When you practice reading with passages shorter than book length, do not try to take in each word separately, one after the other. It is much more difficult to grasp the broad theme of the passage this way, and you will also get the stuck on individual words which may not be absolutely essential to a general understanding of the passage. It is a good idea to skim through the passage very quickly first to get the general idea of each paragraph. Titles, paragraph headings and emphasized words can be a great help in getting this skeleton outline of the passage. It is surprising how many people do not read titles, introductions or paragraph headings. Can you, without looking back, remember the title of this passage and the heading of this paragraph?
Most paragraphs of a passage or chapter have a 'topic sentence' which expresses the central idea. The remaining sentences expand or support that idea. It has been estimated that between 50% and 90% of all expositive(說明的)paragraphs in English have the topic sentence first. Always pay special attention to the first sentence of a paragraph, it is most likely to give you the main idea.
Sometimes, though, the first sentence in the paragraph does not have the feel of 'main idea' sentence. It does not seem to give us enough new information to justify a paragraph. The next most likely place to look for the topic sentence is the last sentence of the paragraph.
Remember that the opening and closing paragraphs of a passage or chapter are particularly important. The opening paragraph suggests the general direction and content of the piece, while the closing paragraph often summarizes the very essence(精髓).
【小題1】It is a good idea to skim through a passage quickly first ____________.
A.a(chǎn)t about 315 w.p.m.(words per minute) |
B.to get the general idea of each paragraph |
C.so that you can take in each work separately |
D.to make sure you get to the end at least once |
A.usually comes in the middle |
B.is most likely to be found at the end |
C.is most often at the beginning |
D.is usually left out in expository writing |
A.it does not seem to give us enough new information |
B.it is not long enough |
C.it does not come at the beginning |
D.it does not make a complete sentence |
A.is not really very important |
B.is often unnecessary repetition |
C.often comes at the end |
D.often summarizes the essence of the passage |
【小題1】B
【小題2】C
【小題3】B
【小題4】A
【小題5】D
解析試題分析:當(dāng)你練習(xí)閱讀時,不要孤立地去分析每個詞的意思。那樣做很難把握文章的大意,你的閱讀也可能會被不是很重要的詞給打斷。先快速瀏覽文章了解大意,是不錯的閱讀方法。
【小題1】根據(jù)第一段“It is a good idea to skim through the passage very quickly first to get the general idea of each paragraph.”可知,快速瀏覽文章了解大意是一個很好的辦法,故選B。
【小題2】根據(jù)第二段“It has been estimated that between 50% and 90% of all expositive(說明的)paragraphs in English have the topic sentence first.”可知,說明文的主題句一般都是在開頭,故選C。
【小題3】根據(jù)第二段“between 50% and 90% of all expositive(說明的)paragraphs in English have the topic sentence first”可知,50%-90%的說明文的主題句都是在開頭,符合這個范圍的只有B項(xiàng),故選B。
【小題4】根據(jù)第三段“It does not seem to give us enough new information to justify a paragraph.”可知,有時候,首句包含的信息并不多,并不是主題句,故選A。
【小題5】根據(jù)最后一段“while the closing paragraph often summarizes the very essence”可知,文章最后一段通常是總結(jié)文章的精髓,故選D。
考點(diǎn):教育類短文閱讀
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科目:高中英語 來源: 題型:閱讀理解
The following are letters to the editor of a school newspaper.
Dear editor,
I’d like to express my opinion about grades. Students should be allowed to study without worrying about grades. Fortunately, most educators are becoming aware of the fact that students have different interests and abilities. I understand that grades are useful, but grades often limit creativity. Competing for better grades causes many students to turn down opportunities to pursue music, dramatics and sports. Grades force an arbitrary(武斷的) standard of success on everyone. I do not demand as some extremists do, that grades be removed immediately. However, I do believe that less emphasis should be placed on grades. I hope that someday grades will become optional at Village High School.
Magdalena Smith
Drama Club
Dear editor,
I’d like to say something about grades. Let’s face the facts about grades. Grades perform three basic functions. First, grades motivate(激發(fā)) students to work at their highest level of competence(能力). Second, they act as a reward for hardworking students and as a punishment to students who do not work hard. Finally, grades are used as an effective standard by which to measure students’ achievement. Good grades help students to get jobs and to get into university. I've spoken with a number of students who have jobs, and most of them say that they were hired primarily on the basis of their grades. My grades helped me land a part-time job and will help me get into university next year. I think grades are extremely important at Village High School.
