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上海市七宝中学2024_2025学年高三上学期第一次月考英语试题
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这是一份上海市七宝中学2024_2025学年高三上学期第一次月考英语试题，共9页。试卷主要包含了 A等内容，欢迎下载使用。
Sectin A
Directins: After reading the passage belw, fill in the blanks t make the passages cherent and grammatically crrect. Fr the blanks with a given wrd, fill in each blank with the prper frm f the given wrd; fr the ther blanks, use ne wrd that best fits each blank.
Mst f the peple wh appear mst ften and mst glriusly in the histry bks are great cnquerrs and generals and sldiers, while the peple 21 ( help) civilizatin frward are ften never mentined at all. We d nt knw wh first set a brken leg, r launched a seawrthy bat r calculated the length f the year, r manured (施肥) a field; but we knw all abut the killers and destryers.
Peple think a great deal f them, s much that n all the highest pillars(纪念柱) in the great cities f the wrld yu will find the figure f a cnquerr r a general r a slider. And I think mst peple believe that the greatest cuntries are 22 that have beaten in battle the greatest number f ther cuntries and ruled ver them as cnquerrs. It is just pssible they are, but they are nt 23( civilized). Animals fight; s 24 savages(野蛮人); s t be gd at fighting is t be gd in the way in which an animal r a savage is gd, but it is nt t be civilized. Even being gd at getting ther peple t fight fr yu and telling them hw t d it mst efficiently -- this, after all, is 25 cnquerrs and generals have dne -- is nt being civilized. Peple fight26( settle) quarrels. Fighting means killing, and civilized peples ught t be able t find sme ways f settling their disputes ther than by seeing which side 27 kill ff greater number f the ther side, and then saying that the side which has killed mst 28( win). It means 29( say) that pwer is right.
This is what the stry f mankind has n the whle been like. Even ur wn age has fught the tw greatest wars,30 millins f peple were killed r disabled. And while tday it is true that peple d nt fight and kill each ther in the streets -- while, that is t say, we have gt t the stage f keeping the rules and behaving prperly t each ther in daily life -- natins and cuntries have nt learnt t d this yet, and still behave like savages.
Sectin B
Directins: Fill in each blank with a prper wrd chsen frm the bx. Each wrd can nly be used nce. Nte that there is ne wrd mre than yu need.
Only tw cuntries in the advanced wrld prvide n guarantee fr paid leave frm wrk t care fr a newbrn child. Last spring ne f the tw, Australia, gave up the bad distinctin by setting up paid family leave starting in 2011. I wasn't surprised when this didn't make the newshere in the United States - we' re nw the nly wealthy cuntry withut such a plicy.
The United States des have ne explicit family plicy, the Family and Medical Leave Act, passed in 1993. It 31 wrkers t as much as 12 week's unpaid leave fr care f a newbrn r dealing with a family medical prblem. Despite the 32 f the benefit, the Chamber f Cmmerce and ther business grups fught it bitterly, describing it as " gvernment- run persnnel management" and a " dangerus precedent (先例) ". In fact, every step f the way, as ( usually) Demcratic leaders have tried t intrduce wrk- family balance measures int the law, business grups have been strngly 33.
As Yale law prfessr Anne Alsttt, argues,34 parental supprt depends n defining the family as a scial gd that, in sme sense, sciety must pay fr. Parents are 35 in many ways in their lives: there is " n exit" when it cmes t children. Sciety expects parents t prvide their children with cntinuity f care, meaning the 36 and intimate care that human beings need t develp their intellectual, emtinal and mral capabilities. And sciety expects parents t persist in their rles fr 18 years, r lnger if needed.
While mst parents d this ut f lve, there are public punishments fr nt prviding care. What parents d, in ther wrds, is f deep 37 t the state, fr the bvius reasn that caring fr children is nt nly 38 urgent but imprtant t the future f sciety. The state recgnizes this in the large bdy f family laws that gvern children's welfare, yet parents receive little help in meeting the life- changing bligatins sciety 39-. T classify parenting as a persnal chice fr which there is n cllective respnsibility is nt merely t ignre the scial benefits f gd parenting; really, it is t steal thse benefits because they accrue(累积) t the whle f sciety as tday's children becme tmrrw's citizens. In fact, by sme 40, the value f parental investments in children, investments f time and mney, is equal t 20%- 30% f GDP. If these investments bring huge scial benefits- as they clearly d- the benefits f prviding mre scial supprt fr the family shuld be that much clearer.
III. Reading Cmprehensins
Sectin A
Directins: Fr each blank in the fllwing passage, there are fur wrds r phrases marked A,B,C and D. Fill in each blank with the wrd r phrase that best fits the cntext.
Befre 1815 manufacturing in the United States had been dne in hmes r shps by skilled artisans. As master craft wrkers, they imparted the knwledge f their trades t apprentices(学徒) and jurneymen (熟练工) . 41, wmen ften wrked in their hmes part- time, making finished articles frm raw material supplied by merchant capitalists. After 1815 this lder frm f manufacturing began t 42 factries with machinery tended by unskilled r semiskilled labrers. 43 transprtatin netwrks, the rise f cities, and the availability f capital and credit all stimulated the shift t factry prductin.
Apprentices were cnsidered part f the family, and masters were respnsible nt nly frteaching their apprentices a trade but als fr prviding them with sme educatin and fr 44 their mral behavir. Jurneymen knew that if they 45 their skill, they culd becme respected master artisans with their wn shps. Als, skilled artisans did nt wrk by the clck.
The factry changed that. Gds prduced by factries were nt as finished r elegant as thse dne by hand, and pride in craftsmanship gave way t the 46 t increase rates f prductivity. The new methds f ding business invlved a new and stricter sense f time. Absenteeism and lateness hurt prductivity and, since wrk was specialized,47 the regular factry rutine. Industrializatin nt nly prduced a fundamental change in the way wrk was rganized; it 48 the very nature f wrk.
