阅读理解 Are you preparing for a big test? If so, you may want to play some bas - 高中英语试题 - 超级试练试题库

阅读理解      Are you preparing for a big test? If so, you may want to play some basketball in between hitting the
books. Doctors are starting to find more and more information that suggests a connection between
exercise and brain development. Judy Cameron, a scientist at Oregon Health and Oregon Health and
Science University, studies brain development. According to her research, it seems that exercise can
make blood vessels(管), including those in the brain, stronger and more fully developed. Dr. Cameron
claims this allows people who exercise to concentrate better. As she says, "While we already know that
exercise is good for the heart, exercise can really cause physical changes in the brain."
     The effects of exercise on brain development can even be seen in babies. Babies who do activities
that require a lot of movement and physical activity show greater brain development than babies who
are less physically active. With babies, even a little movement can show big results. Margaret Barnes,
a pediatrician(儿科医生), believes in the importance of exercise. She thinks that many learning
disabilities that children have in elementary school or high school can be traced back to a lack of
movement as babies. "Babies need movement that stimulates their five senses. They need to establish a
connection between motion and memory. In this way, as they get older, children will begin to associate
physical activity with higher learning," says Margaret.
     Older people can beef up their brains as well. Scientists from 11 universities studied a group of
seniors ranging in age from seventy to seventy-nine. Their study showed a short-term memory increase
of up to 40 percent after exercising just three hours a week. The exercise does not have to be very
difficult, but it does have to increase the heart rate. Also, just like the motion for infants (婴儿), exercise
for older people should involve some complexity. Learning some new skills or motions, such as with
yoga or tai-chi, helps to open up memory paths in the brain that may not have been used for a long time.
     For most people, any type of physical activity that increases the heart rate is helpful. The main goal is
to increase the brain"s flow of blood. And your brain can benefit from as little as three hours of exercise
a week. 1. What is the best title of this passage?A. How to exercise
B. How exercise helps the brain
C. How to get good scores on a test
D. How the brain can change2. According to the reading, what is the connection between exercise and brain development?A. Exercise makes us stupid.
B. The brain needs special mental exercise.
C. The more exercise, the bigger the brain.
D. Physical exercise helps us think better.3. The mini amount of exercise required to gain any benefit is ________.

A. three hours per week
B. 40 hours per week
C. three hours per day
D. 40 hours per month

4. Why does the author think that yoga is fit for seniors?A. It is easy to learn.
B. It can be done in groups.
C. It does not increase the heart rate.
D. It includes learning new motions.

1-4： BDAD

阅读理解     Teachers have long said that success is its own reward. But these days, some students are finding that
good grades can bring them cash and luxury gifts.
In at least a dozen states this school year, students who bring home top marks can expect more than just
thankfulness.
     The most ambitious experiment began in September, when seven states - Arkansas, Alabama,
Connecticut, Kentucky, Massachusetts, Virginia and Washington－won spots in an Mobil-funded
program that, in most cases, pays students $100 for each passing grade on advanced placement (AP)
college-prep exams.
     It"s an effort to get low－income and minority students interested in the courses, says Tommie Sue
Anthony, president of the Arkansas Advanced Initiative for Math and Science. "We still have students
who are not sure of the value, who are not willing to take the courses," she says. "Probably the motivation will make a difference with those students."
     Gregg Fleisher of the National Math and Science Initiative, which runs the seven-state program, says
the effort is modeled on a program adopted by Dallas in the 1995-96 school year that saw AP
course-taking jump obviously. That program is now statewide.
     While many educators would be against offering kids cash for good grades, Fleisher and others say
the idea is simple: "It"s an encouragement to get them to basically make the right decision and choose a
more strict class," he says. "This teaches them that if they work at something very hard and have a lot of
support, they can do something they didn"t think they could do."
     An analysis of the Texas program last month by Cornell economist C. Kirabo Jackson found that it
linked to a 30% rise in the number of students with high SAT and ACT scores and an 8% rise in
college-going students.(Notes: 1.SAT: 美国学术能力评估考试；2. ACT: 美国大学入学考试.)1. What does the passage mainly talk about?A. Success is its own reward.
B .A new motivation for students.
C. Good grades deserves gratitude.
D. Success makes a difference.2. What"s the purpose of the experiment?A. To offer poor students luxury gifts on their birthdays.
B. To help poor students to keep on with education.
C. To get relatively poor students interested in their studies.
D. To make an effort to raise the value of money.3. Which of the following statements is TRUE?A. Students who top at college - prep exams get $ 100.
B. The program didn"t have any effect on student"s achievements.
C. The program has been going on half a dozen states this year.
D. The program was probably first adopted by Dallas.4. According to the passage, the program         .A. encourages students to study harder
B. makes everything possible
C. helps students choose right classes
D. teaches students to spend money

