.

B．To support basic biology lessons.

C．To develop students’ planting skills.

D．To beautify the campus environment.

2. What is the third paragraph mainly about？

A．The weak points of growing gardens.

B．The process of growing gardens.

C．The skills needed to grow gardens.

D．The significance of growing gardens.

3. What’s students’ attitude to growing gardens in school？

A．Dissatisfied.	B．Uncared.
C．Favorable	D．Doubtful.

4. What can we infer from the last paragraph？

A．Parents should set a good example to their children.

B．The school will give dinner to its students in the future.

C．Creating home vegetable gardens may become popular.

D．The children’s enthusiasm is hugely inspired by their parents.