北京高考英语阅读理解五篇及解析

北京高考英语阅读理解五篇及解析

高考复习：2010年北京高考英语阅读理解五篇及解析 ‎ ‎ 第一节：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，并 在答题卡上将该项涂黑。‎ A．Goldie's Secret She turned up at the doorstep of my house in Cornwall. No way could I have sent her away. No way, not me anyway. Maybe someone had kicked her out of their car the night before. "We're moving house.'; "No space for her any more with the baby coming." "We never really wanted her, but what could we have done? She was a present." People find all sorts of excuses for abandoning an animal. And she was one of the most beautiful dogs I had ever seen.‎ I called her Goldie. If I had known what was going to happen I would have given her a more creative name. She was so unsettled during those first few days. She hardly ate anything and had such an air of sadness about her. There was nothing I could do to make her happy, it seemed. Heaven knows what had happened to her at her previous owner's. But eventually at the end of the first week she calmed down. Always by my side, whether we were out on one of our long walks or sitting by the fire.‎ That's why it was such a shock when she pulled away from me one day when we were out for a walk. We were a long way from home, when she started barking and getting very restless. Eventually I couldn't hold her any longer and she raced off down the road towards a farmhouse in the distance as fast as she could.‎ By the time I reached the farm I was very tired and upset with Goldie. But when I saw her licking (舔) the four puppies (幼犬) I started to feel sympathy towards them. "We didn't know what had happened to her," said the woman at the door. "I took her for a walk one day, soon after the puppies were born, and she just disappeared." "She must have tried to come back to them and got lost," added a boy from behind her. '‎ I must admit I do miss Goldie, but I've got Nugget now, and she looks just like her mother. And I've learnt a good lesson: not to judge people.‎ ‎56. How did the author feel about Goldie when Goldie came to the house?‎ A. Shocked. ‎ B. Sympathetic. ‎ C. Annoyed. ‎ D. Upset.‎ ‎57. In her first few days at the author's house, Goldie .‎ AI felt worried ‎ B. was angry C. ate a little ‎ D. sat by the fire ‎58. Goldie rushed off to a farmhouse one day because she .‎ A. saw her puppies ‎ B. heard familiar barking C. wanted to leave the author ‎ D. found her way to her old home ‎59. The passage is organized in order of .‎ A. time ‎ B. effectiveness ‎ C. importance ‎ D. complexity B．Open Letter to an Editor I had an interesting conversation with a reporter recently---one who works for you. In fact, he's one of your best reporters. He wants to leave.‎ Your reporter gave me a copy of his resume (简历) and photocopies of six stories that he wrote for you. The headlines showed you played them proudly. With great enthusiasm, he talked about how he finds issues (问题), approaches them, and writes about them, which tells me he is one of your best. I'm sure you would hate to lose him. Surprisingly, your reporter is not unhappy. In fact, he told me he really likes his job. He has a great assignment (分工), and said you run a great paper. It would be easy for you to keep him, he said. He knows that the paper values him. He appreciates the responsibility you've given him, takes ownership of his profession, and enjoys his freedom.‎ So why is he looking for a way out?‎ He talked to me because he wants his editors to demand so much more of him. He wants to be pushed, challenged, and coached to new heights.