The first generatin t experience these changes did nt adpt the new attitudes easily. The factry clck became the symbl f the new wrk rules. One mill wrker wh finally 49 cmplained revealingly abut " bedience t the ding- dn g f the bell- just as thugh we are s many living machines." With the 50 f persnal freedm als came the lss f standing in the cmmunity. Unlike artisan wrkshps in which apprentices wrked 51 with the masters supervising them, factries sharply separated wrkers frm management. Few wrkers rse thrugh the ranks t supervisry psitins, and even well- paid wrkers sensed their 52 in status.
In this newly emerging ecnmic rder, wrkers smetimes rganized t prtect their rights and traditinal ways f life. The labr mvement gathered sme mmentum (动力, 势头) in the decade befre the Panic f 1837, but in the depressin that fllwed, labr's strength 53. During hard times, few wrkers were willing t strike r 54 cllective actin. And skilled craft wrkers, wh led the unin mvement, did nt feel a particularly strng bnd with semiskilled factry wrkers and unskilled labrers. Mre than a decade f agitatin(激烈争论) did finally bring a wrkday shrtened t 10 hurs t mst industries by the 1850s', and the curts als recgnized wrkers' right t strike, but these 55 had little immediate impact.
41. A. Otherwise B. Mrever C. Hwever D. Therefre
42. A. give way t B. make up fr C. get rid f D. end up with
43. A. Expensive B. Public C. Difficult D. Cheap
44. A. displaying B. supervising C. respecting D. predicting
45. A. shared B. assessed C. perfected D. applied
46. A. pressure B. hatred C. freedm D. disappintment
47. A. fllwed B. brke C. established D. fixed
48. A. ignred B. demanded C. guaranteed D. transfrmed
49. A. succeeded B. recvered C. quitted D. revenged
50. A. restratin B. change C. lss D. prtectin
51. A. clsely B. efficiently C. independently D. diligently
52. A. stability B. independence C. decline D. security
53. A. maintained B. develped C. returned D. cllapsed
54. A. prtest against B. give up C. accunt fr D. engage in
55. A. emphases B. limits C. evidences D. gains
Sectin B
Directins: Read the fllwing tw passage. Each passage is fllwed by several questins r unfinished statements. Fr each f them there are fur chices marked A, B, C and D. Chse the ne that fits best accrding t the infrmatin given in the passage yu have just read.
(A)
The persn wh set the curse f my life was a schl teacher named Marjrie Hurd. When I stepped ff a ship in New Yrk Harbr in 1949, I was a nine- year- ld war refugee, wh had lst his mther and was cming t live with the father he did nt knw. My mther, Eleni Gatzyiannis, had been imprisned and sht fr sending my sisters and me t freedm.
I was thirteen years ld when I entered Chandler Junir High. Shrtly after I arrived, I was tld t select a hbby t pursue during " club hurs." The idea f hbbies and clubs made n sense t my immigrant ears, but I decided t fllw the prettiest girl in my class. She led me int the presence f Miss Hurd, the schl newspaper adviser and English teacher.
A tugh wman with salt- and- pepper hair and determined eyes, Miss Hurd had n patience with lazy bnes. She drilled us in grammar, assigned stries fr us t read and discuss, and eventually taught us hw t put ut a newspaper. Her intrductin t the literary wealth f Greece gave me a new perspective n my war- tm hmeland, making me prud f my rigins. Her effrts inspired me t understand the lgic and structure f the English language. Owing t her inspiratin, during my next twenty- five years, I became a jurnalist by prfessin.
Miss Hurd retired at the age f 62. By then, she had taught fr a ttal f 41 years. Even after her retirement, she cntinually made a prject f unwilling students in whm she spied a spark f ptential. The students were mainly frm the mst trubled hmes, yet she alternately bullied and charmed them with er wn special brand f tugh lve, until the spark caught fire.
Miss Hurd was the ne wh directed my grief and pain int writing. But fr Miss Hurd, I wuldn't have becme a reprter. She was the catalyst that sent me int jurnalism and indirectly caused all the gd things that came after.
56. Which f the fllwing caused the authr t think f his hmeland differently?
A. Stepping n the American sil fr the first time.
B. Her mther's miserable death.
C. Being expsed t Greek literary wrks.
D. Fllwing the prettiest girl in his class.
57. It can be inferred frm Paragraph Fur that .
A. Miss Hurd's cntributin was recgnized acrss the natin.
B. Students frm trubled hmes preferred Miss Hurd's teaching style
C. The students Miss Hurd taught were all finally fired
D. Miss Hurd emplyed a unique way t handle these students
58. The passage is mainly cncerned with .
A. hw the authr became a jurnalist
B. the imprtance f inspiratin in ne's life
C. the teacher wh shaped the authr's life
D. factrs cntributing t a successful career
(B)
Setting in t life at Oxfrd
When yu first arrive in Oxfrd, it may take a little while fr yu t find yur way arund. The university is a large rganizatin that is fully integrated int the city and has been evlving fr800 years. Sme f the first things ur students d when they arrive include finding a bike ( mst students in Oxfrd find cycling is the best way t g arund), setting up a bank accunt, getting their cmputer and mbile phne wrking, finding their department, getting t knw their cllege and wrking ut the best places t scialize.
One f the majr events yu will experience shrtly after " cming up" t Oxfrd is matriculatin. Matriculatin is held at the University's Sheldnian Theatre and is the ceremny at which yu are frmally admitted t the university.
Internatinal students are invited t an rientatin day at the start f the academic year. Sessins run thrughut the day that will give yu practical infrmatin abut living and studying in UK and intrduce yu t ther graduate students frm fr all ver the wrld wh are starting their studies at Oxfrd at the same time as yu, as well as t current Oxfrd graduate students and staff wh will be able t help and advise yu. The day cvers tpics such as studying and learning in the Oxfrd system. University services, infrmatin n living in Britain and culture differences, as well as addressing practical issues such as emplyment, immigratin and visas, health and safety. Yu can chse which talks t attend and at the end f the day there is a scial hur s yu can meet fellw students.
