题目内容

It was half a year________my good friend returned to his hometown.

A．before B．since C．that D．when

 

A

【解析】考查状语从句。句意为：半年后我的好朋友回到了他的家乡。根据固定句型：it is＋一段时间＋before...意为“多久以后……”，主从句时态一致。Since也有类似的句型，但是主从句的时态不一致，故选A。

 

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某大学教授称，高学历者的贫穷意味着耻辱和失败，并对大学生提出要求：“当你40岁时，没有4,000万身价不要来见我，也别说是我的学生。”对此，凤凰网进行了调查。多数人持反对态度，认为教师不应用金钱来衡量学生；有少数人则认为这是一种激励；还有极少数人说不清楚。请你根据漫画并结合饼状图（pie chart）用英语写一篇短文。

注意：

1. 适当地发挥想象，增添细节以使行文连贯；

2. 词数120左右；

3. 文章开头已给出，不计入总词数。

A survey has been conducted by ifeng.com about whether a teacher should judge his students’ success by the money they have earned…

 

He is so young and short a man that I think he is ________ but a professor of Northwest University.

A.anything B．something C．everything D．nothing

 

素质教育的春风已徐徐吹来，我校号召同学们发展多方面业余爱好。下面的饼状图（pie chart）显示了你对学生兴趣爱好的调查结果。请你用英语给English Weekly写一篇短文，报告你的调查结果，并对此结果发表你的看法或建议。

字数120—150。

素质教育：Quality-oriented Education

 

 

 

假设你是高中生李越，有感于校园中存在的随意涂写（to scribble）和乱丢垃圾（to litter）的行为，请用英语给校长写一封100-120个词的信。信中应包括以下内容：

1.说明写信目的；

2.对这些行为进行批评；

3.提出建议

注意：信的抬头、落款及信的第一句已给出（不计词数）。

June 8,2011-6-8

Dear Meadmaster,

I’m Li Yue, a student from Class 1, Senior Ⅱ. ________________________________________

______________________________________________________________________________________________________________________________________________________________

Your faithfully,

Li Yue

 

In October 2010, I left my hometown and family in Virginia and moved to Iowa so I could be coached by Liang Chow. I’d been dreaming of an Olympic gold medal since I was eight—— but gradually, that dream seemed like a million miles away.

On January 2, 2012, while Mom was visiting me in Iowa, I told her, “I don’t like gymnastics anymore. I want to try dancing, or become a singer. I can get a job in Virginia. I just want to come home.”

Mom’s eyes narrowed and her expression turned to stone. “You’re breaking my heart Brie.” She said. “you’ve been doing gymnastics for ten years, and now you want to quit? Have you lost your mind?”

I hadn’t lost my mind, but I had lost my fire. It’s an entirely different thing to push toward that dream when you feel alone.

“I’m not trying to break your heart, Mom,” I said. “I just don’t want to do it anymore.”

“I know you miss home. But you’ve signed a contract that says you will represent your country to the best of your ability. You’ve got a responsibility to your teammates. And now you just want to walk away? I will not let you be dishonorable. If you don’t like gymnastics, then at the very least, you will finish the season.”

The next afternoon as I dragged myself into Chow’s gym. I thought of the efforts Mom had made in order to pay for my training. I thought of my two sisters: Arielle, who gave up ballroom dancing, and Joyelle, who stopped ice skating so that our single mom could afford to keep me in gymnastics.

For now, here’s what you need to know: Exactly 210 days before I ever attempted my first vault（跳跃）in the London Summer Olympics, my leap of faith came this close to ending in a crash of disaster.

1. The author wanted to give up gymnastics because .

A. she thought she loved music more

B. she was overcome with homesickness

C. an Olympic gold was beyond her reach

D. the training for the Olympics was too hard

2.How did the author’s mother feel on hearing her words?

A. Heart-broken. B. Sympathetic.

C. Helpless. D. Calm.

3.We can infer from the passage that the author .

A. was born into an athletic family

B. realized her Olympic dream

C. changed her mind in the end

D. had a bad childhood

4.What would be the best title for the passage?

A. A Dream Come True B. My Leap of Faith

C. My Mother D. A Quitter

5.Who will be interested in the passage?

A. A medical student who will graduate from university.

B. A healthcare professional who will give a lecture on cancer.

C. A marketing professional who is looking for customers.

D. A gymnastic player who wants to give up competition.

 

Some of us remain________at our computer for hours every day，forgetting moving our body.

A．seating B．seated C．sat D．sit

 

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(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 bearing. 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

 

Mr. Green drove slowly on the way home until he reached the high way, ______ the speed limit was 60 miles per hour.?

A. because B. which C. where D. that

 

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