假设你现在正参加一场英语演讲比赛，你抽到的题目是“Smile for life, and every day will be sunshine”.请你就该话题展开演讲。你的演讲必须包含以下三个方面的内容：
你对此话的理解；
2. 用一个事例来支持你的观点；
3. 总结发言。
注意：1. 词数：1 20左右；
2．文章的开头已经给出，不计入总词数；
3．可适当增加细节，使行文连贯。
Ladies and gentlemen,
It’s my honor to give a speech here. My topic of speech is “Smile for life, and every day will be sunshine.” _________________________________ ___
_________________________________ ___
Thanks for your attention.
Ladies and Gentlemen：
Welcomed to the West Lake. First of all, let me make a brief introduction for it .
The West Lake like a shining pearl lying in the west of Hangzhou City. Surrounded by hill on the three sides, it is famous for it beautiful scenery, a plenty of historic sites and a variety of local products. Legend has it that the West Lake was a jewel falling from heaven when geologists insist this place had been a shallow sea gulf before it became that it is today. In any case, the West Lake inspired poets and painters for centuries. Enjoy your trip. Thank you !
1._____ People with intellectual disability form one of the largest single disability groups in a community. Intellectual disability refers to a general slowness to learn and function within society, and the identification of intellectual disability is usually based on an assessment of a person's performance in a variety of tests. An individual's level of performance, as assessed, can change with time and circumstances. With skilled training and opportunity for development, people with intellectual disability have much greater potential for acquiring skills and for participation in community life than previously had been thought possible.
2._____ In many western societies, five categories of intellectual disability have traditionally been used in order to indicate the perceived degree of difficulty an individual has with learning. All five may occur in either children, adolescent or adult, and show as mild, moderate, severe, profound or multiple intellectual disability.
3.______ For the majority of intellectual disabilities, there is no identifiable cause but there are some causes that are well documented. They include: brain damage at birth due to lack of oxygen--- prolonged labor during childbirth; brain damage before birth due to factors such as rubella, drug or diet-related problems; damage after birth due to illnesses such as encephalitis or accident; hereditary defects in the genes; abnormal chromosome count resulting in, for example, Down Syndrome.
4.______ Like everyone else, people with an intellectual disability need a rewarding job, a satisfying place to live and a good social life. But they may need extra support to achieve these things. Good support services are based on the principle of normalization---which means enabling people to be part of the community like everyone else.
5.______ With the introduction of the intellectually disabled into communities, there is a need to promote awareness of communication. Although many people may have little experience in talking with an intellectually disabled person, there are common guidelines that can simplify the interaction. Firstly, it is useful to remember that people with disabilities have feelings .Speaking in the same friendly manner as you would to anyone else is also recommended. Being prepared to wait a little longer for replies during a conversation with an intellectually disabled person would undoubtedly benefit the exchange.
List of Headings
A. What do people with an intellectual disability need?
B. What is intellectual disability?
C. How do people with an intellectual disability talk?
D. What are the forms of intellectual disability?
E. What causes intellectual disability?
F. How do you talk to a person with an intellectual disability?
“Mom, I have cancer.” These four words catapulted my son and me on a journey that lasted two years. On that day I felt a wave of paralyzing fear.
Scott was the oldest of my four children. He was 33 years old and a successful assistant principal at SamRayburn Hifht School in Pasadena, Texas. He and his wife Carolyn were busy raising four active children. Scott was 6’2’’, weighed 200 pounds and had never been sick a day in his life.
A few month earlier a mole（痣）on his neck had changed color. “Dr.Warner called,” Scott said that spring morning. “It’s melanoma.（黑素瘤）” I tried to comfort him, naming all the people I knew who had survived skin cancer. Yet, I felt small tentacles of fear begin to wrap around my chest.
Our next stop was MDAnderson, the famous cancer hospital in Houston. Scott had surgery at the end of May and was scheduled for radiation treatments over the summer recess. “There is an 80 percent chance it won’t reoccur,” the doctors said. At the end of summer, all his tests came back negative and Scott was back at school in the fall. However, in December, Scott discovered a lump on his neck. It was examined and the result came back “malignant.（恶性的）” We now realized that Scott fell into the 20 percent category. I could feel the tentacles tightening around my chest. He entered the hospital for an aggressive treatment, a combination of interferon and interleukin.
After five months of treatment, he had radical surgery on his neck. The test results were encouraging, only three of the 33 lymph nodes（淋巴结） removed were malignant. We were very hopeful.
For the next six months, Scott’s follow-up visits went well. Then in October, X-ray revealed a spot on his lung. The spot was removed during surgery and the doctors tried to be optimistic. It was a daily battle to control the fear and panic each setback brought.
In January, he was diagnosed as having had a “disease explosion.” The cancer had spread to his lungs, spine and liver and he was given three to six months to live. There were times during this period when I felt like I was having a heart attack. The bands constricting my chest made breathing difficult.
