文化这一概念十分宽泛，此处我们所指的主要是一个国家或民族的历史、地理、传统习俗、文学艺术、行为规范、价值观念等。而这类文章在安徽卷上主要体现在对一个地方的历史和风俗习惯进行细致的描述。
1. race [ ] n . 种族，民族
2. racial [ ] adj. 种族的
3. folk [ ] adj. 民间的
4. historical [ ] adj. 与历史有关的
5. historic [ ] adj. 有历史意义的
6. geography [ ] n. 地理
7. custom [ ] n. 习惯；风俗
8. convention [ ] n. 风俗，传统；惯例
9. conventional [ ] adj. 传统的
10. traditional [ ] adj. 传统的
11. literature [ ] n. 文学
12. behave [ ] v. 表现
13. conduct [ ] n. 行为 [ ] v. 执行；从事
14. value [ ] n. 价值观
15. concept [ ] n. 概念
16. region [ ] n. 地区
17. religion [ ] n. 宗教
18. spiritual [ ] adj. 精神的
19. ceremony [ ] n. 仪式
20. description [ ] n. 描述
教育可分为狭义的教育和广义的教育，前者主要指学校教育，包含基础教育和高等教育。基础教育中通常会强调课程的多元化设置，高等教育则会涉及一些政策上的改革，着重讨论教育中的性别歧视、费用承担等问题。广义上来说，教育即一种有目的地影响人类身心发展的活动。这一类文章的主要目的是体现教育对社会产生的影响，例如，高考阅读经常涉及读书的重要性、批判性思维的重要性等等。而在安徽卷的阅读理解中则常会涉及一些父母教育孩子的文章。
基础教育
1. education [ ] n. 教育
2. schooling [ ] n. 学校教育
3. authority [ ] n. 权威
4. tuition [ ] n. 学费
5. instruction [ ] n. 指令
6. compulsory education 义务教育
7. examination-oriented adj. 以考试为导向的
8. short-sighted [ ] adj. 目光短浅的
9. subject [ ] n. 学科 [ ] v. 使服从，使遭遇
10. course [ ] n. 课程
11. curriculum [ ] n. 全部课程
12. mathematics [ ] n. 数学
13. algebra [ ] n. 代数学
14. arithmetic [ ] n. 算术
15. diverse [ ] adj. 多样的
16. diversity [ ] n. 多样性
17. assignment [ ] n. 分配
18. workload [ ] n . 工作量，作业量
19. grade [ ] n. 等级
20. mark [ ] n. 记号 v. 作标记
21. score [ ] v. 评分 n. 得分
22. quality-oriented adj. 以素质为导向的
23. performance [ ] n. 表现
24. perform [ ] v. 执行
25. comprehension [ ] n. 理解
26. comprehend [ ] v. 理解
27. grasp [ ] n./v. 理解
28. intelligence [ ] n. 智力
29. broaden [ ] v. 拓宽
30. horizon [ ] n. 眼界
31. enrich [ ] v. 使丰富
高等教育
1. higher education 高等教育
2. academy [ ] n. 学院
3. academic [ ] adj. 学院的，学术的 n. 学者
4. institute [ ] n. 协会
5. sexual discrimination 性别歧视
6. tuition fee 学费
7. finance [ ] n. 金融 v. 给…提供资金
8. capital [ ] n. 首都；资本 adj. 资本的
9. fund [ ] n. 基金 v. 资助
10. invest [ ] v. 投资
11. sponsor [ ] v. 赞助
12. reform [ ] n./v. 改革
13. revolution [ ] n. 改革
14. staff [ ] n. 员工
15. degree [ ] n. 学位
16. master [ ] n. 主人；硕士
17. bachelor [ ] n. 学士
18. certificate [ ] n. 执照；证（明）书
19. qualification [ ] n. 资格；资历
教育目的
1. cultivate [ ] v. 培养
2. foster [ ] v. 培养
3. explore [ ] v. 探索
4. exploration [ ] n. 探索
5. inspire [ ] v. 鼓舞；激发
6. inspiration [ ] n. 灵感
7. shape [ ] n. 形状 v. 塑造
8. competence [ ] n. 能力
9. competent [ ] adj. 有能力的
10. capability [ ] n. 能力
11. capable [ ] adj. 有能力的
12. critical thinking 批判性思维
13. reason [ ] n. 理由，原因 v. 推理
14. reasoning [ ] n. 推论
15. logic [ ] n. 逻辑
The year 2009 is the Year of Ox. The ox is a representative of the farming culture of China. In the farming economy（经济）, oxen are the major animals pulling plows（犁）.
Of course, the good of oxen is not limited to plowing. In fact, they are seen as“boats on land ”for their ability to carry loads. Besides, the whole body of an ox is full of treasures. Their meat and milk are food full of nutrition, and their skin can be used to make clothes and shoes. With all these qualities, oxen are regarded as generous creatures.
In the past, oxen played an important role in the spiritual life of the Chinese. Even today, oxen still play a special part in some folk activities. For example, some people who live in southwest China will cook cattle bone soup and share it among family members when holding the ceremony for children who reach 13. They believe that the cattle bone soup represents the blood relationship among family members. In order to express their love for oxen, people in some other areas will run to shake off diseases on the 16th day of the first month by the lunar calendar（农历）, and during their run they will take their oxen along, which indicates they regard the creature as human.
Because of the contribution of oxen in their lives, the Chinese people are very grateful to the animal. In addition, the use of oxen in ceremonies and the thanks people owe to oxen help to develop various traditional customs, which becomes an important part of the folk culture of the Chinese nation.
60. The words“boats on land”underlined in Paragraph 2 refer to ______.
A. animals for taking goods
B. creatures for pulling plows
C. treasures of the folk culture
D. tools in the farming economy
6l. From the third paragraph, we know that ______.
A. oxen are no more important today than in the past
B. ceremonies are held when people cook cattle bone soup
C. oxen are treated as human in some areas of China
D. people run with oxen to shake off diseases every month
62. Which of the following helps to develop traditional customs?
A. The special role of oxen in farming.
B. People's respect and love for oxen.
C. The practical value of an ox's body.
D. The contribution of oxen to the economy.
63. Why does the author write the text?
A. To stress the importance of oxen in farming.
B. To introduce the Chinese folk culture.
C. To describe how to celebrate the Year of Ox.
D. To explain how to develop agriculture with oxen.
1. Of course, the good of oxen is not _____（被限制）to _____（犁地）. In fact, they are seen as“boats on land”for their ability to carry _____（重担）. Besides, the whole body of an ox is full of _____（宝贝）. Their meat and milk are food full of _____（营养）, and their skin can be used to make clothes and shoes. With all these _____（品质）, oxen are _____（看作，视为）as generous _____（动物，生物）.
2. In the past, oxen played an important role in the spiritual life of the Chinese. Even today, oxen still play a special part in some folk activities. For example, some people who live in southwest China will cook cattle bone soup and share it among family members when holding the ceremony for children who reach 13. They believe that the cattle bone soup represents the blood relationship among family members. In order to express their love for oxen, people in some other areas will run to shake off diseases on the 16th day of the first month by the lunar calendar, and during their run they will take their oxen along, which indicates they regard the creature as human.
译： _________________________
1. representative [ ] n. 代表
represent [ ] v. 代表
2. load [ ] n. 负载，重荷 v. 承载
workload [ ] n. 工作量
burden [ ] n. 负担
3. treasure [ ] n. 宝物，宝贝
4. folk [ ] adj. 民间的
5. indicate [ ] v. 表明
indicator [ ] n. 指示物
6. owe to 由于，归功于
For example, some people (who live in southwest China) will cook cattle bone soup and share it among family members [when holding the ceremony for children (who reach 13)].
［分析］ who...China修饰people；when...13是时间状语从句；who reach 13修饰children。
［翻译］ 比如，一些生活在中国西南部的居民为孩子年满十三岁而举行仪式时，会煮牛骨汤和家庭成员一起分享。
In addition, the use of oxen in ceremonies and the thanks (people owe to oxen) help to develop various traditional customs, (which becomes an important part of the folk culture of the Chinese nation.)
［分析］ people owe to oxen修饰thanks；which...nation是定语从句，且which指代前面整句话。
［翻译］ 此外，牛在仪式中的使用以及人们对牛的感激带动了各种传统习俗的发展，这也成为中国民俗文化的一个重要组成部分。
2009年是牛年，牛是中国农耕文化的代表。在农业经济中，牛是拉犁的主要动物。
当然，牛的好处不仅仅局限于拉犁。事实上，它们因能运载货物而被视为“陆上之舟”。另外，牛的全身都是宝。牛肉和牛奶是营养丰富的食物，而牛皮可以用来做衣服和鞋子。由于这些品质，牛被视为慷慨的生物。
过去，牛在中国人的精神生活中扮演了重要的角色。即使在今天，牛在一些民俗活动中依旧发挥着特殊的作用。比如，一些生活在中国西南部的居民为孩子年满十三岁而举行仪式时，会煮牛骨汤和家庭成员一起分享。他们认为牛骨汤代表着家庭成员之间的血缘关系。为了表达对牛的热爱，还有一些地区的人们会在农历正月十六这天以奔跑的方式来摆脱疾病，而奔跑途中会带着他们的牛，这表明他们把这种生物当做人类。
由于牛为人们的生活做出了巨大贡献，中国人民对这种动物充满了感激。此外，牛在仪式中的使用以及人们对牛的感激带动了各种传统习俗的发展，这也成为中国民俗文化的一个重要组成部分。
62. 答案： B
解析： 根据题干中的develop traditional customs定位到原文最后一句话，分析句子结构可知，是“仪式中的使用”与“感激”帮助了传统习俗的发展，而B项与其意思相近，因此为正确答案。
63. 答案： B
解析： 易错选项：A、D。通过观察文章结构可知，第一段通过牛年引入话题，第二段从“not limited to plowing”之后到文章结束都在说牛在农业以外的作用。而A、D项讲的是farming与agriculture（农业），并非文章的主要内容，因此B为正确答案。
When students and parents are asked to rate subjects according to their importance, the arts are unavoidably at the bottom of the list. Music is nice, people seem to say, but not important. Too often it is viewed as mere entertainment, but certainly not an education priority（优先）. This view is shortsighted. In fact, music education is beneficial and important for all students.
Music tells us who we are. Because music is an expression of the beings who create it, it reflects their thinking and values, as well as the social environment it came from. Rock music represents a lifestyle just as surely as does a Schubert song. The jazz influence that George Gershwin and other musicians introduced into their music is obviously American because it came from American musical traditions. Music expresses our character and values. It gives us identity as a society.
Music provides a kind of perception（感知）that cannot be acquired any other way. Science can explain how the sun rises and sets. The arts explore the emotive（情感的）meaning of the same phenomenon. We need every possible way to discover and respond to our world for one simple but powerful reason: No one way can get it all.
The arts are forms of thought as powerful in what they communicate as mathematical and scientific symbols. They are ways we human beings“talk”to each other. They are the language of civilization through which we express our fears, our curiosities, our hungers, our discoveries, our hopes. The arts are ways we give form to our ideas and imagination so that they can be shared with others. When we do not give children access to an important way of expressing themselves such as music, we take away from them the meanings that music expresses.
Science and technology do not tell us what it means to be human. The arts do. Music is an important way we express human suffering, celebration, the meaning and value of peace and love.
So music education is far more necessary than people seem to realize.
68. According to Paragraph 1, students ______.
A. regard music as a way of entertainment
B. disagree with their parents on education
C. view music as an overlooked subject
D. prefer the arts to science
69. In Paragraph 2, the author uses jazz as an example to ______.
A. compare it with rock music
B. show music identifies a society
C. introduce American musical traditions
D. prove music influences people's lifestyles
70. According to the passage, the arts and science ______.
A. approach the world from different angles
B. explore different phenomena of the world
C. express people's feelings in different ways
D. explain what it means to be human differently
71. What is the main idea of the passage?
A. Music education deserves more attention.
B. Music should be of top education priority.
C. Music is an effective communication tool.
D. Music education makes students more imaginative.
1. Music tells us who we are. Because music is an _____（表达）of the beings who create it, it _____（反映）their thinking and values, as well as the social environment it came from. Rock music _____（代表）a lifestyle just as surely as does a Schubert song. The jazz _____（影响）that George Gershwin and other musicians introduced into their music is obviously American because it came from American musical _____（传统）. Music expresses our character and values. It gives us _____（身份）as a society.
2. The arts are forms of thought as powerful in what they communicate as mathematical and scientific symbols. They are ways we human beings“talk”to each other. They are the language of civilization through which we express our fears, our curiosities, our hungers, our discoveries, our hopes. The arts are ways we give form to our ideas and imagination so that they can be shared with others. When we do not give children access to an important way of expressing themselves such as music, we take away from them the meanings that music expresses.
