阅读理解科普环保练习.docx

阅读理解科普环保练习.docx

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阅读理解科普环保练习

阅读理解（科普环保）练习

一、高中英语阅读理解科普环保类

1．犇犇阅读短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项。

   Anewstudyfrombrainresearchershelpsexplainhowthehumanbrainevolvedorchangedovertime,topermitpeopletospeakandwrite.

   MichaelUllman,theleadresearcher,aprofessoratGeorgetownUniversityMedicalSchoolinWashington,D.C,hasbeenstudyinglanguagelearningformorethan20years.

   Ullmansayshisresearchshowsthatthehumanbraindoesnothaveaspecialareaorsystemformakinglanguage.Overtimewehavesimplyreusedorco-opted（指派）partsofourbrainforlanguage.Andthoseparts,hesays,areancient-oldereventhanhumansthemselves.

   "Thisstudyexaminesthetheoreticalframework（准则）thatlanguageislearned,storedand'processedintwoancientlearningandmemorysystemsinthebrain."

   Ullman,Hamrickandtherestoftheteamlookedatdatafrom16otherstudiesonlanguage.Theyfoundthatpeoplelearnlanguageusingtwomemorysystems:

declarativeandprocedural.Memorizingvocabulary,forexample,isadeclarativememoryprocess.Butlearninggrammaris,mostly,aproceduralmemoryprocess.

   "Declarativememory,inhumansatleast,iswhatwethinkofaslearningmemory',suchas,'Oh,rememberwhatyousaidlastnight'orthingslikethat.Andproceduralmotormemoryiswhatweoftencallmotormemory'suchashowyoulearntorideabicycle."Or,Ullmanadds,"Theseproceduralmemoryskillsbecomesodeeplyleanedthatwearenolongerawarethatwearedoingthem."

   However,Ullmanexplainsthatthetwolong-termmemorysystemscansharetasks.And,headds,theadultbrainusesthesystemstolearnlanguageabitdifferentlythanachild'sbrain.

   "Adultlanguagelearnersofasecondlanguagemayusetheirdeclarativememoryforusinggrammarpatterns.Theythinkaboutitpurposefully.Forachild,thegrammarmaycomemorenaturally.Theydon'thavetothinkaboutthegrammarrulesbeforespeaking."

   Inadditiontolanguagelearners,Ullman'sstudycouldhelppeoplewhohaveabraininjurythataffectsspeakingandwriting.Thisknowledgecanalsohelpthosewhohavelearningdisabilitiessuchasdyslexia（阅读障碍）.Peoplewithdyslexiahavedifficultyrecognizingwordsandsymbolsaccurately.

（1）HowdidUllmanstudyhuman'smemorysystems?

A. Byexaminingthebrainwithhisteam.

B. Bystudyinglanguagelearningoveryears.

C. Bycomparingdifferentlanguagesyearafteryear.

D. Byreferringtodatafromotherstudiesonlanguage.

（2）Whichofthefollowingisanexampleof"motormemory"?

A. Learningtomakeamodelplane.

B. Rememberingthegrammarpatterns

C. Repeatingwhatyouheard.

D. Memorizingwhatyouread.

（3）Whatdoestheunderlinedword"it"referto?

A. Declarativememory.

B. Anadultlanguagelearner.

C. Usinggrammarpatterns.

D. Asecondlanguage.

（4）What'sthemainideaofthetext?

A. Ullmanhasadvancedourlanguageunderstanding.

B. Anewresearchhelpspeoplelearnanewlanguage.

C. Learningmemoryismoreactivethanmotormemory.

D. Humanbeingslearnlanguageinprehumanareaofbrain.

【答案】

（1）D

（2）A

（3）C

（4）D

【解析】【分析】本文是一篇说明文，讲述MichaelUllman和他的团队的研究称人类大脑前区的为语言学习区，由此解开了人类大脑进化过程之谜。

在最古老的大脑学习记忆区域，陈述性记忆和运动记忆分工合作，来完成语言学习。

（1）考查细节理解。

根据第五段中的“Ullman,Hamrickandtherestoftheteamlookedatdatafrom16otherstudiesonlanguage.”可知，该团队通过研究其他语言学习的成果，得出的结论，故选D。

