暑假作业检测.doc

江苏省海门中学2015届高三英语复习资料 高三英语备课组
高三第一阶段暑假作业检测
编制人：李亚菊
一、根据中文写出英文单词
1．感激__________ 2. 辨认___________ 3. 顽固的__________ 4. 灾难__________ 5. 品质__________ 6. 炸毁___________ 7. 竞赛（v.）_________
8. 探索___________ 9. 减少___________ 10. 吸引人的___________

二、写出下列划线词的中文含义
1. He let her know how much this upset him. ___________
2.The growth happened so fast, in fact, that it found itself in something of
an identity crisis. ___________
3. She is able to see that her future is just around the bend. ___________
4. It really turns me off when Richard wears his smelly socks to bed. ___________
5. You are fortunate to have had the help and guidance of such a man. ___________
6. It might be very fancy, made of pink and red paper cut into heart shapes. ___________
7.The refused to bargain over the price, but he gave them some coffeebeans free. __________
8. The bank finance the rebuilding of what was otherwise a dyingcommunity. ___________
9. It is not easy to make a living in a society of fierce competitions ______
10. I consider it a great honor to introduce to you rather briefly Professor Dirac. __________

三、单项选择
1. The views expressed in this article do not necessarily ________ those of the author, so the editor is mainly responsible for them.
A. support B. blame C. challenge D. reflect
2. Jack should have been here over an hour ago, and there’s no ________ of him yet. I wonder where he’s gone.
A. shadow B. match C. sign D. sight
3. I can’t get this calculation to ________ properly. Can you show me where I was wrong?
A. work out B. turn out C. work on D. turn on
4. If you didn’t know the way, you ________. You have a tongue in your head, don’t you?
A. should have asked B. would have asked
C. must have asked D. might have asked
5. The man thinks of teaching as a job ________ he can do something serious but interesting.
A. which B. where C. that D. what
6. Why the man entered the house and how he managed to get out of it without being seen by people ________ a mystery to us all.
A. is remaining B. remains C. are remaining D. remain
7. I had been puzzling over the problem for over an hour without any result, _______ all at once the solution flashed across my mind.
A. before B. when C. until D. once
8. Opening a restaurant in that part of the city was a vain attempt as people said there were already too many. But the cooking was so good that it not only ________ but made lots of money.
A. counted B. stayed C. survived D. continued
9. Mrs. Wood, if you ask me what it’ll cost you to put in these cabinets, my rough figure will be about $2,500. It would be more, of course ________ the design you want.
A. to depend on B. depended on C. depending on D. having depended on
10. The man claimed to know my father quite well, but when I asked him ________ they came to be acquainted, he had no reply. I had him there.
A. how B. why C. from whom D. with whom
11. Who would have thought it would turn to rain, after such a bright start to the day? It’s a good job we ________ our raincoats.
A. would bring B. brought C. bring D. had brought
12. I would never willingly go anywhere by boat, ________ go on a voyage for pleasure.
A. much more B. rather than C. much less D. more than
13. So humorous ________ that she was given a big round of applause.
A. was her lecture B. her lecture was C. has her lecture been D. her lecture would be
14. I don’t think you have ever gone to the market to buy food for your family, ________?
A. don’t I B. haven’t you C. do I D. have you
15. Parents are advised not to push their children too hard. On the other hand, ________, not to leave them alone too much.
A. somehow B. therefore C. moreover D. though

