• 英语 成都市2018年高三四川省第一次模拟试题
单选题 本大题共15小题,每小题2分,共30分。在每小题给出的4个选项中,有且只有一项是符合题目要求。
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第一节  (共15小题;每小题2分,满分30分)

    阅读下列短文,从每小题所给的四个选项(A、B、C和D)中,选出最佳选项。

                                A

        “Selfie” (自拍) joins ranks of dictionary words.

    In 2002, an Australian man went to his friend’s 21st birthday party. He got drunk, tripped on some steps and cut his lip. He took a picture of his injuries and shared it with his friends on an online forum. “And sorry about the focus,” he wrote, “it was a selfie.” That was the first recorded use of the word “selfie”, according to linguistic experts at Oxford Dictionaries.

    On Nov 19, Oxford Dictionaries declared “selfie” Word of the Year for 2013, in honor of the term having taken over the world thanks to millions of smart phone self-portraits and the resulting shares on social media.

    So what does the choice of the word say about our culture? Mary Elizabeth Williams, writing in Salon magazine, says the word reminds us that contemporary culture is defined by our narcissism(自恋).Megan Jackson from a local newspaper points out a selfie may only focus on appearance.

    Selfies invite judgment based on appearance alone. What kind of cultural influence does this have on women? Erin Gloria Ryan on Jezebel says selfies teach young woman to obsess over their appearance and judge themselves on the basis of beauty rather than accomplishments. “They’re a reflection of the warped way we teach girls to see themselves as decorative,” said Ryan.

    In Slate magazine, Rachel Simmons has the opposite view. She argues that selfies are an example of young women promoting themselves and taking control of their own self-presentation. Think of each one, she says, as “a tiny pulse of girl pride —a shout-out to the self”.

Which of the following is true about the first use of “selfie”?

AThe Australian man created it to celebrate his friend’s 21st birthday.

BThe Australian man created by chance when he got drunk and shared his photo online.

CThe Oxford Dictionary used it to thank the creation of smart phone.

DThe social media were so advanced that they made the word transmitted.

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                                A

        “Selfie” (自拍) joins ranks of dictionary words.

    In 2002, an Australian man went to his friend’s 21st birthday party. He got drunk, tripped on some steps and cut his lip. He took a picture of his injuries and shared it with his friends on an online forum. “And sorry about the focus,” he wrote, “it was a selfie.” That was the first recorded use of the word “selfie”, according to linguistic experts at Oxford Dictionaries.

    On Nov 19, Oxford Dictionaries declared “selfie” Word of the Year for 2013, in honor of the term having taken over the world thanks to millions of smart phone self-portraits and the resulting shares on social media.

    So what does the choice of the word say about our culture? Mary Elizabeth Williams, writing in Salon magazine, says the word reminds us that contemporary culture is defined by our narcissism(自恋).Megan Jackson from a local newspaper points out a selfie may only focus on appearance.

    Selfies invite judgment based on appearance alone. What kind of cultural influence does this have on women? Erin Gloria Ryan on Jezebel says selfies teach young woman to obsess over their appearance and judge themselves on the basis of beauty rather than accomplishments. “They’re a reflection of the warped way we teach girls to see themselves as decorative,” said Ryan.

    In Slate magazine, Rachel Simmons has the opposite view. She argues that selfies are an example of young women promoting themselves and taking control of their own self-presentation. Think of each one, she says, as “a tiny pulse of girl pride —a shout-out to the self”.

The underlined word “tripped” in the first paragraph probably means “________”.

Atraveled

Bstepped lightly

Cfell down

Dmade mistakes

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                                A

        “Selfie” (自拍) joins ranks of dictionary words.

    In 2002, an Australian man went to his friend’s 21st birthday party. He got drunk, tripped on some steps and cut his lip. He took a picture of his injuries and shared it with his friends on an online forum. “And sorry about the focus,” he wrote, “it was a selfie.” That was the first recorded use of the word “selfie”, according to linguistic experts at Oxford Dictionaries.

    On Nov 19, Oxford Dictionaries declared “selfie” Word of the Year for 2013, in honor of the term having taken over the world thanks to millions of smart phone self-portraits and the resulting shares on social media.

    So what does the choice of the word say about our culture? Mary Elizabeth Williams, writing in Salon magazine, says the word reminds us that contemporary culture is defined by our narcissism(自恋).Megan Jackson from a local newspaper points out a selfie may only focus on appearance.

