2019年北京市丰台区高三二模英语试题

40. What does the last paragraph want to tell us?

A. Wind speed and direction affect bats. B. It is difficult to observe and track bats.

C. Climate change makes bats migrate earlier. D. Further research on the cause is necessary. 41. What is the best title for the passage?

A. Bats’ habitats B. Endangered bats

C. Bats’ schedule D. Bats, our good friends

D

On March 18, 2018, Elaine Herzberg was crossing a road in Tempe, Arizona, when a Volvo SUV hit and killed her. Although she was one of thousands of U.S. pedestrians killed by vehicles every year, one distinctive aspect set her death apart: Nobody was driving that Volvo. A computer was.

Just a couple of months later, a survey by AAA (American Automobile Association) revealed that 73 percent of Americans were too scared to zip around in a totally autonomous ride—a 10 percent increase from a similar poll taken before Herzberg’s death. Actually, self-driving cars are already cruising our streets, their spinning lasers and other sensors scanning the world around them. But what makes some of us still so wary of these robotic chauffeurs, and how can they earn our trust?

To understand these questions, it first helps to consider what psychologists call the theory of mind. Put simply, it’s the recognition that other people have brains in their heads that are busy thinking, just like ours (usually) are. The theory comes in handy on the road. Before we venture into a crosswalk, we might first make eye contact with a driver and then think, He sees me, so I’m safe, or He doesn’t, so I’m not. It’s a technique we likely use more than we realize, both behind the wheel and on our feet. But you can’t make eye contact with an algorithm(计算程序). When a car is in self-driving mode, the computer’s in charge. “We’re going to have to learn a theory of the machine mind,” says Azim Shariff, a professor of psychology at the University of British Columbia. What that means in practice is that self-driving cars will need to provide clear signals—and not just turn signals—to let the public know what that machine mind is planning.

However, that doesn’t mean we want it to mimic exactly how humans think and act while driving. In fact, the promise of traveling by autonomous car is that silicon brains won’t do dumb things such as text and drive, or drink and drive, or rocket down the highway while upset after a breakup. (Cars don’t date.) “I believe 高三英语 第9页（共14页）

that they have the potential to be safer than regular cars,” says Marjory S. Blumenthal, a senior policy analyst at the RAND Corporation. But she says there’s not enough good data yet to know for sure.

One practical way to create a reputation for safety is to start slow. The University of Michigan’s pair of self-driving shuttles go just 12 miles per hour. Huei Peng, a professor of mechanical engineering, says the research team behind the project is building trust by not asking too much: The predetermined route is just about a mile long, so they’re not exactly speeding down a highway in the snow. “We’re trying to push the envelope but in a very careful way,” Peng says.

Indeed, the public isn’t homogeneous, says Raj Rajkumar, who directs the Metro21. He notices three categories of potential users: tech skeptics, early adopters, and people who are stressed by driving. The early adopters will buy in first, followed by the folks who just dislike driving, and then finally the skeptics, he argues. “So it’s a long process.” Trust grows like a self-driving shuttle drives: slowly.

42. What did the survey by AAA show? A. The wide use of self-driving cars.

B. The growing doubts on self-driving cars. C. The urgent need for laws on self-driving cars.

D. The rapid rise of deaths caused by self-driving cars. 43. The theory of mind is mentioned to show _________. A. human mind makes driving easier

B. communication takes away drivers’ attention

C. communicative skills can be improved by practice D. self-driving cars are not as safe for their machine mind 44. Paragraph 4 wants to tell us that self-driving cars _________. A. will replace regular cars B. couldn’t act like humans C. could be safer than regular cars

D. should learn to think like humans

45. What is the author’s attitude towards the future development of self-driving cars?

A. Cautious but optimistic. B. Puzzled but hopeful. C. Concerned but pessimistic. D. Skeptical but interested.

高三英语 第10页（共14页）

第二节（共5小题；每小题2分，共10分）

根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。

Develop Note-Taking Skills

Speech students are often amazed at how easily their teacher can pick out a speaker’s main points, evidence, and techniques. Of course, the teacher knows what to listen for and has had plenty of practice. But the next time you get an opportunity, watch your teacher during a speech. Chances are she or he will be listening with pen and paper. 46

Unfortunately, many people don’t take notes effectively. Some try to write down everything a speaker says. They view note taking as a race, pitting their handwriting agility(敏捷) against the speaker’s rate of speech. 47 But soon the speaker is winning the race. The speaker pulls so far ahead that the note taker can never catch up. Finally, the note taker admits defeat and spends the rest of the speech grumbling in frustration.

