2017届江苏省高三英语一轮复习训练：10

　　江苏省泰兴市第三高级中学高三英语一轮复习 限时训练10

　　第一部分：完形填空

　　New genetic analysis has revealed that many Amazon tree species are likely to survive human-made climate warming in the coming century, contrary to previous findings that temperature increases would cause them to die out. A study,

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　　in the latest edition of Ecology and Evolution, reveals the

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　　age of some Amazonian tree species -- more than 8 million years -- and

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　　shows that they have survived previous periods as warm as many of the global warming imagined periods

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　　for the year 2100.

　　The authors write that, having survived warm periods in the past, the trees will

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　　survive future warming, provided there are no other major environmental changes.

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　　extreme droughts and forest fires will impact Amazonia as temperatures

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　　, the trees will stand the direct impact of higher temperatures. The authors

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　　that as well as reducing greenhouse gas emissions to minimize the risk of drought and fire, conservation policy should remain

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　　on preventing deforestation（采伐森林）for agriculture and mining.

　　The study disagrees with other recent researches which predicted tree species’ extinctions

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　　relatively small increases in global average air temperatures.

　　Study co-author Dr Simon Lewis (UCL Geography) said the

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　　were good news for Amazon tree species, but warned that drought and over-exploitation of the forest remained major

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　　to the Amazon’s future.

　　Dr Lewis said: “The past cannot be compared directly with the future. while tree species seem likely to

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　　higher air temperatures than today, the Amazon forest is being transformed for agriculture and

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　　, and what remains is being degraded by logging, and increasingly split up by fields and roads.

　　“Species will not move as freely in today’s Amazon as they did in previous warm periods, when there was no human

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　　. Similarly, today’s climate change is extremely fast, making comparisons with slower changes in the past

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　　.”

　　“With a clearer

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　　of the relative risks to the Amazon forest, we

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　　that direct human impacts -- such as forest clearances for agriculture or mining -- should remain a key point of conservation policy. We also need more aggressive

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　　to reduce greenhouse gas emissions in order to make minimum the risk of drought and fire impacts and

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　　the future of most Amazon tree species.”

　　36. A. advertised

　　B. described

　　C. published

　　D. presented

　　37. A. frightening

　　B. surprising

　　C. exciting

　　D. interesting

　　38. A. still

　　B. nevertheless

　　C. however

　　D. therefore

　　39. A. assess

　　B. confirm

　　C. forecast

　　D. promise

　　40. A. particularly

　　B. probably

　　C. merely

　　D. possibly

　　41. A. Since

　　B. Although

　　C. When

　　D. If

　　42. A. rise

　　B. change

　　C. drop

　　D. end

　　43. A. consider

　　B. decide

　　C. guarantee

　　D. recommend

　　44. A. based

　　B. built

　　C. focused

　　D. made

　　45. A. in relation to

　　B. in response to

　　C. in reply to

　　D. in reference to

　　46. A. findings

　　B. thoughts

　　C. inventions

　　D. writings

　　47. A. threats

　　B. disadvantages

　　C. embarrassments

　　D. instructions

　　48. A. accept

　　B. tolerate

　　C. permit

　　D. require

　　49. A. farming

　　B. planting

　　C. catering

　　D. mining

　　50. A. power

　　B. influence

　　C. desire

　　D. violence

　　51. A. difficult

　　B. clear

　　C. easy

　　D. important

　　52. A. belief

　　B. direction

　　C. understanding

　　D. suggestion

　　53. A. doubt

　　B. conclude

　　C. calculate

　　D. prefer

　　54. A. thought

　　B. guidance

　　C. protection

　　D. action

　　55. A. secure

　　B. advance

　　C. sacrifice

　　D. evaluate

　　第二部分：阅读理解

　　A

　　We observe today not a victory of party but a celebration of freedom, symbolizing an end as well as a beginning, signifying renewal as well as change for I have sworn before you and Almighty God the same solemn oath our forbears (ancestors) prescribed nearly a century and three-quarters ago.

