( )1. A. study
( )2. A. hand
( )3. A. refuse
( )4. A. challenging
( )5. A. important
( )6. A. seek
( )7. A. At first
( )8. A. printed
( )9. A. talented
( )10. A. send in
( )11. A. similarity
( )12. A. expensive
( )13. A. time
( )14. A. shoppers
( )15. A. talkative | B. way
B. arm
B. beg
B. recording
B. possible
B. deserve
B. Above all
B. mailed
B. good-looking
B. throw away
B. friendship
B. plain
B. instructions
B. research
B. handsome | C. word
C. face
C. lose
C. understanding
C. amusing
C. obtain
C. In addition
C. rewritten
C. helpful
C. fill out
C. cooperation
C. cheap
C. money
C. children
C. calm
| D. college
D. back
D. receive
D. publishing
D. missing
D. accept
D. For example
D. signed
D. hard-working
D. turn down
D. contact
D. strange
D. chances
D. health
D. sick |
| 1-5: ACDCA 6-10: BDBBA 11-15: ABCDD |
核心考点
试题【完形填空 People on a college campus were more likely to give money to the March】；主要考察你对 题材分类等知识点的理解。 [详细]举一反三
| 阅读理解 | Researchers in the psychology department at the University of California at Los Angeles (UCLA)
have discovered a major difference in the way men and women respond to stress. This difference may
explain why men are more likely to suffer from stress-related disorders.
Until now, psychological research has maintained that both men and women have the same
"fight-or-flight" reaction to stress. In other words, individuals either react with aggressive behavior, such
as verbal or physical conflict ("fight"), or they react by withdrawing from the stressful situation ("flight").
However, the UCLA research team found that men and women have quite different biological and
behavioral responses to stress. While men often react to stress in the fight-or-flight response, women
often have another kind of reaction which could be called "tend and befriend." That is, they often react
to stressful conditions by protecting and nurturing their young ("tend"), and by looking for social contact
and support from others - especially other females ("befriend").
Scientists have long known that in the fight-or- flight reaction to stress, an important role is played by
certain hormones(激素) released by the body. The UCLA research team suggests that the female
tend-or-befriend response is also based on a hormone. This hormone, called oxytocin, has been studied
in the context of childbirth, but now it is being studied for its role in the response of both men and women
to stress. The principal investigator, Dr. Shelley E. Taylor, explained that "animals and people with high
levels of oxytocin are calmer, more relaxed, more social, and less anxious." While men also secrete(分
泌)oxytocin, its effects are reduced by male hormones.
In terms of everyday behavior, the UCLA study found that women are far more likely than men to
seek social contact when they are feeling stressed. They may phone relatives or friends, or ask directions
if they are lost.
The study also showed how fathers and mothers responded differently when they came home to their
family after a stressful day at work. The typical father wanted to be left alone to enjoy some peace and
quiet. For a typical mother, coping with a bad day at work meant focusing her attention on her children
and their needs.
The differences in responding to stress may explain the fact that women have lower frequency of
stress-related disorders such as high blood pressure or aggressive behavior. The tend-and-befriend
regulatory(调节的) system may protect women against stress, and this may explain why women on
average live longer than men. | | 1. The UCLA study shows that in response to stress, men are more likely than women to _____ . | A. turn to friends for help
B. solve a conflict calmly
C. find an escape from reality
D. seek comfort from children | | 2. Which of the following is true about oxytocin according to the passage? | A. Men have the same level of oxytocin as women do.
B. Oxytocin used to be studied in both men and women.
C. Both animals and people have high levels of oxytocin.
D. Oxytocin has more of an effect on women than on men. | | 3. What can be learned from the passage? | A. Male hormones help build up the body"s resistance to stress.
B. In a family a mother cares more about children than a father does.
C. Biological differences lead to different behavioral responses to stress.
D. The UCLA study was designed to confirm previous research findings. | | 4. Which of the following might be the best title of the passage? | A. How men and women get over stress
B. How men and women suffer from stress
C. How researchers overcome stress problems
D. How researchers handle stress-related disorders | | 阅读理解 | A. When a child should learn to read
B. Why it is fun to teach a child reading
C. What if a child has reading problems
D. How you prepare a young child for reading
E. What is the best way to teach a child reading
F. Whether reading early promises later achievements | 阅读理解
Directions: Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words. | While contact between adolescents (between the ages of fifteen and nineteen) and their peers (同龄人) is a universal characteristic of all cultures, the nature and the degree of such contact vary a great deal. In
American contemporary society, adolescents spend much more time with their peers than with younger
children or adults.
