高考英语阅读理解训练七
Passage 1
As more and more people speak the global languages of English, Chinese, Spanish, and Arabic, other languages are rapidly disappearing. In fact, half of the 6,000-7,000 languages spoken around the world today will likely die out by the next century, according to the United Nations Educational, Scientific and Cultural Organization （UNESCO）.
In an effort to prevent language loss, scholars from a number of organizations—UNESCO and National Geographic among them—have for many years been documenting dying languages and the cultures they reflect.
Mark Turin, a scientist at the Macmillan Centre, Yale University, who specializes in the languages and oral traditions of the Himalayas, is following in that tradition . His recently published book, A Grammar of Thangmi with an Ethnolinguistic Introduction to the Speakers and Their Culture, grows out of his experience living, working, and raising a family in a village in Nepal.
Documenting the Thangmi language and culture is just a starting point for Turin, who seeks to include other languages and oral traditions across the Himalayan reaches of India, Nepal, Bhutan, and China. But he is not content to simply record these voices before they disappear without record.
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At the University of Cambridge Turin discovered a wealth of important materials—including photographs, films, tape recordings, and field notes—which had remained unstudied and were badly in need of care and protection.
Now, through the two organizations that he has founded—the Digital Himalaya Project and the World Oral Literature Project—Turin has started a campaign to make such documents, found in libraries and stores around the world, available not just to scholars but to the younger generations of communities from whom the materials were originally collected. Thanks to digital technology and the widely available Internet, Turin notes, the endangered languages can be saved and reconnected with speech communities.
1. Many scholars are making efforts to ______.
A. promote global languages
B. rescue disappearing languages
C. search for language communities
D. set up language research organizations
2. What does “that tradition” in Paragraph 3 refer to?
A. Having full records of the languages. teaching.
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B. Writing books on language
C. Telling stories about language users. speakers.
D. Living with the native
3. What is Turin's book based on?
A. The cultural studies in India. B. The documents available at Yale.
C. His language research in Bhutan. Nepal.
D. His personal experience in
4. Which of the following best describe Turin's work?
A. Write, sell and donate. B. Record, repair and reward.
C. Collect, protect and reconnect. D. Design, experiment and report.
Passage 2
Would you BET on the future of this man? He is 53 years old. Most of his adult life has been a losing struggle against debt and misfortune. A war injury has made his left hand stop functioning, and he has often been in prison. Driven by heaven﹣knows﹣what motives, he determines to write a book.
The book turns out to be one that has appealed to the world for more than 350 years. That former prisoner was Cervantes, and the book was Don Quixote（《堂吉诃德》）. And the story poses an interesting question: why do some people
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discover new vitality and creativity to the end of their days, while others go to seed long before
We've all known people who run out of steam before they reach life's halfway mark. I'm not talking about those who fail to get to the top. We can't all get there. I'm talking about people who have stopped learning on growing because they have adopted the fixed attitudes and opinions that all too often come with passing years.
Most of us, in fact, progressively narrow the variety of our lives. We succeed in our field of specialization and then become trapped in it. Nothing surprises us. We lose our sense of wonder. But, if we are willing to learn, the opportunities are everywhere.
The things we learn in maturity seldom involve information and skills. We learn to bear with the things we can't change. We learn to avoid self﹣pity. We learn that however much we try to please, some people are never going to love us﹣an idea that troubles at first but is eventually relaxing.
With high motivation and enthusiasm, we can keep on learning. Then we will know how important it is to have meaning in our life. However, we can achieve meaning only if we have made a commitment to something larger than our own little egos （自我），whether to loved ones, to fellow humans, to work, or to some moral concept.
Many of us equate （视…等同于）\"commitment\" with such \"caring\" occupations
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as teaching and nursing. But doing any ordinary job as well as one can is in itself an admirable commitment. People who work toward such excellence﹣whether they are driving a truck, or running a store﹣make the world better just by being the kind of people they are. They've learned life's most valuable lesson.
1. The passage starts with the story of Cervantes to show that_______.
A. loss of freedom stimulates one's creativity
B. age is not a barrier to achieving one's goal
C. misery inspires a man to fight against his fate
D. disability cannot stop a man's pursuit of success
2. What does the underlined part in Paragraph 3 probably mean？
A. End one's struggle for liberty.
B. Waste one's energy taking risks.
C. Miss the opportunity to succeed.
D. Lose the interest to continue learning.
3. What could be inferred from Paragraph 4？
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A. Those who dare to try often get themselves trapped.
