清华附中高三十月月考教学文案.doc

清华附中高三十月月考

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清华附中高三十月月考
第三部分： 阅读理解（共两小节；40分）
A
Life is all about making choices. At any stage along the way, you may find yourself asking: Am I headed in the right direction? What would I really enjoy doing? What do I want to do next?
The six-week summer Career Discovery program at the Harvard University Graduate School of Design (GSD) welcomes people—from recent high school and college graduates to seasoned professionals—who are grappling with questions like these. And not just people considering a career in design or planning, but people with a broad spectrum of interests and remarkably diverse plans and goals. What they have in common is the drive and desire to seek the answers to those questions.
Participants in our program commit themselves fully to a path of intensive studio work, lectures, workshops, and field trips. Deeply immersed in a culture that is both challenging and rewarding, they experience what education and work are like in the design and planning professions. They emerge—many of them exhilarated—with a more profound understanding of the possibilities ahead and the choices they will make.
We invite you to explore the possibilities in Career Discovery:
If you would like to be placed on our mailing list to receive a copy of this information in brochure format, please complete an online request form. You may also view a PDF of the brochure here.
Career Discovery is open to anyone graduating from high school in 2016 or older with an interest in design or planning. A high level of academic skill is necessary to take full advantage of our rigorous program.
The online application deadlines are as follows:
For international applicants: on or before April 1, 2016
For all other applicants: on or before April 30, 2016
We encourage you to submit your application early as applications are reviewed and accepted in the order that they are received.
Harvard University
Graduate School of Design
Career Discovery Program
e-mail:[e-mail]
*Underrepresented minority college students are encouraged to apply. Need-based financial aid is available.
56. Where is the passage probably from?
A. A website B.A brochure C.A magazine D.A poster
57. To make full use of the Career Discovery Program, the applicants need to .
A. have a wide range of interests
B. consider a future career in design
C. have a high level of academic skill
D. graduate from high school in 2016
58. What can be inferred from the passage?
A. The program offers mainly lectures and workshops.
B. A Chinese applicant needs to apply before April 30, 2016.
C. Scholarships are offered to outstanding international students.
D. Applicants need to fill in a request form to get more details.
B
It took me a long time to understand the difference between a present and a gift.
I grew up in a household where presents marked special occasions. There was always something for each of us at Christmas or on our birthdays. So when I married a man who did not give presents on regular basis, it was an adjustment. Gary did not wholly shun gift-giving, though. Sometimes he would return from sea with something he found that reminded of me – a meat cleaver (切肉机) on our first Christmas, a paring (削皮) knife on our fifth. But mostly, he ignored holidays, refusing to shop for a thing to present to me as a sign of his affection.
I could not accept this presentless marriage with the one I had grown up observing. I tried to change him by example. I knitted him sweaters, socks, hats and gloves for Christmas; made him shirts; and bought books for his birthdays. He appreciated the caring these gifts represented, but refused to follow my example. I began to tell him what I wanted, giving specific instruction. When Gary left for the local auction one Saturday (my birthday as it happened), I asked him to find me a necklace or diamond earring, as a birthday gift. He came home with a road scraper (刮板). I was stunned that he had missed the mark by so much. He attached it to the back of the ancient tractor, and then enthusiastically showed me how to use it, not seeing that I was not grateful.
But when a snowstorm hit later that year and he was at sea, I used the road scraper to plow out both our drive and our neighbor’s. Gary had wisely chosen not the thing that I wanted, but the thing that he knew I would need.
I finally realized that he had been giving me gifts all along. The gestures, large and small, born of his caring and concern for me, for our children and for our lives together were the gifts that he gave daily. We struggle to teach others how to love us. In that struggle, we often forget how to appreciate the love they already give us as only they can give it. There are two parts to a gift – the giving and the accepting.
I finally began to understand the difference between a present and a gift. A present is a thing. But a gift is a broader and often deeper. It is a small act of kindness, the willingness to bend to another’s needs. Love is a gift. Any expression of it, freely given, is an offering from the heart that is immeasurably better than a present.
59. Why didn’t Gary give the author presents as often as she expected him to?
A. Because his family didn’t have this tradition.
B. Because he thought gifts ought to be useful.
C. Because he was too busy to think of preparing a gift.
D. Because he knew the difference a present and a gift.
60. Which of the following word has the closest meaning to “shun” in Paragraph 2?
A. prevent B. accept C. hide D. avoid
61. Which of the following is TRUE according to the passage?
A. The author finally realized that love means more than giving presents.
B. Gary pretended that he didn’t know what his wife expected from him.
C. The author never expected to receive any jewelry from her husband.
D. The couple accepted each other and changed their views on love.
62. What is the passage mainly about?
A. Marriage needs compromises. B. A gift is different from a present.
C. A small kindness goes a long way. D. Family traditions must be cherished.
C
The $ 11 billion self – help industry is built on the idea that you should turn negative thoughts like “ I never do anything right” into positive ones like “I can succeed.” But was positive thinking advocated by Norman Vincent Peale right?
Is there power in positive thinking?
Researchers in Canada just published a study in the journal Psychological Science that says trying to get people to think more positively can actually have
the opposite effect: it can simply highlight how unhappy they are.
The study's authors, Joanne Wood and John Lee of the University of Waterloo and Elaine Perunovic of the University of New Brunswick, begin by citing older research showing that when people get feedback which they believe is overly positive, they actually feel worse, not better. If you tell your dim friend that he has the potential of an Einstein, you're just underlining his faults. In one 1990s experiment, a team including psychologist Joel Cooper of Princeton asked participants to write essays opposing funding for the disabled. When the essayists were later praised for their sympathy, they felt even worse about what they had written.
