阅读理解专项训练 高考英语二轮复习.docx

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1、阅读理解专项训练第一篇：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 her fami

2、ly 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. Franklins mother also took her side until her father finally gave in.

3、She was invited to Kings College in London to join a team of scientists. The leader of the team assigned her to work on DNA with a graduate student. Franklins assumption was that it was her own project. The laboratorys second-in-command, Maurice Wilkins, was on vacation at the time, and when he retu

4、rned, their relationship was puzzling. He assumed she was to assist his work; she assumed shed 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 of DNA histo

5、ry by disclosing, without Franklins permission, her Photo 51 to 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 Maddox who wrote

6、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 they received a Nobel Prize in 1962. Crick and Watson were also able to take most of the cre

7、dit for the finding: they included a footnote acknowledging that they were “stimulated by a general knowledge” of Franklins and Wilkins unpublished contribution, when much of their work was rooted in Franklins photo and findings. Franklin didnt know that these men based their article on her research

8、, and she didnt complain either, likely as a result of her upbringing. Franklin “didnt do anything that would invite criticism (that was) bred into her,” Maddox said.66. Wilkins relationship with Franklin was characterized by _. A. unity and harmony B. confusion and competition C. cooperation and mi

9、scommunicationD. misunderstanding and conflict67. What 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 with the importance of Pho

10、to 51. D. He was anxious about the progress Wilkins and Franklin had made. 68. What is Brenda Maddoxs main intention according to the quote in the last paragraph? A. To re-evaluate the importance of the DNA model. B. To criticize Kings College and Cambridge. C. To emphasize Franklins importance in s

11、cience. D. To deny Watsons and Cricks contribution to science.69. Franklins 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 in modern science D. that perseverance le

12、ads to success and recognition of field scientists 【Keys】66-69 CBCD第二篇：Sebastian Faulks has written many novels, including Devil May Care, the latest James Bond book. This cutting comes from a very different kind of novel called Charlotte Gray. The setting is a transit (中转) camp near Paris during th

13、e 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, they face certain death. The Last NightAndre was lying on t

14、he floor when a man came with postcards on which the deportees might write a final message. He advised them to 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 survived the camps search were passed round among the people

15、in the 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 take on the journey. She also had a bucket of water, round which they gat

16、hered, holding out food cans they passed from one to another. One of the 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 on the straw, and Jacob leaned close to him for warmth. Five

17、buses had come in through the main entrance, and now stood trembling in the corner 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. Andre heard his name and moved with Jacob towards the bus. From th

18、e 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 womans face in which the eyes were fixed with terrible fierceness on a child beside him. Why di

19、d she stare as though 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, for ever. 66. What can we learn from the first part of the passage? A. The backgro

20、und and the 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 true about the things going on in the transit camp?A. The deportees were eager to lea

21、ve 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. 68. The woman stared at her child fiercely probably because _. A. she found her child wa

22、s trembling and crying for foodB. she thought she would never see her child any more C. she was filled with an attempt to escape from deathD. she was driven mad by the life in the transit camp69. The author told the story in a(n) _ tone. A. casualB. desperate C. hatred D. innocent【Keys】66-69 CABB第三篇

23、：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 her direction, she apologized, “Sorry. Was it wrong to take a picture?”“I cant read my ow

24、n handwriting,” the young woman explained. “Its 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 taking notes. For those in the photo-taking camp, motivations extended beyond their inability to com

25、prehend 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 wouldnt lose their phones. Some took photos because they wanted to record exactly the manner in which I had noted information on

26、 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 questions for the classroom. Is a picture an effective replacement for the process of note-taking?Inst

27、ructors encourage students to take notes because the act of doing so is more than merely recording necessary informationit helps prepare the way for understanding. Encouraging students to take notes may be an old-fashioned instructional method, but just because a method has a long history doesnt mea

