海淀2018二模英语试卷.docx

海 淀 区 高 三 年 级 第 二 学 期 期 末 练 习 英 语 2018.05本试卷共11页，共150分。考试时长120分钟。考生务必将答案答在答题纸上，在试卷上作答无效。考试结束后，将答题纸交回。第一部分：知识运用（共两节，45分）第一节 单项填空（共15小题；每小题1分，共15分）1. Excuse me, sir. Can you spare me a dollar _ I can buy this book?Sure, no problem.A. for B. so C. but D. or2. I need help now! I have to fix a leaking pipe in my bathroom but Im not sure _ to begin.A. what B. which C. where D. when 3. Personally speaking, _ the grand blueprint into reality is a long process.A. turning B. turn C. turned D. having turned4. I _ up my mind what I was going to say in the seminar, but it was cancelled.A. have made B. had made C. was making D. would make5. You dont need an invitation to help others. Give help _ you are asked.A. if B. as C. though D. before6. By now 516 Confucius Institutes _ in 142 countries and regions, according to the Confucius Institute Headquarters.A. founded B. would found C. have been founded D. had been founded 7. The stadium _ stands a theatre will be reconstructed. A. beside which B. for which C. when D. which 8. 40 grams of meat per day is _ people should consume in order to stay fit. A. that B. why C. how D. what9. Dream of the Red Chamber is believed to be semi-autobiographical, _ the fortunes of Caos own family. A. mirrored B. to mirror C. mirroring D. having mirrored 10. When I was small, my mom _ read me stories at night.A. could B. should C. might D. would 11. He messed the project up, but he behaved as if nothing _. A. had happened B. happened C. would happen D. would have happened12. _ some people criticize graffiti for being ugly and destructive, those graffiti lovers still see it as real art.A. As B. While C. Once D. Until13. -How was your vacation in Seattle?-Pretty good. In the evenings I _ to pubs to enjoy beer.A. have gone B. go C. had gone D. went14. _ naturally by the skin when exposed to sunlight, Vitamin D is needed for healthy bones, teeth and muscles. A. Making B. To make C. Made D. Make15. This view is common _ all sections of the community. A. across B. above C. around D. along第二节 完形填空（共20小题；每小题1.5分，共30分）Double TroubleWhen I was eight, I wanted a toy and needed $10 to buy it. But, as usual, I was broke. I decided to ask my 11-year-old sister, Kathleen, for a loan. I went to her room, 16 her for the cash. Laughing, she agreed to 17 me the money, but added, “I will charge you 10 percent compound interest every 18 until you pay me back.”“Compound interestwhats that?” I asked.“Well, interest is what you call the 19 money borrowers have to pay back on a loan,” she explained. “Compound interest means that the interest payments get bigger and bigger the 20 you take to pay back the loan. To repay the loan, you will need to give me $11 after one month. If you wait two months to pay me back, your 21 will grow from $10 to $11. So Ill be charging you interest on $11. Then I will add that interest to the $11 you already owe me, for a 22 of $12.10. Thats what youll owe after two months. ”“Sure. I get it,” I said. Though truthfully, I was getting 23 .Kathleen lent me the money, and I bought the toy. My birthday came a month later, and my mom gave me $10. 24 , that was just the amount I needed to buy another toy I wanted 25 . I put off paying my sister for a month. After another month, I 26 about the loan.Several months later, on Christmas morning, my sister and I each found a $20 bill in our stockings. I was just putting it into my pocket 27 Kathleen tapped me on the shoulder.“Sorry, kiddo. Thats mine. Im 28 on your debt.”“Huh?” Then I remembered the loan. “Hey! How can it be that much? I 29 borrowed $10.”“True,” she said, “but interest has been compounding for eight months. Now you 30 me $21.43.” She paused, then added. “You can pay me the $1.43.”I 31 to believe that a $10 loan could more than double so quickly. Much to my 32 , my sister got her pencil and tablet and showed me exactly how it all added up. My head 33 as I tried to keep track of Kathleens 34 , but this time, I got the basic idea of compound interest. I 35 the hard way that borrowing money can be “double trouble” in no time. 16. A. blamingB. begging C. searchingD. preparing17. A. payB. give C. lend D. hand18. A. monthB. yearC. weekD. day19. A. little B. sameC. enoughD. extra20. A. less B. longerC. moreD. shorter21. A. cash B. savingC. note D. debt22. A. totalB. costC. numberD. bill23. A. encouragedB. shockedC. confused D. satisfied24. A. GraduallyB. ObviouslyC. UnfortunatelyD. Hopefully25. A. seriously B. anxiouslyC. secretlyD. desperately26. A. forgotB. knewC. talkedD. cared27. A. afterB. until C. whileD. when28. A. carryingB. collectingC. relyingD. focusing29. A. normallyB. nearlyC. onlyD. really30. A. oweB. offerC. takeD. give31. A. decidedB. refusedC. pretendedD. managed32. A. reliefB. delightC. annoyanceD. regret33. A. turned B. noddedC. stuck D. hurt34. A. calculationsB. excusesC. directions D. discoveries35. A. explored B. learnedC. explainedD. questioned第二部分：阅读理解（共两节，40分）第一节 （共15小题；每小题2分，共30分）阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题纸上将该项涂黑。