江蘇高考英語模擬試卷
目前,英語寫作測試效度的研究多是針對高級寫作或學術性寫作而展開的,對高考寫作的研究很少見到。下面是本站小編爲你整理關於江蘇高考英語模擬試卷的內容，希望大家喜歡!
第一部分：聽力理解(共三節，30分)
第一節(共5小題：每小題1.5分，共7.5分)
聽下面5段對話。每段對話後有一道小題，從每題所給的A、B、C三個選項中選出最佳選項。聽完每段對話後，你將有10秒鐘的時間來回答有關小題和閱讀下一小題。每段對話你將聽一遍。
例：What is the man going to read?
A.A newspaper. B.A magazine. C.A book.
答案是A。
color T-shirt does the man plan to order?
. . n.
h section does the man like to read?
. ts. rtainment.
job will the man probably take in summer?
guard. guide. ming coach.
e does the woman want to go on holiday?
ey. da. y.
are the two speakers talking about?
k. ra. e.
第二節(共10小題：每小題1.5分，共15分)
聽下面4段對話或獨白。每段對話或獨白後有幾道小題，從每題所給的A、B、C三個選項中選出最佳選項。聽每段對話或獨白前，你將有5秒鐘的時間閱讀每小題。聽完後，每小題將給出5秒鐘的作答時間。每段對話或獨白你將聽兩遍。
聽第6段材料，回答第6至7題。
test are the speakers going to take on Friday?
nce. ory. c.
does the woman speaker make the phone call?
discuss her maths problems.
seek help with her English reading.
ask about the homework for tomorrow.
聽第7段材料，回答第8至9題。
does the man think is the cause of the woman’s illness?
night’s dinner. hot weather. led water.
is the probable relationship between the two speakers?
and and wife. or and patient. t and receptionist.
聽第8段材料，回答第10至12題。
is the man doing?
ng an invitation. ring information. ng for permission.
time is the woman going to see the dentist this Saturday?
A.10:30 a.m. B.12:30 p.m. C.4:30 p.m.
is the woman going to do after seeing the dentist?
n the house.
a walk by the lake.
Jim with his science project.
聽第9段材料，回答第13至15題。
makes shoppers tired?
ing for electrically-driven cars.
ing for what they want to buy.
ying shopping around.
is the problem for building moving walkways in the store?
space. redesign. technology.
e will the computer system send the things shoppers buy?
the exit. the shelf. the shoppers’ homes.
第三節 (共5小題;每小題1.5分，共7.5分)
聽下面一段對話，完成第16至第20五道小題，每小題僅填寫一個詞，聽對話前，你將有20秒鐘的時間閱讀試題，聽完後你將有60秒鐘的作答時間。這段對話你將聽兩遍。
Missing Person Report Form
Time last seenAbout 16 o’clock in the afternoon
Place last seenAt the 17 section of the store
Name 18
AgeFive
AppearanceDark 19 hair, thin and small
ClothingBlue 20 , a pink T-shirt, a hat
第二部分：知識運用(共兩節，45分)
第一節 單項填空(共15小題;每小題1分，共15分)
從每題所給的A、B、C、D四個選項中，選出可以填入空白處的最佳選項，並在答題卡該項塗黑。
例：It’s so nice to hear from her again. ,we last met more than thirty years ago.
’s more ’s to say other words eve it or not
答案是D。
riments of this kind in both the U.S. and Europe well before the Second World War.
conducted been conducted
conducted been conducted
22. Barbara Jones offers to her fans is honesty and happiness.
h
in the library every night over the last three months.
s ed been working been working
24.—I don’t really like James. Why did you invite him?
—Don’t worry. He come. He said he wasn’t certain what his plans were.
not not d not t not
’s important for the figures regularly.
be updated have been updated
update have updated
was much kinder to Jack than she was to the others, , of course, made all the others upset.
h
27.—That must have been a long trip.
—Yeah, it us a whole week to get there.
s taken taking
28.—Where are the children? The dinner’s going to be completely ruined.
—I wish they always late.
n’t ’t been dn’t be dn’t have been
29. volleyball is her main focus, she’s also great at basketball.
e ss e
e if I science, and not literature then, I would be able to give you more help.
ied d study studied studying
shocking news made me realize terrible problems we would face.
32.—Bob has gone to California.
—Oh, can you tell me when he ?
left leaving d leave
down, Emma. You will only make yourself more tired, on your feet.
keep ing ng kept have kept
employment rate has continued to rise in big cities thanks to the efforts of the local governments to increase .
e
new technology, pictures of underwater valleys can be taken color.
