Where does the conversation probably take place?
A.At a zoo. B.In a library. C.In a drugstore.
Guided writing
4月，《复仇者联盟》（ The avengers）迎来终章，《权利的游戏》（Game of Thrones）、《生活大爆炸》（The Big Bang Theory）等热播美剧也都进入了最终季。满怀着期待与不舍，我们终将见证初代复联英雄的谢幕战、画上冰与火之歌的休止符、告别“谢耳朵”引发的种种笑料与欢乐……俗话说，天下无不散之筵席，再美好的事物终究会有结束的一天，很多人放不下，很多人却将旧的结束看作新的开始。你是如何看待离别的呢？面对离别，你会怎么做？
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Translation
1.在任何情况下，坚持原则、明辨是非都是明智的行为。(sense)
2.发展中国家越来越多的人日收入超过1.9美元，象征着他们已经摆脱了极度贫困。(indicate)
3.微信朋友圈的照片常常让人看了非常羡慕朋友们的生活，但他们的实际生活可能并不像照片看上去的那么吸引人。(as…as…)
4.在高中毕业的这一刻，回首往事，我们再怎么感谢师长的教诲、同学的帮助和学校的包容都不为过。(cannot…too)
Directions: Read the following passage. Summarize in no more than 60 words the main idea of the passage and how it is illustrated. Use your own words as far as possible.
In spite of all of the years spent in school preparing to enter the workplace, many recent graduates say that they struggle with the transition from classroom to career world and have difficulty adjusting to life on the job.
Writer and editor Joseph Lewis suggests one reason why this is the case. Lewis believes that most of our school experiences — from childhood through university -are fairly predictable, while life in the working world is far more ambiguous. In school, for example, the pattern stays more or less the same from year to year. In the workplace, however, constant change is the norm, and one has to adapt quickly. A project you are working on this month might suddenly change next month or next week, and it’s often hard to anticipate what you’ll be doing six to twelve months from now.
Another problem that graduates entering the workforce encounter is that they are unprepared to think analytically. In school, many students including those in college, spend a lot of time memorizing facts and repeating what they “learned” on tests. But in the workplace employees are often expected to think critically and make decisions about their work, not just follow a supervisor’s instructions.
Finally, many recent graduates say that one of the biggest difficulties they face is adapting to teamwork on the job. In some ways, school does prepare one for collaborative nature of the workplace. Learners sit classes every day with many other students. They must listen to others’ opinions, participate at times in group discussions, and learn how to get along outside the classroom. Nevertheless, in school, a student normally works independently to complete most tasks and receives a grade according to how well he or she has done. In the workplace, however, employees must regularly interact with others and are often dependent on their co-workers for their success.
Directions: Read the passage carefully. Fill in each blank with a proper sentence given behind. Each sentence can be used only once. Note that there are two more sentences than you need.
Living off grid
When you need electricity, you just plug in the machine and switch it on. If you need water, you turn on the tap. 1. For many people, these facilities are the basics of civilized society and the idea of living without them seems risky. Yet for a growing number of people, the idea of living off grid — without electricity, water or sewage — is an increasingly attractive lifestyle.
Off-gridders do not have to give up electricity or a modern lifestyle — some choose to, but most use small hydroelectric power systems, solar panels or windmills to generate enough power for their needs. Heating and cooking needs are met by solar energy or wood burning systems, and toilet facilities range from non-water toilets to outside compost toilets. 2. It ranges from traditional yurts (a type of tent) to luxury house with high-speed internet and central heating. Whether they live in simple homes or luxury houses, what they all have in common is that their lifestyles do not create any pollution or carbon emissions — the ultimate goal for off-gridders.
Around 100,000 people are thought to be living off grid in the UK now. 3. They grow their own food, home-school their children and provide their own medical care. They are people who have been priced out of the housing market or who have grown disillusioned with what modern society can offer and who decides that an alternative lifestyle isn’t a pipe dream, but a viable option.
A part from living an alternative lifestyle, cost is a big factor in choosing to live off-grid. Off-grid houses are far cheaper to build than ordinary homes since they don’t need to be connected to the electricity or water supplies and even road access is not necessary. Materials tend to be cheaper, too. Popular options include straw or old tyres and cement.
