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Culture can affect not just language and customs, but also how people experience the world on surprisingly basic levels.
Researchers, with the help of brain scans, have ______ shocking differences in perception between Westerners and Asians, what they see when they look at a city street, for example, or even how they are _____ of a simple line in a square, according to findings published in a(n) _____ science journal.
In Western countries, culture makes people think of themselves as highly ______ entities. When looking at scenes, Westerners tend to focus more on central objects than on their surroundings. East Asian cultures, however, ________ inter-dependence, When Easterners look at a scene, they tend to focus on the surroundings as well as the object.
Using an experiment ________ two tasks, Dr. Hedden asked subjects to look at a line simply to estimate its length, a task that played to American’s _______. In another, they estimated the line’s length relative to the size of a square, an easier task for the Asian.
The level of brain activity, by ______ blood flow, was then measured by Brain Scanners. The experiment found that although there was no difference in performance, and the tasks were very easy, the levels of activity in the subjects’ brain were ______. For the Americans, areas ______ to attention were more favorable to them, when they worked on the task they tended to find more difficult --- estimating the line’s size relative to the square. The findings are a ______ of more than ten years of previous experimental research into East-West differences.
In one study, for instance researchers ______ people a choice among five pens; four red and one green. Easterners were more likely to choose a red pen, and Westerners were more likely to choose the green one.
Culture does not only make a(n) ______ on how you see the world, but how you choose to understand and internalize it. But such habits can be changed. Some psychological studies suggest that when an Easterner goes to the West or vice versa, habits of thought and perception also begin to change. Such research gives us ______ to how our brain works and holds new promises for us to develop programs to improve our memory techniques and __________ our learning skills.

A.recovered B.revealed C.rejected D.replaced

A.aware B.sensitive C.capable D.ignorant

A.essential B.complex C.leading D.inviting

A.independent B.creative C.cooperative D.responsible

A.neglect B.rely C.compliment D.emphasize

A.involving B.referring C.joining D.participating

A.respect B.favor C.surprise D.resistance

A.reducing B.adding C.tracking D.speeding

A.the same B.different C.unique D.unusual

A.objective B.associated C.opposite D.linked

A.comment B.reflection C.reaction D.respond

A.provided B.offered C.supplied D.handed

A.agreement B.effort C.impact D.affect

A.clues B.ideas C.concepts D.suggestions

A.rise B.enable C.decrease D.enhance

科目 英语   题型 完型填空   难度 中等
知识点: 健康环保类阅读
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第一节完形填空
Japanese high school students do not drive cars. Many either walk or ride bicycles if distance is not too great. In other cases, a lot of students must 1 public buses and trains, often changing lines several times in order to reach their 2 . it is common for students to 3 two or more hours each day on public transportation. After junior high school, students attend schools based on standardized high school entrance examination scores. As a result some students travel a great distance to 4the school. The school day begins at 8:30, so students may leave home as early as 6:30. While some students sleep or study during their long travel, public transportation also 5 a chance for socializing with peers. Students 6 to school is regulated by school policies. There policies may prohibit 7 activities in public-chewing gum, consuming snacks, 8 books while walking-anything that might reflect 9 on the reputation of the school. Each school has a unique uniform that makes its students easily identifiable to the public. School policies often require students to 10 on buses and trains, leaving seats open for other passengers in order to show his thoughtfulness(关怀;体贴) towards others.
( ) 1. A. go B .haveC. take D. get
( ) 2. A. homes B. destinations C. schools D. classrooms
( ) 3. A. take B. cost C. spend D .have
( ) 4. A. go B. leave C. attend D .pass
( ) 5. A. gives B. offers C. sends D .takes
( ) 6. A. on the way B. in the way C .by the way D. at the way
( ) 7. A. sure B. certain C. special D. probable
( ) 8. A. carrying B. taking C. holding D .reading
( ) 9. A. worse B. well C. badly D. truly
( ) 10. A. silence B. sit C. seat D. stand

