2024届湖南省长郡中学高三下学期考前保温卷（二）英语试题 Word版含解析

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24 届保温卷 英语 （二）
一、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。
A
Every morning on the island of Oahu, students at Pu’ öhala Elementary gather on a field as towering
mountains watch them from the mist. Their day starts with songs in ‘ölelo Hawai’i, the islands’ native language,
restating values of respect and justice that their teachers hope will guide them through their education, and
throughout their lives.
Like most kids their age, they’re not concerned about the significance of the language they’re learning. Still,
they have a weighty responsibility: to receive the torch (火炬) and ensure the security of ‘ölelo Hawai’ i for future
generations.
It was only 50 years ago that the language was on the edge of extinction. Though the situation is much
improved, in many ways ‘ölelo Hawai’ i is still on life support. Teachers say there’s a huge enthusiasm for school
kids to learn the language, but as they grow up, they’re encouraged to focus on “more useful” subjects and use
English, which are believed to assist them in achieving success in their work. In 2016, there were 18, 610 Hawaiian
speakers on the islands.
“One hundred thousand is the approximate number of speakers needed to consider the language safe, ” says
Solomon, professor of Hawaiian language at University of Hawai’i at Manoa. “The idea is that there are enough
people passing it on to the next generation, socializing their children to use the language in all domains of life, to
express all thoughts and needs and desires. ”
Fortunately, the kids of Pu’ öhala Elementary will take the responsibility to continue the work of the current
young adults defending the language, expanding access to ‘ölelo Hawai’i in part through TikTok and Instagram,
and making the language a practical skill in adulthood. These youth, along with those committed to recovering the
language from previous generations, share their hopes for the better.
1. What are the students at Pu’ öhala Elementary expected to do?
A. To figure out the value of life. B. To go out of the island of Oahu.
C. To pass their native language down. D. To draw people’s attention to folk songs.
2. What makes the students abandon ‘ölelo Hawai’i?
A. Career development. B. The improved situation.
C. Lack of enthusiasm. D. Little educational support.
3. What is the current situation of ‘ölelo Hawai’i according to professor Solomon?
A. It is used in all walks of life. B. It is considered a safe language.
C. It demands more speakers to be safe. D. It has one hundred thousand speakers.
4. What is the author’s attitude towards the future of ‘ölelo Hawai’i?
A. Worried. B. Hopeful. C. Unclear. D. Reserved.
【答案】1. C 2. A 3. C 4. B
【解析】
【导语】这是一篇记叙文。主要介绍了夏威夷岛上普奥哈拉小学学生学习母语夏威夷语的情景，承载着保
护和传承夏威夷语言文化的责任。虽然夏威夷语曾经濒临灭绝，但现在学生们积极学习，努力传承着这门
语言。文章表达了对未来传承和发展夏威夷语的期望和希望。
【1题详解】
细节理解题。根据文章第二段“they have a weighty responsibility: to receive the torch (火炬) and ensure the
security of ‘ōlelo Hawai’i for future generations.”（他们仍然肩负着重大责任：接受火炬并确保子孙后代的夏
威夷语的安全。）可知，Pu’öhala 小学的学生应该把他们的母语传承下去。故选 C项。
【2题详解】
细节理解题。根据文章第三段“they’re encouraged to focus on ‘more useful’ subjects and use English, which are
believed to assist them in achieving success in their work.”（他们被鼓励专注于“更有用”的科目并使用英语，
这被认为有助于他们在工作中取得成功。）可知，很多学生为了工作发展，放弃夏威夷语言的学习。故选
A项。
【3题详解】
细节理解题。根据文章第三段中“In 2016, there were 18, 610 Hawaiian speakers on the islands.”（2016 年，岛
上有 18610 名讲夏威夷语的人。）以及第四段“One hundred thousand is the approximate number of speakers
needed to consider the language safe,”（认为该语言安全所需的使用者人数大约为十万人）可知，目前夏威夷
语言的使用者远达不到安全数量 100000，因此需要更多使用者才能确保该语言的安全。故选 C项。
【4题详解】
观点态度题。由文章最后一段“These youth, along with those committed to recovering the language from
previous generations, share their hopes for the better.”（这些年轻人与那些致力于恢复前几代人的语言的人一
起，分享着他们对更好的希望。）可推知作者对夏威夷语言的未来持积极乐观态度。A.Worried 担心；
B.Hopeful 有希望的；C.Unclear 不清楚的；D.Reserved 保留的。B项符合此处语境。故选 B项。
B
A professor at the University of South Florida recently published a paper she knew barely anyone would read.
At least, not outside her field. The paper had to do with the impact of algae ( 海藻) blooms and depletion (退化) of
coral reefs on the region’s tourism industry.
The work of completing the paper was glum, says Heather O’Leary. It involved tracking visitors’ reactions to
the environment on social media. “Part of the data for months was just reading posts: dead fish, dead fish, dead
fish,” she recalled. “We were really thinking every day about the Gulf of Mexico and the waters that surround us,
about those risks, and the risks to our coastal economy.”
O’Leary wanted people to pay attention to her paper and raise their environmental awareness. But she couldn’t
come up with any solutions. However, attending concerts at USF’s School of Music inspired and gladdened her.
She reached out to its director of bands, Matthew McCutchen. “I’m studying climate change and what’s going
down at the coral reefs,” he remembered her saying. “And I’ve got all this data from my paper and I’d like to know
if there’s any way that we can turn it into music. So people can know about my paper.”
Indeed there was. Composition professor Paul Reller worked with students to map pitch, rhythm and duration
to the data. It came alive, O’Leary said, in ways it simply couldn’t be done on a spreadsheet.
“My students were really excited to start thinking about how students from other majors, such as the music
students, heard patterns that they did not normally hear in some of the repetitions,” she said. In this case, she said,
the patterns revealed the economic impact of pollution on coastal Florida communities.
With music, she added, “you can start to sense with different parts of your mind and your body that there are
patterns happening and that they’re important.” “The world is going to see more and more of these ‘wicked
problems’, the ones that take multiple people with different types of training and background to solve.”
Now,a group of professors and students are working to bring together music and the environment in related
projects, such as an augmented (增强的) reality experience based on this composition. The group wants to spread
awareness about the algae blooms, data literacy (数据认知) and environmental protection.
5. What does the underlined word “glum” in paragraph 2 mean?
A. Exciting. B. Emotional.
C. Routine. D. Miserable.
6. What favor did Heather ask Matthew to offer?
A. Turn her algae data into music.
B. Find some music about coral reefs.
C. Teach her some musical terms.
D. Compose songs regarding climate change.
7. What do patterns in Paul’s music reflect?
A. The different types of training.
B. The repetition of pitch and rhythm.
C. The threat of pollution on the costal economy.
D. The complex challenges of wicked problems.
2024届湖南省长郡中学高三下学期考前保温卷（二）英语试题 Word版含解析.docx

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