高考英語閱讀理解專題訓練[6]

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　　To Chinese immigrants, in the mid-1800s, California was “The Land of the Golden Mountain.” In their homeland they had heard the words, “There’s gold in California.” They sailed 7,000miles to join the gold rush and strike it rich. Between 1849 and 1882, more than 30,000 Chinese came to California. Most were men. They had been farmers in China. They came here to be miners and laborers. They ended up doing many other jobs, too.

　　Like many other immigrants, they did not plan to stay in America. They came because of their ties to their homeland and their families. They planned to return to China with their fortunes and help their families.

　　Only a few Chinese gold miners struck it rich. Most picked over the areas that had been mined already. But still, white miners resented the Chinese. Slowly, they drove the “yellow peril” from the mining camps.

　　By the end of the 1850s, many Chinese returned home. Those who stayed found other jobs.

　　Few women had come west in the gold rush. The Chinese saw a good business opportunity. They began doing the jobs women would have done. Many became house servants. Many more opened laundries.

　　The Chinese opened restaurants. Chop suey and show mein are popular Chinese-American dishes. The Chinese probably created these dishes to serve to the white miners.

　　Other Chinese became fishermen, farmers, and even cigar makers.

　　1. Why did Chinese go to America in the mid-1800s?

　　A. Because they could find good jobs there.

　　B. Because they had found gold there.

　　C. Because they could open laundries and restaurants there.

　　D. Because they heard there was gold there.

　　2. The underlined word “resented” mean “________”.

　　A. liked

　　B. helped

　　C. hated

　　D. served

　　3. Which of the following was NOT mentioned in the passage?

　　A. Some Chinese became drivers.

　　B. Many Chinese opened shops to help wash clothes.

　　C. Many Chinese picked gold around the old mines.

　　D. Many Chinese returned to China by the end of the 1850s.

　　4. Which should be the title of the passage?

　　A. Early Chinese immigrants in America

　　B. Dream to strike it rich

　　C. The difference between men and women

　　D. Gold miners in America

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　　Typing Success in 20 Minutes a Day

　　— Teaching Your K-12 Students to Type in 20 Minutes a Day

　　Typing is fast becoming an important skill in our world. Making this skill available to your students is very important. Just 20 minutes of the following activities per day will give your students the finger strength and keyboard knowledge they need to be ready to include typing in their learning programs.

　　Step 1 Knitting (編織): You can try various styles until you find the one that best suits your students’ abilities. Finger knitting is a great way to start! It helps students focus on finger strength. Knitting with needles is a little more challenging but will suit some older students. The more practice the fingers get the stronger they will become.

　　Step 2 Key board games: It helps your students become familiar with the keyboard. Students as young as four years old can practice finger placement, letter sounds and names using the keyboard of computers.

　　Step 3 Clay modeling: Many children develop the ability to be quick and skilful with their hands through creating clay models. The creative nature of this activity keeps children engaged for long periods of time. It helps keep fingers strong and supple.

　　Step 4 Lego (拼裝玩具) building: Little fingers become strong when children pull apart little Lego time and time again. Because of the fun nature of this activity it helps build and does a lot to reinforce the ability to arrange things into an order — another important aspect in typing.

　　Choose an age-appropriate, interactive and engaging typing program. All students are different and with firm finger skills typing can be easily learned in 20 minutes a day with the use of a mixture of these different approaches.

　　5. All the following steps can make one’s fingers stronger EXCEPT ____.

　　A. Step4

　　B. Step3

　　C. Step2

　　D. Step1

　　6. The underlined word “it” in Step 4 refers to ____.

　　A. little Lego

　　B. the fun nature

　　C. the strength of fingers

　　D. Lego building

　　7. What can be inferred from the last paragraph?

　　A. Activities listed in the text suit students of all ages.

　　B. Different students have different results after following the activities listed.

　　C. Only one activity can be used in a typing program for specific students.

　　D. Firm finger skills are important for learning to type.

　　【答案與解析】

　　1. D 事實細節題。根據短文第 1 段的第 2 句 In their homeland they had heard the words, “There’s gold in California.” 可知，他們是因為聽說“在California 有金子”才去美國的，因此答案為 D。

　　2. C 詞義猜測題。根據下文的 Slowly, they drove the “yellow peril” from the mining camps 可知答案為 C。

　　3. A 事實細節題。根據第 3 段的第 2 句 Most picked over the areas that had been mined already，倒數第 3 段最后一句 Many more opened laundries 以及第 4 段內容可排除 B、C、D 三項，故可知答案為 A。

　　4. A 主旨大意題。根據文章第 1 段的第 1 句

　　及全文的內容可知答案為A。

　　5. C。第1、3、4點中都提到了對手指力度的訓練，第2點主要讓學生熟悉鍵盤，故選C項。

　　6. D。it指前面提到的“this activity”，即玩具的拼裝。

　　7. D。根據“with firm finger skills typing can be easily learned …”，可知D正確