熱點(diǎn)話題03青少年心理健康與校園支持體系

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一、主題解析

“青少年心理健康與校園支持體系這一主題在英語課程標(biāo)準(zhǔn)中是關(guān)于“人與自我”核心范疇卜.“健康

生活”的關(guān)鍵子話題。其核心內(nèi)涵涵蓋青少年心理狀態(tài)的認(rèn)知與調(diào)節(jié)、校園支持資源的功能與獲取，以及

個(gè)體、學(xué)校、社會(huì)在心理健康維護(hù)中的協(xié)同作用。

從高考要求來看，該主題聚焦兩類能力考查：一是對(duì)心理問題（如焦慮、抑郁）、支持機(jī)制（如咨詢

服務(wù)、同伴互助）等核心概念的語義理解；二是對(duì)“問題分析一措施闡述一意義總結(jié)等邏輯結(jié)構(gòu)的

文本解讀。選材常涉及校園調(diào)查報(bào)告、政策說明、訪談實(shí)錄等文體，既呼應(yīng)青少年成長現(xiàn)實(shí)，也契合高考

“貼近生活、考查應(yīng)用”的命題原則。

二、句子積累

1.閱讀必備詞塊

(1)核心心理概念counselingservice咨詢服務(wù)

mentalhealth心理健康supportsystem支持系統(tǒng)

psychologicalwell-being心理幸福感peermentor同伴導(dǎo)師

emotionalliteracy情緒素養(yǎng)schoolpsychologist學(xué)校心理醫(yī)生

resilience心理韌性mentalhealthworkshop心理健康工作坊

self-esteem自尊crisisintervention危機(jī)干預(yù)

self-efficacy自我效能感anonymoushotline匿名熱線

anxiety焦慮grouptherapy團(tuán)體治療

depression抑郁guidanceoffice指導(dǎo)辦公室

emotionaldistress情緒困擾wellnessprogram健康計(jì)劃

emotionalregulation情緒調(diào)節(jié)home-schoolcollaboration家校合作

mentaldisorder精神障礙feedbackmechanism反饋機(jī)制

positivemindset積極心態(tài)(3)應(yīng)對(duì)與調(diào)節(jié)

(2)校園支持場景copewithstress應(yīng)對(duì)壓力

buildupresilience增強(qiáng)韌性cyberbullying網(wǎng)絡(luò)欺凌

seeksupport尋求支持familyissues家庭問題

practicemindfulness練習(xí)正念sleepdeprivation睡眠不足

relaxationtechniques放松技巧socialcomparison社交比較

timemanagement時(shí)間管理lowself-worth自我價(jià)值感低卜

conflictresolution沖突解決emotionalturmoil情緒動(dòng)蕩

positiveaffirmation積極暗示academicperformance學(xué)業(yè)表現(xiàn)

engageinhobbies從事愛好socialisolation社交孤立

balancestudyandlife平衡學(xué)業(yè)與生活triggerfactors誘發(fā)因素

consolidateconfidence鞏固信心long-termimpact長期影響

overcomedifficulties克服困難psychologicalcounseling心理咨詢

（4）問題與影響stressmanagement壓力管理

peerpressure同輩壓力mentalwellness心理健康狀態(tài)

academicpressure學(xué)業(yè)壓力supportiveenvironment支持性環(huán)境

2.常見句式

（1）現(xiàn)象描述

Mentalhealthisascrucialasphysicalhealthforadolescents'all-rounddevelopment.（心理健康與身體健康對(duì)青

少年的全面發(fā)展同樣至關(guān)重要。）

Manyteenagersarestrugglingwithanxietytriggeredbyexamsandpeerpressure.（許多青少年正受考試和同輩

壓力引發(fā)的焦慮困擾。）

Agrowingnumberofschoolshavelaunchedmentalhealthprogramstoaddressstudents'emotionalneeds.（越來

越多學(xué)校開展心理健康項(xiàng)目以滿足學(xué)生的情感需求。）

Socialmediauseoftenleadslunegativesclf-cumparisuiiamongIccnagcrs.（社交媒體使用常導(dǎo)致青少年產(chǎn)生消

極的自我比較。）

Sleepdeprivationcansignificantlyaffectteenagers'moodandacademicperformance.（睡眠不足會(huì)嚴(yán)重影響青

少年的情緒和學(xué)業(yè)成績。）

It'scommonforadolescentstoexperienceemotionalturmoilduringpuberty.（青少年在青春期經(jīng)歷情緒動(dòng)蕩是

常見現(xiàn)象。）

（2）原因分析

Academicpressureandfamilyexpectationsaremajorcontributorstoteenagers'mentalstress.（學(xué)業(yè)壓力和家庭