第二節 完形填空(共20小題;每小題1.5分，共30分)
閱讀下面短文，掌握其大意，從每題所給的A、B、C、D四個選項中，選出最佳選項，並在答題卡該項塗黑。
I used to hate being called upon in class mainly because I didn’t like attention drawn to myself. And 36 otherwise assigned(指定)a seat by the teacher, I always 37 to sit at the back of the classroom.
All this 38 after I joined a sports team. It began when a teacher suggested I try out for the basketball team. At first I thought it was a crazy 39 because I didn’t have a good sense of balance, nor did I have the 40 to keep pace with the others on the team and they would tease me. But for the teacher who kept insisting on my “ 41 for it”, I wouldn’t have decided to give it a try.
Getting up t he courage to go to the tryouts was only the 42 of it! When I first started 43 the practice sessions, I didn’t even know the rules of the game, much 44 what I was doing. Sometimes I’d get 45 and take a shot at the wrong direction—which made me feel really stupid. 46 , I wasn’t the only one “new” at the game, so I decided to 47 on learning the game, do my best at each practice session, and not be too hard on myself for the things I didn’t 48 “just yet”.
I practiced and practiced. Soon I knew the 49 and the “moves”. Being part of a team was fun and motivating. Very soon the competitive 50 in me was winning over my lack of confidence. With time, I learned how to play and made friends in the 51 — friends who respected my efforts to work hard and be a team player. I never had so much fun!
With my 52 self-confidence comes more praise from teachers and classmates. I have gone from “ 53 ” in the back of the classroom and not wanting to call attention to myself, 54 raising my hand— even when I sometimes wasn’t and not 100 percent 55 I had the right answer. Now I have more self-confidence in myself.
l ss gh
d ed t e
inued ged led ted
ef ng
t ce ity ence
g ing ring ying
t s
ying aring nding hing
r e her
itted vated rrassed used
restingly unately ously fully
s
ort
s rs s s
e
ess ation ment ation
essed oved erved gnized
ming ing xing ng
y y sfied
第三部分：閱讀理解(共兩節，40分)
第一節(共15小題;每小題2分，共30分)
閱讀下列短文，從每題所給的A、B、C、D四個選項中，選出最佳選項，並在答題卡該項塗黑。
A
“I Went Skydiving at 84!”
As a young girl growing up in the 1930s, I always wanted to fly a plane, but back then it was almost unheard of a woman to do that. I got a taste of that dream in 2011,when my husband arranged for me to ride in a hot air balloon for my birthday. But the experience turned out to be very dull. Around that time ,I told my husband that I wanted to skydive. So when our retirement community(社區)announced that they were having an essay competition and the topic was an experience of a lifetime that you wanted to have, I decided to write about my dream.
In the essay, I wrote about my desire to skydive, stating George Brush Sr. did it at age 80. Why not me? I was just 84 and in pretty good health. A year went by and I heard nothing. But then at a community party in late April 2009, they announced that I was one of the winners. I just couldn’t believe it. Inspired by this, I decided to realize my dream, even though some of my family members and my doctor were against it.
One June 11, 2009, nearly 40 of my family and friends gathered in the area close to where I would land while I headed up in the airplane. My instructor, Jay, guided me through the experience. The plane was the noisiest one I had ever been in, but I wasn’t frightened—I was really just looking forward to the experience. When we reached 13,000 feet, Jay instructed me to throw myself out of the plane. When we first hit the air, the wind was so strong that I could hardly breathe. For a second I thought, “What have I gotten myself into?” But then everything got calmer. We were in a free fall for about a minute before Jay opened the parachute(降落傘), then we just floated downward for about five minutes. Being up in the clouds and looking at the view below was unlike anything I have ever felt—much better than the hot air balloon. I was just enjoying it.
Skydiving was really one of the greatest experiences of my life. I hope other people will look at me and realize that you don’t stop living just because you are 84 years old. If there’s something you want to experience, look into it. If it’s something that is possible, make it happen.
happened to the author in 2001?
flew an airplane
entered a competition
went on a hot air balloon ride
moved into a retirement community
author mentioned George Bush Sr. in her essay to .
d up her own reputation her admiration for him
are their health condition her argument persuasive
did the author feel immediately after she jumped out of the plane?
ted ed ous etful
did the author enjoy most when she was skydiving?
beautiful clouds wonderful view
company of Jay one-minute free fall
B
Submission Guidelines
Before sending us a manuscript(稿件), look through recent issues(刊物)of the Post to get an idea of the range and style of articles we publish. You will discover that our focus has broadened to include well-researched, timely and informative articles on finance, home improvement, travel, humor, and many other fields.
The Post’s goal is to remain unique, with content that provides additional understandings on the ever-evolving American scene.
