阅读理解（精选12篇）
阅读理解 篇1
2013年,新四级题型正式面世,在新四级考试中,测试的体系为交际性测试,此种新四级测试的目的主要是检测学生的交际能力,不过,能否达到测试的目的还不能完全确定,因此,就需要通过对比来进行确定,在进行对比时,需要明确新旧四级之间的区别,同时通过与雅思的对比,明确新四级所具备的交际性和反拨作用,从而有针对性的展开教学,提升学生的交际能力。
一、新四级与旧四级、雅思阅读理解试题的区别
1.新四级阅读理解试题。新四级阅读理解中包含三个部分,第一部分为词汇理解,设置的题型为选词填空,第二部分为长篇阅读,题型为匹配题,第三部分为字词阅读,设置的体型为多项选择,这三部分总共的答题时间为40分钟。
2.旧四级阅读理解试题。旧四级阅读理解试题只有单独的一部分,包含4篇文章,每篇文章设置5道多项选择题,每道小题2分,总共40分,答题时间为35分钟。旧四级阅读材料的题材与体裁与新四级基本上相同。
3.雅思阅读理解试题。雅思考试包含两种类型,学术类及培训类,学术类简称为A类,包含听力、阅读、写作和口语;培训类简称为G类,听力及口语题目与A类相同,阅读及写作是自身单独的题目。从题型上来看。A类题型要少于G类,在A类阅读理解中,并没有多项配对及完成总结这两种题型,不过对图表进行标记题型是G类中所没有的。
4.新四级阅读理解试题与二者之间的区别。通过对三者的对比可以发现,雅思对学生的阅读速度要求比较高,要求学生每分钟的阅读速度要达到80-100字,新旧四级对速度的要求相对低一些,每分钟的阅读速度在60-70字即可;在阅读量方面,雅思的阅读量最大,然后是新四级,最后是旧四级,不过在雅思的阅读中,语法和词汇题是不包含在内的,这样学生理解起来就比较容易。在新四级与雅思阅读之间,二者的相关性系数要大于旧四级与雅思阅读的相关性系数,由此可以发现,新四级阅读理解测试中,学生所具备的语言交际能力是与雅思阅读理解测试中具备的交际能力比较相似的,但是旧四级阅读理解测试中,并不会显现出学生的交际能力。
二、、新新四四级级阅阅读读理理解解测测试试对对大大学学英英语语的的交交际际性性与与反反拨拨作作用用
1.交际性。实际上,雅思考试更多的是注重考查学生的交际能力,以便于让学生能够在以英语为主的国家生存。2013年推出新四级题型之后,更加注重对学生交际能力的考查,因此,从某种意义上来说,新四级阅读理解测试就是对学生语言交际能力的测试,基于此,可以说明新四级阅读理解测试具备交际性。大学英语教学方法实行变革之后,交际教学法占据了主体的位置,由此,新四级阅读理解所具备的的交际性可以很好地为大学英语教学服务,教师在进行大学英语教学时,可以充分的借助新四级阅读理解试题,实施交际教学,真正的提升学生的语言交际能力。比如大学英语在进行教学的过程中,可以增设口语交际环节,在设置口语交际情境时,可以以新四级阅读理解中包含的语境为基础,真正的实现锻炼学生的语言交际能力,提升学生的英语口语能力。
2.反拨作用。所谓反拨作用,是指语言测试对教与学的影响。新四级阅读理解测试中涉及到人文、社会及自然科学三方面的题材,体裁也包含叙述文、说明文以及议论文,其中,人文科学题材以及议论文体裁的文章占据大多数,这与雅思阅读的题材和体裁是比较接近的。从文章长度和阅读速度来看,新四级阅读理解测试总共时间为40分钟,这就要求学生要具备较高的阅读速度,这在一定程度上锻炼学生提炼文章主旨大意及推测词义的能力。基于新四级阅读理解测试的特点,大学英语教材在进行编写时,应该充分的吸收新四级阅读理解测试中的优点,进而有针对性的提升学生的阅读能力、交际能力。另外,尽管新四级阅读理解测试与雅思阅读测试比较相似,但还是存在一定的差距,在进行大学英语教材编写英语教学的过程中,还可以适当的借鉴雅思考试中交际性考察的方式与方法,进而有效的提升交际教学法的教学效果。在实际教学的过程中,教师也应该对新四级阅读理解的阅读材料进行准确的把握,通过借鉴和吸收,设计出优秀的课堂教学,真正的发挥其反拨作用,促进教学质量的提升。
大学英语教学改革以后,不单单是英语知识的传授,还需要提升学生的英语交际能力。大学英语四级考试是对大学生影响力比较大的考试,在新四级阅读理解测试中,能够比较好的检测中学生的交际能力,因此,在进行大学英语教学的过程中,要充分的利用新四级阅读理解测试的交际性和反拨作用,培养学生的语言交际能力。
阅读理解 篇2
7.C(“凸显了人性的冷漠与善良”鉴赏有误，小说整体基调是温情的，未触及人性层面的冷漠，小厮的欣喜是出于苦寻多日终于有果的喜悦)
8.酒被劫查访多日丝毫没有线索，却在老妇人家寻食时意外发现;苦苦探查到劫酒的那伙人，回到酒庄，老爷却拒绝报官反而设粥厂济民;放弃报官并设粥厂济民几日后，却惊喜发现酒被送回，至此运酒路过秦岭山不再被劫。(一点1分，三点4分)
阅读理解 篇3
【关键词】阅读障碍；阅读策略；阅读技能
心理语言学家认为，阅读理解是在已知和未知之间建立联系的过程，是在一定的社会环境中，阅读者通过自身已有知识体系与阅读材料提供的信息发生作用而实现知识建构的过程。
《新课程标准》（简称新《课标》）要求学生具备综合阅读的能力，包括语篇领悟能力和语言解码能力；强调多学科知识的贯通；注重培养学生的语篇分析能力、判断能力以及根据寓意进行逻辑推理的能力，提高其阅读速度增加其阅读量和扩大其词汇量等。.新《课标》还指出，要着重提高“学生用英语获取信息、处理信息、分析和解决问题的能力；逐步培养学生用英语进行思维和表达的能力。”
新《课标》提高了对中学生阅读能力的要求。如何提高学生的阅读理解能力也一直是英语教师研究的课题。本文试从学生在阅读活动中常遇到的阅读障碍分析入手，对如何利用有效的阅读策略排除阅读障碍，提高学生阅读理解能力来进行探讨。
一、中学生常遇到的英语阅读障碍
影响阅读理解的因素可分为知识性障碍和非知识性障碍。
1.知识性障碍
（1）词汇量方面：有限的词汇量是影响阅读效率的一大障碍。词汇量小不仅影响阅读的速度和质量，而且还影响阅读的兴趣和信心。反之，词汇量越大，阅读面越广，视野就越开阔，阅读理解的准确度就越高，阅读兴趣也就越大。
（2）语言结构方面：英语是拼音文字，结构上重形合、句法规则十分严密。英语篇章中长句多、复合句多，盘根错节、枝蔓横生。而汉语是表意象形文字，重意合，是一种典型的意合语言，句法规则松散。受此影响，学生阅读英语时对结构复杂的句子常常感到理解困难。如：What is beautiful is good， and who is good will soon also be beautiful.美丽的东西当然是好的，品行好的人必将是美丽的。从上例中可以看出，汉语的语序与英浯语序有些不同。
