河北省承德市2022-2023学年高二上学期2月期末英语试题
河北
高二
期末
2023-05-01
117次
整体难度：
容易
考查范围：
语篇范围、主题
一、阅读理解 添加题型下试题
Make every day feel as magical as a snowy day in your middle school ELA (English Language Arts) classroom with Winter Poetry Analysis (分析)! Winter Poetry Analysis includes four classic winter poems, analysis guidelines, lesson plans, full answers, and a snowflake (雪花)project that can hang in-your classroom all winter!
Four classic poems:
Winter Trees by William Carlos Williams
The Cold Earth Slept Below by Percy Bysshe Shelley
Stopping by Woods on a Snowy Evening by Robert Frost
Blizzard by William Carlos Williams
TPCASTT analysis worksheets (工作表):
It can help students understand each poem. TPCASTT stands for title, paraphrase, con-notation, attitude/tone, shift, title and theme.
Full answers and picture examples of completed snowflake project
Cloud and snowflake pattern
Instructions for completing an analysis of poetry
Suggestions for application
Standards mastered:
List several pieces of textual evidence to support an analysis.
Determine a theme or central idea of a text and analyze its development.
Analyze how particular elements of a story interact.
Determine the meaning of words and phrases as they’re used in a text.
Analyze how a poem’s form or structure contributes to its meaning.
Make your classroom feel like a winter wonderland with classic winter poems analysis!
1. Which is contained in Winter Poetry Analysis?| A．Word numbers in a poem. | B．Rewards for the first prize. |
| C．Analysis guidance for poems. | D．Basic training for beginners. |
| A．Robert Frost. | B．Percy Bysshe Shelley. |
| C．William Wordsworth. | D．William Carlos Williams. |
| A．Determining the background of the writer’s writing the poem. |
| B．Confirming the meaning of the words and phrases of the poem. |
| C．Comparing another poem with the one you are reading about the topic. |
| D．Analyzing how a writer’s experience contributes to his poem’s meaning. |
When Roosevelt was a kid, his doctors claimed that he was too weak to live a normal life like most children of his age. They strongly recommended him to avoid participation in any physical activities, fearing that it could worsen his health condition and potentially lead to his death. Their opinions implied that he would face up to a life full of all kinds of limitations. Instead of permitting their limiting beliefs about what he could do and achieve, he chose to live a meaningful life.
Despite his doctors’ strong suggestions that he remain inactive, he didn’t want to be a carefree observer of the world as it passed him by. He was determined to force himself to be active. Roosevelt had daily adventures in the woods as a boy.
He continued to play sports when he got to college. In fact, he didn’t just play, but he excelled in both boxing and rowing, both of which require astonishing levels of strength and endurance. When Roosevelt graduated from college, his doctors were still not completely sure about his health condition. They still believed that he would be putting himself in serious danger, because his heart problems had not improved. They firmly believed that it would be best to find a desk job for him after completing a college degree. Once again, Roosevelt decided to challenge himself to his physical limits by living an extremely energetic adult life. In about every field he took part, he would aim to push his physical limits. Impressively, he was excellent as an explorer, a hunter, an author, a soldier and a politician.
Eventually, Roosevelt went beyond the mistaken limitation upon him and lived an amazing life.
4. What would happen if Roosevelt followed his doctors’ suggestions?| A．He would live a meaningful life. |
| B．His life would be full of limitations. |
| C．His parents would feel satisfied with him. |
| D．He would become an extraordinary person. |
| A．An explorer. | B．A boxing player. |
| C．An office clerk. | D．A politician. |
| A．By following time order. | B．By listing obvious reasons. |
| C．By giving some examples. | D．By making necessary comparisons. |
| A．Humorous. | B．Generous. | C．Considerate. | D．Ambitious. |
Talking to your children about the misinformation they may find online is a great idea. Children don’t always have the judgment or critical thinking skills to test what they read or watch, but they’ll develop these abilities quickly if you help them figure out how to separate fact from fiction. We’re here to help you do just that!
