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题型:阅读理解 题类:常考题 难易度:普通

江苏省宿迁市2018-2019学年高二上学期英语期末考试试卷

阅读理解

    In my class in middle school, there was a girl who was considered the outcast of our class. No one actually knows how this exclusion originated, but we all followed it for no reason at all. One day after lunch, we girls sat on the track field, talking about little things that happened in our little lives. Someone brought her up, and soon the topic transformed to mocking the funny texture of her hair, the awkward way she walked and… I felt extremely uncomfortable but kept silent, because I didn't want to be the one “supporting” the common enemy. After all, it's just a mild ranting session among a trusted group of friends, why should I bring unnecessary tension?

    Suddenly, one of my friends pointed her finger towards somewhere behind me. All of us turned around and saw that exact girl, hand still in the air, with a twisted look on her face. She lowered her hand in slow motion, blinked really hard for a few seconds, then turned around and ran off. For a second I wanted to stand up and chase her down to tell her that no one meant what they said, and that she is an amazing person being who she is. But my legs felt so heavy: I didn't want to make a fool out of myself—why bother taking care of the class clown(小丑)? People would think that I was crazy as well!

    No one spoke a word for a long time; we were all so caught up in our thoughts. I tried opening my mouth but couldn't—no words were coming out. Then one person started talking about the weather, and all of us were more than glad to follow this flow.

    A few weeks later, the teacher told us that a classmate dropped out of school—it was that girl. Her parents told the school that it was the peer pressure that made her want to leave. The teacher wanted to know who the bully was. Again, no one spoke a word. Perhaps it was exactly this cold, hard silence that drove her away. I certainly did not raise my hand—I had never even said anything bad about her; it was my friends who loved to make fun of her awkwardness every day.

    Surely, I didn't bully her physically or with my language, but I kept silent when others did. By failing to stand up for her and offering her support, I was giving tacit(心照不宣的)agreement. This agreement made others think that it was okay to mistreat her, because “no one cares anyways”. Perhaps I did realize I was bullying her—but by convincing myself that I had nothing to do with her leaving, I wouldn't have to bear the burden of heavy shame on my shoulders.

    Real life is not like a Hollywood movie, and the protagonists don't always have the courage to compensate for our mistakes. In that classroom, my feet were glued to the ground once again, thinking of all the possibilities that could embarrass me in front of the whole class. What if she doesn't appreciate my effort and just walk off? What if she misunderstands my actions as sympathy and gets upset? Worst of all, what if my own group mates disapprove of my decision? Am I really willing to risk my friendship just to help out one girl that I've seldom spoken to?

    To be honest, I still don't have answers to these questions. I don't know if the answers to those questions even exist. However, what I do know is that nothing will change if I keep thinking and never take actions. Talking to someone in need of support would mean the world to them, while it takes little to none effort for me. So what if those actions are under appreciated? At least I will be satisfied knowing that I did the right thing.

(1)、What can we conclude from the underlined sentences in Paragraph 2?
A、The author cared about others' opinions. B、The author's legs gave out after running. C、The author was fooled by the classmates. D、The author didn't like the class clown.
(2)、Why did the girl drop out of school?
A、Because she had to support her family. B、Because she was bullied by her peers. C、Because she was scolded by her teacher. D、Because she had conflicts with her peers.
(3)、Seeing the girl being bullied, the author felt ___________.
A、cheerful and amused B、surprised and stressed C、frightened and awkward D、uncomfortable and concerned
(4)、The author didn't support the girl for the following reasons EXCEPT that ___________.
A、the author wanted to follow the flow B、the author didn't want to betray friends C、the author was prevented by the group mates D、the author worried about the girl's misunderstanding
(5)、Who does the underlined word “protagonists” in Paragraph 5 refer to?
A、people living in real life B、people in Hollywood movies C、people who are bullied D、people who respect others
(6)、What will the writer probably do when meeting the same situation next time?
A、She will keep silent and walk away. B、She will stand up for her group mates. C、She will report the case to the teacher. D、She will not tolerate bullying again.
举一反三
阅读理解

    If Confucius (孔子) were still alive today and could celebrate his September 28 birthday with a big cake, there would be a lot of candles. He'd need a fan or a strong wind to help him put them out.

