黑龍江哈三中2020年高三學(xué)年第三次模擬考試英語(yǔ)卷(含答案)

1、2020年哈三中高三學(xué)年第三次模擬考試英薛試卷本試卷分為第I卷（選擇題）和第H卷（非選擇題）兩部分。第I卷1至9頁(yè). 第II卷9至10頁(yè)?？荚嚱Y(jié)束，將本試卷和答題卡一并交回。第I卷注意事項(xiàng)：1 .答第I卷前，考生務(wù)必將自己的姓幺、準(zhǔn)考證號(hào)填寫(xiě)在答題卡上。2 .選出每小題答案后，用2B鉛筆把答題仁上所對(duì)應(yīng)毀目的答案標(biāo)號(hào)框涂黑。如需改動(dòng)， 用橡皮擦干凈后,再選涂其他答案標(biāo)號(hào)框,不能答在本試卷匕否則無(wú)效。第一部分，聽(tīng)力（共兩節(jié)，滿分30分）做題時(shí),先將答案標(biāo)在試卷上。錄音內(nèi)容結(jié)束后，你將有兩分鐘的時(shí)間珞試卷上的 答案轉(zhuǎn)涂到答題卡上。第一節(jié)（共5小題，每小題L5分，滿分7.5分）聽(tīng)下面5段刻話,母段對(duì)

2、話后有一個(gè)小題.從厚土所給的A、B、C三個(gè)選項(xiàng)中選 出最佳選項(xiàng)，并標(biāo)在試卷的相應(yīng)位置。聽(tīng)完每段對(duì)藤：你都有10秒鐘的時(shí)間來(lái)回答有 關(guān)小題和閱讀卜一小題。每段對(duì)話僅讀一遍。例：How much is the shirt?B. £9臚C.I9.18.A.£ 19.15.答案是L What was the weather like thisA. Cloudy、B. Rainy.C. Sunny.2. Where was the grey bird when the man saw it?A- Beside a river.B. On top of a house.3. What

3、is the woman飛 opinion about writing an English Eery?C. In n tree.A. It's unpleasant.B. ICs interesting.C. It's creative.第2頁(yè)共10頁(yè)I. How much will the speakers pay for tlie shoes?C. £35.C. The street dancingB. £25.5. What program will be shown on T，tonight?A The ringing competition. B

4、. The talk show 第二節(jié)（共15小題：每小題L5分,滿分225分）聽(tīng)卜而5段對(duì)話或獨(dú)白。每段對(duì)話或獨(dú)白后有幾個(gè)小題，從題中所給的A. B、C三 個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽(tīng)每段對(duì)話或獨(dú)白前，你將有時(shí)間閱讀各個(gè)小題、每小題5秒 鐘：聽(tīng)完后，各小題將給出5秒鐘的作答時(shí)間。每段對(duì)話或獨(dú)白讀兩遍。聽(tīng)笫6段材料,問(wèn)答第6、7鹿。6. Where will the woman go tomorrow?A. To a market.B. To a farm.C. To a museum.7. Whai does The man plan to do for the weekend?C. Watch

5、 a movie.A. Make an apple pie.B. See an exhibition.聽(tīng)第7段材料，回答第8至10題，8. What happened m the late 1970s?A. Remrn of the Jedi appealed.B. Science fiction movies became popular.C. There was a long gap in mo ie releases.9. When did The Phantom Menace come out?A In 1980.B. In 19S4.C. In 1999.10. What aic t

6、he speakers discussing?A. How Star Wars moA ies were made.B. What effects Star Wavs movies have.C. When Star Bars movies were released.妒第8段材料,問(wèn)答第11至13題。11. What is the possible relationship between the speakers?A. Customer and receptionist，B. Colleagues.12. How will the speakeis go to the aiiport?A.

7、 By taxi.B. By bus.13. Vhat does the woman remind the man to do at last?C. Husband and wife.C. By underground.A. Avoid the rush hour.B. Bring busincss：s along.C. Keep the receipts.第3頁(yè)共io頁(yè)C. At the recycling centerC. Cans.C. Guest speakers.所第9段材料.問(wèn)答第14至16題。14. Where arc the speakers?A. At home.B. In

8、thejiB&ce.15. What waste will the man take cars、浸'A. Plastic bottles.B. Paper.16. What do the speakw decide to do?A. Reduce the use o£ papci; plastic and cans.B Prepare boxes for different wastes.C. Try to reduce rhe waste.曠第10段材料，回答第17至20題。.Who is the speaker talking fo0A. University s

9、tudents.B. Club members.15. What does tlie speaker suggest doing?A. Compaiiiig before choosing. B. Remembering the library card. C. Joining a free club.19. What information is on the registration document?A. A book list fbr each course.B. The names of the departmental heads.C. The classroom numbers

