经典!!江苏省沭阳中学2015届高三英语考前预测附答案

江苏省沭阳中学考前预测
一．单项选择（共15小题；每小题1分，满分15分）
1. We can learn theory from books but it is not a ________ for
practical experience.
A. trend
B. substitute
C. breakthrough
D. motivation
2. They achieved the goal of their campaign in a month they launched to promote sales.
A. when
B. where
C. what
D. which
3. Even students in Senior 3 should ________ some time every day
for sports so as to keep themselves fit.
A. put away
B. take up
C. give up
D. set aside
4. This isn’t about the solution to the problem but the organization work even better.
A. make
B. to make
C. making
D. having made
5. Old Jack was in blue after the business empire collapsed
where he for over 20 years.
A. would work
B. had worked
C. would be
working D. was working
6. —You went to the Children Welfare last Sunday?
—Yes, it was really a wonderful experience.
A. spiritual
B. theoretical
C.
subjective D. intellectual
7. Have you got any idea ________ Mark is so popular in America?
A. how
B. when
C. where
D. why
8. —David is always patient with others.
—But when he is tired from a day’s hard work he be annoyed.
A. shall
B. must
C. can
D. would
9. Thanks to the great efforts of local government and citizens,
the environment has become ________ better.
A. considerably
B. controversially
C.
contemporarily D. conventionally
10. ________ , I think, in another two weeks, and you will
realize your dream.
A. If you doubt your efforts
B. Making
greater efforts
C. When you make greater efforts
D. A bit more
efforts
11. —Most children in cities take wheat for grass.
—Don’t blame them, because wheat really _________ grass.
A. reveals
B. represents
C. resembles
D. replaces
12. Be quiet, please! The announcement _______ and let’s get
every detail of the English contest.
A. is made
B. is being made
C. was made
D. has been made
13. Happy as Jim a fat pay rise, the pleasure
disappeared when he found himself faced with greater
pressure.
A. to get
B. getting
C. having got
D. to be getting
14. Everyone will have a marvelous time ________ the favorable weather lasts.
A. for fear that
B. even if
C. as long as
D. ever since
15. —Excuse me, may I sit here, sir?
—Yes, .
A. with pleasure
B. my pleasure
C. never mind
D. after you
二．阅读理解（共15小题；每小题2分，满分30分）
A
Cambridge Schools Conference 2015—book
your place today
Inspiring teachers, inspiring learners:
How we prepare learners for a lifetime of
learning.
Dear Colleague
The Cambridge Schools Conference is taking place in Colombo,
Sri Lanka from 3-5 Jan 2015. Booking for the conference closes
on 24 December 2014, book now to secure your place.
Feedback from schools that attended our recent conference in Cambridge includes:
“Outstanding keynote presentation by Guy Claxton”
Roland Ebiye-Koripamo, Cita International School
“A Cambridge Conference shoots up the expectation level of the representativesand when it not just reaches that level but surpasses it with excellence, you define it as the Cambridge Schools Conference, 2015!”
SeemaAnis, Al Waha International School, Jeddah
“I have met so many interesting people. Having the opportunity to meet educators from all over the world is a unique experience.”
Luciana Fernandez, ESSARP, Argentina The conference brings together a community of teachers representing schools from many different countries and contexts, to consider approaches to common challenges. Our programme is designed to support professional learning by offering a range of perspectives on the conference theme. Discuss and debate these in our panel sessions (小组会议) and explore their implications in group discussions and workshops. We look forward to welcoming you to Colombo.
Events Team
Cambridge International Examinations
Follow @CIE_Education for news and information about the conference. Use the hashtag#csconf15to join the conversation.
Forward to a friend|Unsubscribe
© 2014 Cambridge International Examinations 16. The theme of the Cambridge Schools Conference 2015 is about _______.
A. common challenges
B. teaching approaches
C. lifelong learning
D. inspiring teachers
17. The letter is probably intended for those who _______.
A. are the members of CIE
B. work in education institutes
C. givefeedback to the conference
D. can offer a range of perspectives
B
Trade has a pretty bad name in some quarters. Trade robs poor people of a proper living, and keeps them trapped in poverty. There is a widely held popular view that trade is unfair.
Though many claim that a freer trade would change the current indecent reputation of world market, the cure-all free trade is the dream of most textbook economists. In fact, "Free trade" has been used successfully by powerful countries to land their mass-produced goods on fresh overseas dumping grounds and squeeze out local household businesses and craftsmanship.
At home the story is different. Large firms have little appetite for free trade and competition in their own backyard.
They prefer to enjoy the advantages and protections for which they have carefully earned. Free thus fierce competition has little appeal for those who understand that they will make more profit if they can corner the market, whether at home or abroad.
By contrast, making trade fairer is about addressing both outcomes and processes of trade. Fairness is not just moral request. It affects behaviour. Actually the concept of fairness increases steadily as societies achieve greater market uprightness: Businessmen from upright societies are willing to punish those who do not play fair, even if this is costly to themselves.
