SCHOOL PSYCHOLOGIST
2017年考研英语二真题及答案解析
2017年考研英语二真题及答案解析(1~20/共20题)Section ⅠUse of EnglishPeople have speculated for centuries about a future without work. Today is no different, with academics, writers, and activists once again __1__ that technology is replacing human workers. Some imagine that the coming work-free world will be defined by __2__ . A few wealthy people will own all the capital, and the masses will struggle in an impoverished wasteland.A different and not mutually exclusive __3__ holds that the future will be a wasteland of a different sort, one __4__ by purposelessness: Without jobs to give their lives __5__ , people will simply become lazy and depressed. __6__ today´ s unemployed don´t seem to be having a great time. One Gallup poll found that 20 percent of Americans who have been unemployed for at least a year report having depression, double the rate for __7__ Americans. Also, some research suggests that the __8__ for rising rates of mortality, mental-health problems, and addicting __9__ poorly-educated middle-aged people is shortage of well-paid jobs. Perhaps this is why many __10__ the agonizing dullness of a jobless future.But it doesn´ t __11__ follow from findings like these that a world without work would be filled with unease. Such visions are based on the __12__ of being unemployed in a society built on the concept of employment. In the __13__ of work, a society designed with other ends in mind could __14__ strikingly different circumstances for the future of labor and leisure. Today, the __15__ of work may be a bit overblown. "Many jobs are boring, degrading, unhealthy, and a waste of human potential, " says John Danaher, a lecturer at the National University of Ireland in Galway.These days, because leisure time is relatively __16__ for most workers, people use their free time to counterbalance the intellectual and emotional __17__ of their jobs. "When I come home from a hard day´ s work, I often feel __18__ ," Danaher says, adding, "In a world in which I don ´ t have to work, I might feel rather different"—perhaps different enough to throw himself __19__ a hobby or a passion project with the intensity usually reserved for __20__ matters.第1题A.boastingB.denyingC.warningD.ensuring第2题A.inequalityB.instabilityC.unreliabilityD.uncertainty第3题A.policyB.guidelineC.resolutionD.prediction第4题A.characterizedC.balancedD.measured第5题A.wisdomB.meaningC.gloryD.freedom第6题A.InsteadB.IndeedC.ThusD.Nevertheless 第7题A.richB.urbanC.workingcated第8题A.explanationB.requirementpensationD.substitute第9题A.underB.beyondC.alongsideD.among第10题A.leave behindB.make upC.worry aboutD.set aside第11题A.statisticallyB.occasionallyC.necessarilyD.economically 第12题A.chancesB.downsidesC.benefitsD.principles第13题B.heightC.faceD.course第14题A.disturbB.restoreC.excludeD.yield第15题A.modelB.practiceC.virtueD.hardship第16题A.trickyB.lengthyC.mysteriousD.scarce第17题A.demandsB.standardsC.qualitiesD.threats第18题A.ignoredB.tiredC.confusedD.starved第19题A.offB.againstC.behindD.into第20题A.technologicalB.professionalcationalD.interpersonal下一题(21~25/共20题)Section ⅡReading ComprehensionPart ADirections：Read the following four texts. Answer the questions after each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Every Saturday morning, at 9 am, more than 50,000 runners set off to run 5km around their local park. The Parkrun phenomenon began with a dozen friends and has inspired 400 events in the UK and more abroad. Events are free, staffed by thousands of volunteers. Runners range from four years old to grandparents; their times range from Andrew Baddeley´ s world record 13 minutes 48 seconds up to an hour.Parkrun is succeeding where London´ s Olympic "legacy" is failing. Ten years ago on Monday, it was announced that the Games of the 30th Olympiad would be in London. Planning documents pledged that the great legacy of the Games would be to level a nation of sport lovers away from their couches. The population would be fitter, healthier and produce more winners. It has not happened. The number of adults doing weekly sport did rise, by nearly 2 million in the run—up to 2012—but the general population was growing faster. Worse, the numbers are now falling at an accelerating rate. The opposition claims primary school pupils doing at least two hours of sport a week have nearly halved. Obesity has risen among adults and children. Official retrospections continue as to why London 2012 failed to "inspire a generation". The success of Parkrun offers answers.Parkun is not a race but a time trial; Your only competitor is the clock. The ethos welcomes anybody. There is as much joy over a puffed-out first-timer being clapped over the line as there is about top talent shining. The Olympic bidders, by contrast, wanted to get more people doing sports and to produce more elite athletes. The dual aim was mixed up: The stress on success over taking part was intimidating for newcomers.Indeed, there is something a little absurd in the state getting involved in the planning of such a fundamentally "grassroots" , concept as community sports associations. If there is a role for government , it should really be getting involved in providing common goods—making sure there is space for playing fields and the money to pave tennis and netball courts, and encouraging the provision of all these activities in schools. But successive governments have presided over selling green spaces, squeezing money from local authorities and declining attention on sport in education. Instead of wordy, worthy strategies, future governments need to do more to provide the conditions for sport to thrive. Or at least not make them worse.第21题According to Paragraph 1, Parkrun has____.A.gained great popularityB.created many jobsC.strengthened community tiesD.become an official festival第22题The author believes that London´ s Olympic "legacy" has failed to____.A.boost population growthB.promote sport participationC.improve the city´ s imageD.increase sport hours in schools第23题Parkrun is different from Olympic games in that it____.A.aims at discovering talentsB.focuses on mass competitionC.does not emphasize elitismD.does not attract first-timers第24题With regard to mass sport, the author holds that governments should____.anize "grassroots" sports eventsB.supervise local sports associationsC.increase funds for sports clubsD.invest in public sports facilities第25题The author´ s attitude to what UK governments have done for sports is____.A.tolerantB.criticalC.uncertainD.sympathetic上一题下一题(26~30/共20题)Section ⅡReading ComprehensionPart ADirections：Read the following four texts. Answer the questions after each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)With so much focus on children´ s use of screens, it´ s easy for parents to forget about their own screen use. "Teck is designed to really suck on you in," says Jenny Radesky in her study of digital play, " and digital products are there to promote maximal engagement. It makes it hard to disengage, and leads to a lot of bleed-over into the family routine. "Radesky has studied the use of mobile phones and tablets at mealtimes by giving mother-child pairs a food-testing exercise. She found that mothers who used devices during the exercise started 20 percent fewer verbal and 39 percent fewer nonverbal interactions with their children. During a separate observation, she saw that phones became a source of tension in the family. Parents would be looking at their emails while the children would be making excited bids for their attention.Infants are wired to look at parents´ faces to try to understand their world, and if those faces are blank and unresponsive—as they often are when absorbed in a device—it can be extremely disconcerting for the children. Radesky cites the " still face experiment" devised by developmental psychologist Ed Tronick in the 1970s. In it, a mother is asked to interact with her child in a normal way before putting on a blank expression and not giving them any visual social feedback; The child becomes increasingly distressed as she tries to capture her mother´s attention. "Parents don´t have to be exquisitely parents at all times, but there needs to be a balance and parents need to be responsive and sensitive to a child´s verbal or nonverbal expressions of an emotional need," says Radesky.On the other hand, Tronick himself is concerned that the worries about kids´ use of screens are born out of an " oppressive ideology that demands that parents should always be interacting" with their children: " It´ s based on a somewhat fantasized, very white, very upper-middle-class ideology that says if you´ re failing to expose your child to 30,000 words you are neglecting them. " Tronick believes that just because a child isn´ t learning from the screen doesn´ t mean there´ s no value to it— particularly if it gives parents time to have a shower, do housework or simplyhave a break from their child. Parents, he says, can get a lot out of using their devices to speak to a friend or get some work out of the way. This can make them feel happier, which let them be more available to their child the rest of the time.第26题According to Jenny Radesky, digital products are designed to____.A.simplify routine mattersB.absorb user attentionC.better interpersonal relationsD.increase work efficiency第27题Radesky´ s food-testing exercise shows that mothers´ use of devices____.A.takes away babies´ appetiteB.distracts children´ s attentionC.slows down babies´ verbal developmentD.reduces mother-child communication第28题Radesky´ s cites the "still face experiment" to show that____.A.it is easy for children to get used to blank expressionsB.verbal expressions are unnecessary for emotional exchangeC.children are insensitive to changes in their parents´ moodD.parents need to respond to children´ s emotional needs第29题The oppressive ideology mentioned by Tronick requires parents to_____,A.protect kids from exposure to wild fantasiesB.teach their kids at least 30,000 words a yearC.ensure constant interaction with their childrenD.remain concerned about kid´ s use of screens第30题According to Tronick, kid´ s use of screens may____.A.give their parents some free timeB.make their parents more creativeC.help them with their homeworkD.help them become more attentive上一题下一题(31~35/共20题)Section ⅡReading ComprehensionPart ADirections：Read the following four texts. Answer the questions after each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Today, widespread social pressure to immediately go to college in conjunction with increasingly high expectations in a fast-moving world often causes students to completely overlook the possibility of taking a gap year. After all, if everyone you know is going to college in the fall, it seems silly to stay back a year, doesn´ t it? And after going to school for 12 years, it doesn´ t feel natural to spend a year doing something that isn´ t academic.But while this may be true, it´ s not a good enough reason to condemn gap years. There´ salways a constant fear of falling behind everyone else on the socially perpetuated " race to the finish line," whether that be toward graduate school, medical school or lucrative career. But despite common misconceptions, a gap year does not hinder the success of academic pursuits—in fact, it probably enhances it.Studies from the United States and Australia show that students who take a gap year are generally better prepared for and perform better in college than those who do not. Rather than pulling students back, a gap year pushes them ahead by preparing them for independence, new responsibilities and environmental changes—all things that first-year students often struggle with the most. Gap year experiences can lessen the blow when it comes to adjusting to college and being thrown into a brand new environment, making it easier to focus on academics and activities rather than acclimation blunders.If you´ re not convinced of the inherent value in taking a year off to explore interests, then consider its financial impact on future academic choices. According to the National Center for Education Statistics, nearly 80 percent of college students end up changing their majors at least once. This isn´t surprising, considering the basic mandatory high school curriculum leaves students with a poor understanding of themselves listing one major on their college applications, but switching to another after taking college classes. It´s not necessarily a bad thing, but depending on the school, it can be costly to make up credits after switching too late in the game. At Boston College, for example, you would have to complete an extra year were you to switch to the nursing school from another department. Taking a gap year to figure things out initially can help prevent stress and save money later on.第31题One of the reasons for high-school graduates not taking a gap year is that____.A.they think it academically misleadingB.they have a lot of fun to expect in collegeC.it feels strange to do differently from othersD.it seems worthless to take off-campus courses .第32题Studies from the US and Australia imply that taking a gap year helps____.A.keep students from being unrealisticB.lower risks in choosing careersC.ease freshmen´ s financial burdensD.relieve freshmen of pressures第33题The word "acclimation"(Line 6, Para. 3)is closest in meaning to____.A.adaptationB.applicationC.motivationpetition第34题A gap year may save money for students by helping them____.A.avoid academic failuresB.establish long-term goalsC.switch to another collegeD.decide on the right major第35题The most suitable title for this text would be____.A.In Favor of the Gap YearB.The ABCs of the Gap YearC.The Gap Year Comes BackD.The Gap Year: A Dilemma上一题下一题(36~40/共20题)Section ⅡReading ComprehensionPart ADirections：Read the following four texts. Answer the questions after each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Though often viewed as a problem for western states, the growing frequency of wildfires is a national concern because of its impact on federal tax dollars, says Professor Max Moritz, a specialist in fire ecology and management.In 2015, the US Forest Service for the first time spent more than half of its $5.5 billion annual budget fighting fires—nearly double the percentage it spent on such efforts 20 years ago. In effect, fewer federal funds today are going towards the agency´ s other work—such as forest conservation, watershed and cultural resources management, and infrastructure upkeep—that affect the lives of all Americans.Another nationwide concern is whether public funds from other agencies are going into construction in fire prone districts. As Moritz puts it, how often are federal dollars building homes that are likely to be lost to a wildfire?" It´ s already a huge problem from a public expenditure perspective for the whole country," he says. We need to take a magnifying glass to that. Like, "Wait a minute, is this OK?" "Do we want instead to redirect those funds to concentrate on lower-hazard parts of the landscape?"Such a view would require a corresponding shift in the way US society today views fire, researchers say.For one thing, conversations about wildfires need to be more inclusive. Over the past decade, the focus has been on climate change—how the warming of the Earth from greenhouse gases is leading to conditions that worsen fires.While climate is a key element, Moritz says, it shouldn´ t come at the expense of the rest of the equation."The human systems and the landscapes we live on are linked, and the interactions go both ways," he says. Failing to recognize that, he notes, leads to "an overly simplified view of what the solutions might be. Our perception of the problem and of what the solution is becomes very limited".At the same time, people continue to treat fire as an event that needs to be wholly controlled and unleashed only out of necessity, says Professor Balch at the University of Colorado. But acknowledging fire´ s inevitable presence in human life is an attitude crucial to developing the laws, policies, and practices that make it as safe as possible, she says."We´ ve disconnected ourselves from living with fire," Balch says. "It is really important to understand and try and tease out what is the human connection with fire today. "第36题More frequent wildfires have become a national concern because in 2015 they____.A.exhausted unprecedented management effortsB.consumed a record-high percentage of budgetC.severely damaged the ecology of western statesD.caused a huge rise of infrastructure expenditure第37题Moritz calls for the use of "a magnifying glass" to____.A.raise more funds for fire prone areasB.avoid the redirection of federal moneyC.find wildfire-free parts of the landscapeD.guarantee safer spending of public funds第38题While admitting that climate is a key element, Moritz notes that____.A.public debates have not settled yetB.fire-fighting conditions are improvingC.other factors should not be overlookedD.a shift in the view of fire has taken place第39题The overly simplified view Moritz mentions is a result of failing to____.A.discover the fundamental makeup of natureB.explore the mechanism of the human systemsC.maximize the role of landscape in human lifeD.understand the interrelations of man and nature第40题Professor Balch points out that fire is something man should____.A.do away withe to terms withC.pay a price forD.keep away from上一题下一题(41~45/共5题)Part BDirections：Read the following text and answer the questions by choosing the most suitable subheading from the list A-G for each numbered paragraph (41-45).There are two extra subheadings which you do not need to use. Make your answers on the ANSWER SHEET. (10 points)The decline in American manufacturing is a common refrain, particularly from Donald Trump. " We don´ t make anything anymore," he told Fox News, while defending his own made-in-Mexico clothing line.Without question, manufacturing has taken a significant hit during recent decades, and further trade deals raise questions about whether new shocks could hit manufacturing.But there is also a different way to look at the data.Across the country, factory owners are now grappling with a new challenge: instead of having too many workers, they may end up with too few. Despite trade competition and outsourcing, American manufacturing still needs to replace tens of thousands of retiring boomersevery year. Millennials may not be that interested in taking their place, other industries are recruiting them with similar or better pay.For factory owners, it all adds up to stiff competition for workers—and upward pressure on wages. "They´re harder to find and they have job offers," says Jay Dunwell, president of Wolverine Coil Spring, a family-owned firm, " They may be coming[into the workforce], but they´ve been plucked by other industries that are also doing as well as manufacturing," Mr. Dunwell has begun bringing high school juniors to the factory so they can get exposed to its culture.At RoMan Manufacturing, a maker of electrical transformers and welding equipment that his father cofounded in 1980, Robert Roth keeps a close eye on the age of his nearly 200 workers, five are retiring this year. Mr. Roth has three community-college students enrolled in a work-placement program, with a starting wage of $ 13 an hour that rises to $ 17 after two years.At a worktable inside the transformer plant, young Jason Stenquist looks flustered by the copper coils he´ s trying to assemble and the arrival of two visitors. It´ s his first week on the job. Asked about his choice of career, he says at high school he considered medical school before switching to electrical engineering. "I love working with tools. I love creating," he says.But to win over these young workers, manufacturers have to clear another major hurdle: parents, who lived through the worst US economic downturn since the Great Depression, telling them to avoid the factory. Millennial "remember their father and mother both were laid off. They blame it on the manufacturing recession," says Birgit Klohs, chief executive of The Right Place, a business development agency for western Michigan.These concerns aren´ t misplaced; Employment in manufacturing has fallen from 17 million in 1970 to 12 million in 2015. When the recovery began, worker shortages first appeared in the high-skilled trades. Now shortages are appearing at the mid-skill levels." The gap is between the jobs that take no skills and those that require a lot of skill," says Rob Spohr, a business professor at Montcalm Community College. "There´ re enough people to fill the jobs at McDonalds and other places where you don´ t need to have much skill. It´ s that gap in between, and that´ s where the problem is. "Julie Parks of Grand Rapids Community points to another key to luring Millennials into manufacturing: a work/life balance. While their parents were content to work long hours, young people value flexibility. "Overtime is not attractive to this generation. They really want to live their lives," she says.