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

1、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。AWhy dont quiet carriages work, and how might they be make to? Quiet carriages on trains are a nice idea: travelers voluntarily make their phones silent, turn stereos off and keep chatter to a minimum. Ho

2、wever, in reality, there is usually at least one silly babbler（喋喋不休的人） to break the silence.A couple of problems prevent peaceful trips. First, there is a sorting problem: some passengers end up in the quiet carriage by accident and are not aware of the rules. Second, there is a commitment problem:

3、noise is sometimes made by travelers who choose the quiet carriage but find an important call hard to ignore.The train operators are trying to find answers. Trains in Queensland Australia, are having permanent signs added to show exactly what is expected; a British operator has invested in some tech

4、nology to prevent phone calls.Microeconomics suggests another approach. Fining people for making a noise would surely dissuade（劝阻） the polluter and is a neat solution in theory, but it requires costly monitoring and enforcement. Another way would be to use prices to separate quiet and noisy passenge

5、rsin effect, creating a market for silence. A simple idea would be to sell access to the quiet carriage as an optional extra when the ticket is bought. Making the quiet coach both an active choice and a costly one would dissuade many of those who dont value a peaceful ride.Charging may also solve th

6、e commitment problem. This is particularly tricky, as attitudes to noise can change during the journey. Some passengers would pay the quiet premium but still chatter away when some vital news arrives. Schemes that reward the silenta rating system among fellow passengers, for examplecould help. The i

7、dea is that losing your hard-won reputation offsets the short-term gain from using the phone. But such a system also fails the simplicity test.A 2010 book by George Akerlof and Rachel Kranton argues that “norms”feelings about how everyone should behavealso play a role in decision-making. Charging a

8、price, even if just a token amount, means the quiet carriage becomes a service that fellow passengers have bought, not just a preference they have expressed. Perhaps different norms would come into play, encouraging calm. If not, a personal bubble is always an option: noise-canceling headphones star

9、t at around $50.1. According to the passage, what does microeconomics suggest?A. Finding the source of noise.B. Putting a price on noise.C. Avoid using a phone in the carriage.D. Investing more money in monitoring and enforcement.2. By “a personal bubble is always an option,” the author means _.A. o

10、ne can make his own choice B. one should respect others privacyC. one can create his own personal space D. one should stick to his personal budget3. This passage is mainly about _.A. peoples favoured transportationB. effective methods of monitoring noise levelsC. possible solutions to noise in train

11、 carriagesD. common forms of misbehavior of passengersBThe great-grandmother is learning English with the help of her family when she is at the age of 91. She hopes to use the language at next years Olympic Games in Tokyo. Takamizawa was one of the more than 200, 00 people who requested to volunteer

12、 for Tokyos 2020 Games. English is not required for service, but it is a useful skill for volunteers to have.But Takamizawa had not been able to learn the language when she was young. Takamizawa said that she was in high school when World War Two started. She said, “In my second year there, English

13、was banned because it was the enemy language.”Takamizawa said her grandchildren helped persuade her that she was not too old to learn. “When I talked to my grandchildren about my wish, they said, Its not too late. We will teach you one word a day ”. Natsuko is Takamizawas granddaughter and main Engl

14、ish teacher. Natsuko sends a new English word to her grandmothers phone every day. They also often work together directly on phrases that Takamizawa will need for the Olympics. “Welcome to Tokyo, this is the Olympic stadium, how can I help you?” Takamizawa answers when asked to say an English phrase

15、 she has learned. Natsuko explains that she wanted to give her grandmother something to enjoy. “I can clearly see her English is getting better. Its my joy now.”The EF English Proficiency Index is a measure of the level of English spoken in a country. Japan ranks 49th among countries where English i

16、s not the first language. This situation is slowly changing as younger generations welcome English. However, Takamizawa believes real change will not happen unless Japanese people become more open to the rest of the world. With around 500 days to go until the games begin, the whole Takamizawa family

17、 is ready to welcome the world to Tokyo.4. Why couldnt Takamizawa learn English when she was young?A. Because English was useless.B. Because she was too young to learn English.C. Because English was forbidden to learn.D. Because she was unwilling to learn English.5. What can we know from the third p

18、aragraph?A. Takamizawa gets strong support from her family.B. Takamizawas grandchildren love her a lot.C. Natsuko is Takamizawas granddaughter and only English teacher.D. Natsuko teaches Takamizawa English mainly by talking with her.6. What does the underlined phrase “This situation” in Paragraph 4

19、refer to?A. English is not the first language in Japan.B. The level of English spoken in Japan is relatively low.C. Younger generations in Japan welcome English.D. Japanese people become open to the rest of the world.7. What is the main idea of the passage?A. Where there is a will, there is a way. B

20、. It is never too late to learn.C. The early bird catches the worm. D. Two heads are better than one.CIt is generally acknowledged that young people from poorer socio-economic backgrounds tend to do less well in the education system. In an attempt to help the children of poor families, a nationwide

21、program called “Headstart” was started in the US in 1965. A lot of money was poured into it. It took children into pre-school institutions at the age of three and was supposed to help them succeed in school. But the results have been disappointing , because the program began too late. Many children

22、who entered it at three were already behind their peers in language and intelligence and the parents were not involved in the process. At the end of each day, “Headstart” children returned to the same disadvantaged home environment.To improve the results, another program was started in Missouri that

23、 concentrated on parents as the child,s first teachers. This program was based on research showing that working with the family is the most effective way of helping children get the best possible start in life. The four-year study included 380 families who were about to have their first child and re

24、presented different social-economic status, age and family structure. The program involved trained educators visiting and working with the parent or parents and the child. The program also gave the parents some guidance, and useful skills on child development.At three, the children involved in the “

25、Missouri” program were evaluated with the children selected from the same socio-economic background and family situations. The results were obvious. The children in the program were more advanced in language development, problem solving and other intellectual skills than their peers. They performed

26、equally well regardless of socio-economic backgrounds or family structure. The one factor that was found to affect the child,s development was the poor quality of parent-child interaction. That interaction was not necessarily bad in poorer families.The “Missouri” program compares quite distinctly wi

27、th the “Headstart” program. Without a similar focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational unfairness.8. What caused the failure of the “Headstart” program ?A. The large number of poor famil

28、ies. B. The disapproval from children.C. The late start of the program. D. The long period of time.9. What do we know about the “Missouri” program ?A. It focused on the children,s first school teachers.B. It helped the children return to the same home.C. It made the children improved in many aspects

29、.D. It gave the parents advice on their development.10. According to the passage, what is likely to influence children,s performance ?A. The number of family members. B. The parent-child communication.C. The intelligence of their parents. D. The teacher-student relationship.11. How does the author d

30、evelop the passage ?A. By listing figures. B. By making comparisons.C. By giving examples. D. By drawing conclusions.DWeve all been there: those times you need to argue your point of view to someone who you know disagrees with you. You immediately go to your keyboard and start to type out that 280-c

31、haracter tweet, the Facebook reply, or a paragraphs-long email. Surely the reason, logic, and strong power of your written words will convince whoever it is who disagrees with you to see your point of view. But new research suggests a different idea.That research was conducted by Juliana Schroeder,

32、assistant professor of University of California, Berkeley, and her colleagues. In Schroeders study of almost 300 people, participants were asked to watch, listen, and read arguments about subjects they agreed or disagreed with. They were asked to judge the character of the communicator and the quality of the argument. Schr