Anne Hathaway, a hottest actress, _______ in so many embarrassing situations over the years.
A．is B．was C．will be D．has been
— Is John coming over this weekend?
— He should, but he _______ not. He seems to be busy these days.
A．can B．may C．must D．will
Shy as he would be in _______ public, he is getting more confident in making _______ public speech.
A．/; a B．/; the C．a; the D．the; a
假设你是李华，在一个礼品网站为你的姐姐订购了一份生日礼物。礼物是一个标有姓名、生日及祝福语的有卡通动物形象的粉色杯子。收到礼物后你和姐姐都很满意。请给你的英国笔友Johnson写一封邮件，内容包括以下要点：
1. 描述网购的礼物；
2. 介绍网上支付及配送情况；
3. 谈谈你对网上购物的看法。
注意：1. 不少于100词；开头和结尾已给出，不计入总词数；
2. 可适当增加细节，以使行文连贯；
3. 支付宝安全控件Alipay Security Control
阅读短文，并按照题目要求用英语回答问题。
The old man walked slowly into the restaurant. His poor jacket, patched trousers, and worn-out shoes made him stand out from the usual Saturday morning breakfast crowd. Unforgettable were his pale blue eyes that sparkled like diamonds, large rosy cheeks, and thin lips held in a steady smile.
With the help of his trusty cane, he walked toward a table by the window. A young waitress named Mary watched him and ran over to him, saying, “Here, Sir. Let me give you a hand with that chair.”
Without a word, he smiled and nodded a thank you. She pulled the chair away from the table. Steadying him with one arm, she helped him move in front of the chair, and get comfortably seated. Then she pushed the table up close to him, and leaned his cane against the table where he could reach it.
In a soft, clear voice he said, “Thank you, Miss.”
“You are welcome, Sir.” She replied. “My name is Mary. I’ll be back in a moment. If you need anything, just wave at me!”
After he had finished a hearty meal of pancakes, bacon, and hot lemon tea, Mary brought him the change, helping him up from his chair and out from behind the table. She handed him his cane, and walked with him to the front door. Holding the door open for him, she said, “Come back and see us, Sir!”
He nodded a thank you and said softly with a smile, “You are very kind!”
When Mary went to clean his table, she was shocked. Under his plate she found a business card and a note written on the napkin, under which was a $100 bill.
The note on the napkin read, “Dear Mary, I respect you very much, and you respect yourself, too. It shows by the way you treat others. You have found the secret of happiness. Your kind gestures will shine through those who meet you.”
The man she had served was the owner was the restaurant. This was the first time that she, or any of his employees, had seen him in person.
1.When did the story happen? （No more than 10 words）
2.What was the old man wearing when he walked into the restaurant? （No more than 10 words）
3.Please explain the underlined phrase "stand out" in English. （No more than 5 words）
4.Why did Mary ran over to the old man? （No more than 15 words）
5.What is the meaning of "Happiness"? What have you learned from the story? （No more than 25 words）
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
