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The Marches were a happy family. Poverty, hard work, and even the fact that Father March was away with the Union armies could not down the spirits of Meg, Jo, Beth, Amy, and Matinee, as the March girls called their mother. The March sisters tried to be good but had their share of faults, Pretty Meg was often displeased with the schoolchildren .she taught; boyish Jo was easy to become angry; golden-haired schoolgirl Amy liked to show up; but Beth, who kept the house, was loving and gentle always. The happy days passed and darkness came when a telegram arrived for Mrs. March. "Your husband is very ill," it said, "come at once." The girls tried to be brave when their mother left for the front. They waited and prayed. Little Beth got scarlet fever (猩红热) when she was taking care of a sick neighbor. She became very ill but began to recover by the time Marmee was back. Then Father came home from the front and at that joyful Christmas dinner they were once more all together. Three years later the March girls had grown into young womanhood. Meg became Mrs. Brooke, and after a few family troubles got used to her new state happily. Jo had found pleasure in her literary efforts. Amy had grown into a young lady with a talent for design and an even greater one for society. But Beth had never fully regained her health, arid her family watched her with love and anxiety. Amy was asked to go and stay in Europe with a relative of the Marches'. Jo went to New York and became successful in her writing and had the satisfaction of seeing her work published there. But at home the bitterest blew was yet to fall. Beth had known for some time that she couldn't live much longer to be with her family, and in the springtime she died. News came from Europe that Amy and Laurie, the grandson of a wealthy neighbor, had planned to be married soon. Now Jo became ever mom successful in her writing and got married to Professor Bhaer, and soon afterwards founded a school for boys. And so the little women had grown up and lived happily with their children, enjoying the harvest of love and goodness that they had devoted all their lives to. 玛曲家是一个幸福美满的家庭。贫穷、大量的工作、甚至父亲被联盟军队征调，再外作战的事实都不能减少梅格、乔、贝丝、艾米和被女孩们称为玛丁妮的玛曲妈妈的兴致。 玛曲姐妹们试图做好女孩，但她们也犯过不少错误。漂亮的梅格常常被她的学生惹得生气；男孩子似的乔很容易被激怒；有一头金色头发的小女生艾米喜欢显摆；但管家的贝丝总是那么温柔且有爱心。 当玛曲夫人收到一封电报时，快乐的日子过去，黑暗来临了。“你的丈夫病情很严重，”电报中说，“请马上过来。”当她们的母亲赶赴前线时，女孩们尝试变得勇敢。她们等待着、祈祷着。小贝丝在照顾生病的邻居时的了猩红热。她病得很重，但当玛丁妮回来时，她开始恢复。然后父亲也从前线回家，在欢乐的圣诞晚宴上，他们一家又聚在了一起。 三年后， 玛曲家的女孩们长成了年轻女子。梅格成了布鲁克夫人，并在经过几次麻烦后习惯了她作为已婚女子的愉快生活。乔在她的文学创造中找到了乐趣。艾米的才华体现在设计领域，而在社交场合她更是如鱼得水。但贝丝并没有真正恢复健康；她的家人以爱和焦虑的心关注着她。 玛曲家的一个亲戚请艾米去欧洲居住。乔去了纽约，她在写作方面获得了成功，并且对她的作品得以发表感到满意。但从家中传来了最痛苦的消息。贝丝很早就知道她活不久，不能再陪伴她的家人了；在和暖的春光里，她溘然而逝。 从欧洲传来消息，艾米和劳伦，一位十分富有的邻居的孙子，打算不久后结婚。此时，乔在写作中获得了越来越显著的成功，并与拜尔教授成婚，不久后又成立了一所男子学校。 小妇人都已经长大，与她们的丈夫和子女们生幸福地生活在一起。她们以毕生的心血来寻找人间的真善美，现在她们享受着收获的喜悦。

1A和B很难选，我偏向B,因为文章主要是在讲，今天的医生会给病人看证，不像在古代，只通过跟病人聊天。2A原文：stethoscope,aninstrumentforlisteningtopatient’sheartbeatandbreathing3问哪一个选项不对D.因为文中说了，古代的医生dependon跟病人的谈话，不是medicalexamination4A古代的医生不知道给病人做检查的重要性。那么就更确定第一题选B了5B从古代讲到现代，应该是医术的发展

