2016-2017学年度苏锡常镇四市高三教学情况调研（二）含答案

第三部分: 阅读理解 (共15小题; 每小题2分, 满分30分)

请认真阅读下列短文, 从短文后各题所给的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 SUMMER SCHOOL PROGRAMS READING/LANGUAGE ARTS AND MATH PROGRAMS Hyde Park Day School Summer Program offers an intensive multisensory (多感官) reading and math program for students with learning disabilities, in 2nd through 8th grade. Students can enroll in either or both programs. The Program aims to: ● To improve understanding of sound/letter relationships and phonemic rules; ● To improve reading and listening comprehension; ● To review and strengthen grade-appropriate math concepts, operations, and word problems. Math June 20 – July 29, 2017 8:15 AM – 9:20 AM ● Cost: $1,300 (no class July 4th) Reading/Language Arts June 20 – July 29, 2017 9:20 AM – 12:30 PM ● Cost: $2,800 (no class July 4th) PARENTS ARE STRONGLY ENCOURAGED TO APPLY BY MARCH 28TH. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Students participating in the Northfield Campus Summer Math Program may join Tick Tock Child Care, a licensed facility for children through age 12 with flexible hours for afternoon activities. Transportation from HPDS to the facility can be privately arranged through Tick Tock Child Care. Students must register separately for this program. Students participating in the Chicago Campus Summer Reading/Language Arts Program may be interested in enrolling in afternoon activities at the Laboratory School’s Summer Lab 2017. Summer Lab will provide shuttle service from HPDS to Lab at the conclusion of morning classes at Hyde Park Day School. Students may bring their lunch or purchase it at the Lab cafeteria. Students must register separately for the Laboratory Schools’ camp or courses. 56. According to the above information, we know__________.

A. summer school programs are intended for the disabled students B. one student can participate in two summer school programs C. students can improve written language skills through programs D. students have classes each day from June 20 to July 29 57. What is true of the two afternoon activities?

A. Both of them are free of charge.

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B. They are held in the same area.

C. Students are asked to register by themselves.

D. Transportation service is arranged for the students.

B

With a presidential campaign, health care and the gun control debate in the news these days, one can’t help getting sucked into the flame wars that are Internet comment threads. But psychologists say this addictive form of vitriolic (刻薄) back and forth should be avoided — or simply checked by online media outlets — because it actually damages society and mental health.

A perfect storm of factors come together to cause the rudeness and aggression seen in the comments’ sections of Web pages, said Markman, a professor of psychology at the University of Texas at Austin. First, commenters are often nearly nameless, and thus, unaccountable for their rudeness. Second, they are at a distance from the target of their anger — be it the article they’re commenting on or another comment on that article — and people tend to go against distant abstractions more easily than living, breathing talkers. Third, it’s easier to be nasty in writing than in speech, hence the now somewhat out-of-date practice of leaving angry notes (back when people used paper), Markman said.

And finally, Edward Wasserman, Knight Professor in Journalism Ethics at Washington and Lee University, noted another cause of the vitriol: bad examples set by the media. ―Unfortunately, mainstream media have made a fortune teaching people the wrong ways to talk to each other. People understandably conclude anger is the political vernacular (行话) , that this is how public ideas are talked about,‖ Wasserman wrote in an article on his university’s website. “It isn’t.‖

In Markman’s opinion, media outlets should cut down on the anger and hatred that have become the model in reader exchanges. ―It’s valuable to allow all sides of an argument to be heard. To a greater degree, someone who is making a reasonable point but with an angry tone is hurting the nature of the argument, because they are promoting people to respond in a similar way,‖ he said.

For their part, people should seek out actual human beings to communicate with, Markman said — and we should make a point of including a few people in our social circles who think differently from us. ―You’ll develop a healthy respect for people whose opinions differ from your own; the back-and-forth negotiation that goes on in having a conversation with someone you don’t agree with is a skill and it’s not easy to master it,‖ Markman said.

58. Why do psychologists encourage people to stop attacking each other online?

A. The social problems are too complex to figure out. B. The online media outlets will review the comments. C. The action does harm to society and individuals. D. The Internet users are easily attached to hot topics. 59. What can we learn from the analysis by Markman?

A. People are cautious to make vitriolic remarks online.

B. The targets online are more likely to be commented on. C. Understanding the literal meaning is easier than oral language. D. An argument with an angry tone can promote its power. 60. What is the author’s main purpose in writing the passage?

A. To show different ways of expressing opinions. B. To reveal the severe problems of the public media.

C. To raise the awareness of proper communication.

D. To urge people to carry out actual offline communications.

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C

Scientists should be allowed to change a person’s DNA in ways that will be passed on to future generations, but only to prevent serious and strongly heritable (遗传) diseases, according to a new report from the National Academy of Sciences and the National Academy of Medicine. However, making changes to these genes in order to improve or change traits such as strength, intelligence or beauty should remain off-limits, the report authors concluded.

Changing the so-called germline (种系) is illegal in the United States. It has largely been considered ethically off-limits here as well, at least while bioethicists and scientists considered the unforeseen effects and unexamined moral dilemmas of using new gene-editing technologies.

However, scientists have moved forward aggressively to explore the possibility of changing disease genes in other adult human cells with a revolutionary technique known as CRISPR-Cas9. It is widely believed that gene editing of this sort could treat patients with metabolic (新陈代谢的) disorders, certain cancers, and a range of other diseases that arise from genetic mutations (突变) — without changing the germline.

