1 . Summer Events at the Institute of Continuing Education
The ICE Summer Festival displays the best of the University of Cambridge’s Institute of Continuing Education (ICE) and Madingley Hall with a series of cultural and educational events.
Cambridge Short Story Festival
We are delighted to announce the second annual creative writing festival celebrating the short story. Join us for this event packed with workshops, interviews and readings with the very best short story authors, critics and publishers, including award-winning writers Tessa Hladley, Dame Gillian Beer, and Daisy Johnson.
Date: Jun.22
Tickets: £22.50-E55
Open Air Cinema: Bohemian Rhapsody (12A)
Join us for a magical cinematic experience under the stars, in the splendid Gardens of Madingley Hall. We’ve got the seating and wireless headphones, so all you need to do is round up your friends, bring a blanket to wrap up in and relax in one of our deckchairs.
Date: Aug.16
Tickets: £18
Chapterhouse Open Air Theatre Presents: Treasure Island
Join Chapterhouse Theatre Company for this brand-new adaptation of everyone’s favourite exciting pirate adventure: Robert Louis Stevenson’s Treasure Island. When he accidentally found a jealous treasure map, young Jim Hawkins found himself on a journey in the hope of finding Treasure Island.
Don’t miss this much-loved story.
Date: Sept.8
Tickets: £16
Open Cambridge: Discover the Medicinal Garden
Join us in exploring Madingley Hall’s beautiful eight-acre gardens. Discover cures, curiosities, tastes, and learn fascinating facts about herbs with professional herbalists and the garden team at the Hall’s Medicinal Garden.
Date: Sept.14
Tickets: Free of charge
1. The Cambridge Short Story Festival is suitable for people who are interested in ________ .| A．technology | B．medicine | C．literature | D．sociology |
| A．Headphones. | B．Snacks. | C．A deckchair. | D．A blanket. |
| A．Sept.8 | B．Jun.22 | C．Aug.16 | D．Sept.14 |
| A．Decorate the eight-acre garden. | B．Learn about some medical plants. |
| C．Grow medicinal plants in the gardens. | D．Buy a controversial book about medicine. |
| A．Cambridge Short Story Festival |
| B．Open Air Cinema: Bohemian Rhapsory (I2A) |
| C．Open Cambridge: Discover the Medicine Garden |
| D．Chapterhouse Open Air Theatre Presents; Treasure Island |
2 . At most schools in the U. S., it’s customary to have a cheer squad (啦啦队) to support athletics. Cheerleaders drum up excitement before games, put on jaw—dropping routines at games, and provide support on the sidelines of most events. But students who participate in performing and visual arts seldom receive the same displays of support as athletes do. A group of students at Mountain View High School in Orem, Utah, decided to change that fact by creating a cheer squad just for the arts.
Their school’s athletics cheer squad is called the Bruin Crazies, so they named their artistic cheer squad the Bruin Classies! This is a new brand with which they could create something for all of the arts, whether it is band, dance show, photography and art galleries—to give them some publicity and cheer them on.
Classies wear a “uniform” of bow ties to indicate the “sense of class”artistic efforts bring their school. They carry around signs to advertise the upcoming play, musical, or dance performance. Hoping to drum up ticket sales, they encourage their fellow students to come out to support the hard work of others. They also attend performances and displays at school to cheer their classmates on.
After years of discussion to make a cheer squad for the arts, this is the first time they’ve been able to pull it off. More than 90 students have already signed up to be a Bruin Classy! “The students have poured their time and energy into their arts, and it is worthy to be celebrated. ”Caleb Stay, the cheer squad leader, said, “If you worked really hard on something and no one showed up, it would be disappointing. We just want to make sure that no one feels that way. ”
This is such an amazing idea! We can’t believe no one has come up with it before, but hopefully these thoughtful teens have started a new trend to support the arts in other schools, too.
