一、Part Ⅱ Listening Comprehension
1、Question 1 is based on the news report you have just heard.
A、To satisfy the curiosity of tourists.
B、To replace two old stone bridges.
C、To enable tourists to visit Goat Island.
D、To improve utility services in the state.
2、Question 2 is based on the news report you have just heard.
A、Countless tree limbs.
B、A few skeletons.
C、Lots of wrecked boats and ships.
D、Millions of coins on the bottom.
3、Question 3 is based on the news report you have just heard.
A、It suspended diplomatic relations with Libya.
B、It urged tourists to leave Tunisia immediately.
C、It shut down two border crossings with Libya.
D、It launched a fierce attack against Islamic State.
4、Question 4 is based on the news report you have just heard.
A、Advise Tunisian civilians on how to take safety precautions.
B、Track down the organization responsible for the terrorist attack.
C、Train qualified security personnel for the Tunisian government.
D、Devise a monitoring system on the Tunisian border with Libya.
5、Question 5 is based on the news report you have just heard.
A、An environment-friendly battery.
B、An energy-saving mobile phone.
C、A plant-powered mobile phone charger.
D、A device to help plants absorb sunlight.
6、Question 6 is based on the news report you have just heard.
A、While sitting in their schools courtyard.
B、While playing games on their phones.
C、While solving a mathematical problem.
D、While doing a chemical experiment.
7、Question 7 is based on the news report you have just heard.
A、It increases the applications of mobile phones.
B、It speeds up the process of photosynthesis.
C、It improves the reception of mobile phones.
D、It collects the energy released by plants.
8、Question 8 is based on the conversation you have just heard.
A、He visited the workshops in the Grimsby plant.
B、He called the woman and left her a message.
C、He used stand-ins as replacements on all lines.
D、He asked a technician to fix the broken production line.
9、Question 9 is based on the conversation you have just heard.
A、It is the most modern production line.
B、It assembles super-intelligent robots.
C、It has stopped working completely.
D、It is going to be upgraded soon.
10、Question 10 is based on the conversation you have just heard.
A、To seek her permission.
B、To place an order for robots.
C、To request her to return at once.
D、To ask for Tom’s phone number.
11、Question 11 is based on the conversation you have just heard.
A、She is on duty.
B、She is having her day off.
C、She is on sick leave.
D、She is abroad on business.
12、Question 12 is based on the conversation you have just heard.
A、He saved a baby boy’s life.
B、He wanted to be a superhero.
C、He prevented a train crash.
D、He was a witness to an accident.
13、Question 13 is based on the conversation you have just heard.
A、He has a 9-month-old boy.
B、He is currently unemployed.
C、He enjoys the interview.
D、He commutes by subway.
14、Question 14 is based on the conversation you have just heard.
A、A rock on the tracks.
B、A misplaced pushchair.
C、A strong wind.
D、A speeding car.
15、Question 15 is based on the conversation you have just heard.
A、She stood motionless in shock.
B、She cried bitterly.
C、She called the police at once.
D、She shouted for help.
16、Question 16 is based on the passage you have just heard.
A、She inherited her family ice-cream business in Billings.
B、She loved the ice-cream business more than teaching primary school.
C、She started an ice-cream business to finance her daughter’s education.
D、She wanted to have an ice-cream truck when she was a little girl.
17、Question 17 is based on the passage you have just heard.
A、To preserve a tradition.
B、To amuse her daughter.
C、To help local education.
D、To make some extra money.
18、Question 18 is based on the passage you have just heard.
A、To raise money for business expansion.
B、To make her truck attractive to children.
C、To allow poor kids to have ice-cream too.
D、To teach kids the value of mutual support.
19、Question 19 is based on the passage you have just heard.
A、The reasons for imposing taxes.
B、The various services money can buy.
C、The various burdens on ordinary citizens.
D、The function of money in the modern world.
20、Question 20 is based on the passage you have just heard.
A、Educating and training citizens.
B、Improving public transportation.
C、Protecting people’s life and property.
D、Building hospitals and public libraries.
21、Question 21 is based on the passage you have just heard.
A、By asking for donations.
B、By selling public lands.
C、By selling government bonds.
D、By exploiting natural resources.
22、Question 22 is based on the passage you have just heard.
A、It is located at the center of the European continent.
B、It relies on tourism as its chief source of revenues.
C、It contains less than a square mile of land.
D、It is surrounded by France on three sides.
23、Question 23 is based on the passage you have just heard.
A、Its beauty is frequently mentioned in American media.
B、Its ruler Prince Rainier married an American actress.
C、It is where many American movies are shot.
D、It is a favorite place Americans like to visit.
24、Question 24 is based on the passage you have just heard.
A、Tobacco.
B、Potatoes.
C、Machinery.
D、Clothing.
25、Question 25 is based on the passage you have just heard.
A、European history.
B、European geography.
C、Small countries in Europe.
D、Tourist attractions in Europe.
二、Part III Reading Comprehension
The ocean is heating up. That’s the conclusion of a new study that finds that Earth’s oceans now 26_____ heat at twice the rate they did 18 years ago. Around half of ocean heat intake since 1865 has taken place since 1997, researchers report online in Nature Climate Change.Warming waters are known to 27_____ to coral bleaching (珊瑚白化) and they take up more space than cooler waters, raising sea 28_____ . While the top of the ocean is well studied, its depths are more difficult to 29_____ . The researchers gathered 150 years of ocean temperature data in order to get a better 30_____ of heat absorption from surface to seabed. They gathered together temperature readings collected by everything from a 19th century 31 _____ of British naval ships to modern automated ocean probes. The extensive data sources, 32_____ with computer simulations (计算机模拟), created a timeline of ocean temperature changes, including cooling from volcanic outbreaks and warming from fossil fuel 33_____ .About 35 percent of the heat taken in by the oceans during the industrial era now resides at a 34_____ of more than 700 meters, the researchers found. They say they’re 35_____ whether the deep-sea warming canceled out warming at the sea’s surface.
26、(1)
A、combined
B、contribute
C、excursion
D、mixed
E、depth
F、voyage
G、levels
H、floor
I、emissions
J、unsure
K、indifferent
L、absorb
M、heights
N、picture
O、explore
The ocean is heating up. That’s the conclusion of a new study that finds that Earth’s oceans now 26_____ heat at twice the rate they did 18 years ago. Around half of ocean heat intake since 1865 has taken place since 1997, researchers report online in Nature Climate Change.Warming waters are known to 27_____ to coral bleaching (珊瑚白化) and they take up more space than cooler waters, raising sea 28_____ . While the top of the ocean is well studied, its depths are more difficult to 29_____ . The researchers gathered 150 years of ocean temperature data in order to get a better 30_____ of heat absorption from surface to seabed. They gathered together temperature readings collected by everything from a 19th century 31 _____ of British naval ships to modern automated ocean probes. The extensive data sources, 32_____ with computer simulations (计算机模拟), created a timeline of ocean temperature changes, including cooling from volcanic outbreaks and warming from fossil fuel 33_____ .About 35 percent of the heat taken in by the oceans during the industrial era now resides at a 34_____ of more than 700 meters, the researchers found. They say they’re 35_____ whether the deep-sea warming canceled out warming at the sea’s surface.
