- 二一组卷

题型：阅读理解题类：常考题难易度：普通

重庆市北碚区2019-2020学年高二上学期英语期末考试试卷

阅读理解

In 1999, twelve percent of public elementary schools in the United States required students to wear uniforms. Just three years later, the amount was almost double that.

A study of six big-city Ohio public schools showed students who were required to wear uniforms had improved graduation, behavior and attendance rates. Academic performance was unchanged.

Some high schools in Texas have also joined in the movement. Yet studies find mixed results from requiring uniforms. And some schools have turned away from such policies.

Supporters believe dressing the same creates a better learning environment and safer schools. The school district in Long Beach, California, was the first in the country to require uniforms in all elementary and middle schools. The example helped build national interest in uniforms as a way to deal with school violence and improve learning.

Findings in Long Beach suggested that the policy resulted in fewer behavior problems and better attendance. But researcher Viktoria, who has looked at those findings, says they were based only on opinions about the effects of uniforms.

She says other steps taken at the same time to improve schools in Long Beach and statewide could have influenced the findings. The district (the area marked by government) increased punishments for misbehavior. And California passed a law to reduce class sizes.

In Florida, for example, researcher Sharon found that uniforms seemed to improve behavior and reduce violence. In Texas, Eloise found fewer discipline problems among students required to wear uniforms, but no effect on attendance.

Sociologist David has studied school uniform policies since1998. He collected the reports in the book. In his own study, he found that reading and mathematics performance dropped after a school in Pennsylvania(宾夕法尼亚州) required uniforms.

Political and community pressures may persuade schools to go to uniforms to improve learning. But David and others believe there is not enough evidence of a direct relationship. In fact, he says requiring uniforms may even increase discipline problems.

（1）、Which of the following researchers are NOT supporters of school uniform policies?

A、Viktoria and Sharon. B、Sharon and David. C、Eloise and Sharon. D、Viktoria and David.

（2）、The underlined word "misbehavior" in the sixth paragraph probably means ________.

A、serious crime B、bad performance C、absence for class D、action against wearing uniforms

（3）、What can we infer from the passage?

A、More work is needed to get better information about uniform's effect. B、The number of schools requiring uniforms in the U.S. will become less sharply. C、Wearing uniforms has little to do with behavior and learning. D、Politicians and communities won't vote for uniform policies.

（4）、What's the main idea of this passage?

A、More and more students are required to wear uniforms in the U.S. B、Wearing uniforms contributes to good academic performance. C、Researchers in the U.S. argue for school uniform policies. D、Evidence for school uniform polices in the U.S. is seen as weak.

举一反三

阅读理解

A schoolgirl saved her father's life by kicking him in the chest after he suffered a serious allergic (过敏的) reaction which stopped his heart.

Izzy, nine, restarted father Colm's heart by stamping (踩) on his chest after he fell down at home and stopped breathing.

Izzy's mother, Debbie, immediately called 999 but Izzy knew doctors would never arrive in time to save her father, so decided to use CPR.

However, she quickly discovered her arms weren't strong enough, so she stamped on her father's chest .

Debbie then took over with some more conventional chest compressions (按压) until the ambulance arrived .

Izzy, who has been given a bravery award by her school, said: "I just kicked him really hard. My mum taught me CPR but I knew I wasn't strong enough to use hands. I was quite scared. The doctor said I might as well be a doctor or a nurse. My mum said that Dad was going to hospital with a big footprint on his chest.

"She's a little star," said Debbie, "I was really upset but Izzy just took over. I just can't believe what she did. I really think all children should be taught first aid. Izzy did CPR then the doctor turned up. Colm had to have more treatment on the way to the hospital and we've got to see an expert."

Truck driver Colm, 35, suffered a mystery allergic reaction on Saturday and was taken to hospital, but was sent home only for it to happen again the next day. The second attack was so serious that his airway swelled, preventing him from breathing, his blood pressure dropped suddenly, and his heart stopped for a moment.

He has now made a full recovery from his suffering.

