2019-2020年高二上学期理科实验班第三次月考英语试题 含答案.doc

2019-2020年高二上学期理科实验班第三次月考英语试题 含答案注意事项：1. 本次考试为衡阳八中理科实验班高二年级第三次月考试卷，本卷共72题，满分为150分，考试时间为120分钟。2. 考生领取到试卷后，应检查试卷是否有缺页漏页，重影模糊等妨碍答题现象，如有请立即通报老师。考生考试时请遵守考场纪律，开考后分钟，考生禁止进入考室。3. 本卷中的选择题部分请同学们采用2B铅笔在答题卡上填涂，非选择题请用黑色0.5mm中性笔书写。预祝考生考试顺利第I卷 选择题（共100分）一.听力（每题1.5分，共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. Who is the woman? A. An Italian engineer. B. A student. C. A teacher.2. What are the speakers mainly talking about? A. Animals. B. Fears. C. Childhood.3. What did tile girl find out this morning? A. There was an exam this afternoon. B. There was no exam today. C. The exam was postponed to next weekend.4. Who had a good time in the exhibition? A. The woman. B. The man. C. The mans wife.5. What does the man mean? A. He agrees with the woman. B. It will be cold and rainy this autumn. C. Not every autumn is beautiful.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。听第6段材料，回答第6至8题。6. Where is Alice?A. In England. B. In the US. C. In Italy.7. Which is Alices favorite subject?A. Math. B. Music. C. P.E.8. Why cant Jane write to Alice now?A. Alices puter isnt working.B. She cannot spare the time.C. She doesnt want to disturb Alices study.听第7段材料，回答第9至11题。9. When did Jim begin to cough? A. Last night. B. Yesterday morning. C. The day before yesterday.10. What did Jim have for breakfast this morning? A. A little milk and an egg. B. A little coffee and some bread. C. A little tea and an apple.11. What did the man ask Jim to do? A. Take some medicine. B. Have an injection. C. Have a rest.听第8段材料，回答第12至14题。12. Why was the man late for work? A. He got up late. B. He didnt catch the bus. C. The traffic was heavy.13. What do we know about the carpool? A. It refers to a group of people riding to work together in one car. B. It refers to a place used for parking cars. C. It refers to a name of a pany.14. How can one join in a carpool? A. By calling a special number. B. By logging on a special website. C. By calling an agent.听第9段材料，回答第15至17题。15. What do most English pubs offer? A. Drinks and meals. B. Only drinks. C. Drinks and fruits.16. At what time do most pubs close at night? A. 11:00 p.m. B. 12:00p.m. C. l:00 a.m.17. What do many pubs provide for children? A. A special drink. B. A special room. C. Special music.听第10段材料，回答第18至20题。18. What was Hawkings major at Oxford University? A. Math. B. Physics. C. Chemistry.19. How many children does Hawking have? A. Three. B. Two. C. One.20. According to Hawking, what does his story show us? A. Nobody should lose hope. B. Life is not fair. C. Love is precious.2. 阅读理解（分两部分，共40分）【一】阅读下面的文章，从每题后面的四个选项中选出正确的一项。每题2分，共30分。A As a young man, Paul Beier hiked in the mountains of California. Since then, he has decided to choose his career as a wildlife protector. He went to school to learn more first of all. After he earned his doctors degree, he eagerly signed up for a job studying cougars (美洲狮), which once lived throughout the United States, but now live mainly in the Rocky Mountains and westward. They need not only a lot of land to survive but also plenty of food and places to raise their young. But many wild areas have been divided by freeways and taken over by towns. The small wilderness areas of the Santa Ana Mountains in Southern California didnt have much room for them. And yet a few still lived there. How did they do it? Many big animals are disappearing. Those that survive are being trapped in shrinking patches(小块土地)of habitat. A patch may not have enough space or food for a cougar to survive. Scientists wondered if cougars could move from one patch to another. If so, maybe humans could preserve wildlife corridors(走廊)to connect the patches, providing enough room for the animals. But no one had shown that animals use wildlife corridors in real life. To see if cougars had found corridors through local suburbs and freeways, Paul and his research team studied 32 cougars for five years. They used a drug to make each cat sleep, buckled a radio collar around its neck, and let it go. Every day, Paul used an electrical device that sends and receives radio signals to find cougars, listening for radio beeps from their collars. Once or twice a week, he trailed one of the cougars all night. He traced their travels on a map. Sure enough, some of them had discovered paths from one small park land to the next. One cougar became famous for his travels. He was named M6:Mfor Male, and6because he was the sixth one collared in the study. M6s corner of the Santa Ana Mountains wasnt large enough for him. Chino Hills State Park was not far away, but the trip was not safe. After dark, M6 used a paved vehicle underground passage to cross undera busy eight-lane freeway. He slipped by a riding stable, and then picked his way through a golf course and across two sets of busy railroad tracks. Finally, he arrived in the sheltered canyons of 12,000-acre Chino Hills State Park. There, the cougar found deer to hunt. During a year and a half, the scientists recorded M6 making this journey 22 times! Then Paul learned of plans to build houses, gas stations, and a mall that would block M6s path. Paul once said,The loss of this corridor would guarantee the extinction of the cougar from the Chino Hills and endanger the entire population of lions in the Santa Ana Mountains.A local citizens group called Hills for Everyone raised money to buy the land and add it to the state park. When the group visited the state capital and showed the map that Paul had made of M6s journeys, the lawmakers saw how important the corridor was. The lawmakers had the passage preserved, with the pavement removed and with native bushes near the openings. While traffic roared above, M6 and other cougars could move safely between the state park and the mountains. Other animals such as deer, foxes, and bobcats could also use the corridor. Pauls research showed that wildlife corridors can save animals. Since his study in the Santa Ana Mountains, scientists around the world have begun restoring and protecting wildlife corridors.21What had happened to cougars before Paul began to study them?A.They had been driven away by humans.B.Their habitats had been being smaller.C.They had