全國(guó)職稱英語(yǔ)考試?yán)砉ゎ怋級(jí) 閱讀理解押題 孫偉

《全國(guó)職稱英語(yǔ)考試?yán)砉ゎ怋級(jí) 閱讀理解押題 孫偉》由會(huì)員分享，可在線閱讀，更多相關(guān)《全國(guó)職稱英語(yǔ)考試?yán)砉ゎ怋級(jí) 閱讀理解押題 孫偉（23頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、 理工b閱讀押題 機(jī)會(huì)只給有準(zhǔn)備的人。 Opportunities are only for the prepared person. 孫老師特別提示： 押題變成了猜題，極不靠普，請(qǐng)大家做好無(wú)原題或押不中的準(zhǔn)備?。?！ 理工b閱讀押題 2013年 共2篇文章 Teaching ；Math, Teaching Anxiety “Don’t Drink Alone” Gets New Meaning

2、 2014年共4篇文章 IllBeBach（綜合B）2014 新增 26課講過 Teaching ；Math, Teaching Anxiety A Sunshade for the Planet Digital Realm 第二十九篇 IllBeBach（理工B新增） Composer David Cope is the inventor of a computer program that writes original works of classical musi

3、c. It took Cope 30 years to develop the software. Now most people cant tell the difference between music by the famous German composer J. S. Bach (1685-1750) and the Bach-like compositions from Copes computer. It all started in 1980 in the United States, when Cope was trying to write an oper

4、a. He was having trouble thinking of new melodies, so he wrote a computer program to create the melodies. At first this music was not easy to listen to. What did Cope do? He began to rethink how human beings compose music. He realized that composers brains work like big databases. First, they take i

5、n all the music that they have ever heard. Then they take out the music that they dislike. Finally, they make new music from what is left. According to Cope, only the great composers are able to create the database accurately, remember it, and form new musical patterns from it. Cope built a

6、huge database of existing music. He began with hundreds of works by Bach. The software analyzed the data: it broke it down into smaller pieces and looked for patterns. It then combined the pieces into new patterns. Before long, the program could compose short Bach-like works. They werent good, but i

7、t was a start. Cope knew he had more work to do-he had a whole opera to write. He continued to improve the software. Soon it could analyze more. complex music. He also added many other composers, including his own work, to the database., A few years later, Copes computer program, cal

8、led "Emmy", was ready to help him with his opera. The process required a lot of collaboration between the composer and Emmy. Cope listened to the computers musical ideas and used the ones that he liked. With Emmy, the opera took only two weeks to finish. It was called Cradle Falling, and it was a gr

9、eat success! Cope received some of the best reviews of his career, but no one knew exactly how he had composed the work. Since that first opera, Emmy has written thousands of compositions. Cope still gives Emmy feedback on what he likes and doesnt like of her music, but she is doing most of

10、the hard work of composing these days! 注釋： 1.J.S.Bach：約翰.塞巴斯蒂安.巴赫(德語(yǔ)：JohannSebastianBach，1685年3月31日--1750年7月28日)，巴洛克時(shí)期的德國(guó)作曲家，杰出的管風(fēng)琴、小提琴、大鍵琴演奏家，同作曲家亨德爾和泰勒曼齊名。巴赫被普遍認(rèn)為是音樂史上最重要的作曲家之一，并被尊稱為“西方‘現(xiàn)代音樂’之父”，也是西方文化史上最重要的人物之一。 練習(xí)： l.ThemusiccomposedbyDavidcopeisabout Aclassicalmusic. Bpopmusic

11、. Cdrama. Dcountrymusic. 2.Bydevelopingacomputersoftware,DavidCopeaimed AtobelikeBach. BtostudyBach. Ctowriteanopera. Dtocreateamusicaldatabase 3.WhatdidCoperealizeaboutagreatcomposersbrain? AItformsnewmusicalpatternsallbyitself. BItwritesacomputerprogram. CItcanrecognizeanymus

12、icpatterns. DItcreatesanaccuratedatabase. 4.WhoisEmmy? Aadatabase Bacomputersoftware CacomposerwhohelpedDavid Danopera 5.Wecaninferfromthepassagethat ADavidCopeisacomputerprogrammer. BDavidCopelovesmusic. CBachsmusichelpedhimalot. DEmmydidmuchmoreworkthanacomposer. 第二十九篇

