康杰中学2016年英语模拟试题（一）

组题人：孟兆江 梁妙云 审题人：薛馥秀 贾 晶

【本试题分第I卷和第II卷两部分，听力不计入总分】

【时间120分钟，总分150分】

第I卷

第一部分 听力（共两节，满分30分）

做题时,先将答案标在试卷上。 录音内容结束后,你将有两分钟的时间将试卷上的答案转涂到答题卡上。

第一节 （共5小题；每小题1.5分，满分7.5分）

听下面5段对话，每段对话后有一个小题，从题中所给的A,B,C 三个选项中选出最佳选项，并标在试卷的相应位置，听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题，每段对话仅读一遍。

1. What is Linda?

A. A writer. B. A student. C. A teacher.

2. What is the man afraid of ?

A. Having an accident. B. Missing the interview. C. Saying something wrong.

3. What does the woman want to do?

A. To return a jacket. B. To change a jacket. C. To buy another jacket.

4. Why does the man feel upset?

A. A guy stole his clothes. B. He found his clothes ugly.

C. Someone said he was ugly.

5. What does the woman mean?

A. She disbelieves her son.

B. She feels very sorry for her son.

C. She wants her son to use a new key.

第二节 （共15小题；每小题1.5分，满分22.5分）

听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。

听第6段材料，回答第6至7题。

6. Why isn’t Jenny at the store?

A. She left work early. B. She’s late for work. C. She’s been out of work.

7. How does the man feel about Jenny?

A. Angry. B. Curious. C. Concerned.

听第7段材料，回答第8至9题。

8. What is lying on the railway tracks?

A. A man. B. A rock. C. A trunk.

9. What are the speakers about to do?

A. To move the rock. B. To wave the T-shirt. C. To find something red.

听第8段材料，回答第10至12题。

10. What does the man want to talk about?

A. Lucy’s poor health. B. Lucy’s school education. C. Lucy’s work performance.

11. What did the customer at Table 4 do that annoyed Lucy?

A. He praised her. B. He made a complaint. C. He ordered the special offer.

12. Why is Lucy in low spirits?

A. She hasn’t made a plan.

B. She hasn’t realized her dream.

C. She hasn’t become a good waitress.

听第9段材料，回答第13至16题。

13. How does the woman think Mark feels?

A. Anxious. B. Unhappy. C. Frightened.

14. What was Catherine doing when the speakers got home?

A. Reading her books.

B. Playing with her friends.

C. Chatting with the operator.

15. What does the woman want to ensure?

A. Mark can pass the exam.

B. Mark can help people in need

C. Mark can apply what he’s learned.

16. What will the speakers do for Mark?

A. Keep a record of his reactions.

B. Create an unexpected situation.

C. Write down their own experiences.

听第10段材料，回答第17至20题。

17. When did the magician first perform professionally?

A. In 1964. B. In 1968. C. In 1972.

18. What made the magician world famous?

A. His TV show. B. His global tours. C. His teaching job.

19. Which does the magician think is his greatest achievement?

A. Project Magic. B. Box office records. C. The Magic of ABC.

20. How is the magician different from other magicians?

A. He practises hard.

B. He believes in wonder.

C. He started his career early.

第二部分 阅读理解（共20小题，每小题3分，满分60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。

A

From the very beginning of school we make books and reading a constant source of possible failure and public humiliation. When children are little we make them read aloud, before the teacher and other children, so that we can be sure they "know" all the words they are reading. This means that when they don't know a word, they are going to make a mistake, right in front of everyone. After having taught fifth-grade classes for four years, I decided to try at all costs to rid them of their fear and dislike of books, and to get them to read oftener and more adventurously.

One day soon after school had started, I said to them, "Now I'm going to say something about reading that you have probably never heard a teacher say before. I would like you to read a lot of books this year, but I want you to read them only for pleasure. I am not going to ask you questions to find out whether you understand the books or not. If you understand enough of a book to enjoy it and want to go on reading it, that's enough for me. Also I’m not going to ask you what words mean."

The children sat stunned and silent. Was this a teacher talking? One girl, who had just come to us from a school where she had had a very hard time, looked at me steadily for a long time after I had finished. Then, still looking at me, she said slowly and seriously, "Mr. Holt, do you really mean that?" I said just as seriously, "I mean every word of it."