This pattern of age segregation(隔离) in American society did not become usual until the beginning of the industrialized society. Changes in the workplace separated children from adults, with adults working and children attending school. The dramatic increase of mothers in the workplace has further contributed
to the reduction in the amount of time adolescents spend with adults. School reform efforts during the
nineteenth century, which resulted in age-segregated schools and grades, have reduced the amount of time adolescents spend with younger children. Finally, the changes in population are considered a factor that
may have contributed to the emergence of adolescent peer culture. From 1955 t0 1975, the adolescent
population increased dramatically, from 11 percent t0 20.9 percent. This increase in the number of
adolescents might be a contributing factor to the increase in adolescent peer culture in terms of growth in
size.
Research supports the view that adolescents spend a great deal of time with their peers. Reed Larson
and his colleagues examined adolescents" daily activities and found that they spend more time talking to
their friends than engaging in any other activity. In a typical week, high school students will spend twice
as much time with their peers as with adults. This gradual withdrawal from adults begins in early
adolescence. In sixth grade, adults (excluding parents) account for only 25 percent of adolescent social
networks. Another important characteristic of adolescent peer culture is its increasingly autonomous (白
治的) function. While childhood peer groups are conducted under the close supervision of parents,
adolescent peer groups typically make an effort to escape adult supervision and usually succeed in
doing so.
(Note: Answer the questions or complete the statements in NO MORE THAN EIGHT WORDS.)
1. "This pattern of age segregation" refers to the phenomenon that adolescents segregate themselves
from
2. Besides changes in the workplace, are the other two factors contributing to adolescent
peer culture.
3. When do adolescents start to spend less time with adults?
____________________________________________________________
4. How do adolescent peer groups differ from childhood peer groups?
_____________________________________________________________ | | 阅读理解 | Two friends have an argument that bleaks up their friendship forever, even though neither one can
remember how the whole thing got started. Such sad events happen over and over in high schools
across the country. In fact, according to an official report on youth violence, "In our country today, the
greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but
the terrible reality of violence". Given that this is the case, why aren"t students taught to manage conflict
the way they are taught to solve math problems, drive cars, or stay physically fit?
First of all, students need to realize that conflict is unavoidable. A report on violence among middle
school and high school students indicates that most violent incidents between students begin with a
relatively minor insult (侮辱). For example, a fight could start over the fact that one student eats a peanut
butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to
violence. The problem isn"t in the sandwich, but in the way students deal with the conflict.
Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict
resolution (解决) stay calm. Once the student feels calmer, he or she should choose words that will calm
the other person down as well. Rude words, name-calling, and accusation only add fuel to the emotional
fir On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes
out of control.
After both sides have calmed down, they can use another key strategyfor conflict resolution; listening.
Listening allows the two sides to understand each other. One person should describe his or her side, and
the other person should listen without interrupting. Afterward, the listener can ask non-threatening
questions to clarify the speaker"s position. Then the two people should change roles.
Finally, students need f. consider what they are hearing. This doesn"t mean trying to figure out what"s
wrong with the other person. It means understanding what the real issue is and what both sides are trying
to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one
person thinks the other person is unwilling to try new things. Students need to ask themselves questions
such as these: How did this start? What do I really want? What am I afraid off As the issue becomes
clearer, the conflict often simply becomes smaller. Even if it doesn"t, careful thought helps both sides
figure out a mutual solution.
There will always be conflict in schools, but that doesn"t mean there needs to be violence. After
students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility, "64 percent of the teachers reported less physical violence in the classroom; 75 percent of the teachers
reported an increase in student cooperation; and 92 percent of the students felt better about themselves".
Learning to resolve conflicts can help students deal with friends,. teachers. parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country. | | 1. This article is mainly about _____. | A. the lives of school children
B. the cause of arguments in schools
C. how to analyze youth violence
D. how to deal with school conflicts | | 2. From Paragraph 2 we can learn that________. | A. violence is more likely to occur at lunchtime
B. a small conflict can lead to violence
C. students tend to lose their temper easily
D. the eating habit of a student is often the cause of a fight | | 3.Why do students need to ask themselves the questions stated in Paragraph 5? | A. To find out who to blame.