Last summer I went through a training program and became a literacy volunteer(扫盲志愿者). The training I received, though excellent, did not tell me how it was to work with a real student, however. When I began to discover what other people’s lives were like because they could not read, I realized the true importance of reading.My first student Marie was a 44-year old single mother of three. In the first lesson, I found out she walked two miles to the nearest supermarket twice a week because she didn’t know which bus to take. When I told her I would get her a bus schedule（时刻表）, she told me it would not help because she could not read it. She said she also had difficulty once she got to the supermarket because she couldn’t always remember what she needed. Since she did not know words, she could not write out a shopping list. Also, she could only recognize items by sight, so if the product had a different label(标识), she would not recognize it as the product she wanted.As we worked together, learning how to read built Marie’s self-confidence(自信心), which encouraged her to continue in her studies. She began to make rapid progress and was even able to take the bus to the supermarket. After this successful trip,she reported how self-confident she felt. At the end of the program, she began helping her youngest son, Tony, a shy first grader, with his reding. She sat with him before he went to sleep and together they would read bedtime stories. When his eyes became wide with excitementas she read, pride was written all over her face, and she began to see how her own hard work in learning to read paid off. As she described this experience, I was proud of myself as well. I found that helping Maeie to build her self-confidence was more rewarding than anything I had ever done before.As a literacy volunteer, I learned a great deal about teaching and helping others. In fact, I may have learned more from the experience than Marie did.( ) 48. What did the auther do last summer?A. She worked in the supermarket B.She helped someone to learn to read.C.She gave single mothers the help they needed.D.She went to a training program to help a literacy volunteer.( ) 49. Why didn’t Marie go to the supermarket by bus at first?A. Because she liked to walk to the supermarketB. Because she lived far away from the bus stop.C. Because she couldn’t afford the bus ticket.D. Because she couldn’t find the right bus.( ) 50. How did Marie use to find the goods she wanted in the supermarket?A. She knew where the goods were in the supermarket.B. She asked others to take her to the right place.C. She managed to find the goods by their looks.D. She remembered the names of the goods.( ) 51. Which of the following statements is true about Marie?A.Marie could do things she had not been able to do before.B.Marie was able to read stories with the help of her son.C.Marie decided to continue her studies in school.D. Marie paid for her own lessons.Keys：48. B. 