热点话题03 青少年心理健康与校园支持体系
一、主题解析
“青少年心理健康与校园支持体系这一主题在英语课程标准中是关于 “人与自我” 核心范畴下
“健康生活” 的关键子话题。其核心内涵涵盖青少年心理状态的认知与调节、校园支持资源的功能与获
取，以及个体、学校、社会在心理健康维护中的协同作用。
从高考要求来看，该主题聚焦两类能力考查：一是对心理问题（如焦虑、抑郁）、支持机制（如咨
询服务、同伴互助）等核心概念的语义理解；二是对 “问题分析 — 措施阐述 — 意义总结” 等逻辑
结构的文本解读。选材常涉及校园调查报告、政策说明、访谈实录等文体，既呼应青少年成长现实，也
契合高考 “贴近生活、考查应用” 的命题原则。
二、句子积累
1. 阅读必备词块
（1）核心心理概念
mental health 心理健康
psychological well-being 心理幸福感
emotional literacy 情绪素养
resilience 心理韧性
self-esteem 自尊
self-efficacy 自我效能感
anxiety 焦虑
depression 抑郁
emotional distress 情绪困扰
emotional regulation 情绪调节
mental disorder 精神障碍
positive mindset 积极心态
（2）校园支持场景
counseling service 咨询服务
support system 支持系统
peer mentor 同伴导师
school psychologist 学校心理医生
mental health workshop 心理健康工作坊
crisis intervention 危机干预
anonymous hotline 匿名热线
group therapy 团体治疗
guidance office 指导办公室
wellness program 健康计划
home-school collaboration 家校合作
feedback mechanism 反馈机制
（3）应对与调节
cope with stress 应对压力
话题资源
build up resilience 增强韧性
seek support 寻求支持
practice mindfulness 练习正念
relaxation techniques 放松技巧
time management 时间管理
conflict resolution 冲突解决
positive affirmation 积极暗示
engage in hobbies 从事爱好
balance study and life 平衡学业与生活
consolidate confidence 巩固信心
overcome difficulties 克服困难
（4）问题与影响
peer pressure 同辈压力
academic pressure 学业压力
cyberbullying 网络欺凌
family issues 家庭问题
sleep deprivation 睡眠不足
social comparison 社交比较
low self-worth 自我价值感低下
emotional turmoil 情绪动荡
academic performance 学业表现
social isolation 社交孤立
trigger factors 诱发因素
long-term impact 长期影响
psychological counseling 心理咨询
stress management 压力管理
mental wellness 心理健康状态
supportive environment 支持性环境
2. 常见句式
（1）现象描述
Mental health is as crucial as physical health for adolescents' all-round development.（心理健康与身体健康对青
少年的全面发展同样至关重要。）
Many teenagers are struggling with anxiety triggered by exams and peer pressure.（许多青少年正受考试和同辈
压力引发的焦虑困扰。）
A growing number of schools have launched mental health programs to address students' emotional needs.（越来
越多学校开展心理健康项目以满足学生的情感需求。）
Social media use often leads to negative self-comparison among teenagers.（社交媒体使用常导致青少年产生
消极的自我比较。）
Sleep deprivation can significantly affect teenagers' mood and academic performance.（睡眠不足会严重影响青
少年的情绪和学业成绩。）
It's common for adolescents to experience emotional turmoil during puberty.（青少年在青春期经历情绪动荡是
常见现象。）
（2）原因分析
Academic pressure and family expectations are major contributors to teenagers' mental stress.（学业压力和家庭
期望是青少年心理压力的主要成因。）
Lack of effective communication prevents teenagers from seeking help when in distress.（缺乏有效沟通使青少
年在困境中无法寻求帮助。）
The absence of a supportive peer network increases the risk of social isolation.（缺乏支持性同伴网络会增加社
交孤立的风险。）
Factors such as cyberbullying and excessive screen time harm psychological well-being.（网络欺凌和过度使用
电子设备等因素损害心理健康。）
Poor time management often leads to imbalance between study and relaxation.（时间管理不当常导致学业与放
松失衡。）
Low self-esteem makes teenagers more vulnerable to negative comments.（低自尊使青少年更容易受负面评价
影响。）
（3）支持措施
The school has established a counseling center where students can get professional guidance.（学校设立了咨询
中心，学生可在此获得专业指导。）
Peer support groups help teenagers share feelings and learn coping strategies.（同伴支持小组帮助青少年分享
感受并学习应对策略。）
Teachers are trained to identify early signs of mental health problems in students.（教师接受培训以识别学生心
理健康问题的早期迹象。）
Mindfulness exercises are incorporated into daily classes to promote emotional regulation.（正念练习被纳入日
常课程以促进情绪调节。）
The school organizes regular workshops on stress management and resilience building.（学校定期举办压力管理
与韧性培养工作坊。）
A 24-hour hotline is provided for students in urgent psychological need.（为有紧急心理需求的学生提供 24 小
时热线。）
Home-school collaboration helps create a consistent supportive environment for teenagers.（家校合作有助于为
青少年创造连贯的支持性环境。）
Schools have revised schedules to reduce academic load and ensure rest time.（学校调整课程表以减轻学业负