[A]says that he switched to electrical engineering because he loves working with tools.[B]points out that there are enough people to fill the jobs that don´ t need much skill.[C]points out that the US doesn´t manufacture anything anymore.[D]believes that it is important to keep a close eye on the age of his workers.[E]says that for factory owners, workers are harder to find because of stiff competition.[F]points out that a work/life balance can attract young people into manufacturing.[G]says that the manufacturing recession is to blame for the lay—off the young people´ s parents.第41题Jay Dunwell ______第42题Jason Stenquist ______第43题Birgit Klohs ______第44题Rob Spohr ______第45题Julie Parks ______上一题下一题(1/1)Section II Reading Comprehension Part C第46题My dream has always been to work somewhere in an area between fashion and publishing. Two years before graduating from secondary school, I took a sewing and design course thinking that I would move on to a fashion design course. However, during that course I realised that I was not good enough in this area to compete with other creative personalities in the future, so I decided that it was not the right path for me. Before applying for university I told everyone that I would study journalism, because writing was, and still is, one of my favourite activities. But, to be absolutely honest, I said it, because I thought that fashion and me together was just a dream—I knew that no one could imagine me in the fashion industry at all! So I decided to look for some fashion-related courses that included writing. This is when I noticed the course " Fashion Media & Promotion". ____________上一题下一题(1/1)Part ADirections: Write a composition/letter of no less than 100 words on the following information.(10 points)第47题Suppose you are invited by Professor Williams to give a presentation about Chinese culture to a group of international students. Write a reply to(1)accept the invitation, and(2)introduce the key points of your presentation.You should write neatly on the ANWSER SHEET.Do not sign you own name at the end of the letter, use "Li Ming " instead.Do not write the address.(10 points)________________________上一题下一题(1/1)Part BDirections: Write an essay of 160 - 200 words based on the following information. (20 points)第48题Write an essay based on the following chart. In your essay,you should(1)interpret the chart, and(2)give your comments.You should write about 150 words neatly on the ANSWER SHEET.(15 points)答案及解析(1~20/共20题)Section ⅠUse of EnglishPeople have speculated for centuries about a future without work. Today is no different, with academics, writers, and activists once again __1__ that technology is replacing human workers. Some imagine that the coming work-free world will be defined by __2__ . A few wealthy people will own all the capital, and the masses will struggle in an impoverished wasteland.A different and not mutually exclusive __3__ holds that the future will be a wasteland of a different sort, one __4__ by purposelessness: Without jobs to give their lives __5__ , people will simply become lazy and depressed. __6__ today´ s unemployed don´t seem to be having a great time. One Gallup poll found that 20 percent of Americans who have been unemployed for at least a year report having depression, double the rate for __7__ Americans. Also, some research suggests that the __8__ for rising rates of mortality, mental-health problems, and addicting __9__ poorly-educated middle-aged people is shortage of well-paid jobs. Perhaps this is why many __10__ the agonizing dullness of a jobless future.But it doesn´ t __11__ follow from findings like these that a world without work would be filled with unease. Such visions are based on the __12__ of being unemployed in a society builton the concept of employment. In the __13__ of work, a society designed with other ends in mind could __14__ strikingly different circumstances for the future of labor and leisure. Today, the __15__ of work may be a bit overblown. "Many jobs are boring, degrading, unhealthy, and a waste of human potential, " says John Danaher, a lecturer at the National University of Ireland in Galway.These days, because leisure time is relatively __16__ for most workers, people use their free time to counterbalance the intellectual and emotional __17__ of their jobs. "When I come home from a hard day´ s work, I often feel __18__ ," Danaher says, adding, "In a world in which I don ´ t have to work, I might feel rather different"—perhaps different enough to throw himself __19__ a hobby or a passion project with the intensity usually reserved for __20__ matters.第1题A.boastingB.denyingC.warningD.ensuring参考答案： C 您的答案：未作答答案解析：空格之后的宾语从句部分“technology is replacing human workers．”结合选项，应该选择warning。
APA学位论文引用规范要求
APA 参考文献格式指南---应葡萄牙高级工商管理学院论文要求本指南提供了美国心理学会（APA）学术论文引用格式的范例，该格式主要适用于社会科学领域的论文撰写。
一、关于文末资料引用列表：APA 格式要求实际使用的引用来源要按字母顺序排列，并在论文最后列在参考文献（BIBLIOGRAPHY）这部分。
APA的一些通用格式如下：●各条目首行均左对齐，自第二行始，每行开头空五格（即“悬挂式缩进”）。
●英文作者的姓名需将姓氏前置，作者的名、中间名只需写出首字母（大写），如：Miller, J. K●不同内容间空一格（如姓名与年份之间空一格）。
.●文献排列依作者姓氏字母顺序排列；同一作者的作品则按文献名的字母顺序排列。
若作者不详，则按文献名的首字母顺序排列。
●除专有名词外，只有文献名第一个单词的首字母须大写。
副标题（冒号后）的第一个单词也须大写。
书籍●必须列出书籍出版者所在的州、城市。
如果所在地多于一处，则列出第一处。
●所有书名均用斜体。
无作者（举例如下）World development report. (1989). New York: Oxford University Press.单一作者（举例如下）Perloff, R. M. (1995). The dynamics of persuasion. Hillsdale, NJ: Erlbaum.两位作者及其以上（举例如下）Shain, Y., & Linz, J. J. (1995). Between states: Interim governments and democratictransitions. New York: Cambridge University Press.作者超过六人，则再第六位作者名后使用"et al." 代表其余作者. (…, Smith, P. J., et al. (1997). …)非首版书籍（举例如下）Abbott, C. (1982). Colorado: A history of the Centennial State (Rev. ed.).Boulder: Colorado, Associated University Press.●其他缩写，如：1st ed, 2nd ed, 等。
研究生英语阅读教程(基础级2版)课文06及其翻译
Thank God It's MondayBy Jyoti Thottam[1] As researchers in psychology, economics and organizational behavior have been gradually discovering, the experience of being happy at work looks very similar across professions. People, who love their jobs, feel challenged by their work but in control of it. They have bosses who make them feel appreciated (enjoyed) and co-workers they like. They can find meaning (interest/And they aren't just lucky. It takes real effort to reach that[2] An even bigger obstacle, though （however）, may be our low expectations on the job. Love, family, community (society) — those are supposed (thought) to be the true sources of happiness, while work simply (only) gives us the means (tools) to enjoy them. Mihaly Csikszentmihalyi, who coined the term flow (happiness<->ebb), which adherents (supporter) of positive psychology would use to describe the job-induced highs (high spirit/ happiness), says that distinction (difference) is a false one. "Anything can be enjoyable if the elements of flow are present," he writes in his book Good Business." Within that framework, doing a seemingly boring job can be a source of greater fulfillment (achievement) than one (anybody) ever thought possible."[3] Csikszentmihalyi encourages (urge) us to reach a state (level/ status) in which work is an extension of what we naturally want to do. Immersed (absorbed) in the pleasure of work, we don't worry about its ultimate (final) reward. If that sounds out of reach, take heart (try one’s best). You may soon get some encouragement from the head office (headquarters). A growing (increasing) body (amount) of research is demonstrating (showing) that happy workers not only are happier in life but are also crucial (most important) to the health of a company.[4] Thirty-five years ago, the Gallup Organization started researching why people in certain work groups, even within the same company, were so much more effective (->efficient) than others. Donald Clifton, the Gallup researcher who pioneered that work, conducted (directed) a series of extensive interviews with highly productive teams of workers. From those interviews, Gallup developed a set of 12 statements (rules/ points) designed to measure employees' overall (general) level of happiness with their work, which Gallup calls "engagement". Some of the (criterion->) criteria reflect the obvious requirements of any worker (Do you have what you need to do your job? Do you know what's expected of you at work?), while others reveal (show) more subtle variables (Do you have a best friend at work? Does your supervisor (boss) or someone else at work care about you as a person?). Gallup started the survey in 1998, and it now includes 5. 4 million employees at 474 organizations; Gallup also does periodic random polls of workers in different countries.[5] The polls paint a picture of a rather disaffected (unpleasant/ unsatisfying) U.S. work force. In the most recent poll, from September 2004, only 29% of workers said they were engaged with their work. More than half, 55%, were not engaged, and 16% were actively disengaged. Still (Furthermore), those numbers are better than those (figures) in many other countries. The percentage of engaged workers in the U. S. is more than twice as large as Germany's and three times as great as Singapore's. But neither the late 1990s boom nor the subsequent （following）bust (depression) had much impact (influence) in either direction, indicating (showing/ implying) that the state of worker happiness goes much deeper than the swings (waves) of the economy.[6] James Harter, a psychologist directing (conducting) that research at Gallup, says manycompanies are simply misreading (->misled/ don’t know) what makes people happy at work. Beyond a certain minimum level, it isn't pay or benefits; it's strong relationships with co-workers and a supportive boss. "These are basic human needs in the workplace, but they're not the ones thought by managers to be very important." Harter says. Gallup has found that a strong positive response to the statement (question on questioner) "I have a best friend at work", for example, is a powerful predictor for engagement at work and is correlated with profitability and connection with customers. "It indicates (shows) a high level of belonging," Hatter says.[7] Without it, a job that looks (seems) good on paper (theoretically) can make a worker miserable [to live/lead a miserable/ happy life]. Martina Radix, 41, traded a high-pressure job as an executive assistant at a company where she liked her colleagues for a less taxing position as a clerical worker (clerk) in a law firm six years ago. She has more (free) time and flexibility but feels stifled (depressed) by her co-workers and unappreciated by her boss. "I am a misfit (mismatch) in that department," she says. "No matter how good your personal life is, if you go in to a bad (atom->) atmosphere at work, it takes away from it."In fact, engagement at workHarter estimates thatonly about 30% of the difference between employees who are highly engaged and those who are not. The rest of it is shaped (decided) by the hundreds of interactions that employees have every day with co-workers, supervisors and customers.[9] The most direct fix (remedy/ cure/ solution), then, is to seek out (look for) a supportive (positive) workplace. Finding a life calling (need) unlocks the door to happiness. Lissette Mendez, 33, says her job coordinating the annual book fair at Miami Dade College is the one she was born to do. "Books are an inextricable (inseparable) part of my life," she says.[10] Even if your passion (->passionate) does not easily translate into a profession (job->career), you can still find happiness on the job. Numerous studies have shown correlations between meaningful work and happiness, job satisfaction and even physical health. That sense (feeling/ significance) of meaning, however, can take many different forms. Some people find it in the work itself; others take pride in (be proud of) their company's mission (task) rather than in their specific job. People can find meaning in anything.[11] The desire for meaning is so strong that sometimes people simply (only) create it, especially to make sense (make sth. meaningful) of difficult or unpleasant work. In a recently completed six-year study of physicians (->surgeon) during their surgical residency, for example, it was found that the surgeons were extremely dissatisfied in the first year, when the menial (slave) work they were assigned, like (such as) filling out endless copies of patient records, seemed pointless (meaningless). Once they started to think of (regard) the training as part of the larger process of joining an elite group of doctors, their attitude changed. They're able to reconstruct (reconsider) and make sense of their work and what they do. By the end of year one, they've started to create (feel) some meanings.[12] While positive psychology has mostly focused on (stressed/ emphasized) the individual (pursue->)pursuit of happiness, a new field — positive organizational scholarship — has begun to examine the connection between happy employees and happy (successful) businesses. Instead of focusing on profitability and competition to explain success, researchers in this field are studying meaningfulness, authentic leadership and emotional competence (ability). Not the typical B-school buzzwords, but they may soon become part of the language spoken by every M. B. A.domain (field) and kind of (a little/ somewhat) fringe-ish", says Thomas Wright, a professor of organizational behavior at the University of Nevada, Reno. Early hints (clues) of the importance of worker happiness were slow (dull/ stupid) to be accepted (admitted/ understood). A 1920s study on the topic at the Hawthorne Plant of the Western Electric Co. in Cicero. It looked at (examined) whether increased lighting, shorter workdays and other worker-friendly fixes (measures) would improve (increase) productivity. While (Although) the workplace changes boosted (improved) performance, the experimenters eventually (finally) discovered (found) that the differences workers were responding to not in the physical environment but in the social one (factor). In other words, the attention they were getting was what made them happier and more effective. This phenomenon came to be known as the Hawthorne effect. "The researchers came to realize that it was people'ssays. But later studies that looked at job-satisfaction ratings were inconsistent. Broader measures (degree) of happiness, it turns out, are better predictors[14] Making any of those changes depends on the boss, although not necessarily, the CEO. So a handful of (many) business schools are trying to create (educate) a new kind of frontline manager, based on the idea of "authentic leadership". Instead of imposing faddish (fashionable) management techniques on each supervisor, authentic leadership begins with self-awareness. Introverted bosses have to know their own style and then find strategies to manage (administrate) people that feel natural (friendly). In other words, by figuring out (working out) their strengths (advantages), they[15] The goal (objective->purpose->aim) not necessarily a world (field) in which people love their work above everything else. Work, by definition, is somewhat (a little) unpleasant relative to all the other things we could be doing. That's why we still expect to get paid for doing it. But at the very least, businesses (companies or organizations) could do better just by paying attention to what their employees want and need (financially and spiritually). Then more of us could find a measure (degree) of fulfillment (achievement) in what we do. And once in a while (now and then/ occasionally), we might hope to transcend (surpass) it all. It can happen on the basketball court (field), in front of a roaring crowd, or in a classroom, in front of just one grateful (thankful) student. (1, 