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浙江专升本考试《英语》阅读理解模拟一配答案

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核心提示:AIn June, 2007, a group of students from eight high schools in Winnipeg, the capital of Canadas Manitoba province, will
A
In June, 2007, a group of students from eight high schools in Winnipeg,
the capital of Canada’s Manitoba province, will begin test-launching (试发射)
a satellite the size of a Rubik’s cube.
The one-kilogram Win-Cub satellite, named for its home city and its shape,
will be put into low orbit. once in space, it can perform for a few months
or up to several years, communicating information that could help find the
signs of earthquakes.
There are 80 similar satellite projects worldwide, but this is the first
high-school based program of its kind in Canada. 30 Manitoba high school
students are having a hand in designing and building the satellite, in
cooperation with aerospace (航空航天的) experts and 10 students from the
University of Manitoba, and with support from two other organizations.
The Win-Cube project is not something that goes on a piece of paper; it is
real-world engineering, allowing high school students to have an
opportunity to learn more about the exciting world of engineering through
their participation in this challenging program. It is also taken as a
wonderful example of the unique partnerships within Manitoba. Designing,
building and launching a satellite with high-school participation will
bring this world-class educational project into reality and Manitoba
closer to space.
“These Manitoba high school students deserve congratulations for their
enthusiasm, innovation (创新), and a strong love for discovery,” said
Education, Citizenship and Youth Minister Peter Bjomson. “We want to make
science more relevant, interesting and attractive to high school students
by showing them how classroom studies can relate to practical experience
in the workplace or, in this case, in space,” Bjomson added.
The Win-Cube program is mainly named at inspiring a strong desire for
discovery on the part of the students. It also shows Manitoba’s devotion
to research and innovation and the development of a skilled workforce—all
important drivers of knowledge-based economic growth.
1. According to the passage, the Win-Cube satellite is .
A. named after Manitoba and its shape
B. intended for international communication
C. designed like a Rubik’s cube both in shape and size
D. challenged by university students around the world

2. According to Mr. Bjomson, .
A. those Manitoba high school students are worth praising
B. the study of space can be practically made in classrooms
C. Manitoba high schools are famous for the study of space
D. scientific research is too far away from high school students

3. The primary purpose of the project is to .
A. find the early signs of earthquakes
B. relate studies to practical
C. help high school students study real-world engineering
D. inspire a strong desire for discovery among the students

4. Which of the following statements is WRONG?
A. In Canada there are 80 similar satellite programs in all.
B. These students will have an opportunity to learn more about engineering

through the project.
C. These high school will have a strong love for discovery and be
interested in
science.
D. This Win-Cube program is very successful in Canada.

5. The best title for this passage may be .
A. Manitoba School B. Win-Cube Program
C. Space Co-operation D. Satellite Launching

B
Anyone who cares about what schools and colleges teach and how their
students learn will be interested in the memoir(回忆录)of Ralph W. Tyler who
is one of the most famous men in American education.
Born in Chicago in 1902, brought up and schooled in Nebraska, the
19-year-old college graduate Ralph Tyler became hooked on teaching while
teaching as a science teacher in South Dakota and changed his major from
medicine to education.
Graduate work at the University of Chicago found him connected with
honorable educators Charles Judd and W. W. Charters, whose ideas of
teaching and testing had an effect on his later work. In 1927, he became a
teacher of Ohio State University where he further developed a new method
of testing.
Tyler became well-known nationality in 1938, when he carried his work with
the Eight-Year Study from Ohio State University to the University of
Chicago at the invitation of Robert Hutchins.
Tyler was the first director of the Center for Advanced Study in the
Behavioral Sciences at Stanford, a position he held for fourteen years.
There, he firmly believed that researchers should be free to seek an
independent spirit in their work.
Although Tyler officially retired in 1967, he never actually retired. He
served on a long list of educational organizations in the United States
and abroad. Even in his 80s he traveled across the country to advise
teachers and management people on how to set objectives(目标) that develop
the best teaching and learning within their schools.
6. Who are most probably interested in Ralph W. Tyler’s memoir?
A. Top managers. B. Language learners.
C. Serious educators. D. Science organizations.

7. The words “hooked oh teaching” underlined in Paragraph 2 probably
mean ____.
A. attracted to teaching B. tired of teaching
C. satisfied with teaching D. unhappy about teaching

8. Where did Tyler work as the leader of a research center for over 10
years?
A. The University of Chicago. B. Stanford University.
C. Ohio State University. D. Nebraska University.

