四川省成都市石室中学高三二诊模拟考试英语试题Word版含答案.doc

石室中学高2017届二诊模拟考试
英语试卷
本试卷分第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）两部分。考试用时120分钟，满分150分。
第I卷（选择题，共100分）
第一部分：听力（共两节，每小题1分，满分20分）
第一节（共5小题；每小题1分，满分5分）
1. What does the man say about the paintings?
A. They are very expensive.
B. They are very beautiful.
C. They look like kids’art.
2. What does the man want to do?
A. Look for a pet store.
B. Buy something for dogs.
C. Let the woman take care of his dogs.
3. What are the speakers doing?
A. Taking pictures. B. Doing exercise. C. Playing a video.
4. What day is it today?
A. Sunday. B. Saturday. C. Friday.
5. Why does the woman want a later appointment?
A. Her flight was delayed.
B. She needs to pick up someone.
C. She has to take her mother to the hospital.
第二节
听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。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秒钟的作答时间。每段对话或独白读两遍。
听第6段材料，回答第6、7题。
6. What are posted on the wall of the cafeteria?
A. The food prices.
B. Some pictures.
C. The introduction to the cafeteria.
7. What will the man probably have?
A. Chicken. B. Fish. C. Noodles.
听第7段材料，回答第8、9题。
8. According to the woman, what was the party like this year?
A. It was very relaxed.
B. It was too wild and crazy.
C. It ended up a failure.
9. What can we learn about the man?
A. He has a secretary named Maggie.
B. He had never been to an office party before.
C. He wore a black suit to the party.
听第8段材料，回答第10至12题。
10. What is bothering the man and his wife
A. The noise.
B. The size of their room.
C. The service of the elevator.
11. What will the man do?
A. Check out today.
B. Wait in the hotel.
C. Call the police.
12. What did the woman promise to do?
A. Repair the elevator.
B. Cut down the price.
C. Give the man a suite tomorrow.
听第9段材料，回答第13至16题。
13. Why was the man so late?
A. He was stuck in traffic.
B. The bank opened late.
C. He forgot about the time in the bank.
14. Where is Henry from?
A. America. B. Germany. C. France.
15. What did Henry give the man?
A. A guidebook. B. Some money. C. A map of the bus system.
16. What is true of the speakers?
A. They both work in a bank.
B. They are traveling in Europe.
C. They just came back from a holiday.
听第10段材料，回答第17至20题。
17. When is the opening day?
A. July 4. B. July 7. C. September 4.
18. What do we find out about the America’s Cup?
A. It is a boat race.
B. It has been held in San Francisco before.
C. The city spent one year preparing for it.
19. Which team won the race last year?
A. Italy. B. New Zealand. C. America.
20. How many teams will be competing in the Challenger Series?
A. Five. B. Four. C. Three.