27、(2)
A、combined
B、contribute
C、excursion
D、mixed
E、depth
F、voyage
G、levels
H、floor
I、emissions
J、unsure
K、indifferent
L、absorb
M、heights
N、picture
O、explore
The ocean is heating up. That’s the conclusion of a new study that finds that Earth’s oceans now 26_____ heat at twice the rate they did 18 years ago. Around half of ocean heat intake since 1865 has taken place since 1997, researchers report online in Nature Climate Change.Warming waters are known to 27_____ to coral bleaching (珊瑚白化) and they take up more space than cooler waters, raising sea 28_____ . While the top of the ocean is well studied, its depths are more difficult to 29_____ . The researchers gathered 150 years of ocean temperature data in order to get a better 30_____ of heat absorption from surface to seabed. They gathered together temperature readings collected by everything from a 19th century 31 _____ of British naval ships to modern automated ocean probes. The extensive data sources, 32_____ with computer simulations (计算机模拟), created a timeline of ocean temperature changes, including cooling from volcanic outbreaks and warming from fossil fuel 33_____ .About 35 percent of the heat taken in by the oceans during the industrial era now resides at a 34_____ of more than 700 meters, the researchers found. They say they’re 35_____ whether the deep-sea warming canceled out warming at the sea’s surface.
28、(3)
A、combined
B、contribute
C、excursion
D、mixed
E、depth
F、voyage
G、levels
H、floor
I、emissions
J、unsure
K、indifferent
L、absorb
M、heights
N、picture
O、explore
The ocean is heating up. That’s the conclusion of a new study that finds that Earth’s oceans now 26_____ heat at twice the rate they did 18 years ago. Around half of ocean heat intake since 1865 has taken place since 1997, researchers report online in Nature Climate Change.Warming waters are known to 27_____ to coral bleaching (珊瑚白化) and they take up more space than cooler waters, raising sea 28_____ . While the top of the ocean is well studied, its depths are more difficult to 29_____ . The researchers gathered 150 years of ocean temperature data in order to get a better 30_____ of heat absorption from surface to seabed. They gathered together temperature readings collected by everything from a 19th century 31 _____ of British naval ships to modern automated ocean probes. The extensive data sources, 32_____ with computer simulations (计算机模拟), created a timeline of ocean temperature changes, including cooling from volcanic outbreaks and warming from fossil fuel 33_____ .About 35 percent of the heat taken in by the oceans during the industrial era now resides at a 34_____ of more than 700 meters, the researchers found. They say they’re 35_____ whether the deep-sea warming canceled out warming at the sea’s surface.
29、(4)
A、combined
B、contribute
C、excursion
D、mixed
E、depth
F、voyage
G、levels
H、floor
I、emissions
J、unsure
K、indifferent
L、absorb
M、heights
N、picture
O、explore
The ocean is heating up. That’s the conclusion of a new study that finds that Earth’s oceans now 26_____ heat at twice the rate they did 18 years ago. Around half of ocean heat intake since 1865 has taken place since 1997, researchers report online in Nature Climate Change.Warming waters are known to 27_____ to coral bleaching (珊瑚白化) and they take up more space than cooler waters, raising sea 28_____ . While the top of the ocean is well studied, its depths are more difficult to 29_____ . The researchers gathered 150 years of ocean temperature data in order to get a better 30_____ of heat absorption from surface to seabed. They gathered together temperature readings collected by everything from a 19th century 31 _____ of British naval ships to modern automated ocean probes. The extensive data sources, 32_____ with computer simulations (计算机模拟), created a timeline of ocean temperature changes, including cooling from volcanic outbreaks and warming from fossil fuel 33_____ .About 35 percent of the heat taken in by the oceans during the industrial era now resides at a 34_____ of more than 700 meters, the researchers found. They say they’re 35_____ whether the deep-sea warming canceled out warming at the sea’s surface.
30、(5)
A、combined
B、contribute
C、excursion
D、mixed
E、depth
F、voyage
G、levels
H、floor
I、emissions
J、unsure
K、indifferent
L、absorb
M、heights
N、picture
O、explore
The ocean is heating up. That’s the conclusion of a new study that finds that Earth’s oceans now 26_____ heat at twice the rate they did 18 years ago. Around half of ocean heat intake since 1865 has taken place since 1997, researchers report online in Nature Climate Change.Warming waters are known to 27_____ to coral bleaching (珊瑚白化) and they take up more space than cooler waters, raising sea 28_____ . While the top of the ocean is well studied, its depths are more difficult to 29_____ . The researchers gathered 150 years of ocean temperature data in order to get a better 30_____ of heat absorption from surface to seabed. They gathered together temperature readings collected by everything from a 19th century 31 _____ of British naval ships to modern automated ocean probes. The extensive data sources, 32_____ with computer simulations (计算机模拟), created a timeline of ocean temperature changes, including cooling from volcanic outbreaks and warming from fossil fuel 33_____ .About 35 percent of the heat taken in by the oceans during the industrial era now resides at a 34_____ of more than 700 meters, the researchers found. They say they’re 35_____ whether the deep-sea warming canceled out warming at the sea’s surface.
31、(6)
A、combined
B、contribute
C、excursion
D、mixed
E、depth
F、voyage
G、levels
H、floor
I、emissions
J、unsure
K、indifferent
L、absorb
M、heights
N、picture
O、explore
The ocean is heating up. That’s the conclusion of a new study that finds that Earth’s oceans now 26_____ heat at twice the rate they did 18 years ago. Around half of ocean heat intake since 1865 has taken place since 1997, researchers report online in Nature Climate Change.Warming waters are known to 27_____ to coral bleaching (珊瑚白化) and they take up more space than cooler waters, raising sea 28_____ . While the top of the ocean is well studied, its depths are more difficult to 29_____ . The researchers gathered 150 years of ocean temperature data in order to get a better 30_____ of heat absorption from surface to seabed. They gathered together temperature readings collected by everything from a 19th century 31 _____ of British naval ships to modern automated ocean probes. The extensive data sources, 32_____ with computer simulations (计算机模拟), created a timeline of ocean temperature changes, including cooling from volcanic outbreaks and warming from fossil fuel 33_____ .About 35 percent of the heat taken in by the oceans during the industrial era now resides at a 34_____ of more than 700 meters, the researchers found. They say they’re 35_____ whether the deep-sea warming canceled out warming at the sea’s surface.
32、(7)
A、combined
B、contribute
C、excursion
D、mixed
E、depth
F、voyage
G、levels
H、floor
I、emissions
J、unsure
K、indifferent
L、absorb
M、heights
N、picture
O、explore
The ocean is heating up. That’s the conclusion of a new study that finds that Earth’s oceans now 26_____ heat at twice the rate they did 18 years ago. Around half of ocean heat intake since 1865 has taken place since 1997, researchers report online in Nature Climate Change.Warming waters are known to 27_____ to coral bleaching (珊瑚白化) and they take up more space than cooler waters, raising sea 28_____ . While the top of the ocean is well studied, its depths are more difficult to 29_____ . The researchers gathered 150 years of ocean temperature data in order to get a better 30_____ of heat absorption from surface to seabed. They gathered together temperature readings collected by everything from a 19th century 31 _____ of British naval ships to modern automated ocean probes. The extensive data sources, 32_____ with computer simulations (计算机模拟), created a timeline of ocean temperature changes, including cooling from volcanic outbreaks and warming from fossil fuel 33_____ .About 35 percent of the heat taken in by the oceans during the industrial era now resides at a 34_____ of more than 700 meters, the researchers found. They say they’re 35_____ whether the deep-sea warming canceled out warming at the sea’s surface.