Anther gd thing t experience early n is cllege dining. Mst clleges have a traditin f regular frmal hall dinners, which cnsist f three r fur curses, and the atmsphere f an evening ut in a nice restaurant. On sme f these ccasins yu can invite peple arund t yur cllege fr dinner and then they may return the favr. In this way, yu can get t knw peple studying yur wn and ther subjects at the same time as visiting many f the histrical cllege grunds and dining halls.
Further infrmatin n yur first few weeks at Oxfrd is available via the Student Gateway n ur website, and yur can get first- hand accunts f what life at Oxfrd is like by watching vides f students talking abut their experiences n ur Wall f 100 Faces.
59. Which f the fllwing is NOT the first thing fr a new cmer t Oxfrd t d?
A. t find a best place t scialize B. t set up a bank accunt
C. t g t the Sheldnian Theatre D. t get mbile phne wrking
60. When d students feel they are truly admitted t Oxfrd University?
A. They arrived in Oxfrd and settled dwn n campus.
B. They received the ffer frm the admissin ffice.
C. They met the staff and tk sme required curses.
D. They experienced the matriculatin in the university.
61. Why is an rientatin imprtant fr internatinal students?
A. It is a gd chance t ask the staff fr help.
B. It ffers practical infrmatin abut living and studying.
C. It helps get students' cmputers hked t the Internet.
D. It can help deal with the prblem f culture differences.
62." return the favr" in the passage prbably means .
A. inviting yu fr dinner B. visiting yur histric cllege in return
C. sharing favrite vides D. prviding yu with sme gd advice
(C)
In the cllege- admissins wars, we parents are the true fighters. We' re pushing ur kids t get gd grades, take SAT preparatry curses and build resumes t they can get int the cllege f ur first chice. I've twice been t the wars, and as I survey the battlefield, smething different is happening. We see ur kids' cllege backgrund as a prize demnstrating hw well we've raised them. But we can't acknwledge that ur bsessin is mre abut us than them. S we've cme up with varius justificatins that turn ut t be half- truths, prejudices r myths. It actually desn't matter much whether Aarn and Nicle g t Stanfrd.
We have a full- blwn prestige panic; we wrry that there wn't be enugh prizes t g arund. Fearful parents urge their children t apply t mre schls than ever. Underlying the hysteria (歇斯底里) is the belief that scarce elite degrees must be highly valuable. Their graduates must enjy mre success because they get a better educatin and develp better cntacts. All that is plausible-- and mstly wrng. We haven't fund any cnvincing evidence that selectivity r prestige matters. Selective schls dn't systematically emply better instructinal appraches than less selective schls. On tw measures -- prfessrs' feedback and the number f essay exams selective schls d slightly wrse.
By sme studies, selective schls d enhance their graduates' lifetime earnings. The gain is cnsidered at 2-4% fr every 100- pint increase in a schl's average SAT scres. But even this advantage is prbably a statistical fluke (偶然) . A well- knwn study examined students wh gt int highly selective schls and then went elsewhere. They earned just as much as graduates frm higher- status schls.
Kids cunt mre than their clleges. Getting int Yale may signify intelligence, talent and ambitin. But it's nt the nly indicatr and its significance is declining. The reasn: s manysimilar peple g elsewhere. Getting int cllege is nt life's nly cmpetitin. In the next cmpetitin -- the jb market and graduate schl -- the results may change. Old- by netwrks are breaking dwn. Princetn ecnmist Alan Krueger studied admissins t ne tp Ph. D. prgram. High scres n the GRE helped explain wh gt in; degrees f prestigius universities didn't.
S, parents, lighten up. The stakes(风险) have been vastly exaggerated. Up t a pint, we can ratinalize(合理化) ur pushiness. America is a cmpetitive sciety; ur kids need t adjust t that. But t much pushiness can be destructive. The very ambitin we impse n ur children may get sme int Harvard but may als set them up fr disappintment. One study fund that, ther things being equal, graduates f highly selective schls experienced mre jb dissatisfactin. They may have been s cnditined t being n tp that anything less disappints.
63. Why des the authr say that parents are the true fighters in the cllege- admissins wars?
A. They have the final say in which university their children are t attend.
B. They knw best which universities are mst suitable fr their children.
C. They care mre abut which cllege their children g t than the children themselves.
D. They have t carry ut intensive surveys f clleges befre children make an applicatin.
64. What des the authr mean by " kids cunt mre than their clleges" Linel, para.4?
A. Cntinuing educatin is mre imprtant t a persn's success.
B. Kids' actual abilities are mre imprtant than their cllege backgrund.
C. A persn's happiness shuld be valued mre than their educatin.
D. What kids learn at cllege cannt keep up with jb market requirements.
65. What des Krueger's study tell us?
A. Getting int Ph. D. prgrams may be mre cmpetitive than getting int cllege.
B. Graduates frm prestigius universities d nt care much abut their GRE scres.
C. Cnnectins built in prestigius universities may be sustained lng after graduatin.
D. Degrees f prestigius universities d nt guarantee entry t graduate prgrams.
66. Accrding t the passage, ne pssible result f pushing children int elite universities is that
A. they experience mre jb dissatisfactin after graduatin
B. they earn less than their peers frm ther institutins
C. they turn ut t be less cmpetitive in the jb market
D. they veremphasize their qualificatins in jb applicatin
Sectin C
Directins: Read the passage carefully. Fill in each blank with a prper sentence given in the bx. Each sentence can be used nly nce. Nte that there are tw mre sentences than yu need.
In business, there is a speed difference: It's the difference between hw imprtant firm leaders say speed is t their cmpetitive strategy and hw fast the cmpany actually mves. The difference is imprtant regardless f industry and cmpany size. 67
In ur study f 343 businesses, the cmpanies that chse t g, g, g t try t gain an edge ended up with lwer sales and perating incmes than thse that paused at key mments t make sure they were n the right track. What's mre, the firms that " slwed dwn t speed up " imprved their tp and bttm lines, averaging 40% higher sales and 52% higher perating incmes ver a three- year perid.
