IV. Reading comprehension 閱讀理解 2’ * 10 = 20’

We know that many animals do not stay in one place. Birds, fish and other animals move from one place to another at a certain time. They move for different reasons most of them move to find food more easily, but others move to get away from places that are too crowded. When cold weather comes, many birds move to warmer places to find food. Some fishes give birth in warm water and move to cold water to feed. The most famous migration（遷移）is probably the migration of the fish, which is called “salmon”. This fish is born in fresh water but it travels many miles to salt water. There it spends its life. When it is old, it returns to its birthplace in fresh water. Then it gives birth and dies there. In northern Europe, there is a kind of mice. They leave their mountain homes when they become too crowded. They move down to the low land. Sometimes they move all the way to the seaside, and many of them are killed when they fall into the sea.

   Recently, scientists have studied the migration of a kind of lobsters（龍蝦）. Every year, when the season of bad weather arrives, the lobsters get into a long line and start to walk across the floor of the ocean. Nobody knows why they do this, and nobody knows where they go. So, sometimes we know why humans and animals move from one place to another, but at other times we don’t. Maybe living things just like to travel.    

56. Most animals move from one place to another at a certain time to __________ .

A. give birth              B. enjoy warmer weather  

C. find food more easily     D. find beautiful places

57. The fish called “salmon” spends a long life in __________ .

A. salt water         B. rivers          C. fresh water       D. its birthplace

58. The mice in northern Europe move when __________ .

  A. they give birth                   B. the weather is bad

  C. the place gets too crowded         D. they haven’t enough food

59. The lobsters move __________ .

 A. to the fresh water              B. to the sea floor

 C. at a certain time               D. to find more food

60. What is the main idea of the passage?

 A. Animals move in order to find food more easily.

 B. The migration of the fish called “salmon” is the most famous migration.

 C. Living things move from one place to another because they like to travel.

D. Sometimes we know why and how living things move from one place to another, but sometimes we don’t.

【小題1】C

【小題2】A

【小題3】C

【小題4】C

【小題5】D

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科目：高中英語 來源：江蘇省南京六中2009--2010學(xué)年度高一第二學(xué)期期中考試英語試卷 題型：閱讀理解


IV. Reading comprehension 閱讀理解 2’ * 10 = 20’
A
The sky usually looks light blue. But if you went to the top of the highest mountain, where there is less air between you and the sun to scatter (使……分散，散射) the sunlight, the sky would be deep, dark blue. And if you rode in a rocket high above the earth, where there is no air at all to scatter the sunlight, the sky would be so dark that it would be black. Sometimes the sky doesn't look blue. At sunrise and sunset, the light from the sun sometimes is scattered in such a way that you see red, orange, and other colors in the sky.
56. The sky usually looks light blue because _____.
A. the sun is light and blue
B. the air is light and blue
C. the air scatters the sunlight
D. the sunlight is blue
57. The sky looks dark blue when _____.
A. there is less air between you and the sun
B. there is high mountain
C. the mountain is highest
D. you climb a mountain
58. The sky looks black if ______.
A. you ride in a rocket
B. the rocket is high in the sky
C. the rocket is high above the earth
D. there is no air to scatter the sunlight
59. Sometimes the sky doesn't look blue because ______.
A. the sun is rising
B. the sun is setting
C. the air has different colors
D. the light from the sun is scattered in a different way
60. A good title for this passage would be _______.
A. The Sky Looks Blue
B. Why the Sky Looks Colorful
C. The Beautiful Sunlight
D. Something About the Air

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科目：高中英語 來源：廣東省深圳高級中學(xué)09-10學(xué)年度高一上學(xué)期期末考試 題型：閱讀理解


