時量：120分鐘 滿分：150分
第Ⅰ卷
第一部分 聽力(共兩節(jié)，滿分30分)
做題時，先將答案標(biāo)在試卷上。錄音內(nèi)容結(jié)束后，你將有兩分鐘的時間將試卷上的答案轉(zhuǎn)涂到答題卡上。
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。聽完每段對話后，你都有10秒鐘的時間來回答有關(guān)小題和閱讀下一小題。每段對話僅讀一遍。
1. What is cming t Luise?
A. A big party.B. Her birthday.C. The first day f wrk.
2. What is the man ding?
A. Watching a game.
B. Preparing the dinner.
C. Intrducing his wife t the wman.
3. What are the speakers mainly talking abut?
A. Selling cars.B. Ging hme early.C. Celebrating Thanksgiving.
4. Where did Anna g n the weekend?
A. A stadium.B. A farm.C. A htel.
5. When will the man be able t visit Mr. Black?
A. On Nvember 2nd.B. On Nvember 1st.C. On Nvember 3rd.
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。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，各小題將給出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、7題。
6. What des the man want t d?
A. Buy sme bks.
B. Start a small cmpany.
C. D sme research fr a paper.
7. What is the man like?
A. Careless.B. Impatient.C. Curius.
聽第7段材料，回答第8至10題。
8. What’s the prbable relatinship between the speakers?
A. Bss and emplyee. B. C-wrkers. C. Reprter and passerby.
9. When shuld the reprt prbably be finished?
A. By Thursday mrning. B. By Friday mrning. C. By Friday nn.
聽第8段材料，回答第11至13題。
10. When des the man want t g fr a trip?
A. In June. B. In July. C. In August.
11. Hw many turist attractins n the red rute are mentined?
A. Tw. B. Three. C. Fur.
12. Hw will the man buy his ticket?
A. By phne. B. In persn. C. Online.
聽第9段材料，回答第14至17題。
13. What did the man think f Americans in the past?
A. Healthy. B. Hard-wrking. C. Lazy.
14. Why des the man mentin rganic fds?
A. T shw hw different American fd culture is.
B. T shw hw peple’s attitudes have changed.
C. T shw that Americans are spending mre n fd.
15. Why are things different nw accrding t the wman?
A. Peple have access t mre infrmatin.
B. Peple are mre active in general.
C. Peple are mre psitive.
16. What des the wman try t avid?
A. Watching t much TV. B. Eating fast fd. C. Driving her car.
聽第10段材料，回答第18至20題。
17. Where did the recent shark attacks ccur?
A. In Nrth Carlina. B. In Califrnia. C. In Flrida.
18. Wh is Graham Schwartz?
A. A writer fr a magazine.
B. A researcher frm a museum.
C. A shark expert frm a university.
19. What can peple d t avid being attacked?
A. Hide in small bats.
B. Only swim where the water is warm.
C. Avid wearing certain types f clthes.
20. What did the Department f Recreatin d?
A. They clsed dwn the beaches.
B. They cnducted a study n shark attacks.
C. They frced bats and fishermen t stp all activities.
第二部分 閱讀理解(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 和 D 四個選項中，選出最佳選項。
A
These science-themed field trips will ffer yu fantastic experiences.
Lndn’s sites f scientific interest
Explre Lndn’s ntable sites f scientific interest alng the River Thames, starting at Kew Bridge and walking t the Thames Barrier during the day with talks in the evening with sme prfessrs.
Visit the Lndn Wetland Centre, Kew Gardens, Battersea Pwer Statin, and the Greenwich Observatry. Yu will never be far frm the river as yu experience a wide range f tpics including wildlife, medicine, pwer generatin, engineering, physics and astrnmy.
The science histry f Sctland
Discver Edinburgh and Glasgw’s mst famus scientific thinkers, and learn hw their ideas supprted ur emerging understanding f the wrld frm the 16th century nwards.
Enjy expert talks and explre key sites frm the Scttish Enlightenment (啟蒙). Learn abut the wide cast f advcates and hear frm guest speakers, take part in walking seminars (研討會) and enjy several museum trips, as well as visits t tw industrial wnders, the Falkirk Wheel and the Whitelee Windfarm.
