D
People do better when more is expected of them. In education circles, this is called the Pygmalion Effect.
The Pygmalion effect got its name from the story of Pygmalion, a mythica（虚构的）Greek sculptor. Pygmalion carved a statue of a woman and then fell in love with it. He appealed to Aphrodite, the goddess of love, who brought the statue to life and helped the couple get married. Just as Pygmalion’s fixation on the statue brought it to life, our focus on a student can do the same in schools. Research by Robert Rosenthal and Lenore Jacobson examined the influence of teachers’ expectations on students’ performance. They began by testing the IQ of elementary school students. Teachers were told that the IQ test showed around one-fifth of their students to be unusually intelligent. But unknown to the teachers, the “gifted” students were chosen at random. Actually they had no big statistical advantage over the other kids. As the study period ended, all students had their IQs retested. Both groups showed an improvement. Yet those who were described as intelligent experienced much greater gains in their IQ points. Rosenthal and Jacobson owed this result to the Pygmalion effect. Teachers paid more attention to “gifted” students, offering more support and encouragement than they would otherwise.
In general, teachers have the power to influence how the students behave by holding high expectations. If a teacher thinks a student is brilliant, they will treat them as such. The student then gets more opportunities to develop their ability, and their performance improves. This works both ways. When a student expects a teacher to be excellent or successful, they tend to be attentive and supportive. In the process, they improve their performance, too. Students who act interested in lectures create interesting lecturers.
12. Where did the Pygmalion effect get its name from?
A. A statue of a lady. B. The goddess of love.
C. A character in a literary work. D. The story made up by Pygmalion.
13. The underlined expression “fixation on” in Paragraph 2 most probably means
A. worship of B. affection for C. marriage to D. sympathy for
14. What is the purpose of Rosenthal and Jacobson’s research?
A. To improve the kids’ IQ. B. To pick out gifted students.
C. To expand teachers’ influence. D. To examine the Pygmalion effect.
15. What can students do to make a teacher excellent?
A. Support the teacher by treating them as excellent.
B. Attend interesting lectures given by the teacher.
C. Work hard to get prepared for opportunities.
D. Show great interest in lectures on acting.
【答案】12. C 13. B 14. D 15. A
【解析】
这是一篇说明文。当人们对他们期望更多时，他们会做得更好。在教育界，这被称为皮格马利翁效应。这种效应在教师与学生也能起到作用，如果一个老师认为一个学生很聪明，他们就会这样对待他们。学生会得到更多的机会来发展他们的能力，他们的表现也会提高。当一个学生期望一个老师是优秀的或成功的，他们往往是关注和支持老师。
【12题详解】
细节理解题。根据文章第一段The Pygmalion effect got its name from the story of Pygmalion, a mythica（虚构的）Greek sculptor. 可知，皮格马利翁效应得名于希腊神话雕塑家皮格马利翁的故事。由此可以看出，皮格马利翁效应是来自希腊神话，也就是文学作品中的人物。故选C。
【13题详解】
词句猜测题。根据文章第二段Pygmalion carved a statue of a woman and then fell in love with it. He appealed to Aphrodite, the goddess of love, who brought the statue to life and helped the couple get married. Just as Pygmalion’s fixation on the statue brought it to life, our focus on a student can do the same in schools. 可知，皮格马利翁雕刻了一个女人的雕像，然后爱上了它。他向爱神阿芙罗狄蒂求助，阿芙罗狄蒂将雕像复活，并帮助这对夫妇结婚。正如皮格马利翁对雕像的fixation使它栩栩如生，我们对学生的关注也能在学校里起到同样的作用。由此可以推出，fixation on与fell in love with 以及focus on 相呼应，所以affection for对……的喜爱；对……的情感符合题意，所以fixation on的大概意为对……的喜爱；对……的情感。故选B。
【14题详解】
