1.  阅读理解

Art and science may seem like opposite things. One means the creative flow of ideas, and the other means cold, hard data—some people believe. In fact, the two have much in common. Now, a study finds art can help students remember better what they learned in science class.

Mariale Hardiman, an education specialist at Johns Hopkins University, noticed that students who used art in the classroom listened more carefully. They might ask more questions. They might volunteer more ideas. What's more, students seemed to remember more of what they had been taught when their science lessons had involved(涉及)art. To prove that, Hardiman teamed up with some researchers and six local schools.

In the experiment, the researchers worked with teachers in 16 fifth-grade classrooms. They provided traditional science lessons and art-focused ones. In a traditional science class, for example, students might read aloud from a book. In the art-focused one, they might sing the information instead.

The team randomly assigned(随机分配)each of the 350 students to either a traditional science classroom or an art-focused one. Students then learned science using that way for the whole unit—about three weeks. When they changed to a new topic, they also changed to the other type of class. This way, each student had both an art-focused class and a traditional one. Every unit was taught in both ways, to different groups of students. This enabled the researchers to see how students did in both types of classes.

The team found that students who started off in traditional classes performed better after they moved into an art-focused class. But those who started in an art-focused class did well even when they went back to a traditional science class. These students appeared to use some of the art techniques(技巧)after going back to a traditional class. Classroom teachers reported that many students continued to sing the songs that they learned after finishing the unit. "The more we hear something, the more we retain it," Hardiman says. "It suggests that the arts may help students apply creative ways of learning on their own."

(1) Why did Mariale Hardiman do the study? A. To prove the importance of art at school. B. To know how to encourage students to ask questions. C. To find a way to help her students learn better. D. To see if art might improve science learning.
(2) What were the students required to do in the experiment? A. Learn three units in total. B. Choose what they'd like to learn. C. Learn two topics for three weeks. D. Take two types of classes.
(3) What does the underlined word "retain" in the last paragraph mean? A. Remember. B. Express. C. Improve. D. Finish.
(4) What is the text mainly about? A. Art helps students develop creativity. B. Art-focused classes interest students a lot C. Art can make science easier to remember. D. Art has something in common with science.
【考点】
词义猜测题; 细节理解题; 说明文; 文学艺术类; 文章大意;
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阅读理解 普通
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1. 阅读理解

Have you ever imagined what will happen in the ocean when an earthquake happens underground? If you've ever felt a big earthquake or seen one on television, you know that it has the power to shake the ground and move large buildings. When a great earthquake happens under the ocean floor, the earthquake's large energy is transferred (转移) to the water above it, creating a series of water waves called a tsunami (海啸). The word comes from the Japanese words tsu (harbor) and nami (wave).

Normal ocean waves have an average wavelength (波长) of about 100 meters and an average height of about 2 meters, while a tsunami can have a wavelength of 193 kilometers or more. Travelling at up to about 800 kilometers per hour in the deep ocean, a tsunami might be at a height of as little as 0.9 meters, which makes it almost impossible to be noticed, even for a ship in the area.

As a tsunami approaches (靠近) a coastline, things begin to change greatly. As it approaches shallow (浅的) waters, the wave speed drops below about 80 kilometers per hour. The wavelength also decreases much, but amplitude—the height of the wave—increases greatly, leading to the huge wall of water along coastlines, which causes great damage to coastal areas.

About 80% of tsunamis happen in the Pacific Ocean. Tsunamis cannot be prevented, but areas that experience tsunamis regularly have developed tsunami warning systems to give as much advance warning as possible to people who live along the coastline. For example, there are tsunami warning signs and warning sirens (警报器) atop nearby hills along Japanese coastlines. And many Japanese coastal communities have built tsunami walls, floodgates and others to stop or change the direction of water from incoming tsunamis.