9. Tyler is said to have never actually retired because ________.
A. he developed a new method of testing
B. he called for free spirit in research
C. he was still active in giving advice
D. he still led the Eight-Year Study

10. What cannot we learn about Ralph W. Tyler in this article?
A. When and where he was born.
B. Where he studied and worked.
C. His devotion to American education.
D. His life with his family.

C
Camp memories last forever! We make sure they are unforgettable!
Shadow Ridge Summer Camps offer so many exciting things for campers to do.
Unlike other camp programs that include horses as a small part of their
program, at Shadow Ridge horses are the program! We are 100% horse from
stable(马厩) management, nature walks, and track rides to bedroom
furnishings.
Horses help us achieve many of our aims. Girls can learn to develop
responsibility, self-confidence and personal connections in their lives
while having fun. Using horses as a wonderful tool for education, our
camps offer an interesting place for growth and learning.
Imagine each girl having her very own horse to spend time with and a best
friend to love and take care of. Each camper is responsible for a horse
for the week. Our riding program provides a lot of riding and lesson time.
Campers will learn how to take care of the horse and the tack(马具), as well
as how to ride. Days are filled with horse-related activities to
strengthen the connection between each girl and horse, as the girls learn
to work safely around the horses.
At Shadow Ridge we try to create a loving, caring family atmosphere for
our campers. We have “The Bunkhouse”(4 girls), “the Wranglers Roost”(4
girls), and “The Hideout”(2 girls) in our comfortable 177-year-old farm
house. All meals are home cooked, offering delicious and healthy food for
the hungry rider. w*w*
Our excellent activities create personalized memories of your child's
vacation. Each child will receive a camp T-shirt and a photo album
(usually 300-500 pictures) of their stay at camp.
Our camps are offered during June, July and August 2007, for small groups
of girls aged 13-16 years, not only from Canada but also other parts of
the world.
We will send you full program descriptions at your request.

11. What is the main purpose of the passage?
A. To attract people to the camps.
B. To talk about camping experiences.
C. To describe the programs of the camps.
D. To explain the aims of the camps.

12. What do we know about the camp programs at Shadow Ridge?
A. Campers are required to wear camp T-shirts.
B. Horses play a central role in the activities.
C. Campers learn to cook food for themselves.
D. Horse lessons are offered all the year round.

13. The programs at Shadow Ridge mainly aim to help people.
A. understand horses better B. enjoy a family atmosphere
C. have fun above other things D. achieve an educational purpose

14. Which one of the following isn’t mentioned in the passage?
A. The time of the camping. B. The cost of the camping.
C. The advantages of the camping. D. The effect of the camping.

15. The passage is written mainly for .
A. horse riders B. teenage girls
C. Canadian parents D. international travelers

A [答案及解析]
本文主要讲述了一群来自加拿大Manitoba省的高中学生在专家的帮助下成功发射了一枚叫Rubik’s
Cube(魔方)的人造卫星,这枚卫星将用来帮助发现早期地震迹象,这样的活动有助于提高学生的能力,激励学生探索的欲望。
1. C 细节理解题。 答案在第一段。
2. A 细节理解题。他们成功发射了魔方这颗卫星,从倒数第二段第一句话可看出答案是A。3. D 推理判断题。
写这些事情的目的,在于激励学生探索的欲望。
4. A 细节理解题。根据第三段第一句可知A项是错误的说法。
5. B 主旨大意题。 只有Win-Cube program才能全面表达这篇文章的大意。
B [答案及解析]
本文主要讲述了美国教育家Ralph W. Tyler一生从事教育教学研究工作,直至晚年仍不断为教育事业奔走服务,贡献力量。
6. C 细节理解题。从文章第一句话不难看出最有可能对Ralph W. Tyler的回忆录产生兴趣的是教育工作者。
7. A 词义猜测题。be hooked on意为“着迷于……的”。
8. B 细节理解题。根据第五段的第一句话得知。
9. C
推理判断题。作者在文章的最后一段提到尽管Tyler在1967年退休,但他并未停止在美国国内及世界各地从事与教育有关的活动,他对教学及管理方面的建议至今仍有现实意义。
10. D 细节理解题。文章没有提及他的家庭生活。
C [答案及解析]
本文是一则广告,目的是吸引更多的旅游者到Shadow Ridge度假。
11. A 主旨大意题。从Camp memories last forever! We make sure they are
unforgettable!可知。
12. B 细节理解题。从第二段第二句得知。
13. D 推理判断题。从第三段的第三句话“我们的中心把骑马作为一个教育的手段”得知答案。
14. B 细节理解题。文章没有提到露营的费用。
15. C 推理判断题。这篇文章是通过向父母们讲述露营给孩子带来的好处,来吸引他们,所以对象应该是父母。

 
 
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