阅读理解
阅读下列四篇短文，从每小题后所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该选项涂黑。
Ice Age Cave Art of Southwest France
May 21, 2013 —May 27, 2013
Day 1 U.S.— Bordeaux, France
Leave the U.S. for Bordeaux to start our prehistoric exploration(史前探索).
Day 2 Bordeaux — Les Eyzies-de-Tayac-Sireuil
On arriving in Bordeaux, join the group to Les Eyzies-de-Tayac-Sireuil, France’s prehistory capital. Cheek into Les Glycines hotel. Enjoy a welcome dinner here.
Day 3 Les Eyzies-de-Tayac-Sireuil
Begin at the Combarelles cave, believed to have been used by Cro-Magnon man between 14 000 and 12 000 years ago. After lunch in a restaurant in the rock, enjoy a guided tour of the National Prehistory Museum, containing one of the largest prehistoric collections. Our day ends at the cave of Font-de-Gaume. Discovered in 1901, it remains one of the most exciting places in the world, with many drawings of horses, deer and so on.
Day 4 Les Eyzies-de-Tayac-Sireuil
Journey through Black Perigord, starting with a tour of Sarlat. After lunch in town, visit Bernifal. Discovered in 1898, it offers its visitors various paintings.
Day 5 Les Eyzies-de-Tayac-Sireuil
At the Rouffignac cave, get on an electric train to explore the nearly 10 kilometers of cave — a real underground maze(迷宫)of prehistoric drawings and several surprising handprints. Pause for lunch in a local farm house, then continue to Abri Castanet.
Day 6 Les Eyzies-de-Tayac-Sireuil
After checking out of Les Glycines, travel to Cougnac cave, containing the oldest paintings in a site open to the public. Enjoy lunch in this beautiful town on the Dordogne river. As you leave Rocamadour, visit the Abri des Merveilles, then continue to the popular Chateau de Mercues.
Day 7 Toulouse — U.S
Check out of the Chateau de Mercues, and travel to the Toulouse airport for your return flight to the U.S..Where will tourists have a welcome dinner?
| A．At the Rouffignac cave. |
| B．At the Cougnac cave. |
| C．In the Les Glycines hotel. |
| D．At the Combarelles cave. |
On which day tourists will visit Cougnac cave?
| A．Day 3. | B．Day 4. |
| C．Day 5. | D．Day 6. |
How many nights will tourists stay in Les Glycines hotel?
| A．Two nights. | B．Three nights. |
| C．Four nights. | D．Five nights. |
It should be very clear that we live in a most spectacular（壮观的）time. It’s a time when information is of primary importance. It’s a time when new information technologies are fundamentally transforming the world in every aspect. Among the changes, which have come upon modern society, the ones in education are probably the most obvious and influential. New information technologies are accelerating changes in education, at the same time presenting revolutionary tools with the potential to make education more efficient and more effective than ever.
The application of new information technologies has remarkably promoted the process of education. Online learning is probably the best case in point. As is often the case with “technology”, online learning may appear to be horrible; it can sound like alphabet soup sometimes. Now let’s see whether you can understand all this. You can participate in CBT at a CLC via the convenience of IDL. What does it all mean? Let me translate: GBT—Computer-Based Training; CLC—Computer Learning Center; IDL—Interactive Distance Learning. Sound complicated? Not really. Online learning is much less complicated than it seems. Students can learn at any time, anywhere, at any speed. They can make their own learning schedules and follow their own paths to suit their lifestyles. In my university, every semester there’re several online courses available, which need no class meetings or paper materials. The only thing I have to do is just to get online regularly as I wish, and download necessary learning materials. Then everything I need to know about the course is only a click away.
But online learning is not perfect; it’s like the microwave oven: it does some things better, but it is not a complete replacement for the traditional model. The traditional classroom model for education and learning is hard to leave behind. Because humans are social creatures, there’re times when we need to see each other face-to-face for interactive learning. A social and personal connection often builds effective teams, solves problems, and inspires confidence. So one possible solution is to combine online learning with the old traditional classroom learning , which not only makes the learning process faster and cheaper, but also highlights the interactions between teachers and students.
