2017年广东高考英语听说考试A答案|2017年广东高考英语综合复习（九）

Ⅰ.完形填空

(2015·南京第一中学一模)True leadership is not just the ability to identify the talent and skill of the polished individuals around you. It involves being able to dig beneath the surface and discover __1__.

Once there was a boy who constantly sat and talked in his math class, and seemed __2__ in group activities. Most teachers would __3__ think of him as a problem student.

However, Anna was different. She believed the student was above __4__ in other areas so she created a strategy to find out.

Anna didn?t __5__ the parents. Instead, she organized a handful of activities in the class to get more information. In place of calling out for volunteers in class she created a __6__ for each Friday: Girls vs. Boys.

The first week the class was totally __7__. Everyone wanted to win. Even the boy had his hand up the whole time trying to get a turn. __8__， Anna waited, and waited, and waited. Finally the __9__ teacher paired the boy with the most __10__ girl student in class.

Now the two teams had a __11__ score, all the students sat back eager to see the result. As the teacher placed the question on the board, most of the students began to __12__ their heads: this was a question they had never __13__ in class.

“__14__!” the teacher yelled. Both students started doing it __15__thinking of how to solve the complex question. Their classmates, full of __16__， exclaimed, “Hurry, hurry, hurry!”The boy finished it just seconds before the girl and spun around with his __17__ raised, “I won!”Almost nobody could believe the student they admired failed until Anna __18__ the result.

This was what Anna tried to get — it turned out that the student wasn?t bad, he was __19__.

So we can see that __20__ hidden abilities is not always easy but the end results can be magical. Try your hand at this quality of leadership now and report your results.

1. A.truth　　　　　　　　 　B.treasure

C.potential D.motivation

2. A.active B.cautious

C.discouraged D.disconnected

3. A.immediately B.appropriately

C.abnormally D.scarcely

4. A.limit B.average

C.prejudice D.value

5. A.contact B.comfort

C.warn D.blame

6. A.dilemma B.debate

C.game D.competition

7. A.creative B.noisy

C.enthusiastic D.curious

8. A.Yet B.Still

C.Somehow D.Therefore

9. A.arbitrary B.wise

C.ridiculous D.puzzled

10. A.elegant B.careless

C.hard­working D.considerate

11. A.rare B.close

C.poor D.different

12. A.turn B.lift

C.shake D.nod

13. A.raised B.feared

C.overlooked D.covered

14. A.Go B.Hurry

C.Look D.Try

15. A.skillfully B.slowly

C.casually D.abruptly

16. A.chaos B.anxiety

C.courage D.excitement

17. A.arms B.hopes

C.confidence D.eyes

18. A.obtained B.analyzed

C.confirmed D.adjusted

19. A.upset B.bored

C.tired D.spoiled

20. A.foreseeing B.assessing

C.appreciating D.recognizing

Ⅱ.阅读理解

(2015·扬州中学4月检测)

Is the “Go to College”Message Overdone?

Even in a weak job market, the old college try isn?t the answer for everyone. A briefing paper from the Brookings Institution warns that “we may have overdone the message” on college, senior fellow Isabel Sawhill said.

“We?ve been telling students and their families for years that college is the only way to succeed in the economy and of course there?s a lot of truth to that，” Ms. Sawhill said. “On average it does pay off...But if you load up on a whole lot of student debt and then you don’t graduate, that is a very bad situation.”

One comment that people often repeat among the years of slow job growth has been the value of education for landing a job and advancing in a career. April?s national unemployment rate stood at 7.5%, according to the Labor Department. The unemployment rate for high­school graduates over 25 years old who hadn?t attended college was 7.4%, compared with 3.9% for those with a bachelor?s degree or more education. The difference is even bigger among those aged 16～24. The jobless rate for those with only a high school diploma in that age group is about 20%. At the same time, recent research by Canadian economists cautions that a college degree is no guarantee of promising employment.

Ms. Sawhill pointed out that among the aspects that affect the value of a college education is the field of one’s major：Students in engineering or other sciences end up earning more than ones who major in the arts or education. The cost of tuition and the availability of financial aid are other considerations, with public institutions generally a better financial bargain than private ones.

