P1 泰晤士河和造隧道挖煤矿

P2 雇佣老年人

P3 Class size in America介绍了三个不同的project

朗阁名师丰爽点评

1. 本次考试难度中等。

2. 整体分析：涉及建筑（P1）、社会问题（P2）、教育类（P3）.

3. 主要题型：延续以往出题的特点，填空题和判断题作为主要题型出现在第一篇文章中，选择题出现在2篇文章；配对题只考了1篇。本次考试中也有出现list of headings.

4. P1 泰晤士河和造隧道挖煤矿

填空 + 判断

In the frontispiece of his book on Brunel, Peter Hay quotes from Nicholson's British Encyclopedia of 1909 as follows: ‘Engineers are extremely necessary for these purposes; wherefore it is requisite that, besides being ingenious, they should be brave in proportion.' His father, Sir Marc Isambard Brunel (1769-1849), was himself a famous engineer, of French parents. He eventually settled in Britain and married Sophia Kingdom, an English woman whom he had known in France in earlier days. Their only son Isambard was born on 9 April, 1806. He was sent to France at the age of 14 to study mathematics and science and was only 16 when he returned to England to work with his father. Sir Marc was then building his famous tunnel under the River Thames. Isambard was recuperating near Bristol from injuries received in a tunnel cave-in when he became involved with his own first major project.

While Brunel was still in Bristol, and with the Avon Bridge project stopped or going slowly, he became aware that the civic authorities saw the need for a railway link to London. Railway location was controversial, since private landowners and towns had to be dealt with. Mainly, the landed gentry did not want a messy, noisy railway anywhere near them. The Duke of Wellington (of Waterloo fame) was certainly against it; he is reported to have said,'... it will only encourage the lower classes to move about...' Again Brunel showed great skill in presenting his arguments to the various committees and individuals. Brunel built his railway with a broad gauge (7ft) instead of the standard 4ft 8~in, which had been used for lines already installed. There is no doubt that the broad gauge gave superior ride and stability, but it was fighting a standard. In this he was also up against his professional rival (but personal friend) Robert Stephenson and Robert's father, George Stephenson. After much argument, the government settled the matter in 1846 by requiring any new lines to be standard gauge.

5. P2 雇佣老年人

Heading + 选择

Grey Workers

A Given the speed at which their workers are growing greyer, employers know surprisingly little about how productive they are. The general assumption is that the old are paid more in spite of, rather than because of, their extra productivity. That might partly explain why, when employers are under pressure to cut costs, they persuade the 5 5-year-olds to take early retirement. Earlier this year, Sun Life of Canada, an insurance company, announced that it was offering redundancy to all its British employees aged 50 or over “to bring in new blood”.

D Clearly, when older people do heavy physical work, their age may affect their productivity. But other skills may increase with age, including many that are crucial for good management, such as an ability to handle people diplomatically, to run a meeting or to spot a problem before it blows up. Peter Hicks, who co-ordinates OECD work on the policy implications of aging, says that plenty of research suggests older people are paid more because they are worth more.

E And the virtues of the young may be exaggerated. “The few companies that have kept on older workers find they have good judgment and their productivity is good,” says Mr Peterson. “Besides, their education standards are much better than those of today’s young high-school graduates.” Companies may say that older workers are not worth training, because they are reaching the end of their working lives: in fact, young people tend to switch jobs so frequently that they offer the worst returns on training. “The median age for employer-driven training is the late 40s and early 50s,” says Mr Hicks. “It goes mainly to managers.”

6. P3 Class size in America介绍了三个不同的project

选择 + matching 

Compliance or Noncompliance for Children

Many Scientists believe that socialization takes a long process, while compliance is the outset of it. Accordingly, compliance for education of children is the priority. Motivationally distinct forms of child compliance, mutually positive affect, and maternal control, observed in 3 control contexts in 103 dyads of mothers and their 26-41-month-old children, were examined as correlates of internalization, assessed using observations of children while alone with prohibited temptations and maternal ratings. One form of compliance (committed compliance), when the child appeared committed wholeheartedly to the maternal agenda and eager to endorse and accept it, was emphasized. Mother-child mutually positive affect was both a predictor and a concomitant of committed compliance. Children who shared positive affect with their mothers showed a high level of committed compliance and were also more internalized. Differences and similarities between children's compliance to requests and prohibitions ("Do" vs. "Don't" demand contexts) were also explored. Maternal "Dos" appeared more challenging to toddlers than the "Don't". Some individual coherence of behavior was also found across both demand contexts. The implications of committed compliance for emerging internalized regulators of conduct are discussed.

A number of parents were not easy to be aware of the compliance, some even overlooked their children's noncompliance. Despite good education, these children did not follow the words from their parents on several occasions, especially boys in certain ages. Fortunately, this rate was acceptable, some parents could be patient with the noncompliance. Someone held that noncompliance is probably not a wrong thing. In order to determine the effects of different parental disciplinary techniques on young children's compliance and noncompliance, mothers were trained to observe emotional incidents involving their own toddler-aged children. Reports of disciplinary encounters were analyzed in terms of the types of discipline used (reasoning, verbal prohibition, physical coercion, love withdrawal, and combinations thereof) and children's responses to that discipline (compliance/ noncompliance and avoidance). The relation between compliance/ noncompliance and type of misdeed (harm to persons, harm to property, and lapses of self-control) was also analyzed. Results indicated that love withdrawal combined with other techniques was most effective in securing children's compliance and that its effectiveness was not a function of the type of technique with which it was combined. Avoidant responses and affective reunification with the parent were more likely to follow love withdrawal than any other technique. Physical coercion was somewhat less effective than love withdrawal, while reasoning and verbal prohibition were not at all effective except when both were combined with physical coercion.

Psychologist Paul Edith insisted praise is the best way to make children to comply with. This is probably a common term you are used to hearing by now. If you praise your child's behavior, he or she will be more likely to do that behavior. So, it is essential to use praise when working with defiant children. It also provides your child with positive attention. However, it is important to know how to praise children in a way that encourages future automatic reinforcement for your child when doing a similar behavior.

考试预测

判断题和填空题依然是练习的重点，此外本月考试既有出现list of headings，也有出现选择题。因此准备7、8月考试的同学请不要放松对这两个题型的练习。

1.  下场考试的话题可能有关科技类、教育类。

2.  重点浏览14、15年机经。