Some groups still have difficulties ________ access ________ social services.
A.gain; in B.gaining; to C.to gain; to D.gaining; of
请阅读下面材料，并按照要求用英语写一篇 150 词左右的文章。
Late Afternoon, nominated for best animated short film in 2019, gains popularity among people. The nine and a half minute short focuses on Emily, an old lady with Alzheimer who finds herself losing any connection to the world. After her daughter’s tender care, she explores part of her memories and relives different moments from her life. One afternoon, when she was having afternoon tea with biscuits, she called up her carefree childhood. When she saw the picture frame. she remembered her romantic dating, the pleasure of raising her daughter and her daughter's name --- Kate. At last, she recognized her daughter and they tightly hugged each other.
The warm painting style and Emily's slowly recollecting experience are touching.
“It's so moving that I couldn't help holding back tears. My parents live 5, 000 miles away. I wanna visit them this Labor Day.” one viewer said.
（写作内容）
1. 用约 30 个单词概述上述内容;
2. 谈谈你对亲情的理解（至少两点）;
3. 结合自身实际,谈谈你会如何回报亲情。
（写作要求）
1. 表明个人观点,同时提供理由或论据;
2. 阐述观点或提供论据时,不得直接引用原文中的句子;
3. 文中不能出现真实姓名和学校名称;
4. 不必写标题。
（评分标准）
内容完整，语言规范，语篇连贯，词数适当。
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请认真阅读下面短文，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。
Many of today's young people have a difficult time seeing any moral dimension to their actions. There are a number of reasons why that’s true, but none more important than a failed system of education that avoids teaching children the traditional moral values that bind Americans together as a society and a culture. That failed approach, called ''decision-making'', was introduced in schools 25 years ago. It tells children to decide for themselves what is right and what is wrong. It replaced ''character education'', which didn't ask children to reinvent the moral wheel, but encouraged them to practice habits of courage, justice and self- control.
Decision-making curriculums pose ethical dilemmas to students, leaving them with the impression that all morality is problematic and that all questions of right and wrong are based on people's own ideas. Youngsters are forced to question values and virtues they've never acquired in the first place. The assumption behind this method is that students will arrive at good moral conclusions if they are given the chance. But the actual result is moral confusion.
This kind of confusion further encouraged by values-education programs that are little more than courses in self-worth. These programs are based on the questionable assumption that a child who feels good about himself or herself won't want to do anything wrong. But it is just as reasonable to make an opposite assumption: namely, that a child who always believes in and accepts himself will conclude that he or she can't do anything bad.
It is time to throw ''decision-making'' and ''none-judgementalism'' into the rubbish heap of failed policies, and return to a proved method. Character education provides a much more realistic approach to moral formation. It is built on an understanding that we learn morality not by debating it, but by practicing it.
Children Must Be Taught to Distinguish Right from Wrong
Problem | Many young people find it 1. to see their actions in a moral way. |
Reason | Replacing character education, the decision-making approach does not teach children 2. morality but emphasizes subjective judgment on right and wrong. |
Consequences | ● 3. decision-making curriculums were meant to give students the chance to 4.good moral conclusions by themselves, they make students 5. confused, due to the 6. of criteria on what's right and wrong. ● Values-education programs 7. students' moral confusion. Those with self-acceptance will make the assumption that they can't do anything wrong. ● Public education based on decision-making approach, which 8. to guide youngsters on the right track, fuels the explosion of serious 9. problems. |
Solution | An immediate shift back to character education is needed. Moral formation can be achieved by means of 10.. |
For people moving to Australia, Price (2001) has identified certain values which may give rise to cultural shock. Firstly, he argues that Australians place a high value on independence and personal choice. This means that a teacher or course tutor will not tell students what to do, but will give them a number of options and suggest they work out which one is the best in their circumstances. It also means that they are expected to take action if something goes wrong and seek out resources and support for themselves.
Australians are also prepared to accept a range of opinions rather than believe there is one truth. This means that in an educational setting, students will be expected to form their own opinions and defend the reasons for that point of view and the evidence for it.
Price also comments that Australians are uncomfortable with differences in status and hence idealize the idea of treating everyone equally. An illustration of this is that most adult Australians call each other by their first names. This concern with equality means that Australians are uncomfortable taking anything too seriously and are even ready to joke about themselves.
