⑴ 一篇英語閱讀理解，求答案，在線等。。。
CDACC.
I finished it by myself,so maybe the answer is not perfect.
⑵ 一篇英語閱讀理解求翻譯，並回答問題（最好有分析或證據）
11 D 文章第一段中說到Susan got up early to make the tradional holiday meal.
12 B 第二段第一句說到She cut the ends off the ham.
13 A 第二段中Susan的媽媽在電話裡面回答說「I don't know the answer either. My mother always did that."
14 B 第三段中說到Susan的外婆聽了Susan的提問後稍微停頓了一下，然後開始大笑起來。
15 B 從最後一段作者所提的那些問題中可以總結出作者的觀點。
當時正好是感恩節早上6:30。蘇珊早早地起了床，因為她准備去做傳統的節日餐，就像媽媽和外婆以往做的那樣。
她把火腿腸的兩端切掉，在頂上放了一塊菠蘿片，然後把烤盤放進了烤箱。當她去洗手的時候，想起了火腿上被切掉的兩端。為什麼？為什麼要把那兩端切掉呢？想了好久之後，她意識到自己沒有答案。她的媽媽一直是那樣做的。她撥通了媽媽的電話，說道：「媽媽，你以前為什麼會把感恩火腿的兩端切掉？」媽媽想了好長一段時間之後回答道：「我也不知道答案。我的媽媽一直是那樣做的。你為什麼不打電話給她呢？」
蘇珊又打了電話給外婆，外婆接了電話，蘇珊對外婆說：「外婆，我們為什麼要把火腿的兩端切掉呢？」有了很長一段時間的停頓後，外婆開始大笑起來，她說：「事情是這樣子的，你外公和我年輕的時候，我們沒有什麼錢。一個鄰居送了一個大火腿給我們作為禮物。我們當時只有一個烤盤，我想把火腿放進烤盤里，可是烤盤太小，放不下，所以我把火腿兩端切掉，這樣就可以放進去了。從那以後我就一直都是那樣做的。你為什麼會問這樣的問題？」
讓我們想一想在工作中或生活中經常做的那些事情，你為什麼會用那樣的方式去做那件事呢？是誰決定的呢？現在還可行嗎？
⑶ 一篇英語閱讀題
雖然慢了，但是保證准確！
1. D
依據：They made the change because they wanted every basketball they use to feel and bounce（彈起） same. Not all leather balls are exactly alike in weight or how they bounce, but the synthetic balls are.
2. A
依據：For example, the scientists studied friction（摩擦力）, which in this case affects the ability of a player to hold onto a ball. 「The greater the friction, the better it will stick to his hand,」 explains a scientist.
3. C
依據：The scientists also tested bounce and found that the logo（商標）printed on the new balls made their surface uneven（不平）and caused them to bounce a little strangely compared with the leather balls.
4. D
依據：That』s because sweat（汗水）stays on the surface of the synthetic balls but gets taken into the leather balls.
5. B
依據：In January, the NBA went back to using the leather balls. They aren』t perfect, but for now, that』s just the way the ball bounces.
⑷ 一篇英語閱讀理解，{有翻譯}
1】襲They have to pay a manager and mang things they need.
2】They lead a life with glory and hardness。
不得不說 翻譯好瞎
⑸ 英語閱讀理解怎樣加批註
一、劃出與問題相關的句子。
二、在題目旁標注考點，什麼主旨大意題之類的
三、查找生詞
四、劃出漂亮的句子，結構復雜的句子，用符號劃出結構
⑹ 一篇英語閱讀答案。
One reason we may not like ourselves is we are too focused on what we don』t have that we forget about what we have.
