1、河北狮州中学学年高二英语下学期第二次月考试题含答案 师生通用2017-2018学年度河北定州中学第2次月考高二英语第一部分： 听力 （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，并标在试卷的相应位置。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。每段对话仅读一遍。1. What are the speakers talking about ?A. A literature class. B. A teacher. C. A novel.2.Where are the cas
2、h machines?A Next to an Internet caf. B Beside a department store . C Across from a bank.3.What is the woman thinking about ?A. What to buy for Susans birthday. B. How to celebrate Susans birthday. C. Whether to go to Susans birthday party.4 What does the man mean?A The Steelers will win the game. B
3、. The bad weather will affect the result of the game. C. Its difficult for the Steelers to play under bad weather.5 What makes the woman happy ? A .She has got a promotion. B. She has got a new job. C. She has rented a new house.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
4、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。 请听第6段材料，回答第6、7题6.What is the man probably?A. A secretary. B. A tour guide. C.A hotel receptionist.7. Why will the woman visit St. Petersburg again?A. To do business.B. To visit the man.C. To attend a festival.请听第7段材料，回答第8-10题8. Where are
5、the speakers probably? A. In a restaurant. B. In the mans apartment . C. In the womans apartment.9.What would the man like to drink ?A. Milk tea. B. Black coffee. C. Coffee with sugar.10. What is said about the Taylors ?A. They live in the same building as the woman. B. They have two notebook comput
6、ers. C. They were robbed last month.请听第8段材料，回答第11 、12题11. What happened to the man about ten days ago?A. He had a very bad cold.B. He had a small operation.C. He felt too tired to go to work.12. What is the man going to do ?A. Go for a check-up. B. Go to work. C. Visit a doctor.请听第9段材料，回答第13至16题13.W
7、hat does the man ask the woman to do? A .Get a taxi for him. B Show him her bag. C. Drive him to the railway station.14. How does the woman react to the mans request? A. She acts politely. B. She is rude. C. She turns a deaf ear.15.What do we know about the woman? A. She might have done something il
8、legal. B. She likes collecting mens watches. C. She smokes in public.16.What will the man do next?A .Apologize to the woman.B. Ask the woman to hand in her bag.C. Take the woman away by force.请听第10段材料，回答第17至20题17. What is the speaker? A. A host. B .A governor. C. A shop owner.18. What are the prices
9、 in the survey based on ?A. The price of goods representing the country.B. The cost of the same basket in a city of the country.C. Money spent on buying the same goods in the typical city of the country.19.Which country has the second highest price according to the survey?A. Denmark. B. Sweden. C. F
10、rance.20.What is said about Poland? A. It has the lowest standard of living. B. It has the lowest pay. C. It is at the bottom of the table of working hours.二、阅读理解That robots, automation, and software can replace people might seem obvious to anyone whos worked in automotive manufacturing. But MIT bus
11、iness scholars Erik Brynjolfsson and Andrew McAfees claim is more troubling and controversial. They believe that rapid technological change has been destroying jobs faster than it is creating them.They believe that technology increases productivity and makes societies wealthier, but it became clear
12、to them that the same technologies making many jobs safer, easier, and more productive were also reducing the demand for many types of human workers. Technologies like the Web, artificial intelligence, and big data are automating many routine tasks. Countless traditional white-collar jobs, such as m
13、any in the post office and in customer service, have disappeared.As evidence, Brynjolfsson and McAfee point to a chart on which separate lines represent productivity and total employment in the United States. For years after World War II, the two lines closely tracked each other, with increases in j
14、obs corresponding to increases in productivity. Then, beginning in 2000, the lines diverge; productivity continues to rise steadily, but employment suddenly shrinks. By 2011, a significant gap appears between the two lines, showing economic growth with no parallel increase in job creation.United Sta
15、tes Productivity and EmploymentBut are these new technologies really responsible for a decade of lackluster (无生气) job growth? David Autor, an economist at MIT who has studied the connections between jobs and technology, doubts that technology could account for such a sudden change in total employmen
16、t. Moreover, he also doubts that productivity has, in fact, risen steadily in the United States in the past decade. If hes right, it raises the possibility that poor job growth could be simply a result of a depressed economy. The sudden slowdown in job creation “is a big puzzle,” he says, “but there
17、s not a lot of evidence that its linked to computers.” “To be sure, computer technologies are changing the types of jobs available, but that is very different from saying technology is affecting the total number of jobs,” he adds. “Jobs can change a lot without there being huge changes in employment
18、 rates.”Lawrence Katz, a Harvard economist, says that while technological changes can be painful for workers whose skills no longer match the needs of employers, no historical pattern shows these shifts leading to a net decrease in jobs over an extended period. Still, Katz doesnt dismiss the notion
19、that there is something different about todays digital technologies. Though he expects the historical pattern to hold, it is “genuinely a question,” he says. “If technology disrupts enough, who knows what will happen?”21Which period on the chart strongly supports McAfees claim?A. 19471967. B. 198519
20、87.C. 19972000. D. 20112013.22According to David Autor, the change in job growth _.A. is not necessarily caused by technologyB. results from a weakening economyC. has no connection with productivityD. affects the current types of jobs23What is Lawrence Katzs attitude towards the topic?A. Optimistic.
21、 B. Defensive.C. Objective. D. Disapproving.24The main purpose of the passage is to _.A. show the relation between productivity and job creationB. discuss the effect of technological advances on employmentC. argue against the wide use of artificial intelligenceD. explain the impact of technologies o
22、n productivityTwo friends have an argument that bleaks up their friendship forever, even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact, according to an official report on youth violence, In our countr
23、y today, the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but the terrible reality of violence. Given that this is the case, why arent students taught to manage conflict the way they are taught to solve math problems, drive cars, or stay physi
24、cally fit?First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult (侮辱). For example, a fight could start over the fact that one s
25、tudent eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isnt in the sandwich, but in the way students deal with the conflict.Once students recognize that conflict is unavoidable, they can practice the golden
26、 rule of conflict resolution-stay calm. Once the student feels calmer, he or she should choose words that will calm the other person down as well. Rude words, name-calling, and accusation only add fuel to the emotional fire. On the other hand, soft words spoken at a normal sound level can put out th
27、e fire before it explodes out of control.After both sides have calmed down, they can use another key strategy for conflict resolution: listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupti
28、ng. Afterward, the listener can ask non-threatening questions to clarify the speakers position. Then the two people should change roles.Finally, students need consider what they are hearing. This doesnt mean trying to figure out whats wrong with the other person. It means understanding what the real
29、 issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really wa
30、nt? What am I afraid off? As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesnt, careful thought helps both sides figure out a mutual solution.There will always be conflict in schools, but that doesnt mean there needs to be violence. After students in Atlanta sta
31、rted a conflict resolution program, according to Educators for Social Responsibility, 64 percent of the teachers reported less physical violence in the classroom; 75 percent of the teachers reported an increase in student cooperation; and 92 percent of the students felt better about themselves. Lear
32、ning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.25FromParagraph2wecanlearnthat _.A. violenceismorelikelytooccuratlunchtimeB. studentstendtolosetheirtempereasilyC. asmallconflictcanleadtoviolenceD. theeatinghabitofastudentis
