Two friends have an argument that breaks up their friendship forever, even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact, according to an official report on youth violence, “In our country today, the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but the terrible reality of violence”. Given that this is the case, why aren’t students taught to manage conflict the way they are taught to solve math problems, drive cars, or stay physically fit?
First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult. For example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isn’t in the sandwich, but in the way students deal with the conflict.
Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution: stay calm. Once the student feels calmer, he or slid should choose words that will calm the other person down as well. Rude words, name-calling, and accusation only add fuel to the emotional fire. On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control.
After both sides have calmed down, they can use another key strategy for conflict resolution: listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker’s position. Then the two people should change roles.
Finally, students need to consider what they are hearing. This doesn’t mean trying to figure out what’s wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn’t, careful thought helps both sides figure out a mutual solution.
There will always be conflict in schools, but that doesn’t mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility, “64% of the teachers reported less physical violence in the classroom; 75% of the teachers reported an increase in student cooperation; and 92% of the students felt better about themselves”. Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.This article is mainly about .
| A．the lives of school children | B．the cause of arguments in schools |
| C．how to analyze youth violence | D．how to deal with school conflicts |
From Paragraph 2 we can learn that .
| A．violence is more likely to occur at lunchtime |
| B．a small conflict can lead to violence |
| C．students tend to lose their temper easily |
| D．the eating habit of a student is often the cause of a fight |
Why do students need to ask themselves the questions stated in Paragraph 5?
| A．To make clear what the real issue is. |
| B．To get ready to try new things. |
| C．To find out who is to blame. |
| D．To figure out how to stop the shouting match. |
After the conflict resolution program was started in Atlanta, it was found that .
| A．more teachers felt better about themselves in schools |
| B．there was less student cooperation in the classroom |
| C．there was a decrease in classroom violence |
| D．the teacher-student relationship greatly improved |
The writer’s purpose for writing this article is to .
| A．complain about problems in school education |
| B．teach students different strategies for school life |
| C．inform teachers of the latest studies on school violence |
| D．advocate teaching conflict management in schools |
I got my first driver’s license (执照) in 1953 by taking driver education in my first year at Central High School in Charlotte, North Carolina. Four years later when it was time to renew my license I was a married woman. Henry and I were living in Baltimore, Maryland. Two weeks before my 20th birthday, Henry drove me to the motor vehicle office on a hot July afternoon. When I got to the office and showed to the man behind the counter my North Carolina driver’s license，ready to renew, the man told me that I was under age by Maryland law since I was not yet 21. “Mr
. Henry Smith, your husband, will have to sign for you,” he said.
I argued, pointing to a very large belly (肚子) of mine, “I am married. I am having a baby. Why should I have to have someone sign for me to drive?” He answered coldly, “It’s the law, madam.”
Henry encouraged me to calm down, just go ahead and get the license and be done with it. “No,” I said. I refused to have him sign for me. So I left without a Maryland license.
I called the North Carolina Motor Vehicle Office and renewed my NC license by mail — using my name Susan Brown. And thus it was for the next twelve years. Since Henry was in the army I could drive under my home state license. By the time Henry left the army we were once again living in Maryland, and I had to take the Maryland driver’s exam. Since then I just go in and renew every four years—sign the name Susan Brown, have my new picture taken, and walk out with a license to drive.Susan got her first driver’s license _________.
| A．before she got married to Henry |
| B．when she was twenty years old |
| C．after she finished high school |
| D．when she just moved to Maryland |
We can infer from the text that in the U.S. _________.
| A．American males should serve in the army |
| B．different states my have different laws |
| C．people have to renew their licenses in their home states |
| D．women should adopt their husbands’ family names after marriage |
Howling is a behaviour commonly observed among a wolf pack. As pack animals, wolves work together to hunt and rely on howling as an important means of communication among each other. There are different explanations of a wolf’s howl and it appears that there may be more to discover.
One theory is that wolves howl to bond better together. It’s almost as if howling together helps the pack stay together. Perhaps something similar to people feeling a sense of involvement with each other when singing a song together. But this theory may be wrong, explains Fred H. Harrington, a professor who studies wolf behaviour.
Indeed, there have been times when wolves have been seen one moment howling in a chorus, and the next, quarreling among each other. It appears that usually the lowest-ranking members of the pack may actually be “punished” for joining in the chorus at times. So is howling a way to strengthen a social bond or just a way to reconfirm status a
mong its members? —Why do wolves howl for sure?