四、完形填空
Most middle school students dream of the day they will get their driver’s license. However, there are many nightmares（可怕的事情）they might not consider which come with that “wonderful” 16 . The cost of running a car, 17 responsibilities, and the possibility of getting into an accident are important 18 . When a prospective（未来的）driver considers these negatives, the thought of driving becomes much less 19 .
Most people who want to 20 think about the fun of having their own set of wheels without considering the 21 of those wheel. Gas is becoming more and more expensive. 22 , a new driver will usually have an older car which will often be in need of repair. The cost could be so much that the driver might not be able to 23 it.
Now it is probable that your 24 take you wherever you need to go. When you can drive yourself, you won’t have to 25 them, but they might start asking you to run errands（跑腿）. You might be the one who has to 26 your younger brother or sister from sports practice or music lessons. Your mom often 27 an item from the supermarket, and it will be 28 for her to send you than leave the house herself.
Every time you get behind the wheel, there is a(n) 29 of having an accident. There is insurance to handle the cost of the accident, but it is not so easy to get over the emotional regret of possibly 30 someone. Most people don’t think they will ever get in all accident, 31 it unfortunately happens all the time.
Driving our friends along a beach or mountain road is a 32 most of us have had at one time or another. 33 , there are responsibilities that come with it. It is 34 to consider these responsibilities when thinking about learning to drive. Driving is a skill we all want, but many students are 35 until they are a bit more mature before they take this step.
16. A. service B. experience C. document D. story
17. A. allowed B. changed C. shared D. added
18. A. events B. steps C. functions D. considerations
19. A. attractive B. boring C. formal D. difficult
20. A. win B. drive C. help D. play
21. A. type B. cost C. size D. repair
22. A. Therefore B. Besides C. Instead D. Otherwise
23. A. pay for B. look into C. push up D. work out
24. A. parents B. classmates C. friends D. drivers
25. A. give up B. deal with C. rely on D. worry about
26. A. please B. search C. fetch D. teach
27. A. shows B. gets C. leaves D. needs
28. A. easier B. earlier C. safer D. funnier
29. A. sense B. chance C. question D. effect
30. A. stopping B. following C. hurting D. meeting
31. A. as B. until C. unless D. but
32. A. memory B. joke C. hobby D. dream
33. A. For example B. In short C. However D. Thus
34. A. acceptable B. important C. natural D. useless
35. A. waiting B. thinking C. coming D. preparing

