閱讀理解
     Lisa was running late. Lisa,25,had a lot to do at work,plus visitors on the way: her parents were
coming in for Thanksgiving from her hometown. But as she hurried down the subway stairs, she started
to feel uncomfortably warn. By the time she got to the platform,Lisa felt weak and tired--maybe it hadn't
been a good idea to give blood the night before,she thought. She rested herself against a post close to the
tracks.
     Several yards away,Frank,43,and his girlfriend,Jennifer,found a spot close to where the front of the
train would stop. They were deep in discussion about a house they were thinking of buying.
     But when he heard the scream,followed by someone yelling,"Oh,my God,she fell in!" Frank didn't
hesitate. He jumped down to the tracks and ran some 40 feet toward the body lying on the rails. "No!
Not you! "his girlfriend screamed after him.
     She was right to be alarmed. By the time Frank reached Lisa,he could feel the tracks shaking and
see the light coming. The train was about 20 seconds from the station.
     It was hard to lift her. She was just out. But he managed to raise her the four feet to the platform so
that bystanders could hold her by the grins and drag her away from the edge. That was where Lisa briefly
regained consciousness,felt herself being pulled along the ground,and saw someone else holding her purse.
     Lisa thought she'd been robbed. A woman held her hand and a man gave his shirt to help stop the
blood pouring from her head. And she tried to talk but she couldn't,and that was when she realized how
much pain she was in.
     Police and fire officials soon arrived,and Frank told the story to an officer. Jennifer said her boyfriend
was calm on their 40-minute train ride downtown-just as he had been seconds after the rescue,which
made her think about her reaction at the time. "I saw the train coming and 1 was thinking he was going to
die,"she explained.

1. What was the most probable cause for Lisa's weakness?

A. She had run a long way.              
B. She felt hot in the subway.
C. She had done a 1ot of work.            
D. She had donated blood the night before.

2. Why did Jennifer try to stop her boyfriend?

A. Because they would miss their train.        
B. Because he didn't see the train coming.
C. Because she was sure Lisa was hard to lift.  
D. Because she was afraid the train would kill him.

3. How did Frank save Lisa?

A. By lifting her to the platform.          
B. By helping her rise to her feet.
C. By pulling her along the ground.        
D. By dragging her away from the edge.

4. When did Lisa become conscious again?

A. When the train was leaving.            
B. After she was back on the platform.
C. After the police and fire officials came.  
D. When a man was cleaning the blood from her head.

5. The passage is intended to _____________

A. warn us of the danger in the subway      
B. show US how to save people in the subway
C. tell US about a subway rescue          
D. report a traffic accident
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科目：高中英語(yǔ) 來(lái)源：2012年普通高等學(xué)校招生全國(guó)統(tǒng)一考試湖北卷英語(yǔ) 題型：050

閱讀理解

　　It was a simple letter asking for a place to study at Scotland's oldest university which helped start a revolution in higher education．A 140-year-old letter written by a lady calling for her to be allowed to study medicine at St Andrews University has been discovered by researchers．Written by Sophia Jex-Blake in 1873, the seven-page document, which urged the university to allow women to study medicine at the institution, was released yesterday on International Women's Day．

　　The document was discovered buried in the university archives(檔案)by part-time history student Lis Smith, who is completing her PhD at St Andrews Institute of Scottish Historical Research．She said：“We knew that Sophia Jex-Blake and her supporters, in their effort to open up university medical education for women, had written to the Senatus Academicus(校評(píng)議委員會(huì))at St Andrews in an attempt to gain permission to attend classes there, but we didn't know documentary evidence existed．While searching the archives for information about the university's higher certificate for women, I was astonished to come across what must be the very letter Jex-Blake wrote．”

　　In the letter, Sophia and her supporters offered to hire teachers or build suitable buildings for a medical school and to arrange for lectures to be delivered in the subjects not already covered at St Andrews．Although her letter was not successful, it eventually led to the establishment of the Ladies Literate in Arts at St Andrews, a distance-learning degree for women．The qualification, which ran from 1877 until the 1930s, gave women access to university education in the days before they were admitted as students．It was so popular that it survived long after women were admitted as full students to St Andrews in 1892．

　　Ms Jex-Blake went on to help establish the London School of Medicine for Women in 1874．She was accepted by the University of Berne, where she was awarded a medical degree in January 1877．Eventually, she moved back to Edinburgh and opened her own practice．

(1)

Sophia wrote a letter to St Andrews University because she wanted ________．

[　　]

A．

to carry out a research project there

B．

to set up a medical institute there

C．

to study medicine there

D．

to deliver lectures there

(2)

Lis Smith found Sophia's letter to St Andrews University ________．

[　　]

A．

by pure chance

B．

in the school office

C．

with her supporters'help

D．

while reading history books

(3)

Sophia's letter resulted in the establishment of ________．

[　　]

A．

the London School of Medicine for Women

B．

a degree programme for women

C．

a system of medical education

D．

the University of Berne

(4)

When did St Andrews University begin to take full-time women students?

