英语英语阅读理解教育文化模拟试题.docx

1、英语英语阅读理解教育文化模拟试题（英语）英语阅读理解(教育文化)模拟试题一、高中英语阅读理解教育文化类1阅读理解 For many parents, raising a teenager is like fighting a long war, but years go by without any clear winner. Like a border conflict between neighboring countries, the parent-teen war is about boundaries: Where is the line between what I control

2、 and what you do? Both sides want peace, but neither feels it has any power to stop the conflict. In part, this is because neither is willing to admit any responsibility for starting it. From the parents point of view, the only cause of their fight is their adolescents complete unreasonableness. And

3、 of course, the teens see it in exactly the same way, except oppositely. Both feel trapped. In this article, Ill describe three no-win situations that commonly arise between teens and parents and then suggest some ways out of the trap. The first no-win situation is quarrel on unimportant things. Exa

4、mples include the color of the teens hair, the cleanness of the bedroom, the preferred style of clothing, the childs failure to eat a good breakfast before school, or his tendency to sleep until noon on the weekends. Second, blaming. The goal of a blaming battle is to make the other admit that his b

5、ad attitude is the reason why everything goes wrong. Third, needing to be right. It doesnt matter what the topic ispolitics, the laws of physics, or the proper way to break an eggthe point of these arguments is to prove that you are right and the other person is wrong, for both wish to be considered

6、 an authoritysomeone who actually knows somethingand therefore to command respect. Unfortunately, as long as parents and teens continue to assume that they know more than the other, theyll continue to fight these battles forever and never make any real progress.（1）Why does the author compare the par

7、ent teen war to a border conflict? A.Both can continue for generations.B.Both are about where to draw the line.C.Neither has any clear winner.D.Neither can be put to an end.（2）What does the underlined part in Paragraph 2 mean? A.The teens blame their parents for starting the conflict.B.The teens agr

8、ee with their parents on the cause of the conflict.C.The teens accuse their parents of misleading them.D.The teens tend to have a full understanding of their parents.（3）Parents and teens want to be right because they want to_. A.give orders to the otherB.know more than the otherC.gain respect from t

9、he otherD.get the other to behave properly（4）What will the author most probably discuss in the paragraph that follows? A.Causes for the parent-teen conflictsB.Examples of the parent-teen warC.Solutions to the parent-teen problemsD.Future of the parent-teen relationship【答案】 （1）B（2）A（3）C（4）C 【解析】【分析】本

10、文是一篇说明文，对于父母来说，抚养一个十几岁的孩子就像是打一场持久战，但是是一场没有赢家的持久战。 （1）考查细节理解。根据第一段中的“Like a border conflict between neighboring countries ,the parent-teen war is about boundaries: Where is the line between what I control and what you do?”可知和邻国之间的边界纷争一样，两代人之间的战争是关于界限的：我所能控制的和你所做的之间的界限。选B。 （2）考查句义猜测。根据第二段中的“From the p

11、arents point of view, the only cause of their fight is their adolescents complete unreasonableness.”可知，从父母的观点来看，他们之间斗争的唯一原因就是他们的青春期的孩子的完全不讲道理。划线句子意为:青少年也正好是同样的方式看待的，只是正好相反的，也就是在孩子们看来，斗争的原因完全是他们的父母蛮不讲理。选A。 （3）考查细节理解。根据最后一段中的“Third , needing to be right ,It doesnt matter what the topic is politics. Th

12、e laws of physics ,or the proper way to break an egg the point of these arguments is to prove that you are right and the other person is wrong , for both wish to be considered an authoritysomeone who actually knows something and therefore to command respect”可知，他们争论的话题是什么不重要，重要的是他们要证明自己是对的，而对方是不对的，从而

13、赢得尊重。选C。 （4）考查推理判断。根据由最后一段中的“In this article, Ill describe three no-win situations that commonly arise between teens and parents and then suggest some ways out of the trap.”可知，在这篇文章中，作者将描述三种通常会引起青少年和父母之间斗争的情形，然后提出几种解决的方法。最后一段介绍了三种情形，所以接下来讨论的该是解决的方法了。选C。 【点评】本题考点涉及细节理解，句义猜测和推理判断三个题型的考查，是一篇教育类阅读，考生需要准

14、确捕捉细节信息，同时根据上下文的逻辑关系，进行分析，推理，从而选出正确答案。2阅读理解 The importance of reading literature often seems lost on many Chinese people. Even experts in education think that the first goal of education is to encourage a love of learning. There is therefore the possibility of something wrong with the way students a

15、re taught here. Why should they read literature? Do stories have value compared with the reading and learning of facts? Studies show clearly that the most powerful ways of learning are by experience, action and doing experiments and taking risks. Yet there are so many important things to learn that

16、cannot be learned in these ways: feelings, problem solving, danger and relationships, for example. Research into this has shown how deep reading is a valuable experience different to a learning of words or facts. Keen(热心的) readers of -literature show a better understanding of others. Their abilities

