如皋市2019～2020学年度高三年级第一学期教学质量调研（三)英语试题
at a given task that we rate our performance most generously. In a 2006 study published in the journal Medical Education, for example, medical students who scored the lowest on an essay test were the most charitable in their self-evaluations, while high-scoring students judged themselves much more strictly. Poor students, the authors note, “lack insight” into their own inadequacy. Why should this be? Another study, led by Cornell University psychologist David Dunning, offers an enlightening explanation. People who are incompetent, he writes with coauthor Justin Kruger, suffer from a “dual burden”: they’re not good at what they do, and their very clumsiness prevents them from recognizing how bad they are.
In Dunning and Kruger’s study, subjects scoring at the bottom on tests of logic, grammar and humor “extremely overestimated”' their talents. Although their lest scores put them in the 12th percentile（百分位数）, they guessed they were in the 62nd. What these individuals lacked（in addition to clear logic, proper grammar and a sense of humor）was “metacognitive skill”: the capacity to monitor how well they’re performing. In the absence of that capacity, the subjects arrived at an overly hopeful view of their own abilities. There’s a paradox here, the authors note: “The skills that lead to competence in a particular domain are often the very same skills necessary to evaluate competence in that field.” In other words, to get better at judging how well we’re doing at an activity, we have to get better at the activity itself.
There are a couple of ways out of this double bind. First, we can learn to make honest comparisons with others. Train yourself to recognize excellence, even when you yourself don’t possess it, and compare what you can do against what truly excellent individuals are able to accomplish. Second, seek out feedback that is frequent, accurate and specific. Find a critic who will tell you not only how poorly you’re doing, but just what it is that you’re doing wrong. As Dunning and Kruger note, success indicates to us that everything went right, but failure is more ambiguous: any number of things could have gone wrong. Use this external feedback to figure out exactly where and when you screwed up.
If we adopt these strategies --- and most importantly, teach them to our children --- they won’t need parents, or a commencement（毕业典礼）speaker, to tell them that they’re special. They’ll already know that they are, or have a plan to get that way.
61. The author thinks the real problem is that_________.
A. no requirement is set up for young people to get better B. we always tend to consider ourselves to be privileged
C. we don’t know whether our young people are talented or not
D. young people don’t know how to assess their abilities realistically 62. We can infer from the passage that those high-scoring students _________.
A. know how to cultivate clear logic and proper grammar B. tend to be very competent in their high-scoring fields
C. don’t view themselves as competent because they know their limits D. don’t know how well they perform due to their strict self-judgement 63. The strategies of becoming special suggest that__________.
A. we need internal honesty with ourselves and external honesty from others B. the best way to get better is to carefully study past success and failure C. through comparison with others, one will know where and when he fails D. neither parents nor a commencement speaker can tell whether one is special 64. Which can be the best title of this passage? A. Tips On Making Ourselves More Special B. Let’s Admit That We Are Not That Special C. Special or Not? Teach Kids To Figure It Out D. Tell The Truth: Kids Overestimate their Talents
D
The sun was shining and Clare felt like doing something active. She’d had enough of the moment of living in the past. What she really wanted was some skiing if she could get herself organized. She walked into the ski school office and within ten minutes had arranged a private class for the whole afternoon. One of the ski teacher would meet her at
6 / 12
如皋市2019～2020学年度高三年级第一学期教学质量调研（三)英语试题
the ski lift station at the end of the village at midday. The ski hire shop next door rented her some skis and boots and she carried them back to the hotel. There she changed into some more or less suitable clothes and took the hotel’s electric taxi down to the lift station. She was a bit early and had time to look around, and get nervous. She hadn’t skied for about ten years, though she’d been quite good at that time. Everyone said it was liking riding a bike --- you didn’t forget how to do it. She stood there looking up at the mountains, trying to remember what to do.
“Madam Newton?’ ‘Yes,’ she said. And there was her ski teacher, looking exactly like all the other ski teachers she remembered --- sun-tanned, handsome and totally self-confident. Half an hour later all thoughts of the unhappy days had disappeared as she skied behind Bruno and concentrated on staying on her feet.
‘Upper body still, make your legs do the work, Madame,’ shouted Bruno over his shoulder. ‘Call me Clare, please,’ she said. ‘OK. Lean forward a bit more, Clare. That’s it. Good. You are remembering now, eh?’ ‘Yeah, I am ... slowly. It’s great. I’d forgotten what an amazing buzz skiing gives you.’
They skied down some different runs with Bruno being wonderfully encouraging, and she really did begin to feel confident on the skis. Going up in the lifts, Clare and Bruno chatted --- just the usual ‘where are you from, what do you do’ sort of chat, but it was pleasantly relaxing. In the middle of the afternoon, they stopped at an old farmhouse for coffee and apple cake. There were lots of other skiers doing the same. Clare felt as if she belonged --- something about being part of a group, all with a shared interest, she supposed. It was a feeling she’d not had for a long time.
