名校課堂系列答案科目：高中英語 來源：2011浙江金華一中高三模擬考試英語試卷 題型：閱讀理解
In a surprising discovery about where higher life can survive, scientists have found a shrimp -like creature and a jellyfish swimming beneath an Antarctic ice sheet.
About 180 meters below the ice where no light can get through, scientists had figured nothing much more than a few microbes (微生物) could exist.
That’s why a NASA team was surprised when they lowered a video camera to get the first long look at the underbelly of an ice sheet in Antarctica. A curious shrimp-like creature came swimming by and then parked itself on the camera’s cable. Scientists also pulled up a tentacle (觸須) they believe came from a jellyfish.
“We were operating on the presumption that nothing’s there.” said NASA ice scientist Robert Bindschadler. “It was a shrimp you’d enjoy havin
g on your plate.”
“We were just gaga (狂熱的) over it,” he said when talking about the 7.5cm long, orange creature starring in their two-minute video. Technically, it’s not a shrimp. It’s a Lyssianasid amphipod, which is distantly related to the shrimp.
The video is likely to inspire experts to rethink what they know about life in harsh environments. And it has scientists thinking that if shrimp-like creatures can live below 180 meters of Antarctic ice in freezing dark water, what about other cold places? What about Europa, a frozen moon of Jupiter?
Cynan Ellis – Evans, a scientist of the British Antarctic Survey called the finding fascinating. He said it was possible the creatures swam in from far away and don’t live there permanently.
But Kim, who is a co-author of the study, doubts it. “The site in West Antarctica is at least 19 km from open seas. Bindschadler drilled a 20 cm-wide hole and was looking at a tiny amount of water. That means it’s unlikely that two creatures swam from great distances and were captured randomly in that small area,” she said.
“Yet scientists were puzzled at what the food source would be for these creatures. While some microbes can make their own food out of chemicals in the ocean, complex life like the shrimp can’t,” Kim said.
“So how do they survive? That’s the key question.” Kim said.
“It’s pretty amazing when you find a huge puzzle like that on a planet where we thought we know everything.” Kim said.
【小題1】. Scientists had believed that harsh environments could only have been populated by ______ .
| A．jellyfish | B．mammals | C．microbes | D．shrimp-like creatures |
| A．swam great distances to Antarctic | B．has always lived in the area |
| C．gradually evolved from shrimps | D．has nothing in common with shrimps |
| A．it marks NASA’S first Antarctic biological study |
| B．it proves there is marine life in the Antarctic |
| C．it could inspire further study of life in harsh environments |
| D．it shows that Lyssianasid amphipod is closely related to shrimps |
| A．researchers will look at the places the creatures came from |
| B．ice scientists will drill deeper to find more creatures |
C．scientists know very little about the planet they live o n |
| D．further research will be done about what the creatures live on |
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科目：高中英語 來源：2012屆湖北省黃岡中學(xué)高三5月模擬考試英語試卷（帶解析） 題型：閱讀理解
On October 23, 2011, David Pologruto, a high school physics teacher, was stabbed (刺) by his smart student Jason Haffizulla. Jason got straight A’s and was determined to study medicine at Harvard, yet this was his downfall. His physics teacher gave Jason a B, a mark Jason believed would undermine (損害) his entrance to Harvard. After receiving his B, Jason took a butcher knife to school and stabbed his physics teacher.
How can someone as smart as Jason do something so dumb? Studies show there is little or no correlation between IQ and emotional intelligence.
During my early university years, I regarded myself as an intelligent guy. I got good marks in mathematics, physics, and other subjects. I thought such skills would surely give me a bright future. After one year of study with decent marks, I began to see two major classes of students. The first category of students turned up to few lectures, partied every weekend, enjoyed a great social life, and did minimal work to pass courses. The second category of students were intelligent and hard workers who got good grades and were very focused on their studies. Surely would these intelligent and hard-working students find the great jobs before the other lazier class of students?
Not so. Students are often shocked upon graduation that their qualifications are not as important as they once thought. Graduates enter the workforce only to realize that co-workers hate them and less intelligent people are the ones receiving promotions.
