阅读理解 Seth DeBolt is a plant scientist at the University of Kentucky US. He

题文

阅读理解     Seth DeBolt is a plant scientist at the University of Kentucky US. He and other scientists wanted to find a source of fuel that poor people in rural areas of developing countries could use to make electricity.
     The United Nations Development Program says a billion and a half people have no electricity. A billion others have an undependable supply.
     Professor DeBolt went on a study trip to rural Indonesia. He saw that there was very little waste in the use of agricultural products. Everything that farmers grew was used for something. Even the remains of fruit that people did not eat were fed to chickens.
     Little waste meant there was little that could be used for fuel. Growing a separate fuel crop would take
land away from food crops. That was something Professor DeBolt did not want to do.
     DeBOLT said, "The people at most risk with respect to energy poverty, typically they're the same
people who have food insecurity issues as it is. And then any change in availability would be most
damaging to that group of people."
     But he found one item that was in plentiful supply and would not create competition between food and
fuel. Coconut shells are generally thrown out. Yet Professor DeBolt says it has an "excellent" heating value. All someone needs is a way to release that energy.
     DeBolt says he and his team see possibilities for coconut power. "Coconuts are growing here and these are the areas where there is possibility for energy poverty to be eased at least in part by these small-scale
production systems."
    The researchers say these systems could provide as much as thirteen percent of the energy needs of a
country like Indonesia. Other tropical countries with large crops of coconuts and similar fruit could benefit, as well.
     But DeBolt says this is not a perfect solution. There are technical questions, like how to safely deal with the dangerous waste produced in the process. And there needs to be money to get these projects started.1. Professor DeBolt went on a study trip to rural areas of developing countries to_____.     
A. help farmers make full use of waste                                                  
B. seek certain materials to make electricity                                          
C. persuade farmers to grow more coconuts                                              
D. find a suitable place to carry out the experiment                                    
2. DeBolt thought it was not a good idea to grow fuel crops because_____.            
A. there are plenty of coconuts                                                        
B. local farmers have no interest in it                                                
C. it would make food problems worse                                                    
D. fuel crop has little use for local farmers                                          
3. The last two paragraphs mainly tell us that coconut power_____.                    
A. needs further experiments and efforts                                                
B. can help solve energy problem perfectly                                              
C. will cause technique and money problems                                              
D. has drawn Indonesia's government attention                                          
4. What might be the best title for the passage?                                        
A. Make Full Use Of Coconuts                                                            
B. Make Power From Coconuts                                                            
C. A Perfect Solution                                                                  
D. Food And Energy Problems                                                             题型：未知 难度：其他题型

答案

1-4 BCAB

解析

该题暂无解析

考点

据考高分专家说，试题“阅读理解 Seth DeBol.....”主要考查你对 [新闻报道类阅读 ]考点的理解。

新闻报道类阅读

新闻报道类阅读的概念：

阅读理解的选材明显地呈现出关注实际生活的趋势，这种趋势与当前基础教育改革的目标是一致的，而中学生学习语言的根本目标与基础教育学会求知，学会做事，学会合作，学会做人的目标是一致的，真实新颖的选材对基础英语教学课程改革具有重要的反作用。

新闻报道类阅读理解技巧点拨：       

        新闻报道类类文章有一共同特点，即都是由标题（Headline）、导语（Lead）、主体（Mainbody）、背景（Background）和结尾（End）五部分构成。标题是新闻报道中心思想高度而又精辟的概括；导语位于新闻报道的首段，高度概括新闻事实；主体则对导语概括的新闻事实进行详细叙述；新闻背景是指新闻事实之外，对新闻事实或新闻事实的某个部分进行解释或补充的材料；结尾往往是新闻事件的结果或动态展望，也是中心思想的概括并常常与新闻导语相呼应。
        新闻报道中的导语非常重要，它位于文章的第一段，通过它点出新闻的主题，五个W和一个H(When,Where,Who,What,Why和How)通常是构成一则完整消息不可缺少的要素。文章往往呈现出“倒金字塔”的特征，因此读懂首句或首段至关重要。
       另外，从句的使用也是此类文章的一大语言特色，因为从句信息量大，适合新闻报道的要求。此外，大量的副词和插入语的使用也是此类文章的特点。为使文章更客观、更具信服力，常用The study said…, Scientists believe that…Experts said…, It's reported that…, According to the survey…等语言。同事在阅读过程中，我们要对材料所提供信息如when, where, who, how, why等进行提问，将信息迅速提炼出来。

新闻报道类阅读应试策略：

【命题趋势】
阅读理解的选材明显地呈现出关注实际生活的趋势，这种趋势与当前基础教育改革的目标是一致的，而中学生学习语言的根本目标与基础教育学会求知，学会做事，学会合作，学会做人的目标是一致的，真实新颖的选材对基础英语教学课程改革具有重要的反作用。时文报道就在文章中体现了这一要求。主要表现在以下几个方面：
1、反映海内外事件，文章结构严谨，内容贴近生活，用现代英语反映现代生活。
2、如果是新闻报道，都有比较固定的写作格式，如文首通常有报道的地点或时间，第一句话常常是文章的导语，有助于了解文章的大致内容和主题。
3、如果是新闻报道则是记叙文，有地点、时间、人物、事物等要素。
4、有许多大量反映当代社会变化的新词汇和表达方式。
5、命题既重细节，又重推理和主旨。
6、大背景中的小事件，大事件中的小插曲往往是选材的热点。
【应试对策】
1、在平时学习中，关注生活，阅读新闻报道和广告类文章、把阅读时事文章作为学习英语的重要途径。
2、了解新的词汇和表达方式。如：tsunami海啸，MP3players(MP3)播放器，well_offsociety小康社会等。
3、抓住文章主题，准确捕捉细节和内涵，进行合理的推理。
4、品味新闻的标题，联系平时所积累的知识，为了解材料大意作铺垫。
5、了解新闻报道的特殊规律，其内容和多含何人、何地、何事、何时等，阅读时要抓住新闻的这一主要特点去理解判断。
6、要注意文中以黑体、大写、下划线等方式加以提示的文字，因为这很有可能是材料的核心或至少是一部分内容的概括。