2018届上海市各区高三英语二模试卷题型分类专题汇编--阅读理解A篇--学生版(已校对)

Section B
Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.
(A)
William Herschel was born on November 15th, 1738 in Hanover in a family of musicians. In 1757, he fled to England and began earning a living as an organist and later composer and conductor. In 1772, he convinced his sister Caroline to join him as a singer. In their spare time the brother-sister team became occupied in astronomy. William died at his home in Slough, near Windsor on August 25th,1822, and Caroline on September 1st,1848.
Herschel’s first major discoveries were to show that Mars and Jupiter exhibit axial rotation (绕轴自转). Herschel struck fame in 1781, when on March 13th, he discovered the planet Uranus (天王星) while engaged in work aimed at determining stellar parallax (恒星视差). This being the first new planet discovered since ancient times, Herschel, until then a mere amateur astronomer relatively unknown even in England, became world-famous. Adopting a historically proven strategy, Herschel named the new planet Georgium Sidum, in honor of the then ruling English king George III. The trick worked once again, as King George III gave William and Caroline the titles of “The King’s Astronomer” and “Assistant to the King’s Astronomer”, an honor which came with a life’s pension for both. In 1782 they moved to Bath, and shortly thereafter to Slough, and from this point on William and Caroline could devote themselves entirely to astronomy. The Herschels went on to discover two moons of Uranus in 1787.
While Caroline became increasingly occupied with the search for comets at which she was quite successful, William became for a time interested in the Sun. Inspired by Wilson’s 1774 work, he put forth the theory of sunspot, an opinion that continued to exist well into the nineteenth century. In 1800, he became interested in the solar spectrum (太阳光谱), and uncovered the first evidence for solar energy output outside of the visible spectrum, in what is now known as the infrared(红外线). In 1801, he published two papers that effectively started the field of solar influences on Earth’s weather.
56.Herschel made himself known to the world mainly by __________.
A. discovering the planet Uranus
B. determining stellar parallax
C. discovering two moons of Uranus
D. uncovering the evidence for the infrared
57. It can be inferred from the passage that George III __________.
A. liked science and technology
B. liked Herschel’s naming of the new planet
C. was interested in astronomy
D. gave Herschel a lot of useful suggestions
58. What do we know about Caroline from the passage?
A. She was successful in music.
B. She was titled “The King’s Astronomer”.
C. She died later than her brother.
D. She published two papers.
59. This passage mainly tells readers .
A. some information about Herschel and his sister
B. how Herschel and his sister discovered the planet Uranus
C. Herschel and Caroline got along well with each other
D. Herschel and Caroline’s major scientific publications
Section B
Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.
(A)
The cold northern wind here in the streets of Petersburg strengthens my nerves and fills me with delight. I cannot think of the Pole as cold and empty;in my imagination it is a region of beauty and delight. Who knows what strange landscapes and creatures we may find there. I shall satisfy my curiosity with the sight of an unknown part of the world-and walk where no man has before.Thinking of it, I feel the same joy a child feels when he sails his little boat on a voyage of discovery up his native river.
This voyage was the favorite dream of my early years. My education was neglected, yet I was passionately fond of reading. Uncle Thomas's library contained only books about exploration, which I read day and night. Finally my thoughts comes to the idea of making a voyage of discovery.
Six years have passed since I decided on the present voyage. I can, even now, remember the hour when I committed myself to this great enterprise. I began by making my body used to hardship. I went on whale hunting voyages to the North Sea; I voluntarily endured cold, hunger, thirst, and lack of sleep. I often worked harder than the common sailors during the day. Then, at nights, I studied mathematics, the theory of medicine,and sciences of practical importance for a seagoing adventurer. Twice I took jobs as an officer on a Greenland whaling ship. I felt a little proud when my captain asked me to remain with the ship, so valuable did he consider my services. And now, do I not deserve to achieve some great task? My life might have been passed in ease and comfort, but I preferred glory to every pleasure that wealth placed in my path.
56.What does the author think of the Pole?
A.It reminds him of his childhood.
B. It must be a region full of surprises.
C. It would fulfil his dream to be an adventurer.
D. It's too cold a destination with almost nothing.
57. To realize his childhood dream, the author got _______.
A. physically prepared by experiencing great suffering
B. spiritually prepared by gaining captain's recognition
C. academically prepared by reading books on exploration
D. financially prepared by serving on a whale hunting ship.
58. According to the passage, the author is definitely a person full of _______.
A. curiosity
B. fancy
C. perseverance
D.pride
Section C
Directions：Read the passage carefully. Fill in each blank with a proper sentence given in the box. Each sentence can be used only once. Note that there are two more sentences than you need.
