河南南阳市第一中学校2022-2023学年高二上学期第四次月考英语试卷（PDF版，含解析）

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南阳一中 2022 年秋期高二年级第四次月考
英 语 试 题
第一部分 阅读理解（共两节，满分 40 分）
第一节（共 15 小题；每小题 2分，满分 30 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
Life and Health Insurance Risk Manager Wanted
Our company has partnered an international insurer and is looking for a full-time risk manager with
responsibility for the UK life and health insurance business. The role is in a small risk team and is suited to a
high-performing individual.
Responsibilities
*Support the chief risk officer;
*Oversee the reporting of health and life risks;
*Deliver advice and cooperate with some stakeholders;
*Assess relevant risks of technical pricing and reinsurance;
*Continuously contribute to the capital requirements, internal model reviews and data model processes.
Key requirements
The individual will be a qualified life or health manager who has experience in risk management or consulting.
You must work in the UK—these rules have changed recently, so when applying, please state your qualification to
work in the UK. (E.g. British passport, Irish passport, ILR and settled status)
Salary
￡70,000-￡90,000 per year and performance-based salary.
Contact information
The deadline for applications is 14th May.
If you are interested, please apply here or contact the associate consultant Abi Logeswaran at HFG Insurance
Recruitment (招聘). Sign in to apply instantly.
We’d love to send you information about Jobs and Services from CareersinRisk.com by email. We do not share
your information with third parties for marketing purposes. By applying for a job listed on CareersinRisk.com, you
agree to our terms and conditions and privacy policy. You should never be required to provide bank account details. If
you are, please email us.
1. What do we know about the job?
A. It hunts for a chief risk officer. B. It is a part-time job.
C. It is related to insurance business. D. It involves a high-risk team.
2. Which of the following is a must for applicants?
A. A professional certificate. B. The ability to change working rules.
C. An Irish passport. D. Relevant experience.
3. What do we have to do when applying for the job?
A. Hand in our applications before May. B. Accept the company’s privacy policy.
C. Offer our bank account details. D. Give our information to third parties.
B
Oliver, the CTO of a high-tech company, loved to participate in all conversations at the C-suite level, regardless
of topic. He was often the first to raise his hand for a project, appeared to have infinite capacity to get high-quality
work done, and offered to assist his peers and direct reports. Oliver seemed to be all-in: optimistic, energetic,
supportive, and someone who contributed to everyone.
However，
the more Oliver participated，
the more others around him were slighted. Instead of sparking creativity
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in others, his ideas outshone everyone else’s. He consumed time speaking in meetings, exhausting the oxygen level in
the room. Oliver felt pumped up by how many of his ideas had been deployed（有效利用）but frustrated by others’
lack of sufficient effort.
While the CEO appreciated Oliver’s yield, she recognized he had to change his approach to keep the rest of the
team productive. In response, Oliver worked out a plan to help address his cooperation challenges using techniques
many other executives had deployed. When we over-participate, we believe that we’re being helpful. However,
“helpfulness” is defined by the recipient, not the giver. Instead of improving his relationships with colleagues, Oliver
robbed them of fulfillment by furnishing masses of ideas. They felt discouraged, interrupted, and excluded. To fix the
issue, Oliver learned the value of asking two specific questions before offering his own ideas: “What have you
thought of?” and “What would be most helpful for you at this point?” Surveying others to understand what’s helpful
illuminates better avenues for our contribution: directly through our ideas, through coaching colleagues to create their
own, or by building on what someone else has generated.
4. What can we learn about Oliver?
A. He lacks creativity. B. He favours competition.
C. He works enthusiastically. D. He behaves irresponsibly.
5. What is a result of Oliver’s over-participation?
A. The team generated more diverse ideas. B. Oliver’s colleagues became less productive.
C. Group meetings were more time-consuming. D. Oliver’s teammates were inspired to work harder.
6. What technique did Oliver employ to fix the issue?
A. Hearing others’ voices. B. Providing specific ideas.
C. Strengthening his leadership. D. Building strong relationships.
7. Which of the following can be the best title for the text?
A. When Leaders Fail to Keep the Team Productive
B. When Contributing Gets in the Way of Cooperating
C. How a Great Team Welcomes Ideas in a Discussion
D. How Active Participation Gives Rise to a Better Team
C
The heat dome(穹顶) roasting millions of people across the Pacific Northwest, sending temperatures in usually
temperate places to record-breaking triple digits, has already claimed hundreds of lives. And those are just the ones
we can count so far.