10、for each class.20. Where should ouc fix any accouunodation problems?A. The secretary office. B. The academic department. C. The university administration. 第二部分閱讀理解（共兩節(jié)，滿分40分）第一節(jié)（共15小題，母小咫2分,滿分30分）閱讀下列短文，從每題所給的A、B、C、D四個(gè)選項(xiàng)中，選出最佳選項(xiàng).ARecently, as I watched my son Nathan play basketball for his high scho

11、ol team. I started to feel sorry for myself and for him. His team was facing adversity （逆境）一it was the opponent s hoiuc gym filled with ihoir supporters, aud Nathan's team was left behiud for lluec quarters of the game.As for me. I had been fired earlier in die day. I was prepared for it as I ha

12、d experienced rhe same thing 14 years earlier, but. ji«t like a punch in the month, the blow is never softened because you were cxpcctuis it.As I watched the adversity on the court that iny son was cxpciicncing. I recalled my earlier events, paclang up everything m a box and waving goodbye to a

13、 great group of colleagues with whom rd had the pleasure of working. During my driving home. I kept telling myself "Just like that time, I will find work again in a short time I am confident in my experience and abilities. It was the same belief that I tried to teach my son.The basketball game

14、entered the fourth quarter with Nathan team still trailing. As Nathtui and lus tcaiuinatcb fought back. I saw the fbcus.yhd detennination ou him. as well as liis tcammatcs'faccs. Then, with a tic game and sccoiids on the clock, Nathan found himself with the ball. There was no room foi- self-doub

15、t. skill and confidence he was able to time out all that could drive his attention away an（Lmake tlie tlirow as if he had done it a thousand times. The joy on his face, the cheering 屯c crowd, and the silence on the other side of the gym -it was a moment that would ma|cBfcy parent proud.As I sat ther

16、e, my heartwith pride, it dawned on me that I had taught himdcleiinuiatiou iu die face of adveisity, and he had just uglil me the same lesson. That bnef moment of self-doubt and feeling sorry for myself was blown away by the actions of my son on the basketball court. He will play in the finals, but

17、it doesn't matter if he wins or loses, at this moment.21. What did the author intend to show by mentioning his cxpcncncc 14 years ago?A. He quit a job again.B. He disliked working with the colleagues.C. He made a right career choice.D. He had confidence in his abilities.22. What can wu infer Goi

18、u the passage?A. Nathan's teammates couldn't focus on the play.B. The author was nevsr worried about his son s team.C. Nathan's team lost the game at last.D. The game was iu a tic at one time.23. Wliat is the passage mainly about?A. A blow from losing a job.B. A lesson on the court.C. Th

19、e importance of teamwork.D. The rise and fall of a game.If you are boni iu the 2000s. you aie called the oh-olis. The 21" ccntuiy would make you youngs creative, connected, global, and no doubt smart. Maybe good-looking, too. Right0 But what do other people think about your generation?Some adul

20、ts worry that you're more interested in ihe screen in front of you than the world aiouud you. Tlicy thuik of you as the facc-down generation because you use your phone so much and they wonder how you will deal with school, friends, and family Are toda>'s teenagers too busy texting and tak

21、ing selfies to become successful in real life-or 'IRL as you would say?Other adults worry that today's youth are spoilt and don't want to face the challenges of adiilt life. Many children bom in the 1990s and 2000s were raised by helicopter parents who were always there to guide and help

22、 their children with a busy schedule filled with homework and aftei-class activities such as dancing, drawing, or sports. With parents who do everything for them, today's youth seem to prefer to live like teenagers even when they are in their 20s or 30s.With these taken into account, does tlie f

23、ace-down generation need a warning? AVelL probably not. I he fact is that man、of today s teenagers are better educated and more creative than past gcneiations. Tliey seem io be enthusiastic and willing to be become leaders. More young people than ever volunteer to help their coiiununiti0. There are

24、also bra-e young people siioh as Malala Yousafzai. the teenager who won theNobel Peace Prize tor pushing girls' rights ro go to school.So if you're one of the oh-ohs. there arc 611s to be hopeful about the future. Tilings arc looking up for tlie face-down generation, fiances are that you wil

25、l do GRS (great) and LOL (laugh out loud).24. Which of the following words 喊Slot be used to describe the oh-olis?A. Creative.B. Caring.C. Ignorant.D. Intelligent.25. What does "helicopter parents0 refer to in Paragraph 3?A. Parents who are rich and traAxl by helicopter.B. Parents who always wat

