一．  小标题对应

 

Passage1

Directions:

Reading the following text and answer questions by finding a subtitle for each of the marked parts or paragraphs. There are two extra items in the subtitle. Mark your answers on ANSWER SHEET 1. (10 points)

 

            Overcoming mental health taboos could save billions

 

[A] What can be done to resolve problems?

[B] How big a problem is it?

[C] What causes the problem?

[D] Can problems be prevented?

[E] Is the subject avoided?

[F] Who should be responsible?

[G] What help is available?

 

Mental health means the cognitive and emotional state in which we tackle the normal stresses of everyday life. But, of course, this can vary. One week, we may feel positive about ourselves and enjoy our work, but the next we might feel “a bit down” and less productive or committed. And it should come as no surprise that there is a close link between the performance of our economy and our overall mental wellbeing.

41.                    

At any one time, one worker in six will be affected by some kind of mental ill-health condition – that’s almost 5m of Britain’s 29m workers. Mental health problems cost on average £1,035 for every employee in the workforce. That adds up to around £30bn every year. A recent study found: 37 per cent of workers with poor mental health were more likely to get into conflict with colleagues; 80 per cent found it difficult to concentrate; 62 per cent took longer to handle tasks.

42.                    

Increasingly, more employers are becoming aware of the importance of effectively managing mental health at work, but there is a reluctance to be faced with it because mental ill-health is still something of a taboo. Also, having the conversation can be difficult because the matter is sensitive and the key facts can be hard to pin down. Put all that together, and many managers think it’s easier to ignore the problem.

43.                    

Yes. The key is for employers to develop a culture in their organizations where managers gain awareness and understanding of mental health in the workplace. This is all about breaking down the taboo and accepting that mental health is really just part of our overall health. Many managers already possess some of the necessary skills, such as having difficult conversations, but they need training in areas such as knowing when to intervene and how far to get involved.

44.                    

Many factors influence our mental health. However, managers should focus on factors they can control. For example, they should review workloads, work variety, work relationships and company communication, and how these may positively or negatively affect employees. They should also help employees to develop coping strategies so they can manage their own mental health. Many other factors are outside a manager’s influence. In these situations, it may be better to refer an employee to mental health specialists.

45.                    

Workplace relations expert Acas has teamed up with Mindful Employer to produce Acas’s first online and as a printed booklet guide, and training program to improve management of mental health at work. The Acas website guide and training give full information.

In addition to the concern with the visible profit employee can bring, employers might as well pay due attention to the invisible mental health of those included in their corporate. If well dealt with, the invisible mental health wellbeing can translate into visible profit.

Passage 2.

Directions:

You are going to read a list of headings and a text. Choose a heading from the list A — G that best fits the meaning of each numbered paragraph of the text (41 — 45). There are two extra headings that you do not need to use. Mark your answers on ANSWER SHEET 1. (10 points)

 

[A] Unexpected expansion

[B] How a student fair all started

[C] When to pick the right course

[D] Making various demands

[E] The participants of the forum

[F] Factors influencing students

[G] A hard choice to make

 

41.________________________

The number and variety of courses on offer these days makes it difficult to pick the right one. But thousands of Europeans who flock to Brussels Exhibition Centre will be shown how to simplify the difficult job of choosing the right course of study for the career the wish to pursue.

42. ________________________

Ten years ago a handful of Belgian teenagers, baffled by the array and number of university courses on offer, put their heads together to try to hack their way through the academic undergrowth. They knew that choosing the wrong subject or failing to make the grade would make finding a job all the more difficult. They decided something had to be done to help students approach the task of choosing a course in an effective way. They came up with the idea of a Student Fair.

43. ________________________

It was decided that this would take the form of a small forum for everyone in Belgium involved in higher education from both the French and Dutch-speaking parts of the country. It would provide the opportunity for representatives of educational institutions to give information on the courses they have on offer and allow school-leavers time to discuss these with them.

44. ________________________

But what the youngsters did not know was that they were tapping a source of anxiety among students right across Europe. The fair became an annual event. It expanded to include higher education bodies from the whole continent, becoming known as the European Student Fair.

45. ________________________

   “Each year ten million students are faced with the same dilemma,” said exhibition organizer Valerie de Norrei. “The bewildering variety of options, the evolution of the employment market, the economic downturn, changes in working methods and personal interests all play an important role in the decision-making process. We hope the fair can help people make the correct decision for themselves.”