Last year, Chinese scientists launched a trial that uses CRISPR-Cas9 in a treatment for lung cancer. While the trial’s outcome is awaited with high anticipation, scientists outside China have expressed concern that ethical reservations in the United States and Europe will put them at a disadvantage.

CRISPR-Cas9 makes gene editing more straightforward, more precise and far more widespread. As such, the National Academies’ report acknowledges that changing heritable DNA in eggs, sperm and early embryos is fast becoming ―a realistic possibility that deserves serious consideration.‖

The 22-member panel of scientists and bioethicists who produced the report completed a comprehensive review of the issues raised by that prospect.

Clinical trials involving germline editing should only be pursued to treat diseases that cannot be improved with ―reasonable alternatives,‖ the 22-member panel of scientists and bioethicists said. In addition, they added, scientists should convincingly demonstrate they are targeting a gene that either causes or strongly makes a carrier likely to suffer from a serious disease or condition, and that they have weighed the likely risks and benefits of changing that gene.

Finally, scientists should conduct long-term follow-up studies to know how gene editing affects the next generations. Public debate and discussion about the technology should continue, the panel added. 61. In what circumstances can scientists change a person’s DNA?

A. Making a person look much younger.

B. Protecting future generations from some heritable diseases. C. Using the most advanced gene-editing technologies. D. Changing the germline for a better function.

62. What is the advantage of CRISPR-Cas9?

A. It can treat diseases more precisely without changing the germline.

B. It can successfully cure people of most deadly diseases. C. It can change genes in adult human cells.

D. It can stop genetic mutations.

63. What possible conclusion can be drawn according to the passage?

A. Future generations will live longer and become more intelligent. B. Chinese scientists created CRISPR-Cas9 and put it into use. C. The gene editing is strictly forbidden for moral dilemmas. D. The gene editing research is still at the primary stage. 64. What does this report mainly talk about?

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A. A new gene-editing technology and concerns about it. B. A germline-editing technology and approval for it.

C. Clinical trials of gene editing and social values of them. D. Some germline clinical trials and scientific effects of them.

D

When Peter Fortune was ten years old grown-up people sometimes used to tell him he was a ―difficult‖ child. He never understood what they meant. He didn’t feel difficult at all. He didn’t throw milk bottles at the garden wall, or tip tomato ketchup over his head and pretend it was blood, or slash at his granny’s ankle with his sword, though he occasionally thought of these things. Apart from all vegetables except potatoes, and fish, eggs and cheese, there was nothing he would not eat. He wasn’t noisier or dirtier or more stupid than anyone he knew. His name was easy to say and spell. His face, which was pale and freckled, was easy enough to remember. He went to school every day like all other children and never made that much fuss about it. He was only as offensive to his sister as she was to him. Policemen never came knocking at the front door wanting to arrest him. Doctors in white coats never offered to take him away to the madhouse. As far as Peter was concerned, he was really quite easy. What was difficult about him?

It was not until he had been a grown-up himself for many years that Peter finally understood. They thought he was difficult because he was so silent. That seemed to bother people. The other problem was he liked being by himself. ① Not all the time, of course. Not even every day. But most days he liked to go off somewhere for an hour to his bedroom, or the park. He liked to be alone and think his thoughts.

Now, grown-ups like to think they know what’s going on inside a ten-year-old’s head. And it’s impossible to know what someone is thinking if they keep quiet about it. People would see Peter lying on his back on a summer’s afternoon, chewing a piece of grass and staring at the sky. ―Peter, Peter! What are you thinking about?‖ they would call to him. And Peter would sit up with a start. ―Oh, nothing. Nothing at all.‖ Grown-ups knew that something was going on inside that head, but they couldn’t hear it or see it or feel it. They couldn’t tell Peter to stop it, because they did not know what it was he was doing in there. ② He could have been setting his school on fire or feeding his sister to an alligator and escaping in a hot air balloon, but all they saw was a boy staring at the blue sky without blinking, a boy who did not hear you when you called his name.

As for being on his own, grown-ups didn’t much like that either. They don’t even like other grown-ups being on their own. When you join in, people can see what you’re up to. You’re up to what they’re up to. ③ Peter had different ideas. In fact, he thought, if people spent less time joining in and making others join in, and spent a little time each day alone remembering who they were or who they might be, then the world would be a happier place and wars might never happen...

The trouble with being a daydreamer who doesn’t say much is that the teachers at school, especially the ones who don’t know you very well, are likely to think you are rather stupid. ④ Or, if not stupid, then dull. No one can see the amazing things that are going on in your head. A teacher who saw Peter staring out the window or at a blank sheet of paper on his desk might think that he was bored, or stuck for an answer. But the truth was quite different.

65. It can be learned from the first paragraph that ________.

A. Peter liked playing practical jokes B. Peter wasn’t particular about food at all C. boys generally did some crazy things D. Peter knew why he was called ―difficult‖ 66. Which of the following would Peter be most likely to do?

A. To walk around a lake for quite a while. B. To break the neighbor’s fence for fun.

C. To tie a dirty dustbin to a dog’s tail. D. To sleep in the tent with his friends.

67. Where can the sentence “You have to join in, or you’ll spoil it for everyone else.” most probably be put?

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