[　　]

A．

In 1873．

B．

In 1874．

C．

In 1877．

D．

In 1892．

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科目：高中英語(yǔ) 來(lái)源：同步題 題型：閱讀理解

閱讀理解。
      American children and teenagers have increased their use of entertainment media by more than one hour
a day in the last five years. On an average day they now spend seven and a half hours using media.
     These are the findings of a new survey. It included not only devices like TVs, computers, mobile phones
and MP3 players, but also media like books and magazines. It did not count media use for school.
     Vicky Rideout at the Kaiser Family Foundation, a health re- search group, wrote the report. She was
surprised that kids could fit even more media time into their day.
     She found that they spent ten hours and fortyfive minutes if you counted each device individually. But
children multi-task a lot, and Vicky Rideout says this is not necessarily a good thing. "
     People who study the brain will tell you that you can't actually multitask in that way. You're really
switching back and forth in order from different tasks, just doing it rapidly, and that you don't really do either
task as well as you would do them if. you did them one at a time." she added.
     The study suggests a link between heavy media use and lower performance in school. About one-fourth of
those who used media the least reported that their grades were mostly average or below. But that was true of
half the heavy media users.
     So where are the parents? Children who had any rule limiting the use of any kind of media were exposed to
an average of about three hours less media a day. But only one-third of children had to follow any rules.
     Girls spent more time than boys on social networking sites, lis tening to music and reading. Boys spent
more time on video games-an average of forty eight minutes more a day than girls.
     Vicky said "It looks like the girls just sort of lose interest in the games and they drop off and start doing
other things, whereas the boys' interest remains strong."
     Some other findings: Time spent reading books has not dropped in the last five years. But time with
newspapers and magazines has, though some reading now takes place online.
1. What is worrying about American children and teenagers according to the survey?
A. The burden and pressure of study after school.
B. The money spent on the entertainment media.
C. Their increased time spent on entertainment media.
D. The lost control of their entertainment activities.
2. What does the underlined word "multitask" mean?
A. Doing different tasks without being permitted.
B. Carrying many tasks at the same time.
C. Doing some illegal things out of school.
D. Only doing one task in the limited time.
3. The underlined sentence in Paragraph 7 means____.
A. Parents should watch children while they are using media
B. Parents shouldn't allow children use media at all
C. Parents should hide and give children free space
D. Parents should play an important part as a director

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科目：高中英語(yǔ) 來(lái)源：湖北省高考真題 題型：閱讀理解

閱讀理解。
     It was a simple letter asking for a place to study at Scotland's oldest university which helped start a
revolution in higher education. A 140-year-old letter written by a lady calling for her to be allowed to
study medicine at St Andrews University has been discovered by researchers. Written by Sophia
Jex-Blake in 1873, the seven-page document, which urged the university to allow women to study
medicine at the institution, was released yesterday on International Women's Day.
     The document was discovered buried in the university archives (檔案) by part-time history student
Lis Smith, who is completing her PhD at St Andrews Institute of Scottish Historical Research. She said: "We knew that Sophia Jex-Blake and her supporters, in their effort to open up university medical
education for women, had written to the Senatus Academicus (校評(píng)議委員會(huì)) at St Andrews in an
attempt to gain permission to attend classes there, but we didn't know documentary evidence existed.
While searching the archives for information about the university's higher certificate for women, I was
astonished to come across what must be the very letter Jex-Blake wrote."
     In the letter, Sophia and her supporters offered to hire teachers or build suitable buildings for a
medical school and to arrange for lectures to be delivered in the subjects not already covered at St
Andrews. Although her letter was not successful, it eventually led to the establishment of the Ladies
Literate in Arts at St Andrews, a distance-learning degree for women. The qualification, which ran from
1877 until the 1930s, gave women access to university education in the days before they were admitted
as students. It was so popular that it survived long after women were admitted as full students to St
Andrews in 1892.
     Ms Jex-Blake went on to help establish the London School of Medicine for Women in 1874. She
was accepted by the University of Berne, where she was awarded a medical degree in January 1877.
Eventually, she moved back to Edinburgh and opened her own practice.
1. Sophia wrote a letter to St Andrews University because she wanted _______.
A. to carry out a research project there
B. to set up a medical institute there
C. to study medicine there
D. to deliver lectures there
2. Lis Smith found Sophia's letter to St Andrews University _______.
A. by pure chance
B. in the school office
C. with her supporters' help
D. while reading history books
3. Sophia's letter resulted in the establishment of _______.
A. the London School of Medicine for Women
B. a degree programme for women
C. a system of medical education
D. the University of Berne
4. When did St Andrews University begin to take full-time women students?
A. In 1873.
B. In 1874.
C. In 1877.
D. In 1892.

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