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2022年上海市黄浦区6月线下高考二模英语试题（含答案）
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这是一份2022年上海市黄浦区6月线下高考二模英语试题（含答案），共16页。
黄浦区2022年高考二模
英 语 试 卷
（完成试卷时间：120分钟 总分：140分）
第 I卷（共 100分）
I. Listening Comprehension
Section A
Directions: In Section A, you will hear ten short conversations between two speakers. At the end of each conversation, a question will be asked about what was said. The conversations and the questions will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard.
1．A. In an Italian library. B. In a local bookstore.
C. At an art gallery. D. At a travel agency.
2．A. On Saturday night. B. On Tuesday morning.
C. On Thursday night. D. On Friday morning.
3．A. Its color doesn’t appeal to him. B. It’s not the one he wants to try on.
C. It doesn’t fit him very well. D. Its size is too large for him.
4．A. His wife is really good at cooking.
B. His wife wants him to help her cook.
C. He wants to help his wife clean the kitchen.
D. He doesn’t think cooking at home is a good idea.
5．A. She has no interest in reading novels.
B. Science fiction is her favorite kind of novels.
C. She is in low spirits and nothing interests her.
D. She prefers novels to any other reading materials.
6．A. The course will be challenging. B. The poetry class is very popular.
C. Dr. Wilson is easy to get along with. D. It’s a good choice to learn poetry.
7．A. She must have been bored with the gym. B. She isn’t satisfied with her current figure.
C. Her gym exercise has led to good results. D. Her efforts to keep fit aren’t praiseworthy.
8．A. The actor greeted the actress with a loud cheer.
B. The actress paid much attention to the actor.
C. The audience became excited when they saw the actor.
D. The actress was warmly welcomed by the audience.
9．A. He doesn’t know how to change his hairstyle.
B. He has no time to have his hair cut right now.
C. He needs to have a hairstyle change in a hurry.
D. He accepts the woman’s advice though he is busy.
10．A. The woman saved the man some trouble. B. The woman regretted littering the reading list.
C. The man placed the reading list on a desk. D. The man emptied the waste paper basket.
高三英语试卷 第1页 共10页
Section B
Directions: In Section B, you will hear two short passages and one longer conversation. After each passage or conversation, you will be asked several questions. The passages and the conversation will be read twice, but the questions will be spoken only once. When you hear a question, read the four possible answers on your paper and decide which one would be the best answer to the question you have heard.
Questions 11 through 13 are based on the following passage.
11．A. The importance of having exercise.
B. How to reduce weight without starvation.
C. The need for dieters to eat a good breakfast.
D. What nutrients people need at breakfast.
12．A. Have breakfast containing at most 30% of their daily calories.
B. Gain enough calories from a balanced meal of nutritious food.
C. Eat various foods to assure a constant supply of rich vitamins.
D. Have a balanced diet consisting of all elements their bodies need.
13．A. Dieters have great difficulty in going to sleep.
B. Dieters suffer from heart attacks and mental diseases.
C. Dieters become uncomfortable for a long period of time.
D. Dieters are likely to feel sleepy, upset and exhausted.
Questions 14 through 16 are based on the following passage.
14．A. Total emissions of smoke in the air have been controlled within 85% since 1960.
B. The dense “smogs” of the 1950s haven’t appeared again in major cities except London.
C. Winter sunshine has increased by 70% or so since the late 1950s in central London.
D. The government has successfully taken measures to reduce emissions from new vehicles.
15．A. The possible impact of dense “smogs” on health.
B. The emissions from a larger number of motor vehicles.
C. The new vehicles adopted to reduce extensively emissions.
D. The pollutants produced by new vehicles and factories.
16．A. It promotes air quality management by structuring a new framework.
B. It provides a national project containing air quality targets for the year 2050.
C. It suggests local institutions bear the duty to monitor air quality in their boundaries.
D. It includes pilot schemes to be taken forward in 40 areas before full implementation.
Questions 17 through 20 are based on the following conversation.
17．A. Booking flights. B. Hotel arrangement.
C. International Airlines. D. Business Agenda.
18．A. To Bangkok. B. To Tokyo C. To Singapore. D. To Hong Kong.
19．A. The fares of the flights. B. The service of different Airlines.
C. The schedule of the conference. D. The safety of the journey.
20．A. Before lunch on April 18th. B. At 14:30 on April 18th.
C. At 16:00 on April 21st. D. Anytime on April 21st.
高三英语试卷 第2页 共10页
II. Grammar and Vocabulary
Section A
Directions: After reading the passage below, fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank.
A Live Map of Everywhere on Earth: Frightening or Cool?
Imagine turning on the GPS and seeing an image of your car from above. As the car drives, the map follows along in real time, (21)______ (alert) you to any traffic, pedestrians, animals, or other things nearby. Routes and names of roads appear over the livestream. It’s like the map has come to life.
This type of map isn’t available yet. But it could be soon. In 2014, the Worldview-3 satellite (22)______
(launch) into space. Even though it circles round Earth at more than 370 miles (600 km) away, it can capture images of objects on Earth that are just 10 inches (25cm) across. Looking all the way from outer space, it can make out a smartphone (23)______ (hold) in your hand. It can tell what types of cars are traveling down a road. But it can’t identify your face or read the cars’ license plate numbers ... at least not openly.
According to some reports, this satellite and other US spy satellites have the technology to take even
(24)______ (sharp) images, with a resolution of up to around 4 inches (10cm). But US law forbids making these super-sharp pictures public, to prevent enemies from using them. But the idea (25)______ anybody might be able to spy on the entire Earth in such detail may seem frightening. Live, high-detail satellite mapping could probably be used to keep tags on anybody at any time, (26)______ the person’s knowledge. Ray Purdy of University College London told CNN that he is concerned about (27)______ this could mean for privacy. “Most satellites are commercially owned, so if you have money you can buy that imagery, (28)______ means anyone can spy on anyone,” he said.
At the same time, live, detailed maps of Earth’s surface (29)______ aid humanity in amazing ways.
Satellite images can help experts track storms as they form and chart their paths. At high detail, live maps of a disaster area could quickly and accurately reveal people in danger (30)______ ______ they could help rescuers determine the safest routes in or out in time. Higher detail may make it possible for farmers to watch over their crops or for prospectors to find minerals.
What do you think? Do you wish everyone could access high-detail live maps of Earth’s surface?
Section B
Directions: Complete the following passage by using the words in the box. Each word can only be used once. Note that there is one word more than you need.
A. structured B. treasures C. revolution D. accessible E. professions F. responsive
G. promises H. formalized I. popularised J. declared K. creation
How the Victorians Invented the “Staycation”
Holidays feel like an important refreshment after such a tough year. While international travel is possible,
it’s not exactly easy, so many are choosing to stay closer to home, taking a “staycation”. This year
holidaymakers are discovering the 31 of the UK’s coast and the beauty of its landscapes.
Domestic tourism as we know it began in the 19th century when the idea of the holiday was just
becoming 32 . Expanding railways and changing work practices meant people had more leisure time for
travelling. International travel was becoming easier but wasn’t 33 to all, so the Victorians chose to spend
this newfound “free” time in the UK.
高三英语试卷 第3页 共10页
This gave way to the 34 of hot new holiday destinations, mostly on the UK’s coast. Great British
seaside towns, from Bournemouth to Brighton, appealed to people with 35 of fun, sea and clean air —
many of the things that continue to attract people today.
The great summer holiday as we know it was designed by the Victorians. The 19th century saw the
industrial 36 and the rise of industrial capitalism, where factories were booming and work structures
were more clearly and severely defined and presented. This led to the emergence of administrative 37 ,
like clerks, and an emerging middle class.
There was more 38 working time, including shift work in factories and time off on Sundays. As a
result, working-class people had leisure time to use, and by the 1890s some skilled workers had half days on
Saturdays, leading to the birth of the “weekend” — though this was not 39 until much later in the 20th
century.
In 1871 the Bank Holidays Act was passed. This appointed certain days as holidays on which banks closed, though, over the years, more businesses began observing these days off work. Before 1830, banks closed only on the 40 saints’ days of the year, though by 1834 this was just four days, including Christmas day.
From 1871, any day could be 40 a bank holiday, not just saints’ days.
III. Reading Comprehension
Section A
Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context.