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阅读理解     It"s not easy being a teenager(13至19岁青少年)-nor is it easy being the parent of a teenager. You
can make your child feel angry, hurt, or misunderstood by what you say without realizing it yourself. It is
important to give your child the space he needs to grow while gently letting him know that you you"ll still
be there for him when he needs you.
     Expect a lot from your child, just not everything.Except for health and safety problems, such as drug
use or careless driving; consider everything else open to discussion. If your child is unwilling to discuss
something, don"t insist he tell you what"s on his mind. The more you insist, the more likely that he"ll clarn
up. Instead , let him attempt to solve(解决)things by himself. At the same time, remind him that you"re
always there for him should he seek advice or help. Show respect for your teenager"s privacy (隐私).
Never read him his mail or listen in on personal conversations.
     Teach your teenager that the family phone is for the whole family. If your child talks on the family"s
telephone for too long, tell him he can talk for15 minutes, but then he must stay off the phone for at least
an equal period of time. This not only frees up the line so that other family members can make and
receive calls, but teaches your teenager moderation(节制). Or if you are open to the idea, allow your
teenager his own phone that he pays for with his own pocket money or a part -time job1. The main purpose of the text is to tell parents      .A. how to get along with a teenager
B. how to respect a teenager
C. how to help a teenager grow up
D. how to understand a teenager2. What does the phrase "clam up" in Paragraph 2 probably mean?A. refuse to talk
B. show respect
C.become excited
D. seek help3.The last paragraph is about how to teach a teenagerA. to answer the phone quickly
B. to pay for his own telephone
C. to share the phone quickly
D. to use the phone in a sensible way 4. What should parents do in raising a teenager according to the text?A. Nor allow him to learn driving or take drugs
B. Give him advice only when necessary
C. Let him have his own telephone
D. Not talk about personal things with him

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完形填空     The science teacher believed very strongly in practical work as a means of teaching science effectively,
and she wanted her pupils" parents to see how well their children were learning   1   her methods. She
therefore arranged for all the parents   2 and see the results of one of the   3 experiments on a Saturday
evening,   4   all of them were free. The children had been studying the growth of plants, and they   5 fou
r pots of beans a few weeks before.  They had put poor soil in one pot, to see   6 effect this would
have   7 the growth of the beans in  8 ,and good soil in   9   three pots. Then they had put one of the   10
in the dark for several days, and had given   11   pot no water for the same length of time.
     At the end of the lesson on Friday afternoon, the teacher put little    12 on the four pots:"The beans in
this pot were planted in poor soil.""This pot  13 in the dark for four days.""These beans have had no water
for four days.""These beans have had good soil, plenty of light and  14   water." Then the teacher went home.
   When she arrived on   15   evening, half an hour before the  16 were due to come, she found this note
beside the pots:"We read your notes   17   the school servant and thought we would help him, so we
watered all the plants, changed the earth in the one with   18 soil, and   19 the light on above the one
that had been left in the dark for four days. We hope that the plants will now grow  20 ."
                                                                                                  Your friends,
                                                                                              "The Boy Scouts."

