2012年普通高等學(xué)校招生全國(guó)統(tǒng)一考試
英語(yǔ)（北京卷）
本試卷共16頁(yè)，共150分，考試時(shí)長(zhǎng)120分鐘。考生務(wù)必將答案答在答題卡上，在試卷上作答無(wú)效�？荚嚱Y(jié)束后，將本試卷和答題卡一并交回。
第一部分：理解（共三節(jié)，30分）
第一節(jié)（共5小題；每小題1.5分，共7.5分）
聽(tīng)下面5段對(duì)話或獨(dú)白。每段對(duì)話或獨(dú)白后有一道小題，從每題所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽(tīng)完每段對(duì)話或獨(dú)白后，你將有10秒鐘的時(shí)間回答有關(guān)小題和下一小題。每段對(duì)話或獨(dú)白你將聽(tīng)一遍。
例：What is the an going to read?
A. A newspaper
B. A agazine
C. A book
答案是A。
1.Who answered the phone？
A.ikeB. HenryC. To
2.What’s the woan’s favourite food?
A.Italian.B. Chinese.C. Indian
3.When does the first flight arrive in Detroit?
A.5:18a.B.6:10aC.8:50a
4.What is the woan looking for?
A.ZooB. TelephoneC. Tennis court
5.What will the weather be like at the weekend?
A.Cloudy.B. Snowy.C. Sunny
第二節(jié)（共10小題，每小題1.5分，共15分）
聽(tīng)下面4段對(duì)話或獨(dú)白，每段對(duì)話或獨(dú)白后有幾道小題，從每題所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽(tīng)每段對(duì)話或獨(dú)白前，你將有5秒鐘的時(shí)間每小題。聽(tīng)完后，每小題將給出5秒鐘的作答時(shí)間。每段對(duì)話或獨(dú)白你將聽(tīng)兩遍。
聽(tīng)第6段材料，回答第6至7題。
6.Where are the two speakers?
A.In the hotelB In a shopC. In a restaurant
7.How uch did the an pay in the end?
A.$115.B. $130C. $140
聽(tīng)第7段材料，回答第8至9題。
8.What did the an do last weekend?
A.Watched TV.B. Stayed at hoe.C. Visited a friend
9.What will the woan probably do this weekend?
A.Play tennis.B. Do soe shoppingC. Go to a dance
聽(tīng)第8段材料，回答第10至12題。
10.Where are the new houses?
A.On the ain road.B. Close to a bus station. C. Near the sports center.
11.What does the woan like ost about the new houses?
A.The garden.B. The space.C. The quietness
12.How does the an feel about the woan’s suggestion?
A.Delighted.B. Disappointed.C. Uninterested.
聽(tīng)第9段材料，回答第13至15題。
13.What can’t the students do without a teacher?
A.Hold parties.
B.Coplete the Safety Sheet.
C.Use any eergency equipent.
14.Why are the students asked to tie back their loose hour in the lab?
A.It ay catch fire
B.It ay cover their eyes.
C.It ay pass cheicals to their faces.
15.What is the speech ainly about?
A.Laboratory regulations.
B.Safety instructions.
C.After-class activities.
第三節(jié)（共5小題：每小題1.5分，共7.5分）
聽(tīng)下面的一段對(duì)話，完成第16至20五道小題，每小題近填寫一個(gè)詞，聽(tīng)對(duì)話前，你將有20秒鐘的時(shí)間閱讀試題，聽(tīng)完后你將有60秒鐘的作答時(shí)間，這段對(duì)話你將聽(tīng)兩遍。
Telephone Cancellation Request For
Account NaeEdward 16
Telephone No. 17
Hoe Phone PlanNonrefundable(不退款) 18 pre-paid plan
Reason for Cancellation 19 house
Cancellation Date Required 20 9, by 5:00 p
第二部分：知識(shí)運(yùn)用（共兩節(jié)，45分）
第一節(jié)單項(xiàng)（共15小題：每小題1分，共15分）
從每題所給的A、B、C、D四個(gè)選項(xiàng)中，選出可以填入空白處的最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。
例：It’s so nice to hear fro her again ______, we last et ore than thirty years ago.
A. What’s ore B. That’s to say
C. In other words D. Believe it or not
答案是D。
21.—Look at those clouds!