In February 1970, a group of activists gathered in Vancouver, Canada to discuss a planned nuclear test on
the Alaskan island of Amchitka. They eventually agreed to sail to the test site and 41 against the
explosion in person. At the end of the meeting, the chairman raised two fingers to the room and shouted
“Peace!”. After a brief pause, one young attendee 42 with a monumental line: “Let’s make that a green
peace”. The group were so 43 the phrase that they named their first boat the Green Peace.
Over the last 50 years, the 44 movement has become so closely associated with the colour green
that it’s almost impossible to see a green poster, label or recycling bag without thinking about our planet’s
future. But though that connection is the product of a very recent crisis, its 45 go back some way. We
have 46 green with nature and its processes for thousands of years. Indeed, the very word “green” comes
from the ancient Proto-Indo-European word ghre, meaning “grow”.
The human species, which emerged in the green forests and grasslands of Africa about 300,000 years ago,
has a special 47 link with green. Our eyes might even have 48 specifically to see the green in
plants. Unlike most animals, who are red-green colour blind, we humans developed a third cone cell, an
additional photoreceptor enabling our 49 to spot ripe red and yellow fruits against a backdrop of green
leaf, and to distinguish different green leaves from each other. In daylight conditions, human eyes are more
50 to green than any other colour.
With the rise of farming, we started to use green as a(n) 51 for nature and its processes.
Archaeologists have recently found an extraordinary store of green jewels in the Levant, 52 some 10,000
years. The researchers believe that these objects, many of which had come from hundreds of miles away at
great cost, were chosen because they 53 young leaves and might have been used by early farmers to pray
for rainfall or fertilise crops.
The ancient Egyptians, who were farming the banks of the Nile from about 8000 B.C., 54 use green
as identification for their crops. Egyptian painters often represented their god of 55 , Osiris — who was
responsible for flooding the Nile’s banks, filling the soil with nutrients and pushing the first green shoots up through the fields — as a bright green being.
高三英语试卷 第4页 共10页
41．A. bump B. protest C. compete D. insure
42．A. objected B. announced C. responded D. highlighted
43．A. curious about B. familiar with C. shocked at D. fascinated by
44．A. environmental B. revolutionary C. multicultural D. deliberate
45．A. results B. origins C. extremes D. streams
46．A. identified B. recognized C. combined D. illustrated
47．A. physical B. artificial C. biological D. physiological
48．A. engaged B. evolved C. dominated D. exchanged
49．A. pioneers B. seniors C. ancestors D. inspectors
50．A. sensitive B. available C. equivalent D. appropriate
51．A. approach B. symbol C. alternative D. signal
52．A. crossing over B. counting for C. according to D. dating back
53．A. described B. reflected C. interpreted D. resembled
54．A. eventually B. similarly C. consequently D. definitely
55．A. agriculture B. vegetation C. cultivation D. generation
Section B
Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have read.
(A)
As school starts this fall in Tununak, a tiny Eskimo community of Alaska, Teacher Ben Orr is planning to invite elderly storytellers into the classroom so his young students can learn and then write down traditional legends and knowledge of their disappearing culture. For Donna Maxim’s third-graders in Boothbay, Me., writing will become a tool in science and social studies as students record observations, questions and reactions about what they discover each day. In Eagle Butte, S.D., Geri Gutwein has designed a writing project in which her ninth-grade students exchange letters with third-graders about stories they have read. This year a few of her students will sit with Cheyenne women who tell tales as they knit together, their tradition becoming materials for today’s young writers.
Although these teachers are separated by thousands of miles, their methods of encouraging children to
write spring from a common source: the Bread Loaf School. There, near Vermont’s Middlebury College, grade school and high school teachers give up part of their vacations each summer to spend six weeks brainstorming, studying and trading experiences as they try to design new methods of getting their pupils to write. Says Dixie Goswami, a professor who heads Bread Loaf’s program in writing: “We have nothing against ‘skill-and-drill’ writing curricula, except that they don’t work.” Instead, Bread Loaf graduates have created one inventive program to work together to cultivate student writers.
The Bread Loaf literature and writing program began in 1920 as a summer resort where English teachers
studied for advanced degrees. Until the late 1970s most were teachers from schools for the upper class. Bread Loaf “was failing in its social responsibility,” says Paul Cubeta, a professor who has directed the program
since 1965. “So we went looking in rural America for potential educational leaders.” Foundation funds were
raised to help bear the cost for tuition and board. Over the past ten years nearly 500 rural instructors have studied there.
高三英语试卷 第5页 共10页
Many of the new ideas teachers took away from Bread Loaf seemed in danger of fading back home, remembers Cubeta. “We need to devise a way for them to go back with support for their projects and for each other.”One result was an idea called BreadNet: by setting up a network of word processors, Bread
Loaf-trained teachers could instantly connect their classrooms.
56．Which of the following methods has NOT been taken by teachers according to paragraph 1?
A. Inviting elderly storytellers to communicate with students.
B. Asking students to record about science and social studies.
C. Encouraging students to exchange letters with other graders.
D. Having Cheyenne women teach their knitting skills to students.
57．What do school teachers do in the Bread Loaf School?
A. Organize summer vacations for students in the Bread Loaf School.
B. Spend six weeks brainstorming and discussing their trade experiences.
C. Design new methods to get their students involved in writing.
D. Reject the ‘skill-and-drill’ writing curricula and work for inventive programs.
58．What does the word “BreadNet” in paragraph 4 refer to?
A. A platform to help teachers continue their projects when they are back.
B. A programme to interview Bread Loaf graduates and collect ideas.
C. A students’ organization for those who study in the Bread Loaf School.
D. A website for teachers to process stories written in online classes.
59．What’s the purpose of the Bread Loaf literature and writing program?
A. To help students study English and train for advanced degrees.
B. To promote teachers’ teaching ability to motivate students to write.
C. To look for excellent educational leaders in every part of America.
D. To cover the cost for tuition and board of rural schools with funds.
(B)
What are those short metal fences by the side of the road? They don’t look like much. But they do a big job.
People who design highways would always like to have a wide, flat, clear space on either side of the road.
That way, if a car goes off the road, it can stop safely.
But in some places, that’s just not possible. That’s when they put up a guardrail. These short railings are designed to stop cars from running into something more dangerous, without damaging the car too much.
The type of guardrail they put up depends on the road. A weaker guardrail may let the car go farther off
the road, but does less damage to the car. A strong guardrail stops a car in a short distance, but the car suffers more damage.
Jersey barriers are made of concrete. They are often placed down the center of a road to separate cars going in opposite directions. Jersey barriers are also used around construction zones. They are cheap to make and easy to move around.
A box-beam guardrail looks like a long metal box running between posts. Box-beam guardrails are very strong, but expensive. They are used mostly where it’s important to stop cars quickly. You might see one in the middle of a road to keep cars from
going into oncoming traffic.
高三英语试卷 第6页 共10页
A strong-post W-beam
guardrail has short, thick posts set close together. This common guardrail is used where it’s important to stop a car quickly to save lives, such as where a cliff is right next to the road. It gets its name from the fact that if it’s cut in
half, the rail looks like a
sideways W.
A weak-post W-beam guardrail has posts that are thinner and farther apart. Why would anyone want to make a guardrail with weak posts? A weak-post guardrail will stop a car more slowly than a strong-post guardrail. The more gradually a car slows down, the less likely its riders will be hurt. A weak-post guardrail can be used where there is more space to slow a car down.
60．According to the passage, what is the main function of guardrails?
A. To stop and protect cars from running in the opposite direction.
B. To set aside a wide, flat, clear space on either side of the road.
C. To help guarantee drivers’ safety when they are riding on the road.
D. To prevent cars from suffering damage when they travel too fast.
61．What can we learn about Jersey barriers and box-beam guardrails?
A. Jersey barriers are made of concrete so they are difficult to move around.
B. Jersey barriers are put at the road center to divide the road into two-way lanes.
C. Box-beam guardrails look like long metal boxes running between opposite cars.
D. Box-beam guardrails are seldom seen to be actually used because of the high cost.
62．Which of the following is NOT TRUE about the W-beam guardrails?
