英语阅读理解习题及答案（最新4篇）

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英语阅读理解【第一篇】

The intensive work of materials scientists and solid-state physicists has given rise to a class of solids known as amorphous metallic alloys or glassy metals. There is a growing interest among theoretical and applied researchers alike in the structural properties of these materials.

When a molten metal or metallic alloy is cooled to a solid, a crystalline structure is formed that depends on the particular alloy composition. In contrast, molten nonmetallic glass-forming materials when cooled do not assume a crystalline structure, but instead retain a structure somewhat like that of the liquid an amorphous structure. At room temperature the natural long-term tendency for both types of materials is to assume the crystalline structure. The difference between the two is in the kinetics or rate of formation of the crystalline structure which is controlled by factors such as the nature of the chemical bonding and the ease with which atoms move relative to each other. Thus, in metals, the kinetics favors rapid formation of a crystallines structure whereas in nonmetallic glasses the rate of formation is so slow that almost any cooling rate is sufficient to result in an amorphous structure. For glassy metals to be formed, the molten metal must be cooled extremely rapidly so that crystallization is suppressed.

The structure of glassy metals is thought to be similar to that of liquid metals. One of the first attempts to model the structure of a liquid was that by the late J. D. Bernal of the University of London, who packed hard spheres into a rubber vessel in such a way as to obtain the maximum possible density. The resulting dense, random-packed structure was the basis for many attempts to model the structure of glassy metals.

英语阅读理解【第二篇】

Passage Two

Questions 26 to 30 are based on the following passage.

The worlds environment is surprisingly healthy. Discuss. If that were an examination topic, most students would tear it apart, offering a long list of complaints: from local smog(烟雾)to global climate change, from the felling(砍伐)of forests to the extinction of species. The list would largely be accurate, the concern legitimate. Yet the students who should be given the highest marks would actually be those who agreed with the statement. The surprise is how good things are, not how bad.

After all, the worlds population has more than tripled during this century, and world output has risen hugely, so you would expect the earth itself to have been affected. Indeed, if people lived, consumed and produced things in the same way as they did in 1900 , the world by now would be a pretty disgusting place: smelly, dirty, toxic and dangerous.

But they dont. The reasons why they dont, and why the environment has not been ruined, have to do with prices, technological innovation, social change and government regulation in response to popular pressure. That is why todays environmental problems in the poor countries ought, in principle, to be solvable.

Raw materials have not run out, and show no sign of doing so. Logically, one day they must: the planet is a finite place. Yet it is also very big, and man is very ingenious. What has happened is that every time a material seems to be running short, the price has risen and, in response, people have looked for new sources of supply, tried to find ways to use less of the materials, or looked for a new substitute. For this reason prices for energy and for minerals have fallen in real terms during the century. The same is true for food. Prices fluctuate, in response to harvests, natural disasters and political instability; and when they rise, it takes some time before new sources of supply become available. But they always do, assisted by new farming and crop technology. The long-term trend has been downwards.

英语阅读【第三篇】

"Leave him alone" I yelled as I walked out of the orphanage gate and saw several of the Spring Park School bullies pushing the deaf kid around. I did not know the boy at all but I knew that we were about the same age, because of his size. He lived in the old white house across the street from the orphanage where I lived. I had seen him on his front porch several times doing absolutely nothing, except just sitting there making funny like hand movements.

In the summer time we didn't get much to eat for Sunday supper, except watermelon and then we had to eat it outside behind the dining room so we would not make a mess on the tables inside. About the only time that I would see him was through the high chain-link fence that surrounded the orphanage when we ate our watermelon outside.

The deaf kid started making all kind of hand signals, real fast like. "You are a stupid idiot" said the bigger of the two bullies as he pushed the boy down on the ground. The other bully ran around behind the boy and kicked him as hard as he could in the back. The deaf boy's body started shaking all over and he curled up in a ball trying to shield and hide his face. He looked like he was trying to cry, or something but he just couldn't make any sounds, I don't think.

I ran as fast as I could back through the orphanage gate and into the thick azalea bushes. I uncovered my home-made bow which I had constructed out of bamboo and string. I grabbed four arrows that were also made of bamboo and they had coca cola tops bent around the ends to make real sharp tips. Then I ran back out the gate with an arrow cocked in the bow and I just stood there quiet like, breathing real hard just daring either one of them to kick or touch the boy again.

"You're a dumb freak just like him you big eared creep" said one of the boys as he grabbed his friend and backed off far enough so that the arrow would not hit them. "If you're so brave kick him again now" I said, shaking like a leaf. The bigger of the two bullies ran up and kicked the deaf boy in the middle of his back as hard as he could and then he ran out of arrow range again.

