发布时间 : 星期二 文章陕西省西安市长安区第五中学2019届高三上学期期中考试 英语更新完毕开始阅读
24. What does the story tell us? A. Good deeds have their rewards. B. A friend in need is a friend indeed. C. Little people can mae a big difference. D. Love brings more joy to people than wor does.
B
At your net meeting, wait for a pause in conversation and try to measure how long it lasts.
Among English speaers, chances are that it will be a second or two at most. But while this pattern may be universal, our awareness of silence differs dramatically across cultures.
What one culture considers a confusing or awward pause may be seen by others as a valuable moment of reflection and sign of respect for what the last speaer has said. Research in Dutch and also in English found that when a silence in conversation stretches to four seconds, people start to feel uneasy. In contrast, a separate study of business meetings found that Japanese people are happy with silences of 8.2 seconds — nearly twice as long as in Americans’ meetings.
In Japan, it is recognied that the best communication is when you don’t spea at all. It’s already a failure to understand each other by speaing because you’re repairing that failure by using words.
In the US, it may originate from the history of colonial (殖民地) America as a crossroads of many different races. When you have a comple of difference, it’s hard to establish common understanding unless you tal and there’s understandably a ind of aniety unless people are verbally engaged to establish a common life. This applies also to some etent to London.
In contrast, when there’s more homogeneity, perhaps it’s easier for some inds of silence to appear. For eample, among your closest friends and family it’s easier to sit in silence than with people you’re less well acquainted with.
25. Which of the following people might have the longest silence in conversation? A. The Dutch. B. Americans. C. The English. D. The Japanese. 26. What might the Japanese agree with in a conversation? A. Speaing more gives the upper hand. B. Spea out what you have in your mind.
C. Great minds thin alie without words. D. The shorter taling silence, the better. 27. What can we learn from the tet?
A. A four second silence in conversation is universal. B. It’s hard for Americans to reach a common agreement. C. English speaers are more talative than Japanese speaers. D. The closer we and our family are, the easier the silence appears. 28. What does the underlined word “homogeneity” in the last paragraph mean? A. Similarity. B. Contradiction. C. Diversity. D. Misunderstanding.
C
Net month, I’m traveling to a remote area of Central Africa and my aim is to now enough Lingala — one of the local languages — to have a conversation. I wasn’t sure how I was going to manage this — until I discovered a way to learn all the vocabulary I’m going to need. Thans to Memrise, the app I’m using. It feels just lie a game.
“People often stop learning things because they feel they’re not maing progress or because it all feels lie too much hard wor,” says Ed Cooe, one of the people who created Memrise. “We’re trying to create a form of learning eperience that is fun and is something you’d want to do instead of watching TV.”
Memrise gives you a few new words to learn and these are “seeds” which you plant in your “greenhouse”. When you practice the words, you “water your plants”. When the app believes that you have really remembered a word, it moves the word to your “garden”. And if you forget to log on (登录)，the app sends you emails that remind you to “water your plants”.
The app uses two principles about learning. The first is that people remember things better when they lin them to a picture in their mind. Memrise translates words into your own language, but it also encourages you to use “mems”. For eample, I memoried motele, the Lingala word for “engine”, using a mem I created — I imagined an old engine in a motel (汽车旅馆) room.
The second principle is that we need to stop after studying words and then repeat them again
later, leaving time between study sessions. Memrise helps you with this, because it’s the ind of app you only use for five or ten minutes a day.
I’ve learnt hundreds of Lingala words with Memrise. I now this won’t mae me a fluent speaer, but I hope I’ll be able to do more than just smile when I meet people in Congo. Now, I need to go and water my Vocabulary!
29. What does Ed Cooe mae an effort to do with Memrise? A. Create memorable eperiences. B. Mae progress with hard wor. C. Master languages through games. D. Combine study with entertainment.
30. What do the underlined words “water your plants” in Paragraph 3 refer to? A. Learning new words. B. Being a Memrise user. C. Logging on to the app. D. Taing care of your garden. 31. How does Memrise wor?
A. By lining different mems together. B. By putting nowledge into practice. C. By offering human translation services. D. By applying an associative memory approach. 32. What is the author’s attitude towards Memrise?
A. Positive. B. Doubtful. C. Uncaring. D. Disapproving.
D
Shopping for and choosing clothes is challenging enough. But imagine if you were unable to use your arms to do anything, or used a wheelchair.
The conditions are reality for four people who became the “customers” of 15 students at Parsons School of Design at the New School this year. The students spent their spring term creating clothing to fit their customers’ unique requirements as part of a class run by Open Style Lab, a nonprofit organiation whose aim is to design functional and fashionable clothing for people with disabilities.
“Disability overlaps (关联、一致) with aging and universal design,” said Grace Jun, the
director of the program. “We need to see it as part of our life cycle. It’s something that we need to not only see from a human rights standpoint but also for its economic value.”
“I’m always looing at me being the problem and the clothing as being O,” said ieran ern, who gets around in a wheelchair. When Ms. ern approached Open Style Lab, she was looing for a coat that would be easy to put on with the limitations of a weaer body. Her team came up with a design with a circular rod (杆) that runs through the collar and allows Ms. ern to swing the coat across her bac with one hand.
“The idea of having a coat that sees the parts that mae me as just parts and not as a problem that I need to solve was really liberating in an identity sense,” Ms. ern said. “Because generally, when you have a different body, you don’t really see yourself.”
“I thin the challenges the students faced throughout the course had a lot to do with the echange of ideas,” Ms. Jun said. “They were able to understand that no two people with a disability are alie. Being able to design uniquely means you have to have a collaborative (合作) process. We’re designing with each other, not for.”
33. What does the underlined word “it” in Paragraph 3 refer to? A. Aging. B. Disability. C. Design. D. The program. 34. What did the students find challenging according to Ms. Jun? A. Creativity in fashion design. B. Interpersonal communication. C. Maing clothing part of a wearer. D. Meeting the needs of the disabled. 35. What would be the best title for the tet? A. Open Style Lab B. A new fashion industry
C. Disability is no longer a problem D. Designs that do more than meet the eye 第二节（共5小题；每小题2分，满分10分）
根据短文内容，从短文后的选项中选出能填入空白处的最佳选项，选项中有两项为多余选项。
Spreading smiles at Birchwood