In the Netherlands,cycling isn't seen as eccrfriendly exercise; it's part of everyday life, as it's people's top choice to school and work. There are more bicycles than residents in the Netherlands. In cities like Amsterdam and The Hague, up to 70 percent of all journeys are made by bike.
So how did cycling become such a popular means of transportation in the European country?
In the 1970s, the Dutch government began to improve its cycling infrastructure(基礎(chǔ)設(shè)施)due to both a social movement demanding safer cycling condition for children and the oil crisis in the Middle East, when oil producing countries stopped their exports to Western Europe.
To make cycling safer and more appealing, the Dutch have built the widest cycling net- work in the world. The country has over 40,000 kilometers of bicycle lanes and paths,which are clearly marked. They have smooth surfaces,separate signs and lights for those on two wheels. The lanes are wide enough to allow side-by-side cycling and passing.
In many cities the bike lanes are completely segregated(隔離的)from motorized traffic. And in many traffic situations cyclists are given priority(優(yōu)先權(quán))over drivers. Sometimes, where space is limited and both must share, you can see signs showing an image of a cyclist with a car behind accompanied by the words "Bike Street:Cars are guests".
As young people aren't allowed to drive alone until they are 18,cycling offers Dutch teen- agers an alternative form of freedom. The government also makes cycling training lessons a compulsory part of the Dutch school curriculum(課程).
Bike parking facilities are ubiquitous in the country. Cyclists are accommodated in the way motorists are elsewhere. Take Groningen, a city in the northeastern part of the Netherlands,for example. The city's central train station has underground parking for 10,000 bikes.
小題1:We can conclude that in the Netherlands cycling is____.
A.regarded as eco-friendly exercise
B.thought of as part of people's life
C.looked on as a way to lose weight
D.considered as a way to entertain
小題2:What can we learn about the Netherlands from the first paragraph?
A.Most vehicles the Dutch use are buses.
B.The native people cycle the best in the world.
C.Everyone has one bike on average in the Netherlands.
D.The number of bikes is larger than the population there.
小題3:Which of the following made the government improve the cycling infrastructure?
A.A large number of bikes.
B.Hope for healthy life style.
C.People's preference to bikes.
D.Children's safety demand and lack of oil.
小題4:The underlined word "ubiquitous" in the last paragraph means“_,,.
A.high qualityB.uniqueC.very commonD.special
小題5:What does the Dutch government do about teenagers cycling?
A.It makes cycling covered by school education.
B.It encourages teenagers to cycle alone.
C.It will watch over teenagers who ride bikes.
D.It suggests teenagers cycling before driving.

小題1:B
小題2:D
小題3:D
小題4:C
小題5:A

試題分析:文章介紹在荷蘭騎車是生活的一部分,孩子安全的考慮和缺乏油,荷蘭政府改善自行車的基礎(chǔ)設(shè)施,一系列的自行車配套設(shè)施都很完善。
小題1:細節(jié)題:從第一段的句子:In the Netherlands,cycling isn't seen as eccrfriendly exercise; it's part of everyday life, as it's people's top choice to school and work. 可知在荷蘭騎車是生活的一部分,選B
小題2:細節(jié)題:從第一段的句子:There are more bicycles than residents in the Netherlands. 可知在荷蘭自行車的數(shù)量比人口多,選D
小題3:細節(jié)題:從第三段的句子:In the 1970s, the Dutch government began to improve its cycling infrastructure(基礎(chǔ)設(shè)施)due to both a social movement demanding safer cycling condition for children and the oil
crisis in the Middle East 可知因為孩子安全的考慮和缺乏油,荷蘭政府改善自行車的基礎(chǔ)設(shè)施,選D
小題4:猜詞題:從最后一段的句子:The city's central train station has underground parking for 10,000 bikes.可知荷蘭的自行車停放設(shè)施是很普遍的,選C。
小題5:. 細節(jié)題:從倒數(shù)第二段的句子:The government also makes cycling training lessons a compulsory part of the Dutch school curriculum(課程).可知荷蘭政府把騎自行車變成一個課程,選A。
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D.there were many other factors beyond one's control.
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D.cues to manipulate the habitual neural responses.
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B.tell us what people think home is
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A.people who build multi-million-dollar houses
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D.Sometimes it’s the rich that should be pitied .
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