2013-2014学年第二学期高二年级第一次

月考

英 语 试 卷

（考试时间：120分钟，满分：150分）

第Ⅰ卷

第一节：完形填空（共20小题；每小题1.5分，满分30分）

阅读下面短文，掌握其大意，然后从各题所给的A、B、C、D四个选项中，选出最佳选项。

We have been driving in fog all morning，but the fog is lifting now.The little seaside villages are __1__，one by one.“There is my grandmother's house，” I say，__2__ across the bay to a shabby old house.

I am in Nova Scotia on a pilgrimage(朝圣) with Lise，my granddaughter，seeking roots for her，retracing(追溯) __3__ memory for me.Lise was one of the mobile children，__4__ from house to house in childhood.She longs for a sense of __5__，and so we have come to Nova Scotia where my husband and I were born and where our ancestors __6__ for 200 years.

We soon ___7_ by the house and I tell her what it was like here，the memories __8__ back，swift as the tide(潮水)．

Suddenly，I long to walk again in the __9__ where I was once so gloriously a child.It still __10__ a member of the family，but has not been lived in for a while.We cannot go into the house，but I can still walk __11__ the rooms in memory.Here，my mother __12__ in her bedroom window and wrote in her diary.I can still see the enthusiastic family __13__ into and out of the house.I could never have enough of being __14__ them.However，that was long after those childhood days.Lise __15__ attentively as I talk and then says，“So this is where I __16__；where I belong.”

She has __17__ her roots.To know where I come from is one of the great longings of the human __18__.To be rooted is “to have an origin”．We need __19__ origin.Looking backward，we discover what is unique in us；learn the __20__ of “I”．We must all go home again—in reality or memory.

1

Ａ. appearing

Ｂ. moving

Ｃ. exposing

Ｄ. expanding



2

Ａ. referring

Ｂ. travelling

Ｃ. pointing

Ｄ. coming



3

Ａ. shared

Ｂ. short

Ｃ. fresh

Ｄ. treasured



4

Ａ. A.passed

Ｂ. raised

Ｃ. moved

Ｄ. sent



5

Ａ. home

Ｂ. duty

Ｃ. reality

Ｄ. relief



6

Ａ. built

Ｂ. lived

Ｃ. remained

Ｄ. explored



7

Ａ. catch up

Ｂ. pull up

Ｃ. step down

Ｄ. come down



8

Ａ. falling

Ｂ. turning

Ｃ. rushing

Ｄ. bringing



9

Ａ. yard

Ｂ. village

Ｃ. room

Ｄ. house



10

Ａ. adapts to

Ｂ. appeals to

Ｃ. belongs to

Ｄ. occurs to



11

Ａ. across

Ｂ. through

Ｃ. along

Ｄ. past



12

Ａ. lay

Ｂ. played

Ｃ. stood

Ｄ. sat



13

Ａ. marching

Ｂ. looking

Ｃ. breaking

Ｄ. pouring



14

Ａ. between

Ｂ. with

Ｃ. near

Ｄ. behind



15

Ａ. wonders

Ｂ. listens

Ｃ. reacts

Ｄ. agrees



16

Ａ. began

Ｂ. grew

Ｃ. studied

Ｄ. stayed



17

Ａ. deepened

Ｂ. recognized

Ｃ. accepted

Ｄ. found



18

Ａ. heart

Ｂ. rights

Ｃ. interest

Ｄ. behaviors



19

Ａ. one

Ｂ. its

Ｃ. that

Ｄ. every



20

Ａ. meaning

Ｂ. expression

Ｃ. connection

Ｄ. background





第二节: 阅读理解（共20小题；每小题2分，满分40分）

阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项

A

One day, when I was working as a psychologist(心理学家) in England, a young boy showed up in my office. It was David. He kept walking up and down restlessly, his face pale, and his hands shaking slightly. His head teacher had introduced him to me before. “This boy has lost his family,” he wrote. “He is understandably very sad and refuses to talk to others,

and I’m very worried about him. Can you help?” I looked at David and showed him to a chair. How could I help him? There are problems which psychology doesn’t have the answer to, and which no words can describe. Sometimes the best thing one can do is to listen openly and silently. And I would do in this way.

The first two times we met, David didn’t say a word. He sat there, only looking up to look at the children’s drawings on the wall behind me. I suggested we play a game of chess. He nodded. After that he played chess with me every Wednesday afternoon—in complete silence and without looking at me. It’s not easy to cheat in chess, but I admit I made sure David won once or twice. Usually, he arrived earlier than agreed, took the chess board and pieces from the shelf and began setting them up before I even got a chance to sit down. It seemed as if he enjoyed my company. But why did he never look at me? “Perhaps he simply needs someone to share his pain with,” I thought. “Perhaps he senses that I respect his suffering.” Some months later, when we were playing chess, he looked up at me suddenly. “It’s your turn,” he said.