This year the theme of the fair is “the right to education for all” and to mark this there is a special exhibition area for bodies that promote equal opportunities in education. Also, the Master of Business Administration course continues to attract an enormous amount of interest across Europe and, in response to demand, fair organizers are once again holding an MBA day.

 

二．  多项对应：

Passage3．

Directions:

Read the following text and answer the questions by finding information from the right column that corresponds to each of the marked details given in the left column. There are two extra choices in the right column. Mark your answer on ANSWER SHEET 1. (10 points)

 

             Innovation: More bang for your buck is the priority

 

The world of the ratings agencies rarely collides with the universe of global healthcare. But when Standard & Poor’s this year produced research to show that rising healthcare costs are now the main threat to developed countries’ credit worthiness, it threw into sharp relief the imperatives facing international health systems. The struggle to do more with less, acute in all public services, is most challenging of all in the arena of healthcare.

John Appleby, chief economist of the King’s Fund, likes to quote a chart compiled by the Congressional Budget Office in the US, which shows that, if growth in health spending continues to exceed growth in gross domestic product at its current rate, it will, within 70 years, consume 99 per cent of the nation’s economic output.

Jennifer Dixon, another prominent think-tank, says the imbalance between demand and supply must be addressed, even in countries that have escaped the worst damage of the recession. “Even if you’re Germany you have to start looking at value for money,” she says. She believes the truly “moving, shaking force” in achieving this may turn out to be the growing availability of electronically-collected, routine information that can help to spot unwarranted differences in the number of tests that doctors are ordering for their patients.

There is a growing belief that a “capitation” system is the best way to improve co-ordination between hospitals, primary care and community care. Under this system, providers are paid a set sum for each patient, regardless of the quantity or nature of the services provided. The best-known example of the system is the big US integrated care organization, Kaiser Permanente, which is made up of multi-specialty medical groups, hospitals and a health plan. For each of its 9m patients, Kaiser has an electronic record that covers both community and hospital settings.

“If you are in a medical office building and some type of test is performed and you walk literally across the street to the hospital, the notes of the doctor over here are now immediately visible over there, or anywhere we happen to be,” says Hal Wolf, senior vice-president at The Permanente Federation, Kaiser Permanente. But he says that coordinated, high quality care is delivered by teams rather than individuals, so there are dangers in trying to tie payments too directly to the performance of a single doctor.

Across all health systems, this focus on prevention may increasingly involve patients playing an active role in tackling their own health problems. Richard Saltman, a professor of health policy and management, says an important question is “how do you restructure the expectations in terms of what the patient is responsible for in changing behavior?”

In healthcare, as in so much else, the world has spun on its axis since the financial crisis. For doctors and their patients, the challenges to established working practices and entrenched expectations of what health systems will provide are only just beginning.

 

	[A] contends that a patient’s responsibilities should be clarified.
41. John Appleby	[B] keeps an electronic record of a patient’s conditions both in and out hospitals.
42. Jennifer Dixon	[C] compiles health budget for the congress.
43. Kaiser Permanente	[D] is concerned about the fact that health spending increases faster than GDP.
44. Hal Wolf	[E] highlights the people’s due emphasis on the value for money.
45. Richard Saltman	[F] warns the negative effect of the correlation between a doctor’s income with his performance.
	[G] insists that there is an imbalance between the number of doctors and patients.

 

Passage4. 

Directions:

Read the following text and answer the questions by finding information from the right column that corresponds to each of the marked details given in the left column. There are two extra choices in the right column. Mark your answer on ANSWER SHEET 1. (10 points)

 

Our culture has caused most Americans to assume not only that our language is universal but that the gestures we use are understood by everyone. We do not realize that waving good-bye is the way to summon a person from the Philippines to one's side, or that in Italy and some Latin-American countries, curling the finger to oneself is a sign of farewell.

　　Those private citizens who sent packages to our troops occupying Germany after World War II and marked them GIFT to escape duty payments did not bother to find out that “Gift” means poison in German. Moreover, we like to think of ourselves as friendly, yet we prefer to be at least 3 feet or an arm's length away from others. Latins and Middle Easterners like to come closer and touch, which makes Americans uncomfortable.

