Since we are social beings, the quality of our lives depends in large measure on our interpersonal relationships. One strength of the human conditions is our possibility to give and receive support from one another under stressful conditions. Social support makes up of the exchange of resources among people based on their interpersonal ties. Those of us with strong support systems appear better able to deal with major life changes and daily problems. People with strong social ties live longer and have better health than those without such ties. Studies over types of illnesses, from depression to heart disease, show that the presence of social support helps people defend themselves against illness, and the absence of such support makes poor health more likely.
Social support cushions stress in a number of ways. Firstly, friends, relatives and co-workers may let us know that they value us. Our self-respect is strengthened when we feel accepted by others in spite of our faults and difficulties. Secondly, other people often provide us with informational support. They help us to define and understand our problems and find solutions to them. Thirdly, we typically find social companionship supportive. Taking part in free-time activities with others helps us to meet our social needs while at the same time distracting us from our worries and troubles. Finally, other people may give us instrumental support—money aid, material resources, and needed services—that reduces stress by helping us resolve and deal with our problems.
Helping a sick neighbor with some repair work in spare time is an example of ______.

A:instrumental support B:informational support C:social companionship D:the strengthening of self-respect

Since .we are social beings, the quality of our lives depends in large measure on our interpersonal relationships. One strength of the human conditions is our possibility to give and receive support from one another under stressful conditions. Social support makes up of the exchange of resources among people based on their interpersonal ties. Those of us with strong support systems appear better able to deal with major life changes and daily problems. People with strong social ties live longer and have better health than those without such ties. Studies over types of illnesses, from depression to heart disease, show that the presence of social support helps people defend themselves against illness, and the absence of such support makes poor health more likely.
Social support cushions stress in a number of ways. Firstly, friends, relatives and co-workers may let us know that they value us. Our self-respect is strengthened when we feel accepted by others in spite of our faults and difficulties. Secondly, other people often provide us with informational support. They help us to define and understand our problems and find solutions to them. Thirdly, we typically find social companionship supportive. Taking part in free-time activities with others helps us to meet our social needs while at the same time distracting us from our worries and troubles. Finally, other people may give us instrumental support—money aid, material resources, and needed services—that reduces stress by helping us resolve and deal with our problems.
Which of the following is closest in meaning to the underlined word "cushions"

A:takes place of B:makes up of C:lessens the effect of D:gets rid of

Since .we are social beings, the quality of our lives depends in large measure on our interpersonal relationships. One strength of the human conditions is our possibility to give and receive support from one another under stressful conditions. Social support makes up of the exchange of resources among people based on their interpersonal ties. Those of us with strong support systems appear better able to deal with major life changes and daily problems. People with strong social ties live longer and have better health than those without such ties. Studies over types of illnesses, from depression to heart disease, show that the presence of social support helps people defend themselves against illness, and the absence of such support makes poor health more likely.
Social support cushions stress in a number of ways. Firstly, friends, relatives and co-workers may let us know that they value us. Our self-respect is strengthened when we feel accepted by others in spite of our faults and difficulties. Secondly, other people often provide us with informational support. They help us to define and understand our problems and find solutions to them. Thirdly, we typically find social companionship supportive. Taking part in free-time activities with others helps us to meet our social needs while at the same time distracting us from our worries and troubles. Finally, other people may give us instrumental support—money aid, material resources, and needed services—that reduces stress by helping us resolve and deal with our problems.
Helping a sick neighbor with some repair work in spare time is an example of

A:instrumental support B:informational support C:social companionship D:the strengthening of self-respect

