学年河北省定州中学高二下学期第二次月考英语试题Word版+听力.docx

学年河北省定州中学高二下学期第二次月考英语试题Word版+听力.docx

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学年河北省定州中学高二下学期第二次月考英语试题Word版+听力

2017-2018学年河北省定州中学高二下学期第二次月考英语试题

第一部分：

听力（满分30分）

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，并标在试卷的相应位置。

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。

1.Whatarethespeakerstalkingabout?

A.Aliteratureclass.B.Ateacher.C.Anovel.

2.Wherearethecashmachines?

ANexttoanInternetcafé.BBesideadepartmentstore.CAcrossfromabank.

3.Whatisthewomanthinkingabout?

A.WhattobuyforSusan’sbirthday.

B.HowtocelebrateSusan’sbirthday.

C.WhethertogotoSusan’sbirthdayparty.

4Whatdoesthemanmean?

ATheSteelerswillwinthegame.

B.Thebadweatherwillaffecttheresultofthegame.

C.It’sdifficultfortheSteelerstoplayunderbadweather.

5Whatmakesthewomanhappy?

A.Shehasgotapromotion.B.Shehasgotanewjob.C.Shehasrentedanewhouse.

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。

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。

请听第6段材料，回答第6、7题

6.Whatisthemanprobably?

A.Asecretary.B.Atourguide.C.Ahotelreceptionist.

7.WhywillthewomanvisitSt.Petersburgagain?

A.Todobusiness.

B.Tovisittheman.

C.Toattendafestival.

请听第7段材料，回答第8-10题

8.Wherearethespeakersprobably?

A.Inarestaurant.B.Intheman’sapartment.C.Inthewoman’sapartment.

9.Whatwouldthemanliketodrink?

A.Milktea.B.Blackcoffee.C.Coffeewithsugar.

10.WhatissaidabouttheTaylors?

A.Theyliveinthesamebuildingasthewoman.

B.Theyhavetwonotebookcomputers.

C.Theywererobbedlastmonth.

请听第8段材料，回答第11、12题

11.Whathappenedtothemanabouttendaysago?

A.Hehadaverybadcold.

B.Hehadasmalloperation.

C.Hefelttootiredtogotowork.

12.Whatisthemangoingtodo?

A.Goforacheck-up.B.Gotowork.C.Visitadoctor.

请听第9段材料，回答第13至16题

13.Whatdoesthemanaskthewomantodo?

A.Getataxiforhim.BShowhimherbag.C.Drivehimtotherailwaystation.

14.Howdoesthewomanreacttotheman’srequest?

A.Sheactspolitely.

B.Sheisrude.

C.Sheturnsadeafear.

15.Whatdoweknowaboutthewoman?

A.Shemighthavedonesomethingillegal.

B.Shelikescollectingmen’swatches.

C.Shesmokesinpublic.

16.Whatwillthemandonext?

A.Apologizetothewoman.

B.Askthewomantohandinherbag.

C.Takethewomanawaybyforce.

请听第10段材料，回答第17至20题

17.Whatisthespeaker?

A.Ahost.

B.Agovernor.

C.Ashopowner.

18.Whatarethepricesinthesurveybasedon?

A.Thepriceofgoodsrepresentingthecountry.

B.Thecostofthesamebasketinacityofthecountry.

C.Moneyspentonbuyingthesamegoodsinthetypicalcityofthecountry.

19.Whichcountryhasthesecondhighestpriceaccordingtothesurvey?

A.Denmark.B.Sweden.C.France.

20.WhatissaidaboutPoland?

A.Ithastheloweststandardofliving.

B.Ithasthelowestpay.

C.Itisatthebottomofthetableofworkinghours.

二、阅读理解

Thatrobots,automation,andsoftwarecanreplacepeoplemightseemobvioustoanyonewho’sworkedinautomotivemanufacturing.ButMITbusinessscholarsErikBrynjolfssonandAndrewMcAfee’sclaimismoretroublingandcontroversial.Theybelievethatrapidtechnologicalchangehasbeendestroyingjobsfasterthanitiscreatingthem.

Theybelievethattechnologyincreasesproductivityandmakessocietieswealthier,butitbecamecleartothemthatthesametechnologiesmakingmanyjobssafer,easier,andmoreproductivewerealsoreducingthedemandformanytypesofhumanworkers.TechnologiesliketheWeb,artificialintelligence,andbigdataareautomatingmanyroutinetasks.Countlesstraditionalwhite-collarjobs,suchasmanyinthepostofficeandincustomerservice,havedisappeared.

Asevidence,BrynjolfssonandMcAfeepointtoachartonwhichseparatelinesrepresentproductivityandtotalemploymentintheUnitedStates.ForyearsafterWorldWarII,thetwolinescloselytrackedeachother,withincreasesinjobscorrespondingtoincreasesinproductivity.Then,beginningin2000,thelinesdiverge;productivitycontinuestorisesteadily,butemploymentsuddenlyshrinks.By2011,asignificantgapappearsbetweenthetwolines,showingeconomicgrowthwithnoparallelincreaseinjobcreation.

UnitedStatesProductivityandEmployment

Butarethesenewtechnologiesreallyresponsibleforadecadeoflackluster（无生气）jobgrowth?