In addition to feature-length(專題長度的)articles, the Post buys anecdotes, cartoons, and photos. Payment ranges from $25 to $400.
Our nonfiction needs include how-to, useful articles on gardening, pet care and training, financial planning, and subjects of interest to a 45-plus, home-loving readership. For nonfiction articles, indicate any special qualifications you have for writing about the subject, especially scientific material. Include one or two published pieces with your article. We prefer typed articles between 1,000 and 2,000 words in length. We encourage you to send both printed and online versions.
We also welcome new fiction. A light, humorous touch is appreciated. We are always in need of straight humor articles. Make us laugh, and we’ll buy it.
Feature articles average about 1,000 to 2,000 words. We like positive, fresh angles to Post articles, and we ask that they be thoroughly researched.
We normally respond to article submissions within six weeks. You are free to submit the article elsewhere at the same time.
Please submit all articles to Features Editor, The Saturday Evening Post, 1100 Waterway Boulevard, Indianapolis, IN 46202,(317)634-1100.
re sending a manuscript to the Post, a contributor is advised to .
a better understanding of American issues
out the range of the articles in the post
ease his knowledge in many fields
den his research focus
submit nonfiction articles，a contributor must_____.
ide his special qualification a regular reader of the post
uce printed versions over 45 years old
the passage we can learn that the Post ______.
ws article submissions within six weeks
rs science articles within 2，000 words
a huge demand for humorous works
ers nonfiction to fiction articles
C
Students and Technology in the Classroom
I love my Blackberry—it’s my little connection to the larger world that can go anywhere with me. I also love my laptop computer, as it holds all of my writing and thought. Despite this love of technology, I know that there are times when I need to move away from these devices(設備)and truly communicate with others.
On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom. I have a rule —no laptops, iPads, phones, etc. When students were told my rule in advance of the class, some of them were not happy.
Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There’s a bit of truth to that. Some students assume that I am anti-technology. There’s no truth in that at all. I love technology and try to keep up with it so I can relate to my students.
The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and to make connections between the course the material and the class discussion.
I’ve been teaching my history class in this way for many years and the educations reflect student satisfaction with the environment that I create ents realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom.
I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change. I’m sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.
of the students in the history class were unhappy with____
course material rs’ misuse of technology
ussion topics author’s class regulations
underlined word “engage ”in Para.4 probably means ____.
ore pt ge ct
rding to the author ,the use of technology in the classroom may ____.
students from doing independent thinking
urage students to have in-depth conversations
students to better understand complex themes
ct students’ concentration on course evaluation
can be inferred from the last paragraph that the author ____
quite stubborn give up teaching history
change his teaching plan soon es technology-free dialogues in his class
D
As the railroads and the highways shaped the American West in the past centuries, a new electrical generating(發電)and transmission(輸送)system for the 21st century will leave a lasting mark on the West, for better or worse. Much of the real significance of railroads and highways is not in their direct physical effect on the scenery, but in the ways that they affect the surrounding community. The same is true of big solar plants and the power lines that will be laid down to move electricity around.
The 19th century saw land grants(政府撥地)offered to railroad companies to build the transcontinental railroads, leaving public land in between privately owned land. In much of the West, some of the railroad sections were developed while others remained undeveloped, and in both cases the landownership has presented unique challenges to land management. With the completion of the interstate highway system, many of the small towns, which sprang up as railway stops and developed well, have lost their lifeblood and died.
Big solar plants and their power lines will also have effects far beyond their direct footprint in the West. This is not an argument against building them. We need alternative energy badly, and to really take advantage of it we need to be able to move electricity around far more readily than we can now.
So trade-offs will have to be made. Some scenic spots will be sacrificed. Some species(物種)will be forced to move, or will be carefully moved to special accommodations. Deals will be struck to reduce the immediate effects.
The lasting effects of these trade-offs are another matter. The 21st century development of the American West as an ideal place for alternative energy is going to throw off a lot of power and money in the region. There are chances for that power and money to do a lot of good. But it is just as likely that they will be spent wastefully and will leave new problems behind, just like the railroads and the highways.