What is clear, however, is that howling is often used among packmates to locate each other. Hunting grounds are distant and it happens that wolves may separate from one another at times. When this happens, howling appears to be an excellent means of gathering.
Howling, interestingly, is a contagious behaviour. When one wolf starts to howl, very likely others will follow. This is often seen to occur in the morning, as if wolves were doing some sort of “roll call” where wolves all howl together to report their presence.What is the possible similarity between wolves’ howling together and humans’ singing in chorus?
| A．The act of calling each other. | B．The sense of accomplishment. |
| C．The act of hunting for something. | D．The sense of belonging to a group. |
Why does Harrington think the “social bond” theory may be wrong?
| A．Wolves separate from each other after howling. |
B．Wolves tend to protect their huntin g grounds. |
| C．Wolves sometimes have quarrels after howling together. |
| D．Wolves of low rank are encouraged to join in the chorus. |
Researchers are sure that wolves often howl to ______.
| A．show their ranks | B．find their companions |
| C．report the missing ones | D．express their loneliness |
“Howling… is a contagious behaviour” (in the last paragraph) means _______.
| A．howling is a signal for hunting |
| B．howling is a way of communication |
| C．howling often occurs in the morning |
| D．howling spreads from one to another |
In today's world of cell phones, mini laptops and MP3 players, most people have at least one time-telling tool with them. Since these devices are so common, is time running out for the 500-year-old watch? According to some consumers, yes. New Jersey teenager Charlie Wollman says a watch is "an extra piece of equipment with no necessary function." Many young adults agree ─ and use their cell phones to tell time. Louis Galie, a senior vice president at Timex, said that fewer young people wear watches today than five years ago. As a result, some people claim that the watch industry is at a crossroads.
However, watchmakers optimistically say that watches regain popularity when consumers reach their 20s and 30s. By then, they are willing to spend money on a quality timepiece that doesn't just keep good time. Fifty years ago, watchmakers boasted(自夸) about their products' accuracy. But in recent years, the watch industry has transformed itself into an accessory(附件，配件) business. And for many today, the image(外形) a watch communicates has become more important than the time it tells.
"Complications" ─ features that go beyond simple timekeeping ─ are an important part of a watch's image. Today's watches offer a host of features that suit almost any personality. These features include altitude trackers(追踪器), compasses(指南针), lunar calendars, USB drives, and even devices that measure the effectiveness of golf swings!
Creativity is also a key element in today's watches. For example, Japanese watchmaker Tokyoflash makes watches that don't even look like watches. The company's popular Shinshoku model uses different color lights to tell the time. It looks more like a futuristic bracelet(手镯) than a watch. Another Japanese watchmaker, EleeNo, makes a "handless" watch. Using a ring of circles to keep time, this watch makes an excellent conversation piece.
Whether a watch communicates fashion sense, creative flair or a love of sports, consumers want their timepieces to stand out. Nowadays, everyone has the same kind of gadget in their bags, so people want to make a statement with what's on their wrists(手腕). Will this interest in wrist fashion last? Only time will tell!Why aren’t watches popular with young people as before?
| A．Because watches cannot keep good time as cell phones, mini laptops and MP3 players. |
| B．Because watches are featured by the disadvantages of simple function |
| C．Because watches are too expensive to afford. |
| D．Because watches don’t have beautiful appearance as other modern time telling tools. |
What does the underlined sentence in Paragraph 1 mean?
| A．Watching-making is facing a survival crisis challenge. |
| B．Watching-making is faced with the developing opportunity. |
| C．Watching-making becomes the sun rising industry. |
| D．Watching-making has a specific development target. |
It can be implied that ____________________.
| A．people will gradually lose interest in watches as they grow older |
| B．watchmakers hardly change the development strategy for watches |
| C．today’s watches are better than those in the past in quality |
D．customers used t o be more concerned with the quality of a watch than with its image. |
The following qualities can make a watch popular EXCEPT _________.
| A．multifunction | B．accuracy | C．nice design | D．low price |
What’s the best title of the passage?
| A．Watches and Teenagers | B．The History of Watches |
| C．The Accuracy of Watches | D．Watches Tell More Than Time |
Americans are proud of their variety and individuality，yet they love and respect few things more than a uniform，whether it is the uniform of an elevator operator or the uniform of a fivestar general. Why are uniforms so popular in the United States?
Among the arguments for uniforms，one of the first is that in the eyes of most people they look more professional than civilian(百姓的)clothes. People have become conditioned to expect superior quality from a man who wears a uniform. The television repairman who wears a uniform tends to inspire more trust than one who appears in civilian clothes. Faith in the skill of a garage mechanic(技工) is increased by a uniform. What easier way is there for a nurse，a policeman，a barber，or a waiter to lose professional identity（身份）than to step out of uniform?
