them the skills to float.
This latter approach is basically the work I and my team do at the University of Hull. Firstly, we measure mental toughness and then provide interventions to enhance this. These interventions include psychological skills such as goal setting, relaxation, visualization and thought control. They are simple and straightforward, and have a proven track record of helping a range of people in stressful situations. So, for example, many children will say: \We work hard to rephrase this so that the sentence reads: \word difference, but a world away when thinking about challenges.
We try to help children deal more effectively with life using a three-step approach. Firstly, it is important to find out what the child really wants. In other words, setting appropriate goals. This is complex. Children lacking confidence will often set really low goals or, perversely, really high ones. It is important to set realistic and achievable goals. Then it is a matter of finding out what factors are helping the individual to achieve these goals and what factors are working against this. The final step is to identify which of these factors can be controlled, or at least influenced, and what factors the child is in reality stuck with. Redirecting children's energies to movable obstacles can produce huge life changes.
However, I think that tor most of us we have become stress averse and overreact to it. It has always been there, and it has always been the case that some people thrive on it, some need help to deal with it and some peoples' lives are ruined by it.
Showing our children that stress can be confronted and beaten offers them a way forward. The more a fear is avoided, the bigger it gets.
1. Which of the following statements about education is true according to the passage? A) Education should always be fun.
B) Education is in danger of becoming a branch of the entertainment industry. C) If something causes worry, it should be avoided at all costs. D) The more challenges, the better for the children.
2. Why would the author disagree with some educationalists' opinion that if something causes worry, it should be avoided at all costs?
A) Because he believes that facing up to challenges helps develop an individual and avoiding them can severely limit one's potential. B) Because some children are less tough. C) Because some pressures are avoidable.
D) Because some children are unwilling to try anything new.
3. What is the work that the author and his team do at the University of Hull? A) Putting the children under pressure by giving them challenges. B) Recording what people do in stressful situations. C) Teaching the children some skills to deal with stress.
D) Giving the children challenges first and then providing them with skills to improve the stressful situations.
4. Which one is the implied meaning of the last sentence in Para. 4, \world away when thinking about challenges\
A) If one thinks about challenges negatively, he or she will face them with confidence.
B) If one thinks about challenges positively, he or she will always be afraid to fail and can not face them bravely.
C) If one thinks about challenges incorrectly, he or she will lose a world.
D) Two different ways of thinking about challenges will lead to totally different results. 5. What is the correct attitude towards stress according to the author? A) We should try our best to avoid stress.
B) We should put ourselves to the test in stressful situations. C) We should love stress because stress is unavoidable.
D) Stress is unavoidable but can be controlled and defeated, so experiencing it and learning skills to deal with it is beneficial to us.
Passage three: BADDD
Passage Four
Now let us look at how we read. When we read a printed text, our eyes move across a page in short, jerky movement. We recognize words usually when our eyes are still when they fixate. Each time they fixate, we see a group of words. This is known as the recognition span or the visual span. The length of time of which the eyes stop ---the duration of the fixation ----varies considerably from person to person. It also varies within any one person according to his purpose in reading and his familiarity with the text. Furthermore, it can be affected by such factors as lighting and tiredness.
Unfortunately, in the past, many reading improvement courses have concentrated too much on how our eyes move across the printed page. As a result of this misleading emphasis on the purely visual aspects of reading, numerous exercises have been devised to train the eyes to see more words at one fixation. For instance, in some exercises, words are flashed on to a screen for, say, a tenth or a twentieth of a second. One of the exercises has required students to fix their eyes on some central point, taking in the words on either side. Such word patterns are often constructed in the shape of rather steep pyramids so the reader takes in more and more words at each successive fixation. All these exercises are very clever, but it’s one thing to improve a person’s ability to see words and quite another thing to improve his ability to read a text efficiently. Reading requires the ability to understand the relationship between words. Consequently, for these reasons, many experts have now begun to question the usefulness of eye training, especially since any approach which
trains a person to read isolated words and phrases would seem unlikely to help him in reading a continuous text.
1. The time of the recognition span can be affected by the following facts except ________ . A. one’s familiarity with the text B. one’s purpose in reading
C. the length of a group of words D. lighting and tiredness
2. The author may believe that reading ______.
A. requires a reader to take in more words at each fixation B. requires a reader to see words more quickly C. demands an deeply-participating mind D. demands more mind than eyes
3. What does the author mean by saying “but it’s one thing to improve a person’s ability to see words and quite another thing to improve his ability to read a text efficiently.” in the second paragraph?
