河北省張家口市2024~2025學(xué)年高三上學(xué)期期末教學(xué)質(zhì)量監(jiān)測(cè)英語試題-試卷下載-教習(xí)網(wǎng)

2025.1
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)，將答案寫在答題卡上，寫在本試卷上無效。
3.考試結(jié)束后，將本試卷和答題卡一并交回。
第一部分聽力（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. Where is the wman planning t g this evening?
A. T a classrm. B. T a library. C. T a bkstre.
2. What are the speakers talking abut?
A. A sleepless night. B. An amazing view. C. A muntain hike.
8. What is the man lking fr?
A. His handbag. B. His keys. C. His cup.
Why will the wman make a call?
A. T send an invitatin. B. T rder sme fd.C. T make a reservatin.
5. What is the wman's suggestin?
A. Ging t the statin nw. B. Bking a train ticket.C. Taking an earlier train.
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)中選出最佳選項(xiàng)。聽每段對(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、7題。
6. What has been trubling the man recently?
A. Sleep disrder. B. Heavy wrklad. C. Frequent travel.
7. What des the man decide t d?
A. Take sme time ff.
B. Imprve the quality f lunch.
C. Try relaxatin techniques.
聽第7段材料，回答第8 至 10題。
8. What new feature des the wman mentin abut the laptp?
A. Its nvel appearance. B. Its large battery size.C. Its light-weight design.
9. What is the man's main cncern abut buying the laptp?
A. The price. B. The perfrmance. C. The after-sales service.
00. What will the man mst likely d next?
A. Cancel the purchase plan.
B. Buy the laptp nline.
C. D mre research.
聽第8段材料，回答第11 至 13題。
11. What issue are the speakers discussing?
A. A schl science prject.
B. An envirnmental prblem.
C. A charity fundraising event.
12. What des the wman think will help?
A. Encuraging the use f reusable bttles.
B. Printing the campus scenery n plastic bttles.
C. Asking the head teacher fr help.
L3. Hw des the man plan t prmte the campaign?
A. By releasing a reprt. B. By giving a speech.C. By making a vide.
聽第9段材料，回答第14 至 16題。
14. What des the wman say abut the lcal art exhibitin?
A. It ffers a discunt fr students.
B. It features famus artists.
C. It ends this weekend.
15. Why is the man hesitant t g?
A. He isn't interested in art.
B. He has a tight schedule.
C. He has visited a similar exhibitin befre.
16. What des the wman ffer t d fr the man?
A. Pick up tickets in advance.
B. Help him manage his time.
C. Drive him t the exhibitin.
聽第10段材料，回答第 17 至 20題。3
17. What is the speaker?
A. A hstess. B. A writer. C. A teacher.
18. Why is there a limit t the size f the reading club?
A. T make it easier t chse bks.
B. T ensure effective discussins.
C. T avid the need fr frequent meetings.
19. What is the third step f starting a reading club?
A. Clarifying the guidelines.
B. Planning yur first meeting.
C. Bringing like-minded peple tgether.
20. What shuld yu d at the first meeting f a reading club?
A. Intrduce the bks t read.
B. Chse leaders fr discussins.
C. Share reflectin n the chsen bks.
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
Mexican Prints at the Vanguard
The rich traditin f printmaking in Mexic— frm the eighteenth century t the mid-twentieth century— is explred in this exhibitin f wrks drawn mainly frm The Met cllectin.
Amng the early wrks presented are thse by Mexic's best-knwn printmaker, Jsé Guadalupe Psada, whse illustratins f skeletns engaged in different activities helped establish a glbal identity fr Mexican art.
Fllwing the Mexican Revlutin(1910~1920), printmaking prved t be the ideal medium fr artists wanting t address scial and plitical cncerns and vice resistance t the rise f wars arund the wrld. Artists als turned t printmaking t reprduce Mexican murals（壁畫） frm the 1920s and t create exhibitin psters, prints fr the ppular press, and albums celebrating Mexican dress and custms.
Featuring ver 130 wrks, including wdcuts, lithgraphs, and screen prints, by artists such as Psada, Dieg Rivera, Jsé Clemente Orzc, and LepldMéndez, the exhibitin explres hw prints were central t the artistic identity and practice in Mexic. It highlights their effectiveness in addressing scial and plitical issues, a rle f the graphic arts that cntinues tday.
The majrity f The Met's expansive cllectin came thrugh the French-brn artist Jean Charlt, whse assciatin with the Museum began in the late 1920s. Charlt dnated many f his wn prints and wrks by ther artists t The Met, and in the mid-1940s acted n behalf f the Museum t acquire prints in Mexic. The cllectin demnstrates The Met's early interest in Mexican art and culture at a time when there was grwing internatinal interest in the subject.
