Question

At a school in North Carolina, Monica Mitchell-Giraudo, a French teacher, instructs 19 sixth-graders to gather into a circle.

“Okay, everyone, let's take a few mindful breaths, and think about our gratitude (感激) for Amy, who brought us apples for snack today,” says Monica. “What do you notice?”

“I notice my stomach is already growling (做隆隆声),” laughs Ben.

“My mouth is watering,” says David.

Next, the students hold and examine the apples. They pick up the fruit and feel it. Then they bring the apples to their noses, using their sense of smell to enjoy the flowery smell of their snack before taking the first juicy bites.

“Excellent, class,” says Monica. “Before you eat the apple, ask yourself whether or not you're hungry. Remember, you don't have to eat if your body isn't giving you a hunger signal.”

These students are learning a practice called “Mindful Eating”, which builds the children's awareness (意识) of important physical signals like hunger and fullness.

The positive feedback from the children shows how much these newly learned life skills are helping them.

“Mindful eating helps me think about the food that goes into my body,” says Jamie, a student in Monica's class. “I can make better and healthier food choices.”

Unfortunately, these kinds of courses are in short supply because many educators believe that social and emotional programs are too expensive or time-consuming (耗时的). To save costs and reduce staffing problems, prevention programs like The Body Positive are brought into the schools. The program teaches a series of self-exploration exercises that help educators examine their feelings and attitudes about food so that they can pass on these messages to their students, too.

Kathy Laughlin, director of counseling at San Domenico High School, is a fan of the training. “Since we began the program, I have not seen as many girls with problems related to body hatred,” she says. “Mindful eating practice is one of the best ways to help students develop a healthy mind and body connection — one which will help them for years to come.”

1.What did Monica ask her students to do as soon as they were gathered?

A. Express thanks to Amy.

B. Feel a need for the food.

C. Share their eating experiences.

D. Think about the state of hunger.

2.What's the purpose of The Body Positive?

A. To stop eating disorders.

B. To train educators in mindful eating.

C. To change students' attitudes towards eating.

D. To create present moment awareness when eating.

3.What is Kathy's opinion on the emotional program?

A. It is a waste of time.

B. It is hardly practical.

C. It costs a lot of money.

D. It has long-term significance.

Answer

1.B

2.B

3.D

【解析】

本文属于说明文，本文介绍北卡罗来州的一所学校开展mindful eating的教学方式，教育孩子树立健康的饮食习惯，但是很多教育专家认为此类社会情感教育形式太过于耗时耗力，因而引入The Body Positive的教育方式，帮助教育者树立“用心吃”的观念进而传授给学生。

1.细节理解题。根据第六段Before you eat the apple, ask yourself whether or not you're hungry. Remember, you don't have to eat if your body isn't giving you a hunger signal.可知，老师教育孩子，在吃东西之前问自己饿不饿，需不需要吃东西，有饥饿感的时候才进食，让学生感受饥饿感，故选B。

2.细节理解题。根据倒数第二段The program teaches a series of self-exploration exercises that help educators examine their feelings and attitudes about food so that they can pass on these messages to their students, too.可知，The Body Positive教授一系列的自我探究的练习帮助教育者检测对食物的感受和态度，进而把这些感受传递给学生，故选B。

3.主旨大意题。根据最后一段Mindful eating practice is one of the best ways to help students develop a healthy mind and body connection — one which will help them for years to come.可知，Kathy Laughlin认为Mindful eating教学方式是帮助学生培养健康的心理的最好方式之一，也会让学生在未来几年里受益，她对这种教学方式持支持态度，故选D。