2022年上海市闵行区6月线下高考二模英语试题（含答案）

这是一份2022年上海市闵行区6月线下高考二模英语试题（含答案），共18页。试卷主要包含了 本次考试设试卷和答题纸两部分， A等内容，欢迎下载使用。

闵行区2021学年第二学期高三年级质量调研考试英语试卷
考生注意：
1. 考试时间120分钟，试卷满分140分。
2. 本次考试设试卷和答题纸两部分。所有答题必须涂（选择题）或写（非选择题）在答题纸上，做在试卷上一律不得分。
3. 答题前，务必在答题纸规定的地方张贴条形码并填写准考证号和姓名。

I. Listening Comprehension
Section A
Directions: In Section A, you will hear ten short conversations between two speakers. At the end of each conversation, a question will be asked about what was said. The conversations and the questions will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard.
1. A. $ 10. B. $ 15. C. $ 20. D. $ 30.
2. A. Stop the music. B. Work on the composition.
C. Help the woman. D. Focus on music.
3. A. Sensitive. B. Sociable.
C. Respectable. D. Thoughtful.
4. A. The man will have black coffee. B. The man has quitted coffee.
C. The man is on a diet. D. The man only drinks milk.
5. A. He met with an accident. B. He had to do extra work.
C. He forgot to pick up his friend. D. He was held up in traffic.
6. A. Have a rest. B. Learn new skills.
C. Find a new job. D. Do extra work.
7. A. Brightening a room. B. Buying new furniture.
C. Redecorating a room. D. Painting a living room.
8. A. He considers it stressful. B. He lacks required abilities.
C. He is not confident enough. D. He has no time for it.
9. A. He doesn’t have enough money. B. He wants to give the woman a surprise.
C. He doesn’t know what to buy. D. He has forgotten the woman’s birthday.
10. A. Narrow down his theme. B. Revise his paper carefully.
C. Focus on the paper. D. Cover more topics.

Section B
Directions: In Section B, you will hear two short passages and one longer conversation, and you will be asked several questions on each of the passages and the conversation. The passages and the conversation will be read twice, but the questions will be spoken only once. When you hear a question, read the four possible answers on your paper and decide which one would be the best answer to the question you have heard.
Questions 11 through 13 are based on the following passage.
11. A. It doesn’t include a remote. B. It can be controlled by gesture.
C. It can automatically power off. D. It can be operated by voice.
12. A. Much to be improved. B. Not as good as expected.
C. Good enough at its price point. D. Best of all the TVs.
13. A. A fantastic video clip. B. An introduction of a review channel.
C. A comment on a TV. D. The usage of a remote.
Questions 14 through 16 are based on the following passage.
14. A. Low sleep efficiency. B. Human evolution.
C. A psychological disease. D. An unusual brain disorder.
15. A. They can hardly fall asleep all night. B. Their brains don’t function well.
C. They have terrible dreams. D. Their brains remain awake.
16. A. Ways to improve sleeping quality. B. Surroundings and sleeping quality.
C. Treatment for the first night effect. D. How the two parts of the brain work.
Questions 17 through 20 are based on the following conversation.
17. A. She joined a free fitness programme. B. She never persevered in going to the gym.
C. The trainer offered to help her for free. D. Her friend recommended her to do so.
18. A. She is overweight. B. She often overworks
C. She is not fit enough. D. She has a bad lifestyle.
19. A. By setting a role model himself. B. By giving her personalized advice.
C. By working with her in a funny way. D. By running and jumping with her.
20. A. Manageable. B. Unrealistic. C. Dull. D. Demotivating.