Uniforms also have many practical benefits. They save on other clothes. They save on laundry(洗衣店）bills. They are taxdeductible(可减税的)．They are often more comfortable and more durable than civilian clothes.
Primary(主要的) among the arguments against uniforms is their lack of variety and the consequent loss of individuality experienced by people who must wear them. Though there are many types of uniforms，the wearer of any particular type is generally stuck with it，without change，until retirement. When people look alike，they tend to think，speak，and act similarly，on the job at least.
Uniforms also give rise to some practical problems. Though they are longlasting，often their initial(最初的)expense is greater than the cost of civilian clothes. Some uniforms are also expensive to maintain（维持，维护），requiring professional dry cleaning rather than the home laundering(洗涤) possible with many types of civilian clothes.It is surprising that Americans who worship variety and individuality______.
| A．still judge a man by his clothes |
| B．hold the uniform in such high regard |
| C．enjoy having a professional identity |
| D．will respect an elevator operator as much as a general in uniform |
People are accustomed to think that a man in uniform ____.
| A．suggests quality work | B．discards(丢弃)his social identity |
| C．appears to be more practical | D．looks superior to a person in civilian clothes |
The chief function of a uniform is to ____.
| A．provide practical benefits to the wearer | B．make the wearer catch the public eye |
| C．inspire the wearer ' s confidence in himself | D．provide the wearer with a professional identity |
According to the passage, people wearing uniforms ____.
| A．are usually helpful | B．have little or no individual freedom |
| C．tend to lose their individuality | D．enjoy greater popularity |
The best title for this passage would be ____.
| A．Uniforms and Society | B．The Importance of Wearing a Uniform |
| C．Practical Benefits of Wearing a Uniform | D．Advantages and Disadvantages of Uniforms |
Phys ed (physical education) is making a comeback as a part of the school core curriculum(核心课程)，but with a difference. While group sports are still part of the curriculum, the new way is to teach skills that are useful beyond gym class. Instead of learning how to climb a rope, children are taught to lift weights, balance their diets and build physical endurance(忍耐力). In this way，kids are given the tools and skills and experiences so they can lead a physically active life for the rest of their life.
Considering that 15 percent of American children aged 6 to 18 are overweight, supporters say more money and thought must be put into phys ed curriculum. In many cases, that may mean not just replacing the old gym-class model with fitness programs but also starting up phys ed programs because school boards often "put P.E. on the chopping block (砧板), cutting it entirely or decreasing its teachers or the days it is offered," says Alicia Moag-Stahlberg, the executive director of Action for Health Kids. The difference in phys ed programs is partly due to the lack of a national standard. "Physical education needs to be part of the core curriculum," she added.
The wisdom of the new approach has some scientific support. Researchers at the University of Wisconsin have showed how effective the fit-for-life model of gym class can be. They observed how 50 overweight children lost more weight when they cycled and skied cross-country (越野)than when they played sports. The researchers also found that teaching sports like football resulted in less overall movement, partly because some reluctant（不情愿的）students were able to sit on the bench.
Another problem with simply teaching group sports in gym class is that only a small percentage of students continue playing them after graduating from high school. The new method teaches skills that translate to adulthood.According to the passage, what is usually taught in the old gym class?
| A．Lift weights | B．Climb a rope | C．Cycle | D．Have a balanced diet |
What does Alicia Moag-Stahlberg mean by saying “some school boards put P. E. on the chopping block”?
| A．Schools do not pay enough attention to P. E.. |
| B．Schools welcome P. E. but do not have time for it. |
| C．Schools put P.E. in the first place. |
| D．Schools cut down other subjects’ time for P. E.. |
Which is NOT the reason to carry out phys ed programs according to the passage?
| A．More teenagers are overweight. |
| B．Traditional group sports teaching is not effective. |
| C．Students need to learn some skills to help them lead a physically active life. |
| D．Phys ed programs need less money to support. |
How many problems are mentioned in the passage with simply teaching group sports?
| A．Two | B．Three | C．Four | D．One |
What’s the difference between the come-back phys ed and the ordinary gym-class model?
| A．The Phys ed teaches group sports. |
| B．The Phys ed provides more fitness programs. |
| C．The Phys ed teaches tools and skills which could be used in the future life. |
| D．The Phys ed has more support from the government. |