New genetic analysis has revealed that many Amazon tree species are likely to survive human-made climate warming in the coming century, contrary to previous findings that temperature increases would cause them to die out. A study,   1  in the latest edition of Ecology and Evolution, reveals the   2  age of some Amazonian tree species -- more than 8 million years -- and   3  shows that they have survived previous periods as warm as many of the global warming imagined periods   4  for the year 2100.
The authors write that, having survived warm periods in the past, the trees will   5  survive future warming, provided there are no other major environmental changes.   6  extreme droughts and forest fires will impact Amazonia as temperatures   7 , the trees will stand the direct impact of higher temperatures. The authors   8  that as well as reducing greenhouse gas emissions to minimize the risk of drought and fire, conservation policy should remain   9  on preventing deforestation（采伐森林）for agriculture and mining.
The study disagrees with other recent researches which predicted tree species’ extinctions   10  relatively small increases in global average air temperatures.
Study co-author Dr Simon Lewis (UCL Geography) said the   11  were good news for Amazon tree species, but warned that drought and over-exploitation of the forest remained major   12  to the Amazon’s future.
Dr Lewis said: “The past cannot be compared directly with the future. while tree species seem likely to   13  higher air temperatures than today, the Amazon forest is being transformed for agriculture and   14 , and what remains is being degraded by logging, and increasingly split up by fields and roads.
“Species will not move as freely in today’s Amazon as they did in previous warm periods, when there was no human   15 . Similarly, today’s climate change is extremely fast, making comparisons with slower changes in the past   16 .”
“With a clearer   17  of the relative risks to the Amazon forest, we   18  that direct human impacts -- such as forest clearances for agriculture or mining -- should remain a key point of conservation policy. We also need more aggressive   19  to reduce greenhouse gas emissions in order to make minimum the risk of drought and fire impacts and   20  the future of most Amazon tree species.”
小題1:
A．a(chǎn)dvertisedB．describedC．publishedD．presented
小題2:
A．frighteningB．surprisingC．excitingD．interesting
小題3:
A．stillB．neverthelessC．howeverD．therefore
小題4:
A．a(chǎn)ssessB．confirmC．forecastD．promise
小題5:
A．particularlyB．probablyC．merelyD．possibly
小題6:
A．SinceB．AlthoughC．When D．If
小題7:
A．riseB．change C．dropD．end
小題8:
A．considerB．decideC．guaranteeD．recommend
小題9:
A．basedB．builtC．focusedD．made
小題10:
A．in relation toB．in response toC．in reply toD．in reference to
小題11:
A．findingsB．thoughtsC．inventionsD．writings
小題12:
A．threatsB．disadvantagesC．embarrassmentsD．instructions
小題13:
A．a(chǎn)cceptB．tolerateC．permitD．Require
小題14:
A．farmingB．plantingC．cateringD．mining
小題15:
A．powerB．influenceC．desireD．violence
小題16:
A．difficultB．clear C．easyD．important
小題17:
A．beliefB．directionC．understandingD．suggestion
小題18:
A．doubtB．concludeC．calculateD．prefer
小題19:
A．thoughtB．guidanceC．protectionD．a(chǎn)ction
小題20:
A．secureB．a(chǎn)dvanceC．sacrificeD．evaluate

小題1:C
小題2:B
小題3:D
小題4:C
小題5:B
小題6:B
小題7:A
小題8:D
小題9:C
小題10:B
小題11:A
小題12:A
小題13:B
小題14:D
小題15:B
小題16:A
小題17:C
小題18:B
小題19:D
小題20:A

試題分析：本文的主要內(nèi)容是，氣候變暖不會(huì)使亞馬遜古代樹(shù)種滅絕。
小題1:C。publish為發(fā)表之意，其他意思不符合。
小題2:B。一些樹(shù)種并未隨氣溫的升高而滅絕，因此超高的樹(shù)齡令人驚訝。
小題3:D。該空所表明的事實(shí)是以前面的樹(shù)齡為依據(jù)的，所以是“因此”的意思。
小題4:C。2100是將來(lái)的時(shí)間，預(yù)測(cè)符合意思。
小題5:B。亞馬遜的樹(shù)曾經(jīng)在高溫氣候中生存下來(lái)，所以將來(lái)也很有可能升高的氣候。
小題6:B。Although引導(dǎo)讓步狀語(yǔ)。
小題7:A。氣溫的升高。
小題8:D。recommend此處是建議的意思，后面的should表明這一層意思。
小題9:C。防止采伐森林是保護(hù)政策的中心。
小題10:B。先前的觀點(diǎn)認(rèn)為樹(shù)種滅絕是對(duì)相對(duì)小幅氣溫升高的反應(yīng)。
小題11:A。最新研究的發(fā)現(xiàn)。
小題12:A。過(guò)度采伐威脅亞馬遜的未來(lái)。
小題13:B。耐高溫之意。
小題14:D。農(nóng)業(yè)和礦業(yè)，A、B與agriculture同一范疇，C毫不相干；最后一段有提示。
小題15:B。沒(méi)有人類影響，物種移動(dòng)更為自由。
小題16:A。今天的氣溫升高速度遠(yuǎn)遠(yuǎn)快于以前，因此難以與過(guò)去相對(duì)比。
小題17:C。更為清楚的了解亞馬遜森林面臨的風(fēng)險(xiǎn)。
小題18:B。得出的結(jié)論。
小題19:D。積極的行動(dòng)和措施。
小題20:A. 保護(hù)，使…安全。
點(diǎn)評(píng)：答題前一定要略讀全文，把握文章要表達(dá)的主題，注意前后句與句，段落與段落之間的關(guān)系。答題中，一定要認(rèn)真分析，注意選項(xiàng)與上下文的關(guān)系，與前后單詞的關(guān)系。對(duì)于一時(shí)沒(méi)有太大的把握的題可以放到最后再來(lái)完成，因?yàn)橛袝r(shí)答案可以從下文內(nèi)容體現(xiàn)出來(lái)。答完后再通讀一遍文章，看看所選選項(xiàng)能不能是語(yǔ)句通順，語(yǔ)意連貫。
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科目：高中英語(yǔ) 來(lái)源：不詳 題型：閱讀理解

