文档内容
第二模拟（仿新高考 II 卷）
2024 年高考英语一轮复习模拟卷
（答案版）
第一部分 听力(共两节，每小题1.5分，满分30分)
1-5 BCCBA 6-10 CBBCB 11-15 ACACB 16-20 BCBCA
第二部分 阅读(共两节, 每小题2.5分, 满分50分)
21．B 22．D 23．A
24．B 25．C 26．B 27．B
28．A 29．B 30．D 31．
32．B 33．A 34．A 35．C
36．D 37．E 38．A 39．C 40．G
第三部分语言运用(共两节, 满分30分)
第一节(共15小题; 每小题1分, 满分15分)
41．C 42．B 43．D 44．C 45．B 46．C 47．A 48．C 49．D 50．A
51．D 52．A 53．B 54．D 55．A
第二节(共10小题; 每小题1.5分, 满分15分
56．an 57．Speaking 58．for 59．dead 60．was included 61．themselves 62．known
63．reminder 64．and/so 65．thoroughly
第四部分 写作(共两节, 满分40分)
第一节(满分15分)
Dear Rebecca,
Knowing that you are heading back to Britain very soon, I hate to say that parting is truly hard. But I am
delighted that you have enjoyed yourself here and grown attached to Chinese culture.
As a small token of appreciation, I picked a Chinese painting for you, on which is a pair of chopsticks.
Spanning thousands of years, chopsticks are a kind of tableware with distinct national features, being an important
component that fully reflects the intelligence of Chinese people. They always come in a pair and look identical. As
an ancient Chinese saying goes, good things come in pairs. Chopsticks embody the beauty of symmetry and
harmony of relationships.
Hope you will like the little gift. Wish you a pleasant journey home. Keep in touch.Yours,
Li Hua
第二节(满分25分)
On the day of Tyler’s return, I stood at the door waiting for him, ready to have a talk with him. On seeing him,
I stopped him to have a talk. Unwillingly, he leaned against the wall, listening to me. I persuaded myself to calm
down and told him that I wanted to start over with him and that if he felt like he would lose control in class he had
my permission to step outside to cool down. He stared at me with doubt. Patting him on the shoulder, I cast him a
convincing smile. Finally, he agreed with some hesitation.
As part of my efforts to build connections with him, I managed to meet him regularly after class to learn about
his study problems and his advice on how to manage class better. I even appointed Tyler monitor of our class,
asking him to take charge of several projects. Happily, with the trust and care given to him, Tyler felt more
responsible for his own learning and behavior. His privilege was used less and less often. At the end of the year,
Tyler wrote me a thank-you note about how my special permission made a great difference to him. I still keep that
note today, reminding myself that if I am more friendly and caring to my students, something amazing will occur to
them.
