1、八年级下册期末复习：阅读理解专项训练八年级下册期末复习：阅读理解专项训练 3 阅读下列短文，根据短文内容，从短文后各题所给的阅读下列短文，根据短文内容，从短文后各题所给的 A、B、C、D 四个选项中，选择四个选项中，选择 最佳选项。最佳选项。 A Here are some books about space travel. Take a trip to the Moon and beyond with these encouraging reads. Balloon to the Moon Long before anyone had designed a rocket, the Montg
2、olfier brothers were making hot air balloons. In October 1783, they became the first people to experience controlled flight. Balloon to the Moon starts there and leads to Neil Armstrongs “small step” and beyond. Learn about all the progress of the space travel, then get ready for an unknown but exci
3、ting future. The Extraordinary Life of Neil Armstrong Neil Armstrong made history in 1 969 when he became the first person to set foot on the Moon. From his childhood playing with model planes to becoming one of the most famous astronauts of all time, discover the wonderful story of Neil Armstrongs
4、life in this book. It has lots of facts and pictures, and shows the key events in his life. To Space & Back Sally Ride became the first American woman in space in 1983. In this book, Sally shares her personal experience of traveling into space. From discussing the experience of living and working in
5、 space to explaining how astronauts train and adapt (适应) to their new environment, she talks about her journey Counting on Katherine This encouraging book tells the story of Katherine Johnson who has a gift for math. She helped make the historic Apollo 11 moon landing possible and made sure that Apo
6、llo 13 returned home safely when the mission (任务) was in danger. through space. 1. Who first experienced controlled flight in October 1783? A. The Montgolfier brothers. B. Katherine Johnson. C. Neil Armstrong. D. Sally Ride. 2. If a girl is interested in women astronauts lift in space, she will prob
7、ably read _. A. To Space & Back B. Balloon to the Moon C. Counting on Katherine D. The Extraordinary Life of Neil Armstrong 3. What did Katherine Johnson do? A. She designed the first rocket. B. She recorded key events of space travel. C. She explained how astronauts trained for space travel. D. She
8、 helped make the Apollo 11 moon landing possible. B People can reduce, reuse, or recycle waste instead of throwing it away. Matt and Sam decided to do an experiment. They wanted to see exactly how much waste the three Rs could save. First, they collected the rubbish from six classrooms at their scho
9、ol. They divided the rubbish into three groups: things that were reusable, such as a pencil or a marker that had been thrown away things that could be recycled, such as cans, glass, or paper things that were truly waste Then, Matt and Sam weighed each of the three groups. They learned that 84% of th
10、e total rubbish thrown away that day could be recycled or reused. They decided to do something about it. Matt and Sam presented the idea of starting a recycling programme to the school leaders. Then they worked with the Student Council. They prepared brochures (手册) to send home to tell the students
11、and their families about recycling. They stated in the brochure that recycling helps to keep our planet healthy. The school bought colored containers (容器) for each classroom. Each room received a blue container for paper and a green container for glass and cans. They also received a red container fo
12、r real rubbish. Within a short time, each classroom in the school was sorting recyclable materials from rubbish before it was thrown. Matt and Sam decided to weigh the rubbish one more time. They wanted to check the schools progress. They collected the rubbish from the red containers from the same s
13、ix classrooms as before. They sorted the rubbish into three groups again and weighed each group. This time, they were pleased to find that the red containers were filled with 90% waste that should be thrown away. Only 10% of recyclable materials had been thrown into the red containers. Matt and Sam
14、were pleased with their schools effort at reducing waste on our planet. 4. By doing an experiment, Matt and Sam wanted to find out _. A. what things could be reused B. what recyclable materials could be saved C. how much waste the three Rs could save D. how much waste their school produced a day 5.
15、What did Matt and Sam do in the recycling programme? A. They made a speech on recycling. B. They wrote a report to the school leaders. C. They bought colored containers for each classroom. D. They helped students and their families know about recycling. 6. Which word can best describe Matt and Sam?
