阅读理解。 Instead of hitting the beach, fourteen high school students traded swi
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| 阅读理解。 |
Instead of hitting the beach, fourteen high school students traded swimming suits for lab coats last summer
and turned their attention to scientific experiments.
The High School Research Program offers high school students guidance with researchers in Texas A &
M"s College of Agriculture and Life Sciences. Jennifer Funkhouser, academic adviser for the Department
Ecology and Management, directs this four-week summer program designed to increase the understanding of
research and its career potential.
Several considerations go into selecting students, including grades, school involvement and interest in science
and agriculture. And many students come from poorer school districts. Funkhouser says, "This is their chance
to learn techniques and do experiments they would never have a chance to do in high school."
Warner Erin of Houston is interested in animal science and learned how to tell male from female mosquitoes.
His adviser, Craig Coates, studies the genes of mosquitoes that allow them to fight against malaria (疟疾) and
yellow fever. Coates thought this experience would be fun and helpful to the high school students.
The agricultural research at A & M differs from stereotypes. "It"s molecular (分子) science on the cutting
edge," Funkhouser says. The program broadened the students" knowledge. Victor Garcia of Rio Grande City
hopes to become a biology teacher and says he learned a lot about chemistry from the program.
At the end of the program, the students presented papers on their research. They"re also paid $ 600 for their
work-another way this program differs from others, which often charge a fee.
Fourteen students got paid to learn that science is fun, that agriculture is a lot more than milking and plowing
and that research can open many doors. |
| 1. The research program is chiefly designed for ____. |
A. high school advisers from Houston
B. high school students from different places
C. college students majoring in agriculture
D. researchers at the College of Agriculture and Life Sciences |
| 2. It can be inferred from the text that the students in poorer areas ____. |
A. had little chance to go to college
B. could often take part in the program
C. found the program useful to their future
D. showed much interest in their high school experiments |
| 3. When the program was over, the students ____. |
A. wrote research papers
B. entered that college
C. paid for their research
D. found a way to make money |
| 4. What would be the best title for the text? |
A. A Program for Agricultural Science Students
B. A Program for Animal Science Students
C. A Program for Medical Science Lovers
D. A Program for Future Science Lovers |
答案
| 1-4: B C A D |
举一反三
| 阅读理解。 |
Boys" English grades are up to a tenth worse when high numbers of girls are in the class with them, though
girls" grades are unaffected. Boys do worse in English when there are girls in their class, researchers will say
today, contradicting the widely held belief that girls are always a good influence on boys in school.
Boys do best with "as few girls as possible" in English lessons at primary and secondary school, Steven
Proud, a research student at Bristol University, will tell the Royal Economic Society"s conference. But when it
comes to maths and science, both boys and girls at primary school achieve up to a tenth of a grade more when
there is a high proportion (比率) of girls in the class, Proud found.
Proud tracked boys" and girls" test results at the ages of 7, 11, 14 and 16 in 16,000 schools in England
between 2002 and 2004 for his PhD. Boys consistently perform up to a tenth of a grade worse when they study
English with high numbers of girls as opposed to few or no girls, Proud found. The more girls there are in an
English class, the worse boys perform. This is particularly the case in primary schools, he discovered.
Proud said boys may do worse in English when there is a high proportion of girls in their class because they
realize that the girls are better than them. It could also be that teachers use teaching styles more appropriate to
girls when there are more girls than boys in the class. Both genders perform better in maths and science at
primary school when there are more girls in the class because boys tend to disrupt the class more, he said.
Professor Alan Smithers, director of the Centre for Education and Employment Research at the University
of Buckingham, said girls started school with slightly better verbal skills, while boys started with a slightly
greater aptitude for maths. |
| 1. What people widely believed is that ____. |
A. boys can do well at school under the influence of girls
B. boys can have good influence on girls in terms of English learning
C. boys and girls can make progress in English learning together
D. boys always fall behind girls in English learning |
| 2. When there is a high proportion of girls in the class, ____. |
A. boys can have a good influence on girls in learning science
B. boys can do much better in science
C. both boys and girls do better in science
D. girls still do better than boys in science |
| 3. We can learn from the last paragraph that Professor Alan Smithers ____. |
A. doesn"t think boys do worse in English with girls in their class
B. provides further proof to Steven Proud"s study
C. agrees with Steven Proud exactly
D. gives a different explanation for girls" advantage at English |
| 4. The underlined word "aptitude" in the last paragraph is similar in meaning to ____. |
A. sense
B. gift
C. chance
D. interest |
| 阅读理解。 |
Locations along the southern and eastern shores of the Great Lakes are famous for the tremendous
amounts of snow they receive. When the snow starts to fall, people start tossing out the phrase "lake-
effect snow".
Primarily a late-autumn and early-winter phenomena, lake- effect snowstorms are instigated by the
movement of cold, arctic air over the relatively warm waters of the Great Lakes. Ideally, the temperature
difference between the lake water and the overrunning air should be at least 20 degrees in order for cloud
and subsequent snow to form.
