四级快速阅读配套练习Word下载.docx

四级快速阅读配套练习Word下载.docx

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beingabletorecognizethatoneisinanemotionalstateandhavingtheabilitytoidentifywhichemotionisbeingexperienced,evenifitisnotaparticularlycomfortablefeelingtoadmitto,e.g.jealouslyorenvy.

Emotionalawarenesscanthenleadtomanagingone’semotions.Thisinvolvesdealingwithemotions,likejealousy,resentment,anger,etc,thatonemayhavedifficultyacceptingby,perhaps,givingoneselfcomfortfood,ordoingnicethingswhenoneisfeelinglow.Manypeopledothisinstinctivelybybuyingchocolateortreatingthemselves;

othersareabletowrapthemselvesinpositivethoughtsor‘motherthemselves’.Thereare,ofcourse,manypeoplewhoareincapableofdoingthis,andsoneedtobetaught.

Thethirdareaisself-motivation.Ouremotionscansimultaneouslyempowerandhinderus,soitisimportanttodeveloptheabilitytocontrolthem.

Strategiescanbelearntwherebyemotionsaresetasidetobedealtwithatalaterdate.Forexample,whendealingwiththesuccessorgoodfortuneofothers,itisbetternottosuppressanynegativeemotionthatarises.Onejusthastorecognizeitisthere.Andthenonejustneedstobeextracarefulwhenmakingdecisionsandnotallowone’semotionstocloudtheissue,bylettingthemdictatehowonefunctionswiththatperson.Theseparationoflogicandemotionisnoteasywhendealingwithpeople.

Associalbeings,weneedtobeabletodealwithotherpeople,whichbringsustothenextitemonGoleman’slist,namely:

recognizingemotionsinotherpeople.Thismeans,ineffect,havingordeveloping“socialradar”,ielearningtoreadtheweathersystemsaroundindividualorgroupsofpeople.Obviously,leadingonfromthisistheabilitytohandlerelationships.Ifwecanrecognize,understandandthendealwithotherpeople’semotions,wecanfunctionbetterbothsociallyandprofessionally.Notbeingtangible,emotionsaredifficulttoanalyzeandquantify,compoundedbythefactthateachareainthelistabove,doesnotoperateinisolation.Eachofushasmisreadafriend’soracolleague’sbehaviortousandotherpeople.Theclassicexampleistheshyperson,categorizedbysomepeopleasarrogantanddistantandbyothersaslivelyandfriendlyandverypersonable.Howcantwodifferentgroupsmakeadefinitiveanalysisofsomeonethatissostrikinglycontradictory?

Andyetthishappensonadailybasisinallourrelationships—eventothepointofmisreadingthebehaviorofthoseclosetous!

Intheworkscenario,thiscancostmoney.Andsoitmakeseconomicsenseforbusinesstobeawareofitanddevelopstrategiesforemployingpeopleanddealingwiththeiremployees.

Allcommonsenseyoumightsay.Golemanhimselfhasevensuggestedthatemotionalintelligenceisjustanewwayofdescribingcompetence;

whatsomepeoplemightcallsaviorfaireorsavoirvivre.Partoftheproblemhereisthatsocietyorsomepartsofsocietyhaveforgottenthattheseskillseverexistedandhavefoundtheneedtore-inventthem.

ButtheemergenceofEmotionalIntelligenceasatheorysuggeststhatthefamilysituationsandothersocialinteractionswheresocialskillswerehonedinthepastarefastdisappearing,sothatpeoplenowsadlyneedtobere-skilled.

1.EmotionalIntelligenceasatheory______.

[A]wasunheardofuntilthe1970s

[B]isattributedtoDanielGoleman

[C]consistsofatleastfivekeyareas

[D]isattributedtoMayerandSalovey

2.Whichisonewayofcontrollingemotions?

[A]Toputthemtothesidetodealwithlater.

[B]Tousebothlogicandemotion.

[C]Tosuppressthenegativeones.

[D]Tohinderthem.

3.Aswellasbeingintangible,whatistheproblemwithemotions?

[A]Theyaredifficult.

[B]Theyarecompounded.

[C]Theyaredifficulttoqualify.

[D]Theydonotoperateinisolation.

4.Misreadingthebehaviorofothers______.

[A]isalwaysexpensive

[B]isaclassicexample

[C]happensonadailybasis

[D]ismostcommonwiththoseclosetous

5.Employersneedto______.

[A]savemoney

[B]workscenario

[C]knowaboutpeople’semotions

[D]employanddealwithemployees

6.GolemanlinksEmotionalIntelligenceto______.

[A]happiness 

[B]competence

[C]incompetence 

[D]commonsense

7.ThefactthattheideaofEmotionalIntelligencehasemergedsuggeststhatsocial

interactivities______.

[A]arehoned

[B]happeninthefamily

[C]needtobere-skilled

[D]arebecominglessfrequent

8.Knowingone’semotionsinvolvesboth____________.

