经典英语高考复习资料-阅读理解120篇（11-15）
高考宝典特地精编了英语学科的高考复习资料和高考辅导资料。这些高考复习资料和高考辅导资料都是一些经典高考试题，针对的是这高考英语的完形填空，阅读理解等重要知识点！阅读下列短文,
从每题所给的四个选项（A、B、C和D）中，选出最佳选项.经典英语高考复习资料-阅读理解120篇第16篇Children's
Books:
Hawking's
fact
and
fictionGeorge
F．R．Ellis
&
RubyBOOK
REVIEWED-经典英语高考复习资料-阅读理解120篇第17篇Exercise,
such
as
walking,
can
reduce
the
risk
of
diabetes
（糖尿病）
in
people
whose
blood
sugar
is
starting
to
rise．That
outcome
was
shown
in
a
large
study．Despite
trying
hard,
those
who
dieted
and
worked
out
lost
very
little
weight．But
they
did
manage
to
maintain
a
regular
walking
program,
and
fewer
of
them
went
on
to
develop
diabetes．Exercise
also
may
reduce
the
risk
of
heart
disease．There
seems
to
be
some
effect:
Most
of
the
heart
protection
appears
to
be
realized
by
walking
regularly．More
intense
exercise
has
been
shown
to
provide
only
slightly
greater
benefits．Active
people
are
much
less
likely
to
smoke;
they’re
thinner
and
they
eat
differently
than
people
who
are
less
active．They
also
tend
to
be
more
educated,
and
education
is
one
of
the
strongest
predictors
of
good
health
in
general
and
a
longer
life．As
a
result,
it
is
impossible
to
know
with
confidence
whether
exercise
prevents
heart
disease
or
whether
people
who
are
less
likely
to
get
heart
disease
are
also
more
likely
to
be
exercising．Still,
in
rigorous
studies
in
which
elderly
people
were
assigned
either
to
exercise
or
maintain
their
normal
routine,
the
exercisers
were
less
likely
to
fall,
perhaps
because
they
got
stronger
or
developed
better
balance．Exercise
may
prevent
broken
bones—but
only
indirectly．And
what
about
weight
loss?
Lifting
weights
builds
muscles
but
will
not
make
you
burn
more
calories．Jack
Wilmore,
an
exercise
physiologist
at
Texas
A
&
M
University,
calculated
that
the
average
amount
of
muscle
that
men
gained
after
a
serious
12-week
weight-lifting
program
was
2
kilograms,
or
4．4
pounds．That
added
muscle
would
increase
the
metabolic
rate
（代谢率）
by
only
24
calories
a
day．Exercise
alone,
in
the
absence
of
weight
loss,
has
not
been
shown
to
reduce
blood
pressure．Nor
does
it
make
much
difference
in
cholesterol
（胆固醇）
levels．Weight
loss
can
lower
blood
pressure
and
cholesterol
levels,
but
if
you
want
to
lose
weight,
you
have
to
diet
as
well
as
exercise．Exercise
alone
has
not
been
shown
to
bring
sustained
weight
loss．Just
ask
Steven
Blair,
an
exercise
researcher
at
the
University
of
South
Carolina．He
runs
every
day
and
even
runs
marathons．But,
he
adds,
“I
was
short,
fat
and
bald
when
I
started
running,
and
I’m
still
short,
fat
and
bald．Weight
control
is
difficult
for
me．I
fight
the
losing
battle．”The
difficulty,
Dr．Blair
says,
is
that
it’s
much
easier
to
eat
1,000
calories
than
to
burn
off
1,000
calories
with
exercise．As
he
relates,
“An
old
football
coach
used
to
say,
‘I
have
all
my
assistants
running
five
miles
a
day,
but
they
eat
10
miles
a
day．’”5．In
the
case
of
Steven
Blair,
running
does
______
to
his
weight
control．
A．little
B．much
C．good
D．harm6．The
last
paragraph
of
the
text
tells
us
that
the
problem
is
that
people
tend
to
______?
A．burn
off
1,000
calories
in
a
day
B．use
more
energy
than
they
get
C．get
more
energy
than
they
use
D．run
five
miles
in
a
football
game7．Which
of
the
following
is
true
according
to
the
text?