期望是青少年心理壓力的主要成因。）

Lackofeffectivecommunicationpreventsteenagersfromseekinghelpwhenindistress.（缺乏有效溝通使青少年

在困境中無法尋求幫助。）

Thsabsenceofasupportivepeernetworkincreasestheriskofsocialisolation.（缺乏支持性同伴網(wǎng)絡(luò)會(huì)增加社

交孤立的風(fēng)險(xiǎn)。）

Factorssuchascyberbullyingandexcessivescreentimeharmpsychologicalwell-being.（網(wǎng)絡(luò)欺凌和過度使用

電子設(shè)備等因素?fù)p害心理健康。）

Poortimemanagementoftenleadstoimbalancebetweenstudyandrelaxation.（時(shí)間管理不當(dāng)常導(dǎo)致學(xué)業(yè)與放

松失衡。）

Lowself-esteemmakesteenagersmorevulnerabletonegativecomments.（低自尊便青少年更容易受負(fù)面評(píng)價(jià)

影響。）

（3）支持措施

Thsschoolhasestablishedacounselingcenterwherestudentscangetprofessionalguidance.（學(xué)校設(shè)立了咨詢中

心，學(xué)生可在此獲得專業(yè)指導(dǎo)。）

Peersupportgroupshelpteenagerssharefeelingsandlearncopingstrategies.（同伴支持小組幫助青少年分享感

受并學(xué)習(xí)應(yīng)對(duì)策略

Teachersaretrainedtoidentifyearlysignsofmentalhealthproblemsinstudents.（教師接受培訓(xùn)以識(shí)別學(xué)生心

理健康問題的早期跡象。）

Mindfulnessexercisesareincorporatedintodailyclassestopromoteemotionalregulation.（正念練習(xí)被納入H常

課程以促進(jìn)情緒調(diào)節(jié)。）

Theschoolorganizesregularworkshopsonstressmanagementandresiliencebuilding.（學(xué)校定期舉辦壓力管理

與韌性培養(yǎng)工作坊。）

A24-hourhotlineisprovidedforstudentsinurgentpsychologicalneed.（為有緊急心理需求的學(xué)生提供24小

時(shí)熱線。）

Home-schoolcollaborationhelpscreateaconsistentsupportiveenvironmentforteenagers.（家校合作有助于為青

少年創(chuàng)造連貫的支持性環(huán)境。）

Schoolshaverevisedschedulestoreduceacademicloadandensureresttime.（學(xué)校調(diào)整課程表以減輕學(xué)業(yè)負(fù)擔(dān)

并保障休息時(shí)間。）

（4）建議倡導(dǎo)

Teenagersshoulddevelophobbiestorelaxandreducementalstress.（青少年應(yīng)培養(yǎng)愛好以放松身心、減輕心理

壓力。）

It'sessentialtobuildself-esteemthroughsmallachievementsandpositivefeedback.（通過小成就和積極反饋建

立自尊至關(guān)重要。）

Weshouldencourageopenconversationsaboutmentalhealthtoreducestigma.（應(yīng)鼓勵(lì)公開討論心理健康以減

少污名化。）

Parentsandteachersneedtorecognizethesignsofemotionaldistressandoffersupport.（家長和教師需識(shí)別情緒

困擾的跡象并提供支持。）

Learningeffectivecopingstrategieshelpsteenagersdealwithpressurehealthily.（學(xué)習(xí)有效的應(yīng)對(duì)策略幫助青少

年健康地應(yīng)對(duì)壓力。）

Schoolsoughttointegratementalhealtheducationintotheregularcurriculum.（學(xué)校應(yīng)將心理健康教育納入常

規(guī)課程。）

Itisadvisableforteenagerstoseekhelpwhentheyfeeloverwhelmed.（青少年感到壓力過大時(shí)尋求幫助是明智

的,）

Everyonehasaroletoplayincreatingasupportivecampusformenialwell-being.（在創(chuàng)建支持性心理健康校園

中，每個(gè)人都能發(fā)揮作用。）

（5）結(jié)論意義

Astrongsupportsystemenhancesteenagers'resilienceandmentalwell-being.（強(qiáng)大的支持系統(tǒng)能增強(qiáng)青少年的

韌性和心理健康。）

Addressingmentalhealthissuesearlycanpreventlong-termnegativeimpacts.（盡早解決心理健康問題可預(yù)防

長期負(fù)面影響。）

Balancingstudyandself-careiskeytomaintaininggoodmentalhealth.（平衡學(xué)業(yè)與自我關(guān)懷是維持良好心理

健康的關(guān)鍵。）

Jointeffortsfromschools,familiesandsocietyarcvitalforteenagers'psychologicalhealth.（學(xué)校、家庭和社會(huì)

的共同努力對(duì)青少年心理健康至關(guān)重要。）

Anewstudycarriedoutamongadolescents（青少年）inahighschooltheaterprogramshowedhowtouse

positiveemotions（t青緒）todrivetlieirwork,Studentsalsousedstrategiestomanagetheirownandothers,bad

emotions.Theresearchwascarriedoutthroughinterviewswiththestudentsduringathrec-monththeaterprogram.

