新教材英語選擇性課時(shí)作業(yè)（三）Unit1GrowingupSectionⅢDevelopingideasPresentingideas

課時(shí)作業(yè)(三)Unit1SectionⅢDevelopingideas,Presentingideas&Reflection閱讀理解AThinkbacktowhenyouwereinaclassroom,andtheteachersetadifficultproblem.Whichofthetwofollowinganswersisclosertothewayyoureacted?A:Ohno,thisistoohardforme.I'mnotevengoingtoseriouslytry.B:Ah,thisisquitedifficult,butIliketopushmyself.EvenifIdon'tgettherightanswer,maybeI'lllearnsomethingintheattempt.ThepsychologistCarolDweckofStanfordUniversitygaveagroupofchildrenproblemsthatwereslightlytoohard.Onegroupreactedpositively,saidtheylovedtochallengeandunderstoodthattheirabilitiescouldbedeveloped.Shesaidtheyhada‘growthmindset’.Butanothergroupfeltthattheirintelligencewasbeingjudgedandtheyhadfailed.Theyhada‘fixedmindsetProfessorDweckestoaconclusionthat,foryears,childrenhavebeenpraisedfortheirintelligenceortalent,butthismakesthemsensitivetofailure.Theywanttopleasebygettinghighgrades,withoutinterestinlearning.Thesolutionistopraisetheprocessthatchildrenareengagedin:makinganeffort,usinglearningmethodsandimproving.Thiswaytheywillbeebetterandachievemore.Psychologistshavebeentestingthesetheories.Studentsweretaughtthatiftheylefttheirfortzoneandlearnedsomethingnewanddifficult,theywouldbemoreintelligent.Thesestudentsmadefasterprogressthanacontrolgroup.Inanotherstudy,unsuccessfulschoolchildrenwereexposedtothegrowthmindsettechniqueforayear.Theresultswereastonishing.Theycametopsinaregionaltest,beatingchildrenfrommuchmoreprivilegedbackgrounds.Thesechildrenhadpreviouslyfeltthatmakinganeffortwasasignofbeingstupid,buttheycametoseeitasthekeytolearning.So,backtoouroriginalquestion,ifyouansweredB,welldone—youalreadyhaveagrowthmindset.IfA,don'tworry;everyoneiscapableofbeingbetterwithalittleeffortandself-awareness.1．Theauthormentionsthetwoanswersatthebeginningto________.A．giveanexampleB．teachhowtoreactC．drawaconclusionD．introducethetopic2．WhichaspectshouldbepraisedaccordingtoProfessorDweck?A．Talent.B．Highgrades.C．Hard-working.D．Achievements.3．Whatmakesthestudentswiththefixedmindsetfail?A．Lackingimagination.B．Negativeattitudes.C．Poorjudgment.D．Lowintelligence.4．Whatdoestheunderlinedword“it”inParagraph4referto?A．Makinganeffort.B．Theregionaltest.C．Thebackground.D．Thefortzone.BDon'tgetmadnexttimeyoucatchyourteenagertextingwhenhemitshimselftostudying.Hesimplymaynotbeabletoresist.AstudyoftheUniversityofIowa(UI)foundteenagersarefarmoresensitivethanadultstotheimmediateeffectorrewardoftheirbehavior.Thefindingsmayhelpexplainwhytheinitialrushoftextingmaybemoreattractiveforadolescentsthanthelong-termpayoffofstudying.“Fortheteenager,therewardsareseductiveforthemtobeaddictedtotexting，”saysProfessorJatinVaidya,anauthorofthestudy.