2015年普通高等学校招生全国统一考试（浙江卷）
英语
选择题部分（共80分）
第一部分：英语知识运用（共两节，满分30分）
第一节：单项填空（共20小题；每小题0.5分，满分10分）
从A、B、C和D四个选项中，选出可以填入空白处的最佳选项，并在答题纸上将该选项标号涂黑。
1. —Hi, John. Are you busy?
— ______
A. Yes. I do agree.
B. Yes. That would be nice.
C. No. Are you sure?
D. No. What's up?
2. Jane's grandmother had wanted to write ______ children's book for many years, but one thing or another always got in ______ way.
A. a; 不填
B. the; the
C. 不填; the
D. a; the
3. Have you ever heard of the trees that are homes ______ animals both on land and sea?
A. about
B. to
C. with
D. over
4. It was so noisy that we ______ hear ourselves speak.
A. couldn't
B. shouldn't
C. mustn't
D. needn't
5. Studies have shown that the right and left ear ______ sound differently.
A. produce
B. pronounce
C. process
D. download
6. If you swim in a river or lake, be sure to investigate ______ is below the water surface. Often there are rocks or branches hidden in the water.
A. what
B. who
C. that
D. whoever
7. Body language can ______ a lot about your mood, so standing with your arms folded can send out a signal that you are being defensive.
A. take away
B. throw away
C. put away
D. give away
8. Albert Einstein was born in 1879. As a child, few people guessed that he ______ a famous scientist whose theories would change the world.
A. has been
B. had been
C. was going to be
D. was
9. ______ a single word can change the meaning of a sentence, a single sentence can change the meaning of a paragraph.
A. Just as
B. Even though
C. Until
D. Unless
10. Most people work because it's unavoidable. ______, there are some people who actually enjoy work.
A. As a result
B. In addition
C. By contrast
D. In conclusion
11. We tend to have a better memory for things that excite our senses or ______ our emotions than for straight facts.
A. block off
B. appeal to
C. subscribe to
D. come across
12. How would you like ______ if you were watching your favorite TV program and someone came into the room and just shut it off without asking you?
A. them
B. one
C. those
D. it
13. Most of us, if we know even a little about where our food comes from, understand that every bite put into our mouths was ______ alive.
A. steadily
B. instantly
C. formerly
D. permanently
14. Listening is thus an active, not a ______, behavior consisting of hearing, understanding and remembering.
A. considerate
B. sensitive
C. reliable
D. passive
15. One of the most effective ways to reduce ______ is to talk about feelings with someone you trust.
A. production
B. stress
C. energy
D. power
16. If steel is heavier than water, why are ships able to ______ on the sea?
A. float
B. drown
C. shrink
D. split
17. These comments came ______ specific questions often asked by local newsmen.
A. in memory of
B. in response to
C. in touch with
D. in possession of
18. Listening to music at home is one thing, going to hear it ______ live is quite another.
A. perform
B. performing
C. to perform
D. being performed
19. Creating an atmosphere ______ employees feel part of a team is a big challenge.
A. as
B. whose
C. in which
D. at which
20. —Why don't you consider a trip to, say, Beijing or Hangzhou?
— ______.
A. I wouldn't mind that
B. Then we'll get there quickly
C. Let's call it a day
D. It's not a requirement
第二节：完形填空（共20小题；每小题1分，满分20分）
阅读下面短文，掌握其大意，然后从21~40各题所给的四个选项(A、B、C和D) 中，选出最佳选项，并在答题纸上将该选项标号涂黑。
Since finishing my studies at Harvard and Oxford, I've watched one friend after another land high-ranking, high-paying Wall Street jobs. As executives （高级管理人员）with banks, consulting firms, established law firms, and major corporations, many are now 21 on their way to impressive careers. By society's 22 , they seem to have it made.
On the surface, these people seem to be very lucky in life. As they left student life behind, many had a 23 drink at their cheap but friendly local bar, shook hands with longtime roommates, and 24 out of small apartments into high buildings. They made reservations at restaurants where the cost of a bottle of wine 25 a college year's monthly rent. They replaced their beloved old car with expensive new sports cars.
The thing is, a number of them have 26 that despite their success, they aren't happy. Some 27 of unfriendly coworkers and feel sad for eight-hour workweeks devoted to tasks they 28 . Some do not respect the companies they work for and talk of feeling tired and 29 . However, instead of devoting themselves to their work, they find themselves working to support the 30 to which they have so quickly become 31 .