译： _________________________
1. rate [ ] v. 评价 n. 比率，速率
2. mere [ ] adj. 仅仅的
3. entertainment [ ] n. 娱乐
*recreation [ ] n. 娱乐
4. *priority [ ] n. 优先
5. shortsighted [ ] adj. 缺乏远见的；近视的
sightseeing [ ] n. 观光
6. beneficial [ ] adj. 有益的
benefit from 从…中获益
benefit to 有利于…
7. value [ ] n. 价值观 （常用复数形式）；价值
8. represent [ ] v. 代表
on behalf of 代表
9. identity [ ] n. 身份
ID Card (Identification Card) 身份证
10. *perception [ ] n. 感知
11. acquire [ ] v. 获得
obtain [ ] v. 获得
*attain [ ] v. 获得
12. hunger [ ] n. 渴望 ；饥饿
13. form [ ] n. 形式；表格 v. 形成
*formal [ ] adj. 正式的
14. access [ ] n. 通道 v. 进入
have access to 可以到达
assess [ ] v. 评估
15. overlook [ ] v. 忽视；俯瞰，远眺
*neglect [ ] v. 忽视
ignore [ ] v. 忽视
The jazz influence (that George Gershwin and other musicians introduced into their music) is obviously American because it came from American musical traditions.
［分析］ that...music修饰jazz influence.
［翻译］ 乔治·格什温和其他音乐家引入到他们音乐中的爵士影响显然是美式的，因为它来自美国的音乐传统。
当学生和家长被要求对各学科的重要性作评估时，艺术课就不可避免地名列榜单最末。人们可能会说：“音乐是挺不错，但并不重要。”人们往往认为它仅仅是一种娱乐，但在教育上肯定不处于优先位置。这种看法是目光短浅的。事实上，音乐教育对所有的学生来说都是有益且重要的。
音乐告诉我们我们是谁。因为音乐是创作它的人的一种表达，因此它反映了创作者的思想和价值观，以及它所处的社会环境。摇滚音乐正如同舒伯特的歌曲一样代表了一种生活方式。乔治·格什温和其他音乐家引入到他们音乐中的爵士影响显然是美式的，因为它来自美国的音乐传统。音乐表达了我们的性格和价值观。它给予我们社会认同感。
音乐提供了一种其他方式无法获得的感知。科学可以解释日升日落的过程，而艺术探索的则是同一现象的情感意义。我们需要探索世界的一切方式，并对其作出回应，原因简单但却有力：没有哪一种方式可以实现一切。
艺术作为一种思维形式在其传达的内容上与数学和科学符号一样有力。它们是我们人类相互“对话”的方式。它们是文明的语言，通过它们我们可以表达我们的恐惧、我们的好奇心、我们的渴望、我们的发现以及我们的希望。通过艺术这种方式我们能够赋予我们的想法和想象力以具体的形式，供我们与其他人分享。如果我们不让孩子接触音乐这样一种表达自我的重要方式，我们便剥夺了孩子理解音乐所表达的意义的机会。
科学和技术并没有告诉我们做人的意义。艺术却做到了。音乐是我们人类表达苦难、喜庆、和平与爱的意义和价值的一种重要方式。
因此，音乐教育比人们意识到的更加有必要。
68. 答案： A
解析： 易错选项为C（学生把音乐课看成是被忽视的课程），而原文是“学生忽视音乐教育”，两者并不一致。而A中的regard...as可以定位到“viewed as”，后面的“mere entertainment”与A项中的“a way of entertainment”语义一致，故选A。
It is true that good writers rewrite and rewrite and then rewrite some more. But in order to work up the desire to rewrite, it is important to learn to like what you write at the early stage.
I am surprised at the number of famous writers I know who say that they so dislike reading their own writing later that they even hate to look over the publishers' opinions. One reason we may dislike reading our own work is that we're often disappointed that the rich ideas in our minds seem very thin and plain when first written down. Jerry Fodor and Steven Pinker suggest that this fact may be a result of how our minds work.
Different from popular belief, we do not usually think in the words and sentences of ordinary language but in symbols for ideas (known as‘mentalese’), and writing our ideas down is an act of translation from that symbolic language. But while mentalese contains our thoughts in the form of a complex tapestry（织锦）, writing can only be composed one thread at a time. Therefore it should not be surprising that our first attempt at expressing ideas should look so simple. It is only by repeatedly rewriting that we produce new threads and connect them to get closer to the ideas formed in our minds.
When people write as if some strict critics（批评家）are looking over their shoulder, they are so worried about what this critic might say that they get stuck before they even start. Peter Elbow makes an excellent suggestion to deal with this problem. When writing we should have two different minds. At the first stage, we should see every idea, as well as the words we use to express it, as wonderful and worth putting down. It is only during rewrites that we should examine what we excitedly wrote in the first stage and check for weaknesses.
68. What do we learn from the text about those famous writers?
A. They often regret writing poor works.
B. Some of them write surprisingly much.
C. Many of them hate reading their own works.
D. They are happy to review the publishers' opinions.
69. What do people generally believe about the way human minds work?
A. People think in words and sentences.
B. Human ideas are translated into symbols.
C. People think by connecting threads of ideas.
D. Human thoughts are expressed through pictures.
70. What can we conclude from the text?
A. Most people believe we think in symbols.
B. Loving our own writing is scientifically reasonable.
C. The writers and critics can never reach an agreement.
D. Thinking and writing are different stages of mind at work.
1. Different from popular belief, we do not usually think in the words and sentences of ordinary language but in _____（象征）for ideas (known as‘mentalese’), and writing our ideas down is an act of translation from that symbolic language. But while mentalese _____（包含）our thoughts in the form of a _____（复杂的）tapestry, writing can only be _____（组成）one thread at a time. Therefore it should not be surprising that our first _____（尝试）at expressing ideas should look so simple. It is only by repeatedly rewriting that we produce new threads and _____（连结）them to get closer to the ideas _____（形成）in our minds.
2. I am surprised at the number of famous writers I know who say that they so dislike reading their own writing later that they even hate to look over the publishers' opinions. One reason we may dislike reading our own work is that we're often disappointed that the rich ideas in our minds seem very thin and plain when first written down. Jerry Fodor and Steven Pinker suggest that this fact may be a result of how our minds work.
译： _________________________
1. disappointed [ ] adj. 失望的
2. plain [ ] n. 平原 adj. 简单的
3. symbolic [ ] adj. 象征的
4. *compose [ ] v. 组成
5. thread [ ] n. 线
6. excellent [ ] adj. 卓越的
7. stage [ ] n. 阶段
8. put down 记下，写下
One reason we may dislike reading our own work is that we're often disappointed [that the rich ideas in our minds seem very thin and plain (when first written down)].
［分析］ we...work属于定语从句；that...disappointed属于表语从句；that...down属于宾语从句。
［翻译］ 不喜欢阅读自己作品的一个原因可能是，我们原本认为十分丰富的思想在第一稿作品中似乎都显得既浅薄又平庸，因此我们常常很失望。
It is only during rewrites that we should examine what we excitedly wrote in the first stage and check for weaknesses.
［分析］ It is...that是强调句，强调only during rewrites。
［翻译］ 只有在修改阶段，才应该检查我们在第一阶段的兴奋状态下写出的内容，找出错误并加以完善。
没错，优秀的作家会一遍又一遍地修改他们的作品。不过，为了提高修改文章的积极性，学会欣赏自己开始阶段写的作品十分重要。
我认识的很多著名作家声称，他们后来非常不喜欢阅读自己的作品，甚至于讨厌翻看出版商的意见，对此我感到很惊讶。不喜欢阅读自己作品的一个原因可能是，我们原本认为十分丰富的思想在第一稿作品中似乎显得既浅薄又平庸，因此我们常常很失望。Jerry Fodor和Steven Pinker认为，这可能是由我们大脑的思维运作方式导致的。
与人们的普遍想法不同，我们通常不用普通语言中的词句，而是用思想符号（也就是所谓的‘心理语言’）来思考，而把观点写出来则相当于对符号语言进行一次翻译。但是，尽管心理语言以一幅复杂的织锦的形式包含着我们的思想，但是书写只能是一次编织一根线。因此我们最初表达的观点看起来竟然如此简单是不足为奇的。只有反复修改，我们才能编织新的线条，并将这些线条连在一起，使其更接近我们头脑中的观点。
当人们写作时就像有严厉的批评家在身旁监督着他们的作品一样，他们特别担心批评家们会说什么，因此还没有开始就停滞不前了。Peter Elbow就这一问题提出了很好的建议：写作时我们应具备两种不同的思维。第一阶段，我们应将每一种观点以及用来表达观点的字句看得很美妙，当成一些值得写下来的东西。只有在修改阶段，才应该检查我们在第一阶段的兴奋状态下写出的内容，找出错误并加以完善。
A few years ago I had an“aha!”moment regarding handwriting.
I had in my hand a sheet of paper with handwritten instructions on it for some sort of editorial task. It occurred at first that I did not recognize the handwriting, and then I realized whose it must be. I finally became aware of the fact that I had been working with this colleague for at least a year, maybe two, and yet I did not recognize her handwriting at that point.
It was a very important event in the computerization of life—a sign that the informal, friendly communication of people working together in an office had changed from notes in pen to instant messages and emails. There was a time when our workdays were filled with little letters, and we recognized one another's handwriting the way we knew voices or faces.
As a child visiting my father's office, I was pleased to recognize, in little notes on the desks of his staff, the same handwriting I would see at home in the notes he would leave on the fridge—except that those notes were signed“dad”instead of“RFW”.
All this has been on my mind because of the talk about The Rise and Fall of Handwriting , a book by Florey. She shows in her book a deep concern about the fall of handwriting and the failure of schools to teach children to write well, but many others argue that people in a digital age can't be expected to learn to hold a pen.
I don't buy it.
I don't want to see anyone cut off from the expressive, personal associations that a pen still promotes better than a digital keyboard does. For many a biographer, part of really getting to know their subjects is learning to read their handwriting.
What some people advocate is teaching one of the many attractive handwritings based on the handwriting of 16th-century Italy. That may sound impossibly grand—as if they want kids to learn to draw by copying classical paintings. However, they have worked in many school systems.
51. Why was the author surprised at not recognizing his colleague's handwriting?
A. He had worked with his colleague long enough.
B. His colleague's handwriting was so beautiful.
C. His colleague's handwriting was so terrible.
D. He still had a lot of work to do.
52. People working together in an office used to ______.
A. talk more about handwriting
B. take more notes on workdays
C. know better one another's handwriting
D. communicate better with one another
53. The author's father wrote notes in pen ______.
A. to both his family and his staff
B. to his family in small letters
C. to his family on the fridge
D. to his staff on the desk
54. According to the author, handwritten notes ______.
A. are harder to teach in schools
B. attract more attention
C. are used only between friends
D. carry more message
55. We can learn from the passage that the author ______.
A. thinks it impossible to teach handwriting
B. does not want to lose handwriting
C. puts the blame on the computer
D. does not agree with Florey
1. I had in my hand a sheet of paper with handwritten instructions on it for some sort of editorial task. It occurred at first that I did not recognize the handwriting, and then I realized whose it must be. I finally became aware of the fact that I had been working with this colleague for at least a year, maybe two, and yet I did not recognize her handwriting at that point.
译： _________________________
2. I don't buy it.
I don't want to see anyone cut off from the expressive, personal associations that a pen still promotes better than a digital keyboard does. For many a biographer, part of really getting to know their subjects is learning to read their handwriting.
译： _________________________
1. instruction [ ] n. 说明，指导
2. editorial [ ] adj. 编辑的
edition [ ] n. 编辑
3. colleague [ ] n. 同事
4. sign [ ] n. 标记，符号 v. 签字
signature [ ] n. 签名
5. instant [ ] adj. 即时的
the instant 一…就…
*instance [ ] n. 例子
for instance 例如
6. staff [ ] n. 员工
7. concern [ ] n. 关心，忧虑 v. 涉及
*indifferent [ ] adj. 漠不关心的
8. association [ ] n. 联系
associate [ ] v. 联系
9. subject [ ] n. （研究）对象 ；科目；主题 [ ] v. 使服从
object [ ] n. 物体 [ ] v. 反对
objective [ ] adj. 客观的
10. advocate [ ] v. 提倡 [ ] n. 拥护者，提倡者
approve of 赞成
11. grand [ ] adj. 宏大的，壮观的
It was a very important event in the computerization of life—a sign [that the informal friendly communication of people (working together in an office) had changed from notes in pen to instant messages and emails].
