2019-2020年高三上學期期末考試 英語試卷 含答案.doc

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2019-2020年高三上學期期末考試 英語試卷 含答案 第一部分： 聽力（共兩節(jié)，滿分30分） 第一節(jié) （共5小題；每小題1.5分，滿分7.5分） 聽下面5段對話。每段對話后有一個小題，從題中所給的A、B、C三個選項中選出最佳選項，并標在試卷的相應位置。聽完每段對話后，你將有10秒鐘的時間來回答有關小題和閱讀下一小題。每段對話僅讀一遍。 1. Where are the two speakers? A. At home. B. At a shop. C. At school. 2. What does the man want to do? A. Have a dinner. B. Clean the table. C. Read the notebook. 3. When will the woman e back? A. At 10:20. B. At 10:30. C. At 10:40. 4. Where do the two speakers meet? A. In the library. B. In the classroom. C. On the way to the library. 5. What can we learn about Tom? A. He has always been a good student. B. He is a poor student now. C. He is a good student now. 第二節(jié) （共15小題；每小題1.5分，滿分22.5分） 聽下面5段對話或獨白。每段對話或獨白后有幾個小題，從題中所給的A、B、C三個選項中選出最佳選項，并標在試卷的相應位置。聽每段對話或獨白前，你將有時間閱讀各個小題，每小題5秒鐘；聽完后，每小題將給出5秒鐘的作答時間。每段對話或獨白讀兩遍。 聽第6段材料，回答第6至7題。 6. Where does the conversation most probably happen? A. In a hospital. B. In a library. C. In a street. 7. Where should the man turn right? A. At the bus stop. B. At the first crossing. C. At the end of the road. 聽第7段材料，回答第8至10題。 8. What is the possible relationship between the two speakers? A. Husband and wife. B. Brother and sister. C. Friends. 9. What can we learn about Ann? A. She didn’t fall ill at all. B. She caught a cold after Mary. C. She caught a cold before Mary. 10. Who will they buy a sweater for? A. Mary B. Linda. C. Ann. 聽第8段材料，回答第11至13題。 11. What’s wrong with the shirt? A. It’s dirty. B. It’s too small. C. There is a hole. 12. What does the man want to do? A. To return the shirt. B. To wash the shirt. C. To change a shirt. 13. Why doesn’t the woman agree to the man’s request? A. Because he has worn the shirt. B. Because he found the problem first. C. Because he can’t prove the hole was there when he bought the shirt. 聽第9段材料，回答第14至17題。 14. What does the woman think of the Indian food? A. A bit cold. B. A bit hot. C. Quite terrible. 15. What kind of food will the man and woman eat finally? A. American food. B. Indian food. C. Chinese food. 16. How does the woman know that the Eastern Palace is a good Chinese restaurant? A. She has been there several times. B. She has tried it once. C. She has heard it’s very good. 17. What time will they most likely meet? A. 7:00. B. 7:15. C. 6:45. 聽第10段材料，回答第18至20題。 18. What does health mean recently? A. Health of one’s body, mind and relationship with others. B. Just the absence of illness. C. The length and conditions of life. 19. Which term do we often use in talking about health? A. A long life. B. Absence of illness. C. Quality of life. 20. What can you infer from the passage? A. Medical advances have made people live longer. B. Born in 1900, people on average can live to 1975. C. Born in xx, you are sure to live to 75. 第二部分：閱讀理解（共兩節(jié)，滿分40分 ） 第1節(jié) （共15小題；每小題2分，滿分30分） 閱讀下列短文，從每題所給的四個選項（A、B、C和D）中，選出最佳選項，并在答題卡上將該項涂黑。 A The cars were honking (鳴叫) on the road one morning as I was walking to the park. I walked on and soon found the cause — a little taxi that had got stuck in the middle of the road. There was sweat on the drivers face as he tried to start the engine again and again — nothing happened. "No petrol," I said to myself and then found myself getting angry. "Why doesnt the fool move his taxi to the side?" I thought, so did all the others who honked and shouted. He got up tiredly, and the passenger in the taxi got out. He was a young man in a white shirt, who watched the driver try to push it to the side. "Stupid guy!" I said. "Cant he lend a helping hand? " I watched as the poor driver pushed it to the side. Cars, buses and trucks went past cursing (咒罵 ) the poor man. The young man took another taxi and went off. The taxi driver began mending his taxi. "Stupid passenger!" I said to him. "He didnt help you!" The taxi driver slowly got up. "Sir!" he asked, "Did you?" I looked at him guiltily, then looked away, and walked away fast, asking myself, "Did I help the poor man push his taxi?" What had I been doing as the traffic jam took place? How had I helped deal with the problem? Did I help the poor man push his taxi? I’d done my bit, with my mouth. But never had I moved to solve the problem. I was shocked with guilt as I heard him asking, "Sir! Did you?" 21. Why did a traffic jam happen on the road when the author was walking to the park? A. There was too much traffic in the street. B. Truck drivers attempted to go ahead of others. C. taxi driver couldnt start his engine. D. young man wasnt good at driving. 