江西省九江高三英语8月阶段性测试试题

九江一中2016年高三暑假检测考试英语试题

时间:120分钟满分:150分

第I卷（选择题满分100分）

第一部分听力（共两节，满分30分）

第一节听下面5段对话。每段对话后有一个小题，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。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。

1. What was the woman doing just now?

A. Working in the lab.

B. Mending the equipment.

C. Putting away the tools.

2. Why does the man want to leave the company?

A. He hasn't been promoted for long.

B. He is not well paid for the job.

C. The job is not challenging enough.

3. What will the man do?

A. Meet the woman at the party.

B. Attend a meeting instead of the party.

C. Pick up the woman.

4. How does the man feel about George's winning?

A. Excited.

B. Surprised.

C. Satisfied.

5. Where did the man live before he comes to Japan?

A. In England.

B. In Thailand.

C. In America.

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。

听下面一段对话, 回答第6和第7两个小题。

6. What do we know about Patrick?

A. He found a new job.

B. He bought a new house.

C. He just moved.

7. How much did Patrick pay each month?

A. $20.

B. $80.

C. $100.

听下面一段对话, 回答第8至第10三个小题。

8. What is the possible relationship between the speakers?

A. Boss and secretary.

B. Husband and wife.

C. Customer and saleswoman.

9. What do we know about the man?

A. He is worried about the cold weather.

B. He needs a large suitcase to carry his clothes.

C. He will be away for about three months.

10. What will the speakers do next?

A. Buy tickets.

B. Do some shopping.

C. Go to the lab.

听下面一段对话, 回答第11至第13三个小题。

11. How long has the girl practiced playing the guitar?

A. Two weeks.

B. Two months.

C. Two years.

12. Who also wants to learn to play the guitar?

A. The girl's friend.

B. The girl's brother.

C. The boy.

13. Which part of “The Star-Spangled Banner” can th e girl play?

A. The beginning part.

B. The middle part.

C. The last part.

听下面一段对话, 回答第14至第16三个小题。

14. What does the man think of computers?

A. Interesting.

B. Boring.

C. Confusing.

15. Which site does the man prefer to visit?

A. Google Video.

B. MySpace.

C. Fox News.

16. What are the speakers?

A. Teachers.

B. Students.

C. Computer engineers.

听下面一段独白, 回答第17至第20四个小题。

17. Why did the ancients bury paper animals with the dead?

A. To give them warmth.

B. To accompany them.

C. To decorate them.

18. What is very diffic ult according to the speaker?

A. To learn paper cutting.

B. To cut complicated patterns with a knife.

C. To master paper cutting with perfection.

19. Why did women gather together to make paper cutting in the past?

A. To show their skills.

B. To make friends.

C. To earn money.

20. What's the present situation of paper cutting?

A. Factories make lots of money by producing it.

B. There're more ways to use it in our daily life.

C. It has become a part of Chinese culture. 第二部分阅读理解（共两节，满分40分）

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）

阅读下面短文，从每题所给的四个选项（A,B,C和D）中,选出最佳选项，并在答题卡上将该项涂黑。

A

Metro Pocket Guide

Metrorail （地铁）

Each passenger needs a farecard to enter and go out. Up to two children under age five may travel free with a paying customer.

Farecard machines are in every station. Bring small bills because there are no change machines in the stations and farecard machines only provide up to $50 in change. Get one day of unlimited Metrorail rides with a One Day Pass. Buy it from a farecard machine in Metro station. Use it after 9:30 a.m. until closing on weekdays, and all day on weekdays and holidays.

Hours of service

Open: 5 a.m. Mon.—Fri. 7 a.m. Sat.—Sun.

Close: midnight Sun.—Thurs. 3 a.m. Fri.—Sat. nights

Last train times vary. To avoid missing the last train, please check the last train times p osted in stations.

Metrobus

When paying with exact change, the fare is $1.35. When paying with a SmarTrip card, the fare is $1.25.

Fares for senior/disabled customers

Senior citizens 65 and older and disabled customers may ride for half the regular fare. On Metrorail and Metrobus, use a senior/disabled farecard or SmarTrip card. For more information about buying senior/disabled farecard, SmarTrip cards and passes, please visit https://www.360docs.net/doc/1318983959.html, or call 202-637-7000 and 202-637-8000.

Senior citizens and disabled customers can get free guide on how to use proper Metrobus and Metrorail services by calling 202-962-1100.

Travel tips (提示)

Avoid riding during weekday rush periods—before 9:30 a.m. and between 4 and 6 p.m.

If you lose something on a bus or train or in a station, please call Lost & Found at .

21. What should you know about farecard machines?

A. They start selling tickets at 9:30 a.m.

B. They are connected to change machines.

C. They offer special service to the elderly.

D. They make change for no more than $5.

22. At what time does Metrorail stop service on Saturday?

A. At mid night.

B. At 3 a.m.

C. At 5 a.m.

D. At 7 p.m.

23. What is good about a SmarTrip card?

A. It is convenient for old people.

B. It saves money for its users.

C. It can be bought at any time.

D. It is sold on the Internet.

24. Which number should you call if you lose something on the Metro?

A. 202-962-1195

B. 202-962-1100

C. 202-637-7000

D. 202-637-8000

B

Why do Americans struggle with watching their weight, while the French, who consume rich food, continue to stay thin? Now a research by Cornell University suggests how life style and decisions about eating may affect weight. Researchers conclude that the French tend to stop eating when they feel full. However, Americans tend to stop when their plate is empty or their favorite TV show is over.

