1、阅读同步练习试卷 39及答案与解析 一、 Part III Reading Comprehension (40 minutes, 40 points) Directions: There are 4 passages in this part. Each of the passages is followed by 5 questions or unfinished statements. For each of them there are 4 choices marked A, B, C and D. Choose the best one and mark your answer on
2、the ANSWER SHEET with a single line through the center. 0 Benjamin Franklin was Americas first internationally famous swimmer and swimmer teacher. As a boy Franklin lived in Boston, on the coast of the Atlantic Ocean. There, during the warm summers he learned to swim. In 1717, at the age of 11, he t
3、ried out an early invention, which may well have been the first swim fins (鱼鳍 ) such as scuba (自携式水中呼吸器 ) divers use today. He made the fins by fitting a kind of web-shaped wooden sandal to the soles of his feet. He soon realized, however, that his swimming kick was linked to the inside of his foot
4、and ankle as well as to the sole. As it turned out, Franklins “flippers“ were one of his least successful inventions. Franklin was always interested in getting the fullest enjoyment from life. While flying a kite one day he had another idea. Wanting to amuse himself with the kite and still swim, he
5、lay on his back, held the kites stick in his hands and was carried along the surface of the water. (Although he often swam in Boston Harbor afterwards, Ben never again tried this method of travel. This was a pity, for if he had worn those wooden sandals while being pulled along by the kite, he might
6、 have become the worlds first water-skier. ) Franklin continued to be a powerful swimmer, and once, during a long stay in London, he swam more than three miles down the Thames River. Not content with enjoying the sport, he studied manuals on swimming strokes and taught himself to do stunts (绝技、惊险动作
7、) in the water. He even considered opening a swimming school in London, but instead returned to Philadelphia and other pursuits. When he founded the University of Pennsylvania in 1740, he introduced the first compulsory college swim program. Franklins support for swimming may have come from his beli
8、ef that even ones leisure should be employed usefully. The overweight Franklin considered swimming a reducer of fatty tissue. His accomplishments in this sport were recognized in 1969, when he, along with 14 Olympic swimming champion, was introduced into the newly established “Swimming Hall of Fame“
9、 at Fort Lauderdale, Florida. 1 Which of the following is the best title for this passage? （ A） Franklin, the Famous Swimming Teacher. （ B） Franklin, the Great Inventor. （ C） Franklin, the Founder of Swimming Schools. （ D） Franklin, the Well-known Swimmer. 2 Franklin did all the following things EXC
10、EPT that_. （ A） he opened a swimming school when he was in London （ B） he invented the first swim flippers in Boston （ C） he almost became the worlds first water-skier （ D） he swam in order to lose his weight later 3 What does the word “manual“ mean in the fourth paragraph? （ A） Keyboard of an organ
11、, played with the hands. （ B） Natural or artificial fertilizer. （ C） Handbook or textbook. （ D） List of courses at a meal. 4 Franklins achievements in swimming_. （ A） were recognized when he was still alive （ B） were recognized after his death （ C） were recognized as soon as he became an Olympic swi
12、mming champion （ D） are still not worldwide recognized 5 Whats the authors attitude toward Franklin? （ A） Compliment. （ B） Complaint. （ C） Objection. （ D） Criticism. 5 In the USA, 85% of the population over the age of 21 approve of the death penalty. In the many states which still have the death pen
13、alty, some use the electric chair, which can take up to 20 minutes to kill, while others use gas or lethal injection. The first of these was the case of Ruth Ellis who was hanged for shooting her lover in what was generally regarded as a crime of passion. The second was hanged for murders which, it
14、was later proved, had been committed by someone else. The pro-hanging lobby (赞成极刑的院外活动集团 ) uses four main arguments to support its call for the reintroduction of capital punishment. First there is the deterrence theory, which argues that potential murderers would think twice before committing the ac
15、t if they knew that they might die if they were caught. The armed bank robber might, likewise, go back to being unarmed. The other two arguments are more suspect. The idea of retribution demands that criminals should get what they deserve: if a murderer intentionally set out to commit a crime, he sh
16、ould accept the consequences. Retribution, which is just another word for revenge, is supported by the religious doctrine of an eye for an eye and a tooth for a tooth. The arguments against the death penalty are largely humanitarian (人道主义的 ). But there are also statistical reasons for opposing it; t
17、he deterrence figures do not add up. In Britain, 1903 was the the record year for executions and yet in 1904 the number of murders actually rose. There was a similar occurrence in 1946 and 1947. If the deterrence theory were correct, the rate should have fallen. The other reasons to oppose the death
