高考英語(yǔ)一輪復(fù)習(xí)-閱讀理解基礎(chǔ)題[打包7套]1.zip

高考英語(yǔ)一輪復(fù)習(xí)-閱讀理解基礎(chǔ)題[打包7套]1.zip,打包7套,高考,英語(yǔ),一輪,復(fù)習(xí),閱讀,理解,基礎(chǔ),打包 山西保德縣2017高考英語(yǔ)閱讀理解入學(xué)練習(xí) 2016高考訓(xùn)練題。閱讀理解。 閱讀下列短文，從每題所給的四個(gè)選項(xiàng)（A、B、C和D）中，選出最佳選項(xiàng)。 The baby is just one day old and has not yet left hospital. She is quiet but alert（警覺(jué)）. Twenty centimeters from her face researchers have placed a white card with two black spots on it. She stares at it carefully. A researcher removes the card and replaces it by another, this time with the spots differently spaced. As the cards change from one to the other, her gaze（凝視）starts to lose its focus--until a third, with three black spots, is presented. Her gaze returns: she looks at it for twice as long as she did at the previous card. Can she tell that the number two is different from three, just 24 hours after coming into the world? Or do newborns simply prefer more to fewer? The same experiment, but with three spots shown before two, shows the same return of interest when the number of spots changes. Perhaps it is just the newness? When slightly older babies were shown cards with pictures of objects (a comb, a key, an orange and so on), changing the number of objects had an effect separate from changing the objects themselves. Could it be the pattern that two things make, as opposed to three? No again. Babies paid more attention to squares moving randomly on a screen when their number changed from two to three, or three to two. The effect even crosses between senses. Babies who were repeatedly shown two spots became more excited when they then heard three drumbeats than when they heard just two; likewise（同樣地）when the researchers started with drumbeats and moved to spots. 1．Babies are sensitive to the change in _______. A. the size of cards B. the colour of pictures C. the shape of patterns D. the number of objects 2．Why did the researchers test the babies with drumbeats? A. To reduce the difficulty of the experiment B. To see how babies recognize sounds C. To carry their experiment further D. To keep the babes interest. 3．Where does this text probably come from? A. Science fiction B. Children’s literature C. An advertisement D. A science report 參考答案1—3、DCD 試題分析：本文屬于科學(xué)研究類的短文，研究嬰兒對(duì)于外界聲音和變化的反應(yīng)?？茖W(xué)家在實(shí)驗(yàn)中使用了不同的刺激物對(duì)嬰兒進(jìn)行刺激以證明研究的準(zhǔn)確性。 1．D 細(xì)節(jié)題。根據(jù)第一段后4行As the cards change from one to the other, her gave（凝視）starts to lose its focus-until a third, with three black spots, is presented. Her gaze returns: she looks at it for twice as long as she did at the previous card.可知當(dāng)眼前黑點(diǎn)變成3個(gè)的時(shí)候，孩子的注意力又恢復(fù)了。故D項(xiàng)正確。 2．C 推理題。根據(jù)文章最后三行Babies who were repeatedly shown two spots became more excited when they then heard three drumbeats than when they heard just two; likewise（同樣地）when the researchers started with drumbeats and moved to spots. 可知使用敲鼓的聲音來(lái)進(jìn)行試驗(yàn)，就是為了更進(jìn)一步了解具體情況。故C正確。 3．D 推理題。本文屬于科學(xué)研究類的短文，研究嬰兒對(duì)于外界聲音和變化的反應(yīng)。所以最可能是從科學(xué)報(bào)告里摘錄出來(lái)的內(nèi)容。故D正確。 閱讀下列短文，從每題所給的四個(gè)選項(xiàng)（A、B、C、D）中，選出最佳選項(xiàng)。 【2016高考訓(xùn)練】 Teachers say the digital age has had a good influence----- and a not-so-good influence----on this generation of American teenagers. More than 2000 teachers took an online survey. Three-quarters of the teachers said the Internet and digital search tools have had a “ mostly positive” effect on their students’ research habits and skills. But 64 percent said the technologies “ do more to distract (使分心) students than to help them academically.” And 87 percent agreed that these technologies are creating an “ easily distracted generation with short attention spans.” The Pew Internet Project did the survey with the National Writing Project. Judy Buchanan is the vice director of the National Writing Project and a co-author of the report. Ms. Buchanan says digital research tools are helping students learn more and faster. “ Teachers really favor these tools because they are ways to make some of the learning exciting and engaging. Young people favor these tools. The goal is to really help them become creators of meaningful content, and not just sort of consumers.” But one problem the survey found is that many students lack digital literacy. They trust too much of the information they find on the Internet. Judy says these students haven’t developed the skills to determine the quality of online information. “ It’s something that really has to be taught and paid attention to, because in a world in which things happen quickly, you do need to step back, reflect and analyze the information you have.” Another problem is blamed on something that might not seem like a problem at all: being able to quickly find information online. Teachers say the result is a reduction in the desire and ability of their students to work hard to find answers. They say students are overly dependent on search engines and do not make enough use of printed books or research libraries. Many teachers are also concerned that the Internet makes it easy for students to copy work done by others instead of using their own abilities. 