Question

D 

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 schcx) ls across the country. In fact,according to an official report on youth violence,uIn 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'tstudents 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 (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 (解決 ) ： 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^ 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,<464 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.

56. 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

57. 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

58. 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.

59. 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 

60. 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

Answer 1

56. D解析：主旨大意題。作者在文章第一 段分析中學(xué)生小的矛盾沖突導(dǎo)致可怕的暴 力事件，然后表達(dá)了自己的觀(guān)點(diǎn):何不教給 學(xué)生處理矛盾沖突的辦法？其他段落例證 該觀(guān)點(diǎn)，且提出相關(guān)建議。

57. B解析:細(xì)節(jié)理解題。由第二段第二句A report on violence... indicates that most violent incidents between students begin with a relatively minor insult (侮辱) .可 知，學(xué)生之間大部分的暴力事件是由小沖 突引起的。

58. C解析：細(xì)節(jié)理解題。根據(jù)該輿信息…

students need to consider what they are hearing.以及 It means understanding what the real issue is…可以看出，學(xué)生有 必要弄清楚真正的問(wèn)題是什么。

59. A解析：細(xì)節(jié)理解題。根據(jù)最后一段內(nèi) 容 After students in Atlanta started …less physical violence in the classroom…可知， 在亞特蘭大學(xué)生開(kāi)始解決沖突課程后， 64%的教師說(shuō)教室里學(xué)生打斗的暴力事 件減少了，故選A項(xiàng)。

60. C解析：作者意圖題。根據(jù)第一段的… why aren’t students taught to manage conflict …以 及最后 一段的 In that way,conflict resolution is a basic life skill that should be taught in schools across the country.可知，作者呼吁在學(xué)校要教給學(xué)生處理矛盾沖突的辦法。