68 They thught differently abut what " slwer" and " faster" mean. Firms smetimes fail t understand the difference between peratin speed ( mving quickly) and strategic speed ( reducing the time it takes t deliver value). Simply increasing the speed f prductin, fr example, may be ne way t try t reduce the speed difference. But that ften leads t reduced value ver time, in the frm f lwer- quality prducts and services.
In ur study, higher- perfrming cmpanies with strategic speed always made changes when necessary. They became mre pen t ideas and discussin. 69 And they allwed time t lk back and learn. By cntrast, perfrmance suffered at firms that mved fast all the time, paid t much attentin t imprving efficiency, stuck t tested methds, didn't develp team spirit amng their emplyees, and had little time thinking abut changes.
Strategic speed serves as a kind f leadership. 70 That kind f strategy must cme frm the tp.
第Ⅱ卷
I. Summary
Directins: Read the fllwing three passages. Summarize the main idea and the main pint(s) f the passage in n mre than 60 wrds. Use yur wn wrds as far as pssible.
It is fund that American students spend less than 15% f their time in schl. While there's n dubt that schl is imprtant, a number f recent studies remind us that parents are even mre s. A study published earlier this mnth by researchers at Nrth Carlina State University, fr example, finds that parental invlvement -- checking hmewrk, attending schl meetings and events, discussing schl activities at hme -- has a mre pwerful influence n students' academic perfrmance than anything abut the schl the students attend.
Sparents matter. But it is als revealed in researches that parents, f all backgrunds, dn'tneed t buy expensive educatinal tys r digital devices fr their kids in rder t give them an advantage. What they need t d with their children is much simpler: talk.
But nt just any talk. Recent research has indicated exactly what kinds f talk at hme encurage children's success at schl. Fr example, a study cnducted by researchers at theUCLA Schl f Public Health fund that tw- way adult- child cnversatins were six times as ptent in prmting language develpment as the nes in which the adult did all the talking.
Engaging in this back- and- frth gives children a chance t try ut language fr themselves, and als gives them the sense that their thughts and pinins matter.
The cntent f parents' cnversatins with kids matters, t. Children wh hear talk abut cunting and numbers at hme start schl with much mre extensive mathematical knwledge. While the cnversatins parents have with their children change as kids grw lder, the effect f these exchanges n academic achievement remain strng. Research finds that parents play an imprtant rle in what is called " academic scializatin" -- setting expectatins and making cnnectins between current behavir and future gals. Engaging in these srts f cnversatins has a greater impact n educatinal accmplishment.
II. Translatin
Directins: Translate the fllwing sentences int English, using the wrds given in the brackets.
1. 意识到犯了大错，我马上向在场所有的人表达了诚挚的歉意。(present)
2. 这款新药对感染了这种病毒的病人是否有效尚不知晓。(remain)
3. 对语言学习者来说，接触英文材料并养成好的习惯能提高学习成果。(expse)
4. 迄今虽说屡屡采取严控措施，但绝大多数人仍然觉得难以承担目前的高房价。(thugh)
III. Guided Writing
Directins: Write an English cmpsitin in 120-150 wrds accrding t the instructins given belw in Chinese.
假如你是明启中学的李明，想申请一个扶贫项目，帮助贫困地区的儿童。根据以下启示写一封申请信。
启示：国际儿童基金会将资助中学生开展扶贫项目，以帮助贫困地区的儿童。申请成功者将获得项目经费2000元。有意者请来信告知。
信中请包括：
1. 你个人基本情况
2. 你对申请项目具体设想
3. 项目经费使用情况
参考答案
1-5 DCACD 6-10BBCAA 11-13 BDB14-16 BDC17-20 DCAC
II.
21. helping 22. thse 23. the mst civilized 24. d 25. what 26. t settle
27. can 28. has wn/ wins 29. saying 30. where
31—40D A AD AB C BC AC BD CD B
III.
41-55 BADBC ABDCC ACDDD
56—58 CDC 59—62 CDBA 63—66 CBDA67-70D A A CB
第Ⅱ卷
I. Summary (10%)
Accrding t a study, parental invlvement matters in imprving children’ academic perfrmance. What they shuld d is t talk with children. First, tw- way cnversatins between children and parents shuld be encuraged, which makes children think their thughts are valued. Secnd, the cntent f talk matters. During the talk, parents and children interact with each ther academically, thus impacting schl achievement.(60 wrds)
II. Translatin(15%) 3+3+4+5
1. 意识到犯了大错，我马上向在场所有的人表达了诚挚的歉意。(present)
Realizing that I had made a serius mistake,I made a sincere aplgy t the peple present.
2. 这款新药对感染了这种病毒的病人是否有效尚不知晓。(remain)
Whether the / this new medicine will have any effect n the patients ( wh are) infected by this( kind f) virus remains unknwn.
3. 对语言学习者来说，接触英文材料并养成好的习惯能提高学习效率。(expse)
Fr language learners, being expsed t English materials and develping gd habits can enhance learning efficiency.
4. 迄今虽说屡屡采取严控措施，但绝大多数人仍然觉得难以承担目前的高房价。(thugh)
Thugh severe / strict cntrl measures have been taken repeatedly / again and again by nw/ up t nw, the vast majrity f peple / mst peple still feel / find it difficult / hard t affrd the current high husing prices.A. mdesty B. estimatesC. burdened D. entitlesAB. justifyingAC. cncern
AD. ppsed BC. IntensiveBD. mrally CD. impses ABC. viewing
A. Hw did they disbey the laws f business physics, taking mre time than cmpetitrs yet perfrming better?
B. Teams that regularly take time t get things right, rather than plugh ahead full bre, are mresuccessful in meeting their business gals.
C. Mre haste, less speed, which in the study prves wrng.
D. Cmpanies fearful f lsing their cmpetitive advantage spend much time and mney lking fr ways t pick up the speed.
AB. They valued efficiency rather than cnsideratin.