（3）文化差异方面：汉语同英语语言文化的差异会给中学生在阅读时带来很大的障碍。词汇方面：英语中除了一部分核心词外，很多词汇常常带有特定的 文化信息，学生仅凭汉语的释义很难体会到某一个词在文化内涵上和汉语词义的 差异。如：revolution（革命）、propaganda（宣传）两词在汉语中带有褒义，而在英语中可用于贬义。表达方式方面：英语中，习语、俚语、成语、谚语等这此特定的语言结构和表达方式积淀着丰富的英语文化。阅读时仅凭字面意思而望文生义，可能会贻笑大方。如：talk horse （吹牛）、as cool as （cucumber，泰然自若）、a drop in the bucket （沧海一粟），这些结构反映了英汉两种文化的差异。在特定的语篇中，作者论及的英语国家的历史、社会、宗教、价值观念、甚至特有的自然环境等非语言知识，都会给缺乏这方面知识的学生造成阅读障碍。
（4）语篇知识方面：中学生埋解文章往往以词语、句子为阅读单位，结果出现“断章取义、以偏概全”的现象。
（5）语境方面：语境既包括语篇内部的环境，即由词汇、语法、语音等构成的上下文，也可以指语篇之外语言行为发生的背景、时间、地点、事件的性质，参与者的身份和关系等非语言语境，它还包括作者所在言语社团的历史和风俗人情等。因此，当学生遇到缺乏衔接的上下文时，在阅读中不能揣摩和合埋想象相关人物的处境、心理和有关事件的发展演变过程，不能在理解时补上缺少的衔接语，阅读就会受阻。
2.非知识性障碍
（1）心理准备方面：东西方人思维的差异是导致英语阅读理解障碍的原因之一。东方人偏重综合思维，写作方式迂回曲折，文章开头往往与主题关系不大，随后再渐次过渡到主题；而西方人偏重分析思维，写作方式呈直线型，即直截了当，开门见山论述主题。另外传统的阅读心理与现代阅读心理的差异也阻碍了阅读活动的顺利进行。传统阅读理论认为，学生只要按照单词—句子—篇章的顺序，逐词逐句地理解文章就能弄懂全文，换言之，阅读是“自下而上”（bottom—up）的被动解码过程；而现代心理语言学家认为，阅读的心理过程是“自上而下”（up—down）的主动“猜测—证实”的过程，中学生对文章的理解是他们的语言知识和背景知识相互作用的结果。
（2）阅读习惯方面：不良的阅读习惯，诸如阅读时，有的注意力不集中，“思想开小差”；有的用尺子比着， 一行一行地向下移；有的一面阅读一面玩弄钢笔、尺子、钥匙等物，不时地发出响声；有的爱抖动双腿；有的过多地进行语法分析；有的还停下来查词典等等。
（3）阅读技巧方面：诸如：a.译读（有意或无意将英语转化为汉语）；b.有声读；c.指读；d.逐字阅读；e.回视等。
以上是常常影响中学生阅读能力提高的阅读障碍，对中学生阅读障碍的分析有利于发现学生在阅读上存在的问题，便于老师“对症下药”，引导学生利用良好的阅读策略，排除各种障碍，以提高阅读理解能力。下面就谈淡如何利用有效的阅读策略。
二、利用有效的阅读策略，排除阅读障碍，提高阅读理解能力
（1）培养学生用英语思维的方式去阅读各种题材和体裁的英语文章的习惯。学习英语也是一种思维方式的转换。阅读英语文章时，如果事先作好心理准备，跳出东方人的思维方式，“入乡随俗”，会使阅读过程顺利得多。
（2）加强文化背景知识的导入。英语阅读能力的提高不仅需要一定的语言知识，还要有一定的文化背景知识和生活知识。语言是文化的载体，与文化密切联系。语言就像一面镜子，反映着一个民族的文化，展示着该民族文化的内涵。文化背景知识的缺乏必然会阻碍阅读理解能力的提高。教师应充分利用教材，挖掘文化教学的素材。
（3）在教学中，培养学生灵活运用语法知识，提高阅读理解能力。近几年来由于提倡英语教学“重交际运用，轻语法”，有些老师“淡语法色变”，认为语法可以被忽視，致使学生在理解复杂句、省略句和晦涩句时经常出错影响学生对阅读材料全面、正确的理解。所以要求学生牢固地掌握语法知识，借助语法分析文章中句子与句子之间，句中事与事或人与人的关系，才是正确理解所阅读材料，获取作者所传递的信息，达到阅读目标的有效方法。
（4）巩固并扩大词汇量，并学会猜测词义和语义。要进行成功的阅读理解，掌握一定的词汇量是必不可少的。掌握词汇的多少可以决定能看懂什么程度的文章。如果词汇量极有限（limited vocabulary），那么就只能读简单的阅读材料；反之，词汇量越多，读文章的速度就越快，阅读能力也越强。所以我们不但要求学生通过阅读熟记《大纲》中的词汇，还要求学生通过大量的课外阅读，在一定情景一定上下文的情况下扩大词汇量。
（5）运用推断技能，提高阅读能力。推断是以掌握的知识去获取未知的信息。推断能力在阅读理解中占据很重要的位置。因为一些文章的作者有时并不是明确陈述他们的观点和描写他们想解释的事物，而是通过暗示使读者从字里行间悟出言外之意。因此在阅读过程中，读者需要借助自己的逻辑思考能力、背景知识对文章的主题、作者意图等作出合乎逻辑的推断。
（6）养成好的阅读习惯，提高阅读能力。为了克服阅读障碍，养成良好的阅读习惯很重要。英语学习者首先要学会意群阅读，摆脱逐词阅读，以提高阅读速度和理解的准确率。一个句子的完整意思是根据句子结构和词与词之间在意思上的互相联系而形成的，因此，语言的意群单位也就根据结构和词义在句中的作用而定。
综上所述，利用有效的阅读策略，排除中学生常遇到的阅读障碍，学生的阅读理解能力便能得到提高。
参考文献：
[1]庄恩平主编.《大学英语阅读分类技能教程》.华东理工大学出版社，1993 版
[2]舒白梅，陈佑林主编.《外语教学法》，1999 版
[3]华威，潘能主编.《英语阅读和技能》.西安交通大学出版社，1986 版
阅读阅读再阅读 篇4
一、阅读从“一”起步
一出生的被灌输阅读。一代又一代的母亲或出于本能, 让宝宝还在襁褓之中在咿呀学语的, 就将简单的儿歌、古诗, 讲故事, 看绘本, 或是从老一辈那听来的一遍遍讲给孩子听, 母亲坚持这样做, 虽是无意识的, 却足以让幼儿的视觉和听觉同步地被调起来了。无声的图书激起了孩子的兴趣, 也让他们逐渐积累着知识。
一入学的必承受阅读。从孩子一入学的那一刻起, 就要以尝试让学生承受阅读。在各种形式的“课堂”上, 让学生接受着语言的熏陶, 他们会跟着你像模像样的捧着书, 一句、一首、一段、一个故事地跟着老师读、念, 甚至复述。哪怕是识字最少的孩子, 也可以通过一天一首儿歌, 一周一篇文章, 在重复出现的字找到熟悉的身影。
二、阅读从“听”开始
面对着一年级的孩子们, 你会发现他们没有阅读的习惯, 每天到校后都是无所事事, 在打闹中浪费时间, 即使会认字的孩子里也被这个“氛围”所熏倒。在拼音教学还未结束时, 老师“读”成了这一时刻的主题曲。
1. 让抑扬顿挫打败挑挑拣拣。
一年级的口味特别地杂, 女孩子们爱听“公主”, 男孩子们偏爱“骑士”, 阅读广的孩子对经典故事早有所闻, 从未接触过的孩子听不懂很多词的意义。当你开始朗读时, 那随情节变化而抑扬顿挫的语气, 那随故事发展而变化莫测的表情, 一定会引起他们的注意。当教室里只剩下你的声音时, 当孩子们全都静下来时, 书的魅力已经悄悄地驻入他们的心田。
2. 让“连载”打败浮躁。
好动的一年级孩子总会一头热, 下课的“疯狂”就算是铃声也无法催着他们回教室, 对待姗姗来迟的孩子, 不妨用上“连载”吧!当与学生一起读《小猪唏哩呼噜》时, 我似有深意地告诉大家:小猪唏哩呼噜被抓儿狼抓走了。小猪唏哩呼噜被抓儿狼抓走了。“后来呢?”“接着呢?”“会被吃了吗?”大家开始迫不及待。我合上书, 淡定地说:“请听下回分解!上课!”此时无声胜有声, 精神来了, 我还怕你们跑了吗?