People often speak of trying a more satisfying path, and 32 in the end the idea of leaving their jobs to work for something they 33 or finding a position that would give them more time with their families almost always leads them to the same conclusion; it's 34 . They have loans, bills, a mortgage （抵押贷款）to 35 , retirement to save for. They recognize there's something 36 in their lives, but it's 37 to step off the track.
In a society that tends to 38 everything in terms of dollars and cents, we learn from a young age to consider the costs of our 39 in financial terms. But what about the personal and social costs 40 in pursuing money over meaning? These are exactly the kinds of costs many of us tend to ignore—and the very ones we need to consider most.
21.A. much B. never C. seldom D. well
22.A. policies B. standards C. experiments D. regulations
23.A. last B. least C. second D. best
24.A. cycled B. moved C. slid D. looked
25.A. shared B. paid C. equaled D. collected
26.A. advertised B. witnessed C. admitted D. demanded
27.A. complain B. dream C. hear D. approve
28.A. distribute B. hate C. applaud D. neglect
29.A. calm B. guilty C. warm D. empty
30.A. family B. government C. lifestyle D. project
31.A. accustomed B. appointed C. unique D. available
32.A. yet B. also C. instead D. rather
33.A. let out B. turn in C. give up D. believe in
34.A. fundamental B. practical C. impossible D. unforgettable
35.A. take off B. drop off C. put off D. pay off
36.A. missing B. inspiring C. sinking D. shining
37.A. harmful B. hard C. useful D. normal
38.A. measure B. suffer C. digest D. deliver
39.A. disasters B. motivations C. campaigns D. decisions
40.A. assessed B. involved C. covered D. reduced
第二部分：阅读理解（第一节20小题，第二节5小题；每小题2分，满分50分）
第一节
阅读下列材料，从每题所给的四个选项(A、B、C和D)中，选出最佳选项，并在答题纸上将该选项标号涂黑。
A
From the very beginning of school we make books and reading a constant source of possible failure and public humiliation. When children are little we make them read aloud, before the teacher and other children, so that we can be sure they “know” all the words they are reading. This means that when they don't know a word, they are going to make a mistake, right in front of everyone. After having taught fifth-grade classes for four years, I decided to try at all costs to rid them of their fear and dislike of books, and to get them to read oftener and more adventurously.
One day soon after school had started, I said to them, “Now I'm going to say something about reading that you have probably never heard a teacher say before. I would like you to read a lot of books this year, but I want you to read them only for pleasure. I am not going to ask you questions to find out whether you understand the books or not. If you understand enough of a book to enjoy it and want to go on reading it, that's enough for me. Also I'm not going to ask you what words mean.”
The children sat stunned and silent. Was this a teacher talking? One girl, who had just come to us from a school where she had had a very hard time, looked at me steadily for a long time after I had finished. Then, still looking at me, she said slowly and seriously, “Mr. Holt, do you really mean that?” I said just as seriously, “I mean every word of it.”
During the spring she really astonished me. One day, she was reading at her desk. From a glimpse of the illustrations I thought I knew what the book was. I said to myself, “It can't be,” and went to take a closer look. Sure enough, she was reading Moby Dick, in the edition with woodcuts. I said, “Don't you find parts of it rather heavy going?” She answered, “Oh, sure, but I just skip over those parts and go on to the next good part.”
This is exactly what reading should be and in school so seldom is—an exciting, joyous adventure. Find something, dive into it, take the good parts, skip the bad parts, get what you can out of it, go on to something else. How different is our mean-spirited, picky insistence that every child get every last little scrap of “understanding” that can be dug out of a book.
41.According to the passage, children's fear and dislike of books may result from ______.
A. reading little and thinking little
B. reading often and adventurously
C. being made to read too much
D. being made to read aloud before others
42. The teacher told his students to read ______.
A. for enjoyment
B. for knowledge
C. for a larger vocabulary
D. for higher scores in exams
43. Upon hearing the teacher's talk, the children probably felt that ______.
A. it sounded stupid
B. it was not surprising at all
C. it sounded too good to be true
D. it was no different from other teachers' talk
44. Which of the following statements about the girl is TRUE according to the passage?
A. She skipped over those easy parts while reading.
B. She had a hard time finishing the required reading tasks.
C. She learned to appreciate some parts of the difficult books.
D. She turned out to be a top student after coming to this school.
45. From the teacher's point of view, ______.
A. children cannot tell good parts from bad parts while reading
B. children should be left to decide what to read and how to read
C. reading is never a pleasant and inspiring experience in school
D. reading involves understanding every little piece of information
B
Graphs can be a very useful tool for conveying information, especially numbers, percentages, and other data. A graph gives the reader a picture to interpret. That can be a lot more efficient than pages and pages explaining the data.