第二部分阅读理解（共两节，满分40分）
第一节（共15小题；每小题2分，满分30分）
阅读下列短文,从每题所给的四个选项（A、B、C和D）中，选出最佳选项。
A
Managers and office busybodies might be keen on a clean desk, but it seems that in terms of productivity, they could have it all wrong. “A messy desk can actually lead people towards clearer thinking,” say researchers from Germany.
The researchers found in a series of linked studies---using a messy desk and a messy shop front---that people actually thought more clearly when all around was chaos, as they sought to simplify the tasks at hand. That is, visual and mental clutter (杂乱) forces human beings to focus and think more clearly. For instance, famous thinkers and writers such as Albert Einstein and Roald Dahl have been notorious (臭名昭著的)for their untidy desks.
“Messy desks may not be as detrimental as they appear to be, as the problem-solving approaches they seem to promote work efficiency or enhance employees’ creativity in problem solving,” say the authors.
“Business and government managers often promote ‘clean desk’ policies to avoid disorganized offices and messy desks, for the purpose of boosting work efficiency and productivity,” writes a researcher, Jia Liu of the University of Groningen. “This practice is based on the conventional wisdom that a disorganized and messy environment can clutter one’s mind and complicate one’s judgments.”
“However, not all evidence supports this conventional link between a messy environment and a messy mind”. The scientists tested people’s response in various messy environments, including a messy shop front, a disorganized desk, and even a work environment where a language task reminded people of messiness.
The authors found in the series of six studies that people tended towards simplicity in their thinking.
“They classified products in a simpler manner, were willing to pay more for a T-shirt that has a simple-looking picture, and sought less variety in their choices”, said the researchers.
21. Why did the author take Albert Einstein and Ronald Dahl for example?
A. To tell readers untidy desks can make you as famous as them.
B. To convince readers that untidiness is not all that bad.
C. To inform readers of one way to success—untidy desks.
D. To attract readers and show the author’s wide range of knowledge.
22. Which of the following is TRUE according to the passage?
A. A messy environment will certainly lead to a messy mind.
B. A clean environment will do great harm to work efficiency.
C. People tend to clear up the mess before thinking clearly.
D. All people are not in favor of “clean desk” in the office.
23. The underlined word “detrimental” probably mean_____.
A. disadvantageous B. common C. beneficial D. accessible
24. What is the main idea of this passage?
A. The messier the desks are, the more efficient the employees are.
B. Messy desks in the office can have a positive effect on employees.
C. We should make our office messy to improve our work efficiency.
D. Clean desks can promote the employees’ productivity and creativity.

B
While it is expected that students come to university with the ability to take a good set of notes, this is not always the case. High school may not have demanded it, so good listening and note-taking skills may need to be developed.
TRY
Being a positive, active listener.
HOW?
Sit down front and do not read or talk. Pay particular attention during the second 20 minutes (when you tend to lose it) and to the last minutes when a summary might be given or conclusions drawn.
TRY
Being a positive, active learner.
HOW?

Come to class with an interest in the material and with questions to be answered. You can develop these by thinking about and anticipating the lecture and by pre-reading the text (the latter is especially helpful if you find yourself having difficulty keeping up with the material).
TRY
Getting accurate notes, with special attention to the main ideas.
WHY?

There may be an overhead projector; if so, get that material down. In addition, look for points of emphasis---from the prof’s verbal language, body language, or careful reading of his notes. If you still feel you’re missing the main points, try showing your notes to a classmate or the prof.
TRY
Leaving lots of space between ideas.
WHY?

