河南省第二次高考模拟考试英语试题及答案Word文档格式.docx
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第一部分听力(共两节,满分30分)(略)
第二部分阅读理解(共两节,满分40分)
第一节(共15小题;
每小题2分,满分30分)
阅读下列短文,从每题所给的A、BC和D四个选项中,选出最佳选项。
A
Whydon’tquietcarriageswork,andhowmighttheybemaketo?
Quietcarriagesontrainsareaniceidea:
travelersvoluntarilymaketheirphonessilent,turnstereosoffandkeepchattertoaminimum.However,inreality,thereisusuallyatleastonesillybabbler(喋喋不休的人)tobreakthesilence.
Acoupleofproblemspreventpeacefultrips.First,thereisasortingproblem:
somepassengersendupinthequietcarriagebyaccidentandarenotawareoftherules.Second,thereisacommitmentproblem:
noiseissometimesmadebytravelerswhochoosethequietcarriagebutfindanimportantcallhardtoignore.
Thetrainoperatorsaretryingtofindanswers.TrainsinQueenslandAustralia,arehavingpermanentsignsaddedtoshowexactlywhatisexpected;
aBritishoperatorhasinvestedinsometechnologytopreventphonecalls.
Microeconomicssuggestsanotherapproach.Finingpeopleformakinganoisewouldsurelydissuade(劝阻)thepolluterandisaneatsolutionintheory,butitrequirescostlymonitoringandenforcement.Anotherwaywouldbetousepricestoseparatequietandnoisypassengers-ineffect,creatingamarketforsilence.Asimpleideawouldbetosellaccesstothequietcarriageasanoptionalextrawhentheticketisbought.Makingthequietcoachbothanactivechoiceandacostlyonewoulddissuademanyofthosewhodon’tvalueapeacefulride.
Chargingmayalsosolvethecommitmentproblem.Thisisparticularlytricky,asattitudestonoisecanchangeduringthejourney.Somepassengerswouldpaythequietpremiumbutstillchatterawaywhensomevitalnewsarrives.Schemesthatrewardthesilent-aratingsystemamongfellowpassengers,forexample-couldhelp.Theideaisthatlosingyourhard-wonreputationoffsetstheshort-termgainfromusingthephone.Butsuchasystemalsofailsthesimplicitytest.
A2010bookbyGeorgeAkerlofandRachelKrantonarguesthat“norms”-feelingsabouthoweveryoneshouldbehave-alsoplayaroleindecision-making.Chargingaprice,evenifjustatokenamount,meansthequietcarriagebecomesaservicethatfellowpassengershavebought,notjustapreferencetheyhaveexpressed.Perhapsdifferentnormswouldcomeintoplay,encouragingcalm.Ifnot,apersonalbubbleisalwaysanoption:
noise-cancelingheadphonesstartataround$50.
1.Accordingtothepassage,whatdoesmicroeconomicssuggest?
A.Findingthesourceofnoise.
B.Puttingapriceonnoise.
C.Avoidusingaphoneinthecarriage.
D.Investingmoremoneyinmonitoringandenforcement.
2.By“apersonalbubbleisalwaysanoption,”theauthormeans________.
A.onecanmakehisownchoiceB.oneshouldrespectothers’privacy
C.onecancreatehisownpersonalspaceD.oneshouldsticktohispersonalbudget
3.Thispassageismainlyabout________.
A.people’sfavouredtransportation
B.effectivemethodsofmonitoringnoiselevels
C.possiblesolutionstonoiseintraincarriages
D.commonformsofmisbehaviorofpassengers
B
Thegreat-grandmotherislearningEnglishwiththehelpofherfamilywhensheisattheageof91.Shehopestousethelanguageatnextyear’sOlympicGamesinTokyo.Takamizawawasoneofthemorethan200,00peoplewhorequestedtovolunteerforTokyo’s2020Games.Englishisnotrequiredforservice,butitisausefulskillforvolunteerstohave.
ButTakamizawahadnotbeenabletolearnthelanguagewhenshewasyoung.TakamizawasaidthatshewasinhighschoolwhenWorldWarTwostarted.Shesaid,“Inmysecondyearthere,Englishwasbannedbecauseitwastheenemylanguage.”
Takamizawasaidhergrandchildrenhelpedpersuadeherthatshewasnottoooldtolearn.“WhenItalkedtomygrandchildrenaboutmywish,theysaid,‘It’snottoolate.Wewillteachyouonewordaday’”.NatsukoisTakamizawa’sgranddaughterandmainEnglishteacher.NatsukosendsanewEnglishwordtohergrandmother’sphoneeveryday.TheyalsooftenworktogetherdirectlyonphrasesthatTakamizawawillneedfortheOlympics.“WelcometoTokyo,thisistheOlympicstadium,howcanIhelpyou?
”TakamizawaanswerswhenaskedtosayanEnglishphraseshehaslearned.Natsukoexplainsthatshewantedtogivehergrandmothersomethingtoenjoy.“IcanclearlyseeherEnglishisgettingbetter.It’smyjoynow.”
TheEFEnglishProficiencyIndexisameasureofthelevelofEnglishspokeninacountry.Japanranks49thamongcountrieswhereEnglishisnotthefirstlanguage.ThissituationisslowlychangingasyoungergenerationswelcomeEnglish.However,TakamizawabelievesrealchangewillnothappenunlessJapanesepeoplebecomemoreopentotherestoftheworld.Witharound500daystogountilthegamesbegin,thewholeTakamizawafamilyisreadytowelcometheworldtoTokyo.
