阅读理解1
Part II Reading Comprehension (Skimming and Scanning) (15 minutes)
Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sentences with the information given in the passage.
Welcome, freshmen. Have an iPod.
Taking a step that many professors may view as a bit counterproductive, some colleges and universities are doling out Apple iPhones and Internet-capable iPods to their students.
The always-on Internet devices raise some novel possibilities, like tracking where students gather together. With far less controversy, colleges could send messages about canceled classes, delayed buses, campus crises or just the cafeteria menu.
While schools emphasize its usefulness —online research in class and instant polling of students, for example —a big part of the attraction is, undoubtedly, that the iPhone is cool and a hit with students. Being equipped with one of the most recent cutting-edge IT products could just help a college or university foster a cutting-edge reputation.
Apple stands to win as well, hooking more young consumers with decades of technology purchases ahead of them. The lone losers, some fear, could be professors.
Students already have laptops and cell phones, of course, but the newest devices can take class distractions to a new level. They practically beg a user to ignore the long-suffering professor struggling to pass on accumulated wisdom from the front of the room —a prospect that teachers find most irritating and students view as, well, inevitable.
“When it gets a little boring, I might pull it out,”acknowledged Naomi Pugh, a first-year student at Freed-Hardeman University in Henderson, Term., referring to her new iPod Touch, which can connect to the Internet over a campus wireless network. She speculated that professors might try even harder to make classes interesting if they were to compete with the devices.
Experts see a movement toward the use of mobile technology in education, though they say it is in its infancy as professors try to come up with useful applications. Providing powerful hand held devices is sure to fuel debates over the role of technology in higher education.
“We think this is the way the future is going to work,”said Kyle Dickson, co-director of re search and the mobile learning initiative at Abilene Christian University in Texas, which has bought more than 600 iPhones and 300 iPods for students entering this fall.
Although plenty of students take their laptops to class, they don’t take them everywhere and would prefer something lighter. Abilene Christian settled on the devices after surveying students and finding that they did not like hauling around their laptops, but that most of them always carried a cell phone, Dr. Dickson said.
It is not clear how many colleges and universities plan to give out iPhones and iPods this fall; officials at Apple were unwilling to talk about the subject and said that they would not leak any institution’s plans.
“We can’t announce other people’s news,”said Greg Joswiak, vice president of iPod and iPhone marketing at Apple. He also said that he could not discuss discounts to universities for bulk purchases.
At least four institutions —the University of Maryland, Oklahoma Christian University, Abilene Christian and Freed-Hardeman —have announced that they will give the devices to some or all of their students this fall.
Other universities are exploring their options. Stanford University has hired a student-run company to
design applications like a campus map and directory for the iPhone. It is considering whether to issue iPhones but not sure it, necessary, noting that more than 700 iPhones were registered on the university’s network last year.
At the Massachusetts Institute of Technology, iPhones might already have been everywhere, if A T&T, the wireless carrier offering the iPhone in the United States, had a more reliable network, said Andrew Yu, mobile devices platform project manager at M.I.T.
“We would have probably gone ahead with this, maybe just getting a thousand iPhones and giving them out,”Mr. Yu said.
The University of Maryland at College Park is proceeding cautiously, giving the iPhone or iPod Touch to 150 students, said Jeffrey Huskamp, vice president and chief information officer at the university. “We don’t think that we have all the answers,”Mr. Huskamp said. By observing how students use the gadgets, he said, “We’re trying to get answers from the students.”
At each college, the students who choose to get an iPhone must pay for mobile phone service. Those service contracts include unlimited data use. Both the iPhones and the iPod Touch devices can connect to the Internet through campus wireless networks. With the iPhone, those networks may provide faster connections and longer battery life than AT&T’s data network. Many cell phones allow users to surf the Web, but only some newer ones are capable of wireless connection to the local area computer network.
University officials say that they have no plans to track their students (and Apple said it would not be possible unless students give their permission). They say that they are drawn to the prospect of learning applications outside the classroom, though such lesson plans have yet to surface.
“My colleagues and I are studying something called augmented reality (a field of computer research dealing with the combination of real-world and virtual reality),”said Christopher Dede, professor in learning technologies at Harvard University. “Alien Contact,”for example, is an exercise developed for middle-school students who use hand-held devices that can determine their location. As they walk around a playground or other area, text, video or audio pops up at various points to help them try to figure out why aliens were in the schoolyard.