Pre-Histric Suthwest England
Invlve yurself in the early human perids the Brnze and Irn Ages. A gentle walking tur that explres the pre-histric rigins and evidence acrss Wiltshire and Drset.
Visit several Natinal Trust, English Heritage and UNESCO listed sites including Stnehenge and Maiden Castle and hear talks frm the directrs f the Wiltshire and Salisbury museums.
21．Which site can yu visit alng the River Thames?
A．Maiden Castle.B．The Falkirk Wheel.
C．The Wetland Centre. D．The Salisbury museums.
22．What is the visit t the Suthwest England aimed at?
A．A clser lk at the past.B．A brief expsure t nature.
C．A new view abut mysteries.D．A deeper understanding f art.
23．What can visitrs expect during all the three trips?
A．Talks with experts.B．Visits t museums.
C．Histry explratins.D．Scientific research.
B
Thmas Mayfield had a majr prblem t slve in his fifth-grade classrm.
“I’m nt gd at adding. I dn’t knw hw t regrup r brrw. I’m nt gd at subtracting (減法). Or I dn’ t knw my facts yet, and I’ m a fifth-grader, ” Mayfield’ s students used t tell him. The 42-year-ld maths teacher frm Frt Wrth, Texas, knew it was imprtant t try smething new, especially because mst f his students were als struggling utside f the classrm. “Single parent hmes, parents put in prisn, lw financial stability-a lt f misfrtunes that were ging n, ” he said.
T reach students in a way that was familiar and inviting, he brught rap music t the classrm. Mayfield played an instrumental beat t a rap sng. He gt his students excited. Then they started t rap abut decimal(十進(jìn)位)pint places. “Let’ s start with the tenths. Like a dime t a dllar, there’s 1 ut f 10. Then we mve t the hundredths, ne part ut f many. One ut f 100, we call that a penny. . . “ rapped Mayfield and students.
Pareece Mrehuse, ne f Mayfield’s frmer students, is nw in tenth grade and lves ld-schl rap. Befre Mr. Mayfield’s class, Mrehuse didn’t like maths and struggled with it. But pairing the difficult subject with music was game-changing fr her.
“I can recall myself at hme ding hmewrk and just singing the sng in my head, helping me understand, ” Mrehuse said. “It was really a great way t help me make it thrugh maths. ”
“Students will prduce wrk if yu reach them where they are and take ntes n what they’re interested in, whether that’s music, art r sprts. It’s imprtant t use things that resnate (共鳴)with them, ” said Mayfield.
24．What led Thmas Mayfield t try smething new in his teaching?
A．His ut-f-date teaching rutines.
B．Urgent requests f students’ parents.
C．Disadvantaged cnditins f students.
D．Students’ devtin t study after schl.
25．Hw did Thmas Mayfield teach the kids?
A．By explaining the maths principles.
B．By asking them t d mre exercises.
C．By instructing the kids t write music.
D．By cmbining musical ntes with maths.
26．What des Thmas Mayfield highlight in class?
A．Educatrs must inspire the kids’ interest first.
B．Rules shuld be set fr learners in advance.
C．Each student shuld be treated equally.
D．Imprtance must be attached t music.
27．What culd be the best title fr the text?
A．Never T Late t Learn
B．The Keys t Teaching Maths
C．Hard Wrk Turns int Heart Wrk
D．Curius Minds Never Feel Cntented
C
Alarming levels f dangerus chemicals knwn as Perflurinated Alkylated Substances (PFAS) were discvered in fd packaging at a number f well-knwn fast-fd restaurants and grcery stre chains, a new reprt fund. The reprt cmes mre than tw years int the Cvid-19 pandemic, when the public has relied heavily n takeut and grcery deliveries.
Often called “frever chemicals” because they d nt break dwn in the envirnment, PFAS are used in fd packaging t prevent grease (油脂) and water frm saking thrugh fd wrappers and cups. PFAS can als be fund in the ink used t print lgs and instructins n fd cntainers.
The US Centers fr Disease Cntrl and Preventin calls expsure t PFAS a “public health cncern”, citing that the human-made chemicals can harm the immune system and reduce a persn’s resistance t infectius diseases.
