-
朝阳区
2020
届高三模拟考试
英
语
第一部分：知识运用（共两节，
45
分
）
第一节
语法填空（共
10
小题；每小题
1.5
分
,
共
15<
/p>
分）
阅读下列短文，
< br>根据短文内容填空。
在未给提示词的空白处仅填写
1
个适当的单词，
在给出提示词的空白处用括号内所给词的正确形式填
空。
A
With
our
graduation
day
around
the
corner,
I
was
busy
preparing
presents
for
my
friends. As
usual, I walked
into the classroom, only
1
(find) a big
box
standing there. Approaching,
I saw
my
name
2
(write)
on
it.
I
was
quite
shocked
when
the
box
3
(open)
and
I
saw
“myself”,
a
vivid
statue,
sitting inside smiling
up at
me. I was at a complete loss for
words.
It was the most unique,
unconventional
present in my life.
B
Analysis
finds
Earth’s
magnetic(
有磁性的
)
field
was
in
place
by
at
least
3.7
billion
years ago,
as early life
arose.
Scientists
think
that
having
a
magnetic
field
4
(make)
Earth
more
friendly
to
life.
The field,
5
is generated by liquid iron
moving about in
the
planet’s
core, protects
Earth
6
energetic
particles(
粒
子
)
flowing
from
the
Sun.
It
helps
the
planet
hold
on
to
its
atmosphere
and
maintain
liquid
water
on
its surface.
C
Do
you have a mentor(
导师
)
helping you make decisions in your life? If you
do, then
you are
a very
lucky person.
7
if not, then read the book
Tuesdays with
·
1
·
Morrie
.
It
tells
the
true
story
of
the
author,
Mitch
Albom,
and
his
dying
former
professor,
Morrie Schwartz.
8
you read this book, you will learn
some very meaningful lessons from
a
professor dying from Lou
Gehrig’s
disease. When Mitch
visits Morrie every Tuesday, the
78-year-old
professor
shares
words
of
9
(wise)
about
love,
life,
communication,
values,
and
openness
with
his
former
student.
As
a
beautiful
tale
10
(deliver)
many
powerful
lessons about life,
this book should be high on
everyone’s
reading
list.
第二节
完形填空（共
2
0
小题；每小题
1
.5
分，共
3
0
分）
阅读
下面短文，
掌握其大意，
从每题所给的
A
、
B
、
C
、
D
四个选项
中，
选出最佳选项，
并在答题卡上将该项涂黑。
Gidda’s
Team
The
door closed behind
Malik,
making
Mama
look up
from
the
hot meal.
“Just
in time
for
dinner. Will you
11
Gidda,
please?”
Gidda
was
staying
in
Malik’s
bedroom.
He
didn’t
12
giving
up
his
room
for
his
82-year-old
grandmother
at
first.
But
then
she
didn’t
leave.
Malik
13
over
her
suitcase on
the floor.
“Sorry,”
Gidda said.
“I’m
just a
nuisance(
讨厌的人
) here.
I’m
14
.”
Malik
didn’t
answer as he helped her up from her
chair.
At dinner, Mama asked Malik,
“How’s
your
1
5
with the
coach?”
Malik
was
captain
of
school
soccer
team,
and
he
had
to
discuss
a
fundraiser
with
the
coach.
They’d
have to raise
hundreds of dollars to
16
their old shirts, and that seemed
unlikely
unless Malik came
up with a(n)
17
plan.
Unwillingly,
Malik
said,
“It’s
just
team
stuff.”
Changing
the
18
,
Malik
turned
to
Gidda.
“Do
you
want to go sit outside
after
dinner?”
·
2
·
Gidda
agreed.
In
the
soft
warmth
of
the
evening,
Gidda
settled
herself
beneath
the
enormous
fig(
无花果
) tree.
“Feels
like
home,”
she said. But Malik
19
,
“It
drops figs
everywhere.”
Right
then,
a
fig
landed
on his
head.
Gidda
laughed,
picked
it
up,
and
took
a
20
.
“Perfect.
Pick me
a bunch.
I’ll
make
fig cakes.”
The
next morning, Malik found Gidda making fig cakes
in the kitchen. She offered him
one.
