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题型:阅读理解 题类:模拟题 难易度:普通

河北省衡水中学2018届高三上学期英语四模试卷

阅读理解

    Residents in the poorest counties in the U.S. face a life expectancy up to decade shorter than their counterparts in the wealthiest areas, according to a study published in the American Journal of Public Health.

    Researchers from East Tennessee State University wanted to better understand how socioeconomic status was associated with heath outcomes. To find out they divided the country's 3,141 counties into 50 new 'states' (with 2 percent of the counties in each) based on household income as opposed to geographic proximity (接近).

    The researchers broke down the data by county since they found state-level data may hide some 'impact of socioeconomic differences on both the best-off and worst-off counties.' They then examined health data from the wealthiest and poorest 'states' (top and bottom 2 percent) to see how residents differed on factors like smoking, clinical care and excessive drinking. Researchers found that there was nearly a 10-year gap in the life expectancy of men with an average of 79.3 years in the wealthy counties compared to 69.8 years in the poorest. For women, the difference was slightly less - 83 years in the wealthiest counties and 76 years in the poorest.

    The study authors caution that while they found a connection between socioeconomic status and health outcomes, they did not analyze cause and effect. But they suggest that the data shows how policy makers should not just focus on state-wide initiatives (主动性) but more targeted efforts to help those most at risk. “With limited resources, methods of pinpointing the poorest counties can assist in the allocation of resources and programs to those communities that are in the greatest need,'' the study authors wrote.

(1)、How did Researchers divide the counties?
A、By social status. B、By income. C、By health. D、By living places.
(2)、Which of the following is TRUE according to Paragraph 3?
A、The women difference is less than the man in life expectancy. B、The wealthiest 'state' like hiding their wealth. C、Most health data is unbelievable. D、Most poorest 'state' smoke and drink a lot.
(3)、What can we infer from the last paragraph?
A、The researchers think their study is perfect. B、People still don't know the cause of life expectancy. C、The government should learn something from the study. D、The American resources allocation is not fair at all.
(4)、What would be the best title for the passage?
A、Ways to have a long life expectancy B、Great income differences in the USA C、The health problem in the USA D、Men in richest 10 years longer in poorest
举一反三
阅读理解

    My father was always a good gardener. One of my earliest memories is standing without shoes in the freshly tilled soil, my hands blackened from digging in the ground.

    As a child, I loved following Dad around in the garden. I remember Dad pushing the tiller(耕作机) ahead in perfectly straight lines. Dad loved growing all sorts of things: yellow and green onions, watermelons almost as big as me, rows of yellow corn, and our favorite — red tomatoes.

    As I grew into a teenager, I didn't get so excited about gardening with Dad. Instead of magical land of possibility, it had turned into some kind of prison. As Dad grew older, his love for gardening never disappeared. After all the kids were grown and had started families of their own, Dad turned to gardening like never before. Even when he was diagnosed with cancer, he still took care of his garden.

    But then, the cancer, bit by bit, invaded his body. I had to do the things he used to do. What really convinced me that Dad was dying was the state of his garden that year. The rows and rows of multicolored vegetables were gone. Too tired to weed them, he simply let them be. He only planted tomatoes.

    For the first few years after he died, I couldn't even bear to look at anyone's garden without having strong memories pour over me like cold water from a bucket. Three years ago, I decided to plant my own garden and started out with just a few tomatoes. That morning, after breaking up a fair amount of soil, something caught the corner of my eye and I had to smile. It was my eight-year-old son Nathan, happily playing in the freshly tilled soil.

根据短文内容,从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。

    Every student has his own style of studying and it's up to you to use the available resources to be as effective and productive as possible.Here are some tips on how to teach yourself to study effectively.

    ●{#blank#}1{#/blank#} When determining the best approach,you need to assess your personality.Some people can read for hours while others can't sit still through more than one chapter.Find your pace,improve it and work around your strengths and weaknesses.It's up to you whether to join a study group or learn by yourself.

    ●Set a goal. {#blank#}2{#/blank#} It'll not only help you keep focused and stay on track but also help you organize your time and activities.

    ●Learn over time. {#blank#}3{#/blank#} If you don't know or understand the lesson from the start, you won't get it the night before your big test.It's best to study smaller loads of information repeated over a period of time.

    ●Set a realistic and reasonable schedule. {#blank#}4{#/blank#} Create a routine schedule for your studying time.Strictly follow this schedule so as to develop an effective studying session.

    ●Have time to rest. It's necessary to have enough time to rest in order to regain all the energy used up by the body from all the studying. {#blank#}5{#/blank#} Communicate with other people and participate in recreational activities to help you relax and refresh your mind.

