Recent pressure at work may _______ his abnormal behavior .

A.push for         B.exchange for       C.account for         D.head for

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科目：高中英語(yǔ) 來(lái)源：2013屆山東省淄博一中高三12月階段性檢測(cè)英語(yǔ)試卷（帶解析） 題型：閱讀理解

English teenagers are to receive compulsory (必修的) cooking lessons in schools. The idea is to encourage healthy eating to fight the country’s increasing obesity (肥胖 )rate. It’s feared that basic cooking and food preparation skills are being lost as parents turn to pre-prepared convenience foods.
Cooking was once regarded as an important part of education in England---even if it was mainly aimed at girls. In recent decades cooking has progressively become a minor activity in schools. In many cases the schools themselves have given up cooking meals in kitchens in the schools. But the rising level of obesity has led to a rethink about the food that children are given and the skills they should be taught.
“What I want is to teach young people how to do basic, simple recipes like a tomato sauce, a bolognaise, a simple curry, a stir-fry---which they can use now at home and then in their later life”, said Ed Balls, the minister responsible for schools.
The new lessons are due to start in September, but some schools without kitchens will be given longer to adapt. There is also likely to be a shortage of teachers with the right skills, since the trend has been to teach food technology rather than practical cooking. Also the compulsory lessons for hands on cooking will only be one hour a week for one term. But the well-known cookery writer, Pru Leith, believes it will be worth it.
“If we’d done this thirty years ago we might not have the crisis we’ve got now about obesity and lack of knowledge about food and so on. Every child should know how to cook, not just so that they’ll be healthy, but because it’s a life skill which is a real pleasure”.
The renewed interest in cooking is primarily a response to the level of obesity in Britain which is among the highest in Europe, and according to government figures half of all Britons will be obese in 25 years if current trends are not stopped.
【小題1】The passage mainly talks about        .

A．the reason for obesityB．the lost cooking skills
C．the healthy eatingD．the compulsory cooking classes
【小題2】Which of the following is NOT the purpose for English teenagers to receive cooking lessons?
A．To encourage teenagers to eat healthy food.
B．To reduce the country’s increasing obesity rate.
C．To stop parents from turning to pre-prepared convenience foods.
D．To prevent basic cooking and food preparation skills from being lost.
【小題3】In what way will cooking lessons benefit the students?
A．They will be healthy and enjoy the pleasure of such a life skill as well.
B．They will be able to do some basic, simple recipes like a tomato sauce.
C．They will be able to make food experiments with the knowledge and skills.
D．They will be able to control the level of obesity in the whole country.
【小題4】The well-known cookery writer, Pru Leith, thinks it        to offer compulsory cooking lessons in schools.
A．difficultB．necessaryC．funnyD．timely
【小題5】It can be inferred from the passage that       .
A．cooking has always been an important part of school education in England
B．the obesity rate in Britain has been rapidly growing in recent decades
C．English teenagers will have their cooking lessons twice a week for one year
D．the students will pay a lot of money to the school for the

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科目：高中英語(yǔ) 來(lái)源：浙江省寧波市2010屆高三第二學(xué)期模擬測(cè)試 題型：閱讀理解


C
Play is the basic business of childhood, and in recent years research has shown the great importance of play in the development of a human being. From earliest infancy (嬰兒), every child needs opportunity and right materials for play, and the main tools of play are toys. The main function of toys is to suggest, encourage and play. To succeed in this, they must be good toys, which children will play with often, and will come back again and again. Therefore, it is important to choose suitable toys for different stages of a child’s development.
In recent years research on infant development has shown that the standard a child is likely to reach, within the range of his inherited abilities, is largely determined in the first three years of his life. So a baby’s ability to benefit from the right play materials should not be underestimated. A baby who is encouraged, talked to and shown things and played with, has the best chance of growing up successfully.
In the next stage, from three to five years old, curiosity knows no bounds. Every type of suitable toys should be made available to the child, for trying out, experimenting and learning, for discovering his own particular ability: Bricks and jigsaws and construction toys; painting, scribbling and making things; sand and water play; toys for imaginative and pretending play—the first social games for learning to play and get on with others.
But at the third stage of play development—from five to seven or eight years old— the child is at school. But for a few more years play is still the best way of learning, at home or at school. It is easier to see which type of toys the child most enjoys.
Until the age of seven or eight, play and work mean much the same to a child. But once reading has been mastered, then books become the main source of learning. Toys are still interesting and valuable, which lead up to new hobbies, but their significance has changed to a child of nine or ten years old, toys and games mean, as to adults, relaxation and fun.
49. According to the first passage we know that as a child grows up ______.
A. he should be allowed to choose his own toys.
B. he should be given the same toys.
C. he should be given fewer and fewer toys. 
D. he should be given different toys.
50. According to the passage, the abilities a child has inherited from his parents ______.
A. determine his character
B. will not change after the age of three.
C. partly determined the standard he is likely to reach
D. to a large extent determine the choice of toys
51. We learn from the passage that a child has boundless curiosity ______.
A. when he is two                    B. when he is around four
C. when he is six                     D. when he is eight
52. The passage is mainly about _______.
A. the role of play in a child’s development       B. the importance of schooling
C. the importance of pre-school education        D. the choice of toys for youngster

