题目内容

___________ the chapter four times, and I finally understand the author’s theory．

A.
Reading
B.
Having read
C.
To read
D.
Read

D
考察非谓语动词。根据and可知前后两部分是并列结构，因此排除ABC，因为ABC只能作状语，D是祈使句，和后面I作主语的句子是并列关系，去掉and选择B
句意为，读了这个章节四次，我最总理解了作者的理论。

练习册系列答案

仁爱英语同步阅读与完形填空周周练系列答案

拔尖特训系列答案

课课练与单元测试系列答案

世纪金榜小博士单元期末一卷通系列答案

相关题目

Testing has taken the place of teaching in most public schools. Pretests, drills, tests, and retests. They know that the best way to read a textbook is to look at the questions at the end of the chapter and then read the text quickly for the answers. I believe that my daughter Erica, who gets excellent marks, has never read a chapter of any of her school textbooks all the way through. And teachers are often heard to say proudly and openly that they teach to the test.

Teaching to the test is a curious phenomenon（现象）. Instead of deciding what skills students ought to learn, helping students learn them, and then using some methods of assessment（评价） to discover whether students have mastered the skills, teachers are encouraged to teach the students in the opposite way. First one looks at a test. Then one chooses the skills needed not to master reading, but to do well in the test. Finally, the test skills are taught.

The ability to read or write might suggest the ability to do reasonably well on standardized tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparations for a test of a skill with the acquisition（习得）of that skill. Too many discussions of basic skills make this misunderstanding because people are tested rather than concerned with the nature and quality of what is taught.

Recently, many schools have faced what could be called the crisis of comprehension or, in simple words, the phenomenon of students with grammar skills still being unable to understand what they read. These students are quite good at test taking and filling in workbooks. However, they have little or no experience reading or thinking, and talking about what they read. They know the details but can’t see or understand the whole. They are taught to be so concerned with grades that they have no time to think about meaning, and reread things if necessary.

The author mentions Erica’s performance in her study in order to show_________.

A. her cleverness in test taking B. the good way to take tests

C. the improper way of teaching D. the best way to read textbooks

Which of the following is TRUE according to the passage?

A. The teachers are curious about teaching to the test.

B. Skills in general are not only useless but often mislead students.

C. Ability to read and write has nothing to do with ability to do well in tests.

D. Preparations for a test of a skill do not mean the acquisition of that skill.

In the author’s opinion, __________.

A. some good methods of assessment should take the place of tests

B. more attention should be paid to the nature and quality of what is taught

C. students should not be concerned with grades but do more reading and thinking

D. students needn’t learn grammar skills because they are useless for understanding

By “crisis of comprehension” (in Paragraph 4) the author means many students ______.

A. are too much concerned with grades

B. fail to understand the real goal of education

C. lack proper practice in grammar drills

D. do well on tests but can’t understand what they read

A proven method for effective textbook reading is the SQ3R method developed by Francis Robinson. The first is to survey (the S step) the chapter by reading the title, introduction, section headings, summary., and by studying any graphs, tables, illustrations or charts. The purpose of this step is to get an overview of the chapter so that you will know before you read what it will be about. In the second step (the Q step), for each section you ask yourself questions such as "What do I already know about this topic?" and "What do I want to know?" In this step you also take the section heading and turn it into a question. This step gives you a purpose for reading the section. The third step (the first of the 3 R's) is to read to find the answers to your questions. Then at the end of each section, before going on to the next section, you recite ( the second of the 3 R's) the answers to the questions that formed in the question step. When you recite you should say the information you want to learn out loud in your own words. The fifth step is done after you have completed step 2, 3 and 4 for each section. You review (the last of the 3 R's) the entire chapter. The review is done much as the survey was in the first step. As you review, hold a mental conversation with yourself as you recite the information you selected as important to learn. The mental conversation could take the form of asking and answering the questions formed the headings or reading the summary, which lists the main ideas in the chapter, and trying to fill in the details for each main idea.

The passage implies that the SQ3R method .

A. needs to be prove B. leaves much to be desired

C. turns out to be practicable D. cannot be used by every reader

The SQ3R method consists of steps .

A. three B. four C. five D. seven

According to the passage, the first step helps the readers .

A. read the first several paragraphs B. scan the whole chapter

C. study the graphs D. get the theme of chapter

Which of the following statements is true?

A. In the last step, you should remember all the information.

B. When you finish the last step, you will get both the main idea and the details.

C. The mental conversation involves answering the questions asked by the author.

D. While you are holding a mental conversation you select the important information.

Dear Teresa Silva,
The official of the university has reported to us that you are an English major who meets the high standards for membership in Sigma Tau Delta. As is known, Sigma Tau Delta was founded in 1924 at Dakota Wesleyan University. It is an international collegiate honor society for students of English. It presently has over 850 chapters in the United States, Europe, the Middle East, and the Caribbean. Over 9,000 new members are admitted into the organization annually.
Sigma Tau Delta’s purpose is to promote literature and writing and to advance the study of the written word. Members gather annually in the spring at the international meeting to present papers and share experiences and ideas within the English subject. The Society offers tens of thousands of dollars in scholarships, awards, as well as publication chances in its journals The Rectangle and The Sigma Tau Delta Review.
It is our pleasure if you can complete the application for Sigma Tau Delta membership. If you would like to be included in this spring’s induction (入会) ceremony, please complete the application form, and include amount to cover both local and international fees. Your completed form must be received by date to be considered for the upcoming induction ceremony.
We congratulate you on your outstanding academic record and hope you will join us as a Sigma Tau Delta member. If you want to get more information, please visit our website www.sigmataudelta.org, or give us a call. The phone number is 583-2864.
Sincerely,
Emily Lister
【小题1】According to the passage, Sigma Tau Delta ______.

