How Room Designs Affect Our Work and Feelings
Architects have long had the feeling that the places we live in can affect our thoughts, feelings and behaviors. But now scientists are giving this feeling an empirical（經(jīng)驗(yàn)的，實(shí)證的） basis. They are discovering how to design spaces that promote creativity, keep people focused and lead to relaxation.
Researches show that aspects of the physical environment can influence creativity. In 2007, Joan Meyers-Levy at the University of Minnesota, reported that the height of a room's ceiling affects how people think. Her research indicates that higher ceilings encourage people to think more freely, which may lead them to make more abstract connections. Low ceilings, on the other hand, may inspire a more detailed outlook.
In additions to ceiling height, the view afforded by a building may influence an occupant's ability to concentrate. Nancy Wells and her colleagues at Cornell University found in their study that kids who experienced the greatest increase in greenness as a result of a family move made the most gains on a standard test of attention.
Using nature to improve focus of attention ought to pay off  academically, and it seems to, according to a study led by C. Kenneth Tanner, head of the School Design & Planning Laboratory at the University of Georgia. Tanner and his team found that students in classrooms with unblocked views of at least 50 feet outside the window had higher scores on tests of vocabulary, language arts and maths than did students whose classrooms primarily overlooked roads and parking lots.
Recent study on room lighting design suggests than dim（暗淡的） light helps people to loosen up. If that is true generally, keeping the light low during dinner or at parties could increase relaxation. Researchers of Harvard Medical School also discovered that furniture with rounded edges could help visitors relax.
So far scientists have focused mainly on public buildings. "We have a very limited number of studies, so we're almost looking at the problem through a straw（吸管）," architect David Allison says. "How do you take answers to very specific questions and make broad, generalized use of them? That's what we're all struggling with."
小題1:What does Joan Meyers-Levy focus on in her research?
A．Light.B．Ceilings.C．Windows.D．Furniture.
小題2:The passage tells us that ______.
A．the shape of furniture may affect people's feelings
B．lower ceilings may help improve students' creativity
C．children in a dim classroom may improve their grades
D．students in rooms with unblocked views may feel relaxed
小題3:The underlined sentence in the last paragraph probably means that ______.
A．the problem is not approached step by step
B．the researches so far have faults in themselves
C．the problem is too difficult for researchers to detect
D．research in this area is not enough to make generalized patterns
小題4:Which of the following shows the organization of the passage?
CP: Central Point    P: Point   SP: Sub-point（次要點(diǎn)）   C: Conclusion

小題1:B
小題2:A
小題3:D
小題4:C

小題1:細(xì)節(jié)理解題。根據(jù)第二段內(nèi)容可知Joan Meyers-Levy focus on ceilings.
小題2:細(xì)節(jié)判斷題。根據(jù)文中內(nèi)容可知B,C和D均是錯(cuò)誤的。
小題3:句意猜測(cè)題。根據(jù)劃線句子后面的一句話可以知道該題的正確答案為:D。
小題4:考查文章結(jié)構(gòu)。注意解題技巧。第一段為總要點(diǎn)，最后一段為結(jié)論，要點(diǎn)123共同服務(wù)于結(jié)論，重要的是要點(diǎn)二又包含了兩個(gè)次要點(diǎn)。綜上分析可知答案為:C。
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科目：高中英語(yǔ) 來(lái)源：不詳 題型：閱讀理解