A. A strong-post W-beam guardrail has short, thick posts which are set close together.
B. A strong-post W-beam guardrail is often used to save lives by stopping a car quickly.
C. A weak-post guardrail will stop a car gradually to prevent its riders from being hurt.
D. A weak-post guardrail can be used if there is not enough space to slow a car down.
(C)
At first glance, the image that flashed on the computer screen looked like an ordinary road map. Then
John Richardson, acting manager of the Federal Aviation Administration (FAA), began tapping at his keyboard. With one click he got a close-up view of New York, divided not along town or county lines but along sectors of airspace. With another click on the key he eliminated hundreds of tiny black dots showing the location of
low-flying aircraft and private jets. What remained on the screen were larger, winged symbols representing
commercial airliners. With a few more key taps he color-coded the jetliners according to their airport destination.
To computer fans at ease with the graphic interpretation of Max Headroom, the FAA demonstration might
seem simple. But to air-traffic professionals gathered in the agency’s sixth-floor “war room,” it represented a technological breakthrough. Before last week, FAA radar data showing the location of planes flying over the U.S. could be shown only dot on computer screens at one or more of the airline agency’s 20 regional control centers. Now, all that information has been combined and displayed on a single screen, giving the nation’s
air-traffic controllers a unique view of overhead traffic patterns as they unfold from coast to coast. Exclaimed
Richardson, with pride: “It’s unbelievable!”
高三英语试卷 第7页 共10页
Last week’s display — more evolutionary than revolutionary — involved the conveying of data on aircraft position, altitude(海拔), speed and identification from each of the regional air-traffic control centers to the FAA’s Washington headquarters. There the information is combined into a manageable whole by an assembly of Apollo work-stations and displayed through custom-designed software on as many as three dozen screens. The objective of the system is to provide centralized management of traffic problems as they may build up at any of the country’s 12,500 airports. Cost of the new computer operation so far: about $2 million. The FAA’s final goal, though, is a multibillion-dollar air-traffic control system so highly automated that it can monitor flights and direct pilots with little or no human disturbance.
Such a system is far in the future, but the new linkup may have arrived just in time. A badly overburdened
U.S. air-traffic system has pushed control tower errors to record levels. Midair close calls added 215 in the previous three months of 1987, while errors by overtaxed air controllers jumped 18%. The safety crisis urged the chairman of the National Transportation Safety Board to recommend the FAA take “immediate action” to reduce air traffic at key airports before the expected summer air-travel crush. FAA officials say that with their new control system they will be able to meet those recommendations without reducing the number of flights entering or leaving the critical barriers. Also supervisors can monitor with greater precision specific sections of airspace that are becoming dangerously overcrowded. Traffic jams can then be relieved or prevented by shifting the altitude of some flights or rerouting others to avoid jammed areas.
63．What can be concluded about the FAA demonstration?
A. It can present a close-up view of the New York Metropolitan area along town or county lines.
B. It makes it easy to highlight the location of low-flying private aircrafts by tiny black dots.
C. It can show the remaining larger, winged symbols that represent commercial airliners.
D. It makes it complicated to color-code the jetliners according to their airport destination.
64．What’s the purpose of the new air-traffic control system?
A. To show the technology breakthrough of airline agencies.
B. To manage air traffic problems in a concentrated way.
C. To inspect the overall situation in 20 regional control centers.
D. To train the operators to control air traffic more efficiently.
65．Why is it high time to operate the new air-traffic control system?
A. The heavily burdened system has driven control tower errors to record levels.
B. Control tower errors increased by over 18% in the first three months of 1987.
C. Midair close calls increased at least 215 in the previous three months of 1987.
D. It’s impossible for supervisors to shift the altitude of some flights or reroute others.
66．Which of the following is TRUE about their new air-traffic control system?
A. It can operate flights and direct pilots with little or no human disturbance.
B. It recommends reducing flights entering or leaving the critical barriers.
C. It enables supervisors to monitor specific sections of airspace more precisely.
D. It avoids most air traffic jams by changing the altitude of all flights at ease.
Section C
Directions: Read the following passage. Fill in each blank with a proper sentence given in the box. Each sentence can be used only once. Note that there are two more sentences than you need.
高三英语试卷 第8页 共10页
A. It also supports academic and work skills such as problem solving.
B. In fact, many people have an endless fascination with the IQ scores of famous people.
C. More flexible people adapt to the unexpected event and try every means to find a solution.
D. It is essentially about learning to learn and being able to be flexible about the way you learn.
E. That’s because people who are cognitively flexible are better recognising potential faults in themselves and using strategies to overcome these faults.
F. Such flexible people may also have changed these routines from time to time, trying to find better and
more varied ways of going about their day.
What is Key to Learning and Creativity?
IQ is often regarded as a crucial driver of success, particularly in fields such as science, innovation and
technology. 67 But the truth is that some of the greatest achievements by our species have primarily
relied on qualities such as creativity, imagination, curiosity and so on.
Many of these characteristics are embedded in what scientists call “cognitive flexibility” — a skill that enables us to switch between different concepts, or to adapt behaviour to achieve goals in a novel or changing
environment. 68 This includes changing strategies for first-rank decision-making. In our ongoing
research, we are trying to work out how people can best boost their cognitive flexibility.
Cognitive flexibility provides us with the ability to see that what we are doing is not leading to success
and to make the appropriate changes to achieve it. If you normally take the same route to work, but there are now roadworks on your usual route, what do you do? Some people remain inflexible and stick to the original
plan, despite the delay. 69
Cognitive flexibility may have affected how people coped with the pandemic lockdowns, which produced
new challenges around work and schooling. Some of us found it easier than others to adapt our routines to do
many activities from home. 70 Others, however, struggled and eventually became more inflexible
in their thinking. They stuck to the same routine activities, with little flexibility or change.
IV. Summary Writing
71. Directions: Read the following passage. Summarize the main idea and the main point(s) of the passage in no more than 60 words. Use your own words as far as possible.
Teamwork Doubles the Strength
Teamwork is really important for any class or team to achieve its goals and objectives. Let me give you three reasons why teamwork is advantageous.
As individuals, we possess diverse talents, strengths, weaknesses and experiences. A team is like a blanket
that weaves what each of us possesses, resulting in an end product that is diverse yet similar. As team members exchange thoughts and experiences, there can be more efficiency and effectiveness at problem-solving. This pooling of talents can also lead to greater innovation and success.
Take Leicester City, for example. It won the Premier League in 2016, to the disbelief of many soccer fans.
Leicester City, previously regarded as the underdog in the League, displayed surprisingly impressive teamwork that led to its unbelievable victory in soccer history.
Next, teamwork helps to increase efficiency and productivity as members share the workload. It reduces
the stress on each of us and ensures the completion of tasks within the regulated time frame. When work is distributed and each of us in a team specializes in specific tasks, we can expect greater job satisfaction.
高三英语试卷 第9页 共10页
And finally, working in a team multiplies learning opportunities. Team members learn from more experienced members who may offer deeper insights and perspectives. Newer members may also contribute new and brave ideas. Besides encouraging the sharing of knowledge and experiences, teamwork also develops soft skills like communication and interpersonal skills. We learn to respect differences in working styles and opinions, and develop trust when working with others.
Some may think that working in isolation is more efficient since more time is taken when cooperating
with others. For more talented individuals, working alone means being the star of a project—there’s no need to share the success or glory with others. But, the loss of cooperativity that only team effort can generate may also prevent the team from reaching its fullest potential.
第 II卷 （共 40分）
V. Translation
Directions: Translate the following sentences into English, using the words given in the brackets.
72．期望外国游客能了解并遵守当地的法律法规。(expect)
73．孩子们从未想过有一天能有幸观看宇航员在空间站做实验。(occur to)
74．正是这些非营利组织采取的有效举措为残疾人的事业发展创造了良好的条件。(that)
75．一部文学作品，无论灵感来自梦境或是现实，只有融入个人的社会经历，才可能成为佳作。(inspire)
VI. 76. Guided Writing
Directions: Write an English composition in 120-150 words according to the instructions given below in Chinese.