18、 penalty are largely a matter of individual conscience and belief. One is that murder is murder and that the state has no more right to take a life than the individual. The other is that Christianity advises forgiveness, not revenge. 6 All of the following death penalty methods are mentioned in the
19、passage EXCEPT_. （ A） the electric chair （ B） the lethal injection （ C） the poisonous gas （ D） the shooting 7 According to the first four paragraphs, which of the following statements is NOT correct? （ A） Ruth Ellis was shot by his lover, which was regarded as a crime of passion. （ B） The death pena
20、lty may help the potential murderers to arouse moral awareness. （ C） The intentional murderer should eat his own bitter fruit. （ D） According to the religious doctrine, punishment should be as severe as the injury suffered. 8 In Para. 3, “deterrence“ means_. （ A） proclamation （ B） protest （ C） preve
21、ntion （ D） protection 9 We can learn from the last paragraph that_. （ A） neither the state nor the individual has the right to take a life （ B） the state has the right to take a life but the individual does not （ C） the death penalty has nothing to do with individual conscience and belief （ D） the d
22、eterrence figures have added up and the execution rate has fallen 10 The passage is mainly about_. （ A） the argument in favor of the death penalty （ B） the argument against the death penalty （ C） the argument about the abolition of the death penalty （ D） the argument about the reintroduction of the
23、death penalty 10 Cyberspace (网络空间 ), data superhighways, multi media for those who have seen the future , the linking of computers, television and telephones will change our lives for ever. Yet for all the talk of a forthcoming technological utopia (乌托邦 ) little attention has been given to the impli
24、cations of these developments for the poor. As with all new high technology, while the West concerns itself with the “how“, the question of “for whom“ is put aside once again. Economists are only now realizing the full extent to which the communications revolution has affected the world economy. Inf
25、ormation technology allows the extension of trade across geographical and industrial boundaries, and transnational corporations take full advantage of it. Terms of trade, exchange and interest rates and money movements are more important than the production of goods. The electronic economy made poss
26、ible by information technology allows the haves to increase their control on global markets with destructive impact on the have-nots. For them the result is instability, developing countries which rely on the production of a small range of goods for export are made to feel like small parts in the in
27、ternational economic machine. As “futures“ (期货 ) are traded on computer screens, developing countries simply have less and less control of their destinies. So what are the options for regaining control? One alternative is for developing countries to buy in the latest computers and telecommunications
28、 themselves so-called “development communications“ modernization. Yet this leads to long-term dependency and perhaps permanent constraint on developing countries economies. Communications technology is generally exported from the US, Europe or Japan; the patents, skills and ability to manufacture re
29、main in the hands of a few industrialized countries. It is also expensive, and imported products and services must therefore be bought on credit credit usually provided by the very countries whose companies stand to gain. Furthermore, when new technology is introduced there is often too low a level
30、of expertise to exploit it for native development. This means that while local elites, foreign communities and subsidiaries of transnational corporations may benefit, those whose lives depend on access to the information are denied it 11 From the passage we know that the development of high technolo
31、gy is in the interests of （ A） the rich countries （ B） scientific development （ C） the elite （ D） the world economy 12 It can be inferred from the passage that_. （ A） international trade should be expanded （ B） the interests of the poor countries have not been given enough consideration （ C） the exp
32、orts of the poor countries should be increased （ D） communications technology in the developing countries should be modernized 13 Why does the author say that the electronic economy may have a destructive impact on developing countries? （ A） Because it enables the developed countries to control the
33、international market. （ B） Because it destroys the economic balance of the poor countries. （ C） Because it violates the national boundaries of the poor countries. （ D） Because it inhibits the industrial growth of developing countries. 14 The development of modern communications technology in develop