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( )1. A. by ( )2. A. come ( )3. A. child ( )4. A. when ( )5. A. have planted ( )6. A. how ( )7. A. in ( )8. A. them ( )9. A. the other ( )10. A. beans ( )11. A. a third ( )12. A. notes ( )13. A. had been kept ( )14. A. no ( )15. A. Friday ( )16. A. children ( )17. A. to ( )18. A. good ( )19. A. left ( )20. A. well	B. with B. came B. children B. as B. had planted B. what B. on B. that B. an other B. soil B. the third B. messages B. has been kept B. some B. Saturday B. students B. for B. wet B. leave B. strong	C. in C. to come C. child"s C. because C. planted C. which C. for C. it C. Other C. plants C. a fourth C. notices C. had been remained C. much C. Sunday C. parents C. from C. dry C. kept C. better	D. through D. coming D. children"s D. since D. had been planted D. why D. with D. one D. others D. pots D. the fourth D. announcements D. has been remained D. regular D. Monday D. teachers D. on D. poor D. keep D. good
阅读理解
Some plants get so hungry they eat flies, and even small frogs. What"s more amazing is that these plants occur naturally (in special environments) in every state. In fact, they"re found on every continent except Antarctica. You"ve probably seen a Venus" flytrap -- a small plant, which grows 6 to 8 inches tall in a container. At the end of its stalks (茎) are leaves that act like traps (陷阱). Inside each trap is a lining of tiny hairs. When an insect lands on them, the traps suddenly shut. Over the course of a week or so, the plant feeds on its catch. The Venus" flytrap is just one of more than 500 species of meat-eating plants, says Barry Meyers-Rice, the editor of the International Carnivorous Plant Society"s Newsletter. He states although you might have read some science-fiction stories, no meat-eating plant does any danger to humans. Barry says a plant is meat-eating, only if it does all four of the following: "attract, kill, digest, and absorb" some form of insects. Meat-eating plants look and act like other green plants -- well, most of the time. All green plants make sugar to produce food. What makes meat-eating plants different is their special leaves, which need insects for one reason: nitrogen (氮). Nitrogen is a nutrient that they can"t obtain any other way. Why? Almost all green plants on our planet get nitrogen from the soil. Meat-eating plants can"t. They live in places where nutrients are hard to get from the soil because of its acidity. So they"ve come to rely on getting nitrogen from insects and small animals. In fact, nutrient-rich soft is poisonous to meat-eating plants. Never fertilize (施肥) them! But don"t worry, either, if they never seem to catch any insects. They can survive, but they"ll grow very slowly.
1. According to the passage, a Venus" flytrap ______.
A. is a small plant which grows in a container B. is a kind of plant which gets hungry easily C. can trap and feed on some form of insects D. can only grow 6-8 inches tall
2. From the passage, we can infer that ______.
A. meat-eating plants are found nowhere else except Antarctica B. all green plants get nitrogen from the soil C. meat-eating plants endanger humans in science-fiction stories D. the nutrient-poor soil is beneficial to meat-eating plants
3. Meat-eating plants grow very slowly, ______.
A. so you"d better fertilize them B. probably because the supply of nitrogen is cut off C. simply because they can"t absorb nitrogen from the soil D. and then they will die slowly
4. Which of the following is true?
A. Meat-eating plants look and act like other green plants. B. It"s hard to get nutrients in the soil when acidity is high. C. The Venus" flytrap eats flies to get nutrient from them. D. Green plants make sugar at night.
阅读理解
Singing are the pupils of the remote Beau-Roc primary school in Haiti. One of them plays a guitar made from an empty oil tin. Their headmistress, Emile Jean-Noel, is one of the few women school principals in the country. Over 70 % of Haitian population live below the poverty line with inadequate food, water, schools, or housing. To reduce the hunger that prevents learning and to encourage parents to send their children to school, meals are provided by the World Food Programme. "We are so cut off we have many difficulties," comments Emile, adding that finding chalk, school books and other materials is practically impossible. Emile tries to encourage those around her to make use of all available resources. Her efforts are bearing fruit. One of her successes was convincing local women to contribute to their children"s schooling and increase their own income by selling embroidery (刺绣) and other handicrafts. Recent political instability has meant that the country has not invested in education for ten years. Enrolment(入学) is a mere 44 per cent and a little less than a half of those entering primary school finish it. Less than a third of these go on to secondary school. In rural areas it is not rare to find 17- and 18 year-olds in primary school. Beau-Roc has only 4 teachers for 260 pupils. Emile works constantly to improve her pupils"environment. Under her direction, a local worker is now constructing a storehouse for the food delivered regularly by the World Food Programme. Not only is Emile"s salary too little, but she receives it irregularly. For her, transport is a real headache. She lives five kilometers away and has to take a privately-owned bus, costing more than she can afford. "The decision to be a rural teacher in Haiti should not be taken lightly", Emile comments. "With all the sacrifices and risks it requires, only those who are really cut out for teaching should do it." Nevertheless, Emile loves her job. "I always feel at home with the children and, the parents understand what I"m doing."
1. What theme is presented in this passage?
A. Devotion to education. B. Poverty and hardship. C. Politics and children D. Love and beauty
2. Which of the following is extremely difficult for Beau-Roc primary school?
A. Teaching the women how to make embroidery and other handicrafts. B. Persuading local women to care about their children"s education. C. Encouraging those around her to use those available resources. D. Finding chalk, school books and other materials.
3. In the last paragraph, "those who are really cut out for teaching" are those who are ________.
A. dismissed from teaching B. unfamiliar with teaching C. qualified for teaching D. cautious about teaching