B. To get ready to buy new things.
C. To make clear what the real issue is.
D. To figure out how to stop the shouting match. | | 4. After the conflict resolution program was started in Atlanta, it was found that______. | A. there was a decrease in classroom violence
B. there was less student cooperation in the classroom
C. more teachers fell better about themselves in schools
D. the teacher-student relationship greatly improved | | 5.The writer"s purpose for writing this article is to_______. | A. complain about problems in school education
B. teach students different strategies for school life
C. advocate teaching conflict management in schools
D. inform teachers of the latest studies on school violence | | 阅读理解 | Going to school means learning new skills and facts in such subjects as reading, math, science, history, art or music. Teachers teach and students learn, and many scientists are interested in finding ways to
improve both the teaching and learning processes.
Some researchers, such as Sian Beilock and Susan Levine, are trying to learn about learning. Beilock
and Levine are psychologists at the University of Chicago. Psychologists study the ways people think and behave, and these researchers want to know how a person"s thoughts and behavior are related.
In a new study about the way kids learn math in elementary school, Beilock and Levine found a
surprising relationship between what female teachers think and what female students learn: If a female
teacher is uncomfortable with her own math skills, then her female students are more likely to believe that
boys are better than girls at math.
"If these girls keep getting math-anxious female teachers in later grades, it may create a snowball
effect on their math achievement," Levine told Science News. The study suggests that if these girls
grow up believing that boys are better at math than girls are, then these girls may not do as well as they
would have if they were more confident.
Just as students find certain subjects to be difficult, teachers can find certain subjects to be difficult to
learn-and teach. The subject of math can be particularly difficult for everyone. Researchers use the word
"anxiety" to describe such feelings: anxiety is uneasiness or worry. (Many people, for example, have
anxiety about going to the dentist because they"re worried about pain.)
The new study found that when a teacher has anxiety about math, that feeling can influence how her
female students feel about math. The study involved 65 girls, 52 boys and 17 first- and second-grade
teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning
and end of the school year, and the researchers compared the scores.
The researchers also gave the students tests to tell whether the students believed that a math superstar
had to be a boy. Then the researchers turned to the teachers: To find out which teachers were anxious
about math, the researchers asked the teachers how they felt at times when they came across math, such
as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt, for
example, was probably anxious about math.
Boys, on average, were unaffected by a teacher"s anxiety. On average, girls with math-anxious
teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus, on the test
showing whether someone thought a math superstar had to be a boy, 20 girls showed feeling that boys
would be better at math-and all of these girls had been taught by female teachers who had math anxiety.
According to surveys done before this one, college students who want to become elementary school
teachers have the highest levels of anxiety about math. Plus, nine of every 10 elementary teachers are
women, Levine said.
This study was small, and it"s often difficult to see large patterns in small studies, David Geary told
Science News. Geary, a psychologist at the University of Missouri in Columbia, studies how children
learn math. "This is an interesting study, but the results need to be interpreted as preliminary and in need
of replication with a larger sample," Geary said. That means that the results are just showing something
that might be happening, but more studies should be done. If more studies find the same trend as this one,
then it"s possible that a teacher"s anxiety over math really is affecting her female students. | | 1. Sian Beilock and Susan Levine carried out the new research in order to ______. | A. know the effects of teaching on learning
B. study students" ways of learning math
C. prove women teachers are unfit to teach math
D. find better teaching methods for teachers | | 2. The underlined part in paragraph 4 most probably means that girls may ______. | A. end up learning math with anxiety from their teachers
B. study the ways their female teachers behave
C. have an influence on their math-anxious female teachers
D. gain unexpected achievement in such subjects as math | | 3. In the study, what were the teachers required to do? | A. Prepare two math achievement tests for the students.
B. Tell their feelings about math problems.
C. Answer whether a math superstar had to be a boy.
D. Compare the students" scores after the math tests. | | 4. What is the finding of the new study? | A. No male students were affected by their teachers" anxiety.
B. Almost all the girls got lower scores in the tests than the boys.
C. About 30% of the girls thought boys are better at math than girls.
D. Girls with math-anxious teachers all failed in the math tests. | | 5. Which of the following is TRUE according to the text? | A. 117 students and teachers took part in the new study.
B. The researchers felt surprised at the findings of their study.
C. Beilock and Levine are interested in teaching math.
D. Men teachers are better at teaching math than women teachers. |
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