担并保障休息时间。）
（4）建议倡导
Teenagers should develop hobbies to relax and reduce mental stress.（青少年应培养爱好以放松身心、减轻心
理压力。）
It's essential to build self-esteem through small achievements and positive feedback.（通过小成就和积极反馈建
立自尊至关重要。）
We should encourage open conversations about mental health to reduce stigma.（应鼓励公开讨论心理健康以减
少污名化。）
Parents and teachers need to recognize the signs of emotional distress and offer support.（家长和教师需识别情
绪困扰的迹象并提供支持。）
Learning effective coping strategies helps teenagers deal with pressure healthily.（学习有效的应对策略帮助青
少年健康地应对压力。）
Schools ought to integrate mental health education into the regular curriculum.（学校应将心理健康教育纳入常
规课程。）
It is advisable for teenagers to seek help when they feel overwhelmed.（青少年感到压力过大时寻求帮助是明
智的。）
Everyone has a role to play in creating a supportive campus for mental well-being.（在创建支持性心理健康校
园中，每个人都能发挥作用。）
（5）结论意义
A strong support system enhances teenagers' resilience and mental well-being.（强大的支持系统能增强青少年
的韧性和心理健康。）
Addressing mental health issues early can prevent long-term negative impacts.（尽早解决心理健康问题可预防
长期负面影响。）
Balancing study and self-care is key to maintaining good mental health.（平衡学业与自我关怀是维持良好心理
健康的关键。）
Joint efforts from schools, families and society are vital for teenagers' psychological health.（学校、家庭和社会
的共同努力对青少年心理健康至关重要。）
1
A new study carried out among adolescents (青少年) in a high school theater program showed how to use
positive emotions (情绪) to drive their work, Students also used strategies to manage their own and others’ bad
emotions. The research was carried out through interviews with the students during a three-month theater
突破演练
program. This study showed how schools and programs can support the development of “emotional intelligence”
in adolescents.
Researchers at the University of Illinois Urbana-Champaign started open-ended interviews to get an in-
depth understanding of one setting — a high school theater program. Ten teenagers were interviewed every two
weeks over a three-month period while the theater group prepared a musical. Two adults who guided the
production were also interviewed every two weeks. What’s more, the researchers observed the rehearsals (观察排
练) weekly.
During the rehearsals, teenagers reported emotional experiences, including sadness, anger, anxiety, and
excitement. The program provided a culture that helped them learn to deal well with the events and feelings
connected to these different emotions, the researchers found. The adults led by example, helping the teens develop
strategies to manage strong emotions.
The theater setting supported this process (过程) by putting the youth in situations in which emotions were
likely to happen because the expectation of hard work created stress. Also, strong emotions were accepted and
discussed openly with a culture of caring about others.
“The development of ‘emotional intelligence’ is important to adult work and family life, but many young
people arrive in adulthood with incomplete emotional skills,” according to Reed W. Larson, the study’s lead
author. “Our research findings suggest how, under the right conditions, adolescents learn these skills. Although
further research is needed, youth programs, such as the theater program. along with schools that provide these
conditions may lead to better emotional learning.”
1．What did the new study find?
A．Theater programs are popular among high schoolers.
B．Doing theater helps teenagers with emotional growth.
C．Emotional skills are important to student success.
D．High school teaching is a performing art.
2．How did the researchers get information for the study?
A．By holding interviews.
B．By preparing a musical.
C．By teaching at the local school.
D．By reviewing students’ performances.
3．What can we say about the adults in the theater program?