II. Grammar and vocabulary
Section A
Directions: After reading the passage below, fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank.
There is no doubt that people's behavior has a far-reaching impact on the environment. Compared with the obvious environmental issues we hear about every day, littering often takes a backseat,(21) ______ it’s more pressing than we may think. In our daily life, we litter a lot of things, and some items (22) ______ (litter) more frequently.
If you were to throw, say, a banana peel out of your car while driving along the motorway, that would be a completely harmless action, due to the fact that it’s part of a fruit—right? Absolutely no. A banana peel (23) ______ take up two years to break drown. An orange peel and a cigarette butt (烟蒂) has a similar biodegrading (生物降解) term to (24) ______ of a banana, but tin and aluminum cans last up to 100 years; and plastic bottles last forever, so (25) ______ glass bottles, Styrofoam cups and plastic bags.
(26) ______ the fact that longer-lasting materials will serve to damage the environment and its animals for longer, we can’t only measure the severity (严重性) of a certain type of rubbish by its lifetime. For example, despite having a fairly short biodegrading time, more than 120 tons of cigarette-related litter is thrown in the UK every day. Similarly, our regular littering here and there has caused the UK’s rat population (27) ______ (increase) by 60 million.
Littering is not a cheap habit either: UK taxpayers spend £ 500 million in order to keep our streets clean, and when you include our green spaces, that goes up to £1 billion. So, it’s not surprising that if (28) ______ (catch) littering, you could face a £ 20,000 fine. In more serious cases, offenders may be subject to imprisonment, with sentences (29) ______ (range) from 10 days to six years. 
To take back our beautiful countryside and cities, we need to do more than simply not leaving rubbish (30) _______ it ought not to be. We need to truly care more about the world around us.
Section B
Directions: Fill in each blank with a proper word chosen from the box. Each word can be used only once. Note that there is one word more than you need.
A. average
B. grouped
C. contribution
D. initiate
E. planted
F. worn
G. consume
H. serve
I. evolved
J. tracked
K. scene




Science and technology are advancing at tremendous speed. We may think we're a culture that gets rid of our 31 technology at the first sight of something shiny and new, but a new study shows that we keep using our old devices well after they go out of style. That’s bad news for the environment — and our wallets — as these outdated devices 32 much more energy than the newer ones that do the same things.
To figure out how much power these devices are using, Callie Babbitt and her colleagues at the Rochester Institute of Technology in New York 33 the environmental costs for each product throughout its life — from when its minerals are mined to when we stop using the device. This method provided a readout for how home energy use has 34 since the early 1990s. The devices were 35 by generation — Desktop computers, basic mobile phones, and box-set TVs defined 1992. Digital cameras arrived on the 36 in 1997. And MP3 players, smart phones, and LCD TVs entered homes in 2002, before tablets and e-readers showed up in 2007.
As we accumulated more devices, however, we didn't throw out our old ones. "The living-room television is replaced and gets 37 in the kids' room, and suddenly one day, you have a TV in every room of the house," said one researcher. The 38 number of electronic devices rose from four per household in 1992 to thirteen in 2007. We're not just keeping these old devices — we continue to use them. According to the analysis of Babbitt's team, old desktop monitors and box TVs with cathode ray tubes are the worst devices with their energy consumption and 39 to greenhouse gas emissions more than doubling during the 1992 to 2007 window.
So what's the possible solution? The team's data only went up to 2007, but the researchers also explored what would happen if consumers would replace old products with new electronics that 40 more than one function, such as a tablet for word processing and TV viewing. They found that more on-demand entertainment viewing on tablets instead of TVs and desktop computers could cut energy consumption by 44%.

III. Reading Comprehension
Section A
Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context.
Anyone could be in his or her unfavorable situations, whatever their ages and social status. Adults are often 41 asking for help. It's an act that can make people feel 42 . The moment you ask for directions, after all，you reveal that you may be lost. Seeking someone's assistance can make you feel like you are broadcasting your 43 . New research suggests young children don't seek 44 in school, even when they need it, for the same reason.
To learn more about how children think about looking for help, we asked 576 children, aged four to nine, to predict the 45 of two kids in a story. One of the characters genuinely wanted to be smart, and the other merely wanted to seem smart to others.
Children thought that the kid who wanted to seem smart would be 46 to ask for assistance. They could still conceive of (想象) situations in which the kid who wanted to seem smart would seek help: when assistance could be sought 47 (on a computer rather than in person), children thought both characters were equally likely to ask for it.
We also found that they recognize several more behaviors that might make a child appear less clever in front of fellow kids, such as 48 failure or modestly downplaying successes. Children are therefore strongly aware of several ways in which a person's actions might make them appear less 49 in the eyes of others.
However, a number of 50 can be found to help children. Our first 51 may be to motivate seeking help by emphasizing its educational benefits. But 52 barriers likely require reputation-based solutions. For example, instructors could create activities in which each student becomes an “expert” on a different topic, and then children must ask one another for help to master all of the material. If seeking help is understood as a(n) 53 classroom activity, kids may be less likely to think of it as indicative (表明) of one’s ability.
Seeking help could even be framed as 54 desirable. After all, asking for help often benefits not just the help seeker but also others listening in who have 55 questions or struggles.

