高考英语阅读理解100篇及答案免费下载江苏浙江高考英语阅读理解

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2022年高考英语阅读理解100篇带答案

 

举例

    On a college camping trip, curiosity about waves and sand caused Rob Thieler to study shorelines around the world. Thirty years later and now a U.S. Geological Survey research geologist, Thieler, is combining science and smartphone technology to help study an endangered bird, the Atlantic Coast piping plover.

    The piping plover is a shorebird that breeds（繁殖）along the Atlantic Coast, the Great Lakesand the Great Plains. Rising sea levels associated with climate change, as well as increased development in their beach habitats（栖息地）, threaten the species（物种）. To help track changes in piping plover habitats, Thieler developed a free app called iPlover in 2012. This is a marked change from the typical way scientists collect data, which involves gathering information using specialized equipment or writing in notebooks and then putting into spreadsheets.

    Since releasing iPlover, scientists have gathered data across 1500 km of breeding range. Thatequals about a third of the distance across the U.S., which is a large area to cover for only two thousand breeding pairs of piping plovers on the east coast. Instead of having to travel and spend days at each site, a number of cooperators in the field use the app to collect and send data, allowing scientists to gather data more efficiently. It also allows them to collect data at the same time during each breeding season, providing a better picture of changes that happen over longer periods of time. And fast, centralized access means scientists can look at data quickly to get a real-time idea of where and how piping plovers are using their habitats.

    While iPlover is used by trained field staff, other apps like the U. S. Geological Survey'sweb-based “iCoast—Did the Coast Change?” invite citizen scientists to identify coastal changes by comparing bird's-eye-view photographs taken before and after storms. All the information scientists and citizen scientists alike collect helps federal and state agencies create policyplans for addressing climate change impacts (影响) worldwide.    

（1）What can we know about the piping plover?            

A. Its behaviour is changing.                                B. Its habitat is growing bigger.

C. Its living environment is becoming worse.          D. Its breeding is limited to the Atlantic Coast.

（2）Why did Thieler develop iPlover?            

A. To study shorelines across America.               B. To advance information technology.

C. To find out global climate change.                 D. To monitor changes of piping plover habitats.

（3）Which of the following benefits the shorebirds?            

A. The camping equipment.                                B. Research on smartphones.

C. The changeable coast.                                     D. Progress in technology.

（4）What would be the best title of the text?            

A. Protecting Endangered Shorebirds                 B. Rob Thieler, a Creative Scientist

C. IPlover, Tool for Training Field Staff               D. Differences Between IPlover and ICoast

【答案】

（1）C

（2）D

（3）D

（4）A  

【解析】【分析】本文是一篇说明文。文章主要讲述了随着技术的进步，保护濒危的岸禽鸟类的措施变得更加的有效。

（1）考查细节理解题。根据文章第二段Rising sea levels associated with climate change, as well as increased development in their beach habitats（栖息地）, threaten the species（物种）可知，笛鸻的生存环境变得越来越糟了。故答案选C。

（2）考查细节理解题。根据文章第二段To help track changes in piping plover habitats, Thieler developed a free app called iPlover in 2012.可知，发明app其目的是为了追踪笛鸻的栖息地的改变。故答案选D。

（3）考查推理判断题。根据文章第三段Instead of having to travel and spend days at each site, a number of cooperators in the field use the app to collect and send data, allowing scientists to gather data more efficiently.可以推断出，技术的进步，使得科学家获得更有效的数据。故答案选D。

（4）考查主旨大意题。根据文章大意：文章主要讲述了随着技术的进步，保护濒危的岸禽鸟类的措施变得更加的有效。故答案选A。

【点评】1. 要想做好科普英语阅读理解题，同学们就要注意平时多读科普知识类文章，学习科普知识，积累常见的科普词汇，从根本上提高科普英语的阅读能力。

2. 要熟悉科普类文章的结构特点。科普类文章一般由标题(Head line)，导语(Introduction)，背景(Back ground)，主体(Main body)和结尾(End)五部分构成。标题是文章中心思想高度而又精辟的概括，但根据历年的高考情况来看，这类阅读理解材料一般不给标题，而要同学们选择标题。导语一般位于整篇文章的首段。背景交待一个事实的起因。主体则对导语概括的事实进行详细叙述，这一部分命题往往最多，因此，阅读时，同学们要把这部分作为重点。结尾往往也是中心思想的概括，并与导语相呼应，命题者常在此要设计一道推理判断题。

3. 在进行推理判断时，同学们一定要以阅读材料所提供的科学事实为依据，同时所得出的结论还应符合基本的科普常识。