(1) According to the passage, tsunamis are hard to find mainly because of ________. A. their low sound B. their low height C. their fast speed D. their short wavelength
(2) What does the underlined word "decreases" in Paragraph 3 probably mean? A. Changes. B. Develops. C. Reduces. D. Produces.
(3) The last paragraph is mainly about ________. A. how to study tsunamis B. where tsunamis always happen C. what tsunami warning systems include D. how to reduce damages caused by tsunamis
(4) Which of the following is TRUE according to the passage? A. The word "tsunami" comes from Japanese. B. An earthquake is sure to cause a tsunami. C. About 80 percent of tsunamis happen in Japan. D. Tsunamis can be stopped by warning systems.
阅读理解 普通
2.  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。

People believe that every word has its correct meaning(s). When we are not sure, we usually check online, or turn to our teachers or dictionaries. But do you know how dictionaries were made in the past? 

Dictionary writers first read the important books of the period or the subject that the dictionary was about. As they read, they copied necessary information on cards: interesting words, common words—both in their daily uses and unusual uses, and also the sentences where they were used. That is to say, the words, along with the uses of each word, were collected. For a really big dictionary, millions of such cards were collected. This task could last for years. As the cards we recollected, they were put in alphabetical order(A—Z). When this was done, there would be several hundred cards for each single word. 

Then, to define(定义)a word, the dictionary writer placed its hundreds of cards before him. He read the cards closely, threw away some, read the rest again, and divided up the cards according to what he thought were the common uses of the word. Finally, he wrote the definitions, following the hard-and-fast rule: each definition must come from an example on a certain card in front of him. 

So, the writing of a dictionary was not a task of inventing meanings of words, but a task of recording their meanings. The writer of a dictionary was a historian, not a law maker. 

As time develops, the way of producing dictionaries has greatly changed. Nowadays, we can use online dictionaries too. When choosing our words in speaking or writing, we can be guided by the dictionary. However, we cannot be controlled by it, because new situations, new experiences, new inventions, and new feelings are always pushing us to give new uses to old words. 

(1) Why did dictionary writers read important books?  A. To know more about the period. B. To collect words and their uses. C. To understand different subjects. D. To learn to use interesting words.
(2) Which shows the correct steps of how dictionaries were made in the past? 

A. ①—③—④—② B. ①—②—④—③ C. ③—①—④—② D. ③—④—②—①
(3) What can we learn from the passage about dictionary writing in the past?  A. It was long-time hard work. B. It was a task of inventing and recording. C. It should be done by historians. D. It had to use the law-making rules.
(4) What does the writer advise us to do when we choose words in communication?  A. Try to create new words. B. Follow the dictionary strictly. C. Use online dictionaries instead. D. Be open to the new uses of words.
阅读理解 普通
3. 阅读短文,回答问题

Each year on December 10, the Nobel Foundation (诺贝尔基金会) presents six prizes. These prizes are named after Alfred Nobel, the man who invented dynamite (火药). It was Mr. Nobel's idea to create the prizes. During his life, Mr. Nobel made a lot of money from his invention. He put his money in a bank, and the money earned more money through interest (利息) from the bank. The money grew to be a very large amount.

Mr. Nobel decided to use his money to help scientists, artists, and people who worked to help others around the world. He created the Nobel Prizes to do this.

 The prizes set up by Mr. Nobel include physics, medicine, chemistry, literature, and peace. These five Nobel Prizes were first given out in 1901. Later, the Central Bank of Sweden (瑞典) made the Alfred Nobel Memorial Prize in Economic (经济) Science in 1968 to celebrate the bank's 300th year of business. All of the prizes are handed out in Stockholm (斯德哥尔摩) except the Peace Prize, which is presented in Oslo (奥斯陆).

Each person who receives a Nobel Prize is given a cash prize, a medal, and a certificate which explains the prize the person has won. The amount of money that each person receives is calculated from the interest earned from all of Mr. Nobel's money which is still in the bank. This interest is divided equally among the five prize winners in physics, medicine, chemistry, literature, and peace. The Central Bank of Sweden then pays an equal amount to the winner of the prize in economics.

(1) The Nobel Prizes are presented ________. A. at different times B. in December C. every two years D. every six years
(2) Mr. Nobel set up ________ prizes at first. A. 5 B. 6 C. 7 D. 8
(3) The Nobel Prize of ________ are made and paid by the Central Bank of Sweden. A. economics B. medicine C. literature D. physics
(4) The winners of the Nobel Prizes will receive these except ________. A. a medal B. money C. an invention D. a certificate
阅读理解 普通