上海市上海中学2019届高三上学期英语周练试题(2) Word版含答案

上海中学2018-2019学年高三英语周练

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1 Listening（第一部分听力）略

Ⅱ. Grammar and Vocabulary

Section A

Directions: After reading the passages bel ow, fill in the blanks to make the passages coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the blanks, use one world that best fits each blank.

(A)

Exercise makes you work up an appetite, right? Not according to new research, which shows that a brisk 45-minute w orkout in the morning actually decreases a person’s desire for food. Say what?

Scientists at Brigham Young University put 35 women through a vigorous morning walk on a treadmill, then measured their brain wave activity as they viewed images of food. The experiment __25__ (repeat) two days later, this time without the workout.

The result: On workout days, the subject’s neural activity was __26__ (responsive) to food than non-workout days, but they are about the same amount. The results were consistent for obese and normal weight subjects, __27__ (suggest) that the common assumption __28__ exercise makes you hungry doesn’t hold.

Whil e this is one of the first studies __29__ (measure) neural activities after exercise, scientists still need to determine how l ong the diminished interest in food __30__ last post-exercise.

If you want to try the experiment on __31__, make sure your workout is pretty vigorous. Previous research has found that intense aerobic exercise, like jogging, may suppress (压抑) your appetite for up to three hours __32__ reducing levels of hunger hormones produced in your tummy.

So the next time hunger pangs makes it hard for you to stick with your diet, try boosting the intensity of your workouts.

(B)

I was on my way to the Taiyetos Mountains. The sun was setting when my car __33__ (break) down near a remote and poor village. Cursing my misfortune, I was wondering where I was going to spend the night when I found myself __34__ (surround) by the villagers who were arguing as to __35__ shoul d have the have the honor of receiving me __36__ a guest in their house. Finally, I accepted the offer of an old woman who lived alone in a little house. Whil e she was getting me __37__ (settle) into a tiny but clean room, the head of the village was tying up his horse to my car to pull it to a small town some 20 kilometres away __38__ there was a garage.

I had noticed three hens running free in my hostess’s courtyard and that night one of

__39__ end ed up in a dish on my table. Villagers brought me goat's cheese and bone. We drank together and talked merrily till far into the night.

When the time came for me to say goodbye to my friends in the village, I wanted to reward the old woman __40__ the trouble I had caused there.

Section B

Directions: Complete the following passage by using the words in the box. Each word can only be used once. Note that there is one word more than you need.

What is your dream? What is the goal that you have set for yourself and are working to achieve? Realizing your dreams is not an easy __41__.

Last fall I decided to write a new book for my publisher. Writing a book is a __42__ goal, which got off to a terrific start last October. The writing is flowing well. Then I got sick.

In fact, I got ill that I needed surgery and the __43__ was long and exhausting. I did not work from the first week of November until the second week of January. By then I was nervous about meeting the April __44__ for submitting the new manuscript to my publisher.

Worried, I asked my author friends for some help, and they gave me this key piece of advice, “Let’s start writing!” the y all said. So I did. It was not an immediate __45__ to my depression, but after a few weeks of __46__, I got back to normal. Several people in my circle of supporters helped me make some good connections and I got the book __47__, and to the publisher on time. It was an exciting goal for me to reach, so I took my family to Hawaii as my __48__.

Sometimes you __49__ your own dreams because of self-d oubt, fear, or external

complications. You can think of many different excuses to __50__ those dreams aside, but, if you go after your dreams, your worl d will become more exciting and you will begin to live a more passionate and meaningful life.

So, now, take a minute to write down three goals you want to accomplish this year.

Ⅲ. Reading Comprehension

Section A

Directions: For each blank in the following passage there are four words or phase marked A, B, C and D. Fill in each blank with the word or phrase that best fit the context.

In business, there is a speed difference: It’s the differenc e between how important a firm’s leaders say speed is to there competitive strategy (策略) and how fast the company actually moves. The difference is important __51__ industry and company size. Companies fearful of l osing their competitive advantage spend much time and money looking for ways to pick up the __52__.