AC. They encuraged new ways f thinking.
Sectin A
Directins: After reading the passage belw, fill in the blanks t make the passages cherent and grammatically crrect. Fr the blanks with a given wrd, fill in each blank with the prper frm f the given wrd; fr the ther blanks, use ne wrd that best fits each blank.
Mst f the peple wh appear mst ften and mst glriusly in the histry bks are great cnquerrs and generals and sldiers, while the peple 21 ( help) civilizatin frward are ften never mentined at all. We d nt knw wh first set a brken leg, r launched a seawrthy bat r calculated the length f the year, r manured (施肥) a field; but we knw all abut the killers and destryers.
Peple think a great deal f them, s much that n all the highest pillars(纪念柱) in the great cities f the wrld yu will find the figure f a cnquerr r a general r a slider. And I think mst peple believe that the greatest cuntries are 22 that have beaten in battle the greatest number f ther cuntries and ruled ver them as cnquerrs. It is just pssible they are, but they are nt 23( civilized). Animals fight; s 24 savages(野蛮人); s t be gd at fighting is t be gd in the way in which an animal r a savage is gd, but it is nt t be civilized. Even being gd at getting ther peple t fight fr yu and telling them hw t d it mst efficiently -- this, after all, is 25 cnquerrs and generals have dne -- is nt being civilized. Peple fight26( settle) quarrels. Fighting means killing, and civilized peples ught t be able t find sme ways f settling their disputes ther than by seeing which side 27 kill ff greater number f the ther side, and then saying that the side which has killed mst 28( win). It means 29( say) that pwer is right.
This is what the stry f mankind has n the whle been like. Even ur wn age has fught the tw greatest wars,30 millins f peple were killed r disabled. And while tday it is true that peple d nt fight and kill each ther in the streets -- while, that is t say, we have gt t the stage f keeping the rules and behaving prperly t each ther in daily life -- natins and cuntries have nt learnt t d this yet, and still behave like savages.
Sectin B
Directins: Fill in each blank with a prper wrd chsen frm the bx. Each wrd can nly be used nce. Nte that there is ne wrd mre than yu need.
Only tw cuntries in the advanced wrld prvide n guarantee fr paid leave frm wrk t care fr a newbrn child. Last spring ne f the tw, Australia, gave up the bad distinctin by setting up paid family leave starting in 2011. I wasn't surprised when this didn't make the newshere in the United States - we' re nw the nly wealthy cuntry withut such a plicy.
The United States des have ne explicit family plicy, the Family and Medical Leave Act, passed in 1993. It 31 wrkers t as much as 12 week's unpaid leave fr care f a newbrn r dealing with a family medical prblem. Despite the 32 f the benefit, the Chamber f Cmmerce and ther business grups fught it bitterly, describing it as " gvernment- run persnnel management" and a " dangerus precedent (先例) ". In fact, every step f the way, as ( usually) Demcratic leaders have tried t intrduce wrk- family balance measures int the law, business grups have been strngly 33.
As Yale law prfessr Anne Alsttt, argues,34 parental supprt depends n defining the family as a scial gd that, in sme sense, sciety must pay fr. Parents are 35 in many ways in their lives: there is " n exit" when it cmes t children. Sciety expects parents t prvide their children with cntinuity f care, meaning the 36 and intimate care that human beings need t develp their intellectual, emtinal and mral capabilities. And sciety expects parents t persist in their rles fr 18 years, r lnger if needed.
While mst parents d this ut f lve, there are public punishments fr nt prviding care. What parents d, in ther wrds, is f deep 37 t the state, fr the bvius reasn that caring fr children is nt nly 38 urgent but imprtant t the future f sciety. The state recgnizes this in the large bdy f family laws that gvern children's welfare, yet parents receive little help in meeting the life- changing bligatins sciety 39-. T classify parenting as a persnal chice fr which there is n cllective respnsibility is nt merely t ignre the scial benefits f gd parenting; really, it is t steal thse benefits because they accrue(累积) t the whle f sciety as tday's children becme tmrrw's citizens. In fact, by sme 40, the value f parental investments in children, investments f time and mney, is equal t 20%- 30% f GDP. If these investments bring huge scial benefits- as they clearly d- the benefits f prviding mre scial supprt fr the family shuld be that much clearer.
III. Reading Cmprehensins
Sectin A
Directins: Fr each blank in the fllwing passage, there are fur wrds r phrases marked A,B,C and D. Fill in each blank with the wrd r phrase that best fits the cntext.
Befre 1815 manufacturing in the United States had been dne in hmes r shps by skilled artisans. As master craft wrkers, they imparted the knwledge f their trades t apprentices(学徒) and jurneymen (熟练工) . 41, wmen ften wrked in their hmes part- time, making finished articles frm raw material supplied by merchant capitalists. After 1815 this lder frm f manufacturing began t 42 factries with machinery tended by unskilled r semiskilled labrers. 43 transprtatin netwrks, the rise f cities, and the availability f capital and credit all stimulated the shift t factry prductin.
Apprentices were cnsidered part f the family, and masters were respnsible nt nly frteaching their apprentices a trade but als fr prviding them with sme educatin and fr 44 their mral behavir. Jurneymen knew that if they 45 their skill, they culd becme respected master artisans with their wn shps. Als, skilled artisans did nt wrk by the clck.
The factry changed that. Gds prduced by factries were nt as finished r elegant as thse dne by hand, and pride in craftsmanship gave way t the 46 t increase rates f prductivity. The new methds f ding business invlved a new and stricter sense f time. Absenteeism and lateness hurt prductivity and, since wrk was specialized,47 the regular factry rutine. Industrializatin nt nly prduced a fundamental change in the way wrk was rganized; it 48 the very nature f wrk.