Fairer trade rather than freer trade could partly mend mal-administering of resources in certain areas. Though thought of as evil economic policies in the west world, carefully planned special preferences and protectionism could be used intelligently to help to block the economic robbery of the rich class in African countries, and to improve the lives of the bottom billion.
Fairness is also important in the control of trade. The current International trade negotiations have resulted in rules favouring the powerful. The rules are made in negotiations in which the countries in control call the shots, and do not always do so in good faith. Industrialized countries were often found to have obtained definite and far-reaching commitments from developing countries, in exchange for vague promises, such as to liberalise agriculture, which they have not kept. On the other hand, the essence of the fair trade lies in the promise that every party benefit from the business, rich or poor, powerful or weak.
Making trade fairer is important to avoid a further public hate against trade. It is also important so as better to balance trade goals with other important national goals such as environmental and social protection. Finally, the so-called free trade system needs to be made fairer so that it does not block competition, and crush innovation and business spirit. It needs to offer a more level playing field to commercial newcomers and competitors in rich and poor countries alike.
18. Free trade is a concept at rich countries’ service to ______.
A. open up new markets abroad
B. define trade in the economic textbooks
C. dump pollutants in poor countries
D. learn the skills from local household businesses.
19. The key mechanism of fair trade is ______.
A. punishing the rich countries when they cheat the poor countries
B. making sure that rich countries provide more chances for poor countries
C. promoting special preferences and protectionism in poor areas
D. guaranteeing the common interests of all the dealers
20. The underlined word “mal-administering” in the passage is closest in meaning to ______.
A. macro-management
B. overall collection
C. uneven distribution
D. negative mining
C
A rapidly advancing contemporary science that is highly dependent on new tools is Earth system science. Earth system science involves observation and measurements on the Earth at all scales from the largest to the smallest. The huge amounts of data that are gathered come from many different locations and require special techniques for handling data. Important new tools that facilitate Earth system science include satellite remote sensing, small deep-sea submarines, and geographic information systems.
More than any other way of gathering evidence, satellite observations continually remind us that each part of the Earth interacts with and is dependent on all other parts.
Earth system science was born from the realization of that interdependence. Satellite remote sensing makes possible observations at large scales, and in many cases, measurements of factors that could not otherwise be measured. For example, the ozone hole over Antarctica—the decrease in the concentration of ozone high in the atmosphere—is measured by remote sensing, as are changes in deserts, forests, and farmlands around the world. Such measurements can be used in many areas of specialization besides Earth system science. Archaeology, for example, has benefited from satellite observations that reveal the traces of ancient trade routes across the Arabian Desert.
New tools for exploring previously inaccessible areas of the Earth have also added greatly to our knowledge of the Earth system. Small deep-sea submarines allow scientists to travel to the depths of the ocean. There they have discovered new species and ecosystems thriving near deep-sea vents that emit heat, sasses, and mineral-rich water.
Just as important as new methods of measurement and exploration are new ways to store and analyze data about the Earth system. Computer-based software programs known as geographic information systems, or GIS, allow a large number of data points to be stored along with their locations. These can be used to produce maps and to compare different sets of information gathered at different times. For example, satellite remote sensing images of a forest can be converted to represent stages in the forest’s growth. Two such images, made at different times can be overlaid and compared, and the changes that have taken place can be represented in a new image.
21. The word “facilitate” in Paragraph 1 is closest in meaning to _______.
A. organize
B. require
C. enable
D. examine
22. The author of the passage mentions that satellite
observations are especially effective in _______.
A. conducting scientific studies of life on the ocean floor
B. predicting future climate changes
C. providing data to determine Earth’s age
D. demonstrating interactions among all of Earth’s parts
23. According to the passage, satellite observations of the
Arabian Desert allow archaeologists to know _______.
A. indications of ancient routes
B. evidence of former lakes
C. traces of early farms
D. remains of ancient forests
24. What is the main idea of the passage?
A. Special techniques are needed to classify the huge amounts of data about Earth.
B. New tools provide information about Earth that was once impossible to obtain.
C. Advances in Earth system science have resolved many environmental problems.
D. Satellite remote sensing can show changes between two images taken years apart.
D
American universities are accepting more minorities than ever. Graduating them is another matter.
Barry Mills, the president of Bowdoin College, was justifiably proud of Bowdoin’s efforts to recruit minority students. Since 2003 the small, elite liberal arts school in Brunswick, Maine, has boosted the proportion of so-called
under-represented minority students in entering freshman classes from 8% to 13%. “It is our responsibility to reach out and attract students to come to our kinds of places,” he told a NEWSWEEK reporter. But Bowdoin has not done quite as well when it comes to actually graduating minorities. While 9 out of 10 white students routinely get their diplomas within six years, only 7 out of 10 black students made it to graduation day in several recent classes.
