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Ⅵ. 阅读理解
What did you get from your parents?
Your eyes' colour? Your height? Or maybe something you cannot see — like a fear of maths.
Scientists at Ohio State University studied over 500 pairs of twins for more than ten years. Some twins were identical（同卵的）and shared all their genes（基因）. Other twins were fraternal（异卵的）and shared only half. The scientists gave the twins maths tests and asked how nervous they felt.
The results showed that identical twins had very similar levels of maths anxiety（焦虑）. This told the scientists that genes play a part in maths anxiety. About 40% of the differences between people come from their genes.
Why does maths anxiety matter so much? A study from the University of Chicago found an answer. When people worry about maths, their brains react（反应）in a similar way to physical pain. This explains why students with maths anxiety want to avoid the subject. They do not practise enough, so their skills drop. Then they feel less
confident and become even more afraid. It becomes a hard cycle to break.
However, genes are only part of the story. The other 60% comes from the environment. A teacher who moves too fast can cause anxiety. So can a parent who says “I was never good at maths.” Even timed tests can make students nervous. The good news is that maths anxiety can be improved. With patient teachers, helpful parents, and enough practice time, students can get over their fear.
1. Why did scientists study twins?
A. To test if genes influence maths anxiety.
B. To help twins improve their maths grades.
C. To compare different maths teaching methods.
D. To find out which maths topics are most difficult.
2. What did the Chicago study show?
A. Maths problems can cause physical pain.
B. Maths is harder than other school subjects.
C. Physical exercise helps reduce maths anxiety.
D. Maths anxiety produces a pain-like reaction in the brain.
3. What does the writer mean by “a hard
cycle to break”?
A. Maths problems are difficult to solve.
B. Students break their study plans easily.
C. Twins have trouble helping each other.
D. Low confidence leads to less practice and worse skills.
4. What can we learn from the last paragraph?
A. Parents cause all maths anxiety.
B. Maths anxiety cannot be changed.
C. Environment plays a role in the anxiety.
D. Timed tests should be stopped in all schools.
What did you get from your parents?
Your eyes' colour? Your height? Or maybe something you cannot see — like a fear of maths.
Scientists at Ohio State University studied over 500 pairs of twins for more than ten years. Some twins were identical（同卵的）and shared all their genes（基因）. Other twins were fraternal（异卵的）and shared only half. The scientists gave the twins maths tests and asked how nervous they felt.
The results showed that identical twins had very similar levels of maths anxiety（焦虑）. This told the scientists that genes play a part in maths anxiety. About 40% of the differences between people come from their genes.
Why does maths anxiety matter so much? A study from the University of Chicago found an answer. When people worry about maths, their brains react（反应）in a similar way to physical pain. This explains why students with maths anxiety want to avoid the subject. They do not practise enough, so their skills drop. Then they feel less
confident and become even more afraid. It becomes a hard cycle to break.
However, genes are only part of the story. The other 60% comes from the environment. A teacher who moves too fast can cause anxiety. So can a parent who says “I was never good at maths.” Even timed tests can make students nervous. The good news is that maths anxiety can be improved. With patient teachers, helpful parents, and enough practice time, students can get over their fear.
1. Why did scientists study twins?
A. To test if genes influence maths anxiety.
B. To help twins improve their maths grades.
C. To compare different maths teaching methods.
D. To find out which maths topics are most difficult.
2. What did the Chicago study show?
A. Maths problems can cause physical pain.
B. Maths is harder than other school subjects.
C. Physical exercise helps reduce maths anxiety.
D. Maths anxiety produces a pain-like reaction in the brain.
3. What does the writer mean by “a hard
cycle to break”?
