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上海市七宝中学<
/p>
2016
年高三英语模拟考试
(
二
)
II. Grammar and
Vocabulary
Section A
Directions:
After reading the passages below, fill
in the blanks to make the passages 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.
(A)
Should we allow
modern buildings to be built next to older
buildings in a historic area of a city?
In
order
to
answer
this
question,
we
must
first
examine
(25)
__________
people
really
want
to
preserve
the historic feel of an area. Not all historical
buildings are attractive. However, there may be
other reasons--- for example, economic
reasons - (26) __________ they should be
preserved. So, let
us assume that
historical buildings are both attractive and
important to the majority of people. What
should we do then if a new building
(27) __________ (need)?
In my view, new
architectural styles can exist perfectly well
alongside an older style. Indeed,
there
are
many
examples
in
my
own
home
town
of
Tours
(28)
__________
modern
designs
have
been placed very
successfully next to old buildings. (29)
__________ __________ __________ the
building in question is pleasing and
does not dominate (
影响
) its
surroundings too much, it often
improves the attractiveness of the
area.
It is true that there are examples of
new buildings which (30) __________ (spoil) the
area they
are
in,
but
the
same
can
be
said
of
some
old
buildings
too.
Yet
people
still
speak
against
new
buildings in historic areas. I think
this is simply because people are naturally
conservative(
保守的
)
and do not like change.
Although we
have to respect people's feelings as fellow users
of the buildings, I believe that it is
the
duty
of
the
architect
and
planner
(31)
__________
(move)
things
forward.
If
we
always
reproduced what was there before, we
would all still be living in caves. Thus, I would
argue (32)
__________ copying
previous
architectural
styles
and
choose
something
fresh
and
different,
even
though that might be
the more risky choice.
(B)
Working
with
a
group
of
baboons
(
狒狒
)in
the
Namibian
desert,
Dr.
Alecia
Carter
of
the
Department of Zoology,
Cambridge University set baboons learning tasks
(33) __________ (involve)
a novel food
and a familiar food hidden in a box. Some baboons
were given the chance to watch
another
baboon who already knew how to solve the task,
(34) __________ others had to learn for
themselves. To work out how brave or
anxious the baboons were, Dr. Carter presented
them either
with a novel food or a
threat in the form of a model of a poisonous
snake.
She
found
that
personality
had
a
major
impact
on
learning.
The
(35)
__________
(brave)
baboons learnt, but
the shy ones did not learn the task although they
watched the baboon perform the
task of
finding the novel food just as long as the brave
ones did. In effect, (36) __________ being
made aware of what to do, they were
still too shy to do what the experienced baboon
did.
The
same
held
true
for
anxious
baboons
(37)
__________
(compare)
with
calm
ones.
The
anxious individuals learnt the task by
observing others while those who were relaxed did
not, even
though they spent more time
watching.
This mismatch between
collecting social information and using it (38)
__________ (show) that
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personality plays a key role in social
learning in animals, something (39) __________ has
previously
been ignored in studies on
how animals learn to do things. The findings are
significant because they
suggest that
animals may perform poorly in cognitive
(
认知的
) tasks not because they
aren't clever
enough to solve them,but
because they are too shy or nervous to use the
social information.
The findings may
impact how we understand the formation of culture
in societies through social
learning.
If some individuals are unable to get information
from others because they don't associate
with
the
knowledgeable
individuals,or
they
are
too
shy
to
use
the
information
once
they
have
it,information may not travel between
all group members, (40) __________ (prevent) the
formation
of a culture based on social
learning.
Section B
Directions:
Complete the
following passage by using the words in the box.
Each word can only be
used once. Note
that there is one word more than you
need.
ls
ically
on
d
shing
ned
assing
ed
sion
The decade of
the 1920s was like no other period that Americans
of the time could imagine.
World War
I--
the”war to end all
wars”
--had just concluded, and the
world seemed suddenly a much
smaller
place. The stock market grew at a(n) _____41_____
rate. Everyone seemed to have plenty of
money t
o spend and plenty of
leisure time in which to enjoy it. Girls known
as”flappers”(
轻佻女子
)
_____42_____ the modest styles embraced
by their
mothers for scandalous
fashions that included
silk stockings,
knee-length hemlines, bobbed hair, and cosmetics.
Young men vied to see who could
sit
atop a flagpole the longest or who could swallow
the largest number of live goldfish.
Indeed, it seemed that the Roaring
Twenties howled with
exuberance(
旺盛的精力
), daring,
and
a(n) _____43_____
to all
that was “modern”. Howeve
r, the period
could just as accurately be called
the
Decade of Paradox(
自相矛盾
).
Although it was a time of prosperity and enormous
social and
cultural changes, it was
also a time of class conflict and _____44_____.
The
United
States
_____45_____
in
many
ways
the
land
of
opportunity,
but
it
no
longer
welcomed immigrants. Workers worried
that poor new _____46_____ would take away their
jobs.
