湖北 高二 英语高考模拟试卷

While safety improvements might have been made to our streets in recent years, transport studies also show declines in pedestrian (行人) mobility, especially among young children. Many parents say there’s too much traffic on the roads for their children to walk safely to school, so they pack them into the car instead. Dutch authors Thalia Verkade and Marco te Brömmelstroet are bothered by facts like these. In their new book *Movement: How to Take Back Our Streets and Transform Our Lives*, they call for a rethink of our streets and the role they play in our lives. Life on city streets started to change decades ago. Whole neighbourhoods were destroyed to make way for new road networks and kids had to play elsewhere. Some communities fought back. Most famously, a Canadian journalist who had moved her family to Manhattan in the early 1950s led a campaign to stop the destruction of her local park. Describing her alarm at its proposed replacement with an expressway, Jane Jacobs called on her mayor (市长) to champion “New York as a decent place to live, and not just rush through.” Similar campaigns occurred in Australia in the late 1960s and 1970s as well. Although these campaigns were widespread, the reality is that the majority of the western cities were completely redesigned around the needs of the motor car. The number of cars on roads has been increasing rapidly. In Australia we now have over twenty million cars for just over twenty-six million people, among the highest rate of car ownership in the world. We invest a lot in roads that help us rush through, but we fail to account for the true costs. Do we really recognise what it costs us as a society when children can’t move safely around our communities? The authors of *Movement* have it right: it’s time to think differently about that street outside your front door. 31. What can be a suitable title for the text? （A） Why the Rush? （B） What’s Next? （C） Where to Stay? （D） Who to Blame?

阅读下面短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。选项中有两项为多余选项。 One August afternoon, I sat in my kitchen staring at a glass vase that hadn’t seen daylight since my wedding. My husband and I had just sold our house and we were busy ___21___ the beloved home our family had spent 23 years filling up. We had decided on key items for the ___22___ we were moving to in town, donated what we could, and rented a place to ___23___ our supposedly important objects. That left a house still ___24___ with things that, while not particularly ___25___, didn’t belong in a landfill (垃圾填埋场). I took a picture of the vase and posted it online, for 10. A couple of messages came in, one wanting additional ___26___, another asking for a price cut. As our ___27___ day drew near, I settled on a new price (0) and reposted it. The ___28___: “I hate this vase. Maybe you won’t.” In an instant, a woman raced into my house and left happily with the vase. ___29___, I posted more. My daily posts and the ___30___ I received became a precious ray of light in the chaos of my house. Each exchange provided a chance to ___31___ the landfill and to please another person I might not otherwise have ___32___. I sit in my apartment today, loving each of the ___33___ that share our small space. I take ___34___ in knowing that, somewhere nearby, someone is ___35___ something that couldn’t come with us. 21. A. painting over B. looking around C. emptying out D. pulling down 22. A. hotel B. office C. cottage D. apartment 23. A. store B. display C. sell D. repair 24. A. covered B. decorated C. stuffed D. equipped 25. A. conventional B. valuable C. complicated D. tolerable 26. A. fees B. photos C. receipts D. models 27. A. move B. pay C. market D. work 28. A. warning B. request C. description D. reply 29. A. Confused B. Interested C. Disappointed D. Encouraged 30. A. visits B. reports C. advice D. money 31. A. remove B. spare C. find D. check 32. A. investigated B. recognized C. encountered D. recommended 33. A. giveaways B. posts C. contributions D. belongings 34. A. joy B. part C. care D. time 35. A. anticipating B. appreciating C. delivering D. withdrawing

阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 An exhibition at the Jiushi Art Museum in Shanghai is featuring artwork inspired by Go, or weiqi in Chinese, ___36___ originated in China more than 4,000 years ago. Go is one of ___37___ earliest binary-based (基于二元的) games. The movements of the black and white pieces reflect the basic ideas of Eastern philosophy, according to Tu Ningning, who is in charge of the exhibition. “The exhibition brings together Go culture, cutting-edge technology and contemporary art,” says Tu. “We hope ___38___ (present) the rather abstract Go game and AI in a visual context, and initiate dialogues with minimalist art, conceptual art and expressionism.” “In a Go game, each move should serve a long-term goal. You try to lead the opponent into your trap and force them to follow your ‘___39___ (guide)’ till they lose,” explains Wang Wei, a Go player among the visitors to the exhibition. “The players’ personalities ___40___ (reveal) during the game, and one’s weaknesses are exposed to the opponent,” she adds. “A decent winner always ___41___ (try) to beat the opponent ___42___ no more than one or two points as a gesture (姿态) of respect for the other side.” Tu says that the balance between the black and white pieces, the beauty in the ___43___ (strategy) placement of the pieces, ___44___ the energy flow following each move inspired artists to create oil paintings, sculptures, ___45___ (digital) generated pictures and silk-screen prints for the exhibition.

In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. But things were different for their first essay, which was about the question: “Why is writing important?” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change. As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre (体裁) and that it contain a thesis. The results were <下划线>staggering</下划线>. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance—the ability to connect people, to put us in another’s skin, to teach us what it means to be human. 24. Who are the people mentioned at the beginning of paragraph 1? （A） Ninth graders. （B） Students' parents. （C） Modern writers. （D） Fictional characters.

In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. But things were different for their first essay, which was about the question: “Why is writing important?” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change. As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre (体裁) and that it contain a thesis. The results were <下划线>staggering</下划线>. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance—the ability to connect people, to put us in another’s skin, to teach us what it means to be human. 25. Why did the students perform poorly in writing their first essay? （A） They were not given enough time. （B） They had a very limited vocabulary. （C） They misunderstood the question. （D） They had little interest in the topic.

In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. But things were different for their first essay, which was about the question: “Why is writing important?” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change. As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre (体裁) and that it contain a thesis. The results were <下划线>staggering</下划线>. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance—the ability to connect people, to put us in another’s skin, to teach us what it means to be human. 26. What does the underlined word "staggering" in paragraph 3 mean? （A） Mixed. （B） Amazing. （C） Similar. （D） Disturbing.

In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. But things were different for their first essay, which was about the question: “Why is writing important?” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change. As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre (体裁) and that it contain a thesis. The results were <下划线>staggering</下划线>. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance—the ability to connect people, to put us in another’s skin, to teach us what it means to be human. 27. What does the author's experience show? （A） Teaching is learning. （B） Still waters run deep. （C） Knowledge is power. （D） Practice makes perfect.

While safety improvements might have been made to our streets in recent years, transport studies also show declines in pedestrian (行人) mobility, especially among young children. Many parents say there’s too much traffic on the roads for their children to walk safely to school, so they pack them into the car instead. Dutch authors Thalia Verkade and Marco te Brömmelstroet are bothered by facts like these. In their new book *Movement: How to Take Back Our Streets and Transform Our Lives*, they call for a rethink of our streets and the role they play in our lives. Life on city streets started to change decades ago. Whole neighbourhoods were destroyed to make way for new road networks and kids had to play elsewhere. Some communities fought back. Most famously, a Canadian journalist who had moved her family to Manhattan in the early 1950s led a campaign to stop the destruction of her local park. Describing her alarm at its proposed replacement with an expressway, Jane Jacobs called on her mayor (市长) to champion “New York as a decent place to live, and not just rush through.” Similar campaigns occurred in Australia in the late 1960s and 1970s as well. Although these campaigns were widespread, the reality is that the majority of the western cities were completely redesigned around the needs of the motor car. The number of cars on roads has been increasing rapidly. In Australia we now have over twenty million cars for just over twenty-six million people, among the highest rate of car ownership in the world. We invest a lot in roads that help us rush through, but we fail to account for the true costs. Do we really recognise what it costs us as a society when children can’t move safely around our communities? The authors of *Movement* have it right: it’s time to think differently about that street outside your front door. 28. What phenomenon does the author point out in paragraph 1? （A） Cars often get stuck on the road. （B） Traffic accidents occur frequently. （C） People walk less and drive more. （D） Pedestrians fail to follow the rules.