河北省定州中学2018届高三下学期开学考试英语试题Word版含答案

河北定州中学2016-2017学年第二学期高三英语开学考试

一、听力（共两节，满分20分）

第一节（共5小题；每小题1分，满分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 will Dorothy do on the weekend?

A. Go out with her friend.

B. Work on her paper.

C. Make some plans.

2. What was the normal price of the T-shirt?

A. $ 15.

B. $30.

C. $50.

3. What has the woman decided to do on Sunday afternoon?

A. To attend a wedding.

B. To visit an exhibition.

C. To meet a friend.

4. When does the bank close on Saturday?

A. At 1:00 p.m.

B. At 3:00 p.m.

C. At 4:00 p.m.

5. Where are the speakers?

A. In a store.

B. In a classroom.

C. At a hotel.

第二节（共15小题；每小题1分，满分15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三个选项中选出最佳选项，并标在试卷的相应位置。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；听完后每小题将给出5秒钟的作答时间。每段对话或独白读两遍。 听第6段材料，回答第6、7题。 6. What do we know about Nora?

A. She prefers a room of her own. B. She likes to work with other girls. C. She lives near the city center. 7. What is good about the flat?

A. It has a large sitting room. B. It has good furniture. 听第7段材料，回答第8、9题。 8. Where has Barbara been?

C. It has a big kitchen.

A. Milan. B. Florence. C. Rome.

9. What has Barbara got in her suitcase?

A. Shoes.

B. Stones.

C. Books.

听第8段材料，回答第10至12题。 10. Who is making the telephone call?

A. Thomas Brothers.

B. Mike Landon.

C. Jack Cooper.

11. What relation is the woman to Mr. Cooper?

A. His wife.

B. His boss.

C. His secretary.

12. What is the message about?

A. A meeting.

B. A visit to France.

C. The date for a trip.

听第9段材料，回答第13至16题。

13. Who could the man speaker most probably be?

A. A person who saw the accident. B. The driver of the lorry. C. A police officer.

14. What was Mrs. Franks doing when the accident took place?

A. Walking along Churchill Avenue. B. Getting ready to cross the road. C. Standing outside a bank. 15. When did the accident happen?

A. At about 8:00 a.m.

B. At about 9:00 a.m.

C. At about 10:00 a.m.

16. How did the accident happen?

A. A lorry hit a car.

B. A car ran into a lorry.

C. A bank clerk rushed into the street. 听第10段材料，回答第17至20题。 17. What is the talk mainly about?

A. The history of the school. B. The courses for the term. C. The plan for the day. 18. Where can the visitors learn about the subjects for new students?

A. In the school hall.

B. In the science labs.

C. In the classrooms.

19. What can students do in the practical areas?

A. Take science courses.

B. Enjoy excellent meats.

C. Attend workshops.

20. When are the visitors expected to ask questions?

A. During the lunch hour. 二、阅读理解

Americans recognize that there is a past on which the present rests. But they have not developed their sense of the depth of time as much as this has been done in the Middle East and South Asia. The Arab looks back two to six thousand years for his own origins. History is used as the basis for almost any modem action. The chances are that an Arab won’ start a talk or a speech or analyze a problem without first developing the historical aspects of his subject. The American assumes that time has depths but he seldom stresses its importance of it.

The American never questions the fact that time should be planned and future events should be fitted into a schedule. He thinks that people should look forward to the future and not talk too much on the past. His future is not very far ahead of him. Results must be obtained in the foreseeable future — one or two years or, at the most, five or ten. Promises to meet deadlines and appointments are taken very seriously. There is real punishment for being late and for not keeping commitments in time. The American thinks it is natural to calculate the value of time. To fail to do so is unthinkable. The American calculates how much time is required to do everything. “I’ll be there in ten minutes.” “It will take six months to finish that job.” “I was in the Army for four and a half years.”

The Americans, like so many other people, also use time as a link that chains events together. If one event occurs on the heels of another, we will certainly try to find a causal relationship between them. If A is seen around the area of B's murder shortly after the crime has been committed we automatically form a connection between A and B. However, events which are separated by too much time are difficult for us to connect in our minds. This makes it almost impossible for us as a nation to engage (从事) in long-range planning.

21．How do Americans see past time according to the first paragraph? A. It’s valueless. B. It’ s limited. C. It reflects today. D. It helps start a talk.

22．What does the underlined phrase “to do so” in paragraph 2 refer to? A. To calculate the value of the past.

B. After the welcome speech. C. Before the tour of the labs.

B. To plan a schedule for future events. C. To figure out the importance of time. D. To meet deadlines and appointments.

23．When will Americans chain two events together? A. When common evidence is found. B. When the two events happen one by one. C. When A is found near the scene of B’s crime. D. When one event happens long after another.

24．What does the author mainly want to tell Americans to do? A. See time further. B. Make a long-range plan. C. Remember the past time. D. Keep their commitments.

Curiosity is the engine of intellectual achievement—it’s what drives us to keep learning, keep trying and keep pushing forward. But how does one stimulate(激发) curiosity in oneself or others?

\gap(缺口) in one’s knowledge. Such information gaps produce the feeling of deprivation(剥夺) labeled curiosity. The curious individual is motivated to obtain the missing information to reduce the feeling of deprivation.\Loewenstein’s theory helps explain why curiosity is such a great motivator: it’s not only a mental state but also an emotion, a powerful feeling that drives us forward.

A scientist called Daniel Willingham notes that teachers are often so eager to get to the answer that they do not devote enough tune to developing the question. Being told an answer stops curiosity before it can even get going. Instead of starting with the answer, begin by asking the students a question that interests them—one that opens an information gap.

George Loewenstein noted that curiosity requires some basic knowledge. We’re not curious about something we know absolutely nothing about. But as soon as we know even a little bit, our curiosity is excited and we want to learn more. In fact, research shows that curiosity increases with knowledge: the more we know, the more we want to know.

Language teachers usually use a similar idea in exercises that open an information gap and then require learners to communicate with each other in order to fill it. For example, one student might be given some pictures showing the beginning of the story, while the student’s partner is given some pictures showing how