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1、.2017-20182017-2018 学年度学年度 XXXX 定州中学第定州中学第 2 2 次月考次月考高二英语高二英语第一部分：第一部分：听力听力 满分满分 3030 分分第一节 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。1.What are the speakers talking about?A.A literature class.B.A teacher.C.A novel.2
2、.Where are the cash machines?A Next to an Internet caf.B Beside a department store.C Across from abank.3.What is the woman thinking about?A.What to buy for Susans birthday.B.How to celebrate Susans birthday.C.Whether to go to Susans birthday party.4 What does the man mean?A The Steelers will win the
3、 game.B.The bad weather will affect the result of the game.C.Its difficult for the Steelers to play under bad weather.5 What makes the woman happy?A.She has got a promotion.B.She has got a new job.C.She has rented anew house.第二节共 15 小题,每小题 1.5 分,满分 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
4、选出最佳选项。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。请听第 6 段材料,回答第 6、7 题6.What is the man probably?.A.A secretary.B.A tour guide.C.A hotel receptionist.7.Why will the woman visit St.Petersburg again?A.To do business.B.To visit the man.C.To attend a festival.请听第 7 段材料,回答第 8-10 题8.Wher
5、e are the speakers probably?A.In a restaurant.B.In the mans apartment.C.In the womansapartment.9.What would the man like to drink?A.Milk tea.B.Black coffee.C.Coffee with sugar.10.What is said about the Taylors?A.They live in the same building as the woman.B.They have two notebook computers.C.They we
6、re robbed last month.请听第 8 段材料,回答第 11、12 题11.What happened to the man about ten days ago?A.He had a very bad cold.B.He had a small operation.C.He felt too tired to go to work.12.What is the man going to do?A.Go for a check-up.B.Go to work.C.Visit a doctor.请听第 9 段材料,回答第 13 至 16 题13.What does the man
7、ask the woman to do?A.Get a taxi for him.B Show him her bag.C.Drive him to the railwaystation.14.How does the woman react to the mans request?A.She acts politely.B.She is rude.C.She turns a deaf ear.15.What do we know about the woman?A.She might have done something illegal.B.She likes collecting men
8、s watches.C.She smokes in public.16.What will the man do next?A.Apologize to the woman.B.Ask the woman to hand in her bag.C.Take the woman away by force.请听第 10 段材料,回答第 17 至 20 题17.What is the speaker?A.A host.B.A governor.C.A shop owner.18.What are the prices in the survey based on?A.The price of go
9、ods representing the country.B.The cost of the same basket in a city of the country.C.Money spent on buying the same goods in the typical city of the country.19.Which country has the second highest price according to the survey?A.Denmark.B.Sweden.C.France.20.What is said about Poland?A.It has the lo
10、west standard of living.B.It has the lowest pay.C.It is at the bottom of the table of working hours.二、阅读理解二、阅读理解That robots,automation,and software can replace people might seem obvious to anyonewhosworkedinautomotivemanufacturing.ButMITbusinessscholarsErikBrynjolfsson and Andrew McAfees claim is mo
11、re troubling and controversial.Theybelieve that rapid technological change has been destroying jobs faster than it iscreating them.They believe that technology increases productivity and makes societies wealthier,.but it became clear to them that the same technologies making many jobs safer,easier,a
12、nd more productive were also reducing the demand for many types of human workers.Technologies like the Web,artificial intelligence,and big data are automating manyroutine tasks.Countless traditional white-collar jobs,such as many in the postoffice and in customer service,have disappeared.As evidence
13、,Brynjolfsson and McAfee point to a chart on which separate lines representproductivity and total employment in the United States.For years after World WarII,the two lines closely tracked each other,with increases in jobs correspondingto increases in productivity.Then,beginning in 2000,the lines div
14、erge;productivitycontinues to rise steadily,but employment suddenly shrinks.By 2011,a significantgap appears between the two lines,showing economic growth with no parallel increasein job creation.United States Productivity and EmploymentBut are these new technologies really responsible for a decade
15、of lackluster job growth?David Autor,an economist at MIT who has studied the connectionsbetween jobs and technology,doubts that technology could account for such a suddenchange in total employment.Moreover,he also doubts that productivity has,in fact,risen steadily in the United States in the past d
16、ecade.If hes right,it raisesthe possibility that poor job growth could be simply a result of a depressed economy.The sudden slowdown in job creation is a big puzzle,he says,but theres nota lot of evidence that its linked to computers.To be sure,computer technologiesare changing the types of jobs ava
17、ilable,but that is very different from sayingtechnology is affecting the total number of jobs,he adds.Jobs can change a lotwithout there being huge changes in employment rates.Lawrence Katz,a Harvard economist,says that while technological changes can bepainful for workers whose skills no longer mat