3. 让“事实”说明一切。
面对吵吵闹闹的一年级, 与其道理说了又说, 不妨来听一听。书城中有众多有关讲道理的书, 《小故事大道理》《让孩子益终生的101个道理故事》《心灵鸡汤》《感动学生心灵的故事》等, 故事主题深刻鲜明, 情节生动有趣, 语言质朴活泼。教师可以精选其中与学生有着较多关联的故事, 从故事中引导学生思考并消化, 使他们在听故事的同时获得丰富的智慧养料。
三、阅读从“简”入手
入学后的一年级孩子开始着手学习汉语拼音, 在这些拼音学习中还结合了认字。这些正是为阅读作着准备, 学完汉语拼音后, 简单的文本便可以渐渐被引给学生。
1. 绘本———让孩子走进特别的花园。
著名儿童文学家梅子涵先生也说过:“一个孩子, 尤其在今天的社会, 没看见、阅读过图画书, 会是一个很大的遗憾, 是童年不完整的表现, 如同没有看见过玩具, 没有见过草地一样。图画书实在是一个特别的花园。”因此, 绘本成了我们课堂中美味佳肴。
我们可以与学生共同分享《小老鼠和大老虎》《妈妈在哪里》《我的爸爸真麻烦》《圆圆的月亮》等电子绘本。这些绘本是有趣的图画加上少量的文字, 更能激发学生阅读兴趣。许多绘本非常童稚和幼稚, 有些就像是一个孩子画出来的, 书中的文字却是非常精炼, 许多学生看到这样的书会爱不释手。
2. 经典诵读———让孩子领略博大的文化。
所谓“经典”是指古今中外重大知识领域的原创性著作, 是被历史证明最有价值、最重要的文化精髓。根据一年级学生的特点, 这一时期可以阅读的经典有很多:古诗、三字经、百家性、弟子规、童谣、儿歌等。
3. 亲近母语———让孩子日有所诵。
“亲近母语”创始人徐冬梅女士给出了自己独到而深刻的见解:“母语, 是妈妈说的话, 是奶奶唱的歌谣;是乡音土语;是我们民族的共同语;是用母语传达的, 来自人类精神本源的共同的语言文化。”《日有所诵》正是这样一本亲近母语的书, 一年级的选材偏向于童谣儿歌、儿童诗、唐诗等。每天清晨, 或跟老师, 或跟同学, 或三五成群, 或独立吟诵, 让日有所诵走进学生的清晨。
4. 动画书籍———让孩子转移视线。
在校图书室上阅读课时, 一位学生抱着厚厚的《哈利波特》读得滋滋有味, 更重要的是书上并没有拼音, 问及她时也知道她已经读了三本《哈利波特》了, 而且乐此不疲。由此可见, 动画的影响力早已深入孩子的内心, 那么现在学生喜欢的《海底总动员》《彼得兔系列故事》岂不是更能吸 (下转23页) (上接38页) 引他们。对于识字少的他们来说, 这些读本在激起兴趣之余, 更能转移他们的视线, 何乐而不为。在自由阅读的午休时间, 班中就有四、五个孩子都抱着《西游记》, 似乎都想透过书本去找出火眼金睛的孙悟空。
四、阅读从“严”查起
小学生的自控能力相对较低、加上贪玩的天性, 绝大部分学生需要老师监督指导。因此阅读后的检查也必不可少。
1. 背诵不可少。
海量阅读的发起人韩兴娥就是这样做的, 在她的阅读课中, 往往一节课的容量就有2至3篇文章, 一册书用了两个月, 二册用了三个星期, 全班学生百分百能背诵。由她的实践可以说明, 一年级的孩子个个都是天才, 他们的背诵能力不是成年人所人相像, 如此, 在她的班级没有一个学生落下。由此, 我认为让一年级的学生多背、广背是在势在必行。在课堂上给学生背诵练习的时间, 快的孩子可以直接找老师背诵, 会背的可以继续往下读, 也可以成为临时小老师帮忙检查其他学生背诵。这样, 学生背诵的积极性很早, 真是分秒必争。
2. 时间不可少。
“一寸光阴一寸金, 寸金难买寸光阴”是我们从小便听习惯的口头禅。最多成功人士将阅读作为生活的最重一部分。中午吃完饭有一段空余时间, 临睡前抽空都可以翻阅一下电子读物, 每天将零碎的时间归拢起来, 翻看几页书, 每月和每年累计的阅读量是惊人的。因此, 教学生“挤”时间必不可少。
晨读:每天清早学生一走进教室, 就开始完成黑板上出现这天晨读的任务:背第X课, 背古诗X首, 读《日有所诵》第X~X课, 选择其中X段背诵。课堂中大量的引入相对比较短小的文章和学生几遍便能诵读的文章。而相对较长的文章, 则尝试将阅读放在课开始的读故事, 或是课结束前的绘本阅读。教学《棉鞋里的阳光》时, 在教学中插入了《猜猜我有多爱你》, 让孩子明白爱是无法衡量的, 只有加入付出爱的行动中, 才能收获很多的爱。午读:在这将近1个多小时里, 刺激他们的阅读神经, 利用奖励让学生源源不断阅读的动力。在家:在家的阅读时间相对学校更加地充分, 可以充分利用校讯通, 让父母了解学生必读与必背的阅读作业, 并让家长督促学生完成每天20分钟的阅读时间。可以利用班级QQ群, 通过与家长交流, 让家长明白阅读的重要性, 并征得家长的配合。让家长参与其中, 为自己的孩子淘书, 并检查孩子的阅读进展, 鼓励孩子大量阅读。
理工类阅读理解职称英语阅读 篇5
1.职称英语理工类阅读理解习题(3)
2.20职称英语理工类阅读理解习题(4)
3.年职称英语理工类阅读理解习题(2)
4.2014年职称英语理工类阅读理解习题(1)
5.2014年职称英语理工类阅读理解习题(5)
6.职称英语理工类阅读理解练习及答案
7.职称英语阅读理解习题
8.综合类职称英语阅读理解
9.职称英语阅读理解语句精选
阅读理解四则 篇6
American Parents
美国父母
To Americans, the goal of parents is to help children stand on their own two feet. From infancy(婴幼儿期), each child may get his or her own room. As children grow up, they gain more freedom to make their own choices. Teenagers choose their own forms of entertainment, as well as the friends to share them with. When they reach young adulthood(成年期), they choose their own careers and marriage partners. Of course, many young adults still seek their parents’ advice and approval(赞成) for the choices they make. But once they “leave the nest” at around 18 to 21 years old, they want to be on their own, not “tied to their mother’s apron (围裙) strings”.
The relationship between parents and children in America is very informal. American parents try to treat their children as individuals—not as extensions of themselves. They allow them to fulfill(履行) their own dreams. Americans praise and encourage their children to give them the confidence to succeed. When children become adults, their relationship with their parents becomes more like a friendship among equals(平等的人). But contrary(相逆的) to popular belief, most adult Americans don’t make their parents pay for room and board when they come to visit. Even as adults, they respect their parents.
