清华附中高三十月月考

清华附中高三十月月考第三部分：阅读理解(共两小节； 40 分)ALife is all about making choices. At any stage along the way, you may find yourself asking: Am I headed in the right direction? What would I really enjoy doing? What do I want to do next?The six-week summer Career Discovery program at the Harvard University Graduate School of Design (GSD) welcomes people — from recent high school and college graduates to seasoned professionals — who are grappling with questions like these. And not just people considering a career in designor planning, but people with a broad spectrum of interests and remarkably diverse plans and goals. What they have in common is the drive and desire to seek the answers to those questions.Participants in our program commit themselves fully to a path of intensive studio work, lectures, workshops, and field trips. Deeply immersed in a culture that is both challenging and rewarding, they experience what education and work are like in the design and planning professions. They emerge — many of them exhilarated — with a more profound understanding of the possibilities ahead and the choices theywill make.We invite you to explore the possibilities in Career Discovery:If you would like to be placed on our mailing list to receive a copy ofthis information in brochure format, please complete an online request form. You may also view a PDF of the brochure here.Career Discovery is ope n to anyone graduat ing from high school in 2016 or older with an interest in design or planning. A high level of academic skill is necessary to take full advantage of our rigorous program.The on li ne applicati on deadli nes are as follows:For intern atio nal applica nts: on or before April 1,2016For all other applicants: on or before April 30, 2016We en courage you to submit your applicatio n early as applicati ons are reviewed and accepted in the order that they are received.Harvard Un iversityGraduate School of Desig nCareer Discovery Programe-mail:discovery@*Un derreprese nted mi no rity college stude nts are en couraged to apply. Need-based finan cial aid is available.56. Where is the passage probably from?A. A websiteB.A brochureC.A magaz ineD.A poster57. To make full use of the Career Discovery Program, the applicants n eed to _____A. have a wide range of in terestsB. con sider a future career in desig nC. have a high level of academic skillD. graduate from high school in 201658. What can be in ferred from the passage?A. The program offers main ly lectures and workshops.B. A Chi nese ap plica nt needs to apply before April 30, 2016.C. Scholarships are offered to outsta nding intern ati onal stude nts.D. Applicants need to fill in a request form to get more details.BIt took me a long time to understand the differenee between a present and agift.I grew up in a household where prese nts marked special occasi ons. There was always something for each of us at Christmas or on our birthdays. So when I married a man who did not give prese nts on regular basis, it was an adjustme nt.Gary did not wholly shun gift-giving, though. Sometimes he would return from sea with something he foundthat reminded of me -a meat cleaver （切肉机）on our firstChristmas, a pari ng （肖U皮）knife on our fifth. But mostly, he ignored holidays, refus ing to shop for a thi ng to prese nt to me as a sig n of his affect ion.I could not accept this presentless marriage with the one I had grown upobserv in g. I tried to cha nge him by example. I kn itted him sweaters, socks, hats and gloves forChristmas; made him shirts; and bought books for his birthdays. He appreciated the caring these gifts represented, but refused to follow my example. I began to tell him what I wanted, giving specific instruction. When Gary left for the local auction one Saturday (my birthday as it happened), I asked him to find me a necklace or diamond earring, as a birthday gift. He came home with a road scraper ( 刮板 ). I was stunned that he had missed the mark by so much. He attached it to the back of the ancient tractor, and then enthusiastically showed me how to use it, not seeing that I was not grateful.But when a snowstorm hit later that year and he was at sea, I used the roadscraper to plow out both our drive and our neighbor ' s. Gary had wisely chosen not the thing that I wanted, but the thing that he knew I would need.I finally realized that he had been giving me gifts all along. The gestures, largeand small, born of his caring and concern for me, for our children and for our lives together were the gifts that he gave daily. We struggle to teach others how to love us. In that struggle, we often forget how to appreciate the love they already give us as only they can give it. There are two parts to a gift -the givi ng and the accepti ng.I finally began to understand the difference between a present and a gift. Apresent is a thing. But a gift is a broader and often deeper. It is a small act ofkindness, the willingness to bend to another ' s needs. Love is a gift. Any expressionof it, freely given, is an offering from the heart that is immeasurably better than a present.59. Why didn ' t Gary give the author presents as often as she expected him to?A. Because his family didn ' t have this tradition.B. Because he thought gifts ought to be useful.C. Because he was too busy to think of preparing a gift.D. Because he knew the difference a present and a gift.60. Which of the following word has the closest meaning to “ shun ” in Paragraph 2?A. preventB. acceptC. hideD. avoid61. Which of the following is TRUE according to the passage?A. The author finally realized that love means more than giving presents.B. Gary pretended that he didn ' t know what his wife expected from him.C. The author never expected to receive any jewelry from her husband.D. The couple accepted each other and changed their views on love.62. What is the passage mainly about?A. Marriage needs compromises.B. A gift is different from a present.C. A small kindness goes a long way.D. Family traditions must be cherished.CThe $ 11 billio n self -help in dustry is built on the idea that youshould turn negative thoughts like “ I never do anything right ”inpositive ones like “ I can succeed. ” But was positive thinking advocatedby Norman Vincent Peale right?Is there power in positive thinking?Researchers in Canada just published a study in the journalPsychological Science that says trying to get people to think more positively can actually have the opposite effect: it can simply highlight how unhappy they are.The study's authors, Joa