以下2015揚(yáng)州中學(xué)高三1月質(zhì)檢英語試題及答案由出國留學(xué)網(wǎng)高考頻道為您精心提供，希望對您有所幫助。
江蘇省揚(yáng)州中學(xué)1月質(zhì)量檢測
高 三 英 語 試 卷 2015.1
出題: 沈 彤
本卷分為第Ⅰ卷（選擇題）和第Ⅱ卷（非選擇題），滿分120分。考試時間120分鐘。
第 I 卷（選擇題,三部分,共75分）
第一部分 聽力（共兩節(jié)，每題1分，滿分20分）
第一節(jié)(共5小題；每小題1分，滿分5分)
聽下面5段對話。每段對話后有一個小題，從題中所給的A、B、C三個選項中選出最佳選項，并標(biāo)在試卷的相應(yīng)位置。聽完每段對話后，你都有10秒鐘的時間來回答有關(guān)小題和閱讀下一小題。每段對話僅讀一遍。
1. Where does the conversation most probably take place?
A. In a park. B. In a zoo. C. In a pet store.
2. What does the woman mean?
A. Things here are very cheap.
B. Things here are not cheap.
C. She doesn’t know whether things here are cheap or not.
3. Where are the two speakers going to plant the tree?
A. By the front door.
B. At the back of the garage.
C. At the end of the garden.
4. Where does the conversation take place?
A. In a shop. B. In a hotel. C. In a restaurant.
5. What do we learn from the conversation?
A. The man went to New Zealand during Christmas.
B. The man visited New Zealand during the summer holiday.
C. The man’s parents live in New Zealand.
第二節(jié)(共15小題；每小題1分，滿分15分)
聽下面5段對話。每段對話后有幾個小題，從題中所給的A、B、C三個選項中選出最佳選項，并標(biāo)在試卷的相應(yīng)位置。聽每段對話前，你將有時間閱讀各個小題，每小題5秒鐘；聽完后，各小題給出5秒鐘的作答時間。每段對話讀兩遍。
聽第6段材料，回答第6-8題。
6. Who is the woman speaking to?
A. Her husband. B. A policeman. C. A fire-fighter.
7. What’s the woman asking for?
A. Advice on safety. B. Money. C. Help.
8. What has happened to the woman’s house?
A. It’s been burnt down. B. It’s been broken into. C. It’s been damaged.
聽第7段材料，回答第9至11題。
9. What does the woman want to know?
A. The best way to go to New York.
B. The quickest way to go to New York.
C. The cheapest way to go to New York.
10. How much does it cost the woman to go to New York by bus?
A. $5. B. $15. C. $50.
11. What do we know from the conversation?
A. The woman will go to New York by bus.
B. It will take the woman five hours to go to New York by bus.
C. The woman won’t go to New York by bus.
聽第8段材料，回答第12至14題。
12. When will the ballet performances be on?
A. This week. B. Next week. C. Next month.
13. When will the man attend the performance?
A. On Sunday evening.
B. On Thursday evening.
C. On Friday evening.
14. How much does the man pay for the tickets?
A. $20. B. $10. C. $40.
聽第9段材料，回答第15至17題。
15. What’s the probable relationship between the two speakers?
A. Good friends. B. Strangers. C. Classmates.
16. What can we know about the woman from the conversation?
A. She won a cup in last week’s tennis competition.
B. She is a science expert.
C. She works at St Jude’s Training College.
17. How long has the man been in the science department?
A. Half a year. B. More than a year. C. Two years.
聽第10段材料，回答第18至20題。
18. How often do people in the Historical Society meet?
A. Every week. B. Every other week. C. Every three weeks.
19. What is the main purpose of the Historical Society?
A. To find out what they can learn from history.
B. To study the people in history.
C. To learn about what happened in the past.
20. What do the Historical Society plan to do this year?
A. Study the history of the town.
B. Visit historic houses in the college.
C. Visit more historic places.
二．英語知識運(yùn)用(共兩節(jié)，滿分35分)
第一節(jié) 單項填空 (共15小題；每小題1分，滿分15分)
21. The teacher came in the classroom, book in _____ hand. After that, he put the book in ____place.
A. the, / B. the, the C. his, the D. / , /
22. The spokesman was seated in front of all the journalists at the press conference, _______ to answer all kinds of questions.
