17北京英語(yǔ)高考試題
閱讀是獲取信息、掌握知識(shí)和提高語(yǔ)言應(yīng)用能力的基礎(chǔ)。高考英語(yǔ)中閱讀理解占了40分,可見(jiàn)閱讀理解試題對(duì)考生的成績(jī)有較大影響。 下面是學(xué)習(xí)啦小編為你整理關(guān)于17北京英語(yǔ)高考試題的內(nèi)容，希望大家喜歡!
17北京英語(yǔ)高考試題
第I卷(選擇題，共100分)
第一部分：聽(tīng)力(共兩節(jié)，每小題1分，滿分20分) 第一節(jié)(共5小題;每小題1分，滿分5分)
1. What does the man say about the paintings?
A. They are very expensive.
B. They are very beautiful.
C. They look like kids5 art.
2. What does the man want to do?
A. Look for a pet store.
B. Buy something for dogs.
C. Let the woman take care of his dogs.
3. What are the speakers doing?
A. Taking pictures. B. Doing exercise. C. Playing a video.
4. What day is it today?
A. Sunday. B. Saturday. C. Friday.
5. Why does the woman want a later appointment?
A. Her flight was delayed.
B. She needs to pick up someone.
C. She has to take her mother to the hospital.
第二節(jié)
聽(tīng)下面5段對(duì)話或獨(dú)白。每段對(duì)話或獨(dú)白后有幾個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)，并標(biāo)在試卷的相應(yīng)位置。聽(tīng)每段對(duì)話或獨(dú)白前，你將有時(shí)間閱讀各個(gè)小題，每小題5秒鐘;聽(tīng)完后，各小題將給出5秒鐘的作答時(shí)間。每段對(duì)話或獨(dú)白讀兩遍。
聽(tīng)第6段材料，回答第6、7題。
6. What are posted on the wall of the cafeteria?
A. The food prices.
B. Some pictures.
C. The introduction to the cafeteria.
7. What will the man probably have?
A. Chicken. B. Fish. C. Noodles.
聽(tīng)第7段材料，回答第8、9題
8. According to the woman, what was the party like this year?
A. It was very relaxed.
B. It was too wild and crazy.
C. It ended up a failure.
9. What can we learn about the man?
A. He has a secretary named Maggie.
B. He had never been to an office party before.He wore a black suit to the party.
聽(tīng)第8段材料，回答第10至12題。
10. What is bothering the man and his wife?
A. The noise.
B. The size of their room.
C. The service of the elevator.
11. What will the man do?
A. Check out today.
B. Wait in the hotel.
C. Call the police.
12. What did the woman promise to do?
A. Repair the elevator.
B. Cut down the price.
C. Give the man a suite tomorrow.
聽(tīng)第9段材料，回答第13至16題。
13. Why was the man so late?
A. He was stuck in traffic.
B. The bank opened late.
C. He forgot about the time in the bank.
14. Where is Henry from?
A. America.B. Germany.C. France.
15. What did Henry give the man? A. A guidebook.B. Some money.C. A map of the bus system
16. What is true of the speakers?
A. They both work in a bank.
B. They are traveling in Europe.
C. They just came back from a holiday.
聽(tīng)第10段材料，回答第17至20題。
17. When is the opening day?
A. July 4. B. July 7. C. September 4.
18. What do we find out about the America’s Cup?
A. It is a boat race.
B. It has been held in San Francisco before.
C. The city spent one year preparing for it.
19. Which team won the race last year?
A. C. America. C. Three.
Italy. B. New Zealand.
20. How many teams will be competing in the Challenger Series?
A. Five. B. Four.
第二部分閱讀理解(共兩節(jié)，滿分40分)
第一節(jié)(共15小題;每小題2分，滿分30分)
閱讀下列短文，從每題所給的四個(gè)選項(xiàng)(A、B、C和D)中，選出最佳選項(xiàng)。
A
Managers and office busybodies might be keen on a clean desk, but it seems that in terms of 2/10productivity, they could have it all wrong. “A messy desk can actually lead people towards clearer thinking,” say researchers from Germany.
The researchers found in a series of linked studies---using a messy desk and a messy shop front---that people actually thought more clearly when all around was chaos, as they sought to simplify the tasks at hand. That is, visual and mental clutter (雜舌L) forces human beings to focus and think more clearly. For instance, famous thinkers and writers such as Albert Einstein and Roald Dahl have been notorious (臭名昭著的for their untidy desks.
