2023-2024學(xué)年河南省周口恒大中學(xué)高一上學(xué)期9月月考英語試題含答案

這是一份2023-2024學(xué)年河南省周口恒大中學(xué)高一上學(xué)期9月月考英語試題含答案，文件包含第1課第1課時(shí)《挑戰(zhàn)第一次》課件pptx、第1課1課時(shí)《挑戰(zhàn)第一次》教案docx、小馬過河mp4等3份課件配套教學(xué)資源，其中PPT共32頁(yè)， 歡迎下載使用。
考試時(shí)間：120分鐘；滿分：120分
注意事項(xiàng)：
1．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(共兩節(jié)，滿分50分)
第一節(jié)(共15小題;每小題2.5分，滿分37.5分)
閱讀下列短文，從每題所給的A、 B、C D四個(gè)選項(xiàng)中選出最佳選項(xiàng)。
A
When yu are chsing a cllege, a lt f factrs will prbably play int yur decisin: the schl’s reputatin, the classes ffered and the prfessr in yur majr, t name a few. Hwever, given the ever-increasing cmpetitiveness f universities t attract mre and mre applicants, many schls nw ffer extra benefits t be enjyed by all their students. Here are sme f the fun “extras” ffered by the schl.
Michigan Technlgical University
Taking advantage f the cld winter weather, Michigan Technlgical University sets itself apart with its n-campus ski resrt, Mnt Ripley, which is accessible and free fr all students. Instead f hitting the campus gym, yu'll be able t get yur exercise utside n the slpes. When the pressure f schl becme t much, just head ut fr a day f free skiing and yu'll be left feeling fully refreshed.
University f Missuri
At the University f Missuri, yu can enjy ne f the best campus recreatinal centers in the cuntry. It features an “indr beach" cmplete with a waterfall and a lazy river, as well as an inexpensive full-service spa. Even if yu dn't enjy wrking ut, Missuri's recreatinal center will give yu a reasn t g t the gym.
New Yrk University
If yu're a fan f museum, NYU is the perfect university fr yu. Nt nly will yu be lcated in the heart f a city featuring sme f the best museums in the wrld, but the university will prvide yu with access t many f them. Yu can take advantage f visiting museums anytime yu want — which means yu'll never be bred n the weekends.High Pint University
If yu see yurself quickly tired f dining-hall fd — smething that happens t almst all f us — High Pint University has a great ptin: a private steakhuse fr students. Besides the cheap steaks, the campus als ffers ice cream frm a campus ice-cream truck, a mvie theater and a shpping center.
1．Wh is the text intended fr?
A．The general public.B．Cllege freshmen.
C．Educatinal experts.D．High schl students.
2．Which university can ffer students free service?
A．Michigan Technlgical University.B．University f Missuri.
C．New Yrk University.D．High Pint University.
3．Why d these universities ffer such fun “extras” ？
A．T make the campus life mre clrful.B．T draw mre students’ interest in schls.
C．T imprve students’ academic perfrmance.D．T prmte the cperatin amng universities.
B
Increased use f the Internet and mbile phnes are undermining pupils’ capacity fr independent study and prmting pr grammar, it was claimed.
Cranfield Schl f Management fund almst six in 10 schlchildren were cpying infrmatin directly frm websites fr hmewrk tasks withut prperly reading it.
Mre than a quarter thught it was an acceptable practice, even thugh they knw it was cnsidered plagiarism (剽竊). The study, based n a sample f arund 260 pupils aged frm 11 t 18 at a secndary schl in the Midlands, raised fresh cncerns that mdern technlgy was having a destructive effect n yung peple. Andrew Kakabadse, prfessr f Internatinal Management Develpment at Cranfield, said, “Our research shws that technlgy bsessin prevents spelling skills, encurages plagiarism, and disturbs classrm learning.
“Despite schl plicies restricting mbile phne usage, students use the phne frequently, with the majrity making calls frm the tilets. The mbile phne cntinues t be a main channel f scial cmmunicatin during the schl day.”
The reprt revealed that s-called “text-speak’’ was increasingly finding it was int pupils’ schl wrk. Three in 10 students admit t using text message shrtcuts, such as “ruk” in essays and classrm tasks.
It fllwed a study earlier this year that fund almst half f teachers failed t understand sme pupils’ writing because it was s full f cnfusing language. Phrases such as “innit” and “Gr8” were regularly fund in schl wrk, it was claimed. The Cranfield study fund that mbile use was s cmmn that many pupils chse t ignre schl rules n phnes.
Mre than a third said they wuld use their mbile in class, while nearly three quarters said they wuld nt even make an excuse t leave class t answer a phne call.
4．The underlined wrd “undermining” in the first paragraph can best be replaced by “_________”.
A．keepingB．determining
C．weakeningD．increasing
5．It can be inferred frm what Kakabadse said that _________.
A．he believes schls are respnsible fr technlgy bsessin
B．he is in favur f students’ mbile phne usage at schl
C．the research finds a new way t imprve schl management
D．it is hard t limit students’ mbile phne usage at schl
6．The passage is mainly abut _________.
A．technlgy’s psitive influence n students’ achievement
B．the negative effect f technlgy n students’ study
C．the imprtance f nline scial cmmunicatin
D．the rapidly grwing rle f cmmunicatin technlgies
7．What’s the attitude f the authr t the prblem?
A．Apprving.B．Optimistic.C．Anxius.D．Tlerant.
C
Smetimes yur expectatins dn’t survive. But yu have t make it thrugh.