Wealthy
businessmen
worried
that
“un
-
American”
ideas
about
workers’
rights
might
erode
their
power
and
reduce
their
profits.
The
government
pursued
an
isolationist
course
and
enacted
legislation that _____47_____ reduced
the number of foreign-born immigrants permitted to
enter the
country.
The
decade
brought
_____48_____
blessings
for
women
and
families
also.
Although
the
Nine-tenth
Amendment
to
the
Constitution
_____49_____
women
the
right
to
vote
in
1920,
the
Supreme
Court overturned progress achieved in minimum-wage
and child-labor laws. In 1929 the
government
withdrew
its
support
for
health
programs
that
were
intended
to
help
children
and
pregnant women living in rural regions
of the country.
An
energized
Ku
Klux
Klan
in
the
South
terrorized
African
Americans,
Catholics,
Jews,
and
immigrants. The wealth so evident in
the industrialized North was notably _____50_____
in rural
areas, especially in black
communities. Poverty drove millions of African
Americans to the North
and the West in
search of jobs, and the influx of people into
cities such as New York, Detroit, and
was not without problems. These places, however,
also became famous as the centers of a
vibrant
culture
created
by
African
American
artists,
writers,
and
musicians
who
were
among
the
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greatest talents of the era.
III. Reading Comprehension
Section A
Directions:
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.
In 1927, a scientist named
Charles Elton developed the concept of the food
chain to describe
the independence of
of all organisms within an ecosystem.
Living things that create their own
food, such as green plants, are called autotrophs.
They are
the
first
link
in
the
food
chain
because
they
(51)________
the
sun's
energy
and
use
it
to
convert
inorganic
compounds,
such
as
minerals,
into
energy-rich
organic
compounds
such
as
sugars
and
proteins. Living things that create
their own food are sometimes called (52)________
Above
producers
in
food
chains
are
the
heterotrophs,
sometimes
called
consumers,
which
(53)________ other
organisms for food. Herbivores are considered
first-level consumers: they are
animals
that
eat
only
(54)________.
Carnivores
-
animals
that
eat
only
meat
-
are
second-
level
consumers.
Food
chains
(55)________
the
amount
of
energy
transferred
as
nutrients
from
one
organism to another
within an ecosystem. Food chains demonstrate that
the (56)________ of all life
forms in
an ecosystem depends on the success of all the
others.
The expression
‘
food chain', however, is
misleading as a metaphor. It is true that a field
of thick
grass, full of sugars and
proteins produced using energy from sunlight,
provides nutritional energy
for a
colony of rabbits that (57)________ become an
energy source for foxes. In this example, foxes
are at the top of the food chain. If
there is an
infestation(
大量滋生
) of
grasshoppers or a drought that
destroys
the
grass,
then
the
number
of
rabbits
declines,
bringing
about
a(n)(58)________
in
the
population of foxes.
(59)________,
no
group
of
feeding
relationships
is
this
simple,
and
scientists
illustrate
these
more complicated
relationships as food webs. Food webs can be
envisioned(
想象
) as a number
of
food chains (60)________ together.
Many (61)________ creatures depend on grass for
food. Also,
rabbits
eat
a
wide
variety
of
plants
(62)________
grass;
foxes
will
eat
almost
any
small
animals,
including insects,
worms, mice, and fish, as well as eggs and
carrion. (63)________ or problems in
the food supply at any level can have
widespread effects.
A
food
web
does
not
have
a(n)
(64)________
dominant
species
at
the
top;
it
is
a
regenerative(
能再
生的
)
cycle,
and
in
addition
to
products
and
consumers,
it
also
includes
decomposers.
Decomposers
are
organisms
such
as
bacteria
that
survive
by
(65)________
the
chemical energy from dead plants and
animals and from waste material. This energy is
returned to
the earth in the form of
nutrients and can be used again by vegetation.
51.
A.
reflect
52.
A.
producers
53.
A.
take up
B.
capture
B.
consumers
B.
account for
C.
supply
C.
demanders
C.
depend on
D.
save
D.
defenders
D.
apply to
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54.
A.
beans
55.
A.
waste
56.
A.
loss
57.
A.
in turn
58.
A.
consequence
59.
A.
Moreover
60.
A.
presented
61.
A.
helpless
62.
A.
in replace of
63.
A.
Concerns
64.
A.
unexpected
65.
A.
storing
B.
grass
B.
create
B.
recycle
B.
on purpose
B.
reduction
B.
Otherwise
B.
linked
B.
small
B.
in accordance with
B.
Relations
B.
single
B.
turning
C.
plants
C.
absorb
C.
extinction
C.
in
particular
C.
increase
C.
However
C.
extended
C.
different
C.
in
return for
C.
Changes
C.
mysterious
C.
directing
D.
meat
D.
track
D.
survival
D.
on
average
D.
explosion
D.
Therefore
D.
varied
D.
intelligent
D.
in
addition to
D.
Benefits
D.
unknown
D.
removing
Section B
Directions:
Read
the
following
passages.