28、n its out of date. Writing things down engages a students brain in listening, visual, and kinesthetic(触觉的) learninga view supported by a longstanding research. The act of writing down information enables a person to begin committing it to memory, and to process and combine it, establishing the build

29、ing blocks of learning new concepts.Taking a picture does indeed record the information, but it deletes some of the necessary mental engagement that taking notes employs. So can the two be equally effective? 66. The woman apologized in the class because she_.A. had the bad handwriting B. missed the

30、teachers directionsC. took a picture of the board D. disturbed other students learning67. According to the passage, which of the following may NOT explain students reluctance to take notes?A. They lack proper techniques for taking notes. B. They want to listen more attentively in class.C. They belie

31、ve smart phones are much safer for storing notes.D. They want to have the exact version of the notes on the board.68. According to the passage, taking notes by hand_.A. requires students to think independently B. helps students actively participate in learning C. proves to be an old and useless lear

32、ning methodD. seems unsuitable for students to learn new ideas69. What is the main idea of this passage?A. The traditional way of note-taking should be replaced.B. A modern way 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】6669

33、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 having 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, i

34、nstead, simply exercised my citizens rights, guaranteed to me and all United States citizens by the National Constitution(宪法), beyond the power of any state to deny.Our democratic-republican government is based on the idea of the natural right of every individual member to a voice and a vote in maki

35、ng 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 belief that government can give right.All men are created equal, and gifted by their Creator with certain undeniable rights. Among these

36、are life, liberty, and the pursuit of happiness. To secure these, governments are established among men, gaining their just powers from the agreement of the governed.Here is no shadow of government authority over rights, or exclusion of any class from their full and equal enjoyment. Here is pronounc

37、ed the right of all men, and therefore, as the Quaker minister said, of all women, to a voice in the government. And here, in this first paragraph of the Declaration, is the declaration of the natural right of all to the vote; for how can the agreement of the governed be given, if the right to vote

38、be denied?The introduction of the Federal(联邦的) Constitution says: We, the people of the United States, in order to form a more perfect union, establish justice, insure domestic peacefulness, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves

39、 and our posterity(子嗣), do establish this Constitution for the United States of America.It was we, the people; not we, the white male citizens; not we, the 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 t

40、o the half of ourselves and the half of our posterity, but to the whole people - women as well as men. And it is absolute ridicule to talk to women of their enjoyment of the blessings of liberty while they are denied the use of the only means of securing them provided by this democratic-republican g

41、overnment - the vote.70. The speaker was standing in front of the audience to _.A. accuse the government of having denied treating her unfairly B. fight for the legal right to vote in the United States as a womanC. share a recent victory on voting for the president of the States D. guarantee that th

42、ey could better understand the National Constitution71. The expression throw to the winds (Paragraph 2) is closest in meaning to _.A. abandon B. emphasize C. shake D. spread72. Which of the following statements is true according to the speech?A. The Quaker minister holds conflicting opinions on wome

43、ns right to vote. B. Government authority has the right to bar some of the governed out of liberty.C. The policy is undeniably adopted that all the governed in America have the equal rights. D. Theres no way to the real agreement of the governed if womens vote right is robbed.73. It can be inferred

44、from the speech that _.A. its more important to have liberty than have good wishes of itB. the Federal Constitution comes from the National ConstitutionC. its ridiculous that women enjoy liberty while their rights are not securedD. racial and gender issues are among the major social problems of the

45、USA74. Which of the following might be the best title of the speech? A. For the Sake of Liberty and Happiness B. Vote on the Womens Rights C. In the Name of Equal Right to vote D. Power of American Constitution 【Keys】70-73. BADDC 第五篇：A childs map often provides a much-needed rest for parents too. Ti

46、me for an uninterrupted phone call, or a rest on the sofa. And naps have to be a good thing for preschools, surely, 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 feel

47、s counterintuitive for a review of 26 studies to conclude that napping in children over two years of age may not 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 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 that the research o