The use of the word imitation（模仿） reminds me that we ought to make some more comments on the risk of people imitating what they see on the screen in the way of crime（犯罪） or violence．First there was always a risk of children acting out scenes which could be dangerous．For example,I remember a woman who was head of a middle school telling me that she had happened to look out of her window when the children were on the playground and had seen them putting a small boy on a chair with a rope round his neck and the rope over the branch of a tree;fortunately she was in time to get there before the child was hanged．I remember a film in particular in which the hero who was imprisoned had escaped by electrocuting（通電觸死） his guard,the technique of doing this being shown in detail．This was the kind of scene which we could cut for these reasons．
In films for young people and adults we always tried to keep off the screen the details of criminal techniques,such as how to open a locked door with a piece of hard plastic or how to open a safe;if we were consulted（請教） before production,I used to advise that the details should not be shown．When I gave talks in prisons about film checking I had full support for this,since fathers who were in prison for criminal offences did not want their children to get on crime．
Every time I gave a talk in a prison someone used to mention the French film Rififi．made by Jules Dassin in 1954．This remarkable film showed in great detail a robbery of a jeweller’s shop,the robbery lasting about half an hour and being backed by only natural sound．．．one of the most brilliant film sequences（連續鏡頭） of all time．I remember our discussion at the time．We thought that the robbery was finished only with the use of advanced and obviously expensive equipment and that only the most experienced and skilled criminals could possibly imitate it;we believed therefore that it was relatively safe．When talking in prisons some years later I learned that there had been several robberies in which the techniques had been copied,so perhaps we were wrong．
1.The writer thinks that______．
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A．the details of the criminal technique should be kept |
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B．the details of the crime should not be shown on the screen |
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C．children should not imitate what they see on the screen |
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D．it is dangerous to imitate what they see on the screen |
2.What is the writer’s attitude（態度） towards the film in which the hero had escaped by electrocuting the guard?
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A．The writer likes it very much． |
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B．The writer is strongly against it． |
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C．The writer thinks the film has some value． |
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D．The writer does not show his/her attitude． |
3.All the following statements about“Rififi”are true EXCEPT______．
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A．that the robbery shown needs experience and skills |
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B．that some very good tools were used in the robbery |
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C．that the film showed the technique in detail |
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D．that the technique of the robbery was not imitated |
4.It can be inferred from the passage that______．
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A．it is hard for children to tell the differences between real life and the imaginary |
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B．only people in prison support film checking |
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C．only children imitate what they have seen on the screen |
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D．the writer used to advise the details of crime should be shown |
53隨堂測系列答案科目：高中英語 來源：2011-2012學年安徽省高三第七次月考英語試題 題型：閱讀理解
Scientists are worried that an asteroid(小行星) will possibly hit the earth in 2036. If scientists are right, planet earth is 24 years away from a major disaster.
Scientists have been monitoring the progress of a 390-metre-wide asteroid ever since it was discovered last June. They have announced that it could hit the earth, causing huge damage, in 2036.
NASA estimates that the impact from the asteroid named after Apophis and ancient Egyptian demon(魔鬼) would release more than 100,000 times the energy released in the nuclear explosion over Hiroshima. Thousands of square kilometers would be directly affected by the explosion. The whole planet would see the effects of the dust released into the atmosphere.
This is the worst possible scenario(情景) of any asteroid in recorded history.
Having more than 20 years’ warning of possible impact might seem plenty of time. But scientists insist that there is actually very little time left to decide.
Luckily, however, they aren’t short on ideas for deflecting the asteroid. The favored method is also probably the easiest—throwing a spacecraft at the asteroid to change its direction. The European Space Agency plans to test this in the next decade.
One idea that seems to have no support from astronomers is the use of explosive, although this sounds more likely to the public or Hollywood producer.
At present, scientists are trying to make a better estimate of how much time we have, through more observations.
In spring of next year, there will be another chance for radar observation of Apophis. This will help astronomers calculate the orbits of the asteroid more accurately.
If, at that stage, they can’t rule out an impact with the earth in 2036, the next chance to make better observations will not be until 2016, then 2029.
“If we wait until 2029 and the worst—case scenario turns out to be true, it would seem unlikely that we’d be able to do anything about 2036,” warns Prof Fitzsimmons.
1.What does the underlined word “deflecting” most probably mean?
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A．making it smaller. |
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B．observing it clearly enough. |
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C．dividing into pieces. |
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D．changing its direction. |
2.According to the scientists’ observation, _______.
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A．the asteroid named Apophis will explode in 2036. |
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B．the asteroid named Apophis might hit the earth in 2036. |
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C．the asteroid named Apophis is 24 years old. |
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D．there is plenty of time to decide the way we deal with the asteroid. |
3.What is the impact from Apophis if it hits the earth?