Malik, hoping it
wasn’t
too awful, put it in
his mouth. His eyes 21
as he chewed. It
was
delicious. He eyed the tree in the
backyard. How many fig cakes could it
22
?
Malik grabbed his phone and started
23
in a rush of
excitement. An hour
later, most
of the soccer team gathered in the
kitchen, and ate up fig cakes.
“Gidda’s
Fabulous(
极好的
)
Fig
Cakes!”
Malik
said.
“We’ll
24
them!
Gidda
said they
were easy to
make;
she’ll
25
us
how.”
At dinner that night, Gidda shared
their plan with Mama, smiling
26
as she
repeated
the title Malik
gave on her,
“Team
Grandmother.”
The
next day, the kitchen was full of
27
. Walking slowly among the excited
boys,
Gidda taught them to make fig
cakes. Soon the fig cakes piled up.
As
Malik
sold out.
When the new
29
arrived just in time for
the opening game, Coach Garcia invited
28
,
Gidda’s
Fabulous
Fig
Cakes
were a
huge
hit and they were
quickly
Gidda to watch. She
arrived early, and waved at Malik. Then she turned
30
to
show
off
her shirt. On the back
were the words
Team
Grandmother
.
11
．<
/p>
A
．
watch
12
．
A
．
allow
13
．
A
．
looked
B
．
fetch
B
．
enjoy
B
．
handed
C
．
visit
C
．
consider
C
．
tripped
·
3
·
D
．
serve
D
．
mind
D
．
turned
14
．
A<
/p>
．
useless
15
．
A
．
training <
/p>
16
．
A
．
buy
17
．
A
．
brilliant
18
．
A
．
plan
19
．
A
．
repeated
20
．
< br>A
．
picture
21
．
A
．
widen
ed
22
．
A
．
produce
23
．
A
．
running
24
．
A
．
p
resent
25
．
A
．
prepare
26
．
A
．
proudly
27
．
A
．
< br>tension
28
．
A
．
promised
29
．
A
．
socks
30
．
A
．
back
B
．
unlucky
B
．
appointment
B
．
replace
B
．
random
B
．
attitude
B
．
reported
B
．
test
B
．
moved
B
．
donate
B
．
texting
B
．
send
B
．
show
B
．
politely
B
．
hope
B
．
predicted
B
．
boots
B
．
away
C
．
scared
C
．
negotiation
C
．
iron
C
．
original
C
．
subject
C
．
explained
C
．
bite
C
．
focused
C
．
deliver
C
．
shouting
C
．
sell
C
．
choose
C
．
shyly
C
．
praise
C
．
announced
C
．
uniforms
C
．
down
·
4
·
D
．
nervous
D
．
meeting
D
．
abandon
D
．
personal
D
．
way
D
．
complained
D
．
break
D
．
opened
D
．
exchange
D
．
thinking
D
．
reserve
D
．
write
D
．
bitterly
D
．
energy
D
．
identified
D
．
gloves
D
．
around
第二部分：阅读理解（共两节，
40
分
）
第一节（共
1
5
小题；每小题
2
分，共
3
0
分）
阅读下列短文，从每题所给的
A
、<
/p>
B
、
C
、
D
四个选项中，选出最佳选项，并在答
题卡
上将该项涂黑。
A
Music for Life
Learning
music
is
important
for
the
educational
and
personal
development of young people!
Learning an instrument: how do pupils
choose?
All our teachers are
highly qualified and experienced musicians,
and pupils can learn to play a wide
range of instruments, from the keyboard to the
drums(
鼓
).
We
have open days when new pupils who are
unsure which instrument to choose can come
to
the
centre.
They are
able to speak to teachers
about which
instrument might be
best for
them, and they
can also see and hear classes in
action.
Who is responsible for buying
the instruments?
Parents
usually have to provide instruments. But parents
of beginners are advised not to buy
an
instrument until they are told that a
place is available. They should also find out from
the
teacher
the most
suitable type of instrument to get.
When and where do lessons take
place?
Lessons are available
in many schools, usually during the day. If there
is no lesson available
for a
particular instrument in a particular
school, other arrangements can be made at one of
·
5
·
our music centres for lessons on
Saturday afternoons or weekday evenings.
