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题型:阅读理解 题类:常考题 难易度:普通

河南省林州市第一中学2019-2020学年高二上学期英语入学考试试卷

阅读理解

    What's the one thing every child wants in school? More breaks! And that is exactly what some schools are giving students, which turns out to be beneficial for everyone. Eagle Mountain Elementary School in Fort Worth, Texas, is one of four public schools carrying out the LiiNK program, a project that increases breaks per day to improve creativity, develop character, and heighten school success.

    LiiNK was inspired by Scandinavian approaches to learning based on the simple concept (观念)of giving children more outside playtime and less time spent indoors. In Finland, where the system has been in place for decades, students have some of the highest scores on global assessment tests. Instead of spending increasing amounts of time inside the classroom, they're putting more and more focus on physical activity. Finnish kids get to enjoy 15 minutes of playtime for every hour of class.

    After spending six weeks in Finland in 2016, Debbie Rhea, the creator of LiiNK and professor at Texas Christian University, discovered that the additional breaks of "outdoor play" actually helped students improve their performance inside the classroom. "You start putting 15 minutes into these kids every so often and it gives the platform for them to be able to function at their best level," she says.

    Other studies have shown that outdoor playtime decreases restlessness, anxiety, and has a whole other benefits such as improved motor skills, physical fitness, and social development. Rhea started carrying out the program in private schools in 2017, and has since expanded her program to districts in Texas, Oklahoma, Minnesota, and Utah and the children in these schools are all the happier for it. It just goes to show that the best way to raise happy and successful children, is to simply let them be kids every once in a while.

(1)、Why does one public school put into practice the LiiNK program?
A、To ensure the pupils' success B、To improve pupils' creativity. C、To lighten the pupils' burdens D、To soften the pupils' character.
(2)、What can we infer about the system of learning in Scandinavia?
A、It only gives students less homework. B、It helps students perform well in tests C、It requires students to focus on activities. D、It attaches importance to mental exercise.
(3)、Which of the following would Debbie Rhea probably agree with?
A、More playtime is beneficial for the students B、Playtime reduces students, after­class creativity. C、Kids need physical exercise to show their talents. D、Students should develop both mentally and physically.
(4)、What's the author's purpose of writing the text?
A、To present what LiiNK program is. B、To show how to raise successful children. C、To remind readers to pay attention to education. D、To promote the application of the LiiNK program.
举一反三
阅读短文,从每题所给的四个选项(A、B、C、和D)中,选出最佳选项.

Conflict is on the menu tonight at the café La Chope. This evening, as on every Thursday night, psychologist Maud Lehanne is leading two of France's favorite pastimes, coffee drinking and the “talking cure”. Here they are learning to get in touch with their true feelings. It isn't always easy. They customers - some thirty Parisians who pay just under $2 (plus drinks) per session - care quick to intellectualize (高谈阔论),slow to open up and connect. “You are forbidden to say ‘one feels,' or ‘people think',” Lehane told them. “Say ‘I think,' ‘Think me'.”

A café society where no intellectualizing is allowed? It couldn't seem more un-French. But Lehanne's psychology café is about more than knowing oneself: It's trying to help the city's troubled neighborhood cafes. Over the years, Parisian cafes have fallen victim to changes in the French lifestyle - longer working hours, a fast food boom and a younger generation's desire to spend more time at home. Dozens of new theme cafes appear to change the situation. Cafes focused around psychology, history, and engineering are catching on, filling tables well into the evening.

The city's psychology cafes, which offer great comfort, are among the most popular places. Middle-aged homemakers, retirees, and the unemployed come to such cafes to talk about love, anger, and dreams with a psychologist. And they come to Lehanne's group just to learn to say what they feel. “There's a strong need in Paris for communication,” says Maurice Frisch, a cafe La Chope regular who works as a religious instructor in a nearby church. “People have few real friends. And they need to open up.” Lehanne says she'd like to see psychology cafes all over France. “If people had normal lives, these cafes wouldn't exist”, she says, “If life weren't a battle, people wouldn't need a special place just to speak.” But them, it wouldn't be France.

阅读理解

        While most of us are happy to take the credit when things go well, few of us are willing to take the blame when things go wrong. Rather than trying to hide our shame or embarrassment, experts found that we are simply less aware when our actions result in a negative outcome.

       The research may explain why we often feel it hard to take the blame for our actions. “Our result suggests that people may really experience less responsibility for negative than for positive outcomes,” said Patrick Haggard, leading researcher and professor of the institute of Cognitive Neuroscience at University College London.

