天津南开中学2019届高三第四次抽考--英语

天津南开中学天津南开中学 2019 届高三第四次抽考届高三第四次抽考 英语英语 本试卷分第 卷 选择题 第 卷 非选择题 共 150 分 考试 用时 120 分钟 第第 卷卷 第一部分 听力理解 共两节 第一部分 听力理解 共两节 2020 分 分 第一节 共 5 小题 每小题 1 分 满分 5 分 听下面 5 段对话 每段对话后有一小题 从题中所给旳 A B C 三 个选项中选出最佳选项 并标在试卷旳相应位置 听完每段对话后 你将有 10 秒钟旳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 How is the weather in the woman s hometown in winter A Warm B Cold C Snowy 2 What does the man feel after his exams A Good B Disappointed C Satisfied 3 What do we learn from the conversation A The man needs the job B They are talking about the date C The man is reading Wednesday s newspaper 4 What did the girl most probably get A A blue T shirt B A red T shirt C A black T shirt 5 What will the woman do this evening A Go dancing B See a movie C Have a rest 第二节 共 10 小题 每小题 1 5 分 满分 15 分 听下面 3 段对话或独白 每段对话或独白后有几个小题 从题中所 给旳 A B C 三个选项中选出最佳选项 并标在试卷旳相应位 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 各小题将给出 5 秒钟旳作答时间 每段对话或独白读 两遍 听下面一段对话 回答 6 8 题 6 Where are the speakers A In a park B At school C In the countryside 7 What do we know about the woman A She misses her family B She is angry with the man C She is feeling sick 8 What will the woman bring to the barbecue A Her pet dog B Some drinks C Moon cakes 听下面一段对话 回答 9 11 题 9 What are the speakers going to do on Saturday afternoon A Have a cycling B Go for an outing C To a park 10 Where can they have a rest A At the car park B In the old church C On the top of the hill 11 How long will the trip last A About seven hours B About six hours C About four hours 听下面一段对话 回答 12 15 题 12 What is the most important function of zoos according to the speaker A Educating children B Saving rare animals C Recreating an environment 13 How many advantages arc mentioned about zoos in the speech A Two B Three C Four 14 Why are some people against zoos A Animals can feel bored and sad B Animals make visitors stressful C Animals are in danger of extinction 15 What does the speaker think of zoos A They are still useful and necessary B They are recreative places for animals C They have more disadvantages than advantages 第二部分第二部分 英语知识运用 共两节 满分英语知识运用 共两节 满分 4545 分 分 第一节 单项填空 共 15 小题 每小题 1 分 满分 15 分 从 A B C D 四个选项中 选出适合空白处旳最佳选项 16 Is it OK to take this seat Sorry A it s taken B take it C here you are D never mind 17 I asked for some more cake but there was left A no one B none C a little D a few 18 The population of the province to more than twice what it was in 1949 The figure is now approaching 74 million A are growing B have grown C grew D has grown 19 China has got a good for fighting against the flu with its careful and smooth organization A knowledge B influence C reputation D impression 20 Kids are not allowed to leave kindergartens their parents come to pick them up A unless B since C although D because 21 Sorry I have to now It s time for class OK I II call back later A break up B hang up C give up D hold up 22 If you visit our home or ring the doorbell you by our dog A were greeted B will greet C will be greeted D greeted 23 It seems that living green is easy and affordable A small step makes a big difference A surprisingly B fortunately C exactly D hardly 24 all his courage he invited the lady to get off the train with him A Being gathered B Gathered C To gather D Gathering 25 The good thing about children is that they very easily to new environments A appeal B adapt C attach D apply 26 A second please I have another call coming through I m not in a hurry A Enjoy yourself B Leave me alone C Take your time D Do as you like 27 The Mekong River Commission has found no evidence the dams on the upper reaches have an influence on the water flow downstream A that B which C where D what 28 Everybody was touched words after they heard her moving story A without B beyond C of D in 29 Whenever I met her was fairly often she greeted me with a sweet smile A who B that C when D which 30 If the island a tourist attraction last week s earthquake would have caused far more deaths A is to remain B has remained C remained D would remain 第二节 完形填空 共 20 小题 每小题 1 5 分 满分 30 分 阅读下面短文 掌握其大意 然后从所给旳四个选项 A B C 和 D 中 选出最佳选项 It was my first year teaching in a special needs class and I wasn t sure what to expect at our yearly Special Olympics sports meeting My 31 had some challenges from learning disabilities to cerebral palsy 大脑性麻痹 Mark was one with the latter Restricted to a 32 he had to fight his spasms 抽筋 just to control his movements 33 he always had a positive attitude and greeted everyone with a huge smile His classmates 34 him and always took the time to make sure he was included in group activities especially Mike Andy and Lucas three boys who were good at 35 Obviously Mark wanted to be like them unrestricted by the limitation of his 36 and watching them moving on the playing field seemed to fill him with 37 When the day came Mike Andy and Lucas 38 well in their sports events and gave the normally calm audience something to cheer about Mark sat in his wheelchair on the sidelines 39 them on The final event of the day was the 400 meter race 40 was invited to either walk or run according to their ability around the 41 length of the track When Mike Andy and Lucas reached the finish line they 42 and turned to look behind them At the 43 of the crowd determined not to be left behind was Mark All his classmates had 44 him He was alone on the track with over half the distance left to 45 Mike Andy and Lucas looked at each other and a silent 46 passed between them Slowly they jogged 47 towards their friend cheering him on 48 he had done for them moments before The progress was 49 but in the end the three star runners and Mark crossed the finish line together to the enthusiastic cries of their teachers and classmates Seeing the look on Mark s face as he crossed the finish line hands upraised and laughing I came to understand what 50 the Special Olympics and the determined athletes who compete so extraordinary Years later I m still