A.Know yourself.

B.Have good study habits.

C.It's impossible to learn a lot of things in a short time.

D.Try to discover the type of reading that best suits you.

E.Allocate your time between studying and other activities.

F.Your mind won't be as sharp if you don't have ample sleep.

G.You need to determine what you want to achieve in a given subject.

阅读理解

                                       Rocky Mountain Summer Adventure Camps Bring Learning to Life!

    The Museum of Idaho Rocky Mountain Adventure Camps are available for students aged 6-14. Participants will have amazing outdoor experiences combined with adventure and fun. Space is limited to 20participants each session and registration is not complete until payment has been received by the Muse um of Idaho. Registration fee is non-returnable.

    Junior Adventure Camp

    Children aged 6-9 (must have completed first grade).

    We'll conduct experiments, go on field trips, and discover the fun and excitement of science! This year, we will learn about colonial(殖民主义的)science to go along with our exhibit, America's Revolution!

    Instructor: Chloe Doucette

    Dates: June 27- June30

    Time: 9:00 a.m. --noon

    Cost: $75 per child, $60 per child for MOI members, $50 each additional brother or sister

    Original Camp

    Children aged 9-12 (must have completed third grade)

    Original Camp is for children who are ready for an exciting full-day outdoor camp. Participants visit various habitats and ecosystems as we explore eastern Idaho. Well go bird watching, hiking in the mountains, and lots more!

    Instructors: Alana Jensen, Jerry Petty

    Dates: July 18- July21

    Time: 9:00 a.m. -4:00 p.m.(9:00-6:00 on the last day)

    Cost: $150 per child, $125 per child for MOI members, $100 each additional brother or sister

    High Adventure Camp

    Youth aged 11-14 (must have completed fifth grade)

    High Adventure Camp is for youth who are looking for an amazing summer adventure! This outdoor camp is full of exciting physical challenges and involves participants in even more in-depth activities than the Original Camp. This year, students will study how rattlesnakes experience the outdoors!

    Instructors: Chloe Doucette, Mike Winston, Jerry Petty

    Dates: August 8- August 11

    Time: 9:00 a.m. -4:00 p.m. (9:00 -6:00 on the last day)

    Cost: $150 per child, $125 per child for MOI members, $100 each additional brother or sister

    Participate in both Original AND High Adventure for only $200! Call522-1400 ext. 3002 to take advantage of this great offer. If you have any questions about the Museum of Idaho's education programs, contact Chloe Doucette, Education Director at (208) 522-1400 ext.3002.

阅读下列短文,从每题所给的A、B、C、D四个选项中,选出最佳选项。

    The Honors Program (美国大学荣誉课程) in Biochemistry & Molecular Biology (HPBMB) is offered to high school seniors with strong academic ability and achievement who seek careers in biological or biomedical science. Students can earn both a Bachelor of Science (B.S.) and a Doctor of Philosophy Degree (Ph.D.) in approximately 6 years.

    Applicants to the Honors Program in Biochemistry & Molecular Biology must be in their last year of high school.

    Undergraduates will have the opportunity to work with top-level research scientists in Biochemistry& Molecular Biology and also in clinical laboratories with scientists that are associated with the department. They will conduct intensive laboratory work in the areas of biochemistry, molecular biology or nutritional biochemistry starting in the summer before their first fall semester starts. By spring of their junior year, students will prepare an undergraduate thesis (本科毕业论文) as preparation for their entry into graduate school (研究生院). At that time they will start taking graduate courses and continue to do research with a graduate faculty member.

    To be considered students must:

     have a combined SAT I score of 1400 (combined Math and Critical Reading scores)

    meet the SAT II score requirement of at least 600 in Math, and one science (Biology, Chemistry or Physics)

    have completed eight semesters of English and mathematics and two semesters each of biology and chemistry by the time they graduate from high school

    complete all components of your Common Application for undergraduate admission by November 1 of your senior year

    complete a supplemental application form for the Honors Program in Biochemistry & Molecular Biology

    include a counselor (辅导老师) recommendation, three letters of recommendation from teachers in support of your application to the Honors Program and a personal statement

    Send all Dual Admission Honors Program application materials to:

    Dual Admission Honors Programs

    Office of Admission

    University of Miami

    P.O. Box 248025

    Coral Gables, FL 33124-4616 

    Fax number: (513) 529-7592 (513) 529-1950 

    For more information on the HPBMB, contact:

    Dr. Thomas K. Harris

    Director, Undergraduate and Medical Education

    Biochemistry and Molecular Biology

    Office: Gautier Building, Room 111

    Phone: 305-243-3358

    E-Mail: tkharris@miami.edu 

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