D
Have you ever noticed what happens to an idea once you express it? Just talking about it or writing it down causes you to make it clear in your own mind. How can you use this to increase your brain power? Start writing.
By putting thoughts into words, you are telling yourself the logic behind what you think, feel, or only partly understand. Often, explaining a thought is the process of understanding. In other words, you increase your brain power by exercising your “explain power”.
Another benefit of writing is that it helps you remember. Many, if not most, highly productive people are always taking notes. You can try keeping it all in your head, but if you keep a journal(日志) of your ideas the next time you’re working on a big project, you’ll probably have more success.
Want to understand a topic? Write a book about it. That’s an extreme example, but if you are learning something new, write a letter to a friend about it, and you will understand it better. Want to invent something? Write an explanation of the problem—why you want to solve it, and why it is worth solving, and you’re half way there.
Writers don’t always write because they clearly understand something beforehand. Often, they write about something because they want to understand it. You can do the same. Writing will help bring you to an understanding. Give it a try.
47.What would be the best title for the passage?
A.A Way on How to Write
B.Increase Your Brain Power Through Writing
C.Brain Power Helps Improve Your Writing
D.How to Start Your Writing
48.According to the passage, writing can help you a lot EXCEPT_______.
A.to increase your brain power      B.to improve the ability to remember
C.to develop your interest in study   D.to strengthen the understanding of a topic
49.The underlined sentence “you’re half?way there” in the fourth paragraph means that_______.
A.you are already successful
B.there’s a long way for you to go to reach your goal
C.you are left wondering what to do
D.you have been on the way to success
50.Which of the following statements is TRUE?
A.Writing can cure people of their brain disease.
B.People who can keep all thoughts in mind are more likely to succeed.
C.Writing a book about one topic is the only way to understand it.
D.The more you write, the more logical you will be.

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科目：高中英語(yǔ) 來(lái)源：2010年高考模擬試卷（山東）英語(yǔ) 題型：閱讀理解


D
Have you ever noticed what happens to an idea once you express it? Just talking about it or writing it down causes you to make it clear in your own mind. How can you use this to increase your brain power? Start writing.
By putting thoughts into words, you are telling yourself the logic (邏輯) behind what you think, feel, or only partly understand. Often, explaining a thought is the process of understanding. In other words, you increase your brain power by exercising your “explain power.”
Try this experiment. Explain how you’ll increase your brain power, even if you have no idea how right now. Just start with anything, and create an explanation. For example, start with “I’ll learn chess,” or “I’ll read an article on the mind every week.” Explain how that will help. You’ll be surprised how often this becomes a workable plan, and if you actually do this, you’ll have a better understanding of your brain twenty minutes from now.
Another benefit of writing is that it helps you remember. Many, if not most, highly productive people are always taking notes. You can try keeping it all in your head, but if you keep a journal of your ideas the next time you’re working on a big project, you’ll probably have more success.
Want to understand a topic? Write a book about it. That’s an extreme example, but if you are learning something new, write a letter to a friend about it, and you will understand it better. Want to invent something? Write an explanation of the problem, why you want to solve it, and why it is worth solving, and you’re half-way there.
Writers don’t always write because they clearly understand something beforehand. Often, they write about something because they want to understand it. You can do the same. Writing will help bring you to an understanding. Give it a try.
71. What would be the best title for the text?
A. A Way on How to Write
B. Increase Your Brain Power through Writing
C. Brain Power Helps Improve Your Writing
D. How to Start Your Writing
72. According to the text, writing can help you a lot in the following ways EXCEPT ______.
A. the increase of your brain power
B. the ability to remember
C. the development of your interest in study
D. the better understanding of a topic
73. If a writer writes something, it means that he or she _______.
A. has understood it very well
B. needs to understand it better
C. wants to remember it in his or her mind
D. is exercising his or her “explain power”
74. The underlined sentence “you’re half-way there” in the fifth paragraph implies that ______.
A. you are already successful
B. you still need to work hard
C. writing can help you walk half way
D. writing is important to solve problems
75. What’s the main purpose of the writer writing the text?
A. To advise readers to start their writing.
B. To explain the importance of writing.
C. To persuade readers to become writers.
D. To increase readers’ brain power.

