1. 阅读理解

Successful wildlife conservation goes hand in hand with community education and engagement. Volunteers work with community leaders and schools to share their passion for conservation and the environment.

Rhino Conservation in Zimbabwe

The project is home to an internationally renowned Black Rhino Breeding and Release Programme which has supported Zimbabwe's rhino population since the mid 1980s. To date, 20 rhinos have been born at the conservancy, with 12 rhinos successfully released back into the wild. Volunteers play a role in securing the future of this once-again endangered animal, working alongside anti-poaching rangers (反偷猎护林员), working on rhino research projects and getting involved in the daily care of both black and white rhino.

Our Rhino Conservation Programme is a unique hands-on opportunity to get behind the scenes and experience day-to-day life on a private conservancy, and be involved with the protection and conservation of Zimbabwe's endangered black rhino.

The aim of the programme is to assist the reserve's established Black Rhino Breeding and Release Programme, collect meaningful data and information relating to rhino and wildlife conservation and animal behaviour, and engage with the local community about wildlife conservation.

Cheetah (猎豹) Conservation

In 2021, two captive-born male cheetah were introduced to the conservancy as part of an international rewilding programme. The cheetah are now free-wandering in the reserve, and volunteers play an important role in monitoring and observing their behaviour, tracking their movements and recording their hunting rate.

Volunteer Work

Volunteers contribute to a long-term conservation project and get involved with a variety of conservation activities:

·Work alongside rhinos, cheetah and elephants

·Conservancy management

·Wildlife monitoring

·Anti-poaching patrols and snare sweeps

·Educate school-children about conservation, wildlife and the environment

·Learn about what is involved in running a conservancy

(1) What can we say about Black Rhino Breeding and Release Programme? A. Its work pays off. B. It is limited to Zimbabwe. C. It is home to two cheetah. D. It has a history of 50 years.
(2) What should be recorded about the cheetah? A. Their birth rate. B. Their hunting rate. C. Their area of activity. D. Their sleep schedule.
(3) Who are likely to apply for the volunteer work? A. Those who live outside Zimbabwe. B. Those who prefer to work at home. C. Those who like engaging with animals. D. Those who would like to make a fortune.
【考点】
推理判断题; 细节理解题; 时文广告类; 应用文;
【答案】

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阅读理解 未知 普通
能力提升
真题演练
换一批
1.阅读下列短文,从每题所给的 A、B、C、D 四个选项中选出最佳选项。

I had an opportunity to teach at a five-star hotel in Nevis, a small island in the Caribbean Sea. After that, my friend Clayton and I flew into Panama City for a surfing outing at a surfing camp in the bay of Chiriqui, whose tourism is booming. To get there, we had to take my tennis bags on and off several buses and boats. After eight hours of travel we finally arrived. The camp was perfect, and the accommodations were not bad. We had an unbelievable week there!

On our return trip, when we got to the bus station, we learned that our bus had been delayed for 2.5 hours. The sun was beating down on us.

As we walked over to the shaded area, a couple of kids started throwing rocks at me. I opened a can of tennis balls. They stopped and took an interest in the balls. I had a special racket (球拍) with me. I had the strings cut out and replaced them with a net, which is prefect for hotel teaching. I got them to throw the balls into the net. They seemed to enjoy that. Then an older boy got interested, to whom I gave another racket to hit the ball into the net of the catching racket. I showed him how to position and hold the racket. Soon, their bus arrived, and they were on their way.

But families from across the street came over and wanted their 10-minute tennis lesson, too. The other passengers waiting for the bus each got a lesson. Eventually, restaurant workers next door and the bus terminal clerk invited me to give them a lesson, too. They learnt well and were having a great time. And so was I. In what seemed like no time, our bus arrived. Satisfied with what I did, I changed my shirt, and made it back to Panama City.