1. Why did the students in Mountain View high school set up the Bruin Classies?| A．To support the arts in their schoo1. | B．To compete with the Bruin Crazies. |
| C．To participate in the art performing. | D．To cheer the athletes on in the games. |
| A．By offering free tickets to students. |
| B．By popularizing the art performances. |
| C．By inviting students to attend performances. |
| D．By wearing a special uniform for art festivals. |
| A．More students will sign up the Bruin Classy. |
| B．Few students like to attend the art performance. |
| C．The artistic cheer squad will become a new trend. |
| D．The students’artistic efforts deserve to be admired. |
| A．Move over, “Crazies,” the “Classies” are here |
| B．“Crazies” keep up, never give in to “Classies” |
| C．The Bruin Crazies, a “uniform” of bow ties |
| D．The Bruin Crazies, a big hit in Orem, Utah |
3 . The Ontario Student Assistance Program (OSAP) is a financial aid program that can help you pay for college or university. When you apply for OSAP, we automatically consider you for both grants (money you don’t have to pay back) and a loan.
What OSAP can help with
OSAP can help you pay for:
tuition
books and equipment
fees charged by your school
living expenses (full-time students only)
child care (for full-time and part-time students with children)
Who can get OSAP
OSAP is open to Ontario residents of any age who are:
Canadian citizens
permanent residents, or protected persons
Who is not eligible（有资格的）
You may not be eligible for OSAP if you:
don’t meet the academic progress requirements
have enough financial resources, including other forms of government aid, to cover your expenses allowed by OSAP
report income on your OSAP application that’s significantly different from what you reported to the Canada Revenue Agency (CRA) failed a credit check are an international student are not a resident of Ontario
How much you can get
The amount of money you can get depends on your:
education expenses-the amount of money you need for tuition, books, child care (for full-time and part-time students), personal living expenses (full-time students), supplies and equipment
course load-whether you’re a full-time or part-time student
program hours- for students in micro-credential programs only
personal financial situation-based on you and your family’s income, family size and other factors
1. What can a part-time student expect OSAP to do?| A．To cover the tuition needed. | B．To tend his/her children. |
| C．To provide living expenses. | D．To afford a scholarship. |
| A．A resident of New York. |
| B．A Chinese exchange student. |
| C．A citizen with income report on OSAP application. |
| D．A poor student who has not any government aid. |
| A．It mainly varies with your program hours. |
| B．It is fixed regardless of education expenses. |
| C．It changes with the course load of applicants. |
| D．It has nothing to do with financial situation. |
4 . Unlike many other exchange students, my school focused on arts such as singing, acting, dancing, and many other talents, so there wasn’t much room for sports. Honestly, in the beginning, I was a little sad because I wanted to participate in basketball. However, I did not let that disappoint me. After a while, I took a pause for some self-reflection. I remembered how much I like to sing even though I don’t think I’m good at it. I then thought to myself, “why not be the one to try acting?”
After my first week, I loved the school! My art classes feel like a break from reality and the scenery at my school makes me feel as though I am in some talent-based American high school movie. Every morning, we are welcomed with the beautiful voices from my teachers. At lunch, we are entertained with musical performances by any student who wishes to sing.
During my second week of school, I was required to perform my first five-minute play with my class partner. I was a bit nervous, but I gathered courage and did it. By chance, a staff person from the school office saw my performance. After school, on my way to the bus, she called me and informed me she had recommended me and some other students to participate in an upcoming two-day workshop. I first thought she was teasing me. When I got home, I found out she’d also sent an email to my host mom.
My host mom is very busy, but she planned her schedule around the activity. My mom picked me up from school and drove me to the workshop which was an hour from my school. After the workshop, we were presented with tickets to watch the play the following day. After the show, I met with the actors, thanked and congratulated them. On our way home, I was smiling so much that my cheeks hurt. I appreciate my host family and school for giving me this experience.
1. How did the author overcome her displeasure?| A．By playing basketball. | B．By taking a rest. |
| C．By finding her talent. | D．By changing her hobby. |
| A．The school is quite different from her former one. |
| B．Every day in the school is simply attractive. |
| C．She does nothing but sing at the new school. |
| D．The school’s beautiful scenery appeals to her. |
| A．She was too excited to speak a word. | B．She just couldn’t believe her ears. |
| C．She was proud of her performance. | D．She felt kind of scared and nervous. |
| A．Considerate. | B．Optimistic. | C．Serious. | D．Indifferent. |
5 . Are you moving out for the school term when you have food that you don’t want or no longer need? Donate it through Student Food Rescue’s food drive-Holiday Food Rescue!