Regulatry limits fr hw much PFAS fd packaging shuld cntain can vary greatly. Fr instance, a new law in Califrnia set the limit at less than 100 ppm. “Cmpared t America, Denmark sets a much lwer regulatry limit f 20 ppm with great success,” said Xenia Trier, an expert at the Eurpean Envirnment Agency. “It des wrk t set limits and enfrce them. PFAS d migrate frm the paper int the fd. Even thugh it was nt 100%, we still saw cnsiderable transmissin. In general, transmissin frm packaging t fd is increased as the temperature f the fd rises. It is the same with the time spent in wrapping materials.” Trier tld NBS, ne f the majr American mass-media cmpanies.
In respnse t the issue, Whle Fds became the first grcery chain t publicly cmmit t remve PFAS frm takeut cntainers and bakery paper. Many ther cmpanies fllwed suit. Experts say peple wh want t avid PFAS in their takeut and fd delivery packaging shuld favr cmpanies that have prmised t remve the chemicals. “As sn as yu receive yur takeut, yu’d better take fd ut f the cntainer immediately, and never reheat fd in its riginal cntainer. Instead, remve yur fd and heat it in ceramic (陶瓷的) r glass cntainers.” Trier said.
28．What can we learn abut PFAS in fd packaging?
A．They have been used fr tw years.
B．They d little harm t cnsumers’ health.
C．They are used t break dwn the chemicals.
D．They can make wrappers resistant t grease and water.
29．What is Xenia Trier’s attitude t setting a lwer limit f PFAS?
A．Favrable. B．Neutral.C．Ambiguus.D．Oppsed.
30．What des the underlined wrd “it” refer t in paragraph 4?
A．Cnsiderable migratin f grease and water.
B．PFAS transmissin frm packaging t fd.
C．Wrapper expsure t high fd temperature.
D．Regulatry limits cncerning fd packaging.
31．What is the main idea f the text?
A．Fd packaging cntains dangerus chemicals.
B．Cnsumers are recmmended t have PFAS-free prducts.
C．PFAS fund in fd packaging has becme a great cncern.
D．The gvernment has taken measures t reduce PFAS expsure.
D
Teenagers whse nn-cgnitive (非認(rèn)知的) skills are prly develped are mre likely t suffer frm health prblems later in life, accrding t a new research by a grup f experts frm the University f Manchester.
Rse Atkins f that university, alng with her clleagues set ut t investigate nncgnitive skills as they are ne f the least explred determining factrs f health and well-being, despite the fact that evidence surrunding their imprtance is grwing quickly.
These skills are cnscientiusness (盡責(zé)性), which tells hw hardwrking, careful and stubbrn an adlescent is,and neurticism (神經(jīng)質(zhì)), which shws hw wrried, unhappy and fearful an adlescent is.
The researchers used data n a grup f individuals wh were fllwed thrughut their life and carried ut statistical analysis t study the relatinship between adlescent nn-cgnitive skills and later-life health. The nn-cgnitive skills were reprted by teachers, based n the behavir f students at age 16.
The study fund that individuals whse adlescent cnscientiusness is higher deal with stress in adulthd better, and are at a lwer risk f sme diseases. And individuals whse adlescent neurticism is higher have a prer, health-related quality f life in adulthd and are at a greater risk f sme diseases.
The researchers cnclude that plicies t imprve adlescent cnscientiusness and reduce adlescent neurticism wuld ffer the mst lng-term health benefits t thse with the prest health, “There is a grwing bdy f evidence that suggests schl-based interventins t imprve nn-cgnitive skills can have lasting psitive effects n imprtant life utcmes,” said Rse. “Extra-curricular activities and wrk experience have als been shwn t imprve these skills. Having a greater fcus n the imprvement f nn-cgnitive skills at bth primary and secndary schl levels wuld be a psitive plicy decisin. Hwever, these skills are als determined by factrs like family incme, parental educatin, and parental investment. Therefre, mre cmplex public plicy is needed t reduce scial inequality.”
32．What can be inferred abut nn-cgnitive skills?
