丰台区2020届高三期末英语试题及答案

第一节（共

15

小题 ；每小题

2

分，共

30

分）

阅读下列短文，从每题所给的

< br>A

、

B

、

C

、

D

四个选项中，选出最佳选项， 并在答题

卡上将该项涂黑。

A

Fun STEM Things to Do Over Winter Break

W

inter break is just around the corner. We’re here to fill the time with fun projects and

outings for all ages! Each of these activities is fun enough to pull your kids off the couch and

away from the games.

An educational field trip

Ages: All

Spending a couple of weeks in the house can make anyone crazy. Why not take your kids

on an educational field trip?

Local children’s mu

seums or science and technology museums

will be a hit.

These museums

provide opportunities for hands-on exploration, so

your kids

will be able to interact with STEM subjects, instead of just watching them.

Many of them offer discounted tickets on certain days. Read the fine print online to see

if you can visit for less.

Science experiments at home

Ages: All

Science experiments aren’t just for school. In fact, your kids could probably spend the

entirety

of

their

winter

break

exploring

science

with

nothing

m

ore

than

objects

you’d

find

around

the

house.

For

younger

kids,

making

frozen

bubbles

is

a

great

way

to

explore

the

scientific process. Teens can look to a list of 15 age-appropriate experiments for inspiration.

Start building

Ages: All

There’s no better w

ay to explore engineering principles than to start building! Gather up

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any number of household objects

—

plastic cups, LEGO blocks, straws

—

and start building. If

you want some suggestions for what to build and how to build it, Google is your best friend.

Electrical engineering

Ages: 14

–

18

Light

up

your

holiday

season

with

one

of

our

handy

guides.

In

the

past,

we

showed

readers how to create a Tech-o-Lantern costume, and those same principles could be used to

create other light-up projects. We also created a simple guide for creating a light-up holiday

card and that’s perfect for Christmas.

We

hope

these

fun

STEM

activities

will

keep

your

kids

happily

occupied

over

winter

break.

31. Who is this passage probably written for?

A. Parents.

B. Teachers.

C. Camp organizers.

D. School leaders.

32. If you want to make a thank-you card with lights, you may prefer _________.

A. Electrical engineering

B. Science experiments at home

C. Start building

D. An educational field trip

33. The winter break STEM activities _________.

A. are organized outdoors

B. need to be done with family

C. are free to children of all ages

D. give children hands-on experience

B

My family moved to St. Paul, Minnesota last year, where the average winter temperature

is

around

10

degrees

Fahrenheit.

Once

summer

ended,

everyone

went

inside

to

play

ice

hockey. I’d been on the ice only a couple of times when I was much younger. When I’d fallen

and broken my wrist during my second lesson, I’d

decided never to put on ice skates again.

Ben, the friend I made in the new city, volunteered to teach me to skate. Even though he

was very patient, I was so embarrassed by my clumsiness that I began to make up excuses for

not skating.

One day I discovered a faster route home. It took me past a large frozen pond. I noticed

a woman teaching a young girl to skate. The girl was attempting to jump and spin in the air.

Over and over, she pushed off the ground with the toe of her skate. And over and over, she

landed hard on the ice.

After I had been watching the girl practice for about a week, one afternoon she suddenly

lifted off the ground, spun in the air, and landed on her feet!

The

next

day

I

bought

myself

some

brand

new

skates.

Every

day

on

the

way

home

I

stopped at the pond and wobbled onto the ice, right next to the girl who had landed her jump.

As she perfected her twists and tricks, I taught myself to glide and turn. It was hard being a

beginner, and when I fell I had to fight the urge to simply give up. Instead, every time I went

down, I just picked myself up and started over again. Soon I was able to keep my balance and

skate more confidently. In just a few weeks, I was actually ready to practice the speed skating,

fast stops, and quick turns needed for ice hockey. When I was finally ready to show Ben my

newfound skating ability, he told me I should join the local hockey league. I tried out and was

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chosen for a team. By the end of the season, I was part of a winning team.

34. What can we learn about the author?

A. He learned skating from the girl.

B. He preferred ice hockey to skating.

C. He had once given up learning skating.

D. He moved to a new city without summer.

35. Why did the author mention the girl on the pond?

A. To prove the girl was skillful.

B. To suggest the girl inspired him.

C. To show the girl was a quick learner.

D. To explain how he came across the girl.

36. According to the last paragraph, the author

’

s training was________.