The first generatin t experience these changes did nt adpt the new attitudes easily. The factry clck became the symbl f the new wrk rules. One mill wrker wh finally 49 cmplained revealingly abut " bedience t the ding- dn g f the bell- just as thugh we are s many living machines." With the 50 f persnal freedm als came the lss f standing in the cmmunity. Unlike artisan wrkshps in which apprentices wrked 51 with the masters supervising them, factries sharply separated wrkers frm management. Few wrkers rse thrugh the ranks t supervisry psitins, and even well- paid wrkers sensed their 52 in status.
In this newly emerging ecnmic rder, wrkers smetimes rganized t prtect their rights and traditinal ways f life. The labr mvement gathered sme mmentum (动力, 势头) in the decade befre the Panic f 1837, but in the depressin that fllwed, labr's strength 53. During hard times, few wrkers were willing t strike r 54 cllective actin. And skilled craft wrkers, wh led the unin mvement, did nt feel a particularly strng bnd with semiskilled factry wrkers and unskilled labrers. Mre than a decade f agitatin(激烈争论) did finally bring a wrkday shrtened t 10 hurs t mst industries by the 1850s', and the curts als recgnized wrkers' right t strike, but these 55 had little immediate impact.
41. A. Otherwise B. Mrever C. Hwever D. Therefre
42. A. give way t B. make up fr C. get rid f D. end up with
43. A. Expensive B. Public C. Difficult D. Cheap
44. A. displaying B. supervising C. respecting D. predicting
45. A. shared B. assessed C. perfected D. applied
46. A. pressure B. hatred C. freedm D. disappintment
47. A. fllwed B. brke C. established D. fixed
48. A. ignred B. demanded C. guaranteed D. transfrmed
49. A. succeeded B. recvered C. quitted D. revenged
50. A. restratin B. change C. lss D. prtectin
51. A. clsely B. efficiently C. independently D. diligently
52. A. stability B. independence C. decline D. security
53. A. maintained B. develped C. returned D. cllapsed
54. A. prtest against B. give up C. accunt fr D. engage in
55. A. emphases B. limits C. evidences D. gains
Sectin B
Directins: Read the fllwing tw passage. Each passage is fllwed by several questins r unfinished statements. Fr each f them there are fur chices marked A, B, C and D. Chse the ne that fits best accrding t the infrmatin given in the passage yu have just read.
(A)
The persn wh set the curse f my life was a schl teacher named Marjrie Hurd. When I stepped ff a ship in New Yrk Harbr in 1949, I was a nine- year- ld war refugee, wh had lst his mther and was cming t live with the father he did nt knw. My mther, Eleni Gatzyiannis, had been imprisned and sht fr sending my sisters and me t freedm.
I was thirteen years ld when I entered Chandler Junir High. Shrtly after I arrived, I was tld t select a hbby t pursue during " club hurs." The idea f hbbies and clubs made n sense t my immigrant ears, but I decided t fllw the prettiest girl in my class. She led me int the presence f Miss Hurd, the schl newspaper adviser and English teacher.
A tugh wman with salt- and- pepper hair and determined eyes, Miss Hurd had n patience with lazy bnes. She drilled us in grammar, assigned stries fr us t read and discuss, and eventually taught us hw t put ut a newspaper. Her intrductin t the literary wealth f Greece gave me a new perspective n my war- tm hmeland, making me prud f my rigins. Her effrts inspired me t understand the lgic and structure f the English language. Owing t her inspiratin, during my next twenty- five years, I became a jurnalist by prfessin.
Miss Hurd retired at the age f 62. By then, she had taught fr a ttal f 41 years. Even after her retirement, she cntinually made a prject f unwilling students in whm she spied a spark f ptential. The students were mainly frm the mst trubled hmes, yet she alternately bullied and charmed them with er wn special brand f tugh lve, until the spark caught fire.
Miss Hurd was the ne wh directed my grief and pain int writing. But fr Miss Hurd, I wuldn't have becme a reprter. She was the catalyst that sent me int jurnalism and indirectly caused all the gd things that came after.
56. Which f the fllwing caused the authr t think f his hmeland differently?
A. Stepping n the American sil fr the first time.
B. Her mther's miserable death.
C. Being expsed t Greek literary wrks.
D. Fllwing the prettiest girl in his class.
57. It can be inferred frm Paragraph Fur that .
A. Miss Hurd's cntributin was recgnized acrss the natin.
B. Students frm trubled hmes preferred Miss Hurd's teaching style
C. The students Miss Hurd taught were all finally fired
D. Miss Hurd emplyed a unique way t handle these students
58. The passage is mainly cncerned with .
A. hw the authr became a jurnalist
B. the imprtance f inspiratin in ne's life
C. the teacher wh shaped the authr's life
D. factrs cntributing t a successful career
(B)
Setting in t life at Oxfrd
When yu first arrive in Oxfrd, it may take a little while fr yu t find yur way arund. The university is a large rganizatin that is fully integrated int the city and has been evlving fr800 years. Sme f the first things ur students d when they arrive include finding a bike ( mst students in Oxfrd find cycling is the best way t g arund), setting up a bank accunt, getting their cmputer and mbile phne wrking, finding their department, getting t knw their cllege and wrking ut the best places t scialize.
One f the majr events yu will experience shrtly after " cming up" t Oxfrd is matriculatin. Matriculatin is held at the University's Sheldnian Theatre and is the ceremny at which yu are frmally admitted t the university.
Internatinal students are invited t an rientatin day at the start f the academic year. Sessins run thrughut the day that will give yu practical infrmatin abut living and studying in UK and intrduce yu t ther graduate students frm fr all ver the wrld wh are starting their studies at Oxfrd at the same time as yu, as well as t current Oxfrd graduate students and staff wh will be able t help and advise yu. The day cvers tpics such as studying and learning in the Oxfrd system. University services, infrmatin n living in Britain and culture differences, as well as addressing practical issues such as emplyment, immigratin and visas, health and safety. Yu can chse which talks t attend and at the end f the day there is a scial hur s yu can meet fellw students.
