Passage 2Birds are a critical part of our ecological system. But more than ever, birds are threatened byhuman pollution and climate change.We need the birds to eat insects, move seeds and pollen around, transfer nutrients from sea toland, clean up after the mass death of the annual Pacific salmon runs, or when a wild animal fallsanywhere in a field or forest.How could we enjoy spring without the birds flitting busily in our garden or dropping by tocheck out the flowers in our urban window box Can you contemplate America without the soaringbald eagle, or even those scavengers like the pigeons and gulls that clean up discarded food scrapson our city streets and waterfronts How diminished our lives would be without themScavenging eagles and condors need hunters to behave responsibly and bury, or remove, theremains of any shot deer peppered with fragments of lead bullets. Loons, ducks and other water birdswill be poisoned by lead bullets and lead fishing sinkers if we allow such objects to drop in theirfeeding space.All sea and shore birds, even the puffins and guillemots of the otherwise pristine Aleutians,need us to make sure that no other heavy metals, like mercury and cadmium, are dumped in riversand make their way across the oceans.Birds like the terns, knots and shearwaters that migrate between the far north and deep, deep,south of our planet need people everywhere to cease and desist from filling in their wetland fuelstops and rest stations, and from constructing golfing resorts and factories in their feeding andbreeding grounds.Seabirds are among the most endangered vertebrate species on the planet, with the InternationalUnion for Conservation of Nature classifying 97 species as globally threatened, and 17 in the highestcategory of critically threatened. Of greatest concern are the pelicans of the southern oceans and thespectacular, but slow-breeding albatross.Plastic bags must be eliminated from natural environments so sea and shore birds don′tmistakenly carry such debris back to feed their chicks, with invariably lethal consequences. Thealbatross, cormorants and herons need us to stop over-fishing and compromising their normal foodsupply.The pelicans, penguins and all the birds that inhabit, or visit, our coastlines need us to ensurethat we do not dump oil into gulfs and bays, or release so much carbon dioxide into the atmospherethat the oceans turn acidic and we lose the mussels and oysters, the mass of calcareous plankton thatfeeds so many creatures, and the coral reefs that nurture enormous numbers of edible species.Think about it: We share this small green planet. As they fly, feed and nest, the birds monitorthe health of the natural world for us, provided that we, in turn, make the effort to access that keyinformation.The birds and humans are both large, complex and ultimately vulnerable organisms that inhabitthe top of the food chain. At the end of the day, their fate will be our fate.What does the underlined word "them" in PARAGRAPH THREE refer toA.Birds.B.Flowers.C.Food scrapes.D.Scavengers.
Passage 2
Birds are a critical part of our ecological system. But more than ever, birds are threatened byhuman pollution and climate change.
We need the birds to eat insects, move seeds and pollen around, transfer nutrients from sea toland, clean up after the mass death of the annual Pacific salmon runs, or when a wild animal fallsanywhere in a field or forest.
How could we enjoy spring without the birds flitting busily in our garden or dropping by tocheck out the flowers in our urban window box Can you contemplate America without the soaringbald eagle, or even those scavengers like the pigeons and gulls that clean up discarded food scrapson our city streets and waterfronts How diminished our lives would be without them
Scavenging eagles and condors need hunters to behave responsibly and bury, or remove, theremains of any shot deer peppered with fragments of lead bullets. Loons, ducks and other water birdswill be poisoned by lead bullets and lead fishing sinkers if we allow such objects to drop in theirfeeding space.
All sea and shore birds, even the puffins and guillemots of the otherwise pristine Aleutians,need us to make sure that no other heavy metals, like mercury and cadmium, are dumped in riversand make their way across the oceans.
Birds like the terns, knots and shearwaters that migrate between the far north and deep, deep,south of our planet need people everywhere to cease and desist from filling in their wetland fuelstops and rest stations, and from constructing golfing resorts and factories in their feeding andbreeding grounds.
Seabirds are among the most endangered vertebrate species on the planet, with the InternationalUnion for Conservation of Nature classifying 97 species as globally threatened, and 17 in the highestcategory of critically threatened. Of greatest concern are the pelicans of the southern oceans and thespectacular, but slow-breeding albatross.