13、 IllBeBach（理工B新增） Composer David Cope is the inventor of a computer program that writes original works of classical music. It took Cope 30 years to develop the software. Now most people cant tell the difference between music by the famous German composer J. S. Bach (1685-1750) and

14、the Bach-like compositions from Copes computer. 作曲家大衛(wèi)?科普發(fā)明了一個(gè)電腦軟件，它能編寫出古典音樂的原創(chuàng)作品。科普花了 30年才 完成這個(gè)軟件，現(xiàn)在，科普的電腦寫出的作品與德國(guó)著名作曲家J.S.巴赫寫的作品很相似，很少 有人能分辨出其中不同。 It all started in 1980 in the United States, when Cope was trying to write an opera. He was having trouble thinking of new melodies, so he wrot

15、e a computer program to create the melodies. At first this music was not easy to listen to. What did Cope do? He began to rethink how human beings compose music. He realized that composers brains work like big databases. First, they take in all the music that they have ever heard. Then they take out

16、 the music that they dislike. Finally, they make new music from what is left. According to Cope, only the great composers are able to create the database accurately, remember it, and form new musical patterns from it. 這一切始于1980年的美國(guó)，那時(shí)科普正在寫一部戲劇，但是他無(wú)法創(chuàng)作出新的旋律于是他 編寫了一個(gè)電腦軟件來(lái)幫他編曲。最開始的時(shí)候，軟件寫出的樂曲并不動(dòng)聽。

17、科普是怎么做的呢？ 他幵始重新考慮人們作曲的方式。他認(rèn)識(shí)到作曲家的大腦就像一個(gè)大數(shù)據(jù)庫(kù)，他們先是吸收他們 聽過的所有音樂，然后去除他們不喜歡的，最后再根據(jù)留下的音樂來(lái)創(chuàng)作出新的旋律。科普認(rèn)為， 只有偉大的作曲家才能建立好的數(shù)據(jù)庫(kù)，并且能熟記于心，從而創(chuàng)造出新的音樂。 Cope built a huge database of existing music. He began with hundreds of works by Bach. The software analyzed the data: it broke it down into smaller pieces and

18、 looked for patterns. It then combined the pieces into new patterns. Before long, the program could compose short Bach-like works. They werent good, but it was a start. 科普根據(jù)現(xiàn)有的音樂建立了龐大的數(shù)據(jù)庳，最開始的時(shí)候，數(shù)據(jù)庫(kù)包含了幾百部巴赫的作品。 科普的軟件將這些數(shù)據(jù)進(jìn)行分析：首先它將音樂拆解成小的片段，從中找出固定模式，然后將片 段組合成新的模式。不久，這個(gè)軟件就能夠?qū)懗龊桶秃诊L(fēng)格很像的小曲子。它們并不完美

19、，但這只是個(gè)開始。 Cope knew he had more work to do-he had a whole opera to write. He continued to improve the software. Soon it could analyze more. complex music. He also added many other composers, including his own work, to the database. 科普知道，他要做的還有很多,他得寫出一整部歌劇。他進(jìn)一步完善他的軟件，不久它就 能夠?qū)懗龈鼜?fù)雜的音樂了。他還在數(shù)

20、據(jù)庫(kù)中加人了一些其他作曲家的作品，其中也包括他自己的作品。 A few years later, Copes computer program, called "Emmy", was ready to help him with his opera. The process required a lot of collaboration between the composer and Emmy. Cope listened to the computers musical ideas and used the ones that he liked. With Emmy, the

21、 opera took only two weeks to finish. It was called Cradle Falling, and it was a great success! Cope received some of the best reviews of his career, but no one knew exactly how he had composed the work. 幾年后，科普的軟件“艾米”已經(jīng)能夠幫助他創(chuàng)作歌劇了。創(chuàng)作過程要作曲家和艾米共同 配合?？破振雎牥讓懗龅囊魳菲危瑥闹羞x取他認(rèn)為好的。有了艾米的幫助，科蓊只用了兩個(gè) 星期就完成了這