Aboriginal is a term used to describe the people and animals that lived in a place from the earliest known times or before Europeans arrived. Examples are the Maori in New Zealand, the Aborigines in Australia and the Indians in South America.
Maori
The Maori were the first people to go to New Zealand about 1,000 years ago. They came from the islands of Polynesia in the Pacific. They brought dogs, rats and plants with them and settled mainly on the Northern Island. In 1769, Captain James Cook took possession of the Island, and from that time on British people started to settle. The Maori signed an agreement with these settlers, but in later years there were arguments and battles between them over land rights.
Aborigine
Native people of Australia came from somewhere in Asia more than 40,000 years ago. They lived by hunting and gathering. Their contact with British settlers began in 1788. By the 1940s almost all of them were mixed into Australian society as low-paid workers. Their rights were limited. In 1976 and 1993 the Australian government passed laws that returned some land to the Aborigines and recognized their property rights.
Indians
Long before the Europeans came to America in the 16th and 17th century, the American Indians, or Native Americans, lived there. It is believed that they came from Asia. Christopher Columbus mistook the land for India and so called the people there Indians. The white settlers and American Indians lived in peace at the beginning, but conflicts finally arose and led to the Indian Wars (1866 —1890). After the war the Indians were driven to the west of the country. Not until 1924 did they gain the right to vote.
68. What is the subject discussed in the passage?
A. European settlers.
B. Native people from three countries.
C. Lifestyles of aboriginals.
D. History of three groups of aboriginals.
69. Which of the following statements is an opinion instead of a fact?
A. The Maori were the first people to go to New Zealand.
B. The Europeans were greedy because they always fought for land.
C. Native people of Australia lived by hunting and gathering.
D. After the war the Indians were driven to the west of the country.
70. The native people in America were called Indians because ________.
A. they originated from India
B. their appearances are similar to those of Indians
C. the land was mistaken for India
D. their personalities are comparable to those of Indians
71. By saying “almost all of them were mixed into Australian society as low-paid workers”(in Paragraph 3), the author implies that _____.
A. natives in Australia led a different life from the settlers
B. most natives in Australia were unemployed
C. natives in Australia were separated from Australia
D. most natives in Australia earned a small salary

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科目：高中英語(yǔ) 來(lái)源：不詳 題型：完形填空

簡(jiǎn)答題(共3小題；每小題2分，滿分6分)
閱讀下面短文，根據(jù)第73至第75小題的具體要求，簡(jiǎn)要回答問(wèn)題。
The north magnetic pole(磁極)is no longer a resident of Canada.It has drifted across the Canadian Arctic and is now angling toward Siberia.
Not to be confused with the geographic North Pole—the northern extremity of the Earth’s axis(地軸),the north magnetic pole(where the Earth’s magnetic field is directed downward)is moving due to natural changes in the Earth’s magnetic field,a process that originates about 3000 kilometers below our feet,in the outer core(核心)of the planet.But scientists are now noticing that the magnetic pole has picked up its pace.

Over the past century,the pole has been migrating at an average speed of about 10 kilometers per year,says Larry Newitt,head of Geomagnetic Laboratory at Natural Resources Canada in Ottawa.Since the 1970s,this speed has increased to about 50 kilometers per year.
Scientists are wondering why the speed is increasing,says Newitt.One hypothesis(假說(shuō))relates it to “magnetic jerks”,sudden shifts(變化)in the rate of change of the magnetic field.There have been three jerks in the past four decades,each one correlating to an increases in speed.
If the north magnetic pole continues at its current rate,it could reach Siberia by 2056.
“For most of recorded history,the pole has been a part of Canada,and now it’s not,”says Newitt.“It may be a blow to our collective psyche,but other than that,it doesn’t have a major effect on most people’s existence.”
73.Find in the passage a word closest in meaning to the underlined word “angling”.
____________________________________________________________
74.What could happen to the north magnetic pole by the middle of the 21st century?(回答詞數(shù)不超過(guò)8個(gè))
____________________________________________________________
75.What is the main idea of the passage?(回答詞數(shù)不超過(guò)8個(gè))
____________________________________________________________

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科目：高中英語(yǔ) 來(lái)源：不詳 題型：完形填空

