2025-2026学年高二上英语期中考试 阅读理解（共40分） A Children are born with the curiosity to explore Yet over time they are becoming less curious about science. Why This loss of interest may be partly the result of language cues (提示) children hear. And these cues don’t come just from parents; they can also come from school teachers who treat science as an identity rather than actions. When talking to children, many adults might say things like “Let’s be scientists today!” or “You’re such a good scientist!”. But this kind of identity-focused language, which focuses on science as an identity rather than activities and actions that people do, can be demoralizing for young children. One study showed that children as young as four, especially girls, kept their interest longer when their cue to participate in science activities was “Let’s do science” rather than “Let’s be scientists.” One possibility is that when thinking of a scientist, children might picture a white man. If they don’t share that identity, they lose interest in an activity designed “for scientists.” This stereotypical (刻板印象的) belief that science is reserved for only certain-kinds of people emerges surprisingly early. By the first grade, when asked to draw a scientist, children tend to draw a white man. The good news is that language cues can also be directed to promote engagement with science. Describing science as actions that we take, for example, seems to protect young children’s interest in science over time. But it’s also true that teenagers are actively trying on and ultimately forming different identities for themselves. So in contrast to its demoralizing effects on young children, identity-focused language may help teens stay interested in science. In another study, cueing a future identity based on science (such as “scientist” or “doctor”) motivated middle schoolers to do more homework and was associated with higher grades. Consequently, adults had better use different language cues for children of different age groups to maintain their curiosity about science. 1. What does the underlined word “demoralizing” in paragraph 2 mean A. Inappropriate. B. Impolite. C. Unconvincing. D. Discouraging. 2. Why was action-focused language especially effective to young girls A. Because it avoids identity conflict in girls’ mind. B. Because stereotypical belief is reserved for girls. C. Because it enhances girls’ engagement in science. D. Because it shows the activity is designed for girls. 3. What may be the author’s suggestion for parents and teachers A. To treat language as cues. B. To use identity-focused language. C. To adopt flexible strategies. D. To help teenagers form identities. 4. What can be a suitable title for the text A. Why Is Action Better than Identity B. How Do Parents Raise Young Scientists C. How Does Age Affect Science Learning D. What Affects Children’s Interest in Science B A roadside system that detects if a mobile phone is in use ... ...
~~ 您好，已阅读到文档的结尾了 ~~
