英文原文阅读答案

76. C 见原文第三行77. B 见四到五行78. C 11行开头有个"difficult to use 就是说1970时还是不普及 根据后面句意，到1990时普及"79. B 这个是显而易见的80. D 文章只是说1990s的时候科学家研制出了使上网简单的软件，并没有说人们拥有足够的上网软件，所以不对。

36 natural beauty 37 various tourist activities 38 nature lovers 39 tennis 40 plus over 1000

初三英语阅读理解原文及答案

学生在初三年级将面临初级中学升学考试，即中考。为了帮助大家备考中考英语，我整理了一些初三英语阅读理解，希望能对大家有所帮助!

There are over 800 boarding (寄宿) schools in the UK with students from home and foreign countries. Boarding schools started hundreds of years ago in the country. But the earliest boarding schools were set up for white, rich boys only. Now both boys and girls can go to boarding schools from the age of 7 to 18.

What to do

In the UK, boarding schools have three terms in a school year, with about 13 weeks in each term. Students study and live together. They can’t go outside if they are not allowed to. In some schools, each student has his or her subject plan. Besides the usual classrooms and laboratories, the boarding schools have lots of other facilities for their students, including music rooms, boats, swimming pools, cinemas and theatres. Most boarding schools have a “light out” time. So when it’s time to go to bed, all the lights in the bedrooms are turned off. There are house-masters to take care of students all the time, especially after school hours.

What to wear

Nearly all students at boarding schools wear a school uniform. Boys usually wear a shirt and a tie, and girls wear a white blouse, sometimes also a tie and a skirt. As students get older, the rules become less strict.

_______________

In the UK, boarding schools provide students with delicious food. They can choose to have a full English breakfast or simply bread. They can also choose between a meal with no meat and another meal at lunch and dinner. And there is always self-service for salad (沙拉), other side dishes and a dessert. Students can also make themselves something to eat at any time in a kitchen, or drink tea or have a snack between meals.

1. Which of the following is TRUE according to (根据) the passage?

A. Only white children were allowed to attend the earliest boarding schools.

B. Students in a boarding school are looked after only after school hours.

C. As students get older, the rules about wearing school uniforms become stricter.

D. Students can have different activities in a boarding school.

2. Which is the best title for the last paragraph?

A. What to eat B. When to eat

C. Where to eat D. How to eat

3. The underlined word ‘facilities’ means _____________.

A. 教师 B. 设施 C. 活动 D. 课程

参考答案：1.D 2.A 3.B

A friend of mine named Paul received an expensive car from his brother as a Christmas present. On Christmas Eve when Paul came out of his office, a street urchin (顽童) was walking around the shining car. “Is this your car, Paul?” he asked.

Paul answered, “Yes, my brother gave it to me for Christmas.” The boy was surprised. “You mean your brother gave it to you and it cost you nothing? Boy, I wish…” He hesitated (犹豫).

Of course Paul knew what he was going to wish for. He was going to wish he had a brother like that. But what the boy said surprised Paul greatly.

“I wish,” the boy went on, “that I could be a brother like that.” Paul looked at the boy in surprise, and then he said again, “Would you like to take a ride in my car?”

“Oh yes, I’d love that.”

After a short ride, the boy turned around with his eyes shining, said, “Paul, would you mind driving in front of my house?”

Paul smiled a little. He thought he knew what the boy wanted. He wanted to show his neighbors that he could ride home in a big car. But Paul was wrong again. “Will you stop where those two steps are?” the boy asked.

He ran up to the steps. Then in a short while Paul heard him coming back, but he was not coming fast. He was carrying his little crippled (残疾的) brother. He sat him down on the step and pointed to the car.

“There he is, Buddy, just like I told you upstairs. His brother gave it to him for Christmas and it didn’t cost him a cent. And some day I’m going to give you one just like it…then you can see for yourself all the nice things in the Christmas windows that I’ve been trying to tell you about.”

Paul got out and lifted the boy to the front seat of his car. The shining-eyed elder brother climbed in beside him and the three of them began an unforgettable holiday ride.

根据短文内容，选择最佳答案。

1. The street urchin was very surprised when ________.

A. Paul told him about the car

B. he was walking around the car

C. he saw the shining car

2. From the story we can see the urchin ________.

A. wished to give his brother a car

B. wanted Paul’s brother to give him a car

C. wished he could have a brother like Paul’s

3. The urchin asked Paul to stop his car in front of his house ________.

A. to show his neighbors the big car

B. to show he had a rich friend

C. to tell his brother about his wish

4. We can infer(推断) from the story that ________.

A. Paul couldn’t understand the urchin

B. the urchin had a deep love for his brother

C. the urchin wished to have a rich brother

5. The best name of the name story is _________.

A. A Christmas Present

B. A Street Urchin

C. A Brother Like That

参考答案：1.A 2.A 3.C 4.B 5.C

When I was a foreign teacher in China, every day I taught English to my students and they taught me about China. One day the topic turned to saying “I love you”. I was shocked to learn that not one of my students had said this to their mothers, nor had their mothers said it to them. “Does your mom love you?” “Of course,”they answered.

“How do you know ?”was my logical question. They responded that their mons cooked and always told them what they were doing wrong to show their caring. I was stunned .So mon’s cooking and criticzing read out as “I love you ”. “Then how do you say ‘I love you ’to her?” They agreed that getting good grades, followed by god jobs would be how they showed their love.

I come from a culture where most people are expressive enough, so I repeated these queries in classes over time. Gradually, I began to get different response. Some of them had exchanged those sentiments with their moms.