669 words)ABOUT THE AUTHORJyoti Thottam is a writer and a business reporter for Time magazine in New York. She was the president of the South Asian Journalists' Association from 2001-2002.EXERCISESI . Reading ComprehensionAnswer the following questions or complete the following statements.1. By the title "Thank God It's Monday", the author wanted to convey the idea that _____.A. people love their work above everything elseB. people can find happiness in their workC. most people have the experience of being happy at workD. people can find meaning in whatever they do2. According to Mihaly Csikszentmihalyi, _____.A. love, family and community are not supposed to be the true sources of happinessB. work simply gives us the means to enjoy the happiness we get from love, family and communityC. even a seemingly boring job can be a source of happiness for usD. the positive psychology that is used to describe the job-induced highs is false3. According to the research made by the Gallup Organization, what makes people happy at work?A. Reasonable pay or benefits.B. Positive relationship with co-workers and boss.C. People's engagement with their work.D. Both A and B.4. According to the research made by the Gallup Organization, the number of engaged workers in Singapore was about _____.A.10%B. 14.5%C.16%D.29%5. Now Martina Radix _____.A. has a high-pressure job but she has positive relationship with her co-workersB. has a less demanding job but she has a bad relationship at workC. has more time and flexibility so she is satisfied with her personal lifeD. is an executive assistant at a company but she feels she is a misfit in that department6. People can find meaning in their work in the following situations EXCEPT _____.A. if they love their job very muchB. if their work itself is very importantC. if their company's mission is very importantD. if they are paid at a minimum level7. By the end of year one, surgical residents can find their menial work meaningful because _____.A. in the past year, they have become accustomed to the workB. they can stop doing such pointless jobs as filling out endless copies of patient recordsC. they realize that the menial work is a necessary step to become a doctorD. they're able to construct their fame if they deal with patients more often8. What made the workers happier and more effective, according to the study at the Hawthorne Plant of the Western Electric Co. in Cicero, in the 1920s?A. The attention paid to the workers.B. The new worker-friendly measures.C. The improvement of the physical environment.D. The improvement of the social environment.9. According to the article, which of the following statements is true?A. The better productivity of a company depends on its CEO.B. Authentic leaders should learn more management techniques.C. Bosses should find strength in both themselves and their employees.D. The results of the studies on job-satisfaction ratings were all similar.10. The author's purpose in writing this article is _____.A. to make more people enjoy their workB. for people to find fulfillment in what they doC. to reevaluate some theories in positive psychologyD. to help business be more effective and productiveII. VocabularyA. Read the following sentences and decide winch of the four choices below each sentence is closest in meaning to the underlined word.1. I advocate a holistic recognition that biology and in an inextricable manner (way).A. complicatedB. unavoidableC. customarylove of the picturesque and sublime nature.A. immenseB. fascinating (attractive)C. magnificent (great/ noble)D. enchanting (attractive)3. One important feature (property/ character) of the period was the growth (development) of Buddhism. Its adherents honored the Buddha in order to be reborn in his paradise.A. sponsors C. advocators D. advisors4. As censorship was extremely strict in that period, little authentic news came out of the country.A. negativeB. disastrousC. officialD. reliable5. If a block of wood is completely immersed in water, the upward force is greater than the weight of the wood.A. dippedB. pressedC. forcedD. pushed6. According to Zhuangzi, a Daoist (道家) philosopher of the late 4th century B.C., through mystical union with the Dao the individual could transcend nature and even life and death.A. dissolveB. upraise (bring up)C. surpassD. depress (->suppress)7. As economic growth ground to a halt (stop), the local populations grew (became) more and more disaffected.A. indifferentB. resentfulC. unvaluedD. (dignity->)indignant (>angry)8. Capitalism was beset (be troubled) by cycles of "boom and bust", periods of expansion and prosperity followed by economic collapse [->collapsible] and waves of unemployment. [beheaded= killed]A. failureB. transitionC. (lose->)lossD. depression [the Great Depression]9. At that time (=then), life was nearly as taxing (burdensome) for all-black bands: black musicians were required to use kitchen entrances and service elevators (=lift), which forced them to confront the ugly realities of racial discrimination. [Hard Times]A. miserableB. hard (=difficult)C. unbearableD. harsh10. Modern and implicit (<->explicit) censorship has nothing like the power of the old system and contrary opinion is never entirely stifled.A. releasedB. arrestedC. retarded (->retardant)D. prohibited [pro-: (1)officially; (2)forward]B. Choose the best word or expression from the list given for each blank. Use each word orexpression only once and make proper changes where necessary.in control of within the framework variables it turns out on papertake away from once in a while trade... for make sense take heartattended by those who can afford (=pay for) the fees (->fare). [(1)border; (2)](now and then/ occasionally).if the expression on theof the Security Council. [city council]5. He lost his confidence after he lost the first two trails, but his coach told him to(<->lose one’s heart), so that he could win at last.his success in writing it.7. The presentation of his paper was highly praised, but that the paper was copied from the Internet. [think great/ much of sb./ think highly of sb.<->think little of sb./ look down upon sb.; Turn out: (1)The police turned out to the site of the crime; (2)The produce or product turned out;(3) It has been proved that…;]to her. [She doesn’t understand it].the meeting, and after singing and prayer she10. The early settlers copper for corn from natives. [to settle in somewhere/ ~ an argument][scorn (look down upon sb.;)]IV. ClozeThere are ten blanks in the following passage. Read the passage carefully and choose theright word or phrase from the list given below for each of the blanks. Change the form if necessary. supposed to be unless all too often which externalthoroughly that on the other hand in return ironically Although, as we have seen, people generally long (want/ desire) to leave their places of workand get home, ready (=willing) to put their hard-earned free time to good use, 1 all too often (frequently)they have no idea (=don’t know) what to do there. 2 Ironically , jobs are actually easier to enjoy than free time, because like flow activities they (work) have built-in goals, feedback, rulesencourage one (anybody) to become involved (join) in one's work, to concentrate and lose oneself (be absorbed) in it. Free time, 4 on the other hand, is unstructured (unorganized), and requires much greater effort to be shaped into something (meaningful) that can and especially inner discipline, help to make leisure (free time) what it is 5chance for "re-creation" . But on the whole (in general), people miss the opportunity to enjoy leisureeven more 6 thoroughly (completely)than they do with working time. It is in the improvidentthe greatest wastes of American life occur. [tourism and recreation industry]Mass leisure, mass culture, arid even high culture when only attended to (actively<->)8 external Reasons — such as the wish to display (show) one's status — are parasites of the mind. They absorb (=exhaust) psychic energy without providing substantive (considerable) strength (energy) 9 in return. They leave (=make) us more exhausted, more disheartened (depressed) than we were before. 10and free time are likely (possible) to be disappointing. Most jobs and many leisure activities —especially those involving the passive consumption of mass media — are not designed (intended) to make us happy and strong, or to make us learn to enjoy our work. [attend a meeting/ a class]IV. TranslationPut the following party into Chinese.1. Mihaly Csikszentmihalyi, who coined the term flow, which adherents of positive psychology would use to describe the job-induced highs, says that distinction is a false one. "Anything can be enjoyable if the elements of flow are present," he writes in his book Good Business. "Within that framework, doing a seemingly boring job can be a source of greater fulfillment than one ever thought possible."米哈里·奇凯因特米哈里认为这种区分是错误的。
美食祈祷和恋爱
Eat Pray LoveI have a friend, Deborah, a psychologist, who was asked by the city of Philadelphia if she could offer psychological counseling to Cambodian refugees boat people, who had recently arrived in the city. Deborah was daunted by the task. These Cambodians had suffered genocide, starvation, relatives murdered before their eyes. Years in refugee camps, harrowing boat trips to the West. How could she relate to their suffering? How could she help these people? So guess what all these people wanted to talk about with my friend Deborah, the psychologist. It was all, “I met this guy in the refugee camp. I thought he really loved me, but when we got separated on the boat. He took up with my cousin. But now he says he really loves me, and he keeps calling me. They’re married now. What should I do? I still love him.”This is how we are.Woman1: May I help you?Liz: I’m Liz Gilbert. I’m writing a magazine article on Bali. I wanted to meet a medicine man. Everyone said I should meet Ketut Liyer. Am I in the right place?Woman1: Wait.I mean, here I am with a ninth-generation medicine man, and what do I wanna ask him about? Getting closer to god? Saving the world’s starving children?Ketut: Happy to see you. I am Ketut Liyer.Nope. I wanna discuss my relationship.Ketut: You are a world traveler. You will live a long time, have many friends, many experiences. You will have two marriages. One long, one short.Liz: Am I in the long one or the short one?Ketut: Can’t tell. Also you will lose all your money. I think in next 6 to 10 months. Don’t worry. You will get it all back again. And you will come back to Bali, and live here for three or four months and teach me English. I never had anybody to practice my English with. And then…I will teach you everything I know. Wait. I have this for you. Keep grounded so it’s like you have four legs. That way, you can stay in this world. also, no looking at world through your head. Look through your heart instead. That way, you will know god. Which is why you came here, no? See you later, alligator.Six months laterStephen: I proofread all of her manuscripts. My wife is very, very beautiful, but she can’t spell for anything.Delia: Look at Uncle Stephen. And Auntie Liz. I’m counting theminutes for this to be over so I can get in my big girl pants.Liz: You look fantastic. You just had a baby.Delia: Oh, you’re lying. I’m fat, I’m exhausted…I can’t keep two thoughts. I feel like Liza Minnelli. Stephen, can you hold Jack for a second? I’m gonna introduce you to Walter.Stephen: Yeah. Hey, dude. You wanna grab a beer or something? Liz: My new book comes out in April. Thank you for asking. Walter: Great.Delia: May.Liz: May. May.Delia: This is Andre. You two are New York Times’most notable nominees.Liz: So glad to finally meet you.Andre: Nice to finally meet you.Stephen: I fed him nachos. Is that bad?Andy: You look really comfortable. What’d you feed him, chloroform? Give him to his dad.Stephen: I told you, nachos. Know what? I’d be asleep too if I had a dump like that.Andy: We’ll give him to his mom.Delia: Come here then. Wanna help me change his diaper?Liz: Yes, I do.Andy: Hey, how’s the vintage car thing going?Stephen: Oh, no, no, no. I changed jobs. I’m a pastry chef now. Andy: You mean you’re a baker.Stephen: Yeah.Andy: You wanna get baked?Delia: I know. I know. It’s hard, isn’t it? Oh, no. This is so much fun. Liz: Did you know the exact moment that you wanted to have a baby? Delia: I can’t remember, but I’ve had the box since before I got married.Liz: What box?Delia: It’s girly and embarrassing, and you’ll laugh at me if I tell you. Liz: I will laugh at you, but you still have to tell me.Delia: Come on. Under the bed. I’ve been filling it with baby things…waiting until Andy was ready to be a father.Liz: So sweet. Does this come in my size? I have a box just like this, except it’s filled with National Geographic and The Times travel section. All the places I wanna see before I die.Delia: Liz, having a baby is like getting a tattoo on your face. You kind of wanna be fully committed.Liz: So my trip to Aruba next week, which is just a basic, you know…”where to sleep, swim and stuff your face” piece. I got a new bikini. And it turns out, I have unlimited mini-bar access. You know what that means?Stephen: Jet lag?Liz: You, me…macadamia nuts.Stephen: That was cute. You know who I was talking to at the party who was really inspiring was Tara’s friend.Liz: Brian.Stephen: Brian. Unbelievable. He’s a teacher, you know that?Liz: He’s a substitute teacher, isn’t he?Stephen: Yeah. He was talking about the budget cuts that are happening now. There’s no money for anything. There’s no music classes there’s no arts classes. They’re volunteering their time to do all of this after school. They’re educating our kids, you know? Liz: I think you’d make a great teacher, honey.Stephen: Thank you. But I was thinking more of like…education. Getting my masters, going back to school. I don’t know. You know? I…you know…Liz: Going back to school.Stephen: I’m just thinking out loud.I was getting the sinking feeling that Ketut’s prophecy was coming true. Was I in the shorter marriage? We’d only bought this house a year ago. Hadn’t I wanted this? I had actively participated in every moment of the creation of this life. So why didn’t I see myself in any of it? The only thing more impossible than staying…was leaving. I didn’t wanna hurt anybody. I wanted to slip quietly out the back door and not stop running until I reached Greenland. Instead, I made a decision. To pray. You know, like, to god. And it was such a foreign concept to me, that I swear I almost began with: “I’m a big fan of your work”.Liz: Hello, god? Nice to finally meet you. I…I am sorry I’ve never spoken directly to you before…but…I hope I’ve expressed my ample gratitude for all the blessings you’ve given to me in my life. I’m in serious trouble. I don’t know what to do. I need an answer. Please, tell me what to do. Oh, god, help me, please. Tell me what to do and I’ll do it. Go back to bed, Liz.Stephen: I don’t wanna go to Aruba.Liz: I don’t wanna be married.Salesclerk: You know, there’s a whole divorce section downstairs. Liz: “Pepper grinder.”Andy: She’s having…a nervous breakdown.Delia: This is what girls do, Andy. She’s processing.Andy: Why does n’t she get drunk or laid? That’s what I would do if you left me.Delia: No, you wouldn’t.Andy: No, I wouldn’t.Delia: She moved out, she filed for divorce. They were together eight years. She’s got no home.Liz: “Legacy.”Liz: Every word in Italian is like a truffle. A magic trick.Delia: Honey, I get it. It’s your life raft right now. When Andy and I broke up for two weeks, I bought a loom. A frigging loom. And he tried to start a microbrewery.Liz: I don’t know how you guys aren’t sick of me now. I’m sick of me. Delia: Are you kidding me? We love having you. It’s kind of like having a writer in residence. But you are a writer, Liz. You should be writing something.Liz: Maybe I could write about a woman who goes to Italy to learn Italian. Call it “Carbohydrates and Conjugations”. I’ll start looking for a place.David: I’m falling in love with you.Woman2: I’m not who you think I am. I’m just your fantasy. David: No, that’s bullshit. You’re real. Your scars, your talent. The fact that I own a piece-of-crap bar…and you accept that that’s all I’m gonna do.Man1: Okay, this sucks.Delia: I second that.Liz: Don’t be rude.David: I love your pain. And I love that when we’re together, I can make it go away.Liz: Oh, he’s good.David: You’re love…Delia: He’s hot, there’s a difference.David: …is like a hot Panini. And when I look into your eyes, I hear dolphins clapping.Liz: I did not write that line.Woman2: Here’s what he doesn’t know yet…I disappear into the person I love. I am the permeable membrane. If I love you, you can have it all. My money, my time, my body…my dog, my dog’s money.I will assume your debts and project upon you all sorts of nifty qualities you’ve never actually cultivated in yourself. I will give you all this and more…until I am so exhausted and depleted…the only way I can recover…is by becoming infatuated with someone else.Woman3: Elizabeth, hi.Liz: Hi.David: Cheers.Liz: Thank you.David: I owe you an apology. For the walkouts.Liz: Well, I’m not everyone’s cup of tea.David: I doubt that. I, on the other hand, was shit. Although I was trying very hard.Liz: “Shit” is a strong word.David: Thank you.Liz: You seem shorter in person than on the stage.David: Really? I hear that a lot.Liz: Sorry.David: It’s okay.Liz: It’s unnerving when…a total stranger sees you more clearly than you see yourself. That’s what I mean by saying you’re short. Are you hearing dolphins clapping right now?David: I took a few liberties with your material. I give you full permission to make fun of me. I know you’re dying to.Liz: You’re far too charming to make fun of.David: I’m still hearing them.Liz: Is that your guru?David: You’re joking, but, yes, it is.Liz: She’s beautiful.David: Yeah. A friend told me about her. I was out of work and feeling pretty desperate for something. Not the last time I was out of work, the time before that. And I just had this feeling like I was looking in all the wrong places.Liz: Looking for what?David: God. She has an ashram in India. I’m dying to go, but…you know, you have to get, like, three stages of hepatitis shots…and my insurance always runs out. I’ll go when the time’s right. There’s a