2011年高考英语江苏卷（附答案）

第一部分：听力（共两节，满分20分）
做题时，先将答案标在试卷上，录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节（共5小题：每小题1分，满分5分）
听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
例：How much is the shirt?
A. ￡19. 15 B.￡. 9. 15 C.￡9. 18
答案是B.
1. What does the man like about the play?
A. The story. B. The ending. C. The actor
2. Which place are the speakers trying to find?
A. A hotel. B. A bank. C. A restaurant.
3. At what time will the two speakers meet?
A. 5:20. B. 5:10. C. 4:40.
4. What will the man do?
A. Change the plan.
B. Wait for a phone.
C. Sort things out.
5. What does the woman want to do?
A. See a film with the man.
B. Offer the man some help.
C. Listen to some great music.

第二节 (共15小题;每小题1分，满分15分)
听下面5段对话。每段对话后有几个小问题，从题中所给的A、B、C、三个选项中选出最佳选项，并标在试卷的相应位置，听每段对话前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题给出5秒钟的作答时间。每段对话读两遍。
听第6段材料，回答第6、7题。
6. Where is Ben?
A. In the kitchen. B. At school. C. In the park.
7. What will the children do in the afternoon?
A. Help set the table. B. Have a party. C. Do their homework.
听第7段材料，回答第8、9题。
8. What are the two speakers talking about?
A. A family holiday. B. A business trip. C. A travel plan.
9. Where did Rachel go?
A. Spain. B. Italy. C. China.
听第8段材料，回答第10至12题。
10. How did the woman get to know about third-hand smoke?
A. From young smokers.
B. From a newspaper article.
C. From some smoking parents.
11. Why does the man say that he should keep away from babies?
A. He has just become a father.
B. He wears dirty clothes.
C. He is a smoker.
12. What does the woman suggest smoking parents should do?
A. Stop smoking altogether.
B. Smoke only outside their houses.
C. Reduce dangerous matter in cigarettes.
听第9段材料，回答第13至16题。
13. Where does Michelle Ray come from?
A. A middle-sized city.
B. A small town.
C. A big city.
14. Which place would Michelle Ray take her visitors to for shopping?
A. The Zen Garden.
B. The Highlands.
C. The Red River area.
15. What does Michelle Ray do for complete quiet?
A. Go camping.
B. Study in a library.
C. Read at home.
16. What are the speakers talking about in general?
Late-night shopping.
B. Asian food.
C. Louisville.
听第10段材料，回答第17至20题。
17. Why do some people say they never have dreams according to Dr Garfield?
A. They forget about their dreams.
B. They don't want to tell the truth.
C. They have to bad experiences.
18. Why did Davis stop having dreams?
A. He got a serious heart attack.
B. He was too sad about his brother's death.
C. He was frightened by a terrible dream.
19. What is Dr Garfield's opinion about dreaming?
A. It is very useful.
B. It makes things worse.
C. It prevents the mind from working.
20. Why do some people turn off their dreams completely?
A. To sleep better.
B. To recover from illnesses.
C. To say away from their problems.


第二部分：英语知识运用（共两节，满分35分）
第一个：单项天空（共15题：每小题1分，满分15分）
请认真阅读下面各题，从题中所给的ＡＢＣＤ四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
例：It is generally considered unwise to give a child ________he or she wants.
A. however B. whatever C. whichever D. whenever
答案是B。
21. —I hear you ________ in a pub. Whats it like?
—Well, it's very hard work and I'm always tired, but I dont mind.
A. are working B. will work C. were working D. will be working
22. The fact that so many people still smoke in public places ________that we may need nationwide campaign to raise awareness of the risks of smoking.
A. suggest B. suggests C. suggested D. suggesting
23. —Tommy is planning to buy a car.
—I know. By next month, he ________ enough for a used one.
A. saves B. saved C. will save D. will have saved
24. Between the two parts of the concert is an interval, ________ the audience can buy ice-cream.
A. when B. where C. that D. which
25. In that school, English is compulsory for all students, but French and Russian are ________.
A. special B. regional C. optional D. original
26. It was never clear ________ the man hadn't reported the accident sooner.
A. that B. how C. when D. why
27. Teachers have to constantly update their knowledge in order to maintain their professional ________.
A. consequence B. independence C. competence D. intelligence
28. —Are you still mad at her?
—Not really, but I cant ________ that her remarks hurt me.
A. deny B. refuse C. reject D. decline
29. — Linda didn't invite us to the party.
— ________? I dont care.
A. For what B. So what C. What's on D. What's up
30. — You look upset. What's the matter？
— I had my proposal ________ again.
A. turned over B. turned on C. turned off D. turned down
31. Recently a survey ________ prices of the same goods in two different supermarkets has caused heated debate among citizens.
A. compared B. comparing C. compares D. being compared
32. We'd better discuss everything ________ before we work out the plan.
A. in detail B. in general C. on purpose D. on time
33. It sounds like something is wrong with the car's engine. ________, we'd better take it to the garage immediately.
A. Otherwise B. If not C. But for that D. If so
34. —I left my handbag on the train, but luckily someone gave it to a railway official.
—How unbelievable to get it back! I mean, someone ________ it.
A. will have stolen B. might have stolen C. should have stolen D. must have stolen
35. —You could always put the decision off a little bit longer.
—________ If I leave it much longer I might miss my chance.
A. That''s reasonable advice. B. Isn't it a good idea?
C. Do you think so? D. I can't agree more.

