最新高考英语阅读理解专题精选.doc

金太阳新课标资源网 最新高考英语阅读理解专题精选50编（详解）百科全索主编高考英语阅读理解专题中级篇精选（一）Passage One The Causes of European Separation in 16th CenturyFor a thousand years and more, the people of Europe had fought about many things, but they had been united in believing one thing: that there existed a single “Holy, Catholic and Apostolic Church” of which the Bishop of Rome, under the title of the Pope, was the visible and recognizable head in succession to St. Peter. But in 1517 a German monk, Martin Luther, challenged certain Catholic teachings and renounced his obedience to the papacy. Others had followed him, including Henry VIII. w*Thus Europe was divided in every which way, the southern and eastern two-thirds still Catholic, the northern and western one-third what was coming to be called Protestant, though English-ruled Ireland solidly Catholic and the Spanish-ruled Netherlands, particularly the northern part approximating to modern Holland, grew increasingly Protestant; while in virtually every country, whether officially Catholic or Protestant, those of the contrary faith fiercely attempted to convert their neighbors and equally fiercely resisted their neighbors attempts to convert them. For this there was no simple, friendly solution to be reached on the principle of live-and-let-live. Each party believed that it had hold of the truth, the only truth that mattered, the one that led to eternal salvation, and its adversaries clung to falsehood which must necessarily head to eternal damnation: not only for themselves but for all who should permit them to survive and infect others with their errors. Toleration, even reasonable discussion, was impossible. God and the devil could not mix. Just as Elizabeth was to ardent Catholics that Jezebel, so to earnest Protestants the Pope was “that wolfish bloodsucker,” and their Catholic fellow-creatures mad dogs, toads and other such vermin to be cleansed off the face of the earth. These feelings, dangerous enough in themselves, were made more so by questions of geography and money. The Catholic countries bordering on the Mediterranean were by far the richest. From the beginning of the Middle Ages the Republic of Venice had controlled the trade routes to the East, bringing the wares carried out of Persia, China and the Indies by camel to her depots in Syria and reloading them in her high, gorgeously painted vessels for transshipment to Italy and beyond. Since the end of the fifteen century, first Portugal by sailing round Africa to India, then Spain by the discovery of America, had likewise been in a position to bring for sale to Europe all the rare and wonderful things for which Europe longedsilks and precious woods, sugar and spices, gold and silver, works of exquisite art and strange animals from peacock to tigers. In 1494, two years after Columbuss first voyage to America, Pope Alexander VI had divided the unexplored world beyond the seas between Spain and Portugal as reward for their enterprise and to keep them from fighting. The other countries had respected this division so long as they remained Catholic. The best title for this passage isA. The History of Europe in 16th Century. B. The Religious History of Europe in 16th Century. C. The Causes of European Separation in 16th Century. What does we learn from the passage?A. The Pope had the supreme power in religion before reform. B. The Pope had the greatest power in every thing outside religion. C. The Pope was the real king in Europe then. D. The Pope was the real ruler in Europe then. What did the sentence “The other countries had respected this division so long as they remained Catholic” imply?A. It implied this division could not be respected long. B. It implied this division would not face a challenge. C. It implied this division would be respected forever. D. It implied the power of the Pope would never decline. Which of the following is not mentioned as a cause to deepen the dangerous feelings?A. Money. B. Geology. C. Religion. D. Geography. 答案详解D. 16世纪欧洲分裂的因素。上面文章大意中作者是从三方面论及其分裂。见难句译注1和第三段第一句：“这些情感，本身就危险，再加上地理和金钱两个问题，情况就更加不妙了。”A. 欧洲史。 B. 欧洲宗教史。这两项涉及面更广。 C. 宗教改革对16世纪欧洲的影响。和标题有些接近。但第三段却是和宗教无关的两个因素。C. 在改革前，罗马教皇是欧洲真正的帝王。这在第一段中有明确的叙述“一千多年来，欧洲人们虽然在许多事情彼此斗争过，可是在信仰上团结一致，都信只有一个神圣的天主教和罗马教皇的教会。那里的罗马大主教，称为教皇，是继承圣彼德之后有形的公认领袖。可是，1517年德国僧侣，马丁路德向某些天主教教义提出挑衅，拒绝服从罗马教皇，其他追随他，其中包括亨利八世（英王）”。 A. 在改革前，罗马教皇在宗教上具有至高无上的权利。似乎很有道理。实际上，教皇虽是宗教领袖，管的事情远远超出宗教范畴。这在最后一段倒数第二句话可见一般。