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    In the past，people usually believed what newly­born babies wanted was food and to be kept warm and dry.They thought babies were not able to ____ things until they were five or six months old.____ the researchers in the United States now believe babies begin learning on their first ____ of life.They say babies are strongly ____ by their environment and one baby will ____ if his or her mother does something that the baby likes.
    A baby learns to get the best care possible by smiling to ____ her mother.This is how babies start to learn to ___ and communicate with other people.The researchers say this ability to learn ___ in a baby even before birth.They also ____ the idea that newly­born babies can ____ and understand sounds they heard while they were still ____ inside their mothers.
    Recently，an American study ____ 112 babies found babies learned better when they were ____.The babies appeared to learn well whether they were sitting up on their own，sitting in seats or __ to sit up.The researchers say keeping that kind ____ had what they called a ____ effect on the babies' ability to learn about objects.They say the body position may be linked to development in the ____．One ____ says babies can pay more attention to ___ an object if they do not have to be worried about their balance.
    小题1:
    A．eat　　　　　　B．knowC．rememberD．learn
    小题2:
    A．Besides B．WhileC．ButD．Therefore
    小题3:
    A．hourB．dayC．weekD．month
    小题4:
    A．influencedB．acceptedC．disturbedD．moved
    小题5:
    A．cryB．smileC．eatD．sing
    小题6:
    A．annoyB．loveC．noticeD．please
    小题7:
    A．liveB．connectC．speakD．smile
    小题8:
    A．disappearsB．informsC．existsD．happens
    小题9:
    A．inferB．supportC．denyD．instruct
    小题10:
    A．recognizeB．realizeC．receiveD．record
    小题11:
    A．sleepingB．deliveringC．shapingD．developing
    小题12:
    A．helpingB．raisingC．involvingD．containing
    小题13:
    A．sleeping soundlyB．lying downC．awaking clearlyD．sitting up
    小题14:
    A．assistedB．forcedC．askedD．mentioned
    小题15:
    A．hobbyB．gestureC．decorationD．purpose
    小题16:
    A．negativeB．unmarkedC．significantD．side
    小题17:
    A．languageB．feelingC．brainD．body
    小题18:
    A．psychologistB．motherC．doctorD．researcher
    小题19:
    A．exploringB．findingC．feelingD．discovering
    小题20:
    A．anxiousB．confidentC．worriedD．curious

    小题1:D
    小题2:C
    小题3:B
    小题4:A
    小题5:B
    小题6:C
    小题7:B
    小题8:D
    小题9:B
    小题10:A
    小题11:D
    小题12:C
    小题13:D
    小题14:A
    小题15:C
    小题16:C
    小题17:C
    小题18:D
    小题19:A
    小题20:C
    以前人们认为婴儿要到五六个月大的时候才开始学习事物，但最新的研究表明婴儿从一出生就开始了学习过程，甚至在他们还未出生就开始了。
    小题1:D　根据下一句中的“...in the United States now believe babies begin learning...”可知答案。
    小题2:C　此句与上一句形成转折关系，因此用but。
    小题3:B　婴儿从出生后的第一天就开始了学习。此题可依据判断。
    小题4:A　婴儿会强烈地受到环境的影响。
    小题5:B　由本句后面的“something that the baby likes”及第二段的首句可知答案。
    小题6:C　这种学习能力在婴儿还没有出生之前就在婴儿身上存在了。
    小题7:B　与空格后面的communicated形成顺承关系。
    小题8:D　婴儿通过微笑使母亲高兴是为了得到最好的照料。
    小题9:B　他们(研究人员)也支持这种想法，与上文形成顺承关系。
    小题10:A　婴儿能够识别并理解他们在没出生前就曾听到的声音。
    小题11:D　在母体中发育。
    小题12:C　包含112名婴儿的一项美国研究。
    小题13:D　根据本空后面的句子“whether they were sitting up on their own，sitting in seats or helped to sit up”可知答案。
    小题14:A　无论是婴儿自己独立坐，坐在椅子里还是得到协作地坐起来。
    小题15:C　保持那种姿态对婴儿学习事物的能力有重要的影响。且gesture与后文中的“hey say the body position”向对应。
    小题16:C　同50题。
    小题17:C　婴儿学习能力的获得是通过大脑实现的，且后一句中也涉及到了与脑力有关的“pay more attention”。
    小题18:D　由50及52空所在句子的主语可以看出，此处的主语与他们一致。
    小题19:A　孩子如果不用担心自己身体平衡的话，他们就可以把更多的注意力用于新事物的探/ 摸索上。
    小题20:C　同54题。
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    科目：高中英语 来源：不详 题型：阅读理解