22 The authors attitude toward the passenger is that of __________. A. anger B. respect C. sympathy D. guilt 23. Why did the author feel guilty? A. Because he blamed the driver wrongly. B. Because he didnt help the driver, either. C. Because he tried to help but failed in the end. D. Because he didnt persuade the passenger to help. 24. From the incident, the author learnt a lesson that we should _________. A. criticize those who dont help B. hurt the self-respect of others no more C. think more of those who are in need D. stop talking and start to help B My students often tell me that they don’t have “enough time” to do all their schoolwork. My reply is often a brief “You have as much time as the president.” I usually carry on a bit about there being twenty-four hours in the day for everyone, and suggest that “not enough time” is not an acceptable explanation of not getting something done. Once in graduate school, I tried to prove to one of my professors by saying that I was working hard. His answer to me was, “That’s irrelevant (無關的). What’s important is the quality of your work.” Since then I have had time to think carefully about the “hard worker” dodge (訣竅), and I have e to some conclusions — all relevant to the problem of how much time we have. If you analyze the matter, you can identify two parts of the problem: There is, of course, the matter of “time”, which we can think of as fixed. Then there is the problem of “work” during that time. But, as my professor suggested, it’s not how hard one works but the quality of the product that’s important. That led me to a new idea: the quality of the work. That concept is perhaps best explained by a sign I once saw on the wall in someone’s office: “Don’t work harder. Work smarter.” There is a lot of sense in that idea. If you can’t get more time, and few of us can, the only solution is to improve the quality of the work. That means thinking of ways to get more out of the same time than we might otherwise get. That should lead us to an analysis of our work habits. Since “work” for students usually means “homework”, the expression “work habits” should be read as “study habits”. Then, as a smart student, you will seek to improve those skills that you use in study, chiefly reading and writing. If you learn to read better and write better, there are big benefits that pay off in all your studies. 25. From the passage, we know that the author is probably ______ . A. a poet B. an educator C. a novelist D. an engineer 26. We can infer from the 2nd paragraph that we students still _____ . A. have enough time B. can meet the president C. get everything done well D. should accept the explanation 27. Which of the following is TRUE according to the passage? A. The author’s students make good use of their time to do all their homework. B. The author tried to tell the professor that he/she (author) had done a good job. C. You can’t improve the quality of the work if you can’t get more time. D. You’ll try to improve your skills in reading and writing if you’re a clever student. 28. What’s the passage mainly about? A. Students don’t have enough time. B. Don’t work harder; work smarter. C. No one can get more time. D. Read better and write better. C Take a look at the following list of numbers: 4, 8, 5, 3, 7, 9, 6. Read them loud. Now look away and spend 20 seconds memorizing them in order before saying them out loud again. If you speak English, you have about a 50% chance of remembering those perfectly. If you are Chinese, though, you’re almost certain to get it right every time. Why is that? Because we most easily memorize whatever we can say or read within a two-second period. And unlike English, the Chinese language allows them to fit all those seven numbers into two seconds. That example es from Stanislas Dahaene’s book The Number Sense. As Dahaene explains: Chinese number words are remarkably brief. Most of them can be spoken out in less than one-quarter of a second (for instance, 4 is “si” and 7 “qi”). Their English pronunciations are longer. The memory gap between English and Chinese apparently is entirely due to this difference in length. It turns out that there is also a big difference in how number-naming systems in Western and Asian languages are constructed. In English, we say fourteen, sixteen, seventeen, eighteen and nineteen, so one might expect that we would also say oneteen, twoteen, threeteen, and fiveteen. But we don’t. We use a different form: eleven, twelve, thirteen and fifteen. For numbers above 20, we put the “decade” first and the unit number second (twenty-one, twenty-two), while for the teens, we do it the other way around (fourteen, seventeen, eighteen). The number system in English is highly irregular. Not so in China, Japan, and Korea. They have a logical counting system. Eleven is ten-one. Twelve is ten-two. Twenty-four is two-tens-four and so on. That difference means that Asian children learn to count much faster than American children. Four-year-old Chinese children can count, on average, to 40. American children at that age can count only to 15. By the age of five, in other words, American children are already a year behind their Asian