26、ch ovci tlicir children.C. Parents who have a very busy schedule.D. Parents who only turn up when necessary.26. What caii vc learn from the passage?A. The writer is a member of the face-down generation.B. The writer is optimistic about the future of the oh-ohs.C. The oh-ohs are more attiacrive than

27、their parents.D. Tlie oh-ohs care about nothing other than thcii phones.27. What could be the best title for tlie passage?A.The "Helicopter Parents".B. Tlie Ower-wonied Parents.C. Tlie Spoiled Generation.D. The Facc-domi Generation.cThe English-language version of Wikipedia has almost six

28、million articles. And if you're a cheat ng student, that s six million essays already written for you. But plagianni （如！J偽）isn't really an effective way_just Type the texr into a search engine and rhe game is over. Then whar about having a ghostwriter （代筆者）compose your final essay?“Standard

29、plagiarism sotlware cannot detect this kind of cheating/* said Stephan Lorensen, a data analyst at the University of Copenhagen. In Denmark, where he's based, ghosiwriiing is a growing problem at high schools. So Loicuzcn aud his colleagues created a program called Ghostwriter that can detect th

30、e cheats.At its central part is a neural （神經(jīng)的）network trained and Tested on 130,000 real essays from 10.000 Danish smdeuts. After reading thi ougli leiis of thousands of essays labeled as being written by the same author or not. the machine taught itself to possess the characteristics that might spo

31、t cheating. For example, did a student's essays share the same styles of punctuation? The same spelling mistakes?By examining inconsistencies like those. Ghostwriter was able to seek out a cheated essay nearly 90 percent of the time. The team presented the results at the European Meeting on Arti

32、ficial Neural Networks. Computational Intelligence確d Machine Learning. There s one more aspect here that could help students. Youi high Ikool essays probably gel better over time as you learn to write and the machine can detect ®嚙The final idea is to detect students who are at risk because thei

33、r development in writingas you would expect. Teachers could thusgive extra help to kids who really need it.砒ilc snifliug oul die cheaters too.28. When a student wants to cheat la、出tffig an essay,.A. his cheating may be detectedy certain wayB. assays offered by Wikipedia can't be downloadedC. lie

34、 won't hire a ghostwriter to write one for himselfD. eliostwriting can be detected by standard plagiarism software29. Which aspect of the program eTiho<stwritef is talked aboui in Paragraph 30A. Its components.B. Its weaknesses.C. lt« influences.D. Its working rheorj;30. Which one of the

35、 following is the function of “Ghostwriter”？A. Lt never fails to find out a cheated essay.B. It can detect a student s progress in writing.C. It can help a studcut to concct liis piouuuciatiou.D. It enn give extra help instead of teachers.31. Where is the text most likely from?A. A guidebook.B. A ma

36、gazine.C. A novel.D A diary.DWhat defines who we are? Our habits? Our tastes? Our memories? Like many other people who speak more than one language, I often sense that Ima slightly different person in each of my languages - luorc confident iu English, more relaxed iu French, more sensitive iu Czech.

37、 Is it possible that, my moral compass also points in somewhat different directions depending on the language I'm using at the time9Psychologists who study moral judgments have become vury interested in this question In a research led by Albert Costa, volunteers were presented with a moral dilem

38、ma known as the "trolleybus problem imagine that a trolleybus 15 moving quickly towards a group of five people standing on the tracks, unable to move. You are next to a switch that can shift the trolleybus to a dificrcnt set of tracks, therefore sparing the five people, but resulting iu the dea

39、th of one who is standing on the side tracks. Do you pull the switch?Most people agree that they would. Bur what if the only way to stop the rrolleybus is by pushing a large stranger off a footbridge iuto its path? People tend to be very hesitant to say they would do this, even though in both situat

40、ions, one person is sacrificed to save five. But Costa and his colleagues found that putting the dileniij in a language that volunteers had learned as a foreign tongue dramatically increased rhefe illingness to push thu person off the footbridge, from fewer than 20% of rcspondcntsz5rkin2 in their na

41、tive language to about 50% of those using the foreign one.According to one explanation, such judgments involve nvo separate and competing ways of thinking-one of these, a quick. iiattHrPfccling, and the other, careful cousidcratiou about the greatest good for the greatest number. When we use a forei

42、gn language, we unconsciously sink into the more cautious way Amply because the effort of operating in our non-native language signals our cognitive （認(rèn)知的）system to prepare for difficult situation.An alternative explanation is the differences between native and foreign tongues. There's strong evi

43、dence that memory connects a language with the expenences and interactions through which that language was learned. Our childhood languages, learned in the middle of passionate emotion, become rilled with deep feeling. By comparison, languages acquired late in life, especially if they are learned th

