阅读理解。 With only about 1, 000 pandas left in the world, China is desperately
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| 阅读理解。 |
With only about 1, 000 pandas left in the world, China is desperately trying to clone (克隆) the animal
and save the endangered species(物种). That"s a move similar to what a Texas A & M University
researchers have been undertaking for the past five years in a project called "Noah"s Ark".
Noah"s Ark is aimed at collecting eggs, embryos(胚胎), semen and DNA of endangered animals and
storing them in liquid nitrogen. If certain species should become extinct, Dr. Duane Kraemer, a professor
in Texas A & M"s College of Veterinary Medicine, says there would be enough of the basic building
blocks to reintroduce the species in the future.
It is estimated that as many as 2, 000 species of mammals, birds reptiles will become extinct in over
100 years. The panda, native only to China, is in danger of becoming extinct in the next 25 years.
This week, Chinese scientists said they grew an embryo by introducing cells from a dead female panda
into the egg cells of a Japanese white rabbit. They are now trying to implant the embryo into a host animal.
The entire procedure could take from three to five years to complete.
"The nuclear transfer(核子移植) of one species to another is not easy, and the lack of available
panda eggs could be a major problem," Kraemer believes. "They will probably have to do several
hundred transfers to result in one pregnancy (having a baby). It takes a long time and it"s difficult, but this
could be groundbreaking science if it works. They are certainly not putting any live pandas at risk, so it
is worth the effort," adds Kraemer, who is one of the leaders of the Project at Texas A & M, the
first-ever attempt at cloning a dog.
"They are trying to do something that"s never been done, and this is very similar to our work in
Noah"s Ark. We"re both trying to save animals that face extinction. I certainly appreciate their effort and
there"s a lot we can learn from what they are attempting to do. It"s a research that is very much needed."
|
| 1. The aim of "Noah"s Ark" project is to _______. |
A. make efforts to clone the endangered pandas
B. save endangered animals from dying out
C. collect DNA of endangered animals to study
D. transfer the nuclear of one animal to another |
| 2. According to Professor Kraemer, the major problem in cloning pandas would be the lack of _______. |
A. available panda eggs
B. host animals
C. qualified researchers
D. enough money |
| 3. Which of the following should be the best title for the passage? |
A. China"s Success in Pandas Cloning
B. The First Cloned Panda in the World
C. Exploring the Possibility to Clone Pandas
D. China -the Native Place of Pandas Forever |
| 4. From the passage we know that _______. |
A. Kraemer and his team have succeeded in cloning a dog
B. scientists try to implant a panda"s egg into a rabbit
C. Kraemer will work with Chinese scientists in clone researches
D. about two thousand of species will probably die out in a century |
答案
| 1-4: BACD |
举一反三
| 阅读理解 |
Algae(水藻) are very simple plants. They grow in fresh water or salty water. Seaweed is algae that
grow in salty water. Seaweed is red or brown in color. The Japanese people use these plants from the
sea in many ways. From it, they make a food called Kombu. Kombu is seaweed that has been dried,
cooked and pressed together. Then it is dried again and cut into long pieces. The Japanese eat a lot of
Kombu and like it very much.
Japanese farmers often use seaweed as fertilizer. It makes their plants grow better. Many farmers
also find seaweed makes a fine food for their animals.
From seaweed the Japanese also get iodine(碘), which they sell to other countries. Iodine is used
in many ways all over the world. It is used in making medicine. It is added to the salt we use at the table.
Scientists even use one form of iodine to “ seed clouds” when they want rain to fall. |
| 1. Kombu is a kind of ____ according to the text. |
A. plant
B. medicine
C. food
D. fertilizer |
2. In the last sentence of the text, “seed clouds” means ____. |
A.clouds spreading like seeds
B.the seeds like clouds
C.to make rain fall with human power
D.dropping seeds by clouds |
| 3. The main idea of the story is that ____. |
A.The Japanese eat seaweed when they want rain to fall.
B.Kombu is made into medicine for farmers.
C.The Japanese use seaweed in many ways.