Anther gd thing t experience early n is cllege dining. Mst clleges have a traditin f regular frmal hall dinners, which cnsist f three r fur curses, and the atmsphere f an evening ut in a nice restaurant. On sme f these ccasins yu can invite peple arund t yur cllege fr dinner and then they may return the favr. In this way, yu can get t knw peple studying yur wn and ther subjects at the same time as visiting many f the histrical cllege grunds and dining halls.
Further infrmatin n yur first few weeks at Oxfrd is available via the Student Gateway n ur website, and yur can get first- hand accunts f what life at Oxfrd is like by watching vides f students talking abut their experiences n ur Wall f 100 Faces.
59. Which f the fllwing is NOT the first thing fr a new cmer t Oxfrd t d?
A. t find a best place t scialize B. t set up a bank accunt
C. t g t the Sheldnian Theatre D. t get mbile phne wrking
60. When d students feel they are truly admitted t Oxfrd University?
A. They arrived in Oxfrd and settled dwn n campus.
B. They received the ffer frm the admissin ffice.
C. They met the staff and tk sme required curses.
D. They experienced the matriculatin in the university.
61. Why is an rientatin imprtant fr internatinal students?
A. It is a gd chance t ask the staff fr help.
B. It ffers practical infrmatin abut living and studying.
C. It helps get students' cmputers hked t the Internet.
D. It can help deal with the prblem f culture differences.
62." return the favr" in the passage prbably means .
A. inviting yu fr dinner B. visiting yur histric cllege in return
C. sharing favrite vides D. prviding yu with sme gd advice
(C)
In the cllege- admissins wars, we parents are the true fighters. We' re pushing ur kids t get gd grades, take SAT preparatry curses and build resumes t they can get int the cllege f ur first chice. I've twice been t the wars, and as I survey the battlefield, smething different is happening. We see ur kids' cllege backgrund as a prize demnstrating hw well we've raised them. But we can't acknwledge that ur bsessin is mre abut us than them. S we've cme up with varius justificatins that turn ut t be half- truths, prejudices r myths. It actually desn't matter much whether Aarn and Nicle g t Stanfrd.
We have a full- blwn prestige panic; we wrry that there wn't be enugh prizes t g arund. Fearful parents urge their children t apply t mre schls than ever. Underlying the hysteria (歇斯底里) is the belief that scarce elite degrees must be highly valuable. Their graduates must enjy mre success because they get a better educatin and develp better cntacts. All that is plausible-- and mstly wrng. We haven't fund any cnvincing evidence that selectivity r prestige matters. Selective schls dn't systematically emply better instructinal appraches than less selective schls. On tw measures -- prfessrs' feedback and the number f essay exams selective schls d slightly wrse.
By sme studies, selective schls d enhance their graduates' lifetime earnings. The gain is cnsidered at 2-4% fr every 100- pint increase in a schl's average SAT scres. But even this advantage is prbably a statistical fluke (偶然) . A well- knwn study examined students wh gt int highly selective schls and then went elsewhere. They earned just as much as graduates frm higher- status schls.
Kids cunt mre than their clleges. Getting int Yale may signify intelligence, talent and ambitin. But it's nt the nly indicatr and its significance is declining. The reasn: s manysimilar peple g elsewhere. Getting int cllege is nt life's nly cmpetitin. In the next cmpetitin -- the jb market and graduate schl -- the results may change. Old- by netwrks are breaking dwn. Princetn ecnmist Alan Krueger studied admissins t ne tp Ph. D. prgram. High scres n the GRE helped explain wh gt in; degrees f prestigius universities didn't.
S, parents, lighten up. The stakes(风险) have been vastly exaggerated. Up t a pint, we can ratinalize(合理化) ur pushiness. America is a cmpetitive sciety; ur kids need t adjust t that. But t much pushiness can be destructive. The very ambitin we impse n ur children may get sme int Harvard but may als set them up fr disappintment. One study fund that, ther things being equal, graduates f highly selective schls experienced mre jb dissatisfactin. They may have been s cnditined t being n tp that anything less disappints.
63. Why des the authr say that parents are the true fighters in the cllege- admissins wars?
A. They have the final say in which university their children are t attend.
B. They knw best which universities are mst suitable fr their children.
C. They care mre abut which cllege their children g t than the children themselves.
D. They have t carry ut intensive surveys f clleges befre children make an applicatin.
64. What des the authr mean by " kids cunt mre than their clleges" Linel, para.4?
A. Cntinuing educatin is mre imprtant t a persn's success.
B. Kids' actual abilities are mre imprtant than their cllege backgrund.
C. A persn's happiness shuld be valued mre than their educatin.
D. What kids learn at cllege cannt keep up with jb market requirements.
65. What des Krueger's study tell us?
A. Getting int Ph. D. prgrams may be mre cmpetitive than getting int cllege.
B. Graduates frm prestigius universities d nt care much abut their GRE scres.
C. Cnnectins built in prestigius universities may be sustained lng after graduatin.
D. Degrees f prestigius universities d nt guarantee entry t graduate prgrams.
66. Accrding t the passage, ne pssible result f pushing children int elite universities is that
A. they experience mre jb dissatisfactin after graduatin
B. they earn less than their peers frm ther institutins
C. they turn ut t be less cmpetitive in the jb market
D. they veremphasize their qualificatins in jb applicatin
Sectin C
Directins: Read the passage carefully. Fill in each blank with a prper sentence given in the bx. Each sentence can be used nly nce. Nte that there are tw mre sentences than yu need.
In business, there is a speed difference: It's the difference between hw imprtant firm leaders say speed is t their cmpetitive strategy and hw fast the cmpany actually mves. The difference is imprtant regardless f industry and cmpany size. 67
In ur study f 343 businesses, the cmpanies that chse t g, g, g t try t gain an edge ended up with lwer sales and perating incmes than thse that paused at key mments t make sure they were n the right track. What's mre, the firms that " slwed dwn t speed up " imprved their tp and bttm lines, averaging 40% higher sales and 52% higher perating incmes ver a three- year perid.
