模块7 阅读专题训练1
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文档简介
完形填空
Shopping habits in the United States have changed greatly in the last quarter of the 20th century. Early in the 1900s most American towns and cities had a Main Street. Main Street was always in the heart of a town. This street was 1 on both sides with many 2 businesses. Here, shoppers walked into stores to look at all sorts of merchandise: clothing, furniture, hardware, groceries. 3 ,some shops offered 4 .These shops included drugstores, restaurants, shoe-repair stores, and barber or hairdressing shops. 5 in the 1950s, a change began to 6 .Too many automobiles had crowded into Main Street while too few parking places were 7 shoppers. Because the streets were crowded, merchants began to look with interest at the open spaces 8 the city limits. Open space is what their car-driving customers needed.
And open space is what they got when the first shopping centre was built. Shopping centres, or rather malls, 9 as a collection of small new stores 10 crowded city centres. 11 by hundreds of free parking space, customers were drawn away from 11 areas to outlying malls. And the growing 12 of shopping centres led 13 to the building of bigger and better stocked stores. By the late 1970s, many shopping malls had almost developed into small cities themselves. In addition to providing the 15 of one stop shopping, malls were transformed into landscaped parks, with benches, fountains, and outdoor entertainment.
1. A. built B. designed C. intended D. lined
2. A. varied B. various C. sorted D. mixed up
3. A. Apart from B. However C. In addition D. As well
4. A. medical care B. food C. cosmetics D. services
5. A. suddenly B. Abruptly C. Contrarily D. But
6. A. be taking place B. take place C. be taken place D. have taken place
7. A. available for B. available to C. used by D. ready for
8. A. over B. from C. out of D. outside
9. A. started B. founded C. set up D. organized
10. A. out of B. away from C. next to D. near
11. A. Attracted B. Surprised C. Delighted D. Enjoyed
12. A. inner B .central C. shopping D. downtown
13. A. distinction B. fame C. popularity D. liking
14. A. on B. in turn C. by turns D. further
15. A. cheapness B. readiness C. convenience D. handiness
二、语法填空
A clear, accurate summary only gives the vital information from a text. Any extra, irrelevant details are left out. 16 (summarize) will seriously improve your quick reading skills — so learn how to do it. You can’t summarize if you haven’t read 17 text carefully. Start by scanning the text, then reading it closely. 18 you understand the whole text, go through it again slowly, working out 19 is relevant, and which details can be left out. Write only the number of words you 20 (tell) — no more. See what the title is, and look for any extra information on the paper 21 could be relevant, 22 the author’s name. Decide what the main theme of the text is.
If the question says how many words long the summary must be, you must never write more _23 __ that limit. You will 24 (definite) lose marks 25 you don’t follow the guidelines. Make sure that all the basic information is there —– don’t include detail when there isn’t room.
阅读理解
A
So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that“ reading cannot be taught directly and schools should stop trying to do the impossible”.
Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also public activity. It can be seen and observed.
Learning to read involves all that each individual does to make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.
If teacher and learner roles are not interchangeable ,what then can be done through teaching that will aid the child in the quest（探索）for knowledge Smith has one principal rule for all teaching instructions. “Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children. ”
When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of leaning to read by reading.
1. The problem with the reading course as mentioned in the first paragraph is that ___________.
A. it is one of the most difficult school courses
B.students spend endless hours in reading
C. reading tasks are assigned with little guidance
D.too much time is spent in teaching about reading
2. The teaching of reading will be successful if _______________.
A. teachers can improve conditions at school for the students
B. teachers can enable students to develop their own way of reading
C. teachers can devise the most efficient system for reading
D. teachers can make their teaching activities observable
3.The underlined word“ scrutiny” most probably means“______________”.
A. inquiry B. observation C. control D. suspicion
4.According to the passage, learning to read will no longer be a difficult task when __________.
