【正文】 of Washington. We can get flies to live 50 percent longer, he says. But a fly39。s never going to live 150 years. Of course, if you became a new species (物種), one that ages at a slower speed, that would be a different story, he adds. Does Martin really believe that humans could evolve (進(jìn)化)their way to longer life? It39。s pretty cool to think about, he says with a smile.（1）What does the story of Jeanne Calment prove to us? can live to 122. people are creative. are sporty at 85. live longer than men.（2）According to Steve Austad at the University of Texas, ______. average human life span could be 110 cannot find ways to slow aging people can expect to live to over 150 are not sure how long people can live（3）Who would agree that a scientist will bee famous if he makes the wildest guess at longevity? Shay. Austad. Miller. Martin.（4）What can we infer from the last three paragraphs? of us could be good at sports even at 120. average human life span cannot be doubled. believe mice are aging at a slower speed than before. techniques could be used to change flies into a new species【答案】 （1）A（2）D（3）C（4）B 【解析】【分析】本文是一篇說明文，介紹了科學(xué)家對長壽的不同觀點(diǎn)和對延長人的壽命的不同理解。 （1）考查細(xì)節(jié)理解。根據(jù)第二段中的“Jeanne Calment is the world39。s recordholder. She lived to the ripe old age of 122. ”說明人們可以活到122歲，故選A。 （2）考查細(xì)節(jié)理解。文章第四段中 的“People can live much longer than we think.”可知人類能活多長仍是未知數(shù)，故選D。 （3）考查細(xì)節(jié)理解。根據(jù)第五段中的“Usually the scientist who picks the highest number gets his name in Time magazine.，可知Rich Miller認(rèn)為科學(xué)家們，只要瘋狂的想法找機(jī)會成名，因此選C。 （4）考查推理判斷。最后三段提到了在老鼠身上做的實(shí)驗(yàn)，證明生命是可以通過抗老技術(shù)延長的，但同時又提到生命是有限度的?？茖W(xué)家通過試驗(yàn)證實(shí)人類平均壽命的跨度不能翻倍，故選B。 【點(diǎn)評】本題考點(diǎn)涉及細(xì)節(jié)理解和推理判斷兩個題型的考查，是一篇健康類閱讀，考生需要準(zhǔn)確掌握細(xì)節(jié)信息，并根據(jù)上下文進(jìn)行邏輯推理，從而選出正確答案。8．閱讀理解 What do people in the outside world do when they want to learn something? They go to somebody who knows about it, and ask him. They do not go to somebody who is supposed to know about everything —except, when they are very young, to their parents: and they speedily bee dissatisfied with that variety of knowledge. They go to somebody who might reasonably expected to know about the particular thing they are interested in. When a man buys a motorcar, he does not say to himself: Where can I find somebody who can teach me how to run a motor car? He does not look in the telephone directory under T. He just gets an experienced driver to teach him. He just pays attention and asks questions and tries to do the thing himself, until he learns. But this case, of course, assumes an interest of the pupil in the subject, a willingness and even a desire to learn about it, a feeling that the matter is of some importance to himself. And e to think of it, these motives are generally present in the learning that goes on in the outside world. It is only in school that the pupil is expected to be unwilling to learn. When you were a child, and passed the door of the village blacksmith(鐵匠) shop, and looked in, day after day, you admired his skill, and stood in awe of his strength。 and if he had offered to let you blow the bellows for him and shown you how to make a redhot penny, that would have been a proud moment. It would also have been an educational one. But suppose there had been a new shop set up in the town, and when you looked in at the open door you saw a man at work painting a picture。 and suppose a bell rang just then, and the man stopped painting right in the middle of a brushstroke, and started to read aloud “How They Brought the Good News from Ghent to Aix。 and suppose when he was halfway through, the bell rang again, and he said, We will go on with that tomorrow, and started to chisel the surface of a piece of marble。 and then, after a little, somewhat exhaustedly, started in to play The Rock of Ages on a flute, interrupting the tune to order you to stand up straight and not whisper to the little boy beside you. There39。s no doubt what you would think of him。 you would know perfectly well that he was crazy。 people don39。t do things in that way anywhere in the world, except in school. And even if he had assured you that what were taught were later in your life going to be matters of the deepest importance and interest, and that you should start in now with the determination of being proficient in them, it would not have helped much. Not very much. It39。s nonsense that children do not want to learn. Everybody wants to learn. And everybody wants to teach. And the process is going on all the time. All that is necessary is to put a person who knows something —really knows it—within the curiosityrange of someone who doesn39。t know it: the process begins at once. It is almost irresistible. If there were no teachers—no hastily and superficially trained Vestals who were supposed to know everything—but just ordinary human beings who knew passionately and thoroughly one thing and who had the patience to show little boys and girls how to do that thing—we might get along with our learning pretty well, Of course, we39。d have to pay them more, because they could get other jobs out in the larger world。 and besides, you couldn39。t expect to get somebody who knows how to do something, for the price you are accustomed to pay those who only know how to teach everything.（1）What does the author mainly want to say with this article? education without teachers is unimaginable, teacher who knows everything is more wele, teachers are far from satisfactory and necessary, have paid too much for teachers for school education.（2）What does the underlined somebody in the first paragraph refer to? teacher. parent. man in the outside world. man like the blacksmith,（3）What happened in the new shop mentioned in paragraph 3? subjects like painting and poetry, sculpture and music were taught. man at work became crazy with so many subjects to deal with. man teaching everything influenced the efficiency of learning. listened carefully and often discussed about what is taught with others