Graphs can seem frightening, but reading a graph is a lot like reading a story. The graph has a title, a main idea, and supporting details. You can use your active reading skills to analyze and understand graphs just like any other text.
Most graphs have a few basic parts: a caption or introduction paragraph, a title, a legend or key, and labeled axes. An active reader looks at each part of the graph before trying to interpret the data. Captions will usually tell you where the data came from (for example, a scientific study of 400 African elephants from 1980 to 2005）. Captions usually summarize the author's main point as well. The title is very important. It tells you the main idea of the graph by stating what kind of information is being shown. A legend, also called a key, is a guide to the symbols and colors used in the graph. Many graphs, including bar graphs and line graphs, have two axes that form a corner. Usually these axes are the left side and the bottom of the graph. Each axis will always have a label. The label tells you what each axis measures.
Bar Graphs
A bar graph has two axes and uses bars to show amounts. In Graph 1, we see that the x-axis shows grades that students earned, and the y-axis shows how many students earned each grade. You can see that 6 students earned an A because the bar for A stretches up to 6 on the vertical measurement. There is a lot of information we can get from a simple graph like this (See Graph 1）.
Line Graphs
A line graph looks similar to a bar graph, but instead of bars, it plots points and connects them with a line. It has the same parts as a bar graph—two labeled axes—and can be read the same way. To read a line graph, it's important to focus on the points of intersection rather than the line segments between the points. This type of graph is most commonly used to show how something changes over time. Here is a graph that charts how far a bird flies during the first five days of its spring migration (See Graph 2）.
The unit of measurement for the x-axis is days. The unit of measurement for the y-axis is kilometers. Thus we can see that, on the first day, the pipit flew 20 kilometers. The line segment goes up between Day 1 and Day 2, which means that the bird flew farther on Day 2. If the line segment angled dawn, as between Day 4 and Day 5, it would mean that the bird flew fewer kilometers than the day before. This line graph is a quick, visual way to tell the reader about the bird's migration.
Pie Graphs
A typical pie graph looks like a circular pie. The circle is divided into sections, and each section represents a fraction of the data. The graph is commonly used to show percentages; the whole pie represents l00 percent, so each piece is a fraction of the whole.
A pie graph might include a legend, or it might use icons or labels within each slice. This pie graph shows one month's expenses (See Graph 3）.
Food $25 Moives $12 Clothing $36 Savings $20 Books $7
46. When used in a graph, a legend is ______.
A. a guide to the symbols and colors
B. an introduction paragraph
C. the main idea
D. the data
47. What is the total number of students who earned a C or better?
A. 4.
B. 6.
C. 10.
D. 20.
48. The bird covered the longest distance on ______.
A. Day 1
B. Day 2
C. Day 3
D. Day 4
49. Which of the following cost Amy most?
A. Food.
B. Books.
C. Movies.
D. Clothing.
C
If humans were truly at home under the light of the moon and stars, we would go in darkness happily, the midnight world as visible to us as it is to the vast number of nocturnal （夜间活动的）species on this planet. Instead, we are diurnal creatures, with eyes adapted to living in the sun's light. This is a basic evolutionary fact, even though most of us don't think of ourselves as diurnal beings. Yet it's the only way to explain what we've done to the night: We've engineered it to receive us by filling it with light.
The benefits of this kind of engineering come with consequences—called light pollution—whose effects scientists are only now beginning to study. Light pollution is largely the result of bad lighting design, which allows artificial light to shine outward and upward into the sky. Ill-designed lighting washes out the darkness of night and completely changes the light levels—and light rhythms—to which many forms of life, including ourselves, have adapted. Wherever human light spills into the natural world, some aspect of life is affected.
In most cities the sky looks as though it has been emptied of stars, leaving behind a vacant haze （霾）that mirrors our fear of the dark. We've grown so used to this orange haze that the original glory of an unlit nigh—dark enough for the planet Venus to throw shadow on Earth—is wholly beyond our experience, beyond memory almost.