A. children become highly motivated
B. teacher and learner roles are interchangeable
C. teaching helps children in the search for knowledge
D. reading enriches children’s experience
5. The main idea of the passage is that ______________.
A. teachers should do as little as possible in helping students learn to read
B. teachers should encourage students to read as widely as possible
C. reading ability is something acquired rather than taught
D. reading is more complicated that generally believed
B
Every day on the road, accidents are caused. They do not only happen. The reason may be easy to see: an overloaded tray, a shelf out of reach, a patch of ice on the road. But more often than not there is a chain of events leading up to the misfortune-frustration, tiredness or just bad temper-that show what the accident really is, a sort of attack on oneself.
Road accidents, for example, happen frequently after a family quarrel, and we all know people who are accident-prone, so often at odds with themselves and the world that they seem to cause accidents for themselves and others.
By definition, an accident is something you cannot predict or avoid, and the idea which used to be current, that the majority of road accidents are caused by a minority of criminally careless drivers, is not supported by insurance statistics. These show that most accidents involve ordinary motorists in a moment of carelessness or thoughtlessness.
It is not always clear, either, what sort of conditions make people more likely to have an accident. For instance, the law requires all factories to take safety actions and most companies have safety committees to make sure the regulations are observed, but still, every day in Britain, some fifty thousand men and women are absent from work due to an accident. These accidents are largely the result of human error or misjudgment-noise and fatigue, boredom or worry are possible factors which contribute to this. Doctors who work in factories have found that those who drink too much, usually people who have a high anxiety level, run three times the normal risk of accidents at work.
6. This passage might be written to .
A.college students B.drivers C.ordinary citizens D.businessmen
7. “Accident-prone” in Paragraph 2 means .
A.likely to have accidents B.injured in accidents
C.likely to die in accidents D.responsible for road accidents
8. The passage suggests that .
A.accidents mostly result from slippery roads
B.accidents are usually caused by psychological factors
C.doctors run three times the normal risk of accidents in factories
D.about 50,000 people lost their lives at work in Britain every day
9. Which of the following is NOT discussed as a factor of accidents in this passage
A.Mood B.Carelessness C.Tiredness D.Weather
10. What do you think would be the best title for the passage
A.Accidents and Human B.Why accidents happen
C.Human Factors in Accidents D.How to Prevent Accidents
C
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 and 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 I should 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.
11. How did the author get to know America
A. From her relatives. B. From her mother.
C. From books and pictures. D. From radio programs.
12. Upon leaving for America the author felt .
A. confused B. excited C. worried D. amazed
13. For the first two years in New York, the author .
A. often lost her way B. did not think about her future
C. studied in three different schools D. got on well with her stepfather
14. What can we learn about the author from Paragraph 4
A. She worked as a translator. B. She attended a lot of job interviews.
C. She paid telephone bills for her family. D. She helped her family with her English.
15. The author believes that .
A. her future will be free from troubles
B. it is difficult to learn to become patient
C. there are more good things than bad things
D. good things will happen if one keeps trying
D
Like distance runners on a measured course, all of us will move through time in a roughly predictable pattern.
In the first stage of our lives, we develop and grow, reaching toward the top of physical vitality (energy).
After we grow up, however, the body begins a process of gradually wearing out.
A new awareness of physical fitness may help lengthen our years of health and vitality, yet nothing we do will work to stop the unavoidable force of aging.
Most of the changes of aging take place deep inside the body. The lungs become less able to take in oxygen. Powerful muscles gradually lose their strength. The heart loses power and pumps less blood. Bones grow easier to break.
Finally, we meet a stress, a stress that is greater than our physical resistance. Often, it is only a minor accident or chance infection (a disease caused by virus), but this time, it brings life to an end.
In 1932, a classic experiment nearly doubled the lifetime of rats, simply by cutting back the calories in their diet. The reason for the effect was then unknown.
Today, at the University of California at Berkley, Dr. Paul Seagle has also greatly lengthened the normal lifetime of rats. The result was achieved through a special protein limited diet, which had a great effect on the chemistry of the brain. Seagle showed that within the brain, specific chemicals control many of the signals that influence aging. By changing that chemical balance, the clock of aging can be reset.
For the first time, the mystery of why we age is being seriously challenged. Scientists in many fields are now making striking and far-reaching discoveries.
An average lifetime lasts 75 years, yet in each of us lies a potential for a longer life. If we could keep the vitality and resistance to disease that we have at age twenty, we would live for 800 years.