When you watch your child battle cancer, you experience a roller coaster of emotions. There are moments of hope and optimism but a bad test result or even an unusual pain can bring on dread and panic.
Scott was readmitted to the hospital for one last try with chemotherapy. He died, quite suddenly, just six weeks after his last diagnosis. I was completely destroyed. I had counted on those last few months.
The next morning I was busy notifying people and making funeral arrangements. I remember having this nagging feeling that something was physically wrong with me. It took a moment to realize that the crushing sensation in my chest was gone. The thing every parent fears the most had happened. My son was gone. Of course, the fear had been replaced by unbearable sorrow.
After you lose a child, it is so difficult to go on. The most minimal tasks, combing your hair or taking a shower, becoming monumental. For months I just sat and stared into space. That spring, the trees began to bloom; flowers began to pop up in my garden. Friendswood was coming back to life but I was dead inside.
During those last weeks, Scott and I often spoke about life and death. Fragments of those conversations kept playing over and over in my mind.
“Don’t let this ruin your life, Mom.”
“Make sure Dad re models his workshop.”
“Please, take care of my family.”
I remember wishing I could have just one more conversation with him. I knew what I would say, but what would Scott say? “I know how much you love me, Mom. So just sit on the couch and cry.” No, I knew him better than that. Scott loved life and knew how precious it is. I could almost hear his voice saying, “Get up Mom, Get on with your life. It’s too valuable to waste.”
That was the day I began to move forward. I signed up for a cake decorating class. Soon I was making cakes for holidays and birthdays. My daughter-in-law told me about a writing class in Houston. I hadn’t written in years, but since I was retired I decided it be time to start again. The local college advertised a Life Story Writing class that I joined. There I met women who had also lost their children. The Poet Laureate of Texas was scheduled to speak at our local Barnes and Noble. I attended and joined our local poetry society. I never dreamed that writing essays and poems about Scott could be so therapeutic. Several of those poems have ever been published. In addition, each group brought more and more people into my life..
I don’t believe you ever recover from the loss of a child. Scott is in my heart and mind every day. However, I do believe you can survive.
Scott fought so bravery to live and he never gave up. He taught me that life is a gift that should be cherished, not wasted. It has taken years to become the person I am today. The journey has been a difficult, painful process but certainly worth the effort and I know that my son would be proud.
1.How old was Scott probably when he died?
A．33 B．35 C．37 D．40
2.What does the underlined sentence “ The bands constricting my chest made breathing difficult” probably imply?
A．It implies that Scott’s mother was likely to have a heart attack.
B．It implies that there was something wrong with Scott’s mother’s chest.
C．It implies that Scott’s mother was very upset and panic because of Scott’s severe illness.
D．It implies that the cancer had spread to her chest just like her son.
3.Which of the following statements best shows the author’s feeling about Scott’s death?
A．It was a daily battle to control the fear and panic each setback brought.
B．She felt a wave of fear.
C．She felt a feeling of fear begin to wrap around her chest.
D．The fear had been replaced by unbearable sorrow.
4.From Scott and his mother’s conversation, we can know that Scott is ________.
A．considerable B．humorous C．determined D．sensitive
5.The author intends to tell us that___________.
A．it takes a long time to make a person recover from the shock of losing a child
B．Scott is proud of his mother
C．life is full of happiness and sorrow.
D．We’d better make our life count instead of counting your days.
6.What might be the best title of the passage ?
A．Life is valuable B．Grieving and Recovery
C．Love and sorrow D．Alive or dead
But what is teacher quality? How can one measure it reliably?
An analysis is issued on a sample of data from a Texas school district. Experts argue convincingly that teacher effectiveness should be measured by students’ gains on standardized tests: Mr. Smith is probably a better teacher than Ms. Brown if his students consistently improve their test scores more than hers do.
Though this approach is appealing, there are tricky issues. For example, what if Ms. Brown teaches in a school where students score so high there is little room for improvement?
The authors try to correct for this problem, as well as other sorts of measurement issues, to generate a measurement of teacher effectiveness. The paper is primarily concerned with how this measure is related to other observable characteristics.
The first finding is that there is a large variation in teacher effectiveness: some teachers consistently have a larger impact on their students’ achievement than others.
Second, easily observable characteristics like having a master’s degree or a passing score on the teacher certification exam are not correlated关联 with teacher effectiveness.
Then what does matter? The most important single influence is experience: first-year teachers are much less effective than others. The second year is significantly better, and by the fourth year, most teachers hit their stride.
It is not entirely clear whether this experience effect is learning by doing (the more you teach, the more effective you become) or survival of the fittest (those who are not good at teaching tend to drop out early.)
From my reading of the paper, both effects appear important and there is no simple answer. The data do suggest, however, that teacher effectiveness is pretty clear by the end of the second year, so the information to make an informed decision is available at that time.
The authors also investigate the contentious 有争议的issue of racial matching of students and teachers. Here they find strong evidence that minority teachers tend to be more effective with minority students. Again, it is unclear whether this is because of a role model effect (students respond better to a teacher of their own race) or an empathy effect 移情效应(teachers empathize better with students of their own race) or something else entirely.