41. A. delighted with B. ready for C. serious about D. embarrassed about
42. A. impersonal B. sensitive C. helpless D. desperate
43. A. incapability B. enthusiasm C. generosity D. friendliness
44. A. protection B. individuality C. assistance D. personality
45. A. behavior B. intelligence C. success D. capability
46. A. ready B. unlikely C. comfortable D. desperate
47. A. separately B. moderately C. purposefully D. privately
48. A. admitting B. neglecting C. avoiding D. underestimating
49. A. friendly B. smart C. independent D. reliable
50. A. theories B. reasons C. solutions D. researches
51. A. mission B. advice C. instinct D. barrier
52. A. instructive B. decisive C. intellectual D. reputational
53. A. ordinary B. vivid C. achievable D. virtual
54. A. personally B. mentally C. potentially D. socially
55. A. dominant B. similar C. complex D. original
Section B
Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.
(A)
The population of rare Atlantic puffins in Maine, US, took a hit this year, as the number of chicks to survive a tough summer collapsed. The state's coastal bays and the Gulf of Maine are among the fastest warming large water bodies on the planet, making the puffins' fate a test-case for how climate change could disrupt marine ecosystems worldwide.
The little clown-colored birds faced a complex of challenges: nests were flooded by some of the heaviest rains in a hundred years, exposing chicks to cold and predators. It was tough for young puffins, who were being brought up in caves along the island's shores. And their parents had a hard time finding herring (鲱鱼) and other North Atlantic prey they usually dive for, which scientists think may have swum to cooler waters too deep or far-off for the birds. The adult puffins flew farther than usual to find food. Scientists say this limited their time to keep baby puffins warm in their nests. They did find and bring to the nests a lot of butterfish, but the thing is that butterfish are too big for young puffins to swallow.
The director of the National Audubon Society's Seabird Institute, Don Lyons, says puffins provide a unique window on global warming, on how even small shifts in the range or timing of any one species' occurrence can influence the fate of many others. "Working with puffins in Maine, we're seeing the harbingers (预兆) of climate change every day," he said. "I tend to think of puffins as a group of researchers. They're going out and sampling our marine ecosystem all summer, many times a day. And the way we learn from them is watching what fish they bring back and how well they are able to raise baby coffins. ... They're really telling us to be concerned, you know, to pay attention."
Lyons says that with good management of herring and other fisheries that the puffins depend on, the birds should be able to hang on. Puffins can live up to 30 years and this means it won’t be too terrible if they meet only a bad year. He adds, though, that their future in Maine may depend on just how often those bad years keep rolling in.
56. The phrase “took a hit” (in the 1st paragraph) probably mean “______”.
A. suffer heavy losses B. escape bad fortune
C. increase on a large-scale D. decline moderately
57. According to the passage, which of the following statement is NOT true?
A. Puffins’ nests are open to the attack of their predators.
B. Baby puffins are not adequately fed.
C. Puffins’ prey prefers to stay in warm waters.
D. Butterfish are not the appropriate food for baby puffins.
58. In the 3rd paragraph, Lyon compare puffins to researchers because ______.
A. puffins are helping human to maintain marine ecosystem
B. we can tell the marine ecosystem from what puffins do
C. puffins are more capable of diving for their prey
D. it’s interesting for researchers to work with puffins
59. From the last paragraph we know that ______ is to determine puffins’ future in Maine.
A. the control of puffins’ population
B. prohibition of fishing herring and other fish
C. puffins’ abilities to adapt to different marine ecosystem
D. the frequency of the continuous occurrence of bad year