33、(8)
A、combined
B、contribute
C、excursion
D、mixed
E、depth
F、voyage
G、levels
H、floor
I、emissions
J、unsure
K、indifferent
L、absorb
M、heights
N、picture
O、explore
The ocean is heating up. That’s the conclusion of a new study that finds that Earth’s oceans now 26_____ heat at twice the rate they did 18 years ago. Around half of ocean heat intake since 1865 has taken place since 1997, researchers report online in Nature Climate Change.Warming waters are known to 27_____ to coral bleaching (珊瑚白化) and they take up more space than cooler waters, raising sea 28_____ . While the top of the ocean is well studied, its depths are more difficult to 29_____ . The researchers gathered 150 years of ocean temperature data in order to get a better 30_____ of heat absorption from surface to seabed. They gathered together temperature readings collected by everything from a 19th century 31 _____ of British naval ships to modern automated ocean probes. The extensive data sources, 32_____ with computer simulations (计算机模拟), created a timeline of ocean temperature changes, including cooling from volcanic outbreaks and warming from fossil fuel 33_____ .About 35 percent of the heat taken in by the oceans during the industrial era now resides at a 34_____ of more than 700 meters, the researchers found. They say they’re 35_____ whether the deep-sea warming canceled out warming at the sea’s surface.
34、(9)
A、combined
B、contribute
C、excursion
D、mixed
E、depth
F、voyage
G、levels
H、floor
I、emissions
J、unsure
K、indifferent
L、absorb
M、heights
N、picture
O、explore
The ocean is heating up. That’s the conclusion of a new study that finds that Earth’s oceans now 26_____ heat at twice the rate they did 18 years ago. Around half of ocean heat intake since 1865 has taken place since 1997, researchers report online in Nature Climate Change.Warming waters are known to 27_____ to coral bleaching (珊瑚白化) and they take up more space than cooler waters, raising sea 28_____ . While the top of the ocean is well studied, its depths are more difficult to 29_____ . The researchers gathered 150 years of ocean temperature data in order to get a better 30_____ of heat absorption from surface to seabed. They gathered together temperature readings collected by everything from a 19th century 31 _____ of British naval ships to modern automated ocean probes. The extensive data sources, 32_____ with computer simulations (计算机模拟), created a timeline of ocean temperature changes, including cooling from volcanic outbreaks and warming from fossil fuel 33_____ .About 35 percent of the heat taken in by the oceans during the industrial era now resides at a 34_____ of more than 700 meters, the researchers found. They say they’re 35_____ whether the deep-sea warming canceled out warming at the sea’s surface.
35、(10)
A、combined
B、contribute
C、excursion
D、mixed
E、depth
F、voyage
G、levels
H、floor
I、emissions
J、unsure
K、indifferent
L、absorb
M、heights
N、picture
O、explore
The Secret to Raising Smart Kids
【A】 I first began to investigate the basis of human motivation—and how people persevere after setbacks—as a psychology graduate student at Yale University in the 1960s. Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control. After such an experience an animal often remains passive even when it can effect change—a state they called learned helplessness.
【B】 People can learn to be helpless, too. Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
【C】 In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve hard math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success.
【D】 Later, I developed a broader theory of what separates the two general classes of learners—helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different “theories” of intelligence. The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set（思维模式）.” Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-oriented children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges are energizing rather than intimidating (令人生畏); they offer opportunities to learn. Students with such a growth mind-set were destined (注定) for greater academic success and were quite likely to outperform their counterparts.
【E】 We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades. At the beginning of seventh grade, we assessed the students’ mind-sets by asking them to agree or disagree with statements such as “Your intelligence is something very basic about you that you can’t really change.” We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades.
【F】As predicted, the students with a growth mind-set felt that learning was a more important goal than getting good grades. In addition, they held hard work in high regard. They understood that even geniuses have to work hard. Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy. The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they would study less in the future, try never to take that subject again and consider cheating on future tests.
【G】Such different outlooks had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester—and the gap between the two groups continued to widen during the two years we followed them.
【H】 A fixed mind-set can also hinder communication and progress in the workplace and discourage or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
【I】 How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses who were more or less born that way puts students in a fixed mind-set, but descriptions of great mathematicians who fell in love with math and developed amazing skills produce a growth mind-set.
【J】 In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine. I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article entitled “You Can Grow Your Brain.” They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
【K】 Research is converging (汇 聚) on the conclusion that great accomplishment and even genius is typically the result of years of passion and dedication and not something that flows naturally from a gift.
36、The author’s experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
The Secret to Raising Smart Kids
【A】 I first began to investigate the basis of human motivation—and how people persevere after setbacks—as a psychology graduate student at Yale University in the 1960s. Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control. After such an experience an animal often remains passive even when it can effect change—a state they called learned helplessness.
【B】 People can learn to be helpless, too. Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
【C】 In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve hard math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success.
【D】 Later, I developed a broader theory of what separates the two general classes of learners—helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different “theories” of intelligence. The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set（思维模式）.” Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-oriented children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges are energizing rather than intimidating (令人生畏); they offer opportunities to learn. Students with such a growth mind-set were destined (注定) for greater academic success and were quite likely to outperform their counterparts.
【E】 We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades. At the beginning of seventh grade, we assessed the students’ mind-sets by asking them to agree or disagree with statements such as “Your intelligence is something very basic about you that you can’t really change.” We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades.
【F】As predicted, the students with a growth mind-set felt that learning was a more important goal than getting good grades. In addition, they held hard work in high regard. They understood that even geniuses have to work hard. Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy. The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they would study less in the future, try never to take that subject again and consider cheating on future tests.
【G】Such different outlooks had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester—and the gap between the two groups continued to widen during the two years we followed them.
【H】 A fixed mind-set can also hinder communication and progress in the workplace and discourage or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
【I】 How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses who were more or less born that way puts students in a fixed mind-set, but descriptions of great mathematicians who fell in love with math and developed amazing skills produce a growth mind-set.
【J】 In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine. I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article entitled “You Can Grow Your Brain.” They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
【K】 Research is converging (汇 聚) on the conclusion that great accomplishment and even genius is typically the result of years of passion and dedication and not something that flows naturally from a gift.
37、Focusing on effort is effective in helping children overcome frustration and achieve success.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
The Secret to Raising Smart Kids
【A】 I first began to investigate the basis of human motivation—and how people persevere after setbacks—as a psychology graduate student at Yale University in the 1960s. Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control. After such an experience an animal often remains passive even when it can effect change—a state they called learned helplessness.
【B】 People can learn to be helpless, too. Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
【C】 In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve hard math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success.
【D】 Later, I developed a broader theory of what separates the two general classes of learners—helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different “theories” of intelligence. The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set（思维模式）.” Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-oriented children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges are energizing rather than intimidating (令人生畏); they offer opportunities to learn. Students with such a growth mind-set were destined (注定) for greater academic success and were quite likely to outperform their counterparts.
