上海市閔行區(qū)高三二?？荚囉⒄Z試卷
上海市閔行區(qū)高三二?？荚囉⒄Z試卷
不同的區(qū)之間所出的考題是不一樣的，下面學習啦的小編將為大家?guī)砩虾５貐^(qū)的高三英語模擬試卷的介紹，希望能夠幫助到大家。
上海市閔行區(qū)高三二?？荚囉⒄Z試卷介紹
I. Listening Comprehension
Section A
Directions: In Section A, you will hear ten short conversations between two speakers. At the end of each conversation, a question will be asked about what was said. The conversations and the questions will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard.
1. A. At a post office. B. At a garage.
C. At a newspaper office. D. At a publishing house.
2. A. . B. . C. . D. 0.
3. A. She’s unwilling to do it. B. She is afraid of donating blood.
C. Donating blood is none of her business. D. She’s ready to donate blood.
4. A. A shop assistant. B. A dentist.
C. An electrician. D. A bank clerk.
5. A. Boring. B. Horrible. C. Moving. D. Sad.
6. A. Lending money to a student. B. Working in the office.
C. Reading a student’s application. D. Asking for some financial aid.
7. A. The invention of the steam engine. B. The application of the steam engine.
C. The history textbook. D. Watt’s life.
8. A. He has not adjusted to the new culture.
B. He has been studying hard at night.
C. He finds biology difficult to learn.
D. He is not accustomed to the time in a different zone.
9. A. She thinks that Bill Gates is a successful person not just because he is rich.
B. She believes that it’s impossible for Bill Gates to be rich and kind as well.
C. She doesn’t want to be a person like Bill Gates.
D. She regards wealth as the most important part in Bill Gate’s success.
10. A. Mark made some trouble with Bobby.
B. Bobby was a trouble-maker at school.
C. Mr. Allen was Bobby’s class teacher.
D. Mark was Bobby’s elder brother.
Section B
Directions: In Section B, you will hear two short passages, and you will be asked three questions on each of the passages. The passages will be read twice, but the questions will be spoken only once. When you hear a question, read the four possible answers on your paper and decide which one would be the best answer to the question you have heard.
Questions 11 through 13 are based on the following passage.
11. A. Acceptable. B. Unsatisfactory.
C. Tolerable. D. Adequate.
12. A. One semester. B. 20 days.
C. Three months. D. Nine weeks.
13. A. Enlarging the space and extending the evening hours.
B. Increasing the teaching staff and lengthening the operation hours.
C. Cutting on waiting time and increasing work efficiency.
D. Enlarging children’s play area and offering parents flexible pick-up time.
Questions 14 through 16 are based on the following passage.
14. A. To invite authors to guide readers. B. To involve people in community service.
C. To encourage people to read and share. D. To promote the friendship between cities.
15. A. Because they came from many different backgrounds.
B. Because they were too busy to read a book.
C. Because they had little interest in reading.
D. Because they lacked support from the local government.
16. A. The careful selection of a proper book.
B. The number of people who benefit from the process.
C. The growing popularity of the writers.
D. The number of books that each person reads.
Section C
Directions: In Section C, you will hear two longer conversations. The conversations will be read twice. After you hear each conversation, you are required to fill in the numbered blanks with the information you have heard. Write your answers on your answer sheet.
Blanks 17 through 20 are based on the following conversation.
Complete the form. Write ONE WORD for each answer.
What is Harrods famous for? Its (17)________ Hall and Food Hall. When was Harrods founded? In (18)________. How does Monica think of its service? Excellent and (19)________. How is the business during the January sales? There is an increase in (20)______ and sales. Blanks 21 through 24 are based on the following conversation.
Complete the form. Write no more than THREE WORDS for each answer.
What do the individuals bring to the companies? Different ideas, (21)________ and learning experiences. Why do people behave so differently at work? Due to the two factors: (22)________. What is the positive effect of individuals’ working together? Helping (23)________. What is the disadvantage of individuals’ differences? They are the (24)________ between staff. II. Grammar and Vocabulary
Section A
Directions: After reading the passages below, fill in the blanks to make the passages coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank.