    Selfies invite judgment based on appearance alone. What kind of cultural influence does this have on women? Erin Gloria Ryan on Jezebel says selfies teach young woman to obsess over their appearance and judge themselves on the basis of beauty rather than accomplishments. “They’re a reflection of the warped way we teach girls to see themselves as decorative,” said Ryan.

    In Slate magazine, Rachel Simmons has the opposite view. She argues that selfies are an example of young women promoting themselves and taking control of their own self-presentation. Think of each one, she says, as “a tiny pulse of girl pride —a shout-out to the self”.

Who holds a positive opinion towards selfie in the life of women?

AMary Elizabeth.

BMegan Jackson.

CErin Gloria Ryan.

DRachel Simmons.

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                                B

    If a woman has an extra piece of cake, don’t blame it on greed, blame it on her brain.

    Scientists have found that women’s brains react to food very differently -- and much more strongly -- than men’s. Academics found that decades of dieting pressure on women and advertising have programmed certain parts of the female brain to react strongly when faced with any kind of food. Men, on the other hand, are not usually as obsessive about what they eat.

    Dr. Rudolf Uher and his colleagues at the Institute of Psychiatry in King’s College London used brain scanning technology, known as functional magnetic resonance imaging (FMRI), to look at the brains of eighteen men and women. The volunteers were given images of food to look at, as well as food to taste. Their brain reactions were observed by the scientists. They found that the female brains reacted much more strongly than those of males. The same reaction did not happen when they were shown non-food images. The team believe this means women think more about food than men tend to.

    Dr. Uher said, “ This could be related to biological differences between men and women. But the more likely explanation is that women have a more complicated reaction to food because of social pressure.”

    Professor Carey Cooper, psychology and health professor at Lancaster University, said, “ for centuries women have had a providing role -- preparing and cooking food for their families. And it's part of that role to make sure the food is safe. They will therefore be much more sensitive to food than men are, and I would not be surprised if that was now built into their DNA. If the female brain reacts to food because it historically has developed neural(神经的) pathways to do this, then food will be the way they express their stress. Food actually, is a comfort for women.”

    But other experts have said that more research must be done before the results can be proved. American scientist Angelo del Parigi of the John B. Pierce Laboratory in New Haven, Connecticut, said “Looking at an FMRI alone cannot make sure whether the stronger reaction in women is due to innate (天生的)differences or a learned process.”

Dr.Uher and his colleagues carried out the research by comparing             .

AVolunteers’ reactions to food before and after meals

BFMRI’s scanning result of scientists

Cwomen’s and men’s brain reactions to pictures of food

Dvolunteers’ imagination on the taste of food

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                                B

    If a woman has an extra piece of cake, don’t blame it on greed, blame it on her brain.

    Scientists have found that women’s brains react to food very differently -- and much more strongly -- than men’s. Academics found that decades of dieting pressure on women and advertising have programmed certain parts of the female brain to react strongly when faced with any kind of food. Men, on the other hand, are not usually as obsessive about what they eat.

    Dr. Rudolf Uher and his colleagues at the Institute of Psychiatry in King’s College London used brain scanning technology, known as functional magnetic resonance imaging (FMRI), to look at the brains of eighteen men and women. The volunteers were given images of food to look at, as well as food to taste. Their brain reactions were observed by the scientists. They found that the female brains reacted much more strongly than those of males. The same reaction did not happen when they were shown non-food images. The team believe this means women think more about food than men tend to.

    Dr. Uher said, “ This could be related to biological differences between men and women. But the more likely explanation is that women have a more complicated reaction to food because of social pressure.”

    Professor Carey Cooper, psychology and health professor at Lancaster University, said, “ for centuries women have had a providing role -- preparing and cooking food for their families. And it's part of that role to make sure the food is safe. They will therefore be much more sensitive to food than men are, and I would not be surprised if that was now built into their DNA. If the female brain reacts to food because it historically has developed neural(神经的) pathways to do this, then food will be the way they express their stress. Food actually, is a comfort for women.”

    But other experts have said that more research must be done before the results can be proved. American scientist Angelo del Parigi of the John B. Pierce Laboratory in New Haven, Connecticut, said “Looking at an FMRI alone cannot make sure whether the stronger reaction in women is due to innate (天生的)differences or a learned process.”

In Dr. Uher’s opinion, women react more strongly to food than men most probably because they are_________

Aborn to do so due to biological reasons

Binfluenced by advertisements

Ctold to do so for a long time

Dforced by powerful social influences

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                                B

    If a woman has an extra piece of cake, don’t blame it on greed, blame it on her brain.

    Scientists have found that women’s brains react to food very differently -- and much more strongly -- than men’s. Academics found that decades of dieting pressure on women and advertising have programmed certain parts of the female brain to react strongly when faced with any kind of food. Men, on the other hand, are not usually as obsessive about what they eat.