16、A. Responsible. B. Friendly. C. Independent. D. Confident. C We see logos on signs, buildings, television, and even on the clothes we wear. Logos are used to stand for brands (品牌). There are logos such as the Nike “swoosh”, the Apple logo and the colorful rings of the Olympic Games. All of these log
17、os are designed to attract our attention. They also help us remember a product or service connected to the logo. However, research performed at the University of California, Los Angeles finds that remembering the details of logos is very difficult. The researchers try to explain this. Logos are typi
18、cally designed to be simple and easy to recognize. Yet the frequent exposure (频繁接触) to these logos can actually make our brains overlook the details of logos. It would be challenging to try to remember every single thing that crosses our path. We take in so much information every day that the brain
19、works to notice information that does not need to be stored. It allows the unimportant information to disappear gradually from our memory. The details of product logos are just the kind of information our brains tell us we do not need. This may be discouraging to logo designers and to companies that
20、 use these eye-catching logos. But there are still many business experts who believe in the importance of a recognizable logo. Even though the brain is likely to pay no attention to unnecessary details, it is also programmed for recognition. When we see logos over and over again, we become familiar
21、(熟悉) with them. This repeated exposure leads our brains to remember the basic idea without all of the details. This general sense of memory has its own benefits. It can make us feel like we really know the product behind the logo. In fact, familiarity with a logo can even make people feel more comfo
22、rtable about buying or using certain products. Logos are everywhere we look today. Those people who create logos need to know that people will only remember what they believe is important. A clever design may be interesting, but most people will forget the details. 7. In the first paragraph, the wri
23、ter mainly _. A. introduces some famous brands B. describes the design of some logos C. shows the popularity of famous brands D. explains the purpose of designing logos 8. The word “overlook” in Paragraph 2 probably means “_”. A. try to remember B. see the importance of C. take no notice of D. fail
24、to understand 9. What can we learn from the passage? A. Business experts think the details of logos are unnecessary. B. Our brains can choose which logos to notice and remember. C. The repeated exposure to a logo can lead people to buy the product. D. People know more about the products behind logos
25、 with more details. 10. Which of the following would be the best title for the passage? A. What Makes a Good Logo? B. What Can We See in a Logo? C. Why Is a Good Logo Important? D. Why Should Logos Be Recognizable? D The students are quieting down in their seats. The teacher begins to give lessons.
26、Then she asks a question for the class to answer, and the students all react in separate ways. Each student is special with different strengths and weaknesses. Because of this fact, different students learn differently. While some may learn by quickly answering the teachers question, speaking up wit
27、h ease and comfort, others may learn just as well by listening to their classmates and teacher speak. These students should not be punished for learning the way they do, but when teachers grade class participation (参与), that is exactly what they are doing. According to a survey carried out by Bonnie
28、 M. Miller, a professor at University of Massachusetts Boston, 60% of her students believe that grading participation does not encourage them to participate more in class. They feel more comfortable expressing their thoughts if they know what they say will not be given a number later on. Some other
29、students believe that when class participation is graded, teachers are awarding outgoing students while punishing shy ones. Grading class participation sends the message that shy students are not good students. It makes them feel like they should be outgoing, loud, and able to learn by talking, whic
30、h makes them feel uncomfortable. In my experience with classes where class participation was graded, I felt difficult to do well. For example, instead of being able to fully focus on what my teacher and classmates said, my mind would race with the things that I could possibly share in the class disc
31、ussion. Either I would be too slow in raising my hand, or feel too nervous to lift it at all. Imagining my falling grades, wishing that I could somehow be a more outgoing person, suddenly my thoughts would be interrupted by the sound of my classmates getting up to leave, and I would realize that I l
32、earned nearly nothing that class. Whats more, by focusing on the students who talk the most in class, teachers fail to award students who may be good listenersa skill that is as important as being able to talk in front of a group of people. Teachers can increase class participation by providing diff
33、erent ways of grading participation that are acceptable to different personalities and learning ways. For example, they can give students opportunities to write their ideas. Most importantly, teachers should create classrooms where students want to learn. 11. According to the passage, in a class whe
34、re participation is graded, _. A. most students are likely to act actively B. some students feel stressed to be who they are C. students are forced to listen to their classmates D. students are encouraged to learn the way they prefer 12. The writer talks about his own experience in Paragraph 5 to ex
35、plain _. A. why students care much about grades B. why listening is as important as speaking up C. how grading participation influences learning process D. how students feel when preparing for speaking up in class 13. Whats the writers main purpose in writing the passage? A. To remind teachers of th
36、e importance of grading properly in class. B. To tell students the effect their personalities have on learning. C. To encourage teachers to keep students active in class. D. To provide students with ways to participate in class. 参考答案参考答案 1. A 2. A 3. D 4. C 5. D 6. A 7. D 8. C 9. C 10. B 11. B 12. C 13. A