Cutting meat production and consumption by 30 percent would help to reduce carbon emissions(排放) and improve health in the most meat-loving nations, scientists said on Wednesday.
Using prediction models, British and Australian researchers  1  that improving efficiency, increasing carbon capture and  2  fossil fuel dependence in farming would not be enough to  3   emissions targets.
But combining these steps  4  a 30 percent reduction in livestock（家畜）  5  in major meat-producing nations and a similar  6  in meat-eating, would lead to "substantial population health benefits" and cut emissions, they said.
The study found that in Britain, a 30 percent  7  intake of animal-source saturated（飽和的） fat by adults would reduce the  8  of premature（過(guò)早的） deaths from heart disease by some 17 percent -- equivalent to 18,000 premature deaths reduced in one year.
In Sao Paulo, Brazil, it could mean as  9  as 1,000 premature deaths reduced in a year, they said.
  10  the United Nations Food and Agricultural Organization, 18 percent of all greenhouse gas emissions are from meat production and experts say rising  11  for meat, particularly in countries with growing economies, could  12  livestock production up by 85 percent from 2000 levels  13  2030.
The scientists said global action was needed to maximize the benefits of cutting meat production and  14 , and that the environmental  15  "may apply only in those countries that currently have high production levels."
The study was  16  in The Lancet medical journal as part of a series in climate change and health  17  the Copenhagen global climate summit scheduled next month.
In a second study, British scientists found that increased walking and cycling, and  18  cars, would have a much greater impact on health  19  low-emission vehicles in rich and middle-income countries.
Andrew Haines, director of the London School of Hygiene and Tropical Medicine and head of the research series, said delegates at Copenhagen needed "to understand the potential  20  impacts of their plans."
(   ) 1. A. invented             B. experimented    C. found               D. proved
(   ) 2. A. increasing          B. speeding           C. stopping           D. reducing
(   ) 3. A. meet                  B. change             C. break                      D. adapt
(   ) 4. A. by                     B. with                 C. to                    D. in
(   ) 5. A. sale                   B. eating               C. production               D. use
(   ) 6. A. cut                    B. increase            C. addition            D. consumption
(   ) 7. A. lower                 B. higher              C. more                D. less
(   ) 8. A. amount              B. number            C. quantity            D. deal
(   ) 9. A. much                 B. many                      C. few                  D. little
(   ) 10. A. According to     B. Apart from       C. As well as         D. In addition to
(   ) 11. A. resistance          B. fear                  C. demand            D. anxiety
(   ) 12. A. weaken            B. strengthen         C. drive                D. broaden
(   ) 13. A. in                    B. by                    C. from                D. after
(   ) 14. A. evaluation               B. consumption     C. process             D. store
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(   ) 16. A. written             B. claimed            C. delivered          D. published
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(   ) 19. A. then                 B. as                    C. that                  D. than
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Washington — The largest ozone (臭氧)hole ever observed has opened up over Antarctica, according to the scientists of the US National Aeronautics and Space Administration (NASA). They believe it is a sign that ozone — destroying gases produced years ago are just now causing the largest quantities of ozone to disappear.
　　This year’s South Pole ozone hole spreads over about 28.5 million square kilometers, an area three times larger than the landmass of the United States.
　　Pictures of the hole have been offered by NASA. The hole appears as a giant blue mass, totally covering Antarctica and stretching to the southern tip of South America.
　　“The last time the ozone hole was close to this size was in 1998, when it spread over about 27.2 million square kilometers,” NASA said.
　　Paul Newman, who works with NASA’s Total Ozone Mapping Spectrometer (TOMS) instrument on a NASA satellite, said ozone watchers had expected a big hole this year, but not this big.
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　　“Even though these chemicals were not allowed to use from the beginning of 1987, they remain in the atmosphere and will continue to do so for years,” Newman said.
　　“This year’s large hole may have been caused by a change in a swirling high-level air current over Antarctica, which circles the area and contains the zone hole,” Newman said.
56. The text is mainly about ____ .
　 A. the discovery of the largest ozone hole           B. the discovery of the Antarctica ozone hole
　 C. the history of the Antarctica ozone hole          D. the size of the largest ozone hole
57. The time 1985 was talked about in the text because it was when the Antarctica ozone hole ____ .
　 A. was watched by Newman   B. was first closed   C. disappeared  　 D. was first watched
58. There is a giant ozone hole over Antarctica because ____ over there.
　 A. human-made chemicals have protected ozone     B. ozone has protected the earth
　 C. human-made chemicals have destroyed ozone     D. human-made chemicals have increased ozone

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科目：高中英語(yǔ) 來(lái)源：不詳 題型：閱讀理解

Speakers of different languages not only describe the world differently but think about it differently too, according to a new study.
Researchers used a cartoon cat Sylvester to study how language was reflected (反映) in the gestures people made. Dr. Sotaro Kita of the University of Bristol’s Department of Experimental Psychology (心理學(xué)), showed the cartoon to a group of native English, Japanese and Turkish speakers and then watched their gestures as they described the actions they had seen. He found speakers of the three different languages used different gestures to describe the same event, which appeared to reflect the way the structure of their languages expressed that event. For example, when describing a scene where the cat swings on a rope, the English speakers used gestures showing an arc trajectory (弧形軌跡)  and the Japanese and Turkish speakers tended to use straight gestures showing the motion but not the arc.
Dr. Kita suggests this is because Japanese and Turkish have no proper verb to express the English meaning “to swing”. While English speakers use the arc gesture as their language can readily express the change of location and the arc-shaped trajectory, Japanese and Turkish speakers cannot as easily express the idea of movement with an arc trajectory so they use the straight gesture.
Dr. Kita said, “My research suggests that speakers of different languages cause different spatial (空間的) images of the same event in a way that matches the expressive possibilities of their own languages. In other words, language influences (影響) spatial thinking at the moment of speaking.”
68. 小題1:Researchers watched the gestures the people made because they wanted to know _____.
A．how language was reflected
B．whether they could express the same idea
C．whether they could describe what they had seen
D．how the structure of language changed
69. 小題2:After watching the gestures of speakers of the three different languages, Dr. Kita concluded that _____.
A．Japanese and Turkish people couldn’t express the meaning of “swing”
B．English was obviously better than Japanese and Turkish
C．no word in Japanese and Turkish could express some ideas of English
D．every language had its own special way to describe things
70.小題3:What is mainly discussed in the text?
A．Differences between languages.
B．Differences between gestures.
C．How people use different gestures to express the same event.
D．That language influences the way people think.