(A)
Barditch High School decided to have an All-School Reunion. Over 450 people came to the event. There were tours of the old school building and a picnic at Confederate Park. Several former teachers were on hands to tell stories about the old days. Ms. Mabel Yates, the English teacher for fifty years, (25)________ (wheel) to the Park.
Some eyes rolled and there were a few low groans (嘟囔聲) when Ms.Yates was about to speak. Many started looking at their watches and coming up with excuses to be anywhere instead of preparing to listen to a lecture from an old woman (26)________ had few kind words for her students and made them work harder than all the other teachers combined.
Then Ms. Yates started to speak:
“I can’t tell you (27)________ pleased I am to be here. I haven’t seen many of you since your graduation, but I have followed your careers and enjoyed your victories as well as crying for your tragedies. I have a large collection of newspaper photographs of my students. (28)________ I haven’t appeared in person, I have attended your college graduations, weddings and even the birth of your children, in my imagination.”
Ms. Yates paused and started crying a bit. Then she continued:
“It was my belief that if I pushed you as hard as I could, some of you would succeed to please me and (29)________ would succeed to annoy me. Regardless of our motives, I can see that you have all been successful in your (30)________ (choose) path.”
“There is no (31)________ (great) comfort for an educator than to see the end result of his or her years of work. You have all been a great source of pleasure and pride for me and I want you to know I love you all from the bottom of my heart.”
There was a silence over the crowd for a few seconds and then someone started clapping. The clapping turned into cheering, then into a deafening roar. Lawyers, truck drivers, bankers and models were rubbing their eyes or crying openly with no shame (32)________ ________ the words from a long forgotten English teacher from their hometown.
(B)
Speeding off in a stolen car, the thief thinks he has got a great catch. But he is going to experience (33)________ unwelcome surprise. The car is fitted with a remote immobilizer (鎖止器)，and a radio signal from a control centre miles away will ensure that (34)________ the thief switches the engine off, he will not be able to start it again.
The idea goes like this. A control box fitted to the car contains a mini-cellphone, a microprocessor and memory, and a GPS (全球定位系統(tǒng)) satellite positioning receiver. If the car is stolen, a coded cellphone signal will tell the control centre to block the vehicle’s engine management system and prevent the engine (35)________ (start).
In the UK, a set of technical fixes is already making life harder for car thieves. “The pattern of vehicle crime has changed,” says Martyn Randall, a security expert. He says it would only take him a few minutes to teach a person how to steal a car, using a bare minimum of tools. But only if the car is more than 10 years old.
Modern cars are far tougher to steal, (36)________ their engine management computer won’t allow them to start unless they receive a unique ID code beamed (發(fā)射) out by the ignition (點火) key. In the UK, technologies like this (37)________ (help) achieve a 31% drop in vehicle-related crime since 1997.
But determined criminals are still managing to find other ways to steal cars, often by getting hold of the owner’s keys. And key theft is responsible for 40% of thefts of vehicles fitted with a (38)________ (track) system.
If the car travels 100 metres without the driver confirming their ID, the system will send a signal to an operation centre (39)_______ it has been stolen. The hundred metres minimum avoids false alarms due to inaccuracies in the GPS signal. Staff at the centre will then contact the owner (40)________ (confirm) that the car really is missing, and keep the police informed of the vehicle’s movements via the car’s GPS unit.
Section B
Directions: Complete the following passage by using the words in the box. Each word can only be used once. Note that there is one word more than you need.
A. suffered B. abandoning C. conclusion D. claim E. charging F. model G. acknowledged H. boasting I. close J. elsewhere K. balance
It is usually a common practice that journal websites offer readers their free online editions of articles and other information. However, America’s most popular newspaper website announced that the era of free online journalism is drawing to a 41 . The New York Times has become the biggest publisher yet to set out plans for a pay wall around its digital offering, 42 the accepted practice that Internet users will not pay for news.
with a decline of advertising and a downward tendency in street corner sales, The New York Times intends to introduce a “metered” 43 at the beginning of 2011. Readers will be required to pay when they have exceeded (超過) a set number of its online articles per month.
The puts the 159-year-old newspaper on the 44 side of an increasingly wide chasm (鴻溝) in the media industry. But others, including the Guardian, have said they will not Internet readers.
