河南省開封市五縣2022-2023學(xué)年高一上學(xué)期第一次月考聯(lián)考英語試題（含答案）-試卷下載-教習(xí)網(wǎng)

答題前填寫好自己的姓名、班級(jí)、考號(hào)等信息
2.請(qǐng)將答案正確填寫在答題卡上
第I卷（選擇題）
第一部分閱讀理解（共兩節(jié)，滿分50分）
第一節(jié) 閱讀下列短文，從每題所給的四個(gè)選項(xiàng)A、B、C、D中，選出最佳選項(xiàng)。（共
15小題每小題2.5分，滿分37.5分）
A
Sme peple travel t relax, while thers fr experience. But are yu tired f the high-priced r crwded turist attractins in big cities?Here are a few perfect places t g fr relaxatin.
China's Silk Rad
Traveling t China's Silk Rad is a jurney f cntrasts∶ Han and Uyghur ethnicities（維吾爾族）Eastern and Central Asian cultures, natural and man-made wnders, dry desert and Alpine Muntain scenery. The scenery is mre beautiful when the flwers cme ut and green grass cvers the earth.
Qinghai Lake
Qinghai Lake is the shining jewel f nrthwest China. The lake is quieter and mre peaceful when it is decrated with yellw grasslands and snw.cvered muntains. Standing n the banks, yu will have a wide view f the scenery. This huge lake and quiet envirnment will make yu feel at peace and in natural beauty.
Dacheng
Dacheng is a ppular stpver pint n the jurney t Yading, a place where yu can appreciate the nature f the Tibetan minrity culture.In autumn, the red bushes cmbined with the yellw leaves under the clear blue sky are believed t exhibit the clrs f heaven. The temples in these muntains represent the lcal culture. Yangtze River
The Yangtze River tur is blessed with beautiful natural landscapes and places f interest t be seen alng the way. The ship frequently stps and yu can explre the attractins f different cities alng the riverbank. The Yangtze River in Octber is painted with bright fall clrs. Als, the weather in Octber is quite cmfrtable and cl.
1. Which f the fllwing best suit peple wh enjy minrity culture?
A. Dacheng and Yangtze River. B. China's Silk Rad and Qinghai Lake.
C. Dacheng and Qinghai Lake. D. China's Silk Rad and Dacheng
2. What can turists d during the Yangtze River tur?
A. Enjy man-made wnders. B. Admire attractins f different cities.
C. Swim alng the riverbank. D. Ride a hrse in the desert.
3. Where can the text be fund ?
A. In a guidebk. B. In a nvel.
C. In an art magazine. D. In a histry bk.
B
A teacher decided t let her class play a game. She tld each child in the class t bring alng a bag with several tmates. Each tmat wuld be given a name f a persn that the child hated. S the number f tmates in his r her bag wuld depend n the number f peple the child hated,
When the day came, every child brught sme tmates with the name f the peple he r she hated. Sme had tw tmates. Sme had three tmates. Sme even had five tmates. The teacher then tld the children t carry the tmates with them wherever they went fr a week. Days passed, and the children started t get annyed because the rtten（腐爛的） tmates let ut terrible smell. Besides，thse having five tmates als had t carry heavier bags. After ne week, the children were very happy because the game had finally ended.
Then the teacher tld them the meaning behind the game. The teacher said,“This is the same situatin when yu carry yur hatred fr smebdy inside yur heart. The terrible smell f hatred will pllute yur heart, and yu will carry it with yu wherever yu g. If yu cannt stand the smell f rtten tmates fr just ne week, can yu imagine what it is like t have the smell f hatred in yur heart fr yur lifetime?”
The teacher asked students t give each tmat a name f a persn they_
A. disliked B. helped C. knew D. recgnized
5. The students felt____when the rtten tmates let ut terrible smell.
A. surprised B. scared C. unhappy D. frightened
6. The underlined wrd“hatred” in Para.4 means“_ ”in Chinese.
A. 善意B. 憎恨C.遺憾D. 喜歡
7. We can knw frm the passage that.
A. hatred can make us happy and it's gd fr ur health
B. hatred can make ur life full f happiness
C. hatred has a strange taste which make us plluted
D. carrying ur hatred fr smene will make ur life hard
C
D yu get nervus thinking abut a cming math test? If yes, yu are far frm alne. Math anxiety has becme a cmmn cnditin amng students arund the wrld. Students in cuntries with higher levels f math anxiety may prbably get lver math grades, accrding t a study published by the Natinal Academy f Sciences n Feb 15.
Math anxiety —— a negative emtinal reactin t the cre subject ——causes fear.physical suffering and behavir prblems amng yung pupils, accrding t a University f Cambridge study. Sme peple als experience physical symptms such as sweaty palms r a racing heart. They may then try t avid every situatin invlving numbers, meaning they are held back frm pursuing careers related t this subject, such as technlgy r engineering, accrding t The Guardian.
Relief cmes frm the fact that thse with math anxiety aren't destined（注定的）t be bad at math. “If a child has math anxiety, dn’t think that they’re nt gd at math. They may have had a really bad experience with math and there are ways t imprve math achievement,”Daniel Ansari, the senir authr f the study tld The Lndn Free Press.
Als, there are wavs t manage yur stress related t math. If yu're feeling stressed befre a math exam, it may help t spend a few minutes explring thse feelings befre the exam begins.“It's abut making sure yu're interpreting yur feelings crrectly，" Sian Beilck， a cgnitive（認(rèn)知的）scientist tld the BBC.“Just because yu have a fast heartbeat and sweaty palms, that des nt necessarily mean yu will fail.”
