河北省保定市届高三毕业班模拟演练英语试题 含答案 精品.docx
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河北省保定市届高三毕业班模拟演练英语试题含答案精品
第一部分听力(共两节,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.WhatwillDorothydoontheweekend?
A.Gooutwithherfriend.B.Workonherpaper.C.Makesomeplans.
2.What’stheprobablerelationshipbetweenthetwospeakers?
A.Motherandson.B.Bossandsecretary.C.Teacherandstudent.
3.Wherewillthepartybeheldnextweek?
A.AtMike’shouse.B.AtAnne’shouse.C.Atacafe.
4.Whatdoesthemanthinkofthefilm?
A.Quiteinspiring.B.Veryboring.C.Frightening.
5.Whatwillthespeakersprobablydonext?
A.Ordersomeboxes.B.Gohomeandrest.C.Continueworking.
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,各个小题将给出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.Whatarethespeakerstalkingabout?
A.Choosingtheirtransportation.B.PayingavisittoChina.C.Goingshopping.
7.Howhavetheydecidedtogo?
A.Byair.B.Bybus.C.Bytrain.
听第7段材料,回答第8、9题。
8.Whatmajordoesthemanlike?
A.Chemistry.B.Medicine.C.Chineseliterature.
9.Whatdoesthemanadvisethewomantodo?
A.Followhermother’sadvice.B.Talkwithhermotheragain.C.Sticktoherownopinion.
听第8段材料,回答第10至12题。
10.Whatistheman’sproblem?
A.Hispassportismissing.B.Hecan’tfindhistraveler’scheck.
C.Hehaslosthiscreditcard.
11.Whatdidthemanbuyinthedepartmentstoreyesterday?
A.Asportssuit.B.Apairofsunglasses.C.Apairoftrainers.
12.Wheredoesthisconversationprobablytakeplace?
A.Intheboss’soffice.B.AttheLostandFound.C.Atthepolicestation.
听第9段材料,回答第13至16题。
13.WhatwillRebeccadoonOctober16?
A.Goonabusinesstrip.B.Organizeatradeexhibition.
C.MeetthepeopleHeadOffice.
14.WhatwillhappenonOctober3?
A.Themeetingarrangementfinishes.B.Thetradeexhibitionfinishes.
C.Alexstartshisbusinesstrip.
15.WhatisJohnpreparingforthemeeting?
A.Aspeech.B.Atimetable.C.Asalereport.
16.Whendothespeakersdecidetohavethemeeting?
A.OnOctober15.B.OnOctober16.C.OnOctober17.
听第10段材料,回答第17至20题。
17.WhatkindofEnglishlessonsdoesthespeakerrecommend?
A.Listeningandspeaking.B.Readingandwriting.C.Examinationskills.
18.Howcanaleanertakethelessonswhenheisnotonline?
A.Bymakingconversations.B.Byusingthedownloadedsoundfiles.
C.Byreviewingwords,phrasesandidioms.
19.Whatisthegreatadvantageofthespeaker’sonlinecourse?
A.Itimproveslearners’listeningandspeakingskillsquickly.
B.Itofferslearnersnewhelpfuladvertisements.
C.Itisfreeofchargeforthelearners.
20.What’sthespeaker’sideaaboutlearningEnglish?
A.LearningEnglishlittlebylittle.
B.It’sneccessarytosetaclearlearninggoal.
C.It’sveryimportanttofindanewmethod.
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)
阅读下面短文,从每题所给的A、B、C和D四个选项中,选出最佳选项。
A
InanefforttokeepalittlepoetryinmylifelongafterNationalPoetryMonthpassed,Idecidetoreadatleastonepoemadayafterscanningthenewspaperoverbreakfast.Thankstothefreeonlinepoetry-in-your-inboxservices,it’sbeenaneasyresolution(解决办法)tokeep.
Poem-a-DaywasstartedduringNationalPoetryMonthin2016,anditfocusesonnewandpreviouslyunpublishedpoemsbycontemporarypoetsonweekdaysandclassicpoemsonweekends.
TedKooseroffersasimilarservicethroughhisAmericanLifeinPoetrySeries,thoughit’saweekly,ratherthanadaily.Kooserbrieflyintroduceseachweek’spoem,offeringalittlebitofinformationabouttheselection,thewriter,andbookswherereaderscanturntoiftheywantmoreworkfromthefeaturedpoet.
Readingatleastonepoemadayhasbeenlikeanintellectualvitamin,givingmeasmalldose(剂量)ofliteratureevenonbusydayswhenIcan’tgettothenovelsandnon-fictiononmydeskbesidethebed.AnotherbenefithasbeenconnectingwithalotoftalentedpoetsIwouldn’totherwiseknowabout.Poetrybeingwhatitis,eventhebesttalentsinthestylecanworkinrelativeobscurity(朦胧).Maybethebiggestbenefitofreadingapoemeverymorninghasbeenthechancetoseethefamiliarinnewways.
LastApril,IwonderedifIcouldremindmyselftoreadapoemeachmorning.Now,deepinsummer,IwonderifIcouldeverdowithoutit.
21.Theauthorintendstoreadapoemeverymorningbymeansof.
A.scanningthenewspaperoverbreakfast.
B.thefreeonlinepoetry-in-your-inboxservices
C.startingPoem-a-DayduringNationalPoetryMonth
D.focusingonnewpoemsandcontemporarypoetsonweekdays
22.WhatisTedKooser’sAmericanLifeinPoetrySeriesabout?