(B)
Behavior Under Risk: How Animals Avoid Becoming Dinner
By: Renee L. Rosier & Tracy Langkilde © 2021 Nature Education
Most animals face the risk of being eaten. To avoid becoming someone's dinner, an organism must be able to identify predatory threats and employ effective strategies to avoid detection by predators. In the event that avoidance fails, animals can use strategies that will increase their chances of surviving attack if they do encounter predators.
Detecting predators
a. Visual — Many animals respond to general visual cues, such as the presence of a new object or sudden movement. Other visual cues, including an animal's size and behavior, can provide specific information about the identity and intention of a potential predator. For example, prey may be able to visually identify a predator based on its shape, size, and color, and can use the predator's behavior to determine the immediate threat that it poses.
b. Auditory — Auditory cues can provide reliable, direct information about a predator's presence, identity. These cues are especially helpful for nocturnal (夜间的) prey species or animals that avoid predators that frequently use sound to hunt or communicate. For example, toadfish recognize sound of dolphins when they are looking for food, one of their main predators, and reduce their activity levels in response.
c. Chemical — Chemical cues can be present in the air, in water, or on the ground, and can be detected by prey through olfaction (嗅觉) and gustation (味觉), providing a reliable indication of a predator's presence even if it is visually undetectable. Some species are even able to determine how old a predator scent is, and will avoid only fresh scent cues as they indicate a predator's recent presence. Animals can also use changes in the concentration or age of a scent to determine which direction a predator was traveling, in order to better avoid it.
d. Vibration — Vibration cues can provide useful information about a predator's presence, and can be difficult for predators to conceal. Many animals, including some spiders, caterpillars, and tadpoles, use vibrations as indicators of predator presence, and can distinguish vibrations made by predators, non-predators, and abiotic cues (such as rainfall). It is important for prey to be able to distinguish cues from threats versus non-threats, as responding to every tactile (触觉的) stimulus would waste time and energy, and may actually attract the attention of predators.
60. Which of the following cue can best be used to detect the direction of predators at night?
A. Visual B. Auditory C. Chemical D. Vibration