—Don’t worry. ______ it rains, we’ll still have a great tie.
A. Even if B.As though C. In case D. If only
22. By the tie you have finished this book, your eal ______ cold.
A. gets B. has got C. will get D.is getting
23. One learns a language by aking istakes and ______ the.
A. corrects B. correct C.to correct D. correcting
24. Jerry did not regret giving the coent but felt ______ he could have expressed it differently.
A. why B. how C. that D. whether
25. George said that he would coe to school to see e the next day, but he ______.
A. wouldn’t B. didn’t C. hasn’t D. hadn’t
26. When deeply absorbed in work, ______ he often was，he would forget all about eating or sleeping.
A. that B. which C. where D. when
27. _______ with care, one tin will last for six weeks.
A. Use B. Using C. Used D. To use
28. any people have donated that type of blood; however, the blood bank needs _____.
A. soe B. less C. uch D. ore
29. —Have you heard about that fire in the arket?
— Yes, fortunately no one _____.
A. hurt B. was hurt C. has hurt D. had been hurt
30. Our friendship _____ quickly over the weeks that followed.
A. had developed B. was developing
C. would develop D. developed
31. ______ at the door before you enter y roo, please.
A. Knock B. Knocking C. Knocked D. To knock
33. We ______ the difficulty together, but why didn’t you tell e?
A. should face B. ight face
C. could have faced D. ust have faced
34. Do you think this shirt is too tight ____ the shoulders?
A. at B. on C. to D. across
35. Don’t handle the vase as if it ____ ade of steel.
A. is B. were C. has been D. had been
第二節(jié) 完形（共20小題；每小題1.5分，共30分）
閱讀下面短，掌握其大意，從每題所給的A、B、C、D四個(gè)選項(xiàng)中，選出最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。
Inspiration
“aa, when I grow up, I’ going to be one of those!” I said this after seeing the Capital Dancing Copany perfor when I was three. It was the first tie that y __36__ took on a vivid for and acted as soething iportant to start y training. As I grew older and was __37__ to ore, y interests in the world of dance __38__ varied but that little girl’s drea of soeday becoing a __39__ in the copany never left e. In the suer of 2005 when I was 18, I received the phone call which ade that drea a __40__; I becae a eber of the copany __41__ back to 1925.
As I look back on that day now, it surely __42__ any sense of reality. I believe I stayed in a state of pleasant disbelief __43__ I was halfway through rehearsals (排練) on y first day. I never actually __44__ to get the job. After being offered the position, I was copletely __45__. I reeber shaking with exciteent.
Though I was absolutely thrilled with the change, it did not coe without its fair share of __46__. Through the strict rehearsal period of dancing six days a week, I found it vital to __47__ up the aterial fast with every last bit of concentration. It is that extree __48__ to detail (細(xì)節(jié)) and stress on practice that set us __49__. To then follow those high-energy rehearsals __50__ a busy show schedule of up to five perforances a day, I discovered a new __51__ of the words “hard work.” What I thought were y physical __52__ were pushed uch further than I thought __53__. I learned to ake each perforance better than the last.
Today, when I look at the unbelievable copany that I have the great __54__ of being a part of, not only as a eber, but as a dance captain, I see a __55__ that has inspired not only generations of little girls but a splendid copany that continues to develop and grow-and inspires people every day to follow their dreas.
36. A. hobby B. plan C. drea D. word
37.A connected B. expanded C. exposed D. extended
38. A. rarely B. certainly C. probably D. consistently
39.A. director B. trainer C. leader D. dancer
40. A. sybol B. eory C. truth D. reality
41. A. bouncing B. dating C. turning D. tracking
42. A. lacksB. addsC. akesD. brings
43. A. while B. since C. until D. when
44.A. Cared B. Expected C. Asked D. Decided
45.A. otivated B. relaxed C. convinced D. astonished
46.A. challenges B. profits C. advantages D. adventures
47.A. put B. ix C. build D. pick
48.A. Attention B. association C. attraction D. adaptation
49.A. apart B. aside C. off D. back
50.A. over B. by C. with D. beyond
51.A. function B. eaning C. expression D. usage
52.A. boundaries B. probles C. barriers D. efforts
53.A. necessary B. perfect C. properD. possible
54.A. talent B. honor C. potential D. responsibility
55.A. victory B. trend C. tradition D. desire
第三部分：閱讀理解（共兩節(jié)，40分）
第一節(jié)（共15小題；每小題2分，共30分）
閱讀下列短，從每題所給的A、B、C、D四個(gè)選項(xiàng)中，選出最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。
A
The Basics of ath—ade Clear
Basic ath introduces students to the basic concepts of atheatics, as well as the fundaentals of ore tricky areas. These 30 fantastic lectures are designed to provide students with an understanding of arithetic and to prepare the for Algebra(代數(shù)) and beyond.
