学年嘉定区高考英语一模.docx
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学年嘉定区高考英语一模
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外语听力有试听环
外语考试14:
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Ⅱ.GrammarandVocabularySectionA
Directions:
Afterreadingthepassagebelow,fillintheblankstomakethepassagecoherentandgrammaticallycorrect.Fortheblankswithagivenword,fillineachblankwiththeproperformofthegivenword;fortheotherblanks,useonewordthatbestfitseachblank.
Thisiswheremykidsgrewup
Foryearsnow,I’vebeenwantingtosellourhome,theplacewheremyhusbandandIraisedourkids.Buttome,thishouseismorethanjustabuilding.Inthefrontroom,there’sawallthathashundredsofpencillines.Everygrowthstage（21）（mark）inpencils,witheachchild’snameandthedate.
Ofalltheobjectsandallthememories,it’sthisonethinginahomethat’s（22）（hard）toleavebehind.Ourkidsgrowinsomanyways,butthewallisphysicalevidenceoftheirprogress.FriendsIknowhavevisitedtheirprevioushomeonly（23）（discover）theirwallofheightshasbeenfreshlypaintedover.Overtheyears,I’vetalkedabouthowmuchIwouldhateleavingthatwallbehindwhenImoved,（24）
thelastmarksweremade10yearsagowhenmykidsstoppedgrowing.Sooneday,whileIwasatwork,mychildrendecidedtodo（25）aboutit.
TheyhiredJacquieManning,aprofessionalphotographer（26）workisaboutcapturingthebeautifulthingsinlife.ShecametoourhousewhileIwasatwork,andoverseveralhours,（27）（take）photosofthehundredsofdrawingsandlines,littlegreyfingerprints,andoldmarks.Somehow,shemanagedtophotograph（28）wehadexperiencedinallthoseyears.Afterwards,sheputallthephotostogetherintooneimage,（29）（transform）themintoabeautifulhistoryofmyfamily.
Thereweekslater,mychildren’swonderfulgiftmadeitswaytome--（30）life-sizephotoofthepencillinesandfingerprintsthatrepresentsentirelifetimesofloveandgrowth.
SectionB
A.emphasizes
B.principle
C.enormousD.helpingE.energized
F.active
G.increased
H.absorbing
I.benefitsJ.analyzedK.temperate
Directions:
Afterreadingthepassagebelow,fillineachblankwithaproperwordgiveninthebox.Eachwordcanbeusedonlyonce.Notethatthereisonemorewordthanyouneed.
Emphasizingsocialplayinkindergartenimprovesacademics
Emphasizingsocialplayandstudentshelpingoneanotherinkindergartenimprovesacademicoutcomes,self-controlandattentionregulation,findsnewUBCresearch.Thestudy,publishedinthejournalPLoSOne,foundthisapproachtokindergartencurriculumalso31children’sjoyinlearningandteachers’enjoymentofteaching.
“Beforechildrenhavetheabilitytositforlongperiods32information,theyneedtobeallowedtobe33andbeencouragedtolearnbydong,”saidDr.AdeleDiamond,thestudy’sleadauthor.“Indeed,peopleofallageslearnbetterbydoingthanbybeingtold.”
Throughacontrolledexperiment,Diamondandhercolleagues34theeffectivenessofacurriculumcalledToolsoftheMind（Tools）.Thecurriculumwasintroducedtowillingkindergartenteachersand351children
withdifferentbackgroundsin18publicschools.
Toolswasdevelopedin1993bytwoAmericanresearchers.Itsbasic35isthatsocial-emotionaldevelopmentandimprovingself-controlisasimportantasteachingacademicskillsandcontent.TheTools36theroleofsocialplayindevelopingskillssuchasself-control,selectiveattentionandplanning.“Skillslikeself-controlandselectiveattentionarenecessaryforlearning.Theyareoftenmorestronglyassociatedwithschoolreadiness（入学准备）thanintelligencequotient（IQ）,”saidDiamond.“Thisexperimentisthefirsttoshow37ofacurriculumemphasizingsocialplay.”
Teachersreportedmore38behaviorandgreatersenseofcommunityinToolsclasses.Lateistheschoolyear,Toolsteachersreportedtheystillfelt39andexcitedaboutteaching,whileteachersinthecontrolgroupwereexhausted.“Ihaveenjoyedseeingthe40progressmystudentshavemadeinwritingandreading.”saidaToolsteacherinVancouver.“Ihavealsoenjoyedseeingthestudentsgetsoexcitedaboutcomingtoschoolandlearning.Theylovedalltheactivitiessomuchthatmanystudentsdidn’twanttomissschool,eveniftheyweresick.”
Ⅲ.ReadingComprehension
SectionA
Directions:
ForeachblankinthefollowingpassagetherearefourwordsorphrasesmarkedA,B,CandD.Fillineachblankwiththewordorphrasethatbestfitsthecontext.