Student Food Rescue at the Boston University Community Service Center is collecting non-perishable(不易腐烂的)food from students across campus. Whether it’s unopened canned or boxed food you already own or you decide to buy a few extra canned goods during your next grocery store trip, all food will be donated to local soup kitchens, homeless shelters and organizations that help fight food insecurity in the Boston area.
When and Where Can I Drop Off Food?
We will be collecting food from December 13th to December 18th. To make the donation processes as easy and accessible for students of Boston University, there will be donation boxes at various places across campus:
East Campus: Myles Standish Hall
Central Campus:Community Service Center
South Campus:518 Park Dr near the mailroom
West Campus:Sleeper Hall near the entrance to West dining hall
West Campus:1019 Commonwealth Ave
Donations will be collected in big cardboard boxes on the ground. There will be a public notice attached to the box, so it is clearly identifiable.
Where Will the Donations Be Taken?
The sourced donations will be taken to select community partners in the Greater Boston Area.
Have Questions?
Feel free to reach out to the SFR Program Managers Saahil Adusumilli and Alexia Lance at sfr@bu.edu.
1. Who is the drive to help?| A．The owners of nearby stores. |
| B．Students in Boston University. |
| C．The local people in need of food. |
| D．Some food organizations around. |
| A．5. | B．6. | C．13. | D．18. |
| A．Myles Standish Hall. |
| B．1019 Commonwealth Ave. |
| C．Community Service Center. |
| D．518 Park Dr near the mailroom. |
6 . A school’s “peace room” aims to end fighting in the halls
By the time Marquita Riley, 16, and Aaliyah Hudson, 17, ended up in their school’s “peace room,” rumors（传闻） had floated through the halls that the two girls were going to fight.
The peace room at Manley is a part of the school’s restorative justice initiative, a growing social movement that, among other things, focuses on healing and teaching how to solve conflicts. The philosophy aims to bring together victims and offenders to cooperatively work through their problems.
The concept is increasingly being used in schools, community centers and churches in Chicago as a way to teach young people how to analyze their anger. They learn to confront tension before it turns violent. It is also being used as an alternative to punitive（处罚的）measures, like suspensions and arrests, which can lead to more trouble for hurting communities.
The idea is that “when harm happens or someone misbehaves, there needs to be a process of restoration in order for the community to move forward,” said Ilana Zafran of Umoja Student Development. Umoja runs restorative justice programs in Chicago schools.
The concept forces all sides in a disagreement to communicate and understand one another instead of resorting to violence. There may still be punishment for wrongdoing, but restorative justice emphasizes identifying hurt and thinking of ways to fix it.
“A lot of our kids don’t want to be involved in fights. They don’t want to be suspended or away from school,” Jackson said. “We had to create an environment of peace. High school has to be a pleasurable experience for our kids. If they come here and feel the same anxiety they feel in the streets, how can we expect them to stay?”
Among the people there were Marquita and Aaliyah, the two girls rumored to be gearing up for a major fight. After another 20 minutes of discussion, they agreed they had simply misunderstood each other. The girls decided they would not fight, and promised they would talk it over if they found themselves facing tension again.
1. What is Manloy’s peace room aimed at?| A．Preventing rumors from spreading. | B．Developing students’ team spirit. |
| C．Helping students restore relations. | D．Warning students to behave well. |
| A．Alternatives to punishment. | B．Violent tension. |
| C．Processes of restoration. | D．Controlled anger. |
| A．Falling back on. | B．Putting up with. |
| C．Looking back to. | D．Making up for. |
| A．To prove effectiveness of peace room. | B．To show the harm of campus violence. |
| C．To explain the reason for suspension. | D．To introduce kids’ school experiences. |
7 . The lines to enter South Gate’s South East High School and South East Middle School at 9 a.m. Monday were each about 200 students deep.
