2016-2017学年福建省福州市闽侯二中五校教学联合体高二上学期期末考试英语试题(Word版)附答案

闽侯二中五校教学联合体2016—2017学年第一学期

高二年段英语学科期末联考试卷

(考试时间:2017年1月19日下午)

分值：150分完卷时间：120分钟本试卷分第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）

第Ⅰ卷

第一部分听力（共两节，满分30分）

第一节听下面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 does the woman mean?

A. She is willing to go on a picnic tomorrow.

B. She likes going on a picnic every week.

C. The weather will not be good for a picnic.

2. How many bills has the man got?

A. 5.

B. 8.

C. 20.

3. How long does it take the man to drive home during rush hour?

A. About 5 minutes.

B. About 20 minutes.

C. About 15 minutes.

4. What happened to the man this morning?

A. He got angry.

B. He overslept.

C. He forgot to set the clock.

5. Where are the speakers at the moment?

A. In the library.

B. In the classroom.

C. In the hospital.

第二节听下面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至8题。

6. What are the speakers talking about?

A. A weekend activity.

B. A teacher’s learning suggestions.

C. A summer vacation.

7. Why doesn’t the man want to go to the lake?

A. It isn’t interesting.

B. It is dangerous.

C. It is too far away.

8. Where do the speakers decide to go?

A. To the national park.

B. To the farm.

C. To the mountains.

请听第7段材料，回答第9至11题。

9. Why does the woman come to the man’s company?

A. To give a lecture.

B. To attend a conference.

C. To apply for a job in the company.

10. Which of the following statements is not true?

A. The man works in the Public Relations Department.

B. The woman felt a little bit tired on her trip.

C. The woman is not content with the schedule.

11. What will the woman do this evening?

A. Visit the boss of the company.

B. Have a dinner with the staff of the company.

C. Search for some information on the Internet.

请听第8段材料，回答第12至14题。

12. What can we know about the speakers’ apartment?

A. It’s newly built.

B. It has no washroom.

C. It has no dining room.

13. How long have the speakers lived in the apartment?

A. Since they got married.

B. Since they had a baby.

C. Since the woman had a job.

14. Why does the woman need an extra bedroom?

A. Her husband gets a raise.

B. It’s convenient for her mother to visit them.

C. Her apartment has only one bedroom.

请听第9段材料，回答第15至17题。

15. Why does the man call the woman?

A. To ask if she’s got the tickets on the play.

B. To invite her out to a concert.

C. To offer his help with her new flat.

16. What does the woman like according to the conversation?

A. Country music.

B. Folk dance.

C. Rock and roll.

17. What is the woman going to do tomorrow night?

A. Watch a tennis match.

B. Clean up the new flat.

C. Go to the theater with Margaret.

请听第10段材料，回答第18至20题。

18.What can we know about Professor Bumble?

A. He likes going for a walk in the country.

B. He likes playing jokes on others.

C. He is absent-minded as well as short-sighted.

19.What did Professor Bumble knock into first?

A. A large cow.

B. A fat lady.

C. A tall tree.

20. How did Professor Bumble feel about his second falling down?

A. Sad.

B. Angry.

C. Unbelievable.

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（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。

A

It started as a special day for Wesley Autrey, a 50-year-old construction worker in New York City. It was about 12:45 P.M., and he was waiting on a subway platform (站台) to take his daughters home before he went to work. He suddenly noticed a man

nearby have convulsions (抽搐) and fall down suddenly. Mr. Autrey and two women went to help the stranger. The man, Cameron Hollopeter, managed to get to his feet, but then stumbled (绊倒) at the edge of the platform and fell onto the subway tracks. Mr. Autrey looked up and saw the lights of the subway train coming near through the tunnel.

Mr. Autrey jumped onto the track immediately. He realized that he didn’t have time to get Mr. Hollopeter and himself back up on the platform before the train arrived, so he lay on top of the man and pressed down as hard as he could. Although the driver tried to stop the train before it reached them, he couldn’t. Five cars passed over them before the train finally stopped. The cars had passed only inches from his head.