A．Exercise
can
certainly
prevent
heart
disease．
B．Exercise
alone
can
not
reduce
blood
pressure．
C．Lifting
weight
can
directly
prevent
broken
bones．
D．Walking
can
not
reduce
blood
sugar
in
people．8．According
to
the
text,
the
more
educated
one
is,
the
______．
A．less
exercise
one
will
take
B．stronger
and
thinner
one
will
be
C．more
cigarettes
one
will
smoke
D．healthier
one
will
generally
be
经典英语高考复习资料-阅读理解120篇第18篇FRIDAY,
Dec．5,
2008—College
students
who
think
all-night
study
sessions
will
help
them
remember
facts
might
want
to
get
some
sleep
instead．That's
the
message
from
a
new
study
that
finds
that
as
you
sleep,
the
mind
consolidates
the
things
you
learn
during
the
day．Study
participants
who
learned
how
to
play
a
video
game
in
the
morning
or
evening
did
a
better
job
the
next
day
after
a
night's
rest,
apparently
because
their
brains
were
actively
absorbing
what
they'd
learned
as
they
slept．The
finding
shows
that
sleep
is
not
just
a
passive
state
when
no
information
is
coming
in,
said
Howard
Nusbaum,
a
professor
of
psychology
at
the
University
of
Chicago．
For
the
study,
the
researchers
recruited
200
college
students．Most
of
them
weren't
very
familiar
with
playing
video
games．Some
of
the
participants
learned
how
to
play
the
games
in
the
morning,
while
others
learned
in
the
evening．The
researchers
then
tested
the
subjects
on
the
video
games
12
hours
later
and
24
hours
later．Those
who
took
part
in
the
morning
training
sessions
showed
an
average
eight-percentage-point
improvement
in
their
performance
immediately
after
training．They
performed
more
poorly—scoring
four
percentage
points
better—12
hours
later．But
they
scored
10
percentage
points
better
the
next
morning．If
we
train
you
in
the
morning
and
come
back
at
the
end
of
the
day,
you
forget
some
of
what
you
learned,
Nusbaum
said．But
if
you
sleep
after
that,
it
restores
some
of
what
you
learned．The
students
who
took
part
in
the
evening
training
sessions
performed
better
the
next
morning
after
sleeping,
than
they
did
after
being
trained．The
role
that
dreams
play
in
the
learning
process—if
any—isn't
clear．But
some
dreams
could
serve
as
a
kind
of
practice
for
the
brain,
Nusbaum
said．If
you
play
a
video
game
a
lot,
and
you're
playing
in
your
dreams,
maybe
that
could
help
you
learn．Jerry
Siegel,
professor
at
the
Center
for
Sleep
Research
at
the
University
of
Calfornia,
Los
Angeles,
said
going
without
sleep
hurts
performance,
but
he's
not
convinced
that
sleep
itself
actively
contributes
to
learning．If
you
take
a
break
for
a
few
hours,
it
can
easily
be
shown
that
learning
did
occur,
because
performance
is
better
at
the
start
of
a
new
learning
session
than
it
was
at
the
end
of
the
initial
session,
he
said．No
sleep
needs
to
occur
for
this
to
happen．Still,
Siegel
suggested
that
sleep
before
learning
a
skill
is
crucial．For
long-term
retention,
it
is
more
important
to
be
well
rested
and
therefore
attentive
when
you
are
doing
the
learning
than
afterwards,
he
said．It
is
even
better
if
you
don't
have
to
choose
and
get
your
natural
amounts
of
sleep
every
day．9
What
does
the
underlined
word
‘want’
（in
Paragraph
1）
mean?
A．lack
B．wish
C．desire
D．need10
What
is
mainly
talked
about
in
this
text?
A．The
effect
of
video
games
on
learning．
B．The
relation
between
sleep
and
learning．
C．The
role
of
dreams
in
the
learning
process
D．The
difference
between
morning
and
evening
trainings．11
What
would
be
the
best
title
for
the
text?