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A．It will damage Hiroshima. |
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B．Thousands of square kilometers would see the effects of the dust released into the atmosphere. |
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C．It might be the worst damage caused by asteroids in recorded history. |
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D．The whole planet would be directly affected by the explosion. |
4.It can be inferred from the text that _____.
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A．Hollywood producers will explode Apophis to avoid its hit. |
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B．There are only two chances for scientists to make better observations if they can’t grasp the chance next year. |
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C．NASA plans to throw a spacecraft at Apophis to change its direction. |
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D．It is supportive from astronauts that we explode the Apophis. |
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科目：高中英語 來源：2010-2011學年江西省高三上學期第一次月考英語卷 題型：完型填空
完形填空：（共20小題；每小題1．5分，滿分30分）
In history,a real cowboy was a simple farm worker on horseback．He spent a long time a day outdoors working with cows．The work was dirty,tiring and not very well paid．
People in the western states had to __36__ cattle at low cost and send them by railway to the eastern __37__．But someone had to __38__ the cattle and get them to the nearest railroad．This was the job of a cowboy．Sometimes the __39__ was more than a thousand kilometers away and it could take as __40__ as six months to move the cattle．The __41__ was long but the cattle were driven __42__ as not to lose __43__．Then they could be sold at a good price．
Most cowboys were young, __44__ men．A good horse _45__ their job of moving cattle much easier．A good cowboy __46__ cows and knew how to control them．At night,he __47__ to the cows to keep them calm．
In the late 1800s,America was changing from a nation of farm to one of __48__ and cities．The cowboy seemed __49__ compared with other Americans doing ordinary jobs．
Today,the __50__ of cowboys has __51__ greatly．One change is the use of trucks．The job is not so hard __52__ it used to be．And cowboys are better __53__ now．They are _54__ to be married．Some of them are farmers or teachers or truck drivers．Some work for big companies．
__55__ at night and on weekends,they become cowboys．These part-time cowboys increase the total production of meat,keeping the beef price low．
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科目：高中英語 來源：2010-2011學年江蘇省高三三校（海安，金陵，南京外國語）聯考英語試題 題型：閱讀理解
Air pollution is damaging 60% of Europe’s prime wildlife sites in meadows, forests and bushes, according to a new report.
A team of EU scientists said nitrogen emissions(氮排放) from cars, factories and farming were threatening biodiversity. It’s the second report this week warning of the on-going risks and threats linked to nitrogen pollution.
Nitrogen in the atmosphere is harmless in its inert(惰性的) state, but the report says reactive forms of nitrogen, largely produced by human activity, can be a menace to the natural world.
Emissions mostly come from vehicle exhausts(排氣), factories, artificial fertilizers(肥料) and animal waste from intensive farming. The reactive nitrogen they emit to the air disrupts the environment in two ways: It can make acidic soils too acidic to support their previous mix of species. But primarily, because nitrogen is a fertilizer, it favors wild plants that can maximize the use of nitrogen to help them grow.
In effect, some of the nitrogen spread to fertilize crops is carried in the atmosphere to fertilize weeds, possibly a great distance from where the chemicals were first applied.
The effects of fertilization and acidification favor common aggressive species like grasses, brambles and nettles. They harm more delicate species like mosses(苔蘚), and insect-eating sundew plants.
The report said 60% of wildlife sites were now receiving a critical load of reactive nitrogen. The report’s lead author, Dr Kevin Hicks from the University of York’s Stockholm Environment Institute (SEI), told BBC News that England’s Peak District had a definitely low range of species as a result of the reactive nitrogen that fell on the area.
“Nitrogen creates a rather big problem that seems to me to have been given too little attention,” he said. “Governments are responsible for protecting areas like this, but they are clearly failing.”
He said more research was needed to understand the knock-on effects for creatures from the changes in vegetation accidentally caused by emissions from cars, industry and farms.
At the conference, the representatives agreed “The Edinburgh Declaration on Reactive Nitrogen”. The document highlights the importance of reducing reactive nitrogen emissions to the environment, adding that the benefits of reducing nitrogen outweigh the costs of taking action.
1.The underlined word “menace” is used to express that the reactive nitrogen, largely produced by human activity can be ___________.
