百强校学年浙江温州中学高一下期末考试英语卷带解析.docx
- 文档编号:29328147
- 上传时间:2023-07-22
- 格式:DOCX
- 页数:32
- 大小:61.52KB
百强校学年浙江温州中学高一下期末考试英语卷带解析.docx
《百强校学年浙江温州中学高一下期末考试英语卷带解析.docx》由会员分享,可在线阅读,更多相关《百强校学年浙江温州中学高一下期末考试英语卷带解析.docx(32页珍藏版)》请在冰豆网上搜索。
百强校学年浙江温州中学高一下期末考试英语卷带解析
绝密★启用前
【百强校】2015-2016学年浙江温州中学高一下期末考试英语卷(带解析)
试卷副标题
考试范围:
xxx;考试时间:
104分钟;命题人:
xxx
学校:
___________姓名:
___________班级:
___________考号:
___________
题号
一
二
三
四
五
六
总分
得分
注意事项.
1.答题前填写好自己的姓名、班级、考号等信息
2.请将答案正确填写在答题卡上
第I卷(选择题)
评卷人
得分
一、阅读理解(题型注释)
Tomappearedonthesidewalkwithabucketofwhitewashandalonghandledbrush.HestoppedbythefenceinfrontofthehousewherehelivedwithhisauntPolly.Helookedatit,andalljoylefthim.Thefencewaslongandhigh.Heputthebrushintothewhitewashandmoveditalongthetopofthefence.Herepeatedtheoperation.Hefelthecouldnotcontinueandsatdown.
Heknewthathisfriendswouldarrivesoonwithallkindsofinterestingplansfortheday.
Theywouldwalkpasthimandlaugh.TheywouldmakejokesabouthishavingtoworkonabeautifulsummerSaturday.Thethoughtburnedhimlikefire.
Heputhishandintohispocketsandtookoutallthatheowned.Perhapshecouldfindsomewaytopaysomeonetodothewhitewashingforhim.Buttherewasnothingofvalueinhispockets—nothingthatcouldbuyevenhalfanhouroffreedom.Soheputthebitsoftoysbackintohispocketsandgaveuptheidea.
Atthisdarkandhopelessmoment,awonderfulideacametohim.Itfilledhismindwithagreat,brightlight.Calmlyhepickedupthebrushandstartedagaintowhitewash.
WhileTomwasworking,BenRogersappeared.Benwaseatinganappleashewalkedalongthestreet.Ashewalkedalongit,hewasmakingnoiseslikethesoundofariverboat.Firstheshoutedloudly,likeaboatcaptain.Thenhesaid“Ding-Dong-Dong”,“Ding-Dong-Dong”againandagain,likethebellofariverboat.Andhemadeotherstrangenoises.WhenhecameclosetoTom,hestopped.
Tomwentonwhitewashing.HedidnotlookatBen.Benstaredamomentandthensaid:
“Hello!
I'mgoingswimming,butyoucan'tgo,canyou?
”
Noanswer.Tommovedhisbrushcarefullyalongthefenceandlookedattheresultwiththeeyeofanartist.Bencamenearer.Tom'smouthwateredfortheapple,buthekeptonworking.
Bensaid,“Hello,oldfellow,you'vegottowork,hey?
”
Tomturnedsuddenlyandsaid,“Why,it'syou,Ben!
Iwasn'tnoticing.”
“Say—I'mgoingswimming.Don'tyouwishyoucould?
Butofcourseyou'dratherwork—wouldn'tyou?
Ofcourseyouwould.”
Tomlookedattheboyabit,andsaid,“Whatdoyoucallwork?
”
“Why,isn'tthatwork?
”
Tomwentbacktohiswhitewashing,andansweredcarelessly.
“Well,maybeitis,andmaybeitisn't.AllIknowis,itsuitsTomSawyer.”
“Ohcome,now,youdon'tmeantosaythatyoulikeit?
”
Thebrushcontinuedtomove.
“Likeit?
Well,Idon'tseewhyIshouldn'tlikeit.Doesaboygetachancetowhitewashafenceeveryday?