结合第三题谈。B. 教皇在宗教之外的许多事情有着最高的权利。是明显不对的。 D. 教皇是那时欧洲的真正统治者。Then 一词可以指改革前后。A. 这种分割不可能长期得到尊重。最后一段的最后两句话“1494年，哥伦布首次远航美洲后的两年，教皇亚历山大六世就把这块大洋彼岸未曾勘探的世界分给西班牙和葡萄牙作为对他们业绩的褒奖（赏赐）和制止他们彼此开仗。其它国家只要他们依然信仰天主教，他们就会尊重这个瓜分。”as long as 是一个条件。一旦这个条件不存在，那就不会再尊重。另一方面也说明教皇不仅管宗教，见第2题A注释，因此并不正确。B. 不会面临挑战。 C. 永远得到尊重。 D. 教皇权力永不衰退。B. 地质学。其他三项：A. 钱。 C. 宗教。 D. 地理位置。都提到。Passage Two The Young GenerationOld people are always saying that the young are not what they were. The same comment is made from generation to generation and it is always true. It has never been truer than it is today. The young are better educated. They have a lot more money to spend and enjoy more freedom. They grow up more quickly and are not so dependent on their parents. They think more for themselves and do not blindly accept the ideals of their elders. Events which the older generation remembers vividly are nothing more than past history. This is as it should be. Every new generation is different from the one that preceded it. Today the difference is very marked indeed. The old always assume that they know best for the simple reason that they have been around a bit longer. They dont like to feel that their values are being questioned or threatened. And this is precisely what the young are doing. They are question the assumptions of their elders and disturbing their complacency. Office hours, for instance, are nothing more than enforced slavery. Wouldnt people work best if they were given complete freedom and responsibility? And what about clothing? Who said that all the men in the world should wear drab grey suits and convict haircuts? If we ruin our minds to more serious matters, who said that human differences can best be solved through conventional politics or by violent means, who said that human difference can best be solved through conventional politics or by violent means? Why have the older generation so often used violence to solve their problems? Why are they so unhappy and guilt-ridden in their personal lives, so obsessed with mean ambitions and the desire to amass more and more material possessions? Can anything be right with the rat-race? Havent the old lost touch with all that is important in life?These are not questions the older generation can shrug off lightly. Their record over the past forty years or so hasnt been exactly spotless. Traditionally, the young have turned to their elders for guidance. Today, the situation might be reversed. The oldif they are prepared to admit itcould learn a thing or two from their children. One of the biggest lessons they could learn is that enjoyment is not sinful. Enjoyment is a principle one could apply to all aspects of life. It is surely not wrong to enjoy your work and enjoy your leisure; to shed restricting inhibitions. It is surely not wrong to live in the present rather than in the past or future. This emphasis on the present is only to be expected because the young have grown up under the shadow of the bomb: the constant threat of complete annihilation. This is their glorious heritage. Can we be surprised that they should so often question the sanity of the generation that bequeathed it?Which of the following features in the young is NOT mentioned?A. Better educated. B. More money and freedom. C. Independence. D. Hard work. What so the young reject most?A. Values. B. The assumption of the elders. C. Conformity. C. Conventional ideas. Why do the young stress on the present?A. They have grown up under the shadow of the bomb. B. They dislike the past. C. They think the present world is the best. D. They are afraid of destruction. What can the old learn from the young generation?A. Enjoyment is not sinful. B. People should have more leisure time. C. Men might enjoy life. D. One should enjoy ones work. 答案详解D. 艰苦工作。这在第一段中第四句“青年一代受了更好教育，有大量的钱话，有更多的自由。他们成长的很快，不那么依赖于父母，他们独立思考得更多，不盲目接受老一代的理想。”A. 受更好的教育。 B. 更多的钱和自由。C. 独立性。这三项均提及到。C. 顺从。第二段集中讲到这一点。“因为老人们经常认为自己懂得多，理由就是他们经历得多。他们不喜欢自己的价值观受到怀疑或威胁。而这正是青年在做的。他们对老人们的设想提出疑问，打乱他们的自鸣得意。他们甚至敢于怀疑老一代创造了世界上可能最佳的社会。他们最反对的莫过于顺从。例如：他们说办公时间就是强制奴役，如果人们完全自由，绝对负责，他们的工作不会更好吗？而穿衣呢？谁说世界上所有的男人都该穿单调的灰色西装和剪成像罪犯似的短发？。”这些词语都表示他们最反对的东西是遵从，“一致性”。所以 A. 价值。B. 长者的设想。D. 传统习俗观念。都是具体的某一点。A. 他们在炸弹的阴影下成长。第三段倒数第四句起“由于年轻人是在炸弹战争的阴影下成长壮大：在不断受到全面歼灭的威胁之下，所以也只能期望他们重视目前。这是他们的光荣遗产。他们经常询问赠给他们遗产的这代人的头脑是否清醒。对此我们能表示惊讶吗？”遗产指的是第二段的种种问题所体现出来的东西，如：“谁说人类之差异能通过常规政策或暴力手段予以很好的解决？为什么老一代人常用暴力来解决他们的问题？为什么他们（老一代）个人生活那么不愉快。老有负罪感？为什么老纠缠于要积聚越来越多的物质财富？。”B. 他们不喜欢过去。 