(山東省濟(jì)寧市2008—2009學(xué)年度高三第一階段質(zhì)量檢測(cè))

假設(shè)你是李華，在英國(guó)參加夏令營(yíng)時(shí)成為下圖中的交通事故的唯一目擊者，警察要求你用英語填寫下面表格。請(qǐng)根據(jù)圖中信息加上合理想象陳述事故發(fā)生的時(shí)間、地點(diǎn)、原因、過程和結(jié)果。詞數(shù)控制在120—150之間。（直接寫在表格中）

Your name

Li Hua

Date of accident

July 26

Time of accident

3:40 p. m.

What happened

                                                                          

                                                                           

                                                                          

                                                                          

                                                                           

                                                                          

                                                                          

                                                                          

                                                                           

                                                                          

Signature

 

 It was so frightening a sight．A car was going peacefully in its lane．Suddenly a fox rushed across the street quite close to the car，which surely brought a shock to the driver. Great screams of hard brake gave my ears a lot of suffer．It was apparent that the fox had a narrow escape. Even though the driver managed to stop his car to let the fox cross, unfortunately，he braked the car so sharply that it got out of control and ran into a tree nearby. Before I was able to collect myself，the fox was out of sight．As a result，the animal was all right，while the car will have its repairs.    That’s the scene I witnessed at 3：40 pm，July 26. I don’t think it was the driver’s fault，but what he did proved that he is an animal-protector.

   Li Hua

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科目：高中英語 來源： 題型：

 (山東省聊城市2008年高三年級(jí)模擬（一）)

目前醫(yī)療費(fèi)不斷攀升，有人因付不起昂貴的醫(yī)療費(fèi)而只好忍受疾病的折磨。人們強(qiáng)烈呼吁政府應(yīng)當(dāng)建立有效的醫(yī)療保障機(jī)制。請(qǐng)根據(jù)下面圖畫，以“Health Care”為題寫一篇短文，簡(jiǎn)要說明圖畫中所表達(dá)的內(nèi)容，重點(diǎn)闡述這種現(xiàn)象所帶來的后果和你的觀點(diǎn)。
 

注意：

1．短文應(yīng)包括圖中所提供的主要信息，并做適當(dāng)發(fā)揮，使短文內(nèi)容連貫、完整。

2．詞數(shù)：120—150。

3．生詞：hospital discharge—出院

Health Care

                                                                                          

                                                                           

                                                                                          

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科目：高中英語 來源： 題型：閱讀理解

 (山東省聊城市2008年高三年級(jí)模擬（三）)

Teenagers at one German school are learning how to achieve happiness alongside other traditional  36  such as mathematics and languages.

The class sits in a circle with their eyes shut and they count from one to ten: someone starts, the   37  voice comes from the far right, a third from the other side.

The aim of the game is to   38  for an opportunity to shout out the   39  without clashing（相撞）with another voice or leaving a pause. On the first try,  40  of the young Germans try to be first, while a few are too shy to join in. But by the fifth  41  , they develop a rhythm. The   42  . give other people space but also  43  claim your own. This is a requirement for social well-being.

Unlike schools in other nations,  German schools do not usually have school sports teams or seek to build school spirit. Many teens admit they are   44  and confused, but school is not usually the place to find relief.

The Willy Hellpach School in Heidelberg is the first in the nation to develop a happiness  45  . It is   46  for 17-19-year-olds preparing for university entrance exams.

“The course isn’t there to make you happy as   47  ,” Ernst Fritz-Schubert, the school principal, warned pupils, “  48  rather to help you discover the ways to become happy.”

Cooking a meal together will be one of the class  49  , along with improving body language under the   50  of two professional actresses.

The course is taught for three periods a week.  51  the happy subject, the pupils themselves insist it is no laughing matter.

“In the first period, we had to each say something   52  about another member of the class and about ourselves. No laughing at people or teasing,” said Fanny, 17.

The message: self-esteem（自尊）improves  53  too.

Research by the school shows it is not the first to start happiness classes: they also   54  at some US universities, but are mainly based on positive thinking, using   55  from studies of depression.

“That would be too one-sided for us. We want to show how decent（好的）food or exercise can help too,” the principal said.

36．A．subjects              B．objects                C．customs              D．habits

37．A．sweet                  B．next                    C．last                     D．loud

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38．A．look                    B．see                      C．find                    D．listen

39．A．name                  B．person                 C．number               D．slogan

40．A．All                      B．few                     C．most                   D．none

41．A．round                  B．limit                    C．sheet                   D．zone

42．A．topic                   B．rhythm                C．subject                D．message

43．A．patiently              B．confidently          C．immediately         D．quietly

44．A．happy                 B．lonely                  C．curious               D．distinctive

45．A． movement          B．class                   C．course                D．a(chǎn)pproach

46．A．intended              B．made                   C．managed             D．a(chǎn)pplied

47．A．much                  B．well                    C．usual                   D．such

48．A．a(chǎn)nd                     B．but                      C．so                       D．yet

49．A．tests                   B．exams                 C．exercises             D．homework

50．A．guidance             B．lookout                C．counsel               D．supervision

51．A．Except                B．Beyond                C．Unlike                 D．Despite

52．A．backward            B．positive               C．negative              D．subjective

53．A．a(chǎn)tmosphere          B．a(chǎn)chievement         C．happiness            D．score

54．A．exist                   B．happen                C．devise                 D．initiate

55．A．inspections          B．instructions          C．motives               D．findings

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科目：高中英語 來源： 題型：閱讀理解

 (山東省聊城市2008年高三年級(jí)模擬（四）)

The horse and carriage is a thing of the past, but love and marriage are still with us and still closely interrelated. Most American marriages, particularly first marriages   36   young couples, are the result of attraction and affection   37  than practical considerations. In the United States, parents do not   38   marriages for their children. Teenagers begin   39  in high school and usually find mates(配偶) through their own academic and social   40  .

