2019上海奉贤区英语二模试卷

1、201学年奉贤区调研测试高三英语调研试卷第 1 页 共 12 页高三英语试卷（ 201904）考生注意：1 . 考试时间120 分钟，试卷满分140分。2 .本考试设试卷和答题纸两部分。所有答题必须涂（选择题）或写（非选择题）在答题 纸上，做在试卷上一律不得分。3 .答题前，务必在答题纸上填写准考证号和姓名，并将核对后的条形码贴在指定位置上， 在答题纸反面清楚地填写姓名。I. Listening ComprehensionSection ADirections: In Section A, you will hear ten short conversations between two sp

2、eakers. At the end of each conversation, a question will be asked about what was said. The conversations and the questions will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the q

3、uestion you have heard.1. A. At an airport. B. In an office.C. At a police station. D. At a travel agency.2. A. Down jackets are now on sale.B. She can tiwtfaor the winter to arrive.C. It s hard to know how severe the winter will b.eD. She needs a warm jacket.3. A. Learning to drive.B. Buying the in

4、surance.C. Buying a car.D. Taking a plane.4. A. Eric won t eat vegetable without m.eat B. Eric likes both vegetable and meat.C. Some meat will solve Eric s. problemD. Eric is short of vegetable.5. A. He is invasiveC. He is life-threatening.6. A. Reviews of the comedy are negative.C. The review of th

5、e newspaper is one-sided.B. He is heroic.D. He is awkward.B. The reaction to the comedy is varied.D. Media are prejudiced against the comedy.B. A. Deliver the package in person.C. Pick up the package at the post office.D. Ask to have the package delivered to his home.B. It received a low grade.D. Th

6、e woman hasn handed it in.B. He has chaired a lot of conferences.D. He lived in Seattle for many years.E. Find out the opening hours of the post office.8. A. It hasn t been gra dedC. The committee is discussing it.9. A. He has been to Seattle many times.C. He holds a high position in his company.10.

7、 A. It is too late for the man to go to the theatre.B. People have already been standing in line for two hours.C. The man must wait for two hours to buy the ticket.D. The man can buy a special ticket before the drama starts.Section BDirections: In Section B, you will hear two short passages and one

8、longer conversation, and you will be asked questions on each of them. The passages and conversation will be read twice, but the questions will be spoken only once. When you hear a question, read the four possible answers on your paper and decide which one would be the best answer to the question you

9、 have heard.B. They sell vegetables.D. They are scientists.B. Eight hours.D. Fourteen hours.Questions 11 through 13 are based on the following passage.11. A. They are gardeners.C. They run a guesthouse.12. A. Five hours.C. Twelve hours.高三英语调研试卷第9页共12页13. A. They have deeper roots.C. They have wider

10、leaves.B. They don t need sunshine.D. They have bigger flowers.Questions 14 through 16 are based on the following news.14. A. It is produced in small quantities.B. It is sold at a lower price.C. It is served mainly in McDonald s. D. It is grown from cows alone.s needs.15. A. The land and the water s

11、ystem have been polluted seriously.B. Not enough meat has been produced to meet peopleC. Much land has been used up for animals and their food.D. It has consumed fewer and fewer natural resources.16. A. Steaks and hamburgers.B. Animal rights.C. The food crisis in the future.D. Lab-grown meat.Questio

12、ns 17 through 20 are based on the following conversation.17. A. He is an Englishman living in Sweden.B. He prefers hot weather to cold weather.C. He visits London nearly every winter.B. The bad weather.D.The cold houses.C. Painful.D.Depressing.D. He likes Sweden better than England.18. A. The long n

13、ight.C. The gloomy winter.19. A. Delightful.B. Refreshing.20. A. They work hard and play hard.B. They often stay up late reading.C. They like to go camping in summer.D. They try to earn more and spend more.II. Grammar and VocabularySection ADirections: After reading the passage below, fill in the bl

14、anks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank.How to Make the Most of Y our Lunch HourShould you grab a bite at your desk or eat wi

15、th your colleagues? That depends on what your agenda for the rest of the day.Lunch hours (21)(get) shorter and shorter and even disappearing in some parts of today working world. With fewer employees (22) (ask) to accomplish more in a day, many Americans treat lunch not as a break but as just anothe

16、r task to squeeze into an already over-booked day.But do quick meals at the desk actually improve productivity over more leisurely meals?The researchers only studied 32 employees, so the findings are debatable. But when they assigned one group to eat at their desks and another to dine with a colleag

17、ue at a restaurant, they found those who ate lunch together showed a decline (23)their performance on tests that measured concentration, memory and the ability to catch errors and read emotions in facial expressions following lunch than before lunch. Both groups ate the same meals, but those who ate

18、 alone were only given 20 minutes to consume their food, (24)the paired participants were allowed one hour in the restaurant. Those who ate alone did not have as large a drop in their cognitive processing as those who ate in the restaurant.What was responsible for the change? There were too many var

