我们在学习别人先进技术，经验的同时，也需要与世界各国展开各种技术上和经济上的合作。如果不懂英语，便无法与合作方沟通交流，也更谈不上合作了。为了帮助大家学习英语，小编分享了一些高考英语阅读理解，希望能对大家有所帮助!
高考英语阅读理解【1】
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高考英语阅读理解【2】
For Yali Liu, the hardest thing about UK higher education is having to go to the pub. “It’s how much you need to invest socially with other students,” she says. “I don’t like going to a pub or club, but people just keep going out and I feel the pressure to go out too.” This is because, unlike in China, she says, there is so much emphasis during the course on teamwork and group projects, so socialising with other students – especially British people, is crucial.
Liu, 23, who is in her final year of a BSc in business administration at the University of Bath, is one of more than 80,000 Chinese students studying in UK universities. They are responsible for a large proportion of the more than ￡10bn a year that international students contribute to the UK economy. However, research shows that where their academic attainment(成就) is concerned, the picture is not satisfactory. While nearly 58% of all students – and 45% of overseas students graduated with a first-class degree last year, this was true of only 35% of students from China.
To find an explanation, Zhiqi Wang and Ian Crawford, lecturers at the University of Bath, compared the performance of Chinese and British undergraduates in each year of their degree. Taking a sample of 100 British and Chinese students and comparing their average marks and final degree classification, they found a dramatic drop in performance among the Chinese students between year one, when they performed better than their UK counterparts, and year two, when they performed worse.
They believe the drop results from two factors. First, Chinese students fail to adapt their approaches to learning and so their performance declines in the later years when the complexity of the work increases. Second, many young people in China enroll in higher education due to pressure from family rather than their own motivation.
Professor Sedghi thinks part of the problem may be the changing socio-economic background of Chinese undergraduates. While 85% of Chinese students at British universities before 2000 were mature students, often funded by the government, since 2004, however, they have been younger, most funded by their families.
Maybe UK institutions need to work harder to take into account what a big challenge it is for young people from a radically different culture and linguistic background to adapt to life in the UK. “We need to do more, contacting students before their arrival, assigning them tutors, encouraging peer-assisted learning, for example,” says Sedghi.
58. What can be inferred about Yali Liu from the passage?
A. She is not good at socialising with local students.
B. She is bored with the teamwork and group projects.
C. Her family can’t afford her education in the UK.
D. The university won’t award her a first-class degree.
59. Which of the following is NOT a possible factor for Chinese students’ unsatisfactory attainment?
A. They don’t adjust their studying methods in time.
B. They are lacking in motivation to achieve success.
C. They are too young and mostly come from poor families.
D. They haven’t got necessary support from the UK universities.
60. The passage mainly talks about in UK universities.
A. the great pressure Chinese students are suffering
B. cultural differences between the east and the west
C. main reasons for Chinese students’ poor performance
D. possible solutions to the problems facing Chinese students
高考英语阅读理解【3】
For years, scientists and others concerned about climate change have been talking about the need for carbon capture and storage (CCS).
That is the term for removing carbon dioxide from, say, a coal-burning power plant’s smokestack and pumping it deep underground to keep it out of the atmosphere, where it would otherwise contribute to global warming.
However, currently, only one power plant in Canada captures and stores carbon on a commercial scale (and it has been having problems). Among the concerns about storage is that carbon dioxide in gaseous or liquid form that is pumped underground might escape back to the atmosphere. So storage sites would have to be monitored, potentially for decades or centuries.
But scientists at Lamont-Doherty Earth Observatory at Columbia University and other institutions have come up with a different way to store CO2 that might eliminate that problem. Their approach involves dissolving the gas with water and pumping the resulting mixture — soda water, essentially — down into certain kinds of rocks, where the CO2 reacts with the rock to form a mineral called calcite(方解石). By turning the gas into stone, scientists can lock it away permanently. Volcanic rocks called basalts(玄武岩) are excellent for this process, because they are rich in calcium, magnesium and iron, which react with CO2.
The project called CarbFix started in Iceland, 2012, when the scientists pumped about 250 tons of carbon dioxide, mixed with water, about 1,500 feet down into porous basalt. Early signs were encouraging: The scientists found that about 95 percent of the carbon dioxide was changed into calcite. And even more importantly, they wrote, the change happened relatively quickly — in less than two years.
“It’s beyond all our expectations,” said Edda Aradottir, who manages the project. Rapid change of the CO2 means that a project would probably have to be monitored for a far shorter time than a more conventional storage site.
There are still concerns about whether the technology will prove useful in the fight against global warming. For one thing, it would have to be scaled up enormously. For another, a lot of water is needed — 25 tons of it for every ton of CO2 — along with the right kind of rock.
But the researchers say that there is enough porous basaltic rock in Iceland, including in the ocean floors and along the margins of continents. And sitting a storage project in or near the ocean could potentially solve the water problem at the same time, as the researchers say seawater would work just fine.