The New York Time’s publisher, Arthur Sulzberger, that the idea was a gamble. 46 a print circulation of 995,000 on weekdays and 1.4 million on Sundays, The New York Times is the third bestselling American newspaper, behind the Wall Street Journal and USA Today. While most US papers focus on a single city, The New York Times is among the few that can 47 national scope—as well as 16 bureaus (辦事處) in the New York area, it has 11 offices around the US and maintains 26 bureaus 48 in the world.
But like many in the publishing industry, the paper is in the grip of a serious financial crisis. Its parent company, the New York Times Company, has 15 papers, but 49 a loss of million in the nine months to September and recently accepted a 0 million loan from a Mexican billionaire, Carlos Slim, to strengthen its 50 sheet.
III. Reading Comprehension
Section A
Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context.
According to sociologists, there are several different ways in which a person may become recognized as the leader of a social group. In the family, traditional cultural patterns award 51 on one or both of the parents. In other 52 , such as friendship groups, one or more persons may gradually emerge as leaders, although there is no formal process of 53 . In larger groups, leaders are usually chosen formally through election or recruitment.
Although leaders are often thought to be people with unusual personal ability, decades of research have failed to produce consistent 54 that there is any category of “natural leaders”. It seems that there is no set of personal qualities that all leaders have 55 ; rather, virtually any person may be recognized as a leader if the person has 56 that meet the needs of that particular group.
Furthermore, although it is commonly supposed that social groups have a single leader, research suggests that there are typically two different leadership 57 that are held by different individuals. Instrumental leadership is leadership that emphasizes the 58 of tasks by a social group. Group members look to instrumental leaders to “get things done”. Expressive leadership, on the other hand, is leadership that emphasizes the 59 wellbeing of a social group’s members. Expressive leaders are less concerned with the overall goals of the group than with providing 60 support to group members and attempting to minimize tension and conflict among them.
Instrumental leaders are likely to have a rather secondary relationship to other group members. They give orders and may 61 group members who prevent accomplishment of the group’s goals. Expressive leaders cultivate a more 62 or primary relationship to others in the group. They offer 63 when someone experiences difficulties. And they try to 64 issues that threaten to divide the group. As the difference in these two roles suggest, expressive leaders generally receive more personal 65 from group members; instrumental leaders, if they are successful in promoting group goals, may enjoy a more distant respect.
51. A. burden B. leadership C. housework D. right
52. A. families B. societies C. cases D. researches
53. A. selection B. struggle C. recommendation D. register
54. A. evidence B. support C. approach D. pattern
55. A. in advance B. in brief C. in general D. in common
56. A. partners B. achievements C. skills D. qualities
57. A. selections B. roles C. challenges D. structures
58. A. assignment B. introduction C. completion D. division
59. A. joint B. financial C. social D. individual
60. A. political B. administrative C. emotional D. technical
61. A. discipline B. praise C. ignore D. identify
62. A. casual B. temporary C. personal D. stable
63. A. criticism B. sympathy C. estimate D. information
64. A. omit B. confuse C. raise D. resolve
65. A. imitation B. affection C. objection D. revenge
Section B
Directions: Read the following passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.
(A)
WE NEED
l.Your NAME, YEAR OF BIRTH, HOME ADDRESS/CITY/STATE/PHONE NUMBER, SCHOOL NAME (and English teacher) and EMAIL ADDRESS so we can email you if you’re published.
For photos，place the information on the back of each envelope：PLEASE DON’T FOLD.
2.This statement MUST BE WRITTEN on each work; “I promise the above work is completely original,” and sign your name.
SEND IT ALL SUMMER!
By mail-Teen Ink Box 30 Newton，MA 02461
On the web-TeenInk.com/Submissions
By email-Submissions@TeenInk.com
THE FINE PRINT
● Type print carefully in ink. Keep a copy.
● Writing may be edited; we reserve the right to publish it without your permission.
● If due to the personal nature of a piece you don’t want your name published, we will respect your request，but you MUST include your name and address for our records.
● Include a self-addressed envelope，and we’ll send a coupon (優(yōu)惠券) for any Pepsi product and an announcement to let you know we got your work.
● If published, you will receive a copy of Teen Ink and a wooden pen.