C. 他们认为现世界是最好的。D. 他们害怕破坏。A. 享受不是犯罪。这在第三段中间“老年人如果他们准备承认的话可以从他们的孩子们那里学到一两件事。他们能学的最大的课堂之一是享受不是犯罪。”“享受”是人可适用于生活各个方面的原则。从工作中获得乐处，享受闲暇时间，肯定不是错误。抛弃约束限制，生活在现在而不是生活在过去肯定也不是错。B. 人们应有更多的闲暇。 C. 人可以享受生活。 D. 一个人应当享受工作。Passage Three Importance of a ComputerAs citizens of advanced but vulnerable economies, we must either relentlessly increase the quality of our skills or see our standard of living erode. For the future, competition between nations will be increasingly based on technological skill. Oil and natural resources will still be important, but they no longer will determine a nations economic strength. This will now be a matter of the way people organize them selves and the nature and quality of their work. Japan and the “new Japans “of East Asia are demonstrating this point in ways that are becoming painfully obvious to the older industrial countries. There is simply no way to rest on our past achievements. Todays competition renders obsolete huge chunks of what we know and what forces us to innovate. For each individual. Several careers will be customary, and continuing education and retraining will be inescapable. To attain this extraordinary level of education, government, business, schools, and even individuals will turn to technology for the answer. In industry, processing the information and designing the changes necessary to keep up with the market has meant the growing use of computers. The schools are now following close behind. Already some colleges in the United States are requiting a computer for each student. It is estimated that 500,000 computers are already in use in American high schools and elementary schools. Although there is an abysmal lack of educational software, the number of computers in schools expands rapidly. The computer is the Proteus of machines, as it takes on a thousand forms and serves a thousand functions. But its truly revolutionary character can be seen in its interactive potential. With advanced computers, learning can be individualized and self-paced. Teachers can become more productive and the entire learning environment enriched. It is striking how much current teaching is a product of pencil and paper technology. With the computers capacity for simulation and diverse kinds of feedback, all sorts of new possibilities open up for the redesign of curriculums. Seymour Papert, the inventor of the computer language LOGO, believes that concepts in physics and advanced mathematics can be taught in the early grades with the use of computers. On every-day level, word-processing significantly improves the capacity for written expression. In terms of drill and practice, self-paced computer-assisted instruction enables the student to advance rapidlywithout being limited by the conflicting needs of the entire class. In short, once we learn to use this new brain outside the brain, education will never be the same. Industry, faced with the pressures of a rapidly shifting market, is already designing new methods to retrain its workers, In the United States, a technological university has been set up to teach engineering courses by satellite. And the advances in telecommunications and computational power will dramatically expand the opportunities for national and international efforts in education and training. Without romanticizing the machine, it is clear that computers uniquely change the potential for equipping todays citizens for unprecedented tasks of the future. Particularly in Europe and the United States, innovation will be the basis for continued prosperity. New competitors are emerging to challenge the old economic arrangements. How successfully we respond will depend on how much we invest in people and how wisely we employ the learning tools of the new technology. What is the decisive factor in future competition between nations?A. Oil. B. Technological skill. C. Natural resources D EducationThe main idea of this passage is A. Knowledge of a Computer. B. Importance of a Computer. C. Function of Knowledge. C. Function of Technology. Why does further study become indispensable?A. People want to so more jobs. B. People want to attain this extraordinary level of education. C. People would not rest on the past achievements. D. What we know becomes obsolete. The word “Proteus” is closest in meaning to A. flexibility. B. diversity. C. variety. D. multiplicity. 答案详解B. 工艺技术。这在第一段就讲到“在未来，国与国之间的竞争越来越以工艺技术为基础。