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题型:阅读理解 题类:常考题 难易度:普通

福建三明一中2016-2017学年高二上学期英语第一次月考试卷

根据短文理解,选择正确答案。

Five years ago, when I taught art at a school in Seattle, I used Tinkertoys as a test at the beginning of a term to find out something about my students. I put a small set of Tinkertoys in front of each student, and said: "Make something out of the Tinkertoys. You have 45 minutes today-and 45 minutes each day for the rest of the week."

    A few students hesitated to start. They waited to see what the rest of the class would do. Several others checked the instructions and made something according to one of the model plans provided. Another group built something out of their own imaginations.

    Once I had a boy who worked experimentally with Tinkertoys in his free time. His constructions filled a shelf in the art classroom and a good part of his bedroom at home. I was delighted at the presence of such a student. Here was an exceptionally creative mind at work. His presence meant that I had an unexpected teaching assistant in class whose creativity would infect other students.

Encouraging this kind of thinking has a downside. I ran the risk of losing those students who had a different style of thinking. Without fail one would declare, "But I'm just not creative."

"Do you dream at night when you're asleep?"

"Oh, sure."

"So tell me one of your most interesting dreams." The student would tell something wildly imaginative. Flying in the sky or in a time machine or growing three heads. "That's pretty creative. Who does that for you?"

"Nobody. I do it."

"Really — at night, when you're asleep?"

"Sure."

"Try doing it in the daytime, in class, okay?"

(1)、The teacher used Tinkertoys in class in order to ________.
A、make the lessons more exciting B、know more about the students C、raise the students' interest in art D、teach the students about toy design
(2)、What do we know about the boy mentioned in Paragraph 3?
A、He liked to help his teacher. B、He preferred to study alone. C、He was imaginative. D、He was active in class.
(3)、What does the underlined word "downside" in Paragraph 4 mean?
A、Mistake B、Difficulty C、Drawback D、Burden
(4)、Why did the teacher ask the students to talk about their dreams?
A、To help them to see their creativity. B、To find out about their sleeping habits. C、To help them to improve their memory. D、To find out about their ways of thinking.
举一反三
阅读理解

    The Oklalhoma teen's eyes were covered by two blindfolds(眼罩). She didn't know she would meet her father, James, after 12-year separation.

    “I had actually discussed with her the night before at a restaurant and talked over the details of where we would go and how we would pull them of,” said Amanda, Rory Beth's mother.

    A video shows Amanda led her blindfolded daughter out of their car and guided her across the parking lot of Broken Arrow Lanes in Broken Arrow.

    Little did she know, her father was on the sidewalk holding a birthday cake that read, “Happy Birthday Rory Beth, Love Dad.” When the teen slowly pulled down her blindfolds, she was extremely surprised. Both the father and daughter stood silently looking at each other until James finally walked over and hugged her. James only broke their embrace to look at his daughter and hold her face. “There were definitely lots of tears from James, myself, and boys, and even a few bystanders,” said Amanda.

    James was a truck driver who spent a lot of time on the road, so Amanda ended the marriage with him when Rory Beth was a baby. “It was hard to figure out how to make it work,” Amanda said. Amanda felt Rory Beth was now old enough to understand and to ask any questions she may have, so the reunion happened.

    The birthday surprise was on June 4, and the father and daughter had seen each other again since, even celebrating Father's Day together. Amanda said her daughter and James were both delighted to be together.

    “She's already calling him 'daddy' and tells him that she loves him.” Amanda said.

阅读理解
    A different kind of generation gaps developing in the workplace. Someone — specifically the father-daughter team of Larry and Meagan Johnson—has found out that on some American job sites, five generations are working side by side.
    In their new book about generations in the workplace the pair argue that while such an age difference adds a lot of essential qualities and different kinds of life experiences, it can also bring tensions and conflicts (冲突).
    The Johnsons are human-resource trainers and public speakers. Dad Larry is a former health-care executive; daughter Meagan is a onetime high-level sales manager.
    Here are the oldest and youngest of the five generations they identify:
    They call the oldest group Traditionals, born before 1945. They were heavily influenced by the lessons of the Great Depression (经济大萧条时期) and World War Two. They respect authority, set a high standard of workmanship, and communicate easily and confidently. But they're also stubbornly independent. They want their opinions heard.
    At the other extreme are what the Johnsons call Linksters, born after 1995 into today's more complicated, multi-media world. They live and breathe technology and are often social activists.
    You won't find many 15-year olds in the offices of large companies, except as volunteers, of course, but quite old and quite young workers do come together in sales environments like bike shops and ice-cream stores.
    The Johnsons, Larry and Meagan, represent a generation gap themselves in their work with jobsite problems. The Johnsons' point is that as the average lifespan continues to rise and retirement (退休) dates get delayed because of the tight economy, people of different generations are working side by side, more often bringing with them very different ideas about company loyalty and work values.
    The five generations are heavily influenced by quite different events, social trends (趋势), and the cultural phenomena (现象) of their times. Their experiences shape their behavior and make it difficult, sometimes, for managers to achieve a strong and efficient workplace.
    Larry and Meagan Johnson discuss all this in greater detail in a new book, “Generations, Inc.: From Boomers to Linksters — Managing the Friction Between.
    Generations at Work,” published by Amacom Press, which is available in all good bookstore from this Friday.
阅读理解

    A person's chances of falling ill from a new strain (菌株) of flu are at least partly determined by the first strain they ever met with, a study suggests.