22、部歌劇，叫做《搖籃墜落》。演出獲得巨大成功，科普也得到了他有生以來(lái)最高 的評(píng)價(jià)，但是沒有人知道他究竟是怎樣創(chuàng)作出這部歌劇的 Since that first opera, Emmy has written thousands of compositions. Cope still gives Emmy feedback on what he likes and doesnt like of her music, but she is doing most of the hard work of composing these days! 從那以后，艾米已經(jīng)寫了上千部作品?？?/p>

23、普現(xiàn)在依然會(huì)給艾米反饋，吿訴她自己哪些音樂是 他喜歡的，哪些是不喜歡的，但是現(xiàn)在大部分艱巨的工作是由艾米來(lái)完成的！ 練習(xí)： l.ThemusiccomposedbyDavidcopeisabout Aclassicalmusic. Bpopmusic. Cdrama. Dcountrymusic. 2.Bydevelopingacomputersoftware,DavidCopeaimed AtobelikeBach. BtostudyBach. Ctowriteanopera. Dtocreateamusicaldatabase 3.What

24、didCoperealizeaboutagreatcomposersbrain? AItformsnewmusicalpatternsallbyitself. BItwritesacomputerprogram. CItcanrecognizeanymusicpatterns. DItcreatesanaccuratedatabase. 4.WhoisEmmy? Aadatabase Bacomputersoftware CacomposerwhohelpedDavid Danopera 5.Wecaninferfromthepassagethat ADavidC

25、opeisacomputerprogrammer. BDavidCopelovesmusic. CBachsmusichelpedhimalot. DEmmydidmuchmoreworkthanacomposer. 答案與題解： 1.A第一段的第一句：DavidCope發(fā)明了一個(gè)可以編寫出古典音樂的電腦軟件。 2.C從第二段的第一句可以看出，David編寫電腦軟件的目的是寫歌劇。A、B和D都屬于創(chuàng)作歌劇的一部分。 3.D第二段的后半部分講的是偉大的歌劇作者與一般的歌劇作者的不同之處是通過對(duì)數(shù)據(jù)進(jìn)行準(zhǔn)確的構(gòu)建、記憶而后創(chuàng)作出新的音樂形式。 4.B從第五段第一句可知Emmy是

26、一計(jì)算機(jī)軟件。 5.D從本文第一句可知David是一個(gè)作曲家，不是計(jì)算機(jī)程序員，所以排除A;B、C內(nèi)容沒有提及;從本文的第五段和第六段可知，Emmy大大提高了David的創(chuàng)作速度，最后一句，大部分困難的工作都由Emmy來(lái)做，所以作曲家只干一小部分工作。 第二十九篇 我也能成為巴赫 作曲家大衛(wèi)?科普發(fā)明了一個(gè)電腦軟件，它能編寫出古典音樂的原創(chuàng)作品?？破栈?30年才 完成這個(gè)軟件，現(xiàn)在，科普的電腦寫出的作品與德國(guó)著名作曲家J.S.巴赫寫的作品很相似，很少 有人能分辨出其中不同。 這一切始于1980年的美國(guó)，那時(shí)科普正在寫一部戲劇，但是他無(wú)法創(chuàng)作出新的旋律于

27、是他 編寫了一個(gè)電腦軟件來(lái)幫他編曲。最開始的時(shí)候，軟件寫出的樂曲并不動(dòng)聽。科普是怎么做的呢？ 他幵始重新考慮人們作曲的方式。他認(rèn)識(shí)到作曲家的大腦就像一個(gè)大數(shù)據(jù)庫(kù)，他們先是吸收他們 聽過的所有音樂，然后去除他們不喜歡的，最后再根據(jù)留下的音樂來(lái)創(chuàng)作出新的旋律?？破照J(rèn)為， 只有偉大的作曲家才能建立好的數(shù)據(jù)庫(kù)，并且能熟記于心，從而創(chuàng)造出新的音樂。 科普根據(jù)現(xiàn)有的音樂建立了龐大的數(shù)據(jù)庳，最開始的時(shí)候，數(shù)據(jù)庫(kù)包含了幾百部巴赫的作品。 科普的軟件將這些數(shù)據(jù)進(jìn)行分析：首先它將音樂拆解成小的片段，從中找出固定模式，然后將片 段組合成新的模式。不久，這個(gè)軟件就能夠?qū)懗龊桶秃诊L(fēng)格很像的小曲子。它們并不完美，

