浙江省杭州市外国语学校高考英语集训阅读理解每日一练50

杭州外国语学校2013年高考英语集训阅读理解每日一练50

倒数第一周星期五

A

Grown-ups are often surprised by how well they remember something they learned as children but have never practiced ever since. A man who has not had a chance to go swimming for years can still swim as well as ever when he gets back in the water. He can get on a bicycle after many years and still ride away. He can play catch and hit a ball as well as his son. A mother who has not thought about the words for years can teach her daughter the poem that begins "Twinkle, twinkle, little star" or remember the story of Cinderella or Goldilocks and the Three Bears.

One explanation is the law of overlearning, which can be stated as follows: Once we have learned something, additional learning trials increase the length of time we will remember it.

In childhood we usually continue to practice such skills as swimming, bicycle riding, and playing baseball long after we have learned them. We continue to listen to and remind ourselves of words such as "Twinkle, twinkle, little star" and childhood tales such as Cinderella and Goldilocks. We not only learn but overlearn.

The multiplication tables(乘法口诀表)are an exception to the general rule that we forget rather quickly the things that we learn in school, because they are another of the things we overlearn in childhood.

The law of overlearning explains why cramming(突击学习)for an examination, though it may result in a passing grade, is not a satisfactory way to learn a college course. By cramming, a student may learn the subject well enough to get by on the examination, but he is likely soon to forget almost everything he learned. A little overlearning, on the other hand, is really necessary for one's future development.

41.What’s the main idea of Paragraph 1?

A..Children have a better memory than grown-ups.

B. People remember well what they learned in childhood

C. Poem reading is a good way to learn words.

D. Stories for children are easy to remember.

42. The author explains the law of overlearning by __________.

A. presenting research findings

B. using examples

C. making a comparison

D. setting down general rules

43. According to the author, being able to use multiplication tables is _________.

A. a skill to deal with math problems

B. a special case of cramming

C. a result of overlearning

D. a basic step towards advanced studies

44. What is the author's opinion on cramming?

A. It's helpful only in a limited way.

B. It leads to failure in college exams.

C. It's possible to result in poor memory.

D. It increases students' learning interest.

B

Australia has passed regulations that will enable more international students to further their education in the country.

The new measures were released by the Australian Department of Tertiary Education,

Skills, Jobs and Workplace Relations in September and will take effect in mid-2012.

As a result, the student visa application process for overseas students has been simplified, and the deposit (押金) required to study in Australia has been reduced. Language requirements for overseas students have also been eased.

Also, overseas students receiving a higher education in Australia will be granted a working visa lasting from two to four years after graduation, as long as they meet the basic IELTS requirement.

"This change will definitely make Australia a more attractive destination for Chinese students planning to study overseas," says Wang Lan, a consultant from Education International Cooperation Group (EIC), a Beijing-based company that provides services to students wishing to study overseas.

However, in the past few years, many of Wang's student clients(客户) could not start studies in Australia because they did not meet the language requirements, visa processing took a long time and deposit regulations were tough. The change in policy is good news for the parents of students wishing to study in Australia, Wang says.

A 22-year-old female student surnamed Li, in Beijing, who is planning to do her postgraduate studies in Australia, learned about the policy change several weeks ago.

"According to the previous deposit requirement for my student visa, my family was required to put down 550,000 yuan ($86,850). Now we only need to prepare 410,000 yuan. This is a relief for my parents," Li says.

She al so says that the two to four years working visa makes her feel much clearer about her study plans.

"I believe several years of working experience abroad will strengthen my competitiveness when I return to China," she says.

Gaining a competitive advantage is the major reason for Chinese students to study abroad, according to the report by EIC.

