根据短文内容，从短文后的选项中选出能填入空白处的最佳选项，选项中有两项为多余选项。

When I walked into the house after school, the first thing I noticed was a box with items I recognized from my dad’s office. When he told me that he was laid off, I thought he was joking. Then I noticed his seriousness and realized he was telling the truth. My father has always been a hard worker. He has prided himself on his career. 1. I

guess I had taken his work for granted.

2. For starters, he was home all the time. It meant my bed had to be made, my room cleaned up, and my homework done right after school. I would come home every day to find him at the computer searching for jobs.  3.  He seemed, and how losing his job had affected his self-esteem, though he tried to be optimistic. For the first time, I saw my dad as vulnerable. He asked my brother and me to spend less. I gave up my allowance, which even though it wasn’t much, felt like the right thing to do. I also found a part-time job.

4. He explained that he never wanted to be laid off again, so he was going to start his own business. Day by day, I watched him build it, On evening I asked if he needed help.“Only if it doesn’t interfere with school,” he said.I showed up at his office the next afternoon, and most afternoons after that for two months.

5. The terrible experience for our family taught me how to deal with difficulties. Now I know that through creative problem-solving, I can always find Plan B, ask for help, and take risks. What I have learned from my dad’s understanding of business and his work ethic(信条) are two of the most important lessons I will ever learn, and will be my foundations for success.

A.Providing for our family has been his joy.

B.I made every effort to solve his problems.

C.I began to notice how losing his job had affected him.

D.My father’s unemployment created many changes in our lives.

E.After months of searching, my dad decided to go in a totally different direction.

F.His courage and determination helped him to become successful in his new career.

G.I always knew he was a hard worker, but watching him in action ionfluencedd me a lot.

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 deal with school conflicts

D. how to analyze youth violence

2.From Paragraph 2 we can learn that              .

A. violence is more likely to occur at lunchtime

B. the eating habit of a student is often the cause of a fight

C. students tend to lose their temper easily

D. a small conflict can lead to violence

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 a decrease in classroom violence

C. there was less student cooperation in the classroom

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.advocate teaching conflict management in schools

D. inform teachers of the latest studies on school violence

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_______

If you live in a city where everyone rushes, realize that you don't have to be like everyone else．You can be different．

I can't give you a step-by-step guide to moving slower, but here are some things to consider and perhaps adopt, if they work for your life．

1．Do less

Cut back on your projects, on your task list, on how much you try to do each day．Focus not on quantity but on quality．Pick 2 or 3 important things-or even just one important thing- and work on those first．

2．Have fewer meetings

Meetings are usually a big waste of time and make you rush．Try to have blocks of time with no interruptions, so you don't have to rush from one meeting to another．

3．Give yourself time to get ready and get there

If you're constantly rushing to appointments or other places you have to be, it's because you don't allot（分配） enough time in your schedule for preparing and for traveling．Pad your schedule to allow time for this stuff．If you think it only takes you 10 minutes to get ready for work or a date, perhaps give yourself 30 to 45 minutes so you don't have to shave in a rush or put on makeup in the car．

4．Practice being comfortable with sitting doing nothing

When people have to wait, they become impatient or uncomfortable．Try standing in a line and just watching and listening w people around you．It takes practice, but after a while, you’ll do it with a smile．

5．Realize that if it doesn't get done, that's Ok．

There's always tomorrow．And yes, I know that's a frustrating attitude for some of you who don't like laziness or living without firm deadlines, but it's also reality．The world likely won't end if you don't get that task done today．Your boss might get mad, but the company won't collapse and the life will inevitably go on．

Try these things out．Life is better when unrushed．

Remember the quote: If nature can get everything done without rushing, so can you．

1.Which can be the best title of the passage?

2.If you think you need 10 minutes to get ready for the date with your boyfriend, ______．

3.According to the passage, we can know_______．

4.The underlined word "collapse" has the similar meaning to "______"．

Ⅵ、读写任务（共一题，满分25分）
阅读以下短文，然后按要求写一篇150词左右的英语短文。
【阅读材料】
There is a story telling of a religious master who is said to be capable of moving mountains. A man came to him asking for a demonstration (证明). The master sat in front of a mountain for a moment, then went to the other side of it and declared the end of the demonstration. All the audiences were greatly puzzled and begged him for an explanation. He said, “There has been a way of moving mountains; what you can do is to go to the mountain if it doesn’t come.”
One of my friends, though with the makings of a merchant, was bent on being a painter. He resigned from office and devoted himself entirely to painting at home. Several years, however, saw no progress in this regard.
A painful retrospection (回顾) brought him to his senses. He made up his mind to take up business in place of painting. It took him only a few years to become a rich businessman. Meanwhile he spent his spare time exchanging experience and skills in painting. His works finally won acclamation by expert painters and were on sale in art gallery and grand hotels. He had his collections published and his dream of becoming a painter came true at last.
【写作内容】
请就以上的文章写一篇读后感
以约30个词概括短文的内容要点；
然后以约120个词就“山不过来，我就过去”为主题，发表你的看法，并包含以下的要点：
根据你的生活经历，当所面对的事实无法改变时，是否应该改变自己？
简述一个改变自己的例子。
你认为有时候改变自己，才能最终改变属于自己的世界吗？
【写作要求】
可以使用实例或其他论述方法支持你的观点，也可以参照阅读材料的内容，但不得直接引用原文中的句子。
标题自定。