题文
阅读理解。 Who taught you to speak English? Your parents, while you were a young child? Your teachers atschool? Perhaps even the BBC as a grown-up. Whoever it was, somehow you have developed an
understanding of what is rapidly becoming a truly global language.
There are now about 376 million people who speak English as their first language and about the same
number who have learnt it besides their mother tongue. It is said there are one billion people learning
English now and about 80% of the information on the Internet is in English.
Is this a good thing, or a bad thing? Should we celebrate the fact that more and more of us can
communicate, using a common language, across countries and cultures? Or should we worry about
the dangers of "mono-culturalism", a world in which we all speak the same language, eat the same food
and listen to the same music?
Does it matter if an increasing number of people speak the same language? On the contrary (相反),
I would have thought-although I have never accepted the argument that if only we all understood each
other better, there would be fewer wars. Ask the people of India (where many of them speak at least
some English) and Pakistan (the same situation with India)…
If we all speak English, will we then all start eating McDonald's burgers? Surely not. If English
becomes more dominant (占主导地位的), it will kill other languages? I doubt it. When I travel in Africa
or Asia, I am always surprised by how many people can speak not only their own language but also one
or more other related languages, as well as English and perhaps some French or German as well.
When we discussed this on Talking Point a couple of years ago, we received a wonderfully poetic
email from a listener in Ireland. "The English language is a beautiful language. Maybe it's like a rose," he
said. "But who would ever want their garden just full of roses?"
Well, I love roses, and I think they make a beautiful addition to any garden. But the way I see it, just
by planting a few roses, you don't necessarily need to pull out everything else. If more and more people
want to plant English roses, that's fine by me. 1. By saying "Ask the people of India … and Pakistan" (in Paragraph 4), the author is trying to show
that _____. [ ]A. speaking the same language doesn't necessarily bring peace
B. wars can destroy the relationship between two countries
C. English doesn't kill other languages
D. English is widely used in the world 2. What does "rose" in the last two paragraphs stand for? [ ]A. The world
B. Family
C. Language
D. The Earth 3. The author would probably agree that _____. [ ]A. it's very hard to plant many kinds of flowers in a garden
B. it's good for people from other countries to learn English
C. more and more people like to plant roses in their gardens
D. English is easier to learn than other languages 4. This passage is mainly about _____. [ ]A. why English has become a global language
B. how many people in the world speak English
C. how people in the world learn English as a foreign language
D. whether we need to worry about English being a world language 题型：未知难度：其他题型
答案
1-4: ACBD解析
该题暂无解析
考点
据考高分专家说，试题“阅读理解。 Who .....”主要考查你对 [历史文化类阅读 ]考点的理解。历史文化类阅读
什么是历史文化类阅读：
本类题型常用的方式是夹叙夹议。叙述的目的是为了议，所以要把握其议才是主要方面。阅读这类文章，先弄清其引入的话题，再弄清里面人物对其不同的看法，然后理解作者本身对话题的观点看法或思考。
历史文化类阅读技巧：
【题型说明】历史文化类阅读理解文章属高考常选材料之一。这类文章常涉及历史、文化、法制、宗教等方面的文学艺术、发明创造、文化遗产保护、宗教与文化、风俗与习惯、道德与法制、中外文学名著节选、等等。这类材料的命题点往往落在主旨大意题、事实细节题上。
【答题方法】在做这类阅读理解题时，我们应注意以下几个方面：
1、采用先题后文：先读题目，再带着问题读文章。这类阅读理解文章相对来说事实细节题稍多一点，如果带着问题读文章，有利于我们抓细节。
2、先做细节题。因为做完了局部性的事实细节题后，自然会加深我们对文章的理解，这样更有利于做主旨大意题。
3、重点敲定主旨题。主旨大意题提问的形式主要有两大类：一类是Main idea型；一类是Topic或Title型。
在解答这类试题时应注意以下几点：
a．读首句抓大意。
文化教育类阅读理解文章多采用说明文、议论文体裁，而这类文章大都采用文章段落的中心，即主题句在文章开头。因此，要寻找这类文章的主旨大意就需要研究文章的首句。
b．读尾句抓大意。
有时这类文章的主题句安排在文章的结尾，作为对全篇的总结。
c．读首段抓大意。
有些文章或段落的开头和结尾部分都有主题句。这种结构是为了突出主题思想而使用两次点题的写作方法。这两个主题句在句子结构和用词上有所不同，而且在内容上前句和后句也不重复。
d．从段落中抓大意。
有些文章或段落的主题句在文章中，这种文章或段落往往以一句话或几句话引出要表达的主题，在主题句出现后，再举例子陈述细节或继续论证。
e．归纳要点抓大意。
有些文章或段落无明显的主题句，只是暗示性地体现主题。这就要求同学们在阅读过程中根据文中所叙述的事实或线索来概括总结主旨大意。
