In modern society there is a great deal of argument about competition. Some value it highly, believing that it is responsible for social progress and prosperity (繁荣). Others say that competition is bad, that it sets one person against another and that it leads to unfriendly relationship between people.
I have taught many children who held the belief that their self-worth relied on how well they performed at tennis and other skills. For them, playing well and winning are often life-and-death affairs. In their single-minded pursuit (追求) of success, the development of many other human qualities is sadly forgotten.
However, while some seem to be lost in the desire to succeed, others take an opposite attitude. In a culture which only values the winner and pays no attention to the ordinary players, they strongly blame competition. Among them are youngsters who have suffered under competitive pressures from their parents or society. Teaching these young people, I often observe a desire to fail in them. They seem to seek failure by not trying to win or achieve success. By not trying, they always have an excuse, “I may have lost, but it doesn’t matter because I really didn’t want to try.” What is not usually admitted by them is the belief that if they had really tried but lost, that would mean a lot.
Such a loss would be a measure of their worth. Clearly, this belief is the same as that of true competitors who try to prove themselves. Both are based on the mistaken belief that one’s self-respect relies on how well one performs in comparison with others. Both are afraid of not being valued. Only as this basic and often troublesome fear begins to dissolve (缓解) can we discover a new meaning in competition.
2 . Did you ever have to say “no” to somebody? Such as a classmate who asks to go to lunch with you? New research suggests that, at least socially, a rejection (拒绝) should not include an apology. In other words, saying you are sorry does not make the person being rejected feel any better. In fact, it might make the rejected person feel worse. That is surprising. Many people consider it to be good manners to say they are sorry when they turn down a request.
Gili Freedman is doing some related research at Dartmouth College. For her research, she asked over 1,000 people to respond to different examples of social rejection. In one example, the researchers asked people for their reaction (反应）after a person named Taylor asked to join a co-worker who went out to lunch every Friday. And Taylor was told “no”. But in some cases, the person rejecting Taylor offered an apology. In other cases, the people doing the rejection did not say they were sorry. People were asked how they would feel if they were being turned down, just as Taylor was. Most said they would be more hurt by a rejection with an apology than a rejection without an apology.
Freedman said the reason is that apologies make people feel like they need to say that the rejection was okay— even when they felt like it was not okay. Rejection without an apology lets them express their feelings of disappointment, hurt or anger more easily. Freedman also said that an apology often makes the person doing the rejection feel better—even as it makes the person being rejected feel worse.
Her research deals only with social communication. A business situation might be very different. “If a manager rejects a job interviewee or a boss must tell an employee that he or she is being fired from a job,” Freedman said, “reactions to apologies may be different.”
1. Why do people say they are sorry when they express rejection?| A．Because they think it is more polite. |
| B．Because they think it helps them express their dislike better. |
| C．Because they think apologies are the basis of communication. |
| D．Because they think it sounds more comfortable for the listener. |
| A．rejected others without an apology |
| B．offered an apology when rejecting others |
| C．would be more hurt by a rejection with an apology |
| D．were asked to answer the question in different situations |
| A．It makes the rejection more acceptable. |
| B．It makes a good impression on the listener. |
| C．It makes the communication more pleasant. |
| D．It makes the person doing the rejecting feel better. |
| A．The effect of an apology during a rejection. |
| B．Gili Freedman’s research on business situations. |
| C．A rejection with an apology in a business situation. |
| D．The difference between a social situation and a business one. |
3 . More than a decade ago, cognitive scientists John Bransford and Daniel Schwartz, both then at Vanderbilt University, found that what distinguished young adults from children was not the ability to retain facts or apply prior knowledge to a new situation but a quality they called “preparation for future learning.” The researchers asked fifth graders and college students to create a recovery plan to protect bald eagles from extinction. Shockingly, the two groups came up with plans of similar quality (although the college students had better spelling skills). From the standpoint of a traditional educator, this outcome indicated that schooling had failed to help students think about ecosystems and extinction, major scientific ideas.
