上海市金山區(qū)教師進(jìn)修學(xué)院附屬中學(xué)高三英語期末試題含解析

上海市金山區(qū)教師進(jìn)修學(xué)院附屬中學(xué)高三英語期末試題含解析一、選擇題1.Thislargesumofdonationmoneywillbegivento

losttheirhomesintheearthquake．A．whoever

B．who

C．whom

D．whomever參考答案：A2.Chinahasgotagood________forfightingagainstthefluwithitscarefulandsmoothorganization.Areputation

B.influence

Cimpression

Dknowledge參考答案：A3.TuantuanandYuanyuanarethenames

giventothetwopandaswhichhavebeensenttoTaiwan．

A．commonly

B．officially

C．personally

D．gonerally參考答案：B4.Betty

beintheNewYorknow．Isawherinthelibraryjustnow．A．mustn't

B．can’t

C．won’t

D．shouldn't參考答案：B5.—CanIhave________apple?—Oh,yoursisterhasjusthadit.A.another B.otherC.onemoreD.theother參考答案：D6.___________genes,intelligencealsodependsonanadequatediet,agoodeducationandagoodhomeenvironment.A.Inexchangefor

B.Exceptfor

C.Inadditionto

D.Dueto參考答案：C7.Heissuretowin—thecurrentsituationisinhis____.A.term

B.mind

C.favor

D.expectation參考答案：C試題分析：考查介詞短語。名詞term學(xué)期，短語；mind思維；favor支持；expectation期待；短語inone'sfavor對某人有利；句意：他一定會贏，現(xiàn)在的形勢對他有利；根據(jù)句意可知C項正確。8.Hecouldnothavethemurderer________awaywithkillingthoseinnocentpeople.A.got

B.toget

C.get

D.getting參考答案：D9.Chinesepeople’sspendingonoverseastrips______yearbyyear.A.hadrisen

B.rise

C.isrising

D.rose參考答案：C本題考察謂語動詞時態(tài)。本題中時間狀語是yearbyyear，表達(dá)―逐年的含義，逐年增長，這是一個現(xiàn)在持續(xù)進(jìn)行的過程，同時spending翻譯成開銷，是不可數(shù)名詞，選擇現(xiàn)在進(jìn)行時的單數(shù)形式，因此選擇C選項?！痉g】國人在海外旅行的開銷逐年增長。10.—Howcouldshehaveletsomethingsoimportant________hermind?—She’sfullyappliedtoworkrecentlyandgetsburntout.A.occupy

B.crossC.slide

D.slip參考答案：D【詳解】考查動詞辨析。句意：——她怎么能把這么重要的事情忘記了呢？——她最近完全投入工作并且筋疲力盡。A.occupy占據(jù)；B.cross穿過；C.slide滑倒；D.slip滑脫。詞組：slipone’smind忘記。故選D。11.Jimwenttoanswerthephone._______,Harrystartedtopreparelunch.A.However

B.Neverthelesss

C.Besides

D.Meanwhile參考答案：D句意：吉姆去接電話，與此同時，哈里開始準(zhǔn)備午餐。解析：考查副詞用法。前后兩個句子是相同的語義關(guān)系，在時間上表示同時，所以用meanwhile。12.NotuntilIhandedinthepaperdidIfind

easiertosolvetheproblemthatway.A、that B、it C、one D、myself參考答案：B13.Heglancesbrieflytowardsherbutthereisnosignof________.Afterall,it’s15yearssincetheylastmet.

A.symptom

B.recognition

C.reputation

D.influence參考答案：B略14.Hi,Bill.I_______you_______inthiscity.Howlonghavebeenhere?A.didn'tknow;were

B.don'tknow;are

C.haven'tknown;are

D.don'tknow;were參考答案：A15.—YoumayfindthekeytothemathproblemonPage107.—Ah,it’ssosimple.IwonderwhyI______ofthat.A.hadn’tthought

