很多家长热衷于让孩子参加短期的海外游学活动．你班正准备就这一话题召开一次主题班会，请你依据下表用英语准备一篇发言稿，要点如下：
优点 | 1．拓宽视野 2．体验不同文化 3．提高口语水平 |
缺点 | 1．费用高 2．安全得不到保证 3．时间太短，效果不明显 |
你的建议 | （不少于两点） |
注意：
1．对所给提示，不要简单翻译，可适当增加细节，使行文连贯．
2．词数150左右．开头已给出，不计入总词数．
Overseas study tours are becoming more and more popular with Chinese parents．
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单词拼写-单句
1.A saying goes that one minuted performance on s______needs ten years' hard work．
2.Your computer is still under g______． You can have it repaired for free．
3.It is hoped that the relationship between the two countries can be s______ by the President's visit．
4.Of all the teams p______ in the competition， I think the Oxford team is the best one．
5.Before entering college， you need to receive education in primary， j______ and senior school．
6.These desks and seats can be______（调节）to the height of each child．
7.In order to stop poverty， the World Bank will provide______（技术的）assistance to developing countries．
8.You will have the chance to join one of these large assemblies and take part in the dancing， listen to traditional______ （叙述）of bravery， and play games．
9.The heating system in the hotel has an______（自动的）temperature control．
10.We must work harder to live up to our parents'______ （期望）．
A book on etiquette （礼节） explained the proper behavior Americans should follow in many different social situations． But in modern society， it is not enough to simply know the proper rules for behavior in your own country． International travel for work and pleasure is becoming increasingly popular， which makes it necessary for people to understand the rules of etiquette in other cultures as well．
Take， for example， the etiquette required in giving and receiving gifts． Cultural differences may appear even in such simple processes． In Western cultures， a gift can be handed over to the receiver with relatively little ceremony． When a gift is offered，the receiver typically takes the gift while expressing his or her thanks． However， in some Asian cultures，the act of giving is an important aspect of gift-giving，and this process may appear confusing or frustrating to Westerners． In Chinese culture， a receiver will typically refuse to accept the gift at first， with the understanding between the giver and receiver that after being turned down several times， the gift will finally be accepted． In addition， to show respect for the receiver， it is customary in several Asian cultures to use two hands when offering a gift to another person．
After receiving a gift， tradition may demand that the person open the gift right away or， alternatively， wait before opening the gift． In many Western cultures， etiquette requires the receiver to open the gift immediately and show appreciation for the thoughtfulness of the giver． In Asian cultures， on the other hand， the gift may be accepted with appreciation and then set aside to be opened later． The gift will then be opened in private in order not to show their greed or impatience．
Another tip for cross-cultural gift-giving relates to wrapping presents， especially in choosing the color of paper used to wrap a gift． In Japan， for example， white or very bright colors are traditionally not good choices for wrapping a gift． In Japanese culture， white is the color associated with mourning and bright colors may be considered by some people to be vulgar （庸俗的）．Plain white and black are also to be avoided when wrapping presents in China， because of the relation of these colors to funerals （葬礼）． Joyful colors such as red， yellow， and pink are preferred in Chinese culture． In contrast， Europeans seem to prefer softer colors for wrapping presents． A good rule of thumb for wrapping gifts， especially for business travelers， is to travel with unwrapped gifts， and then wrap the gift with paper bought in the country where the gift will be given．
Finally， when choosing the appropriate gift to give， a good rule to bear in minds is the following： "Never give vodka to Russians， chocolate to Belgians， or beer to Germans．" It is better to travel with quality gifts from one's own region or culture． These increase the chances of being appreciated in other cultures because of their unique nature．
Culturally Appropriate Gift-Giving
Brief Introduction | We need to have a good command of proper 1.and domestic gift-giving rules because of the increasing 2.of international travel． | |
Western cultures | Asian cultures | |
How to receive a gift | •Receivers take the gift， saying "thanks" to givers． | • Great importance are 3.to the act of gift- giving． •4.the refusals， receivers finally accept the Gift， which is common in China． •Giving gifts with two hands is a way to show respect for the receiver． |
When to open a gift | •Traditionally， receivers open the gift without 5.． •Givers are appreciated for their consideration． | •Receivers tend to set aside the gifts and 6.them privately later to avoid appearing 7.or impatient． |
How to wrap a gift | •Softer colours are accepted by people in European countries． | •Because of negative cultural meaning， white and bright colors are not good choices of the Japanese． •Chinese people 8.joyful colours to white and black． |
A good rule of 9.a gift to give | Quality gifts from one's own region or culture are more 10.to be appreciated in other cultures because of their unique nature． |
The story happened in India． An official and his wife are giving a large dinner party． They are seated with their guests-officers and their wives， and a visiting American-in their dining room．
A heated discussion springs up between a young girl who says that ______have grown out of the jumping-on-a-chair-at-the-sight-of-a-mouse era （时代）and a major who says that they haven't．