“If you look at who enters college, it now looks like America,” says Hilary Pennington, director of postsecondary programs for the Bill & Melinda Gates Foundation, which has closel y studied enrollment patterns in higher education. “But if you look at who walks across the stage for a diploma, it’s still largely the white, upper-income population.”
The United States once had the highest graduation rate of any nation. Now it stands 10th. For the first time in American history, there is the risk that the rising generation will be less well educated than the previous one. The graduation rate among 25- to 34-year-olds is no better than the rate for the 55- to 64-year-olds who were going to college more than 30 years ago. Studies show that more and more poor and non-white students want to graduate from college –but their graduation rates fall far short of their dreams. The graduation rates for blacks, Latinos, and Native Americans lag far behind the graduation rates for whites and Asians. As the minority population grows in the United States, low college graduation rates become a threat to national prosperity.
The problem is pronounced at public universities. In 2007 the University of Wisconsin-Madison – one of the top five or so prestigious public universities–graduated 81% of its white students within six years, but only 56% of its blacks. At less-selective state schools, the numbers get worse. During the same time frame, the University of Northern Iowa graduated 67% of its white students, but only 39% of its blacks. Community colleges have low graduation rates generally–but rock-bottom rates for minorities. A recent review of California community colleges found that while a third of the Asian students picked up their degrees, only 15% of African-Americans did so as well.
Private colleges and universities generally do better, partly because they offer smaller classes and more personal attention. But when it comes to a significant graduation gap, Bowdoin has company. Nearby Colby College logged an 18-point difference between white and black graduates in 2007 and 25
points in 2006. Middlebury College in Vermont, another top school, had a 19-point gap in 2007 and a 22-point gap in 2006. The most selective private schools—Harvard, Yale, and Princeton—show almost no gap between black and white graduation rates. But that may have more to do with their ability to select the best students. According to data gathered by Harvard Law School professor Lani Guinier, the most selective schools are more likely to choose blacks who have at least one immigrant parent from Africa or the Caribbean than black students who are descendants of American slaves.
“Higher education has been able to duck this issue for y ears, particularly the more selective schools, by saying the responsibility is on the individual student,” says Pennington of the Gates Foundation. “If they fail, it’s their fault.” Some critics blame affirmative action –students admitted with lower test scores and grades from shaky high schools often struggle at elite schools. But a bigger problem may be that poor high schools often send their students to colleges for which they are “undermatched”: they could get into more elite, richer schools, but instead go to community colleges and low-rated state schools that lack the resources to help them. Some schools out for profit cynically increase tuitions and count on student loans and federal aid to foot the bill—knowing full well that the students won’t make it. “The school keeps the money, but the kid leaves with loads of debt and no degree and no ability to get a better job. Colleges are not holding up their end,” says Amy Wilkins of the Education Trust.
There once was a time when universities took pride in their dropout rates. Professors would begin the year by saying, “Look to the right and look to the left. One of you is not going to be here by the end of the year.” But such a Darwinian spirit is beginning to give way as at least a few colleges face up to the graduation gap. At the University of Wisconsin-Madison, the gap has been roughly halved over the last three years. The university has poured resources into peer counseling to help students from inner-city schools adjust to the rigor (严格要求) and faster pace of a university classroom—and also to help minority students overcome the stereotype that they are less qualified. Wisconsin has a “laserlike focus” on building up student skills in the first three months, according to vice provost Damon Williams.
25. What is the author’s main concern about American higher education?
A. The small proportion of minority students.
B. The poor academic performance of students.
C. The growing conflicts among ethnic groups.
D. The low graduation rates of minority students.
26. What was the pride of President Barry Mills of Bowdoin College?
A. The reputation of its liberal arts programs.
B. Its ranking among universities in Maine.
C. The high graduation rates of its students.
D. Its increased enrollment of minority students.
27. What is the risk facing America?
A. Its schools will be overwhelmed by the growing number of illegal immigrants.
B. The rising generation will be less well educated than the previous one.
C. More poor and non-white students will be denied access
to college.
D. It is going to lose its competitive edge in higher education.
28. How many African-American students earned their degrees in
California community colleges according to a recent review?
A. Fifty-six percent.
B. Thirty-nine percent.
C. Fifteen percent.
D. Sixty-seven percent.
29. Harvard, Yale, and Princeton show almost no gap between
black and white graduation rates mainly because ______.
A. their students work harder
B. they recruit
the best students
C. their classes are generally smaller
D. they give students more attention
30. How does Amy Wilkins of the Education Trust view minority
students’ failure to get a degree?
A. Universities are to blame.
B. Students don’t work hard.
C. The government fails to provide the necessary support.
D. Affirmative action should be held responsible.
高三英语自主练习1
答案
单项选择： 1-5: BDDCB 6-10: ADCAD 11-15:CBACA
阅读理解：16-17 CB 18-20 ADC 21-24 CDAB 25-30 DDBCBA。