2024屆河北省石家莊市普通高中學(xué)校高三下學(xué)期教學(xué)質(zhì)量檢測(cè)（一）英語(yǔ)試題(無(wú)答案)-試卷下載-教習(xí)網(wǎng)

(本試卷滿分150分，考試時(shí)間120分鐘)
注意事項(xiàng)：
1.答卷前，考生務(wù)必將自己的姓名、準(zhǔn)考證號(hào)填寫(xiě)在答題卡上。
2.回答選擇題時(shí)，選出每小題答案后，用鉛筆把答題卡上對(duì)應(yīng)題目的答案標(biāo)號(hào)涂黑。如需改動(dòng)，用橡皮擦干凈后，再選涂其他答案標(biāo)號(hào)?；卮鸱沁x擇題時(shí)，將答案寫(xiě)在答題卡上，寫(xiě)在本試卷上無(wú)效。
第一部分聽(tīng)力(共兩節(jié)，滿分30分)
做題時(shí)，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(shí)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(tīng)下面5段對(duì)話。每段對(duì)話后有一個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽(tīng)完每段對(duì)話后，你都有10秒鐘的時(shí)間來(lái)回答有關(guān)小題和閱讀下一小題。每段對(duì)話僅讀一遍。
例：Hw much is the shirt?
A. ￡19.15. B. ￡9.18. C. ￡9.15.
答案是C。
1. What impressed the wman mst in China?
A. The landmarks. B. The fd. C. The peple.
2. When will the meeting be held?
A. Next mnth. B. This Wednesday. C. Next Wednesday.
3. Where des the cnversatin take place?
A. In a restaurant. B. In a htel. C. In a supermarket.
4. What are the speakers talking abut?
A. A family gathering. B. A weekend plan. C. A healthy diet.
5. What des the man advise the wman t d?
A. Change the mnitr. B. Restart the cmputer.
C. Find a technician.
第二節(jié)(共15小題；每小題1.5分，滿分22.5分)
聽(tīng)下面5段對(duì)話或獨(dú)白。每段對(duì)話或獨(dú)白后有幾個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽(tīng)每段對(duì)話或獨(dú)白前，你將有時(shí)間閱讀各個(gè)小題，每小題5秒鐘；聽(tīng)完后，各小題將給出5秒鐘的作答時(shí)間。每段對(duì)話或獨(dú)白讀兩遍。
聽(tīng)第6段材料，回答第6、7題。
6. What is the wman in charge f?
A. Cntacting emplyees.
B. Arranging an awards dinner.
C. Hsting a client meeting.
7. What will the man d next?
A. Speak t the chef. B. Call the cmpany. C. Prepare fr lunch.
聽(tīng)第7段材料，回答第8、9題。
8. What des the wman want t discuss with Mr. Dale?
A. The perfrmers’ psitin. B. The cncert prgrams.
C. The instruments n stage.
9. What’s the prbable relatinship between the speakers?
A. Bss and secretary. B. Wrkmates. C. Directr and actr.
聽(tīng)第8段材料，回答第10至 12題。
10. What is the wman ding?
A. Hlding a press cnference.
B. Organizing a sprting event.
C. Cnducting an interview.
11. What did the man d last year?
A. He stpped wrking as an athlete.
B. He wn a medal in the Olympics.
C. He played against Tttenham Htspur.
12. What is the man’s fcus this seasn?
A. New strategies. B. Mre medals. C. Better teamwrk.
聽(tīng)第9段材料，回答第13 至 16題。
13. Wh is the pineer f the Slw Fd Mvement?
A. An Italian. B. A Spanish. C. A Frenchman.
14. What caused the start f the Slw Fd Mvement?
A. The pening f a fast fd restaurant.
B. An ad f a fast fd cmpany.
C. A meal eaten in Rme.
15. Hw des the man cnsider fast fd?
A. Nutritius. B. Bring. C. Tasty.
16. What is the main aim f the Slw Fd Mvement?
A. T prtect traditinal dishes.
B. T prmte better lifestyles.
C. T prevent eating fast fd.
聽(tīng)第10段材料，回答第 17至20題。
17. What part f wrk des the speaker d n his wn?
A. Thinking f stries. B. Develping prgrams.
C. Writing dialgues.
18. What did the speaker plan t be?
A. A vilinist. B. A basketball player. C. A jurnalist.
19. When did the speaker decide t wrk in the vide game industry?
A. After hurting his hand.
B. After leaving university.
C. While studying in a film schl.
20. What des the speaker lve mst abut his jb?
A. They wrk in harmny. B. They get high salary.
C. They win many prizes.
第二部分閱讀(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
There are very few cuntries in the wrld that dn’t have sme srt f legend(傳說(shuō)) r cnnectin with dragns. Here are sme great destinatins t get a fix n dragn.
