2023届湖南省娄底市高考仿真模拟考试高三（四模）
英语试题
一、阅读理解
1. Artwork Contest-Create a Character!
Are you an artist? Do you love testing your creative abilities? This may be the perfect contest for you! For this contest,we want you to create your own character. You must create a backstory for the character and give it a name make sure to leave these in the author’s notes section of your submission!
Your character must be completely original. Any character that is not created from your own idea and work will not be considered for the contest.
Rules:
·You must be a teen (aged 13-19) with a Teen Ink account to enter.
·No inappropriate content.
·Submissions must relate to the topic (Create a Character).
Guidelines and Details:
·All art mediums are accepted.
·There is no limit to the number of pieces you can submit.
·Give your character a name and backstory. Leave these in the “Author’s Comments”section of your submission.
How to Submit:
·Submit entries through our website. All entries submitted to Teen Ink are automatically considered for the contest. See our submission guidelines for more information. ·Include the words“Character Contest“ in your submission’s title.
·Submit your reviews to the “Artwork” category on our site. Select the art type that is relevant to what you are submitting.
Prizes:
·Honorable mentions will have their characters published in our magazine.
·The overall winner will receive a $ 200 Amazon gift card.
1. What is the requirement for your submission?
A．It must be original work. B．It must be about your own life.
C．It must include a story of yourself. D．It must include several characters.
2. Which of the following is there a limit to for your submission?
A．The form of art. B．The age of a participant.
C．The number of pieces submitted. D．The name given to your character.
3. What do we know about Teen Ink?
A．It’s a magazine.B．It’s an art club.
C．It’s an art school.D．It’s a student organization.
2. Michael Laffoon has a vivid memory of the day he decided to piece his life back together. “I literally woke up in my van(小货车)and I thought . I can’t do this anymore because I’m going to die,’” he says. “It was just a strong feeling that I had come to the end of a chapter. ”
For eight years, the Santa Cruz, California resident drifted in and out of homelessness because of a serious drug addiction. It was a frustrating, impossible lifestyle. In 2009, Laffoon learned about Homeless Garden Project at a kitchen where he was volunteering. The not-for-profit aims to lift people living on the streets of Santa Cruz out of homelessness through farming. The end goal is that they will leave the farm with stable housing and a full-time job.
After a year and a half of being in the program, Laffoon was able to secure employment and stable housing. He later obtained a degree in horticulture(园艺学). “It was the first step back into normal society-the first open door,” he says.
Trainees are employed to grow fruit, vegetables, flowers and herbs on the farm. They get paid a wage, are given basic job skills training and are matched with a social worker to work through specific goals. The project has helped close to 1,000 people. Over the past five years, 96 percent of graduates have obtained jobs or stable income and 86 percent have found housing.
The project’s staffers say that the project has always had a strong element of community, which is central to the healing process of its trainees, as they often feel like they’ve lost their sense of belonging. Laffoon says that while he was homeless, he spent a lot of his time “trying to be invisible” and felt secluded from the rest of society. The project gave him meaningful work and a sense of belonging, which helped him get back on his feet.
Ella Fleming, the project’s farm manager, has seen how growing food can have a life-changing and inspirational impact on trainees. “We provide a place where it’s safe, it’s nurturing, it’s healthy and there’s an exchange that happens,” she says. “When you’re caring for a plant to try to get it to grow, you’re also giving yourself som e self-care to know that you can grow,”she says.
1. What kind of person is Laffoon described as in the text?
A．A person who fights his drug addiction.
B．A person who has experienced homelessness.
C．A person who gets stable housing and a full-time job.
D．A person who benefits from Homeless Garden Project.
2. What is the purpose of Homeless Garden Project for homeless people?
A．To employ them to work on the farm.
B．To provide them with housing and work.
C．To enable them to make a living in society.
D．To give them opportunities for volunteering.
3. What does the underlined word “secluded” in paragraph 5 indicate?
A．Laffoon felt alone in the world. B．Laffoon felt sorry for himself. C．Laffoon felt different from others. D．Laffoon felt unsatisfied with society. 4. Which of the following can best describe Homeless Garden Project?
A．It’s flexible.B．It’s enjoyable.
C．It’s inspiring.D．It’s comforting.
3. We grow up going to school and learning about “common core” subjects, along with others. We ar
e also given information about things from the media, governments, and the Internet. We are conditioned by all of this information to see reality. But all that learning is not as important as it’s made out to be. In fact, it can be limiting you to a life of mediocrity (平庸).