friends in the most fundamental of math skills. The regularity of their number system also means that Asian children can perform basic functions, such as addition, far more easily. Ask an English-speaking seven-year-old to add thirty-seven plus twenty-two in her head, and she has to change the words to numbers (37+22). Only then can she do the math: 2 plus 7 is 9 and 30 and 20 is 50, which makes 59. Ask an Asian child to add three-tens-seven and two-tens-two, and then the necessary equation(等式) is right there, in the sentence. No number translation is necessary: it’s five-tens-nine. When it es to math, in other words, Asians have a built-in advantage. For years, students from China, South Korea, and Japan --- outperformed their Western classmates at mathematics, and the typical assumption is that it has something to do with a kind of Asian talent for math. The differences between the number systems in the East and the West suggest something very different --- that being good at math may also be rooted in a group’s culture. 29. What does the passage mainly talk about? A. The Asian number-naming system helps grasp advanced math skills better. B. Western culture fail to provide their children with adequate number knowledge. C. Children in Western countries have to learn by heart the learning things. D. Asian children’s advantage in math may be sourced from their culture. 30. What makes a Chinese easier to remember a list of numbers than an American? A. Their understanding of numbers. B. Their mother tongue. C. Their math education. D. Their different IQ. 31. Asian children can reach answers in basic math functions more quickly because ____________. A. they pronounce the numbers in a shorter period B. they practice math from an early age C. they don’t have to translate language into numbers first D. American children can only count to 15 at the age of four D What makes humans smarter than other animals? We’ve got a bigger brain, of course. But when it es to brains, is bigger always better? Traditionally, scientists have thought that human’ superior intelligence derived(源于)mostly from the fact that our brains are three times bigger than those of our nearest living relatives, chimpanzees. People even used to believe that because men have slightly larger brains than women that men are smarter. This, however, is not the truth. Scientists at University College London in the UK have found that brain organization, and not brain size, is the key to the superiority of human intelligence, reported Live Science. Through millions of years of evolution, our ancestors were constantly pushed to get smarter so that they could meet the demands of new environments. However, holding this growing intelligence in increasingly large brains was not the best choice because bigger brains require more energy to power. “This is when reorganization may e into play, ”said Christophe Soligo, a member of the London research team. In the study, scientists looked at the brains of 17 species of primates(靈長目動物), including monkeys, apes and humans. They found that in the process of evolution, brains didn’t keep growing as a whole. Certain regions of the brain grew prior to others in response to species’ needs, and in this way they could make the best use of their limited brain space. For example, when early humans were struggling to survive, the brain region in charge of using tools and finding food grew in size more than other regions. But in modern times, the prefrontal cortex(前額皮質)—the region in charge of social cognition (認知), moral judgments and goal-directed planning—grew more than the rest of the brain. Think of the brain as a room. If a big room is poorly organized, it doesn’t necessarily store more stuff than a smaller one. Paul Manger, professor at the University of the Witwatersrand, South Africa, explains this principle using the example of whales. He told Scientific American: “Whales have big brains, absolutely. But if you look at the actual structure of the brain, it’s not very plex. Brain size only matters if the rest of the brain is organized properly. ” 32.It has recently been found that humans are smarter than the other animals mainly because　　　. A. they are a species of primates B. they have much larger brains C. their brain structure is more plex D. they were constantly pushed to get smarter 33. According to the article, in recent human evolution, 　　　. A. the brain kept growing in size to adapt to new environments B. most regions of the brain didn’t change C. the prefrontal cortex grew more than the rest of the brain D. humans’ brains became increasingly simple so that humans could survive 34. What can we conclude from the article? A. Gender makes a difference in intelligence. B. The size of the brain has nothing to do with intelligence. C. Species whose brain is organized properly tend to be smarter. D. Larger brains are usually organized better than smaller ones. 35. The method the writer uses to develop the last paragraph is　　　. A. by presenting research data B. by giving examples C. by making a parison D. by analyzing cause and effect 第二節(jié) （共5小題；每小題2分，滿分10分） 根據(jù)短文內容,從短文后的選項中選出能填入空白處的最佳選項。