1 The text mainly tells us ____________. A. digital tools bring about benefits and problems B. the Internet is playing a key role C. teachers encourage using digital tools D. all the students use digital tools 2 Which of the following best shows the structure of the text? A. B C D (=Para 1, = Para 2, =Para 3, = Para 4, =Para 5) 3 The underlined sentence in the third paragraph probably means _________. A. students do not have the right digital tools B. students do not always have access to the Internet C. students can’t judge online information properly D. students haven’t the ability to adjust themselves 4 Some students don’t tend to work hard because ___________. A. they can copy others’ work without being punished B. printed books and libraries around aren’t enough C. the Internet can’t make students concentrate D. they can get answer on the Internet quickly 參考答案1—4、ACCD 閱讀下列短文, 從給的四個(gè)選項(xiàng) (A、B、C和D) 中, 選出最佳選項(xiàng)。 Students and Technology in the Classroom I love my Blackberry—it's my little connection to the larger world that can go anywhere with me. I also love my laptop computer，as it holds all of my writing and thoughts.Despite this love of technology, I know that there are times when I need to move away from these device(設(shè)備) and truly communicate with others. On occasion，I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas.Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom，I have a rule—no laptops, iPads, phones, etc.When students were told my rule in advance of the class, some of them were not happy. Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There's a bit of truth to that.Some students assume that I am anti-technology. There's no truth in that at all. I love technology and try to keep up with it so I can relate to my students. The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversations and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and to make connections between course material and the class discussion. I've been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create.Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom. I'm not saying that I won't ever change my mind about technology use in my history class, but until I hear a really good reason for the change，I'm sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up. 本文是一篇議論文。作者是一位老師，非常喜歡高科技產(chǎn)品，但是為了讓他的學(xué)生在課堂上討論歷史話題、互相交流觀點(diǎn)，他規(guī)定在課堂上學(xué)生不允許使用手提電腦、iPads及電話。剛開(kāi)始學(xué)生不能理解，但是后來(lái)在對(duì)學(xué)生的學(xué)習(xí)評(píng)估中，學(xué)生對(duì)這一方法還是非常滿意的。 9．Some of the students in the history class were unhappy with ________. A. the course material B. others' misuse of technology C. discussion topics D. the author's class regulations 答案：D。細(xì)節(jié)理解題。由第二段的“When students were told my rule in advance of the class, some of them were not happy .”可知D項(xiàng)正確。 10．The underlined word “engage ”in para.4 probably means ________. A. explore B. accept C. change D. reject 答案： A。詞義猜測(cè)題。根據(jù)第四段的“I want students to dig deep within themselves for inspiration and ideas.”可知作者讓學(xué)生們進(jìn)行深切的交流，目的是讓學(xué)生們獲得激勵(lì)和一些觀點(diǎn)，故A項(xiàng)explore“探索”更為接近；accept “接受”；change“改變”；reject “拒絕”。 11．According to the author, the use of technology in the classroom may ________. A. keep students from doing independent thinking B. encourage students to have in-depth conversations C. help students to better understand complex themes D. affect students' concentration on course evaluation 答案： A。推理判斷題。由第四段的“Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas .”可知在教室內(nèi)使用高科技產(chǎn)品使學(xué)生們對(duì)于外界信息過(guò)于依賴，不能獨(dú)立思考。 12．It can be inferred from the last paragraph that the author ________. A. is quite stubborn B. will give up teaching history C. will change his teaching plan soon D. values technology-free dialogues in his class 答案： D。推理判斷題。由最后一段的最后一句話可知作者對(duì)自己的不使用高科技產(chǎn)品讓學(xué)生進(jìn)行對(duì)話的方法是滿意的。 2016高考訓(xùn)練題----閱讀理解。 閱讀下列短文，從每題所給的四個(gè)選項(xiàng)（A、B、C、D）中，選出最佳選項(xiàng)。 