题型:任务型阅读 题类:常考题 难易度:困难
江苏省宿迁市2019届高三上学期英语期末考试试卷
注意:每个空格只填1个单词。
Ants: master cooperators
Millions of ants live together in a colony, but they don't compete, get confused, or become disorganized. They behave in an amazing orderly manner at all times. Some scientists refer to ants as 'super-organisms' because they live in such highly organized societies that work together to survive. The way ants live and work together has made them one of the most important creatures on the planet.
Ants, like bees, belong to a class of eusocial insects. Eusocial insects are broken into groups within their community, and each group has a special job to do depending on the needs of the community. There are three basic groups in an ant colony: queens, soldiers, and workers. Queens are the largest ants, and their only job is to reproduce—they lay all of the eggs that will eventually become soldiers and workers. Soldiers are responsible for protecting the colony and finding new places for nests. Worker ants have many jobs within the community, including caring for the eggs and young ants, hunting for food and maintaining the nest.
Some scientists are studying how ants can lead to a better understanding of labor issues, social class, and the use of nature resources in human communities. Ants have had millions of years of practice in working together to survive and grow. For a colony to function successfully, ants have to cooperate, from which people can learn a lot. Researchers hope that gathering information about how ants live together in communities can help people learn to cooperate and compromise with each other.
However, others argue that there are fundamental differences between ants and humans that mean human societies are unlikely ever to attain ant-like levels of collaboration. For example, ants in a colony don't compete with each other. When they are short of food in the colony, some worker ants automatically become 'feeder' ants and feed others with the food in their stomach, regardless of their usual job. When the food supply is replenished, they become worker ants again.
In addition, ants are able to work together without a leader giving them directions. Despite their names, queen ants are not leaders. Instead, ants find out what they need to do from their sense of smell. Research on harvester ants pass each other, they pick up a chemical smell which tells them what the other ant is doing. The number of ants they pass doing a particular job determines what they need to do. It is a form of communication, but unlike human communication it has no content; it is just based on numbers.
While ants undoubtedly have a great deal to teach us about organization and the structure of networks, those searching for a greater understanding of human behaviour and morals may need to look somewhere.
Ants: master cooperators |
Main
They live together in colony without competitions, or being disorganized
The way they work together for living in highly organized societies makes them unique on the planet.
Three groups, including queens, soldiers and workers in an ant colony have a special job, the needs of the community of studying ants.
It helps people understand labor issues, social class, and the use of natural resources better
Ants are in working together to survive and grow, helping people run the communities smoothly
It helps people learn to cooperate and with each other
Differences between ants and humans
For of food some worker ants automatically become "feeder ants ants, humans have leaders giving people directions
Suggestion
Researchers should have different in understanding human behaviour and morals.
Clara Barton,founder of the American Red Cross,gained worldwide honor for her dedication to easing human suffering and earned the nickname “Angel of the Battlefield.”
Barton was born into a liberal (开明的) freethinking family in 1821. Her elder brothers and sisters happily tutored her in math and reading, so when she entered school at three years old, she could read and spell three-syllable words. {#blank#}1{#/blank#}
Concerned about Barton's difficulty in making friends, her parents sent her to a boarding school, hoping it would make her more comfortable with her peers. {#blank#}2{#/blank#} Barton lost her appetite and cried constantly. After only one term, she had to be brought home. Then, Barton stayed out of school to nurse her older brother through a serious injury and also volunteered to care for poor families during a smallpox (天花)outbreak.
In 1861,the Civil War broke out. The sight of wounded soldiers touched Barton deeply. She began to collect and distribute food, bandages, medicines, and other supplies for the Union army.
{#blank#}3{#/blank#} There, with little concern for her own safety, she cooked meals, assisted surgeons, and comforted wounded soldiers.
Eventually,because of working too hard,Barton collapsed,ill with typhoid fever (伤寒症). {#blank#}4{#/blank#} It was there that she learned of an organization based in Switzerland — called the International Red Cross, whose work mirrored her own.
Shortly after Barton arrived back home in 1873,her sister died. {#blank#}5{#/blank#} When recuperating (休养)at a health facility in New York,she began planning for the establishment of an American wing of the International Red Cross. Although at first the government resisted,her efforts finally paid off. The American Red Cross was officially organized on May 21, 1881. Her influence lives on today in the work of the organization she founded.
A. Barton fell into a deep depression. B. Unfortunately, it had the opposite effect. C. Many people felt sorry for the loss of her sister and her own health. D. Barton risked her life to transport wagonloads of supplies to the front lines. E. When she recovered, her doctors prescribed (指示) a long, restful trip to Europe. F. Barton spent the following several months learning basics about Swiss Cross. G. She easily kept up with the older children academically but did not fit in socially. |
Some students get so nervous before a test, they do poorly even if they know the material. Sian Beilock has studied these highly anxious test-takers.