France
Calais in France has a dragn standing 33 feet tall,82 feet lng, with a wingspan f mre than 55 feet. It walks and mves as yu wuld imagine a dragn des, and yu can take it fr a ride. The Calais dragn is a mechanical wnder, which is nearly t real t be called a fairgrund creature.
Wales
In the UK, yu will find a prud dragn cuntry, Wales. Here there is the legend f tw dragns: ne white and ne red. Wales’ tale describes the tw dragns fighting and the red ne winning, s yu will find it difficult t hurry abut the cuntry withut cming acrss a red dragn. Dragns are sld in suvenir shps, sit by ancient castles, hang arund in King Arthur’s Labyrinth, and are featured n the natinal flag.
Nrway
The Vikings knew a thing r tw abut dragns. In the lvely film Hw t Train Yur Dragn, they even flew them. But seriusly, when yu dig int Nrway’s Viking histry and legends, yu will find dragns mentined everywhere, thugh nt as cute as thse in the film. Frm the figurehead in the Viking Ship Museurn t jewelry, and decratins n buildings, be n the lkut fr them when visiting Nrway.
Bhutan
The Druk r Thunder Dragn, is the natinal symbl and appears everywhere. The cuntry is called Land f the Thunder Dragn, r Kingdm f Druk, and it’s part f the natinal anthem (國(guó)歌) and its flag. Despite its fearful name, it’s actually rather cute. The legend has it that the sund f thunder thrugh the muntains is actually the dragn raring.
21. What can we learn abut the Calais dragn?
A. It’s a character frm a ppular film. B. It’s a creatin designed fr entertainment.
C. It’s a real creature trained fr rides. D. It’s a sculpture displayed in a museum.
22. What d Wales and Bhutan have in cmmn n dragns?
A. They feature dragns n their flags. B. They include dragns in their anthems.
C. They have a legend f tw dragns. D. They describe dragns as cute images.
23. Which cuntry assciates dragns with a natural phenmenn?
A. France. B. Wales. C. Nrway. D. Bhutan.
B
We can create learning mments that students remember frever if we pen up ur classrms t awe and wnder.
Tward the end f my high schl year, ur Spanish teacher rganized a trip t see an Andean band perfrm in Philadelphia. My classmates and I egged ne anther n irnically (諷刺地). Wh culd enjy the shw? The perfrmers’ clthing seemed dd. The instruments, strange. But then the perfrmers kicked in, dancing t their bmb and wancara drums arund the stage and the panpipes and quena annunced a kind f sund—new t us.
We had spent t little time discussing the culture f the Inca in scial studies but its traditins came alive fr us that evening. Once the wnderful perfrmance lit up the stage and the hall filled up with music, my teenage cynicism disappeared. I rse ut f my chair t dance with hnest jy.
I have spent the last seven years living and wrking in Suth America. But my thirst fr cultural explratin and a desire t understand the wrld utside my language and cuntry has been alive lnger than that. Smetimes I think that night dancing t thse ancient rhythms unlcked this fascinatin. Why d I remember it s clearly decades later?
In his recent bk Awe: The New Science f Everyday Wnder and Hw It Can Transfrm Yur Life, psychlgy prfessr Dacher Keltner explains that “brief mments f awe are as gd fr yur mind and bdy as anything yu might d.” Besides being a memrable emtin, awe bsts curisity, builds humility, helps with critical thinking, and makes peple feel mre cnnected. It even makes us happier. “Twenty years int teaching happiness,” Keltner writes abut hw t find deep happiness, “I have an answer: FIND AWE.”
Mving frward, let’s d ur best t build instances f awe int ur curriculum (課程). S when ur frmer students apprach us n the subway years later, they will recall the magic al mments frm their days spent in ur classes.