“You can imagine similar kinds of interactive activities along historical lines,”like following the Freedom Trail in Boston, Professor Dede said. “It’s important that we do research, so that we know how well something like this works.”
The rush to distribute the devices worries some professors, who say that students are less likely to participate in class if they are multi-tasking. “I’m not someone who’s anti-technology, but I’m always worried that technology becomes an end in and of itself, and it replaces teaching or it replaces analysis,,’said Ellen Millender, associate professor of classics at Reed College in Portland, Ore. (She added that she hoped to buy an iPhone for herself once prices fall.)
Robert Summers, who has taught at Cornell Law School for about 40 years, announced this week —in a detailed, footnoted memorandum —that he would ban laptop computers from his class on contract law.
“I would ban that too if I knew the students were using it in class,”Professor Summers said of the iPhone, after the device and its capabilities were explained to him. “What we want to encourage in these students is an active intellectual experience, in which they develop the wide range of complex reasoning abilities required of good lawyers.”
The experience at Duke University may ease some concerns. A few years ago, Duke began giving iPods to students with the idea that they might use them to record lectures (these older models could not access the Internet).
“We had assumed that the biggest focus of these devices would be consuming the content,”said Tracy Futhey, vice president for information technology and chief information officer at Duke.
But that is not all that the students did. They began using the iPods to create their own “content,”making audio recordings of themselves and presenting them. The students turned what could have been a passive interaction into an active one, Ms. Futhey said.
注意：此部分试题请在答题卡上作答。
1. Many professors think that giving out Apple iPhones or Internet-capable iPods to students（D）
A)updates teaching facilities in universities
B) has started a revolution in higher education
C) can facilitate teacher-student interaction
D)may not benefit education as intended
2. In the author’s view, being equipped with IT products may help colleges and universities(A)
A)build an innovative image
B) raise their teaching efficiency
C) track students’activities
D) excite student interest in hi-tech
3. The distribution of iPhones among students has raised concerns that they will_________ .(C)
A)induce students to buy more similar products
B) increase tension between professors and students
C) further distract students from class participation
D)prevent students from accumulating knowledge
4. Naomi Pugh at Freed-Hardeman University speculated that professors would_________ .(B)
A)find new applications for iPod Touch devices
B) have to work harder to enliven their classes
C) have difficulty learning to handle the devices
D)find iPhones and iPods in class very helpful
5. Experts like Dr. Kyle Dickson at Abilene Christian University think that________ .(A)
A)mobile technology will be more widely used in education
B) the role of technology in education cannot be overestimated
C) mobile technology can upgrade professors’teaching tool-kit
D)iPhones and iPods will replace laptops sooner or later
6. What do we learn about the University of Maryland at College Park concerning the use of iPhones and iPods? (D)
A) It has sought professors’opinions.
B) It has benefited from their use.
C) It is trying to follow the trend.
D) It is proceeding with caution.
7. University officials claim that they dole out iPhones and iPods so as to_________ .（C）
A)encourage professors to design newer lesson plans
B) help improve professor-student relationships
C) facilitate students’learning outside of class
D)stimulate students’interest in updating technology
8.Ellen Millender at Reed College in Portland is concerned that technology will take the place of teaching or analysis.
9.Professor Robert Summers at Cornell Law School banned laptop computers from his class because he thinks qualified lawyers need to possess a broad array of_ complex reasoning abilities required of good lawyers ____.
10.The experience at Duke University may ease some concerns because the students have used iPods for active__ interaction ___.
阅读理解2
Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Sheet 2 with a single line through the center.
Passage Two
“Usually when we walk through the rain forest we hear a soft sound from all the moist leaves and organic debris on the forest floor,”says ecologist Daniel Nepstad. “Now we increasingly get rustle and crunch. That’s the sound of a dying forest.”
Predictions of the collapse of the tropical rain forests have been around for years. Yet until recently the worst forecasts were almost exclusively linked to direct human activity, such as clear- cutting and burning for pastures or farms. Left alone, it was assumed, the world’s rain forests would not only flourish but might even rescue us from disaster by absorbing the excess carbon dioxide and other planet-warming greenhouse gases. Now it turns out that may be wishful thinking. Some scientists believe that the rise in carbon levels means that the Amazon and other rain forests in Asia and Africa may go from being assets in the battle against rising temperatures to liabilities. Amazon plants, for instance, hold more than 100 billion metric tons of carbon, equal to 15-years of tailpipe and chimney emissions. If the collapse of the rain forests speeds up dramatically, it could eventually release 3.5-5 billion metric tons of carbon into the atmosphere each year making forests the leading source, of greenhouse gases.
