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0For young children,impulse (control and self-regulation at school can affecthow well they are learning.A team of researchers based in Germany and Switzerlandwanted to test whether self-regulation could be taught in a way that was easily integrated(into the curriculum.In their paper published in Nature Human Behaviour,researchers detail an experiment that took place during a full school year with a follow-upthree years later.Self-regulation can be defined as the ability to regulate attention,emotion andbehavior to pursue individual goals,according to the authors,In this study,researchers trained teachers to deliver a training module for first gradersthat helped them think through processes like overcoming obstacles to reach goal.The module was taught over five weeks,each lesson being about 50 minutes.For example,in one story,a character named Hurdy thinks about climbing to the topof a mountain and identifies the obstacles in his path.He overcomes the obstacles andthinks about how he achieved his goal while enjoying the views at the top.There's anothersimilar story specifically about reading.Some first-grade classes were taught this module,called the "mental contrasting withimplementation intentions"(MCII),while others received their regular curriculumwithout this module.Students who had been taught the MCII module showed improvement in academicskills like reading.They performed better on reading tests,had better reading ability andwere better at finding careless mistakes based on a teacher's assessments.The effect wassmaller early after the module but trended upwards six months and about a year after theywere taught the MCII module.These students were also more likely to be admitted into anadvanced secondary school track three years later.There were some caveats to the study,one being that some of the teachers were notblinded to whether the students received the MCII training or not.This could have affectedtheir assessments of the students'abilities.There may have also been differences in theteachers'abilities in teaching the module material.32.Why are the stories mentioned in paragraph 4?A.To tell interesting stories.B.To show different teaching methods.C.To show how MCII works in real life.D.To give background information on MCII.33.What is the sixth paragraph centred on?A.The research findings,B.The research purpose.C.The research process.D.The research participants.34.What does the underlined word "caveats"in the last paragraph probably mean?A.Conditions.B.Challenges.C.Limitations.D.Exeeptions.35.Where is the text probably taken from?A.A travel brochureB.A scientific journalC.A health magazine.D.A personal blog.第二节（共5小题：每小题2.5分，满分12,5分）根据短文内容，从短文后的选项中选出能填人空白处的最佳选勇。连项中有两项为多余选A great poem can be there for you.It can help you process sadness,anger or fear.Butif you haven't strengthened your poetry musele for a while,those feelings might be a littlehard to tap into.36高一英语第5页共8页