24. Hw did the students initially react t the Andean band’s perfrmance?
A. They shwed respect fr it. B. They apprached it with dubt.
C. They left in disappintment. D. They felt jyful t appreciate it.
25. What des the underlined wrd “cynicism” in paragraph 3 refer t?
A. A deep understanding f music. B. A strng enthusiasm fr explratin.
C. A negative attitude t the wrld. D. A sense f cnnectin with sciety.
26. What is paragraph 5 mainly abut?
A. The imprtance f finding happiness in life.
B. The lasting impact f a memrable experience.
C. The benefits f understanding different cultures.
D. The psitive rle f awe in imprving ne’s life.
27. Wh is the text intended fr?
A. Teachers. B. High schl graduates.
C. Parents. D. Psychlgy researchers.
C
Cncrete has served as the fundatin stne f the cnstructin industry fr hundreds f years. Hwever, the prcess f prducing cncrete is ne f the mst envirnmentally unfriendly prcesses in the wrld. In the prcess, nt nly is carbn dixide (二氧化碳) released int the air by the energy used t heat the limestne, but the limestne itself als gives ut a huge amunt f the element.
Luckily, a number f start-ups thrughut the wrld are using creative thinking t make the cnstructin industry a whle lt mre friendly fr the planet.
A Canadian cmpany called CarbnCure, has fund a way t inject (注入) cncrete with carbn dixide itself. Nt nly des this trap the carbn dixide int the cncrete, keeping it frm running away int the atmsphere, but it als creates a super strng material called calcium carbnate, which reduces the ttal amunt f cncrete that needs t be used.
Califrnia-based Brimstne, is creating carbn-negative cncrete by ding away with limestne entirely and instead using silicate rck, a material that des nt release carbn dixide when heated. Instead, the prcess prduces magnesium (鎂), which absrbs carbn dixide, as the basis fr their cncrete.
Additinally, researchers at Australia’s RMIT University have recently released a study shwing that adding cffee grunds instead f sand t cncrete culd make it much strnger, reducing bth the amunt f sand used, as well as the amunt f cncrete that wuld need t be used in the final prduct.
The biggest barrier at this pint is cnvincing members f the industry that the new types f cncrete are sa fe t be used, accrding t Stacy Smedley, directr at a nnprfit fcused n decarbnizing cnstructin.
Hpefully these new slutins t the envirnmental prblems f cncrete will sn be widely adpted. Given the significant part the cnstructin industry has in releasing carbn dixide int the atmsphere, great imprvements can be made when mre envirnmentally-friendly materials are used.
28. What is the envirnmental issue assciated with traditinal cncrete prductin?
A. The high demand fr energy. B. The prcessing f waste materials.
C. The mass release f carbn dixide. D. The use f nn-renewable resurces.
29. Hw des CarbnCure deal with the envirnmental impact f cncrete prductin?
A. By using silicate rck as the basis. B. By putting carbn dixide int cncrete.
C. By replacing sand with cffee grunds. D. By absrbing carbn dixide with magnesium.
30. Accrding t Smedley, what is the majr challenge facing these slutins?
A. Difficulty in making prfits. B. Cnvincing the public f the cnvenience.
C. Lack f funding fr research. D. Remving the industry members’ safety cncerns.
31. What is the authr’s purpse in writing the text?
A. T prmte an alternative t cncrete. B. T advcate envirnmental prtectin.
C. T intrduce new ways t prduce cncrete. D. T emphasize the significance f creativity.
D
Writing ut the same wrd again and again may bring back bad memries fr sme, but handwriting can bst cnnectivity acrss brain regins, sme f which are invlved in learning and memry, a new study shws.
In the study, psychlgists Audrey and Ruud, bth at the Nrwegian University f Science and Technlgy, stuck electrdes (電極) n the participants’ heads. They asked the participants t type ut r handwrite with a digital pen wrds that appeared n a cmputer screen. Sensrs in a ca p recrded electrical brain activity. Then the psychlgists lked fr when tw brain areas are active with the same frequency f electrical waves at the same time. This result can reveal the cnnectivity amng different regins acrss the brain.
With handwriting, the researchers saw increased activity, specifically in lw frequency bands, nt nly in the expected mtr areas but als in thers assciated with learning. These lw frequency bands have previusly been shwn t supprt memry prcesses. When the team cmpared the tw tasks, they realized that handwriting —but nt typing —increased the cnnectivity acrss parietal (頂葉) brain regins, which are invlved in sensry and mtr prcessing, and central regins, many f which are invlved in memry.
“Even when the mvements are very similar, the activatin seems much, much higher in handwriting,” Audrey says. “It shws that there’s mre invlvement f these brain regins when yu’re handwriting, which might give yu sme specific advantages.”
These findings suggest that there are distinct prcesses f brain activatin happening while a persn types r writes. This bst f stimulatin f handwriting facilitates learning because these particular waves between these areas are invlved in memry frmatin and encding (編碼).
