资源简介

Unit 6 单元检测卷
时间:120分钟 满分:150分
第一部分 听力(共两节,满分30分)
第一节 (共5小题;每小题1.5分,满分7.5分)
听下面5段对话。每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项。听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话读两遍。
1. What do we know about John
A. He had an accident. B. He works in the hospital.
C. He suffered from a broken leg.
2. Why is the man late
A. He overslept. B. He lost his car key. C. His car broke down.
3. What are the speakers mainly talking about
A. Health. B. Education. C. Environment.
4. How old is the girl
A. About 6 years old. B. About 9 years old. C. About 15 years old.
5. What's the relationship between the speakers
A. Neighbours. B. Former classmates. C. Workmates.
第二节 (共15小题;每小题1.5分,满分22.5分)
听下面5段对话或独白。每段对话或独白后有几个小题,从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前,你将有时间阅读各个小题,每小题5秒钟;听完后,各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第6段材料,回答第6、7题。
6. Who needs a new dress
A. Jenny. B. Ann. C. Lucy.
7. Where will the speakers go first
A. A clothing store. B. A library. C. A bookstore.
听第7段材料,回答第8至10题。
8. What is the party for
A. A festival. B. A birthday. C. An anniversary.
9. Why does the girl talk to Mr Paul
A. To ask for permission. B. To make an invitation. C. To get some advice.
10. What will the headmaster do before the party
A. Sing an English song. B. Share his resolutions. C. Deliver a speech.
听第8段材料,回答第11至13题。
11. What did Mr Smith think of the girl's last paper
A. Excellent. B. Ordinary. C. Poorly done.
12. Who helped the girl with her research
A. Jean. B. Mr Smith. C. Ms White.
13. What will the girl do next
A. Rewrite the paper. B. Ask for sick leave. C. Prepare for an oral presentation.
听第9段材料,回答第14至17题。
14. What does the woman want to do
A. Get fit. B. Kill time. C. Relax herself.
15. When can non-members enjoy the special offer
A. This month. B. During holidays. C. On their birthdays.
16. How much do the swimming pools cost non-members each time
A. $35. B. $25. C. $10.
17. What class will the woman choose
A. A weightlifting class. B. A swimming class. C. A yoga class.
听第10段材料,回答第18至20题。
18. Why did the reader feel lonely
A. She had trouble with her studies. B. She missed her best friend.
C. She moved to a different class.
19. What is the speaker trying to do
A. Introduce a class. B. Share experiences. C. Give suggestions.
20. Whom is this talk mainly for
A. Teachers. B. Parents. C. Students.
第二部分 阅读(共两节,满分50分)
第一节 (共15小题;每小题2.5分,满分37.5分)
阅读下列短文,从每题所给的A、B、C、D四个选项中选出最佳选项。
A
Gap year sailing programmes
A gap year spent sailing will show you more of the world than most people see in their whole lives. So hoist the anchor, throw off the bowlines, catch the following wind, and set sail for a voyage of discovery to create memories that will last a lifetime.
Where to go
The beauty of a sailing gap year is that you don't just visit a single place. These unique adventures can take you across oceans and whole regions to experience dozens of countries in a single gap year. Some programmes combine several regions while others stick to just one.
Costs
How much a sailing gap year costs varies greatly depending on the type of programme and the length of the voyage. A programme lasting a few weeks may cost $5,000 or more. Months-long adventures may cost as much as $20,000, especially if they involve college credits or other coursework.
Visa
Visa requirements will vary depending on where your voyage takes you. Your programme will inform you of which visas you'll need. Make sure you obtain your visas well in advance.
Housing
Housing will consist of a berth (舱位) aboard your boat. Don't expect anything fancy. You'll likely have little more than a bed and a small storage locker in a two- or three-person cabin. Given the limited size of your living space, expect to stay close to your cabin mates at all times with little real privacy.
Health & Safety
Living aboard a ship means that you can't always count on having medical facilities nearby. You may be asked to provide a note from your doctor confirming that you are in good health before being accepted into your programme. Most programmes include medical emergency insurance as part of their fees. See what it covers and what it doesn't when making your decisions.