After a lengthy visa applicatin prcedure, I left my father with ur dg, jumped n a flight, and there I was in Lndn. Since Eurpe is an aspiratin in my cuntry, I had imagined it as a place where things always wrked perfectly. I was alne in dealing with all kinds f prblems as they arse, that was alright and this is hw I became my wn “special persn” during my Erasmus exchange.
The accmmdatin I culd affrd was far frm the city. T make things wrse, I was new t many things, and definitely an utsider. But it wasn’t an exceptin t carelessness, I fund ut. My drm was in a silent neighbrhd. Little did I knw that thse calm streets wuld he visited by lud fire because f me!
That mrning, I clsed the kitchen dr after placing sme bread in the taster. I was still half asleep and lking fr what t wear. Fr sme reasn, the autmatic mechanism f the taster t push the slices up didn’t wrk. When I went back t the kitchen. It was full f thick white smke. Cughing hard, I pened the windws, stepped utside the dr fr a breath, and then went in again t reach fr the fire extinguisher(滅火器). It was the first time I used ne, and had t get ut f the kitchen t be able t see hw t unlck it. It was nly then the fire alarm went ff! I went in again and made sure I put ff the fire.
Nthing was like hw I planned. A few times I hung ut in the schl cafeteria, but culdn’t make friends. I went t discver the city, alne. Independence wasn’t smething t be ashamed f after all. I wish I had made friends with peple, but it turned ut that I had t learn I wasn’t in need f thers’ cmpany t enjy life. I tried t make the best f my time, thinking that being alne is a blessing t, just like being with friends is. My internatinal experiences that fllwed definitely made me mre scial, but nw I knw that being alne is nt a weakness, but a part f life embrace. Just like ur mistakes, carelessness r bad luck, I can say it was during my time in Lndn that I learnt I was, despite everything, a strng and special persn wh can cpe with (處理) anything that cmes her way.
8．What des the underlined wrds “it wasn’t an exceptin t carelessness” prbably refer t?
A．I was careless t cause a fire
B．I shuldn’t be careless in a freign cuntry
C．I was suppsed t handle hardships abrad n my wn
D．the accmmdatin f exchange students is always ut-f-the-way
9．Hw did the authr feel abut his experience when living abrad by himself?
A．Helpless.B．Meaningless.
C．Fruitful.D．Regretful.
10．We can learn frm the secnd paragraph that the authr ________.
A．had expected everything abrad wuld g smthly befre leaving his cuntry
B．hadn’t been prepared t handle the prblems abrad befre ging
C．gt his visa withut much difficulty
D．went abrad with his dg
11．Which f the fllwing can be the best title fr the passage?
A．What Made Me Becme My Own Her?
B．My Study Experience in the UK
C．Being Alne Is Definitely an Awful Thing
D．An Unfrgettable Experience f Putting Out a Fire in Lndn
D
This mnth, mre than 4 millin students acrss the Unites States will begin with their tenth grade, which is the make r break year fr many 15-and 16-year-lds. They are likely t study in cmpletely new schls, and have much mre schlwrk and less free time. Even fr thse students wh have dne well in the ninth grade, ging t high schl can be a big challenge (挑戰(zhàn)).
A study f Philadelphia high schls fund that 57% (mre than half!) f the students will experience the s-called "Tenth-grade shck" which means that many students will find big difficulties in their study. Sme students deal with this shck by aviding challenges. Fr example, sme may drp difficult schl wrk. Others may experience a hpelessness that results in failing their majr classes, such as English, science and math.
This shuld matter a great deal fr the teachers because students' smth transitin(過 渡)t tenth grade can have lng-term cnsequences (后果) nt nly fr the students themselves and their families but als fr the sciety at large.
In the new ecnmy, students wh fail t finish high schl with passing grades might have difficulty t get jbs. One study has fund that the lifetime benefit t the lcal ecnmy fr ne additinal student wh cmpletes high schl is half a millin dllars r mre. This is based n higher earnings and lwer csts in health care, crime and ther things.
We make these bservatins (觀察) as researchers wh have studied hw schls and families can help yung peple t be successful. And we wuld like t make sme suggestins n hw t help ur teenagers g thrugh the "Tenth-grade shck”.
12．What is the s-called “Tenth-grade shck”?
A．The free time the tenth graders will enjy.
B．The new teachers the tenth graders will meet.
C．The challenges the tenth graders will face.
D．The difficulties the tenth graders have gne thrugh.
13．Wh des the underlined wrd “we” in the last paragraph refer t?
A．Researchers.B．Parents.C．Teachers.D．Reprters.
14．Where is this text mst likely taken frm?
A．An pen letter.B．A research paper.C．A survey.D．A guidebk.
15．What is the best title fr the text?
A．The Best Advice fr the Tenth Graders
B．The Imprtance f High Schl Educatin
C．The New and Hard Life fr the Tenth Graders
D．The Pssible Tenth-grade Shck and Its Cnsequences
第二節(jié)(共5小題;每小題2.5分，滿分12.5分)
根據(jù)下面短文，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)。
Chsing a majr is an imprtant decisin and ne that culd pave the way fr a successful, lifelng career. Sme students knw what they want t majr in right away, while thers take their sweet time t chse. 16 Here are a few tips n hw t chse a majr:Knw yur strengths. It can help yu narrw dwn yur ptins and find an area f study that suits yu well. If yu’re nt certain what yur strengths are, talk t yur advisr and a career cunselr(顧問) t assess yur strengths and apply them t a majr. 17 Just because that yur’re gd at science desn’t necessarily mean yu’re prepared fr advanced bilgy and chemistry classes, r weekly three-hur labs spent bserving animals.Talk t upperclassmen. Upperclassmen have been in yur shes and knw hw hard it can be t chse a majr. 18 They can give yu first-hand accunts f taking advanced curses and hw t avid switching majrs halfway thrugh cllege. Talking t upperclassmen abut their majrs will give yu a better understanding f what each prgram undertakes and what t expect. They can als give yu advice n which classes yu shuld take, the best prfessrs in the cllege and guaranteed ways t get an A． 19 Regardless f what yur parents, friends r advisrs tell yu, chsing a majr is yur decisin and yu shuld d what yu lve. Students may feel pressured t chse a majr based n career salaries and jb utlk(前景). 20 If yu’re stuck studying smething yu hate, chances are that yu wn’t d very well in yur classes and yu may end up never using yur degree.