45. What's the main idea of the passage?

A. Language requirement for overseas students have been eased in Australia.

B. Australia is a most attractive place for students in China.

C. More students will work in Australia after their graduation.

D. Australia widens window of opportunity for international students.

46. Which of the following is NOT the content of the new regulations?

A. The student visa application process for overseas students has been simplified.

B. The deposit required to study in Australia has been reduced.

C. After graduation, some overseas students can get a working visa in Australia.

D. Language requirements for overseas students have been more difficult.

47. After the new regulations are passed, _______ .

A. more students will come to Australia to work

B. more Chinese students will choose to live in Australia.

C. more Chinese students will choose to further their education in Australia

D. the opportunities to work in Australia decrease for overseas students

48. How much can Li's parents save according to the new regulations?

A. 140,000 yuan

B. 550,000 yuan

C. 410,000 yuan

D. 86,850 yuan

49. Why do many students want to work in Australia after their graduation?

A. Their working experience can make them stay in Australia forever.

B. They can earn more money in Australia.

C. The working experience abroad will strengthen their competitiveness.

D. They have to do so according to the new regulations.

C

Shay and his father had walked past a park where some boys Shay knew were playing baseball. Shay asked, “Do you think they’ll let me play?” Shay’s father knew that most of the boys would not want someone like Shay on their team, but the father also understood that if his son, mentally and physically disabled, were allowed to play, it would give him a much-needed sense of belonging and some confidence.

Shay’s father approached one of the boys on the field and asked if Shay could play, not expecting much. The boy looked around and said, “We’re losing by six runs (分) and the game is in the eighth inning (局).I guess he can be on our team and we’ll try to put him in to bat in the final inning.

Shay struggled over to the team’s ben ch and put on a team shirt with a broad smile and his father had a small tear in his eye and warmth in heart. The boys saw the father’s joy at his son being accepted.

In the bottom of the eighth inning, Shay’s team scored a few runs but was still behind by three. In the top of the final inning, Shay put on a glove and played in the field. Even though no hits came his way, he was obviously joyful just to be in the game and on the fiel d. In the bottom of the final inning, Shay’s team scored again. Now, Shay was scheduled to be next at bat. Would they let Shay bat and give away their chance to win the game?

Surprisingly, Shay was given the bat. Everyone knew that a hit was almost impossible. The first pitch (投) came and Shay missed. The pitcher again took a few steps forward to throw the ball softly towards Shay. As the pitch came in , Shay swung at th e ball and hit a slow ground ball right back to the pitcher.

The pitcher could have easily thrown the ball to the first baseman and Shay would have been out and that would have been the end of the game. Instead, the pitcher threw the ball right over the head of the first baseman, beyond the reach of all teammates, The audience and the players from both teams started screaming, “Shay, run to first! ”Neve r in his life had Shay ever run that far but made it to first base, wide-eye d and shocked.

Everyone shouted, “Run to second!” Catching his breath, Shay awkwardly ran towards second. By the time Shay rounded towards second base, the smallest guy on their team, who had a chance to be the hero for his team for the first time, could have thrown the ball to the second baseman, but he understood the pitcher’s intentions and he too intentionally threw the ball high and far over the third baseman’s head.

All were screaming，“Shay，Shay，Shay，all the way Shay.” Shay reached third base when one opposing player ran to help him a nd shouted, “Shay, run to third.” As Shay rounded third, all were on their feet, crying, “Shay, run home！”Shay ran

to home, stepped on the home base and was cheered as the hero who won the game for his team.

That day, the boys from both teams helped bring a piece of true love and humanity into this world. Shay didn’t make it to another summer and died that winter, having never forgotten being the hero and making his father so happy and coming home and seeing his mother tearfully hug her little hero of the day!

50. Not expecting much, Shay’s father still asked the boy if Shay could play, mainly because the

father _________.

A. understood Shay did need a feeling of being accepted

B. guessed his presence would affect the boy’s decision

C. learned some of the boys on the field knew Shay well

D. noticed some of the boys on the field were hesitating

51. In the bottom of the final inning Shay was given the bat because the boys _________.

A. believed they were sure to win the game

B. felt forced to give Shay another chance

C. found Shay was so eager to be a winner

D. would like to help Shay enjoy the game

52. The smalles t boy threw the ball high and far over the third baseman’s head, probably because

that boy ________.

A. looked forward to winning the game for his team

B. was obviously aware of the pitcher’s purpose

C. failed to throw the ball to the second baseman

D. saw that Shay already reached second base

53. Which of the following has nothing to do with Shay’s becoming the hero for his team?

A. The opposing players failed to stop his r unning to home.

B. The audience and the players from both teams cheered for him.

C. The pitcher did not throw the ball to the first baseman.

D. One of the opposing players ran to help him.

54. What to you think is the theme of the story?

A. Everyone has his own strength even if mentally or physically disabled.

B. True human nature could be realized in the way we treat each other.

C. Everyone can develop his team spirit in sports and please his parents.

D. The results of the game should not be the only concern of the players

D

The opening scene of The King’s Speech was, in a word, terrifying. The moment King George VI—wonderfully played by Colin Firth—stepped up to the microphone at Wembley Stadium, a rush of nervousness came over me. It took me back to m y school days, standing at my desk, having to read aloud to the class. I whispered to my wife, Jill, “A stutterer(口吃者) wrote this screenplay(剧本).