推理判断题。根据文章Research by Robert Rosenthal and Lenore Jacobson examined the influence of teachers’ expectations on students’ performance. They began by testing the IQ of elementary school students. Teachers were told that the IQ test showed around one-fifth of their students to be unusually intelligent. But unknown to the teachers, the “gifted” students were chosen at random. Actually they had no big statistical advantage over the other kids. As the study period ended, all students had their IQs retested. Both groups showed an improvement. Yet those who were described as intelligent experienced much greater gains in their IQ points. Rosenthal and Jacobson owed this result to the Pygmalion effect. Teachers paid more attention to “gifted” students, offering more support and encouragement than they would otherwise.可知，罗伯特·罗森塔尔和莱诺·雅各布森的研究考察了教师期望对学生成绩的影响。他们首先测试小学生的智商。老师们被告知，智商测试显示大约五分之一的学生异常聪明。但老师们并不知道，这些“天才”学生是随机挑选出来的。事实上，他们在统计上没有比其他孩子大的优势。研究结束后，所有的学生都重新测试了他们的智商。两组都有改善。然而，那些被描述为聪明的人在智商方面获得了更大的提高。罗森塔尔和雅各布森将这个结果归功于皮格马利翁效应。教师对“天才”学生给予了更多的关注，给予了更多的支持和鼓励。这是测验的内容。再根据最后一段In general, teachers have the power to influence how the students behave by holding high expectations. If a teacher thinks a student is brilliant, they will treat them as such. The student then gets more opportunities to develop their ability, and their performance improves.可知，一般来说，教师有权通过对学生抱有很高的期望来影响学生的行为。如果一个老师认为一个学生很聪明，他们就会这样对待他们。学生会得到更多的机会来发展他们的能力，他们的表现也会提高。因此可以推出，罗森塔尔和雅各布森的研究目的是研究皮格马利翁效应。故选D。
【15题详解】
细节理解题。根据文章最后一段This works both ways. When a student expects a teacher to be excellent or successful, they tend to be attentive and supportive. In the process, they improve their performance, too. Students who act interested in lectures create interesting lecturers.可知，这是双向的。当一个学生期望一个老师是优秀的或成功的，他们往往是关注和支持。在这个过程中，他们也提高了自己的表现。对讲座感兴趣的学生创造出有趣的讲师。因此可以推测出，学生能够使老师优秀的做法就是学生认为老师是优秀，支持老师。故选A。
People do better when more is expected of them. In education circles, this is called the Pygmalion Effect.
The Pygmalion effect got its name from the story of Pygmalion, a mythica（虚构的）Greek sculptor. Pygmalion carved a statue of a woman and then fell in love with it. He appealed to Aphrodite, the goddess of love, who brought the statue to life and helped the couple get married. Just as Pygmalion’s fixation on the statue brought it to life, our focus on a student can do the same in schools. Research by Robert Rosenthal and Lenore Jacobson examined the influence of teachers’ expectations on students’ performance. They began by testing the IQ of elementary school students. Teachers were told that the IQ test showed around one-fifth of their students to be unusually intelligent. But unknown to the teachers, the “gifted” students were chosen at random. Actually they had no big statistical advantage over the other kids. As the study period ended, all students had their IQs retested. Both groups showed an improvement. Yet those who were described as intelligent experienced much greater gains in their IQ points. Rosenthal and Jacobson owed this result to the Pygmalion effect. Teachers paid more attention to “gifted” students, offering more support and encouragement than they would otherwise.
In general, teachers have the power to influence how the students behave by holding high expectations. If a teacher thinks a student is brilliant, they will treat them as such. The student then gets more opportunities to develop their ability, and their performance improves. This works both ways. When a student expects a teacher to be excellent or successful, they tend to be attentive and supportive. In the process, they improve their performance, too. Students who act interested in lectures create interesting lecturers.