根据短文内容，选择正确选项。
1. To Americans, the goal of parents is to ____.
A. help their children live independently
B. help their children live happily
C. help their children live richly
D. help their children live hardly
2. Which of the following is NOT true according to the passage? ____.
A. Every child may get his or her own room
B. Children gain more freedom to choose many things on their own
C. American children don’t want to be independent when they are about 18 to 21 years old
D. Young adults choose their own careers and marriage partners
3. The relationship between parents and children in America is very informal, because ____.
A. the parents don’t treat their children seriously
B. the parents don’t love their children
C. the parents spoil(溺爱) their children
D. the parents don’t regard their children as extensions of themselves
4. Most young Americans will ____.
A. live near to their parents
B. make their parents pay for room and board when they come to visit
C. respect their parents
D. take their parents as unequals
(B)
United Nations Says “No” to Taiwan
联合国拒绝台湾
The United Nations has said “no” to Taiwan for the 12th time. Each time, it says, “Taiwan can’t become a UN member country.”
Before this year’s UN meeting, a few countries handed in a report. In the report they said they wanted Taiwan to be a UN member.
Delegates(代表) had long talks about the report. Later, delegates from 93 countries said that they held the same idea as China. Taiwan could not become a member of the UN. The UN will never say “okay” to a report like this.
On Sunday, Jean Ping, the president of this year’s meeting, told the world about the UN’s decision(决定) in New York City.
The UN thinks that Taiwan is one part of China. So it has no way to get into the UN. That’s because it is only open to countries, a UN spokesman(发言人) said last Wednesday.
In 1971, the UN said at its 26th meeting that the People’s Republic of China was the only Chinese Government.
Taiwan has been part of China since 230 BC.
“There’s only one China in the world. Anyone who wants to make two Chinas is unpopular,” said Wang Guangya, head of the Chinese delegates to the UN.
根据短文内容，判断正（T）误（F）。
1. It is not the first time that Taiwan isn’t allowed to be a UN member.
2. Most countries as well as China don’t want Taiwan to become a member of the UN.
3. Taiwan has wanted to be a UN member since 230 BC.
4. The People’s Republic of China became a UN member at its 26th meeting in 1971.
5. The UN will never say “yes” to Taiwan.
(C)
Beijing, Are You Ready?
北京，你准备好了吗？
The Athens Games have ended. So now, people around the world are turning their eyes to Beijing, the host city of the 2008 Olympics. Beijing, are you ready?
Beijing began building the National Stadium (国家体育馆) and the National Swimming Centre last December. It also started on the shooting range (射击场) and cycling velodrome (自行车馆) at the same time. The Chinese capital wants to finish all of its sports buildings by 2007.
Safety has become more important for the Games. Beijing police will use helicopters (直升机) to watch over the city during the 2008 Games.
In the past few years, Beijing has also tried to teach taxi drivers and police basic English. They hope foreign visitors won’t get lost in the city in 2008.
Are you looking forward to 2008? What can you do to help the country get ready for its big Olympics?
根据短文内容，判断正（T）误（F）。
1. Beijing began building the cycling velodrome last December.
2. Safety is the most important problem of the Games.
3. If the taxi drivers don’t learn English, the foreign visitors will get lost in Beijing in 2008.
4. The Olympic Games are held every two years.
(D)
Different Manners in Different Countries
不同的国家，不同的礼节
We say that a person has good manners（礼节） if he or she is polite and kind and helpful to others. Everyone likes a person with good manners and no one likes a person with bad manners. “Yes,” you may say, “but what are good manners? How do I know what to do and what not to do?”
Different countries have different manners. For example, a guest(客人) in a Chinese house does not finish a drink. He usually leaves a little, to show that he has had enough. But in England a guest always finishes a drink to show that he has enjoyed it.
People all over the world agree that a well-mannered person is really a polite and kind person who often helps, especially (尤其) those older or weaker than himself. If you remember this, you will not go very far wrong.
根据短文内容回答下列问题：
1.Does a person of good manners often help others?
2.Does everyone know what good manners are?
3.Do you agree that a well-mannered person is a polite person?
4.It is always polite to finish a drink, isn’t it?
5.Do all countries have the same manners?
巧做阅读理解 篇7
阅读理解一般有3-5题。包括的题型大部分为:阅读文章的大意、作者思想、辨别句子的真与假、找出适合文章的标题、文章中所出现人物之间的关系、事件发生的时间、地点、原因, 或者词语含义解释。
出现的指向性较高的疑问词:who, when, where, why, 可有指向性寻找答案。当出现which, what时, 要从疑问词后面所给的主语所提问的对象来寻找重点和答案。
二、阅读理解做法
1. 读题。
先读考题, 对文章所涉及的内容进行初步了解, 对要捕捉的信息进行分析、推理。在读题当中查找是否有语法错误句或者容易看出来的干扰项。找出每个问题及答案较明显的不同点。
2. 浏览。
通过浏览全文, 掌握其大意。
3. 细读。
a.带着问题去读, 可缩小复读的范围, 更便于捕捉关键的信息。细读时可边读边用笔做一些标记, 把有关的人物、事件、时间、地点、起因划出来。
b、寻找与问题相似句带着问题找答案出现相同词语句子时特别注意, 问题答案就在附近。