A．Fllw yur heart.
B．Talk t peple in the area.
C．Either way, dn’t wrry.
D．They wn’t sugarcat things, either.
E．It’s als imprtant t knw yur limits.
F．Befre yu settle n a particular majr, find ut mre.
G．Hwever, it’s far mre imprtant that yu fllw yur passin.
第三部分語言運(yùn)用(共兩節(jié),滿分30 分)
第一節(jié)(共15小題;每小題1分，滿滿分15分)
閱讀下面短文，從每題所給的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)。
When Garrne entered the classrm this mrning, the teacher had nt yet 21 . Three r fur bys were 22 pr Crssi, wh has a dead arm, and whse mther sells vegetables. They were 23 him with nut shells and were calling him a mnster（怪物）.
And Crssi,alne n the end f the bench, gazed at them with begging eyes, s that they might leave him 24 .
But the thers made fl f him 25 than ever, and then Crssi began t tremble with 26 . Suddenly, Franti, a classmate f Crssi 27 a bench, pretending that he was carrying a basket n each arm. He imitated the mther f Crssi, wh used t wait fr her sn at the dr. Many began t laugh even mre ludly. Just then, Crssi lst his 28 ,and seizing an ink bttle, he threw it at Franti. But Franti ddged（躲避）, and the bttle struck the teacher, wh entered at that mment. All flew t their seats and became silent with 29 . The teacher went t the 30 ,and said in a strict vice: “Wh did it?” N ne replied. Then Garrne tk 31 n pr Crssi, rse abruptly and said 32 , “It was me.” The teacher lked at him, “It was nt yu.”
Crssi rse, weeping, “They were striking me and insulting me, and I lst my head, and threw it.” “Sit dwn,” said the teacher. “Let thse wh annyed him rise.” Fur rse and lwered their 33 . “Yu,” said the teacher, “have struck a weak persn wh culd nt defend himself. Yu have cmmitted ne f the mst 34 acts.”
Then the teacher put his hand under Garnne’s chin（下巴）,as the latter std with a drping head. And the teacher lked at Garrne straight in the eye, and said, “Yu are a 35 sul.”
21．A．preparedB．passedC．leftD．a(chǎn)rrived
22．A．taking advantage fB．making fun fC．speaking highly fD．lsing sight f
23．A．discuragingB．praisingC．quarreling withD．thrwing at
24．A．in despairB．in peaceC．in dangerD．in truble
25．A．betterB．fasterC．lessD．wrse
26．A．easeB．surpriseC．a(chǎn)ngerD．smile
27．A．put nB．jumped nC．fught againstD．stuck t
28．A．hpeB．heartC．self-cntrlD．self-cnfidence
29．A．sadnessB．hungerC．jyD．terrr
30．A．rmB．platfrmC．sightD．schl
31．A．regretB．a(chǎn)imC．pityD．guilt
32．A．lgicallyB．prudlyC．gladlyD．firmly
33．A．headsB．fingersC．a(chǎn)rmsD．hands
34．A．usefulB．shamefulC．carefulD．fearful
35．A．gratefulB．mralC．cnfusingD．cmpetitive
第Ⅱ 卷(非選擇題 共55分)
第二節(jié)(共10小題;每小題1.5分 滿分15分)
閱讀下面短文，在空白處填入1個(gè)這適當(dāng)?shù)膯卧~或括號(hào)內(nèi)單詞的正確式。
Adam became a freshman at senir high schl. 36 (graduate) frm junir high schl t senir high schl was a really big challenge. During the first week, he had t think quite carefully abut the suitable curses fr himself. His adviser recmmended that he shuld sign up fr 37 (advance) literature because he was fnd f Chinese.
Besides, he 38 (chse) extra-curricular activities, t. He tried t jin the schl ftball team, but the cach tld him that he didn’t play well enugh, 39 made him s upset. Hwever, he didn’t quit and was determined t find a way t imprve n his wn if he 40 (give) the chance t make 41 team.
Every Wednesday, he wrks 42 a vlunteer and hands ut fd t hmeless peple in the cmmunity. He believes he has t study 43 (hard) as a senir high student and get used t being 44 (respnsibility) fr a lt mre. He is a bit wrried abut keeping up with the ther students and it will be quite 45 (challenge) fr him t get used t all the hmewrk. Still, he’s excited t be here. Studying hard isn’t always fun, but he will be well prepared fr university r whatever else cmes in the future.
第四部分寫作(共兩節(jié)，滿分40分)
第一節(jié)(滿分15分)
假定你是李華。你校開設(shè)了乒乓球培訓(xùn)班，請(qǐng)給來自加拿大的交換生Jeff寫封郵件邀請(qǐng)他一起參加，內(nèi)容包括：
1. 寫信目的;
2. 課程安排;
3. 報(bào)名方式。
注意：
1. 寫作詞數(shù)應(yīng)為80左右;
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Dear Jeff,
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua
第二節(jié)（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。
Ging back t schl after a lng break can be exciting fr many. But fr sme, it isn’t easy, especially when there is smething bthering them frm deep inside—emtinal baggage. One teacher in Oklahma wanted t address that and that’s what she just did last week when her 7th and 8th graders shwed up t schl.
