2020年福建省高考模擬考試英語試題及答案

(試卷滿分150分，考試時間120分鐘)

考生注意事項：

1.答卷前，著生務必將自已的姓名、準考證號填寫在答題卡上。

2.回蓉選擇題時，選出每小題答案后，用2B鉛筆把答題卡上對應題目的答案標號涂黑。如需改動，用橡皮擦干凈后，再選涂其他答案標號?；卮鸱沁x擇題時，將答案寫在答題卡上，寫在本試卷上無效。

第一部分聽力(共兩節(jié)，滿分30分)(略)

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A、BC和D四個選項中，選出最佳選項。

A

Why don’t quiet carriages work, and how might they be make to? Quiet carriages on trains are a nice idea: travelers voluntarily make their phones silent, turn stereos off and keep chatter to a minimum. However, in reality, there is usually at least one silly babbler(喋喋不休的人) to break the silence.

A couple of problems prevent peaceful trips. First, there is a sorting problem: some passengers end up in the quiet carriage by accident and are not aware of the rules. Second, there is a commitment problem: noise is sometimes made by travelers who choose the quiet carriage but find an important call hard to ignore.

The train operators are trying to find answers. Trains in Queensland Australia, are having permanent signs added to show exactly what is expected; a British operator has invested in some technology to prevent phone calls.

Microeconomics suggests another approach. Fining people for making a noise would surely

dissuade(勸阻) the polluter and is a neat solution in theory, but it requires costly monitoring and enforcement. Another way would be to use prices to separate quiet and noisy passengers-in effect, creating a market for silence. A simple idea would be to sell access to the quiet carriage as an optional extra when the ticket is bought. Making the quiet coach both an active choice and a costly one would dissuade many of those who don’t value a peaceful ride.

Charging may also solve the commitment problem. This is particularly tricky, as attitudes to noise can

change during the journey. Some passengers would pay the quiet premium but still chatter away when some vital news arrives. Schemes that reward the silent-a rating system among fellow passengers, for example

-could help. The idea is that losing your hard-won reputation offsets the short-term gain from using the phone. But such a system also fails the simplicity test.

A 2010 book by George Akerlof and Rachel Kranton argues that “norms”

-feelings about how everyone should behave-also play a role in decision-making. Charging a price, even if just a token amount, means the quiet carriage becomes a service that fellow passengers have bought, not just a preference they have expressed. Perhaps different norms would come into play, encouraging calm. If not, a personal bubble is always an option: noise-canceling headphones start at around $50.

1. According to the passage, what does microeconomics suggest?

A. Finding the source of noise.

B. Putting a price on noise.

C. Avoid using a phone in the carriage.

D. Investing more money in monitoring and enforcement.

2. By “a personal bubble is always an option,” the author means ________.

A. one can make his own choice

B. one should respect others’ privacy

C. one can create his own personal space

D. one should stick to his personal budget

3. This passage is mainly about ________.

A. people’s favoured transportation

B. effective methods of monitoring noise levels

C. possible solutions to noise in train carriages

D. common forms of misbehavior of passengers

B

The great-grandmother is learning English with the help of her family when she is at the age of 91.

awa was one of the more She hopes to use the language at next year’s Olympic Games in Tokyo. Takamiz

than 200, 00 people who requested to volunteer for Tokyo’s 2020 Games. English is not required for service, but it is a useful skill for volunteers to have.

But Takamizawa had not been able to learn the language when she was young. Takamizawa said that she was in high school when World War Two started. She said, “In my second year there, English was banned because it was the enemy language.”

Takamizawa said her grandchildren helped persuade her that she was not too old to learn. n I

talked to my grandchildren about my wish, they said, ‘It’s not too late. We will teach you one word a da Natsuko is Takamizawa’s granddaughter and main English teacher. Natsuko sends a new English word to

so often work together directly on phrases that Takamizawa

her grandmother’s phone every day. They al

will need for the Olympics. “Welcome t o Tokyo, this is the Olympic stadium, how can I help you?”　Takamizawa answers when asked to say an English phrase she has learned. Natsuko explains that she

wanted to give her grandmother something to enjoy. “I can clearly see her English is getting better. It

joy now.”

The EF English Proficiency Index is a measure of the level of English spoken in a country. Japan

ranks 49th among countries where English is not the first language. This situation is slowly changing as

younger generations welcome English. However, Takamizawa believes real change will not happen unless

Japanese people become more open to the rest of the world. With around 500 days to go until the games

begin, the whole Takamizawa family is ready to welcome the world to Tokyo.

4. Why couldn’t Takamizawa learn English when she was young?

A. Because English was useless.

B. Because she was too young to learn English.

C. Because English was forbidden to learn.

D. Because she was unwilling to learn English.

5. What can we know from the third paragraph?

A. Takamizawa gets strong support from her family.

B. Takamizawa’s grandchildren love her a lot.

ish teacher.