18、ch the needs of employers,no historicalpattern shows these shifts leading to a net decrease in jobs over an extended period.Still,Katz doesnt dismiss the notion that there is something different abou ttodays digital technologies.Though he expects the historical pattern to hold,itis genuinely a quest
19、ion,he says.If technology disrupts enough,who knows whatwill happen?21Which period on the chart strongly supports McAfees claim?A.19471967.B.19851987.C.19972000.D.20112013.22According to David Autor,the change in job growth _.A.is not necessarily caused by technologyB.results from a weakening econom
20、yC.has no connection with productivityD.affects the current types of jobs23What is Lawrence Katzs attitude towards the topic?A.Optimistic.B.Defensive.C.Objective.D.Disapproving.24The main purpose of the passage is to _.A.show the relation between productivity and job creationB.discuss the effect of
21、technological advances on employmentC.argue against the wide use of artificial intelligenceD.explain the impact of technologies on productivityTwo friends have an argument that bleaks up their friendship forever,even thoughneither one can remember how the whole thing got started.Such sad events happ
22、en overand over in high schools across the country.In fact,according to an official reporton youth violence,In our country today,the greatest threat to the lives of childrenand adolescents is not disease or starvation or abandonment,but the terrible realityof violence.Given that this is the case,why
23、 arent students taught to manage.conflict the way they are taught to solve math problems,drive cars,or stay physicallyfit?First of all,students need to realize that conflict is unavoidable.A report onviolence among middle school and high school students indicates that most violentincidents between s
24、tudents begin with a relatively minor insult.For example,a fight could start over the fact that one student eats a peanut butter sandwich eachlunchtime.Laughter over the sandwich can lead to insults,which in turn can leadto violence.The problem isnt in the sandwich,but in the way students deal witht
25、he conflict.Once students recognize that conflict is unavoidable,they can practice the goldenrule of conflict resolution-stay calm.Once the student feels calmer,he or sheshould choose words that will calm the other person down as well.Rude words,name-calling,and accusation only add fuel to the emoti
26、onal fire.On the other hand,soft words spoken at a normal sound level can put out the fire before it explodesout of control.After both sides have calmed down,they can use another key strategy for conflictresolution:listening.Listening allows the two sides to understand each other.Oneperson should de
27、scribe his or her side,and the other person should listen withoutinterrupting.Afterward,the listener can ask non-threatening questions to clarifythe speakers position.Then the two people should change roles.Finally,students need consider what they are hearing.This doesnt mean trying tofigure out wha
28、ts wrong with the other person.It means understanding what the realissue is and what both sides are trying to accomplish.For example,a shouting matchover a peanut butter sandwich might happen because one person thinks the other personis unwilling to try new things.Students need to ask themselves que
29、stions such asthese:How did this start?What do I really want?What am I afraid off?As the issuebecomes clearer,the conflict often simply becomes smaller.Even if it doesnt,careful thought helps both sides figure out a mutual solution.There will always be conflict in schools,but that doesnt mean there
30、needs to beviolence.After students in Atlanta started a conflict resolution program,according.to Educators for Social Responsibility,64 percent of the teachers reported lessphysical violence in the classroom;75 percent of the teachers reported an increasein student cooperation;and 92 percent of the
31、students felt better about themselves.Learning to resolve conflicts can help students deal with friends,teachers,parents,bosses,and coworkers.In that way,conflict resolution is a basic life skill thatshould be taught in schools across the country.25FromParagraph2wecanlearnthat _.A.violenceismorelike
32、lytooccuratlunchtimeB.studentstendtolosetheirtempereasilyC.asmallconflictcanleadtoviolenceD.theeatinghabitofastudentisoftenthecauseofafight26 WhydostudentsneedtoaskthemselvesthequestionsstatedinParagraph5?A.Tomakeclearwhattherealissueis.B.Togetreadytobuynewthings.C.Tofindoutwhotoblame.D.Tofigureouth
33、owtostoptheshoutingmatch.27 AftertheconflictresolutionprogramwasstartedinAtlanta,itwasfoundthat_.A.moreteachersfeltbetteraboutthemselvesinschoolsB.therewaslessstudentcooperationintheclassroomC.therewasadecreaseinclassroomviolenceD.theteacher-studentrelationshipgreatlyimproved28Thewriterspurposeforwr