　　The world is very different now, for man holds in his mortal hands the power to abolish all forms of human poverty and all forms of human life. And yet the same revolutionary beliefs for which our forbears fought are still at issue around the globe, the belief that the rights of man come not from the generosity of the state but from the hand of God. We dare not forget today that we are the heirs（继承人）of that first revolution.

　　Let the word go forth from this time and place, to friend and foe (enemy) alike, that the torch has been passed to a new generation of Americans born in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage and unwilling to disciplined by a hard and bitter peace, proud of our ancient heritage and unwilling to disciplined by a hard and bitter peace, proud of our ancient heritage and unwilling to witness or permit the slow undoing of those human rights to which this nation has always been committed, and to which we are committed today at home and around the world.

　　Let every nation know whether it wishes us well or ill that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, to assure the survival and the success of liberty. This much we pledge (promise solemny) and more.

　　In the long history of the world, only a few generations have been granted the role of defending freedom in its hour of maximum danger. I do not shrink from this responsibility. I welcome it. I do not believe that any of us would exchange places with any other people or any other generation. The energy, the faith, the devotion which we bring to this endeavor will light our country and all who serve it and the glow from that fire can truly light the world.

　　And so, my fellow Americans ask not what your country can do for you; ask what you can do for your country. My fellow citizens of the world ask not what America will do for you, but what together we can do for the Freedom of Man.

　　Finally, whether you are citizens of America or citizens of the world, ask of us here the same high standards of strength and sacrifice which we ask of you. With a good conscience our only sure reward, with history the final judge of our deeds, let us go forth to lead the land we love, asking His blessing and His help, but knowing that here on earth God’s work must truly be our own.

　　56. What should friends and foes know?

　　A. That the United States is powerful.

　　B. That a new generation of Americans are responsible for their government.

　　C. That the United States is governed by liberals.

　　D. The rights of man come from the hand of God.

　　57. What is Kennedy’s promise to the world?

　　A. To support liberty.

　　B. To abolish all forms of human poverty.

　　C. To visit each country at least once.

　　D. To support and friend.

　　B

　　What's the one word of advice a well-meaning professional would give to a recent college graduate? China! India! Brazil! How about trade!

　　When the Commerce Department reported last week that the trade deficit (赤字) in June approached $50 billion, it set off a new round of economic doomsaying（末日说）. Imports, which increasedto $200.3 billion in the month, are subtracted in the calculation of gross domestic product. The larger the trade deficit, the smaller the GDP. Should such imbalances continue, pessimists say, they could contribute to slower growth.

　　But there's another way of looking at the trade data. Over the past two years, the figures on imports and exports seem not to signal a double-dip recession – a renewed decline in the broad level of economic activity in the United States – but an economic expansion.

　　The rising volume of trade – more goods and services shuttling in and out of the United States – is good news for many sectors. Companies engaged in shipping, trucking, rail freight, delivery, and logistics (物流)

　　have all been reporting better than expected results. The rising numbers shows growing vitality in foreign markets – when we import more stuff, it puts more cash in the hands of people around the world, and U.S. exports are rising because more foreigners have the ability to buy the things we produce and market. The rising tide of trade is also good news for people who work in trade-sensitive businesses, especially those that produce commodities for which global demand sets the price – agricultural goods, mining, metals, oil.

　　And while exports always seem to lag, U.S. companies are becoming more involved in the global economy with each passing month. General Motors sells as many cars in China as in America each month. While that may not do much for imports, it does help GM's balance sheet – and hence makes the jobs of U.S.-based executives more stable.

　　One great challenge for the U.S. economy is slack domestic consumer demand. Americans are paying down debt, saving more, and spending more carefully. That's to be expected, given what we've been through. But there's a bigger challenge. Can U.S.-based businesses, large and small, figure out how to get a piece of growing global demand? Unless you want to pick up and move to India, or Brazil, or China, the best way to do that is through trade. It may seem obvious, but it's no longer enough simply to do business with our friends and neighbors here at home.

