【正文】 sed Rob Thieler to study shorelines around the world. Thirty years later and now a . Geological Survey research geologist, Thieler, is bining science and smartphone technology to help study an endangered bird, the Atlantic Coast piping plover. The piping plover is a shorebird that breeds（繁殖）along the Atlantic Coast, the Great Lakesand the Great Plains. Rising sea levels associated with climate change, as well as increased development in their beach habitats（棲息地）, threaten the species（物種）. To help track changes in piping plover habitats, Thieler developed a free app called iPlover in 2012. This is a marked change from the typical way scientists collect data, which involves gathering information using specialized equipment or writing in notebooks and then putting into spreadsheets. Since releasing iPlover, scientists have gathered data across 1500 km of breeding range. Thatequals about a third of the distance across the ., which is a large area to cover for only two thousand breeding pairs of piping plovers on the east coast. Instead of having to travel and spend days at each site, a number of cooperators in the field use the app to collect and send data, allowing scientists to gather data more efficiently. It also allows them to collect data at the same time during each breeding season, providing a better picture of changes that happen over longer periods of time. And fast, centralized access means scientists can look at data quickly to get a realtime idea of where and how piping plovers are using their habitats. While iPlover is used by trained field staff, other apps like the U. S. Geological Survey39。swebbased “iCoast—Did the Coast Change?” invite citizen scientists to identify coastal changes by paring bird39。seyeview photographs taken before and after storms. All the information scientists and citizen scientists alike collect helps federal and state agencies create policyplans for addressing climate change impacts (影響) worldwide. （1）What can we know about the piping plover? A.Its behaviour is changing.B.Its habitat is growing bigger.C.Its living environment is being worse.D.Its breeding is limited to the Atlantic Coast.（2）Why did Thieler develop iPlover? A.To study shorelines across America.B.To advance information technology.C.To find out global climate change.D.To monitor changes of piping plover habitats.（3）Which of the following benefits the shorebirds? A.The camping equipment.B.Research on smartphones.C.The changeable coast.D.Progress in technology.（4）What would be the best title of the text? A.Protecting Endangered ShorebirdsB.Rob Thieler, a Creative ScientistC.IPlover, Tool for Training Field StaffD.Differences Between IPlover and ICoast【答案】（1）C（2）D（3）D（4）A 【解析】【分析】本文是一篇說(shuō)明文。文章主要講述了隨著技術(shù)的進(jìn)步，保護(hù)瀕危的岸禽鳥(niǎo)類的措施變得更加的有效。（1）考查細(xì)節(jié)理解題。根據(jù)文章第二段Rising sea levels associated with climate change, as well as increased development in their beach habitats（棲息地）, threaten the species（物種）可知，笛鸻的生存環(huán)境變得越來(lái)越糟了。故答案選C。（2）考查細(xì)節(jié)理解題。根據(jù)文章第二段To help track changes in piping plover habitats, Thieler developed a free app called iPlover in ，發(fā)明app其目的是為了追蹤笛鸻的棲息地的改變。故答案選D。（3）考查推理判斷題。根據(jù)文章第三段Instead of having to travel and spend days at each site, a number of cooperators in the field use the app to collect and send data, allowing scientists to gather data more ，技術(shù)的進(jìn)步，使得科學(xué)家獲得更有效的數(shù)據(jù)。故答案選D。（4）考查主旨大意題。根據(jù)文章大意：文章主要講述了隨著技術(shù)的進(jìn)步，保護(hù)瀕危的岸禽鳥(niǎo)類的措施變得更加的有效。故答案選A?！军c(diǎn)評(píng)】1. 要想做好科普英語(yǔ)閱讀理解題，同學(xué)們就要注意平時(shí)多讀科普知識(shí)類文章，學(xué)習(xí)科普知識(shí)，積累常見(jiàn)的科普詞匯，從根本上提高科普英語(yǔ)的閱讀能力。2. 要熟悉科普類文章的結(jié)構(gòu)特點(diǎn)?？破疹愇恼乱话阌蓸?biāo)題(Head line)，導(dǎo)語(yǔ)(Introduction)，背景(Back ground)，主體(Main body)和結(jié)尾(End)五部分構(gòu)成。標(biāo)題是文章中心思想高度而又精辟的概括，但根據(jù)歷年的高考情況來(lái)看，這類閱讀理解材料一般不給標(biāo)題，而要同學(xué)們選擇標(biāo)題。導(dǎo)語(yǔ)一般位于整篇文章的首段。背景交待一個(gè)事實(shí)的起因。主體則對(duì)導(dǎo)語(yǔ)概括的事實(shí)進(jìn)行詳細(xì)敘述，這一部分命題往往最多，因此，閱讀時(shí)，同學(xué)們要把這部分作為重點(diǎn)。結(jié)尾往往也是中心思想的概括，并與導(dǎo)語(yǔ)相呼應(yīng)，命題者常在此要設(shè)計(jì)一道推理判斷題。3. 在進(jìn)行推理判斷時(shí)，同學(xué)們一定要以閱讀材料所提供的科學(xué)事實(shí)為依據(jù)，同時(shí)所得出的結(jié)論還應(yīng)符合基本的科普常識(shí)。8．閱讀理解 When he was young, Louis Armstrong was taking what was called “Creole jazz”, which was also called dance music, and bining it with trumpeter (小號(hào)手) Buddy Bolden, to create what would eventually bee today39。s jazz. Armstrong acplished that with almost no formal training. He received little training before he was placed in the New Orleans Colored Waif39。s Home at the age of 12, after a runin (小爭(zhēng)執(zhí)) with the police. The punishment turned out to be a mixed blessing, for he also had the opportunity to play in a real band. While at the Waif39。s, Armstrong also got the chance to hear some of the city39。s finest musicians. Cornetist Freddie Keppard performed in a nearby club. So did trumpeter and bandleader, King Joe Oliver, who took the boy under his wing and taught him how to read music and work on his playing technique. When Oliver left for Chicago, Armstrong chose to stay in New Orleans and work with some of the other top musicians of the day. In Chicago, King Oliver offered him a place in his band in 1922. It became Armstrong39。s biggest challenge yet — the band had no parts written for trumpet, so he was forced to listen to King Oliver and improvise (即興創(chuàng)作). Soon, Armstrong39。s undeniable talent was getting notice. Even classically trained musicians would e to hear the incredible sounds this young man created. Lil Hardin, the bands piano player and the future Mrs. Armstrong, explains that Oliver kept Armstrong in the second trumpetchair so that Oliver would still be “King”. Hardin convinced him to leave the band. Armstrong moved to New York City in 1924 to join Fletcher Henderson39。s band and then flew solo. In 1925, Armstrong put together the Hot Five, expanding his popularity even more. Armstrong recorded his first position, Cornet Chop Suey, one of the most copied jazz solos of all time. This monumental 1928 recording blends (混合) artistry, endurance and showmanship that has rarely, if ever, been matched in Jazz.（1）What does the underlined word “that” refer to in the second paragraph?