    Dr. Rudolf Uher and his colleagues at the Institute of Psychiatry in King’s College London used brain scanning technology, known as functional magnetic resonance imaging (FMRI), to look at the brains of eighteen men and women. The volunteers were given images of food to look at, as well as food to taste. Their brain reactions were observed by the scientists. They found that the female brains reacted much more strongly than those of males. The same reaction did not happen when they were shown non-food images. The team believe this means women think more about food than men tend to.

    Dr. Uher said, “ This could be related to biological differences between men and women. But the more likely explanation is that women have a more complicated reaction to food because of social pressure.”

    Professor Carey Cooper, psychology and health professor at Lancaster University, said, “ for centuries women have had a providing role -- preparing and cooking food for their families. And it's part of that role to make sure the food is safe. They will therefore be much more sensitive to food than men are, and I would not be surprised if that was now built into their DNA. If the female brain reacts to food because it historically has developed neural(神经的) pathways to do this, then food will be the way they express their stress. Food actually, is a comfort for women.”

    But other experts have said that more research must be done before the results can be proved. American scientist Angelo del Parigi of the John B. Pierce Laboratory in New Haven, Connecticut, said “Looking at an FMRI alone cannot make sure whether the stronger reaction in women is due to innate (天生的)differences or a learned process.”

According to Professor Carey Cooper, women             .

Aare satisfied with preparing food for their families

Bturn to food when they feel sad

Caccept their social role from the heart

Dare stressed because of food safety

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                                B

    If a woman has an extra piece of cake, don’t blame it on greed, blame it on her brain.

    Scientists have found that women’s brains react to food very differently -- and much more strongly -- than men’s. Academics found that decades of dieting pressure on women and advertising have programmed certain parts of the female brain to react strongly when faced with any kind of food. Men, on the other hand, are not usually as obsessive about what they eat.

    Dr. Rudolf Uher and his colleagues at the Institute of Psychiatry in King’s College London used brain scanning technology, known as functional magnetic resonance imaging (FMRI), to look at the brains of eighteen men and women. The volunteers were given images of food to look at, as well as food to taste. Their brain reactions were observed by the scientists. They found that the female brains reacted much more strongly than those of males. The same reaction did not happen when they were shown non-food images. The team believe this means women think more about food than men tend to.

    Dr. Uher said, “ This could be related to biological differences between men and women. But the more likely explanation is that women have a more complicated reaction to food because of social pressure.”

    Professor Carey Cooper, psychology and health professor at Lancaster University, said, “ for centuries women have had a providing role -- preparing and cooking food for their families. And it's part of that role to make sure the food is safe. They will therefore be much more sensitive to food than men are, and I would not be surprised if that was now built into their DNA. If the female brain reacts to food because it historically has developed neural(神经的) pathways to do this, then food will be the way they express their stress. Food actually, is a comfort for women.”

    But other experts have said that more research must be done before the results can be proved. American scientist Angelo del Parigi of the John B. Pierce Laboratory in New Haven, Connecticut, said “Looking at an FMRI alone cannot make sure whether the stronger reaction in women is due to innate (天生的)differences or a learned process.”

What was Angelo del Parigi’s attitude towards the research results?

ACurious

BSurprised.

CUninterested.

DDoubtful.

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                                C

    New research shows that kids from low-income families may be falling behind their peers because an important part of their brains is underdeveloped.

    Researchers from MIT’ s McGovern Institute for Brain Research compared the brains of 12-and 13-year-olds from rich families with the brains of their peers from lower-income families. They found that one particular area of the brain—the neocortex(新皮质),which plays a key role in memory and learning ability—is thinner in children from lower-income households.

    This is a crucial part of the brain for young students, who are often tested based on their ability to recall large chunks of information. Children who had a thinner neocortex performed poorly on standardized tests,researchers found.More than 90% of high-income students scored above average on a statewide math and English/Language Arts standardized test,compared with less than 60% of low-income students.Differences in cortical(脑皮层) thickness could account for almost half of the income-achievement gap in this sample,researchers wrote.

    “Just as you would expect, there’ s a real cost not living in a supportive environment. We can see it not only in test scores,in educational attainment,but within the brains of these children,”says psychological scientist John Gabrieli,a professor of brain and cognitive sciences at MIT and one of the study’s authors.

    Since a 2011 study published by Stanford University professor Sean Reardon found that the gap between standardized test scores of high-income and low-income students has grown by about 40% since the 1960s,there’ s been a lot of research aimed at finding links between income and achievement, rather than race alone. The MIT study found low-income children were equally likely to have a thinner neocortex,no matter their races. 