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科目：高中英語(yǔ) 來(lái)源：2012-2013學(xué)年江蘇省啟東中學(xué)高一下學(xué)期期中考試英語(yǔ)試卷（帶解析） 題型：填空題

請(qǐng)認(rèn)真閱讀短文，并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入一個(gè)最恰當(dāng)?shù)膯卧~。每個(gè)空格只填一個(gè)單詞。
Back to School: Why Grit(毅力) Is More Important than Good Grades?
The back-to-school season is upon us, and once again, parents across the country have loaded their kids’ backpacks up with snack packs and school supplies. It’s a good moment to reflect on what else we should be giving our kids as they head off to school.
American parents are feeling particularly anxious about that question this year. The educational process feels more than ever like a race, one that starts in pre-school and doesn’t end until your child is admitted to the perfect college. Most parents are more worried than they need to be about their children’s grades, test scores and IQ. And what we don’t think about enough is how to help our children build their character—how to help them develop skills like perseverance, grit, optimism, conscientiousness, and self-control, which together do more to determine success than S.A.T. scores or I.Q.
There is growing evidence that our anxiety about our children’s school performance may actually be holding them back from learning some of these valuable skills. If you’re concerned only with a child’s G.P.A., then you will likely choose to minimize the challenges the child faces in school. With real challenge comes the risk of real failure. And in a competitive academic environment, the idea of failure can be very scary, to students and parents alike.
But experiencing failure is a critical part of building character. A recent research by a team of psychologists found that adults who had experienced little or no failure growing up were actually less happy and confident than those who had experienced a few significant setbacks in childhood. “Overcoming those obstacles,” the researchers assumed, “could teach effective coping skills, help engage social support networks, create a sense of mastery over past adversity, and foster beliefs in the ability to cope successfully in the future.”
By contrast, when we protect our children from every possible failure—when we call their teachers to get an extension on a paper; when we urge them to choose only those subjects they’re good at—we are denying them those same character-building experiences. As the psychologists Madeline Levine and Dan Kindlon have written, that can lead to difficulties in adolescence and young adulthood, when overprotected young people finally confront real problems on their own and don’t know how to overcome them.
In the classroom and outside of it, American parents need to encourage children to take chances, to challenge themselves, to risk failure. In the meantime, giving our kids room to fail may be one of the best ways we can help them succeed.

       Back to School: Why Grit Is More Important than Good Grades?
Common phenomena
◆Parents throughout America(1)     their kids’ backpacks up with snacks and school supplies.
◆Many American parents don’t(2)    enough importance to their kids’ character building.
The writer’s(3)    
◆Parents should pay more attention to their kids’ character building.
 
(4)    and research findings
◆Parents’ anxiety about their kids’ performance may(5)                        them from learning some valuable skills.
◆Parents concerned only with a kid’s G.P.A. are (6)    to minimize the challenges the child faces.
◆Adults who have experienced a few significant setbacks in childhood are (7)    and more confident than those who haven’t.
◆Denying kids character-building experiences can(8)    in difficulties in adolescence and young adulthood.
The writer’s suggestions
◆(9)    kids to be risk-takers.
◆Give kids room to experience(10)    .

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科目：高中英語(yǔ) 來(lái)源：2012-2013學(xué)年山東省高三12月階段性檢測(cè)英語(yǔ)試卷（解析版） 題型：閱讀理解

English teenagers are to receive compulsory (必修的) cooking lessons in schools. The idea is to encourage healthy eating to fight the country’s increasing obesity (肥胖 )rate. It’s feared that basic cooking and food preparation skills are being lost as parents turn to pre-prepared convenience foods.

Cooking was once regarded as an important part of education in England---even if it was mainly aimed at girls. In recent decades cooking has progressively become a minor activity in schools. In many cases the schools themselves have given up cooking meals in kitchens in the schools. But the rising level of obesity has led to a rethink about the food that children are given and the skills they should be taught.