“Theydrawadolescents.Sometimes,therewardsareakindofmotivationforthem.Evenwhenakindofbehaviorisnolongerinateenager'sbestinteresttocontinue,theywill,becausetheeffectoftherewardsisstillthereandlastsmuchlongerinadolescentsthaninadults.”Forparents,thatmeanslimitingdistractionssothatteenagerscanmakebetterchoices.Takethehomeworkandsocialmediadilemma:At9p．m.,shutoffeverythingexceptaputerthathasnoaccesstoFacebookorTwitter,astheresearchersadvise.“I'mnotsayingtheyshouldn'tbeallowedaccesstotechnology，”saysVaidya.“Butsomehelpinresettingtheirconcentrationisnecessaryforthemsothattheycandevelopthoseimpulse-controlskills.”Intheirstudy,Vaidyaandco-authorShaunVeceranoteresearchersgenerallybelieveteenagersarenotmature,makebaddecisions,andengageinriskybehaviorbecausethefrontallobes(額葉)oftheirbrainsarenotfullydeveloped.ButtheUIresearcherswonderedwhethersomethingmorefundamentalwasgoingonwithadolescentstocausebehaviorindependentofhigher-levelreasoning.“Wewantedtotrytounderstandthebrain'srewardsystemandhowitchangesfromchildhoodtoadulthood，”saysVaidya,whoaddsthattherewardcharacterinthehumanbrainiseasierthandecision-making.“We'vebeentryingtounderstandtherewardprocessinadolescenceandwhetherthereismoretoadolescentbehaviorthananunder-developedfrontallobe，”headds.Fortheirstudy,theresearcherspersuaded40adolescents,aged13to16,and40adults,aged20to35toparticipate.Inthefuture,researchershopetolookintothepsychologicalandneurological(神經(jīng)學(xué)上的)aspectsoftheirresults.5．Whatdoesthepassagemainlytellus?A．Always,rewardsareattractivetoteenagers.B．Always,adolescentscanresistrewards.C．Resistancecanbecontrolledwellbyadolescents.D．Gettingrewardsisthegreatestmotivationforadolescentstostudy.6．Whatdoestheunderlinedword“seductive”inParagraph2mean?A．Necessary.B．Attractive.C．Useful.D．Important.7．WhichstatementagreeswithVaidya'sidea?A．Theinfluenceoftherewardisweakinadolescents.B．Parentsshouldhelpchildreninmakingdecisions.C．ChildrenshouldhaveaccesstotheInternet.D．Childrenneedhelpinrefocusingtheirattention.8．Whatresultdoestheteenager'sbrainunderdevelopmentleadto?A．Doingthingsaftersomethought.B．Makinggooddecisions.C．Joiningindangerousactions.D．Escapingriskybehavior.CItwasacoldMarchdayinHighPoint,NorthCarolina.ThegirlsontheWesleyanSuddenly,Parisfelltotheground.“Paris'seyesrolledback，”Taylorsays.“Shestartedshaking.Iknewitwasanemergency.”Itcertainlywas.Parishadsufferedasuddenheartfailure.Withoutimmediatemedicalcare,Pariswoulddie.Atfirst,noonemoved.Thegirlswereinshock.Thenthesoftballcoachshoutedout,“DoesanyoneknowCPR？”CPRisalife-savingtechnique.TodoCPR,youpressonthesickperson'schestsothatbloodmovesthroughthebodyandtakesoxygentoorgans.Withoutoxygen,thebrainisdamagedquickly.Amazingly,TaylorhadjusttakenaCPRcoursethedaybefore.Still,shehesitated.Shedidn'tthinksheknewitwellenough.Butwhennooneelsecameforward,TaylorrantoParisandbegandoingCPR.