Kony Aguillon sat in the shade while her son, an eighth-grader, waited for his health check in. She had done everything right Sunday night, pre-checking the district’s Daily Pass website so that it would be smooth going the next morning. But on Monday, the system wouldn’t load. They arrived at school early, around 7:50 a.m., to check in, and an hour later, there they stood. “I imagined it was going to be crazy,” she added, but not as bad as it was.
Opening day at the nation’s second-largest school district unfolded with a mix of emotions: frustration over long waits, anxiety over health protocols and concern for how things would go for children who have been learning online for a year and a half. But for many, the sense of joy and relief at being together again eased the worries.
In the early morning at John Marshall High, lines of students waiting to enter extended two blocks. By 9 a.m., some students were still waiting, having missed part of the first class.
In anticipation of delays, Gary Garcia had already extended the first period of classes by about 18 minutes in hopes that all students could meet their teachers.
Teachers and parents also expressed optimism.
“It’s exciting,” said Nohemi Sanchez-Heredia, who teaches first grade. Henriette Jeter was at the school with her daughters, who are starting kindergarten, second and fifth grades. Even though the Delta variant (德尔塔变异株) worries her, she felt her kids needed to be back in a classroom.
The most common emotions were in the largest type: “nervous” and “excited” mixed with somewhat “stressed”, “happy”, “tired” and “scared”.
1. Which of the following can generally best describe emotions outside the school gates?| A．Relaxed. | B．Disordered. | C．Scared. | D．Excited. |
| A．No preparation. | B．Too many parents. |
| C．Poor loading system. | D．Extension of the first period. |
| A．Benefits. | B．Test reports. | C．Problems. | D．Physical strengths. |
| A．Gary Garcia. | B．Henriette Jeter. |
| C．Kony Aguillon. | D．Nohemi Sanchez-Heredia. |
8 . When their daughter Morey started kindergarten, the Belanger family were worried because their 6-year-old daughter was deaf. Rather than send her to a special school for deaf children, Morey's parents decided to give her a traditional school experience and send her to Dayton Consolidated School.
They worried if their daughter would be able to make friends. They also had concerns as to how her classmates would treat her and whether her teachers would be able to help her learn effectively(有效地). But then the school had a response they never expected — teaching all their students and staff sign language. That way, everyone could communicate with Morey on a personal level.
"I absolutely feel like it makes her feel welcomed," said Morey's mom. "I think all the kids feel excited that they know another language and I think they think it's fun. It makes me happy to see her supported, loved and accepted. Morey is excited to go to school every day. She's made really good friendships. "
Not only did they learn sign language，but they also put up sign language posters in the halls and equipped a special hearing system. Additionally, they provided extra training so that teachers could become more familiar with the language. “Morey, without even knowing it, has taught us so much," says headmaster Kimberly Sampietro. "She's brought a culture to our system that we didn't have before. Morey helped the whole class to learn the alphabet. The kids look up to her, they want her around, and they want to partner with her. ”
Morey's hearing loss is a result of a condition that's so rare that it's never been named. However, thanks to the hard work and goodwill of her classmates and teachers, she can communicate with them on her terms.
1. What concerned the Belangers when Morey started kindergarten?| A．That they would have to separate from her. |
| B．That they could hardly afford her education. |
| C．Whether she could lead a normal school life. |
| D．Whether she could receive special training. |
| A．To equip them with one more practical skill. |
| B．To develop closer student-teacher relationships. |
| C．Out of concern for their teaching effectiveness. |
| D．Out of concern for a student with special needs. |
| A．Inspiring and useful. | B．Dull but worthwhile. |
| C．Considerate but complex. | D．Shocking and controversial. |
| A．Morey is good at teaching others. |
| B．Morey isn't the only one who benefited. |
| C．Morey has become a symbol of the kindergarten. |
| D．Morey hasn't brought any changes to the kindergarten. |
9 . The bell rang. Jada sighed, slowly moved from the lockers where she had been leaning, and headed down the hall to her chemistry class. Honors Chemistry! Jada couldn't believe that her mom was making her take the class because Jada's counselor had said that she had real talent in science.
Jada had to admit that she liked science and that last year's class was a breeze, but come on, Honors Chemistry? She wouldn't know anyone in the class, and they probably wouldn't know anyone like her.
