阅读理解。 As a Fulbright (富布莱特法案基金) scholar at Yale, I wanted very much to get s
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| 阅读理解。 |
As a Fulbright (富布莱特法案基金) scholar at Yale, I wanted very much to get some individual help from
some famous professors, but their office-hours were only once a week and there were always students waiting outside. At first, I was too polite to get their help. Then I realized that Chinese politeness does not work in this
society. I needed to be aggressive (好胜的) to get what I wanted. I also noticed that Chinese students or Asian
students were very polite in class while American students often interrupted the professor, asking questions and dominating the discussion. The Chinese students were not as aggressive as American students.
I was impressed by the role of the professor in the class. The professor didn"t act as an authority (权威),
giving final conclusions, but as a researcher looking for answers to questions together with the students. One
linguistic feature of his interacting with his students was that he used many modal (情态) verbs-far more than
I did in Beiwai. When answering questions, he usually said:"this is my personal opinion and it could be wrong.
It would be a good idea if you could read the book I mentioned the other day." Or," You may find the book I
recommended helpful." Or,"You could be right, but you might find this point of view also interesting." When
making comments in students"performances, the professor usually said:" It might have been much clearer if
you had taken in some of the ideas we discussed earlier this semester."
In China, authorities are always supposed to give wise decisions and correct directions. Therefore students
always expect the professor to give an answer to the question. I still remember how annoyed they were when
foreign teachers did not provide such an answer. Their expectations from authorities are much higher than
those of American students. Once the Chinese students got the answer, they were sure about it. That is why
they make far more certain statement than American students. That is why Chinese students find it difficult to
use modal verbs because the function of modal verbs is to provide room for negotiation and different ideas. |
| 1. According to the author, American students ______. |
A. tend to offend others in class
B. show no respect for their teachers in class
C. are more active than Asian students in class
D. are more polite than Asian students in class |
| 2. The American professors use many modal verbs because they want to______. |
A. argue with their students
B. be more sure about their answers
C. express their ideas more clearly
D. develop their students" own way of thinking |
| 3. Which of the following statements best expresses the author"s idea? |
A. Chinese professors can always give correct answer to the question.
B. American professors are not responsible since they don"t give students answers.
C. American education produces aggressive students.
D. Education in China is not helpful in developing students" creativity. |
| 4. Which of the following methods did the author mainly employ in developing the article? |
A. Comparison and contrast.
B. Cause and effect.
C. Giving examples.
D. Description. |
| 5. What is the author"s attitude towards education in U.S.? |
A. Positive
B. Negative (否定的)
C. Neutral (中立的)
D. Unsure |
答案
| 1-5: CDDAC |
举一反三
| 阅读理解。 |
So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do
for which only children can do for themselves. Teaching children to read is not passing reading on to them. It
is certainly not endless hours spent in activities about reading. Douglas insists that "reading cannot be taught
directly and schools should stop trying to do the impossible."
Teaching and learning are two entirely different processes. They differ in kind and function. The function
of teaching is to create the conditions and the climate that will make it possible for children to devise the most
efficient system for teaching themselves to read. Teaching is also public activity: It can be seen and observed.
Learning to read involves all that each individual does not make sense of the world of printed language.
Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public
scrutiny. If teacher and learner roles are not interchangeable, what then can be done through teaching that will
aid the child in knowledge. Smith has one principal rule for all teaching instructions."Make learning to read
easily, which means making reading a meaningful, enjoyable and frequent experience for children."
When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill
them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is
made easier when teachers create an environment where children are given the opportunity to solve the problem of learning to read by reading. |
| 1. The problem with the reading course as mentioned in the first paragraph is that____. |
A. it is one of the most difficult school courses
B. students spend endless hours in reading
C. reading tasks are assigned with little guidance
D. too much time is spent in teaching of reading |
| 2. The teaching of reading will be successful if ____. |
A. teachers can improve conditions at school for the students
B. teachers can enable students to develop their own way of reading
C. teachers can devise the most efficient system for reading
D. teachers can make their teaching activities observably |
| 3. The word "scrutiny"(Para.3) most probably means____. |
A. inquiry
B. observation
C. control
D. suspect |
| 4. According to the passage, learning to read will no longer be a difficult task when ____. |
A. children become highly motivated
B. teacher and learner roles are interchangeable
C. teaching helps children in the search for knowledge
D. reading enriches children"s experience |
| 5. The main idea of the passage is that ____. |
A. teachers should do as little as possible in helping students learn to read
B. teachers should encourage students to read as widely as possible
C. reading ability is something acquired rather than taught
D. reading is more complicated than generally believed |
| 阅读理解。 |
You never see him, but they"re with you every time you fly. They record where you are going, how fast
you"re traveling and whether everything on your airplane is functioning normally. Their ability to withstand
(承受) almost any disaster makes them seem like something out of a magic book. They"re known as the black
box.
