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1、2022年高考模拟卷 全国卷（三）1. Your creativity and ideas can help other teachers. Submit your art lesson plan or activity today. Dont forget to include additional resource documents or a photo.Wet Chalk Painting Grades: K -4thLesson Plan Objectives: Development of fine motor skills(协调性)and creatively expressin
2、g the childs ideas and thoughts by a new medium.Materials Needed : Colored chalk, water, drawing paper, sponge, and newspapers.Lesson Procedure: Dip the colored chalk into water and draw on the paper. Another way is to put the drawing paper on newspapers, dampen it with a wet sponge, and then draw.S
3、ubmitted by: JackSidewalk Drawing Grades: K -5thLesson Plan Objectives : Development of the creative process by doing artistic drawings in a new way and development of fine and gross motor skills(全身协调性).Materials Needed : Sidewalk or outdoor chalk and lots of sidewalk.Lesson Procedure : Give the chi
4、ldren the chalk and let them draw whatever they choose on the sidewalk. You may also consider using this in teaching some other lessons(i. e. science).Submitted by: PeterRose 一Colored Lorgnette Grades: AnyMaterials Needed: Half an egg carton(包装盒),scissors, glue, colored paper, scotch tape(通明胶带),and
5、a seven inch stick.Lesson Plan Objectives: Child will construct an object that allows them to view the world in a variety of colors and will learn why certain objects in their colored environment look the way they do when certain colors are mixed.Lesson Plan Procedure : Cut windows in the bumps of h
6、alf an egg carton. Glue circles of colored cellophane over the windows with rubber cement. Tape on a stick for a holder.Submitted by: Jennifer1.Which art lesson plan is presented by Jennifer?A.Wet Chalk Painting.B.Sidewalk Drawing.C.Rose - Colored Lorgnette.D.Rainbow Fan.2.What common material does
7、Wet Chalk Painting and Sidewalk Drawing require?A.Scissors.B.Chalk.C.Stick.D.Sponge.3.Rose - Colored Lorgnette is aimed at_ .A.encouraging the child to paint at willB.developing the childs motor skillsC.expressing the childs ideas and thoughtsD.bettering the childs understanding of colors2. I held m
8、y breath, trying not to sigh out loud. My seventeen-year-old son Arthur and I were leaving a holiday work function and there was plenty of leftover food that the organizers were trying to give away. Immediately Arthur honed in on a large dish of tiramisu that no one else wanted. It was enough desser
9、t for four people, and Arthurs doctor had warned us about watching his sugar intake. “Please, Gwen? Please?” It had been a long day, and even though Arthur tends to get exhausted by social situations that are not part of his regular routine, he accompanied me to the dinner and charmingly chatted wit
10、h my colleagues until it was time to go home. The tiramisu, I reasoned, was his reward. As we left the restaurant, Arthur stopped next to our car to look at something. Standing about five feet away was a gentleman with his worn jacket, stomping his feet and rubbing his hands together in an attempt t
11、o ward off the cold. Every few seconds he smiled and tried to speak to the people who were walking by without paying him any attention. At that moment, the gentleman spotted my son watching him. “Hey man, do you happen to have any spare change?” Arthur checked his empty pockets and then looked at me
12、 briefly.I shook my head. Arthur frowned and then he said something that took my breath away. No, I dont. But are you hungry? Do you like tiramisu? Here, you can have mine. It tastes like.” I blinked back tears as I watched the mans smile broaden even more in appreciation because I knew his joy wasn
13、t about tiramisu. My son didnt just give the food and walk away. He engaged the man in conversation, perhaps the first one this gentleman had all day. He treated the man as a person, with respect. The smile on the mans face told me this was the real reason for his happiness. People with autism defin
14、itely have feelings and emotions. Autistics can and most definitely are empathetic to others feelings even if they dont know how to express it. Being kind doesnt have to be difficult or complex.1.We can infer that Arthur begged his mom to allow him_.A.to give away the leftover foodB.to attend a holi
15、day work functionC.to chat with her colleaguesD.to eat a big tiramisu2.What made Arthur frown?A.The writer didnt have any spare change.B.The man asked him for his tiramisu.C.He felt cold walking past the parking lot.D.Nobody paid him any attention.3.According to the writer, the gentleman was happy b
16、ecause_.A.he got something delicious to eatB.he was treated with respect by ArthurC.he had something to talk with ArthurD.he got some spare change from Arthur4.What lesson did the writer learn from Arthur?A.People with autism value logic over emotion.B.Autistic people feel painful easily.C.People wi
17、th autism have feelings.D.Kindness has to be complex.3. On November 10, nine mini cheetah robots, built by researchers at the MIT, controlled by their human creators, showed their superior athletic abilities. The four-legged machines began with a warm-up run across the field. They then took turns pl
18、aying with a soccer ball. As often happens in games, a couple of the team members got into a fight and pushed each other until both fell onto their backs. Fortunately, they made up and ended their performance with a perfect backflip(后滚翻), one that would make even a world-class gymnast proud! Though
19、these robots resemble their predecessors, the Cheetah 3, they are much lighter, weighing just 20 pounds. And they can bend and swing their legs wide, giving them the ability to walk either right-side-up or upside down. They can also walk at about twice the speed of an average persons walking pace. T
20、he machines can also quickly right themselves if kicked to the ground and perform 360-degree backflips from a standing position. Unlike the Cheetah 3, the mini robots are built using cheap, easy to find parts. This means that if a leg or motor breaks, it can be easily replaced using off-shelf parts.