Karen Wunderlich Lewe has becme ppular after she psted abut her schl activity, which encuraged her yung pupils t let it all ut, whatever emtinal baggage they have. This activity has mved the whle class t tears.
The students were tld t write n the paper annymusly (不具名地) s they can have the curage t share their emtinal baggage with the class. The students wuld then crumple (弄皺)their paper and put it and thrw it acrss the rm.
Each student wuld then pick up any piece f paper and read it t the class. Everyne learned what thers’ prblems were. There were things like lsing pets, being left by their parents, disease, death…and n and n.
Once smene finished reading a piece f paper, the English teacher wuld then ask the class wh wned that nte. Students had a chice f admitting it r nt. Many f them did and ended up sharing their stries with the entire class.
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。
Everyne was mved t tears.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Karen’s pst n scial media was shared ver 370K times and received heartwarming cmments.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
參考答案：
1．D 2．A 3．B
【導(dǎo)語】本文是說明文。文章主要講述幾所大學(xué)的優(yōu)勢(shì)。
1．推理判斷題。根據(jù)第一段“When yu are chsing a cllege, a lt f factrs will prbably play int yur decisin”（當(dāng)你選擇大學(xué)時(shí)，很多因素會(huì)影響你的決定。）可知，這里的“你”是指要選擇上那所大學(xué)的高中生。故選D。
2．細(xì)節(jié)理解題。根據(jù)Michigan Technlgical University部分“Taking advantage f the cld winter weather, Michigan Technlgical University sets itself apart with its n-campus ski resrt, Mnt Ripley, which is accessible and free fr all students.”（利用冬天寒冷天氣的優(yōu)勢(shì)，密歇根理工大學(xué)用它的校園滑雪勝地瑞普利山讓自己和其他學(xué)校區(qū)分開，這座山對(duì)所有學(xué)生免費(fèi)開放。）可知，密歇根理工大學(xué)提供免費(fèi)的服務(wù)。故選A。
3．細(xì)節(jié)理解題。根據(jù)第一段“Hwever, given the ever-increasing cmpetitiveness f universities t attract mre and mre applicants, many schls nw ffer extra benefits t be enjyed by all their students.”（然而，考慮到各個(gè)大學(xué)為了吸引越來越多的學(xué)生而不斷上升的競(jìng)爭(zhēng)力，許多學(xué)?，F(xiàn)在提供額外的好處給所有學(xué)生享受。）可知，各個(gè)學(xué)校提供額外的服務(wù)是為了吸引到更多的學(xué)生去那里上學(xué)。故選B。
4．C 5．D 6．B 7．C
【分析】這是一篇說明文。作者在文章中提到使用互聯(lián)網(wǎng)和手機(jī)的學(xué)生越來越多了。可是，科技不僅給學(xué)生們帶來了便捷，也給他們的學(xué)習(xí)帶來了很多的不利影響。
4．詞義猜測(cè)題。可以根據(jù)第一段中and prmting pr grammar（而且還會(huì)導(dǎo)致語法問題）可以推測(cè)前句提到的過多使用互聯(lián)網(wǎng)會(huì)對(duì)學(xué)生學(xué)習(xí)能力的影響也是不好的。此處應(yīng)該是“削弱”了學(xué)生的學(xué)習(xí)能力。A. keeping保持；B. determining決定；C. weakening 削弱；D. increasing 提高。故選C項(xiàng)。
5．推理判斷題。根據(jù)文章第四段“Despite schl plicies restricting mbile phne usage, students use the phne frequently, with the majrity making calls frm the tilets. The mbile phne cntinues t be a main channel f scial cmmunicatin during the schl day.”（盡管學(xué)校有限制手機(jī)使用的規(guī)定，但學(xué)生們還是頻繁地使用手機(jī)，其中大多數(shù)人都在廁所里打電話。在學(xué)校生活中，手機(jī)仍然是社會(huì)交流的主要渠道）可知，限制學(xué)生在校使用手機(jī)很困難。故選D項(xiàng)。
6．主旨大意題。根據(jù)文章第一段Increased use f the Internet and mbile phnes are undermining pupils’ capacity fr independent study and prmting pr grammar, it was claimed（報(bào)告稱，互聯(lián)網(wǎng)和手機(jī)的使用越來越多，不僅削弱了學(xué)生的自主學(xué)習(xí)能力，而且還會(huì)導(dǎo)致語法問題）可知，高科技的使用對(duì)孩子的學(xué)習(xí)有不好的影響。故選B項(xiàng)。