【E】 We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades. At the beginning of seventh grade, we assessed the students’ mind-sets by asking them to agree or disagree with statements such as “Your intelligence is something very basic about you that you can’t really change.” We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades.
【F】As predicted, the students with a growth mind-set felt that learning was a more important goal than getting good grades. In addition, they held hard work in high regard. They understood that even geniuses have to work hard. Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy. The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they would study less in the future, try never to take that subject again and consider cheating on future tests.
【G】Such different outlooks had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester—and the gap between the two groups continued to widen during the two years we followed them.
【H】 A fixed mind-set can also hinder communication and progress in the workplace and discourage or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
【I】 How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses who were more or less born that way puts students in a fixed mind-set, but descriptions of great mathematicians who fell in love with math and developed amazing skills produce a growth mind-set.
【J】 In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine. I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article entitled “You Can Grow Your Brain.” They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
【K】 Research is converging (汇 聚) on the conclusion that great accomplishment and even genius is typically the result of years of passion and dedication and not something that flows naturally from a gift.
38、We can cultivate a growth mind-set in children by telling success stories that emphasize hard work and love of learning.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
The Secret to Raising Smart Kids
【A】 I first began to investigate the basis of human motivation—and how people persevere after setbacks—as a psychology graduate student at Yale University in the 1960s. Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control. After such an experience an animal often remains passive even when it can effect change—a state they called learned helplessness.
【B】 People can learn to be helpless, too. Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
【C】 In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve hard math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success.
【D】 Later, I developed a broader theory of what separates the two general classes of learners—helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different “theories” of intelligence. The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set（思维模式）.” Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-oriented children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges are energizing rather than intimidating (令人生畏); they offer opportunities to learn. Students with such a growth mind-set were destined (注定) for greater academic success and were quite likely to outperform their counterparts.
【E】 We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades. At the beginning of seventh grade, we assessed the students’ mind-sets by asking them to agree or disagree with statements such as “Your intelligence is something very basic about you that you can’t really change.” We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades.
【F】As predicted, the students with a growth mind-set felt that learning was a more important goal than getting good grades. In addition, they held hard work in high regard. They understood that even geniuses have to work hard. Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy. The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they would study less in the future, try never to take that subject again and consider cheating on future tests.
【G】Such different outlooks had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester—and the gap between the two groups continued to widen during the two years we followed them.
【H】 A fixed mind-set can also hinder communication and progress in the workplace and discourage or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
【I】 How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses who were more or less born that way puts students in a fixed mind-set, but descriptions of great mathematicians who fell in love with math and developed amazing skills produce a growth mind-set.
【J】 In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine. I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article entitled “You Can Grow Your Brain.” They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
【K】 Research is converging (汇 聚) on the conclusion that great accomplishment and even genius is typically the result of years of passion and dedication and not something that flows naturally from a gift.
39、Students’ belief about the cause of their failure explains their attitude toward setbacks.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
The Secret to Raising Smart Kids
【A】 I first began to investigate the basis of human motivation—and how people persevere after setbacks—as a psychology graduate student at Yale University in the 1960s. Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control. After such an experience an animal often remains passive even when it can effect change—a state they called learned helplessness.
【B】 People can learn to be helpless, too. Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
【C】 In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve hard math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success.
【D】 Later, I developed a broader theory of what separates the two general classes of learners—helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different “theories” of intelligence. The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set（思维模式）.” Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-oriented children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges are energizing rather than intimidating (令人生畏); they offer opportunities to learn. Students with such a growth mind-set were destined (注定) for greater academic success and were quite likely to outperform their counterparts.
【E】 We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades. At the beginning of seventh grade, we assessed the students’ mind-sets by asking them to agree or disagree with statements such as “Your intelligence is something very basic about you that you can’t really change.” We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades.
【F】As predicted, the students with a growth mind-set felt that learning was a more important goal than getting good grades. In addition, they held hard work in high regard. They understood that even geniuses have to work hard. Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy. The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they would study less in the future, try never to take that subject again and consider cheating on future tests.
【G】Such different outlooks had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester—and the gap between the two groups continued to widen during the two years we followed them.
【H】 A fixed mind-set can also hinder communication and progress in the workplace and discourage or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
【I】 How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses who were more or less born that way puts students in a fixed mind-set, but descriptions of great mathematicians who fell in love with math and developed amazing skills produce a growth mind-set.
【J】 In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine. I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article entitled “You Can Grow Your Brain.” They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
【K】 Research is converging (汇 聚) on the conclusion that great accomplishment and even genius is typically the result of years of passion and dedication and not something that flows naturally from a gift.
40、In the author’s experiment, students with a growth mind-set showed greater perseverance in solving difficult math problems.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
The Secret to Raising Smart Kids
【A】 I first began to investigate the basis of human motivation—and how people persevere after setbacks—as a psychology graduate student at Yale University in the 1960s. Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control. After such an experience an animal often remains passive even when it can effect change—a state they called learned helplessness.
【B】 People can learn to be helpless, too. Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
【C】 In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve hard math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success.
【D】 Later, I developed a broader theory of what separates the two general classes of learners—helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different “theories” of intelligence. The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set（思维模式）.” Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-oriented children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges are energizing rather than intimidating (令人生畏); they offer opportunities to learn. Students with such a growth mind-set were destined (注定) for greater academic success and were quite likely to outperform their counterparts.
【E】 We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades. At the beginning of seventh grade, we assessed the students’ mind-sets by asking them to agree or disagree with statements such as “Your intelligence is something very basic about you that you can’t really change.” We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades.
【F】As predicted, the students with a growth mind-set felt that learning was a more important goal than getting good grades. In addition, they held hard work in high regard. They understood that even geniuses have to work hard. Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy. The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they would study less in the future, try never to take that subject again and consider cheating on future tests.
【G】Such different outlooks had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester—and the gap between the two groups continued to widen during the two years we followed them.
【H】 A fixed mind-set can also hinder communication and progress in the workplace and discourage or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
【I】 How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses who were more or less born that way puts students in a fixed mind-set, but descriptions of great mathematicians who fell in love with math and developed amazing skills produce a growth mind-set.
【J】 In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine. I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article entitled “You Can Grow Your Brain.” They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
【K】 Research is converging (汇 聚) on the conclusion that great accomplishment and even genius is typically the result of years of passion and dedication and not something that flows naturally from a gift.
41、The author conducted an experiment to find out about the influence of students’ mind-sets on math learning.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
The Secret to Raising Smart Kids
【A】 I first began to investigate the basis of human motivation—and how people persevere after setbacks—as a psychology graduate student at Yale University in the 1960s. Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control. After such an experience an animal often remains passive even when it can effect change—a state they called learned helplessness.
【B】 People can learn to be helpless, too. Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
【C】 In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve hard math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success.
【D】 Later, I developed a broader theory of what separates the two general classes of learners—helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different “theories” of intelligence. The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set（思维模式）.” Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-oriented children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges are energizing rather than intimidating (令人生畏); they offer opportunities to learn. Students with such a growth mind-set were destined (注定) for greater academic success and were quite likely to outperform their counterparts.
【E】 We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades. At the beginning of seventh grade, we assessed the students’ mind-sets by asking them to agree or disagree with statements such as “Your intelligence is something very basic about you that you can’t really change.” We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades.
