2024浙江省北斗星盟高三上學期12月適應性考試英語含答案（含聽力）-試卷下載-教習網(wǎng)

考生須知：
本卷共 10 頁滿分 150 分，考試時間 120 分鐘；
答題前，在答題卷指定區(qū)域填寫班級、姓名、考場號、座位號及準考證號并填涂相應數(shù)字。
所有答案必須寫在答題紙上，寫在試卷上無效；
考試結束后，只需上交答題紙。
第Ⅰ卷
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。聽完每段對話后，你都有 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。例如，你將聽到以下內(nèi)容：
Why is the man stressed ut?
He has t assess his perfrmance.
He hasn’t tried his best all semester.
He has t prepare a lt in a limited time.
Where are the speakers?
In the ffice.B. At hme.C. In a hspital.
Why des the wman want t return the shirt?
Because f the terrible design.
Because f the unsuitable size.
Because f the eye-catching clr.
What are the speakers talking abut?
Designing a talent shw.
Organizing a sprts cmpetitin.
Planning student cuncil activities.
What aspect f “Natinal Gegraphic” appeals t the wman?
Latest news.B. Diverse tpics.C. Unique viewpints.
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。
What is the relatinship between the speakers?
Mther and sn.B. Sister and brther.C. Husband and wife.
What d they plan t d?
Buy a nice watch.B. Recrd a special album.C. Arrange a family dinner.
聽第 7 段材料，回答第 8、9 題。
What des the man like best in the new cafe?
Cffee.B. Atmsphere.C. Bk.
What des the wman plan t d this weekend?
Check ut sme bks.B. Make blueberry muffin.C. Explre the cafe with the man.
聽第 8 段材料，回答第 10 至 13 題。
What mtivated the man t becme a prfessinal basketball player?
His high-level skills.B. His lve fr the game.C. His childhd experience.
What is the hardest part f being a prfessinal basketball player?
T fit in with the training rutine.
T cpe with the cnstant pressure.
T meet the physical and mental demands f the game.
What suggestins des the man give t yung athletes?
Be a learner and der.B. Be an enthusiast and dreamer. C. Be a supprter and team wrker.
聽第 9 段材料，回答第 13 至 16 題。
Hw did the man ntice the prblem first?
His bank called him.B. His bill shwed him.C. His credit card was stlen.
What d the bank d t fix the prblem?
They give the man his mney back at nce.
They decide t talk t the bank’s manager.
They ask the man t prvide the evidence.
What might have caused the prblem accrding t the man?
A. Unsafe website.B. Overdue debt.C. Imprper dwnlad.
What d the tw speakers mainly talk abut?
A. Shpping habits.B. Mney management.C. Infrmatin safety.
聽第 10 段材料，回答第 17 至 20 題。
What will Tdd Messegee be respnsible fr?
A. Writing a play.B. Directing a play.C. Starring in a play.
What will participants mainly d by the furth day?
A. Practice the play.B. Attend a lecture n acting.C. Perfrm n stage frmally.
What is suggested by the speaker?
A. Signing up early.B. Receiving tp-level training.C. Develping cmplex characters.
What is the speaker ding?
Making a plan fr a play.
Recruiting actrs fr a play.
Annuncing arrangements fr a play.
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、D 四個選項中，選出最佳選項，并在答題卡上將該項涂黑。
Quiet Area
A
Study Areas in Iwa State University’s Library
The Peridical Rm n Flr 2 is a Quiet Zne, requiring an abslute minimum f nise and distractin. Users are cmpletely banned frm cnversatins (including mbile phnes), and n grup wrk is allwed.
Grup Study Rms
Grup study rms must be reserved nline using a valid University accunt and a University Card n a first-cme-first-served basis.
Thirteen rms are available fr grups wanting t wrk tgether in the Library.
Reservatins can be made up t 30 days in advance.
Grups have 15 minutes after the start f their reservatin t arrive. If a grup has nt claimed their study space by that time, their reservatin will be cancelled.
Research Study Rms
Research study rms are assigned t individual users fr research and ther schlarly activities that require extensive use f library materials.
Applicatins can be picked up at the Circulatin Desk in the Library r request ne via email at libstudy@iastate.edu.
There is usually a waiting list fr these rms. Applicatins shuld be made in advance if pssible. Generally, these rms are shared spaces because f the high level f demand.
