阅读理解。 On May 23,1989, Stefania Follini came out from a cave at Carlsbad, New
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| 阅读理解。 |
On May 23,1989, Stefania Follini came out from a cave at Carlsbad, New Mexico. She hadn"t seen
the sun for eighteen and a half weeks. Stefania was in a research program, and the scientists in the
program were studying body rhythms (节奏). In this experiment Stefania had spent 130 days in a cave,
30 feet in depth.
During her time in the cave, Stefania had been completely alone except for two white mice. Her living
place had been very comfortable, but there had been nothing to tell her the time. She"d had no clocks or
watches, no television or radio. There had been no natural light and the temperature had always been
kept at 21℃.
The results were very interesting. Stefania had been in the cave for over four months, but she thought
she had been there for only two. Her body clock had changed. She hadn"t kept to a 24hour day, she had
stayed awake for 20～25 hours and then had slept for 10 hours. She had eaten fewer meals and had
lost 171 bs in weight as a result!She had also become rather depressed (抑郁).
How had she spent her time in the cave?As part of the experiment she"d done some physical and mental
tests. She"d recorded her daily activities and the results of the tests on a computer. This computer had
been specially programmed for the project. Whenever she was free, she"d played cards, read books and
listened to music. She"d also learned French from tapes.
The experiment showed that our body clocks are affected by light and temperature. For example, the
pattern of day and night makes us wake up and go to sleep. However, people are affected in different
ways. Some people wake up naturally at 5:00 am, but others don"t start to wake up till 9:00 or 10:00 am. This affects the whole daily rhythm. As a result, the early risers are at their best in the late morning. The
late risers, on the other hand, are tired during the day and only come to life in the afternoon or evening! |
| 1. Stefania stayed in the cave for a long time because________. |
A. she was asked to do research on mice
B. she wanted to experience loneliness
C. she was the subject of a study
D. she needed to record her life |
| 2. What is a cause for the change of Stefania"s body clock? |
A. Eating fewer meals.
B. Having more hours of sleep.
C. Lacking physical exercise.
D. Getting no natural light. |
| 3.Where does the text probably come from ? |
A. A novel.
B. A news story.
C. A pet magazine.
D. A travel guide. |
答案
| 1-3: CDB |
举一反三
| 阅读理解。 |
Compared to adults, children seem to be moving constantly. So it"s no surprise that most parents who
are quizzed about their child"s physical activity level describe their children as fairly active. But a new
study of nearly 2000 British school children suggests that many parents overestimate the amount of
physical activity their children are really getting.
The researchers equipped 1892 British school children, ages 9 and 10, with accelerometers that
measure all physical activity during a given time period. The research, known as the Speedy study
collected the exercise data from children at 92 schools in Norfolk, England, between April and July
2007.
A child was regarded inactive if he or she recorded less than an hour a day of physical activity.
Although the majority of children studied were getting enough physical activity, a sizable minority of
children were not. Overall,39 percent of girls and 18 percent of boys studied were getting less than an
hour of physical activity each day.
But if you asked the parents of the inactive children to describe their child"s activity level, the vast
majority-80 percent-described their children as fairly or very physically active, according to the findings
published in the American Journal of Preventive Medicine. Interestingly, the children themselves had
more awareness about their lack of physical activity. Overall, 40 percent of children overestimated their
physical activity.
But it wasn"t the parents of overweight children who were most likely to guess wrong about physical
activity levels. The parents who were most out of touch about their child"s physical fitness were more
likely to have children who were slim. Parents of girls were also more likely to overestimate physical
activity. The researchers noted that parents should be educated about the importance of physical
activity for children even if the child is not overweight.
"Parents of slim children appear to assume that their children are adequately active." the study
authors reported. "Increasing awareness regarding health benefits of physical activity beyond weight
control might help have a correct idea of physical activity levels and encourage behavior change." |
| 1. According to the Speedy study, what kind of children can be judged physically inactive? |
A. Slim children.
B. Children with less than an hour a day of physical activity.
C. Overweight children.
D. Children out of touch with their parents for a long time. |
| 2.What does the writer probably mean by saying "a sizable minority of children were not" in Paragraph 3? |
A. The amount of children"s physical activity is far from the writer"s satisfaction.
B. Only a small number of children were not getting enough physical activity.
C. A small number of children didn"t overestimate their physical activity.
D. The minority of children were not studied at all. |
| 3.The passage is intended to_______. |
A. encourage parents to fairly judge their children"s physical activity levels
B. persuade parents to keep an eye on their children"s weight
C. urge children to wear accelerometers during exercise
D. advise parents to keep in touch with their children |
| 阅读理解。 |
The Cost of Higher Education
Individuals (个人) should pay for their higher education.