(A)
In 1982, I had responsibility for Stephen Hawking’s third academic book for the Press, Superspace and Supergravity. This was a messy collection of papers from a technical workshop on how to devise a new theory of gravity. While that book was in production, I suggested he try something easier: a popular book about the nature of the Universe, suitable for the general market.
Stephen hesitated over my suggestion. He already had an international reputation as a brilliant theoretical physicist working on rotating black holes and theories of gravity. And he had concerns about financial matters: importantly, it was impossible for him to obtain any form of life insurance to protect his family in the event of his death or becoming totally dependent on nursing care. So, he took precious time out from his research to prepare the rough draft of a book.
At the time, several bestselling physics authors had already published non-technical books on the early Universe and black holes. Stephen decided to write a more personal approach, by explaining his own research in cosmology and quantum theory.
One afternoon, in the 1980s, he invited me to take a look at the first draft, but first he wanted to discuss cash. He told me he had spent considerable time away from his research, and that he expected advances and royalties(定金和版税) to be large. When I pressed him on the market that he foresaw, he insisted that it be on sale, up front, at all airport bookshops in the UK and the US. I told that was a tough call for a university press. Then I thumbed the typescript. To my dismay, the text was far too technical for a general reader.
A few weeks later he showed me a revision, much improved. Eventually, he decided to place it with a mass market publisher rather than a university press. Bantam published A Brief History of Time in March 1988. Sales took off like a rocket, and it ranked as a bestseller for at least five years. The book’s impact on the popularization of science has been incalculable.
56. What suggestion did the writer give to Stephen Hawking?
A. Simplifying Superspace and Supergravity.
B. Formulating a new theory of gravity.
C. Writing a popular book on the nature of the universe.
D. Revising a book based on a new theory.
57. Which of the following was Stephen Hawking most concerned about?
A. Financial returns.
B. Other competitors.
C. Publishing houses.
D. His family’s life insurance.
58. The underlined word “thumbed” is closest in meaning to _______.
A. praised
B. typed
C. confirmed
D. browsed
59. The greatest contribution of the book A Brief History of Time lies in _______.
A. bringing him overnight fame in the scientific world
B. keeping up the living standard of his family
C. making popular science available to the general public
D. creating the rocketing sales of a technical book
Section B
Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.
(A)
Warning from Experts
A growing amount of human- made orbital debris(太空轨道残骸)---from rocket stages and out-of-date satellites---- is circling the Earth. Scientists say the orbital debris, better known as space junk, poses an increasing threat to space activities. “This is a growing environmental problem,”said Nicholas Johnson, the chief scientist and program manager for orbital debris at NASA(美国航空航天局) in Houston, Texas.
Johnson and his team have developed a computer model capable of simulating past and future amounts of space junk. The model predicts that even without future rocket or satellite launches, the amount of debris in low orbit around Earth will steady through 2055, after which it will increase. While current efforts have focused on limiting future space junk, these scientists say removing large pieces of old space junk will soon be necessary.
Since the first launch of satellite in 1957, humans have been generating space junk. The U.S. Space Surveillance Network is currently tracking over 13,000 human-made objects larger than ten centimeters in diameter orbiting the Earth. “Of the 13,000 objects, over 40 percent came from breakups of both spacecraft and rocket bodies,” Johnson said. In addition, there are hundreds of thousands of smaller objects in space. These include everything from pieces of plastic to bits of
paint. Much of this smaller junk has come from exploding rocket stages. Stages are sections of a rocket that have their own fuel or engines.
These objects travel at speeds over 35,000 kilometers an hour. At such high speed, even small junk can tear holes in a spacecraft or disable a satellite by causing electrical shorts that result from clouds of superheated gas.
Johnson believes it may be time to think about how to remove junk from space. Previous proposals range from sending up spacecrafts to grab junk and bring it down to using lasers to slow an objects orbit to cause it to fall back to Earth more quickly. Given current technology, those proposals appear neither technically nor economically practical, “Space junk is like any environmental problem,” Johnson admits. “I t’s growing. If you don’t deal with it now, it will only become worse, and the solutions in the future are going to be even more costly.”
