重庆市乌江新高考协作体2022-2023学年高一下学期7月期末英语试题

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2022-2023 学年(下)期末学业质量联合调研抽测

高一英语试题

(分数：120 分，时间：100 分钟)

第二部分阅读(共两节，满分 50 分)

第一节(共15 小题：每小题 1.5 分，满分 37.5 分)

阅读下列短文，从每题所给的 A、B、C、D四个选项中选出最佳选项。

Four Places Named After Scientists in Antarctica

There are many scientific breakthroughs made by women in Antarctic. Here are four landmarks in Antarctica

and the female pioneers they’re named for.

Jones Terrace (梯田)

The ice-free terrace in eastern Antarctica’s Victoria Land bears Jones’ name. In 1969, geochemist Lois M.

Jones led the first all-female research team from the U.S. to work in Antarctica. Jones and her team studied

chemical weathering in the McMurdo Dry Valleys, an ice-free area of Antarctica. Through chemical analyses of

rocks they had collected, Jones and her team discovered many geochemical characteristics of the valley’s ice-

covered lakes.

Mount Fiennes

8,202-foot-high Mount Fiennes, located on Antarctica’s largest island — Alexander Island — is named for

Ginny Fiennes. She established and maintained 80-foot-tall radio towers in the Antarctic. In 1985, Fiennes became

the first female who was invited to join the Antarctic Club, a British supper club open to individuals who have

spent extended time in the Antarctic region.

Francis Peak

The 3,727-foot-tall peak on Antarctica’s Adelaide Island is named after Dame Jane Francis, who is the first

female director of the British Antarctic Survey, the national polar research institute of the UK. Her collection of

fossils on Seymour Island helped conclude in a 2021 paper that Antarctica’s abundant plant fossils indicate the

continent once had a much warmer climate than it currently does.

Peden Cliffs

Peden Cliffs near Antarctica’s Marie Byrd Land are proof of the labor of Irene Peden. She was the first

American female scientist to both live and work in the Antarctic, where she used radio waves to study ice sheets.

Peden and her team determined how very low frequency radio waves spread over long polar distances by

measuring pathways in the ice. They also used varying radio wave frequencies to measure the thickness of

Antarctica’s ice sheets.

1. Which place is named after a builder of radio towers in the Antarctic?

A. Jones Terrace. B. Mount Fiennes.

C. Francis Peak. D. Peden Cliffs.

2. Who proved the previous higher temperatures of the Antarctic?

A. Lois M. Jones. B. Ginny Fiennes.

C. Dame Jane Francis. D. Irene Peden.

3. What is special about Irene Peden?

A. She could judge the thickness of Antarctica’s ice sheets.

B. She discovered a lot of ice-covered lakes in the Antarctic.

She was the first female American to explore the Antarctic.

D. She correctly measured the spreading speed of radio waves.

As cities balloon with growth, access to nature for people living in urban areas is becoming harder to find. If

you’re lucky, there might be a pocket park near where you live, but it’s unusual to find places in a city that are

relatively wild.

Past research has found health and wellness benefits of nature for humans, but a new study shows that

wildness in urban areas is extremely important for human well-being.

The research team focused on a large urban park. They surveyed several hundred park-goers, asking them to

submit a written summary online of a meaningful interaction they had with nature in the park. The researchers then

examined these submissions, coding (编码) experiences into different categories. For example, one participant’s

experience of “We sat and listened to the waves at the beach for a while” was assigned the categories “sitting at

beach” and “listening to waves.”

Across the 320 submissions, a pattern of categories the researchers call a “nature language” began to emerge.

After the coding of all submissions, half a dozen categories were noted most often as important to visitors. These

include encountering wildlife, walking along the edge of water, and following an established trail.

Naming each nature experience creates a usable language, which helps people recognize and take part in the

activities that are most satisfying and meaningful to them. For example, the experience of walking along the edge

of water might be satisfying for a young professional on a weekend hike in the park. Back downtown during a

workday, they can enjoy a more domestic form of this interaction by walking along a fountain on their lunch break.

“We’re trying to generate a language that helps bring the human-nature interactions back into our daily lives.

And for that to happen, we also need to protect nature so that we can interact with it,” said Peter Kahn, a senior

author of the study.

4. What phenomenon does the author describe at the beginning of the text?

A. Pocket parks are now popular. B. Wild nature is hard to find in cities.

C. Many cities are overpopulated. D. People enjoy living close to nature.

Why did the researchers code participant submissions into categories?

A. To compare different types of park-goers. B. To explain why the park attracts tourists.

C. To analyze the main features of the park. D. To find patterns in the visitors’ summaries.

6. What can we learn from the example given in paragraph 5?

A. Walking is the best way to gain access to nature.

B. Young people are too busy to interact with nature.

C. The same nature experience takes different forms.

D. The nature language enhances work performance.

7. What should be done before we can interact with nature according to Kahn?

A. Language study. B. Environmental conservation.

C. Public education. D. Intercultural communication.

Working out exactly what students and taxpayers get for the money they spend on universities is a tricky

business. Now the Organisation for Economic Co-operation and Development(OECD), a Paris-based think-tank for

rich countries, is planning to make the task a bit easier, by producing the first international comparison of how

successfully universities teach.

“Rather than assuming that because a university spends more it must be better, or using other proxy measures

for quality, we will look at learning outcomes,” explains Andreas Schleicher, the OECD’s head of education

research. Just as the OECD assesses primary and secondary education by testing randomly chosen groups of

youngsters from each country in reading and mathematics, it will sample university students to see what they have

learned. Once enough universities are taking part, it may publish league tables showing where each country stands,

just as it now does for compulsory education. That may produce a fairer assessment than the two established

rankings, though the British one does try to broaden its inquiry by taking opinions from academics and employers.

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