‎ The reporter believes that good stories spring from good questions, but his editors usually ask how long the story will be, when it will be in, where it can play, and what the budget is.‎ He longs for conversations with an editor who will help him turn his good ideas into great ones. He wants someone to get excited about what he's doing and to help him turn his story idea upside down and inside out, exploring the best ways to report it. He wants to be more valuable for your paper. That's what you want for him, too, isn't it?‎ So your reporter has set me thinking.‎ Our best hope in keeping our best reporters, copy editors, photographers, artists---everyone--is to work harder to make sure they get the help they are demanding to reach their potential. If we can't do it, they'll find someone who can.‎ ‎60. What does the writer think of the reporter? www.ks5u.com/gaokao/beijing A. Optimistic. ‎ B. Imaginative. ‎ C. Ambitious. ‎ D. Proud.‎ ‎61. What does the reporter want most from his editors in their talks?‎ A. Finding the news value of his stories. ‎ B. Giving him financial support.‎ C. Helping him to find issues. ‎ D. Improving his good ideas.‎ ‎62. Who probably wrote the letter?‎ A. An editor. ‎ B. An artist. ‎ C. A reporter. ‎ D. A reader.‎ ‎63. The letter aims to remind editors that they should __‎ A. keep their best reporters at all costs B. give more freedom to their reporters C. be aware of their reporters' professional development D. appreciate their reporters' working styles and attitudes C．Pacing and Pausing Sara tried to befriend her old friend Steve's new wife, but Betty never seemed to have anything to say. While Sara felt Betty didn't hold up her end of the conversation, Betty complained to Steve that Sara never gave her a chance to talk. The problem had to do with expectations about pacing and pausing.‎ Conversation is a turn-taking game. When our habits are similar, there's no problem. But if our habits are different, you may start to talk before I'm finished or fail to take your turn when I'm finished. That's what was happening with Betty and Sara.‎ It may not be coincidental that Betty, who expected relatively longer pauses between turns, is British, and Sara, who expected relatively shorter pauses, is American. Betty often felt interrupted by Sara. But Betty herself became an interrupter and found herself doing most of the talking when she met a visitor from Finland. And Sara had a hard time cutting in on some speakers from Latin America or Israel.‎ The general phenomenon, then, is that the small conversation techniques, like pacing and pausing, lead people to draw conclusions not about conversational style but about personality and abilities. These habitual differences are often the basis for dangerous stereotyping (思维定式). And these social phenomena can have very personal consequences. For example, a woman from the southwestern part of the US went to live in an eastern city to take up a job in personnel. When the Personnel Department got together for meetings, she kept searching for the right time to break in--and never found it. Although back home she was considered outgoing and confident, in Washington she was viewed as shy and retiring. When she was evaluated at the end of the year, she was told to take a training course because of her inability to speak up.