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题型:阅读理解 题类:模拟题 难易度:普通

上海市杨浦区2021届高三上学期英语期末(一模)试卷(含完整音频)

阅读理解

Identifying the chemical makeup of pigment (色素) used in ancient documents, paintings, and watercolors is critical to restoring and conserving the precious artworks. However, despite numerous efforts, scientists had been unable to determine the source of folium, a popular blue dye used to color manuscripts (手稿) in Europe during the middle ages — from the 5th to the 15th century. Now, a team of researchers from Portugal has finally uncovered the mysterious ingredient responsible for the gorgeous blueish-purple color that helped bring ancient illustrations and texts to life.

The research team began by poring over instructions penned by European dye makers from the 12th, 14th, and 15th centuries. They found what they were seeking in a 15th-century text entitled The Book on How to Make All the Color Paints for Illuminating Books. However, translating the instructions was no easy task. It was written in the now extinct Judaeo-Portuguese language, and though the source of the dye was traced back to a plant, no name was mentioned.

However, by piecing together suggestions from the text, the scientists were able to determine that the dye was made from the bluish-green berries of the chrozophora tinctoria plant. After an extensive search, the team found a few varieties of the plant growing along the roadside near the town of Monsaraz in south Portugal.

The detailed instructions gave the researchers critical clues — including the best time to pick the berries. "You need to squeeze the fruits, being careful not to break the seeds, and then to put them on linen (亚麻)." The scientist says the detail was important since broken seeds polluted the pigment, producing an inferior quality ink. The dyed linen, which was left to dry, was an efficient way to store and transport the pigment during ancient times. When needed, the artist would simply cut off a piece of the cloth and dip it with water to squeeze out the blue color.

Once the key ingredient had been identified, the researchers began to determine the dye's molecular structure. To their surprise, they found that folium was not like any other known permanent blue dyes — it was an entirely new class of color, one they named chrozophoridin. "Chrozophoridin was used in ancient times to make a beautiful blue dye for painting." the team wrote in the study. "Thus, we believe that this will not be our final word on this amazing plant and its story and that further discoveries will follow soon."

(1)、The primary purpose of the study is to ________.
A、restore and conserve ancient precious artworks B、determine the substance making up the folium C、prove the ancient dye-making technique was organic D、identify which class of color folium belongs to
(2)、The underlined phrase "poring over" in the second paragraph means ________.
A、discussing publicly B、testing repeatedly C、passing directly D、reading carefully
(3)、What can be learned about the blue dye folium?
A、It was essentially an inferior type of ink. B、It was the only kind made from wild berries. C、It could be carried and used easily. D、It was carefully squeezed from broken seeds.
(4)、The article is mainly about _________.
A、how the mystery of a thousand-year-old blue dye was solved B、why the researchers took the trouble to recreate the dye C、what needs to be done to make an organic dye from a plant D、when and where the discovery of the dye was made
举一反三
根据短文理解,选择正确答案。

Students and Technology in the Classroom

    I love my blackberry—it's my little connection to the larger world that can go anywhere with me.I also love my laptop computer,as it holds all of my writing and thoughts.Despite this love of technology,I know that there are times when I need to move away from these devices(设备)and truly communicate with others.

    On occasion,I teach a course called History Matters for a group of higher education managers.My goals for the class include a full discussion of historical themes and ideas.Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom,I have a rule—no laptop,iPads,phones,etc.When students were told my rule in advance of the class,some of them were not happy.

    Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology.There's a bit of truth to that.Some students assume that I am anti-technology.There's no truth in that at all.I love technology and try to keep up with it so I can relate to my students.

The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions(转变)and truly engage complex ideas.Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas.I want students to dig deep within themselves for inspiration and ideas.I want them to push each other to think differently and make connections between the course,the material and the class discussion.

    I've been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create.Students realize that with deep conversation and challenge,they learn at a level that helps them keep the course material beyond the classroom.

    I'm not saying that I won't ever change my mind about technology use in my history class,but until I hear a really good reason for the change,I'm sticking to my plan.A few hours of technology-free dialogue is just too sweet to give up.

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

    The researchers say a person loses two months for every kilogram overweight they are— and seven years for smoking a packet of cigarettes a day.