”
Benstoppedeatinghisapple.Tommovedhisbrushbackandforth,steppedbacktolookattheresult,addedatouchhereandthere,andsteppedbackagain.Benwatchedeverymoveandgotmoreandmoreinterested.Soonhesaid,“Say,Tom,letmewhitewashalittle.”
Tomthoughtforamoment,andwasabouttoagree,buthechangedhismind.
“No—no—itwon'tdo,Ben.Yousee,AuntPollywantsthisfencetobeperfect.Ithasgottobedoneverycarefully.Idon'tthinkthereisoneboyinathousand,maybetwothousand,thatcandoitwellenough.”
“No—isthatso?
Ohcome,now—letmejusttry.Onlyjustalittle.”
“Ben,I'dliketo,butifitisn'tdoneright,I'mafraidAuntPolly…”
“Oh,I'llbecareful.Nowletmetry.Say—I'llgiveyouthecoreofmyapple.”
“Well,here—No,Ben,nowdon't.I'mafraid…”
“I'llgiveyouallofit.”
Tomgaveupthebrushwithunwillingnessonhisface,butjoyinhisheart.AndwhileBenworkedatthefenceinthehotsun,Tomsatunderatree,eatingtheapple,andplanninghowtogetmorehelp.Therewereenoughboys.Eachonecametolaugh,butremainedtowhitewash.BythetimeBenwastired,TomsoldthenextchancetoBillyforakite;andwhenBillywastired,Johnnyboughtitforadeadrat—andsoon,hourafterhour.Andwhenthemiddleoftheafternooncame,Tomhadwonmanytreasures.
Andhehadnotworked.Hehadhadaniceidletimeallthetime,withplentyofcompany,andthefencehadbeenwhitewashedthreetimes.Ifhehadn'trunoutofwhitewash,Tomwouldhaveownedeverythingbelongingtohisfriends.
Hehaddiscoveredagreatlawofhumanaction,namely,thatinordertomakeamanoraboywantathing,itisonlynecessarytomakethethingdifficulttoget.
1、Howmanycharactersarementionedinthisstory?
A.4 B.5 C.6 D.7
2、TomwasabouttoagreetoletBenwhitewashwhenhechangedhismindbecause________.
A.Tomwantedtodothewhitewashingbyhimself
B.TomplannedtomakeBengiveuphisapplefirst
C.TomwasunwillingtoletBendothewhitewashing
D.TomwasafraidBenwoulddothewhitewashingbetter
3、Wecanlearnfromthepassagethat________.
A.Tomwasinterestedinwhitewashingthefence
B.Tomhadalotoffriendswhoarereadytohelpothers
C.Tomwasunwillingtowhitewashthefence,buthemanagedtoletotherboysdoitforhim
D.Tomwasgoodatwhitewashingthefence,sohelookedattheresultofhisworkwiththeeyeofanartist
4、WhatmadeBenRogerseagerlygiveuphisappleandoffertobrushthefenceforTom?
A.Hiswarmheartandkindnesstofriends.
B.HiscuriosityaboutTom'sbrushingjob.
C.Tom'sthreat.
D.AuntPolly'sidea.
5、Whichofthefollowingisthemostsuitabletitleforthispassage?
A.TheHappyWhitewasher
B.TomAndHisFellows
C.WhitewashingAFence
D.HowToMakeTheThingsDifficultToGet
Mostdamagingly,angerweakensaperson'sabilitytothinkclearlyandkeepcontroloverhisbehaviour.Theangrypersonlosesobjectivityinevaluatingtheemotionalsignificanceofthepersonorsituationthatarouseshisanger.
Noteveryoneexperiencesangerinthesameway;whatangersonepersonmayamuseanother.Thespecificexpressionofangeralsodiffersfrompersontopersonbasedonbiologicalandculturalforces.Incontemporaryculture,physicalexpressionsofangeraregenerallyconsideredtoosociallyharmfultobetolerated.Wenolongerregardduels(决斗)asanappropriateexpressionofangerresultingfromoneperson'sawarenessofinsultingbehaviouronthepartofanother.