28、但這 只是個(gè)開始。 科普知道，他要做的還有很多,他得寫出一整部歌劇。他進(jìn)一步完善他的軟件，不久它就 能夠?qū)懗龈鼜?fù)雜的音樂了。他還在數(shù)據(jù)庫(kù)中加人了一些其他作曲家的作品，其中也包括他自己的作品。 幾年后，科普的軟件“艾米”已經(jīng)能夠幫助他創(chuàng)作歌劇了。創(chuàng)作過程要作曲家和艾米共同 配合。科普聆聽艾米寫出的音樂片段，從中選取他認(rèn)為好的。有了艾米的幫助，科蓊只用了兩個(gè) 星期就完成了這部歌劇，叫做《搖籃墜落》。演出獲得巨大成功，科普也得到了他有生以來(lái)最高 的評(píng)價(jià)，但是沒有人知道他究竟是怎樣創(chuàng)作出這部歌劇的。 從那以后，艾米已經(jīng)寫了上千部作品?？破宅F(xiàn)在依然會(huì)給艾米反饋，吿訴她自己哪

29、些音樂是 他喜歡的，哪些是不喜歡的，但是現(xiàn)在大部分艱巨的工作是由艾米來(lái)完成的！ 第四十篇 Teaching Math數(shù)學(xué), Teaching Anxiety焦慮 理工（B級(jí)） 教數(shù)學(xué)，教焦慮 1.In a new study about the way kids learn math in elementary school小學(xué), the psychologists心理學(xué)家 at the University of Chicagol Sian Beilock and Susan Levine found a surprising relationship between

30、 what female teachers think and what female students learn: If a female女 teacher is uncomfortable 不安的,不自在的with her own math skills, then her female students are more likely to believe that boys are better than girls at math. 　在最新一項(xiàng)關(guān)于小學(xué)生學(xué)數(shù)學(xué)的研究中，芝加哥大學(xué)的心理學(xué)家Sian Beilock和Susan Levine 發(fā)現(xiàn)，女教師的想法和女學(xué)生的學(xué)習(xí)之

31、間有著驚人的聯(lián)系：如果女教師對(duì)自己的數(shù)學(xué)能力感到焦慮，她的女學(xué)生很可能認(rèn)為男孩子數(shù)學(xué)比女孩學(xué)得更好。 2."If these girls keep getting math-anxious female teachers2 in later grades, it may create a snowball effect on their math achievement3," said Levine. In other words, girls may end up learning math anxiety from their teachers4. The study suggest

32、s that if these girls grow up believing that boys are better at math than girls are, then these girls may not do as well as they would have if they were more confident. 　"如果一直由對(duì)數(shù)學(xué)有焦慮的女教師教授數(shù)學(xué)，就會(huì)對(duì)她們的數(shù)學(xué)成績(jī)產(chǎn)生雪球效應(yīng)"，Levine說(shuō)。換言之，女孩子們最后從老師那里獲得的是對(duì)數(shù)學(xué)的焦慮。該研究表明，如果女孩子們?cè)谝粋€(gè)認(rèn)為男孩比女孩數(shù)學(xué)好的環(huán)境中成長(zhǎng)，那么她們的數(shù)學(xué)可能會(huì)不如在更自信的狀態(tài)下學(xué)得

33、好。 3.Just as students find certain subjects to be difficult, teachers can find certain subjects to be difficult to learn -- and teach. The subject of math can be particularly difficult for everyone. Researchers use the word "anxiety" to describe such feelings: anxiety is uneasiness or worry. 　

34、如同學(xué)生，教師也會(huì)覺得某些學(xué)科難學(xué)和難教，數(shù)學(xué)可能對(duì)每一個(gè)人來(lái)說(shuō)尤其難。這就是研究者所言的"焦慮"：不自信或擔(dān)心。 4.The new study found that when a teacher has anxiety about math, that feeling can influence how her female students feel about math. The study involved 65 girls, 52 boys and 17 first- and second-grade teachers in elementary schools in the

