1 . 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.

2. What does the underlined word bus in paragraph 2 refer to?

A．A school bus.

B．A project.

C．Parents.

D．Students.

3. What do paragraphs 3 and 4 mainly talk about?

A．Who to join in the WSB.	B．How to arrange a project.
C．When to record progress.	D．Where to make a worksheet.

4. Where is the text probably taken from?

A．A news report.

B．A science magazine.

C．A guide.

D．A book review.

2 . Clubs in high school are amazing because they give you opportunities to find your passions (热情), connect with others who have similar interests, and have fun! If your high school doesn’t have a club that you’re interested in, the best thing to do is start your own. Use your brain and think outside of the box!

Types of high school clubs

High school clubs usually fall into ten main categories (范畴): eight subject area clubs, hobby clubs, and charity clubs.

Subject area clubs are clubs that come from an interest in a subject area taught in school. There are eight subject area club categories: Art, Drama, Film, Science, Math, Literature, History, and Language.

Hobby clubs are clubs that come from an interest in a hobby that most likely wouldn’t be taught in high school (such as chess, video games, and animation).

Charity clubs are clubs that are connected with a specific charity with the goal of raising awareness, working for that charity, or raising money for that charity.

The category a certain club has been placed into is not important. I simply created these categories to organize this list. No one category is better than another. It’s best to create a club you’re passionate about no matter the category.

Need some inspiration?

Art Review Magazine

●Start a magazine. ●Review famous pieces of art. ●Write reviews of local art shows.

Chess Club

●Host a chess competition between members.

●Bring in chess masters to discuss chess skill.

●Watch famous chess movies and documentaries.

Children’s Hospital Volunteer Club

●Organize volunteer opportunities at a local children’s hospital.

●Host a book donation activity to collect books to donate to the children’s hospital.

●Host a yard sale to raise money to donate to St. Jude Children’s Hospital.

1. How many types of high school clubs are mentioned in the text?

A．Three.

B．Five.

C．Six.

D．Eight.

2. What do we know about the high school clubs from the text?

A．High school clubs usually have eight main categories.

B．Charity clubs are more important than other clubs.

C．The hobbies of the hobby clubs are usually taught in high school.

D．Joining a club is a great way to find like-minded friends in high school.

3. What’s the main purpose of the text?

A．To praise some schools’ activities.	B．To report some students’ activities.
C．To introduce to students some club categories.	D．To encourage students to start their own clubs.

3 . UC Berkeley Youth Summer Camps

UC Berkeley Youth Summer Camps will provide a wide variety of one-week outdoor experiences and activities for young people on summer camps 2024. Here are four best summer camps.

Afternoon Adventures Camp

Afternoon Adventures Camp offers many adventurous activities around the Berkeley Marina. Campers must be aged 8-10 to sign up. They will explore the ocean plants and join in other activities such as doing outdoor exploration, playing outdoor group games and going skateboarding. This camp provides an opportunity for younger campers to develop lasting friendship through outdoor games.

Blue Camp

Blue Camp grew from the idea that all children need opportunities to take part in regular physical activities to support their mental health. This camp for children aged 7-12 includes art trainings, swimming lessons, free play and group games to create a fun and well-rounded camp experience. The camp is made up of three age groups to ensure safety.

Eco(生态)Adventures Camp

Eco Adventures Camp allows campers to have the chance to explore various environments around Berkeley. Campers will practice observing through their senses and record their findings while they use scientific methods to explore various creatures of the Bay Area.

Discovery Camp

Discovery Camp is designed specifically with the 10-12 year-old in mind, with challenging new ways to explore the Bay Area. Activities may include hikes(徒步旅行)to regional waterfalls, cycling to a beach picnic lunch and rock climbing. The full day course covers a series of regional adventures, often with several stops in a day. All campers can enjoy the bus service to and from the campsites.

1. What can a camper do in Afternoon Adventures Camp?

A．Play indoor group games.

B．Watch the nearby waterfalls.

C．Keep records of unique animals.

D．Participate in skateboarding activities.

2. Which camp best suits the camp-goers who are interested in swimming?

A．Afternoon Adventures Camp.	B．Blue Camp.
C．Eco Adventures Camp.	D．Discovery Camp.

3. What is special about Discovery Camp?

A．Campers can enjoy free beach lunch.

B．Campers are offered public transportation.

C．Campers can observe various sea creatures.

D．Campers are divided into different age groups.

4 . “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.

2. What is the main focus of forest schools in Alabama?

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.

3. What is the attitude of parents to Woodland Wonders?

A．Tolerant

B．Doubtful

C．Supportive

D．Mild

4. What does the underlined word “They” refer to in paragraph 6?

A．Students.

B．Parents.

C．Callaway and her workmates.

D．Weather reporters.

5 . With graduation time around the comer, it’s a bitter-sweet moment for everyone involved.