gathering of her students every morning. If you want, I could take you sometime. If you’re not unnerved by 100 crunchy people chanting in Sanskrit.Liz: I need to be unnerved.David. A yogi from Yonkers. I didn’t exactly fall in love with the guy. What happened was I dove out of my marriage and into David’s arms. Exactly the same way a cartoon circus performer, dives off a high platform and into a small cup of water…vanishing completely. David: Your underwear, my queen.Liz: He just folded my delicates.Woman4: Oh, my god, baby. You are in so much trouble.Stephen: Thirty-six? My client is simply not interested in a divorce. Woman5: Is he serious? Is he really representing himself? Stephen: One semester of law school right here, baby.Liz: Great. Well, what would it take to interest your client? Stephen: Okay, so here’s the deal. You have screwed up my life, but I really wanna know is why couldn’t you go off and find yourself in our marriage? Why didn’t you just say what you were thinking or feeling?Liz: I did. You never listened to me.Stephen: No. You never said: “Hey, you know what? You suck. I’m deeply unhappy.” You just took off. You never gave me a chance to address those problems. That’s not fair. That’s just quitting. I took vows. Till death. And I take them seriously. I believe this is just a phase for you and I’m willing to wait it out.Liz: You are always waiting, Stephen. Waiting for me to come home, to wanna have kids, to make you some great dinner. I don’t know why we can’t accept we don’t wanna live in unhappiness anymore. Stephen: I accept the fact that I am occasionally unreliable and I often get sidetracked, but I thought you liked that about me. I thought it was okay that I had hopes and dreams.Liz: Have a dream. Stephen, great, fine. Do that. Just pick one. Stephen: Okay, I pick one. I pick you.Liz: I know this is awful. But I believe with every molecule of my body that you will find the person that wants just what you want. That will give you what you want and what you deserve. I’m not her. Stephen: Well, you obviously know nothing about what I want. My client would like to submit a song he wrote that he believes is relevant to these proceedings. It goes something like this…Liz: Are you kidding?Stephen: Quitter, quitter, quitter!Liz: How about I take the blame? I am the one who couldn’t deal with another weekend roaming some box-shaped superstore buying appliances on credit and pretending to be a couple that neither one of us ever knew how to be.Stephen: You wanted that toaster.Liz: “You like faking it, fine. You’re stellar. I’m the failure. I suck at faking it.” It was not my finest hour.Delia: So, where do things stand now?Woman5: We’re prepared to offer half of everything, including the house and my client’s retirement accounts…Liz: Take it all then. Everything.Liz: He still said no. He hates me now.David: He doesn’t hate you. His heart is broken.Andy: I think he hates you.Delia: I’m never letting you out of the basement.Woman5: Why don’t we talk next week and we’ll see where things stand?Liz: Okay.Woman5: These things usually have a way of working themselves out. Andy: So why’d you become a vegetarian?David: I saw some cows slaughtered one time.Delia: Barely touched your dinner. He’s 28. This is hard for him, isn’t it? And you?Liz: The meditations help.Delia: Liz. You remember a couple of years ago, when you threw yourself into the renovation of your kitchen? You were completely consumed with being the perfect wife and cook.Liz: I was trying to make it work.Delia: Well, I think chanting and meditation is the same thing in a different costume.Andy: Definitely give me that documentary. Cause I’ve been thinking about trying out vegetarianism. My triglycerides are through the roof.David: Yeah. Thanks for everything.Delia: Great to meet you.Liz: What?Andy: Nothing. It’s just…you know, you used to look like Stephen. Now you kind of look like David. You know? What I meant was, you know how people start resembling their dogs?David: Why would he say that, we look like the same dog?Liz: He was joking.David: Not funny.Liz: Well, he had five Heineken’s. He was bombed.David: Well, not funny. We don’t look like the same dog. If anything, you’re a collie and I’m a Tibetan mastiff. Don’t you wanna give me a chance to miss you?Liz: It begins when the object of your affection bestows upon you a heady hallucinogenic dose of something you’ve never even dared to admit you wanted an emotional speed-ball of thunderous love and excitement. Soon you start craving that attention with the hungry obsession of any junkie. When it’s withheld, you turn sick, crazy,not to mention resentful of the dealer who encourage this addiction in the first place, but now refuses to pony up the good stuff.Liz: Just frustrated, I’m concerned. I don’t understand.David: What don’t you get?Liz: What’s going on here? You don’t look me in the eye. You don’t finish your conversation…David: Nobody’s asking you to make the bed!Liz: You don’t have sex with me!David: Sometimes I’m not in the mood!Liz: Goddamn him, and he used to give it to you for free. Next stage finds you skinny, shaking in a corner certain only that you’d sell your soul just to have that one thing one more time.Liz: Well, then why don’t we discuss it? Why don’t we sort it? Why don’t we act like adults?David: Okay. Can I have a little space? How about that?Liz: Meanwhile…the object of your adoration is now repulsed by you. David: You don’t always make me miserable.Liz: There’s a comfort.David: I just…sometimes I need to come home and have a little David time.Liz: He looks at you like someone he’s never met before.David: Is that okay?Liz: Yeah. No, it’s fine.David: And not have to, like, you know, justify it.Liz: The irony is you can hardly blame him. I mean, check yourself out. You’re a mess. Unrecognizable even to your own eyes.Liz: You asked me to come here? Here I am.David: And it turned into something else. Didn’t it?Liz: You are such a child.David: Right. I can’t take this anymore.Liz: Great. Perfect. That’s a great response to a conversation. Goddamn it.Liz: You have now reached infatuation’s final destination, the complete and merciless devaluation of self.Delia: You wanna go away for a year?Liz: Do you know what I felt when I woke up this morning, Delia? Nothing. No passion, no spark, no faith, no heat. Absolutely nothing. I’ve really gotten past the point where I can be calling this a bad moment. And it just, it terrifies me. Jesus, this is like worse than death to me. The idea that this is the person that I’m gonna be from now on.Delia: This happens to people. They fall in love in their 20’s, they get married, they do the granite counter-top, white-picket fence in their 30’s, and somewhere they realize, “This is not for me anymore”. So they fail and they fall down, they hurt like hell, they straighten up and march their bruised asses to the shrink’s office. They can’t just check out.Liz: I am not checking out. I need to change.Delia: You have a support system here, Liz. You have friends and family who love you.Liz: And do you feel my love for you? My support for you? No. There’s, like, nothing. I have no pulse. I am going to Italy.Delia: Italy. Why Italy?Liz: What did you have for lunch?Delia: I don’t know. A salad.Liz: Exactly. I used to have this appetite for food, for my life, and it is just gone. I wanna go some place where I can marvel at something. Language, gelato, spaghetti, something.Delia: You’re talking like a college kid.Liz: I’ve been acting like one. Since I was 15, I’ve either been with a guy or breaking up with a guy. I have not given myself two weeks of a breather to just deal with, you know, myself.Delia: What’s going on with you and David?David: What, did you fall out?Liz: I don’t know how to be here.David: You wanna know how to be here? Stop constantly waiting for something.Liz: I’m going to Italy and then I’m going to David’s guru’s ashram in India, and I’m going to end the year in Bali. That’s what I’m gonna do.Delia: That’s harder to argue with. The beaches are nice. But why? Liz: Because Ketut told me I would.Delia: The guy with no teeth.Liz: When you’re desperate in your life and some guy who, yes, looks a little like Yoda hands you a prophecy, you have to respond. Delia: Do you need a Xanax?Liz: Always.Delia: Okay, I’m just gonna say it. I’m gonna say it and be done with it. What if it doesn’t work?Liz: My whole life fits in a 12-foot-square box.Man1: You know how many times I hear that in a day? Most of them never back for their whole life.Liz: Hello?Woman5: Good news. Stephen just signed the divorce papers.Liz: I’ll probably be back in a week, penniless with dysentery. David: You’re my hero. Hey. If you stay, we’ll go out for Indian every night.Liz: You never asked me to stay. Go, go, go.Liz: You know what’s funny? This is the first time in my life there’s no one waiting at home for me. I don’t even have a home to come back to.Delia: Oh, god. You’ll make friends. You’ll make friends with a backpack, of course. It’d be great to get away. Andy and I were talking about getting a little villa in Florence for a month sometime. You know, and in 10 years, when Jack is older…Liz: What?Delia: You know why I was giving you such a hard time? I love my job, my guy and my kid, but…I wish I could go. I love you and I’m proud of you. Now go.There is a wonderful old Italian joke about a poor man who goes to church every day and prays before the statue of a great saint, begging: “Dear saint, please, please, please…let me win the lottery”. Finally, the exasperated statue comes to life and looks down at the begging man and says: “My son, please, please, please buy a ticket”. So now I get the joke. And I’ve got three tickets.Woman6: You heat the water on the stove.Liz: So if I want to bathe…?Woman6: You put the water in the tub.Liz: Okay…yeah. It doesn’t really seem like enough water to bathe in. Not enough.Woman6: Yes, it’s enough. Fill it up three, four, five times. Everything that’s important gets cleaned.Liz: Is this safe? This…scaffolding? Scaffol…Woman6: It holds up the ceiling. Otherwise it will fall apart. Everything falls apart, my dear. The only thing permanent in life is family. You’re not married.Liz: No, divorziata.Woman6: Why divorced?Liz: We broke it.Woman6: You’re more happy now? I have one rule. No strange men spending the night. You American girls when you come to Italy, all you want is pasta and sausage.Liz: I’ll take it.Woman6: Good. You chose well.Liz: Cappiccino.Sofi: It’s a zoo in here.Liz: And my Italian sucks.Sofi: How long have you been here?Liz: Two weeks. You?Sofi: Six weeks. You’ll get better. Two cappuccinos, please. And warm the milk this time. Yesterday it was too hot and burned my tongue. You like Napoleons?Liz: Of course.Sofi: And two Napoleons, please.Liz: Your Italian is fantastic.Sofi: I have a wonderful tutor. I’ll give you his number if you’d like. He’s really good and he needs work.Liz: Oh, great. Are you Dutch? German?Sofi: Swedish. Even colder people, if you can imagine.Liz: I’m Liz, by the way.Sofi: Sofi.Giovanni: You can say…it’s a past.Liz: Too fast, but okay.Giovanni: You can say…yeah.Liz: What a beautiful word.Giovanni: Come on, it’s “let’s cross over”. It’s so ordinary.Liz: No, it’s the perfect combination of Italian sounds. It’s the wistful “ah”, the rolling “trill”, the soothing “ess”.Giovanni: That’s true.Liz: I love it. All right, let me teach you a word. Therapist. Giovanni: Come on.Liz: Good. You gotta learn humor.Giovanni: It’s not.Liz: Come on. Cheers.Giovanni: Shall we continue Tuesday at 5?Liz: Yes.Giovanni: With another bottle of the therapy?Liz: Of course.Giovanni: You’re doing very well, Liz.Liz: Thank you.Giovanni: And you must be very polite with yourself when you learn something new.Liz: Yes. Grazie, I agree. But your English…how are you even talking to me like this right now? I think you’re gonna teach me more than I teach you.Giovanni: You have good Italian. Very good.Liz: All right.Liz: I am alone.Liz: I feel so guilty. I’ve been in Rome for three weeks, all I’ve done is learn a few Italian words and eat.Luca: You feel guilty because you’re American. You don’t know how to enjoy yourself.Liz: I beg your pardon?Luca: It’s true. Americans know entertainment, but don’t know pleasure.Giovanni: This is Luca Spaghetti, by the way, you know.Liz: Your name is Luca Spaghetti?Luca: Yes, that’s what our family is called. We invented it. I’m serious. Listen to me. You want to know your problem? Americans. You work too hard. You get burned out. Then you come home and spend the whole weekend in your pajamas in front of the TV.Liz: That’s not far off, actually.Luca: But you don’t know pleasure. You have to be told you’ve earned it. You see a commercial that says, “It’s Miller time” and you say, “That’s right. Now I will go to buy a six-pack”. And drink the whole thing and wake up the next morning and you feel terrible. But an Italian doesn’t need to be told. He walks by a sign that says, “you deserve a break today” and he says, “Yeah, I know. That’s why I’m planning on taking a break at noon to go over to your house and sleep with your wife”.Giovanni: We call it “dolce far niente”. It means…the sweetness of doing nothing. We are masters of it. He’s right. He says you can’t learn Italian like this. You don’t speak the language just with your mouth, speak it with your hands.Liz: Like this? Okay. Is yelling.Liz: All this gives me a stomachache. I think that’s my neighbor Lorenzo.Sofi: Charming.Luca: So anyway, to start off I’d say…Liz: Excuse me. Come here. For the table…a big platter of artichoke alla giudia, prosciutto with melon, and eggplant with ricotta affumicata. Then spaghetti alla carbonara pappardelle with ragu of rabbit and linguini with clams. Then trips alla romana and saltimbocca. And two more liters of the vino sfuso from Genzano. Thank you.Giovanni: You did it. Yes. Liz Gilbert, you are a Roman woman now. Liz: No, only honorary. That is a real Roman woman.Giulio: Yeah, with a lot of international friends.Luca: That one, I’d bite.Giovanni: Maybe you and Rome just have different words.Sofi: Different words?Giovanni: Yeah.Giulio: Yeah. It’s like each city has a word, if you really think about it. Like, what is the word for London? I would say “stuffy”.Liz: I would agree with that.Giovanni: What’s the word for Stockholm?Sofi: Are you kidding? “Conform”.Giovanni: And New York?Liz: “Ambition” or “soot”. What’s the word for Rome?Giulio: It’s kind of difficult to think about.Sofi: It’s classic. “Sex”.Liz: Of course.Sofi: So, what’s your word, Liz? I’m curious. I can’t figure it out. Liz: Well…it might be…it started as “daughter”. I was good at that. And then…“wife”. Not so good. “Girlfriend”. Not so good. My word’s “writer”.Giulio: Yeah, but that’s what you do. That isn’t who you are, no? Sofi: Maybe you’re a woman in search of her word.Liz: Hey, Sofi, it’s Liz. Let’s go to Naples. Maybe my word is “pizza”. Liz: Listen, lady, I am only 7, but I can tell you’re a complete moron. Because I am from Naples.Sofi: I love this place, but Giovanni said to watch out. His cousin got mugged here in a museum.Liz: Are you serious?Sofi: Watch out for the scooter. Yeah.Liz: I’m in love. I’m having a relationship with my pizza.Sofi: You look like you’re breaking up with the pizza.Liz: What’s the matter?Sofi: I can’t.Liz: What do you mean, you can’t? This is pizza in Napoli. It is your moral imperative to eat and enjoy that pizza.Sofi: I want to, but I’ve gained, like, 10 pounds. I mean, I’ve got this…right here. What’s it called? What’s the word for it?Liz: A muffin top. I have one too.Sofi: I unbuttoned my jeans five minutes ago just looking at this. Liz: Let me ask you a question. In all the years you’ve ever undressed in front of a gentleman…Sofi: Hasn’t been that many.Liz: All right, well…has he ever asked you to leave? Has he ever walked out? Left?Sofi: No.Liz: Because he doesn’t care. He’s in a room with a naked girl. He’s won the lottery. I’m so tired of saying no and then waking up in the morning and recalling every single thing I ate the day before. Counting every calorie so I know exactly how much self-loathing to take into the shower. I’m going for it. I have no interest in being obese. I’m just through with the guilt. This is what I’m gonna do, I’m gonna finish this pizza and then we’re gonna do watch the soccer game. And tomorrow we’re gonna go on a little date and buy ourselves some bigger jeans.Sofi: Giovanni likes a muffin.Liz: Attagirl.Giovanni: He’s saying, “For whom are you playing?” Per chi, for whom.Liz: Pull, pull. I’m sucking it in. Put some Swedish muscle into this. You think this happened to Sophia Loren? There is goes. Almost got it. Go, go, go. You’re not trying. I’ve almost got it. I’ve almost got it. Sofi: I did it.Sofi: Oh, that’s beautiful. You should get it.Liz: For whom?Sofi: For you, Liz. Just for you.Liz: No, I’m happy just with my big lady pants.Liz: Thanks for the day. And the leg room.Giovanni: It was fun.Sofi: We’re gonna go for food later. Wanna come?Liz: No, no, I’m good.Liz: The sweetness of doing nothing.David: Please. Please get off the floor. Will you please just…will you come up here? What if we just acknowledge that we have a screwed-up relationship and we stick it out anyway? We accept that。
我理想的工作英语作文（通用13篇）
我理想的工作英语作文我理想的工作英语作文（通用13篇）在学习、工作或生活中，大家都尝试过写作文吧，作文是通过文字来表达一个主题意义的记叙方法。
你知道作文怎样写才规范吗？下面是小编帮大家整理的我理想的工作英语作文（通用13篇），仅供参考，大家一起来看看吧。
