高考英语阅读理解：两类主旨大意题解题技巧

　　(2009山东卷，D篇) 75. What’s the main idea of the text?

　　A. Universities have received more applications.

　　B. Economics is attracting an increasing number of students

　　C. College students benefit a lot from economic uncertainty

　　D. Parents are concerned with children’s subject selection.

　　【解析】B。通读全文可知，由于全球金融危机的蔓延，不仅选择经济学专业的学生数量增加了，还有很多非经济学专业的学生也参加经济学方面的讲座，并且有多达三分之二的父母也要求学校教授学生经济学方面的知识。因此，整篇文章主要讲的是经济学对学生的吸引力。

　　(2009四川卷，E篇) 60. What does the author mainly discuss in the text?

　　A. Technology B. Sustainability

　　C. Ethanol energy D. Environmental protection

　　【解析】B。文章从玉米制造乙醇的行为入手，说这样的“可持续发展”会引起其他方面的问题，是不实际的。因此文章的话题是Sustainability“可持续性发展”。

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　　巩固练习：

　　(1)

　　When we talk about intelligence, we do not mean the ability to get good scores in certain kinds of tests or even the ability to do well in school. By intelligence we mean a way of living and behaving, especially in a new or anxious situation. If we want to test intelligence, we need to find out how a person acts instead of how much he knows what to do.

　　For example, when in a new situation, an intelligent person thinks about the situation, not about himself or what might happen to him. He tries to find out all he can, and then he acts immediately and tries to do something about it. He probably isn’t sure how it will all work out, but at least he tries. And, if he can’t make things work out right, he doesn’t feel ashamed that he fails; he just tries to learn from his mistakes. An intelligent person, even if he is very young, has a special outlook(人生观) on life, special feeling about life, and knows how he fits into it.

　　If you look at children, you’ll see great difference between what we call “bright” children and “not bright” children. They are actually two different kinds of people, not just the same kind with different amounts of intelligence. For example, the bright child really wants to find out more about life — he tries to get in touch with everything around him. But the unintelligent child keeps more to himself and his own dream–world; he seems to have a wall between him and life in general.

　　1. According to this passage, intelligence is the ability .

　　A. to behave immediately

　　B. to do well in school

　　C. to deal with life

　　D. to know what to do

　　2. In a new situation, an intelligent person .

　　A. knows more about what might happen to him

　　B. is sure of the result he will get

　　C. concentrates on the situation

　　D. cares more about himself

　　3. According to the passage the biggest difference between “bright” children and “not bright” children lies in .

　　A. the amount of intelligence

　　B. the different situations they face

　　C. the different attitudes to life

　　D. the background of life

　　4. What’s the main idea of the passage?

　　A. What’s real meaning of intelligence?

　　B. What’s the “bright” children’s behavior?

　　C. What’s a special outlook on life?

　　D. How to live and behave in a new situation?

　　5. In the next part of the passage, the author might continue to talk about .

　　A. how to determine what intelligence is

　　B. how education should be changed

　　C. how to judge whether a person is intelligent

　　D. how an unintelligent person should be taught

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　　(2)

　　A chemical important of brain development may play a role in explaining why some people are genetically (由基因决定地) likely to suffer from anxiety and could lead to new treatments, U.S. researchers said.

　　They said highly anxious rats which were kept had very low levels of a brain chemical called fibroblast growth factor 2 or FGF2, compared with rats that were more relaxed. But when they improved the anxious rats’ living conditions — giving them new toys to explore and a bigger cage to live in — levels of this brain chemical increased and they became less anxious.

　　“The levels of this brain chemical increased in response to the experiences that the rats were exposed to. It also decreased their anxiety”. Javier Perez of the University of Michigan said in a telephone interview. “It made them behave the same way as the rats that were relaxed”, he said.

　　In a former study of people who were severely depressed before they died, the team found the gene that makes FGF2 was producing very low levels of the growth factor, which is known primarily for organizing the brain during development and repairing it after injury.

　　Perez thinks the brain chemical may be a marker for genetic vulnerability (脆弱性) to anxiety and depression. But it can also respond to changes in the environment in a positive way, possibly by preserving new brain cells.

　　While both the calm and anxious rats produced the same number of new brain cells, these cells were less likely to survive in the high-anxiety rats, the team found. Giving the rats better living conditions or injecting them with FGF2 helped improve cell survival.

　　“This discovery may pave the way for new, more specific treatments for anxiety that will not be based on sedation(药物镇静), but will instead fight the real cause of the disease,” Dr. Pier Vincenzo Piazza from France said in a statement.

　　6. We know from the passage that with the levels of FGF2 decreasing, the rats will .

　　A. die of anxiety soon

　　B. suffer from a headache

　　C. become more relaxed

　　D. become more anxious

　　7. What’s the better way to increase the levels of FGF2?

　　A. Introducing more companions to the anxious rats.

　　B. Improving the living conditions of the anxious rats.

　　C. Injecting the anxious rats with some special medicine.

　　D. Giving the anxious rats more time to relax.

　　8. The underlined word “it” in Paragraph 4 refers to .

　　A. the team B. the gene

　　C. the growth factor D. the brain

　　9. What’s the main influence of the new discovery?

　　A. Doctors won’t use any medicine to cure anxiety.

　　B. Doctors may treat anxiety more efficiently.

　　C. Doctors will find the real cause of anxiety.

　　D. Doctors may find new medicine for anxiety.

　　10. Which of the following would be the most suitable title for the passage?

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