Bruno said hello to a few people, and went over to talk to one of the waiters. Clare took the opportunity to study him a bit. Up until now, she’d just been skiing behind a man in a red ski suit, so it was interesting to see that he was quite tall, with curly brown hair and eyes to match. From the colour of his face he looked as if he’d spent his whole life in the open air. She guessed he was about forty.
‘Are you in Zermatt for long, Clare?’ asked Bruno, after he’d been sitting with her a few minutes. ‘No, only a few days probably. Just a short break to get away from everything at home,’ replied Clare. She didn’t feel like explaining the real reason. People looked at her differently when they knew. ‘But I’d like to do some more skiing. Would you be able to do anything tomorrow?’
‘I think so. But you’ll have to book it through the ski school office. I can't arrange anything with you directly,’ said Bruno, putting on his gloves and standing up. ‘Come on. Let’s do a bit more now.’ ‘Great,’ replied Clare. After another hour, Clare said, ‘Time to stop, I think.’ Bruno agreed. ‘You should have a sauna tonight. It’ll help your body relax. Not so stiff(僵硬的) tomorrow, you know.’ Clare didn’t care about stiff she was going to be tomorrow. She hadn’t felt quite as good as this for months --- full of fresh air, physically tired but in her mind --- alive. Happy! Yes, that was how she felt.
65. Why did Clare feel nervous at the ski lift station?
A. The ski teacher arrived earlier than her. B. It was a long time since her last skiing. C. She had hardly learned how to ski properly. D. She was inappropriately dressed for skiing. 66. What did Clare do after 30 minutes’ skiing?
A. She couldn’t help thinking about the past few days. B. She got a bit upset due to her inability to ski. C. She didn’t understand Bruno’s instructions. D. She asked Bruno to call her tomorrow.
67. What does the underlined part “an amazing buzz” in paragraph 3 mean?
A. A sudden memory. B. A beautiful sound.
C. A strong feeling of excitement.
D. An interesting topic of conversation.
68. Clare felt enjoyable at the farmhouse in that ________.
A. she met some old friends
B. she felt she was better than other skiers
7 / 12
如皋市2019～2020学年度高三年级第一学期教学质量调研（三)英语试题
C. she thought the food and drinks there were wonderful D. she found she had something in common with others
69. Why didn’t Clare tell Bruno the real reason she was in Zermatt?
A. She thought he might think negatively about the truth. B. She wanted a different ski teacher the next day. C. She hated to let him know she was leaving soon. D. She felt he had a bad opinion on her.
70. What can be inferred about Clare from the last paragraph?
A. She discovered a way of taking her mind off her problems B. She told her secret to another person for the first time. C. She seemed to have been living a hard time for years. D. She found a lifelong friend in the skiing field.
第四部分：任务型阅读(共10小题；每小题1分，满分10分)
请认真阅读下面短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。 注意：请将答案写在答题卡上相应题号的横线上。每个空格只填一个单词。
Many of the most memorable ad campaigns nowadays tend to be funny. Advertisers use this strategy to attract customers to their products. Audiences like to be entertained, not forced. People will pay more attention to a humorous commercial than a factual or serious one, opening themselves up to be influenced. The key to funny advertising is assuring the humor is appropriate to both the product and customers. The balance between being funny and being obnoxious can often be delicate, and a marketer must be certain the positive effects outweigh the negative before an advertisement can be introduced.
The best products to sell using humor tend to be those that consumers think the least about. Products that are relatively inexpensive and often consumable can be represented without providing a lot of facts, and that's where there’s room for humor. Candy, food, and entertainment-related products such as toys have got the most benefits from humor in their campaigns. One of the most important things to keep in mind is relevance to the product.
Another point to consider when using humor in advertising is that different things are funny to different people. A commercial that may make one person burst into laughter may leave a bad taste in another’s mouth. The target market must always be considered. What’s funny in a client presentation may not be funny on an airplane, at a country club or in hospital.
Humor in advertising tends to improve brand recognition but does not improve product recall, message credibility, or buying intentions. In other words, consumers may be familiar with and have good feelings towards the product, but their purchasing decisions will probably not be affected. One of the major keys to a successful humorous campaign is variety. Once a commercial starts to wear out, it’s impossible to save it without some variation on the concept. Humorous campaigns are often expensive because they have to be constantly changed. Advertisers must remember that while making customers laugh, they have to keep thing interesting because old jokes die along with their products. Humor in advertising ●Humor in advertising can draw consumer’s attention, and help them to 71.________ an advertisement easily. ●Humor in advertising should be well suited to the product and consumers. ●A commercial should find the delicate 72._________ between being funny and being obnoxious, and make sure its positive effects top its 73._________. ●Humor best 74._________ for the products which are often 75.________, consumable and common. ●Humor can be 76._________ in the commercial when it’s 77._________ to represent the products with plenty of facts. ●In an humor should be 78._________ to the products. Funny advertising Products 8 / 12
如皋市2019～2020学年度高三年级第一学期教学质量调研（三)英语试题
Factors Influence ●Humor used in advertising should fit in with the target market. ●Humorous advertising should show its 79._________. The brand can be 80.__________ by many people but it doesn’t necessarily have an effect on consumers’ purchasing desire. 第五部分：书面表达(满分25分) 81.请阅读下面文字，并按照要求用英语写一篇150词左右的文章。
Researchers have found that learning two languages can greatly improve our mental development. For example, researches show us that bilingual experience helps us to rapidly make sense of information.