7．推理判斷題。在文章第一段，作者認(rèn)為過多使用手機(jī)會(huì)undermining（削弱）學(xué)生的學(xué)習(xí)能力以及會(huì)導(dǎo)致pr grammar（語法問題），同時(shí)在第二段提到學(xué)生會(huì)利用手機(jī)cpying infrmatin directly frm websites fr hmewrk tasks withut prperly reading it（不經(jīng)過仔細(xì)閱讀，直接從網(wǎng)站上抄襲答案做家庭作業(yè)）。由此可見，從文章的字里行間可以看出作者對(duì)學(xué)生使用高科技產(chǎn)品諸如手機(jī)之類持憂慮態(tài)度。A. Apprving 贊成的；B. Optimistic 樂觀的；C. Anxius 焦慮的；D. Tlerant 寬容的。故選C項(xiàng)。
8．A 9．C 10．A 11．B
【分析】本文是夾敘夾議文。文章講述了作者在英國(guó)的學(xué)習(xí)經(jīng)歷。
8．句意猜測(cè)題。根據(jù)下文My drm was in a silent neighbrhd. Little did I knw that thse calm streets wuld he visited by lud fire because f me!可知，因?yàn)樽髡叩拇中囊鹆艘粓?chǎng)火災(zāi)，粗心不是“局外人”。故選A。
9．推理判斷題。根據(jù)最后一段中My internatinal experiences that fllwed definitely made me mre scial, but nw I knw that being alne is nt a weakness, but a part f life t embrace.可知，作者的國(guó)際經(jīng)歷讓作者更加會(huì)社交，也知道獨(dú)處不是一種弱點(diǎn)，而是生活的一部分。所以作者感到獨(dú)自在國(guó)外生活的經(jīng)歷是富有成效的。故選C。
10．推理判斷題。根據(jù)第二段中Since Eurpe is an aspiratin in my cuntry,I had imagined it as a place where things always wrked perfectly.I was alne in dealing with all kinds f prblems as they arse,that was alright and this is hw I became my wn “special persn” during my Erasmus exchange.可知，作者在離開自己的國(guó)家以前認(rèn)為到了國(guó)外一切會(huì)都很順利。故選A。
11．主旨大意題。根據(jù)第二段開頭After a lengthy visa applicatin prcedure, I left my father with ur dg, jumped n a flight, and there I was in Lndn.以及全文內(nèi)容可知，本文談?wù)摰氖亲髡咴谟?guó)的學(xué)習(xí)經(jīng)歷。故選B。
12．C 13．A 14．B 15．D
【分析】這是一篇說明文。文章主要講述很多在美國(guó)完成九年級(jí)學(xué)習(xí)的學(xué)生在進(jìn)入下年學(xué)習(xí)時(shí)會(huì)經(jīng)歷“十年級(jí)沖擊”的現(xiàn)象。
12．細(xì)節(jié)理解題。根據(jù)第二段中的“A study f Philadelphia high schls fund that 57% (mre than half!) f the students will experience the s-called "Tenth-grade shck" which means that many students will find big difficulties in their study. (一個(gè)對(duì)費(fèi)城高中的調(diào)查發(fā)現(xiàn)57%(比一半多)學(xué)生將經(jīng)歷叫做“十年級(jí)沖擊”現(xiàn)象，這意味著很多學(xué)生在學(xué)習(xí)中發(fā)現(xiàn)大的困難)”可知，所謂的“十年級(jí)沖擊”是指十年級(jí)學(xué)生所經(jīng)歷的困難。。故選C項(xiàng)。
13．詞句猜測(cè)題。根據(jù)最后一段“We make these bservatins (觀察) as researchers wh have studied hw schls and families can help yung peple t be successful. And we wuld like t make sme suggestins n hw t help ur teenagers g thrugh the "Tenth-grade shck”. (作為研究學(xué)校和家庭如何幫助年輕人獲得成功的研究者，我們做出了這些觀察。我們想就如何幫助我們的青少年度過“十年級(jí)沖擊”提出一些建議)”可知，劃線詞we指的是“研究人員”。故選A項(xiàng)。
14．推理判斷題。根據(jù)文章第二段“A study f Philadelphia high schls ”，文章第四段“One study has fund that”以及最后一段“We make these bservatins as researchers wh have studied”可知，本篇文章主要呈現(xiàn)出一些研究報(bào)道。故選B項(xiàng)。
15．主旨大意題。根據(jù)第二段中的“A study f Philadelphia high schls fund that 57% (mre than half!) f the students will experience the s-called "Tenth-grade shck" which means that many students will find big difficulties in their study. (一個(gè)對(duì)費(fèi)城高中的調(diào)查發(fā)現(xiàn)57%(比一半多)學(xué)生將經(jīng)歷叫做“十年級(jí)沖擊”現(xiàn)象，這意味著很多學(xué)生在學(xué)習(xí)中發(fā)現(xiàn)大的困難)”以及第三段“This shuld matter a great deal fr the teachers because students' smth transitin (過 渡) t tenth grade can have lng-term cnsequences (后果) nt nly fr the students themselves and their families but als fr the sciety at large. (這將對(duì)老師意味著很多因?yàn)閷W(xué)生平穩(wěn)過渡到十年級(jí)將會(huì)對(duì)學(xué)生自己，他們的家庭以及社會(huì)有長(zhǎng)期的影響)”可知，文章不僅介紹了“十年級(jí)沖擊”現(xiàn)象并闡述了它的影響。由此可知，The Pssible Tenth-grade Shck and Its Cnsequences(可能的十級(jí)沖擊及其后果)適合作本文最佳標(biāo)題。故選D項(xiàng)。
