新疆乌鲁木齐市第七十中学2022-2023学年高二上
学期期中考试英语试题
一、阅读理解
Michigan youth summer camps focus on different ideas and experiences, but all include plenty of time spent outdoors in Michigans beautiful countryside. The camps are fun but educational.
Summer Discovery
This summer camp is at the University of Michigan in Ann Arbor and offers up both academic and social activities to help with that transition (过渡) from high school to college. The class are small during the two-week and five-week cours. It’s open to students from14 to 18 years old. Prices are from $4800 to around $8800. This camp made the top 50 list for best pre-college camps.
The Road Less Traveled
This camp offers wilderness adventure and community rvice with activities like backpacking, environmental studies, and wilderness medicine. The ssions last from 10 to 25 days and the camp is open to ages 12 through 19. Costs are from $2,250 to over $6,000.
Cedar Lodge
This family-run camp focus on creating a place where kids can be themlves, meet new friends, and learn new skills. This camp offers general outdoor activities and also has a wonderful horback riding program. This camp is good at helping kids learn riding and other skills. The camp is open to kids from eight to 16 years old. Camp prices are from $200 to $700 per week.
Michigan Tech Youth Programs
非凡之旅Over 70 cours help pre-teens and teens learn about different fields through hands-on, classroom, and in-the-field experiences. The class are offered weekly, and if students want to attend veral weeks, they can also have a “stay-over.” It costs $950 per week for students who stay there and $525 for students who don’t. Cours include writing, photography robotics, engineering, outdoor adventures, and many more.
1. How much may a teenage boy spend if he wants to attend a pre-college camp?
A．$4,800. B．$2,250. C．$950. D．$700.
2. Which of the following camps teaches campers horback riding? A．Michigan Tech Youth Progra
ms. B．The Road Less Traveled. C．Summer Discovery. D．Cedar Lodge.
3. What do we know about Michigan Tech Youth Programs?
A．They have a fixed price. B．They offer monthly class.
C．They provide many kinds of family activities. D．They help to get experiences in different fields.
Self-driving cars have been backed by the hope that they will save lives by getting involved in fewer crashes with fewer injuries and deaths than human-driven cars. But so far, most comparisons between human-driven cars and automated vehicles have been unfair.
Crash statistics for human-driven cars are gathered from all
sorts of driving situations, and on all types of roads. However, most of the data on lf-driving cars’ safety have been recorded often in good weather and on highways, where the most important tasks are staying in the car’s own lan e and not getting too clo to the vehicle ahead. Automated cars are good at tho tasks, but so are humans.
观音菩萨经It is true that lf-driving cars don’t get tired, angry, frustrated or drunk. But neither can they yet react
to uncertain situations with the same skill or in anticipation of an attentive human driver, nor do they posss the foresight to avoid potential perils. They largely drive from moment to moment, rather than think ahead to possible events literally down the road.
To a lf-driving car, a bus full of people might appear quite similar to an uninhabited cornfield. Indeed, deciding what action to take in an emergency is difficult for humans, but drivers will sacrifice themlves for the greater good of others. An automated下不为例的意思
system’s limited underst anding of the world means it will almost never evaluate a situation in the same way as a human would do. And machines can’t be programed in advance to handle every imaginable t of events.
Some people may argue that the promi of simply reducing the number of injuries and deaths is enough to support driverless cars. But experience from aviation(航空) shows that as new automated systems are introduced, there is often an increa in the rate of disasters.
Therefore comparisons between humans and automated vehicles have to be performed carefully. To fairly evaluate how well driverless cars fulfill their promi of improved safety, it’s important to ensure the data prented actually provide a true comparison. After all, choosing to replace humans with aut
omation has more effects than simply one-for-one exchanging.
4. What makes the comparisons between lf-driving cars and human-driven cars unfair?
A．Statistics are collected differently. B．Machines can make decisions faster.
C．Self-driving cars never get tired. D．Self-driving cars know the world better.
