英语专八真题阅读理解答案.docx

英语专八真题阅读理解答案.docx

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英语专八真题阅读理解答案

2014年英语专八真题阅读理解答案（网友回忆版）

　　11.Ahave

　　12.Ctooffer

　　13.Btoprovide

　　14.Ddecide

　　15.Acultuer

　　16.Bperfered

　　17.Dsimilar

　　18.Deasy

　　19.Bunapproachalbe

　　20.Dsociable

　　21.Bsay

　　22.Bsociabel

　　23.Ayoung

　　24.D25C

　　26.Drole

　　27.Ceffects

　　28.Boffer

　　29.Dexercise

　　30.Afeatures

第一篇：

TheBottomLineonHappiness

ByClaytonMChristensen

MyclassatHarvardBusinessSchoolhelpsstudentsunderstandwhatgoodmanagementtheoryisandhowitisbuilt.Ineachsession,welookatonecompanythroughthelensesofdifferenttheories,usingthemtoexplainhowthecompanygotintoitssituationandtoexaminewhatactionwillyieldtheneededresults.Onthelastdayofclass,Iaskedmyclasstoturnthosetheoreticallensesonthemselvestofindanswerstothosethreequestions:

First,HowcanIbesureI’llbehappyinmycareer?

Second,HowcanIbesuremyrelationshipswithmyspouseandmyfamilywill becomeanenduringsourceofhappiness?

Third,HowcanIbesureI’llstayoutofjail?

Thoughthelastquestionsoundslighthearted,it’snot.Twoofthe32peopleinmyRhodesscholarclassspenttimeinprison.JeffSkillinofEnronfamewasmyclassmateatHarvardBusinessSchool.

IgraduatedHBSin1979,andovertheyears,I’veseenmoreandmoreofmyclassmatescometoreunionsunhappy,divorced,andalienatedfromtheirchildren.Icanguaranteeyouthatnotasingleoneofthemgraduatedwiththedeliberatestrategyofgettingdivorcedandraisingchildrenwhowouldbecomeestrangedfromthem.Andyetashockingnumberunwittinglyimplementedthatstrategy.Thereason?

Theydidn’tkeepthepurposeoftheirlivesfrontandcenter.

Havingaclearpurposehasbeenessentialtome.ButitwassomethingIhadtothinglongandhardaboutbeforeIunderstoodit.WhenIwasaRhodeScholar,Iwasinaverydemandacademicprogram,tryingtocramanextrayear’sworthofworkintomytimeatOxford.Idecidedtospendanhoureverynightreading,thinkingandprayingaboutwhyGodputmeonthisearth.Itwasaverychallengingcommitment becauseeveryhourIspentdoingthat,Iwasn’tstudyingappliedeconometrics.IwasconflictedaboutwhetherIcouldreallyaffordtotaketimeawayfrommystudies,butIstuckwithitandultimatelyfiguredoutthepurposeofmylife.

Mypurposegrewoutofmyreligiousfaith,butfaithisn’ttheonlythingthatgivespeopledirection.Forexample,oneofmyformerstudentsdecidedthathispurposewasbringhonestlyandeconomicprosperitytohiscountryandtoraisechildrenwhowereascapablycommittedtohiscause,andtoeachother,ashe第二篇：

2.WhyBilingualsAreSmarter

SPEAKINGtwolanguagesratherthanjustonehasobviouspracticalbenefitsinanincreasinglyglobalizedworld.Butinrecentyears,scientistshavebeguntoshowthattheadvantagesofbilingualismareevenmorefundamentalthanbeingabletoconversewithawiderrangeofpeople.Beingbilingual,itturnsout,makesyousmarter.Itcanhaveaprofoundeffectonyourbrain,improvingcognitiveskillsnotrelatedtolanguageandevenshieldingagainstdementiainoldage.

Thisviewofbilingualismisremarkablydifferentfromtheunderstandingofbilingualismthroughmuchofthe20thcentury.Researchers,educatorsandpolicymakerslongconsideredasecondlanguagetobeaninterference,cognitivelyspeaking,thathinderedachild’sacademicandintellectualdevelopment.

Theywerenotwrongabouttheinterference:

thereisampleevidencethatinabilingual’sbrainbothlanguagesystemsareactiveevenwhenheisusingonlyonelanguage,thuscreatingsituationsinwhichonesystemobstructstheother.Butthisinterference,researchersarefindingout,isn’tsomuchahandicapasablessingindisguise.Itforcesthebraintoresolveinternalconflict,givingthemindaworkoutthatstrengthensitscognitivemuscles.

Bilinguals,forinstance,seemtobemoreadeptthanmonolingualsatsolvingcertainkindsofmentalpuzzles.Ina2004studybythepsychologistsEllenBialystokandMichelleMartin-Rhee,bilingualandmonolingualpreschoolerswereaskedtosortbluecirclesandredsquarespresentedonacomputerscreenintotwodigitalbins?

onemarkedwithabluesquareandtheothermarkedwitharedcircle.

Inthefirsttask,thechildrenhadtosorttheshapesbycolor,placingbluecirclesinthebinmarkedwiththebluesquareandredsquaresinthebinmarkedwiththeredcircle.Bothgroupsdidthiswithcomparableease.Next,thechildrenwereaskedtosortbyshape,whichwasmorechallenging becauseitrequiredplacingtheimagesinabinmarkedwithaconflictingcolor.Thebilingualswerequickeratperformingthistask.