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科目：高中英語(yǔ) 來(lái)源：山東省2010屆高考下學(xué)期模擬考試（一） 題型：閱讀理解


D
Have you ever noticed what happens to an idea once you express it? Just talking about it or writing it down causes you to make it clear in your own mind. How can you use this to increase your brain power? Start writing.
By putting thoughts into words, you are telling yourself the logic(邏輯) behind what you think, feel, or only partly understand. Often, explaining a thought is the process of understanding. In other words, you increase your brain power by exercising your “explain power.”
Try this experiment. Explain how you’ll increase your brain power, even if you have no idea how right now. Just start with anything, and create an explanation. For example, start with “I’ll learn chess,” or “I’ll read an article on the mind every week.” Explain how that will help. You’ll be surprised how often this becomes a workable plan, and if you actually do this, you’ll have a better understanding of your brain twenty minutes from now.
Another benefit of writing is that it helps you remember. Many, if not most, highly productive people are always taking notes. You can try keeping it all in your head, but if you keep a journal of your ideas the next time you’re working on a big project, you’ll probably have more success.
Want to understand a topic? Write a book about it. That’s an extreme example, but if you are learning something new, write a letter to a friend about it, and you will understand it better. Want to invent something? Write an explanation of the problem, why you want to solve it, and why it is worth solving, and you’re half-way there.
Writers don’t always write because they clearly understand something beforehand. Often, they write about something because they want to understand it. You can do the same. Writing will help bring you to an understanding. Give it a try.
71. What would be the best title for the text?
A. A Way on How to Write
B. Increase Your Brain Power through Writing
C. Brain Power Helps Improve Your Writing
D. How to Start Your Writing
72. According to the text, writing can help you a lot in the following ways EXCEPT ______.
A. the increase of your brain power
B. the ability to remember
C. the development of your interest in study
D. the better understanding of a topic
73. If a writer writes something, it means that he or she _______.
A. has understood it very well
B. needs to understand it better
C. wants to remember it in his or her mind
D. is exercising his or her “explain power”
74. The underlined sentence “you’re half-way there” in the fifth paragraph implies that ______.
A. you are already successful
B. you still need to work hard
C. writing can help you walk half way
D. writing is important to solve problems
75. What’s the main purpose of the writer writing the text?
A. To advise readers to start their writing.
B. To explain the importance of writing.
C. To persuade readers to become writers.
D. To increase readers’ brain power.

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科目：高中英語(yǔ) 來(lái)源：天津一中2010屆高三第四次月考 題型：閱讀理解