During the spring she really astonished me. One day, she was reading at her desk. From a glimpse of the illustrations I thought I knew what the book was. I said to myself, "It can't be," and went to take a closer look. Sure enough, she was reading Moby Dick, in the edition with woodcuts. I said, "Don't you find parts of it rather heavy going?" She answered, "Oh, sure, but I just skip over those parts and go on to the next good part."

This is exactly what reading should be and in school so seldom is —— an exciting, joyous adventure. Find something, dive into it, take the good parts, skip the bad parts, get what you can out of it, go on to something else. How different is our mean-spirited, picky insistence that every child get every last little scrap of "understanding" that can be dug out of a book.

21. According to the passage, children's fear and dislike of books may result from ______.

A. reading little and thinking little

B. reading often and adventurously

C. being made to read too much

D. being made to read aloud before others

22. The teacher told his students to read ______.

A. for enjoyment B. for knowledge

C. for a larger vocabulary D. for higher scores in exams

23. Upon hearing the teacher's talk, the children probably felt that ______.

A. it sounded stupid

B. it was not surprising at all

C. it sounded too good to be true

D. it was no different from other teachers' talk

24. Which of the following statements about the girl is TRUE according to the passage?

A. She skipped over those easy parts while reading.

B. She had a hard time finishing the required reading tasks.

C. She learned to appreciate some parts of the difficult books.

D. She turned out to be a top student after coming to this school.

25. From the teacher's point of view, ______.

A. children cannot tell good parts from bad parts while reading

B. children should be left to decide what to read and how to read

C. reading is never a pleasant and inspiring experience in school

D. reading involves understanding every little piece of information

B

Graphs can be a very useful tool for conveying information, especially numbers, percentages, and other data. A graph gives the reader a picture to interpret. That can be a lot more efficient than pages and pages explaining the data.

Graphs can seem frightening, but reading a graph is a lot like reading a story. The graph has a title, a main idea, and supporting details. You can use your active reading skills to analyze and understand graphs just like any other text.

Most graphs have a few basic parts: a caption or introduction paragraph, a title, a legend or key, and labeled axes. An active reader looks at each part of the graph before trying to interpret the data. Captions will usually tell you where the data came from (for example, a scientific study of 400 African elephants from 1980 to 2005). Captions usually summarize the author's main point as well. The title is very important. It tells you the main idea of the graph by stating what kind of information is being shown. A legend, also called a key, is a guide to the symbols and colors used in the graph. Many graphs, including bar graphs and line graphs, have two axes that form a corner. Usually these axes are the left side and the bottom of the graph. Each axis will always have a label. The label tells you what each axis measures.

Bar Graphs

A bar graph has two axes and uses bars to show amounts. In Graph 1, we see that the x-axis shows grades that students earned, and the y-axis shows how many students earned each grade. You can see that 6 students earned an A because the bar for A stretches up to 6 on the vertical measurement. There is a lot of information we can get from a simple graph like this (See Graph 1).

Line Graphs

A line graph looks similar to a bar graph, but instead of bars, it plots points and connects them with a line. It has the same parts as a bar graph - two labeled axes - and can be read the same way. To read a line graph, it's important to focus on the points of intersection rather than the line segments between the points. This type of graph is most commonly used to show how something changes over time. Here is a graph that charts how far a bird flies during the first five days of its spring migration (See Graph 2).

The unit of measurement for the x-axis is days. The unit of measurement for the y-axis is kilometers. Thus we can see that, on the first day, the pipit flew 20 kilometers. The line segment goes up between Day 1 and Day 2, which means that the bird flew farther on Day 2. If the line segment angled down, as between Day 4 and Day 5, it would mean that the bird flew fewer kilometers than the day before. This line graph is a quick, visual way to tell the reader about the bird's migration.

Pie Graphs

A typical pie graph looks like a circular pie. The circle is divided into sections, and each section represents a fraction of the data. The graph is commonly used to show percentages; the whole pie represents 100 percent, so each piece is a fraction of the whole.

A pie graph might include a legend, or it might use icons or labels within each slice. This pie graph shows one month's expenses (See Graph 3).

Food $25

Movies $ 12

Clothing $36

Savings $20

Books $7

26. When used in a graph, a legend is_______ .

A. a guide to the symbols and colors B. an introduction paragraph

C. the main idea D. the data

27. What is the total number of students who earned a C or better?

A. 4. B. 6. C. 10. D. 20.

28. The bird covered the longest distance on_____ .

A. Day1 B. Day 2 C. Day 3 D. Day 4

29. Which of the followin