假设你是启明中学高三学生李明。临近毕业，你校学生会即将组织一次校园文创产品义卖活动，已
在校园网公布了如下方案，征求师生意见。请你写一封邮件给活动组织者，内容须包含：
1．提出你认为需要改进的地方及改进建议；
2．给出你的理由。
校园文创产品义卖活动方案
时间：2022 年7 月11日（周一）12:00—13:00 地点：学校操场
拟售文创产品：明信片、帽子、书签、笔记本等
高三英语试卷 第10页 共10页
黄浦区2022年高考模拟考
英 语 试 卷 参 考 答 案
I. Listening Comprehension
1-5 CDCDB 6-10 ACDBA
11-13 CBD 14-16 CBA 17-20 ABCD
II. Grammar and Vocabulary
Section A
21. alerting 22. was launched 23. held 24. sharper 25. that
26. without 27. what 28. which 29. could/can/may/might 30. so that
Section B
31. B 32. I 33. D 34. K 35. G 36. C 37. E 38. A 39. H 40. J
III. Reading Comprehension
Section A
41. B 42. C 43. D 44. A 45. B 46. A 47. C 48. B 49. C 50. A
51. B 52. D 53. D 54. B 55. A
Section B
56-59 DCAB 60-62 CBD 63-66 CBAC
Section C
67-70 BDCF
IV. Summary Writing
71. Teamwork is important for any group to reach its goals for three reasons. Firstly, pooling talents helps to solve problems and motivate innovation and success. Secondly, teamwork enhances efficiency and productivity due to shared workload, reduced stress and specific tasks. Finally, teamwork multiplies learning opportunities for both experienced members and newer ones, encouraging sharing and maximizing team’s potential. (58 words)
V. Translation
72. Foreign tourists are expected to know and obey the local laws and regulations.
73. Never did it occur to / It never occurred to the kids/children that they would one day be lucky to watch astronauts doing experiments at the space station.
74. It is the effective measures taken by the non-profit organizations that have created good conditions for the career development of the disabled.
75. A literary work/A work of literature, whether inspired by dreams or reality, can become a great/good one only when it is integrated into personal social experiences.
VI. Guided Writing
Omitted.
黄浦区2022年高考模拟考
英语试卷听力原文
I. Listening Comprehension
Section A
Directions: In Section A, you will hear ten short conversations between two speakers. At the end of each conversation, a question will be asked about what was said. The conversations and the questions will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard.
1. W: Look! This sculpture is amazing! Do you know the name and origin of it?
M: I’m not sure, but I think it’s probably a carving from Italy. Let’s look it up in the catalogue.
Q: Where does the conversation most probably take place?
2. M: Excuse me. I’m here to see Mr. White.
W: Mr. White? Sorry. He went to Singapore last Saturday night. He’ll attend a conference on Tuesday morning, and return on Thursday night. If you like, you may come again on Friday morning.
Q: When will Mr. White most probably turn up at his office?
3. W: Have you had a chance to try on your new shirt yet?
M: Of course. Eh…blue is my favorite color, but I’ve been planning to exchange it for a larger size.
Q: What does the man imply about the shirt?
4. W: I am thinking about what to cook for dinner tonight. Any suggestion?
M: Darling, I don’t want to see the kitchen in a mess again.
Q: What does the man mean?
5. M: Jane, are you interested in science fiction?
W: Actually, nothing interests me more than reading that kind of novels.
Q: What can we learn about the woman from the conversation?
6. M: Dr. Wilson’s poetry class sounds interesting. I’ll take it next semester.
W: Well, if you are expecting to have an easy time learning the course, you are totally mistaken.
Q: What does the woman mean?
7. W: I’ve been working out in the gym since January. You know, I was a bit out of shape then.
M: But you look terrific now! It seems that your efforts have paid off.
Q: What does the man imply about the woman?
8. W: It’s said that nobody paid much attention to the actor last night. But things changed when the actress came on the stage.
M: Right. As soon as she appeared, she was greeted with a loud cheer from the audience.
Q: What can we learn from the conversation?
9. W: Johnson, do you want to try a new hairstyle today?
M: I’d love to, but I’m in a hurry.
Q: What does the man actually mean?
10. M: My god! I wish I hadn’t thrown away that reading list!
W: I thought you might regret it. That’s why I picked it up from the waste paper basket and left it on your desk.
Q: What can we learn from the conversation?
Section B
Directions: In Section B, you will hear two short passages and one longer conversation. After each passage or conversation, you will be asked several questions. The passages and the conversation will be read twice, but the questions will be spoken only once. When you hear a question, read the four possible answers on your paper and decide which one would be the best answer to the question you have heard.
Questions 11 through 13 are based on the following passage.
In addition to exercising regularly, eating a good breakfast is considered by many health experts to be a significant part of a successful way of reduction plan. After a night of starvation, the body needs to be refreshed with enough nutrients in order to maintain a high level of energy throughout the day. Several nutritionists suggest that dieters should eat up to at least one third of their daily calories at breakfast time. These calories should be in the form of a balanced meal of nutritious food. As is known to all, a balanced meal usually consists of key elements like proteins, fats, vitamins, minerals and so on. People who’re on a diet need a variety of foods to assure a constant supply of nutrients that their bodies need. If a well-balanced diet is not followed, the dieter may become sleepy, anxious, or feel out of sorts. If a poor diet is maintained for a long period of time, the dieters may become short of essential vitamin. And the lack of vitamin can cause serious health problems. For these reasons, many doctors recommend that everyone, especially those on diet, start the day with up to one-third of the daily requirement of nutrients in the form of a well-balanced breakfast.
Questions:
11. What is the passage mainly about?
12. What do many nutritionists and doctors suggest the dieters do?
13. According to the speaker, what will a poor diet probably lead to?
Questions 14 through 16 are based on the following passage.
Air quality in Britain has improved considerably in the last 30 years. Total emissions of smoke in the air have fallen by over 85 percent since 1960. London and other major cities no longer have the dense “smogs” of the 1950s and in central London winter sunshine has increased by about 70 percent since the late 1950s. However, new concerns have arisen, especially over the emissions from the growing number of motor vehicles and their possible impact on health. Measures have consequently been adopted to reduce extensively emissions from new vehicles.
The Environment Act 1995 provides a new framework for air quality management, including the publication by the government of a national strategy which will set air quality standards and targets for the pollutants causing the most concern. This was issued for consultation in August 1996, containing air quality targets for the year 2005. The Act also places new duties on local authorities to assess air quality in their boundaries and to prepare action plans where standards are not met or are unlikely to be met in future. Pilot schemes are being taken forward in 14 areas before full implementation in April 1997. Earlier regulation allows local authorities to declare “smoke control areas” within which the emission of smoke from chimneys is an offence. About two-thirds of the residences in big cities are covered by smoke control orders—around 6,340 are in force.
Questions:
14. Which of the following can prove the air quality in Britain has improved in the last 30 years?
15. What is a new concern for the British people mentioned in the passage?
16. According to the passage, what can be inferred about the Environment Act?
Questions 17 through 20 are based on the following conversation.
W: Hello, is that John Smith?
M: Yes, speaking.
W: This is Marina from Central Travel. You asked me to find out some information for you about flights.
M: Oh, yes, thank you. Have you got it?
W: Well, I think I’ve got what you wanted.
M: Hold on, I just need to find my diary and a piece of paper...yes, I’m ready now.
W: So, you’ll go to Bangkok first, and then you want to come back to Hong Kong?
M: I planned to, but now I choose Tokyo as my first destination.
W: OK, I see. There are several flights to choose from, but the best ones for you seem to be with Japan Airlines and Singapore Airlines.
M: Is there much difference in the fares?
W: No, there’s not much to choose from on price. But the times are different.
M: Yes, that’s what I’m more concerned about. I can’t leave a conference until after lunch on the 18th of April.
W: Well, Singapore Airlines have a flight to Tokyo at 14:30 that day. Would you be able to make that?
M: I doubt it. When is the next one?
W: Japan Airlines have a flight at 16:00. Would that be better?
M: Oh yes, I’m sure I could make it to the airport in time to catch that one. Could you book it for me?
W: Yes, of course, but when do you want to come back to Hong Kong?
M: Could you book me flight on the 21st of April, please? I’m not so bothered what time it is that day. Just book me on whatever is available. Can you make the bookings now？
W: Yes, I’ll do it now. I’ve already got all your details, so I’ll send you an email as confirmation and we’ll send out the tickets at your convenience.
M: Fine. Thanks very much. Bye.