Australians believe that life should have a balance between work and leisure time. As a consequence, some students may be critical of others who they perceive as doing nothing but study.
Australian concepts of privacy mean that areas such as financial matters, appearance and relationships are only discussed with close friends. While people may volunteer such information, they may dislike someone actually asking them unless the friendship is firmly established. Even then, it is considered very impolite to ask someone what they earn. With older people, it is also rude to ask how old they are, why they are not married or why they do not have children. It is also impolite to ask people how much they have paid for something, unless there is a very good reason for asking.
Kohls (1996) describes cultural shock as a process of change marked by four basic stages. During the first stage, the new arrival is excited to be in a new place, so this is often referred to as the ''honeymoon'' stage. Like a tourist, they are interested in all the new sights and sounds, new smiles and tastes of their surroundings. They may have some problems, but usually they accept them as just part of the novelty (新奇事物). At this point, it is the similarities that stand out, and it seems to the newcomer that people everywhere and their way of life are very much alike. This period of euphoria may last from a couple of weeks to a month, but the letdown is inevitable.
During the second stage, known as the ''rejection'' stage, the newcomer starts to experience difficulties due to the differences between the new culture and the way they were accustomed to living. The initial enthusiasm turns into annoyance, frustration, anger and depression, and these feelings may cause people to reject the new culture so that they notice only the things that cause them trouble, which they then complain about. In addition, they may feel homesick. bored, withdrawn during this period as well.
Fortunately, most people gradually learn to adapt to the new culture and move on to the third stage, known as ''adjustment''. During this stage transition occurs to a new optimistic attitude. As the newcomer begins to understand more of the new culture, things make more sense and the culture seems more familiar. As a result, they begin to develop problem-solving skills, and feelings of disorientation (迷失方向) and anxiety no longer affect them.
In Kohls’s model, in the fourth stage, newcomers undergo a process of adaptation. They have settled into the new culture, and this results in a feeling of direction and self-confidence. They have accepted the new food, drinks, habits and customs and may even find themselves enjoying some of the very customs that bothered them so much previously. In addition. they realize that the new culture has good and bad things to offer and that no way is really better than another, just different.
1.According to Paragraph 1, teachers may expect students to _______ in class in Australia.
A.obey teachers' instructions
B.ask for advice when necessary
C.have a discussion with partners freely
D.explore possible solutions by themselves
2.Which of the following might most Australians agree with?
A.Be just to all, but trust none.
B.Truth never fears investigation.
C.All work and no play makes Jack a dull boy.
D.Share joy is double joy and sorrow half sorrow.
3.What does the underlined word ''euphoria'' in Paragraph 6 mean?
A.Excitement. B.Confidence. C.Frustration. D.Conflict.
4.According to Kohls, if an exchange student from China has managed to host a summer Christmas event though he felt a bit awkward, he might be in Stage _______.
A.Four B.Three
C.Two D.One
5.In which column might this article appear?
A.Intercultural Communication. B.International Education.
C.Global Business. D.Leisure Guide.
6.According to the passage, what is the right attitude towards cultural shock?
A.When in a new culture, hold on to our own.
B.When in a new culture, accept the good things.
C.When facing difference in a new culture, accept it.
D.When feeling uncomfortable in a new culture, neglect it.
Pinocchio may be just a children's fairy tale, but Spanish scientists at the University of Granada recently investigated the so-called ''Pinocchio effect'' and found that our noses don't grow when we tell a lie, but actually shrink a bit.
Dr. Emilio Gómez Milán and his team developed a lie detector test that used thermography to tell if people were lying, and found that whenever participants in their research were being untruthful, the temperature of the tips of their noses dropped up to 1.2℃, while the temperature of their forehead increased up to 1.5℃. Scientists also found that drop in temperature at nose level actually caused it to slightly shrink, although the difference is undetected by the human eye.
''One has to think in order to lie, which rises the temperature of the forehead, '' Dr. Gomez Milan explained the findings. ''At the same time we feel anxious, which lowers the temperature of the nose. ''
For this study, researchers asked a number of 60 students to perform various tasks while being scanned by thermal imaging technology. One of these tasks involved calling a 3 to 4 minutes call to their parents, partner or a friend and telling a significant lie. Participants had to devise the lie by themselves during the call, and the thermal cameras picked up this ''reverse Pinocchio effect'' caused by the fluctuation (起伏) in temperature in the nose and forehead.