      In a series of tests, participants were asked to press a key. A sound then followed, either disapproving, neutral or approving, and they were then asked to estimate the time between the action and when they had heard the sound.

      Researchers found that individuals experienced different levels of responsibility depending on the outcomes. They also discovered they were significantly slower to recognize if their actions had resulted in a bad consequence, compared to when they had done well.

   “Effectively, we have found that we experience a negative outcome differently, not just retell it differently. We make a weaker connection when there is a bad result. And respond much more strongly when something good happens,” said Professor Haggard. When something goes right, everyone wants to take the credit, and when things go wrong, nobody is interested in putting their hands up.

        The researchers say our brain is “very much concerned” with reward, as good results are key to survival. Although our own perception (认知) of whether we are guilty of something or not is changed by the outcomes, this does not provide a defense if we have done something wrong. “Our experience of our own responsibilities can be misleading and can be strongly colored by the outcomes of our actions,” said Professor Haggard. “We have to take responsibility for what we actually do, not just for how we experience things.”

阅读理解

    In the kitchen of my mother's houses there has always been a wooden stand (木架)with a small notepad(记事本)and a hole for a pencil.

    I'm looking for paper on which to note down the name of a book I am recommending to my mother. Over forty years since my earliest memories of the kitchen pad and pencil, five houses later, the current paper and pencil look the same as they always did. Surely it can't be the same pencil. The pad is more modern, but the wooden stand is definitely the original one.

    "I'm just amazed you still have the same stand for holding the pad and pencil after all these year." I say to her, walking back into the living-room with a sheet of paper and the pencil. "You still use a pencil. Can't you afford a pen?"

    My mother replies a little sharply. "It works perfectly well. I've always kept the stand in the kitchen. I never knew when I might want to note down an idea, and I was always in the kitchen in those days."

    Immediately I can picture her, hair wild, blue housecoat covered in flour, a wooden spoon in one hand, the pencil in the other, her mouth moving silently. My mother smiles and says, "One day I was cooking and watching baby Pauline, and I had a brilliant thought, but the stand was empty. One of the children must have taken the paper. So I just picked up the breadboard and wrote it all down on the back. It turned out to be a real breakthrough for solving the mathematical problem I was working on."

    This story—which happened before I was born—reminds me how extraordinary my mother was, and is, as a gifted mathematician. I feel embarrassed that I complain about not having enough child-free time to work. Later, when my mother is in the bathroom, I go into her kitchen and turn over the breadboards. Sure enough, on the back of the smallest one, are some penciled marks I recognize as mathematics. Those symbols have traveled unaffected through fifty years, rooted in the soil of a cheap wooden breadboard, invisible(看不到的)exhibits at every meal.

阅读理解

    Back in 1988, I was working at the University of Bonn in Germany as a research fellow. I took some time off in early May to visit a friend, who was the director of a museum in Viterbo, in central Italy. I set out by train, which crossed the Swiss border to reach Zurich, winding through valleys and along hillsides, and entering tunnels and making its way through the Swiss Alps. The scenery was so beautiful.

    The train then crossed the Italian border before passing through Milan and Florence, then finally stopping in Rome. I was lucky, as my hotel was close to the railway station. The next morning, I had a coffee at a nearby café and eagerly set out to visit as many of the famous Roman landmarks as possible.

    The following day I headed back to the train station, intending to take a short train ride to Viterbo to meet up with my friend. When I arrived at the station and attempted to locate the correct platform, I quickly realized that the station was closed for an upgrade (升级). For a moment my mind went blank and did not know what to do. My biggest problem was my luggage—my suitcase and hand luggage were so heavy that I couldn't move about easily. As I don't speak Italian, I could not ask anyone for instructions. I dragged my suitcase about 100 meters to a nearby motor mechanics. A tall, strong man of about 50 years of age was working there and I excused myself and asked where the nearest station was. I am sure that he did not understand me properly but he could easily guess that I was looking for a station. He replied, but I did not understand.

    He smiled, wiped his hands and said something, which I guessed to mean "come along". So I dragged my suitcase along and followed him. He opened the door of his car, motioned to me to get in and then drove for a few minutes to the next station. I got out, unloaded my luggage, then shook his hand with thanks. He smiled back and drove away.

    There was no time to hug or exchange names  I understood he was busy and in the middle of his work. I was moved so much by his generosity that I have never forgotten him.

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