上海2012年春季高考英语试卷
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I. Listening Comprehension Section A
1. A. In a restaurant. B. In a library. C. In a hotel, D. In a bookshop. 2. A. Husband and wife. C. Boss and secretary.
B. Customer and shop assistant. D. Teacher and student.
3. A. On Monday. B. On Tuesday. C. On Wednesday. D. On Thursday. 4. A. The jacket is too big for him. B. It's been too warm to wear the jacket. C. He doesn't like cold weather. D. He bought the jacket when it was cool. 5. A. He prefers to work part-time. B. He wants to change his class schedule. C. He has trouble finding a part-time job. D. He doesn't want to work on campus. 6. A. They have to change their weekend plans. B. They recently visited Mount Forest. C. They will join the outdoor club next year. D. They are going camping this weekend. 7. A. She likes playing tennis. B. She is looking forward to the game. C. The forecast is accurate. D. The game depends on the weather. 8. A. He's not feeling well. B. He spends a lot of time in the lab. C. His absence is surprising. D. He hasn't checked the lab.
9. A. He'll look for it. B. He'll get someone to have a look. C. He'll park it somewhere. D. He'll ask someone to park it. 10. A. They were warmly welcomed there.
B. They had something unpleasant on the way.
C. They didn't enjoy their stay there. D. They had a good time before arrival. Section B
Questions 11 through 13 are based on the following passage.
11. A. A good income. B. Eighteen days' holiday. C. Five working hours daily. D. Regular promotions. 12. A. Whether the train is on time. C. How the timetable is arranged. 13. A. Both boys and girls hope to drive trains. C. Traditional career patterns often change.
B. Who drives the Tube train. D. What service is offered.
B. Women can break bad news sympathetically. D. London Tube is hiring more women drivers.
Questions 14 through 16 are based on the following passage.
14. A. Right after higher education. B. Just before entering career life. C. Right after secondary school. D. Just before military service. 15. A. Attend commercial courses. B. Train as a salesperson. C. Help enroll bright students. 16. A. Enriching their work and life experiences. C. Expanding their knowledge in marketing.
D. Work on a new project.
B. Increasing their physical strength.
D. Helping them gain high scores in exams.
Section C
Blanks 17 through 20 are based on the following conversation. Complete the form. Write ONE WORD for each answer. School Life Survey Name: 17 Smith Class: 18 Favourite subjects: Computer 19 and P.E. Three favourite places: Computer room, school garden and 20 第1页
Blanks 21 through 24 are based on the following conversation
Complete the form. Write NO MORE THAN THREE WORDS for each answer. What was Bob's request? What were raises in the company based on? What did the boss finally say to Bob? II. Grammar and Vocabulary Section A
25. A huge amount of money has been spent______the new bridge.
A. in B. on C. with D. for 26. They don't come to the book club any more, for ______reasons or other.
A. some B. all C. either D. both 27. You _____ bring your identification when you open a bank account.
A. may B. can C. must D. will
28. After the accident, we are _____ concerned with the safety of school buses than we used to be. A. little
B. less
C. much D. more
29. Before I began this job, I _____ a baby sitter for two years. A. have been B. was C. would be D. had been 30. The diamond mine _______ accidentally by a little boy when he was playing hide-and-seek. A. discovered
B. was discovered C. has been discovered D. would discover
31. Tom looked upon the test as an obstacle _____ his classmates regarded it as a challenge. A. while B. because C. unless D. if
32. People have learnt the importance of keeping a balanced diet _____ their nutritional needs. A. satisfy B. satisfied C. to satisfy D. having satisfied 33. Once __, Jo devoted her life to looking after children and being a full-time homemaker. A. having married B. being married C. marrying D. married 34. _____ you take a photo, you should always check the position of the sun.
A. Before B. After C. Because D. Though 35. Despite the fact _____ they lacked food, the explorers continued towards the goal. A. which B. that C. what D. whether 36. Sailing across the ocean alone was an achievement_______took courage.
A. what B. who C. which D. where 37. _____a wet football can hurt your foot if you are not careful.
A. Kicking B. Kicked C. Having kicked D. Kick 38. It was not until 1920 American women had the chance to vote in national elections. A. when B. that C. where D. which 39. Portable videophones will show us _____ is happening at the other end of the line. A. which B. what C. how D. why 40. Big companies usually have a lot of branch offices _____ in different parts of the world. A. to have operated
B. be operated C. operating
D. having operated
Section B A. accounted B. average C. continuous D. rank E. link F. comparison G additional H. associated I. risk J. confirmed 第2页
To increase 21 They were based on 22 Bob would have to 24 for himself. When could Bob earn a raise according to the boss? When he made the office run 23
Television watching is an activity which is known to be harmful to health and is distinct from getting too little exercise. But a new study suggests its damaging effects may even 41 alongside those from smoking and obesity (肥胖). Researchers who studied television viewinghabits in Australia calculated that people who watch for a(n) 42 of six hours a day shorten their lift, expectancy (预期寿命) by almost five years.