c.每段第一句或最后一句, 一般就是文章中心, 段落大意。文章的第一句和第一段往往是作者要说明的对象或事件的起因。因此要抓住中心。
4. 解答。
对那些明显的, 有把握的题可以断然圈定。在做题时, 如果遇到困难, 再重新查阅。
5. 核对。
这是最后一步, 也是重要的一步, 不能疏忽。这一步骤要用全文的主题思想统率各考题, 把我们在阅读和答题时所得到的信息归纳整理一遍后重新再读一遍短文, 检查答案, 看是否前后一致;意义和语言知识是否和原文相符;是否符合逻辑等。发现前后矛盾、遗漏要点等错误, 要立即纠正。
三、阅读理解总结及补充
1.遇到不会做的问题可暂时不做, 把每个问题阅读完毕, 等会做的题已做完, 然后再回头做剩下的题目。
2.遇到生词时, 就进行猜词。如果一遇到生词就去查字典, 或跳过去不看, 都会影响对文章的理解。这样就要猜测生词的意思。不同的语境, 单词的意思也就不一样。所以要根据上下文线索和构词法等知识去猜测。
3.要注意的是, 改正原来选定的答案, 一定要慎重。一定要有充分的理由, 才可改原来答案。往往第一感觉很重要。
英语阅读理解探讨 篇8
关键词：读者变量,语篇变量,作者变量
1 引言
阅读理解是读者从语篇中获取信息的过程。阅读过程则是一个解码过程。作者要传达的信息进入读者头脑, 交际过程随之完成。但是, 交际过程并非如此简单, 因为在交际的各个环节中都可能出现“故障”, 致使交际中断, 信息无法传递。所以要掌握读者, 语篇及作者三个变量对阅读理解的影响。
2 变量的含义
信息在从作者的头脑到达读者的头脑里的过程中, 若干因素会影响读者接受信息。这些因素被心理学家们称之为变量。阅读变量主要有三:①读者变量 (reader variables) ;②语篇变量 (text variables) ;③作者变量 (writer variables) 。
(1) 读者变量:
在获取信息的过程中, 读者的个人知识结构起举足轻重的作用。如果读者具备了理解文本含义的一切背景知识 (如作者生平、文本内容等有关知识) ;那么他不需费很大力气就能理解文本含义。否则就如行进在崎岖的山路上, 摸索前进, 难以找到通往文本含义的坦途。由此可见, 相同的文本对不同的读者难易程度不同, 原因在于读者个人知识结构的差异, 这就是读者变量。读者变量是影响阅读的一个重要因素。
(2) 语篇变量:
语篇变量是指句子的结构、长度、词汇密度 (vocabulary intensity) , 新概念的多寡、文章主题的难度和新颖度等。一个文本的难易程度在于读者与作者在以上诸方面重合部分之大小。重合部分愈大, 文本愈容易, 反之则愈难。事实上, 完全的理解是不可能的, 阅读理解的目的在于尽量挖掘文本含义, 扩大重合面。毫无疑问, 语篇变量对阅读理解影响甚大。
(3) 作者变量:
作者也是个变量。在写作之前, 作者对读者的特点一定要心中有数, 然后根据其特点, 进行写作。这样, 他所要传达的信息才会准确地传达给读者, 否则就会出现误解或不完全理解, 致使交际中断。
3 三个变量对阅读理解的影响
我在英语阅读教学中注意研究了影响英语阅读的诸变量, 做到了有的放矢、采取了有效措施克服这些变量给阅读理解带来的负影响, 收到了较好效果:
(1) 在影响英语阅读的诸变量中, 作者变量是我们无法改变的, 因为我们不能要求作者写什么、不写什么或如何写。
但是我们可以在浩如烟海的阅读材料中选择适合学生水平的材料以解决作者变量给阅读理解带来的负影响。
美国语言学家克拉申提出了语言习得的五个假设:①习得与学习假设;②自然顺序假设;③监查假设;④语言材料假设;⑤情感过滤假设。国外语言学界对这些假设颇有争议, 但是其中语言材料假设已被多数研究者所接受。克拉申认为, 英语学习者通过接触略高于他们现有水平的语言材料, 而习得语言。他们不断吸收语言材料, 从而逐渐提高他们的语言水平。这一理论同样适用于英语学习中的阅读方面, 阅读材料应使学生感到有一定的难度, 但不可让学生感到太难, 一点都看不懂或大部分看不懂。我在教学中选择了一些有一定难度, 略高于学生实际水平的阅读材料。这些材料题材广泛 (内容包括社会科学、自然科学、生命科学、人文学科、文学等) 、妙趣横生、文笔优美、观点新颖、幽默诙谐。学生不仅学到了英语语言知识, 提高了阅读水平, 而且还获得了许多其它方面的知识。
(2) 语篇变量实际上包括两方面内容, 即语言方面的和非语言方面的。
句子结构、长度、语汇密度属于语言因素, 而新概念、文章主题、新颖度则属于非语言因素, 亦可称之为文化因素。在语篇中, 这两者往往交织在一起, 比如dog一词, 显然是个词汇问题, 属语言因素, 学生认识这个词, 应该说没有语言问题了, 但是, 当这个词在句子、甚至语篇中出现, 学生仅知道它的汉语对应词是“狗”就不一定能准确理解它的文化内函 (Cultural Connotation) 。许国璋教授称此类词为Culturally-loaded Words (具有文化内涵的词) 。我在教学中采用两种方法解决语篇变量对阅读理解的负影响;①深入分析难句、难词, 强化并丰富学生的语言知识;②从东西方文化对比的角度分析一些具有文化内涵的词、句和典故等, 以增加学生的文化背景知识, 达到提高阅读能力的目的。下面试举例说明:
例1.Propaganda is the most terrible weapon so far developed. It is worse than poison gas.
Even with all the elaborate apparatus of modern publicity. Few readers could without notice write more of the biography of any living writer than could be contained on a postcard.
英国《柯林斯伯明翰大学国际语料库英语词典》 (“Collins Cobuild English Language Dictionary”) 里, ”Propaganda“一词的定义是:Propaganda往往是夸大了的或错误的信息, 它是由一些政治团体散布的, 目的在于影响公众, 该词通常用作贬义。
(Propaganda is information, frequently exaggerated or false information, which is spread by political groups in order to influence the public;usually used showing disapproval) 。英汉词典一般 将“propaganda”译成“宣传”汉英词典里也把“propaganda”作为“宣传”的对应词。在汉语里“宣传”一词并无贬义, 而英语里 propaganda 明显是贬义词。与汉语“宣传”一词比较接近的英语词应是“publicity”, 有人曾建议将我国的宣传部门改译为“Publicity Department”。在例2中, propaganda是中心词, 该词在英汉词典里又被译为“宣传”, 学生如从汉语角度体会该词, 将会出现理解偏差。在教学中, 我注意引导学生多查全英词典, 从词汇的英语释义中理解词汇的文化含义和细微的语义差别。
例2:. I am not so naive, however, as to believe that sex is responsible for this unfortunate plight of the American women. I am not a feminist, but I am an individualist. I do not believe there is any important difference between men and women ——certainly not as much as there may be between one woman and another or one man and another.
在这篇短文中, individualist是个关键词, 它是从individualism而来。国内出版的各种“英汉”和“汉英”辞典均将individualism和“个人主义”视为对等词。individualism是美国人的价值观和人生观的核心, 它强调充分发挥个人的自由、权力以及独立思考与行动的能力。简言之, 它是美国人的生活准则和美国社会所倡导的精神, 也是美国社会文化的主流。它是个褒义词。而中国则倡导集体主义和协作精神。个人主义在中国文化中是指“一切从个人利益出发, 把个人利益置于集体利益之上, 只顾自己不顾别人的错误思想”。显然, 个人主义不是中国的主流文化, 它是个贬义词。由此可见, individualism和个人主义的文化内涵截然不同。学生弄清了individualism的内涵, 就能正确把握该文的主题, 达到跨文化交际的目的。
(3) 读者变量指读者已有的背景知识, 内部信息或称非视觉信息 (internal or non-visual information) 、阅读水平、智力、动机、能力倾向等。
其中背景知识是读者变量中最重要的一个方面, 它包括消极文化模式如政治、经济、教育、历史、地理等和活跃文化模式如思维方式、观念体系、喜怒哀乐、行为礼仪等。我曾试用克拉申的“限制性阅读”法 (即对学生实行阶段性范围指定阅读, 通过熟悉语篇诱其动用已积累的知识结构) 。训练学生以弥补他们背景知识不足这一弱点, 效果颇佳。例如在学生进行阅读训练中, 有一课文内容是有关“奥运会” (The Olympic Games) 的, 为了让学生对此有更深刻的了解, 我在阅读课文前先给他们一些背景材料.
The “Bird Nest” National Stadium located in Olympic Green, the centerpiece of the 2008 Summer Olympics which began on December 24, 2003.Government officials engaged architects worldwide in a design competition. A Swiss firm, Herzog & de Meuron Architekten A G, collaborated with China Architecture Design & Research Group to win the competition. The National Stadium will feature lattice-like concrete skeleton forming the stadium bowl which will seat 80, 000people.The Beijing National Stadium will be the site of the Opening Ceremony and Closing Ceremony as well as track and field events and soccer finals.
The Paralympics are elite sport events for athletes from six different disability groups (spinal cord injury, amputee, visually impaired, cerebral palsy, les autres, and mentally handicapped) .According to “one bid, one city “, the Paralympic Games have always been held in the same year as the Olympic Games, in Seoul in 1988, in Sydney in 2000Paralympic Games, in Athens in2004 and in torino in 2006 and in Beijing in 2008.