I grew up with a stutter, really afraid of trying to get through simple sentences—knowing that I would t hen, or later, be laughed at. I still remember the reading when I was in 7th grade at St. Helena’s: “Sir Walter Rale igh was a gentlemen…” I remember reciting, “Sir Walter Raleigh was a gentlemen.” The school teacher said, “Master B-B-B-Biden! What’s that word?” She wanted me to

say gentlemen. But by then, I had learned to put my sentences into bite-size pieces and I was reading it: “gentle”｜breath｜“man”.

Ninety-nine percent of the time, the teachers were great. I never ha d professional treatment but a couple of teachers taught me to put a regular rise and fall in my tone of speaking, and that’s why I spent so much time reading poetry. Bu t even in my small, boys’ prep school, I got nailed in my class with the nickname Joe Stutterer. You get so desperate, you’re so embarrassed. I actually went and stood by the side of my house once, with a small round stone in my mouth, and tried to talk. Jill always thought I was kidding until she saw the movie and saw King George did the same thing.

King George relied on the support his wife and the help of Lionel Longue, who, in describing working with other stutterers, said, “My job was to give them confidence in their voices and let them know that a friend was listening.” I was lucky enough to have more than a couple of Lionels in my life. Nobody in my family ever—ever—made fun of me or tried to finish my sentences. My mother would say, “Joey, you cannot let stuttering define you.” And because of her and others, I made sure it didn’t.

Through hard work and determination, I beat my stutter in high school. I even spoke briefly at my graduation ceremony in 1961—the most difficult speech of my life. My fight against shyness and embarrassment at my early age has developed my ability to understand others’ feelings as Vice President of the country in public life. I still mark up all of my speeches the say way Firth’s character does in the movie, pencil-marking every line to remind myself to stop, to breathe, to pause—to beat back my stuttering as best as I can. I don’t stutter anymore, and most people who know me only late in my life are shocked that I ever did.

By capturing exactly how a stutter feels, The King’s Speech has shown millions of people how much courage it takes for a stutterer to stand up and speak. Equally important, it has shown millions who suffer from the pain that it can be overcome, we are not alone, and with the support of those around us, our deepest fears can be conquered.

55. The writer whispered to his wife, “A stutterer wrote this screenplay”, because __________.

A. he desired to release his secret to his wife

B. he was reminded how it was as a stutterer on such occasions

C. he thought Colin Firth had a wonderful performance in the film

D. he wanted to make his wife realize why the film was so popular

56. What can we learn from the example in Paragraph 2?

A. Kids with a stutterer could be made fun of at schools.

B. “Gentleman” was very difficult for a 7th grader to pronounce.

C. It was impossible for a stutterer to pronounce even very simp le words.

D. The teacher had a clever way to teach how to pronounce the word.

57. Which word can best replace “nailed” in Paragraph 3?

A. Attached

B. Uncovered

C. Hammered

D. Tricked

58. What does the underlined sentence in Paragraph 4 imply?

A. The writer would have a good fortune to get help from many people.

B. The writer should realize he had to stand up from his pain and defeat it

C. The writer could get enough confidence under his mother’s help

D. The writer must be happy that everyone in his family did not laugh at him.

59. To give a speech as well as he can, the writer, reveals the fact that __________.

A. he tried to talk with a small round stone in his mouth.

B. his wife keeps encouraging him to practice

C. he still marks up all his speeches

D. his teacher helps him to put a rise and fall in his tone

60. What message is conveyed in the passage?

A. Whatever pain and fear we have, we can defeat them if we t ry hard.

B. The similar stories of the writer and King George VI gains great admiration.

C. The suffer we had at our early age will have a heavy influence on our future life.

D. Stuttering is such a pain for childre n that we should give help and encourage them.

参考答案

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