Uncommonly severe droughts brought on by global climate change have led to forest-eating wildfires from Australia to Indonesia, but nowhere more acutely than in the Amazon. Some experts say that the rain forest is already at the brink of collapse.
Extreme weather and reckless development are plotting against the rain forest in ways that scientists have never seen. Trees need more water as temperatures rise, but the prolonged droughts have robbed them of moisture, making whole forests easily cleared of trees and turned into farmland. The picture worsens with each round of El Nino, the unusually warm currents in the Pacific Ocean that drive up
temperatures and invariably presage (预示）droughts and fires in the rain forest. Runaway fires pour even more carbon into the air, which increases temperatures, starting the whole vicious cycle all over again.
More than paradise lost, a perishing rain forest could trigger a domino effect sending winds and rains kilometers off course and loading the skies with even greater levels of greenhouse gases—that will be felt far beyond the Amazon basin. In a sense, we are already getting a glimpse of what’s to come. Each burning season in the Amazon, fires deliberately set by frontier settlers and developers hurl up almost half a billion metric tons of carbon a year, placing Brazil among the top five contributors to greenhouse gases in the world.
57. We learn from the first paragraph that _______. (D)
A) dead leaves and tree debris make the same sound
B) trees that are dying usually give out a soft moan
C) organic debris echoes the sounds in a rain forest
D) the sound of a forest signifies its health condition
58. In the second paragraph, the author challenges the view that _______. (A)
A) the collapse of rain forests is caused by direct human interference
B) carbon emissions are the leading cause of current global warming
C) the condition of rain forests has been rapidly deteriorating
D) rain forests should not be converted into pastures or farms
59. The author argues that the rising carbon levels in rain forests may _______. (A)
A) turn them into a major source of greenhouse gases
B) change the weather patterns throughout the world leaves
C) pose a threat to wildlife
D) accelerate their collapse
60. What has made it easier to turn some rain forests into farmland? (C)
A) Rapid rise in carbon levels.
B) Reckless land development.
C) Lack of rainfall resulting from global warming.
D) The unusual warm currents in the Pacific Ocean.
61. What makes Brazil one of the world’s top five contributors to greenhouse gases?(B)
A) The domino effect triggered by the perishing rain forests,
B) Its practice of burning forests for settlement and development,
C) The changed patterns of winds and rains in the Amazon area.
D) Its inability to curb the carbon emissions from industries.
阅读理解3
The word religion is derived from the Latin noun religion, which denotes both earnestobservance of ritual obligations and an inward spirit of reverence. In modern usage, religion covers a wide spectrum of meaning that reflects the enormous variety of ways the term can be interpreted.
At one extreme, many committed believers recognize only their own tradition as a religion, understanding expressions such as worship and prayer to refer exclusively to the practices of their tradition. Although many believers stop short of claiming an exclusive status for their tradition, they may nevertheless use vague or idealizing terms in defining religion for example, true love of God, or the path of enlightenment. At the other extreme, religion may be equated with ignorance, fanaticism, or wishful thinking.
By defining religion as a sacred engagement with what is taken to be a spiritual reality, it is possible to consider the importance of religion in human life without making claims about what it really is or ought to be. Religion is not an object with a single, fixed meaning, or even a zone with clear boundaries. It is an aspect of human experience that may intersect, incorporate, or transcend other aspects of life and society. Such a definition avoid the drawbacks of limiting the investigation of religion to Western or biblical categories such as monotheism (belief in one god only) or to church structure, which are not universal. For example, in tribal societies, religion unlike the Christian church usually is not a separate institution but pervades the whole of public and private life.
In Buddhism, gods are not as central as the idea of a Buddha. In many traditional cultures, the idea of a sacred cosmic order is the most prominent religious belief. Because of this variety, some scholars prefer to use a general term such as the sacred to designate the common foundation of religious life.
Religion in this understanding includes a complex of activities that cannot be reduced to any single aspect of human experience. It is a part of individual life but also of group dynamics. Religion includes patterns of behavior but also patterns of language and thought. It is sometimes a highly organized institution that sets itself apart from a culture, and it is sometimes an integral part of a culture. Religious experience may be expressed in visual symbols, dance and performance, elaborate philosophical systems, legendary and imaginative stories, formal ceremonies, and detailed rules of ethical conduct and law. Each of these elements assumes innumerable cultural forms. In some ways there are as many forms of religious expression as there are human cultural environments.
