阅读理解 Many kids turn up their nos at the thought of eating fish becau

题文

阅读理解 Many kids turn up their nos at the thought of eating fish becau, well, it can smell "fishy". While it is usually a healthy source of protein in the diet, there may be veral reasons to avoid biting into a forkful of fish. Before you break out the tartar sauce, learn some facts about fish to keep yourlf and the environment healthy. Some fish may contain harmful chemicals, which can be the result of both natural caus and water pollution. Mercury is a poisonous chemical, which occurs naturally in oceans and the Earth's crust, but also comes from manmade sources, such as pesticides, burning garbage, and the releasing of fossil fuels. Polychlorinated biphenyls (PCBs), a group of chemicals, can also be found in some fish. The dangerous manmade chemicals were ud in many industries until 1977, when they were banned. PCBs were relead or leaked into the air and water and have been transported around the globe.    How do mercury and PCBs end up in fish and the food supply? When they are relead into the air, they attach themlves to particles. The particles ttle on the ground and in the water and are eventually eaten by microscopic organisms. Small fish eat the microorganisms, and large fish eat the small fish and on up the food chain. Becau they can negatively affect your health, the U. S. Environmental Protection Agency advis that kids younger than 15 years old avoid fish that contain high levels of mercury and PCBs. The include shark, swordfish, king mackerel, and tilefish. There are also many types of fish that are good for you, but becau of overfishing are in danger of being wiped out. Some are being fished in the wild so much that they cannot reproduce fast enough to survive. Others are being farmed in ways that are not environmentally friendly. The fish include red snapper, Atlantic salmon, blue fin tuna, and king crab. Despite the problems, there are veral fish that are both healthy and sustainable, such as Alaskan salmon, American catfish, Pacific cod, and veral farmraid fish and shellfish.【文章大意】 鱼虽富含蛋白质, 但本文却建议小孩子不要吃鱼以及说明了其中的原因.1. How do mercury and PCBs come to our food supply?A. Mercury and PCBs-water-fish-particles-food supplyB. Mercury and PCBs-particles-organisms-fish-food supplyC. Mercury and PCBs-particles-fish-organisms-food supplyD. Mercury and PCBs-organisms-ground and water-fish-food supply 2. The underlined word "they" (Paragraph 5) refers to "________". A. fish   B. particles C. microscopic organisms   D. mercury and PCBs 3. According to the passage, which group of fish can be safely eaten by young kids?A. Shellfish；tilefish；Alaskan salmon.B. King crab；king mackerel；Pacific cod.C. Pacific cod；Alaskan salmon；American catfish.D. Pacific cod；Atlantic salmon；swordfish. 4. The writer is most likely to agree that ________.A. we should be careful when deciding what kind of fish to eatB. overfishing is the main cau of fish poisoningC. most types of fish can be safely raid on fish farmsD. the government should ban children under 15 from eating fish 5. It can be inferred from the passage that ________.A. children like eating fish becau it smells fishyB. if you want to be more environmentally friendly, eat less fishC. PCBs were not allowed to be ud in food industry before 1977D. adults might be less affected by high chemical levels in fish 题型：未知难度：其他题型

答案

1-5: BDCAD

解析

该题暂无解析

考点

据考高分专家说，试题“阅读理解 Many .....”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。