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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 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 (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 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'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 co-operation; 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.

1.From Paragraph 2 we can learn that_______

2.Why do students need to ask themselves the questions stated in Paragraph 5?

3.After the conflict resolution program was started in Atlanta, it was found that______

4.The writer's purpose for writing this article is to_______

1.The purpose of this passage to                   ．

2.According to the passage, we can know that             ．

3.Which of the following is true about the apps?

In the eyes of dog lovers, the dog is man’s best friend. But for much wildlife, loose dogs may be a dangerous enemy, according to a study by a biologist from Utah State University in the US.

Based on much existing research and their own case studies, Julie Smith of Utah State University and four other scientists conclude that loose dogs may represent a huge danger to wildlife, especially endangered species, by hunting down or worrying them and by spreading diseases. They also found that dogs, their worldwide numbers around 500 million, can cause more damage to wildlife and livestock(牲畜) than wolves and other enemies of these animals.

Smith gave examples from the US state of Idaho, where research showed the presence of dogs reducing some deer populations. On the Navajo American Indians’ reservation in northeastern Arizona, packs of loose dogs are attacking livestock. They have killed populations of small animals such as rabbits and act as a disease carrier for rabies(狂犬病) among people and other animals, she said. Loose dogs also were to blame for distemper(温热病) outbreak leading to a die-off of endangered black-footed ferrets in northwestern Wyoming in the 1980s.

The phenomenon is not just limited to US; it’s a global problem. Julie Smith once studied three endangered species in central Asia: wild sheep, gazelles and antelope. The rate of injury and death to these animals by loose dogs was very high. In another case, Smith found that dogs, not wolves, as originally suspected, were responsible for a large number of livestock killings in the mountainous Basque country between Spain and France.

Authors of the new study said the problem is likely to worsen as communities expand. Then how to deal with it?

Indeed, in many countries, leash(拴狗的皮带) laws permit punishment of dog owners whose pets attack wildlife. But lawbreakers are rarely punished because the police lack both people and money.

Smith has low-cost solutions to the problem for dog lovers, though. They include public dog-training programs and vaccinating (预防接种) dogs against rabies and other illnesses.

1.Julie Smith’s study mainly tells us that _______.

2.Which of the following statements about loose dogs is TRUE according to the research?

3.Which of the following is among Julie Smith’s solutions to the trouble caused by loose dogs?

4.What is the main point of the article?

A group of class friends，highly successful in their careers，got together to visit their old university professor .The conversation soon   36  into complaints about stress in work and life

Offering his guests coffee，the professor went to the 37 and returned with a large pot of coffee and a variety of  38  —porcelain，plastic，glass，crystal，some   39   -looking，some expensive，some delicate—telling them to  40 themselves to the coffee

When all the students had a cup of coffee in   41  ,the professor said：“If you noticed，all the nice-looking expensive cups were taken up， 42 behind the plain and cheap ones. While it is normal for you to  43 only the best for yourselves，that is the  44 of your problems and stress.

Be assured that the cup itself  45 no quality to the coffee. In most cases it is just more expensive and in some cases even hides what we drink .    46  all of you really wanted was coffee，not the cup，but you  47 went for the best cups.  And then you began   48 each other’s cups.

Now consider this：Life is the   49 ，the jobs，money and   50  in society are the cups . They are Just tools to hold and contain life，and the type of cup we have does not define nor change the quality of life we  51  . Sometimes，by concentrating only on the cup，we  52 to enjoy the coffee God has 53 us.  God brews the coffee，not the cups…Enjoy your coffee!”

The happiest people don’t have the best of everything . They Just 54 the best of everything .

Live simply.  Love generously.  Care deeply . Speak kindly . Leave the 55 to God .

____________, I’ll visit you next Sunday.