“Messy desks may not be as detrimental as they appear to be, as the problem-solving approaches they seem to promote work efficiency or enhance employees’ creativity in problem solving,” say the authors.
“Business and government managers often promote „clean desk’ policies to avoid disorganized offices and messy desks, for the purpose of boosting work efficiency and productivity,” writes a researcher, Jia Liu of the University of Groningen. “This practice is based on the conventional wisdom that a disorganized and messy environment can clutter one’s mind and complicate one’s judgments.”
“However, not all evidence supports this conventional link between a messy environment and a messy mind”. The scientists tested people’s response in various messy environments, including a messy shop front, a disorganized desk, and even a work environment where a language task reminded people of messiness.
The authors found in the series of six studies that people tended towards simplicity in their thinking.
“They classified products in a simpler manner, were willing to pay more for a T-shirt that has a simple-looking picture, and sought less variety in their choices”, said the researchers.
21. Why did the author take Albert Einstein and Ronald Dahl for example?
A. To tell readers untidy desks can make you as famous as them.
B. To convince readers that untidiness is not all that bad.
C. To inform readers of one way to success—untidy desks.
D. To attract readers and show the author’s wide range of knowledge.
22. Which of the following is TRUE according to the passage?
A. A messy environment will certainly lead to a messy mind.
B. A clean environment will do great harm to work efficiency.
C. People tend to clear up the mess before thinking clearly.
D. All people are not in favor of “clean desk” in the office.
23. The underlined word “detrimental” probably mean___ .
A. disadvantageous B. common C. beneficial D. accessible
24. What is the main idea of this passage?
A. The messier the desks are, the more efficient the employees are.
B. Messy desks in the office can have a positive effect on employees.
C. We should make our office messy to improve our work efficiency.
D. Clean desks can promote the employees’ productivity and creativity.
B
While it is expected that students come to university with the ability to take a good set of notes, this is not always the case. High school may not have demanded it, so good listening and
note-taking skills may need to be developed.
TRYBeing a positive, active listener.
HOW?Sit down front and do not read or talk. Pay particular attention during the second 20 minutes (when you tend to lose it) and to the last minutes when a summary might be given or conclusions drawn.
TRYBeing a positive, active learner.
HOW?Come to class with an interest in the material and with questions to be answered. You can develop these by thinking about and anticipating the lecture and by pre-reading the text (the latter is especially helpful if you find yourself having difficulty keeping up with the material).
TRYGetting accurate notes, with special attention to the main ideas.
WHY?There may be an overhead projector; if so, get that material down. In addition, look for points of emphasis---from the prof’s verbal language, body language, or careful reading of his notes. If you still feel you’re missing the main points, try showing your notes to a classmate or the prof.
TRYLeaving lots of space between ideas.
WHY?Because you want lots of room to continue to add notes in your own words; this will help you learn the material on a deeper level by integrating it with what you already know. Also, the extra space will make it easier for you to find material when you are studying.
TRYGoing over new notes---10 minutes for each class---within 24 hours
WHY?Because you lose 50—80% of the material if you don’t.
TRYSetting your notes up so you can study effectively from them.
HOW?Leave wide left margins (頁(yè)邊空白):here you will write questions from which to study your notes. Leave the back of the page blank, so you can fold the page, cover the notes, and answer the questions when studying.
25. During a listening lesson .
A. the students might lose interest after 20 minutes
B. most students might be absent-minded
C. students prefer to talk to each other
D. students don5t have to pay attention to the last part of the lesson
26. Which of the following is NOT true according to the passage?
A. Pre-reading what you read might help you understand the material better.
B. Taking notes in class can help you master the main idea better.
C. The writer of the passage is not quite satisfied with high school education.
D. One should learn to go over one’s lessons within 24 hours.
27. The article is probably written for___ .
A. high school students B. grown-ups
C. university students D. teachers of EnglishC
Olaf Stapledon wrote a book called First and Last Men, in which he looked millions of years ahead. He told of different men and of strange civilizations, broken up by long “dark ages” in between. In his view, what is called the present time is no more than a moment in human history and we are just the First Men. In 2,000 million years from now there will be the Eighteenth or Last Men.
However, most of our ideas about the future are really very short-sighted. Perhaps we can see some possibilities for the next fifty years. But the next hundred? The next thousand? The next million? That’s much more difficult.