The more you learn about things, whether they are true or not, the more rigid your reality becomes. The less possible certain things seem to be limiting your ability to imagine possibilities as a child does. This goes for information as well as applied activities.
This is not to say that you should not learn anything. The key is, you should be able to learn, unlearn, and relearn. You should be able to get rid of information that becomes contradicted by something with more evidence supporting it, and reprogram over things which no longer serve your continued evolution.
The sooner you allow yourself to go through the process of unlearning, the easier it will be to unlearn things which are limiting your ability to see things as the limitless possibilities the y are. As Seneca once said,“The mind is slow to unlearn what it learned early. ” This is why you see old people become set in their ways,being imprisoned by the same beliefs they had in their youth. Once those beliefs are formed in the brain, it will take something extraordinary to reprogram over them.
You can go about unlearning by making a list of a few beliefs you have about things which you feel may be holding you back from evolving. Then explore what else is possible in regards to those areas and take action. When you come across information and receive greater understanding on something, make it a part of your reality and belief system.
Remind yourself that even though some new information has replaced what you believed was true and worth continuing to support, it may one day also be replaced by something even more consistent with truth and more helpful with your evolution.
Learning to unlearn is the highest form of learning. You will begin to notice you are growing once again.
1. When should you unlearn things?
A．When they become boring. B．When they are no longer helpful. C．When they are against your beliefs. D．When they are difficult to learn.
2. What is the purpose of mentioning old people in paragraph 4?
A．To prove that the mind is slow to unlearn.
B．To prove that unlearning should be done early.
C．To show that it is hard for young people to unlearn.
D．To show that it’s unnecessary for old people to unlearn.
3. What message does the author intend to get to us in paragraph 6?
A．Unlearning never ends. B．Unlearning requires patience. C．Unlearning is a slow process. D．Unlearning may be unsuccessful.
4. What advice can be given according to the concept of unlearning?
A．Never learn useless things. B．Always believe in yourself. C．Always seek something better. D．Never try to get too much.
4. Not only do we humans enjoy talking-and talking a lot-we also do so in very different ways: about 6,000 languages are spoken today worldwide. How this wealth of expression developed, however, largely remains unknown. A group of researchers at the Max Planck Institute for Psycholinguistics have now found that word-orders in languages from different language families develop differently.
This contradicts the common understanding that word-order develops in accordance with a set of universal rules, applicable to all languages. The researchers have concluded that languages do not primarily follow innate(固有的) rules of language processing in the brain. Rather, sentence structure is determined by the historical context in which a language develops.
The researchers analysed 301 languages from four major language families: Austronesian, Indo-European, Bantu and Uto-Aztecan. They focused on the order of the different sentence parts, such as “verb-object”, “preposition-noun”, or “relative clause-noun”, and whether their position in the sentence influenced the other parts of the sentence. In this way, the researchers wanted to find out whether the position of the verb has other syntactic(句法的) consequences: if the verb is placed before the object, for example, “The player kicks the ball”, is the preposition also placed before the noun (“into the goal”)? Such a pattern is observed in many languages, but is it a common feature of how languages develop?
submitting“Our study shows that different processes occur in different language families,” says Michael Dunn,the lead researcher. “The evolution of language does not follow one
univ ersal set of rules.” For example, the “verb-object” pattern influences the “preposition-noun” patte
rn in the Austronesian and Indo-European languages, but not in the same way, and not in the other two language families.
“Cultural evolution has much more i nfluence on language development than universal factors. Language structure is apparently not so much biologically determined as it is shaped by its ancestry,” says Michael Dunn.
1. What does the underlined “This” in paragraph 2 refer to?
A．People enjoy talking a lot in different ways.
B．About 6,000 languages are spoken today worldwide.
C．The group of researchers at the Max Planck Institute.
D．Word-orders in different languages develop differently.
2. Why did the researchers analyse the 301 languages?
A．To find out which language family they belonged to.
B．To find out whether they had an influence on sports.
C．To find out how sentences in them were formed.
D．To find out whether they developed the same way or not.
3. What can be known from the study about the language development?
A．It’s a natural process.B．It’s a cultural process.
C．It’s a universal process.D．It’s a biological process.
4. What can be a suitable title for the text?
A．How Languages Changed in History
B．What Rules Language Development Obeys