Inproductdesign,imagininguser’sfeelingsleadstomoreoriginaloutcomes
Researchersfindthatinanewproductdesign,connectingwithuser’sheart,ratherthantheirhead,canleadtomoreoriginalandcreativeoutcomes.
Developingoriginaland41productsiscriticaltoacompany’slong-termsuccess.Thus,understandingwhatinfluencesoriginalitycanhaveimportantandpotentially42consequencesforbusinesses.RaviMehta,aprofessorofbusinessadministration,showsthatadoptinga（n）43thatimagineshowtheuserwouldfeelwhileusingaproductleadsdesignerstoexperiencegreaterempathy（同感）,which44creativityand,inturn,outcomeoriginalityfornewproductdesign.
Therearetwowaysthattheproductdesignercan45theconsumer’sproductusage.Onefocusesonobjectiveuseoftheproduct-howconsumersmightusetheproduct,thatis,an“objective-imagination”approach.Theotherfocusesonfeelings-howtheproductmakestheconsumerfeel,a“feeling-imagination”approach.
Consumersalwayswanttohavenewproductsthatsolveproblemsmoreefficientlyandatalesscost.Soproductdesigners46thistrapofbeingveryobjectiveinfocusingontheuseofaproduct.That’simportant,leadsdesignerstoexperiencegreaterempathy,whichmakesthemmore48,thefeelings-imaginationapproachleadsdesignerstoexperiencegreaterempathy,whichmakesthemmore49totheconsumers’ideas.Thisleadstogreateroutcomeoriginality.Mehtasaid,“whenyouimagineconsumersandfocusontheirfeelings,that’spowerfulandwillleadtosomethingmuchmoreinnovativethanonlyfocusingonaproduct’susage.”Theresearchshowsthatafeelings-basedapproachis50tothecommonlyusedobjective-basedapproach,theresearcherswrote.Itnotonlyhelpsproductdesignersbuildabetterproduct,butisalsothemcreatemoreinnovativeproducts.
Theimplicationsofthefindingsextendtoeverydayconsumers,whonowplayaroleinshapingcompaniesdesign.Mehtasaid,“Marketersareincreasingly51consumersfornewproductideas.”52,therewasvery
successfulcampaignafewyearsagofocusedongettingconsumerstocreateanewpotatochipflavor.
Theexperimentsdemonstrateda53effectofadoptingafeelings-imaginationapproach.Thatsuggestthatthesedesignersmay54imaginingusers’feelings.Inthisway,designerscandevelopproductsthecould
55tothemasses.Companiescaneasilyadoptthisprocessandpromotefeelings-imaginationexercisethroughtheirwebsitesorsocialmedia.
41.A.primary
B.innovative
C.natural
D.domestic
42.A.temporary
B.slight
C.indefinite
D.profitable
43.A.policy
B.proposal
C.approach
D.standard
44.A.enhances
B.exhibits
C.illustrates
D.explores
45.A.recommend
B.extend
C.exploit
D.imagine
46.A.fallapart
B.figureout
C.fallinto
D.turninto
47.A.originality
B.objectivity
C.creativity
D.flexibility
48.A.Inconclusion
B.Inaddition
C.Asaresult
D.Bycontrast
49.A.open
B.harmful
C.resistant
D.equal
50.A.evident
B.superior
C.relevant
D.alert
51.A.joiningin
B.applyingto
C.turningto
D.takingto
52.A.Inreality
B.Inotherwords
C.What’smore
D.Forexample
53.A.dramatic
B.positive
C.negative
D.serious
54.A.dependon
B.benefitfrom
C.contributeto
D.involvein
55.A.appeal
B.refer
C.adapt
D.commit
SectionB
Directions:
Readthefollowingthreepassage.Eachpassageisfollowedbyseveralquestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA,B,CandD.Choosetheonethatfitsbestaccordingtotheinformationgiveninthepassageyouhavejustread.
（A）
Whenshewastenyearsold,IsadoraDuncandroppedoutofschooltoteachpeopledance.Ifthatjobwasletoanyotherten-year-old,itwouldhaveturnedoutfrustrating,difficult,andalittlediscouraging.
ButDuncanwasdifferent.Notonlywasshealreadytalentedenoughtoearnmoneyevenatthatage,butshealsohadararekindofconfidencethathelpedhertreattroublesasfuel--somethingtoelevatethefirethatisalreadyburninginsideofher.
It’snosurprise,then,thatwhenshemovedtoNewYorktojoinatheatrecompany,shefoundherselfrestricted.Theexistingdancingstyle,theirwayofoperating--allofthisseemedtohertheworkofamisguidedpast.Duncanwasverydirectaboutwhatshewanted,confidentlytellingpeopleshehadadifferentvisionofdancethatshewasgoingtospreadintheworld.This,naturally,ledtoridiculeandlaughsea
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