B. Those who tend to think back can hardly go ahead.
C. Opportunity favors those with a curious mind.
D. Opportunity awaits those with a cautious mind.
4. What does the author intend to tell us in Paragraph 5？
A. A tough man can tolerate suffering.
B. A wise man can live without self﹣pity.
C. A man should try to satisfy people around him.
D. A man should learn suitable ways to deal with life.
5. What is the author's purpose in writing the passage？
A. To provide guidance on leading a meaningful adult life.
B. To stress the need of shouldering responsibilities at work.
C. To state the importance of generating motivation for learning.
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D. To suggest a way of pursuing excellence in our lifelong career.
Passage 3
My violin is like a soul mate that whispers words of wisdom to me. Together, we’ve gone through both tears and happiness.
About 12 years ago, I made acquaintance with it following an order from my mom. Many hours of boredom were spent practicing it. And to make things worse, the disappointment in my teacher’s eyes as I played the wrong notes was like an invisible hammer, striking on my heart. One day, I finally decided: I hate it!
By chance, things changed when I was seven. I was at home lying on the sofa, wondering how those famous violinists dealt with this terrible dilemma. I searched online for the E-minor Concerto, a well-known violin work by German composer Felix Mendelssohn, and listened to it.
A beautiful and mysterious sound came from the violin as the bow moved across it. It was like the music slid over the flowers, rose up, and started to fill the air. The violin’s voice woke up the sun, made the trees green, and freshened the air. As the music changed, the sky turned back to gray. A gloomy shade covered the grass as all the sunshine disappeared. I could hear children crying and men shouting. It was like an invisible claw had grabbed my heart tightly, making it unable to beat.
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That glorious day set off my passion and interest in violin — I grabbed mine and never let it go. Before the memories faded, I stared at my instrument. Without hesitating, I picked it up, rosined(用松香擦) the bow, and began to play. Peace filled my heart.
My violin has been by my side for 12 years. When I feel happy, an energetic tune makes it even better; when I’m deep in sorrow, a peaceful tune washes it away, when I’m walking on air, feeling especially pleased with my achievements, solemn(庄严的) tunes calm me down. Gradually, it has become a part of my life.
My violin, shall I compare you to a summer’s day?
1. What further contributed to the author’s dislike of violin-playing?
A. Orders from mum. B. Boredom of practice.
C. Loss of passion for violin. D. Disappointment in the teacher’s eyes.
2. What can be inferred from Paragraph 4?
A. The author’s feeling was continuously influenced by the music.
B. The weather actually changed because of the tune.
C. The sudden change made the author’s heart unable to beat.
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D. The scenery outside the room was quite attractive.
3. Why did the author pick up the violin again?
A. The invisible hammer and claw are gone.
B. The beautiful imagination changed his attitude.
C. A famous tune aroused his interest and passion.
D. He was crazy about Felix Mendelssohn’s works.
4. Which of the following can be the best title for the text?
A. Deep love for music B. My dislike and like of violin
C. An inspiring story of violin D. Musical soul mate—violin
Passage 4
The Boy Made It!
One Sunday, Nicholas, a teenager, went skiing at Sugarloaf Mountain in Maine. In the early afternoon, when he was planning to go home, a fierce snowstorm swept into the area. Unable to see far, he accidentally turned off the path. Before he knew it, Nicholas was lost, all alone! He didn't have food, water, a phone, or
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other supplies. He was getting colder by the minute.
Nicholas had no idea where he was. He tried not to panic. He thought about all of the survival shows he had watched on TV. It was time to put the tips he had learned to use.
He decided to stop skiing. There was a better chance of someone finding him if he stayed put. The first thing he did was to find shelter from the freezing wind and snow. If he didn't, his body temperature would get very low, which could quickly kill him.
Using his skis, Nicholas built a snow cave. He gathered a huge mass of snow and dug out a hole in the middle. Then he piled branches on top of himself, like a blanket, to stay as warm as he could.
By that evening, Nicholas was really hungry. He ate snow and drank water from a nearby stream so that his body wouldn't lose too much water. Not knowing how much longer he could last, Nicholas did the only thing he could—he huddled （蜷缩） in his cave and slept.
The next day, Nicholas went out to look for help, but he couldn't find anyone. He followed his tracks and returned to the snow cave, because without shelter, he could die that night. On Tuesday, Nicholas went out again to find help. He had walked for about a mile when a volunteer searcher found him. After two days stuck in the snow, Nicholas was saved.