And althugh handwriting may help with learning prcesses, typing is ften easier, faster and mre practical. “Students and teachers alike shuld therefre cnsider the task at hand t decide t handwrite r type,” Audrey says. Despite the need fr mre studies t determine the best learning strategy, experts say that handwriting shuldn’t be left behind in the digital age. “Schls need t bring in mre writing int curriculum design,” Ruud says.
32. What did Audrey and Ruud mainly d in their research?
A. They tested the functin f electrdes. B. They analyzed the brain structure.
C. They mnitred the brain activities. D. They recrded the writing speed.
33. Why can handwriting imprve learning mre than typing?
A. It invlves mre specific brain activatin. B. It prmtes better muscle memry.
C. It allws fr mre innvative thinking. D. It encurages better cncentratin.
34. What’s the authr’s attitude tward typing?
A. Favrable. B. Objective. C. Dubtful. D. Unclear.
35. What night be the best title fr the text?
A. Taking Ntes by Hand is Becming Uncmmn in Class
B. Using Keybard is Recmmended Due t Its Cnvenience
C. Widespread Brain Cnnectivity is Crucial t Human Learning
D. Handwriting Bsts Brain Cnnectins Mre Than Typing Des
第二節(jié)(共5小題；每小題2.5分，滿分12.5分)
閱讀下面短文，從短文后的選項(xiàng)中選出可以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)。
While technlgy addicts teens t their devices, they are nt helpless against the draw f it. Here are five ways educatrs can supprt their students’ digital well-being.
Explre design tricks cmpanies use. The technlgy we use daily is designed t catch and hld ur attentin. Cmpanies knw what keeps ur eyes n the screen. T help, teachers can unpack design tricks and explain hw cmpanies emply features like aut-play t get users t stay n their apps. 36
Talk abut hw technlgy can increase feelings f anxiety. The decline in yuth mental health is assciated with an increase in scial media use. 37 We can help ur students by allwing them t cnsider the benefits f technlgy and then t think abut changing the habits that aren’t serving their well-being.
38 Scial media can bring the feeling: “All my friends have better lives than me.” Plus, design feature s like “read receipts” can lead t teens knwing their messages have been seen and stressing abut why friends haven’t yet replied. These are classic examples f thinking traps. Identifying them can help teens get rid f sme negative thughts.
Uncver the ways that AI can play a rle in misinfrmatin. AI is rapidly transfrming the wrld. Recmmendatin algrithms (算法), which determine what we d and d nt see n ur feeds and in ur search results, can have very real cnsequences. 39 By understanding hw these technlgies wrk, students can start t enjy mre benefits f technlgy.
Encurage families t have meaningful cnversatins with their child. Take the time t share with families the tpics and resurces yu’re teaching in class. 40 Knwing we’re all in the same bat is crucial.
A. Scial media is ruining ur life.
B. Cnnect them with their inner wrld.
C. Build their awareness f thinking traps.
D. This by n means indicates all technlgy is bad.
E. They can pull us tward increasingly extreme views.
F. It turns ut adults and kids all pursue digital well-being.
G. Knwing these can mtivate students t get back their attentin.
第三部分語(yǔ)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)。
This wasn’t the way I wanted t see Rme. Sure, it felt 41 t spend Christmas there and stand in awe f the city’s attractins. But life wasn’t meant t turn ut like this.
I was suppsed t g t Rme with my mm back in 2012. Hwever, life had different 42 . A week befre ur trip, I gt a stmach infectin, a cnditin that required a week f 43 . What’s wrse, my mm 44 a cugh, which later prved a stage-fur cancer.
My mm spent the final mnths f her life 45 the terrible disease thugh it was a lsing 46 . After she passed away, I 47 a trip t Rme. And 48 , yu never get used t a wrld that mm isn’t a part f. Yu just deal with it because yu dn’t really have a 49 .
I spent tw weeks ding all the things we had wanted t d. Maybe she wasn’t physically there, but I 50 her presence every minute. Her presence als 51 me that life isn’t abut the things we buy r the mney that we have. It’s abut making 52 with the peple we lve. They never really 53 us since they are cnstantly influencing ur lives in 54 ways.
After my trip t Rme, I 55 knew that my mm wuld always be there because she had frever changed my life in the best pssible way.