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科目：高中英語(yǔ) 來(lái)源：不詳 題型：完形填空

A newly trained teacher named Mary went to teach at a Navajo Indian reservation. Every day, she would ask five of the young Navajo students to __1__ the chalkboard and complete a simple math problem from   2  homework.
They would stand there, silently,  3  to complete the task. Mary couldn’t figure it out.   4  she had studied in her educational curriculum helped, and she   5  hadn’t seen anything like it in her student-teaching days back in Phoenix.
What am I doing wrong? Could I have chosen five students who can’t do the  6 ? Mary would wonder. No,  7  couldn’t be that. Finally she   8  the students what was wrong. And in their answers, she learned a   9  lesson from her young   10  pupils about self-image and a(n)   11  of self-worth.
It seemed that the students  12  each other’s individuality and knew that  13  of them were capable of doing the problems.   14  at their early age, they understood the senselessness of the win-lose approach in the classroom. They believed no one would  15  if any students were shown up or embarrassed at the  16 . So they   17  to compete with each other in public.
Once she understood, Mary changed the system   18  she could check each child’s math problem individually, but not at any child’s expense  19 his classmates. They all wanted to learn,  20  not at someone else’s expense.
1.  A. go to                     B. come to               C. get close to             D. bring
2.  A. his                        B. their                   C. his own                  D. her
3.  A. happy                    B. willingly             C. readily                   D. unwilling
4.  A. Anything               B. Nothing              C. Everything             D. Neither
5.  A. almost                   B. certainly              C. hardly                   D. never
6.  A. question                 B. chalkboard          C. problem                 D. homework
7.  A. they                      B. it                        C. everything              D. each
8.  A. asked                     B. questioned           C. told                       D. understood
9.  A. outstanding            B. surprising            C. annoying                D. frightening
10. A. sunburned               B. tender                 C. Indian                    D. naughty
11. A. sense                      B. image                 C. way                       D. aspect
12. A. had                        B. ignored               C. respected                D. cared
13. A. none                      B. no one                C. each                       D. not all
14. A. Especially               B. Even though        C. Even so                  D. Even
15. A. lose                        B. win                     C. achieve                  D. answer
16. A. time                       B. situation              C. chalkboard             D. condition
17. A. refused                   B. rejected               C. tried                      D. promised
18. A. if                        B. so that                 C. unless                    D. in case
19. A. in favour of           B. of                       C. by means of            D. in front of
20. A. and                        B. but                     C. so                          D. or

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科目：高中英語(yǔ) 來(lái)源：不詳 題型：閱讀理解