A．Sleep
strengthens
learning．
B．Dreams
clearly
help
learning．
C．A
break
before
learning
is
better．
D．Video
games
improve
performance．12
Which
of
the
following
statements
is
true
according
to
the
passage?
A．Training
in
the
morning
showed
better
results
at
once．
B．Learning
won’t
occur
during
sleeping
without
dreams．．
C．Sleeping
well
helps
to
absorb
what
one
learned
D．Studying
all
night
helps
to
remember
more
facts．经典英语高考复习资料-阅读理解120篇第19篇An
analysis
of
studies
in
40
countries
around
the
globe
proves
a
long-standing
assumption
that
the
more
a
person
knows
about
science,
the
more
he
or
she
tends
to
support
scientific
efforts．In
fact,
studies
that
have
tested
the
link
between
a
person's
level
of
scientific
knowledge
and
attitudes
towards
the
field
have
generated
mixed
results．It's
been
a
very
hard
question,
says
sociologist
Nick
Allum
of
the
University
of
Surrey
in
Guildford,
UK．To
resolve
the
issue,
Allum
and
his
colleagues
pulled
together
the
results
of
nearly
200
surveys
carried
out
between
1998
and
2003
in
countries
from
Australia
to
Bulgaria．These
studies
assessed,
for
example,
whether
participants
knew
certain
scientific
facts
and
whether
they
supported
developments
in
genetically
modified
food
or
nanotechnology．To
some
extent,
the
results
prove
the
belief
widely
held
by
science
supporters:
the
more
people
know
about
science,
the
more
favourably
they
tend
to
view
it,
in
spite
of
other
factors
such
as
age,
nationality
and
level
of
education．Allum
presented
his
results
at
the
meeting
of
the
American
Association
for
the
Advancement
of
Science
in
Washington
DC
last
week．But
now
this
question
is
cleared
up,
researchers
must
begin
to
deal
with
more
pressing
questions,
Allum
says．The
argument
should
move
on．His
finding
cannot,
for
example,
show
whether
better
science
education
will
increase
general
support
for
the
field．This
is
because
researchers
have
yet
to
figure
out
whether
people
who
learn
more
about
science
then
tend
to
like
it
or,
on
the
contrary,
whether
people
who
already
like
and
support
science
are
simply
tend
to
learn
further
facts．And
a
person's
level
of
scientific
knowledge
actually
goes
a
very
tiny
way
towards
explaining
their
attitudes
towards
science．Allum
believes
that
there
are
probably
far
more
important
factors,
such
as
their
moral
values,
religious
beliefs
and
political
leaning．And
people's
trust
in
science
may
be
influenced
by
how
tightly
regulated
they
believe
the
process
to
be
in
their
country．This
might
explain,
in
part,
why
those
living
in
different
countries
tend
to
hold
different
attitudes:
Europeans
tend
to
be
more
doubtful
of
genetically
modified
crops
than
those
in
the
United
States,
for
example．Finally,
science
lovers
hope
to
strengthen
support
for
the
field,
but
it
looks
as
if
simple
science
education
will
not
be
enough．As
Allum
says:
It's
all
horribly
complicated．13．In
Allum’s
opinion,
______
will
have
little
influence
on
a
person’s
attitude
towards
science．
A．scientific
knowledge
B．moral
values
C．religious
beliefs
D．political
leaning
14．From
the
passage
we
can
infer
that
______．
A．the
surveys
were
carried
out
in
a
few
countries
B．Europeans
love
science
more
than
Americans
C．Allum
kept
his
research
results
a
secret
D．Nick
Allum
is
not
a
natural
scientist15．The
underlined
word
‘those’
refers
to
_____．
A．science
lovers
B．different
attitudes
C．people
in
general
D．genetically
modified
crops16．What
is
mainly
talked
about
in
this
passage?