Leaving school with style

It was inevitable that I would leave my school in London where I had spent most of my time. That day, we wore something a bit different from our usual suits and uniform and we all sat down and watched a high-light video of the last two years, including inspirational messages from our teachers and some funny photos. Two weeks later, we attended our school prom (毕业舞会), where we could dance and say a final goodbye to our teachers and friends.

Coming out strong

The graduation ceremony is one of the most memorable parts of school life in Kazakhstan. At the official farewell, teachers and parents expressed their wishes for our future and cracked some jokes about the graduates. Then students danced “the last waltz at school”. One or two days later, the graduating students went to the after-party event, involving fresh air, camping and having cozy chats by campfire. There is a tendency not to spend money on after-parties. Instead, many choose to give it to charities.

Filled with traditions

There are many traditions in the graduation ceremony in the United States. On the graduation ceremony day, four hundred of us sat on the football field and listened to speeches before we got to “walk”—went up for our diplomas and shook hands with the principal. We were dressed in formal clothing, went out for dinners and then danced the night away. There was usually an after-party at some-one’s house.

1. What are we least likely to wear in graduation ceremony in London?

A．Hanfu.

B．Costume.

C．Uniform.

D．Unusual clothes.

2. What could we do in the after-parties in Kazakhstan?

A．Spend lots of money.	B．Communicate with others.
C．Sleep in the restaurant.	D．Donate money to the school.

3. What do the ceremonies mentioned above have in common?

A．Graduates will have some parties after the ceremony.

B．Graduates will watch a video together in the ceremony.

C．Graduates’ teachers and parents will express their wishes in the ceremony.

D．Graduates and their friends and family will walk together after the ceremony.

6 . Student Organizations at the University of Houston

Wherever your passions lie, you’re sure to find a match among UH’s 400+ organizations. Here are four hottest organizations at UH.

Active Minds

Active Minds is an organization working to use the student voice to change the conversation about mental health on college campuses. The organization wants to increase students’ awareness of mental health problems, provide information and resources regarding mental health and mental illness and encourage students to seek help as soon as it is needed.

E-mail: amindsuh@gmail.com

Center for Student Media

Center for Student Media gives UH students free opportunities in print, online media while providing the UH with popular community-based media. The organization supports student success through professional guidance and skill development. At the center, students are actively engaged in journalism, publishing, marketing, media production, radio broadcasting and leadership.

E-mail: csm@uh.edu

Chess Club at UH

Chess Club at UH is a great way for students to play chess with each other on campus and meet like-minded people. No membership fee and all skill-levels are welcome! We meet twice a week, hold in-person tournaments, have activities with other chess clubs, and organize workshops for those who are looking to learn more about chess.

E-mail: chess.atuh@gmail.com

CSG

CSG (Computer Science Girls) is the first female organization at UH that recognizes excellence within the computer science and technology community. Members of the organization will be able to discuss technical matters and problems. We encourage all UH girls interested in computer science and technology to join our organization and build a stronger community together.

E-mail: contact@csgirls.org

1. Which address can you send an email to if you need mental health services?

A．csm@uh.edu.	B．contact@csgirls.org.
C．chess.atuh@gmail.com.	D．amindsuh@gmail.com.

2. What do Center for Student Media and Chess Club at UH have in common?

A．They often organize group discussions.	B．They offer free activities to students at UH.
C．They need members with professional skills.	D．They focus on media industry and education.

3. What do we know about CSG?

A．It is an organization only for girls.	B．It is the first technology club at UH.
C．It is run by computer science teachers at UH.	D．It holds competitions in different universities.

7 . Growing up in Louisiana, across the Mississippi River from New Orleans, Barry Guillot loved exploring the wetlands with his friends when he was a child. However, as he grew older, a growing concern about the disappearance of wetlands took root. “Imagine if the New Orleans Saints, our football team, were playing on a field that was actually wetlands,” Barry says. “By halftime, that football field would be gone.”

In 1988, Barry became a middle school science teacher. With the intention of bringing home to his kids the importance of wetlands, he founded the LaBranche Wetland Watchers Service-Learning Project, “adopting” a small part of LaBranche Wetlands near their school.

Wetland Watchers activities are tied to academic subjects. Water-quality monitoring, for example, teaches students to use graphs to compare data from different time periods — part of the math curriculum. After Hurricane Katrina, the salinity (amount of salt in the water) was four times as high as before. Students made graphs to show that. As part of English composition, they wrote about seeing jellyfish (水母) , which had never come that far before because jellyfish live only in salty water.

“We obtained more than we would just sitting behind a desk with a book, because you’re out there and you’re getting all wet and muddy and having fun as you learn,” says Kurt, a seventh grader.

