Ms. Mary was over eighty, but she still drove her old car like half her age. She loved driving very fast, and boasted of the fact she had never, in her thirty-five years of driving, been punished
a driving mistake.
Then one day, she nearly lost her record. A police car followed her, and the policemen in it saw her pass a red light without (stop).
When Ms. Mary came before the judge, he looked at her severely and said that she was too old to drive a car, and that the reason she had not stopped at red light was most probably that her eyes had become weak
old age, so that she had simply not seen it.
When the judge had finished he was saying, Ms. Mary opened the big handbag she was carrying and took out her sewing. Without saying a word, she
(choose) a needle with a very small eye, and threaded it at the first time.
When she had (success) done this, she took the thread out of the needle again and handed both the needle and thread to the judge, saying, “Now it is your turn. I suppose you can drive a car well, and you have no doubts
your eyesight.”
The judge took the needle and tried to thread it. After half a dozen times, he had still not succeeded. The case against Ms. Mary (dismiss解雇), and her record remained unbroken.
There are some very good things about open education. This way of teaching allows the students to develop their own interests in many subjects. Open education allows students to be responsible for their own education. Some students do badly in traditional classrooms. The open classroom may allow them to enjoy learning. Some students will be happier in an open education school. They will not have to worry about grades or rules.
But many students will not do well in an open classroom. For some students, there are too few rules. These students will do little in school. They will not make good use of open education. Because open education is so different from traditional education, these students may have a problem of getting used to making so many choices. For many students it is important to have some rules in the classroom. They worry about the rules even when there are no rules. Even a few rules will help this kind of students. The last point about open education is that some traditional teachers do not like it. Many teachers do not believe in open education. Teachers who want to have an open classroom may have many problems at their school.
You now know what open education is. Some of its good points and bad points have been explained. You may have your own opinion about open education. The writer thinks that open education is a good idea, but only in theory. In actual fact, it may not work very well in a real class or school. The writer believes that most students, but of course not all students, want some structure in their classes. They want and need to have some rules. In some cases, they must be made to study some subjects. Many students are pleased to find subjects they have to study interesting. They would not study those subjects if they did not have to.
Title: Open Education
| Definition |
Open education is a way of teaching which allows students to learn what they are |
| Advantages |
· Open education enables students to realize they are learning for · In open classrooms, many students don’t need to be · Some students find |
| Disadvantages |
· Many students cannot prove themselves as · There are so many choices for students to · Some teachers are not in |
| The writer’s on open education |
· Open education is just theoretical, but in a · |
阅读短文，并按照题目要求用英语回答问题。
Big storms, high waves, technical failures, loneliness, After battling hard times and danger for over nine months. British teenager Mike Perham made history last month as the youngest person to sail solo (单独) around the world.
The 17-year-old made the record after he cleared the Panama Canal ( 巴拿马运河) and then sailed through the Caribbean and home across the Atlantic.
Mike is only three months younger than Zac Sunderland. the 17-year-old American boy who had taken the crown as the youngest solo around-the-world sailor in July.
The two youngsters met in Cape Town in South Africa as they crossed the globe in different directions. Mike insisted they were not rival (竞争对手). "No. It's two teenagers going out there, living their dream and having the adventure of a lifetime." he said.
Mike may be young, but he is no stranger to sailing adventures. He picked up the hobby at age 6 when his father took him out in a small boat on a local lake. Father and son sailed separate boats across the Atlantic when Mike was 14, making him the youngest person to cross that ocean solo. That record gave him the taste for this even greater challenge.
On the recent journey. the scariest moment for Mike came when his sailboat was hit by storms in the southem Indian Ocean.
"We were picked up by what felt like a 60-foot wave and threw down on our side at 90 degrees," he said.
"It felt like I was going right over. Stuff was flying around and I just thought 'Oh no'".
At other times, he had to dive into the Pacific and fix problems. He tied himself to the boat, jumped into the water and went to work with a knife in 30-second dives undemeath (在......之下) the boat to cut a rope away.
Mike said he felt proud that he made his dream come true. "You've got to have confidence in yourself that you will make it." he said.What's the main idea of the passage? (No more than 15 words)
Which canal did Mike Perham cross? (No more than 3 words)
What does the underlined word "taste" in the fifth paragraph mean? (1 word)
What did Mike believe in? (No more than lO words)
What do you think of Mike Perham? (No more than 10 words)
请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。注意：每个空格只填1个单词。
Guiding students through open-ended discussions can help students develop their understanding of the nature of science.
One useful practice in classroom discussions involves developing a discussion map. A discussion map is a graphic timeline created by the teacher on which a discussion is recorded --- who initially states the idea and who adds to or refuses the idea.
Discussion maps let teachers gain a deep understanding of students’ level of participation, the origins of ideas, and the claims that seem meaningful, useful, and/or reasonable to students. They also give the teacher an idea of students’ science thoughts of phenomena and ideas.
To make a discussion map, the teacher needs to do a couple of things. First, the teacher needs to keep informed of the ideas that are shared and who shared the idea. The teacher does this as the children talk, making quick notes of the ideas and thoughts. It can be helpful to record the discussion, but it isn’t required. Then, after the discussion is over, the teacher reflectively creates the discussion map to clarify the understanding of the ideas and connections that students were making in their talk.
Educators have identified discussions as consistent with reform recommendations in that they help children learn about the nature science and are useful in combining literacy and science. It is suggested that discussions can be useful for teachers in evaluating students’ ideas and building excitement as science. Discussions offer windows on students’ thinking, provide students who struggle in reading and writing with a chance to participate more actively in class, and create situations where students can express their ideas differently than in traditional schools tasks.
