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C. become serious about her study D. learn from her classmates at school
( ) 57. In Paragraph 3, “We gave London to each other” probably means .
A. our unpleasant feeling about London disappeared B. we were unwilling to tear ourselves away from London C. our exploration of London was a memorable gift to both of us
D. we parted with each other in London
( ) 58. According to Paragraph 4, the author and her friend .
A. call each other regularly B. enjoy writing to each other
C. have similar personalities D. dream of meeting each other
( ) 59. In the darkest moments, the author would prefer to .
A. seek professional help B. break the silence C. stay with her best friend D. be left alone ( ) 60. What is the best title for the passage? A. Noble Companions B. Imagination
Remarkable
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C. Lifelong Friendship D. Experiences
C
Unforgettable
An increase in students applying to study economics at university is being attributed to the global economic crisis awakening a public thirst for knowledge about how the financial system works.
Applications for degree courses beginning this autumn were up by 15% this January, according to UCAS, the Universities and Colleges Admissions Service. A spokesman for the Royal Economic Society said applications to do economics at A-level were also up.
Professor John Beath, the president of the society, and a leading lecturer at St Andrews University, said his first-year lectures—which
are
open
to
students
from
all
departments—were drawing crowds of 400, rather than the usual 250.
“There are a large number of students who are not economics majors, who would like to learn something about it. One of the things I have done this year is to relate my teaching to contemporary events in a way that one hasn’t traditionally done.” He added.
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University applications rose 7% last year. But there were rises above average in several subjects. Nursing saw a 15% jump, with people’s renewed interest in careers in the public sector, which are seen as more secure in economic crisis.
A recent study showed almost two thirds of parents believed schools should do more to teach pupils about financial matters, and almost half said their children had asked them what was going on, although a minority of parents felt they did not understand it themselves well enough to explain.
Zack Hocking, the head of Child Trust Funds, said: “It’s possible that one good thing to arise from the downturn will be a generation that’s financially wiser and better equipped to manage their money through times of economic uncertainty.” ( ) 61. Professor John Beath’s lectures are . A. given in a traditional way
B. open to both students and their parents C. connected with the present situation D. warmly received by economics
( ) 62. Incomes in the public sector are more attractive because of
their .
A. greater stability B. higher pay
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C. fewer applications D. better reputation ( ) 63. In the opinion of most parents . A. economics should be the focus of school teaching B. more students should be admitted to universities C. children should solve financial problems themselves D. the teaching of financial matters should be strengthened ( ) 64. According to Hocking, the global economic crisis might make the youngsters . A. have access to better equipment B. wiser in money management
C. confident about their future careers D. get jobs in Child Trust Funds
( ) 65. What’s the main idea of the text? A. Universities have received more applications.
B. College students benefit a lot from economic uncertainty. C. Economics is attracting an increasing numbers students. D. Parents are concerned with children’s subject selection.
D
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
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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.
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