    Gabrieli and his co-authors can’ t say exactly why poor children’ s brains develop differently because there are too many possibilities to count.Their findings do,however,underline the importance of early intervention(干预) to ensure that low-income kids get the tools they need to succeed.

What’ s the function of the first paragraph?

ATo list some findings.

BTo give some advice.

CTo do some comparisons.

DTo show the main idea of the text.

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                                C

    New research shows that kids from low-income families may be falling behind their peers because an important part of their brains is underdeveloped.

    Researchers from MIT’ s McGovern Institute for Brain Research compared the brains of 12-and 13-year-olds from rich families with the brains of their peers from lower-income families. They found that one particular area of the brain—the neocortex(新皮质),which plays a key role in memory and learning ability—is thinner in children from lower-income households.

    This is a crucial part of the brain for young students, who are often tested based on their ability to recall large chunks of information. Children who had a thinner neocortex performed poorly on standardized tests,researchers found.More than 90% of high-income students scored above average on a statewide math and English/Language Arts standardized test,compared with less than 60% of low-income students.Differences in cortical(脑皮层) thickness could account for almost half of the income-achievement gap in this sample,researchers wrote.

    “Just as you would expect, there’ s a real cost not living in a supportive environment. We can see it not only in test scores,in educational attainment,but within the brains of these children,”says psychological scientist John Gabrieli,a professor of brain and cognitive sciences at MIT and one of the study’s authors.

    Since a 2011 study published by Stanford University professor Sean Reardon found that the gap between standardized test scores of high-income and low-income students has grown by about 40% since the 1960s,there’ s been a lot of research aimed at finding links between income and achievement, rather than race alone. The MIT study found low-income children were equally likely to have a thinner neocortex,no matter their races. 

    Gabrieli and his co-authors can’ t say exactly why poor children’ s brains develop differently because there are too many possibilities to count.Their findings do,however,underline the importance of early intervention(干预) to ensure that low-income kids get the tools they need to succeed.

What does the underlined word “crucial” in Paragraph 3 mean?

ASpecial.

BImportant.

CSeparate.

DUnknown.

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                                C

    New research shows that kids from low-income families may be falling behind their peers because an important part of their brains is underdeveloped.

    Researchers from MIT’ s McGovern Institute for Brain Research compared the brains of 12-and 13-year-olds from rich families with the brains of their peers from lower-income families. They found that one particular area of the brain—the neocortex(新皮质),which plays a key role in memory and learning ability—is thinner in children from lower-income households.

    This is a crucial part of the brain for young students, who are often tested based on their ability to recall large chunks of information. Children who had a thinner neocortex performed poorly on standardized tests,researchers found.More than 90% of high-income students scored above average on a statewide math and English/Language Arts standardized test,compared with less than 60% of low-income students.Differences in cortical(脑皮层) thickness could account for almost half of the income-achievement gap in this sample,researchers wrote.

    “Just as you would expect, there’ s a real cost not living in a supportive environment. We can see it not only in test scores,in educational attainment,but within the brains of these children,”says psychological scientist John Gabrieli,a professor of brain and cognitive sciences at MIT and one of the study’s authors.

    Since a 2011 study published by Stanford University professor Sean Reardon found that the gap between standardized test scores of high-income and low-income students has grown by about 40% since the 1960s,there’ s been a lot of research aimed at finding links between income and achievement, rather than race alone. The MIT study found low-income children were equally likely to have a thinner neocortex,no matter their races. 

    Gabrieli and his co-authors can’ t say exactly why poor children’ s brains develop differently because there are too many possibilities to count.Their findings do,however,underline the importance of early intervention(干预) to ensure that low-income kids get the tools they need to succeed.

What John Gabrieli says in Paragraph 4 mainly shows the importance of ( ).

Acognitive ability

Beducational attainment

Chaving developed brains

Dliving in supportive surroundings

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                                C

    New research shows that kids from low-income families may be falling behind their peers because an important part of their brains is underdeveloped.

    Researchers from MIT’ s McGovern Institute for Brain Research compared the brains of 12-and 13-year-olds from rich families with the brains of their peers from lower-income families. They found that one particular area of the brain—the neocortex(新皮质),which plays a key role in memory and learning ability—is thinner in children from lower-income households.