D.The Japanese eat a lot of Kombu. |
| 阅读理解。 |
Language learning begins with listening. Children are greatly different in the amount of listening they do
before they start speaking, and later starters are often long listeners. Most children will "obey" spoken
instructions some time before they can speak, though the word "obey" is hardly accurate as a
description of the eager and delighted cooperation usually shown by the child. Before they can speak,
many children will also ask questions by gesture and by making questioning noises. Any attempt to study
the development from the noises babies make to their first spoken words leads to considerable difficulties. It is agreed that they enjoy making noises, and that during the first few months one or two noises sort
themselves as particularly expressive as delight, pain, friendliness, and so on. But since these can"t be
said to show the baby"s intention to communicate, they can hardly be regarded as early forms of
language. It is agreed, too, that from about three months they play with sounds for enjoyment, and that
by six months they are able to add new words to their store. This self-imitation leads on to deliberate (有意的) imitation of sounds made or words spoken to them by other people. The problem then arises as to
the point at which one can say that these imitations can be considered as speech. It is a problem we need
to get out. The meaning of a word depends on what a particular person means by it in a particular
situation and it is clear that what a child means by a word will change as he gains more experience of the
world .Thus the use at seven months of "mama" as a greeting for his mother cannot be dismissed as a
meaningless sound simply because he also uses it at other times for his father, his dog, or anything else he
likes. Playful and meaningless imitation of what other people say continues after the child has begun to
speak for himself, I doubt, however, whether anything is gained when parents take advantage of this
ability in an attempt to teach new sounds. |
| 1. Before children start speaking, ________. |
A. they need equal amount of listening
B. they need different amounts of listening
C. they are all eager to cooperate with the adults by obeying spoken instructions
D. they can"t understand and obey the adult"s oral instructions |
| 2. Children who start speaking late ________. |
A. may have problems with their listening
B. probably do not hear enough language spoken around them
C. usually pay close attention to what they hear
D. often take a long time in learning to listen properly |
| 3. A baby"s first noises are ________. |
A. an expression of his moods and feelings
B. an early form of language
C. a sign that he means to tell you something
D. an imitation of the speech of adults |
| 4. The problem of deciding at what point a baby"s imitations can be considered as speech _____. |
A. is important because words have different meanings for different people
B. is one that should be properly understood because the meaning of words changes with age
C. is not especially important because the changeover takes place gradually
D. is one that should be completely ignored (忽略) because children"s use of words is often meaningless |
| 5. The author implies______. |
A. parents can never hope to teach their children new sounds
B. even after they have learnt to speak, children still enjoy imitating
C. children no longer imitate people after they begin to speak
D. children who are good at imitating learn new words more quickly |
| 阅读理解。 |
Since the nineteen nineties, education has been required for all South Africans from age seven to
fifteen. Last December, the government announced that seventy percent of students passed their final
examination to finish high school. In 2008 the passage rate was about sixty-three percent. There have
been increases each year since then.
Professor Shireen Motala at the University of Johannesburg says access to basic education is no
longer the problem in South Africa. She says most children stay in school until they are about sixteen.
The problem now, she says, is that large numbers of them leave without completing high school.
Students take an examination known as the matric in grade twelve, their final or "matriculation" year.
Professor Motala notes that less than half the children who started school in 2000 sat for the matric last
year. He said, "Only around forty-five percent survived, which means that a large number of children are
falling by the wayside. And the concern is that where do those learners actually go to."
Educational researchers also point to another problem. They say South African schools do not
produce enough students with the skills for higher education in math and science.
One of those researchers is Graeme Bloch. He says many schools are not well-equipped. "Because
of poverty and limited resources, many children do not see laboratories and ninety-two percent of the
schools do not have libraries."
Also, education specialists say in many cases, teachers and school principals do not have the skills or
training to do their jobs. In other cases, they are simply not doing their duty to provide an education.
Professor Motala says a number of teachers were poorly trained during the system of apartheid, or
racial separation in South Africa. Apartheid ended in 1994. Secondly, she says, teachers have been
confused by the many educational reform efforts in the last fifteen years. And, finally, she thinks language
differences in the classroom have not gotten as much attention as they should. Subjects such as math and
science are taught in English starting at about age ten. But South Africa has eleven official languages and
many more unofficial ones.
South Africa"s minister of basic education promises a number of improvements. Angie Motshega says
teacher development efforts will focus on subject and content knowledge, and making sure the correct
teachers are in the correct jobs. |
| 1. Which of the following statements is WRONG? |
A. There is a high dropout rate of students under 16 in South Africa.
B. More students with the skills for higher education in math and science are needed.
C. Racial separation in South Africa once affected the training of many teachers.
D. South Africa has eleven official languages and many more unofficial ones. |
2. South African schools cannot provide education of good quality for their students.
Which of the followings is NOT the reason? |
A. Many schools are not well-equipped.
B. Some teachers are poorly trained and have no sense of responsibility.
C. There is no educational reform efforts to guide teachers.
D Language differences in the classroom have not gotten enough attention. |
| 3. What"s the writer"s attitude towards the future of education in South African? |
A. pessimistic
B. optimistic
C. indifferent
D. worried |
| 阅读理解。 |
Children are missing an important part of their education because parents cannot afford their
after-school activities. Half of parents in Wales are saying"no"to after-school activities because they
cannot afford them according to a poll for Save the Children.