A My First Day of SchoolFear started taking over. I was walking into my first school in America. I had traveled a long distance from India in order to join my mother, who had been here for three years, hoping America would help my future. My father decided that I would be better off going to school here, so I enrolled(登记) in the local high school in my new town.I was afraid how I would do. On the first day, I went to my second period class after I had missed my first. With anxiety, I reached for the door, opening it slowly. Without paying attention to my classmates, I went straight to the teacher and asked if this was the right class. With a soft voice he answered, “Yes.” His voice comforted me a little. He gave me a sheet called Course Requirements, which I would never get in India because we didnt have anything like that. Then he asked me to choose where I would sit. I didnt actually want to pick a seat. In India we had fixed seats, so I never needed to worry about that. I spent the rest of the class taking notes from the image produced by the overhead projector. In Indian schools, we didnt use the technology we had. We had to take notes as the teacher spoke. It was noon. I was very confused about when I would have lunch. I went to my next class and the bell rang as I entered. I went through the regular process of asking the teacher if I was in the right class. She said, “Its still fourth period.” “But the bell just rang,” I said. Changing from a gentle tone to a harsher(刺耳的) one, she said, “That is the lunch bell, young man.” I apologized. Without another word I headed for the cafeteria. I felt lucky because we didnt have this in India. Every confusion seemed like a barrier I had to get through to reach my goal. At the end of the day, I was on my way to the bus which we didnt have in India either. I spotted my bus and sat down inside happily. I was thinking, today wasnt so bad. 36. The author attended an American high school because _. A. his father preferred American schools B. his family wanted him to have a bright future C. his mother had worked in it for 3 years D. he had been longing to leave his homeland37. What do we know about the authors first day of school? A. He went to the wrong class for the second period. B. He met some enthusiastic teachers and classmates. C. He got the Course Requirements sheet from his classmate. D. He experienced differences from the Indian schools in many ways.38. How did the author feel at the end of the day? A. Worried. B. Puzzled. C. Relieved. D. Excited.BWhy do you go to the library? For books, yesbut you like books because they tell stories. You hope to get lost in a story or be transported into someone elses life. At one type of library, you can do just thateven though theres not a single book.At a Human Library, instead of books, you can “borrow” people. Individuals volunteer as human “books” and participants in the event can “read” the bookmeaning they would have a one-on-one conversation with the volunteer and share in a dialogue about that individuals experience. “Books” are volunteers from all walks of life who have experienced discrimination(歧视) based on race, religion, class, gender identity, age, lifestyle choices, disability and other aspects of their life. For a certain amount of time, you can ask them questions and listen to their stories, which are as fascinating and as attractive as any you can find in a book. Many of the stories have to do with some kind of stereotype. You can speak with a refugee(难民), a soldier suffering from PTSD, a homeless person or a woman living with HIV. The Human Library encourages people to challenge their own long-held beliefsto truly get to know, and learn from someone they might otherwise make a quick judgment about. According to its website, the Human Library is “a place where difficult questions are expected, appreciated and answered.” It provides the opportunity for the community to share and understand the experiences of others in their community.The Human Library Organization came to be in Copenhagen, Denmark in 2000. Ronni Abergel, his brother Dany, and some colleagues hosted a four-day event during a major Northern European