A．They experienced the same emotions as the teens.
B．They were close observers of the program.
C．They provided models for the students.
D．They were in control of the new study.
4．What is Reed W. Larson’s attitude towards the theater program?
A．Doubtful.
B．Curious.
C．Worried.
D．Supportive.
2
Do you get nervous thinking about geometry, equations (方程式) or a coming math test? If your answer is
“yes”, you are far from alone. Math anxiety has become a common psychological condition among students
around the world. Students in countries with higher levels of math anxiety tend to achieve lower math grades,
according to a study published in the Proceedings of the National Academy of Sciences on Feb. 15.
Math anxiety — a negative emotional reaction to the core subject — causes fear, physical suffering and
behavior problems among young pupils, according to a University of Cambridge study. In ordinary life, many
people experience some degree of discomfort when meeting with a math problem, ranging from mild tension to
strong fear.
Some people also experience physical symptoms such as sweaty palms or a racing heart. They may then try
to avoid every situation involving numbers, meaning they are held back from pursuing careers related to this
subject, such as science, technology or engineering, according to The Guardian.
Comfort comes from the fact that those with math anxiety aren’t destined (注定的) to be bad at math. “If a
child has math anxiety, don’t assume that they’re not good at math. They may have had a really bad experience
with math and there are ways to improve math achievement,” Daniel Ansari, the senior author of the study, told
The London Free Press. “Students with math anxiety are not cognitively (认知地) disadvantaged.”
Also, there are ways to manage your stress related to math. If you’re feeling stressed before a math exam, it
may help to spend a few minutes exploring those feelings before the exam begins. “It’s about making sure you’re
interpreting your feelings correctly,” Sian Beilock, a cognitive scientist in the US told the BBC． “Just because
you have a fast heartbeat and sweaty palms, that does not necessarily mean you will fail.”
A little math anxiety could be taken as a positive challenge to overcome. Just like many people get stage
fright before delivering a speech, this nervous energy can help to motivate, according to Ian Lyons, a psychologist
at Georgetown University in the US.
1．Why does the author begin the passage with a question?
A．To expect answers from the readers.
B．To introduce the topic “math anxiety”.
C．To identify problems with math learning. D．To emphasize the difficulty of a math test.
2．What does the author focus on in Paragraphs 2 and 3?
A．Analyzing causes.
B．Proving examples.
C．Explaining influences.
D．Drawing comparisons.
3．What message do Daniel Ansari’s words convey in Paragraph 4?
A．Math anxiety is what leads to students’ failure.
B．Math anxiety is what nearly everyone will face.
C．Math anxiety doesn’t necessarily mean poor math.
D．Math anxiety doesn’t necessarily allow improvement space.
4．How should you deal with the stress related to math according to the article?
A．Learn to understand your feelings.
B．Turn to cognitive experts for help.
C．Take all nervous energy as a challenge.
D．Practice more before taking math exams.
3
Waiting around for others to show you love might be the wrong approach if you’re in need of a pick-me-up.
New research led by scientists at Penn State reveals that if you want to feel more loved in your daily life, start
expressing love to others first. Strangely, the research found out, feeling loved doesn’t automatically make us
more likely to express love to others.
For four weeks, researchers tracked 52 adults as they went about their daily lives, asking them six times per
day to report how loved they felt and how much love they had expressed since their last check-in. The team
uncovered what they call the “dynamics (动态) of love”; essentially, how giving and receiving love influence each
other over time.
When participants reported expressing more love, they consistently felt more loved themselves in the hours
that followed. But when people felt particularly loved, they didn’t become more likely to express love to others
afterward. In fact, the data showed a tiny decrease in expressed love following moments of feeling loved.
The study also revealed that feelings of being loved are remarkably persistent (持久的). While expressions
of appreciation and gratitude tend to be short behavioral moments, the warm glow of feeling loved can last for
hours and participants who experienced this reported higher levels of happiness in their lives.
The researchers suggest that love in everyday life is a skill that can be developed. Just like learning to play
an instrument, the ability to give and receive love might improve with practice and awareness. The next time
you’re feeling disconnected or unloved, consider this: the path to feeling more loved might begin with expressing
more love to others.
1．How was the research carried out?
A．By studying people’s family life.
B．By giving out questionnaires.
C．By inviting adults to a lab.
D．By interviewing participants.