● All Works submitted will not be returned and all copyrights belong to Teen Ink.We keep the rights to publish all such works in any forms.All material in Teen Ink is copyrighted to protect US and prevent others from republishing your work.
66. We can conclude from the passage that Teen Ink is a(n) .
Amagazine B. news agency
C. research center D. advertising company
67. What can we learn from the passage?
A. Teen Ink must ask for your permission before having your work published.
B. The copyrights of your writing will be shared by Teen Ink and Pepsi.
C. When you put your writing into the envelope, you shouldn’t fold it.
D. The Pepsi Company may be a sponsor of Teen Ink for this campaign.
68. What is the most suitable title for this piece of advertisement?
A. Join Teen Ink B. Buy Teen Ink;Enjoy Pepsi
CSend Us Your Work D. Keep In Touch With Teen Ink
(B)
The principal difference between urban growth in Europe and in the North American colonies was the slow evolution of cities in the former and their rapid growth in the latter. In Europe they grew over a period of centuries from town economies to their present urban structure. In North America, they started as wilderness communities and developed to mature urbanism in little more than a century.
In the early colonial days in North America, small cities sprang up along the Atlantic Coastline, mostly in what are now New England and Middle Atlantic states in the United States and in the lower Saint Lawrence valley in Canada. This was natural because these areas were nearest to England and France, particularly England, from which most capital goods (資產(chǎn))(such as equipment) and many consumer goods were imported. Merchandising establishments were, accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the favored locations for processing raw materials before export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increased in importance.
This was less true in the colonial South, where life centered around large farms, known as plantations, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local isolation and the economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located on navigable (可通航的) streams and each had a wharf (碼頭) accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have its front on a water highway.
When the United States became an independent nation in 1776, it did not have a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than 10,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning had weaving industries, that cities started drawing young people away from farms. Such migration was particularly rapid following the Civil War (1861-1865).
69. The word “they” in the 1st paragraph refers to ________.
A North American colonies B. cities
C. centuries D. town economies
70. During colonial times, the Atlantic coastline cities prepared ________ for shipment to Europe.
A. manufacturing equipment B. capital goods
C. consumer goods D. raw materials
71. The growth of southern cities was influenced by the following aspects of the plantation system EXCEPT ________.
A relationships between plantation residents and city residents
B access of plantation owners to shipping
Clocation of the plantations
D. the economic self-sufficiency of the plantations
72. In the 3rd paragraph, the phrase “antagonistic to” is closest in meaning to ________.
A. opposed to B. in favor of
C. based on D. tied to
73. What is the passage mainly about?
A. Factors that slowed the growth of cities in Europe.
B Trade between North American and European cities.
C The evolution of cities in North America.
D The effects of the United Sates’ independence on urban growth in New England.
(C)
During the seventeenth and eighteenth centuries, almost nothing was written about the contributions of women during the colonial period and the early history of the newly formed United States. Lacking the right to vote and absent from the seats of power, women were not considered an important force in history. Anne Bradstreet wrote some significant poetry in the seventeenth century, Mercy Otis Warren produced the best contemporary history of the American Revolution, and Abigail Adams penned important letters showing she exercised great political influence over her husband, John, the second President of the United States. But little or no notice was taken of these contributions. During these centuries, women remained invisible in history books.
Throughout the nineteenth century, this lack of visibility continued, despite the efforts of female authors writing about women. These writers, like most of their male counterparts, were amateur historians. Their writings were celebratory in nature, and they were uncritical in their selection and use of sources.
During the nineteenth century, however, certain feminists (女權(quán)主義者) showed a keen sense of history by keeping records of activities in which women were engaged. National, regional, and local women’s organizations assembled accounts of their doings. Personal correspondence (通信), newspaper clippings, and souvenirs were saved and stored. These sources from the core of the two greatest collections of women’s history in the United States, one at the Elizabeth and Arthur Schlesinger Library at Radcliffé College, and the other the Sophia Smith Collection at Smith College. Such sources have provided valuable materials for later generations of historians.