56. What is this passage mainly talking about?
A. Advanced technology is used to remove space junk.
B. NASA is responsible for the environmental problem.
C. Cleaning up the space junk is greatly needed.
D. Human activities generate much orbital debris.
57. Which of the following is not mentioned in the passage?
A. Rocket launches produce more debris than satellite launches.
B. Space junk is endangering human beings' space activities.
C. It's necessary to clean up the large pieces of old space junk.
D. Even a tiny piece of space junk can destroy a spacecraft
58. What does John think of the previous proposals to grab space junk and bring it down to the earth?
A. Reasonable.
B. Unbelievable.
C. Reliable.
D. Impractical.
Section B
Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.
(A)
Have you ever had the experience of talking to someone
and you think they are lying? Well, you are not alone. We’ve
all had that feeling. But did you know that there are several
things you can look for to see if you are being lied to?
Sometimes you can tell if a person is lying by observing what they do with their body. When people are lying they tend not to move their arms, hands or legs very far from their body. They don’t want to take up very much space because they don’t want to be noticed. Sometimes a person who is lying will not look you in the eyes. Other times people who lie try to look at you in a strong way because they want to convince you they are telling the truth.
Liars also use deflection. For example, if you ask a liar t he question “Did you steal Fatima’s bag?”, they may answer with something like “Fatima is my friend. Why would I do that?” In this situation the person is telling the truth, but they are also not answering the question. They are trying to deflect your attention. Liars may also give too many details. They may try to over-explain things. They do this because they want to convince you of what they are saying.
Often when a person is lying, they do not want to continue talking about their lie. If you think someone is lying, quickly change the subject. If the person is lying, they will appear more comfortable because they are not talking about their lie any longer. A little later, change the subject back to what you were talking about before. If the person seems uncomfortable again, they may be lying.
It’s very hard for a liar to avoid filling silence created by you. He or she wants you to believe the lies being woven; silence gives no feedback on whether or not you’ve bought the story. If you’re a good listener, you’ll already be avoiding interruptions, which in itself is a great technique to let the story unfold.
Just because a person is showing these behaviors, it does not mean they are lying. They might be shy or nervous. But, if you think someone is lying, you might want to use some of these techniques. Hopefully, you won’t need to very often.
56. By saying “Liars also use deflection”, the writer means that liars may __________.
A. tell great stories
B. change tone of voice
C. ask a question in reply
D. avoid direct answers
57. According to the passage, a person could be lying if he or she ____________.
A. offers more information than necessary
B. appears to be shy or nervous
C. changes the subject of the conversation
D. speaks very fast and vaguely
58. Which of the following can be learned from the passage?
A. Liars always try to avoid direct eye contact when they tell lies.
B. We can make people lie by changing the subject in a conversation.
C. Liars are often expansive in hand and arm movements while talking.
D. We make liars uncomfortable by giving no feedback in a conversation.
59. The passage mainly talks about __________.
A. who deceives us
B. why people tell lies
C. how to detect lies
D. what to do with liars
Section B
Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.
A
If a diver surfaces too quickly, he may suffer the bends. Nitrogen(氦)dissolved in his blood is suddenly liberated by the reduction of pressure. The consequence, if the bubbles accumulate(累积) In a joint,, is sharp pain and a bent body—thus the name. If the bubbles form in his lungs or his brain, the consequence can be death.
Other air-breathing animals also suffer this decompression (减压) sickness if they surface too fast: whales, for example. And so, long ago, did ichthyosaurs(鱼龙).
That these ancient sea animals got the bends can be seen from their bones. If bubbles of nitrogen form inside the bone they can cut off its blood supply. This kills the cells in the bone, and consequently weakens it, sometimes to the point of collapse. Fossil bones that have caved in on themselves are thus a sign that the animal once had the bends.
Bruce Rothschild of the University of Kansas knew all this when he began a study of ichthyosaur bones to find out how widespread the problem was in the past. What he particularly wanted to investigate was how ichthyosaurs adapted to the problem of decompression over the
150 million years. To this end, he and his colleagues traveled the world's natural-history museums, looking at hundreds of ichthyosaurs from the Triassic period and from the later Jurassic and Cretaceous periods.
When he started, he assumed that signs of the bends would be rarer in younger fossils, reflecting their gradual evolution of measures to deal with decompression. Instead, he was astonished to discover the opposite. More than 15% of Jurassic and Cretaceous ichthyosaurs had suffered the bends before they died, but not a single Triassic specimen(标本)showed evidence of that sort of injury.
If ichthyosaurs did evolve an anti-decompression means, they clearly did so quickly-and, most strangely, they lost it afterwards. But that is not what Dr. Rothschild thinks happened. He suspects it was evolution in other animals that caused the change.