    This is a crucial part of the brain for young students, who are often tested based on their ability to recall large chunks of information. Children who had a thinner neocortex performed poorly on standardized tests,researchers found.More than 90% of high-income students scored above average on a statewide math and English/Language Arts standardized test,compared with less than 60% of low-income students.Differences in cortical(脑皮层) thickness could account for almost half of the income-achievement gap in this sample,researchers wrote.

    “Just as you would expect, there’ s a real cost not living in a supportive environment. We can see it not only in test scores,in educational attainment,but within the brains of these children,”says psychological scientist John Gabrieli,a professor of brain and cognitive sciences at MIT and one of the study’s authors.

    Since a 2011 study published by Stanford University professor Sean Reardon found that the gap between standardized test scores of high-income and low-income students has grown by about 40% since the 1960s,there’ s been a lot of research aimed at finding links between income and achievement, rather than race alone. The MIT study found low-income children were equally likely to have a thinner neocortex,no matter their races. 

    Gabrieli and his co-authors can’ t say exactly why poor children’ s brains develop differently because there are too many possibilities to count.Their findings do,however,underline the importance of early intervention(干预) to ensure that low-income kids get the tools they need to succeed.

What is the main idea of the passage?

AWealthy parents do better in raising children.

BDifferences exist between poor children and rich ones.

CPoor children study harder due to their financial conditions.

DPoor children have thinner neocortex than their wealthy peers.

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                                D

    Every evening, 15-year-old Rashida returns home from school, changes out of her uniform, and rushes to a neighboring farm to help her mother harvest vegetables. Her father is disabled, so the modest profit the two of them earn must cover food, clothing and other necessities for all seven children and their parents. Despite having precious little time to study, Rashida is one of the top students at her junior secondary school. But with so much responsibility on her small shoulders, she admits that it is sometimes hard for her to imagine a more promising future.

    Last year, Rashida was invited to join 155 other girls at Camfed Ghana’s first Girls’ Career Camp, a program designed to inspire girls growing up in the country’s Northern Region to dream big, and to support them to pursue those dreams. “We organized this camp because we wanted to let girls know that even if they are struggling with poverty, their lives will not be defined by limitations,” says Dolores Dickson, Camfed Ghana’s Executive Director.

    Over the course of five days, the camp led the junior and secondary school students through a range of experiences and career opportunities that were entirely new to them.  Dr. Agnes Apusiga, a lecturer from the University of Development Studies, ran the workshop on goal-setting and career choices, describing the universities and training colleges in Ghana that could help them achieve their dreams. Participants then visited the University for Development Studies, where they toured the medical school and science labs. Another highlight was a workshop at the computer lab at Tamale Secondary School. Many of the girls had studied information technology from a book but had never before seen a computer.

    “When the girls arrived at camp, they were not ambitious, because they didn’t have any idea what the world held for them,” says Eugenia Ayagiba, Project Officer with Camfed Ghana. “Many had scarcely traveled beyond their own villages.”

    “I think the most important thing that happened at the camp is that we opened a window of hope for a group of girls coming from backgrounds of poverty,” says Eugenia. For Rashida, who has been laughed at in the past by her schoolmates because of her father’s disability, the experience was important. “She told one of the camp mentors(辅导员) that when she is at school, she often feels like a misfit, and she prefers to keep to herself,” says Eugenia. “But at the camp, it was different. She made friends with girls who have similar struggles. She took part in every single activity, every single game. On the last day, she said to her mentor, ‘The camp has challenged me to study hard. Now I see that there is light at the end of the tunnel.’

How many are there in Rashida’s family?

ASeven

BEight

CNine

DTen

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                                D

    Every evening, 15-year-old Rashida returns home from school, changes out of her uniform, and rushes to a neighboring farm to help her mother harvest vegetables. Her father is disabled, so the modest profit the two of them earn must cover food, clothing and other necessities for all seven children and their parents. Despite having precious little time to study, Rashida is one of the top students at her junior secondary school. But with so much responsibility on her small shoulders, she admits that it is sometimes hard for her to imagine a more promising future.

    Last year, Rashida was invited to join 155 other girls at Camfed Ghana’s first Girls’ Career Camp, a program designed to inspire girls growing up in the country’s Northern Region to dream big, and to support them to pursue those dreams. “We organized this camp because we wanted to let girls know that even if they are struggling with poverty, their lives will not be defined by limitations,” says Dolores Dickson, Camfed Ghana’s Executive Director.

    Over the course of five days, the camp led the junior and secondary school students through a range of experiences and career opportunities that were entirely new to them.  Dr. Agnes Apusiga, a lecturer from the University of Development Studies, ran the workshop on goal-setting and career choices, describing the universities and training colleges in Ghana that could help them achieve their dreams. Participants then visited the University for Development Studies, where they toured the medical school and science labs. Another highlight was a workshop at the computer lab at Tamale Secondary School. Many of the girls had studied information technology from a book but had never before seen a computer.

