______he always thinks of is ______ he can do more for the country．

A．What; how 　                             B．What; what

C．That; that 　                               D．How; how

________ he always thinks of is ________ he can do more for the country．

1. A.
   What；how
2. B.
   What；what
3. C.
   That；that
4. D.
   How；how

閱讀理解

閱讀下列短文，從每題所給的A、B、C、D四個選項(xiàng)中選出最佳選項(xiàng)。

　　To get a good mark in examinations has been regarded as being most important for a student, and it is also what parents always expect their children to do. But is it enough? These days increasing attention has been paid in schools the country to what is called quality education. It means that a student, apart from doing well in exams, should develop his skills in other ways so as to turn himself into a qualified graduate for modernization of the motherland.

　　Quality education, said Xing Jizu, Party Secretary of the Education Bureau of downtown Hongkou District Shanghai, aims to help students to gain a high moral standard, a strong sense of patriotism (愛國精神), a strong wish for learning, as well as a sound (健康的) mind and body.

　　“We need reforms (改革）to achieve our goal for quality education,”Mr. Xing Jizu told SSP. He also outlined what they had planned.

　　Xing said that return of Hong Kong to the mainland in July, 1997, for example, was regarded as a very good chance for the education advances. A lot of related activities were organized at all the schools in Hongkou.

　　Besides, all schools in the district were advised to set up after-class art or science groups. A student’s art festival is to be held in each school every year.

　　As for physical education, every student is required to have at least one hour of exercise a day. Every year, a sports meet will take place at each school.

　　Besides, various kinds of after-school activities will be organized to help develop the students’ practical and social abilities.

　　“What we are doing is by no means to weaken the importance of the regular classroom teaching or exam results,”Xing pointed out.“Instead, we hope that through quality education, students can learn more, in less time in an easier way. Only in this way can we bring up children fit for the bright future of China.

1．The writer thinks that to get a good mark in examinations has been regarded as most important for a student is ________.

[　　]

A．completely right

B．one sided

C．completely wrong

D．only a single standard for a good student

2．The word“outline”means to ________.

[　　]

A．give main points of

B．to tell something about education

C．a(chǎn)nswer some questions of

D．draw a picture of

3．In this text, quality education is really that ________.

[　　]

A．every student gets development in all sides

B．it is all right for a student to get a good mark

C．it is all right for a student to get a single skill

D．it is impossible that a student can develop on all sides

4．The text tells us that ________.

[　　]

A．quality education is a must in schools

B．politics must be put in the first place

C．students should be able to bear hardships and stand hard work

D．it is never late to learn

Below is a passage adapted from the network edition of China Daily.

Event

Voices

Aftermath(余波)               

46．This passage is focused on Li Yang’s           .

       A．English-teaching career                           B．international marriage

       C．microblog article                                      D．domestic violence

47．Zhangxiaomei holds the view that           .

       A．laws should be passed to protect women and children

       B．crazy personality accounts for violence and ill temper

       C．overcoming background gap is necessary for marriage

       D．Li is wrong to have his students worship him as an idol

48．Who thinks that character plays the most important role in one’s life?

       A．@Xuemanzi           B．@Wuxiaolong         C．@Sikaozhe             D．@ykxin

49．According to Wang Xingjuan,        .

       A．people under stress lend to have domestic violence

       B．people of h igher education won’t easily lose temper

       C．people in lower social status often beat their wives

       D．people with senior jobs seldom have family trouble

The other day in school, we were discussing jobs. Our teacher, Mrs. Bolt said that career was very important and that it was never too early to think about your life’s work. Most of the young boys really were not too sure about what they wanted to be. But I knew exactly what I wanted to be, and when Mrs. Bolt asked me, I replied “A truck driver.”

“A truck driver?” repeated Mrs. Blot. “Why do you want to be one, Tom?”

“Because truck drivers are always on the move. They do not have to sit at desks all day. They are out on the road and they see a lot of the country. The pay is good, too. And you never have any homework.”

The class laughed.

“Well, Tom.” answered Mrs. Bolt. “You certainly sound quite enthusiastic (熱情的). I guess that you don’t like sitting at a desk or doing homework. Is that correct, Tom?”

“Yes, I guess so, ” I said.

“Well, since you are so interested in becoming a truck driver, I think you should look into the field a little further. I want you to go to the library and take out a book on truck driving. And I want you to write a paper on it and hand it in at the end of the month.”

That’s the last time I’ll never tell anybody my secret ambition (雄心).

46．Mrs. Bolt suggested Tom write a book report because         .

       A．she was angry with him.

       B．she wanted him to learn about the other side of truck driving.

       C．she was making fun of him.

       D．she wanted the whole class to follow him

47．Which of the following is NOT true?

       A．The writer thinks that truck drivers are well paid.

       B．What Tom said made his classmates laugh.