61. According to the passage, which of the following statements is NOT true?
A. Visual cues can be used as an indication of predators’ intention.
B. Chemical cues fail to function if the predators are out of sight.
C. Auditory cues help prey to figure out what kind of predators they meet.
D. Vibration cues are reliable as predators can hardly stop vibrating.
62. Which of the following topic might be talked about in the following paragraphs?
A. Surviving Encounters with Predators B. Effective Ways to Find out Predators
C. Distinct Characteristics of Predators D. Prey species and their behaviors
(C)
Search engines have changed the way we use the Internet, putting vast sources of information just a few clicks away. But Harvard professor of psychology Line Daniel Wegner’s recent research proves that websites and the Internet are changing much more than technology itself. They are changing the way our memories function. Wegner’s latest study shows that when people have access to search engines, they remember fewer facts and less information because they know they can rely on “search” as a readily available shortcut.
Wegner believes the new findings show that the Internet has become part of a transactive memory (交互性记忆) source, a method by which our brains divide information. Transactive memory exists in many forms, as when a husband relies on his wife to remember a relative’s birthday. You don’t have to remember everything in the world yourself. You just have to remember who knows it. Now computers and technology are becoming virtual extensions of our memory.
Wegner conducted several experiments to demonstrate the phenomenon, using various forms of memory recall to test reliance on computers. In one experiment, participants demonstrated that they were more likely to think of computer terms like “Yahoo” or “Google” after being asked a set of difficult trivia questions. In another experiment, participants typed some statements into a computer and they were told the statements would be saved in specific folders. Next, they were asked to recall the statements. Finally, they were given cues to the wording and asked to name the folders where the statements were stored. The participants proved better able to recall the folder locations than the statements themselves.
Wegner admits that questions remain about whether dependence on computers will affect memories negatively: “Nobody knows now what the effects of these tools are on logical thinking.” Students who have trouble remembering distinct facts, for example, may struggle to employ those facts in critical thinking. But he believes that the situation overall is beneficial, comparing dependence on computers to dependence on a mechanical hand or other prosthetic (假肢的) device.
And even though we may not be using our memories to recall distinct facts, we are still using them to consider where the facts are located and how to access them. “We still have to remember things,” Wegner explains. “We’re just remembering a different range of things.” He believes his study will lead to further research into understanding computer dependence, and looks forward to tracing the extent of human interdependence with the computer world—pinpointing the “movable dividing line between us and our computers in cyber networks.”
63. Which of the following statements can be the best idea of the passage?
A. Relying on technology has weakened our critical thinking.
B. People heavily depend on computer for storing information.
C. Human’s capacity for memory is much weaker than it was before.
D. Computers and technology are reshaping the functions of our brain.
64. The example of remembering a relative’s birthday (in the 2nd paragraph) is used to ______.
A. show that people who are closely related tend to have shared memories
B. demonstrate how people initially developed external sources of memory
C. illustrate the concept of a transactive memory source using a familiar situation
D. emphasize the effectiveness and accuracy of transactive memory sources
65. From the experiment we know that when asked to provide facts that are not familiar to them, people tend to ______.
A. think of specific information sources
B. type into computer and remember them
C. recall them from their deep memories
D. link the unfamiliar facts to their experiences.
66. Which of the following can be inferred from the last paragraph?
A. The more we rely on computer, the weaker our memory becomes.
B. Reliance on computers does not necessarily reduce human memory.
C. Computers have helped people to understand the memory system better.
D. Researches should be done to reveal the side effect of computer dependence.
Section C
Directions: Read the passage carefully. Fill in each blank with a proper sentence given in the box. Each sentence can be used only once. Note that there are two more sentences than you need.
A. However, it’s quite difficult to make a sincere apology.
B. The challenge then is finding a way to make things right again.
C. There may also be unrealistic expectations about the process of forgiveness.
D. But even for most normal people, it can be extremely difficult to feel sorry for those who have been offended.
E. Understanding and accepting this fact of life can help ease our mind and thus help make an effective apology.
F. Although apologizing can be hard to do, it is, in fact, the most effective approach to mending a broken relationship.

