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

3.0 envi 2024-09-27 46 4 23.44KB 6 页 3知币
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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.
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.
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作者：envi 分类：分省 价格：3知币 属性：6 页 大小：23.44KB 格式：DOCX 时间：2024-09-27

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