According to Dr. Joseph Mercola, a health expert, the French see eating as an important part of their life style. They enjoy food and therefore spend a fairly long time at the table, while Americans see eating as something to be squeezed between the other daily activities. Mercola believes Americans lose the ability to sense when they are actually full. So they keep eating long after the French would have stopped. In addition, he points out that Americans drive to huge supermarkets to buy canned and frozen foods for the week. The French, instead, tend to shop daily, walking to small shops and farmers’ markets where they have a choice of fresh fruits, vegetables, and eggs as well as high-quality meats for each meal.

After a visit to the United States, Mireille Guiliano, author of French Women Don’t Get Fat, decided to write about the importance of knowing when to stop rather than suggesting how to avoid food. Today she continues to stay slim and rarely goes to the gym.

In spite of all these difference, evidence shows that recent life style changes may be affecting French eating habits. Today the rate of obesity—or extreme overweight—among adults is only 6%. However, as American fast food gains acceptance and the young reject older traditions, the obesity rate among French children has reached 17%-and is growing.

25.In what way are the French difference from Americans according to Dr. Joseph Mercola?

A. They go shopping at supermarkets more frequently.

B. They squeeze eating between the other daily activities.

C. They regard eating as a key part of their life style.

D. They usually eat too much canned and frozen food.

26. This text is mainly about the relationship between .

A. Americans and the French

B. life style and obesity

C. children and adults

D. Fast food and overweight

27. This text is mainly developed .

A. by contrast.

B. by space

C. by process

D. by classification

28. Where does this text probably come from?

A. A TV interview.

B. A food advertisement.

C.A health report.

D. A book review.

C

The Brown Bear

My wife Laura and I were on the beach, with three of our children, taking pictures of shore birds near our home in Alaska when we spotted a bear. The bear was thin and small, moving aimlessly.

Just a few minutes later, I heard my daughter shouting, “Dad! The bear is right behind us!” An aggressive bear will usually rush forward to frighten away its enemy but would suddenly stop at the last minute. This one was silent and its ears pinned back—the sign of an animal that is going in for the kill. And it was a cold April day. The bear behaved abnormally, probably because of hunger.

I held my camera tripod(三脚架) in both hands to form a barrier as the bear rushed into me. Its huge head was level with my chest and shoulders, and the tripod stuck across its mouth. It bit down and I found myself supporting its weight. I knew I would not be able to hold it for long.

Even so, this was a fight I had to win: I was all that stood between the bear and

my family, who would stand little chance of running faster than a brown bear.

The bear hit at the camera, cutting it off the tripod. I raised my left arm to protect my face; the beast held tightly on the tripod and pressed it into my side. My arm could not move, and I sensed that my bones were going to break.

Drawing back my free hand, I struck the bear as hard as I could for five or six times. The bear opened its mouth and I grasped its fur, trying to push it away. I was actually wrestling with the bear at this point. Then, as suddenly as it had begun, the fight ended. The bear moved back toward the forest, before returning for another attack—the first time I felt panic.

Apparently satisfied that we caused no further threat, the bear moved off, destroying a fence as it went. My arm was injured, but the outcome for us could hardly have been better. I’m proud that my family remained clear-headed when panic could have led to a very different outcome.

29.The brown bear approached the family in order to .

A. catch shore birds

B. start an attack

C. protect the children

D. set up a barrier for itself

30. The bear finally went away after it .

A. felt safe

B. got injured

C. found some food

D. took away the camera

31. The writer and his family survived mainly due to their .

A. pride

B. patience

C. calmness

D. cautiousness

D

Before I had my son, I spent two years working with children with disabilities. I learned that shouti ng and threats of punishment would result in a disaster. Coming up against their behavior could only make the job harder and their behavior more extreme.

I found something that worked, though.

There was a very naughty boy in the nursery and a teacher who was generally very confident with the children was asked to take charge of him. One day the boy joined a session in the room next to mine. His appearance created an atmosphere of tension. He spent the entire session running around, hitting and kicking, and destroying property.

I was in the craft room working with some other children when my co-worker told me that this boy’s teacher was in tears, and could not get control of the situation. As we were talking, the boy ran in. I told my co-worker that I would take care of him.

I closed the door. He was full of energy, throwing things around and making a huge mess. But I could see that he was doing all these to annoy me. He needed connection, and this was the only way he knew how to ask for it. So I sat back down and kept to him about it. We continued like this for a few minutes before I slipped into the conversation:

“ So what happened today?”

It was purely a question, no blame or anger in my tone. I believed that if I had criticized him, the gate that was slowly opening would have shut firmly closed. He told me that the teacher do what he disliked. He also admitted that he had enjoyed making her run around and saw it as a game. I explained that his teacher had not seen it as a game and was very upset. This again was stated simply as a fact. I suggested that next time he had a session, he talk about what he hoped to do at the start, which might be easier for everyone. He agreed and was quiet for a moment. Then he looked at me with tears in his eyes before quietly asking if he could go to find his teacher to apologize.

32. The boy made trouble for his teacher because he .

A. was accused of destroying property

B. was told not to yell at other children

C. was made to do things against his will

D. was blamed for creating an air of tension

33. Why didn’t the author do anything about the boy’s bad behavior at first?

A. She didn’t want to make it worse.

B. She didn’t mind the huge mess at all.

C. She was tired of shouting and threats.

D. She had n’t thought of a coping strategy.

34. The author managed to get the boy to talk to her by .

A. playing games with him