Simon Harper
Science Club
【小題1】Which of the following is not Magdalena Smith’s opinion?
A.Grades should not be used to measure a person’s success. |
B.Students may give up the chance to learn music and sports for grades. |
C.Students’ creativity may not be developed for grades. |
D.Grades should be taken away at once. |
A.is concerned about students' creativity |
B.believes in the benefits of good grades |
C.doesn't work too hard at his studies |
D.supports students' interests and abilities |
A.student | B.teacher |
C.headmaster | D.a(chǎn)dvertiser |
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科目:高中英語 來源: 題型:閱讀理解
It’s not easy being a teenager 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’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 clam up.Instead,let him try to solve things by himself. At the same time,remind him that you’re always there for him if he seeks advice or help.Show respect for your teenager’s privacy(隱私).Never read 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 for l5 minutes,but then he must stay off the phone for at least all 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(節(jié)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 job.
【小題1】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 teenager |
A.become excited | B.show respect |
C.refuse to talk | D.seek help |
A.to use the phone in a proper way |
B.to pay for his own telephone |
C.to share the phone with friends |
D.to answer the phone quickly |
A.Not 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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科目:高中英語 來源: 題型:閱讀理解
As a professor I have grown accustomed to the opinion regarding American education. We are repeatedly told that American schools are failing, that colleges are not teaching, and that the students of today are not as good as the students of the past.
There are, of course, problems with the education system. Because of economic inequality some schools are significantly better than others and the ideas of equality of education and equality of opportunity are cruel jokes. However, the mere fact that there are some serious problems does not mean that all the dire claims are true.
One stock (陳腐的) claim is that America has fallen behind the world in education in terms of performance on various tests. While the fact that America is behind other countries is a point of concern, there are at least three points worth considering here. The first is the above-mentioned economic inequality which will tend to result in poorer performance when taking the average for America. The second is that many countries have put considerable effort into improving their education systems and hence it is worth considering that America’s decline is also due to the improvement of others. The third is the matter of the measures— do they, in fact, present an accurate picture of the situation? I am not claiming that the data is bad. I am merely raising a reasonable concern about how accurate our picture of education is at this time.
Another stock claim is that American students are doing badly on standardized tests. While there is clearly value in assessment, it is reasonable to consider whether or not such tests are a proper and adequate measure of education. It is also worth considering whether the puzzle with these tests is itself causing damage to education. That is, as teachers teach for the test and students learn for the test, it might be the case that what is being taught is not what should be taught and what is being learned is not what should be learned.
【小題1】According to the professor, many people’s attitude towards American colleges is .
A.negative | B.positive | C.a(chǎn)pproving | D.indifferent |
A.Exact or precise. | B.Extremely serious or terrible. |
C.Fair or objective. | D.Long and boring. |
A.what should be taught in the American classroom |
B.fair judgment of American education |
C.American students’ performance on tests |
D.a(chǎn)n accurate picture of American colleges |
A.defend American education |
B.show dissatisfaction with American education |
C.explain why American students do badly on tests |
D.offer advice on American education reform |
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科目:高中英語 來源: 題型:閱讀理解
How to deal successfully with a child showing outstanding musical ability? It’s not always clear how best to develop and encourage his gift. Many parents may even fail to recognize and respond to their children′s need until discouragement explodes into uncooperative(不合作的)behavior. And while most schools are equipped to deal with children who are especially able in academic subjects,the musically gifted require special understanding which may not always be available in an ordinary school. Such children may well benefit from the education offered by a specialist music school.
The five music schools in Britain aim to provide all environment where gifted children can develop their skills under the guidance of professional musicians. Children here spend about half of a day on musical activities,for example,individual lessons,orchestras,chamber(室內(nèi)音樂的)groups,voice training,conducting and theory. They also spend several hours a day practicing in private rooms .The rest of their time is taken up with the subjects:English,maths and basic sciences.