D
Have you ever known a married couple that just didn’t seem as though they should fit together—yet they are both happy in the marriage, and you can’t figure out why?
I know of one couple: the husband is a burly(魁梧的)ex-athlete who, in addition to being a successful salesman, coaches Little League, is active in his Rotary Club and plays golf every Saturday with friends. Meanwhile, his wife is petite, quiet and a complete homebody. She doesn’t even like to go out to dinner.
What mysterious force drives us into the arms of one person, while pushing us away from another who might appear equally desirable to any unbiased(沒(méi)有偏見(jiàn)的) observer?
Of the many factors influencing our idea of the perfect mate, one of the most telling, according to John Money, professor emeritus(榮譽(yù)退休的) of medical psychology and pediatrics(兒科學(xué)) at Johns Hopkins University, is what he calls our “l(fā)ove map”—a group of messages encoded in our brains that describes our likes and dislikes. It shows our preferences in hair and eye color, in voice, smell, body build. It also records the kind of personality that appeals to us, whether it’s the warm and friendly type or the strong, silent type.
In short, we fall for and pursue those people who most clearly fit our love map. And this love map is largely determined in childhood. By age eight, the pattern for our ideal mate has already begun to float around in our brains.
When I lecture, I often ask couples in the audience what drew them to their dates or mates. Answers range from “She’s strong and independent” and “I go for redheads” to “I love his sense of humor” and “That crooked smile, that’s what did it.”
I believe what they say. But I also know that if I were to ask those same men and women to describe their mothers, there would be many similarities between their ideal mates and their moms. Yes, our mothers—the first real love of our lives—write a significant portion of our love map.
51. What does the underlined word “petite” in Paragraph 2 probably mean?
A. Clever.              B. Little.               C. Energetic.         D. Lovely.
52. What is “l(fā)ove map” according to John Money?
A. One of the many factors influencing our idea of the perfect mate.
B. Our preferences in hair and eye color, in voice, smell, body build.
C. A group of messages encodes in our brains that describes our likes and dislikes.
D. Something that appeals to us, whether it’s the warm and friendly type.
53. Which of the following statements is NOT true?
A. By age eight, the pattern for our ideal mate has already begun to float around in our brains.
B. We fall for and pursue those people who most clearly fit our love map.
C. Love map is largely determined in childhood.
D. “She’d strong and independent” is the most important reason that drew the couple together.
54. What’s the main idea of the last paragraph?
A. The author believes what the questioned couple said.
B. Our mothers play a very important role in the forming of our “l(fā)ove map”.
C. Our mothers are the first real love in our lives.
D. There would be many similarities between ideal mates and moms.
55. What would be the best title of this passage?
A. The “l(fā)ove map” in our mind.
B. What mysterious force drives us into the arms of one person?
C. The real reason why we choose that special someone.
D. Our mothers write a significant portion of our love map.            

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科目：高中英語(yǔ) 來(lái)源：河南省鄭州市2010年高中畢業(yè)年級(jí)第二次質(zhì)量預(yù)測(cè) 題型：閱讀理解


D
Have you ever thought about what determines the way we are when we grow up? Remember the TV program Seven Up? It started following the lives of a group of children in 1973. We first meet them as wide-eyed seven-year-olds and catch up with them at seven-year intervals: nervous 14-year-olds, serious 21-year-olds and then grown-ups.
Some of the stories are inspiring, others sad, but what is interesting in almost all the cases is the way in which the children’s early hopes and dreams are shown in their future lives. For example, at seven, Tony is a lively child who says he wants to become a sportsman or a taxi driver. When he grows up, he goes on to do both. How about Niki? She says, “I would like to find out about the moon.” And she goes on to become a space scientist. As a child, soft-spoken Bruce says he wants to help “poor children” and ends up teaching in India.
But if the lives of all the children had followed this pattern, the program would be far less interesting than it actually was. It was the children whose childhood did not prepare them for what was to come that made the program so interesting. Where did their ideas come from about what they wanted to do when they grew up? Are children influenced by what their parents do, by what they see on television or by what their teachers say? How great is the effect of a single important event? Many film directors, including Steven Spielberg, say that an early visit to the cinema was the turning point in their lives. Dr. Margaret McAllister, who has done a lot of research in this area, thinks that the major factors are parents, friends and their wider society.
68. What does the text mainly discuss?
A. New ways to make a TV program interesting.
B. The importance of TV programs to children.
C. Different ways to make childhood dreams come true.
D. The influence of childhood experience on future lives.
69. What does the underlined word “influenced” mean in the last paragraph?
A. Impressed.     B. Improved.        C. Affected.          D. Attracted.
70. What are the examples in Paragraph 2 meant to show?
A. Many people’s childhood hopes are related to their future jobs.
B. There are many poor children in India who need help.
C. Children have different dreams about their future.
D. A lot of people are very sad in their childhood.
71. Spielberg’s story is meant to show that _______.
A. going to a movie at an early age helps a child learn about society
B. a single childhood event may decide what one does as a grown-up
C. parents and friends can help a child grow up properly
D. films have more influence on a child than teachers do

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