我理想的工作英语作文篇1Different people have various ambitions. Some want to be engineers or doctors in the future. Some want to be scientists or businessmen. Still some wish to be teachers or lawers when they grow up in the days to come.Unlike other people, I prefer to be a farmer. However, it is not easy to be a farmer for Iwill be looked upon by others. Anyway,what I am trying to do is to make great contributions to agriculture. It is well known that farming is the basic of the country. Above all, farming is not only a challenge but also a good opportunity for the young. We can also make a big profit by growing vegetables and food in a scientific way. Besides we can apply what we have learned in school to farming. Thus our countryside will become more and more properous.I believe that any man with knowledge can do whatever they can so long as this job can meet his or her interest. All the working position can provide him with a good chance to become a talent.我理想的工作英语作文篇2There are various kinds of jobs in the world, but different people are attracted by different jobs because everyone has his own interest and destination, many people consider an ideal job as a means of making more money and living more comfortably,it may sound reasonable because money is the foundation of life.As far as my ideal job is concerned, i think i want to be a psychologist, i have made up my mind to do what i really want to so that i can realize my ideal, i believe interest is of the utmost importance in choosing a job, i have been interested in psychology for a long time, so i want to be a psychologist in the future, i think being a psychologist can help lots of people lead a happier life.However, it isnt easy for me to become a qualified psychologist and many people around me think that its unrealistic to me. nevertheless, ill make every effort to gain much more knowledge, patience, methods, etc. to live up to the name of a qualified psychologist. i believe my dream will come true someday.我理想的工作英语作文篇3Different people have different ambitions. When children study at school, they already have their own ideals. Stone want to be engineers or doctors in the future. Others want to be artists or businessmen. Still others want to be teachers or lawyers. But few want to be farmers.Unlike most people, I choose to be a farmer in the future and make contributions to development of agriculture. Agriculture is essential to the national economy and the peoples livelihood. Without it there wont be grains on which people survive. Nevertheless, farmers are ignored, even looked down upon by urban people. I determine to challenge the traditional idea and contribute to changing this situation.However, lt is not easy to he a modern farmer in the 21st century. A modern farmer must be equipped with a variety of knowledge such as chemlstry, biology and meteorology.Therefore, I must study conscientiously from now on so that I can get the chance to study as a postgraduate in an agricultural university.I believe only a man with scientific knowledge can meet the challenge of the 21st century and assume the task of modernizing agriculture.我理想的工作英语作文篇4Everybody has his dream job. I also have my dream job. My dream is to work for foreign tourists as a tour guide.Why do I want to be a tour guide? First of all, I‘m an outgoing girl, and I like doing some exciting things. Maybe being a tour guide is the best choice. If I become a tour guide, I can travel all around China, and know more about our country. Then I will tell the foreign tourists about our colorful history. Second, I like making friends. If I work as a tour guide, I can make a lot of friends all over the world. This may be great. Perhaps someday my foreign friends will ask me to visit their countries. I really like to go to their countries to know something about their culture. What’s more, I like singing. Singing English songs is my favorite.I believe I will be popular with foreign tourists. Their trip will be excellent.Now, I am still a middle school student. My job now is to work hard in school. Then I’ll go to university to learn something about bein g a tour guide. I’m sure I can be a qualified tour guide in the future .我理想的工作英语作文篇5There are various kinds of jobs in the world, such as writing, nursing, teaching and engineering. Nevertheless, different people choose different jobs as their ideal careers. This happens mainly for the reason that everyone has his own interest.As for me, I have made up my mind to be a teacher chiefly for three reasons. First of all, I want to teach because I like the pace of the academic calendar. Two long vacations offer an opportunity for reflection, research and writing. Secondly, I want to teach because I like the freedom to make my own mistakes, to learn my own lessons, and to stimulate myself and my students. Moreover, I have the opportunity to keep on learning. Finally, I want to teach because, being around the students who are beginning to grow and change in front of me, I will find myself growing and changing with them.But teaching is no easy job at all. Therefore, I must study hard to acquire more knowledge. And, at the same time, I will make every effort to purify my soul so that I can become an architect of man’s soul.我理想的工作英语作文篇6my ideal job is a job which has the link with english, because my profession is english. i wish i would listen to,speak,read,and write english very well. we all know that english can be used in all walks of lifes. so i can not describe my ideal job correctly. maybe one day i will face to so many strange faces to speak english loudly, and they will praise me: oh, it is totally different !i just want to say what i should do now. i am lacking in knowledges and have no eperience that is worth showing off. if i still do not want to study hard , i will be eliminated by the society.i need to charge and improve myself. not only studying knowledges acquired from books, but also epanding the breadth of my knowledges. everyday do the same thing : accumulation of knowledge!i also need to make more new friends and communicate with them in english-practise english!i should be high-hearted. i amaccumulating power and waiting for action!我理想的工作英语作文篇7When I grow up, Im going to do what I want to do. Im going to move somewhere interesting. Paris sounds like a city that I could enjoy. There are lots of art exhibitions there. I want to be an artist . So how am I going to do it? Firstly, Im going to find a part-time job for a year or two and save some money. Then Im going to be a student at an art school in Paris.当我长大后，我要做我想做的事。
Research of Stratified Teaching of Junior High School
Research of Stratified Teaching of Junior High School The intellectual level of junior high school students is different between individuals, as well as learning motivation, method and environment for their growth. If using a common method and teaching all together, which would ignore individual differences among students, thereby constraining the development and growth of the student's personality. Stratified teaching scientifically combined classroom teaching, group teaching and individual teaching, and gave play to their strengths, broke the traditional cookie-cutter English classroom teaching methods, it will also get exercise and improve the English proficiency level of the students in all levels. Stratified Teaching means that teachers divide students into severalgroups of similarlevel which is based on students' existing knowledge, ability level and potential trend, and treat them differently. Under the teachers’appropriate stratification strategies and interactions, these groups get the best development and improvement.1. The theoretical basis of stratified English teaching ofjunior high schoolU.S. education expert Bloom put that, student has independent personality and tremendous potential, as long as train them actively and improve theirnonintellectual factors such as interest, emotion and attention, the lagging behind students can also obtaingood results; as long as provide every student appropriate help and full time, almost all students are able to complete the learning task or achieve the required learning objectives, which is similar to what the ancient Chinese educator Confucius has advocated. In the same time, the double main theory and the theory of multiple intelligences in developmental psychology provide a solid theoretical basis for stratified teaching. Stratified teaching carried out in accordance with the above theories, could unify the theory of traditional teaching and modern teaching, and make students as the learning subjects, so as to properly solve the contradiction between the unity of the junior high school education and the differences of students' personality development.Implementing stratified teaching in junior high school English teaching has a solid theoretical foundation and basis, which can be summarized as followingtheories.1.1 Theory of Multiple IntelligencesMultiple intelligence theory proposed by the American psychologist Gardner, compared with the traditional theory of intelligence, Gardner not only proposed a broader intelligence system, but also proposed a novel and practical intelligent concept. He defined intelligent as: the ability to solve the practical problems faced in life; the ability to propose and solve new problems; the ability to providevaluable creation and service to their own cultural. He thought everyone possesses nine kinds of intelligence at the same time, these nine intelligenceshave obvious individual differences, different people show different characteristics of intelligence, all of themare the key point to affecting and restricting student learning and development. Theory of multiple intelligences is one of the basis of stratified teaching philosophy, which means teachers should have an objective understanding of the differences between the individual students, pay attention to the personality development of students, and teach varying with each individual so as to really play to the strengths and expertise of the stratified teaching. Another important theory of stratified teaching is the theory of cooperative learning. Stratified teaching requires that, when organize teaching, teachers should play the role of cooperative learning scientifically, thus form a complementary field among different students, so that everyone could cooperate with each other, support each other to complete the learning task and improve together. In the process of English teaching, the excellent students can play a leading role to help laggard students to accomplish learning tasks actively; and when relatively laggard students ask their own questions, excellent students would be further enhanced their own ability in the question solving process, to some extent, alleviate the burden of teachers teaching, and also cultivate a sense of cooperation among the students, so that students can learn to work together.1.2 Individualized teaching theoryIndividualized education means teaching based on student's specific situation and personality differences, or taking different measures to enable them to become talents needed by the society. Confucius has summarized the previous educational experiencein two thousand years ago, according to his own educational experience, he has took and proposed individualized teaching method.1.3 Successful educational theorySuccessful education theory is an important weapon to help and to guide teachers to solve the English teaching difficulties. The successful educational theory believes that even relatively laggard students have a strong desire and potential to succeed, and advocates to stimulate students' internal motivation and learning potential, to improve the success rate of teaching.Stratified teaching provides a good prerequisite for junior high school Englishteachers to implement successful education. Following the students’cognitive rules, following the principle of individualized educational principle, according to students' different abilities, through stratified setting problem, stratified assignments, stratified evaluation, stratified teachingenables every student carry out his tasks independently, prompts the students to use their brains actively and to participate in class actively, and cultivates the students' confidence and interest in learning so as to develop good study habits.2. Types of stratified teaching of junior high school2.1 Flexible stratificationIn the beginning of the school, the teachers divided the students into three levels based on the students’ test results, current level of English and learning ability. The members of eugenics are excellent students, even therequirement for themis higher, but they also make faster progress, and the teaching mode ismainly self-oriented, teachers only need to assist their learning and answer their question. Teaching work is notrestricted by textbooks and teaching outline.Teachers mainly take succinctly and concise teaching mode. The request for students of is that they should master the knowledge learned in the classroom, and can use it flexibly. The request for the relative laggard students groupcan not be too high, and they only need to complete the content of the textbooks and possess certain practical applicationability. The teaching mode is mainly on teaching. Teachers should take the teaching mode to speak more and give more practice. The stratification division above is dynamic, and can be adjusted according to the actual situation. The students who have significant progresscan be promote to another layer or vice versa. This kind of dynamic division, for the students,is not only pressure, but also motivation, which is also able to mobilize the enthusiasm and initiative of all students.2.2 The stratification of teaching objectivesTeachers must not sacrifice the interests of some students in exchange for the development of some other students. Every student, including laggard students, possesses learning potential. Teaching work should be conducive to develop the potential ability of junior high school students. Therefore, teachers should be clear of the minimum requirements of each group and formulate flexible teaching objectives for each class based on the actual situation of each student. These teaching objectives are basic teaching objective, improve teaching objective and top-notch teaching objective respectively. Teachers should let students know the teaching elastic objective of every unit and each lesson, thus students can determine their individual's level goals based on their own actual situation, but each student's choice is dynamic. By this way, moreopportunities of attempts,selectand developwill be created for students. And students’ thoughts and emotions are always in the excited state, so as to achieve better learning outcomes to reach the higher-level goal.2.3 Teaching stratificationIn teaching, teachers should succinctly teach the most important contentfor all students with the same progress, and achieve the basic teaching objective. At the same time, teachers should also focus on the students and ensure students of different levels to be able to complete their own teaching goals, thus students of different levels can learn something. When give exercises or leave homework, teachers should also follow the theory of teaching stratification, give different task to different groups, which is the kernel of the theory.3. How to implement stratified teaching3.1 Stratification of lesson planningWhen prepare lessons, teachers should focus on individualized education and lay out different learning objectives centered with the themes involvedaccording to the foundation and cognitive abilities of students. Besides, teachers should not only givefull consideration to the objectives of students of different level, but also consider the selection of teaching method, classroom exercises and homework.3.2 Lecture stratificationBefore each lesson, teacher tells students of different levels the targets they should achieve respectively. By this way, students know clearly what they should do in the class, then it’s easier for them to learn and also easier for teachers to teach. Teachers always take the teaching mode of combining the method of guide all the students and teamwork together. According to the requirements of teaching planning, lectures focuses on the middle-level students and take excellent and laggard students into account, and try to create conditions for laggard students. The specific approach is try to use the multimedia, objects, pictures and other visual aids to teach the word and phrasein new courses, so that bring every student to interesting easily teaching atmosphere and enable them to read and use new words. When asking questions, teachers should focus on the hierarchy, simple questions intended to give laggard students to answer, so that they can feel the joy of success in almost every lesson and feel the teacher concerns at any time. And more difficult questions should ask middle-level and excellent students to promote them to think and to find out answer. In addition, the form of classroom teaching should be flexible and diverse, be positive to trigger all students' motivation for learning, thus to improve classroom teaching effect.3.3 Homework stratificationThe stratified practice is one of important content of stratified teaching. By doing homework and exercise, teachers could efficie ntly supervise students’ learning effect, find out their problems and correct them in time. When teachers design exercises and homework, they should divide these tasks into general practice and alternative practice two parts. General practice means using the knowledge directly and some basic exercises, and all the students should do it. Alternative practice is designed for excellent students to improve their self-learning ability.3.4 Stratification of checking student’s homeworkWhen collecting homework, teachers should put them according to the threelevels of A, B, C respectively. And when commenting, put the main focus on the C group of students’ job. Some necessary analysis is needed besides point out the errors they made, and teachers also need to give them correct method. Correcting homework to student’s face gives teacher the chance of individual coaching. At the same time teacher could give some guidance of learning method to students, and strengthen the emotional communication too.3.5 Stratification of the evaluationThe purpose of stratified teaching is to improve all students’ English ability through teaching, and develop to another higher level step by step, thus to improving the overall level of the whole class. The way stratified teaching improved and developed students’ English ability isspiral progressive. Therefore, in order to play the role of the multi-layer promotion,the assessment system should also be stratified. Specifically: unified test questions, but employ different scoring criteria for different levels students. Through stratified evaluation and encourage, the initiative and enthusiasm of all students to learn English would be fully mobilized, and prompt them to work harder towards the higher level goals.4. ConclusionWith the deepening reform and development of new curriculum, English teaching centered with student’s development. That is, for all students, promote the comprehensive development of all students, and promote the healthy development of each student's personality. However, influenced by congenital condition and acquired factors, every student varies in basic level, cognitive rules, acceptance and hobbies. The individual differences of every student lead to their different development goals. If we really want to achieve the new curriculum standards, to promote the comprehensive development of all students, we must face up to the difference between the students, and earnestly implement the educational philosophy of student-centered development and the stratified teaching. Besides,we should design different learning objectives, in order to realizeall participated teaching, so that all students are able to enjoy the fun of learning, and the joy of success, and to improve all students’ English ability.。
