题目内容
________ that one, this car is better in colour.
- A.Compared with
- B.Compared to
- C.Comparing with
- D.Comparing to
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 ears, 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 accusations 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 (策略) 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 percent of the teachers reported less physical violence in the classroom; 75 percent of the teachers reported an increase in student co-operation; 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.
1.From Paragraph 2 we can learn that_______
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A．violence is more likely to occur at lunchtime |
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B．a small conflict can lead to violence |
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C．students tend to lose their temper easily |
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D．the eating habit of a student is often the cause of a fight |
2.Why do students need to ask themselves the questions stated in Paragraph 5?
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A．To find out who is to blame. |
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B．To get ready to try new things. |
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C．To make clear what the real issue is. |
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D．To figure out how to stop the shouting match. |
3.After the conflict resolution program was started in Atlanta, it was found that______
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A．there was a decrease in classroom violence |
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B．there was less student cooperation in the classroom |
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C．more teachers felt better about themselves in schools |
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D．the teacher-student relationship greatly improved |
4.The writer's purpose for writing this article is to_______
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A．complain about problems in school education |
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B．teach students different strategies for school life |
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C．favor teaching conflict management in schools |
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D．inform teachers of the latest studies on school violence |
If English means endless new words, difficult grammar and sometimes strange pronunciation, you are wrong. Haven’t you noticed that you have become smarter since you started to learn a language?
According to a new study by a British university, learning a second language can lead to an increase in your brain power. Researchers found that learning other languages changes grey matter. This is the area of the brain which processes information. It is similar to the way that exercise builds muscles.
The study also found the effect is greater, the younger people learn a second language.
A team led by Dr Andrea Michelle, from University College London, took a group of Britons who only spoke English. They were compared with a group of “early bilinguals” who had learnt a second language before the age of five, as well as a number of later learners.
Scans showed that grey matter density (密度) in the brain was greater in bilinguals than in people without a second language. But the longer a person waited before mastering a new language, the smaller the difference.
“Our findings suggest that the structure of the brain is changed by the experience of learning a second language,” said the scientists.
It means that the change itself increases the ability to learn.
Professor Dylan Vaughan Jones of the University of Wales has researched the link between bilingualism and maths skills. “Having two languages gives you two windows on the world and makes the brain more flexible (灵活的).” he said. “You are actually going beyond language and have a better understanding of different ideas.”
The findings were matched in a study of native Italian speakers who had learned English as a second language between the ages of two and 34. Reading, writing, and comprehension were all tested. The results showed that the younger they started to learn, the better. “Studying a language means you get an entrance to another world,” explained the scientists.
1.The main subject talked about in this passage is ______.
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A．science on learning a second language |
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B．man’s ability of learning a second language |
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C．language can help brain power |
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D．language learning and maths study |
2.In the second paragraph, the writer mentions “exercise” in order to ______.
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A．say language is also a kind of physical labor |
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B．prove that one needs more practice when he (she) is learning a language |
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C．to show the importance of using the language when you learn the language |
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D．make people believe language learning helps grey matter work well |
3.We may know from the scientific findings that ______.
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A．the earlier you start to learn a second language, the higher the grey matter density is |
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B．there is no difference between a later second language learner and one who doesn’t know a second language |
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C．the experience of learning a second language has bad effect on people’s brain |
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D．the ability of learning a second language is changing all the time |
4.The underlined word “bilingual” probably means ______.
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A．a researcher on language learning |
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B．a person who is good at learning foreign languages |
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C．a person who can speak two languages |
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D．an active language learner |