根据短文内容，选择最佳答案，并将选定答案的字母标号填在题前括号内。

阅读理解
    You've probably heard such reports. The number of college students majoring in the humanities (人文学科) is decreasing quickly. The news has caused a flood of high-minded essays criticizing the development as a symbol of American decline.
    The bright side is this: The destruction of the humanities by the humanities is, finally, coming to an end. No more will literature, as part of an academic curriculum, put out the light of literature. No longer will the reading of, say, “King Lear” or D.H. Lawrence's “Women in Love” result in the annoying stuff of multiple-choice quizzes, exam essays and homework assignments.
    The discouraging fact is that for every college professor who made Shakespeare or Lawrence come alive for the lucky few, there were countless others who made the reading of literary masterpieces seem like two hours in the dentist's chair.
    The remarkably insignificant fact that, a half-century ago, 14% of the undergraduate population majored in the humanities (mostly in literature, but also in art, philosophy, history, classics and religion) as opposed to 7% today has given rise to serious reflections on the nature and purpose of an education in the liberal arts.
    Such reflections always come to the same conclusion: We are told that the lack of a formal education, mostly in literature, leads to numerous harmful personal conditions, such as the inability to think critically, to write clearly, to be curious about other people and places, to engage with great literature after graduation, to recognize truth, beauty and goodness.
    These serious anxieties are grand, admirably virtuous and virtuously admirable.   They are also a mere fantasy.
    The college teaching of literature is a relatively recent phenomenon. Literature did not even become part of the university curriculum until the end of the 19th century. Before that, what came to be called the humanities consisted of learning Greek and Latin, while the Bible was studied in church as the necessary other half of a full education. No one ever thought of teaching novels, stories, poems or plays in a formal course of study. They were part of the leisure of everyday life.
    It was only after World War II that the study of literature as a type of wisdom, relevant to actual, contemporary life, put down widespread institutional roots. Soldiers returning home in 1945 longed to make sense of their lives after what they had witnessed and survived. The abundant economy afforded them the opportunity and the time to do so. Majoring in English hit its peak, yet it was this very popularity of literature in the university that spelled its doom, as the academicization of literary art was accelerated.
    Literature changed my life long before I began to study it in college. Books took me far from myself into experiences that had nothing to do with my life, yet spoke to my life. But once in the college classroom, this precious, alternate life inside me got thrown back into that dimension of my existence that bored me. Homer, Chekhov and Yeats were reduced to right and wrong answers, clear-cut themes and clever interpretations. If there is anything to worry about, it should be the disappearance of what used to be an important part of every high-school education: the literature survey course, where books were not academically taught but thoroughly introduced—an experience unaffected by stupid commentary and useless testing.
    The literary classics are places of quiet, useless stillness in a world that despises (鄙视) any activity that is not profitable or productive. Literature is too sacred to be taught. It needs only to be read.
    Soon, if all goes well and literature at last disappears from the undergraduate curriculum—my fingers are crossed—increasing numbers of people will be able to say that reading the literary masterworks of the past outside the college classroom, simply in the course of living, was, in fact, their college classroom.

根据短文内容，选择最佳答案。

Some people think if you are happy, you are blind to reality. But when we research it, happiness actually raises every single business and educational outcome for the brain. How did we miss this? Why do we have these social misunderstandings about happiness? Because we assumed you were average. When we study people, scientists are often interested in what the average is.

Many people think happiness is genetic. That's only half the story, because the average person does not fight their genes. When we stop studying the average and begin researching positive outliers —people who are above average for a positive aspect like optimism or intelligence —a wildly different picture appears. Our daily decisions and habits have a huge impact upon both our levels of happiness and success.

Scientifically, happiness is a choice. It is a choice about where your single processor brain will devote its limited resources as you process the world. If you scan for the negative first, your brain really has no resources left over to see the things you are grateful for or the meaning embedded(嵌入) in your work. But if you scan the world for the positive, you start to acquire an amazing advantage.

I wrote the cover story for the Harvard Business Review magazine on “Happiness Leads to Profits.” Based on my article called “Positive Intelligence” and my research in The Happiness Advantage, I summarized our researched conclusion: the single greatest advantage in the modern economy is a happy and busy workforce.

A decade of research in the business world proves that happiness raises nearly every business and educational outcome: increasing sales by 37%, productivity by 31%, and accuracy on tasks by 19%, as well as a number of health and quality-of-life improvements.

阅读理解

My friends and I had just finished lunch at a hotel when it started to rain heavily. When it became lighter, I decided to get my car which was parked at my office three streets away.

