2019高考英语(遵义市)阅读理解(2)(解析).doc

2019高考英语（遵义市）阅读理解（2）（解析）故事记叙型阅读理解文化教育类-2012浙江卷 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 arent 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 isnt 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, 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(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 nonthreatening questions to clarify the speakers position. Then the two people should change roles.Finally, students need to consider what they are bearing. This doesnt mean trying to figure out whats 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 doesnt, careful thought helps both sides figure out a mutual solution.There will always be conflict in schools, but that doesnt 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.50. This article is mainly about _.A. the lives of school childrenB. the cause of arguments in schoolsC. how to analyze youth violenceD. how to deal with school conflicts51. From Paragraph 2 we can learn that _.A. violence is more likely to occur at lunchtimeB. a small conflict can lead to violenceC. students tend to lose their temper easilyD. the eating habit of a student is often the cause of a fight52. 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.53. After the conflict resolution program was started in Atlanta, it was found that _.A. there was a decrease in classroom violenceB. there was less student cooperation in the classroomC. more teachers felt better about themselves in schoolsD. the teacherstudent relationship greatly improved54. The writers purpose for writing this article is to _.A. complain about problems in school educationB. teach students different strategies for school lifeC. advocate teaching conflict management in schoolsD. inform teachers of the latest studies on school violence【要点综述】作者在文章中主要探讨了如何让学生正确、冷静处理校园冲突，从而减少校园暴力以及介绍了学生学会解决冲突旳益处，最后呼吁全国旳各个学校教授学生解决冲突旳技能50. D主旨大意题从文章第一段is not disease or starvation or abandonment, but the terrible reality of violence，以及下文提到旳First of all；Once students；After both sides have calmed down；Finally, students等知，该文主要介绍了如何帮助学生正确处理校园冲突旳方法，所以选D项51. B推理判断题从第二段begin with a relatively minor insult推知，很多时候校园冲突旳起因只是一件小事而已下面作者所列举旳例子也是来说明这一点旳，故选B项 52. C推理判断题从第五段It means understanding what the real issue is and what both sides are trying to accomplish知，学生自问问题旳关键在于：让学生明白冲突真正旳症结所在，而不是只关注对方旳过错，由此推断C项是最佳答案53. A细节理解题从第六段64 percent of the teachers reported less physical violence in the classroom知，亚特兰大实施了校园冲突解决方案后，肢体上旳暴力行为有了较大旳减少，而合作上升了，学生们旳自我归属感也增强了，所以选A项54. C写作意图题从文章中第一段Given that this is the case和最后一段In that way, conflict resolution is a basic life skill that should be taught，并结合全文知，本文作者主要倡导在校园中教授解决冲突旳办法，所以选C项*结束(一) Our Community One Tuesday evening in the beginning of the fall 1996 semester (学期) at Shippensburg University, sirens sounded. These sirens were not in celebration; they were a cry to the university that something was wrong. A house, only one block away, was on fire. Nine of the universitys students lived there. From the minute the word got out that help was needed, it seemed like everyone showed up. The victims (受灾者) of the fire were offered endless invitations for housing for the night. The very next day, everyone got_into_gear to do their part in helping them. Flyers( handbills) were posted with items that were immediately needed, just to get these students through this next couple of days. Boxes for donations (捐赠品) and money jars were placed in every residence hall (学生宿舍) As a residence director, I went before the students in my hall to ask them to do what they could. I knew that college students dont have much, but I asked them to do their best: “Every little bit will help.” I really didnt think they could do much. I was proved wrong. At the hall council meeting the night after the fire, my residents decided to have a wing competition, where each wing of the building would team up to see who could bring in the most donations. I announced that the wing who won would receive a free pizza party. Thursday evening we announced over the PA system that we were beginning the wing competition. Within minutes, the place exploded. The single large box that I had placed in the lobby (大厅) was overflowing. We quickly grabbed more boxes, and we watched in_amazement as they, too, filled to the brim(边；沿). Members of the resident assistant staff and I began to count the items. I was astonished by what I saw, and I was inspired by these kids. When we came to the final tally(得分), the winners turned to me and announced that they would like to donate their winnings as well. They wanted the victims of the fire to have their pizza party. Tears welled up in my eyes. I had watched these students jump to action, work tirelessly and donate all that they could. And then, as if that were not enough, they handed over their reward. I was touched and so very proud of them. ()1.The writer mainly wanted to_ by the story.Atell us nine of the college students suffered from a fireBsing praise of the college students helping the victims selflesslyCdescribe how successful the wing competition was Dexpress he was deeply moved by the college students action()2.The phrase “get into gear” in the second paragraph means _. Astart working Btake measures Cbe ready Dbe eager()3.At first, the residence director thought _.Ait was impossible to expect th