Each
passage
is
followed
by
several
questions
or
unfinished statements.
For each of them there are four choices marked A,
B, C and D. Choose the
one that fits
best according to the information given in the
passage you have just read.
(A)
Shay and his father had walked past a
park where some boys Shay knew were playing
baseball.
Shay
asked,
you
think
they'll
let
me
play?
Shay's
father
knew
that
most
of
the
boys
would
not
want
someone
like
Shay
on
their
team,
but
the
father
also
understood
that
if
his
son,mentally
and physically
disabled, were allowed to play, it would give him
a much needed sense of belonging
and
some confidence.
Shay's
father
approached
one
of
the
boys
on
the
field
and
asked
if
Shay
could
play,
not
expecting boy looked around and
said,
runs
(
分
) and the game is in
the eighth
inning
(
局
). I guess he can be on
our team and we'll try to put him in to bat in the
final
inning.
Shay
struggled
over
to
the
team's
bench
and
put
on
a
team
shirt
with
a
broad
smile
and
his
father had a small tear in his eye and
warmth in his boys saw the father's joy at his
son
being accepted.
In
the
bottom
of
the
eighth
inning,
Shay's
team
scored
a
few
runs
but
was
still
behind
by
the top of the final
inning, Shay put on a glove and played in the
though no hits
came his way, he was
obviously joyful just to be in the game and on the
the bottom of the
final
inning,
Shay's
team scored
,
Shay
was
scheduled
to
be
next
at
they
let
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Shay bat and give away their chance to
win the game?
Surprisingly, Shay was
given the ne knew that a hit was almost first
pitch
(
投
) came and Shay pitcher
again took a few steps forward to throw the ball
softly
towards the pitch came in, Shay
swung at the ball and hit a slow ground ball right
back to
the pitcher.
The
pitcher could have easily thrown the ball to the
first baseman and Shay would have been
out and that would have been the end of
the d, the pitcher threw the ball right over the
head of the first baseman, beyond the
reach of all audience and the players from both
teams started screaming,
to
first base, wide eyed and shocked.
Everyone
shouted,
Run
to
second
!
Catching
his breath,
Shay
awkwardly
ran
towards
the time Shay
rounded towards second base, the smallest guy on
their team, who had a
chance
to
be
the
hero
for
his
team
for
the
first
time,
could
have
thrown
the
ball
to
the
second
baseman, but he
understood the pitcher's intentions and he too
intentionally threw the ball high and
far over the third baseman's head.
All were screaming,
opposing
player ran to help him and shouted,
their feet, crying,
as the
hero who won the game for his team.
That day, the boys from both teams
helped bring a piece of true love and humanity
into this
didn't make it to another
summer and died that winter, having never
forgotten being the
hero and making his
father so happy and coming home and seeing his
mother tearfully hug her little
hero of
the day!
66.
Not
expecting
much,
Shay's
father
still
asked
the
boy
if
Shay
could
play,
mainly
because
the father ________.
A.
noticed some of the boys on the field were
hesitating
B. guessed his presence
would affect the boys' decision
C.
learned some of the boys on the field knew Shay
well
D. understood Shay did need a
feeling of being accepted
67. In the
bottom of the final inning Shay was given the bat
because the boys ________.
A. believed
they were sure to win the game
B. would
like to help Shay enjoy the game
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C. found Shay was so eager to be a
winner
D. felt forced to give Shay
another chance
68. The smallest boy
threw the ball high and far over the third
baseman's head, probably because that
boy ________.
A. was
obviously aware of the pitcher's purpose
B. looked forward to winning the game
for his team
C. failed to throw the
ball to the second baseman
D. saw that
Shay already reached second base
do
you think is the theme of the
story
？
human
nature could be realized in the way we treat each
other
ne has his own strength even if
mentally or physically disabled
ne can
develop his team spirit in sports and please his
parents
The results of the game should
not be the only concern of the players
(B)
Our
company, Eastern Energy, is here to help and
provide you with personal advice on any matters
connected w
your bill or any other
questions about your gas and electricity supply.
Moving Home
Please
give
as
much
notice
as
possible
if
you
are
moving
home,
but
at
least
48
hours
required
for
us
to
make
necessary arrangements
for your gas and electricity supply. Please
telephone our 24-hour line at 0131 6753 219 with
deta
of your move. In most eases we are
happy to accept your meter reading on the day you
move. Tell the new
occupant(
住户
that
Eastern
Energy
supplies
the
household,
to
ensure
the
service
is
not
interrupted.
Remember
we
can
now
supp
electricity and gas at
your new address, anywhere in the UK. If you do
not contact us, you may be held responsible for
payment for electricity used after you
have moved.
Meter Reading
Eastern Energy uses various types of
meter ranging from the traditional dial meters to
new technology digital disp
meters.
Always read the meter from left to right, ignoring
any red dials.
If you
require assistance, contact our 24-hour line at
0600 7310310.
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