IV. Reading(30)
A
Mathematical ability and musical ability may not seem on the surface to be connected, but people who have researched the subject -- and studied the brain—say that they are. Three quarters of the bright but speech-delayed children in the group I studied had a close relative who was an engineer, mathematician or scientist, and four fifths had a close relative who played a musical instrument. The children themselves usually took readily to math and other analytical subjects and to music.
Black, white and Asian children in this group show the same patterns. However, it is clear that blacks have been greatly overrepresented in the development of American popular music and greatly underrepresented in such fields as mathematics, science and engineering.
If the abilities required in analytical fields and in music are so closely related, how can there be this great discrepancy? One reason is that the development of mathematical and other such abilities requires years of formal schooling, while certain musical talents can be developed with little or no formal training, as has happened with a number of well-known black musicians.
It is precisely in those kinds of music where one can acquire great skill without formal training that blacks have excelled popular music rather than classical music, piano rather than violin, blues rather than opera. This is readily understandable, given that most blacks, for most of American history, have not had either the money or the leisure for long years of formal study in music.
Blacks have not merely held their own in American popular music. They have played a large role in the development of jazz, both traditional and modern. A long string of names comes to mind—W.C. Handy, Louis Armstrong, Charlie Parker…and so on.
None of this presupposes(假設(shè)，意味著) any special innate（先天的）ability of blacks in music. On the contrary, it is perfectly consistent with blacks having no more such inborn ability than anyone else, but being limited to being able to express such ability in narrower channels than others who have had the money, the time and the formal education to spread out over a wider range of music, as well as into mathematics, science and engineering.
36. what is the main idea of the first paragraph?
A.    Mathematical ability and musical ability are connected.
B.    Mathematical ability has more to do with the brain than musical ability.
C.    More people are good at music than math.
D.    More research should be done into the relationship between mathematical ability and math ability.
37. The word “discrepancy” (Para. 3) most probably means ____.
A. difference  B. excellence  C. inborn ability     D. inability
(38. What can be inferred about opera?
A.    It requires formal training.
B.    It is often enjoyed by those with strong analytical ability.
C.    It is disliked by blacks.
D.    It is more difficult to learn than classical music.
39. Which of the following statements is true according to the last paragraph?
A.    Blacks have special innate ability in music.
B.    Unlike others, blacks do not have innate ability in music.
C.    Jazz is one of the narrow channels through which blacks express their ability in music.
D.    Those who have money and time choose mathematics over music.
40. which of the following questions does the passage mainly concern?
A.    Are musical ability and mathematical ability connected?
B.    Why have blacks been greatly over represented in the development of American popular misic?
C.    What kinds of music require formal training?
D.    What are the contributions made by black musicians?

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科目：高中英語 來源：0910學(xué)年廣東省高一上學(xué)期期末考試 題型：閱讀理解

IV. Reading(30)

A

Mathematical ability and musical ability may not seem on the surface to be connected, but people who have researched the subject -- and studied the brain—say that they are. Three quarters of the bright but speech-delayed children in the group I studied had a close relative who was an engineer, mathematician or scientist, and four fifths had a close relative who played a musical instrument. The children themselves usually took readily to math and other analytical subjects and to music.

Black, white and Asian children in this group show the same patterns. However, it is clear that blacks have been greatly overrepresented in the development of American popular music and greatly underrepresented in such fields as mathematics, science and engineering.

If the abilities required in analytical fields and in music are so closely related, how can there be this great discrepancy? One reason is that the development of mathematical and other such abilities requires years of formal schooling, while certain musical talents can be developed with little or no formal training, as has happened with a number of well-known black musicians.

It is precisely in those kinds of music where one can acquire great skill without formal training that blacks have excelled popular music rather than classical music, piano rather than violin, blues rather than opera. This is readily understandable, given that most blacks, for most of American history, have not had either the money or the leisure for long years of formal study in music.

Blacks have not merely held their own in American popular music. They have played a large role in the development of jazz, both traditional and modern. A long string of names comes to mind—W.C. Handy, Louis Armstrong, Charlie Parker…and so on.

None of this presupposes(假設(shè)，意味著) any special innate（先天的）ability of blacks in music. On the contrary, it is perfectly consistent with blacks having no more such inborn ability than anyone else, but being limited to being able to express such ability in narrower channels than others who have had the money, the time and the formal education to spread out over a wider range of music, as well as into mathematics, science and engineering.