　　Our linguistic (语言上的) and cultural blindness and the casualness with which we take notice of the developed tastes, gestures, customs and languages of other countries, are losing us friends, business and respect in the world.

　　Even here in the United States, we make few concessions to the needs of foreign visitors. There are no information signs in four languages on our public buildings or monuments; we do not have multilingual (多语言的) guided tours. Very few restaurant menus have translations, and multilingual waiters, bank clerks and policemen are rare. Our transportation systems have maps in English only and often we ourselves have difficulty understanding them.

　　When we go abroad, we tend to cluster in hotels and restaurants where English is spoken. The attitudes and information we pick up are conditioned by those natives — usually the richer — who speak English. Our business dealings, as well as the nation’s diplomacy, are conducted through interpreters.

　　For many years, America and Americans could get by with cultural blindness and linguistic ignorance. After all, America was the most powerful country of the free world, the distributor of needed funds and goods.

But all that is past. American dollars no longer buy all good things, and we are slowly beginning to realize that our proper role in the world is changing. A 1979 Harris poll reported that 55 percent of Americans want this country to play a more significant role in world affairs; we want to have a hand in the important decisions of the next century, even though it may not always be the upper hand.

 

41. For the Philippines, waving good-bye	A. when they visit another country.
42. In German “Gift” means	B. the result of Harris opinion poll.
43. The American traffic systems	C. poisonous stuff.
44. The Americans are likely to depend on English	D. multilingual context is needed.
45. In the 21st century Americans	E. are hard for both the foreigners and locals.
	F. is meant to bring a person to one’s side.
	G. are willing to play a great role.

Passage1: BEDAG      Passage2 : GBEAF       Passage3: DEBFA    Passage4: FCEAG

 

练 习

Passage 1                                                       （BADFC）

[A]  Physical Changes

[B]  Low Self-Esteem
[C]  Emerging Independence and Search for Identity
[D]  Emotional Turbulence
[E]  Interest in the Opposite Sex
[F]  Peer Pressure and Conformity

[G]  Questioning is very critical
　　The transition to adulthood is difficult. Rapid physical growth begins in early adolescence — typically between the ages of 9 and 13 — and thought processes start to take on adult characteristics. Many youngsters find these changes distressing because they do not fully understand what is happening to them. Fears and anxieties can be put to rest by simply keeping an open line of communication and preparing for change before it occurs. The main issues that arise during adolescence are:
(41) __________
　　 A child’s self worth is particularly fragile during adolescence. Teenagers often struggle with an overwhelming sense that nobody likes them, that they’re not as good as other people, that they are failures, losers, ugly or unintelligent.
(42) __________
　　 Some form of bodily dissatisfaction is common among pre-teens. If dissatisfaction is great, it may cause them to become shy or very easily embarrassed. In other cases, teens may act the opposite — loud and angry — in an effort to compensate for feelings of self-consciousness and inferiority. As alarming as these bodily changes can be, adolescents may find it equally distressing to not experience the changes at the same time as their peers. Late maturation can cause feelings of inferiority and awkwardness.
(43) __________
　　 Young people feel more strongly about everything during adolescence. Fears become more frightening, pleasures become more exciting, irritations become more distressing and frustrations become more intolerable. Every experience appears king-sized during adolescence. Youngsters having a difficult adolescence may become seriously depressed and/or engage in self-destructive behavior. Often, the first clue that a teenager needs professional help is a deep-rooted shift in attitude and behavior. Parents should be alert to the warning signs of personality change indicating that a teenager needs help. They include repeated school absences, slumping grades, use of alcohol or illegal substances, hostile or dangerous behavior and extreme withdrawal and reclusiveness.
(44) __________
　　 There is tremendous pressure on adolescents to conform to the standards of their peers. This pressure toward conformity can be dangerous in that it applies not only to clothing and hairstyles; it may lead them to do things that they know are wrong.
(45) __________
　　 Adolescence marks a period of increasing independence that often leads to conflict between teenagers and parents. This tension is a normal part of growing up — and for parents, a normal part of the letting-go process. Another normal part of adolescence is confusion over values and beliefs. This time of questioning is important as young people examine the values they have been taught and begin to embrace their own beliefs. Though they may adopt the same beliefs as their parents, discovering them on their own enables the young person to develop a sense of integrity.
　　 Although adolescence will present challenges for young people and their parents, a….

