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1、四会中学2013届高三英语周练（十四）第一节 完形填空 （共15小题；每小题2分，满分30分）When we read books we seem to enter a new world. This new world can be similar to the one we are living in, or it can be very 1._. Some stories are told 2._ they were true. Real people who live in a normal world do real things; in other words, the stori
2、es are about people just like us doing what we do. Other stories, such as the Harry Potter books, are not 3._. They are characters and creatures that are very different from us and do things that would be 4._ for us.But there is more to books and writing than this. If we think about it, even realist
3、ic writing is only 5._. How can we tell the difference between what is real and what is not real? For example, when we read about Harry Potter, we do seem to learn something about the real world. And when Harry studies magic at Hogwarts, he also learns more about his real life than 6._. Reading, lik
4、e writing, is an action. It is a way of 7._. When we read or write something, we do much more than simply look at words on a page. We use our 8._ - which is real - and our imagination -which is real in a different way - to make the words 9._ in our minds.Both realism and fantasy use the imagination
5、and the “magic” of reading and writing to make us think. When we read 10._ realistic, we have to imagine that the people we are reading about are just like us, even though we know that we are real and they are not. It sounds 11._, but it works. When we read, we fill in missing information and 12._ a
6、bout the causes and effects of what a character does. We help the writer by pretending that what we read is like real life. In a way, we are writing the book, too.Most of us probably dont think about what is going on in our 13._ when we are reading. We 14._ a book and lose ourselves in a good story,
7、 eager to find out what will happen next. Knowing how we feel 15._ we read can help us become better readers, and it will help us discover more about the real magic of books.1. A. possible B. easy C. new D. different2. A. that B. what C. whether D. as if3. A. realistic B. reasonable C. moral D. inst
8、ructive4. A. difficult B. impossible C. important D. necessary5. A. thinkable B. designed C. imagined D. planned6. A. lessons B. dreams C. experience D. magic7. A. working B. thinking C. understanding D. living8. A. knowledge B. skill C. words D. grammar9. A. come to life B. come to light C. come to
9、 the point D. come to nothing10. A. a newspaper B. something C. everything D. a story11. A. dangerous B. serious C. strange D. terrible12. A. talk B. learn C. read D. think13. A. mind B. life C. world D. society14. A. turn up B. pick up C. cook up D. bring up15. A. what B. how C. when D. why第二节 阅读理解
10、 (共20小题；每小题2分，满分40分) ASusan Sontag (1933 - 2004) was one of the most noticeable figures in the world of literature. For more than 40 years she made it morally necessary to know everything- to read every book worth reading, to see every movie worth seeing. When she was still in her early 30s, publish
11、ing essays in such important magazines as Partisan Review, she appeared as the symbol of American culture life, trying hard to follow every new development in literature, film and art. With great effort and serious judgment, Sontag walked at the latest edges of world culture.Seriousness was one of S
12、ontags lifelong watchwords (格言), but at a time when the barriers between the well-educated and the poorly-educated were obvious, she argued for a true openness to the pleasure of pop culture. In Notes Camp, the 1964 essay that first made her name, she explained what was then a little-known set of di
13、fficult understandings, through which she could not have been more famous. Notes on Camp, she wrote, represents “a victory of form over content, beauty over morals”.By conviction she was a sensualist (感觉论者), but by nature she was a moralist, and in the works she published in the 1970s and 1980s, it
14、was the latter side of her that came forward. In Illness as Metaphor -published in 1978, after she suffered cancer - she argued against the idea that cancer was somehow a special problem of repressed (被压抑的) personalities, a concept that effectively blamed the victim for the disease. In fact, re-exam
15、ining old positions was her lifelong habit.In America, her story of a 19th century Polish actress who set up a perfect society in California, won the National Book Award in 2000. But it was as a tireless, all-purpose cultural view that she made her lasting fame.“Sometimes,” she once said, “I feel th
16、at, in the end, all I am really defending is the idea of seriousness, of true seriousness.” And in the end, she made us take it seriously too.26. It is implied but not stated in the first paragraph that Sontag _.A. was a symbol of American cultural life B. developed world literature, film and art.C.