19、iables at play to determine which had the strongest influence on cognitive control- was it the companionship, or was it the restaurant environment (25) other diners were present, music was played and the meal was served by wait staff, or was it the longer time to enjoy the meal?(26)factor was respon

20、sible, the group that took a restaurant lunch break came back more relaxed, say the authors, and that likely affected their cognitive sharpness. Sharing a meal outside the office with a friend appears to have a (27)(calm) effect, and while it reduces intellectual skills, it may develop social harmon

21、y and teamwork, which (28) be an important feature of some work tasks.But don feel sorry for the lone lunchers. It turns out (29) since they were able to maintain their cognitive skills following the meal, they might be in a better position (30) (think) creatively for projects that require more inno

22、vative solutions or approaches.Section BDirection: Fill in each blank with a proper word chosen from the box. Each word can be used only once. Note that there is one word more than you need.A. involvingB. distinguishC. adaptedD. tailoredE. mediumF. gainsG. partiallyH. amazingI. definitelyJ. steerK.

23、implicationsGenes That Make You SmarterThe contributions genes make to intelligence increase as children grow older. This goes against the idea most people hold that as we age, environmental influences gradually overpower the genetic legacy (遗产)we are born with and may have (31)for education.“People

24、assume the genetic influence goes down with age because the environmental differences between people pile up in life,“ says RobeHaP wmfound was quite (32)and goes in the other direction. ”Previous studies have shown variations in intelligence are (33) due to genetics. To find out whether this geneti

25、c contribution varies with age, Plomin s team gathered data from si:separate studies carried out in 4 countries, (34) a total of 11000 pairs of twins. The researchers tested twins on reasoning, arithmetics etc. to measure a quantity called G Each study also included both identical twins, with the sa

26、me genes, and fraternal twins (异卵双生) , sharing about half their genes, making it possible to (35)the contributions of genes and environment to their G scores.Plomin s team calculated in childhood, genes account for about 41 percent of the variation in intelligence. In adolescence, this rose to 55 pe

27、rcent; by young adolescence, it was 66 percent.No one (36) knows why the influence from genes should increase with age, but Plomin suggests that as children get older, they become better at handling their environment tosuit t heir genetic needs, and says“ kids with high G will use their environment

28、to develop theircognitive ability and choose friends who are like-minded. Children with (37)to low G may choose less challenging pastimes and activities, further emphasizing their genetic legacy. ”Is there any way to interfere with the pattern? Perhaps. The evidence of strong heritability(遗传可能性)does

29、n mean that there is nothing you can do about it, says Susanne Jaeggi,“from our own work, the ones that started off with low er IQ scores had higher (38) after t, _ , _ _”training.Plomin suggests genetic differences may be more emphasized if all children share an identical curriculum instead of it b

30、eing (39) to children s natural abilitiesMy tendency would be to give every one a good education, but put more effort into the lower end,“ he says.Intelligence researchers Paul Thompson agrees: It shows that educators need to (40) kids towards things drawing out their natural talents.”III. Reading C

31、omprehension Section ADirection: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context.Open data-sharers are still in the minority in many fields. Although many researchers broadly agree tha

32、t public access to raw data would promote science, most are (41) to post the results of their own labours online.Some communities have agreed to share online-geneticists, for example, post DNA sequences at the GenBank repository (库),and astronomers are accustomed to (42) images of galaxies and stars

33、 from, say, the Sloan Digital Sky Survey, a telescope that has observed some 500 million objects - but these remain the (43), not the rule. Historically, scientists have (44)sharing for many reasons: it is a lot of work; until recently, good databases did not exist; grant funders were not pushing fo

34、r sharing; it has been difficult to agree on standards for formatting data; and there is no agreed way to assign credit for data.But the (45) are disappearing in part because journals and funding agencies worldwide are encouraging scientists to make their data (46). Last year, the Royal Society in L

35、ondon said in its report that scientists need to (47)a research culture where data is viewed as private preserve ” . Funding agencies note that data paid for with public money should be public information, and the scientific community is recognizing that data can now be shared online in ways that we

36、re not possible before. To match the growing demand, services are springing up to make it easier to publish research products (48) and enable other researchers to discover and cite (弓 I用)them.Although calls to share data often concentrate on the (49)advantages of sharing, the practice is not purely

37、beneficial to others. Researchers who share get plenty of personal benefits, including more connections with colleagues, improved (50)and increased citations. The most successful sharers - those whose data are downloaded and cited the most often - get noticed, and their work gets used. (51) , one of

38、 the most popular data sets on multidisciplinary repository Dryad is about wood density around the world; it has been (52) 5,700 times. Co-author Amy Zanne thinks that users probably range from climate-change researchers wanting to estimate how much carbon is stored in biomass, to foresters looking

39、forinformation on differentgrades of trees.I much prefer to havemy data used by the (53)number of people to ask their own questions, “ she says. Its important to allow readersand reviewers to see exactly how you arrive at your results. Publishing data and code allows yourscience to be (54).Even peop

