同等学力英语阅读理解及详解.doc

阅读理解Learning disabilities are very common. They affect perhaps 10 percent of all children. Four times as many boys as girls have learning disabilities.Since about 1970，new research has helped brain scientists understand these problems better. Scientists now know there are many different kinds of learning disabilities and that they are caused by many different things. There is no longer any question that all learning disabilities result from differences in the way the brain is organized.You cannot look at a child and tell if he or she has a learning disability. There is no outward sign of the disorder. So some researchers began looking at the brain itself to learn what might be wrong.In one study，researchers examined the brain of a learning-disabled person，who had died in an accident. They found two unusual things. One involved cells in the left side of the brain，which control language. These cells normally are white. In the learning-disabled person，however，these cells were gray. The researchers also found that many of the nerve cells were not in a line the way they should have been. The nerve cells were mixed together.The study was carried out under the guidance of Norman Geschwind，an early expert on learning disabilities. Doctor Geschwind proposed that learning disabilities resulted mainly from problems in the left side of the brain. He believed this side of the brain failed to develop normally. Probably，he said，nerve cells there did not connect as they should. So the brain was like an electrical device in which the wires were crossed.Other researchers did not examine brain tissue. Instead，they measured the brains electrical activity and made a map of the electrical signals.Frank Duffy experimented with this technique at Childrens Hospital Medical Center in Boston. Doctor Duffy found large differences in the brain activity of normal children and those with reading problems. The differences appeared throughout the brain. Doctor Duffy said his research is evidence that reading disabilities involve damage to a wide area of the brain，not just the left side.1. Scientists found that the brain cells of a learning-disabled person differ from those of a normal person in A. structure and function B. color and functionC. size and arrangement D. color and arrangement2. Which of the following is NOT mentioned in the passage？A. Learning disabilities may result from the unknown area of the brain.B. Learning disabilities may result from damage to a wide area of the brain.C. Learning disabilities may result from abnormal organization of brain cells.D. Learning disabilities may result from problems in the left side of the brain.3. All of the following statements are true EXCEPT that .A. many factors account for learning disorderB. a learning-disabled person shows no outward signsC. reading disabilities are a common problem that affects 10 percent of the populationD. the brain activity of learning-disabled children is different from that of normal children4. Doctor Duffy believed that .A. he found the exact cause of learning disabilitiesB. the problem of learning disabilities was not limited to the left side of the brainC. the problem of learning disabilities resulted from the left side of the brainD. the problem of learning disabilities did not lie in the left side of the brain5. According to the passage we can conclude that further researches should be made .A. to investigate possible influences on brain development and organizationB. to study how children learn to read and write，and use numbersC. to help learning-disabled children to develop their intelligenceD. to explore how the left side of the brain functions in language learning 答案解析：无学习能力的现象非常普遍。