Passage 2                                                （FDBCE）

A．Set a Good Example for Your Kids

B．Build Your Kids’ Work Skills

C．Place Time Limits on Leisure Activities

D．Talk about the Future on a Regular Basis

E．Help Kids Develop Coping Strategies

F.  Help Your Kids Figure Out Who They Are

G.  Build Your Kids’ Sense of Responsibility

How Can a Parent Help?

     Mothers and fathers can do a lot to ensure a safe landing in early adulthood for their kids. Even if a job’s starting salary seems too small to satisfy an emerging adult’s need for rapid content, the transition from school to work can be less of a setback if the start-up adult is ready for the move. Here are a few measures, drawn from my book Ready or Not, Here Life Comes, that parents can take to prevent what I call “work-life unreadiness.”

     You can start this process when they are 11 or 12. Periodically review their emerging strengths and weaknesses with them and work together on any shortcomings, like difficulty in communicating well or collaborating. Also, identify the kinds of interests they keep coming back to, as these offer clues to the careers that will fit them best.

     Kids need a range of authentic role models – as opposed to members of their clique, pop stars and vaunted athletes. Have regular dinner-table discussions about people the family knows and how they got where they are. Discuss the joys and downsides of your own career and encourage your kids to form some ideas about their own future. When asked what they want to do, they should be discouraged from saying “I have no idea.” They can change their minds 200 times, but having only a foggy view of the future is of little good.

     Teachers are responsible for teaching kids how to learn; parents should be responsible for teaching them how to work. Assign responsibilities around the house and make sure homework deadlines are met. Encourage teenagers to take a part-time job. Kids need plenty of practice delaying gratification and deploying effective organizational skills, such as managing time and setting priorities.

     Playing video games encourages immediate content. And hours of watching TV shows with canned laughter only teaches kids to process information in a passive way. At the same time, listening through earphones to the same monotonous beats for long stretches encourages kids to stay inside their bubble instead of pursuing other endeavors. All these activities can prevent the growth of important communication and thinking skills and make it difficult for kids to develop the kind of sustained concentration they will need for most jobs.

     They should know how to deal with setbacks, stresses and feelings of inadequacy. They should also learn how to solve problems and resolve conflicts, ways to brainstorm and think critically. Discussions at home can help kids practice doing these things and help them apply these skills to everyday life situations.

     What about the son or daughter who is grown but seems to be struggling and wandering aimlessly through early adulthood? Parents still have a major role to play, but now it is more delicate. They have to be careful not to come across as disappointed in their child. They should exhibit strong interest and respect for whatever currently interests their fledging adult (as naive or ill conceived as it may seem) while becoming a partner in exploring options for the future. Most of all, these new adults must feel that they are respected and supported by a family that appreciates them.

多项对应练习：

Passage 1                                                                  （AFGCE）

    “Universal history, the history of what man has accomplished in this world, is at bottom the History of the Great Men who have worked here,” wrote the Victorian sage Thomas Carlyle. Well, not any more it is not.

     Suddenly, Britain looks to have fallen out with its favorite historical form. This could be no more than a passing literary craze, but it also points to a broader truth about how we now approach the past: less concerned with learning from forefathers and more interested in feeling their pain. Today, we want empathy, not inspiration.

     From the earliest days of the Renaissance, the writing of history meant recounting the exemplary lives of great men. In 1337, Petrarch began work on his rambling writing De Viris Illustribus – On Famous Men, highlighting the virtus (or virtue) of classical heroes. Petrarch celebrated their greatness in conquering fortune and rising to the top. This was the biographical tradition which Niccolo Machiavelli turned on its head. In The Prince, the championed cunning, ruthlessness, and boldness, rather than virtue, mercy and justice, as the skills of successful leaders.

     Over time, the attributes of greatness shifted. The Romantics commemorated the leading painters and authors of their day, stressing the uniqueness of the artist's personal experience rather than public glory. By contrast, the Victorian author Samual Smiles wrote Self-Help as a catalogue of the worthy lives of engineers , industrialists and explores . "The valuable examples which they furnish of the power of self-help, if patient purpose, resolute working and steadfast integrity, issuing in the formulation of truly noble and many character, exhibit, "wrote Smiles." what it is in the power of each to accomplish for himself "His biographies of James Walt, Richard Arkwright  and Josiah Wedgwood were held up as beacons to guide the working man through his difficult life.

