江西省2020屆高三英語(yǔ)二輪專項(xiàng)訓(xùn)練閱讀理解(63)

1、江西省2020屆高三英語(yǔ)二輪專項(xiàng)訓(xùn)練：閱讀理解（63）AJeremy Wirick, 9, has bee n back in school for less tha n two mon ths, buthe has already hnd several asthma （ 哮喘）attacks. A rece nt attack happe nedon October 2, after he pushed himself too hard in gym class. Running, powerwalking, jogging and push-ups took their toll. Wh

2、en Jeremy gothome an houror two later, he was out of breath. He n eeded to use a n ebulizer, a mach ine that helps send medici ne quickly to the lun gs, to get his breath ing back to no rmal.Asthma attacks like Jeremy in crease in September and October. More tha n six times as many asthma sufferers

3、who are elementary-school age need hospital treatment in the fall as in the summer.Experts believe many factors can con tribute to back-to-school asthma.Kids get together in close space, they start passing viruses around. A viral infection can cause an asthma attack. There are also certain fall alle

4、rgies （過(guò)敏癥）that can cause attacks. Exercise is another commoncause of an attack. Besides, the stress of school can make asthma worse.Parents can play a big role in helping kids with asthma start the school year right. Dawne Gee ' s 10 -year-old son, Alexander, has had asthma since he was a baby.

5、 Before the school year starts, she tells school workers in writing about her son ' s asth ma.The Gees live in Kentucky, which has passed laws allowing students tocarry their asthma medication （藥物治療）with them at school. Alexander ' smommakessure he has his in haler （人工呼吸器）with him whe nhe go

6、es to school and that he keeps it on hand at all times. In Delaware, where Jeremy lives, kids are allowed to carry their in halers at school.The American Lung Association says that about 6.2 million American children suffer from asthma. Asthma is the chronic （ 慢性） illness that causes students to mis

7、s the most days of school. There are many things that schools can do to help students control their asthma.1. The passage mainly deals with .A. how to prevent and treat Asthma B. what asthma is and its symptomsC. the side-effects asthma has on kids D. the causes of asthma and its treatment2. By sayi

8、ng “Running, power walking, jogging and push -ups took their toll ” in Paragraph 1, the writer means that .A. physical exercise affected their healthB. physical exercise gave them a deep thoughtC. asthma attacks made them like physical exerciseD. asthma attacks could be cured through physical exerci

9、se3. Which of the following statements is NOT supported by the passage?A. Kids are likely to suffer asthma attacks in the fall.B. Stress can add to the risk of asthma attacks.C. Medical officials should be blamed for asthma attacks.D. asthma attacks will need necessary medical treatment.4. The passa

10、ge lists many factors that cause asthma attacks exceptA. a viral infectionB. unhealthy habitsC. certain fallallergies D. physical exercise5. The following paragraph is probably going to talk about A. the effects asthma has on students B. a survey on students with asthmaD. further understandingC. tip

11、s on asthma for schoolsof asthmaB1 Children start out as natural scientists, eager to look into the world around them. Helping them enjoy science can be easy; there's no need fora lot of scientific terms or expensive lab equipment. You only have to share your children 's curiosity. Firstly,

12、listen to their questions. I once visited a classroom of seven-year-olds to talk about science as a job. The children asked me“textbook questions ” about schooling, salary and whether I liked myjob. WhenI finished answering, wesat facing one another in silence. Finally I said,“Now that we 're fi

13、nished with your lists, do you havequestions of your own about science? ”2 After a long pause, a boy raised his hand,“Have you ever seen agrasshopper （ 蚱蜢 ） eating? When I try eating leaves like that, I get a stomachache. Why?”3 This began a set of questions that lasted nearly two hours.4 Secondly,

14、give them time to think. Studies over the past 30 years have shown that, after asking a question, adults typically wait only one second or less for an answer, no time for a child to think. When adults increase their “wait time ” to three seconds or more, children give more logical, complete and crea

15、tive answers.5 Thirdly, watch your language. Once you have a child involved in a science discussion, don 't jump in with “That ' s right ” or “Very good” These words work well when it comesto encouraging good behavior （行為）. But in talking about science, quick praise can signal that discussio

16、ns is over. Instead, keep things going by saying, “That's interesting ” or “I'd never thought of it that way before”, or coming up with more questions or ideas.6 Never push a child to “Think ”. It doesn 't' make sense, childrenare always thinking, without your telling them to. What&#

17、39;s more, this canturn a conversation into a performance. The child will try to find the answer you want, in as few words as possible, so that he will be a smaller target （目標(biāo)） for your disagreement.7 Lastly, show; don 't tell. Real -life impressions of nature are far more impressive than any le

18、sson children can learn from a book or a television program. Let children look at their fingertips through a magnifying glass （放大鏡）, and they 'll understand why you want them to wash before dinner. Rather than saying that water evaporates （蒸發(fā)）, set a pot of water to boiland let them watch the wa

19、ter level drop.6. According to the passage, children are natural scientists, and to raise their interest, the most important thing for adults to do is .A. to let them see the world aroundB. to share thechildren 's curiosityC. to explain difficult phrases about scienceD. to supply the children wi