48 They arrive armed with pen, notebook, and the best of intentions. They know they can’t write down everything, so they settle comfortably in their seats and wait for the speaker to say something that grabs their attention. Every once in a while the speaker rewards them with a joke, a dramatic story, or a startling fact. Then the note taker seizes pen, jots down a few words, and leans back dreamily to await the next fascinating tidbit(趣闻). By the end of the lecture the note taker has a set of tidbits—and little or no record of the speaker’s important ideas.

As these examples illustrate, they don’t know what to listen for, and they don’t know how to record what they do listen for. 49 But once you know what to listen for, you still need a sound method of note taking.

Although there are a number of systems, most students find the key-word outline best for listening to speeches. As its name suggests, this method briefly notes a speaker’s main points and supporting evidence in rough outline form. By separating main points from sub-points and evidence, the outline format shows the relationships among the speaker’s ideas. 50 But with a little effort you will become a better note taker.

高三英语 第11页（共14页）

A. Perfecting this taking requires practice.

B. Some people go to the opposite extreme.

C. As the speaker starts to talk, the note taker starts to write.

D. Taking effective notes usually helps you receive higher grades.

E. Most inefficient note takers suffer from one or both of two problems.

F. When note taking is done properly, it is sure to keep track of a speaker’s ideas.

G. The solution to the first problem is to focus on a speaker’s main points and evidence.

高三英语 第12页（共14页）

第三部分 书面表达（共两节 35分）

第一节（15分）

假设你是红星中学高三学生李华。母亲节来临之际，你给英国笔友Peter发邮件介绍你打算如何给妈妈庆祝节日，并询问他的母亲节计划。

注意：1. 词数不少于50；

2. 开头已给出，不计入总词数。

Dear Peter,

_________________________________________________________________ __________________________________________________________________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Yours, Li Hua

（请务必将第一节作文完整．．

写在答题卡指定区域内）

高三英语 第13页（共14页）

第二节（20分）

假设你是红星中学高三学生李华。请根据以下四幅图的先后顺序，写一篇英文周记，记录上周六你在公园劝阻游人钓鱼的经历。

注意：词数不少于60。

提示词：公园管理处 the Park Service

绍你 _________________________________________________________________ __________________________________________________________________________________________________________________________________

（请务必将第二节作文完整．．

写在答题卡指定区域内）

高三英语 第14页（共14页）

丰台区2019年高三年级第二学期综合练习（二）英语

答案及评分参考 2019. 05

第一部分：知识运用（共两节，45分）

第二档 第一节 语法填空（共10小题；每小题1.5分，共15分）

1. him 2. if/whether 3. brings 4. in 5. climbing 完全完成了试题规定的任务。 ·内容完整，条理清楚； ·交际得体，表达时充分考虑到了交际对象的需求；体现出较强13分－15分 的语言运用能力。 完全达到了预期的写作目的。 第一档 基本完成了试题规定的任务。 ·内容、条理和交际等方面基本符合要求； 6. noisy 7. and 8. were used 9. fastened 10. produced 第二节 完形填空（共20小题；每小题1.5分，共30分） 11. A 12. B 13. D

14. C

15. B

16. A

17. C

18. A

19. D

20.

B

21. D 22. C 23. B 24. A 25. C

26. A

27. B

28. C

29. D

30.

D

第二部分：阅读理解（共两节，40分）

第一节 （共15小题；每小题2分，共30分）

31. A 32. C 33. A 34. B 35. D 36. C 37. A 38. C

39. B

40.