Why You Won’t Apologize
In our relationships with others, it’s inevitable that we’ll hurt people from time to time, even though, in some cases, we don’t mean to. 67 Research shows what those with high levels of social intelligence already know — sincere apologies are usually very effective at mending relationships that have been damaged by thoughtless acts. But all too often, we stubbornly refuse to apologize, even when we know we’re in the wrong.
An apology is an attempt to repair the damage we’ve done to a relationship. To do this，we need to imagine ourselves to be in the victim’s position and to show empathy (共情) for the pain we have caused the victim. Some researches have indicated that people with the personality of narcissism (自恋) generally see no need to apologize when they have wronged another person. 68 When our friend points out that we’ve offended them, it’s easy to recall plenty of instances when they’d also hurt our feelings—so what are they getting so upset about?
We all want to believe we’re essentially good people. Accepting the fact that we’ve hurt someone we care about conflicts with our precious self-image. People who believe that personality is fixed are especially easily affected by the idea that an act of apology is a threat to their self-image. If personal characteristics stay the same, then, of course, hurting someone they care about is inconsistent (不一致) with their self-image as an essentially good person. In reality, of course, even good people sometimes do bad things. 69
Sometimes people don’t apologize because they don’t believe it will do any good. This could come from the belief that some mistakes are unforgivable. 70 Your sincere apology doesn’t mean the victim ought to forgive you right away. It may still take time, but at least the act of making an apology gets the process of forgiveness started.
IV. Summary Writing
Directions: Read the following passage. Summarize the main idea and the main point(s) of the passage in no more than 60 words. Use your own words as far as possible.
Ever walked to the shops only to find, once there, you’ve completely forgotten what you went for? Or struggled to remember the name of an old friend? For years we’ve accepted that a forgetful brain is as much a part of aging as wrinkles and gray hair. But now a new book suggests that we’ve got it all wrong.
According to The Secret Life of the Grown-up Brain, by science writer Barbara Strauch, when it comes to the important things, our brains actually get better with age. In fact, she argues that some studies have found that our brain hits its peak between our 40s and 60s — much later than previously thought.
Furthermore, rather than losing many brain cells as we age, we keep them, and even produce new ones well into middle age. For years it’s been assumed that brain, much like the body, declines with age. But the longest, largest study into what happens to people as they age suggests otherwise.
This continuing research has followed 6,000 people since 1956, testing them every seven years. It has found that on average, participants performed better on cognitive (认知的) tests in their 40s and 50s than they had done in their 20s. Specifically, older people did better on tests of vocabulary, verbal memory (how many words you can remember) and problem solving. Where they performed less well was number ability and perceptual speed — how fast you can push a button when ordered. However, with more complex tasks such as problem-solving and language, we are at our best at middle age and beyond. In short, researchers are now coming up with scientific proof that we do get wiser with age.
Neuroscientists are also finding that we are happier with aging. A recent US study found older people were much better at controlling and balancing their emotions. It is thought that when we’re younger we need to focus more on the negative aspects of life in order to learn about the possible dangers in the world, but as we get older we’ve learned our lessons and are aware that we have less time left in life: therefore, it becomes more important for us to be happy.
V. Translation
Directions: Translate the following sentences into English, using the words given in the brackets.
72. 这件衬衫是真丝做的，夏天穿起来很舒服。(comfortable)
73. 我正在宿舍埋头读一本侦探小说，没留意走廊里发生了什么。（absorb）
74. 这条街乍一看不起眼，但由于在一部叫好的电影中频频出镜，现在已成了游客青睐的景点。（thanks to）
75. 有些电视节目几十年来形式和内容一成不变，与当今观众的期待相差甚远，遭到市场淘汰是迟早的事。（far from）
VI. Guided Writing
Directions: Write an English composition in 120-150 words according to the instructions given below in Chinese.
假设今年暑假你们学校学生会组织部分学生开展支援边远地区一所学校的志愿者活动，正在招募志愿者。现有两个活动方案：一是暑期自费去当地一所学校开展教学工作；二是在暑期开展募捐，购买几台电脑和一些书籍寄往该学校。你有意向参加志愿者活动。
请你写一封信给学生会，信中包括：1、简要介绍你自己；2、你报名参加哪一个项目；3、简要说明你选择这个项目的理由。
考生注意：在你的作文里不可以透露任何真实的个人信息。
闵行区2021学年第二学期高三年级质量调研考试英语试卷参考答案

说明：试卷满分140分；答案仅供参考

I. Listening Comprehension （本大题满分25分）
1. D 2. A 3. B 4. C 5. D 6. A 7. C 8. D 9. B 10. A
11. B 12. C 13. C 14. A 15. D 16. B 17. B 18. C 19. B 20. A
评分标准：第1—10 每题1分；第11—20 每题1.5分。
II. Grammar and vocabulary （本大题满分20分）
Section A （10分）
21. but 22. are littered
23. can (其它表示“可能性”的词) 24. that
25. do 26. Despite
27. to increase 28. caught
29. ranging 30. where
评分标准：
1、每题1分。若考生的作答与参考答案不一致，但语言与语法都能接受时可得分。
2、第 26小题忽略首字母大小写。
Section B （10分）
31. F 32. G 33. J 34. I 35. B 36. K 37. E 38. A 39. C 40. H
评分标准：每题1分。
III. Reading Comprehension （本大题满分45分）
Section A （15分）
41. D 42. B 43. A 44. C 45. A 46. B 47. D 48. A 49. B 50. C
51. C 52. D 53. A 54. D 55. B
评分标准：每题1分。
Section B （22分）
56. A 57. C 58. B 59. D 60. C 61. B 62. A 63. D 64. C 65.A
66. B
评分标准：每题2分。
Section C （8分）
67. B 68. D 69. E 70. C

评分标准：每题2分。

IV. Summary Writing（71）（本大题满分10分）
参考要点
For reference only
Contrary to popular wisdom that our brain gets forgetful with age, it actually performs better, reaching its peak later than thought. Besides, new brain cells continue to be produced until middle age, contributing to its better performance with complex tasks, enabling us to handle complex tasks better. As we age, we value time more and manage our emotions better, thus becoming happier.


