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2018届嘉定高三英语二模答案

2017学年度嘉定区高三年级第二次质量调研英语试卷参考答案

I. Listening Comprehension

1-5 BACBD 6-10 CCBAD 11-13 CAB 14-16 BAD 17-20 ACDC II. Grammar and Vocabulary

21.whose 22. that 23. the 24. was diagnosed 25. to live

26. between 27. Convinced 28. witnessing 29.Although/ though/While 30. what/as

31-35 I C F K E 36-40 J D A G H

III. Reading Comprehension

41-45 BDACC 46-50 DABBA 51-55 DBCAC

56-59 ADBC 60-62 BAD 63-66 BDBA 67-70. DFBA

IV. Summary writing

Romans was made up of two classes: patricians and plebeians. Patricians, the nobles, inherited power and controlled the government while plebeians, the common people, who used to have few rights, gradually gained various rights through struggles. From 300 B.C., the distinction between them was less obvious as many plebeians became nobles, and Rome was still controlled by nobles.

V. Translation

72. The suggestion he put forward at the meeting is worth giving a second thought.

0.5 0.5 0.5 1 0.5

73. Laws and policies should adapt to the developing needs of our society.

1 1 1

74. On no account can you let any difficulties discourage/ beat you, for you can never tell how

1 1 1

close you may be to success.

75. Parents try to shelter / protect their children from problems and even make important

1.5 1

decisions for them, which will do harm to / be harmful to /be bad for the growth of their children.

1.5 1

II. Guided Writing (略)

2017学年第二学期高三英语教学质量检测试卷听力部分现在开始

I. Listening Comprehension

Section A Directions: In Section A, you will hear ten short conversations between two speakers. At the end of each conversation, a question will be asked about what was said. The conversations and the questions will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard.

1. W: It’s almost midnight. Why don’t we leave the work until tomorrow?

M: That’s a good idea. I am alm ost beaten.

Q: What can we learn about the man from the conversation?

2. W: Would you attend my friend’s birthday party with me?

M: To tell you the truth, I really can’t go anywhere because I’m going to take the final exam tomorrow.

Q: What will the man probably do tonight?

3. W: I can’t find my driver license. What should I do?

M: If I were you, I would report to the police first and then apply for a new one.

Q: What has happened to the woman?

4. W: Bill, how did you do in your test today?

M: Oh, mum, well enough to deserve your promise to reward me, I think.

Q: What can we learn from the conversation?

5. M: Are you going to return to your present job after you recover from illness?

W: No, I plan to be a full-time student next term.

Q: What will the woman do?

6. W: Welcome to my home again and there is always a spare room for you here.

M: Thank you very much. I had a wonderful time with your family.

Q: Why did the man thank the woman?

7. M: What will you do with your flat when you are away on holiday?

W: I’ll never find a better flat around here. Oh, I have paid three months’ rent on an empty flat.

Q: What does this conversation imply?

8. M: Excuse me, I’m going to travel next month and would like to buy some kind of insurance.

W: Ok, will you be participating in any extreme sports like bungee jumping or cliff diving?

Q: What are the two speakers talking about?

9. M: What do you think of the new album of Kris Phillips?

W: It seems that there are some changes in his musicals, but I am always his fan.

Q: What can we know about the woman?

10. W: Oh, Gosh. You American students are so talkative in class.

M: Sure. We believe that learning is shaped from active participation.

Q: What does the man think of classroom learning?

Section B

Directions:In Section B, you will hear several longer conversation(s) and short passage(s), and you will be asked several questions on each of the conversation(s) and the passage(s). The conversation(s) and the passage(s) will be read twice, but the questions will be spoken only once. When you hear a question, read the four possible answers on your paper and decide which one is the best answer to the question you have heard.

Questions 11 through 13 are based on the following passage.

Life is not always peaceful. No one wants to find themselves in dangerous situations. However, developing survival skills can help you be prepared for whatever happens.

Stay positive. People who believe they have control over what happens to them are more likely to believe in themselves and take action. Jerry Long is a good example. When he was 17 years old, he broke his neck in a diving accident. As a result, he couldn’t move most of his body. In the same situation, many people might give up. Long, however, said that his life remained full of meani ng and purpose. He said, “I broke my neck, it didn’t break me.” Start to develop this positive attitude today. Then, you’ll be better prepared for anything.

Focus on survival. Four young people headed into the middle of the Amazon rain forest. They thought they were on an amazing adventure, but then things started to go wrong. One of the adventurers, Yossi Ghinsberg, ended up alone and lost in the Bolivian jungle for three weeks. During that time he repeated the phrase “man of action” to motivate himself. Later, he explained it like this. “A man of action does whatever he must, isn’t afraid, and doesn’t worry.”

If you find yourself in a crisis, stay positive and focus on survival. Everything else will take care of itself later. (Now listen again, please.)

Questions

11. What is Jerry Long likely to agree with?

12. How did Ghinsberg manage to leave the jungle safely?

13. What does the speaker want to tell us?

Questions 14 through 16 are based on the following passage.

Ahmed Zewail was an Egyptian chemist. He won a scholarship for doctoral studies in the United States at the age of 23. When he arrived at the University of Pennsylvanian in 1969, he was painfully aware that his homeland was seen as a loser in the technological race. His English was so poor that some of his new university colleagues even wondered whether he could finish the task in the chemistry lab.

After earning his doctor’s degree, he spent two years of research at the University of California. Then he went to California Institute of Technology in 1976 and worked there for 40 years. When he won a Nobel Prize in chemistry, he had a new mission: Bringing world-class science education to Egypt. He was well aware that modern science is the generator of economic well-being, so he flew to Egypt, his homeland, to meet with President and proposed the creation of a university of science and technology. The university won government permission to begin enrolling students in Dec. 2012.

Dr. Zewail died in 2016, a few years after the creation of a university near Cairo named after him. Egyptian President attended his military funeral. Although military funerals are usually held for military personnel, Zewail received the highest Egyptian state honor.

(Now listen again, please.)

Questions

14.When did the University named after him begin to enroll students?

15. What did Dr. Zewail do to improve Egyptian education?

16. Why was Dr. Zewail given a military funeral?

Questions 17 through 20 are based on the following conversation.

M: Today, we have Professor M cKay on our morning talk show. Good morning, Professor McKay. I’ve heard that you and your team have just completed a report on old age.

W: That’s right. Well, the report basically looks into the various beliefs that people hold about old age and tries to confirm them.

M: And what do you think your report can achieve?

W: We hope that it will somehow help people to change their feelings about old age. The problem is that far too many of us believe that most old people are poor, lonely, and unhappy. As a result, we tend to find old people, as a group, unattractive. And this is very dangerous for our society.

M: But surely we cannot escape the fact that many old people are lonely and many are sick.

W: No, we can’t. But we must also remember that the proportion of such people is no greater among the 60-70 age group than among the 50-60 age group.

M: In other words, there is no more mental illness, for example, among the 60s-70s than among the 50s-60s.

W: Right!

M: Are people’s mental abilities affected by old age?

W: Certain changes do take place as we grow older, but this happens throughout life. These changes are very gradual and happen at different times with different people, but, in general, if you know a person well in his middle age and have seen how he deals with events and problems, you will easily recognize him in an old age.

M: So that someone who enjoys new experiences, travel, education, and so on in his middle years will usually continue to do so into old age?

W: Exactly!

(Now listen again, please.)

Questions:

17. What do we know about the report according to the conversation?

18. What kind of problem of the old is our society facing?

19. What can we learn about the old according to the conversation?

20. What does Professor McKay think the report can achieve?

(That’s the end of listening.)

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