| A．has to blame | B．is to be blamed | C．is to blame | D．blames |
—Oh, ________. We’d better go back home in a hurry.
| A．so it does | B．so does it | C．so it is | D．so is it |
The situation seemed hopeless.
From the first day he entered my junior-high classroom, Willard P. Franklin existed in his own world, shutting out his classmates and me, his teacher. My attempts at establishing a friendly relationship with him were met with complete indifference. Even a “Good morning, Willard” received only an audible grunt (嘟哝). I could see that his classmates feel no better. Willard was strictly a loner who seemed to have no desire or need to break his barrier of silence.
Shortly after the Thanksgiving holiday, word came that the annual Christmas collection of money for the less fortunate people in our school district was about to come. “Christmas is a season of giving,” I told my students. “There are a few students in the school who might not have happy holiday season, by contributing to our Christmas collection, you will help buy food, clothing and toys for these needy people. We will start the collection tomorrow.”
When I called for the contributions the next day, I discovered that almost everyone had forgotten, except Willard P. Franklin. The boy dug deep into his pants pockets as he strolled up to my desk. Carefully, he dropped two coins into the small container.
“I don’t need milk for lunch.” He mumbled. For a moment, just a moment, he smiled. Then he turned and walked back to his desk.
That night, after school, I took our meager (微薄的) contribution to the school principal. I couldn’t help sharing the incident that had taken place.
“I may be wrong, but I believe Willard might be getting ready to become a part of the world around him.” I told the principal.
“Yes, I believe it sounds hopeful,” he nodded, “And I think we might do well to have him share a bit of his world with us. I just received a list of the poor families in our school who most need help through the Christmas collection. Here, take a look at it.”
注意：1.续写词数应为150左右；
2.请按如下格式在答题卡相应位置作答。
Paragraph 1: As I gazed down to read, I discovered Willard P. Franklin and his family were the top names on the list!
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Paragraph 2: A flicker of joy, gratitude, and shyness danced across Willard’s face as he heard my words.
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4 . They say you catch more flies with honey than vinegar. But when it comes to tackling a tricky task, researchers have found that getting angry can also be a powerful motivator.
The experiments suggest people who are angry perform better on a set of challenging tasks than those who are emotionally neutral.
The study, published in the Journal of Personality and Social Psychology, details how researchers at Texas A&M University conducted experiments involving more than 1,000 people, and analysed survey data from more than 1,400 people to explore the possible impact of anger on people in various circumstances.
In one experiment, students were shown images previously found to cause anger, desire, amusement, sadness or no particular emotion at all. Participants were subsequently asked to solve a series of anagrams (变形词).
The results reveal that for a challenging set of anagrams, those who were angry did better — although no difference was seen for easy anagrams.
The researchers say one explanation could be down to a link between anger and greater persistence, with the team finding those who were angry spent more time on the difficult set of anagrams.
In another experiment, participants who were angry did better at avoiding flags in a skiing video game than those who were neutral or sad, and were on a par with (同水平) those who felt amusement or desire.
“This pattern could indicate that general physical arousal (激起) had a benefit for game scores, as this would be greater in anger, amused, and desire conditions compared to the sad and neutral conditions,”the researchers write. However, no such differences in performance was found when it came to an easier video game.
“People often prefer to use positive emotions as tools more than negative and tend to see negative emotions as undesirable,” said Lench, the first author of the study. “Our research adds to the growing evidence that a mix of positive and negative emotions promotes well-being, and that using negative emotions as tools can be particularly effective in some situations.”
1. What tasks did the researchers set for the students?| A．Recognizing different emotion images. | B．Helping analyze a series of survey data. |
| C．Putting tasks into different categories. | D．Performing tasks in various emotional states. |
| A．It brings team spirit into full play. | B．It promotes a deep insight into the tasks. |
| C．It increases effort toward attaining a goal. | D．It changes challenging tasks into easy ones. |
| A．Research result consistent with previous findings. |
| B．Potential application of the research finding. |
| C．A further explanation of the research method. |
| D．A reasonable doubt about the research process. |
| A．To present more proofs. | B．To draw a conclusion. |
| C．To make a comparison. | D．To criticize old practices. |