Though young people feel 41 to choose their friends from 42 groups, most choose a mate of similar background. This is due in part to parental 43 . Parents can not spouses(配偶)for their children, but they can usually 44 choices by 10 disapproval of someone they consider unsuitable.

  45  , marriages between members of different groups are increasing, probably because of the greater   46  of today’s youth and the fact that they are restricted by   47  prejudices than their parents. Many young people   48   their home towns to attend college, serve in the armed forces,   49  pursue a career in a bigger city. Once away from home and family, it’s more   50  for them to date and marry outside their own social group.

In mobile American society, interclass 51 are neither nor shocking. Interfaith marriages are on the 52 particularly between Protestants and Catholics. On the other hand,   53 marriage is still very uncommon. It can be difficult for couples to from different races to find a place to live,   54  friendships, and raise a family. Marriages between people of different national   55   (but the same race and religion) have been commonplace here since colonial(殖民的) times.

36. A. involving 　          B. linking 　            C. connecting 　     D. including

37. A. more　                B. less 　                C. other　               D. rather

38. A. provide                 B. consider              C. arrange               D. admit

39. A. dating　               B. appointing　       C. engaging 　       D. matching

40. A. positions 　         B. customs　           C. contracts　         D. contacts

41. A. certain 　             B. abnormal　        C. awkward　          D. free

42. A. limited                   B. identical              C. diverse                D. distant

43. A. order                    B. ignorance            C. guidance             D. rudeness

44. A. force                     B. influence             C. make                   D. offer

45. A. However               B. Moreover            C. Therefore           D. Furthermore

46. A. mobility                 B. motive                 C. moral                  D. mission

47. A. greater                 B. stronger              C. narrower             D. fewer

48. A. desert                   B. leave                   C. escape                D. remove

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49. A. but                        B. so                        C. or                        D. and

50. A. difficult                  B. likely                    C. important            D. risky

51. A. communications   B. marriages            C. exchanges          D. associations

52. A. edge                     B. decline                C. rise                     D. air

53. A. international         B. interstate             C. internet               D. interracial

54. A. keep up                B. bring up              C. put up                 D. turn up

55. A. source                  B. origin                   C. resource             D. standard

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科目：高中英語 來源： 題型：閱讀理解

 (山東省聊城市2008年高三年級(jí)模擬（四）C篇)

Proper arrangement of classroom space is important to encouraging interaction. Most of us have noticed how important physical setting is to efficiency and comfort in our work. College classroom space should be designed to encourage the activity of critical thinking.

We have entered the 21 st century, but step into almost any college classroom and you step back in time at least a hundred years. Desks are normally in straight rows, so students can clearly see the teacher but not all their classmates. The message behind such an arrangement is obvious. Everything of importance comes from the teacher.

With a little imagination and effort, unless desks are fixed to the floor, the teacher can correct this situation and create space that encourage interchange among students. In small or standard-size classes, chairs, desks, and tables can be arranged in a variety of ways. The primary goal should be for everyone to be able to see everyone else. Large classes, particularly those held in lecture halls, unfortunately, allow much less flexibility.

Arrangement of the classroom should also make it easy to divide students into small groups for discussion or problem-solving exercises. Small classes with movable desks and tables present no problem. Even in large lecture halls, it is possible for students to turn around and form groups of four to six. Breaking a class into small groups provides more opportunities for students to interact with each other, think out loud, and see how other students’ thinking processes operate all essential elements in developing new modes of critical thinking.

In courses that regularly use a small group format, students might be asked to stay in the same small groups throughout the course. A colleague of mine, John, allows students to move around during the first two weeks, until they find a group they are comfortable with. John then asks them to stay in the same seat, with the same group, from that time on. This not only creates a comfortable setting for interaction but helps him learn students’ names and faces.

66. The primary purpose of desk rearrangement is_______.

A. for the teacher to divide students into small groups.

B. to make it possible for students to interact with each other.

C. for the teacher to find out how students think.

D. to give students more opportunities to practice speaking.

67. The expression “step back in time at least a hundred years” in Paragraph 2 is intended to convey the idea that          .

A. there is not much change in educational idea over the past hundred years

B. critical thinking was encouraged even a century ago

C. college classrooms often remind people of their college life

D. a hundred years ago, desk arrangement in a classroom was quite different

68. The greatest advantage in allowing each student to find his own group might be that________

A. learning is made comfortable in this way

B. the teacher can easily remember students’ names and faces

C. the teacher saves the trouble in doing that

D. brighter students can help slower ones.

69. It is implied in the passage that          .

A. students are allowed to changed groups throughout the course in John’s class

B. classroom interaction between students is essential to the teachers

C. a comfortable environment leads to higher working efficiency

D. new kinds of desks and chairs should be made

70. The author mentioned John in the last paragraph in order to ________

A. create a comfortable setting for interaction

B. introduce an approach of learning students’ names and faces easily

C. give an example that students stay in the same seat throughout the course.

D. describe a good seat-arrangement mode in courses with small group format.

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