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Nicholas might not have survived this snowstorm had it not been for TV. He had often watched Grylls' survival show Man vs. Wild. That's where he learned the tips that saved his life. In each episode（一期节目） of Man vs. Wild, Grylls is abandoned in a wild area and has to find his way out.
When Grylls heard about Nicholas' amazing deeds, he was super impressed that Nicholas had made it since he knew better than anyone how hard Nicholas had to work to stay alive.
1. What happened to Nicholas one Sunday afternoon?
A. He got lost. B. He broke his skis.
C. He hurt his eyes. D. He caught a cold.
2. How did Nicholas keep himself warm?
A. He found a shelter. B. He lighted some branches.
C. He kept on skiing. D. He built a snow cave.
3. On Tuesday, Nicholas ______.
A. returned to his shelter safely B. was saved by a searcher
C. got stuck in the snow
D. stayed where he was
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4. Nicholas left Grylls a very deep impression because he ______.
A. did the right things in the dangerous situation
B. watched Grylls' TV program regularly
C. created some tips for survival
D. was very hard-working
Passage 5
Last August, Joe and Mary Mahoney began looking at colleges for their 17-year-old daughter, Maureen. With a checklist of criteria in hand, the Dallas family looked around the country visiting half a dozen schools. They sought a university that offered the teenager's intended major, one located near a large city, and a campus where their daughter would be safe.
“The safety issue is a big one,” says Joe Mahoney, who quickly discovered he wasn't alone in his worries. On campus tours other parents voiced similar concerns, and the same question was always asked: what about crime? But when college officials always gave the same answer—“That's not a problem here.”—Mahoney began to feel uneasy.
“No crime whatsoever?” comments Mahoney today. “I just don't buy it.” Nor should he: in 1999 the U.S. Department of Education had reports of nearly
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400,000 serious crimes on or around our campuses. “Parents need to understand that times have changed since they went to colleges,” says David Nichols, author of Creating a Safe Campus. “Campus crime mirrors the rest of the nation.”
But getting accurate information isn't easy. Colleges must report crime statistics （统计数字） by law, but some hold back for fear of bad publicity, leaving the honest ones looking dangerous. “The truth may not always be obvious,” warns S. Daniel Carter of Security on Campus, Inc., the nation's leading campus safety watchdog group.
To help concerned parents, Carter promised to visit campuses and talk to experts around the country to find out major crime issues and effective solutions.
1. The Mahoneys visited quite a few colleges last August ______.
A. to express the opinions of many parents
B. to choose a right one for their daughter
C. to check the cost of college education
D. to find a right one near a large city
2. It is often difficult to get correct information on campus crime because some colleges ______.
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A. receive too many visitors
B. mirror the rest of the nation
C. hide the truth of campus crime
D. have too many watchdog groups
3. The underlined word “buy” in the third paragraph means ______.
A. mind B. admit C. believe D. expect
4. We learn from the text that “the honest ones” in the fourth paragraph most probably refers to colleges ______.
A. that are protected by campus security
B. that report campus crimes by law
C. that are free from campus crime
D. that enjoy very good publicity
5. What is the text mainly about?
A. Exact campus crime statistics.
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B. Crimes on or around campuses.
C. Effective solutions to campus crime.
D. Concerns about kids' campus safety.
参考答案
Passage 1
1. B 细节理解题。根据题干中的scholars和efforts可将答案定位至第二段：In an effort to prevent language loss, scholars...have...been documenting dying languages and the cultures they reflect. 可知，学者们正在努力拯救即将消亡的语言和它们所反映的文化。B项rescue disappearing languages符合文意，故为正确答案。
2. A 指代对象题。当题目考查指代对象时，应该在前后文中寻找答案。根据that tradition所在的句子我们可以发现其指代的内容应该在上一段的最后一句：...have for many years been documenting dying languages and the cultures they reflect. 四个选项中，A项Having full records of the languages与原文中的documenting dying languages意思相符，故为正确答案。
3. D 细节理解题。提到Turin的书的内容在第三段：His recently published book...grows out of his experience living, working, and raising a family in a village in Nepal. 由这句话可知这本书的创作是基于他在尼泊尔生活、工作和养家的经历。所以正确答案为D，其中的personal experience是对以上三点的总体概括。
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4. C 主旨大意题。作者在第四段提到，记录唐米语和唐米文化只是Turin工作的起点，第五段中作者介绍说Turin在剑桥大学发现有很多重要资料需要保护，第六段中作者又提到由于Turin的努力以及现代电子科技的发展，一些濒临消亡的语言能够得以保存并能够与其使用者重新建立联系。选项C“收集、保护、重新取得联系”准确地概括了这三段的内容，故为正确答案。
Passage 2
1. B 细节理解. 根据第二段\"And the story poses an interesting question: why do some people discover new vitality and creativity to the end of their days, while others go to seed long before？这个故事提出了一个有趣的问题：为什么有些人会在生命的尽头发现新的活力和创造力，而其他人却在很久以前就开始播种？\"可知这个故事表明塞万提斯年龄这么大了，却还有这样的成就，说明年龄不是实现目标的障碍. 故选B.