They based their calculations on data on the 43 between television viewing and death from the Australian obesity and lifestyle study which involved l 1,000 adults aged 25 and over. Applying these findings to the whole population over 25, who are estimated to have watched 9.8 billion hours of TV in 2008, they concluded that it 44 for 286,000 years of life lost—equivalent to 22 minutes for each, hour watched. By 45 , smoking one cigarette is estimated
to shorten life expectancy by 11 minutes -- equivalent to half an hour of TV watching.
Writing in the British Journal of Sports Medicine, the authors from the University of Queensland, say the figures suggest \ 46 with too much TV viewing.\to be similarly affected \the typically large amounts of time spent watching TV and the similarities in disease patterns.\ 47 and shown to reflect a cause and effect relationship, TV viewing is a public health problem comparable in size to established behavioral risk factors.\
Researchers from Taiwan University found even those who did as little as 92 minutes' exercise a week,—equivalent to 15 minutes a day for six days a week -- reduced their 48 of death by 14 per cent. Even this small amount of exercise could postpone one in six of all deaths — similar to the effects of a stop-smoking programme. Each 49 15 minutes a day reduced the death rate by a further 4 per cent.
III. Reading Comprehension
Section A
A screen door (纱门) allows for an open view while at the same time affording a degree of privacy. 50 , communication between parents and their child away at college should have openness in expressing viewpoints but, at the same time, it should demonstrate a respect for privacy. Staying in touch with each other is important because without 51 , there is no connection and worry can take over. All involved should try to be 52 in listening to, understanding and dealing with special concerns or needs that arise whether they be from the student, parents or friends.
For the happy student adjusting well at school, calls to home can be infrequent. This is not necessarily a cause for parents to 53 . While parents are naturally 54 about what their child is up to, the majority of students are busy getting accustomed to their new home, making new friends and 55 to new schedules and activities. The fact is that without any ill intention on purpose, they can spend little time thinking about home and they may not appreciate the degree of their parents' 56 curiosity.
For the student who is not adjusting well at school, calls to home will probably be mademore 57 . This circumstance can bring a 58 period for both parent and child. For the parents at home, it can be terribly 59 to sense their child is unhappy. It is difficult to judge how we should react to this challenge: as 60 , we want to bring our children home to the safety of our nest; in our parent-teacher role, we want to 61 the ties and allow our child the opportunity to make it on his/her own.
For the student away at school, unhappiness can be lonely and frightening and in some cases, it can lead to depression and illness. There is a sense of 62 for some homesick students who fear that Mom and Dad will 63 their inability to cope with the new environment. This is especially true when the homesick one sees classmates adjusting somewhat effortlessly. No matter what the circumstances are that have created 64 , communication between parent and child must remain open, honest and in balance. 50. A. Relatively 51. A. sacrifice 52. A. sensitive 53. A. worry 54. A. uninformed 55. A. adding
B. Contrarily B. privacy B. confident B. regret B. curious B. referring
C. Typically C. appreciation C. casual C. cheer C. happy C. adjusting
D. Similarly D. communication D. modest D. wonder D. sensible D. leading
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56. A. strange 57. A. formally 58. A. disappointing 59. A. damaging 60. A. protectors 61. A. maintain 62. A. relief 63. A. get bored with 64. A. opportunity Section B
B. increasing B. frequently B. recovering B. disturbing B. reminders B. establish B. responsibility B. get upset with B. uncertainty
C. awakened C. sincerely C. challenging C. demanding C. inspectors C. restore C. achievement C. be ignorant of C. unhappiness (A)
For six hours we shot through the landscape of the Karoo desert in South Africa. Just rocks and sand and baking sun. Knowing our journey was ending, Daniel and I just wanted to remember all we had seen and done. He used a camera. I used words. I had already finished three notebooks and was into the fourth, a beautiful leather notebook I'd bought in a market in Mozambique.
Southern Africa was full of stories. And visions. We were almost drunk on sensations. The roaring of the water at Victoria Falls, the impossible silence of the Okavango Delta in Botswana. And then the other things: dogs in the streets, whole families in Soweto living in one room, a kilometre from clean water.
As we drove towards the setting sun, a quietness fell over us. The road was empty -- we hadn't seen another car for hours. And as I drove, something caught my eye, something moving next to me. I glanced in the mirror of the car; I glanced sideways to the right, and that was when I saw them. Next to us, by the side of the road, thirty, forty wild horses were racing the car, a cloud of dust rising behind them -- brown, muscular horses almost close enough to touch them, to smell their hot breath. I didn't know how long they had been there next to us.
