题目内容

As anyone who has tried to lose weight knows, realistic goal-setting generally produces the best results. That’s partly because most people who set realistic goals actually work more efficiently, and put more effort, to achieve those goals.
What’s far less understood by scientists, however, are the potentially harmful effects of goal-setting. Newspapers convey daily accounts of goal-setting widespread in industries and businesses up and down both Wall Street and Main Street, yet there has been surprisingly little research on how the long-advocated practice of setting goals may have contributed to the current economic crisis, and immoral behavior in general.
“Goals are widely used and promoted as having really beneficial effects. And yet, the same motivation that can push people to put more effort in a constructive way could also motivate people to be more likely to engage in immoral behaviors,” says Maurice Schweitzer, an associate professor at Penn’s Wharton School. His paper, titled “Goals Gone Wild: The Systematic Side Effects of Over-Praised Goal Setting,” appears in the February issue of the Academy of Management Perspectives.
“It turns out there’s no financial benefit to just having a goal---you just get a psychological benefit” Schweitzer says. “But in many cases, goals have financial rewards that make them more powerful.”
A major example Schweitzer and his colleagues give is the 2004 breakdown of energy-trading giant Enron( 德国安然公司), where managers used financial rewards to motivate salesmen to meet specific goals. The problem, Schweitzer says, is that the actual trades were not profitable. 
Other studies have shown that burdening employees with unrealistic goals can force them to lie, cheat or steal. Such was the case in the early 1990s when Sears(西尔斯公司)placed a sales quota (销售限额) on its auto repair staff. It inspired employees to overcharge for work and to complete unnecessary repairs on a companywide basis.
Schweitzer admits his research runs counter to a very large body of literature that praises the many benefits of goal-setting. Advocates of the practice have argued with his team’s use of such evidence as news accounts to support his conclusion that goal-setting is widely over-praised.
In a rebuttal (反驳) paper, Dr. Edwin Locke writes: “Goal-setting is not going away. Organizations cannot grow without being focused on their desired end results any more than an individual can grow without goals to provide a sense of purpose.”
But Schweitzer argues the “evidence” linking goal-setting and harmful behavior should be studied to help draw attention to issues that deserve attention and further investigation. “Even a few negative effects could be so large that they outweigh many positive effects,” he says.
The debate is likely to get heated on in future papers, and the practice of setting goals no doubt will continue. For now, though, the lesson seems to be to put more thought into setting goals.
“Goal-setting does help motivate people. My idea would be to combine that with careful management, a strong organizational culture, and make sure the goals that you use are going to be constructive and not significantly harmful to the organization,” Schweitzer says

  1. 1.

    What does Maurice Schweitzer want to show by mentioning the example of Enron?

    1. A.
      Setting realistic goals can turn a failing business into success
    2. B.
      Businesses are likely to succeed without realistic goals
    3. C.
      Companies are certain to meet specific goals with financial rewards
    4. D.
      Goals with financial rewards have strong motivational power
  2. 2.

    How did Sears’ goal-setting affect its employees?

    1. A.
      They had to work more hours to increase their sales
    2. B.
      They competed with one another to attract more customers
    3. C.
      They turned to immoral practice to reach their goals
    4. D.
      They improved their customer service on a companywide basis
  3. 3.

    The underlined words “runs counter to” (Paragraph 7) can be replaced by ________

    1. A.
      agrees with
    2. B.
      goes against
    3. C.
      fits in with
    4. D.
      applies to
  4. 4.

    What is Edwin Locke’s argument against Schweitzer?

    1. A.
      The practice of setting goals only helps people to develop
    2. B.
      Goal-setting is of no use motivating people to accomplish their tasks
    3. C.
      The positive effects of goal-setting outweigh its negative effects
    4. D.
      Studying goal-setting can contribute to successful business practices
  5. 5.