What are the disadvantages? An obvious problem is that the fees are high .However, each school will often scholarships and other forms of financial aid. Secondly, not all parents want to send their children to boarding school, especially at an early age .Almost all the directors of the specialist schools express doubts about the wisdom of admitting children as young as seven into such a tense and disciplined(守紀(jì)律的)environment. They stress,however, that their main aim is to turn out “well-rounded and well—balanced individual.”
【小題1】If a child’s musical ability is not recognized___________.
A.the child may behave badly |
B.the ability may fade away |
C.the child may lose interest |
D.the parents may become anxious |
A.Their academic work may suffer. |
B.Schools lack musical equipment |
C.Music is not seen as an important subject |
D.Parents and teachers don’t work together. |
A.Their working day is longer. |
B.A range of musical training is offered |
C.More than half the day is spent on music |
D.The children have mostly one-to-one lessons |
A.Poor children may not be included |
B.They may lose their individuality |
C.There may be a discipline problem |
D.They may be too small on arrival |
A.education and development about children |
B.disadvantages of music schools |
C.music schools for children with music gift |
D.how to deal with music talented children |
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科目:高中英語 來源: 題型:閱讀理解
Three Boys and a Dad
Brad closed the door slowly as Sue left home to visit her mother.Expecting a whole day to relax,he was thinking whether to read the newspaper or watch his favourite TV talk show on his first day off in months.“This will be like a walk in the park,”he’d told his wife.“I’ll look after the kids,and you can go visit your mom.”
Things started well,but just after eight o’clock,his three little “good kids”—Mike,Randy,and Alex—came down the stairs in their night clothes and shouted “breakfast,daddy.”When food had not appeared within thirty seconds,Randy began using his spoon on Alex’s head as if it were a drum.Alex started to shout loudly in time to the beat(節(jié)拍).Mike chanted “Where’s my toast,where’s my toast” in the background.Brad realised his newspaper would have to wait for a few seconds.
Life became worse after breakfast.Mike wore Randy’s underwear on his head.Randy locked himself in the bathroom,while Alex shouted again because he was going to wet his pants.Nobody could find clean socks,although they were before their very eyes.Someone named “Not Me” had spilled a whole glass of orange juice into the basket of clean clothes.Brad knew the talk show had already started.
By ten o’clock,things were out of control.Alex was wondering why the fish in the jar refused his bread and butter.Mike was trying to show off his talent by decorating the kitchen wall with his colour pencils.Randy,thankfully,appeared to be reading quietly in the family room,but closer examination showed that he was eating apple jam straight from the bottle with his hands.Brad realised that the talk show was over and reading would be impossible.
At exactly 11∶17,Brad called the daycare centre(日托所).“I suddenly have to go into work and my wife’s away.Can I bring the boys over in a few minutes?”The answer was obviously “yes” because Brad was smiling.(2012·陜西,B)
【小題1】When his wife left home,Brad expected to________.
A.go out for a walk in the park |
B.watch TV talk show with his children |
C.enjoy his first day off work |
D.read the newspaper to his children |
A.Drawing on the wall. | B.Eating apple jam. |
C.Feeding the fish. | D.Reading in a room. |
A.Because he wanted to clean up his house. |
B.Because he suddenly had to go to his office. |
C.Because he found it hard to manage his boys. |
D.Because he had to take his wife back home. |
A.by space | B.by comparison |
C.by process | D.by time |
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科目:高中英語 來源: 題型:閱讀理解
Educators are seriously concerned about the high rate of dropouts among the doctor of philosophy candidates and the consequent loss of talent to a nation in need of Ph. D. s. Some have placed the dropouts loss as high as 50 percent. The extent of the loss was, however, largely a matter of expert guessing. Last week a well-rounded study was published. It was published. It was based on 22,000 questionnaires sent to former graduate students who were enrolled in 24 universities and it seemed to show many past fears to be groundless.
The dropouts rate was found to be 31 per cent, and in most cases the dropouts, while not completing the Ph. D. requirement, went on to productive work. They are not only doing well financially, but, according to the report, are not far below the income levels of those who went on to complete their doctorates.