How are pupils taught?
Pupils can learn in small groups, in
classes or individually, depending on their needs.
Small
groups
of
three
pupils
have
lessons
that
last
thirty
minutes.
Class
lessons
last
forty-five
minutes and have
at least
ten pupils. Individual lessons are offered only to
pupils who have
some experience.
Starting young: when can pupils
begin?
Children
are
never
too
young
to
become
interested
in
music.
We
have
special
“Musical
Y
outh”
classes for children from the age of 3
to 8. These are designed to encourage
young
children
to
enjoy
music
through
a
variety
of
activities
including
singing,
musical
games,
listening
and
movement.
“Musical
Y
outh”
classes
take
place
on
Saturday
mornings
with
groups
of
about
18
children. A parent or
other adult must attend each session, and they are
encouraged to sit with their
children and help them with the
activities.
31. What can we learn from
the passage?
A. New pupils can see
classes on an open day.
B. Pupils can
learn special instruments on Sundays.
C. Parents must accompany pupils during
the learning process.
D. Teachers at
the centre can provide the right instruments for
pupils.
32. What is the best choice for
children with some experience?
A.
Lessons for groups of ten.
C. Lessons
for small groups of three.
B.
Individual lessons.
D.
Special “Musical
Y
outh”
classes.
33. The passage is intended for
_.
·
6
·
A. teachers
B. parents
C. musicians
B
D. pupils
Nenad
Sestan
was
working
in
his
office
one
afternoon
in
2016,
when
he
heard
his
lab
members whispering with excitement over
a microscope. He realized something beyond their
expectations was happening.
The
researchers,
at
Y
ale
School
of
Medicine
in
New
Haven,
Connecticut,
had
found
electrical
activity
in
brains
taken
from
dead
pigs.
With
that
shocking
result,
Sestan
realized
what had started
as
a
side
project
to
find
ways
to
better
preserve
brain
tissue
for
research
had
changed
into
a
discovery that could redefine our
understanding of life and death.
The
excitement
soon
turned
to
concern,
when
the
researchers
thought
they
saw
widespread,
consistent
electrical
activity
which
can
indicate
consciousness(
意识
).
Sestan
brought in a
neurologist, who determined the readout
was actually an error, but the possibility
had frightened
them.
Sestan
kept his
cool
and
immediately
did
two things:
he
shut down
the
experiment
and
contacted the US National Institutes of
Health (NIH), as well as a Y
ale bioethi
cist(
生物伦理学
家
).
Over the
next few months,
experts
discussed
the
potential
ethical implications,
such
as
whether the
brains could become conscious and
whether physicians needed
to reconsider
the
definition
of
brain death.
They
submitted
the
work
to
Nature
.
But
before
the
final
paper
was
published,
Sestan
met
sharp criticism from the
press. Some even suggested that the researchers
were engineering
immortality(
永生
),
or
maintaining
a
room
full
of
living
brains
in
jars.
Neither
he
nor
his
team
wanted
to
discuss
the
results
until
the
paper
was
out,
but
as
their
inboxes
filled
with
concerns and
anger from
animal rights activists and futurists, Sestan
became depressed. He felt
all they
could do,
however,
was
to hold
off
on
correcting
public
misunderstandings until the
expert
review process
had run its course.
·
7
·
Since
the
paper
was
published
in
April,
2019,
the
team
has
been
so
busy
fielding
questions
from
the
media
and
scientists
that
it
hasn’t
performed
any
further
experiments.
Sestan
wants
to
focus
on
his
original
questions
and
explore
how
long
the
brains
can
be
maintained
and whether the
technology can preserve
other organs.
“We
want
to
get
outside
opinion
before
we
do
anything,”
Sestan
says.
“When
you
explore
uncharted territory, you have to be
extremely
thoughtful.”
34. What happened in the lab at
Y
ale School of Medicine in 2016?
A. A better method was found to
maintain brain tissue.
B. Researchers
discovered how to redefine brain death.
C. Brains from dead pigs were
accidentally discovered alive.
D.
