In our childhood, we were often ___ by Grandma to pay attention to our table manners.
A. demanded B. reminded
C. allowed D. hoped
名校课堂系列答案科目：高中英语 来源：2013-2014学年浙江省高三下第三次综合练习（三模）英语试卷（解析版） 题型：阅读理解
More and more people take part in marathons these days – over 30,000 people will run the London Marathon this weekend, for instance. But it’s not just the 26 miles and 385 yards that could be a daunting prospect. “I have to admit to being completely frustrated by the blocking and for 18-19 miles was just keeping away from people and being held up,” one participant grumbled after the 2012 London Marathon. “I had to overtake a lot of people and ended up with bruised（淤肿的）forearms from all the elbows,” said another.
How do such crowding problems arise, and could they be reduced? Some researchers believe that we can find the answers through a more familiar system in which jams appear – road traffic flow. Martin Treiber, of the Technical University of Dresden in Germany, has previously developed models for traffic flow. One of the first attempts to model traffic flow was made in the 1950s by James Lighthill and his collaborator Gerard Whitham of Manchester University. They considered the traffic as a kind of liquid flowing down a pipe, and looked at how the flow changes as the fluid gets denser(浓稠). At first the flow rate increases as the density increases, since you simply get more stuff through in the same period of time. But if the density becomes too high, there’s a risk of jams, and the flow rate drops sharply.
Treiber’s model of a marathon uses this same principle that the flow rate first increases and then decreases as the density of runners increases, thanks to an sudden switch from free to crowded flow. He assumes that there is a range of different preferred speeds for different runners, which each maintains throughout the race. With just these factors, Treiber can calculate the flow rate of runners, knowing the “carrying capacity”(承载能力)at each point on the route.
This allows Treiber to figure out how blocking might depend on the race conditions – for example, for different starting procedures. Some marathons start by letting all the runners set off at once (which means those at the back have to wait until those in front have moved forward). Others assign runners to various groups according to ability, and let them start in a series of waves.
Treiber has applied the model to the annual Rennsteig half-marathon in central Germany, which attracts around 6,000 participants. The traditional route had to be changed in 2013, because the police were no longer willing to close a road to ensure that runners could cross safely. It could pass either over a 60m wooden bridge or through a tunnel. Treiber used his model to predict the likely blocking caused in the various options. The model predicted that a mass start would risk an overload of runners if the bridge were to be used. Only by moving the starting point further back from the bridge could the danger be avoided – and even then, if some of the numbers assumed in the model were only slightly inaccurate, there was still a risk of jams at the bridge. On the other hand, no dangerous blocking seemed likely for the tunnel route. The run organizers consulted Treiber’s team, and eventually chose this option.
1.What is the worst thing while running a marathon?
A. The long distance. B. Too many participants.
C. The dangerous blocking. D. Serious injuries in forearms.
2.Which of the following statements is true?
A. James Lighthill is the first expert trying to model traffic flow.
B. The denser the flow is, the faster the flow rate becomes.
C. The flow rate increases in the beginning because fewer people passed together.
D. The flow rate increases first and then decreases later when the flow is too denser.
3.What is NOT true about the Rennsteig?
A. It has much less participants than the London Marathon in 2014.
B. It has a shorter distance than the London Marathon.
C. The route was changed because the traditional one is not safe any longer.
D. The participants running this marathon will pass a tunnel because this choice is safer.
4.What’s the main idea of the passage?
A. Make a comparison between marathon and road traffic.
B. Running a marathon is somewhat dangerous if it is not well organized.
C. Introduce a new technology to solve the blocking problem in marathon.
D. Some advice for people who are to run a marathon.
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科目：高中英语 来源：2013-2014学年浙江省高三普通高等学校招生5月适应性考试英语卷（解析版） 题型：单项填空
John worked hard at his lessons and gained _____to a famous university last year.
A. permission B. admission C. agreement D. freedom
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科目：高中英语 来源：2013-2014学年浙江省建人高复高三高考仿真模拟英语试卷（解析版） 题型：完型填空
阅读下面短文，掌握其大意，然后从21—40题所给的四个选项（A、B、C、D）中，选出最佳选项，并在答题纸上将该选项标号涂黑。
I was in the ninth year at St Joseph’s High School, when I began to suffer depression. My parents noticed, but felt that since I’d always been a responsible girl and a good student, this was just a temporary 21 .
