1、课时作业(三)Unit 1Section Developing ideas, Presenting ideas & Reflection阅读理解A Think back to when you were in a classroom, and the teacher set a difficult problem. Which of the two following answers is closer to the way you reacted? A: Oh no, this is too hard for me. Im not even going to seriously try. B
2、: Ah, this is quite difficult, but I like to push myself. Even if I dont get the right answer, maybe Ill learn something in the attempt. The psychologist Carol Dweck of Stanford University gave a group of children problems that were slightly too hard. One group reacted positively, said they loved to
3、 challenge and understood that their abilities could be developed. She said they had a growth mindset. But another group felt that their intelligence was being judged and they had failed. They had a fixed mindset and were unable to imagine improving. Professor Dweck comes to a conclusion that, for y
4、ears, children have been praised for their intelligence or talent, but this makes them sensitive to failure. They want to please by getting high grades, without interest in learning. The solution is to praise the process that children are engaged in: making an effort, using learning methods and impr
5、oving. This way they will become better and achieve more. Psychologists have been testing these theories. Students were taught that if they left their comfort zone and learned something new and difficult, they would be more intelligent. These students made faster progress than a control group. In an
6、other study, unsuccessful school children were exposed to the growth mindset technique for a year. The results were astonishing. They came tops in a regional test, beating children from much more privileged backgrounds. These children had previously felt that making an effort was a sign of being stu
7、pid, but they came to see it as the key to learning. So, back to our original question, if you answered B, well done you already have a growth mindset. If A, dont worry; everyone is capable of becoming better with a little effort and selfawareness.1The author mentions the two answers at the beginnin
8、g to _.Agive an example Bteach how to reactCdraw a conclusion Dintroduce the topic2Which aspect should be praised according to Professor Dweck?ATalent. BHigh grades.CHardworking. DAchievements.3What makes the students with the fixed mindset fail?ALacking imagination. BNegative attitudes.CPoor judgme
9、nt. DLow intelligence.4What does the underlined word “it” in Paragraph 4 refer to?AMaking an effort. BThe regional test.CThe background. DThe comfort zone.B Dont get mad next time you catch your teenager texting when he commits himself to studying. He simply may not be able to resist. A study of the
10、 University of Iowa (UI) found teenagers are far more sensitive than adults to the immediate effect or reward of their behavior. The findings may help explain why the initial rush of texting may be more attractive for adolescents than the longterm payoff of studying. “For the teenager, the rewards a
11、re seductive for them to be addicted to texting，” says Professor Jatin Vaidya, an author of the study. “They draw adolescents. Sometimes, the rewards are a kind of motivation for them. Even when a kind of behavior is no longer in a teenagers best interest to continue, they will, because the effect o
12、f the rewards is still there and lasts much longer in adolescents than in adults.” For parents, that means limiting distractions so that teenagers can make better choices. Take the homework and social media dilemma: At 9 pm., shut off everything except a computer that has no access to Facebook or Tw
13、itter, as the researchers advise. “Im not saying they shouldnt be allowed access to technology，” says Vaidya. “But some help in resetting their concentration is necessary for them so that they can develop those impulsecontrol skills.” In their study, Vaidya and coauthor Shaun Vecera note researchers
14、 generally believe teenagers are not mature, make bad decisions, and engage in risky behavior because the frontal lobes (额叶) of their brains are not fully developed. But the UI researchers wondered whether something more fundamental was going on with adolescents to cause behavior independent of high
15、erlevel reasoning. “We wanted to try to understand the brains reward system and how it changes from childhood to adulthood，” says Vaidya, who adds that the reward character in the human brain is easier than decisionmaking. “Weve been trying to understand the reward process in adolescence and whether
16、 there is more to adolescent behavior than an underdeveloped frontal lobe，” he adds. For their study, the researchers persuaded 40 adolescents, aged 13 to 16, and 40 adults, aged 20 to 35 to participate. In the future, researchers hope to look into the psychological and neurological (神经学上的) aspects
17、of their results.5What does the passage mainly tell us?AAlways, rewards are attractive to teenagers.BAlways, adolescents can resist rewards.CResistance can be controlled well by adolescents.DGetting rewards is the greatest motivation for adolescents to study.6What does the underlined word “seductive
