题目
题型：浙江省高考真题难度：来源：
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 (解决) 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 strategyfor 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.
B. the cause of arguments in schools
C. how to analyze youth violence
D. how to deal with school conflicts
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
B. To get ready to buy new things.
C. To make clear what the real issue is.
D. To figure out how to stop the shouting match.
B. there was less student cooperation in the classroom
C. more teachers fell better about themselves in schools
D. the teacher-student relationship greatly improved
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
答案
核心考点
试题【阅读理解 Two friends have an argument that bleaks up their friendship forever, e】；主要考察你对题材分类等知识点的理解。[详细]
举一反三
improve both the teaching and learning processes.
Some researchers, such as Sian Beilock and Susan Levine, are trying to learn about learning. Beilock
and Levine are psychologists at the University of Chicago. Psychologists study the ways people think and behave, and these researchers want to know how a person"s thoughts and behavior are related.
In a new study about the way kids learn math in elementary school, Beilock and Levine found a
surprising relationship between what female teachers think and what female students learn: If a female
teacher is uncomfortable with her own math skills, then her female students are more likely to believe that
boys are better than girls at math.
"If these girls keep getting math-anxious female teachers in later grades, it may create a snowball
effect on their math achievement," Levine told Science News. The study suggests that if these girls
grow up believing that boys are better at math than girls are, then these girls may not do as well as they
would have if they were more confident.
Just as students find certain subjects to be difficult, teachers can find certain subjects to be difficult to
learn-and teach. The subject of math can be particularly difficult for everyone. Researchers use the word
"anxiety" to describe such feelings: anxiety is uneasiness or worry. (Many people, for example, have
anxiety about going to the dentist because they"re worried about pain.)
The new study found that when a teacher has anxiety about math, that feeling can influence how her
female students feel about math. The study involved 65 girls, 52 boys and 17 first- and second-grade
teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning
and end of the school year, and the researchers compared the scores.
The researchers also gave the students tests to tell whether the students believed that a math superstar
had to be a boy. Then the researchers turned to the teachers: To find out which teachers were anxious
about math, the researchers asked the teachers how they felt at times when they came across math, such
as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt, for
example, was probably anxious about math.
Boys, on average, were unaffected by a teacher"s anxiety. On average, girls with math-anxious
teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus, on the test
showing whether someone thought a math superstar had to be a boy, 20 girls showed feeling that boys
would be better at math-and all of these girls had been taught by female teachers who had math anxiety.
According to surveys done before this one, college students who want to become elementary school
teachers have the highest levels of anxiety about math. Plus, nine of every 10 elementary teachers are
women, Levine said.
This study was small, and it"s often difficult to see large patterns in small studies, David Geary told
Science News. Geary, a psychologist at the University of Missouri in Columbia, studies how children
learn math. "This is an interesting study, but the results need to be interpreted as preliminary and in need
of replication with a larger sample," Geary said. That means that the results are just showing something
that might be happening, but more studies should be done. If more studies find the same trend as this one,
then it"s possible that a teacher"s anxiety over math really is affecting her female students.
B. study students" ways of learning math
C. prove women teachers are unfit to teach math
D. find better teaching methods for teachers
B. study the ways their female teachers behave
C. have an influence on their math-anxious female teachers
D. gain unexpected achievement in such subjects as math
B. Tell their feelings about math problems.
C. Answer whether a math superstar had to be a boy.
D. Compare the students" scores after the math tests.
B. Almost all the girls got lower scores in the tests than the boys.
C. About 30% of the girls thought boys are better at math than girls.
D. Girls with math-anxious teachers all failed in the math tests.
B. The researchers felt surprised at the findings of their study.
C. Beilock and Levine are interested in teaching math.
D. Men teachers are better at teaching math than women teachers.
surprise. The car is fitted with a remote immobilizer, and a radio signal from a control centre miles away
will ensure that once the thief switches the engine off, he will not be able to start it again.
The idea goes like this. A control box fitted to the car contains a mini-cellphone, a micro-processor
and memory, and a GPS (全球定位系统) satellite positioning receiver. If the car is stolen, a coded (编
码的) cellphone signal will tell the control centre to block the vehicle"s engine management system and
prevent the engine being restarted.
In the UK, a set of technical fixes is already making life harder for car thieves. "The pattern of vehicle
crime has changed," says Martyn Randall, a security expert. He says it would only take him a few minutes
to teach a person how to steal a car, using a bare minimum of tools. But only if the car is more than 10
years old.
Modern cars are far tougher to steal, as their engine management computer won"t allow them to start
unless they receive a unique ID code sent out by the ignition (点火) key. In the UK, technologies like this
have helped achieve a 31% drop in vehicle-related crime since 1997.
But determined criminals are still managing to find other ways to steal cars, often by getting hold of the owner"s keys. And key theft is responsible for 40% of the thefts of vehicles fitted with a tracking system.
If the car travels 100 metres without the driver confirming their ID, the system will send a signal to an
operations centre that it has been stolen. The hundred metres minimum avoids false alarms due to
inaccuracies in the GPS signal.
Staff at the centre will then contact the owner to confirm that the car really is missing, and keep police
informed of the vehicle"s movements via the car"s GPS unit.