Don’t wait for your kids to approach you with questions——instead, take a few minutes to sit down with them. Let them know that there’s a lot of content out there on the Internet, and not all o£ it is true. With everything going on in the world, remind your kids that they might be seeing a lot of confusing, false information going around on social media and other parts of the web.
It’s a good idea to turn news reports and TV shows into teachable moments. Look for small opportunities to start helpful conversations about misinformation with your kids. Take a TV show or newspaper article and transform it into a helpful, easy way to understand what misinformation is9 and how to avoid it.
Misinformation can be really upsetting and stressful for your kids to think about. Let them know that you’re always available to listen and answer their questions if they’re feeling confused. Reassure your kids that there are no stupid questions, and that you’re always willing to explain something for them.
Teach your kids a few tricks to fact-check misinformation online. Remind your kids to be on the lookout for strange-looking website like those ending with co. Tell them to read through the headline. If it has a lot of mistakes, or if it’s written in all capital letters, there’s a good chance that it might be misinformation. Additionally, introduce your kids to official websites, which are quick and easy ways to fact-check information.
8. Why should people talk to their children about online misinformation?| A．There is no information holding true online, |
| B．There is no one else willing to teach the children. |
| C．Children lack the ability to judge the information. |
| D．Children can’t develop the judgement on their own. |
| A．relieve children’s financial burden |
| B．approach children positively to help them |
| C．remind parents to seize every chance to teach |
| D．encourage children to communicate with parents |
| A．A passage on the website www. i21st.cn. |
| B．A passage on the website www. pep. com. cn. |
| C．A passage titled with Origins of the Mandela Effect”. |
| D．A passage titled with ”SHOK! GAS RAN OUT YESTERDAY“. |
| A．Parents. | B．Teenagers. | C．Students. | D．Teachers. |
Wildlife crossings don’t just protect animals. They can also mitigate problems related to wildlife-vehicle collisions (碰撞) and save significant money for a community.
Wildlife crossings are man-made structures that help animals move safely around their habitat. They are often paths under or over another existing road or railway, or underground passages for animals to get past for food or avoiding attacks.
Some animals are unable to migrate to survive. People still rely on highways for business and travel, and animals continue to have mobility needs for survival, though. When new roads are built, animals living in a part of their habitat can greatly increase the number of wildlife-vehicle collisions while trying to cross the new barriers.
In a new study, Wisnu Sugiarto, a Washington State University economies doctoral student, examined data for 13 of the 22 wildlife crossings, including bridges and underpasses,in the Washington State. He compared the number of wildlife-vehicle collisions each year be-fore and after the construction of a wildlife crossing. He considered the area within 10 miles of a crossing.
Then he compared his analysis to a separate area in the state with no crossings at all.“The findings reported that wildlife crossing structures reduced the number of wildlife-vehicle collisions by one to three accidents on average per mile per year,” Sugiarto said. “Therefore, building wildlife crossing structures is typically an essential and effective strategy to reduce wildlife-vehicle collisions.”
“Prior to working on this research, I wasn’t aware of any strategies to reduce wildlife-vehicle collisions. I also thought we couldn’t do much about it, partly because we wouldn’t be able to communicate with wildlife and control their movement,” Sugiarto added, “However, it turns out that there are multiple strategies to deal with issues related to wildlife-vehicle collisions and we can do something about them.”
It is reported that the government has invested $ 350 million over five years for the construction of wildlife crossings. Every wildlife crossing offers a mean benefit of between $ 235,000 and $443,000 each year.
12. What does the underlined word “mitigate” in paragraph I mean?| A．Analyze. | B．Reduce. | C．Study. | D．Discover. |
| A．How the wildlife crossings are built. |
| B．Why wildlife crossings are necessary. |
| C．What should be done to cross the roads. |
| D．When wildlife-vehicle collisions happen. |
| A．Tolerant. | B．Doubtful. | C．Favorable. | D．Unclear. |
| A．Wildlife crossings save wild animals and money |
| B．The size of wildlife crossings affects animals greatly |
| C．Every wildlife crossing has a great effect on road safety |
| D．Wildlife crossings manage to help animals migrate safely |