2．What happened when people felt loved according to the study?
A．They felt more valued.
B．They offered more love.
C．They sought more care.
D．They expressed less love.
3．How did the lasting feeling of being loved benefit people?
A．It changes people’s behavior.
B．It brings out gratitude.
C．It makes people feel happy.
D．It helps people live longer.
4．What does the author try to say by mentioning “playing an instrument” in the last paragraph?
A．The ability to give love can be practiced. B．Learning to play an instrument is hard.
C．Expressing yourself is key to success.
D．Giving love depends on receiving love.
4
“Anxiety.” The very word invites discomfort. Its effects — shortness of breath, pounding heart, muscle
tension — are outright upsetting. But, as a clinician, I find that we tend to miss out on many valuable
opportunities presented by this human emotion. In and of itself, anxiety is not deadly, nor is it a disease. Quite the
contrary: it is an indicator of brain and sensory health. Once we accept that it is a normal, though uncomfortable,
part of life, we can use it to help us.
We all know working out at the gym is hard. By nature, a “good workout” is uncomfortable, since it
involves pushing our physical strength past what we can easily do. The sweet spot of exercise is always a
somewhat challenging experience. Similarly, if you want to be emotionally stronger, you need to face some
tension. For example, one effective treatment for fear is exposure therapy, which involves gradually encountering
things that make one anxious, reducing fear over time.
Humans are social creatures. When my patients learn to open up to their partners about their anxieties, they
almost always report a greater sense of emotional closeness. Also, as international relationship expert Sue Johnson
teaches, when we express our need for connection during challenging moments (e.g., “I’m having a hard time
right now and could really use your support”), it creates greater connection and turns our anxiety into love.
From time to time, we find ourselves at the end of our rope. Our responsibilities pile up, our resources
break down, and we feel uncomfortable and anxious — what we’re experiencing is called stress. Simply put, the
demands placed upon us outweigh our available resources, just like a set of scales going out of balance. Focusing
on work and pretending everything is OK only leads to disastrous results. Medical treatment for stress may
function for a while, but it tends to make things worse in the long run. The only solution to deal with stress is to
do the mathematics to balance the scales.
1．What does the author say about anxiety?
A．It is an invitation to diseases.
B．It indicates stable mental health.
C．It is a natural emotional expression.
D．It costs us many valuable chances.
2．Why is “good workout” mentioned in Paragraph 2?
A．To prove how exercise influences emotions.
B．To explain how anxiety builds emotional strength.
C．To show a positive connection between mind and body.
D．To suggest an effective way to challenge physical limits.
3．According to Paragraph 3, how can we improve relationships?
A．By sharing anxieties.
B．By expressing needs.C．By helping each other.
D．By
keeping in touch.
4．What can we learn from the last paragraph?
A．Devoting more energy to work will pay off.
B．Taking medicine can do the trick permanently.
C．Increasing resources available can handle pressure.
D．Mastering advanced mathematical skills is necessary.
5
Self-control is a skill that children need to succeed in school, socially and emotionally. The development of
self-control begins at birth and continues throughout our lives. As babies, we have little or no control over our
behaviors and emotions, but as we get older, with the help of parents or caregivers, we learn how to take turns,
how to pay attention in class, stick to a challenging task, and restrain ( 制止) from hitting another child. These
abilities continue to develop in our childhood and then youthhood. Also, it is clear that being impulsive (易冲动
的) can have bad effects on children, causing interpersonal problems, poor physical health, and psychiatric
disorders.
Therefore, by learning self-control, children can make right decisions and respond to situations in positive
ways. One of the effective strategies, when helping children develop self-control abilities, is to select
developmentally proper tasks. Try setting up simple goals first, where success is expected, before moving onto the
next goal. For preschoolers, goals might include not interrupting or not fighting on the playground. For early
elementary school students, right goals might be following bedtime rules.
However, it's not enough to set up simple goals, because for children of the same age, there are still some
differences in the development of self-control abilities. Some general strategies often help them learn right self-
control behaviors.
•Take a break
Encourage children to take a break or "time in” whenever they feel down, annoyed or angry. Stepping away
from an upsetting situation can help a child calm down.
•Teach and provide attention
Paying attention is a skill that can be taught. Encourage children to resist interrupting by learning to
observe others without talking, so they can join in easily. Make sure to provide children with attention at times so
they don't feel ignored and therefore are unlikely to interrupt.