V. Translation (仅供阅读参考) （本大题满分15分）
72. This shirt is made of real silk (1.5分) and is very comfortable to wear in summer (1.5分).
73. I was absorbed in (reading) a detective story(1分) in my dormitory (0.5分) and didn't notice (0.5分) what was happening in the corridor (1分).
74. At first glance, the street is nothing special (1分), but it has become a popular tourist attraction (1分) thanks to its frequent appearances (1分) in a well-received movie (1分).
75. Some TV programs have remained unchanged (1分) in form and content for decades (1分), which is far from the expectations of the audience nowadays (1.5分) and they will be eliminated by the market sooner or later (1.5分).
评分标准：1、第72、73小题每题3分；第74题满分4分；第75题满分5分。
2、若考生的作答与参考答案不一致，但语言与语法都能接受时可得分。

VI. Guided Writing （76）（本大题满分25分）
答案略
闵行区2021学年第二学期高三年级质量调研考试英语试卷录音文字

现在是闵行区2021学年第二学期高三质量调研考试英语试卷听力测试时间。先试音，试音的内容是一段音乐，时间约半分钟，请调节好音量。现在开始试音……试音结束，听力测试现在开始。

Listening Comprehension
Section A
Directions: In Section A, you will hear ten short conversations between two speakers. At the end of each conversation, a question will be asked about what was said. The conversations and the questions will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard.
1. M: Excuse me, how much is this black T-shirt?
W: $ 20 each. You can get a 50 % discount for the second one.
Q: How much should the man pay if he buys two black T-shirts?

2. W: Be quiet, please. I am working on my composition. I need to be focused.
M: Oh, sorry. I thought you would love to listen to some light music when you're doing that.
Q: What will the man probably do?

3. M: John talked quite a lot with different guests at the party.
W: He is the person who likes to make new friends.
Q: What do we know about John?

4. W: How do you like your coffee? With sugar and milk?
M: No sugar for me, thanks. I’m watching my weight.
Q: What can we learn from the conversation?

5. M: If the traffic hadn’t been so bad, I could have been home by 6:00.
W: What a pity! Jessica was here to see you.
Q: What happened to the man?

6. W: How’s your new job going, Jim?
M: It’s very exciting and I’m really learning a lot. But it’s also quite demanding. I feel like a good break this weekend.
Q: What will the man probably do this weekend?

7. W: Do you think the living room needs new wallpaper? I don’t like this gray one. It’s too dull.
M: We could brighten it up a little. We can also buy some new furniture, and this carpet has got to go.
Q: What are the speakers mainly talking about?

8. W: I see the Student Union is holding an election next week for a new president. How about putting your name forward?
M: It’s good that you ask. I’m kind of fully occupied with my paper right now. Thanks for thinking I could do it.
Q: Why does the man decline the election?

9. W: So, what did you get me for my birthday? Wait! Don’t tell me you have forgotten.
M: Of course not. Give me a little credit. I’m not that forgetful. I just don’t want to ruin the surprise.
Q: What does the man mean?

10. M: I can hardly complete my research paper before the due time. There’re four more topics to be covered.
W: Wouldn’t it be better if you rewrote your outline and focused on one specific topic?
Q: What does the woman imply the man should do?