21、 If you want to change something in Cheetah 3, you have to do a ton of redesign, says lead developer Benjamin Katz. The team, which has ten of the four-legged machines, plans to build additional units and lend them to other university robotic labs. He believes this will enable other engineers to tea
22、ch the robots different skills. Eventually, Im hoping we could have a robotic dog race through an obstacle(障碍) course, where each team controls a mini cheetah with different methods, and we can see which method is more effective, Katz says. The MIT teams reason for developing the robots is not just
23、for entertainment. They hope that someday packs of cheetahs will assist first responders with search and recovery tasks following natural disasters and work alongside firefighters.1. What is mainly talked about in paragraph 1?A. A fierce match between mini robots.B. Mini robots soccer and gymnastic
24、skills.C. Assessment of mini robots new functions.D. Similarities between robots and human athletes.2. What can mini cheetah robots do?A. They can walk on their heads.B. They can correct their mistakes.C. They can backflip even when lying.D. They can play soccer ball with humans.3. How do the mini r
25、obots differ from the Cheetah 3?A. Their cost is lower.B. They can run twice faster.C. Their appearance is changed.D. Theyre better received by customers.4. Why does Katz want to have a robotic clog race?A. To entertain people.B. To promote robotic research.C. To teach robots different skills.D. To
26、select robots for rescue work.4. A recent troubling study showed that fake news spread significantly faster, deeper and more broadly than the truth, with the effect even more pronounced when regarding political news as opposed to reporting on natural disasters, finance or science. So how can we enco
27、urage individuals to seek accurate online content? Leading scholars are trying hard to deal with this question. Processing new information requires a considerable mental effort, especially when that information conflicts with your existing worldview. It takes vulnerability(易伤性) and the willingness t
28、o admit you may be wrong. But with a great amount of conflicting information available, whos to say whats actually true and whats false? If you cant tell, why not just make life easy and go with what supports your current beliefs? So what options do we have? Many suggest that addressing the issue by
29、 reforming adult behavior is aiming too far from the source. An alternative solution is using early education to help individuals recognize these problems and apply critical(批评的) thinking to the information they consume. Currently, there is a push in the US to include Internet information classes in
30、to primary and secondary school curriculums. The movement, which has received some support, aims to make fact-checking seem like second nature to individuals at an early age. Primary and secondary school are supposed to be supplying students with the skills they need to develop into productive, info
31、rmed members of our society. As our society develops, the curriculum we are teaching our students need to develop as well. We need to go further and also instruct our youth on online information literacy(识读). The Internet is an amazing tool, but to use it most effectively we have to accept its benef
32、its while also understanding the ways in which it makes us vulnerable. If students are still learning dated practices such as writing in school, shouldnt they be learning how to consume the Internet responsibly as well?1. What makes it difficult to distinguish fake from real news?A.The constant chan
33、ge in current beliefs.B.The influence of different experts beliefs.C.The easy and peaceful life of modem people.D.The large amount of conflicting information.2. What do current Internet information classes focus on?A.Building strong beliefs in students.B.Inspiring human nature in students.C.Developi
34、ng students critical thinking.D.Teaching the basics of Internet information.3. Why should we make changes to students curriculums?A.To reform traditional ways of education.B.To seek new approaches to early education.C.To make adjustments for future development.D.To make room for individualized devel