　　Companies and individuals who don't have a strategy to export more, or to get more involved in foreign markets, or to play a role in global trade, are shutting themselves out of the lion's share of economic opportunity in our world.

　　60. How do pessimists interpret the U.S. trade deficit in June?

　　A. It reflects Americans' preference for imported goods.

　　B. It signifies a change in American economic structure.

　　C. It is the result of America's growing focus on domestic market.

　　D. It could lead to slower growth of the national economy.

　　61. What does the author say about the trade data of the past two years?

　　A. It indicates that economic activities in the U.S. have increased.

　　B. It shows that U.S. economy is slipping further into recession.

　　C. It signals decreasing domestic demand for goods and services.

　　D. It reflects the fluctuations in the international market.

　　C

　　A MENTORING (导师制) program is giving life changing opportunities to Banbury youth.

　　Young Inspirations was founded two years ago to provide mentoring sessions for students and unemployed young adults aged 11 to 21.

　　Alex Goldberg, the program's founder, said; "We set up Young Inspirations because we wanted to give young people experiences which will potentially be life changing and broaden their outlook.

　　"We try to create work experience opportunities that will really make a difference to our youth. For example, we've secured internships (实习) with world-famous firms such as Honda.

　　"At a time of funding cutbacks where schools are finding it more and more difficult to offer this kind of mentoring, it is extremely important that these opportunities are available both to help youth with their school work and grades and to give them opportunities which may help shape their futures. " Kieran Hepburn, 14, is one of a group of Banbury youth who has benefited from the program so far. In October the Banbury School pupil was accompanied by Young Inspirations staff to Paris where he was an observer at the United Nations Educational, Scientific and Cultural Organization's (UNESCO) International Youth Forum (论坛).

　　The event was held for young people from around the world, to seek their views on how the future of youth and education should look. Kieran joined several hundred observers mostly in their 20s and was the only UK school pupil to attend the event. Kieran thinks the trip was a life changing experience. " Before we left I didn't quite know what to make of it but when we got there we didn't stop, it was amazing," he said, " We went to three or four hours of debates each day and then did something cultural each afternoon. "

　　The main theme of the forum was how youth can drive change in political and public life. It dealt with issues (问题) such as drug abuse, violence and unemployment.

　　Kieran said: " It has really helped me to improve my confidence and social skills as well as my school grades and I was voted most improved pupil at school in August. "

　　The Young Inspirations mentoring sessions take place each Friday in Banbury. For details visit www.younginspirations.com.

　　64. According to the passage, the forum focused on how youth can ____.

　　A. build up their confidence at school

　　B. find work experience opportunities

　　C. improve their social skills for the future

　　D. play an active role in the change of society

　　65. We can learn from the passage that _____.

　　A. the visit to the United Kingdom was amazing

　　B. Kieran has made great progress in many aspects

　　C. the youth have found a way to solve their problems

　　D. the mentoring sessions are held every day except Friday

　　66. What would be the best title for the passage?

　　A. Alex Goldberg, Founder of Young Inspirations

　　B. Young People Find a World of Opportunity

　　C. Kieran, Banbury School Pupil to Paris

　　D. Debates Help Youth with Their Grades

　　D

　　In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I look what I could get — a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen -- teaching English.

　　School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students have a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.

　　But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class -- seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.

　　In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave ray students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable. By the time ray boss, who was also ray taskmaster known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.

　　My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the room, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.

　　I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.

　　He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.

　　When he spoke, he said simply, without accusation, “You had nothing to say to them.”

　　“You had nothing to say to them," he repeated. “No wonder they’re bored. Why not get to the meal of the literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior?” We talked. He named the problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher.

　　As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and my strengths. In short, he made a teacher of me by teaching me the reality of Emerson's words: “The secret to education lies in respecting the pupil.”