Questions:
17. What is this conversation mainly about?
18. Where is the man flying first?
19. What makes the man decide to fly to Tokyo with Japan Airlines?
20. When does the man want to return to Hong Kong?
黄浦区2022年高考二模
英 语 试 卷
（完成试卷时间：120分钟 总分：140分）
第 I卷（共 100分）
I. Listening Comprehension
Section A
Directions: In Section A, you will hear ten short conversations between two speakers. At the end of each conversation, a question will be asked about what was said. The conversations and the questions will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard.
1．A. In an Italian library. B. In a local bookstore.
C. At an art gallery. D. At a travel agency.
2．A. On Saturday night. B. On Tuesday morning.
C. On Thursday night. D. On Friday morning.
3．A. Its color doesn’t appeal to him. B. It’s not the one he wants to try on.
C. It doesn’t fit him very well. D. Its size is too large for him.
4．A. His wife is really good at cooking.
B. His wife wants him to help her cook.
C. He wants to help his wife clean the kitchen.
D. He doesn’t think cooking at home is a good idea.
5．A. She has no interest in reading novels.
B. Science fiction is her favorite kind of novels.
C. She is in low spirits and nothing interests her.
D. She prefers novels to any other reading materials.
6．A. The course will be challenging. B. The poetry class is very popular.
C. Dr. Wilson is easy to get along with. D. It’s a good choice to learn poetry.
7．A. She must have been bored with the gym. B. She isn’t satisfied with her current figure.
C. Her gym exercise has led to good results. D. Her efforts to keep fit aren’t praiseworthy.
8．A. The actor greeted the actress with a loud cheer.
B. The actress paid much attention to the actor.
C. The audience became excited when they saw the actor.
D. The actress was warmly welcomed by the audience.
9．A. He doesn’t know how to change his hairstyle.
B. He has no time to have his hair cut right now.
C. He needs to have a hairstyle change in a hurry.
D. He accepts the woman’s advice though he is busy.
10．A. The woman saved the man some trouble. B. The woman regretted littering the reading list.
C. The man placed the reading list on a desk. D. The man emptied the waste paper basket.
高三英语试卷 第1页 共10页
Section B
Directions: In Section B, you will hear two short passages and one longer conversation. After each passage or conversation, you will be asked several questions. The passages and the conversation will be read twice, but the questions will be spoken only once. When you hear a question, read the four possible answers on your paper and decide which one would be the best answer to the question you have heard.
Questions 11 through 13 are based on the following passage.
11．A. The importance of having exercise.
B. How to reduce weight without starvation.
C. The need for dieters to eat a good breakfast.
D. What nutrients people need at breakfast.
12．A. Have breakfast containing at most 30% of their daily calories.
B. Gain enough calories from a balanced meal of nutritious food.
C. Eat various foods to assure a constant supply of rich vitamins.
D. Have a balanced diet consisting of all elements their bodies need.
13．A. Dieters have great difficulty in going to sleep.
B. Dieters suffer from heart attacks and mental diseases.
C. Dieters become uncomfortable for a long period of time.
D. Dieters are likely to feel sleepy, upset and exhausted.
Questions 14 through 16 are based on the following passage.
14．A. Total emissions of smoke in the air have been controlled within 85% since 1960.
B. The dense “smogs” of the 1950s haven’t appeared again in major cities except London.
C. Winter sunshine has increased by 70% or so since the late 1950s in central London.
D. The government has successfully taken measures to reduce emissions from new vehicles.
15．A. The possible impact of dense “smogs” on health.
B. The emissions from a larger number of motor vehicles.
C. The new vehicles adopted to reduce extensively emissions.
D. The pollutants produced by new vehicles and factories.
16．A. It promotes air quality management by structuring a new framework.
B. It provides a national project containing air quality targets for the year 2050.
C. It suggests local institutions bear the duty to monitor air quality in their boundaries.
D. It includes pilot schemes to be taken forward in 40 areas before full implementation.
Questions 17 through 20 are based on the following conversation.
17．A. Booking flights. B. Hotel arrangement.
C. International Airlines. D. Business Agenda.
18．A. To Bangkok. B. To Tokyo C. To Singapore. D. To Hong Kong.
19．A. The fares of the flights. B. The service of different Airlines.
C. The schedule of the conference. D. The safety of the journey.
20．A. Before lunch on April 18th. B. At 14:30 on April 18th.
C. At 16:00 on April 21st. D. Anytime on April 21st.
高三英语试卷 第2页 共10页
II. Grammar and Vocabulary
Section A
Directions: After reading the passage below, fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank.
A Live Map of Everywhere on Earth: Frightening or Cool?
Imagine turning on the GPS and seeing an image of your car from above. As the car drives, the map follows along in real time, (21)______ (alert) you to any traffic, pedestrians, animals, or other things nearby. Routes and names of roads appear over the livestream. It’s like the map has come to life.
This type of map isn’t available yet. But it could be soon. In 2014, the Worldview-3 satellite (22)______
(launch) into space. Even though it circles round Earth at more than 370 miles (600 km) away, it can capture images of objects on Earth that are just 10 inches (25cm) across. Looking all the way from outer space, it can make out a smartphone (23)______ (hold) in your hand. It can tell what types of cars are traveling down a road. But it can’t identify your face or read the cars’ license plate numbers ... at least not openly.
According to some reports, this satellite and other US spy satellites have the technology to take even
(24)______ (sharp) images, with a resolution of up to around 4 inches (10cm). But US law forbids making these super-sharp pictures public, to prevent enemies from using them. But the idea (25)______ anybody might be able to spy on the entire Earth in such detail may seem frightening. Live, high-detail satellite mapping could probably be used to keep tags on anybody at any time, (26)______ the person’s knowledge. Ray Purdy of University College London told CNN that he is concerned about (27)______ this could mean for privacy. “Most satellites are commercially owned, so if you have money you can buy that imagery, (28)______ means anyone can spy on anyone,” he said.
At the same time, live, detailed maps of Earth’s surface (29)______ aid humanity in amazing ways.
Satellite images can help experts track storms as they form and chart their paths. At high detail, live maps of a disaster area could quickly and accurately reveal people in danger (30)______ ______ they could help rescuers determine the safest routes in or out in time. Higher detail may make it possible for farmers to watch over their crops or for prospectors to find minerals.
What do you think? Do you wish everyone could access high-detail live maps of Earth’s surface?
Section B
Directions: Complete the following passage by using the words in the box. Each word can only be used once. Note that there is one word more than you need.
A. structured B. treasures C. revolution D. accessible E. professions F. responsive
G. promises H. formalized I. popularised J. declared K. creation
How the Victorians Invented the “Staycation”
Holidays feel like an important refreshment after such a tough year. While international travel is possible,
it’s not exactly easy, so many are choosing to stay closer to home, taking a “staycation”. This year
holidaymakers are discovering the 31 of the UK’s coast and the beauty of its landscapes.
Domestic tourism as we know it began in the 19th century when the idea of the holiday was just
becoming 32 . Expanding railways and changing work practices meant people had more leisure time for
travelling. International travel was becoming easier but wasn’t 33 to all, so the Victorians chose to spend
this newfound “free” time in the UK.
高三英语试卷 第3页 共10页
This gave way to the 34 of hot new holiday destinations, mostly on the UK’s coast. Great British
seaside towns, from Bournemouth to Brighton, appealed to people with 35 of fun, sea and clean air —
many of the things that continue to attract people today.
The great summer holiday as we know it was designed by the Victorians. The 19th century saw the
industrial 36 and the rise of industrial capitalism, where factories were booming and work structures
were more clearly and severely defined and presented. This led to the emergence of administrative 37 ,
like clerks, and an emerging middle class.
There was more 38 working time, including shift work in factories and time off on Sundays. As a
result, working-class people had leisure time to use, and by the 1890s some skilled workers had half days on
Saturdays, leading to the birth of the “weekend” — though this was not 39 until much later in the 20th
century.
In 1871 the Bank Holidays Act was passed. This appointed certain days as holidays on which banks closed, though, over the years, more businesses began observing these days off work. Before 1830, banks closed only on the 40 saints’ days of the year, though by 1834 this was just four days, including Christmas day.
From 1871, any day could be 40 a bank holiday, not just saints’ days.
III. Reading Comprehension
Section A
Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context.