［分析］ that...emails修饰sign；working...office修饰people。
［翻译］ 在这样一个电脑化的时代，这真是一件大事。这是一个迹象，它表明同一个办公室的员工之间非正式的友好交流从用笔写便条变为了发即时消息和邮件。
几年前，我曾对笔迹抱着不屑一顾的态度。
我手头上有一张纸，上面是手写的关于编辑工作的指示。刚开始的时候我没认出来这是谁的笔迹，后来才认出来。我最后意识到了这样一个事实：我和这位同事已经共事了至少一年，也可能有两年了。但是在当时我没能立刻认出她的笔迹。
在这样一个电脑化的时代，这真是一件大事。这是一个迹象，它表明同一个办公室的员工之间非正式的友好交流从用笔写便条变为了发即时消息和邮件。曾经我们的工作中充满了便条，我们就像认得彼此的声音或脸一样认得彼此的字迹。
小时候我去过我爸爸的办公室，我很喜欢去认他员工办公桌上的便条，和他在家里冰箱上留的便条是一样的字迹，除了一点不同——那些便条上签的是“爸爸”而不是“RFW”。
Florey写在《书法的兴衰》里的话使这一切都印在了我的脑海里。她在书中表达了对书法的没落及学校老师不能教会学生好好写字的深深忧虑，但是也有很多人觉得在这样一个数字化时代，我们不能指望每个人都能写一手好字。
我不这样认为。
我不想看到任何人脱离这种富有感染力的人际交往，而在增进此类交往方面，笔尖仍然胜过键盘。对于很多传记作者来说，如果想真正了解自己的写作对象的话，一部分工作就是需要研究他们的笔迹。
一些人提倡以16世纪意大利的书法为基础，教授其中一种漂亮的书法。这计划听起来宏伟得难以想象，就像他们想要孩子通过临摹古典画来学习画画一样。然而，他们确实在许多学校体系中这么做了。
The latest research suggests that the key factor separating geniuses from the merely accomplished is not I.Q., a generally bad predictor of success. Instead, it's purposeful practice. Top performers spend more hours practising their craft. If you wanted to picture how a typical genius might develop, you'd take a girl who possessed a slightly above average language ability. It wouldn't have to be a big talent, just enough so that she might gain some sense of distinction. Then you would want her to meet, say, a novelist, who coincidentally shared some similar qualities. Maybe the writer was from the same town, had the same family background, or, shared the same birthday.
This contact would give the girl a vision of her future self. It would give her some idea of a fascinating circle she might someday join. It would also help if one of her parents died when she was 12, giving her a strong sense of insecurity and fuelling a desperate need for success. Armed with this ambition, she would read novels and life stories of writers without end. This would give her a primary knowledge of her field. She'd be able to see new writing in deeper ways and quickly understand its inner workings.
Then she would practise writing. Her practice would be slow, painstaking and error-focused. By practising in this way, she delays the automatizing process. Her mind wants to turn conscious, newly learned skills into unconscious, automatically performed skills. By practising slowly, by breaking skills down into tiny parts and repeating, she forces the brain to internalize a better pattern of performance. Then she would find an adviser who would provide a constant stream of feedback, viewing her performance from the outside, correcting the smallest errors, pushing her to take on tougher challenges. By now she is redoing problems—how do I get characters into a room—dozens and dozens of times. She is establishing habits of thought she can call upon in order to understand or solve future problems.
The primary quality our young writer possesses is not some mysterious genius. It's the ability to develop a purposeful, laborious and boring practice routine. The latest research takes some of the magic out of great achievement. But it underlines a fact that is often neglected. Public discussion is affected by genetics and what we're“hard-wired”to do. And it's true that genes play a role in our capabilities. But the brain is also very plastic. We construct ourselves through behaviour.
76. The passage mainly deals with ______.
A. the function of I.Q. in cultivating a writer
B. the relationship between genius and success
C. the decisive factor in making a genius
D. the way of gaining some sense of distinction
77. By reading novels and writers' stories, the girl could ______.
A. come to understand the inner structure of writing
B. join a fascinating circle of writers someday
C. share with a novelist her likes and dislikes
D. learn from the living examples to establish a sense of security
78. In the girl's long painstaking training process, ______.
A. her adviser forms a primary challenging force to her success
B. her writing turns into an automatic pattern of performance
C. she acquires the magic of some great achievements
D. she comes to realize she is“hard-wired”to write
79. What can be concluded from the passage?
A. A fuelling ambition plays a leading role in one's success.
B. A responsible adviser is more important than the knowledge of writing.
C. As to the growth of a genius, I.Q. doesn't matter, but just his/her efforts.
D. What really matters is what you do rather than who you are.
1. Then she would practise writing. Her practice would be slow, _____（辛苦的）and _____（错误百出的）. By practising in this way, she _____（延迟）the _____（自动化）process. Her mind wants to turn _____（有意识的）, newly learned skills into unconscious, automatically _____（执行，操作）skills. By practising slowly, by breaking skills down into tiny parts and repeating, she forces the brain to _____（内化）a better pattern of performance. Then she would find an adviser who would provide a constant stream of _____（反馈）, _____（看待）her performance from the outside, correcting the smallest errors, pushing her to take on _____（更艰难的）challenges. By now she is redoing problems—how do I get characters into a room—dozens and dozens of times. She is _____（建立，形成）habits of thought she can call upon in order to understand or solve future problems.
2. The primary quality our young writer possesses is not some mysterious genius. It's the ability to develop a purposeful, laborious and boring practice routine. The latest research takes some of the magic out of great achievement. But it underlines a fact that is often neglected. Public discussion is affected by genetics and what we're“hard-wired”to do. And it's true that genes play a role in our capabilities. But the brain is also very plastic. We construct ourselves through behaviour.
译： _________________________
1. factor [ ] n. 因素
2. *accomplished [ ] adj. 有成就的
accomplishment [ ] n. 成就
accomplish [ ] v. 完成
3. *purposeful [ ] adj. 有目的的
purpose [ ] n. 目的
with the purpose of 带着…目的
4. picture [ ] v. 想象 n. 画
5. primary [ ] adj. 首要的；初期的
6. achievement [ ] n. 成就
achieve [ ] v. 完成，实现
7. routine [ ] n. 例行公事，常规
8. *craft [ ] n. 工艺，手艺
9. typical [ ] adj. 典型的
10. possess [ ] v. 拥有
in (the) possession of...（为）某人所拥有
11. distinction [ ] n. 荣誉；差别
*distinctive [ ] adj. 有区别的
distinguish [ ] v. 区分
12. *coincidentally [ ] adv. 巧合地
*coincidental [ ] adj. 巧合的
13. *vision [ ] n. 幻觉
14. *fascinating [ ] adj. 迷人的
15. *insecurity [ ] n. 不安全
security [ ] n. 安全
secure [ ] adj. 安全的
16. painstaking [ ] adj. 辛苦的
17. *automatize [ ] v. 使自动化
18. *internalize [ ] v. 使内在化
19. tough [ ] adj. 强硬的；棘手的；严厉的
20. fuel [ ] n. 燃料 v. 加燃料
21. establish [ ] v. 建立，创办
22. *laborious [ ] adj. 艰苦的
23. underline [ ] v. 强调
stress [ ] v. 强调
emphasize [ ] v. 强调
24. *genetics [ ] n. 遗传学
25. *capability [ ] n. 能力
26. plastic [ ] adj. 可塑的 n. 塑料
Then she would find an adviser [(who would provide a constant stream of feedback), (viewing her performance from the outside), (correcting the smallest errors), (pushing her to take on tougher challenges)].
［分析］ who...feedback修饰adviser；viewing...outside，correcting...errors与pushing...challenges并列。
［翻译］ 然后她会找到一位导师持续不断地给她提供反馈。导师会从外在观察她的表现，纠正甚至极小的错误，推动她去接受更严酷的挑战。
最新的研究表明能把天才和一般成功人士区别开的关键因素不是智商（一个总体而言并不太好的预测成功的指标），而是有目的的训练。顶尖的表演家会花更多的时间来训练他们的技艺。如果你想描述如何培养典型的天才，你可以先拿一个比一般人语言能力稍高的女孩做例子。她不需要很有才华，只要刚刚够获得某种与众不同的感觉就好。然后你让她去会见，比如说，一位小说家，这个小说家碰巧和这个女孩有一些相同点。这个作家有可能和女孩来自相同的城镇，或者是有相同的家庭背景，或者是在同一天出生。
这种接触会使女孩幻想自己未来的样子。她可能会幻想一个将来她可能会加入的特别美妙的圈子。如果女孩的父亲或母亲在她12岁的时候去世了，留给她一种强烈的不安全感，并且让她燃烧起对成功的无限渴望，那么这种接触便会对她十分有益。带着这种抱负，她将会无休止地阅读作家们的小说和人生故事。这将使她对其职业领域有一个最初步的认识。她能够更深入地体会新的作品，并且很快理解其内在的意思。
之后，她会练习写作。她的练习将会很慢、很痛苦而且错误百出。通过这种方式的训练，她推迟了自动化的进程。她的思想想把有意识的、新学的技巧变成无意识的、自动执行的技巧。通过缓慢的练习，把技巧分成一段一段去重复练习，她逼着大脑去内化一种更好的表现形式。然后她会找到一位导师持续不断地给她提供反馈。导师会从外在观察她的表现，纠正甚至极小的错误，推动她去接受更严酷的挑战。直到现在她还在一遍又一遍地重新解决难题——如何让这些人物进入一个房间？她正在养成一个为了理解或解决未来的问题所需要的思维习惯。
年轻的作家所拥有的首要特质并不是某种神秘的天赋，而是能够培养出有目的、艰苦而又乏味的练习套路的能力。一项最新研究从伟大成就中提炼出了某种神奇力量。但是它强调了一个经常被忽略的事实。公众讨论经常受到遗传学和我们习惯性做法的影响。基因在我们的能力中确实扮演重要的角色，但是大脑也是非常具有可塑性的。我们可以通过行为来塑造我们自己。
Individuals（个人）should pay for their higher education.
A university education is of huge and direct benefit to the individual. Graduates earn more than non-graduates. Meanwhile, social mobility is ever more dependent on having a degree. However, only some people have it. So the individual, not the taxpayers, should pay for it. There are pressing calls on the resources（资源）of the government. Using taxpayers' money to help a small number of people to earn high incomes in the future is not one of them .
Full government funding（资助）is not very good for universities. Adam Smith worked in a Scottish university whose teachers lived off student fees. He knew and looked down upon 18th-century Oxford, where the academics lived comfortably off the income received from the government. Guaranteed salaries, Smith argued, were the enemy of hard work; and when the academics were lazy and incompetent, the students were similarly lazy.
If students have to pay for their education, they not only work harder, but also demand more from their teachers. And their teachers have to keep them satisfied. If that means taking teaching seriously, and giving less time to their own research interests, that is surely something to celebrate.
Many people believe that higher education should be free because it is good for the economy（经济）. Many graduates clearly do contribute to national wealth, but so do all the businesses that invest（投资）and create jobs. If you believe that the government should pay for higher education because graduates are economically productive, you should also believe that the government should pay part of business costs. Anyone promising to create jobs should receive a gift of capital from the government to invest.
Therefore, it is the individual, not the government, who should pay for their university education.
68. The underlined word“them”in Paragraph 2 refers to ______.
A. taxpayers
B. pressing calls
C. college graduates
D. government resources
69. The author thinks that with full government funding ______.
A. teachers are less satisfied
B. students are more demanding
C. students will become more competent
D. teachers will spend less time on teaching
70. The author mentions businesses in Paragraph 5 in order to ______.
A. argue against free university education
B. call on them to finance students' studies
C. encourage graduates to go into business
D. show their contribution to higher education
1. A university education is of huge and direct _____（好处）to the _____（个人）. Graduates earn more than non-graduates. Meanwhile, social _____（流动性）is ever more ________（依赖）on having a degree. However, only some people have it. So the individual, not the _____（纳税人）, should pay for it. There are _____（紧迫的）calls on the _____（资源）of the government. Using taxpayers' money to help a small number of people to earn high _____（收入）in the future is not one of them.
2. Many people believe that higher education should be free because it is good for the economy. Many graduates clearly do contribute to national wealth, but so do all the businesses that invest and create jobs. If you believe that the government should pay for higher education because graduates are economically productive, you should also believe that the government should pay part of business costs. Anyone promising to create jobs should receive a gift of capital from the government to invest.
译： _________________________
1. individual [ ] n. 个人
2. *mobility [ ] n. 流动性
*mobile [ ] adj . 移动的
*automobile [ ] n. 汽车
3. taxpayer [ ] n. 纳税人
tax [ ] n. 税
duty [ ] n. 税；责任
4. pressing [ ] adj. 急迫的
5. *fund [ ] n. 资金 v. 资助
6. live off 以…为生
live up to 符合，达到
7. look down upon 轻视，看不起
*despise [ ] v. 轻视
8. academic [ ] n. 学者 adj. 学术的
*academy [ ] n. 学院
9. guarantee [ ] v. 保证
*warrant [ ] v. 担保，保证
10. *incompetent [ ] adj. 无能力的，不称职的
*competent [ ] adj. 有能力的，能胜任的
competence [ ] n. 能力
compete [ ] v. 比赛，竞赛
*capable [ ] adj. 有能力的
*capability [ ] n. 能力，才能
11. productive [ ] adj. 多产的
12. capital [ ] n. 资本 ；首都；大写字母
13. finance [ ] v. 资助 n. 财政，金融
financial [ ] adj. 金融的，财政的
He knew and looked down upon 18th-century Oxford, [where the academics lived comfortably off the income (received from the government)].