D

41. C 42. B 43. D 44. C 45. A 第二节（共5小题；每小题2分，共10分） 46. F 47. C 48. B 49. G 50. A

第三部分：书面表达（共两节，35分） 第一节 （15分）

一、评分原则：

1．本题总分为15分，按4个档次给分。

2．评分时，先根据文章的内容和语言质量初步确定其档次，然后以该档次的要求来衡量，确定或调整档次，最后给分。

3．评分时应考虑：内容是否完整，条理是否清楚，交际是否得体，语言是否准确。

4．拼写、标点符号或书写影响内容表达时，应视其影响程度予以考虑。英、美拼写及词汇用法均可接受。 5．词数少于50，从总分中减去1分。 二、各档次给分范围和要求:

高三英语 第15页（共14页） 9分－12分 ·所用语法和词汇满足了任务的要求； ·语法或用词方面有一些错误，但不影响理解。 基本达到了预期的写作目的。 第三档 未恰当完成试题规定的任务。 ·内容不完整 4分－8分 ·所用词汇有限，语法或用词方面的错误影响了对所写内容的 理解。 未能清楚地传达信息。 第四档 未完成试题规定的任务。 1分－3分 ·写了少量相关信息； ·语法或用词方面错误较多，严重影响了对写作内容的理解。 0分 未传达任何信息；所写内容与要求无关。 三、One possible version：

Dear Peter,

It has been so long since last time we talked with each other. How is everything going?

As you know, Mother’s Day is drawing near and I am planning to give my mom a big surprise on that day. I bought a cook book last week so that I can learn how to cook the dishes my mom loves. I have been working on it for a couple of days and I hope when the day comes, I am well prepared!

I am very nervous because this will be the first time I cook for my mom. What do you think of the plan and what surprise are you going to present to your mom?

Write to me soon! I am looking forward to your reply. Yours, Li Hua

第二节（20分） 一、评分原则：

高三英语 第16页（共14页）

1．本题总分为20分，按5个档次给分。 2．评分时，先根据文章的内容和语言质量初步确定其档次，然后以该档次的要求来 衡量，确定或调整档次，最后给分。 3．评分时应考虑：内容要点的完整性、上下文的连贯性、词汇和句式的多样性及语言的准确性。 4．拼写、标点符号或书写影响内容表达时，应视其影响程度予以考虑。英、美拼写及词汇用法均可接受。 5．词数少于60，从总分中减去1分。 二、内容要点： 1．看到游人钓鱼 2．劝阻游人钓鱼 3．游人停止钓鱼，挥手道别 4．提出建议 ·漏掉或未描述清楚主要内容； ·所用句式和词汇有限； 6分－11分 ·语法或用词方面的错误影响了对所写内容的理解。 未能清楚地传达信息。 第五档 1分－5分 0分 未完成试题规定的任务。 ·明显遗漏主要内容； ·句式单调、词汇贫乏； ·语法或用词方面错误较多，严重影响了对所写内容的理解。 未能传达任何信息；所写内容与要求无关。 四、One possible version：

It was a bright sunny day, last Saturday. After getting up, I started to jog in the park near my home. I was so happy breathing the fresh air in the warm sunshine. When I came near the lake, I saw a kid fishing with his dad.

三、各档次的给分范围和要求： At first I didn’t notice the sign saying “No Fishing” because it’s too small to

第一档 spot. But having known that fishing is forbidden here, I went up to stop them. 完全完成了试题规定的任务。 They hadn’t seen the sign either until I showed them. The dad felt so sorry about ·覆盖了所有内容要点； ·运用了多样的句式和丰富的词汇； what they had done and packed up all the gears immediately. Then we waved ·语法或用词方面有个别错误，但为尽可能表达丰富的内容所致； goodbye to each other.

18分－20分 体现了较强的语言运用能力； When I was about to continue my jogging, a worry struck me. What if other ·有效地使用了语句间的连接成分，所写内容连贯、结构紧凑。 people didn’t notice the small sign? I went to the Park Service to suggest making 完全达到了预期的写作目的。 the sign larger and more obvious. The officer was so glad to take my advice and I felt very excited. 第二档 完全完成了试题规定的任务。 What a good Saturday! ·覆盖了所有内容要点； 15分－17分 ·运用的句式和词汇能满足任务要求； ·语法和用词基本准确，少许错误主要为尽可能表达丰富的内容 所致； ·使用了简单的语句间连接成分，所写内容连贯。 达到了预期的写作目的。 基本完成了试题规定的任务。 ·覆盖了内容要点； ·运用的句式和词汇基本满足任务要求； 12分－14分 ·语法和用词方面有一些错误，但不影响理解。 基本达到了预期的写作目的。 第四档 未恰当完成试题规定的任务。 高三英语 第17页（共14页） 高三英语 第18页（共14页）

第三档