閱讀下面的短文并從方框中的 A-F 中為每段文字選出最佳標(biāo)題。其中有一項(xiàng)選擇是多余的。（共5小題，每小題2分，滿分10分）

A. Take some time to speak English

B. Join an English club

C. Have a mirror on the wall

D. Keep it short and simple

E. Listen to good English speakers

F. Practice with peers or family

Here are some tips to improve your spoken English.

1.

Whatever you have learnt or read in a day, practice in front of the mirror. For a start, you can read something from newspapers, English magazines, and books. Take a passage and read it aloud. After you think your accent has improved, try reciting a poem in front of the mirror. This will increase your confidence as well.

2.

Talk to your family members and friends in English. You can also organize debates and  speeches on a low level, where everyone in your family or friend circle speaks on one topic for a few minutes. It will help you get over the fear of making mistakes, as you will be with your friends and family—your comfort zone.

3.

Listen to people who you think are good English speakers. It will help you catch the skill better. You can also watch their videos, listen to them online, or even in person. It can be anyone from Barack Obama to your teacher in school. Find every opportunity to speak English.

4.

You will meet people like you there and it will help you realize that you are not the only person who isn’t good at this subject. Also meeting different people will help you overcome your complex. You can also join coaching classes, which will provide you professional help in learning spoken English.

5.

Nothing is more beautiful than simplicity. So, instead of using an ambiguous(含糊不清的) language with tough words, go for simple words. Learning any new language is difficult and English is no exception. Start simple and go with the flow. With time, you would learn bigger words too.

 

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(chǎn) 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．a(chǎn)dvocate teaching conflict management in schools

 

That morning, I stepped into the classroom, ready to share my knowledge and experience with seventy-five students who would be my English Literature class. Having taught in      for seventeen years, I had no     about my ability to hold their attention and to impress on them my     for the literature of my mother tongue.

As I entered the room, I was     when the monitor shouted: “Stand up!” The entire class rose, and I was somewhat     about how to get them to sit down again. Once that awkwardness was over, I quickly     my calmness and began what I thought was an informed lecture, sure to gain their respect — perhaps     their admiration. I went back to my office with the rosy glow which came from a sense of achievement.

I asked my students to keep     as homework. However, as I read them, the rosy glow was gradually     by a strong sense of sadness. The first diary said, “Our literature teacher didn’t teach us anything today.     her next lecture will be better.” Greatly surprised, I read diary after diary, each expressing a     theme. “Didn’t I teach them anything? I described the entire philosophical framework of Western thought and laid the historical     for all the works we’ll study in class,” I complained. “How     they say I didn’t teach them anything?”

It was a long term, and it     became clear that my ideas about     were not the same as those of my students. I thought a teacher’s job was to raise     questions and provide enough background so that students could     their own conclusions. My students thought a teacher’s job was to provide     information as directly and clearly as possible. What a difference!

   , I benefited a lot, for my experience with my Chinese students has made me a     American teacher, knowing how to teach in a different culture.

1.A. England     B. America        C. China        D. Australia

2.A. worry        B. idea      C. doubt                D. skill

3.A. profession B. admiration   C. explanation  D. expression

4.A. attracted   B. embarrassed         C. amused              D. shocked

5.A. puzzled     B. sure     C. worried              D. curious

6.A. reminded           B. returned      C. regained             D. recovered

7.A. more B. even    C. yet                 D. still

8.A. discussions        B. notes    C. compositions         D. diaries

9.A. replaced   B. frightened    C. troubled            D. moved

10.A. Later        B. Perhaps        C. Somehow          D. Indeed

11.A. common          B. strong C. similar            D. strange

12.A. happenings     B. characters    C. development         D. background

13.A. should     B. need    C. will                D. must

14.A. immediately    B. certainly       C. simply      D. gradually

15.A. admiration       B. question        C. education          D. conclusion

16.A. difficult   B. interesting   C. essential             D. general

17.A. draw        B. find      C. search                D. offer

18.A. special            B. standard       C. exact             D. serious

19.A. Therefore        B. However      C. Then          D. Though

20.A. richer       B. happier         C. friendlier           D. better

 