Angercanbeidentifiedinthebrain,wheretheelectricalactivitychanges.UndermostconditionsEEG(脑电图)measuresofelectricalactivityshowbalancedactivitybetweentherightandleftprefrontal(额叶前部)areas.Behaviourallythiscorrespondstothegeneralevenhandeddisposition(意向)thatmostofuspossessmostofthetime.ButwhenweareangrytheEEGoftherightandleftprefrontalareasaren'tbalancedand,asaresultofthis,we'relikelytoreact.Andourbehaviouralresponsetoangerisdifferentfromourresponsetootheremotions,whetherpositiveornegative.
Mostpositiveemotionsareassociatedwithapproachbehaviour:
wemoveclosertopeoplewelike.Mostnegativeemotions,incontrast,areassociatedwithavoidancebehaviour:
wemoveawayfrompeopleandthingsthatwedislikeorthatmakeusanxious.Butangerisanexceptiontothispattern.Theangrierweare,themorelikelywearetomovetowardstheobjectofouranger.Thiscorrespondstowhatpsychologistsrefertoasoffensiveanger:
theangrypersonmovescloserinordertoinfluenceandcontrolthepersonorsituationcausinghisanger.Thisapproachandconfrontbehaviourisaccompaniedbyaleftwardprefrontalasymmetry(不对称)ofEEGactivity.Interestingly,thisasymmetrylessensiftheangrypersoncanexperienceempathy(同感)towardstheindividualwhoisbringingforththeangryresponse.Indefensiveanger,incontrast,theEEGasymmetryisdirectedtotherightandtheangrypersonfeelshelplessinthefaceoftheangerinspiringsituation.
6、The“duels”exampleinParagraph2provesthattheexpressionofanger ________.
A.usuallyhasabiologicalbasis
B.variesamongpeople
C.issociallyandculturallyshaped
D.influencesone'sthinkingandevaluation
7、Whatchangescanbefoundinanangrybrain?
A.Balancedelectricalactivitycanbespotted.
B.Unbalancedpatternsarefoundinprefrontalareas.
C.Electricalactivitycorrespondstoone'sbehaviour.
D.Electricalactivityagreeswithone'sdisposition.
8、Whichofthefollowingistypicalofoffensiveanger?
A.Approachingthesourceofanger.
B.Tryingtocontrolwhatisdisliked.
C.Movingawayfromwhatisdisliked.
D.Feelinghelplessinthefaceofanger.
9、Whatisthekeymessageofthelastparagraph?
A.Howangerdiffersfromotheremotions.
B.Howangerrelatestootheremotions.
C.Behaviouralresponsestoanger.
D.Behaviouralpatternsofanger.
AsmoreandmorepeoplespeakthegloballanguagesofEnglish,Chinese,Spanish,andArabic,otherlanguagesarerapidlydisappearing.Infact,halfofthe6,000~7,000languagesspokenaroundtheworldtodaywilllikelydieoutbythenextcentury,accordingtotheUnitedNationsEducational,Scientific,andCulturalOrganization(UNESCO).
Inanefforttopreventlanguageloss,scholarsfromanumberoforganizations—UNESCOandNationalGeographicamongthem—haveformanyyearsbeendocumentingdyinglanguagesandtheculturestheyreflect.
MarkTurin,ascientistattheMacmillanCentre,YaleUniversity,whospecializesinthelanguagesand oraltraditionsoftheHimalayas,isfollowinginthat_tradition.Hisrecentlypublishedbook,AGrammarofThangmiwithanEthnolinguisticIntroductiontotheSpeakersandTheirCulture,growsoutofhisexperienceliving,working,andraisingafamilyinavillageinNepal.
DocumentingtheThangmilanguageandcultureisjustastartingpointforTurin,whoseekstoincludeotherlanguagesandoraltraditionsacrosstheHimalayanreachesofIndia,Nepal,Bhutan,andC
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 百强校 学年 浙江温州 中学 一下 期末考试 英语 解析