Now and again I have had horrible dreams, but not enough of them to make me lose my delight in dreams. To begin with. I like the idea of dreaming, of going to bed and lying still and then, by some queer magic(神奇的魔力), wandering into another kind of existence. As a child, I could never understand why grown-ups took dreaming so calmly when they could make such a fuss(大惊小怪) about any holiday, This still puzzles me. I am puzzled by people who say they never dream and appear to have no interest in the subject. It is much more astonishing than it would be if they said they never went out for a walk. Most people do not seem to accept dreaming as part of their lives. They appear to see it as an irritating(令人困扰的) little habit, like sneezing or yawning(打哈欠).I can never understand this. My dream life does not seem as important as my waking life because there is far less of it, but to me it is important.

1.What is the author’s attitude toward dreaming?

A．He likes it                             B．He thinks it puzzling

C．He hates it                             D．He doesn’t accept it as part of his life

2.For the author of the passage, dreaming is    .

A．an irritating little habit

B．a horrible but wonderful experience

C．a true reflection of reality

D．another kind of existence

3.The author of the passage suggests that people who say they never go out for a walk are    .

A．interesting        B．mysterious(难以理解的)                  C．foolish D．lazy

4.The author of the passage enjoys dreaming most     .

A．only when he was a child                 B．only when he is a grown-up

C．both as a child and as a grown-up           D．only in his old age

5.The author of the passage complains(抱怨) that most people     .

A．are overexcited about their dreams

B．have had dreams most of the time

C．are not interested in talking about their dreams

D．consider their dreams of too much importance

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

Your name made you do it, though unconsciously, suggests new research that finds your name can negatively make you achieve less. Psychologists at Yale and the University of California, San Diego studying the unconscious influence of names say a preference for our own names and initials — the “name-letter effect” — can have some negative consequences.

Students whose names begin with C or D get lower grades than those whose names begin with A or B; major league baseball players whose first or last names began with K (the strikeout-signifying letter) are significantly more likely to strike out.

Assistant professors Leif Nelson of UCSD and Joseph Simmons of Yale have conducted five studies over five years using information from thousands of individuals.

“The conscious process is baseball players want to get a hit and students want to get A's,” Nelson says. “So if you get a change in performance consistent with the name-letter effect, it clearly shows there must be some unconscious desire operating in the other direction.”

The researchers' work supports a series of studies published since 2002 that have found the “name-letter effect” causes people to make life choices based on names that resemble their own. Those studies by Brett Pelham, an associate professor at SUNY University, have found that people are disproportionately（不定比例地）likely to live in states or cities resembling their names, have careers that resemble their names and even marry those whose surnames begin with the same letter as their own.

The twist, Pelham says, is that he has believed the name-letter effect would apply only to positive outcomes. Nelson and Simmons, he says, are “showing it applies more so to negative things than positive things.”

The researchers say the effect is definitely more than coincidence but is small nevertheless. “I know plenty of Chrises and Davids who have done very well in school,” Simmons says.

1.The new research is mainly about the relationship between one’s ______.

2.Who may serve as an example to show the “name-letter effect”?

3.Which can be used to explain the underlined word “twist” in the last but one paragraph?

4.The last paragraph mainly tells us that the “name-letter effect” ______.                

My neighbor Peter Gate’s life was shadowed for years by the memory of his part in an outdoor adventure that resulted in the death of one of his classmates．He and his wife 21 after six years of marriage．Then the news about Peter changed．His wife Betty came back; he 22 a fine position in a company．

One day he told me what had changed his 23 : I used to think, ‘Nothing can undo what I have done.’ The thought of my guilt(罪恶感) would 24 me in the middle of a smile or a handshake．It put a wall between my wife and me．Then I had an 25 visit from the person I 26 most to see —the 27 of the college classmate who died．“Years ago”, she said, “I found it in my heart, through prayer(祈祷), to 28 you．Betty forgave you．So did your friends and employers.” She 29, and then said 30, “You are the one person who hasn’t forgiven Peter Gate．Who do you think you are to 31 the people of this town and God ？”  “I 32 her eyes and found there a kind of permission to be the person I might have been _33__her son had lived．For the first time in my adult life I felt 34 to love and be loved.”

So, you see, it is only through forgiveness of our 35 that we gain the freedom to learn from experience．But forgiving our shortcomings doesn't mean 36   that they exist．37 , it means 38 them honestly, realistically．39 you forgive, you cannot love．And without 40, life has no meaning．Forgiveness is a good quality．

A．divided          B．separated        C．quarrelled      D．left

A．lost             B．kept            C．earned          D．discovered

A．marriage          B．job             C．family         D．life

A．help              B．stop            C．protect          D．attract

A．unexpected         B．unwilling       C．unfriendly     D．unknown

A．hoped          B．feared           C．terrified         D．wished

A．sister            B．wife            C．mother        D．teacher

A．hate             B．love            C．forgive        D．forget

A．stopped          B．added          C．continued      D．paused

A．seriously          B．sadly           C．cheerfully    D．nervously

A．get along with  B．stand out against     

       C．keep in touch with          D．live in harmony with

A．looked at         B．looked for     C．looked into   D．looked after

A．if             B．when        C．unless           D．after

A．worried          B．worthy         C．lonely          D．curious

A．adventures        B．friends          C．mistakes       D．classmates

A．ignoring       B．admitting       C．remembering         D．finding

A．To begin with     B．On the other hand  

C．Above all              D．On the contrary

A．facing                B．recognizing    C．returning        D．forgetting

A．Although         B．If            C．Unless         D．Because

A．forgiveness       B．love            C．freedom        D．shortcomings

阅读下面短文并回答问题（请注意问题后的词数要求 ）

[1] You can never get to peace and security without first knowing all of the good things in your life. So you need to learn how to appreciate your life and here are some simple steps you can take to achieve this goal.

Work hard to have an attitude of gratitude.

[2] As you learn to appreciate the small things in your life, you’ll find a sense of happiness. You’ll also find it easier to appreciate the big things in your life, which will help you appreciate your life as a whole.

[3] To begin with, find five things to be grateful for each day. Call this your “Gratitude List,” and write it down before bedtime. At first,      to find even just five things to be grateful for. That’s okay. You won’t learn how to appreciate your life over night, just like you didn’t become dissatisfied over night either. List small things, and go from there. The longer you keep a “Gratitude List,” the easier it will be to find things to put on it. Soon you’ll be able to list more things than you thought!

Learn to appreciate others.

[4] Take note when someone does something nice for you. If anyone does a job that’s normally yours, stop and thank them sincerely. Value the moment, and look for other opportunities to find the good in others. This will help you appreciate the people around you, who are also part of your life.

Appreciate yourself.

[5] This can be extremely hard, especially with all the criticism we hear from others. Appreciation also includes respect and you can’t appreciate or truly enjoy your life if you don’t respect yourself . So, think of one small thing you can appreciate about yourself every day, and take the time to really enjoy it. Be thankful for it, and know you’re learning how to really appreciate your life.

[6] It takes 30 fays of doing something before it becomes a habit. But after this, keeping a “Gratitude List,” appreciating others, and admiring yourself will become second nature to you. In no time, you’ll realize you know how to appreciate your life.

1.What is the main idea of the text?(no more than 10 words)

2.Complete the following statement with words from Paragraph 2.(no more than 5 words)

3.How can we learn to appreciate others around us?(no more than 10 words)

4.Fill in the blank in Paragraph 3 with proper words.(no more than 4 words)

5.What does the word “it”(Line 4, Paragraph 5 ) probably refer to?(no more than 4 words)