While many people in China will remember Confucius on his special day, few people in the United States will give him a passing thought. It's nothing personal. Most Americans don't even remember the birthdays of their national heroes.

    But this doesn't mean that Americans don't care about Confucius. In many ways he has become a bridge that foreigners must cross if they want to reach a deeper understanding of China.

    In the past two decades, the Chinese studies programs have gained huge popularity in Western universities. More recently, the Chinese government has set up Confucius Institutes in more than 80 countries. These schools teach both Chinese language and culture. The main courses of Chinese culture usually included Chinese art, history and philosophy (哲学). Some social scientists suggest that Westerners should take advantages of the ancient Chinese wisdom to make up for the drawbacks of Western philosophy. Students in the United States, at the same time, are racing to learn Chinese. So they will be ready for life in a world where China is an equal power with the United States. Businessmen who hope to make money in China are reading books about Confucius to understand their Chinese customers.

So the old thinker's ideas are still alive and well.

    Today China attracts the West more than ever, and it will need more teachers to introduce Confucius and Chinese culture to the West.

    As for the old thinker, he will not soon be forgotten by people in the West, even if his birthday is.

阅读理解

A Language Programme for Teenagers

    Welcome to Teenagers Abroad! We invite you to join us on an amazing journey of language learning.

Our Courses

    Regardless of your choice of course, you'll develop your language ability both quickly and effectively.

Our Standard Course guarantees a significant increase in your confidence in a foreign language, with focused teaching in all 4 skill areas—-speaking, listening, reading and writing.

    Our Intensive Course builds on our Standard Course, with 10 additional lessons per week, guaranteeing the fastest possible language learning (see table below).

Course Type

Days

Number of Lesson

Course Timetable

Standard Course

Mon-Fri

20 lessons

9:00-12:30

Intensive Course

Mon-Fri

20 lessons

9:00-12:30

10 lessons

13:00-14:00

    Evaluation

    Students are placed into classes according to their current language skills. The majority of them take on online language test before starting their programme. However, if this is not available, students sit the exam on the first Monday of their course.

    Learning materials are provided to students throughout their course, and there will never be more than 15 participants in each class.

Arrivals and Transfer

    Our programme offers the full package—students are taken good care of from the start through to the very end. They are collected from the airport upon arrival and brought to their accommodation in comfort. We require the student's full details at least 4 weeks in advance.

    Meals/Allergies (过敏) /Special Dietary Requirements

    Students are provided with breakfast, dinner and either a cooked or packed lunch (which consists of a sandwich, a drink and a dessert). Snacks outside of mealtimes may be purchased by the student individually.

    We ask that you let us know of any allergies or dietary requirements as well as information about any medicines you take. Depending on the type of allergies and/or dietary requirements, an extra charge may be made for providing special food.

阅读理解

    Eighty-five-year old Chinese pharmacologist(药理学家) Tu Youyou became China's first winner of the Nobel Prize in Physiology or Medicine when it was announced that she was one of three scientists awarded the 2015 Nobel Prize in Physiology or Medicine for their work in developing effective drugs against parastic diseases.

    Tu was honored for developing artemisin(青蒿素),a drug for malaria that has saved millions of lives across the globe,especially in the developing world,the Nobel Assembly at karolinska Institue disclosed on its website on Monday.Tu,a Chinese trained pharmacologist and a researcher at the China Academy of Chinese Medical Sciences in Beijing, went to Stockholm, Sweden in December to receive her award, according to Cao Hongxin, the science and technology department head of the State Administration of Traditional Chinese Medicine.

    "She was calm and said she has received lots of congratulatory calls." Cao told China Daily on Monday after he telephoned Tu to congratulate her. "It's an overdue(迟来的)honor for Tu and the world's recognition of traditional Chinese medicine," he said.

    "Tu's breakthrough in winning the Nobel Prize in a natural science is the pride of the whole nation and the whole Chinese scientific community," said Zhou Dejin, spokesman of the Chinese Academy of Science, China's national research body that consists of more than one hundred research insistutes, universities and research branches,

    "The achievement of discovering artemisinin was made in the 1970s, but it only received international recognition in later years, which suggests that we might have more achievements that have reached the Nobel Prize level but have not been recognized." Zhou said.

