—You have promised to go ,then why aren’t you getting ready ？

—I       you        to go at once .

A．haven’t realized ;want            B．didn’t realize ;wanted

  C．don’t realize ;want              D．don’t realize ;wanted

 

While still in its early stages, welfare reform has already been judged a great success in many states-at least in getting people off welfare. It’s estimated that more than 2 million people have left the rolls since 1994.

In the past four years, welfare rolls in Athens County have been cut in half. But 15 percents of the people who left in the past two years took jobs that paid less than $6 an hour. The resuit: The Athens County poverty rate still remains at more than 30 percent-twice the national average.

 For advocates (代言人) for the poor, that’s an indication that much more needs to be done.

“More people are getting jobs, but it’s not making their lives any better,” says Kathy Lairn,a policy analyst at the Center on Budget and policy Priorities in Washington.

A center analysis of US Census data nationwide found that between 1995 and 1996, a greater percentage of single, female-headed households were earning money on their own, but that average income for these households actually went down.

But for many, the fact that poor people are able to support themselves almost as well without government aid as they did with it is in itself a huge victory.  

“Welfare was a poison. It was a toxin(毒素) that was poisoning the family,” says Robert Rector, a welfare?reform policy analyst. “The reform is changing the moral climate in low?income communities. It’s beginning to rebuild the work ethic(道德观), which is much more important.”

Mr. Rector and others argued that once “the habit of dependency is cracked, ”then the country can make other policy changes aimed at improving living standards.

13.From the passage, it can be seen that the auther .      

A.believes the reform has reduced the government’s burden

B.insists that welfare reform is doing little good for the poor

C.is overenthusiastic about the success of welfare reform

D.considers welfare reform to be fundamentally successful

14.Why aren’t people enjoying better lives when they have jobs?

A.Because many families are divorced.        B.Because government aid is now rare.

C.Because their wages are low.               D.Because the cost of living is rising.

15.What is worth noting from the example of Athens County is that .      

A.greater efforts should be made to improve people’s living standards

B.15 percent of the people there have been employed for two years

C.50 percent of the population no longer relies on welfare

D.the living standards of most people are going down

16.From the passage we know that welfare reform aims at_______ .

A.saving welfare funds                       B.rebuilding the work ethics(观念)

C.providing more jobs                        D.cutting government expenses

Can you understand the beginning of this article?

“My smmr hols wr CWOT. B4, we usd 2go2 NY 2C my bro, his GF & 3 kds FTF.”

The Scottish teacher who received it in class had no idea what the girl who wrote it meant. The essay was written in a form of English used in cell phone text messages. Text messages (also called SMS2) through cell phones became very popular in the late 1990s. At first, mobile phone companies thought that text messaging would be a good way to send messages to customers, but customers quickly began to use the text messaging service to send messages to each other. Teenagers in particular enjoyed using text messaging, and they began to create a new language for messages called texting.

A text message is limited to 160 characters, including letters, spaces, and numbers, so messages must be kept short. In addition, typing on the small keypad of a cell phone is difficult, so it’s common to make words shorter. In texting, a single letter or number can represent a word, like “r” for “are,” “u” for “you,” and “2” for “to.” Several letters can also represent a phrase, like “lol” for “laughing out loud.” Another characteristic of texting is the leaving out of letters in a word, like spelling “please” as “pls.”

Some parents and teachers worry that texting will make children bad spellers and bad writers. The student who wrote the essay at the top of this page said writing that way was more comfortable for her. (The essay said, “My summer holidays were a complete waste of time. Before, we used to go to New York to see my brother, his girlfriend, and their three kids face to face.”)

Not everyone agrees that texting is a bad thing. Some experts say languages always evolve, and this is just another way for English to change. Other people believe texting will disappear soon. New technology for voice messages may soon make text messages a thing of the past.

1.What is the writer’s opinion of text messaging? 

A．It is fun and easy to do.

B．It is not bad for children.

C．It will make children bad writers.

D．The writer does not give an opinion.

2.Which way of texting is NOT described in the passage?

A．Using phrases to represent essays

B．Using numbers to represent words

C．Using letters to represent phrases

D．Using letters to represent words

3.Which of the following was most probably the title of the student’s essay?

A．My Gr8 Tchr

B．CU in LA

C．My GF

D．My Smmr Hols

4.Why do some people think that texting is bad?

A．It has been replaced by voice message

B．It’s too difficult to type.

C．Teenagers won’t learn to write correctly.

D．It’s not comfortable.

5.Why aren’t some people worried about the effect of texting?

A．Not many people use texting.

B．Spelling in English is too difficult.

C．Teenagers quickly become bored with texting.

D．Texting will disappear because of new technology.

 

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.
【小题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

【小题2】From Paragraph 2 we can learn that ________.

A．violence is more likely to occur at lunchtime

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

【小题3】Why do students need to ask themselves the questions stated in Paragraph 5?

A．To find out who is to blame.

B．To get ready to try new things.

C．To make clear what the real issue is.

D．To figure out how to stop the shouting match.

【小题4】After the conflict resolution program was started in Atlanta, it was found that ________.

A．there was a decrease in classroom violence

B．there was less student cooperation in the classroom

C．more teachers felt better about themselves in schools

D．the teacher-student relationship greatly improved

【小题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

A little old couple walked slowly into McDonald ’ s on one cold winter evening. It seemed that

they didn' t come to the right place with the young families and young couples eating that night.

The little old man walked right up to the cash register, placed his order with no hesitation and then paid for their meal. The couple took a table near the back wall and started taking food off the tray. There was one hamburger, one order of French fries and one drink. The little old man unwrapped the plain hamburger and carefully cut it in half. He placed one half in front of his wife. Then he carefully counted out the French fries, divided them in two piles and neatly placed one pile in front of his wife. He took a sip at the drink and then set the cup down between them.

As the man began to eat his few bites of hamburger, the crowd began to get restless. You could tell what they were thinking, “That poor old couple. All they can afford is one meal for the two of them. ”

As the man began to eat his French fries, one young man stood and came over to the old couple ’ s table. He politely offered to buy another meal for the old couple to eat. The old man replied that they were just fine. They were used to sharing everything.

As the little old man finished eating and was wiping his face neatly with a napkin，the young man could stand it no longer. Again he came over to their table and offered to buy some food.

After being politely refused again，he finally asked a question of the little old lady，" Ma ’ am, why aren' t you eating? You said that you share everything. What is it that you are waiting for?"

She answered, "The teeth.,’

   According to the 1st paragraph, the old couple  .

A.  enjoyed the scene outside the McDonald' s

B.  didn, t look suitable for the surroundings

C.  loved being with young families and couples

D.  liked the food in McDonald' s

   The little old man cut the plain hamburger in half because  .

A.  he couldn' t finish eating it with one bite

B.  he was very careful with his food

C.  he ordered more than he could consume

D.  he wanted to share it with his wife

   The young man who offered to buy the old couple food was    .

A. impolite B. stubborn C. sympathetic  D. doubtful

   From the old lady' s answer, we know that   .

A. she was not interested in the food   B. the couple suffered a terrible toothache

C. the couple did share everything  D. she gave an irrelevant answer