A. prepared B. preparing C. to be prepared D. having prepared
23. --- What happened to the young trees we planted last week?
---The trees _________ well, but I didn’t water them.
A. might grow B. must have grown C. would have grown D. would grow
24. He got into the old truck and off _______ to one of the far corners of the farm to fix the fences.
A. did they rush B. they did rush C. they rushed D. rushed they
25. A trip to the forest park is a wonderful ______of my happy childhood, when I had no end of fun with my playmates.
A. adventure B. celebration C. reminder D.attraction
26. Studying Tom’s menu, I found that many of the items are similar to ________ of McDonald’s.
A. those B. ones C. any D. all
27. The young backpacker always_________ at the youth hotel when he’s in Kathmandu.
A.puts up B.sets down C.comes out D takes up
28. Of all the things I have done in my professional career, nothing has been more ______ than writing that book.
A. approved B. rewarding C. developed D. convincing
29. _____the new fund-raising plan is approved, we will soon have more money to build the gymnasium.
A. While B. Given C.Unless D.Even if
30. Prime Minister David Cameron said,“…independence will not be a ______separation but a
painful divorce". When the outcome is still up in the air, he made an emotional speech to ______Scottish voters to stay together.
A．trial; call on B．a(chǎn)ttempted; call for
C．temporary; call at D．experimental; call off
31. Please fetch the bunch of purple flowers and put it here, for purple flowers look more beautiful _____ a light yellow snow.
A. at B. in C. under D. against
32 Though Alice is busy, music has always been ________her work.
A. as much a part of her life as B. as a part of her life much as
C. as much as a part of her life D. so much as a part of her life
33The meaning of a word can be guessed according to the context,so you will not necessarily refer to a dictionary the next time ______you come across a new word.
A. that B. which C. when D. /
34. Believe it or not, the video The Little Apple______in China, and the past few months ______its popularity.
A. was caught on; have seen B. caught on; has seen
C. was caught on; saw D. has caught on; saw
35.— Sir, you are fined for speeding. Please sign here.
— Fined? Speeding? ______.
A. Are you all right? B. You can't be serious! C. I'm a foreigner. D. It doesn't matter.
第二節(jié)：完形填空（共20小題；每小題1分，共20分）
閱讀下面短文，掌握其大意，從每題所給的A、B、C、D四個選項中，選出最佳選項，并在答題卡上將該項涂黑。
There are two leading, complementary views on the sources of workplace stress. Understanding the difference between the two is the first step in learning how to cope with.
The first regards stress as coming from how you 36 your situation. For example, one day your boss emerges from a long, closed-door meeting 37 upset. Then she e-mails you requesting a meeting. Do you 38 think you’d be fired? If your mind starts spinning a disaster, it’s enough to drive your body to a stress 39 . To cope with it, you may not be able to avoid the stir, 40 you can learn to change your response and 41 your mind. Start keeping a list of everything in your day that causes stress. Is there something new or 42 in your work life? Do certain colleagues make your 43 boil? Find how every item 44 the list makes you feel and then ask yourself, “Is my reaction correct?” This step is the 45 to finding a 46 way to deal with them, once you understand where your emotions are coming from.
The other view says outside factors, 47 distressing work environments, mostly drive workplace stress. Common 48 of stress-causing environments include non-communicative bosses, 49 isolating work, and jobs that require much effort but offer little 50 . Finding another job may be the most effective solution in the long run. But until the job market 51 , find ways to regain a sense of control 52 your 53 . If you must endure a two-hour trip in rush-hour traffic to arrive at the office by 9 am, start your workday earlier, so you 54 the worst time to travel. If you can’t 55 your colleagues, shut your office door or take your work to a conference room for part of the day.
