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(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。
1. What is the restaurant’s specialty?
A. American fd.B. Italian fd.C. Thai fd.
2. Why is the man here?
A. T have an interview. B. T make an inquiry. C. T visit the wman.
3. What is the wman mst excited abut?
A. Seeing sharks. B. Ging t the beach. C. Staying with her relatives.
4. Where are the speakers?
A. At a bus stp. B. In a car. C. On a bus.
5. What are the speakers talking abut?
A. Why the electricity bill went up.
B. Where they can pay the electricity bill.
C. Hw they can reduce the electricity usage.
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(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)中選擇最佳選項(xiàng)，并標(biāo)在試卷的相應(yīng)位置。聽每段對(duì)話或獨(dú)白前，你將有時(shí)間閱讀每個(gè)小題，每小題5秒鐘，聽完后，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。
聽第6段材料，回答第6至7題。
6. What is the wman ding?
A. Reserving a rm. B. Checking int a htel. C. Packing her luggage.
7. What will the wman d next?
A. Walk in a park. B. Have dinner. C. G t a bank.
聽第7段材料，回答第8至10題。
8. What is the relatinship between the speakers?
A. Clleagues.
B. Interviewer and interviewee.
C. Manager and technician.
9. Hw many candidates are there fr the psitin?
A. Tw. B. Fur. C. Six.
10. What des the wman ask?
A. What the jb requirements are.
B. Where the interview will be held.
C. Whether the equipment is ready.
聽第8段材料，回答第11至13題。
11. Hw des Martin find the atmsphere f the art studi?
A. Friendly. B. Inspiring. C. Stressful.
12. What des Sarah need t d?
A. Meet new peple. B. Develp new skills. C. Find a way t relax.
13. Wh teaches the beginners’ class?
A. Ms. Thmpsn. B. Ms. Brwn. C. Ms. Jhnsn.
聽第9段材料，回答第14至17題。
14. What is the wman wrried abut?
A. The ppularity f the tpic.
B. The limited time fr the presentatin.
C. The amunt f infrmatin t prepare.
15. What is the first main pint f the presentatin?
A. Ways f helping bees.
B. The imprtance f bees.
C. Prblems affecting bees tday.
16. What is Mr. Lee?
A. A teacher. B. An assistant. C. A reprter.
17. What's advised t be added t the presentatin by the man?
A. Diagrams. B. Statistics. C. Phts.
聽第10段材料，回答第18至20題。
18. Which department is recently established?
A. Histry. B. Business. C. Ecnmics.
19. Hw will the prgram help with the curse fees?
A. It ffers students lans.
B. Students can get discunts.
C. The experts ffer the funds.
20. What is the purpse f the talk?
A. T d a prmtin f a prgram.
B. T explain hw t register fr the curse.
C. T emphasize the imprtance f educatin.
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
Best Overall: LectrFan EVO Sund Machine
Why Yu Shuld Get It
This cmpact, stylish, and affrdable white nise machine is very easy t use. With a timer, a headphne cnnectr, and a large range f sunds, yu’ll be able t find the right set up fr yu. That’s where it cmes in t mask all that unwanted envirnmental nise—r lack f—s yu can get mre rest.
Keep in Mind
The device isn’t battery-perated, s it’ll need t stay plugged int a pwer surce.
It des everything yu need it t, and then sme, fr a very reasnable price. It plays nn-repeating digital nise in a range f clrs: It has 10 fan sunds, 10 envirnmental nise sunds—including pink and brwn nise, and tw cean sundscapes.
The device is super simple t use, and nce yu’ve picked yur favrite type f nise, it will be saved in the settings, and the machine will aut play that sund each time yu turn it n. The speaker prduces a clear and crisp sund, and there’s a wide vlume range. It als cmes with an ptinal time yu can set between ne t eight hurs, r play cntinuusly, plus a 3.5mm cnnectr fr headphnes if yur partner isn’t quite as keen n white nise as yu are.
It’s cmpact enugh t travel everywhere with yu, and as white nise machines g, it lks pretty gd, t. It certainly wn’t lk ut f place n yur bedside table. Yu can pwer the LectrFan EVO via USB r the included A/C adaptr, but it desn’t have an internal battery, s it des need t be plugged in.