21. What do the sailing programmes provide for participants
A. Opportunities to travel around the world. B. Courses of famous universities.
C. Chances to study abroad. D. Journeys by land.
22. What do participants have to do before entering for the programmes
A. Ask college teachers for advice. B. Save as much as $50,000.
C. Prepare enough medicine. D. Obtain their proper visas.
23. Which word can best describe the living conditions in the programmes
A. Tough. B. Fancy. C. Noisy. D. Comfortable.
B
How does an ecosystem work What makes the populations of different species the way they are Why are there so many flies and so few wolves To find an answer, scientists have built mathematical models of food webs, noting who eats whom and how much each one eats.
With such models, scientists have found out some key principles operating in food webs. Most food webs, for instance, consist of many weak links rather than a few strong ones. When a predator always eats plenty of a single prey, the two species are strongly linked; when a predator lives on various species, they are weakly linked. Food webs may be dominated by many weak links because that arrangement is more stable in the long term. If a predator can eat several species, it can survive the extinction of one of them. And if a predator can move on to another species that is easier to find when a prey species becomes rare, the switch allows the original prey to recover. The weak links may thus keep species from driving one another to extinction.
Mathematical models have also revealed that food webs may be unstable, where small changes of top predators can lead to big effects throughout entire ecosystems. Scientists proposed that predators at the top of a food web had a surprising amount of control over the size of populations of other species — including species they did not directly attack.
And unplanned human activities have proved the idea of top-down control by top predators to be true. In the ocean, we fished for top predators such as cods on an industrial scale, while on land, we killed off large predators such as wolves. These actions have greatly affected the ecological balance.
Scientists have built an early-warning system based on mathematical models. Ideally, the system would tell us when to adapt human activities that are pushing an ecosystem towards a breakdown or would even allow us to pull an ecosystem back from the borderline. Prevention is key, scientists say, because once ecosystems pass their tipping point (临界点), it is remarkably difficult for them to return.
24. What have scientists discovered with the help of mathematical models of food webs
A. The living habits of species in food webs.
B. The rules governing food webs of the ecosystems.
C. The approaches to studying the species in the ecosystems.
D. The differences between weak and strong links in food webs.
25. When can a strong link be found between two species
A. When a predator has a wide food choice.
B. When a predator can easily find new prey.
C. When a predator sticks to one prey species.
D. When a predator can quickly move to another place.
26. What will happen if the populations of top predators in a food web greatly decline
A. The prey species they directly attack will die out.
B. The species they indirectly attack will turn into top predators.
C. The living environment of other species will remain unchanged.
D. The populations of other species will experience unexpected changes.
27. What conclusion can be drawn from the examples in Paragraph 4
A. Uncontrolled human activities greatly upset ecosystems.
B. Rapid economic development threatens animal habitats.
C. Species of commercial value dominate other species.
D. Industrial activities help keep food webs stable.
C
California condors are North America's largest flying birds, with wing-length of up to three metres. In the 1980s, electrical lines and lead poisoning nearly drove them to extinction. Now, electric shock training and medical treatment are helping to rescue these big birds.
In the late 1980s, the last few condors were taken from the wild to be bred. Since 1992, there have been multiple reintroductions to the wild, and there are now hundreds of condors flying over California and nearby areas in Arizona, Utah and Baja California, Mexico.
Electrical lines are one problem for the condors. “As they go in to rest for the night, they just don't see the power lines,” says Bruce Rideout of San Diego Zoo. Their wings can bridge the gap between lines, resulting in electrocution if they touch two lines at once.
So scientists have come up with a shocking idea. Tall poles were placed in large training areas to teach the birds to stay clear of electrical lines by giving them a painful but non-life-threatening electric shock. It's reported that before the training was introduced, 66 per cent of released birds died of electrocution, but this has just dropped to 18 per cent.
Lead poisoning has proved more difficult to deal with. When condors eat dead bodies of other animals containing lead, they absorb large quantities of lead. This affects their nervous systems and ability to produce baby birds, and can lead to kidney failure and death. So condors with high levels of lead are treated with calcium EDTA, a chemical that removes lead from the blood over several days. This work is starting to pay off. The annual death rate for adult condors has dropped greatly.
“Although these measures are not effective forever, they are vital for now,” Rideout says. “They are truly good birds that are worth every effort we put into recovering them.”