Animal Conservation
Many animal and plant species have become extinct（滅絕的）and many more are in critical danger. Finding ways to protect the earth's wildlife and conserve（保護(hù)）the natural world they inhabit（居�。﹊s now more important than ever.
Dodo
The Dodo is a classic example of how human caused damage to the earth's biology. The flightless Dodo was native to the Island of Mauritius in the Indian Ocean. It lived off fruit fallen from the island's trees and lived unthreatened until humans arrived in 1505. The easily controlled bird became a source of food for sailors and was attacked by animals introduced to the island by humans such as pigs, monkeys and rats. The population of Dodos rapidly decreased and last one was killed in 1681.
Rhinos
The Rhino (犀牛) horn is a highly prized item for Asian medicine. This has led to the animal being hunted in its natural habitat. Once widespread in Africa and Eurasia, most rhinos now live in protected natural parks and reserves（保護(hù)區(qū)）. Their numbers have rapidly decreased in the last 50 years, and the animals remain under constant threat from poachers（偷獵者）.
The Giant Panda
The future of the World Wildlife Fund's symbol is far from certain. As few as 1000 remain in the wild． The Chinese government has set up 33 panda reserves to protect these beautiful animals and made poaching them punishable with 20 years in prison. However, The panda's distinct black and white patched coat fetches a high price on the black market and determined poachers still pose（造成）one of the most serious threats to the animals continued existence.
Whales
The International Whaling Commission is fighting to ensure the survival of the whale species. Despite the fact that one-third the world's oceans have been declared whale sanctuaries（保護(hù)區(qū)）, 7 out of 13 whale species remain endangered． Hunted for their rich supply of oil, their numbers have decreased to just 300. Collisions（碰撞）with ships, poisonous pollution and being caught in fishing nets are other major causes of whale deaths.
Tigers
The last 100 years has seen a 95% reduction in the numbers of remaining tigers to between 5000 and 7000 and The Bali, Javan, and Caspian tigers are already extinct. The South China tiger is precariously close to disappearing, with only 20 to 30 still alive. Like the Rhino horn, tigers’ bones and organs are sought after for traditional Chinese medicines. These items are traded illegally along with tiger skins.
小題1:It implies that _______.
A．The Dodo lacked the ability to protect itself from other animals
B．Sailors to the Island of Mauritius lived mainly on the Dodo
C．The Dodo used to be a strong animal that liked fighting.
D．The Dodo, pigs, monkeys and rats were the natives to the Island of Mauritius
小題2:Which group of the following animals has already ceased to exist according to the text?
A．The Dodo, Rhino and Giant Panda．
B．The Rhino, Whale and South China Tiger.
C．The Rhino, Panda, Whale and Tiger.
D．The Dodo and the Bali, Javan, and Caspian tigers.
小題3:______ can serve as a cure for certain diseases.
A．The whale’s rich oil
B．The panda's black and white patched coat
C．The Rhino horn and tigers’ bones and organs
D．The Dodo’s delicious meat
小題4:Which of the following statements is NOT true?
A．The number of South China tigers has reached crisis point.
B．Many animals are threatened with extinction as a result of human activity.
C．People hunt for the endangered animals for high profit.
D．The Whale is the representing mark for the World Wildlife Fund．

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科目：高中英語(yǔ) 來(lái)源：不詳 題型：閱讀理解

Pierre is a 25-year-old penguin at the California Academy of Sciences. Due to his old age, he was going bald, which made him feel too cold to swim in the pool. Therefore, biologists at the academy had a wetsuit created for this penguin to help him get back in the swimming pool.

Unlike marine mammals, which have a layer of blubber to keep them warm, penguins depend on their waterproof feathers. Without them, Pierre was unwilling to jump into the swimming pool and ended up trembling on the side of the pool while his 19 peers played in the water.
"He was cold; he would shake," said Pam Schaller, a senior biologist. Schaller first tried a heat lamp to keep Pierre warm. Then she got another idea: if wetsuits keep humans warm in the cold Pacific, why not make one for Pierre?
Schaller designed the suit, which covered Pierre’s body and had small openings for his flippers.
"I would walk behind him and look at where there were any gaps, and cut and refit and cut and refit until it looked like it was extremely suitable," she said.
One concern was that the other penguins would reject Pierre in his new suit, but in fact, they accepted his new look. He swam freely and got along with others well, although he was the only penguin with a black stomach.
Schaller couldn’t say for sure whether the wetsuit allowed Pierre to recover his fine feathers, but "certainly we were able to keep him comfortable during a period of time that would have been very difficult for him to stay comfortable".
Pierre will take off his suit after his new feathers grow back.
小題1: Pierre felt too cold to swim in the pool because of _____.
A．not having a layer of blubberB．having few feathers due to old age
C．having no wetsuitD．others penguins rejecting him
小題2:The idea of making a wetsuit for Pierre came from _____.
A．total inventionB．the use of wetsuit on humans
C．the use of heat lampD．waterproof feathers
小題3: Schaller followed Pierre in order to see _____.
A．whether other penguins would reject him
B．if anywhere of wetsuit needed to be cut and refit
C．if the wetsuit kept warm
D．whether the wetsuit would keep the feathers from recovering
小題4:What does the underlined word in the second paragraph mean?
A．feeling scaredB．staying aloneC．shaking with coldD．keeping warm
小題5:The best title of the passage is _____.
A．Wetsuit for An Old PenguinB．Old Penguin Getting Bald
C．Unwilling to SwimD．Strange Look of Pierre

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