齐飞翔2020届 安徽高三联考试题

2021年1月17日发(作者：连家瑶)
2020
年
“
安徽省示范高中皖北协作区
”
第
22
届高三联考

英

语

第二部分阅读理解
(
共两节

,
满分
40
分
)







A
Start a summer company : students
How it works
Through a program called Summer Company, you can get:
* start-up money to kick-off a new summer business
* advice and guide from local business leaders to help get the business up and running
Learning how to run your own student business is one of the best summer jobs you can have. You get to be
your own boss while learning what it takes to manage a business. Sales
，
marketing, bookkeeping, customer
r
elationship management and networking are just a few of the highly useful sills you’' I1 develop.

Who is eligible(
具备条件的
)
You could be eligible, if you :
* go to high school, college or university
* live in Ontario
* are a Canadian citizen or permanent resident
* are between 15-29 years old( if under 18: a parent or guardian must sign the agreement for the applicant)
* are not already running a business
* are not working at another job or going to school for more than 12 hours a week during the program
* are returning to school after the program ends
You cannot apply again if you have received a Summer Company grant in the past.
Award amount
Maximum award: $$3 ,000.
Successful Summer Company applicants get: .
* up to $$1,500 to help with start-up costs
* up to $$1,500 when you successfully complete the program requirements and hours
How to apply
The program for 2020 is open through May 19. Here are the steps to apply:
* Check to see if you’re eligible for the program

* Complete the online application inquiry
* Select your local program provider
* Assign yourself a password
* Submit your application inquiry
21. The following skills can be developed through the program except_____
A. sales








B. marketing





C. relationship




D. networking
22. If you want to start a summer company, which of the following conditions is not suitable?
A. You are between 18-29 years old. B. You are not already running a business.
C. You are a Canadian citizen or permanent resident.
D. You will attend school for over 12 hours a week during the program.
23. When can you apply for the program?
A. May 18, 2020.





B. May 20, 2020.


C. June 18, 2020. .


D. June 20, 2020.
B
Keeping your teenager out of the social media world is impossible. Whether we like it or not, our kids
are

growing up in a digital era-
-and although that creates major opportunities, it
also comes with some
pretty big risks. We saw this firsthand when we asked a group of tweens and teens to give up their phones
and social media for a week; it was as though we' d asked them to part with a limb.
A recent study of more than 10 ,000 six- to twelve-grade girls carried out by a nonprofit organization
Ruling Our Experiences found that high school girls spend an average of six hours a day on social media.
And the effect of too much logged-on time is clear. The study found kids who spend eight hours or more on
technology per day are five times more likely to be sad or depressed. Adding to the pressure is that2 out of 3
high school girls report being asked to send a revealing photo to another person, and most of them report that
they do send sexual texts and photos to each other.
Another study, carried out by Common Sense Media, found that girls use social media more than boys and
are
also
more
likely
to
experience
negative
consequences.
Most
of
the
girls
investigated
admitted
that
content posted online often makes them worry about their appearance or social status, while just a quarter of
the
boys
said
the
same.
An
earlier
study
from
the
Pew
Research
Center’s
Internet
came

to
a
similar
conclusion:
A
third
of
12-
to
13-year-old
girls
who
used
social
media
believed
their
peers
were
mostly
unkind to each other online , while only 9 percent of the boys agreed.
Of course, these di
fferences don' t mean we shouldn’t have conce
rns about boys and the impact of digital
overload or online bulling. In fact, other studies have shown that boys and girls can be equally damaged by
social media. The most important thing is for tens to feel safe, online and in the real world alike.
24. What is the second paragraph mainly about?
A. The pressure of the high school girls logging-on.
B. The influence of too much logged-on time on high school girls.
C. Too much time spent on social media for high school girls.
D. The increasing population of the high school girls logging-on.
25. Which of the following can replace the underlined word
“revealing”
in paragraph 2?
A. Exposed.








B. Interesting.









C. Funny.







D. Romantic.
26. Why are the girls more likely to experience negative effect online than boys?
A. Because the girls' social status is low. B. Because the girls are mostly unkind to each other.
C. Because the girls use social media more than boys.
D. Because the girls pay more attention to their appearance.
27. What can be inferred from the passage?
A. Parents should keep teens out of the social media.
B. Parents keep teens feel safe online and in the real life.
C. It is time to worry about your teens and social media.
D. Boys and girls can be equally damaged by social media.
C
It often seems that some people possess superhuman eating powers , allowing them to eat an entire pizza
while remaining slim. Others only eat a slice but gain five pounds. Now one doctor says there' s evidence
that genetics could be behind some of these differences. Regardless of how much you eat, your weight may
be out of control.
Vann Bennett,
a
biochemist
at
Duke University
and
his
team
led
a
new
study
and
discovered
why
this
happens. They engineered mice to have several common modifications of the gene found in humans. They
observed that mice who had mutations of ankyrin-B(
锚蛋白
B
的变异
) took more glucose(
葡萄糖
) into their
fat ell, which in turn made more fat. Typically, the cell membrane(
膜
) acts as a barrier to prevent glucose
from entering these cells the change k
ept the gate open. The change may serve a useful purpose.“ Pr
obably
this is not always a bad thing,
Newsweek
. “It could help people survive hunger in the past. But
today we have so
much food that it probably is a bad thing. ”