A.Adailyonlinenewspaper.
B.Aweeklyforpublishingpoems.
C.Afreeonlineserviceforreadinglovers.
D.Asocialonlineplatformforpoemlovers.
23.WhatdoesParagraph4mainlytalkabout?
A.Thebestwayofreadingpoems.
B.Thepoemsthattheauthorlikesbest.
C.Theauthorenjoysreadingpoemsonbusydays.
D.Thebenefitsfromreadingapoemaday.
24.Wecaninferfromthelastsentenceofthetextthat.
A.theauthorstartstolovereadingapoeminthemorning
B.theauthorremindedhimselftoreadapoemeachmorning
C.theauthordidn’tlikereadingpoemslastApril
D.theauthordecidestogiveupreadingpoemsinsummer
B
Brownbearshavestoppedeatingsalmon(鲑鱼)infavorofelderberriesafterbeingforcedtomakeachoiceduetoclimatechange.Warmingtemperaturesmeanthattheberriesareripeningearlierthanusual,atexactlythesametimeasthefreshwaterstreamsonAlaska’sKodiakIslandareoverflowingwithsalmon.
Theisland’sbrownbearstypicallyfeedfirstonsalmoninearlysummer,followedbyelderberrieslaterintheseason,inlateAugustandSeptember.
“Whatyouhaveisascramblingoftheschedule,”saidWilliamDeacy,abiologistatOregonStateUniversitythatstudiedthephenomenon.
“It’sessentiallylikeifbreakfastandlunchwereservedatthesametimeandthenthereisnothingtoeatuntildinner.Youhavetochoosebetweenbreakfastandlunchbecauseyoucanonlyeatsomuchatatime.”
Thestudyfoundthatduringtheunusuallywarmsummerof2014,thebears,whichwouldtraditionallykillupto75percentofthesalmon,werenowheretobeseennearthestreams.Instead,theywereinthehillsbusymunchingonberries,whichcontainlessproteinandthereforetakelessenergytobreakdown,causingthemtogainweightmorequickly.
Biologistswarnedthatchangescausedbyawarmingplanetwerebehindthebears’unusualbehaviorandcouldaffecttheentireecosystem.
Theresearchersfoundthattheforestsaroundthestreamssufferedbecausethebears’fishcarcasses(残骸)werenolongertheretoenrichthesoil.
“Bearsswitchedfromeatingsalmontoelderberries,disturbingtheanecologicallinkthattypicallyfertilizestheecosystemsandgenerateshighdeathratesforsalmon,”thestudysaid.Onaverage,redelderberriesaresaidtoberipeningtwoandahalfdaysearliereverydecade.Ifthepatterncontinues,theywillregularlyoverlap(重叠)withthesalmonby2070.
25.Brownbearshavebeguntofavorbecauseoftheclimatechange.
A.salmonB.elderberriesC.warmtemperaturesD.freshwater
26.WhatdoesWilliamDeacymeanbysayingtheunderlinedsentence?
A.Brownbearseattheirbreakfastandlunchatthesametime.
B.We’refacingahardproblemwithchoosingthemeals.
C.Climatechangeisdisturbingthebears’eatinghabits.
D.Peoplesbiologicalclocksarechangingregularly.
27.Whichofthefollowingwordscanbestdescribethephenomenon?
A.Natural.B.Unusual.C.Amazing.D.Typical.
28.Thefindingofthestudyshowsusthat.
A.brownbearsmaybecomebiggerandbigger
B.therewillbeahigherdeathrateforthesalmon
C.redelderberrieswillprobablyberipeninginsummer
D.thechangesofbears’behaviorcouldaffecttheentireecosystem
C
ExaminingtheclassroompracticesofNationalTeacheroftheYearwinnersandfinalists,thestudy,byMichiganStateUniversityscholars,suggestssuccessfuleducatorsaren’tafraidtopushtheboundariesbyaddingrealworld,cross-disciplinary(跨学科的)themesintotheirlessons.
Thestudy,publishedonlineinthejournalTeachersCollegeRecord,isoneofthefirstindepthinvestigationsofhowteachersusecreativityintheclassroom.
“Thebestteachersaretakingtheirowncreativeinterests—fromrapmusictocookingtokickboxing—andarefindingwaystoincludetheseintothecurriculum,”saidDanahHenriksen,leadauthorofthestudy.“They’rebringingtogetherdifferentsubjectmattersandfindingareasofconnectionssostudentscanlearnbothininterestingways.”
America’stest-driveneducationalpolicy,Henriksenargues,hasimpededcreativityinteachingandlearning.Manyteacherstodaystruggletobalancehigh-stakes(高风险)testingandresponsibilitytoactflexiblyandindependentlyintheirclassrooms.
“Ithinkthattheresalotoffear.”oneoftheaward-winningteacherssaysinthestudy,“Andwhenteachersareteachinginfear,theytakefewrisks,fortheyhavetoconsiderexamsandacademicperformance.”
Thefindingshavemajorimplications(含意)forteachingandlearning.Teachers’uniquecreativeinterestsshouldbebroughtintoclassroomlessons,alongwithartsandmusicacrossvariedacademiccontent.Teachereducationprogramsandprofessionaldevelopmentcoursesshouldincludeafocusonrealworld.Administratorsandpolicymakersshouldsupportopportunitiesforteacherstotakecreativeandintellectualrisksintheirwork.
“Ifwewantteacherstobec