68 They thught differently abut what " slwer" and " faster" mean. Firms smetimes fail t understand the difference between peratin speed ( mving quickly) and strategic speed ( reducing the time it takes t deliver value). Simply increasing the speed f prductin, fr example, may be ne way t try t reduce the speed difference. But that ften leads t reduced value ver time, in the frm f lwer- quality prducts and services.
In ur study, higher- perfrming cmpanies with strategic speed always made changes when necessary. They became mre pen t ideas and discussin. 69 And they allwed time t lk back and learn. By cntrast, perfrmance suffered at firms that mved fast all the time, paid t much attentin t imprving efficiency, stuck t tested methds, didn't develp team spirit amng their emplyees, and had little time thinking abut changes.
Strategic speed serves as a kind f leadership. 70 That kind f strategy must cme frm the tp.
第Ⅱ卷
I. Summary
Directins: Read the fllwing three passages. Summarize the main idea and the main pint(s) f the passage in n mre than 60 wrds. Use yur wn wrds as far as pssible.
It is fund that American students spend less than 15% f their time in schl. While there's n dubt that schl is imprtant, a number f recent studies remind us that parents are even mre s. A study published earlier this mnth by researchers at Nrth Carlina State University, fr example, finds that parental invlvement -- checking hmewrk, attending schl meetings and events, discussing schl activities at hme -- has a mre pwerful influence n students' academic perfrmance than anything abut the schl the students attend.
Sparents matter. But it is als revealed in researches that parents, f all backgrunds, dn'tneed t buy expensive educatinal tys r digital devices fr their kids in rder t give them an advantage. What they need t d with their children is much simpler: talk.
But nt just any talk. Recent research has indicated exactly what kinds f talk at hme encurage children's success at schl. Fr example, a study cnducted by researchers at theUCLA Schl f Public Health fund that tw- way adult- child cnversatins were six times as ptent in prmting language develpment as the nes in which the adult did all the talking.
Engaging in this back- and- frth gives children a chance t try ut language fr themselves, and als gives them the sense that their thughts and pinins matter.
The cntent f parents' cnversatins with kids matters, t. Children wh hear talk abut cunting and numbers at hme start schl with much mre extensive mathematical knwledge. While the cnversatins parents have with their children change as kids grw lder, the effect f these exchanges n academic achievement remain strng. Research finds that parents play an imprtant rle in what is called " academic scializatin" -- setting expectatins and making cnnectins between current behavir and future gals. Engaging in these srts f cnversatins has a greater impact n educatinal accmplishment.
II. Translatin
Directins: Translate the fllwing sentences int English, using the wrds given in the brackets.
1. 意识到犯了大错，我马上向在场所有的人表达了诚挚的歉意。(present)
2. 这款新药对感染了这种病毒的病人是否有效尚不知晓。(remain)
3. 对语言学习者来说，接触英文材料并养成好的习惯能提高学习成果。(expse)
4. 迄今虽说屡屡采取严控措施，但绝大多数人仍然觉得难以承担目前的高房价。(thugh)
III. Guided Writing
Directins: Write an English cmpsitin in 120-150 wrds accrding t the instructins given belw in Chinese.
假如你是明启中学的李明，想申请一个扶贫项目，帮助贫困地区的儿童。根据以下启示写一封申请信。
启示：国际儿童基金会将资助中学生开展扶贫项目，以帮助贫困地区的儿童。申请成功者将获得项目经费2000元。有意者请来信告知。
信中请包括：
1. 你个人基本情况
2. 你对申请项目具体设想
3. 项目经费使用情况
参考答案
1-5 DCACD 6-10BBCAA 11-13 BDB14-16 BDC17-20 DCAC
II.
21. helping 22. thse 23. the mst civilized 24. d 25. what 26. t settle
27. can 28. has wn/ wins 29. saying 30. where
31—40D A AD AB C BC AC BD CD B
III.
41-55 BADBC ABDCC ACDDD
56—58 CDC 59—62 CDBA 63—66 CBDA67-70D A A CB
第Ⅱ卷
I. Summary (10%)
Accrding t a study, parental invlvement matters in imprving children’ academic perfrmance. What they shuld d is t talk with children. First, tw- way cnversatins between children and parents shuld be encuraged, which makes children think their thughts are valued. Secnd, the cntent f talk matters. During the talk, parents and children interact with each ther academically, thus impacting schl achievement.(60 wrds)
II. Translatin(15%) 3+3+4+5
1. 意识到犯了大错，我马上向在场所有的人表达了诚挚的歉意。(present)
Realizing that I had made a serius mistake,I made a sincere aplgy t the peple present.
2. 这款新药对感染了这种病毒的病人是否有效尚不知晓。(remain)
Whether the / this new medicine will have any effect n the patients ( wh are) infected by this( kind f) virus remains unknwn.
3. 对语言学习者来说，接触英文材料并养成好的习惯能提高学习效率。(expse)
Fr language learners, being expsed t English materials and develping gd habits can enhance learning efficiency.
4. 迄今虽说屡屡采取严控措施，但绝大多数人仍然觉得难以承担目前的高房价。(thugh)
Thugh severe / strict cntrl measures have been taken repeatedly / again and again by nw/ up t nw, the vast majrity f peple / mst peple still feel / find it difficult / hard t affrd the current high husing prices.A. mdesty B. estimatesC. burdened D. entitlesAB. justifyingAC. cncern
AD. ppsed BC. IntensiveBD. mrally CD. impses ABC. viewing
A. Hw did they disbey the laws f business physics, taking mre time than cmpetitrs yet perfrming better?
B. Teams that regularly take time t get things right, rather than plugh ahead full bre, are mresuccessful in meeting their business gals.
C. Mre haste, less speed, which in the study prves wrng.
D. Cmpanies fearful f lsing their cmpetitive advantage spend much time and mney lking fr ways t pick up the speed.
AB. They valued efficiency rather than cnsideratin.
AC. They encuraged new ways f thinking.
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