34、ing countries may_. （ A） hinder their industrial production （ B） cause them to lose control of their trade （ C） force them to reduce their share of exports （ D） cost them their economic independence 15 The authors attitude toward the communications revolution is_. （ A） positive （ B） critical （ C） in
35、different （ D） tolerant 15 Seventeenth-century houses in colonial North America were simple structures that were primarily functional, carrying over traditional designs that went back to the Middle Ages. During the first half of the eighteenth century, however, houses began to show a new elegance. A
36、s wealth increased, more and more colonists built fine houses. Since architecture was not yet a specialized profession in the colonies, the design of buildings was left either to amateur designers or to carpenters who undertook to interpret architectural manuals imported from England. Inventories of
37、 colonial libraries show an astonishing number of these handbooks for builders, and the houses erected during the eighteenth century show their influence. Nevertheless, most domestic architecture of the first three-quarters of the eighteenth century displays a wide divergence of taste and freedom of
38、 application of the rules laid down in these books. Increasing wealth and growing sophistication throughout the colonies resulted in houses of improved design, whether the material was wood, stone, or brick. New England still favored wood, though brick houses became common in Boston and other towns,
39、 where the danger of fire gave an impetus (推动 ,促进 ) to the use of more durable material. A few houses in New England were built of stone, but only in Pennsylvania and adjacent areas was stone widely used in dwellings. An increased use of brick in houses and outbuildings is noticeable in Virginia and
40、 Maryland, but wood remained the most popular material even in houses built by wealthy landowners. In the Carolinas, even in closely packed Charleston, wooden houses were much more common than brick houses. Eighteenth-century houses showed great interior improvements over their predecessors. Windows
41、 were made larger and shutters removed. Large, clear panes replaced the small leaded glass of the seventeenth century. Doorways were larger and more decorative. Fireplaces became decorative features of rooms. Walls were made of plaster or wood, sometimes elaborately (精心地，精巧地 ) paneled (镶嵌，分格 ). Whit
42、e paint began to take the place of blues, yellows, greens, and lead colors, which had been popular for walls in the earlier years. After about 1730, advertisements for wallpaper styles in scenic patterns began to appear in colonial newspapers. 16 Whats the passage mainly about? （ A） The improved des
43、ign of eighteenth-century colonial houses. （ B） A comparison of eighteenth-century houses and modern houses. （ C） The decorations used in eighteenth-century houses. （ D） The role of carpenters in building eighteenth-century houses. 17 What was one of the main reasons for the change in architectural
44、style in eighteenth-century North America? （ A） More architects arrived in the colonies. （ B） The colonists developed an interest in classical architecture. （ C） Bricks were more readily available. （ D） The colonists had more money to spend on housing. 18 According to the passage, who was responsibl
45、e for designing houses in eighteenth-century North America? （ A） Professional architects. （ B） Customers. （ C） Interior decorators. （ D） Carpenters. 19 The passage implies that the rules outlined in architectural manuals were_. （ A） generally ignored （ B） legally binding （ C） not strictly adhered to
46、 （ D） only followed by older builders 20 The word “divergence“ in the last sentence in the second paragraph is closest in meaning to （ A） description （ B） development （ C） difference （ D） display 20 The physicians in a hospital form the core of the medical staff. But they couldnt provide effective m
47、edical care to their patients without the help of numerous other medical employees. From the viewpoint of the patients, the nursing staff is particularly important. Nurses are usually in close contact with patients as long as they are in the hospital. A nurse does not study for as many years as a do
48、ctor. However, each must be equally dedicated. Caring for sick persons requires a great deal of patience and concern. Most nurses work long days, and they often must work at odd hours or during the night. Under the supervision of the head nurse, the nursing staff must provide nursing services on a 2
49、4-hour basis and attend to patients needs. This responsibility continues around the clock, and so nurses must work in shifts. A shift is a period of duty, usually eight in length. The nurses on the ward rotate their shifts. All of them work out of a central area on the ward called the nurses station. A nurse must always be alert. She can never afford to be careless. This is true in all nursing situation, but it is especially true in the intensive care unit. Patients under intensive care are critically ill, and
