江苏省射阳县高三英语作业(A)(12)

2017年秋高三（A）英语作业（12）
阅读理解(限时30分钟)
(A)
The following books cover the magical importance of thought and inward survival, as well as the physical action necessary to manage your way through life-threatening situations.
The Travels of Marco Polo by Marco Polo
No one knows what is true and what isn't in Marco Polo's travels. The adventurer journeyed in the 13th century from Venice to China, meeting Kublai Khan along the way. The book inspired Christopher Columbus, among other world travelers and writers, and helped foster the idea of global trade. But step back from the actuality of Marco Polo's trips along the Silk Road and just plain learn how to make your way through foreign lands on your wisdom alone.
Alive by Piers Paul Read
Alive is one of those books that get an immediate reaction from people who have read it or seen the movie based on it. When their plane crashes high in the Andes mountains, survivors, including members of a Uruguayan rugby team, do what they feel they must do to survive. The climax is highly controversial--and it makes you think about the lengths we humans will go to live.
Into the wild by Jon Krakauer
This book tells the story of Christopher McCandless and the inward journey of a young man struggling with purpose, as well as his physical journey into the Alaskan wild country. Krakauer gives us a story for the ages (alongside his book Into Thin Air) in which you will figure out the soul of a true wanderer who prepares and studies how to live off the land.
1. Which of the following is TRUE of The Travels of Marco Palo?
A. It contains some wrong ideas.
B. It helps to develop modern economy.
C. It encourages Christopher Columbus a lot.
D. Marco polo came to China along Silk Road.
2. After seeing the film Alive, many people .
A. became very angry.
B. would like to read it again.
C. decided to lead a happy life
D. were touched by its story.
(B)
At a primary school in a small town in the cast of South Carolina, second-grade teachers Garneau and Lynne are convinced that separating elementary-age boys and girls produces immediate academic improvement in both genders(性别).
David Chadwell, South Carolina's coordinator of single gender education says, “Boys and girls learn, hear and respond to their surroundings differently. We can teach boys and girls based on what we now know.”
Male and female eyes are not organized in the same way, he explains. The composition of the male eye makes it sensitive to motion and direction. “Boys interpret the world as objects moving through space,” he says.
The male eye is also drawn to cooler colors like silver and black. It’s no accident boys tend to create pictures of moving objects instead of drawing the happy colorful family, like girls do in their class.
The female eye, on the other hand, is drawn to warmer colors like red, yellow and orange. To attract girls, Chadwell says, the teacher doesn't need to move as much as in boy's class. Using descriptive phrases and lots of colors in presentations or on the blackboard gets their attention.
Boys and girls also hear differently. “When someone speaks in a loud tone, girls interpret it as yelling," Chadw ell says. “They think you're mad and can shut down.” Girls are more sensitive to sounds. He advises girls' teachers to watch the tone of their voices. Boys' teachers should sound more forceful, even excited.
A boy's nervous system causes him to be more cautious when he is standing, moving, and the room temperature is around 69 degrees Fahrenheit. Stress in boys, he says, tends to increase blood flow to their brains, a process that helps them stay focused. Girls are more focused when seated in a warmer room around 75 degrees Fahrenheit. Girls also respond to stress differently. When exposed to threat and
conflict, blood goes to their guts (肠道), leaving them feeling nervous or anxious.
These differences can be applied in the classroom. Chadwell adds. “Single gender programs are about maximizing the learning."
3. Which of the following is the best title of the passage?
A. Ways of teaching boys and ways of teaching girls
B. Boys and girls should be separated
C. How boys and girls learn differently
D. How to teach more effectively
4. Which of the following shows the organization of the passage?
(①=Paragraph 1，②=Paragraph 2 ③=Paragraph 3……⑧=Paragraph 8)
(C)
Being able to multitask-doing several things at the same time-is considered a welcome skill by most people. But if we consider the situation of the young people aged from eight to eighteen, we should think again.
What we often see nowadays is that young people juggle an ever larger number of electronic devices(电子产品) as they study. While working, they also surf on the Internet, send out emails, answer the telephone and listen to music on their iPods. In a sense, they are spending a significant amount of time in fruitless efforts as they multitask.
