题文
Recently we told you about a finding that more years of school could help students get higherscores on intelligence tests．That was the finding of a study of teenage males in Norway．Now，other research shows that physical activity may help students do better in their classes .The research comes as educators in some countries are reducing time for activities like physical education．They are using the time instead for academic subjects like maths and reading．The studies appeared between 2007 and 2013．They included more than 55，000 children，aged 6 to 18．
Amika Singh：“based on the results of our study，we can conclude that being physically active is beneficial for academic performance. There are，first，Physiological explanations，like more blood flow, and so more oxygen to the brain．Being physically active means there are more hormones(荷尔蒙)produced like endorphins(内啡肽)．And endorphins make your stress level lower and your mood improved, which means you also perform better.”
Also，students involved in organized sports learn rules and how to follow them．This could improve their classroom behavior and help them keep their mind on their work．
The study leaves some questions unanswered，however．Ms．Stash says it is not possible to say whether the amount or kind of activity affected the level of academic improvement．This is because of differences among the studies .
Also．they were mostly observational studies．An observational study is where researchers do not do controlled comparisons．They only describe what they observe．So they might observe a link that students who are more active often have better grades．But that does not necessarily mean being active was the cause of those higher grades．
The researchers said they found only two high - quality studies．They called for more high-
quality studies to confirm their findings．They also pointed out that “outcomes for other parts of the world may be quite different. ”
Still，the general finding was that physically active kids are more likely to do better in school．Ms．Singh says schools should consider that finding before they cut physical education programs．Her paper on “Physical Activity and Performance at School”is published in the Archives of Pediatric and Adolescent Medicine．
小题1:The passage mainly tells us that ＿＿＿＿A．a research on physical education has been done by the researchersB．there exists a possibility that physical activity leads to higher gradesC．the amount or kind of activity directly affects academic levelD．the research shows that the children aged 6 to 1 8 don't do sports小题2:Which of the following is TRUE?A．Being mentally active is good for academic subjects．B．The more hormones you have，the more stressed you will get．C．They have found many high-quality studies to prove the research．D．The educators in the research think studies，not exercise，mean much to students．小题3:The underlined sentence in Paragraph 7 probably means ＿＿＿＿.A．good marks result from high-quality studyB．findings probably vary in different areasC．physical activity will spread all over the worldD．academic performance depends on the surroundings小题4:What's the purpose of writing the passage?A．To call our attention to the sports at school．B．To introduce all types of physical activities．C．To represent the academic performance．D．To improve students' health ． 题型：未知 难度：其他题型
