上海高考英语阅读

词汇

【难度】☆【建议用时】8mins

A. involved

B. figures

C. inevitably

D. initiated

E. appointed

F. average

G. transformed H. reasonable I. remarkably J. indications K. charge

Long after the 2010 World Cup was won, disappointed fans were still criticizing the unfair refereeing (裁判) decisions that denied victory to their team. A researcher was __1__ to study the performance of some top referees(裁判). The researcher organized experimental matches which __2__ four youth teams. Each match lasted an hour, divided into three periods of 20 minutes during which different referees were in __3__. Observers noted down the referees' errors, of which there were 61 over the matches. When __4__ into a standard match of 90 minutes, each referee made almost 23 mistakes, a(n) __5__ high number. The researcher then studied the videotapes to have a detailed analysis of the matches, and __6__ are that the errors were more likely when the referees were close to the incident. When the officials got it right, they were, on average, 17 meters away from the action. The average distance in the case of errors was 12 meters. The research __7__ show that the best distance is about 20 meters. There also seemed to be a (n) __8__ speed. Correct decisions came when the referees were moving at a speed of about 2 meters per second. The __9__ speed for errors was meters per second. If FIFA, football's international ruling body, wants to improve the standard of refereeing at the World Cup, referees should be __10__ into the rule of keeping their eyes on the action from a distance, rather than rushing to keep up with the ball, the researcher argues.

【Keys】: EAKGI JBHFD

B

【难度】☆☆【建议用时】10 mins

During the initial stages of instructed L2 (the second language) acquisition students learn a couple thousand, mainly high frequency words. Functional language proficiency, however, __50__ mastery of a considerably large number of words. It is therefore __51__ at the intermediate and advanced stages of language acquisition to learn a large vocabulary in a short period of time. There is not enough time to __52__ the natural (largely incidental) L1 (the first language) word acquisition process. Incidental acquisition of the words is only possible up to a point, __53__, on account of their low frequency, they do not __54__ often enough in the L2 learning material. Acquisition of new words from authentic L2 reading texts by means of strategies such as contextual deduction(演绎) is also not a __55__ for a number of reasons. There appears to be no __56__to intentional learning of a great many new words in a relatively short period of time. The words to be learned may be __57__ in isolation or in context. Presentation in bilingual（双语的）word lists seems an __58__ shortcut because it takes less time than contextual presentation and yields excellent short term results. Long term memory, __59__, is often disappointing so contextual presentation seems advisable.

Any suggestions on how to use this in educational contexts should be based on a systematic __60__ of the two most important aspects of the L2 word learning problem, this is to say, selecting the relevant vocabulary (which and how many words) and creating the best conditions for the acquisition process. This article sets out to __61__a computer

assisted word acquisition programme (CAVOCA) which tries to do exactly this: the programme operationalises current theoretical thinking about word acquisition, and its

__62__ are based on a systematic list of the vocabulary relevant for the target group. To

__63__its frequency, the programme was __64__ in a number of experimental settings with a paired associated method of learning new words. The experimental results suggest that an approach combining the two methods is most advisable.

50. A. inquires B. requires C. receives D. inspires

51. A. difficult B. easy C. possible D. necessary

52. A. copy B. focus C. find D. clean

53. A. however B. moreover C. because D. nevertheless

54. A. disturb B. seem C. occur D. disappear

55. A. solution B. approach C. problem D. wonder

56. A. official B. annual C. objective D. alternative

57. A. predicted B. presented C. postponed D. preferred

58. A. available B. outstanding C. attractive D. evident

59. A. by means of B. moreover C. in spite of D. however

60. A. focus B. analysis C. object D. target

61. A. describe B. grasp C. link D. force

62. A. conclusions B. appointments C. aspects D. contents

63. A. react B. establish C. memorize D. leave

64. A. enhanced B. invented C. contrasted D. behaved

【Keys】: 50—54 BDACC 55—59 ADBCD 60—64 BADBC

C

【难度】☆☆【建议用时】7mins

Activity which was almost unknown to the learned in the early days of the history, while during the fifteenth century the term "reading" undoubtedly meant reading aloud. Only during the nineteenth century did silent reading become popular. One should be careful, however, of supposing that silent reading came about simply because reading aloud is distraction (分散留意力) to others. Examination of reasons connected with the historical development of silent reading shows that it became the usual mode of reading for most adult reading tasks mainly because the tasks themselves changed in character. The last century saw a gradual increase in literacy (读写能力) and thus in the number of readers. As readers increased, so the number of listeners dropped, and thus there was some reduction in the need to read aloud. As reading for the benefit of listeners grew less common, so came the popularity of reading as a private activity in such public places as libraries, trains and offices, where reading aloud would disturb other readers in a way.