    Unusually, the Edinburgh university team found their answers by analysing differences in people's genetic code or DNA. Finally they think it will show new ways of helping us to live longer.

    The group used the genetic code of more than 600, 000 people who are taking part in a natural experiment. If someone smokes, drinks, drops out of school and is overweight, it can be difficult to identify the impact of one specific unhealthy behavior.

    Instead, the researchers turned to the natural experiment. Some people carry mutations(变异) in their DNA that increase(食欲) or make them more likely to put on weight, so researchers were able to compare those programmed to eat more with those who were not. The research team also found specific mutations in human DNA that alter lifespan (寿命).

    Mutations in a gene (a set of instructions in DNA) that is involved in running the immune system could add seven months of life on average.

    People with a mutation that increased levels of bad cholesterol knocked eight months off lifespan.

    A rare mutation in a gene—APOE—linked to dementia reduced lifespan by 11 months.

    And one that made smoking more appealing cut lives by five months.

    Dr Joshi says that while genes do influence lifespan, “you've got even more influence” through the choices you make. Dr Joshi said, “We hope to discover genes affecting lifespan to give us new information about ageing and construct treatment tor ageing.”

    There are also some disease mutations that clearly affect lifespan and to destructive effect, such as the Huntington's gene. People with Huntington's often die in their 20s.

    However, in order to follow people until the end of their lives, many of the people studied were born before 1940.

阅读理解

    Life Is Beautiful is a 1997 Italian film directed by and starring Roberto Benigni. The film was a critical and financial success, winning Benigni the Academy Award for Best Actor as well as the Academy Award for Best Original Dramatic Score and the Academy Award for Best Foreign Language Film.

    In 1939 in the Kingdom of Italy, a bookstore keeper Guido, who is a Jew, falls in love with a local school teacher, Dora, who is to be engaged to a rich civil servant. Guido steals her from her engagement party on a horse. Soon they are married and have a son, Giosue.

    In 1945, Guido and his son are forced onto a train and taken to a concentration camp. Despite being a non-Jew, Dora demands to be on the same train to join her family. In the camp, Guido hides their true situation from his son, telling him that the camp is a complicated game in which Giosue must perform the tasks Guido gives him, earning him points;the first team to reach 1,000 points will win a tank.

    Guido uses this game to explain features of the concentration camp that would otherwise be scary for a young child. Despite being surrounded by the misery, sickness and death at the camp, Giosue does not question this fiction because of his father's convincing performance and his own innocence. Guido keeps the story right until the end when, in the chaos(混乱)of shutting down the camp as the Americans approach, he tells his son to stay in a small box until everybody has left, this being the final competition before the tank is his. Guido tries to find Dora, but is caught and killed by a Nazi soldier. As he is taken away to be shot, he maintains the fictions of the game by marching in a goose-step on purpose…

阅读理解

    I can't remember the first time one of my children told me, "I hate you." I can, however, tell you that it still happens occasionally, but it doesn't bother me. As their father, I often say things that are unpopular. If they hate me once in a while, I know I'm doing a good job.

    There are three other words that I won't allow in my house, however. Last week, I was watching my older son play with a paper airplane. After he accidentally threw it into a wall and it came apart, his eyes welled up with tears.

    "I hate myself," he said. It wasn't the first time he'd said it, and I was concerned that he'd started to actually believe it.

    I knelt down next to him and made him look into my eyes. I told him that I never wanted to hear those words again, and that he needed to respect himself.

    The difference between your kid telling you they hate you and them saying they hate themselves is that, five minutes later, they've already forgotten they "hate you". Self-hate is much more potentially poisonous and for young people, it can linger into the rest of their life.

    Kids who start to believe they hate themselves sometimes struggle to form new friendships. As teenagers, they avoid the chance to connect with a potential love interest, because they assume they'll be rejected. And as adults, they might choose not to apply for the dream job because they assume it won't work out.

    I know this is true, because I didn't have a high opinion of myself as a child. I found myself struggling in many areas, and I'd hate to see my children suffer the same fate.

    Sometimes, words are just words. But some words can make the kind of impact I'd very much like to avoid for my children. I don't fear strong language; I fear language that makes us weak.

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