1.阅读理解

In habitats across the planet, animals periodically drop everything to walk, fly or swim to a new place. Wildlife such as whales and geese learn migration paths by following their parents. Others, including small songbirds, gain the distance and direction of their migration within their genetic code. And some animals use a combination of genetics and culture to guide their migration.

Another group of migrators does not quite fit either model, and researchers have only recently started to figure out how they find their way. Take the Cory's shearwater, an oceangoing sea bird that migrates over the Atlantic every year. The young do not migrate with their parents, so culture cannot explain their journeys. And the exact paths vary wildly from individual to individual, making genetics equally unlikely.

Cory's shearwaters are long-lived, rarely producing young successfully before age nine. This leaves an opening for learning and practice to develop their migration patterns. Researchers call this the "exploration-refinement", and until now it has been hypothetical (假设的) because of difficulties in tracking migratory animals' movements.

But a team of researchers has done that by attaching small geolocators to more than 150 of the birds aged four to nine. They found that younger birds traveled longer distances, for longer periods, and had more diverse paths than older birds. "We finally have evidence of the 'exploration-refinement' for migratory birds, " says Letizia Campioni, who led the study. Younger Cory's shearwaters are able to fly just as fast as the adults— but they do not, suggesting that the young do more exploring, which gradually fades as they mature and settle into a preferred course.

Although it may seem less efficient than other strategies, "exploration refinement could be beneficial to birds and other organisms in a rapidly changing world due to unpredictable man-made changes," says Barbara Frei. "It might be safer to repeat a behavior that was recently successful than to rely on patterns that were perfected long ago but might no longer be safe."

(1) What is the first paragraph mainly about? A. It describes animals' habitats. B. It talks about migration models. C. It compares different species. D. It introduces a tracking technology.
(2) What does the underlined word "this" in paragraph 3 refer to? A. The opening for learning and practice. B. The unique living habit of Cory's shearwaters. C. The way Cory's shearwaters form their migration patterns. D. The process scientists track Cory's shearwaters' movements.
(3) What does Letizia's study find about the younger Cory's shearwaters? A. They travel as much as adult birds. B. They move in a predictable manner. C. They lower the speed for exploration. D. They look for a course with their parents.
(4) What can we conclude from the last paragraph? A. Man-made changes make migration easier. B. Animals make a safer journey via a fixed track. C. Course exploration contributes to birds' adaptability. D. A combination of strategies assures migration success.
【考点】
推理判断题; 细节理解题; 段落大意; 科普环保类; 说明文;
【答案】

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阅读理解 未知 普通
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真题演练
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1.阅读下列短文, 从每题所给的A、B、C和D四个选项中, 选出最佳选项。

Unlike many other exchange students, my school focused on arts such as singing, acting, dancing, and many other talents, so there wasn't much room for sports. Honestly, in the beginning. I was a little sad because I wanted to participate in basketball. However, I did not let that disappoint me. After a while, I took a pause for some self-reflection. I remembered how much I like to sing even though I don't think I'm good at it. I then thought to myself, "why not be the one to try acting?"

After my first week, I loved the school! My art classes feel like a break from reality and the scenery at my school makes me feel as though I am in some talent-based American high school movie. Every morning, we are welcomed with the beautiful voices from my teachers. At lunch, we are entertained with musical performances by any student who wishes to sing.

During my second week of school, I was required to perform my first five-minute play with my class partner. I was a bit nervous, but I gathered courage and did it. By chance, a staff person from the school office saw my performance. After school, on my way to the bus, she  called me and informed me she had recommended me and some other students to participate in an upcoming two-day workshop. I first thought she was teasing me. When I got home, I found out she'd also sent an email to my host mom.

My host mom is very busy, but she planned her schedule around the activity. My mom picked me up from school and drove me to the workshop which was an hour from my school. After the workshop. We were presented with tickets to watch the play the following day. After the show, I met with the actors, thanked and congratulated them. On our way home, I was smiling so much that my cheeks hurt. I appreciate my host family and school for giving me this experience.