Plastic bags must be eliminated from natural environments so sea and shore birds don′tmistakenly carry such debris back to feed their chicks, with invariably lethal consequences. Thealbatross, cormorants and herons need us to stop over-fishing and compromising their normal foodsupply.
The pelicans, penguins and all the birds that inhabit, or visit, our coastlines need us to ensurethat we do not dump oil into gulfs and bays, or release so much carbon dioxide into the atmospherethat the oceans turn acidic and we lose the mussels and oysters, the mass of calcareous plankton thatfeeds so many creatures, and the coral reefs that nurture enormous numbers of edible species.
Think about it: We share this small green planet. As they fly, feed and nest, the birds monitorthe health of the natural world for us, provided that we, in turn, make the effort to access that keyinformation.
The birds and humans are both large, complex and ultimately vulnerable organisms that inhabitthe top of the food chain. At the end of the day, their fate will be our fate.
What does the underlined word "them" in PARAGRAPH THREE refer to
Birds are a critical part of our ecological system. But more than ever, birds are threatened byhuman pollution and climate change.
We need the birds to eat insects, move seeds and pollen around, transfer nutrients from sea toland, clean up after the mass death of the annual Pacific salmon runs, or when a wild animal fallsanywhere in a field or forest.
How could we enjoy spring without the birds flitting busily in our garden or dropping by tocheck out the flowers in our urban window box Can you contemplate America without the soaringbald eagle, or even those scavengers like the pigeons and gulls that clean up discarded food scrapson our city streets and waterfronts How diminished our lives would be without them
Scavenging eagles and condors need hunters to behave responsibly and bury, or remove, theremains of any shot deer peppered with fragments of lead bullets. Loons, ducks and other water birdswill be poisoned by lead bullets and lead fishing sinkers if we allow such objects to drop in theirfeeding space.
All sea and shore birds, even the puffins and guillemots of the otherwise pristine Aleutians,need us to make sure that no other heavy metals, like mercury and cadmium, are dumped in riversand make their way across the oceans.
Birds like the terns, knots and shearwaters that migrate between the far north and deep, deep,south of our planet need people everywhere to cease and desist from filling in their wetland fuelstops and rest stations, and from constructing golfing resorts and factories in their feeding andbreeding grounds.
Seabirds are among the most endangered vertebrate species on the planet, with the InternationalUnion for Conservation of Nature classifying 97 species as globally threatened, and 17 in the highestcategory of critically threatened. Of greatest concern are the pelicans of the southern oceans and thespectacular, but slow-breeding albatross.
Plastic bags must be eliminated from natural environments so sea and shore birds don′tmistakenly carry such debris back to feed their chicks, with invariably lethal consequences. Thealbatross, cormorants and herons need us to stop over-fishing and compromising their normal foodsupply.
The pelicans, penguins and all the birds that inhabit, or visit, our coastlines need us to ensurethat we do not dump oil into gulfs and bays, or release so much carbon dioxide into the atmospherethat the oceans turn acidic and we lose the mussels and oysters, the mass of calcareous plankton thatfeeds so many creatures, and the coral reefs that nurture enormous numbers of edible species.
Think about it: We share this small green planet. As they fly, feed and nest, the birds monitorthe health of the natural world for us, provided that we, in turn, make the effort to access that keyinformation.
The birds and humans are both large, complex and ultimately vulnerable organisms that inhabitthe top of the food chain. At the end of the day, their fate will be our fate.
What does the underlined word "them" in PARAGRAPH THREE refer to
A.Birds.
B.Flowers.
C.Food scrapes.
D.Scavengers.
B.Flowers.
C.Food scrapes.
D.Scavengers.