A university education is of huge and direct benefit to the individual. Graduates earn more than
nongraduates. Meanwhile, social mobility is ever more dependent on having a degree. However, only
some people have it. So the individual, not the taxpayers, should pay for it. There are pressing calls on
the resources (资源) of the government. Using taxpayers" money to help a small number of people to
earn high incomes in the future is not one of them.
Full government funding (资助) is not very good for universities. Adam Smith worked in a Scottish
university whose teachers lived off student fees. He knew and looked down upon 18thcentury Oxford,
where the academics lived comfortably off the income received from the government. Guaranteed
salaries, Smith argued, were the enemy of hard work；and when the academics were lazy and
incompetent, the students were similarly lazy.
If students have to pay for their education, they not only work harder, but also demand more from their
teachers. And their teachers have to keep them satisfied. If that means taking teaching seriously, and
giving less time to their own research interests, that is surely something to celebrate.
Many people believe that higher education should be free because it is good for the economy (经济).
Many graduates clearly do contribute to national wealth, but so do all the businesses that invest (投资)
and create jobs. If you believe that the government should pay for higher education because graduates
are economically productive, you should also believe that the government should pay part of business
costs. Anyone promising to create jobs should receive a gift of capital from the government to invest.
Therefore, it is the individual, not the government, who should pay for their university education. |
| 1.The underlined word "them" in Paragraph 2 refers to ________. |
A. taxpayers
B. pressing calls
C. college graduates
D. government resources |
| 2.The author thinks that with full government funding ________. |
A. teaching are less satisfied
B. students are more demanding
C. students will become more competent
D. teachers will spend less time on teaching |
| 3.The author mentions businesses in Paragraph 5 in order to ________. |
A. argue against free university education
B. call on them to finance students" studies
C. encourage graduates to go into business
D. show their contribution to higher education |
| 阅读理解。 |
However important school life may be, we can"t ignore the fact that children spend more time at home
than in the classroom. Therefore the great influence of parents can"t be ignored or discounted by the
teacher. They can become strong supports of the school or they can consciously or unconsciously
prevent the school from accomplishing its aims.
Administrators have been aware of the need to keep parents apprised of the newer methods used in
schools. Many principals have conducted workshops explaining such matters as the reading readiness
program and developmental math.
Moreover, the classroom teacher can also play an important role in explaining to parents what they
should do. The informal tea and many interviews carried on during the year, as well as new ways of
reporting pupils" progress, can significantly aid the interchange of ideas between school and home.
Suppose that a father has been drilling Junior in arithmetic processes night after night. In a friendly
interview, the teacher can help the parent change his method. He might be persuaded to let Junior
participate in discussing the family budget, buying the food, using a measuring cup at home, setting the
clock, calculating mileage on a trip and engage in scores of other activities that have a mathematical basis.
If the father follows the advice, it is reasonable to assume that he will soon realize his son is making
satisfactory progress in math and at the same time, enjoying the work.
Too often, however, teachers" conferences with parents are devoted to unimportant accounts of
children"s wrongdoing, complaints about laziness and poor work habits, and suggestions for punishments
and rewards at home.
What is needed is a more creative approach in which the teacher, as a professional advisor, plants
ideas in parents" minds for the best use of the many hours that the child spends out of the classroom. In
this way, the school and the home join forces in fostering the fullest development of youngsters"
competence. |
| 1.The underlined phrase "keep parents apprised of" in Para.2 probably means to let parents ______. |
A. judge
B. know
C. design
D. develop |
| 2. What is the purpose of the schools" informal tea and interviews? |
A. To improve the relationship between teachers and parents.
B. To explain to parents the change of the school curriculum.
C. To report students" misdoings and suggestions for punishments.
D. To help develop good communication between school and home. |
| 3. Why does the author provide the example in Paragraph 4? |
A. To help parents know the importance of home activities.
B. To show how the teacher can guide in home training.
C. To prove parents are nonprofessional advisors.
D. To advise parents to teach kids math at home. |
| 4. From the passage we learn that the author ________. |
A. thinks teachers should do better as professionals
B. is worried about children"s performance at home
C. is satisfied with the present state of school education
D. believes time spent out of the classroom has been wasted |
| 阅读理解。 |
It is reported that conservation groups in North America have been arguing about the benefits and
dangers of wolves. Some groups believe wolves should be killed. Other people believe wolves must be
protected so that they will not disappear from the wilderness (荒野).
For Killing Wolves
In Alaska, the wolf almost disappeared a few years ago, because hunters were killing hundreds of
them for sport. However, laws were established to protect the wolves from sportsmen and people who
catch the animals for their fur. So the wolf population has greatly increased. Now there are so many
wolves that they are destroying their own food supply.