    Research in Science Journal looked at the 18 strains of influenza A ( 甲型流感) and the hemagglutinin protein (红血球凝集素蛋白) on its surface. They say there are only two types of this protein and people are protected from the one their body meets first, but at risk from the other one. A UK expert said that could explain different patterns in flu pandemics (流行病).The researchers, from University of Arizona in Tucson and the University of California, Los Angeles, suggest their findings could explain why some flu outbreaks cause more deaths and serious illnesses in younger people. The first time a person's immune system meets a flu virus, it makes antibodies targeting hemagglutinin protein that sticks out of the surface of the virus — like a lollipop (棒棒糖).

    Even though there are 18 types of influenza A, there are only two versions of hemagglutinin. The researchers, led by Dr Michael Worobey, classed them as "blue" and "orange" lollipops. They said people born before the late 1960s were exposed to "blue lollipop" flu viruses — H1 or H2 — as children. In later life they rarely fell ill from another "blue lollipop" flu — H5N1 bird flu, but they died from "orange" H7N9. Those born in the late 1960s and exposed to "orange lollipop" flu — H3 — have the opposite pattern.

    His team looked at cases of H5N1 and H7N9 — two kinds of bird flu which have affected hundreds of people, but have not developed into pandemics. The researchers found a 75% protection rate against severe disease and 80% protection rate against death if patients had been exposed to a virus with the same protein version when they were children.

    Dr Worobey said the finding could explain the unusual effect of the 1918 "Spanish flu" pandemic, which was more deadly among young adults. "Those young adults were killed by an H1 virus and from blood analysed many decades later there is a pretty strong indication that those individuals had been exposed to a mismatched H3 as children and were therefore not protected against H1. The fact that we are seeing exactly the  same pattern with current H5N1 and H7N9 cases suggests that the same fundamental processes may govern both the historic 1918 pandemic and today's contenders (斗争者) for the next big flu pandemic."

    Jonathan Ball, professor of University of Nottingham, said, "This is a really neat piece of work and provides a reason why human populations have been sensitive to different strains of bird influenza over the past 100 years or so. The findings are based on analysis of patient records and they certainly need further proof in the laboratory, but nonetheless the results are pretty amazing and inspiring."

阅读理解

Love for language

    Very few of us become fluent in another language by studying it in high school. I went to university and then moved across the country, pursued a demanding career, married and raised children.

    I made an effort to maintain the little bit of French that I learned in school, but eventually realized that this was pointless. I was well aware that new languages are best learned when young, and that our abilities in that regard decline with age. However, just before my 50th birthday, I signed up for French classes. After I was tested to see which group I belonged in, I was placed at almost the introductory level. When I looked around at my first Saturday morning class, I was struck by how many of the students were learning French as a third, fourth, or even fifth language.

    Contrary to my assumption that learning a new language was impossibly difficult, there were people who learned new languages as a matter of course. I found that it really was true that certain linguistic (语言的) abilities fade with age.

    While I'd always thought of myself as a quick learner, that was no longer the case. I absorbed new vocabulary very slowly. What I learned one week seemed to slip away as soon as I learned the next skill. I looked up the same words and language structures over and over again.

    Now, a couple of years in, I can listen to the news in French and catch 90 percent of it on the first try, read a novel if the language is not too difficult, and hold up my end of a conversation if it doesn't go too fast.

    Who knows what I might still accomplish?

    I've learned so much beyond grammar and vocabulary. I've met people from around the world and all walks of life who have the courage to make fools of themselves in order to learn something new.

    I've been taught by patient and inspirational teachers from many corners of the world, including France, Eastern Europe, the Caribbean and Africa.

    Listening to the news as it is presented to the people of France, I have a renewed understanding of how something can look completely different from another perspective. I've learned that a language is not just a set of words, but a way of thinking. But most of all, I've learned that it really is never too late to learn something new.

阅读理解

    You don't need to spend a long layover(短暂停留) in a passenger lounge. Some airports offer free or low­cost local tours to connecting passengers. "If you have a five­ or six­hour layover, you can easily see several things, "said Brendan Dorsey of The Points Guy, a site devoted to traveling on points and miles. Some tours have fees, and it's important to check on visa requirements.

    Incheon Airport, South Korea

    South Korea's main airport makes it simple to visit the capital city of Seoul. Passengers can tour temples, caves and palaces, or even sign up for downtown shopping. "You only need a couple hours, "Dorsey says." It's a stress­free way to see the city.

    Istanbul Airport

    Istanbul recently opened a new $12 billion airport, but continues a long tradition of free tours for passengers on its flagship airline, Turkish Airlines. Passengers with at least a six­hour layover can hit top historic districts and have a chance to sample Turkish food. And those with a layover of more than 20 hours may even be offered for a free hotel stay.

    Narita Airport, Japan

    With just a few hours in Japan, you still have time to dress up like a samurai or ninja on one of several English­speaking trips offered by the airport. Along with a cosplay visit to a historic theme park, visitors can tour temples, take a nature hike or sample a home­style Japanese meal. Tours are free but don't include the cost of public transportation or entrance fees.

    Taoyuan International Airport, Taiwan

    If your layover lasts from seven to 24 hours, you're offered free tours of the island. Passengers can store their bags at the airport, freeing them up to take their choice of two half­day city tours provided by the Taiwan Tourism Bureau. Tours can be booked on arrival but often fill up, making reservations advisable.

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