A．They can fall int three categries.
B．They are mainly develped in childhd.
C．Their imprtance has been ttally ignred.
D．Their impact n health desn’t get enugh attentin.
33．Hw did the researchers d their research?
A．They carried ut a large survey.
B．They cllected data frm individuals.
C．They fllwed 16-year-ld individuals.
D．They cmpared data frm ther research.
34．What d the researchers think their findings suggest?
A．Imprving teens’ nn- cgnitive skills isn’t that challenging.
B．Schls shuld reduce the time fr extra-curricular activities.
C．Measures shuld be taken t imprve teens’ nn-cgnitive skills.
D．Scial inequality is the majr cause f pr nn-cgnitive skills.
35．What is the main idea f the text?
A．Teens’ health in later life can be predicted.
B．Teachers can imprve students’ nn-cgnitive skills,
C．The imprtance f nn-cgnitive skills is being recgnized.
D．Nn-cgnitive skills in adlescents affect their health in later life.
第二節(jié) (共5小題；每小題2.5分，滿分12.5分)
根據(jù)短文內(nèi)容，從短文后的選項中選出能填入空白處的最佳選項。選項中有兩項為多余選項。
What exactly is the imprtance f teachers in the current educatinal landscape? The last few years have witnessed the rise f educatin technlgy and nline tutring firms. 36 Such peple, hwever, have cmpletely ignred the ne thing that makes studying in a prper classrm irreplaceable and that is the imprtance f teachers.
The internet has mre infrmatin abut any given tpic than any ne persn can ever hpe t pssess. 37 Knwing that ‘tmat is a fruit’ is infrmatin, and nt putting it in a fruit salad is wisdm. This example des a perfect jb in illustrating just hw imprtant wisdm is in the day t day life. Bks and the internet can give yu infrmatin, but nly a teacher can pass n wisdm. _ 38 .
Understanding the reasn fr the pr perfrmance f a particular child and helping them vercme their weakness while als pushing the tp perfrmers t d better are things nly a teacher can d.
Yu can develp the mst amazing nline tutring platfrm and fill it with amazing and interesting vides but it is never enugh. 39 But vides are made fr a general audience. They can hardly be sufficient fr the prblems that students face in their life utside the classrm. Only teachers wh have spent time with their students can guide the students in a way that can help them figure a way ut f any prblem they might be facing in their life.
40 While the list f reasns stating the imprtance f teachers is a bit t lng t put in a single article, these tw are sufficient t silence anyne wh believes that ging t schl t be taught by prper teachers will sn becme bslete.
A．Wisdm, hwever, is smething that it badly lacks.
B．Every single student is unique in his r her wn way.
C．Teachers are als imprtant in shaping the future f the yuth.
D．On this pint, the imprtance f teachers shuld never be understated.
E．Everything peple can pssibly learn is freely available n the internet.
F．Many argue that they might ne day cmpletely replace frmal schling.
G．These are just tw ways that teachers have a massive impact n their students that can be changed.
第II卷
第三部分 語言運(yùn)用（共兩節(jié)，總分30分）
第一節(jié) 完形填空 (共15小題；每小題1分，滿分15分)
閱讀下面短文，從短文后各題所給的A、B、C和D四個選項中，選出可以填入空白處的最佳選項。
Tia Wimbush and Susan Ellis have been c-wrkers fr a decade. 41 , they didn’t knw each ther well.
Their spuses each needed a kidney 42 , and while Wimbush culd have given her husband ne f hers, she wasn’t a 43 match. Ellis, meanwhile, was n match at all fr her husband.
One day, 44 the fall f 2020, the wmen saw each ther in the ffice restrm and started chatting, 45 that patients may wait many years fr their name t 46 n the natinal kidney cadaver dnr waiting list. Bth wmen 47 their husbands didn’t have that kind f time.
Wimbush asked Ellis what her husband’s bld type was.
After exchanging the replies, the wmen were amazed t find it was a 48 that they were bth ging thrugh this with their husbands at the same time and they culd als be in a psitin t help. Then Wimbush made a 49 t get tested.