When planes fall from the sky, as a Yemeni airliner did on its way to Comoros Islands in the India ocean
June 30, 2009, the black box is the best bet for identifying what went wrong. So when a French submarine
(潜水艇) detected the device"s (设备) signal five days later, the discovery marked a huge step toward
determining the cause of a tragedy in which 152 passengers were killed.
In 1958, Australian scientist David Warren developed a flight-memory recorder that would track basic
information like altitude and direction. That was the first mode for a black box, which became a requirement
on all U.S. commercial flights by 1960. Early models often failed to withstand crashes, however, so in 1965
the box was completely redesigned and moved to the back of the plane - the area least affected by impact-from
its original position in the landing wells (起落架舱). The same year, the Federal Aviation Authority required that
the boxes, which were never actually black, be painted orange or yellow to be discovered more easily.
Modern airplanes have two black boxes: a voice recorder, which tracks pilots" conversations, and a
flight-data recorder, which monitors fuel levels, engine noises and other operating functions that help
investigators reconstruct the aircraft"s final moments. Placed in an insulated (隔绝的) case and surrounded by
a quarter-inch-thick panels of stainless steel, the boxes can withstand huge force and temperatures up to
2,000℉. When in deep water, they"re also able to send signals from depths of 20,000 ft. Experts believe the
boxes from Air France Flight 447, which crashed near Brazil on June 1,2009, are in water nearly that deep,
but statistics say they"re still likely to turn up. In the approximately 20 deep-sea crashes over the past 30 years,
only one plane"s black boxes were never recovered. |
| 1. What does the author say about the black box? |
A. It ensures the normal functioning of an airplane.
B. The idea for its design comes from a magic book.
C. Its ability to avoid disasters is unbelievable.
D. It is an inseparable device on an airplane. |
| 2. What information could be found from the black box on the Yemeni airliner? |
A. Data for analyzing the cause of the crash.
B. The total number of passengers on board.
C. The scene of the crash and extent of the damage.
D. Signals sent by the pilot before the crash. |
| 3. Why was the black box redesigned in 1965? |
A. New materials became available by that time.
B. Too much space was needed for the device.
C. The early models often got damaged in the crash.
D. The early models didn"t provide the needed data. |
| 4. Why did the Federal Aviation Authority require the black boxes be painted orange or yellow? |
A. To distinguish them from the colour of the plane.
B. To caution people to handle them with care.
C. To make them easily discovered.
D. To meet with international standards. |
| 5. What do we know about the black boxes from Air France Flight 447? |
A. There is still a good chance of their being recovered.
B. There is an urgent need for them to be reconstructed.
C. They have stopped sending signals back.
D. They were destroyed somewhere near Brazil. |
| 阅读理解。 |
Our particular parenting style reflects our own way o f"looking". Here"s a great piece of writing reflecting
parent"s particular ways on the parenting style that have become known humorously as helicopter parenting
and submarine (潜水艇) parenting. Helicopter parents hover over their children, managing every aspect of their
child"s life. On the contrary, submarine parents remain"hidden" coming to the surface when guidance is needed.
While helicopter parents may have the best intentions, in reality, they are raising children with few problem
solving skills. Children with hovering parents never get the chance to face disappointment and build up their
ability to recover from misfortune.
Think about your typical submarine. Submarines usually remain underwater. In case of a need for
emergency surfacing, submarines can rise so quickly they are driven partially out of the water. Submarine
parents also remain out of sight, yet able to pop up in the case of an emergency.
I admit I"m a submarine mom. My job as a parent is to have fun with my daughters while letting them
explore and learn natural consequences.
My older daughter found herself acting in commercials and making more than minimum wage as a teen.
To give her a sense of the real world, I insisted she spend three weeks every summer, picking strawberries
and earning $3.50 on a good day.
When my youngest daughter Sondra was six, she wanted a very expensive American Girl Doll. I cut the
full color 18" picture out of the American Girl catalogue and had it laminated (压膜)."Here"s your American
Girl Doll." I said"When you turn nine, I"ll buy you the 3D doll on your birthday." Sondra played with her flat
doll for months, making clothes and furniture for her. She learned creativity. I saved $88.00. |
| 1. What is the text mainly about? |
A. Various means of transportation.
B. Funny experiences of a mom.
C. Humorous stories about parents.
D. Different styles of parenting. |
| 2. The underlined phrase "hover over" in Paragraph 2 is closest in meaning to"______". |
A. leave behind
B. fly around
C. watch over
D. set aside |
| 3. Which of the following is true of helicopter parents? |
A. They give their children proper guidance.
B. They try to do everything for their children.
C. They teach their children how to face failures.
D. They help their children explore by themselves. |
| 4. It can be inferred from the last two paragraphs that Mom _______. |
A. has good parenting skills
B. is always making promises
C. is strict with her daughter
D. tries her best to save money |
| 5. The author supports her point of view mainly by________. |
A. stating facts and offering advice
B. using figures and giving evidence
C. analyzing data and drawing conclusions
D. making comparisons and giving examples |
| 阅读理解。 |
What is the color of the universe? Astronomers had not answered this question until two months ago. That
is when two American astronomers reported on their study of all the light in the universe. They said that the
universe would appear to the human eyes to be a light greenish color.
