From what is mentioned above we can draw a conclusion （) electric energy can be turned into light energy.

A.You may reinforce the thesis statement by paraphrasing it.

B.You may make an appeal to the reader to take an action to solve the problem discussed in the essay.

C.You may mention a new topic by the end of the conclusion.

D.You may quote from an expert on the issue examined in the essay.

Silent ListeningIf something bad just happened （happen) to your friend, what would you d

Silent Listening

If something bad just happened (happen) to your friend, what would you do？ Would you mention it to him and say you feel sorry about it？ Would you offer support or advice？ According to Ruth Clark, such 41 (treat) could mean well, but it might not be what he 42 (real) wants or needs.

Clark asked some college students to imagine some 43 (pleasant) situations, e.g., a low exam grade or the dad’s 44 (lose) of his job.The students were then 45 (ask) how they would like to be treated by a friend who learned of the bad situation from someone else.The results were a little 46 (surprise).Some said they would want and expect their friend to mention the 47 (annoy) situation, but most of the students in the study 48 (respond) that they would like the friend not to do it.The students made the 49 (decide) for themselves whether to discuss their problem with a friend.So, there is value in being a silent 50 (listen) around a troubled friend.

roject....

BOB: ___1__That is really an exciting project, and I hope our plan will be approved by the board.

JOHN: Good luck! But unfortunately, from what I’ve seen so far, ___2__the Jinan project does not seem to __3___. Is there any problem I can help with

BOB: Don’t worry! Please believe me that ___4__and I’ll get it back on track soon.

JOHN: I’m sure you can straighten things out. Well,___5__, Bob.

A. everything is under control

B. keep up the good work

C. You got it!

D. I must mention that

E. be up to your usual standard

he current paradigm (范例) of school-based learning. Not to mention widely extending the remit (职权范围) of school in terms of content and form, in particular modifying the relationship between life and school. Many teachers and parents alike might well insist that such learning is not a question for schools, but rather the responsibility of parents. But the family is no longer the ideal place for it. In the Western world, the majority of families have shrunk from an extended community to its strict minimum, and much less time is spent in the family than in school. What's more, parents are not always in a position to cope with such emotional skills.

Scientific research, in particular on how the brain works, indicates that the formation of emotional skills is much easier in the "formative" years from birth to the later teens. Looking at existing structures, school is the major activity in that age group. However, emotions rarely have a place in schools. Beyond infant school and early primary school, almost all efforts are concentrated on cognitive (认知) skills. What's more, there is little or nothing in the standard training of teachers that prepares them for such a task. Yet there is no subject where the quality and ability of teachers would be more crucial.

Introducing emotions in schools would be a radical change! Yet schools don't change so readily. Those well-meaning people who have tried to introduce innovations in schools have come up against considerable resistance from teachers, students and parents alike. Yet without their active participation, no such far-reaching change is possible.

One possible solution would be to start by introducing them in the spaces around school. During the breaks, for example, Daniel Goleman describes how appointed pupil mediators (调停者), once all involved, know the rules of the game and resolve conflicts in the playground. A "school for emotions" could be a local, community-based activity in connection with other activities like parent-teacher associations, artistic expression groups and clubs.

What's the author's attitude towards introducing emotional skills in schools？

A．Positive.

B．Pessimistic.

C．Indifferent.

D．Negative.

A.mentality

B. mention

C. menace

D. mentor

A.No, I don't know.

B.Sure、What is it?

C.Don't mention it.

D.That's it.

A.It sounds good

B.Its your duty

C.Don't mention it

D.I've no idea

A.Don't mention it.

B.No problem.

C.It snows too muc

D.It's popular ther

E.

A.mention, denigrate, proclaim

B.enunciate, exhume, clarify

C.inculcate, state, pontificate

D.allege, opine, verbalize

-- Sorry，I didn't catch what you said .

-- _____

A.That's fine.

B.Don't mention it .

C.I said I was married .

D.It's a pity ，isn't it？