题目

​​​​​​​In recent years, the Los Angeles Unified School District (LAUSD), along with the Los Angeles County Office of Education and the state of California, has committed to climate education for all students from pre-K through 12th grade. In October, Governor Gavin Newsom signed Assembly Bill 285, requiring climate education for all public school students starting in the 2024-25 school year. As a result, local schools are guided by the country's most ambitious climate education policies.There's just one problem: There's little additional money for any of it. Tired of waiting for politicians to step up with funding, some teachers are investing personal time and talent to create their own climate lessons and raising funds for green initiatives on their campuses. Within LAUSD, these dedicated educators are chosen as "climate champions." Principals of each school pick one teacher to receive $900 a semester to help other educators on their campus create climate-focused lessons.The "champions" get together regularly to share ideas and work with their principals to encourage other teachers to join the effort. But some of them say it's an overwhelming responsibility, adds to an already heavy workload and can lead to burnout. "Implementation (实施) of the climate literacy policy has been inconsistent," said Lucy Garcia, a former LAUSD teacher. "Nothing happened the first year. The second year they only trained 145 champions. We need more to happen faster in classrooms. Currently there are a total of 314 champions.""There is universal support for climate literacy, but we do not have the funding to reach the scale we all want to achieve," said Frances Baez, LAUSD's chief academic officer. She encourages teachers to seek support from nonprofit education funders, such as Esports for Good, which offers educational video games related to sustainability. Andra Yeghoian, chief officer of a nonprofit association, echoed this perspective, stating that "everyone in the state doing this work is singing the same song as one choir.""Climate literacy is not taught in isolation but should be integrated into all learning," Baez added. "We are definitely not where we want to be, but we' re getting there." （1） Why are teachers creating their own climate lessons? A . They enjoy teaching climate education. B . They have extra time available. C . They have a creative spirit in teaching. D . They feel unsupported by the district. （2） What do we know about the program's progress according to paragraph 3? A . It started off effectively and went smoothly. B . There has been little interest from teachers. C . It has received broadly widespread approval. D . There were significant delays in the process. （3） Which view might Frances Baez and Andra Yeghoian share? A . Teachers play a vital role in education. B . Climate education needs more funding. C . Cooperation ensures collective success. D . Climate literacy is a priority for the future. （4） What does the text suggest about future climate education efforts? A . They depend heavily on local funding. B . They are moving towards improvement. C . They will likely decrease in importance. D . They are expected to remain inconsistent. 答案： D D C B

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