She suggested two avenues for improving the situation: increasing vocational (职业的) technical training programs and taking_a_page_from Europes focus on early education rather than post­secondary learning. “The European countries put a little more attention to getting people prepared in the primary grades，” she said. “Then they have a higher bar for whoever goes to college — but once you get ]into college, you’re more likely to be highly subsidized (资助).”

She also is a supporter of technical training — to teach students how to be plumbers, welders and computer programmers — because “employers are desperate” for workers with these skills.

1.People usually think that__________.

A.the cost of technical schooling is a problem

B.one will not succeed without a college degree

C.technical skills are most important for landing a job

D.there is an increased competition in getting into a college

2.What does the underlined part “taking a page from” mean?

A.Hearing from. B.Changing from.

C.Differing from. D.Learning from.

3.What can we infer from the passage?

A.Public institutions charge more for education.

B.European universities are stricter with students.

C.Students with certain skills are in great demand.

D.Canadian students prefer to major in engineering.

4.Ms. Sawhill may probably agree that__________.

A.too much stress has been put on the value of college degrees

B.technical training is more important than college education

C.a college degree will ensure promising employment

D.its easier for art students to find favorite jobs

Ⅲ.任务型阅读

(2015·江苏沭阳五校联考)Quality after­school programs are designed to improve academic performance, decrease youth crimes and other high­risk behaviors, and help young people grow into healthy, successful adults.

The effect of quality after­school programs on academic performance is clear. Studies show that students who take part in such programs show better work habits, higher rates of homework completion, improved grades, and higher scores on achievement tests. They also have fewer absences and are less likely to blame. After­school programs also influence high­risk teen behavior.Various studies show decreased rates of crime, drug­taking, and teen sex among youth who join in well­run after­school programs when compared to similar youth who do not. Finally, after­school programs play an important role in supporting different kinds of fields of development: physical development, mental development and social development. Thus, one can safely say that after­school programming is an effective method to help young people become contributing members of society.

Although there is enough proof from both small and large assessments that after­school programs can make a positive difference, it is important to note that not all programs are equal. First, dosage matters — young people who attend the most hours over the most years benefit more than members who attend less often or over a shorter period of time. Next, after­school programs make a bigger difference for those students who need help most and have the fewest choices. Finally, program qualities matter. After­school programs work best when they create unique opportunities for youth. They should provide opportunities, skill building meaningful involvement, expression suggestion, service, and work. Staff characteristics make an important difference in the quality of a program. The adults should treat youth as partners, create safe and fair environment, encourage personalized involvement, and actively create learning opportunities. In short, although after­school programs have a promising future, how they are designed and run matters.

Title：Quality After­school Programs

Purpose 1.(1) ________academic performance

2.Decreasing youth crimes and other high­risk behaviors

3.Helping young people grow into healthy, successful adults (2)________ 1.Improved academic performance

●better work habits

●higher rates of homework completion

●improved grades and higher scores

●fewer absences and(3) ________blame Helping young people become members making a (6)________to society 2.Decreased high­risk teen behaviors

●decreased rates of crime

●decreased drug (4)________

●decreased teen sex among youth 3.Various (5)________development

●physical development

●mental development

●social development Factor 1.Dosage matters.

2.(7)________matter.

3.Qualities matter. (8)________ The future of after­school programs is promising, (9)________how to design and run the programs is very (10)________.

答 案

Ⅰ.