35、opment.4. Which of the following can be a suitable title for the text?A.We Should Teach Media Literacy in SchoolB.School Education Requires EvolutionC.Seek Accurate Online Content EarlyD.Fake News Is on the Rise5.根据短文内容,从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。It is believed that raisins (葡萄干) were discove
36、red in the Middle East, where they were treasured. Any food that wouldnt spoil in the hot sun was very valuable. Prehistoric drawings in France show that raisins have been enjoyed in southern Europe for thousands of years._In 1000 B.C. the Jews paid their taxes with raisins. Two jars of raisins in a
37、ncient Rome could buy one slave boy._.In North America, the original mistake of leaving grapes to wither (枯萎)on the vine was not the only time raisins accidentally became popular. In the 1870s many people were growing grapes in California._Most Americans had never heard of raisins at that time. In S
38、eptember, 1873 a severe heat wave struck the area. Before the growers could pick all their grapes, they withered on the vine. The grapes were lost. One grower took the dried grapes to a grocer in San Francisco._The new accidental raisins grew into a major industry in California. Today almost all the
39、 raisins eaten in the United States are grown in California. California produces a third of the worlds raisins._Raisins also provide potassium, magnesium, calcium and certain B vitamins. Without added preservatives(防腐剂), raisins will stay fresh, delicious and nutritious if kept in a cool place. Rais
40、ins are tiny, portable and above all delicious.A. The grapes were either eaten as fresh fruit or were made into wine.B. The grocers customers discovered that raisins made a delicious treat.C. They have been used for necklaces and as religious symbols.D. The grocer was unwilling to buy the dried grap
41、es.E. Raisins are high in iron, which is important to childrens growing bodies.F. Roman doctors believed raisins could cure anything from mushroom poisoning to old age.G. Raisins are childrens favorite snacks6. On October 28, 2006, my day started out like most Saturdays. It had been amazing, but I d
42、idnt quite 1 it to Rogners. As I attempted to open my 2 , the light was blinding. I didnt recognize my 3 . Was I dreaming? I tried to focus. shes 4 . I heard someone say. Where was I? Youve been in a terrible 5 and youre going to be 6 . I heard someone say. The 7 was familiar. I realized it was my s
43、ister, but what was she doing here and where was I? Over the next few days, I learned I had been 8 by a car while going to Rogners house. I had 9 life-threatening injuries and had not been expected to 10 . During the next few months I 11 various painful rehabilitation(复原) processes. During this time
44、, I had to depend on others for most of my basic 12 showering, dressing and eating. I also found it 13 to recall things and usually, what I wanted to say, was not what came out of my mouth. As weeks turned to months and months turned to years, the 14 at the loss of my pre-accident self was hard to f
45、orget. 15 it seemed even more painful than the 16 pain I dealt with every day. To this day I still miss my old 17 terribly, but I started to realize that to move forward I must find the strength to 18 the chapter of my pre-accident life and hug the process of creating a new life. By 19 my story, I h
46、ope to inspire anyone who is going through a life-changing experience to keep going. 20 after a disaster, you can still create a new life.(1). A. makeB. getC. helpD. pass(2). A. mouthB. armsC. eyesD. book(3). A. sisterB. surroundingsC. wordsD. identity(4). A. thinkingB. sadC. tearfulD. awake(5). A.
47、fireB. explosionC. accidentD. mess(6). A. OKB. rightC. luckyD. conscious(7). A. voiceB. faceC. procedureD. scene(8). A. attackedB. takenC. drivenD. struck(9). A. causedB. sufferedC. treatedD. added(10). A. run overB. operateC. surviveD. hide away(11). A. prepared forB. got overC. gave upD. went through(12). A. knowledgeB. needsC. sensesD. communication(13). A. guiltyB. necessaryC. difficultD. useful(14). A. painB. thoughtC. sightD. prediction(15). A. In turnB. Above allC. After allD. At times(16). A. spiritualB. physicalC. visualD.