［分析］ where...government修饰Oxford；received...government修饰income。
［翻译］ 他了解并且看不起18世纪的牛津大学，那里的学者靠着来自政府的收入过着舒适的生活。
个人应该为他们的高等教育埋单。
大学教育对于个人有巨大而直接的好处。大学毕业生要比非大学毕业生赚得多。与此同时，社会流动性越来越依赖于学位证。然而，只有部分人有学位。因此个人，而非纳税人，应该为此埋单。人们对于政府资源有各种紧迫的要求。用纳税人的钱去帮助少数人在未来赚得高收入并不是这么多要求中的一个。
充足的政府资助对于大学而言并不好。Adam Smith曾在苏格兰的一所大学工作，那个大学的老师依靠学生的学费为生。他了解并且看不起18世纪的牛津大学，那里的学者靠着来自政府的收入过着舒适的生活。Smith认为，有保障的薪水是努力工作的敌人；当学者们又懒又无能时，学生也会同样变得懒惰。
如果学生不得不为他们的教育埋单，他们不仅会更努力地学习，还会从老师那儿要求更多的东西。并且他们的老师不得不令其满意。如果那意味着教师将严肃地对待教学，减少他们在自己的研究兴趣上投入的时间，那么这一定是件值得庆祝的事。
许多人认为高等教育应该免费，因为这样有利于经济发展。很明显，许多毕业生确实为国民财富作出了贡献，但是所有投资和创造就业的企业同样作出了贡献。如果你认为政府应该为高等教育埋单是因为毕业生有经济生产力，那么你也应该认为政府要支付企业的部分成本。任何承诺创造就业的人都应该收到来自政府的资金去投资。
因此，个人而不是政府应该为大学教育埋单。
69. 答案： D。
解析： 题目中的“full government funding”在文中很容易定位到，第三段开头就是这三个词，并且funding还给予了“（资助）”的中文注释。正确选项spend less time on teaching在文中对应的是the academics（学者）were lazy。
70. 答案： A。
解析： 第5段中“but”之后是重点，主要强调其他企业也能为国民经济作贡献，和高等教育一样应被同等对待。
I love my Blackberry—it's my little connection to the larger world that can go anywhere with me. I also love my laptop computer, as it holds all of my writing and thoughts. Despite this love of technology, I know that there are times when I need to move away from these devices（设备）and truly communicate with others.
On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom. I have a rule—no laptops, iPads, phones, etc. When students were told my rule in advance of the class, some of them were not happy.
Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There's a bit of truth to that. Some students assume that I am anti-technology. There's no truth in that at all. I love technology and try to keep up with it so I can relate to my students.
The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversations and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and to make connections between the course material and the class discussion.
I've been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom.
I'm not saying that I won't ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I'm sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.
63. Some of the students in the history class were unhappy with ______.
A. the course material
B. others' misuse of technology
C. discussion topics
D. the author's class regulations
64. The underlined word“engage”in Para. 4 probably means ______.
A. explore
B. accept
C. change
D. reject
65. According to the author, the use of technology in the classroom may ______.
A. keep students from doing independent thinking
B. encourage students to have in-depth conversations
C. help students to better understand complex themes
D. affect students' concentration on course evaluation
66. It can be inferred from the last paragraph that the author ______.
A. is quite stubborn
B. will give up teaching history
C. will change his teaching plan soon
D. values technology-free dialogues in his class
1. The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversations and truly _____（使…参与）complex ideas. _____（打断）by technology often break _____（集中，专心）and allow for too much _____（依赖）on outside information for ideas. I want students to _____（挖掘）deep within themselves for _____（灵感）and ideas. I want them to push each other to think differently and to make _____（联系）between the course material and the class discussion.
2. On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom. I have a rule—no laptops, iPads, phones, etc. When students were told my rule in advance of the class, some of them were not happy.
Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There's a bit of truth to that. Some students assume that I am anti-technology. There's no truth in that at all. I love technology and try to keep up with it so I can relate to my students.
译： _________________________
1. *device [ ] n. 设备，装置（常指小装置，如手机）
equipment [ ] n. 设备（一般是不可数名词，常指大型器械）
*facility [ ] n. 设备（常用复数形式facilities）
2. on occasion 偶尔地
*occasionally [ ] adv. 偶尔地
3. thoroughly [ ] adv. 彻底地
throughout [ ] adv. 自始至终；到处
4. material [ ] n. 材料；物质 adj. 物质的
physical [ ] adj. 物质的；身体的
mental [ ] adj. 精神的
spiritual [ ] adj. 精神的
5. in advance 提前
postpone [ ] v. 推迟
delay [ ] v. 耽搁
put off 推迟
6. assume [ ] v. 假定，认为；承担
assumption [ ] n. 假设
*presume [ ] v. 假定
7. misuse [ ] v. 误用，滥用
abuse [ ] v. 滥用
8. *engage [ ] v. 从事；订婚
engage in 从事
9. interrupt [ ] v. 打断
10. concentrate [ ] v. 专心（on）
focus [ ] v. 集中（on）
11. inspire [ ] v. 激发
inspiration [ ] n. 灵感
12. evaluate [ ] v. 评估
assess [ ] v. 评估
assessment [ ] n. 评估
13. reflect [ ] v. 反映；反思 ；反射
14. technology-free adj. 没有科技的
free [ ] adj. 没有的，免于…的
be free from/of 免于…的
15. stick to 坚持
hold on to 坚持
persist in 坚持
insist on 坚持
carry on 坚持
16. regulation [ ] n. 规章制度
*regulate [ ] v. 管理，调节；规定
17. stubborn [ ] adj. 固执的
The real reason (why I ask students to leave technology at the door) is that I think there are very few places (in which we can have deep conversations and truly engage complex ideas).
［分析］ why...door修饰reason；in...ideas修饰places。
［翻译］ 我要求学生在课堂上丢掉高科技的真正原因是：在这种情况下我们才能进行深入的谈话，真正探讨复杂的观点。
我喜欢我的黑莓手机——我可以带着它到任何地方，小小的手机将我和这个大大的世界联系在了一起。我也喜欢我的笔记本电脑，因为它储存了我所有的文字与思想。尽管我很喜欢这些高科技的东西，但是我知道有些时候我需要抛开这些设备去与他人在现实中交流。
有时，我为一些高等教育管理者上一门叫做“历史纪事”的课。这个班的教学目标包括了对历史主题与思想的全面讨论。因为我想要学生们透彻地研究材料，并在课堂上互相交流想法，所以我有一条纪律，那就是不可以使用笔记本、苹果平板电脑、手机等设备。当我在上课前告诉他们这项纪律时，一些学生显得很不开心。
大多数学生认为，我之所以定这样一条纪律是由于我曾经与滥用高科技的学生发生过不愉快的经历。这其实只是其中一小部分原因。有些学生认为我是反科技人士。这却是绝对错误的。我热爱科技，并且努力追随着科技的脚步以便能与我的学生们沟通。
我要求学生在课堂上丢掉高科技的真正原因是：在这种情况下我们才能进行深入的谈话，真正探讨复杂的观点。那些高科技的打扰经常会扰乱学生们的注意力并让学生的思考过程过分依赖于外部信息。我希望学生们可以独立地为灵感与想法进行深入思考。我希望学生们能够相互激励，去进行多样化的思考，将我们的课程材料与课堂讨论联系起来。
我已经在历史课上保持这样的教授方式很多年了，并且事实也反映出，我的学生们很满意我在课堂上所营造出的氛围。学生们意识到，通过深入的对话和怀疑，他们能将课程中的知识运用到课堂之外。
我并不是说今后一直都不会改变我对于课上使用高科技设备的观点，但除非我找到能让我改变观点的好理由，否则我会继续坚持。数小时无高科技设备打扰的对话非常有好处，让人难以放弃。
Basic Math introduces students to the basic concepts of mathematics, as well as the fundamentals of more tricky areas. These 30 fantastic lectures are designed to provide students with an understanding of arithmetic and to prepare them for Algebra（代数）and beyond.
The lessons in Basic Math cover every basic aspect of arithmetic. They also look into exponents（指数）, the order of operations, and square roots. In addition to learning how to perform various mathematical operations, students discover why these operations work, how a particular mathematical topic relates to other branches of mathematics, and how these operations can be used practically.
Basic Math starts from the relatively easier concepts and gradually moves on to the more troublesome ones, so as to allow for steady and sure understanding of the material by students. The lectures offer students the chance to“make sense”of mathematical knowledge that may have seemed so frightening. They also help students prepare for college mathematics and overcome their anxiety about this amazing—and completely understandable—field of study.
By the conclusion of the course, students will have improved their understanding of basic math. They will be able to clear away the mystery（神秘性）of mathematics and face their studies with more confidence than they ever imagined. In addition, they will strengthen their ability to accept new and exciting mathematical challenges.
Professor H. Siegel, honored by Kentucky Educational Television as“the best math teacher in America,”is a devoted teacher and has a gift for explaining mathematical concepts in ways that make them seem clear and obvious. From the basic concrete ideas to the more abstract problems, he is a master in making math lectures learner-friendlier and less scary.
With a PhD in Mathematics Education from Georgia State University, Dr. Siegel teaches mathematics at Central Arizona College. His courses include various make-up classes and a number of lectures for future primary school teachers.
If the course fails to provide complete satisfaction to you, you can easily exchange it for any other course that we offer. Or you can get your money back.
56. What does the course Basic Math mainly cover?
A. Algebra.
B. College Mathematics.
C. Arithmetic.
D. Mathematics Education.
57. What benefits can students expect from Basic Math?
A. Stronger imaginative ability.
B. Additional presentation skills.
C. More mathematical confidence.
D. Greater chances of becoming teachers.
58. What can we learn about Professor H. Siegel?
A. He is a guest lecturer at Kentucky Educational Television.
B. He is to deliver 30 lectures in Basic Math.
C. He works in Georgia State University.
D. He specializes in training teachers.
59. Where is the passage most likely to have been taken from?
A. A news report.
B. A book review.
C. A lesson plan.
D. An advertisement.
1. Basic Math starts from the _____（相对地）easier concepts and gradually moves on to the more _____（麻烦的）ones, so as to allow for _____（稳定的）and sure understanding of the material by students. The lectures offer students the chance to“make sense”of mathematical knowledge that may have seemed so frightening. They also help students prepare for college mathematics and _____（克服）their _____（忧虑）about this amazing—and completely understandable— _____（领域）of study.
2. By the conclusion of the course, students will have improved their understanding of basic math. They will be able to clear away the mystery of mathematics and face their studies with more confidence than they ever imagined. In addition, they will strengthen their ability to accept new and exciting mathematical challenges.
译： _________________________
1. fundamental [ ] n. 基本原理 adj. 基本的，根本的
2. tricky [ ] adj. 棘手的，狡猾的
trick [ ] n. 把戏，戏法 v. 欺骗，戏弄
3. fantastic [ ] adj. 极好的；幻想的
fantasy [ ] n. 幻想
4. arithmetic [ ] n. 算术
5. aspect [ ] n. 方面
6. order [ ] n. 顺序 v. 订购 ；命令
7. operation [ ] n. 运算 ；操作；手术
8. branch [ ] n. 分支
9. relatively [ ] adv. 相对地
10. troublesome [ ] adj. 麻烦的；令人烦恼的
11. understanding [ ] n. 理解
comprehension [ ] n. 理解
grasp [ ] v. 理解
12. make sense of 懂得，了解…的意义
make sense 讲得通，有意义
sensible [ ] adj. 明智的，合情理的
13. overcome [ ] v. 战胜，克服
conquer [ ] v. 征服，攻克
14. anxiety [ ] n. 忧虑；担心
15. field [ ] n. 田地；领域
16. mystery [ ] n. 神秘性
mysterious [ ] adj. 神秘的
17. strengthen [ ] v. 加强
weaken [ ] v. 使…变弱
reinforce [ ] v. 加固；加强
18. devoted [ ] adj. 投入的，全心全意的
devote to 致力于；把…专用于
dedicate to 致力于；献出
dedicated [ ] adj. 专注的；献身的
19. obvious [ ] adj. 明显的
apparent [ ] adj. （表面上）明显的
evident [ ] adj. 明显的，显然的
20. *concrete [ ] adj. 具体的 n. 水泥，混凝土
specific [ ] adj. 明确的，具体的
21. abstract [ ] adj. 抽象的 n. 摘要 [ ] v. 把…抽象出，提取
22. master [ ] n. 专家 v. 精通；控制
23. scary [ ] adj. 可怕的
24. various [ ] adj. 各种各样的
a variety of 多种多样的
vary [ ] v. 改变
25. make-up n. 补考；化妆品
make up for 弥补；补偿
compensate [ ] v. 赔偿
compensate for 为…而补偿
26. presentation [ ] n. 展示
present [ ] adj. 现在的；在场的 [ ] v. 出席；呈现；提交
27. deliver [ ] v. 讲（课）；递送
28. specialize [ ] v. 专门从事
special [ ] adj. 特殊的
specialized [ ] adj. 专业的
29. *review [ ] n. 评论 v. 复习
comment [ ] v./n. 评论
In addition to learning how to perform various mathematical operations, students discover (why these operations work), (how a particular mathematical topic relates to other branches of mathematics), and (how these operations can be used practically).
