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高中三年级英语

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  • 阅读理解
    阅读理解
    Going to school means learning new skills and facts in such subjects as reading, math, science, history, art or music. Teachers teach and students learn, and many scientists are interested in finding ways to
    improve both the teaching and learning processes.
    Some researchers, such as Sian Beilock and Susan Levine, are trying to learn about learning. Beilock
    and Levine are psychologists at the University of Chicago. Psychologists study the ways people think and behave, and these researchers want to know how a person's thoughts and behavior are related.
    In a new study about the way kids learn math in elementary school, Beilock and Levine found a
    surprising relationship between what female teachers think and what female students learn: If a female
    teacher is uncomfortable with her own math skills, then her female students are more likely to believe that
    boys are better than girls at math.
    "If these girls keep getting math-anxious female teachers in later grades,it may create a snowball
    effect on their math achievement
    ," Levine toldScience News. The study suggests that if these girls
    grow up believing that boys are better at math than girls are, then these girls may not do as well as they
    would have if they were more confident.
    Just as students find certain subjects to be difficult, teachers can find certain subjects to be difficult to
    learn-and teach. The subject of math can be particularly difficult for everyone. Researchers use the word
    "anxiety" to describe such feelings: anxiety is uneasiness or worry. (Many people, for example, have
    anxiety about going to the dentist because they're worried about pain.)
    The new study found that when a teacher has anxiety about math, that feeling can influence how her
    female students feel about math. The study involved 65 girls, 52 boys and 17 first- and second-grade
    teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning
    and end of the school year, and the researchers compared the scores.
    The researchers also gave the students tests to tell whether the students believed that a math superstar
    had to be a boy. Then the researchers turned to the teachers: To find out which teachers were anxious
    about math, the researchers asked the teachers how they felt at times when they came across math, such
    as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt, for
    example, was probably anxious about math.
    Boys, on average, were unaffected by a teacher's anxiety. On average, girls with math-anxious
    teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus, on the test
    showing whether someone thought a math superstar had to be a boy, 20 girls showed feeling that boys
    would be better at math-and all of these girls had been taught by female teachers who had math anxiety.
    According to surveys done before this one, college students who want to become elementary school
    teachers have the highest levels of anxiety about math. Plus, nine of every 10 elementary teachers are
    women, Levine said.
    This study was small, and it's often difficult to see large patterns in small studies, David Geary told
    Science News. Geary, a psychologist at the University of Missouri in Columbia, studies how children
    learn math. "This is an interesting study, but the results need to be interpreted as preliminary and in need
    of replication with a larger sample," Geary said. That means that the results are just showing something
    that might be happening, but more studies should be done. If more studies find the same trend as this one,
    then it's possible that a teacher's anxiety over math really is affecting her female students.
    1. Sian Beilock and Susan Levine carried out the new research in order to ______.
    A. know the effects of teaching on learning
    B. study students' ways of learning math
    C. prove women teachers are unfit to teach math
    D. find better teaching methods for teachers
    2. The underlined part in paragraph 4 most probably means that girls may ______.
    A. end up learning math with anxiety from their teachers
    B. study the ways their female teachers behave
    C. have an influence on their math-anxious female teachers
    D. gain unexpected achievement in such subjects as math
    3. In the study, what were the teachers required to do?
    A. Prepare two math achievement tests for the students.
    B. Tell their feelings about math problems.
    C. Answer whether a math superstar had to be a boy.
    D. Compare the students' scores after the math tests.
    4. What is the finding of the new study?
    A. No male students were affected by their teachers' anxiety.
    B. Almost all the girls got lower scores in the tests than the boys.
    C. About 3
    本题信息:2012年浙江省模拟题英语阅读理解难度较难 来源:姜雪
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本试题 “阅读理解Going to school means learning new skills and facts in such subjects as reading, math, science, history, art or music. Teachers teach and s...” 主要考查您对

科教类阅读

等考点的理解。关于这些考点您可以点击下面的选项卡查看详细档案。
  • 科教类阅读

科教类阅读的概念:

科教类阅读主要考查考生对书面语篇的整体领悟能力和接受及处理具体信息的能力。试题的取材,密切联系当前我国和世界经济、科技等方面的变化,有关数据的来源真实可信。


科教类文章阅读技巧:

