题目内容
【题目】根据短文理解,选择正确答案。
Mountaineers have noted that as they climb, for example, up to the 12,633foot Humphreys Peak in Arizona, plant life changes greatly. In the Sonoran Desert, one climbs into a pine forest at 7,000 feet and a treeless tundra(冻土带) on the top of the mountain. It may seem that plants at a given altitude are associated in what can be called “communities” -groupings of species. The idea is that over time, plants that require particular climate and soil conditions come to live in the same places, and are frequently to be found together. Scientists study the history of plant life and build up a picture of how groups of plants have responded to climate changes and how ecosystems develop. But are these associations, which are real in the present, permanent?
A great natural experiment took place on this planet between 25,000 and 10,000 years ago, when small changes in the earth's orbit caused great sheets of ice to spread from poles. These glaciers(冰川) covered much of North America and Europe to depths of up to two miles, and then, as the climate warmed, they retreated. During this retreat, they left behind newly uncovered land for living things to occupy, and as those living things moved in they laid down a record we can read now. As the ice retreated and plants started to grow near a lake, they release pollen(花粉). Some would fall into the lake, sink to the bottom and mix with the sand. By drilling into the lake bottom it is possible to read the record of the plant life around the lake. The fossil record seems clear; there is little or no evidence that entire groups of plants moved north together. Things that lived together in the past don't live together now, and things that live together now didn't live together in the past. Each individual living things moved at its own pace. The fossil record seems to be telling us that we should be thinking about preserving species by giving them room to move about-to respond to environmental changes.
(1)According to the passage, the movement of individual species of plants ________.
A.occurs in groups
B.often depends upon the formation of lakes
C.does not occur in groups
D.depends upon climate and soil conditions
(2)All of the following are true EXCEPT ________.
A.The ice age occurred when there were small changes in the orbit of the earth
B.fossil records seem to indicate that plants will be preserved if they have enough room to move
C.fossil records clearly show that entire groups of plants are unlikely to have moved together
D.in the ice age glaciers covered the world to depths of up to two miles
(3)The underlined word “which” refers to ________.
A.the responses of plants to climate changes
B.the current theories of ecosystems
C.the development of ecosystems
D.plant life changes
(4)The second paragraph is intended to ________.
A.support the main idea of the first paragraph
B.answer the question raised in first paragraph
C.make suggestions about responding to environmental changes
D.stress the importance of preserving species
【答案】
(1)C
(2)D
(3)A
(4)B
【解析】本文是一篇说明文。主要探究了山体植物是如何对气候变化做出回应并形成独有的生态体系。
⑴考查细节理解。根据第二段中的“Things that lived together in the past don't live together now, and things that live together now didn't live together in the past. Each individual living things moved at its own pace.”可知答案选C正确。
⑵考查细节理解。根据第二段中的 “These glaciers(冰川) covered much of North America and Europe to depths of up to two miles, and then, as the climate warmed, they retreated”可知D项中的“covered the world”错误。
⑶考查词义猜测。根据第一段中的“Scientists study the history of plant life and build up a picture of how groups of plants have responded to climate changes and how ecosystems develop”可知which所指带的应该是前面的associations, 而根据文章前面的句子associations指的应该是“植物对气候变化所做出的的变化或者说是气候变化与植被生长之间的联系”故A项适合。
⑷考查目的意图。根据第一段最后中的“But are these associations, which are real in the present, permanent?” 可知第二段的内容应该是对第一段提出的问题的探究与回复,故B项正确。
【题目】请认真阅读下列短文,并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。请将答案写在答题卡上相应题号的横线上。每个空格只填1个单词。
Some students get so nervous before a test, they do poorly even if they know the material. Sian Beilock has studied these highly anxious test-takers.
Sian Beilock: “They start worrying about the consequences. They might even start worrying about whether this exam is going to prevent them from getting into the college they want. And when we worry, it actually uses up attention and memory resources. I talk about it as your cognitive horsepower that you could otherwise be using to focus on the exam.”
Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test.
Sain Beilock: “What we think happens is when students put it down on paper, they think about the worst that could happen and they reappraise the situation. They might realize it's not as bad as they might think it was before and, in truth, it prevents these thoughts from appearing suddenly when they're actually taking a test.”
The researchers tested the idea on a group of twenty anxious college students. They gave them two short math tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test.
The researchers added to the pressure. They told the students that those who did well on the second test would get money. They also told them that their performance would affect other students as part of a team effort.
Professor Beilock says those who sat quietly scored an average of twelve percent worse on the second test. But the students who had written about their fears improved their performance by an average of five percent.
Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test.
Professor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B- for those who did not.
Sain Beilock: “What we showed is that for students who are highly test-anxious, who'd done our writing intervention, all of a sudden there was no relationship between test anxiety and performance. Those students most prone to worry were performing just as well as their classmates who don't normally get nervous in these testing situations.”
But what if students do not have a chance to write about their fears immediately before an exam or presentation? Professor Beilock says students can try it themselves at home or in the library and still improve their performance.
Title: Overcoming test | |
Problem | Some students get nervous before a test, so they can't doeven if they know the material. |
Reason | about the consequences them their attention and memory resources. |
Solution | Write down their worries to the negative thoughts appearing suddenly. |
Results of the researches | College students: with those sitting quietly, students writing about their fears improved their performance. |
Younger students: highly anxious students who did the writing instead of things unrelated to the test got grades. | |
ways to solve the problem | If students have no to write about their fears immediately, they can try it themselves at home or in the library. |