第二节：完形填空（共20小题；每小题1分，满分20分）
请认真阅读下面短文，从短文后各题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
A boy was walking home from school when he saw a large, tempting（诱人的）apple on one of the branches of an apple tree hanging out over a tall fence. The boy wasn't much of a fruit-eater, ___36___a bar of chocolate if given the choice, ___37___, as they say, the forbidden fruit can be tempting. Seeing the apple, the boy wanted it. The more he looked at it, the ___38___ he felt and the more he wanted that apple.

He stood on tiptoe(脚尖)，___39___ as high as he could, but even as his tallest ___40___he was unable to touch it. He began to ___41___up and down, as high as he could, at the ___42___of each jump stretching his arms to get the apple. Still it remained out of ___43___.

Not giving up, he though, if only he had something to ___44___on. His school bag wouldn't give enough height and he didn't want to ___45___the things inside, like his lunch box, pencil case, and Gameboy. Looking ___46___, he hoped he might find an old box, a rock, or, ___47___luck, even a ladder, but it was a tidy neighborhood and there was nothing he could use.

He had tired everything he could think to do. ___48___ seeing any other choices, he gave up and started to walk ___49___. At first he felt angry and disappointed thinking about how hungry he had become from his ___50___, and how he really wanted that apple. The more he ___51___like this, the more unhappy he became.

___52___, the boy of our story was a pretty smart guy, even if he couldn't always get what get he wanted. He started to say to himself. "This isn't ___53___, I don't have the apple and I'm feeling miserable as well. There's ___54___more I can do to get the apple—that is unchangeable—but we are supposed to be able to ___55___our feelings. If that's the case, what can I do to feel better?"

36. A. preferring B. offering C. receiving D. allowing
37. A. so B. then C. but D. or
38. A. sadder B. angrier C. hungrier D. tastier
39. A. expanding B. stretching C. swinging D. pulling
40. A. strength B. length C. range D. height
41. A. jump B. look C. walk D. glance
42. A. tip B. stage C. top D. level
43. A hope B. hand C. sight D. reach
44. A. put B. stand C. get D. hold
45. A. break B. shake C. take D. strike
46. A. up B. forward C. down D. around
47. A. for B. with C. on D. of
48. A. After B. Through C. Without D. Upon
49. A. back B. away C. up D. down
50. A. wishes B. beliefs C. efforts D. goals
51. A. thought B. imagined C. tried D. claimed
52. A. Therefore B. However C. Moreover D. Otherwise
53. A. skilful B. cheerful C. harmful D. helpful
54. A. something B. anything C. everything D. nothing
55. A. change B. express C. forget D. describe



第三部分：阅读理解（共15小题;每小题2分，满分30分）
请认真阅读下列短文，从短文后各题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
A
We know the famous ones—the Thomas Edisons and the Alexander Graham Bells —but what about the less famous inventors? What about the people who invented the traffic light and the windshield wiper(雨刮器)? Shouldn't we know who they are?