Here I want to try to give you an answer to the question: what personal qualities are (1) in a teacher Probably no two people would (2) exactly similar lists, but I think the following would be generally (3) . First, the teacher’ s personality should be pleasantly (4) and attractive. This does not rule out people who are physically (5) , or even ugly, because many such have great personal (6) . But it does rule out such types as the (7) , melancholy, frigid, sarcastic, frustrated, and over bearing: I would say too, that it (8) all of dull or purely negative personality. Secondly, it is not merely desirable (9) essential for a teacher to have a genuine (10) for sympathy -- a capacity to tune (11) to the minds and feelings of other people, especially, to the minds and feelings of children. (12) related with this is the capacity to be (13) --not, indeed, of what is wrong, but of the frailty and immaturity of human nature which (14) people, and again especially children, to make mistakes. Thirdly, I (15) it essential for a teacher to be both intellectually and morally honest. This does not mean being a saint. It means that he will be aware of his intellectual strength and (16) , and will have thought about and decided upon the moral principles by which his life shall be (17) . There is no contradiction in my going on to say that a teacher should be a (18) of an actor. That is part of the technique of teaching, which demands that every now and then a teacher should be able to (19) an act--to enliven a lesson, correct a fault, or (20) praise. Children, especially young children, live in a world that is rather larger than life.

6（）

A:strong B:plain C:simple D:sound

Here I want to try to give you an answer to the question: what personal qualities are (1) in a teacher Probably no two people would (2) exactly similar lists, but I think the following would be generally (3) . First, the teacher’ s personality should be pleasantly (4) and attractive. This does not rule out people who are physically (5) , or even ugly, because many such have great personal (6) . But it does rule out such types as the (7) , melancholy, frigid, sarcastic, frustrated, and over bearing: I would say too, that it (8) all of dull or purely negative personality. Secondly, it is not merely desirable (9) essential for a teacher to have a genuine (10) for sympathy -- a capacity to tune (11) to the minds and feelings of other people, especially, to the minds and feelings of children. (12) related with this is the capacity to be (13) --not, indeed, of what is wrong, but of the frailty and immaturity of human nature which (14) people, and again especially children, to make mistakes. Thirdly, I (15) it essential for a teacher to be both intellectually and morally honest. This does not mean being a saint. It means that he will be aware of his intellectual strength and (16) , and will have thought about and decided upon the moral principles by which his life shall be (17) . There is no contradiction in my going on to say that a teacher should be a (18) of an actor. That is part of the technique of teaching, which demands that every now and then a teacher should be able to (19) an act--to enliven a lesson, correct a fault, or (20) praise. Children, especially young children, live in a world that is rather larger than life.

11（）

A:over - exciting B:over - excitable C:over - irritable D:over - sensitive

Here I want to try to give you an answer to the question: what personal qualities are (1) in a teacher Probably no two people would (2) exactly similar lists, but I think the following would be generally (3) . First, the teacher’ s personality should be pleasantly (4) and attractive. This does not rule out people who are physically (5) , or even ugly, because many such have great personal (6) . But it does rule out such types as the (7) , melancholy, frigid, sarcastic, frustrated, and over bearing: I would say too, that it (8) all of dull or purely negative personality. Secondly, it is not merely desirable (9) essential for a teacher to have a genuine (10) for sympathy -- a capacity to tune (11) to the minds and feelings of other people, especially, to the minds and feelings of children. (12) related with this is the capacity to be (13) --not, indeed, of what is wrong, but of the frailty and immaturity of human nature which (14) people, and again especially children, to make mistakes. Thirdly, I (15) it essential for a teacher to be both intellectually and morally honest. This does not mean being a saint. It means that he will be aware of his intellectual strength and (16) , and will have thought about and decided upon the moral principles by which his life shall be (17) . There is no contradiction in my going on to say that a teacher should be a (18) of an actor. That is part of the technique of teaching, which demands that every now and then a teacher should be able to (19) an act--to enliven a lesson, correct a fault, or (20) praise. Children, especially young children, live in a world that is rather larger than life.