    According to the passage, the author tries to convey ___________

    1. A.
      the goals that most people set are unrealistic
    2. B.
      all people can improve their work quality by setting goals
    3. C.
      setting goals can provide people with a sense of purpose
    4. D.
      people should not ignore the negative effects of goal-setting
DCBDD
试题分析:本文讲述了不同的人对于设立目标对人生的影响持有不同的观点,有人认为这样做很好,有很好的作用。也有人持有反对的观点。
1.D 推理题。根据文章第四段“It turns out there’s no financial benefit to just having a goal---you just get a psychological benefit” Schweitzer says. “But in many cases, goals have financial rewards that make them more powerful.”说明带有经济奖励的目标会有很好的驱动作用。故D正确。
2.C 细节题。根据第6段1,2行Other studies have shown that burdening employees with unrealistic goals can force them to lie, cheat or steal.说明为了实现目标有些人采用了说谎,欺骗,盗窃等不好的手段,故C正确。
3.B 推理题。根据Schweitzer admits his research runs counter to a very large body of literature that praises the many benefits of goal-setting.说明他认为他的研究和很多人的看法可能是不一样的,故B项正确。
4.D 推理题。根据文章第7段Advocates of the practice have argued with his team’s use of such evidence as news accounts to support his conclusion that goal-setting is widely over-praised.In a rebuttal (反驳) paper, Dr. Edwin Locke writes: “Goal-setting is not going away.说明他们争论的焦点就是D项内容设立目标是否能够有利于成功的商业行为。
5.D 推理题。根据文章最后一段说明我们不能忽视goal-setting的负面作用。故D正确。
考点:考查社会现象类短文阅读
点评:本文讲述了不同的人对于设立目标对人生的影响持有不同的观点。要求考生读懂文章中的每个句子的意思还要推理它们之间的关系,结合自己的生活常识和经验,再通过逻辑推理和判断,理解文章的言外之意,从而揭示文章的深层涵义。任何一篇文章都有其特定的写作目的,读者应当知道如何去做或按照某种方式传递思考问题。推理判断题的答案不可能在文章中直接找到,因此推理时我们务必要忠于原文,在文章中寻找并确定可推论的依据,即:已知部分-推论的前提,从中推测出未知部分-推理的结论,切忌妄加评论,把自己的观点当成作者的观点。
练习册系列答案
相关题目

完形填空

  If you were to begin a new job tomorrow, you would bring with you some basic strengths and weakness.Success or   1   in your work would depend, to   2   great extent,   3   your ability to use your strengths and weakness to the best advantage.  4   the utmost importance is your attitude.A person   5   begins a job convinced that he isn’t going to like it or is   6   that he is going to ail is exhibiting a weakness which can only hinder his success.On the other hand, a person who is secure   7   his belief that he is probably as capable   8   doing the work as anyone else and who is willing to make a cheerful attempt   9   it possesses a certain strength of purpose.The chances are that he will do well.

    10   the prerequisite skills for a particular job is strength.Lacking those skills is obviously a weakness.A book keeper who can’t add or a carpenter who can’t cut a straight line with a saw   11   hopeless cases.

  This book has been designed to help you capitalize   12   the strength and overcome the   13   that you bring to the job of learning.But in group to measure your development, you must first   14   stock of where you stand now.  15   we get further along in the book, we’ll be   16   in some detail with specific processes for developing and strengthening   17   skills.However,   18   begin with, you should pause   19   examine your present strengths and weaknesses in three areas that are critical to your success or failure in school:your   20  , your reading and communication skills, and your study habits.

(1)

[  ]

A.

improvement

B.

victory

C.

failure

D.

achievement

(2)

[  ]

A.

a

B.

the

C.

some

D.

certain

(3)

[  ]

A.

in

B.

on

C.

of

D.

to

(4)

[  ]

A.

Out of

B.

Of

C.

To

D.

Into

(5)

[  ]

A.

who

B.

what

C.

that

D.

which

(6)

[  ]

A.

ensure

B.

certain

C.

sure

D.

surely

(7)

[  ]

A.

onto

B.

on

C.

off

D.

in

(8)

[  ]

A.

to

B.

at

C.

of

D.

for

(9)

[  ]

A.

near

B.

on

C.

by

D.

at

(10)

[  ]

A.

Have

B.

Had

C.

Having

D.

Had been

(11)

[  ]

A.

being

B.

been

C.

are

D.

is

(12)

[  ]

A.

except

B.

but

C.

for

D.

on

(13)

[  ]

A.

idea

B.

weakness

C.

strength

D.

advantage

(14)

[  ]

A.

make

B.

take

C.

do

D.

give

(15)

[  ]

A.

As

B.

Till

C.

Over

D.