•Use proper rewards(奖励)
In order to develop positive behaviors, children need frequently positive feedback. Praise and consistent
feedback can be highly rewarding for young children. It is important to let a child know what a desired behavior
is.
•Use activities designed to teach self-regulation (自我管理)
Using specific activities can help teach young children skills that improve self-control. Some of these skills
include dealing with "wanting something I can't have”, understanding feelings, and controlling anger.
1．What can we learn from Paragraph 1?
A．As people get older, their attention will improve naturally.
B．Being impulsive can often cause bad results in children's grades.
C．Children can learn how to control themselves with the help of parents.
D．Self-control development begins at birth and keeps growing till youthhood.
2．What can teachers do when students feel very disappointed?
A．Teach and provide attention.
B．Give rewards and suggestions.
C．Teach skills to regulate themselves.
D．Encourage them to take a break.
3．Which of the following would be the best title for the passage?
A．Time Waits for No Man — The Development of Self-Control
B．Have Power over Your Mind — Tips on Developing Self-Control
C．Prevention Is Better than Cure — Rules of Self-Control Behaviors
D．Think Twice Before You Act — The Importance of Self-Control Skills
6
How good are you at maths? Some people love the challenge of algebra ( 代数) or enjoy working out
number puzzles. Maths is all around us, from working out how to split the bill after a meal to calculating your
household bills. But many people dread the moment when they have to deal with numbers and figures, and feel a
real sense of worry and confusion. It can seem depressing, but this “maths anxiety” is perfectly normal, and
you’re definitely not alone. And anyway, our worries and fears don’t necessarily show our ability.
Research traces maths anxiety back to school experiences. Nervous teachers may unintentionally pass their
fears to students, and girls are particularly vulnerable. Data from 34 countries reveals striking numbers: 31% of
teenagers feel nervous about solving problems, 33% stress over homework, and nearly 60% fear difficult classes.
Shulamit Kahn, a Boston University expert, argues that positive role models — especially female teachers — are
critical to building confidence in young learners.
Writing for BBC Future, David Robson says, “It’s not clear why maths causes so much fear compared to
geography. But the fact that there’s only one correct answer — there’s no room for bluffing — might make you
more worried about under-performing.” And once we suppose we’re not a “maths person”, we avoid solving
things that we probably could do.
Psychologists have been trying to work out why maths can bring us out in a sweat. That seed of fear may
come from many sources, but some suggest that expressing your fears can loosen their hold on you and
recommend children to see a maths test as a challenge, not a threat. In fact, we need to think positively about
maths and give it a second chance.
1．What does the author think of “maths anxiety”?
A．It doesn’t mean poor ability.
B．It affects almost everyone from birth.
C．It naturally disappears with age.
D．It only troubles school children.
2．What does “there’s no room for bluffing” mean about maths problems?
A．They require creative thinking.
B．They can be understood differently.
C．They demand exact answers.
D．They include many maths steps.
3．How do psychologists advise reducing maths anxiety?
A．Ignore it and move on to harder problems.
B．Adjust exams to lower stress for students.
C．Voice your worries and try again.
D．Replace daily maths with puzzle games.
4．What is the best title for the passage?
A．How Do We Learn Maths Effectively?
B．Is Maths Worth Learning?
C．Are Boys Better at Maths than Girls?
D．Should We Fear Maths?
7
A new study carried out among teenagers in a high school theater program showed how teens learned about
how to use positive emotions (情绪) to drive their work. Students also used strategies to manage their own and
others’ bad emotions. The research was carried out through interviews with the students during a three-month
theater program. This study showed how schools and programs can support the development of “emotional
intelligence” in teenagers.
Researchers at the University of Illinois Urbana-Champaign started open-ended interviews to get an in-
depth understanding of one setting — a high school theater program. Ten teenagers were interviewed every two
weeks over a three-month period while the theater group prepared a musical. Two adults who guided the
production were also interviewed every two weeks. What’s more, the researchers observed the rehearsals (观察排
练) weekly.
During the rehearsals, teenagers reported emotional experiences, including sadness, anger, anxiety, and
excitement. The program provided culture that helped them learn to deal well with the events and feelings
connected to these different emotions, the researchers found. The adults led by example, helping the teens develop
strategies to manage strong emotions.