Multitasking is even changing the relationship between family members. As young people give so much attention to their own worlds, they seem to have no time to spend with the other people around them. They can no longer greet family members when they enter the house，nor can they eat at the family table.
Multitasking also affects young people's performance at university and in the
workplace. When asked about their opinion of the effect of modern gadgets(器具) on their performance of tasks，many young people gave a positive response(反应). However, the response from the worlds of education and business was not quite as positive. Educators feel that multitasking by children has a serious effect on later development of study skills. They believe that many college students now need help to improve their study skills. Similarly, employers feel that young people entering the job market need to be taught all over again, as modem gadgets have made it unnecessary for them to learn special skills to do their work.
5. What does the underlined word “juggle”in Paragraph 2 most probably mean?
A. Want to buy
B. Take the place of.
C. Use at the same time
D. Seek for information from.
6. The author develops the passage mainly by_
A. providing typical examples
B. following the natural time order
C. comparing opinions from different fields
D. presenting a cause and analyzing its effects
(D)
“OK,”I said to my daughter as she bent over her afternoon bowl of rice. "What's going on with you and your friend J.?" J. is the leader of a group of third-graders at her camp- a position Lucy herself occupied the previous summer. Now she's the one on the outs, and every day at snack tune, she tells me all about it, while I offer the unhelpful advice all summer long.
“She's fond of giving orders,” Lucy complained. "She's turning everyone against me. She's mean. And she's fat." "Excuse me."I said, struggling for calm. "What did you just said?" "She's fat."Lucy mumbled(含糊地说)."We're going upstairs." I said, my voice cold. "We're going to discuss this." And up we went.
I'd spent the nine years since her birth getting ready for this day, the day we'd have the conversation about this terrible word. I knew exactly what to say to the girl on the receiving end of the teasing, but in all of my imaginings, it never once occurred to me that my daughter would be the one who used the F word-Fat.
My daughter sat on her bed, and I sat beside her. "How would you feel if' someone
made fun of you for something that wasn’t your fault?" I begin. "She could stop eating so much," Lucy mumbled, mouthing the simple advice a thousand doctors have given overweight women for years.
"It's not always that easy," I said. "Everyone's different in terms of how they treat food." Lucy looked at me, waiting for me to go on. I opened my mouth, then closed it. Should I tell her that, in teasing a woman's weight, she's joined the long tradition of critics? Should I tell her I didn't cry when someone posted my picture and commented, "I’m sorry, but aren’t authors who write books marketed to young women supposed to be pretty?"
Does she need to k, now, that 1ife isn’t fair? I feel her eyes on me, waiting for an answer I don't have. Words are my tools. Stories are my job. It's possible she'll remember what I say forever, and I have no idea what to say.
So I tell her the only thing I can come up with that is absolutely true. I say to my daughter, "I love you, and there is nothing you could ever do to make me not love you. But I’m disappointed in you right now. There are plenty of reasons for not liking someone. What she looks like isn't one of them.”
Lucy nods, tears on her checks. "I won't say that again." she tells me, and I pull her close, pressing my nose against her hair. As we sit there together, I pray for her to be smart and strong. I pray for her to find friends, work she loves, a partner who loves her. And still, always, I pray that she will never struggle as I've struggled, that weight will never be her cross to bear. She may not be able to use the word in our home, but I can use in my head. I pray that she will never get fat.
7. It can be interred from the passage that .
A. the author is a fat but good-looking woman.
B. the author earns a living by writing stories.
C. the author will stop loving her daughter for what she said.
D. the author's daughter agreed with her from the very beginning.
8. We can learn from the last paragraph that .
A. the author hopes her daughter will never have weight trouble
B. a mother's prayer will shape her daughter's attitude towards life
C. the author allows her daughter to use the F word in her head
D. Lucy was deeply moved by her mother's prayer.
9. The author's attitude towards her daughter can he best described as .
A. indifferent but patient
B. loving but strict
C. satisfied and friendly
D. unsatisfied and angry
CD / CA/CD/ AAB。