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题型:阅读理解 题类:常考题 难易度:普通

山东省枣庄市第八中学东校区2017-2018学年高二下学期英语6月月考试卷

阅读理解

    The Guggenheim Museum attempts to help educators connect students with art. It offers programs for educators, including free arts curricula, professional development courses and workshops, as well as professional meet and greets that pair artists with public school teachers throughout New York City.

    Visiting with your students

    The museum offers a variety of ways for educators and their students to visit, from self-guided tours to a guided experience.

Guggenheim Museum Highlights

Perfect for first-time visitors, the Highlights Tour focuses on the museum's innovative architecture, history, and permanent collection.

Special Exhibition

This tour offers an opportunity to engage in a lively, in-depth exploration of one of our special exhibitions. Learn about the artistic processes and movements behind some of the most revolutionary artists of the modern and contemporary age.

Custom Tour

Tour can be customized to accommodate a variety of interests, learning styles and subject matter. Our gallery educators can create a one-of-a-kind experience tailored to your group's needs.

Lecturer's Badge

Conduct a group tour of up to 20 people.

    Arts curriculum online

    The Guggenheim produces free curriculum materials on exhibitions for educators to use both during school visits and in the classroom. While the material focuses on recent exhibitions, a comprehensive range of lessons cover many works and artists in the museum's collection.

    Learning through Art

    Learning Through Art sends experienced teaching artists into New York City public schools, where they work with classroom teachers to develop and facilitate art projects into the school curriculum.

    Education facilities

    Housed in the Sackler Center for Arts Education, the Guggenheim's education facilities include studio art and multimedia labs, a theater, an exhibition gallery, and a conference room.

(1)、Who are the museum's programs intended for?
A、Students. B、Parents. C、Educators. D、Artists.
(2)、Which tour can be designed based on your own interest?
A、Custom Tour. B、Lecturer's Badge. C、Special Exhibition. D、Guggenheim Museum Highlights.
(3)、How do teaching artists help to make art projects into the school curriculum?
A、By giving lessons online. B、By working with teachers. C、By providing free materials. D、By designing projects alone.
(4)、What can we do in the Sackler Center?
A、Appreciate art works. B、Dine with your friends. C、Perform science experiments. D、Collect your favorite exhibits.
举一反三
阅读理解

    The Bristol International Balloon Festival is a world-class hot air ballooning festival and is recognized as one of the UK's top five outdoor events. Founded in 1978, the Festival has become a symbol for Bristol, the same as Brunel's famous Suspension Bridge.

    Held in the rolling hills of Ashton Court on the edge of Bristol, the Festival is hugely popular and completely free, attracting around half a million people from across the country and beyond. This year, for the first time, visitors will get to see how a hot air balloon is made. To celebrate its 40th anniversary, the world's largest hot air balloon producer, Cameron Balloons, will take on the challenge of constructing a passenger-carrying balloon, on site, in about four days.

    Other events to look forward to at the Bristol International Balloon Festival include daredevil stunts(冒险特技表演) from the Red Arrows, over 250 trade stalls, local and international food stalls, and a funfair(露天游艺集市). Here's what's on in detail:

    Thursday 11th August:

    12 pm Gates Open and Trade Village open

    6 pm Special Shapes Ascent — a number of hot air balloons will take to the sky

    9:30 pm Nightglow and Firework Finale — 30 or more balloons will glow in time to music

    10:30 pm Gates Close

    Friday 12th August:

    6 am Hot Air Balloon Mass Ascent

    9 am Trade and Entertainment Village open

    12 pm Arena(竞技) Entertainment and Tethered Balloons

    6 pm Hot Air Balloon Mass Ascent

    Saturday 13th August:

    6 am Hot Air Balloon Mass Ascent

    9 am Trade and Entertainment Village open

    12 pm Arena Entertainment and Tethered Balloons

    6 pm Hot Air Balloon Mass Ascent

    9:30 pm Nightglow and Firework Finale

    10:30 pm Gates Close

    Sunday 14th August:

    6 am Hot Air Balloon Mass Ascent

    9 am Trade and Entertainment Village open

    12 pm Arena Entertainment and Tethered Balloons

    6 pm Hot Air Balloon Mass Ascent

阅读理解

A Writing Fool

    In the seventh grade I realized I was dyslexic, which made it difficult for me to read and spell. I did really badly in my history course, so my mother said to me, “I'll work with you for a full week. I'm going to show you what you can do if you put in the right amount of effort.” So we did. We worked on history for a full week, an extra hour every day. Then I went to school and failed the test, as always. It was really upsetting.

