高三英语仿真训练试题带答案

2019-10-16 11:46:28 由宇晴 1172分享

　　考生备考高考英语的回收，不妨多做一些仿真试题来提高自己的答题能力。小编为大家推荐了相关试卷，希望可以帮助到大家!

　　高三英语仿真训练试题

　　第一部分：听力(共两节，满分30分)

　　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 are the speakers talking about?

　　A. Mending cameras. B. Painting pictures. C. Taking photographs.

　　2. Where does the conversation take place?

　　A. At a hotel. B. At a library. C. At a post office.

　　3. How does the woman feel about the acting?

　　A. It isn’t good. B. She loves it. C. It’s just so-so.

　　4. What is the boy complaining about?

　　A. His new job. B. At a tennis court. C. Yard work.

　　5. What will the speaker do next?

　　A. Move the old man.

　　B. Call for help.

　　C. Report to the police

　　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，你将有时间阅读各个小题，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。

　　请听第6段材料，回答第6和第7题。

　　6.How much time does the woman have to go to meet the man ?

　　A. 30 minutes. B. 45 minutes. C. 55 minutes

　　7.How will the speakers go to the Smiths'?

　　A. Ride in a friend’s car. B. Go by bus. C. Go by bike.

　　请听第7段材料，回答第8至9题。

　　8. Where does the conversation take place?

　　A. At a clinic. B. At a restaurant. C. At a pharmacy.

　　9. What can we learn about the woman?

　　A. She’s allergic to seafood.

　　B. She ate too much.

　　C. She ran too much.

　　请听第8段材料，回答第10至12题。

　　10. What is the probable relationship between the speakers?

　　A. Schoolmates. B. Colleagues. C. Neighbors.

　　11. Where are the speakers?

　　A. In the US. B. In Vietnam. C. In Italy.

　　12. What is the woman job?

　　A. A college lecturer.

　　B. An assistant of a nurse.

　　C. An engine mechanic.

　　请听第9段材料，回答第13至16题。

　　13. Where are the speakers?

　　A. At a concert hall. B. At a snack bar. C. At a movie house.

　　14. What will the woman do next?

　　A. Get some snacks.

　　B. Get two better seats.

　　C. Go over her lessons.

　　15. What does the woman think of her last experience?

　　A. It was terrific.

　　B. It was terrible.

　　C. It was interesting.

　　16. What can we learn from the conversation?

　　A. Many people are at the opening.

　　B. The man is over-weight.

　　C. The woman is careless.

　　请听第10段材料,回答第17至20题。

　　17. What caused the fire?

　　A. An irresponsible driver.

　　B. The dry weather.

　　C. A lightning.

　　18. In which direction of Stanton is the lake?

　　A. The southwest. B. The northwest. C. The west.

　　19. Who reported the serious situation to the chief fire officer?

　　A. A truck driver. B. The motorist. C. A fireman.

　　20. How did the chief officer decide to stop the fire at last?

　　A. Clear an area in the forest.

　　B. Send more firemen.

　　C. Blow down the burning trees.

　　第二部分阅读理解(共两节，满分40分)

　　第一节 (共15小题; 每小题2分，满分30分)

　　阅读下列短文，从每题所给的四个选项中，选出最佳选项，并在答题卡上将该项涂黑。

　　Want to help your little kids develop better physically and mentally? My Gym has some programs for you.

　　Little Bundles (6 weeks-6 months)

　　Our youngest My Gym students begin their first visual, audile (听觉的)and spatial exploration while they and their parents are guided through the program. The program is designed to carefully introduce music and movement in various fun ways. Baby exercises, songs, dances, baby-safe rides, unique swings, and many other Parent & Me adventures await the baby-parent team. Each week parents participate in a dialogue about their baby’s development.

　　Tiny Tykes (7-13 months)

　　As the babies gain hand, arm and body control and become mobile, we introduce new activities. Our babies and their parents are led through a variety of beginning stretches (伸展)，exercises, baby songs and dances, baby-safe rides and adventures, and balance skills during this program. A relationship to movement and physical activity begins to develop, as our babies discover their natural abilities and improve their physical and cognitive (认知的) development.

　　Waddlers (14-22 months)

　　At this age, a kid’s level of independent mobility typically progress from aggressive crawling to running. Additional motor skills developing during this stage include kicking a ball, building a block tower, riding a tricycle, and walking up stairs. Our highly trained instructors shower the children with love and caring, as they guide our kids in early social skills through interactive songs, well-designed dances, age-specific puppet (木偶)shows, special rides, and a variety of swings and other original activities.

　　Gymsters (23 months-2 l/2 years)

　　During this program, the youngsters are happy as they sing, dance, swing, play games, take turns on special rides, and have “Surprise Time”. Our kids feel great about themselves as they learn gymnastics: in a constantly changing program with fresh activities and new equipment each week.