Educational skills are useless in some industries when interpersonal skills are absent. You can have great ideas, theories, and solve complex problems, but if you cannot effectively communicate in a persuasive and exciting manner by relating to your fellow humans, you will face an uphill battle in whatever challenges you encounter. It’s not that people dislike you because of your intelligence; it’s that people dislike you because you’re rude and not understanding. The intelligent person with poor communication skills is insensitive or unaware of others’ emotions.
【小題1】Jason Haffizulla stabbed his physics teacher because .
| A．he was unfairly treated by his teacher |
| B．he was disappointed with his downfall |
| C．he was not smart enough at studies |
| D．he got a worse mark than usual |
| A．didn’t think communication skills were as important as intelligence |
| B．didn’t work hard |
| C．belonged to the first category of students |
| D．could keep a balance between social life and studies |
| A．they can solve more complex problems |
| B．they can’t settle the challenges they meet |
| C．they are envied for their intelligence |
| D．they are not understanding enough |
| A．the relationship between IQ and emotional intelligence |
| B．what kind of students can succeed in college |
| C．smart people may have poorer communication skills |
| D．intelligent students will meet more challenges at work |
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科目：高中英語 來源：2012-2013學(xué)年安徽省淮北一中高二上學(xué)期10月月考英語試卷（帶解析） 題型：閱讀理解
Two friends have an argument that breaks up their friendship forever, even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact, according to an official report on youth violence, "In our country today, the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but the terrible reality of violence". Given that this is the case, why aren't students taught to manage conflict the way they are taught to solve math problems, drive ears, or stay physically fit?
First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult (侮辱). For example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isn't in the sandwich, but in the way students deal with the conflict.
Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution (解決) : stay calm. Once the student feels calmer, he or she should choose words that will calm the other person down as well Rude words, name-calling, and accusations only add fuel to the emotional fire. On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control.
After both sides have calmed down, they can use another key strategy (策略) for conflict resolution : listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker's position. Then the two people should change roles.
Finally, students need to consider what they are hearing. This doesn't mean trying to figure out what's wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn't, careful thought helps both sides figure out a mutual solution.
There will always be conflict in schools, but that doesn't mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility, "64 percent of the teachers reported less physical violence in the classroom; 75 percent of the teachers reported an increase in student co-operation; and 92 percent of the students felt better about themselves'. Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.
【小題1】From Paragraph 2 we can learn that_______
| A．violence is more likely to occur at lunchtime |
| B．a(chǎn) small conflict can lead to violence |
| C．students tend to lose their temper easily |
| D．the eating habit of a student is often the cause of a fight |
| A．To find out who is to blame. |
| B．To get ready to try new things. |
| C．To make clear what the real issue is. |
| D．To figure out how to stop the shouting match. |
| A．there was a decrease in classroom violence |
| B．there was less student cooperation in the classroom |
| C．more teachers felt better about themselves in schools |
| D．the teacher-student relationship greatly improved |
| A．complain about problems in school education |
| B．teach students different strategies for school life |
| C．favor teaching conflict management in schools |
| D．inform teachers of the latest studies on school violence |
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科目：高中英語 來源：2013-2014學(xué)年福建永春一中培元中學(xué)季延中學(xué)石獅聯(lián)中高三上第二次聯(lián)考英語卷（解析版） 題型：閱讀理解
Not long ago, few little girls imagined they could grow up to become astronauts. For years in the United States, on1y men had that opportunity . In 1983, that changed. Sally Ride made history by becoming the first American woman to travel to space.
On Monday, Ride died at the age of 61, ‘‘Sally was a national hero and a powerful role model,”President Barack Obama said in a statement. “She inspired generations of young girls to reach for the stars.”
Ride became interested in space when she was a kid. “If you asked me when I was 12 whether I wanted to be an astronaut ,I’m sure I wou1d have said yes,” she said in a 2010 interview . “ But I didn’t even think about that as a possible career.”
After studying physics in college and graduate school, Ride got her chance. She was accepted into NASA’s astronaut training program in 1978, and then chosen to be the first American female in space. In 1983, she blasted into space aboard the Challenger shuttle.“There is no amusement park ride on the Earth that even comes so close,” she said.
Ride returned to space on the Challenger a second time in1984 . Between the two missions, she spent a total of 343 hours in orbit. After that, she remained involved with the space program and also worked to share her passion for science with kids. She co-authored six science books for children , and started her own science education company.