In February 1970, a group of activists gathered in Vancouver, Canada to discuss a planned nuclear test on
the Alaskan island of Amchitka. They eventually agreed to sail to the test site and 41 against the
explosion in person. At the end of the meeting, the chairman raised two fingers to the room and shouted
“Peace!”. After a brief pause, one young attendee 42 with a monumental line: “Let’s make that a green
peace”. The group were so 43 the phrase that they named their first boat the Green Peace.
Over the last 50 years, the 44 movement has become so closely associated with the colour green
that it’s almost impossible to see a green poster, label or recycling bag without thinking about our planet’s
future. But though that connection is the product of a very recent crisis, its 45 go back some way. We
have 46 green with nature and its processes for thousands of years. Indeed, the very word “green” comes
from the ancient Proto-Indo-European word ghre, meaning “grow”.
The human species, which emerged in the green forests and grasslands of Africa about 300,000 years ago,
has a special 47 link with green. Our eyes might even have 48 specifically to see the green in
plants. Unlike most animals, who are red-green colour blind, we humans developed a third cone cell, an
additional photoreceptor enabling our 49 to spot ripe red and yellow fruits against a backdrop of green
leaf, and to distinguish different green leaves from each other. In daylight conditions, human eyes are more
50 to green than any other colour.
With the rise of farming, we started to use green as a(n) 51 for nature and its processes.
Archaeologists have recently found an extraordinary store of green jewels in the Levant, 52 some 10,000
years. The researchers believe that these objects, many of which had come from hundreds of miles away at
great cost, were chosen because they 53 young leaves and might have been used by early farmers to pray
for rainfall or fertilise crops.
The ancient Egyptians, who were farming the banks of the Nile from about 8000 B.C., 54 use green
as identification for their crops. Egyptian painters often represented their god of 55 , Osiris — who was
responsible for flooding the Nile’s banks, filling the soil with nutrients and pushing the first green shoots up through the fields — as a bright green being.
高三英语试卷 第4页 共10页
41．A. bump B. protest C. compete D. insure
42．A. objected B. announced C. responded D. highlighted
43．A. curious about B. familiar with C. shocked at D. fascinated by
44．A. environmental B. revolutionary C. multicultural D. deliberate
45．A. results B. origins C. extremes D. streams
46．A. identified B. recognized C. combined D. illustrated
47．A. physical B. artificial C. biological D. physiological
48．A. engaged B. evolved C. dominated D. exchanged
49．A. pioneers B. seniors C. ancestors D. inspectors
50．A. sensitive B. available C. equivalent D. appropriate
51．A. approach B. symbol C. alternative D. signal
52．A. crossing over B. counting for C. according to D. dating back
53．A. described B. reflected C. interpreted D. resembled
54．A. eventually B. similarly C. consequently D. definitely
55．A. agriculture B. vegetation C. cultivation D. generation
Section B
Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have read.
(A)
As school starts this fall in Tununak, a tiny Eskimo community of Alaska, Teacher Ben Orr is planning to invite elderly storytellers into the classroom so his young students can learn and then write down traditional legends and knowledge of their disappearing culture. For Donna Maxim’s third-graders in Boothbay, Me., writing will become a tool in science and social studies as students record observations, questions and reactions about what they discover each day. In Eagle Butte, S.D., Geri Gutwein has designed a writing project in which her ninth-grade students exchange letters with third-graders about stories they have read. This year a few of her students will sit with Cheyenne women who tell tales as they knit together, their tradition becoming materials for today’s young writers.
Although these teachers are separated by thousands of miles, their methods of encouraging children to
write spring from a common source: the Bread Loaf School. There, near Vermont’s Middlebury College, grade school and high school teachers give up part of their vacations each summer to spend six weeks brainstorming, studying and trading experiences as they try to design new methods of getting their pupils to write. Says Dixie Goswami, a professor who heads Bread Loaf’s program in writing: “We have nothing against ‘skill-and-drill’ writing curricula, except that they don’t work.” Instead, Bread Loaf graduates have created one inventive program to work together to cultivate student writers.
The Bread Loaf literature and writing program began in 1920 as a summer resort where English teachers
studied for advanced degrees. Until the late 1970s most were teachers from schools for the upper class. Bread Loaf “was failing in its social responsibility,” says Paul Cubeta, a professor who has directed the program
since 1965. “So we went looking in rural America for potential educational leaders.” Foundation funds were
raised to help bear the cost for tuition and board. Over the past ten years nearly 500 rural instructors have studied there.
高三英语试卷 第5页 共10页
Many of the new ideas teachers took away from Bread Loaf seemed in danger of fading back home, remembers Cubeta. “We need to devise a way for them to go back with support for their projects and for each other.”One result was an idea called BreadNet: by setting up a network of word processors, Bread
Loaf-trained teachers could instantly connect their classrooms.
56．Which of the following methods has NOT been taken by teachers according to paragraph 1?
A. Inviting elderly storytellers to communicate with students.
B. Asking students to record about science and social studies.
C. Encouraging students to exchange letters with other graders.
D. Having Cheyenne women teach their knitting skills to students.
57．What do school teachers do in the Bread Loaf School?
A. Organize summer vacations for students in the Bread Loaf School.
B. Spend six weeks brainstorming and discussing their trade experiences.
C. Design new methods to get their students involved in writing.
D. Reject the ‘skill-and-drill’ writing curricula and work for inventive programs.
58．What does the word “BreadNet” in paragraph 4 refer to?
A. A platform to help teachers continue their projects when they are back.
B. A programme to interview Bread Loaf graduates and collect ideas.
C. A students’ organization for those who study in the Bread Loaf School.
D. A website for teachers to process stories written in online classes.
59．What’s the purpose of the Bread Loaf literature and writing program?
A. To help students study English and train for advanced degrees.
B. To promote teachers’ teaching ability to motivate students to write.
C. To look for excellent educational leaders in every part of America.
D. To cover the cost for tuition and board of rural schools with funds.
(B)
What are those short metal fences by the side of the road? They don’t look like much. But they do a big job.
People who design highways would always like to have a wide, flat, clear space on either side of the road.
That way, if a car goes off the road, it can stop safely.
But in some places, that’s just not possible. That’s when they put up a guardrail. These short railings are designed to stop cars from running into something more dangerous, without damaging the car too much.
The type of guardrail they put up depends on the road. A weaker guardrail may let the car go farther off
the road, but does less damage to the car. A strong guardrail stops a car in a short distance, but the car suffers more damage.
Jersey barriers are made of concrete. They are often placed down the center of a road to separate cars going in opposite directions. Jersey barriers are also used around construction zones. They are cheap to make and easy to move around.
A box-beam guardrail looks like a long metal box running between posts. Box-beam guardrails are very strong, but expensive. They are used mostly where it’s important to stop cars quickly. You might see one in the middle of a road to keep cars from
going into oncoming traffic.
高三英语试卷 第6页 共10页
A strong-post W-beam
guardrail has short, thick posts set close together. This common guardrail is used where it’s important to stop a car quickly to save lives, such as where a cliff is right next to the road. It gets its name from the fact that if it’s cut in
half, the rail looks like a
sideways W.
A weak-post W-beam guardrail has posts that are thinner and farther apart. Why would anyone want to make a guardrail with weak posts? A weak-post guardrail will stop a car more slowly than a strong-post guardrail. The more gradually a car slows down, the less likely its riders will be hurt. A weak-post guardrail can be used where there is more space to slow a car down.
60．According to the passage, what is the main function of guardrails?
A. To stop and protect cars from running in the opposite direction.
B. To set aside a wide, flat, clear space on either side of the road.
C. To help guarantee drivers’ safety when they are riding on the road.
D. To prevent cars from suffering damage when they travel too fast.
61．What can we learn about Jersey barriers and box-beam guardrails?
A. Jersey barriers are made of concrete so they are difficult to move around.
B. Jersey barriers are put at the road center to divide the road into two-way lanes.
C. Box-beam guardrails look like long metal boxes running between opposite cars.
D. Box-beam guardrails are seldom seen to be actually used because of the high cost.
62．Which of the following is NOT TRUE about the W-beam guardrails?