参考解析
解析：指代题。根据第三段的内容，让读者想象没有鸟类的生活，可以推测“How diminishedourlives would be without them”中的them指的就是“鸟类”。故选A。
相关考题：
The word“shoot”underlined in the 2nd passage probably means“”.A.send forB.move quicklyC.come outD.grow quickly
According to the passage, the screen or cutters are fitted to __ (1)kill bacteria (2)break up the solid waste (3)remove solid matter with large sizeA.(1)B.(2)C.(2)(3)D.None of (1)(2)(3) is true
On a ship，a door that is required to be marked KEEP CLOSED is designed to ______．A.prevent the passage of flammable gasesB.prevent the passage of poisonous vaporsC.delay the spread of heat and flamesD.maintain watertight integrity
To grasp the gist of a passage in a quick way, what may a reader focus on?A．The transitional paragraphs.B．The whole passage.C．The topic sentences.D．Every sentence in the passage.
小学英语?阅读一、考题回顾二、考题解析【教学设计】Teaching aims:Knowledge aim:Students will master the meaning and usage of the structure “be doing” through reading the passage.Ability aim:Students will apply the “be doing” to communicate with each other in real situation.Emotional aim:Students will be more interest in learning English.Key and difficult point:Key Point: Students will master how to improve reading abilities through finding main idea and details.Difficult Point: Students will apply the “be doing” to communicate with each other in real situation.Teaching procedure:Step 1: Warming-up1. Greetings.2. Play a riddle and students guess the animals, such as “long nose, big ears and strong body——elephant”, then lead to the topic of “let’s go to the zoo to see what animals are doing”.Step 2: Pre-reading1. According to the title, students have a prediction about what kinds of animals are mentioned in the passage.Step 3: While-reading1. Fast reading: students read the passage fast and figure out what kinds of animals are mentioned in the passage then make a list.2. Careful reading: students read the passage carefully and answer the question: what are the animals doing? Then fill in the blanks.1. How do you improve students’ interest in learning English?2. What principle should you use in the post-reading step?
高中英语?阅读一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students can know the basic meaning of passage and are able to master the different greeting for the strangers.Ability aims:Students can practice guessing content of next paragraph according to the clues which is given in the passage.Emotional aim:Students are able to love learning English and like to read different English passage after this lesson.Key and difficult point:Key Point: guess the content of next paragraph according to the clues and know the “learned” body language, especially different greetingsDifficult Point: improve students’ reading interest.Teaching procedures:Step 1: Warming-up1. Greetings.2. Play a video about Chaplin’s mime and ask students several questions:What kind of body language can you see from this video?Do you know the meaning of these body language?Step 2: Pre-readingPresent the passage on the screen and read it for all the students. Before reading, ask students one question: What’s the main ideas of these two paragraphs? And guess the main to topic of this lesson?Then invite several students to share their ideas.Step 3: While-reading1.Lead the students to think one question: Is this a whole passage? And ask students to scan the whole passage and give the teacher answer.2.Ask students to discuss in group and after 10 minutes to invite several students to share their ideas with all the students.3.And different students may be just guess the content of several paragraphs. So give students a chart, ask them to finish discussing in 5 minutes. Then invite two representatives to state the whole passage.Step4: Post-readingGuessing game: Present another passage on the screen. And give students 10 minutes to read and discuss.Then make a chart and tell your own stories according to chart in your own group .Then invite the representatives to make a report for the whole class.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: Present a passage and ask students to read and write a short passsage,which will be put behind of last paragraph.Blackboard design:1.Do you have the experience in teaching?2. What will you do if you pass this exam?
单选题Which of the following most accurately states the role of the first paragraph in relation to the passage as a whole?AIt summarizes two theories. the relative merits of which are debated in the passage.BIt puts forth an argument that the rest of the passage is devoted to refuting.CIt introduces a new concept that the rest of the passage expands upon.DIt frames the background and relevance of the material to follow.EIt outlines the majorthemes of each of the four paragraphs to follow.
