题目内容
1．Through the following four cultural relics，the world has known about Korea's cultural treasures．Pulguksa Temple
Pulguksa Temple plays an important part in the history of Korean temples．The building of Pulguksa Temple began in 751．In the year 774the large temple was finished，becoming an important center for Korean national-protection Buddhism（佛教）．The way used to create the store structure gave the temple a look of beauty．The building thus represents the excellent Korean sculpting（雕刻）．
Sokkuram Cave
Sokkuram Cave is a man-made cave，which has been sculpted from white stone in special sculpting ways．In the cave，a seated Buddha is the main statue．On the walls around him are found 38other statues and the Four Heavenly Kings．This stone cave is one of Korea's greatest places，built when Shilla's religion，science and sculpture were at the height．It shows Shilla's knowledge of math，physics and art．
Haeinsa Temple
Haeinsa Temple's Changgyong Panjon （藏经板库） is a world-class cultural treasure．It has 81，340wooden blocks．Millions of Chinese characters were caved on the blocks．In addition to its artistic value，it is famous as the oldest Buddhist canon（教义）in the world today．The building is beautiful．What's more important is that its design allows for natural wind as well as temperature control．Each book is 69.5cm in width and 23.9cm in height．There are 23lines on each of the blocks and each line contains fourteen characters．
Changdokkung palace
Changdokkung palace，one of the five places of the Chosen Dynasty，was built in 1405．The oldest structure is Tonhwammun Gate．Other ancient buildings include Injongjon hall，Sonjongjon Hall and Taejojon Hall．The back garden for kings remains a great example of the ancient Korean scenery．
21．What do we know about Pulguksa Temple？D
A．It is the largest temple in the world．
B．It allows for temperature control．
C．It was built with white stone．
D．It took more than 20years to build it．
22．Which of the following cultural relics is among the best in the world？C
A．Pulguksa Temple
B．Sokkuram Cave
C．Haeinsa Temple
D．Changdokkung palace
23．What can we learn from the text？B
A．Haeinsa Temple has millions of stone blocks．
B．Tourists can learn about ancient king'lives in Changdokkung palace．
C．Koreans learnt from Chinese to build all the four cultural relics．
D．The Four heavenly kings are the main statues of Sokkuram Cave．
24．The best title for the text could beA．
A．Korea's Four Cultural Relics
B．Buddhism in Korean
C．Temples in Korea
D．Palaces in Korea．
分析 本文主要介绍了韩国著名的四个文化遗址Pulguksa Temple、Sokkuram Cave、Haeinsa Temple和Changdokkung palace，并对这四个遗址的具体情况展开具体的说明．
解答 21-24 DCBA
21．D 细节理解题．根据该部分二、三句The building of Pulguksa Temple began in 751．In the year 774 the large temple was finished，becoming an important center for Korean national-protection Buddhism（佛教）．可知从751年开始修建Pulguksa Temple，到774年主体建筑建好，前后差不多23年的时间．故D项正确．
22．C 推理判断题．根据Haeinsa Temple部分第一句Haeinsa Temple's Changgyong Panjon （藏经板库） is a world-class cultural treasure．可知Haeinsa Temple的藏经阁是世界级的文化遗产．也就是说Haeinsa Temple是世界上最好的这方面的遗迹之一．故C项正确．
23．B 推理判断题．根据Changdokkung palace部分第一句Changdokkung palace，one of the five places of the Chosen Dynasty，was built in 1405．和最后一句The back garden for kings remains a great example of the ancient Korean scenery．可知Changdokkung palace是韩国Chosen Dynasty的重要标志，其后院仍然保持古代韩国国王生活的景色，说明从这里可以了解到韩国古代国王的生活情况．故B正确．
24．A 主旨大意题 Korea's cultural treasures．可知本文主要介绍了韩国著名的四个文化遗址，在接下来的四部分中对这四个遗址的具体情况展开具体的说明．故A正确．
点评 本文考查了两个推理判断题，这类题主要考查学生根据文章的字面意思，通过语篇逻辑关系，研究细节的暗示，推敲作者的态度，理解文章的寓意等．推理判断题属于主观性较强的高层次阅读理解题．做这类题时，考生应在理解全文的基础上，从文章本身所提供的信息出发，运用逻辑思维，同时借助一定的常识进行分析、推理、判断．
提问整篇文章或某句某段的含蓄意思时，问句中都含有infer，imply，indicate，suggest （推断，暗指）等词．对付这类题时我们不仅要弄懂文章字面的意思，更重要的是要知道文章潜在的含义，和作者所给的提示．同时要对文章的含义和作者的暗示作合理的猜测和推论．关键是：意思要靠推断得出，而不是原文照搬．这就要把握住文章的主题思想和每段的内容；明确作者的观点及其写作该文的目的；分析文章里所给的有关信息；注意词汇在词典的定义和词典以外的含义；最后运用自己的知识进行由表及里的逻辑推理，挖出文章的伏笔，得出正确的推论．
练习册系列答案
相关题目
6．Why do young adult children become independent so much later than they did in 1970，when the average age of independent living was 21？Why have reduced class sizes and increased per-pupil expenditures （花销）not（36）B higher academic achievement levels？Why is the mental health of today's kids so poor when （37）C with that of children in the 1960s and before？Why do today's（38）Abecome defensive when told by teachers that their children have misbehaved in school？