【F】As predicted, the students with a growth mind-set felt that learning was a more important goal than getting good grades. In addition, they held hard work in high regard. They understood that even geniuses have to work hard. Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy. The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they would study less in the future, try never to take that subject again and consider cheating on future tests.
【G】Such different outlooks had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester—and the gap between the two groups continued to widen during the two years we followed them.
【H】 A fixed mind-set can also hinder communication and progress in the workplace and discourage or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
【I】 How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses who were more or less born that way puts students in a fixed mind-set, but descriptions of great mathematicians who fell in love with math and developed amazing skills produce a growth mind-set.
【J】 In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine. I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article entitled “You Can Grow Your Brain.” They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
【K】 Research is converging (汇 聚) on the conclusion that great accomplishment and even genius is typically the result of years of passion and dedication and not something that flows naturally from a gift.
42、After failing again and again, most animals give up hope.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
The Secret to Raising Smart Kids
【A】 I first began to investigate the basis of human motivation—and how people persevere after setbacks—as a psychology graduate student at Yale University in the 1960s. Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control. After such an experience an animal often remains passive even when it can effect change—a state they called learned helplessness.
【B】 People can learn to be helpless, too. Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
【C】 In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve hard math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success.
【D】 Later, I developed a broader theory of what separates the two general classes of learners—helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different “theories” of intelligence. The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set（思维模式）.” Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-oriented children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges are energizing rather than intimidating (令人生畏); they offer opportunities to learn. Students with such a growth mind-set were destined (注定) for greater academic success and were quite likely to outperform their counterparts.
【E】 We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades. At the beginning of seventh grade, we assessed the students’ mind-sets by asking them to agree or disagree with statements such as “Your intelligence is something very basic about you that you can’t really change.” We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades.
【F】As predicted, the students with a growth mind-set felt that learning was a more important goal than getting good grades. In addition, they held hard work in high regard. They understood that even geniuses have to work hard. Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy. The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they would study less in the future, try never to take that subject again and consider cheating on future tests.
【G】Such different outlooks had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester—and the gap between the two groups continued to widen during the two years we followed them.
【H】 A fixed mind-set can also hinder communication and progress in the workplace and discourage or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
【I】 How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses who were more or less born that way puts students in a fixed mind-set, but descriptions of great mathematicians who fell in love with math and developed amazing skills produce a growth mind-set.
【J】 In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine. I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article entitled “You Can Grow Your Brain.” They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
【K】 Research is converging (汇 聚) on the conclusion that great accomplishment and even genius is typically the result of years of passion and dedication and not something that flows naturally from a gift.
43、Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
The Secret to Raising Smart Kids
【A】 I first began to investigate the basis of human motivation—and how people persevere after setbacks—as a psychology graduate student at Yale University in the 1960s. Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control. After such an experience an animal often remains passive even when it can effect change—a state they called learned helplessness.
【B】 People can learn to be helpless, too. Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
【C】 In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve hard math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success.
【D】 Later, I developed a broader theory of what separates the two general classes of learners—helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different “theories” of intelligence. The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set（思维模式）.” Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-oriented children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges are energizing rather than intimidating (令人生畏); they offer opportunities to learn. Students with such a growth mind-set were destined (注定) for greater academic success and were quite likely to outperform their counterparts.
【E】 We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades. At the beginning of seventh grade, we assessed the students’ mind-sets by asking them to agree or disagree with statements such as “Your intelligence is something very basic about you that you can’t really change.” We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades.
【F】As predicted, the students with a growth mind-set felt that learning was a more important goal than getting good grades. In addition, they held hard work in high regard. They understood that even geniuses have to work hard. Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy. The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they would study less in the future, try never to take that subject again and consider cheating on future tests.
【G】Such different outlooks had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester—and the gap between the two groups continued to widen during the two years we followed them.
【H】 A fixed mind-set can also hinder communication and progress in the workplace and discourage or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
【I】 How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses who were more or less born that way puts students in a fixed mind-set, but descriptions of great mathematicians who fell in love with math and developed amazing skills produce a growth mind-set.
【J】 In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine. I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article entitled “You Can Grow Your Brain.” They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
【K】 Research is converging (汇 聚) on the conclusion that great accomplishment and even genius is typically the result of years of passion and dedication and not something that flows naturally from a gift.
44、People with a fixed mind-set believe that one’s intelligence is unchangeable.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
The Secret to Raising Smart Kids
【A】 I first began to investigate the basis of human motivation—and how people persevere after setbacks—as a psychology graduate student at Yale University in the 1960s. Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control. After such an experience an animal often remains passive even when it can effect change—a state they called learned helplessness.
【B】 People can learn to be helpless, too. Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
【C】 In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve hard math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success.
【D】 Later, I developed a broader theory of what separates the two general classes of learners—helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different “theories” of intelligence. The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set（思维模式）.” Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-oriented children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges are energizing rather than intimidating (令人生畏); they offer opportunities to learn. Students with such a growth mind-set were destined (注定) for greater academic success and were quite likely to outperform their counterparts.
【E】 We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades. At the beginning of seventh grade, we assessed the students’ mind-sets by asking them to agree or disagree with statements such as “Your intelligence is something very basic about you that you can’t really change.” We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades.
【F】As predicted, the students with a growth mind-set felt that learning was a more important goal than getting good grades. In addition, they held hard work in high regard. They understood that even geniuses have to work hard. Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy. The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they would study less in the future, try never to take that subject again and consider cheating on future tests.
【G】Such different outlooks had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester—and the gap between the two groups continued to widen during the two years we followed them.
【H】 A fixed mind-set can also hinder communication and progress in the workplace and discourage or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
【I】 How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses who were more or less born that way puts students in a fixed mind-set, but descriptions of great mathematicians who fell in love with math and developed amazing skills produce a growth mind-set.
【J】 In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine. I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article entitled “You Can Grow Your Brain.” They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
【K】 Research is converging (汇 聚) on the conclusion that great accomplishment and even genius is typically the result of years of passion and dedication and not something that flows naturally from a gift.
45、In the workplace, feedback may not be so welcome to managers with a fixed mind-set.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
“Sugar, alcohol and tobacco,” economist Adam Smith once wrote, “are commodities which are nowhere necessaries of life, which have become objects of almost universal consumption, and which are, therefore, extremely popular subjects of taxation.”
Two and a half centuries on, most countries impose some sort of tax on alcohol and tobacco. With surging obesity levels putting increasing strain on public health systems, governments around the world have begun to toy with the idea of taxing sugar as well.
Whether such taxes work is a matter of debate. A preliminary review of Mexico’s taxation found a fall in purchases of taxed drinks as well as a rise in sales of untaxed and healthier drinks. By contrast, a Danish tax on foods high in fats was abandoned a year after its introduction, amid claims that consumers were avoiding it by crossing the border to Germany to satisfy their desire for cheaper, fattier fare.
The food industry has, in general, been firmly opposed to such direct government action. Nonetheless, the renewed focus on waistlines means that industry groups are under pressure to demonstrate their products are healthy as well as tasty.
Over the past three decades, the industry has made some efforts to improve the quality of its offerings. For example, some drink manufactures have cut the amount of sugar in their beverages.