21. Where is this text prbably taken frm?
A. A general art histry textbk.
B. A museum exhibitin intrductin.
C. A histrical nvel abut Mexican art.
D. An intrductin f Mexican printmakers.
22. Which artist helped establish a glbal identity fr Mexican art?
A. Jsé Guadalupe Psada. B. Dieg Rivera.
C. Jsé Clemente Orzc. D. Lepld Méndez.
23. What was ne f the key uses f printmaking after the Mexican Revlutin?
A. T create cmmercial advertisements.
B. T prmte traditinal Mexican music.
C. T express scial and plitical cncerns.
D. T decrate private hmes and buildings.
B
Many f my students are frm Latin American cuntries, where ral（口述的） strytelling is deeply rted in their culture. This made it harder t encurage a lve fr reading in my classrm. This year, with the help f a wrkmate, I've cme up with sme slutins t help my students build cnnectins with bks.
One strategy is making reading a shared activity. Instead f assigning individual reading tasks, I made reading time a teamwrk. During ur reading time, I arrange the desks in a circle. I' ll take the lead by reading alud. Since I primarily teach newcmers with limited English, we ften read bks that are simple yet engaging, like thse written by M Willems.
After reading a stry t the students, I give students the pprtunity t take the lead. What surprised me mst was hw much they lve this rle. They' re nt nly willing t read but take it a step further by adpting expressive vices, using dramatic gestures（姿勢(shì)）, and even reinterpreting the characters in ways that reflect their wn cultural experiences. This shared experience has made reading mre enjyable, transfrming it int a scial, cllabrative activity.
I've als intrduced a strytelling circle int ur classrm. During strytelling circles, students are encuraged t share persnal stries frm their life. These stries can be funny, serius, r anything in between, and the frmat is very relaxing. The strytelling circle helps students take wnership f the stries we read and share. They begin t understand that stries belng t them and can reflect their wn lives. It's amazing t see the students cnnect their wn stries t the characters and situatins in the bks we read— and, in turn, build a deeper cnnectin t reading itself.
Since intrducing these changes int my classrm, I' ve nticed that students wh nce resisted picking up a bk nw view it as an pprtunity t cnnect— with their friends, with their families, and with their wn experiences. It's als a great reminder that when students feel seen, heard, and valued, they are mre likely t engage, nt just with bks, but with learning as a whle.
24. What made it hard fr the authr t make his students lve reading?
A. The authr's lack f engaging bks.
B. Students’ inability t read independently.
C. The deeply rted ral strytelling culture.
D. Students' unfamiliarity with grup reading.
25. Hw des the authr make reading a shared activity?
A. By asking students t write stries tgether.
B. By arranging desks in rws fr better fcus.
C. By assigning bks fr students t read at hme.
D. By inviting students t lead reading activities in turn.
26. What is the strytelling circle like?
A. Inspiring. B. Rigid. C. Frmal. D. Cmpetitive.
27. What des the authr think helps students cnnect with reading?
A. Being mnitred. B. Feeling appreciated.
C. Reading challenging bks. D. Cmpleting daily assignments.
C
While reliably snw-blanketed hlidays might seem a thing f the past in Maryland and ther parts f the East Cast— including Bstn, which set a recrd this year fr the lngest stretch with n majr snwfall—a new study reveals a much mre urgent winter climate shift in a subplar regin f Nrth America.
Researchers at the Earth System Science Interdisciplinary Center(ESSIC) identified the Bering Sea in the nrthern Pacific Ocean as a climate change htspt, shwing hw envirnmental changes there threaten the castal cmmunities and ecsystems.
The research team fund that in nine f the last 10 winters, sea ice extent was lwer than average, including recrd lws in 2018 and 2019. During this perid f sea ice lss, wind speeds and wave heights increased. “In the Bering Sea, sea ice acts bth t mitigate waves as they hit the edge f the ice cver, and als t limit the transfer f energy frm winds int the cean frm which waves are generated. In turn, winds and waves can break up sea ice int smaller pieces at the ice edge,” said the researchers.
“Less sea ice means less prtectin fr castal cmmunities,” they said. “If sea ice cntinues t decline here, then we wuld expect that the extreme waves we have already bserved with ur satellite data wuld have a bigger impact n castal cmmunities,” said c-authr Assciate Prfessr Sinead Farrell.