⑺ 一篇英語閱讀理解題
a d
⑻ 求一篇很好的英語閱讀理解
Last summer I went through a training program and became a literacy volunteer(掃盲志願者). The training I received, though excellent, did not tell me how it was to work with a real student, however. When I began to discover what other people』s lives were like because they could not read, I realized the true importance of reading.My first student Marie was a 44-year old single mother of three. In the first lesson, I found out she walked two miles to the nearest supermarket twice a week because she didn』t know which bus to take. When I told her I would get her a bus schele（時刻表）, she told me it would not help because she could not read it. She said she also had difficulty once she got to the supermarket because she couldn』t always remember what she needed. Since she did not know words, she could not write out a shopping list. Also, she could only recognize items by sight, so if the proct had a different label(標識), she would not recognize it as the proct she wanted.As we worked together, learning how to read built Marie』s self-confidence(自信心), which encouraged her to continue in her studies. She began to make rapid progress and was even able to take the bus to the supermarket. After this successful trip,she reported how self-confident she felt. At the end of the program, she began helping her youngest son, Tony, a shy first grader, with his reding. She sat with him before he went to sleep and together they would read bedtime stories. When his eyes became wide with excitementas she read, pride was written all over her face, and she began to see how her own hard work in learning to read paid off. As she described this experience, I was proud of myself as well. I found that helping Maeie to build her self-confidence was more rewarding than anything I had ever done before.As a literacy volunteer, I learned a great deal about teaching and helping others. In fact, I may have learned more from the experience than Marie did.
( ) 48. What did the auther do last summer?
A. She worked in the supermarket
B.She helped someone to learn to read.
C.She gave single mothers the help they needed.
D.She went to a training program to help a literacy volunteer.
( ) 49. Why didn』t Marie go to the supermarket by bus at first?
A. Because she liked to walk to the supermarket
B. Because she lived far away from the bus stop.
C. Because she couldn』t afford the bus ticket.
D. Because she couldn』t find the right bus.( )
50. How did Marie use to find the goods she wanted in the supermarket?
A. She knew where the goods were in the supermarket.
B. She asked others to take her to the right place.
C. She managed to find the goods by their looks.
D. She remembered the names of the goods.
( ) 51. Which of the following statements is true about Marie?