Many of the reductions over the past 30 years have been achieved either by reducing the amount of sugar, salt or fat in a product, or by finding an alternative ingredient. More recently, however, some companies have been investing money in a more ambitious undertaking: learning how to adjust the fundamental make-up of the food they sell. For example, having salt on the outside, but none on the inside, reduces the salt content without changing the taste.
While reformulating recipes ( 配 方 ) is one way to improve public health, it should be part of a multi-sided approach. The key is to remember that there is not just one solution. To deal with obesity, a mixture of approaches—including reformulation, taxation and adjusting portion sizes—will be needed. There is no silver bullet.
46、What did Adam Smith say about sugar, alcohol and tobacco?
A、They were profitable to manufacture.
B、They were in ever-increasing demand.
C、They were subject to taxation almost everywhere.
D、They were no longer considered necessities of life.
“Sugar, alcohol and tobacco,” economist Adam Smith once wrote, “are commodities which are nowhere necessaries of life, which have become objects of almost universal consumption, and which are, therefore, extremely popular subjects of taxation.”
Two and a half centuries on, most countries impose some sort of tax on alcohol and tobacco. With surging obesity levels putting increasing strain on public health systems, governments around the world have begun to toy with the idea of taxing sugar as well.
Whether such taxes work is a matter of debate. A preliminary review of Mexico’s taxation found a fall in purchases of taxed drinks as well as a rise in sales of untaxed and healthier drinks. By contrast, a Danish tax on foods high in fats was abandoned a year after its introduction, amid claims that consumers were avoiding it by crossing the border to Germany to satisfy their desire for cheaper, fattier fare.
The food industry has, in general, been firmly opposed to such direct government action. Nonetheless, the renewed focus on waistlines means that industry groups are under pressure to demonstrate their products are healthy as well as tasty.
Over the past three decades, the industry has made some efforts to improve the quality of its offerings. For example, some drink manufactures have cut the amount of sugar in their beverages.
Many of the reductions over the past 30 years have been achieved either by reducing the amount of sugar, salt or fat in a product, or by finding an alternative ingredient. More recently, however, some companies have been investing money in a more ambitious undertaking: learning how to adjust the fundamental make-up of the food they sell. For example, having salt on the outside, but none on the inside, reduces the salt content without changing the taste.
While reformulating recipes ( 配 方 ) is one way to improve public health, it should be part of a multi-sided approach. The key is to remember that there is not just one solution. To deal with obesity, a mixture of approaches—including reformulation, taxation and adjusting portion sizes—will be needed. There is no silver bullet.
47、Why have many countries started to consider taxing sugar?
A、They are under growing pressures to balance their national budgets.
B、They find it ever harder to cope with sugar-induced health problems.
C、They practice of taxing alcohol and tobacco has proved both popular and profitable.
D、The sugar industry is overtaking alcohol and tobacco business in generating profits.
“Sugar, alcohol and tobacco,” economist Adam Smith once wrote, “are commodities which are nowhere necessaries of life, which have become objects of almost universal consumption, and which are, therefore, extremely popular subjects of taxation.”
Two and a half centuries on, most countries impose some sort of tax on alcohol and tobacco. With surging obesity levels putting increasing strain on public health systems, governments around the world have begun to toy with the idea of taxing sugar as well.
Whether such taxes work is a matter of debate. A preliminary review of Mexico’s taxation found a fall in purchases of taxed drinks as well as a rise in sales of untaxed and healthier drinks. By contrast, a Danish tax on foods high in fats was abandoned a year after its introduction, amid claims that consumers were avoiding it by crossing the border to Germany to satisfy their desire for cheaper, fattier fare.
The food industry has, in general, been firmly opposed to such direct government action. Nonetheless, the renewed focus on waistlines means that industry groups are under pressure to demonstrate their products are healthy as well as tasty.
Over the past three decades, the industry has made some efforts to improve the quality of its offerings. For example, some drink manufactures have cut the amount of sugar in their beverages.
Many of the reductions over the past 30 years have been achieved either by reducing the amount of sugar, salt or fat in a product, or by finding an alternative ingredient. More recently, however, some companies have been investing money in a more ambitious undertaking: learning how to adjust the fundamental make-up of the food they sell. For example, having salt on the outside, but none on the inside, reduces the salt content without changing the taste.
While reformulating recipes ( 配 方 ) is one way to improve public health, it should be part of a multi-sided approach. The key is to remember that there is not just one solution. To deal with obesity, a mixture of approaches—including reformulation, taxation and adjusting portion sizes—will be needed. There is no silver bullet.
48、What do we learn about Danish taxation on fat-rich foods?
A、It did not work out as well as was expected.
B、It gave rise to a lot of problems on the border.
C、It could not succeed without German cooperation.
D、It met with firm opposition from the food industry.
“Sugar, alcohol and tobacco,” economist Adam Smith once wrote, “are commodities which are nowhere necessaries of life, which have become objects of almost universal consumption, and which are, therefore, extremely popular subjects of taxation.”
Two and a half centuries on, most countries impose some sort of tax on alcohol and tobacco. With surging obesity levels putting increasing strain on public health systems, governments around the world have begun to toy with the idea of taxing sugar as well.
Whether such taxes work is a matter of debate. A preliminary review of Mexico’s taxation found a fall in purchases of taxed drinks as well as a rise in sales of untaxed and healthier drinks. By contrast, a Danish tax on foods high in fats was abandoned a year after its introduction, amid claims that consumers were avoiding it by crossing the border to Germany to satisfy their desire for cheaper, fattier fare.
The food industry has, in general, been firmly opposed to such direct government action. Nonetheless, the renewed focus on waistlines means that industry groups are under pressure to demonstrate their products are healthy as well as tasty.
Over the past three decades, the industry has made some efforts to improve the quality of its offerings. For example, some drink manufactures have cut the amount of sugar in their beverages.
Many of the reductions over the past 30 years have been achieved either by reducing the amount of sugar, salt or fat in a product, or by finding an alternative ingredient. More recently, however, some companies have been investing money in a more ambitious undertaking: learning how to adjust the fundamental make-up of the food they sell. For example, having salt on the outside, but none on the inside, reduces the salt content without changing the taste.
While reformulating recipes ( 配 方 ) is one way to improve public health, it should be part of a multi-sided approach. The key is to remember that there is not just one solution. To deal with obesity, a mixture of approaches—including reformulation, taxation and adjusting portion sizes—will be needed. There is no silver bullet.
49、What is the more recent effort by food companies to make foods and drinks both healthy and tasty?
A、Replacing sugar or salt with alternative ingredients.
B、Setting a limit on the amount of sugar or salt in their products.
C、Investing in research to find ways to adapt to consumers’ needs.
D、Adjusting the physical composition of their products.
“Sugar, alcohol and tobacco,” economist Adam Smith once wrote, “are commodities which are nowhere necessaries of life, which have become objects of almost universal consumption, and which are, therefore, extremely popular subjects of taxation.”
Two and a half centuries on, most countries impose some sort of tax on alcohol and tobacco. With surging obesity levels putting increasing strain on public health systems, governments around the world have begun to toy with the idea of taxing sugar as well.
Whether such taxes work is a matter of debate. A preliminary review of Mexico’s taxation found a fall in purchases of taxed drinks as well as a rise in sales of untaxed and healthier drinks. By contrast, a Danish tax on foods high in fats was abandoned a year after its introduction, amid claims that consumers were avoiding it by crossing the border to Germany to satisfy their desire for cheaper, fattier fare.