S they did. Antibdy tests 50 that each wman was an excellent match fr the ther’s spuse. And in March 2021, seven mnths after that chance 51 , they made the dnatin.
The surgery was a success, with n 52 . “It’s really just a stry abut simple 53 ,” Susan Ellis says. “Fr us, it started with tw peple just being gd humans.”
Rdney Wimbush says he will be frever 54 that his wife decided t _ 55 a subject abut bld types in the ffice restrm.
41．A．HenceB．NeverthelessC．ThusD．Otherwise
42．A．transfrmatinB．translatinC．transmissinD．transplant
43．A．perfectB．cnsistentC．legalD．randm
44．A．nB．verC．inD．a(chǎn)t
45．A．cmfrtingB．cmmandingC．cmplainingD．cmpsing
46．A．cme upB．put upC．give upD．make up
47．A．predictedB．wrriedC．guaranteedD．insisted
48．A．cmpetenceB．diligenceC．dependenceD．cincidence
49．A．prpsalB．demandC．slutinD．negtiatin
50．A．reviewedB．revealedC．restrictedD．restred
51．A．mtivatinB．participatinC．cnversatinD．cnservatin
52．A．receptinB．refusalC．registratinD．rejectin
53．A．curageB．kindnessC．sympathyD．hnesty
54．A．hpefulB．carefulC．regretfulD．grateful
55．A．bring abutB．bring dwnC．bring upD．bring ut
第二節(jié)（共10個小題；每小題1.5分，總分15分）
閱讀下列短文，在空白處填入1個適當(dāng)?shù)膯卧~或括號內(nèi)單詞的正確形式。
Huawei, which has endured years f US sanctins, 56._______(surprise) the wrld n Aug 29, with an unadvertised annuncement --the launch f its latest high-end smartphne, the Mate 60 Pr, 57._______(price) at 6,999 yuan ($964). This strategic mve, devid f pre-release marketing, triggered an instant sensatin, especially within China. 58._______ September 1, nearly 800,000 units f the Huawei Mate 60 Pr had either been sld r pre-rdered. The Mate 60 Pr 59._________(hail )as a 5G smartphne with entirely independent intellectual prperty rights, 60.________(prmpt)questins abut the effectiveness f 61._______US-led glbal campaign t hinder（阻礙） China's advancement in cutting-edge technlgy. Readers share their pinins.
Steve
Cngratulatins t Huawei and all the engineers 62._________ have been wrking hard in semi-cnductr areas! Huawei is a warrir wh can't be beaten t death. The US, time t wake up! Yur sanctins have been a ttal failure!
Brett
Huawei withstd strict sanctins frm the US gvt. and nw able t prduce their wn 5G phnes, a great victry! 63.________ des nt kill yu will make yu strnger!
Jessica
Withut US sanctins, Chinese cmpanies may nt have been inspired t develp the self-reliant capabilities they have achieved tday. Cngratulatins t China and the Chinese peple fr this significant 64.___________(accmplish)! US cmpanies will gradually lse China's market due t its pliticians' catastrphic plicies and decisins!
Rick
Shrtly befre her visit t China, the US Cmmerce Secretary Raymnd had said that the US wuld 'cnsider' lifting sanctins n China in exchange fr China giving up its wn research and develpment effrts in advanced 65._________(technlgy). Irnically, n the very day f her arrival in Shanghai, Huawei released Mate 60 Pr, which can be seen as a resunding rebuttal t US sanctins and a significant challenge t the Secretary's psitin. It might be fitting t cnsider sending a Huawei Mate 60 Pr as a parting gift t Secretary Raymnd.
第四部分 寫作（共兩節(jié)，總分40分）
第一節(jié) （滿分15分）
Smene says, “Like a musical symphny, life has high and lw mments, and smewhere in between are thse mments we call ‘bittersweet’”.
請你結(jié)合這段話給校英文報寫一篇短文，介紹你高中生活中苦樂參半的時刻，并總結(jié)經(jīng)過這些時刻后，你對生活的態(tài)度或認(rèn)識。
注意：詞數(shù)100左右。
The Bittersweet Mments
________________________________________________________________________
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。續(xù)寫詞數(shù)應(yīng)為150左右。
One afternn after schl, Mary and her brther,Keith,were eating at a cafe near their hme. That afternn, they had t share their table with anther persn. That persn was a yung lady in her twenties. After eating, she went t the restrm. Withut realizing, she had left her handphne n the table. Five minutes later, she came ut and walked ut f the cafe withut lking back.
