相关试卷

Stereotypes (刻板印象) are widely held but very general, simplified opinions about other people. Many of us start to use stereotypes at school — the cool kids or the hot kids — we know all the different ones by heart.

Looks, clothes, personal traits (特征) and interests are all aspects which, on the surface of it, make us different from our contemporaries. Students pounce on these in order to categorise others. "When you're a social animal, you need to understand who is a member of your pack, and who is a member of a different pack," says psychology professor, John Dovidio.

A girl dressed all in black may seem a bit depressed. But perhaps, deep down inside, she just likes black and is actually cheerful. She has the same interests as you — (the "cool kid") — but she just dresses differently. The problem of typecasting is that it involves using labels which are merely shells (外表) containing assumptions. It makes one wonder why people see only a narrow view of a complicated human being.

According to Dovidio, even if we think we don't stereotype others, we do. "We categorise immediately and without thinking," says Dovidio. "And we stereotype others not just on their appearance, how they dress or act, but — wrongly — on their race and sex too."

Student stereotypes may have special meanings, as teens are in the process of forming their own identity and figuring out who they feel most comfortable with. To some extent, stereotyping offers a sense of order, direction and connection to the close friends they make over time. But it's too simple to make assumptions that "they" — teenagers in other groups — are alike or different from "us". It's easy to throw a group of people into a bucket (水桶) and judge them as a whole; it's much more difficult to look at each person as an individual. On the other hand, Jim, another high school student, says "by labelling people we're actually highlighting similarities not differences. If we didn't stereotype, it would make many things today impossible. Think of marketing studies focused on specific audiences, or clubs for people with similar interests or hobbies."

When I win at my favourite games, my opponents tend to say: ‘OH, you're so competitive!' But when I lose, they smile good-naturedly and say: ‘Bad luck! Good game!'

This suggests that accurate sporting expressions should go something like this:

I am sporty.

You are competitive.

They can't bear to lose.

Or:

I gave it a go.

You did your best.

He tried desperately hard.

I'm not saying I don't have a competitive personality. We all do. On walks, I like to be out in front. In traffic jams, I find myself focusing on cars in other lanes, and fret if they edge ahead of me. I tense up while waiting for trains, determined to be first aboard. The other day, I was one of the first to board a train, grabbing a perfect spot in first class. Yes, I had won! Just halfway, I went to get a free drink for a first-class seat from the buffet. But I had left my ticket on my table. I worked out that, if I moved very swiftly, I could nip (快走) through two carriages, and nip back without anyone taking my place at the front of the queue.

So I rushed back, picking up my ticket, and turned back. I was at the beginning of the second carriage, when, to my horror, I noticed, another figure, roughly my size, shooting towards the buffet from the other direction.

Desperate to arrive before he did, I started walking faster. But at exactly the same moment, he started walking faster, too. Trying to retain my dignity, I broke into a running. Whatever happened, I was determined to win! But, annoyingly, at the same time as I sped up, so did he. The race was on.

Finally, in my rush, I knocked into a suitcase and stumbled slightly. Still with my eyes on my challenger, I noticed that-strange but true-exactly the same thing had happened to him.

It was only as we both lifted ourselves up in exactly the same way that I realised that, throughout the race, I had been looking at a reflection of myself in the sliding door!

My competitor for first place in the buffet queue was...me.

As a child, I was proud of my southern origin. My own voice reflected my family's past and present-part northern Mississippi, part Tennessee, all southern. There was no sound I loved more than my grandmother's accent: thick, sweet, warm.

While growing up, I began to realize outside of our region, southerners were often dismissed as uncultured and ignorant. I was ready to leave behind my tiny town in West Tennessee, starting a new life and jumping at big chances in some far-off cities. In that embarrassing space between "teen" and "adult", my accent was a symbol of everything I thought I hated about my life in the rural South. I feared it would disqualify me from being a noted magazine writer. I would have to talk less "country". So I killed a piece of myself. I'm ashamed of it, but I'm more ashamed that I tried to kill that part of someone else-change Emily's accent.