‎ That's why slight differences in conversational style--tiny little things like microseconds of ‎ pause-can have a great effect on one's life. The result in this case was a judgment of psychological problems---even in the mind of the woman herself, who really wondered what was wrong with her and registered for assertiveness training.‎ ‎64. What did Sara think of Betty when talking with her?‎ A. Betty was talkative.‎ B. Betty was an interrupter.‎ C. Betty did not take her turn.‎ D. Betty paid no attention to Sara.‎ ‎65. According to the passage, who are likely to expect the shortest pauses between turns?‎ A. Americans. ‎ B. Israelis. ‎ C. The British. ‎ D. The Finns.‎ ‎66. We can learn from the passage that __‎ A. communication breakdown results from short pauses and fast pacing B. women are unfavorably stereotyped in eastern cities of the US C. one's inability to speak up is culturally determined sometimes D. one should receive training to build up one's confidence ‎67. The underlined word "assertiveness" in the last paragraph probably means __‎ A. being willing to speak one's mind B. being able to increase one's power C. being ready to make one's own judgment D. being quick to express one's ideas confidently D．The Cost of Higher Education Individuals (个人) should pay for their higher education.‎ A university education is of huge and direct benefit to the individual. Graduates earn more than non-graduates. Meanwhile, social mobility is ever more dependent on having a degree. However, only some people have it. So the individual, not the taxpayers, should pay for it. There are pressing calls on the resources (资源) of the government. Using taxpayers' money to help a small number of people to earn high incomes in the future is not one of them.‎ Full government funding (资助) is not very good for universities. Adam Smith worked in a Scottish university whose teachers lived off student fees. He knew and looked down upon 18th-century Oxford, where the academics lived comfortably off the income received from the government. Guaranteed salaries, Smith argued, were the enemy of hard work; and when the academics were lazy and incompetent, the students were similarly lazy.‎ If students have to pay for their education, they not only work harder, but also demand more from their teachers. And their teachers have to keep them satisfied. If that means taking teaching seriously, and giving less time to their own research interests, that is surely something to celebrate.‎ Many people believe that higher education should be free because it is good for the economy (经济). Many graduates clearly do contribute to national wealth, but so do all the businesses that invest (投资) and create jobs. If you believe that the government should pay for higher education because graduates are economically productive, you should also believe that the government should pay part of business costs. Anyone promising to create jobs should receive a gift of capital from the government to invest. Therefore, it is the individual, not the government, who should pay for their university education.‎ ‎68. The underlined word "them" in Paragraph 2 refers to A. taxpayers ‎ B. pressing calls C. college graduates ‎ D. government resources ‎69. The author thinks that with full government funding A. teachers are less satisfied B. students are more demanding C. students will become more competent D. teachers will spend less time on teaching ‎70. The author mentions businesses in Paragraph 5 in order to A. argue against free university education B. call on them to finance students' studies C. encourage graduates to go into business D. show their contribution to higher education 第二节(共5小题；每小题2分，共10分)‎ 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。