It's really noisy outside. I would appreciate ____ if you raise your voice in order to make yourself _______ in the back.
A. this; hear B. that; heard C. it; heard D. you; hear
---What’s the matter with John? He has been sitting there for hours.
---A postcard from his father_______ an attack of home-sickness in him.
A. took up B. set off C. brought in D. built up
---Would you please buy me a bright paper package when you go shopping?
--- _______
A. I’d rather you wouldn’t. B. It’s OK with me.
C. What for? D. By all means
Being able to afford ______ drink would be ______ comfort in those tough times.
A. the; the B. a; a C. a; / D. /; a
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 deal with school conflicts
D. how to analyze youth violence
2.From Paragraph 2 we can learn that .
A. violence is more likely to occur at lunchtime
B. the eating habit of a student is often the cause of a fight
C. students tend to lose their temper easily
D. a small conflict can lead to violence
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 a decrease in classroom violence
C. there was less student cooperation in the classroom
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
“Just take a deep breath.” “Don’t think about it.” “You’re more likely to die in a car wreck on the way to the airport than you are in a plane crash.” These are just some words given to people with a fear of flying. But as Tom Cruise, playing Lt. Daniel Kaffee in the movie A Few Good Men, said, “I get sick when I fly because I’m afraid of crashing into a large mountain. I don’t think Daniel will help.”
But there’s a new application that just may. Today, the VALK Foundation, a Dutch group that’s a partnership between KLM Royal Dutch Airlines and the University of Leiden, launches the app in the US. The VALK Foundation was one of the first centers for research and fear-of-flying treatment in the world and is the organizer of three world conferences on fear of flying.
The foundation said the app, called Flight App VALK, is the first scientifically-developed, web-based treatment for people who suffer from mild to moderate fear of flying.
“The fear of flying application we have created aims to transfer all of the knowledge we have developed through our program into a mobile application that will help ease travelers’ fears,” said Dr. Lucas van Gerwen, director of the VALK Foundation. Dr. van Gerwen is also a psychologist and professional pilot with more than 30 years experience.
The foundation said up to 30% of adults are fearful fliers. The Flight App is designed to help relax passengers before and during flights by educating users about flight safety and turbulence. It explains the sounds and sensations they can expect during departure, flight and landing. And, if a passenger’s flight stress reaches a panic level, they press a special panic button which provides audio and written information to help decrease stress levels. Most importantly, the Flight App can be used during the flight in the airplane mode. Once downloaded, the program does not require Internet connection in the air.
1.By saying the words at the beginning of the passage, people are expected to ______.
A. decrease their fear of flying
B. get rid of their doubt about plane
C. have a good time on their flight journey
D. use some medicine to cure their fear of flying
2.According to the passage, the VALK Foundation ______.
A. is a group focusing on psychology on the flight
B. was the first center to do research into fear of flying
C. organize the world conferences on fear of flying annually
D. focuses on researching and offering treatment on fear of flying
3.Flight App VALK is aimed to ______.
A. help passengers experience the fear of flying
B. help relax passengers before and during flights
C. treat people who suffer from mild fear of flying
D. teach people the basic knowledge of taking flight
4.What does the last paragraph mainly tell us?
A. Many adults are suffering from fear of flying
B. It’s convenient for people to use the Flight App
C. Many planes will be installed with the Flight App
D.The Flight App can decrease stress levels effectively
5.In which column of a newspaper can we read this passage?
A. Culture B. Entertainment
C. Technology D. Education