Out

(16)

[  ]

A.

deal

B.

dealt

C.

be dealt

D.

dealing

(17)

[  ]

A.

learnt

B.

learned

C.

learning

D.

learn

(18)

[  ]

A.

around

B.

to

C.

from

D.

beside

(19)

[  ]

A.

to

B.

onto

C.

into

D.

with

(20)

[  ]

A.

intelligence

B.

work

C.

attitude

D.

weakness

Despite being tall, Michelle Obama is much smaller than she appears on television. And she seemed a little short by her surroundings in the great hall of Christchurch College as she spoke quietly without a microphone because of a technical mistake. Her audience were 40 young girls from a London state school where 50 languages are spoken.
“I remember how well-meaning but misguided people questioned whether someone with my background could succeed at an elite (精英) university,” she said. “When I was accepted, I had all kinds of worries and doubts. I wouldn’t be as well prepared as students from privileged families and I wouldn’t fit in. But you are just as capable and have just as much to offer as anyone else.”
This was Mrs. Obama’s only solo outing during the state visit and part two of an unusual relationship which she has struck up with Anderson College in Islington. Two years ago on her first visit to the UK she visited the school.
Yesterday she returned to meet the pupils but this time at Christchurch College where they were taking part in an open day run to improve Oxford’s still poor record on diversifying student intake.
Mrs. Obama was asked why she married her husband, what it was like being First Lady and when there would be a female President in the White House. Her message—which she repeated time and again—was work hard, have self-belief, and don’t be afraid to fail. It was very un-British, but rather effective. Afterwards there were hugs for everyone and a photo with her.
And watching the group of multicultural young Britons surround her among the splendor of the college building one thought stood out. Had Mrs. Obama been born in Britain, she would almost certainly not have made it to Oxford as she did to Harvard. But now—thanks in part to her—some of these children just might.
【小题1】According to the passage, Michelle Obama ____________.

A.graduated from Anderson College
B.paid her first visit to the UK this time
C.was confident when she entered the college
D.came from a family without good background
【小题2】It is implied in the passage that these 40 young girls ____________.
A.were all from the United States
B.were students of Oxford University
C.came from different cultural backgrounds
D.stayed with Mrs. Obama because of hard work
【小题3】Michelle Obama thinks success may come from the following EXCEPT ____________.
A.working hardB.believing in yourself
C.good opportunitiesD.facing failure without fear
【小题4】What can we learn from the underlined sentence?
A.The British pupils couldn’t understand her message.
B.Her message reached the British pupils successfully.
C.Repetition is not the British way to give a message.
D.All effective messages are not conveyed in British.

阅读下面短文,从短文后各题的A、B、C、D四个选项中,选出合适填入对应空白处的最佳选项,并在答题卡上将该选项涂黑。

I had been playing hockey (冰球)for about 10 years, I was always the one sitting at the end of the bench, and 26 got into a game.I went to all the  27        and showed up even when it was so 28 that your ‘breath froze’ and when players  had decided to stay home. I felt I had   29   enough and thought of quitting”

I finally decided to  30  the news to my mom that I was leaving the team. My mom may have looked like a tiny and quiet lady but on  31  my words, she said, “Remember, ‘A quitter never wins and a winner never quits.’ Your mother didn’t raise  32  , so think about yourself in a  33  way and see yourself as a winner!” So I worked harder than ever at getting in better shape,  34  my shot accuracy and changing my  35  .

Once in a match, we  36  our first game badly. What’s worse, one of our best players got hurt. I was sitting at my  37  place, at the end of the bench, when the coach came over and told me I was going  38  . I was nervous, excited and terrified all at the same time.

The opposing team was fast and I had to admit I was a little  39  .  But my mom’s words   40  out in my head like a church bell. Instead of being afraid, I was “pumped” and I very quickly found that all my  41  work was paying off.  I was as fast a skater as anyone else on the ice, and I seemed to get the   42   to score. The crowd went quiet.  All the time I spent on the ice when everyone had gone home had 43  me for this moment.

Won! I won!

 The lesson I learned from my mom’s  44  has stayed with me over the years. I hear them whenever I am faced with a challenge, or whenever I  45  myself.  

1.A. once  B. seldom C. usually  D. even

2.A. meetings    B. shows   C. matches        D. practices

3.A. cloudy        B. wet        C. cold       D. windy

4.A. suffered     B. explained      C. planned         D. escaped

5.A. write          B. break    C. read      D. report

6.A. noticing      B. gathering       C. hearing D. analyzing

7.A. talkers        B. dreamers      C. attackers      D. losers

8.A. positive      B. familiar         C. brief      D. convenient

9.A. testing        B. improving      C. questioning   D. affecting

10.A. aim  B. taste      C. habit     D. attitude

11.A. lost          B. controlled     C. practiced       D. continued

12.A. usual        B. safe       C. secret   D. private

13.A. off   B. in  C. by D. up

14.A. annoyed  B. awkward        C. scared  D. bitter

15.A. ran  B. gave     C. stood   D. rang

16.A. delicate   B. extra     C. creative         D. casual

17.A. chance    B. message        C. order      D. note

18.A. spared    B. requested     C. prepared       D. sent

19.A. actions     B. reasons          C. words   D. promises

20.A. judge        B. express          C. comfort         D. doubt

 