The answer in two words：parental （39）C．Those two words best summarize the（40）A between"old"child raising and new，post-1960s parenting．Then，the overall philosophy was that parents were not to be （41）C involved with their kids．They were available （42）A crisis，but they stood a （an） （43）B distance from their kids and allowed them to experience the benefits of the trial-and-error process．It was the child's （44）C，back then，to keep his or her parents from getting involved．That was （45）B children learned to be responsible and determined．
Today's parents help their kids with almost everything．These are parents who are （46）A when it comes to an understanding of their purpose in their kids，lives．Their involvement leads them to personalize everything that happens to their kids； （47）D，the defensiveness．But given that schools and mental health professionals have been pushing parent involvement for nearly four decades，the confusion and defensiveness are （48）C．
University researchers analyzed three decades of data relating to parent participation in children's academics．Their conclusions （49）A what I've been saying since the 1980s：parental help with homework （50）B a child's academic achievement and is not reflected on standardized tests．
Parents who manage a child's social life interfere with the （51）D of good social skills．Parents who manage a child's after-school activities grow kids who don't know how to （52）C their own free time．Parents who get involved in their kids，（53）B with peers grow kids who don't know how to avoid much less trouble．
These kids have anxieties and fears of all sorts and don't want to leave their （54）A．And their parents，when the time comes，don't know how to （55）D being parents．You can imagine what will become of their future．
The answer in two words：parental （39）C．Those two words best summarize the（40）A between"old"child raising and new，post-1960s parenting．Then，the overall philosophy was that parents were not to be （41）C involved with their kids．They were available （42）A crisis，but they stood a （an） （43）B distance from their kids and allowed them to experience the benefits of the trial-and-error process．It was the child's （44）C，back then，to keep his or her parents from getting involved．That was （45）B children learned to be responsible and determined．
Today's parents help their kids with almost everything．These are parents who are （46）A when it comes to an understanding of their purpose in their kids，lives．Their involvement leads them to personalize everything that happens to their kids； （47）D，the defensiveness．But given that schools and mental health professionals have been pushing parent involvement for nearly four decades，the confusion and defensiveness are （48）C．
University researchers analyzed three decades of data relating to parent participation in children's academics．Their conclusions （49）A what I've been saying since the 1980s：parental help with homework （50）B a child's academic achievement and is not reflected on standardized tests．
Parents who manage a child's social life interfere with the （51）D of good social skills．Parents who manage a child's after-school activities grow kids who don't know how to （52）C their own free time．Parents who get involved in their kids，（53）B with peers grow kids who don't know how to avoid much less trouble．
These kids have anxieties and fears of all sorts and don't want to leave their （54）A．And their parents，when the time comes，don't know how to （55）D being parents．You can imagine what will become of their future．
| 36．A．counted on | B．resulted in | C．touched on | D．taken in |
| 37．A．associated | B．linked | C．compared | D．matched |
| 38．A．parents | B．adolescents | C．psychologists | D．youths |
| 39．A．assistance | B．protection | C．involvement | D．preference |
| 40．A．differences | B．similarities | C．choices | D．relations |
| 41．A．slightly | B．passively | C．highly | D．fairly |
| 42．A．in case of | B．in spite of | C．in view of | D．in fear of |
| 43．A．equal | B．safe | C．long | D．short |
| 44．A．fault | B．turn | C．job | D．attitude |
| 45．A．when | B．how | C．why | D．what |
| 46．A．confused | B．disappointed | C．amazed | D．satisfied |
| 47．A．however | B．still | C．yet | D．thus |
| 48．A．unreasonable | B．changeable | C．understandable | D．avoidable |
| 49．A．confirmed | B．convinced | C．realized | D．reflected |
| 50．A．decides | B．lowers | C．helps | D．stimulates |
| 51．A．appearance | B．performance | C．establishment | D．development |
| 52．A．value | B．devote | C．fill | D．save |
| 53．A．communication | B．conflicts | C．cooperation | D．competitions |
| 54．A．home | B．school | C．career | D．profession |
| 55．A．start | B．ignore | C．consider | D．stop． |
3．One student skipped class and then sent the professor an e-mail（50）Dfor copies of her teaching notes．
Another（51）Cthat she was late for a Monday class because she was recovering from drinking too much at a wild weekend party．