When men and women lived by hunting 50,000 years ago, how could they even begin to picture modern life? Yet to men of 50,000 years from now, we may seem as primitive in our ideas as the Stone-Age hunters do to us. Perhaps they will spend their days gollocking to make new spundels, or struggling with their ballalators through the cribe. These words, which I have just made up, have to stand for things and ideas that we simply can’t think of.
So why bother even to try imagining life far in the future? Here are two reasons. First, unless we remember how short our own lives are compared with the whole human history, we are likely to think our own interests are much more important than they really are. If we make the earth a poor place to live because we are careless or greedy or quarrelsome, our grandchildren will not bother to think of excuses for us.
Second, by trying to escape from present interests and imagine life far in the future, we may arrive at quite fresh ideas that we can use ourselves. For example, if we imagine that in the future men may give up farming, we can think of trying it now. So set you imagination free when you think about the future.
28. A particular mention made of Stapledon’s book in the opening paragraph___ .
A. serves as a description of human history B. serves an introduction to the discussion
C. shows a disagreement of views D. shows the popularity of the book
29. The text discusses men and women 50,000 years ago and 50,000 years from now in order to
show that_____ .
A. human history is extremely long
B. life has changed a great deal
C. it is useless to plan for the next 50 years
D. it is difficult to tell what will happen in the future
30. Spundels and ballalators are used in the text to refer to___ .
A. tools used in farming B. ideas about modern life
C. unknown things in the future D. hunting skills in the Stone Age
31. According to the writer of the text, imagining the future will___ .
A. serve the interests of the present and future generations
B. enable us to better understand human history
C. help us to improve farming
D. make life worth living
D
Every year, thousands of new high school graduates pack their bags, move to new cities, and sign papers accepting loans, the money borrowed from a bank or lenders etc., which they might not be able to pay back. Without proper education on personal finance, especially as it relates to 5/10paying for college, young adults are guided into improper loan plans that result in years of debt after graduation. In order to set students up to succeed financially, it is important to educate students and parents on their financial options before school in the fall. The best way to support families heading for college is to require that every high school student take a personal finance class before graduation. This will help smooth the transition into adulthood.
The average student takes out at least one loan to cover the costs of their education each year. In 2014 the average student graduating from college carried a negative balance of about ,000 in debt, which often spread over multiple lenders. Upon graduation, students rarely know exactly how much money they owe, and even though they are in the state of being unable to pay their debts, they cannot wipe out student loans. These students spend much of their adult lives paying off the gradual increasing debts.
A personal finance course would teach students how to manage their income and expenses, while helping to significantly reduce the amount of debt students carry into adulthood. By teaching students how to save money and live within their means, this course will provide the next generation with a foundation to progress financially. Students choosing to get a job straight out of high school would also benefit from finance education for these very reasons. With education on how to manage their finances, all young people will have the knowledge to make healthy decisions, leading them to improve good credit and purchase needed items like cars and homes with skill and confidence.
While not every young person makes financial mistakes, those who do can face years of difficulty trying to get their finances back under control. Rather than help them through these hard times when they happen, we should try to prevent them from happening at all. Making the completion of personal finance coursework a requirement for graduation would ensure that young people are at least aware of the basics of preserving a financial stability.
32. After graduation from college, many young people____ .
A. struggle to support their families B. spend years paying off their debts
C. get through the hard times smoothly D. are able to manage their own finances well
33. What is the third paragraph mainly about?
A. Ways to improve financial credits.
B. Advantages of taking a finance course.
C. Skills of balancing income and expenses.
D. Introduction to the education on personal finance.
34. Having financial knowledge, high school students are probably able to ___ .
A. smooth their way for college
B. get out of their financial trap
C. free from the cost of their college education
D. avoid the risk of the future financial trouble
35. The main purpose of the passage is to .
A. inform and explain B. argue and persuade
C. analyze and evaluate D. discuss and examine
第二節(jié)(共5小題;每小題2分，滿分10分)
根據(jù)短文內(nèi)容，從短文后的選項(xiàng)中選出能填入空白處的最佳選項(xiàng)。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。
Only 60 percent of students seeking a bachelor5s degree at an American college or university finish their study program within six years. That information comes from the United States Department of Education. 36 The report talks about full-time students who attended a four-year college or university for the first time in 2008.
Many schools are looking for ways to increase the graduation rate. Some universities require individuals to declare a major at the beginning of their studies. Other schools let students wait until their second year. Changing majors is also acceptable.37 They note it may cause students to take more time to complete their degree program.