34、itingthisarticleisto_.A.complainaboutproblemsinschooleducationB.advocateteachingconflictmanagementinschoolsC.teachstudentsdifferentstrategiesforschoollifeD.informteachersofthelateststudiesonschoolviolenceNot all natural disasters can be prevented.However,the impacts can be lessened with.proper plann
35、ing systems.Only by managing land and water resources can cause highercosts in property damage.Planning requires the cooperation of a network of stateand local officials working with federal agencies like the Federal EmergencyManagement Agency to assess risks and implement changes where necessary.Ac
36、cording to FEMA,floods are the most common natural disaster.Effects of floodsare complicated by weather patterns such as drought,which hardens soils and increasesthe possibility of flash flooding.The amount of impervious 不受影响的 surfaces in developed areas can contribute to floodwater.One way to reduc
37、e the impacts of flooding is to restore and maintain river flood plainsand wetlands.The U.S.Environmental Protection Agency reports that restorationof the Upper Mississippis 100-year flood zone could have contained the estimated39-million-square acre-feet of floodwater that caused the Great Flood of
38、 1993 in thisarea.A reduction in impervious surfaces is another measure to prevent a natural disaster.The EPA estimates that a single acre of wetlands can store up to 1.5 million gallonsof floodwater.Replacing wetlands with impervious surfaces sets the stage for a floodevent.By reducing the amount o
39、f impervious surface through city and local planning,flash flooding can be prevented or at least lessen impacts.Natural disaster prevention also relies on the individual.The American Red Crossprovides training for individuals to prepare for natural disasters.Having anemergency preparedness kit in yo
40、ur home is important,since some natural disasterscan occur without warning.Awell-stocked kit will include a complete first aid kit,a few days supply of drinking water and canned goods,and other necessities suchas batteries,matches and flashlights.While having the kit will not prevent thedisaster,it
41、will give you the peace of mind of being prepared.29What amy cause flash flooding?A.Long droughts.B.Hardened soils.C.Enlarged parks.D.Developed fields.30How can people manage land to reduce floods?A.Preserving plains and wetlands.B.Building dams to restore water.C.Getting rid of impervious surfaces.
42、D.Trying to change weather patterns.31Why should you have an emergency preparedness kit at home?A.To help you make good planning systems.B.To help you prepare for natural disasters.C.To help you prevent some natural disasters.D.To help you share the national responsibility.32What is the text mainly
43、about?A.The functions of FEMA.B.The impacts of national disasters.C.Ways to prevent severe natural disasters.D.Disaster prevention and individual preparation.三、完形填空三、完形填空I was hungry,so I took my 8-year-old Shih Tzu,Jack,on a walk to my favorite cafe,about a quarter-mile from my home.They have a nic
44、e outside patio天井 area which*in the late afternoon,is usually _.I ordered a burger and iced tea and wentoutside to await my _.While waiting for my meal,a homeless man on a bicycle _ to ask if there wasa grocery store in the neighborhood.After I gave him _,he asked if I hadgraduated from Santa Clara
45、University.I was wearing a SCU T-shirt at the time.Itold him that I graduated from the university some time ago._ did I know thatthis simple response would _ a 90-minute conversation.The man,Michael,told me he was 50 years old.He was intelligent and very intelligent._,drug use had derailed使出轨 both h
46、is formal _ and his pursuit ofsuccess in the world of work.He drifted from one topic to another,_ the factthat my lunchhad been brought to me.He _ had more of a need to _ thanI did.I made every effort to give him my full attention,never expecting that our.conversation would go on and on and onEventu
47、ally,I did eat my meal,bite by bite _ responses in our conversation.Michael was a bit out there in terms of his interests and _.We had littlein common,but he was _ talking with,as he _ it,intelligent people.I consider myself fairly well-educated,but I dont think of myself as being overly_.Rather,my
48、gift is common sense.I have to admit that I wished our conversation had been _ ten or fifteen minutes,but _ Michael finally rode off on his bike,he thanked me for listening soattentively to him and for my _ to talk with him for so long.Itwas then thatI realized that,just maybe,that was my _ in life
49、for todayto be there,in that place,at that time,to engage in that conversation.33A.plain B.flat C.smooth D.vacant34A.order B.change C.bill D.luggage35A.stopped B.regretted C.struggled D.forgot36A.honors B.directions C.examples D.chances37A.Only B.So C.Little D.Neither38A.adapt to B.point to C.lead t
50、o D.apply to39A.Instantly B.Besides C.Unfortunately D.Therefore40A.education B.influence C.adventure D.outcome41A.reflecting B.recommending C.imagining D.ignoring42A.suitably B.obviously C.validly D.roughly43A.wait B.eat C.rest D.talk44A.within B.opposite C.between D.across45A.viewpoints B.doubts C.