Thisstudyshowedhowschoolsandprogramscansupportthedevelopmentof“emotionalintelligcncc^^in

adolescents.

ResearchersattheUniversityofIllinoisUrbana-Champaignstartedopen-endedinterviewslogetan

in-depthunderstandingofonesetting—ahighschool（heaterprogram.TenteenagerswereinterviewedeveryIwo

weeksoverathree-monthperiodwhilethetheatergroupprepiuedamusical.Twoadultswhoguidedthe

productionwerealsointerviewedeverytwoweeks.What'smore,theresearchersobservedtherehearsals（觀察排

練）weekly.

Duringtherehearsals,teenagersreportedemotionalexperiences,includingsadness,anger,anxiety,and

excitement.Theprogramprovidedaculturethathelpedthemlearntodealwellwiththeeventsandfeelings

connectedtothesedifferenlemotions,theresearchersfound.Theadultsledbyexample,helpingtheteensdevelop

strategiestomanagestrongemotions.

Thetheatersettingsupportedthisprocess（過程）byputting（heyouthinsituationsinwhichemotionswere

likelytohappenbecausetheexpectationofhardworkcreatedstress.Also,strongemotionswereacceptedand

discussedopenlywithacultureofcaringaboutothers.

“Thedevelopmentof'emotionalintelligence'simportanttoadultworkandfamilylife,butmanyyoung

peoplearriveinadulthoodwithincompleteemotionalskills,“accordingtoReedW.Larson,thestudy'slead

author.**Ourresearchfindingssuggesthow,undertherightconditions,adolescentsleamtheseskills.Although

furtherresearchisneeded,youthprograms,suchasthetheaterprogram,alongwithschoolsthatprovidethese

conditionsmayleadtobetteremotionallea^ling.^^

1.Wliaidid（lienewstudyfind?

A.Theaterprogramsarepopularamonghighschoolers.

B.Doingtheaterhelpsteenagerswithemotionalgrowth.

C.Emotionalskillsarcimportanttostudentsuccess.

D.Highschoolteachingisaperformingart.

2.Howdid（heresearchersgeeinformationfor（hestudy?

A.Byholdinginterviews.B.Bypreparingamusical.

C.Byteachingatthelocalschool.D.Byreviewingstudents,performances.

3.Whatcanwesayabouttheadultsinthetheaterprogram?

A.Theyexperienced（hesameemotionsas（heteens.

B.Theywerecloseobserversoftheprogram.

C.Theyprovidedmodelsforthestudents.

D.Theywereincontrolofthenewstudy.

4.WhatisRccdW.Larson'sattitudetowardsthetheaterprogram?

A.Doubtful.B.Curious.C.Worried.D.Supportive.

【答案】1.B2.A3.C4.D

【解析】本文是一篇說明文。文章圍繞一項(xiàng)針對(duì)高中戲劇項(xiàng)目青少年的新研究展開，闡述了該研究在青少

年情感發(fā)展方面的發(fā)現(xiàn)、研究方法，以及研究人員的觀點(diǎn)。

1.細(xì)節(jié)理解撅o根據(jù)第一段“Anewstudycarriedoutamongadolescents（青少年）inahighschooltheater

programshowedhowtousepositiveemotions什青緒）todrivetheirwork,Studentsalsousedstrategiestomanage

theirownandothers'bademotions.Theresearchwascarriedoutthroughinterviewswiththestudentsduringa

three-monththeaterprogram.（一項(xiàng)在參加高中戲劇項(xiàng)目的青少年中進(jìn)行的新研究顯示了青少年如何學(xué)習(xí)如

何利川積極情緒來推動(dòng)他們的工作。學(xué)生們還使用策略來管理自己和他人的不良情緒。這項(xiàng)研究是在一個(gè)

