题目内容
On the first day of school we were challenged to get to know a new classmate. I was looking around, when a gentle hand touched my shoulder. I found a little old lady with a warm smile.
She said, “Hi, handsome! I’m Rose. I’m 87 years old. Can I give you a bug（拥抱）？” I laughed and heartily responded, “Of course!”
“Why are you in college at such a young, innocent（天真的）age?” I asked.
She jokingly replied, “I’m here to meet a rich husband, get married, have children, and then travel around.”
“No, seriously,” I asked. I was curious why she took on this challenge at this age.
“I always dreamed of having a college education and now I’m getting one!” she told me. We became instant friends.
Over the year, Rose became a campus icon (偶像) and she easily made friends wherever she went. She loved to dress up and she enjoyed the attention from the other students. She was living it up.
At the end of the term we invited Rose to speak at our football banquet. I’ll never forget what she taught us.
“We do not stop playing because we are old; we grow old because we stop playing. Here are the secrets to staying young. You have to laugh and find humor every day. You've got to have a dream. When you lose your dreams, you die. We have many people walking around who are dead, and they don’t even know it!” she said.
“There is a huge difference between growing older and growing up. Anybody can grow older. That doesn’t take any talent or ability,” she added. “But growing up requires finding the opportunity in change. The elderly usually don't have regrets for what they did, but rather for things they did not do.”
One week after graduation that year, Rose died peacefully in her sleep. She taught us by example that it's never too late to be all you can possibly be.
1．Rose started college at the age of 87 in order to .
A．marry a rich man B．travel around the world
C．make more friends D．realize her dream
2．Which of the following best explains “she was living it up” in the seventh paragraph?
A．She was living a long life. B．She was enjoying herself.
C．She was spending a lot of money. D．She was killing time.
3．When you lose your dreams, you die because .
A．there’s no sense in living without your aim
B．you can’t sleep well every night
C．you are too old and have to stop playing
D．something is terribly wrong with you brain
4．What would be the best title for the passage?
A．Meet the Challenge. B．Never Waste Time.
C．Grow Up or Grow Old? D．Have You Got Ready?
DBAC
Two friends have an argument that bleaks 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 (侮辱). 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 (解决) stay calm. Once the student feels calmer, he or she should choose words that will calm the other person down as well. Rude words, name-calling, and accusation only add fuel to the emotional fir 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 f. 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 off 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 percent of the teachers reported less physical violence in the classroom; 75 percent of the teachers reported an increase in student cooperation; and 92 percent 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.
【小题1】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 |
| 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 |
| A．To find out who to blame. |
| B．To get ready to buy new things. |
| C．To make clear what the real issue is. |
| D．To figure out how to stop the shouting match. |
| A．there was a decrease in classroom violence |
| B．there was less student cooperation in the classroom |
| C．more teachers fell better about themselves in schools |
| D．the teacher-student relationship greatly improved |
| A．complain about problems in school education |
| B．teach students different strategies for school life |
| C．advocate teaching conflict management in schools |
| D．inform teachers of the latest studies on school violence |
Modern man has cleared the forests for farmland and for wood, and has also carelessly burned them. More than that, though, he has also interfered （干涉） with the invisible bonds between the living things in the forests. There are many examples of this kind of destruction. The harmfulness of man’s interference can be seen in what happened many years ago in the forest of the Kaibab plateau （凯亚巴布高原） of northern Arizona. Man tried to improve on the natural web of forest life and destroyed it instead.
The Kaibab had a storybook forest of large sized pine, Douglas fir, white fir, blue and Engelmann spruce. In 1882 a visitor noted, "We, who ... have wandered through its forests and parks, have come to regard it as the most enchanting region it has ever been our privilege （特权） to visit.” This was also the living place of the Rocky Mountain mule deer. Indians hunted there every autumn to gather meat and skins. The forest also had mountain lions, timber wolves and bobcats that kept the deer from multiplying too rapidly.
Then, in 1906, President Theodore Roosevelt made the Kaibab a national game preserve. Deer hunting was forbidden. Government hunters started killing off the deer’s enemies. In 25 years’ time, 6,250 mountain lions, wolves and bobcats were killed. Before the program, there were about 4,000 deer in the Kaibab, by 1924, there were about 100,000.
The deer ate every leaf and twig they could reach. But there was not nearly enough food. Hunting of deer was permitted again. This caused a slight decrease in the deer herd （鹿群），but a far greater loss resulted from starvation （饥饿） and disease. Some 60 percent of the deer herd died in two winters. By 1930 the herd had dropped to 20,000 animals. By 1942 it was down to 8,000.
【小题1】 The destruction of the environment of the Kaibab resulted from
| A．interfering with natural cycle of forest life |
| B．turning the forest into cultivated land |
| C．forest fires caused by man’s carelessness |
| D．cutting the trees for building materials |
| A．an animal | B．a tree | C．a mountain | D．a game |
| A．25 | B．6 | C．12 | D．18 |
| A．the cold | B．the organized kill |
| C．the poor management | D．the shortage of food |
Starting high school is an exciting event. 71 Try these tips to help make the transition to high school go smoothly for you and your teenager.
Talk to your teenager. Find out how your teenager feels about high school. 72 Share some of your own experiences with them, and see if you can get an older cousin or family friend to talk to them, as well.
Orientation（迎新会） is a good thing. 73 The school will also likely have a parents’ night or parents’ orientation before of shortly after the school year begins. Your teenager may discourage you from attending it, but it is important for you to learn what to expect during their high school years. It is also a good opportunity to meet with teachers and other parents.
74 Before school starts, talk with your teenager about what their daily schedule will be like, what classes they will be taking, and how they will manage their time. Discuss any extracurricular(课外的) activities they might like to take part in. It is important for you to know their after-school plans. Then you can set some limits on things including where they are, whom they are with, and how they will be transported.
75 High school is a time when teenagers ask for their independence. However, it is important that you remind your teenager that you are still the parent. For example, they may want to decide when to do their homework or when to go to bed, and may start spending more time on the computer or phone. While it is OK fir you to loosen up on some things and let them make some of these decisions, make sure your teenager knows the limits.
|
A．Set a good example. |
|
B．They likely have both fear and anxiety. |
|
C．Don’t forget about after-school activities. |
|
D．Give your teenagers some independence. |
E. There you can get some advice from other parents.
F. Make sure your teenager attends it if the high school has one.
G. However, it can also cause some stress and anxiety for both parents and teenagers.
71 ________ 72 _________ 73 _________ 74 _________ 75 __________