Because you want lots of room to continue to add notes in your own words; this will help you learn the material on a deeper level by integrating it with what you already know. Also, the extra space will make it easier for you to find material when you are studying.
TRY
Going over new notes---10 minutes for each class---within 24 hours
WHY?
Because you lose 50—80% of the material if you don’t.
TRY
Setting your notes up so you can study effectively from them.
HOW?
Leave wide left margins (页边空白): here you will write questions from which to study your notes. Leave the back of the page blank, so you can fold the page, cover the notes, and answer the questions when studying.
25. During a listening lesson _____.
A. the students might lose interest after 20 minutes
B. most students might be absent-minded
C. students prefer to talk to each other
D. students don’t have to pay attention to the last part of the lesson
26. Which of the following is NOT true according to the passage?
A. Pre-reading what you read might help you understand the material better.
B. Taking notes in class can help you master the main idea better.
C. The writer of the passage is not quite satisfied with high school education.
D. One should learn to go over one’s lessons within 24 hours.
27. The article is probably written for _____.
A. high school students B. grown-ups
C. university students D. teachers of English
C
Olaf Stapledon wrote a book called First and Last Men, in which he looked millions of years ahead. He told of different men and of strange civilizations, broken up by long “dark ages” in between. In his view, what is called the present time is no more than a moment in human history and we are just the First Men. In 2,000 million years from now there will be the Eighteenth or Last Men.
However, most of our ideas about the future are really very shortsighted. Perhaps we can see some possibilities for the next fifty years. But the next hundred? The next thousand? The next million? That’s much more difficult.
When men and women lived by hunting 50,000 years ago, how could they even begin to picture modern life? Yet to men of 50,000 years from now, we may seem as primitive in our ideas as the Stone-Age hunters do to us. Perhaps they will spend their days gollocking to make new spundels, or struggling with their ballalators through the cribe. These words, which I have just made up, have to stand for things and ideas that we simply can’t think of.
So why bother even to try imagining life far in the future? Here are two reasons. First, unless we remember how short our own lives are compared with the whole human history, we are likely to think our own interests are much more important than they really are. If we make the earth a poor place to live because we are careless or greedy or quarrelsome, our grandchildren will not bother to think of excuses for us.
Second, by trying to escape from present interests and imagine life far in the future, we may arrive at quite fresh ideas that we can use ourselves. For example, if we imagine that in the future men may give up farming, we can think of trying it now. So set you imagination free when you think about the future.
28. A particular mention made of Stapledon’s book in the opening paragraph _____.
A. serves as a description of human history B. serves an introduction to the discussion
C. shows a disagreement of views D. shows the popularity of the book
29. The text discusses men and women 50,000 years ago and 50,000 years from now in order to show that _____.
A. human history is extremely long
B. life has changed a great deal
C. it is useless to plan for the next 50 years
D. it is difficult to tell what will happen in the future
30. Spundels and ballalators are used in the text to refer to _____.
A. tools used in farming       B. ideas about modern life
C. unknown things in the future    D. hunting skills in the Stone Age
31. According to the writer of the text, imagining the future will _____.
A. serve the interests of the present and future generations
B. enable us to better understand human history
C. help us to improve farming
D. make life worth living
D
Every year, thousands of new high school graduates pack their bags, move to new cities, and sign papers accepting loans, the money borrowed from a bank or lenders etc., which they might not be able to pay back. Without proper education on personal finance, especially as it relates to paying for college, young adults are guided into improper loan plans that result in years of debt after graduation. In order to set students up to succeed financially, it is important to educate students and parents on their financial options before school in the fall. The best way to support families heading for college is to require that every high school student take a personal finance class before graduation. This will help smooth the transition into adulthood.
The average student takes out at least one loan to cover the costs of their education each year. In 2014 the average student graduating from college carried a negative balance of about $20,000 in debt, which often spread over multiple lenders. Upon graduation, students rarely know exactly how much money they owe, and even though they are in the state of being unable to pay their debts, they cannot wipe out student loans. These students spend much of their adult lives paying off the gradual increasing debts.
A personal finance course would teach students how to manage their income and expenses, while helping to significantly reduce the amount of debt students carry into adulthood. By teaching students how to save money and live within their means, this course will provide the next generation with a foundation to progress financially. Students choosing to get a job straight out of high school would also benefit from finance education for these very reasons. With education on how to manage their finances, all young people will have the knowledge to make healthy decisions, leading them to improve good credit and purchase needed items like cars and homes with skill and confidence.
While not every young person makes financial mistakes, those who do can face years of difficulty trying to get their finances back under control. Rather than help them through these hard times when they happen, we should try to prevent them from happening at all. Making the completion of personal finance coursework a requirement for graduation would ensure that young people are at least aware of the basics of preserving a financial stability.
32. After graduation from college, many young people ______.
A. struggle to support their families B. spend years paying off their debts
C. get through the hard times smoothly D. are able to manage their own finances well
33. What is the third paragraph mainly about?
A. Ways to improve financial credits.
B. Advantages of taking a finance course.
C. Skills of balancing income and expenses.
D. Introduction to the education on personal finance.
34. Having financial knowledge, high school students are probably able to ______.
A. smooth their way for college
B. get out of their financial trap
C. free from the cost of their college education
D. avoid the risk of the future financial trouble
35. The main purpose of the passage is to_______.
A. inform and explain B. argue and persuade
C. analyze and evaluate D. discuss and examine

第二节（共5小题；每小题2分，满分10分）
根据短文内容从短文后的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。
Only 60 percent of students seeking a bachelor’s degree at an American college or university finish their study program within six years. That information comes from the United States Department of Education. 36 The report talks about full-time students who att