為期三個(gè)月的戲劇項(xiàng)目中通過對(duì)學(xué)生的采訪進(jìn)行的。）”可知，這表明做戲劇有助于青少年的情感成長。故

選B項(xiàng)3

2.細(xì)節(jié)理解題。根據(jù)第二段“ResearchersattheUniversityofIllinoisUrbana-Champaignstartedopen-ended

interviewstogetanin-depthunderstandingofonesetting-ahighschooltheaterprogram.Tenteenagerswere

interviewedeverytwoweeksoverathree-monthperiodwhilethetheatergrouppreparedamusical.Twoadults

whoguidedtheproductionwerealsointerviewedeverytwoweeks.（伊利諾伊大學(xué)厄巴納-香檳分校的研究人

員開始了開放式訪談，以深入了解一個(gè)場景——一個(gè)高中戲劇項(xiàng)目。10名青少年在三個(gè)月的時(shí)間里每兩周

接受次采訪，同時(shí)劇團(tuán)準(zhǔn)備了部音樂劇。指導(dǎo)制作的兩名成年人也每兩周接受次采訪。廠可知，研

究人員通過進(jìn)行訪談來獲取研究信息。故選A項(xiàng)。

3.細(xì)節(jié)理解題。根據(jù)第三段“Theadultsledbyexample,helpingtheteensdevelopstrategiestomanagestrong

emotions.（成年人以身作則，幫助青少年制定管理強(qiáng)烈情緒的策略。）“可知，戲劇項(xiàng)目中的成年人為學(xué)生提

供了榜樣。故選C項(xiàng)。

4.推理判斷題。根據(jù)尾段中的“Ourresearchfindingssuggesthow,undertherightconditions,adolescentslearn

theseskills.Althoughfurtherresearchisneeded,youthprograms,suchasthetheaterprogram,alongwithschools

thatprovidetheseconditionsmayleadtobetteremotionallea門ling.（我們的研究結(jié)果揭示了在適宜的條件下，青

少年如何學(xué)習(xí)這些（情感）技能C盡管還需要進(jìn)一步研究，但像戲劇項(xiàng)目這樣的青少年項(xiàng)目，以及能提供

這絲條件的學(xué)校，或許能讓青少年獲得更好的情感學(xué)習(xí)效果。廠可知，ReedW.Larson認(rèn)為戲劇項(xiàng)目有助

于青少年學(xué)習(xí)情感技能，對(duì)該項(xiàng)目持支持態(tài)度。故選D項(xiàng)。

2

Doyougetnervousthinkingaboutgeometry,equations（方程式）oracomingmathtest?Ifyouransweris

“yes”,youarefarfromalone.Mathanxietyhasbecomeacommonpsychologicalconditionamongstudents

aroundtheworld.Studentsincountrieswithhigherlevelsofmathanxietytendtoachievelowermathgrades,

accordingtoastudypublishedintheProceedingsoftheNationalAcademyofSciencesonFeb.15.

Mathanxiety—anegativeemotionalreactiontothecoresubject—causesfear,physicalsufferingand

behaviorproblemsamongyoungpupils,accordingtoaUniversityofCambridgestudy.Inordinarylife,many

peopleexperiencesomedegreeofdiscomfortwhenmeetingwithamathproblem,rangingfrommildtensionto

strongfear.

Somepeoplealsoexperiencephysicalsymptomssuchassweatypalmsoraracingheart.Theymaythentry

toavoideverysituationinvolvingnumbers,meaningtheyareheldbackfrompursuingcareersrelatedtothis

subject,suchasscience,technologyorengineering,accordingtoTheGuardian.

Comfortconiesfromthefactthatthosewithmathanxietyaren'tdestined（注定的）tobebadatmath."Ifa

childhasmathanxiety,don,tassumethatthey'renotgoodatmath.Theymayhavehadareallybadexperience

withmathandtherearcwaystoimprovemathachievement,DanielAnsari,theseniorauthorofthestudy,told

TheLondonFreePress.uStudcntswithmathanxietyarcnotcognitively（認(rèn)知地）disadvantaged.”

Also,therearewaystomanageyourstressrelatedtomath.Ifyou'refeelingstressedbeforeamathexam,it

mayhelptospendafewminutesexploringthosefeelingsbeforetheexambegins.uIt'saboutmakingsureyou're

interpretingyourfeelingscorrectly,SianBeilock,acognitivescientistintheUStoldtheBBC."Juslbecause

youhaveafasthcaitbcalandsweatypalms,thatdoesnolnecessarilymeanyouwillfail.''

Alittlemathanxietycouldbetakenasapositivechallengetoovercome.Justlikemanypeoplegetstage

frightbeforedeliveringaspeech,thisnervousenergycanhelptomotivate,accordingtoIanLyons,apsychologist

atGeorgetownUniversityintheUS.

I.Whydoestheauthorbeginthepassagewithaquestion?

A.Toexpectanswersfromthereaders.B.Tointroducethetopic“mathanxiety”.

C.lbidentityproblemswithmathlearning.D.lbemphasizethediificultyoiamathtest.

2.WhatdoestheauthorfocusoninParagraphs2and3?

A.Analyzingcauses.B.Provingexamples.

C.Explaininginfluences.D.Drawingcomparisons.

3.WhatmessagedoDanielAnsari'swordsconveyinParagraph4?

