题文

阅读理解。

Many children think mobile phones are cool. They come in fun colours and let you talk with a friend anytime and anywhere.      In the U.S., more than 90 million people use mobile phones. Many of those people are children. For children, mobile phones are more than phone calls. They are fashionable. Most mobile phone users don't think about the health problems caused by mobile phones. Some scientists say that mobile phones give off radiation (辐射) that might be bad for users. One recent study shows that mobile phone radiation might raise a person's chance of getting some kinds of cancer (癌症). Other scientists say mobile phones don't threaten people's health. They say that they have not found any link (联系) between mobile phone use and cancer.      Scientists say that people can protect themselves from mobile phone radiation. One way is to use a headset (耳机). Or people can make shorter calls.

1. Many children like mobile phones to _____.

A. show off B. communicate C. talk with someone in a faraway place D. play with electronic things

2. Many of the mobile phone users in the U.S. are _____.

A. girls B. boys C. scientists D. children

3. Which of the following sentences is TRUE?

A. All scientists think mobile phones are bad for users. B. Some scientists think mobile phones are bad for users. C. Mobile phones are only good to grown-up. D. Mobile phones are only bad for children.

4. The underlined words "give off" in the passage means _____.

A. 发出 B. 放弃 C. 拒绝 D. 传播

5. To protect themselves from radiation, people can _____.

A. talk longer on the phone B. use a headset C. talk less on the phone D. both B and C

题型：阅读理解  难度：中档

答案

1-5: ADBAD

据专家权威分析，试题“阅读理解。 Many children think mobile phones are cool. They..”主要考查你对  科教类阅读  等考点的理解。关于这些考点的“档案”如下：

科教类阅读

考点名称：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。