In 1953, the New Zealander Edmund Hillary, then 33, joined a British Qomolangma expedition led by Colonel John Hunt. Tom Bourdillon and Charles Evans were the first team to attempt the summit (顶峰). Despite a violent storm, they reached the South Summit — at 28,700 feet (8,748 meters) — by 1 p.m. on May 26. But both men knew they would run out of oxygen if they went on. They agreed to turn back.
Two days later, Hillary and Norgay, set out from Camp IX at 25,900 feet to make the next attempt. At 27,900 feet they made a temporary camp on a six foot wide rock to spend the night. At 6:30 the next morning, cheered by clearing skies, the team moved out. Roped together, cutting steps with their ice axes, they inched up a steep, knife-edged ridge (山脊) southeast of the summit. They reached the South Summit by 9:00 a.m.
Farther up, they met a 40-foot icy rock face, which was later named the Hillary Step. “…looking up at the rock step at 29,000 feet, it really did look extremely difficult to overcome,” said Hillary. But they found a narrow crack on the surface of the rock, just large enough to move inside on hands and knees, and managed to climb it by supporting feet against one side and backs against the other. Hillary said, “That was really the first moment during the whole of the expedition that I was confident that we were going to get to the top.” 
The last few yards to the summit were relatively easy. “Then I realized that the ridge, instead of rising ahead, now dropped sharply away,” Hillary said. “I looked upward to see a narrow ridge running up to a sharp point. …and we stood on the summit.” It was 11:30 a.m. on May 29, 1953.

1. 1.

   What is the passage mainly about? 

   1. A.
      The climbing history of Qomolangma.
   2. B.
      The life and achievements of Edmund Hillary.
   3. C.
      How Hillary and Norgay conquered Qomolangma.
   4. D.
      How the Hillary Step got its name.
2. 2.

   At what height did Hillary and Norgay set out on May 29? 

   1. A.
      25,900 feet.
   2. B.
      27,900 feet.
   3. C.
      28,700 feet.
   4. D.
      29,000 feet.
3. 3.

   According to Paragraph 2, one of the main advantages to Hillary and Norgay was        .

   1. A.
      fine weather conditions
   2. B.
      good rest the night before
   3. C.
      enough food supplies
   4. D.
      good climbing skills
4. 4.

   When looking back, Hillary described the Hillary Step as        .

   1. A.
      much easier to climb than she expected
   2. B.
      impossible for her to overcome again
   3. C.
      easy to climb up but hard to climb down
   4. D.
      one of the biggest barriers before the summit

In 1953, the New Zealander Edmund Hillary, then 33, joined a British Qomolangma expedition led by Colonel John Hunt. Tom Bourdillon and Charles Evans were the first team to attempt the summit (顶峰). Despite a violent storm, they reached the South Summit — at 28,700 feet (8,748 meters) — by 1 p.m. on May 26. But both men knew they would run out of oxygen if they went on. They agreed to turn back.
Two days later, Hillary and Norgay, set out from Camp IX at 25,900 feet to make the next attempt. At 27,900 feet they made a temporary camp on a six foot wide rock to spend the night. At 6:30 the next morning, cheered by clearing skies, the team moved out. Roped together, cutting steps with their ice axes, they inched up a steep, knife-edged ridge (山脊) southeast of the summit. They reached the South Summit by 9:00 a.m.
Farther up, they met a 40-foot icy rock face, which was later named the Hillary Step. “…looking up at the rock step at 29,000 feet, it really did look extremely difficult to overcome,” said Hillary. But they found a narrow crack on the surface of the rock, just large enough to move inside on hands and knees, and managed to climb it by supporting feet against one side and backs against the other. Hillary said, “That was really the first moment during the whole of the expedition that I was confident that we were going to get to the top.” 
The last few yards to the summit were relatively easy. “Then I realized that the ridge, instead of rising ahead, now dropped sharply away,” Hillary said. “I looked upward to see a narrow ridge running up to a sharp point. …and we stood on the summit.” It was 11:30 a.m. on May 29, 1953.
【小题1】What is the passage mainly about? 

In our deep mind, we all talk to ourselves — an inner monologue(独白) that might seem rather pointless. But as a study shows, the act of giving ourselves mental messages can help us learn and perform at our best. Researchers have identified the most effective forms of self-talk, collected here — so that the next time you talk to yourself, you know exactly what you should say.

