北京专用03 阅读培优小卷-2023年高一英语寒假作业阅读培优小卷（原卷版）

这是一份北京专用03 阅读培优小卷-2023年高一英语寒假作业阅读培优小卷（原卷版），共7页。试卷主要包含了5分，满分37等内容，欢迎下载使用。

第一部分 阅读理解（共两节，满分50分）
第一节（共15小题；每小题2.5分，满分37.5分）
阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项。
A
（2022春·北京·高一首都师范大学附属中学）
On the day he almst died, Kimbal Musk had fd n the brain. The Internet startup talent and restauranteur had just arrived in Jacksn Hle frm a cnference where chef Jamie Oliver had spken abut the benefits f healthy eating. This made Musk think a lt-hw he might make a difference t the fd industry-but beynd expanding his farm-t-table mvement alng with his restaurant, Musk hadn’t yet brken the cde. Then he went sailing dwn a snwy slpe and fell ver, breaking his neck.
Musk eventually make a full recvery, but it invlved spending tw mnths n his back, which gave him plenty f time t cme up with a plan. Since then, he has launched an initiative t put “learning gardens” in public schls acrss America; attracted Generatin Z t the farming prfessin by changing shipping cntainers int high-tech, data-driven, year-rund farms; and this year, is kicking ff a new campaign t create ne millin at-hme gardens.
Aimed at reaching lw-incme families, the Millin Gardens Mvement was inspired by the pandemic, as bth a desire t feel mre cnnected t nature and fd insecurity have been at the frefrnt f s many peple’s lives. “We were getting a lt f inquiries abut gardening frm peple that had never gardened befre,” says Musk. “Peple were lking t garden fr a bunch f reasns: t save mney n grceries, t imprve the nutritinal quality f their diets, r just t cure the bredm that came with the lckdwn.”
The prgram ffers free garden kits that can be grwn indrs r utdrs, and will be distributed thrugh schls that Musk’s nn-prfit, Big Green, has already partnered with. It als ffers free curses n hw t get the garden grwing and fresh seeds and materials fr the changing grwing seasns. “It’s nt difficult. Anyne can d this, n matter where yu cme frm, n matter where yu live. We are all able t grw smething,” says Musk.
1．What inspired Musk t make a difference t fd industry?
A．The pandemic. B．A skiing accident.
C．Jamie Oliver’s speech.D．The farm-t-table mvement.
2．What des the Millin Gardens Mvement fcus n?
A．Encuraging peple t preserve nature.
B．Prviding free fd fr lw-incme families.
C．Prmting “learning gardens” acrss schls.
D．Educating new gardens t grw their wn fd.
3．Which f the fllwing best describes Musk?
A．Charity-minded.B．Stubbrn. C．Easy-ging. D．Schlarly.
B
（2022春·北京·高一北大附中）
My greatest regret in life is that I failed t tell my teachers hw much they helped me with my early educatin.
Ruth Hammerman taught English t the eighth-graders. She was the first t shw me the rules f “rich and delicate language.” She was a n-nnsense teacher. Unlike cmmn teachers, she brke sentences int parts s we culd knw the grammar rules. She never seemed t be tired f the simple pleasures f sharing her learning.
Under her influence, I had the strng belief that language needs t be well-spken and crrectly written. Yet ver the years I never made the effrt t find her and t express my thankfulness fr what she did fr me. Tw years after being in her class, I began the study f Latin and French, and the basic knwledge she prvided in English grammar served me well. Sadly, I never lked back.
In high schl I tk high-level French in a class taught by Richard Miller, the finest teacher I have ever experienced. Mr. Miller brught t his subject a surprisingly deep understanding and new analysis. Reading Phèdre, Racine’s classic play, he asked us t nte there were 1,654 lines in it, and then pinted ut the care and effrt that Racine paid t structure. Years later I made the same pint-giving Mr. Miller credit-in a cllege French class, and my prfessr was surprised by my understanding f the play. It happened all because Mr. Miller taught us t enjy literature with particular pints f view. Yet I never made the effrt in later years t tell him what he meant t me.
Mr.Miller is certainly lng dead. Miss Hammerman wuld likely be in her 90s if she is alive. In preparing this article, I tried t find her but was unsuccessful.
