1 . First aid is an important tool in quickly responding to accidents to ensure that injuries can be efficiently and immediately handled before a trained medical professional arrives. First aid in schools is especially helpful as children often get into accidents that need quick care.
A quick response is guaranteed.
First aid is the initial treatment given to a victim. Some injuries do not require professional assistance.
First aid can save lives.
People equipped with first aid skills can handle emergencies in an efficient manner. Their professional knowledge and right methods of treatment can help preserve lives. A trained person is more composed（镇定的）and confident in critical situations.
A greater sense of safety is promoted.
| A．To sum up, first aid offers a wide range of benefits. |
| B．Overall, a quick response can make a big difference. |
| C．People who get first aid training are likely to feel secure |
| D．He/She knows the best possible ways to help the victims make it. |
| E．First aid training gives an individual enough knowledge to last a lifetime |
| F．They can be treated with simple methods such as applying an ice pack etc. |
| G．Whether they are minor or more serious, preventing them worsening is important. |
2 . It was a cold, wet day on June 6, when 14-year-old Wasana arrived at school. Waiting outside his classroom for his classmates to arrive, Wasana
He
Then it
All the students and teachers ran to the open area that had been
Thanks to Wasana’s quick action and careful observation (观察),
| A．looked | B．focused | C．worked | D．referred |
| A．thoughts | B．eyes | C．words | D．voices |
| A．collected | B．packed | C．noticed | D．heard |
| A．times | B．minutes | C．hours | D．periods |
| A．wondering | B．demanding | C．shocking | D．regarding |
| A．struck | B．confused | C．pushed | D．affected |
| A．strange | B．awkward | C．terrible | D．similar |
| A．Contacting | B．Fearing | C．Annoying | D．Reviving |
| A．angrily | B．sadly | C．gladly | D．wildly |
| A．tap | B．move | C．fall | D．base |
| A．put away | B．set aside | C．come along | D．made up |
| A．Just then | B．In short | C．At length | D．On hand |
| A．shelter | B．flood | C．bury | D．trap |
| A．everybody | B．somebody | C．anybody | D．nobody |
| A．bought | B．adapted | C．received | D．honored |
3 . In my class in high school, there was a girl who was considered the most unpopular. No one actually knows how this exclusion came from, but we all followed it for no reason at all. One day after lunch, we girls sat on the track field, talking about things that happened in our lives. Someone brought her up, and soon the topic transformed to laughing at the funny hairstyle of her, the stupid way she walked and....I felt extremely uncomfortable but kept silent, because I didn't want to be the one “supporting” the common enemy. After all, it's just a short gossip time among a trusted group of friends; why should I bring unnecessary tension?
Suddenly, one of my friends pointed her finger towards somewhere behind me. All of us turned around and saw that exact girl, hand still in the air, with a twisted (扭曲的) look on her face. She lowered her hand in slow movement, then turned around and ran off. For a second, I wanted to stand up and chase her down to tell her that no one meant what they said, and that she is an amazing person being who she is. But my legs felt so heavy, I didn't want to make a fool out of myself - why bother taking care of the class clown (小丑)? People would think that I was crazy as well!
A few weeks later, the teacher told us that a classmate dropped out of school - it was that girl. Her parents told the school that it was the peer pressure that made her want to leave. The teacher wanted to know who the bully (霸凌) was. Again, no one spoke a word. Perhaps it was exactly this cold, hard silence that drove her away. I certainly did not raise my hand. I had never even said anything bad about her; it was my friends who loved to make fun of her every day. Surely, I didn't bully her physically or with my language, but I kept silent when others did. By failing to stand up for her and offering her support, I was giving agreement, which made others think that it was okay to mistreat her. Perhaps if I had realized I was wrong earlier - instead of convincing myself that I had nothing to do with her leaving, I wouldn't have to bear the burden of heavy shame on my shoulders.
1. What does the underlined word “exclusion” in paragraph 1 refer to??| A．transformation | B．adaptation |
| C．rejection | D．association |
| A．The author was mad at her friends at that time |
| B．The author's leg was broken while chasing the girl |
| C．The group friends think it crazy to be fooled. |
| D．The girl heard what the author's friends said about her |
| A．she wanted to follow the flow | B．she was prevented by the group friends |
| C．she didn't want to turn against friends | D．she worried about others' reaction |
| A．She will not turn a blind eye to it | B．She will stand up for her group friends |
| C．She will make fun of the group | D．She will keep silent and walk away |
According to a recent survey, violence exists in schools in a great many
Nowadays, school violence is
If I meet with school violence, I will not answer violence with violence, for it will result
All in all, every student should behave himself and keep away from violence.