答案
小题1:B
小题2:D
小题3:B
小题4:A
解析
试题分析: 本文讲的是体育锻炼能提高学习成绩吗？
小题1:B 细节理解题。根据第一段提到Recently we told you about a finding that more years of school could help students get higherscores on intelligence tests．That was the finding of a study of teenage males in Norway．Now，other research shows that physical activity may help students do better in their classes最近我们讲述了关于上学时间更长能够帮助学生在智力测验中得到更高分数的一项发现，这是针对挪威青年男子的一项研究。现在其它研究表明，体育锻炼可能帮助学生在功课上做得更好，所以选B项。
小题2:D 细节理解题。根据第五段提到The study leaves some questions unanswered，however．Ms．Stash says it is not possible to say whether the amount or kind of activity affected the level of academic improvement．This is because of differences among the studies然而该研究还留下了一些未解之谜。辛格女士说，无法确定是运动量还是运动类型影响到学术水平的提高。因为这些研究之间存在差异，所以D项正确。
小题3:B 细节理解题。根据第七段提到The researchers said they found only two high - quality studies．They called for more high-quality studies to confirm their findings．They also pointed out that “outcomes for other parts of the world may be quite different.研究人员表示，他们只发现两项高质量研究。他们呼吁进行更多高质量研究以确认他们的发现。他们还指出，“世界上其它地区的结果可能大不一样，所以选B项。
小题4:A 细节理解题。根据最后一段提到Still，the general finding was that physically active kids are more likely to do better in school．Ms．Singh says schools should consider that finding before they cut physical education programs．尽管如此，总的结论是，喜欢运动的孩子更容易在学校表现更好。辛格女士说，学校应该在削减体育课之前，考虑一下这一研究发现，所以选A项。
考点
据考高分专家说，试题“Recently we told you.....”主要考查你对 [科教类阅读 ]考点的理解。科教类阅读
科教类阅读的概念：
科教类阅读主要考查考生对书面语篇的整体领悟能力和接受及处理具体信息的能力。试题的取材，密切联系当前我国和世界经济、科技等方面的变化，有关数据的来源真实可信。
科教类文章阅读技巧：
一、材料特点：
这类文章的总体特点是：科技词汇多，句子结构复杂，理论性强，逻辑严谨。具体说来它有以下几个特点：
1、文章中词汇的意义比较单一、稳定、简明，不带感情色彩，具有单一性和准确性的特点。这类文章通常不会出现文学英语中采用的排比、比喻、夸张等修辞手法，一词多义的现象也不多见。
2、句子结构较复杂，语法分析较困难。为了描述一个客观事物，严密地表达自己的思想，作者经常会使用集多种语法现象于一体的长句。
3、常使用被动语态，尤其是一些惯用被动句式。
二、命题特点：
科普类阅读的主要命题形式有事实细节题、词义猜测题、推理判断题以及主旨概括题等，其中推理判断题居多。
三、应对策略：
1、要想做好科普英语阅读理解题，同学们就要注意平时多读科普知识类文章，学习科普知识，积累常见的科普词汇，从根本上提高科普英语的阅读能力。
2、要熟悉科普类文章的结构特点。科普类文章一般由标题(Head line)，导语(Introduction)，背景(Back ground)，主体(Main body)和结尾(End)五部分构成。标题是文章中心思想高度而又精辟的概括，但根据历年的高考情况来看，这类阅读理解材料一般不给标题，而要同学们选择标题。导语一般位于整篇文章的首段。背景交待一个事实的起因。主体则对导语概括的事实进行详细叙述，这一部分命题往往最多，因此，阅读时，同学们要把这部分作为重点。结尾往往也是中心思想的概括，并与导语相呼应，命题者常在此要设计一道推理判断题。
3、在进行推理判断时，同学们一定要以阅读材料所提供的科学事实为依据，同时所得出的结论还应符合基本的科普常识。
科普类阅读应试策略：
【命题趋势】
阅读理解题主要考查考生对书面语篇的整体领悟能力和接受及处理具体信息的能力。试题的取材，密切联系当前我国和世界经济、科技等方面的变化，有关数据的来源真实可信。因此科普知识类文章是每年的必考题。分析历年的科普类文章我们不难发现以下特点：
1、文章逻辑性强，条理清楚，语法结构简单，用语通俗。
2、文章内容注重科技领域的新发现。内容新颖，从而使文章显得陌生，内容抽象复杂。
3、命题方面注意对具体细节的准确理解和以之为依据的推理判断。
4、以人们的日常行为或饮食健康入手，探讨利弊，诠释过程，阐述概念。
【应试对策】
许多考生在考试时感到困惑的是：为什么一些没有超越中学语法和词汇范围的篇章，读起来却不能正确理解，或者要花费很多时间才能读懂呢？这种现象的产生与阅读方法有很大的关系。例如，有的考生在考试时一见到文章就立刻开始读，结果读了半天，还不知道短文讲的是什么，试题要求了些什么，结果浪费了大量的时间，而阅读效果并不好。那么，怎样读效果才好呢？任何一种阅读方法或技巧的使用，都是由篇章特点和试题本身的要求决定的，应根据不同的体裁和试题要求采取不同的策略。
1、浏览。浏览的主要目的就是确定文章的体裁。如果文章属于人物传记、记叙文、故事、科普小品和有关社会文化、文史知识的文章，一般来说，应该先看看文章的试题考查内容，对题目类型做到心中有数，针对不同问题，在通读时有粗有细地去阅读，这样不仅能把握篇章的基本结构和逻辑线索，也能做好有关具体事实信息考查的试题。
2、挖掘寓意，掌握中心思想，推出结论。任何文章，作者在行文时都有一定的写作目的和主要话题。在通读篇章时应该吃透作者的写作意图，抓住文章的主题句，充分发挥自己的想象力和概括力，作出对中心思想的归纳和结论的推断。
3、把握篇章结构，利用上下文进行推测。高考中的阅读理解篇章往往是一个较完整的短文，其结构、思想，前后上下连贯统一。考试时应充分利用这一特点推测一些生词、短语在句中的含义，切莫盲目孤立猜测。
4、综观全篇，前后呼应。这是阅读理解的最后一步，在做完阅读理解题后，要立足于文章整体，再迅速读一遍短文，短文中的问题和答案的设置前后都是相关联的，有着一定的连续性，体现着文章的基本脉络。