1. What is the passage mainly concerned about? (A)
A. Religion has a variety of interpretation.
B. Religion is a reflection of ignorance.
C. Religion is not only confined to the Christian categories.
D. Religion includes all kinds of activities.
2. What does the word “observance”probably convey in Paragraph 1? (C)
A. notice
B. watching
C. conformity
D. experience
3. According to the passage what people generally consider religion to be? (B)
A. Fantastic observance
B. Spiritual practice
C. Individual observance of tradition
D. A complex of activities
4. Which of the following is not true? (D)
A. It is believed by some that religion should be what it ought to be.
B. “The path of enlightenment”is a definition that the author doesn’t agree to.
C. According to the author, the committed believers define religion improperly.
D. The author doesn’t speak in favor of the definition of “the sacred”.
5. Which of the following is religion according to the passage? (B)
A. Performance of human beings.
B. Buddha, monotheism and some tribal tradition.
C. Practice separated from culture.
D. All the above.
一、中考英语阅读理解汇编 1．阅读下面短文，从每题所给的A、B、C三个选项中，选出最佳选项。 What will the world of the future be like? There are plenty of people who are happy to give their opinion of what we will be doing in 2050. Here are two predictions about the world of tomorrow. When we dream about the future, many like to think of owning a personal flying car. The advantages are obvious. This technology would allow total freedom of movement. We could fly at 480 km per hour, avoiding traffic lights and busy roads. However, some people believe there will be problems with traffic control. If the cars become popular, there is likely to be air traffic jam. Another big problem is mechanical failure. What will happen if the cars stop working? These are problems we must expect if flying cars become a reality. Three-dimensional printing is another new technology with exciting possibilities. 3D printers are used to build an object with liquid plastic. They build the object layer by layer until it is complete. Car companies already use 3D printers to make life-size models of car parts, and medical companies use the technology to make man-made body parts. As we move into the future, 3D printing will revolutionize the way we shop, the way we manufacture and the way we treat sick people. The disadvantage is that such equipment will be extremely expensive. So in the future, we might be able to fly to work or print out new shoes. Although there are some problems to solve before this will be possible, we can certainly dream of a world where technology makes life easier and safer for millions of people. （1）What is the passage mainly about? A. Environmental protection. B. The world of tomorrow. C. Advantages of technology. （2）What do we learn from the passage? A. Some people think technology development may bring new problems B. 3D printing can bring great changes to our life and its equipment is cheap. C. The flying cars won't bring air traffic jam even when they become popular.
小学生英语阅读能力培养 当今社会是个信息社会，教育既要传播信息，又要培养学生摄取信息、处理信息的能力，而阅读教学的目的就是在于培养交际性阅读能力――有效地获取书面信息，并对此信息进行分析，推理和评价，指导我们的学习、工作、生活。在《小学英语新课程标准》的指导下，目前的小学英语高年级教材，词汇量已大大增加，每个单元都出现了两篇阅读理解。笔者在日常高段英语教学中发现，学生的英语阅读能力普遍较弱。学生在阅读的时候通常会有畏难情绪，通常是读了几遍，也不知道文章讲的是什么意思，更不用说叫学生用自己的语言去回答问题。笔者认为在英语学习过程中，英语阅读能力的培养至关重要。 一、何谓阅读理解 阅读理解是一个心理过程。一个信息以文字符号为载体（图像也可），通过阅读过程传递，在这个过程中，头脑经过接收分析和猜想，把信息恢复过来，这就是阅读理解过程。阅读的过程可分为两类，一类活动的任务是扩大输入、阅读欣赏。这类活动以读为主。另一类活动的任务是针对性地训练阅读技巧。这些技巧包括预测所读内容、抓主题大意、抓特定细节、根据上下文猜词义、推断隐含意义等。
二、小学生在阅读中存在的困难 1、心理障碍。由于小学生词汇量少，在阅读中“拦路虎”较多，加上缺乏适合小学生的阅读材料，往往使小学生对英语阅读产生惧怕心理，对英语读物望而生畏，造成心理紧张，而越紧张就越难以读懂，形成失败定势。有一名学生曾经对我说：“我是很想多看看一些英语短文，可是有好多生词，我不认识。一开始，我还有耐心去查字典。可是我查完一个，一看，下一个还是不认识，我又要接着查。好累好累，终于我没兴趣再看下去了。渐渐地，我对阅读失去了兴趣、信心。我越是害怕自己看不懂，考试的时候就越看不懂这些阅读文章。”笔者想这名学生道出了绝大多数学生的心里话。 2、缺乏语感能力。语感能力是学生在掌握知识和培养各种言语技能到一定程度时获得的一种能力。小学生语感能力还未形成，理解力也差，听别人说话抓不住要领，不善于猜测词义，几乎每句话都要通过翻译成汉语才能继续阅读。于是往往读懂了上句，猜不到下句会说什么，读了下文又联系不到上文，造成前后脱节，阅读速度异常缓慢。因为在高段，有些阅读文章的句子会比较长，学生的语法知识相对来说也很少，对学生的阅读造成一定的困难。 3、缺乏良好习惯。笔者曾经在教学中发现有些学生在阅读文章的时候，喜欢读出声音来。他们说，只有读出声