I am certain my act is cmmn. Peple ften frget t express lve and thankfulness t their teachers. I ught t have tld Miss Hammerman and Mr.Miller hw much they did fr me. I suppse they knew their wrk was meaningful because they believed in what they were ding. Nw I appreciate hw special they were.
4．What is special abut Mr. Miller’s French class?
A．He asked students t cunt lines.
B．He analyzed literature in a new way.
C．He shwed great lve t his students.
D．He taught basic knwledge well.
5．What des the underlined phrase “my act” in the last paragraph refer t?
A．Preparing the article.
B．Learning frm teachers.
C．Lking fr the teachers.
D．Failing t thank teachers.
6．What best describes the tw teachers accrding t the text?
A．Strict.
B．Encuraging.
C．Humrus.
D．Creative.
7．What is the authr’s purpse f writing the text?
A．T shw lve fr French literature.
B．T share memries f the tw teachers.
C．T explain why teachers are imprtant.
D．T talk abut the meaning f educatin.
C
（2022春·北京顺义·高一北京市顺义区第一中学）
Basically, withut the pssibility f failure, there is little pssibility f success. Educatin is in danger f becming a branch f the entertainment industry. Althugh educatin shuld indeed be entertaining where pssible, it cannt always be fun. Often, it needs the "hard yards".
Sme educatinalists feel that if smething causes wrry it shuld be avided at all csts, I wuld disagree. Facing up t challenges helps develp children. Aviding challenges can severely limit their ptential. Tugher children are able t try and fail. The less tugh may simply fail t try anything new.
I’m nt advcating putting children under pressure. The real debate is perhaps what pressures are unavidable. It's nt abut "thrwing children int the deep end", but rather encuraging them t put their ft in the water and giving them the skills t flat.
This latter apprach is basically the wrk I and my team d at the University f Hull. We measure mental tughness and then prvide interventins t imprve this. These interventins include psychlgical skills such as gal setting, relaxatin and thught cntrl. S, fr example, many children will say: "What happens if it ges wrng?" We wrk hard t change this s that the sentence reads: "What happens if it ges right?" One wrd difference, but a wrld away when thinking abut challenges.
We try t help children deal mre effectively with life using a three-step apprach. Firstly, it is imprtant t set realistic and achievable gals. Then it is a matter f finding ut what factrs (因素) are helping children t achieve these gals and what factrs are wrking against this. The final step is t discver which f these factrs can be cntrlled, r at least influenced, and what factrs the child is in reality stuck with. Redirecting children's energies t mvable bstacles (障碍) can prduce huge life changes.
Hwever, I think that fr mst f us we have becme stress averse (反对的) and verreact t it. It has always been there, and it has always been the case that sme peple enjy it, sme need help t deal with it and sme peple's lives are ruined by it.
Shwing ur children that stress can be faced with and beaten ffers them a way frward. The mre a fear is avided, the bigger it gets.
8．Frm the passage, we knw the writer believes ____________.
A．educatin needs challenges
B．educatin shuld always be fun
C．children shuld avid facing challenges
D．the mre challenges, the better fr the children
9．The writer disagreed with sme educatinalists because ________________.
A．sme children are less tugh
B．sme pressures are avidable
C．sme challenges d gd t children
D．sme children are unaware f their ptential
10．What d the writer and his team d at the University f Hull?
A．Recrd what the children d in stressful situatins.
B．Make the children tugher mentally and physically.
C．Put the children under pressure by giving them challenges.
D．Give the children challenges and suggest suitable appraches.
11．What is the crrect attitude twards stress accrding t the writer?
A．We shuld try ur best t avid stress.
B．We shuld lve stress because stress is unavidable.
C．We shuld put urselves t the test in stressful situatins.
D．We shuld experience stress and learn skills t deal with it.
D
（2022春·北京·高一101中学）
Up until a few decades ag, ur visins f the future were largely—thugh by n means unifrmly—glwingly psitive. Science and technlgy wuld cure all the ills f humanity, leading t lives f fulfillment and pprtunity fr all.
Nw utpia has grwn unfashinable, as we have gained a deeper appreciatin f the range f threats facing us, frm asterid strike t epidemic flu and t climate change. Yu might even be tempted t assume that humanity has little future t lk frward t.
