题型：任务型阅读 题类：常考题 难易度：困难
广东省潮州市2019届高三上学期英语期末考试试卷
The Silk Road was a historical network of trade routes that connected China and the Mediterranean Sea, allowing cultural and economic interaction between the East and the West. Begun in the 2nd Century B C, the Silk Road carried goods, ideas, and even illness for thousands of miles between great civilizations for more than a thousand years. It was the creation of Germany's Ferdinand von Richthofen, who traveled to China several times in the second half of the 19th Century.
China's powerful Han Dynasty began expanding its trade routes towards the West in the years around 100 B.C. Some shipments made it through to Europe and to northern and eastern Africa, through the port of Alexandria.
As its name suggests, the Silk Road was home to large amount of silk, which made its way from China to the Mediterranean and, to Rome. It wasn't only silk, however, that was carried along the Silk Road Chinese traders brought delicate porcelain plates and thin but durable paper money. Romans brought delicately carved pottery (陶器）and jewelry to China.
Merchants carried shipments from major center, and then others carried the foods farther on the route. Many merchants traveled in groups, called carvans (商队). Many carvans and individual merchants traveled with bodyguards because theft along the routes was not uncommon.
Several cities along the Silk Road became major trading centers. Some of the more famous of these were Alexandria, Karakorum, Antioch, Constantinople, and Persepolis. Local taxes placed on goods traveling along the route were quite common.
A. The name, however, is a modem idea.
B. Diseases also spread along the Silk Road.
C. It sent silk and other goods to other civilizations.
D. Merchants would prepare some supplies in advance.
E. Goods did not travel with the same person all along the route.
F. As a result, many goods traveled only part of the way due to the high cost
G. Many other things made their way from the East to the West, or from the West to the East.
The Science of Risk-Seeking
Sometimes we decide that a little unnecessary danger is worth it because when we weigh the risk and the reward, the risk seems worth taking. {#blank#}1{#/blank#} Some of us enjoy activities that would surprise and scare the rest of us. Why? Experts say it may have to do with how our brains work.
The reason why any of us take any risks at all might have to do with early humans. Risk-takers were better at hunting, fighting, or exploring. {#blank#}2{#/blank#} As the quality of risk-taking was passed from one generation to the next, humans ended up with a sense of adventure and a tolerance for risk.
So why aren't we all jumping out of airplanes then? Well, even 200, 000 years ago, too much risk-taking could get one killed. A few daring survived, though, along with a few stay-in-the-cave types. As a result, humans developed a range of character types that still exists today. So maybe you love car racing, or maybe you hate it.{#blank#}3{#/blank#}
No matter where you are on the risk-seeking range, scientists say that your willingness to take risks increases during your teenage years. {#blank#}4{#/blank#} To help you do that, your brain increases your hunger for new experiences. New experiences often mean taking some risks, so your brain raises your tolerance for risk as well.
{#blank#}5{#/blank#} For the risk-seekers, a part of the brain related to pleasure becomes active, while for the rest of us, a part of the brain related to fear becomes active.
As experts continue to study the science of risk-seeking, we'll continue to hit the mountains, the waves or the shallow end of the pool.
A. It all depends on your character B. Those are the risks you should jump to take. C. Being better at those things meant a greater chance of survival. D. Thus, these well-equipped people survived because they were the fittest. E. This is when you start to move away from your family and into the bigger world. F. However, we are not all using the same reference standard to weigh risks and rewards. G. New brain research suggests our brains work differently when we face a nervous situation. |
Curiosity is at the heart of lifelong learning. It not only gives children an advantage in school, but today's business leaders agree that it's also at the heart of successful organizations.
Psychologists view curiosity as a life force, vital to happiness, intellectual growth, and well-being.{#blank#}1{#/blank#} It points students toward the knowledge, skills, relationships, and experiences that they need to live full and productive lives.
⒈ {#blank#}2{#/blank#}
Often, the temptation（诱惑）is to benefit students when their curiosity leads to a desired outcome or good grade. But it's more important to notice and strengthen curiosity when you see it in action. When you praise students by describing how their questions and explorations are contributing to their own or classroom learning, you let them know that they are valued for their motivation, regardless of the grade they achieve.
⒉Teach students how to ask quality questions.
Quality questions are vital for curiosity; Google, is great at finding answers but doesn't motivate the formation of questions. {#blank#}3{#/blank#}An excellent book for understanding the art of questioning is A More Beautiful Question by Warren Berger.
⒊Spread the curiosity around.
{#blank#}4{#/blank#}Curiosity is influential in groups working toward a real-world common goal, helping to inspire questions and new ideas.
⒋Explore a variety of cultures and societies.
How is one culture or society uniquely different from another one? Encourage students to explore their genetic or emotional links to other cultures. {#blank#}5{#/blank#}
A. Value and reward curiosity. B. Teach students to be critical. C. Good questions contain “why,” “what if,” and “how”. D. Why do they relate to certain beliefs or values that other societies hold? E. The greatest advantage of curiosity lies in its power to motivate learning. F. Create opportunities for more curious and less curious students to work together in learning. G. How can students create a new poem, science experiment or product from their explorations? |
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