16．C 17．E 18．D 19．A 20．G
【分析】本文是說明文。本文講述如何選擇一個(gè)專業(yè)，了解自己的優(yōu)勢(shì)，與上屆學(xué)生進(jìn)行交流，聽從你的內(nèi)心。
16．根據(jù)上文提到“Sme students knw what they want t majr in right away, while thers take their sweet time t chse.”（一些學(xué)生馬上就知道他們想要主修什么，而另一些學(xué)生則會(huì)花時(shí)間去選擇），這里介紹了兩種情況，C選項(xiàng)：“任何一種方法，都不要著急?！盓ither way指代Sme students knw ... while thers。故選C。
17．根據(jù)上文提到“If yu’re nt certain what yur strengths are, talk t yur advisr and a career cunselr(顧問) t assess yur strengths and apply them t a majr.”（如果你不確定你的優(yōu)勢(shì)在哪，與你的顧問交流來評(píng)估你的優(yōu)勢(shì)，把他們運(yùn)用到專業(yè)中。）前面建議assess yur strengths后面建議也要了解自己的的短板也是很重要的。故選E。
18．根據(jù)上文提到“Upperclassmen have been in yur shes and knw hw hard it can be t chse a majr.”（高年級(jí)學(xué)生也有過和你一樣的經(jīng)歷，他們知道選擇專業(yè)有多難。）以及空后“They can give yu first-hand accunts f taking advanced curses ”（他們會(huì)給你上高級(jí)課程的第一手資料） 故他們不會(huì)隱瞞任何事情。故選D。
19．根據(jù)下文提到“Regardless f what yur parents, friends r advisrs tell yu, chsing a majr is yur decisin and yu shuld d what yu lve”（不管你的父母，朋友或顧問告訴你什么，選擇專業(yè)是你的決定。你應(yīng)該做你喜歡做的事，）d what yu lve和Fllw yur heart.意思一致，（聽從你的內(nèi)心。）故選A。
20．根據(jù)上文提到“Students may feel pressured t chse a majr based n career svalaries and jb utlk(前景).”（學(xué)生根據(jù)薪水和前景選擇一個(gè)專業(yè)，這是很有壓力。），后面要表示轉(zhuǎn)折，建議然而，追隨你的內(nèi)心的激情是更重要的。故選G。
21．D 22．B 23．D 24．B 25．D 26．C 27．B 28．C 29．D 30．B 31．C 32．D 33．A 34．B 35．B
【導(dǎo)語】這是一篇記敘文。主要講述了可憐的Crssi受到同學(xué)的欺負(fù)，反抗的Crssi無意間傷到了老師，但是老師沒有怪罪他，而是嚴(yán)厲批評(píng)了欺負(fù)他的人。
21．考查動(dòng)詞詞義辨析。句意：今天早上Garrne進(jìn)教室時(shí)，老師還沒到。A. prepared準(zhǔn)備；B. passed通過；C. left離開；D. arrived到達(dá)。根據(jù)下文“the bttle struck the teacher，wh entered at that mment.”（瓶子擊中了老師，就在那時(shí)他進(jìn)來了。）可知，此處表示老師還沒到教室。故選D項(xiàng)。
22．考查動(dòng)詞短語辨析。句意：三四個(gè)男孩正在取笑可憐的Crssi，他有一只胳膊殘疾了，他的媽媽是賣蔬菜的。A. taking advantage f充分利用；B. making fun f取笑；C. speaking highly f高度評(píng)價(jià)；D. lsing sight f 看不見，忽略。根據(jù)下文“But the thers made fl f him”（但是其他人愚弄他）可知，同學(xué)在嘲笑Crssi。故選B項(xiàng)。
23．考查動(dòng)詞和動(dòng)詞短語辨析。句意：他們用堅(jiān)果殼朝他扔去，還叫他怪物。A. discuraging使泄氣，阻止；B. praising贊美；C. quarreling with與……爭(zhēng)吵；D. thrwing at向……扔去。根據(jù)“with nut shells“可知，那幾位嘲笑Crssi的同學(xué)向他那里扔堅(jiān)果殼。故選D項(xiàng)。
24．考查固定短語辨析。句意：Crssi獨(dú)自坐在板凳的一頭，用乞求的目光望著他們，好讓他們不打擾他。A. in despair絕望地；B. in peace和平地；C. in danger在危險(xiǎn)中；D. in truble有麻煩，處于困境中。根據(jù)上文“They were ____3____ him with nut shells and were calling him a mnster（怪物）.”（他們用堅(jiān)果殼朝他扔去，還叫他怪物。）可知，此處表示Crssi希望同學(xué)們停止取笑他，還他清靜。故選B項(xiàng)。
25．考查形容詞詞義辨析。句意：但是其他人比以前變本加厲地愚弄他。A. better更好的；B. faster更快的；C. less更少的；D. wrse更差的。根據(jù)上文“s that they might leave him ”（那么他們可能會(huì)放過他。）可知，Crssi希望同學(xué)們停止取笑他，還他清靜，but前后為轉(zhuǎn)折關(guān)系，此處表示同學(xué)們不但沒有停止取笑他，反而變本加厲了。故選D項(xiàng)。
26．考查名詞詞義辨析。句意：然后Crssi開始憤怒地顫抖起來。A. ease安逸，舒適；B. surprise驚訝；C. anger生氣；D. smile微笑。根據(jù)上文“They were ____3____ him with nut shells and were calling him a mnster（怪物）.”（他們用堅(jiān)果殼朝他扔去，還叫他怪物。）可知，同學(xué)們?cè)谄圬?fù)Crssi，因此他開始有些生氣了。故選C項(xiàng)。
27．考查動(dòng)詞短語辨析。句意：突然，Crssi的同學(xué)Franti跳上長(zhǎng)凳，假裝兩只胳膊上各挎著一個(gè)籃子。A. put n穿上；B. jumped n跳上；C. fught against與……作斗爭(zhēng)；D. stuck t堅(jiān)持。根據(jù)“He imitated the mther f Crssi”（他模仿Crssi的母親）可知，此處表示，這位同學(xué)跳上長(zhǎng)凳，開始模仿Crssi的母親。故選B項(xiàng)。