Interestingly, the thermal lie doctor picked up the temperature difference in 80 percent of test subjects, which is a better rate of success than that of any modern lie doctor.
''With this method we have achieved to increase accuracy and reduce the occurrence of 'false positives', something that is frequently with other methods such as the polygraph (测谎仪) , '' said Dr. Emilio Gómez Milán, who added that law enforcement interviewers could one day combine other lie detection technology with thermal imaging to achieve better results.
The thermal lie doctor has been the most reliable in the world, 10% more than the popular polygraph.
1.Why does the author mention ''Pinocchio'' at the beginning?
A.To tell a fairy story B.To warn us not to lie.
C.To introduce a research. D.To inspire us to doubt old beliefs.
2.According to the research, what might happen if you tell a lie?
A.Your nose gets longer.
B.Your nose becomes smaller.
C.Your temperature gets higher.
D.Your temperature remains stable.
3.What can we learn about the research?
A.Researchers conduct the study by interviewing.
B.Researchers design difference lies for participants.
C.The thermal lie detector will prove a popular one.
D.The thermal lie doctor may assist law enforcement.
4.Which might be the best title for the passage?
A.Will lie detectors tell the truth?
B.Will lying make your nose longer?
C.Will lying make your temperature rise?
D.Will thermal imaging technology be reliable?
Your first big-screen experience is likely to have been Disney productions --- whether we are talking about Snow White and the Seven Dwarfs or Frozen --- that have long been considered safe, healthy choices for kids, and pictures that parents can feel they don’t need to screen in advance.
When you are a big person, a movie seen in a theatre is much larger than life; when you're a little person, it can be like a new entry opening in the universe. Those experiences matter, and Disney knows the power --- and the profit potential --- of what's in its values, which helps explain the studio's ongoing strategy of remaking its most popular animated films, often in live-action versions.
How do you feel about director's interpretation of these movies, a combination of live-action filmmaking techniques, virtual-reality methods and computer-generated imaginary, depends largely on how you feel about the original. The stories, even with a gently updated script, are roughly the same. If you've seen the original, you know how the rest of them go.
In the following years, we'll also watch other Disney’s remakes such as Mulan. Any children raised by Disney films would think that this is a great time to be alive. Right?
But judging by critics’ ratings of some live-action movies, it seems that the powerful studio has been unable to wow audiences.
So why more live actions?
The money
Let's face it: Walt Disney Pictures is all about generating more revenue. Even though it did not manage to capture critics, it still managed to catch the audience's hearts. And that is more than enough. After all, films are not made to entertain critics; it's all about creating an ultimate cinematic experience for casual moviegoers. And as long as they're entertained with new interpretations of beloved stories, why stop making live-action films?
Inclusion
When you spend your entire childhood dancing and singing along to these characters, it's beyond magical to see them again when you’re an adult and are the same age as them. That's one of the few magical effects of movies. Not to mention, Aladdin's South Asian cast is also a strong statement for the world. Perhaps this is also the reason why Disney wants Mulan to have an all Asian cast. Let's hope they're not the only ones and Disney is bringing more diverse stories to be told.
Nostalgia (怀旧)
All of these Disney remakes are designed to fuel the nostalgia of boomers, Gen X-ers and millennials, and many of the moviegoers who grew up with these movies, in particular, now have young kids of their own. Little wonder the studio is seeing big dollar signs in them.
1.Disney productions are parents' first choice for kids because they _______.
A.promote children's overall health
B.don't need booking in advance
C.don't need a screen to enjoy them
D.have been enjoying a good reputation
2.Your feeling about the live-action films remade mainly relies on _______.
A.the film-making technology
B.the popularity of the films
C.the familiarity with the story line
D.the computer-generated imaginary
3.In the author's opinion, what could be the main reason for Disney's more live actions?
A.It's trying its best to satisfy both critics and audience.
B.It's sparing no efforts to earn as much revenue as possible.
C.It's seeking and adding global elements to make diverse stories.
D.It's bringing back those sweet memories to its loyal aging fans.
