山西省临汾市2020届高考英语考前适应性训练考试试题(二)

山西省临汾市2020届高考英语考前适应性训练考试试题（二）注意事项：1. 本试卷分第I卷（选择题）和第II卷（非选择题）两部分。

第I卷1至11页，第n卷 11至12页。

2. 答题前,考生务必将自己的姓名、准考证号填写在本试卷和答题卡的相应位置。

3. 全部答案在答题卡上完成,答在本试卷上无效。

4. 第[卷听力部分满分30分，不计入总分，考试成绩录取时提供给高校作参考。

5. 考试结束后，将本试卷和答题卡一并交回。

第I卷第一部分听力（共两节，满分30分,不计入总分）做题时，先将答案标在试卷上。

录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。

第一节（共5小题;每小题1.5分，满分7.5分）听下面5段对话。

每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。

听完每段对话后，你都有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。

例:How much is the shirt?A. £ 19.15.B. £ 9.15.C. £ 9.18.答案 :[A] [B] [C]1. What is the woman going to do?A. Have a coffee・B. Clean her office.C. Attend a meeting.2. At what time will the speakers get to London?A. About 12：15.B. About 12：30.C. About 12：45.3. What are the speakers probably doing?A. Preparing for camping.B. Buying sleeping bags.C. Cleaning up the car.4. What are the speakers mainly talking about?A. The coming rain.B. Their favorite games.C. The weather.5. How much will the woman pay?A. $ 12.B. $ 8.C. $ 6.第二节（共15题。

每题1.5分，共22.5分）听下面5段对话或独白。

每段对话或独白后有几个小题,从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。

听每段对话或独白前，你将有时间阅读各个小题,每小题5秒钟;听完后，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7题。

6. Why has the man never seen the woman lately?A. She had a traffic accident.B. She moved to another place .C. She is working unusual hours.7. Where does the conversation take place?A. In an office.B. At a bus stop.C. In an apartment.听第7段材料，回答第8至9题。

8. What are the speakers mainly talking about?A. The color of a painting.B. The meaning of a painting.C. The style of a painting.9. How does the man know about painting?A. He took some courses.B. He worked for an artist.C. He learned it from his aunt.听第8段材料，回答第10至12题。

10. What are the two speakers generally talking about?A. People in big shops.B. Shopping in different places.C. Goods in various qualities.11. What is the man?A. An employee of a department store.B. A manager of a supermarket.C. A salesman in a small shop.12. What might the woman think of supermarket staff?A. They' re very nice.B. They' re unkind.C. They' re well - paid.听第9段材料，回答第13至16题。

13. Where is the woman going on a trip next summer?A. South America.B. Central Europe.C. Northern Europe.14. How many people is the woman traveling with?A. Seven.B. Six.C. Five.15. When is the woman probably leaving?A. Next July.B. Next August.C. Next October.16. What will the speakers do next?A. Have dinner.B. Pay their bill.C. Find another restaurant.听第10段材料，回答第17至20题。

17. What did the speaker decide to do after lunch that day?A. Stay to help her friend.B. Walk alone to her car.C. Wait for the rain to stop.18. What can we learn about the speaker then?A. She worked at a hotel.B. She had bought a new car.C. She was having a baby soon.19. Where did the speaker meet the taxi passenger?A. At a crossroads.B. In front of a hotel.C. Beside a car park.20. What does the speaker talk about?A. An exciting lunch party.B. A well- known short story.C. An unforgettable experience.第二部分阅读理解（共两节，满分60分）第一节（共15小题;每小题3分，满分45分）阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项,并在答题卡上将该项涂黑。

