閱讀理解精選23I entered high school having read hundreds of books. But I was not a good reader. Merely bookish, I lacked a point of view when I read. Rather, I read in order to get a point of view. I searched books for good expressions and sayings, pieces of information, ideas, themesanything to enrich my thought and make me feel educated. When one of my teachers suggested to his sleepy tenth-grade English class that a person could not have a “complicated idea” until he had read at least two thousand books, I heard the words without recognizing either its irony (嘲諷) or its very complicated truth. I merely determined to make a list of all the books I had ever read. Strict with myself, I included only once a title I might have read several times. (How, after all, could one read a book more than once?) And I included only those books over a hundred pages in length. (Could anything shorter be a book?) There was yet another high school list I made. One day I came across a newspaper article about an English professor at a nearby state college. The article had a list of the “hundred most important books of Western Civilization.” “More than anything else in my life,” the professor told the reporter with finality, “these books have made me all that I am.” That was the kind of words I couldnt ignore. I kept the list for the several months it took me to read all of the titles. Most books, of course, I hardly understood. While reading Plato's The Republic, for example, I needed to keep looking at the introduction of the book to remind myself what the text was about. However, with the special patience and superstition (迷信) of a schoolboy, I looked at every word of the text. And by me time I reached the last word, pleased, I persuaded myself that I had read The Republic, and seriously crossed Plato off my list.36. On heating the teacher's suggestion of reading, the writer thought _. A. one must read as many books as possible B. a student should not have a complicated idea C. it was impossible for one to read two thousand books D. students ought to make a list of the books they had read37. While at high school, the writer _. A. had plans for reading B. learned to educate himself C. only read books over 100 pages D. read only one book several times38. The underlined phrase “with finality” probably means _. A. firmly B. clearlyC. proudly D. pleasantly39. The writer's purpose in mentioning The Republic is to _. A. explain why it was included in the list B. describe why he seriously crossed it off the list C. show that he read the books blindly though they were hard to understand D. prove that he understood most of it because he had looked at every word40. The writer provides two book lists to _. A. show how he developed his point of view B. tell his reading experience at high school C. introduce the two persons' reading methods D. explain that he read many books at high school本文主要講述了作者中學(xué)時(shí)期的閱讀經(jīng)歷。36. A 細(xì)節(jié)理解題。 從第一段后半部分可以看出，作者在聽到老師有關(guān)閱讀的意見以后，就開始爭(zhēng)取讀盡量多的書，并把自己讀過的書都列成了一個(gè)書目。37. A 細(xì)節(jié)理解題。 從第一段可以得知，作者并不是只讀超過l00頁的書，更不是只是反復(fù)地讀一本書，更沒有關(guān)于他學(xué)著自己教育自己的表述。38. A 詞義猜測(cè)題。 在他的一生中，是他所閱讀過的這些書使他取得了如今的成就。根據(jù)上下文的理解，我們可以推測(cè)這位科學(xué)家是很“堅(jiān)定地”跟記者說的。39. C 推理判斷題。 作者說他閱讀柏拉圖的書是為了說明他當(dāng)時(shí)讀書比較盲目，讀了很多很深?yuàn)W難懂的書。40. B 推理判斷題。 作者在文中說他曾經(jīng)列的兩個(gè)書單，是為了支撐他整篇文章的主題：他在中學(xué)的時(shí)候是如何讀書的，而并不是他如何形成自己的觀點(diǎn)、介紹兩個(gè)人的讀書方法、或者解釋他在中學(xué)的時(shí)候讀過很多書。