However, I suggest that there are additional reasons for having reasoned discussions in classrooms. First, discussions like this allow students to use their own vocabulary --- the words and terms that make sense to them and their classmates --- to drive the intellectual and academic work of understand phenomena. Many times learning science can become focused on learning terms but not necessarily understanding and explaining phenomena. Second, discussions allow students to think about their experiences and the things that they know and try to reconcile these with science ideas. This is challenging, but working together with classmates can help. Finally, reasoned discussions are fundamentally scientific because they offer an open forum that allows all students to be heard, and students’ ideas can be evaluated and connected to their experiences with scientific explanations of those phenomena. For example, during the children’s reasoned discussion about plants, the group came to the agreement that seeds grow into plants. The students understood that most seeds get buried in the ground, the seeds get wet, and then plants grow. This led to a question about whether the seed was still in the ground when the plant had grown into an adult plant. The students came up with several ideas about where the seeds were. During this conversation, the teacher took careful notes so that later investigations could respond to the questions that children were asking. Thus the students were working together using their ideas and understandings and realized something as a group that they didn’t understand as individuals.
| Discussion maps make sense! |
|
| Passage outline |
Supporting details |
| The |
A discussion map is a graphic timeline the teacher creates to record a discussion by initially |
| The advantages of discussion maps |
With discussion maps, teachers can get a deep understanding not only of how students |
| The procedure of making a discussion map |
The teacher |
| Educators’ |
Discussions are consistent with reform recommendations because they help children learn about the nature of science and Discussions can be useful for teachers in evaluating students’ ideas and building excitement at science. Discussions offer windows on students’ thinking, enable slow students to take a more |
| The author’s reasons for having reasoned discussions |
Reasoned discussions allow students to use their own |
请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。
注意：请将答案写在答题卡上相应题号的横线上。每个空格只填一个单词。
What are the children in post-90s era like?
By carefully studying and analyzing the interactive relations between the growth of youth and the change of social environment in China, Professor Yang Xiong, a research fellow from Institute of Children's Studies, Shanghai Academy of Social Sciences summarized several similarities shared by the children in post 90s era.
I. They have an avant-garde(前卫的) concept of consumption and strong desires and lay excessive(过度的) emphasis on the importance and the amount of money and the way how to get money. A survey on under-10 children in Shanghai and Paris over their ideal career in the future showed that children in France preferred the profession of sportsman, rock & roll singer and sailing boat athlete; whereas children in China wanted to be boss, entrepreneur and leader, and desired vehicle and villa. They have been influenced by their parents, schools and the society they lived in to some extent.
II. They are in great need of a sense of loyalty to teams. Some social phenomena have weakened their interests toward loyalty, and they advocate individualism. Actually, some parents would subconsciously encourage their children to do something selfish rather than contribute to the team.
III. They are closer to the new media than their parents are and they are prone to(易于) fall the victims during the process of globalization. They have broader visions and possess pluralistic(多元的) ways in accepting information. Meanwhile, they are better developed in terms of psychology and intelligence, with wide range of knowledge and a precocious(早熟的) inner world. But it seems that such qualities more likely to make them feel hollow.
IV. Some social realities have made them understand that they should pay more attention to concrete things rather than abstract philosophy. And some of them concern more about their comfortable lives and the way of making living.
Prof. Yang held that the weakness of the children in post 90s era required early attention. Adults, parents should set an example for the children and take the responsibility. Along with the social development, children of post 90s era will become a generation of all-round development. 
Failure in a relationship, business, career and exam or sudden loss of a close one can make us lose patience and calmness. However, the only person who can help you keep calm is you! You have to find the cause of your problem and then work on it. Here are some tips on how to be calm.
Steal some solitary(独自的)moments from your life! Go to a calm and cool place, maybe your local park, a less-visited restaurant or any place that can give you some peaceful moments with yourself. Simply sitting on cool green grass under the limitless sky cam make you feel relaxed. If you can’t find any place, it’s also a good idea to dim (使暗淡)your sitting room light and sit relaxed on your sofa.
Talk to the “inner you ”! Open your mind, effortlessly, without a calculating and judging mind! Don’t let yourself be troubled by any belief and thought,. It’s not so simple. But if you just do so, you’ll slowly develop an inner peace. Or course, this doesn’t mean that you’ll stop the daily work linked to thinking! Carry your life as you’ve been, but just sometimes, sit and order your mind to relax.
Lean to manage anger! Avoid the things that cause so much stress that they lead to uncontrollable anger. Self-talk can teach a person how to change that inner voice from an aggressive(好斗的) voice to a problem-solving voice. Walking away from a situation until you have better control over your anger will help you avoid creating situations that may grow into dangerous situations.
In short, there are many ways to be calm in any situation. Keeping calm is one of the most important things you can do for yourself. Not only will it be good for your health, it can also help you have a better relationship with other people.
Title: How to become calm
| ●Failure in a relationship, business,career and exam ●Losing |
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| Steal solitary moments from your life. ●Go to a calm and cool place to ●Dim your sitting room light and sit relaxed on your sofa. |
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| Talk to the “ ●Open your mind without ●Avoid being troubled by any belief and thought. |
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| Learn to ●stay away from stressful things to avoid uncontrollable anger. ●Change the inner voice from an aggressive voice to a ●Walk away to avoid creating dangerous situations. |
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| ●Being good for health ● |
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