Math desn't cme easy, n matter hw clever yu are. Lenard da Vinci, the famus Italian artist， was a huge fan f mathematics. But his ntebks shw that Da Vinci culdn't d fractins（分?jǐn)?shù) ）. He culd never grasp， fr instance， that dividing a number by ne-quarter is the same as multiplying by fur, resulting in a higher number than the riginal.
8. What d we knw abut math anxiety?
A. It can cause unpleasant symptms bth mentally and physically.
B. It is mst cmmnly seen amng teenagers.
C. Peple wh are gd at math dn't experience math anxiety.
D. Math anxiety leads t peple struggling in their career.
9. What des Daniel Ansari's study imply（暗示）?
A. Math anxiety may cntribute t better grades.
B. Students with math anxiety may have higher cgnitive abilities.
C. Bad experience with math can cause cgnitive disadvantages.
D. Math anxiety des nt suggest the ability t slve math prblems.
10. Hw shuld yu deal with the stress related t math accrding t the article?
A. Practice mre befre yu take math exams.
B. Learn t understand yur feelings.
C. Ask cgnitive experts fr help.
D. Take all nervus energy as a challenge.
11. Why is Lenard da Vinci's stry mentined?
A. T shw da Vinci's math anxiety is very serius.
B. T explain why math is a particularly difficult subject.
C T shw that studying math isn't easy.
D. T suggest a way t slve math anxiety.
D
Many studies have shwn the learning-by-teaching effect. Students wh spend time teaching what they've learned shw better understanding and ability t remember knwledge than students wh simply spend the same time re-studying. But why des teaching help?
Researchers did a study t test their idea that teaching imprves the teacher's learning because it frces the teacher t find back what they've learned. They asked 124 students t spend ten minutes studying a text with numbers n a tpic which is cmpletely new t them. They tld the students they culd take ntes while studying, but wuld teach the material afterwards withut ntes. After studying the text, the students were divided int fur grups.In ne grup the students spent five minutes giving a lessn n the study material withut ntes. The ther grups either spent the same time cmpleting arithmetic（算術(shù)）prblems， teaching with a script（講稿）r writing dwn all they culd remember frm the text——a frm f recalling practice. A week later, all the students tk a surprise test f their knwledge and understanding f the text.
The imprtant finding is that the teaching-withut-ntes grup and the recalling-practice grup perfrmed better than the grup that cmpleted arithmetic prblems and the grup that taught with a script.
The researchers said the result shws that the benefits f the learning-by-teaching methd are caused by recalling practice; that is, the learning by-teaching methd wrks nly when the teaching includes recalling the taught materials.
The new findings have a practical suggestin fr hw the learning-by-teaching methd is used in educatin. In rder t make sure that students learn and remember an educatinal material, they shuld internalize（內(nèi)化）the material befre presenting it t thers， rather than depend n ntes during the presentatin prcess.
12. Why des the authr give a questin in Paragraph 1?
A. T intrduce the tpic. B. T lk fr readers' answer.
C. T keep a sense f mystery. D. T shw ff his knwledge.
13. What is Paragraph 2 mainly abut?
A. Why the study started. B. Hw the study was dne.
C. Hw many peple jined in the study. D. What cnclusin the researchers made.
14. What shuld be stressed in schl educatin accrding t the authr?
A. Previewing-by-teaching. B. Nte-taking.
C. Learning-by-teaching. D. Mind-mapping.
15. What des the text prbably talk abut ?
A. A histry textbk. B. A detective nvel. C. A guideline.D. A science study.
第二節(jié) 根據(jù)短文內(nèi)容，從短文后的選項(xiàng)中選出能填入空白處的最佳選項(xiàng)，選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。（共5小題每小題2.5分，滿分12.5分）
Hw t make friends at a new schl
Starting with a new schl can be difficult. Everything seems t be different, and yu dn't even knw where t g fr yur wn classes.Making new friends can be hard,t.__16
Be yurself.
Never change wh yu are t try and fit in. If sme peple dn't accept yu, they're nt the kind f friends yu need. Peple ften stay tgether because they have similar interests. 17
18
Remember t be nice t the peple yu meet at yur new schl. If yu think that yu will say smething that may make them feel sad, d nt say anything and just nd yur head if they talk t yu. Als, remember t be as helpful as pssible!
Believe in yurself.
A smile ges a lng way. When yu walk in the halls, dn't keep yur eyes n the flr. 19 If yu see smene yu knw, smile r say“Hi”. Intrduce yurself. Tell them yur name and where yu're frm.
Remember peple's names.
Yu like it when peple use yur name, and s d ther peple. Peple may becme angry if yu just begin by saying“Hey”each time. 20 Yu'd be surprised hw ften this might cme in handy.
A Raise yur head and make eye cntact with ther peple.
B. Fr example, smene wh des lts f sprt may make friends with thse wh als run r swim a lt.
C. Jin in after-schl activities yu like.
D. Hwever, if yu use the fllwing skills, yu can quickly turn sme f thse strangers int friends.
E. Be friendly t thers.
F. Besides, ask them in a kind way if they have a nickname.
G. Dn't sit at the back f the classrm where ther peple dn't ntice yu!
第二部分語言知識(shí)運(yùn)用（共兩節(jié)，滿分30分）
第一節(jié) 閱讀下面短文，從短文后各題所給的A、B、C、D四個(gè)選項(xiàng)中，選出可以填入空白處的最佳選項(xiàng)。（共15小題每小題1分，滿分15分）
The mst imprtant lessn I learned in high schl had nthing t d with maths r American histry. It came at graduatin, several minutes befre I left Miramnte High Schl.
