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Recently, our school has drawn up a new rule that mobiles shall not be used at school, which provokes a heated discussion.

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Recently, Our school has drawn up a new rule that mobiles shall not be used at school, which provokes a heated discussion.

Some parents are happy with this rule. They believe multifunctional phones do distract students¡¯ attention, which is supposed to be paid to studies. Besides, there is widespread concern that overuse of mobiles may cause some health problems like short sightedness, or hearing loss resulting from loud music from earphones.

However, some people find the rule hard to accept. As an important means of communication, mobiles bring great convenience to the contact between students and their parents. What¡¯s more, mobiles can be very helpful tools, with which students can search for useful information they need.

Personally, it is not whether to ban mobiles at school that matters but how to use them. What the school should do is to guide students to be the masters of mobiles rather than the slaves.

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People have wondered for a long time how their personalities and behaviors are formed. It¡¯s not easy to explain why one person is intelligent and another is not, or why one is cooperative and another is competitive.

Social scientists are, of course, extremely interested in these types of question. They want to explain why we possess certain characteristics and exhibit certain behaviors. There are no clear answers yet, but two distinct schools of thought on the matter have developed. As one might expect, the two approaches are very different from each other, and there is a great deal of debate between proponents of each theory. The argument is often conveniently referred to as nature vs. nurture.

Those who support the ¡°nature¡± side of the conflict believe that our personalities and behavior patterns are largely determined by biological and genetic factors. That our environment has little, if anything, to do with our abilities, characteristics and behavior is central to this theory. Taken to an extreme, this theory maintains that our behavior is predetermined(×¢¶¨)to such a great degree that we are almost completely governed by our instincts(±¾ÄÜ).

Proponents of the ¡°nurture¡± theory, or, as they are often called, behaviorists, claim that our environment is more important than our biologically based instincts in determining how we will act. Behaviorists see humans as beings whose behavior is almost completely shaped by their surroundings. Their view of the human being is quite mechanistic; they maintain that, like machines, humans respond to environmental stimuli (something that helps sb./ sth. to develop better and more quickly)as the basis of their behavior.

The social and political connections of these two theories are significant. In the United States, for example, blacks often score below whites on standardized intelligent test. This leads some ¡°nature¡± proponents to conclude that blacks are genetically worse than whites. Behaviorists, in contrast, say that the differences in scores are due to the fact that blacks are often robbed of many of the educational and other environmental advantages that whites enjoy, and that, as a result ,they do not develop the same responses that whites do.

Neither of these theories can yet fully explain human behavior. In fact, it is quite likely that the key to our behavior lies somewhere between these two extremes. That the argument will continue for a long time is certain.

1.The author is mainly concerned about solving the problem .

A. why our personalities and behaviors differ

B. what makes different stages of intelligence

C. how social scientists form different theories

D. what causes the ¡°nature/ nurture¡± argument

2.The underlined word ¡°proponents¡± can best be replaced by .

A. approaches B. advocates

C. principles D. characters

3.Which of the following statements may be supported by the ¡°nature¡± school?

A. We are born with certain personalities and behaviors.

B. Environment has nothing to do with our personalities.

C. Abilities and characteristics are showed by behaviors.

D. Only extreme behaviors are determined by instincts.

4. What can we learn about the behaviorists?

A. They believe human beings are mechanical.

B. They compare our behaviors to the machines.

C. They suggest that we react to the environment as the machines do.

D. They agree that the mechanistic theory can be applied on us as well.

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Last night I wrote an article for the school newspaper that described how I feel right now in honest terms£®I emailed it to our wonderful £¬and after she it, she asked a very good question£º¡°Do you want the school body£¬including our senior class and the teaching to read this?¡±

That question pretty much my thoughts£®I¡¯m not a very person£»I tend to let only a few friends know what¡¯s going on in my life£®I suppose that¡¯s my personality says the opposite to itself, because I¡¯m also an honest person £®

Being honest is £®It involves taking risks-huge risks-and putting on the edge£® to someone can be the hardest thing for you in the world and either lead to the hurt of feeling or friendships£®During the course of my life£¬I've experienced £®

In positive ways£¬being honest can be a £®Pretending is not only difficult£¬ it¡¯s very tiring£®Last year£¬ I discovered that I could be open with two people whom I was already good friends with£¬the load on my shoulders felt much £®Telling someone your feelings is scary£»trusting someone your heart and soul is hard£®Of course£¬putting one¡¯s feelings into for the general population to read is also rather frightening£®

1.A£®editor B£®coach C£®e-pal D£®supervisor

2.A£®deleted B£®read C£®forwarded D£®reserved

3.A£®entire B£®junior C£®main D£®key

4.A£®member B£®clerk C£®staff D£®fellow

5.A£®agreed B£®controlled C£®supported D£®matched

6.A£®easygoing B£®shy C£®optimistic D£®open

7.A£®exactly B£®rarely C£®roughly D£®usually

8.A£®how B£®what C£®where D£®When

9.A£®exciting B£®simple C£®boring D£®difficult

10.A£®everybody B£®yourself C£® somebody D£®myself

11.A£®Showing off B£®Opening up C£®Getting down D£®Looking up

12.A£®unreliable B£®weaker C£®permanent D£®stronger

13.A£®either B£®neither C£®both D£®nothing

14.A£®burden B£®dream C£®goal D£®release

15.A£®but B£®while C£®also D£®meanwhile

16.A£®in which B£®when C£®during which D£®which

17.A£®heavier B. unpredictable C£®1ighter D£®unbearable

18.A£®miserable B£®secret C£®strong D£®joyful

19.A£®by B£®via C£®with D£®beyond

20.A£®reality B£®use C£®practice D£®print

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