36. A. believe B. perceive C. receive D. relieve
37. A. feeling B. keeping C. looking D. turning
38. A. constantly B. currently C. immediately D. occasionally
39. A. situation B. reaction C. condition D. association
40. A. and B. even if C. but D. if
41. A. calm B. change C. set D. speak
42. A. creative B. different C. familiar D. successful
43. A. blood B. body C. head D. heat
44. A. among B. within C. on D. to
45. A. way B. key C. method D. technique
46. A. healthier B. newer C. readier D. stronger
47. A. as B. despite C. except D. like
48. A. appearances B. atmospheres C. categories D. characteristics
49. A. socially B. publicly C. organizationally D. personally
50. A. wealth B. profit C. award D. reward
51. A. puts up B. calls up C. picks up D. gets up
52. A. over B. on C. in D. at
53. A. positions B. properties C. spaces D. surroundings
54. A. avoid B. miss C. prevent D. resist
55. A. accept B. convince C. please D. stand
第三部分 閱讀理解(共15小題；每小題2分，滿分30分)
請認(rèn)真閱讀下列短文，從短文后各題所給的A、B、C、D四個選項中，選出最佳選項，并在答題卡上將該項涂黑。
A
It was 3: 45 in the morning when the vote was finally taken. After six months of arguing and final 16 hours of hot parliamentary debates, Australia's Northern Territory became the first legal authority in the world to allow doctors to take the lives of incurably ill patients who wish to die. The measure passed by the convincing vote of 15 to 10. Almost immediately word flashed on the Internet and was picked up, half a world away, by John Hofsess, executive director of the Right to Die Society of Canada. He sent it on via the group's on-line service, Death NET. Says Hofsess: We posted bulletins all day long, because of course this isn't just something that happened in Australia. It's world history.
The full import may take a while to sink in. The NT Rights of the Terminally Ill law has left physicians and citizens alike trying to deal with its moral and practical implications. Some have breathed sighs of relief, others, including churches, right-to-life groups and the Australian Medical Association, bitterly attacked the bill and the haste of its passage. But the tide is unlikely to turn back. In Australia-where an aging population, life-extending technology and changing community attitudes have all played their part-other states are going to consider making a similar law to deal with euthanasia(安樂死). In the US and Canada, where the right-to-die movement is gathering strength, observers are waiting for the dominoes to start falling.
Under the new Northern Territory law, an adult patient can request death-probably by a deadly injection or pill-to put an end to suffering. The patient must be diagnosed as terminally ill by two doctors. After a cooling off period of seven days, the patient can sign a certificate of request. After 48 hours the wish for death can be met. For Lloyd Nickson, a 54-year-old Darwin resident suffering from lung cancer, the NT Rights of Terminally Ill law means he can get on with living without the haunting fear of his suffering: a terrifying death from his breathing condition. I'm not afraid of dying from a spiritual point of view, but what I was afraid of was how I'd go, because I've watched people die in the hospital fighting for oxygen and clawing at their masks, he says.
56. From the second paragraph we learn that ________.
A. the objection to euthanasia is slow to come in other countries
B. physicians and citizens share the same view on euthanasia
C. changing technology is chiefly responsible for the hasty passage of the law
D. it takes time to realize the significance of the law's passage
57. When the author says that observers are waiting for the dominoes to start falling, he means ________.
A. observers are taking a wait-and-see attitude towards the future of euthanasia
B. similar bills are likely to be passed in the US, Canada and other countries
C. observers are waiting to see the result of the game of dominoes
D.the effect-taking process of the passed bill may finally come to a stop
58. When Lloyd Nickson dies, he will ________.
A. face his death with calm characteristic of euthanasia
B. experience the suffering of a lung cancer patient
C. have an intense fear of terrible suffering
D. undergo a cooling off period of seven days
59. The author's attitude towards euthanasia seems to be that of ________.
A. opposition B. suspicion C. approval D. indifference
B
“Kill the fool!” “Murder the referee!”
These are common remarks one may hear at various sporting events. At the time they are made, they may seem innocent enough. But let’s not kid ourselves. They have been known to influence behavior in such a way as to lead to real bloodshed. Volumes have been written about the way words affect us. It has been shown that words having certain connotations may cause us to react in ways quite foreign to what we consider to be our usual humanistic behavior. I see the term “opponent” as one of those words. Perhaps the time has come to delete it from sports terms.