40、le whose data are less popular can benefit. By making the effort to organize andlabel files so others cani understand them,scientists can becomemore organized and betterdisciplined themselves, thus avoiding (55)_ later on.41. A. restrictedB. reluctantC. desperateD. generous42. A. accessingB. process

41、ingC. analyzingD. identifying43. A. assumptionB. mysteryC. exceptionD. phenomenon44. A. longed forB. appealed toC. focused onD. objected to45. A. symptomsB. barriersC. advantagesD. consequences46. A. controllableB. uniqueC. reliableD. public47. A. shift away fromB. end up withC. give rise toD. build

42、 up48. A. secretlyB. digitallyC. ethicallyD. fairly49. A. materialB. individualC. moralD. economic50. A. visibilityB. awarenessC. conditionD. confidence51. A. On the contraryB. As a resultC. For exampleD. After all52. A. downloadedB. updatedC. optimizedD. addressed53. A. moderateB. maximumC. average

43、D. estimated54. A. reversibleB. profitableC. reproducibleD. recognizable55. A. crisisB. confusionC. riskD. conflictSection BDirections: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C an

44、d D. Choose the one that fits best according to the information given in the passage you have just read.(A)It was 1961 and I was in the fifth grade. My marks in school were miserable and, the thing was, I didn t know enough to really care. My older bother and I lived with Mom in a humble house in De

45、troit. We watched TV every night.But one day Mom changed our world forever. She turned off the TV. Our mother had only been able to get through third grade. But, she was much brighter and smarter than we boys knew at the time. She had noticed something in the suburban houses she cleaned-b00ks. So sh

46、e came home one day, snapped off the TV , sat us down and explained that her sons were going to make something of themselves. You boys are going to read two books every week,“ she said. And you re going to write a report on what you read.”We complained about how unfair it was. Besides, we didn t hav

47、e any booksein the house otthan Moms Bible. But she explained that we would go where the books were regardless of how unwilling or even angry we were:ll drive you to the library.”So pretty soon there were these two peevish boys sitting in her car on their way to DetroitPublic Library. I wandered rel

48、uctantly among the children s books. I loved animals, so when I sawsome books that seemed to be about animals, I started leafing through them.The first book I read clear through was Chip the Dam Builder. It was about beavers. For the first time in my life I was lost in another world. No television p

49、rogram had ever taken me so far away from my surroundings as did this verbal visit to a cold stream in a forest and these animals building a home.It didn t dawn on me at the timeu fcthe experience was quite different from watching TV. There were images forming in my mind instead of before my eyes. A

50、nd I could return to them again and again with the flip of a page. Soon I began to look forward to visiting this quiet refuge from my other world.Now my older brother is an engineer and I am a doctor . Sometimes I still can t believe mylife joisrney, from a failing and indifferent student in a Detro

51、it public school to this position, which takes me all over the world to teach and perform critical surgery.But I know when the journey began the day Mom snapped off the TV set and put us in her car for that drive to the library.56. We can learn from the beginning of the passage that.A. the author an

52、d his brother had done well in schoolB. the author had been very concerned about his school workC. the author had spent much time watching TV after schoolD. the author had realized how important schooling was57. According to the passage, which of the following words can best describe the author s mo

53、ther?A. Tolerant and decisive.B. Aggressive and open-minded.C. Determined and farsighted.D. Persistent and literate.58. The underlined word peevish“ in the passage can be replaced by.A. naughty B. bad-temperedC. patient D. obedient59. The author began to love books for the following reasons EXCEPT t

54、hat.A. he could constantly review the plots in the booksB. he could visualize what he read in his mindC. he could get many rewards from his motherD. he realized that books offered him new experience(B)NANCY DREW AND THE HIDDEN STAIRCASE (PG) Age 10+Sparkling book adaptation has great characters, som

55、e scares.“Nancy Drew and the Hidden Staircase” is based on a classic 1930 Nancy Drew mystery book and is aimed at teens and young teens. Although the story involves a politically motivated kidnapping and a supposedly haunted house, the scariest moment is during what turns out to be a dream sequence.

56、 Positive messages include courage and teamwork, and strong role models (mostly female) are at the center of the action. (89 minutes)WONDER PARK (PG)Age 8+Imaginative but intense adventure deals with worry and fear.“Wonder Park ” is an animated adventure about an imaginative girl named June (voiced

57、byBrianna Denski), who s spent years dreaming up a magical amusement park named Wonderland with her mom (Jennifer Garner). You can expect plenty of action (including explosions and peril), as well as the looming presence of worry and sadness, since June is dealing with the fact that her mom has a serious illness. The film celebrates imagination, curiosity and perseverance, and it underlines the importance of not letting fear stop you from being yourself and doing what you love. (93 minutes)CAPTIVE STATE (PG-13)Age 14+Dark, disconnected but smart alien invasion movie.“Captive State”