北京市朝阳区2020届高三下学期学业水平等级性考试练习(一模)英语(含答案)z

第二部分：阅读理解（共两节，40 分）

第一节（共 15 小题；每小题 2 分，共 30 分）

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，并在答题卡 上将该项涂黑。

A

Music for Life Learning music is important for the educational and personal development of young people!

Learning an instrument: how do pupils choose?

All our teachers are highly qualified and experienced musicians,

and pupils can learn to play a wide range of instruments, from the keyboard to the drums(鼓). We have open days when new pupils who are unsure which instrument to choose can come to the centre. They are able to speak to teachers about which instrument might be best for them, and they can also see and hear classes in action. Who is responsible for buying the instruments?

Parents usually have to provide instruments. But parents of beginners are advised not to buy an instrument until they are told that a place is available. They should also find out from the teacher the most suitable type of instrument to get. When and where do lessons take place?

Lessons are available in many schools, usually during the day. If there is no lesson available for a particular instrument in a particular school, other arrangements can be made at one of

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our music centres for lessons on Saturday afternoons or weekday evenings. How are pupils taught?

Pupils can learn in small groups, in classes or individually, depending on their needs. Small groups of three pupils have lessons that last thirty minutes. Class lessons last forty-five minutes and have at least ten pupils. Individual lessons are offered only to pupils who have some experience.

Starting young: when can pupils begin?

Children are never too young to become interested in music. We have special “Musical Youth” classes for children from the age of 3 to 8. These are designed to encourage young children to enjoy music through a variety of activities including singing, musical games, listening and movement. “Musical Youth” classes take place on Saturday mornings with groups of about 18 children. A parent or other adult must attend each session, and they are encouraged to sit with their children and help them with the activities. 31. What can we learn from the passage? A. New pupils can see classes on an open day. B. Pupils can learn special instruments on Sundays.

C. Parents must accompany pupils during the learning process. D. Teachers at the centre can provide the right instruments for pupils. 32. What is the best choice for children with some experience? A. Lessons for groups of ten. C. Lessons for small groups of three.

B. Individual lessons.

D. Special “Musical Youth” classes.

33. The passage is intended for _.

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A. teachers B. parents C. musicians B

D. pupils

Nenad Sestan was working in his office one afternoon in 2016, when he heard his lab members whispering with excitement over a microscope. He realized something beyond their expectations was happening.

The researchers, at Yale School of Medicine in New Haven, Connecticut, had found electrical activity in brains taken from dead pigs. With that shocking result, Sestan realized what had started as a side project to find ways to better preserve brain tissue for research had changed into a discovery that could redefine our understanding of life and death.

The excitement soon turned to concern, when the researchers thought they saw widespread, consistent electrical activity which can indicate consciousness( 意识 ). Sestan brought in a neurologist, who determined the readout was actually an error, but the possibility had frightened them.

Sestan kept his cool and immediately did two things: he shut down the experiment and contacted the US National Institutes of Health (NIH), as well as a Yale bioethicist(生物伦理学家). Over the next few months, experts discussed the potential ethical implications, such as whether the brains could become conscious and whether physicians needed to reconsider the definition of brain death.

They submitted the work to Nature. But before the final paper was published, Sestan met sharp criticism from the press. Some even suggested that the researchers were engineering immortality(永生), or maintaining a room full of living brains in jars. Neither he nor his team wanted to discuss the results until the paper was out, but as their inboxes filled with concerns and anger from animal rights activists and futurists, Sestan became depressed. He felt all they could do, however, was to hold off on correcting public misunderstandings until the expert review process had run its course.

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Since the paper was published in April, 2019, the team has been so busy fielding questions from the media and scientists that it hasn’t performed any further experiments. Sestan wants to focus on his original questions and explore how long the brains can be maintained and whether the technology can preserve other organs.

“We want to get outside opinion before we do anything,” Sestan says. “When you explore uncharted territory, you have to be extremely thoughtful.” 34. What happened in the lab at Yale School of Medicine in 2016? A. A better method was found to maintain brain tissue. B. Researchers discovered how to redefine brain death. C. Brains from dead pigs were accidentally discovered alive. D. Researchers arrived at the expected results of the experiment. 35. Why did Nenad Sestan stop the experiment? A. He needed assistance with the final paper. B. He spotted a major mistake in the final result. C. He was frightened by the possibility of failure. D. He was concerned about the related moral issues.

36. What was people’s reaction towards Nenad Sestan’s experiment? A. The press were strongly opposed to the experiment. B. Some people supported the research on immortality. C. Nobody wanted to discuss the final result in advance. D. The public took a positive attitude towards the experiment.

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