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题型:阅读理解 题类:常考题 难易度:普通

黑龙江省鹤岗市第一中学2019-2020学年高一上学期英语第一次月考试卷

阅读理解

    Some educators told us that more years of school could help students get higher scores on intelligence tests. That was a finding of a study of teenage males in some countries. Now, another research shows that physical activity may help students do better in their classes.

    The research comes as educators in some countries are reducing time for activities like physical education. They are using the time instead for academic(学术的) subjects like math and reading. The studies appeared between 2008 and 2014. They included more than 55,000 children, aged 6 to 18.

    Amika Singh: "According to the results of our study, we can conclude that being physically active is beneficial for academic performance. There are, first, Physiological explanations, like more blood flow, and so more oxygen to the brain. Being physically active means there are more hormones(荷尔蒙) produced like endorphins(内啡肽). And endorphins make your stress level lower and your mood improved, which means you also perform better."

    Also, students taking part in organized sports learn rules and how to follow them. This could improve their classroom behavior and help them keep their mind on their work.

    The study leaves some questions unanswered, however Ms Stash says it is not possible to say whether the amount or kind of activity affected the level of academic improvement. This is because of differences among the studies.

    The researchers said they found only two high­quality studies. They needed more high­quality studies to confirm(证实) their findings. They also pointed out that "results for other parts of the world may be quite different".

    Still, the general finding was that physically active kids are more likely to do better in school. Ms Singh says schools should consider that finding before they cut physical education programs. Her paper on "Physical Activity and Performance at School" is published in the Archives of Pediatric and Adolescent Medicine.

(1)、The passage mainly tells us that         .
A、a research on physical education has been done by the researchers B、there is a possibility that physical activity leads to higher grades C、the amount or kind of activity directly affects academic level D、the research shows that the children aged 6 to 18 don't do sports
(2)、Which of the following is TRUE?
A、Being mentally active is good for academic subjects. B、The more hormones you have, the more stressed you will get. C、The researchers have found many high­quality studies to prove the research. D、The educators in some countries think studies, not exercise, mean much to students.
(3)、The underlined sentence in Paragraph 6 probably means         .
A、good marks result from high­quality study B、findings are probably different in different areas C、physical activity will spread all over the world D、academic performance depends on the surroundings
(4)、What's the purpose of writing the passage?
A、To call our attention to the sports at school. B、To introduce all types of physical activities. C、To represent the academic performance. D、To improve students' health.
举一反三
阅读理解

    Most people know that Marie Curie was the first woman to win the Nobel Prize, and the first person to win it twice. However, few people know that she was also the mother of a Nobel Prize winner.

    Born in September, 1987, Irene Curie was the first of the Curies' two daughters. Along with nine other children the parents of whom were also famous scholars, Irene studied in their own school, and her mother was one of the teachers. She finished her high school education at the College of Sévigné in Paris.

    Irene entered the University of Paris in 1914 to prepare for a degree in mathematics and physics. When World War I began, Irene went to help her mother, who was using X-ray facilities (设备) to help save the lives of wounded soldiers. Irene continued the work by developing X-ray facilities in military hospitals in France and Belgium. Her services were recognised in the form of a Military's Medal by the French government.

    In 1918, Irene became her mother's assistant at the Curie Institute. In December 1924, Frederic Joliot joined the Institute, and Irene taught him the techniques required for his work. They soon fell in love and were married in 1926. Their daughter Helene was born in 1927 and their son Pierre five years later.

    Like her mother, Irene combined family and career. Like her mother, Irene was awarded a Nobel Prize, along with her husband, in 1935. Unfortunately, also like her mother, she developed leukemia because of her work with radioactivity (辐射能). Irene Joliot-Curie died from leukemia on March 17, 1956.

阅读理解

    The term “formal learning” refers to all learning which takes place in the classroom regardless of whether such learning is informed by conservative or progressive ideologies(思想意识). “Informal learning”, on the other hand, is used to refer to learning which takes place outside the classroom.

    These definitions(定义) provide the basic difference between the two models of learning. Formal learning is separated from daily life and may actually promote ways of learning and thinking which often run counter to those obtained form practical daily life. A characteristic feature of formal learning is the centrality of activities which can prepare for the changes of adult life outside the classroom, but it cannot, by its nature, consist of these challenges.

    In doing this, language plays an important role as a major channel for information exchange.  The language of the classroom is more similar to the language used by middle-class families than that used by working-class families. Middle class children thus find it easier to gain the language of the classroom than their working-class classmates.

Informal learning, in contrast, occurs in the setting to which it relates, making learning immediately relevant (相关的). In this context, language does not occupy such an important role: the child's experience of learning is more direct, involving sight, touch, taste, and smell senses that are not used in the classroom. Whereas formal learning is transmitted by teachers selected to perform this role, informal learning is gained as a natural part of child's socialization. Adults or older children who are proficient (熟练的) in skill or activity provide—sometimes unintentionally (无意义地)—target models of behavior in the course of everyday activity.

    Informal learning, therefore, can take place at any time and place. The motivation of learner provides another important difference between the two models of learning. The formal learner is generally motivated by some kind of external goal such as parental approval, social status, and possible financial reward. The informal learner, however, tends to be motivated by successful completion of the task itself and the partial knowledge of adult status.

    Given that learning systems develop as a response to the social and economic contexts in which they are firmly, it is understandable that modern, high urbanized (城市化) societies have concentrated almost specially on the establishment of formal education systems. What these societies have failed to recognize are the ways in which formal learning inhibits the child's multi-sensory acquisition of practical skills. The failure to provide a child with a direct education may in part account for many of the social problems which trouble our societies.

阅读理解

    There was once a captain who loved money so much that he cheated his sailors at the end of every voyage and took their wages.