ASupport tech education for street youth in LebanonAbout CodeBraveWe train former street youth in digital skills, coding and robotics, helping them to secure jobs that are not only well-paid but future-proof too. We run our programme in a shelter for homeless children.We have now been successfully carrying out the programme since June 2018. In this time, our children have gone from barely knowing how to use a computer, to writing the code for basic websites totally from scratch. We want to carry on developing the programme in 2020 by continuing appropriate tech education of 2() children, and to engage a further 40 children.Former street youth are often forced into exploitative work.Young people living in shelter often end up back on the street as soon as they leave state care. They become trapped in a cycle of poverty, as they don't have marketable skills to secure well-paid work. Often the only work opportunities available to them are hard manual labour.Why is the tech sector a window of opportunity?Tech education provides young people withHelp us give former street youth in Lebanon an alternative to exploitative work through tech education.Flexible funding — this project will receive all donations made by 3rd April 2020 at 11:55pm£25 or moreFunds I student's coding & robotics education for a month.£50 or moreFunds a new Arduino robotics starter kit for our students.£100 or moreFunds 1 student through an internship(实习期)(for bus and lunch money).marketable skills in a sector where there is agrowing demand and shortage of supply in the MiddleEast. It also gives them access to an internationalonline job market.Where Your Money Will Go£300 or more Funds 1 student's coding &robotics education for 1 year.21. What can we learn about CodeBrave?A. It's a shelter for the young.B. It's a free project in digital skills.C. It's a program for the homeless.D. It's a profitable training organization.22. What made CodeBrave choose tech education?A. The importance of marketable skills.B. The desire to get rid of poverty.C. The request from the state care.D. The demand of the employment market.23 . Where are most of the donations spent?A. Equipment.B. Teacher Training.C. Operational Costs.D. Teaching Costs.BGoing to college was not optional. In my family, it was just another step toward the American dream. As soon as I graduated, I enrolled （入学）in the English Department of Colorado State University. I went on to earn two scholarships, and membership in the National Honor Society.I truly believed the hard work was worth it.It wasn't until a few months ago that I realized how clueless I was. I had been combing through the classifieds when my eyes fell upon my dream job. t（ National College Magazine looking for writers .”Thrilled, I spent the weekend composing a resume . Needless to say, I was stunned when the interviewer barely took one glance before throwing it aside."No experience," he said flatly.I felt like screaming, "What do you mean, no experience? Look at these grades・"I was left to absorb the shock of rejection, thinking that nobody ever told me that a 4.0 student would be turned down for a job.Didn't all of my hard work count for anything?I see plenty of demands for two years of experience at a print publication, but none requiring extensive knowledge of how to write academic papers. Yet 95% of my energy in school went towardthe latter, leaving me little time to devote to anything else. If career preparation is supposed to be the point of college, then why isn't it the focus?Has a college degree just become another societal status symbol like fancy cars or designer clothes?Given my experience, I feel that a college degree would be a lot more valuable if students were required to get some outside experience to supplement their in — class knowledge. Instead of requiring four science classes, why not three science classes and an internship? In my college career, I took one class that taught me how to write and submit essays for publication. This ever — so — brief taste of the real world was like holding an ice cream sundae in front ofa child and only giving her a small bite.24. Why did the author study so hard at college?A. To maintain a family tradition.B. To land an ideal job.C. To fulfill parents' expectations.D. To win scholarships for the tution25 . What accounted for the author's failure in job hunting?A. His dull resume.B. His misjudgment in high scores.C. His lack of experience.D. His poor performance in the interview.26. What does the underlined sentence in the last paragraph imply?A. Academic writing is a small part of college life.B. College education always covers unimportant things.C. Competition in college is not as fierce as that in the real world.D. The author feels held back by his lack of real — world experience.27. What does the author want to tell us by writing this article?A. Get a college degree and you will go far.B. College students should make the best of their time.C. Career preparation is a necessity for college education.D. Landing a successful career is better than a college degree.CThey asked Katherine Johnson for the moon, and she gave it to them. With little more than a pencil, a slide rule and one of the finest mathematical minds in the country, Mrs. Johnson, who died at 101 on Monday, calculated the precise trajectories （轨道）that would let Apollo 11 land on the moon in 1969 and, after Neil Armstrong's history—making moonwalk, let it return to Earth.Yet throughout Mrs. Johnson's 33 years in NASA and for decades afterward, almost no one knew her name.Mrs. Johnson