    By the time I got to college I came to know that I couldn't spell no matter how hard I tried. So I would sign up for extra courses. I'd be in registration lines all day. Then I would go around the first day of class and ask each professor: “What's your policy on misspelling?” If he said, “Three misspellings is a fail,” I'd drop it.

    Although I was an academic failure, I had a great time. I had many friends and I was always popular. I was a good football player, which was important in those years because I could read my name in the newspaper. I never had a day when I would think, “People don't like me.”

    In spite of my obvious weaknesses, I became successful in my career, so much so that people say to me, “So you've overcome dyslexia.” No. I don't overcome it. I just learn to compensate for it. Some easy things are hard for me. Most people read 500 words a minute. I only read 200. I try not to dial a phone because I sometimes have to dial three times to get the number right. I owe my successful career to my writing instructor, Ralph Salisbury. He looked past my misspellings and gave me encouragement. So I always feel confident. When I write my books, I'm seeing everything in my imagination. I write quickly and go like the wind.

    The real fear that I have for dyslexic people is not that they have to struggle with their reading skills or that they can't spell correctly, but that they will quit on themselves before they get out of school.

阅读理解

    Elephants might be the most well-known and well-loved animal in African wildlife. But conservation (保护) of the African elephant still faces special difficulties. While the elephant population is half of what it was 40 years ago, some areas of Africa have more elephants than populated areas can support. That's why AWF scientists are studying elephant behavior, protecting habitats and finding ways for humans to live peacefully with elephants in Africa.

    Years ago, overhunting and the ivory trade were the biggest threats to elephants' survival. Luckily, ivory bans (禁令), hunting rules and protected areas protect elephants from these dangers today.

    The 21st century brings a different challenge to elephant conservation—land-use. Elephants walk across borders and outside parks and other protected areas. So they often destroy crops, causing conflicts (冲突) between local farmers and these big animals.

    Successful conservation strategies must allow elephants to walk freely in their natural habitats while reducing conflicts between elephants and local people.

    AWF researchers are searching for a way to give both elephants and people the space they need. The AWF is collecting information on elephant habitats and behavior. The information they gather will help to develop the widest possible space for elephants.

    The AWF is helping elephants by protecting their habitats. And they also work with local farmers to improve their life in order to encourage them to protect rather than destroy elephants.

阅读短文,从每题所给的四个选项(A、B、C和D)中选出最佳选项。

    Japanese researchers made a botanical announcement on Monday that quickly circled the world. They had developed a banana with an eatable peel (皮)—the Mongee banana.

    The technique used by scientists at D&T Farm is called "freeze thaw awakening". The process involves starling banana trees out in an environment that's nearly minus-80 degrees Fahrenheit, then moving the trees with their still-ripening bananas to a climate of around 80 degrees - an environment banana trees typically grow in the entire time. The extreme temperature change puts the banana's growth into a superfast-speed mode. In this case, the fruit ripens before the skin can catch up. The result is soft and thin skin that hasn't fully developed.

    The banana has been produced only in small amount so far, so customers face a steep bill to save themselves the bother of peeling their banana: it is currently priced at 648 yen ($6) a piece. There's also the question of whether a banana peel is actually worth eating and whether regular banana peels had, rather suddenly, become too big a problem for people who slip on them to bear anymore.

    And what about shipping? For most of the fruit's history, the peel has provided protection, allowing it to travel long distances from where it's grown to nearly every country on Earth. A softer banana would be a step back from regular banana varieties that travel thousands of miles.

    But the banana in the news is arguably good, particularly for a fruit that rarely receives its share of attention. Bananas are the most  consumed fruit in Japan, and also in the U.S. So even if eatable-peel bananas don't ensure plentiful bananas, or even necessarily nutritious bananas, they still look great on Instagram, which probably ensures them a future in Japan's famous luxury (奢侈) fruit markets.

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 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.

    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.

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