cheering them on 31 A partners B friends C students D classmates 32 A bed B machine C wheelchair D desk 33 A So B However C Otherwise D Therefore 34 A protected B satisfied C respected D loved 35 A sports B practice C studies D expression 36 A interests B body C habits D mind 37 A wonder B trust C stress D reset 38 A trained B played C operated D prepared 39 A bringing B holding C cheering D moving 40 A Someone B Nobody C Anybody D Everyone 41 A entire B different C average D equal 42 A fell B paused C rushed D rested 43 A center B front C end D top 44 A left B ignored C passed D helped 45 A continue B jog C walk D cover 46 A demand B thought C action D relief 47 A back B along C again D on 48 A while B although C since D as 49 A boring B great C slow D relaxing 50 A leaves B finds C keeps D makes 第二部分第二部分 阅读理解 共阅读理解 共 2020 小题 每小题小题 每小题 2 52 5 分 满分分 满分 5050 分 分 阅读下列短文 从每题所给旳 A B C D 四个选项中 选出最佳答 案 A A practical English Grammar is intended for intermediate 中级旳 and post intermediate students We hope that more advanced learners and teachers will also find it useful The book is a comprehensive survey of structures and forms written in clear modern English and illustrated with numerous examples Areas of particular difficulty have been given special attention Differences between conversational usage and strict grammatical forms are shown but the emphasis is on controversial forms In the fourth edition the main changes are as follows 1 Explanation and examples have been brought up to date 2 There is now more information on countable and uncountable nouns attributive and predicative adjectives adverbs of place sentence adverbs cleft sentences prepositions conjunctives modal verbs perfect tenses infinitive constructions the passive purpose clauses and nouns 3 Some material has been rearranged to make comparisons easier For example parts of chapters on can may must etc are now grouped by functions verbs of liking and preference have a chapter to themselves suggestions and invitations have joined the chapter on commands requests and advice 4 The contents list now summaries every edition heading and there is a new index containing many more entries references In this edition the sign is frequently used to show a change of speaker in examples of dialogue Note also that although the sign sometimes connects two words or expressions with the same meaning it is often used more freely e g to indicate a transformation from active to passive or direct to indirect speech We wish to thank all at Oxford University Press who have assisted in the preparation of the fourth edition We would also like to thank Professor Egawa of Nihon University Japan Professor Rene Dirven of Duisburg University West Germany and other colleagues for their friendly and helpful suggestions London November 1985 A J T A VM 51 The grammar book mentioned in this passage is not suitable for A a middle school teacher B a primary school student C a senior high student D a college student 52 According to the passage we know that his grammar book A compares modern English with old English B gives a large number of examples to reduce difficulty C attaches more importance to conversational forms D pays little attention to strict grammatical forms 53 Which of the following statements about the changes is TRUE A This book keeps up with the latest usages of the America English language B This edition offers more information about pronouns C It s not easy for us to find the information we need in this book D One particular chapter discusses verbs like care like love hate prefer wish 54 When you see this line in the book Did you get a ticket Yes I managed to get one we can understand that A the two parts before and after the sign mean the same B the two parts before and after are said by two different people C the second speaker repeats what the first speaker says D the topic is changed in the part after the sign 55 In the last paragraph the authors thank several people because A they have helped the authors with this edition B they have agreed to buy a lot of books from the authors C the authors want to make use of the fames of those people D those people will make advertisements for this book B When it comes to friends I desire those who will share my happiness who possess wings of their own and who will fly with me I seek friends whose qualities illuminate 照 亮 me and train me up for love It is for these people that I reserve the glowing hours too good not to share When I was in the eighth grade I had a friend We were shy and too serious about our studies when it was becoming fashionable with our classmates to learn acceptable social behaviors We said little at school but she would come to my house and we would sit down with pencils and paper and one of us would say Let s start with a train whistle today We would sit quietly together and write separate poems or stories that grew out of a train whistle Then we would read them aloud At the end of that school year we too were changing into social creatures and the stories and poems stopped When I lived for a time in London I had a friend He was in despair and I was in despair But our friendship was based on the idea in each of us that we would be sorry later if we did not explore this great city because we had felt bad at the time We met every Sunday for five weeks and found many excellent things We walked until our despairs disappeared and then we parted WeWe gavegave LondonLondon toto eacheach otherother For almost four years I have had a remarkable friend whose imagination illuminates mine We write long letters in which we often discover our strangest selves Each of us appears sometimes in a funny way in the other s dreams She and I agree that at certain times we seem to be parts of the same mind In my most interesting moments I often think Yes I must tell We have never met It is such comforting companions I wish to keep One bright hour