B.haven’tthought

C.didn’tthink

D.wasn’tthinking參考答案：C二、短文改錯16.假定英語課上老師要求同桌之間交換修改作文，請你修改你同桌寫的以下作文。文中共有10處語言錯誤，每句中最多有兩處。每處錯誤僅涉及一個單詞的增加、刪除或修改。增加：在缺詞處加一個漏詞符號（∧），并在其下面寫出該加的詞。刪除：把多余的詞用斜線（＼）劃掉。修改：在錯的詞下面劃一橫線，并在該詞下面寫出修改后的詞。注意：1．每處錯誤及其修改均僅限一詞；2．只允許修改10處，多者（從第11處起）不計分。WhenIwasveryyoung,Istayedatmyhometownwithmygrandma.Shewasadiligentwoman.Shelikestogrowvegetablesortakescareofallthehouseworks.Thoughmyparentsoftenaskhertoquitthework,mygrandmaneverlisten.Shetakesthatshedoesashergreatjoy.IunderstandherbecauseIseehersmileandsatisfiedwithlife.Severalmonthsbefore,myfatherboughtforheranewsmartphone.AndduringtheSpringFestival,IinstructedheronhowemailandusetheInternet.Asidefromemailing,shethinksitfeelsgreatlytotalktotheirgrandchildrenonWeChat.參考答案：【分析】本文為記敘文。文中介紹了作者的奶奶辛勤操勞，笑對生活，她還學(xué)會了使用智能手機(jī)上網(wǎng)發(fā)郵件和使用微信跟孫輩們聊天。【詳解】第1處，考查時態(tài)。根據(jù)上下文語境可知，本文用一般現(xiàn)在時。故將was改為is。第2處，考查并列連詞。根據(jù)上下文可知，此處為并列關(guān)系，故將or改為and。第3處，考查不可數(shù)名詞。housework為不可數(shù)名詞，故將houseworks改為housework。第4處，考查主謂一致。主語為第三人稱單數(shù)，謂語用一般現(xiàn)在時態(tài)，故將listen改為listens。第5處，考查賓語從句。分析句子結(jié)構(gòu)可知，賓語從句中shedoes缺少賓語成分，而that引導(dǎo)名詞性從句時無此功能，故將that改為what。第6處，考查時間副詞用法。表示“從現(xiàn)在起若干時間以前”，常與動詞一般過去式連用，用ago，故將before改為ago。第7處，考查動詞短語搭配。buysb.sth.為固定說法，“為某人買…”，buy后跟雙賓語結(jié)構(gòu)，故介詞for多余，應(yīng)去掉。第8處，考查非謂語動詞。此處應(yīng)用“疑問詞+不定式”結(jié)構(gòu)作賓語，故在how后加to。第9處，考查形容詞作表語。根據(jù)其前動詞feel可知，此句為“主系表”結(jié)構(gòu)，故應(yīng)用形容詞形式作表語，將greatly改為great。第10處，考查形容詞性物主代詞。根據(jù)上下文語義可知，此處是指“奶奶的孫子們”，故將their改為her?！军c睛】第5處考查that和what引導(dǎo)名詞性從句的的區(qū)別，關(guān)于what和that引導(dǎo)從句是學(xué)生?？汲ｅe的一個語法點。它們的具體用法及區(qū)別為：一、引導(dǎo)主語、賓語或表語從句時,what在從句中要充當(dāng)句子成分；而that引導(dǎo)主語、賓語、表語和同位語從句時，不作任何成分,只起語法連接作用。試比較：1、ThatGeorgeW.Bushwonthepresidencyonceagainwaswhatmanypeoplehadn'texpected.喬治.布什再次贏得總統(tǒng)大選，這是很多人沒有預(yù)料到的。2、Itisthesameoldstoryofnotbeinggratefulforwhatwehaveuntilweloseit.事情往往是這樣，失去之物，方知珍惜。如本題第5處錯誤，分析句子結(jié)構(gòu)可知，賓語從句中shedoes缺少賓語成分，而that引導(dǎo)名詞性從句時不作任何成分,只起語法連接作用，故將that改為what。二、一定要記住在定語從句中，根本不用what連接詞。所以大家在做題中，如果判定是定語從句，就不要再考慮what了。That在定語從句中，一般可以作從句的主語，賓語和表語。例如：1、Doyoustillrememberthechickenfarm____wevisitedthreemonthsago?AwhereBwhenCthatDwhat「分析」C定語從句連詞，that做從句visit的賓語。沒有what連詞。2、Heisnotthenaughtyboythatheusedtobe.他不再是從前那個調(diào)皮的男孩了。17.短文改錯（共10小題；每小題1分，滿分10分）

假定英語課上老師，要求同桌之間交換修改作文，請你修改你同桌寫的以下作文。文中共有10處語言錯誤，每句中最多有兩處。每處錯誤僅涉及一個單詞的增加、刪除或修改。增加：在缺詞處加一個漏字符號（∧），并在其下面寫出該加的詞。刪除：把多余的詞用斜線（＼）劃掉。修改：在錯的詞下劃一橫線，并在該詞下面寫出修改后的詞。注意：1．每處錯誤及其修改均僅限一詞；