“The development of ‘emotional intelligence’ is important to adult work and family life, but many young
people arrive in adulthood with incomplete emotional skills,” according to Reed W. Larson, the study’s lead
author. “Our research findings suggest how, under the right conditions, teenagers learn these skills. Although
further research is needed, youth programs, such as the theater program, along with schools that provide these
conditions may lead to better emotional learning.”
1．What did the new study find?
A．Theater programs are popular among high schoolers.
B．Doing theater helps teenagers with emotional growth.
C．Emotional skills are important to student success.
D．High school teaching is a performing art
2．How did the researchers get information for the study?
A．By holding interviews.
B．By preparing a musical.
C．By teaching at the local school.
D．By reviewing students’ performances.
3．What can we say about the adults in the theater program?
A．They experienced the same emotions as the teens. B．They were close observers of the program.
C．They provided models for the students. D．They were in control of the new study.
4．What is Reed W. Larson’s attitude towards the theater program?
A．Doubtful.
B．Curious.
C．Worried.
D．Supportive.
8
The nature of compassion fatigue (同情疲劳) means that many working in traditional care-giving roles are
likely to experience its symptoms. This includes first responders, social workers, journalists, medical professionals
and lawyers specializing in family law or criminal law.
Kelli Collins, a licensed family therapist, remarks “Think about muscle fatigue—if you work out too hard,
your muscles might simply give out. In the same way, compassion fatigue means your ability to offer compassion
to others is dramatically affected.”
Collins herself experienced compassion fatigue as a young therapist working in a community mental health
setting, where she “had the strong desire to help” but quickly realized some things were out of her “range of
influence”. She felt herself becoming easily annoyed with loved ones, sleeping very little, and fantasizing about
changing careers. It was an overwhelming time, during which she felt she was failing her clients.
“I thought that by giving endless compassion to my clients, I was ‘leaving it all on the field’. In fact,
bearing the responsibility for my clients’ pain without consideration for my own needs and limits meant that I
wasn’t a particularly effective therapist,” she says.
Lynne Hughes, who founded Comfort Zone in 1999 and now serves as CEO, lost both her parents as a
child, experiencing first-hand the lack of resources and support for grieving children. Hughes expresses similar
feelings about the challenge of compassion fatigue, stressing the importance of looking inward.
“Suffering from compassion fatigue does not mean you’re bad at helping or caring; it only means the scale
between caring for others and caring for yourself is no longer balanced,” she says. “When you’re in a role where
you’re nurturing and caring for others—it’s crucial to extend that nurture and care to yourself so that ‘your well’
does not run dry.”
But both Hughes and Collins emphasize that it’s not only traditional caregivers who experience compassion
fatigue. “It is applicable to anyone in a caring role,” says Hughes, while Collins believes it is a uniquely human
condition, occupational or not.
1．Which group of people is more likely to get compassion fatigue?
A．Office workers.
B．Delivery men.
C．Surgeons.
D．Athletes.
2．Why does Collins mention “muscle fatigue” in paragraph 2?
A．To warn readers not to overwork.
B．To show the consequence of fatigue.
C．To tell the readers about her own experience.
D．To better explain what compassion fatigue is.
3．Which can be inferred from Collins’ work experience?
A．Caregivers always mix their personal and work lives.
B．Caregivers need to get outside help instead of relying on individual effort.
C．Caregivers have to balance helping others with caring for their own emotional needs.
D．Caregivers’ focus should be on helping clients since compassion fatigue can’t be avoided.
4．What does the phrase “your well” in paragraph 6 metaphorically refer to?
A．External support systems.
B．Physical health conditions under work pressure.
C．The sustainable capacity for emotional generosity.
D．Professional skills got through long-term practice.
9
Students who are better able to understand and manage their emotions effectively, a skill known as
emotional intelligence (EI), do better at school than their less-skilled classmates, according to research published
by the American Psychological Association.
“It’s not enough to be smart and hardworking. Students must also be able to understand and manage their
emotions to succeed at school,” said Carolyn MacCann, lead author of the study. MacCann and her colleagues
analyzed data from more than 160 studies, representing more than 42,000 students from 27 countries. The students
ranged in age from primary school to college. The researchers found that students with higher EI tended to get
higher grades and better achievement test scores than those with lower EI scores. This finding held true even when
controlling for intelligence and personality factors. What was most surprising to the researchers was the
association held despite different ages.