（2）考查推理判断。

根据第六段中的"Andproceduralmotormemoryiswhatweoftencallmotormemory'suchashowyoulearntorideabicycle."可知，程序性运动记忆就是我们常说的运动记忆，比如学习骑自行车等技能，故选A。

（3）考查词义猜测。

根据倒数第二段中的"Adultlanguagelearnersofasecondlanguagemayusetheirdeclarativememoryforusinggrammarpatterns."可知，成年语言学习者在学习第二语言时，是刻意地在使用语法句式。

所以it是指代usinggrammarpatterns，故选C。

（4）考查主旨大意。

根据第三段中的“Ullmansayshisresearchshowsthatthehumanbraindoesnothaveaspecialareaorsystemformakinglanguage.Overtimewehavesimplyreusedorco-opted（指派）partsofourbrainforlanguage.”以及全文可知，人类的语言学习是由大脑前区完成的，该区域早于人类本身。

所以选D。

【点评】本题考点涉及细节理解，词义猜测，推理判断和主旨大意四个题型的考查，是一篇科研类阅读，要求考生在捕捉细节信息的基础上，进一步根据上下文的逻辑关系，进行分析，推理，概括和归纳，从而选出正确答案。

2．犇犇阅读理解

   Babieshaveanastonishingtalentthatadultsentirelylose.Bytheageofone,theycanrecognisethesignificantnoisesaroundthemandgroupthemintoalanguage.Whenwehavelostthiscapacityasadults,itbecomesenormouslydifficulttodistinguishbetweensoundsthatareglaringlydifferenttoanativespeaker.ItallsoundsGreektous.Thisisbecausetherangeofpossiblesoundsthathumansusetoconveymeaningmaybeashighas2,000,butfewlanguagesusemorethan100andeventhenthesignificantnoises－thephonemes（音素）ofalanguage－eachcoverarangeofsoundsandsovaguedistinctionswhichwouldchangethemeaningofawordinotherlanguages.

   Butwheredothesephonemescomefromandwhydotheyshiftovertime?

Newresearchsuggeststhattheapparentlyarbitrarydistributionofsomesoundsaroundtheworldmaybepartiallyexplainedbydiet.Thisisunexpected.We'dratherthinkoflanguageasproductofourthought

 ratherthanofthearrangementofourteeth.Inreality,though,anygivenlanguagemustbeboth.

   Huntergathererlanguagesveryseldomusethesoundsknownaslabiodentals（唇齿音）－thosesuchasfandv－thataremadebytouchingthelowerlipwiththeupperteeth.OnlytwoofthehundredsofAustralianaboriginallanguagesusethem,forexample.Butinculturesthathavediscoveredfarming,theseconsonants（辅音）aremuchmorecommon.Theargumentgoesthatfarmerseatmorecookedfoodandmoredairythanhuntergatherers.Eitherway,theyneedtochewmushless,andtobitelesswiththeirfrontteeth.Sofarmersgrewupwithsmallerlowerjawsandmoreofanoverbitethantheirancestorswhohadtobitethroughharderfoods.Itbecameeasierforthemtomakethelabiodentalconsonantsinsteadofpurelylabial（唇音）ones:

oneexampleisthatfcometotaketheplaceofp.Romanssaid"pater"butEnglishspeakers（unlessthey'reRees－Moggs）say"father".

   Beyondtheseparticularchanges,thestoryhighlightsthewayinwhicheverythingdistinctivelyhumanisbothmaterialandspiritual:

speechmustcombinesoundandmeaning,andthemeaningcan'texistorbetransmittedwithoutarealobject.Butneithercanitbereducedtothepurelyphysical,asourinabilitytounderstandoreventorecogniseforeignlanguagesmakesclear.Thefoodweeatshapesourjaws,andourjawsinturnshapethesoundsofourlanguage.Theeasewithwhichweeatprobablyshapesourthoughttoo,asanyonewhohassufferedtoothachecouldtestify.Whatweeatmayhaveshapedthesoundsofourlanguage,buthowweeatchangeshowwefeelandwhatweuselanguagetoexpress.Afamilymealisverydifferentfromasandwichattheofficedesk,evenifthecalorieisthesame.FoodhaspurposesandmeaningsfarbeyondkeepingusaliveandpleasingthePalate（味觉）.