The deadliest Ebola outbreak in history that has so far killed almost 1000 people in Guinea. Liberia. Sierra Leone and Nigeria in West Africa has caused fear around the world. The outbreak is unprecedented ( 空前的) both in infection numbers and in geographic range. Officials froth the World Health Organization (WHO) said earlier this month the outbreak “is moving faster than our efforts to control it”, reported CNN. So far, the battle against the virus doesn't appear to be slowing down. The Ebola virus is terrifying no matter where it strikes：It's a disease with no cure that causes headaches and fever, Scvcrcdiarrhea (腹瀉). vomiting and bleeding and has been known to kill up to 90 percent of its victims. It is understandable for people to be panicked. but those living outside Africa shouldn't be particularly concerned about contracting the virus, says a Washington Post article. This is because spread of Ehola requires direct contact with an infected person's blood. vomit or other bodily fluids during the period that he or she is contagious (接觸傳染的). It is something that is extremely unlikely for anyone but healthcare workers. The virus is not spread by coughing or sneezing. Media in the US and the UK are using terrifying headlines, wrongly saying that people infected (感染) with the virus have traveled to their countries. James Ball at The Guardian says the Ebola outbreak in Africa is terriying. but it is important to keep a sense of proportion, Other infectious diseases, incｌuding common flu. are far. far deadlier. 32、What does the author say about the Ebola outbreak in Africa? A、 It has caused thousands of African deaths. B、 The fight against it is slowing down. C 、Its spreading speed is beyond peoplt"'s imagination. D、 It has already traveled to the Us and the Uk. 33、 The Ebola virus is terrifying because A、 it is easily infected B、 it cannot be cured at the moment C、 it spreads faster than any other infectuous disease D、 it has caused more deaths than other infectous diseases 34、The underlined phrase in the last paragraph means 。 A、 stay calm B、 keep a secret C、 keep silent D、 stay away from it 35、What is the author's attitude towards people's panic? A、 Objective. B、 Supportive. C、 Understandable. D、 Doubiful. 參考答案32—35、CBAC 閱讀下列短文，從每題所給的四個(gè)選項(xiàng)（A、B、C、D）中，選出最佳選項(xiàng)。 【2016高考訓(xùn)練】 People have wondered for a long time how their personalities and behaviour are formed. It is not easy to explain why one person is intelligent and another is not, or why one is cooperative and another is competitive. Social scientists are of course extremely interested in these types of questions. They want to explain why we possess certain characteristics and exhibit certain behaviour. There are no clear answers yet, but two distinct schools of thought on the matter have developed. As one might expect, the two approaches are very different from each other, and there is a great deal of debate between proponents of each theory. The controversy(爭(zhēng)論) is often conveniently referred to as “nature and nurture”. Those who support the “nature” side of the conflict believe that our personalities and behaviour patterns are largely determined by biological factors. That our environment has little, if anything, to do with our abilities, characteristics and behaviour is central to this theory. Taken to an extreme, this theory states that our behaviour is predetermined to such a great degree that we are almost completely governed by our instincts (本能). Proponents of the “nurture” theory, or, as they are often called, behaviourists, claim that our environment is more important than our biologically based instincts in determining how we will act. A behaviourist, B.F. Skinner, sees humans as beings whose behaviour is almost completely shaped by their surroundings. The behaviourists’ view of the human being is quite mechanistic. They state that, like machines, humans respond to environmental stimuli (刺激) as the basis of their behaviour. Socially and politically, the consequences of these two theories are far-reaching. In the US, for example, blacks often score below whites on standardized intelligence tests. This leads some “nature” proponents to conclude that blacks are genetically lower in status than whites. Behaviourists, on the contrary, say that the differences in scores are due to the fact that blacks are often robbed of many of the educational and other environmental advantages that whites enjoy, and that, as a result, they do not develop the same responses that whites do. Neither of these theories can yet fully explain human behaviour. In fact, it is quite likely that the key to our behaviour lies somewhere between these two extremes and that the controversy will continue for a long time is certain. 1 This passage is mainly concerned with ___________. A. relation between personality and behaviour B. relation between behaviour and environment C. different accounts of patterns of human behaviour D. different theories of the formation of human personality and behaviour. 2 The underlined word “proponents” in Paragraph 2 means __________. A. teachers B. advisors C. advocates D. judges 3 What’s the author’s purpose in writing the passage? A. To call our attention to the changes of human behaviour. B. To urge scientists to do more research in social science. C. To give us a detailed explanation of human behaviour. D. To present an argument in the field of social science. 參考答案1—3、DCD 8