它影响了10的儿童。无学习能力的男孩的数量是女孩的四倍。大约从1970年以来，新的研究已经帮助脑科学家更好地探讨了这一问题。科学家现在了解到：有很多不同种类的无学习能力，它们由许多不同的原因引起。可以肯定的是：所有的无学习能力都是由大脑组合在一起的不同方式导致的。你不可能看一眼某个儿童就说他或她有无无学习能力症，这种疾病没有外在表现。因此，一些研究人员开始研究大脑本身，以便了解哪个部位出了什么问题。在一项研究中，研究人员检查了一个死于意外事故的无学习能力者的大脑。他们发现了两件不寻常的事情。一件是与大脑左半部的细胞有关的，这些细胞控制语言，这些细胞在正常情况下是白色的。然而，这个无学习能力者的细胞却是灰色的。研究人员还发现，许多神经细胞并没有按照它们应该的方式排成一条直线，而是交织在一起。这项研究是在诺尔曼盖茨维德的指导下进行的，他是一个早期研究无学习能力的专家。盖茨维德医生指出，无学习能力主要是由于大脑左半部出现问题造成的。他认为，大脑的这半部分没有正常发育。他说，神经细胞没有按照它们应该的方式连接起来。所以，大脑就像一个线路交叉在一起的电子设备。其他研究人员没有对脑部组织进行研究。相反，他们检测了脑部的电子活动，并绘制了一幅电子信号图。弗兰克达菲在波士顿的儿童医院医学中心用这种技术进行了试验。他发现，正常儿童与那些无学习能力的儿童的脑部活动有很大差异。这些差异遍布大脑。达菲医生说，他的研究证实：无学习能力与大脑许多部位的损伤有关，而不只是与大脑的左半部有关。1. 【正确答案】D【考点类型】细节判断【解析过程】科学家们发现，没有学习能力的人的大脑细胞和一个正常人的大脑细胞的不同在于。A. 结构和功能 B. 颜色和功能C. 大小排序 D. 颜色和排序线索1：文章的第3段提到“These cells normally are white. In the learning-disabled person，however，these cells were gray.”线索2：文章的第3段提到“The researchers also found that many of the nerve cells were not in a line the way they should have been. The nerve cells were mixed together.”通过线索1和线索2的理解，我们可以判断正确答案应该是选项D.2. 【正确答案】A【考点类型】细节判断【解析过程】下面哪句话是文章没有提到的？A. 无学习能力可能是由于大脑不被人认知的部位造成的。B. 无学习能力可能是由于大脑许多部位受到伤害造成的。C. 无学习能力可能是由于脑细胞的不正常组织造成的。D. 无学习能力可能是由于大脑左侧的问题。线索1：文章的第7段提到“that reading disabilities involve damage to a wide area of the brain，not just the left side.”表明B在原文中明确提到。线索2：文章的第3段提到“. nerve cells were mixed together.”表明选项C在文章中出现。线索3：文章的第5段提到“Doctor Geschwind proposed that learning disabilities resulted mainly from problems in the left side of the brain.”表明选项D在原文中明确提到。只有选项A在原文中没有提到。3. 【正确答案】C【考点类型】细节排除【解析过程】下面哪句是不正确的？A. 许多因素导致了无学习能力。B. 一个没有学习能力的人不会向外展示信号。C. 无学习能力是一个常见的问题，影响全部人口的10%。D. 没有学习能力的孩子大脑的活动和正常孩子的大脑活动不同。线索：文章的第1段提到“They affect perhaps 10 percent of all children.”很清楚是占据了所有孩子的10%，所以选项C是错误答案。A选项在原文的第2段“.and that they are caused by many different things.”明确提到。B选项在原文第3段“There is no outward sign of the disorder.”明确提到。D选项在原文第4段“They found two unusual things.”明确提到。4. 【正确答案】B【考点类型】细节判断【解析过程】达菲医生认为： 。A. 他发现了无学习能力的确切原因B. 无学习能力的问题并不仅仅限于大脑的左侧C. 无学习能力的问题来自于大脑的左侧D. 无学习能力的问题不位于大脑的左侧线索：文章的最后一段提到“Doctor Duffy said his research is evidence that reading disabilities involve damage to a wide area of the brain，not just the left side.”表明选项B是正确答案。选项C在文章中第4段提到了，但不是达菲说的。5. 【正确答案】A【考点类型】细节判断【解析过程】根据文章，我们可以得出结论：进一步的研究将应该 。A. 调查可能影响大脑发展和组织的因素B. 去研究孩子们是如何学习读书和习字，并且使用数字C. 帮助无学习能力的孩子发展他们的智力D. 去探索大脑的左半部分在语言学习时发挥的功能这篇短文所涉及的内容主要是关于无学习能力的人的大脑的发展和组织结构，所以选项A是正确答案。Visual impairment（视觉障碍）carries with it a reduced or restricted ability to travel through ones physical and social environment until adequate orientation and mobility skills have been established. Because observational skills are more limited，self-control within the immediate surroundings is limited. The visually impaired person is less able to anticipate hazardous situations or obstacles to avoid.Orientation refers to the mental map one has of ones surroundings and to the relationship between self and that environment. The mental map is best generated by moving through the environment and piecing together relationships，object by object，in an organized approach. With little or no visual feedback to reinforce this mental map，a visually impaired person must rely on memory for key landmarks and other clues. Landmarks and clues enable visually impaired persons to affirm their position in Space.Mobility，on the other hand，is the ability to travel safely and efficiently from one point to another within ones