The dictionary meaning of the term “opponent” is “adversary” “enemy”; “one who opposes your interests.” Thus, when a player meets an opponent, he or she may tend to treat that opponent as an enemy. At such times, winning may dominate one’s intellect, and every action, no matter how gross, may be considered justifiable. I recall an incident in a handball game when a referee refused a player’s request for a time out for a glove change because he did not consider them wet enough. The player proceeded to rub his gloves across his wet T-shirt and then exclaimed. “Are they wet enough now?”
In the heat of battle, players have been observed to throw themselves across the court without considering the consequences that such a move might have on anyone in their way. I have also witnessed a player reacting to his opponent’s international and illegal blocking by deliberately hitting him with the ball as hard as he could during the course of play. Off the court, they are good friends. Does that make any sense? It certainly gives proof of a court attitude which departs from normal behavior.
Therefore, I believe it is time we elevated the game to the level where it belongs there by setting an example to the rest of the sporting world. Replacing the term “opponent” with “associate” could be an ideal way to start.
The dictionary meaning of the term “associate” is “colleague”; “friend”; “companion.” Reflect a moment! You may soon see and possibly feel the difference in your reaction to the term “associate” rather than “opponent.”
60. Which of the following statements best expresses the author’s view?
A. Aggressive behavior in sports can have serious consequences.
B. The words people use can influence their behavior.
C. Unpleasant words in sports are often used by foreign athletes.
D. Unfair judgments by referees will lead to violence on the sports field.
61. Harsh words are spoken during games because the players ________.
A. are too eager to win
B. are usually short-tempered and easily offended
C. cannot afford to be polite in fierce competition
D. treat their rivals as enemies
62. What did the handball player do when he was not allowed a time out to change his gloves?
A. He refused to continue the game.
B. He angrily hit the referee with a ball.
C. He claimed that the referee was unfair.
D. He wet his gloves by rubbing them across his T-shirt.
63. The author hopes to have the current situation in sports improved by ________.
A. appealing to players to use clean language on the court
B. raising the referee’s sense of responsibility
C. changing the attitude of players on the sports field
D. regulating the relationship between players and referees
C
The man with the bullhorn encouraged the runners as they made their way up the hill. “Two hours, fifteen minutes, forty seconds ...”His deep, loud voice boomed toward us.
It was mile 17 of the marathon.
“Hey, great stride!” a bearded viewer yelled to me. He clapped loudly. “You’re looking strong. Keep going—go, go, go!”
You bet I’m looking strong, I thought, as I followed my younger sister, Laura. I just got started. She had been diligently clocking eight-minute miles since the race had begun downtown. Initially in the middle of a pack, which was several thousand people, she had been steadily passing other runners for the past 10 miles or so. We were now on the relatively steep rise to the St. Cecelia Bridge. Once we crossed, we would begin heading back into town, running along the east side of the Rincon River. Laura had asked me to run the most difficult section of the marathon with her. Not having trained for anything more challenging than a quick walk, and with no experience running in organized events, I figured I might be good for two or three miles.
Up ahead, steel drums were playing. A group of drummers was beating their drums, chanting, and encouraging us with their music and smiles. Crossing the bridge, I recalled the advice in the Marathon Handbook. During my preview of the route, it had seemed like a babyish thing to do. But now it seemed like a fine idea, and I spat magnificently over the side of the bridge.
“I read the handbook, too!” said a woman behind me, who also let loose over the side of the bridge. We had now started a chain reaction of bridge spitters. It was quite a sight, but I had other things to occupy my attention, namely the back of Laura’s sweater.
Easing off the bridge, and heading south on Avila Boulevard, Laura and I found our pace together again. Here we could hang to the left of the group and enjoy some brief conversation. “You keeping up okay?” she asked. Being her older brother, and therefore unable to admit weakness, I nodded convincingly.
“Hey, Lee!” yelled a waving man on the sidewalk. Immediately pleased that my marathon efforts had been recognized by someone I knew, I waved back and reflected on the importance of wearing tie-dyed clothing to a road race of this size. It made it a lot easier to be spotted!
