歷年考試真題——2025年整理歷年考試真題——2025年整理/歷年考試真題——2025年整理2020年湖北專升本大學英語閱讀理解練習題三套2020年湖北專升本大學英語閱讀理解練習題（一）AwealthyPersianPrincelovedgoodstories.Theolderhegrew，thefonderhebecameofthem.Buthealwaysregrettedtheyhadtohaveanend.Sohedecidedtogivehalfhiswealthandhisbeautifuldaughtertothemanwhocouldtellhimastorywithoutanend.Anybodywhofailedwouldbesenttoprisonforlife.TheriskwassogreatthatnobodycametothepalacetotellthePrinceastoryforawholeyear.Thenonedayatall,handsomeyoungmancameandsaidhewantedtotellastorythatwouldgoonforever.Theprinceagreedbutwarnedhimwhatwouldhappenifhefailed.“Theriskisworththeheadofyourfairdaughter,”theyoungmanrepliedpoetically（得體地）.Hethenbeganthiswell-knownstory:“OnceuponatimetherewasacertainKingwhofearedfamine.Soheorderedhismentobuildanenormousstorehouse,whichhefilledwithcorn.Then,whenitwasup,madewater-proofandmadefire-proof,theKingfelthappy.Butonedayhenoticedasmallholeintheroofandashelookedatit,alocustcameoutwithagrainofcorn.Aminutelater,anotherlocustcameoutwithanothergrainofcorn.Thenathirdlocustwithanothergrainofcorn.Thenafourthlocust,flyingatgreatspeed,pushedthroughtheholeandcameoutwithtwograinsofcorn.Thenafifthlocustcameand…”“Stop,”shoutedthePrince.“Ican’t,”answeredtheyoungman.“ImustgoonuntilItellyouwhathappenedtoeachgrainofthecorn.”“Butthatwillgoonforever.”ThePrinceprotested.“Exactly,”theyoungmanreplied,andhesmiledasheturnedtowardsthePrince’sbeautifulyoungdaughter.1.ThePrincealwaysfeltregrettedaboutstorybecause_________.A.hehadtoomuchwealthB.therewasterriblefamineC.allstorieshaveendsD.therewasnostory-teller2.TheyoungmanriskedtotellanendlessstorytothePrincefor_________.A.agreatsumofmoneyB.theprince’sbeautifuldaughterC.showinghisbraveryD.BothAandC3.Theyoungmanwouldbesenttoprison_________ifhefailedtotellastorywithoutanend.A.foreverB.forsometimeC.forawhileD.forayear4.Inordertopreventfamine,theKingaskedtobuild_________.A.ahugestorehouseB.alargefarmC.abeautifulpalaceD.awaterproofkitchen5.Thethingthekingnoticedfirstintheroofwas_________.A.aloafB.asmallholeC.agrainofcornD.alocust大學英語練習題答案：CBAAB2020年湖北專升本大學英語閱讀理解練習題（二）IlostmysightwhenIwasfouryearsoldbyfallingoffaboxcarinafreightyardinAtlanticCityandlandingonmyhead.NowIamthirtytwo.Icanvaguelyrememberthebrightnessofsunshineandwhatcolorredis.Itwouldbewonderfultoseeagain,butacalamitycandostrangethingstopeople.ItoccurredtometheotherdaythatImightnothavecometolovelifeasIdoifIhadn'tbeenblind.Ibelieveinlifenow.IamnotsosurethatIwouldhavebelievedinitsodeeply,otherwise.Idon'tmeanthatIwouldprefertogowithoutmyeyes.IsimplymeanthatthelossofthemmademeappreciatethemorewhatIhadleft.Life,Ibelieve,asksacontinuousseriesofadjustmentstoreality.Themorereadilyapersonisabletomaketheseadjustments,themoremeaningfulhisownprivateworldbecomes.Theadjustmentisnevereasy.Iwasbewilderedandafraid.ButIwaslucky.Myparentsandmyteacherssawsomethinginme--apotentialtolive,youmightcallit--whichIdidn'tsee,andtheymademewanttofightitoutwithblindness.ThehardestlessonIhadtolearnwastobelieveinmyself.Thatwasbasic.IfIhadn'tbeenabletodothat,Iwouldhavecollapsedandbecomeachairrockeronthefrontporchfortherestofmylife.WhenIsaybeliefinmyselfIamnottalkingaboutsimplythekindofselfconfidencethathelpsmedownanunfamiliarstaircasealone.Thatispartofit.ButImeansomethingbiggerthanthat:anassurancethatIam,despiteimperfections,areal,positiveperson;thatsomewhereinthesweeping,intricatepatternofpeoplethereisaspecialplacewhereIcanmakemyselffit.Ittookmeyearstodiscoverandstrengthenthisassurance.Ithadtostartwiththemostelementarythings.Onceamangavemeanindoorbaseball.IthoughthewasmockingmeandIwashurt."Ican'tusethis."Isaid."Takeitwithyou,"heurgedme,"androllitaround."Thewordsstuckinmyhead."Rollitaround!"ByrollingtheballIcouldhearwhereitwent.ThisgavemeanideahowtoachieveagoalIhadthoughtimpossible:playingbaseball.AtPhiladelphia'sOverbrookSchoolfortheBlindIinventedasuccessfulvariationofbaseball.Wecalleditgroundball.AllmylifeIhavesetaheadofmeaseriesofgoalsandthentriedtoreachthem,oneatatime.Ihadtolearnmylimitations.ItwasnogoodtotryforsomethingIknewatthestartwaswildlyoutofreachbecausethatonlyinvitedthebitternessoffailure.IwouldfailsometimesanywaybutontheaverageImadeprogress.1.WecanlearnfromthebeginningofthepassagethatA.theauthorlosthissightbecauseofacarcrash.B.theauthorwouldn'tlovelifeifthedisasterdidn'thappen.C.thedisastermadetheauthorappreciatewhathehad.D.thedisasterstrengthenedtheauthor'sdesiretosee.2.What'sthemostdifficultthingfortheauthor?A.Howtoadjusthimselftoreality.B.Buildingupassurancethathecanfindhisplaceinlife.C.Learningtomanagehislifealone.D.Tofindaspecialworkthatsuitstheauthor.3.Accordingtothecontext,"achairrockeronthefrontporch"inparagraph3meansthattheauthorA.wouldsitinarockingchairandenjoyhislife.B.wasparalyzedandstayedinarockingchair.C.wouldlosehiswilltostruggleagainstdifficulties.D.wouldsitinachairandstayathome.4.Accordingtothepassage,thebaseballandencouragementofferedbythemanA.hurttheauthor'sfeeling.B.gavetheauthoradeepimpression.C.directlyledtotheinventionofgroundball.D.inspiredtheauthor.5.Accordingtothepassage,whichofthefollowingisCORRECT?A.Theauthorsetgoalsforhimselfbutonlyinvitedfailuremostofthetime.B.Theauthorsuggestednottryingsomethingbeyondone'sabilityatthebeginning.C.Thebitternessoffailurepreventedtheauthorfromtryingsomethingoutofreach.D.Becauseofhislimitations,theauthortriedtoreachonegoalatatime.大學英語練習題答案：1、答案：[C]細節判斷題。第l段最后一句指出“所失去的讓我更懂得珍惜現在擁有的”，故選C。作者失明是因為他從一輛貨車(boxcar)A摔下來，而不是因為汽車事故，故排除A；B的推斷沒有原文依據；文中提到他渴望重見光明。D的表述與原文有出入。2、答案：[B]細節判斷題。themostdifficultthin9是Thehardestlesson的同義改寫，故可定位到第3段。該段首句指出最困難的事情是“相信自己”，But所在的句子做了更具體的解釋即“對自己的一種堅信，我還是我，盡管不是完美的……堅信自己可以找到一個適合自己的位置”，故選B。A太籠統；由第2段可知他的生活并不是孤單的，他還有父母、老師等的支持，故C錯誤；D文中沒有提到。3、答案：[C]句意理解題。本題可用排除法。第3段第3句提到，“如果我不堅信自己，我會崩潰，變成一個坐在輪椅里的廢人了，在門廊前度此余生”，由此可知C正確。4、答案：[D]細節判斷題。根據baseball定位到倒數第2段。從該段最后兩句可知棒球和那個男人的鼓勵給作者以啟示和鼓舞．從而發明了一種叫“滾球”的運動，故選D。該段提到作者以為那個男人是在嘲諷他，但后來在他的激勵下有所啟發，故A錯誤；B“給作者留下了深刻印象”在文中沒有提及；C中的directly錯誤，男人的話只是給了作者啟發。答案：[B]細節判斷題。最后一段第2、3句表明我們要意識到自己的局限性，在開始時嘗試那些遙不可及的東西只會徒勞無益，故B正確；由該段第1句和最后一句可知作者為自己不斷設立目標并實現了大部分的目標，故A錯誤：最后一句的anywaybut可知C錯誤；文中并沒有指出他每次嘗試一個目標是因為他自己的局限，故D屬干隨意捏造。