The lessons in Basic ath cover every basic aspect of arithetic. They also look into exponents(指數(shù)), the order of operations, and square roots. In addition to learning how to perfor various atheatical operations, students discover why these operations work, how a particular atheatical topic relates to other branches of atheatics, and how these operations can be used practically.
Basic ath starts fro the relatively easier concepts and gradually oves on to the ore troublesoe ones, so as to allow for steady and sure understanding of the aterial by students. The lectures offer students the chance to “ake sense” of atheatical knowledge that ay have seeed so frightening. They also help students prepare for college atheatics and overcoe their anxiety about this aazing—and copletely understandable—field of study.
By the conclusion of the course, students will have iproved their understanding of basic ath. They will be able to clear away the ystery(神秘性) of atheatics and face their studies with ore confidence than they ever iagined. In addition, they will strengthen their ability to accept new and exciting atheatical challenges.
Professor H. Siegel, honored by Kentucky Educational Television as “the best ath teacher in Aerica,” is a devoted teacher and has a gift for explaining atheatical concepts in ways that ake the see clear and obvious. Fro the basic concrete ideas to the ore abstract probles, he is aster in aking ath lectures learner-friendlier and less scary.
With a PhD in atheatics Education fro Georgia State University, Dr. Siegel teaches atheatics at Central Arizona College. His courses include various ake-up classes and a nuber of lectures for future priary school teachers.
If the course fails to provide coplete satisfaction to you, you can easily exchange it for any other course that we offer. Or you can get your oney back.
56. What does the course Basic ath ainly cover?
A. Algebra. B. College atheatics.
C. Arithetic. D. atheatics Education.
57. What benefits can students expect fro Basic ath?
A. Stronger iaginative ability.
B. Additional presentation skills.
C. ore atheatical confidence.
D. Greater chances of becoing teachers.
58. What can we learn about Professor H. Siegel?
A. He is a guest lecturer at Kentucky Educational Television.
B. He is to deliver 30 lectures in Basic ath.
C. He works in Georgia State University.
D. He specializes in training teachers.
59. Where is the passage ost likely to have been taken fro?
A. A news report. B. A book review
C. A lesson plan. D. An advertiseent
B
Peanuts to This
Proudly reading y words, I glanced around the roo, only to find y classates bearing big siles on their faces and tears in their eyes. Confused, I glanced toward y stone-faced teacher. Having no choice, I slowly raised the report I had slaved over, hoping to hide yself. “What could be causing everyone to act this way?”
Quickly, I flashed back to the day iss Lancelot gave e the task. This was the first real talk I received in y new school. It seeed siple: go on the Internet and find inforation about a an naed George Washington. Since y idea of history cae fro an ancient teacher in y hoe country, I had never heard of that nae before. As I searched the nae of this fellow, it becae evident that there were two people bearing the sae nae who looked copletely different! One invented hundreds of uses for peanuts, while the other led soe sort of ary across Aerica. I stared at the screen, wondering which one y teacher eant. I called y grandfather for a golden piece of advice; flip (擲) a coin. Heads—the coander, and tails—the peanuts guy. Ah! Tails, y report would be about the great an who invented peanut butter, George Washington Carver.
Weeks later, standing before this unfriendly ass, I was totally lost. Oh well, I lowered the paper and sat down at y desk, burning to find out what I had done wrong. As a classate began his report, it all becae clear, “y report is on George Washington, the an who started the Aerican Revolution.” The whole world becae quite! How could I know that she eant that George Washington?
Obviously, y grade was awful. Heartbroken but fearless, I decided to turn this around. I talked to iss Lancelot, but she insisted: No re-dos; no new grade. I felt that the punishent was not justified, and I believed I deserved a second chance. Consequently, I threw yself heartily into y work for the rest of the school year. Ten onths later, that chance unfolded as I found yself sitting in the headaster’s office with y grandfather, now having an entirely different conversation. I siled and flashed back to the ebarrassing oent at the beginning of the year as the headaster infored e of y option to skip the sixth grade. Justice is sweet!
