A victim of climate change
A polar bear's dead body found on the Arctic island of Svalbard, the northernmost part of Norway, has shocked experts who say climate change may be to blame for the death. The starved polar bear in Norway was said to be in good bones by the time a group of explorers came across its body in July．
The bear is thought to have been heading north in a desperate search for sea ice that would allow it to hunt for seals．"From his lying position in death, the bear appears to simply have starved to health in April when the Norwegian Polar Institute examined and labeled it． However, the animal was reduced to skin and bones and died where he dropped," polar bear expert Dr. Ian Stirling, a professor at the University of Alberta said, "He had external suggestion of any remaining fat, having been reduced to little more than skin and bone．"
Stirling believes the bear starved to death as a result of a lack of sea ice which the animals use as a platform for hunting seals． That may also explain why the 16-year-old male bear was found about 155 miles north of where it was seen in April．
Arctic sea ice reached a record low in 2012, according to a report released this week by the National Oceanic and Atmospheric Administration that pointed to continued signs of climate change．
The International Union for Conservation of Nature currently classifies polar bears as vulnerable on its Red List of Threatened Species．
小題1:How did Stirling know the reason for the death of the polar bear?
A．By the food he ate．B．By doing further experiments．
C．By observing other polar bears．D．By his lying position in death．
小題2:The underlined word "vulnerable" probably means _____．
A．easily hurtB．difficult to hunt
C．dangerousD．a(chǎn)mazing
小題3:What is the author's attitude to the incident?
A．Favorable．B．Uncaring．
C．Doubtful．D．Concerned．
小題4:Where does this text probably come from?
A．A novel．B．A guidebook．
C．A news report．D．An advertisement．

小題1:D
小題2:A
小題3:D
小題4:C

試題分析：文章講述了在挪威北部北極的一個(gè)島上發(fā)現(xiàn)了一頭北極熊，這件事使專家很震驚。從發(fā)現(xiàn)北極熊的地方看，是北極熊為了尋找食物在向北去的路上死掉的，他是為了尋找冰來(lái)作為他獵取海豹的平臺(tái)才向北轉(zhuǎn)移的，在些過(guò)程中因饑餓而死。這一事件是由氣候的變化引起的，因?yàn)槿虻臍夂蜃兣�，使冰在減少，才使北極熊處于瀕危境地。
小題1: D細(xì)節(jié)理解題。.. From his lying position in death, the bear appears to simply have starved to health in April when the Norwegian Polar Institute examined and labeled it。句意為：當(dāng)挪威極地研究院在檢測(cè)北極熊時(shí)發(fā)現(xiàn)，從他死的位置上可以看出，北極熊是在四月份因饑餓而死的。故答案為D。
小題2:A詞義理解題。The International Union for Conservation of Nature currently classifies polar bears as vulnerable on its Red List of Threatened Species．國(guó)際聯(lián)盟自然保護(hù)機(jī)構(gòu)將北極熊歸類到了瀕危物種的紅色名單上。由此可知北極熊是易受攻擊，受傷害的動(dòng)物。dangerous 危險(xiǎn)的，此處并非北極熊是危險(xiǎn)的，而是處于危險(xiǎn)之中。故答案為A。
小題3:D綜合理解題。文中從發(fā)現(xiàn)北極熊開(kāi)始到對(duì)動(dòng)物檢測(cè)，查找原因，對(duì)這件事情一直處在關(guān)注之中，同時(shí)也了解到，挪威自然研究院把北極熊劃為瀕危動(dòng)物的行列。故作者對(duì)此事是關(guān)注的，所以答案應(yīng)為D。
小題4:C段落理解題。文章從發(fā)現(xiàn)北極熊的尸體開(kāi)始展開(kāi)，經(jīng)過(guò)對(duì)熊尸體的檢測(cè)，推測(cè)出了是因氣候變化而導(dǎo)致死亡的原因，同時(shí)指出了氣候變暖使北極的冰在連年減少，2012年達(dá)到了新的紀(jì)錄。所以這篇文章應(yīng)出自于一篇報(bào)道。novel 小說(shuō),文章并非在講一個(gè)故事；a guidebook 一本指導(dǎo)書(shū)，文章并未對(duì)事情作出指導(dǎo)；advertisement 廣告，沒(méi)有介紹什么產(chǎn)品，故答案應(yīng)為C。
【考點(diǎn)】考查科普環(huán)保類文章的閱讀理解。
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If a thief accesses the internet with the stolen laptop, Retriever will collect information on the internet service provider in use, so that the police can be alerted to its location.
Thousands of laptops are stolen every year from homes and offices, but with the use of laptops increasing, the number stolen while their owners are out and about has been rising sharply.
Other security software allows users to erase（刪除）data remotely or lock down the computer.
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C．operate the laptop by means of an alternative password
D．erase the information kept in the stolen laptop
小題4:Which of the following can best summarize the main idea of the passage?
A．With no Retriever, thousands of laptops are stolen every year.
B．A new software provides a means to reduce laptop theft.
C．Retriever has helped to find thieves and lost computers.
D．A new program offers a communication platform with the thief.

