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1、高二英语第三次月考试题高二英语第三次月考试题 时间：时间：100分钟分钟 出题人：武小玲出题人：武小玲 1阅读理解（总分阅读理解（总分60） A Dog owners now have a little help understanding their angry friends. A new device called Bow-Lingual “translates” dog barks into English, Korea or Japanese. Bow-Linguals Japanese inventors spent much time and money analyzing do
2、g barks. They found that dog noises can be broken down into six different emotions: happiness, sadness, frustration, anger, assertion and desire. Part of the Bow-Lingual device hangs on the dogs collar. The other part is a handle-held unit for the owner. When the dog barks, the unit displays transla
3、ted phrases. Some people have scoffed at Bow-Lingual. “Who would pay US $ 120 to read a dogs mind?” they ask, but those who have purchased Bow-Lingual praise the device. Pet owner Keiko Egawa, of Japan, says it helps her empathize with her dog, Harry. “Before we go to the park, he always says he wan
4、ts to play,” says Egawa, “and after a walk, he always says he is hungry. ” Bow-Lingual is not yet available in Chinese. So youd better keep studyi ng Studio Classroom, or soon your dog may know more English than you do! 1. The writer of this passage is most likely to be _. A. an advertiser B. a repo
5、rter C. a dog owner D. an expert on dog barks 2. What does “scoffed at” mean in the 3rd paragraph? A. Doubted about. B. Questioned at. C. Laughed at. D. Shouted at. 3. Which of the following is TRUE according to the passage? A. Bow-Lingual is a new device that enables dogs to talk in English, Korean
6、 or Japanese. B. Dog owners now can understand their dogs better as they stay longer with them. C. People who have used the Bow-Lingual say it helps them better understand their dogs. D. Chinese dog owners need keep studying to know more English than their dogs. 4. Whats the best title for the passa
7、ge? A. A little help for dog owners. B. Dog barks and their different emotions. C. Dogs that can talk. D. Bow-Linguals inventors. B Proudly reading my words, I glanced around the room, only to find my classmates bearing big smiles on their faces and tears in their eyes. Confused, I glanced toward my
8、 stone-faced teacher. Having no choice, I slowly raised the report I had slaved over, hoping to hide myself. “What could be causing everyone to act this way?” Quickly, I flashed back to the day Miss Lancelot gave me the task. This was the first real talk I received in my new school. It seemed simple
9、: go on the Internet and find information about a man named George Washington. Since my idea of history came from an ancient teacher in my home country, I had never heard of that name before. As I searched the name of this fellow, it became evident that there were two people bearing the same name wh
10、o loo ked completely different! One invented hundreds of uses for peanuts, while the other led some sort of army across America. I stared at the screen, wondering which one my teacher meant. I called my grandfather for a golden piece of advice; flip (掷) a coin. Headsthe commander, and tailsthe peanu
11、ts guy. Ah! Tails, my report would be about the great man who invented peanut butter, George Washington Carver. Weeks later, standing before this unfriendly mass, I was totally lost. Oh well, I lowered the paper and sat down at my desk, burning to find out what I had done wrong. As a classmate began
12、 his report, it all became clear, “My report is on George Washington, the man who started the American Revolution.” The whole world became quite! How could I know that she meant that George Washington? Obviously, my grade was awful. Heartbroken but fearless, I decided to turn this around. I talked t
13、o Miss Lancelot, but she insisted: No re-dos; no new grade. I felt that the punishment was not justified, and I believed I deserved a second chance. Consequently, I threw myself heartily into my work for the rest of the school year. Ten months later, that chance unfolded as I found myself sitting in
14、 the headmasters office with my grandfather, now having an entirely different conversation. I smiled and flashed back to the embarrassing moment at the beginning of the year as the headmaster informed me of my option to skip the sixth grade. Justice is sweet! 5. What did the authors classmates think
15、 about his report? A. Controversial. B. Ridiculous. C. Boring. D. Puzzling. 6. Why was the author confused about the task? A. He was unfamiliar with American history. B. He followed the advice and flipped a coin. C. He forgot his teachers instruction. D. He was new at the school. 7. The underlined w
16、ord “burning” in Para. 3 probably means _. A. annoyed B. ashamed C. ready D. eager 8. In the end, the author turned things around _. A. by redoing his task B. through his own efforts C. with th e help of his grandfather D. under the guidance of his headmaster C It was Saturday when the entire summer world was bright and fresh. Tom looked at the fence, which was long and high, feeling all