A．deals with language learning

B．opens its door to all the students of English

C．changes its members every year

D．mainly takes charge of scientific publications

【小题2】At the annual meeting, members of Sigma Tau Delta have the chance to ______.

A．meet all the chapter leaders

B．receive tens of thousands of dollars

C．share experiences and views

D．choose a particular subject as a major

【小题3】This passage is basically a letter of _____.

Whether they’re project documents, trade journals, blogs, business books or ebooks, most of us read regularly as part of our jobs, and to develop our skills and knowledge.
But do you ever read what should be a useful document, yet fail to gain any helpful information from it? Or, re-read something several times to get a full understanding of the content? If so, look at the following strategies (策略) that will help you read more effectively.
●Think About What You Want to Know
Before you start reading anything, ask yourself why you’re reading it. Are you reading with a purpose, or just for pleasure? What do you want to know after you’ve read it? Once you know your purpose, you can examine the resource (资源) to see whether it’s going to help you.
Ask yourself whether the resource meets your needs, and try to work out if it will give you the right amount of knowledge. If you think that the resource isn’t consummate, don’t waste time reading it.
●Know How Deeply to Study the Material
Where you only need the shallowest knowledge of a subject, you can skim material. Here you read only chapter headings, introductions, and summaries.
If you need a moderate (中等的) level of information on a subject, then you can scan the text. This is when you read the chapter introductions and summaries in detail. You can then speed read the contents of the chapters, picking out and understanding key words and concepts.
Only when you need full knowledge of a subject is it worth studying the text in detail (细节). Here it’s best to skim the material first to get an overview of the subject. This gives you an understanding of its structure, into which you can then fit the detail gained from a full reading of the material.
【小题1】Why should we know our purpose before reading?

A．Because we can develop our skills and knowledge.

B．Because we can get a full understanding of the content.

C．Because we can avoid re-reading something several times.

D．Because we can check it out whether the material will be helpful.

【小题2】What does the underlined word “consummate” in the 5^th paragraph mean?

【小题3】 According to the depth to study the material, how many reading strategies are mentioned?

【小题4】The best title for this passage should be ______.

A．Reading Strategies

B．Think About What You Want to Know

C．Know How Deeply to Study the Material

D．How to Develop our Skills and Knowledge

Testing has replaced teaching in most public schools. My own children's school week is framed by pretests, drills, tests, and retests. They know that the best way to read a textbook is to look at the questions at the end of the chapter and then skim the text for the answers. I believe that my daughter Erica, who gets excellent marks, has never read a chapter of any of her school textbooks all the way through. And teachers are often heard to state proudly and openly that they teach to the mandated (国家指定的) state test.
Teaching to the test is a curious phenomenon. Instead of deciding what skills students ought to learn, helping students learn them, and then using some reasonable methods of assessment to discover whether students have mastered the skills, teachers are encouraged to reverse the process. First, one looks at a commercially available test. Then, one distills (提取) the skills needed not to master reading, say, or math, but to do well on the test. Finally, the test skills are taught.
The ability to read or write or calculate might infer the ability to do reasonably well on standardized tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparation for a test of a skill with the acquisition of that skill. Too many discussions of the basics of skills make this fundamental confusion because people are test-centered rather than concerned with the nature and quality of what is taught.
Recently, many schools have faced what could be called the crisis of comprehension or, in simple terms, the phenomenon of students with phonic and grammar skills still being unable to understand what they read. These students are capable of taking tests and filling in workbooks. However, they have little or no experience reading or thinking, and talking about what they read. They know the details but can't see or understand the whole. They are taught to be so concerned with grade that they have' no time or ease of mind to think about meaning, and reread things if necessary.
【小题1】As is indicated in the second paragraph, the author finds it strange that __.

A．tests are used to assess students' skills

B．skills are determined before tests are set

C．teaching is aimed to prepare students for tests

D．teachers use some reasonable methods of assessment

【小题2】The crisis of comprehension most probably results from __.

A．students' poor phonic and grammar skills

B．teaching that takes up much of students' free time

C．teaching that emphasizes details rather than the whole

D．students' lack of ability to think about what they read

【小题3】According to the author, we can infer that __.

A．the basics of skills have been discussed too much

B．the nature and quality of what is taught are fully concerned

C．skills in general are not only useless but often mislead students

D．doing well in a test does not necessarily mean acquiring the skill

___________ the chapter four times, and I finally understand the author’s theory．

试题分类