语篇解读：本文是夹叙夹议文。一个小男孩上数学课总是讲话，大多数老师认为他是一个问题学生，但 Anna 老师不这样认为。她组织了竞赛，证明了自己的想法，发现了小男孩在数学方面的潜能。 1.选C　根据“dig beneath the surface”可知，这里指“发现潜能”，故选C项。

2.选D　根据第五段中男孩在 Anna 老师组织的竞赛中的表现“Even the boy had his hand up the whole time trying to get a turn.”可知，以前男孩对团体活动并不热衷，总是做些不相干的事情，因此用 disconnected“分离的，无关联的”。

3.选A　因为男孩的爱讲话和对团体活动的不积极，好多老师直接就认为他是一个问题学生，故选 immediately，意为“直接，立刻，马上”。

4.选B　由 however 这个转折词可以推知，Anna 认为这个学生自有超出常人之处。above average“高于平均水平”，符合语境。

5.选A　根据空格后的内容可知，Anna 没有“联系”家长，而是通过组织一系列的活动来进一步了解信息，故选 contact。

6.选D　根据后面的“Girls vs. Boys”可知，Anna 每个星期五都组织男女生之间的竞赛，故选 competition“竞赛”。

7.选C　根据“Everyone wanted to win. Even the boy had his hand up the whole time trying to get a turn.”可知，刚开始的时候，每个人都非常有激情，故选 enthusiastic，意思是“有激情的”。

8.选A　根据“Anna waited, and waited, and waited”可知，前后是转折关系，故选A项。

9.选B　根据 Anna 老师对男孩的不同看法以及竞赛活动的结果可知，Anna老师是一位很有智慧的老师，故选 wise。

10.选C　根据后面的“Almost nobody could believe the student they admired failed”可知，被选中的这个女生学习非常勤奋，很受其他学生钦佩，故选 hard­working，意为“学习勤奋的”。

11.选B　根据后面的“all the students sat back eager to see the result”可知，两个队的比分非常接近，故选B项。

12.选C　根据后面的“this was a question they had never __13__ in class”及“thinking of how to solve the complex question”可知，黑板上的题目是非常难的，所以看了之后很多学生都“摇头”，故选C项。

13.选D　根据语境可知，黑板上的题目是上课从来没有涉及过的，故选 cover, 意为“涉及”。

14.选A　根据常识，老师说的是“比赛开始”，故选A项。

15.选B　根据“thinking of how to solve the complex question”和“Hurry, hurry, hurry!”可知，两人都在慢慢答题，故选B项。

16.选D　根据后面的“Hurry, hurry, hurry!”可知，所有的学生都非常激动，故选D项。

17.选A　根据后面的“I won!”和竞赛结果可知，这个小男孩觉得自己赢了，举着胳膊转了起来，故选A项。

18.选C　根据前面的“Almost nobody could ... admired failed”可知，直到 Anna证实了这个结果，所有的学生才相信，他们一直以来敬佩的学生输掉了，故选C项。

19.选B　根据前面的“This was what Anna ... student wasnt bad”可知，这个小男孩之所以爱说话，可能只是因为无聊，故选B项。

20.选D　根据文章内容可知，此处是总结，即发现孩子们的潜能往往不容易，但结果可能是神奇的，故选D项。

Ⅱ.语篇解读：本文是一篇议论文。论述了大学教育方面的问题。人们总认为，上大学是成功的途径，大学教育的价值承载着太多的压力。而在现实社会中，有专业技能的学生更受欢迎。 1.选B　细节理解题。根据第二段第一句可知，多年来我们一直在告诉学生和家长上大学是成功的途径。由此可知，人们都认为，没有大学学历就不能成功。故B项正确。

2.选D　词义猜测题。根据下文“Europes focus on early education rather than post­secondary learning”可知，该短语的宾语意为“欧洲专注于早期教育而不是后高中教育”，由此可推知，要从欧洲的这种方法中学习。故该词意为“向……学习”。故D项正确。

3.选C　推理判断题。根据第五段第一句中的“She suggested two ... vocational (职业的) technical training programs”以及最后一段最后一句中的“becauseemployers are desperate’ for workers with these skills”可推知，社会更需要有专业技能的学生。故C项正确。

4.选A　推理判断题。根据第一段最后一句中的“warns that we may have overdone the message’ on college...Sawhill said”以及下文中她的建议可推知，Ms. Sawhill认同“大学教育的价值承载着太多的压力”这一观点。故A项正确。

Ⅲ.1.Improving　2.Effect(s)　3.less

4.use　5.supporting　6.contribution

7.Students　8.Conclusion(s)　9.but　10.important

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