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高考英语阅读冲刺 阅读理解4

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2021-03-03 21:21
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2021年3月3日发(作者:rounddown)


高考英语阅读冲刺:阅读理解


4


阅读下列短文 ,从每题所给的四个选项


(A



B



C



D)


中选出最佳选项。



A


By LOS ANGELES TIMES


Published on 2002-02-10


Posted on 2002-01-


18 10∶59∶54



Nervous uncertainty surrounds the fate(


命运


) of US journalist Daniel Pearl, with


no clear communication from his kidnappers (


绑匪


) and no sign of his where abouts


after three separate police searches for his body in the troublesome port city


Karachi, Pakistan.


Pearl,


a


38-year- old


Wall


Street


Journal


reporter,


disappeared


two


weeks


ago


on


his


way to an interview in Karachi. An email allegedly from his kidnappers contained


four photos of him and a variety of demands, including one for the release of


Pakistani prisoners being held at the US naval base in Cuba.


The


searches


were


started


last


Friday


night


by


an


email


claiming


that


Pearl


had


been


killed and his body thrown“in the graveyards of Karachi.”



Pearl has worked for The Wall Street journal for 12 years and is now their South


Asia


bureau


chief.


He


was


born


in


Princeton,


New


Jersey


and


graduated


from


Stanford


University with a bachelor's degree in communications.


He


joined


The


Wall


Street


Journal


in


November


1990,


first


as


a


reporter


in


the


Atlanta


bureau. In 1993 he moved to the Washington office to cover transportation before


beginning a series of overseas postings.


The


members


of


a


radical(


激进的


)


Islamic


group


in


Pakistan


who


admit


having


kidnapped


him say


Pearl is a


member of the


Israeli intelligence service, Mossad. But Pearl's


employers


have


angrily


denied(


否认


)


that


he


is


the


agent


(


代理


)


of


any


government.


Pearl's French wife, Marianne, is six months pregnant with their first child.


For the past few weeks the couple have been living in Karachi while Pearl tried to


arrange an interview with Mubarak Ali Shah Gilani, head of the small miclitant


Islamic group Tanzeem ul- Fuqra.


from the text that .









C








-Fuqra





B






Student


participation(


参与


)


in


the


classroom


is


not


only


accepted


but


also


expected


of


the


student


in


many


courses.


Some


professors


base


part


of


the


final


grade


on


the


student's oral participation. Although there are formal lectures during which the


student has a passive role(i.e., listening and taking notes), many courses are


organized around classroom


discussions, student questions, and


informal lectures.


In


graduate


discussions


the


professor


had


a


“manager”


role


and


the


students


make


presentations and lead discussions. The students do the actual teaching in these


discussions.


A professor's teaching method is another factor (


因素


) that determines the degree


and type of student participation. Some professors prefer to control discussion


while others prefer to guide the class without controlling it. Many professors


encourage


students


to


question


their


ideas.


Students


who


object


to


the


professor's


point of view should be prepared to prove their positions.


In


the


teaching


of


science


and


mathematics,


the


controlling


mode


of


instruction


is


generally


traditional,


with


teachers


presenting


formal


lectures


and


students


taking


notes.


However,


new


educational


trends


have


turned


up


in


the


humanities


and


social


sciences in the past twenty years. Students in edcuation, society, and history


classes,


for


example,


are


often


required


to


solve


problems


in


groups,


design


projects,


make pressentations, and examine case studies. Since some college or university


courses are“practical” rather than theoretical, they pay more attention to


“doing”for themselves.



student” in many courses except in .









ow that education in the humanities and society.




teachers' teaching




eason why some professors ask students to make presentations and lead


discussions is that .





se professors are not willing to teach theory




ion.


and mathematics.


chemistry.




C


Scientists have tried to come up with biological explanations for the difference


between boys and girls.


However,


none


were


believable


enough


to


explain


the


general


picture.


As


one


scientist


points


out,“There


are


slight


genetic(遗传的


)


differences


between


the


sexes


at


birth


which may affect the subjects boys and girls choose. But the difficulty is that by


the


time


children


reach


school


age,


there


are


so


many


other


effects


that


it


is


almost


impossible


to


tell


whether


girls


are


worse


at


science


and


maths,


or


whether


they've


been brought up to think of these subjects


as boys'‘ territory’”.



Statistics(


统计数据


) show that in mathematics, at least, girls are equal to boys.


A


recent


report


suggests


that


girls


only


stop


studying


mathematics


becuase


of


social


attitudes.


One


of


the


reports'


authors


says,“While


it


is


socially


una


cceptable


for


people not to be able to read and write, it is still acceptable for women to say


that they are ‘hope


-


less’at maths. Our research shows that, although girls get


marks which are as good as the boys', they have not been encouraged to do so.”



The explanation for the difference, which is very clear during the teenage years,


goes as far back as early childhood experiences. From their first days in nursery


school,


girls


are


not


encouraged


to


work


on


their


own


or


to


complete


tasks,


although


boys are.


For example, boys and not girls, are often asked to ‘help’ with repair


work. This encouragement leads to a way of learning how to solve problems later on


in life. Evidence(


证据


) shows that exceptional mathematicians and scientists did


not have teachers who supplied answers; they had to find out for themselves.


A further report


on maths teaching shows


that


teachers


seem


to give more attention


to boys than to girls.


Most


teachers


who


took


part


in


the


study


admitted


that


they


expect


their


male


students


to do better at mathematics and science subjects than their female students. All


of this tends to encourage boys to work harder in these subjects, gives them


confidence(


信心


) and makes them believe that they can succeed.


Interestingly, both boys and girls tend to reg


ard such ‘male’subjects like


mathematics and science as difficult. Yet it has been suggested that girls avoid


mathematics courses, not because they are difficult, but for social reasons.


Mathematics and science are mainly male subjects, and therefore, as girls become


teenagers, they are less likely to take them up. Girls do not seem to want to be


in open competition with boys. Neither do they want to do better than boys because


they are afraid to appear less female and so, less attractive.


“”.











irls are poorer at maths because they are the weaker sex





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