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1、閱讀理解專項訓練 第一篇: Rosalind Franklin always liked facts. She was logical and precise, and impatient with things that were otherwise. She decided to become a scientist when she was 15. She passed the examination for admission to Cambridge University in 1938, and it sparked a family crisis. Although he

2、r family was well-to-do and had a tradition of public service and charity, her father disapproved of university education for women. He refused to pay. An aunt stepped in and said Franklin should go to school, and she would pay for it. Franklin's mother also took her side until her father finally ga

3、ve in. She was invited to King's College in London to join a team of scientists. The leader of the team assigned her to work on DNA with a graduate student. Franklin's assumption was that it was her own project. The laboratory's second-in-command, Maurice Wilkins, was on vacation a( the lime, and w

4、hen he returned, their relationship was puzzling. He assumed she was to assist his work; she assumed she'd be the only one working on DNA. They had powerful personality differences as well: Franklin direct, quick, decisive, and Wilkins shy, hesitant, and passive. In 1953, Wilkins changed the course

5、 of DNA history by disclosing, without Franklin's permission, her Photo 51 (o competing scientist James Watson, who was working on his own DNA model with Francis Crick at Cambridge. Upon seeing the photograph, Watson said, "My jaw fell open and my pulse began to race," according to author Brenda Mad

6、dox who wrote the book Rosalind Franklin: The Dark Lady of DNA. The two scientists did in fact use what they saw in Photo 51 as the basis for their famous model of DNA, which they published on March 7, 1953, and for which (hey received a Nobel Prize in 1962. Crick and Watson were also able to take

7、most of the credit for the finding: they included a footnote acknowledging (hat they were "stimulated by a general knowledge" of Franklin's and Wilkin's unpublished contribution, when much of (heir work was rooted in Franklin's photo and findings. Franklin didn't know that these men based their arti

8、cle on her research, and she didn't complain either, likely as a result of her upbringing. Franklin “didn't do anything (hat would invite criticism... (that was) bred into her," Maddox said. 66. Wilkins' relationship with Franklin was characterized by. A. unity and harmonyB. confusion and competit

9、ion C. cooperation and miscommunicationD. misunderstanding and conflictWhat does Watson mean by saying "My jaw fell open and my pulse began to race"? A. He was confused that Crick had not made this discovery. B. He was surprised that Wilkins had discovered this information. C. He was satisfied w

10、ith the importance of Photo 51. D. He was anxious about the progress Wilkins and Franklin had made. 67. What is Brenda Maddox's main intention according to the quote in the last paragraph? A. To re-evaluate the importance of the DNA model. B. To criticize King's College and Cambridge. C. To emp

11、hasize Franklin's importance in science. D. To deny Watson's and Crick's contribution to science. 68. Franklin's career as a scientist demonstrates. A. that her work was pointing at the most difficult problem B. that she was the only female scientist during the period C. the importance of DNA i

12、n modem science D. that perseverance leads to success and recognition of field scientists[Keys] 66-69 CBCD 第一管. NJ —*? Sebastian Faulks has written many novels, including Devil May Care, the latest James Bond book. This cutting conics from a very different kind of novel called Charlotte Gray. Th

13、e setting is a transit (中轉)camp near Paris during (he Second World War, where a group of people, including two small children, Andre and Jacob, await transport to take them to a concentration camp outside France. Although these people - the 'deportees' of the cutting - are not fully aware of this, t

14、hey face certain death. The Last Night Andre was lying on the floor when a man came with postcards on which the deportees might write a final message. He advised them(o leave them at the station or throw them from the train as camp orders forbade access to the post. Two or three pencils that had s

15、urvived the camps search were passed round among (he people in (he room. Some wrote with weeping passion, some with great care, as though their safety, or at least the way in which they were remembered, depended upon their choice of words. A woman came with a sandwich for each child to lake on the

16、journey. She also had a bucket of water, round which they gathered, holding out food cans they passed from one to another. One of (he older boys hugged her in his gratitude, but the bucket was soon empty. When she was gone, there were only the small hours of the night to go through. Andre was lying

17、on the straw, and Jacob leaned close to him for warmth. Five buses had come in through (he main entrance, and now stood trembling in the coiner of the yard. At a long table ...the commandant of the camp himself sat with a list of names that another policeman was calling out in alphabetical order. A

18、ndre heard his name and moved with Jacob towards (he bus. From the other side of the courtyard, from windows open on the dawn, a shower of food was thrown towards them by women crying and calling out their names. Andre looked up, and in a chance angle of light he saw a woman's face in which the eye

19、s were fixed with terrible fierceness on a child beside him. Why did she stare as (hough she hated him? Then it came to Andre that she was not looking in hatred, but had kept her eyes so intensely open in order to fix the picture of her child in her mind. She was looking to remember, fbr ever. ...