physical and social environment. Good orientation skills are necessary to good mobility skills. Once visually impaired students learn to travel safely as pedestrians（行人）they also need to learn to use public transportation to become as independent as possible.To meet the expanding needs and demands of the visually impaired person，there is a sequence of instruction that begins during the preschool years and may continue after high school. Many visually impaired children lack adequate concepts regarding time and space or objects and events in their environment. During the early years much attention is focused on the development of some fundamental concepts，such as inside or outside，in front of or behind，fast or slow，movement of traffic，the variety or intersections，elevators or escalators，and so forth. These concepts are essential to safe，efficient travel through familiar and unfamiliar settings，first within buildings，then in residential neighborhoods，and finally in business communities.6. How can we increase the visually impaired persons ability to travel through his physical and social environment？A. By helping him develop adequate orientation and mobility skills.B. By teaching him to learn observational skills.C. By warning him of hazardous situations or obstacles.D. By improving his visual ability.7. The visually impaired persons position in space .A. is not determined by memory but by physical landmarks and cluesB. is located in relation to other items in his mental mapC. enables him to construct the mental mapD. reinforces the mental map of his surroundings8. Mobility skills which the visually impaired person is learning refer to the ability .A. to travel as a dependent touristB. to travel as a pedestrian and a passengerC. to travel as a pedestrian with a companyD. to travel within the safe physical and social environment9. In the passage，the author insists that .A. visually impaired children go to school for survivalB. the needs and demands of visually impaired children expandC. visually impaired children acquire the fundamental concepts for safe mobilityD. preschool children receive the instruction in the concepts of time and space or objects and events10. What is the author mainly talking about in the passage？A. Visual impairment and memory.B. The visually impaired persons physical and social environment.C. Mental development of the visually impaired person.D. Orientation and mobility of the visually impaired person.答案解析：有视觉障碍的人如果没有掌握足够的定位和移动技能，他们在自然和社会环境中的行走能力会减弱或受到限制。因为在临近的环境中的自控能力受到限制，观察能力就更加受到限制，有视觉障碍的人不能预见应该避免的危险情况或障碍。定位指的是一个人根据自己周围的环境以及他自身与这一环境的关系在大脑中形成的一张脑部图。通过在环境中移动，将环境中各个物体之间的关系一个一个地联系起来，就能够最好地形成这种脑部地图。很少或根本没有视觉反馈来加强这种脑部地图的话，有视觉障碍的人就必须依靠对关键性地标的记忆和其他线索。地标和线索使有视觉障碍的人能够确定他的位置和空间。另外，移动指的是一个人在自然和社会环境中安全、有效地从一点向另一点行走的能力。良好的定位技能对良好的移动技能是必要的。一旦有视觉障碍的学生学会像行人一样安全行走，他还需要学会使用公共交通工具，以便尽可能地独立。为了满足有视觉障碍者不断增长的需求，人们制订了一系列的培训计划，这种培训开始于学前阶段并持续到中学毕业。许多有视觉障碍的儿童对其环境中的空间或物体以及事件缺少适当的概念。在早期阶段，培训的重点应该放在一些基本概念的学习上，比如里或外、前或后、交通工具运行得快或慢、线路变化或交叉路口、电梯或自动扶梯等。这些概念对安全、有效地穿行于熟悉或不熟悉的环境至关重要，首先是有关建筑物内的概念，然后是有关其住宅区附近的概念，最后是有关商业区的概念。6. 【正确答案】A【考点类型】细节判断【解析过程】我们如何能帮助那些有视觉障碍的人提高他们在周围的环境中的能力？A. 帮助他们发展充分的定位和移动的技能。B. 教给他们学习观察的技能。C. 警告他们危险的环境和障碍。D. 提高他们的视觉能力。线索：文章的第1段提到“Visual impairment（视觉障碍）carries with it a reduced or restricted ability to travel through ones physical and social environment until adequate orientation and mobility skills have been established.”表明A是正确答案。选项B和选项C是问题产生的原因，而不是解决该问题的办法。7. 【正确答案】B【考点类型】细节判断【解析过程】有视觉障碍的人在空间的位置 。A. 不是被记忆力而是被身体特征和线索所决定B. 通过他脑部图中的其他事物关系定位C. 使他能够形成脑部图D. 