黑龙江省大庆实验中学2014届高考最后一次冲刺模拟考试英语试题

黑龙江省大庆实验中学2014届高考最后一次冲刺模拟考试英语试题第Ⅰ卷 (选择题）第一部分：听力（共两节，满分30分）第一节（共5小题；每小题1.5分，满分7.5分）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，你将有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. Where are the two speakers?A. At home.B. At a shop.C. At school.2. What does the man want to do?A. Have a dinner.B. Clean the table.C. Read the notebook.3. When will the woman come back?A. At 10:20.B. At 10:30.C. At 10:40.4. Where do the two speakers meet?A. In the library.B. In the classroom.C. On the way to the library.5. What can we learn about Tom?A. He has always been a good student.B. He is a poor student now.C. He is a good student now.第二节（共15小题；每小题1.5分，满分22.5分）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，每小题将给出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至7题。

6. Where does the conversation most probably happen?A. In a hospital.B. In a library.C. In a street.7. Where should the man turn right?A. At the bus stop.B. At the first crossing.C. At the end of the road.听第7段材料，回答第8至10题。

8. What is the possible relationship between the two speakers?A. Husband and wife.B. Brother and sister.C. Friends.9. What can we learn about Ann?A. She didn’t fall ill at all.B. She caught a cold after Mary.C. She caught a cold before Mary.10. Who will they buy a sweater for?A. MaryB. Linda.C. Ann.听第8段材料，回答第11至13题。

11. What’s wrong with the shirt?A. It’s dirty.B. It’s too small.C. There is a hole.12. What does the man want to do?A. To return the shirt.B. To wash the shirt.C. To change a shirt.13. Why doesn’t the woman agree to the man’s request?A. Because he has worn the shirt.B. Because he found the problem first.C. Because he can’t prove the hole was there when he bought the shirt.听第9段材料，回答第14至17题。

14. What does the woman think of the Indian food?A. A bit cold.B. A bit hot.C. Quite terrible.15. What kind of food will the man and woman eat finally?A. American food.B. Indian food.C. Chinese food.16. How does the woman know that the Eastern Palace is a good Chinese restaurant?A. She has been there several times.B. She has tried it once.C. She has heard it’s very good.17. What time will they most likely meet?A. 7:00.B. 7:15.C. 6:45.听第10段材料，回答第18至20题。

18. What does health mean recently?A. Health of one’s body, mind and relationship with others.B. Just the absence of illness.C. The length and conditions of life.19. Which term do we often use in talking about health?A. A long life.B. Absence of illness.C. Quality of life.20. What can you infer from the passage?A. Medical advances have made people live longer.B. Born in 1900, people on average can live to 1975.C. Born in 1999, you are sure to live to 75.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，并在答题卡上将该项涂黑。

