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题型:完形填空 题类:常考题 难易度:困难

山东省临沂市2020届高三上学期英语期中考试试卷(含小段音频)

阅读下面短文,从短文后各题所给的四个选项(A、B、C、和D)中,选出可以填入空白处的最佳选项。

    Page, 22, had left Whitehorse and was roughly 1, 000 miles away from Tuktoyaktuk. To get there, he would have to1for 30 days along roads and frozen rivers. Before starting his round-the-world2at Ushuaia, Page had3picked up a camera. But 10, 000 miles later, he found himself in northern Canada,4the footage(片段)that would form a documentary(纪录片).

    It was a sense of5rather than great scenery that sent him on his way. Page had dreamed of traveling the world by bicycle and he decided to make it a6. "I had no girlfriend. I had nothing tying me at home. So I7," he says. The adventure8three years, covering 40, 000 miles and five continents. It was a mental9as much as a physical one.

    Page rode alone in late winter, camping most nights, apart from the10occasion he found a hut in which to11from the wind. "It's not12steely courage or bravery, there's no option, so you just do it," Page says. Others would say the opposite that it requires a lot of13.

    When the Arctic Ocean came into14, it was not how Page imagined it would be. It was wonderfully15the sun was setting and the snow was shining but rather than being filled with thrill, Page was cold and16. "Instead of walking off into the17, I sat in a bathroom—the only18place I could find," he says. "I thought about the19this journey had taught me. Maybe I'd proved something to myself by going to the edge of my map. But, I also20that finish lines are better shared."

(1)
A、cycle B、walk C、search D、recover
(2)
A、experience B、ticket C、journey D、race
(3)
A、really B、barely C、nearly D、gradually
(4)
A、filming B、drawing C、recalling D、enjoying
(5)
A、direction B、belonging C、accomplishment D、adventure
(6)
A、duty B、dream C、reality D、scenery
(7)
A、go down B、break down C、take off D、set off
(8)
A、passed B、lasted C、stayed D、existed
(9)
A、challenge B、barrier C、activity D、problem
(10)
A、different B、official C、important D、rare
(11)
A、hide B、watch C、disappear D、run
(12)
A、strangely B、especially C、exactly D、possibly
(13)
A、honor B、bravery C、kindness D、pride
(14)
A、being B、sight C、force D、use
(15)
A、romantic B、comfortable C、simple D、vast
(16)
A、fed up B、held up C、called out D、worn out
(17)
A、garden B、house C、sunset D、forest
(18)
A、familiar B、safe C、funny D、warm
(19)
A、art B、language C、lessons D、skills
(20)
A、doubted B、realized C、explained D、noticed
举一反三
 阅读理解

Day Camp

Our Day Camp is more than a place where children simply play. We are a group of devoted educators who long to make a meaningful difference in the lives of children. 

Sailfish

Entering 3rd & 4th Grades

Sailfish groups are separated by gender(性别) and enjoy intramural(校内的) sports with a greater emphasis placed on teamwork and sportsmanship. Sailfish group also enjoy all of the aquatic(水生的) activities our waterfront campus has to offer, along with a daily schedule of activities that enrich the mind and body. 

Tadpoles

Entering Kindergarten

This group of campers have their own learning facility(设施) and take part in age-appropriate specials throughout the day. The Tadpoles swim twice daily in our in-ground swimming pool. A certified teacher and counselorsc指导老师) arganize and monitor the day's activities, helping the Tadpoles to prepare for the fun of the upcoming school year. 

Minnows

Entering lst & 2nd Grades

These campers are grouped by gender and have the chance to play sports-centered games, explore art and saence and become acquainted with the excitement of sailing on Stony Brook Harbor. Daily swimming lessons are also included, and trips to the beach are a favorite of the Minnows. Both certified teachers and senior counselors work with these campers to provide a safe and enriching experience. 

Dolphins

Entering 5th & 6th Grades

These campers participate in a wide variety of sports and activities. Same-gendered grouping allows flexibility for the groups to choose their favorite games during meeting times. Dolphins also spend time sailing on the Harbor, swimming in our in-ground swimming pool and participating in adventurous activities. 