The town marathon is a “people’s” marathon in that it tends to be a family affair, with the runners and spectators creating a festival atmosphere. I managed to run six miles before bowing out, and Laura finished the entire race in under four hours. I now pride myself on telling people that I ran in a marathon. The distinction between having run a marathon and having run in a marathon seems unimportant. If pressed, however, I’ll admit that I only ran one-fourth of one.
Inspired by this year’s experience, I plan to walk the course—really fast—next year. It’s not because I’m jealous of my sister’s accomplishment. This is not some silly competition in which I must do whatever she does. Rather, Laura got free cookies at the finish line, and the promise of that will lead me to any goal.
64. Why did the author write this story?
A. to explain how marathons are won
B. to tell about the history of marathons
C. to tell a story about a marathon experience
D. to show how difficult running in a marathon can be
65. Why was Lee glad he wore a tie-dyed shirt?
A. It helped people locate him easily. B. The shirt brought him good luck.
C. It added to the festival atmosphere. D. The shirt was a favorite of Laura’s.
66. Which of the following words best describes Laura as she is presented in this passage?
A. competitive B. foolish C. comical D. carefree
67. The tone of this passage is best described as _______.
A. tense and anxious B. light and friendly
C. matter-of-fact D. uninterested and bored
D
I was puzzled! Why was this old woman making such a complaint about our way to deal with an old bush which was of no use to anybody? She had written letters to the local paper, even to a national to protest about our projected by-pass to her village, and, looking at a map, the route was nowhere near where she lived and it wasn’t as if the area was attractive. I was more than puzzled, I was intrigued. I wanted to know what it was that motivated her. So it was that I found myself knocking on a cottage door, being received by Mary Smith and then being taken for a walk to the woods.
“I’ve always loved this place”, she said, “it has a lot of memories for me, and for others. We all used it. They called it ‘Lovers lane’. It’s not much of a lane, and it doesn’t go anywhere important, but that’s why we all came here. To be away from people, to be by ourselves.” She added.
It was indeed pleasant that day and the songs of many birds could be heard. Squirrels gazed from the branches, quite bold in their movements, obviously few people passed this way and they had nothing to fear. I could imagine the noise of vehicles passing through these peaceful woods when the by-pass was built, so I felt that she probably had something there but as I hold strong opinions about the needs of the community over-riding the opinions of private individuals, I said nothing. The village was quite a distant and dangerous place because of the traffic especially for old people and children, their safety was more important to me than an old woman’s whims (怪念頭).
“Take this tree”, she said pausing after a short while. “To you it is just that, a tree. Not unlike many others here”. She gently touched the bark. “Look here, under this branch, what can you see?”
“It looks as if someone has done a bit of carving with a knife” I said after a cursory (草率的) inspection.
“Yes, that’s what it is!” she said softly. “There are letters and a lover’s heart”.
I looked again, this time more carefully. The heart was still there and there was an arrow through it. The letters on one side were indistinct, but on the other an ‘R’ was clearly visible with what looked like an ‘I’ after it. “Some budding romance?” I asked, “Did you know who they were?”
“Oh yes, I knew them”, said Mary Smith, “it says RH loves MS”.
After a pause, she went on … “He had a penknife and I helped him to carve my initials. We were very much in love, but he was going away, and could not tell me what he was involved in the army. I had guessed of course. It was the last evening we ever spent together, because he went away the next day, back to his Unit.”
Mary Smith was quiet for a while, then she sobbed, “His mother showed me the telegram. ‘Sergeant R Holmes ... Killed in action in the invasion of France.’”
I realized that I could be getting out of my depth, and longed to be in my office, away from here and this old lady, snug, and with a cup of tea in my hand.
There was a further pause. Mary Smith gently touched the wounded tree, just as she would have caressed him. “And now they want to take our tree away from me.” Another quiet sob, then she turned to me. “I was young and pretty then, I could have had anybody, I wasn’t always the old woman you see here now. I could have had everything I wanted in life, a lovely man, health and a future to look forwards to”.