35、 Midwest. The students took math achievement tests at the beginning and end of the school year, and the researchers compared the scores. 　此研究發(fā)現(xiàn)，教師對(duì)數(shù)學(xué)的焦慮能夠傳染給她的女學(xué)生們。該研究的研究對(duì)象包括65個(gè)女孩，52個(gè)男孩和17位在中西部教一二年級(jí)的教師。學(xué)生們?cè)趯W(xué)年的開始和結(jié)束時(shí)都進(jìn)行數(shù)學(xué)測(cè)試，研究者們比較得分。 5.The researchers also gave the students tests to tell whethe

36、r the students believed that a math superstar had to be a boy. Then the researchers turned to the teachers: To find out which teachers were anxious about math, the researchers asked the teachers how they felt at times when they came across math, such as when reading a sales receipt銷售清單5. A teacher w

37、ho got nervous looking at the numbers on a sales receipt銷售清單, for example,was probably anxious about math. 　研究者們測(cè)試學(xué)生是否認(rèn)為數(shù)學(xué)明星一定會(huì)是男孩。然后研究者們測(cè)試教師，試圖找出哪些教師對(duì)數(shù)學(xué)感到焦慮，研究者們問教師們當(dāng)碰到數(shù)學(xué)問題諸如閱讀銷售清單時(shí)的感受，如果一位教師一看到銷售清單的數(shù)字就感到緊張，那么她很可能對(duì)數(shù)學(xué)存在焦慮。 6. Boys,on average,were unaffected by a teachers anxiety. On average, g

38、irls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus,on the test showing whether someone thought a math superstar had to be a boy, 20 girls showed feeling that boys would be better at math -- and all of these girls had been taught by

39、female teachers who had math anxiety. 　平均來(lái)說(shuō)，教師的焦慮不會(huì)影響到男孩子。但是，一般說(shuō)來(lái)，如果教女孩子的教師有數(shù)學(xué)焦慮癥，那么女孩子們?cè)趯W(xué)年結(jié)束時(shí)測(cè)試得分比其他的女孩要低。另外，在關(guān)于是否認(rèn)為數(shù)學(xué)明星應(yīng)該是男孩的測(cè)試中，有20個(gè)女孩認(rèn)為男孩數(shù)學(xué)比女孩好，這20個(gè)女孩的老師都是女性，且都患有數(shù)學(xué)焦慮癥。 "This is an interesting study, but the results need to be interpreted解釋 as preliminary and in need of replication with a

40、larger sample6," said David Geary, a psychologist at the University of Missouri7 in Columbia. 　　來(lái)自密蘇里大學(xué)的心理學(xué)家David Geary說(shuō)"這是一個(gè)有趣的研究，但是這只是初步結(jié)果，需要用更大的調(diào)查樣本進(jìn)行重復(fù)驗(yàn)證"。 練習(xí)： 1. What is the result of the research at the University of Chicago, according to the first paragraph? 根據(jù)第一段，芝加哥大學(xué)研究結(jié)果是什么？ A. Gir

41、ls comfortable with their own math skills are better than boys at math. B. Girls uncomfortable with their own math skills are not as good as boys at math. C. Female teachers math skills have influence over girl students math skills. D. Female teachers confidence信心, 自信in their math skills is re

42、lated to girls math skills. 2. What is implied暗指的 in the third paragraph? 第三段暗示什么？ A. Math teachers, like math learners, do not like the subject due to its difficulty. B. A difficult subject like math may affect teachers confidence in teaching the subject. C. Teachers are more anxious teac

43、hing math than their students learning math. D. Math is so difficult that no teachers like to teach it. LESSON THIRTY(1) 2013年高考原卷閱讀滿分策略 人生的自我激勵(lì) Self-motivation for success ● If I can not walk, I am going to fly. ● Never Tell Me Never. -------- Shephe

44、rd 一個(gè)人的成功有三個(gè)重要因素： 1. 有勇氣，自信。 2. 善于學(xué)習(xí)，好的學(xué)習(xí)方法。 3. 有毅力，學(xué)會(huì)堅(jiān)持。 3. According to the experiment, those teachers were probably anxious about math when they felt 根據(jù)實(shí)驗(yàn), 老師他們可能會(huì)對(duì)數(shù)學(xué)感到焦慮,當(dāng)他們感覺到 A. nervous memorizing the numbers of a sales receipt. B. helpless saving the numbers of a sales receipt.