5. In which aspect can lf-driving cars beat human drivers? A．Climbing steep slopes. B．Evaluating the cost of loss. C．Driving steadily. D．Making complex decisions.
6. Why does the author write this text?
A．To support human-driven cars.
B．To stress the importance of reducing car accidents.
C．To show his doubts about lf-driving cars.
张韶涵个人资料D．To call for exact evaluation of lf-driving cars.
Most of us marry creativity to our concept of lf either we're "creative" or we aren't, without much of a middle ground. "I'm just not a creative person!" a frustrated student might say in art class, while another might blame her talent at painting for her difficulties in math, giving a comment such as, "I'm very right-brained."
Dr. Pillay, a tech entrepreneur and an assistant professor at Harvard University, has been challenging the ideas. He believes
that the key to unlocking your creative potential is to ignore the
traditional advice that urges you to "believe in yourlf." In fact, you should do the opposite: Believe you are someone el.
Dr. Pillay points to a 2016 study demonstrating the impact of stereotypes on one's behavior; The authors.educational
psychologists Denis Dumas and Kevin Dunbar, divided their college student subjects into three groups, instructing the members of one to think of themlves as "romantic poets" and the members of another to imagine they were "rious librarians" (the third group was the control). The rearchers then prented all the participants with
ten ordinary objects, including a fork, a carrot, and a pair of pants, and asked them to come up with as many different us as possible for each one. Tho who were asked to imagine themlves as romantic
三色眼影
poets came up with the widest range of ideas, whereas tho in the rious-librarian group had the fewest. Meanwhile, the rearchers found only small differences in students' creativity levels across academic majors.
The results suggest that creativity is not a fixed individual characteristic but a "malleable product of context and perspective,
班规顺口溜
as long as he or she feels like a creative person. Dr. Pillay argues that, besides identifying yourlf as creative, taking the bold, creative step of imagining you are somebody el is even more powerful. So, wish you were more creative? Just pretend!
7. According to the passage， who is more likely to unlock his
creative potential?
A．An art major who always believes in himlf.
B．A math major who has excellent academic performance
C．A physics major who likes to imagine himlf as a poet.
D．A history major who works as a librarian on weekends.
8. What does the Study conducted by Denis Dumas and Kevin Dunbar
focus on?
A．The creativity of the college students.
B．The stereotypes of the college students.
C．The impact of stereotypes on one's behavior
D．The influence of creativity on one's behavior.
9. The underlined word in the last paragraph probably means__________? A．stable B．sustainable C．predicable D．changeable
10. Dr Pillay may agree with the statement that__________.掷果盈车的典故
A．there is no doubt that we are either creative or not
B．a student who doesn't do well in art class is not creative
C．right brain determines whether a person is creative or not
默默的爱着你
D．if we pretend to be creative， then we might be really creative 二、七选五
How would you feel if you had to give up your smartphone for nine days? In 2014, and again in 2018，philosophy professor and writer Ron Srigley offered extra credit to tho who would give him custody of their phones for nine days and write about the experience.
“What they wrote was remarkable, and remarkably consistent,” Srigley wrote. At first, all the students felt disoriented and frustrated. 11
They paid more attention to the people around them.
For one thing, they obrved, for the first time, how much other people were using their phones, for example in the middle of a face-
to-face conversation.
“12 , but yet again, I find mylf guilty of this sometimes becau it is the norm,” one student wrote. A nother noted that as she walked by other people, they tended to pull out their phones “right before I could gain eye contact with them”.
They had better face-to-face conversations with family.
Two of the students were accustomed to using their phones to constantly message with their family members throughout the day, and they felt deprived of this contact. But when the students spent in-person time with their parents, 13 .
They were more afraid.
Some of the students reported that they were fearful of having no phones, wondering what they would do if they were kidnapped or attacked or had to call an ambulance for some reason. Srigley noted, “What’s revealing is that the students perceived the wor ld to be
a very dangerous place. 14 . The city in which the students lived has one of the lowest crime rates in the world and almost no violent crime of any kind, yet they experienced a pervasive, undefined fear.”
