At this very moment you’re thirsty and hunting for something to drink. So you start walking towards the drinks machine at school. As you drink you hear your teacher say those frightening words: “Could I see you for a moment in the classroom, please?”
You can almost feel your blood pressure rise as you walk to your English class. She’s always picking on you. What can it be this time? You think of the test you did last Friday. Now your mind is racing, your heart is pounding, and your forehead is pouring with sweat. In situations like this you will often feel like running away but you may also feel like hitting someone on the nose.
Your teacher asks you to go into the class. “Here it comes,” you think. But what you hear is: “Well done. Your test was excellent.” You can hardly believe your ears.
Our fight or flight response is designed to protect us from tigers that would have once hidden in the woods around us, threatening(威胁) our survival. At times when our survival is threatened, there is no greater response to have on our side. When activated(刺激), the response causes stress hormones to pump through our body.
When we face very real dangers to our survival, it is invaluable. However, few of the “tigers” we face in our lives cause a serious physical threat to our existence. They cause us no end of stress, triggering(引发) the full activation of our fight or flight response. They tend to cause us to overreact to the situation in a counterproductive (事与愿违的) way. It is counterproductive to hit someone (the fight response) or run away (the flight response).
By recognizing the symptoms, we can begin to take steps to handle the stress overload. By learning to recognize the signals of fight or flight activation, we can avoid reacting excessively (过度地) to events and fears that are not life threatening. In doing so, we use this extra energy to help ourselves, borrowing the beneficial effects in order to change our emotional environment and deal productively with our fears, thoughts and potential dangers.
1.You feel nervous when walking to the classroom because ________.
A.you broke the school rules B.you failed the test last Friday
C.your teacher spoke to you loudly D.your teacher always blames you
2.What is Paragraph 4 mainly about?
A.The power of our fight or flight response.
B.How our fight or flight response works.
C.The benefits of our fight or flight response.
D.How we control our fight or flight response.
3.The underlined word “They” in Paragraph 5 probably refers to ________.
A.fierce tigers B.real dangers
C.dangers we face D.serious physical threats
4.A good understanding of our fight or flight response can help us ________.
A.get rid of unnecessary stress B.face real dangers bravely
C.find hidden dangers D.take threats seriously
The spread of Western eating habits around the world is bad for human health and the environment. These findings come from a new report in the journal Nature.
David Tillman, a professor of ecology at the University of Minnesota, America, examined information from 100 countries to identify what people ate and how a diet affected health. He noted a movement beginning in the 1960s. He found that as nations industrialized (工业化), population increased and earnings rose, more people began to adopt what has been called the Western diet.
The Western diet is high in sugar, fat, oil and meat. By eating these foods, people began to get fatter and sicker. David Tillman says overweight people are at greater risk of noninfectious(不传染的) diseases like diabetes (糖尿病) and heart disease.
Unfortunately when people become industrialized, if they adopt this Western diet, they are going to have these health problems, especially in developing countries in Asia. China is an example where the number of diabetes cases has been jumping from less than one percent to 10 percent of the population as they began to industrialize over a 20year period. And that is happening all across the world, in Mexico, in Nigeria and so on.
And, a diet bad for human beings is also bad for the environment. As the world's population grows, more forests and tropical areas will become farmlands for crops or grasslands for cattle. We are likely to have more greenhouse gas in the future from agriculture than that coming out of all forms of transportation right now.
Mr. Tillman calls the link among the diet, the environment and human health “a trilemma” — a problem offering a difficult choice. He says one possible solution is leaving the Western diet behind.
1.According to the passage, more greenhouse gas might be given off in the future from ______.
A.transportation B.developing countries
C.agriculture D.developed countries
2.David Tillman believes that ______.
A.the diet, the environment and human health are closely connected
B.the Western diet is the only choice as the nation industrializes
C.people in tropical areas are more likely to have diabetes
D.traditional diets are more balanced than the Western diet
3.The main purpose of the passage is to ______.