28. Why do California condors attract researchers' interest
A. They are active at night. B. They have to be bred in the wild.
C. They are found only in California. D. They almost died out in the 1980s.
29. What have researchers found about electrical lines
A. They are blocking condors' journey home. B. They are big killers of condors.
C. They are rest places for condors at night. D. They are used to keep condors away.
30. What can be inferred about lead poisoning from Paragraph 5
A. It makes condors too nervous to fly.
B. It has little effect on condors' kidneys.
C. It can hardly be got rid of from condors' blood.
D. It makes it difficult for condors to produce baby birds.
31. What does the text intend to tell us
A. The average survival time of condors is satisfactory.
B. Rideout's research interest lies in electric engineering.
C. The efforts to protect condors have brought good results.
D. Researchers have found the final solutions to the problem.
D
A new study shows that the increased heat from Arctic rivers is melting sea ice in the Arctic Ocean and warming the atmosphere.
According to the research, major Arctic rivers contribute more heat to the Arctic Ocean than they did in 1980. River heat is responsible for up to 10% of the total sea ice loss that occurred from 1980 to 2015 over the shelf region of the Arctic Ocean. “If Alaska were covered by 1-metre thick ice, 20% of Alaska would be gone,” explained a researcher.
Rivers have the greatest influence during spring breakup. The warming water pours into the ice-covered Arctic Ocean and spreads below the ice, slowly destroying it. Once the sea ice melts, the warm water makes the temperature go up. The research found that much more river heat energy entered the air. Since air is mobile, this means river heat can influence areas of the Arctic far from river deltas (三角洲).
The influence was the most prominent in the Siberian Arctic, where several large rivers flow onto the relatively shallow shelf region extending nearly 1,600 kilometres offshore. Canada's Mackenzie River is the only river large enough to contribute substantially to sea ice melt near Alaska, but the country's smaller rivers are also a source of heat.
The researcher expects that rising global air temperatures will continue to warm Arctic rivers in the future. As rivers heat up, more heat will flow into the Arctic Ocean, melting more sea ice and accelerating Arctic warming.
32. What does the increased heat from Arctic rivers cause
A. Dry weather in the Arctic Ocean.
B. A strange disease in the Arctic Ocean.
C. The gradual loss of sea ice in the Arctic Ocean.
D. The death of fish in the Arctic Ocean.
33. What can we learn from Paragraph 2
A. Alaska will disappear in the near future.
B. There's more and more sea ice in the Arctic Ocean.
C. 10% of sea ice in the Arctic Ocean melts each day.
D. Arctic rivers bring more heat to the Arctic Ocean.
34. What does the underlined word “prominent” in Paragraph 4 mean
A. Obvious. B. Important. C. Famous. D. Generous.
35. What is the best title for the text
A. Arctic rivers will disappear
B. Arctic rivers are melting Arctic sea ice
C. Arctic rivers will create a new river delta
D. Arctic rivers bring more sea animals to the Arctic Ocean
第二节 (共5小题;每小题2.5分,满分12.5分)
阅读下面短文,从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
The traditional Chinese lunar calendar divides the year into 24 solar terms. The 24 solar terms were created thousands of years ago to guide agricultural production. 36 Lesser Fullness of Grain is the 8th solar term. Let's see what we can do during the Lesser Fullness of Grain period.
A good season for eating fish
During the Lesser Fullness of Grain period, the summer harvest is about to begin. A saying about rain during this time mentions, “A heavy rainfall makes the river full.” Because of the great increase in rainfall, rivers are full of water, which makes fish and shrimps big and fat. This is a good time to enjoy them. 37_________
Eating the herb of the common sow thistle
Lesser Fullness of Grain is a season for eating the herb of the common sow thistle, which tastes a little bitter. It can be made into different types of dishes. 38 And some people boil the herb with water and then squeeze out the juice, which can be used to make soup.
Tips on health
39 The increase in temperature over this season may also give rise to all sorts of skin diseases. It is important to exercise to keep healthy during the hot summer days. Walking, jogging and practising tai chi are popular.
A key period for flower management
This time is a good period of the quick growth of flowers. It is also a season when plant diseases and pests are at an all-time high, which makes caring for your garden even more critical. 40 And a systematic fertilised water system should be carried out.