“Students with higher EI may be better able to manage negative emotions, such as anxiety, boredom and
disappointment.” she said. “Also, these students may be better able to manage the social world around them,
forming better relationships with teachers, classmates and family, all of which are important to academic success.”
Finally, the skills required for EI, such as understanding human motivation and emotion, may overlap with
(与……重叠) the skills required to master certain subjects, such as history and language, giving students an
advantage in those subject areas, according to MacCann.
However, MacCann cautions against widespread testing of students to identify and target those with low El.
Instead, she recommends interventions that involve the whole school, including additional teacher training and a
focus on teacher well-being and emotional skills. “Programs that integrate emotional skill development into the
existing curriculum would be beneficial, as research suggests that training works better when run by teachers
rather than external specialists,” she said.
1．What surprised the researchers most during MacCann’s study?
A．Intelligence mattered more than El for academic success.
B．EI had an effect on learning for students of all ages.
C．College students benefited more from EI than pupils.
D．Personality affected academic performance greatly.
2．What can be a reason for the conclusion of MacCann’s study?
A．High-EI students hardly experience negative emotions.
B．High-EI students seldom develop social relationships.
C．High-EI students tend to easily focus on their study.
D．High-EI students have helpful skills for certain subjects.
3．What does MacCann suggest in the last paragraph?
A．Equipping teachers with emotional skills.
B．Designing tests to identify students with low EI.
C．Developing special programs for students with low EI.
D．Employing emotional specialists to give training to students.
4．What can be a suitable title for the text?
A．Should EI be taught in school?
B．How can students develop high EI?
C．Students with high EI do better in school
D．Good students do better in managing emotions
10
Grief can hit us in powerful and unexpected ways. You might expect to grieve (感到悲痛) a person, a pet or
even a former version of yourself — but many people are surprised by the depth of sad feeling after selling the
childhood home.
Grief is the response to the loss of anything to which we have an emotional connection. A growing body of
research is looking at how grief can extend to “non-person” losses such as loss of faith and, yes, the loss of a
former home.
The childhood home can be an important place for many of us. It literally housed our formative
development, family bonds, and core memories. Hopefully, the childhood home is where we learned about safety
and love. It is no wonder we grieve it when it’s gone.
It’s normal to grieve things we can’t see and touch but are real and valued. The childhood home often is a
symbol of family connection and a lighthouse in the storm of life. Thinking of the home and all it represents can
cause nostalgia. In fact, the word “nostalgia” originates from the Greek words nostos (return) and algos (pain).
The word is rooted in the pain we often feel being away from home.
Grief from the loss of a childhood home is real and valid. We should recognize this and be kind to ourselves
and others experiencing it. Usually, the loss is expected, and this allows you to take photos, furniture or mementos
(纪念品) from the home or garden before you leave or sell. Grief researchers call these “transitional objects”.
They may help you maintain a connection to what is lost, while still grieving the place.
Chat to your doctor if the loss is particularly difficult, and your grief doesn’t change and subside over time.
They might be able to recommend a psychologist who specializes in grief.
1．What is the main focus of recent research on grief?
A．The ways to overcome grief.
B．The impact of grief on health.
C．Grief related to non-person losses.
D．Grief patterns in different people.
2．What does the underlined word “nostalgia” in paragraph 4 mean?
A．Homesickness. B．Confusion.
C．Misfortune.
D．Satisfaction.
3．Which of the following helps deal with grief from loss of a childhood home?
A．Taking some medicine.
B．Keeping some meaningful objects.
C．Believing it will disappear over time.
D．Learning to distance yourself from it.
4．What is the purpose of the text?
A．To instruct.
B．To comment.
C．To persuade.
D．To advertise.
11
Gratitude is a powerful tool for transforming negative attitudes and fostering a more positive outlook on
life. Rooted in the simple act of recognizing and appreciating the good in our lives, gratitude has profound
psychological, emotional, and social benefits.
Gratitude can significantly improve mental health. When individuals focus on what they are thankful for,
they tend to less dwell on negative thoughts and feelings. Studies have shown that practicing gratitude can
decrease symptoms of being depressed and anxious. This shift in focus can help reframe one’s mindset, promoting
a more positive outlook.