with their kind is worth more to me than the lifetime services of a psychologist who will only fill up the healing silence necessary to those darkest moments in which I would rather be my own best friend 56 In the eighth grade what the author did before developing proper social behavior was to A share poems and stories with her friend B go to her friend s house regularly C become serious about her study D learn from her classmates at school 57 In Paragraph 3 We gave London to each other probably means A our unpleasant feeling about London disappeared B we were unwilling to tear ourselves away from London C our exploration of London was a memorable gift to both of us D we parted with each other in London 58 According to Paragraph 4 the author and her friend A call each other regularly B enjoy writing to each other C have similar personalities D dream of meeting each other 59 In the darkest moments the author would prefer to A seek professional help B break the silence C stay with her best friend D be left alone 60 What is the best title for the passage A Noble Companions B Remarkable Imagination C Lifelong Friendship D Unforgettable Experiences C An increase in students applying to study economics at university is being attributed to the global economic crisis awakening a public thirst for knowledge about how the financial system works Applications for degree courses beginning this autumn were up by 15 this January according to UCAS the Universities and Colleges Admissions Service A spokesman for the Royal Economic Society said applications to do economics at A level were also up Professor John Beath the president of the society and a leading lecturer at St Andrews University said his first year lectures which are open to students from all departments were drawing crowds of 400 rather than the usual 250 There are a large number of students who are not economics majors who would like to learn something about it One of the things I have done this year is to relate my teaching to contemporary events in a way that one hasn t traditionally done He added University applications rose 7 last year But there were rises above average in several subjects Nursing saw a 15 jump with people s renewed interest in careers in the public sector which are seen as more secure in economic crisis A recent study showed almost two thirds of parents believed schools should do more to teach pupils about financial matters and almost half said their children had asked them what was going on although a minority of parents felt they did not understand it themselves well enough to explain Zack Hocking the head of Child Trust Funds said It s possible that one good thing to arise from the downturn will be a generation that s financially wiser and better equipped to manage their money through times of economic uncertainty 61 Professor John Beath s lectures are A given in a traditional way B open to both students and their parents C connected with the present situation D warmly received by economics 62 Incomes in the public sector are more attractive because of their A greater stability B higher pay C fewer applications D better reputation 63 In the opinion of most parents A economics should be the focus of school teaching B more students should be admitted to universities C children should solve financial problems themselves D the teaching of financial matters should be strengthened 64 According to Hocking the global economic crisis might make the youngsters A have access to better equipment B wiser in money management C confident about their future careers D get jobs in Child Trust Funds 65 What s the main idea of the text A Universities have received more applications B College students benefit a lot from economic uncertainty C Economics is attracting an increasing numbers students D Parents are concerned with children s subject selection D Two friends have an argument that breaks up their friendship forever even though neither one can remember how the whole thing got started Such sad events happen over and over in high schools across the country In fact according to an official report on youth violence In our country today the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment but the terrible reality of violence Given that this is the case why aren t students taught to manage conflict the way they are taught to solve math problems drive cars or stay physically fit First of all students need to realize that conflict is unavoidable A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult For example a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime Laughter over the sandwich can lead to insults which in turn can lead to violence The problem isn t in the sandwich but in the way students deal with the conflict Once students recognize that conflict is unavoidable they can practice the golden rule of conflict resolution stay calm Once the student feels calmer he or slid should choose words that will calm the other person down as well Rude words name calling and accusation only add fuel to the emotional fire On the other hand soft words spoken at a normal sound level can put out the fire before it explodes out of control After both sides have calmed down they can use another key strategy for conflict resolution listening Listening allows the two sides to understand each other One person should describe his or her side and the other person should listen without interrupting Afterward the listener can ask non threatening questions to clarify the speaker s position Then the two people should change roles Finally students need to consider what they are hearing This doesn t mean trying to figure out what s wrong with the other person It means understanding what the real issue is and what both sides are trying to accomplish For example a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things Students need to ask themselves questions such as these How