As the cool air crosses the waters of the Great Lakes, the lowest levels of the atmosphere begin to
warm and pick up moisture. This newly warmed layer is lighter than the cold air above it, so it starts to
rise. As the modified air continues to climb higher into the atmosphere, it encounters much colder
temperatures.
This cooler air forces the moisture to condense into water droplets and ice crystals, forming cloud.
After this process repeats itself a number of times, the cloud becomes weighed down and is forced to
precipitate (凝结而下降) in the form of snow.
Out of all the meteorological factors (气象因素) that determine snowfall intensity, the most important
might be the direction of the wind. If the wind direction is running perpendicular (垂直的) across the lake,
there won"t be ample time for cloud to develop.
However, if the wind runs parallel to the length of the lake, cloud should form without a hitch. The
longer the cold air travels over the lake, the more moisture it is able to accumulate, which in turn leads to
greater snowfall totals.
The highest annual lake-effect snowfall totals are found across the U. P. of Michigan, northwestern
Pennsylvania and the far southwestern and upstate sections of New York. In these locations, which are
all located along the southern or eastern shores of the Great Lakes, recording over 100 inches of snow in
a winter season is a common occurrence. |
| 1. What is the purpose of the first paragraph? |
A. To tell how much snow the Great Lakes have.
B. To introduce the topic of the text.
C. To show when the lake-effect snow appears.
D. To tell what the Great Lakes are famous for. |
| 2. What"s the first important factor in the intensity of snowfall? |
A. The length of the lake.
B. The direction of the wind.
C. The relatively warm waters of the lake.
D. The strength of the wind. |
| 3. Why can northwestern Pennsylvania see heavy snowfall? |
A. It"s far from the sea.
B. It"s far from the north.
C. It"s near the Great Lakes.
D. It has many mountains. |
| 4. What"s the text mainly about? |
A. How the lake-effect snow affects life.
B. Where the lake-effect snow happens.
C. How the lake-effect snow forms.
D. How the phrase "lake-effect snow" comes. |
| 阅读理解。 |
If you know how to study wine, it can tell you about its history and qualities. Many wine experts can
even identify the kind of wine without ever seeing the label on the bottle. Studying a wine involves using
several senses, not just taste.
First, pour the wine into a glass and look at it. It might help to put a piece of white paper behind the
glass so you can see the color clearly. Color can tell a lot about the kind of grapes, where the wine is from
and its age. A white wine might be almost colorless. White wines to darker with age. White wines made
from grapes grown in a cool climate are often paler, with a higher amount of acid. White wines from grapes
grown in a warmer climate are often yellower, with less acid. The color of red wines can be purplish red
to brick red. Red wines often become paler with age. Red wines grown in warmer climates often have deeper
color than those grown in cooler climates.
Next, turn the glass so that the wine moves around inside. This brings air into the wine, so that it gives
off its smell. Smell the wine deeply. A wine"s smell is actually telling more than its taste. To use a wine term,
what can you learn about the wine from its "nose"? Is the wine fruity? Does it smell like oak (橡树)? Do you
smell grass or maybe honey? Maybe the smell is like butter or a mineral.
Now it is time to taste the wine. Move it around in your mouth. You may recognize some tastes because
you identified them while smelling the wine. You can also consider the wine"s sweetness and its acidity (酸性).
You may note the taste of tannin. Tannins are chemicals that are found in the skin and seeds of grapes. Tannins
taste bitter and seem to coat your mouth. To make a good wine requires a balance between sugar, acidity,
tannin and alcohol.
Professional wine tasters have many special words to describe wines. Some adjectives might be surprising.
For example, a wine that feels smooth might be described as "velvety" or "silky". A wine that does not have
enough acidity is "flabby" or "fat". A wine with a strong tannin taste could be "chewy". |
| 1. The wine taster often puts a piece of white paper behind the wine glass with the purpose of ____. |
A. seeing the color clearly
B. blocking the strong sunlight
C. gathering the smell
D. spotting the grapes |
| 2. What can we learn from the passage? |
A. The paler red wines are, the younger they are.
B. The paler red wines are, the older they are.
C. The darker white wines are, the younger they are.
D. The older red wines are, the sweeter they are. |
| 3. In which order should we use our senses when we study wine? |
A. Taste→sight→smell.
B. Smell→taste→sight.
C. Smell→sight→taste.
D. Sight→smell→taste. |
| 4. What is the main idea of the passage? |
A. How can we study a wine?
B. How can we introduce a wine?
C. How can we taste a wine?
D. How can we make a wine? |
| 阅读理解。 |
A few weeks ago, an asteroid (小行星) almost 30 feet across and flying along at 38,000 miles per hour
flew 28,000 miles above Singapore. Why, you might reasonably ask, should we care about a near miss from
such a tiny rock? Well, I can give you one very good reason: asteroids don"t always miss. If even a relatively
little object was to strike a city, millions of people could be wiped out.