After that day, David started talking. He got friends in school and joined a bicycle club. He wrote to me a few times, about his biking with some friends, and about his plan to get into university. Now he had really started to live his own life. Maybe I gave David something. But I also learned that one—without any words—can reach out to another person. All it takes is a hug, a shoulder to cry on, a friendly touch, and an ear that listens.

21. When he first met the author, David_________.

A. felt a little excited B. walked stubbornly

C. looked a little nervous D. showed up with his teacher

22. As a psychologist, the author __________.

A. was uncertain about psychology

B. was ready to listen to David

C. was able to describe David’s problem

D. was sure of solving David’s problem

23. David enjoyed being with the author because he____________.

A. needed to share pain with the author

B. wanted to ask the author for advice

C. liked the children’s drawing in the office

D. beat the author many times in the chess game

24. What can be inferred about David?

A. He recovered after months of treatment.

B. He liked biking before he lost his family.

C. He went into university soon after starting to talk.

D. He got friends in school before he met the author.

25. What made David change?

A. His teacher’s help.

B. His exchange of letters with the author.

C. The author’s friendship.

D.The author’s silent communication with him.

B

How many coins have you got in your pocket right now? Three? Two? Or one? With a phone card you can make up to 200 calls without any change at all.

1. What do you do with it?

Go to a telephone box marked “Card Phone”. Put in your card, make your call and when you’ve finished, a screen tells you how much is left on your card.

It costs no extra for the cards, and the calls cost 10p per unit, the same as any other payphone call.

You can buy them in units of 10, 20, 40, 100 or 200.

2. Now appearing in a shop near you

Near each Card Phone place you’ll find a shop where you can buy one. They’re at bus, train and city tube(地铁) stations.

At many universities, hospitals and clubs, restaurants and gas stations on the highway and shopping centers.

At airports and seaports.

3. No more broken payphones

Most broken payphones are like that because they’ve been vandalized(破坏了的). There are no coins in Card Phone to excite thieves’ interest in it. So you’re not probably to find a vandalized one.

Get a phone card yourself and try it out. Or get a bigger wallet.

26. The passage is most probably _______.

A. a warning B. a note C. an advertisement D. an announcement

27. There are three parts in the passage. Which section do you think is about why card phones are good?

A. Part 1 B. Part 2 C. Part 3 D. None

28. Choose the right order of the steps under “How you use phone card”.

a. Put in your phone card.

b. Look at the screen to find out how many calls you can still make.

c. Go to the telephone box marked “Phone card”.

d. Make your call.

A. a, b, c, d B. c, a, d, b C. a, d, c, b D. c, d, a, b

29. According to the information you get from the passage, how much does a card with 40 units cost?

A. 4 pounds B. 40 pounds C. 400 pounds D. 100 pounds

30. The last sentence “Or get a bigger wallet.” means “_______.”

A. Phone cards are cheap

B. You cannot use all payphones

C. Thieves will not break card phones

D. Or people have to carry much money

C

Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can improve performance at work and school. Cognitive(认知学派的) researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on approval and gifts from others.

The latter view has gained many supporters, especially among educators. But the careful use of small monetary(金钱的) rewards sparks creativity in grade-school children, suggesting that properly presented inducements(刺激) indeed aid inventiveness, according to a study in the June Journal of Personality and Social Psychology.

“If kids know they’re working for a reward and can focus on a relatively challenging task, they show the most creativity,” says Robert Eisenberger of the University of Delaware in Newark. “But it’s easy to kill creativity by giving rewards for poor performance or creating too much anticipation（预期） for rewards.” A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and restore failing grades.

In earlier grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points toward valued rewards, shows promise in raising effort and creativity, the Delaware psychologist claims.

31. Psychologists are divided with regard to their attitudes toward______.

A. the choice between spiritual encouragement and monetary rewards

B. the amount of monetary rewards for students’ creativity

C. the study of relationship between actions and their consequences

D. the effects of external rewards on students’ performance

32. What is the response of many educators to external rewards for their students?

A. They have no doubts about them. B. They have doubts about them.

C. They approve them. D. They avoid talking about them.

33. Which of the following can best raise students’ creativity according to Robert Eisenberger?

A. Assigning them tasks they have not dealt with before.

B. Assigning them tasks which require inventiveness.

C.