“What I want is to teach young people how to do basic, simple recipes like a tomato sauce, a bolognaise, a simple curry, a stir-fry---which they can use now at home and then in their later life”, said Ed Balls, the minister responsible for schools.

The new lessons are due to start in September, but some schools without kitchens will be given longer to adapt. There is also likely to be a shortage of teachers with the right skills, since the trend has been to teach food technology rather than practical cooking. Also the compulsory lessons for hands on cooking will only be one hour a week for one term. But the well-known cookery writer, Pru Leith, believes it will be worth it.

“If we’d done this thirty years ago we might not have the crisis we’ve got now about obesity and lack of knowledge about food and so on. Every child should know how to cook, not just so that they’ll be healthy, but because it’s a life skill which is a real pleasure”.

The renewed interest in cooking is primarily a response to the level of obesity in Britain which is among the highest in Europe, and according to government figures half of all Britons will be obese in 25 years if current trends are not stopped.

1.The passage mainly talks about        .

A．the reason for obesity                    B．the lost cooking skills

C．the healthy eating                       D．the compulsory cooking classes

2.Which of the following is NOT the purpose for English teenagers to receive cooking lessons?

A．To encourage teenagers to eat healthy food.

B．To reduce the country’s increasing obesity rate.

C．To stop parents from turning to pre-prepared convenience foods.

D．To prevent basic cooking and food preparation skills from being lost.

3.In what way will cooking lessons benefit the students?

A．They will be healthy and enjoy the pleasure of such a life skill as well.

B．They will be able to do some basic, simple recipes like a tomato sauce.

C．They will be able to make food experiments with the knowledge and skills.

D．They will be able to control the level of obesity in the whole country.

4.The well-known cookery writer, Pru Leith, thinks it        to offer compulsory cooking lessons in schools.

A．difficult           B．necessary         C．funny            D．timely

5.It can be inferred from the passage that       .

A．cooking has always been an important part of school education in England

B．the obesity rate in Britain has been rapidly growing in recent decades

C．English teenagers will have their cooking lessons twice a week for one year

D．the students will pay a lot of money to the school for the

 

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科目：高中英語(yǔ) 來(lái)源：2011-2012學(xué)年安徽省六安市高三考前仿真模擬測(cè)試英語(yǔ)試卷（解析版） 題型：閱讀理解

One reason Americans eat so many calories is that we tend to eat large portions(分量). Studies find that hamburgers and fries are generally offered in serving sizes two to five times larger than the appropriate meal size. Researchers find we usually clean our plates no matter how high they're piled, even if we already feel satisfied. See the suggestions below to further master the fine art of sizing up（估量） your snacks and suppers.

Extremely large portions are one possible reason Americans continue getting fatter even as the percentage of our total calories from fat has gone down in recent years. Fortunately, portions are relatively simple to control because it's easier to count cookies than calories or grams of fat.

Pre-picture portions. Use familiar objects to picture how much you should eat of a food before you pick up your fork or spoon. For example, a half cup of low-fat granola is about the size of your fist. A half cup of low-fat ice cream equals half an orange.

Use a smaller dish. This tip might sound ridiculous, but it works. First and most obvious is that you can't put as much food on, say, a salad plate. But psychologically, you're just not as prone to eat as heartily and quickly if your plate will be empty in 45 seconds.

Have raw vegetables at every meal. Raw cucumbers, tomatoes, carrots, and peppers have few calories and lots of nutrients. A plate of them in the middle of the table almost always gets eaten up, cutting down appetite for the more calorie-dense meat.

Start your meal with soup. Studies show that a bowl of soup at the start of the meal reduces overall meal consumption, since they are lowest in calories and highest in nutrients.

Manage your fork. After every bite of food, put your fork down. Don't pick it up until you have thoroughly chewed and swallowed the previous bite. The goal is both to slow down your eating and to eat less. Remember: Your body needs 20 minutes of digestion before it sends signals to your brain that you are no longer hungry.

Helpful hints on how to get a handle on the how-much factor

Facts

Hamburgers and fries served in restaurants are generally two to five times the1.______of the proper ones.

Americans usually clean their plates 2.______high they're piled, even if they are already satisfied

Effects

Americans continue getting fatter even as they have

eaten3.______calories from fat in recent years.

4.______          

a. Use5.______objects to imagine how much you should eat of a food before a meal.

b. Use a smaller dish and thus eat 6._____.

c. Have raw vegetables at every meal to cut down 7.______    for the more calorie-dense meat.

d. Start your meal with 8.______to reduce meal consumption.

e. Put down your fork at9.______to make sure your brain receives10.______that you’re full.

 

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