4.Whycouldn’tTakamizawalearnEnglishwhenshewasyoung?
A.BecauseEnglishwasuseless.
B.BecauseshewastooyoungtolearnEnglish.
C.BecauseEnglishwasforbiddentolearn.
D.BecauseshewasunwillingtolearnEnglish.
5.Whatcanweknowfromthethirdparagraph?
A.Takamizawagetsstrongsupportfromherfamily.
B.Takamizawa’sgrandchildrenloveheralot.
C.NatsukoisTakamizawa’sgranddaughterandonlyEnglishteacher.
D.NatsukoteachesTakamizawaEnglishmainlybytalkingwithher.
6.Whatdoestheunderlinedphrase“Thissituation”inParagraph4referto?
A.EnglishisnotthefirstlanguageinJapan.
B.ThelevelofEnglishspokeninJapanisrelativelylow.
C.YoungergenerationsinJapanwelcomeEnglish.
D.Japanesepeoplebecomeopentotherestoftheworld.
7.Whatisthemainideaofthepassage?
A.Wherethereisawill,thereisaway.B.Itisnevertoolatetolearn.
C.Theearlybirdcatchestheworm.D.Twoheadsarebetterthanone.
C
Itisgenerallyacknowledgedthatyoungpeoplefrompoorersocio-economicbackgroundstendtodolesswellintheeducationsystem.Inanattempttohelpthechildrenofpoorfamilies,anationwideprogramcalled“Headstart”wasstartedintheUSin1965.Alotofmoneywaspouredintoit.Ittookchildrenintopre-schoolinstitutionsattheageofthreeandwassupposedtohelpthemsucceedinschool.Buttheresultshavebeendisappointing,becausetheprogrambegantoolate.Manychildrenwhoentereditatthreewerealreadybehindtheirpeersinlanguageandintelligenceandtheparentswerenotinvolvedintheprocess.Attheendofeachday,“Headstart”childrenreturnedtothesamedisadvantagedhomeenvironment.
Toimprovetheresults,anotherprogramwasstartedinMissourithatconcentratedonparentsasthechild,sfirstteachers.Thisprogramwasbasedonresearchshowingthatworkingwiththefamilyisthemosteffectivewayofhelpingchildrengetthebestpossiblestartinlife.Thefour-yearstudyincluded380familieswhowereabouttohavetheirfirstchildandrepresenteddifferentsocial-economicstatus,ageandfamilystructure.Theprograminvolvedtrainededucatorsvisitingandworkingwiththeparentorparentsandthechild.Theprogramalsogavetheparentssomeguidance,andusefulskillsonchilddevelopment.
Atthree,thechildreninvolvedinthe“Missouri”programwereevaluatedwiththechildrenselectedfromthesamesocio-economicbackgroundandfamilysituations.Theresultswereobvious.Thechildrenintheprogramweremoreadvancedinlanguagedevelopment,problemsolvingandotherintellectualskillsthantheirpeers.Theyperformedequallywellregardlessofsocio-economicbackgroundsorfamilystructure.Theonefactorthatwasfoundtoaffectthechild,sdevelopmentwasthepoorqualityofparent-childinteraction.Thatinteractionwasnotnecessarilybadinpoorerfamilies.
The“Missouri”programcomparesquitedistinctlywiththe“Headstart”program.Withoutasimilarfocusonparenteducationandonthevitalimportanceofthefirstthreeyears,someevidenceindicatesthatitwillnotbeenoughtoovercomeeducationalunfairness.
8.Whatcausedthefailureofthe“Headstart”program?
A.Thelargenumberofpoorfamilies.B.Thedisapprovalfromchildren.
C.Thelatestartoftheprogram.D.Thelongperiodoftime.
9.Whatdoweknowaboutthe“Missouri”program?
A.Itfocusedonthechildren,sfirstschoolteachers.
B.Ithelpedthechildrenreturntothesamehome.
C.Itmadethechildrenimprovedinmanyaspects.
D.Itgavetheparentsadviceontheirdevelopment.
10.Accordingtothepassage,whatislikelytoinfluencechildren,sperformance?
A.Thenumberoffamilymembers.B.Theparent-childcommunication.
C.Theintelligenceoftheirparents.D.Theteacher-studentrelationship.
11.Howdoestheauthordevelopthepassage?
A.Bylistingfigures.B.Bymakingcomparisons.
C.Bygivingexamples.D.Bydrawingconclusions.
D
We’veallbeenthere:
thosetimesyouneedtoargueyourpointofviewtosomeonewhoyouknowdisagreeswithyou.Youimmediatelygotoyourkeyboardandstarttotypeoutthat280-charactertweet,theFacebookreply,oraparagraphs-longemail.Surelythereason,logic,andstrongpowerofyourwrittenwordswillconvincewhoeveritiswhodisagreeswithyoutoseeyourpointofview.Butnewresearchsuggestsadifferentidea.
ThatresearchwasconductedbyJulianaSchroeder,assistantprofessorofUniversityofCalifornia,Berkeley,andhercolleagues.InSchroeder’sstudyofalmost300people,participantswereaskedtowatch,listen,andreadargumentsaboutsubjectstheyagreedordisagreedwith.Theywereaskedtojudgethecharacterofthecommunicatorandthequalityoftheargument.Schr