2021年12月六级真题(第2套)
2021年12月大学英语六级考试真题（二）Part I Writing (30 minutes) （请于正式开考后半小时内完成该部分，之后将进行听力考试）Directions:For this part, you are allowed 30 minutes to write an essay related to the short passage given below. In your essay, you are to comment on the phenomenon described in thepassage and suggest measures to address the issue. You should write at least 150 wordsbut no more than 200 words.Nowadays star chasing is prevalent among many teenagers. They take pop stars as their idols, imitating their way of talking, following their style of dressing, and seeking every chance to meet them in person at great expenses.Part II Listening Comprehension (30 minutes) Section ADirections:In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spokenonly once. After you hear a question, you must choose the best answer from the fourchoices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet1 with a single line through the centre.Questions 1 to 4 are based on the conversation you have just heard.1. A) It has given rise to much controversy.B) It has been very favorably received. C) It was primarily written for vegetarians.D) It offends many environmentalists.2. A) She neglects people’s efforts in animal protection.B) She tries to force people to accept her radical ideas.C) She ignores the various benefits of public transport.D) She insists vegetarians are harming the environment.3. A) They are significant.B) They are revolutionary. C) They are rational.D) They are modest.4. A) It would help to protect the environment.B) It would generate money for public health.C) It would need support from the general public.D) It would force poor people to change their diet.Questions 5 to 8 are based on the conversation you have just heard.5. A) Where successful people’s strengths come from.B) Why many people fight so hard for success.C) How she achieved her life’s goal.D) What makes people successful.6. A) Having someone who has confidence in them.B) Having someone who is ready to help them.C) Having a firm belief in their own ability.D) Having a realistic attitude towards life.7. A) They adjust their goals accordingly.B) They try hard to appear optimistic. C) They stay positive.D) They remain calm.8. A) An understanding leadership.B) A nurturing environment. C) Mutual respect among colleagues.D) Highly cooperative teammates.Section BDirections:In this section, you will hear two passages. At the end of each passage, you will hear four questions. Both the passage and the questions will be spoken only once. After youhear a question, you must choose the best answer from the four choices marked A), B),C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single linethrough the centre.Questions 9 to 11 are based on the passage you have just heard.9. A) They use their sense of hearing to capture their prey.B) Their food mainly consists of small animals and fish.C) They have big eyes and distinctive visual centers.D) Their ancestor is different from that of micro bats.10. A) With the help of moonlight.B) By means of echolocation. C) With the aid of daylight vision.D) By means of vision and smell.11. A) To make up for their natural absence of vision.B) To adapt themselves to a particular lifestyle.C) To facilitate their travel over long distances.D) To survive in the ever-changing weather.Questions 12 to 15 are based on the passage you have just heard.12. A) They acquire knowledge not found in books.B) They learn how to interact with their peers.C) They become more emotionally aggressive.D) They get much better prepared for school.13. A) They are far from emotionally prepared.B) They tend to be more attracted by images. C) They can’t follow the conflicts in the show.D) They lack the cognitive and memory skills.14. A) Choose appropriate programs for their children.B) Help their children under stand the program’s plot.C) Outline the program’s plot for their children first.D) Monitor their children’s watching of TV programs.15. A) Explain its message to their children.B) Check if their children have enjoyed it. C) Encourage their children to retell the story.D) Ask their children to describe its characters.Section CDirections:In this section, you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, youmust choose the best answer from the four choices marked A), B), C) and D). Thenmark the corresponding letter on Answer Sheet 1 with a single line through the centre. Questions 16 to 18 are based on the recording you have just heard.16. A) They are afraid of injuring their feet.B) They have never developed the habit. C) They believe a little dirt harms no one.D) They find it rather troublesome to do so.17. A) Different types of bacteria existed on public-toilet floors.B) There were more bacteria on sidewalks than in the home.C) Office carpets collected more bacteria than elsewhere.D) A large number of bacteria collected on a single shoe.18. A) The chemicals on shoes can deteriorate air quality.B) Shoes can upset family members with their noise.C) The marks left by shoes are hard to erase.D) Shoes can leave scratches on the floor.Questions 19 to 21 are based on the recording you have just heard.19. A) It is sinful and immoral.B) It is deemed uncivilized. C) It is an uncontrollable behavior.D) It is a violation of faith and trust.20. A) Assess their consequences.B) Guard against their harm. C) Accept them as normal.D) Find out their causes.21. A) Try to understand what messages they convey.B) Pay attention to their possible consequences.C) Consider them from different perspectives.D) Make sure they are brought under control.Questions 22 to 25 are based on the recording you have just heard.22. A) Cultivation of new varieties of crops.B) Measures to cope with climate change. C) Development of more effective pesticides.D) Application of more nitrogen-rich fertilizers.23. A) The expansion of farmland in developing countries.B) The research on crop rotation in developing countries.C) The cooperation of the world’s agricultural scientists.D) The improvement of agricultural infrastructure.24. A) For encouraging farmers to embrace new farming techniques.B) For aligning their research with advances in farming technology.C) For turning their focus to the needs of farmers in poorer countries.D) For cooperating closely with policymakers in developing countries.25. A) Rapid transition to become a food exporter.B) Substantial funding in agricultural researchC) Quick rise to become a leading grain producer.D) Assumption of humanitarian responsibilities.Part III Reading Comprehension (40 minutes) Section ADirections:In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Readthe passage through carefully before making your choices. Each choice in the bank isidentified by a letter. Please mark the corresponding letter for each item on AnswerSheet 2 with a single line through the centre. You may not use any of the words in thebank more than once.According to psychologist Sharon Draper, our clothing choices can absolutely affect our well-being. When we wear ill-fitting clothes, or feel over- or under-dressed for an event, it’s natural to feel self-conscious or even stressed. Conversely, she says, opting for clothes that fit well and 26 with your sense of style can improve your confidence.But can you improve your health through your 27 clothing, without having to dash out and buy a whole new 28 ? “Absolutely,” says Draper. If your goal is to improve your thinking, she recommends picking clothes that fit well and are unlikely to encourage restlessness, so, avoid bows, ties and unnecessary 29 . It also helps to opt for clothes you 30 as tying in with your goals, so, if you want to perform better at work, select pieces you view as professional. Draper says this fits in with the concept of behavioral activation, whereby 31 in a behavior (in this case, selecting clothes) can set you on the path to then achieving your goals (working harder).Another way to improve your 32 of mind is to mix things up. Draper says we often feel stuck in a rut (常规) if we wear the same clothes—even if they’re our favorites—thus opting for an item you don’t wear often, or adding something different to an outfit, such as a hat, can 33 shit your mood. On days when you’re really34 to brave the world, Draper suggests selecting sentimental items of clothing, such as ones you wore on a special day, or given to you by a loved one, as clothes with 35 associations can help you tap into constructive emotions.A) accessoriesB) alignC) concurrentlyD) currentE) engagingF) fondG) frameH) locations I) perceive J) positively K) profile L) prospering M) reluctant N) showcase O) wardrobeSection BDirections:In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraphfrom which the information is derived. You may choose a paragraph more than once.Each paragraph is marked with a letter. Answer the questions by marking thecorresponding letter on Answer Sheet 2.Do Music Lessons Really Make Children Smarter?A) A recent analysis found that most research mischaracterizes the relationship between music and skills enhancement.B) In 2004, a paper appeared in the journal Psychological Science, titled “Music Lessons Enhance IQ.” The author, composer and psychologist Glenn Schellenberg had conducted an experiment with 144 children randomly assigned to four groups: one learned the keyboard for a year, one took singing lessons, one joined an acting class, and a control group had no extracurricular training. The IQ of the children in the two musical groups rose by an average of seven points in the course of a year; those in the other two groups gained an average of 4.3 points.C) Schellenberg had long been skeptical of the science supporting claims that music education enhances children’s abstract reasoning, math, or language s kills. If children who play the piano are smarter, he says, it doesn’t necessarily mean they are smarter because they play the piano. It could be that the youngsters who play the piano also happen to be more ambitious or better at focusing on a task. Correlation, after all, does not prove causation.D) The 2004 paper was specifically designed to address those concerns. And as a passionate musician, Schellenberg was delighted when he turned up credible evidence that music has transfer effects on general intelligence. But nearly a decade later, in 2013, the Education Endowment Foundation funded a bigger study with more than 900 students. That study failed to confirm Schellenberg’s findings, producing no evidence that music lessons improved math and literacy skills.E) Schellenberg took that news in stride while continuing to cast a skeptical eye on the research in his field. Recently, he decided to formally investigate just how often his fellow researchers in psychology and neuroscience make what he believes are erroneous—or at least premature—causal connections between music and intelligence. His results, published in May, suggest that many of his peers do just that.F) For his recent study, Schellenberg asked two research assistants to look for correlational studies on the effects of music education. They found a total of 114 papers published since 2000. To assess whether the authors claimed any causation, researchers then looked for telltale verbs in each paper’s title and abstract, verbs like “enhance,”“promote,” “facilitate,” and “strengthen.” The papers were categorized as neuroscience if the study employed a brain imaging method like magnetic resonance, or if the study appeared in a journal that had “brain,” “neuroscience,” or a related term in its title. Otherwise the papers wer e categorized as psychology. Schellenberg didn’t tell his assistants whatexactly he was trying to prove.G) After computing their assessments, Schellenberg concluded that the majority of the articles erroneously claimed that music training had a causal effect. The overselling, he also found, was more prevalent among neuroscience studies, three quarters of which mischaracterized a mere association between music training and skills enhancement as a cause-and-effect relationship. This may come as a surprise to some. Psychologists have been battling charges that they don’t do “real” science for some time—in large part because many findings from classic experiments have proved unreproducible. Neuroscientists, on the other hand, armed with brain scans and EEGs (脑电图), have not been subject to the same degree of critique.H) To argue for a cause-and-effect relationship, scientists must attempt to explain why and how a connection could occur. When it comes to transfer effects of music, scientists frequently point to brain plasticity—the fact that the brain changes according to how we use it. When a child learns to play the violin, for example, several studies have shown that the brain region responsible for the fine motor skills of the left hand’s fingers is likely to grow. And many experiments have shown that musical training improves certain hearing capabilities, like filtering voices from background noise or distinguishing the difference between the consonants (辅音) ‘b’and ‘g’.I) But Schellenberg remains highly critical of how the concept of plasticity has been applied in his field. “Plasticity has become an industry of its own,” he wrote in his May paper. Practice does change the brain, he allows, but what is questionable is the assertion that these changes affect other brain regions, such as those responsible for spatial reasoning or math problems.J) Neuropsychologist Lutz Jäncke agrees. “Most of these studies don’t allow for causal inferences,” he said. For over two decades, Jäncke has researched the effects of music lessons, and like Schellenberg, he believes that the only way to truly understand their effects is to run longitudinal studies. In such studies, researchers would need to follow groups of children with and without music lessons over a long period of time—even if the assignments are not completely random. Then they could compare outcomes for each group.K) Some researchers are staring to do just that. The neuroscientist Peter Schneider from Heidelberg University in Germany, for example, has been following a group of children for ten years now. Some of them were handed musical instruments and given lessons through a school-based program in the Ruhr region of Germany called Jedem Kind ein Instrument, or “an instrument for every child,” which was carried out with government funding. Among these children, Schneider has found that those who were enthusiastic about music and who practiced voluntarily showed improvements in hearing ability, as well as in more general competencies, such as the ability to concentrate.L) To establish whether effects such as improved concentration are caused by music participation itself, and not by investing time in an extracurricular activity of any kind, Assal Habibi, a psychology professor at the University of Southern California, is conducing a five-year longitudinal study with children from low-income communities in Los Angeles. The youngsters fall into three groups: those who take after-school music, those who do after-school sports, and those with nostructured after-school program at all. After two years, Habibi and her colleagues reported seeing structural changes in the brains of the musically trained children, both locally and in the pathways connecting different parts of the brain.M) Th at may seem compelling, but Habibi’s children were not selected randomly. Did the children who were drawn to music perhaps have something in them from the start that made them different but eluded the brain scanners? “As somebody who started taking piano l essons at the age of five and got up every morning at seven to practice, that experience changed me and made me part of who I am today,” Schellenberg said. “The question is whether those kinds of experiences do so systematically across individuals and create exactly the same changes. And I think that is that huge leap of faith.”N) Did he have a hidden talent that others didn’t have? Or more endurance than his peers? Music researchers tend, like Schellenberg, to be musicians themselves, and as he noted in his recent paper, “the idea of positive cognitive and neural side effects from music training (and other pleasurable activities) is inherently appealing.” He also admits that if he had children of his own, he would encourage them to take music lessons and go to university. “I would think that it makes them better people, more critical, just wiser in general,” he said.O) But those convictions should be checked at the entrance to the lab, he added. Otherwise, the work becomes religion or faith. “You have to let go of your faith if you want to be a scientist.”36. Glenn Schellenberg’s latest research suggests many psychologists and neuroscientists wrongly believe in the causal relationship between music and IQ.37. The belief in the positive effects of music training appeals to many researchers who are musicians themselves.38. Glenn Schellenberg was doubtful about the claim that music education helps enhance children’s intelligence.39. Glenn Schellenberg came to the conclusion that most of the papers assessed made the wrong claim regarding music’s effect on intelligence.40. You must abandon your unverified beliefs before you become a scientist.41. Lots of experiments have demonstrated that people with music training can better differentiate certain sounds.42. Glenn Schellenberg’s findings at the beginning of this