题目内容

      the fact that there was thick fog,he drove his car out.

A.Despite                    B.In spite

C.Although                   D.No matter how

A


解析:

表示“尽管，虽然”，通常用although/though引导让步状语从句，而in spite of/despite后通常接名词、代词或动名词，不接句子。本题中the fact是名词，故用despite。B项in spite后缺少of，也可排除。

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对话填空

A：Hello, may I speak to Jane?

B：Sorry, she is out．May I take a m　　1　　 for her?

A：In fact, nothing special．I’d just like to ask her for advice about English learning．She s　　2　　 me going to the English corner more often．You know, I’m poor at English, e　　3　　 at spoken English．I feel too n　　4　　 to speak even in English class, let alone speak English in the English corner, when f　　5　　 more people．

B：If you are willing to listen to me, I advise you should．If you don’t dare to speak English owing to the fact t　　6　　 you are afraid of making m　　7　　, you simply will never learn English well．To go to the corner is to give you a good c　　8　　 to open your mouth to speak．People there are f　　9　　 factories, institutes, colleges, middle schools or even primary schools．Some of t　　10　　 have only learned English for a couple months．

A：Thank you very much．I’ll surely go there more often in future．

阅读下面对话，掌握其大意，并根据所给首字母的提示，写出一个英语单词的完整、正确形式，使对话通顺。

A：Hello, may I speak to Jane?

B：Sorry, she is out．May I take a m　　1　　 for her?

A：In fact, nothing special．I’d just like to ask her for advice about English learning．She s　　2　　 me going to the English corner more often．You know, I’m poor at English, e　　3　　 at spoken English．I feel too n　　4　　 to speak even in English class, let alone speak English in the English corner, when f　　5　　 more people．

B：If you are willing to listen to me, I advise you should．If you don’t dare to speak English owing to the fact t　　6　　 you are afraid of making m　　7　　, you simply will never learn English well．To go to the corner is to give you a good c　　8　　to open your mouth to speak．People there are f　　9　　 factories, institutes, colleges, middle schools or even primary schools．Some of t　　10　　 have only learned English for a couple months．

A：Thank you very much．I’ll surely go there more often in future．

A

On the first day of the 11th grade, our new math teacher Mr Washington asked me to go to the blackboard to do a math problem. I told him that I couldn’t do it. He asked, “Why not?” I paused, and then I said, “Because I’m educable mentally retarded (可教育智能迟滞).”

He came from behind his desk and looked at me. “Don’t ever say that again. Someone’s opinion of you does not have to become your reality,” he said.

It was a very special moment for me. Doctors said that I was educable mentally retarded in the fifth grade, and I was put back into the fourth grade. When I was in the eighth grade, I failed again.

But Mr Washington changed my life. This person always gave students the feeling that he had high expectations of them, and then all of the students did their best to live up to what those expectations were. He often said, “You have greatness within you.”

One day, I caught up with him in the parking place and said, “Mr Washington, is there greatness within me, sir?”

He said, “Yes, Mr Brown.”

“But what about the fact that I failed English, math, and history? What about that, sir? I’m slower than most kids.”

“It doesn’t matter. It just means that you have to work harder. Your grades don’t determine who you are or what you can produce in your life.”

“I want to buy my mother a house.”

“It is possible, Mr Brown. You can do that.” And he turned to walk away.

“Mr Washington?”

“What do you want now?”

“Uh, I’m the one, sir. One day you’re going to hear my name. I’m the one, sir.”

School was a real struggle for me. Mr Washington put many demands on me. He made me believe that I could do it. At the end of that year, I was on the honor roll for the first time in my life.

Years later, I produced five programs on public television. When one of my programs was shown on the educational television channel, I had some friends call him. I was sitting by the phone waiting when he called me. He said, “May I speak to Mr Brown, please?”

“Oh, Mr Washington, is that you?”

“Yes, it’s me. You were the one, weren’t you?”

“Yes, sir, I was.”

1.What does Mr Washington mean by saying “Someone’s opinion of you does not have to become your reality”?

A．You needn’t have the same opinion as others.

B．You should believe what other people say.

C．What other people say about you may not be correct.

D．The doctor made a mistake.

2. What happened to the author at last?

A．He entered a good university.              B．He earned much honor.

C．He got a good job.                       D．He made television programs.

3. In the passage, the author implies that _________.

A．people shouldn’t believe what doctors say

B．no one can be successful with hard work and confidence

C．no one is really educable mentally retarded

D．a good teacher can change a student’s life

4.The best title for the passage would be “__________”.

A．Don’t believe others                   B．I am the one

C．My best teacher                        D．I succeeded at last

 

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

 

I found out one time that doing a __36____for someone could get you into a lot of trouble．I was in the eighth grade at the time, and we were having a final test．During the test, the girl sitting next to me ___37____ something, but I didn’t understand．So I __38______ her way and found out that she was trying to ask me if I had an extra pen．She showed me that hers was ____39_____ and would not write．I happened to have an extra one, so I took it out of my pocket and ____40_____ it on her desk．

Later, after the test papers had been turned in, the teacher asked me to stay in the room when all the other students were____41_____．As soon as we were alone she began to talk to me about ____42____ it meant to grow up; she talked about how important it was to____43____ your own two feet and be responsible for your own ____44____．For a long time, she talked about honesty and emphasized the fact ____45____ when people do something____46____, they are really cheating themselves．She made me ____47____ that I would think seriously about all the things she had said, and then she told me I could leave．I walked out of the room ____48____ why she had chosen to talk to me about all those things．

____49____, I found out that she thought I had cheated on the test．When she saw me lean over to talk to the girl next to me, it looked as if I was copying answers ____50____ the girl’s test paper．I ___51____ to explain about the pen, but all she____52____ say was that it seemed very strange to her that I hadn’t talked of anything about the pen the day she talked to me ____53____ after the test．____54____ I tried to explain that I was just doing the girl a favor by letting her use my pen, I was sure she ____55____ to believe that I had cheated on the test．

1.A．help                   B．hand                  C．favor                D．fever

2.A．whispered                B．talked                 C．told                D．spoke

3.A．turned over             B．came over              C．leaned over            D．looked over

4.A．out of sight                B．out of work             C．out of place            D．out of ink

5.A．place            B．put                         C．gave                D．lent

6.A．punished                 B．dismissed              C．praised                D．parted

7.A．what                   B．that                    C．which                 D．how

8.A．stand up                    B．stand on               C．stand for              D．stand by

9.A．attitude           B．activity                   C．action                 D．behavior

10.A．what                   B．if                     C．that                     D．where

11.A．honest　　            B．dishonest　　         C．modest　　            D．disappointed

12.A．promise　　      B．permit　                C．recognize　　        D．prove

13.A．wandering　　　  B．reflecting　　          C．understanding         D．wondering

14.A．Long before　         B．Therefore　           C．Ever before　         D．Later on

15.A．of               B．in                      C．from                D．on

16.A．managed　　　   B．planned　　            C．tried　　　       D．promoted

17.A．could　　        B．would　　             C．can              D．will

18.A．right　　　　    B．only　　　               C．slight　　　      D．once

19.A．After　　　          B．Until　　               C．As if　　         D．Even if

20.A．remained　　         B．continued　            C．kept　　　　     D．wanted

 

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