13（）

A:allot B:assign C:award D:reward

Here I want to try to give you an answer to the question: what personal qualities are (1) in a teacher Probably no two people would (2) exactly similar lists, but I think the following would be generally (3) . First, the teacher’ s personality should be pleasantly (4) and attractive. This does not rule out people who are physically (5) , or even ugly, because many such have great personal (6) . But it does rule out such types as the (7) , melancholy, frigid, sarcastic, frustrated, and over bearing: I would say too, that it (8) all of dull or purely negative personality. Secondly, it is not merely desirable (9) essential for a teacher to have a genuine (10) for sympathy -- a capacity to tune (11) to the minds and feelings of other people, especially, to the minds and feelings of children. (12) related with this is the capacity to be (13) --not, indeed, of what is wrong, but of the frailty and immaturity of human nature which (14) people, and again especially children, to make mistakes. Thirdly, I (15) it essential for a teacher to be both intellectually and morally honest. This does not mean being a saint. It means that he will be aware of his intellectual strength and (16) , and will have thought about and decided upon the moral principles by which his life shall be (17) . There is no contradiction in my going on to say that a teacher should be a (18) of an actor. That is part of the technique of teaching, which demands that every now and then a teacher should be able to (19) an act--to enliven a lesson, correct a fault, or (20) praise. Children, especially young children, live in a world that is rather larger than life.

17（）

A:substantial B:adorable C:desirable D:valuable

Here I want to try to give you an answer to the question: What personal qualities are desirable in a teacher Probably no two people would draw (51) exactly similar lists, but I think the following would be generally (52) .
First, the teacher’s personality should be (53) live and attractive. This does not (54) people who are physically plain, or even ugly, because many (55) have great personal charm. I would say that (56) all of dull or purely negative personality. I still stick to (57) I said in my earlier book: that school children probably suffer more from bores than from brutes.
Secondly, it is not merely desirable (58) essential for a teacher to have a (59) capacity for sympathy in the literal meaning of that word; a capacity to (60) in to the minds and feelings of other people, especially, since most teachers are school teachers, (61) the minds and feelings of children. Closely related with this is the capacity to be tolerant not indeed, (62) what is wrong, but of frailty (脆弱) and immaturity of human nature which induce people, and (63) especially children, to make mistakes.
Thirdly, ! hold (64) essential for a teacher to be both intellectually and morally honest. This does not mean (65) a plaster saint. It means that he will be aware of his intellectual strengths.

A:people B:ones C:such D:those

Here I want to try to give you an answer to the question: What personal qualities are desirable in a teacher Probably no two people would draw (51) exactly similar lists, but I think the following would be generally (52) .
First, the teacher’s personality should be (53) live and attractive. This does not (54) people who are physically plain, or even ugly, because many (55) have great personal charm. I would say that (56) all of dull or purely negative personality. I still stick to (57) I said in my earlier book: that school children probably suffer more from bores than from brutes.
Secondly, it is not merely desirable (58) essential for a teacher to have a (59) capacity for sympathy in the literal meaning of that word; a capacity to (60) in to the minds and feelings of other people, especially, since most teachers are school teachers, (61) the minds and feelings of children. Closely related with this is the capacity to be tolerant not indeed, (62) what is wrong, but of frailty (脆弱) and immaturity of human nature which induce people, and (63) especially children, to make mistakes.
Thirdly, ! hold (64) essential for a teacher to be both intellectually and morally honest. This does not mean (65) a plaster saint. It means that he will be aware of his intellectual strengths.

A:on B:to C:of D:about

Since .we are social beings, the quality of our lives depends in large measure on our interpersonal relationships. One strength of the human conditions is our possibility to give and receive support from one another under stressful conditions. Social support makes up of the exchange of resources among people based on their interpersonal ties. Those of us with strong support systems appear better able to deal with major life changes and daily problems. People with strong social ties live longer and have better health than those without such ties. Studies over types of illnesses, from depression to heart disease, show that the presence of social support helps people defend themselves against illness, and the absence of such support makes poor health more likely.
Social support cushions stress in a number of ways. Firstly, friends, relatives and co-workers may let us know that they value us. Our self-respect is strengthened when we feel accepted by others in spite of our faults and difficulties. Secondly, other people often provide us with informational support. They help us to define and understand our problems and find solutions to them. Thirdly, we typically find social companionship supportive. Taking part in free-time activities with others helps us to meet our social needs while at the same time distracting us from our worries and troubles. Finally, other people may give us instrumental support—money aid, material resources, and needed services—that reduces stress by helping us resolve and deal with our problems.
What is the subject discussed in the text

A:Interpersonal relationships. B:Kinds of social support. C:Ways to deal with stress. D:Effects of stressful conditions.