Thirty years ago not many people would have dreamed of doing the repairs and decorations in their own homes. In those days labor was fairly cheap and most people would have thought it worthwhile to employ a professional painter and decorator, unless of course they were either very hand up or were in the trade themselves. Today, however, it is quite a different story. Men and women in all walks of life turn their hands to all sorts of jobs round the house including painting, papering, putting up shelves and wall units, and tiling walls and floors. Some people with no professional training of any kind have even successfully built their own houses. These jobs have been made easier today by the introduction of prepared materials, which require the minimum amount of skill to use. In every high street throughout Britain nowadays there is at least one “Do-it-Yourself” shop containing a vast range of timber, tiles, paints, wallpapers and floor coverings besides tools of every description including power drills and many accessories. “Do-it-Yourself” is a booming business; all these shops do a roaring trade and look like continuing to do so. Probably the main reason for the craze is the high cost of present-day labor and the shortage of building firms willing to do small jobs.

1. Why did people employ professional workers to decorate homes thirty years ago?

A．Because they could not do it themselves.

B．Because professional workers were very cheap.

C．Because they had no time.

D．Because professional workers could do much better.

2. Thirty years later what changes took place?

A．People could do everything themselves.

B．Few people chose to be a professional worker

C．People with no professional training successfully built their own houses.

D．New expensive materials required no skills at all.

3. What caused the DIY craze?

A．Young people liked to follow the fashion.

B．“Do-it-Yourself” is a booming business.

C．There were fewer building companies.

D．High cost of professional workers.

4.What is the speaker telling us?

A．How DIY comes into being.

B．Changes in building.

C．Changes in housing.

D．Great changes in these thirty years.

 

A recent study, which was published in last week’s Journal of the American Medical Association, offers a picture of how dangerous it is to get a lift from a teenage driver. Indeed, a 16-year-old driver with three or more passengers has three times the possibility of a serious accident, compared with a teenager driving alone.

The authors also found that the death rates for teenage drivers increased greatly after 10 p.m., and especially after midnight. With passengers in the car, the driver was even more likely to die in a late-night accident.

Robert Foss, a scientist at the University of North Carolina Highway Safety Research Center, says the higher death rates for teenage drivers have less to do with “really stupid behavior” than with just a lack of driving experience. “The basic issue is that adults who are responsible for giving out licenses fail to recognize how complex and skilled driving is.” he says.

Both he and the author of the study believe that the way to mitigate (使緩解) the problem is to have states set up so-called graduated licensing systems, in which getting a license is a process with several stages. A graduated license requires that a teenager first prove himself able to drive in the presence(在場)of an adult, followed by a period of driving with night of passenger restrictions (限制) before graduating to full driving rights.

Graduated licensing systems have reduced teenage driver crashes, according to recent studies.

1.Which of the following situations is most dangerous according to the passage?

A．Adults giving a lift to teenagers on the highway after 10 p.m.

B．Adults driving with three or more teenage passengers late at night.

C．A teenager driving after midnight with passengers in the car.

D．A teenager getting a lift from a stranger on the highway at midnight.

2.According to Robert Foss, the high death rate of teenage drivers is mainly due to _______.

A．their frequent driving at night              B．their lack of driving experience

C．their wrong way of driving                 D．their driving with passengers

3.According to Paragraph 3, which of the following statements is TRUE?

A．Teenagers should spend more time learning to drive.

B．Driving is a skill too complex for teenagers to learn.

C．Restrictions should be forced on teenagers demanding to take driving licenses.

D．The licensing department is partly responsible for teenagers’ driving accidents.

4.A suggested measure to be taken to reduce teenagers’ driving accidents is that ______.

A．driving in the presence of an adult should be made a rule

B．they should be forbidden to take on passengers

C．they should not be allowed to drive after 10 pm

D．the licensing system should be improved