Essential equipment is prvided fr each study, and additinal equipment may nt be added withut authrizatin. The Library is nt respnsible fr persnal prperty (laptps, textbks, ntebks, etc) left in these rms. All Library rules and regulatins apply t these rms. Fd and fruit are frbidden, thugh drinks in cvered, spill-prf cntainers are permitted.
At the end f the assigned perid, the key issued fr each study rm must be returned prmptly t Circulatin staff r the user will be billed.
What may be suggested ding in the Peridical Rm?
A. Reading in small grups.B. Having a discussin in a lw vice.
C. Putting ne’s stuff in rder.D. Setting ne’s phne n silent mde.
What cnditin shuld be met t bk a grup study rm?
Pssessing an active student card.
Leaving phnes ut f the rm.
Grups cnsisting f ver 15 members.
Filling in an applicatin frm 30 days earlier.
What is prhibited in a Research Study Rm?
A. Persnal cmputers.B. Bttled water.C. Sandwiches.D. Study materials.
B
Fr a lng time, I kept a selectin f bks n a shelf next t my bed that I called my “heart bks”. T qualify fr a place n the shelf, a bk had t be nt nly ne I lved, but ne that mattered. There was ne bk that never made it nt that shelf, thugh I read it in high schl: Writing Dwn the Bnes by Natalie Gldberg.
I can still remember the day I bught it. It was summer and I must have been 14 r 15. Desperate t get ut f my huse, I rde my bike int twn and walked int the bkstre. I was ging thrugh the shelf f bks n writing and it caught my eye. I picked it up, read a few pages, and bught it. Then I tk it with me t a park, read the first few chapters, and pened my ntebk t write.
It’s a fairly straightfrward writing bk. Gldberg’s methd is simple: yu chse a tpic, set a timer, and write fr 10, 15, r 20 minutes withut picking up yur pen. Free writing, timed writing, writing tpics: anyne wh has taken a creative writing class may have encuntered these things. It’s nt earth-shattering. There was nthing particularly new r unusual abut the bk s I can’t say why it attracted me s much. But it changed everything. I went frm being smene wh enjyed writing t being a writer.
During my teen years and early twenties, fllwing Gldberg’s methd was at the cre f my identity. N matter where I was r what I was ding, I filled ntebks. When I eventually started writing fictin, I did the same thing. The “I” in my ntebks became smene else, but I held t the same practice.
This writing practice led me t a writing grup in Bstn. It led me t my current career. It led me, in s many ways, t myself. Becming a writer allwed me t becme s many ther things: an activist, a business wner, a farmer, a baker... Writing is where I fund my cnfidence. It was where I became curius abut the wrld. Frm that, everything else has fllwed.
Hw did the authr encunter Writing Dwn the Bnes?
By fllwing a selectin f “heart bks”.
By referring t a bk list abut writing.
By recmmendatin f Natalie Gldberg.
By seeking writing bks n a bkshelf.
What des the wrd “earth-shattering” underlined in paragraph 3 mean?
A. Remarkable.B. Useful.C. Cntrversial.D. Amusing.
What can we infer abut Writing Dwn the Bnes?
It inspired the authr t be a writer.
It was the first nvel the authr read.
It made the authr start t lve writing.
It is ne f the bks the authr reads mst.
Which f the fllwing is answered by the last paragraph?
What is the authr’s life like right nw?
What did the authr d in the writing grup?
Hw has the writing practice shaped the authr?
Why did the authr give up the writing practice?
C
Persnality used t be a ne-per-custmer deal: like it r nt, yu were wh yu were, and lying t a pen pal was abut the clsest yu culd get t have a different eg. That was then. With the appearance f MySpace, Facebk, and ther scial netwrking sites, a secnd, carefully crafted identity is nw available t anyne with an Internet cnnectin. And that has psychlgists wnder: just hw well d these nline persnalities match the persn sitting at the keybard?
The answer, it turns ut, is pretty well. In a recent study f 133 undergraduates with Facebk prfiles, University f Texas psychlgist Samuel D. Gsling measured the crrelatin between persnality tests nline and ff, and fund — cntrary t the assumptin that scial netwrking sites can’t capture ne’s features—that the students represented themselves quite faithfully.