In our study of 343 businesses, the companies that chose to go, go, go to try to gain an edge ended with l ower sales and operating incomes than those that __53__ at key moments to make sure they were on the right __54__, What's more, the firms that "sl owed d own to __55__" improved their top and bottom lines, averaging 40% higher sales and 52% higher operating incomes over a three-years period.

How did they __56__ the laws of business, taking more time than competitors yet performing better? They thought __57__ about what "sl ower" and "faster" mean. Firms sometimes __58__ to und erstand the difference between operation speed (moving quickly) and strategic speed (reducing the time it takes to deliver value). Simply increasing the speed of production, for exampl e, may be one way to try to reduce the speed difference. But that often leads to reduced value over time, in the form of l ower-quality products and services.

In our study, high performing companies with strategic speed always mad e changes when it is __59__. They became more __60__ to id ea and discussion. They encouraged new ways of thinking. And they all owed time to l ook and l earn. __61__, performance suffered at firms that moved fast all the time, paid too much attention to improving __62__, stuck to tested methods, didn’t devel op team spirit among their empl oyees, and had little time thinking about __63__.

Strategic speed __64__ as a kind of leadership. Teams that __65__ take time to get things right are more successful in meeting their business goals. That kind of strategy must come from the top.

51.A. according to B. regardless of C. due to D. instead of

52.A. profit B. product C. speed D. method

53.A. paused B. devel oped C. persevered D. engaged

54.A. situation B. track C. occasion D. duty

55.A. look on B. keep up C. hol d back D. speed up

56.A. learn B. discover C. disobey D. prefer

57.A. strangely B. abstractly C. entirely D. differently

58.A. fail B. attempt C. pretend D. desire

59.A. convenient B. necessary C. emergent D. incredible

60.A. alert B. restless C. open D. specific

61.A. In short B. By contrast C. Above all D. All in all

62.A. welfare B. technol ogy C. efficiency D. condition

63.A. qualities B. standards C. competitors D. changes

64.A. serves as B. stands for C. refers to D. deals with

65.A. temporarily B. extensively C. naturally D. regularly

Section B

Direction: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)

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 cl ear 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 l earning'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 l earn.

Many of the studies establishing the importance of gesture to learning have been conducted by Susan Goldin-Mead ow, a professor of psychology at the University of Chicago. "We change our minds by moving our hands," writes Goldin-Meadow in a review of this work. Particularly significant are what she calls "mismatches" between oral expression and physical gestures. A stud ent might say that a heavier ball falls faster than a light one, for exampl e, but make a gestur e indicating that they fall at the same rate, which is correct. Such differences

indicate that we're moving from one level of und erstanding 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-Mead ow 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 l earn, and they act on it by offering a greater variety of problem-solving techniques. The act of gesturing itself also seems to quicken l earning, bringing new knowledge into consciousness and aiding the understanding of new concepts. A 2007 study by Susan Wagner Cook, an assistant professor of psychol ogy at the University of Iowa, reported that third-graders who were asked to gesture while learning algebra (代数) were nearly three times more likely to remember what they'd learned than classmates who did not gesture.

66. According to Paragraph 1, Frederic Mishkin was asked to sit on his hands because ____.

A. he could litter express his ideas that way

B. he always pointed his finger at his professor

C. his professor did not like his gesturing

D. his gestures prevented his professor from thinking

67. How is gesturing important in acquiring knowl edge?

A. It draws tasteful responses from others and increases learning speed.

B. It promotes second language learning and quickens thinking.

C. It provides significant clues for solving acad emic problems.

D. It reduces stud ents' reliance on teachers' instruction.

68. Wha t can be inferred from the passage about gesture-speech mismatches?

A. They can stimulate our creativity.

B. Instructors shoul d m ake full use of them.

C. Teachers can hardly explain new concepts without them.

D. They serve as a stepping stone to solving real life problems.

69. What could be the best title of the passage?

A. Hand Motions, a Second Language

B. Gesturing: Signal of Understanding

C. New Uses of Gesturing

D. The Secret Code of Learning

(B)