PART THREE READING COMPREHENSION
Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage.
A
An Indian civil servant, SM Raju, has come up with a new way of providing employment for millions of poor people in Bihar. His campaign to encourage people to plant trees effectively addresses two burning issues of the world: global warming and shrinking job opportunities.
Mr Raju’s success could clearly be seen on 30 August, 2009 when he organized 300,000 villagers from over 7,500 villages in northern Bihar to engage in a mass tree planting ceremony.
Mr Raju has linked his “social forestry” program to the central government’s National Rural Employment Guarantee Act (NREGA), which is also designed to provide employment for poor people. Under NREGA — started in February 2006 as the government’s most ambitious employment generation scheme for poor people — the authorities are bound by law to provide a minimum of 100 days of employment a year for members of families living below the poverty line. About 44% of Bihar’s population fall into this category.
Mr Raju says that Bihar — being the poorest and most lawless state of India — hasn’t been able to spend the allocated (分配的) NREGA funds. “This is because of a lack of awareness among officials about the scheme,” he said. “So the idea struck to my mind: why not involve families below the poverty line in social forestry and give them employment under this scheme for 100 days? Under the scheme, each family can earn a minimum of 10,200 rupees ($210).”
The civil servant immediately made a plan of his idea. In June, Mr Raju published a booklet of “dos and don’ts” and distributed it to village heads. His plan meant that NREGA funds were fully used — in the past this hasn’t always been the case.
“I told the villagers they would get 100 days employment in a year simply by planting trees and protecting them. The old and disabled would be given preference,” he explained.
Every village council has now been given a target of planting 50,000 saplings — a group of four families have to plant 200 trees and they must protect them for three years till the plants grow stronger.
“They would get the full payment if they can ensure the survival of 90% of the plants under their care. For a 75-80% survival rate, they’ll be paid only half the wage. For less than 75%, the families in the group will be replaced,” the guidelines say.
Significantly, his scheme has even stopped the migration of poor labourers from the area in search of employment elsewhere.
56. According to the passage, the main purpose of SM Raju’s “social forestry” program is to _____.
A. promote the practice of NREGA
B. make efforts to prevent global warming
C. increase the employment of poor people
D. prevent poor people from migrating elsewhere
57 According to the passage, the poor people in Bihar don’t make full use of NREGA funds because _____.
A. the local officials don’t realize the importance of NREGA
B. the local government doesn’t get enough support from the central government
C. the local poor people know little about NREGA
D. Bihar is the most lawless state in India
58. We can infer from the passage that _____.
A. most people in Bihar will benefit from NREGA
B. the old and disabled people are not involved in tree planting
C. families who can’t ensure 75% survival rate of the trees will not be paid
D. Raju’s new plan will reduce Bihar’s population below the poverty line
59. What is the main idea of the passage?
A. There’s a good way to deal with global warming
B. Tree planting provides employment for the poor
C. Tree planting solves the problem of unemployment
D. Raju’s “social forestry” program wins the support of NREGA
60. How can villagers get more NREGA funds?
A. Thinking better ways to stop global warming
B. Working hard for one hundred days
C. Planting more trees and ensuring the survival of plants
D. Stopping moving from the area to search employment elsewhere
The first outstanding deaf teacher in America was a Frenchman Laurent Clerc. He and Thomas Hopkins Gallaudet founded America’s first school for the deaf.
When Laurent Clerc was one year old, he fell into a fire. As a result, he lost both his hearing and his sense of smell. At the age of 12, Laurent entered the Royal Institution for the Deaf in Paris. After he graduated, the school asked him to stay on as an assistant teacher.
Meanwhile, in America, Thomas Hopkins Gallaudet was studying to be a minister when he met a young deaf girl, Alice Cogswell. He was upset to learn that there were no schools for the deaf in America. Therefore, in 1815, Gallaudet sailed to London to seek ideas on how to teach deaf people. However, he was unable to get help. He met a French educator of the deaf who invited him to Paris to learn at the Royal Institution for the Deaf.
Gallaudet went to the Royal Institution for the Deaf, where Clerc became his Sign Language teacher. The two worked and studied well together. When the time came for Gallaudet to return to America, he asked Clerc to come with him.
The two men set sail on June 18, 1816. The voyage across the Atlantic Ocean took 52 days; however, Clerc and Gallaudet put the time to good use. They discussed the school for the deaf which they planned to open. On the long trip, they had many conversations about education and deafness. The year after they arrived, they founded a school for the deaf in Harford, Connecticut.