Climate change has increased average temperatures by 1℃Celsius over the past century, making heat waves like
this one more frequent and intense than those from any other point in recorded history. A worldwide study published
last month in Nature Climate Change found global warming responsible for 37 percent of heat-related deaths between
1991 and 2018. As temperatures tick ever higher, that figure may well rise.
The following is what happens if you’re one of the next people whom extreme heat kills, according to W.
Lawrence Kenney, an expert at Penn State University.
First, your brain sends a series of messages to your sweat glands ( 腺 体 ) telling them to ramp up sweat
production. Then your heart starts beating faster to pump blood to the skin. That’s your body attempting to make your
skin hotter than the air outside, in hopes of moving heat away from you. Sometimes that alone is enough to create
problems for a weak or aging heart. If your body fails to cool you down, its internal temperature might start to climb.
At that temperature, the tissues in the brain become affected. Before long, you might not know where you are or what
time it is. You might collapse. You may lose consciousness. While you struggle to stay awake and avoid dizzying
confusion, the excessive internal heat will likely trigger an inflammatory ( 发 炎 的 ) response. Left untreated, what
follows is organ failure that leads to all but certain death.
And that’s just part of what we know about how extreme heat kills you.
“It’s important for people to understand that there’s still a lot we don’t know about heat stroke and who’s most
susceptible (易受影响的) to it,” Kenney said. “That’s because we can’t ethically study it in humans in the laboratory.
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A lot of what we know comes from studies on animal models, like mice and rats, or from body examinations of
people who have died of heat stroke.”
8. What can we learn from Paragraph 2?
A. Rise in temperature is positively related to heat-related deaths.
B. Heat waves are weaker and can be seen less frequently nowadays.
C. Climate change has mainly triggered temperature decrease over the past century.
D. Global warming contribute to most deaths related to heat between 1991 and 2018.
9. What will happen to the person killed by extreme heat?
A. His heart will receive messages from the brain to pump blood.
B. His body will turn cooler due to the quick response of the skin.
C. He will have skin problems for weak or aging tissues.
D. He will suffer from confusion, faint or even break down.
10. Which of the following words can replace “ramp up” in Paragraph 4?
A. Take up. B. Speed up. C. Turn up. D. Build up.
11. What is the writer’s intention of quoting Kenney’s words?
A. To reveal how studies on animal models are carried out in the laboratory
B. To explain why humans cannot be used for experiments to study heat stroke
C. To illustrate many factors have influenced heat stroke and the deaths
D. To prove people know little about heat stroke and its contributing factor
D
Both misinformation, which includes honest mistakes, and disinformation, which involves an intention to
mislead, have had a growing impact on teenage students over the past 20 years. One tool that schools can use to deal
with this problem is called media literacy education. The idea is to teach teenage students how to evaluate and think
critically about the messages they receive. Yet there is profound disagreement about what to teach.
Some approaches teach students to distinguish the quality of the information in part by learning how responsible
journalism works. Yet some scholars argue that these methods overstate journalism and do little to cultivate critical
thinking skills. Other approaches teach students methods for evaluating the credibility of news and information
sources, in part by determining the incentive of those sources. They teach students to ask: What encouraged them to
create it and why? But even if these approaches teach students specific skills well, some experts argue that
determining credibility of the news is just the first step. Once students figure out if it’s true or false, what is the other
assessment and the other analysis they need to do?
Worse still, some approaches to media literacy education not only don’t work but might actually backfire by
increasing students’ skepticism about the way the media work. Students may begin to read all kinds of immoral
motives into everything. It is good to educate students to challenge their assumptions, but it’s very easy for students to
go from healthy critical thinking to unhealthy skepticism and the idea that everyone is lying all the time.
To avoid these potential problems, broad approaches that helps students develop mindsets in which they become
comfortable with uncertainty are in need. According to educational psychologist William Perry of Harvard University,
students go through various stages of learning. First, children are black-and-white thinkers—they think there are right
answers and wrong answers. Then they develop into relativists, realizing that knowledge can be contextual. This stage
is the one where people can come to believe there is no truth. With media literacy education, the aim is to get students
to the next level—that place where they can start to see and appreciate the fact that the world is messy, and that’s okay.
They have these fundamental approaches to gathering knowledge that they can accept, but they still value uncertainty.
Schools still have a long way to go before they get there, though. Many more studies will be needed for
researchers to reach a comprehensive understanding of what works and what doesn’t over the long term. “Education
scholars need to take an ambitious step forward,” says Howard Schneider, director of the Center for News Literacy at
Stony Brook University.
12. As for media literacy education, what is the author’s major concern?
河南南阳市第一中学校2022-2023学年高二上学期第四次月考英语试卷（PDF版，含解析）.pdf

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