41. A. surprising B. strange C. embarrassing D. pleasant
42. A. styles B. plans C. slutins D. excuses
43. A. research B. training C. treatment D. waiting
44. A. picked up B. held back C. heard D. frced
45. A. examining B. fighting C. studying D. cntrlling
46. A. battle B. strategy C. cause D. cntest
47. A. missed B. arranged C. spnsred D. rejected
48. A. strangely B. frtunately C. hnestly D. interestingly
49. A. guide B. budget C. destinatin D. chice
50. A. regretted B. dubted C. sensed D. remembered
51. A. warned B. prmised C. infrmed D. reminded
52. A. memries B. effrts C. decisins D. changes
53. A. interrupt B. leave C. understand D. desert
54. A. psitive B. practical C. flexible D. nrmal
55. A. hardly B. prbably C. partly D. eventually
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)適當(dāng)?shù)膯卧~或括號(hào)內(nèi)單詞的正確形式。
If New Year’s Eve had an fficial sng, it wuld be Auld Lang Syne. Every year, just after the clck strikes midnight, many peple arund the wrld will sing this belved sng. Why is Auld Lang Syne a New Year’s traditin? Frm its beginning as an 18th-century Scttish pem 56 its ppularity tday, Auld Lang Syne always 57 (carry) the spirit f the hliday.
The sng is actually a pem written by Rbert Burns in 1788. Traditinally 58 (cnsider) Sctland’s natinal pet, Burns raised the cuntry’s natinal awareness by writing it in the dying-ut Scts language. In English, “auld lang syne” 59 (rugh) means “times lng past”. The sng tells f ld friends meeting after time apart.
Althugh Burns’ versin is the nly ne we knw tday, there were als sme earlier 60 (versin) f the pem, 61 (include) Allan Ramsay’s frm 1724. Burns’ versin 62 (inspire) by an ld man’s singing.
Burns was nt satisfied with his versin f the pem’s 63 (rigin) tune and dismissed it. S between 1799 and 1801, Gerge Thmsn cmpsed 64 different tune fr the sng. It’s the ne we sing tday.
With its emphasis n friendship and parting, Auld Lang Syne expresses the spirit f New Year’s Eve, 65 is saying gdbye t ne year s that anther can begin.
第四部分寫(xiě)作(共兩節(jié)，滿分40分)
第一節(jié)(滿分15分)
假定你是李華，外教Brian向?qū)W生征集口語(yǔ)課上大家喜歡討論的話題。請(qǐng)你給外教寫(xiě)一封郵件，內(nèi)容包括：
1.推薦話題；
2.說(shuō)明理由。
注意：
1.寫(xiě)作詞數(shù)應(yīng)為80個(gè)左右；
2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Dear Brian,
I’m Li Hua frm Class 1.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs sincerely,
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(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。
Michael and Greg were brthers and they lived in a family with a tight budget. They bth missed the field trip last year because they culd nt cver the extra fee. This year, Michael’s class wuld arrange a field trip t the city museum and he really wanted t g. S he was trying t earn sme pcket mney.
On this cld autumn mrning, Michael gathered the last f the leaves int a small pile. There weren’t even enugh t jump in. “Mm and Dad are never ging t pay me fr gathering this little bit f leaves.” “What are yu talking abut?” Greg asked, walking up behind him. “I’m trying t d sme husewrk s I can make enugh mney t cver my field trip t the city museum, but there’s nthing t d arund here.” Michael sighed and lked arund.
“Yu culd ffer t wash Mm and Dad’s cars,” Greg said.
Michael’s face lit up. “That’s a great idea.”
“I bet sme f the neighbrs wuld pay yu t wash theirs, t. It’s getting clder and n ne wants t wash the cars themselves.” Greg lked his brther in the eye.
Michael ndded. The air was cld. He shivered (打寒顫) at the thught f washing cars and getting wet in this cld weather. “Maybe this isn’t a gd idea.”
Greg placed his hand n Michael’s shulder. “I have sme glf glves that are designed fr wet, cld weather. I’ll lan yu a pair, and I’ll even help yu wash the cars.” “Really? Yu’d help me and let me keep the mney?” “Sure. Glf seasn is ver. I wn’t need the extra cash fr a while.” Greg disappeared inside the huse.
Michael asked his parents if he culd wash their cars fr a small fee. When they agreed, he asked sme neighbrs, t. Three mre agreed. Michael gt a bucket, sme spnges (海綿), twels and sap. Greg came back utside with the glves. “Here yu g. They’ll keep yur hands warm and dry.” “Thanks.” Michael still culdn’t believe his brther was helping him earn the mney like this. He had t think f a way t repay him.
注意：
1.續(xù)寫(xiě)詞數(shù)應(yīng)為150個(gè)左右；
2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
With these tls, Michael started t wrk.
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T Michael’s surprise, he fund he earned mre mney than expected.
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