12. Where did the Pygmalion effect get its name from?
A. A statue of a lady. B. The goddess of love.
C. A character in a literary work. D. The story made up by Pygmalion.
13. The underlined expression “fixation on” in Paragraph 2 most probably means
A. worship of B. affection for C. marriage to D. sympathy for
14. What is the purpose of Rosenthal and Jacobson’s research?
A. To improve the kids’ IQ. B. To pick out gifted students.
C. To expand teachers’ influence. D. To examine the Pygmalion effect.
15. What can students do to make a teacher excellent?
A. Support the teacher by treating them as excellent.
B. Attend interesting lectures given by the teacher.
C. Work hard to get prepared for opportunities.
D. Show great interest in lectures on acting.
【答案】12. C 13. B 14. D 15. A
【解析】
这是一篇说明文。当人们对他们期望更多时，他们会做得更好。在教育界，这被称为皮格马利翁效应。这种效应在教师与学生也能起到作用，如果一个老师认为一个学生很聪明，他们就会这样对待他们。学生会得到更多的机会来发展他们的能力，他们的表现也会提高。当一个学生期望一个老师是优秀的或成功的，他们往往是关注和支持老师。
【12题详解】
细节理解题。根据文章第一段The Pygmalion effect got its name from the story of Pygmalion, a mythica（虚构的）Greek sculptor. 可知，皮格马利翁效应得名于希腊神话雕塑家皮格马利翁的故事。由此可以看出，皮格马利翁效应是来自希腊神话，也就是文学作品中的人物。故选C。
【13题详解】
词句猜测题。根据文章第二段Pygmalion carved a statue of a woman and then fell in love with it. He appealed to Aphrodite, the goddess of love, who brought the statue to life and helped the couple get married. Just as Pygmalion’s fixation on the statue brought it to life, our focus on a student can do the same in schools. 可知，皮格马利翁雕刻了一个女人的雕像，然后爱上了它。他向爱神阿芙罗狄蒂求助，阿芙罗狄蒂将雕像复活，并帮助这对夫妇结婚。正如皮格马利翁对雕像的fixation使它栩栩如生，我们对学生的关注也能在学校里起到同样的作用。由此可以推出，fixation on与fell in love with 以及focus on 相呼应，所以affection for对……的喜爱；对……的情感符合题意，所以fixation on的大概意为对……的喜爱；对……的情感。故选B。
【14题详解】
推理判断题。根据文章Research by Robert Rosenthal and Lenore Jacobson examined the influence of teachers’ expectations on students’ performance. They began by testing the IQ of elementary school students. Teachers were told that the IQ test showed around one-fifth of their students to be unusually intelligent. But unknown to the teachers, the “gifted” students were chosen at random. Actually they had no big statistical advantage over the other kids. As the study period ended, all students had their IQs retested. Both groups showed an improvement. Yet those who were described as intelligent experienced much greater gains in their IQ points. Rosenthal and Jacobson owed this result to the Pygmalion effect. Teachers paid more attention to “gifted” students, offering more support and encouragement than they would otherwise.可知，罗伯特·罗森塔尔和莱诺·雅各布森的研究考察了教师期望对学生成绩的影响。他们首先测试小学生的智商。老师们被告知，智商测试显示大约五分之一的学生异常聪明。但老师们并不知道，这些“天才”学生是随机挑选出来的。事实上，他们在统计上没有比其他孩子大的优势。研究结束后，所有的学生都重新测试了他们的智商。两组都有改善。然而，那些被描述为聪明的人在智商方面获得了更大的提高。罗森塔尔和雅各布森将这个结果归功于皮格马利翁效应。教师对“天才”学生给予了更多的关注，给予了更多的支持和鼓励。这是测验的内容。再根据最后一段In general, teachers have the power to influence how the students behave by holding high expectations. If a teacher thinks a student is brilliant, they will treat them as such. The student then gets more opportunities to develop their ability, and their performance improves.可知，一般来说，教师有权通过对学生抱有很高的期望来影响学生的行为。如果一个老师认为一个学生很聪明，他们就会这样对待他们。学生会得到更多的机会来发展他们的能力，他们的表现也会提高。因此可以推出，罗森塔尔和雅各布森的研究目的是研究皮格马利翁效应。故选D。
【15题详解】
细节理解题。根据文章最后一段This works both ways. When a student expects a teacher to be excellent or successful, they tend to be attentive and supportive. In the process, they improve their performance, too. Students who act interested in lectures create interesting lecturers.可知，这是双向的。当一个学生期望一个老师是优秀的或成功的，他们往往是关注和支持。在这个过程中，他们也提高了自己的表现。对讲座感兴趣的学生创造出有趣的讲师。因此可以推测出，学生能够使老师优秀的做法就是学生认为老师是优秀，支持老师。故选A。