    “When the girls arrived at camp, they were not ambitious, because they didn’t have any idea what the world held for them,” says Eugenia Ayagiba, Project Officer with Camfed Ghana. “Many had scarcely traveled beyond their own villages.”

    “I think the most important thing that happened at the camp is that we opened a window of hope for a group of girls coming from backgrounds of poverty,” says Eugenia. For Rashida, who has been laughed at in the past by her schoolmates because of her father’s disability, the experience was important. “She told one of the camp mentors(辅导员) that when she is at school, she often feels like a misfit, and she prefers to keep to herself,” says Eugenia. “But at the camp, it was different. She made friends with girls who have similar struggles. She took part in every single activity, every single game. On the last day, she said to her mentor, ‘The camp has challenged me to study hard. Now I see that there is light at the end of the tunnel.’

Why did the camp lead the students to visit universities and training colleges?

ATo show they are better than their schools

BTo encourage them to get good education.

CTo show them what they are like

DTo get them to touch the advanced equipment there

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                                D

    Every evening, 15-year-old Rashida returns home from school, changes out of her uniform, and rushes to a neighboring farm to help her mother harvest vegetables. Her father is disabled, so the modest profit the two of them earn must cover food, clothing and other necessities for all seven children and their parents. Despite having precious little time to study, Rashida is one of the top students at her junior secondary school. But with so much responsibility on her small shoulders, she admits that it is sometimes hard for her to imagine a more promising future.

    Last year, Rashida was invited to join 155 other girls at Camfed Ghana’s first Girls’ Career Camp, a program designed to inspire girls growing up in the country’s Northern Region to dream big, and to support them to pursue those dreams. “We organized this camp because we wanted to let girls know that even if they are struggling with poverty, their lives will not be defined by limitations,” says Dolores Dickson, Camfed Ghana’s Executive Director.

    Over the course of five days, the camp led the junior and secondary school students through a range of experiences and career opportunities that were entirely new to them.  Dr. Agnes Apusiga, a lecturer from the University of Development Studies, ran the workshop on goal-setting and career choices, describing the universities and training colleges in Ghana that could help them achieve their dreams. Participants then visited the University for Development Studies, where they toured the medical school and science labs. Another highlight was a workshop at the computer lab at Tamale Secondary School. Many of the girls had studied information technology from a book but had never before seen a computer.

    “When the girls arrived at camp, they were not ambitious, because they didn’t have any idea what the world held for them,” says Eugenia Ayagiba, Project Officer with Camfed Ghana. “Many had scarcely traveled beyond their own villages.”

    “I think the most important thing that happened at the camp is that we opened a window of hope for a group of girls coming from backgrounds of poverty,” says Eugenia. For Rashida, who has been laughed at in the past by her schoolmates because of her father’s disability, the experience was important. “She told one of the camp mentors(辅导员) that when she is at school, she often feels like a misfit, and she prefers to keep to herself,” says Eugenia. “But at the camp, it was different. She made friends with girls who have similar struggles. She took part in every single activity, every single game. On the last day, she said to her mentor, ‘The camp has challenged me to study hard. Now I see that there is light at the end of the tunnel.’

What can we infer from the passage?

ARashida has become friends with her mentors

BRashida’s mentors has encouraged her a lot.

CRashida was sad because of her father’s disability.

DRashida has had her new dream since the camp

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                                D

    Every evening, 15-year-old Rashida returns home from school, changes out of her uniform, and rushes to a neighboring farm to help her mother harvest vegetables. Her father is disabled, so the modest profit the two of them earn must cover food, clothing and other necessities for all seven children and their parents. Despite having precious little time to study, Rashida is one of the top students at her junior secondary school. But with so much responsibility on her small shoulders, she admits that it is sometimes hard for her to imagine a more promising future.

    Last year, Rashida was invited to join 155 other girls at Camfed Ghana’s first Girls’ Career Camp, a program designed to inspire girls growing up in the country’s Northern Region to dream big, and to support them to pursue those dreams. “We organized this camp because we wanted to let girls know that even if they are struggling with poverty, their lives will not be defined by limitations,” says Dolores Dickson, Camfed Ghana’s Executive Director.