44、rough limited interactions in the classroom or dully delivered over computer screens and headphones, enter our minds lacking the emotionality tliat is present for tlicii native speakers.32. What does "this question* in Paragraph 2 refr to?A. What can contribute to improving one's foreign la

45、nguage?B. fc ii necessary to learn more than one foreign language?C. How do people deal with moral dilemmas in a foreign language?D. Does the language one uses influence one's moral judgments?33. When the trolle>bus problem'' was presented in a foreign language, volunteers were more l

46、ikely to.A. sacrifice the stranger on the footbridgeB. care less about the five peopleC. pull the switch to the side tracksD. remain hesitant about what to do34. What can be infened from the passage?A. People who speak more than one language are less emotional than others.B Native language learning

47、invok es greater emotional reactions.C. Moral judgments made in a fbicigu language aic more careless.D. Foreign language learning can be promoted by academic settings.35. What is the author s purpose in writing the passage?A. To proxide guidance on bou to shape oui life.B. To stress the importance o

48、f judging in a foreign language.C. To suggesr a way of learning a foreign language.D. To state die influence of a fbicigu language on uioial judgments.第二節(jié)（共5小題；每小題2分,滿分10分）根據(jù)短文內(nèi)容,從短文后的選項(xiàng)中選出能填入空臼處的最佳選項(xiàng).選項(xiàng)中有兩項(xiàng)為多余 選項(xiàng)。Rising Through Stages to Realize OurselvesMany modem people have the problemdon't

49、know who they are and what theirpurpose is. 36 Once high school senior ra4uate. they seem to lose their identity. They once studied hard, but after they stop workiiia, they begin to lose their way.In the theory of the Hierarchy of N0Hsi 需求層次理論）.Abraham Maslow, put forward a similar situation, which

50、consists ofihfive levels of a person's needs. The fifth and final level is self-realization, where our final achievement lies. 3?I think self-realization has three major aspects: acceptance, discovery and perseverance（毅力）Acceptance is the Gist stage. Wc should be rciniiidcd that wc arc all bom u

51、nique, so wc all ha e our own strengths and weaknesses. Only when we understand these, can we pursue them or change them 38Once we've accepted ourechcs, wc can discover what wc arc interested in and what wc want to be. 39 But indeed we should live for ourselves. So before we start working toward

52、s a purpose, we should ask ourselves "Is ihi$ what we tmly desire?" and "Is this going to change the situation wctc in?”The last stage is perseverance. 40 Those who can self-realize are people who focus on the things they want to change.Through the three stages, we could gain recognit

53、ion of ourselves. And by this point ivhatevBr our lives were like, we would be able to stand tall, confident of ourselves.A. it s nothing to a man of perseverance.B. Only by acceptance of the past cau we change it.C. This is especially common among college students.D. Many people tend to go along wi

54、th social expectations.E. Being objective and yet tolerant is the key to acceptance.F. Il is the pi ocess of knowing ourselves aud finding a purpose.G Exploring our potential isn't going to be done in a short time.二、完形填空（共20小題：每小超1.5分，滿分30分）閱讀下面短文，從短文后各題所給的A、B、C和D四個(gè)選項(xiàng)中，選出可以填入空 白處的最佳選項(xiàng)。1 was bom

55、into a faimly of educators. Growing up. 1 41 stories about my grandfather, a headmaster in Guyana. His wife was a teacher. My father and mother continued the 42 、 tcadiing at the secondary school levels. As vc 43_ National Teacher Appreciation Week, I was 44 by Charles Blow's Op-Ed cohuiin in Th

56、e New York Times to 45 two teachers who had never failed me: my parents.I hardly remember a period when my parents were not engaged ill the act of 46 aud teaching. When I was bom in 1991. my dad. William Panaram, was trying to 47 a doctor's degree in plant science in North Dakota. After we Jg to

57、 the Bronx. New York, my mom, Dhanwanti Pauarauu started uight 49 to gel a ma的；s degree in nutrition. 50 my mom studied, she also managed a Eill-timc job, raised m%. and learned a new city.As I watched their schooling 51 . Ithat receiving an 52 meant muchmore than getting high grades. In fact, a hue

58、 edoction has meaning when its learners 53 .Both my parents show me daily hoicTlivc as a good 54 , Both teach me how to love. My parents-my educators forit 55 that a teacher's job is 56 theclassroom. A meaningfiilwith students 57 , in mind or in person. I amdetciiniued to be a teacher rnyselK lielpiug youug studeuis （hink ficcly aud 58 tlieii own ideas, which is a 59 of liviiig. learning, and loving with my first teachers.National leaclier Appreciation Week imglit come around once a year, but th