Price at time f publish: $35
Prduct Details: Dimensins: It’s 4.7 inches lng and 3. 3 inches in height. Its width is the same as its length. | Sund ptins: 22 | Timer: Yes | Pwer: Plug-in
21. What is the device mentined used t d?
A. Avid nises. B. Enjy nature.
C. Help sleep well. D. Listen t music.
22. What d we knw abut the device frm the text?
A. It wrks with batteries. B. It desn’t disturb thers.
C. It has ne nature nise. D. Its timer’s set up is fixed.
23. Hw wide is the device?
A. 3.3 inches. B. 4.7 inches. C. 6. 8 inches. D. 10 inches.
B
When I was five, I nce peeled ff the paper that envelped my crayns and snapped them in tw. My great enthusiasm was dampened t find just mre crayn inside. When I started writing wrds with pencils, I wuld twist them inside a sharpener t see if the pencil lead went all the way thrugh the bdy. Grwing up, I saw my televisin taken apart t reveal the inner wrkings that nly made sense when I did a degree in physics.
Then I landed a career in engineering, spending six years as part f the team that designed the Shard, a famus building in Lndn. Actually, whether I knew it r nt, I was already n a missin t understand hw things are frmed.
After explring the big, I decided t turn t the small. I realized whatever matter frms human-made bjects, cmplex devices are made up f fundamental building blcks, withut which ur cmplex machinery wuldn’t exist.
It is this idea that inspired my bk where I select what I believe are seven cre elements that frm the basis f the wrld—the nail, the wheel, the spring, the magnet, the lens, the pump and the string. Tgether they cmpse a vast range f innvatins in terms f their underlying (潛在的) scientific principles and the fields f engineering they tuch. They’ve changed ur technlgy, and had a sweeping impact n ur histry, arts, culture, cmmunicatin, plitical and pwer structures, etc.
The blender we use t make baby’s fd relies n gears (齒輪), which culdn’t exist withut the wheel. The speaker n the phne relies n a magnet. Even when we think f larger and mre cmplex bjects—diggers, skyscrapers, satellites—we cme back t the same seven fundatinal innvatins.
S, lk arund yu, and ask questins abut what yu see: reignite(重燃) that childhd curisity. Hpefully, that will inspire yu t investigate and lead yu t a better understanding f the building blcks f ur wrld.
24. Why des the authr mentin crayns in paragraph 1?
A. T explain his chice f cllege majr.
B. T demnstrate his fascinatin with tls.
C. T highlight his disappintment at the discvery.
D. T shw his early passin fr the insides f bjects.
25. What made the authr’s bk pssible?
A. His experience in designing buildings.
B. His understanding f the rigin f things.
C. His finding f the cmpnents f machinery.
D. His perspective n the peratin f the wrld.
26. What d we knw abut the seven cre elements?
A. They thrw light n scientific principles.
B. They have a prfund influence n sciety.
C. They mark an era f technlgical innvatin.
D. They represent the advancement in engineering.
27. What can be the best title fr the text?
A. Small Things That CuntB. Big Dreams That Reward
C. Ask the Right QuestinsD. Understand Cre Elements
C
I dn’t think translatin apps will make learning freign languages cmpletely utdated. N prgram can accurately recreate the implicatin f real cnversatin. Fr example, by drpping “will” r “am ging t” in “Tmrrw I start my diet,” I am implying a previus delay f the diet. A typical translatin by apps wuld be “Tmrrw I am ging t start my diet,” which gets acrss the basic idea but lacks the intended implicatin.
Hwever, technlgy is eliminating the need t learn freign languages fr practical purpses such as reserving htel rms r rdering meals in a freign cuntry, since practicality is why mst peple want t learn a new language.
Duglas Hfstadter, a cgnitive scientist, sees his mastery f freign languages as a reflectin f his identity. As an enthusiastic language learner myself, I dn’t entirely share his perspective, but I d agree with the writer Graeme Wd, wh has nted “t actively enjy piecing tgether hw ther languages wrk is an individual quirk (怪癖), nt a human universal.” True enthusiasts learn new languages fr the sheer jys f discvery r accmplishment. Mst peple, hwever, are uninterested in this dd desire.
Sme wuld say a freign language is a windw int a new way f prcessing the wrld. But did the humble level f French r Spanish we picked up in schl prvide us with a new lens n the wrld? If ur gal is getting directins t the bus statin in Rme, technlgy nw makes that pssible at the press f a buttn.
As smene endlessly fascinated by languages, I am wrking hard t accept this new reality. With an iPhne handy and an apprpriate app dwnladed, freign languages will n lnger present mst peple with the barrier they nce did. Learning a new language will likely becme a pursuit f interest t a much smaller but mre cmmitted set f enthusiasts.