［分析］ why...work，how...mathematics与how...practically是discover的宾语。
［翻译］ 除了学习如何去进行各种各样的数学运算，学生还会发现为什么要这样运算，一个特定的数学主题和数学的其他分支有何联系，以及这些运算如何能在实际中被运用。
基础数学把数学的基本概念以及一些更棘手领域的基本原理介绍给学生。这30堂绝佳的课程是为帮助学生理解算数并为代数及其他领域作准备而设计的。
该课程包含算数的每一个基本方面。课程研究范围包括指数、运算顺序以及平方根。除了学习如何去进行各种各样的数学运算，学生还会发现为什么要这样运算，一个特定的数学主题和数学的其他分支有何联系，以及这些运算如何能在实际中被运用。
基础数学课会从一些相对简单的概念讲起，逐渐延伸至更棘手的概念，从而让学生对于课程内容有扎实而确切的理解。这一课程使学生有机会了解一些看似令人恐惧的数学知识，也帮助学生为大学数学做好准备，克服他们对这个既惊人——又完全可理解的——领域的焦虑。
在课程结束时，学生对于基础数学的理解将有所提高。他们将能够消除“数学很神秘”的感觉，并且比想象中更有信心地去面对他们的学习。另外，他们接受崭新且激动人心的数学挑战的能力将得到增强。
被肯塔基教育电视台尊为“全美最佳数学教师”的H. Siegel教授是一位十分敬业的教师，他有将数学概念以清楚、明显的方式解释出来的天赋。从基本、具体的概念到更抽象的问题，他是一个能使数学课程看起来更友好且不那么令人害怕的专家。
Siegel教授在佐治亚州立大学获得数学教育博士学位，在亚利桑那中央大学任教。他的课程包含各种各样的补习班，还有许多针对未来小学教师的讲座。
如果这个课程没有令你完全满意，你可以很轻松地用它交换我们提供的任何其他课程，或者你也可以要求退款。
57. 答案： C。
解析： 根据文章布局，第4段讲的是课程给学生带来的好处，主要有三个：消除数学的神秘性，更有信心面对数学和加强接受挑战的能力。第二点和选项C匹配。
Franz Kafka wrote that“a book must be the ax（斧子）for the frozen sea inside us. ”I once shared this sentence with a class of seventh graders, and it didn't seem to require any explanation.
We'd just finished John Steinbeck's novel Of Mice and Men . When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I.“Are you crying?”one girl asked, as she got out of her chair to take a closer look.“I am,”I told her,“and the funny thing is I've read it many times.”
But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I've taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel's terrible logic—the giving way of dreams to fate（命运）.
For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded children of Manhattan's upper classes—into a less competitive setting. The daughter of immigrants, with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional“cultural capital”could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned PhD.'s.
Along with Of Mice and Men , my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth . The students didn't always read from the expected point of view. About The Red Pony , one student said,“it's about being a man, it's about manliness.”I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth's soliloquies（独白）read as raps（说唱）, but both made sense; the interpretations were playful, but serious. Once introduced to Steinbeck's writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that“all these people hate each other, and they're all white.”His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.
Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch（碰撞）but for text complexity. Yet, we cannot enrich（充实）the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.
66. The underlined words in Paragraph 1 probably mean that a book helps to ______.
A. realize our dreams
B. give support to our life
C. smooth away difficulties
D. awake our emotions
67. Why were the students able to understand the novel Of Mice and Men ?
A. Because they spent much time reading it.
B. Because they had read the novel before.
C. Because they came from a public school.
D. Because they had similar life experiences.
68. The girl left the selective high school possibly because ______.
A. she was a literary-minded girl
B. her parents were immigrants
C. she couldn't fit in with her class
D. her father was then in prison
69. To the author's surprise, the students read the novels ______.
A. creatively
B. passively
C. repeatedly
D. carelessly
70. The author writes the passage mainly to ______.
A. introduce classic works of literature
B. advocate teaching literature to touch the heart
C. argue for equality among high school students
D. defend the current testing system
1. For the last seven years, I have worked as a reading enrichment teacher, reading classic works of _____（文学）with small groups of students from grades six to eight. I originally _____（提出）this idea to my headmaster after learning that a former excellent student of mine had _____（转移）out of a selective high school—one that often attracts the literary-minded children of Manhattan's upper classes—into a less competitive setting. The daughter of _____（移民）, with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional“cultural capital”could help students like her develop better in high school, where they would _____（不可避免地）meet, perhaps for the first time, students who came from homes _____（布满）bookshelves, whose parents had earned PhD.'s.
2. Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch but for text complexity. Yet, we cannot enrich the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.
译： _________________________
1. weep [ ] v. 流泪 n. 哭泣
2. tragedy [ ] n. 悲剧
*comedy [ ] n. 喜剧
3. imprison [ ] v. 监禁
prison [ ] n. 监狱
4. propose [ ] v. 向…提议；求婚
proposal [ ] n. 提议；求婚
raise / put forward / bring out 提出
5. selective [ ] adj. 精选的；选择的
select [ ] v. 选择
6. literary-minded adj. 有文学头脑的
literary [ ] adj. 文学的
literarily [ ] adv. 文学上(学术上)
*literally [ ] adv. 逐字地
*literacy [ ] n. 识字
7. immigrant [ ] n. 移民（入境）
immigrate [ ] v. 移民（入境）
8. manliness [ ] n. 男子气概
*masculinity [ ] n. 男子气概
9. parallel [ ] adj. 平行的 n. ［文学］对比 vt. 与…平行
10. make sense 有意义
11. interpretation [ ] n. 解释
interpret [ ] v. 解释
12. enrich [ ] v. 使富裕；充实
13. transformative [ ] adj. 转换的
transform [ ] v. 转换
14. smooth [ ] adj. 光滑的 v. 使顺利
smooth away 克服
I originally proposed this idea to my headmaster after learning [that a former excellent student of mine had transferred out of a selective high school—one (that often attracts the literary-minded children of Manhattan's upper classes)—into a less competitive setting].
［分析］ that...setting是learning的宾语，one指代selective high school，that...classes修饰one。
［翻译］ 我最初向校长提出这个想法是在得知我一个往届的优秀学生，从一个精英中学——这个学校经常吸引有文学情怀的曼哈顿上层阶级的孩子——转学到了一个竞争力较小的学校之后。
I thought additional“cultural capital”could help students like her develop better in high school, [where they would unavoidably meet, perhaps for the first time, students (who came from homes lined with bookshelves), (whose parents had earned PhD.'s)].
［分析］ where...PhD.'s修饰high school，who...bookshelves和whose...PhD.'s修饰students，lined with bookshelves修饰homes。
［翻译］ 我认为额外的“文化资本”可以帮助像她这样的学生在高中里发展得更好，在学校中她不可避免地遇到，或者是第一次遇到，来自书香门第或者父母都是博士的学生。
弗兰兹·卡夫卡曾写道：“一本书必须是一把能劈开我们心中冰海的斧头。”有一次，我和七年级的一个班的学生分享了这句话，学生们似乎并不需要我对其作任何解释。
我们刚刚读完了约翰·斯坦贝克的小说《人鼠之间》。当我们在课堂上一起大声阅读结尾处时，我班上最调皮的男孩，一个篮球明星运动员，小声地哭了，我也哭了。“你在哭吗？”一个女孩问，她从椅子上起身凑到我跟前仔细看。“嗯，”我告诉她，“有趣的是我已经读了很多次了。”
但是，他们能理解我。当乔治开枪射死伦妮时，悲剧的是，我们认识到这件事总会发生的。我在纽约市公立中学的14年教书生涯中，曾经接触过很多孩子，他们当中有父母坐牢的，受父母虐待的，父母不负责任的，自己已为人父母的，无家可归的，在暴力街区长大的。他们比我更能够理解小说中可怕的逻辑——梦想对命运低头。
在过去的7年中，我曾作为阅读赏析老师，带着六到八年级的学生小组阅读经典文学作品。我最初向校长提出这个想法是在得知我一个往届的优秀学生，从一个精英中学——这个学校经常吸引有文学情怀的曼哈顿上层阶级的孩子——转学到了一个竞争力较小的学校之后。她来自一个移民家庭，父亲在坐牢，或许她感觉与新同学们格格不入。我认为额外的“文化资本”可以帮助像她这样的学生在高中里发展得更好，在学校中她不可避免地遇到，或者是第一次遇到，来自书香门第且父母都是博士的学生。
除了《人鼠之间》，我的小组还读了：《儿子离家时》、《红色小马》、《蝇王》、《罗密欧与朱丽叶》和《麦克白》。学生并不总是从我预期的角度来读书。关于《红色小马》，一名学生说：“它是关于做一个男人的，关于男子气概的。”我从没有对疤面人和麦克白进行过比较研究，也从未听过麦克白夫人独白的说唱版，但二者都有道理；学生们的阐释是幽默却又严肃的。有一次，当我介绍到斯坦贝克的作品时，一个男孩接着读《愤怒的葡萄》，并反复地告诉我“所有这些人互相仇视，而且他们都是白种人”，这太令人惊讶了。他的历史性视野不断扩大，他对国家的归属感也不断地深化。时间流逝，以前的学生来拜访我，并告诉我正因为有了这些阅读课，他们在大学一年级便感到自己做好了充足准备。
然而，年复一年，我们增加了实践测验的次数。我们正在努力教学生阅读越发复杂的课文，并非为了激发学生的情感，而只是为了课文的复杂性。然而，我们不能通过对忽视学生内心的文章进行测试来充实他们的思想。我们正在教育他们：文字不是使人惊奇的，而是使人困惑的。也许我们能成功地提高他们的考试成绩，可是我们将无法教会他们阅读是可以转化（成个人的素养）的，而那是属于他们的。
The practice of students endlessly copying letters and sentences from a blackboard is a thing of the past. With the coming of new technologies like computers and smartphones, writing by hand has become something of nostalgic（怀旧的）skill. However, while today's educators are using more and more technology in their teaching, many believe basic handwriting skills are still necessary for students to be successful—both in school and in life.
Virginia Berninger, professor of educational psychology at the University of Washington, says it's important to continue teaching handwriting and help children acquire the skill of writing by hand.
Berninger and her colleagues conducted a study that looked at the ability of students to complete various writing tasks—both on a computer and by hand. The study, published in 2009, found that when writing with a pen and paper, participants wrote longer essays and more complete sentences and had a faster word production rate.
In a more recent study, Berninger looked at what role spelling plays in a student's writing skills and found that how well children spell is tied to how well they can write.“Spelling makes some of the thinking parts of the brain active which helps us access our vocabulary, word meaning and concepts. It is allowing our written language to connect with ideas.”Berninger said.
Spelling helps students translate ideas into words in their mind first and then to transcribe（转换）“those words in the mind into written symbols on paper or keyboard and screen,”the study said. Seeing the words in the“mind's eye ”helps children not only to turn their ideas into words, says Berninger, but also to spot（发现）spelling mistakes when they write the words down and to correct them over time.
“In our computer age, some people believe that we don't have to teach spelling because we have spell checks,”she said.“But until a child has a functional spelling ability of about a fifth grade level, they won't have the knowledge to choose the correct spelling among the options given by the computer.”
46. What makes writing by hand a thing of the past?
A. The absence of blackboard in classrooms.
B. The use of new technologies in teaching.
C. The lack of practice in handwriting.
D. The popular use of smartphones.
47. Berninger's study published in 2009 ______.
A. focused on the difference between writing by hand and on a computer
B. indicated that students prefer to write with a pen and paper
C. found that good essays are made up of long sentences
D. discussed the importance of writing speed
48. Which of the following best shows the role of spelling?
A. Spelling improves one's memory of words.
B. Spelling ability is closely related to writing ability.
C. Spelling benefits the translation from words into ideas.
D. Spelling slows down finding exact words to express ideas.
49. What does“mind's eye”in paragraph 5 mean?
A. Window
B. Soul
C. Picture
D. Imagination
50. What conclusion could be drawn from the passage?
A. Computers can help people with their choice of words.
B. Spell checks can take the place of spelling teaching.
C. Handwriting still has a place in today's classrooms.
D. Functional spelling ability develops fast in the fifth grade.
1. Berninger and her colleagues _____（实施）a study that looked at the ability of students to _____（完成）various writing _____（任务）—both on a computer and by hand. The study, published in 2009, found that when writing with a pen and paper, _____（参与者）wrote longer essays and more complete sentences and had a faster word production _____（率）.