36. what is the main idea of the first paragraph?

A.    Mathematical ability and musical ability are connected.

B.    Mathematical ability has more to do with the brain than musical ability.

C.    More people are good at music than math.

D.    More research should be done into the relationship between mathematical ability and math ability.

37. The word “discrepancy” (Para. 3) most probably means ____.

A. difference  B. excellence  C. inborn ability     D. inability

(38. What can be inferred about opera?

A.    It requires formal training.

B.    It is often enjoyed by those with strong analytical ability.

C.    It is disliked by blacks.

D.    It is more difficult to learn than classical music.

39. Which of the following statements is true according to the last paragraph?

A.    Blacks have special innate ability in music.

B.    Unlike others, blacks do not have innate ability in music.

C.    Jazz is one of the narrow channels through which blacks express their ability in music.

D.    Those who have money and time choose mathematics over music.

40. which of the following questions does the passage mainly concern?

A.    Are musical ability and mathematical ability connected?

B.    Why have blacks been greatly over represented in the development of American popular misic?

C.    What kinds of music require formal training?

D.    What are the contributions made by black musicians?

 

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科目：高中英語 來源： 題型：閱讀理解

IV. Reading(30)

A

       Mathematical ability and musical ability may not seem on the surface to be connected, but people who have researched the subject -- and studied the brain—say that they are. Three quarters of the bright but speech-delayed children in the group I studied had a close relative who was an engineer, mathematician or scientist, and four fifths had a close relative who played a musical instrument. The children themselves usually took readily to math and other analytical subjects and to music.

       Black, white and Asian children in this group show the same patterns. However, it is clear that blacks have been greatly overrepresented in the development of American popular music and greatly underrepresented in such fields as mathematics, science and engineering.

       If the abilities required in analytical fields and in music are so closely related, how can there be this great discrepancy? One reason is that the development of mathematical and other such abilities requires years of formal schooling, while certain musical talents can be developed with little or no formal training, as has happened with a number of well-known black musicians.

       It is precisely in those kinds of music where one can acquire great skill without formal training that blacks have excelled popular music rather than classical music, piano rather than violin, blues rather than opera. This is readily understandable, given that most blacks, for most of American history, have not had either the money or the leisure for long years of formal study in music.

       Blacks have not merely held their own in American popular music. They have played a large role in the development of jazz, both traditional and modern. A long string of names comes to mind—W.C. Handy, Louis Armstrong, Charlie Parker…and so on.

       None of this presupposes(假設(shè)，意味著) any special innate（先天的）ability of blacks in music. On the contrary, it is perfectly consistent with blacks having no more such inborn ability than anyone else, but being limited to being able to express such ability in narrower channels than others who have had the money, the time and the formal education to spread out over a wider range of music, as well as into mathematics, science and engineering.

36. what is the main idea of the first paragraph?

A.    Mathematical ability and musical ability are connected.

B.    Mathematical ability has more to do with the brain than musical ability.

C.    More people are good at music than math.

D.    More research should be done into the relationship between mathematical ability and math ability.

37. The word “discrepancy” (Para. 3) most probably means ____.

       A. difference  B. excellence  C. inborn ability     D. inability

(38. What can be inferred about opera?

A.    It requires formal training.

B.    It is often enjoyed by those with strong analytical ability.

C.    It is disliked by blacks.

D.    It is more difficult to learn than classical music.

39. Which of the following statements is true according to the last paragraph?

A.    Blacks have special innate ability in music.

B.    Unlike others, blacks do not have innate ability in music.

C.    Jazz is one of the narrow channels through which blacks express their ability in music.

D.    Those who have money and time choose mathematics over music.

40. which of the following questions does the passage mainly concern?

A.    Are musical ability and mathematical ability connected?

B.    Why have blacks been greatly over represented in the development of American popular misic?

C.    What kinds of music require formal training?

D.    What are the contributions made by black musicians?

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