I was rather shy back then,cntent t__21__aru and with my few friends and t cncentrate n my subjects. I was ding s well that by the end f senir year I had perfect scres and enugh 22 t g t cllege.
But my gd recrd sn became a fear t my well-being. In early June f senir year, the headmaster called me int his ffice. He asked me t give a leave-taking speech at graduatin. I lked at him, my heart 23__fast. This was the reward fr my hard wrk? I said smething, but nt very clearly, and hurried away frm the ffice.
I was___24____abut the decisin， finally agreeing t cmprmise（妥協(xié)）. I wasn't the nly speaker ——I wuld 25 the hnr with five ther students. Still, it was dubtful whether the task was 26 me. Hw in the wrld wuld I give a speech t hundreds f peple?
Graduatin day sn arrived and,as___27 _,I was nervus.I'd been practicing my speech fr days, and I had it memrized. But I had never been s___28___in my life. The first half hur f the ceremny passed, and then my___29____came. My name was annunced. I managed t reach the platfrm withut falling dwn. But within minutes,I finished my speech,____30___back t my seat and feeling unsatisfied with my perfrmance.
Nw I still have the tape f that speech. My vice trembled a little, but__31___it was clear and strng. I'm prud f that tape. I achieved smething I'd never 32 —I spke in frnt f hundreds f peple. 33 I didn't realize it at the time, the successful cmpletin f that speech gave me the 34 t participate in class at cllege,t give ral reprts, and t eventually break free f my 35
I never wuld have chsen t give a speech at graduatin. But I am glad I did. I knw it may well turn ut t be ne f my shining mments.
21. A. run B. lk C. turn D. hang
22. A. mney B. credits C. time D. standards
23. A. burning B. breaking C. aching D. beating
24. A. dubtful B. ptimistic C. generus D. hesitant
25. A.share B. bring C. spare D. give
26. A. abut B. fr C. upn D. beynd
27. A. knwn B. hped C. expected D. planned
28. A. interested B. frightened C. excited D. disappinted
29. A mment B. clay C. chance D. decisin
30. A. passing B. handing C. walking D. returning
31. A. partially B. immediately C. frankly D. mstly
32. A. dreamed B. made C. decided D. requested
33. A. Because B When C. Althugh D. Unless
34. A. respect B. cnfidence C. freedm D. excuse
35. A. shyness B. pride C. stupidity D. curage
第II卷（非選擇題）
第二節(jié) 閱讀下列材料，在空白處填入適當(dāng)?shù)膬?nèi)容（1個(gè)單詞）或括號(hào)內(nèi)單詞的正確形式。（共10小題，每小題1.5分，滿分15分）
My life is much36easy) at high schl than befre because my fellw students have accepted me. The few wh cannt see the real persn inside my bdy d nt make me_ 37____(anny). I just ignre them and fcus 38 my wn life.I am happy___39____(find)many things I can d, like writing and cmputer prgramming. My dream is t wrk fr a firm 40 develps cmputer sftware when I grw up. Last year I invented a cmputer ftball game and a big cmpany has decided t buy it frm me. I have a very busy life with n time t sit arund 41 (feel) srry fr myself. As well as ging t the mvies and ftball matches with my friends, I spend a lt f time __42_(stay with my pets. I have tw rabbits, a parrt, a tank full f fish and a trtise. Lking after my pets prperly___43____(take)a lt f time but I find___44____wrthwhile.I als have t d a lt f wrk, 45 (especial)if I have been away fr a while.
寫作（共兩節(jié)，滿分40分）
第一節(jié) 書面表達(dá)（滿分15分）
你的朋友高一新生Tnny給你來信說，由于第一次離開家，所以想家，想父母，在新的環(huán)境中不快樂，很傷心。假定你是李華，請(qǐng)你根據(jù)他目前的處境（present situatin）給他寫一封回信，信中應(yīng)包括如下要點(diǎn)
1.簡(jiǎn)述分析 Tnny 目前的情況，鼓勵(lì)他求學(xué)的信心，目前的暫時(shí)分離對(duì)他的學(xué)業(yè)發(fā)展（academic develpment ）和個(gè)人能力（persnal ability）的發(fā)展是幫助的；
2.就Tnny的情況，提出三條建議（如∶交友、分享、參加活動(dòng)等），讓他高興快樂起來。注意
1.文章詞數(shù)80左右，開頭和結(jié)尾已給出，不計(jì)入總詞數(shù)。
2.可以適當(dāng)增加細(xì)節(jié)，以使行文連貫。
Dear Tnny,
Thank yu fr yur letter. I am very glad t have a talk abut yur present situatin with yu.

Wish yu happy every day.
Yurs sincerely,
Li Hua
第二節(jié) 讀后續(xù)寫（滿分25分）
閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
When Glria Estefan started primary schl, she culd nt read, write nr speak English. She felt lst, unhappy and cmpletely frightened. Hwever, smene changed her life--her English teacher, Mrs. Cllins. Her family had left Cuba in 1959 when she was nly a year ld in the hpe f finding a better life in America. Initially they mved t Miami where the family settled in a set f apartments with ther Cuban wmen and children wh had immigrated.
The wmen were clse-knit and supprtive. While she felt safe, she was als islated. They all spke Spanish, and she rarely heard English. On her very first day in schl, which she was lking frward t, she was cmpletely shcked. She came hme and tld her mther that she had learnt her first English wrd“stupid”.It was the nickname a by had given her.
In every way pssible, she was set apart frm her classmates. She was the nly panic and nn-white student. She als fund it difficult t grasp the English language as it was her secnd language. The culture, her schl friends and the fd they ate were different frm hers. As such, she was set apart frm her classmates.