But such glminess is misplaced. The fssil recrd shws that many species have endured fr millins f years—s why shuldn’t we? Take a brader lk at ur species’ place in the universe, and it becmes clear that we have an excellent chance f surviving fr tens, if nt hundreds, f thusands f years. Lk up hm sapiens (智人) in the “Red List” f threatened species f the Internatinal Unin fr the Cnservatin f Nature (IUCN), and yu will read: “Listed as Least Cncern as the species is very widely distributed, currently increasing, and there are n majr threats resulting in an verall ppulatin decline.”
S what des ur deep future hld? A grwing number f researchers and institutins are nw thinking seriusly abut that questin. Fr example, the Lng Nw Fundatin has its flagship prject a mechanical clck that is designed t still be marking time thusands f years hence.
Perhaps willfully, it may be easier t think abut such lengthy timescales than abut the mre immediate future. The ptential evlutin f tday’s technlgy, and its scial cnsequences, is dazzlingly cmplicated, and it’s perhaps best left t science fictin writers and futurlgists t explre the many pssibilities we can cnceive (构想). That’s ne reasn why we have launched Arc, a new publicatin dedicated t the near future.
But take a lnger view and there is a surprising amunt that we can say with cnsiderable assurance. As s ften, the past hlds the key t the future: we have nw identified enugh f the lng-term patterns shaping the histry f the planet, and ur species, t make evidence-based frecasts abut the situatins in which ur descendants (后代) will find themselves.
This lng perspective makes the pessimistic view f ur prspects seem mre likely t be a passing fad (狂热). T be sure, the future is nt all rsy. But we are nw knwledgeable enugh t reduce many f the risks that threatened the existence f earlier humans, and t imprve the lt f thse t cme.
12．Our visin f the future used t be influenced by ________.
A．ur desire fr lives f fulfillmentB．ur faith in science and technlgy
C．ur awareness f ptential risksD．ur belief in equal pprtunity
13．The IUCN’s “Red List” suggests that human beings are ________.
A．a sustained species B．a misplaced race
C．a threat t the envirnmentD．the wrld’s dminant pwer
14．What can we learn frm Paragraph 5?
A．Arc helps limit the scpe f futurlgical studies.
B．Technlgy ffers slutins t scial prblem.
C．The interest in science fictin is n the rise.
D．Our immediate future is hard t imagine.
15．T ensure the future f mankind, it is crucial t ________.
A．explre ur planet’s abundant resurces B．adpt an ptimistic view f the wrld
C．draw n ur experience frm the past D．cntrl ur ambitin t reshape histry
第二节（共5小题；每小题2.5分，满分12.5分）
根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
（2022春·北京·高一101中学）
Fitness Magazine recently ran an article titled “Five Reasns t Thank Yur Wrkut Partner.” One reasn was: “Yu’ll actually shw up if yu knw smene is waiting fr yu at the gym, ” while anther read: “___16___” With a wrkut partner, yu will increase yur training effrt as there is a subtle (微妙) cmpetitin.
S, hw d yu find a wrkut partner?
First f all, decide what yu want frm that persn. ___17___ Or d yu just want t be physically fit, able t mve with strength and flexibility? Think abut the exercises yu wuld like t d with yur wrkut partner.
Yu might think abut psting what yu are lking fr n scial media, but it prbably wn’t result in a useful respnse. ___18___ If yu plan n wrking ut in a gym, that persn must belng t the same gym.
My partner psted her request n the ntice bard f a lcal park. Her ntice included what kind f training she wanted t d, hw many days a week and hw many hurs she wanted t spend n each sessin, and her age. It als listed her favrite sprts and activities, and prvided her phne number. ___19___
Yu and yur partner will prbably have different skills. ___20___ Over time, bth f yu will benefit—yur partner will be able t lift mre weights and yu will becme mre physically fit. The cre (核心) f yur relatinship is that yu will always be there t help each ther.
A．Yur first meeting may be a little awkward.
B．A wrkut partner usually needs t live clse by.
C．Yu’ll wrk harder if yu train with smene else.
D．D yu want t be a better athlete in yur favrite sprt?
E．Hw can yu write a gd “seeking training partner” ntice?
F．Just accept yur differences and learn t wrk with each ther.
G．Any ntice fr a training partner shuld include such infrmatin.