阅读了以上材料后, 学生对文章产生了浓厚的兴趣, 也更加有利于对本篇的理解。
另一方面, 我还试用“整体阅读”法培养学生的阅读习惯, 提高他们的阅读水平。多数学生都有一个不好的阅读习惯, 即要把遇到的每一个生词都查清, 才肯往下读。结果阅读速度慢得惊人, 常常是读到后面, 前面的内容已忘记。“整体阅读”法要求阅读者集中注意力于整个篇章内容, 而不是个别词语。在阅读过程中, 阅读者辨认出篇章开头的某些关键性词语时, 头脑立刻开始了对篇章内容的预测;接着在继续阅读的过程中, 通过对部分词语的辨认而不断证实、修正、扩展开始时的预测, 或者对它否定而产生新的预测, 最后达到对篇章内容的全面理解。通过“整体阅读”训练, 多数学生都能放弃原来的“只见树木、不见森林”的逐词逐句阅读法, 采用新的方法。掌握“整体阅读”法后, 学生阅读水平提高很快, 在对篇章内容的把握方面进步尤为明显。
本文讨论了英语阅读中的诸变量及它们对英语阅读教学的影响。这是当代英语阅读理论和实践中的重大课题, 笔者仅仅是在自己的阅读教学中采用了美国语言学家克拉申等人的方法, 进行了一些尝试。加拿大学者F·史密斯指出:“阅读的技巧实际上在于尽量少用眼睛。当我们成为熟练的读者时, 我们就学会了较多地依靠我们已经具有的知识、依靠我们的头脑而较少地依赖我们眼前纸上的印刷符号。” (F.Smith, 1878-82:9) 笔者的尝试仅仅是个开端, 要使我们的学生成为熟练的阅读者, 达到史密斯确立的目标, 还须进行艰辛的探索。
参考文献
[1] Nuttall, Christine.Teaching Reading Skills in a Foreign Language[J].English Language Book Society/Heinemann Educational Books, 1982, (4) .
[2]Krashen, S.PrinciplesandPracticeinSecondLanguageAcquisition[J].Oxford:pergamon.“The Input Hypothesis:Issues andi mpli-cations”.Longman Group Li mited, 1985.
[3]Smith.F.Understanding Reading——A Psycholinguistic Analysisof Reading and Learning to Read[J].Second Edition, Holt, Rine-hartand Winston, 1978.
阅读理解“三步曲” 篇9
兴趣是最好的老师,为了激发学生的阅读的兴趣,培养良好地阅读习惯、方法和技能,有效地提高英语的阅读能力,教师在日常的教学中,应尽量拓宽知识面,有意识地介绍文化背景、社会风俗等,以扩大知识视野。教师在选择阅读理解文章时,在内容、体裁和题材等方面尽量选用有趣的文章,由浅至深、由易到难,培养和发展学生的阅读兴趣。最初,可选择一些小故事、小笑话。这样的选材比较短小,自己主动深入读下去,变“让学”为 “乐学”,以饱满的热情投入到阅读活动中去,从而培养学生阅读的兴趣。
二、我们要搞好英语课教学,教给学生掌握阅读方法
诚然,我们培养了学生阅读理解的兴趣,还必须让学生了解做阅读理解题的步骤与方法。阅读理解题一般由两部分组成: 短文内容和问题。先快速阅读全文,初步了解文章内容,在快速阅读的过程中,一定要抓住要点,注意文章的首句、末句和重要词语,而且要注意文字中出现的人物、时间、地点、事件等线索,这些可以帮助你快速寻找到问题答案。在初步了解全文的内容后,要认真观察短文后面的问题,清楚地知道短文的问题内容后,要对问题进行仔细的阅读,加深印象,明确阅读目标,这样就能在复读时心中有数,有的放矢。对相关答案基本明确后认真阅读全文,并加以分析其它选项的内容,确定最佳答案。最后,再细读一遍全文,验证问题答案、修改错误、提高命中率。考试时,英语题量比较大,所以必须提高阅读效率。在这种情况下,先阅读文章后面的问题,再带着问题去定向阅读文章寻找答案的方法可以有效节约时间。
三、我们要搞好英语课教学,努力去提高学生的阅读能力
有了正确的阅读方法和技巧,如何提高阅读能力呢? 多练是很重要的一点,通过练习可以提高阅读技能和阅读效率。阅读理解是考查英语学习者综合运用英语、获取信息、解决问题的能力。要有这种能力,首先要掌握必要的词汇、语法、句型、习惯用语等,坚实的基础知识是提高阅读能力的前提。教师要充分利用书上的阅读材料,组织学生阅读,同时,尽量多地为学生寻找材料。在做题中教师要起正确引导的作用,认真指导学生的阅读技能,及时帮助学生清楚阅读中“拦路虎”。教师要调动学生的积极性,组织活动小组,学生可以根据自己的英语水平每周阅读一篇短文,教师在课堂上让学生复述短文内容,既激发学生学习热情,又培养学生创新意识。 另外,在平时的课堂练习中,要注意练习学生的阅读速度,快速阅读使学生在阅读中精神高度集中,可以此方法解决在实际考试中时间相对紧张的问题。
总之,教师要帮助学生培养阅读兴趣,指导学生掌握正确的阅读方法和技巧,提高学生阅读能力,让我们师生共同演奏好阅读理解“三部曲”。
摘要：在英语教学过程中,阅读是听、说、读、写四项基本技能之一。阅读理解是英语教学的主要内容,而阅读理解能力又是各类英语测试的主要能力之一。所以,激发学生的阅读兴趣,用正确的方法和技巧处理阅读理解,进一步提高阅读能力是必要的。
阅读理解 篇10
一、目前的现状
尽管中学英语教学历来重视培养学生的阅读能力，但由于传统的英语课堂教学过多地承担了词汇、语法等语言基础知识的教学任务，英语教师常把大量的时间、精力用于知识点的传授、复习、掌握和操练上，专门的阅读训练，尤其是以语篇能力、思维能力和阅读技巧为核心的阅读能力训练不足，导致学生的阅读能力并没有得到实质性的提高。其外在的表现是，学生参加英语考试时经常在阅读理解和完形填空等题中失分过多，导致成绩不理想。
从提高英语阅读能力的途径看，学生的阅读训练与学习主要有两类：一类以开阔视野、欣赏鉴析为主;另一类是以阅读策略为主要目的的专项训练。仅从应试的角度看，与前者相比，后者更能够使学生在较短的学习时间内大幅度提高英语阅读能力，从而在英语测试中取得理想的成绩。
二、阅读理解类试题的设计
阅读策略的内容主要包括阅读技巧、语篇能力和思维能力。从全国各地中高考英语试题的设计来分析，涉及阅读技巧、语篇能力方面的考点主要有：理解主旨大意、理解文章具体信息、根据上下文线索猜测生词词义、做出简单判断和推理、理解文章的基本结构、理解作者的意图和态度、根据所读，用恰当的词语补全文章提纲、概括关键内容或词语转换等。这方面的训练必须通过学生独立自主的阅读和有针对性的解题实践，才能使他们养成良好的阅读习惯，提高阅读理解能力。
随着近年来中考和高考英语试题难度和阅读量的不断增加，思维能力的局限越来越成为阻碍学生提高英语考试成绩的一大障碍。如，近年来完形填空题的考核已经不再以语法知识为主，而是重点考查学生对文章意思的理解，即所要填写的词只能从一定的语境中找出。这就要求学生学会根据上下文的逻辑关系进行仔细的分析与判断。而阅读理解题更是越来越多地检测学生对文章的隐含意义、逻辑结构等的理解和对主旨大意的概括，如，推断作者的写作态度和意图、猜测生词的词义、确立文章的主题等，这些问题的答案多数隐藏在文章的脉络之中，学生通常无法直接从字面意思中获得，必须开动脑筋、激活思维。因此，要想在英语考试中取得高分，学生必须学会灵活运用分析、综合、归纳、判断、推理等思维方法。
三、高中英语课本中阅读策略的内容
英语阅读理解旨在进一步发展学生基本语言运用能力，着重提高学生用英语获取信息、处理信息、分析信息、分析和解决问题的能力，而阅读能力提高的一个关键就是阅读策略，其获取来源于大量的阅读实践。在目前使用的牛津高中英语课本中有不少阅读策略的指导。
从以上列举可以看出，在译林牛津版的高中英语教材中，编者有目的地提供了一些阅读策略，供教师在进行阅读教学时对学生进行阅读方法的指导，有针对性地指导学生运用略读或寻读等技巧，并就文章的语言特点、行文风格、文体等方面进行分析，介绍阅读方法，以帮助学生更好地理解所读文章，培养和提高阅读能力。这些阅读策略完全与高考阅读理解题型设计吻合，充分考虑了学生的需要，对培养学生的英语阅读能力及阅读技巧大有裨益，这些策略也能优化学习方式，提高学生自主学习能力。
四、阅读策略及解题技巧的指导
英语阅读策略的内容之一是阅读技巧, 掌握阅读技巧，对于理解文章大有裨益。阅读技巧主要包括：了解西方写作结构的特点，分析文章的结构规律。抓住句子的主干。巧妙绕开生词，抓住“特殊词汇”。
除此之外，我们还可以针对高考阅读理解的题目设计类型，采用适当的解题技巧，有助于提高解题能力。高考阅读理解题型设计常包括：
1. 主旨大意型
这类题型的特征为：A.干扰项。可能属文中某个具体事实或细节。B.干扰项。可能属从文中某些 (不完全的) 事实或细节片面推出的错误结论。C.干扰项。可能属非文章事实的主观臆断。D.正确项。是根据文章意思全面理解而归纳概括出来的，但不能太笼统、言过其实或以偏概全。
解答这类主旨大意型题目时，寻找主题句是解题的关键，主题句通常在文首、文末或首尾呼应，有时在句中，也有可能没有主题句，这时需根据文章所述内容进行归纳。寻找主题句有以下四个小窍门：
(1) 段落中出现转折时，该句很可能是主题句。
(2) 作者有意识地反复重复的观点，通常是主旨。反复出现的词语，一般为体现文章主旨的关键词。
(3) 首段出现疑问句时，对该问题的回答很可能就是文章主旨。
(4) 提出文章主旨时常伴有文字提示，有therefore, thus, but, however, in fact, in short等词。因此，这些词后的内容很可能就是文章主旨。
2. 事实细节型
该题型难度：该题型难度系数值最低并占阅读题(除任务型阅读)总数的50%左右。
该题型分析：文章中心是论点，事实细节是论据或主要理由。有关细节的问题常对文中某个词语、某句子、某段落等细节及事实进行提问，所提问题一般可直接或间接在文章中找到答案。
解答此类题的要领：忠实于原文上下文及全篇的逻辑关系，决不能主观臆断。因此，解答事实细节型题目时要注意：此题型最普遍的特征是题干中的某些词语和表达方式与原文的词语和表达方式相吻合，因此，一般采用寻读法，即先读题，然后带着问题快速阅读短文，找出与问题有关的词语或句子，再对相关部分进行分析对比，找出答案。
3. 词义猜测型
该类题设题常有好几种方法：同义法。常在词或短语之间有并列连词and或or，它们连接的两项内容在含义上是接近的或递进的。反义法。如，hot and cold, give and receive等，或前句为肯定，后句为否定。词与词之间都起着互为线索的作用。释义法。对文章中的生词用定语(从句)、表语甚至于用逗号、破折号等标点符号引出并加以解释说明。情景推断法。根据上下文情景线索进行猜测。
解答此类题型时要多根据上下文、前后句之间的意义来考虑，不能望文生义，或断章取义。
4. 推理判断型
题型分析：高考15题中常有5～6题，要考查学生由文章的字面信息推出未知信息或隐含信息的能力，根据文章提供的事实和线索，进行逻辑推理，推测作者未提到的事实或某事发生的可能性、作者的倾向或意图、文章的论调等。