was one of several hundred strictly educated, supremely capable yet largelyunrecognized women who, well before the modem feminist movement, worked as NASA mathematicians. But it was not only her sex that kept her long unsung. For some years at midcentury, the black women were subjected to a double segregation （隔离）：They were kept separate from the much large group of white women who in turn were segregated from the agency's male mathematicians and engineers.Mrs. Johnson broke barriers at NASA・ In old age, Mrs. Johnson became the most celebrated of black women who served as mathematicians for the space agency. Their story was told in the 2016 Hollywood film "Hidden Figures," which was nominated for three Oscars, including best picture.In 2017, NASA dedicated a building in her honor. That year, The Washington Post described her as " the most high - profile of the computers" — " computers ” being the term originally used to describe Mrs. Johnson and her colleagues, much as “typewriters” were used in the 19th century to represent professional typists.She "helped our nation enlarge the frontiers of space," NASA's administrator, Jim Bridenstine, said in a statement on Monday, "even as she made huge steps that also opened doors for women and people of color in the universal human quest to explore space."As Mrs. Johnson herself was fond of saying, her tenure （任期）at Langley —from 1953 until her retirement in 1986 —was “a time when computers wore skirts."28. What is the function of the first paragraph?A. To present the Apollo moon mission.B. To stress Mrs. Johnson's contributionsC. To honour Neil Armstrong's moonwalk.D To mourn a great woman—Mrs. Johnson.29. What does the underlined word "barriers” in Paragraph 4 refer to ?A. Gender inequality and color line.B. Mrs. Johnson's unrecognized talents.C. The agency's male mathematicians and engineers.D. The hardships before the modem feminist movement.30. Why were Mrs. Johnson and her colleagues described as "computers"?A. Because they used computers to keep their work secret.B. Because they were the agency's human calculators'C. Because computer systems engaged them deeply.D. Because they opened a door to outer space.31. What can we learn from Mrs. Johnson's experience?A. Try things that may not work.B. The world awaits our discovery.C' Use knowledge to wipe out ignorance 'D. Never be limited by the labels attached by others.DAlthough it has been indicated in recent years that plants are capable of seeing, hearing and smelling, they are still usually thought of as silent. But now, for the first time, Itzhak Khait and his colleagues at Tel Aviv University in Israel found that tomato and tobacco plants made ultrasonic （超声的）sounds at frequencies humans can't hear when stressed by a lack of water or when their stem is cut.Microphones placed 10 centimeters from the plants picked up sounds in the ultrasonic range of 20 to 100 kilohertz. Human hearing usually ranges from 20 hertz to 20 kilohertz. " These findings can alter the way we think about the plant kingdom , " they wrote in their study, which has not yet been published.On average, drought - stressed tomato plants made 35 sounds an hour, while tobacco plants made 11. When plant stems were cut, tomato plants made an average of 25 sounds in the following hour, and tobacco plants 15. Unstressed plants produced fewer than one sound per hour. It is even possible to distinguish between the sounds to know what the stress is. The researchers trained a machine —learning model to separate the plants，sounds from those of the wind, rain and other noises of the greenhouse, correctly identifying in most cases whether the stress was caused by dryness or a cut, based on the sound's intensity and frequency. Water —hungry tobacco appeared to make louder sounds than cut tobacco, for example. Although Khait and his colleagues only looked at tomato and tobacco plants, they believe other plants may make sounds when stressed.Enabling farmers to listen for water — stressed plants could " open a new direction in the field of precision(（精准）agriculture", the researchers suggest. They add that such an ability will be increasingly important as climate change exposes more areas to drought.Khait's study also suggests that insects and some mammals can hear and respond to from as far as 5 metres away. A moth may decide against laying eggs on a plant that sounds water - stressed. Edward Farmer at the University of Lausanne, Switzerland thinks the idea that moths might be list ening to plants is “a little too speculative”. After all, there are already plenty of explanations for why insects avoid some plants and not others.32. What were tomato and tobacco plants' reactions to different stresses?A. They reacted to different types of stress with the same sound.B. Cut tomato plants produced more sounds per hour than water — hungry ones .C. Cut tobacco plants seemed to make lower sounds than drought - stressed ones.D. Tobacco plants might make louder sounds than tomato plants when short of water.33. What's the main idea of Paragraph 4?A. The potential applications of the research.B. Challenges facing farmers in the future.C. Farmers' contributions to the research.D. The future development of agriculture.34. What does the underlined word "speculative" in the last paragraph probably mean?A. Practical.B. Surprising.C. Unsupported.D. Complicated.35. What may be the best tide for the text?A. Silent screamB. Mysteries of natureC. Inner voicesD. A yet - to-be - published study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。