A wolf naturally eats animals in the deer family. People in the wilderness also hunt deer for food. Many
of the animals have been destroyed by the very cold winters recently and by changes in the wilderness
plant life. When the deer can"t find enough food, they die.
If the wolves continue to kill large numbers of deer, their prey (猎物) will disappear some day. And
the wolves will, too. So we must change the cycle of life in the wilderness to balance the ecology. If we
killed more wolves, we would save them and their prey from dying out. We"d also save some farm
animals.
In another northern state, wolves attack cows and chickens for food. Farmers want the government
to send biologists to study the problem. They believe it necessary to kill wolves in some areas and to
protect them in places where there is a small wolf population.
Against Killing Wolves
If you had lived long ago, you would have heard many different stories about the dangerous wolf.
According to most stories, hungry wolves often kill people for food. Even today, the stories of the "big
bad wolf" will not disappear.
But the fact is wolves are afraid of people, and they seldom travel in areas where there is a human
smell. When wolves eat other animals, they usually kill the very young, or the sick and injured. The
strongest survive. No kind of animal would have survived through the centuries if the weak members had
lived. That has always been a law of nature.
Although some people say it is good sense to kill wolves, we say it is nonsense!Researchers have
found wolves and their prey living in balance. The wolves keep the deer population from becoming too
large, and that keeps a balance in the wilderness plant life.
The real problem is that the areas where wolves can live are being used by people. Even if wilderness
land is not used directly for human needs, the wolves can"t always find enough food. So they travel to the
nearest source, which is often a farm. Then there is danger. The "big bad wolf" has arrived!And everyone
knows what happens next. |
1. According to the passage, some people in North America favor killing wolves for all the following
reasons EXCEPT that________. |
A. there are too many wolves
B. they kill large numbers of deer
C. they attack cows and chickens for food
D. they destroy the wilderness plant life |
| 2. Some people are against killing wolves because________. |
A. wolves help to keep the ecological balance in the wilderness
B. there is too small a wolf population in the wilderness
C. there are too many deer in the wilderness
D. wolves are afraid of people and never attack people |
| 3. According to those against killing wolves, when wolves eat other animals, ______. |
A. they never eat strong and healthy ones
B. they always go against the law of nature
C. they might help this kind of animals survive in nature
D. they disturb the ecological balance in the wilderness |
| 4.The last sentence" And everyone knows what happens next" implies that in such cases________. |
A. farm animals will be in danger and have to be shipped away
B. wolves will kill people and people will in turn kill them
C. wolves will find enough food sources on farms
D. people will leave the areas where wolves can live |
| 阅读理解。 |
A group of eight public high school students in Massachusetts, aged l5 to l7, designed and ran their
own school within a school. They named their practice the Independent Project. They represented the
usual range: two were close to dropping out before they started the project, while others were honors
students.
Their guidance teacher was their adviser, consulting with them when the group encountered difficulties. Though they sought advice from English, math and science teachers, they were responsible for monitoring one another"s work and giving one another feedback. There were no grades, but at the end of the term,
the students wrote evaluations of their classmates.
The students also designed their own course. In addition to some regular courses, they each took on
an "individual project", learning to play the piano or to cook, writing a novel or making a video about
domestic (国内的) violence. At the end of the term,they performed their new skills in front of the entire
school. The last part of their self - designed course was to do a "collective project" that had social
significance. Because they felt the whole experience had been so life - changing, they ended
up making a film showing how other students could start and run their own schools.
The project was a success. After returning to their traditional study, the students have high motivation
and are doing well. One student who had failed all of his previous math courses spent three weeks
teaching the others about probability. The lesson learned here is that if students are given the opportunity
to take control or contribute significantly to their own learning they will become more accomplished,
more engaged and more knowledgeable.
The students in the project are remarkable because they demonstrate the kinds of learning and
personal growth that are possible when teenagers feel ownership of their high school experience, learn
things that matter to them and learn together. |
| l. Which of the following statements is TRUE? |
A. Some students might drop out of high school.
B. The teachers monitored the students" homework.
C. The students themselves solved all their problems.
D. The teachers evaluate the students" performances. |
| 2. The students involved in the Independent Project . |
A. didn"t need to learn common lessons
B. tended to escape from the whole society
C. were unwilling to share their experiences
D. focused on self-study and working together |
| 3. According Paragraph 4, we know that . |
A. the traditional study is better than the project
B. all the students had failed their math courses
C. the students have freedom to design their lessons
D. the project was mainly concerned with math courses |
| 4. The project made the students outstanding because . |
A. they are unusually talented
B. they have better backgrounds
C. they have supportive teachers
D. they are owners of their education |
| 5. What would be the best title of the text? |
A. Structure the kids" days to the minute
B. Let kids rule their own school within a school
C. Offer students few opportunities to do anything
D. Provide traditional education to the students |
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