该题型解题要领：透过现象看本质，判断有据，推论有理，忠实原文，切忌用自己的观点代替作者的本意。全面分析所有相关信息，切忌片面思考，得出片面结论。善于揣摩作者思路，尽可能与作者的思路吻合。
阅读理解精练 篇11
One day I was walking in a forest when I was suddenly attacked by a butterfly many times beside a pool. I was puzzled about it, laughing, and found it very funny. I stopped laughing, my attacker rushed at me again. He struck me in the chest with his head and body over and over again with all his strength. This time, though, I stepped back several paces to look the situation over. My attacker moved back as well to land on the ground.
He had a mate and she was dying on the ground. Sitting close beside her, he opened and closed his wings as if to fan her. I could only admire the love and courage of that butterfly in his concern for his mate, even though she was clearly dying and I was so large. He did so just to give her those extra few precious moments of life so that I should have been careless enough to step on her.
Now I knew why and what he was fighting for. So I carefully made my way around the pool to the other side of the path, though it was only inches wide and extremely muddy. His courage in attacking something thousands of times larger and heavier than himself just for his mate’s safety justified it. I couldn’t do anything other than reward him by walking on the more difficult side of the pool. He had truly earned those moments to be with her, undisturbed.
Since then, I’ve always tried to remember the courage of that butterfly whenever I see huge obstacles facing me. I use that butterfly’s courage as an inspiration(精神) and to remind myself that good things are worth fighting for.
1. Why did the butterfly attack the writer again and again, then sat close beside the dying butterfly?
A. Because the writer disturbed the love conversation between them.
B. Because he was afraid the writer would be calreless enough to step on the dying butterfly.
C. Because the writer hurt his mate.
D. Because he was sad about his mate’s death.
2. The writer rewarded the brave butterfly for his courage by_______.
A. saving his dying partner
B. by changing his direction to go around it on the part of the path that wasn’t covered by water and mud
C. by walking on the more difficult side of the pool
D. by reminding himself that good things are worth fighting for
3. What’s the best tile of the passage?
A. The Dying Butterfly
B. The True Love Between Two Butterflies
C. The Courage of the Male Butterfly
D. A Story of Love and Courage
4. What does the underlined “ it” indicate in the third paragragh?
A. I carefully made my way around the pool to the other side of the path, though it was only inches wide and extremely muddy.
B. He had truly earned those moments to be with her, undisturbed.
C. The butterfly fought against me again and again.
D. There was only one choice left for me.
5. Which statement is Not True according to the passage?
A. Although the butterfly attacked him again and again, he found it amazing and funny.
B. The writer admired the butterfly’s courage.
C. The writer thought the male butterfly was worth learning from.
D. The writer was very sad about the dying butterfly.
B
China raises 13th-century ship and its porcelain treasures from seabed.
Published: 24 December 2007 Chinese archaeologists have successfully raised the wreck of the Nanhai No.1, an 800-year-old merchant ship, from the depths of the South China Sea and will begin the laborious process of sifting(筛选、挑选) through its cargo of fine porcelain(瓷器) and other treasures. The ship went down in storms as it left a southern Chinese port to sail the rich trade route known as the ancient Marine Silk Road and was quickly buried in silt, which has preserved the priceless haul of 80,000 relics on board. At 30 metres long and 10 metres wide, it is the largest cargo ship discovered from that golden age of Chinese merchant history.
Two boats pulled the barge carrying Nanhai No. 1, know as “South China Sea No. 1”, to a temporary port on December 24, 2007. It will be put on a huge air bed and sent to a custom-designed museum, built at a cost of 150 million yuan (￡10.3m) by the Guangdong provincial government. Initial excavations(发掘) have yielded gorgeous green glazed porcelain plates, blue porcelain and gold, silver and tin pots, chinaware specially designed for markets in the Middle East, as well as 6,000 copper coins from the Song Dynasty (960-1279) when the boat was built. Mr Jiancheng reckons there are still up to 80,000 relics on the ship.
It is impossible to put a value on the treasure, although given the prices old Chinese vases are garthering in the world’s auction houses these days, the haul must be worth billions of pounds. Some Chinese cultural relics experts in China say the importance of the find could be equal to that of the Terracotta Warriors in Xi’an.
