1 . Positive emotions don’t just feel good—they’re good for you. Research shows that people feel and do their best when they experience at least three times as many positive emotions as negative ones. Here are some ways to increase positive emotions in everyday life.

    1     Make a list. Add new emotions as you notice them. You also can look over your list of emotions at the end of the day and write down when you felt different positive emotions. Did you feel proud after playing well on the soccer field?     2     Tracking these positive emotions helps us be more aware of the positive feelings we already experience, and the situations or activities that bring them.

Identify a positive emotion you want to increase.     3     Think of situations or activities you’ve experienced that made you aware of your joy. Write down as many as you can. Focus on small, simple things, like a song that makes you feel joyful whenever you hear it. Any time you notice you’ re feeling joyful, consider adding that situation or activity to your list.

Sometimes we forget the way back to feeling positive. We might need a reminder that can lead us back to a happier emotional place.     4     A positivity box is a collection of reminders of positive experiences we’ve had. These reminders bring back the feelings associated with the good moments in our lives, our strengths, joys and accomplishments, the fun we’ve had, the books or music that have meaning for us, the people who are important to us.     5    

A．It’s a positivity “treasure chest”.

B．Let’s say you want to feel more joy.

C．Happy to see a film with your best friend?

D．That’s when a positivity box is really helpful.

E．Happy when your friends remembered your birthday?

F．Collect things that remind you of positive emotional moments.

G．Name the positive emotions you’ve experienced in your daily life.

2 . A group of researchers in South West England suspected that young teens who were remote schooling due to the COVID-19 pandemic might be feeling more anxious. When they conducted a survey, however, what they found was surprising to them: the students were actually experiencing less anxiety.

The study, which was carried out by researchers at the university of Bristol, made use of an already ongoing study dealing with social media use and teen mental health. The participants had already done a baseline survey before the pandemic in October 2019. To assess the impact of the pandemic, another survey was done during the April/May time frame. Over 1000 year-nine students from 17 secondary schools in South West England were involved in the study.

The team found that 54 percent of 13-to14-year-old girls were at risk of anxiety prior to the pandemic, with that figure dropping by 10 percent during lockdown. Twenty-six percent of boys in the same age group were at risk during the initial survey, compared to 18 percent during lockdown.

Many of the teens also reported an increased sense of well-being while they were in lockdown.Boys reported a bigger improvement than girls.Also, those who reported the lowest sense of well-being prior to the pandemic experienced the greatest improvement. Emily widnall MSc, who was the lead of author of the study, said that she and her team were surprised when they said the results of the survey. “However when taking a step back,” she said, “we know that school for many young people can be quiet anxiety-provoking in terms of exam pressure and challenging peer relationships including bullying. This has been a really rare opportunity to understand how younger teenagers feel without the day-to-day pressures of school life. ”   

Many students also reported feeling a greater connection to their schools with increased opportunities to talk with their teachers despite not physically being at school. “It may be because digital platforms could play a bigger role as a learning tool.”

1. Why did Emily carry out the research?

A．To figure out why the teens were anxious during lockdown.

B．To evaluate the impacts of the COVID-19 pandemic on teen mental health.

C．To find out to fight with the COVID-19 pandemic.

D．To know how social media use affect teens.

2. What does the underline words “ prior to ” probably mean in paragraph 3?

A．Junior to.

B．Precious to.

C．Equal to.

D．Familiar to.

3. What can we infer from the passage?

A．Boys suffered from high level of anxiety than girls.

B．Girls reported a bigger improvement in the sense of well-being than boys.

C．The study was made up of data collected on two different occasions.

D．Remote schooling can help teens get rid of pressures.

4. What’s the main idea of the passage?

A．Teens felt greater connections to schools.

B．The pandemic had influence on teens.

C．Teens reported mental improvements in lockdown.

D．Social media helped the teens relieve stress.