New York loves a hero. Mr. Autrey became an overnight hero and was named the “Subway Superman”. New York City Mayor Michael Bloomberg gave him the Bronze Medallion, the city’s highest honor. He was asked to appear on several TV talk shows. He was also rewarded with money and gifts, such as $10,000 from Donald Trump, a $5,000 gift card from the Gap clothing store, a new Jeep, and Beyonce concert tickets.

How did Autrey react (反应) to all this? He said, “I don’t feel like I did anything great; I just saw someone who needed help. I did what I felt was right”.

21. When Mr. Autrey saw Cameron Hollopeter, he _____.

A. was leaving for work

B. was talking with two women

C. was waiting for the train home

D. was getting ready to pick up his daughters

22. Which of the following can best describe Mr. Autrey?

A. Smart.

B. Shy.

C. Strong.

D. Brave.

23. Facing the praise and rewards, Mr. Autrey was _____.

A. quite calm

B. very proud

C. rather satisfied

D. really surprised

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

A. A good father

B. A subway superman

C. A Beyonce super fan

D. A construction worker

25. How does the author develop this text?

A. By following the order of time.

B. By following the order of importance.

C. By expressing different opinions.

D. By interviewing different people.

B

Two friends have an argument that breaks up their friendship forever, even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact, according to an official report on youth violence, “In our country today, the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but the terrible reality of violence”. Given that this is the case, why aren’t students taught to manage conflict the way they are taught to solve math problems, drive cars, or stay physically fit?

First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult (侮辱). For example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isn’t in the sandwich, but in the way students deal with the conflict.

Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution (解决): stay calm. Once the student feels calmer, he or she should choose words that will calm the other person down as well. Rude words, name-calling, and accusation only add fuel to the emotional fire. On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control.

After both sides have calmed down, they can use another key strategy for conflict resolution: listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without

interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker’s position. Then the two people should change roles.

Finally, students need to consider what they are hearing. This doesn’t mean trying to figure out what’s wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn’t, careful thought helps both sides figure out a mutual solution. There will always be conflict in schools, but that doesn’t mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility, “64 percent of the teachers reported less physical violence in the classroom; 75 percent of the teachers reported an increase in student cooperation; and 92 percent of the students felt better about themselves”. Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.

26. T his article is mainly about________ .

A. the lives of school children

B. the cause of arguments in schools

C. how to deal with school conflicts

D. how to analyze youth violence

27. From Paragraph 2 we can learn that________ .

A. violence is more likely to occur at lunchtime

B. a small conflict can lead to violence

C. students tend to lose their temper easily

D. the eating habit of a student is often the cause of a fight

28. Why do students need to ask themselves the questions stated in Paragraph 5?

A. To find out who to blame.

B. To get ready to buy new things.

C. To make clear what the real issue is.

D. To figure out how to stop the shouting match.

29. After the conflict resolution program was started in Atlanta, it was found that______.

A. there was a decrease in classroom violence

B. there was less student cooperation in the classroom

C. more teachers felt better about themselves in schools

D. the teacher-student relationship greatly improved

30. The writer’s purpose for writing this article is to_______.

A. complain about problems in school education

B. teach students different strategies for school life

C. inform teachers of the latest studies on school violence

D. advocate teaching conflict management in schools

C

You are given many opportunities in life to choose to be a victim or creator. When you choose to be a victim, the world is a cold and difficult place. “They”did things to you which caused all of your pain and suffering. “They” are wrong and bad, and life is terrible as long as “they” are around. Or you may blame yourself for all your problems, thus internalizing (内化) your victimization. The truth is, your life is likely to stay that way as long as you feel a need to blame yourself or others.

Those who choose to be creators look at life quite differently. They know there are individuals who might like to control their lives, but they don’t let this get in the way. They know they have their weaknesses, yet they don’t blame themselves when they fail. Whatever happens, they have choice in the matter. They believe their dance with each sacred (神圣的) moment of life is a gift and that storms are a natural part of life which can bring the rain needed for emotional and spiritual growth.

Victims and creators live in the same physical world and deal with many of the same physical realities, yet their experience of life is worlds apart. Victims relish (沉溺)in anger, guilt, and other emotions that cause others---and even themselves---to feel like victims, too. Creators consciously choose love, inspiration, and other qualities which inspire not only themselves, but all around