One persn made that year bearable fr her, Mrs.Cllins. She was yung and African American, s she understd hw Glria felt as she was the (nly nn-white student in class. Mrs. Cllins never dubted that Glria culd catch up with the ther students in time.
Still, the teasing cntinued. The by wh called her stupid wuld nt stp laughing at her fr her accent. He was a gd student and the prud hlder f the class's reading award. It was an hnur given peridically t a student, based n excellence In schlwrk,participatin and hmewrk.Glria .wanted that lng-waited award.
注意
1.續(xù)寫詞數(shù)應(yīng)為150左右
2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Mrs. Cllins encuraged her t cmpete fr the reading award.

The award ceremny was cming up.
高一年級(jí)上學(xué)期第一次月考聯(lián)考卷
英語答案
1．D 2．B 3．A
【導(dǎo)語】這是一篇應(yīng)用文。文章介紹了四個(gè)讓人放松的景點(diǎn)。
1．細(xì)節(jié)理解題。根據(jù)China’s Silk Rad部分的“Traveling t China’s Silk Rad is a jurney f cntrasts: Han and Uyghur ethnicities(維吾爾族), Eastern and Central Asian cultures, natural and man-made wnders, dry desert and Alpine Muntain scenery.(中國(guó)絲綢之路之旅是一次對(duì)比之旅：漢族和維吾爾族，東亞和中亞文化、自然和人造奇觀、干燥沙漠和高山風(fēng)光)”可知，絲綢之路之旅包含了漢族、維吾爾族、東亞和中亞文化，適合對(duì)少數(shù)名族文化感興趣的人和Dacheng中的“Dacheng is a ppular stpver pint n the jurney t Yading, a place where yu can appreciate the nature f the Tibetan minrity culture.(稻城是亞丁旅途中一個(gè)受歡迎的停留點(diǎn)，在這里你可以欣賞西藏少數(shù)民族文化的本質(zhì))”。故選D。
2．細(xì)節(jié)理解題。根據(jù)Yangtze River部分的“The ship frequently stps and yu can explre the attractins f different cities alng the riverbank.(船經(jīng)常停下來，你可以沿著河岸探索不同城市的景點(diǎn))”可知，在長(zhǎng)江之旅的途中游客們可以欣賞沿途城市的景點(diǎn)。故選B。
3．推理判斷題。通讀全文可知，本文介紹了四個(gè)讓人放松的景點(diǎn)。由此推知，這篇文章很有可能在一本旅游指南上找到。故選A。
4．A 5．C 6．B 7．D
【導(dǎo)語】本文是一篇記敘文，主要講的是一個(gè)老師讓學(xué)生隨身帶著寫有他討厭的人的名字的西紅柿，隨著日子的推移，西紅柿腐爛發(fā)臭了，孩子們開始抱怨，通過這個(gè)游戲，老師讓孩子們認(rèn)識(shí)到了不能帶著仇恨生活。
4．細(xì)節(jié)理解題。根據(jù)第一段的“Each tmat wuld be given a name f a persn that the child hated.(每個(gè)西紅柿都有一個(gè)孩子討厭的人的名字。)”可知，老師讓學(xué)生用它們不喜歡的人的名字給西紅柿命名，故選A。
5．推理判斷題。根據(jù)第二段的“Days passed, and the children started t get annyed because the rtten (腐爛的) tmates let ut terrible smell.(幾天過去了，孩子們開始生氣，因?yàn)闋€番茄散發(fā)出難聞的氣味。)”可知，當(dāng)腐爛的西紅柿散發(fā)出可怕的氣味時(shí)，學(xué)生們感到不高興，故選C。
6．詞句猜測(cè)題。根據(jù)第一段的“Each tmat wuld be given a name f a persn that the child hated.(每個(gè)番茄都有一個(gè)孩子討厭的人的名字。)”和第二段的“When the day came, every child brught sme tmates with the name f the peple he r she hated.(當(dāng)這一天到來的時(shí)候，每個(gè)孩子都帶了一些寫著他或她討厭的人的名字的西紅柿。)”可知，劃線詞所在的句子表示“這和你內(nèi)心對(duì)某個(gè)人的仇恨是一樣的”，劃線詞hatred的意思是“憎恨”，故選B。
7．推理判斷題。根據(jù)最后一段的“The terrible smell f hatred will pllute yur heart, and yu will carry it with yu wherever yu g. If yu cannt stand the smell f rtten tmates fr just ne week, can yu imagine what it is like t have the smell f hatred in yur heart fr yur lifetime?(仇恨的可怕氣味會(huì)污染你的心，你會(huì)帶著它走到任何地方。如果你僅僅一個(gè)星期不能忍受爛西紅柿的味道，你能想象你的內(nèi)心一輩子都充滿仇恨的味道是什么感覺嗎？)”可知，對(duì)某人懷有仇恨會(huì)讓我們的生活變得艱難，故選D。
8．A 9．D 10．B 11．C
【導(dǎo)語】這是一篇說明文，文章介紹了數(shù)學(xué)焦慮以及緩解的方法。