festival, hoping to raise awareness about violence among youth. After the success of this event, Abergel founded the Human Library Organization, which has been growing ever since.Though there are a few permanent human libraries, most arent places at all, but events. Though many do take place at physical libraries, you dont need a library cardanyone can come and be part of the experience. There have been human library events all over the globe, in universities and in pubs, from Chicago to Tunis to Edinburgh to San Antonio. The stories these “books” tell range from fascinating to heartbreaking and everything in between. And thats the very point of the organizationto prove that no person can be summed up in just one word. It seeks to show people that you truly cant judge a book by its coveror by its title or label. 39. The“books”in human libraries are . A. long-held beliefs attracting individuals B. inspiring stories motivating people in trouble C. events in which people can talk to volunteers D. unfairly-treated people sharing their experiences40. The event in Copenhagen is significant because it _. A. aimed to help the young suffering from violence B. attempted to replace traditional physical libraries C. laid a foundation for the Human Library Organization D. led to a pleasing development for the community with racism41. In human libraries, the readers are likely to .A. deepen their understanding of people B. enrich their own personal experiencesC. hear the stories from all over the world D. make quick judgments about the “books” 42. The main purpose of the passage is to .A. compare and evaluate B. inform and explain C. discuss and persuade D. analyze and suggest CNorman Garmezy, a developmental psychologist at the University of Minnesota, met thousands of children in his four decades of research. A nine-year-old boy in particular stuck with him. He has an alcoholic mother and an absent father. But each day he would walk in to school with a smile on his face. He wanted to make sure that “no one would feel pity for him and no one would know his mothers incompetence.” The boy exhibited a quality Garmezy identified as “resilience.”Resilience presents a challenge for psychologists. People who are lucky enough to never experience any sort of adversity(逆境) wont know how resilient they are. Its only when theyre faced with obstacles, stress, and other environmental threats that resilience, or the lack of it, comes out. Some give in and some conquer.Garmezys work opened the door to the study of the elements that could enable an individuals success despite the challenges they faced. His research indicated that some elements had to do with luck, but quite large set of elements was psychological, and had to do with how the children responded to the environment. The resilient children had what psychologists call an “internal locus of control (内控点).” They believed that they, and not their circumstances, affected their achievements. The resilient children saw themselves as the arrangers of their own fates. George Bonanno has been studying resilience for years at Columbia Universitys Teachers College. He found that some people are far better than others at dealing with adversity. This difference might come from perception(认知) whether they think of an event as traumatic(创伤), or as an opportunity to learn and grow. “Stressful” or “traumatic” events themselves dont have much predictive power when it comes to life outcomes. “Exposure to potentially traumatic events does not predict later functioning,” Bonanno said. “Its only predictive if theres a negative response.” In other words, living through adversity doesnt guarantee that youll suffer going forward.The good news is that positive perception can be taught. “We can make ourselves more or less easily hurt by how we think about things,” Bonanno said. In research at Columbia, the neuroscientist Kevin Ochsner has shown that teaching people to think of adversity in different waysto reframe it in positive terms when the initial response is negative, or in a less emotional way when the initial response is emotionally “hot”changes how they experience and react to the adversity.43. According to the passage, resilience is an individuals ability _. A. to think critically B. to decide ones own fate C. to live a better life D. to recover form adversity44. What does the underlined word “they” in Paragraph 3 refer to?A. The psychologists. B. The resilient children. C. Positive elements. D. Internal locus of control.45. According to Paragraph 4, we can learn that _.A. your positive perception may turn adversity