60. What did the author’s classates think about his report?
A. Controversial. B. Ridiculous.
C. Boring. D. Puzzling.
61. Why was the author confused about the task?
A. He was unfailiar with Aerican history.
B. He followed the advice and flipped a coin.
C. He forgot his teacher’s instruction.
D. He was new at the school.
62. The underlined word “burning” in Para. 3 probably eans _______.
A. annoyed B. ashaed
C. ready D. eager
63. In the end, the author turned things around _______.
A. by redoing his task
B. through his own efforts
C. with the help of his grandfather
D. under the guidance of his headaster
C
Decision-aking under Stress
A new review based on a research shows that acute stress affects the way the brain considers the advantages and disadvantages, causing it to focus on pleasure and ignore the possible negative (負(fù)面的) consequences of a decision.
The research suggests that stress ay change the way people ake choices in predictable ways.
“Stress affects how people learn,” says Professor ara ather. “People learn better about positive than negative outcoes under stress.”
For exaple, two recent studies looked at how people learned to connect iages(影像) with either rewards or punishents. In one experient, soe of the participants were first stressed by having to give a speech and do difficult ath probles in front of an audience; in the other, soe were stressed by having to keep their hands in ice water. In both cases, the stressed participants reebered the rewarded aterial ore accurately and the punished aterial less accurately than those who hadn’t gone through the stress.
This phenoenon is likely not surprising to anyone who has tried to resist eating cookies or soking a cigarette while under stress ?at those oents, only the pleasure associated with such activities coes to ind. But the findings further suggest that stress ay bring about a double effect. Not only are rewarding experiences reebered better, but negative consequences are also easily recalled.
The research also found that stress appears to affect decision-aking differently in en and woen. While both en and woen tend to focus on rewards and less on consequences under stress, their responses to risk turn out to be different.
en who had been stressed by the cold-water task tended to take ore risks in the experient while woen responded in the opposite way. In stressful situations in which risk-taking can pay off big, en ay tend to do better, when caution weighs ore, however, woen will win.
This tendency to slow down and becoe ore cautious when decisions are risky ight also help explain why woen are less likely to becoe addicted than en: they ay ore often avoid aking the risky choices that eventually harden into addiction.
64. We can learn fro the passage that people under pressure tend to ______.
A. keep rewards better in their eory
B. recall consequences ore effortlessly
C. ake risky decisions ore frequently
D. learn a subject ore effectively
65. According to the research, stress affects people ost probably in their ______.
A. ways of aking choicesB. preference for pleasure
C. tolerance of punishentsD. responses to suggestions
66.The research has proved that in a stressful situation, ______.
A. woen find it easier to fall into certain habits
B. en have a greater tendency to slow down
C. woen focus ore on outcoes
D. en are ore likely to take risks
D
Wilderness
“In wilderness(荒野) is the preservation of the world.” This is a faous saying fro a writer regarded as one of the fathers of environentalis. The frequency with which it is borrowed irrors a heated debate on environental protection: whether to place wilderness at the heart of what is to be preserved.
As John Sauven of Greenpeace UK points out, there is a strong appeal in iages of the wild, the untouched; ore than anything else, they speak of the nature that any people value ost dearly. The urge to leave the subject of such iages untouched is strong, and the danger exploitation(開(kāi)發(fā)) brings to such landscapes(景觀) is real. Soe of these wildernesses also perfor functions that huans need—the rainforests, for exaple, store carbon in vast quantities. To r.Sauven, these ”ecosyste services” far outweigh the gains fro exploitation.
Lee Lane, a visiting fellow at the Hudson Institute, takes the opposing vie He acknowledges that wildernesses do provide useful services, such as water conservation. But that is not, he argues, a reason to avoid all huan presence, or indeed coercial and industrial exploitation. There are ever ore people on the Earth, and they reasonably and rightfully want to have better lives, rather than erely struggle for survival. While the ways of using resources have iproved, there is still a growing need for raw aterials, and soe wildernesses contain the in abundance. If they can be tapped without reducing the services those wildernesses provide, the arguent goes, there is no further reason not to do so. Being untouched is not, in itself, a characteristic worth valuing above all others.