Chinese traders began selling silks, porcelain and tea along the Marine Silk Road around 2,000 years ago, from southern ports in Guangdong and Fujian to countries in south-east Asia, Arab countries and Europe. There have been several ships discovered in the area and the Nanhai No. 1 was the first in 1987.
1. Why has the invaluable porcelain and other treasures on Nanhai No. 1 been kept well?
A. Because the goods were made in high quality.
B. Because the salt sea water has protected them.
C. Because the ship was interred in silt quickly.
D. Because few pirates(海盗) have visited the ship before.
2. According to the passage, the Naihai No. 1 was_______.
A. one of the largest cargo ships discovered recently
B. just on the way of ancient Silk Road
C. an 800-year-old sunk fishery ship
D. a large merchant ship 30m in length and 10m in width
3. The underlined word “yield” in the second paragraph might mean _______.
A. receive
B. come out
C. dig out
D. bring forth
4. In some Chinese cultural relics experts’ view, the find of the Nanhai No. 1_______ .
A. was just like the discovery of the Terracotta Warriors
B. would discover the secrets of the Song Dynasty
C. would bring in a lot money to the Guangdong government
D. was a sign for China to excavate(挖掘)the cultural relics undersea
5. The last sentence of the passage might tell us_______.
A. the ships in ancient China were not strong enough
B. it was 30 years later that the Naihai No. 1 was raised
C. the destination of the Naihai No. 1 was south-east Asia
D. Naihai No. 1 sank 2000 years ago
答案解析：
A
1. B。从第二段最后一句可知答案。He did so just to give her those extra few precious moments of life so that I should have been careless enough to step on her.
2. C。从第三段倒数第二句可知答案。I couldn’t do anything other than reward him by walking on the more difficult side of the pool.
3. D。本文既讲述了两个蝴蝶之间的真正爱情又赞赏雄性蝴蝶的勇敢。第二段第三句I could only admire the love and courage of that butterfly in his concern for his mate, even though she was clearly dying and I was so large.就说明了这一主题。
4. A。it在此指后面作者看到这一切后，决定绕道而行，尽管路很难走，但觉得是值得的。
5. D。本文只讲述了作者对这对蝴蝶爱情的感动和雄性蝴蝶的勇敢，而没有提及作者对the dying butterfly的感受。
B
1. C。 细节推断题，文章第一段第二句话谈到轮船在离开中国南部港口后不久沉没，并被埋在了淤泥中，故与选项C内容相符。
2. D。细节推断题，根据第一段最后谈到的“it is the largest cargo ship discovered from that golden age of Chinese merchant history.”可以排除A选项；根据第一段中第二句中的“to sail the rich trade route known as the ancient Marine Silk Road”可排除B选项；根据文章第一句话中提到的“an 800-year-old merchant ship”可以排除C选项；只有D选项与第一段最后一句开头谈到的“At 30 metres long and 10 metres wide”相符，故答案选D。
3. B。根据下文“gorgeous green glazed porcelain plates, blue porcelain and gold, silver and tin pots, ...”可断定是该单词的意思应该为B。
4. A。细节理解题，根据文章第三段最后一句谈到的“Some Chinese cultural relics experts in China say the importance of the find could be equal to that of the Terracotta Warriors in Xi’an.”可知答案。
阅读理解3篇 (英文) 篇12
Even at school there had been an unhealthy competition between George and Richard.
“I'll be the first millionaire in Coleford!”Richard used to boast.
“And you'll be sorry you knew me, ”George would reply, “because I'll be the bes lawyer in the town!”
George never did become a lawyer and Richard never made any money.Instead both men opened bookshops on opposite sides of Coleford High Street.It was hard to make money from books, which made the competition between them worse.
Then Richard married a mysterious girl.The couple spent their honeymoon on the coas—but Richard never came back.The police found his wallet on a deserted beach but the body was never found.He must have drowned.
Now with only one bookshop in the town, business was better for George.But sometimes he sat in his narrow, old kitchen and gazed out of the dirty window, thinking about his former rival (竞争对手) .Perhaps he missed him?
George was very interested in old dictionaries.He'd recently found a collector in Australia who was selling a rare first edition.When the parcel arrived, the book was in perfect condition and George was delighted.But while he was having lunch, George glanced at the photo in the newspaper that the book had been wrapped in.He was astonished—the smiling face was older than he remembered but unmistakable!Trembling, George started reading.
“Bookends have bought ten bookstores from their rivals Dylans.The company, owned by multi-millionaire Richard Pike, is now the largest bookseller in Australia.”
1.George and Richard were____at school.
2.How did George feel about Richard after his disappearance?____.
3.George got information about Richard from____.
4.What happened to George and Richard in the end?____.
(B)
How I Turned to Be Optimistic
I began to grow up that winter night when my parents and I were returning from my aunt's house, and my mother said that we might soon be leaving for America.We were on the bus then.I was crying, and some people on the bus were turning around to look at me.I remember that I could not bear the thought of never hearing again the radio program for school children to which I listened every morning.
I do not remember myself crying for this reason again.In fact, I think I cried very little when I was saying goodbye to my friends and relatives.When we were leaving I thought about all the places I was going to see—the strange and magical places I had known only from books and pictures.The country I was leaving never to come back was hardly in my head then.
The four years that followed taught me the importance of optimism, but the idea did not come to me at once.For the first two years in New York I was really lost—having to study in three schools as a result of family moves.I did not quite know what I was or what Ishould be.Mother remarried, and things became even more complex for me.Some time passed before my stepfather and I got used to each other.I was often sad, and saw no end to“the hard times”.
My responsibilities in the family increased a lot since I knew English better than everyone else at home.I wrote letters, filled out forms, translated at interviews with immigration officers, took my grandparents to the doctor and translated there, and even discussed telephone bills with company representatives.
From my experiences I have learned one important rule:Almost all common troubles eventually go away!Something good is certain to happen in the end when you do not give up, and just wait a little!I believe that my life will turn out all right, even though it will not be that easy.
1.How did the author get to know America?____.
2.Upon leaving for America the author felt____.
3.For the first two years in New York, the author____.
4.What can we learn about the author from Paragraph 4?____.
5.The author believes that____.
(C)
My grandfather came from Hungary and was the only one in his family who settled down in the United States.The rest of his family remained in Europe.When World War I broke out, he seemed to have become another man, downhearted.Such obvious change was not born out of his welfare, but out of fear:if his only son, my uncle, had to go to war, i would be cousin fighting against cousin.
One day in 1918, my Uncle Milton received his draft notice.My grandparents were very upset.But my mother, at the age of 10, felt on top of the world about her soldier brother going off to war.Realizing how he was regarded by his little sister and all of her friends my uncle bought them all service pins, which meant that they had a loved one in the service.All the little girls were delighted.
The moment came when my uncle and the other soldiers, without any training but all in uniforms, boarded the train.The band played and the crowd cheered.Although no one noticed, I'm sure my grandmother had a tear in her eye for the only son.The train slowly pulled out, but not about a thousand yards when it suddenly paused.Everyone stared in wonder as the train slowly returned to the station.There was a dead silence before the doors opened and the men started to step out.Someone shouted, “The war is over.”For a moment nobody moved, but then the people heard someone bark orders at the soldiers.The men lined up in two lines, walked down the steps, and with the band playing, marched down the street, as returning heroes, to be welcomed home.My mother said it was a great day, bu she was just a little disappointed that it didn't last a tiny bit longer.
1.What the grandfather was most worried about was____
2.The underlined phrase“draft notice”means“____”.
3.What did the“service pins” (in Para.2) stand for in the eyes of the little girls?____.
4.Which of the following words can best describe the ending of the story?____.