17、 published many essays about world cultureD. kept pace with the newest development of world culture27. She first won her name through _.A. publishing essays in magazines like Partisan Review B. her story of a Polish actressC. her explanation of a set of difficult understandings D. her book Illness a
18、s Metaphor28. From the works Susan published in the 1970s and 1980s, we can learn that _.A. she was more of a moralist than a sensualist B. she was more of a sensualist than a moralistC. she believed repressed personalities mainly led to illnessD. she would like to re-examine old positions29. Accord
19、ing to the passage, Susan Sontag would agree to the ideas except _.A. We should try hard to follow every new development in literature, film and art.B. Cancer can be defeated because it is a special problem of repressed personalities.C. Form should be over content, beauty should be over morals.D. We
20、 should defend the idea of seriousness, of true seriousness.30. What is the passage mainly about?A. A lifelong watchword: seriousness B. Susan Sontag is the symbol of American cultureC. How Susan Sontag became famous D. An introduction to Susan Sontag and her watchwordBThe teacher was leaving the vi
21、llage, and everybody seemed sorry. The miller at Cresscombe lent him the small cart and horse to carry his goods to Christminster, the city of his destination, such a vehicle proving of quite enough size for the teachers belongings. For his only article, in addition to the packing-case of books, was
22、 a piano that he had bought when he thought of learning instrumental music. But the eagerness having faded, he had never acquired any skill in playing, and the purchased article had been a permanent trouble to him.The headmaster had gone away for the day, being a man who disliked the sight of change
23、s. He did not mean to return till the evening, when the new teacher would have arrived, and everything would be smooth again.The blacksmith, the farm bailiff and the teacher were standing in confused attitudes in the sitting room before the instrument. The teacher had remarked that even if he got it
24、 into the cart he should not know what to do with it on his arrival at Christminster, since he was only going into a temporary place just at first.A little boy of eleven, who had been assisting in the packing, joined the group of men, and said, “Aunt has got a fuel-house, and it could be put there,
25、perhaps, till youve found a place to settle in, sir.”“Good idea,” said the blacksmith.The smith and the bailiff started to see about the possibility of the suggested shelter, and the boy and the teacher were left standing alone.“Sorry I am going, Jude.” said the latter gently.Tears rose into the boy
26、s eyes. He admitted that he was sorry.“So am I,” said Mr. Phillotson.“Why do you go, sir?” asked the boy.“Well - dont speak of this everywhere. You know what a university is, and a university degree? It is the necessary hallmark of a man who wants to do anything in teaching. My scheme, or dream, is
27、to be a university graduate. By going to live at Christminster, I shall be at headquarters, so to speak, and if my scheme is practicable at all, I consider that being on the spot will afford me a better chance.”The smith and his companion returned. Old Miss Fawleys fuel-house was practicable; and sh
28、e seemed willing to give the instrument standing-room there. So it was left in the school till the evening, when more hands would be available for removing it; and the teacher gave a final glance round.At nine oclock Mr. Phillotson mounted beside his box of books, and waved his friends good-bye.31.