In this experiment, Wood, Lee and Perunovic measured 68 students' self-esteem. The participants were then asked to write down their thoughts and feelings for four minutes. Every 15 seconds, one group of students heard a bell. When it rang, they were supposed to tell themselves, "I am lovable."
Those with low self-esteem didn't feel better after the forced self-affirmation. In fact, their moods turned significantly darker than those of members of the control group, who weren't urged to think positive thoughts.
The paper provides support for newer forms of psychotherapy (心理治疗) that urge people to accept their negative thoughts and feelings rather than fight them. In the fighting, we not only often fail but can make things worse. Meditation (静思) techniques, in contrast, can teach people to put their shortcomings into a larger, more realistic perspective. Call it the power of negative thinking.
63. According to the first paragraph, the self-help industry_____
       A．has been declining sharply.
       B．has produced positive results.
       C．was founded by Norman Vincent Peale.
       D．is based on the concept of positive thinking.
64. What is the finding of the Canadian researchers?
       A．Unhappy people cannot think positively.
       B．The power of positive thinking is limited.
       C．Encouraging positive thinking many do more harm than good.
       D．There can be no simple treatment for psychological problems.
65. The underlined word “dim” in the third paragraph probably means______       
A．not hard-working B．not intelligent C．not happy D. not right
66. We can learn from the last paragraph that _______
       A．Meditation may prove to be a good form of treatment.
       B．People can avoid making mistakes through meditation.
       C．Different people tend to have different ways of thinking.
       D．The effect of positive thinking vary from person to person.
D
Lots of people assume that the virtual will replace the physical with something cheaper, faster and more efficient. In education, however, the virtual will create a very different type of disruption. We should not aim to replace the physical classroom. Instead we have an opportunity to blend the virtual with the physical and reimagine education entirely.
Today students in most classrooms sit, listen and take notes while a professor lectures. Despite there being anywhere from 20 to 300 human beings in the room, there is little to no human interaction（互动）. Exams often offer the first opportunity for the professor to get real information on how well the students digested the knowledge. If the test identifies gaps in students' understanding of a basic concept, the class still moves on to a more advanced concept.
Virtual tools are providing an opportunity to rethink this methodology. If a lecture is available online, class time can be freed for discussion, peer tutoring or professor-led exploration. If a lecture is removed from class time and we have on-demand adaptive exercises and diagnostics, there is no need to continue the Prussian education model—where students are pushed together at a set pace. Instead students can progress at their own pace and continue to prove their knowledge long after the formal course is over.
Perhaps the most powerful effect of this reality is what it does to the quality of lectures and other learning material in general. Traditional lecturers and textbook publishers have little to no information on how their content is being used or whether it is even effective. By coupling rich physical experiences with online tools, content creators and professors can finally have granular, up-to-date data on the efficacy of the experiences they create.
In this “blended learning” reality, the professors' role is moved up the value chain. Rather than spending the bulk of their time lecturing, writing exams and grading them, they can now interact with their students. Rather than enforcing a sit-and-listen passivity, teachers will mentor and challenge their students to take control of their own learning—the most important skill of all. Yes, for a motivated student in an underdeveloped part of the world, these virtual tools—supposing we can overcome the difficulty in equipment—may facilitate most of their learning. In the developed world, the best experience will be to make use of the online tools so that the physical time can be less passive and more, well, human.
67. In today’s class, teachers get real information of students’ learning by______
A. carrying out exams B. checking students’ notes
C. interacting with students D. introducing advanced concept
68. Professors can benefit from virtual tools because they can_______
A. find high-quality lectures on the Internet.
B. identify the gaps of students’ understanding.
C. get effective information about their teaching.
D. lead students to progress together at the same pace.
69. What can we learn from the passage?
A. The author holds a negative attitude towards virtual tools.
B. Virtual class will eventually replace the present class model.
C. Students usually spend a lot of time managing their learning.
D. Teachers become more important in a “ blended learning” class.
70. The main purpose of the passage is to ______
A. introduce and evaluate B. examine and assess
C. compare and argue D. inform and explain
第二节 七选五(共5小题; 每小题2分，共10分)
About five percent of people are left-handed; they tend to use left hand more often, for more purposes, than the right hand. Some parents of the left-handed children worry about the condition. 71 But most authorities agree that left-handed children should be allowed to perform naturally. Many of the most talented people in history have been left-handed––the greatest artist Leonardo da Vinci and Michelangelo among them.
Left-handed persons find out early in life that they are living in a "right-handed society." Most of the objects they encounter are made for the convenience of right-handed people––locks, screws, doorknobs, golf clubs, and even automobiles. Left-handed people must adjust to this "right-handed." 72 They are able to do anything that right-handed people can do.
73 But it is known that the body is not exactly the same on both sides. The left side of the face is a little different from the right. One leg is usually somewhat stronger than the other, as is the arm.
Scientists even have found that the right half and the left half of the brain do not function in the same way. This is still being studied. It is believed that in most people the left half of the brain predominates, or "rules", over the right half. The nerves from the brain cross over at the level of neck, going opposite sides of the body and making most people right-handed. 74
Whatever the cause, the research indicates that ever since prehistoric times few humans have been left-handed. 75 Ancient tools and weapons that have been unearthed were clearly made for right-handed, not left-handed, people.
A. We can even see the evidence.
B. They think about trying to change it.
C. Most of them soon learn to manage quite well.
D. Our hands are controlled by the motor center of the brain.
E. Most left-handed people face the right side when writing or drawing.
F. But no one has explained why the left side of the brain dominates in most people.
G. No one is sure of what makes most people right-handed and a minority left-handed.
第二节 完形填空（共20小题；每小题1.5分，共30分）
The requirements for high school graduation have just changed in my community. As a result, all students