A.Mathanxietyiswhatleadstostudents'failure.

B.Mathanxietyiswhatnearlyeveryonewillface.

C.Mathanxietydoesn'tnecessarilymeanpoormath.

D.Mathanxietydoesn'tnecessarilyallowimprovementspace.

4.Howshouldyoudealwiththestressrelatedtomathaccordingtothearticle?

A.Learntounderstandyourfeelings.B.Turn（ocognitiveexpertsforhelp.

C.Takeallnervousenergyasachallenge.D.Practicemorebeforetakingmathexams.

【答案】1.B2.C3.C4.A

【蟀析】本文是一篇說明文。文章主要描述了全球?qū)W生普遍存在的數(shù)學(xué)焦慮現(xiàn)象及其影響，并給出應(yīng)對(duì)建

議，

I.推理判斷題。根據(jù)第一段問題之后“Ifyouransweris“yes”,youarefarfromalone.Mathanxietyhasbecome

acommonpsychologicalconditionamongstudentsaround（heworld.（如果你的回答是“是"，那么;爾絕非個(gè)例。

數(shù)學(xué)焦慮已成為全球?qū)W生中普遍存在的一種心理狀況。戶及下文對(duì)數(shù)學(xué)焦慮現(xiàn)象的特征和產(chǎn)生的影響的具

體描述可推知，作者用一個(gè)問題開頭是為了引出文章的主題“數(shù)學(xué)焦慮工故選

2.主旨大意題。根據(jù)第二段中“Mathanxiety—anegativeemotionalreactiontothecoresubject—causesfear,

physicalsufferingandbehaviorproblemsamongyoungpupils,accordingtoaUniversityofCambridgestudy.（僉ij

橋大學(xué)的一項(xiàng)研究指出，數(shù)學(xué)焦慮（即對(duì)核心學(xué)科產(chǎn)生的負(fù)面情緒反應(yīng)）會(huì)導(dǎo)致青少年學(xué)生產(chǎn)生恐懼、身

體不適以及行為問題。）”和第三段“Somepeoplealsoexperiencephysicalsymptomssuchassweatypalmsora

racingheart.Theymaythentrytoavoideverysituationinvolvingnumbers,meaningtheyareheldbackfrom

pursuingcareersrelatedtothissubject,suchasscience,icchnolugyorengineering,accordingtoTheGuardian.

（還有一些人會(huì)出現(xiàn)一些身體上的癥狀，比如手掌出汗或者心跳加速。據(jù)《衛(wèi)報(bào)》報(bào)道，他們可能會(huì)盡量避

開任何涉及數(shù)字的情況，這意味著他們無法從事與這一學(xué)科相關(guān)的職業(yè)，比如科學(xué)、技術(shù)或工程領(lǐng)域的工

作，）”可知，第二、三段主要說明了數(shù)學(xué)焦慮所產(chǎn)生的負(fù)面影響。故選C。

3.細(xì)節(jié)理解題。根據(jù)第四段中31fachildhasmathanxiety,don'tassumethatthey'renotgoodatmath.They

mayhavehadareallybadexperiencewithmathandtherearewaystoimprovemathachievement,MDanielAnsari,

theseniorauthorofthestudy,toldIheLondonFreePress."Studentswithmathanxietyarenotcognitively（認(rèn)知

地）disadvantaged."（該研究的高級(jí)作者丹尼爾?安薩里在接受《倫敦自由報(bào)》采訪時(shí)表示：“如果孩子有數(shù)學(xué)

焦志，不要認(rèn)為他們數(shù)學(xué)不好。他們可能只是有過非常糟糕的數(shù)學(xué)體驗(yàn)，而且有辦法提高數(shù)學(xué)成績。有數(shù)

學(xué)焦慮的學(xué)生在認(rèn)知能力上并不處于劣勢。可知，Daniel的話表明數(shù)學(xué)焦慮并不一定意味著數(shù)學(xué)能力差。

故選C。

4.細(xì)節(jié)理解題。根據(jù)第五段“Ifyou'refeelingstressedbeforeamathexam,itmayhelptospendafewminutes

exploringthosefeelingsbeforetheexambegins."It'saboutmakingsureyou'reinterpretingyourfeelings

correctly/'SianBeilock,acognitivescientistintheUStoldtheBBC.i4Justbecauseyouhaveafastheartbeatand

sweatypalms,thatdoesnotnecessarilymeanyouwillfail."（如果你在數(shù)學(xué)考試前感至I」緊張，在考試開始前花

幾分鐘時(shí)間梳理一下這些情緒或許會(huì)有所幫助。美國認(rèn)知科學(xué)家西恩?貝洛克在接受英國廣播公司采訪時(shí)表

示：“關(guān)鍵在于確保你正確解讀了自己的情緒。僅僅因?yàn)樾奶铀?、手心出汗，并?定意味著你就會(huì)考

砸‘可知，學(xué)會(huì)理解自己的情緒有助于你應(yīng)對(duì)數(shù)學(xué)焦慮。故選A。

3

Waitingaroundforotherstoshowyoulovemightbethewrongapproachifyou'reinneedofapick-me-up.

