Being hard-working is of the highest __________ to becoming successful.

   A. important                  B. to be important

   C. importance                 D. being importance

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科目：高中英語(yǔ) 來(lái)源：2011屆湖南省長(zhǎng)沙市第一中學(xué)高三上學(xué)期第六次月考英語(yǔ)卷 題型：閱讀理解

People with bigger brains ftend to score higher on standardized tests of intelligence， according to new study findings.
However， the study author Dr Michael A.McDaniel of the Virginia Commonwealth University in Richmond emphasized that these findings represent a general trend， and people with small heads should not automatically believe they are less intelligent. For instance， Albert Einstein’s brain was “not particularly large”， McDaniel noted. “There’s some relationship between brain size and intelligence on the average， but there’s plenty of room for exceptions，” he said.
Interest in the relationship between brain size and intelligence grew in the1830s，  when German anatomist(解剖學(xué)家) Frederich Tiedmann wrote that he believed there was “an unquestionable connection between the size of the brain and the mental energy displayed by the individual man”. Since that statement， scientists have conducted numerous studies to determine if Tiedmann’s  assertion was， in fact， correct. Most studies have looked into the link between head size and intelligence. More recently， however， researchers have published additional studies on brain size and intelligence， measured using MRI scan(核磁共振成像掃描).
For his study， McDaniel analyzed more than 20 studies that looked into the relationship between brain size and intelligence in a total of 1,530 people. The studies showed that on the average， people with larger brain volume tended to be more intelligent. The relationship between brain volume and intelligence was stronger in women than men， and in adults than in children. McDaniel notes in the journal Intelligence.
McDaniel is not sure why the relationship was stronger for adults and women. “Other research has shown that women， on the average， tend to have smaller brains than men， but score just as well—if not higher—in tests of intelligence，” he said.
McDaniel insisted that the relationship between brain size and intelligence is not a “perfect” one. “One can certainly find lots of examples of smaller-sized people who are highly intelligent，” he said， “But， on the average， the relationship holds.”
【小題1】. What does the text mainly talk about？

A．MRI scans are applied to intelligence.
B．On the average， a bigger brain means higher IQ.
C．Dr McDaniel did well in his intelligence study.
D．Scientists are interested in Tiedmann’s idea.
【小題2】 By mentioning Albert Einstein， the writer wants to show　　　　.
A．Albert Einstein was intelligent
B．the result of intelligence test was false
C．being hard working is more important than intelligence
D．brain size doesn’t necessarily decide the level of intelligence
【小題3】 The underlined word “assertion” in Para. 3 probably means “　　　　”.
A. experiment   B. statement  C proof      D. demand
【小題4】 After Frederich Tiedmann wrote his article，　　　　.
A．many scientists agreed with him
B．numerous studies have failed to prove his idea
C．MRI scan became popularly used
D．lots of researchers were interested in the connections between head size and intelligence
【小題5】 According to the text， Dr McDaniel’s study　　　　.
A．proves Tiedmann’s idea was completely true
B．shows women are smarter than men
C．involves many studies and a lot of people
D．explains why people with smaller brains are clever

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科目：高中英語(yǔ) 來(lái)源：2012-2013學(xué)年江蘇南通高三第一次調(diào)研考試英語(yǔ)試卷（解析版） 題型：完型填空

“Scotty!” Mr. Brown, my Year 11 English teacher, called me by my nickname (綽號(hào)) across the classroom. His eyes were bright and a secret   36   was half hidden behind the beard.

Once he finished joking over my unbearable   37  , I realized he was going to read my story aloud to the class. I turned red, feeling at once both embarrassed and   38  . I had my very   39   reading audience! Though my classmates were a ‘passive audience’, it didn’t weaken my feeling of being   40  .

After that, I came to   41   those Year 11 English classes. Throughout school I had always studied hard and achieved well in my school subjects. But creative   42   was a passion, and it was not an assignment, but a way of understanding the world and of   43   my thoughts and feelings about events and attitudes.

Mr. Brown was the first to   44   me for my writing so openly. My scores were always 19/20 or 20/20. My stories were often read out to the class. He even   45   one with the respected Head of English teachers, which was the most   46   part that is impressed on my memory. But   47   that, he offered a belief in me that no other teacher had.

My school   48   often stated, ‘Candice is a quiet achiever.’ I thought it was meant as a(n)   49   for being hard-working. I was someone that no one really   50   before, but Mr. Brown managed to   51   all that by bringing me to the attention of the world. Though it was the relatively   52   world of school, it put the seed of belief in myself that some day I could be an   53   person rather than the person who faded into the background.

I   54   touch with my teacher long ago, as we do when we move away from the school system and enter life. I wish I could tell him now how much he   55   me.