The bottom line: the Internet is the most important educational tool in the information age and online learning will become a main part of every individual’s learning experience in the future. That’s exactly how we will move knowledge from the ones who have it to the ones who need it faster and cheaper, and that’s how we’re going to survive in the information age.The most suitable title for the passage should be “___________.”
| A．Education in the information age |
| B．Advantages and disadvantages of online learning |
| C．Online learning vs classroom learning |
| D．How to survive in the information age |
In Paragraph 3 the microwave oven is mentioned as an example to indicate that_________.
| A．online learning needs improving |
| B．online learning doesn’t suit everyone |
| C．online learning will exist alongside the traditional model |
| D．online learning is more advanced than the traditional model |
Which of the following descriptions about online learning is NOT true according to the passage?
| A．It is more efficient and effective. |
| B．It is convenient to both teachers and students. |
| C．It stresses interactions between teachers and students. |
| D．It is a cheaper way of learning. |
It can be inferred from the passage that________.
| A．not all the people are in favor of online learning |
| B．it is not easy to combine online learning with classroom learning |
| C．in the future all the courses will be available online |
| D．in a sense our survival in the world depends on online learning |
Former National Football League player and children’s author Tim Green has added another book to his list of accomplishments: Unstoppable. The book tells the story of a 12-year –old boy named Harrison, who survives life in a cruel foster home before he finally finds a loving family. Once he settles in and realizes his natural football ability, tragedy strikes again and he loses his leg to a deadly bone cancer. Unstoppable follows Harrison’s incredible journey as he faces many challenges in his life.
Tim Green says he decided to write a novel about a kid facing cancer after watching how his wife fought to survive her own illness. “Her mental and physical toughness were more heroic to me than anything I’d ever seen in the national sports leagues,” Green told TFK Kid Reporter Zachary J. Lewis.
After watching his wife’s battle, Green said, he knew he needed to write about a person who struggled through a serious illness. But because the target age for his books is teen, he needed to tell the story through the eyes of someone that age.
When friends introduced Green to Jeffrey Keith, Green knew he had found the right person to help him“ capture the heroism that it takes to fight cancer”. Cancer-survivor Jeffrey Keith lost his leg to disease at age twelve, but went on to be the goalie （守门员）for the Boston College Division 1 Lacrosse（长曲棍球）Team and was also the first amputee to run 3,300 miles across the country. When Green heard Jeffrey Keith’s story, he knew it was the perfect narrative on which to base his next book.
TFK asked Keith what it felt like to read Unstoppable for the first time. “Tim captured what it felt like for me to go through this experience and battle back,” Keith said. “After I read the book, Tim asked me to describe it in one word, and I said ‘awesome’. Tim’s work sends a message to all the kids across the country that are facing obstacles that can have nothing to do with cancer: you are all unstoppable, as long as you believe it.”Who inspires Tim Green to write the novel Unstoppable?
| A．A boy named Harrison. | B．His wife. |
| C．Zachary J. Lewis. . | D．Jeffrey Keith |
The underlined word “amputee” in Paragraph 4 most probably means________
| A．a person who has survived cancer |
| B．a person who has had a leg or an arm cut off |
| C．a person who looks different from others |
| D．a person who has no arms or legs |
What do we know from the last paragraph?
| A．Jeffrey Keith thinks highly of Unstoppable. |
| B．Jeffrey Keith has read Unstoppable many times. |
| C．Unstoppable will be one the best-sellers this year. |
| D．Jeffrey Keith is fond of reading Tim Green’s novels. |
The novel Unstoppable intends to inspire kids that ________.
| A．they should fight against disease fearlessly |
| B．they should pursue their dreams |
| C．they can become a writer if they want |
| D．they can overcome any obstacles ahead |
Teamwork is just as important in science as it is on the playing field or in the gym. Scientific investigations (调查) are almost always carried out by teams of people working together. Ideas are shared, experiments are designed, data are analyzed, and results are evaluated and shared with other investigators. Group work is necessary, and is usually more productive than working alone.
Several times throughout the year you may be asked to work with one or more of your classmates. Whatever the task your group is assigned, a few rules need to be followed to ensure a productive and successful experience.
What comes first is to keep an open mind, because everyone’s ideas deserve consideration and each group member can make his or her own contribution. Secondly, it makes a job easier to divide the group task among all group members. Choose a role on the team that is best suited to your particular strengths. Thirdly, always work together, take turns, and encourage each other by listening, clarifying, and trusting one another. Mutual （相互的）support and trust often makes a great difference.
Activities like investigations are most effective when done by small groups. Here are some more suggestions for effective team performance during these activities: Make sure each group member understands and agrees to the task given to him or her, and everyone knows exactly when , why and what to do; take turns doing various tasks during similar and repeated activities; be aware of where other group members are and what they are doing so as to ensure safety; be responsible for your own learning, though it is by no means unwise to compare your observations with those of other group members.
When there is research to be done, divide the topic into several areas, and this can explore the issue in a very detailed way. You are encouraged to keep records of the sources used by each person, which helps you trace back to the origin of the problems that may happen unexpectedly. A format for exchanging information (e.g., photocopies of notes , oral discussion, etc.) is also important, for a well-chosen method not only strengthens what you present but also makes yourself easily understood. When the time comes to make a decision and take a position on an issue, allow for the contributions of each member of the group. Most important of all, it is always wise to make decisions by compromise and agreement.