16. What does the underlined word “it” refer to
A. Physical vitality. B. Stress. C. Aging. D. Physical resistance.
17. Which of the following is not a change of aging
A. The lungs become unable to take in oxygen.
B. People gradually lose their muscle strength.
C. The heart loses power and pumps less blood.
D. Bones tend to break more easily.
18. The author believes the following except that ________.
A. human’s life pattern is predictable
B. physical fitness can’t stop the force of aging
C. human’s lifetime will last longer than 75 years
D. all of the changes of aging take place deep inside the body
19. How did Dr. Paul Seagle lengthen the lifetime of rats in his experiment
A. By limiting the protein in their diet. B. By cutting the calories in their diet.
C. By resetting their clock of aging. D. By keeping their physical fitness.
20. What is probably the best title for the article
A. Two Great Experiments B. The Mystery of Human Life
C. Ways to lengthen Human Life D. The Breakthrough in the Study of Aging
Key
一、完形填空 1~15 DBCDD BBDAB ADCBC
二、语法填空
16. Summarizing 作主语，表示一般情况，用动名词。
17. the 上文已有a text，此处表示特指。
18. Once/After 两句间没有连词，此处填连词；根据两句间的逻辑关系，并结合上文的You can’t…if…句来理解，填Once最佳。
19. what 动词(working out)后的从句应为宾语从句，引导宾语从句并在从句中作主语，用连接代词what。
20. are told 因及物动词tell后没有宾语，可见要用被动语态，意为按要求的字数写summary，不要多写。
21. which\that 引导定语从句并在从句中作主语，先行词是information，用which或that，指可能相关的其它信息。
22. like 表示举例或列举，用like (=for example例如，比方)。
23. than 由more可知，要用than表示比较级。
24. definitely 修饰谓语动词作状语，用副词形式。
25. if 前后两句间没有连词，一定是填连词；两句间在逻辑上是条件(后句)与结果(前句)的关系，引导条件状语从句用if。
阅读理解
A篇 1-5 DBBAC B篇6-10 CABDC C篇 11-15 CBCDD D篇 16-20 BADAD
Shopping habits in the United States have changed greatly in the last quarter of the 20th century. Early in the 1900s most American towns and cities had a Main Street. Main Street was always in the heart of a town. This street was 1 on both sides with many 2 businesses. Here, shoppers walked into stores to look at all sorts of merchandise: clothing, furniture, hardware, groceries. 3 ,some shops offered 4 .These shops included drugstores, restaurants, shoe-repair stores, and barber or hairdressing shops. 5 in the 1950s, a change began to 6 .Too many automobiles had crowded into Main Street while too few parking places were 7 shoppers. Because the streets were crowded, merchants began to look with interest at the open spaces 8 the city limits. Open space is what their car-driving customers needed.
And open space is what they got when the first shopping centre was built. Shopping centres, or rather malls, 9 as a collection of small new stores 10 crowded city centres. 11 by hundreds of free parking space, customers were drawn away from 11 areas to outlying malls. And the growing 12 of shopping centres led 13 to the building of bigger and better stocked stores. By the late 1970s, many shopping malls had almost developed into small cities themselves. In addition to providing the 15 of one stop shopping, malls were transformed into landscaped parks, with benches, fountains, and outdoor entertainment.
1. A. built B. designed C. intended D. lined
2. A. varied B. various C. sorted D. mixed up
3. A. Apart from B. However C. In addition D. As well
4. A. medical care B. food C. cosmetics D. services
5. A. suddenly B. Abruptly C. Contrarily D. But
6. A. be taking place B. take place C. be taken place D. have taken place
7. A. available for B. available to C. used by D. ready for
8. A. over B. from C. out of D. outside
9. A. started B. founded C. set up D. organized
10. A. out of B. away from C. next to D. near
11. A. Attracted B. Surprised C. Delighted D. Enjoyed
12. A. inner B .central C. shopping D. downtown
13. A. distinction B. fame C. popularity D. liking
14. A. on B. in turn C. by turns D. further
15. A. cheapness B. readiness C. convenience D. handiness
二、语法填空
A clear, accurate summary only gives the vital information from a text. Any extra, irrelevant details are left out. 16 (summarize) will seriously improve your quick reading skills — so learn how to do it. You can’t summarize if you haven’t read 17 text carefully. Start by scanning the text, then reading it closely. 18 you understand the whole text, go through it again slowly, working out 19 is relevant, and which details can be left out. Write only the number of words you 20 (tell) — no more. See what the title is, and look for any extra information on the paper 21 could be relevant, 22 the author’s name. Decide what the main theme of the text is.