Question 1-8 Both the number and the percentage of people in the United States involved in nonagricultural pursuits expanded rapidly during the half century following the Civil War，with some of the most dramatic increases occurring in the domains of transportation，manufacturing，and trade and distribution. The development of the railroad and telegraph systems during the middle third of the nineteenth century led to significant improvements in the speed，volume，and regularity of shipments and communications，making possible a fundamental transformation in the production and distribution of goods. In agriculture，the transformation was marked by the emergence of the grain elevators，the cotton presses，the warehouses，and the commodity exchanges that seemed to so many of the nation’s farmers the visible sign of a vast conspiracy against them. In manufacturing，the transformation was marked by the emergence of a “new factory system“ in which plants became larger，more complex，and more systematically organized and managed. And in distribution，the transformation was marked by the emergence of the jobber，the wholesaler，and the mass retailer. These changes radically altered the nature of work during the half century between 1870 and 1920. To be sure，there were still small workshops，where skilled craftspeople manufactured products ranging from newspapers to cabinets to plumbing fixtures. There were the sweatshops in city tenements，where groups of men and women in household settings manufactured clothing or cigars on a piecework basis. And there were factories in occupations such as metalwork where individual contractors presided over what were essentially handicraft proprietorships that coexisted within a single buildings. But as the number of wage earners in manufacturing rose from 2.7 million in 1880 to 4.5 million in 1900 to 8.4 million in 1920，the number of huge plants like the Baldwin Locomotive Works in Philadelphia burgeoned，as did the size of the average plant.By 1920，at least in the northeastern United States where most of the nation’s manufacturing wage earners were concentrated，three-quarters of those worked in factories with more than 100 employees and 30 percent worked in factories with more than 1，000 employees. 1. The word “domains“ in line 3 is closest in meaning to A)fields B)locations C)organizations D)occupations 2. What can be inferred from the passage about the agricultural sector of the economy after the Civil War？ A) New technological developments had little effect on farmers. B) The percentage of the total population working in agriculture declined.
英语阅读理解专项习题及答案解析及解析 一、高中英语阅读理解 1．阅读理解 Every day I see advertisements in the newspapers and on the buses claiming that it is easy and quick to learn English. There is even a reference to William Shakespeare or Charles Dickens to encourage learners even more. When I see advertisements like this, I don't know whether to laugh or cry. But many people must believe these ridiculous claims, or else the advertisements would not appear. Of course it is clear that students who go to England to learn English have a great advantage over others, but too many cannot afford to do so. Some go to the opposite extreme and think they can teach themselves at home with dictionaries. But it is wrong to assume that each word in English has a precise equivalent in another language, let alone produces good pronunciation and intonation. Most teaching is still based on behaviorist psychology. Behaviorists are fond of making students repeat phrases and making sentences. If we were parrots or chimpanzees, these methods might be successful. A large number of theorists seem to think it is a pity we aren't, because it would make it easier to use their methods. In my personal opinion, no one can ever learn to speak English or any other language unless he is interested in it. Human beings, unlike parrots and chimpanzees, do not like making noises unless they understand what the noises mean and can relate them to their own lives. It is worth remembering that language is a means of communication. What they listen to and read cannot be a formula. It must be real. There is another relevant point worth mentioning here. We need other people to talk to and listen to when we communicate. They can work with us and practice the unfamiliar forms with us in real situations, talking to each other about real life language. （1）Many people believe advertisements in the newspapers and on the buses probably because . A. they are encouraged by William Shakespeare or Charles Dickens B. they are eager to learn and then believe them C. the ways advertised can help them to save time and efforts D. the ways advertised prove effective and helpful （2）What may behaviorists argue towards English learning? A. Human beings make more interesting noises than parrots and chimpanzees. B. Human beings should relate their speech to their own lives. C. Language is a formula with lots of repetitions and practices. D. Language is a means of communication. （3）What opinion does the author hold? A. A quick method that suits all the students does exist. B. English can be mastered within a very short period of time. C. Each word in English has a precise equivalent in another language. D. No one can learn English well without being interested in it.