Mary saw the handphne n the table. She quickly tld Keith,“Keith, the girl left behind her handphne.”
Keith lked at the handphne. It tk his breath away. It was ne f the latest mdels n the market. Keith had always wanted a handphne. But his parents had tld him, “Yu dn’t need ne. Yu can always use the huse phne.”
He stared at it fr sme minutes. Then he said slwly,pausing n every wrd,“I want t take the handphne.”
Mary culd nt believe her ears. She merely stared at her brther. “Yu can’t! What if the wner cmes t lk fr it?”
Having made the decisin,Keith quickly grabbed the handphne and put it in his schlbag. Then, he tk Mary’s hand and led her ut f the cafe quickly.
Once back hme, Keith lcked his huse dr with trembling hands. Inside his rm, he tk ut the piece f beauty. Oh, he liked it s much. Nw he had his wn handphne. Sn, he was plishing it happily.
But Mary tld him, “Keith, yu cannt keep the handphne. What will yu tell Father abut this? He will ask yu hw yu gt the handphne.”
Keith said quickly, “I will say a friend lent it t me.”
Mary said, “Nw yu are lying t.” Oh dear! When had Keith turned s dishnest?
Then Mary saw a huse phne number n the plastic cver f the handphne. “This is the girl’s phne number. Why dn’t we just call this number? We will talk t her and ask her t cme and take back her handphne.” She was trying t talk sme sense int him.
注意：
1．續(xù)寫的詞數(shù)應(yīng)為 150 左右；
2．請按如下格式在答題卡的相應(yīng)位置作答。
Paragraph 1: That night, Keith turned ver in bed frm time t time.




Paragraph 2:Mary was very happy t hear that.



常德市一中2024屆高三第三次月水平檢測答案
一、聽力
1-5 BBABA 6-10 BABCA 11-15 BCCBA 16-20 CACCA
閱讀理解
21-25.CAACD 26-30.ACDAB 31-35.CDBCD
七選五
36-40 FADBG
完形填空
41-45 BDACC 46-50ABDAB 51-55CDBDC
語法填空
surprised 57. priced 58. By 59. was hailed 60. prmpting
a 62. wh/that 63. what 64. accmplishment 65. technlgies
作文
第一節(jié) 應(yīng)用文寫作
The Bittersweet Mments
Hw time flies! I’m nw in Senir Three. Lking back n the senir schl life, I have experienced bittersweet mments.
When I was in Senir One, I was pr at spken English and afraid f speaking in frnt f peple. In rder t imprve my English and vercme my shyness, I signed up fr an English speech cntest. I spent all spare time practicing English and gathered my curage t speak in public. Smetimes I felt s miserable that I wanted t give up, but my parents encuraged me t hld n. Hard wrk paid ff. I wn first place in the final, which brightened my heart.
I realize that nthing is impssible in life. Stick t it and yu will succeed ne day.
第二節(jié) 讀后續(xù)寫
That night, Keith turned ver in bed frm time t time. He had difficulty sleeping, uncertain abut what he shuld d. Of curse, he liked the new handphne. Hwever, he was feeling srry fr the wner. When he thught hw sad the yung lady wuld be at the lss f her handphne, he was full f guilt and shame. The next mrning, after a lng and restless night, he was determined t return the handphne t the wner. After schl, he tld Mary, “I am ging t phne the wner.”
Mary was very happy t hear that. Back hme, they phned the wner’s huse phne. A girl answered the phne. Kevith asked, “Are yu the wner f the handphne? I’m Keith. I have yur handphne. Can yu cme and get it? ” The girl replied ‘Yes’ excitedly, expressing her gratitude repeatedly. Ten minutes later, she was at the same cafe t meet Keith. Handing back the handphne t her and seeing her smile happily, Keith realized that hnesty was indeed the best plicy.

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