Unfortunately, that was not to be. I didn’t have many friends. I could never share my 22. A deep insecurity destroyed my self-confidence. Soon I 23 to attend classes for many days. I would shut myself in my room for hours.
The examinations were approaching, 24 I simply didn’t care. My parents and teachers were surprised at my bad performance.
One morning, after a particularly 25 lecture from Dad, I stood depressed, in the school assembly. 26 , as the other students marched to their classroom, our principal 27 me. I made my way to Sister Sylvia’s office.
The next 45 minutes were the most 28 moments of my life. Sister Sylvia said she’d noticed a big 29 in me. She wanted to know why I was lagging in studies, so frequently 30 and unhappy. She took my hand in hers and 31 patiently as I spilled out my worries. She then 32 me as I sobbed my pent-up （压抑的）emotions out. Months of frustration and loneliness 33 in her motherly hug.
No one had tried to 34 what the real problem was, but my principal had done it with her simple act of just listening to me with such 35 and caring.
As the examinations approached again, I studied 36 . When the results were 37 , everybody was pleased, but happiest of all was my principal.
I soon made new friends and was happy 38 . But whenever I had a problem, I could always slip into Sister Sylvia’s office for a(n) 39 .
Today I’m a 40 young woman doing my MA and hoping to become a writer. I’ve become an inspiration to several of my friends and cousins, thanks to a kind nun who cared.
1.A. basis B. stageC. adjustment D. solution
2.A. viewpointsB. experiences C. problems D. dreams
3.A. skipped B. refused C. regretted D. forgot
4.A. otherwiseB. thoughC. butD. or
5.A. severe B. public C. popularD. formal
6.A. Also B. Therefore C. Still D. Then
7.A. attractedB. accompaniedC. calledD. instructed
8.A. preciousB. curious C. anxious D. serious
9.A. quality B. change C. mistake D. faith
10.A. absent B. dishonestC. aggressiveD. calm
11.A. looked B. waited C. listened D. worked
12.A. hugged B. acknowledge C. observed D. educated
13.A. passed awayB. rode awayC. drove awayD. melted away
14.A. reveal B. understand C. realizeD. doubt
15.A. dignityB. courageC. attentionD. satisfaction
16.A. hard B. aloneC. closelyD. abroad
17.A. declaredB. obtainedC. appliedD. compared
18.A. foreverB. againC. anyhowD. instead
19.A. requestB. effectC. reasonD. chat
20.A. mature B. quietC. smartD. happy
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科目：高中英语 来源：2013-2014学年浙江省建人高复高三高考仿真模拟英语试卷（解析版） 题型：单项填空
— Shall we go for a walk after school today? —______. Will tomorrow be Ok?
A. Sure, it’s up to you B. Sure, no problem
C. Sorry, I’m not available today D. Sorry, I can’t get it
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科目：高中英语 来源：2013-2014学年浙江省建人高复高三高考仿真模拟英语试卷（解析版） 题型：单项填空
Who do you suppose _____ wants to go with to the cinema____ in the 1990’s.
A. she; building B. that she; building
C. she; built D. that she; built
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科目：高中英语 来源：2013-2014学年浙江省宁波市高三第二次模拟考试英语试卷（解析版） 题型：阅读理解
My daughter Allie is leaving for college in a week. Her room is piled with shopping bags filled with blankets, towels, jeans, sweaters. She won’t talk about going.
I say, “I’m going to miss you,” and she gives me one of her looks and leaves the room. Another time I say, in a voice so friendly it surprises even me: “Do you think you’ll take your posters and pictures with you, or will you get new ones at college?”
She answers, her voice filled with annoyance, “How should I know?”
My daughter is off with friends most of the time. Yesterday was the last day she’d have until Christmas with her friend Katharine, whom she’s known since kindergarten. Soon, it will be her last day with Sarah, Claire, Heather... and then it will be her last day with me.
My friend Karen told me, “The August before I left for college, I screamed at my mother the whole month. Be prepared.”
I stand in the kitchen, watching Allie make a glass of iced tea. Her face, once so open and trusting, is closed to me. I struggle to think of something to say to her, something meaningful and warm. I want her to know I’m excited about the college she has chosen, that I know the adventure of her life is just starting and that I am proud of her. But the look on her face is so mad that I think she might hit me if I open my mouth.
