广东省仲元中学、中山一中等七校联合体2021届高三英语上学期第一
次联考试题
本试卷共6页，满分120分，考试用时120分钟。
说明：1. 请注意在对应的题号上填涂答题卡，误涂或错涂不得分； ．．．．．．．．．．．
2. 请注意在对应的答题卷上作答，误填或错填不得分。 ．．．．．．．．．
第一部分阅读理解 (共两节，满分35分) 第一节(共10小题；每小题2.5分，满分25分)
阅读下列短文，从每题所给的A、B、C和D四个选项中选出最佳选项。
A
It’s surprising how much simple movements of the body can affect the way we think. Using expansive gestures with open arms makes us feel more powerful, crossing your arms makes you more determined and lying down can bring more insights(领悟).
So if moving the body can have these effects, what about the clothes we wear? We’re all well aware of how dressing up in different ways can make us feel more attractive, sporty or professional, depending on the clothes we wear, but can the clothes actually change cognitive (认知的)performance or is it just a feeling?
Adam and Galinsky tested the effect of simply wearing a white lab coat on people’s powers of attention. The idea is that white coats are associated with scientists, who are in turn thought to have close attention to detail.
What they found was that people wearing white coats performed better than those who weren’t. Indeed, they made only half as many errors as those wearing their own clothes on the StroopTest(one way of measuring attention). The researchers call the effect “enclothed cognition,” suggesting that all manner of different clothes probably affect our cognition in many different ways.
This opens the way for all sorts of clothes-based experiments. Is the writer who wears a fedora more creative? Is the psychologist wearing little round glasses and smoking a cigar more insightful? Does a chef’s hat make the resultant food taste better?
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From now on I will only be editing articles for PsyBlog while wearing a white coat to help keep the typing error count low. Hopefully you will be doing your part by reading PsyBlog in a cap and gown(学位服).
1. Adam and Galinsky’s experiment tested the effect of clothes on their wearers’___________. A. insights
B. attention
C.movements
D. appearance
2. How does the author sound in the last paragraph? A. Humorous.
B.Academic.
C. Formal.
D. Hopeful.
3. What is the main idea of the text?
A. Body movements change the way people think.
B. How people dress has an influence on their feelings. C. People doing different jobs should wear different clothes. D.What people wear can affect their cognitive performance.
B
My mother always said, \stepping out into the world.\Rail Canada offered youths between the ages of 18 and 25 the chance to ride the train across Canada for the month of July in 2017. I jumped at the opportunity and secured an inexpensive ticket.
Excitement was at its peak as I approached the train station on the morning when my 22-day adventure was to begin. I jumped on board the passenger vessel (车厢) like it was the train to Hogwarts in Harry Potter. The train headed west in search of our first destination — the scenic town of Banff, Alberta. After just an hour on the train, desperation already came on me. The thought of three full days on those tracks broke my spirits. As I gazed out towards Lake Superior's glistening (闪闪发亮) waves, I decided if I was to be stuck in here, I would need to enjoy my time.
Those three days turned into a summer camp on rails. Real friendships with the crew were born within that train. Stops were made in small, remote railroad villages. A large group of strangers turned travelling companions would rush towards the villages to reward our endless patience with local cuisine. At night, we would walk
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to the glass-domed (玻璃穹顶) train car,which gave a scenic view of the night sky, untouched by light pollution.
After three days, we arrived in Banff. Before my adventure of taking the train across Canada, if I could have skipped the travel and arrived at the destination, I would have. But that is no longer true. I've learned that the journey can be more enjoyable than the destination.
4.What made the author's train trip possible? A. The attraction of the splendid scenery. for youths.
C.The encouragement from his mother. tasks.
5.Which of the following best describes the author as a young man? A.Considerate.B. Determined.
C. Smart.
D. Adaptable.
D.His determination to face the tough
B. A time-limited ticket offer
6.What has the author learned from his adventure? A.To enjoy travelling on his own. C.To explore more in the process.
C
Life expectancy in the United States has been in decline for the first time in decades, and public health officials have identified a series of potential causes, including inaccessible health care, rising drug addiction and rates of mental health disorders, and socio-economic factors. Now, a study led by the Yale School of Medicine has attempted to find out the relative impact of two factors most often linked to life expectancy – race and education – by looking at data about 5,114 black and white participants in four U.S. cities.
The lives and deaths among this group of people – who took part in the study approximately 30 years ago when they were in their early 20s – show that the level of education, and not race, is the best predictor of who will live the longest.
Among the 5,114 people followed in the study, 395 had died. These deaths were occurring in working-age people, often with children, before the age of 60. The rates
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B.To skip to the final destination. D.To be content with train service.
of death among participants in this group did clearly show racial differences, with approximately 9% of blacks dying at an early age compared to 6% of whites. There were also differences in causes of death by race. For instance, black men were significantly more likely to die of murder and white men from AIDS. The most common causes of death across all groups over time were cardiovascular disease and cancer.
But there were also obvious differences in rates of death by education level. Approximately 13% of participants with a high school degree or less education died compared with only approximately 5% of college graduates.
Strikingly, when looking at race and education at the same time, the researchers found that differences related to race almost disappeared: 13.5% of black subjects and 13.2% of white subjects with a high school degree or less died during the course of the study. By contrast, 5.9% of black subjects and 4.3% of whites with college degrees had died.
Therefore, improving overall quality of education is something tangible that can help reverse (扭转) this troubling trend in reduction of life expectancy among middle-aged adults.
7. What can we learn about the participants in the study? A. The whites are more aggressive. B. The whites got higher education. C. More blacks than whites died young. D. More whites than blacks died of cancer.
8. Compared with education, the influence of race on death rates is ______. A. unnoticeable B. growing
C. long-lasting
D.significant
9. What does the underlined word “tangible” probably mean? A.Temporary.
B. Realistic.
C. Challenging.
D. Creative.
10. What can be inferred from the research findings？ A. People can get smart through learning. B. One should not discriminate other races. C. One can live longer by getting more education. D. People don’t enjoy equal rights for education.
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第二节（共5小题；每小题2分,满分10分）
根据短文内容,从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
Much of the work in today's world is accomplished (完成) in teams. Most people believe the best way to build a great team is to gather a group of the most talented individuals. 11 Companies spend millions hiring top business people. Is their money well spent?
12 They focused on football, basketball and baseball. The results are mixed. For football and basketball, adding talented players to a team proves a good method, but only up to the point where 70% of the players are top talents: above that level the team's performance begins to decline. Interestingly, this trend isn't evident in baseball where additional individual talent keeps improving the team's performance.
To explain this phenomenon, the researchers explored the degree to which a good performance by a team requires its members to coordinate (协调) their actions. 13 In baseball, the performance of individual players is less dependent on teammates. They conclude that when task interdependence is high, team performance will suffer when there is too much talent, while individual talent will have positive effects on team performance when task interdependence is lower. If a basketball star is, for example, trying to gain a high personal point total, he may take a shot himself when it would be better to pass the ball to a teammate, affecting the team's performance. Young children learning to play team sports are often told, \14 .
Another possibility is that when there is a lot of talent on a team, some players may make less effort. Just as in a game of tug-of-war (拔河), whenever a person is added, everyone else pulls the rope with less force.
15 An A-team may require a balance — not just A players, but a few generous B players as well.
A. It's not a simple matter to determine the nature of talent.
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广东省仲元中学中山一中等七校联合体2021届高三英语上学期第一次联考试题