Discussing the study last week, Dr. Tucker said the project was initiated ‘because of the concern frequently expressed by graduate faculties and administrators that some of the individuals who dropped out of Ph. D. programs were capable of competing the requirement for the degree. Attrition at the Ph. D. level is also thought to be a waste of precious faculty time and a drain on university resources already being used to capacity. Some people expressed the opinion that the shortage of highly trained specialists and college teachers could be reduced by persuading the dropouts to return to graduate schools to complete the Ph. D.’
“The results of our research” Dr. Tucker concluded, “did not support these opinions.”
Lack of motivation was the principal reason for dropping out.
Most dropouts went as far in their doctoral program as was consistent with their levels of ability or their specialities.
Most dropouts are now engaged in work consistent with their education and motivation.
Nearly 75 per cent of the dropouts said there was no academic reason for their decision, but those who mentioned academic reason cited failure to pass the qualifying examination, uncompleted research and failure to pass language exams. Among the single most important personal reasons identified by dropouts for non-completion of their Ph. D. program, lack of finances was marked by 19 per cent.
As an indication of how well the dropouts were doing, a chart showed 2% in humanities were receiving $ 20,000 and more annually while none of the Ph. D. ‘s with that background reached this figure. The Ph. D. ‘s shone in the $ 7,500 to $ 15,000 bracket with 78% at that level against 50% for the dropouts. This may also be an indication of the fact that top salaries in the academic fields, where Ph. D. ‘s tend to rise to the highest salaries, are still lagging behind other fields.
As to the possibility of getting dropouts back on campus, the outlook was glum. The main condition which would have to prevail for at least 25 % of the dropouts who might consider returning to graduate school would be to guarantee that they would retain their present level of income and in some cases their present job.
【小題1】The author states that many educators feel that
[A] steps should be taken to get the dropouts back to campus.
the fropouts should return to a lower quality school to continue their study.
[C] the Ph. D. holder is generally a better adjusted person than the dropout.
[D] The high dropouts rate is largely attributable to the lack of stimulation on the part of faculty members.
【小題2】Research has shown that
[A] Dropouts are substantially below Ph. D. ‘s in financial attainment.
the incentive factor is a minor one in regard to pursuing Ph. D. studies.
[C] The Ph. D. candidate is likely to change his field of specialization if he drops out.
[D] about one-third of those who start Ph. D. work do not complete the work to earn the degree.
【小題3】Meeting foreign language requirements for the Ph. D.
[A] is the most frequent reason for dropping out.
is more difficult for the science candidate than for the humanities candidate.
[C] is an essential part of many Ph. D. programs.
[D] does not vary in difficulty among universities.
【小題4】After reading the article, one would refrain from concluding that
[A] optimism reigns in regard to getting Ph. D. dropouts to return to their pursuit of the degree.
a Ph. D. dropout, by and large, does not have what it takes to learn the degree.
[C] colleges and universities employ a substantial number of Ph. D. dropouts.
[D] Ph. D. ‘s are not earning what they deserve in nonacademic positions.
【小題5】It can be inferred that the high rate of dropouts lies in
[A] salary for Ph. D. too low.
academic requirement too high.
[C] salary for dropouts too high.
[D] 1000 positions.
Vocabulary
dropout 輟學(xué)者,中途退學(xué)
well-rounded 全面的
attrition 縮/減員,磨損
drain 枯竭
bracket 一類人,(尤指按收入分類的)階層
lagging behind other fields 落后于其它領(lǐng)域
glum 陰郁的
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科目:高中英語 來源: 題型:閱讀理解
In a world as fast-changing and full of information as our own, all of us need to know how to learn well. Yet evidence suggests that most of us don’t use the learning techniques that science has proved the most effective.
The scientific literature evaluating these techniques goes back to decades and across thousands of articles. It’s far too extensive and complex for the average parent, teacher or employer to look through. Fortunately, a team of five leading psychologists have done the job for us.
Professor John Dunlosky and other psychologists closely examined 10 learning strategies and rated each from high to low utility(實(shí)用) on the basis of the evidence they’ve gathered. Here’s part of their conclusions:
In contrast to familiar practices, the effective learning strategies with the most evidence to support them aren’t well known outside the lab. Take distributed practice, for example. This strategy involves spreading out your study time, rather than engaging in one marathon. Cramming (死記硬背)information at the last minute may allow you to get through that test or meeting, but the material will quickly disappear from your memory. It’s much more effective to look through the material at intervals over time.