Gsling surveyed the grup n a standard five-pint persnality test, which measures extrversin ( 外向性), agreeableness, sense f respnsibility, emtinal stability, and penness t new experiences. Then he rated the same subjects based nly n their Facebk prfiles, which usually included phts and lists f interests, frm academic majrs t favrite bks and mvies.
Gsling fund a crrelatin between assessments in fur f the five categries, with emtinal stability as the nly ne shwing n significant results acrss persnal and nline assessments. (Gsling says he was nt surprised at the latter, since emtinal stability is smething that peple are gd at hiding acrss mst media.) While extrversin shwed the highest crrelatin, the study suggests that “penness t new experience” is perhaps better cnveyed nline than in persn.
“Facebk users dn’t tend t put a lt f persnal infrmatin n their pages,” Gsling says, s smene wh psted tuching persnal stries, fr example, might cme ff as versharing withut intending t.
In shrt, says Gsling, Facebk users aren’t generally using the site as an image buffer, a resume enhancer, r a separate self. “They just use it as a medium fr scial life.”
What is the usual assumptin abut scial netwrking sites? A.They prvide gd study platfrms.
They cntain ttally fake infrmatin.
They culdn’t shw ne’s real nature.
They are friendly t varius persnalities.
Which shwed n cnnectin between persnality tests nline and ff?
A. Openness t new experience.B. Extrversin.
C. Sense f respnsibility.D. Emtinal stability.
Why d Facebk users stay true t themselves nline?
True persnality beautifies image.
The site is a medium fr scial life.
Only cheats invest in a false identity.
Varius interests can be shared there.
What’s the purpse f the text?
A.T intrduce a finding.B. T ffer a recmmendatin.
C.T defend a viewpint.D. T present a phenmenn.
D
There are clse t 7,000 languages spken n Earth. Hwever, it’s estimated that by the end f this century, up t 50% f them may be lst.
It’s cmmnly thught that majrity languages tend t be valued fr being useful and fr prmting prgress, while minrity languages are seen as barriers t prgress, and the value placed n them is seen mainly as sentimental ( 感情用事的). But is sentimentality really the nly mtivatin fr preserving language diversity?
Speakers f endangered languages ften live in remte areas with unique landfrm. It is quite cmmn fr these languages t distinguish between hundreds mre types f plants and animals than thse knwn t mdern science. Fr example, in Sutheast Asia, sme tribes have discvered the medicinal prperties f ver sixty-five hundred plant species. This has led t many f landmark achievements in medicine.
It was nce believed that the limits f ne’s language defined the limits f ne’s thught. This thery, called the Sapir-Wharf hypthesis ( 假說 ), has been largely rejected in favr f the imprved versin, which assumes that the language we speak des nt set the limits f ur thughts, but it des direct ur fcus in certain ways. Fr example, English is a tense-based language. It’s nearly impssible t talk abut ding smething withut specifying the time — i.e. I went t the party (past), I’m ging t the party (present), r I’ll g t the party (future). This differs frm Chinese, where it’s perfectly reasnable t say, “I g t the party” withut defining the “when”. Thus, part f the richness f language is that it allws us t rganize the wrld in s many unique ways.
Sme languages categrize the wrld in ways s different frm ur wn that they are difficult t cnceptualize (概念化). The United States emplyed native Navaj speakers t create a system f message cding during the Secnd Wrld War. The Japanese were never able t break it, and the “cde talkers” are ften cited tday as having helped decide the utcme f the war.
As we’ve already seen, minrity languages are valuable fr many practical reasns. In cnclusin, I’d say the shrt answer is yes — dying languages are certainly wrth saving!
What d peple tend t think f minrity languages?
A. Valueless.B. Time-hnred.C. Infrmal.D. Stable.
Hw can we benefit frm endangered languages accrding t the authr?
We can discver drugs in a much safer way.
We dn’t have t rely n mdern medicine.
We can acquire a brad knwledge f nature.
We can learn hw t prtect plants and animals.
Why des the authr mentin the Secnd Wrld War?
T crrect the Sapir-Wharf hypthesis.
T prve the value f minrity languages.
T shw wars’ rle in preserving a language.
T explain ways t cnserve sme languages.
What wuld be a suitable title fr the text?
Are majrity languages wrth valuing?
Are we willing t save dying languages?
