Part Ⅲ Reading Section A(卷二)
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The ocean is heating up. That's the conclusion of a new study that finds that Earth's oceans now (27)heat at twice the rate they did 18 years ago. Around half of ocean heat intake since 1865 has taken place since 1997, rearchers report online in Nature Climate Change.
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Warming waters are known to (28)to coral bleaching(珊瑚白化) and they take up more space than cooler waters, raising a (29). While the top of the ocean is studied, its depths are more difficult to (30)The rearchers gathered 150 years of ocean temperature data in order to get better (31)of heat absorption from surface to abed. They gathered together temperature readings collected by everything from a 19th century (32)of British naval ships to modern automated ocean probes. The extensive data sources, (33)with computer simulations(计算机模拟), created a timeline of ocean temperature changes, including cooling from volcanic outbreaks and warming from fossil fuel (34).
About 35 percent of the heat taken in by the oceans during the industrial era now resident
s at a (35)of more than 700 meters, the rearchers found. They say they're unsure(36)whether the deep-a warming canceled out warming at the a's surface.
A absorb
B combined
C contribute
D depth
E emission
F.explore
G explore
H.floor
I.heights
J.indifferent
K level
L.mixed
M picture
N unsure
O voyage
参考答案：
(26)A absorb
(27)C contribute
(28)K level
(29)G explore
(30)M picture
(31)O voyage
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(32)B combined
(33)E emission
(34)D depth
(35)N unsureedc是什么
Part Ⅲ Reading Section B(卷二)
The Secret to Raising Smart Kids
37.The author's experiment shows that students with a fixed mind-t believe having to work hard is an indication of low ability.
【答案】[F] As predicted, the students with a growth mind-t felt that learning was mor
e important goal than getting good grades. In addition, they held hard work in high regard, They understood that even genius have to work hard. Confronted by a tback such as a disappointing test grade, students with a growth mind-t said they would study harder or try a different strategy. The students who held a fixed mind-t, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, tho with a fixed mind-t said that would study less in the future, try never to take that subject again and consider cheating on future tests.
38.Focusing on effort is effective in helping children overcome frustration and achieve success.
【答案】[C] In particular, attributing poor performance to a lack of ability depress motivation more than does the belief that lack of effort is to blame. When I told a group of
school children who displayed helpless behavior that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve harm math problems. The experiments indicated that a focus on effort can help resolve helplessness and generate success.
39.We can cultivate a growth mind-t in children by telling success stories that emphasize hard work love of learning.上海美容美发学校
【答案】[I] How do we transmit a growth mind-t to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical genius
heson Who were more or less born that way puts students in a fixed mind-t, but mathematicians who fell in love with math and developed amazing skills produce a growth mind-t.
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40.Students’ belief about the cau of their failure explains their attitude toward tbacks.
【答案】[F]As predicted, the students with a growth mind-t felt that learning was more important goal than getting good grades. In addition, they held hard work in high regard, They understood that even genius have to work hard. Confronted by a tback such as a disappointing test grade, students with a growth mind-t said they would study harder or try a different strategy. The students who held a fixed mind-t, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, tho with a fixed mind-t said that would study less in the future, try never to take that subject again and consider cheating on future tests.
一对 41.In the author’s experiment, student with a growth mind-t showed greater perverance in solving difficult math problems.
ntest 【答案】[G] Such different outlook had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-t were comparable to the tho of students who displayed a fixed mind-t. But as the work became more difficult, the students with a growth mind-t showed greater persistence. As a result, their math grades overtook tho of the other students by the end of the first mester-and the gap between the two groups continued to widen during the two years we followed them.
42.The author conducted an experiment to find out about the influence of students’ mind-ts on math learning.
【答案】[E] We validated the expectations in a study in which two other psychologists and I monitored 373 student for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-ts might affect their math grades. At the beginning of venth grade, we assd the students' mind-ts by asking them to agree or disagree with statements sulazy
ch as "Your intelligence is something very basic about you that you can't really change." We then assd their beliefs about other aspects of learning and looked to e what happened to their grades.