If the question says how many words long the summary must be, you must never write more _23 __ that limit. You will 24 (definite) lose marks 25 you don’t follow the guidelines. Make sure that all the basic information is there —– don’t include detail when there isn’t room.
阅读理解
A
So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that“ reading cannot be taught directly and schools should stop trying to do the impossible”.
Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also public activity. It can be seen and observed.
Learning to read involves all that each individual does to make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.
If teacher and learner roles are not interchangeable ,what then can be done through teaching that will aid the child in the quest（探索）for knowledge Smith has one principal rule for all teaching instructions. “Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children. ”
When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of leaning to read by reading.
1. The problem with the reading course as mentioned in the first paragraph is that ___________.
A. it is one of the most difficult school courses
B.students spend endless hours in reading
C. reading tasks are assigned with little guidance
D.too much time is spent in teaching about reading
2. The teaching of reading will be successful if _______________.
A. teachers can improve conditions at school for the students
B. teachers can enable students to develop their own way of reading
C. teachers can devise the most efficient system for reading
D. teachers can make their teaching activities observable
3.The underlined word“ scrutiny” most probably means“______________”.
A. inquiry B. observation C. control D. suspicion
4.According to the passage, learning to read will no longer be a difficult task when __________.
A. children become highly motivated
B. teacher and learner roles are interchangeable
C. teaching helps children in the search for knowledge
D. reading enriches children’s experience
5. The main idea of the passage is that ______________.
A. teachers should do as little as possible in helping students learn to read
B. teachers should encourage students to read as widely as possible
C. reading ability is something acquired rather than taught
D. reading is more complicated that generally believed
B
Every day on the road, accidents are caused. They do not only happen. The reason may be easy to see: an overloaded tray, a shelf out of reach, a patch of ice on the road. But more often than not there is a chain of events leading up to the misfortune-frustration, tiredness or just bad temper-that show what the accident really is, a sort of attack on oneself.
Road accidents, for example, happen frequently after a family quarrel, and we all know people who are accident-prone, so often at odds with themselves and the world that they seem to cause accidents for themselves and others.
By definition, an accident is something you cannot predict or avoid, and the idea which used to be current, that the majority of road accidents are caused by a minority of criminally careless drivers, is not supported by insurance statistics. These show that most accidents involve ordinary motorists in a moment of carelessness or thoughtlessness.
It is not always clear, either, what sort of conditions make people more likely to have an accident. For instance, the law requires all factories to take safety actions and most companies have safety committees to make sure the regulations are observed, but still, every day in Britain, some fifty thousand men and women are absent from work due to an accident. These accidents are largely the result of human error or misjudgment-noise and fatigue, boredom or worry are possible factors which contribute to this. Doctors who work in factories have found that those who drink too much, usually people who have a high anxiety level, run three times the normal risk of accidents at work.
6. This passage might be written to .
A.college students B.drivers C.ordinary citizens D.businessmen
7. “Accident-prone” in Paragraph 2 means .
A.likely to have accidents B.injured in accidents
C.likely to die in accidents D.responsible for road accidents
8. The passage suggests that .
A.accidents mostly result from slippery roads
B.accidents are usually caused by psychological factors
C.doctors run three times the normal risk of accidents in factories
D.about 50,000 people lost their lives at work in Britain every day
9. Which of the following is NOT discussed as a factor of accidents in this passage
A.Mood B.Carelessness C.Tiredness D.Weather
10. What do you think would be the best title for the passage
A.Accidents and Human B.Why accidents happen
C.Human Factors in Accidents D.How to Prevent Accidents
C
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 and 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 I should 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.