2. D 词义猜测. 根据第三段划线词所在的句子\"We've all known people who run out of steam before they reach life's halfway mark. 我们都知道有些人在人生的半途而废之前就已经（ ）\"以及下一句\"I'm talking about people who have stopped learning on growing because they have adopted the fixed attitudes and opinions that all too often come with passing years. 我是在说那些因为采取了多年来经常出现的固定态度和观点而停止学习成长的人. \"可知划线词所说的这些人是\"采取了多年来经常出现的固定态度和观点而停止学习成长的人\"，所以指的是停止学习的人，和D项\"Lose the interest to continue learning. 失去继续学习的兴趣\"一致. 故选D.
3. C 推理判断. 根据第四段\" Most of us, in fact, progressively narrow the variety of our lives. We succeed in our field of specialization and then become trapped in
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it. Nothing surprises us. We lose our sense of wonder. But, if we are willing to learn, the opportunities are everywhere. 事实上，我们中的大多数人逐渐缩小了我们生活的多样性. 我们在专业领域取得了成功，然后陷入其中. 没有什么让我们吃惊. 我们失去了惊奇感. 但是，如果我们愿意学习，机会无处不在. \"可知A敢于尝试的人往往会被困住，这一段中没有提到；B项\"那些倾向于回想的人很难继续下去\"在这一段也没有提到；段落中的\"然后陷入其中\"也就是比较谨慎，但这让我们失去了好奇心，没有机会，所以D项\"机会等待着谨慎的人\"不对；而根据\"But, if we are willing to learn, the opportunities are everywhere但是，如果我们愿意学习，机会无处不在\"可知C项\"机会有利于有好奇心的人\"正确. 故选C.
4. D 推理判断. 根据第五段\" The things we learn in maturity seldom involve information and skills. We learn to bear with the things we can't change. We learn to avoid self﹣pity. We learn that however much we try to please, some people are never going to love us﹣an idea that troubles at first but is eventually relaxing. 我们在成熟中学习的东西很少涉及信息和技能. 我们学会忍受那些我们无法改变的东西. 我们学会避免自怜. 我们学会了无论我们多么努力取悦，有些人永远不会爱我们﹣﹣﹣一个起初麻烦但最终放松的想法. \"这段话告诉我们，成年后学的东西不是基本的信息和技能. 而是学会了忍受，学会接受. 所以作者是想告诉我们要学会适应. 故选D.
5. A 主旨大意. 根据第一段中\"塞万提斯获得成功时已经53岁了\"，再根据倒数第二段\" With high motivation and enthusiasm, we can keep on learning. Then we will know how important it is to have meaning in our life. However, we can achieve meaning only if we have made a commitment to something larger than our own little egos （自我），whether to loved ones, to fellow humans, to work, or to some moral concept. 以高度的动力和热情，我们可以继续学习. 然后我们会知道在我们的生活
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中有意义是多么重要. 然而，我们只有在我们承诺了一个比我们自己的小我（自我）更大的东西，无论是对所爱的人，对同胞，对工作，或对一些道德观念，我们才能实现意义. \"可知作者写这篇文章的目的是想告诉我们要过一种有意义的生活. 故选A.