A. easy and basic

B. hard but rewarding

C. boring and tiring

D. strict but interesting

37. What does the story mainly tell us?

A. All roads lead to Rome.

B. One is never too old to learn.

C. One good turn deserves another.

D. Nothing is impossible to a willing heart.

C

A

star

athlete

at

the

college

where

I

work

recently

stopped

by

my

office.

After

committing a few unforced errors during a weekend match, she was riven by self-criticism.

“I’m at peak fitness, and I practice

hard. How is this happening?”

She asked.

This student believes she should be able to control the outcomes of her life by virtue of

her hard work. She has a sense that hours on the field should get her exactly where she needs

to go. Many students have similar mentality. When they win, they feel powerful and smart.

When they fail, they are crushed by self-blame.

If my achievements are mine to control,

they

reason,

my failures must be entirely my fault, too.

We

talk

often

about

young

adults

struggling

with

failure

because

their

parents

have

protected them from discomfort. But there is something else at play: a false promise that they

can achieve anything if they are willing to work for it.

Psychologists have sourced this phenomenon to a misapplication of “mindset” research,

which has found that praising children for effort will increase academic performance. A 2018

analysis found that while praising effort over ability may benefit economically disadvantaged

students, it does not necessarily help everyone.

One

possible

explanation

comes

from

Suniya

Luthar,

who

argued

in

a

research

paper

that

for

teens

in

wealthy,

pressure-

cooker

communities,

“it

is

not

a

lac

k

of

motivation

and

perseverance

(

毅力

)

that

is

the

big

problem.

Instead,

it

is

unhealthy

perfectionism,

and

difficulty with backing off when they should, when the desire for achievements is over the

top.”

They

push

themselves

onward

in

face

of

impossible

goals.

A

2007

study

found

that

teens who refused to give up impossible goals showed higher levels of C-reaction protein, a

marker

of

systemic

inflammation

(

全身炎症

)

linked

to

heart

disease

and

other

medical

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conditions.

A

2014

study

showed

a

connection

between

the

perfectionist

tendencies

and

depression.

The cruel reality is that you can do everything in your power and still fail. Instead of

allowing our kids

t

o beat

themselves up when things

don’t

go their way, we adults

should

help students pursue success in healthier ways in part by redefining failure as a feature, not a

bug, of learning. At Smith College where I teach, students are asked to explore how setbacks

and missteps made them stronger or more effective. We would be wise to remind our kids

that life has a way of sucker-punching

(

意外打击

)

us when we least

expect it. It’s often the

people who learn to say “stuff happens” who get up the fastest.

38. Why was star athlete trapped by self-blame?

A. She broke down during the match.

B. She

didn’t

try her best in the match.

C. She believed hard work should pay off.

D. She thought she should have practiced harder.

39. What can we learn from Paragraph 5?

A. Lack of motivation and perseverance leads to teens

’

failure.

B. Praising children for effort increases academic performance.

C. Children struggle with failure due

to parents’

over-protection.

D. Unhealthy perfectionism causes physical and emotional stress.

40. According to the author, adults should _________.

A. help students learn from failure

B. protect students from discomfort

C. reward students for their hard work

D. explore the cause of students

’

failure

41. Which of the following does the author probably agree with?

A. Effort equals achievement.

B. Motivation is the key to success.

C. Success is not always under control.

D. Effort is more important than ability.

D

Plants do not listen to the radio. But a team of researchers in Greece recently found a way

to

turn

lemons

into

very

small

“radio

stations”

that

can

broadcast

informatio

n

about

their

trees’ moisture content

to a smartphone

—

the first step toward creating what the researchers

call an

“Internet of plants.”

Scientists

had

previously

attached

sensors

to

trees

to

measure

their

water

use,

but

“no

other

team

had

created

a

wireless

radio

network

among

plants,

sending

information

while

consuming only a few microwatts and costing just a few dollars,” says project leader Aggelos

Bletsas,

a

professor

of

electrical

and

computer

engineering

at

the

Technical

University

of

Crete.

The

network

consists

of

several

basic

components:

an

existing

FM

radio

station,

an

antenna

(

天线

)

attached to a lemon growing on a tree, a humidity

(

湿度

)

sensor in the lemon, a

transistor connected to an antenna and an FM receiver. First, the antenna picks up the signal

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