閱讀理解。
     Kelly Reeves was getting ready for a trip when her phone slipped into a sink full of water. Panic
moment! She quickly picked up the wet phone and tried to turn it on, but nothing worked. Her first
reaction? She got dressed, drove to the nearest store, and bought a new model at full price.    
     A new study finds that fear of losing your phone is a common illness. About 66 percent of those
surveyed suffer from nomophobia or "no mobile phone phobia". Interestingly, more women worry
about losing their phone than men.    
     Fortunately, there's a solution.    
     The first step is to figure out if you have nomophobia. Checking your phone too often is one
thing,but the true sign of a problem is that you can't conduct business or go about your routine when
the fear becomes so severe.    
     Do you go to unusual lengths to make sure you have your phone? That's another sign of a
problem.If you find you check your phone plenty of times per hour, or a total of an hour per day,
there may be a problem.    
     Some of the treatments are similar to those for treating anxiety attacks: Leaving the phone behind
and not checking e-mail or text messages, and then learning to tolerate the after anxiety. Even if this
leads to a high level of worry and stress, the solution is to push through the fear and learn to deal
with not having your phone.    
     Of course, there are also technological alternatives. Luis Levy, a co-founder at Novy PR, says
he uses an application called Cerberus that can automatically track the location of his phone. To
find it, he can just go to a Web site and see the phone's location.    
     He also insures his phone through a service called Asurion. The company's description of its
product reads like a prescription for anxiety: "60 million phones are lost, stolen or damaged each
year. You'll have complete peace of mind knowing that your phone is protected and you can
quickly reconnect with family, friends and work, as soon as the very next day!"
1. Why does the author mention Kelly's experience in the first paragraph?
A. To introduce the topic for discussion.
B. To inform us that mobile phones are useful.
C. To warn us that we should be careful.
D. To tell us we should get phones ready for a trip.
2. The underlined word "nomophobia" in Paragraph 2 means ________.
A. Habits of using mobile phones.
B. Fear of losing mobile phones.
C. Eagerness for new mobile phones.
D. Independence of mobile phones.
3. Which of the following is a way to treat nomophobia?
A. Avoiding using phone for some time
B. Learning more about modern technology.
C. Protecting one's phone against any damage.
D. Not using a mobile phone in one's daily work.
4. Why can the service called Asurion help to treat nomophobia?
A. It lets you know other people also lose their phones.
B. It will give you a new phone through insurance.
C. It enables you to reconnect with your acquaintance.
D. It gives you a prescription to treat nomophobia.
5. What is the passage mainly about?
A. Attitude toward mobile phone.
B. New mobile phone technology.
C. Disadvantages of mobile phone.
D. Solutions to nomophobia
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科目:高中英語(yǔ) 來(lái)源:浙江省模擬題 題型:閱讀理解

閱讀理解。
     It's a nightmare for Huazhong University of Science and Technology (HUST): within a week, two
students committed suicide by jumping off dorm buildings.
     Officials from the university are reluctant (不情愿的) to give interviews.
    "We had a hard time calming down students who were shocked at the suicides," said Zhang Jingyuan,
head of HUST's center for research and guidance for students' development.
    "Media coverage (報(bào)導(dǎo)) may arouse some students' negative emotions again. Suicide can be
contagious (傳染性的)," Zhang said.
     The university reacted promptly to the first suicide on October 23.
     Advisors and class leaders conducted dorm-to-dorm checks to find students suffering depression.
Then psychologists offered one-on-one counseling to them.
     Notice boards publicizing tips for identifying peers' mental problems and offering help were set up in
front of dorm buildings. Leaflets (傳單) carrying similar information were handed out to each dorm.
     However, the second suicide came seven days later.
     Both students were described as men of few words. Their schoolmates didn't see anything to indicate
suicide.
     Zhang revealed that the two students had been bothered by mental disorders. But the school didn't
know this until the students' close friends outside school and their parents unveiled (揭露) the truth after
the suicides.
     According to Zhang, there are only three full-time counselors (心理輔導(dǎo)專家) working in the
university's counseling center for its 60,000 students. He complained: "It's unrealistic to rely only on
counselors to detect students' mental problems."
     Some universities in the US may be able to offer solutions to Zhang's worries. They have established
programs to train students to be the bridge between troubled friends and counselors.
     At Worcester Polytechnic Institute, at Worcester, Massachusetts, US, young people in the Student
Support Network role play to learn how to detect SOS signals from their schoolmates.
     They also practice how to gently persuade emotionally troubled students to go for professional help.
     To develop such empathy (同理心), many universities in China have organized campus events to
popularize knowledge about mental health. But these are not that attractive to students.
     Ke Juanjuan, 24, is pursuing a master's degree in English translation at HUST. Ke has found that few
of her peers will pay attention to activities about mental health when they are not troubled by it.
     Rather than bombard students with the words "mental health", Ke suggested the school organize
lectures and workshops concerning study, job-hunting and relationships. She explained: "Students care
about these topics. They tend to have problems in these areas and may thus get stuck in depression.
     "By helping students better deal with these problems, the school can effectively prevent self-inflicted
injury and suicide among students."
     Effective prevention comes from long-term education for life instead of temporary intervention(干預(yù))
to meet an emergency, said Hu Yi'an. Hu delivers a course of lectures on life and death at Guangzhou
University. He worries that universities have paid little attention to education for life.
     "Education for life helps students respect and love life so they won't resort(訴諸) to ending their lives
when they have difficulties," said Hu.
     According to Hu, the principles can be incorporated (結(jié)合) into everyday teaching.
1. In which column of a newspaper would you most probably read this passage?
A. Forum            
B. Campus          
C. Advertisement        
D. Culture
2. Which one of the following is NOT one of the reasons why officials from the university are
    reluctant to give interviews? 
A. The university reacted promptly to the first suicide on October 23.
B. They had a hard time calming down students who were shocked at the suicides.
C. Media coverage may arouse some students' negative emotions again.
D. Two suicides within a week is really a nightmare for the university. 
3. The writer mentions Worcester Polytechnic Institute to______.   
A. encourage universities in China to organize campus events to popularize knowledge about mental health.
B. show their students are good at persuading emotionally troubled peers to go for professional help.
C. give an example of the universities in the US that have established programs to train students to be the
    bridge between troubled friends and counselors.
D. show that Zhang's complaint is wrong. 
4. Which one of the following sentences is NOT true?    
A. According to Ke Juanjuan, students tend to have problems in study, job-hunting and Relations.
B. Effective prevention comes from temporary intervention to meet an emergency.
C. According to Hu Yi'an, education for life helps students respect and love life so they won't commit
    suicide when they have difficulties.
D. According to Hu, education for life can be incorporated into everyday teaching.
5. What is most likely to be talked about in the paragraph following the passage?   
A. The function of education for life.
B. The ways of education for life.
C. The importance of education for life.
D. How to incorporate education for life into everyday teaching.

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