北京市丰台区2017届高三5月综合练习（二模）英语试题 Word版含答案（高中 高三 英语试题）

This was my first childhood memory, in which I realized that I would soon learn to ride her, and in my heart I felt like a true Comanche.

For days after our first meeting, I sat in the field with my horse. I studied her as she studied me. I learned which grasses she preferred to eat; she would lift her head into the gentle spring wind that often blew across the field.

Comanche

Finally, the time came to ride her. It was a tribal(部落的) tradition for younger men to spend most of their days hunting. This left the teaching to the elders, like my grandfather. These lessons were extremely important. Every boy was put on a horse before he could walk and was expected to be a skilled rider by age five. When the elders felt a boy was an expert, he was able to have his own horse.

On riding day, I told my horse that we both had much to prove today, and I remembered nuzzling her and kissing her long face. When she nuzzled me back, I knew she understood. I felt the days spent in the field with her had given me a strange belief in her––in us. I encouraged her to move, and with her head held high, she carried me. She was as proud of me as I was of her. We succeeded. The elders of the tribe announced me a skilled horseman. I stood in a circle of men from my tribe. I could feel my heart beating quickly. Then the moment came when my father presented me with my first bow and arrow. I had never before seen so much pride in his eyes.

Today my father leads the horse and his grandson––my son––climb upon his own horse in golden sunlight. My father insisted on teaching him to ride and doing it in the way of our people. Proudly, I stepped aside to let him do so. I smile, cherishing the details of this moment as much as I have always cherished the memories of my own riding day.

59. The writer and the horse got to know each other when they ________. A. ate their meals together B. went for short rides together C. received training from an elder D. spent time observing one another 60. From the underlined sentence, we can learn that ________. A. the writer and the horse developed a close bond B. both the writer and the horse were well-prepared C. the horse had formed a good habit D. it took courage to ride in public

61. It is Comanche’s tradition that ________.

A. skilled horsemen can get their bows and arrows B. on riding day all tribe members hunt together

C. the tribe leaders pass down the riding skills

D. each boy receives a horse at the age of five

62. We can infer from the last paragraph that the writer ________. A. takes pride in his son’s talent B. values their family memories

C. delights in the tradition passed down D. respects the way their people ride horses

C

Reward methods are an everyday occurrence in our classrooms. More than ever, a great number of incentive(激励) programs have been created to help teachers manage behavior, and motivate learners. However, there is evidence that in the long run, reward systems don’t work.

Many people believe that rewards can help students develop a reason to do better. However, this approach fails to address why children are unable to be successful in the first place. When a student who dislikes math frequently behaves badly in class, a simple and easy way to deal with the behavior might be to offer him a reward for not misbehaving. Yet this would do nothing to solve his real problem—which is his attitude towards math.

On the other hand, rewards can’t last forever. So what happens when they stop? Many experiments suggest once the rewards stop, people go back to behaving as they did before.

Some people might counter that. It may be true that students won’t spontaneously(自发地) work once we stop rewarding them, but at least they will have worked more than they otherwise would have! Unfortunately, there is another more surprising consequence of rewards that we need to consider: Rather than create motivation, they can actually decrease motivation.

In a classic study, some kindergarteners who enjoyed drawing with markers were observed in a classroom with different activities available. They were broken into two groups. Everyone in the first group was told that he or she could win an attractive certificate by drawing a picture with markers. Each was eager to get the certificate and drew a picture. Children in the second group were also encouraged to draw but didn’t get a certificate. After a delay of about two weeks, when the markers again appeared in the classroom but no certificate was promised, the children in the first group used the markers about half as much as children in the second group. Apparently, rewards actually made them enjoy drawing less.

What we really want is for students to take responsibility for their own learning. When much of the focus is on performance outcome, it can stop the development of self-motivation. The ‘self-determination theory’ claims all human beings will succeed when our basic, inborn, and emotional needs are met. By providing appropriate

support and opportunities, we can help to meet the needs of all students and therefore increase their motivation.

63. The author mainly argues that ________. A. students should be responsible for their learning B. incentive programs help to solve real problems C. motivation plays an important role in learning D. reward methods for students are ineffective

64. The underlined word “counter” in Paragraph 4 probably means ________. A. suspect

B. oppose

C. detail

D. confirm

65. In Paragraph 5, the author uses the example to show that ________. A. rewards keep interest B. children enjoy awards C. children are changeable D. rewards reduce motivation

66. The author persuades readers to accept his argument mainly by ________. A. questioning the results of classic studies B. comparing strengths with weaknesses C. pointing out the problems with reward systems D. giving examples of badly-behaved students

D

Nothing is more tiresome than being stuck in a boring class. Every second takes ages to tick by. A recent survey of American kids revealed that 91 percent experience boredom. In fact, adolescence is considered a peak period for the problem. One study showed that roughly one in three teenagers was bored at school.

Peter Stromberg, professor at the University of Tulsa says, “Our brains adapt really quickly to certain levels of stimulation(刺激). We get used to the media providing levels of highly emotional stimulation, and when we’re not getting them we feel bored. As our society develops various ways of keeping us entertained, we may discover that rather than getting rid of boredom, we’re multiplying it.” Luckily, new research is implying a way that we can battle the trend.

Professor John D. Eastwood of the University of York developed a new theory of boredom, which links it to the brain’s attention system—the part of the brain that we use to focus. Anything the attention system in your brain locks onto will be automatically sucked up into your conscious awareness—it might be a bird outside

the window, the pleasant smell of lunch, or even someone sleeping in the back of the class.

The problem is that your attention system doesn’t like being told what to do. It wants to focus on stuff that you find fun and interesting. For the parts of school that you enjoy, this isn’t a problem. But for those classes that don’t interest you, or present too much or too little challenge, the story is very different. In those situations, you’re going to have to spend a lot of effort constantly redirecting your attention system to focus on things it would rather ignore. And the effort is going to wear you out. Eastwood describes it as “wanting, but being unable, to be involved in a satisfying activity.” It’s like a block in the system. And it’s the awareness of that block combined with a sense that the environment is to blame that leads to feelings of boredom. When we’re bored we blame the world around us, but Eastwood’s theory challenges this assumption: Boredom doesn’t exist out there; it exists inside your brain. What that means is—hard as it may be to hear—boring lessons aren’t only the fault of your teacher or the subject, they’re your fault too.

67. According to Peter Stromberg, ________. A. teenagers are victims of boredom B. our brains demand much stimulation

C. we’ve grown dependent on media for fun

D. the way we have fun makes us become bored

68. According to Paragraph 4, the attention system ________. A. doesn’t like challenges B. enjoys interesting things C. does what you want it to do D. can make our efforts fruitless

69. What might the author suggest about a boring class? A. Focusing more attention on it. B. Changing the way we look at it.

C. Employing various teaching methods. D. Challenging the disturbing environment. 70. What might be the best title for the passage? A. Escape Your Boredom B. Battle Your Attention C. Fun or Boredom? D. Who Is to Blame?

第二节（共5小题；每小题2分，共10分）