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科目：高中英語(yǔ) 來(lái)源：不詳 題型：閱讀理解

C
When an ant dies, other ants take it out of the nest, often within an hour after its death. This behavior interests scientists and they wonder how ants know for sure--and so soon--that another ant is dead.
One scientist recently came up with a way to explain this ant behavior. Dong-Hwan Choe is a biologist, a scientist who studies animals and plants. He found that ants have a chemical on the outside of their bodies that signals to other ants, “I’m dead--take me away” when it is dead.
One scientist recently came up with a way to explain this ant behavior. Dong-Hwan Choe is a biologist, a scientist who studies animals and plants. He found that ants have a chemical on the outside of their bodies that signals to other ants, “I’m dead---take me away” when it is dead.
But there's a question to answer: As we know, if an ant is dead, it stops moving. But when an ant is sleeping or knocked unconscious, it is also not moving. However, other ants don't move the living ant out of the nest. How do they know this ant is not dead? Choe found that ants have another chemical on their bodies, which tells nearby ants something like, “Wait—I'm not dead yet” when it is not dead. Choe suspects that when an ant dies, the chemical that says, “Wait— I'm not dead yet” quickly goes away. When other ants detect the “dead” chemical without the “not dead yet” chemical, they move away the body.
To test his theory, Choe and his team put different chemicals on ants. When the scientists used the “I'm dead” chemical, other ants quickly moved the treated ant away. When the scientists used the “Wait—I'm not dead yet” chemical, other ants left the treated ant alone. Choe believes this behavior shows that the “not dead yet” chemical overrides the “dead” chemical when picked up by other ants. And that when an ant dies, the “not dead yet” chemical fades away. Other nearby ants then detect the remaining “dead” chemical and remove the body from the nest.
Understanding this behavior can help scientists figure out how to stop ants from invading new places and causing problems.
小題1:What is the function of the first paragraph?
A．Leading the following paragraphs.
B．Showing the main idea of the passage.
C．Introducing the background of the passage.
D．Giving a summary of the passage.
小題2:Which of the following has the closest meaning to the underlined word “overrides” in the fourth paragraph?
A．is weaker thanB．is stronger thanC．is better thanD．is worse than
小題3:What can we learn from the passage?
A．Living ants can also be taken away when they are not moving.
B．When an ant dies, it can tell others using a certain chemical.
C．A living ant can pretend to be dead using a special chemical.
D．Ants often use chemicals to communicate with each other.
小題4:Which of the following descriptions about Dong-Hwan Choe is right?
A．Choe did this study in order to stop ants from invading new places.
B．Choe is a biologist who is only interested in animals, especially in ants.
C．Choe first came up with an idea to explain this ant behavior，and then did some tests to prove his theory.
D．Choe did the research on this ant behavior on his own.

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科目：高中英語(yǔ) 來(lái)源：不詳 題型：閱讀理解

Three years ago I listened to a lecture on cognition that changed the way I think about intelligence. There are two types of cognition, and the first is normal cognition the ability to regain knowledge from memory. The second type of cognition is metacognition(元認(rèn)知) the ability to know whether or not you know.
Does this affect intelligence? In traditional education, intelligence is measured by cognitive ability. Some people can easily produce everything they know on a test. But others are awarded with poor grades and considered inferior (not as good as). But does this inability make them any less intelligent? If the question came up on a task, they could refer to a book or a quick Google search. In reality they’re just as effective as the people that ace a test. They just can’t prove it as easily.
Metacognition is more important to success than cognition. A person with poor cognitive ability, but great metacognitive ability might do poorly in school, but when faced with a challenge, they understand their abilities and take the best course of action. For example, when faced with a question, a person with strong metacognitive ability will deal with it like this. If he knows the answer, but can’t come up with it, he can always do a bit of research. If he knows for sure that he doesn’t know, then he can start educating himself. Because he’s aware of his ignorance, he doesn’t act with foolish confidence. These people might not seem intelligent at first glance, but because they know what they know, they make better decisions and learn the most important things.
However, people with great cognitive ability but poor metacognitive ability may be considered excellent at a young age for acing every test and getting great SAT scores. Unfortunately, they’ve been ruined by poor metacognition they think they know everything but they really don’t. They are arrogant (overconfident), fail to learn from mistakes, and don’t understand the slight differences of personal relationships, showing disregard for persons with lower cognitive ability. They may make the worst decisions.
The most important mental power is the ability to know what you don’t know .The recognition of a fault is the first step to improvement. Don’t try to hide a lack of knowledge. For intelligent people this is the toughest lesson to learn.
小題1:People with great cognitive ability tend to ______________.       
A．do well in tests
B．be considered inferior
C．be more effective than others
D．do research when faced with a task
小題2:The underlined phrase “take the best course of action,” probably means______.
A．starting educating himself
B．taking action during the course
C．making the right decision
D．coming up with many ideas
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A．lack basic moral values
B．have improper self evaluation
C．fail to communicate with others
D．show little respect for others
小題4:The author probably supports the idea that ___________.
A．intelligence is measured by cognitive ability
B．cognition is the most important mental power
C．the toughest lesson is to distinguish the two types of cognition
D．the awareness of one’s ignorance contributes to one’s improvement

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