I met Emily in college. She was determined to work for the student newspaper, which was where I spent most of my waking hours, and we became friends. She, unlike me, accepted her roots. Early in our friendship, her mother asked where I was from, assuming it was somewhere up north. Then I felt my efforts paid off and even wanted to ignore the mistake. 

Emily is two years younger and she cared about my opinion. I advised her to be more like me and hide her signature Manchester accent. I stressed that throughout our college years, often by making fun of her vowel (元音) sounds. I told myself I was helping her achieve her dream of working as a reporter. Now, I see that it was actually about justifying my hiding part of myself. 

Grandma Carolyn used to tell me, "Girl, don't forget where you come from." Now I truly understand that. Many things have faded from memory, but this sticks in my mind with uncomfortable clarity. Now that I am grown and have left the South, it's important to me.

注意：1. 词数100左右；
2. 可以适当增加细节，以使行文连贯。

参考词汇：传统美德traditional virtues

增加：在缺词处加一个漏字符号(∧)，并在其下面写出该加的词。

删除：把多余的词用斜线(\)划掉。

修改：在错的词下划一横线，并在该词下面写出修改后的词。

注意：1. 每处错误及其修改均仅限一词；2. 只允许修改10处，多者(从第11处起)不计分。

Now million of people are suffering hunger while tons of food are being wasted. So it is a honor for me to speak here with the theme of "Say no to food waste".

Food waste has huge impacts. Not only does it waste energy, but also it contribute to global warming once throw out into the landfills. Thankfully, our efforts have made to deal with the issue. We can help prevent food waste by adopting to food conservation strategies daily. When cooking at home we should careful plan meals and not cook more than which is needed. We should order only according to their needs and take the leftovers home before eating outside. It's high time that we took action!

Zhang Ying, head of WeChat Pay, introduced that WeChat Pay is beginning to attempt the launch of "WeChat Palm(手掌) Payment", during the 2023 Open Class PRO (host) by WeChat last night.

According to the (introduce), in the future, users can bind (绑定) their membership cards, transportation cards, etc. to their palms (achieve) "one palm to rule them all". They can consume, pass through and verify their identity without carrying a phone, is extremely convenient.

Now this feature (attract) businesses to jointly develop the technology continuously. Although the official arrange time has not been announced, given WeChat's speed, it is highly likely we will be able to use palm payment this year. According to previous tests, users only need to register palm information on palm-scanning devices and link it to their (privacy) WeChat account. They can complete payments directly by (scan) their palms when consuming offline, solving the embarrassing situation of difficult-to-use face-scanning offline.

Moreover, in terms of principle, palm pattern recognition should be  (easy) than facial recognition, and  degree of individual difference is relatively large, making it more secure.

His name was Fleming, and he was a poor Scottish farmer. One day, while ploughing in field, he heard a cry for 1  coming from a nearby bog  (沼泽). He 2  his tools and ran to the bog. There, with his waist 3  in mud, was a terrified boy, screaming and struggling to 4 himself. Farmer Fleming saved the boy from what could have been a 5  and terrifying death.

The next day, a fancy carriage 6 to the Scotsman's poor surroundings. A(n) 7 dressed nobleman stepped out and introduced himself as the 8 of the boy Farmer Fleming had saved. "I want to 9 you," said the nobleman. "You saved my son's life."

" No, I can't accept the 10 for what I did," the Scottish farmer replied, waving off the 11 . At that moment, the farmer's own 12 came there.

" Is that your son?" the nobleman 13 .

"Yes!" the farmer replied 14 .

" I'll make you a 15 . Let me provide him with the level of education my own son will enjoy. If the boy is anything like his father, he'll no doubt 16 to be a man we both will be proud of." And that the nobleman did.

Farmer Fleming's son attended the 17 schools and in time, graduated from St. Mary's Hospital Medical School in London, and went on to become 18 throughout the world as the noted Sir Alexander Fleming , the 19 of Penicillin.

Years afterward, the same nobleman's son who was saved from the bog was 20 with pneumonia(肺炎).What saved his life this time? Penicillin!

How to show up for teens when big emotions arise

Being a teenager is hard. Every day holds the possibility of emotional highs and lows, and parents don't always know how to be supportive. Lisa Damour , a clinical psychologist, says instead of jumping into problem-solving mode, parents can learn to ride the wave of emotional management with their teens. :

●When a teen is experiencing low self-esteem, Damour says comfort doesn't work nearly as well as we would like. . Try saying, "You know that's not true, but it must feel awful to feel that way."