小学生英语阅读能力的培养 新课标指出：“要达到这样的目标，没有足够的语言输入量是不行的。”成功的英语教学要依赖大量的语言材料和语言实践。在课内外大量的阅读实践中，学生的词汇量增加不少，加深了对英美文化的了解，开阔了学生的视野，养成了良好的阅读习惯，阅读能力也相应提高。 小学英语阅读能力精读泛读成功的英语教学要依赖大 量的语言材料和语言实践。在阅读训练中，阅读可以帮助学生得到乐趣，获取信息，培养学生的英语阅读理解能力，使学生养成良好的英语阅读习惯，具有正确的阅读技巧，拥有主动学习的能力和合作的精神，为终身学习打下基础。那么，如何培养小学生英语阅读能力呢？ 一、选材要贴近生活 阅读材料，尤其是适合小学高年级学生的英语阅读材料，不仅要趣味性浓，并且要贴近生活，以激发学生读的兴趣。我们曾选过一篇“Find the treasure”的阅读材料给学生阅读，它具有很强的趣味性，其中富有科幻的寻找宝藏的过程深深地吸引了学生。另外，在众多的精选阅读材料中，学生们喜欢的有动物故事，例 Three little pigs，Two friends and a bear，The donkey and
the salt.有常识性的小短文，如Roses，Planting the tree，Be healthy.有诙谐有趣的小幽默，如The French student.有发生在他们周围的事情，如A naughty boy，A letter，A birthday present.也有发生在以前，能让他们了解过去的人和事的小笑话，如To be modest，A big orange and a gold cup.等等。各式各样的、内容丰富多彩的文章，只要学生们有兴趣去阅读，我都把它们列入考虑范围之内。 二、选材难易要适度 阅读材料的难易程度，直接影响学生的阅读心理与情感。而它往往又和生词量有关，生词太多，学生读不懂阅读材料，达不到训练的目的，还会对阅读产生畏惧心理而放弃阅读，给进一步的阅读教学造成障碍。另外，文章体裁的不同，也会对阅读材料难易产生影响。故事、童话、幽默小品等形式的阅读材料往往比较适合于小学高年级的学生。我在充分利用教材资源的基础上，常选择能为教学目的服务的材料进行课外延伸和补充，在挑选时让学生阅读全部是熟悉的材料，但里面的词语是重新组合搭配的，让学生在熟词的新环境中理解体会。比如，在教学人物描写性话题时，我们可以选描写自己好朋友的作品，或者选学生喜欢的明星材料；教一般现在时的时候，可以选择描写爸爸、妈妈或教师自己一天生活的情况；教现在进行时，可选择孩子们在操场活动或野炊远足的场景小短文；教过去式时，可选择一些趣味童
【英语】中考英语阅读理解测试题及答案经典 一、初三英语阅读理解（含答案详细解析） 1．阅读理解 Radio and television are very popular in the world today. Millions of people watch TV. Perhaps more people listen to the radio. The TV, of course, is more useful than the radio. On TV you can see and hear what is happening in the world. Now the radio is not disappearing. It's still with us. And the number of listeners is becoming larger. One reason for this is the invention of the transistor（晶体管）radio. The transistor radio is sometimes very small. It is very easy to carry. You can put one in your pocket and listen to it on the bus when you go to work. It is better for blind people. Many old people don't have good sight （视力）to watch TV. When people are working，they can't watch TV but they can listen to music or news over the radio. What's more，the radio is much cheaper than the TV. （1）After the television was invented，people ____. A. think it is unnecessary to use the radio B. don't want to use the radio any more C. are still using the radio D. find the radio is disappearing （2）One of the reasons for the larger number of listeners of the radio is that ____. A. the TV was invented B. the transistor radio was invented C. people don't like watching TV D. millions of people watch TV （3）____ listen to the radio more because their sight isn't good enough. A. Children B. Young people C. Old people D. Adults （4）Usually ____ can be used easily while people are moving or working. A. the radio B. the TV C. both the TV and the radio D. neither the radio nor the TV 【答案】（1）C （2）B （3）C （4）A 【解析】【分析】大意：本文讲述收音机和电视机在世界上的很受欢迎，电视与收音机比，电视更有用，然而收音机由于体积小便宜，便于携带，听众也越来越多，深受老年人喜爱。 （1）细节题。根据Perhaps more people listen to the radio.可知，电视发明后，人们依然使用收音机，故选C。 （2）细节题。根据One reason for this is the invention of the transistor（晶体管）radio. 可知，收音机听众的数量更多其中一个原因是晶体管收音机被发明，故选B。 （3）推断题。根据 Many old people don't have good sight（视力）to watch TV.可知，老年人由于视力不好听广播的人更多，故选C。 （4）细节题。根据When people are working，they can't watch TV but they can listen to music or news over the radio.可知，通常人们移动或者工作时可以听收音机，故选A。 【点评】考查阅读理解。细节题和推断题是阅读理解题中常考题型。细节题需要从文中寻