NewresearchledbyscientistsatPennSlaterevealsthatifyouwanttofeelmorelovedinyourdailylife,start

expressinglovetoothersfirst.Strangely,theresearchfoundout,feelingloveddoesn'tautomaticallymakeus

morelikelytoexpresslovetoothers.

Forfourweeks,researcherstracked52adultsastheywentabouttheirdailylives,askingthemsixtimesper

daytoreporthowlovedtheyfeltandhowmuchlovetheyhadexpressedsincetheirlastcheck-in.Theteam

uncoveredwhattheycallthe“dynamics（動(dòng)態(tài)）oflove,,;essentially,howgivingandreceivingloveinfluenceeach

otherovertime.

Whenparticipantsreportedexpressingmorelove,theyconsistentlyfeltmorelovedthemselvesin（hehours

thatfollowed.Butwhenpeoplefeltparticularlyloved,theydidn'tbecomemorelikelytoexpresslovetoothers

aftenvard.Infact,thedatashowedatinydecreaseinexpressedlovefollowingmomentsoffeelingloved.

Thestudyalsoicvcalcdlliatfeelingsofbeinglovedaiclumatkablypcisislcnt（1寺久的）.Whilecxpicssiuns

ofappreciationandgratitudetendtobeshortbehavioralmoments,thewarmglowoffeelinglovedcanlastfor

hoursandparticipantswhoexperiencedthisreportedhigherlevelsofhappinessintheirlives.

Theresearcherssuggestthatloveineverydaylifeisaskillthatcanbedeveloped.Justlikelearningtoplay

aninstrument,theabilitytogiveandreceivelovemightimprovewithpracticeandawareness.Thenextlime

you'refeelingdisconnectedorunloved,considerthis:thepathtofeelingmorelovedmightbeginwithexpressing

merelovetoothers.

1.Howwastheresearchcarriedout?

A.Bystudyingpeople'sfamilylife.B.Bygivingoutquestionnaires.

C.Byinvitingadultstoalab.D.Byinterviewingparticipants.

2.Whathappenedwhenpeoplefeltlovedaccordingtothestudy?

A.Theyfeltmorevalued.B.Theyofferedmorelove.

C.Theysoughtmorecare.D.Theyexpressedlesslove.

3.Howdidthelastingfeelingofbeinglovedbenefitpeople?

A.Itchangespeople'sbehavior.B.Itbringsoutgratitude.

C.Itmakespeoplefeelhappy.D.Ithelpspeoplelivelonger.

4.Whatdoes（heaulhortrytosaybymentioning“playinganinstrument^^inthelastparagraph?

A.Theabilitytogivelovecanbepracticed.B.Learningtoplayaninstrumentishard.

C.Expressingyourselfiskeytosuccess.D.Givinglovedependsonreceivinglove.

【答案】1.D2.D3.C4.A

【解析】這是一篇說明文。主要介紹了一項(xiàng)由賓夕法尼亞州立大學(xué)科學(xué)家主導(dǎo)的關(guān)于愛的動(dòng)態(tài)的研究，探

討了表達(dá)愛與感受被愛之間的相互影響等情況。

I.細(xì)節(jié)理解題。根據(jù)第二段“Forfourweeks,researcherstracked52adultsastheywentabouttheirdailylives,

askingthemsixtimesperdaytoreporthowlovedtheyfeltandhowmuchlovetheyhadexpressedsincetheirlast

check-in.（在四周的時(shí)間里，研究人員追蹤了52名成仔人的口常生活，要求他們每天六次報(bào)告他們感受到

的愛，以及自上次登記以來他們表達(dá)了多少愛）“可知，研究人員是通過讓參與者報(bào)告感受的方式，即采訪

參與者來開展研究的.故選D項(xiàng)。

2.細(xì)節(jié)理解題。根據(jù)第三段"Butwhenpeoplefeltparticularlyloved,theydidn'tbecomemorelikelytoexpress

lovetoothersafterward.Infact,thedatashowedatinydecreaseinexpressedlovefollowingmomentsoffeeling

kned.（但當(dāng)人們感到特別被愛時(shí)，他們并沒有變得更有可能向別人表達(dá)愛。事實(shí)上，數(shù)據(jù)顯示，在感受到

被愛的時(shí)刻之后，表達(dá)的愛會(huì)略有減少）''可知，當(dāng)人們感受到被愛時(shí)，他們表達(dá)的愛更少了。故選D項(xiàng)。