Researchers arrived at the expected results of the
experiment.
35. Why did Nenad Sestan
stop the experiment?
A. He needed
assistance with the final paper.
B. He
spotted a major mistake in the final result.
C. He was frightened by the possibility
of failure.
D. He was concerned about
the related moral issues.
36. What was
people’s
reaction towards
Nenad
Sestan’s
experiment?
A. The press were strongly opposed to
the experiment.
B. Some people
supported the research on immortality.
C. Nobody wanted to discuss the final
result in advance.
D. The public took a
positive attitude towards the experiment.
·
8
·
could we best describe Nenad Sestan?
A. Responsible and reliable.
C. Determined and inspiring.
B. Cooperative and creative.
D. Professional and cautious.
C
A
butterfly’s
wings
can
have
many
jobs
besides
keeping
the
insect
high up in the air.
They may be used to attract mates, or to warn
potential
attackers
to
stay
away.
All
of
these
roles,
though,
depend
on
their
unchanging
colouration. This plays
into the idea
that butterfly wings are
dead tissue,
like a
bird’s
feathers. In
fact,
that’s
not true. For
example, in some species
males’
wings have
special cells releasing some chemicals which
attract females.
Nanfang Y
u,
a physicist at Columbia University, in New
Y
ork, has been looking into the
matter.
Together
with
Naomi
Pierce,
a
butterfly
specialist
at
Harvard
University,
he
has
now
shown, in
a paper published in
Nature
Communications
in February, 2020, that
butterfly wings
are,
indeed,
very much alive.
In their experiments,
the two researchers used a
laser(
激光
) to heat up spots
on the wings
of
dozens of
butterfly species. When the temperature of the
area under the laser reached 40°
C
or so,
the insects responded
within seconds by doing things that stopped their
wings heating
up
further.
These
actions
included
a
butterfly
turning
around
to
minimize
its
profile
to
the
laser, moving its
wings up
and down or simply walking away.
Butterflies
engaged
in
all
of
these heat-minimising
activities
even
when
the
researchers
blindfolded
them.
That
suggested
the
relevant sensors
were
on
the
wings
themselves.
Dr
Y
u
and
Dr
Pierce
therefore
searched
those
wings
for
likely
looking
sensory
cells.
They
found
some,
in the
form
of
neurons(
神经元
)
that
were
similar
to
heat
detectors
known
from
other
insects. They also
uncovered
disc-shaped cells that appeared to be similar to
pressure-sensitive
neurons. They guess
that these
are
there
to detect
deformation
of
the
wing
—
information
an
·
9
·
insect could use to control
its flight pattern.
The
third
discovery
they
made
to
contradict
the
“dead
wing”
idea
was
that
some
butterfly
wings have a
heartbeat. A
butterfly’s
wings have veins(
静脉
). These
carry a bloodlike
liquid
which,
researchers
have
now
found
in
males,
shows
a
pulse(
脉搏
)
of
several
dozen
beats per minute. The
source
of this pulse appears to be the
scent(
气味
) pad, a dark spot
on
the wings that produces the
female-attracting chemicals.
Apparently, this
“wing
heart”
acts as
a
pump
that
helps
bloodlike
liquid through the
scent pad.
In
all
their
experiments
simulating
different
environmental
conditions,
Dr
Y
u
and
Dr
Pierce
consistently
found
that,
different
parts
of
the
wing
are
covered
by
different
sorts
of
scales(
鳞屑
). In
particular, tubes pass through scales
over the scent pads. This improves their
ability to spread heat
away
and helps keep the living parts of a
butterfly’s
wings alive.
38. A
bird’s
feathers are mentioned in Paragraph 1 to
A. introduce the latest research
findings on a bird
B. highlight the
special feature of a
bird’s
feathers
C. show common knowledge about
butterfly wings
D. stress the
difference between a butterfly and a bird
39. What can we learn from Dr
Y
u and Dr
Pierce’s
experiments?
A. Butterfly wings are complicated
living organs.
B. Butterfly wings have
little reaction to external heat.
C.
The scent pads on some male butterfly wings are
their hearts.
D. Heat-minimising
activities help detect deformation of the wings.
·
10
·
.
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