The researchers decided to go deeper, however. They asked both groups to generate questions about important issues needed to create recovery plans. On this task, they found large differences. College students focused on critical issues of interdependence between eagles and their habitats. Fifth graders tended to focus on features of individual eagles (“How big are they?” and “What do they eat?”). The college students had cultivated the ability to ask questions, the cornerstone (最重 要部分)of critical thinking. They had learned how to learn.
Museums and other institutions of informal learning may be better suited to teach this skill than elementary and secondary schools. At the Exploratorium in San Francisco, we recently studied how learning to ask good questions can affect the quality of people's scientific inquiry. We found that when we taught participants to ask “What if?” and “How can?” questions that nobody present would know the answer to and that would spark exploration，they engaged in better inquiry at the next exhibit-asking more questions, performing more experiments and making better interpretations of their results. Specifically, their questions became more comprehensive at the new exhibit. Rather than merely asking about something they wanted to try，they tended to include both cause and effect in their question. Asking juicy questions appears to be a transferable skill for deepening collaborative inquiry into the science content found in exhibits.
This type of learning is not confined to museums or institutional settings. Informal learning environments tolerate failure better than schools. Perhaps many teachers have too little time to allow students to form and pursue their own questions and too much ground to cover in the curriculum. But people must acquire this skill somewhere, Our society depends on them being able to make critical decisions about their own medical treatment, say, or what we must do about global energy needs and demands. For that, we have an informal learning system that gives no grades, takes all comers，and is available even on holidays and weekends.
1. What is traditional educators interpretation of the research outcome mentioned in the first paragraph?| A．Students are not able to apply prior knowledge to new problems. |
| B．College students are no better than fifth grader in memorizing facts. |
| C．Education has not paid enough attention to major environmental issues. |
| D．Education has failed to lead students to think about major scientific ideas. |
| A．they have learned to think critically. |
| B．they are concerned about social issues. |
| C．they are curious about specific features. |
| D．they have learned to work independently. |
| A．It arouses students’ interest in things around them. |
| B．It cultivates students’ ability to make scientific inquiries. |
| C．It trains students’ ability to design scientific experiments. |
| D．It helps students realize not every question has an answer. |
| A．train students to think about global issues |
| B．design more interactive classroom activities |
| C．make full use of informal learning resources |
| D．include collaborative inquiry in the curriculum |
4 . Mike was 11. As his birthday was coming up，he
On his
After a week，when Mike was walking home from school, he saw a boy riding a bike. Mike
Mike helped him stand up and provided him with water.
An ambulance （救护车）came and carried Sam to hospital. He then rushed to Sam's home and
Sam and his parents thanked Mike for the
Sam got a new bike and he came to know that Mike didn't have the
| A．persuaded | B．arranged | C．requested | D．ordered |
| A．jumping | B．driving | C．walking | D．wandering |
| A．drop | B．discover | C．hug | D．pick |
| A．gathered | B．spotted | C．fixed | D．located |
| A．holiday | B．birthday | C．graduation | D．celebration |
| A．frightened | B．hopeful | C．unhappy | D．impatient |
| A．calm | B．grateful | C．puzzled | D．upset |
| A．felt | B．learned | C．agreed | D．argued |
| A．Suddenly | B．Eventually | C．Thankfully | D．Actually |
| A．treated | B．remembered | C．regarded | D．recognized |
| A．Before | B．Since | C．Unless | D．Though |
| A．slightly | B．necessarily | C．seriously | D．gently |
| A．church | B．school | C．hospital | D．shelter |
| A．complained | B．reminded | C．impressed | D．informed |
| A．generous | B．pleasant | C．honored | D．limited |
| A．unlikely | B．possible | C．exciting | D．unbelievable |
| A．worried | B．injured | C．beat | D．attacked |
| A．broke out | B．missed out | C．checked out | D．pulled out |
| A．interest | B．confidence | C．right | D．chance |
| A．permission | B．admission | C．guidance | D．introduction |
5 . We’ve all been there: in a lift, in line at the bank or on an airplane, surrounded by people who are, like us, deeply focused on their smartphones or, worse, struggling with the uncomfortable silence.