5 . Bullying (欺凌) can take a variety of forms, from words — being made fun of or called hurtful names — to actions — being kicked or pushed — as well as indirect forms, such as being excluded from social groups. Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed.
Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying.
| A．It should be an addition to policy work. |
| B．Other actions can be taken to support the policy. |
| C．The reduction in bullying is surely a worthwhile goal. |
| D．Perhaps as a result, schools would often deny the problem. |
| E．Evidence suggests that a key step is to develop a policy on bullying. |
| F．Thus it will be extremely difficult to tell bullying from playful fighting. |
| G．In extreme cases it can even lead to suicide, though this is thankfully rare. |
6 . Ways to Be Safe in School
School safety problems involve more than violence. It may also include such concern as natural disasters, illness, fire and local emergencies (紧急情况).
Have a plan
Teachers and students should know where to go and what to do in case of a school safety problem.
Screen visitors
Panic buttons
Provide teachers with panic buttons in classrooms so they can ask for help immediately. Provide clear and brief instructions about use and immediate response when started.
Establish a hotline
Establish a hotline so students can report crimes and dangers. Post the number in obvious locations so students can often see it.
| A．Visitors are not allowed to enter schools. |
| B．So what can we do to make the school a safer place? |
| C．Students may report crimes and dangers more quickly. |
| D．Just as schools practice fire drills, they can conduct safety drills. |
| E．Teachers and students should be sure that immediate help will arrive. |
| F．It is said that about hundreds of students die in school accidents every year. |
| G．Require that all visitors enter the safety office and explain why they are there. |
Research showed 60% of middle school students in America
It also showed that over 50% of bullying decreased if the school had
Another way is to talk to the bully. Tell them how much it hurts when they call you names or
Bullying is never, nor will it ever be an acceptable matter. Together we can stand up to bullying and make it disappear.
According to a recent survey, violence did exist in schools. Students showed their fear and parents and teachers also
Nowadays, school violence is
If I meet with school violence, I will not answer violence
All in all, every student should behave
9 . Rosie Dutton, a teacher from Relax Kids in Tamworth, UK, used two apples to show her students the damaging, and often unseen,consequences of bullying(霸凌). And her post about the powerful lesson has gone viral.
Rosie Dutton explained that during one of her classes she introduced the children to two red apples. What the kids didn't know was that before the lesson, Dutton had repeatedly dropped one of the apples on the floor. And yet, on the outside at least both apples looked perfect. "I picked up the apple I'd dropped on the floor and started to tell the children how I disliked this apple, that I thought it was disgusting, it had a horrible colour and the stem was just too short," Dutton wrote.
She then encouraged the students to do the same. Some of the children looked at her as if she was "crazy", but the students passed the apple around the circle, calling it names. Continuing the exercise, the teacher then passed the second apple around the circle. This apple, however, was showered with comments like: "Your skin is beautiful", and "What a beautiful colour you have."
Dutton then showed the students both apples once again, highlighting that "there was no change; both apples still looked the same . "
That is, until she cut them open. "The apple we'd said unkind words to was bruised and all mushy inside," she said.
There was, she said, an immediate "light bulb" moment for her students. "They really got it. What we saw inside that apple, the bruises, the mush and the broken bits is happening inside every one of us when someone mistreats us with their words or actions."
Dutton explained how important it is to teach children to stand up for one another, and to stop any form of bullying. "Let's create a generation of kind caring children," the teacher wrote." The tongue has no bones, but is strong enough to break a heart. So be careful with your words."
1. What had the teacher done to the first apple before the lesson?| A．She had introduced it to the kids. |
| B．She had damaged it purposely. |
| C．She had made it look perfect. |
| D．She had coloured it brightly. |
| A．Saying rude things. |
| B．Making fun of it. |
| C．Cheering for it. |
| D．Shouting at it. |
| A．To draw the kids' attention. |
| B．To explain her personal preference. |
| C．To make a comparison between them. |
| D．To help the kids understand the results of bullying. |