Joan Mclean thinks so. In fact, Mclean, a professor of physics at MountainUniversity in Range, feels so strongly about this matter that she's developed a course on the topic. In addition to learning "who" invented"what", however, Mclean also likes her students to learn the answers to the "why" and "how" questions. according to Mclean, "When students learn the answers to these questions, they are better prepared to recognize opportunities for inventing and more motivated to give inventing a try."

Her students agree. One young man with a patent for an unbreakable umbrella is walking proof of McLean's statement. "If I had not heard the story of the windshield wiper's invention," said Tommy Lee, a senior physics major. "I never would have dreamed of turning my bad experience during a rainstorm into something so constructive." Lee is currently negotiating to sell his patent to an umbrella producer.

So, just what is the story behind the windshield wiper? Well, Mary Anderson came up with the idea in 1902 after a visit to NewYorkCity. The day was cold and stormy, but Anderson still wanted to see the sights, so she jumped aboard a streetcar. Noticing that the driver was struggling to see through the snow covering the windshield, she found herself wondering why there couldn't be a built-in device for cleaning the window. Still wondering about this when she returned home to Birmingham, Alabama, Anderson started drafting out solutions. One of her ideas, a lever(操作杆)on the inside of a vehicle that would control an arm on the outside, became the first windshield wiper.

Today we benefit from countless inventions and innovations.It's hard to imagine driving without Garrett A. Morgan's traffic light. It's equally impossible to picture a world without Katherine J. Blodgett's innovation that makes glass invisible. Can you picture life without clear windows and eyeglasses?

56. By mentioning "traffic light" and "windshield wiper", the author indicates that countless inventions are________.
A. beneficial, because their inventors are famous
B. beneficial, though their inventors are less famous
C. not useful, because their inventors are less famous
D. not useful, though their inventors are famous
57. Professor Joan McLean's course aims to________.
A. add colour and variety to students' campus life
B. inform students of the windshield wiper's invention
C. carry out the requirements by MountainUniversity
D. prepare students to try their own invention
58. Tommy Lee's invention of the unbreakable umbrella was ________.
A. not eventually accepted by the umbrella producer
B. inspired by the story behind the windshield wiper
C. due to his dream of being caught in a rainstorm
D. not related to Professor Joan McLean's lectures
59. Which of the following can best serve as the title of this passage?
A. How to Help Students to Sell Their Inventions to Producers?
B. How to Design a Built-in Device for Cleaning the Window?
C. Shouldn't We Know Who Invented the Windshield Wiper?
D. Shouldn't We Develop Invention Courses in Universities?


60. Which of the following is discouraged by the Friends organization?
A. To build massive complexes for public amusement.
B. To prevent possible damages to the National Park.
C. To help protect and improve the Park for all to enjoy.
D. To sponsor publications and projects in local school.
61. One of the benefits for members of Friends is to_________.
A. have Friends' goods free of charge
B. visit any place not open to the public
C. take part in work parties if they want to
D. give talks in their fields on current issues
62. The purpose of this poster is to invite more people to________.
A. raise money for the Friends organization
B. join the Friends organization and be members of it
C. work as managers for PembrokeshireNational Park
D. enjoy the landscape of PembrokeshireNational Park


C
According to the US government, wind farms off the Pacific coast could produce 900 gig watts of electricity every year. Unfortunately, the water there is far too deep for even the tallest windmills (see picture) to touch bottom. An experiment under way off the coast of Norway, however, could help put them anywhere.

The project, called Hywind, is the world’s first large-scale deepwater wind turbine(涡轮发电机). Although it uses a fairly standard 152-ton,2. 3-megawatt turbine, Hywind represents totally new technology. The turbine will be fixed 213 feet above the water on a floating spar(see picture),a technology Hywind's creator, the Norwegian company StatoilHydro, has developed recently. The steel spar, which is filled with stones and goes 328 feet below the sea su***ce, will be tied to the ocean floor by three cable(缆索); these will keep the spar stable and prevent the turbine from moving up and down in the waves. Hywind's stability(稳定性)in the cold and rough sea would prove that even the deepest corners of the ocean are suitable for wind power. If all goes according to plan, the turbine will start producing electricity six miles off the coast of southwestern Norway as early as September.