“Itwasscary.Iknewitwasthedifferencebetweenlifeanddeath，”saysTaylor.Taylor'sswiftactionhelpedherteammatescalmdown.Onegirlcalled911.Twomorerantogettheschoolnurse,whobroughtadefibrillator,anelectronicdevice(器械)thatcanshocktheheartbackintowork.Luckstayedwiththem:Paris'sheartbeatreturned.“IknowIwasreallylucky，”Parissaysnow.“Mostpeopledon'tsurvivethis.Myteamsavedmylife.”ExpertssayParisisright:Forasuddenheartfailure,thesinglebestchanceforsurvivalishavingsomeonenearbystepinanddoCPRquickly.Today,Parisisbackonthesoftballteam.Taylorwillapplytocollegesoon.Shewantstobeanurse.“Ifeelmoreconfidentinmyactionsnow，”Taylorsays.“IknowIcanactunderpressureinascarysituation.”9．WhathappenedtoParisonaMarchday?A．Shecaughtabadcold.B．Shehadasuddenheartproblem.C．Shewasknockeddownbyaball.D．Sheshiveredterriblyduringpractice.10．WhydoesParissayshewaslucky?A．Shemadeaworthyfriend.B．Sherecoveredfromshock.C．ShereceivedimmediateCPR.D．Shecamebackonthesoftballteam.11．WhichofthefollowingwordscanbestdescribeTaylor?A．Enthusiasticandkind.B．Courageousandcalm.C．Cooperativeandgenerous.D．Ambitiousandprofessional.課時(shí)作業(yè)(三)閱讀理解A【語篇解讀】這是一篇說明文。文章介紹了成長(zhǎng)型思維模式與固定型思維模式在同學(xué)們學(xué)習(xí)過程中的表現(xiàn)、背后的心理因素以及培養(yǎng)學(xué)生養(yǎng)成成長(zhǎng)型思維模式的方法。心理學(xué)家通過實(shí)驗(yàn)的方法也確定通過成長(zhǎng)型思維模式訓(xùn)練，學(xué)生進(jìn)步會(huì)很快、很明顯。1．答案與解析：D'推理判斷題。由文章結(jié)構(gòu)可知，文章開始涉及兩種回答方式是讓讀者能夠直觀地感受到什么是成長(zhǎng)型思維模式以及什么是固定型思維模式。也就是說為了介紹本文話題。故選D。2．答案與解析：C'細(xì)節(jié)理解題。由第三段中的“Thesolutionistopraisetheprocessthatchildrenareengagedin:makinganeffort,usinglearningmethodsandimproving.”可知，解決孩子們害怕失敗的問題的方法是表揚(yáng)他們參與的過程，例如很努力，使用了學(xué)習(xí)到的方法和有進(jìn)步等。也就是說應(yīng)該表揚(yáng)孩子的努力。故選C。3．答案與解析：B'推理判斷題。由第四段中的最后兩句話可知，有固定型思維的人認(rèn)為他們的智力正在被考驗(yàn)，并且他們已經(jīng)失敗了，他們有固定型思維并且無法想象進(jìn)步。并且由第四段中的研究可知，學(xué)業(yè)不好的學(xué)生經(jīng)過一年成長(zhǎng)型思維的培訓(xùn)后，結(jié)果是驚人的，也就是說不是學(xué)生的能力不行，而是他們的消極的思維方式使得他們學(xué)習(xí)成績(jī)不好。故選B。4．答案與解析：A'推理判斷題。畫線詞“it”所在句子中的“but”前后是兩個(gè)并列的分句，前一分句意思為：這些小孩之前認(rèn)為努力是傻的標(biāo)志，后一分句中“theycametosee”說明的是現(xiàn)在的情況，即：現(xiàn)在他們把努力看作是學(xué)習(xí)的關(guān)鍵。所以it指代的是“makinganeffort(努力)”。故選A。B【語篇解讀】這是一篇說明文。文章解釋了青少年難以抵抗誘惑的原因。5．答案與解析：A'主旨大意題。根據(jù)文章內(nèi)容可知，全文圍繞的都是“獎(jiǎng)勵(lì)對(duì)青少年是有吸引力的”這個(gè)話題，并且運(yùn)用了相關(guān)的研究結(jié)果來闡述青少年會(huì)這樣的原因——他們的大腦額葉還沒有發(fā)育完全。A項(xiàng)意為“獎(jiǎng)勵(lì)始終吸引著青少年?！保衔囊?。故選A。6．答案與解析：B'詞義猜測(cè)題。畫線單詞所在的句子為JatinVaidya所說的話。由這句話后的“Theydrawadolescents.Sometimes，therewardsareakindofmotivationforthem.”可知，這些獎(jiǎng)勵(lì)對(duì)青少年是很有吸引力的。畫線單詞與下句中的draw相呼應(yīng)。necessary必要的；attractive有吸引力的；useful有用的；important重要的。故選B。7．答案與解析：D'細(xì)節(jié)理解題。由文章第三段中的“Butsomehelpinresettingtheirconcentrationisnecessaryforthemsothattheycandevelopthoseimpulse-controlskills.”可知，Vaidya認(rèn)為在重新集中注意力方面，孩子們需要一些幫助。故選D。8．答案與解析：C'細(xì)節(jié)理解題。由文章第四段中的“...tee