A. Maths problems are difficult to solve.
B. Students break their study plans easily.
C. Twins have trouble helping each other.
D. Low confidence leads to less practice and worse skills.
4. What can we learn from the last paragraph?
A. Parents cause all maths anxiety.
B. Maths anxiety cannot be changed.
C. Environment plays a role in the anxiety.
D. Timed tests should be stopped in all schools.
答案
1. A
2. D
3. D
4. C
2. D
3. D
4. C
解析
【分析】
解答这类英语阅读理解选择题，需根据题干关键词定位原文对应段落，将选项与原文信息逐一比对，排除无中生有、偷换概念等错误选项，从而选出正确答案。每道题都要精准定位题干对应的原文内容，避免主观臆断。
【解析】
1. 题干问科学家研究双胞胎的原因，定位原文第二段：科学家对比同卵（共享全部基因）和异卵（共享一半基因）双胞胎的数学焦虑，发现同卵双胞胎焦虑水平相似，得出基因影响数学焦虑的结论，对应选项A。B项“帮助双胞胎提高数学成绩”、C项“比较不同数学教学方法”、D项“找出最难的数学话题”原文均未提及，排除，故选A。
2. 题干问芝加哥研究的结果，定位原文第四段：“当人们担心数学时，他们的大脑反应类似身体疼痛”，对应选项D。A项“数学问题导致身体疼痛”偷换概念，原文是大脑反应类似，不是数学问题本身；B项“数学比其他科目难”、C项“体育锻炼减轻数学焦虑”原文未提及，排除，故选D。
3. 题干问“hard cycle to break”的含义，定位原文第四段：数学焦虑→避免数学→练习不足→技能下降→更不自信、更害怕，形成循环，对应选项D。A项“数学问题难解决”、B项“学生轻易打破学习计划”、C项“双胞胎难以互助”均与原文循环逻辑不符，排除，故选D。
4. 题干问从最后一段能学到的内容，定位最后一段：基因仅占数学焦虑的40%，环境占60%，且焦虑可改善，对应选项C。A项“父母导致所有数学焦虑”（原文说环境包括父母的话，并非所有）、B项“数学焦虑无法改变”（原文说可改善）、D项“所有学校应停止计时测试”（原文仅说计时测试会引发焦虑，未提停止）均错误，排除，故选C。
【答案】
1.A 2.D 3.D 4.C
【知识点】
英语阅读理解、细节理解题、推理判断题
【点评】
本题为英语阅读理解细节类题目，围绕数学焦虑的成因、影响及改善展开，重点考查学生定位原文信息、辨析选项正误的能力，需仔细比对原文与选项的表述，避免偷换概念等干扰项。
【难度系数】
0.6
解答这类英语阅读理解选择题，需根据题干关键词定位原文对应段落，将选项与原文信息逐一比对，排除无中生有、偷换概念等错误选项，从而选出正确答案。每道题都要精准定位题干对应的原文内容，避免主观臆断。
【解析】
1. 题干问科学家研究双胞胎的原因，定位原文第二段：科学家对比同卵（共享全部基因）和异卵（共享一半基因）双胞胎的数学焦虑，发现同卵双胞胎焦虑水平相似，得出基因影响数学焦虑的结论，对应选项A。B项“帮助双胞胎提高数学成绩”、C项“比较不同数学教学方法”、D项“找出最难的数学话题”原文均未提及，排除，故选A。
2. 题干问芝加哥研究的结果，定位原文第四段：“当人们担心数学时，他们的大脑反应类似身体疼痛”，对应选项D。A项“数学问题导致身体疼痛”偷换概念，原文是大脑反应类似，不是数学问题本身；B项“数学比其他科目难”、C项“体育锻炼减轻数学焦虑”原文未提及，排除，故选D。
3. 题干问“hard cycle to break”的含义，定位原文第四段：数学焦虑→避免数学→练习不足→技能下降→更不自信、更害怕，形成循环，对应选项D。A项“数学问题难解决”、B项“学生轻易打破学习计划”、C项“双胞胎难以互助”均与原文循环逻辑不符，排除，故选D。
4. 题干问从最后一段能学到的内容，定位最后一段：基因仅占数学焦虑的40%，环境占60%，且焦虑可改善，对应选项C。A项“父母导致所有数学焦虑”（原文说环境包括父母的话，并非所有）、B项“数学焦虑无法改变”（原文说可改善）、D项“所有学校应停止计时测试”（原文仅说计时测试会引发焦虑，未提停止）均错误，排除，故选C。
【答案】
1.A 2.D 3.D 4.C
【知识点】
英语阅读理解、细节理解题、推理判断题
【点评】
本题为英语阅读理解细节类题目，围绕数学焦虑的成因、影响及改善展开，重点考查学生定位原文信息、辨析选项正误的能力，需仔细比对原文与选项的表述，避免偷换概念等干扰项。
【难度系数】
0.6