We've lit up the night as if it were an unoccupied country, when nothing could be further from the truth. Among mammals alone, the number of nocturnal species is astonishing. Light is a powerful biological force, and on many species it acts as a magnet （磁铁）. The effect is so powerful that scientists speak of songbirds and seabirds being “captured” by searchlights on land or by the light from gas flares on marine oil platforms. Migrating at night, birds tend to collide with brightly lit tall buildings.
Frogs living near brightly lit highways suffer nocturnal light levels that are as much as a million times brighter than normal, throwing nearly every aspect of their behavior out of joint, including their nighttime breeding choruses. Humans are no less trapped by light pollution than the frogs. Like most other creatures, we do need darkness. Darkness is as essential to our biological welfare, to our internal clockwork, as light itself.
Living in a glare of our own making, we have cut ourselves off from our evolutionary and cultural heritage—the light of the stars and the rhythms of day and night. In a very real sense, light pollution causes us to lose sight of our true place in the universe, to forget the scale of our being, which is best measured against the dimensions of a deep night with the Milky Way—the edge of our galaxy—arching overhead.
50.According to the passage, human beings ______.
A. prefer to live in the darkness
B. are used to living in the day light
C. were curious about the midnight world
D. had to stay at home with the light of the moon
51. What does “it” (Paragraph 1）most probably refer to?
A. The night.
B. The moon.
C. The sky.
D. The planet.
52. The writer mentions birds and frogs to ______.
A. provide examples of animal protection
B. show how light pollution affects animals
C. compare the living habits of both species
D. explain why the number of certain species has declined
53. It is implied in the last paragraph that ______.
A. light pollution dose harm to the eyesight of animals
B. light pollution has destroyed some of the world heritages
C. human beings cannot go to the outer space
D. human beings should reflect on their position in the universe
54. What might be the best title for the passage?
A. The Magic Light.
B. The Orange Haze.
C. The Disappearing Night.
D. The Rhythms of Nature.
D
In 2004, when my daughter Becky was ten, she and my husband, Joe, were united in their desire for a dog. As for me, I shared none of their canine lust.
But why, they pleaded. “Because I don't have time to take care of a dog.” But we'll do it. “Really? You're going to walk the dog? Feed the dog? Bathe the dog?” Yes, yes, and yes. “I don't believe you.” We will. We promise.
They didn't. From day two (everyone wanted to walk the cute puppy that first day), neither thought to walk the dog. While I was slow to accept that I would be the one to keep track of her shots, to schedule her vet appointments, to feed and clean her, Misty knew this on day one. As she looked up at the three new humans in her life (small, medium, and large), she calculated, “The medium one is the sucker in the pack.”
Quickly, she and I developed something very similar to a Vulcan mind meld （心灵融合）. She'd look at me with those sad brown eyes of hers, beam her need, and then wait, trusting I would understand—which, strangely, I almost always did. In no time, she became my fifth appendage （附肢）, snoring on my home-office couch as I worked, cradling against my feet as I read, and splaying across my stomach as I watched television .
Even so, part of me continued to resent walking duty. Joe and Becky had promised. Not fair, I'd balk （不心甘情愿地做）silently as she and I walked. “Not fair,” I'd loudly remind anyone within earshot upon our return home.
Then one day—January 1, 2007, to be exact—my husband's doctor uttered an unthinkable word: leukemia （白血病）. With that, I spent eight to ten hours a day with Joe in the hospital, doing anything and everything I could to ease his discomfort. During those six months of hospitalizations, Becky, 12 at the time, adjusted to other adults being in the house when she returned from school. My work colleagues adjusted to my taking off at a moment's notice for medical emergencies. Every part of my life changed; no part of my old routine remained.
Save one: Misty still needed walking. At the beginning, when friends offered to take her through her paces, I declined because I knew they had their own households to deal with.
As the months went by, I began to realize that I actually wanted to walk Misty. The walk in the morning before I headed to the hospital was a quiet, peaceful time to gather my thoughts or to just be before the day's medical drama unfolded. The evening walk was a time to shake off the day's upsets and let the worry tracks in my head go to white noise.
When serious illness visits your household, it's not just your daily routine and your assumptions about the future that are no longer familiar. Pretty much everyone you know acts differently.