One night — after a long period of silence between us — I asked what I might have done or said to make her angry with me. She sighed and said, “Mom, you haven’t done anything. It’s fine.” It is fine — just distant.
Somehow in the past we had always found some way to connect. When Allie was a baby, I would go to the day-care center after work. I’d find a quiet spot and she would nurse — our eyes locked together, reconnecting with each other.
In middle school, when other mothers were already regretting the distant relationship they felt with their adolescent daughters, I hit upon a solution: rescue measures. I would show up occasionally at school, sign her out of class and take her somewhere — out to lunch, to the movies, once for a long walk on the beach. It may sound irresponsible, but it kept us close when other mothers and daughters were quarrelling. We talked about everything on those outings — outings we kept secret from family and friends.
When she started high school, I’d get up with her in the morning to make her a sandwich for lunch, and we’d silently drink a cup of tea together before the 6:40 bus came.
A couple of times during her senior year I went into her room at night, the light off, but before she went to sleep. I’d sit on the edge of her bed, and she’d tell me about problems: a teacher who lowered her grade because she was too shy to talk in class, a boy who teased her, a friend who had started smoking. Her voice, coming out of the darkness, was young and questioning.
A few days later I’d hear her on the phone, repeating some of the things I had said, things she had adopted for her own.
But now we are having two kinds of partings. I want to say good-bye in a romantic way. For example, we can go to lunch and lean across the table and say how much we will miss each other. I want smiles through tears, bittersweet moments of memory and the chance to offer some last bits of wisdom.
But as she prepares to depart, Allie has hidden her feelings. When I reach to touch her arm, she pulls away. She turns down every invitation I extend. She lies on her bed, reading Emily Dickinson until I say I have always loved Emily Dickinson, and then she closes the book.
Some say the tighter your bond with your child, the greater her need to break away, to establish her own identity in the world. The more it will hurt, they say. A friend of mine who went through a difficult time with her daughter but now has become close to her again, tells me, “Your daughter will be back to you.”
“I don’t know,” I say. I sometimes feel so angry that I want to go over and shake Allie. I want to say, “Talk to me — or you’re grounded!” I feel myself wanting to say that most horrible of all mother phrases: “Think of everything I’ve done for you.”
Late one night, as I’m getting ready for bed she comes to the bathroom door and watches me brush my teeth. For a moment, I think I must be brushing my teeth in a way she doesn’t approve of. But then she says, “I want to read you something.” It’s a brochure from her college. “These are tips for parents.”
I watch her face as she reads the advice aloud: “ ‘Don’t ask your child if she is homesick,’ it says. ‘She might feel bad the first few weeks, but don’t let it worry you. This is a natural time of transition. Write her letters and call her a lot. Send a package of candies...’ ”
Her voice breaks, and she comes over to me and buries her head in my shoulder. I stroke her hair, lightly, afraid she’ll run if I say a word. We stand there together for long moments, swaying. Reconnecting.
I know it will be hard again. It’s likely there will be a fight about something. But I am grateful to be standing in here at midnight, both of us tired and sad, toothpaste spread on my chin, holding tight to—while also letting go of—my daughter who is trying to say good-bye.
1.Why is there a period of silence between the author and Allie one night?
A. Allie is tired of the author’s suggestions.
B. The author is angry with Allie’s rudeness.
C. Allie is anxious about talking about leaving.
D. The author is ready to adjust her way of parenting.
2.How did the author deal with the possible distance with Allie when Allie was in middle school?
A. She would chat with Allie till late at night.
B. She would invite Allie and her friends home.
C. She would visit Allie at school and take her out.
D. She would communicate with Allie by telephone.
3.It can be inferred from the passage that__________.
A. Allie is emotional and only has a few good friends
B. the author is not satisfied with the college Allie has chosen
C. there is a lack of communication between the author and Allie
D. there are different attitudes to parting between the author and Allie
4.What Allie reads to the author is__________.
A. the tips to parents on how to educate their children
B. the suggestion on how to deal with the generation gap
C. the tips to parents on when they depart with their children
D. the suggestion on how to ease the homesickness of children
5.The author doesn’t say anything to Allie when they are standing together because_________.