     This was all a bit bourgeois for Thomas Carlyle, who focused his biographies on the truly heroic lives of Martin Luther, Oliver Cromwell and Napoleon Bonaparte. These epochal figures represented lives hard to imitate, but to be acknowledged as possessing higher authority than mere mortals.

     Communist Marx and Engels. For them, history did nothing, it possessed no immense wealth nor waged battles: “It is man, real, living man who does all that.” And history should be the story of the masses and their record of struggle. As such, it needed to appreciate the economic realities, the social contexts and power relations in which each epoch stood. For: “Men make their own history, but they do not make it just as they please; they do not make it under circumstances chosen by themselves, but under circumstances directly found, given and transmitted from the past.”

     This was the tradition which revolutionized our appreciation of the past. In place of Thomas Carlyle, Britain nurtured Christopher Hill, EP Thompson and Eric Hobsbawm. History from below stood alongside biographies of great men .....

                            [A] emphasized the virtue of classical heroes.

41. Petrarch：              [B] highlighted the public glory of the leading artists.

42. Niccolo Machiavellli：  [C] focused on epochal figures whose lives  were hard to imitate.

43. Samuel Smiles：         [D] opened up new realms of understanding the great men in history.

44. Thomas Carlyle：        [E] held that history should be the story of the masses and their

record of struggle.

45. Marx and Engels         [F] dismissed virtue as unnecessary for successful leaders.

                            [G] depicted the worthy lives of engineer industrialists and explorers

 

Passage 2                                                                       （EDCBG）

Leading doctors today weigh in on the debate over the government’s role in promoting public health by demanding that ministers impose “fat taxes” on unhealthy food and introduce cigarette-style warnings to children about the dangers of a poor diet.

    The demands follow comments made last week by the health secretary, Andrew Lansley，who insisted the government could not force people to make healthy choices and promised to free businesses from public health regulations.

　　But senior medical figures want to shop fast-food outlets opening near schools，restrict advertising of products high in fat，salt or sugar，and limit sponsorship of sports events by fast-food products such as McDonald's.

　　They argue that government action is necessary to curb Britain's addiction to unhealthy food and help halt spiraling rates of obesity, diabetes and heart disease. Professor Terence Stephenson, president of the Royal College of Pediatrics and Child Health, said that the consumption of unhealthy food should be seen to be just as damaging as smoking or excessive drinking.

　　"Thirty years ago, it would have been inconceivable to have imagined a ban on smoking in the workplace or in pubs, and yet that is what we have now. Are we willing to be just as courageous in respect of obesity? I would suggest that we should be," said the leader of the UK's children's doctors.

　　Lansley has alarmed health campaigners by suggesting he wants industry rather than government to take the lead. He said that manufactures of crisps and candies could play a central role in the Change4Life campaign, the centerpiece of government efforts to boost healthy eating and fitness. He has also criticized the celebrity chef Jamie Oliver's high-profile attempt to improve school lunches in England as an example of how "lecturing" people was not the best way to change their behavior.

　　Stephenson suggested potential restrictions could include banning TV advertisements for foods high in fat, salt or sugar before 9 pm and limiting them on billboards or in cinemas." If we were really bold, we might even begin to think of high-calorie fast food in the same way as cigarettes--by setting strict limits on advertising, product placement and sponsorship of sports events," he said.

　　Such a move could affect firms such as McDonald's, which sponsors the youth coaching scheme run by the Football Association. Fast-food chains should also stop offering "inducements" such as toys, cute animals and mobile phone credit to lure young customers, Stephenson said.

　　Porfessor Dinesh Bhugra, president of the Royal College of Psychiatrists, said: "if children are taught about the impact that food had on their growth, and that some things can harm, at least information is available up front."

　　He also urged councils to impose "fast-food-free zones" around schools and hospitals--areas within which takeaways cannot open.

　　A Department of Health spokesperson said: "We need to create a new vision for public health where all of society works together to get healthy and live longer. This includes creating a new 'responsibility deal' with business, built on social responsibility, not state regulation. Later this year, we will publish a white paper setting out exactly how we will achieve this."