Section B
Directions: In Section B, you will hear two short passages and one longer conversation, and you will be asked several questions on each of the passages and the conversation. The passages and the conversation will be read twice, but the questions will be spoken only once. When you hear a question, read the four possible answers on your paper and decide which one would be the best answer to the question you have heard.
Questions 11 through 13 are based on the following passage.
Welcome to my review channel. Don’t forget to click on the thumbs up icon if you like my video reviews. Today I’m going to be reviewing a brand-new TV: E series 9000. I’ve had it for about a week now and I just want to tell you a few things about it and give you my opinion. Now, amazingly enough, you don’t need to use a remote to operate this TV—you just need to wave your hand to change the channel, the volume and that kind of thing. It’s a great feature, but to be perfectly honest, I don’t use it. I mean, imagine if someone walked into the room while I was waving at my TV; they’d think I was crazy! So, I just use the normal remote and I’m glad to say that they include one with the package. And here it is—just looks like a normal remote, really. Lots of buttons that you’ll never use. Anyway, let’s talk about the quality of the image and the sound. Those are the really important things, right? I’m going to turn it on and, all being well, it’s going to work. There! Now, to tell the truth, the sound quality is not the best in the world, but it’s not the worst either and, actually, I think that given the price, it’s fine. The image quality, however, is fantastic. The colors are lively and, quite frankly, it’s got one of the best pictures I’ve ever seen, certainly at this price point.
(Listen again, please.)
Questions
11. Which of the following is true about the TV?
12. What does the speaker think of the image quality?
13. What is the speaker mainly talking about?

Questions 14 through 16 are based on the following passage.
People often experience trouble sleeping in a different bed in unfamiliar surroundings on the first night, which is known as the first-night effect. If a person stays in the same room the following night they tend to sleep more soundly. Dr. Sasaki knew the first-night effect probably has something to do with how humans evolved. Yuka Sasaki and her colleagues at Brown University set out to investigate the origins of this effect.
To take a closer look, her team studied 35 healthy people as they slept in the unfamiliar environment of the university's Department of Psychological Sciences. The participants each slept in the department for two nights and were carefully monitored with techniques that looked at the activity of their brains. Dr. Sasaki found, as expected, the participants slept less well on their first night than they did on their second, taking more than twice as long to fall asleep and sleeping less overall. On the first night only, the left part of their brains did not sleep nearly as deeply as their right part did. It is indeed remaining awake to process information detected in the surrounding environment. This finding proved the previous work conducted on birds and dolphins that these animals put half of their brains to sleep at a time so that they can rest while remaining watchful enough to avoid enemies.
(Listen again, please.)
14. What does the first-night effect refer to?
15. What happens to people on the first night in a strange surrounding?
16. What is the speech mainly about?

Questions 17 through 20 are based on the following conversation.
M: So how are your New Year’s Resolutions going then, Hannah?
W: Mm … well, quite positive. I’ve started working with a personal trainer!
M: Wow! What made you decide to do that?
W: I just suddenly decided. I’m always starting going to the gym and then not keeping it up, so I decided I needed to try something new, having someone to supervise me.
M: But you’re not overweight—I don’t know why you’re so worried.
W: Yeah, but I’m totally unfit, I mean. I can’t even catch the bus and I kind of need to train my muscles.
M: And is it good?
W: Well, I’ve only been there three times so far, but, yes, it’s better than I expected, actually. The trainer, Adam, is really nice and he looks at your overall fitness and tells you where you need to develop strength before you can build up your fitness more. So, um, for example, I stand on my feet in a bit of a funny way and so I have to do special ankle-strengthening exercises to improve the way I stand; and that will help me to be able to move better and get fitter.
M: Sounds cool to get that kind of personalized advice.
W: That’s true. He’s very, very encouraging and the targets he sets are quite suitable for me and they are not difficult to complete, so you don’t get demotivated. The exercises are really varied and you have to do them quickly one after another, moving really quickly from one equipment to the other.
M: Oh well, good for you! Let me know how it goes.

(Listen again, please.)
Questions
17. What made the woman decide to work with a personal trainer?
18. Why is the woman so worried?
19. According to the woman, how does her trainer help her?
20. What does the woman think of the targets that her trainer sets?

(听力测试结束，请考生继续答题。)