A
When I first heard about Summit Learning, I admitted I was not a bit happy and excited at all. I thought it would prefer to work by myself. But when I got involved, I found in the experience, I had done something that I thought was nearly impossible—it made my poetry better. My partner informed me of my mistakes and told me where I could give more details.
One of our final products of the project was to present the poetry to the class. I've always loved public speaking, but I thought with Summit Learning, I would have fewer chances to speak. I was wrong. The peer activities we did with a partner gave me more belief in my ability and encouraged me to do more to make my presentation the best it could possibly be.
Interactions like these are what Summit Learning is all about. This style of learning brings a positive and hard-working culture that allows us to push our boundaries（界限）and keep going. It creates a sense of community since we are all working towards a similar goal.
As an active boy, I have always been ahead, but in a normal classroom, there are limitations on what I can do. With Summit Learning, I can go beyond expectations in projects or move ahead in learning new knowledge when I'm ready. I have ownership of my work and can pursue my goals.
Summit Learning has showed me how much people can grow and change. It has helped me see people and myself differently. It has been one of the greatest experiences of my life, and I cannot see myself going back to a normal classroom.
1. What was the author's response to Summit Learning at first?
A. He was unwilling to attend it.
B. He was excited to take part in it.
C. He was surprised to hear about it.
D. He was unhappy to give it up.
2. How did the poetry project benefit the author?
A. It boosted his confidence.
B. It developed his sense of humor.
C. It reminded him to be independent.
D. It taught him how to organize activities.
3. What can be inferred about Summit Learning?
A. It proves the limits of one's abilities.
B. It teaches poetry in a normal way.
C. It promotes diversity of classroom objectives.
D. It encourages traditional seating plans.
4. How does the author find Summit Learning now?
A. Demanding.
B. Worthwhile.
C. Upsetting.
D. Traditional.

B
Summer jobs for teens are worth saving. These seasonal jobs offer more than money. Summer jobs can teach important life skills and give teens real-world experience.
"We don't naturally know how to be good employees（雇员）," says Kathy Kristof, who works for a part-time employment. "We learn with practice."
According to the National Association of Colleges and Employers' Job Survey, while 89.4% of recent college graduates considered themselves as having good work skills, only 42.5% of surveyed employers shared that opinion.
"You've 22-year-olds who might have an excellent academic（学业的）record but they've never held a job," says Andrew Challenger, vice president of a professional recruitment（招聘）firm. "They've missed out on some important life skills."
Summer jobs can help high school and college students perform better in the classroom, according to recent research. But parents often believe that summer school and volunteer work will be more helpful for college applications than paid work.
"It's not really going to matter what you do, as long as you're doing something besides just playing video games," Challenger says.
Where summer jobs help is in the job market after graduation. The jobs most teens do help them build "soft skills" that employers value and that lead to higher-paying jobs. Dealing with customers and coworkers helps them with 5.
1. What can summer jobs teach teens?
2. What's the percentage of employers who think recent college graduates have good work skills?
3. Why do parents prefer summer school and volunteer work?
4. What's the benefit of summer jobs for teens in the future?
5. Fill in the blank with proper words.