2020年湖北專升本大學英語閱讀理解練習題（三）Wemightmarvelattheprogressmadeineveryfieldofstudy,butthemethodsoftestingaperson'sknowledgeandabilityremainasprimitiveasevertheywere.Itreallyisextraordinarythatafteralltheseyears,educationistshavestillfailedtodeviceanythingmoreefficientandreliablethanexaminations.Forallthepiousclaimthatexaminationstextwhatyouknow,itiscommonknowledgethattheymoreoftendotheexactopposite.Theymaybeagoodmeansoftestingmemory,ortheknackofworkingrapidlyunderextremepressure,buttheycantellyounothingaboutaperson'strueabilityandaptitude.Asanxiety-makers,examinationsaresecondtonone.Thatisbecausesomuchdependsonthem.Theyarethemarkofsuccessoffailureinoursociety.Yourwholefuturemaybedecidedinonefatefulday.Itdoesn'tmatterthatyouweren'tfeelingverywell,orthatyourmotherdied.Littlethingslikethatdon'tcount:theexamgoeson.Noonecangiveofhisbestwhenheisinmortalterror,orafterasleeplessnight,yetthisispreciselywhattheexaminationsystemexpectshimtodo.Themomentachildbeginsschool,heentersaworldofviciouscompetitionwheresuccessandfailureareclearlydefinedandmeasured.Canwewonderattheincreasingnumberof'drop-outs':youngpeoplewhoarewrittenoffasutterfailuresbeforetheyhaveevenembarkedonacareer?Canwebesurprisedatthesuiciderateamongstudents?Agoodeducationshould,amongotherthings,trainyoutothinkforyourself.Theexaminationsystemdoesanythingbutthat.Whathastobelearntisrigidlylaiddownbyasyllabus,sothestudentisencouragedtomemorize.Examinationsdonotmotivateastudenttoreadwidely,buttorestricthisreading;theydonotenablehimtoseekmoreandmoreknowledge,butinducecramming.Theylowerthestandardsofteaching,fortheydeprivetheteacherofallfreedoms.Teachersthemselvesareoftenjudgedbyexaminationresultsandinsteadofteachingtheirsubjects,theyarereducedtotrainingtheirstudentsinexamtechniqueswhichtheydespise.Themostsuccessfulcandidatesarenotalwaysthebesteducated;theyarethebesttrainedinthetechniqueofworkingunderduress.Theresultsonwhichsomuchdependsareoftennothingmorethanasubjectiveassessmentbysomeanonymousexaminer.Examinersareonlyhuman.Theygettiredandhungry;theymakemistakes.Yettheyhavetomarkstacksofhastilyscrawledsinalimitedamountoftime.Theyworkunderthesamesortofpressureasthecandidates.Andtheirwordcarriesweight.Afterajudge'sdecisionyouhavetherightofappeal,butnotafteranexaminer's.Theremustsurelybemanysimplerandmoreeffectivewaysofassessingaperson'strueabilities.Isitcynicaltosuggestthatexaminationsaremerelyaprofitablebusinessfortheinstitutionsthatrunthem?Thisiswhatitboilsdowntointhelastanalysis.Thebestcommentonthesystemisthisilliteratemessagerecentlyscrawledonawall:'Iwereateenagedrop-outandnowIareateenagemillionaire.'1.Themainideaofthispassageis[A]examinationsexertaperniciousinfluenceoneducation.[B]examinationsareineffective.[C]examinationsareprofitableforinstitutions.[D]examinationsareaburdenonstudents.2.Theauthor'sattitudetowardexaminationsis[A]detest.[B]approval.[C]critical.[D]indifferent.3.Thefateofstudentsisdecidedby[A]education.[B]institutions.[C]examinations.[D]studentsthemselves.4.Accordingtotheauthor,themostimportantofagoodeducationis[A]toencouragestudentstoreadwidely.[B]totrainstudentstothinkontheirown.[C]toteachstudentshowtotackleex