A. frightening B. threatening C. unique D. unusual
2. We can infer from the passage that _________.
A. it’s harmless to have reactive nitrogen existing in the atmosphere
B. reactive nitrogen emissions help aggressive species less than crops
C. the harm to those delicate species has a negative impact on biodiversity
D. reactive nitrogen can fertilize soils and keep their biodiversity
3. The team of EU scientists released the second report of nitrogen emissions this week when __________.
A. no action was taken to stop nitrogen emission
B. governments were willing to protect areas harmed by nitrogen
C. “The Edinburgh Declaration on Reactive Nitrogen” was agreed
D. nitrogen emissions were threatening wildlife sites’ biodiversity
4. Which of the following would be the best title for the passage?
A. Keeping Away From Nitrogen Emissions B. Stopping Nitrogen Emissions
C. Air Pollution Damaging Europe’s Wildlife D. Saving Europe’s Wildlife
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科目：高中英語 來源：2011北京全國普通高等學校招生統一考試英語試題 題型：閱讀理解
Students and Technology in the Classroom
I love my blackberry—it’s my little connection to the larger world that can go anywhere with me . I also love my laptop computer ，as it holds all of my writing and thought .Despite this love of technology ,I know that there are times when I need to move away from these device and truly communication with others.On occasion ,I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas .Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom ,I have a rule —no laptop ,ipads ,phones ,etc .When students were told my rule in advance of the class, some of them were not happy .
Most students assume that year reasons for this rule include unpleasant experiences in the past with students misusing technology . There’s a bit of truth to that.Some students assume that I am anti-technology . There’s no truth in that at all . I love technology and try to keep up with it so I relate to my students.
The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas . I want students to think differently and make connections between the course the material and the class discussion .
I’ve been teaching my history class in this way for many years and the educations reflect student satisfaction with the environment that I create .Students realize that with deep conversation and challenge , they learn at a level that helps them keep the course material beyond the classroom .
I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change ,I’m sticking to my plan. a few hours of technology-free dialogue is just too give up.
1.
some of the students in the history class were unhappy with____
A. the course material B. others’ misuse of technology
C. discussion topics D. the author’s class regulator
2.
the underlined word “engage ”in para.4 probably means ____
A. explore B. accept C. change D. reject
3.
according to the author ,the use of technology in the classroom may ____
A. keep students from doing independent thinking
B. encourage students to have in-depth conversations
C. help students to better understand complex themes
D. affect students’ concentration on course evaluation
4.
it can be inferred from the last paragraph that the author ____
A. is quite stubborn
B. will give up teaching history
C. will change his teaching plan soon
D. values technology-free dialogues in his class
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科目：高中英語 來源：2010年黑龍江省高二下學期期中考試英語 題型：完形填空
We all know that language can sometimes get lost in translation. But do you know that some facial 1. may also be2. in cross-cultural situations?
According to a study by Glasgow University, Europeans look3. a person's whole face 4. people from East Asia focus 5.on the eyes. Researchers recorded the eye movements of 13 Westerners and 13 Easterners as they observed pictures of expressive faces. They were asked to6.the pictures into the following categories: happy, sad, surprised, fearful, disgusted, angry, or neutral.
The team found East Asians focus much more attention on the eyes and also make a 7.number of mistakes. Different from Europeans, they8. to have a more difficult time 9. the difference between a face that looks fearful as opposed to surprised, and disgusted as opposed to angry.
"Westerners look at the eyes and the mouth10. , whereas Easterners11.the eyes and neglect the mouth," said researcher Rachael Jack. "This means that Easterners have12. in telling apart facial expressions that look similar around the eye region."
Jack said that the differences in eye movement reflected a cultural13.in the way people use their faces to express themselves. Easterners use the eyes more and the mouth 14. .
The difference in the use of text message "emoticons" (表情符號) 15. the idea. Easterners use the eyes to16. emotion, for example "^-^" for happy and "┬_┬" for sad. Westerners, 17., use the mouth, for example ":-)" for happy and ":-(" for sad.
The researchers said their results showed communication between people is much more18. than previously thought. When it 19. communicating emotions across cultures, Easterners and Westerners can find themselves20. in translation.
21. A. expressions B. appearances C. features D. differences
22. A. interesting B. confusing C. outstanding D. surprising
23. A. across B. for C. on D. into
24.A. when B. as C. while D. if
25.A. really B. mainly C. slightly D. nearly
26. A. make B. turn C. get D. put
27. A. small B. big C. fewer D. larger
28.A. need B. attempt C. tend D. intend
29. A. saying B. telling C. knowing D. judging
30.A. in a different way B. in equal measure C. in turns D. alternatively
31. A. favor B. approve C. find D. focus
32. A. difficulty B. ability C. possibility D. certainty
33. A. interest B. gap C. similarity D. concern
34. A. little B. least C. less D. more
35. A. supports B. opposes C. rejects D. counts
36. A. make B. create C. convey D. prove
37. A. therefore B. however C. although D. moreover
38. A. separated B. related C. expected D. complicated
39. A. comes to B. talks about C. turns to D. gets to
40. A. puzzling B. lost C. exciting D. upset
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