完形填空      People on a college campus were more likely to give money to the March of Dimes if they were
asked for a donation by a disabled woman in a wheelchair than if asked by a nondisabled woman. In
another   1   , subway riders in New York saw a man carrying a stick stumble(绊脚) and fall to the floor.
Sometimes the victim had a large red birthmark on his   2  ; sometimes he did not. In this situation, the
victim was more likely to     3     aid if his face was spotless than if he had an unattractive birthmark. In
    4   these and other research findings, two themes are   5   : we are more willing to help people we
like for some reason and people we think  6  assistance.
     In some situations, those who are physically attractive are more likely to receive aid.   7    , in a field
study researchers placed a completed application to graduate school in a telephone box at the airport.
The application was ready to be    8   , but had apparently been "lost". The photo attached to the
application was sometimes that of a very    9    person and sometimes that of a less attractive person.
The measure of helping was whether the individual who found the envelope actually mailed it or not.
Results showed that people were more likely to   10   the application if the person in the photo was
physically attractive.
      The degree of     11  between the potential helper and the person in need is also important. For
example, people are more likely to help a stranger who is from the same country rather than a foreigner.
In one study, shoppers on a busy street in Scotland were more likely to help a person wearing a(n)  
   12     T-shirt than a person wearing a T-shirt printed with offensive words.
      Whether a person receives help depends in part on the "worth" of the case. For example, shoppers
in a supermarket were more likely to give someone.   13   to buy milk rather than to buy cookies,
probably because milk is thought more essential for   14   than cookies. Passengers on a New York
subway were more likely to help a man who fell to the ground if he appeared to be    15   rather than
drunk.

(     )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
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
题型：上海高考真题难度：| 查看答案 题型：上海高考真题难度：| 查看答案 题型：浙江省高考真题难度：| 查看答案 题型：浙江省模拟题难度：| 查看答案 最新试题 1赤道穿越下列哪个大洲的大陆部分（　　）A．亚洲B．非洲C．大洋洲D．北美洲 2下列哪些是商品（    ）①原始森林；②自产自用的蔬菜；③商店里卖的衣服；④赠送同学的生日礼物；⑤向地震灾区提供的紧急物 3某生态系统中四种生物的数量关系如右图表示。假设这四种生成一条食物链。在一段时间内，如果甲的数量增加，最可能引起的变化是A 4下列实验操作正确的是[     ]A．熄灭酒精灯用灯帽盖灭B．将铁钉投入直立的试管中 C．用剩下的药品要放回原瓶D．结液 5将铁丝插入硫酸铜溶液中，能观察到的现象是[     ]A．有大量气泡生成B．溶液有蓝色变成黄色C．铁丝表面覆盖一层红色物 6极少数青少年有吸烟的坏习惯．香烟燃烧的烟气中有许多强致癌物质，其中对人体危害最大的是尼古丁[C10H14N2]、焦油、一 7如图所示，有三个质量相等，分别带正电、负电和不带电的粒子，从极板左侧中央以相同的水平速度v先后垂直地射入匀强电场中．分别 8（1）已知3sinα+3cosα2sinα+cosα=2，求tanα的值．（2）已知α为锐角，且tanα=4，求5cos 9 I’m blessed______ a happy childhood, ______ most people wou 10为了铸造金属工件，事先用密度为的实木材料制成木模，木模的质量为1.8kg．再用密度为的合金铸造30个这样的工件，这些合金 热门考点 1已知在pH为4～5的溶液中，Cu2＋几乎不水解，而Fe3＋几乎完全水解。某学生拟用电解CuSO4溶液的方法测定铜的相对原 2随着社会的文明和进步，人们越来越重视个人隐私权的保护，也注意尊重他人的隐私，因隐私权受到他人侵害而诉诸法律的案件屡见不鲜 32008年5月12日14时28分，我国四川省汶川县发生了里氏8.1级强烈地震，为及时了解震区的受灾情况，便于指挥调度，相 4（10分）读甲、乙两图，完成下列要求。（1）在甲图中标出地球自转方向。（2）图甲所示为北半球       （节气日），日 5在区间［0，1］上给定曲线，如图所示，若使图中的阴影部分的面积与之和最小，则此区间内的t=          。 6农业是我国国民经济的基础。读我国油菜、冬小麦、棉花、水稻四种农作物集中产区（阴影区）示意图，回答以下小题。小题1:四幅分 7利用酵母菌制酒时，如果开始先通入一段时间的空气，然后隔绝空气，其结果是      [     ]A．酵母菌数量增多，不产 8已知钝角α满足sinα=cos2α，则tanα=______． 9函数y=log2（x2-1）的定义域是（　　）A．（1，+∞）B．（-∞，-1）C．（-1，1）D．（-∞，-1）∪（1 10菱形ABCD的一条对角线长为6，边AB的长是方程的一个根，则菱形ABCD的周长为（    ）A．10B．12C．16D． 版权所有 CopyRight © 2012-2019 超级试练试题库 All Rights Reserved. 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.