题目内容
Much of the new work examines attitudes that allow people to make best use of whatever mental skills they may have. One such outlook is what psychologists call "self- efficacy," the belief that one has mastery over the events of one's life and can meet a given challenge.
"People's beliefs about their abilities have a profound effect on those abilities," said Albert Bandura, a psychologist at Stanford University, who has done the major research on self-efficacy. "Ability is not a fixed property; there is huge variability in how you perform. People who have a sense of self-efficacy bounce back from failure: they approach things in terms of how to handle them rather than worrying about what can go wrong. "
In the study of exceptional managers by Drs. McClelland and Klemp, for instance, the best ones displayed a strong self-confidence, seeing themselves as the most capable person for their job and as being stimulated by crises. Along similar lines, Dr. Martin Seligman, a psychologist at the University of Pennsylvania, has shown that people who are more optimistic do better than pessimists in a wide variety of endeavors (努力) from selling insurance to achievement in school.
Self-efficacy varies from one part of a person's life to another. A self-confident manager, for instance, may feel ineffective as a father. Dr. Bandura and other researchers have found that self-efficacy acts as a powerful force in people's choices of what they will try in life and what they avoid. Many women, they have found, have a low level of self-efficacy with regard to computers or math, and so tend to shy away from careers that depend heavily on those skills.
Some of the psychologists believe that although the practical intelligence seems to come naturally to certain people, other people can be trained to be smarter in this way, to some extent. Dr. Sternberg and Dr. McClelland, for example, have worked on developing training techniques to enhance different aspects of practical intelligence.
In the passage the author ______.
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A．A day for any year.B．The animal for any year.C．The month for any year.D．The week for
Section B
Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D.
听力原文： When a sleepy driver has trouble in keeping his eyes on the mad and gets too close to another car, an alarm will sound to warn the driver, ff nothing is done, the car will automatically come to a stop and in this way prevent an accident. This is a new device which will soon be tested in an experimental car in Japan. The computer warning system keeps track of a driver's condition by monitoring his heart-beat with signals transmitted from a band mum his wrist. The wrist band records the driver's pulse which measures the heart beat. Each pulse in the wrist sends a signal to the computer. By analyzing the pulse rate, the computer can determine whether a driver is drunk, sleeping or iii. Devices in other parts of the car can also tell the computer if the car is too close to another vehicle or is moving dangerously. The computer will sound the alarm when a problem arises, and will automatically stop the car if the driver ignores the warning.
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Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.
The principal technique in current use for teaching reading at the intermediate stage is that of supplementary, graded readers. It is generally accepted that the achievement of fluency and of a wider coverage of the language are desirable aims, and most teachers strive to obtain a large quantity of reading matter, often distinguishing between intensive and extensive reading. Two sources of difficulty exist: first, it is extremely difficult, in practice, for the teacher to meet the needs of each individual learner at various different times that individuals actually become intermediate learners. Class work presupposes(预示) that all learners progress from one stage to another at the same moment, which is not true. To try and get over this problem there is currently a wave of interest in individualization, that is, in providing within a common framework the opportunity for each individual learner to learn at least partly at his own rate. In reading, this is promoted by the provision of numbers of separate materials--lots of small books, or leaflets, or cards--which become longer and more complex. (Reading kits (成套工具) are a case in point.) This trend is certain to increase.
The second difficulty is that grading of reading materials has often proved inadequate, in two senses: (a) by being self defeating, so that "simplified" texts have frequently been "simplified" out of all sensible meaning; and (b) by the fact that many learners find vocabulary graded materials unappetizing: not that they can't learn from them, but that they won't. What is now being realized is that the grading of reading materials, and above all the choice of texts, must reflect not only characteristics of the language (vocabulary, grammar, etc.) but also characteristics of the learner. What he is willing to read and what he is interested to read are products of his sex, age-group, level of education, degree of both intellectuality, personal interest, etc. Reading materials are increasingly being designed to fit both the learner's level of proficiency in English and his reading interests. In doing so, they are providing the learner with the means of developing further command of the linguistic meanings of writing, enabling him to grasp informational and logical meanings, and perhaps starting him on the understanding of rhetorical (字面的) and implicational meanings.
According to the passage, which of the following statements is not true？
The statement "People who have a sense of self-efficacy bounce back from failure" probably
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