尽管石油和其他自然资源仍很重要，但它们不会再对一个国家的经济实力起决定性的作用。”A. 石油。 C. 自然资源，这两项不是决定性因素。 D. 教育。文内教育作为改革的一个方面，其重点是在学校内应用计算机，来改变教学质量，达到革新人才的目的。并不是直接参与竞争。可参看第2题的答案及译注。B. 计算机的重要性。整篇文章都显示了这一点。第三段“工业上，信息处理和制定必要的改革计划以适应市场需要意味着越来越多使用计算机。学校紧跟工业之后”第四段“计算机是一种变化多端，神通广大的机器，因为它显示千种图象，发挥千种功能。而它的真正的革命性可在其相互作用的潜能中看出。有了先进的计算机，学习可以个别进行，速度自行规定。教师变得更有成效。”第五段“由于利用计算机，在学校低年级就能教授物理学和高等数学概念。”最后一段画龙点睛地指出：“计算机独一无二地改变着那种今天公民能担当未来空前任务的潜能新的竞争对手正在崛起，自由的经济布局提出挑战。我们如何才能顺利的应战，取决于我们对人的投资的多寡，取决于我们怎么聪慧地应用新技术的学习工具。”所以选择B。 A. 计算机知识。C. 知识的功能。D. 技术功能，这三项只是计算机重要性中涉及到的一个方面，不能作为中心思想。D. 因为我们知道的一切变得陈旧。第二段头几句话“我们决不能吃老本，当今的竞争使我们的大部分知识变得陈旧，非加以革新不可。对每个人来说，他们将惯常从事某几种职业，并且非继续学习进修和从新接受训练不可。”都说明进修学习的原因。A. 人们要做更多工作。文内没有提到。B. 人们要到达非同一般的教育水平。这是目的，不是原因。C. 人们不能吃老本。这话并没有完全讲清楚全部原因。A. 灵活多变。 Proteus 一词，原义是指希腊神话中变幻无常的海神，普罗狄斯，他可以随心所欲边成各种形状。这里指灵活多变。Passage Four The Relationship between Brain Process with Mental ExperienceBy 1950, the results of attempts to relate brain processes to mental experience appeared rather discouraging. Such variations in size, shape, chemistry, conduction speed, excitation threshold, and the like as had been demonstrated in nerve cells remained negligible in significance for any possible correlation with the manifold dimensions of mental experience. Near the turn of the century, it had been suggested by Hering that different modes of sensation, such as pain, taste and color, might be correlated with the discharge of specific kinds of nervous energy, However, subsequently developed methods of recording and analyzing nerve potentials failed to reveal any such qualitative diversity. It was possible to demonstrate by other methods refined structural differences among neuron types; however, proof was lacking that the quality of the impulse or its conduction was influenced by these differences, which seemed instead to influence the developmental patterning of the neural circuits. Although qualitative variance among nerve rigidly disproved, the doctrine was generally abandoned in favor of the opposing view, namely, that nerve impulses are essentially homogeneous in quality and are transmitted as “common currency” throughout the nervous system. According to this theory, it is not the quality of the sensory nerve impulses that determines the diverse conscious sensations they produce, but, rather, the different areas of the brain into which they discharge, and there is some evidence for this view. In one experiment, when an electric stimulus was applied to a given sensory field of the cerebral cortex of a conscious human subject, it produced a sensation of the appropriate modality for that particular locus, that is, a visual sensation from the visual cortex, an auditory sensation from the auditory cortex, and so on. Other experiments revealed slight variations in the size, number, arrangement, and interconnection of the nerve cells, but as for as psychoneural correlations were concerned, the obvious similarities of these sensory fields to each other seemed much more remarkable than any of the minute differences. However, cortical as diverse as those of red, black, green and white, or touch, cold, warmth, movement, pain, posture and pressure apparently may arise through activation of the same cortical areas. What seemed to remain was some kind of differential patterning effects in the brain excitation: it is the difference in the central distribution of impulses that counts. In short, Brain theory suggested a correlation between mental experience and the activity of relatively homogenous nerve-cell units conducting essentially homogeneous impulses through homogeneous cerebral tissue. To match the multiple dimensions of mental experience psychologists could only point to a limitless variation in the spatiotemporal patterning of nerve impulses. Up until 1950, efforts to establish that brain processes and mental experience are related would most likely have been met withA. vexation. B. irritability. C. discouragement D. neutralityThe author mentions “common currency” primarily in order to emphasize the A. lack of differentiation among nerve impulses in human beings. B. similarities in the views of the scientists. C. similarity of sensations of human beings. D. continuous passage of nerve impulses through the nervous system. Which of the following theories is reinforced by the depiction of the experiment in lines 1619?A. Cognitive experience manifested by sensory nerve impulses are influenced by the area of the brain sti