大學英語四級強化 已結(jié)課學習通超星期末考試答案章節(jié)答案2024年

大學英語四級強化已結(jié)課學習通超星期末考試章節(jié)答案2024年Whatdotheauthorsofthestudyrecommendtobridgethegendergapinearlychildhoodeducation?

答案:B.Takingmeasurestoattractprospectivemaleteacherstoworkinthefield.Whatisneededformentocommittoearlychildhoodeducation?

答案:A.Higherpay.Whatdowelearnaboutmaleteachersfromtheirresponsesinthestudy?A)B)

C)D)

答案:D.Manyofthemfeelprejudicedagainstsociallyandculturally.WhatdoesMindiReich-Shapiroemphasizeinhercommentonchildhoodeducation?

答案:A.Theimportanceofbroadeningchildren'shorizons.WhatdowelearnfromthefirstparagraphaboutearlychildhoodeducationintheU.S.?

答案:C.Itisnegativelyimpactedbyalackofmaleteachers.WhatisDr.RichardPile'sconcernaboutclassifyingobesityasadisease?

答案:D.Itmaydolittlegoodtopatients.WhatdoesDr.RichardPilethinkofthedictionarydefinitionofdisease?

答案:B.Itistooinclusiveandthuslacksclarity.Whyaresomepeopleopposedtolabellingobesityasadisease?

答案:A.Obesepeoplewouldnotfeelresponsibletotakeanyaction.Whatisthepopularviewofobesity?

答案:D.Itresultsfromalackofself-control.WhatdoesProfessorJohnWildingargueaboutobesity?

答案:C.Itshouldberegardedasageneticdisease.ItiscommonlybelievedthatthegreatEnglishdramatistandpoetWilliamShakespeare

wasborninStratford-on-AvononApril23,1564.Butitisimpossibletoknowthe___26_____day

onwhichhewasborn.

Churchrecordsshowhewasbaptized(施洗禮）onApril26,andthreedays

wasacustomaryamountoftimetowaitbeforebaptizinganewlybornbaby.Shakespeare's

dateofdeathis____27______known,however:itwasApril23,1616.Hewas52andhadretired

toStratfordthreeyearsbefore.

Althoughfewplayshavebeenperformedoranalyzedasextensivelyasthe

38playsShakespearewrote,therearefewsurvivingdetailsabouthislife.This____28______of

biographicalinformationisdueprimarilytohissocial__29_____;hewasnotanoble,butthe

sonofaleathertrader.

Shakespeare_____30______attendedthegrammarschoolinStratford,wherehewouldhavestudiedLatinandread____31______literature.Hedidnotgotouniversityandatage18married

AnneHathaway,whowaseightyearshis_____32______.Theyhadfourchildren,includingthe

twins,HamnetandJudith.Nothingisknownoftheperiodbetweenthebirthofthetwins

andShakespeare's___33_____asadramatistinLondonintheearly1590s.

Inamillionwordswrittenover20years,he____34_____thefullrangeofhumanemotions

andconflictswitha___35______thatremainssharptoday.Ashisgreatcontemporarythepoet

anddramatistBenJonsonsaid,"Hewasnotofanage,butforalltime.A)captured

B)classical

C)conclusively

D)emergence

E)exact

F)generated

G)particular

H)position

I)precision

J)probably

K)quality

L)scarcity

M)senior

N)separated

O)systematically

答案:E;C;L;H;L;B;M;K;A;(10)DQuestions

15arebasedontheconversationyouhavejustheard.

答案:B.Hecanbetrusted.Questions14arebasedontheconversationyouhavejustheard.

答案:C.Seekadvicefromhisfriend.Questions13

arebasedontheconversationyouhavejustheard.

答案:A.Theyarereliable.Questions12arebasedontheconversationyouhavejustheard.

答案:D.Forconvenienceatweekends.Questions11arebasedontheconversationyouhavejustheard.

答案:D.Bringhiscomputerandspeakers.Questions10arebasedontheconversationyouhavejustheard.

答案:A.Itofferssomebigdiscounts.Questions9arebasedontheconversationyouhavejustheard.

答案:B.Itenablesgueststowalkaroundandchatfreely.Questions8

arebasedontheconversationyouhavejustheard.

答案:C.PreparationsforSaturday'sget-together.Questions5to7arebasedonthenewsreportyonhavejustheard.

答案:C.Theywillcarelessabouttheirownbackground.Questions3and4arebasedonthenewsreportyonhavejustheard.