The good thing about being late is that it shortened the period a bit. The bad thing is that it made her seem like she was making a grand entrance. To make matters worse, the only two seats left in class were at the lab table at the very front of the room.
Jada held her breath and walked in. Everyone's eyes were on her. She just knew it. They were staring at her coal black hair（freshly dyed）, her black lipstick, her black fingernail polish, and her thrift-store black leather jacket. All she saw were polo shirts and khaki pants.
This can't get any worse, Jada thought. But at least she didn't get shouted at by the teacher. He was too busy talking to a new kid. A HUGE new kid, maybe 6'4". He had to weigh at least 250 pounds. A football player, probably. She hated football players. They thought they were so great. That group of jocks that hung out by the cafeteria always made fun of her.
The new kid made his way over to her table with his head down. He had to squeeze into the seat, and his legs wouldn't fit under the lab table. He shot Jada a glance and turned red.
Mr. Martin, the teacher, began class with this announcement: "Okay, everyone. I know most of you know each other from last year's Honors Physical Science class." Jada sighed loudly. "But just take a minute and introduce yourself to the person sitting at your table. You'll be partners. You'll be working closely together all year."
Jada rolled her eyes and stared straight ahead. Then she heard a surprisingly soft voice from next to her. "Hi, I'm Robert. I'm new here."…
1. What can be learned about Jada from the first two paragraphs?| A．She thought this year's chemistry class would be a breeze. |
| B．She wasn't willing to take the Honors Chemistry class. |
| C．She was angry that her mother made her go to school. |
| D．She found she didn't like science as she thought. |
| A．reveal how different she was from her classmates |
| B．explain why she was late for school that morning |
| C．give readers a general impression of science students |
| D．imply that she felt sorry for making a grand entrance |
| A．the new kid | B．Jada's classmates | C．Jada's teacher | D．football players |
| A．He was rude. | B．He liked sports. | C．He was shy. | D．He looked sad. |
10 . School is still out for the summer, but at Eastern Senior High School in Washington, D.C., students are hard at work outdoors. In a garden filled with flowers and beds bursting with vegetables and herbs, nearly a dozen teenagers are harvesting vegetables for the weekend’s farmers market.
Roshawn Little is going into her junior year at Eastern, and has been working in this garden for three years now. During the summer, Little gets paid to work Tuesday through Saturday from 9 a. m. until 2 p.m. with City Blossoms, a nonprofit that brings community gardens to schools in urban areas. She believes that working in the garden has taught her to try all sorts of new things, like eating different kinds of vegetables more often. And she’s taken those healthy behaviors home with her and her eating habits have encouraged her family to buy more fruits and vegetables.
City Blossoms is one of many groups across the country teaming up with local communities to build school gardens, like the one at Eastern. It works with schools to create learning gardens and trains teachers on how to use them to get students engaged and boost academics. These gardens are really outdoor classrooms. For example, the gardens can be used for math lessons, like calculating the area of a plant bed or learning the science of how plants grow.
For the students, the experience can be a nutritional eye-opener, which has totally changed their perceptions of where food comes from, and what it takes to produce food. Partner schools have also seen a 12 to 15 percent increase in the number of students passing standardized tests and 94 percent of teachers reported seeing increased engagement from their students, according to an independent evaluation conducted by PEER Associates.
1. What does Roshawn Little think of the summer outdoor activity?| A．It is a good way to earn pocket money. |
| B．It has improved her family relationship. |
| C．It contributes to her healthy eating habit. |
| D．It is helpful to her academic performance. |
| A．To provide a creative way of learning. |
| B．To-promote teachers1 teaching skills. |
| C．To get students interested in science. |
| D．To invite students to care for plants. |
| A．Its strategies. | B．Its outcomes. | C．Its operations. | D．Its participants. |
| A．City Blossoms: Team up with Local Community Teachers |
| B．Happy Holiday, Sweet memory: How Kids Enjoy the Harvest |
| C．Outdoor Classrooms: Get out for the Weekend’s Farmers Market |
| D．Healthy Eaters, Strong Minds: What School Gardens Teach Kids |