28．考查名詞詞義辨析。句意：就在這時(shí)，Crssi失去了控制，他抓起一個(gè)墨水瓶朝Franti扔去。A. hpe希望；B. heart心；C. self- cntrl自我控制；D. self-cnfidence自信心。根據(jù)下文“I lst my head”（我失去控制了）可知，Crssi失去了控制。故選C項(xiàng)。
29．考查名詞詞義辨析。句意：大家都飛到座位上，嚇得一言不發(fā)。A. sadness悲傷；B. hunger饑餓；C. jy快樂；D. terrr恐懼，恐怖。根據(jù)“the bttle struck the teacher”（瓶子打到了老師）可知，瓶子打到了老師，因此大家都因?yàn)楹ε露聊徽Z。故選D項(xiàng)。
30．考查名詞詞義辨析。句意：老師走到講臺(tái)上，用嚴(yán)厲的聲音說：“是誰干的?”A. rm房間，空間；B. platfrm平臺(tái)，講臺(tái)；C. sight視力，風(fēng)景；D. schl學(xué)校。根據(jù)前文“But Franti ddged（躲避）, and the bttle struck the teacher, wh entered at that mment.”（但是弗蘭蒂躲開了，瓶子打在了老師身上，這時(shí)老師進(jìn)來了。）可知，老師進(jìn)入教室，然后走向講臺(tái)。故選B項(xiàng)。
31．考查名詞詞義辨析。句意：Garrne同情可憐的Crssi，突然站起來，堅(jiān)定地說：“是我?！盇. regret后悔；B. aim目標(biāo)；C. pity遺憾；D. guilt內(nèi)疚，罪行。根據(jù)“rse abruptly and said ____12____ , “It was me.””（突然站起來，并且堅(jiān)定地說：“是我”）可知，Garrne看到Crssi被欺負(fù)，開始同情他。故選C項(xiàng)。
32．考查副詞詞義辨析。句意：Garrne同情可憐的Crssi，突然站起來，堅(jiān)定地說：“是我。”A. lgically符合邏輯地；B. prudly驕傲地；C. gladly高興地；D. firmly堅(jiān)定地。Garrne看到Crssi被欺負(fù)，開始同情他，決心替他承認(rèn)錯(cuò)誤，因此他表現(xiàn)的很堅(jiān)定。故選D項(xiàng)。
33．考查名詞詞義辨析。句意：四個(gè)人站了起來，低下了頭。A. heads頭；B. fingers手指；C. arms手臂；D. hands手。根據(jù)“Fur rse”可知，被老師罰站后，他們慚愧地低下了頭。故選A項(xiàng)。
34．考查形容詞詞義辨析。句意：你們做的是最可恥的事情。A. useful有用的；B. shameful可恥的；C. careful小心的，仔細(xì)的；D. fearful害怕的。根據(jù)上文“Yu，” said the teacher, “have struck a weak persn wh culd nt defend himself.”（老師說，“你們打擊了一個(gè)無力自衛(wèi)的弱者”）可知，此處表示老師認(rèn)為他們欺負(fù)弱者的行為是可恥的。故選B項(xiàng)。
35．考查形容詞詞義辨析。句意：老師直視著Garrne的眼睛說：“你是一個(gè)有道德的靈魂?！盇. grateful感激的；B. mral 有道德的，品行端正的；C. cnfusing令人困惑的；D. cmpetitive比賽的，競(jìng)爭(zhēng)性的。Garrne代替Crssi承認(rèn)錯(cuò)誤，在老師看來，這樣的行為是有道德的。故選B項(xiàng)。
36．Graduating 37．a(chǎn)dvanced 38．chse 39．which 40．was given 41．the 42．a(chǎn)s 43．harder 44．respnsible 45．challenging
【導(dǎo)語】這是一篇記敘文。主要講述了Adam的高中生活以及遇到的挑戰(zhàn)和困難。
36．考查非謂語動(dòng)詞。句意：從初中畢業(yè)到高中真的是一個(gè)很大的挑戰(zhàn)。作句子的主語應(yīng)用動(dòng)名詞形式，句首單詞首字母要大寫。故填Graduating。
37．考查形容詞。句意：他的導(dǎo)師建議他報(bào)讀高級(jí)文學(xué)，因?yàn)樗矚g中文。修飾名詞literature應(yīng)用形容詞advanced，作定語。故填advanced。
38．考查時(shí)態(tài)。句意：此外，他也選擇了課外活動(dòng)。描述過去發(fā)生的事情應(yīng)用一般過去時(shí)。故填chse。
39．考查定語從句。句意：他試圖加入學(xué)校足球隊(duì)，但教練告訴他，他踢得不夠好，這讓他很沮喪。此處為非限制性定語從句修飾上文整個(gè)句子，從句缺少主語，故用which引導(dǎo)。故填which。
40．考查時(shí)態(tài)語態(tài)。句意：然而，他并沒有放棄，而是決心如果有機(jī)會(huì)進(jìn)入球隊(duì)，他一定要找到提高自己的方法?？仗帪閺木渲^語動(dòng)詞，主語與謂語構(gòu)成被動(dòng)關(guān)系，結(jié)合上文didn’t可知為一般過去時(shí)的被動(dòng)語態(tài)。故填was given。
41．考查冠詞。句意：然而，他并沒有放棄，而是決心如果有機(jī)會(huì)進(jìn)入球隊(duì)，他一定要找到提高自己的方法。表示“進(jìn)入球隊(duì)”短語為make the team。故填the。
42．考查介詞。句意：每周三，他都是一名志愿者，給社區(qū)里無家可歸的人分發(fā)食物。短語wrk as表示“擔(dān)任”。故填as。
43．考查副詞。句意：他認(rèn)為，作為一名高中生，他必須更努力學(xué)習(xí)，習(xí)慣承擔(dān)更多的責(zé)任。修飾動(dòng)詞study應(yīng)用副詞hard，結(jié)合下文fr a lt mre，可知應(yīng)用副詞的比較。故填harder。
44．考查形容詞。句意：他認(rèn)為，作為一名高中生，他必須努力學(xué)習(xí)，習(xí)慣承擔(dān)更多的責(zé)任。作表語，應(yīng)用形容詞respnsible，be respnsible fr“對(duì)……負(fù)責(zé)”。故填respnsible。
45．考查形容詞。句意：他有點(diǎn)擔(dān)心跟上其他同學(xué)的進(jìn)度，對(duì)他來說適應(yīng)所有的家庭作業(yè)將是相當(dāng)有挑戰(zhàn)性的。作表語，應(yīng)用形容詞challenging。故填challenging。
46．Dear Jeff,
T enrich ur schl life, a table tennis training class is pened in ur schl. I’m mre than delighted t invite yu t cme and jin us.