答案:C.Itisbringingthecasetothelocaldistrictcourt.Questions1and2arebasedonthenewsreportyonhavejustheard.

答案:B.HiredJoetopaintallthewallsofitsbuildings.Directions:Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit.Each

statementcontainsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichthe

informationisderived.Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwitha

letter.AnswerthequestionsbymarkingthecorrespondingletteronAnswerSheet2.Thestartofhighschooldoesn'thavetobestressful

A)Thismonth,morethan4millionstudentsacrossthenationwillbeginhighschool.Manywilldowell.Butmanywillnot.Considerthatnearlytwo-thirdsofstudentswillexperiencethe"ninth-gradeshock,"whichreferstoadramaticdropinastudent'sacademicperformance.Somestudentscopewiththisshockbyavoidingchallenges.Forinstance,theymaydropdifficultcoursework.Othersmayexperienceahopelessnessthatresultsinfailingtheircoreclasses,suchasEnglish,scienceandmath.B)Thisshouldmatteragreatdealtoparents,teachersandpolicymakers.IBtimatelyitshouldmattertothestudentsthemselvesandsocietyatlarge,becausestudents'experienceoftransitioning(過渡)totheninthgradecanhavelong-termconsequencesnotonlyforthestudentsthemselvesbutfortheirhomecommunities.Wemaketheseobservationsasresearchpsychologistswhohavestudiedhowschoolsandfamiliescanhelpyoungpeoplethrive.C)Inthenewglobaleconomy,studentswhofailtofinishtheninthgradewithpassinggrades.incollegepreparatorycourseworkareveryunlikelytograduateontimeandgoontogetjobs.Onestudyhascalculatedthatthelifetimebenefittothelocaleconomyforasingleadditionalstudentwhocompleteshighschoolishalfamilliondollarsormore.Thisisbasedonhigherearningsandavoidedcostsinhealthcare,crime,welfaredependenceandotherthings.D)Theconsequencesofdoingpoorlyintheninthgradecanimpactmorethanstudents'abilitytofindagoodjob.Itcanalsoimpacttheextenttowhichtheyenjoylife.Studentslosemanyofthefriendstheyturnedtoforsupportwhentheymovefromtheeighthtotheninthgrade.Onestudyofninth-gradestudentsfoundthat50percentoffriendshipsamongninthgraderschangedfromonemonthtothenext,signalingstrikinginstabilityinfriendships.E)Inaddition,studiesfindthefirstyearofhighschooltypicallyshowsoneofthegreatestincreasesindepressionofanyyearoverthelifespan.Researchersthinkthatoneexplanationisthattiestofriendsarebrokenwhileacademicdemandsarerising.Furthermore,mostadultcasesofclinicaldepressionfirstemergeinadolescence(青春期).TheWorldHealthOrganizationreportsthatdepressionhasthegreatestburdenofdiseaseworldwide,intermsofthetotalcostoftreatmentandthelossofproductivity.F)Givenallthat'sridingonhavingasuccessfulninthgradeexperience,itpaystoexplorewhatcanbedonetomeettheacademic,socialandemotionalchallengesofthetransitiontohighschool.Sofar,ourstudieshaveyieldedonemaininsight:Students'beliefsaboutchange-theirbeliefsaboutwhetherpeoplearestuckonewayforever,orwhetherpeoplecanchangetheirpersonalitiesandabilities-arerelatedtotheirabilitytocope,succeedacademicallyandmaintaingoodmentalhealth.Pastresearch

hascalledthesebeliefs"mindsets(思維模式),"witha"fixedmindset"referringtothebeliefthat

peoplecannotchangeanda"growthmindset"referringtothebeliefthatpeoplecanchange.

G)Inonerecentstudy,weexamined360adolescents'beliefsaboutthenatureof"smartness"-thatis,theirfixedmindsetsaboutintelligence.Wethenassessedbiologicalstressresponsesforstudentswhosegradesweredroppingbyexaminingtheirstresshormones(荷爾蒙).Studentswhobelievedthatintelligenceisfixed-thatyouarestuckbeing"notsmart"ifyoustruggleinschool-showedhigherlevelsofstresshormoneswhentheirgradesweredecliningatthebeginningoftheninthgrade.Ifstudentsbelievedthatintelligencecouldimprove-thatistosay,whentheyheldmoreofagrowthmindsetofintelligence-theyshowedlowerlevelsofstresshormoneswhentheirgradesweredeclining.Thiswasanexcitingresultbecauseitshowedthatthebody'sstressresponsesarenotdeterminedsolelybyone'sgrades.Instead,declininggradesonlypredictedworsestresshormonesamongstudentswhobelievedthatworseninggradeswereapermanentandhopelessstateofaffairs.