Dieters have long been told to watch their calories and exercise more, but this new finding suggests that
a
common
approach
doesn't
work
for
everyone.
Our
metabolism(
新陈代谢
)
naturally
slows
with
age,
making it harder to maintain the weight of our 30-year-old selves when we' re 50. Now add an uncontrollable
ankyrin-B gene, and it may seem impossible to stay slim.
The
mice
in
the
study
gained
more
weight
when
on
high-fat
diets.
Despite
being
studied
in
mice,
the
researchers
believe
further
research
on
this
gene
could
potentially
create
a
field
of
customized
diets
and
health plans based on genetics. Bennett imagines such
assessments being performed at birth one day.
For
now, disappointed dieters can take comfort with one saying: It's not you, it's your genes.
28. How did a mouse gain weight with mutations of ankyrin-B?
A. The ankyrin-B could make the mouse eat more.
B. The fat cells in the mouse would take more glucose to create more fat.
C. The glucose could function as a barrier to prevent the fat from reducing.
D. The cell membrane in the mouse could open the gate of fat into the mouse.
29. What was the effect of the change in the past in paragraph 2?
A. It could help people to avoid fat food.
B. It could help people to absorb more nutrition.
C. It could help people to get through the starvation.
D. It could help people to enjoy more delicious snacks.
30. Why is it more difficult to stay slim when we are older?
A. Because we all lack exercise.







B. Because we have ankyrin-B genes.
C. Because we watch our calories less.


D. Because our metabolism weakens.
31. What can be expected from further research?
A. It may help people to maintain the weight.
B. It may provide more comfort for the depressed dieters.
C. It may change many new-
born babies’
gene arrangement.
D. It may present human beings with a series of health plans.

D
Back in 1975
，
economists planned rising life expectancy(
预期寿命
) against countries
’
wealth
，

and
concluded
that
wealth
itself
increases
longevity.
It
seemed
self-
evident:
everything
people
need
to
be
healthy--from food to medical care- costs money.
But it soon proved that the data didn't always fit that theory. Economic booms didn ' t always mean longer
lives. In addition
，

for reasons that weren
’
t clear
，

a given gain in gross domestic product ( GDP ) caused
increasingly higher gains in life expectancy over time, as though it was becoming cheaper to add years of
life. Moreover, in the 1980s researchers found gains in learning were associated with greater increases in life
expectancy than gains in wealth were. Finally, the more educated people in any country tend to live longer
than their less educated fellow citizens. But such people also tend to be wealthier, so it has been difficult to
make out which factor is increasing lifespan.
Wolfgang Lutz and his colleagues have now done that by collecting average data on GDP per person
，
lifespan, and years of education from 174 countries
，
dating from 1970 to 2010. They found that, just as in
1975
，

wealth associated with longevity. But the association between longevity and years of schooling was
closer, with a direct relationship that did not change over time, the way wealth does.
Lutz argues that because schooling happens many years before a person has attained their life expectancy,
this association reflects cause : better education drives longer life. It also leads to more wealth, which is why
wealth and longevity are also associated. But what is important, says Lutz, is that wealth does not seem to be
longevity, as experts thought- in fact, education is driving both of them.
He thinks this is because education permanently improves a person
’
s cognitive abilities ,allowing better
planning and self-control throughout the rest of their life. This idea is supported by the fact that people who
are more intelligent appear to live longer.
32. Which of the following best describes economists ’conclusion in 1975?

A. Lifespan could be increased by wealth.
B. Economic growth didn’t always mean longer life.

C. Education influenced longevity more than wealth did.
D. A given growth in GDP caused higher gains in longevity.
33. What did Wolfgang Lutz and his colleagues find?
A. Wealth and longevity did not have any association.
B. Longevity and education were more closely associated.
C. Differences in wealth predicted differences in longevity.
D. Relationship between education and longevity changed over time.
34. What part does education play permanently according to Lutz?
A. It enables people to have better planning and self-control.
B. It always leads to a longer but not necessarily richer life.
C. It improves people’s imaginative and innovative abilities.

D. It helps people acquire time-managing and learning habits.
35. Which of the following is the best title for this passage?
A. Wealth influences longevity.




B. Education influences longevity.
C. Wealth has nothing to do with longevity.

D. The relationship between education and wealth.
第二节
(
共
5
小题
;
每小题
2
分
,
满分
10
分
)

The first time I went to a playground in Berlin, I was surprised. All the German parents were huddled
together, drinking coffee, not paying attention to their children who were hanging off a wooden dragon 20
feet above a sand pit. Contrary to stereotypes(
模式化观念
)
，
most German parents I
’
ve met are the opposite
of strict.

36

. Those parents at the park weren’t ignoring their children; t
hey were trusting them. Here are
a few
surprising things Berlin ’s parents do:

Don't push reading. Berlin ’s kindergartens don’t emphasize academics. In fact, teachers and other parents

discouraged me from teaching my children to read._ 37

. But even in first grade, academics aren
’
t pushed
very hard. Our grade school provides a half- day of instruction interrupted by two outdoor breaks.
38

.

A note came home from school along with my excited second grader. They were doing a project
on fire. Would I let her light candles and perform experiments with. matches? Together we lit candles and
burned things, safely. It was brilliant.
Let children go almost everywhere alone. Most grade school kids walk without their parents to school
and around their neighborhoods. Some even take the subway alone._

39

of course, but they usually focus