28. What is paragraph 1 mainly abut?
A. The functin f real cnversatin.
B. The imprtance f accurate translatin.
C. The limitatin f translatin technlgy.
D. The necessity f learning freign languages.
29. Why des the authr learn new languages?
A. T satisfy an inner desire.B. T display his individuality.
C. T serve practical purpses.D. T explre his cre identity.
30. What des the authr think f freign language lessns in schl?
A. Uninspiring. B. Irrelevant C. Inflexible. D. Insufficient.
31. What des “this new reality” in the last paragraph refer t?
A. Language enthusiasts will lse their passin.
B. Freign languages wn’t pse big challenges.
C. Many peple will quit learning new languages.
D. Learning languages is n lnger a persnal chice.
D
Is frgiveness against ur human nature? T answer ur questin, we need t ask a further questin: What is the essence f ur humanity? Fr the sake f simplicity, peple cnsider tw distinctly different views f humanity. The first view invlves dminance and pwer. In an early paper n the psychlgy f frgiveness, Drll (1984) made the interesting claim that humans’ essential nature is mre aggressive than frgiving allws. Thse wh frgive are against their basic nature, much t their harm. In his pinin, frgivers are cmprmising their well-being as they ffer mercy t thers, wh might then take advantage f them.
The secnd view invlves the theme f cperatin, mutual respect, and even lve as the basis f wh we are as humans. Researchers find that t fully grw as human beings, we need bth t receive lve frm and ffer lve t thers. Withut lve, ur cnnectins with a wide range f individuals in ur lives can fall apart. Even cmmn sense strngly suggests that the will t pwer ver thers des nt make fr harmnius interactins. Fr example, hw well has slavery wrked as a mde f scial harmny?
Frm this secnd viewpint f wh we are as humans, frgiveness plays a key rle in the bilgical and psychlgical integrity f bth individuals and cmmunities because ne f the utcmes f frgiveness, shwn thrugh scientific studies, is the decreasing f hatred and the restratin f harmny. Frgiveness can break the cycle f anger. At least t the extent the peple frm whm yu are estranged(不和的) accept yur lve and frgiveness and are prepared t make the required adjustments. Frgiveness can heal relatinships and recnnect peple.
As an imprtant nte, when we take a Classical philsphical perspective, that f Aristtle, we see the distinctin between ptentiality and actuality. We are nt necessarily brn with the capacity t frgive, but instead with the ptential t learn abut it and t grw in ur ability t frgive. The actuality f frgiving, its actual apprpriatin in cnflict situatins, develps with practice.
32. What is Drll’s idea abut frgiveness?
A. Peple shuld ffer mercy t thers.
B. Aggressive peple shuld learn t frgive.
C. Frgiveness depends n the nature f humanity.
D. Peple wh frgive can have their wn welfare affected.
33. What des the example in Paragraph 2 illustrate?
A. T frgive is t lve.B. T fight is t grw.
C. T dminate is t harm.D. T give is t receive.
34. What is the writer’s attitude tward frgiveness?
A. Objective.B. Reserved.C. Favrable.D. Skeptical.
35. What is message f the last paragraph?
A. Frgiveness is in ur nature.
B. It takes practice t frgive.
C. Frgiveness grws with time.
D. Actuality is based n ptentiality.
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)。
“I am dying f bredm,” cmplains the yung wife Yelena in Chekhv’s 1987 play Uncle Vanya. Of curse, if Yelena were arund tday, we knw what she wuld d: pull ut her smartphne and find smething fun. Tday it is easy t get rid f bredm. 36
That is the finding f tw fascinating recent studies. In ne, researchers asked subjects t d smething bring, like cpying ut numbers frm a phne bk, and then take tests f creative thinking. The result? 37 In the secnd study, subjects gave mre answers t a wrd test than a nn-bred cntrl grup after being frced t watch a dull screensaver.
“An restless mind hungers fr stimulatin, s bredm becmes a seeking state,” says Sandi Mann, the psychlgist at the University f Central Lancashire. “ 38 ” Parents will tell yu that kids with “nthing t d” will eventually invent sme fun games t play—with a cardbard bx, a light switch, whatever.
The prblem, the researchers wrry, is that these days we dn’t struggle t vercme these slw mments. “ 39 ” Mann says. “This might relieve us temprarily, but it shuts dwn the deeper thinking.” S here is an idea: Instead f always aviding bredm, embrace and face it. Smetimes, anyway. Mann has fund she gets sme f her best thinking dne when she is driving her car and therefre can’t be distracted by her phne.
40 The gd type inspires yu t see what can cme f it. The bad type, in cntrast, tires yu and makes yu feel like yu can’t be bthered t d anything. An imprtant part f ur mdern task, then, is learning t evaluate these different types f bredm—t distinguish the useful kind frm the harmful ne.
