Gorge managed to several customers of the advantages of his product. A. remind B. accuse C. inform D. convince 题目和参考答案——青夏教育精英家教网—

There is a small shop about 200 meters from where I live that sells groceries, meat and other basic necessities. About 10 years ago, there was a beggar who would go into the shop every day and ask the owner for a . The owner, although he would love to help, simply didn’t have any jobs available, so he kept the man’s request.

This situation continued for a few months, until the owner to give the homeless man a job which sweeping outside the shop. Every single day from 5 am, the homeless man was there doing the very best he could for the , and it did earn him some pennies. , the owner saw how good a job the man was doing and gave him a job working as a cashier. He was watched closely to make sure that he didn’t any of the money received from the sales. He was still homeless, after all. The homeless man did a/an job as a cashier for over 2 years, and did such a good job that he was promoted to the finance for the whole shop.

To my , this was the arrangement up until 2 years ago, when the owner . In his will, he only had one , to give the whole shop to the now stable, “homeless” man. Now, I could walk into that shop and see him working as hard as ever, with his own business that is still and active 10 years after getting his job as a sweeper.

From this story, we can probably get the inspiration: work hard and give everything your best effort, even if it isn’t your situation, it very well may turn out to be some day in the future.

1.A. coin B. home C. job D. meal

2.A. ignoring B. considering C. accepting D. refusing

3.A. again B. weekly C. often D. daily

4.A. wanted B. agreed C. planned D. expected

5.A. meant B. involved C. included D. kept

6.A. family B. owner C. shop D. money

7.A. Normally B. Accurately C. Generally D. Eventually

8.A. lose B. pocket C. spend D. save

9.A. honest B. practical C. fantastic D. kind

10.A. take B. raise C. provide D. manage

11.A. knowledge B. mind C. regret D. joy

12.A. got tired B. grew old C. passed away D. gave up

13.A. thought B. purpose C. request D. suggestion

14.A. big B. new C. different D. popular

15.A. ideal B. current C. reasonable D. financial

How did you ___ to paint the whole house in a week?

A．try B．manage C．win D．succeed

How do you get a man to do his share of the housework? If you are like most women, you’ve faced this question the hard way.

A man will enjoy a clean, orderly house, but he usually won’t make the effort to clean or organize it. This doesn’t mean that a woman has to do all the housework; she may have to manage many of the household duties, and request her partner’s joining. A woman can often say that men and women should take equal responsibility for housework.

Very few men are raised to be fully responsible for housework, and many men look on housework as women’s work. On the other hand, most men will readily work around the yard, make repairs and complete projects on weekends or evenings, and it’s important that you give your man appreciation(欣赏) for those things, too. Most men will take on a little housework around the house if asked politely. They are even more likely to do housework if they can choose what they want to do , and do it without being monitored(监视).

Here is the key: men want to feel that they are doing housework either because they want to do a task, or they simply want to please their women. Men are less likely to take on household tasks they consider uninteresting and unimportant. In other words, men are likely to do a housework task just for the good of the house.

1.The passage is mainly about how to ________.

A．get men to do some housework B．get men to serve their families

C．praise men’s housework D．get men to do all the housework

2.According to a passage, a man _______ .

A．is willing to do housework

B．likes to be told to do housework

C．is taught to be responsible for housework from childhood

D．likes a clean house but doesn’t make effort to clean it.

3.In order to get men to do housework, women should often ________ .

A．order them to do their share B．ask them to do some housework politely

C．blame men’s laziness D．monitor men’s work

4.According to the passage, the underlined sentence in the last paragraph means that men won’t __________ .

A． work without any payment B．do unimportant housework tasks

C．do housework with women’s praises D．please their wives

5.According to the passage, which of the following would a husband most probably like to ?

A．Cleaning the table B．Doing some washing

C．Painting the fence D．Asking his wife to work on the yard.

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.

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

2.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

3.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.

4.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

5.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

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 ease, 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. 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 she should choose words that will calm the other person down as well Rude words, namecalling, 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 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 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.

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

2.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

3.Why do students need to ask themselves the questions stated in Paragraph 5?

A．To find out who is to blame.

B．To get ready to try new things.

C．To make clear what the real issue is.

D．To figure out how to stop the shouting match.

4.After the conflict resolution program was started in Atlanta, it was found that ________.

A．there was a decrease in classroom violence

B．there was less student cooperation in the classroom

C．more teachers felt better about themselves in schools

D．the teacher-student relationship greatly improved

5.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．advocate teaching conflict management in schools

D．inform teachers of the latest studies on school violence

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