goal of getting the TV set up, and that's it,,J he says; then he watched a TV show as a reward. Allowing himself to do the task in stages, he says, is “a victory.”
56. What does Timothy Pychyl mean by mentioning the “giving in to feel good” practice in Paragraph 2?
A. It probably does more harm than good. B. It prevents procrastinators from giving up. C. It helps procrastinators meet the deadline. D. It effectively drives away anxiety and worry. 57. Where does a real motive power come from according to Dr. Pychyl? A. Sticking to one’s intention. B. Doing things that really matter. C. Getting started from a low doorstep.
D. Learning important techniques of mood repair. 58. What is the purpose of the practice “time travel”? A. To make their future plan more practical. B. To accelerate the speed of finishing the task. C. To stop people from worrying about their travel. D. To free people from the present negative emotions. 59. What can be inferred from Michael Wohl study?
A. Self-blame prevents students from putting things off. B. Procrastinators are still able to get good scores in exams. C. University freshmen can get rid of procrastination easily. D. Self-forgiveness is an effective way to cure procrastination.
D
Preschools—educational programs for children under the age of five—differ significantly from one country to another according to the views that different societies hold regarding the purpose of early childhood education. For instance, in a cross-country comparison of preschools in China, Japan, and the United States, researchers found that parents in the three countries view the purpose of preschools very differently. Whereas parents in China tend to see preschools primarily as a way of giving children a good start academically, Japanese parents view them primarily as a way of giving children the opportunity to be members of a group. In the United States, in comparison, parents regard the primary purpose of preschools as making children more independent and self-reliant, although obtaining a good academic start and having group experience are also important.
While many programs designed for preschoolers focus primarily on social and emotional factors, some are adapted mainly toward promoting cognitive (认知的）gains and preparing preschoolers for the formal instruction they will experience when they start school. In the United States, the
best-known program designed to promote future academic success is Head Start. Established in the 1960s when the United States declared the War on Poverty, the program has served over 13 million children and their families. The program, which stresses parental involvement, was designed to serve the “whole child”，including children’s physical health, self-confidence, social responsibility, and social and emotional development.
Whether Head Start is seen as successful or not depends on the angles through which one is
looking at. If, for instance, the program is expected to provide long-term increases in IQ scores, it is a disappointment. Although graduates of Head Start programs tend to show immediate IQ gains, these increases do not last. On the other hand, it is clear that Head Start is meeting its goal of getting preschoolers ready for school. Preschoolers who participate in Head Start are better prepared for future schooling than those who do not. Furthermore, graduates of Head Start programs have better future school grade. Finally, some research suggests that ultimately Head Start graduates show higher academic performance at the end of high school.
The most recent comprehensive evaluation of early intervention programs suggests that, taken as a group, preschool programs can provide significant benefits, and that government funds invested early in life may ultimately lead to a reduction in future costs. For instance, compared with children who did not participate in early intervention programs, participants in various programs showed gains in emotional or cognitive development, better educational outcomes, increased economic self-sufficiency (自给自足)，reduced levels of criminal activity, and improved health-related
behaviors. Of course, not every program produced all these benefits, and not every child benefited to the same extent. Furthermore, some researchers argue that less-expensive programs are just as good as relatively expensive ones, such as Head Start. Still, the results of the evaluation were promising, suggesting that the potential benefits of early intervention can be significant.
Not everyone agrees that programs that seek to strengthen academic skills during the preschool years are a good thing. In fact, according to developmental psychologist David Elkind, United States society tends to push children so rapidly that they begin to feel stress and pressure at a young age. Elkind argues that academic success is largely dependent upon factors out of parents’ control, such as inherited (遗传的) ties and a child’s rate of maturation. Consequently， children of a particular age cannot be expected to master educational material without taking into account their current level of cognitive development.
In short, children require development appropriate educational practice, which is education based on both typical development and the unique characteristics of a given child. 60Parents in Japan send their children to preschools in the hope of ______.
A. helping children gain group experience B. giving children a good academic start C. expand their emotional development D. pushing children to be independent 61. What can we learn about Head Start from Paragraph 2? A. It discourages parental involvement. B. It aims to help poor but gifted children.
C. It focuses on children’s academic performance. D. It helps children develop in an all-round way.
62. What does the sentence “it is a disappointment” in Paragraph 3 mean? A. The program pays too much attention on grades. B. The program fails to increase children's IQ steadily. C. The program can't reduce levels of criminal activities.
D. The program ignores the importance of children's interests.
63. What can we learn about the benefits of early intervention programs from Paragraph 4? A. Not every program can provide benefits.
B. Children benefit more from programs they find fun.
C. Benefits gained from the programs vary from person to person.
D. Expensive programs provide more benefits than less expensive ones. 64. Which of the following may David Elkind agree with?
A. No pains, no gains. B. Better untaught than ill-taught. C. Haste makes waste. D. All work and no play make Jack a dull boy. 65. What’s the author's attitude toward pre-school educational programs? A. Objective. B. Contradictory. C. Negative. D. Doubtful.
第II卷 (非选择题，共40分)
第四部分：词汇检测 (共5小题；每小题1分，满分5分)
请认真阅读下列各个小题，并根据上下文语境和所给首字母的提示，写出下列各句空格中的单词，注意保持语义和形式的一致。请将答案的完整形式写在答题卡上相应题号的横线上。 66. — It is amazing that your brother has realized his dream which seems impossible.
—Yeah, no man knows what p ___▲____ he has till he has tried very hard to be good. 76. — Who won the election for mayor?
— A man c ___▲______ to represent every minority group in the city. 68. — Can I make an a ___▲___ with Mr. Smith this afternoon? —Sorry, Tm afraid he is not available because he will have a meeting to attend. 69. — What’s your plan for Thanksgiving, Toddy?