20、th lab equipment7. In the last sent ence of the first paragraph, the word “l(fā)ists ” could best be replaced by .A. questions from textbooksB. any problemsC. any questions D. any number of questions8. According to the passage, children can answer questions in a more logical, complete and creative way i

21、f adults .A. ask them to answer quicklyB. wait for one to two seconds after a questionC. tell them to answer the next day.D. wait at least for three seconds after a question9. In Which of the following paragraph（s） does the author tell us whatto say to encourage children in a science discussion?A. T

22、he second and the third. B. The fourth and the fifth.C. The fifth and the sixth. D. The seventh.10. The author mentions all of the following techniques for adults to share with their children's curiosity except that adults should .A. tell their children stories instead of reciting facts.B. offer

23、 their children chances to see things for themselvesC. be patient enough when their children answer questionsD. encourage their children to ask questions of their ownCLong bus rides are like televisionshows. They have a beginning, a middle,and an end with commercials （ 商業(yè)廣告 ） thrown in every three o

24、f four minutes. The commercials are unavoidable. They happen whether you want them or not. Every couple or minutes a billboard glides by outside the bus window.“ BuySuper Clean Toothpaste. ” “Drink Good Wet Root Beer.” “Fill up withPacific Gas. ” Only if you sleep, which is equal to turning the tele

25、vision set off, are you spared the unending cry of“You Need It! Buy It Now! ”The beginning of the ride is comfortable and somewhat exciting,even ifyou' ve traveled that way before. Usually some things have cha nged- newhouses, new buildings, sometimes even a new road. The bus driver has a style

26、of driving and it ' s fun to try to figure it out the first hour or so. If the driver is particularly reckless （魯莽的） or daring, the ride can be asthrilling as a suspense story. Will the driver pass the truck in time? Will the driver moveinto the right or the left hand lane? After a while, of cou

27、rse, the excitement dies down. Sleeping for a while helps pass the middle hours of the ride. Food always makes bus rides more interesting. But you' ve gotto be careful of what kind of food you eat. Too much saltyfood can make youvery thirsty between stops.The end of the ride is somewhatlike the

28、beginning. You know it will soon be over and there 's a kind of expectation and excitement in that. The seat, of course, has become harder as the hours have passed. By now you' ve satwith your legs crossed, with your hands in your lap, with your hands on the armrest or even with your hands c

29、rossed behind your head. The end comes just at the right time. There are just no more ways to sit.11. According to the passage, what do the passengers usually see when they are on a long bus trip?A. Buses on the road.B. Films on television.C. Advertisements on the billboards. D. Gas stations.12. Wha

30、t is the purpose of this passage?A. To give the writer's opinion about long bus trips.B. To persuade you to take a log bus trip.C. To explain how bus trips and television shows differ.D. To describe the billboards along the road.13. The writer of this passage would probably favor .A. bus drivers

31、 who aren 't recklessB. driving aloneC. a television set on the bus D. no billboards along the road14. The writer feels long bus rides are like TV shows because .A. the commercials both on TV shows and on billboards along the road are funB. they both have a beginning, a middle, and an end, with

32、commercials in betweenC. the drivers are always reckless on TV shows just as they are on busesD. both traveling and watching TV are not exciting15. The writer thinks that the end of the ride is somewhat like thebegi nning because both are.A. bori ngB. comfortableC. tiri ngD.excit ingDLan guage lear

33、ning beg ins with liste ning. Childre n are greatly Childre nare greatly different in the amount of listening they do before they startspeak ing, and later starters are ofte n long liste ners. Most childre n will“obey” spoken instructions sometime before they can speak, though the word“obey” is hard

34、ly accurate as a description of the eager and delightedcooperation usually shown by the child. Before they can speak, manychildren will also ask questio ns by gesture and by making questi oning no ises.Any attempt to study the development from the noises babies make to their first spoken words leads

35、 to considerable difficulties. It is agreed that they enjoy making no ises, and that duri ng the first few mon ths one or two no ises sort themselves as particularly expressive as delight, pain, frien dli ness, and so on. But since these can ' t be said to show the baby ' s intention to comm

36、unicate, they can hardly be regarded as early forms of Ianguage. It is agreed, too, that from about three mon ths they play with sounds for enjoyme nt, and that by six mon ths they are able to add new words to their store. This self-imitatio n （模仿）leads on to deliberate （ 有意的）imitatio n of soundsmad

37、e or words spoke n to them by other people. The problem the n arises as to the point at which one can say that these imitati ons can be con sidered as speech.It is a problem wen eed to get our teeth in to. The meaning of a word depe nds on what a particular person means by it in a particular situati

38、on and it is clear that what a child meansby a word will change as he gains more experienee of the world. Thus the use, at seve n mon ths,of “ mama as a greet ingfor his mother cannot be dismissed as a meaningless sound simply because he also uses it at other times for his father, his dog, or anything else he likes.Playful and meaningless imitation of what other people say continues afterthe child has begun to speak for himself. I doubt, however, whether anything is gained when parents take advantage of this ability in an attempt to teach new sounds