（英语）英语阅读理解练习题20篇及解析 一、高中英语阅读理解 1．阅读理解 Many people have long dreamed of being able to fly around as simply as riding a bicycle. Yet the safety and strength of a flying bike was always a big problem. Over the past 10 years, developments in technology have moved the dream of personal flying vehicles closer to reality. Now, two groups of inventors say such vehicles may be available soon. The British company Malloy Aeronautics has developed a prototype (原型) of its flying bicycle. Grant Stapleton, marketing sales director of Malloy Aeronautics, says the Hoverbike is able to get in and out of small spaces very quickly. It can be moved across continents very quickly because it can be folded and packed, he adds. Mr. Stapleton says safety was the company's main concern. He says the designers solved the safety issue by using overlapping rotors ( 交叠式旋翼 )to power the vehicle. The company is testing a full-size prototype of the Hoverbike, which will most likely be used first by the police and emergency rescue teams. In New Zealand, the Martin Aircraft Company is also testing a full-size prototype of its personal flying device, called the Jetpack. It can fly for more than 30 minutes, up to 1,000 meters high and reach a speed of 74 kilometers per hour. Peter Coker is the CEO of Martin Aircraft Company. He said the Jetpack “is built around safety from the start. In his words, reliability is the most important element of it. We have safety built into the actual structure itself, very similar to a Formula One racing car.” The Jetpack uses a gasoline-powered engine that produces two powerful jet streams. Mr. Coker says it also has a parachute (降落伞) that can be used should there be an emergency. “It starts to work at very low altitude and actually saves both the aircraft and the pilot,” he adds. Mr. Coker says the Jetpack will be ready for sale soon. （1）We can learn from the passage that the Hoverbike . A. can hardly get in and out of small spaces quickly B. can fly for over 30 minutes, up to 1,000 meters high C. has been used by the police and emergency rescue teams D. can be transported quickly after being folded and packed （2）The writer uses the example of For One racing car to show that . A. the Jetpack is very safe and reliable B. the engine of the Jetpack is powerful C. the actual structure of the Jetpack is unique D. the Jetpack can reach a great speed and height （3）The underlined word “it” in the last paragraph refer s to. A. the jet stream B. the engine C. the Jetpack D. the parachute （4）What is the authors main purpose of writing the passage? A. To describe the problems of inventing flying vehicles. B. To introduce the latest development of flying vehicles. C. To show the differences between two flying vehicles. D. To advertise the two personal
英语阅读理解题及答案 Do you love holidays but hate the increase weight that follows? You are not alone. Holidays are happy days with pleasure and delicious foods. Many people, however, are worried about the weight that comes along with these delicious foods. With proper planning, though, it is possible to control your weight. The idea is to enjoy the holidays but not to eat too much. You don't have to turn away from the foods that you enjoy. The following suggestions may be of some help to you. Do not miss meals. Before yon leave home for a feast(宴会),have a small, low-fat snack(小吃). This may help to keep you from getting too excited before delicious foods. Begin with clear soup and fruit or vegetables. A large glass of water before you eat may help you feel full. Use a small plate; a large plate will encourage you to have more than enough. Better not have high-fat foods. Dishes that look oily or creamy have much fat in them. Choose lean meat(瘦肉 ).Fill your plate with salad and green vegetables. If you have a sweet tooth, try mints (薄荷) and fruits. They don’t have fat content as cream and chocolate. Don’t let exercise take a break during the holidays. A 20-minute walk after a meal can help burn off excess(过多的) calories.