B. help the police make a surprise attack on the car thief
C. prevent the car thief from restarting it once it stops
D. allow the car to lock automatically when stolen
B. self-prepared tools are no longer enough for car theft
C. the thief has to make use of computer technology
D. the thief has lost interest in stealing cars over 10 years old
B. A unique ID card
C. A special cellphone signal
D. A GPS satellite positioning receiver
B. contact the car owner
C. block the car engine
D. locate the missing car
calling her but I couldn"t get through. So I sent her an e-mail and then I spoke to her on MSN. Without
technology I would not have been able to tell her. "
Staying connected with friends and family is important for us. That"s why we asked our readers to tell
us how cell-phones, e-mail, blogs, text messaging, and personal pages help them keep in touch. More
than 1,500 responded.
Most of them told us they couldn"t live without technology: 80％of teens said they need technology to
stay in touch. Almost 30％said they"d be completely out of their
friends without their cell-phones and other methods of communication.
What do they do when they"ve got news they need to share now? Most teens say they try to reach
their friends
by phone. But if they don"t reach them, they use QQ, e-mails, and text messaging to get the words out.
Lots of people use one way of communication-like text messaging-to get a friend"s attention and then
use another where they can talk more. "My friends and I always tell each other everything that happens.
So I send them text messages to tell them to
come online so we can talk about it," said Sabeiha. "When planning to get together with friends", Julian said, "the easiest and fastest way I know is to
send a text message to my contact group." Jocelyn said. "If I want to go to see a movie with a few
friends, I usual
ly send text message to them. By telephone, you have to call every single friend one by one. But text messaging allows you to send the same message to as many as you"d like, which saves a lot
of time."
B. Blogs.
C. P
ersonal pages. D. Personal letters.
B. QQ.
C. Phones.
D. Text message.
B. send the e-mail
C. talk with their friend
s D. meet their friends
part of a newspaper can you find this passage?B. Education.
C. Technology.
D. Culture.
(紫外线) while skiing in the snow-covered areas than sitting on the beach, according to a report by the
UK newspaper The Telegraph.
The researchers at Kanazawa Medical University, Japan and American company Johnson conducted
the study together. They looked at the effects of light reflection on newly fallen snow on a ski trail (a
rough path) in Ishikawa District, northern Japan. They compared the results with the levels of UV rays
on a sand beach in southern Japan"s Okinawa District. They found that on the beach, eyes are exposed
to a daily 260 kilojoules (千焦耳) of UV a square meter compared to 658 kilojoules in snow-covered
areas.
The findings are supported by the Japan Meteorological Agency. According to the agency, the
reflection rate of UV light on beaches is often between 10 and 25 percent, compared to 80 percent in
the new snow areas. The amount of light increased 4 percent with a 300-meter rise in height.
Most of us know that UV rays can harm the skin. That"s why we wear sunscreen on our skin before
we get out in the sun. But many of us may not realize that UV rays are also harmful to the eyes.
If your eyes are exposed to large amounts of UV radiation over a short period of time, you may
experience a kind of sunburn of the eye, which is harmful. Your eyes will become red and feel a strange
feeling. They may be sensitive to light. Fortunately, this is usually temporary and seldom causes
permanent damage to the eyes.
Long-term exposure to UV radiation, however, can be more serious. Scientific studies and
researches have shown that exposure to small amounts of UV radiation over a period of many years
increases the chance of eye damage, which could lead to total blindness.
1. You would most likely find the article in ________.
A. a medical magazine
B. a travel journal
C. a doctor"s diary
D. a physics textbook
2. Which of the following statements is TRUE according to the passage?
A. Too much eye exposure to UV rays may cause total blindness.
B. Short-time exposure of the eyes to UV rays doesn"t harm them at all.
C. Most people know that UV rays harm the eyes as well as the skin.
D. The study was conducted by researchers from Japan, the USA and the UK.
3. The underlined word "sunscreen" in Paragraph 4 most probably means ______.
A. sunglasses
B. sun cream
C. sun hat
D. sunburn
4. What will the passage most probably talk about next?
A. Never ski on newly fallen snow in Japan.
B. Take some measures to protect your eyes while skiing in new snow areas.
C. Wearing a hat can provide protection while skiing in new snow areas.
D. Go to hospital to have your eyes examined.
eyes. You"re thinking. You"re breathing. You"re listening. Possibly you"re shifting(变换) positions. You"re
also feeling things—this book, your chair, emotions. What lets you do all these things at the same time?
Your brain.
Your brain is the control center of your body and mind. Without your brainyou can"t do anything. Your brain has more than 100 billion nerve(神经) cells. Each nerve cell makes from 1,000 to 10,000 connections with other nerve cells. The nerve cells send impulses back and forth in your brain and to and
from every part of your body. After you reach the age of 20, though, your brain cells start to die. This is
common. However, if you suffer an illness, or injury, even more nerve cells die in your brain. When a
nerve cell dies, the thousands of connections it made with other nerve cells are lost.
Until recently, scientists believed that the brain did not replace its dead cells. New studies, however,
prove not. Scientists have found new nerve cells in a part of the brain called the hippocampus(海马区).
The hippocampus helps the brain form memories from new experiences.
The discovery of these new nerve cells is not a cure for anything yet. It gives hope,
however, of a curefor brain damage from such things as epilepsy(癫痫病), Lou Gehrig"s disease, car accidents, and strokes. Someday scientists might be able to use the new cells to replace damaged brain cells. Such a cure,
how
ever, may take about ten years to develop. So at the same time, use your head—protect it!B. make connections only to other cells in the brain
C. can cure Lou Gehrig"s disease
D. are a person"s memory
B. should be careful not to injure their brains
C. have a skull (头盖骨) that provides all the protection needed by the brain
D. would see a quick cure for brain disease
B. comparing it to other parts of the brain
C. telling how it got its name
D. explaining what it does
B. disorders
C. memories
D. messages
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