20、66. What can we learn from the first pail of the passage? A. The background and lhe situation of World War II. B. The transit camp and the transportation in Paris. C. The author, the setting and the main characters. D. The main idea and the names on the list. 67. Which of the following is Irue

21、about the things going on in the transit camp? A. The deportees were eager to leave their final messages. B. A humble breakfast was served to children late that morning. C. Andre happened to witness the deportees' routine camp life. D. The camp commandant stood by a long table calling the roll.

22、 68. The woman stared at her child fiercely probably because. A. she found her child was trembling and crying for food B. she thought she would never see her child any more C. she was filled with an attempt to escape from death D. she was driven mad by (he life in (he transit campThe author told

23、 the story in a(n)tone. A. casualB. desperateC. hatredD. innocent[Keys] 66-69 CABB 第=篇. In a class this past December, after I wrote some directions on the board for students about their final examination, one young woman quickly took a picture of the board using her smart phone. When I looked in

24、 her direction, she apologized, ''Sorry. Was it wrong to take a picture?,, "I can't read my own handwriting,the young woman explained. "It's best if I take a picture of your writing so I can understand the notes.” That remark started a class-wide conversation about taking a picture instead of taki

25、ng notes. For those in the photo-taking camp, motivations extended beyond their inability to comprehend their own handwriting. Some took pictures of notes because they knew their phone was a safe place to store material. They might lose paper, they reasoned, but they wouldn't lose their phones. Some

26、 took photos because they wanted to record exactly the manner in which I had noted information on the board. Others told me that during class they liked to be able to listen to the discussion attentively. Yet the use of cameras as note takers, though it may be convenient, does raise significant que

27、stions fbr the classroom. Is a picture an effective replacement for the process of note-taking? Instructors encourage students to take notes because the act of doing so is more than merely recording necessary information—it helps prepare the way for understanding. Encouraging students to take notes

28、 may be an old-fashioned instructional method, but just because a method has a long history doesn't mean it's out of date. Writing things down engages a student's brain in listening, visual, and kinesthetic^&^fi勺）learning—a view supported by a longstanding research. The act of writing down informati

29、on enables a person to begin committing it to memory, and to process and combine it, establishing the building blocks of learning new concepts. Taking a picture docs indeed record the information, hut it deletes sonic of the necessary mental engagement that taking notes employs. So can the two be e

30、qually effective? 66. The woman apologized in the class because she. A. had the bad handwritingB. missed the teachers' directions C. took a picture of the boardD. disturbed other students' learningAccording to the passage, which of the following may NOT explain students, reluctance to take notes

31、? A. They lack proper techniques for taking notes. B. They want to listen more attentively in class. C. They believe smart phones arc much safer for storing notes. D. They want to have the exact version of the notes on the board. 67. According to the passage, taking notes by hand. A. requires

32、students to think independently B. helps students actively participate in learning C. proves to be an old and useless learning method D. seems unsuitable for students to learn new ideasWhat is the main idea of this passage? A. The traditional way of note-taking should be replaced. B. A modern w

33、ay of note-taking is catching on. C. Note-taking by hand is not out of date. D. A picture is worth a thousand words. [Keys] 66—69 CABC第四篇： Friends and fellow citizens： I stand before you tonight under accusation of the unproven crime of having voted at the last presidential election, without hav

34、ing a lawful right to vote. It shall be my work this evening to prove to you that in thus voting, I not only committed no crime, but, instead, simply exercised my citizen's rights, guaranteed to me and all United States citizens by the National Constitution^), beyond the power of any state to deny.