—Oh, it is a t ___▲___ in my family to go to my grandpa’s house and have a big dinner there. — Why did your sister leave the big company?
—She was in her position for five years and was always o __▲___ for promotion. 第五部分：任务型阅读 (共10小题；每小题1分，满分10分)
请认真阅读下面的短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。注意：每个空格只填1个单词，请将答案写在答题卷上相应题号的横线上。
Generally, laughter is related to a number of beneficial effects. Among humans, laughter is often expressed in babies as early as 4 months old. At this time, it usually occurs in response to the behavior of the caregiver. As the child grows older, the child begins to be joined in behaviors, which are intended to raise laughter in others. Ifs believed that the purpose of this development process is to establish social relationships in addition to gaining feedback as to what types of behavior should be strengthened or discouraged. Indeed, most laughter occurs when we are actually in social situations.
Aside from promoting social bonding, research has found that social laughing has also helped people physically. For example, it activates the release of endogenous opiates, chemicals which can reduce feelings of pain and have a relaxing effect, decrease the production of stress hormones (激素）and make the lung work better. Additionally, laughter has psychological benefits. It reduces stress, anxiety, tension, embarrassment, worry, frustration and anger. Ifs good for individuals like nurses, firefighters and soldiers because their work requires them to deal with terrible events or injuries.
What makes us laugh? Usually, the cause is something silly or negative (e.g. watching puppies play, violating a rule). It’s also common for people to find humor in tragedies; in this respect, laughter serves as a coping mechanism (应对机制).
Some people like professional comedians intentionally set themselves up to the target of laughter. However, when laughter is directed at others, it's important that the generated laughter is not
aggressive. Sometimes people laugh for the purpose of laughing at another or making another feel ashamed or stupid. In such instances, the laughter isn’t performed in “good fun”，but at the cost of an individual who will be hurt by it. In these instances, the “laugher’s” behavior is harmful.
Some people are particularly sensitive and have a fear of being laughed at or made to appear silly. This fear has been identified as gelotophobia (恐笑症).Although it isn’t always pleasant to be the object of the joke, the effect this has on people ranges across individuals. For those who are highly gelotophobic, their concern about their performance in public may result in anxiety, shame, avoidance of social situations and low self-respect.
So how do you know whether laughter in a certain situation will produce a positive or negative result? One factor to bear in mind is to know how the target of laughter will feel. Finally, very little good comes from intentionally hurting people who are vulnerable But what about laughing in social situations where the target isn’t present or doesn’t mind? Even in such cases, laughing can sometimes have a negative result if you have no awareness of how the others who are present will react. Overall, although laughter has a number of benefits, in some situations it can ''cut like a knife.'' Be careful! Laughter can be a double-edged sword ● Laughter pushes people to build social relationship with others. (71) ▲ of laughter ● Laughter signals one’s (72) ▲ of the appropriate behaviors. ● Laughter has beneficial (73) ▲ effects, such as reducing the feeling of pain or making the lung work better. Benefits of laughter ● Laughter can also help people (74) ▲ . For example it reduces people’s stress’ anger, tension and so on. ● Laughing is a harmful behavior if a person hurts others (76) ▲ (75) ▲ with ● Laughter can be bad for highly gelotophobic people, making them feel laughter anxious, (77) ▲ from social situations and even lose self-respect. ● (79) ▲ to consider the feelings of the target of the laughter. (78) ▲ on laughing ● Be aware of the possible (80) ▲ of the people present even if the target is absent. 第六部分：书面表达 (满分25分)
阅读下面文字和饼状图，并按照要求用英语写一篇150词左右的文章。
上图是2017年某市消费者选择餐厅时的关注因素 1.用约30个词概括上图内容；
2.请简要分析以上因素影响消费者选择的原因；
3.谈谈你就餐的关注因素，并用2-3个理由或论据支撑你的看法。 注意：作文中不能出现真实姓名和学校名称。
19届高三9月调研考试英语卷参考答案
第一部分：听力理解（每小题1分，满分15分） 1-5 CCBAB 6-10BAAAC 1M5 CBCAB
第二部分：英语知识运用（每小题1分，满分35分） 16-20 DCABA 21-25 BDCBC 26-30 ADBAC 31-35 CDBCA 36-40 DBAAB 41-45 CABBD 第三部分：阅读理解（每小题2分，满分30分） 51-52AD 53-55 BBC 56-59ABDD
第四部分：词汇检测（每小题1分，满分5分）
66. potential 67. claiming 68. Appointment 69.tradition 70.overlooked 第五部分：任务型阅读（每小题1分，满分10分） 71. Function(s) 72. Approval/acceptance/acknowledgement/support 73. Physical 74.psychologically/mentally
75. Problems 76. intentionally/purposely/deliberately /conciously78. Advice(Suggestions/Tips) 79. Remember 80.reaction(s)response(s) 第六部分：书面表达（满分25分） Possible version
A survey was conducted in a city in 2017 about factors contributing to diners’ preference of a restaurant. Flavor features, service and the dining environment made up the biggest proportion.
What has triggered this phenomenon? With living standards rising fast, people now focus more on the diversity of food. That’s why flavor features, which 36.3% of the respondents highlight, top the pie chart, while the price only accounts for 8.4%. Almost of equal importance are service and the dining environment. The reason, by and large, is that service and an inviting atmosphere can make diners enjoy a meal to the fullest.
If I choose to dine in a restaurant I will be more concerned about the safety of the food and environment. Reports about the use of dirty cooking oil are often heard, which makes me worried- Besides, I think dining environment can reflect the service quality of the restaurant. (150)