湖南省邵东县创新实验学校届高三上学期月考英语Word文档格式.docx

1、每段对话后有5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。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、B、C和D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。AMUSEUM SHOPSBUFFALO HISTORY MUSEUMOffers items related to the history of Western New York and its people, such as postcards,

2、 posters, fine gift items, childrens books, and a wide selection of publications about Buffalo architecture, the Arts & Crafts movement and Frank Lloyd Wright. One Museum Court, Buffalo 716-873-9644 / buffalohistory.orgBUFFALO ZOOThe Zootique is full of animal-themed items from around the world, as

3、well as Buffalo Zoo branded T-shirts, sweatshirts, postcards, calendars, and educational toys. A Zootique gift can be the perfect way to remember your day at this attractive zoo, which is set within the Frederick Law Olmsted-designed Delaware Park.300 Parkside Ave, Buffalo 716-837-3900 / buffalozoo.

4、orgBURCHFIELD PENNEY ART CENTERWhile most museum gift shops are filled with knick-knacks （小摆设） and memorabilia, the Burchfields shop is filled with works by local artists. There are some seriously cool, collectible items to be found. The museum itself is known for showing cutting-edge artists and ex

5、hibitions, and the creativity obviously doesnt stop at the art.1300 Elmwood Ave, Buffalo 716-878-6011 / burchfieldpenney.orgROYCROFT COPPER SHOP GALLERYYou can experience the American Arts and Crafts Movements legacy （遗产） today by shopping at the Roycroft Copper Shop, featuring hundreds of works by

6、over 100 local, national, and international artisans including handmade jewelry, woodwork, glass, prints and paintings.31 South Grove St, East Aurora716-655-0261 / 21. Which number should you call if you want to know more about Zootique gifts? A. 716-873-9644. B. 716-837-3900. C. 716-878-6011. D. 71

7、6-655-0261.22. How is Buffalo Penney Art Center different from other museum shops?A. Its goods are all artworks. B. Its gifts are intended for children. C. It sells a lot of works by local artists. D. It shows various coins from around the world.23. At which shop can you learn about the Arts and Cra

8、fts Movement in America?A. Buffalo Zoo. B. Buffalo History Museum. C. Burchfield Penney Art Center. D. Roycroft Copper Shop Gallery.BIt was the beginning of another school year. I had agreed to teach all struggling students in need of critical intervention （介入教学）. I knew what lay ahead tough work ho

9、urs overlaid with guilt, consumed with essays that needed feedback （反馈）, and lesson plans with best practice strategies. No wonder people always acknowledge my teaching career with, “Im glad its you and not me.”Suddenly, my mind transported me to my first few years of teaching.“Peter Potter,” I call

10、ed from my name list, trying to control my laughter. “Laughlin McLaughlin?” Surely these were not real names. “Emotionally disabled . keep them separated from the other kids .,” the Assistant Principal （副校长） commanded. This was my first teaching assignment.Surely this year could never be as discoura

11、ging as those first few. In my new classroom, I looked into the face of Jason. At eleven, his mother was killed in an accident, leaving him with physical, academic, and certainly emotional scars. I looked at another student, Robert, standing at the door; my Assistant Principal asked if I would take

12、him, even though he was an eleventh grader in my tenth grade class. But then there were and are stories of success of Dustin, in Graduate School for Electrical and Computer Engineering; of Michael, now a teacher in a city school; of Willie . I thought of the thousands of students whose lives have to

13、uched mine far more than I could have ever touched theirs.I broke from my daydream, a smile spreading across my face. Sadness, tears, challenges, fears yes, teaching is filled with all of these yet, it is also filled with laughter and smiles, hope, dreams, and rewards beyond measure.“Im glad its you

14、 and not me.” Those words resounded in my mind once again.24. What might the authors job be like?A. Easy. B. Boring. C. Interesting. D. Challenging.25. What does the underlined sentence imply?A. These people would like to teach. B. These people did not like the author.C. These people would not want

15、this job. D. These people wanted to learn from the author.26. Why did the author mention Jason and Robert?A. To stress the importance of family education. B. To show her regrets about taking up teaching.C. To express her dissatisfaction with the school. D. To introduce the basic situation of her stu

