阅读理解。 A few years ago, Paul Gerner began to gather a group of architec

题文

阅读理解。 A few years ago, Paul Gerner began to gather a group of architects in Las Vegas to ask them what it would take to design a public school that ud 50 percent less energy, cost much less to build and obviouslyimproved student learning. "I think half of then fell off their chairs," Gerner says. Gerner manages school facilities (设施) for Clark county, Nevada, a district roughly the size of Massachutts. By 2018, 143, 000 additional students will enter the already crowded public-education system. Gerner needs 73 new schools to hou them. Four architecture teams have nearly finished designing primary school prototypes (样品); They plan to construct their schools starting in 2009. The district will then asss how well the schools perform, and three winners will copy tho designs in 50 to 70 new buildings. Green schools are appearing all over, but in Clark County, which stands out for its vastness, such aggressive targets are difficult becau design requirements like more natural light for students go against therealities of a dert climate. "One of the biggest challenges is getting the right site orientation (朝向)," Mark McGinty, a director at SH Architecture, says. His firm recently completed a high school in Las Vegas. "You have the same building, same t of windows, but if its orientation is incorrect and it faces the sun, it will bereally expensive to cool." Surprisingly, the man responsible for one of re most progressive green-design competitions has doubts about ideas of eco-friendly buildings. "I don't believe in the new green religion," Gerner says. "Some of the building technologies that you get are impractical. I'm interested in tho that work." But he wouldn't mindif some green features inspire students. He says he hopes to t up green energy systems that allow them tolearn about the process of harvesting wind and solar power." "You never know what's going to start the interest of a child to study math and science," he says. 1. How did the architects react to Garner's design requirements? A. They lost balance in excitement.B. they showed strong disbelief.C. they expresd little interest. D. they burst into cheers. 2. Which order of steps is followed in carrying out the project? A. Asssment－Prototype－Design－Construction.B. Asssment－Design－Prototype－Construction. C. Design－Asssment－Prototype－Construction. D. Design－Prototype－Asssment－Construction. 3. What makes it difficult to build green schools in Clark County? A. The large size. B. Limited facilities. C. The dert climate. D. Poor natural resources. 4. What does Gerner think of the ideas of green schools? A. They are questionable. B. They are out of date.C. They are advanced. D. They are practical. 题型：未知难度：其他题型

答案

1-4: BDCA

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据考高分专家说，试题“阅读理解。 A fe.....”主要考查你对 [健康环保类阅读 ]考点的理解。 健康环保类阅读

健康环保累阅读概念：

健康环保类文章常是介绍科学知识、生活常识和环境保护方面的短文。体裁有记叙文、 说明文、议论文和各种应用文。

健康环保类文章阅读技巧：

   健康环保类文章常是介绍科学知识、生活常识和环境保护方面的短文。阅读此类短文要以现象或事物为中心进行思考，理解现象产生的原因、条件和客观规律等。同时要抓住事物的特征、用途和相互关系等。科普环保类文章一般为说明文，从结构上看大致可分为三个部分：   第一部分一般是文章的首段，主要用来提出文章的主题，即文章想要阐述、说明的主要内容；   第二部分是文章的主体，可由若干个段落组成，对文章的主题进行展开说明；   第三部分是结尾段，对文章的主题进行归纳总结。这类文章多用一般现在时，而且一般多使用客观性词语表述。有时为了强调客观性，也常使用被动语态。   从近几年的考试题来看，科普环保类的文章越来越与人们的实际生活相接近。由于此类文章缺乏故事情节，很多同学对此类文章感到费解。但一般的科普类文章都是就事论事，需要逻辑推理和想象的时候较少，因此此类阅读题也没有同学们想象中的那么难，只要多加训练，就能较好地答题。【阅读策略】 1、概要(Summarizing)：  阅完材料后，将所阅材料浓缩，摘要，做出所阅材料的书面或口头梗概。 2、组织(Organization)：  阅读后根据阅读内容，识别观点、人物、事件之间的关系以及文章的结构关系。如：时间关系、比较或对比关系、相关关系及因果关系等。