nne Wood and Joh n Lee of the Uni versity of Waterloo and Elaine Perunovic of the University of New Brunswick, begin by cit ing older research show ing that whe n people get feedback which they believe is overly positive, they actually feel worse, not better. If you tell your dim friend that he has the potential of an Einstein, you're just underlining his faults. In one 1990s experiment, a team including psychologist Joel Cooper of Prin cet on asked participa nts to write essays oppos ing funding for the disabled. When the essayists were later praised for their sympathy, they felt eve n worse about what they had writte n.In this experime nt, Wood, Lee and Peruno vic measured 68 stude nts' self-esteem. The participa nts were the n asked to write dow n their thoughts and feeli ngs for four minu tes. Every 15 sec on ds, one group of stude nts heard a bell. Whe n it rang, they were supposed to tell themselves, "I am lovable."Those with low self-esteem did n't feel better after the forced self-affirmation. In fact, their moods turned significantly darker than those of members of the con trol group, who were n't urged to think positive thoughts.The paper provides support for n ewer forms of psychotherapy心理（治疗）that urge people to accept their n egative thoughts andfeeli ngs rather than fight them. In the fighting, we not only often fail but canmake things worse. Meditation （静思） techniques, in contrast, can teachpeople to put their shortcomings into a larger, more realistic perspective. Call it the power of negative thinking.63. According to the first paragraph, the self-help industryA ．has been declining sharply.B． has produced positive results.C．was founded by Norman Vincent Peale.D． is based on the concept of positive thinking.64. What is the finding of the Canadian researchers?A ．Unhappy people cannot think positively.B． The power of positive thinking is limited.C．Encouraging positive thinking many do more harm than good.D． There can be no simple treatment for psychological problems.65. The underlined word “ dim ” in the third paragraph probablymeans _______A ．not hard-working B．not intelligent C．not happy D. not right66. We can learn from the last paragraph that _A ．Meditation may prove to be a good form of treatment.B． People can avoid making mistakes through meditation.C．Different people tend to have different ways of thinking.D． The effect of positive thinking vary from person to person.DLots of people assume that the virtual will replace the physical with something cheaper, faster and more efficient. In education, however, the virtual will create a very different type of disruption. We should not aim to replace the physical classroom. Instead we have an opportunity to blend the virtual with the physical and reimagine education entirely.Today students in most classrooms sit, listen and take notes while a professor lectures. Despite there being anywhere from 20 to 300 human beings in the room, there is little to no human interaction （互动） . Exams often offer the first opportunity for the professor to get real information on how well the students digested the knowledge. If the test identifies gaps in students' understanding of a basic concept, the class still moves on to a more advanced concept.Virtual tools are providing an opportunity to rethink this methodology. If a lecture is available online, class time can be freed for discussion, peer tutoring or professor-led exploration. If a lecture is removed from class time and we have on-demand adaptive exercises and diagnostics, there is no need to continue the Prussian education model —where students are pushed together at a set pace. Instead students can progress at their own pace and continue to prove their knowledge long after the formal course is over.Perhaps the most powerful effect of this reality is what it does to the quality of lectures and other learning material in general. Traditional lecturers and textbookpublishers have little to no information on how their content is being used or whether it is even effective. By coupling rich physical experiences with online tools, content creators and professors can finally have granular, up-to-date data on the efficacy of the experiences they create.In this “ blended learning ” reality, the professors' role is moved up the value chain. Rather than spending the bulk of their time lecturing, writing exams and grading them, they can now interact with their students. Rather than enforcing a sit-and-listen passivity, teachers will mentor and challenge their students to take control of their own learning —the most important skill of all. Yes, for a motivated student in an underdeveloped part of the world, these virtual tools — supposing wecan overcome the difficulty in equipment —may facilitate most of theirlearning. In the developed world, the best experience will be to make use of the online tools so that the physical time can be less passive and more, well, human.67. In today ' sclass, teachers get real information of students ' learning byA. carrying out examsB. checking students ' notesC. interacting with studentsD. introducing advanced concept68. Professors can benefit from virtual tools because they canA. find high-quality lectures on the Internet.B. ide ntify the gaps of stude nts un dersta nding.C. get effective in formati on about their teach ing.D. lead stude nts to progress together at the same pace.69. What can we lear n from the passage?A. The author holds a n egative attitude towards virtual tools.B. Virtual class will eventually replace the present class model.C. Stude nts usually spe nd a lot of time managing their lear ning.D. Teachers become more important in a “ blended learningclass.70. The main purpose of the passage is to ___A. in troduce and evaluateB. exam ine and assessC. compare and argueD. i nform and expla in第二节七选五洪5小题；每小题2分，共10分）About five percent of people are left-handed; they tend to use left hand moreoften, for more purposes, than the right hand. Some parents of the left-handed childre n worry about the con diti on. 71 But most authorities agree thatleft-handed children should be allowed to perform naturally. Many of the mosttalented people in history have been left-handed - the greatest artist Leonardo daVi nci and Michela ngelo among them.Left-handed persons find out early in life that they are living in a "right-handedsociety." Most of the objects they encounter are made for the convenience of right-handed people - locks, screws, doorknobs, golf clubs, and even automobiles.。