3.細(xì)節(jié)理解題。根據(jù)第四段“thewarmglowoffeelinglovedcanlastforhoursandparticipantswhoexperienced

thisreportedhigherlevelsofhappinessintheirlives（但感覺被愛的溫暖光芒可以持續(xù)數(shù)小時(shí)，經(jīng)歷過這種感

覺的參與者報(bào)告說，他們的生活中幸福程度更高）“可知，被愛的持久感覺能讓人們感到幸福。故選C項(xiàng)。

4.推理判斷題。根據(jù)最后一段“Justlikelearningtoplayaninstrument,theabilitytogiveandreceivelovemight

improvewithpracticeandawareness.（就像學(xué)習(xí)演奏樂器一樣，給予和接受愛的能力可能會(huì)隨著練習(xí)和意識(shí)

的提高而提高廣可知，作者提到''演奏樂器''是想說給予愛的能力是可以通過練習(xí)獲得的。故選A項(xiàng)。

4

“Anxiety."Theverywordinvitesdiscomfort.Itseffects—shortnessofbreath,poundingheart,muscle

tension—areoutrightupsetting.But,asaclinician,Ifindtliatwetendtomissoutonmanyvaluable

opportunitiespresentedbythishumanemotion.Inandofitself,anxietyisnotdeadly,norisitadisease.Quitethe

contrary:itisanindicatorofbrainandsensoryhealth.Oncewcacceptthatitisanormal,thoughuncomfortable,

partoflife,wecanuseittohelpus.

Weallknowworkingoutatthegymishard.Bynature,a"goodworkout“isuncomfortable,sinceit

involvespushingourphysicalstrengthpastwhatwecaneasilydo.Thesweetspotofexerciseisalwaysa

somewhatchallengingexperience.Similarly,ifyouwanttobeemotionallystronger,youneedtofacesome

tension.Forexample,oneeffectivetreatmentforfearisexposuretherapy,whichinvolvesgraduallyencountering

thingsthatmakeoneanxious,reducingfearovertime.

Humansarcsocialcreatures.Whenmypatientslearntoopenuptotheirpartnersabouttheiranxieties,they

almostalwaysreportagreatersenseofemotionalcloseness.Also,asinternationalrelationshipexpertSueJohnson

teaches,whenweexpressourneedforconnectionduringchallengingmoments(e.g.,'Tmhavingahardtime

rightnowandcouldreallyuseyoursupport"),itcreatesgreaterconnectionandturnsouranxietyintolove.

Fromtimetotime,wefindourselvesattheendofourrope.Ourresponsibilitiespileup,ourresources

breakdown,andwefeeluncomforableandanxious—whatwe'reexperiencingiscalledstress.Simplyput,the

demandsplaceduponusoutweighouravailableresources,justlikeasetofscalesgoingoutofbalance.Focusing

onworkandpretendingeverythingisOKonlyleadstodisastrousresults.Medicaltreatmentforstressmay

functionforawhile,butit(endstomakethingsworseinthelongrun.Theonlysolutiontodealwithstressisto

do(hemathematicstobalancethescales.

I.Whatdoestheauthorsayaboutanxiety?

A.Itisaninvitationtodiseases.B.Itindicatesstablementalhealth.

C.1(isanaluialcinuliuiialcxpiessiun.D.Iluuslsusmanyvaluablevlianucs.

2.Whyis"goodworkout^^mentionedinParagraph2?

A.Toprovehowexerciseinfluencesemotions.

B.Toexplainhowanxietybuildsemotionalstrength.

C.Toshowapositiveconnectionbetweenmindandbody.

D.Tosuggestaneffectiveway(ochallengephysicallimits.

3.AccordingtoParagraph3,howcanweimproverelationships?

A.Bysharinganxieties.B.Byexpressingneeds.C.Byhelpingeachother.D.By

keepingintouch.

4.Whatcanwelearnfromthelastparagraph?

A.Devotingmoreenergytoworkwillpayoff.

B.Takingmedicinecandothetrickpermanently.

C.Increasingresourcesavailablecanhandlepressure.

D.Masteringadvancedmathematicalskillsisnecessary.