AThe cars were honking (鸣叫) on the road one morning as I was walking to the park. I walked on and soon found the cause — a little taxi that had got stuck in the middle of the road. There was sweat on the driver's face as he tried to start the engine again and again — nothing happened. "No petrol,"I said to myself and then found myself getting angry. "Why doesn't the fool move his taxi to the side?" I thought, so did all the others who honked and shouted.He got up tiredly, and the passenger in the taxi got out. He was a young man in a white shirt, who watched the driver try to push it to the side. "Stupid guy!" I said. "Can't helend a helping hand? "I watched as the poor driver pushed it to the side. Cars, buses and trucks went past cursing (咒骂 ) the poor man. The young man took another taxi and went off.The taxi driver began mending his taxi. "Stupid passenger!" I said to him. "He didn't help you!" The taxi driver slowly got up. "Sir!" he asked, "Did you?" I looked at him guiltily, then looked away, and walked away fast, asking myself, "Did I help the poor man push his taxi?"What had I been doing as the traffic jam took place? How had I helped deal with the problem? Did I help the poor man push his taxi? I’d done my bit, with my mouth. But never had I moved to solve the problem. I was shocked with guilt as I heard him asking, "Sir! Did you?"21. Why did a traffic jam happen on the road when the author was walking to the park?A. There was too much traffic in the street.B. Truck drivers attempted to go ahead of others.C. taxi driver couldn't start his engine.D. young man wasn't good at driving.22 The author's attitude toward the passenger is that of __________.A. angerB. respectC. sympathyD. guilt23. Why did the author feel guilty?A. Because he blamed the driver wrongly.B. Because he didn't help the driver, either.C. Because he tried to help but failed in the end.D. Because he didn't persuade the passenger to help.24. From the incident, the author learnt a lesson that we should _________.A. criticize those who don't helpB. hurt the self-respect of others no moreC. think more of those who are in needD. stop talking and start to helpBMy students of ten tell me that they don’t have “enough time” to do all their schoolwork.My reply is often a brief “You have as much time as the president.” I usually carry on a bit about there being twenty-four hours in the day for everyone, and suggest that “not enoug h time” is not an acceptable explanation of not getting something done.Once in graduate school, I tried to prove to one of my professors by saying that I was working hard. His answer to me was, “That’s irrelevant (无关的). What’s important is the quality of your work.” Since then I have had time to think carefully about the “hard worker” dodge (诀窍), and I have come to some conclusions — all relevant to the problem of how much time we have.If you analyze the matter, you can identify two parts of the problem: There is, of course, the matter of “time”, which we can think of as fixed. Then there is the problem of “work” during that time. But, as my professor suggested, it’s not how hard one works but the qualityof the product that’s important.That led me to a new idea: the quality of the work. That concept is perhaps best explained by a sign I once saw on the wall in someone’s office: “Don’t work harder. Work smarter.” There is a lot of sense in that idea.If you can’t get more time, and few of us can, the only solution is to improve the quality of the work. That means thinking of ways to get more out of the same time than we might otherwise get. That should lead us to an analysis of our work habits. Since “work” for students usually means “homework”, the expression “work habits” should be read as “study habits”.Then, as a smart student, you will seek to improve those skills that you use in study, chiefly reading and writing. If you learn to read better and write better, there are big benefits that pay off in all your studies.25. From the passage, we know that the author is probably ______ .A. a poetB. an educatorC. a novelistD. an engineer26. We can infer from the 2nd paragraph that we students still _____ .A. have enough timeB. can meet the presidentC. get everything done wellD. should accept the explanation27. Which of the following is TRUE according to the passage?A. The author’s students make good use of their time to do all their homework.B. The author tried to tell the professor that he/she (author) had done a good job.C. You can’t improve the quality of the work if you can’t get more time.D. You’ll try to improve your skills in reading and writing if you’re a clever student.28. What’s the passage mainly abou t?A. Students don’t have enough time.B. Don’t work harder; work smarter.C. No one can get more time.D. Read better and write better.CTake a look at the following list of numbers: 4, 8, 5, 3, 7, 9, 6. Read them loud. Now look away and spend 20 seconds memorizing them in order before saying them out loud again. If you speak English, you have about a 50% chance of remembering those perfectly. If you are Chinese, though, you’re almost certain to get it right every time. Why is that? Because we most easily memorize whatever we can say or read within a two-second period. And unlike English, the Chinese language allows them to fit all those seven numbers into two seconds.That example comes from Stanislas Dahaene’s book The Number Sense. As Dahaen e explains: Chinese number words are remarkably brief. Most of them can be spoken out in less than one-quarter of a second (for instance, 4 is “si” and 7 “qi”). Their English pronunciations are longer. The memory gap between English and Chinese apparently is entirely due to this difference in length.It turns out that there is also a big difference in how number-naming systems in Western and Asian languages are constructed. In English, we say fourteen, sixteen, seventeen, eighteen and nineteen, so one might expect that