    On the last day of one voyage, the ship was in a small port. It was winter time, and the sea was very cold, so the captain said to his sailors, “If one of you stays in the water during the whole night, I will give him my ship. But if he comes out before the sun appears, I shall get his wages.”

    The sailors had heard about the captain's cheating, so they didn't trust him. But then one of them, who thought that he was cleverer than the captain, said that he would do it. He got into the water, and, though it was very cold, he stayed in it. When it was nearly morning, some fishermen lit a fire on the shore about half a mile away.

    “You are cheating,” the captain said to the sailor. “The fire's warming you.”

    “But it's half a mile away! ”said the sailor.

    “A fire's fire,” answered the captain. “I have won.”

    The sailor came out of the water, and said, “Perhaps you think that you are clever because you have won my wages, but you can't cook a chicken.”

    “I can, ”answered the captain.

    “If you cook this chicken,” said the sailor, “I shall work for you without wages for seven years, but if you can't, you will give me your ship.”

    The captain agreed, took the chicken and said, “Where's the fire?”

    “There it is,” answered the sailor. “On the shore.”

    “But it's half a mile away,” said the captain angrily.

    “ 'A fire's fire' you said,” answered the sailor. “If it is enough to warm me in the water, it is enough to cook your chicken.”

阅读理解

    Recently, people in US education have gotten extremely worried because a new report has shown that American students have a math problem.

    The 2015 Program for International Student Assessment(评估)(PISA) shows math scores in the US getting lower and no improvement in science or reading. PISA tests 15-year-olds from different countries and regions in their math, science and reading skills. About 540, 000 students from 72 countries and regions took part in the assessment in 2015.

    US scores in reading and science were about the same as three years ago, leaving Americans near the middle of the bigger group. But the situation in math is much more worrying. The US average score was 470, below the OECD(经合组织)test average of 490, meaning the US was No. 40 among the 72 countries and areas. It was 12 points lower than in 2012 and 18 points lower than in 2009. So, what is going on with American students' math skills?

    One reason may be that the US does not teach math in enough depth. "Students are often good at answering the first part of a problem in the United States, "said Andreas Schleicher, director of education and skills at OECD. "But as soon as students have to go deeper and answer the more complicated part of a problem, they have difficulties. "In comparison, many high-performing countries and regions in math teach a lot less but focus in much greater depth,  especially when you look at East Asia, Japan and Singapore, according to Schleicher.

    Another reason may be the fact that many people in the US are unwilling to travel to foreign countries to learn better teaching practices. "One of our biggest challenges in the US is that the teachers are not going out and seeing what high-performing countries do differently, "said Wendy Kopp, who started Teach for America, in a news program.

阅读理解

    John Blanchard stood up from the bench, straightened his Army uniform, and studied the crowd of people making their way through Grand Central Station. He looked for the girl whose heart he knew, but whose face he didn't, the girl with the rose.

    His interest in her had begun thirteen months before in a Florida library. Taking a book off the shelf he found himself intrigued, not with the words of the book, but with the notes penciled in the margin. The soft handwriting reflected a thoughtful soul and insightful mind. In the front of the book, he discovered the previous owner's name, Miss Hollis Maynell. With time and effort he located her address. She lived in New York City. He wrote her a letter introducing himself and inviting her to correspond. The next day he was shipped overseas for service in World War II.

    During the next year and one month the two grew to know each other through the mail. Each letter was a seed falling on a fertile heart. A romance was budding. Blanchard requested a photograph, but she refused. She felt that if he really cared, it wouldn't matter what she looked like.

    When the day finally came for him to return from Europe, they scheduled their first meeting -- 7:00 PM at the Grand Central Station in New York. "You'll recognize me," she wrote, "by the red rose I'll be wearing on my lapel." So at 7:00 he was in the station looking for a girl whose heart he loved, but whose face he'd never seen.

    I'll let Mr. Blanchard tell you what happened: A young woman was coming toward me, her figure long and slim. Her blonde hair lay back in curls from her delicate ears; her eyes were blue as flowers. Her lips and chin had a gentle firmness, and in her pale green suit she was like springtime come alive. I started toward her, entirely forgetting to notice that she was not wearing a rose. As I moved, a small, attractive smile curved her lips. "Going my way, sailor?" she murmured.

    Almost uncontrollably I made one step closer to her, and then I saw Hollis Maynell. She was standing almost directly behind the girl. A woman well past 40, she had graying hair tucked under a worn hat. She was more than plump, her thick-ankled feet thrust into low-heeled shoes. The girl in the green suit was walking quickly away. I felt as though I was split in two, so keen was my desire to follow her, and yet so deep was my longing for the woman whose spirit had truly companioned me and upheld my own.

    And there she stood. Her pale, plump face was gentle and sensible, her gray eyes had a warm and kindly twinkle. I did not hesitate. My fingers gripped the small worn blue leather copy of the book that was to identify me to her.

    This would not be love, but it would be something precious, something perhaps even better than love, a friendship for which I had been and must ever be grateful. I squared my shoulders and saluted and held out the book to the woman, even though while I spoke I felt choked by the bitterness of my disappointment. "I'm Lieutenant(中尉)John Blanchard, and you must be Miss Maynell. I am so glad you could meet me; may I take you to dinner?"

    The woman's face broadened into a tolerant smile. "I don't know what this is about, son," she answered, "but the young lady in the green suit who just went by, she begged me to wear this rose on my coat. And she said if you were to ask me out to dinner, I should go and tell you that she is waiting for you in the big restaurant across the street. She said it was some kind of test!"

    It's not difficult to understand and admire Miss Maynell's wisdom. The true nature of a heart is seen in its response to the unattractive. "Tell me whom you love," Houssaye wrote, "And I will tell you who you are."

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