Not Misty. Take her for a walk, and she had no interest in Joe's blood counts or bone marrow test results. On the street or in the park, she had only one thing on her mind: squirrels! She was so joyous that even on the worst days, she could make me smile. On a daily basis, she reminded me that life goes on.
After Joe died in 2009, Misty slept on his pillow.
I'm grateful—to a point. The truth is, after years of balking, I've come to enjoy my walks with Misty. As I watch her chase after a squirrel, throwing her whole being into the here-and-now of an exercise that has never once ended in victory, she reminds me, too, that no matter how harsh the present or unpredictable the future, there's almost always some measure of joy to be extracted from the moment.
55. Why didn't the writer agree to raise a dog at the beginning of the story?
A. She was afraid the dog would get the family into trouble.
B. It would be her business to take care of the dog.
C. Her husband and daughter were united as one.
D. She didn't want to spoil her daughter.
56. Which of the following is the closest in meaning to “The medium one is the sucker in the pack.” (Paragraph 3）?
A. “The middle-aged person loves me most.”
B. “The medium-sized woman is the hostess.”
C. “The man in the middle is the one who has the final say.”
D. “The woman is the kind and trustworthy one in the family.”
57. It can be inferred from Paragraph 3 that ______.
A. Misty was quite clever
B. Misty could solve math problems
C. the writer was a slow learner
D. no one walked Misty the first day
58. The story came to its turning point when ______.
A. Joe died in 2009
B. Joe fell ill in 2007
C. the writer began to walk the dog
D. the dog tried to please the writer
59. Why did the writer continue to walk Misty while Joe was in hospital?
A. Misty couldn't live without her.
B. Her friends didn't offer any help.
C. The walk provided her with spiritual comfort.
D. She didn't want Misty to be others' companion.
60. What is the message the writer wants to convey in the passage?
A. One should learn to enjoy hard times.
B. A disaster can change everything in life.
C. Moments of joy suggest that there is still hope ahead.
D. People will change their attitude toward you when you are in difficulty.
第二节
下面文章中有5个段落需要添加首句（第61~65题）。请从以下选项(A、B、C、D、E和F)中选出适合各段落的首句，并在答题纸上将相应选项的标号涂黑。选项中有一项是多余选项。
A. Come in with something to say.
B. Prepare general comments.
C. Bring materials with you.
D. Don't make them wait.
E. Have no fear.
F. Go it alone.
One of the best things you can do any time in the semester is go see the professor. So hoof on over to an office hour and have some one-on-one face time with someone who'll help you master the material and improve your grade, to boot. But how should you have this conversation with the professor? Here are five insider tips about how to make that office hour really count:
61. ______ No need to get all bent out of shape about going to see the professor. The professor would actually like to see you and answer your questions. Believe it or not, he or she is on your side and is eager to see you do well. And besides, he or she has seen many students stupider than you, so nothing you're going to ask will set the record for stupidity.
62. ______ Even though you might feel more comfortable going with a friend or partner, the office hour will go better if it's just you and the professor. You'll get in more questions, the discussion will be tailored to what you need most help on, and two-party communication is almost always more productive than committee work. You friend can wait outside for the discussion.
63. ______ If you can't make the official office hours, most professors are willing to make individual appointments to help you out. If you're lucky enough to land such an accommodation, though, be sure you're 100 percent on time. There's nothing that ticks off a professor more than making him-or herself available for a custom office hour only to find that you don't care enough to come on time. And besides, the professor might leave after ten minutes, which would make your trip a total loss.
64. ______ If you're meeting with the professor to go over a paper or test, or to ask questions about a particular lecture or reading, make sure you bring that paper or test, or your lecture notes or a copy of the article. The professor doesn't remember the comments he or she wrote on your individual piece of work—though he or she will be able to recall them after just a brief glance at your work. And if you have your lecture notes or the article in hand, you and the professor will be able to examine specific points that are confusing to you, rather than just talking in a general way about the contents.
65. ______ Office hours almost always go better if you bring a few specific questions to the meeting. It's almost never good to start a meeting with general comments such as: “I didn't understand what you said about [main topic of the course]” or “I couldn't understand any of your lectures last week.” Much better is to come in with two or three conversation-starters about a specific concept, point, or problem you didn't understand. Keep in mind that in a fifteen-minute office hour (which is how long these things usually last), two or three questions are usually the most you'll have time to discuss.