29、It can be inferred that the teacher _.A. was not getting on well with the headmaster B. had lived a rather simple life in the villageC. was likely to continue to practice playing the piano D. would get a rise in the city on arriving there32. The motivation of the teachers moving lay in his _.A. ambi
30、tion B. devotion C. admiration D. inspiration33. The boy named Jude may be described as _.A. polite, generous and cheerful B. active, modest and friendly.C. kind, bright and helpful D. calm, confident and humorous34. From the passage, we could get a general idea of the teachers _.A. love for music a
31、nd his dislike for musical instrumentsB. hard work in the village and his strong interest in city lifeC. friendship with some villagers and also conflicts with othersD. eagerness to go to the city and his love for the village35. Which person does the underlined “his companion” refer to？A. Mr. Phillo
32、tson B. Miss Fawley C. The bailiff D. The headmasterCIts high time someone spoke up for todays college students. Theyre probably the most hardworking, ambitious people in America and their problems are not properly appreciated.People like the Secretary of Education simply dont know what theyre talki
33、ng about when they knock students. Nor do those who complain about falling academic standards.The vast majority of the nations 12 million students are struggling to pay for their educations. They are part of the invisible workforce. Many hold down full-time jobs. Theyre frying hamburgers, photograph
34、ing weddings, working in construction, and waiting on tables. The fact that they even show up for classes is a wonderful event.The financial situation of most students explains a lot about what is happening in schools. Why are the traditional courses so unpopular? Why are students flocking to accoun
35、ting and computer science and any professional programs that seem to lead to careers?Answer: Todays working student has been forced into a kind of premature matter-of-fact way of viewing things. Romance is gone. The notion of transforming ones self through study alone has disappeared. Todays student
36、s seek freedom from manual labor, and the status conferred by a good job.There are other consequences. Todays students dont have much time or energy to be devoted, and carry out independent research or even do serious homework. Thats the secret behind falling academic standards. Students have become
37、 consumers. They want grades and certifications. Their professors cant be expected to give a grade of failure to students who are clearly tired from the effort to pay their bills.Theres a lot wrong with this situation. Its twisting the definition of education out of shape. Worse, its creating a gene
38、ration that is totally unpleasant. The brightest students turn out to be yuppies (雅皮士). The vast majority are, at least, good-natured semi-literates.The time has run out for philosophical debates about fixed courses of study. What this country needs is someone to stand up and say that being a full-t
39、ime student during ones formative years is an honorable calling worthy of support. If families cant or wont give it to their children, then the government should.36. The authors purpose in writing this article is to _.A. awaken the whole society to the problems todays college students faceB. warn Am
40、ericans that academic standards are fallingC. advise college students to study hardD. provide a suggestion that only full-time students be enrolled37. The most suitable word to describe the authors feelings about todays college students is _.A. criticize B. sympathize C. complain D. urge38. Which of
41、 the following cannot be learned from the passage?A. Many students are often absent from classes. B. Traditional courses are not popular.C. Students commit crimes with computers.D. Students dont devote much time and energy to their homework.39. By saying “Romance is gone” in paragraph 5, the author
42、means _.A. todays students do not believe in love stories any moreB. todays students become more practical in dealing with thingsC. students think there is no affection any more and break up with their loversD. todays students hold matter-of-fact opinions on love40. Which of the following suggestion
43、s will the author not agree with?A. We should encourage students to give up full-time jobs. B. Families should offer their children more help financially.C. We should stand up and say something for todays college students.D. We should make more strict regulations to force students to study hard.DSev
44、enteenth-century houses in colonial North American were simple structures that were primarily functional, carrying over traditional designs that went back to the Middle Ages. During the first half of the eighteen century, however, houses began to show a new elegance. As wealth increased, more and mo
45、re colonist built fine houses.Since architecture was not yet a specialized profession in the colonies, the design of buildings was left either to amateur (业余) designers or to carpenters who were engaged in translating architectural handbooks imported from England. Inventories of libraries shows an a
46、stonishing number of these handbooks for builders, and the houses built during the eighteenth century show their influence. Nevertheless, most household architecture of the first-quarters of the eighteenth century displays a wide divergence of taste and freedom of application of the rules laid down
47、in these books.Increasing wealth and growing sophistication (文化修养) throughout the colonies resulted in houses of improved design, whether the material was wood, stone, or brick. New England still favored wood, though brick houses became common in Boston and other towns, where the danger of fire gave an impetus (推动) to the