英语试题.docx

万州二中高2020级高三上线上测试 （考试时间：120分钟 试卷满分：150分） 注意事项： 1．答卷前，考生务必将自己的姓名、考生号等填写在答题卡和试卷指定位置上。 2．回答选择题时，选出每小题答案后，用铅笔把答题卡对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上。写在本试卷上无效。 3．考试结束后，将本试卷和答题卡一并交回。 第一部分 听力（共两节，满分 30 分） 做题时，请先将答案标在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。 第一节（共5小题；每小题1.5分，满分7.5分） 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 例：How much is the shirt? A. £ 19. 15. B. £ 9. 18. C. £ 9. 15. 答案是 C。 1. What is the girl's plan? A. Spend the summer vacation. B. Sign up for the classes. C. Learn to drive. 2. Where is the man going probably? A. To a supermarket. B. To a bookstore. C. To a restaurant. 3. Who knows the rules of American football well? A. David. B. Mary. C. Frank. 4. When did the man send the application? A. Today. B. Yesterday. C. A week ago. 5. How does the girl feel about graduation? A. Nervous. B. Excited. C. Afraid. 第二节（共15小题；每小题1.5分，满分22.5分） 听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。 听第6段材料，回答第6、7题。 6. What's the date today? A. December 23. B. December 24. C. December 25. 7. What will they give their father? A. Some money. B. An air-conditioner. C. Some flowers. 听第7段材料，回答第8至10题。 8. Where does the conversation most probably take place? A. In a hospital. B. In the man's office. C. In the woman's home. 9. What day is it today? A. Tuesday. B. Thursday. C. Saturday. 10. What will the woman probably do next? A. Hand her job over to Joe. B. Look for a babysitter. C. Go home at once. 听第8段材料，回答第11至13题。 11. What happened to the man? A. He failed in his own business. B. He was knocked down by a car. C. He suffered from a serious disease. 12. How long will the man be in absence? A. For five weeks. B. For five months. C. For fifteen days. 13. What's the relationship between the speakers? A. Classmates. B. Colleagues. C. Customer and agent. 听第9段材料，回答第14至16题。 14. Where did the man find the car? A. Near the No.8 Bridge. B. Along the Eaton Road. C. Far from the London Road. 15. What do we know about the man? A. He is a policeman. B. He is an engineer. C. He is a driver. 16. Which doesn't the man provide about the car? A. Its color. B. Its number. C. Its type. 听第10段材料，回答第17至20题。 17. Where was the purse? A. On a bundle of wastepaper. B. Under a newspaper sheet. C. Beside the museum door. 18. What did the purse look like? A. Old. B. Full. C. Empty. 19. How did Tom feel after he found the purse? A. curious. B. amazed. C. worried. 20. What does the speaker do probably? A. A writer. B. A sportsman. C. A cleaning worker. 第二部分 阅读理解（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和D四个选项中，选出最佳选项。 A Arbeia Roman Fort (城堡) and Museum Location and History Arbeia Roman Fort is situated on Hadrian’s Wall. It was the most important structure built by the Romans in Britain, and now it has been a World Heritage (遗产) Site. Built around AD 160, Arbeia Roman Fort was the military supply base for the soldiers who were stationed along Hadrian’s Wall. The fort has been gradually uncovered and some original parts have been revealed. There are reconstructions that show how Arbeia Roman Fort would have looked. The Reconstructions The reconstructions of the Commanding Officer’s house and soldiers’ quarters are strikingly different. The accommodation for soldiers is dark and uncomfortable, while the Commanding Officer’s house is spacious and luxurious, with courtyards with fountains for him and his family to enjoy. The Museum Visit the museum and see many objects that were found at Arbeia. They are historically important and show what daily life was really like at that time. You will see weapons, tools, jewellery, and so on. You can also discover how the Romans buried their dead and see tombstones (墓碑) which survive to this day. There is a “hands-on” area allowing visitors to dig on a certain site and study their findings with the help of museum staff. You can piece together pottery (陶器), or try writing just as the Romans would have done. For children, they can build this ancient Roman fort with building blocks by themselves. Opening Times and Getting There April 1 — October 31: Monday to Saturday 10:00 am — 5:00 pm, Sunday 2:00 pm — 5:00 pm. November 1 — March 31: Monday to Saturday 11:00 am — 4:00 pm, closed Sunday. (Closed December 25 — 26 and January 1) Entry is free. Arbeia is only a ten-minute walk from the bus station at South Shields. Free car park nearby. Website: www.twmuseums.org.uk/arbeia 21. According to the passage, Arbeia Roman Fort ______. A. was related to the military B. got reconstructions around AD 160 C. was built in a small area in Rome D. provided a comfortable life for soldiers 22. What can visitors do in the museum? A. See historical objects. B. Build tombstones for the dead. C. Write to ancient Romans. D. Try using old tools and weapons. 