When given a task where children have to focus on one thing and ignore distracting information, bilingual children have shown themselves to the task. When they are asked to change their focus elsewhere, bilingual children also do this more effectively.
Focusing and changing attention are important abilities that go beyond bilingualism: This ability helps us to rapidly learn and progress information and function well in school and other learning environments. 【写作内容】
1.用约30个单词概括上述信息的主要内容；
2.用约120个单词简要介绍学习第二语言的好处（至少两点）。 【写作要求】
1.写作过程中不能直接引用原文语句； 2.作文中不能出现真实姓名和学校名称； 3.不必写标题。 【评分标准】
内容完整，语言规范，语篇连贯，词数适当。
201912高三英语参考答案
第一部分 听力（20分）
1-5. AABCB 6-10. CABAB 11-15. ACBBC 16-20. BACCA 第二部分 语言知识与运用 （一）单选（15题 15分）
21-25 ABCBC 26-30 DDBCC 31-35 ADCAC （二）完形填空（20题 20分）
36-40CCDAB 41-45DACBD 46-50BADAC 51-55BADBC 第三部分 阅读理解（15题 30分）
56-57 BD 58-60 BDA 61-64 DBAC 65-70 BDCDAA
第四部分 任务型阅读（10题 10分）
71. accept 72.balance 73.disadvantages/ shortcomings / drawbacks 74.goes 75.inexpensive/ cheap 76. applied/ used/ included 77.unnecessary 78. relevant/related/relative 79.variety 80.recognized/ known /acknowledged
第五部分 书面表达（25分） One possible version
Research shows that bilingual experience contributes to the development of our abilities to stay concentrated and change our focus, which helps us deal with information and improves our performance as learners.
Compared to the monolingual, the bilingual have various social experiences. As a result, they often become skillful at considering other people’s perspective, making them more effective communicators. Also, being bilingual can
9 / 12
如皋市2019～2020学年度高三年级第一学期教学质量调研（三)英语试题
improve people’s social life due to the simple fact that it allows them to talk to more people, which helps them have an open mind. Last but not least, being bilingual is a great convenience during a trip. Culture shock is a common side effect of travelling abroad. However, it’s easier to relax and have fun if one can order food confidently, ask for directions when lost, and pick up on jokes in another culture.
In conclusion, being bilingual gives people a competitive edge both in their career and in their life. 档次 档次要求 与所给短文融洽度高，与所提供各段落开头语衔接合理； 内容丰富，应用了5个以上短文中标出的关键词语； 所使用语法结构和词汇丰富、准确，可能有些许错误，但完全不影响意义表达； 有效地使用了语句间的连接成分，使所续写短文结构紧凑。 与所给短文融洽度较高，与所提供各段落开头语衔接较为合理； 内容比较丰富，应用了5个以上短文中标出的关键词语； 所使用语法结构和词汇较为丰富、准确，可能有些许错误，但完全不影响意义表达； 比较有效地使用了语句间的连接成分，使所续写短文结构紧凑。 与所给短文关系较为密切，与所提供各段落开头语有一定程度的衔接； 写出了若干有关内容，应用了4个以上短文中标出的关键词语； 应用的语法结构和词汇能满足任务的要求，虽有一些错误，但不影响意义的表达； 与所给短文有一定的关系，与所提供各段落开头语有一定程度的衔接； 写出了一些有关内容，应用了3个以上短文中标出的关键词语； 语法结构单调、词汇项目有限，有些语法结构和词汇方面的错误，影响了意义的表达； 较少使用语句间的连接成分，全文内容缺少连贯性。 与所给短文和开头语的衔接较差； 产出内容太少，很少使用短文中标出的关键词语； 语法结构单调、词汇项目很有限，有较多语法结构和词汇方面的错误，严重影响了意义的表达； 缺乏语句间的连接成分，全文内容不连贯。 白卷、内容太少无法判断或所写内容与所提供内容无关。 第五档 （21-25分） 第四档 （16-20分） 第三档 （11-15分） 第二档 （6-10分） 第一档 （1-5分） 0分
附：听力材料 (Text 1) W: Could you please sign for a parcel for me this afternoon?
M: Sure. Just give me your ID card. Oh, tell me where I’ll put your parcel. W: Just leave it on the table. (Text 2)
M: I just noticed this mark on my shirt and I need it for my friend’s wedding later today. How long would it take to clean it?
W: It looks like a small job. Well, I think it shouldn’t take more than ten minutes to clean it, possibly. (Text 3)
W: I’ve given up using the car and I go to work on this now. I can move through the traffic easily, and riding it is good exercise for me.
10 / 12
相关推荐：
loading