DavidAutor,aneconomistatMITwhohasstudiedtheconnectionsbetweenjobsandtechnology,doubtsthattechnologycouldaccountforsuchasuddenchangeintotalemployment.Moreover,healsodoubtsthatproductivityhas,infact,risensteadilyintheUnitedStatesinthepastdecade.Ifhe’sright,itraisesthepossibilitythatpoorjobgrowthcouldbesimplyaresultofadepressedeconomy.Thesuddenslowdowninjobcreation“isabigpuzzle,”hesays,“butthere’snotalotofevidencethatit’slinkedtocomputers.”“Tobesure,computertechnologiesarechangingthetypesofjobsavailable,butthatisverydifferentfromsayingtechnologyisaffectingthetotalnumberofjobs,”headds.“Jobscanchangealotwithouttherebeinghugechangesinemploymentrates.”

LawrenceKatz,aHarvardeconomist,saysthatwhiletechnologicalchangescanbepainfulforworkerswhoseskillsnolongermatchtheneedsofemployers,nohistoricalpatternshowstheseshiftsleadingtoanetdecreaseinjobsoveranextendedperiod.Still,Katzdoesn’tdismissthenotionthatthereissomethingdifferentabouttoday’sdigitaltechnologies.Thoughheexpectsthehistoricalpatterntohold,itis“genuinelyaquestion,”hesays.“Iftechnologydisruptsenough,whoknowswhatwillhappen?

”

21．WhichperiodonthechartstronglysupportsMcAfee’sclaim?

A.1947—1967.B.1985—1987.

C.1997—2000.D.2011—2013.

22．AccordingtoDavidAutor,thechangeinjobgrowth________.

A.isnotnecessarilycausedbytechnology

B.resultsfromaweakeningeconomy

C.hasnoconnectionwithproductivity

D.affectsthecurrenttypesofjobs

23．WhatisLawrenceKatz’sattitudetowardsthetopic?

A.Optimistic.B.Defensive.

C.Objective.D.Disapproving.

24．Themainpurposeofthepassageisto________.

A.showtherelationbetweenproductivityandjobcreation

B.discusstheeffectoftechnologicaladvancesonemployment

C.argueagainstthewideuseofartificialintelligence

D.explaintheimpactoftechnologiesonproductivity

Twofriendshaveanargumentthatbleaksuptheirfriendshipforever,eventhoughneitheronecanrememberhowthewholethinggotstarted.Suchsadeventshappenoverandoverinhighschoolsacrossthecountry.Infact,accordingtoanofficialreportonyouthviolence,"Inourcountrytoday,thegreatestthreattothelivesofchildrenandadolescentsisnotdiseaseorstarvationorabandonment,buttheterriblerealityofviolence".Giventhatthisisthecase,whyaren'tstudentstaughttomanageconflictthewaytheyaretaughttosolvemathproblems,drivecars,orstayphysicallyfit?

Firstofall,studentsneedtorealizethatconflictisunavoidable.Areportonviolenceamongmiddleschoolandhighschoolstudentsindicatesthatmostviolentincidentsbetweenstudentsbeginwitharelativelyminorinsult（侮辱）.Forexample,afightcouldstartoverthefactthatonestudenteatsapeanutbuttersandwicheachlunchtime.Laughteroverthesandwichcanleadtoinsults,whichinturncanleadtoviolence.Theproblemisn'tinthesandwich,butinthewaystudentsdealwiththeconflict.

Oncestudentsrecognizethatconflictisunavoidable,theycanpracticethegoldenruleofconflictresolution---staycalm.Oncethestudentfeelscalmer,heorsheshouldchoosewordsthatwillcalmtheotherpersondownaswell.Rudewords,name-calling,andaccusationonlyaddfueltotheemotionalfire.Ontheotherhand,softwordsspokenatanormalsoundlevelcanputoutthefirebeforeitexplodesoutofcontrol.

Afterbothsideshavecalmeddown,theycanuseanotherkeystrategyforconflictresolution:

listening.Listeningallowsthetwosidestounderstandeachother.Onepersonshoulddescribehisorherside,andtheotherpersonshouldlistenwithoutinterrupting.Afterward,thelistenercanasknon-threateningquestionstoclarifythespeaker'sposition.Thenthetwopeopleshouldchangeroles.

Finally,studentsneedconsiderwhattheyarehearing.Thisdoesn'tmeantryingtofigureoutwhat'swrongwiththeotherperson.Itmeansunderstandingwhattherealissueisandwhatbothsidesaretryingtoaccomplish.Forexample,ashoutingmatchoverapeanutbuttersandwichmighthappenbecauseonepersonthinkstheotherpersonisunwillingtotrynewthings.Studentsneedtoaskthemselvesquestionssuchasthese:

Howdidthisstart?

WhatdoIreallywant?

WhatamIafraidoff?

Astheissuebecomesclearer,theconflictoftensimplybecomessmaller.Evenifitdoesn't,carefulthoughthelpsbothsidesfigureoutamutualsolution.

Therewillalwaysbeconflictinschools,butthatdoesn'tmeanthereneedstobeviolence.AfterstudentsinAtlantastartedaconflictresolutionprogram,accordingtoEducatorsforSocialResponsibility,"64percentoftheteachersreportedlessphysicalviolenceintheclassroom;75percentoftheteachersreportedanincreaseinstudentcooperation;and92percentofthestudentsfeltbetteraboutthemselves".Learningtoresolveconflictscanhelpstudentsdealwithfriends,teachers,parents,bosses,andcoworkers.Inthatway,conflictresolutionisabasiclifeskillthatshouldbetaughtinschoolsacrossthecountry.

25．From Paragraph 2 we can learn that_______.

A.violence is more likely to occur at lunchtime

B.students tend to lose their temper easily

C.a small conflict can lead to violence

D.the eating habit of a student