(寒假总动员)2020年高三英语寒假作业 专题07 综合测试(七)(测)(含解析)

多者

（从第

11

除起）

不计分。

Dear manager,

I’m one of your customer. The day before yesterday

I bought a walkman in

your

shop. Before I left, I do check it carefully and everything was all right.

When I got

home, therefore, I found a fault with it. The problem is what the “Play”

doesn’t

work at all. Probable it’s not your fault and so is mine. Anyhow, I can’t

solve the

problem in person.

You

see,

a

walkman

is

of

great

useful

for

me

to

learn

English

and

I

cannot

wait

for

too

long

before

this

problem

is

solved.

Hopefully

you

will

deal

with

the

walkman

without delay, when you accept my letter.

Hoping to hear of you in the earliest possible time!

Your sincerely,

Li Hua

．阅读理解（

40

）

A

【

2 020

届广东省广州市执信中学高三上学期期中考试】

D

When English as a foreign language is taught to children at the primary

and

early

secondary

levels

of

education,

it

is

ge

nerally

taught

with

a

general

education

aim

in

mind

–

that

is,

it

is

regarded

as

a

“good

thing”

for

them

to

learn

a

foreign

language

as

a

part

of

a

broad

education.

There

is

usually,

however,

no

immediate

and

specific

requirement

for

such

children

to

make

use

of

the

language

in

any

communicative

situation.

The

purpose

of

learning

the

language is essentially a “deferred” (延缓的

) purpose, deferred till the

tertiary (

第三的

) level of education, normally at university, where, it is

agreed, a knowledge of English would be helpful in their academic studies.

Im

mediate

aims

of

learning

English

are

defined

by

the

requirements

of

examinations. Inevitably what is taught to primary and secondary level

children is not a communicative knowledge of English language use, but a

knowledge of how the rules of English operate.

The language system is taught by means of systematic audio-lingual (

听

说的

) drill and exercise techniques based on habit formation theory of

learning and a structural description of English. This may be an effective

manner

of

teaching

English

usage,

but

it

is

less

certain

that

an

understanding

of how these rules are related to language in use for communicative purpose

is an automatic result of this instruction.

What the thousands of children succeed in learning in this way is what

is

necessary

in

order

to

pass

examinations.

Whether

such

examinations

accurately

reflect

the

uses

to

which

English

will

be

put

at

the

tertiary

level

is another matter altogether. Adults, on the other hand, unless they are

learning a foreign language for “pleasure” at evening institutes, as a

“cultural” and social experience, are generally highly conscio

us of the

use to which they intend to put it. That use is frequently associated with

an

academic

or

professional

requirement;

without

a

knowledge

of

the

foreign

language,

their

development

in

their

chosen

sphere

of

work

could

be

restricted or at least adversely affected.

1. According to the author, the current examination system ________.

A. reflects the students’ future needs

B.

does

not

offer

students

opportunities to

show

their

knowledge

of

English

C. does not enable students to use English for communication

D. prepares students for their future academic requirements

2. Which of the following statements is TRUE according to the passage?

A.

English

teaching

should

prepare

children

for

the

passing

of

examination.

B. English should be taught to children at primary and secondary levels.

C.

English

teaching

should

help

students

with

their

future

academic

studies.

D. English teaching at primary and secondary levels should focus only on

grammar.

3. We know from the passage that ________.

A.

audio-lingual

techniques

are

the

best

way

to

teach

English

for

communication

B. language usage is the focus of foreign language teaching at primary

and secondary levels

C. foreign languages are usually taught to children as the key of a broad

education

D. adults usually don’t

know why they learn foreign languages

4

. What’s the relationship of English learning at different levels?

A. English learning at primary and secondary levels is more important

than that at the college stage.

B.

English

learning

at

the

tertiary

level

is

more

important

than

that

at

the

first two levels.

C.

Successful

English

learning

at

the

first

two

levels

does

not

necessarily mean success in English learning at college.

D. English learning should not be divided into different levels.

5. What is the main topic of this passage?

A. The importance of English learning.

B. English learning as a part of a general education.

C. English learning and examination.

D. Aims and purposes of foreign language learning.

B

【

2020

届广东省惠州市第一中学（惠州市）高三第二次调研考试】

C

I wished I had known earlier the fact that I was a low achiever because

there was a reason beyond my control. Then I needn’t have worked so hard

in my late twenties and early thirties. But I just didn’t know that. I was

writing and writing. I was working for no other reason than to hear people

praise me.

Most

people who go through university read at least twice as fast as I do.

I can

never tell my left from my right. I avoid dialing a telephone if I

can help it, because I sometimes have to try three times before getting the

number right. I hear that recording “The number you have reached is not in

service” more than any man on earth.

Despite

my

weaknesses

I

view

my

dyslexia(difficulty

in

reading)

as

a

gift,

not a curse(

诅咒

). Many dyslexics are good at right brain,

namely abstract

thought,

and

that

is

what

my

king

of

creative

writing

is.

I’m

starting

with

nothing and coming up with something that didn’t exist before. That’s my

strong point. I owe my career to Ralph, Salisbury, my writing instructor at

the

University

of

Oregon,

who

looked

past

my

misspellings

and

gave

me

encouragement and hope. I just carried on and never looked back. I’m also

very

“visual”. This means nothing in school, but when I write books or

scri

pts,

I’m

seeing

everything

in

my

imagination.

I

write

quickly.

I

go

like

the

wind

and

can

get

up

to

15

pages

a

day.

Writing

is

not

the

problem.

I

have

no problem downloading; it is inputting where things get messed up.

The

real fear I have for dyslexics is not that they have to struggle with

messy

input,

but

that

they

will

quit

on

themselves

before

they

finish

school.

Parents have to create victories whenever they can, whether it is music,

sports or the arts. You want your dyslexic child to be able to say,

“Yeah,

reading is hard. But I have these other things I can do.”

6. According to the passage we know that________.

A. The author had known he was a low achiever since he was a little child

B. The author didn’t work very hard on writing in his late twenties

C. The author owed his dyslexia to his laziness in the childhood

D.

The author worked hard for people

’

s praise

7. From Paragraph 3 we can know that ______

A. The author was grateful to his writing instructor

B. The author often complained about his

dyslexia

C. The author had trouble with both inputting and outputting.