A.call on us to protect the environment
B.warn us of the risk of the Western diet
C.remind us of the importance of health
D.advise us to have a balanced diet
After an absence of thirty years, I decided to visit my old school again. I had expected to find changes, but not a completely different building. As I walked up the school drive, I wondered for a moment if I had come to the right address. The dirty red brick houses had been swept away. In its place stood a bright, modern block. A huge expanse of glass extended (延展) across the face of the building, and in front, there was a well-kept lawn (草坪) where there used to be “an untidy gravel (沙石) yard”.
I was pleased to find that it was bread time and that the children were all in the playground. This would enable me to meet some members of staff. On entering the building, I was surprised to hear loud laughter coming from what appeared to be the masters’ common room. I could not help remembering the teachers in my time, all dressed in black gowns and high collars. And above all, I recalled Mr Garston whom we had nicknamed “Mr Ghastly”, the headmaster who had iron discipline on staff and pupils alike. I knocked at the common room door and was welcomed by a smiling young man who introduced himself to me as the headmaster. He was dressed casually in a sports jacket, and his cheerful manner, quickly dispelled (驱散) the image of Mr Ghastly. After I had explained who I was, the headmaster presented me to the teachers all of whom were a little younger than himself, and said he would take me round the school.
Here the biggest surprise of all was in store for me. Gone were the heavy desks of old with their deeply carved names; gone too, were the dark classrooms with their ink stained, dark brown walls, and their raised platforms for the teachers. The rooms now were painted in bright colors, and the children, far from sitting straight in their places, seemed almost free to do as they liked. I looked with envy as I remembered how, as a child, I had looked at the blackboard hardly daring to whisper to my neighbor.
1.The writer ______.
A.had no difficulty in recognizing his old school
B.found it difficult to recognize his old school
C.noticed that the building was still unfinished
D.was surprised to see an untidy gravel yard
2.Which of the following statements is NOT true?
A.He had expected that the school had completely changed.
B.In the writer’s time, all the teachers were dressed in black gowns and high collars.
C.There was a well-kept lawn in their school when he visited it.
D.An untidy gravel yard had disappeared.
3.“Mr. Ghastly” must be ______.
A.the writer’s teacher B.a serious old man
C.the strict headmaster D.a naughty boy
4.From what is said in the passage it seems clear the writer ______.
A.disapproved of all the changes that had taken place
B.felt sorry for the children in the school
C.was glad that the school was still the same
D.felt that conditions at the school had improved a lot
听下面一段独白，回答以下小题。
1.What does the Go Group do?
A.Promote peace in the world.
B.Offer support to businesses.
C.Do research on educations in the UK.
2.What may the “big freeze” mean to others?
A.A broad smile. B.A quick smile. C.A false smile.
3.How can one make a good impression according to the research?
A.Smile widely. B.Smile readily. C.Smile naturally.
听下面一段较长对话，回答以下小题。
1.What are the two speakers talking about?
A.Buying holiday presents.
B.Making a Christmas plan.
C.Sharing opinions on friendship.
2.What does the woman always give to her friends?
A.Fruit. B.Coffee. C.Chocolate.
3.What does the woman say about Mary?
A.She prefers fruit to coffee.
B.She is trying to lose weight.
C.She usually goes abroad during holidays.
4.How does the woman feel about Tim’s suggestion?
A.Doubtful. B.Satisfied. C.Surprised.
听下面一段较长对话，回答以下小题。
1.Why does the man have the talk with the woman？
A.To get a job. B.To join a sports team. C.To get into a school.
2.What did the man learn from playing on the football team？
A.How to ask for advice from teachers.
B.How to compete with others.
C.How to manage his time.
3.What are the man’s strengths?
A.Hardworking and eager to learn.
B.Supportive and ready to help.
C.Friendly and kind-hearted.