23. What time does Arbeia Roman Fort close? A. On April 1. B. On October 31. C. On November 1. D. On December 26. B Every superhero, no matter how small, needs a cape. That was Robyn Rosenberger's motivation when she started sewing superhero capes for kids with cancel； heart defects, and other serious diseases. It all began when she was making a cape as a birthday present for her nephew. Rosenberger heard of a girl named Brenna who was battling a potentially deadly skin condition called harlequin ichthyosis. Anyone suffering from what she was going through had to be tough. "I had an aha moment （顿悟）," Rosenberger says. "Brenna was a superhero! She needed a cape." So Rosenberger sent her one, and Brenna's mother was delighted. Rosenberger found ten more kids online and sent out ten more capes. Before long, she quit her job at a software company to dedicate herself full time to , a website where people can buy hand-made capes for brave kids facing illness and disability. Since 2013, Rosenberger and her small paid staff have sent more than 12,000 handmade capes to kids in all 50 states and 15 other countries. The capes come in pink, blue, purple, or red and can be decorated with the child's initials or specialized patches, including a heart, a rocket, or a lightning bolt One recipient was eight-month-old Gabe, who was born with a cleft palate （腭裂），which causes distinct facial features. Rosenberger sent him a red cape with a bright yellow G in the center. It was a hit. Gabe is now a fixture on the company's social media posts. "The Tiny Superhero community has been a wonderful connection to have," says Gabe's mom, Kate Glocke. In fact, two years later, “We still bring Gabe's cape with us to every hospital appointment." 24, Rosenberger started making capes because she. A. wanted to set a good example to sick kids B. hoped to encourage kids with serious diseases C. aimed to cure the kids with serious diseases D. made an attempt to make money online 25. Which word can best describe Rosenberger? A. Optimistic. B. Independent. C. Diligent D. Caring. 26. Which of the following capes are NOT available? A. Purple capes with the child's initials. B. Pink capes with the child's photo. C. Red capes with a heart-shaped patch. D. Blue capes with a patch shaped like a rocket. 27. In which column of the newspaper are you likely to read the story? A. Cover Story. B. Book Review. C. Medical Research. D. Campus Life. C Passenger pigeons (旅鸽) once flew over much of the United States in unbelievable numbers. Written accounts from the 18th and 19th centuries described flocks(群) so large that they darkened the sky for hours. It was calculated that when its population reached its highest point, there were more than 3 billion passenger pigeons—a number equal to 24 to 40 percent of the total bird population in the United States, making it perhaps the most abundant bird in the world. Even as late as 1870 when their numbers had already become smaller, a flock believed to be 1 mile wide and 320 miles (about 515 kilometers) long was seen near Cincinnati. Sadly the abundance of passenger pigeons may have been their undoing. Where the birds were most abundant, people believed there was an ever-lasting supply and killed them by the thousands. Commercial hunters attracted them to small clearings with grain, waited until pigeons had settled to feed, then threw large nets over them, taking hundreds at a time. The birds were shipped to large cities and sold in restaurants. By the closing decades of the 19th century, the hardwood forests where passenger pigeons nested had been damaged by American’s need for wood, which scattered (驱散) the flocks and forced the birds to go farther north, where cold temperatures and storms contributed to their decline. Soon the great flocks were gone, never to be seen again. In 1897, the state of Michigan passed a law prohibiting the killing of passenger pigeons but by then, no sizable flocks had been seen in the state for 10 years. The last confirmed wild pigeon in the United States was shot by a boy in Pike County, Ohio, in 1900. For a time, a few birds survived under human care. The last of them, known affectionately as Martha, died at the Cincinnati Zoological Garden on September 1, 1914. 28. In the 18th and early 19th centuries, passenger pigeons ________. A. were the biggest bird in the world B. lived mainly in the south of America C. did great harm to the natural environment D. were the largest bird population in the US 29. The underlined word “undoing” probably refers to the pigeons’ ____. A. escape B. ruin C. liberation D. evolution 30. What was the main reason for people to kill passenger pigeons? A. To seek pleasure. B. To save other birds. C. To make money. D. To protect crops. 