11. How did the author get to know America
A. From her relatives. B. From her mother.
C. From books and pictures. D. From radio programs.
12. Upon leaving for America the author felt .
A. confused B. excited C. worried D. amazed
13. For the first two years in New York, the author .
A. often lost her way B. did not think about her future
C. studied in three different schools D. got on well with her stepfather
14. What can we learn about the author from Paragraph 4
A. She worked as a translator. B. She attended a lot of job interviews.
C. She paid telephone bills for her family. D. She helped her family with her English.
15. The author believes that .
A. her future will be free from troubles
B. it is difficult to learn to become patient
C. there are more good things than bad things
D. good things will happen if one keeps trying
D
Like distance runners on a measured course, all of us will move through time in a roughly predictable pattern.
In the first stage of our lives, we develop and grow, reaching toward the top of physical vitality (energy).
After we grow up, however, the body begins a process of gradually wearing out.
A new awareness of physical fitness may help lengthen our years of health and vitality, yet nothing we do will work to stop the unavoidable force of aging.
Most of the changes of aging take place deep inside the body. The lungs become less able to take in oxygen. Powerful muscles gradually lose their strength. The heart loses power and pumps less blood. Bones grow easier to break.
Finally, we meet a stress, a stress that is greater than our physical resistance. Often, it is only a minor accident or chance infection (a disease caused by virus), but this time, it brings life to an end.
In 1932, a classic experiment nearly doubled the lifetime of rats, simply by cutting back the calories in their diet. The reason for the effect was then unknown.
Today, at the University of California at Berkley, Dr. Paul Seagle has also greatly lengthened the normal lifetime of rats. The result was achieved through a special protein limited diet, which had a great effect on the chemistry of the brain. Seagle showed that within the brain, specific chemicals control many of the signals that influence aging. By changing that chemical balance, the clock of aging can be reset.
For the first time, the mystery of why we age is being seriously challenged. Scientists in many fields are now making striking and far-reaching discoveries.
An average lifetime lasts 75 years, yet in each of us lies a potential for a longer life. If we could keep the vitality and resistance to disease that we have at age twenty, we would live for 800 years.
16. What does the underlined word “it” refer to
A. Physical vitality. B. Stress. C. Aging. D. Physical resistance.
17. Which of the following is not a change of aging
A. The lungs become unable to take in oxygen.
B. People gradually lose their muscle strength.
C. The heart loses power and pumps less blood.
D. Bones tend to break more easily.
18. The author believes the following except that ________.
A. human’s life pattern is predictable
B. physical fitness can’t stop the force of aging
C. human’s lifetime will last longer than 75 years
D. all of the changes of aging take place deep inside the body
19. How did Dr. Paul Seagle lengthen the lifetime of rats in his experiment
A. By limiting the protein in their diet. B. By cutting the calories in their diet.
C. By resetting their clock of aging. D. By keeping their physical fitness.
20. What is probably the best title for the article
A. Two Great Experiments B. The Mystery of Human Life
C. Ways to lengthen Human Life D. The Breakthrough in the Study of Aging
Key
一、完形填空 1~15 DBCDD BBDAB ADCBC
二、语法填空
16. Summarizing 作主语，表示一般情况，用动名词。
17. the 上文已有a text，此处表示特指。
18. Once/After 两句间没有连词，此处填连词；根据两句间的逻辑关系，并结合上文的You can’t…if…句来理解，填Once最佳。
19. what 动词(working out)后的从句应为宾语从句，引导宾语从句并在从句中作主语，用连接代词what。
20. are told 因及物动词tell后没有宾语，可见要用被动语态，意为按要求的字数写summary，不要多写。
21. which\that 引导定语从句并在从句中作主语，先行词是information，用which或that，指可能相关的其它信息。
22. like 表示举例或列举，用like (=for example例如，比方)。
23. than 由more可知，要用than表示比较级。
24. definitely 修饰谓语动词作状语，用副词形式。
25. if 前后两句间没有连词，一定是填连词；两句间在逻辑上是条件(后句)与结果(前句)的关系，引导条件状语从句用if。
阅读理解
A篇 1-5 DBBAC B篇6-10 CABDC C篇 11-15 CBCDD D篇 16-20 BADAD