America’s first school for the deaf was founded __________.
A.in 1816 | B.in 1817 | C.by a Fenchman | D.by an American |
Thomas Hopkins Gallaudet sailed to London because __________.
A.he wanted to study the system of deaf education |
B.he needed to finish his studies to become a minister |
C.he wanted to get help from Clerc |
D.he wanted to find schools for the deaf |
." After he graduated, the school asked him to stay on as an assistant teacher." From this
sentence we can infer that __________.
A.the school wanted to help Clerc to get a job |
B.the school wanted Clerc to be prepared to teach Americans |
C.the school was impressed with Clerc, and thought he would do a good job |
D.the school wanted other deaf students to model after Clerc |
The main idea of this passage could best be stated as __________.
A.Clerc was an intelligent man |
B.Thomas Hopkins Gallaudet was grateful to Clerc for all that he taught him |
C.Clerc would teach the deaf in America rather than in Paris |
D.Clerc, an educated Frenchman, made a difference to American Deaf Education |
A new study shows that fat people in the United States suffer direct economic and social effects because of their size. The findings are from an 8-year study of about 100,000 people. The people who were studied were between the age of 18 and 24 when the research began.
The researchers who carried out the study say they consider the people fat if they are in the top of 5% of the measurement in which weight is linked to height. For example, fat women in the study were about 160 centimeters tall and weighed about 90 kilograms. Fat men in the study were about 175 centimeters tall and weighed 100 kilograms. The researchers say that more than 1,000,000 Americans are that big. The researchers found that fat young women were from wealthy families. The fat women also were 20% less likely to get married and they earned an average of about $6,700 a year less than other women. The study showed less severe effects on fat men. They earned an average of about $3,000 a year less than other men. Fat men also were 11% less likely to get married.
The passage mainly tells us __________.
A.the standards of fat people | B.the number of fat Americans |
C.fat people have fewer advantages | D.how long is the study |
From this study we know fat people in America __________.
A.were respected | B.earned less |
C.were more likely to get married | D.earned more |
. The underlined word "severe" here means __________.
A.economic | B.social | C.good | D.serious |
The researchers consider the people fat if __________.
A.they eat lots of food and do less exercise |
B.they are fatter than others |
C.they are in the top of 5% of the measurement of weight |
D.they are in the top of the measurement in which weight is linked to height. |
A journey to China
14 days from just £2,090pp
Fully inclusive from the UK
Price cover international airfares, departure taxes, fuel charges, local transportation, accommodation, all meals, entrance fees, guides, daily tours and visas for UK citizens.
◆Days 1-3 UK-Shanghai
Fly to the great city of shanghai and in the evening sample traditional shanghai food. Visit the beautiful YU Gardens, Old Town. Shanghai Museum, cross the Great Nanpu Bridge and tour the Pudong area. Also explore Xintiandi with its 1920’s style Shikomen buildings and end your stay in shanghai with an amazing Huangpu river evening tour.
◆Days 4-7:Shanghai-Yangtze River Tour
Fly to Yichang and change (approx: one hour)to board your Yangtze River ship for the next four nights. Enjoy a tour of the three Gorges Dam(三峡大坝)before sailing on the grand Yangtze River, passing through the impressive Three Gorges. We take a side trip to the lesser Three Gorges or travel up the Shennong Stream in a peapod boat and enjoy various shore trips along the way.
◆Day8 :Chongqing—Chengdu
Get off in Chongqing and drive to Chengdu for an overnight stay.
◆Day9-10;Chengdu-Xi’an
Visit the famous Panda Reserve to see the lovely animals We then fly to the historic city of Xi’an for two nights stay and enjoy traditional Shuijiao. Next day, explore one of the most important discoveries of the 20th century—the Terracotta Warriors(兵马俑),followed by the ancient City wall and a performance of Tang Dynasty dancing.
◆Day11-13: Xi’an-Beijing
Visit little wild Goose pagoda and see the ancient objects at the well-known Shangxi Provincial museum before walking through the lively militia Quarter to see the Great Mosque. Later fly to Beijing for three nights’ stay and try Peking Duck. During our stay in Beijing, we stroll through Tiananmen Square to the Forbidden city, the largest and best preserved collection of ancient buildings in china, and visit the summer palace. Next day we take a walk on the Great wall, tour the unique Temple of Heaven and enjoy an attractive Chinese Acrzobatio show.