She paused again and looked around. The breeze gently moved through the leaves with a sighing sound. “There were others, of course, but not a patch on my Robin!” she said strongly. “And now I have nothing except the memories this tree holds. If only I could get my hands on that awful man who writes in the paper about the value of the road they are going to build where we are standing now, I would tell him. Has he never loved, has he never lived, does he not know anything about memories? We were not the only ones, you know, I still meet some who came here as Robin and I did. Yes, I would tell him!”
I turned away, sick at heart.
68. Why was the by-pass to Mary Smith’s village to be built through these woods?
A. The community wanted to explore the beauty of the woods as a way of tourism.
B. Many people passed these woods causing heavy traffic jam.
C. The traffic was inconvenient making the village a dangerous place to live in.
D. The village was quite far away and its economy needed improving.
69. The underlined sentence “I felt that she probably had something there” means ________.
A. I thought there might be something hidden in the woods by Mary Smith
B. I guessed there might be a story related with Mary Smith
C. I thought there might be some reason for Mary Smith’s protest
D. I guessed there might be a secret purpose of Mary Smith.
70. The main purpose of this passage is to ________.
A. draw attention to the damage that wars cause
B. persuade people to give up private interest
C. arouse the awareness of being environmentally friendly
D. introduce a touching but sad love story
第Ⅱ卷 (兩部分 共35分)
第四部分 任務(wù)型閱讀 (共10小題；每小題1分，滿分10分)
請認(rèn)真閱讀下列短文，并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入一個最恰當(dāng)?shù)膯卧~。
注意：每個空格只填1個單詞。請將答案寫在答題卡上相應(yīng)題號的橫線上。
Observational Learning: To See Is to Know
A group of psychologists, led by Albert Bandura, developed social learning theory, which emphasizes the fact that much learning occurs in a social context. This kind of learning, which results simply from observing and imitating the behavior of others, is called observational learning. Observational learning helps people acquire proper behavior in their families and cultures. By watching others, we learn how to greet people, eat, laugh and tell jokes. Do you still remember your first few days in senior grade one? By watching others, you learned how people talked to each other, what clothes were “fashionable,” and how to interact with instructors.
With modeling, you observe others’ behavior, and then none, some, or all of the behavior may be learned and repeated, or modified. In one of Bandura’s classic studies, children were divided into three groups: One group watched an adult beating up a Bobo doll, one group watched an adult ignoring the Bobo doll, and the third didn’t see an adult at all. After being mildly frustrated by being placed in a room with toys, but not being allowed to play with some of them, all of the children were then placed in another room with a variety of toys, including a Bobo doll. Children in the first group tended to imitate what they had seen, mistreating the doll (and inventing new ways to abuse it).
Researchers have discovered that several characteristics of models can make learning through observation more effective. Not surprisingly, the more you pay attention to the model, the more you learn. You are more likely to pay attention if the model is an expert, is good looking, has high status, or is socially powerful. Second, by watching others, we learn about what behavior is appropriate for people like ourselves, so models who are seen as similar are more readily imitated. All students need to see successful, capable models who look and sound like them.
Then, as teachers, how can you apply observational learning? Here are a few guidelines. Above all, model the behavior and attitudes you desire your students to learn. For example, show enthusiasm for the subject you teach. Be willing to demonstrate both the mental and the physical tasks you expect the students to perform. Second, use peers, especially class leaders, as models. For example, in group work, pair students who do well with those who are having difficulties. Third, you may seek the help of class leaders in modeling behavior. Examples include letting high-status students lead an activity when you need class cooperation or when students are likely to be reluctant at first.
Observational Learning: To See Is to Know
(71)__________ and application of observational learning Observational learning is learning that occurs through (72) ________
and imitation of others.
Observational learning helps people learn how to behave (73) _______
in their families and cultures.
Models and their (74)_________ Models are the people who present behavior for you to imitate.
Bandura’s study shows that if children observe an adult beating up a doll, they will become (75) __________.
Characteristics of models that make observational learning more effective. Children are more (76) __________ to imitate models who are experts, good looking, powerful and have high status.
Models (77) _________ to ourselves promote observational learning.
How to use observational learning in
(78)___________ Modeling the (79) ________ behaviors and attitudes is an important approach.
Using peers, especially class leaders, as models is another method.