8．細(xì)節(jié)理解題。根據(jù)第二段首句“Math anxiety — a negative emtinal reactin t the cre subject — causes fear, physical suffering and behavir prblems amng yung pupils, accrding t a University f Cambridge study.(劍橋大學(xué)的一項(xiàng)研究表明，數(shù)學(xué)焦慮——一種對(duì)核心學(xué)科的負(fù)面情緒反應(yīng)——會(huì)導(dǎo)致年輕學(xué)生的恐懼、身體痛苦和行為問題)”可知，數(shù)學(xué)焦慮會(huì)在精神和身體上引起不愉快的癥狀，故選A。
9．推理判斷題。根據(jù)第三段中“‘If a child has math anxiety, dn’t think that they’re nt gd at math. They may have had a really bad experience with math and there are ways t imprve math achievement,’ Daniel Ansari, the senir authr f the study tld The Lndn Free Press.(“如果一個(gè)孩子有數(shù)學(xué)焦慮，不要認(rèn)為他們不擅長(zhǎng)數(shù)學(xué)。他們可能有過非常糟糕的數(shù)學(xué)經(jīng)歷，但有一些方法可以提高數(shù)學(xué)成績(jī)”，該研究的資深作者Daniel Ansari在接受《倫敦自由出版社》采訪時(shí)表示)”可知，Daniel Ansari的研究表明，數(shù)學(xué)焦慮并不反映解決數(shù)學(xué)問題的能力，故選D。
10．細(xì)節(jié)理解題。根據(jù)第四段中“If yu’re feeling stressed befre a math exam, it may help t spend a few minutes explring thse feelings befre the exam begins. ‘It’s abut making sure yu’re interpreting yur feelings crrectly,’ Sian Beilck…(如果你在數(shù)學(xué)考試前感到有壓力，在考試開始前花幾分鐘探究這些感覺可能會(huì)有幫助。“這是為了確保你正確地理解自己的感受”，Sian Beilck說)”可知，如果你有關(guān)于數(shù)學(xué)的壓力，你應(yīng)該學(xué)會(huì)理解自己的感受，故選B。
11．推理判斷題。最后一段首句“Math desn’t cme easy, n matter hw clever yu are.(不管你有多聰明，數(shù)學(xué)都不容易學(xué))”提到，不管你有多聰明，數(shù)學(xué)學(xué)起來都不容易，接著文章舉了達(dá)芬奇的例子，達(dá)芬奇是數(shù)學(xué)的狂熱愛好者，但他不會(huì)做分?jǐn)?shù)，以此來支撐上述觀點(diǎn)，說明學(xué)習(xí)數(shù)學(xué)不容易。故選C。
12．A 13．B 14．C 15．D
【導(dǎo)語】這是一篇說明文。文章主要講述了一項(xiàng)重要的研究，研究發(fā)現(xiàn)在學(xué)習(xí)中，學(xué)生在教學(xué)中學(xué)習(xí)更有助于提高學(xué)生的學(xué)習(xí)效率。
12．推理判斷題。根據(jù)第一段第二句話“Students wh spend time teaching what they’ve learned shw better understanding and ability t remember knwledge than students wh simply spend the same time re-studying. (花時(shí)間教授所學(xué)知識(shí)的學(xué)生比只花同樣時(shí)間重新學(xué)習(xí)的學(xué)生表現(xiàn)出更好的理解和記憶知識(shí)的能力)”和第二段第一句話“Researchers did a study t test their idea that teaching imprves the teacher’s learning because it frces the teacher t find back what they’ve learned. (研究人員進(jìn)行了一項(xiàng)研究，以驗(yàn)證他們的觀點(diǎn)，即教學(xué)提高了教師的學(xué)習(xí)，因?yàn)樗仁菇處熣一厮麄兯鶎W(xué)的東西)”可知，本篇文章主要講述在教學(xué)中學(xué)習(xí)更能提高學(xué)生的學(xué)習(xí)效果。由此可知，第一段提出問題的原因在于進(jìn)一步介紹本篇文章的主題。故選A。
13．主旨大意題。根據(jù)第二段第二句話“They asked 124 students t spend ten minutes studying a text with numbers n a tpic which is cmpletely new t them. (他們讓124名學(xué)生花十分鐘學(xué)習(xí)一篇關(guān)于一個(gè)對(duì)他們來說完全陌生的主題的帶有數(shù)字的課文)”，第四句話“After studying the text, the students were divided int fur grups.(在學(xué)習(xí)課文后，學(xué)生們被分為四組)”以及最后一句話“A week later, all the students tk a surprise test f their knwledge and understanding f the text.(一周后，所有的學(xué)生都對(duì)他們的知識(shí)和對(duì)課文的理解進(jìn)行了一次意外的測(cè)試)”可知，第二段主要介紹實(shí)驗(yàn)的過程，也就是這個(gè)實(shí)驗(yàn)是怎么做的。故選B。
14．推理判斷題。根據(jù)最后一段“The new findings have a practical suggestin fr hw the learning-by-teaching methd is used in educatin. In rder t make sure that students learn and remember an educatinal material, they shuld internalize (內(nèi)化) the material befre presenting it t thers, rather than depend n ntes during the presentatin prcess.(這些新發(fā)現(xiàn)為教學(xué)中學(xué)習(xí)在教育中的應(yīng)用提供了切實(shí)可行的建議。為了確保學(xué)生學(xué)習(xí)和記憶教育材料，他們應(yīng)該在向他人展示之前將材料內(nèi)化，而不是在展示過程中依賴筆記)”可知，作者認(rèn)為在教學(xué)中學(xué)習(xí)有利于教育實(shí)踐，學(xué)生應(yīng)該在教學(xué)中學(xué)習(xí)。由此可推知，在學(xué)校教育中，應(yīng)該強(qiáng)調(diào)的是在教學(xué)中學(xué)習(xí)。故選C。