"A woman's ______in any crisis （危机），" the major says， "is to scream． And ______a man may feel like it，he has that ounce （盎司）more of ______than a woman has．"
The American does not join in the argument． He sees a（n）______expression come over the face of the _____， She is ______straight ahead， her muscles tightening slightly． She ______to the native boy standing behind her chair and ______something to him． The boy's eyes _____； he quickly leaves the room．
Of the guests， none ______the American notices this or sees the boy place a bowl of milk just ______the open doors．
The American comes to with a start （惊跳）．In India， milk in a bowl means only one thing-bait （诱饵）for a snake． He realizes there must be a cobra in the room ______he can't warn the others as the noise would frighten the cobra into _____．
He speaks calmly， "I want to know just what control everyone at this table has． I will count three hundred and not one of you is to move a（n）_____． Those who move will lose 50 rupees． Ready？"
20 people sit like stone images while he counts． He is saying "two hundred and eighty…" _____， out of the corner of his eye， he sees the cobra appear and ______the bowl of milk．______ring out as he jumps to slam the doors safely shut．
"You were _____． Major!" the host cries． "A man has just shown us an example of perfect self-control．"
"Just a minute，the American says， turning to his hostess． "Mrs． Wynnes， how did you know that the cobra was in the room？"
A faint smile ______up the woman's face as she replies "Because it was crawling across my foot．"
1.A. men B. women C. humans D. children
2.A. movement B. performance C. motivation D. reaction
3.A. while B. since C. unless D. as
4.A. carefulness B. selfishness C. control D. panic
5.A. amused B. strange C. blank D. puzzled
6.A. girl B. hostess C. major D. servant
7.A. staring B. sitting C. marching D. pointing
8.A. refers B. dashes C. walks D. gestures
9.A. explains B. whispers C. confirms D. offers
10.A. tighten B. soften C. widen D. lengthen
11.A. rather than B. other than C. more than D. less than
12.A. inside B. outside C. through D. into
13.A. for B. or C. so D. but
14.A. fleeing B. hiding C. striking D. jumping
15.A. person B. bowl C. eye D. muscle
16.A. after B. before C. once D. when
17.A. make up B. make out C. make for D. make off
18.A. Screams B. Shots C. Complaints D. Thanks
19.A. wrong B. right C. stubborn D. absurd
20.A. takes B. brings C. picks D. lights
It was a bright， clear February afternoon in Gettysburg （葛底斯堡）． A strong sun and layers of warm clothes did little to ease the biting cold． From the top of Little Round Top， we looked down on the wheat field where the young men fighting there had fallen so close together that one could not see the ground． A frozen wind whipped tears from our eyes． Despite the cold， it was hard to leave this place．
Driving east out of Gettysburg on a country road， the gray car ahead of us ran into a small truck on the passenger side when it tried to take a left turn at a rural crossroad． We immediately pulled over to investigate． The driver of the car looked fine，but the truck driver was unconscious and starting to turn blue． A young man from a house at the crossroads called an ambulance．
There were six empty beer bottles on the floor of the truck． I could smell beer through the window． I knew I had to move him to open his airway （气管）．I had no idea what neck injuries he had suffered． He could easily end up paralyzed （瘫痪的）．But he'd be dead before the arrival of the ambulance if I did nothing to help him．
An image flashed before my mind． I could see the truck driver sitting in a wheelchair in the courtroom． I could see his lawyer pointing at me and shouting at title jury： "This young doctor， with still a year left in his residency training， took it upon himself to move this seriously injured man， condemning him forever to this wheelchair…"
What was I going to do？
The response from long hours in the emergency room came to me． I pulled off my overcoat and rolled up my sleeves． The trick would be to keep his head up while I moved his body， so that his probable broken neck and spinal-cord injury wouldn't be made worse．
With Amy's assistance， I lifted him off the window． He was deep blue now； his pulse was rapid． The alcohol turned my stomach， but I tried to blow air down his mouth into his lungs．
Amy brought me a large needle from my car． My numb hands， covered with freezing blood and bits of broken glass，were trying to find the thyroid gland （甲状腺）． It was a lucky first shot． I placed a second needle next to the first． Almost immediately， the driver's face turned bright red． After a minute， his pulse slowed down and his eyes moved slightly． An ambulance approached from the distance．
The ambulance captain took down my name and address for his reports． I had just destroyed my career． I would never be able to finish my residency training if the man put the law on me． My life was over．
The ambulance crew had controlled the bleeding and began giving the truck driver a drip （输液）． He was slowly waking up． As they loaded him into the ambulance， I saw him move his feet． Maybe my future wasn't lost．
A few days later， I went into the office of my senior professor． "You did the right thing medically． But， do you know what you put at risk by doing that？" he said strictly． "What was I supposed to do？" I asked． "Drive on，' he replied． "If that driver had turned out to be paralyzed， you might never practice medicine again． You were a very lucky young man．"
The day I graduated from medical school，I took an oath （誓言）to serve the sick and the injured． I remember truly believing I would be able to do just that． But I have found out it isn't so simple． Despite my oath， I would drive on．
