发布时间 : 星期一 文章云南省昆明市高三英语复习教学质量检测试题新人教版更新完毕开始阅读
昆明市2014届高三复习教学质量检测
英 语
第 I卷 (选择题，共70分)
第一部分: 阅读理解 (共两节，满分40分)
第一节 (共15小题;每小题2分，满分30分)
阅读下列短文，从每题所给的四个选项 (A、B、C和D)中，选出最佳选项，并在答题卡 上将该项涂黑。
My son David, who was 3.5 years old, taught me a beautiful lesson today. After we finished playing with the beads (珠子) , David slowly picked up each bead, looking at it as if it were made of chocolate and then put it into the box they were stored in. With over a hundred beads to go, I was getting impatient. \could he not pick up 10 in one go and put them in? My morning was going to be ruined today!\
But then it hit me like a brick. I noticed that he did this with as much interest as he had while we were playing. The boy was enjoying the whole process. For him the fun was in the game itself as well as in the process of properly packing up and cleaning up. It was not just about his turn or the fun part. Every bit was as fun as the other.
I thought of myself as a kid when we would go out to play cricket (板球). If I was not batting or bowling (击球或掷球), I was unhappy as I impatiently waited for my turn to do so. As a result, I was unhappy while waiting for my turn and only happy for the few moments I either batted or bowled. Only the process of doing something I combined with happiness made me cheerful. The rest of the time I was waiting for my rum in the future or recalling great bowling from the past.
Looking at how peacefully my son was putting beads into the box taught me that the process is the goal. The joy of journey is not in getting there but in every step of it.
1. Why was the father getting upset?
A. He wasn't interested in the game. B. His son didn't do it as he was told to. C. It'd take long to put away the beads. D. David put away the beads casually.
2. What does the underlined sentence in Paragraph 2 mean?
A. I was hit by David with a brick. B. I felt very annoyed at what David did.
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C. I was at a loss what to do with David. D. I suddenly understood David's behavior. 3. We can learn from the text that the author _____.
A. felt satisfied with his teammates B. happily watched his teammates play C. was eager to join in the game D. thought it a pleasure to win a match 4. What did the author learn from this experience?
A. Happiness resulted from doing something pleasant. B. The process was more important than the result. C. It was important for children to develop good habits. D. What children thought was different from that of adults.
B
Spring peepers are found in wooded areas and grassy lowlands near pools in the central and eastern parts of Canada and the United States. These loud animals are rarely seen, but as temperatures begin to rise in March and April, the males certainly are heard. Their peep...peep... peep creates an other-worldly whistling sound that, to many, is the first sign of spring, compared with that of some birds.
Spring peepers are brown in color with dark lines that form an X on their backs. They grow to about 1.5 inches (3.8 centimeters) in length, and have large special toes for climbing. These creatures are active at night, coming out to feed on ants, beetles, flies, and spiders.
When the warmer weather arrives, male frogs attempt to attract a mate with a spring song. The frogs normally perform in singing. The one who starts each round usually has the deepest voice. The %under their mouths allow the frogs to \then they let out a \second. These sounds can often be heard as far as a half-mile away
After a female and male peeper mate, the female lays her eggs in water and spends the remainder of the year in the forest. During the winter, they sleep under logs or behind loose bark on trees. The music dies down during the cold months, but the sounds of peepers will soon be heard again, sounding the coming of spring.
5. The text is written mainly to _____.
A. tell people what spring peepers look like B. let people know more about spring peepers C. explain why spring peepers sing
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D. show environmental harmony in nature
6. What can we know about the spring peepers from the text?
A. They prefer to live in the dry areas in North America. B. They are the first animals to make sounds in spring. C. They can live both in water and on land.
D. They are active during the cold months of the year. 7. What does the underlined word \
A. turn out. B. break out. C. leave out. D. let out.
8. The best title for this text might be _____?
A. The Ring of Tiny Frogs in Spring
B. The Relationship between Animals and Seasons C. The Living Conditions of Spring Peepers D. The Invitation from a Male Peeper
C
Windbreaks are barriers ( 屏障) formed by trees and other plants. Farmers plant these barriers around their fields, which help prevent the loss of soil, stop the wind from blowing soil away. They also keep the wind from damaging or destroying crops. Besides, extra trees and plants can be cut down and used or sold for wood.
Windbreaks can be highly valuable for protecting grain crops. For example, in parts of West Africa grain harvests were as much as twenty percent higher in fields protected by windbreaks compared to fields without them.
But here is something interesting about windbreaks. They seem to work best when they allow some wind to pass through the barrier of trees or plants around a field. If not, then the movement of air close to the ground will lift the soil. Then the soil will be blown away. For this reason, a windbreak works best if it contains only 60 to 80 percent of the trees and plants that would be needed to make a solid line. An easy rule to remember is that windbreaks can protect areas up to 10 times the height of the tallest trees in the windbreak.
There should be at least two lines in each windbreak. One line should be large trees. The second line, right next to it, can be shorter trees or other plants with leaves. Locally grown trees and plants are considered the best choices for windbreaks. Trees reduce the damaging effects of wind and rain. Their roots help protect soil from being washed away. And trees can provide animals outdoors with shade from the sun.
9. The advantages of building a windbreak are as follows except _____.
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A. keeping the wind from destroying grain crops B. increasing the production of grain harvests C. providing humans with shade from the sun D. reducing the damaging effects of wind and rain
10. The author thinks windbreaks are interesting because ______.
A. the movement of air lifts the soil B. windbreaks allow some wind to pass through C. large trees are lined with short ones D. windbreaks can stop the wind getting through
11. If the trees grow to a height of 30 feet, the areas the windbreak can protect are ______.
A. 100 square feet C. 240 square feet
B. 150 square feet D. 300 square feet
12. What can be inferred from the text?
A. Extra trees and plants can be cut down for wood. B. The environment is going from bad to worse.
C. Trees and plants from abroad are the best for windbreaks. D. Windbreaks can contribute to agriculture harvests.
D
Of the several films Hirokazu has made about childhood and children, this one is the most modest, but no less pleasing for its delicate style and small setting.
I Wish was originally called Miracle, and the change is for the better. The two-word
title makes you want to know who's wishing for what, while the single word sounds plain and self-praising. This wise and funny film works small miracles in describing such a moment when kids turn from the wishfulness of childhood into shaping the world for themselves.
The sweetly reflective hero, a sixth-grader named Koichi, starts out by wishing for a volcano to erupt. Not just any volcano, but the one that towers above his town, smoking heavily and giving off ash. An eruption would lead to a withdrawing, which would lead, at least in his mind, to a reunion with his father and kid brother, who've been living in Hakata while Koichi lives with his mother and retired grandparents in Kagoshima. The volcano, knowing nothing of this, refuses to erupt, but Koichi hears of another approach to realizing the desired miracle.
One of the pleasures of I Wish is watching how kids behave — how Koichi attacks his dinner, for example. Another pleasure is rediscovering how kids think. These kids can be logical and ever so tricky. But children's thought processes can also
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