15．推理判斷題。文章主要講述了一項(xiàng)重要的研究，研究發(fā)現(xiàn)在學(xué)習(xí)中，學(xué)生在教學(xué)中學(xué)習(xí)更有助于提高學(xué)生的學(xué)習(xí)效率。所以此文章最有可能是一篇科學(xué)研究報(bào)告。故選D。
16．D 17．B 18．E 19．A 20．F
【導(dǎo)語】本文說明文。文章介紹了四種在新學(xué)校里交朋友的方式。
16．上文“Everything seems t be different, and yu dn’t even knw where t g fr yur wn classes. Making new friends can be hard, t.(一切似乎都不一樣了，你甚至不知道去哪里上自己的課。結(jié)交新朋友也很困難。)” 可知，文章在一開始提到了不知道如何交朋友，緊接著從下文所給的小標(biāo)題“Be yurself．(做自己)”、“Believe in yurself．(相信自己)”和“Remember peple’s names．(記住他人的名字)”中可以看出，下文在具體介紹交朋友的方法。所以此處需承上啟下，引出下文要講的具體方法，D項(xiàng)“Hwever, if yu use the fllwing skills, yu can quickly turn sme f thse strangers int friends.(然而，如果你使用以下技巧，你可以很快地把一些陌生人變成朋友。)”承接上文且與下文內(nèi)容一致。故選D。
17．本段小標(biāo)題為“Be yurself．(做自己)”，上文“Never change wh yu are t try and fit in.(永遠(yuǎn)不要為了融入別人而改變自己。)”和“Peple ften stay tgether because they have similar interests.(人們經(jīng)常待在一起，因?yàn)樗麄冇邢嗨频呐d趣。)”可知，本段主要說明要做自己以及人們常與跟自己有相同興趣的人待在一起。B項(xiàng)“Fr example, smene wh des lts f sprt may make friends with thse wh als run r swim a lt.(例如，一個(gè)做很多運(yùn)動(dòng)的人可能會(huì)和那些也經(jīng)常跑步或游泳的人交朋友。)”說明了有相似興趣愛好的人會(huì)交朋友，與上文內(nèi)容一致。故選B。
18．下文“Remember t be nice t the peple yu meet at yur new schl.(記得對(duì)你在新學(xué)校遇到的人要友好。)”以及“Als, remember t be as helpful as pssible!(此外，記住要盡可能地提供幫助!)”可知，本段主要介紹要友善待人來結(jié)交朋友的方法。空格處缺少小標(biāo)題，其格式需與文中其它的小標(biāo)題格式一致，E項(xiàng)“Be friendly t thers.(對(duì)他人友好)”可知，該選項(xiàng)為祈使句，其格式與文中其它小標(biāo)題的格式一致，且friendly與本段第一句話中nice意思一致。故選E。
19．上文“A smile ges a lng way. When yu walk in the halls, dn’t keep yur eyes n the flr. (微笑對(duì)你大有幫助。當(dāng)你走在走廊上時(shí)，不要盯著地板看。)”以及本段小標(biāo)題為“Believe in yurself．(相信自己)”可知，本段介紹了自信這一方法，下文“If yu see smene yu knw, smile r say “Hi”. Intrduce yurself.(如果你看到你認(rèn)識(shí)的人，微笑或說‘嗨’。介紹你自己。)”說明要自信得與別人打招呼。A項(xiàng)“Raise yur head and make eye cntact with ther peple.(抬起頭，和別人進(jìn)行眼神交流。)”說明了要自信，與別人要進(jìn)行眼神交流，與本段的內(nèi)容一致。故選A。
20．上文“Yu like it when peple use yur name, and s d ther peple. Peple may becme angry if yu just begin by saying “Hey” each time. (你喜歡別人叫你的名字，其他人也一樣。如果你每次都說‘嘿’，人們可能會(huì)生氣。)”以及本段小標(biāo)題為“Remember peple’s names.(記住別人的名字)”可知，該段主要介紹了記住別人的名字并叫人名這種交朋友的方法。F項(xiàng)“Besides, ask them in a kind way if they have a nickname.(此外，用一種友好的方式問他們是否有昵稱。)”說明要用名字稱呼別人，與本段內(nèi)容一致。故選F。
21．D 22．B 23．D 24．D 25．A 26．D 27．C 28．B 29．A 30．C
31．D 32．A 33．C 34．B 35．A
【導(dǎo)語】本文是一篇記敘文。文章講述了作者曾經(jīng)一直是一個(gè)成績(jī)優(yōu)異但很害羞的人，但是高中畢業(yè)典禮上的一次公開演講的成功，讓他戰(zhàn)勝了害羞，戰(zhàn)勝了自我。這也成為了他高中時(shí)期最重要的一課。
21．考查動(dòng)詞短語辨析。句意：那時(shí)我很害羞，滿足于和我的很少幾個(gè)朋友在一起閑逛和專注于我的學(xué)業(yè)。A. run arund東奔西跑；B. lk arund四下觀望；C. turn arund轉(zhuǎn)身；D. hang arund閑逛。根據(jù)上文的“I was rather shy back then”可知，那時(shí)我很害羞，不善于交際，所以只和很少幾個(gè)朋友玩。故選D。
22．考查名詞詞義辨析。句意：我做得很好，到高三學(xué)年末，我有了完美的分?jǐn)?shù)和足夠的學(xué)分去上大學(xué)。A. mney錢；B. credits學(xué)分；C. time時(shí)間；D. standards標(biāo)準(zhǔn)。根據(jù)上文的“had perfect scres”和下文“t g t cllege”可知，我的分?jǐn)?shù)很高，學(xué)業(yè)成績(jī)好，也就有了足夠的學(xué)分可以讀大學(xué)。故選B。
