题目内容
[ ]
B. the; 不填
C. 不填; 不填
D. 不填; a
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When JetBlue captain Clayton Osbon became unpredictable, his co-pilot invented a reason for him to go back into the cabin．Once the captain was out of the cockpit （驾驶舱） , the co-pilot locked the door to keep the captain from returning．Passengers, some with law enforcement experience, calmed the captain．The flight changed course to Amarillo, Texas where the captain was hospitalized．
Incidents in which a pilot has had an in-flight psychological breakdown are rare．But how could it happen at all? Though pilots are required to have an examination at least once a year by a physician approved by the FAA, there are no formal procedures in place to test pilots for signs of psychological problems．
At most airlines, pilots are members of a union．A pilot who appears to have a psychological or an alcohol problem can be reported to a union member whose job it is to investigate．If there is a problem, the pilot is given the choice of getting treatment or being reported to management．But at airlines, such as Allegiant, JetBlue, and Virgin American where there is no union, pilots are – to say the least - unwilling to report a fellow pilot to management．
In most professions, a person experiencing emotional difficulties is free to consult a doctor．Rut an airline pilot in therapy is viewed with suspicion both by the airline and by the FAA．No pilot wants to be put under extra examination by an agency that has the power to revoke their license or end their employment．That being the case, pilots are less likely than people in other professions to seek help．
There may be no way to make sure this never happens again, but its possibility can be reduced． Tests such as the Minnesota Multiphasic Personality Inventory （ MMPI） can reliably detect depression, paranoia, schizophrenia, and other problems．The FAA could require pilots to take the MMPI or a similar test on a periodic basis．Whether such testing becomes required will depend upon the public's response to this incident and whether additional incidents take place．
Flying is remarkably safe．But incidents such as this cause concern．
【小题1】What does the underlined word "revoke" most probably mean?
| A．delay | B．cancel | C．interrupt | D．renew |
| A．Because they are tested for signs of psychological problems every year． |
| B．Because they are likely to be treated by physicians． |
| C．Because they are supported by the airlines． |
| D．Because they might be fired． |
| A．satisfied | B．indifferent | C．concerned | D．disapproving |
| A．Entertainment | B．Sports | C．Business | D．Society |
Moral science is taught as a subject in most schools but with little effect. Perhaps part of the problem lies in the fact that morality is not a science, strictly speaking. It is too much of a social phenomenon, and also has too much of the personal and subjective things mixed within. Besides, morality itself changes with generations. So it is impossible to be defined in a textbook.
I remember sitting through forty minutes of moral lessons, which told stories about little children who never told lies and were rewarded for their goodness. It had little effect and left no impression on me, though.
If moral science has to be taught as a subject in schools, it needs a participatory(参与其中的) approach. When you tell a child about morals, you also have to deal with social norms（规范）and cultural differences. You have to explain that morality can be subjective, and be able to co-exist in society. You will probably have to refer to the morals of the present time.
The best way to tell a child how to live is to show him what is valued. If a child likes his friend, you have to make the child think about why. Once the child notices and recognizes goodness in others, he or she is likely to develop it as well.
In fact, children learn most of their morals by watching people around them. They absorb behavior patterns from teachers and older students. They watch to see what is rewarded and who is punished. They learn on the sports field and through social work. Moral science lessons should simply consist of letting them live and interact, and watch you support correct values and reward good behavior.
【小题1】Which is NOT the reason that moral science is taught in schools but with little effect?
| A．Morality doesn’t strictly belong to a science |
| B．Morality is more like a social phenomenon. |
| C．Different generations have different moral ideas. |
| D．Morality can’t be written down in textbooks. |
| A．explain telling lies is not moral for little children. |
| B．advise people should be rewarded for their goodness. |
| C．prove moral lessons in schools have little effect. |
| D．show he has no opinions about moral science. |
| A．teach him to share personal moral ideas with others |
| B．tell him about social norms and cultural differences |
| C．explain that nobody can influence his moral ideas. |
| D．say that the present morals are likely to be changed. |
| A．The best way of teaching children about morals. |
| B．The value of teachers’ setting a good example |
| C．The influence of people’s behavior on morals. |
| D．The importance of rewarding good behavior. |
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_______
|
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 |
2.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. |
3.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 |
4.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．favor teaching conflict management in schools |
|
D．inform teachers of the latest studies on school violence |
Moral science is taught as a subject in most schools but with little effect. Perhaps part of the problem lies in the fact that morality is not a science, strictly speaking. It is too much of a social phenomenon, and also has too much of the personal and subjective things mixed within. Besides, morality itself changes with generations, so it is impossible to be printed in a normal textbook.
I remember sitting through forty minutes of moral lessons, which told stories about little children who never told lies and were rewarded for their goodness. It had little effect and left no impression on me, though.
If moral science has to be taught as a subject in schools, it needs a participatory approach. When you tell a child about moral, you also have to deal with social norms( 社会规范) and cultural differences. You have to explain that morality can be subjective, and be able to co-exist in society. You will probably have to refer to the morals at the present time.
The best way to tell a child how to live is to show him what is valued. If a child likes his friend, you have to make the child think about why. Once the child notices and recognizes goodness in others, he or she is likely to develop it as well.
In fact, children learn most of their morals by watching people around them. They absorb behaviour patterns from teachers and older students. They watch to see what is rewarded and who is punished. They learn on the sports field and through social work. Moral science lessons should simply consist of letting them live and interact, and watch you support correct values and reward good behaviour.
1.Which is NOT the reason that moral science is taught in schools with little effect?
|
A．Morality doesn’t belong to a science |
|
B．Morality is more like a social phenomenon. |
|
C．Different generations have different moral ideas. |
|
D．Morality can’t be written down in textbooks. |
2. The author describes his own experience of learning moral lessons in order to .
|
A．explain that telling lies is not moral for little children |
|
B．advise that people should be rewarded for their goodness |
|
C．prove that moral lessons in schools have little effect |
|
D．show that he has no impression of moral science |
3.When you tell a child about morals, you should .
|
A．teach him to share personal moral ideas with others |
|
B．tell him about social norms and cultural differences |
|
C．explain that nobody can influence his moral ideas |
|
D．say that the morals at the present time will be changed |
4.What is the last paragraph mainly about?
|
A．The best way of teaching children about morals. |
|
B．The value of teachers setting a good example. |
|
C．The influence of people’s behavior on morals. |
|
D．The importance of rewarding good behavior. |