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1、高考英语备考专题训练3-阅读理解10套第一套第三局部：阅读理解共两节，40分第一节共15小题；每题2分，共30分阅读以下短文，从每题所给的A、B、C、D四个选项中，选出最正确选项，并在答题卡上将该项涂黑。AThe Basics of MathMade ClearBasic Math introduces students to the basic concepts of mathematics, as well as the fundamentals of more tricky areas. These 30 fantastic lectures are designed to provid
2、e students with an understanding of arithmetic and to prepare them for Algebra(代数) and beyond.The lessons in Basic Math cover every basic aspect of arithmetic. They also look into exponents(指数), the order of operations, and square roots. In addition to learning how to perform various mathematical op
3、erations, students discover why these operations work, how a particular mathematical topic relates to other branches of mathematics, and how these operations can be used practically.Basic Math starts from the relatively easier concepts and gradually moves on to the more troublesome ones, so as to al
4、low for steady and sure understanding of the material by students. The lectures offer students the chance to “make sense of mathematical knowledge that may have seemed so frightening. They also help students prepare for college mathematics and overcome their anxiety about this amazingand completely
5、understandablefield of study.By the conclusion of the course, students will have improved their understanding of basic math. They will be able to clear away the mystery(神秘性) of mathematics and face their studies with more confidence than they ever imagined. In addition, they will strengthen their ab
6、ility to accept new and exciting mathematical challenges.Professor H. Siegel, honored by Kentucky Educational Television as “the best math teacher in America, is a devoted teacher and has a gift for explaining mathematical concepts in ways that make them seem clear and obvious. From the basic concre
7、te ideas to the more abstract problems, he is master in making math lectures learner-friendlier and less scary.With a PhD in Mathematics Education from Georgia State University, Dr. Siegel teaches mathematics at Central Arizona College. His courses include various make-up classes and a number of lec
8、tures for future primary school teachers.If the course fails to provide complete satisfaction to you, you can easily exchange it for any other course that we offer. Or you can get your money back.56. What does the course Basic Math mainly cover? A. Algebra. B. College Mathematics. C. Arithmetic. D.
9、Mathematics Education.57. What benefits can students expect from Basic Math? A. Stronger imaginative ability. B. Additional presentation skills. C. More mathematical confidence. D. Greater chances of becoming teachers.58. What can we learn about Professor H. Siegel? A. He is a guest lecturer at Kent
10、ucky Educational Television. B. He is to deliver 30 lectures in Basic Math. C. He works in Georgia State University. D. He specializes in training teachers.59. Where is the passage most likely to have been taken from? A. A news report. B. A book review C. A lesson plan. D. An advertisement【答案及解析】56.
11、C。 Basic Math包括哪些方面，第二段中The lessons in Basic Math cover every basic aspect of arithmetic.57.C。第4段中，They will be able to clear away the mystery of mathematics and face their studies with more confidence than they ever imagined.58.B。第五段中，he is a devoted teacher and has a gift for explaining mathematic
12、al concepts in ways that make them seem clear and obvious.59.D。最后一段中，If the course fails to provide complete satisfaction to you, you can easily exchange it for any other course that we offer. Or you can get your money back.BPeanuts to ThisProudly reading my words, I glanced around the room, only to
13、 find my classmates bearing big smiles on their faces and tears in their eyes. Confused, I glanced toward my stone-faced teacher. Having no choice, I slowly raised the report I had slaved over, hoping to hide myself. “What could be causing everyone to act this way?Quickly, I flashed back to the day