31. What can we infer about the law passed in Michigan? A. It was ignored by the public. B. It was declared too late. C. It was unfair. D. It was strict. D Some schools are pumping music, noises and pleasant smells into the classroom to see if it improves exam results. Could it work? Why do songs stick in our heads? What does your school smell like? Is it noisy or peaceful? It might not seem important, but a growing body of research suggests that smells and sounds can have an impact on learning, performance and creativity. Indeed, some head teachers have recently taken to broadcasting noises and pumping smells into their schools to see whether it can boost grades. Is there anything in it? And if so, what are the implications for the way we work and study? There is certainly some well-established research to suggest that some noises can have a harmful effect on learning. Numerous studies over the past 15 years have found that children attending schools under the flight paths of large airports fall behind in their exam results. Bridget Shield, a professor of acoustics (声学) at London South Bank University, and Julie Dockrell, from the Institute of Education, have been conducting studies on the effects of all sorts of noises, such as traffic and sirens (汽笛), as well as noise generated by the children themselves. When they recreated those particular sounds in an experimental setting while children completed various learning tasks, they found a significant negative effect on exam scores. “Everything points to a bad impact of the noise on children’s performance, in numeracy, in literacy, and in spelling,” says Shield. The noise seemed to have an especially harmful effect on children with special needs. Whether background sounds are beneficial or not seems to depend on what kind of noise it is — and the volume. In a series of studies published last year, Ravi Mehta from the College of Business at Illinois and his colleagues tested people’s creativity while exposed to a soundtrack made up of background noises — such as coffee-shop chatter and construction-site drilling — at different volumes. They found that people were more creative when the background noises were played at a medium level than when volume was low. Loud background noise, however, damaged their creativity. Many teachers all over the world already play music to students in class. Many are inspired by the belief that hearing music can boost IQ in later tasks, the so-called Mozart effect. While the evidence actually suggests it’s hard to say classical music boosts brainpower, researchers do think pleasant sounds before a task can sometimes lift your mood and help you perform well, says Perham, who has done his own studies on the phenomenon. The key appears to be that you enjoy what you’re hearing. “If you like the music or you like the sound — even listening to a Stephen King novel — then you do better. It doesn’t matter about the music,” he says. So, it seems that schools that choose to prevent disturbing noises and create positive soundscapes could enhance the learning of their students, so long as they make careful choices. Yet this isn’t the only sense being used to affect learning. Special educational needs students at Sydenham high school in London are being encouraged to revise different subjects in the presence of different smells — grapefruit scents for maths, lavender for French and spearmint for history. 32 The four questions in the first paragraph are meant to ________. A. create some sense of humour to please the readers B. provide the most frequently asked questions in schools nowadays C. hold the readers’ attention and arouse their curiosity to go on reading D. declare the purpose of the article: to try to offer key to those questions 33. What does the conclusion of the studies of noise conducted by Bridget Shield and Julie Dockrell suggest? A. Peaceful music plays an active role in students’ learning. B. Not all noises have a negative impact on children’s performance. C. We should create for school children a more peaceful environment. D. Children with special needs might be exposed to some particular sounds. 34. Ravi Mehta’s experiment indicates that ________. A. students’ creativity improves in a quiet environment B. we may play some Mozart music while students are learning C. a proper volume of background noises does improve creativity D. noise of coffee-shop chatter is better than that of construction-site drilling 35. Which of the following is most likely to follow up the research findings? A. Experts’ research into other senses that can improve students’ grades. B. More successful examples of boosting learning power by using music. C. Suggestions for pumping lots of pleasant smells into school campuses. D. Debates on whether noises can really have positive effect on students’ performance. 第二节（共5小题：每小题2. 5分, 满分12. 5分） 阅读下面短文, 从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 Failure is probably the most exhausting experience one ever has. There is nothing more tiring than not succeeding. We experience this tiredness in two ways: start-up fatigue (疲惫) and performance fatigue. In the former case, we keep putting off a task because it is e