2. Spelling helps students translate ideas into words in their mind first and then to transcribe“those words in the mind into written symbols on paper or keyboard and screen,”the study said. Seeing the words in the“mind's eye”helps children not only to turn their ideas into words, says Berninger, but also to spot spelling mistakes when they write the words down and to correct them over time.
译： _________________________
1. *endlessly [ ] adv. 不断地
*wireless [ ] adj. 无线的
*limitless [ ] adj. 无限的
*infinite [ ] adj. 无限的
*finite [ ] adj. 有限的
*confine [ ] v. 限制
2. acquire [ ] v. 获得
obtain [ ] v. 获得
3. participant [ ] n. 参与者
4. essay [ ] n. 论文
*thesis [ ] n. 毕业论文
*prose [ ] n. 散文
5. transcribe [ ] v. 转换
describe [ ] v. 描述
6. *option [ ] n. 选项
*alternative [ ] a. 二者择一的 n. 替换物
preference [ ] n. 偏爱；优先
selection [ ] n. 选择
7. spot [ ] v. 发现 n. 地点
But until a child has a functional spelling ability of about a fifth grade level, they won't have the knowledge to choose the correct spelling among the options (given by the computer).
［分析］ given by the computer修饰options。
［翻译］ 但是，一个孩子在拥有大约五年级水平的功能性拼写能力之前，他是不具备从电脑所给的选项中选出正确拼写的知识的。
学生不断地从黑板上抄写单词和句子的做法已经是过去的事情了。随着电脑和智能手机等新技术的出现，手写已经成为一种怀旧的技能。然而，尽管现在的教育者在他们的教学过程中使用越来越多的技术，许多人认为基本的书写技能对学生获得成功仍然是不可或缺的，不管是在学校还是在生活中。
华盛顿大学的教育心理学教授Virginia Berninger说，继续教授书写并帮助孩子获得书写技能是很重要的。
Berninger和她的同事们进行了一项研究，观察学生用电脑和手写完成各种写作任务的能力。这项发表于2009年的研究发现，当参与者用笔和纸写作时，能够写出更长的论文和更完整的句子，并且写出单词的速度更快。
在最近的一项研究中，Berninger观察了拼写在学生的写作技能中所起的作用，发现孩子拼写的好坏和他们写作的好坏紧密联系。“拼写使得大脑中一些思考的区域活跃起来，这可以帮助我们获取词汇、词义以及概念，并把我们的书面语言和想法联系起来。”Berninger如是说。
研究表明，拼写首先帮助学生在脑海中将想法翻译成单词，然后“将这些单词转换成为纸上或者键盘和屏幕上的书面符号”。Berninger说：“运用‘思维的眼睛’看到这些单词不但可以帮助孩子将想法转变成单词，而且久而久之可以使他们在书写单词时发现拼写错误并改正。”
Berninger说：“在电脑时代，一些人认为我们没有必要再去教授拼写了，因为我们的电脑上有拼写检查功能。但是，一个孩子在拥有大约五年级水平的功能性拼写能力之前，他是不具备从电脑所给的选项中选出正确拼写的知识的。”
Two friends have an argument that breaks up their friendship forever, even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact, according to an official report on youth violence,“In our country today, the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but the terrible reality of violence”. Given that this is the case, why aren't students taught to manage conflict the way they are taught to solve math problems, drive cars, or stay physically fit?
First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult（侮辱）. For example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isn't in the sandwich, but in the way students deal with the conflict.
Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution（解决）: stay calm. Once the student feels calmer, he or she should choose words that will calm the other person down as well. Rude words, name-calling, and accusations only add fuel to the emotional fire. On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control.
After both sides have calmed down, they can use another key strategy（策略）for conflict resolution: listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker's position. Then the two people should change roles.
Finally, students need to consider what they are hearing. This doesn't mean trying to figure out what's wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn't, careful thought helps both sides figure out a mutual solution.
There will always be conflict in schools, but that doesn't mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility,“64 percent of the teachers reported less physical violence in the classroom; 75 percent of the teachers reported an increase in student co-operation; and 92 percent of the students felt better about themselves”. Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.
50. This article is mainly about ______.
A. the lives of school children
B. the cause of arguments in schools
C. how to analyze youth violence
D. how to deal with school conflicts
51. From Paragraph 2 we can learn that ______.
A. violence is more likely to occur at lunchtime
B. a small conflict can lead to violence
C. students tend to lose their temper easily
D. the eating habit of a student is often the cause of a fight
52. Why do students need to ask themselves the questions stated in Paragraph 5?
A. To find out who is to blame.
B. To get ready to try new things.
C. To make clear what the real issue is.
D. To figure out how to stop the shouting match.
53. After the conflict resolution program was started in Atlanta, it was found that ______.
A. there was a decrease in classroom violence
B. there was less student cooperation in the classroom
C. more teachers felt better about themselves in schools
D. the teacher-student relationship greatly improved
54. The writer's purpose for writing this article is to ______.
A. complain about problems in school education
B. teach students different strategies for school life
C. advocate teaching conflict management in schools
D. inform teachers of the latest studies on school violence
1. First of all, students need to realize that conflict is _____（不可避免的）. A report on _____（暴力）among middle school and high school students _____（表明）that most violent incidents between students begin with a _____（相对地）minor _____（侮辱）. For example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can _____（导致）insults, which in turn can lead to violence. The problem isn't in the sandwich, but in the way students deal with the conflict.
2. Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution: stay calm. Once the student feels calmer, he or she should choose words that will calm the other person down as well. Rude words, name-calling, and accusations only add fuel to the emotional fire. On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control.
译： _________________________
1. adolescent [ ] n. 青少年
2. starvation [ ] n. 饥饿
3. abandonment [ ] n. 遗弃
4. conflict [ ] n. 冲突
5. minor [ ] adj. 轻微的，少数的
major [ ] adj. 多数的，主要的
6. *insult [ , ] n./v. 侮辱
7. accusation [ ] n. 控告
accuse [ ] v. 控告
8. explode [ ] vi. 爆炸
explosion [ ] n. 爆炸
9. *resolution [ ] n. 解决
*resolve [ ] v. 解决
10. clarify [ ] v. 澄清
simplify [ ] v. 简化
11. *co-operation [ ] n. 合作
corporation [ ] n. 公司
朋友之间会因为一次争吵永远破坏他们的友谊，即使他们当中没有任何一人记得整件事情是如何开始的。这种令人悲伤的事情在全国各地的高中里不断发生。事实上，一份关于青少年暴力的官方报道称：“如今在我国，对儿童和青少年生命安全的最大威胁不是疾病、饥饿或遗弃，而是可怕的暴力现实。”如果这是事实，为什么我们没有像教会学生解决数学问题、开车或保持身体健康那样，教会学生如何处理冲突呢？
首先，学生需要认识到冲突是不可避免的。一份关于初高中学生暴力的报告表明，大多数学生之间的暴力事件都开始于一个相对较小的侮辱。例如，一场打架可能会开始于一个学生每天午餐的时候都吃花生酱三明治。对三明治的嘲笑会导致侮辱，进而导致暴力。问题不在于三明治，而在于学生处理冲突的方法。
一旦学生们认识到冲突是不可避免的，他们便可以实践解决冲突的黄金法则：保持冷静。一旦学生感觉到平静一点，他或她也会选择使其他人平静下来的言辞。粗鲁的言辞、谩骂以及谴责只会火上浇油。另一方面，用正常的语调说一些柔和的话语能让人的怒火在不受控制地爆发之前熄灭。
双方都平静下来后，他们可以使用另一个关键策略来解决冲突：倾听。倾听让双方相互理解。一个人先描述他或她的立场，而另一个人应该倾听而不要打断对方。然后，听者可以问些不具威胁性的问题来弄清描述者的态度。在这之后两人互换角色。
最后，学生们需要考虑他们所听到的。这并不意味着试图找出其他人的毛病。这意味着要理解真正的问题是什么，以及双方试图达成什么目的。例如，一场关于花生酱三明治的争吵可能会发生是因为一个人认为另外一个人不愿意尝试新事物。学生们需要问自己这样的问题：这是怎么开始的呢？我真正想要的是什么？我在害怕什么？随着这个问题变得更加清晰，冲突常常只会变得越来越小。即使冲突不会消停，仔细考虑也会帮助双方找出一个共同的解决方案。
学校里总是会有冲突发生，但这并不意味着必须用暴力才能解决问题。根据社会责任教育署的报告，亚特兰大的学生开始参加解决冲突的课程后，64%的教师报告教室里的暴力冲突变少了，75%的教师报告学生互相合作增多，并且有92%的学生自我感觉更好。学习如何解决冲突可以帮助学生和朋友、老师、父母、老板以及同事相处。从这方面来看，解决冲突是一个基本的生活技能，应该在全国各地的学校被教授。
Mark Twain has been called the inventor of the American novel. And he surely deserves additional praise: the man who popularized the clever literary attack on racism.
I say clever because anti-slavery fiction had been the important part of the literature in the years before the Civil War. H. B. Stowe's Uncle Tom's Cabin is only the most famous example. These early stories dealt directly with slavery. With minor exceptions, Twain planted his attacks on slavery and prejudice into tales that were on the surface about something else entirely. He drew his readers into the argument by drawing them into the story.
Again and again, in the postwar years, Twain seemed forced to deal with the challenge of race. Consider the most controversial, at least today, of Twain's novels, Adventures of Huckleberry Finn . Only a few books have been kicked off the shelves as often as Huckleberry Finn , Twain's most widely read tale. Once upon a time, people hated the book because it struck them as rude. Twain himself wrote that those who banned the book considered the novel“trash and suitable only for the slums（贫民窟）.”More recently the book has been attacked because of the character Jim, the escaped slave, and many occurrences of the word nigger.（The term Nigger Jim, for which the novel is often severely criticized, never appears in it.）
But the attacks were and are silly—and miss the point. The novel is strongly anti-slavery. Jim's search through the slave states for the family from whom he has been forcibly parted is heroic. As J. Chadwick has pointed out, the character of Jim was a first in American fiction—a recognition that the slave had two personalities,“the voice of survival within a white slave culture and the voice of the individual: Jim, the father and the man.”
There is much more. Twain's mystery novel Pudd'nhead Wilson stood as a challenge to the racial beliefs of even many of the liberals of his day. Written at a time when the accepted wisdom held Negroes to be inferior（低等的）to whites, especially in intelligence, Twain's tale centered in part around two babies switched at birth. A salve gave birth to her master's baby and, for fear that the child should be sold South, switched him for the master's baby by his wife. The slave's light-skinned child was taken to be white and grew up with both the attitudes and the education of the slave-holding class. The master's wife's baby was taken for black and grew up with the attitudes and intonations of the slave.
The point was difficult to miss: nurture（养育）, not nature, was the key to social status. The features of the black man that provided the stuff of prejudice—manner of speech, for example—were, to Twain, indicative of nothing other than the conditioning that slavery forced on its victims.
Twain's racial tone was not perfect. One is left uneasy, for example, by the lengthy passage in his autobiography（自传）about how much he loved what were called“nigger shows”in his youth—mostly with white men performing in black-face—and his delight in getting his mother to laugh at them. Yet there is no reason to think Twain saw the shows as representing reality. His frequent attacks on slavery and prejudice suggest his keen awareness that they did not.
Was Twain a racist? Asking the question in the 21st century is as wise as asking the same of Lincoln. If we read the words and attitudes of the past through the“wisdom”of the considered moral judgments of the present, we will find nothing but error. Lincoln, who believed the black man the inferior of the white, fought and won a war to free him. And Twain, raised in a salve state, briefly a soldier, and inventor of Jim, may have done more to anger the nation over racial injustice and awaken its collective conscience than any other novelist in the past century.
65. How do Twain's novels on slavery differ from Stowe's?
A. Twain was more willing to deal with racism.
B. Twain's attack on racism was much less open.
C. Twain's themes seemed to agree with plots.
D. Twain was openly concerned with racism.
66. Recent criticism of Adventure of Huckleberry Finn arose partly from its ______.
A. target readers at the bottom
B. anti-slavery attitude
C. rather impolite language
D. frequent use of“nigger”
67. What best proves Twain's anti-slavery stand according to the author?
A. Jim's search for his family was described in detail.
B. The slave's voice was first heard in American novels.
C. Jim grew up into a man and a father in the white culture.
D. Twain suspected that the slaves were less intelligent.
68. The story of two babies switched mainly indicates that ______.
A. slaves were forced to give up their babies to their masters
B. slaves' babies could pick up slave-holders' way of speaking
C. blacks' social position was shaped by how they were brought up
D. blacks were born with certain features of prejudice
69. What does the underlined word“they”in Paragraph 7 refer to?
A. The attacks.
B. Slavery and prejudice.
C. White men.
D. The shows.
70. What does the author mainly argue for?
A. Twain had done more than his contemporary writers to attack racism.
B. Twain was an admirable figure comparable to Abraham Lincoln.
C. Twain's works had been banned on unreasonable grounds.
D.Twain's works should be read from a historical point of view.