23．考查動(dòng)詞詞義辨析。句意：我看著他，我的心跳加速。A. burning燃燒；B. breaking打破；C. aching疼痛；D. beating心跳。根據(jù)上文的“But my gd recrd sn became a 4 t my well-being.”可知，我這個(gè)任務(wù)讓我感到恐懼，所以我會(huì)在面對(duì)他時(shí)，心跳加速。故選D。
24．考查形容詞詞義辨析。句意：我對(duì)這個(gè)決定猶豫不決，最終同意妥協(xié)。A. dubtful懷疑的；B. ptimistic樂觀的；C. generus慷慨的；D. hesitant猶豫的。根據(jù)下文的“finally agreeing t cmprmise.”可知，我最終同意妥協(xié)了，所以說明我之前曾經(jīng)對(duì)這個(gè)決定猶豫不決。故選D。
25．考查動(dòng)詞詞義辨析。句意：我會(huì)和其他五個(gè)學(xué)生共享這一榮譽(yù)。A. share分享；B. bring帶來；C. spare勻出；D. give給。根據(jù)上文的“I wasn’t the nly speaker”可知，我不是唯一的演講者，所以我會(huì)和其他五個(gè)學(xué)生共享這一榮譽(yù)。故選A。
26．考查介詞詞義辨析。句意：不過，我還是懷疑自己是否無法勝任這項(xiàng)任務(wù)。A. abut關(guān)于；B. fr為了；C. upn在……上；D. beynd超出。根據(jù)上文的“it was dubtful”可知，我一直懷疑，所懷疑的是“這個(gè)任務(wù)是否超出我的能務(wù)范圍”。故選D。
27．考查動(dòng)詞詞義辨析。句意：畢業(yè)日很快就到了，正如預(yù)料的那樣，我感到很緊張。A. knwn知道；B. hped希望；C. expected期待，預(yù)料；D. planned計(jì)劃。根據(jù)上文的“Still, it was dubtful whether the task was 9 me.”可知，我一直懷疑自己是否無法勝任這項(xiàng)任務(wù)，所這種緊張是不出所料的。故選C。
28．考查形容詞詞義辨析。句意：但我這輩子從來沒有這么害怕過。A. interested感興趣的；B. frightened害怕的；C. excited興奮的；D. disappinted失望的。根據(jù)下文的“I managed t reach the platfrm withut falling dwn”可知，我設(shè)法走到講臺(tái)那里，而中途沒有摔倒，所以說我非常害怕和緊張。故選B。
29．考查詞詞義辨析。句意：儀式的前半小時(shí)過去了，然后我的時(shí)刻就來了。A. mment時(shí)刻；B. clay黏土；C. chance機(jī)會(huì)；D. decisin決定。根據(jù)下文的“My name was annunced.”可知，我的名字被宣布了，所以是到了我演講的時(shí)刻了。故選A。
30．考查動(dòng)詞詞義辨析。句意：但幾分鐘后，我完成了演講，回到座位上，對(duì)自己的表現(xiàn)感到不滿意。A. passing走過；B. handing交給；C. walking朝……走；D. returning返回。根據(jù)上文的“I finished my speech”可知，我已演講完畢，所以我要從講臺(tái)回到座位上。故選C。
31．考查動(dòng)詞詞義辨析。句意：我的聲音有點(diǎn)顫抖，但大部分時(shí)間都是清晰而有力的。A. partially部分地；B. immediately立即地；C. frankly坦率地；D. mstly大部分地。根據(jù)上文的“My vice trembled a little”可知，此處a little說明我的聲音“有點(diǎn)“顫抖，這只是一點(diǎn)點(diǎn)缺點(diǎn)，下文使用轉(zhuǎn)折連詞but，說明我“大部份時(shí)間”講得還是不錯(cuò)的。故選D。
32．考查動(dòng)詞詞義辨析。句意：我實(shí)現(xiàn)了一件我從未夢(mèng)想過的事情。A. dreamed夢(mèng)想；B. made制作；C. decided決定；D. requested請(qǐng)求。根據(jù)上文的“I was 7 abut the decisin, finally agreeing t cmprmise.”可知，我曾經(jīng)恐懼猶豫，從來都沒想過自己能做演講，所以說現(xiàn)在演講成功了，我實(shí)現(xiàn)了一件我從未夢(mèng)想過的事情。故選A。
33．考查從屬連詞詞義辨析。句意：盡管當(dāng)時(shí)我并沒有意識(shí)到，但是演講的成功完成給了我信心去大學(xué)上課，做口頭報(bào)告，并最終擺脫了我的害羞。 A. Because因?yàn)?；B. When當(dāng)……時(shí)候；C. Althugh盡管；D. Unless除非。根據(jù)句意可知，上下文是轉(zhuǎn)折關(guān)系，應(yīng)該用從屬連詞althugh(盡管)連接，意思是“盡管當(dāng)時(shí)我并沒有意識(shí)到這次演講成功的意義所在，但是演講的成功完成給了我信心去大學(xué)上課，做口頭報(bào)告，并最終擺脫了我的害羞?！薄９蔬xC。
34．考查名詞詞義辨析。句意：雖然當(dāng)時(shí)我并沒有意識(shí)到，但是演講的成功完成給了我信心去大學(xué)上課，做口頭報(bào)告，并最終擺脫了我的害羞。A. respect尊敬；B. cnfidence信心；C. freedm自由；D. excuse借口。根據(jù)下文的“and t eventually break free f my 20 .”可知，演講的成功讓我最終擺脫了我的害羞，所以說明是它給了我信心。故選B。
35．考查名詞詞義辨析。句意：雖然當(dāng)時(shí)我并沒有意識(shí)到，但是演講的成功完成給了我信心去大學(xué)上課，做口頭報(bào)告，并最終擺脫了我的害羞。A. shyness害羞；B. pride驕傲；C. stupidity愚蠢；D. curage勇氣。根據(jù)上文的“I was rather shy back then”可知，文章開頭就提到我曾經(jīng)是一個(gè)很害羞的人，所以在我經(jīng)歷了這些之后，最終擺脫了我的害羞，首尾呼應(yīng)。故選A。
36.easier 37.annyed 38.n 39.t find 40.that/which
41.feeling 42. staying 43. takes 44.it 45. especially
【導(dǎo)語】這是一篇記敘文。文章主要介紹了作者的高中生活及作者的理想。
36．考查形容詞比較級(jí)。句意：我的高中生活比以前容易多了，因?yàn)槲业耐瑢W(xué)們接受了我。根據(jù)句意和句中“much”可知，空格處應(yīng)用形容詞的比較級(jí)，表示與過去相比，現(xiàn)在的高中生活容易多了，“easy”意為“容易的”，形容詞詞性，比較級(jí)為“easier”。故填easier。
