考研英语一内蒙古兴安盟2023年考前冲刺试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on the ANSWER SHEET. (10 points)Research shows that when we are absorbed in an activity, even minor distractions (分心) can have a huge effect. According to a study, regaining our 1 drive following an interruption can take about 20 minutes.Multitasking (多任务), as many studies have shown, is a myth (谬论). A more accurate 2 of what happens when we tell ourselves we are multitasking is that were rapidly 3 between activities, sucking our mental energy. And the 4 can be surprisingly serious. An experiment found that we lose as many as 10 IQ points when we allow our work to be 5 by distractions like emails and text messages.The 6 is that multitasking is enjoyable. Its fun to satisfy your curiosity. Who knows what that next email or text message holds 7 ? Finding out provides immediate satisfaction. 8 , resisting distractions and staying on task requires 9 and mental effort.So, what are we to do?Our strategy is to change the 10 to move temptation further away: shut down your email program or 11 your phone. Its a lot easier to stay on task when youre not 12 fighting off mental desires.The alternative, which most of us consider common, is 13 to dieting in a bakery. We all need the willpower to resist the temptations, but doing so comes with 14 costs to our limited supply of willpower.Another worthwhile 15 is to collect similar activities together, keeping transition (转换) time to a 16 point. Instead of spreading phone calls, meetings and emails throughout your day, try 17 related tasks so that there are fewer transitions.In some jobs, multitasking is 18 . Some of us truly do need to stay 19 to our clients, colleagues and managers. So its worth noting that limiting disruptions is the only solution.Remember the more you do to minimize task-switching over the course of the day, the more ability youll have for activities that actually 20 . Even small changes can make a big difference.1、Ainitial Bpersonal Cinner Dambitious2、Aplan Baccount Cprediction Dinsight3、Aswitching Bswinging Cswapping Dshuttling4、Abenefits Breasons Cconsequences Dchallenges5、Aguided Bchanged Cadapted Dinterrupted6、Aadvantage Bemphasis Ctrouble Dpractice7、Ain stock Bin store Cin check Din possession8、AAs a rule BAs a result CIn short DIn contrast9、Apatience Bdiscipline Ccourage Dattention10、Aexpectation Btask Cenvironment Dvision11、Areplace Bsilence Canswer Dpick12、Acontinuously Bfinally Cpassionately Ddirectly13、Asimilar Brelevant Csuperior Dopposite14、Aaffordable Bbasic Cconsiderable Dmodest15、Aresearch Baspect Creaction Dapproach16、Aminimum Bmaximum Cturning Dfixed17、Aanalyzing Bgrouping Cassigning Dundertaking18、Adisturbing Bannoying Cunavoidable Dunnecessary19、Asympathetic Bloyal Caccustomed Dconnected20、Amatter Bfunction Cwork DinterfereSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on the ANSWER SHEET. (40 points)Text 1 New study shows that when teachers participate in a training program focused on prosocial (亲社会的) classroom behavior, their students are better able to control their emotions, and that children who can regulate emotions are more likely to be academically successful.For the study, which appears in Prevention Science, researchers looked at more than 100 teachers and 1,817 students from kindergarten to third grade to see if teachers could support students emotional and behavioral growth through the Incredible Years Teacher Classroom Management (IYTCM) program.The program uses videos and training sessions, along with role-playing and coaching, to help teachers learn management skills such as using behavior-specific praise, building positive relationships with students, and considering how to reduce poor behavior. Teachers in the training group increased interactions with students by 64 percent compared with 53 percent for teachers in the control group without the training.“Emotional regulation is the ability to recognize what behavior is appropriate in the present situation,” says Wendy Reinke, professor in the College of Education at the University of Missouri. “For example, a student might have difficulty controlling the feeling of anger if he or she becomes annoyed with another student. But under this program, the teacher encourages them to move to a different spot in the classroom, effectively teaching them that sometim