    Over the course of five days, the camp led the junior and secondary school students through a range of experiences and career opportunities that were entirely new to them.  Dr. Agnes Apusiga, a lecturer from the University of Development Studies, ran the workshop on goal-setting and career choices, describing the universities and training colleges in Ghana that could help them achieve their dreams. Participants then visited the University for Development Studies, where they toured the medical school and science labs. Another highlight was a workshop at the computer lab at Tamale Secondary School. Many of the girls had studied information technology from a book but had never before seen a computer.

    “When the girls arrived at camp, they were not ambitious, because they didn’t have any idea what the world held for them,” says Eugenia Ayagiba, Project Officer with Camfed Ghana. “Many had scarcely traveled beyond their own villages.”

    “I think the most important thing that happened at the camp is that we opened a window of hope for a group of girls coming from backgrounds of poverty,” says Eugenia. For Rashida, who has been laughed at in the past by her schoolmates because of her father’s disability, the experience was important. “She told one of the camp mentors(辅导员) that when she is at school, she often feels like a misfit, and she prefers to keep to herself,” says Eugenia. “But at the camp, it was different. She made friends with girls who have similar struggles. She took part in every single activity, every single game. On the last day, she said to her mentor, ‘The camp has challenged me to study hard. Now I see that there is light at the end of the tunnel.’

The best title of the passage is ___________.

APoor Girls in Ghana

BGirls’ Career Camp

CCamfed Ghana

DStudents in Ghana Dream Big

分值: 2分 查看题目解析 >
填空题 本大题共5小题,每小题15分,共75分。把答案填写在题中横线上。
1

第二节(共 5 小题,每小题3 分,满分15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。选项中有两项为多余选项。 

    Technology has enabled people to connect fast and across vast distances.  36   Therefore, it is important to find ways to communicate with more value and be more genuine, while still keeping pace with the demands of the modern day. 

    1. Cut back on texting. Texting is a good way of keeping in touch and communicating with another person if calling them is not possible. Unless you can’t help it, give up the habit of texting – while walking, eating or driving – because texting is not real communication.  37   Calling is a great way of enhancing conversations because it’s more direct, with a greater chance of successful communication. 

    2. ___38___   We are more willing to spend time on Facebook than actually turn away from our desks and have a conversation with the person working right next to us. A good way of improving real-time communication is to log off the Internet or log out of your social media.

    3. Meet people face-to-face. The next time you open Facebook to catch up with a friend, call them up and meet them instead. ___39___ Take time to meet with the people who matter to you and you will get a kind of communication and relationship that staring at a screen just can’t provide. 

    4. Technology is a tool. It is worth remembering that technology is only a tool we have at our disposal. ___40___ Use social networks to find people, to reconnect with friends, to support a cause and to contribute to the bigger picture in a more substantive manner. 

    A. Log out.

    B. Listen more.

    C. However, it has also created barriers around us.

    D. Do you find yourself opening it more than necessary?

    E. Something as casual as coffee or lunch can help you connect and communicate with

them.

    F. Every once in a while, it’s a good idea to cut back on texting and call people instead.  

    G. We can’t escape the virtual world and nor should we try, but we can choose to use it more intelligently.

分值: 15分 查看题目解析 >
1

第一节:完形填空(共20小题;每小题1.5分,满分30分):

    阅读下面短文,从短文后各题所给的四个选项(A、B、C 和D)中选出可以填入空白处的最佳选项。

    One day I went to a store to get some needed items for my family.

    I gathered up my goodies and headed for the 41 counter, only to be 42 in the narrow aisle (通道) by a young man who 43 to be about sixteen years old. I wasn’t in a hurry, so I  44 waited for the boy to realize that I was there. It was obvious now, he was mentally 45 and a little shocked as he turned and saw me standing so 46   to him, waiting to 47 . I said, “Hey Buddy, what’s your name?”

    “My name is Denny and I’m 48 with my Mommy,” he responded proudly.=“Wow,” I said, “that’s a(n) 49 name; I wish my name was Denny, but my name is Steve. How old are you Denny?”

    “How old am I now, Mommy?” he asked his mother as she slowly 50 from the next aisle. “You’re fifteen years old, Denny”. Then he headed toward the toy section.

    Denny’s mom 51 me for taking the time to talk with her son. She told me that most people wouldn’t 52 look at him, much less talk to him.

    I told her that it was my 53 and that there are plenty of red, yellow, and pink roses in God’s Garden; 54 , “Blue Roses” are very 55 and should be appreciated 56 their beauty and distinctiveness. 

    You see, Denny is a Blue Rose and 57 someone doesn’t stop and 58 that rose with their heart and touch that rose with their kindness, then they’ve 59 a blessing from God. So, the next time you see a BLUE ROSE, don’t turn your head and walk off. 60 to smile and say Hello.