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科目：高中英語(yǔ) 來(lái)源：不詳 題型：閱讀理解

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小題2:
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B．How plastic bags are used.
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A．Basic gardening skills.B．Water-saving techniques.
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The following is a father’s advice to his son/daughter, who has just graduated(畢業(yè)) from high school:
First of all, congratulations on your graduation! Graduation from high school means that a new stage of life is ahead of you. 小題1:_____.
小題2:      . After you have messed up（弄亂） something, you should learn to clean it up yourself. Cleanliness is indeed close to good manners.
Don’t mistake knowledge for wisdom（智慧）. No matter how much information or knowledge you have, you will never make right judgments if you don’t have wisdom. 小題3:_____. If you can imagine the possible future outcomes of your present decisions and actions, you can avoid mistakes. And if you can reflect(思考) on the mistake you have made, you can avoid making the same mistakes again and again. Such is wisdom.
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Finally, be an early bird. 小題5:______. And the sight of the rising sun will warm your heart and give you energy for the day ahead. Besides, being an early bird, you have plenty of time to take exercise or do a lot of work.
A．At the beginning of this new stage, I have some advice for you.
B．If you get up earlier than the sun, you can watch it rise up slowly into the sky
C．Once you start a job, you should try your best to do it well.
D．Clean your own room and do your own washing.
E. Don’t waste time complaining about it, no matter how difficult and boring it is.
F. Get up early and go for some morning exercises to build up your body.
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Teachers and parents usually call attention to the pictures when they read storybooks to pre-school children. But a new study suggests that calling attention to the words and letters on the page may lead to better readers.
The two-year study compared children who were read in this way in class with children who were not. Those whose teachers most often discussed the print showed clearly higher skills in reading, spelling and understanding. These results were found one year and even two years later.
Shayne Piasta, an assistant professor of teaching and learning at Ohio State University, was an author of the study. She says most pre-school teachers would find this method manageable and would need only a small change in the way they teach. They already read story-books in class. The only difference would be increased attention to the printed text. “If you get children to pay attention to letters and words, it makes sense that they will do better at word recognition and spelling.” But she says research suggests that very few parents and teachers do this in a systematic way.
More than 300 children aged four and five were observed in classrooms. They came from poor families and were below average in their language skills. For thirty weeks, the children took part in a program called Project STAR--- Sit Together and Read. The project is based at Ohio State. It tests the short-term and long-term results of reading regularly to pre-school children in their classrooms.
There are different ways that adults can talk to children about print. They can point to a letter and discuss it, and even trace the shape with a finger. They can point out a word and discuss the meaning of the print or how the words tell the story. And they can talk about the organization of the print--- for instance, showing how words are written left to right in English.
小題1:What do we know about the ways pre-school children are usually taught?
A．More attention is paid to the pictures ,with words and letters being ignored.
B．Preference is given to the shape of letters and the organization of the print.
C．The focus of the teaching is on bringing them up to be good readers.
D．Equal attention is paid to the texts and the pictures.
小題2:What does Shayne Piasta suggest pre-school teachers should do in class?
A．Teach children how to draw pictures to get an idea of what they mean.
B．Change the way they teach and pay more attention to words and letters.
C．Adopt different methods according to the students’ difference in reading skills.
D．Read storybooks to children rather than explain the meaning of the pictures.
小題3:Which of the following is TRUE about the study on language skills of pre-school children?
A．Many teachers want to change their way of teaching pre-school children.
B．Attention on the pictures has made the children uninterested in reading.
C．Project STAR aims to research into the results of reading books to pre-school children in the classroom.
D．Teachers are often prevented from taking different approaches to language teaching.
小題4:Which section of a magazine does the passage probably come from?
A．Fashion.B．Economy .C．Entertainment.D．Education.

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