 阅读理解

D

With the completion of the Human Genome(基因组)Project more than 20 years ago, and the discovery of the double helix structure of DNA enjoying its 70th birthday last year, you might assume that we know how life works. Think again!

Evolution has a 4bn-year head start on us. However, several aspects of the standard picture of how life works-the idea of the genome as a blueprint, of genes as instructions for building an organism, of proteins as precisely tailored molecular(分子)machines and more-have wildly reduced the complexity of life. 

In the excellent book How Life Works, Philip Ball explorers the new biology, revealing life to be a far richer, more delicate affair than we have understood. Ball explains that life is a system of many levels-genes, proteins, cells, tissues, and body modules-each with its own rules and principles, so there is no unique place to look for an answer to it. 

Also, How Life Works is a much more appealing title than the overused question of "What is life?". We should be less concerned with what a thing is, and rather more focused on what a thing does. Defining a living thing implies an unchangeable ideal type, but this will run counter to the Darwinian principle that living things are four-dimensional, ever changing in time as well as space.

But it's an idea that is deeply rooted within our culture. Ball points out that we rely on metaphors(比喻)to explain and explore the complexities of life, but none suffice. We are taught that cells are machines, though no machine we have invented behaves like the simplest cell; that DNA is a code or a blueprint, though it is neither; that the brain is a computer, though no computer behaves like a brain at all.

Ball is a terrific writer, pumping out books on incredibly diverse subjects. There's a wealth of well-researched information in here, and some details that are a bit chewy for the lay reader. But the book serves as an essential introduction on our never-ending quest to understand life.

阅读下面短文,从短文后所给各题的四个选项(A、B、C和D)中,选出可以填入空白处的最佳选项。

One teacher had two students. One of them had a positive vision while the other had the 1 one.

One day, the teacher 2 for a park with both the students and while wandering in the garden, they 3 a mango tree from which some ripe and juicy mangoes were 4 . On seeing this, the teacher thought to 5 both of his students. Then, he asked the first one, "My dear child, what do you think of this mango tree?"

The student answered instantly, "Teacher, in spite of people 6 this tree with stones, it gives us sweet and juicy mangoes. It does 7 but still it gives us fruits. I wish all human beings learn this important 8 from the mango tree-to share their 9 even if they have to suffer for this."

After that, the teacher asked the other student the same question. The student 10 answered, "Teacher, this mango tree is no good and will not give mangoes by itself but only when we hit it with stones and 11 . Therefore, we should hit it hard to get sweet mangoes from it. That is the only way to 12 these mangoes. It is also clear from this tree that in order to get good 13 from others, we need to be violent and only when we become violent, then and only then will we get 14 ."

The teacher was delighted with the answer given by the first student because he had an admirable vision and 15 the tree with positive vision.

阅读下面短文,在空白处填入1个适当的单词或括号内单词的正确形式。

The popularity of ancient towns in the south of the Yangtze River, such as Zhouzhuang and Wuzhen, has aroused a nationwide trend in the construction of ancient towns. Lin Peng, the director of China's Institute of Ancient Cities and Cultural Studies, pointed {#blank#}1{#/blank#} that there are more than 2,800 developed or developing ancient towns in our country, {#blank#}2{#/blank#} is definitely the highest number globally.

In ancient towns, {#blank#}3{#/blank#} immersive(沉浸式) experience being mentioned here is historical and cultural characteristics—the "ancient" of ancient towns. Apart from visible "special buildings", characteristics also include invisible "culture". Tourists in ancient towns want to see the living {#blank#}4{#/blank#} (condition) of local people, feel the vitality of town life, try characteristic local snacks {#blank#}5{#/blank#} (influence) by geography and folk customs, and understand how long history {#blank#}6{#/blank#} (shape) local culture. Out of modern fast-paced work and life, tourists want to awaken their inner softness with a slow-moving ancient town.

Touring ancient towns is for recreation, relaxation, and pleasure, {#blank#}7{#/blank#} if all the ancient towns in different places are the same and cannot find their own {#blank#}8{#/blank#} (unique), then ancient town tourism will {#blank#}9{#/blank#} (eventual) decline. Let every ancient town become a unique historical imprint(印记), so that tourists can find their "poetry and distance" while {#blank#}10{#/blank#} (wander) through the ancient towns. This is the soul that ancient towns need to regain.

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