Surprisingly, the biggest problem off-gridders face is not building their homes or becoming self-sufficient but getting permission to build. Rural areas away from town are the perfect choice but these are often protected by law from construction of any kind or have building restrictions. There are now several websites dedicated to land-sharing so that the costs of buying land and getting permission can be shared, and there are increasing numbers of off-grid communities. 4. Off-gridding could soon be common all over Europe and America.
A.Many are self-sufficient, not just providing their own electricity, water and sewage systems, but in all aspects.
B.After you use the toilet, you flush it and the waste disappears.
C.This shift from individual to group off-gridding reflects the fact that the trend is growing noticeably.
D.They live in a huge variety of types of accommodation.
E.Living off-grid still has a long way to go before it becomes a mainstream way of living.
F.Rather than building permanent homes, vans or mobile homes or even old shipping containers are other options.
Philosophy of Education is a label applied to the study of the purpose, process, nature and ideals of education. It can be considered a branch of both philosophy and education. Education can be defined as the teaching and learning of specific skills, and the imparting of knowledge, judgment and wisdom, and is something broader than the societal institution of education we often speak of.
Many educationalists consider it a weak and imprecise field, too far removed from the practical applications of the real world to be useful. But philosophers dating back to Plato and the Ancient Greeks have given the area much thought and emphasis, and there is little doubt that their work has helped shape the practice of education over the millennia.
Plato is the earliest important educational thinker, and education is an essential element in “The Republic” (his most important work on philosophy and political theory, written around 360 B.C.). In it, he advocates some rather extreme methods: removing children from their mothers’ care and raising them as wards of the state, and differentiating children suitable to the various castes(社会等级), the highest receiving the most education, so that they could act as guardians of the city and care for the less able. He believed that education should be holistic(全面的), including facts, skills, physical discipline, music and art. Plato believed that talent and intelligence is not distributed genetically and thus is to be found in children born to all classes, although his proposed system of selective public education for an educated minority of the population does not really follow a democratic model.
Aristotle considered human nature, habit and reason to be equally important forces to be cultivated in education, the ultimate aim of which should be to produce good and virtuous citizens. He proposed that teachers lead their students systematically, and that repetition be used as a key tool to develop good habits, unlike Socrates’ emphasis on questioning his listeners to bring out their own ideas. He emphasized the balancing of the theoretical and practical aspects of subjects taught, among which he clearly mentions reading, writing, mathematics, music, physical education, literature, history, and a wide range of sciences, as well as play, which he also considered important.
During the period of Middle Age, the idea of Perennialism was first formulated by St. Thomas Aquinas in his work “De Magistro”. Perennialism holds that one should teach those things deemed to be of everlasting importance to all people everywhere, namely principles and reasoning, not just facts (which are apt to change over time), and that one should teach first about people, not machines or techniques. It was originally religious in nature, and it was only much later that a theory of worldly Perennialism developed.
During the Renaissance(文艺复兴), the French doubter Michel de Montaigne (1533 - 1592) was one of the first to critically look at education. Unusually for his time, Montaigne was willing to question the conventional wisdom of the period, calling into question the whole structure of the educational system, and the assumption that university-educated philosophers were necessarily wiser than uneducated farm workers, for example.
1.Why do many educationists consider philosophy a ‘weak and imprecise field’?
A.It is the practical applications of the real world.
B.Its theoretical concepts are easily understood.
C.It is irrelevant for education.
D.It is not practically applicable.
2.What is the difference between the approaches of Socrates and Aristotle?
A.Aristotle felt the need for repetition to develop good habits in students; Socrates felt that students need to be constantly questioned.
B.Aristotle felt the need for rote-learning; Socrates emphasized on dialogic learning.
C.There was no difference.
D.Aristotle emphasized on the importance of paying attention to human nature; Socrates emphasized upon science.
3.According to the passage, the underlined word “Perennialism” most probably refers to something _____________
A.that is unnecessary. B.that is of ceaseless importance.
C.that is abstract and theoretical. D.that exists no more.
4.Why did Aquinas propose a model of education which did not lay much emphasis on facts?
A.Facts are not important.
B.Facts do not lead to holistic education.
C.Facts change with the changing times.
D.Facts are frozen in time.