14、Miss Lancelot gave me the task. This was the first real talk I received in my new school. It seemed simple: go on the Internet and find information about a man named George Washington. Since my idea of history came from an ancient teacher in my home country, I had never heard of that name before. As
15、 I searched the name of this fellow, it became evident that there were two people bearing the same name who looked completely different! One invented hundreds of uses for peanuts, while the other led some sort of army across America. I stared at the screen, wondering which one my teacher meant. I ca
16、lled my grandfather for a golden piece of advice; flip (掷) a coin. Headsthe commander, and tailsthe peanuts guy. Ah! Tails, my report would be about the great man who invented peanut butter, George Washington Carver.Weeks later, standing before this unfriendly mass, I was totally lost. Oh well, I lo
17、wered the paper and sat down at my desk, burning to find out what I had done wrong. As a classmate began his report, it all became clear, “My report is on George Washington, the man who started the American Revolution. The whole world became quite! How could I know that she meant that George Washing
18、ton?Obviously, my grade was awful. Heartbroken but fearless, I decided to turn this around. I talked to Miss Lancelot, but she insisted: No re-dos; no new grade. I felt that the punishment was not justified, and I believed I deserved a second chance. Consequently, I threw myself heartily into my wor
19、k for the rest of the school year. Ten months later, that chance unfolded as I found myself sitting in the headmasters office with my grandfather, now having an entirely different conversation. I smiled and flashed back to the embarrassing moment at the beginning of the year as the headmaster inform
20、ed me of my option to skip the sixth grade. Justice is sweet!60.What did the authors classmates think about his report?A. Controversial. B. Ridiculous.C. Boring. D. Puzzling.61. Why was the author confused about the task?A. He was unfamiliar with American history.B. He followed the advice and flippe
21、d a coin.C. He forgot his teachers instruction.D. He was new at the school.62. The underlined word “burning in Para. 3 probably means _.A. annoyed B. ashamedC. ready D. eager63.In the end, the author turned things around _.A. by redoing his taskB. through his own effortsC. with the help of his grand
22、fatherD. under the guidance of his headmaster【答案及解析】60.B B. ridiculous 可笑的。第一段中only to find my classmates bearing big smiles on their faces and tears in their eyes.61.A 第二段中 Since my idea of history came from an ancient teacher in my home country, I had never heard of that name before.62.D I lowed d
23、own the paper and sat down at my desk,我不知道发生了什么，所以在我发言后，希望知道为什么大家如此反响的原因，即eager to find out what I had done wrong.63.B 第四段中Consequently, I threw myself heartily into my work for the rest of the school year.CDecision-making under StressA new review based on a research shows that acute stress affects
24、the way the brain considers the advantages and disadvantages, causing it to focus on pleasure and ignore the possible negative (负面的) consequences of a decision.The research suggests that stress may change the way people make choices in predictable ways.“Stress affects how people learn, says Professo
25、r Mara Mather. “People learn better about positive than negative outcomes under stress.For example, two recent studies looked at how people learned to connect images(影像) with either rewards or punishments. In one experiment, some of the participants were first stressed by having to give a speech and
26、 do difficult math problems in front of an audience; in the other, some were stressed by having to keep their hands in ice water. In both cases, the stressed participants remembered the rewarded material more accurately and the punished material less accurately than those who hadnt gone through the
27、stress.This phenomenon is likely not surprising to anyone who has tried to resist eating cookies or smoking a cigarette while under stress at those moments, only the pleasure associated with such activities comes to mind. But the findings further suggest that stress may bring about a double effect.