●Talking about emotions is good, but there can be a tipping point (引爆点) when talking too much about feelings. In this case, Damour suggests comforting and then shifting a teen who's overprocessing their emotions into a healthy distraction. .

●For the teen who doesn't talk about their feelings, . Listening to music, playing sports and making art are healthy ways for teens to work through emotions that don't involve having a discussion.

●. But Damour notes that when a teen's feelings are out of control and they're using destructive behaviors to cope, it's time to step in and give more support or seek professional help.

A. Worse still, it brings more conflicts

B. Here are some of Damour's takeaways

C. Avoiding contact with them is a possible option

D. Instead, Damour suggests empathizing how the teen feels 

E. Suggest doing an activity they enjoy and revisit the issue the next day 

F. Damour reminds parents of healthy non-verbal ways to process emotions 

G. Your teens deserve encouraging when their emotions are handled in a healthy way 

A group of small children sits cross-legged with their teacher, Steve, on a round carpet. He's a pre-K teacher at Lee Montessori Public Charter School's campus, and although I'm here to meet him, I almost don't spot him because he's at eye level with his students.

Mr. Steve is talking students through a geometry lesson when another student approaches to ask an unrelated question. This kind of distraction happens all the time in classrooms around the United States. Mr. Steve doesn't lose focus. He uses American Sign Language(ASL) to say "wait" — palms facing up, fingers wiggling — and the child waits quietly. When the lesson arrives at a natural stopping point, the student is invited to ask his question, and Mr. Steve silently responds by nodding his head along with his fist, which is sign language for "yes".

This isn't a school for students with hearing disabilities, but Mr. Steve uses ASL as part of a broader approach to minimize noise in the classroom. And it's noticeably quiet.

"Silence is kind of a peak achievement in a child's ability to control themselves," Steve says. " We create the conditions for children to concentrate."

Unlike this classroom, the city outside is full of noise. And studies show that too much noise, particularly loud noise, can hurt a child's cognitive development , especially for language-based skills such as reading. That's because noise distracts developing brains and makes it more difficult for children to concentrate. But when their environment is quiet enough for them to pay attention to sounds that are important or particularly interesting to them, it is a powerful teaching tool.

"Young children's brains are longing for sound-to-meaning connections, so it's very important that the sounds around them be nourishing and meaningful," says Nina Kraus, a neurobiologist at Northwestern University. She believes turning down the noise in our lives starts with embracing — even enjoying — silence.

Forests are feeling the heat. In places like the American West, rising temperatures and drought mean less water for trees. Now, scientists have found that thinning early in forest growth creates tougher trees that can endure climate change. What's more, these thinned forests can suck carbon out of the air just as fast as thick forests.

"When it comes to carbon storage and climate change adaptation, we can      have our cake and eat it too," says Andrew Larson, forest ecologist and author of the new study. " It's a win-win."

As trees grow, they convert carbon dioxide to food and store it in their leaves, trunks, and roots. But if trees get too crowded, they compete for light and water. Removing some trees can ease the competition, letting the remaining trees grow big and healthy. But scientists worry that removing trees can reduce forest carbon storage.

To see whether the climate trade-off truly exists, scientists tapped into a long-term experiment in northwestern Montana. In 1961, U.S. Forest Service officials started the experiment in a young forest of western larch. The forest was broken up into plots. In some plots, the 8-year-old trees were thinned from tens of thousands per hectare down to 494 per hectare. These trees grew thick trunks and broad tree shades. Other plots were left alone, and the trees there grew tall and skinny as they competed for sunlight. The original study was rooted in an interest in growing timber rapidly. But the scientists at the University of Montana sprouted a new question: How did tree density (密度) influence carbon storage?

To find out, they measured tree height, diameter, and width of branches to estimate the amount of carbon stored. They also calculated the carbon contained in other plants, dead wood, and forest floor debris. The research showed total carbon was nearly the same in both forests. The un-thinned forest had more trees, but the thinned forest compensated with bigger trees.