17、 to make good decisions are raised. Young children who enjoy a parent reading stories to them show greater awareness(意识) when they reach school age. The best schools do seem to provide a limited (有限的) chance to enjoy literature, usually about the Chinese classic stories but there is not enough free

18、time for students. There are enough reading materials (材料). Chinese book shops are full of story books, and most of them are of good quality (质量) in terms of content, plot (情节) and language. Was there not a Chinese author who received a Nobel Prize for literature recently? There are moves in Chinese

19、 education to promote (提升) decision making and shared values. The value of literature is helpful to these as well as to the future of China.（1）What does the author think of the way students are educated in China? A.He is proud of it.B.He is interested in it.C.He doesnt quite accept it.D.He is confid

20、ent about it.（2）Which is not among the most powerful ways of learning according to paragraph 2? A.By experience.B.By taking risks.C.By reading deeply.D.By doing experiments.（3）What can be learned from the last paragraph? A.Reading literature helps develop good values.B.Chinese students like reading

21、stories as they get older.C.Stories in Chinese bookstores are generally of poor quality.D.Chinese students have no chance to read enough materials.（4）Whats the main idea of the text? A.Literature is a kind of art.B.Reading literature should be valued.C.Good reading materials are in great need.D.Some

22、thing is wrong with Chinese education.【答案】 （1）C（2）C（3）A（4）B 【解析】【分析】本文是一篇说明文，介绍了阅读文学作品应当受到重视，以及阅读文学作品的原因。最后作者指出文学的价值不仅有助于促进决策制定和价值观共享的举措，而且有助于中国的未来。 （1）考查细节理解。根据第一段中的“There is therefore the possibility of something wrong with the way students are taught here.”因此，这里的学生的教育方式可能有问题。可知作者不太接受中国学生的教育方式。故选C

23、。 （2）考查细节理解。根据第二段中的“Studies show clearly that the most powerful ways of learning are by experience, action and doing experiments and taking risks.”研究清楚地表明，最有效的学习方法是通过经验、行动、实验和冒险。可知深入阅读的学习方法不是最有效的。故选C。 （3）考查细节理解。根据最后一段中的“There are moves in Chinese education to promote decision making and shared value

24、s. The value of literature is helpful to these as well as to the future of China.”中国的教育中有一些促进决策制定和价值观共享的举措。文学的价值不仅有助于这些，而且有助于中国的未来。可知阅读文学有助于培养良好的价值观。故选A。 （4）考查主旨大意。根据第一段中的“The importance of reading literature often seems lost on many Chinese people.”许多中国人似乎忽视了阅读文学作品的重要性；以及最后一段中的“There are moves in C

25、hinese education to promote decision making and shared values. The value of literature is helpful to these as well as to the future of China.”中国的教育中有一些促进决策制定和价值观共享的举措。文学的价值不仅有助于这些，而且有助于中国的未来。结合文章主要内容为说明阅读文学作品的重要性，故可知文章的主旨大意是阅读文学作品应该受到重视。故选B。 【点评】本题考点涉及细节理解和主旨大意两个题型的考查，是一篇文化类阅读，考生需要准确掌握细节信息，同时根据上下文的逻

26、辑关系，进行概括和归纳，从而选出正确答案。3阅读理解 As a Fulbright（富布莱特法案基金）scholar at Yale, I wanted very much to get some individual help from some famous professors, but their office-hours were only once a week and there were always students waiting outside. At first, I was too polite to get their help. Then I realized t

27、hat Chinese politeness does not work in this society. I needed to be aggressive to get what I wanted. I also noticed that Chinese students or Asian students were very polite in class while American students often interrupted the professor, asking questions and dominating the discussion. The Chinese

28、students were not as aggressive as American students. I was impressed by the role of the professor in the class. The professor didnt act as an authority, giving final conclusions, but as a researcher looking for answers to questions together with the students. One linguistic feature of his interacti

29、ng with his students was that he used many modal verbs-far more than I did in Beiwai. When answering questions, he usually said: this is my personal opinion and it could be wrong. It would be a good idea if you could read the book I mentioned the other day. Or, You may find the book I recommended he

30、lpful. Or, You could be right, but you might find this point of view also interesting. When making comments on students performances, the professor usually said: It might have been much clearer if you had taken in some of the ideas we discussed earlier this semester. In China, authorities are always

31、 supposed to give wise decisions and correct directions. Therefore students always expect the professor to give an answer to the question. I still remember how annoyed they were when foreign teachers did not provide such an answer. Their expectations from authorities are much higher than those of Am

32、erican students. Once the Chinese students got the answer, they were sure about it. That is why they make far more certain statement than American students. That is why Chinese students find it difficult to use modal verbs because the function of modal verbs is to provide room for negotiation and different ideas.