高一英语限时能力训练17

高一英语限时能力训练（十七）

一、完型填空

As we all know, life is short and full of dreams. Having a good dream is of great importance in our daily life, so dream what you want to dream and go 36 you want to go because you have only one 37 and one chance to do all the things you want to do.

The happiest people don ' t 38 have the best of everything; they just 39 everything that comes along their way. Happiness lies for those who cry, those who hurt, those who have searched, and those who have tried, for only they can appreciate the 40 of people who have touched their lives. Love begins with a smile, grows with a kiss and 41 with a tear. The brightest future will always be 42 a forgotten past, and you can ' t go on well in life until you let go of your past 43 and heartaches.

When you were born, you were crying and everyone 44 you was smiling. Live your life 45 when you die, you ' re the one who is smiling and eyene around you is 46 . Please send this 47 to those people who mean something to you, to those who have 48 your life in one way or another, to those who make you smile when you really need it, to those who make you see the 49 side of things when you are really down, to those who you want to let know that you 50 their friendship. And if you don' td on' worry. Nothing bad will happen to you. You will just miss out on the 51 to brighten someone' day with this message.

I used to believe that love 52 putting everyone else and their needs first before my own.

53_ I do think there is some truth to that, in the sense that being a（n） _ 54 person is one of

the ultimate （终极的）acts of being a loving person, I come to realize I must love myself first and

foremost. Only when I am a physically and mentally healthy person, can I

55 them at my

full potential! In a word, I have only one life.

36. A. which B. where C. what D. how

37. A. life B. goal C. opportunity D. dream

38. A. necessarily B. exactly C. efficiently D. obviously

39. A. stay away from B. keep up with C. get on with D. make use of

40. A. forgiveness B. independence C. importance D. awareness

41. A. deals B. agrees C. comes D. ends

42. A. based on B. focused on C. concentrated on D. taken on

43. A. successes B. honor C. failures D. fitness

44. A. behind B.around C. above D. beside

45. A. as if B. only if C. so that D. if only

46. A. crying B. smiling C. arguing D. regretting

47. A. signal B. notice C. wish D. message

48. A. interrupted B. touched C. served D. controlled

49. A. broader B. darker C. brighter D. braver

50. A. acquire B. appreciate C. attain D. advocate

51. A. ability B. opportunity C. reality D. possibility

52. A. suggested B. permitted C. allowed D. meant

53. A. When B. While C. As D. If

54. A. interesting B. moving C. giving D. outgoing

55. A. love

C. help

D. obey

B. greet

二、阅读理解

A

Wind is the great maker of waves. There are exceptions, such as the tidal （潮汐的）waves sometimes produced by earthquakes under the sea. But the waves most of us know are produced by winds blowing over the sea.

Now before constructing an

imaginary life history of a typical wave, we need to

know certain physical things about it. A wave has

height, from trough (low point) to crest (high Point).

It has length--the distance from this crest to that of

the following wave. The period of the wave means

the time it takes for succeeding crests to pass a fixed point. None of these things stays the same--for all depend upon the wind, upon the depth of the water and many other matters.

The water that makes up a wave does not advance with it across the sea. Each drop of water turns around in a little circle with the passing of the wave, but returns very nearly to its original position. And it is fortunate that this is so. For if the huge masses of water that make up a wave actually moved across the sea, sailing would be impossible.

If we want to find the speed of a wave, we may use the following way:

Speed = wavelength frequency

Here, wavelength is the distance between two high points (crests), frequency means the number of cycles per second

56. What causes waves?

A. Earthquakes and nothing else.

B. Only wind.

C. Wind causes most waves.

D. Wind causes some waves.

57. Which of the following is true according to the passage?

A. The water of a wave moves away across the sea.

B. The water of a wave remains almost at the same place.

C. The water of a wave goes with the passing of the wave.

D. The length of a wave means the distance from the top of a wave to the bottom.

58. The speed of Wave 1 is 100 cm/s, frequency 10. The frequency of Wave 2 is 300, while its speed is twice that of Wave

1. Which of the following is right?

A. The wavelengths of the two are equal.

B. The wavelength of Wave 1 is 10 times longer than that of Wave 2.

C. The wavelength of Wave 2 is longer than that of Wave 1.

D. The wavelength of Wave 1 is longer than that of Wave 2.

B

It had been a difficult move. I ' dft my family and friends in Indiana, the beloved state where I ' ldved most of my life. My new home in Florida was thousands of miles away from anything I knew. It was hot — all the time. Jobs were hard to come by, but I was up for almost any challenge.

At last, I taught in a special school where students have severe learning and behavioral difficulties.

Another teacher and I had spent weeks teaching the children appropriate behavior for public outings. Unexpectedly, only a few students, including Kyle, had not earned the privilege (特权) of going. He was determined to make his disappointment known.

In the corridor（走廊）between classrooms, he began screaming, cursing, spitting, and swinging at anything within striking distance. Once his outburst （愤怒）died down, he did what he' （done when he was angry at all his other schools, at home, even once at a juvenile detention（拘留）center. He ran.

