题目内容
10.There is a popular belief that goldfish only have a three-second memory.But a 15-year-old schoolboy from Adelaide has just finished an experiment(实验) to tell us that it is not true.He shows everybody that the goldfish is smarter than we think."I don't believe that they had a three-second memory because animals need their memory,so they build up over time a knowledge of where the food is,"said Roy Stokes,a student at the Australian Science and Mathematics School.
He did the experiment in small tank(鱼缸) of goldfish."I decided to get a bit of red Logo and just feed them next to that.Every day I'd put it in and spread food around it."He said.
"At first they were a bit scared of it,but by the end of the three weeks,they were actually almost coming before I put the food in."
After leaving the fish alone for a week,Rory placed the red Logo block in the tank again.
"They remembered perfectly well,"he said.
"They actually had a time faster than the average of the three feeds before I left."
The goldfish showed that not only could they store information,they also had the ability to get it back as a later date.
Culum Brown,a research fellow at Sydney's Macquarie University,has studied fish behavior for more than ten years.
He says his studies of Australian native fish show fish were intelligent creatures that know how to avoid enemies and catch food like any other animal.
"The thing that I really liked about Rory's experiment is he not only got that classical conditioning going but the fact that he could get them next just to that specific coloured market.I thought it was really good."He said.
36.Rory began his research byD.
A.discussing with his classmates
B.making friends with goldfish
C.asking his teacher for advice
D.questioning a popular belief
37.Rory put a red Logo in the tank toA.
A.connect food with the color
B.make the tank nicer to look at
C.feed the fish at the same place
D.give the fish something to play with
38.What's the right order of Rory's experiment?B
| a.find a tank of goldfish b.feed the fish next to the Logo c.leave the goldfish alone for a week | d.take out the Logo e.put a red Logo into the tank f.put the Logo back into the tank |
39.What do the last three paragraphs tell us?A
A.Rory's research was highly praised by experienced experts.
B.Rory's experiment failed to meet the scientific standard.
C.Many scientists had already done the experiment before.
D.Fish are the cleverest animal in Australia.
40.What can we learn from the story?B
A.Fish can become smarter with the help of red color.
B.What everybody believes is not necessarily true.
C.Scientists should learn from middle school students.
D.Young people are generally smarter than aged ones.
分析 文章大意:这是一篇日常生活类阅读,短文主要陈述了一个15岁的男孩做了个实验,来证明金鱼的记忆并不是只有3秒这个大众所相信的理论,告诉我们每个人都相信的事也不一定就是正确的.
解答 36.答案:D.细节理解题.根据第一句There is a popular belief that goldfish only have a three-second memory.But a 15-year-old schoolboy from Adelaide has just finished an experiment(实验) to tell us that it is not true.人们都相信金鱼只有3秒钟的记忆,但Adelaide的一个15岁的男孩做了个实验,告诉我们那不是正确的.可知,Rory做实验是因为质疑一个流行的说法.故选D.
37.答案:A.细节理解题.根据第三段I decided to get a bit of red Logo and just feed them next to that.Every day I'd put it in and spread food around it我决定放进一个红色的标志,然后只在它周围喂它们.每天我都这么做.可知,他是为了将红色标志和食物联系起来.故选A.
38.答案:B.细节理解题.a找到金鱼缸.b在红色标志旁喂鱼.c离开金鱼一星期.d拿出标志.e把一个红色的标志放入鱼缸.f把标志放回鱼缸里.根据第三段的顺序He did the experiment in small tank(鱼缸)of goldfish;他用个鱼缸做实验,I decided to get a bit of red Logo and just feed them next to that.先放进去一个红色的标志,仅仅喂靠着红色标志的附近的金鱼;After leaving the fish alone for a week,Rory placed the red Logo block in the tank again.把红色的标志拿走,让金鱼单独呆一周的时间,再把红色的标志放回缸里.故正确顺序是aebdcf,选B.
39.答案:A.段落大意题.根据最后一段研究金鱼的专家的话"The thing that I really liked about Rory's experiment…I thought it was really good.我真的很喜欢Rory的实验…我觉得它很好."可知,最后三段专家称赞了Rory的实验,故选A.
40.答案:B.推理判断题.根据第一段There is a popular belief that goldfish only have a three-second memory.But a 15-year-old schoolboy from Adelaide has just finished an experiment(实验) to tell us that it is not true.可知,文章主要陈述了一个15岁的男孩做了个实验,来证明金鱼的记忆并不是只有3秒这个大众所相信的理论,告诉我们每个人都相信的事也不一定就是正确的,故选B.
点评 阅读题型,要注重句子与句子之间、段落与段落之间逻辑关系以及对篇章的整体理解.根据所给问题选择正确选项完成试题.
| A. | How | B. | How old | C. | What | D. | When |
| main First Found in American Countries They're in the family of plants that includes morning glories(牵牛花)and are in a different family than yams(山药).Yams are from Africa and are more closely related to lilies(百合花). | A 5000-Year-Old Food When Christopher Columbus arrived in American countries in the 15th century,sweet potatoes were already a main crop.He took some with him back to Spain and by the 16th century,gardens all over Europe were growing them. |
| A Healthy Choice White potatoes may be cheaper than sweet potatoes but sweet potatoes have more nutritonal(营养的)value.Also,white potatoes can lead to blood sugar problem and some other health problems. | Health Facts ◆A Rich Source of Beta-Carotene(β-胡萝卜素) This powerful Beta-Carotene gives sweet potatoes their yellow,gold,or orange coloring and changes to vitamin A in your body.It's thought to reduce the risk of certain types of cancer and provide protection against heart disease. ◆High in Fiber(纤维),Low in Fat Sweet potatoes are high in fiber which is great for health.Also,they contain very little fat. |
A.Sweet potatoes were first found in Africa.
B.The family of sweet potatoes includes yams.
C.Sweet potatoes are from American countries.
D.Sweet potatoes are closely related to lilies.
32.From the passage we know thatA.
A.sweet potatoes have a history of 5000 years
B.Columbus was the first to find sweet potatoes
C.white potatoes are cheaper but more valuable
D.sweet potatoes often cause health problems
33.Sweet potatoes are good to people because they are rich inD.
A.fat
B.vitamin A
C.sugar
D.Beta-Carotene.
| 主题 | 做"美德少年",创文明城市 |
| 内容 | 待人方面:尊老爱幼,友好互助 言谈方面:语言文明,耐心倾听 出行方面:遵守交规,主动礼让 |
| 你的观点 | 联系实际,谈谈你的观点(至少两点) |
文中不得提及有关考生的个人的身份的任何信息,如:校名,人名等.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________
| A. | take out | B. | set out | C. | cut out | D. | blow out |
| A. | a; the | B. | the;/ | C. | the; the | D. | /; the |