[039] - Đề thi thử tốt nghiệp THPT 2024 - Môn Tiếng Anh - TRƯỜNG THPT HÀ TRUNG - THANH HÓA

Kids fight with their friends for (34)________ reasons, from misunderstandings to arguing over a toy to feeling left out to instances of bullying. These fights can be short-lived, episodic, big blowouts, or even end a friendship. Emotions can run high and their reactions can be big. (35)________, note that some kids will keep their feelings inside and/or have trouble establishing healthy boundaries in their relationships. Children of all ages, from toddlers to teens, vary in their ability to effectively handle these conflicts. And parents are often left wondering how to help and may worry about why their child is fighting with their friends. It is absolutely common for kids to experience peer conflict. In fact, these fights can actually be (36)________ for your child by giving them a chance to practice their prosocial skills.
Conflict supports children and youth in navigating differences, learning to manage and effectively communicate difficult emotions, developing moral frameworks, and overall building social skills and (37)_______, including empathy. Additionally, disagreements can be opportunities for your child to recognize their feelings, accurately communicate them, and express what they need. These are all important socio-emotional skills to develop that will help your child navigate their relationships. Still, these fights can cause a lot of emotional distress for the kids involved and are not always handled in a manner (38)_______ gracefully resolves the conflict. This is where parents can offer guidance and step in, as needed.

How do you feel about nature? After spending hours indoors, do you often like going outside for a walk? Or if you work for hours at your office desk, do you feel better when you take a break and visit your local park? Most people think that nature is good for us; it is good for our bodies and good for our brains. However, humans are spending more time inside and less time outside. For example, the number of visitors to Canada’s national parks is getting lower every year. And in countries such as the USA, only 10% of teenagers spend time outside every day. Many doctors feel that this is a problem in the twenty - century, and that is making our physical health worse.
As a result, some doctors are studying the connection between nature and health: one example of this is the work Dr Matilda van den Bosch in Sweden. The doctor gave people a maths test. During their test, their heart rate was faster. After the test, one group of people sat in a 3D-virtual-reality room for fifteen minutes with pictures and sounds of nature. Their heart rates were slower than people in the other group. The virtual contact with nature helped them feel more relaxed. Another good example of how nature is good for health comes from Canada. In Toronto, researchers studied about 31,000 people living in cities. Overall, they found that healthier people lived near parks.
Because of studies like these, some countries and cities want nature to be part of people’s everyday life. In Dubai, for example, there are plans for a new shopping mall with a large garden so shoppers can relax outside with trees, plants and water. In some countries, such as Switzerland, “forest schools” are popular, schoolchildren study their subjects in the forests and do lots of exercise outside. And South Korea is another good example: it has new forests near its cities and around 13 million people visit these forests every year. So, after building cities so long, it’s now time to start rebuilding nature.

In an effort to rekindle the dying embers of a once strong communal spirit, selected high schools are piloting a community service scheme. This service directive requires students to complete a predetermined number of field hours, sometimes as many as 60, to graduate. Those advocating it perceive it as a unique opportunity to help young adults look beyond their personal needs, and concern themselves with the needs of other less fortunate members of their community. Active involvement, albeit compulsory, in community affairs is considered by them to be a good way to create awareness of social issues and promote communal values and ideals. Rather than existing as isolated individuals, we need to form a dynamic group and pool our valuable resources to create a community that is proactive and highly responsive to its needs. To do this we need to, once again, foster an interest in the general well-being of our communities.
Our children need to be taught the significance of civic responsibility within a real-world context. It is not enough to teach children about social issues prevalent in our societies today. This information is as good as lost when taught in a static classroom. A practical, hands-on approach, on the other hand, where children come into contact with real events and circumstances, will go a long way in broadening their understanding of how people, regardless of background, are affected by them. This insight has the potential to spawn feelings of altruism and empathy, which are the foundations of a strong social fabric and important indicators of a collective conscience.
This incentive has been piloted by different districts with varying degrees of success. While nobody doubts the value of community service, there are those who question the legitimacy of making it compulsory. They are of the opinion that where it has failed it has done so because people, notwithstanding age, cannot be forced to contribute. The crucial factor is interest which needs to be generated so that involvement is voluntary, not forced.