Passage 3
1. 细节理解题。根据第二段中的And to make things worse, the disappointment in my teacher’s eyes as I played the wrong notes was like an invisible(隐形的) hammer, striking on my heart.可知，当作者演奏错误时老师失望的眼神加剧了作者对小提琴的不喜欢，故选D。
2. 推理判断题。通过第四段中的It was like the music slid over the flowers, rose up, and started to fill the air. The violin’s voice woke up the sun, made the trees green, and freshened the air. As the music changed, the sky turned back to gray.可知，这些对优美琴声的描写，表现了琴声对人心情的影响，人的心情会随着音乐而变化。故选A。
3. 推理判断题。根据第三段中的I searched online for the E-minor Concerto, a well-known violin work by German composer Felix Mendelssohn, and listened to it.和第五段中的That glorious day set off my passion and interest in violin - I grabbed mine and never let it go.可知，Felix Mendelssohn的E-minor Concerto这首曲子让作者对小提琴又有了兴趣和热情，故选C。
4. 主旨大意题。文中作者讲述了自己小时候被妈妈要求学小提琴，后来由于无聊和失望而放弃，无意中因为一首名曲又有了学习的热情，一直坚持了12年到现在，小提琴已经
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成为了生活的一部分，成了灵魂伴侣。Musical soul mate—violin概括了全文意思，又能吸引读者，适合作为标题。故选D。
Passage 4
1. A 细节理解题。通过题干关键词Sunday afternoon可将答案定位到第一段。快速阅读第一段，由“Before he knew it, Nicholas was lost, all alone!”可知，尼古拉斯在暴风雪中迷路了。因此选项A为正确答案。
2. D 细节理解题。通过题干关键词keep himself warm可将答案定位于第四段：“Using his skis, Nicholas built a snow cave. He gathered a huge mass of snow and dug out a hole in the middle.”这句话很明确地说明了尼古拉斯用滑雪板给自己做了一个snow cave。选项D与原文完全一致，故为正确答案。
3. B 细节理解题。根据题干关键词On Tuesday可将答案定位于第六段：“On Tuesday, Nicholas went out again to find help. He had walked for about a mile when a volunteer searcher found him. After two days stuck in the snow, Nicholas was saved.”故选项B“被一名搜寻人员营救”为正确答案。
4. A 推理判断题。根据题干关键词Nicholas left Grylls a very deep impression可将答案定位于最后一段：“he was super impressed that Nicholas had made it since he knew better than anyone how hard Nicholas had to work to stay alive.”这句话表明，要想在当时那种情况下生存，尼古拉斯不知要付出多少努力和辛苦才能成功。再结合全文的介绍，不难推断出最佳答案为A“在危险的情况下做了正确的事情”。选项B“经常看格里尔斯的电视节目”是文中介绍的事实，但是与题目的问题相关性不大；选项C“想
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到了一些生存的小窍门”，这个选项表达的意思确实是文中提到的，尼古拉斯也确实想到了一些小窍门来让自己生存下去，但是与选项A比起来，A更符合题意；选项D“非常努力”与题干的问题相关性不大。
Passage 5
1. B 细节理解题。根据题干关键词Mahoneys和August将答案信息点定位到原文第一段。这段主要介绍了Mahoneys夫妇从去年8月就开始给女儿找学校。所以选项B“为女儿找个合适的学校”符合文意，是正确选项。选项A“表达了很多父母的意见”与文意不符，他们参加各个学校的目的不是表达意见，而是要给女儿找个合适的学校；选项C“检查学校的教育费用”文中未提及，是无关选项；选项D“找到一个离大城市近的学校”，这是他们找学校时的一个条件，但不是目的，不合题意。
2. C 细节理解题。答案信息点在原文的第四段。“Colleges must report crime statistics by law, but some hold back for fear of bad publicity, leaving the honest ones looking dangerous.”选项C“隐瞒校园犯罪的真实情况”是对这句话的改写，是正确选项。选项C 中的hide对应的就是信息点中的hold back；选项A“接待太多访问者”和B“反映了国家其他地方的情况”都是文中提到的具体事实，但是与题干问的问题相差太远，予以排除；选项D“有太多监管团体”原文没有提到，是无关选项。
3. C 猜测词义题。根据Mahoney前面说的话和后面的例子可以判断出Mahoney不相信学校的话，所以buy这里的意思就是“相信”，故C 为正确选项。选项A“介意”，放入句中与原文要表达的思想相反，Mahoney是很介意学校的犯罪率的。选项B“承认”和D“期待”放在文中前后逻辑不通，予以排除。
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4. B 推理判断题。根据上下文，我们可以判断出honest ones指代的是colleges that report crime statistics by law （依法如实报告校园犯罪情况的学校）。所以选项B 正确。选项A“被校园警卫保护的学校”、C“没有校园犯罪的学校”和D“公众形象比较好的学校”均与文意不符。
5. D 主旨大意题。整个文章讲的就是父母对学校安全的担忧。选项D比较充分地表达了这个意思。选项A“校园犯罪的具体统计数字”和C“校园犯罪的有效解决办法”是具体细节，不能概括全文的内容；选项B“校园或校园周边的犯罪”离题太远，文章主要介绍的不是学校的犯罪情况，而是父母的担忧。
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