A. Flower trimming and clipping is important.
B. It is also the harvest season for fishermen.
C. Butterflies feed on the flowers of garden plants.
D. But the solar term culture is still useful today to guide people's lives.
E. It means that the seeds from the grain are becoming full but not ripe.
F. Some people like to eat it blended with salt, vinegar, peppers or garlic.
G. High temperatures and humidity are common during the Lesser Fullness of Grain period.
第三部分 语言运用(共两节,满分30分)
第一节 (共15小题;每小题1分,满分15分)
阅读下面短文,从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
I shared one of the lifeboats with the chief engineer, Tom Fenton. I don't 41 the exact circumstances, but the storm continued into the second night. In some way, we were able to avoid being 42 into the sea. Then as quickly as it had come, the 43 passed. The wind died down and the stormy sea became 44 . We didn't know where we were or what would happen to us, but it was a marvellous feeling, just being 45 .
All night the little boat 46 in the open sea while Tom and I slept soundly. We were both exhausted. The next morning, I was 47 by brilliant sunshine. At first the bright sun made it impossible to see, but as my 48 became used to the light, I was able to look around. There was nothing but the deep blue 49 of the Pacific in all directions.
Now that the danger of the storm was over, I began to 50 our other problems. All our supplies were 51 . We had no food, no fresh water, and we were somewhere in the South Pacific, 52 hundreds of kilometres from land. Perhaps we would drift here in the quiet 53 for weeks. It was a frightening thought.
My companion was still sleeping. I was about to 54 him up when I saw something in the distance. 55 away from the sun towards the west, I thought I saw the blue shape of land in the distance.
41.A. remember B. recognise C. doubt D. see
42.A. pulled B. carried C. thrown D. trapped
43.A. shadow B. cloud C. wind D. storm
44.A. quiet B. unusual C. rough D. deep
45.A. crazy B. bored C. sad D. alive
46.A. sank B. returned C. drifted D. appeared
47.A. shocked B. hurt C. awakened D. heated
48.A. body B. face C. ears D. eyes
49.A. shape B. water C. bank D. sky
50.A. get around B. worry about C. max out D. pick up
51.A. important B. ready C. gone D. broken
52.A. possibly B. successfully C. luckily D. mostly
53.A. forest B. island C. ocean D. river
54.A. ring B. wake C. dress D. bring
55.A. Keeping B. Turning C. Getting D. Looking
第二节 (共10小题;每小题1.5分,满分15分)
阅读下面短文,在空白处填入1个适当的单词或括号内单词的正确形式。
As is well-known to us all, ants move between their home and sources of food 56. (frequent), on which their survival depends. Motsch and his colleagues wondered if ants on the move could get 57. (catch) in the jams. Therefore, they controlled traffic density by constructing 58. (bridge) of various widths between ants' home and a source of food. The only goal was to try to find out at what point ants would have a traffic jam. The flow of ants did increase as ants started to fill a bridge, 59. it never slowed down, even when the bridge was crowded 60. ants. The team found when ants 61. (sense) overcrowding, they adjusted their speeds and avoided entering high-density areas and running into each other, thus 62. (prevent) jams.
Can ants help us solve our own traffic problems “Not likely,” says Motsch. “That's 63. when it comes to getting from point A to point B as fast as possible, human drivers put their own goals first. Ants have no choice but 64. (be) more cooperative in order to feed 65. (they).”
第四部分 写作(共两节,满分40分)
第一节 (满分15分)
假定你是李华,你班最近一次班会的主题是“探险外太空的意义”。请你结合下表内容,给校英语报写一篇文章,客观介绍讨论的情况并表达你的观点。
一些同学赞同 一些同学反对 你的观点
1. 更好地了解外太空； 2. 从外太空获得新资源； 3. 扩大人类未来的生存空间。 1. 耗资巨大； 2. 宇航员的安全问题。
注意:
1. 写作词数应为80左右;
2. 开头已给出,不计入总词数;
3. 可以适当增加细节,以使行文连贯。
Outer space exploration: yes or no
We had a discussion over whether it's necessary to carry out outer space exploration at a class meeting the other day.
