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  • 阅读理解
    阅读理解。
    In a recently published book, I came across some exercises with interesting names such as fishbone
    diagrams, lotus flowers, and clustering. As I used these exercises in my classes, I noticed that students
    were interested. They said more and wrote more. They enjoyed expressing their ideas and sharing them
    in groups. They were no longer passively waiting for the bell, but actively took part in the lesson. I find
    that creativity (创新) can act as a way to increase participation and improve fluency (流利程度).
    Creativity has become a popular word in recent years. Scholar in the arts, psychology (心理学),
    business, education, and science are all working to get a deeper understanding of it. Robert J. Sternberg
    is a creativity specialist and Yale professor of psychology. He defines creativity as"the ability to produce
    work that is both new (original) and appropriate (applicable to the situation)". This definition is useful, as
    we want our students to use language in a new way, and to use it correctly and properly. Most scholars
    say there are two types of creativity: big "C" creativity and small "c" creativity. Big "C" creativity refers
    to genius level thinking that results in artistic masterpieces and scientific breakthroughs. Small "c"
    creativity refers to everyday level thinking that can be used in any situation. Our emphasis is on the latter.
    While it goes without saying that any of our students could go on to be the next Picasso or Edison, our
    aim is to help students produce more ideas and use language in new ways.
    1. The underlined words "waiting for the bell" in the first paragraph probably mean _____.
    [     ]

    A. longing for a phone call
    B. hoping to have a bell
    C. expecting the end of the class
    D. wanting to speak in class
    2. It can be inferred from the passage that the author thought the exercises in the book were _____.
    [     ]

    A. popular
    B. useful
    C. scientific
    D. creative
    3. When you use a very familiar word in a new way, you are _____.
    [     ]

    A. creative in the sense of big "C" creativity
    B. creative in the sense of small "c" creativity
    C. not creative in the sense of big "C" creativity
    D. not creative in the sense of small "c" creativity
    4. The main purpose of the passage is to _____.
    [     ]

    A. show how useful the book is
    B. explain what creativity is
    C. discuss how one can be creative
    D. tell what teaching aims
    本题信息:2010年0103月考题英语阅读理解难度极难 来源:张雪
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本试题 “阅读理解。In a recently published book, I came across some exercises with interesting names such as fishbonediagrams, lotus flowers, and clustering...” 主要考查您对

社会现象类阅读

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。
  • 社会现象类阅读

社会现象类阅读概念:

这类文章通过写人记事来揭示文章的主题,显示其社会意义,一般采用顺序或倒叙来叙述。题目经常是一些细节问题。考查的方面可以是原因和其中引发的思考。


社会现象类阅读解题技巧:

这类文章通过写人记事来揭示文章的主题,显示其社会意义,一般采用顺序或倒叙来叙述。题目经常是一些细节问题。考查的方面可以是原因和其中引发的思考。阅读这类文章要理清思路。
1、浏览试题,明确要求。
      在阅读文章前,最好先浏览一下文章后面的题干和选项。知道了问题后再去看文章,可使思路更敏捷,而且也便于阅读时留意文中出现的与选项有关的信息。   
2、通读全文,抓住主要内容。
      在不影响理解的前提下,尽可能地阅读以便在尽可能短的时间内理解文章或段落的内容。阅读时,如遇到不熟悉的单词、词组或一时看不懂的句子,不要停下来苦思冥想,继续读下去,通过上下文的词语和句子可能就理解了。   
3、抓住中心思想和段落大意。
      通读全文时,要特别注意主题句。每篇文章或每个段落都有与文章有关的句子,尤其是科技、政论性文章的主题句一般都在文章的开头或结尾,插在中间的很少。所以,文章的第一段或开头的第一、二个句子往往包含着文章的中心思想、作者的意图或全文的概述,因此要特别注意,彻底理解。   
4、有针对性地仔细阅读,找寻所需信息。
      在前面的基础上,可进行有针对性地阅读了。把与问题无关的内容一扫而过,而对于和问题有关的内容认真阅读,还可以用笔在下面做出记号。再把这些信息与问题的要求结合起来,逐条分析,综合判断,找出正确答案。   
5、进行合理的推理判断。
      对文章有了全面的了解之后,可以按照文章要求以及上下文之间的关系,做出推理判断。在进行推理判断的时候,需要综合考虑句型、语法、句子之间的逻辑关系、文化背景等方面的因素。   
6、认真复读,验证答案。
      要用全文的中心思想统帅各个题目,研究其内在联系和逻辑关系,并依次审核那些还未打上的题目,确保理解无误。