A．Special
beliefs
of
the
sociologist
Nick
Allum．
B．Link
between
knowledge
and
love
of
science．
C．Ways
in
which
people
love
science．
D．The
function
of
science
education．经典英语高考复习资料-阅读理解120篇第20篇STREAMWOOD,
Ill．—For
years,
attendance
was
small
at
Tefft
Middle
School’s
yearly
parent-teacher
conferences,
but
the
principal
did
not
blame
families
for
their
poor
response．Instead,
she
blamed
the
poor
way
the
conferences
were
conducted．“Five
years
ago,
the
most
important
person—the
student—was
left
out
of
the
parent-teacher
conference,”
Tefft’s
principal,
Lavonne
Smiley,
said．“The
old
conferences
were
such
a
negative
thing,
so
we
turned
it
around,”
allowing
students
not
only
to
attend
but
also
to
lead
the
gatherings
instead
of
anxiously
awaiting
their
parents’
return
home
with
the
teacher’s
opinion
on
their
classroom
performance．Recently,
525
parents
attended
parent-teacher-student
conferences,
Ms．Smiley
said,
compared
with
75
parents
in
2003．No
appointments
were
needed,
and
everyone
was
welcome
at
the
conferences
this
year,
spread
over
two
days
that
school
officials
called
a
Celebration
of
Learning．“I
think
we’re
learning
that
every
school
has
its
own
DNA,
and
there
is
not
a
prescription
for
conferences
that
works
for
every
school,”
Ms．Kinney
said．“There
is
such
an
increasingly
diverse
population
at
our
nation’s
schools,
the
one-size-fits-all
model
conference
just
doesn’t
work
anymore．”At
some
schools,
not
only
are
students
on
hand
for
conferences,
but
their
siblings
are
also
welcome,
as
are
grandparents,
aunts
and
uncles,
even
family
friends．When
Mark
Heller
accepted
a
job
as
an
assistant
principal
at
the
middle
school
in
his
hometown
of
Plano,
Ill．,
he
discovered
that
the
community
had
changed
a
lot
in
the
eight
years
he
had
been
a
teacher
in
Iowa．The
population
had
nearly
doubled
to
10,000
residents,
and
37
percent
of
the
students
at
Plano
Middle
School
were
now
from
low-income
families．The
traditional
parent-teacher
conferences
without
a
student
present
are
always
available
by
appointment,
and
sometimes
necessary,
for
example,
to
discuss
a
private
matter
concerning
a
non-custodial
（无监护权的）
parent,
a
family
crisis
the
child
is
unaware
of
or
a
special
education
diagnosis．Still,
Mr．Heller
is
convinced
that
a
true
dialogue
concerning
a
student’s
academic
progress
is
impossible
without
both
the
child
and
the
parent
engaged
and
present,
and
with
the
teacher
on
hand
to
share
impressions
and
answer
any
questions
the
parents
have
about
homework,
standardized
test
scores,
behavior
and
other
issues．“At
the
student-led
conferences,
our
children
are
learning
to
be
organized
and
capable
adults
someday,”
Ms．Issa
said．“When
I
was
growing
up,
my
parents
went
to
my
conference,
and
I
waited
at
home,
scared
they
would
come
back
with
some
concerns．With
this
new
kind
of
conference,
there
are
no
secrets．My
daughter
is
learning
that
she
is
responsible
for
her
own
success．”17．What
is
mainly
talked
about
in
this
text?
A．The
change
of
population
in
Mr．Heller’s
hometown．
B．The
way
the
parent-teacher
conferences
are
conducted．
C．The
people
who
take
part
in
parent-teacher
conferences．
D．The
percentage
of
attendants
to
parent-teacher
conferences．18．What
was
the
population
in
Plano,
Ill．when
Mr．Heller
became
a
teacher
in
Iowa
eight
years
before?
A．3,700
B．20,000
C．10,000
D．5,00019．The
number
of
parents
who
attended
parent-teacher-student
conferences
recently
was
______
times
more
than
that
in
2003．
A．five
B．six
C．seven
D．eight20．What
does
Ms．Kinney
mean
by
saying
“every
school
has
its
own
DNA’?
A．Every
school
is
unique
and
different．
B．One
model
fits
all
school
conferences．
C．All
prescriptions
do
not
work
well．
D．The
population
at
schools
is
diverse．参考答案1-4
CABD
5-8
ACBD
9-12
DBAC
13-16
ADCB
17-20
BDBA
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text-indent:
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background-color:
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font-size:
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line-height:
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text-indent:
28px;
background-color:
rgb(253,
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