The food industry has, in general, been firmly opposed to such direct government action. Nonetheless, the renewed focus on waistlines means that industry groups are under pressure to demonstrate their products are healthy as well as tasty.
Over the past three decades, the industry has made some efforts to improve the quality of its offerings. For example, some drink manufactures have cut the amount of sugar in their beverages.
Many of the reductions over the past 30 years have been achieved either by reducing the amount of sugar, salt or fat in a product, or by finding an alternative ingredient. More recently, however, some companies have been investing money in a more ambitious undertaking: learning how to adjust the fundamental make-up of the food they sell. For example, having salt on the outside, but none on the inside, reduces the salt content without changing the taste.
While reformulating recipes ( 配 方 ) is one way to improve public health, it should be part of a multi-sided approach. The key is to remember that there is not just one solution. To deal with obesity, a mixture of approaches—including reformulation, taxation and adjusting portion sizes—will be needed. There is no silver bullet.
50、What does the author mean by saying, at the end of the passage, “There is no silver bullet”(Line 4, Para. 7)?
A、There is no single easy quick solution to the problem.
B、There is no hope of success without public cooperation.
C、There is no hurry in finding ways to solve the obesity problem.
D、There is no effective way to reduce people’s sugar consumption.
You may have heard some of the fashion industry horror stories: models eating tissues or cotton balls to hold off hunger, and models collapsing from hunger-induced heart attacks just seconds after they step off the runway.
Excessively skinny models have been a point of controversy for decades, and two researchers say a model’s body mass should be a workplace health and safety issue. In an editorial released Monday in the American Journal of Public Health, Katherine Record and Bryn Austin made their case for government regulation of the fashion industry.
The average international runway model has a body mass index (BMI) under 16—low enough to indicate starvation by the World Health Organization’s standard. And Record and Austin are worried not just about the models themselves, but about the vast number of girls and women their images influence.
“Especially girls and teens”, says Record. “Seventy percent of girls aged 10 to 18 report that they define perfect body image based on what they see in magazines.” That’s especially worrying, she says, given that anorexia (厌食症) results in more deaths than does any other mental illness, according to the National Institute of Mental Health.
It’s commonly known that certain diseases are linked with occupations like lung disease in coal miners. Professional fashion models are particularly vulnerable to eating disorders resulting from occupational demands to maintain extreme thinness.
Record’s suggestion is to prohibit agents from hiring models with a BMI below 18.
In April, France passed a law setting lower limits for a model’s weight. Agents and fashion houses who hire models with BMI under 18 could pay $82,000 in fines and spend up to 6 months in jail. Regulating the fashion industry in the United States won’t be easy, Record says. But with the new rules in France, U.S. support could make a difference. “A designer can’t survive without participating in Paris Fashion Week”, she says, adding, “Our argument is that the same would be true of New York Fashion Week.”
51、What do Record and Austin say about fashion models’ body mass?
A、It has caused needless controversy.
B、It is but a matter of personal taste.
C、It is the focus of the modeling business.
D、It affects models’ health and safety.
You may have heard some of the fashion industry horror stories: models eating tissues or cotton balls to hold off hunger, and models collapsing from hunger-induced heart attacks just seconds after they step off the runway.
Excessively skinny models have been a point of controversy for decades, and two researchers say a model’s body mass should be a workplace health and safety issue. In an editorial released Monday in the American Journal of Public Health, Katherine Record and Bryn Austin made their case for government regulation of the fashion industry.
The average international runway model has a body mass index (BMI) under 16—low enough to indicate starvation by the World Health Organization’s standard. And Record and Austin are worried not just about the models themselves, but about the vast number of girls and women their images influence.
“Especially girls and teens”, says Record. “Seventy percent of girls aged 10 to 18 report that they define perfect body image based on what they see in magazines.” That’s especially worrying, she says, given that anorexia (厌食症) results in more deaths than does any other mental illness, according to the National Institute of Mental Health.
It’s commonly known that certain diseases are linked with occupations like lung disease in coal miners. Professional fashion models are particularly vulnerable to eating disorders resulting from occupational demands to maintain extreme thinness.
Record’s suggestion is to prohibit agents from hiring models with a BMI below 18.
In April, France passed a law setting lower limits for a model’s weight. Agents and fashion houses who hire models with BMI under 18 could pay $82,000 in fines and spend up to 6 months in jail. Regulating the fashion industry in the United States won’t be easy, Record says. But with the new rules in France, U.S. support could make a difference. “A designer can’t survive without participating in Paris Fashion Week”, she says, adding, “Our argument is that the same would be true of New York Fashion Week.”
52、What are Record and Austin advocating in the Monday editorial?
A、A change in the public’s view of female beauty.
B、Government legislation about models’ weight.
C、Elimination of forced weight loss by models.
D、Prohibition of models eating non-food stuff.
You may have heard some of the fashion industry horror stories: models eating tissues or cotton balls to hold off hunger, and models collapsing from hunger-induced heart attacks just seconds after they step off the runway.
Excessively skinny models have been a point of controversy for decades, and two researchers say a model’s body mass should be a workplace health and safety issue. In an editorial released Monday in the American Journal of Public Health, Katherine Record and Bryn Austin made their case for government regulation of the fashion industry.
The average international runway model has a body mass index (BMI) under 16—low enough to indicate starvation by the World Health Organization’s standard. And Record and Austin are worried not just about the models themselves, but about the vast number of girls and women their images influence.
“Especially girls and teens”, says Record. “Seventy percent of girls aged 10 to 18 report that they define perfect body image based on what they see in magazines.” That’s especially worrying, she says, given that anorexia (厌食症) results in more deaths than does any other mental illness, according to the National Institute of Mental Health.
It’s commonly known that certain diseases are linked with occupations like lung disease in coal miners. Professional fashion models are particularly vulnerable to eating disorders resulting from occupational demands to maintain extreme thinness.
Record’s suggestion is to prohibit agents from hiring models with a BMI below 18.
In April, France passed a law setting lower limits for a model’s weight. Agents and fashion houses who hire models with BMI under 18 could pay $82,000 in fines and spend up to 6 months in jail. Regulating the fashion industry in the United States won’t be easy, Record says. But with the new rules in France, U.S. support could make a difference. “A designer can’t survive without participating in Paris Fashion Week”, she says, adding, “Our argument is that the same would be true of New York Fashion Week.”
53、Why are Record and Austin especially worried about the low body mass index of models?
A、It contributes to many mental illnesses.
B、It defines the future of the fashion industry.
C、It has great influence on numerous girls and women.
D、It keeps many otherwise qualified women off the runaway.
You may have heard some of the fashion industry horror stories: models eating tissues or cotton balls to hold off hunger, and models collapsing from hunger-induced heart attacks just seconds after they step off the runway.
Excessively skinny models have been a point of controversy for decades, and two researchers say a model’s body mass should be a workplace health and safety issue. In an editorial released Monday in the American Journal of Public Health, Katherine Record and Bryn Austin made their case for government regulation of the fashion industry.
The average international runway model has a body mass index (BMI) under 16—low enough to indicate starvation by the World Health Organization’s standard. And Record and Austin are worried not just about the models themselves, but about the vast number of girls and women their images influence.