第三部分:完形填空(共20小题;每小题1.5分,满分30分)
Two men, both seriously ill, occupied the same hospital room. One man was allowed to sit up in his bed for an hour each 16 to help drain the fluid(排出流质) from his lungs. His bed was next to the room’s only window. The other man had to spend all his time 17 on his back.
The men talked for hours on end. They spoke of their families, their homes, their jobs and a whole lot of things. Every afternoon when the man in the bed by the window could sit up, he would pass the time by 18 to his roommate what he could see 19 the window.
The man in the other bed began to 20 for those one-hour periods when his 21 would be broadened and brightened by all the activity and color of the world outside.
The window overlooked a 22 with a lovely lake. Ducks and swans played on the water while children 23 their model boats. Young lovers walked arm in arm among 24 of every color and a fine 25 of the city skyline could be seen in the 26 . As the man described all this, the man on the other side of the room would close his eyes and 27 the beautiful scene.
Days and weeks passed. One morning, the day nurse arrived to find the man by the window, had died 28 in his sleep. Later, the other man asked 29 he could be moved next to the window. The nurse was happy to make the switch.
Slowly, painfully, he managed to 30 and take his first look at the 31 world outside. Surprisingly, it 32 a blank wall.  
The next day he learned from the nurse that the man was 33 and could not 34 see the wall. She said, “Perhaps he just wanted to 35 you.”
16. A. morning B. afternoon C. evening D. night
17. A. flat B. quiet C. still D. calm
18. A. listening B. talking C. describingD. explaining
19. A. beyond B. outside C. behindD. near
20. A. look B. live C. prepare D. work
21. A. healthB. dream C. worldD. career
22. A. garden B. farm C. mountainD. park
23. A. madeB. rowed C. took D. sailed
24. A. trees B. flowers C. housesD. birds
25. A. photo B. map C. viewD. appearance
26. A. distance B. hospital C. futureD. sky
27. A. enjoy B. experience C. senseD. imagine
28. A. peacefullyB. painfully C. sadlyD. bravely
29. A. when B. if C. howD. why
30. A. climb up B. stand up C. sit upD. turn up
31. A. real B. noisy C. ordinary D. new
32. A. contained B. covered C. connectedD. faced
33. A. mad B. blind C. ill D. dead
34. A. yet B. just C. evenD. clearly
35. A. support B. fool C. cureD. encourage

I will never forget the year I was about twelve years old. My mother told us that we would not be1Christmas gifts because there was not enough money. I felt sad and thought, "What would I say when the other kids asked what I'd2?" Just when I started to3that there would not be a Christmas that year, three women4at our house with gifts for all of us. For me they brought a doll. I felt such a sense of5that I would no longer have to be embarrassed when I returned to school. I wasn't6. Somebody had thought7of me to bring me a gift.
Years later, when I stood in the kitchen of my new house, thinking how I wanted to make my8Christmas there special and memorable, I9remembered the women's visit. I decided that I wanted to create that same feeling of10for as many children as I could possibly reach.
So I11a plan and gathered forty people from my company to help. We gathered about 125 orphans (孤儿) at the Christmas party. For every child, we wrapped colorful packages filled with toys, clothes, and school supplies,12with a child's name. We wanted all of them to know they were.13. Before I called out their names and handed them their gifts, I14them that they couldn't open their presents15every child had come forward. Finally the16they had been waiting for came as I called out, "One, two, three. Open your presents!" As the children opened their packages, their faces beamed and their bright smiles17up the room. The18in the room was obvious, and19wasn't just about toys. It was a feeling - the feeling I knew20that Christmas so long ago when the women came to visit. I wasn't forgotten. Somebody thought of me. I matter.

1.
A.

sending

B.

receiving

C.

making

D.

exchanging

2.
A.

found

B.

prepared

C.

got

D.

expected

3.
A.

doubt

B.

hope

C.

suggest

D.

accept

4.
A.

broke in

B.

settled down

C.

turned up

D.

showed off

5.
A.

relief

B.

loss

C.

achievement

D.

justice

6.
A.

blamed

B.

loved

C.

forgotten

D.

affected

7.
A.

highly

B.

little

C.

poorly

D.

enough

8.
A.

present

B.

first

C.

. recent

D.

previous

9.
A.

hardly

B.

instantly

C.

regularly

D.

occasionally

10.
A.

strength

B.

independence

C.

importance

D.

safety

11.
A.

kept up with

B.

caught up with

C.

came up with

D.

put up with

12.
A.

none

B.

few

C.

some

D.

each

13.
A.

fine

B.

special

C.

helpful

D.

normal

14.
A.

reminded

B.

guaranteed

C.

convinced

D.

promised

15.
A.

after

B.

until

C.

when

D.

since

16.
A.

chance

B.

gift

C.

moment

D.

reward

17.
A.

lit

B.

took

C.

burned

D.

cheered

18.
A.

atmosphere

B.

sympathy

C.

calmness

D.

joy

19.
A.

it

B.

such

C.

something

D.

everybody

20.
A.

by

B.

till

C.

for

D.