Karl Glazebrook and Ivan Baldry of Johns Hopkins University in Baltimore, Maryland, reported their finding
in January. They presented the research at a meeting of the American Astronomical Society. They said that
finding the color of the universe was not part of their more serious scientific research. They did it for fun.
However, earlier this month, the scientists admitted making a mistake. They said their finding was much
more colorful than it should have been. They now say the light from our universe is closer to white. It is more
like a milky or creamy white color.
Their study attempted to show what people might see if they could observe the universe from far away.
The scientists found the average color by combining light from about two-hundred-thousand star systems.
Their information came from an observatory in New South Wales, Australia. The scientists gave a number
value to the colors of the different star systems. Then they added the numbers together and found the average
measurement. The scientists used this average to identify the color of the universe. They said it was a very
pretty light green. Many newspapers and television stations reported their finding.
Other scientists and color engineers attempted to reproduce the result. Mark Fairchild of the Rochester
Institute discovered a mistake in the computer software program used by the Johns Hopkins scientists.
When the mistake was corrected, the results changed. The new color of the universe is much less colorful.
It is very close to white. |
| 1. The color of the universe is _____. |
A. close to white
B. black
C. blue
D. light greenish |
| 2. The two scientists found the color of the universe by _____. |
A. combining light from about 200,000 star systems
B. observing at an observatory in India
C .making long-term scientific research
D. using computer software programs |
| 3. Who found the true color of the universe? |
A. Karl Glazebrook.
B. Ivan Baldry.
C. Mark Fairchild
D. Johns Hopkins. |
| 4. This passage mainly tells us ______. |
A. what the color of the universe is
B. the light from our universe is a light greenish color
C. the new color of the universe is much more colorful
D. the finding of the color of the universe is difficult |
| 阅读理解。 |
We all know that teenagers like to sleep late. But more and more research is showing that this is not just
a preference-or even the result of late-night studying or instant messaging-but is rooted in their biological
rhythms(节律). All of this would be little more than an interesting observation except that most high schools
start so early, and so many teenagers are having a hard time staying awake.
A recent article in The Times cited a National Sleep Foundation survey in which more than a quarter of
the students reported that they fell asleep in class at least once a week. Researchers say this is true because
youngsters - beginning around age 12 until they reach their mid-20s-only start producing melatonin, the
sleep-inducing hormone(荷尔蒙), around 11:00 pm and that production lasts until about 7:00 am. In adults,
melatonin lasts to around 4:00 am. Trying to wake up a teenager before 7:00 am is like trying to awake an
adult before 4:00 am.
The obvious remedy(补救)would be for high schools to start later-well, after 8:00 am. A handful of
schools that have switched have reported beneficial results. School officials in Minneapolis say that
attendance improved and students" grades rose slightly after they changed to start at 8:40 am several years
ago. In Wilton, Conn., where the high school start time was pushed back to 8:20 am from 7:35 am, teachers
and parents reported better student behavior and greater alertness. Surveys of students in both districts
indicated that they did not use the later starts as an excuse to go to bed later.
Numerous districts have considered the idea of later high school hours, only to drop it because of fierce
adult opposition. Coaches complain that the later classroom hours in the afternoon would take time from
their training programs and teams" success. School bus companies would be forced to change their
schedules. And many parents complained that they would have to adjust their own schedules.
Many schools officials say more research is needed. We"re all for that and for remembering that the goal
is to educate youngsters-and for that they need to be awake. |
| 1. According to the new research, teenagers like to sleep late because ______. |
A. they have to study till late at night
B. they waste too much rest time sending instant messages
C. they prefer to stay in bed rather than get up early
D. their biological systems make them do so |
| 2. We can learn from the second paragraph that melatonin makes _______. |
A. youngsters awake after 7:00 am
B. adults sleepy after 4:00 am
C. youngsters sleepy before 7:00 am
D. adults awake after 4:00 am |
| 3. The third paragraph is written to show that _____. |
A. many high schools start after 8:00 am
B. later high school start time made students go to bed late
C. students don"t go to bed late even though they have later high school hours
D. later high school start time is a very effective measure |
4. According to the passage, who are fiercely against later high school hours?
① School team coaches.
② Many parents.
③ School teachers.
④ School bus companies. |
A. ①②③
B. ①②④
C. ①③④
D. ②③④ |
| 5. We can infer from the passage that the author"s attitude towards later high school hours is _____. |
A. positive
B. negative
C. indifferent
D. unclear |
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