第一段Last summer I went through a training program and became a literacy volunteer告诉我们，作者去年夏天参加了扫盲志愿者活动，教一位文盲如何读书。49. D. 第二段I found out she walked two miles to the nearest supermarket twice a week because she didn’t know which bus to take.可以判断出Marie 到超市不乘公共汽车的原因是她不知道应该乘那路公共汽车。50. C 第二段 Also, she could only recognize items by sight, so if the product had a different label, she would not recognize it as the product she wanted. 表明，Marie 根据货物的外表来找到自己需要的货物51. A.根据最后一段的内容可判断出 Marie 经过扫盲，可以做她原来不能做到的事情，如乘公共汽车到超市去，帮助她的儿子学习等还要么？我还有哦。

阅读理解题在英语考试中占了相当重的分量，题量多，分值也大，最能反映学生综合运用英语的能力。我们可从四个方面入手，来提高英语阅读理解的能力，并争取在考试中取得好的成绩。 一、要扩大词汇量，促进阅读 词汇是语言的三大要素之一，更是阅读理解的基石。我们在阅读理解时所遇到的首要问题是词语障碍，没有一定的词汇量作基础，就谈不上理解能力的提高。有语言学家通过调查发现，外语学习者如拥有5000词汇量，阅读正确率可达56%，词汇量达到6400，阅读正确率可达63%。因此，熟练掌握课本单词，适量扩充课外词汇是提高阅读能力的基础。 二、要严格训练阅读速度 读速是阅读能力的一项重要指标。要提高阅读速度，可从三个方面考虑： 1.克服不良的阅读习惯。 有些同学在阅读时存在着不少的陋习，如：视野狭窄，一次只看一个单词；用手指着单词，逐个阅读；只理解单词的个别意思，不注意惯用短语、词组的意思；一遇到生词就查字典；为了弄清楚某个意思，反复地阅读前面内容等等。这些不良习惯势必会影响思维的连贯性，造成顾此失彼的结果，对阅读材料缺乏整体性的理解。 2.限时阅读训练。 限时阅读是根据所读材料的内容难度、长度，并参照大纲对各年级读速的要求对该材料的阅读时间予以限定。例如：约250字的材料限定5分钟左右。控制时间有利于挖掘学生的阅读能力，迫使学生争分夺秒，专心致志于阅读。 3.寻找主题句，理解重点把握全文。 大多数阅读材料均有主题句，用以说明文章的主旨，其他文字一般是围绕主题句展开说明的。有的主题句在文章的开头，有的在文章的结尾，还有的主题句在文章的中间出现。阅读时若能把握住这些句子，无疑会大大提高阅读速度和理解效果。一般地说，运用演绎法的文章，主题句往往在文章的开头；采用归纳法的文章，主题句一般在结尾。 三、要培养词义推断能力 我们在阅读中难免会遇到生词，如果每次遇到不认识的单词都去查字典，则会影响阅读速度和理解效果。因此，在阅读中要善于根据上下文，推断某些单词和短语的意义。 1.根据构词法来推断词义。 掌握一定的构词知识会有助于我们的阅读。例如：Don’t make any unreasonable demands on the government.句中的unreasonable是生词，但我们可以较为容易地通过其构成“un+reason+able”推出其含义为“无理的，不合理的，过分的”意思来。 2.根据上下文的对比关系来推断词义。 有时在行文中可能会同时出现某一生词的同义词或反义词，这时我们可以通过上下文的对比关系来猜测词义。例如：If you agree，say“Yes”， if you dissent，say “No”.根据两组相对的词Yes与No、agree与dissent，不难推知dissent是“不同意”之意。 3.根据文中解释推断词义。 有时候，文中对生词给出了注解或说明，在阅读中应善于捕捉这一信息。例如：A journalist is a person who works on a newspaper or magazine and writes articles for it.此句是专门解释journalist的，通过解释不难推断出其意为“记者”。 4.根据上下文之间的逻辑关系推断词义。 He is so stingy that he never gives anything to others, even his friends or relatives.本例中的stingy是生词，但根据对结果分句的理解可推知，stingy即为“吝啬的”之意。 四、要把握好长难句 所谓长难句，是指结构稍微复杂一点的句子，只要善于分析理清结构，困难就会迎刃而解。 1.结构分析理解法。 结构分析理解法，就是指通过对句子进行语法结构分析，迅速弄清其结构，把握住它的基本框架，进而理解句子的方法。具体可以分两步走：第一步，判断句子是简单句、并列句还是复合句；第二步，找出句子的核心或成分，即主语和谓语动词，然后再分清句子中的一些附属成分。例如：If you press another key, your meal is prepared and heated for you; then it is brought on along a very small railway line to your seat in front of your television so that you don’t even have to stand up when you get what you need.这是一个并列复合句，在分号前后各有一个分句：分号前是一个带有条件状语从句的复合句，主干部分是your meal is prepared and heated for you；分号后是带有两个状语从句和一个宾语从句的复合句，其中so that引导的是结果状语从句，when you get 是时间状语从句，what you need是宾语从句，充当动词get的宾语。这样一来，全句脉络分明，句意也就自然明朗了。 2.意群阅读法。 意群阅读法，就是把在意义和语法结构上有关联的几个词，连接成较完整的信息，成组成组输入大脑的方法。使用这种方法进行阅读，不仅可以提高阅读速度，而且有利于对句子的整体理解。例如：When two cars traveling at 30 mph hit each other(1),an unbelted driver(2),would meet the windshield (3),with a force equal to diving headfirst into the ground from a height of 10 meters(4).该句中，（1）为时间状语从句，（2）为介词短语作状语，修饰谓语动词。这把整个句子划为四个阅读单位，大大地阅读速度和理解效果。 总之，阅读是一种综合性很强的语言实际活动。我们只有进行大量的课内外阅读，掌握一定的阅读技巧，正确运用阅读方法，才能有效地提高阅读理解能力。

问下 你想要关于哪类的 实用类文本 还是 像读故事似的 那种