【導(dǎo)讀】請(qǐng)認(rèn)其閱讀下面各題，從題中所給的A、B、C、D四個(gè)選項(xiàng)中，選出最佳選項(xiàng)，并在答題紙上將該項(xiàng)涂黑。

　　

【正文】 in 1999. The presence of dogs has a calming effect on many people—hence their use in Pets as Therapy schemes (PAT). Many primary schools are being increasingly pressurized environments and children (like adults) generally do not respond well to such pressure. A dog creates an environment that immediately feels more relaxing and weling. Reading can be an independent activity, but can also be a pleasurable, shared social event. Children who are struggling to read benefit from the simple pleasure of reading to a loyal, loving listener. Children who are struggling to read, for whatever reason, need to build confidence and rediscover a motivation for reading. A dog is a reassuring, friendly audience who will not mind if mistakes are made. Children can read to the dog, uninterrupted。 ments will not be made. Errors can be addressed in other contexts at other times. For more experienced or capable readers, they can experiment with intonation and “voices”, knowing that the dog will respond positively—and building fluency further develops prehension in readers. For children who are struggling, reconnecting with the pleasure of reading is very important As Marylyn JagerAdams, a literacy (讀寫(xiě) ) scholar, noted in a seminal review of beginner reading in the US: “If we want children to learn to read well, we must find a way to attract them to read lots.” Reading to a dog can create a helpful balance, supporting literacy activities which may seem Jess appealing to a child. Children having difficulty with reading, for example, need focused support to develop their understanding of the alphabetic code (字母代碼 ).But this needs to be balanced with activities which support independent reading and social enjoyment or the child can bee less motivated. Creating a virtuous circle Breaking a negative cycle will inevitably lead to the creation of a virtuous circle—and sharing a good book with a dog enables children to apply their reading skills in a positive and enjoyable way. Research evidence in this area is rather limited, despite the growing popularity of the scheme. A 2021 systematic review of 48 studies—“Children Reading to Dogs: A Systematic Review of the Literature” by Hall, Ge and Millsdemonstrated some evidence for improvement in reading, but the evidence was not strong. There clearly is more work to do. but interest in reading to 3 t of to have grown through the evidence of case studies. The example, often given in the media, is that of Tony Nevett and his pet dog Danny. Tony and Danny?s involvement in a number of schools has been transformative, not only in terms of reading but also in promoting general wellbeing positive behavior among children with a diverse range of needs. So, reading to dogs could offer many benefits. As with any approach, it is not a curea within a languagerich literacy environment, there appears to be little to lose and much to gain. Title: How Dogs Could Make Children Better 71. ▲ Introduction ? Reading is so important that issues around children learning to remain hot. But 72. ▲, reading to dogs bees an increasingly popular way to address concerns about it. ? Struggling to read will decrease children?s confidence and motivation and gets in the 73. ▲ of their reading ability building. Benefits of reading to dogs ? Governments in the UK haven?t employed the strategy of reading to dogs to help underachievers, which needs serious 74. ▲ in the near future. A therapeutic presence ? Reading to a dog can help children 75. ▲ down, feel relaxed and get pleasure, for dogs are loyal and loving listeners. Reading to a dog can help children build confidence, as children can read without being interrupted or being 76. ▲ on. ? Reading to a dog can also create a helpful balance, making children 77. ▲ to participate in literacy activities. Creating a virtuous circle ? Sharing a good book with a dog likely enables children to apply their reading skills positively and enjoyably, though more work remains to be done to 78. ▲ it. ? More case studies of reading to dogs indicate it might 79. ▲, both promoting children39。s reading interest and positive life. Conclusion With so little to lose and so much to gain, it 80. ▲ lo read to dogs although it is not a cureall. 第五部分 書(shū)面表達(dá)（滿分 25 分） 81. 請(qǐng)閱讀下面材枓，并按照要求用英語(yǔ)寫(xiě)一篇 150 詞左右的文章。 Bikesharing has taken off in China far faster than in any other market. The market has bee flooded with new panies in recent months. The bikesharing panies operate in a similar way. They use apps that allow users, after paying a deposit, to unlock the wheels with their smartphones. After the journey, users can leave bikes anywhere in public and pay a little money for the use. The service is very popular as it provides an effective solution to “the last kilometer” problem. The promoting of the bikesharing service is also raising questions about profitability, widespread bike vandalism (破壞 ) and theft, and growing government regulation. A Hong Kong man who was arrested for throwing several shared bikes into rivers said he had no regret destroying them because ”the GPS devices in the bikes give away users39。 personal information, such as their locations.” 【寫(xiě)作內(nèi)容】 30 個(gè)單詞概述上述信息的主要內(nèi)容； 120 個(gè)單詞發(fā)表你的觀點(diǎn)，內(nèi)容包 括： （ 1）支持成反對(duì)共享單車(chē)的推廣； （ 2）用 23 個(gè)理由或論據(jù)支撐你的觀點(diǎn)。 【寫(xiě)作要求】 1. 寫(xiě)作過(guò)程中不能直接引用原文語(yǔ)句； 2. 作文中不能出現(xiàn)真實(shí)姓名和學(xué)校名稱； 3. 不必寫(xiě)標(biāo)題。 【評(píng)分標(biāo)準(zhǔn)】 內(nèi)容完整，語(yǔ)言規(guī)范，語(yǔ)篇還貫，詞數(shù)適當(dāng)。 江蘇省南京市 2017 屆高三第三次模擬考試 英語(yǔ)試題 答案 第二部分 英語(yǔ)知識(shí)運(yùn)用（共 35小題；每小題 1分，滿分 35 分） 2125 DABCA 2630 ACDBB 3135 BDCCA 3640 ABACD 4145 CBDBC 4650 BAACD 5155 ABCDA 第三部分 閱讀理解 （ 共 15小題 ； 每小題 2 分 ， 滿分 30 分 ） 5657 BA 5860 DBA 6164 CBDA 6570 BDACDC 第四部分 任務(wù)型閱讀（共 10 小題；每小題 1 分，滿分 10分） 71. Readers 72. surprisingly 73. way 74. study/attention 75. calm 76. mented 77. motivate