2．只允許修改10處，多者（從第11處起）不計分。Waterisveryimportanttous,withoutthattherewouldbenolife.Wecouldn’tliveifwedidn’thavewater.Therefore,somepeopledon’tturnthetapoffatonceafterusingit.Somepeopledon’trealizetheywashthemintheshowertoolong.Someeventhrowawaybottlesfullinwater.Asmiddleschoolstudents,weshouldmakegreateffortstosavewater.Ononehand,everysingleperson’ssavewaterissignificance.Onotherhand,wecanusesomewaterwejustusedtowateringplants.Weshouldn’tleavethetaprunningforwhilewebrushourtooth.參考答案：Waterisveryimportanttous,withoutthattherewouldbenolife.Wecouldn’tliveifwewhichdidn’thavewater.Therefore,somepeopledon’tturnthetapoffatonceafterusingit.Somepeopledon’t

Howeverrealizetheywashthemintheshowertoolong.Someeventhrowawaybottlesfullinwater.Asthemselves

ofmiddleschoolstudents,weshouldmakegreateffortstosavewater.Ononehand,everysingle

person’ssavewaterissignificance.On∧otherhand,wecanusesomewaterwejustused

saving

significant

thetowateringplants.Weshouldn’tleavethetaprunningforwhilewebrushourtooth.

water

teeth略三、閱讀理解18.We'veallheardthesaying:practicemakesprefect!Inotherwords,acquiringskillstakestimeandeffort.Buthowexactlydoesonegoaboutlearningacomplexsubjectsuchastennis,calculus,orevenhowtoplaytheviolin?Anage-oldansweris:practiceoneskillatatime.Abeginningpianistmightrehearsescales(音階)beforechords(和弦).Ayoungtennisplayerpracticestheforehandbeforethebackhand.Learningresearcherscallthis“blocking”，andbecauseitiscommonandeasytoschedule,blockingisdominantinschools,trainingprograms,andothersettings.Howeveranotherstrategypromisesimprovedresults.Enter“interleaving”，alargelyunheard-oftechniquethatiscatchingtheattentionof

cognitive(認(rèn)知)psychologistsandneuroscientists.Blockinginvolvespracticingoneskillatatimebeforethenext(forexample,“skillA”before“skillB”andsoon,formingthepattern“AAABBBCCC”),whileininterleavingonemixespracticeonseveralrelatedskillstogether(formingforexamplethepattern“ABCABCABC”).Overthepastfourdecades,asmallbutgrowingbodyofresearchhasfoundthatinterleavingoftenoutperformsblockingforavarietyofsubjects,includingsportsandcategorylearning.Yettherehavebeenalmostnostudiesofthetechniqueinunplanned,realworldsettings-untilrecently.Newresearchinschoolsfindsthatinterleavingproducesdramaticandlong-lastingbenefitsforanessentialskill:math.Notonlydoesthisfindinghavethepotentialtotransformhowmathistaught,itmayalsochangehowpeoplelearnmoregenerally.Researchesarenowworkingtounderstandwhyinterleavingproducessuchimpressiveresults.Oneimportantexplanationisthatitimprovesthebrain'sabilitytotellapartbetweenconcepts.Withblocking,onceyouknowwhatsolutiontouse,ormovementtodo,thehardpartisover.Withinterleaving,eachpracticeattemptisdifferentfromthelast,sorote(死記硬背)responsesdon'twork.Instead,yourbrainmustcontinuouslyfocusonsearchingfordifferentsolutions.Thatprocesscanimproveyourabilitytolearncriticalfeaturesofskillsandconcepts,whichthenbetterenablesyoutoselectandproducethecorrectresponse.Asecondexplanationisthatinterleavingstrengthensmemoryassociations.Withblocking,asinglestrategy，temporarilyheldinshort-termmemory,issufficient.That'snotthecasewithinterleaving-thecorrectsolutionchangesfromonepracticeattempttothenext.Asaresult,yourbrainiscontinuallyengagedatregainingdifferentresponsesandbringingthemintoshort-termmemory.Repeatingthatprocesscanstrengthenneuralconnectionsbetweendifferenttasksandcorrectresponses,whichimproveslearning.Bothoftheseaccountsimplythatincreasedeffortduringtraining,eithertodiscriminatecorrectresponsesortostrengthenthem,isneededwheninterleavingisused.Thiscorrespondstoapotentialdrawbackofthetechnique,namelythatthelearningprocessoftenfeelsmoregradualanddifficultinthebeginning.However,thataddedeffortcanhavebetter,longer-lastingresults.58.Whatcanwelearnfromthenewstrategyof“interleaving”？A.Studyingrelatedskillstogetherhasmanyimpressiveresults.B.Learningrelevantskillstogethercontributestopeoplemasteringskillsquickly.C.Focusingondifferentskillsatatimesavespeopletimeandeffortsinthebeginning.D.Mixingupskillsdistractspeople'sattention,thuslesseningefficiency.59.Whydoesinterleavingproduceimpressiveresults?A.Itcanbescheduledeasily.B.Itfocusesonroteresponses.C.Itistemporarilyheldinshort-termm