H)Wealsoinvestigatedthesocialsideofthehighschooltransition.Inthisstudy,insteadofteachingstudentsthattheirsmartnesscanchange,wetaughtthemthattheirsocialstanding-thatis,whethertheyarebulliedorexcludedorleftout-canchangeovertime.Wethenlookedathighschoolstudents'stressresponsestodailysocialdifficulties.Thatis,wetaughtthemagrowthmindsetabouttheirsociallives.Inthisstudy,studentscameintothelaboratoryandwereaskedtogiveapublicspeechinfrontofupper-yearstudents.Thetopicofthespeechwaswhatmakesonepopularinhighschool.Followingthis,studentshadtocompleteadifficultmentalmathtaskinfrontofthesameupper-yearstudents.

I)Experimentresultsshowedthatstudentswhowerenottaughtthatpeoplecanchangeshowedpoorstressresponses.Whenthesestudentsgavethespeech,theirbloodvesselscontractedandtheirheartspumpedlessbloodthroughthebodybothresponsesthatthebodyshowswhenitispreparingfordamageordefeatafteraphysicalthreat.Thentheygaveworsespeechesandmademoremistakesinmath.Butwhenstudentsweretaughtthatpeoplecanchange,theyhadbetterresponsestostress,inpartbecausetheyfeltliketheyhadtheresourcestodealwiththedemandingsituation.Studentswhogotthegrowthmindsetintervention(干預)showedless-contractedbloodvesselsandtheirheartspumpedmoreblood-bothofwhichcontributedtomoreoxygengettingtothebrain,and,ultimately,betterperformanceonthespeechandmentalmathtasks.

J)Thesefindingsleadtoseveralpossibilitiesthatweareinvestigatingfurther.First,weareworkingtoreplicate(復制)thesefindingsinmorediverseschoolcommunities.Wewanttoknowinwhichtypesofschoolsandforwhichkindsofstudentsthesegrowthmindsetideashelpyoungpeopleadapttothechallengesofhighschool.Wealsohopetolearnhowteachers,parentsorschoolcounselorscanhelpstudentskeeptheirongoingacademicorsocialdifficultiesinperspective.Wewonderwhatwouldhappenifschoolshelpedtomakebeliefsaboutthepotentialforchangeandimprovementalargerfeatureoftheoverallschoolculture,especiallyforstudentsstartingtheninthgrade.

答案:A、Thismonth,morethan4millionstudentsacrossthenationwillbeginhighschool.Manywilldowell.Butmanywillnot.Considerthatnearlytwo-thirdsofstudentswillexperiencethe"ninth-gradeshock,"whichreferstoadramaticdropinastudent'sacademicperformance.Somestudentscopewiththisshockbyavoidingchallenges.Forinstance,theymaydropdifficultcoursework.Othersmayexperienceahopelessnessthatresultsinfailingtheircoreclasses,suchasEnglish,scienceandmath.;C、Inthenewglobaleconomy,studentswhofailtofinishtheninthgradewithpassinggrades.incollegepreparatorycourseworkareveryunlikelytograduateontimeandgoontogetjobs.Onestudyhascalculatedthatthelifetimebenefittothelocaleconomyforasingleadditionalstudentwhocompleteshighschoolishalfamilliondollarsormore.Thisisbasedonhigherearningsandavoidedcostsinhealthcare,crime,welfaredependenceandotherthings.;D、Theconsequencesofdoingpoorlyintheninthgradecanimpactmorethanstudents'abilitytofindagoodjob.Itcanalsoimpacttheextenttowhichtheyenjoylife.Studentslosemanyofthefriendstheyturnedtoforsupportwhentheymovefromtheeighthtotheninthgrade.Onestudyofninth-gradestudentsfoundthat50percentoffriendshipsamongninthgraderschangedfromonemonthtothenext,signalingstrikinginstabilityinfriendships.;E、Inaddition,studiesfindthefirstyearofhighschooltypicallyshowsoneofthegreatestincreasesindepressionofanyyearoverthelifespan.Researchersthinkthatoneexplanationisthattiestofriendsarebrokenwhileacademicdemandsarerising.Furthermore,mostadultcasesofclinicaldepressionfirstemergeinadolescence(青春期).TheWorldHealthOrganizationreportsthatdepressionhasthegreatestburdenofdiseaseworldwide,intermsofthetotalcostoftreatmentandthelossofproductivity.;F、Givenallthat'sridingonhavingasuccessfulninthgradeexperience,itpaystoexplorewhatcanbedonetomeettheacademic,socialandemotionalchallengesofthetransitiontohighschool.Sofar,ourstudieshaveyieldedonemaininsight:Students'beliefsaboutchange-theirbeliefsaboutwhetherpeoplearestuckonewayforever,orwhetherpeoplecanchangetheirpersonalitiesandabilities-arerelatedtotheirabilitytocope,succeedacademicallyandmaintaingoodmentalhealth.Pastresearch