At colleges and universities in the US，e-mail has made professors more approachable（平易近人）．But many say it has made them too accessible，（52）Aboundaries that traditionally kept students at a healthy distance．
These days，professors say，students seem to view them as available（53）Bthe clock，sending a steady stream of informal e-mails．
"The tone that they take in e-mails is pretty astounding（令人吃惊的），"said Michael Kessler，an assistant dean at Georgetown University．"They'll（54）Cyou to help：‘I need to know this．'"
"There's a fine（55）Dbetween meeting their needs and at the same time maintaining a level of legitimacy（正统性）as an （56）Bwho is in charge．"
Christopher Dede，a professor at the Harvard Graduate School of Education，said（57）Ashow that students no longer defer to（听从）their professors，perhaps because they realize that professors'（58）Bcould rapidly become outdated．
"The deference （听从）was driven by the （59）Cthat professors were all-knowing sources of deep knowledge，"Dede said，and that notion has（60）B．
For junior faculty members（全体教师），e-mails bring new tension into their work，some say，as they struggle with how to（61）C．Their job prospects，they realize，may rest in part on（依赖） student evaluations of their accessibility．
College students say e-mail makes（62）Deasier to ask questions and helps them learn．But they seem unaware that what they write in e-mails could have negative effects（63）Athem，said Alexandra Lahav，and associate professor of Law at the University of Connecticut．She recalled an e-mail message from a student saying that he planned to miss class so he could play with his son．Professor Lahav did not respond．
"Such e-mails can have consequences，"she said．"Students don't understand that （64）Dthey say in e-mail can make them seem unprofessional，and could result in a bad recommendation．"
Another（51）Cthat she was late for a Monday class because she was recovering from drinking too much at a wild weekend party．
At colleges and universities in the US，e-mail has made professors more approachable（平易近人）．But many say it has made them too accessible，（52）Aboundaries that traditionally kept students at a healthy distance．
These days，professors say，students seem to view them as available（53）Bthe clock，sending a steady stream of informal e-mails．
"The tone that they take in e-mails is pretty astounding（令人吃惊的），"said Michael Kessler，an assistant dean at Georgetown University．"They'll（54）Cyou to help：‘I need to know this．'"
"There's a fine（55）Dbetween meeting their needs and at the same time maintaining a level of legitimacy（正统性）as an （56）Bwho is in charge．"
Christopher Dede，a professor at the Harvard Graduate School of Education，said（57）Ashow that students no longer defer to（听从）their professors，perhaps because they realize that professors'（58）Bcould rapidly become outdated．
"The deference （听从）was driven by the （59）Cthat professors were all-knowing sources of deep knowledge，"Dede said，and that notion has（60）B．
For junior faculty members（全体教师），e-mails bring new tension into their work，some say，as they struggle with how to（61）C．Their job prospects，they realize，may rest in part on（依赖） student evaluations of their accessibility．
College students say e-mail makes（62）Deasier to ask questions and helps them learn．But they seem unaware that what they write in e-mails could have negative effects（63）Athem，said Alexandra Lahav，and associate professor of Law at the University of Connecticut．She recalled an e-mail message from a student saying that he planned to miss class so he could play with his son．Professor Lahav did not respond．
"Such e-mails can have consequences，"she said．"Students don't understand that （64）Dthey say in e-mail can make them seem unprofessional，and could result in a bad recommendation．"
| 50．A．providing | B．offering | C．supplying | D．asking |
| 51．A．complained | B．argued | C．explained | D．believed |
| 52．A．removing | B．moving | C．putting | D．placing |
| 53．A．about | B．around | C．at | D．from |
| 54．A．control | B．shout | C．order | D．make |
| 55．A．requirement | B．contradiction | C．tension | D．balance |
| 56．A．teacher | B．instructor | C．lecturer | D．professor |
| 57．A．e-mails | B．passages | C．texts | D．books |
| 58．A．technology | B．expertise（专门识） | C．science | D．imagination |
| 59．A．tradition | B．sense | C．notion （观念） | D．meaning |
| 60．A．strengthened | B．weakened | C．reinforced | D．consolidated |
| 61．A．ask | B．question | C．respond | D．request |
| 62．A．him | B．her | C．you | D．it |
| 63．A．on | B．against | C．in | D．about |
| 64．A．this | B．which | C．that | D．what |