Barry is very proud of his students. “It’s amazing what middle school kids can accomplish when they get the chance,” he says. One of his seventh graders wrote, “If the animals and plants could talk, I think they would say we’re their heroes. That’s the way I feel when we do our work in the wetlands.”

1. Why is “football field” mentioned in the first paragraph?

A．To explain wetlands are limited.	B．To express Barry’s love of football.
C．To stress the urgency of saving wetlands.	D．To show Barry’s worry about his football team.

2. What is Paragraph 3 mainly about?

A．The necessity of making graphs.	B．The importance of hands-on learning.
C．The connection of the activities to schooling.	D．Relationship between teachers and students.

3. How does Kurt feel about the activities?

A．They are messy.	B．They are challenging.
C．They are dull.	D．They are rewarding.

4. What can be inferred about Barry’s students?

A．They will teach like Barry.	B．They will ask for more chances.
C．They’re full of a sense of achievement.	D．They’re acknowledged as great heroes.

9 . 阅读下面材料，按要求完成下面小题。
①A Teacher’s Diary
April 14

I put Sharla, Tony, and Lee together to make a volcano (火山). I knew they weren’t good friends, and I encouraged all my students to learn to work together.

Something blew up! One looked mad, one looked sad, and one was nearly in tears. They didn’t agree with each other. Oh, dear!

I calmed them down. But they couldn’t agree on even the base for the volcano, and Tony didn’t want to touch the paste (浆糊).

I wondered if I had made a big mistake. Maybe this was one group who couldn’t work together.

②A Student’s Diary
April 16

Yesterday, Mrs. Holt made us stay behind so we could finish planning our volcano. Anyway, we finally moved ahead with our project.

I was making my side smooth. Tony just watched (unfair). I told Lee to smooth out her side, too. “No, Sharla, it should look like a real mountain,” she said just as if she were the boss. As a result of the whole thing going downhill, we ended up making no progress the whole day.

③The Show Time

The last workday for the project came.

“Is there a problem?” Mrs. Holt knew well there was a problem. She wanted them to put it in their own words, though.

“Well, I think the volcano should be smooth.” Sharla began.

“And,” jumped in Lee, “it should look rocky, like a real mountain.”

“I see. What do you think, Tony?” Mrs. Holt waited.

“Well, I think it would have lava (岩浆) running down.”

“Hey, a great idea!” cut in Sharla, “The lava would be smooth. Right Mrs. Holt?”

Sharla continued. “The other side without lava would look rocky. Right?”

Tony caught on. “So one side can be smooth, and the other rocky. Come on, you guys, let’s go finish!”

It was the show time._______________

1. 请把划线部分翻译为汉语。
As a result of the whole thing going downhill, we ended up making no progress the whole day.
_______________________________________________________________________________
2. 请用文章中的短语把下面的汉语句子翻译成英语。
当一支铅笔部分地放在一杯水中时，它看上去像是折断了。(…She said just as if she were the boss….)
_______________________________________________________________________________
3. What could the students learn about working together after the project?
_______________________________________________________________________________
4. What would you do if you were one of them?
_______________________________________________________________________________
5. What happened next? Finish the ending.
_______________________________________________________________________________

10 . 你校拟开展跨学科项目式学习(Project-based Learning)，结合外研版必修第一册Unit 5 The Monarch’s Journey，以“探索帝王蝶的生态与迁徙”为主题，融合数学、生物学、地理、英语等学科，设计5个研究项目，请根据项目任务描述，从项目列表Project List 中选择相应的项目名称A、B、C、D、E进行匹配。

PROJECT LIST

A: Map the Monarch’s migration route B: Explore Monarch’s ecosystem C: Analyze Monarch’s population D: Make a Monarch fact file E: Provide conservation strategies for Monarch

21. Project     1     Subjects: Biology, English Task: Students will investigate the Monarch’s appearance, habitat, migration and other information. They are expected to create a detailed presentation or report in English, accompanied by illustrations or posters to showcase the related facts.

22. Project     2     Subject: Geography, English Task: Students will research and map the migration route of Monarch butterflies, focusing on their journey from North America to Mexico. They will use geographical tools to mark key points on the map and provide an English-written description of the migration.

23. Project     3     Subject: Math, Biology, English Task: Students will analyze data related to Monarch butterfly population, including their numbers and migration patterns. Using mathematical tools, they will create graphs and charts to visualize population changes and identify potential reasons for fluctuations.

24. Project     4     Subject: Biology, Geography, English Task: Students will explore the ecosystems where Monarch butterflies reside, including their habitats, enemies, activities and food sources. They will create a comprehensive report that delves into the ecological aspects, incorporating both biological and geographical insights.

25. Project     5     Subjects: Biology, Geography, English Task: Students will investigate conservation efforts for Monarch butterflies, addressing issues like habitat preservation and climate change impacts. They will propose practical solutions and write a persuasive essay in English advocating for Monarch butterfly conservation.