请阅读Passage 1，完成第21～25小题。

Passage 1

The ugly word “staycation” was coined to describe the trend towards people staying at home during their vacation-going out for day trips, perhaps, but using their home as their base. There is as yet no word to describe the growing trend for people to do pretty much the reverse: going away on holiday but blending in some work—maybe quite a lot of it-into their holiday time. For many, indeed for many away this month, the frontier between work and leisure has become much more blurred. Each blends into the other, and not always to the benefit of either.

It is a trend we all recognise, but why is it happening? There is one obvious reason and some other rather less-obvious ones. The obvious one is the ubiquitous nature of communications. It is not just that everyone can be in touch with their work just about anywhere; it is also that for many people the tools they need to do their work-broadband for a start-are available too. Finishing a report or polishing a document can be done anywhere. On the Internet no one needs to know where you are.

But there is more to this transformation in behaviour. Just as important are the changing composition of the workforce and the changing nature of work itself. As far as the workforce is concerned, the biggest change has been the growth of self- employment, which has nearly doubled in the UK over the past 25 years. Management writer Charles Handy identified the growing division between core workers and portfolio workers back in 1990 in his book The Age of Unreason. People would learn their craft and make their contacts working full-time in whatever field they had specialised in as core workers, then later on they would go portfolio, self-employed and working for clients.

The combination of the growth of self-employment and portfolio working change the nature of holidays. Obviously, if you work for yourself you make your own decisions about such things as holidays and retirement. You have the freedom to go off when you want but also the responsibility to keep clients on board. Some clients don’t need attention: others might.

There is a further way in which the distinction between work and holiday is blurring which is that the nature of work is itself changing in a host of different ways. Many jobs, of course, have to be performed at a single location: a factory, a hospital, a supermarket, pub or wherever. The people who make these places function have to “go to work”. But gradually the proportion of tasks that can be done wherever there is a broadband connection is rising relative to those that are location based. Just as most working people in Britain will now become self-employed at some stage of their lives so too will most people be able to do at least some of their work from home - or, indeed, on holiday. Look at the way in which the recent London tube strike encouraged many people to work from home that day.

If many people can do at least some work at home, there are two groups where the distinction between work and leisure has pretty much disappeared. There is the small minority for whom the hobby has become the job. The evidence is anecdotal but it is clear there are many thousands of people who have managed to turn something they had done for leisure into an income-producing activity. These include artists and writers and craft-skilled workers. Then there is a rather larger group of people for whom work has become the hobby. These are people, often retired, who gift their skills to charities and other voluntary bodies. Is a “holiday”that consists of going on an archaeological dig work or leisure? Of course, it is both. It is an education too.

There are several growth points in the leisure business. These include activity holidays of all sorts,from hang-gliding to walking, and from some form of educational experience to volunteering. And for more and more of us, that activity includes a bit of work.

Passage 2

In our classes, formative assessments are essential in checking student understanding, and are fundamental in the formation of student content knowledge. Both of us have taught chemistry for many years and over that time we have our subject to quickly tell whether a student understands key points.

As we move around the room and interact with students, we spot-check their understanding. While students are in the process of learning, we discover and correct misconceptions. We recognize that as students develop concepts, they require different levels of support depending on their individual cognitive development as well as the cognitive load of a particular objective. At times, we provide a student with very structured assistance, but in other situation, we allow students to struggle. We realize that the learning is not a matter of spoon-feeding the context to the students. It is appropriate for the teachers to allow a student to wrestle with a difficult concept so that the student learns it deeply. So, some students we leave alone because we know their learning will be much deeper than if we hold hand throughout, and we proceed to provide support to students who need it.

The burden of proof in the formative process is placed on the student. We provide students with learning objectives and the resources necessary to meet those objectives is being learned. For students who can’t prove that they are making progress toward the objective, we quickly assess their comprehension and created a customized remediation plan on the spot so the students can go back and learn what they have not yet mastered.

The types of remediation and reteaching vary from student to student. We may ask students to rewatch a video or, in some case, to watch it for the first time. We give them textbook resources to consult and web pages to visit, or we may simply sit down with them and work through the concepts that weren’t understood. We used to**to the formative assessment process as "checking the oil", but education speaker and design thinking *adrocate**Mczntosh corrected us and equated formative assessment to a GPS. When a driver using a GPS begins to go astray, the GPS “recalculates”the route to help the driver get back on track.The driver can continue to ignore the GPS and will either eventually listen to the GPS and get back on track, or drive into a lake. In the classroom, the teacher can be the voice of the GPS redirecting students when they go astray in their understanding. Students can accept the advice and redirection of the teacher, or they can drive themselves into the cognitive lake of misconception.

It is the responsibility of the teacher to constantly evaluate each student’s path and provide immediate feedback that will keep the student traveling safely through the highways of learning. Ultimately the key questions are always “Did you learn it?” And if you did, can you provide evidence that you have? However, part of good teaching is knowing where the student is along the journey, not just checking to see if they arrived safely.

下图是某教师上完八年级一节英语课后留下的板书。观察上面板书的内容，回答下列题。