1. Again and again, in the postwar years, Twain seemed forced to _____（处理）the _____（挑战）of race. Consider the most _____（有争议的）, at least today, of Twain's novels, Adventures of Huckleberry Finn . Only a few books have been _____（踢落）the shelves as often as Huckleberry Finn , Twain's most widely read tale. Once upon a time, people hated the book because it struck them as rude. Twain himself wrote that those who _____（禁止）the book considered the novel“trash and suitable only for the slums.”More recently the book has been _____（攻击）because of the character Jim, the escaped slave, and many _____（出现）of the word nigger. (The term Nigger Jim, for which the novel is often severely _____（批判）, never appears in it.)
2. I say clever because anti-slavery fiction had been the important part of the literature in the years before the Civil War. H. B. Stowe's Uncle Tom's Cabin is only the most famous example. These early stories dealt directly with slavery. With minor exceptions, Twain planted his attacks on slavery and prejudice into tales that were on the surface about something else entirely. He drew his readers into the argument by drawing them into the story.
译： _________________________
1. deserve [ ] v. 值得，应得
2. additional [ ] adj. 额外的
3. popularize [ ] v. 普及，使通俗化
4. argument [ ] n. 争论；论点
5. draw [ ] v. 画画；吸引
6. *racism [ ] n. 种族主义
7. controversial [ ] adj. 有争议的
8. kick off 踢落
9. slavery [ ] n. 奴隶制度
10. directly [ ] adv. 直接地
11. *intonation [ ] n. 声调，语调
12. minor [ ] adj. 次要的
13. minority [ ] n. 少数；少数民族
14. indicative [ ] adj. 象征的，指示的
15. condition [ ] n. 情况 v. 影响
16. *occurrence [ ] n. 出现；发生的事，事件
17. criticize [ ] v. 批评，批判
18. lengthy [ ] adj. 冗长的
19. recognition [ ] n. 承认，认可
20. *mystery [ ] n. 迷
*mysterious [ ] adj. 神秘的
21. *nurture [ ] n. 养育；培植
22. *inferior [ ] adj. 差的；下级的
23. *autobiography [ ] n. 自传
24. contemporary [ ] adj. 同时代的，同期的
25. anger [ ] n. 愤怒 v. 使发怒，激怒
26. *collective [ ] adj. 集体的，共同的
27. unreasonable [ ] adj. 不合理的
28. ground [ ] n. 理由 （on...grounds）
29. comparable [ ] adj. 比得上的
30. admirable [ ] adj. 令人钦佩的
Jim's search through the slave states for the family (from whom he has been forcibly parted) is heroic .
［分析］ from whom属于定语从句，修饰the family。
［翻译］ 为了找到自己曾经被迫离开的那个家庭，吉姆寻遍蓄奴州，这是很有英雄气概的。
One is left uneasy, for example, by the lengthy passage in his autobiography about (how much he loved what were called“nigger shows”in his youth)—mostly with white men performing in blackface—and his delight in getting his mother to laugh at them.
［分析］ mostly...black-face是nigger shows的同位语。
［翻译］ 例如，他自传中的一段冗长的描述就让人black不舒服，他表达了对年轻时所谓“黑人表演”的喜爱（黑人表演：主要是白人扮演黑人的表演）以及他看到母亲看这些表演而大笑时的喜悦。
马克·吐温一直被称作美国小说的创始人。他理所应当获得更高的赞誉：他是普及了用文学这种聪明的方式抨击种族主义的人。
我说这种方式聪明是因为，反对奴隶制的小说在美国内战前的那些年一直是文学领域的重要组成部分，H. B. 斯托的《汤姆叔叔的小屋》只是一个最有名的例子。这些早期的故事都直接抨击奴隶制度。除了个别著作，吐温把他对奴隶制度的抨击和偏见写入了故事当中，而这些故事表面上看起来完全是有关其他内容的。他通过把读者吸引到故事中来引导读者认同他的观点。
战后，吐温似乎一次又一次地被迫应对这些种族挑战。想一想他最具争议性的小说（至少在今天看来）《哈克贝利·费恩历险记》。只有少数几本书的被禁率能比得上《哈克贝利·费恩历险记》——马克·吐温最广为阅读的书。很久以前，人们讨厌这本书，因为这本书粗鲁得令他们吃惊。马克·吐温自己写道：那些将本书列为禁书的人视此为垃圾，认为它只适合贫民窟的人读。近段时间，由于书中的人物——出逃的奴隶吉姆，以及多次出现黑人这个词，这本书备受攻击。（其实书中根本没有黑人吉姆这个词，而正是这个词使得这本书常受抨击）
但是这些攻击曾经是，现在也还是那么可笑，并且没有抓住重点。这本小说是强烈反对奴隶制的。为了找到自己曾经被迫离开的那个家庭，吉姆寻遍蓄奴州，这是很有英雄气概的。就像J. 查德威克指出的那样，在美国小说史上，吉姆这个角色第一次让我们意识到奴隶的两个特点：“在白人奴隶文化背景下要生存的呼声和个人的呼声：吉姆，既是父亲又是男人。”
（这样的小说）还有很多。吐温的悬疑小说《傻瓜威尔逊》甚至对当时的很多自由主义者的种族观念都是一种挑战。吐温的故事有一部分是围绕两个婴儿在出生时期就被调换展开的，写于这样一个时代背景下：人们普遍认为黑人比白人低一等，尤其在智力上。一个奴隶生下了她主人的孩子，因担心这个孩子被卖到南方，于是就把这个孩子与主人妻子的孩子进行了调换。这个浅色皮肤的小孩被当成白人，在接受蓄奴阶级的观念和教育之下长大。而主人妻子的孩子被当成是黑人，带着奴隶阶级的观念和语调长大成人。
关键的一点不容忽视：一个人的社会地位不是先天决定的，而是由后天的成长环境决定的。在吐温看来，黑人身上所具有的导致歧视的特征——例如谈吐方式，只是暗示了奴隶制对黑人的迫害。
吐温描写种族主义的语气并不完美。例如，他自传中的一段冗长的描述就让人不舒服，他表达了对年轻时所谓“黑人表演”的喜爱（黑人表演：主要是白人扮演黑人的表演）以及他看到母亲看这些表演而大笑时的喜悦。但是我们没有理由认为吐温将“黑人表演”视为现实。他对奴隶制和种族歧视的多次抨击表明他十分清楚这些表演并没有反映现实。
吐温是种族主义者吗？在21世纪问这个问题和问林肯同样的问题是一样“明智”的。如果我们用如今经过深思熟虑的道德标准的“智慧”去判断过去的文字和观念，我们只会得到错误的答案。认为黑人比白人低等的林肯却发动了解放奴隶的战争，并且获胜了。生长在蓄奴州，当过一段时间的兵并塑造了吉姆这个人物，吐温也许做出了比历史上任何一位小说家都要多的努力，来激发整个国家对种族歧视的愤怒，并唤醒人们共同的良心。
Argentina in the late nineteenth century was an exciting place. Around 1870, it was experiencing an economic（经济的）boom, and the capital, Buenos Aires, attracted many people. Farmers, as well as a flood of foreigners from Spain and Italy, came to Buenos Aires seeking jobs. These jobs didn't pay well, and the people felt lonely and disappointed with their new life in the city. As the unhappy newcomers mixed together in the poor parts of the city, the dance known as the tango（探戈舞）came into being.
At the beginning the tango was a dance of the lower classes. It was danced in the bars and streets. At that time there were many fewer women than men, so if a man didn't want to be left out, his only choice was to dance with another man so that he could attract the attention of the few available women. Gradually, the dance spread into the upper classes of Argentinean society and became more respectable.
In Europe at this time, strong interest in dance from around the world was beginning. This interest in international dance was especially evident in Paris. Every kind of dance from ballet（芭蕾舞）to belly dancing could be found on the stages of the Paris theaters. After tango dancers from Argentina arrived in Europe, they began to draw the interest of the public as they performed their exciting dance in cafes. Though not everyone approved of the new dance, saying it was a little too shocking, the dance did find enough supporters to make it popular.
The popularity（流行）of the tango continued to grow in many other parts of the world. Soldiers who returned to the United States from World War I brought the tango to North America. It reached Japan in 1926, and in 2003 the Argentinean embassy in Seoul hired a local tango dancer to act as a kind of dance ambassador, and promote tango dancing throughout South Korea.
72. The origin of the tango is associated with ______.
A. belly dancers
B. American soldiers
C. a Spanish city
D. the capital of Argentina
73. Which of the following is true about the tango?
A. It was created by foreigners from Spain and Italy.
B. People of the upper classes loved the tango most.
C. It was often danced by two males in the beginning.
D. A dancer in Seoul became the Argentinean ambassador.
74. Before World War I, the tango spread to ______.
A. America
B. Japan
C. France
D. South Korea
75. What can be the best title for the text?
A. How to Dance the Tango
B. The History of the Tango
C. How to Promote the Tango
D. The Modern Tango Boom
1. Argentina in the late nineteenth century was an exciting place. Around 1870, it was experiencing an _____（经济的）_____（激增，繁荣）, and the capital, Buenos Aires, attracted many people. Farmers, as well as _____（一群）foreigners from Spain and Italy, came to Buenos Aires _____（寻找）jobs. These jobs didn't pay well, and the people felt lonely and _____（失望的）with their new life in the city. As the unhappy newcomers _____（混合）together in the poor parts of the city, the dance known as the tango _____（出现，产生）.
2. In Europe at this time, strong interest in dance from around the world was beginning. This interest in international dance was especially _____（明显的）in Paris. Every kind of dance from ballet to belly dancing could be found on the stages of the Paris theaters. After tango dancers from Argentina arrived in Europe, they began to draw the interest of the public as they _____（表演）their exciting dance in cafes. Though not everyone _____（赞同，同意）the new dance, saying it was a little too _____（令人震惊的）, the dance did find enough _____（支持者）to make it popular.
3. At the beginning the tango was a dance of the lower classes. It was danced in the bars and streets. At that time there were many fewer women than men, so if a man didn't want to be left out, his only choice was to dance with another man so that he could attract the attention of the few available women. Gradually, the dance spread into the upper classes of Argentinean society and became more respectable.
译： _________________________
1. *economic [ ] adj. 经济的
2. boom [ ] n./v. 激增；快速发展
3. seek [ ] v. 寻找
4. come into being 出现，产生
5. leave out 忽略
6. attract the attention 吸引注意力
7. respectable [ ] adj. 受人尊重的
8. evident [ ] adj. 明显的；显著的
9. draw [ ] v. 吸引
10. perform [ ] v. 表演
11. *embassy [ ] n. 使馆
12. hire [ ] v. 雇用
13. *ambassador [ ] n. 大使，使者
14. promote [ ] v. 促进
15. origin [ ] n. 起源
16. associate [ ] v. 联系
[Though not everyone approved of the new dance, (saying it was a little too shocking)], the dance did find enough supporters to make it popular.
［分析］ Though...属于让步状语从句；saying...属于伴随状语；did强调find。
［翻译］ 尽管有人不喜欢这种新舞蹈，认为它有点太令人震惊，但这种舞蹈确实赢得了众多支持者，开始流行起来。
19世纪后期的阿根廷是一个激动人心的地方。大约在1870年，阿根廷的经济发展迅速。首都布宜诺斯艾利斯吸引了很多人。农民和一大批来自西班牙和意大利的外国人来到布宜诺斯艾利斯找工作。他们找到的工作工资不高，这些人感到很孤独，对这个城市的新生活也感到很失望。当这些不幸福的新来者在这个城市的贫穷地区聚集，便产生了现在大家熟知的探戈舞。
起初，探戈舞是下层社会的舞蹈。人们通常在酒吧和街道上跳探戈。当时，女人比男人少得多，因此，如果一个男人不想被忽视，那么他唯一的选择就是和另一个男人一起跳，以此来吸引极少数单身女人的注意。渐渐地，这种舞蹈流传到阿根廷的上层社会，并且越来越受到尊重。
此时，欧洲对来自世界各地的舞蹈的浓厚兴趣才刚刚萌生。这种对国际舞蹈的兴趣在巴黎尤其明显。从芭蕾舞到肚皮舞，人们可以在巴黎剧院的舞台上看到任何一种舞蹈。探戈舞者从阿根廷来到欧洲后在咖啡馆里表演这种充满激情的舞蹈，他们开始引起了公众的注意。尽管有人不喜欢这种新舞蹈，认为它有点太令人震惊，但这种舞蹈确实赢得了众多支持者，开始流行起来。
探戈舞继续在世界其他很多地方流行开来。一战后回到美国的士兵把探戈舞带到了北美。1926年，探戈舞流传到日本。2003年，阿根廷驻首尔大使馆雇用一名当地的探戈舞者来担任舞蹈大使，以推动探戈舞在整个韩国的发展。
When asked about happiness, we usually think of something extraordinary, an absolute delight, which seems to get rarer the older we get.