Thanks to telescopes that can see ever smaller objects at ever greater distances, we can now predict
dangerous asteroid impacts decades ahead of time. We can even use current space technology and fairly
simple spacecraft to alter an asteroid"s orbit enough to avoid a collision. We simply need to get this detection-
and-deflection program up and running.
President Obama has already announced a goal of landing astronauts on an asteroid by 2025 as a pioneer
to a human mission to Mars. Asteroids are deep-space bodies, orbiting the Sun, not the Earth, and traveling
to one would mean sending humans into solar orbit for the very first time. Facing those challenges of radiation,
navigation and life support on a months-long trip millions of miles from home would be a perfect learning
journey before a Mars trip.
Near-Earth objects like asteroids and comets-mineral-rich bodies bathed in a continuous flood of sunlight-
may also be the ultimate resource depots for the human being.
To be fair, no one has ever seen the sort of impact that would destroy a city. The most instructive incident
took place in 1908 in the remote Tunguska region of Siberia, when a 120-foot-diameter asteroid exploded
early one morning. It probably killed nothing except reindeer (驯鹿) but it flattened 800 square miles of forest.
Statistically, that kind of event occurs every 200 to 300 years.
Luckily, larger asteroids are even fewer and farther between-but think of the asteroid seven to eight miles
across that annihilated the dinosaurs (and 75 percent of all species) 65 million years ago.
Certainly, when it comes to the far more numerous Tunguska- sized objects, to date we think we"ve
discovered less than a half of I percent of the million or so that cross Earth"s orbit every year. We need to
pinpoint (定位) many more of these objects and, predict whether they will hit us before it"s too late. With a
readily achievable detection-and-deflection system we can avoid the dinosaurs" fate. |
| 1. What is the author"s purpose in writing the passage? |
A. To introduce the readers a planetary defense program.
B. To prove the necessity of a planetary defense program.
C. To show the danger the Earth is facing from outerspace.
D. To throw light on the development of space technology. |
| 2. The author believes the detection-and-deflection program can _____. |
A. send human to Mars
B. enable human to survive in deep sea
C. help human access resource in space
D. predict potential disasters on the Earth |
| 3. The example of Tunguska region is used to show _____. |
A. a tiny asteroid strike may be destructive
B. the danger from space is few and far between
C. the detection-and-deflection system is of no use
D. the difficulty of predicting the strike of a tiny asteroid |
| 4. We can conclude from the passage that _____. |
A. it"s certain that the Earth will be destroyed someday
B. it"s vital to set up the detection-and-deflection system
C. it"s unnecessary to care about the tiny object from the space
D. it"s possible to put the planetary defense system into use in 2025 |
| 阅读理解。 |
The United States government has started a website to help children think critically about the advertising
that is aimed at them. The new site is called Admongo. It claims to provide visitors with an "aducation"
through games and other entertainment.
A cartoon man dressed in old time pilot clothing greets visitors to Admongo. "Call me Haiz" he says upon
arrival in a rocket ship that opens up with a crazy world inside it. Dabce plays in the background as Haiz tells
visitors that they need to learn about advertising.
The Admongo website is aimed at children eight to twelve years old. Its inventors say that is the age kids
develop their critical thinking abilities. Kids that age are also a big market for advertisers.
The idea behind Admongo is to teach children three things: to identify the advertiser, to know what the
advertiser is really saying, and to know what the advertisement is trying to get the child to do.
Children learn these things through a video game. They create their own game character. They can choose
different skin colors, hairstyles, eye and mouth shapes. Then they begin a trip through ad- land. They take a
walk through the neighborhood. They seek out the advertising and capture treasures. There are ads on buses
and billboards. The players have to find all the marketing in the neighborhood before they can move on to the
next level.
The Admongo game takes players inside a home, to the advertising studio and everywhere else ads can be
found. It is a complete exploration of the world of marketing.
One such area is food marketing. The Federal Trade Commission says it is an especially big business. The
F. T. C. estimates that food, drink and fast-food restaurants spent more that one and a half billion dollars on
advertising to young people in 2009.
The F. T. C. says children are important for three reasons. They buy products. They influence parents and
caregivers to buy. And they are the future adult buyers of the products.
A recent study says most advertising aimed at children is for foods of the lowest nutritional value. First
Lady Michelle Obama has said she would like to see advertisers marketing healthy foods for children. |
| 1. The purpose of launching the website is ____. |
A. to try to influence the biggest market of buyers
B. to advertise the online video game for children
C. to help children know well about advertising
D. to advertise the products of its company |
| 2. What can players do in the website game? |
A. They can choose hairstyles for their own character.
B. They can play video games in the trip.
C. They can eat in a fast-food restaurant.
D. They can travel to a supermarket. |
| 3. Children are important for advertising because they ____. |
A. are easily influenced by ads
B. are the most potential buyers
C. are the most important for society
D. are easily affected by low-quality products |
| 4. Which is the best title of the passage? |
A. An advertising website aimed at children
B. An "ad-education" website for children
C. A popular online video game
D. The Admongo"s guide |
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