“Especially girls and teens”, says Record. “Seventy percent of girls aged 10 to 18 report that they define perfect body image based on what they see in magazines.” That’s especially worrying, she says, given that anorexia (厌食症) results in more deaths than does any other mental illness, according to the National Institute of Mental Health.
It’s commonly known that certain diseases are linked with occupations like lung disease in coal miners. Professional fashion models are particularly vulnerable to eating disorders resulting from occupational demands to maintain extreme thinness.
Record’s suggestion is to prohibit agents from hiring models with a BMI below 18.
In April, France passed a law setting lower limits for a model’s weight. Agents and fashion houses who hire models with BMI under 18 could pay $82,000 in fines and spend up to 6 months in jail. Regulating the fashion industry in the United States won’t be easy, Record says. But with the new rules in France, U.S. support could make a difference. “A designer can’t survive without participating in Paris Fashion Week”, she says, adding, “Our argument is that the same would be true of New York Fashion Week.”
54、What do we learn about France’s fashion industry?
A、It has difficulty hiring models.
B、It has now a new law to follow.
C、It allows girls under 18 on the runway.
D、It has overtaken that of the United States.
You may have heard some of the fashion industry horror stories: models eating tissues or cotton balls to hold off hunger, and models collapsing from hunger-induced heart attacks just seconds after they step off the runway.
Excessively skinny models have been a point of controversy for decades, and two researchers say a model’s body mass should be a workplace health and safety issue. In an editorial released Monday in the American Journal of Public Health, Katherine Record and Bryn Austin made their case for government regulation of the fashion industry.
The average international runway model has a body mass index (BMI) under 16—low enough to indicate starvation by the World Health Organization’s standard. And Record and Austin are worried not just about the models themselves, but about the vast number of girls and women their images influence.
“Especially girls and teens”, says Record. “Seventy percent of girls aged 10 to 18 report that they define perfect body image based on what they see in magazines.” That’s especially worrying, she says, given that anorexia (厌食症) results in more deaths than does any other mental illness, according to the National Institute of Mental Health.
It’s commonly known that certain diseases are linked with occupations like lung disease in coal miners. Professional fashion models are particularly vulnerable to eating disorders resulting from occupational demands to maintain extreme thinness.
Record’s suggestion is to prohibit agents from hiring models with a BMI below 18.
In April, France passed a law setting lower limits for a model’s weight. Agents and fashion houses who hire models with BMI under 18 could pay $82,000 in fines and spend up to 6 months in jail. Regulating the fashion industry in the United States won’t be easy, Record says. But with the new rules in France, U.S. support could make a difference. “A designer can’t survive without participating in Paris Fashion Week”, she says, adding, “Our argument is that the same would be true of New York Fashion Week.”
55、What does Record expect of New York Fashion Week?
A、It will create a completely new set of rules.
B、It will do better than Paris Fashion Week.
C、It will differ from Paris Fashion Week.
D、It will have models with a higher BMI.
三、Part IV Translation
56、随着中国的改革开放，如今很多年轻人都喜欢举行西式婚礼。新娘在婚礼上穿着白色婚纱，因为白色被认为是纯洁的象征。然而，在中国传统文化中，白色经常是葬礼上使用的颜色。因此务必记住，白花一定不要用作祝人康复的礼物，尤其不要送给老年人或危重病人。同样，礼金也不能装在白色的信封里，而要装在红色的信封里。
参考答案：
全文普通版：With the development of reform and opening-up, quite a number of young people in China now like western weddings. A bride usually wears white wedding dress at wedding ceremony, for white is regarded as a symbol of purity. However, in traditional Chinese culture, white is often seen in funerals. So please remember not to give flowers to the one who is in recovery, especially not to seniors or critical patients. Also, the cash gift should be put into red envelopes instead of white ones.
全文高配版：With the introduction of reform and opening-up, a great many of youngsters nowadays are fond of western-style weddings, where a bride usually wears white wedding dress, for white is regarded as a symbol of purity. However, in traditional Chinese culture, white is a color that is often used in funerals. That’s why it’s necessary to keep in mind that white flowers must not be gifts for patients who is in recovery, especially not for the elders or critically ill patients. Similarly, the cash gift shouldn’t be packed in white envelopes, but in red ones instead.
四、Part I Writing
57、Directions: For this part, you are allowed 30 minutes to write an essay. Suppose you have two options upon graduation: One is to find a job somewhere and the other to start a business of your own. You are to make a decision. Write an essay to explain the reasons for your decision. You should write at least 120 words but no more than 180 words.
参考答案：
【范文】
With a great vision for future, many college students have never ceased to think what kind of work they shall take up upon graduation. In fact as the graduation approaches, all college students will be in a dilemma between finding a job or starting their own business. Students’ opinions differ greatly on this issue. Some students hold that they should give the former priority to finding a job, yet the others disagree with it.
As to myself, I prefer to start a business of my own as my lifelong rather than find a job. My positions are based on following. It is widely acknowledged that nowadays job hunting of college students has become a pressing issue. All the information that the media conveys leaves us the impression that finding a decent job is becoming more and more difficult, which forces the students to set up their own business. Therefore when my peers are anxious to find a satisfied and decent job, I am already the boss of my own. More importantly, running my own business means freedom and independence. Besides I am an ambitious college student, starting a undertaking of my own means that I am free to use my own creative ideas and make my own decisions, so I have confidence to run my business smoothly. Meanwhile the government encourages this practice and provides many preferential policies for college students. This phenomenon has aroused great concern from the whole society. Last but not least, I like starting my own business in that it offers a certain peace of mind. No more rushing to catch a morning bus, no more anxiety to please a boss, no more competition between colleagues.
In conclusion, I think it is a good choice for college students to start their own undertakings. Maybe it is very difficult for us, but if we have firm determination, clear mind, and a feasible project, we will obtain a great achievement.
【译文】
怀着对未来的美好憧憬，几乎每个大学生都思考过他们毕业后会从事何种职业，事实上，随着毕业季的来临，所有大学生面对找工作或是自己创业等问题，都会陷入进退两难的境地，不同的学生对此持不同意见。一些人认为，于他们而言他们会优先选择找工作，而其他人则不认同。
于我而言，我会把创业作为我一生要追求的事业而非找工作。我的选择主要是基于以下几种原因。人们都普遍认为目前对于大学生来说，找工作已经变成了一件紧迫的事情，媒体传递的所有的信息也都让我们更坚定地认为找一份体面的工作越来越难。所有的这一切都迫使大学生自己去创业。因此当我的同龄人都在为找一份满意而得体的工作而焦虑不已时，我已经成了自己的老板。更重要的是自己创业意味着有更多的独立和自由。除此之外，我是一个有雄心壮志的大学生，自己创业的话，我就可以把自己创造性的想法和决策运用到我的事业当中，因此我有决心经营好自己的事业。与此同时政府也非常鼓励大学生创业并且也出台了很多优惠政策给予支持，这些都已经引起了整个社会的关注。最重要的是，自己创业能让自己拥有平和的心态，不用匆忙地去赶早班车，不用挖空心思去讨好老板，也不用去管同事间的激烈竞争。
总而言之，我认为创业对大学生来说是一个不错的选择。或许刚开始步履维艰，但是如果我们有坚定的信念、清醒的头脑以及可行的方案，我们肯定能取得非凡的成就。
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