45、 C. uneasy reading the numbers of a sales receipt. D. hopeless filling in the numbers of a sales report. B ----------------- 查細(xì)節(jié)關(guān)鍵詞的選擇 1.查細(xì)節(jié)--從題干中找到關(guān)鍵詞是成敗的重要一環(huán)（就象在百度中搜索一樣） 2.查細(xì)節(jié)盡量避免用中心詞，和常用詞作為關(guān)鍵詞 3. 如答案A、B、C、D里有3--4個(gè)相同的詞，便是關(guān)鍵詞 4. 一般發(fā)現(xiàn)A、B、C、D四個(gè)選項(xiàng)中，哪個(gè)選項(xiàng)出現(xiàn)中心詞，一般該選項(xiàng)就是正確答案。 4. The sixth parag

46、raph tells us that the research findings 第六段告訴我們研究發(fā)現(xiàn)。 A. prove a strong link between female teachers math anxiety and their female students math achievements. B. show that male students are less likely to be affected by their math anxiety than female students. C. provide strong evidence that

47、math superstars are more likely to be males than females. D. discover a strong link between teachers math anxiety and their students math achievements. 4. 一般發(fā)現(xiàn)A、B、C、D四個(gè)選項(xiàng)中，哪個(gè)選項(xiàng)出現(xiàn)中心詞，一般該選項(xiàng)就是正確答案。 5. David Geary thinks that David Geary 認(rèn)為 A. the study is interesting but it is based on unrelia

48、ble research process. B. the research results need to be retested based再次測(cè)試 on a larger sample更大的調(diào)查樣本. C. the research results need to be reinterpreted 重新解釋to be meaningful有意思的. D. the study is well based and produces significant results. 詞匯： snowball /sn?ub?:l/雪球；滾雪球式增長(zhǎng)的事 replication/r

49、eplikei??n/ n ．重復(fù)，復(fù)現(xiàn) superstar/sju:p?sta:/ n．超級(jí)明星 練習(xí)： 1. University of Chicago：芝加哥大學(xué)。位于美國(guó)伊利諾伊州芝加哥市，是世界一流的私立大學(xué)，創(chuàng)建于1891 年。 2. keep getting math-anxious female teachers：一直由對(duì)數(shù)學(xué)有焦慮感的女教師教授數(shù)學(xué)。此處getting是having的意思，math-anxious指的是上文中提到的對(duì)數(shù)學(xué)沒有自信的心理狀態(tài)。另見第三段最后一句對(duì)anxiety的解釋。 3. snowball effect on their math

50、 achievement：在數(shù)學(xué)成就上的雪球效應(yīng)。其含義是：在數(shù)學(xué)上越來(lái)越?jīng)]有信心。 4. end up learning math anxiety from their teachers：最后從老師那里獲得的是對(duì)數(shù)學(xué)的焦慮。End up doing something：最終會(huì)做某事 5. sales receipt：銷售清單 6. in need of replication with a larger sample：需要用更大的調(diào)查樣本進(jìn)行重復(fù)驗(yàn)證。replication 在量化實(shí)證研究中的意思是“重復(fù)（實(shí)驗(yàn)）”。 7. the University of Missouri：密蘇

51、里大學(xué)。位于密蘇里州，是美國(guó)一所公立研究型大學(xué)，創(chuàng)建于1839年。 答案與題解： 1.D 該段告訴我們女教師的想法（what female teachers think）和女學(xué)生的學(xué)習(xí)（what female students learn）之間有很大的關(guān)聯(lián)度，也就是說(shuō)，女教師如果對(duì)自己的數(shù)學(xué)技能沒有自信，她的女學(xué)生很可能相信男孩子會(huì)在數(shù)學(xué)方面超過女孩子。 2.B 第三段的大意是，數(shù)學(xué)對(duì)任何人來(lái)說(shuō)都可能有難度（The subject of math can be particularly difficult for everyone)，如同學(xué)生，教師也會(huì)覺得數(shù)學(xué)難學(xué)和難教，這就是研究者

52、所言的焦慮。所以，可以推斷，作者是要告訴我們，教師會(huì)因?yàn)閿?shù)學(xué)這門學(xué)科的難度而對(duì)教授該課程不自信。其他選項(xiàng)都不是該段所要表達(dá)的內(nèi)容。 3.C 第五段第三句“To find out which teachers were anxious about math, the researchers asked the teachers how they felt at times when they came across math,such as when reading a sales receipt”指出了答案。memorizing the numbers；意為“記住數(shù)字”；saving the