The money set aside in negotiated trade-offs and the institutions that control it will shape the West far beyond the immediate footprint of power plants and transmission lines. So let’s remember the effects of the railroads and the highways as we construct these new power plants in the West.
was the problem caused by the construction of the railways ?
l towns along the railways became abandoned .
railroad stops remained underused.
in the West was hard to manage.
grants went into private hands.
is the major concern in the development of alternative energy according to the last two paragraphs ?
transmission of power.
use of money and power.
conservation of solar energy.
selection of an ideal place.
is the author’s attitude towards building solar plants?
ious oving tful pproving
h is the best title for the passage?
the Railways Have Affected the West
Solar Energy Could Reshape the West
the Effects of Power Plants Can Be Reduced
the Problems of the Highways Have Been Settled
第二節(共5小題，每小題2分，共10分)
根據短文內容，從短文後的七個選項中選出能填入空白處得最佳選項。選項中有兩項爲多餘選項。
Public Speaking and Critical Thinking
What is critical thinking? To a certain degree, it’s a matter of logic(邏輯)—of being able to spot weaknesses in other people’s arguments and to avoid them in your own. It also includes related skills such as distinguishing fact from opinion and assessing the soundness of evidence.
In the broad sense, critical thinking is focused, organized thinking—the ability to see clearly the relationships among ideas. 71 The greatest thinkers, scientists, and inventors have often taken information that was readily available and put it together differently to produce new ideas. That, too, is critical thanking.
72 As the class goes on, for example, you will probably spend a good deal at time organizing your speeches. While this may seem like a purely mechanical(機械的)exercise, it is closely connected with critical thinking. If the structure of your speech is loose and confused, chances are that your thinking is also disordered and confused. If, on the other hand, the structure is clear, there is a good chance your thinking is too. Organizing a speech is not just a matter of arranging the ideas you already have 73
What is true of organization is true of many aspects of public speaking. 74 As you work on expressing your ideas in clear, accurate language, you will improve your ability to think clearly and accurately. 75 As you learn to listen critically to speeches in class, you will be better able to assess the ideas of speakers in a variety of situations.
If you take full advantage of your speech class, you will be able to develop your skills as a critical thinker in many circumstances. This is one reason public speaking has been regarded as a vital part of education since the days of ancient Greece.
er, it is an important part of shaping the ideas themselves.
may seem like a lot of time, but the rewards are well worth it.
may also help you to know that there is no such thing as a perfect speech.
has often been said that there are few new ideas in the world, only reorganized ideas.
you are wondering what this has to do with your public speaking class, the answer is quite a lot.
skills you learn in your speech class can help you become a more effective thinker in a number of ways
you study the role of evidence and reasoning in speechmaking ,you will see how they can be used in other forms of communication as well.
第四部分：書面表達(共兩節，35分)
第一節 情景作文(20分)
假設你是紅星中學高二(1)班的學生李華。下面四幅圖表述了近期發生在你們班的一個真實故事，請根據圖片的先後順序，爲校刊“英語園地”寫一篇短文，次數不少於60。
第二節 開放作文(15分)
請根據下面提示，寫一篇短文，詞數不少於50.
In your spoken English class, your teacher shows you the following picture. You are asked to describe the picture and explain how you understand it.
(請務必將開放作文寫在答題卡指定區域內)
江蘇高考英語模擬試卷答案
第一部分：聽力理解(共三節，30分)
1—5 CBBAC 6—10 ACBAA 11—15 BCCBA
16.4/four table ssa/MELISSA n ts
第二部分：知識運用(共兩節，45分)
21—25 DBCDA 26—30 BCADC 31—35 ABBCD 36—40 CDBAC 41—45 ABCAD
46—50 BADCB 51—55 ABDDC
第三部分：閱讀理解(共兩節，40分)
56—60 CDDBB 61—65 ACDAA 66—70 DCBAB 71—75 DEAFG
第四部分：書面表達(共兩節，35分)
第一節 情景作文(20分)
一、內容要點：
1.老師滑倒
2.學生送老師看病
3.學生看望老師
4.老師回班上課
二、One possible version:
Last Monday, we were having our Chinese class when the teacher suddenly slipped and fell. We were all worried about her. One of the boys carried her on the back, with the help of some others, to the clinic immediately. It turned out that her right leg was broken and she had to stay in the hospital. The following day, we went to visit her with flower and fruit. Seeing her lying in bed with her leg wrapped in bandages, we felt sorry for her and fruit. Seeing her lying in bed with her leg wrapped in bandages, we felt sorry for her and hoped that she would recover soon. This Thursday she returned to the class on a wheelchair to give us lessons. We were all deeply moved and proud of having such a responsible teacher.
第二節 開放作文(15分)
One possible version:
In the picture, there stands a tree full of fruit on one side of the stream. Across the stream, a man is trying to reach out on the edge of the bank for the fruit with a net attached to a pole. Not far away there is bridge that can lead him to the tree for more fruit.
The message conveyed in the picture is clear. In pursuing a dream, we might focus on only one way of making it come true, forgetting that there may be alternatives. As indicated in the picture, if the man is willing to look for other possibilities, he can find a better and more rewarding way to achieve his goal. All he has to do is to turn around, cross the bridge and walk to the tree.
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