(1) Which can describe the bay of Chiriqui? A. It develops depending on tourism. B. It is famous for its tennis camps. C. It offers cheap accommodations. D. It is far away from Panama City.
(2) Why did the author have a special racket? A. To attract children. B. To catch the rocks. C. To help him to teach. D. To hit the balls back.
(3) What were the children doing at the shaded area when the author arrived? A. Waiting for the bus. B. Learning to play tennis. C. Fighting for the shaded area. D. Playing games with each other.
(4) How did the author feel at the bus station in the end? A. Embarrassed. B. Confident. C. Amazed. D. Proud.
阅读理解 常考题 普通
2. 阅读理解

I look forward to my half-hour train ride to work every morning. I can look out of the window as it twists and turns itself through neighborhoods with the sun casting its strong light on the floor of the train car. I sometimes get lost in thought while following the light. But the reason I love this ride is that it's a reminder of how neighborhoods can change from block to block.

For almost a year now I have been. riding this train as I head into the office where I work as a reporter for a local magazine. I am one of 13 journalists who help report community news in areas that are often forgotten. And for me,that means covering areas like the one I grew up in. 

Last week? as I was on the way to my office, I started wondering how neighborhoods have changed since the 2008 housing crisis. I searched addresses on the city's southwest side, a neighborhood that has seen a significant number of residential homes pulled down. I scanned the street views recorded on my phone and saw how the neighborhood looked in 2007. Then I set out to visit the city block, and that's when I met 3-year-old Harmony.

Harmony loved collecting rocks for me to hold as I walked down the street with her mother, Marquita. I already knew what the neighborhood looked like in the past, but Marquita shared more details of the people who once lived on her block, who were really friendly to each other. However, people today in the neighborhood are busy with life and seldom say hello to each other. Marquita has lived on this block her entire life, and Harmony has for most of her short life as well. But the neighborhood that Marquita grew up in will be one that is obviously different from the one Harmony will grow to know. 

In the end, they smiled at my camera. And then I got back on the train and headed back to the office to tell their stories.

(1) What makes the author love his train ride to work? A. Being lost in thought. B. Admiring the outside views. C. Enjoying the warm sunshine. D. Knowing the change of blocks.
(2) How did the author find out what the city's southwest side looked like in the past? A. By reading earlier reports. B. By interviewing local people. C. By watching past street views. D. By searching his memories.
(3) How might Marquita feel when she talked with the author? A. Nervous. B. Sad. C. Touched. D. Guilty.
(4) What is the main purpose of the text? A. To tell us the work of a news reporter. B. To share a pleasant train ride with us. C. To show us a crowded community. D. To introduce a new neighborhood.
阅读理解 未知 普通
3.阅读下列短文,从每题所给的A、B、C、D四个选项中选出最佳选项。

Non-Credit Courses

The Pre-College Program offers non-credit courses. Students will experience college-level courses given by some of our college's leading experts and will receive written feedback (反馈) on their work at the end of the course. Pre-College students will also receive a grade of Satisfactory/Unsatisfactory and a certificate of completion at the conclusion of the program.

All non-credit courses meet from 9:00 a. m.-11:30 a. m. daily and may have additional requirements in the afternoons or evenings.

COURSE: Case Studies in Neuroscience

·June 11— July 2

·Leah Roesch

Using student-centered, active-learning methods and real-world examples, this course is designed to provide a fuller understanding of how the human brain works.

COURSE: Psychology of Creativity

·June 15—June 28

·Marshall Duke

Why are certain people so creative? Is it genetic (遗传的), or a result of childhood experience? Are they different from everyone else? This popular psychology course highlights the different theories of creativity.

COURSE: Creative Storytelling

·June 21 — July 3

·Edith Freni

This college-level course in creative storytelling functions as an introduction to a variety of storytelling techniques that appear in different forms of creative writing, such as short fiction and playwriting.

COURSE: Sports Economics

·July 19 — August 1

·Christina DePasquale

In this course we will analyze many interesting aspects of the sports industry: sports leagues, ticket pricing, salary negotiations, discrimination, and NCAA policies to name a few.

(1) Who is the text intended for? A. The general public. B. College freshmen. C. Educational experts. D. High school students.
(2) Which course can you take if you are free only in June? A. Sports Economics. B. Creative Storytelling. C. Psychology of Creativity. D. Case Studies in Neuroscience.
(3) Whose course should you choose if you are interested in creative writing? A. Leah Roesch's. B. Edith Freni's. C. Marshall Duke's. D. Christina DePasquale's.
阅读理解 常考题 普通