考研英语一2023年湖南省郴州市宜章县最后冲刺试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on the ANSWER SHEET. (10 points)阅读下面短文，从短文后各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项。Millions of people seek help from psychologists in part because they feel different from others. But a 1 Andrew Erlich says that everyone is a freak(怪物) in some way. Erlich 2 for acceptance of differences in his book “The Long Shadows” about an uncle, Jake Erlich, who overcame prejudice, depression and 3 caused by his extreme height.“Most of us have something that we are embarrassed about. It is like an invisible clubfoot（畸形足）. But for Jake, it was 4 Everybody saw it,” said Andrew. As a clinical psychologist, Andrew Erlich helps patients who see themselves as freaks. First, he tells them about his uncle. “Here is a man that 5 the challenges, and he does it not by 6 who he is, but by embracing(拥抱) who he is 7 and expressing it in the visual 8 and in his performances,” he said.Erlichs 9 tells about how Jake toured with the circus and then, after suffering temporary blindness, 10 sculpture and painting. “He found 11 through creativity. I am 12 interested in the creative process in the people that I see, and I use Jake as an example, and I 13 them his paintings,” said Erlich.“Jake really wanted to do something 14 You see a scene and your 15 come through as you see and feel it, and you believe he painted it from different 16 ,” said Erlich. “People were 17 of human differences, and they would 18 walls to protect themselves from those differences and those walls that 19 us are very dangerous,” he said.Erlich hopes that his uncles story will help readers 20 themselves and fulfill their dreams.1、AphysicianBpainterCwriterDpsychologist2、AarguesBdefinesCpreparesDprotests3、AdisappointmentBlossCpainDillness4、ApleasantBpresentCsickDwidespread5、AfearsBoverlooksCovercomesDrejects6、AavoidingBadmittingCrecognizingDimagining7、AtightlyBquicklyCbravelyDeasily8、AbooksBartsCactionsDhabits9、AclinicBbookCpaintingDexperiment10、Agave upBthought overCfigured outDtook up11、AfreedomBhealthCpressureDsorrow12、AseldomBrarelyCquiteDnearly13、AexplainBcountCdrawDshow14、AsuddenlyBdifferentlyChappilyDsimply15、AemotionsBpossessionsCtalentsDabilities16、AcolorsBbooksClightsDangles17、AawareBtiredCconfidentDFrightened18、AbuildBdestroyCremoveDbreak19、ApreventBseparateCwithdrawDthreaten20、ArecoverBupgradeCacceptDlearnSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on the ANSWER SHEET. (40 points)Text 1Education is not a bystanders sport. Numerous researchers have shown that when students participate in classroom discussion they hold more positive attitudes toward school, and that positive attitudes promote learning. It is no coincidence that girls are more passive in the classroom discussion and score lower than boys on SATs.We found that at all grade levels in all communities and in all subject areas boys controlled classroom communication. They participated in more interactions than girls did, and their participation became greater as the year went on.Our research contradicted the traditional assumption that girls control classroom communication in reading while boys in math. We found that whether the subject was language arts and English or math and science, boys got more than their fair share of teacher attention. That teachers talk more to male students is simply because boys are more aggressive in grabbing their attention by calling out answers to the teachers questions first. While girls sit patiently with their hands raised or keep silent. Psychologist Lisa Serbin and K.Daniel OLeary, then at the state university of New York at stony brook studied classroom interaction at preschool level and found that teachers gave boys more attention, praised them more often and were at least twice as likely to have extended conversations with them.Years of experience have shown that the best way to learn something is to do it yourself. It is also important to give students specific and direct feedback about the quality of their work and answers. Teachers behave differently depending on whether boys or girls are active to provide answers during discussions. During classroom discussion, teachers in our study reacted to boys answers with powerful, precise and effective responses, while they often gave girls mild and unclear reactions because of their silence. Too often, girls remain in the dark about the quality of their answers. Active students receiving precise feedback are more likely to achieve academically. And they a