35、 Our democratic-republican government is based on the idea of the natural right of every individual member to a voice and a vote in making and executing the laws. We declare the duty of government to be to secure the people in the enjoyment of their unchallengeable right. We throw to the winds the b

36、elief that government can give right. 'All men are created equal, and gifted by their Creator with certain undeniable rights. Among these arc life, liberty, and the pursuit of happiness. To secure these, governments arc established among men, gaining their just powers from the agreement of the gove

37、rned/ Here is no shadow of government authority over rights, or exclusion of any class from their full and equal enjoyment. Here is pronounced the right of all men, and 'therefore,' as the Quaker minister said, 4of all women/ to a voice in the government. And here, in (his first paragraph of the De

38、claration, is the declaration of the natural right of all to the vote; for how can 4the agreement of the governed' be given, if the right to vote be denied? The introduction of the Federal^聯(lián)邦的)Constitution says: 4We, the people of the United States, in order to form a more perfect union, establish

39、justice, insure domestic peacefulness, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity^-do establish this Constitution for the United States of America.' It was wc, the people; not we, the white male citizens; not we, t

40、he male citizens; but we, the whole people, who formed the Union. And we formed it, not to give the blessings of liberty, but to secure them; not to the half of ourselves and (he half of our posterity, bu( to the whole people - women as well as men. And it is absolute ridicule to talk to women of th

41、eir enjoyment of the blessings of liberty while (hey are denied the use of the only means of securing (hem provided by this deniocratic-republican government - the vote. 68. The speaker was standing in front of the audience to. A. accuse the government of having denied treating her unfairly B. fi

42、ght for the legal right to vote in (he United States as a woman C. share a recent victory on voting for the president of the States D. guarantee that they could better understand the National Constitution 69. The expression 'throw to the winds' (Paragraph 2) is closest in meaning to ' A. abandon

43、B. emphasizeC. shakeD. spread 70. Which of the following statements is true according to the speech? A. The Quaker minister holds conflicting opinions on women's right to vote. B. Government authority has the right to bar some of the governed out of liberty. C. The policy is undeniably adopted

44、that all the governed in America have the equal rights. D. There's no way to the real agreement of the governed if women's vote right is robbed. 71. It can be inferred from the speech (hat. A. it's more important to have liberty than have good wishes of it B. the Federal Constitution comes from

45、(he National Constilulion C. it's ridiculous that women enjoy liberty while their rights arc not secured D. racial and gender issues are among the major social problems of the USA 72. Which of the following might be the best title of the speech? A. For the Sake of Liberty and HappinessB. Vote on

46、 the Women's Rights C. In the Name of Equal Right (o voteD. Power of American Constitution[Keys] 70-73. BADDC 第五篇： A child's map often provides a much-needed rest for parents too. Time for an uninterrupted phone call, or a rest on (he sofa. And naps have to be a good thing for preschools, surely,

47、 since they need to take a rest and get enough sleep for their brains to develop. Short naps have also been shown to be good for adults…improving alertness and reaction times. So it feels counterintuitive for a review of 26 studies to conclude that napping in children over two years of age may not

48、be a good idea at all. The review says that after two years of age, napping is associated with going to sleep late at night, poorer quality sleep and waking earlier. So should we discourage naps in preschool chikdren -even if they really seem to need one? Although the review talks about the effects

49、 of napping on two-year-olds, most of the evidence in review actually comes from studies on three-year-olds. Also .the authors of the view article are clear (hat the research on children's naps is of poor quality; some studies rely on parents5 remembering how much their children slept, or arc for ve

50、ry short periods. A study published in the journal of Attention Disoders in February suffers from some methodological shortcomings (for instance small numbers -only 28 children between the ages of three and four, and only for five days), but is at least a randomized(任意的)controlled trial, using acti

51、graphs(7舌動記錄儀)worn on the wrist to objectively measure sleep. It found that children who missed their naps slept better at night and scored higher in studies of memory and attention. Dr mark mahone, one of (he authors, says that sleep at night may be of a better quality than during daytime napping.

52、 Having a sound sleep at night, he says, provides a greater proportion of the slow-wave, restorative sleep that promotes brain development and reinforces what has been learned the day before. The study also found that (he children who went without naps did not sleep more at weekends. I could never

53、get my children to nap, but for parents who can. there is no reason to stop. Mahone says that more research is needed before anyone starts making recommendation, and children's sleep requirements are known to be variable. 74. The word ''counterinluitive" in para. 2 most probably means A. difficult

54、B. unreasonable C. revolutionaryD. meaningless 75. What docs the author think of the study published in Attention Disoders? A. Its objects are too young to take the test B. Its findings are reliable due to the actigraphs C. It has enough objects to produce the results D. It provides various wa

55、ys to help adults to take naps 76. According to Dr Mark Mahone , a better-quality night sleep will result in. A. frequent rests on the sofa B. higher efficiency of learning C. more serious attention disorder D. fewer daytime naps at A 77. The author talks mainly about his or her A. opinions on whether children needs naps B. various systemic studies on children's naps C. comments on some studies on children's naps D. understanding of the functions of children's naps [Keys] 74-77 BBBC