A. A strong-post W-beam guardrail has short, thick posts which are set close together.
B. A strong-post W-beam guardrail is often used to save lives by stopping a car quickly.
C. A weak-post guardrail will stop a car gradually to prevent its riders from being hurt.
D. A weak-post guardrail can be used if there is not enough space to slow a car down.
(C)
At first glance, the image that flashed on the computer screen looked like an ordinary road map. Then
John Richardson, acting manager of the Federal Aviation Administration (FAA), began tapping at his keyboard. With one click he got a close-up view of New York, divided not along town or county lines but along sectors of airspace. With another click on the key he eliminated hundreds of tiny black dots showing the location of
low-flying aircraft and private jets. What remained on the screen were larger, winged symbols representing
commercial airliners. With a few more key taps he color-coded the jetliners according to their airport destination.
To computer fans at ease with the graphic interpretation of Max Headroom, the FAA demonstration might
seem simple. But to air-traffic professionals gathered in the agency’s sixth-floor “war room,” it represented a technological breakthrough. Before last week, FAA radar data showing the location of planes flying over the U.S. could be shown only dot on computer screens at one or more of the airline agency’s 20 regional control centers. Now, all that information has been combined and displayed on a single screen, giving the nation’s
air-traffic controllers a unique view of overhead traffic patterns as they unfold from coast to coast. Exclaimed
Richardson, with pride: “It’s unbelievable!”
高三英语试卷 第7页 共10页
Last week’s display — more evolutionary than revolutionary — involved the conveying of data on aircraft position, altitude(海拔), speed and identification from each of the regional air-traffic control centers to the FAA’s Washington headquarters. There the information is combined into a manageable whole by an assembly of Apollo work-stations and displayed through custom-designed software on as many as three dozen screens. The objective of the system is to provide centralized management of traffic problems as they may build up at any of the country’s 12,500 airports. Cost of the new computer operation so far: about $2 million. The FAA’s final goal, though, is a multibillion-dollar air-traffic control system so highly automated that it can monitor flights and direct pilots with little or no human disturbance.
Such a system is far in the future, but the new linkup may have arrived just in time. A badly overburdened
U.S. air-traffic system has pushed control tower errors to record levels. Midair close calls added 215 in the previous three months of 1987, while errors by overtaxed air controllers jumped 18%. The safety crisis urged the chairman of the National Transportation Safety Board to recommend the FAA take “immediate action” to reduce air traffic at key airports before the expected summer air-travel crush. FAA officials say that with their new control system they will be able to meet those recommendations without reducing the number of flights entering or leaving the critical barriers. Also supervisors can monitor with greater precision specific sections of airspace that are becoming dangerously overcrowded. Traffic jams can then be relieved or prevented by shifting the altitude of some flights or rerouting others to avoid jammed areas.
63．What can be concluded about the FAA demonstration?
A. It can present a close-up view of the New York Metropolitan area along town or county lines.
B. It makes it easy to highlight the location of low-flying private aircrafts by tiny black dots.
C. It can show the remaining larger, winged symbols that represent commercial airliners.
D. It makes it complicated to color-code the jetliners according to their airport destination.
64．What’s the purpose of the new air-traffic control system?
A. To show the technology breakthrough of airline agencies.
B. To manage air traffic problems in a concentrated way.
C. To inspect the overall situation in 20 regional control centers.
D. To train the operators to control air traffic more efficiently.
65．Why is it high time to operate the new air-traffic control system?
A. The heavily burdened system has driven control tower errors to record levels.
B. Control tower errors increased by over 18% in the first three months of 1987.
C. Midair close calls increased at least 215 in the previous three months of 1987.
D. It’s impossible for supervisors to shift the altitude of some flights or reroute others.
66．Which of the following is TRUE about their new air-traffic control system?
A. It can operate flights and direct pilots with little or no human disturbance.
B. It recommends reducing flights entering or leaving the critical barriers.
C. It enables supervisors to monitor specific sections of airspace more precisely.
D. It avoids most air traffic jams by changing the altitude of all flights at ease.
Section C
Directions: Read the following passage. Fill in each blank with a proper sentence given in the box. Each sentence can be used only once. Note that there are two more sentences than you need.
高三英语试卷 第8页 共10页
A. It also supports academic and work skills such as problem solving.
B. In fact, many people have an endless fascination with the IQ scores of famous people.
C. More flexible people adapt to the unexpected event and try every means to find a solution.
D. It is essentially about learning to learn and being able to be flexible about the way you learn.
E. That’s because people who are cognitively flexible are better recognising potential faults in themselves and using strategies to overcome these faults.
F. Such flexible people may also have changed these routines from time to time, trying to find better and
more varied ways of going about their day.
What is Key to Learning and Creativity?
IQ is often regarded as a crucial driver of success, particularly in fields such as science, innovation and
technology. 67 But the truth is that some of the greatest achievements by our species have primarily
relied on qualities such as creativity, imagination, curiosity and so on.
Many of these characteristics are embedded in what scientists call “cognitive flexibility” — a skill that enables us to switch between different concepts, or to adapt behaviour to achieve goals in a novel or changing
environment. 68 This includes changing strategies for first-rank decision-making. In our ongoing
research, we are trying to work out how people can best boost their cognitive flexibility.
Cognitive flexibility provides us with the ability to see that what we are doing is not leading to success
and to make the appropriate changes to achieve it. If you normally take the same route to work, but there are now roadworks on your usual route, what do you do? Some people remain inflexible and stick to the original
plan, despite the delay. 69
Cognitive flexibility may have affected how people coped with the pandemic lockdowns, which produced
new challenges around work and schooling. Some of us found it easier than others to adapt our routines to do
many activities from home. 70 Others, however, struggled and eventually became more inflexible
in their thinking. They stuck to the same routine activities, with little flexibility or change.
IV. Summary Writing
71. Directions: Read the following passage. Summarize the main idea and the main point(s) of the passage in no more than 60 words. Use your own words as far as possible.
Teamwork Doubles the Strength
Teamwork is really important for any class or team to achieve its goals and objectives. Let me give you three reasons why teamwork is advantageous.
As individuals, we possess diverse talents, strengths, weaknesses and experiences. A team is like a blanket
that weaves what each of us possesses, resulting in an end product that is diverse yet similar. As team members exchange thoughts and experiences, there can be more efficiency and effectiveness at problem-solving. This pooling of talents can also lead to greater innovation and success.
Take Leicester City, for example. It won the Premier League in 2016, to the disbelief of many soccer fans.
Leicester City, previously regarded as the underdog in the League, displayed surprisingly impressive teamwork that led to its unbelievable victory in soccer history.
Next, teamwork helps to increase efficiency and productivity as members share the workload. It reduces
the stress on each of us and ensures the completion of tasks within the regulated time frame. When work is distributed and each of us in a team specializes in specific tasks, we can expect greater job satisfaction.
高三英语试卷 第9页 共10页
And finally, working in a team multiplies learning opportunities. Team members learn from more experienced members who may offer deeper insights and perspectives. Newer members may also contribute new and brave ideas. Besides encouraging the sharing of knowledge and experiences, teamwork also develops soft skills like communication and interpersonal skills. We learn to respect differences in working styles and opinions, and develop trust when working with others.
Some may think that working in isolation is more efficient since more time is taken when cooperating
with others. For more talented individuals, working alone means being the star of a project—there’s no need to share the success or glory with others. But, the loss of cooperativity that only team effort can generate may also prevent the team from reaching its fullest potential.
第 II卷 （共 40分）
V. Translation
Directions: Translate the following sentences into English, using the words given in the brackets.
72．期望外国游客能了解并遵守当地的法律法规。(expect)
73．孩子们从未想过有一天能有幸观看宇航员在空间站做实验。(occur to)
74．正是这些非营利组织采取的有效举措为残疾人的事业发展创造了良好的条件。(that)
75．一部文学作品，无论灵感来自梦境或是现实，只有融入个人的社会经历，才可能成为佳作。(inspire)
VI. 76. Guided Writing
Directions: Write an English composition in 120-150 words according to the instructions given below in Chinese.