【答案】1.C2.B3.A4.C

【解析】本文是一篇說明文。文章主要討論了焦慮的本質(zhì)及其積極作用，指出焦慮并非疾病，而是大腦和

感官健康的標(biāo)志，并提出通過接受焦慮、利用其力量以及改善人際關(guān)系來應(yīng)對(duì)生活中的壓力和挑戰(zhàn)。

1.細(xì)節(jié)理解題。根據(jù)第一段中“Inandofitself,anxietyisnotdeadly,norisitadisease.Quitethecontrary:itisan

indicatorofbrainandsensoryhealth.Onceweacceptthatitisanormal,thoughuncomfortable,partoflife,wc

canuseittohelpus.（焦慮本身并不會(huì)致命，也不是一種疾病。恰恰相反：它是大腦和感官健康的標(biāo)志。一

旦我們接受它是生活中正常但不舒服的一部分，我們就可以利用它來都助我們）“可知，作者說焦慮是一種

正常的情感表達(dá)，是大腦和感官健康的標(biāo)志。故選C項(xiàng)。

2.推理判斷題。根據(jù)第二段中“Bynalure,a"goodworkoul”isuncomfortable,sinceitinvolvespushingour

physicalstrengthpastwhatwecaneasilydo.Thesweetspotofexerciseisalwaysasomewhatchallenging

experience.Similarly,ifyouwanttobeemotionallystronger,youneedtofacesometension.（從本質(zhì)上講，“良好

的鍛煉”是不舒服的，因?yàn)樗枰覀儼洋w力推到我們?nèi)菀鬃龅降某潭戎?。鍛煉的最佳狀態(tài)總是一種有

些挑戰(zhàn)性的體驗(yàn)。同樣，如果你想在情感上更堅(jiān)強(qiáng)，你需要面對(duì)一些緊張情緒）“可知，作者用“良好的鍛煉”

來類比面對(duì)焦慮和緊張情緒的過程，說明焦慮可以像鍛煉一樣，幫助我們建立情感上的力量。故選B項(xiàng)。

3.細(xì)節(jié)理解題。根據(jù)第三段中“Whenmypatientslearntoopenuptotheirpartnersabouttheiranxieties,they

almostalwaysreportagreatersenseofemolionalcloseness4當(dāng)我的病人學(xué)會(huì)向他們的伴侶敞開心扉談?wù)撍麄?/p>

的焦慮時(shí)，他們幾乎總是會(huì)報(bào)告說，他們感受到了更強(qiáng)烈的情感親密感）”可知，通過分享焦慮，可以改善

人際關(guān)系，增強(qiáng)情感上的親密感,故選A項(xiàng)。

4.推理判斷題。根據(jù)最后一段中根implyput,thedemandsplaceduponusoutweighouravailableresources,just

likeasetofscalesgoingoutofbalance.FocusingonworkandpretendingeverythingisOKonlyleadsto

disastrousresults.Medicaltreatmentforstressmayfunctionforawhile,butittendstomakethingsworsein（he

lor.grun.Theonlysolutiontodealwithstressistodothematheinaiicstobalancethescales.（簡單地說，施加在我

們身上的需求超過了我們可用的資源，就像一組失去平衡的天皿。專注于工作，假裝一切都好，只會(huì)導(dǎo)致

災(zāi)難性的后果。用藥物治療壓力可能會(huì)暫時(shí)起作用，但從長遠(yuǎn)來看，它往往會(huì)使事情變得更糟。解決壓力

問題的唯一方法，就是精確核算，讓失衡的天平恢復(fù)平衡）”可知，當(dāng)我們感到壓力時(shí)，是因?yàn)樾枨蟪^了

資源，處理壓力的唯一方法是平衡需求和資源，即增加可用資源來處理壓力。故選C項(xiàng)。

5

Self-controlisaskillthatchildrenneedtosucceedinschool,sociallyandemotionally.Thedevelopmentof

self-controlbeginsatbirthandcontinuesthroughoutourlives.Asbabies,wehavelittleornocontroloverour

behaviorsandemotions,butaswegetolder,with（hehelpofparentsorcaregivers,welearnhowlotaketurns,

howtopayattentioninclass,sticktoachallengingtask,andrestrain（制止）fromhittinganotherchild.These

abilitiescontinuetodevelopinourchildhoodandthenyouthhood.Also,itisclearthatbeingimpulsive（易沖動(dòng)的）

canhavebadeffectsonchildren,causinginterpersonalproblems,poorphysicalhealth,andpsychiatricdisorders.

Therefore,bylearningself-control,childrencanmakerightdecisionsandrespondtosituationsinpositive

ways.Oneoftheeffectivestrategies,whenhelpingchildrendevelopself-controlabilities,istoselect

developmentallypropertasks.Trysettingupsimplegoalsfirst,wheresuccessisexpected,beforemovingontothe

nextgoal.Forpreschoolers,goalsmightincludenotinterruptingornotfightingontheplayground.Forearly

elementaryschoolstudents,rightgoalsmightbefollowingbedtimerules.

However,it'snotenoughtosetupsimplegoals,becauseforchildrenofthesameage.therearestillsome

differencesinthedevelopmentofself-controiabilities.Somegeneralstrategiesoftenhelpthemlearnright

self-controlbehavi