century were not supported by a larger study carried out some ten years later.43. One researcher shares Glenn Schellenberg’s view that it is necessary to conduct long-term developmental studies to understand the effects of music training.44. Glenn Schellenberg’s research assistants had no idea what he was trying to prove in his new study.45. Glenn Schellenberg admits that practice can change certain areas of the brain but doubts that the change can affect other areas.Section CDirections:There are 2 passages in this section. Each passage is followed by some questions orunfinished statements. For each of them there are four choices marked A), B), C) andD). You should decide on the best choice and mark the corresponding letter on AnswerSheet 2 with a single line through the centre.Passage OneQuestions 46 to 50 are based on the following passage.The trend toward rationality and enlightenment was endangered long before the advent of the World Wide Web. As Neil Postman noted in his 1985 book Amusing Ourselves to Death, the rise of television introduced not just a new medium but a new discourse: a gradual shift from a typographic (印刷的) culture to a photographic one, which in turn meant a shift from rationality to emotions, exposition to entertainment. In an image-centered and pleasure-driven world, Postman noted, there is no place for rational thinking, because you simply cannot think with images. It is text that enables us to “uncover lies, confusions and overgeneralizations, and to detect abuses of logic and common sense. It also means to weigh ideas, to compare and contrast assertions, to connect one generalization to another.”The dominance of television was not confined to our living rooms. It overturned all of those habits of mind, fundamentally changing our experience of the world, affecting the conduct of politics, religion, business, and culture. It reduced many aspects of modern life to entertainment, sensationalism, and commerce. “Americans don’t talk to each other, we entertain each other,” Postman wrote. “They don’t exchange ideas, they exchange images. They do n ot argue with propositions; they argue with good looks, celebrities and commercials.”At first, the web seemed to push against this trend. When it emerged towards the end of the 1980s as a purely text-based medium, it was seen as a tool to pursue knowledge, not pleasure. Reason and thought were most valued in this garden—all derived from the project of the Enlightenment. Universities around the world were among the first to connect to this new medium, which hosted discussion groups, informative personal or group blogs, electronic magazines, and academic mailing lists and forums. It was an intellectual project, not about commerce or control, created in a scientific research center in Switzerland. And for more than a decade, the web created an alternative space that threatened television’s grip on society.Social networks, though, have since colonized the web for television’s values. From Facebook to Instagram, the medium refocuses our attention on videos and images, rewarding emotional appeals—‘like’ buttons—over rational ones. Instead of a quest for knowledge, it engages us in an endless zest(热情) for instant approval from an audience, for which we are constantly but unconsciously performing. (It’s telling that, while Google began life as a PhD thesis, Faceboo k started as a tool to judge classmates’ appearances.) It reduces our curiosity by showing us exactly what we already want and think, based on our profiles and preferences. The Enlightenment’s motto (座右铭) of ‘Dare to know’has become ‘Dare not to care to know’.46. What did Neil Postman say about the rise of television?A) It initiated a change from dominance of reason to supremacy of pleasure.B) It brought about a gradual shift from cinema going to home entertainment.C) It started a revolution in photographic technology.D) It marked a new age in the entertainment industry.47. According to the passage, what is the advantage of text reading?A) It gives one access to huge amounts of information.B) It allows more information to be processed quickly.C) It is capable of enriching one’s life.D) It is conducive to critical thinking.48. How has television impacted Americans?A) It has given them a lot more to argue about.B) It has brought celebrities closer to their lives.C) It has made them care more about what they say.D) It has rendered their interactions more superficial.49. What does the passage say about the World Wide Web?A) It was developed primarily for universities worldwide.B) It was created to connect people in different countries.C) It was viewed as a means to quest for knowledge.D) It was designed as a discussion forum for university students.50. What do we learn about users of social media?A) They are bent on looking for an alternative space for escape.B) They are constantly seeking approval from their audience.C) They are forever engaged in hunting for new information.D) They are unable to focus their attention on tasks for long.Passage TwoQuestions 51 to 55 are based on the following passage.According to a recent study, a small but growing proportion of the workforce is affected to some degree by a sense of entitlement. Work is less about what they can contribute but more about what they can take. It can lead to workplace dysfunction and diminish their own job satisfaction. I’m not referring to employees who are legitimately dissatisfied with their employment conditions due to, say, being denied fair pay or flexible work practices. I’m talking about those who consistently believe they deserve special treatment and generous rewards. It’s an expectation that exists irrespective of their abilities or levels of performance.As a result of that discrepancy between the privileges they feel they’re owed and their inflated sense of self-worth, they don’t work as hard for their employer. They prefer instead to slack off. It’s a tendency which many scholars believe begins in childhood due to parents who overindulge their kids. This thereby leads them to expect the same kind of spoilt treatment throughout their adult lives. And yet despite how these employees feel, it’s obviously important for their manager to nonetheless find out how to keep them motivated. And, by virtue of that heightened motivation, to perform well.The research team from several American universities surveyed more than 240 individuals. They sampled managers as well as team members. Employee entitlement was measured by statements such as “I honestly feel I’m just more deserving than others.” The respondents had to rate the extent of their agreement. Employee engagement, meanwhile, was assessed with statements like “I really throw myself into my work.” The findings revealed ethical leadership is precisely what alleviates the negative effects of employee entitlement. That’s because rather than indulgingemployees or neglecting them, ethical leaders communicate very direct and clear expectations. They also hold employees accountable for their behaviors and are genuinely committed to doing the right thing. Additionally, these leaders are consistent in their standard s. They’re also less likely to deviate in how they treat employees.This means, when confronted by an entitled team member, an ethical leader is significantly disinclined to accommodate their demands. He or she will instead point out, constructively and tactfully, exactly how their inflated sense of deservingness is somewhat distorted. They’d then go further to explain the specific, and objective, criteria the employee must meet to receive their desired rewards. This shift away from unrealistic expectations is successful because entitled employees feel more confident that ethical leaders will deliver on their promises. This occurs because they’re perceived to be fair and trustworthy. The researchers, however, exercise caution by warning no one single respons e in the perfect remedy. But there’s no denying ethical leadership is at least a critical step in the right direction.51. What does a recent study find about a growing number of workers?A) They attempt to make more contributions.B) They feel they deserve more than they get. C) They attach importance to job satisfaction.D) They try to diminish workplace dysfunction.52. Why don’t some employees work hard according to many scholars?A) They lack a strong sense of self-worth.B) They were spoiled when growing up. C) They have received unfair treatment.D) They are overindulged by their boss.53. What is a manager supposed to do to enable workers to do a better job?A) Be aware of their emotions.B) Give them timely promotions. C) Keep a record of their performance.D) Seek ways to sustain their motivation.54. What do the research findings reveal about ethical leaders?A) They are held accountable by their employees.B) They are always transparent in their likes and dislikes.C) They convey their requirements in a straightforward way.D) They make it a point to be on good terms with their employees.55. What kind of leaders are viewed as ethical by entitled employees?A) Those who can be counted on to fulfill commitments.B) Those who can do things beyond normal expectations.C) Those who exercise caution in making major decisions.D) Those who know how to satisfy their employees’ needs.Part IV Translation (30 minutes)Directions:For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2.延安位于陕西省北部，地处黄河中游，是中国革命的圣地。
新视野大学英语(第二版)泛读教程2 Unit1 课文翻译及课前课后答案
UNIT 1PASSAGE APolar Differences Between Chinese and American Cultures Americans wear black for mourning. Chinese wear white. Westerners think of dragons as monsters. Chinese honor them as representations of God. The polarities between Chinese civilization and the West often make it seem as though each stands at extreme ends of the earth. Now a University of California, Berkeley, psychologist has discovered deeper polarities between Chinese and American cultures-polarities that go to the heart of how we reason and discover truth.在丧礼上，美国人穿黑色丧服，而中国人穿白色。
西方人认为龙是怪物，而中国人把龙当成神明。
中国与西方的文明差异使它们看起来像分别站在地球的极端。
最近加利福尼亚的一所大学的心理学家伯克利发现中国和美国文化差异的更深极性，那是关于内心深处的如何理性和发现真理的极性。
His findings go far toward explaining many of the differences between Chinese and American cultures, when compared to each other. More importantly, the research opens the door for the peoples of the East and the West to learn from each other in basic ways. The Chinese would learn much from Western methods for determining scientific truth, said Kaiping Peng, a former Beijing scholar, who is now a UC Berkeley assistant professor of psychology, and Americans could profit from Chinese ways of accepting contradictions in social and personal life.他的研究结果对于解释许多中美文化比照的差异有很大的奉献。
应对区爱护学校高考英语阅读理解练习__2
应对区爱护学校2014高考英语阅读理解练习（20）及答案（解析）C5[2013·广东卷] COne day, when I was working as a psychologist in England，an adolescent boy showed up in my office. It was David. He kept walking up and down restlessly, his face pale, and his hands shaking slightly. His head teacher had referred him to me. “This boy has lost his family，” he wrote. “He is understandably very sad and refuses to talk to others, and I'm very worried about him. Can you help？”I looked at David and showed him to a chair. How could I help him? There are problems psychology doesn't have the answer to, and which no words can describe. Sometimes the best thing one can do is to listen openly and sympathetically.The first two times we met, David didn't say a word. He sat there, only looking up to look at the children's drawings on the wall behind me. I suggested we play a game of chess. He nodded. After that he played chess with me every Wednesday afternoon—in complete silence and without looking at me. It's not easy to cheat in chess, but I admit I made sure David won once or twice.Usually, he arrived earlier than agreed, took the chess board and pieces from the shelf and began setting them up before I even got a chance to sit down. It seemed as if he enjoyed my company. But why did he never look at me?“Perhaps he simply needs someone to share his pain with，” I thought. “Perhaps he senses that I respect his suffering.”Some months later, when we were playing chess, he looked up at me suddenly.“It's your turn，” he said.After that day, David started talking. He got friends in school and joined a bicycle club. He wrote to me a few times, about his biking with some friends, and about his plan to get into university. Now he had really started to live his own life.Maybe I gave David something. But I also learned that one—without any words—can reach out to another person. All it takes is a hug, a shoulder to cry on, a friendly touch, and an ear that listens.36．When he first met the author, David ________．A. felt a little excitedB. walked energeticallyC. looked a little nervousD. showed up with his teacher37．As a psychologist, the author ________．A. was ready to listen to DavidB. was skeptical about psychologyC. was able to describe David's problemD. was sure of handling David's problem38．David enjoyed being with the author because he________．A．wanted to ask the author for adviceB．needed to share sorrow with the authorC．liked the children's drawings in the officeD．beat the author many times in the chess game39．What can be inferred about David?A．He recovered after months of treatment.B．He liked biking before he lost his family.C．He went into university soon after starting to talk.D．He got friends in school before he met the author.40．What made David change?A．His teacher's help.B．The author's friendship.C．His exchange of letters with the author.D．The author's silent communication with him.【要点综述】对于一个自闭的孩子，心理医生最好的疗法或许就是默默地和他一块感受他的痛苦……36．C 细节理解题。
外研版高中英语选修六单词表(带音标)
英文音标词性中文模块small talk 闲谈，聊天(SH6 M1) informal /in'f ? :ml/ adj. 非正式的(SH6 M1) serious /'s? ?r? ?s/ adj. 严肃的(SH6 M1) confidently /'k ? nfid ?ntli/ adv. 自信地(SH6 M1) make friends 交朋友，建立友谊(SH6 M1)lack /l?k/ v. 缺乏，缺少(SH6 M1) be nervous about 对⋯⋯神经紧张/害怕/胆怯/焦虑不安(SH6 M1)advance / ?d'vɑ:ns/ adj. 预先的，在前的(SH6 M1) think of 想起，回忆起(SH6 M1) nod /n? d/ v. 点头(SH6 M1)body language 身体语言，肢体语言(SH6 M1) yawn /j? :n/ v. 打呵欠(SH6 M1) sigh /sa? / v. 叹气，叹息(SH6 M1) look away from 把目光从⋯⋯移开(SH6 M1) social rules 社交规则(SH6 M1)in addition 除此之外，另外(SH6 M1) find out 了解（到）；找出（信息）(SH6 M1) opportunity /,? p?'tju:n ?t ? / n. 机会(SH6 M1) obligation /?? bl? 'ge? ? n/ n. 责任；义务(SH6 M1)prize /pra? z/ n. 奖品，奖金(SH6 M1)application /??pl ? 'ke? ? n/ n. 申请(SH6 M1)form /f? :rm/ n. 表格(SH6 M1) immigration /?? m? 'gre? ? n/ n. 移民(SH6 M1) visa /'v ? :z?/ n.签证(SH6 M1)impolite /?? mp?'la? t/ adj. 不礼貌的(SH6 M1) tidy /'ta? d? / v. 使⋯⋯整洁，整理(SH6 M1)refund /r? :'f ? nd/ n. 退款(SH6 M1) favour /'feiv ?/ n. 恩惠，照顾(SH6 M1)reception /r? 'sep? n/ n. 欢迎会；招待会(SH6 M1) embassy /'emb?s? / n. 使馆(SH6 M1)certain /'s? :tn/ pron. 某些(SH6 M1) reply /r? 'pla? / n. 回答，答复，回信(SH6 M1) saleswoman /se? lz?w? m?n/ n. 女推销员，女销售员(SH6 M1) firm /f? :m/ n. 公司(SH6 M1) fax /f?ks/ n. 传真（机）(SH6 M1) outspoken /,aut'sp?uk ?n/ adj. 直言不讳的，坦率的，不客气的(SH6 M1) human being 人类(SH6 M1)motto /'m ? t?? / n. 座右铭，格言(SH6 M1)put one’sfoot in one’s mouth 犯使人难堪的错误，说错话(SH6 M1)shortcoming /? ? :t,k? mi?/ n. 缺点，短处(SH6 M1)absence /'?bs ?ns/ n. 缺乏，不存在(SH6 M1)as a consequence 因此，结果(SH6 M1)systematic /?s? st? 'm?t ? k/ adj. 非偶然的，经常的(SH6 M1) coincidence /k ?? '? ns? d?ns/ n. 巧合(SH6 M1) customer /'k ? st?m?/ n. 顾客，客户(SH6 M1)mature /m?'tj ? ?/ adj. 成熟的(SH6 M1) awkward /'? :kw ?d/ adj. 尴尬的(SH6 M1) tease /t? :z/ v. 戏弄，嘲弄，揶揄(SH6 M1)typist /'ta? p? st/ n. 打字员(SH6 M1) contradict /?k? ntr?'d ? kt/ v. 反驳(SH6 M1)pregnant /'pregn?nt/ adj. 怀孕的(SH6 M1) apology / ?'p? l ?d? ? / n. 道歉，致歉(SH6 M1) cautious /cau t·i ous || 'k? :? ?s/ adj. 谨慎的，慎重的，小心的(SH6 M1) acquaintance / ?'kweint ?ns/ n. 熟人(SH6 M1) messy /'mes? / adj. 棘手的，难办的(SH6 M1) divorce /d? 'v? :s/ n. 离婚，离异(SH6 M1) cheer sb. up 使某人高兴/振作起来(SH6 M1) fool /fu:l/ n. 傻瓜，笨蛋(SH6 M1) clerk /kl ɑ:k/ n. 职员，办事员(SH6 M1) haircut /'he?,k? t/ n. 发型，发式(SH6 M1)anyhow /'en? ,hau/ adv. 不管怎么说，无论如何(SH6 M1) modest /'m ? d? st/ adj. 谦虚的，谦逊的(SH6 M1) brunch /br? nt? / n. 早午餐（早餐与午餐合并吃的一餐）(SH6 M1) anniversary /??n? 'v? :s?r ? / n. 周年纪念日(SH6 M1)hostess /'h ?? st? s/ n. 女主人(SH6 M1) interrupt /,? nt?'r? pt/ v. 打断(SH6 M1) leave out 省去，删去(SH6 M1) factual /'f?kt ? ? ?l/ adj. 实际的，事实的，确实的(SH6 M1) genuine /'d? enj? ? n/ adj. 纯粹的，真正的，真实的(SH6 M1)hospitable /h? 'sp? t ?bl/ adj. 好客的，殷勤的(SH6 M1)secretive /'s? :k ?? t? v/ adj. 秘而不宣的，隐藏的(SH6 M1) violate /'va? ?,le? t/ v. 骚扰，妨碍，侵犯(SH6 M1) define /d? 'fa? n/ v. 解释，给⋯⋯下定义(SH6 M1)be aware of 知道(SH6 M1) take the lead 带头，领先(SH6 M1) graciously /'grei? ?sli/ adv. 优雅地(SH6 M1)show off 炫耀(SH6 M1) function /'f ? ?k? n/ n. 功能(SH6 M1) psychologist /sa? 'k? l ?d? ? st/ n. 心理学家(SH6 M1) successful /s?k'sesfl/ adj. 成功的(SH6 M1)formula /'f ? :mj ?l?/ n. 法则；原则(SH6 M1) imagine /? 'm?d ? ? n/ v. 想象(SH6 M1) purpose /'p? :p ?s/ n. 目的(SH6 M1) circumstance /|'s? :k ?mst?ns/ n. 情形，情况(SH6 M1) apologise / ?'p? l ?d? a? z/ v. 道歉(SH6 M1) series /'si ?ri:z/ n. 系列，丛书(SH6 M2) subtle /'s? tl/ adj. 精致的，精巧的(SH6 M2) amber /'?mb ?/ n. 琥珀(SH6 M2) spyglass /'spai,glɑ:s/ n. 小型望远镜(SH6 M2) heroine /'her?? ? n/ n. （小说、电影中的）女主角(SH6 M2) hero /'hi ?r?? ?r/ n. （小说、电影中的）男主角(SH6 M2)play an important part in 在⋯⋯中起重要作用，对⋯⋯有重要影响(SH6 M2)novel /'n? vl/ n. 小说(SH6 M2) philosophical /,f ? l ?'s? f? kl/ adj. 哲学的；达观的(SH6 M2) direction /d? 'rek? n/ n. 方向(SH6 M2) vanish /'v?n ? ? / v. 消失(SH6 M2) behave /b? 'he? v/ v. 表现，举动(SH6 M2) bush /b? ? / n. 灌木，矮树(SH6 M2) definitely /'def?n?tl ? / adv. 确定地，一定地(SH6 M2) hesitate /'hez? te? t/ v. 犹豫，迟疑(SH6 M2)scent /sent/ n. 气味，香味，芳香(SH6 M2) doubt /da? t/ n. 怀疑(SH6 M2)direction /d? 'rek? n/ n. 方向(SH6 M2) rub /r? b/ v. 蹭，摩擦(SH6 M2) knuckle /'n? kl/ n. 指节，掌指关节(SH6 M2) bite /ba? t/ v. 咬，咬伤(SH6 M2)pad /p?d/ n. （有规律地）悄悄行走(SH6 M2) stupefied /'stju:p ? ,fa? d/ adj. 神志不清的，昏昏沉沉的(SH6 M2) exhaustion /? ɡ'z? st? ?n/ n. 疲惫，精疲力竭(SH6 M2)tabby /'t?b ? / n. 斑猫(SH6 M2) put ... down 放下(SH6 M2) hold out 伸出(SH6 M2) come up to 朝⋯⋯走过来(SH6 M2)longing /'l ? ?? ?/ n. 渴望(SH6 M2) scald /sk? :ld/ v. 热泪盈眶(SH6 M2)turn away 走开(SH6 M2) patrol /p?'tr ?? l/ v. 巡逻，巡查(SH6 M2)hornbeam /'h? :nbi:m/ n. 角树，（植）鹅耳枥(SH6 M2)paw /p? :/ n. 爪子(SH6 M2) pat /p?t/ v. 轻拍，轻打(SH6 M2)invisible /? n'v? z?bl/ adj. 看不见的(SH6 M2) arch /ɑ:t? / v. 拱起，成弓形(SH6 M2) tail /te? l/ n. 尾巴(SH6 M2) stiffly /'stifli/ adv. 僵硬地，不灵活地(SH6 M2) alertly / ?'l ?:tli/ adv. 警觉地，警惕地(SH6 M2) patch /p?t ? / n. （与周围部分不同的）斑，小块(SH6 M2)hedge /hed? / n. 灌木（或小树）树篱(SH6 M2)alarm /?'lɑ:m/ n. 惊慌，恐慌(SH6 M2) sniff /sn? f/ v. （以鼻）吸气，嗅，闻(SH6 M2)whisker /'w ? sk?