(1) How did the author overcome her displeasure? A. By playing basketball. B. By taking a rest. C. By finding her talent. D. By changing her hobby.
(2) What can we learn from the second paragraph? A. The school is quite different from her former one. B. Every day in the school is simply attractive. C. She does nothing but sing at the new school. D. The school's beautiful scenery appeals to her.
(3) How does the author feel on hearing the words of a staff person? A. She was too excited to speak a word. B. She just couldn't believe her ears. C. She was proud of her performance. D. She felt kind of scared and nervous.
(4) What kind of person is her host mom? A. Considerate. B. Optimistic. C. Serious. D. Indifferent.
阅读理解 常考题 普通
2.阅读理解

I'm running some 3,550 kilometers. To be more precise, this jog is mostly around my neighborhood in Ottawa. It is the distance by air to Vancouver that my friend Louise and I are doing. If we make it, Louise and I will get on a plane to Vancouver and compete in one of the BMO Vancouver Marathon weekend races. We may not win medals, but for sure we'll have cake for my seventy-fifth birthday at the finish line.

The workout for big birthdays represents a big change for me. I used to hate birthdays, especially those milestone ones. No longer feeling young is horrible. As I approached my sixtieth birthday, Louise suggested setting targets to mark milestone birthdays. "That way you are looking forward to something, not dreading it," she pointed out.

By doing those expanding my world or demanding new skills, I feel myself growing, not shrinking. For my sixtieth, I got it into my head that I should do an Olympic distance triathlon (铁人三项赛), which turned out to be a real milestone. After over four hours on the course, I was last among the 95 competitors. But I was the oldest woman competing, so that made me first in my age category. Since then, I've looked on the special days as a call for trying something different. For my sixty-fifth birthday, I went to run a half marathon. And I finished seven activities that took me out of my "comfort zone" at seventy.

I'm fortunate to have celebrated so many birthdays in good health and spirits, so whether I succeed in running to Vancouver or not, I'm grateful for the opportunity. One thing I've learned in taking up these challenges is that there are many possibilities for new adventures and achievements, even as we grow older. So do spend every day of every year with a definite end in view, which will release your energy and make you happy.

(1) What does the underlined word "dreading" in paragraph 2 mean? A. Demanding. B. Fearing. C. Changing. D. Accepting.
(2) Why did the author think the triathlon a milestone? A. It inspired her to accept challenges. B. It changed her attitude to birthdays. C. It proved she was in good condition. D. It drove her to step outside her comfort zone.
(3) What does the author suggest at last? A. Living with a clear goal. B. Doing exercise to keep healthy. C. Facing adventures bravely. D. Settling into old age positively.
阅读理解 模拟题 普通
3. 阅读理解

Children may learn pew words better when they learn them in the contest of diher words they arejust learning--according to a new research fromthe Univertity of East Anglia Researchers investigated how 18-24-month-olds learn new words—in the context of words they already know weli and those they don't. The findings heip explain how children lean new words and suggest a new way that parents and carers could help boost language development. 

Previous research suggests that when children hear a word they do not know and see an object they have never seen in the context of some objects that they can already name, such as a ioy or a ball, they guess that the new word refers to the new thing. 

Dr. Larissa Samuelson from the university wantted to know if the strength of a child's knowledge of familiar things-how well they know what "cars"or"balls"are, for example--mattered for fearaing new words and remembering them. They asked 82 chil Iren to take part in the study and carry out two experiments among them. And then they got some really surprising findings. 

"We had expected that a stronger knowledge of familiar words would be better for learning new words, but we found the opposite was true. " Dr Samuelson said. "This new study suggests another way we might be able to help boose children's ability to remember new word-object links—by teaching them in the context of other things that they are just leatning. "

It seems counterintuitive, but it is perhaps because the less well-known items don't compete with the new words as much If they learn new words in the context of playing with well-known items such as a ball or book, they don't process the new word as much. 

(1) What is the purpose of the new research? A. To challenge the findings of previous studies. B. To better understand children's word learning. C. To observe the process of children's learning. D. To compare children's different leaning styles.
(2) What can be inferred from Dr. Samuelson's words? A. Their findings are out of expectation. B. Their research should focus ou children. C. We should be more patient with children. D. We need to provide guidance on learning.
(3) What does the underlined word "counterintuitive" mean in the last paragraph? A. Consistent. B. Encouraging. C. Unquestionable. D. Unreasonable.
(4) What does the text mainly tell us? A. Word-objcct links contribute to better learning. B. Less familiar words help children learn better, C. New research finds the secrets of raising children. D. Children learn better with the help of their parents.
阅读理解 未知 困难