Shuld endangered languages be saved?
Is the future f minrity languages bright?
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。 We all lse mtivatin frm time t time. We’re human beings, nt machines, and we dn’t always pssess the steam we need t keep ging. 36Frm getting rid f distractins, reminding yurself f yur gals, t taking a well-deserved break t recharge yur batteries, this article will explre tips t
help yu restre yur drive.
37 Befre devting time t any specific endeavr ( 努力 ), make sure yu knw exactly what yu’re setting ut t d—and when yu hpe t accmplish it. Apart frm setting achievable targets, yu shuld als establish regular checkpints t track yur prgress. If yu are falling behind with yur gals, it may be the kick start yu need t help get yu back n track.
Give yurself breaks. Smetimes, even the mst determined peple get verwhelmed. Yu may be burning yurself ut, and a much-needed break might be just what yu need t help yu achieve yur gal. If it’s at schl, fr example, dn’t try t d all yur wrk in ne sitting, but stretch it ut ver the curse f the day. 38
Dn’t be t hard n yurself. Everyne falls shrt smetimes. If yu fail t meet yur gals fr the week, take it as a lessn. Try t cmplete yur next target befre time, s that yu can use the saved time t cmplete the delayed wrk. 39 Dn’t dwell n failure; just accept it, and cntinue wrking twards yur gals.
Surrund yurself with psitive peple. Develping a netwrk f supprtive and inspiring friends and mentrs can make it a lt easier t stay mtivated and achieve yur gals. Reach ut t classmates in yur field r yur favrite prfessrs r bsses fr advice and prfessinal supprt—and make a pint t stay in tuch. 40
Develp a schedule f “checkpint” gals.
Set manageable gals with realistic deadlines.
Thankfully, there are ways t help yu feel mtivated again.
If yu’re excelling in yur prgress, yu’ll feel mre mtivated.
This way, yu’ll stay right n schedule even if yu have taken a hit.
They’ll be able t ffer wisdm, encuragement, and even pprtunities.
If it’s a fitness gal, take a fur-day rest instead f a nrmal tw-day ne.
第三部分：語言運用（共兩節(jié)，滿分 30 分）
第一節(jié)（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、D 四個選項中，選出最佳選項，并在答題卡上將該項涂黑。
Being a mm f five children is n easy task, but being a single mm f five children and graduating law schl with hnrs? Well, that’s abslutely remarkable.
Ieshia Champs is that mther, appearing in her lcal news, fr her 41 stry f ging frm grwing up in fster care ( 撫育院 ) t becming a 42 mther t five children t graduating with hnrs. Champs’ stry is full f twists and turns: she herself had a(n) 43 childhd, grwing up in fster care, with n stable family, 44 frm hme t hme. At ne pint, she 45 schl and was even hmeless in 8th grade. At the age f 29, she had her 5th child and then, a series f 46 : her mther died, her children’s father 47 frm a deadly cancer, huse was burnt dwn, and she was in despair.
In 2009, at the 48 f the church members wh were always supprtive, she achieved her GED (General Educatinal Develpment) and then, kept ging. Althugh making it thrugh her degree prgram was a 49 —her kids 50 hearing her cry and wrking tgether t make meals s she culd have time t keep 51 —she kept ging.
When she graduated frm law schl, Champs psed fr pictures with her 52 , all displaying chalkbard signs that 53 the big day. Champs’ chalkbard read “I did it!” while her children annunced different 54 messages that reflected the jurney the entire family had been n, like “I helped!” and “We did it!” and “Me t!” The 55 quickly went viral nline, sharing her stry with the rest f the wrld.
41.
A. inspiring
B. interesting
C. frightening
D. surprising
42.
A. belved
B. full-time
C. selfless
D. single
43.
A. adventurus
B. difficult
C. magical
D. precius
44.
A. wrking
B. visiting
C. buncing
D. explring
45.
A. attended
B. quit
C. finished
D. perated
46.
A. tests
B. failures
C. cnflicts
D. misfrtunes
47.
A. passed away
B. passed ut
C. gt away
D. burnt ut
48.
A. mercy
B. request
C. encuragement
D. invitatin
49.
A. success
B. dream
C. struggle
D. frtune
50.
A. resisted
B. recalled
C. escaped
D. avided
51.