阅读理解

    The third week of SEAL training means Hell Week. It is on Wednesday of Hell Week that you paddle down to the mud flats(泥滩) and spend the next 15 hours trying to survive the freezing-cold mud, the howling wind and the increasing pressure from the instructors to quit. As the sun began to set that Wednesday evening, my training class, having broken the rules, was ordered into the mud. The mud consumed each man till there was nothing visible but our heads. The instructors told us we could leave the mud if only five men would quit—just five men and we could get out of the extreme cold.

    Looking around the mud flat, it was apparent that some students were about to give up. It was still over eight hours till the sun came up--eight more hours of freezing cold. The chattering teeth and shivering moans (呻吟)of the trainees were so loud that it was hard to hear anything. And then, one voice began to echo (回荡)through the night--one voice raised in song. The song was terribly out of tune, but sung with great enthusiasm. One voice became two, and two became three, and before long everyone in the class was singing. We knew that if one man could rise above the great suffering then others could as well. The instructors threatened us with more time in the mud if we kept up the singing—but the singing went on. And somehow, the mud seemed a little warmer, the wind a little less bitter and the dawn not so far away.

    If I have learned anything in my time traveling the world it is the power of hope. The power of one person, Washington, Lincoln, King, Mandela and even a young girl from Pakistan, Malala, can change the world by giving people hope.

    So, if you want to change the world, start singing when you're up to your neck in mud.

 阅读理解

The prodigious ability of our species to rapidly assimilate vocabulary, expanding from a mere 300 lexemes by the tender age of two to an impressive repertoire exceeding 1,000 by the age of four, remains a subject of profound enigma. Certain scholars in the realms of cognitive science and linguistics have posited that the human mind enters the world equipped with innate cognitive predispositions and logical parameters that facilitate this linguistic feat. However, recent advancements in the sphere of machine learning have unveiled the potential for swift acquisition of semantic understanding from sparse data, eschewing the need for preconceived, hardwired assumptions.

An ensemble of researchers has triumphantly honed a rudimentary artificial intelligence construct to correlate visual representations with their corresponding lexical entities, utilizing a mere 61 hours of ambient visual recordings and auditory data—previously amassed from an individual known as Sam during the years 2013 and 2014. Though this represents but a minuscule fraction of a child's developmental chronicle, it transpires that this was sufficiently informative to incite the AI in discerning the significance of select vocables.

These revelations intimate that the process of linguistic acquisition may be more straightforward than hitherto presumed. It is conceivable that the juvenile mind does not necessitate a tailor-made, sophisticated linguistic apparatus to adeptly apprehend the essence of words, posits Jessica Sullivan, an adjunct professor of psychology at Skidmore College. "This is an exceptionally elegant inquiry," she articulates, as it presents corroborative evidence that rudimentary data extracted from a child's perspective is sufficiently abundant to initiate the processes of pattern recognition and lexical assimilation.

The recent scholarly endeavor also illustrates the plausibility of machines emulating the learning modalities inherent to human cognition. Vast linguistic models are typically nurtured on colossal datasets encompassing billions, if not trillions, of lexical permutations. In stark contrast, human beings manage with a significantly reduced informational intake, as articulated by the principal scribe of the study, Wai Keen Vong. With the appropriate genre of data, the chasm separating machine and human learning could be substantially bridged.

Nevertheless, further investigation is warranted in select dimensions of this pioneering research. The savants concede that their findings do not conclusively elucidate the mechanisms by which children amass vocabulary. Additionally, the study's purview was confined to the identification of nouns pertaining to tangible entities.

Despite these limitations, this represents a stride toward a more profound comprehension of our own cognitive faculties, which may ultimately contribute to the enhancement of human pedagogical practices, according to Eva Portelance, a scholar in computational linguistics. She remarks that AI research has the potential to shed light on enigmatic queries about our essence that have persisted over time. "We can harness these paradigms in a salutary manner, to the advantage of scientific discovery and societal progress," Portelance further elaborates.

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