For kids, happiness has a magical quality. Their delight at winning a race or getting a new bike is unreserved（毫无掩饰的）.
In the teenage years the concept of happiness changes. Suddenly it's conditional on such things as excitement, love and popularity. I can still recall the excitement of being invited to dance with the most attractive boy at the school party.
In adulthood the things that bring deep joy—love, marriage, birth—also bring responsibility and the risk of loss. For adults, happiness is complicated（复杂的）.
My definition of happiness is“the capacity for enjoyment”. The more we can enjoy what we have, the happier we are. It's easy to overlook the pleasure we get from the company of friends, the freedom to live where we please, and even good health.
I experienced my little moments of pleasure yesterday. First I was overjoyed when I shut the last lunch-box and had the house to myself. Then I spent an uninterrupted morning writing, which I love. When the kids and my husband came home, I enjoyed their noise after the quiet of the day.
Psychologists tell us that to be happy we need a mix of enjoyable leisure time and satisfying work. I don't think that my grandmother, who raised 14 children, had much of either. She did have a network of close friends and family, and maybe this is what satisfied her.
We, however, with so many choices and such pressure to succeed in every area, have turned happiness into one more thing we've got to have. We're so self-conscious about our“right”to it that it's making us miserable. So we chase it and equal it with wealth and success, without noticing that the people who have those things aren't necessarily happier.
Happiness isn't about what happens to us—it's about how we see what happens to us. It's the skillful way of finding a positive for every negative. It's not wishing for what we don't have, but enjoying what we do possess.
51. As people grow older, they ______.
A. feel it harder to experience happiness
B. associate their happiness less with others
C. will take fewer risks in pursuing happiness
D. tend to believe responsibility means happiness
52. What can we learn about the author from Paragraphs 5 and 6?
A. She cares little about her own health.
B. She enjoys the freedom of traveling.
C. She is easily pleased by things in daily life.
D. She prefers getting pleasure from housework.
53. What can be inferred from Paragraph 7?
A. Psychologists think satisfying work is key to happiness.
B. Psychologists' opinion is well proved by Grandma's case.
C. Grandma often found time for social gatherings.
D. Grandma's happiness came from modest expectations of life.
54. People who equal happiness with wealth and success ______.
A. consider pressure something blocking their way
B. stress their right to happiness too much
C. are at a loss to make correct choices
D. are more likely to be happy
55. What can be concluded from the passage?
A. Happiness lies between the positive and the negative.
B. Each man is the master of his own fate.
C. Success leads to happiness.
D. Happy is he who is content.
1. When asked about happiness, we usually think of something _____（非凡的）, an _____（绝对的）delight, which seems to get _____（更稀有的）the older we get.
For kids, happiness has a _____（有魔力的）quality. Their delight at winning a race or getting a new bike is _____（毫无掩饰的）.
2. In adulthood the things that bring deep joy—love, marriage, birth—also bring _____（责任）and the risk of loss. For adults, happiness is _____（复杂的）.
My _____（定义）of happiness is“the _____（能力）for enjoyment”. The more we can enjoy what we have, the happier we are. It's easy to _____（忽略）the pleasure we get from the _____（陪伴）of friends, the freedom to live where we please, and even good health.
3. Psychologists tell us that to be happy we need a mix of enjoyable leisure time and satisfying work. I don't think that my grandmother, who raised 14 children, had much of either. She did have a network of close friends and family, and maybe this is what satisfied her.
We, however, with so many choices and such pressure to succeed in every area, have turned happiness into one more thing we've got to have. We're so self-conscious about our“right”to it that it's making us miserable. So we chase it and equal it with wealth and success, without noticing that the people who have those things aren't necessarily happier.
译： _________________________
1. extraordinary [ ] adj. 非凡的
2. absolute [ ] adj. 绝对的
3. rare [ ] adj. 稀有的
4. attractive [ ] adj. 吸引人的
5. *capacity [ ] n. 能力
6. overlook [ ] v. 忽略
7. company [ ] n. 陪伴
8. uninterrupted [ ] adj. 不间断的，不受打扰的
9. *psychologist [ ] n. 心理学家
10. self-conscious [ ] adj. 自觉的
11. miserable [ ] adj. 悲惨的
12. possess [ ] n./v. 拥有
in possession of 拥有
13. block [ ] v. 阻塞
14. content [ ] adj. 满意的
(When asked about happiness), we usually think of something extraordinary, an absolute delight, (which seems to get rarer the older we get).
［分析］ when...引导时间状语从句；which...引导非限制性定语从句。
［翻译］ 当被问及幸福时，我们通常想到的是那些非凡的、令人感到无比喜悦的事情，然而这些事情似乎随着我们年龄的增长而变得越来越少。
当被问及幸福时，我们通常想到的是那些非凡的、令人感到无喜悦的事情，然而这些事情似乎随着我们年龄的增长而变得越来越少。
对孩子来说，幸福具有神奇的魔力。当赢得一场比赛，或得到一辆新自行车时，他们的喜悦是毫无掩饰的。
到了青少年时期，幸福观发生了变化。幸福突然以兴奋、爱和受欢迎为条件。我仍然记得在学校的舞会上被最有魅力的男孩邀请一起跳舞时我有多兴奋。
成年后，能给我们带来深深的喜悦的事情——爱情、婚姻以及孩子的出生——同时也给我们带来了责任和失去的风险。对于成年人来说，幸福是复杂的。
我对幸福的定义是“享受的能力”。越是能享受所拥有的东西，我们就越幸福。我们容易忽视那些已经拥有的幸福，比如朋友的陪伴，自由自在地生活在我们满意的地方，甚至是健康的体魄。
我昨天就享受了一些小小的幸福时刻。首先，当我合上最后一个午餐盒，独自待在屋子里时，我感到无比幸福。接着，我花了一上午来进行我热爱的写作，并且没有受到打扰。一天的宁静过后，当孩子们和我的丈夫回到家时，我很享受他们的吵闹。
心理学家告诉我们，要想幸福，我们既需要令人愉快的休闲时间，也需要令人满意的工作。我的祖母抚养了14个孩子，我认为这两个条件她都不具备。但她的确有一群亲密的朋友和一个庞大的家庭，或许这就是让她心满意足的地方。
然而，由于我们有这么多的选择，以及要在各个领域取得成功的压力，我们把幸福变成了另外一种必须要得到的东西。我们对拥有幸福的“权利”过分在意，导致我们自己很痛苦。因此我们追求幸福，把幸福等同于财富和成功，却没有注意到，拥有财富和成功的人不一定更幸福。
幸福不在于我们周围发生了什么，而在于我们如何看待我们周围所发生的一切。幸福是一种从不利之中找到有利的巧妙方式。幸福不是渴望我们没有的，而是享受我们所拥有的。
Many people think that listening is a passive business. It is just the opposite. Listening well is an active exercise of our attention and hard work. It is because they do not realize this, or because they are not willing to do the work, that most people do not listen well.
Listening well also requires total concentration upon someone else. An essential part of listening well is the rule known as‘bracketing’. Bracketing includes the temporary giving up or setting aside of your own prejudices and desires, to experience as far as possible someone else's world from the inside, stepping into his or her shoes . Moreover, since listening well involves bracketing, it also involves a temporary acceptance of the other person. Sensing this acceptance, the speaker will seem quite willing to open up the inner part of his or her mind to the listener. True communication is under way. The energy required for listening well is so great that it can be accomplished only by the will to extend oneself for mutual growth.
Most of the time we lack this energy. Even though we may feel in our business dealings or social relationships that we are listening well, what we are usually doing is listening selectively. Often we have a prepared list in mind and wonder, as we listen, how we can achieve certain desired results to get the conversation over as quickly as possible or redirected in ways more satisfactory to us. Many of us are far more interested in talking than in listening, or we simply refuse to listen to what we don't want to hear.
It wasn't until toward the end of my doctor career that I have found the knowledge that one is being truly listened to is frequently therapeutic（有疗效的）. In about a quarter of the patients I saw, surprising improvement was shown during the first few months of psychotherapy（心理疗法）, before any of the roots of problems had been uncovered or explained. There are several reasons for this phenomenon, but chief among them, I believe, was the patient's sense that he or she was being truly listened to, often for the first time in years, and for some, perhaps for the first time ever.
66. The phrase“stepping into his or her shoes”in Paragraph 2 probably means ______.
A. preparing a topic list first
B. focusing on one's own mind
C. directing the talk to the desired results
D. experiencing the speaker's inside world
67. What is mainly discussed in Paragraph 2?
A. How to listen well.
B. What to listen to.
C. Benefits of listening.
D. Problems in listening
68. According to the author, in communication people tend to ______.
A. listen actively B. listen purposefully
C. set aside their prejudices
D. open up their inner mind
69. According to the author, the patients improved mainly because ______.
A. they were taken good care of
B. they knew they were truly listened to
C. they had partners to talk to
D. they knew the roots of problems
70. What type of writing is the article likely to be?
A. Science fiction
B. A news report.
C. A medical report.
D. Popular science.
1. Listening well also requires total _____（注意）upon someone else. An _____（基本的）part of listening well is the rule known as‘bracketing’. Bracketing includes the _____（暂时的）giving up or setting aside of your own _____（偏见）and desires, to experience as far as possible someone else's world from the inside, stepping into his or her shoes. Moreover, since listening well _____（包括）bracketing, it also involves a temporary acceptance of the other person. Sensing this acceptance, the speaker will seem quite willing to open up the inner part of his or her mind to the listener. True communication is _____（在进行中）. The energy required for listening well is so great that it can be _____（实现）only by the will to extend oneself for _____（相互的）growth.
2. Most of the time we lack this energy. Even though we may feel in our business dealings or social relationships that we are listening well, what we are usually doing is listening selectively. Often we have a prepared list in mind and wonder, as we listen, how we can achieve certain desired results to get the conversation over as quickly as possible or redirected in ways more satisfactory to us. Many of us are far more interested in talking than in listening, or we simply refuse to listen to what we don't want to hear.
译： _________________________
1. passive [ ] adj. 被动的，消极的
2. concentration [ ] n. 专心；集中；浓度
3. essential [ ] adj. 基本的，必要的
4. temporary [ ] adj. 暂时的
5. set aside 留出
6. prejudice [ ] n. 偏见，成见
7. *bracket [ ] v. 把…放入括弧中；装托架
8. accomplish [ ] vt. 完成，实现
9. *mutual [ ] adj. 相互的
10. selectively [ ] adv. 有选择地
11. improvement [ ] n. 改进，改善
12. redirect [ ] vt. 使改方向
13. uncover [ ] v. 揭露，发现
14. phenomenon [ ] n. 现象，奇迹
The energy required for listening well is so great that it can be accomplished only by the will to extend oneself for mutual growth.
［分析］ so...that...句型，that...属于结果状语从句。
［翻译］ 倾听需要如此大的能量，只有愿意竭尽全力共同成长，才能真正实现良好的倾听。
Even though we may feel (in our business dealings or social relationships) that we are listening well, what we are usually doing is listening selectively.
［分析］ even through属于让步状语从句；that...well属于宾语从句；what...doing属于主语从句。
［翻译］ 尽管我们自认为在做交易时，或者在社会关系中能做到认真倾听，但通常我们都是有选择地倾听。
很多人认为倾听是一件被动的事情。恰恰相反，认真倾听可以锻炼我们的注意力，提升工作的积极性。由于没有认识到这一点，或者不愿意这么做，大部分人都不会认真倾听。
良好的倾听还要求把注意力全部集中在别人身上。关于良好的倾听，至关重要的一部分就是人们熟知的“括弧”规则。括弧规则就是暂且放弃或不顾自己的偏见及欲望，站在他人的立场上，尽可能去感受他人的内心世界。此外，由于良好的倾听包括括弧规则，因此也要求暂时接纳对方。如果说话人感受到了这种接纳，就会十分愿意把自己的深层想法呈现给倾听的人。这样才能展开真正的交流。倾听需要如此大的能量，只有愿意竭尽全力共同成长，才能真正实现良好的倾听。
我们通常都缺少这种能量。尽管我们自认为在做交易时，或者在社会关系中能做到认真倾听，但通常我们都是有选择地倾听。通常我们的脑海里都准备好了一个列表，听别人说话时，我们会想如何才能尽快达到预期效果并结束谈话，或者转变方式，使谈话更令我们满意。与倾听相比，许多人更喜欢夸夸其谈，或者干脆拒绝倾听我们不想听到的内容。
直到我的医生生涯快结束时，我才发现真正的倾听常常是有疗效的。在我接触到的病人中，大约有四分之一在尚未发现病因，或没有被告知病因的情况下，仅仅通过头几个月的心理疗法病情就得到了显著改善。有多种原因可以解释这种现象，但我相信，最主要的原因是病人感受到有人真正在倾听自己讲话，这可能是他们几年当中第一次被倾听，甚至对有些人来说这是一生中的第一次。