1.A. trick            B. fear                                   C. surprise                    D. smile

2.A. sadness      B. shyness          C. weakness      D. kindness

3.A. ashamed    B. calm      C. thrilled D. depressed

4.A. unfriendly B. devoted         C. small     D. first

5.A. special        B. intelligent      C. famous D. diligent

6.A. love   B. hate      C. attend   D. miss

7.A. thinking      B. reading C. writing  D. speaking

8.A. organizing  B. collecting      C. expressing    D. hiding

9.A. train  B. recommend  C. criticize          D. acknowledge

10.A. compared         B. shared  C. composed    D. exchanged

11.A. interesting B. shocking     C. challenging D. exciting

12.A. more than        B. other than     C. instead of     D. in spite of

13.A. days         B. efforts           C. books    D. reports

14.A. praise       B. urge           C. reason    D. competition

15.A. believed  B. noticed C. supported     D. respected

16.A. forget       B. compensate  C. change D. prove

17.A. developed        B. limited  C. preserved     D. disturbed

18.A. important  B. educated   C. honest  D. optimistic

19.A. sought      B. regained        C. lost      D. ignored

20.A. owed        B. influenced    C. satisfied         D. attracted

 

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科目：高中英語(yǔ) 來(lái)源：2013屆貴州省高二5月月考英語(yǔ)試卷（解析版） 題型：閱讀理解

Everyone experiences stress at work, but how we cope with it varies. Feeling that you’ve been unfairly treated can be particularly stressful. Researchers believe that failure to express feelings about unfair treatment at work could have serious consequences on your health, especially men, who bottle up their anger at being unfairly treated at work, are up to 5 times more likely to suffer a heart attack, or even die from one, than those who let their frustration （沮喪） show, a Swedish study has found.

The study by the Stress Research Institute of Stockholm University followed 2,755 employed men who had not suffered any heart attacks. At the end of the study, 47 participants had either suffered an attack, or died from heart disease, and many of those had been found to be covertly coping with unfair treatment at work.

“After adjustment for age, socioeconomic factors, risk behaviors, job strain and biological risk factors at baseline, there was a close-response relationship between covert coping and the risk of incident death,” the study’s authors wrote.

Covert coping was listed as “l(fā)etting thing pass without saying anything” and “going away” despite feelings of being hard done by colleagues or bosses. Men who often used these coping techniques had a two to five times higher risk of developing heart disease than those who were more confrontational (對(duì)抗性的) at work, the study showed.

The researchers said they could not answer the question of what might be a particularly healthy coping strategy at work, but listed open coping behavior when experiencing unfair treatment or facing a conflict as “protesting directly,” “talking to the person right away,” “yelling at the person right away” or “speaking to the person later when things have calmed down.” The study was published in the Journal of Epidemiology and Community Health.

1.The study mainly shows that 　　   　 .

A．women are less likely to suffer a heart attack than men

B．most people die of heart disease caused by stress

C．covert coping may result in certain heart trouble

D．employers should treat their workers equally

2.Which of the following contributes to the accuracy of the study?

A．The participants were all employed men.

B．The participants tend to bottle up their temper.

C．The participants should not have risk behaviors.

D．The participants had not a history of heart attacks.

3. According to the text, if treated unfairly a confrontational person will 　　   　 .

A．just let it be

B．fight back immediately

C．go away silently

D．work even harder

4.The last paragraph is intended to tell readers 　　 .

A．that the study is official

B．what the healthiest coping strategy is

C．what the helpful ways of handling unfair treatment are

D．that confrontation is always beneficial to people’s heart health

 

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科目：高中英語(yǔ) 來(lái)源：2010年江蘇省南通市高一上學(xué)期期中聯(lián)考英語(yǔ)卷 題型：閱讀理解

   As many as one in five US teenagers have some degree of hearing loss, according to researchers.

They say the problem is growing.

   Teenagers really don’t pay attention to how much noise they are exposed (暴露) to, Josef Shargorodsky of Brigham and Women’s Hospital in Boston told Reuters. “Often people won’t notice it, but even slight hearing loss may affect language development,” said Shargorodsky, one of the researchers.

    The study compared surveys from the early 1990s and the mid-2000s. Each included a few thousand teenagers. In the first survey, about 15 percent of teenagers had some degree of hearing loss. Some 15 years later, that number had risen by a third, to nearly 20 percent.

    “This certainly is big news,” said Alison Grimes, an ear doctor. Hearing loss is very common in old people, Grimes said, but she added that it was worrying to see it happen in the younger age group.

    In babies and young children, hearing problems are known to slow language development. The science is less clear for teenagers, but it is easy to imagine how being hard of hearing could affect learning, said Grimes,.

    The reasons for the rise are still unclear. When researchers asked teenagers about noise exposure – on the job, at school or from activities, for example – the teenagers didn’t report any change. But Shargorodsky said that might not be true. “We knew from before that it is difficult to ask this age group about noise exposure – they underestimate (低估) it.” Few people would call it noise when they listen to music on their MP3 player, for example. “There is a difference between what we think is loud and what is harmful to the ear,” said Grimes.

    Although it’s not clear that the MP3 players cause teenagers’ hearing loss, Grimes said it was still a good idea to turn down the sound and take short breaks from listening.

1.According to the researchers, in a US class of 40 students, about ____ students have some degree of hearing loss.

A. one              B. five             C. six           D. eight

2.Which of the following statements is true according to the article?

A. Slight hearing loss does not influence learning.    

B. Only a few old people have hearing problems.

C. Hearing problems can slow language development.  

D. Noise exposure is clearly noticed by teenagers.

3.About hearing loss, it can be inferred that ________.

A. the reasons for the rise have been found           B. MP3 players are to blame

C. listening to loud music may be a cause            D. noise is the main reason

4.The article was written to ______.

A. warn teenagers that loud music might be harmful

B. explain what kinds of noises might affect studies

C. suggest that teenagers shouldn’t listen to loud music

D. show how important hearing can be for learning

 

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科目：高中英語(yǔ) 來(lái)源：2010屆江西省高三第四次月考 題型：單項(xiàng)填空

The professor spoke so fast that I found        him.

A．it hard following

B．it being hard to follow

C．hard to follow

D．it hard to follow

 

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