　　Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.

　　67. It can be inferred from the story that in 1974 ______.

　　A. the writer became an optimistic person

　　B. the writer was very happy about her new job

　　C. it was rather difficult to get a job in the USA

　　D. it was easy to get a teaching job in New Jersey

　　68. According to the passage, which of the following is most probably the writer’s problem as a new teacher?

　　A. She had blind trust in what she learnt at college.

　　B. She didn’t ask experienced teachers for advice.

　　C. She took too much time off to eat and sleep.

　　D. She didn’t like teaching English literature.

　　69. The students behaved badly in the writer's classes because ______.

　　A. they were eager to embarrass her

　　B. she didn't really understand them

　　C. they didn't regard her as a good teacher

　　D. she didn’t have a good command of English

　　70. The taskmaster’s attitude towards the writer after his observation of her class can be best described as ______.

　　A. cruel but encouraging B. fierce but forgiving

　　C. sincere and supportive D. angry and aggressive

　　第三部分：任务型阅读

　　Born to Win

　　Each human being is born as something unique, something that never existed before. Each person is born with what he needs to win at life. A normal person can see, hear, touch, taste, and think for himself. Each has his own unique potentials---his capabilities and limitations. Each can be an important, thinking, aware, and creatively productive person in his own right---a winner.

　　The words "winner" and "loser" have many meanings. When we refer to a person as a winner, we do not mean one who defeats the other person by dominating and making him lose. Instead a winner is one who responds honestly by being trustworthy and responsive, both as an individual and as a member of a society. A loser is one who fails to respond honestly.

　　A winner is not afraid to do his own thinking and to use his own knowledge. He can separate facts from opinion and doesn’t pretend to have all the answers. He listens to others, evaluates what they say, but comes to his own conclusions.

　　A winner is flexible. He does not have to respond in known, rigid ways. He can change his plans when the situation calls for it. A winner has a love for life. He enjoys work, play, food, other people, and the world of nature. Without guilt he enjoys his own accomplishments. Without envy he enjoys the accomplishments of others.

　　A winner cares about the world and its people. He is not separated from the general problems of society. He tries to improve the quality of life. Even in the face of national and international difficulty, he does not see himself as helpless. He does what he can to make the world a better place.

　　Although people are born to win, they are also born totally dependent on their environment. Winners successfully make the change from dependence to independence, losers do not. Somewhere along the line losers begin to avoid becoming independent. This usually begins in childhood. Poor nutrition, cruelty, unhappy relationships, disease, continuing disappointments, and inadequate physical care are among the many experiences that contribute to making people losers.

　　A loser is held back by his low capacity to appropriately express himself through a full range of possible behavior. He may be unaware of other choices for his life if the path he chooses goes nowhere. He is afraid to try new things. He repeats not only his own mistakes and often repeats those of his family and culture.

　　A loser has difficulty giving and receiving love. He does not enter into close, honest, direct relationships with others. Instead, he tries to manipulate them into living up to his expectations and channels his energies into living up to their expectations.

　　71. __________

　　72. __________

　　73. ___________

　　74. __________

　　75. __________

　　76. __________

　　77. __________

　　78. ___________

　　79. __________

　　80. __________

　　Each human being is born to be a winner.

　　A loser is poor in 80. _______ love with others.

　　A loser 79. _______ the ability to find new ways and repeats mistakes.

　　Environments 78.__________ losers greatly due to their unfortunate childhood.

　　Each human being is born to be a winner.

　　A winner 77. _______ himself to improving the life of all people.

　　A winner 75. _______ to situations easily. Everyone’s accomplishment can bring him 76.__________.

　　A winner tends to think 74. _______.

　　An honest 73. _______ makes the difference between a winner and a loser.

　　Being a winner does not mean winning a 72. _______ over the others.

　　Each person has his own 71. _______ qualities to be a winner.

　　Each human being is born to be a winner.

　　Born to win