Question

As the morning school bell rings and students rush in, teenagers in one classroom settle onto mats and meditation(冥想) pillows. They fail silent after the teacher taps a “singing bowl”.

These students are in a for-credit, year-long mindfulness class, which is meant to ease youth anxiety and depression and to prevent violence. For 90 minutes, three days a week, they practice a mix of yoga, sitting, and walking meditation, deep breathing, journaling, and non-judgmental listening.

Yoga and meditation have gained popularity among Americans in recent decades, supported by studies showing benefits to emotional, mental, and physical health. The centuries-old practices have roots in eastern religions, but Western culture has long focused on physical postures (姿势), breathing, and relaxation techniques.

Some people have greeted the move with less than enthusiasm. Last year, an elementary school in Ohio ended its mindfulness program after parents complained it was too closely linked to religion. But many school districts are reporting success. In Richmond, California, schools have reported drops in school problems among low-income, at-risk youths. The school district in South Burlington, Vermont, introduced a successful mindfulness course as part of a health and wellness program, and now administrators there have advocated mindfulness into K-12 curriculums.

Two years ago, Caverly Morgan developed the after-school mindfulness program teamed up with Allyson Copacino, who teaches yoga. After hundreds of students signed up, Principal Brian Chatard took note. The school was dealing with a student' s suicide (自杀), and few resources were available to address students’ emotional and mental health.

“High school is the hardest period of time for kids,” Mr. Chatard said. “You’ve got emotional changes, physical changes, and all the social pressures. It’s also the onset of mental illness for some kids, depression hits, and there’s the pressure of college and sports. All these things kids do is overwhelming without having a strategy (策略) to deal with it. ” And now schools all over the country are introducing the practices.

1.What do Western people value more about yoga and meditation?

A. Non-judgmental listening.    B. Religious meaning.

C. Physical benefits.    D. Journaling.

2.What can we infer about the mindfulness class?

A. It is supported by parents.

B. It relives pressure of students.

C. It mainly builds students up physically.

D. It improves students’ academic performance.

3.Who started the mindfulness class?

A. Administrators.    B. Brian Chatard.

C. Caverly Morgan.    D. Allyson Copacino.

4.What is Mr. Chatard’s attitude towards the program?

A. Supportive.    B. Concerned.    C. Doubtful.    D. Reserved.

Answer

1.C

2.B

3.C

4.A

【解析】本文为议论文，属于社科类文章。美国很多学校开始推广冥想课程，本文对这一现象作了分析。

1.细节理解题。根据第三段The centuries-old practices have roots in eastern religions, but Western culture has long focused on physical postures (姿势）， breathing, and relaxation techniques.(悠久的练习来源于东方的宗教，但西方文化长期以来注重身体姿势（姿势）、呼吸和放松的技巧。)可知，西方人更关注瑜伽和冥想对身体的益处，故选C项。

2.推理判断题。根据第二段中These students are in a for-credit, year-long mindfulness class, which is meant to ease youth anxiety and depression and to prevent violence.（这些学生在修一个学分，为期一年的冥想课，这是为了缓解青少年焦虑、抑郁和防止暴力。）以及第四段中...schools have reported drops in school problems among low-in-come, at-risk youths.（学校报告说低收入、高危青少年的问题降低。）可知，冥思课减轻了学生的压力，故B项正确。

3.细节理解题。根据第五段Cavrly Morgan developed the after-school mindfulness program teamed up with Allyson Copacino，who teaches yoga.可知，Cavrly Morgan开发了课后冥想课程。故C项正确。

4.推理判断题。根据最后一段Mr. Chatard所说You’ve got emotional changes, physical changes, and all the social pressures. It’s also the onset of mental illness for some kids, depression hits, and there’s the pressure of college and sports. All these things kids do is overwhelming without having a strategy (策略）to deal with it.（孩子们有情绪变化，身体变化，以及所有的社会压力。这也是一些孩子遭受精神疾病的发作，抑郁症的打击，并有大学和运动的压力。如果没有一种策略来处理，这些事情对孩子们是压倒性的）可知，Mr. Chatard认为这些孩子承受了巨大的压力，而他们却没有战略（策略）来处理它，故Mr. Chatard对冥想课应是持支持的态度，因冥想课能缓解学生这方面的压力。故A项正确。