一、材料特点:

这类文章的总体特点是:科技词汇多,句子结构复杂,理论性强,逻辑严谨。具体说来它有以下几个特点: 
1、文章中词汇的意义比较单一、稳定、简明,不带感情色彩,具有单一性和准确性的特点。这类文章通常不会出现文学英语中采用的排比、比喻、夸张等修辞手法,一词多义的现象也不多见。 
2、句子结构较复杂,语法分析较困难。为了描述一个客观事物,严密地表达自己的思想,作者经常会使用集多种语法现象于一体的长句。 
3、常使用被动语态,尤其是一些惯用被动句式。

二、命题特点:

科普类阅读的主要命题形式有事实细节题、词义猜测题、推理判断题以及主旨概括题等,其中推理判断题居多。

三、应对策略:

1、要想做好科普英语阅读理解题,同学们就要注意平时多读科普知识类文章,学习科普知识,积累常见的科普词汇,从根本上提高科普英语的阅读能力。
2、要熟悉科普类文章的结构特点。科普类文章一般由标题(Head line),导语(Introduction),背景(Back ground),主体(Main body)和结尾(End)五部分构成。标题是文章中心思想高度而又精辟的概括,但根据历年的高考情况来看,这类阅读理解材料一般不给标题,而要同学们选择标题。导语一般位于整篇文章的首段。背景交待一个事实的起因。主体则对导语概括的事实进行详细叙述,这一部分命题往往最多,因此,阅读时,同学们要把这部分作为重点。结尾往往也是中心思想的概括,并与导语相呼应,命题者常在此要设计一道推理判断题。  
3、在进行推理判断时,同学们一定要以阅读材料所提供的科学事实为依据,同时所得出的结论还应符合基本的科普常识。


科普类阅读应试策略:

命题趋势
阅读理解题主要考查考生对书面语篇的整体领悟能力和接受及处理具体信息的能力。试题的取材,密切联系当前我国和世界经济、科技等方面的变化,有关数据的来源真实可信。因此科普知识类文章是每年的必考题。分析历年的科普类文章我们不难发现以下特点:
1、文章逻辑性强,条理清楚,语法结构简单,用语通俗。
2、文章内容注重科技领域的新发现。内容新颖,从而使文章显得陌生,内容抽象复杂。
3、命题方面注意对具体细节的准确理解和以之为依据的推理判断。
4、以人们的日常行为或饮食健康入手,探讨利弊,诠释过程,阐述概念。
应试对策
许多考生在考试时感到困惑的是:为什么一些没有超越中学语法和词汇范围的篇章,读起来却不能正确理解,或者要花费很多时间才能读懂呢?这种现象的产生与阅读方法有很大的关系。例如,有的考生在考试时一见到文章就立刻开始读,结果读了半天,还不知道短文讲的是什么,试题要求了些什么,结果浪费了大量的时间,而阅读效果并不好。那么,怎样读效果才好呢?任何一种阅读方法或技巧的使用,都是由篇章特点和试题本身的要求决定的,应根据不同的体裁和试题要求采取不同的策略。
1、浏览。浏览的主要目的就是确定文章的体裁。如果文章属于人物传记、记叙文、故事、科普小品和有关社会文化、文史知识的文章,一般来说,应该先看看文章的试题考查内容,对题目类型做到心中有数,针对不同问题,在通读时有粗有细地去阅读,这样不仅能把握篇章的基本结构和逻辑线索,也能做好有关具体事实信息考查的试题。
2、挖掘寓意,掌握中心思想,推出结论。任何文章,作者在行文时都有一定的写作目的和主要话题。在通读篇章时应该吃透作者的写作意图,抓住文章的主题句,充分发挥自己的想象力和概括力,作出对中心思想的归纳和结论的推断。
3、把握篇章结构,利用上下文进行推测。高考中的阅读理解篇章往往是一个较完整的短文,其结构、思想,前后上下连贯统一。考试时应充分利用这一特点推测一些生词、短语在句中的含义,切莫盲目孤立猜测。
4、综观全篇,前后呼应。这是阅读理解的最后一步,在做完阅读理解题后,要立足于文章整体,再迅速读一遍短文,短文中的问题和答案的设置前后都是相关联的,有着一定的连续性,体现着文章的基本脉络。