41

    A. customer           

    B. checkout          

    C. salesman          

    D. office

42

    A. blocked               

    B. troubled              

    C. met              

    D. found

43

    A. pretended           

    B. appeared          

    C. declared          

    D. tended

44

    A. slowly                  

    B. slightly              

    C. kindly          

    D. patiently

45

    A. torn                    

    B. broken              

    C. challenged      

    D. wounded

46

    A. close               

    B. friendly              

    C. next            

    D. happily

47

    A. steal away              

    B. hurry out          

    C. squeeze by     

    D. break in

48

    A. swimming            

    B. shopping          

    C. singing          

    D. travelling

49

    A. cool                

    B. bad              

    C. ordinary          

    D. old

50

    A. went away           

    B. walked by          

    C. came over      

    D. turned up

51

    A. thanked               

    B. stared at          

    C. praised          

    D. chatted with

52

    A. ever               

    B. still              

    C. yet              

    D. even

53

    A. courage               

    B. pleasure          

    C. habit          

    D. faith

54

    A. therefore           

    B. besides              

    C. meanwhile      

    D. however

55

    A. rare               

    B. big                  

    C. bright          

    D. colorful

56

    A. with                

    B. by                  

    C. for              

    D. in

57

    A. unless             

    B. if                  

    C. before          

    D. after

58

    A. smell               

    B. pick              

    C. buy              

    D. see

59

    A. wanted               

    B. forgotten          

    C. missed          

    D. invited

60

    A. Be brave            

    B. Be proud          

    C. Take it easy      

    D. Take the time

分值: 30分 查看题目解析 >
1

第二节(共10小题:每小题1.5分,满分15分)

    阅读下面材料,在空白处填入适当的内容(1个单词)或括号内单词的正确形式,最多不超过3个单词。

    Alfred Nobel was born in Sweden and then moved to Russia with his parents in 1842, where his father made a strong position for  61   in the engineering industry, but unfortunately went bankrupt few years later. Nobel had never been to school  62   university, but had studied  63  (private) and became a skillful chemist and excellent linguist,  64  (speak) Swedish, Russian, German, French and English. Unlike his father, he had better luck in business and showed more  65  (finance) sense. He was quick to see industrial chances for his scientific inventions and   66  (build) up over eighty companies in twenty different countries. But his main concern was never with making money or even with making scientific  67  (discover). Instead, he was always searching for a  68  (mean) for life. In 1896, Nobel died in Italy. In his will, he left money  69  (provide) prizes for outstanding work in Physics, Chemistry, Physiology, Medicine, Literature and Peace. And so, the man is remembered and respected long  70   his death.

分值: 15分 查看题目解析 >
1

第一节 短文改错(共10小题,每小题1分,满分10分)

    假定英语课上老师要求同桌之间交换修改作文,请你修改你同桌写的以下作文。文中共有10处语言错误,每句中最多有两处。错误涉及一个单词的增加、删除或修改。

    增加:在缺词处加一个漏字符号(∧),并在其下面写出该加的词。

    删除:把多余的词用斜线(\) 划掉。

    修改:在错的词下划—横线,并在该词下面写出修改后的词。

    注意:1、每处错误及其修改均仅限一词:

            2、只允许修改10处,多者(从第11处起)不计分。

    When I first learn to write in English, I ran into much difficulties. The main problem was that I always thought in Chinese and tried to translate into my own language everything which I came across while I was reading. My teacher advised myself to keep a diary. I followed his advices and put down 100 words or so each day.

    Soon I began to enjoy talk to myself as I was learning to express myself with simple English. One day I wrote a story and showed to my teacher. He liked it very much that he read it to the class. All said that the story was a good one. Their words were an great encouragement to me.

分值: 10分 查看题目解析 >
1

第二节 书面表达(满分25分)

    高中生活是人一生中最美好的时光,除了学业之外,我们还经历、感悟了许多。为了在毕业前不留下遗憾,我们在搞好备考复习的同时,是不是还该做点什么?请根据提示的要点写一篇英语短文,谈谈你的想法。

    1、向老师表示感谢。

    2、跟对你有误解的同学谈一谈。

    3、征求同学的宝贵意见。

    4、再为班级做件有意义的事。

    注意:

    1、文章必须包括上述的全部要点,可适当加入细节,以使行文连贯。

    2、词数100左右,文章开头已写好,不计入总词数。

    High school is regarded as the best time of my life. Besides classes and homework, there's something more that I especially treasure. In order to leave school with no regrets,

_______________________________________________________________________________________________________________________________________

分值: 25分 查看题目解析 >
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