Thecollectiveevidencefromanumberofsuchstudiessuggeststhatthebilingualexperienceimprovesthebrain’sso-calledexecutivefunction?

acommandsystemthatdirectstheattentionprocessesthatweuseforplanning,solvingproblemsandperformingvariousothermentallydemandingtasks.Theseprocessesincludeignoringdistractionstostayfocused,switchingattentionwillfullyfromonethingtoanotherandholdinginformationinmind?

likerememberingasequenceofdirectionswhiledriving.

Whydoesthetusslebetweentwosimultaneouslyactivelanguagesystemsimprovetheseaspectsofcognition?

Untilrecently,researchersthoughtthebilingualadvantagestemmedprimarilyfromanabilityforinhibitionthatwashonedbytheexerciseofsuppressingonelanguagesystem:

thissuppression,itwasthought,wouldhelptrainthebilingualmindtoignoredistractionsinothercontexts.Butthatexplanationincreasinglyappearstobeinadequate,sincestudieshaveshownthatbilingualsperformbetterthanmonolingualsevenattasksthatdonotrequireinhibition,likethreadingalinethroughanascendingseriesofnumbersscatteredrandomlyonapage.

Thekeydifferencebetweenbilingualsandmonolingualsmaybemorebasic:

aheightenedabilitytomonitortheenvironment.“Bilingualshavetoswitchlanguagesquiteoften?

youmaytalktoyourfatherinonelanguageandtoyourmotherinanotherlanguage,”saysAlbertCosta,aresearcherattheUniversityofPompeuFabrainSpain.“Itrequireskeepingtrackofchangesaroundyouinthesamewaythatwemonitoroursurroundingswhendriving.”InastudycomparingGerman-ItalianbilingualswithItalianmonolingualsonmonitoringtasks,Mr.Costaandhiscolleaguesfoundthatthebilingualsubjectsnotonlyperformedbetter,buttheyalsodidsowithlessactivityinpartsofthebraininvolvedinmonitoring,indicatingthattheyweremoreefficientatit.

Thebilingualexperienceappearstoinfluencethebrainfrominfancytooldage（andthereisreasontobelievethatitmayalsoapplytothosewholearnasecondlanguagelaterinlife）.

Ina2009studyledbyAgnesKovacsoftheInternationalSchoolforAdvancedStudiesinTrieste,Italy,7-month-oldbabiesexposedtotwolanguagesfrombirthwerecomparedwithpeersraisedwithonelanguage.Inaninitialsetoftrials,theinfantswerepresentedwithanaudiocueandthenshownapuppetononesideofascreen.Bothinfantgroupslearnedtolookatthatsideofthescreeninanticipationofthepuppet.Butinalatersetoftrials,whenthepuppetbeganappearingontheoppositesideofthescreen,thebabiesexposedtoabilingualenvironmentquicklylearnedtoswitchtheiranticipatorygazeinthenewdirectionwhiletheotherbabiesdidnot.

Bilingualism’seffectsalsoextendintothetwilightyears.Inarecentstudyof44elderlySpanish-Englishbilinguals,scientistsledbytheneuropsychologistTamarGollanoftheUniversityofCalifornia,SanDiego,foundthatindividualswithahigherdegreeofbilingualism?

measuredthroughacomparativeevaluationofproficiencyineachlanguage?

weremoreresistantthanotherstotheonsetofdementiaandothersymptomsofAlzheimer’sdisease:

thehigherthedegreeofbilingualism,thelatertheageofonset.

was.Hispurposeisfocusedonfamilyandothers,asismine.

第三篇：

内向者的力量

Todaywemakeroomforaremarkablynarrowrangeofpersonalitystyles.We'retoldthattobegreatistobebold,tobehappyistobesociable.Weseeourselvesasanationofextroverts——whichmeansthatwe'velostsightofwhowereallyare.One-thirdtoone-halfofAmericansareintroverts——intheotherwords,oneoutofeverytwoorthreepeopleyouknow.Ifyou'ernotanintrovertyourself,youaresurelyraising,managing,marriedto,orcoupledwithone.

Ifthesestatisticssurpriseyou,that'sprobablybecausesomanypeoplepretendtobeextroverts.Closetintrovertspassundetectedonplaygrounds,inhighschoollockerrooms,andinthecorridorsofcorproateAmerica.Somefooleventhemselves,untilsomelifeevent——alayoff,anemptynest,aninheritancethatfreesthemtospendtimeastheylike——joltsthemintotakingstockoftheirtruenatures.Youhaveonlytoraisethissubjectwithyourfriendsandacquaitancestofindthatthemostunlikelypeopleconsiderthemselvesintroverts.

Itmakessensethatsomanyintrovertshideevenfromthemsevles.WelivewithavaluesystemthatIcalltheExtrovertIdeal——theomnipresentbeliefthttheidealselfisgregarious,alpha,andcomfortableinthespotlight.Thearchetypalextrovertprefersactiontocontemplation,risk-takingtoheed-taking,certaintytodoubt.Hefavorsquickdecisions,evenattheriskofbeingwrong.Sheworkswellinteamsandsocializesingroups.Weliketothinkthatwevalueindividuality,butalltoooftenweadmireonetypeofindividual——thekindwho'scomfortable"puttinghimselfoutthere."Sure,weallowtechnologicallygiftedlonerswholaunchcompaniesingaragestohaveanypersonalitytheyplease,buttheyaretheexceptions,nottherule,andourtol