lived throughout the world.D.Their young had been hunted by humans.22What do we know about M6 according to Paragraph 5?A.He found it difficult to survive near the cities.B.He was the seventh cougar collared in the study.C.He liked watching humans play golf on his trip.D.He risked moving from one place to another.23What is the best title of this passage?A.How Wildlife Protectors Saved Many Big AnimalsB.The Dangers Lie Ahead of CougarsC.Cougars Use Corridors to SurviveD.Why We Should Protect CougarsB What is one of the most boring and tiresome words ever? Like discipline, responsibility is one of those words you have probably heard so many times from authority figures that you have been a bit allergic to it. Still, its one of the most important things to grow and to feel good about your life. Without it as a foundation nothing else in any personal development book really works. Its been said that the line between childhood and adulthood is crossed when we move from sayingIt got losttoI lost it. Indeed, being accountable, understanding and accepting the role our choices play in the things that happen are important signs of emotional and moral maturity. Thats why responsibility is one of the main supports of good character. Many people have been refusing to grow up and avoiding the burdens implied in being accountable. Yes, responsibility sometimes requires us to do things that are unpleasant or even frightening. It asks us to carry our own weight, prepare and set goals and exercise the discipline to reach our ambitions. But the benefits of accepting responsibility are far more important than the short-lived advantages of refusing to do so. No one makes his or her life better by avoiding responsibility. In fact, irresponsibility is a form of self-forced servitude (苦役) to circumstances and to other people. George Bernard Shaw once said,People are always blaming their circumstances for what they are. I dont believe in circumstances. The people whoget onin this world are the people who get up and look for the circumstances they want, and, if they cant find them, make them.Man must stop owing his problems to his environment and learn again to exercise his will his personal responsibility in the realm of faith and morals,said Albert Schweitzer. The following incident shows blaming others and not taking full responsibility: Bernard L. Brown, Jr., once worked in a hospital where a patient knocked over a cup of water, which spilled on the floor beside the patients bed. The patient was afraid he might slip on the water if he got out of the bed, so he asked a nurse to mop it up. The patient didnt know it, but the hospital policy said that small spills were the responsibility of the nurse while large spills were to be mopped up by the hospitals housekeeping group. The nurse decided the spill was a large one and she called the housekeeping group. A housekeeper arrived and declared the spill a small one. An argument followed.Its not my responsibility,said the nurse,because its a large puddle (水坑).The housekeeper didnt agree.Well, its not mine,she said,the puddle is too small. The angry patient listened for a time, then took a pitcher of water from his night table and poured the whole thing on the floor.Is that a big enough puddle now for you two to decide?he asked. It was, and that was the end of the argument. So, responsibility is about our ability to respond to circumstances and to choose the attitudes, actions and reactions that shape our lives. It is a concept of power that puts us in the drivers seat. The grand sight of the potential of our lives can only be appreciated when we begin to be accountable and independent. If you want more control over your life and the pleasures, power of freedom and independence, all you have to do is be responsible. Responsible people not only depend on themselves, but show others that they can be depended on.24What can we learn about responsibility?A.Its of secondary importance to discipline.B.Its the basic but leading quality in ones life.C.It has the same requirements for people as discipline.D.Its the most important factor in building ones character.25Those who escape from accepting responsibility .A.cant achieve their goals in a short timeB.can benefit from not growing up in the endC.can miss the advantages of being a responsible personD.can avoid the burdens of unpleasant or frightening things26What does George Bernard Shaws saying imply?A.We should bear responsibility regardless of situations.B.We shouldnt owe failure to the sense of responsibility.C.We should first step out of our present circumstances.D.We shouldnt care what kind of situations were in.27What is the authors understanding of responsibility in the last paragraph?A.It strengthens our ability to fight against bad circumstances.B.It encourages us to be more helpful and independent.C.It enables us to react with dependable attitude.D.It shapes our lives with more opportunities.C A few years ago, in one experiment in behavioural psychology, Stanley Milgram of Yale University tested 40 subjects for their willingness to obey instructions given by a “leader” in a situation in which the subjects might feel a personal dislike of the actions they were called upon to perform. Specifically, Milgram told each volunteer “teacher-subject” that the experiment was in the noble cause of education, and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupils ability to learn. The teacher-subjects were placed before a panel of thirty switches with labels ranging from “15 volts of electricity (slight shock)” to “450 volts (danger severe shock)” in steps of 15 volts each. The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered. The supposed “pupil” was in reality an actor hired by Milgram to pretend to receive the shocks by giving out cries and screams. Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for. As the experiment unfolded, the “pupil” would deliberately give the wrong answers to questions, thereby bringing on various electrical punishments, even up to the danger level of 300 volts and beyond. Many of the teacher-subjects balked at administering the higher levels of punishment, and turned to Milgram. In these situations, Milgram calmly explained that the teacher-subject was to carry on with the experiment and that it was important for the sake of the experiment that the procedure be followed through to the end. What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion(反感) against the rules and conditions of the experiment. Before carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people who would be willing to administer the highest shock level of 450 volts. The overwhelming consensus was that basically all the teacher-subjects would refuse to obey the experimenter. The psychiatrists felt that “most subjects would not go beyond 150 volts” and only a small percentage of about one in 1,000 would give the highest shock of 450 volts. What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit! In repetitions of the experiment in other countries, the percentage was even higher, reaching 85 per cent in one country. How can we possibly account for this result? One might firstly argue that there must be some sort of built-in animal aggression instinct(本能) that was activated by the experiment. A modem sociobiologist might even go so far as to claim that this aggressive instinct was of survival value to our ancestors in their struggle against the hardships of life on the plains and in the caves, finally finding its way into our genetic make-up. Another explanation is to see the teacher-subjects actions as a result of the social context in which the experiment was carried out. As Milgram himself pointed out, “Most subjects in the experiment see their behaviour in a larger context that is good and useful to society the pursuit of scientific truth. The psychological laboratory has a strong claim to legitimacy(合法性) and gains trust and confidence in those who perform there. An action such as shocking a victim, which in isolation(单独看来) appears evil, acquires a pletely different meaning when placed in this setting”. Here we have two different explanations. The problem for us is to sort out which of these two polar explanations is more reasonable. This is the problem of modern sociobiology to discover how hard-wired genetic programming decides the interaction of animals and humans with their environment, that is, their behaviour. Put another way, sociobiology is concerned with explaining the biological basis of all behaviour.28. Why did Milgram do the experiment?A. To discover peoples willingness for orders from leaders.B. To display the power of punishment on ability to learn.C. To test peoples willingness to sacrifice for science.D. To explore the biological basis of social behavior.29. Which of the following is right about the experiment?A. The actors performance was vital to its success.B. Its subjects were informed of its real purpose beforehand.C. The electrical shock made the “pupil” give more wrong answers.D. Its subjects were convinced of the effects of punishment on ability to learn.30.Before the experiment took place the psychiatrists _ .A. believed that a shock of 150 volts was unbearableB. failed to agree on how the teacher-subjects would respond to instructionsC. under-predicted the teacher-subjects willingness to follow experimental procedureD. thought that many of the teacher-subjects would administer a shock of 450 volts31. Whats the authors purpose with this article?A. To introduce a problem sociobiology deals with.B. To explain a scientific phenomenon.C. To report an experiment that focuses on education.D. To argue against a scientific view.D Exercise seems to be good for the human brain，with many recent studies suggesting that regular exercise improves memory and thinking skillsBut an interesting new study asks whether the apparent cognitive benefits from exercise are real or just a placebo effect that is，if we think we will be “smarter” after exercise，do our brains respond accordingly？The answer has significant implications for any of us hoping to use exercise to keep our minds sharp throughout our lives While many studies suggest that exercise may have cognitive benefits，recently some scientists have begun to question whether the apparently beneficial effects of exercise on thinking might be a placebo effectSo researchers at Florida State University in Tallahassee and the University of Illinois at Urbana-Champaign decided to focus on expectations，on what people anticipate that exercise will do for thinkingIf peoples expectations jibe (吻合) closely with the actual benefits，then at least some of those improvements are probably a result of the placebo effect and not of exercise For the new study，which was published last month in PLOS One，the researchers recruited 171 people through an online survey system，they asked half of these volunteers to estimate by how much a stretching and toning regimens (拉伸运动) performed three times a week might improve various measures of thinkingThe other volunteers were asked the same questions，but about a regular walking program In actual experiments，stretching and toning program generally have little if any impact on peoples cognitive skillsWalking，on the other hand，seems to substantially improve thinking ability But the survey respondents believed the opposite，estimating that the stretching and toning program would be more beneficial for the mind than walkingThe estimates of benefits from walking were lower These data，while they do not involve any actual exercise，are good news for people who do exercise“The results from our study suggest that the benefits of aerobic exercise are not a placebo effect,” said Cary Stothart，a graduate student in cognitive psychology at Florida State University，who led the study If expectations had been driving the improvements in cognition seen in studies after exercise，MrStothart said，then people should have expected walking to be more beneficial for thinking than stretchingThey didnt，implying that the changes in the brain and thinking after exercise are physiologically genuine The findings are strong enough to suggest that exercise really does change the brain and may，in the process，improve thinking，MrStothart saidThat conclusion should encourage scientists to look even more closely into how