16、dents.27. How did the author feel thinking of the successful students?A. She was doing a worthwhile job. B. She could never go back to the past.C. She was the inspiration behind the success stories. D. She would never make greater achievements in the future.CIn the mid-nineteenth century, as iceboxe

17、s became increasingly common in American homes, there were efforts to find cheaper and more reliable sources of ice. In the eighteen-thirties, scientists discovered a way to make ice, which is similar to how a refrigerator works. In 1860, there were four artificial-ice plants in the United States; i

18、n 1889, there were about two hundred; by 1909, there were two thousand. Ice now came from factories, not ponds, and it was turned out in three-hundred-pound blocks by lowering steel cans of pure water into tanks of refrigerated salted water. Kept below thirty-two degrees, the salted water did not fr

19、eeze, but the water in the cans did. Those cans were then lifted from the tank, and the ice was taken out of them.The ice blocks were delivered to home users, and to the fishing and chemical industries. On the railroads, trains carrying fruit and vegetables had cars at each end filled with blocks of

20、 ice. It was a growing industry.The great trade began to fall away in the middle years of the twentieth century. The railroad business shrank, and, in the immediate postwar period, block ice lost out to home refrigerators and then to small commercial ice machines. By the nineteen-sixties, things loo

21、ked very dark. “It was scary,” Dan Detmar, an ice expefl in San Antonio, told me. “Your biggest customers were cafeterias and country clubs, and youd go out there and theyd say, We dont need you any more; weve got ice machines.” Then the companies that survived the slump （a slump is a period when th

22、ere is a reduction in business） began investing in newly developed ice-cube machines, and by the late sixties American ice was becoming a packaged-ice business. And packaged ice was exactly what the country needed. These were years of increased leisure time more barbecues, more cars, and more houses

23、 by the lake. “Things exploded in the nineteen-seventies,” Paul Hendler said. Ice cubes evolved. They became hugely popular shoveled （铲） here and there into picnic coolers and fast-food sodas. They became noisier.28. What happened at the beginning of the 20th century?A. Ice was mainly used on the ra

24、ilroads. B. There was a great need for iceboxes.C. Ice cubes got popular in the US. D. The ice industry grew very fast.29. What was scary according to Dan Detmar?A. The slump in the block ice market. B. The danger of producing block ice.C. The social problems in the postwar period. D. The problems c

25、aused by home refrigerators.30. What can we say about the investment in ice-cube machines?A. It nearly destroyed the US ice industry. B. It helped increase peoples leisure time.C. It proved to be a huge success. D. It caused a decline in ice sales.31. Which can be the best title for the text?A. From

26、 ponds to factories B. From ice blocks to ice cubes C. From iceboxes to refrigerators D. From refrigerators to ice machinesDStudents at Powderhouse Studios wont have the typical American high school experience and thats exactly the point of the new school, its founders say. The high school, set to o

27、pen in a repurposed former school building in Somerville, Mass., wont have grade levels or traditional classes. Instead, students will complete interdisciplinaty （跨学科的） projects that tap into their interests and ambitions. Theyll divide their days between seminars and project-based work, meeting wit

28、h the education staff for guidance regularly. Students at Powderhouse will work with tutors instead of conventional teachers to learn math, science and the humanities all of which will inform their projects. Classrooms, lectures and lesson plans the things traditional schools are built on wont be a

29、big part of daily life at Powderhouse.In short, Powderhouse will look more like a workplace than a high school. Alec Resnick, one of the schools founders, said Powderhouse will make learning personal for students by helping them identify meaningful project-based work early on.Resnick said that deman

30、ding and interesting work is often the thing thats missing for students who feel uninvolved in a traditional high-school setting.“Motivation is missing,” he said. “The way you fix that is to get people doing hard work, not easier or more fun work.”Monica Martinez, an expert in school development, de

31、scribes a future for American high schools that looks a lot like Powderhouse, with more fluid （易变的） schedules and personalized learning opportunities and finally, with more flexibility for students.“Most of all, students will progress at the rate at which they show mastery of academic content, regardless of time,” Martinez said.Powderhouse will open in 2018 as part of Somerville Public Schools. The idea of reinventing high school appealed greatly to Somerville Mayor Joseph Curtatone, who asked Resnick and his team at Sprout & Co. to design a high school based on the non-profits po