A. And there is, f curse, bad bredm.
B. Bred subjects came up with mre creative ideas.
C. But what if bredm is a meaningful experience?
D. These mments are a lt mre valuable than expected.
E. Actually, tips n getting away frm bredm are cuntless.
F. We try t kill every mment f bredm with mbile devices.
G. When nt satisfied with yur state, yu’re seeking and engaged.
第三部分 語(yǔ)言知識(shí)運(yùn)用（共兩節(jié)，滿分30分）
第一節(jié) 完形填空（共15小題；每小題1分，滿分15分）
Back in the days when I was just a yung student, I was always absent frm schl ___41___, t shy t step int the public attentin. My grades, thugh nt abslutely gd, was abve the ___42___. Hwever, an unexpected incident allwed me t___43___life lessns and gradually accept the challenges thrwn at me.
One rainy afternn, while walking hme frm schl, an accident happened. A speeding car ___44___me, leaving me with a brken leg. Lying n my hspital bed, pain aching thrugh my bdy, the reality f my situatin ___45___. This unfreseen incident had set me back academically, and I needed t figure ut hw t achieve my previus___46___.
With the help f my parents and teachers, wh ___47___accmpanied me thrugh the healing prcess, I managed t transfrm my ___48___ int a stepping stne. I began t acquire the will t push myself beynd my limits. After several mnths, I returned t schl. My teachers had made accmmdatins fr me, which included access t ___49___classes t catch up n the lessns I missed. Fueled by a newfund ___50___, I made every effrt t engage in all activities and strived t stay active in bth the academic and extracurricular fields.
In the end, my actins___51___fruit. Nt nly did my academic perfrmance imprve, but I als develped an ability t adapt t unexpected situatins. I realized the imprtance f being able t___52___my fears and vercme them. The incident that I___53___viewed as a majr discuragement was, in fact, a turning pint in my life. It was an pprtunity t adjust my perspective and learn t admire the strength within myself.
The___54___did nt happen vernight. It was a gradual prcess, just like adding a new piece t a puzzle every day. But with each piece, I mved ne step clser t the bigger ___55___ .
41. A. campsB. daysC. facilitiesD. events
42. A. minimumB. maximumC. averageD. majrity
43. A. absrbB. frgetC. teachD. avid
44. A. apprachedB. hitC. liftedD. fllwed
45. A. gave inB. sank inC. fit inD. cut in
46. A. standingB. playingC. sufferingD. finding
47. A. ccasinallyB. casuallyC. cnstantlyD. scarcely
48. A. shynessB. setbackC. strengthD. perfrmance
49. A. practicalB. ptinalC. basicD. extra
50. A. driveB. cnceptC. versinD. skill
51. A. plantedB. distributedC. sldD. bre
52. A. assessB. addressC. mnitrD. hide
53. A. initiallyB. actuallyC. suddenlyD. eventually
54. A. inspiratinB. assumptinC. transfrmatinD. explratin
55. A. spaceB. ambitinC. pictureD. capacity
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。
Legend has ____56____ that tfu was discvered by a health-cnscius Chinese prince named Liu An mre than 2,000 years ag when he ____57____ (make) an elixir (丹藥). He realized that sy milk left in certain cnditins cagulated (凝固) and develped a pudding-like substance and that was the beginning f tfu.
It’s ____58____ (universal) believed that Buddhist mnks visiting China brught tfu back t neighburing cuntries like Japan. ____59____East Asia has been eating tfu fr mre than 1,000 years, it tk a lt lnger fr it t catch n glbally. Benjamin Franklin, ne f the United State’s funding fathers, wrte a letter ____60____ sme sy beans attached while he was in Lndn, praising it as a “Chinese cheese” in 1770. The letter was ne f the earliest dcuments n recrd ____61____ mentined tfu in the West. Li Shizeng, ____62____enthusiast fr tfu, is ften credited with making tfu a mre widely accepted fd utside f Asia. It’s said that he was first sent by the Chinese gvernment t attend a French military schl. He ended up ____63____(study) at the agricultural schl in Mntargis and becming ____64____ (passin) abut prmting tfu in France.
Nwadays, tfu ____65____(serve) in a mdern way. In many fine restaurants, the menu is designed arund its textures. The dishes and ingredients change accrding t the seasns.
第四部分 寫作（共兩節(jié)，滿分40分）
第一節(jié)（滿分15分）
假定你是校英文報(bào)“Campus Weekly”專欄的主編李華，請(qǐng)給外教Mr. Steven 寫封郵件向他約稿。內(nèi)容包括：
欄目介紹；2. 稿件要求。
注意：1. 寫作詞數(shù)應(yīng)為80左右；
Dear Mr. Steven,


Yurs,
Li Hua
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
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(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
Lgan was a brilliant student. He had cmmitted t ding everything it tk t win a schlarship t study at a gd university. But nthing was mre imprtant t the 17-year-ld by than supprting his mther wh was sick. After schl hurs, he wuld wrk as a bagby at the lcal grcery stre. Tgether, Lgan and his mther managed t make ends meet while still fighting t achieve bigger dreams.