What’s the problem? It’s possible that we all have compromised conversational intelligence. It’s more likely that none of us start a conversation because it’s awkward and challenging, or we think it’s annoying and unnecessary. But the next time you find yourself among strangers, consider that small talk is worth the trouble. Experts say it’s an invaluable social practice that results in big benefits.
Dismissing small talk as unimportant is easy, but we can’t forget that deep relationships wouldn’t
even exist if it weren’t for casual conversation. Small talk is the grease(润滑剂) for social communication, says Bernardo Carducci, director of the Shyness Research Institute at Indiana University Southeast. ＂Almost every great love story and each big business deal begins with small talk,＂ he explains. ＂The key to successful small talk is learning how to connect with others, not just communicate with them.＂
In a 2014 study, Elizabeth Dunn, associate professor of psychology at UBC, invited people on their way into a coffee shop. One group was asked to seek out an interaction(互动) with its waiter; the other, to speak only when necessary. The results showed that those who chatted with their server reported significantly higher positive feelings and a better coffee shop experience. ＂It’s not that talking to the waiter is better than talking to your husband,＂ says Dunn. ＂But interactions with peripheral(边缘的) members of our social network matter for our well-being also.＂
Dunn believes that people who reach out to strangers feel a significantly greater sense of belonging, a bond with others. Carducci believes developing such a sense of belonging starts with small talk. ＂Small talk is the basis of good manners,＂ he says.
1. What phenomenon is described in the first paragraph?| A．Addiction to smartphones. |
| B．Inappropriate behaviours in public places. |
| C．Absence of communication between strangers. |
| D．Impatience with slow service. |
| A．Showing good manners. | B．Relating to other people. |
| C．Focusing on a topic. | D．Making business deals. |
| A．It improves family relationships. | B．It raises people’s confidence. |
| C．It matters as much as a formal talk. | D．It makes people feel good. |
| A．Conversation Counts | B．Ways of Making Small Talk |
| C．Benefits of Small Talk | D．Uncomfortable Silence |
However, in today’s world, stars are regarded as role models along with the heroes listed above, despite their intentions or actions. Teens attempt to imitate their actions for two major reasons. Firstly, to be fashionable and accepted by popular culture, and secondly because stars’ actions are so well documented by the media that it seems to grab our attention and turns it to following stars’ lives. Much of the reports about stars is shocking and exhibits bad morals or lifestyles that aren’t right for teenagers. In addition, almost everything stars do is described beyond truth to make a shocking story by taking it to the next level.
However, teens must take responsibility for their actions. We can’t always blame stars for influencing us. Only you have control over yourself and only you choose to do something. Our bodies and actions are in the hands of no one else.
Now, whoever said stars are role models? Whether they choose to be or not, stars set examples as soon as they step into the spotlight. With reporters following and recording every move they make, it is impossible not to be watched and then be imitated. These people influence teens whether or not they want to. Why should someone who doesn’t want to be setting an example set one? So，should we look up to them or to people who are true and good role models? It’s our responsibility as teens to know right from wrong, and it’s time for us to take responsibility for our actions. In doing so，we will lean toward those inspiring people that want to be setting an example, and follow in their steps to be like them.
1. According to the first paragraph, _______ can usually be role models.
| A．political leaders |
| B．wealthy writers |
| C．people inspiring others |
| D．people with great intelligence |
| A．Interest in stars’ life and expectation of getting rich. |
| B．Motivation for being fashionable and inspiration from popular examples. |
| C．Intentions to gain acceptance and encouragement from stars’ lifestyle. |
| D．Desires to be stylish and great influence from the mass media. |
| A．have a control over their own bodies and actions |
| B．be responsible for their own choices and behaviors |
| C．follow fashionable stars’ steps to be more popular |
| D．choose right role models according to different reports |
| A．stars have the responsibility for teenagers’ actions |
| B．not all famous stars choose to influence teenagers |
| C．teenagers choose those inspiring people as their role models |
| D．stars set examples immediately they stepped into the spotlight |