from

Introduction to Letters to Sam
Dear Reader,
Please allow me to tell you something before you read this book. When my1, Sam, was born, my heart was filled with joy. I had been sitting in a wheelchair for 20 years before then, and I have been2ill many times. So I wondered if I would have the3to tell Sam what I had4.
For years I have been hosting a program on the5and writing articles for a magazine. Being6to move freely, I have learned to sit still and keep my heart7, exchanging thoughts with thousands of listeners and8. So when Sam was born, I9to tell him about school and friendship, romance and work, love and everything else. That's how I started to write these10. I hope that Sam would11them sooner or later.
However, that expectation12when Sam showed signs of autism (自闭症) at the age of two. He had actually stopped talking before the discovery of the signs. He13to communicate with others, even the family members. That was14for me but didn't stop me writing on. I realized that I had even15now to tell him. I wanted him to16what it means to be "different" from others, and learn how to fight against the misfortune he'll17as I myself, his grandfather, did. I just18if I could write all that I wanted to say in the rest of my life.
Now,19the book has been published, I have been given the chance. Every chapter in the book is a letter to Sam: some about my life, and all about what it means to be a20.
D aniel Gottlieb

1.
A.

son

B.

nephew

C.

brother

D.

grandson

2.
A.

seriously

B.

mentally

C.

slightly

D.

quietly

3.
A.

ability

B.

time

C.

courage

D.

responsibility

4.
A.

written

B.

suffered

C.

observed

D.

lost

5.
A.

radio

B.

television

C.

stage

D.

bed

6.
A.

ready

B.

unable

C.

anxious

D.

eager

7.
A.

warm

B.

broken

C.

closed

D.

open

8.
A.

hosts

B.

visitors

C.

readers

D.

reporters

9.
A.

began

B.

stopped

C.

forgot

D.

decided

10.
A.

letters

B.

emails

C.

books

D.

diaries

11.
A.

find

B.

read

C.

collect

D.

keep

12.
A.

developed

B.

disappeared

C.

changed

D.

arrived

13.
A.

tried

B.

refused

C.

regretted

D.

hoped

14.
A.

exciting

B.

acceptable

C.

strange

D.

heartbreaking

15.
A.

less

B.

everything

C.

more

D.

nothing

16.
A.

understand

B.

explain

C.

believe

D.

question

17.
A.

fear

B.

face

C.

know

D.

cause

18.
A.

felt

B.

guessed

C.

saw

D.

doubted

19.
A.

as

B.

once

C.

though

D.

if

20.
A.

teacher

B.

child

C.

man

D.

writer

When I first entered university, my aunt, who id an English professor, gave me a new English dictionary. I was1to see that it was an English-English dictionary, also known as a monolingual dictionary.2it was a dictionary intended for non-native learners, none of my classmates had one3, to be honest, I found it extremely4to use at first. I would look up words in the dictionary and5not fully understand the meanings. I was used to the6bilingual dictionaries, in which the word are7both in English and Chinese. I really wondered why my aunt8to make things so difficult for me. Now, after studying English at university for three years, I9that monolingual dictionaries are10in learning a foreign language.

As I found out, there is,11, often no perfect equivalence(对应)between two12in two languages. My aunt even goes so far as to13that a Chinese "equivalent" can never give you the14meaning of a word in English!15, she insisted that I read the definition(定义)of a word in a monolingual dictionary16I wanted to get a better understanding of its meaning.17, I have come to see what she meant.

Using a monolingual dictionary for learners has helped me in another important way. This dictionary uses a(n)18number of words, around 2,000, in its definitions. When I read these definitions, I am19exposed to(接触)the basic words and learn how they are used to explain objects and ideas.20this, I can express myself more easily in English.

1.
A.

worried

B.

sad

C.

surprised

D.

nervous

2.
A.

Because

B.

Although

C.

Unless

D.

If

3.
A.

but

B.

so

C.

or

D.

and

4.
A.

difficult

B.

interesting

C.

ambiguous

D.

practical

5.
A.

thus

B.

even

C.

still

D.

again

6.
A.

new

B.

familiar

C.

earlier

D.

ordinary

7.
A.

explained

B.

expressed

C.

described

D.

created

8.
A.

offered

B.

agreed

C.

decided

D.

happened

9.
A.

imagine

B.

recommend

C.

predict

D.

understand

10.
A.

natural

B.

better

C.

easier

D.

convenient

11.
A.

at least

B.

in fact

C.

at times

D.

in case

12.
A.

words

B.

names

C.

ideas

D.

characters

13.
A.

hope

B.

declare

C.

doubt

D.

tell

14.
A.

exact

B.

basic

C.

translated

D.

expected

15.
A.

Rather

B.

However

C.

Therefore

D.

Instead

16.
A.

when

B.

before

C.

until

D.

while

17.
A.

Largely

B.

Generally

C.

Gradually

D.

Probably

18.
A.

extra

B.

average

C.

total

D.

limited

19.
A.

repeatedly

B.

nearly

C.

immediately

D.

anxiously

20.
A.

According to

B.

In relation to

C.

In addition to

D.

Because of

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