A. she can’t read Allie’s mind
B. she is afraid that Allie will leave
C. she is too excited to speak a word
D. she doesn’t know how to speak to Allie
6.From the underlined part in the last paragraph we can know that___________.
A. the tie between the author and Allie is broken
B. Allie doesn’t need the author’s care any more
C. the author expects Allie to live an independent life
D. the author will keep a close relationship with Allie as before
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科目：高中英语 来源：2013-2014学年浙江省宁波市高三第二次模拟考试英语试卷（解析版） 题型：单项填空
Jack, what’s your main reason for choosing one restaurant ______ another?
A. fromB. over C. on D. by
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科目：高中英语 来源：2013-2014学年浙江省五校高三第二次联考英语试卷（解析版） 题型：阅读理解
Can software bring dead tongues back to life? Probably yes.
A computer algorithm（计算程序）works almost as well as a trained linguist（语言学家） in reconstructing how dead "protolanguages" would have sounded, says a new study.
"Our computer system is doing a basic job right now," says Alex Bouchard-C?té, an assistant professor in the department of statistics at the University of British Columbia and lead author of the paper describing the algorithm. But the program does a good enough job that it may be able to give linguists a head start, the statistician added.
For centuries, scholars have reconstructed languages by hand: looking at the same word in two or more languages and making educated guesses about what that word's "ancestor" may have sounded like. For example, the Spanish word for man （"hombre"） and the French word for man （"homme"） developed from the Latin word "homo." The way linguists compare words from descendant（后代）languages to reconstruct the parent language is called, appropriately, the comparative method.
The early 19th-century linguist Franz Bopp was the first to compare Greek, Latin and Sanskrit using this method. Jacob Grimm, one of the Brothers Grimm of fairy tale fame, used the comparative method to show how Germanic languages developed from a common ancestor.
The difference between that and Bouchard-C?té's program, the statistician says, "is we do it on a larger scale." As a proof of concept, Bouchard-C?té fed words from 637 Austronesian languages （spoken in Indonesia, the Philippines, Malaysia and more） into the new algorithm, and the system came up with a list of what the ancestor words of all those languages would have sounded like. In more than 85 percent of cases, the automated reconstruction came within one character of the ancestor word commonly accepted as true by linguists.
The algorithm won't replace trained human linguists, but could speed up language analysis.
Using a computer to do large-scale reconstruction offers another advantage. Bouchard-C?té says, “With big data sets, you can really start finding regularities … You might find that certain sounds are more likely to change than others."
So Bouchard-C?té's team tested the "functional load hypothesis（假设）," which says that sounds that are more important for two clearly different words are less likely to change over time. A formal test of this hypothesis in 1967 looked at four languages; Bouchard-C?té's algorithm looked at 637.
"The revealed pattern would not be obvious if we had not been able to reconstruct large numbers of protolanguages," Bouchard-C?té and his coauthors write in the new study.
In addition to simply helping linguists understand how people spoke in the past, studying ancient languages can perhaps answer historical questions. For example, Bouchard-C?té says, "Say people are interested in finding out when Europe was settled. If you can figure out if the language of the settling population had a word for wheel, then you can get some idea of the order in which things occurred, because you would have some records that show you when the wheel was invented.”
1.The underline word “protolanguages” in the first paragraph probably refers to __________.
A. the languages that couldn’t be reconstructed by hand
B. parent languages that existed in the past
C. languages developed from a common ancestor
D. languages used to explain things that occurred in the past
2.We can learn from the fourth and fifth paragraphs that the reconstruction of “protolanguage” by scholars __________.
A. is commonly accepted as false
B. dates back to the 19th century
C. focuses on European languages
D. is conducted using the comparative method
3.According to Bouchard-C?té, reconstructing the dead "protolanguages" might _______.
A. arouse people’s interest in when Europe was settled
B. allow us to find answers to some historical questions
C. enable us to picture the way linguists communicated
D. help figure out how the wheel was invented
4.The author probably wants to prove the computer algorithm program led by Bouchard-C?té ___________.
A. will bring every dead language back to life
B. can take the place of linguists in language analysis
C. is of great help to promote language analysis with big data sets
D. can merely reconstruct Asian-Pacific “protolanguages”
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