Whales that suffer the bends often do so because they have surfaced to escape a predator (掠食性动物) such as a large shark. One of the features of Jurassic oceans was an abundance of large sharks and crocodiles, both of which were fond of ichthyosaur lunches. Triassic oceans, by contrast, were mercifully shark and crocodile-free. In the Triassic, then, ichthyosaurs were top of the food chain. In the Jurassic and Cretaceous, they were prey (猎物)as well as predator—and often had to make a speedy exit as a result.
56. Which of the following is a typical symptom of the bends?
A. A twisted body
B. A gradual decrease in blood supply.
C. A sudden release of nitrogen in blood.
D. A drop in blood pressure
57. The purpose of Rothschild's study is to see___.
A. how often ichthyosaurs caught the bends
B. how ichthyosaurs adapted to decompression
C. why ichthyosaurs bent their bodies
D. when ichthyosaurs broke their bones
58. Rothschild's finding stated in Paragraph 4_____.
A. confirmed his assumption
B. speeded up his research process
C. disagreed with his assumption
D. changed his research objectives
59. Rothschild might have concluded that ichthyosaurs_______.
A. failed to evolve an anti-decompression means
B. gradually developed measures against the bends
C. died out because of large sharks and crocodiles
D. evolved an anti-decompression means but soon lost it
Section B
Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.
A
One Friday morning, before Michael was leaving for work he told his wife that he had finally determined to ask his boss for a salary raise. All day Michael felt nervous and anxious as he thought about the upcoming showdown. What if Mr. Duncan refused to grant his request? Michael had worked so hard in the last 18 months and brought some great benefits to Braer and Hopkins Advertising Agency. Of course, he deserved a wage increase.
The thought of walking into Mr. Duncan's office left Michael weak in the knees. Late in the afternoon he was finally courageous enough to approach his superior. To his delight and surprise, the ever- frugal (一惯节省的) Rowland Duncan agreed to give Michael a raise!
Michael arrived home that evening-despite breaking all city and state limits-to a beautiful table set with their best china, and candles lit. His wife, Cassie, had prepared a delicate meal including his favourite dishes. Immediately he thought someone from the office had tipped her off!
Next to his plate Michael found a beautiful lettered note. It was from his wife. It read: "Congratulations, my love! I knew you'd get the raise! I prepared this dinner to show just how much I love you. I am so proud of your accomplishments!" He read it and stopped to think about how sensitive and caring Cassie was.
After dinner, Michael was on his way to the kitchen to get dessert when he observed that a second card had slipped out of Cassie's pocket onto the floor. He bent forward to pick it up. It read:
"Don't worry about not getting the raise! You do deserve one! You are a wonderful provider and I prepared this dinner to show you just how much I love you even though you did not get the increase."
Suddenly tears swelled in Michael's eyes. Total acceptance! Cassie's support for him was not conditional upon his success at work.
The fear of rejection is often softened and we can undergo almost any setback or rejection when we know someone loves us regardless of our success or failure.
56. What was Michaels plan that Friday?
A. To find a job with the Braer and Hopkins Advertising Agency.
B. To ask for a wage increase from his boss.
C. To celebrate his success.
D. To ask his boss to come for dinner.
57. On his way back home, Michael______.
A. felt weak in the knees
B. was punished by the traffic policeman
C. was too anxious to share the news with his wife
D. couldn't wait to enjoy a meal
58. Which of the following statements about the story is FALSE?
A. Michael was afraid that his request would lead to a disaster.
B. Michael had worked very hard and done his part for the company.
C. Michael's boss agreed to his request.
D. One of Michael's colleagues had told his wife the good news.
59. According to the passage, which of the following can best describe Michael's wife, Cassie?
A. Passionate, thoughtful and talented.
B. Considerate, generous and reliable.
C. Decisive, optimistic and energetic.
D. Caring, tolerant and supportive.
Section C
Directions: Read the following passage. Fill in each blank with a proper sentence given in the box.
Each sentence can be used only once. Note that there are two more sentences than you need.
(A)
Last October, I was on a diving holid ay in the Philippines with with seven other advanced divers. I dived off the boat, slowly sinking to about 20m.
After nearly 45 minutes, the sound of my breathing was drowned out by a low rumble like an engine, and I felt deep, powerful vibrations(震动), as if a big boat with a propeller was passing overhead. The dive instructor's eyes were wide with confusion too. We both swam next to each other, staying close to the side of the reef(礁石). The situation felt sinister.