The government said providing free or subsidized(补助的)leisure activities for children from poorer
background is essential to reducing child poverty in the UK. Of those who pay for activities, Save the
Children said almost half of parents had to pay more than ￡10 per child per week. Many parents were
paying more than $20 per week, the survey found.
"What happens after the school gates close at 3:30 pm is just as momentous as what goes on in the
school day,"said Sally Copley at Save the Children. "Children who do after-school activities have more
confidence, see the world in different ways and have a stronger sense of identity(认同感). All this finally
translates into doing better in exams and getting a better career."
Half of parents in Wales of 4-to-18-year-olds said their child did some form of sporting activity, the
most popular pastime(消遣). Other popular choices included drama/dance (26%), Brownies/Scouts(童
子军)(18%)and music lessons(13%). Almost a third of parents said activities they would like their child
to take part in were located more than six miles from where they lived.
Save the Children said its research highlighted that children from poorer backgrounds did not have the
same chances as their better-off friends. Many local governments have offered a wide range of
after-young people in their area. The Welsh Assembly Government"s community-focused schools
programme supports local education authorities to develop a range of out-of-school-hours learning
opportunities and childcare for children and young people. |
| 1. The government should ________to reduce child poverty according to the passage. |
A. provide free or subsidezed leisure activities for poorer children.
B. provide low-cost leisure activities for all the children.
C. help most families to pay for leisure activities.
D.demand the rich to support the poor children. |
| 2. The underlined word "momentous" in Para.3 most probably means__________. |
A. active
B. violent
C. doubtful
D. important |
| 3. According to Sally Copley, we can learn the after-school activities__________. |
A. may help children make money for their families.
B. can help children learn better and find better jobs.
C. get children adapt to the society and start their own business.
D. make children lack confidence and a sense of identity. |
| 4. What would children best like to choose as their after-school activity according to the fourth paragrph? |
A. Drama of dance
B. Brownies or Scouts
C. Sporting activity
D. Music lessons |
| 阅读理解。 |
In the summer of 1978 an English farmer was driving his tractor through a field of wheat when he
discovered that some of his wheat was lying flat on the ground. The flattened wheat formed a circle
about six meters across. Around this circle were four smaller circles of flattened wheat. The five circles
were in a formation like five dots. During the following years, farmers in England found the strange circles
in their fields more and more often.
The circles are called "crop circles" because they appear in the fields of grain ? usually wheat or corn.
The grain in the circles lies flat on the ground but is never broken; it continues to grow, and farmers can
later harvest it. Farmers always discover the crop circles in the morning, so the circles probably form at
night. They appear only in the months from May to September.
At first, people thought that the circles were a hoax. Probably young people were making them as a
joke, or farmers were making them to attract tourists. To prove that the circles were a hoax, people tried
to make circles exactly like the ones that farmers had found. They couldn"t do it. They couldn"t enter a
field of grain without leaving tracks, and they couldn"t flatten the grain without breaking it.
Many people believe that beings from outer space are making the circles to communicate with us from
far away and that the crop circles are messages from them.
Scientists who have studied the crop circles suggested several possibilities. Some scientists say that a
downward rush of wind leads to the formation of the circles - the same downward lash of air that
sometimes causes an airplane to crash. Other scientists say that forces within the earth cause the circles
to appear. There is one problem with all these scientific explanations: crop circles often appear in
formations, like the five-dot formation. It is hard to believe that any natural force could form those. |
| 1. In the summer of 1978, an English farmer discovered in his field that ______. |
A. some of his wheat had been damaged
B. some of his wheat had fallen onto the ground
C. his grain was growing up in circles
D. his grain was moved into several circles |
| 2. The underlined word "hoax" in Paragraph 3 is probably ______. |
A. an attempt made to fool people
B. a special way to plant crops
C. an experiment for the protection of crops
D. a research on the force of winds |
| 3. Which of the following may prove that the crop circles are not made by man? |
A. The farmers couldn"t step out of the field.
B. The farmers couldn"t make the circles round.
C. The farmers couldn"t leave without footprints.
D. The farmers couldn"t keep the wheat straight up. |
| 4. One explanation given by scientists for the crop circles is that they are made by _____. |
A. airplane crashes
B. air movement
C. unknown flying objects
D. new farming techniques |
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