around.B. stressful events are more predictive than delightful events.C. experiencing adversity predicts that you will go on suffering.D. a negative response doesnt guarantee you will suffer all the time.46. What is the authors purpose of writing this passage?A. To teach people how to be resilient.B. To encourage people to live through adversity.C. To indicate peoples perception varies from each other. D. To compare different research findings about resilience.DScience is finally beginning to embrace animals who were, for a long time, considered second-class citizens.As Annie Potts of Canterbury University has noted, chickens distinguish among one hundred chicken faces and recognize familiar individuals even after months of separation. When given problems to solve, they reason: hens trained to pick colored buttons sometimes choose to give up an immediate food reward for a slightly later (and better) one. Healthy hens may aid friends, and mourn when those friends die.Pigs respond meaningfully to human symbols. When a research team led by Candace Croney at Penn State University carried wooden blocks marked with X and O symbols around pigs, only the O carriers offered food to the animals. The pigs soon ignored the X carriers in favor of the Os. Then the team switched from real-life objects to T-shirts printed with X or O symbols. Still, the pigs walked only toward the O-shirted people: they had transferred their knowledge to a two-dimensional format, a not-inconsiderable feat of reasoning.Ive been guilty of prejudiced expectations, myself. At the start of my career almost four decades ago, I was firmly convinced that monkeys and apes out-think and out-feel other animals. Theyre other primates (灵长目动物), after all, animals from our own mammalian (哺乳动物的) class. Fairly soon, I came to see that along with our closest living relatives, whales too are masters of cultural learning, and elephants express profound joy and mourning with their social companions. Long-term studies in the wild on these mammals helped to fuel a viewpoint shift in our society: the public no longer so easily accepts monkeys made to undergo painful procedures in laboratories, elephants forced to perform in circuses, and dolphins kept in small tanks at theme parks.Over time, though, as I began to broaden out even further and explore the inner lives of fish, chickens, pigs, goats, and cows, I started to wonder: Will the new science of "food animals"bring an ethical(伦理的) revolution in terms of who we eat? In other words, will our ethics start to catch up with the development of our science?Animal activists are already there, of course, committed to not eating these animals. But what about the rest of us? Can paying attention to the thinking and feeling of these animals lead us to make changes in who we eat? 47. According to Annie Potts, hens have the ability of _.A. interaction B. analysis C. creation D. abstraction48. The research into pigs shows that pigs _.A. learn letters quickly B. have a good eyesight C. can build up a good relationship D. can apply knowledge to new situations 49. Paragraph 4 is mainly about _.A. the similarities between mammals and humansB. the necessity of long-term studies on mammalsC. a change of attitude to the treatment of animalsD. a discovery of how animals learn to express themselves50. What might be the best title for the passage? A. The Inner Lives of Food Animals B. The lifestyle of Food animals C. Science Reports on Food Animals D. A Revolution in Food animals第二节（共5小题；每小题2分，共10分）根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。Sleep and TeensBiology and BehaviorHow much sleep do teens need? And how much sleep are they realistically getting? Based on current data, most teens need about 9-plus hours to have the best or most suitable sleep at night. 51Many factors combine to decrease sleep in adolescents. We can think in general of two major factors: biological, the brain processes that regulate the amount and timing of sleep, and behavior, all the psychological, parental, societal, cultural features of a teens life. 52 These changes lay the ground work for the biological night to occur later during the teen years than before. Circadian Rhythms (daily biological clock) seems to slow down as young people progress through the middle school years. At the same time, the sleep pressure system appears to change in a way that makes it easier to stay awake longer, though without changing the amount of sleep that is needed. Moreover, many teens have a “technological playground” in their bedrooms: television, computer with 24/7 Internet access, telephone