Then we were enveloped by clouds of white sand that mushroomed up around us, Could it be an underwater bomb? A giant turtle raced past us and into the deep; they are normally slow movers, so this was very weird behaviour. The vibration became so intense that I could feel it in my bones, and the sound turned into a deafening roar. Suddenly, a few meters below us, breaks began forming and the sand was sucked down. That's when I realized it was an earthquake. The noise was the sound of the Earth splintering open and grinding against itself.
The instructor and I held hands and looked into each other's eyes; I felt comforted by his presence. I was numb(麻木的) for terror but clear-headed. My body went on high alert, ready to react. But I have no power over whatever this is. The only option is to stay very still and let it do whatever it's going to do.
It took enormous willpower to resist the urge to swim to the surface, which is not sensible as situation on the surface at that time was ambiguous with potential threats pending. Soon we saw other divers.
The sound and vibration lasted only two or three minutes and when they stopped I heard the swoosh of sand falling over the seabed. We all held hands before resurfacing to avoid decompression sickness, which can be fatal. When up,It was a huge relief to see all the divers and we all shared incredulous looks before pulling out our breathing apparatus and shouting, "What was that?"
Back on the boat, we rushed to check the news and discovered we had witnessed a huge earthquake, measuring 7.2 on the Richter scale. It released more energy than 30 Hiroshima bombs, though it seemed that we were not at at the epicentre(震中). I was high and felt lucky surprisingly
not because of my recent survival miracle, but to have experienced nature at its most stunning and its most frightening.
56. How did the author realize that they met with an earthquake?
A. By feeling the violent shake under the sea.
B. By witnessing a normally-slow turtle quickly moving by.
C. By seeing the seafloor crack.
D. By checking the news and be informed of the event.
57. Why didn’t the author rise to the surface before the vibration stopped?
A. Because the instructor gestured him not to rise.
B. Because he was numb in body.
C. Because he could sense the unclear water situation.
D. Because he tried to avoid unexpected danger above.
58. Which of the following statements is TRUE according to the passage?
A. At the beginning of the event, a big boat passed by causing big vibration.
B. All the divers used the reef as the protection against the violent vibration.
C. I felt relieved as the instructor was experience in handling situations like this.
D. Powerless to fight nature, I was tame when under the water.
59. Why did the author feel fortunate on the boat?
A. Because he was not at the epicenter of the earthquake.
B. Because he finally survived a huge earthquake.
C. Because he could witness a rare natural phenomenon.
D. Because he didn’t suffer from decompression sickness.
Section B
Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.
(A)
In the world of higher education in the United States, competition seems more common than schools working together. Every college and university competes for students, as well as the best
teachers and money for research programs.
But one thing almost every school has in common is the difficulty they face in serving low-income students. The National Center for Education Statistics reports that low-income college students are less likely to complete their study programs than other students.
It was only natural that the leaders of Michigan State University and ten other universities discussed this issue when they met in 2014. The 11 schools are spread across the United Sates and serve different populations and needs. But their leaders all saw improving graduation rates for all students as the biggest problem facing American higher education.
So the group created an organization called the University Innovation Alliance or UIA for sharing information related to this problem. Its main goal is to get 68,000 more students at the member schools to graduate by 2025, with at least half of those students being low-income. The 11 schools now say their number of graduates has increased by over 7,200 in just three years. This includes an almost 25 percent increase in the number of low-income graduates.
How were they able to make this happen? It began with each university looking at its own situation and finding out what it had been doing right and what it had been doing wrong.
For example, before joining the UIA, academic advising at Michigan State mostly involved reacting to problems students faced after the problems had already arisen. Then school officials heard about a computer program that fellow UIA member Georgia State University was using. This computer program follows decisions students make about their classes and the progress they are making in their studies. It then sends academic advisors messages whenever a student shows signs that they are making mistakes or facing difficulties. Hat way the advisors can try to help students before the problems become too serious. Michigan State began using the computer program and it has meant a world of difference. Michigan States has not only received useful information from its parents. It has also shared helpful information of its own.
Bridget Burns, the executive director for the UIA, says efforts like this have never been as successful. “There are rankings that measure all kinds of things,” Burns said. “But how well you do for low-income students has not historically been highlighted.”
56. What led to the setting up of the UIA?
A. The low graduation rates
B. The great need of low-income students.
C. The inefficiency of learning
D. The severe competition between schools。