9.Theabilitytorecognizeemotionsinotherpeopleislike____________.

10.Handlingrelationshipsisthekeyto____________.

Passage2

EducationStudyFindsU.S.FallingBehind

TeachersintheUnitedStatesearnlessrelativetonationalincomethantheircounterpartsinmanyindustrializedcountries,yettheyspendfarmorehoursinfrontoftheclassroom,accordingtoamajornewinternationalstudy.

ThesalarydifferentialsarepartofapatternofrelativelylowpublicinvestmentineducationintheUnitedStatescomparedwithothermembernationsoftheOrganizationforEconomicCooperationandDevelopment,agroupinParisthatcompiledthereport.TotalgovernmentspendingoneducationalinstitutionsintheUnitedStatesslippedto4.8percentofgrossdomesticproductin1998,fallingundertheinternationalaverage—5percent—forthefirsttime.

“Thewholeeconomyhasgrownfasterthantheeducationsystem,”AndreasSchleicher,oneofthereports’authors,explained.“Theeconomyhasdoneverywell,butteachershavenotfullybenefit.”Thereport,dueouttoday,isthesixthoneducationpublishedsince1991bytheorganizationof30nations,foundedin1960,andnowcoveringmuchofEurope,NorthAmerica,Japan,SouthKorea,AustraliaandNewZealand.

Inadditiontotheteacherpaygap,thereportshowstheothercountrieshavebeguntocatchupwiththeUnitedStatesinhighereducation:

collegeenrollmenthasgrownby20percentsince1995acrossthegroup,withoneinfouryoungpeoplenowearningdegrees.Forthefirsttime,theUnitedStates’collegegraduationrate,nowat33percent,isnottheworld’shighest.Finland,theNetherlands,NewZealandandBritainhavesurpassedit.

TheUnitedStatesisalsoproducingfewermathematicsandsciencegraduatesthanmostoftheothermemberstates.And,thereportsays,acollegedegreeproducesagreaterboostinincomeherewhilethelackofahighschooldiplomaimposesabiggerincomepenalty.“Thenumberofgraduatesisincreasing,butthatstimulatesevenmoreofademand—thereisnoendinsight,”Mr.Schleichersaid.“Thedemandforskill,clearly,isgrowingfasterthanthesupplythatiscomingfromschoolsandcolleges.”

ThereportliststhesalaryforahighschoolteacherintheUnitedStateswith15yearsexperienceas$36,219,abovetheinternationalaverageof$31,887butbehindsevenothercountriesandlessthan60percentofSwitzerland’s$62,052.BecauseteachersintheUnitesStateshaveaheavierclassroomload—teachingalmostathirdmorehoursthantheircounterpartsabroad—theirsalaryperhourofactualteachingis$35,lessthantheinternationalaverageof$41（Denmark,SpainandGermanypaymorethan$50perteachinghour,SouthKorea$77）.In1994,suchaveteranteacherintheUnitedStatesearned1.2timestheaveragepercapitaincomewhereasin1999thesalarywasjustunderthenationalaverage.OnlytheCzechRepublic,Hungary,IcelandandNorwaypaytheirteacherslessrelativetonationalincome;

inSouthKorea,teachersearn2.5timesthenationalaverage.Teacherpayaccountsfor56percentofwhattheUnitedStatesspendsoneducation,wellbelowthe67percentaverageamongthegroupofcountries.

ThenewdatacomeastheUnitedStatesfacesashortageoftwomillionteachersoverthenextdecade,withquestionsoftraining,professionalismandsalariesbeingdebatedbypoliticianslocalandnational.JoostYff,aninternationalexpertattheAmericanAssociationofCollegesofTeacherEducation,saidtrainingforteachersiscomparableamongmostofthenationsinthestudy,andthattheyarealldealingwithsimilarissuesofraisingstandardsandincreasingprofessionalism.

ThoughtheUnitedStateslagsbehindinscoresonstandardizedtestsinscienceandmathematics,studentsheregetmoreinstructioninthosesubjects,thereportshows.Theaverage14-year-oldAmericanspent295hoursinmathandscienceclassesin1999,farmorethanthe229internationalaverage;

onlyAustria（370hours）,Mexico（367）andNewZealand（320）havemoreinstructioninthosesubjects.

Middle-scholarsherespendlesstimethantheirinternationalcounterpartsstudyingforeignlanguagesandtechnology,butfarmorehoursworkingonphysicaleducationandvocationalskills.HighschoolstudentsintheUnitedStatesarefarmorelikelytohavepart-timejobs:

64percentofAmericansages15to19workedwhileinschool,comparedwithaninternationalaverageof31percent（onlyCanadaandtheNetherlands,with69percent,andDenmark,with75percent,werehigher）.

OneplacetheUnitedStatesspendsmoremoneyisonspecialservicesforthedisabledandthepoor.Morethanoneinfourchildrenhereareinprogramsbasedonincome—onlyfiveothercountriesserveeven1in10—