高考英语真题阅读（4）
高考英语真题阅读（4）


During the rosy years of elementary school (小学), I enjoyed sharing my dolls and jokes, which allowed me to keep my high social status. I was the queen of the playground. Then came my tweens and teens, and mean girls and cool kids. They rose in the ranks not by being friendly but by smoking cigarettes, breaking rules and playing jokes on others, among whom I soon found myself.
Popularity is a well-explored subject in social psychology. Mitch Prinstein, a professor of clinical psychology sorts the popular into two categories: the likable and the status seekers. The likables’plays-well-with-others qualities strengthen schoolyard friendships, jump-start interpersonal skills and, when tapped early, are employed ever after in life and work. Then there’s the kind of popularity that appears in adolescence: status born of power and even dishonorable behavior.
Enviable as the cool kids may have seemed, Dr. Prinstein’s studies show unpleasant consequences. Those who were highest in status in high school, as well as those least liked in elementary school, are “most likely to engage (从事) in dangerous and risky behavior.”
In one study, Dr. Prinstein examined the two types of popularity in 235 adolescents, scoring the least liked, the most liked and the highest in status based on student surveys (调查研究). “We found that the least well-liked teens had become more aggressive over time toward their classmates. But so had those who were high in status. It clearly showed that while likability can lead to healthy adjustment, high status has just the opposite effect on us.”
Dr. Prinstein has also found that the qualities that made the neighbors want you on a play date — sharing, kindness, openness — carry over to later years and make you better able to relate and connect with others.
In analyzing his and other research, Dr. Prinstein came to another conclusion: Not only is likability related to positive life outcomes, but it is also responsible for those outcomes, too. “Being liked creates opportunities for learning and for new kinds of life experiences that help somebody gain an advantage, ” he said.

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1.What sort of girl was the author in her early years of elementary school?

A Unkind.

B Lonely.

C Generous.

D Cool.

解析：选C。推理判断题。根据题干中的elementary school可将答案定位到第一段第一句，该句提到I enjoyed sharing my dolls and jokes可推断出，作者在小学时期是一个慷慨大方的女孩，故选C。

2.What is the second paragraph mainly about？

A The classification of the popular.

B The characteristics of adolescents.

C The importance of interpersonal skills.

D The causes of dishonorable behavior.

解析：选A。细节理解题。本题需要整体理解第二段内容，归纳其段落大意。本段前两句为主旨句，提出受欢迎度这一概念，并且介绍了Mitch Prinstein的理论，把受欢迎的人分为两类，后面围绕这两种分类展开论述。classification与第二句中的categories为同义异构现象，故选A。

3.What did Dr. Prinstein’s study find about the most liked kids?

A They appeared to be aggressive.

B They tended to be more adaptable.

C They enjoyed the highest status.

D They performed well academically.

解析：选B。推理判断题。根据第二段中的The likables’ plays-well-with-others qualities … when tapped early, are employed ever after in life and work.以及第四段中的We found that the least well-liked teens had become more aggressive over time toward their classmates. But so had those who were high in status. It clearly showed that while likability can lead to healthy adjustment, high status has just the opposite effect on us.可知，最不受欢迎的青少年会对同学变得不友好。那些地位高的人也会出现这种情况。讨人喜欢的能力会在今后的生活和工作中发挥作用，带来良好的适应力。由此可推断，最受欢迎的孩子往往适应能力更强。adaptable与本段中的adjustment为同义异构现象，故选B。

4.What is the best title for the text?

A Be Nice — You Won’t Finish Last

B The Higher the Status, the Better

C Be the Best — You Can Make It

D More Self-Control, Less Aggressiveness

解析：选A。主旨大意题。纵观全文，作者论述受欢迎度对青少年的影响。本题A选项学生理解起来较困难，可通过排除法去做，B选项“地位越高越好”，显然违背文章主旨；C选项“成为最好的自己，你可以的”，有一定干扰性，但文中没有提到成为最好的，而是要成为最受欢迎的；D选项“多一些自我控制，少一些攻击性”，文中没有提到自我控制。再根据最后一段中的Being liked(讨人喜欢) creates opportunities for learning and for new kinds of life experiences that help somebody gain an advantage可推知，正确选项为A “友善一点 (讨人喜欢)”，你将不会排在最后 (你不会完蛋 / 你会笑到最后)。finish 获得 (名次)，如finish first / second etc.故选A。