强化他有关周围环境的脑部图线索：文章的第2段提到“Orientation refers to the mental map one has of ones surroundings and to the relationship between self and that environment. The mental map is best generated by moving.”表明选项B是正确答案。选项A和原文的第2段“.a visually impaired person must rely on memory for key landmarks and other clues. Landmarks and clues.”相反。8. 【正确答案】D【考点类型】细节判断【解析过程】有视觉障碍的人学习的移动技能指的是 。A. 作为一个独立旅行家旅行的技能B. 作为一个行人和乘客行走的能力C. 作为一个带同伴的行人行走的能力D. 在安全的自然和社会环境下行走的能力线索：文章的第3段提到“Mobility，on the other hand，is the ability to travel safely and efficiently from one point to another within ones physical and social environment.”表明选项D是正确答案。9. 【正确答案】D【考点类型】细节判断【解析过程】本文作者强调 。A. 有视觉障碍的孩子为了生存应该上学B. 视觉上的需求损害了儿童的发展C. 有视觉障碍的人获得基本的安全移动的概念D. 学龄前的儿童应该得到有关时间、空间或事物等概念的培训线索：文章的第4段提到“.These concepts are essential to safe，efficient travel through familiar and unfamiliar settings.”表明选项D是正确答案。10. 【正确答案】D【考点类型】主旨判断【解析过程】本文作者主要谈论的是 。A. 视觉障碍和记忆力B. 视觉障碍的人的自然和社会环境C. 视觉障碍的人的智力发展D. 有视觉障碍的人的定位和移动从整体上看，文章讨论了视觉障碍的人的方位确定和移动。Lateral thinking（迂回思维），first described by Edward de Bone in 1967，is just a few years older than Edwards son. You might imagine that Caspar was raised to be an adventurous thinker，but the de Bone was so famous，Caspars parents worried that any time he would say something bright at school，his teachers might snap，“Where do you get that idea from？”“We had to be careful and not overdo it.”Edward admits. Now Caspar is at Oxford-which once looked unlikely because he is also slightly dyslexic（诵读困难）. In fact，when he was applying to Oxford，none of his school teachers thought he had a chance.“So then we did several thinking sessions,”his father says，“using my techniques and，when he went up for the exam，he did extremely well.”Soon after，Edward de Bone decided to write his latest book，“Teach Your Child How to Think”，in which he transforms the thinking skills he developed for brain-storming businessmen into informal exercises for parents and children to share.Thinking is traditionally regarded as something executed in a logical sequence，and everybody knows that children arent very logical. So isnt it an uphill battle，trying to teach them to think？“You know，”Edward de Bone says，“if you examine peoples thinking，it is quite unusual to find faults of logic. But the faults of perception are huge！Often we think ineffectively because we take too limited a view.”“Teach Your Child How to Think”offers lessons in perception improvement，of clearly seeing the implications of something you are saying and exploring the alternatives.11. What is TRUE about Caspar？A. He first described lateral thinking.B. He is often scolded by his teacher.C. He is Edwards son.D. He is an adventurous thinker.12. Caspar succeeded in applying to Oxford because A. he used in the exam the techniques provided by his fatherB. he read the book“Teach Your Child How to think”before the examC. he was careful and often overworkedD. all of his school teachers thought he had a chance13. It can be inferred from Paragraph 2 that Edward .A. was prompted to study lateral thinking because his son was slightly dyslexicB. once taught businessmen how to think before he wrote for parents and childrenC. was likely to improve childrens logic with his bookD. gave a description of lateral thinking several years after his son was born14. According to Paragraph 3，which of the following statements expresses Edward de Bones view？A. We often think ineffectively because we take too limited a view.B. Thinking is traditionally regarded as something executed in a logical sequence.C. Everybody knows that children arent very logical.D. It is an uphil