C. Natsuko is Takamizawa’s granddaughter and only Engl

D. Natsuko teaches Takamizawa English mainly by talking with her.

6. What does the underlined phrase “This situation” in Paragraph 4 refer to?

A. English is not the first language in Japan.

B. The level of English spoken in Japan is relatively low.

C. Younger generations in Japan welcome English.

D. Japanese people become open to the rest of the world.

7. What is the main idea of the passage?

A. Where there is a will, there is a way.

B. It is never too late to learn.

C. The early bird catches the worm.

D. Two heads are better than one.

C

It is generally acknowledged that young people from poorer socio-economic backgrounds tend to do

less well in the education system. In an attempt to help the children of poor families, a nationwide program

called “Headstart” was started in the US in 1965. A lot of money was poured into it. It took children into

pre-school institutions at the age of three and was supposed to help them succeed in school. But the results

have been disappointing , because the program began too late. Many children who entered it at three were

already behind their peers in language and intelligence and the parents were not involved in the process. At

the end of each day, “Headstart” children returned to the same disadvantaged hom

e environment.

To improve the results, another program was started in Missouri that concentrated on parents as the

child,s first teachers. This program was based on research showing that working with the family is the most

effective way of helping children get the best possible start in life. The four-year study included 380

families who were about to have their first child and represented different social-economic status, age and

family structure. The program involved trained educators visiting and working with the parent or parents

and the child. The program also gave the parents some guidance, and useful skills on child development.

At three, the children involved in the “Missouri” program were evaluated with the children selected from the same socio-economic background and family situations. The results were obvious. The children in

the program were more advanced in language development, problem solving and other intellectual skills

than their peers. They performed equally well regardless of socio-economic backgrounds or family

structure. The one factor that was found to affect the child,s development was the poor quality of

parent-child interaction. That interaction was not necessarily bad in poorer families.

The “Missouri” program compares quite distinctly with the “Headstart” program. Without a sim focus on parent education and on the vital importance of the first three years, some evidence indicates that

it will not be enough to overcome educational unfairness.

8. What caused the failure of the “Headstart” program ?

A. The large number of poor families.

B. The disapproval from children.

C. The late start of the program.

D. The long period of time.

9. What do we know about the “Missouri” program ?

A. It focused on the children,s first school teachers.

B. It helped the children return to the same home.

C. It made the children improved in many aspects.

D. It gave the parents advice on their development.

10. According to the passage, what is likely to influence children,s performance ?

A. The number of family members.

B. The parent-child communication.

C. The intelligence of their parents.

D. The teacher-student relationship.

11. How does the author develop the passage ?

A. By listing figures.

B. By making comparisons.

C. By giving examples.

D. By drawing conclusions.

D

We’ve all been there: those times you need to argue your point of view to someone who you know

disagrees with you. You immediately go to your keyboard and start to type out that 280-character tweet, the

Facebook reply, or a paragraphs-long email. Surely the reason, logic, and strong power of your written

words will convince whoever it is who disagrees with you to see your point of view. But new research

suggests a different idea.

That research was conducted by Juliana Schroeder, assistant professor of University of California,

Berkeley, and her colleagues. In Schroeder’s study of almost 300 people, participants were asked to watch,

listen, and read arguments about subjects they agreed or disagreed with. They were asked to judge the

character of the communicator and the quality of the argument. Schroeder’s team found that the part who watched or listened to the communicator were less dismissive (抵觸的)of their claims than when they

read that communicator’s same argument.

The idea for her study came from a newspaper article about a politician. One of us read a speech that

was printed in a newspaper from a politician with whom he strongly disagreed. The next week, he heard the

exact same speech playing on a radio station. He was shocked by how different his reaction was toward the

politician when he read the speech compared to when he heard it. When he read the statement, the

politician seemed idiotic, but when he heard it spoken, the politician actually sounded reasonable.

So in the workplace, speaking to someone in person often involves nothing more than walking a few

vince that boss or

doors down to their office. And that’s exactly what you should do if you need to con

colleague of why your blueprint for the company or project is the right one.

Only as a last way should you try to communicate with someone who you disagree with over social

short attention make arguing your point an

media. Twitter’s limited text allowance and social media users’

uphill battle.