单选题The primary purpose of Passage 2 is to ______.Adeny the claim that the Taj Mahal is beautifulBhighlight the influence of religion on the structureCexplain the historical importance of the buildingDjustify the structure's use as a tombEdiscuss the technical points of the Taj Mahal's architecture
单选题The primary purpose of Passage 1 is ______.Ato persuade the author of Passage 2 of the validity of evolutionary theoryBto describe the process by which protein is created by hemoglobinCto counter a common misconception about the composition of the human bodyDto deny the practical application of macroevolutionary theoryEto deride those who underestimate the complexity of the human body
单选题Unlike the author of Passage 1, the author of Passage 2 answers which of the following questions?AWhere did Shah Jahan have the Taj Mahal constructed?BHow did Moslem influences manifest themselves in the Taj Mahal's design?CWhat role did Moslem women play in the design of the Taj Mahal?DDo all people appreciate the Taj Mahal's architecture?EHow does the Taj Mahal compare with other examples of Islamic architecture?
单选题Which best characterizes how the impact of science on chimpanzees is treated in these two passages?AThe author of Passage 1 lauds the benefits science has produced, while the author of Passage 2 speaks hopefully of possible future benefits.BBoth of the passages react with distrust to the idea of using science to assess chimpanzees.CThe first passage lists the studies that showed positive chimp interactions, while the author of Passage 2 refutes their claims,DThe first passage suggests that science can have a positive impact on perceptions about chimps, whereas the second passage views science as almost universally negative.EThe author of the first passage is more apt to justify using chimps in science than the author of Passage 2.
单选题A flame screen（）.Apermits the passage of vapor but not of flameBprevents the passage of flammable vaporsCprevents inert gas from leaving a tankDpermits vapors to exit but not enter a tank
单选题Which of the following best describes the relationship between Passage 1 and Passage 2?APassage 2 offers a criticism of the political theory outlined in Passage 1.BPassage 1 expands upon an argument made in Passage 2.CPassage 1 refutes the conclusion drawn in Passage 2.DPassage 2 offers a balanced counterpoint to the biased opinions expressed in Passage 1EPassage I offers evidence to support the main idea of Passage 2.
单选题From the passage we can infer that the passage is probably selected from______.Aa speech to business leadersBa speech of a manager to his staffCan article in a popular magazineDa movie
单选题Which of the following activities can be used to get the main idea of a passage? _____.Areading the passage in detailBreading to sequence the eventsCreading to fill in the chartsDreading the first and last sentences of the passage and the paragraphs
单选题In Passage 2, the author's tone can be characterized as ______.Aextremist and accusatoryBjudgmental yet optimisticCpassionate and naiveDdepressing but determinedEevaluative and pessimistic
单选题In Passage 2, the word check (line 60) most nearly means ______.AvalidateBconstrainCdirectDencourageEcompete
单选题The two passages differ in their perspectives on the debate between industrialists and environmentalists mainly in that Passage 1 emphasizes ______.Amathematics, while Passage 2 emphasizes psychologyBdeficiencies in the debate, while Passage 2 emphasizes progress in the debateCthe irrelevance of externalities, while Passage 2 emphasizes their importanceDthe impact on taxpayers, while Passage 2 emphasizes the views of politiciansEpollution, while Passage 2 emphasizes recycling
单选题The author of Passage 2 would most likely regard the spate of recent popular books (line 1) mentioned in Passage 1 with ______.Arighteous indignationBinformed skepticismCeager anticipationDsentimental regretEbewilderment
单选题What does the wordconstant (Line 2, Para. 3) mean in the passage?AThe same.BAmount.CGoing up and down.DChanging.
问答题Practice 2 Listen to the following passage. Write in English a short summary of around l50-200 words of what you have heard. You will hear the passage only once and then you will have 25 minutes to finish your summary. This part of the test carries 20 points. You may need to scribble a few notes to write your summary. _____________________________________________________________________________________________________________________________________________________________________________________________
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单选题The author most likely begins and concludes the passage with questions for what reason?ATo suggest possible areas for current and future researchBTo pose a question that is answered in the body of the passage, and then to formulate a question that arises naturally out of the discussionCTo gain the readers’ attention and encourage their agreement with the arguments in the passageDTo suggest through rhetorical questions that the problems described in the passage do not actually have answersETo test the readers’ knowledge of the material discussed in the passage
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