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第二节 (满分25分)
阅读下面材料,根据其内容和所给段落开头语续写两段,使之构成一篇完整的短文。
I was invited to a cookout on an old friend's farm. I parked my car outside the farm and walked past a milking house which had apparently not been used in many years. A noise at a window caught my attention, so I entered it. It was a humming bird (蜂鸟), desperately trying to escape. She was covered in spiderwebs (蜘蛛网) and was barely able to move her wings. She ceased her struggle the instant I picked her up.
With the bird in my cupped hand, I looked around to see how she had gotten in. The broken window glass was the likely answer. I stuffed a piece of cloth into the hole and took her outside, closing the door securely behind me.
When I opened my hand, the bird did not fly away; she sat looking at me with her bright eyes. I removed the sticky spiderwebs that covered her head and wings. Still, she made no attempt to fly. Perhaps she had been struggling against the window too long and was too tired Or too thirsty
As I carried her up the blackberry-lined path toward my car where I kept a water bottle, she began to move. I stopped, but she did not immediately fly away.
Hovering (盘旋), she approached within 15 centimetres of my face. For a very long moment, this tiny creature looked into my eyes, turning her head from side to side. Then she flew quickly out of sight.
During the cookout, I told my hosts about the humming bird incident. They promised to fix the window. As I was departing, my friends walked me to my car. I was standing by the car when a humming bird flew to the center of our group and began hovering. She turned from person to person until she came to me. She again looked directly into my eyes, then let out a squeaking call and was gone. For a moment, all were speechless. Then someone said, “She must have come to say goodbye.”
注意:
续写词数应为150左右;
Paragraph 1:
A few weeks later, I went to the farm again.
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Paragraph 2:
I was just about to leave when the humming bird appeared.
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Unit 6 单元检测卷
1-5 AACCB 6-10 CAABC 11-15 CACCA
16-20 CCBCC 21-25 ADABC 26-30 DADBD
31-35 CCDAB 36-40 DBFGA 41-45 ACDAD
46-50 CCDBB 51-55 CACBD
56. frequently 57. caught 58. bridges 59. but/yet
60. with 61. sensed 62. preventing 63. because 64. to be 65. themselves
第一节
One possible version:
Outer space exploration: yes or no
We had a discussion over whether it's necessary to carry out outer space exploration at a class meeting the other day.
Some people think it is important to explore outer space. Firstly, people can get a better understanding of outer space through the exploration. Secondly, new resources can be found for humans to use. Thirdly, this exploration can possibly create new living space for mankind in the future.
However, others don't believe so. They say this kind of exploration costs too much money. And it's very dangerous for astronauts to do such work.
I think people should do the exploration and such exploration into outer space is worth trying.
第二节
One possible version:
Paragraph 1:
A few weeks later, I went to the farm again. As my car neared it my thoughts drifted back to the moment when I rescued the humming bird from the spiderwebs. I rushed back to the deserted house. It was a great comfort that the original hole in the window was nowhere to be found. Leaving the house, I couldn’t help wondering how the humming bird was getting on now. Had it managed to find its way back home, or was it still out there somewhere struggling to survive
Paragraph 2:
I was just about to leave when the humming bird appeared. A flash of movement caught my attention. I turned around to see the same humming bird hovering in the air. It seemed that the bird was waiting for me, its beady eyes locked on mine as if it were trying to convey some deep, unspoken gratitude. I felt a surge of relief and awe at the sight of this sound and grateful creature, and I knew that I would always cherish the memories we shared as I climbed into my car and drove away.
Unit 6
Text 1
W: Did you hear John’s in hospital with head injuries and a broken arm
M: Yes. Apparently he was struck by another vehicle and turned completely over.
Text 2
W: You’re late again. Did your car break down
M: No, I forgot to set my alarm clock, so I slept overtime.
Text 3
M: I wonder if our children will still be able to breathe clean air, drink clean water and see a blue sky.
W: Yes. I think it’s time man learnt to live in harmony with Earth instead of destroying it.
Text 4
M: You are a good piano player. How long have you been playing the piano
W: I’ve been playing the piano since I was 6 years old, about 9 years ago.
M: Really That’s a long time. I’m also planning to learn to play these days.
