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题型:完形填空 题类:常考题 难易度:困难

黑龙江省大庆市铁人中学2018-2019学年高二下学期英语期末考试试卷

阅读下面短文,从短文后各题所给的A、B、C和D四个选项中,选出可以填入空白处的最佳选项。

    It was Australia Day. We had spent the afternoon 1with friends. When we arrived home, the message bank on my mobile phone was flashing. It was our 2, Annabel, who had just been left at a boarding school over 500 kilometers away. Annabel's 3 voice greeted us: "Hi, Mum and Dad, I've 4 my phone!” After just four days at school her main means of 5 had gone missing at an Australia Day celebration. We realized the chance of finding the phone were 6 for we hadn't installed (安装) the Find My Phone app.

    The next morning, my mobile beeped (发出哔哔声) loudly. When I replayed the 7 a kind voice announced that she had something that 8 my daughter and could I please call her back.

Annabel had 9 my number on the inside of her phone's case —- 10 thinking! "I'll take it to work 11 you see if anyone can pick it up,” she kindly offered after I 12 that my daughter was at boarding school and I lived a six-hour drive away.

After tracking the people I 13 who lived nearby, I was out of luck —- no one was able to 14 the phone.

    Later I decided to ask our angel (天使) to post the 15 to my daughter. But to my 16, this angel, who had already spent a busy day at work, was making a two-hour round trip on a Saturday night, especially to 17 a phone to a complete stranger.

    I gave her 18 and she delivered the phone into the hands of my daughter. The only word of her explanation was: "I've got four 19 of my own. I know how a mother 20."

(1)
A、working B、training C、traveling D、celebrating
(2)
A、daughter B、friend C、neighbor D、teacher
(3)
A、tired B、excited C、relaxed D、concerned
(4)
A、fixed B、lost C、damaged D、received
(5)
A、escape B、transport C、expression D、communication
(6)
A、slim B、fair C、unique D、important
(7)
A、game B、video C、message D、conversation
(8)
A、moved B、changed C、belonged to D、appealed to
(9)
A、called B、written C、checked D、obtained
(10)
A、good B、critical C、honest D、quick
(11)
A、until B、since C、while D、unless
(12)
A、suggested B、explained C、predicted D、promised
(13)
A、know B、respect C、invite D、appreciate
(14)
A、pay for B、give up C、pick up D、look for
(15)
A、gift B、phone C、letter D、suitcase
(16)
A、satisfaction B、relief C、disappointment D、surprise
(17)
A、introduce B、mail C、return D、devote
(18)
A、support B、directions C、permission D、rewards
(19)
A、children B、students C、visitors D、passengers
(20)
A、wishes B、angers C、regrets D、worries
举一反三
阅读理解

Adults check their phones, on average,360 times a day, and spend almost three hours a day on their devices in total. The problem for many of us is that one quick phone-related task leads to a quick check of our emails or social media feeds, and suddenly we've been sucked into endless scrolling.

It's an awful circle. The more useful our phones become, the more we use them. The more we use them, the more we lay neural(神经的) pathways in our brains that lead to pick up our phones for whatever task is at hand-and the more we feel an urge to check our phones even when we don't have to.

What we do know is that the simple distraction of checking a phone or seeing a notification(通知)can have negative consequences. This isn't very surprising; we know that, in general, multitasking does harm to memory and performance. One of the most dangerous examples is phone use while driving. One study found that merely speaking on the phone, not texting, was enough to make drivers slower to react on the road. It's true for everyday tasks that are less high-risk, too. Simply hearing a notification "ding" made participants of another study perform far worse on a task-almost as badly as participants who were speaking or texting on the phone during the task.

It isn't just the use of a phone that has consequences-its me re presence can affect the way we think.

In one recent study, for example, researchers asked participants to either put their phones next to them so they were visible(like on a desk), nearby and out of sight(like in a bag or pocket), or in another room. They were found to perform far better when their phones were in another room instead of nearby-whether visible, powered on or not.

 完形填空

Henry Wadsworth Longfellow was born on February 27, 1807 in Portland, Maine. His father, Stephen, was a lawyer, so Henry was born into a rich family. Henry began 1 at age three. By the time he was six he was the smartest boy in the school. He was very good at spelling and arithmetic. But Henry loved to write and 2 became very skilled in it. Henry's father wanted him to become a lawyer, but after Henry 3 from Bowdoin College in Maine at the age of 19, he dreamed of becoming a(n) 4 . Henry wanted to travel to Europe to study. He followed that 5 , and later returned to Bowdoin to become a professor at age 22.  

In 1831, Henry 6 Mary Storer Potter, a former schoolmate. He 7 and started The New England. He and his wife travelled to Europe, where he studied Swedish, Danish, Finnish and the Dutch language and literature.  

In 1836, Henry began 8 in Harvard. He moved into a room of the famous Craigie House in Cambridge. In the Craigie House, Henry 9 to write poems and books.  

In 1847, Longfellow's poem Evangeline was 10 . Many people said Evangeline was his best poem. In 1854 he resigned from Harvard to 11 his time to his writing. The Song of Hiawatha, written in 1855, was also very popular, as it was one of the first poems to 12 the Native American Indian culture. When The Courtship of Miles Standish 13 in 1858, it sold 25,000 copies on the first day of publication.  

The next few years were 14 with honours and rewards. He was invited to the House of Windsor by Queen Victoria by 15 of the Prince of Wales. Henry Wadsworth Longfellow died on March 24, 1882.  

 阅读下面短文,从每题所给的A、B、C、D四个选项中选出最佳选项。

Juleus Ghunta is an award-winning children's author, but growing up, he could barely 1 . Raised by a single mother, who often had to make 2 choices about how to use their limited resources-including a decision to send his oldest sister to school, he had been kept home and had no 3 to books as a child.

When Ghunta finally got the opportunity to attend school, he couldn't 4 words, spell, or read with understanding. The situation was made worse by a series of teachers who made him feel 5 . "They were not very patient, not very kind," he said, "I suffered from a deep sense of loss and shame."

Fortunately, a young teacher decided to start a reading program for 6 students. Ghunta was the first to sign up. "The teacher was 7 kind to me." he said, "She had left me with the gift of literacy, and a deeper appreciation of my value as a human being." Under her patient 8 , Ghunta's reading skills gradually improved, and his sense of inadequacy (不足) began to 9 .

After interacting with the young teacher, Ghunta's life took a new 10 . He graduated from high school with a number of academic awards, and went on to college successfully. Nowadays, he is the author of two children's books about 11 difficult experiences in childhood.

In 2010, Ghunta went back to his old school to 12 his old teacher's name, but in vain. However, he still hopes to 13 her one day, so that he can thank her for seeing his 14 . "I would love for her to see the significant impact she has made on my life, and the ways in which I have carried this 15 of her-the hope, the light, with me-and how it continues to be a source of joy."

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