五、阅读理解
A
Welcome to the James Joyce Centre
The James Joyce Centre is a museum to promote an understanding of the life and works of James Joyce. The Centre’s home is a townhouse in the north of Dublin, the city of Joyce’s birth and the setting for all his works. Through a programme of exhibitions, educational events and activities, the centre aims to develop an interest in the life and works of James Joyce and the city which inspired him.
No. 35 North Great George’s Street
It was built in 1784 and decorated by Michael Stapleton. The house was repaired in the1980s and opened as the James Joyce Centre in 1996, run by members of Joyce’s sister’s family.
The Kenmare Room
It is used for lectures and has a small show of reproductions of Joyce’s family pictures. In addition, the room provides details of Joyce’s life, a reading table where visitors can sit and read by and about Joyce, and a show of some of the many translations of Joyce’s works.
Exhibitions
The Centre’s permanent and temporary exhibitions show various aspects of Joyce’s life and works. Through shows and three films, you may dig into the novel Ulysses, its historical background and learn more about Joyce’s life. The Centre also hosts International Joyce, an exhibition that provides a wonderful introduction to the life and works of James Joyce.
Walking tours
A special walking tour of Dublin, the setting for all of James Joyce’s works is available every Saturday at 11:00 am and 2:00 pm, but must be pre-booked on Tuesdays and Thursdays at 11:00 am and 2:00 pm (with at least four people). Adults €10; Seniors/ Students €8. For bookings, contact [e-mail].
● The Centre opens Monday to Saturday 10:00 to 17:00 and Sunday 12:00 to 17:00. Last admissions at 16:30 each day.
● Personal Admission: Adults €5; Seniors/ Students €4.
● Group admission (Ten or more): Adults €4.50 per person; seniors/ Students €3.50 per person.
● Payment for groups must be made together.
36. What do we know about the James Joyce Centre?
A. Its house has a history of more than 2 centuries.
B. Its house was built by James Joyce’s sister.
C. It is run by the local government. D. It has been open for 30 years.
37. If a teacher visits the Centre together with nine students, they must pay ________.
A. €50 B. €36 C. €40 D. €41
B
Much attention is presently being given to what is termed “functional illiteracy”. This should not be confused with the problem of illiteracy, that is, the inability to read and write. Current UNESCO figures indicate that 99 per cent of all Americans are literate the same figure assigned to nations such as Britain and Germany. Functional illiteracy, by contrast, is concerned with how much difficulty people have in actually using and writing skills in everyday situations. This might be interpreted, for example, as the relative ability to understand federal income tax forms, or printed instructions, or how well someone can write a letter of complaint, or apply in writing for a job.
There are no agree-upon definitions of what functional illiteracy is and, in practice, definitions vary widely. For many years, reading tests have been used throughout the country which define reading ability by grade level. “Tenth grade reading level” for instance, would be the average reading score of all pupils who have completed ten years of school. There are, of course, many different reading tests and types of tests. One definition of functional illiteracy holds that anyone is “illiterate” who reads at less than eighth grade level. Another common definition uses twelfth grade level.
There seems to be general agreement that at least one tenth of all Americans are functionally illiterate in English to some degree. It is also hardly surprising that those nations which (like the US) have paid most attention to this concept, and which have nationwide testing, have found the greatest problems. As one educator humorously put it, “Reading tests cause illiteracy”. Canada, for example, which also has a large non-English-speaking immigrant population, has recently found that many of her citizens, too, are functionally illiterate. The attention given to this problem, therefore, reflects the fact that in North American schools, as well as pupils, are continually tested.
38. By quoting the educator’s humorous words “Reading tests cause illiteracy”, the author points out ________.
A. reading tests are never a good way to improve one’s ability
B. it is improper to use reading tests to define functional illiteracy
C. only by taking reading tests can we know who is illiterate
D. definitions of functional illiteracy should be clearer than the current one
39. We can learn from the passage that ________.
A. over one tenth of Americans have difficulty in using and writing skills in everyday situations
B. in North America nationwide tests are given to test pupils’ functional literacy
C. Canadians are generally at a higher level of functional literacy than Americans
D. the teaching of English reading and writing has turned out to be a failure in Canada and the US
40. The passage is written mainly to ______.
A. analyze the different definitions of functional illiteracy
B. discuss the reasons for functional illiteracy
C. compare ways to get rid of illiteracy
D. introduce the problem of functional illiteracy
C
In 1961, two biologists named Leonard Hayflick and Paul Moorehead discovered that old age is built into our cells. At the time, many scientists believed that if healthy human cells were put in a container with a steady supply of nutrients, they would multiply forever. But when Dr. Hayflick and Dr. Moorehead reared fetal（培育胚胎的）human cells, that’s not what they found. Time and again, their cells would divide about 50 times and then simply stop.
Cells that stop growing this way are known to be senescent（衰老的）. Many scientists suspected that cells became senescent only in the unnatural conditions of a lab. But researchers then discovered that cells stop growing in the human body. In fact, it turned out that senescent cells are involved in the destructive effects of old age.
Given all this research, the last place you would expect to find senescent cells would be at the very start of life. But now three teams of scientists are reporting doing just that. For the first time, they have found senescent cells in embryos, and they have offered evidence that senescence is necessary to proper development.
The discoveries raise the expectation that the dawn and dusk of life are closely connected. For life to get off to the right start, in other words, youth needs a small amount of old age.
Scott Lowe, an expert on senescence at memorial Sloan-Kettering Cancer Center who was not involved in the research, praised the studies for pointing to an unexpected role for senescence. He predicted they would promote a spirited debate among developmental biologists who study how embryos form. “They’re going to really love it or really hate it,” Dr. Lowe said.
As scientists came to realize the importance of senescent cells to aging, they began to work out what causes them to stop growing. They found as cells divide, they accumulate damage to their DNA. Once a cell becomes too damaged, it switches on a set of genes that cause it to become senescent.
Besides stopping their growth, scientists found, senescent cells also produce a mixture of chemicals. The chemicals they release can create chronic inflammation（长期的炎症）. They also attract certain immune cells, which seek out the senescent cells and kill them. This behavior can actually be good for our health.
In the mid-2000s, William Keyes, a biologist then at Cold Spring Harbor Laboratory on Long Island, was studying how senescence leads to aging with experiments on mice. By shutting down a gene called P63, he could accelerate the rate at which the mice accumulated senescent cells --- and accelerate their aging.
To observe the senescent cells