陕西省西北工业大学附属中学2022-2023学年高一上学期1月期末英语试题

西工大附中2022-2023 学年上学期1 月期末 高一英语 第一部分 阅读（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 A、B、C、D 四个选项中选出最佳选项。 The number of passengers varies among airports, with some airports serving tens of millions of passengers. Interestingly, some of the busiest airports in the country are not necessarily the biggest by surface area. Hartsfield-Jackson Atlanta International Airport (ATL) Atlanta Airport has been the world’s busiest airport since 1998. Approximately 104 million people traveled through it in 2019, 20 million passengers more than the second busiest airport. ATL is located 11 kilometers away from Atlanta and named after Maynard Jackson and William Hartsfield, Atlanta’s two former mayors. Dallas Fort Worth International Airport (DFW) DFW Airport is located between Dallas and Fort Worth, covering 69.63 square kilometers. In 2019, the airport served 75 million passengers, the most in its 45 years of existence. It has service to over 250 destinations, the majority being domestic destinations within the country. The airport has its fire protection unit, zip code, police, and emergency services. McCarran International Airport (LAS) Located approximately 8 kilometers south of Las Vegas, it occupies 11.3 square kilometers. It was constructed in 1942 and opened to flights in 1948. LAS is now the 9th busiest airport in the US, serving over 51 million passengers in 2019. Initially, the runways were made of asphalt (沥青), but are now made of concrete. Charlotte Douglas International Airport (CLT) CLT Airport was opened in 1935 as Charlotte Municipal Airport. 19 years later, it was renamed after Ben Elbert Douglas, Charlotte’s mayor, when the airport was expanded. The present name was given to the airport in 1982. CLT is located about 10 kilometers from Charlotte and is an airport for military and commercial use. 1．Which is the best airport to go to for people who need immediate help? A．ATL. B．DFW. C．LAS. D．CLT. 2．What’s mentioned about LAS? A．Its present runways have been upgraded. B．It took six years to prepare for construction. C．Its original asphalt runways caused the accident. D．It received the most passengers in the world in 2019. 3．What do ATL and CLT have in common? A．They are for commercial purpose only. B．They are the world’s busiest airports. C．They are related to people’s names. D．They were built by former mayors. There are multiple experiences a Westerner can describe as a “culture shock” in China, one of the fastest-growing economies, like eating mouthwatering baozi for breakfast. These experiences, however, paled in comparison to the one I experienced during my time in an organization I’ve been serving in for two years to provide free educational tours at my leisure — the advancement and equalizing of China’s known wealth disparity（差异）through the social network and cashless payment giant（巨头）, WeChat, which I rarely used before. Last month, the organization led a thrilling trip to camp. Initially, we went through a village kept alive by the residents. The views there are so attractive and refreshing. Walking through endless red apple trees, I saw an elderly woman who gently offered to sell me apples. Unfortunately, I informed her I didn’t have cash on hand. She quickly told me to scan the QR code（二维码）on her phone, which in seconds would get my money into her bank account via WeChat. Needless to say, I was blown away. And of course, the apples were tasty. As an advocate of financial growth opportunities in under-served communities, it was inspiring to witness that technology lets people contribute to the economy regardless of socioeconomic background in China. Though the socioeconomic problems remain to some extent, access to and adoption of technology creating financial opportunities transforms the lives of everyday citizens and enables communities to flower. While I once didn’t believe a “cashless society” was possible and thought it could cause more unfavorable conditions, I now stand corrected. Perhaps it might take longer for New York City to adapt, as we lag behind in this transformation and there is so much we can learn. I also wonder what the human race can achieve when technology provides endless opportunities for people of all backgrounds to advance. 4．What does the first paragraph tell us about the author? A．She is struggling with culture shock. B．She really enjoys Chinese breakfast. C．She does voluntary work when free. D．She likes using social networks. 5．Which of the following surprised the author during the trip? A．Scenery of the village. B．Taste of the apples. C．Popularity of WeChat. D．The way of paying. 6．What is the author’s attitude to a cashless society? A．Critical. B．Positive. C．Concerned. D．Curious. 7．What is the best title for the text? A．Technology helps narrow the wealth gap B．New York will be the next cashless society C．Humans will achieve more with technology D．China becomes the fastest-growing economy All routes to STEM (science, technology, engineering and mathematics) degrees run through calculus (微积分) classes. Each year, thousands of college students take introductory calculus. But only a small number ultimately complete a STEM degree, and research about why students abandon such degrees suggests that traditional calculus courses are one of the reasons. With scientific understanding and innovation increasingly central to solving 21st- century problems, this loss of talent is something society can ill afford. Math departments alone are unlikely to solve this dilemma. Several of the promising calculus reforms were spearheaded by professors outside of math departments. STEM faculty are prioritizing cooperation across disciplines to transform math classes to cultivate a diverse generation of STEM researchers and professionals. This is not uncharted territory. In 2013, life sciences faculty at the University of California, Los Angeles, developed a two-course sequence that covers classic calculus topics, but also emphasizes their application in a biological context. Creating this course, Mathematics for Life Scientists, wasn’t easy. The life sciences faculty involved, none of whom had a joint appointment with the math department, said they turned to designing the course themselves after math faculty rejected their request for cooperation. In Ohio, Wright State University’s Engineering departments also revised math offerings. Rather than changing the content of the calculus course, they focused on preparing students for calculus by emphasizing “engineering motivation for math.” The approach enhanced opportunities for students with weaker math backgrounds to succeed in engineering and doubled the average graduation rate of engineering students without reducing the average grade of graduates. Math learning is fundamental to all STEM fields, but the opposite also appears to be true. 8．What problem is mentioned in paragraph 1? A．Increasing STEM dropout rate. B．The reform of calculus courses. C．Shrinking admission to STEM majors. D．The shaken belief in the role of calculus. 9．What does “spearheaded” in paragraph 2 probably mean? A．challenged B．evaluated C．cancelled D．initiated 10．What do we know about the calculus course reform according to the text? A．STEM departments made calculus content easier to improve students’ grades. B．Math departments sought cooperation with STEM counterparts to urge reforms. C．Placing calculus learning in specific STEM contexts is a workable approach. D．Removing calculus is the key to increasing graduation rate of STEM students. 11．What does “the opposite” in the last paragraph refer to? A．The STEM fields may be the foundation of other science subjects. B．The STEM fields may be central to making math learning effective. C．Math learning may set barrier for science study in the STEM fields. D．Math learning may make way for science study in the STEM fields. I don't realize that I've been at college for nearly one and half year until now. Looking back into the last year, what shall I say? It consisted of both h