I look forwards to seeing these views taken further, and to their being challenged by the other participants. One challenge that suggests itself to e is that both cases need to take on the question of spiritual value a little ore directly. And there is a practical question as to whether wildernesses can be exploited without har.
This is a topic that calls for not only free expression of feelings, but also the guidance of reason. What position wilderness should enjoy in the preservation of the world obviously deserves uch ore serious thinking.
67. John Sauven holds that_____.
A. any people value nature too uch
B. exploitation of wildernesses is harful
C. wildernesses provide huans with necessities
D. the urge to develop the ecosyste services is strong
68. What is the ain idea of Para. 3?
A. The exploitation is necessary for the poor people.
B. Wildernesses cannot guarantee better use of raw aterials.
C. Useful services of wildernesses are not the reason for no exploitation.
D. All the characteristics concerning the exploitation should be treated equally.
69. What is the author’s attitude towards this debate?
A. Objective. B. Disapproving.
C. Sceptical. D. Optiistic.
70. Which of the following shows the structure of the passage?
A. B.
C. D.
CP: Central PointP: PointSp: Sub-point(次要點(diǎn))C: Conclusion
第二節(jié)（共5小題 ；每小題2分，共10分）
根據(jù)短內(nèi)容，從短后的七個(gè)選項(xiàng)中選出能填入空白處的最佳選項(xiàng)。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。
Epathy
Last year, researchers fro the University of ichigan reported that epathy, the ability to understand other people, aong college students had dropped sharply over the past 10 years. __71__ Today, people spend ore tie alone and are less likely to join groups and clubs.
Jennifer Freed, a co-director of a teen progra, has another explanation. Turn on the TV, and you’re showered with news and reality shows full of people fighting, copeting, and generally treating one another with no respect. __72__
There are good reasons not to follow those bad exaples. Huans are socially related by nature. __73__ Researchers have also found that epathetic teenagers are ore likely to have high self-respect. Besides, epathy can be a cure for loneliness, sadness, anxiety, and fear.
Epathy is also an indication of a good leader. In fact, Freed says, any top copanies report that epathy is one of the ost iportant things they look for in new anagers. __74__ “Acadeics are iportant. But if you don’t have eotional (情感的) intelligence, you won’t be as successful in work or in your love life,” she says.
What’s the best way to up your EQ (情商）? For starters, let down your guard and really listen to others. __75__
To really develop epathy, you’d better volunteer at a nursing hoe or a hospital, join a club or a tea that has a diverse ebership, have a “sharing circle” with your faily, or spend tie caring for pets at an anial shelter.
A.Everyone is different, and levels of epathy differ fro person to person.
B.That could be because so any people have replaced face tie with screen tie, the researchers said.
C.“One doesn’t develop epathy by having a lot of opinions and doing a lot of talking,” Freed says.
D.Huans learn by exaple—and ost of the exaples on it are anything but epathetic.
E.Epathy is a atter of learning how to understand soeone else—both what they think and how they feel.
F.Good social skills—including epathy—are a kind of “eotional intelligence” that will help you succeed in any areas of life.
G.Having relationships with other people is an iportant part of being huan—and having epathy is decisive to those relationships.
第四部分：書(shū)面表達(dá)（共兩節(jié)，35分）
第一節(jié) 情景（20分）
假設(shè)你是紅星中學(xué)高三（1）班的學(xué)生李華，校報(bào)英版正在開(kāi)展“續(xù)寫雷鋒日記”活動(dòng)。請(qǐng)根據(jù)以下四幅圖的先后順序，將你所做的一件好事以日記形式記述下，向校報(bào)投稿。
注意：1.日記的開(kāi)頭已為你寫好。
2.詞數(shù)不少于60。
Saturday，June2 Fine
This orning
第二節(jié)開(kāi)放（15分）
請(qǐng)根據(jù)下面提示，寫一篇短。詞數(shù)不少于50。
You are discussing the following picture with your English friend Ji. Now you are telling hi how you understand the picture and what akes you think so.
本文來(lái)自：逍遙右腦記憶 http://m.douzifanli.com/gaosan/34341.html
相關(guān)閱讀：2013年高三英語(yǔ)高考押題卷(含答案)