Text 5
W: Gary, hello. How are you You look taller and stronger than before. I remember little Gary, the best student in the class.
M: No, you were a better student than I was, but I remember a little girl with glasses. You’re different, too.
Text 6
M: Lucy, are you going out
W: Yes. I need a new dress for Jenny’s birthday party.
M: I’m going downtown, too. Could you give me a lift
W: Sure. By the way, do you have a membership card for the new store
M: Yes. I can get a 20 per cent discount on everything there.
W: Great. Could we go there first I want to use your card.
M: Why not It’s still 2:00. I’ll still have enough time to choose some books.
W: So you are going to the City Library, aren’t you
M: No, I’m going to buy some books for Ann. She likes reading.
Text 7
W: Hi, Mr Paul. I wonder if you’re free on New Year’s Eve. We’d like you to come to our New Year’s party.
M: Thank you. I’d love to come. Where will it be
W: In our classroom at 6:00 pm. By the way, could you sing a song for us at the party
M: I’m afraid I’m not good at singing, but I’ll try. How about an English folk song
W: That would be wonderful. Our monitor has been wanting to ask you to sing. We’ll also invite several other teachers to the party. Each of them will perform something for us, and I think the headmaster will give a speech before the party.
M: Sounds great. I hope there will be some fun games at the party.
W: Oh, of course, and we’ll all share our New Year’s resolutions at the end of the party.
M: I’m sure it’ll be a great party.
W: Yes, I hope we’ll all have a wonderful time.
Text 8
W: Mr Smith, may I talk with you for a moment
M: Of e in, please.
W: I’ve come to talk to you about my grade on my last paper. I want to know why I was given an “F”.
M: Well, yours was so similar to that of another student in the class, and I think that you’d not done it yourself.
W: I did work closely with my roommate Jean, but let me explain why. A week before the paper was due, I was too sick to do my research. Jean agreed to help me. But it was really on my own.
M: Well, you’d been given a month to work on the paper. Wouldn’t it be better to get ahead rather than to wait until the last minute Each student was supposed to prepare it individually. I’m afraid my decision remains the same. However, if you’re willing to make an oral presentation about the government’s role in running the economy, I’ll give you extra credits.
W: Thank you. I’ll do that. But when
M: My assistant Ms White will inform you as soon as it is decided.
W: OK. Goodbye!
Text 9
M: Good morning. How can I help you
W: Well, basically, I think I’m too tired and looking for some way to relax.
M: OK, sure. Did you know that we recently have a special offer which allows non-members to use our facilities without having to pay the membership fee
W: Oh, that’s great.
M: Yeah, but the offer is just until the end of this month. Anyway, let me tell you a little about the facilities. First, we have a fitness centre where you can have a weight training so that you can lose some weight.
W: That sounds good, but I’m not really interested in getting fit. I just want to get rid of my tiredness. Well, I’d like to go swimming and I find that helps me relax.
M: We have two 25-metre pools here.
W: Can you tell me how much that costs
M: Well, for non-members, it costs just $10 each time.
W: OK. I think I need to do something more relaxing, you know, like yoga. Do you have anything like that
M: Well, yes. And during the special offer period, non-members can take part for just $35 per class.
W: OK. Thanks very much for your help. I’ll come down this afternoon and arrange a yoga class.
M: I’m looking forward to seeing you then.
Text 10
W: A reader wrote in to say that she was feeling left out at break because her best friend wasn’t around. Here’s our advice to her, and to all kids who feel lonely sometimes.
It’s hard when a best friend isn’t around, maybe because she moved to a different school or a different class. You may feel lonely at break or lunchtime. You want to have new friends. But how do you make them Maybe it seems like everybody else already has their friends. But remember, there’s always room for more friends.
Start by looking around your classroom — thinking about which kids you’d like to play with at break. Look for chances to say hi to them. Smile and be friendly. Offer to share something with them or express your appreciation to them. Invite someone to play with you or say “Do you want to sit here ” at lunchtime. If you have trouble doing this or if you’re feeling shy, ask your teacher to help you make new friends. Teachers are usually pretty good at matching up friends. The best way to make friends is to be a friend. Be kind, be friendly, share, say nice things, offer to help, and pretty soon you’ll have one, or two, or even more new friends .

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