My friends argued that I shouldn't go, mainly because I was seven months pregnant（怀孕的）then. I made it clear to them that I'd be very careful. One of them wanted to come with me but I insisted that she stayed with another friend who needed help with her baby.

I walked out of the hotel and started making my way to the car. At the crossing, a van stopped and a man came out with an umbrella. Before I knew what was happening, he walked right beside me and told me he'd escort（护送）me to my destination. Although I was very embarrassed and refused, he insisted that he would.

During our walk, he kept telling me to walk slower, as the ground was wet. When we got to the car-park, I thanked him and he went away. I did not get his name and may not even recognize him now. Did he purposely stop for me? I'll never know.

So how did I pay it back? I was at home when I noticed two Indian construction workers walking in the heavy rain. They were probably on their way to the working place near my home. I went out and passed them an umbrella. They were completely surprised by my action, and I told them they should take and keep it. They were very grateful to me, probably wondered why a stranger was offering such kindness. I was so relaxed and happy that day.

阅读理解

In its early history, Chicago had floods frequently, especially in the spring, making the streets so muddy that people, horses, and carts got stuck. An old joke that was popular at the time went something like this：A man is stuck up to his waist in a muddy Chicago street. Asked if he needs help, he replies, "No, thanks. I've got a good horse under me."

The city planner decided to build an underground drainage （排水） system, but there simply wasn't enough difference between the height of the ground level and the water level. The only two options were to lower the Chicago River or raise the city.

An engineer named Ellis Chesbrough convinced the city that it had no choice but to build the pipes above ground and then cover them with dirt. This raised the level of the city's streets by as much as 12 feet.

This of course created a new problem: dirt practically buried the first floors of every building in Chicago. Building owners were faced with a choice: either change the first floors of their buildings into basements, and the second stories into main floors, or hoist the entire buildings to meet the new street level. Small wood-frame buildings could be lifted fairly easily. But what about large, heavy structures like Tremont Hotel, which was a six-story brick building?

That's where George Pullman came in. He had developed some house-moving skills successfully. To lift a big structure like the Tremont Hotel, Pullman would place thousands of jackscrews （螺旋千斤顶） beneath the building's foundation. One man was assigned to operate each section of roughly 10jackscrews.At Pullman's signal each man tured his jackscrew the same amount at the same time, thereby raising the building slowly and evenly. Astonishingly, the Tremont Hotel stay open during the entire operation, and many of its guests didn't even notice anything was happening.

Some people like to say that every problem has a solution. But in Chicago's early history, every engineering solution seemed to create a new problem. Now that Chicago's waste water was draining efficiently into the Chicago River, the city's next step was to clean the polluted river.

阅读理解

Rembrandt Harmenszoon van Rijn was one of the greatest artists of all time. He was born on July 15, 1606, in Leiden, Holland. Rembrandt began painting at an early age. At the age of 15, he traveled to Amsterdam to study art. But he soon returned home to paint on his own.

Rembrandt's first paintings were of subjects from history. He used bright colors and shiny paints. These paintings were popular. Rembrandt became well-known in his community.

In 1628, Rembrandt began to teach art. He was a respected teacher with many students. In 1632, Rembrandt again moved to Amsterdam. He began painting portraits (肖像) of many well-known people in Amsterdam. He soon became famous in Holland for his beautiful portraits.

In 1634, he married a wealthy and educated girl named Saskia. She served as a model for many of his paintings. They moved into a large home where Rembrandt hung many of the paintings that he had collected. He enjoyed buying paintings by other artists.

Rembrandt continued to succeed as an artist. But tragedy (悲剧) began to strike his family. Three of his four children died at a very early age. His wife, Saskia, died in 1642.

Rembrandt became very sad. He began to paint with darker colors. But somehow, his painting grew even more beautiful. He used dark colors around the figures in his paintings. The figures themselves were painted as if a soft light were shining on them. One of Rembrandt's most famous paintings, The Night Watch, is from this period.

Rembrandt began to paint more for himself and less for other people. Although his work was excellent, he was not able to make enough money to keep his house.

Until he died on October 4, 1669, Rembrandt continued to paint. Rembrandt created over 600 paintings, 300 etchings (蚀刻画), and 1,400 drawings. Some of his most fascinating paintings were the portraits that he painted of himself. About 100 self-portraits leave a great record of his lifetime.

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