To produce electricity on a large scale, a commercial wind farm will have to use bigger turbines than Hywind does, but it's difficult enough to balance such a large turbine so high on a floating spar in the middle of the ocean. To make that turbine heavier, the whole spar's to design a new kind of wind turbine, one whose gearbox(变速箱) sits at sea level rather than behind the blades (see picture )

Hywind is a test run, but the benefits for perfecting floating wind-farm technology could be extremely large. Out at sea, the wind is often stronger and steadier than close to shore, where all existing offshore windmills are planted. Deep-sea farms are invisible from land, which helps overcome the windmill-as-eyesore objection. If the technology catches on, it will open up vast areas of the planet’s su***ce to one of the best low-carbon power sources available.

63. The Hywind project uses totally new technology to ensure the stability of ________.
A. the cables which tie the spar to the ocean floor
B. the spar which is floating in deep-sea water
C. the blades driven by strong and steady sea wind
D. the stones filled in the spar below the sea su***ce
64. To balance a bigger turbine high on a flatting spar, a new type of turbine is to be designed with its gearbox sitting ________.
A. on the sea floor B. on the spar top
C. at sea level D. behind the blades
65. Wide applications of deepwater wind power technology can ________.
A. solve the technical problems of deepwater windmills
B. make financial profits by producing more turbines
C. settle the arguments about environmental problems
D. explore low-carbon power resources available at sea

D
Shay asked, "Do you think they'll let me play?" Shay's father knew that most of the boys would not want someone like Shay on their team, but the father also understood that if his son, mentally and physically disabled, were allowed to play, it would give him a much-needed sense of belonging and some confidence.

Shay's father approached one of the boys on the field and asked if Shay could play, not expecting much. The boy looked around and said, "We're losing by six runs (分) and the game is in the eighth inning (局). I guess he can be on our team and we'll try to put him in to bat in the final inning.

Shay struggled over to the team's bench and put on a team shirt with a broad smile and his father had a small tear in his eye and warmth in heart. The boys saw the father's joy at his son being accepted.

In the bottom of the eighth inning, Shay's team scored a few runs but was still behind by three. In the top of the final inning, Shay put on a glove and played in the field. Even though no hits came his way, he was obviously joyful just to be in the game and on the field. In the bottom of the final inning, Shay's team scored again. Now, Shay was scheduled to be next at bat. Would they let Shay bat and give away their chance to win the game?

Surprisingly, Shay was given the bat. Everyone knew that a hit was almost impossible. The first pitch (投) came and Shay missed. The pitcher again took a few steps forward to throw the ball softly towards Shay. As the pitch came in, Shay swung at the ball and hit a slow ground ball right back to the pitcher.

The pitcher could have easily thrown the ball to the first baseman and Shay would have been out and that would have been the end of the game. Instead, the pitcher threw the ball right over the head of the first baseman, beyond the reach of all teammates, The audience and the players from both teams started screaming, "Shay, run to first! 'Never in his life had Shay ever run that far but made it to first base, wide-eyed and shocked.(www.nmet168.com)

Everyone shouted, 'Run to second!' Catching his breath, Shay awkwardly ran towards second. By the time Shay rounded towards second base, the smallest guy on their team, who had a chance to be the hero for his team for the first time, could have thrown the ball to the second baseman, but he understood the pitcher's intentions and he too intentionally threw the ball high and far over the third baseman's head.

All were screaming,"Shay,Shay,Shay,all the way Shay.' Shay reached third base when one opposing player ran to help him and shouted, "Shay, run to third." As Shay rounded third, all were on their feet, crying, "Shay, run home!" Shay ran to home, stepped on the home base and was cheered as the hero who won the game for his team.

That day, the boys from both teams helped bring a piece of true love and humanity into this world. Shay didn't make it to another summer and died that winter, having never forgotten being the hero and *** his father so happy and coming home and seeing his mother tearfully hug her little hero of the day!