（1）Comparedwithadults,babiescouldmoreeasily             .

A. createsignificantnoises

B. classifytheformsofnoises

C. understandtheGreeklanguage

D. distinguishmeaningfulsounds

（2）Accordingtothepassage,whichofthefollowingfactorshelpshapelanguage?

A. Lipsandteeth.         B. Jobsandhabits.         C. Ageandregions.         D. Foodandthinking.

（3）Thereasonforfarmers'makingsoundsof"f"and"v"is             .

A. enjoyingmorecookedfoods

B. bitingmorewithfrontteeth

C. constantlychewingharderfoods

D. growingupwithlagerlowerjaws

（4）Bywritingthispassage,theauthorintendstoreveal             .

A. jawshelpshapeourthought

B. fooddeterminesourthought

C. diethassomeinfluenceonlanguage

D. languageconsistsofsoundandmeaning

【答案】

（1）D

（2）D

（3）A

（4）C

【解析】【分析】本文是一篇说明文，人们一直以来认为语言是思想的产物，但是有新的研究表明饮食对于语言也会产生一些影响。

且以f和v的发音为例，揭示了农民们发"f"和"v"音的原因是他们喜欢吃更多的熟食。

同时这也强调了人类特有的一切都是物质和精神的结合:

语言必须把声音和意义结合起来，没有真实的物体，意义就不可能存在或传播。

（1）考查细节理解。

根据第一段中的“Bytheageofone,theycanrecognizethesignificantnoisesaroundthemandgroupthemintoalanguage.”可知一岁的婴儿和成人相比更能识别出周围的重要声音，故选D。

（2）考查细节理解。

根据第二段中的“Newresearchsuggeststhattheapparentlyarbitrarydistributionofsomesoundsaroundtheworldmaybepartiallyexplainedbydiet.”可知某些声音在世界范围内的任意分布，部分可以用饮食来解释。

本段提到sound和diet是有关系的,也就是food食物；另外也和思考有关theproductofthought,本段最后说到和两者都有关系。

故选D。

（3）考查细节理解。

根据第三段中的“Theargumentgoesthatfamerseatmorecookedfoodandmoredairythanhuntergatherers.”可知农民比狩猎采集者吃更多的熟食和奶制品，即农民们发"f"和"v"音的原因是他们喜欢吃更多的熟食。

故选A。

（4）考查主旨大意。

根据第二段中的“We'dratherthinkoflanguageasproductofourthought,ratherthanofthearrangementofourteeth.Inreality,though,anygivenlanguagemustbeboth.”可知任何一种语言的诞生都必须同时具备思想和饮食这两种因素的影响。

以及文章内容可知叙述的都是日常饮食和发音对语言的影响，故选C。

【点评】本题考点涉及细节理解和主旨大意两个题型的考查，是一篇科研类阅读，考生需要准确掌握细节信息，同时根据上下文进行推理，归纳，从而选出正确答案。

3．犇犇阅读理解

TheAlexandertechnique

   Untilearlierthisyear,Ididn'tknowanythingabouttheAlexandertechnique—andsawnoreasontothinkIshould.Oneday,thebackacheIregularlysufferedwasmorepainful.Iwasbroughtuptothinkthatthepreferredwayofdealingwithachesistodonothingandhopethey'llgoaway,butIeventuallywenttothedoctor.Afterexaminingme,hesaid,"Youactuallyhavebadposture（姿势）.GooffandlearntheAlexandertechnique."ThreemonthslaterIcouldwalkstraighterandsitbetter.

   TheAlexandertechniqueisawayoflearninghowyoucangetridofharmfultensioninyourbody.Theteachingfocusesontheneck,headandback.Ittrainsyoutouseyourbodylessseverelyandcarryoutthemovementsthatwedoallthetimewithlesseffort.Thereislittleeffortinthelessonsthemselves,whichsetsaparttheAlexandertechniquefromyogaorpilates,whichareexercise-based.Atypicallessoninvolvesstandinginfrontofachairandlearningtositandstandwithminimumeffort.Youspendsometimelyingonabenchwithyour