38 The Education Advisory Board (EAB) released the report on the study last month. It looked at the graduation rate of students who changed majors within the first four years of study. On average, their graduation rate was between about four to six percent higher than students who never changed majors.
The EAB's senior director Ed Venit wrote the report. He would not comment on whether or not college students should change majors. 39 But he thinks some people become more invested in their studies once they have had time to decide what they truly want to do.
Venit added that it is difficult to understand why the graduation rate is so low. Some students leave school because of poor academic performance. Others leave because they lack the money to pay for their schooling. And others leave because they feel they are not getting enough in return for the high cost of higher education. 40
A. It states that 60 percent of them completed their degree program by 2014.
B. It was part of a report released in May.
C. The study was based on information gathered from over 78,000 college students.
D. No matter the reason, this is the biggest and most complex problem facing higher education.
E. He said it is not completely clear why changing majors might help students.
F. But some experts argue against changing majors.
G. However, a new study suggest that students who change their majors may be more likely to graduate.
第三部分英語(yǔ)知識(shí)運(yùn)用(共兩節(jié)，滿分45分)
第一節(jié)(共20小題;每小題1.5分，滿分30分)
閱讀下面短文，從短文后各題所給的四個(gè)選項(xiàng)(A、B、C和D)，選出可以填入空白處的最佳選項(xiàng)，并在答題卡該項(xiàng)涂黑。
Within just one year, David had abruptly changed from riches to rags. Today was his birthday and rather than head down to the shelter for a meal, he decided he would __41__ with his last valuable —42—, an expensive Swiss watch and spend on a nice meal and a few supplies.
On his way to the town, David noticed a young woman dressed in —43— old clothes walking towards him with two small children. His heart —44— at the sight of their hardship but there was —45— he could do to relieve their pain because he was broke.
“Sir, can you —46— some change?5 the woman asked. “It is for my hungry children.”
—47— into woman’s begging eyes, David sadly replied, “I am sorry. I have no —48—.”
“Thank you anyway, sir.” The woman’s —49— slowly dropped and the family continued their path to an unknown —50—.
No more than a few seconds passed and something good deep inside David’s soul __51__ and shouted, “Wait a moment ma’am.”
Shocked and slightly —52—, the woman stopped in her —53— wondering if something was wrong.
David grasped his —54— as he spoke in a calmer tone. “I am sorry if I scared you and your children —55— I do have something for you. It’s not much but perhaps it will help.”
There are times when misfortunes can __56__ the best in all of us. Seeing others __57__ fortunate and responding in a —58— way reminds us that we have sympathy and therefore be able to help one another, and that is __59__ what David did. On this particular day, David’s birthday gift was one he didn’t receive but one he —60—, the gift of kindness.
41. A. partB. leaveC. desertD. abandon
42. A. wealthB. fortuneC. equipmentD. possession
43. A. tidyB. thickC. casualD. shabby
44. A. sankB. beatC. struckD. broke
45. A. somethingB. anythingC. nothingD. everything
46. A. spareB. splitC. provideD. receive
47. A. LookingB. FocusingC. StaringD. Seeing
48. A. foodB. ideaC. hopeD. money
49. A. eyesB. faceC. headD. tears
50. A. townB. roadC. positionD. destination
51. A. welled upB. called upC. made upD. stormed up
52. A. happyB. pleasedC. frightenedD. disappointed
53. A. wayB. feetC. tracksD. location
54. A. timeB. mealC. watchD. chance
55. A. orB. butC. sinceD. until
56. A. bring onB. bring outC. bring forwardD. bring up
57. A. lessB. moreC. quiteD. just
58. A. activeB. selfishC. positiveD. negative
59. A. latelyB. exactlyC. instantlyD. generally
60. A. gaveB. wantedC. soughtD. appreciated
第II卷
注意事項(xiàng)：用0.5毫米黑色筆跡的簽字筆將答案寫(xiě)在答題卡上。寫(xiě)在本試卷上無(wú)效。
第二節(jié)(共10小題;每小題1.5分，滿分15分)
閱讀下面材料，在空白處填入適當(dāng)?shù)膬?nèi)容或括號(hào)內(nèi)單詞的正確形式。
Alfred Alder, a famous psychiatrist (精神病學(xué)家)，had ____ 61__ interesting experience.