◆Day14:Beijing-UK
Fly back to the UK, arriving home later the same day filled with happy memories.
The underlined word “sample” in the passage probably means “ ” .
A.buy | B.reserve | C.taste | D.make |
The first and last scenic spots to he visited in Xi’an are .
A.the Terracotta Warriors and the Great Mosque |
B.the Terracotta Warriors and shanghai provincial Museum |
C.Little wild goose Pagoda and Great Mosque |
D.Little wild goose Pagoda and the Muslim Quarter |
Which of the following is TRUE according to the ad?
A.The tourists will have to pay extra for fuel and meals. |
B.The tourists will visit the 1920’s Shikumen buildings in Beijing. |
C.The tourists will take a side trip to the Three Gorges Dam during the tour. |
D.The tourists will stay in Beijing for three nights before leaving for the UK. |
The ad is mainly intended to .
A.encourage the British to travel in China |
B.attract the British to traditional Chinese food |
C.offer service of booking air tickets to tourists |
D.provide the British with a better understanding of China. |
Good readers know that reading isn’t just about knowing words—it’s a way of thinking. Some readers think before, during and after reading. Here are some suggestions that may be of some help.
Think before you read. Before you read the text, ask yourself the questions that why you are reading it and what you want to get from it. Answering the questions will help you choose what words you need to know and what words you can skip or scan.
Think while you are reading. Can you get the meaning of the text without looking up new words in a dictionary? Are there any clues (线索)in the text? A text will often give examples that may help you understand what some of the words mean, let’s take the following sentence for example.
Many large Russian cities such as Chelayabinsk and Irkutsk, have taken steps to protect their culture.
The words “Chelyabinsk”and”Irkutsk” may be new to us, but the sentence tells us that they are examples of_____________
Think after you read. Do you understand the text? What is the main idea of the text? Can you guess the meaning of the new words? Which words do you need to look up? Is the text too easy or too hard for you?
If you practice reading and thinking in this way, you will become a smarter reader and you will learn more, faster and better.
This passage is probably taken from
A.a newspaper for general readers | B.a magazine for language teachers |
C.a book for language learners | D.an advertisement for a new book |
Which of the following can best be put in the blank in the passage?
A.countries | B.mountains | C.rivers | D.cities |
The author of the passage mainly advises that .
A.we should think before, while and after reading a passage |
B.we’d better look up every new word in a dictionary |
C.we should learn to guess the meanings of new words |
D.the clues in a passage should be made use of |
For some kids, old photos and baby pictures are embarrassing. For others, they are cherished keepsakes (纪念品). But for thousands of children living in orphanages (孤儿院) worldwide, these records of the past simply don't exist. Either the kids' parents weren't around to snap photos, or the pictures have been lost. Whatever the reason is, the Memory Project is giving orphans a lasting document of their youth.
Over the last two years, the Memory Project has provided hand-painted portraits to more than 4,000 children living in orphanages in poor countries. Ben Schumaker, 24, got the idea when he was visiting an orphanage in Guatemala in Central America. But he's not creating the portraits(肖像) alone. Students in hundreds of high school art classes across the U.S. paint them using photos sent from the orphanages.
Schumaker believes that the artists benefit from the project as much as the orphans do. “There are two purposes of the Memory Project,” he said. “One is to offer a special gift to the child abroad. The other is to help open the eyes of the student who is painting.” Staring into the eyes of another person, Schumaker believes, it creates a real connection. This connection raises awareness in U.S. schools about the needs of the world's poor children. “It's about planting a seed,” he said.
Schumaker is also working on Books of Hope, a project in which students of all ages put together homemade books for children in Uganda and India. He hopes that one day children in Uganda and India will send books to the U.S. “It's important to me to have it be a two-way exchange,” Schmnaker says.
Old photos and baby pictures are clearly unavailable to .
A.the kids in rich families | B.the kids in common families |
C.the kids in expanded families | D.the kids without parents |
How can the orphans in Guatemala get a continuing record of their youth?
A.By hand-painted portraits that Ben Schumaker painted. |
B.By the photos the orphanage taken for them. |
C.By the photos taken by the U.S. students in high schools. |
D.By the Memory Project started by Ben Schumaker. |
What does the third paragraph mainly tell us?
A.The special gifts that the world's poor children received. |
B.The benefits that the Memory Project brings. |
C.The need of the US schools. |
D.How to help the orphans. |
According to the passage, Schumaker helps the kids in poor countries.
A.two | B.three | C.four | D.five |