1.What did the writer see when he stopped his car to investigate？ ______
A. The truck driver was fine．
B. The car driver's face was turning red．
C. The truck driver was unconscious．
D. The car driver had drunk much beer．
2.What happened after the truck driver's eyes moved slightly？ ______
A. He was lifted off the window．
B. The writer blew air down his mouth into his lungs．
C. The writer found his thyroid gland．
D. The ambulance crew loaded him into the ambulance．
3.What does the underlined sentence "Maybe my future wasn't lost" mean？ ______
A. The writer wouldn't necessarily be taken to court．
B. The driver was so fortunate．as to be saved by the senior professor．
C. The ambulance crew had given the driver the best treatment．
D. The writer would have a promising career after his residency training．
4.What can we infer from the professor's words？ ______
A. Offering timely help could have taken the writer to court．
B. The unreasonable law against doctors needs to be changed．
C. The writer's unthoughtful kindness wouldn't affect his future．
D. The writer shouldn't have driven on．
5.Which of the following sentences best reflects the theme of the story？ ______
A. You were a very lucky young man．
B. I remember truly believing I would be able to do just that．
C. I could see his lawyer pointing at me and shouting at the jury…
D. I would never be able to finish my residency training if he put law on me．
6.What's the best title of the passage？ ______
A. A professor's warning B. A doctor's dilemma
C. An accident in Gettysburg D. An oath in the court
People asked to imagine how flooding or droughts would affect particular people or places were more likely to engage in environmentally friendly actions．
Many people view climate change as a distant threat． But having them imagine the tangible （有形的） consequences of resulting droughts or floods may help change this idea and encourage proenvironmental behavior， a new study suggests．
Researchers asked 93 college students to read a report on temperature anomalies （异常），floods and other climate change-related events that have affected the island． The scientists then asked 62 of the participants to write down three ways in which such phenomena might impact their future lives． Half the people in that group were instructed to imagine such situations in detail． The remaining 31 students did not complete either the writing or imagining steps， acting as a control group．
All the participants then rated their ideas of climate change risks by responding to questions such as "How likely do you think it is that climate change is having serious impacts on the world？" They used a scale from 1 （"very unlikely"） to 7 （"very likely"）． The average score was higher among subjects who had been asked to envision detailed situations than among those who had not． The results were later confirmed in a second experiment involving 102 participants．
Participants in the first experiment who had imagined the effects of climate change were more likely to say they would use air conditioning in an energy-saving manner． In the second experiment， nearly two thirds of people in the visualizing （想象） group signed up to help clean a beach， compared with 43 percent in the nonvisualizing one． And when offered a choice of a vegetarian （素食主义的）or nonvegetarian lunch box， nearly half the visualizers selected the environmentally friendlier meatless choice-compared with about 28 percent of the nonvisualizers．
The researchers did not track people to see if they behaved differently in their day-to-day lives-something further studies should examine， says study co-author Wen-Bin Chiou． Moreover， the research ''should be done again in other places with other populations，" says Robert Gifford， a professor of psychology at the University of Victoria in British Columbia， who was not involved in the work．
The findings could be applied to raise public concern about climate change， Chiou says． For example， he suggests that news reports about the phenomenon could include vivid descriptions of its effects on people，s lives and ask readers to imagine experiencing such impacts． Having virtual-reality demonstrations （展示）in local science museums of the consequences of climate change would be another way of putting the research into practice， Chiou adds．
1.Which of the following statements about the study is true？ ______
A. Only one experiment was carried out for the study．
B. Professor Robert Gifford played a key role in the study．
C. The control group only completed the writing step in the experiment．
D. Participants asked to imagine detailed effects scored higher than those who weren't．
2.Future studies will probably be about whether ______ ．
A. it is true of other populations in other places
B. more money will be donated to the people affected by climate change-related events
C. people choose vegetarian lunch boxes in their daily lives
D. climate change will cause people to think about joining in a control group
3.To put the research into practice， Wen-Bin Chiou suggests that ______ ．
A. the government call on people to live a low-carbon life
B. people use air conditioning in an energy-saving manner
C. people experience possible effects of climate change through virtual reality facilities
D. news reports provide vivid descriptions of the effects of climate change on peoples5lives
4.The passage mainly tells us that ______ ．
A. different people may have different reactions to climate change
B. different forms of climate change may affect people's ideas in different ways
C. people may change their behavior after thinking about the vivid impacts of climate change
D. college students show great concern for the people affected by climate change