28、Not only are rewarding experiences remembered better, but negative consequences are also easily recalled.The research also found that stress appears to affect decision-making differently in men and women. While both men and women tend to focus on rewards and less on consequences under stress, their
29、responses to risk turn out to be different.Men who had been stressed by the cold-water task tended to take more risks in the experiment while women responded in the opposite way. In stressful situations in which risk-taking can pay off big, men may tend to do better, when caution weighs more, howeve
30、r, women will win.This tendency to slow down and become more cautious when decisions are risky might also help explain why women are less likely to become addicted than men: they may more often avoid making the risky choices that eventually harden into addiction.64.We can learn from the passage that
31、 people under pressure tend to _.A. keep rewards better in their memoryB. recall consequences more effortlesslyC. make risky decisions more frequentlyD. learn a subject more effectively65.According to the research, stress affects people most probably in their _.A. ways of making choicesB. preference
32、 for pleasureC. tolerance of punishmentsD. responses to suggestions66.The research has proved that in a stressful situation, _.A. women find it easier to fall into certain habitsB. men have a greater tendency to slow downC. women focus more on outcomesD. men are more likely to take risks【答案及解析】64.A
33、第一段中，acute stress affects the way the brain considers the advantages and disadvantages, causing it to focus on pleasure and ignore the possible negative consequences of a decision,可知压力下的人们经常会keep rewards better in their memory.65.A 第二段中，The research suggests that stress may change the way people mak
34、e choices in predictable ways.66.D 第七段中，Men who had been stressed by the cold-water task tended to take more risks in the experiment while women responded in the opposite way.可以看出是男性在压力下更容易冒险。DWilderness“In wilderness(荒野) is the preservation of the world. This is a famous saying from a writer regard
35、ed as one of the fathers of environmentalism. The frequency with which it is borrowed mirrors a heated debate on environmental protection: whether to place wilderness at the heart of what is to be preserved. As John Sauven of Greenpeace UK points out, there is a strong appeal in images of the wild,
36、the untouched; more than anything else, they speak of the nature that many people value most dearly. The urge to leave the subject of such images untouched is strong, and the danger exploitation(开发) brings to such landscapes(景观) is real. Some of these wildernesses also perform functions that humans
37、needthe rainforests, for example, store carbon in vast quantities. To Mr.Sauven, these ecosystem services far outweigh the gains from exploitation.Lee Lane, a visiting fellow at the Hudson Institute, takes the opposing view. He acknowledges that wildernesses do provide useful services, such as water
38、 conservation. But that is not, he argues, a reason to avoid all human presence, or indeed commercial and industrial exploitation. There are ever more people on the Earth, and they reasonably and rightfully want to have better lives, rather than merely struggle for survival. While the ways of using
39、resources have improved, there is still a growing need for raw materials, and some wildernesses contain them in abundance. If they can be tapped without reducing the services those wildernesses provide, the argument goes, there is no further reason not to do so. Being untouched is not, in itself, a
40、characteristic worth valuing above all others.I look forwards to seeing these views taken further, and to their being challenged by the other participants. One challenge that suggests itself to me is that both cases need to take on the question of spiritual value a little more directly. And there is
41、 a practical question as to whether wildernesses can be exploited without harm.This is a topic that calls for not only free expression of feelings, but also the guidance of reason. What position wilderness should enjoy in the preservation of the world obviously deserves much more serious thinking.67
42、. John Sauven holds that_. A. many people value nature too much B. exploitation of wildernesses is harmful C. wildernesses provide humans with necessities D. the urge to develop the ecosystem services is strong68. What is the main idea of Para. 3? A. The exploitation is necessary for the poor people
43、. B. Wildernesses cannot guarantee better use of raw materials. C. Useful services of wildernesses are not the reason for no exploitation. D. All the characteristics concerning the exploitation should be treated equally.69. What is the authors attitude towards this debate? A. Objective. B. Disapprov
44、ing. C. Sceptical. D. Optimistic.70. Which of the following shows the structure of the passage?A. B. C. D. CP: Central PointP: PointSp: Sub-point(次要点)C: Conclusion【答案及解析】67.B 第二段中， The urge to leave the subject of such images untouched is strong, and the danger exploitation brings to such landscapes
45、 is real.68.C He acknowledges that wildernesses do provide useful services, but that is not a reason to avoid all human presence.69.A This is a topic that calls for not only free expression of feelings, but also the guidance of reasondeserves much more serious thinking.70.D 总分总的结构类型 第二套阅读理解共20小题：每题2
46、分，总分值40分阅读以下短文，从每篇短文后所给各题的四个选项A、B、C和D中，选出最正确选项，并在答题卡上将该项涂黑。ARobert Todd Duncan was born in 1903 in the southern city of Danville, Kentucky. His mother was his first music teacher. As a young man, he continued his music study in Indianapolis, Indiana.In 1930，he completed more musical education at Col
47、umbia University in New York City. Then he moved to Washington. For fifteen years, he taught music at Howard University in Washington. At that time, not many black musicians were known for writing or performing classical music. Teaching at Howard gave Duncan the chance to share his knowledge of classical European music with a mainly black student population. He taught special ways to present the music. These special ways became known as the Duncan Technique.Besides teaching，Duncan sang in several operas with performers who were all black. But it seemed that he always would be known