18、” in Paragraph 2 mean? ANecessary. BAttractive.CUseful. DImportant.7Which statement agrees with Vaidyas idea?AThe influence of the reward is weak in adolescents.BParents should help children in making decisions.CChildren should have access to the Internet.DChildren need help in refocusing their atte
19、ntion.8What result does the teenagers brain underdevelopment lead to? ADoing things after some thought.BMaking good decisions.CJoining in dangerous actions.DEscaping risky behavior.C It was a cold March day in High Point, North Carolina. The girls on the Wesleyan Academy softball team were waiting f
20、or their next turns at bat during practice, stamping their feet to stay warm. Eighthgrader Taylor Bisbee shivered (发抖) a little as she watched her teammate Paris White play. The two didnt know each other well Taylor had just moved to town a month or so before. Suddenly, Paris fell to the ground. “Pa
21、riss eyes rolled back，” Taylor says. “She started shaking. I knew it was an emergency.” It certainly was. Paris had suffered a sudden heart failure. Without immediate medical care, Paris would die. At first, no one moved. The girls were in shock. Then the softball coach shouted out, “Does anyone kno
22、w CPR？” CPR is a lifesaving technique. To do CPR, you press on the sick persons chest so that blood moves through the body and takes oxygen to organs. Without oxygen, the brain is damaged quickly. Amazingly, Taylor had just taken a CPR course the day before. Still, she hesitated. She didnt think she
23、 knew it well enough. But when no one else came forward, Taylor ran to Paris and began doing CPR. “It was scary. I knew it was the difference between life and death，” says Taylor. Taylors swift action helped her teammates calm down. One girl called 911. Two more ran to get the school nurse, who brou
24、ght a defibrillator, an electronic device (器械) that can shock the heart back into work. Luck stayed with them: Pariss heartbeat returned. “I know I was really lucky，” Paris says now. “Most people dont survive this. My team saved my life.” Experts say Paris is right: For a sudden heart failure, the s
25、ingle best chance for survival is having someone nearby step in and do CPR quickly. Today, Paris is back on the softball team. Taylor will apply to college soon. She wants to be a nurse. “I feel more confident in my actions now，” Taylor says. “I know I can act under pressure in a scary situation.”9W
26、hat happened to Paris on a March day?AShe caught a bad cold.BShe had a sudden heart problem.CShe was knocked down by a ball.DShe shivered terribly during practice.10Why does Paris say she was lucky?AShe made a worthy friend.BShe recovered from shock.CShe received immediate CPR.DShe came back on the
27、softball team.11Which of the following words can best describe Taylor?AEnthusiastic and kind.BCourageous and calm.CCooperative and generous.DAmbitious and professional.课时作业(三)阅读理解A【语篇解读】这是一篇说明文。文章介绍了成长型思维模式与固定型思维模式在同学们学习过程中的表现、背后的心理因素以及培养学生养成成长型思维模式的方法。心理学家通过实验的方法也确定通过成长型思维模式训练，学生进步会很快、很明显。1答案与解析：D推
28、理判断题。由文章结构可知，文章开始涉及两种回答方式是让读者能够直观地感受到什么是成长型思维模式以及什么是固定型思维模式。也就是说为了介绍本文话题。故选D。2答案与解析：C细节理解题。由第三段中的“The solution is to praise the process that children are engaged in: making an effort, using learning methods and improving.”可知，解决孩子们害怕失败的问题的方法是表扬他们参与的过程，例如很努力，使用了学习到的方法和有进步等。也就是说应该表扬孩子的努力。故选C。3答案与解析：B推理
29、判断题。由第四段中的最后两句话可知，有固定型思维的人认为他们的智力正在被考验，并且他们已经失败了，他们有固定型思维并且无法想象进步。并且由第四段中的研究可知，学业不好的学生经过一年成长型思维的培训后，结果是惊人的，也就是说不是学生的能力不行，而是他们的消极的思维方式使得他们学习成绩不好。故选B。4答案与解析：A推理判断题。画线词“it”所在句子中的“but”前后是两个并列的分句，前一分句意思为：这些小孩之前认为努力是傻的标志，后一分句中“they came to see”说明的是现在的情况，即：现在他们把努力看作是学习的关键。所以it指代的是“making an effort (努力)”。故选
30、A。B【语篇解读】这是一篇说明文。文章解释了青少年难以抵抗诱惑的原因。5答案与解析：A主旨大意题。根据文章内容可知，全文围绕的都是“奖励对青少年是有吸引力的”这个话题，并且运用了相关的研究结果来阐述青少年会这样的原因他们的大脑额叶还没有发育完全。A项意为“奖励始终吸引着青少年。”，符合文意。故选A。6答案与解析：B词义猜测题。画线单词所在的句子为Jatin Vaidya所说的话。由这句话后的“They draw adolescents. Sometimes，the rewards are a kind of motivation for them.”可知，这些奖励对青少年是很有吸引力的。画线单
31、词与下句中的draw相呼应。necessary必要的； attractive有吸引力的； useful有用的； important重要的。故选B。7答案与解析：D细节理解题。由文章第三段中的“But some help in resetting their concentration is necessary for them so that they can develop those impulsecontrol skills.”可知，Vaidya认为在重新集中注意力方面，孩子们需要一些帮助。故选D。8答案与解析：C细节理解题。由文章第四段中的“. teenagers are not ma
32、ture, make bad decisions, and engage in risky behavior because the frontal lobes (额叶) of their brains are not fully developed.”可知，青少年大脑发育得不充分会导致他们参加危险的活动。故选C。C【语篇解读】这是一篇记叙文。文中讲述了垒球队中的女队员Paris在打球过程中突发心力衰竭，队友Taylor对她进行了紧急心肺复苏，Paris最后恢复了心跳的故事。Taylor勇敢、冷静，用所学的急救知识救助他人。9答案与解析：B考查细节理解。根据第三段中的“It certainly
33、 was. Paris had suffered a sudden heart failure”可知，Paris突发心力衰竭。10答案与解析：C考查细节理解。根据第五段中的“But when no one else came forward, Taylor ran to Paris and began doing CPR”以及第六段在队友和学校护士的帮助下Paris的心跳恢复了(Pariss heartbeat returned)以及倒数第二段中的“For a sudden heart failure, the single best chance for survival is having
34、 someone nearby step in and do CPR quickly”可知，Paris得到了及时的心肺复苏(CPR)救助。11答案与解析：B考查推理判断。根据第五段中的“But when no one else came forward, Taylor ran to Paris and began doing CPR. It was scary. I knew it was the difference between life and death，says Taylor”和第六段中的“Taylors swift action helped her teammates calm down”可知，Taylor是一位勇敢、冷静的女孩。面对紧急情况，她不慌不乱，用所学的急救知识迅速帮助他人，并用自己的举动感染队友，让她们镇静下来参与救助。