The boy jerked about and then made a sound that I will never forget for as long as I live. It was the sound like a whale makes when it has been harpooned and knows that it is about to die. I fired all four of my arrows at the two bullies as they ran away laughing about what they had done.

I pulled the boy up off the ground and helped him back to his house which was about two blocks down the street from the school building. When we reached his home his sister told me that her brother was deaf but that he was not dumb like the two bullies said. That he was very smart but could not say or hear anything. I told her that he did make a sound when the bully kicked him in the back. She told me that I must be mistaken because all her brother's vocal cords had been removed during an experimental surgery, which had failed.

The boy made one of those hand signs at me as I was about to leave. I asked his sister "if your brother is so smart then why is he doing things like that with his hands?" She told me that he was saying that he loved me with his hands. I didn't say anything back to her at all because I didn't believe her. People can't talk with their hands and everybody knows that. People can only talk with their mouth.

Almost every Sunday for the next year or two I could see the boy through the chain-link fence as we ate watermelon outside behind the dining room, during the summer time. He always made that same funny hand sign at me and I would just wave back at him, not knowing what else to do.

On my very last day in the orphanage I was being chased by the police. They told me that I was being sent off to the Florida School for Boys Reform School, at Marianna so I ran to get away from them. They chased me around the dining room building several times and finally I made a dash for the chain-link fence and tried to climb over in order to escape. I saw the deaf boy sitting there on his porch just looking at me as they pulled me down from the fence and handcuffed me. The boy, now about twelve jumped up and ran across San Diego Road, placed his fingers through the chain-link fence and just stood there looking at us.

They dragged me by my legs, screaming and yelling for more than several hundred yards through the dirt and pine-straw to the waiting police car. All I could hear the entire time was the high pitched sound of that whale being harpooned again. As we pulled away in the police car I saw the deaf boy loosen his grip on the fence and slide very slowly to the ground and lower his head into the leaves and pine straw. That is when I realized that he probably really did love me and he wanted to save me because he thought that I too was making the whale sound.

精选英语阅读文章【第四篇】

一、明确目标

我们以往的英语教学中把“掌握语言基本知识和基本技能”放在教学目的的首位。而新制定的课程标准要求把“激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的习惯和形成有效的学习英语策略，发展自主学习的能力和合作精神”放在首位。同时，提倡教学中要以“口语交际”为主，培养学生的口语能力，使每一个学生都能开口说英语，达到学以致用的目的和增强学生的实践能力。

二、改变英语教学方法

过去的在英语教学中总是老师讲，学生记。教师是课堂的主角，学生是听众，学生自由练习很少，口语、听力非常差。现在我们要转变这种模式，在课堂上以学生为主体，把主动权还给学生。那么怎样才能使学生在课堂中处于主体地位，提高学习效率呢？可以从以下四方面入手：

1、在教学中应把时间和空间多留给学生

合作学习前给学生独立思考的时间。没有独立思考就进行合作学习，合作学习将流于形式，质量不高。有准备的讨论交流，才可能是高质量的交流。

提出一个探究性的问题，给学生思维空间。给学生自主学习的时间和空间。在课堂教学中，时间是最重要的学习资源。一个教师对时间如何分配，直接反映这个教师的教学观。探究的问题性、实践性、参与性和开放性决定了探究学习必须有充分的自主学习时间，否则就是一句空话。

2、精心设计教学环节，激发学生学习的主动性

学生学习的主动性主要在于老师的调动。在学生消除心理障碍后，就需要老师精心设计教学的各个教学环节，设计模仿、会话、口、笔头操练、提问，激发学生学习英语的兴趣，激活学生的思维，激起学生的情感，使学生全身心地投入到英语教学活动中。虽然我们的教学条件有限，但我们可以根据实际运用实物、自制教具来使课堂形象生动。

3、充分利用学生的差异

在以往的课堂上，教师对学生的要求是整齐划一，束缚了学生创新潜能的发挥。教师要重视尊重学生的个性，满足学生的不同需求。学生的个性差异，不仅表现在学生的个体之间的差异，还表现在独特的精神世界和兴趣特长，这种独特性是人的个性完善的内在资源。因此，我们不能用一个模式去塑造和评价学生。不能用一个水平衡量学生，那是不现实的，也是不可能的。要尊重学生的不同理解和认识，让课堂成为学生发挥个性的天地，成为自我赏识的乐园。

4、创造性运用教材

新课程倡导教师“用教材教”，而不是简单地“教教材”。教材只是书面的东西，而且所载的信息是有限的。传统的教学与新课程教学有很大的区别，以往的教学只是要求讲解知识点，而现在的新课程强调要引导学生学会观察，学会思考，学会如何学习的能力。教师与学生的位置也发生了变化，从教师中心转向学生中心；学生的学习方式发生了变化，从独立学习转向了合作学习；学生的学习态度发生了变化，从接受学习转向探究式学习。