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    B．men and male rats have low levels of language protein
    C．women and male rats have similar levels of Foxp2
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    小题1:What’s the main idea of the text?  
    A．Insects migrate with the seasons．
    B．Wind helps insects greatly in migrating．
    C．Windsurfing insects have real direction．
    D．Scientists have trouble in observing insects．
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    A．insects always waited for their favorable winds
    B．insects chose the winds they wanted to ride
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    B．they have no regular migrating courses
    C．the wind’s direction is hard to foresee
    D．their flight is long and high above ground
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    科目：高中英语 来源：不详 题型：阅读理解

    Some students get so nervous before a test; they do poorly even if they know the material. Sian Beilock has studied these highly anxious test-takers.
    Sian Beilock: “They start worrying about the consequences. They might even start worrying about whether this exam is going to prevent them from getting into the college they want. And when we worry，it actually uses up attention and memory resources. I talk about it as your cognitive horsepower that you could otherwise be using to focus on the exam.”
    Professor Beilock and another researcher，Gerardo Ramirez，have developed a possible solution. Just before an exam，highly anxious test-takers spend ten minutes writing about their worries about the test.
    Sian Beilock: “What we think happens is when students put it down on paper，they think about the worst that could happen and they reappraise the situation. They might realize it’s not as bad as they might think it was before and，in essence(本质上)，it prevents these thoughts from popping up when they’re actually taking a test.”
    The researchers tested the idea on a group of twenty anxious college students. They gave them two short math tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test.
    The researchers added to the pressure. They told the students that those who did well on the second test would get money. They also told them that their performance would affect other students as part of a team effort.
    Professor Beilock says those who sat quietly scored an average of twelve percent worse on the second test. But the students who had written about their fears improved their performance by an average of five percent.
    Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test.
    Prefessor Beilock says highly anxious students who did the writing got an average grade of  B+，compared to a B－ for those who did not.
    Sian Beilock: “What we showed is that for students who are highly test-anxious，who’d done our writing intervention(排解)，all of a sudden there was no relationship between test anxiety and performance. Those students most likely to worry were performing just as well as their classmates who don’t normally get nervous in these testing situations.”
    But what if students do not have a chance to write about their fears immediately before an exam or presentation? Professor Beilock says students can try it themselves at home or in the library and still improve their performance.
    小题1:Which of the following is TRUE?
    A．The result in the math test agrees with that in the biology test.
    B．In the first math test, students who sat quietly performed better.
    C．In the second math test, students who wrote about their feelings did worse.
    D．Some college students are highly anxious test-takers while others are not in the tests.
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    B．Test anxiety can improve students’ performance to some degree.
    C．Students’ attention and memory resources run out when worried.
    D．Students may not be admitted into their favorite college if worried
    小题3:The result of the research suggests that ________．
    A．proper amount of burden may turn out to be a good thing
    B．facing the fears bravely may help one to achieve more
    C．avoiding facing the problem may contribute to relaxation
    D．taking no action before difficulty may result in success
    小题4:What is the main idea of the passage?
    A．It is important for students to overcome test anxiety.
    B．Anxious students overcome test anxiety by writing down fears.
    C．It is a common practice for students being worried before a test.
    D．Being worried before tests does harm to students’ performance.

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