12. What’s the result of the research?

A. Written words are more logical and reasonable.

B. People prefer to communicate with key board.

C. When reading an argument, the participants were less dismissive than hearing it.

D. Oral, not written, communication works better.

13. Why is the politician mentioned in paragraph3?

A. To introduce the topic for discussion.

B. To summarize the previous paragraphs.

C. To explain why Schroeder conducted the research.

D. To introduce the politician’s speech.

14. What does the underlined word “idiotic’’in paragraph 3 mean?

A. Wise.

B. Practical.

C. Silly.

D. Special.

15. What can we infer from the last two paragraphs?

A. To persuade your boss, you need to walk to his office and leave a message.

B. It’s difficult to fully explain your points due to social media’s limitation.

C. Arguing over social media is more convenient than speaking in person.

D. Communicating with others over social media is encouraged.

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，從短文后的選項中選出能填入空白處的最佳選項。選項中有兩項為多余選項。

The millipede (千足蟲)

Forest life

___16___ We enjoy watching television programs about bears, bats or monkeys. We knew a lot about their lives: how they find food or what they do at different times of the year. But what about smaller

animals that are more difficult to see or film?

___17___ A French scientist, Francois-Xavier, Joly, is studying one of them — the millipede.

The importance of leaves

When leaves begin to die in autumn, they turn from green to yellow and fall from the trees.

___18___ Life in the forest needs these nutrients— without them, plants could not grow and so there would be no food for other animals.

Food on the forest floor

Some living things, like mushrooms, break the leaves into smaller pieces and eat them. In a few

months there is nothing left of them. But for mushrooms, not all trees are the same. Mushrooms prefer

some types of leaves to others. This means that some leaves take much longer to break down than others, sometimes years. So what happens to these? ___19___

More on the menu

The millipede also likes leaves and it eats any type. But when it has finished, it produces waste. This

waste then becomes the food of mushrooms. When mushrooms eat leaves they choose only certain types —

But when they eat waste, they will eat any kind. ___20___

So next time you are walking through a forest, remember that something may be having a meal right

under your feet!

A. This is where the millipede can help.

B. However, not all leaves are equally rich.

C. Millipedes do amazing things in the soil in our forests.

D. Forests are amazing places, and so are the animals that live in them.

E. As they break down on the ground, nutrients are returned to the soil.

F. Many small animals that live in forests are very important for the soil.

G. This is how the millipede turns dead leaves into food for others and helps life continue.

第三部分語言知識運用(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A、B、C和D四個選項中，選出可以填入空白處的最佳

選項。

If life were a book and you were the author, how would you like the story to go? That is the question

that ___21___ my life forever.

One day I went home from the training of snowboarding with what I thought was the flu, and less than

24 hours later, I was in a ___22___ on life support with less than two percent ___23___ of living. It wasn’t until days later that the doctors diagnosed (診斷) me with a ___24___ blood infection. Over the ___25___

of 2.5 months, I lost the hearing in my left ear and both my legs below the knee. When my parents

___26___ me out of the hospital, I ___27___ that I had been put together like a patchwork (拼縫物) doll

and I had to live with ___28___ legs. I was absolutely physically and emotionally broken,___29___

streaming down.

But I knew in order to move forward, I had to let go of the Old Amy and ___30___ the New Amy. It was at this moment that I asked myself that significant ___31___. And that is when it ___32___ me that I didn’t have to be five-foot-five anymore,___33___ I could be as tall as I wanted. And ___34___ of all, I can make my feet the size of all the shoes. So there were ___35___ here.

Four months later, 1 was back upon a ___36___. And this February, I won two Board World Cup gold medals,___37___ me the highest ranked snowboarder in the world.

So, instead of looking at our ___38___ and our limitations as something ___39___ or bad, we can beg in looking at them as a wonderful ___40___ that can be used to help us go further than we ever know we could go.

21. A. saved B. risked C. ruined D. changed

22. A. hospital B. club C. field D. stadium

23. A. thought B. degree C. chance D. decision

24. A. mild B. severe C. potential D. slight

25. A. journey B. break C. course D. schedule

26. A. wheeled B. dragged C. pulled D. delivered

27. A. made sure B. felt like C. worked out D. put forward

28. A. muscled B. heavy C. shapely D. false

29. A. blood B. sweat C. tears D. water

30. A. hug B. recognize C. fix D. introduce

31. A. plan B. question C. information D. favor

32. A. dawned on B. knocked into C. depended on D. looked into

33. A. although B. so C. while D. but

34. A. first B. strangest C. best D. luckiest

35. A. struggles B. benefits C. rewards D. conflicts

36. A. stage B. snowboard C. track D. playground

37. A. allowing B. giving C. calling D. making

38. A. challenges B. achievements C. devotions D. hesitations

39. A. active B. amazing C. negative D. terminal

40. A. ability B. skill C. tool D. gift

第二節(jié)(共10小題;每小題 1.5分，滿分15分)

閱讀下面短文，在空白處填入1個適當?shù)膯卧~或括號內(nèi)單詞的正確形式

There are many reasons___41___college and university students often fail___42___ (get) full nights

of sleep. Many American students are away from their parents for the first time when they attend college. They might not be used to having total ___43___ (free) in how they plan their days and nights. Parties, late night study meetings, or just time spent relaxing with friends - these are all things that cut into college students’ sleep habits.