When he was a small boy he got off to a poor start in arithmetic. His teacher got the idea that he
had no ability in arithmetic, and told his parents____ 62__ she thought of him in order that they
would not expect too much. In this way, they too developed the idea, “Isn’t___ 63__ too bad that
Alfred can’t do arithmetic?’ Alfred accepted their_____ 64__ (mistake) judgment of his ability,
__ 65____ (feel) that it was useless to try, and that he was very poor at arithmetic, just as they
expected.
One day he became very angry ___66___ the teacher and the other students because they
laughed when he said he saw how__ 67____ (do) a problem which none of the other students had
been able to solve.
Alfred succeeded in____ 68___ (solve) the problem. This gave him confidence. He rejected
the idea that he could not do arithmetic and was determined to show them that he could. His anger
and his newly___ 69___ (find) faith stimulated him to go at arithmetic___ 70__ (problem) with a
new spirit.
第四部分寫(xiě)作(共兩節(jié)，滿分35分)
第一節(jié)短文改錯(cuò)(共10小題;每小題1分，滿分10分)假定英語(yǔ)課上老師要求同桌之間交換修改作文，請(qǐng)你修改你同桌寫(xiě)的以下作文。文中共有10處語(yǔ)言錯(cuò)誤，每句中最多有兩處。每處錯(cuò)誤僅涉及一個(gè)單詞的增加、刪除或修改。
增加：在缺詞處加一個(gè)漏字符號(hào)(八)，并在其下面寫(xiě)出該加的詞。
刪除：把多余的詞用斜線(\)劃掉。
修改：在錯(cuò)的詞下劃一橫線，并在該詞下面寫(xiě)出修改后的詞。
注意：1.每處錯(cuò)誤及其修改均僅限一詞;
2•只允許修改10處，多者(從第11處起)不計(jì)分。
The teenage year from 13 to 19 were the most difficult time for me. They were also the best
and worse years in my life. At the first, I thought I knew everything and could make decisions by yourself. However my parents didn’t seem to think such. They always tell me what to do and how to do it. At one time, I even felt my parents couldn’t understand me so I hoped I could be freely from them. I showed them I was independent by wear strange clothes. Now I am leaving home to college. At last, I will be on my own, but I still want to have my parents to turn to whenever need help.
第二節(jié)書(shū)面表達(dá)(滿分25分)
近來(lái)，中國(guó)游客在海外的不文明行為倍受爭(zhēng)議。假設(shè)你是李華，一名國(guó)際旅行社的導(dǎo)游，就此寫(xiě)一篇短文在一份英文報(bào)紙上發(fā)表自己的觀點(diǎn)。請(qǐng)根據(jù)下面的提示完成作文。
1、 列舉不文明行為。
2、 指出其影響。
3、 提出建議。
注意：1、詞數(shù)100左右;
2、 可適當(dāng)増加細(xì)節(jié)，以使行文連貫;
3、 首句己給出，不計(jì)入總詞數(shù)。
As a tour guide of an international travel agency, I find it so embarrassing to see many Chinese tourists behave badly abroad._______________________________________________________________________________
17北京英語(yǔ)高考試題答案
聽(tīng)力1—5 CBABB 6—10 ABABA 11—15 BCCAC 16—20 BAACC
閱讀 BDAB;ACC; BDCA; BBDB;BFGED
完型 ADDAC AADCD ACCCB BACBA
語(yǔ)法填空 an; what; it; mistaken; feeling; at/with; to do; solving; found; problems
短文改錯(cuò)
The teenage from 13to 19 were the most difficult time for me. They were also the best and years in my life. At first, I thought I knew everything and could make decisions by . However, my parents didn’t seem to think . They always me what to do and how to do it. At one time, I ever felt my parents couldn’t understand me so I hoped I could be from them. I showed them I was independent by strange clothes. Now I am leaving home college. At last, I will be on my own, but I still want to have my parents to turn to whenever need help.
范文：
One Possible Version:
As a tour guide of an international travel agency, I find it so embarrassing to see many Chinese tourists behave badly abroad. They speak loudly in public places, jump the queue, throw rubbish, spit everywhere, and even cross the road ignoring the traffic lights. Such uncivilized behaviors overseas have caused great damage to the image and reputation of the Chinese people and our country as well.
Measures should be taken to stop this. First, related government department should release a list of "dos and don'ts" for citizens intending to travel abroad to offer them proper guidance. Besides, it is a good idea to teach kids to be responsible citizens from kindergarten days. Last. I hope soon tourists overseas will mind their behaviors and win respect.
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