Towards the end of the century there was still heated argument over whether books should be used for information or treated respectfully, and over whether the reading of material such as newspapers was in some way mentally weakening. Indeed this argument remains with us still in education. However, whatever its advantages, the old shared literacy culture had gone and was replaced by the printed mass media (媒介) on the one hand and by books and magazines for a specialized readership on the other. By the end of the century students were being advised to have some new ideas of books and to use skills in reading them which were not proper, if not impossible, for the oral reader. The social, cultural, and technological developments in the century had greatly changed what the term "reading" referred to.

1. Why was reading aloud common before the nineteenth century?

A. Because silent reading had not been discovered.

B. Because there were few places for private reading.

C. Because few people could read for themselves.

D. Because people depended on reading for enjoyment.

2. The development of silent reading during the nineteenth century showed . A. a change in the position of literate people

B. a change in the nature of reading

C. an increase in the number of books

D. an increase in the average age of readers

3. Educationalists are still arguing about _________.

A. the importance of silent reading

B. the amount of information provided by books and newspapers

C. the effects of reading on health

D. the value of different types of reading material

4. What is the writer of this passage attempting to do?

A. To explain how present day reading habits developed.

B. To change people's way to read.

C. To show how reading methods have improved.

D. To encourage the growth of reading.

【Keys】: CBDA

D

【难度】☆☆☆【建议用时】10 mins

For about three centuries we have been doing science, trying science out, using science for the construction of what we call modern civilization. Every dispensable item of contemporary technology, from canal locks to dial telephones to penicillin, was pieced together from the analysis of data provided by one or another series of scientific experiments. Three hundred years seems a long time for testing a new approach to human inter-living, long enough to set back for critical appraisal of the scientific method, maybe even long enough to vote on whether to go on with it or not. There is an argument. Voices have been raised in protest since the beginning, rising in pitch and violence in the nineteenth century during the early stages of the industrial revolution, summoning urgent crowds into the streets on the issue of nuclear energy. "Give it back," say some of the voices, "It doesn't really work, we've tried it and it doesn't work. Go back three hundred years and start again on something else less chancy for the race of man." The principle discoveries in this century, taking all in all, are the glimpses of the depth of our ignorance of nature. Things that used to seem clear and rational, and matters of absolute certainty-Newtonian mechanics, for example-have slipped through our fingers; and we are left with a new set of gigantic puzzles, cosmic uncertainties, and ambiguities. Some of the laws of physics are amended every few years; some are canceled outright; some undergo revised versions of legislative intent as if they were acts of Congress. Just thirty years ago we call it a biological revolution when the fantastic geometry of the DNA molecule was exposed to public view and the linear language of genetics was decoded. For a while, things seemed simple and clear: the cell was a neat little machine, a mechanical device ready for taking to pieces and reassembling, like a tiny watch. But just in the last few years it has become

almost unbelievably complex, filled with strange parts whose functions are beyond today's imagining. It is not just that there is more to do, there is everything to do. What lies ahead, or what can lie ahead if the efforts in basic research are continued, is much more than the conquest of human disease or the improvement of agricultural technology or the cultivation of nutrients in the sea. As we learn more about fundamental processes of living things in general we will learn more about ourselves.

1. What CANNOT be inferred from the first paragraph?

A. Scientific experiments in the past three hundred years have produced many valuable items.

B. For three hundred years there have been people holding a hostile attitude toward science.

C. Modern civilization depends on science so man supports scientific progress unanimously.

D. Some people think three hundred years is not long enough to set back for critical appraisal of scientific

method.

2. The principle discovery in this century shows ________.

A. man has overthrown Newton's laws of physics

B. man has solved a new set of gigantic puzzles

C. man has lost many scientific discoveries

D. man has given up some of the once accepted theories

3. Now scientists have found in the past few years ________.

A. the exposure of DNA to the public is unnecessary

B .the tiny cell in DNA is a neat little machine

C. man knows nothing about DNA

D. man has much to learn about DNA

4. The writer's main purpose in writing the passage is to say that ________.

A. science is just at its beginning

B. science has greatly improved man's life

C. science has made profound progress

D. science has done too little to human beings 【Keys】: CDDA