37．考查形容詞。句意：那些少數(shù)看不到我真實(shí)內(nèi)心的人不會(huì)讓我生氣。分析句子可知，空格處應(yīng)用形容詞作賓語補(bǔ)足語，補(bǔ)充說明賓語的狀態(tài)，“anny”為動(dòng)詞，賓語“me”代指人，故應(yīng)用“annyed”作賓補(bǔ)，意為“惱怒的，生氣的”，形容詞詞性，修飾人。故填annyed。
38．考查固定短語。句意：我只是忽視了他們，并且關(guān)注我自己的生活。分析句子可知，句中涉及固定短語“fcus n”，意為“集中，特別關(guān)注”，故空格處應(yīng)填“n”。故填n。
39．考查非謂語動(dòng)詞。句意：我很高興發(fā)現(xiàn)我可以做很多事情，比如寫作和計(jì)算機(jī)編程。分析句子可知，“be happy t d sth.”，意為“高心做某事”，故空格處可填“t find”。故填t find。
40．考查定語從句。句意：我的夢(mèng)想是長(zhǎng)大后在一家開發(fā)計(jì)算機(jī)軟件的公司工作。分析句子可知，句子為限制性定語從句，先行詞為“firm”，指物，在從句中作主語，故應(yīng)用關(guān)系代詞“that”或“which”引導(dǎo)從句。故填that/which。
41．考查非謂語動(dòng)詞。句意：我的生活很忙，沒有時(shí)間坐在那里為自己感到難過。分析句子可知，句中有謂語動(dòng)詞“have”且句中無連詞，故空格處應(yīng)用非謂語動(dòng)詞，“feel”意為“感覺”，動(dòng)詞詞性，句子主語“I”和“feel”為邏輯上的主謂關(guān)系，故應(yīng)用“feel”的現(xiàn)在分詞“feeling”作狀語。故填feeling。
42．考查非謂語動(dòng)詞。句意：除了和我的朋友去看電影和足球比賽，我還花了很多時(shí)間和我的寵物待在一起。分析句子可知，“spend a lt f time （in）ding”意為“花時(shí)間在做某事上”，“in”為介詞，可以省略，后接動(dòng)名詞作賓語，“stay”意為“待”，動(dòng)詞詞性，動(dòng)名詞為“staying”。故填staying。
43．考查謂語動(dòng)詞。句意：照顧好我的寵物需要很多時(shí)間，但我覺得很值得。分析句子可知，這句話描述的是現(xiàn)在的事實(shí)，所以謂語用一般現(xiàn)在時(shí)，句子主語是動(dòng)名詞短語Lking after my pets，所以謂語用第三人稱單數(shù)形式。故填takes。
44．考查代詞。句意：照顧好我的寵物需要很多時(shí)間，但我覺得很值得。分析句子可知，句中指我覺得“照顧好我的寵物需要很多時(shí)間”這件事很值得，應(yīng)用代詞“it”代指“照顧好我的寵物需要很多時(shí)間”這件事，作“find”的賓語。故填it。
45．考查副詞。句意：我還必須做很多工作，特別是我離開了一會(huì)兒以后。分析句子可知，這里考查副詞“especially”，意為“尤其，特別”，修飾后面整個(gè)句子if I have been away fr a while。故填especially。
書面表達(dá)參考范文
Dear Tnny,
Thank yu fr yur letter. I am very glad t have a talk abut yur present situatin with yu.
Peple ften miss their parents the first time they leave hme. Yu shuld knw yu cannt live with yur parents frever. Present separatin will help yur academic develpment and yur imprvement f persnal ability in the future.
Yu need t make friends in yur schl campus, sharing ideas with yur classmates wh will bring yu happiness and jy t yur new life. Als I suggest yu enjy yurself by taking an active part in different kinds f activities at schl. Yu will get much pleasure frm it.
Wish yu happy every day.
Yurs sincerely,
Li Hua
讀后續(xù)寫參考范文
Mrs. Cllins encuraged her t cmpete fr the reading award. With this kind teacher cheering her n, she gained cnfidence and language skills. She made s rapid prgress that by mid-year, she was well n her way t speaking English fluently and had a gd grasp f reading. Besides, she did well in all the ther subjects. She came t schl early every day, participated actively in class activities and finished hmewrk n time. What’s mre, she made mre and mre friends in her class.
The award ceremny was cming up. She wrked as hard as she culd. When Mrs. Cllins annunced Glria as the winner in frnt f the whle class, it was her prudest mment. She immediately tk the reading award right ut f that by’s ht little hands. The by was shcked and unwillingly handed it t her. She felt s happy fr herself, wing her success t her teacher, Mrs. Cllins. This served as a mtivatin fr Glria wh wrked even harder in schl and earned mre “A” grades.

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