66. Not expecting much, Shay's father still asked the boy if Shay could play, mainly because the father ________.
A. noticed some of the boys on the field were heisting
B. guessed his presence would affect the boy's decision
C. learned some of the boys on the field knew Shay well
D. understood Shay did need a feeling of being accepted
67. In the bottom of the final inning Shay was given the bat because the boys ________.
A. believed they were sure to win the game
B. would like to help Shay enjoy the game
C. found Shay was so eager to be a winner
D. fell forced to give Shay another chance
68. The smallest boy threw the ball high and far over the third baseman's head, probably because that boy ________.
A. was obviously aware of the pitcher's purpose
B. looked forward to winning the game for his team
C. failed to throw the ball to the second baseman
D. saw that Shay already reached second base
69. Which of the following has nothing to do with Shay’s becoming the hero for his team?
A. The pitcher did not throw the ball to the first baseman.
B. The audience and the players from both teams cheered for him.
C. The opposing players failed to stop his running to home.
D. One of the opposing players ran to help him
70. What do you think is the theme of the story?
A. True human nature could be realized in the way we treat each other.
B. Everyone has his own strength even if mentally or physically disabled.
C. Everyone can develop his team spirit in sports and please his parents.
D. The results of the game should not be the only concern of the players.


When Should a Leader Apologize and When Not?

Why Difficult?

When we wrong someone we know, even not intentionally, we are generally expected to apologize so as to improve the situation. But when we're acting as leaders, the circumstances are different. The act of apology is carried out not merely at the level of the individual but also at the level of the institution. It is a performance in which every expression matters and every word becomes part of the public record. Refusing to apologize can be smart, or it can be stupid. So, readiness to apologize can be seen as a sign of strong character or as a sign of weakness. A successful apology can turn hate into personal and organizational harmony—while an apology that is too little, too late, or too obviously strategic can bring on individual and institutional ruin. What, then, is to be done? How can leaders decide if and when to apologize publicly?

Why Now?

The question of whether leaders should apologize publicly has never been more urgent. During the last decade or so, the United States in particular has developed an apology culture—apologies of all kinds and for all sorts of wrongdoings are made far more frequently than before. More newspaper writers have written about the growing importance of public apologies. More articles, cartoons, advice columns, and radio and television programs have similarly dealt with the subject of private apologies.(

Why Bother?

Why do we apologize? Why do we ever put ourselves in situations likely to be difficult, embarrassing, and even risky? Leaders who apologize publicly could be an easy target. They are expected to appear strong and capable. And whenever they make public statements of any kind, their individual and institutional reputations are in danger. Clearly, then, leaders should not apologize often or lightly. For a leader to express apology, there needs to be a good, strong reason. Leaders will publicly apologize if and when they think the costs of doing so are lower than the costs of not doing so.

Why Refuse?

Why is it that leaders so often refuse to apologize, even when a public apology seems to be in order? Their reasons can be individual or institutional. Because leaders are public figures, their apologies are likely to be personally uncomfortable and even professionally risky. Leaders may also be afraid that admission of a mistake will damage or destroy the organization for which they are responsible. There can be good reasons for hanging tough in tough situations, as we shall see, but it is a high-risk strategy.











第一部分

1. C 2. A 3. B 4. B 5. A

6. C 7. B 8. A 9. C 10. B

11. C 12. A 13. A 14. B 15. C

16. C 17. A 18. B 19. A 20. C

第二部分

21. A 22. B 23. D 24. A 25. C 26. D 27. C 28. A 29. B 30. D

31. B 32. A 33. D 34. B 35. C 36. A 37. C 38. C 39. B 40. B

41. A 42. C 43. D 44. B 45. A 46. D 47. B 48. C 49. B 50. C

51. A 52. B 53. D 54. D 55. A

第三部分

56. B 57. D 58. B 59. C 60. A 61. C 62. B 63. B 64. C 65. D

66. D 67. B 68. A 69. C 70. A

第四部分

71. performance / act / activity

72. easy

73. properly / appropriately / successfully / rightly

74. urgent

75. culture

76. growing / increasing / rising

77. expected / supposed / required

78. public

79. likely

80. harm / damage


The picture shows us a touching moment when a little girl comes to greet her working mom happily. Realizing her mom must be very tired after a day's work, the little girl helps to remove the bag from her shoulder. In response, the mom kneels down to show how thankful and delighted she feels.

All this reminds me of my mother who has been doing whatever she could to let me have the best. But, totally engaged in my own study, I seldom pay attention to what mother needs and feels, and always thinks studying well is the only thing I could do in return. Now I know I can do my bit to help with the everyday washing, bedroom cleaning, or at least prepare breakfast myself, so as to share mother's daily burden. The picture convinces me it is even more important to be a good daughter than a "good" student.