After you’ve completed a task with your team, make an evaluation of the team’s effectiveness — the strengths and weaknesses, opportunities and challenges.
| Title |
Working Together |
| Theme |
Effective performance needs highly cooperated |
| General rules |
Keep an open mind to everyone’s Divide the group task among group members. |
| ● Understand and agree to the ● Take turns doing various tasks. ● Show concern for others to ensure safety. ● Take ● Compare your own observations with those of others. |
|
| Explore an issue |
● Break the ● ● ● Make all decisions by compromise and agreement. |
| ● Analyze the strengths and weaknesses. ● Find out the opportunities and challenges |
Each time I see a balloon, my mind flies back to a memory of when I was a six-year-old girl. It was a rainy Sunday and my father had recently died. I asked my mom if Dad had gone to heaven. "Yes, honey. Of course." she said.
"Can we write him a letter?"
She paused, the longest pause of my short life, and answered, "Yes."
My heart jumped. "How? Does the mailman go there?" I asked.
"No, but I have an idea." Mom drove to a party store and returned with a red balloon. I asked her what it was for.
"Just wait, honey. You'll see." Mom told me to write my letter. Eagerly, I got my favorite pen, and poured out my six-year-old heart in the form of blue ink. I wrote about my day, what I learned at school, how Mom was doing, and even about what happened in a story I had read. For a few minutes it was as if Dad were still alive. I gave the letter to Mom. She read it over, and a smile crossed her face.
She made a hole in the corner of the letter where she looped the balloon string. We went outside and she gave me the balloon. It was still raining.
"Okay, on the count of three, let go. One, two, three."
The balloon, carrying my letter, darted upward against the rain. We watched until it was swallowed by the mass of clouds.
Later I realized, like the balloon, that Dad had never let his sickness get him down. He was strong. No matter what he suffered, he'd persevere, dart up, and finally transcend this cold world and his sick body. He rose into sky and became something beautiful. I watched until the balloon disappeared into the gray and white and I prayed that his strength was hereditary. I prayed to be a balloon.When the girl asked her mother if they could write to her father, her mother _________.
| A．felt it hard to answer | B．thought her a creative girl |
| C．believed it easy to do so | D．found it easy to lie |
When the girl was told that she could send a letter to her father, she _________.
| A．jumped with joy |
| B．became excited |
| C．started writing immediately |
| D．was worried that it couldn't be delivered |
In the eyes of the author, what was the rain like?
| A．An incurable disease |
| B．An unforgettable memory. |
| C．The hard time her father had. |
| D．The failures her father experienced. |
When an ant dies, other ants take it out of the nest, often within an hour after its death. This behavior interests scientists and they wonder how ants know for sure—and so soon—that another ant is dead.
One scientist recently came up with a way to explain this ant behavior. Dong-Hwan Choe is a biologist, a scientist who studies animals and plants. He found that ants have a chemical on the outside of their bodies that signals to other ants, “I'm dead—take me away” when it is dead.
But there's a question to answer: As we know, if an ant is dead, it stops moving. But when an ant is sleeping or knocked unconscious, it is also not moving. However, other ants don't move the living ant out of the nest. How do they know this ant is not dead? Choe found that ants have another chemical on their bodies, which tells nearby ants something like, “Wait—I'm not dead yet” when it is not dead. Choe suspects that when an ant dies, the chemical that says, “Wait— I'm not dead yet” quickly goes away. When other ants detect the “dead” chemical without the “not dead yet” chemical, they move away the body.
To test his theory, Choe and his team put different chemicals on ants. When the scientists used the “I'm dead” chemical, other ants quickly moved the treated ant away. When the scientists used the “Wait—I'm not dead yet” chemical, other ants left the treated ant alone. Choe believes this behavior shows that the “not dead yet” chemical overrides the “dead” chemical when picked up by other ants. And that when an ant dies, the “not dead yet” chemical dies away. Other nearby ants then notice the remaining “dead” chemical and remove the body from the nest.
Understanding this behavior can help scientists figure out how to stop ants from invading new places and causing problems.What is the function of the first paragraph?
| A．Leading the following paragraphs. |
| B．Showing the main idea of the passage. |
| C．Introducing the background of the passage. |
| D．Giving a summary of the passage. |
Which of the following has the closest meaning to the underlined word “overrides” in the fourth paragraph?
| A．is weaker than | B．is stronger than | C．is better than | D．is worse than |
What can we learn from the passage?
| A．Living ants can also be taken away when they are not moving. |
| B．When an ant dies, it can tell others using a certain chemical. |
| C．A living ant can pretend to be dead using a special chemical. |
| D．Ants often use chemicals to communicate with each other. |
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