The authors also look at teacher mobility. There is some evidence that teachers who quit teaching or switch schools tend to be below average in effectiveness. This is consistent with the survival-of-the-fittest model.
1.The schoolmaster could decide wisely whether to further employ the teacher by the end of the ______.
A. the first year B. the second year C. the third year D. the fourth year
2.The phrase “hit their stride” most probably means “______”.
A. reach their normal level B. become confident
C. walk with long steps D. get bored
3.The author of this passage holds the view that ______.
A. teachers will perform better with time passing
B. ineffective teachers should leave earlier rather than later
C. teacher’s effectiveness is apparent after a couple of years
D. a master’s degree will improve teacher’s effectiveness
4.Why do black teachers tend to be more effective with black students?
A. Students fell secure, so they respond better.
B. Teachers sympathize with students of their own race.
C. There are entirely some other identified reasons.
D. The reasons are far from clear and definite.
5.Which of the following may serve as the best title?
A. The Quality of Teaching
B. Impact of Teacher Quality on Student Learning
C. Different Sorts of Measurement Issues
D. Survival-of-the-fittest Model vs. Learning-by-doing Model
Sagrada Familia ( 2,056,448 visits/year)
Opening hours: 09:00—18:00 (October—March); 09:00—20:00 (April—September)
Admission: $ 11, or $ 10 with the Barcelona Card.
Disabled Access: Yes.
The temple have been under construction since 1882 and they’ve still got another 30 to 80 years to go before it will be finished. The project’s vast scale and its special design have made it one of Barcelona’s top tourist attractions for many years.
La Pedrera (1,133,220 visits/year)
Opening hours: November—February: 09:00—18:30; March—October: 09:00—20:00
Admission: $ 9.50. Save 20% with the Barcelona Card.
Disabled Access: No.
This building used to be called Casa Mila but nowadays it’s more commonly known as La Pedrera. It is a unique modernist building in Barcelona and was made of bricks and had colorful tiles (瓦). It was built between 1906 and 1912 by famous Catalan architect Antoni Gaudi (1852—1926) and in 1984 it was declared a UNESCO World Heritage site with other Gaudi buildings in Barcelona. Visitors to La Pedrera can see the amazing 800 square meters attic with 270 brick arches that give you a feeling that you are walking inside the skeleton (骨架) of a whale. The roof is equally impressive and is preserved exactly the way that it was built in 1912 with six staircases and seven chimneys each made in a unique style.
Barcelona FC Museum (1,032,763 visits/year)
Opening hours: 6th April—4th October: (Monday to Saturday) 10:00—20:00; the rest of the year: 10:00—18:30
Admission: $ 8.50 for entry to the museum and $ 17 for a guided tour.
Disabled Access: Yes.
When you buy your ticket you have two options. You can buy a ticket for the museum to see the football stadium or you can buy a dual (双的) ticket for $ 15 where you get to see the museum and the scenes at the club.
Miro Museum (518,869 visits/year)
Opening hours: Check the web site for details as they vary depending on the time of the year.
Admission: $ 8. Save 20% with the Barcelona Card.
Disabled Access: Yes.
This museum has a wide range of Miro’s work dating back as far as 1914. This artwork collection not only includes his paintings but also a good selection of sculptures (雕塑).
L’Aquarium de Barcelona (1,375,271 visits/year)
Opening hours: 09:00—19:00 (October—March); 09:00—20:00 (April—September)
Admission: $ 7. Save 10 % on the entrance fee to the aquarium with the Barcelona Card.
Barcelona Aquarium is a popular Barcelona attraction to take the kids and young ones. I have to admit I love the aquarium.
Picasso Museum (887,958 visits/year)
Opening hours: Check the website for details as they vary depending on the time of the year.
Admission: $ 9 for main exhibition—extra for special showings. Save 50% with the Barcelona Card.
Disabled Access: Yes. The museum has arranged Picasso’s paintings in chronological order from his early days to his final works. Arranging the paintings in this way gives you a fascinating insight into the development of Picasso thinking over time and shows how he developed the distinctive designs that he is famous for today. Very popular art gallery.
1.Which of the following attractions is the most popular with people?
A. Sagrada Familia B. La Pedrera
C. Barcelona FC Museum D.Picasso Museum
2.What do we know about the tourist attractions mentioned in the above passage?
A. Sagrada Familia is the largest building in Barcelona.
B. La Pedrera is well-known for its colorful material.
C. Barcelona FC Museum may attract football fans.
D. Miro Museum was built in 1914.
3.If you visit the stadium and the club with a tour guide in Barcelona FC Museum, you should pay ________.
A. $ 25.5 B. $ 32 C. $ 42.5 D. $ 34
4.What do the attractions have in common?
A. They are all famous for their architectural style.
B. They are available for the disabled people.
C. Their opening hours are changeable in different seasons.
D. Tourists can have a discount of 20% with the Barcelona Card.