53、 numbers意為“保存數(shù)字”；filling in the numbers意為“陸續(xù)編入數(shù)字”，而且文中沒有提到a sales report；它們均不是答案。 4.A 短文的第六段是對(duì)前一段所述調(diào)查數(shù)據(jù)結(jié)果的討論，即，男學(xué)生較少受對(duì)數(shù)學(xué)有焦慮感的教師影響，而那些數(shù)學(xué)成績(jī)較低的女生都有對(duì)數(shù)學(xué)有焦慮感的教師（girls with math-anxious teachers scored lower on the end-of-the-year math tests)，而且，所有認(rèn)為男生數(shù)學(xué)肯定比女生強(qiáng)的女生，其數(shù)學(xué)教師都是有數(shù)學(xué)焦慮感的女教師（all of these girls had b

54、een taught by female teachers who had math anxiety. )。D所以不是正確的選擇，因?yàn)橹惶岬絫eachers 和students,而不是female teachers 和female students。 5.B 根據(jù)David Geary的說(shuō)法，實(shí)驗(yàn)結(jié)果還是初步的（preliminary)，需要更大的樣本對(duì)其進(jìn)行重復(fù)驗(yàn)證（in need of replication with a larger sample)。他沒有認(rèn)為該實(shí)驗(yàn)的過程不可靠，所以A不是正確選項(xiàng)；他認(rèn)為實(shí)驗(yàn)樣本不夠大，所以D也不是正確選項(xiàng)。 第四十篇 Teach

55、ing Math, Teaching Anxiety理工（B級(jí)） In a new study about the way kids learn math in elementary school, the psychologists at the University of Chicagol1 Sian Beilock and Susan Levine found a surprising relationship between what female teachers think and what female students learn: If a female teacher i

56、s uncomfortable with her own math skills, then her female students are more likely to believe that boys are better than girls at math. "If these girls keep getting math-anxious female teachers2 in later grades, it may create a snowball effect on their math achievement3," said Levine. In other words

57、, girls may end up learning math anxiety from their teachers4. The study suggests that if these girls grow up believing that boys are better at math than girls are, then these girls may not do as well as they would have if they were more confident. Just as students find certain subjects to be diffi

58、cult, teachers can find certain subjects to be difficult to learn -- and teach. The subject of math can be particularly difficult for everyone. Researchers use the word "anxiety" to describe such feelings: anxiety is uneasiness or worry. The new study found that when a teacher has anxiety about mat

59、h, that feeling can influence how her female students feel about math. The study involved 65 girls, 52 boys and 17 first- and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year, and the researchers compared

60、 the scores. The researchers also gave the students tests to tell whether the students believed that a math superstar had to be a boy. Then the researchers turned to the teachers: To find out which teachers were anxious about math, the researchers asked the teachers how they felt at times when they

61、 came across math, such as when reading a sales receipt5. A teacher who got nervous looking at the numbers on a sales receipt, for example,was probably anxious about math. Boys,on average,were unaffected by a teachers anxiety. On average, girls with math-anxious teachers scored lower on the end-of-

62、the-year math tests than other girls in the study did. Plus,on the test showing whether someone thought a math superstar had to be a boy, 20 girls showed feeling that boys would be better at math -- and all of these girls had been taught by female teachers who had math anxiety. "This is an interest

63、ing study, but the results need to be interpreted as preliminary and in need of replication with a larger sample6," said David Geary, a psychologist at the University of Missouri7 in Columbia. 練習(xí)： 1. What is the result of the research at the University of Chicago,according to the first paragraph

64、? A. Girls comfortable with their own math skills are better than boys at math. B. Girls uncomfortable with their own math skills are not as good as boys at math. C. Female teachers math skills have influence over girl students math skills. D. Female teachers confidence in their math skills

65、is related to girls math skills. 2. What is implied in the third paragraph? A. Math teachers,like math learners,do not like the subject due to its difficulty. B. A difficult subject like math may affect teachers confidence in teaching the subject. C. Teachers are more anxious teaching math than their students learning math. D. Math is so difficult that no teachers like to teach it. 3. According to the experiment, those teachers were pro