And the longer you want to remember the information, whether it’s two weeks or two years, the longer the intervals should be.
The second learning strategy that is highly recommended by Dunlosky is practice testing. Yes, more tests---but there not for a grade. Research shows that the mere act of calling information to mind strengthens that knowledge and aids in future retrieval (檢索). While practice testing is not a common strategy---despite the strong evidence supporting it ---there is one familiar approach that captures its benefits: using flash cards. And now flash cards can be presented in digital form. Both distributed practice and practice testing were rated as having “high utility” by Dunlosky.
【小題1】How did the psychologists study and rate the learning strategies?
A.By analyzing the materials gathered in the past years. |
B.By asking some students questions about their study. |
C.By doing some experiments on the objects in the lab. |
D.By asking parents and teachers to look through the articles. |
A.small in amount |
B.easy or quick to do |
C.more than is needed |
D.dealing with a lot of information |
A.many students have benefited a lot from them |
B.they were first put forward by John Dunlosky |
C.only a small number of experts know about them |
D.psychologists are studying whether they are effective |
A.we should not study for long hours every day |
B.reviewing what we have studied is of little help |
C.the shorter the interval is, the better we’ll study |
D.doing repetition at intervals is the best way |
A.is a way to use flash cards to help study |
B.is mainly used to help us remember well |
C.helps know about students’ grades in time |
D.is a way widely used to strengthen memory |
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科目:高中英語 來源: 題型:閱讀理解
A MENTORING (導(dǎo)師制) program is giving life changing opportunities to Banbury youth.
Young Inspirations was founded two years ago to provide mentoring sessions for students and unemployed young adults aged 11 to 21.
Alex Goldberg,the program’s founder,said:“We set up Young Inspirations because we wanted to give young people experiences which will potentially be life changing and broaden their outlook.
“We try to create work experience opportunities that will really make a difference to our youth.For example,we’ve secured internships (實(shí)習(xí)) with worldfamous firms such as Honda.
“At a time of funding cutbacks where schools are finding it more and more difficult to offer this kind of mentoring,it is extremely important that these opportunities are available both to help youth with their school work and grades and to give them opportunities which may help shape their futures.”Kieran Hepburn,14,is one of a group of Banbury youth who has benefited from the program so far.In October the Banbury School pupil was accompanied by Young Inspirations staff to Paris where he was an observer at the United Nations Educational,Scientific and Cultural Organization’s (UNESCO) International Youth Forum (論壇).
The event was held for young people from around the world,to seek their views on how the future of youth and education should look.Kieran joined several hundred observers mostly in their 20s and was the only UK school pupil to attend the event.Kieran thinks the trip was a life changing experience.“Before we left I didn’t quite know what to make of it but when we got there we didn’t stop,it was amazing,”he said,“We went to three or four hours of debates each day and then did something cultural each afternoon.”
The main theme of the forum was how youth can drive change in political and public life.It dealt with issues (問題) such as drug abuse,violence and unemployment.
Kieran said:“ It has really helped me to improve my confidence and social skills as well as my school grades and I was voted most improved pupil at school in August.”
The Young Inspirations mentoring sessions take place each Friday in Banbury.For details visit www.younginspirations.com.
【小題1】The Young Inspirations mentoring program aims to ________.
A.train staff for worldfamous firms |
B.offer job opportunities to young adults |
C.provide youth with unique experiences |
D.equip the unemployed with different skills |
A.the lack of support from firms |
B.the cultural differences |
C.the effect of unemployment |
D.the shortage of money |
A.build up their confidence at school |
B.find work experience opportunities |
C.improve their social skills for the future |
D.play an active role in the change of society |
A.the visit to the United Kingdom was amazing |
B.Kieran has made great progress in many aspects |
C.the youth have found a way to solve their problems |
D.the mentoring sessions are held every day except Friday |
A.Alex Goldberg,F(xiàn)ounder of Young Inspirations |
B.Young People Find a World of Opportunity |
C.Kieran,Banbury School Pupil to Paris |
D.Debates Help Youth with Their Grades |
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