阅读理解。 "Cool" is a word with many meanings. Its oldmeaning is ud to e

题文

阅读理解。      "Cool" is a word with many meanings. Its oldmeaning is ud to express temperature that is a lit-tle bit cold. As the world has changed, the wordhas had many different meanings.          "Cool" can be ud to express feelings aboutalmost anything.              When you e a famous car in the street, may-be you'Il say, "It's cool. " You may think "he's socool"when you e your favourite footballer.          We all maximize (扩大)  the meaning of "cool".  You can u it instead of many words suchas "new" or "surprising". Here's an interestingstory we can u to show the way how the word isud. A teacher asked her students to write aboutthe waterfall (瀑布)  they had visited.  On onestudent's paper was just one ntence(句子) ,"It'sso cool. " Maybe he thought it was the best way toshow what he saw and felt.             But the story also shows a scarcity(缺乏) ofwonds. Without "cool", some people have nowords to show the same meaning. Can you think of many other words that make your life colorful as the word "cool" ? I can.  And I think they are also verycool.1. We know that the word "cool" has had ______.A. only one meaning B. no meaningsC. many different meanings D. the same meaning2. In the passage, the word“express”means"______".A. e B. show C. know D. feel3. If you are ______ something, you may say, "It’s cool."A. interested in B. angry aboutC. afraid of D. unhappy with4. The writer takes an example to show he is ______ the way the word is ud. A. plead with B. strange toC. worried about D. careful with5. In the passage, the writer suggests(暗示)that the word "cool"______. A. can be ud instead of many wordsB. usually means something interestingC. can make your life colourfulD. may not be as cool as it ems

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答案

1-5 CBACD

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考点

据考高分专家说，试题“阅读理解。 "Coo.....”主要考查你对 [科教类阅读 ]考点的理解。

科教类阅读

科普类的阅读：科普类的阅读理解包含介绍科学知识、社会知识的短文。阅读这类短文时，要以事实为中心进行思考，抓住事物的特征、用途、相互关系等。如果是介绍社会现象的文章，要掌握所谈现象的内涵。

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。