‎ Muzak The next time you go into a bank, a store, or a supermarket, stop and listen. What do you hear? 71 It's similar to the music you listen to, but it's not exactly the same. That's because this music was especially designed to relax you, or to give you extra energy. Sometimes you don't even realize the music is playing, but you react to the music anyway.‎ Quiet background music used to be called "elevator (电梯) music" because we often heard it in elevators. But lately we hear it in more and more places, and it has a new name "Muzak". About one-third of the people in America listen to "Muzak" everyday. The music plays for 15 minutes at a time, with short pauses in between. It is always more lively between ten and eleven in the morning, and between three and four in the afternoon, when people are more tired. 72‎ If you listen to Muzak carefully, you will probably recognize the names of many of the songs. Some musicians or songwriters don't want their songs to be used as Muzak, but others are happy when their songs are chosen. Why? 73‎ Music is often played in public places because it is designed to make people feel less lonely when they are in an airport or a hotel. It has been proven that Muzak doeswhat it is designed to do. Tired office workers suddenly have more energy when they hear the pleasant sound of Muzak in the background. 74 Supermarket shoppers buy 38 percent more groceries.‎ ‎75 . They say it's boring to hear the same songs all the time. But other people enjoy hearing Muzak in public places. They say it helps them relax and feel calm. One way or another, Muzak affects everyone. Some farmers even say their cows give more milk when they hear Muzak!‎ A. Some people don't like Muzak. www.ks5u.com/gaokao/beijing B. The music gives them extra energy.‎ C. Music is playing in the background.‎ D. Factory workers produce 13 percent more.‎ E. Muzak tends to help people understand music better.‎ F. They get as much as $4 million a year if their songs are used.‎ G. Muzak is played in most of the big supermarkets in the world.‎ ‎2010年高考北京英语卷阅读理解分析 今年是新课改第一年，阅读理解部分增加了新题型"七选五"，命题难度降低是情理之中的。但经过一年的"试水"，师生们适应新课改的思路后，明年难度很有可能会升上去。这样，对今年的阅读理解试题的专业分析非常有必要。‎ 今年的阅读理解题遵循《2010年高考考试说明》，题型与往年保持了一致，难度稍有降低。文章本身和所附问题总词数约2300词，在往年2000-2200的词数基础上稍有增加。全面考察了细节题、推断题、文章结构题、词义猜测题。在选材上覆盖面广，语言地道，文体特征鲜明。‎ 文章体裁和主要内容介绍 夹叙夹议：通过记叙作者与一只被遗弃的小狗的故事，说明不应该轻易对他人的行为下定论。（A篇）‎ 应用文：一位主编的公开信，劝说同行要注重手下记者的职业发展，激发他们的潜能。（B篇）‎ 说明文：介绍不同文化背景的人有不同的谈话节奏，及其带来的问题。（C篇）‎ 议论文：支持高等教育应该由受教育人自付费用。（D篇）‎ 说明文：介绍缪扎克音乐(一种通过线路向机场、商场、餐馆等播放的背景录音音乐)。（E篇）‎ 与往年比较的变化 ‎1．每一篇文章都加上了标题：一定程度上降低了考试难度，帮助学生把握文章的中心意思。‎ ‎2．应用文"消失"：今年阅读理解形式上保留了应用文，因为B篇体裁仍为书信，实则为说理性质，增加了考题的难度。‎ 答案解析及技巧运用 A篇 阅读技巧：夹叙夹议，叙为议服务，议为叙指导。把握了这句话就把握了阅读此类文章的真谛。叙述不分重点关注人物，情节的变化；议论一定看清楚作者想表明的道理。‎ 答题技巧：本篇题目由3个细节题和一道文章结构题组成，难度都不大。细节题要求学生把握文章中的原文，做合理推断和转述。比如57题，将unsettled理解成worried。文章结构题基本属于送分题，要求学生作答，此篇记叙文按照时间顺序发展。‎ ‎56.B 情绪推断，较难题。此推断题的难点在于，原文没有直接的形容词表述，要求学生通过具体的描述总结。原文第2段She hardly ate anything and had such an air of sadness about her. There was nothing I could do to make her happy, it seemed. Heaven knows what had happened to her at her previous owner's.划线句子表明作者同情被遗弃的小狗，希望帮助它高兴起来。‎ ‎57.A 细节题，较难题。要做对此题主要要排除C项的干扰，原文第2段She hardly ate anything and had such an air of sadness about her. hardly ate anything的表述与ate little是不一样的。前者是几乎什么都不吃，后者是吃得少，此错误选项属于"改变否定/肯定的程度"。‎ ‎58.D 原因推断题，简单题，通过原文第4段的描写可得正确答案。‎ ‎59.A 问文章的行文结构，简单题，此篇记叙文按照时间顺序发展。