Despite the gathering of more information about ordinary women during the nineteenth century, most of the writing about women conformed to the “great women” theory of history, just as much of mainstream American history concentrated on “great men”. To demonstrate that women were making significant contributions to American life, female authors singled out women leaders and wrote biographies, or else important women produced their autobiographies. Most of these leaders were involved in public life as reformers, activists working for women’s right to vote, or authors, and were not representative at all of the great of ordinary woman. The lives of ordinary people continued, generally, to be untold in the American histories being published.
74. What is the passage mainly about?
A. The role of literature in early American histories.
B. The place of American women in written histories.
C. The keen sense of history shown by American women.
D. The “great women” approach to history used by American historians.
75. In the 1st paragraph, Bradstreet, Warren, and Adams are mentioned to show that ________.
A. a woman’s status was changed by marriage
B. even the contributions of outstanding women were ignored
C. only three women were able to get their writing published
D. poetry produced by women was more readily accepted than other writing by women
76. In the 2nd paragraph, what weakness in 19th-century histories does the author point out?
A They put too much emphasis on daily activities.
B They left out discussion of the influence of money on politics.
C They were printed on poor-quality paper.
D The sources of the information they were based on were not necessarily accurate.
77. What use was made of the 19th-century women’s history materials in the Schlesinger Library and the Sophia Smith Collection?
A. They were combined and published in a multivolume encyclopedia
. They formed the basis of college courses in the nineteenth century.
C. They provided valuable information for twentieth-century historical researchers.
D. They were shared among women’s colleges throughout the United States.
Section C
Directions: Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words.
The practice of students endlessly copying letters and sentences from a blackboard is a thing of the past. With the coming of new technologies like computers and smartphone, writing by hand has become something of nostalgic (懷舊的) skill. However, while today’s educators are using more and more technology in their teaching, many believe basic handwriting skills are still necessary for students to be successful---both in school and in life.
Virginia Berninger, professor of educational psychology at the University of Washington, says it’s important to continue teaching handwriting and help children acquire the skill of writing by hand.
Berninger and her colleagues conducted a study that looked at the ability of students to complete various writing tasks---both on a computer and by hand. The study, published in 2009, found that when writing with a pen and paper, participants wrote longer essays and more complete sentences and had a faster word production rate.
In a more recent study, Berninger looked at what role spelling plays in a student’s writing skills and found that how well children spell is tied to how well they can write. “Spelling makes some of the thinking parts of the brain active, which helps us access our vocabulary, word meaning and concepts. It is allowing our written language to connect with ideas.” Berninger said.
Spelling helps students translate ideas into words in their mind first and then to transcribe (轉(zhuǎn)換) “those words in the mind into written symbols on paper or keyboard and screen,” the study said. Seeing the words in the “mind’s eye” helps children not only to turn their ideas into words, says Berninger, but also to spot spelling mistakes when they write the words down and to correct then over time.
“In our computer age, some people believe that we don’t have to teach spelling because we have spell checks,” she said. “But until a child has a functional spelling ability of about a fifth grade level, they won’t have the knowledge to choose the correct spelling among the options given by the computer.”
(Note: Answer the questions or complete the statements in NO MORE THAN 10 WORDS)
78. _____________________________ makes writing by hand a thing of the past in school.
79. Published in 2009, Berninger’s study focused on the difference between _____________ ______________________________________.
80. What abilities are closely related to each other, according to Berninger’s recent study?
81. When will the spell checks of the computer be of help to children?
第II 卷 (共47分)
I. Translation
Directions: Translate the following sentences into English, using the words given in the brackets.
82. 在我們學校，教師和學生都可以免費上網(wǎng)。(access)
83. 你方便的話，放學后請幫我把上周借的書還到圖書館去。(convenient)
84. 道路拓寬后，這里的交通有望得到極大的改善。(expect)
85. 為了免受交通擁擠之苦, 越來越多的市民搬到了市郊，享受渴望已久的寧靜生活。(free)
86. 中外游客們不僅領(lǐng)略了的美景，也對當?shù)氐膫鹘y(tǒng)文化和悠久歷史有了一個大致的了解。(Not only)
II. Guided Writing
Directions: Write an English composition in 120 - 150 words according to the instructions given below in Chinese.
(建議可以包括：規(guī)劃好日常生活、找到適合自己的學習方法、多參加課外活動等)
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