假设你是启明中学高三学生李明。临近毕业，你校学生会即将组织一次校园文创产品义卖活动，已
在校园网公布了如下方案，征求师生意见。请你写一封邮件给活动组织者，内容须包含：
1．提出你认为需要改进的地方及改进建议；
2．给出你的理由。
校园文创产品义卖活动方案
时间：2022 年7 月11日（周一）12:00—13:00 地点：学校操场
拟售文创产品：明信片、帽子、书签、笔记本等
高三英语试卷 第10页 共10页
黄浦区2022年高考模拟考
英 语 试 卷 参 考 答 案
I. Listening Comprehension
1-5 CDCDB 6-10 ACDBA
11-13 CBD 14-16 CBA 17-20 ABCD
II. Grammar and Vocabulary
Section A
21. alerting 22. was launched 23. held 24. sharper 25. that
26. without 27. what 28. which 29. could/can/may/might 30. so that
Section B
31. B 32. I 33. D 34. K 35. G 36. C 37. E 38. A 39. H 40. J
III. Reading Comprehension
Section A
41. B 42. C 43. D 44. A 45. B 46. A 47. C 48. B 49. C 50. A
51. B 52. D 53. D 54. B 55. A
Section B
56-59 DCAB 60-62 CBD 63-66 CBAC
Section C
67-70 BDCF
IV. Summary Writing
71. Teamwork is important for any group to reach its goals for three reasons. Firstly, pooling talents helps to solve problems and motivate innovation and success. Secondly, teamwork enhances efficiency and productivity due to shared workload, reduced stress and specific tasks. Finally, teamwork multiplies learning opportunities for both experienced members and newer ones, encouraging sharing and maximizing team’s potential. (58 words)
V. Translation
72. Foreign tourists are expected to know and obey the local laws and regulations.
73. Never did it occur to / It never occurred to the kids/children that they would one day be lucky to watch astronauts doing experiments at the space station.
74. It is the effective measures taken by the non-profit organizations that have created good conditions for the career development of the disabled.
75. A literary work/A work of literature, whether inspired by dreams or reality, can become a great/good one only when it is integrated into personal social experiences.
VI. Guided Writing
Omitted.
黄浦区2022年高考模拟考
英语试卷听力原文
I. Listening Comprehension
Section A
Directions: In Section A, you will hear ten short conversations between two speakers. At the end of each conversation, a question will be asked about what was said. The conversations and the questions will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard.
1. W: Look! This sculpture is amazing! Do you know the name and origin of it?
M: I’m not sure, but I think it’s probably a carving from Italy. Let’s look it up in the catalogue.
Q: Where does the conversation most probably take place?
2. M: Excuse me. I’m here to see Mr. White.
W: Mr. White? Sorry. He went to Singapore last Saturday night. He’ll attend a conference on Tuesday morning, and return on Thursday night. If you like, you may come again on Friday morning.
Q: When will Mr. White most probably turn up at his office?
3. W: Have you had a chance to try on your new shirt yet?
M: Of course. Eh…blue is my favorite color, but I’ve been planning to exchange it for a larger size.
Q: What does the man imply about the shirt?
4. W: I am thinking about what to cook for dinner tonight. Any suggestion?
M: Darling, I don’t want to see the kitchen in a mess again.
Q: What does the man mean?
5. M: Jane, are you interested in science fiction?
W: Actually, nothing interests me more than reading that kind of novels.
Q: What can we learn about the woman from the conversation?
6. M: Dr. Wilson’s poetry class sounds interesting. I’ll take it next semester.
W: Well, if you are expecting to have an easy time learning the course, you are totally mistaken.
Q: What does the woman mean?
7. W: I’ve been working out in the gym since January. You know, I was a bit out of shape then.
M: But you look terrific now! It seems that your efforts have paid off.
Q: What does the man imply about the woman?
8. W: It’s said that nobody paid much attention to the actor last night. But things changed when the actress came on the stage.
M: Right. As soon as she appeared, she was greeted with a loud cheer from the audience.
Q: What can we learn from the conversation?
9. W: Johnson, do you want to try a new hairstyle today?
M: I’d love to, but I’m in a hurry.
Q: What does the man actually mean?
10. M: My god! I wish I hadn’t thrown away that reading list!
W: I thought you might regret it. That’s why I picked it up from the waste paper basket and left it on your desk.
Q: What can we learn from the conversation?
Section B
Directions: In Section B, you will hear two short passages and one longer conversation. After each passage or conversation, you will be asked several questions. The passages and the conversation will be read twice, but the questions will be spoken only once. When you hear a question, read the four possible answers on your paper and decide which one would be the best answer to the question you have heard.
Questions 11 through 13 are based on the following passage.
In addition to exercising regularly, eating a good breakfast is considered by many health experts to be a significant part of a successful way of reduction plan. After a night of starvation, the body needs to be refreshed with enough nutrients in order to maintain a high level of energy throughout the day. Several nutritionists suggest that dieters should eat up to at least one third of their daily calories at breakfast time. These calories should be in the form of a balanced meal of nutritious food. As is known to all, a balanced meal usually consists of key elements like proteins, fats, vitamins, minerals and so on. People who’re on a diet need a variety of foods to assure a constant supply of nutrients that their bodies need. If a well-balanced diet is not followed, the dieter may become sleepy, anxious, or feel out of sorts. If a poor diet is maintained for a long period of time, the dieters may become short of essential vitamin. And the lack of vitamin can cause serious health problems. For these reasons, many doctors recommend that everyone, especially those on diet, start the day with up to one-third of the daily requirement of nutrients in the form of a well-balanced breakfast.
Questions:
11. What is the passage mainly about?
12. What do many nutritionists and doctors suggest the dieters do?
13. According to the speaker, what will a poor diet probably lead to?
Questions 14 through 16 are based on the following passage.
Air quality in Britain has improved considerably in the last 30 years. Total emissions of smoke in the air have fallen by over 85 percent since 1960. London and other major cities no longer have the dense “smogs” of the 1950s and in central London winter sunshine has increased by about 70 percent since the late 1950s. However, new concerns have arisen, especially over the emissions from the growing number of motor vehicles and their possible impact on health. Measures have consequently been adopted to reduce extensively emissions from new vehicles.
The Environment Act 1995 provides a new framework for air quality management, including the publication by the government of a national strategy which will set air quality standards and targets for the pollutants causing the most concern. This was issued for consultation in August 1996, containing air quality targets for the year 2005. The Act also places new duties on local authorities to assess air quality in their boundaries and to prepare action plans where standards are not met or are unlikely to be met in future. Pilot schemes are being taken forward in 14 areas before full implementation in April 1997. Earlier regulation allows local authorities to declare “smoke control areas” within which the emission of smoke from chimneys is an offence. About two-thirds of the residences in big cities are covered by smoke control orders—around 6,340 are in force.
Questions:
14. Which of the following can prove the air quality in Britain has improved in the last 30 years?
15. What is a new concern for the British people mentioned in the passage?
16. According to the passage, what can be inferred about the Environment Act?
Questions 17 through 20 are based on the following conversation.
W: Hello, is that John Smith?
M: Yes, speaking.
W: This is Marina from Central Travel. You asked me to find out some information for you about flights.
M: Oh, yes, thank you. Have you got it?
W: Well, I think I’ve got what you wanted.
M: Hold on, I just need to find my diary and a piece of paper...yes, I’m ready now.
W: So, you’ll go to Bangkok first, and then you want to come back to Hong Kong?
M: I planned to, but now I choose Tokyo as my first destination.
W: OK, I see. There are several flights to choose from, but the best ones for you seem to be with Japan Airlines and Singapore Airlines.
M: Is there much difference in the fares?
W: No, there’s not much to choose from on price. But the times are different.
M: Yes, that’s what I’m more concerned about. I can’t leave a conference until after lunch on the 18th of April.
W: Well, Singapore Airlines have a flight to Tokyo at 14:30 that day. Would you be able to make that?
M: I doubt it. When is the next one?
W: Japan Airlines have a flight at 16:00. Would that be better?
M: Oh yes, I’m sure I could make it to the airport in time to catch that one. Could you book it for me?
W: Yes, of course, but when do you want to come back to Hong Kong?
M: Could you book me flight on the 21st of April, please? I’m not so bothered what time it is that day. Just book me on whatever is available. Can you make the bookings now？
W: Yes, I’ll do it now. I’ve already got all your details, so I’ll send you an email as confirmation and we’ll send out the tickets at your convenience.
M: Fine. Thanks very much. Bye.
Questions:
17. What is this conversation mainly about?
18. Where is the man flying first?
19. What makes the man decide to fly to Tokyo with Japan Airlines?
20. When does the man want to return to Hong Kong?
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