People watched in disbelief as Kyle dashed straight into the heavy morning traffic in front of the school.

I heard someone shout, " Call the police! ”

But I ran after him.

Kyle was at least a foot taller than me. And he was fast. His older brothers were track stars at the nearby high school. But I could run long distances without tiring. I would at least be able to keep him in my sight and know he was alive.

After several blocks of running directly into oncoming traffic, Kyle slowed his pace.

He took a sharp left. Standing next to a trash bin, Kyle bent over with his hands on his knees.

I must have looked ridiculous. But his was not a look of fear. I saw his body relax. He did not attempt to run again. Kyle stood still and watched me approach. I had no idea what I was going to say or do, but I kept walking closer.

He opened his mouth to speak when a police car pulled up, abruptly filling the space between Kyle and me. The school principal and an officer got out. They spoke calmly to Kyle, who willingly climbed into the back of the vehicle. I couldn was said, tbhe a idwhnat ' t take my

eyes off Kyle ' s face, even as they drove away.

I couldn ' help but feel that I had failed him, that I should have done or said more, that I should have fixed the situation.

I shared my feelings with a speech therapis t who was familiar with Kyle ' s history. " No one

ever ran after him before, Rachel, " she said. " No one. They just let him go. ”

Things changed the day he ran and I ran after him, even though I didn ' t have the right wor （

even though I wasn ' t able to save him from the mess he was in. It was the day I didn ' t th hands in the air and decide he was too fast, a waste of time and effort, a lost cause. It was the day my mere presence was enough to make a profound difference.

59. From the passage we know that.

A. the author left her family to Florida because jobs were hard to come by in Indiana

B. students were allowed to go out after they passed some specific tests

C. the author worked in a school where students were excellent

D. no teacher had ever run after Kyle before except the author

60. Which of the following description about Kyle is not true?

A. He had some behavioral difficulties and once moved from one detention to another.

B. He used to run out to let out his anger when he was in school, home or juvenile detention.

C. Different from his brothers, he learned in a special school while not a normal high school.

D. He was moved by his teacher who treated him with more patience and understanding.

61. Which is the correct order of the trace?

①He burst out when he knew he couldn ' t go out.

②I decided to run after him. ③ Kyle stopped beside a trash bin.

④A police car came and Kyle left with it.

⑤He rushed into the heavy morning traffic. ⑥ Kyle slowed his pace.

⑦ I walked toward Kyle.

A.①⑤②⑥③⑦④

B.①⑤②④⑥⑦③

C.⑤④②⑥③⑦①

D.①②⑥⑦③④⑤

62. What is the best title of the passage?

A. Kyle, a Boy with Learning and Behavior Difficulties.

B. The Teacher Who Ran.

C. A School with Special Students.

D. A Terrible Conflict.(冲突)

三、任务型阅读

Nowadays, a common problem that English learners face is that their listening ability is poor. Pascal Hamon, the Academic Director at the English Language Institute at Missouri State University, talks about how people can improve their listening skills.

Listening is very important. Some learners want to build up general English skills, while others want to take exams that involve listening skills. Take the TOEFL exam, for example. International students who want to attend an American college or university are often required to pass TOEFL, short for the Test of English as a Foreign Language. This test has a listening section. It asks students to show their ability to understand short and long conversations in English. Whether you want to

build up general English skills or prepare for a test, being able to understand spoken English is a necessity. And you will not get better at this skill unless you practice! Pascal Hamon says that listening exercises should force English learners to focus on turning the sounds that they hear into words. Then, learners must use their brains to turn these words into a message. Building up listening skills does not have to be boring, says Hamon. There are fun, game-like activities that build up listening skills. One such activity, Hamon says, is to make transcriptions.

What is transcription? Transcribing is the act of writing down the words that have been spoken. English learners should start working with transcriptions by finding audio or video material that has a transcript with it, Hamon says. If English learners make some mistakes, Hamon says that they should always try to learn from their mistakes. English learners should think, Hamon adds, about what they could do better. By identifying problems, and repeating the exercise, English learners will improve their listening skills.

What can you do? You can start practicing transcription on your own by following these steps:

First, find audio that has a printed transcript, but do not look at the words. You should choose audio that is right for your level. Second, listen to a short section of the audio many times. After you have listened many times, try to write down what you hear. Third, compare what you wrote against the story. Finally, think about, as Hamon suggested, where you had problems. Ask yourself the following questions: What do I need to improve? What words or sounds did I not hear?

In a word, when you transcribe something, you do not always have to choose a news story.

You could choose a song or part of a movie that you like. Just make sure that you are able to find a transcript for it to

KEY: 完型:BAADC DACBC

阅读：CBD DAAB 任务型71. trouble/difficulty 74. improve/strengthen 77. Definition ADBCB BDBCA

72. advice/suggestions/tips

75. involving

78. avoid 79.difference

73. importance/significance

76. necessary

80. ensure