A.Marie could do things she had not been able to do before.
B.Marie was able to read stories with the help of her son.
C.Marie decided to continue her studies in school.
D. Marie paid for her own lessons.
Keys：
48. B. 第一段Last summer I went through a training program and became a literacy volunteer告訴我們，作者去年夏天參加了掃盲志願者活動，教一位文盲如何讀書。
49. D. 第二段I found out she walked two miles to the nearest supermarket twice a week because she didn』t know which bus to take.可以判斷出Marie 到超市不乘公共汽車的原因是她不知道應該乘那路公共汽車。
50. C 第二段 Also, she could only recognize items by sight, so if the proct had a different label, she would not recognize it as the proct she wanted. 表明，Marie 根據貨物的外表來找到自己需要的貨物
51. A.根據最後一段的內容可判斷出 Marie 經過掃盲，可以做她原來不能做到的事情，如乘公共汽車到超市去，幫助她的兒子學習等
還要麼？我還有哦。
⑼ 一篇英語閱讀答案
dcad
⑽ 如何在小學英語中進行批註式閱讀能力的培養
「不動筆墨不讀書」，這是前人讀書的經驗。《語文課程標准》指出：「閱讀是學生的個性化行為，應讓學生在主動積極的思維和情感活動中，加深理解和體驗，有所感悟和思考，受到情感熏陶，獲得思想啟迪，享受審美樂趣。」這些閱讀教學的理念昭示：閱讀應該放手讓學生自己去感悟、理解，學會欣賞與評價，提高學生的參與度。讓學生在閱讀中批註是培養學生「不動筆墨不讀書」習慣的最佳途徑。
（一）有關批註的內容
（1）批註的概念
批註: 常用的讀書方法。閱讀的時候把讀書感想、疑難問題，隨手批寫在書中的空白地方，以幫助理解，深入思考。
批註：在閱讀過程中，圈圈點點，心有所感，筆墨追錄，三言兩語，生動傳神。
批註: 閱讀時在文中空白處對文章進行批評和註解，作用是幫助自己掌握書中的內容。批註是我國文學鑒賞和批評的重要形式和傳統的讀書方法，它直入文本、少有迂迴，多是些切中肯綮的短詞斷句，是閱讀者自身感受的筆錄，體現著閱讀者別樣的眼光和情懷。
（2）批註的位置:
可以是「眉批」（批在書頭上），也可以是「旁批」（字、詞、句的旁邊，書頁右側），還可以是「尾批」（批在一段或全文之後）。
（3）批註的內容非常廣泛，大體可以歸納為4類:
1.注釋：在讀書時，遇到不認識或難懂的字、詞，查字典、找參考書，弄清詞義，指明出處，寫在空白處。
2.提要：邊看邊思考，用簡練的語言概括中心思想，把握文章脈絡，提示語言特點。
3.批語：讀書時，會有各種思想、見解、疑問產生，這些內容可隨手寫在空白處。
4.警語：在讀書時，發現優美語句、典範引文、重要段落、新穎說法及特別值得注意的地方，為提醒自己，可批註上「注意！」、「重要！」、「用心記住！」「抄寫筆記」等字樣，使自己注意力集中，並為今後重點閱讀提供條件。
（4）做批註的方法:
1.賞析語言特色（如修辭生動、動詞准確、修飾語精當、哲理深刻------）
2.評點人物
3.生發聯想
4.剖析寫法
5.批判文本
6.質疑問難
（5）做批註的注意點:
「批註」 時應注意用語簡潔、精練，語言通順，不能太繁瑣，用自己的話准確概括，做到言簡意賅。
在原書地方寫你的真實的感受，寫不下可用其他紙張。有什麼寫什麼。不拘一格。如果該書你准備閱讀多次，注意每次用不同的筆寫。
（二）培養「批註式閱讀」的習慣
1、認識批註，體會作用
教師告訴學生批註式閱讀是閱讀的方法之一，只要在平日能夠養成良好的閱讀習慣，就可以提高自己的閱讀能力。而要使這種學習方法得以持久，學習技巧十分重要。在培養學生批註式閱讀習慣的時候，採用從易到難的方式，讓學生有一個適應的過程，為學生創設一個良好的習慣養成的氛圍，使學生逐步地愛上閱讀，愛上批註式閱讀。
第一步：規定符號批註的種類及用法。
運用批註式閱讀的方法，首先要明確批註符號的作用。為讓符號有統一的規格標准，我們借鑒資料設計一套密碼——批註符號。建議學生用鉛筆作記號，這樣在合作交流後，便於修改。
○：圈出本課需要掌握的生字。
（ ）：標出課文需要掌握的新詞。（包括：生字組成的詞；詞語盤點中出現的詞；自己很欣賞或不了解的詞等。）
①②③……（序號）：標在每一自然段前。
‖、│（分開號）：用來劃分段落與層次，標在每一段（或層）末尾。
～～（曲線）：劃在文章優美語句下面。
△△（著重號）：標在句子關鍵詞下面。
===（雙橫線）：劃在文章關鍵句子（過渡句、總起句、中心句等）下面。
——？(疑問號)：用在有疑問的詞語或句子末尾。
第二步：了解文字批註的類型及用法。
文字批註主要類型有：評文字、釋意思、析含義、議內容、談感想、存疑問、類舉補充、評寫作方法和特色、表觀點等。通過具體課例的學習，按照由易到難，由淺入深的規律逐步訓練，先重點掌握三種文字類型（評文字、評寫法、存疑問）的批註。文字批註一般寫在課文句段對應的頁眉頁腳頁側。學習文字批註可分三階段進行。
第一階段：課前預習——簡單文字的批註。批註的內容：疏通文字，初見梗概，發現疑問，提出問題。
第二階段：課中講讀——啟發性批註。
（1）專題批註：引導學生對課文中的重點、難點進行批註，在閱讀過程中實施。批註的內容：在老師引導下對重點句的賞析，以及老師和其他同學講述的要點、言簡意賅的評語等。
（2）釋疑批註：在閱讀過程或練習中實施。批註的內容：解答疑問，學習心得，理解要點。
第三階段：課後拓展——延伸批註。既是對原有批註的補充、修正、鞏固和提高，又能作適當的擴展、以檢驗閱讀效果，提高閱讀能力。
2、及時檢查，有效反饋，注重評價，激發興趣
我們提醒學生的批註採用符號和文字兩種批註相結合的方式，在自主閱讀中逐步滲透，逐步運用，逐步掌握。從下學期開始，我們設計了表格，引導學生掌握比較系統全面的預習方法