阅读理解。 One morning, Wu Liang discovered that her classroom had changed. She

题文

阅读理解。     One morning, Wu Liang discovered that her classroom had changed. She found that the desks were no longer in rows, but pushed together to make eight bigger desks. She was too excited about it for the first two days and she couldn't listen to the teachers carefully. But soon she and her classmates got ud to this new classroom arrangement (安排). "Now our class is quieter," said Wu. "What's more, we can come up with our own ideas and learn more through discussion. It's a better way to study."      Li Yu liked it, too. He said, "Group members first discuss, and then show ourlves in front of the whole class. It makes us believe in ourlves." It was part of a reform (改革) at Li's school. The school made this reform becau they wanted to provide students with easier ways to study and more chances to discuss. "Our school hopes it can improve students' abilities (能力) to study by themlves and work in groups," said Zhang Ming, an English teacher.      However, the reform has demanded (要求) more from teachers. Now they have only 15 minutes to give the lesson which should be taught in 45 minutes before. It is difficult to teach in such a short time. The teachers have to find better ways to teach more effectively.     "The reform demands more, but I'm sure it is helpful," added Zhang Ming. 1. After the new classroom arrangement it was easier for Wu Liang and her classmates to ____ in class. A. discuss with each other B. sit in the classroom C. push desks together D. teach a lesson 2. The school made the reform in order to provide students with ____ to study. A. noisier class B. easier ways C. more ats D. fewer chances 3. The Chine meaning of the word "effectively" in this passage is ____. A.简单地 B. 明确地 C. 有效地 D. 认真地 4. The best title of this passage may be "____". A. Students' Friendship B. Teachers' Hope C. Discussion in Class D. New Look in Class

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答案

1-4 ABCD

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科教类阅读

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答题技巧：1. 加强整体意识，把握文章的主要内容。在阅读的时候可给段落标上序号，并给重要的句子和   关键词做上记号，尤其是各段中心句，为答题提供更快捷更多的信息源。 2. 审清题干，发觉和把握试题中有效的提示性信息，确认命题的角度、阅读范围和答题方式。 3. 定位阅读，强化对应意识。同时要注意原文利用和自我加工相结合。