A. The ability to see words is not needed when an efficient reading is conducted.
B. The reading exercises mentioned can’t help to improve both the ability to see and to comprehend words.
C. The reading exercises mentioned can’t help to improve an efficient reading.
D. The reading exercises mentioned has done a great job to improve one’s ability to see words.
4. Which of the following is NOT true?
A. The visual span is a word or a group of words we see each time. B. Many experts began to question the efficiency of eye training. C. The emphasis on the purely visual aspects is misleading.
D. The eye training will help readers in reading a continuous text. 5. The tune of the author in writing this article is ________ A critical B neutral C pessimistic D optimistic
Passage Four：CCCDA
Part III Cloze (20%)
1.
What is your reason for setting a goal? This is the first, and most important question you need to ask yourself. Why? If your reason for setting your goal is not sincere, your motivation and enthusiasm can (66) drastically as you progress on your goal (67) . If you do not have a deep-rooted reason for your goal, your chances of succeeding are reduced (68) . We generally set goals because we are (69) with where we are, either in life, our job, or a relationship. As Og Mandino says, “People don't change when they feel good. They change when they're fed up. When things are going all right, we all tend to do pretty much what we’ve been doing. Pain (70) us to those crucial turning points. We get hurt, then we finally choose. It's that adverb finally. Enough is enough!”
We want something better. An example is a better paying position at work, or a management position. Maybe it can be that we want to lose weight, or become healthier. (71) it is, we generally set goals as a result of wanting something better.
Animals function on (72) They sleep, eat and procreate. That's it. We humans have a thinking ability. And it is (73) this thinking ability that we have the urge to achieve something better.
When we have something to aim at, something we achieve, we usually become excited. Think of going to your favorite restaurant. While you’re getting ready, you can (74) smell and taste your meal, and you are excited. Each milestone that you reach increases your excitement. Especially, think when you go on holiday. What is your (75) of excitement just prior to
leaving on holiday, and to what level does this excitement rise shortly before leaving? And then as you progress on your journey? Using the holiday example, this excitement keeps rising the nearer you get to your destination.
Goals (76) give us direction. An example here is when we want to progress in our career. Let's say we want to secure a management position. We increase our knowledge and experience, and as a result we become more (77) for the position. It is the (78) of the management position that (79) us to undergo training. Our goals enable us to move forward, and moving forward can only be beneficial.
It is very important to remember that goals are not (80) . As our circumstances change, it is (81) that our goals change. The goals you had when you left school are very different to your goals ten years after school. (82) , after marriage and children come along, your goals once again change. It is important to remember that when your circumstances change, review and, where necessary adapt your goals. The golden rule of setting your goals is to remain on your goal path.
Whatever your definition of success is, you will find it difficult to reach that level of success without goals. If you don't have a(n) (83) . the arrow will hit nothing. Thomas Edison is well-known for saying he didn't fail, but found 10 000 ways (84) didn’t work. He had thousands of attempts over many years to (85) the electric light bulb, but he knew exactly what he wanted, and his goal kept him going until he achieved it.
With a goal, success is possible. Without goals, success is rarely possible — whatever area in your life.
66. A) increase B) wane C) strengthen D) reduce 67. A) way B) road C) journey D) path
68. A) instantly B) slowly C) slightly D) dramatically 69. A) satisfied B) glad C) unhappy D) angry 70. A) asks B) permits C) pushes D) gets
71. A) Whatever B) What C) No matter how D) Whoever 72. A) instinction B) instinct C) nature D) purpose 73. A) from B) of C) with D) by 74. A) almost B) never C) generally D) usually 75. A) state B) feeling C) level D) sense
76. A) probably B) undoubtedly C) unlikely D) accordingly 77. A) armed B) furnished C) provided D) equipped 78. A) subjective B) objective C) objection D) obligation 79. A) motivates B) influences C) obliges D) allows 80. A) changing B) static C) similar D) reliable 81. A) impossible B) inevitable C) indefinite D) uncertain 82. A) In other words B) However C) Similarly D) Worse still 83. A) aim B) target C) direction D) goal 84. A) that B) in which C) by which D) what 85. A) create B) produce C) establish D) invent 答案：
66.B 67.D 68.D 69.C 70.C 71.A 72.B 73.C 74.A 75.C 76.B 77.D 78.B 79.A 80.B 81.B 82.C 83.B 84.A 85.D
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