選項中的兩項為多余選項。 Being organized is an important skill for school and life．When you’re well organized，you can stay focused，instead of spending time hunting things down． 36 For schoolwork，it means having one notebook or place where you store all your assignments，so you know what you have to do and when．Keeping labeled folders(貼有標簽的文件夾)for handouts(課堂講義)and keeping all your school work neat and in a specific place--these are the main parts of organization． For home stuff，being organized means having a place to put your things and putting them back as you go． 37 It means keeping your schoolbag，your shoes，and your clean underwear in the same places so you always know where to find them． Planning is part of being organized，too． 38 Calendars，lists，and schedules can help you plan．You can buy or draw a calendar and keep it near your workplace．Making a schedule or “to-do” list for yourself is a good idea．Looking at your list helps you keep track of what you need to do． 39 Check off things when you’ve done them．Use your list to help you decide which thing is the most important to work on first． 40 But once you’re organized，it feels great．The less time you spend hunting around for things or panicking about homework，the more time you have for better things，like reading a good book or playing． A．Planning means deciding what you will do and when you will do it． B．First，you should get your schoolwork organized． C．Add new things as you get assignments． D．You will benefit a lot from a good habit． E．What does it mean to be organized? F．It takes some extra efforts to organize yourself and your stuff． G．It means hanging your coat up instead of dropping it on the floor or throwing it on a chair． 第三部分：英語知識運用(共兩節(jié)，滿分45分) 第一節(jié)：完形填空 (共20小題，每小題.1.5分, 滿分30分) 閱讀下面短文。從短文后各題所給的四個選項（A、B、C和D）中，選出可以填入空白處的最佳選項，并在答題卡上將該項涂黑。 In the spring of 1919, Princess Bazaar of Luxembour’s royal family met the royal kitchen helper Leon. Many nights, Leon went into the kitchen and made 41 for Bazaar. They always talked about the good times 42 they were having ice-cream. They soon fell in love. But 43 their different social status, both of them buried the 44 . Soon, Bazaar was made to accept an arranged royal marriage. For days, Leon could not see Bazaar, he was 45 with impatience. Finally, Bazaar 46 at the table a month later. While serving desserts, Leon 47 the letters DOVE, which is an abbreviation of DO YOU LOVE ME with hot chocolate on Bazaar’s ice-cream. Leon 48 that Bazaar could understand his feelings. A few days later, Bazaar got 49 . One year later, Leon could not 50 the mental suffering and left the royal kitchen. Years later, he and his own family 51 a candy store. Many years later, they met again. Bazaar 52 that that afternoon she ate the ice-cream made by Leon, but didn’t see the 53 letters then. Hearing this, Leon broke down in tears, and he finally understood the past 54 .If that chocolate had been 55 , those letters would never have melted, and he would not have lost his last chance. Leon decided to 56 a solid chocolate which can 57 a long time. After lots of 58 , the chocolate Dove was finally made and each piece of chocolate was 59 engraved(刻有) with the letters “DOVE”. It’s a symbol of the love between Leon and Bazaar. Now more and more people fall in love with this chocolate. Giving someone DOVE means sending the 60 of love: DO YOU LOVE ME? 41. A. dishes B. chocolate C. ice-cream D. cakes 42. A. until B. if C. while D. once 43. A. because of B. thanks for C. apart from D. regardless of 44. A. feelings B. difference C. silence D. needs 45. A. calling B. burning C. working D. talking 46. A. stood up B. turned up C. stayed up D. dressed up 47. A. wrote B. sent C. mixed D. noticed 48. A. expected B. declared C. allowed D. promised 49. A. sick B. angry C. married D. bored 50. A. reduce B. stop C. repeat D. bear 51. A. left B. visited C. ran D. found 52. A. realized B. remembered C. wondered D. thought 53. A. confusing B. interesting C. melting D. annoying 54. A. misunderstandings B. petitions C. judgment D. prejudice 55. A. stable B. powerful C. frozen D. solid 56. A. buy B. discover C. create D. enjoy 57. A. stand B. spare C. take D. preserve 58. A. breaks B. research C. pressure D. problems 59. A. luckily B. immediately C. quickly D. firmly 60. A. story B. memory C. whisper D. secret 第II卷 (非選擇題) 注意：將答案寫在答題卡上。寫在本試卷上無效。 第三部分：英語知識運用(共兩節(jié)，滿分45分) 第二節(jié)：（共10小題；每題1.5分，共15分） 閱讀下面材料，在空白處填入適當?shù)膬热荩ú欢嘤?個單詞）或括號內單詞的正確形式。 On keeping a Diary in English Keeping a diary in English is one of the 61___ __ (effect)