       C．It seemed as if Tom did not enjoy doing his homework.

       D．Mrs. Bolt didn’t want Tom to become a truck driver.

48．Tom wouldn’t tell about his ambition any more because          .

      A．he didn’t think his ambition could come true.

       B．he just got more homework to do.

       C．he was laughed at by the whole class.

       D．he would not be able to become a truck driver.

49．What can we infer about Mrs. Bolt?

       A．She was unkind to her students.     B．She was unfit for her position.

       C．She was a teacher with ripe experience.  D．She always did something strange. 

Two friends have an argument that bleaks 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 (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 accusation only add fuel to the emotional fir 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 f. 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 off 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.
【小題1】This article is mainly about.

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.
【小題1】This article is mainly about ________.

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

There is famous story about British poet Samuel Taylor Coleridge．He was writing a poem when he was interrupted by a knock at the door．
This was an age before telephones．Someone was delivering a message．When Colcridge got back to his poem, he had lost his inspiration．His poetic mood had been broken by the knock on his
door．His unfinished poem, which could otherwise have been a masterpiece, would now never be more than a fragment(碎片,片段)．
This story tells how unexpected communication can destroy an important thought, which brings us to the cell phone．
The most common complaint about cell phones is that people talk on them to the annoyance of people around them．But marc damaging may be the cell phone’s disruption of our thoughts．
We have already entered a golden age of little white lies about our call phones, and this is by and large a healthy, productive development．" I didn't hear it ring" or " I didn't realize my cell phone had shut off" arc among the lies we tell to give ourselves space where we’re beyond reach．
The notion or idea of being unreachable is not a new concept-we havoc "Do Not Disturb" signs on the doors of hotel rooms． So why must we feel guilty when it comes to cell phones? Why must we apologize if we decide to shut off the phone for a while?
The problem is that we come from a long-established tradition of difficulty with distance communication．Until the recent mass deployment of cell phones, it was easy to communicate with someone next to us or a few feet away, but difficult with someone across town, the country or the
globe．We came to take it for granted．
But cell phones make long-distance communication common, and endanger our time by ourselves．Now time alone, or conversation with someone next to us which cannot be interrupted by a phone, is something to be cherished．Even cell phone devotees, myself usually included, can't help at times wanting to throw their cell phone away, or curse the day they were invented．
But we don't and won't, and there really is no need．All that's required to take back our private time is a general social recognition that we have the right to it．
In other words, we have to develop a healthy contempt for the rings of our phones．Given the case of making and receiving cell phone calls, if we don-t talk to the caller right now, we surely will shortly later．
A cell phone call deserves no greater priority than a random word from a person next to us．Though the call on my cell phone may be the one-in-a-million from Steven Spielberg-who has  finally read my novel and wants to make it his next movie．But most likely it is not, and I'm better
off thinking about the idea I just had for a new story, or the pizza I’ll eat for lunch．
【小題1】What's the point of the anecdote about poet Coleridge in the first three paragraphs?

The other day in school, we were discussing jobs. Our teacher, Mrs. Bolt said that career was very important and that it was never too early to think about your life’s work. Most of the young boys really were not too sure about what they wanted to be. But I knew exactly what I wanted to be, and when Mrs. Bolt asked me, I replied “A truck driver.”
“A truck driver?” repeated Mrs. Blot. “Why do you want to be one, Tom?”
“Because truck drivers are always on the move. They do not have to sit at desks all day. They are out on the road and they see a lot of the country. The pay is good, too. And you never have any homework.”
The class laughed.
“Well, Tom.” answered Mrs. Bolt. “You certainly sound quite enthusiastic (熱情的). I guess that you don’t like sitting at a desk or doing homework. Is that correct, Tom?”
“Yes, I guess so, ” I said.
“Well, since you are so interested in becoming a truck driver, I think you should look into the field a little further. I want you to go to the library and take out a book on truck driving. And I want you to write a paper on it and hand it in at the end of the month.”
That’s the last time I’ll never tell anybody my secret ambition (雄心).
46．Mrs. Bolt suggested Tom write a book report because         .
A．she was angry with him.
B．she wanted him to learn about the other side of truck driving.
C．she was making fun of him.
D．she wanted the whole class to follow him
47．Which of the following is NOT true?
A．The writer thinks that truck drivers are well paid.
B．What Tom said made his classmates laugh.
C．It seemed as if Tom did not enjoy doing his homework.
D．Mrs. Bolt didn’t want Tom to become a truck driver.
48．Tom wouldn’t tell about his ambition any more because          .
A．he didn’t think his ambition could come true.
B．he just got more homework to do.
C．he was laughed at by the whole class.
D．he would not be able to become a truck driver.
49．What can we infer about Mrs. Bolt?
A．She was unkind to her students.            B．She was unfit for her position.
C．She was a teacher with ripe experience.  D．She always did something strange.