Emotionally, gratitude fosters a sense of well-being and contentment. By acknowledging the positive
aspects of life, people can have less feelings of envy, resentment, and regret. This emotional shift can lead to
increased happiness and satisfaction. Furthermore, gratitude helps individuals build emotional strength, enabling
them to better cope with stress and adversity.
On a social level, gratitude strengthens relationships. Expressing appreciation to others enhances social
bonds and fosters a sense of community. When people feel valued and acknowledged, they are more likely to
reciprocate (回报), creating a positive cycle of kindness and support. This can lead to deeper, more meaningful
connections with others.
Integrating gratitude into our life on a daily basis is relatively simple but requires consistency (始终如一).
Keeping a gratitude journal, where one writes down things they are thankful for each day, is a practical way to
cultivate this habit. Another effective practice is expressing gratitude directly to others, whether through a heartfelt
note, a verbal “thank you”, or a small act of kindness.
Most importantly, scan your thoughts. Do they showcase negativity or scarcity? If so, stop. Consider
something for which you are grateful in that moment. That thought will begin a shift in your awareness. Do it
again. By the third grateful thought, you will be likely to have many more that naturally follow. You have now
shifted your thinking from negative to positive, and as you stay in that flow, your mood will shift too. Gratitude is
a simple yet powerful practice, which holds the potential to transform lives and cultivate a more positive, fulfilling
existence.
1．What does the underlined phrase “dwell on” in paragraph 2 mean?
A．Run into.
B．Protest against.
C．Reflect on.
D．Settle for.
2．What is the benefit of performing gratitude?
A．Curing psychological diseases.
B．Increasing financial stability.
C．Avoiding stress and adversity.
D．Strengthening personal interaction.
3．What is a suggested method to carry out gratitude in daily life?
A．Noting down a thankfulness diary.
B．Giving away delicate notes.
C．Writing down detailed thoughts.
D．Focusing on small acts.
4．What does the author imply in the last paragraph?
A．People should stop considering things when feeling negative.
B．People should never switch to negative thinking flow.
C．The negative thoughts will naturally follow positive thoughts.
D．The practice of gratitude could generate satisfaction.
12
As students draw near the midterm season, so do their feelings of anxiety and stress. With deadlines
approaching, it’s easy to become wrapped up in essays and exams, but Arthur Lyhne-Gold, a student at the
University of Edinburgh, found the poems may be the means to calm that stress.
His idea blossomed from the concept of “the Poetry Pharmacy (药房)”, which was a shop that, instead of
offering pills or prescriptions, gave customers books of poetry to solve their own problems. Calm, comfort,
inspiration: whatever they were searching for, there was always a poem to help them find it.
Arthur brought this concept to campus, handing out 400 free poems with various themes to brighten the day
of students. Students could always find him giving out poems outside the Main Library, especially when the
midterms and Edinburgh winters got them down.
His project was rooted in personal struggles. During a study abroad year in Canada, he battled loneliness
and seasonal depression. Arthur said, “I tried medical recommendations like light therapy but they weren’t as
helpful. Instead, I found so much comfort in some songs, some literature, and some poetry.” He then began to
hang posters around campus with poems relating to the theme of seasonal depression and decided to expand on
the idea of “the Poetry Pharmacy” ,when he came back to the University of Edinburgh.
While many dismiss studies in arts as less useful as those in science, Arthur argues for the unique value of
arts and poems. He explains that, “there is a tendency in Western medicine to compartmentalise things: You have
a cardiologist (心脏病医生), a dentist, but never someone looking comprehensively.” On the contrary, as he
claims, arts can arrange all the things and words to bring peace to people and cure their body as a whole. “In a
way, poetry is medicine.”
1．Who was “the Poetry Pharmacy” originally intended for?
A．Book lovers searching for themed poems.
B．Students anxious about essays and exams.
C．People struggling with personal problems.
D．Patients seeking free medical consultations.
2．What motivated Arthur to start his project?
A．His emotional issues in Canada.
B．His academic struggles in Edinburgh.
C．His doctor’s medical recommendation. D．His experience in the Poetry Pharmacy.
3．What does the underlined word “compartmentalise” in paragraph 5 mean?
A．Prioritize.
B．Integrate.
C．Simplify.
D．Divide.
4．What is the text mainly about?
A．The development of the Poetry Pharmacy.
B．A medical treatment for seasonal depression.
C．A student’s poetry initiative to ease peers’ stress.
D．The combination of arts and science in mental health.