I shouted to Dan: \seconds, then disappeared far behind us, a memory of heroic forms in the red landscape. When Daniel woke up an hour later I told him what had happened.
\ \ \ \ou were the one who was sleeping!\
'Typical, he said. \ We checked into a dusty hotel and slept the sleep of the dead.
65. During their journey in Africa, the two travelers________.
A. made friends with local residents C. enjoyed the sunset in the Karoo desert most
B. complained about the poor living conditions D. recorded their experiences in different ways
D. Running dogs. D. normal D. patiently D. training D. exhausting D. individuals D. cut
D. embarrassment D. be honest with D. nervousness
66. What does the phrase \
A. Racing cars. B. Wild horses. C. Eye-catching locals. 67. What did Daniel think when he woke up and was told what had happened? A. He always missed out on the best thing. C. A sound sleep was more important. 68. What is 'the passage mainly about?
A. How to view wildlife in Africa. C. Tourist attractions in southern Africa.
B. Running into wildlife in Africa.
D. Possible dangers of travelling in the desert. (B)
B. He had already taken beautiful pictures. D. The next trip would be better.
The Age of Unreason
Charles Handy
In his book The Age of Unreason Professor Handy describes the dramatic changes that are taking place in our lives
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today and warns that we must adapt to these changes if we want to survive in the future.
Handy believes that in the future less than 50% of the workforce will be employed full-time by an organization. These full-time employees will be the qualified professionals, technicians, and managers who are essential to an organization. Their working lives will be a lot more demanding than today, but in return they will be well-paid and they will retire earlier. The rest of the workforce will Be self-employed or will work part-time, providing organizations with the products and services they require on a contract basis. Handy forecasts a big increase in the number of working mothers in future and believes there will be a large number of unemployed.
Handy gives us plenty of figures to worry about. He estimates that by the year 2040, one person in five will retire, and one in ten will be over seventy-five years old. There will be one retiree to every three people of working age, and even more than that in countries such as Germany and Switzerland, where the proportion will be as much as one to two. Retirees will remain healthy and active for longer than they do today and many will live to be a hundred years old, a fact which leads Handy to suggest that the term retirement will no longer be appropriate. He suggests the third age is a more appropriate description, since it will be as important a part of our lives as the first age of learning and the second age of working are for us today.
69. Professor Handy wrote the book most probably to________.
A. warn us of potential social problems in the future C. describe the effect of unemployment on society A. adapt to the changes in retirement easily C. have fewer full-time workers than today
B. predict the leading professions in the coming years D. suggest a better term for future retirement B. be mainly self-employed D. work on a contract basis
B. ageing will be a common and serious problem
70. According to Protcssor Handy, the future workforce will________.
71. From the last paragraph, we learn that about 30 years from now,________.
A. the number of retirees will double in many countries
C. 10% of the population will live to be 100 years old D. the third age will be the most important part of our lives
(C)
Frederic Mishkin, who's been a professor at Columbia Business School for almost 30 years, is good at solving problems and expressing ideas. Whether he's standing in front of a lecture hall or engaged in a casual conversation, his hands are always waving and pointing. When he was in graduate school, one of his professors was so annoyed by this constant gesturing that he made the young economist sit on his hands whenever he visited the professor's office.
It turns out, however, that Mishkin's professor had it exactly wrong. Gesture doesn't prevent but promotes clear thought and speech. Research demonstrates that the movements we make with our hands when we talk form a kind of second language, adding information that's absent from our words. It's learning's secret code: Gesture reveals what we know. It reveals what we don't know. What's more, the agreement (or lack of agreement) between what our voices say and how our hands move offers a clue to our readiness to learn.
Manyof the studies establishing the importance of gesture to learning have been conducted by Susan Goldin-Meadow, a professor of psychology at the University of Chicago. \in a review of this work. Particularly significant are what she calls \between oral expression and physical gestures. A student might say that a heavier ball falls faster than a light one, for example, but make a gesture indicating that they fall at the same rate, which is correct. Such differences indicate that we're moving from one level of understanding to another. The thoughts expressed by hand motions are often our newest and most advanced ideas about the problem we're working on; we can't yet absorb these concepts into language, but we can capture them in movement.
Goldin-Meadow's more recent work strews not only that gesture shows our readiness to
learn, but that it actually helps to bring learning about. It does so in two ways. First, it elicits (引出) helpful behavior from others around us. Goldin-Meadow has found that adults respond to children's speech-gesture mismatches by adjusting their way of instruction. Parents and teachers apparently receive the signal that children are ready to learn, and they act on it by offering a greater variety of problem-solving techniques. The act of gesturing itself also seems to quicken learning, bringing new knowledge into consciousness and aiding the understanding of new concepts. A 2007 study by Susan Wagner Cook, an assistant professor of psychology at the University of Iowa, reported that third-graders who were asked to gesture while
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