The skin which covers the tips of the fingers and thumbs is crossed by numerous ridges (隆起) arranged in different patterns. These patterns are permanent from birth and remain exactly the same throughout a person's life, even when the skin becomes wrinkled and cracked as a result of old age. Such patterns are never passed on from parents to children, and no one in the world has the same patterns as anyone else. Even identical twins have different sets of fingerprints. As a result, fingerprints offer a most useful and foolproof way of identifying people. Any ridged part of the hand and the foot may be used as a means of identification, but finger impressions are usually preferred since they can be taken easily and quickly.

Fingerprints are classified in the ways: by general shapes and contours(轮廓), by the finger positions of the pattern-types, and by size (often measured by counting the ridges in the loops). Every set of fingerprints has different “ridge characteristics” (i. e. the print of each separate finger is different from that of all the other fingers), which belong to one of four basic groups: arches, loops, whorls and composites. All fingerprints can then be divided into 1, 024 groups. By using details in the patterns above, these 1, 024 groups can be further divided into thousands of smaller groups, thus making it possible to find a particular set of fingerprints in a few minutes.

1.According to this passage, the true statement about human fingerprints is that ____.

A.people's fingerprints sometimes can be passed on from parents to children

B.people’s fingerprints are unique but identical twins may have the same fingerprints

C.using fingerprints is the only way to identify people

D.people's fingerprints will not change in all their lives

2.We prefer to use fingerprints to identify people because ____.

A.we can never find the same set of fingerprints among human beings

B.finger impressions can be taken easily and quickly

C.fingerprints offer a most useful and foolproof way of identifying people

D.all of the above

3.The word “foolproof” (Line 7, Para. 1) most probably means ____.

A.that is permanent                      B.that is acceptable

C.that can not go wrong                   D.that is not foolish

4.About the classification of fingerprints, which is TRUE? ____.

A.Fingerprints can be classified in three ways

B.All fingerprints can be divided into 1, 024 groups and can not be divided further

C.It is not easy to find a particular set of fingerprints in a short time

D.People can not classify the fingerprints in an effective way

 

Despite being tall, Michelle Obama is much smaller than she appears on television. And she seemed a little short by her surroundings in the great hall of Christchurch College as she spoke quietly without a microphone because of a technical mistake. Her audience were 40 young girls from a London state school where 50 languages are spoken.

“I remember how well-meaning but misguided people questioned whether someone with my background could succeed at an elite (精英) university,” she said. “When I was accepted, I had all kinds of worries and doubts. I wouldn’t be as well prepared as students from privileged families and I wouldn’t fit in. But you are just as capable and have just as much to offer as anyone else.”

This was Mrs. Obama’s only solo outing during the state visit and part two of an unusual relationship which she has struck up with Anderson College in Islington. Two years ago on her first visit to the UK she visited the school.

Yesterday she returned to meet the pupils but this time at Christchurch College where they were taking part in an open day run to improve Oxford’s still poor record on diversifying student intake.

Mrs. Obama was asked why she married her husband, what it was like being First Lady and when there would be a female President in the White House. Her message—which she repeated time and again—was work hard, have self-belief, and don’t be afraid to fail. It was very un-British, but rather effective. Afterwards there were hugs for everyone and a photo with her.

And watching the group of multicultural young Britons surround her among the splendor of the college building one thought stood out. Had Mrs. Obama been born in Britain, she would almost certainly not have made it to Oxford as she did to Harvard. But now—thanks in part to her—some of these children just might.

1.According to the passage, Michelle Obama ____________.

   A. graduated from Anderson College

   B. paid her first visit to the UK this time

   C. was confident when she entered the college

   D. came from a family without good background

2.It is implied in the passage that these 40 young girls ____________.

   A. were all from the United States

   B. were students of Oxford University

   C. came from different cultural backgrounds

   D. stayed with Mrs. Obama because of hard work

3.Michelle Obama thinks success may come from the following EXCEPT ____________.

   A. working hard                        B. believing in yourself

   C. good opportunities                                D. facing failure without fear

4.What can we learn from the underlined sentence?

   A. The British pupils couldn’t understand her message.

   B. Her message reached the British pupils successfully.

   C. Repetition is not the British way to give a message.

   D. All effective messages are not conveyed in British.

 

违法和不良信息举报电话:027-86699610 举报邮箱:58377363@163.com

精英家教网