(80) _________ the help of class leaders in modeling behavior is also a good choice.
第六部分 書面表達(dá) （共25分）
閱讀下面材料，然后按要求寫一篇150詞左右的英語短文。
A grand memorial service was held Wednesday, October 28, 2009,in central Hubei Province to honor three college students who died from rescuing two children from the Yangtze River on October 24. Thousands of people holding chrysanthemums went to the Jingzhou Memorial House to see off the teenagers, all 19-year old students from the Yangtze University based in Jingzhou City.
The trio （三位）were Chen Jishi, He Dongxu and Fang Zhao. More than 10 students from the Yangtze University formed a ladder with one student holding another's arms to rescue the two boys in the river on the afternoon of October 24. One of the student lost his grip （控制）on his classmates and all of them were in danger. Several members of a winter swimming team nearby came to help. Chen Jishi, He Dongxu and Fang Zhao were swept away in the torrent. People touched by their selfless act had donated more than 500,000 yuan ( $73 ,206) to their relatives on Wednesday. Millions of Internet users made online comments on major news portals （入口）to show their grief( 悲傷) ．
“I am also a college student. I sorrow for you,” said Liu Zhuoya from northwestern Xi'an City. However, some questioned the sacrifice. “Sacrifice three and rescue two, is that worthwhile?" asked "Tiaozhantianya" on the forum of www. 163. com." Rescue can not be blind as they could not swim.”
寫作內(nèi)容：
1 以約30 個詞概括短文的要點(diǎn)。
2 以約120 個詞就“救人是否要考慮自身安全”這個主題發(fā)表你的看法，至少包括以下要點(diǎn)：
1) 當(dāng)別人有難時，你是否會馬上伸出援手？為什么？
2) 救人時你是否會考慮自身的安全？
3) 假如你當(dāng)時在場，你會怎樣做？
寫作要求：
1 你可以使用實(shí)例或其他論述方法支持你的觀點(diǎn)，也可以參照閱讀材料的內(nèi)容，但不得直接引用原文中的句子；
2 作文中不能出現(xiàn)真實(shí)姓名和學(xué)校名稱。
評分標(biāo)準(zhǔn)：概括準(zhǔn)確，語言規(guī)范，內(nèi)容合適，篇章連貫。
高三英語1月質(zhì)量檢測答題紙
四．任務(wù)型閱讀 (共10小題；每小題1分，滿分10分)
71. __________ 72. __________ 73. __________ 74. __________ 75. __________
76. __________ 77. __________ 78. __________ 79. __________ 80. __________
五．書面表達(dá)（滿分25分）
揚(yáng)州中學(xué)1月高三年級質(zhì)量檢測
英語試題參考答案 2015.1
聽力 1-5 CBCCA 6-10 BCBAB 11-15 CBAAB 16-20 ABBAC
單選 21-25 DACCC 26-30AABBA 31-35 DADBB
完型 36-40 BCCBC 41-45 ABACB 46-50ADDAD 51-55CADAD
閱讀 56-59 DBAC 60-63 BDDC 64-67 CAAB 68-70 CCD
任務(wù)型
71. Definition / Concept / Meaning 72. observation 73. properly / appropriately / well
74. influences 75. aggressive / violent / rude 76. likely
77. similar 78. teaching / education / instruction 79. desired / expected / target 80. Seeking
寫作
One possible version:
Three college students from the Yangtze University,who lost their lives in order to rescue two drowning children,were honored as heroes in many ways. Their behavior drew public attention and wide discussion.
As to me,I will help the people in trouble without hesitation. Just as the saying goes,life is difficult. Everyone may face difficulties that they cannot overcome by themselves,so an instant help is important. Moreover,if you often try your best to help others,you will be helped when in trouble in return.
However,I will first consider my own safety before I can rescue someone in danger because it is not worthwhile to lose one more life in case I fail. Therefore,if I had been on the spot,I would have jumped into the river to rescue the children on condition that I could swim. If not,I would have first called the police and then persuaded people on the boat and the swimmers nearby to help.
點(diǎn)擊下載：江蘇省揚(yáng)州中學(xué)2015屆高三1月質(zhì)量檢測 英語
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