云南省昆明市第一中学2022届高三英语调研试题

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昆明市第一中学调研试题

阅读理解篇章（一）

How to Look at Shape

Take a seat at the virtual(虚拟的) table. At our new, monthly membership program, you’ll join MoMA staff and

fellow members for lively discussions about our collection and exhibitions. Ask questions, share your thoughts, and

broaden the mind. A live Q&A, with Michelle Kuo and Anny Aviram, about shape and its role in MoMA’s collection is

also arranged.

Draw, Write, and Connect with Others

Experiment with drawing and writing exercises as ways to connect with others, even when physically distant, in this

45-minute online workshop. This workshop is part of the Creativity Lab at Home plan. This session is led by Francis

Estrada, Assistant Educator, and Hannah Fagin, Coordinator. It’s open to anyone, but registration is limited and space is

available on a first-come, first-served basis.

Storytelling Through Art

There are many ways to tell a story — through words, through theater and dance, or through visual art, for example.

Discover how artist Jacob Lawrence shared the history of an important event by combining words and art in a series of

paintings called The Migration Series. For kids ages seven to fourteen. Parent participation is encouraged in this online

event. Don’t miss the opportunity to spend meaningful time with them.

The Human Shelter

In 2016, MoMA opened Insecurities: Tracing Displacement and Shelter, an exhibition that examined how

contemporary architecture and design addressed ideas of shelter in light of global refugee( 难民) emergencies. Danish

Boris Benjamin Bertram documented the exhibition, and the result is a movie by him asking what makes a home, and,

perhaps more importantly, when shelter becomes home. This online event is part of Member events.

1. What is special about How to Look at Shape?

A. It provides an interactive part. B. It is accessible to everyone.

C. It is organized by Michelle Kuo. D. It focuses on MoMA’s new collection.

2. Which event is family-friendly?

A. The Human Shelter. B. How to Look at Shape.

C. Storytelling Through Art. D. Draw, Write, and Connect with Others.

3. In which aspect might Bertram do well?

A. Shelter design. B. Storytelling. C. Art education. D. Film-making.

阅读理解篇章（二）

O’Plerou Grebet is a 22-year-old graphic design student in Côte d’Ivoire, Africa. Everywhere he looks, he sees

signs of Western influence — from the glass skyscrapers and malls lining the streets in his home city to the way his

fellows speak and dress. “We are living like we’re Western people,” he says. That even applies to the keyboard culture

— when his friends text using the messaging apps, they especially love to use the “tears of joy” face emoji(表情符号).

So he used his design skills to create digital stickers that show what he thinks is missing: symbols of history, life and

culture in Côte d’Ivoire and neighboring countries.

In 2018, he released a free pack of over 360 stickers in a mobile app called “Zouzoukwa”, which means “image” in

the local Bété language. Available on Android and iOS, it now has over 120,000 downloads. It’s more impressive than

other emoji apps, with the feature of connecting to the realities of Africans using it. “It would make their jokes even

livelier,” says Grebet. The stickers include traditional masks, African instruments like the djembe drum and people

dressed in a variety of prints and clothing that can reflect local tradition.

Some of his favorite designs are a series of facial expressions commonly used in his area, but not available as

standardized emojis. There’s a woman with lips pursed, giving some serious side-eye — a sign you can use when your

friend keeps you waiting long for no reason. It’s common in Côte d’Ivoire and also translates across cultures, Grebet

says.

The next step, Grebet says, is to try and get some of his designs into the official emoji set, where they’d reach more

than 2 billion people worldwide, as usable ones on smartphones everywhere. Grebet also plans to keep traveling and

expanding his experiences and his sticker pack. His designs so far are drawn from his experience and research into a few

African countries.

1. How does Grebet find their local culture according to paragraph 1?

A. It’s very similar to Western culture. B. It’s absent in many aspects of their life.

C. It’s full of inspirational ideas and symbols. D. It’s influential in local people’s lifestyle.

2. What’s Zouzoukwa’s advantage over other emoji apps?

A. It provides a better source of jokes. B. It’s designed based on daily items.

C. It’s related more closely to the locals. D. It applies to both Android and iOS.

3. Which feeling does the woman emoji mentioned in paragraph 3 convey?

A. Curiosity. B. Sorrow. C. Annoyance. D. Disappointment.

4. What will Grebet probably do next?

A. Be on tour to advocate his designs. B. Create an official emoji set.

C. Research into more African countries. D. Standardize some of his emojis.

阅读理解篇章（三）

Starting at university or college can be a big challenge, especially if you’re living away from home for the first

time. You are faced with big questions such as, “Who’s going to do my washing?” “Who’s going to tidy my room?” And,

most importantly, “How am I going to eat?” Yes, living on your own means cooking for yourself, and when you’re living

a student lifestyle, this could be a recipe for disaster.

Students, in the UK at least, often rely on generally available food such as baked beans or cheese on toast. And for

the more adventurous, there’s “spag bol” — spaghetti bolognaise( 肉酱意粉), that is, cooked spaghetti served with a

ground beef and tomato sauce — a budget-friendly solution. If you make a huge pan of it, it can probably last you a

whole week! Other low-cost options include jar sauces and oven pizzas.

Recently, a British supermarket suggested that rose harissa paste, organic cider vinegar and Swiss bouillon powder

were the important food materials needed for the “student cupboard”. But are these items considered essential and

affordable for someone on a budget?

As a matter of fact, living on a budget is certainly one barrier to eating a well-balanced diet. What’s more, some

young people don’t know much about cooking, and for many young students, there are more fun things to go and do than

just stay inside and cook. That’s where takeaways and microwave meals come in.

What should a health-conscious student really have in his or her food cupboard? Jack Monroe, a food writer and

campaigner, has words to say: baked beans, lemon juice, canned tomatoes and tomato ketchup, described as “salt, sugar,

vinegar and tomato all in one handy squeezy bottle”. And should that not appeal, you can always wait till your next visit

to your mum and dad for a square meal!

1. What does the author indicate by “this could be a recipe for disaster”?

A. Cooking is difficult for a student. B. Students must cook if they live alone.

C. It is important to live independently. D. Learning to cook will cause disasters.

2. What is the feature of “spag bol”?

A. It is delicious. B. It is healthy. C. It saves money. D. It needs little skill.

3. What is paragraph 4 mainly about?

A. How well-balanced diets can be realized.

B. How students can eat healthily with limited money.

C. Why living on a budget is common among students.

D. Why students choose takeaways and microwave meals.

4. Why does the author write the last paragraph?

A. To advocate visiting parents. B. To offer some tips.

C. To promote health consciousness. D. To introduce a writer.

阅读理解篇章（四）

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