we would also say oneteen, twoteen, threeteen, and fiveteen. But we don’t. We use a different form: eleven, twelve, thirteen and fifteen. For numbers above 20, we put the “decade” first and the unit number second (twenty-one,twenty-two), while for the teens, we do it the other way around (fourteen, seventeen, eighteen). The number system in English is highly irregular. Not so in China, Japan, and Korea. They have a logical counting system. Eleven is ten-one. Twelve is ten-two. Twenty-four is two-tens-four and so on.That difference means that Asian children learn to count much faster than American children. Four-year-old Chinese children can count, on average, to 40. American children at that age can count only to 15. By the age of five, in other words, American children are already a year behind their Asian friends in the most fundamental of math skills.The regularity of their number system also means that Asian children can perform basic functions, such as addition, far more easily. Ask an English-speaking seven-year-old to add thirty-seven plus twenty-two in her head, and she has to change the words to numbers (37+22). Only then can she do the math: 2 plus 7 is 9 and 30 and 20 is 50, which makes 59. Ask an Asian child to add three-tens-seven and two-tens-two, and then the necessary equation(等式) is right there, in the sentence. No number translation is necessary: it’s five-tens-nine.When it comes to math, in other words, Asians have a built-in advantage. For years, students from China, South Korea, and Japan --- outperformed their Western classmates at mathematics, and the typical assumption is that it has something to do with a kind of Asian talent for math. The differences between the number systems in the East and the West suggest something very different --- that being good at math may als o be rooted in a group’s culture.29. What does the passage mainly talk about?A. The Asian number-naming system helps grasp advanced math skills better.B. Western culture fail to provide their children with adequate number knowledge.C. Children in Western countries have to learn by heart the learning things.D. Asian children’s advantage in math may be sourced from their culture.30. What makes a Chinese easier to remember a list of numbers than an American?A. Their understanding of numbers.B. Their mother tongue.C. Their math education.D. Their different IQ.31. Asian children can reach answers in basic math functions more quickly because ____________.A. they pronounce the numbers in a shorter periodB. they practice math from an early ageC. they d on’t have to translate language into numbers firstD. American children can only count to 15 at the age of fourDWhat makes humans smarter than other animals? We’ve got a bigger brain, of course. But when it comes to brains, is bigger always better?Trad itionally, scientists have thought that human’ superior intelligence derived(源于)mostly from the fact that our brains are three times bigger than those of our nearest living relatives, chimpanzees. People even used to believe that because men have slightlylarger brains than women that men are smarter.This, however, is not the truth. Scientists at University College London in the UK have found that brain organization, and not brain size, is the key to the superiority of human intelligence, reported Live Science.Through millions of years of evolution, our ancestors were constantly pushed to get smarter so that they could meet the demands of new environments. However, holding this growing intelligence in increasingly large brains was not the best choice because bigger brains require more energy to power. “This is when reorganization may come into play, ”said Christophe Soligo, a member of the London research team.In the study, scientists looked at the brains of 17 species of primates(灵长目动物), including monkeys, apes and humans. They found that in the process of evolution, brains did n’t keep growing as a whole. Certain regions of the brain grew prior to others in response to species’ needs, and in this way they could make the best use of their limited brain space.For example, when early humans were struggling to survive, the brain region in charge of using tools and finding food grew in size more than other regions. But in modern times, the prefrontal cortex(前额皮质)—the region in charge of social cognition (认知), moral judgments and goal-directed planning—grew more than the rest of the brain.Think of the brain as a room. If a big room is poorly organized, it doesn’t necessarily store more stuff than a smaller one.Paul Manger, professor at the University of the Witwatersrand, South Africa, explains this principle using the example of whales. He told Scientific American: “Whales have big brains, absolutely. But if you look at the actual structure of the brain, i t’s not very complex. Brain size only matters if the rest of the brain is organized properly. ”32.It has recently been found that humans are smarter than the other animals mainly because .A. they are a species of primatesB. they have much larger brainsC. their brain structure is more complexD. they were constantly pushed to get smarter33. According to the article, in recent human evolution, .A. the brain kept growing in size to adapt to new environmentsB. most regions of the brain didn’t changeC. the prefrontal cortex grew more than the rest of the brainD. humans’ brains became increasingly simple so that humans could survive34. What can we conclude from the article?A. Gender makes a difference in intelligence.B. The size of the brain has nothing to do with intelligence.C. Species whose brain is organized properly tend to be smarter.D. Larger brains are usually organized better than smaller ones.35. The method the writer uses to develop the last paragraph is .A. by presenting research dataB. by giving examplesC. by making a comparisonD. by analyzing cause and effect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。