hascalledthesebeliefs"mindsets(思維模式),"witha"fixedmindset"referringtothebeliefthat

peoplecannotchangeanda"growthmindset"referringtothebeliefthatpeoplecanchange.

;G、Inonerecentstudy,weexamined360adolescents'beliefsaboutthenatureof"smartness"-thatis,theirfixedmindsetsaboutintelligence.Wethenassessedbiologicalstressresponsesforstudentswhosegradesweredroppingbyexaminingtheirstresshormones(荷爾蒙).Studentswhobelievedthatintelligenceisfixed-thatyouarestuckbeing"notsmart"ifyoustruggleinschool-showedhigherlevelsofstresshormoneswhentheirgradesweredecliningatthebeginningoftheninthgrade.Ifstudentsbelievedthatintelligencecouldimprove-thatistosay,whentheyheldmoreofagrowthmindsetofintelligence-theyshowedlowerlevelsofstresshormoneswhentheirgradesweredeclining.Thiswasanexcitingresultbecauseitshowedthatthebody'sstressresponsesarenotdeterminedsolelybyone'sgrades.Instead,declininggradesonlypredictedworsestresshormonesamongstudentswhobelievedthatworseninggradeswereapermanentandhopelessstateofaffairs.;H、Wealsoinvestigatedthesocialsideofthehighschooltransition.Inthisstudy,insteadofteachingstudentsthattheirsmartnesscanchange,wetaughtthemthattheirsocialstanding-thatis,whethertheyarebulliedorexcludedorleftout-canchangeovertime.Wethenlookedathighschoolstudents'stressresponsestodailysocialdifficulties.Thatis,wetaughtthemagrowthmindsetabouttheirsociallives.Inthisstudy,studentscameintothelaboratoryandwereaskedtogiveapublicspeechinfrontofupper-yearstudents.Thetopicofthespeechwaswhatmakesonepopularinhighschool.Followingthis,studentshadtocompleteadifficultmentalmathtaskinfrontofthesameupper-yearstudents.;I、Experimentresultsshowedthatstudentswhowerenottaughtthatpeoplecanchangeshowedpoorstressresponses.Whenthesestudentsgavethespeech,theirbloodvesselscontractedandtheirheartspumpedlessbloodthroughthebodybothresponsesthatthebodyshowswhenitispreparingfordamageordefeatafteraphysicalthreat.Thentheygaveworsespeechesandmademoremistakesinmath.Butwhenstudentsweretaughtthatpeoplecanchange,theyhadbetterresponsestostress,inpartbecausetheyfeltliketheyhadtheresourcestodealwiththedemandingsituation.Studentswhogotthegrowthmindsetintervention(干預)showedless-contractedbloodvesselsandtheirheartspumpedmoreblood-bothofwhichcontributedtomoreoxygengettingtothebrain,and,ultimately,betterperformanceonthespeechandmentalmathtasks.;J、Thesefindingsleadtoseveralpossibilitiesthatweareinvestigatingfurther.First,weareworkingtoreplicate(復制)thesefindingsinmorediverseschoolcommunities.Wewanttoknowinwhichtypesofschoolsandforwhichkindsofstudentsthesegrowthmindsetideashelpyoungpeopleadapttothechallengesofhighschool.Wealsohopetolearnhowteachers,parentsorschoolcounselorscanhelpstudentskeeptheirongoingacademicorsocialdifficultiesinperspective.Wewonderwhatwouldhappenifschoolshelpedtomakebeliefsaboutthepotentialforchangeandimprovementalargerfeatureofthe