1 . Picture the scene: you’ve spent years working towards a very specific goal. You’ve put in countless hours of work and made many efforts along the way, but now that you’ve got there it doesn’t feel quite like you imagined. Instead of celebration, you feel emptiness, confusion and doubt.
Welcome to the anti-climax. The often-experienced but seldom-discussed downside of achieving life’s biggest milestones. Many of us work tirelessly towards our goals. We may spend our lives dreaming of the day we get married, publish our first hook or buy our first home. However, oftentimes, when we achieve these things it doesn’t feel quite as expected. In fact, the achievement of these goals feels a bit of a letdown.
So why do we often experience an anti-climax with big goals, even though we’re happy to achieve them? “An anti-climax can be an unexpected by-product of a milestone achievement. Usually, the more significant the milestone, the greater the anti-climax may be. The intensity（强度）of an anti-climax often relies on what we expect of this achievement.” says Rachel Vora. a psychotherapist（心理治疗师）.“The journey to achieving a milestone can he exciting and tiring in addition to giving us a sense of purpose and focus. Therefore, when this disappears overnight. we can often feel lost and confused, in spite of feeling proud of our achievement.
When this happens it can contribute to a mixture of emotions. We often falsely believe that we’ll feel completely different afterwards or that our feelings of low self-worth will disappear, but this is rarely the case. “Clients（客户）often present to me with an extremely great sense of ‘is this it?’ and ‘what now?’.” says Vora. “These feelings of confusion and disappointment, if let ignored, have the potential to cause clients to be in low spirits, or even worse.”
1. Why does the author mention the examples in paragraph 2?| A．To present a fact. | B．To prove a rule. |
| C．To explain a term. | D．To make a prediction. |
| A．Low self-worth. | B．High expectations. |
| C．Sense of purpose. | D．Unexpected achievements. |
| A．Amy felt empty before giving a speech. |
| B．Jack felt lost after his first novel came out. |
| C．Mary felt proud when she joined a ballet club. |
| D．Tom felt doubtful about taking further education. |
| A．How to hold back feelings. |
| B．How to improve self-worth. |
| C．Hon to identify the anti-climax. |
| D．How to deal with the anti-climax. |
2 . Parents and math teachers regularly asked by their school-aged charges whether math matters in real life now have an answer.
In a study published by the National Bureau of Economic Research this week, Harvard Kennedy School Policy Professor Joshua Goodman took a look at what happened to students whose high school were required in the 1980s to increase the minimum level of coursework required to graduate. What he found is that the students were more likely to increase the number of math courses they took as a result of the change in standards and that translated into higher earnings down the line.
Put simply: About 15 years after they graduated, the high school graduates who went to school when these changes took effect saw their average earnings increase about 10% for every extra year of math coursework. The findings may add fuel to the steady drum of education experts, policy makers and others calling for an increased focus on science and math education.
The increase in required math courses didn’t necessarily produce rocket scientists, Goodman notes, because the extra coursework wasn’t at a particularly high level. But becoming familiar with and practicing relatively basic math skills allowed high school graduates to pursue and excel at jobs that required some level of computational knowledge, he said.
Goodman acknowledged that the earnings boost for the students connected with the uptick (上升) in math education may be dependent on the state of the economy. When Goodman checked in in the late 1990s and early 2000s on the earnings of the students who graduated in the late 1980s, he found that their earnings increased significantly if they took more math.
1. What is the purpose of paragraph 1?| A．To propose a definition. | B．To reach a conclusion. |
| C．To present an argument. | D．To make a comparison. |
| A．By listing some examples. | B．By referring to some data. |
| C．By quoting an expert's words. | D．By analyzing the educational policy. |
| A．Better late than never. | B．Fortune favors the brave. |
| C．Skill helps to promote excellence. | D．There is no royal road to learning. |
| A．Math makes money |
| B．Efforts matter most |
| C．Earnings of different graduates |
| D．The development of high school students |
3 . Goolsbee, now a professor at the University of Chicago’s Booth School of Business, said the rising number of Americans out of work forever paints a troubling picture about the recovery (恢复).
“If we are on path to only be two-thirds recovered,” Goolsbee wrote, “and then have millions of businesses closed down and the jobs there lost fast, there will be years for us to try to get back onto the path we were on before.”
And those everlasting job losses will influence the economy. People out of work may cutback spending or even stop it. They are at risk of falling behind on car payments, credit card bills and bank loan (贷款). Those risks are magnified by the fact that the government has so far failed to provide additional economic recovery policies (政策) — even though the US economy is in great need of them.
“Good insurance (保险) policies for people out of work have helped them pay the loan much more easily,” Principal’s Shah wrote, “but with everlasting job losses clearly rising and still no sign of an additional economic recovery package, the trouble will become more widespread and obvious.”
The hope is that those recognized as jobless at present will in the end get a job somewhere else. Even though some restaurants, shops and small businesses have shut down, new companies are opening each day here and there. But there is a time limit at play because the time of continuously out of job influences the chances of getting another job. “The longer you’re out of the job market,” said PNC’s Faucher, “the more difficult it becomes to find a new one.” Many Americans who had a job loss or had a too long vacation without any payment are eagerly looking forward to another job.
1. What does the underlined word “magnified” in Paragraph 3 probably mean?| A．Reduced. | B．Enlarged. |
| C．Avoided. | D．Unchanged. |
| A．Supportive. | B．Confused. |
| C．Disappointed. | D．Uninterested. |
| A．Losing jobs gets them out of the job market. |
| B．They have more opportunities to have vacations. |
| C．They successfully get offers from new companies. |
| D．Losing jobs for long makes it harder to find a new one. |
| A．The jobless usually spend less. |
| B．Insurance companies offer necessary loans. |
| C．More job losses suggest a dark economy future. |
| D．The economy recovery depends on the government. |