Ride knew that she he1d a unique place in history . “ I realized how important it was for a woman to break that barrier and open the door for other women to be able to do the same exciting things that the men had been doing,” she said.
Since Ride’s historic trip, more than 40 other American women have traveled to space. They all had Ride to thank for opening the door to the final frontier.
1.Sally Ride was regarded as a national hero because she___________ .
A. was the first American to travel to space
B. opened a door for women to find jobs suitable for them
C. became the first American female in space
D. was the first to travel on the Challenger
2.By saying ‘‘There is no amusement park ride on the Earth that even comes so close”, Ride really meant____________ .
A. she preferred a ride in an amusement park on the Earth
B. the trip to space was like that in an amusement park
C. she came close to an amusement park on the Earth
D. the trip to space was far more interesting than any ride on the Earth
3. The correct order of the following events that happened to Sally Ride is_____________
a. accepted into an astronaut training program
b. spent a total of 343 hours in orbit
c. co-authored six science books for children
d. traveled to space aboard the Challenger
e. studied physics in co11ege and graduate school
A. e-a-b-c-d?????? B. a-d-b-c-e??????? C. e-a-d-b-c??????? D. e-a-b-d-c
4.The passage is most probably taken out of _________________ .
A. a novel??????? B. a report??????? C. a diary???????? D. an essay
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科目：高中英語 來源：2010年揚州中學(xué)高一下學(xué)期期末考試英語 題型：閱讀理解
In a surprising discovery about where higher life can survive, scientists have found a shrimp —— like creature and a jellyfish swimming beneath an Antarctic ice sheet.
About 180 meters below the ice where no light can get through, scientists had thought nothing much more than a few microbes (微生物) could exist.
That’s why a NASA team was surprised when they lowered a video camera to get the first long look at the underbelly of an ice sheet in Antarctica. A curious shrimp – like creature came swimming by and then parked itself on the camera’s cable. Scientists also pulled up a tentacle (觸須) they believe came from a jellyfish.
“We were operating on the presumption that nothing’s there.” Said NASA ice scientist Robert Bindschadler. “It was a shrimp you’d enjoy having on your plate.”
“We were just gaga (狂熱的) over it,” he said of the 7.5cm long, orange creature starring in their two – minute video. Technically, it’s not a shrimp. It’s a Lyssianasid amphipod, which is distantly related to the shrimp.
The video is likely to inspire experts to rethink what they know about life in harsh environments. And it has scientists thinking that if shrimp – like creatures can live below 180 meters of Antarctic ice in freezing dark water, what about other cold places? What about Europa, a frozen moon of Jupiter?
Cynan Ellis – Evans, a scientist of the British Antarctic Survey called the finding fascinating. He said it was possible the creatures swam in from far away and don’t live there permanently.
But Kim, who is a co-author of the study, doubts it. “The site in West Antarctica is at least 19 km from open seas. Bindschadler drilled a 20 cm – wide hole and was looking at a tiny amount of water. That means it’s unlikely that two creatures swam from great distances and were captured randomly in that small of an area,” she said.
Yet scientist were puzzled at what the food source would be for these creatures. While some microbes can make their own food out of chemicals in the ocean, complex life like the shrimp can’t, Kim said.
“So how do they survive? That’s the key question.” Kim Sai.
“It’s pretty amazing when you find a huge puzzle like that on a planet where we thought we know everything.” Kim said.
1. What does the underlined word “harsh” probably mean?
A. cold B. loud C. cruel D. ugly
2. According to Kim, the shrimp – like creature .
A. swam great distances to Antarctic B. has always lived in the region
C. gradually evolved from shrimps D. has nothing in common with shrimps
3. The finding is significant in that .
A. it marks NASA’S first Antarctic biological study
B. it proves there is marine life in the Antarctic
C. it could inspire further study of life in harsh environments
D. it shows that Lyssianasid amphipod is closely related to shrimps
4. Which of the following statements about the discovery is FALSE?
A. Complex life usually lives on other forms of life.
B. Scientists saw two creatures in the two – minute video.
C. It is possible for creatures to live 180 meters below the ice though there is no light.
D. Scientists captured the shrimp – like creature in a camera by drilling a hole through the ice.
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