小学三年级英语阅读测试 New words and expressions: outing 郊游would like to 想要 look after 照顾，照管at work 在上班，在工作 An outing Father: Today is Sunday. Tom, I would like to take you to the park. Lucy: Can I come, too? Father: Oh no, you must look after your sister. And your mother is at work. Lucy: I can take my sister to the park, too. She can play games with other children. Father: OK. Go to your bedroom and put on your new dress in the box. Lucy: OK. Father: It’s about nine o’clock. Let’s go. Lucy and Tom: All right. Let’s go. 1. Read carefully and write “T”for true and “F”for false beside the statements. 仔细阅读，在下列句子前标上（T）对或（F）不对。 ( ) 1.It is Sunday today. ( ) 2. Lucy’s mother is at home. ( ) 3. Lucy’s new dress is in the box. ( ) 4. Father takes Tom and Lucy to the shop. 2. Choose the best answer： ( ) 1. What day is it today? A. Monday B. Sunday
班级: 姓名: 考场: 座号: 密封线 An old lady in a plane had a blanket (毯子over her head and she did not want to take it off . The air hostess spoke to her, but the old lady said, “I have never been in a plane before , and I am frightened. I am going to keep this blanket over my head until we are back on the ground again !” Then the captain came. He said, “Madam, I am the captain of this plane. The weather is fine, there are no clouds in the sky, and everything is going very well. ”But she continued to hide. So the captain turned and started to go back. Then the old lady looked out from under the blanket with one eye and said, “I am sorry, young man, but I don’t like planes and I am never going to fly again. But I’ll say one thing, ”She continued kindly, “You and yo ur wife keep your plane very clean!” 1. An old lady had _________ . A. glasses B. a blanket over her head C. a coat D. a basket 2. A. She didn’t want to ________ . A. take it off B. turn it off C. get on D. talk about it 3. _________ spoke to her . A. The air hostess
（英语）英语阅读理解专项习题及答案解析 一、阅读理解 1．根据短文内容选择正确答案。 D If you could see a movie of your life before you lived it, would you want to live it? Probably not. The excitement of living is that you don’t know what’s coming. Sure, it’s hard to see uncertainty in such positive（积极的）light when you’re out of work, or when you feel like you’re failing. But uncertainty is really another word for chance. When Allison graduated from Harvard, she had chan ces all over the place but had no idea what she wanted to do. She took a job in consulting（咨询）, but she knew she wouldn’t stay there. She took the GRE and scored so high that she was able to increase her income（收入）by teaching students. Still, she didn’t think she wanted to go to graduate school. Allison knew she w asn’t doing what she wanted, but she didn’t know what she wanted. She worried. All her friends were going to graduate school or starting their own businesses. She was lost and felt that she would never find anything out. After six years, Allison, by having a general（全面的）plan in mind, got married, moved to the Midwest, and used her consulting experience to get a great job. Allison realized that she spent her years finding her way: time well spent, and time we must all take if we’re being honest with ours elves. The only way to lead an interesting life is to face uncertainty and make a choice. Otherwise your life is not your own—it is a path someone else has chosen. Moments of uncertainty are when you create your life, when you become who you are. Uncertainty usually begins with a job hunt, but it doesn’t end there. Every new role we take on means another round of uncertainty. Instead of fearing it, you should find some ways to deal with uncertainty. （1）From the first two paragraphs, we can learn that . A. being out of work is a sad thing B. uncertainty is what makes life interesting C. life in a film is more exciting than real life. D. chance never appears when we need it （2）What troubles Allison after graduation? A. She couldn’t find a well-paid job. B. She had no money to start a business. C. She was not sure what to do. D. She didn’t score high enough for graduate school. （3）How did Allison feel about her six years’ working experience? A. Uncertain. B. Amazed . C. Sorry. D. Satisfied. （4）What may be discussed in the following paragraph?