济南外国语学校
英语模拟试题一
第I卷
第一部分听力（共两节，满分30分）
第二部分：阅读理解(共两节，满分40分)
第一节(共15小题；每小题2分，满分30分)
阅读下列短文，从每题所给的四个选项(A、B、C和D)中，选出最佳选项，并在答题卡上将该项涂黑。
A
Gino Bartali’s story is one of the most dramatic examples during World War II of an Italian willing to risk his own life to save the lives of strangers. During his lifetime, Bartali didn't talk about his wartime activities. It was only after his death in 2000 that details began to emerge.
Gino Bartali, a villager from a poor family, born in Florence in 1914, became a professional cyclist in 1935. He was reaching the peak of his career as the war approached. He won his first Giro d'Italia, one of the world’s biggest cycling races in 1936, retaining the title in 1937, and then in 1946. Much to Italy's delight, he won the Tour de France in1938 and 1948.
At this point Bartali was asked to join a secret network offering protection and safe passages to Jews and other endangered people. His role in the network was uniquely suited to his talents - he became a courier（情报员）.On the face of it he was undertaking the long training rides, but in reality he was carrying photographs and counterfeit（伪造的）identity documents to and from a secret printing press.
All were hidden in the frame and handlebars of his bicycle. He travelled thousands of kilometres across Italy, travelling the roads between cities as far apart as Florence, Lucca, Genoa, Assisi, and the Vatican in Rome. By taking on this role, he put himself at huge risk. At one point he was arrested and questioned by the head of the secret police in Florence, where he lived. In spite of knowing that the Germans were killing everybody who was hiding Jews, he still hid his Jewish friend. He was risking not only his life but also his family.
"When people were telling him, 'Gino, you're a hero', he would reply, 'No, no - I want to be remembered for my sporting achievements. Real heroes are others, those who have suffered in their soul, in their heart, in their spirit, in their mind, for their loved ones. Those are the real heroes. I'm just a cyclist.'"
21. The underlined word in Paragraph 1 probably means ___________.
A. appear
B. download
C. boom
D. apply
22. What can we learn about Gino Bartali?
A. He hid messages in his suit.
B. He founded a secret network.
C. He won five champions in all.
D. He was proud of his saving Jews.
23. What did Gino Bartali hope to be remembered?
A. A hero saving Jews.
B. A man loving his family.
C. A person fighting for his country.
D. A cyclist making great achievement.
B
Anyone can be a scientist —if they are willing to work hard. Sometimes, though, kids don’t get that message.
An adult may tell them outright that science or math is not for them. Often, however, the message will be more subtle(微妙的).Some teacher, parent or role model may say or do something to make a child think that they aren’t — and cannot be — good at science, technology, engineering or math (STEM).
In the United States and many other countries, society has created some stereotypes —commonly accepted attitudes —that fight the idea that STEM is for all. For instance, there’s a stereotype in American culture that boys are better at math and girls are better at reading. This isn’t true. Yet students “pick up on these societal stereotypes very early,” says Susan Levine. And scientists are just beginning to understand how that happens.
“It’s very helpful to be STEM educated,” notes Levine, a developmental psychologist at the University of Chicago in Illinois. Being comforta ble with math, especially, “is related not just to STEM career paths but longevity, survival, health,” she points out. Science and math also are useful in many everyday tasks, from cooking to taking medicines.
But whether children and teens feel they have a talent for science and math is more complex than just the impressions they might pick up from society, notes Jacue Ecc. She works at the University of California, Irvine. There, she studies why people make the choices they do about jobs and education. People use all types of information to decide how good they are at something, she says. They consider how well they do on tests. They pay attention to how hard they have to work to master certain topics at school. They listen to their parents, teachers and peers. They also look at whether people they want to follow — role models — are doing science.
24. What are kids often told?
A. They need to work hard.
B. They are not good at STEM.
C. They should love parents and teachers.
D. They need support from their families.
25. What does the underlined word in Paragraph 3 probably mean?
A. different types of stereos
B. all sorts of prejudices
C. fixed social impression or attitude
D. common ways of seeing things
26. What does Levine think of science and math?
A. They are of much use in our daily life.
B. They are not related to STEM business.
C. They are helpful and comfortable to educate.
D. They are paths to stay healthy with medicines.
27. What does the last paragraph tell us?
A. Children make choices only by admiring others
B. Choosing to do science or math is too complicated
C. Why Jacue Ecc studies people’s choices to do science or math