/ n. （猫的）胡须，触须(SH6 M2) twitch /tw ? t? / v. 抽动，颤动(SH6 M2) wariness /'we?r? n?s/ n. 谨慎，小心(SH6 M2) blink /bl ? ? k/ v. 眨眼睛(SH6 M2) sweep over 向⋯⋯扩展(SH6 M2)keep one ’e yses on 注视，盯着看，注意(SH6 M2)fix on 注视，凝视(SH6 M2) cast about 寻找，搜寻，想办法(SH6 M2)edge /ed? / n. 边，边缘(SH6 M2)roughly /'r ? fl? / adv. 大概地，粗略地(SH6 M2) square /skwe?/ adj. 正方形的(SH6 M2) shape /? e? p/ n. 形状(SH6 M2) level /'levl/ adj. 同高度的(SH6 M2) profoundly /pr ?'fa? ndl? / adv. 深深地，极度地(SH6 M2) alien /'e? lj ?n/ adj. 其他种族的；外国的(SH6 M2) entice /? n'ta? s/ v. 吸引，诱使(SH6 M2)stoop /stu:p/ v. 俯身，弯腰(SH6 M2) swim /sw? m/ v. 眩晕，头昏眼花(SH6 M2)thump / θ? mp/ v. （由于生气、恐惧或兴奋等心脏）砰砰直跳(SH6 M2)scramble /'skr?mbl/ v. 爬，攀(SH6 M2) fabric /'f?br ? k/ n. 结构，框架(SH6 M2)palm /pɑ:m/ n. 棕榈树(SH6 M2) boulevard /'bu:l ?,vɑ:d/ n. 林荫大道，大街(SH6 M2)utterly /'? t?l? / adv. 完全地，绝对地(SH6 M2) (be) laden with （空气中）充溢着（某种味道）(SH6 M2) prospect /'pr ? spekt/ n. 视野，景象，景色(SH6 M2)slope /sl ?? p/ n. 斜坡，斜面(SH6 M2) parkland /'pɑ:k,l?nd/ n. 公共绿地(SH6 M2)grove /gr ?? v/ n.（尤指树木排列成行的）树丛，小树林(SH6 M2)gleam /gl ? :m/ n. 亮光，反光(SH6 M2)bare /be?/ adj. 光秃秃的(SH6 M2) bend /bend/ v. 弯腰，屈身(SH6 M2) shudder /'? ? d?/ n. 战栗，发抖(SH6 M2)dawning /d? :ni?/ adj. 开始出现的，开始发展的(SH6 M2) light-headedness /,lait'hedidn?s/ n. 头晕，眩晕(SH6 M2)dream /dri:m/ v. 做梦(SH6 M2) awake / ?'we? k/ adj. 醒着的，清醒的(SH6 M2) look around for 四处寻找(SH6 M2) revenge /r? 'vend? / v. 报仇，复仇(SH6 M2) marry /'m?r ? / v. 结婚，娶，嫁(SH6 M2)wicked /'w ? k? d/ adj. 邪恶的(SH6 M2) cottage /'k ? t? d? / n. 小屋(SH6 M2) put a spell on 用咒符镇住(SH6 M2)punish /'p? n? ? / v.惩罚(SH6 M2)appeal / ?'pi:l/ n. 吸引力，魅力(SH6 M2) cafeteria /?k?f? 't? ?r? ?/ n. 自助餐厅(SH6 M2)envelope /'env?l ?? p/ n. 信封(SH6 M2) literary /'l ? t ?rer? / adj. 文学的(SH6 M2) bond /b? nd/ n. 纽带，接合剂，黏合剂(SH6 M2) output /'a? t,p? t/ n. （文学等的）作品数量(SH6 M2) schoolchildren /'sku:l,t? ildr ?n/ n. 小学生，学童(SH6 M2) typewriter /'taip,rait ?/ n. 打字机(SH6 M2) stateswoman /seilz,w? m?n/ n. 在某一领域受尊敬的女性领导人物(SH6 M2)gifted /'g? ft? d/ adj. 有天才的，有天赋的(SH6 M2) roots /ru:ts/ n. （喻）根，根基(SH6 M2)flesh /fle ? / n. 肉(SH6 M2)(be) associated with 与⋯⋯有联系，与⋯⋯联系在一起(SH6 M2)format /f? :m?t/ n. （节目、计划等的）构成，安排(SH6 M2) anecdote /'?n ? kd ?? t/ n. 趣闻，轶事(SH6 M2) draft /drɑ:ft/ n. 草稿(SH6 M2) burden /'b? :dn/ n. 负担，重负(SH6 M2) swift /sw? ft/ adj. 快的，迅速的(SH6 M2) stubborn /'st? b?n/ adj. 顽强的，坚持的(SH6 M2) overcome /??? v?'k? m/ v. 克服(SH6 M2) adjustment / ?'d? ? stment/ n. 调整(SH6 M2)automatic /?? :t ?'m?t ? k/ adj. 自动的，习惯性的，自然发生的(SH6 M2) target /'tɑ:g? t/ n. （批评等的）对象(SH6 M2) criticism /'kr ? t? ,s? z?m/ n. 批评，评论(SH6 M2)appeal to sb. 对某人有吸引力，引起某人的兴趣(SH6 M2) curriculum /k ?'r? kj ? l ?m/ n. 课程(SH6 M2)(be) restricted to 限于(SH6 M2) distribute /d? 'str? bju:t/ v. （书报的）发行(SH6 M2)accumulate / ?'kju:mj ? ,le? t/ v. 积累，积聚(SH6 M2)deposit /d? 'p? z? t/ n. 存款(SH6 M2) thus /e? s/ adv. 因此，所以(SH6 M2) attain / ?'te? n/ v. 达到，得到(SH6 M2) status /'ste? t ?s/ n. 身份，地位(SH6 M2) billionaire /,bilj ?' n e?/ n. 亿万富翁，巨富(SH6 M2) wardrobe /'w ? :dr?? b/ n. 衣橱(SH6 M2) sorrow /'s? r ?u/ n. 悲哀，伤心，苦难(SH6 M2) ahead of 在⋯⋯前面(SH6 M2) ought /? :t/ v. 应该，应当(SH6 M2)inquisitive /in'kwiz ?tiv/ adj. 好奇的(SH6 M2) look back over回头看(SH6 M2)one’s shouldercatch a glimpse of 瞥见(SH6 M2)set out 出发，动身(SH6 M2) crunch /kr ? nt? / n. 嘎吱嘎吱的声音(SH6 M2) pitter-patter 劈里啪啦的声音，劈劈啪啪的声音(SH6 M2) glossy /'gl ? si/ adj. 有光泽的(SH6 M2) trail /treil/ v. 拖，曳，拖着走(SH6 M2) muffler /'m ? lfl ?/ n. 围巾(SH6 M2)curly /'k ?:li/ adj. （头发）卷曲的(SH6 M2) gracious /'grei? ?s/ int. （表惊讶）天哪！哎呀！(SH6 M2) exclaim /ik'skleim/ v. 惊叫，大叫(SH6 M2) elf /elf/ n. 小精灵(SH6 M2) magical /'m?d ? ik ?l/ adj. 魔法的；不可思议的(SH6 M2) power /'pau?/ n. 力量，能力(SH6 M2) dwarf /dw? :f/ n. 侏儒，小矮人(SH6 M2) possess /p ?'zes/ v. 拥有(SH6 M2) interpersonal /,? nt?r'p? :s?n?l/ adj. 人际关系的，人与人之间的(SH6 M3) close /kl ?us/ adj. 亲密的，亲近的(SH6 M3) trust /tr ? st/ v. 信赖，信任(SH6 M3)chat /t? ?t/ v. 闲谈，聊天(SH6 M3) note /n ?ut/ n. 钞票，纸币(SH6 M3)burst out 突然发生，突然⋯⋯起来(SH6 M3) knock ... over （开车）撞伤，撞死(SH6 M3)financially /fai'n?n ? li/ adv. 财政上地(SH6 M3) moody /'mu:di/ adj. 喜怒无常的(SH6 M3)lose interest in 对⋯⋯失去兴趣(SH6 M3)from time to time 偶尔，有时(SH6 M3)cloakroom /'kl ?ukrum/ n. 衣帽间，临时寄物处(SH6 M3)turn round 转过身来(SH6 M3) amount / ?'maunt/ n. 数量(SH6 M3) locker /'l ? k?/ n. （带锁的）衣物柜(SH6 M3)fair /f? ?/ n. 义卖会(SH6 M3)raise /reiz/ v. 筹措（金钱）(SH6 M3) raise money 筹款(SH6 M3) theft / θeft/ n. 偷，盗窃(SH6 M3)swing /swi?/ v. （使）旋转，（使）摆动(SH6 M3) confront /k ?n'fr ? nt/ v. 面对（危险、困难）(SH6 M3) count /kaunt/ v. 数(SH6 M3) underneath /?? nd?'n? : θ/prep. 在⋯⋯下面(SH6 M3) on the phone 在通电话(SH6 M3)lively /'laivli/ adj. 活泼的，有生气的(SH6 M3)quarrel /'kw ? r ?l/ v. &n.吵架(SH6 M3)make up 和好，和解(SH6 M3) regret /ri'gret/ v. 后悔，悔恨(SH6 M3) keep in touch 保持联系(SH6 M3)lose touch with 与⋯⋯失去联系(SH6 M3)sweets /swi:ts/ n. 糖果(SH6 M3) alike / ?'laik/ adj. 相像的，相似的(SH6 M3) (be) ashamed of 对⋯⋯感到惭愧／羞耻(SH6 M3) /bi'trei/betray v. 背叛(SH6 M3)considerate /k ?n'sid?r?t/ adj. 体贴的，考虑周到的(SH6 M3) forgive /f ?'giv/ v. 原谅，宽恕(SH6 M3)loss /l? s/ n. 损失(SH6 M3) scold /sk ?uld/ 责备，申斥(SH6 M3)hurt /h ?:t/ adj. （感到）痛苦的，受到伤害的(SH6 M3) (be) blessed with 享有⋯⋯的福气(SH6 M3) bungalow /'b? ?g?,l ?u/ n. （有平台的）平房(SH6 M3) pine /pain/ n. 松树(SH6 M3)worm /w ?:m/ n. 虫，蠕虫，蚯蚓(SH6 M3) cage /keid? / n. 笼子(SH6 M3)(be) allergic to 对⋯⋯过敏(SH6 M3)tiny /'taini/ adj. 细小的，细微的，微小的(SH6 M3) swell /swel/ v. 肿，肿大(SH6 M3)walnut /'w ? :ln? t/ n. 胡桃(SH6 M3)squirrel /'skwir ?l/ n. 松鼠(SH6 M3) ripen /'raip ?n/ v. 成熟(SH6 M3) /'hɑ:vist/harvest n. 收获(SH6 M3)slide /slaid/ v. 滑，滑行，滑落(SH6 M3) stony /'st ?uni/ adj. 石头的，多石的(SH6 M3) loch /l? k/ n. （狭长的）海湾(SH6 M3)spray /sprei/ n. 水花，浪花(SH6 M3) carpenter /'kɑ:pint?/ n. 木匠，木工(SH6 M3) broom /bru:m/ n. 扫帚(SH6 M3)cigar /si'gɑ:/ n. 雪茄(SH6 M3) slip /slip/ v. 滑倒，失足(SH6 M3) damp /d?mp/ adj. 潮湿的(SH6 M3) scratch /skr?t ? / v. 擦伤，划伤(SH6 M3)heel /hi:l/ n. 脚后跟，踵部(SH6 M3) tear /te?/ v. 撕破，撕裂(SH6 M3) underwear /'? nd?we?/ n. 内衣(SH6 M3) (be) on good terms与某人关系很好(SH6 M3) withsalute /s?'lu:t/ n. 致敬，行礼(SH6 M3) spy /spai/ n. 间谍，侦探(SH6 M3) perfect /'p?:fikt/ adj. 完美的(SH6 M3) acute / ?'kju:t/ adj. 剧烈的，急剧的(SH6 M3) privilege /'privilid ? / n. 权利，特权(SH6 M3) (be) nostalgic for 对⋯⋯很怀念(SH6 M3) rewind /,ri'wa ? nd/ v. 倒（磁带），倒回去(SH6 M3)predic /'prid ? k? / v. 预言，预测(SH6 M3)click /klik/ v. 喜欢（某人），有相同想法（观点等）(SH6 M3)在常友谊地久天长（苏格兰民歌，通Auld Lang Syne (SH6 M3)新年前夕的午夜，人们围成圈、手挽手地演唱）pilgrim /'pilgrim/ n. 朝圣者(SH6 M3) glowing /gl ?u? ?/ adj. 炽热的，发光的(SH6 M3) murmur /'m ?:m?/ v. 低声说，喃喃道(SH6 M3)flee /fli:/ v. 逃跑，逃走(SH6 M3) pace /peis/ v. 踱步走(SH6 M3) amid / ?'mid/ prep. 在⋯⋯中(SH6 M3) liar /'lai ?/ n. 撒谎者(SH6 M3) reiterate /ri'it ?,reit/ v. 反复地说，重述(SH6 M3)bud /b? d/ n. （花、枝、叶等的）苞，蓓蕾(SH6 M3) tread /tred/ v. 踩，踏(SH6 M3)all at once 突然，忽然(SH6 M3) auld /? :ld/ adj. 老的，旧的（苏格兰语）= old (SH6 M3)bring ... to mind 使⋯⋯想起(SH6 M3) in return 反过来，作为交换(SH6 M3)reunite /,riju:'na ? t/ 重聚(SH6 M3) couple /'k ? pl/ n. 夫妇(SH6 M3)partner /'pɑ:tn?/ n. 合伙人，共同出资人(SH6 M3) mention /'men? ?n/ v. 提到，涉及(SH6 M3) belong to 属于(SH6 M3) bottom /'b? t ?m/ n. 底部，底端(SH6 M3) from the bottom ofone’s heart真心诚意地，发自内心地(SH6 M3) relative /'rel ?tiv/ n. 亲戚，亲属(SH6 M4) give concerts 举办音乐会(SH6 M4)conservatory /k ?n's?:v ?t ?ri/ n. 音乐学院(SH6 M4)soloist /'s?? l?? ? st/ n. 独奏者；独唱者(SH6 M4) repertoire /'rep?,twɑ:/ n. 演奏曲目，演出节目(SH6 M4) interpret /in't ?:prit/ v. 诠释，解释；翻译(SH6 M4) (be) true of / for 与⋯⋯情况相同(SH6 M4) folk song 民歌(SH6 M4) characteristic /,k?r ?kt ?'ristik/ n. 特征，特性，特质(SH6 M4)poetry /'p?uitri/ n. 诗歌(SH6 M4) poetic /p ?u'etik/ adj. 有诗意的；诗的(SH6 M4) give life to 赋予⋯⋯生命（生命力，活力）(SH6 M4)(be) the same with 与⋯⋯情况相同(SH6 M4) combine /k ?m'bain/ v. 结合，联合(SH6 M4) depress /di'pres/ v. 使沮丧，使意志消沉，使心灰意冷(SH6 M4)share feelings and ideas with 与⋯⋯分享感受与想法(SH6 M4)make contact with 与⋯⋯进行来往(SH6 M4)master musician 音乐大师(SH6 M4) compose music 创作乐曲(SH6 M4) ambition /?m'bi ? ?n/regarding /r? 'gɑ:d? ?/ n. 志气，抱负，雄心(SH6 M4) melody /'mel ?di/ n. 旋律(SH6 M4) rhyme /raim/ n. 押韵，韵(SH6 M4) passerby /pa:s?'ba? / n. 过路人，行(SH6 M4) pedestrian /pe'destr? ?n/ n. 行人，步行者(SH6 M4) semi-circle n. 半圆(SH6 M4)interval /'int ?vl/ n. 间隔，空隙(SH6 M4)plug /pl ? g/ v. 插上（插头）(SH6 M4)socket /'s? kit/ n. 插座(SH6 M4) regulate /'regju,leit/ v. 规定，管理，整顿(SH6 M4) organ /'? :g?n/ n. 风琴，手摇风琴(SH6 M4) echo /'ek?u/ v. 回响(SH6 M4) side road n. 小路，支路(SH6 M4) quartet /kw ? :'tet/ n. 四重奏，四重奏乐队(SH6 M4) suite /swi:t/ n. 组曲(SH6 M4) session /'se? ?n/ n. 从事某项活动的集会（或一段时间）(SH6 M4) saucer /'s? :s?/ n. 茶碟，茶托(SH6 M4) voluntary /'v ? l ?nt?ri/ adj. 自愿的(SH6 M4) shrink /? ri?k/ v. 变小，减少(SH6 M4) vacant /'veik ?nt/ adj. 空的，空缺的(SH6 M4) lid /lid/ n. 盖，盖子(SH6 M4) barrel organ 手摇风琴(SH6 M4) handle /'h?ndl/ n. 柄，把手(SH6 M4) tap /t?p/ v. 轻拍，轻敲，轻叩(SH6 M4) mop /m? p/ v. 擦，揩（脸、汗等）(SH6 M4) spotted /'sp? t? d/ adj. 有污迹的，有斑点的(SH6 M4) all of a sudden 突然间(SH6 M4) popcorn /'p? p,k? :n/ n. 爆米花(SH6 M4) dance to the music 伴着音乐跳舞(SH6 M4)rockabilly /'rɑk?,b? li/ n.乡村摇滚乐（一种由乡村音乐与摇滚音乐结合而成的旋律狂热的轻音乐）(SH6 M4)tunnel /'t ? nl/ n. 隧道，地道(SH6 M4) relay /ri'lei/ v. 转播，接转(SH6 M4) liveliness /'laivlin ?s/ n. 活泼，快乐，生动(SH6 M4)relief /ri'li:f/ n.（痛苦、忧虑等的）解除，减轻，调剂(SH6 M4)relax /ri'l?ks/ v. 使放松，使轻松(SH6 M4) collection /k ?'lek? ?n/ n. 收藏；收藏品(SH6 M4) charm /t? ɑ:m/ v. 吸引，使陶醉(SH6 M4) arena / ?'ri:n ?/ n. 舞台(SH6 M4) scene /si:n/ n. 活动领域(SH6 M4) billboard /'b? l,b? :d/ n. 告示牌，广告牌(SH6 M4) draw upon 利用，凭借，依赖(SH6 M4) signify /'signifai/ v. 表示，表明(SH6 M4) symbolic /s? mb'? l? k/ adj. 象征的，作为象征的(SH6 M4)numerology /,nju:m ?'r? l ?d? i/ n.数字命理学（以出生年月日及其他数字测定之学）(SH6 M4)mythology /mi' ?θl ?d? i/ n. 神话(SH6 M4) hairpin /'he?,p? n/ n. 发卡，发夹(SH6 M4)chamber /'t ? eimb?/ adj. 室内（音乐）的(SH6 M4) honour /'? n?/ v. 尊敬，敬重(SH6 M4) heritage /'heritid ? / n.遗产(SH6 M4)present /pri'zent/ v. 赠送，颁发（礼物、奖品等）(SH6 M4)in addition to 除此之外(SH6 M4) statuette /?st?tju'et/ 小雕（塑）像(SH6 M4) gramophone /'gr?m ?f ?? n/ n. 留声机(SH6 M4) critic /'kr ? t? k/ n. （文艺）批评家(SH6 M4) therefore /'ee?f ? :/ adv. 因此，所以(SH6 M4) clone /kl ??n/ v. 克隆(SH6 M5) terrify /'ter ?fa? / v. 使惊恐，使受惊吓(SH6 M5) wrinkled /'r ? ?kld/ adj. （皮肤等）布满皱纹的,具有皱褶的(SH6 M5) wing /w? ?/ n. 翅膀(SH6 M5) chase /t? e? z/ v. 追逐，追赶，追踪(SH6 M5) disgust /d? s'g? st/ v. 使觉得恶心；使厌烦(SH6 M5) emotion /? 'm?? ? n/ n. 感情；情绪(SH6 M5)fianc eé/fi' ɑ:ns?i/ n. 未婚妻(SH6 M5) murder /'m ? :d?/ v.谋杀(SH6 M5)refuse /r? 'fju:z/ v. 拒绝(SH6 M5)burn out （火）燃尽，烧完自灭(SH6 M5) breathe /bri:e / v. 呼吸(SH6 M5) vein /ve? n/ n. 血管；静脉(SH6 M5) contrast /k ?n'trɑ:st/ v. 对照(SH6 M5)contrast with 与⋯⋯形成对照(SH6 M5)rush /r? ? / v. 冲，猛冲(SH6 M5) throw oneself on ... 扑倒在⋯⋯上(SH6 M5) fear /f? ?/ n. 害怕，恐惧(SH6 M5) make a sound 发出声音(SH6 M5) again and again 一再，屡次(SH6 M5) nightmare /'na? t m e?/ n. 噩梦(SH6 M5) gene /d? ? :n/ n. 基因(SH6 M5) identical /a? 'dent? kl/ adj. 完全相同的，同一的(SH6 M5) beneficial /?ben? 'f? ? l/ adj. 有益的，有用的(SH6 M5) by mistake 错误地(SH6 M5)cure /kj ? ?/ v. 治愈(SH6 M5) treat ... as 把⋯⋯当成⋯⋯对待(SH6 M5)imaginary /? 'm?d ? ?neri/ adj. 假想的，虚构的(SH6 M5) head /hed/ n. 头目，领导(SH6 M5) incredible /? n'kred?bl/ adj. 难以置信的(SH6 M5) nonsense /'nɑnsens/ n. 胡说八道，胡扯(SH6 M5)acid /'?s ? d/ adj. 酸（性）的(SH6 M5)bacteria /b?k't ? ?r? ?/ n. 细菌(SH6 M5) embryo /'embr? ,?? / n. 胚胎(SH6 M5) enzyme /'enza? m/ n.酶(SH6 M5)tissue /'t ? ? u:/ n. （生理）组织(SH6 M5) organism /'? :g?,ni ?zm/ n. 有机体(SH6 M5) stem cell 干细胞(SH6 M5)upbringing /'? p,bri?i?/ n. 抚育，养育(SH6 M5) genetic /d? ?'net? k/ adj. 基因的，遗传基因的；遗传学的(SH6 M5) make-up n. 构成，构造(SH6 M5) genetics /d? ?'netiks/ n. 遗传学(SH6 M5)transparent /tr?ns'p?r ?nt/ adj. 透明的(SH6 M5) twisting /t'w ? st? ?/ adj. 扭曲的，弯曲的(SH6 M5) fundamental /?f? nd?'mentl/ adj. 基本的，不可或缺的，重要的(SH6 M5) component /k ?m'p?? n?nt/ n. 成分(SH6 M5) pea /p? :/ n. 豌豆(SH6 M5) procedure /pr ?'s? :d? ?/ n. 程序(SH6 M5) unzip /'? n'zip/ v. 解开(SH6 M5) a sequence of 一系列的(SH6 M5) insert /? n's? :t/ v. 植入，插入(SH6 M5) (be) identical to 和⋯⋯一样，与⋯⋯一致(SH6 M5) controversial /?k? ntr?'v ? :? l/ adj. 有争议的(SH6 M5) valid /'v?l ? d/ adj. 有确实根据的，有效的(SH6 M5) optional /'? p? ?nl/ adj. 可选择的(SH6 M5) reproduce /?r? :pr?'dju:s/ v. 复制，使再现(SH6 M5)exceptional /ik'sep? ?nl/ adj. 特别的，非凡的，卓越的(SH6 M5) contradictory /?k? ntr?'d ? kt ?ri/ adj. 互相矛盾的，相反的，对立的(SH6 M5) vice /va? s/ n. 缺点，弱点(SH6 M5) virtue /'v ? :t? u:/ n. 道德上的优点，善行(SH6 M5)flexible /'fleks ?bl/ adj. 易适应的(SH6 M5) compulsory /k ?m'p? ls?r ? / adj. 强制的，强迫的(SH6 M5) regulaton /,regj? 'le? ? n/ n. 法规，条例i(SH6 M5) handy /'h?nd ? / adj. 方便的，便利的(SH6 M5) resist /r? 'z? st/ v. 抵抗(SH6 M5) sow /s?? / v. 播种(SH6 M5) rot /r? t/ n. （细菌引起的）腐败病，腐蚀病(SH6 M5) pest /pest/ n. 害虫(SH6 M5) rely on 依靠，依赖(SH6 M5)biodiversity /?ba? ?? da? 'v ?:s?ti/ n. 生物多样性(SH6 M5)breed /bri:d/ n. （动植物的）品种(SH6 M5) analyse /?'n ?,laiz/ v. 分析(SH6 M5) suspect /'s? spekt/ n. 嫌疑人(SH6 M5)saliva /s?'la? v?/ n. 唾液，口水(SH6 M5) spit /sp? t/ v. 吐出（唾液）(SH6 M5) fingernail /'fi?g?,neil/ n. 手指甲(SH6 M5) code /k ?? d/ n. 法规，规则(SH6 M5)as follows 如下(SH6 M5) sci-fi /'sai'fai/ adj. 科幻的(SH6 M5) eccentric /? k'sentr? k/ adj. （人、行为等）古怪的，反常的(SH6 M5) accompany /?'k? mp?n? / v. 陪伴，陪同(SH6 M5) knock out 摧毁(SH6 M5)get out of control 摆脱控制(SH6 M5)as far as we know 据我们所知(SH6 M5)absorb / ?b's? :b/ v. 吸收(SH6 M5) sample /'sɑ:mpl/ n. 样本(SH6 M5)intact /? n't?kt/ adj. 完好无损的，完整的(SH6 M5) break down 分解(SH6 M5) arise / ?'ra? z/ v. （问题、困难等）发生，出现(SH6 M5)vice versa 反过来也一样，反之亦然(SH6 M5)bring ... back to life 使⋯⋯复活(SH6 M5)violence /'va? ?l ?ns/ n. 暴力(SH6 M5) vengeful /'vend? fl/ adj. 复仇的，报复心切的(SH6 M6) invade /? n've? d/ v. 入侵，侵略(SH6 M6) abandon / ?'b?nd ?n/ v. 放弃，抛弃(SH6 M6) declare war on 向⋯⋯宣战(SH6 M6)operation /,? p?'re? ? ?n/ n. 行动(SH6 M6)make abreakthrough取得重大突破（进展）(SH6 M6) drown /dra? n/ v. 淹死，使溺死(SH6 M6) survivor /s?'va? v?/ n. 幸存者(SH6 M6) last /lɑ:st/ v. 持续(SH6 M6)occupy /'? kj? pa? / v. 占领(SH6 M6)beach /bi:t ? / n. 海滩(SH6 M6)troop /tru:p/ n. 部队；士兵(SH6 M6)commander /k ?'mɑ:nd?/ n. 指挥官(SH6 M6)eventually /i'vent ? u?l ? / adv. 最后，最终(SH6 M6)heroism /'her?? ,iz?m/ n. 英雄主义，英雄气概(SH6 M6)artillery /ɑ:'t? l?r? / n. 大炮(SH6 M6) shell /? el/ n. 炮弹(SH6 M6)pick up 停下来让某人搭车（船等）；救起(SH6 M6) deep /di:p/ adj. 深的(SH6 M6) wound /wu:nd/ v. 使受伤(SH6 M6)shocked /? ? kt/ adj. （感到）震惊的，惊骇的(SH6 M6) private /'pra? v ?t/ n. 兵，士兵(SH6 M6) memorial /m ?'m? :r? ?l/ n. 纪念碑；纪念馆(SH6 M6) overlook /? ?uv?'luk/ v. 俯视，往下看(SH6 M6) grave /gre? v/ n. 墓，墓穴(SH6 M6) weary /'w ? ?r? / v. 使人疲倦；使人厌烦(SH6 M6) condemn /k ?n'dem/ v. 责难；谴责(SH6 M6) war memorial 战争纪念碑(SH6 M6) nationality /,n? ? ?'n?l ?t? / n. 国籍(SH6 M6) rescue /'reskju:/ v. 营救，拯救(SH6 M6) backpack /'b?kp?k/ n. 背包(SH6 M6) afterwards /'ɑ:ft?w?dz/ adv. 后来(SH6 M6) drop /dr? p/ v. 扔下，投下(SH6 M6) bomb /b? m/ n. 炸弹(SH6 M6) campaign /k?m'pe ? n/ n. 作战行动，军事行动(SH6 M6) station /'ste? ? n/ n. 根据地，驻扎地，基地(SH6 M6) chain /t? e? n/ n. 链条，铁链(SH6 M6) view /vju:/ n. 观点(SH6 M6) sequence /'s? :kw ?ns/ n. （电影中的）连续镜头(SH6 M6) image /'? m? d? / n. 影像(SH6 M6) chaos /'ke? ? s/ n. 混乱，无秩序(SH6 M6) senseless /'sensl?s/ adj. 无意义的，欠思考的(SH6 M6) courage /'k ? r? d? / n. 勇气，胆量(SH6 M6) sacrifice /'s?kr ? fa? s/ n. 牺牲(SH6 M6) memorable /'mem?r?bl/ adj. 难忘的，特别的，值得回忆的(SH6 M6) to one ’s令某人惊讶的是(SH6 M6) astonishmentcompany /'k ? m p?n? / n. （陆军的）连，连队(SH6 M6) baggage /'b?g ? d? / n. （军队的）行装，行李(SH6 M6) bedding /'bed? ?/ n. 被褥，寝具(SH6 M6) comb /k ?? m/ n. 梳子(SH6 M6) confidential /?k? nf? 'den? l/ adj. 机密的，秘密的(SH6 M6) mess /mes/ n. 混乱的局面(SH6 M6) perfume /'p? :fju:m/ n. 香水(SH6 M6) razor /'re? z?/ n. 剃须刀(SH6 M6) scissors /'s? z?z/ n. 剪刀(SH6 M6) barbershop /'bɑ:b?,? ? p/ n. 理发店(SH6 M6) stroke /str ?? k/ v. 抚摸(SH6 M6) chin /t? ? n/ n. 下巴，下颌(SH6 M6) moustache /m ?'stɑ:? / n. 小胡子，髭(SH6 M6) wax /w?ks/ n. 蜡(SH6 M6)sharpener /'? ɑ:p?n?/ n. 磨器，磨具(SH6 M6) unload /? n'l?ud/ v. 卸下(SH6 M6) jar /d? ɑ:/ n. 罐子，广口瓶(SH6 M6) carrot /'k?r ?t/ n. 胡萝卜(SH6 M6) cheers /t? ? ?z/ int. （用于祝酒）祝你健康！(SH6 M6) liberation /?l? b?'re? ? n/ n. 解放(SH6 M6) constitution /?k? nst? 'tju: ? n/ n. 宪法(SH6 M6) vinegar /'v ? n? g?/ n. 醋(SH6 M6) worthwhile /'w ?: θ'w i l/a adj. 值得做的，有价值的，有用的(SH6 M6) statesman /'ste? tsm?n/ n. 政治家(SH6 M6) toil /t? ? l/ n. 辛劳，辛苦(SH6 M6) retreat /r? 'tr? :t/ v. 撤退，后退(SH6 M6) encourage /? n'k? r? d? / v. 鼓舞，鼓励(SH6 M6) surrender /s?'rend?/ v. 投降(SH6 M6) strategy /'str?t ?d? ? / n. 策略，战略(SH6 M6) quote /kw ?? t/ v. 引用，引述(SH6 M6) helmet /'helm? t/ n. 头盔(SH6 M6) peacekeeper /'pi:ski:p ?/ n. 维和人员(SH6 M6) arm /ɑ:m/ v. 装备，武装(SH6 M6) disagreement /?d? s?'gr ? :m?nt/ n. 争论，矛盾，意见不合(SH6 M6) personnel /?p? :s?'nel/ n. 全体人员(SH6 M6) civilian /s? 'v? li ?n/ n. 平民；文职人员(SH6 M6) despite /d? 'spa? t/ prep. 不管，不顾(SH6 M6)。
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SCHOOL PSYCHOLOGIST
This sample school psychologist resume lists candidate's private practice in employment section. Besides, the educational background
strengthens resume.
Carl Furman
123, Ellis Street
Boston, MA, 01234
(123) 456 789
Objective: School Psychologist
Interested in an interview for immediate hire as a school psychologist
RESUME of EXPERIENCE:
Bedford School District, Big City, USA 2002-2007 Lead school psychologist
Immense ability of counseling to children as well as to adults and parents..
Observe and assess classroom behavior and performance to develop behavioral strategies to assist with controlling
problem pupils in the classroom.
Design/implement individualized plans for students which include short- and long- term goals.
Conduct educational and psychological testing; interpret results and Serve as Consultant to teachers, principals,
administrators and other personnel.
Remarkable knowledge of community support resources and family service agencies.
Provide expert testimony and support for children and parents.
Prepare, compile and present materials such as evaluations, test results and the testimony of other parties.
Develop and conduct lectures/seminars for teacher in-service training.
Chair meetings for the staff and other school department personnel.
Determine educational requirements for special needs children and ensure the implementation of individualized
treatment/educational plans; assess needs and progress on an ongoing basis.
Participate in team assistance for chronically or terminally ill children.
Strong ability to participate as part of a team.
High Desert High School District, High Desert, USA 1998-2002 School psychologist - grades 4-6
Participate with student response team (SRT) in establishing and planning respective roles in modifying a student=s
behavior; develop individualized student behavior management programs; make recommendations; provide feedback
to SRT members and parents.
Serve as a consultant to the Board of Education, district and school administrators, teachers, and other staff regarding
psychological matters and services within the district.
Provide short-term crisis intervention for students referred for psychological and psycho-educational assessments.
EDUCATION
Masters Degree in Child Psychology
University of New York (2000)
Bachelor's Degree in Psychology
University of New York (1997)