One of my favorite stories of change came from a girl. When she came home from university, her mother met her at the door and hugged(拥抱)her. This had never happened before, but her mom said, “Now that you have gone I have more time to myself. I noticed that in some places mothers and children hug each other and I decided it was a good idea and that I would begin hugging you.”

In my family we all say “I love you” a lot .While it is true that we often say the words without having great depth of feelings at that moment, it is almost like a blessing we give each other. Those three little words carry a world of meaning ,even when said as a greeting, but most especially if they are the last words we say to or hear from those we love.

1.The foreign teacher_______.

A. comes from America

B. is a young woman

C. is expressive enough

D. knows much about China

2.Chinese people prefer to show love by________.

A. saying “I love you”

B. cooking

C. getting good grades

D. doing something helpful;

3.In paragraph 4,what’s the real meaning of the mom’s hugging?

A. She is meeting her daughter at the door.

B. She loves her daughter and misses her.

C. She is glad that she has more time to herself

D. he finds it interesting to hug her daughter.

4.What’s the main idea of the passage?

A. Say “I love you”more to your family.

B. Say “I love you”a lot to Chinese people .

C. Say “I love you”as a greeting to others.

D. Say “I love you”without great depth of feelings.

参考答案：1.C 2.D 3.B 4.A

1.Yes2.Yes3.Yes4.No5.family-friendly 6.personal time?Stars without the stripesA US-style project-led model means long hours and burn-out. Why we can't be more like Europe, asks Richard ScaseManaging cultural diversity is a core component of most MBA programmes these days. The growth of Japanese corporations in the Sixties and Seventies reminded us that there were other models of business than those taught by Harvard professors and US-based management consultants. And the cultural limits to the American model have more recently been underlined by developments in Russia and central Europe over the past decade. Yet in Britain, we are still more ready to accept the American model of management than most other European countries. As a result, UK managers often fail to understand how business practices are fundamentally different on the Continent. One outcome is that many mergers and acquisitions, strategic alliances and joint ventures between British and European companies do not achieve their objectives and end in tears. The tribulations of Marks & Spencer in France are a case in point. Alternatively, managers may avoid a merger or joint venture which makes sense from a hard-nosed strategic point of view because they fear that different working practices will prevent their goals from being achieved. Essentially, Anglo-Saxon companies are structured on the principles of project management. In the Eighties, companies were downsized, with tiers of management eliminated. In the Nineties, management fashion embraced the ideas of business process re-engineering, so organisations were broken down into customer-focused trading units. Sometimes these were established as subsidiary companies, at other times as profit-and-loss or cost centres. Over the past 10 years, these principles have been applied as vigorously to the UK public sector as to private-sector corporations. Hospitals, schools, universities, social services departments, as well as large areas of national government, now operate on project management principles - all with built-in operational targets, key success factors and performance-related reward systems. The underlying objectives for this widespread process of organisational restructuring have been to increase the transparency of operations, encourage personal accountability, become more efficient at delivering service to customer and directly relate rewards to performance. The result is a management culture which is entrepreneurially oriented and focused almost entirely on the short term, and highly segmented organisational structures - since employee incentives and rewards are geared to the activities of their own particular unit. This business model has also required development of new personal skills. We are now encouraged to lead, rather than to manage by setting goals and incentive systems for staff. We have to be co-operative team members rather than work on our own. We have to accept that, in flattened and decentralised organisations, there are very limited career prospects. We are to be motivated by target-related rewards rather than a longer-term commitment to our employing organisation. This is in sharp contrast to the model of management that applies elsewhere in Europe. The principles of business process re-engineering have never been fully accepted in France, Germany and the other major economies; while in Russia, the attempt to apply them in the Nineties brought the economy virtually to its knees, and created huge opportunities for corrupt middle managers and Mafia-led ventures. Instead, continental European companies have stuck to the bureaucratic model which delivered economic growth for them throughout the twentieth century. European corporations continue to be structured hierarchically, with clearly defined job descriptions and explicit channels of reporting. Decision making, although incorporating consultative processes, remains essentially top-down. Which of these two models is preferable? Certainly, the downside of the Anglo-American model is now becoming evident, not least in the long-hours working culture that the application of the decentralised project management model inevitably generates. Whether in a hospital, a software start-up or a factory, the breakdown of work processes into project-driven targets leads to overoptimistic goals and underestimates of the resources needed. The result is that the success of projects often demands excessively long working hours if the targets are to be achieved. Further, the success criteria, as calibrated in performance targets, are inevitably arbitrary, and the source of ongoing dispute. Witness the objections of teachers and medics to the performance measures applied to them by successive governments. This is not surprising: in a factory producing cars the output of individuals is directly measurable. But what criteria can be used to measure output and performance in knowledge-based activities such as R&D labs, government offices and even the marketing departments of large corporations? The demands and stresses of operating according to the Anglo-American model seem to be leading to increasing rates of personnel burn-out. It is not surprising that managers queue for early retirement (in a recent survey, just a fifth said they would work to 65). This could be why labour market participation rates have declined so dramatically for British 50-year-olds in the past 20 years. By contrast, the European management model allows for family-friendly employment policies and working hours directives to be implemented. It encourages staff to have a long-term psychological commitment to their employing organisations. Of course, companies operating on target-focused project management principles may be committed to family-friendly employment policies in theory. But, if the business plan has to be finished by the end of the month, the advertising campaign completed by the end of next week, and patients pushed through the system to achieve measurable targets, are we really going to let down our 'team' by clocking out at 5pm and taking our full entitlement of annual leave? Perhaps this is why we admire the French for their quality of life. Richard Scase is professor of Organisational Behaviour at the University of Kent and author of Britain in 2010: the changing business landscape (Capstone, £9.99).