‎ B篇 阅读技巧：第一段出现重要信息：特殊标点"破折号"和隐性转折词in fact，因此后面信息极其重要：写信给一个编辑说他的reporter很棒，但是要离开了；第二段要把握两个中文注释，此reporter给作者简历并充满热情地向其描述了自身特质;第三段平淡无奇，机械寻找重要信息出处—in ‎ fact，故得知该reporter干一行爱一行，精神可嘉;接着第四段一个问句，基本预示情节的转折，一眼即得知下面要详细阐述该reporter要离开的原因;继续往下，重要信息处稍微留意，即转折词but，因果词so,最后段的最高级best句，以及有特殊标点出现的最后一句。通过这几处内容的梳理，文意会变得清晰很多-年轻记者需要主编充分发挥他们的潜能，在竞争与挑战中寻求职业发展。‎ 答题技巧：此篇的4个题目包括3个推断题，其中包括对人物态度、作者身份、写作目的的推断。人物态度要求学生具备将具体描述…wants to be coached to new heights等转换成形容词表述的能力；作者身份推断题要求学生学会通过人称代词our判断；写作目的要求学生对全文的把握能力。‎ ‎60.C 判断推理题，难题。原文He wants to be pushed, challenged, coached to new heights..要通过划线处的具体描述总结出ambitious这个词：有抱负的。‎ ‎61.D 细节题，较难题。困难之处在于不好定位原文，故用排除法。从选项中找关键词，逐个排查，得出正确选项D.‎ ‎62.A 推断作者身份，较难题。此类型题目把握方法很简单：文章对象（主编）+人称(our)，不难得出正确答案作者也是主编。‎ ‎63.C 考查文章写作目的，较难题。抓住文章结尾是王道：Our best hope Our best hope in keeping our best reporters, copy editors, photographers, artists---everyone--is to work harder to make sure they get the help they are demanding to reach their potential再结合前面60题的答案，不难选出正确答案。‎ C篇 阅读技巧：开篇复杂的人物关系，以及第三段几个国家之间的复杂对比是学生阅读的最大困难。攻略：1.动笔：中国学生对英语名字太不敏感，请划出来。2.再难读说明文的目标不变：找出文章说明对象是什么。‎ 答题技巧：包括3个细节题和一个词义猜测题，其中65题细节比较排序题是亮点，要求学生从复杂的表述中理清顺序，区别出哪国人的说话节奏最快。‎ ‎64.C 细节题，难题。难在弄不清谁是S谁是B，耐心读，动笔划，从第一段得出正确答案并不难：Sara felt Betty didn't hold up her end of the conversation ‎65.B 细节排序题，难题。还是耐心读，动笔划。S代表美国人，B代表英国人（加起来？），S比B期待谈话间隙时间更短，又在以色列人(Israelis)说话时插不上嘴，故答案选说话嗒嗒嗒嗒的以色列人。‎ ‎66.C 变态细节题，较难题。A不符原文，B无中生有，D无中生有，C关键要理解culturally determined，由文化决定或者受文化影响。‎ ‎67.A 词义猜测题，较难。难点在于A选项的干扰作用。原文说那位MM的inability to speak up注意别人认为她没能力，不是说她不愿意。所以D比A好，此处用反义对比方法。‎ D篇 阅读技巧：此篇议论文难度较低。把握议论文的阅读两步：1.作者想说服你什么？2.分了几个并列的点来说服你？‎ 答题技巧：此篇包括2个推断题和1个细节题。其中68题要求学生找出them的所指，对学生分析代词的所指提出了更高的要求，此项技能在完型和阅读中都有体现；70题属于基于议论文结构的设问，问最后一段的例子在文章中的作用，对议论文的结构和写作模式有了解的同学都可以轻松应答。‎ ‎68.B 推断代词所指，较难题。There are pressing calls on the resources (资源) of the government. Using taxpayers' money to help a small number of people to earn high incomes in the future is not one of them. ww往前看，发现前句就一个复数名词，就它了。‎ ‎69.D 细节题，简单题。根据题干关键词"full government funding"定位原文，根据"文题顺序一致"原则从上一题them后面去找，会找到Full government funding (资助) is not very good for universities….and when the academics were lazy and incompetent, the students were similarly lazy. "lazy"转换成"spendless time"不难得出正确选项。‎ ‎70.A 结构推断题，简单题。题目问提到business有什么目的，就等于问议论文中的论据有什么用，地球人都知道：支持论点。马上从本段段首找论点：Many people believe that higher education should be free…从全文的哪都可以看出作者就是要反对free higher education.‎ E篇 阅读技巧：1.找说明对象(Muzak)2.找文章讲了说明对象的那些方面。‎ 答题技巧：第一年出题果然不难，7选5只有74题稍难，其余4空都可以根据相邻句子间的指代关系、因果关系、并列关系，较容易地选出正确答案。‎ ‎71.C 王道：看前后邻句。找不到再扩大范围找。‎ 此题，前句没看头，看后句：It's similar to the music you listen to…捉住主语it及它对应的music，从7个句子中选出唯一用music开头的C句。‎ ‎72.B 同样用指代的原则。前句when people are more tired.根据指代原则，确定答案在B和F里面：B. The music gives them extra energy. F. They get as much as $4 million a year if their songs are used. F明显不符合文章发展，提钱，俗！选B ‎73.F 利用因果关系 前句Why？其他人高兴什么？钱啊！从剩下的A,D,E,F里找原因，只能找出"钱"来。‎ ‎74.D 这是唯一单纯看一句话找不出答案的题，也是5题中最难的题。‎ 利用并列关系。前一句描述tired office workers，后一句描述supermarket shoppers，后句出现Supermarketshoppersbuy38percentmoregroceries.由此推断D为正确答案。Factoryworkersproduce13percentmore.主语和百分数都是一一对应关系。‎ ‎75.A 利用并列原则，后面有But other people enjoy hearing…，故选择A. Some people don't like Muzak.这是送分题。‎ ‎11年阅读理解备考注意 ‎1、保证一定的阅读量，每天2-4篇。‎ ‎2、有精读有泛读，不要篇篇都仔细看。‎ ‎3、精读应以读近几年各地高考试题，特别是北京试题为主，因为它们才代表了高考命题的真髓。‎ ‎4、精读时应适当练习句子成分分析，长句难句增加，必然对学生分析句子结构的基本功要求越来越高。‎ ‎5、精读时还要注意词义词性的辨别，后置定语，连接词语以及由动词形式变化反映的句意的变化。‎ ‎6、考前练限时阅读，35分钟完成5篇总词数约2400的各类文章。‎ ‎7、注意总结六类问题的答题规律（主旨大意题，具体细节题，推断词义句义题，判断推理题，文章结构题和观点态度题）。‎ ‎8、除掌握高考词汇表上的单词外，还应掌握考纲要求的构词法知识（比如今年高考中对于A篇unsettled一词、C篇a turn-taking game等词语的理解）。‎ ‎ ‎