A. changing
B. grwing
C. studying
D. searching
52.
A. church members
B. mther
C. children
D. friends
53.
A. celebrated
B. prepared
C. enjyed
D. featured
54.
A. clear
B. supprtive
C. imprtant
D. secret
55.
A. jurney
B. children
C. pictures
D. vides
第Ⅱ卷
第三部分：語言運用（共兩節(jié)，滿分 30 分）
第二節(jié)（共 10 小題；每小題 1.5 分，滿分 15 分）
There is an extremely infrmative bk n baijiu called The Essential Guide t Chinese Spirits, by Derek Sandhaus, that 56 (explre) the histry and prductin f baijiu in vivid and lively detail. Sandhaus traces the inventin f baijiu back a thusand years, 57 either traders frm the Middle East 58 invaders frm Mnglia intrduced the cncept f distillatin ( 蒸餾 ) t the mainland.
Baijiu is identified 59 smell int fur main categries: nng xiang (strng scent), qing xiang
(light scent), jiang xiang (sauce scent), and mi xiang (rice scent).
Zhu Enlai, the first Premier f China, was s taken with Kweichu Matai, a sauce scent-style baijiu, that it 60 (name) China’s Natinal Liqur, necessary at state dinners. Due t limited prductin and ppularity, Kweichu Matai can nw fetch hundreds f dllars 61 bttle.
There are a few 62 (requirement) that unite all f these spirits while als distinguishing them frm Western drinks, 63 (chief) that baijiu is prduced in a prcess knwn as slid-state fermentatin (固態(tài)發(fā)酵).
When yu first drink baijiu, it’s ht enugh t make yu clutch yur chest, 64 (set) yur muth, thrat, and nse n fire befre leaving yu with 65 (it) lingering taste — s fragrant and cmplex, it reaches int yur sul.
第四部分：寫作 (共兩節(jié)，滿分 40 分) 第一節(jié): 應用文寫作（滿分 15 分）
假定你是李華，校英語演講比賽正在招募主持人，你校交換生 Chris 想競聘但又很猶豫，請你寫一封郵件，內(nèi)容包括：
鼓勵競聘；
你的理由。注意:
寫作詞數(shù)應為 80 個左右;
可以適當增加細節(jié)，以使行文連貫。
Dear Chris,
Yurs,
Li Hua
第二節(jié): 讀后續(xù)寫（滿分 25 分）
閱讀下面短文，根據(jù)所給情節(jié)進行續(xù)寫，使之構成一個完整的故事。
I first began t wnder what I was ding n a cllege campus when my parents drve ff, leaving me with a wrd f wish “Be yurself, and enjy yur university life t the fullest!” Hwever, n matter hw mature I liked t cnsider myself, I was feeling just a bit first-gradish. I thught everyne n campus was watching me. My plan was t keep my ears pen and my muth shut and hpe n ne wuld ntice that I was a freshman.
With that thught in mind, I raised my head, squared my shulders, and set ut t my drm, glancing s carefully at the campus map grasped in my hand. Everything dne, I spent the afternn seeking ut each f my classrms s that I culd make a perfectly timed entrance befre each lecture withut having t ask silly questins abut it.
The next mrning I fund my first class and went in. Once I was in the rm, hwever, anther prblem awaited me. Where t sit? Freshmen guidebks advised sitting near the frnt, shwing the prfessr in intelligent and energetic behavir. Thinking fr several minutes, I chse a seat in the first rw and t the side. I was in the fregrund (as advised), but ut f the prfessr’s direct line f visin.
I pened my bk f American Literature. “Welcme t Bilgy 101,” the prfessr began. A cld sweat brke ut n the back f my neck. I lked at my schedule and checked the rm number. I was in the right rm. Just the wrng building. S nw what? Get up and leave in the middle f the lecture? I knew everyne wuld stare. Frget it. I settled int my chair and tried t pretend thrugh the whle class.
After class I decided my stmach needed a little nurishment (營養(yǎng)), and I hurried t the cafeteria. I piled my tray with sandwich and was heading fr the salad bar when I accidentally stepped in a large puddle f ketchup (番茄醬). Keeping myself upright and getting ut f the mess was nt ging t be easy, and this beneath my feet was ding n gd.
注意：1. 續(xù)寫詞數(shù)應為 150 左右；

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