Nw right utside the grcery stre, Lgan sptted a familiar face. “Mr. Peters!” Lgan called ut t the ld man hlding crutches (拐杖), whm he recgnized as his new neighbr. Mr. Peters waved at Lgan. Lgan happily helped the ld man find what he needed and helped him bill the items, t.
“That will be $23, Mr. Peters,” Lgan said.
Mr. Peters was taken aback by the bill’s amunt. He asked, “And hw much withut the fruits?”
“$19, sir.”
“I see.” Mr. Peters lked in his wallet. He studied the bill and said, “Actually, I’ll just take the greens, thank yu.”
“Yu knw what? Here, let me pay fr yur rder. It lks like yu may have … left yur card at hme r smething.”
Mr. Peters didn’t see this kind gesture cming, and even thugh it hurt his pride a little, he accepted the by’s help.
Lgan paid fr the rder and handed the bags t the ld man. But Mr. Peters culd nly mve a few steps frward as he tried t hld all the grceries withut the crutches slipping away Lgan rushed t Mr. Peters and ffered t carry the grceries t his hme. It was a shrt walk, but the tw men were engaged in cnversatin all the way.
“What are yu ding wrking at a grcery stre? Yu lk like yu shuld be in cllege!” Mr. Peter asked.
On listening t Lgan’s stry, Mr. Peters was mved and thught he shuld d smething. “It was lvely t meet yu, Lgan. Maybe yu culd pp in after yur shift at the stre tday?” he asked.
Lgan agreed, suspecting that the man prbably needed sme help arund the huse.
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。
After wrk, Lgan kncked n his neighbr’s dr and discvered the mst astnishing thing abut the ld man.
“I’ve asked sme frmer wrkmates t ntice a schlarship applicatin frm a yung man named Lgan,” Mr. Peters cntinued.




高三10月月考答案
聽力
1-5 BBCCC6-10 BAABC 11-15 BCABB 16-20 ACCAA
閱讀
21-23 CBB 24-27 DCBA 28-31CADC 32-35 DCCB
七選五
36-40 CBGFA
完形填空：
41-45 DCABB 46-50 ACBDA 51-55 DBACC
語(yǔ)法填空：
56. it 57. was making 58. universally 59. While/Althugh/Thugh 60. with
61. that 62. an 63. studying 64. passinate 65. is served
寫作：
第一節(jié)
Dear Mr. Steven,
I’m Li Hua, editr f the Campus Weekly clumn f ur schl’s English newspaper. I’m writing t invite yu t cntribute t ur clumn.
Campus Weekly, which enjy great ppularity in ur schl, fcuses n varius tpics related t schl life. We kindly request yu t write an article that ffers insights int crss-cultural experiences, r any ther tpics yu find interesting fr ur readership. Plus, due t the standard print layut, the length f the article is generally limited t 400 wrds. If yu’re interested, please submit yur article befre Octber 10th.
I’m lking frward t yur early reply.
Yurs,
Li Hua
第二節(jié)
After wrk, Lgan kncked n his neighbr’s dr and discvered the mst astnishing thing abut the ld man. In the center f the narrw living rm std a tall shelf filled with rws f awards. “These are ” he stammered, his eyebrws raised at the sight. “Yes. Yu see, I used t be a prfessr f the histry department at a university.” The gentleman began t share his absrbing experiences abut his ld teaching days. Lgan’s jaw drpped as he realized he was in the presence f an extrardinary figure. “But I haven’t just called yu t shw ff, sn,” Mr. Peters explained.
“I’ve asked sme frmer wrkmates t ntice a schlarship applicatin frm a yung man named Lgan.” Mr. Peters cntinued. Overjyed and grateful beynd wrds, Lgan felt tears brimming in his eyes. “It wn’t be easy t secure this schlarship, but if yu’re willing t put in the wrk, I’m psitined t help yu.” Mr. Peters ffered whleheartedly. “Abslutely! Thank yu! Mr. Peters.” Lgan respnded excitedly. In the subsequent mnths, with unwavering determinatin, he fllwed every piece f guidance extended by Mr. Peters. Ultimately, Lgan gt a letter frm his dream university saying he had been awarded the Presidential Schlarship! It was his kindness that made him get the pprtunity.

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