As scheduled, the class will last a semester, starting frm March 3. There will be ne class at 4 pm every Friday with a perid f 45 minutes. Besides, the class is suitable fr students f different levels. Anyne wh is interested in it can sign up in Rm 304 befre Feb. 25. S dn’t miss the deadline!
I d hpe yu can cme and enjy the charm f playing table tennis. Lking frward t yur reply.
Yurs,
Li Hua
【導(dǎo)語】本篇書面表達(dá)屬于應(yīng)用文。要求考生用寫一封邀請(qǐng)信，邀請(qǐng)交換生Jeff參加乒乓球培訓(xùn)班，內(nèi)容包括：寫信目的、課程安排和報(bào)名方式。
【詳解】1.詞匯積累
高興的：delighted → pleased
此外：besides → what’s mre
學(xué)期：semester→term
不同的：different→ varius
2.句式拓展
簡(jiǎn)單句變復(fù)合句
原句：I d hpe yu can cme and enjy the charm f playing table tennis.
拓展句：I d hpe yu can attend the class where yu will enjy the charm f playing table tennis.
【點(diǎn)睛】【高分句型1】Anyne wh is interested in it can sign up in Rm 304 befre Feb. 25.（運(yùn)用了wh引導(dǎo)的定語從句）
【高分句型2】As scheduled, the class will last a semester, starting frm March 3. （運(yùn)用了省略句和非謂語動(dòng)詞作狀語）
47．One pssible versin:
Everyne was mved t tears. It was an emtinally draining activity but Karen believes that her activity will inspire the kids t “judge a little less, lve a little mre, and frgive a little faster.” After the activity, Karen tld her students t put the paper inside a bag hanging by the dr. This shuld remind the yung minds that everyne is struggling with smething. While everyne is ging thrugh hard times differently, they shuld leave their prblems ut the dr and enjy learning.
Karen’s pst n scial media was shared ver 370K times and received heartwarming cmments. “This bag hangs by my dr t help the kids remember that we all have baggage,” Karen said. “But they are nt alne, they are lved, and we have each ther’s back. “While many see this as an act f gd faith and a feel-gd stry, sme think this will just pen up wunds f pain. One, in particular, is a teacher, said that research suggests asking student t share with everyne and relive painful situatins is actually cunterprductive.
【導(dǎo)語】本文以人物為線索展開，講述了教師Karen Wunderlich Lewe擔(dān)心孩子們?cè)诩倨诤髸?huì)有內(nèi)心深處的情感包袱，于是鼓勵(lì)學(xué)生匿名寫出自己的問題并隨機(jī)讓其他同學(xué)讀出，一旦有人讀完一張紙，老師就會(huì)問全班誰擁有那張紙條。他們中的許多人做到了，并最終與全班同學(xué)分享了他們的故事。
【詳解】1.段落續(xù)寫：
①由續(xù)寫第一段首句“每個(gè)人都感動(dòng)得流下了眼淚?！笨梢灶A(yù)測(cè)續(xù)寫第一段主要內(nèi)容：Karen 對(duì)本次活動(dòng)進(jìn)行總結(jié)，讓孩子把這些紙片放在門口袋子里，建議他們把問題拋在門外。
②由第二段首句“Karen在社交媒體上的帖子被分享了超過37萬次，并獲得了暖心的評(píng)論?！笨梢灶A(yù)測(cè)續(xù)寫第二段主要內(nèi)容：Karen認(rèn)為這樣做會(huì)讓學(xué)生們感覺到相互被愛，另外有些人認(rèn)為這樣會(huì)讓孩子們回憶痛苦，作用上適得其反。
2.續(xù)寫線索：Karen對(duì)這次活動(dòng)總結(jié)——讓孩子把紙片放門外袋子里——建議孩子把問題拋在門外——Karen以一些人對(duì)這樣活動(dòng)的看法——還有些人持相反的看法
3.詞匯激活
行為類
①.相信：believe/hld the belief that
②.鼓勵(lì)： inspire /encurage/mtivate
③.認(rèn)為：see/think/regard
情緒類
①.使人愉悅的： feel-gd/ jyful /pleasant
②.痛苦的：painful /srrwful/bitter
【點(diǎn)睛】[高分句型1]. This shuld remind the yung minds that everyne is struggling with smething.（運(yùn)用了that引導(dǎo)的賓語從句）
[高分句型2].After the activity, Karen tld her students t put the paper inside a bag hanging by the dr. （運(yùn)用了現(xiàn)在分詞作后置定語）
[高分句型3].One, in particular, is a teacher, said that research suggests asking student t share with everyne and relive painful situatins is actually cunterprductive（運(yùn)用了動(dòng)名詞作賓語）