　　21. What does Little Bundles require parents to do once a week?

　　A. Take an adventurous trip.

　　B. Design a program for kids.

　　C. Talk about their kid’s growth.

　　D. Share learning skills with others.

　　22. In which program can babies watch puppet shows?

　　A. Little Bundles. B. Tiny Tykes.

　　C. Waddlers. D. Gymsters.

　　23. What can we learn about Gymsters?

　　A. It isn’t as fun as the other three programs.

　　B. Kids can do new activities every week.

　　C. It requires plenty of parents’ participation.

　　D. The activities it involves remain unknown.

　　24. What is the purpose of this text?

　　A. To advertise some programs at My Gym.

　　B. To show what activities kids are interested in.

　　C. To tell parents how to help their kids develop.

　　D. To encourage readers to do exercise at My Gym.

　　Two teachers are sitting in a laboratory, their dirty hands buried in grass. Mary Richmond is a sixth grade science teacher at Cache LaPoudre Middle School in Laporte, Colo. Jolene McDowell teaches high school biology at Great Mills High School in Maryland. The two women have spent the past week doing science as part of the Research Experience for Teachers Program at the Toolik Field Station, only 188 kilometers south of the Arctic Ocean. Armed with the research experience, they will be excited to head back to share their stories with their students about science in the Arctic in a few weeks.

　　For their two-week experience, Richmond and McDowell are living in a tent. So far, they have helped to set up a laboratory, processed soil samples and mounted other samples onto microscope slides.

　　“As teachers in the classroom, I think it’s important for us to get out and do science, Richmond says. This experience has rekindled (重新点燃)her enthusiasm for science, she says. Richmond is looking forward to taking it back to the classroom. “If I’m excited about it, the kids are more likely to be excited about it,’’ she notes. And in her sixth grade classroom, enthusiasm is important.

　　“It’s also important to show students that you want to learn and you’ re willing to put yourself out there and be uncomfortable,” explains McDowell. “I’ve never been this far north before. This is a location where you don’t even flush (冲)your toilet paper. But I’m willing to be here to learn and experience something new,” she adds.

　　The Toolik research station brings in a different number of teachers each year. Openings are generally posted in March and can be found on the Natural Resource Ecology Laboratory website.

　　After their stay, the two teachers, along with others at research sites around the United States, will have a year to translate their experience to something for the classroom. They can add to their curriculum, make a presentation or come up with a class activity.

　　25. Why are the two teachers at the Toolik Field Station?

　　A. They’ve been there doing science.

　　B. They’ve been invited to hold lectures.

　　C. They’re planning to set up a laboratory.

　　D. They’re volunteering to experience life.

　　26. What do the two teachers probably think of their two-week experience?

　　A. Relaxing and exciting.

　　B. Challenging but useless.

　　C. Dangerous but beneficial.

　　D. Unforgettable and beneficial.

　　27. What would be the best title for the text?

　　A. Teachers teach science at the Toolik Field Station

　　B. Teachers inspire students to do science in class

　　C. Teachers experience difficulties in the Arctic

　　D. Teachers get to do cool science in the Arctic

　　Chocolate is the “food of the gods,’’ a sweet treat for many across the world, and an increasingly popular industry worth an estimated $110 billion a year. But chocolate lovers, your beloved snack may have just been saved by another sweet treat: mangoes (芒果).Scientists may have found a way to solve a possibly coming shortage of cocoa, which could affect future chocolate production, by using mangoes in place of cocoa to make chocolate, according to a study. “Wild mango is one of the so-called Cinderella (灰姑娘) species whose real value is unrealized,’’ says Akhter, the study’s senior author.

　　Global cocoa production has gone down in recent years — due to a handful of factors including changes in climate and crop failure — while the demand for cocoa has been on the rise. Cocoa producers in the past also have been accused of unfair labor practices, including employing child laborers and underpaying farmers. Wild mango butter may be chemically and physically similar enough to cocoa butter to act as a replacement, which makes researchers and food producers excited and hopeful.

　　The study’s authors also believe the potential business benefits of the fruit could be a boon to protection efforts. “Going beyond the use to industry, wild fruits like mangoes are an important source of food, medicine and income for rural people, but are in decline due to factors such as deforestation,’’ said Morag McDonald of Bangor University, another of the study’s authors. Adding value to underused products through processing for products that have market value can bring about a valuable motivation for the conservation of such species, and help to bring about alternative income sources and reduce household poverty.

　　28. Why is the mango called Cinderella species?

　　A. It often appears in fairy tales.

　　B. It is especially suitable for girls.

　　C. Its importance fails to be recognized.

　　D. It looks common but is very popular.

　　29. What is stressed in Paragraph 2?

　　A. The hard life of cocoa farmers.

　　B. The great demand for chocolate.

　　C. The reasons for chocolate’s popularity.

　　D. The reasons for replacing cocoa with mangoes.

　　30. What makes mangoes a replacement for cocoa?

　　A. Similar output.