Self-talk isn’t just motivational messages like “You can do it!” or “Almost there,” although this inside cheering section can give us confidence. A review of more than two dozen studies, published last year in the journal Perspectives on Psychological Science, found that there’s another kind of mental message that is even more useful, called “instructional self-talk.” This is the kind of running description we engage in when we’re carrying out a difficult task, especially one that’s unfamiliar to us. Think about when you were first learning to drive. Your self-talk might have gone something like this: “Foot on the gas pedal(踏板), hands on the wheel, slow down for the bend here, now put your blinker on…”

Over time, of course, giving yourself instructions becomes unnecessary — but while you’re learning, it does three important things. First, it promotes our attention, focusing us on the important part of the task and keeping out distractions. Second, it helps us manage our effort and make decisions about what to do, how to do it, and when. And third, self-talk allows us to control our cognitive(认知)and reactions, making us stay on tasks.

In a recent study of students learning to throw darts(飞镖) in a gym class, Athanasios Kolovelonis and his colleagues at the University of Thessaly in Greece found that self-talk is most effective when involved in a cycle of thought and action. First comes forethought, when you set a goal for yourself and make a plan for how to get there. That’s followed by performance, when you enact the plan to the best of your ability. Last comes self-reflection, when you carefully evaluate what you’ve done and adjust your plan for the next time.

Self-talk can play a key part in this cycle. During the forethought stage, consider carefully what you’ll say to yourself. You can even write them down. Repeat these self-instructions during the performance stage. With practice, you may find that your self-instructions become shorter; research has found that these words can become powerful signals.

After the action is over, consider how you might change your self-talk to improve your performance next time — so that at the moment it matters, the right words are ringing in your ears.

67. The main idea of the third paragraph is__________ while you are learning.

A. that self-talk has three stages

B. in what ways self-talk will benefit you

C. that self -talk promotes your attention

D. that it is not necessary to give yourself instructions

68. According to the passage, what are you supposed to say to yourself first if you are learning to ride a horse for the first time?

A. How can I speed up?                      B. No problem! I can make it!

C. What a big horse! I am scared!        D. Hold the rein(缰绳) and get on the horse！

69. According to the author, being able to use self-talks is__________.

A. a key part of the forethought stage

B. a skill to deal with difficult problems

C. a final result of carrying out a difficult task

D a useful method to help us improve our performance

70. The author explains the self-talk by__________.

A. setting down general theories only

B. presenting research findings

C. using examples 

D. Both B and C

In our deep mind, we all talk to ourselves — an inner monologue(独白) that might seem rather pointless. But as a study shows, the act of giving ourselves mental messages can help us learn and perform at our best. Researchers have identified the most effective forms of self-talk, collected here — so that the next time you talk to yourself, you know exactly what you should say.

Self-talk isn’t just motivational messages like “You can do it!” or “Almost there,” although this inside cheering section can give us confidence. A review of more than two dozen studies, published last year in the journal Perspectives on Psychological Science, found that there’s another kind of mental message that is even more useful, called “instructional self-talk.” This is the kind of running description we engage in when we’re carrying out a difficult task, especially one that’s unfamiliar to us. Think about when you were first learning to drive. Your self-talk might have gone something like this: “Foot on the gas pedal(踏板), hands on the wheel, slow down for the bend here, now put your blinker on…”

Over time, of course, giving yourself instructions becomes unnecessary — but while you’re learning, it does three important things. First, it promotes our attention, focusing us on the important part of the task and keeping out distractions. Second, it helps us manage our effort and make decisions about what to do, how to do it, and when. And third, self-talk allows us to control our cognitive(认知)and reactions, making us stay on tasks.

In a recent study of students learning to throw darts(飞镖) in a gym class, Athanasios Kolovelonis and his colleagues at the University of Thessaly in Greece found that self-talk is most effective when involved in a cycle of thought and action. First comes forethought, when you set a goal for yourself and make a plan for how to get there. That’s followed by performance, when you enact the plan to the best of your ability. Last comes self-reflection, when you carefully evaluate what you’ve done and adjust your plan for the next time.

Self-talk can play a key part in this cycle. During the forethought stage, consider carefully what you’ll say to yourself. You can even write them down. Repeat these self-instructions during the performance stage. With practice, you may find that your self-instructions become shorter; research has found that these words can become powerful signals.

After the action is over, consider how you might change your self-talk to improve your performance next time — so that at the moment it matters, the right words are ringing in your ears.

67. The main idea of the third paragraph is__________ while you are learning.

A. that self-talk has three stages

B. in what ways self-talk will benefit you

C. that self -talk promotes your attention

D. that it is not necessary to give yourself instructions

68. According to the passage, what are you supposed to say to yourself first if you are learning to ride a horse for the first time?

A. How can I speed up?                      B. No problem! I can make it!

C. What a big horse! I am scared!        D. Hold the rein(缰绳) and get on the horse！

69. According to the author, being able to use self-talks is__________.

A. a key part of the forethought stage

B. a skill to deal with difficult problems

C. a final result of carrying out a difficult task

D a useful method to help us improve our performance

70. The author explains the self-talk by__________.

A. setting down general theories only

B. presenting research findings

C. using examples 

D. Both B and C