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题型:选词填空(语篇) 题类:真题 难易度:普通

2013年高考英语真题试卷(上海卷)

选词填空

A. restore      B. recall          C. processing      D. previously   

E. necessary    F. locating    G. instead      H. fascinating     

I. elsewhere    J. composition

As infants, we can recognize our mothers within hours of birth. In fact, we can recognize the of our mother's face well before we can recognize her body shape. It's how the brain can carry out such a function at such a young age, especially since we don't learn to walk and talk until we are over a year old. By the time we are adults, we have the ability to distinguish around 100,000 faces. How can we remember so many faces when many of us find it difficult to such a simple thing as a phone number? The exact process is not yet fully understood, but research around the world has begun to define the specific areas of the brain and processes for facial recognition.

Researchers at the Massachusetts Institute of Technology believe that they have succeeded in a specific area of the brain called the fusiform face area (FFA), which is used only for facial recognition. This means that recognition of familiar objects such as our clothes or cars, is from in the brain. Researchers also have found that the brain needs to see the whole face for recognition to take place. It had been thought that we only needed to see certain facial features. Meanwhile, research at University College London has found that facial recognition is not a single process, but involves three steps. The first step appears to be an analysis of the physical features of a person's face, which is similar to how we scan the bar codes of our groceries. In the next step, the brain decides whether the face we are looking at is already known or unknown to us. And finally, the brain furnishes the information we have collected about the person whose face we are looking at. This complex is done in a split second so that we can behave quickly when reacting to certain situations.

举一反三
Directions: After reading the passage below, fill in each blank with a proper word given in the box. Each word can be used only once. Note that there is one more word than you need.

A. emphasizes  B. principle  C. enormous  D. helping  E. energized F. active  G. increased  H. absorbing  I. benefits  J. analyzed  K. temperate

Emphasizing social play in kindergarten improves academics

    Emphasizing social play and students helping one another in kindergarten improves academic outcomes, self-control and attention regulation, finds new UBC research. The study, published in the journal PLoS One, found this approach to kindergarten curriculum also {#blank#}1{#/blank#} children's joy in learning and teachers' enjoyment of teaching.

    "Before children have the ability to sit for long periods {#blank#}2{#/blank#} information, they need to be allowed to be {#blank#}3{#/blank#} and be encouraged to learn by doing," said Dr. Adele Diamond, the study's lead author. "Indeed, people of all ages learn better by doing than by being told."

    Through a controlled experiment, Diamond and her colleagues {#blank#}4{#/blank#} the effectiveness of a curriculum called Tools of the Mind (Tools). The curriculum was introduced to willing kindergarten teachers and 351 children with different backgrounds in 18 public schools.

    Tools was developed in 1993 by two American researchers. Its basic {#blank#}5{#/blank#} is that social-emotional development and improving self-control is as important as teaching academic skills and content. The Tools {#blank#}6{#/blank#} the role of social play in developing skills such as self-control, selective attention and planning. "Skills like self-control and selective attention are necessary for learning. They are often more strongly associated with school readiness (入学准备) than intelligence quotient (IQ)," said Diamond. "This experiment is the first to show {#blank#}7{#/blank#} of a curriculum emphasizing social play."

    Teachers reported more {#blank#}8{#/blank#} behavior and greater sense of community in Tools classes. Late in the school year, Tools teachers reported they still felt {#blank#}9{#/blank#} and excited about teaching, while teachers in the control group were exhausted. "I have enjoyed seeing the {#blank#}10{#/blank#} progress my students have made in writing and reading." said a Tools teacher in Vancouver. "I have also enjoyed seeing the students get so excited about coming to school and learning. They loved all the activities so much that many students didn't want to miss school, even if they were sick."

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