A few years ago, Michael Scullin began teaching ____44____ science of sleep to psychology students at Baylor University in Waco, Texas. Scullin is an assistant professor at Baylor and the director of its Sleep Neuroscience and Cognition Laboratory. He says his students seemed to enjoy the class and were interested in the material he was teaching. The class___45___ (center) round why the body needs to sleep and the physical and mental health problems ____46____ (cause) by a lack of sleep. This includes difficulty focusing on studies or ____47____ (control) one’s emotions, and increased risk of many diseases.

The United States Centers for Disease Control and Prevention states that adults need at least seven hours of sleep a night to stay _____48_____ (health). Scullin found students who slept more performed

_____49_____(well) in two different classes, _____50_____ he published his findings in two academic publications last November.

第四部分寫作(共兩節(jié)，滿分35分)

第一節(jié)短文改錯(共10小題;每小題1分，滿分10分)

51.假定英語課上老師要求同桌之間交換修改作文，請你修改你同桌寫的以下作文。文中共有10處語言錯誤，每句中最多有兩處。每處錯誤僅涉及一個單詞的增加、刪除或修改。

增加：在缺詞處加一個漏字符號(∧)，并在其下面寫出該加的詞。

刪除：把多余的詞用斜線(\)劃掉。

修改：在錯的詞下畫一橫線，并在該詞下面寫出修改后的詞。

注意：(1)每處錯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)不計分。

This morning, I found it was snowing Heavily. Attracted by the beautiful sight, I decided to go out to

take some photo. The snow finally stopped at noon, and I couldn' t wait go outside with my camera. As I walked on the path in the front of our building, I saw a boy suddenly slip in the snow-covered ground. It

was at that moment when I realized what I should do. Immediately, I returned home to get a broom but

started to sweep the path. I worked so hardly that I sweated a lot. An hour late, the thick snow was cleared away. Looked at the clean path, my neighbors all smiled and gave me thumbs up. I felt very happy that I have done something for my neighborhood.

第二節(jié)書面表達(滿分25分)

52.假如你是李華，作為交流生在英國讀書時住在Mrs.Brown家?，F(xiàn)在剛回國不久，打算給Mrs.Brown 寫封郵件，內(nèi)容包括:

(1)表示感謝;

(2)告知已寄送禮物;

(3)邀約她暑期游北京。

注意:(1)詞數(shù)100左右。開頭和結(jié)尾已給出。不計入總詞數(shù);

(2)可以適當增加細節(jié)，以使行文連貫。

Dear Mrs.Brown，

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

_________________________________

Yours，

Li Hua

參考答案

第一部分聽力(共兩節(jié)，滿分30分) (略)

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)

1. B

2. C

3. C

4. C

5.A

6.B

7.B

8. C

9. C 10. B

11. B 12. D 13. C 14. C 15. B

第二節(jié)(共5小題;每小題2分，滿分10分)

16. D 17. F 18. E 19. A 20. G

第三部分語言知識運用(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)

21. D 22. A 23. C 24. B 25. C 26. A 27. B 28. D 29. C 30. A 31. B 32. A 33. D 34. C 35. B 36. B 37. D 38. A 39. C 40. D 第二節(jié)(共10小題;每小題 1.5分，滿分15分)

41. why 42. to get 43. freedom 44. the 45. centered 46. caused

47. controlling 48. healthy 49. better 50. and

第四部分寫作(共兩節(jié)，滿分35分)

第一節(jié)短文改錯(共10小題;每小題1分，滿分10分)

51.改錯依次為：

(1)photo→photos(2)wait后面加上to (3)front前的the去掉(4)in→on (5)when→that(6)but→and(7)hardly→hard(8)late→later

(9)Looked→Looking(10)have→had

第二節(jié)書面表達(滿分25分)

52.例文：

Dear Mrs. Brown,

How is everything going? It’s a week since I returned to China and I miss you so much. Your sincere help and care made my stay in Britain an enjoyable and memorable experience. I really appreciate all that you did for me.

I know you want to take an online Chinese calligraphy course, so I’ve mailed a set of Chinese writing brushes as a gift to you, hoping you’ll like it.

Since you’ve long been dreaming of touring China, I sincerely invite you to visit Beijing this summer, during which I’ll be free and I can accompany and guide you. If you can spare the time to make it, do tell me in advance so that I can make a detailed travel plan for

you.

Best wishes!

Yours，

Li Hua