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

style=margin-top:

0px;

margin-right:

0px;

margin-bottom:

0px;

margin-left:

0px;

padding-top:

0px;

padding-right:

0px;

padding-bottom:

0px;

padding-left:

0px;

color:

rgb(0,

0,

0);

font-family:

Arial,

Helvetica,

Tahoma,

宋体,

sans-serif,

'Microsoft

YaHei';

font-size:

14px;

line-height:

28px;

text-indent:

28px;

background-color:

rgb(253,

253,

253);

style=margin-top:

0px;

margin-right:

0px;

margin-bottom:

0px;

margin-left:

0px;

padding-top:

0px;

padding-right:

0px;

padding-bottom:

0px;

padding-left:

0px;

color:

rgb(0,

0,

0);

font-family:

Arial,

Helvetica,

Tahoma,

宋体,

sans-serif,

'Microsoft

YaHei';

font-size:

14px;

line-height:

28px;

text-indent:

28px;

background-color:

rgb(253,

253,

253);