Sian Beilock: “They start worrying about the consequences. They might even start worrying about whether this exam is going to prevent them from getting into the college they want. And when we worry, it actually uses up attention and memory resources. I talk about it as your cognitive horsepower that you could otherwise be using to focus on the exam.”
Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test.
Sain Beilock: “What we think happens is when students put it down on paper, they think about the worst that could happen and they reappraise the situation. They might realize it's not as bad as they might think it was before and, in truth, it prevents these thoughts from appearing suddenly when they're actually taking a test.”
The researchers tested the idea on a group of twenty anxious college students. They gave them two short math tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test.
The researchers added to the pressure. They told the students that those who did well on the second test would get money. They also told them that their performance would affect other students as part of a team effort.
Professor Beilock says those who sat quietly scored an average of twelve percent worse on the second test. But the students who had written about their fears improved their performance by an average of five percent.
Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test.
Professor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B- for those who did not.
Sain Beilock: “What we showed is that for students who are highly test-anxious, who'd done our writing intervention, all of a sudden there was no relationship between test anxiety and performance. Those students most prone to worry were performing just as well as their classmates who don't normally get nervous in these testing situations.”
But what if students do not have a chance to write about their fears immediately before an exam or presentation? Professor Beilock says students can try it themselves at home or in the library and still improve their performance.
Title: Overcoming test {#blank#}1{#/blank#} | |
Problem | Some students get nervous before a test, so they can't do{#blank#}2{#/blank#}even if they know the material. |
Reason | {#blank#}3{#/blank#} about the consequences {#blank#}4{#/blank#}them their attention and memory resources. |
Solution | Write down their worries to {#blank#}5{#/blank#}the negative thoughts appearing suddenly. |
Results of the researches | College students:{#blank#}6{#/blank#} with those sitting quietly, students writing about their fears improved their performance. |
Younger students: highly anxious students who did the writing instead of {#blank#}7{#/blank#}things unrelated to the test got {#blank#}8{#/blank#}grades. | |
{#blank#}9{#/blank#} ways to solve the problem | If students have no {#blank#}10{#/blank#}to write about their fears immediately, they can try it themselves at home or in the library. |
Aristotle once wrote that “happiness is a state of activity”. In other words, whether you're seeking life-long satisfaction or a few moments of good cheer, you've got to move forward. We've interviewed the experts and found five steps to take toward a sunny mood(心情):
Over a 30-year period, University of Illinois researchers asked nearly 120, 000 people how income, education, political participation volunteer activities and close relationships affected their happiness. Reported Newsweek, s Sharon Begley on the findings, “The highest levels of happiness are found with the most stable and satisfying relationships. ”
Singing aloud, talking to a stranger, raising your hand: all may increase a feeling of happiness, according to a study from Wake Forest University. Participants(参与者)followed the development of their moods for two weeks and reported feeling happier when they were more outgoing and less happy when reserved or withdrawn.
The editors of forbes. Com gave $5 or $20 to 46 strangers by chance. Half the group was told to spend the money on themselves, while the other half was told to spend it on others. Those who'd shared the wealth felt much happier at the end of the day than those who'd spent it on themselves. There was no difference in happiness between those who spent $5 or $20, suggesting that it's not how much money you spend, but how you spend it, that inspires the spirit.
Studies from the Positive Psychology Center showed that discouraged people who wrote down three good things that happened to them each day for six months reported an improved attitude.
Drinking water really can help keep you cheerful. A small 2012 study from the University of Connecticut suggested that even slight dehydration(脱水) affected the moods of its female participants.
Title | {#blank#}1{#/blank#}for Happiness | |
Introduction | You will move{#blank#}2{#/blank#}in the course of finding happiness | |
The findings of{#blank#}3{#/blank#} | Some{#blank#}4{#/blank#}toward happiness | |
·Value your relationships | ·The{#blank#}5{#/blank#}happiness lies in the most stable and satisfying relationships | |
{#blank#}6{#/blank#}yourself | ·You can gain happiness by singing aloud or talking to others | |
·Spend money on others | ·Your spirit will be inspired by{#blank#}7{#/blank#}the wealth | |
{#blank#}8{#/blank#}on the positive | ·Your attitude would be improved when you fix your attention on good things. | |
·Drink water | ·If a woman takes in enough water,her{#blank#}9{#/blank#}of happiness may remain. | |
Conclusion | Happiness can be found if all{#blank#}10{#/blank#}have been done. |
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