Sea ice is expected t cntinue declining as the Earth warms; by the 2040s, scientists expect sea ice extent in the Bering Sea t regularly dip belw the recrd lw set in 2018. The Bering Sea ice seasn is als expected t decrease by up t a full day per year thrugh 2044. This transitin will bring unpredictable effects t the regin and its peple.
The team hpes t expand upn this research by studying reginal climate mdels and integrating field data t cnfirm satellite bservatins. The researchers als hpe t cmbine their studies’ cnclusins with histrical recrds f sea ice by Alaska’ s Indigenus cmmunities.
28. Why des the authr mentin“Bstn” in the first paragraph?
A. T clarify a cncept. B. T explain a natural law.
C. T draw a cnclusin. D. T present an alarming fact.
29. What des the underlined wrd“mitigate” mean in paragraph 3?
A. Remve. B. Increase. C. Weaken. D. Bst.
30. What influence might the declining sea ice in the Bering Sea bring?
A. The regin will experience a rapid recvery f sea ice.
B. The duratin f the sea ice seasn will shrten each year.
C. The frequency and intensity f extreme waves may increase.
D. Castal cmmunities will be mre resistant t extreme weather.
31. What is a suitable title fr the text?
A. Waves Are Changing in the Bering Sea
B. Shifting Seas: The Bering Ice Crisis
C. The Hidden Effects f Climate Change
D. Castal Cmmunities Benefit frm Less Ice
D
Cutting back n animal prtein in ur diets can save n resurces and greenhuse gas emissins. But cnvincing meat-lving cnsumers t switch up their menu is a challenge. Lking at this prblem frm a mechanical engineering angle, Stanfrd engineers are pineering a new apprach t fd texture （口感） testing that culd make plant-based meats taste and feel like real meat.
Led by Ellen Kuhl, prfessr f mechanical engineering and senir authr f the study, the Stanfrd team ran a three-dimensinal fd test. They tested eight types f fd, such as ht dgs, turkey, sausages and s n, each including bth animal-based and plant-based ptins. They munted bits f meat int a machine that pulled, pushed, and cut n the samples. “These three lading mdes represent what yu d when yu chew,” said Kuhl.
Then, they used machine learning t prcess the data frm these tests: They designed a new type f neural netwrk that takes the raw data frm the tests and prduces equatins（方程） that explain the qualities f the meats. T see if these equatins can explain the perceptin f texture, the team carried ut a test survey. The testers— wh first cmpleted surveys n their penness t new fds and their attachment t meat— ate samples f the eight prducts and rated them fr 12 categries, such as sft, hard, and meat-like.
In the mechanical testing, the plant-based ht dg and sausage behaved very similarly t their animal cunterparts（對(duì)應(yīng)物） in the tests, and shwed similar hardness. Meanwhile, the plant-based turkey was twice as hard as animal turkey. Strikingly, the human testers als ranked the hardness f the ht dgs and sausages very similarly t the mechanical tests. “What's really cl is that the ranking f the peple was almst identical t the ranking f the machine,” said Kuhl.
The findings suggest that new, data-driven methds hld prmise fr speeding up the prcess f develping tasty plant-based prducts. “Hpefully, we culd use generative artificial intelligence t scientifically generate recipes fr plant-based meat prducts with precisely desired prperties,” the authrs wrte in the paper.
32. Hw was the Stanfrd team's first fd test carried ut?
A. By analyzing human chewing behavir.
B. By cpying the mtins f human chewing.
C. By cmparing the sftness f varius fds.
D. By prcessing data cllected frm human testers.
33. Why did the researchers use machine learning in their study?
A. T identify fd texture categries.
B. T design plant-based meat recipes.
C. T generate equatins fr fd prperties.
D. T replace human evaluatins with machines.
34. What des paragraph 4 mainly talk abut?
A. The utcme f the test. B. The final step f the test.
C. The evaluatin f the test. D. The practical use f the test.
35. What is the paper authrs' attitude t the finding f the test?
A. Uncertain. B. Indifferent. C. Careful. D. Optimistic.
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)。
Every year, abut 20 millin children sign up fr sprts in America. Hwever, studies shw that abut 70 percent end up quitting befre 15 years ld. One f the main factrs is simple: 36
The excitement f wearing cl unifrms and ding the same things as a favrite athlete can encurage a child t take up a sprt. 37 S yu need t understand what drives kids invlved and then it' ll be easier fr yu t encurage them.
Fr example, there have been many mments when a cach's mtivating wrds led the team t win. Yur speeches may nt always lead t such grand victries. 38 Then, hw t give an inspiring speech?
Yu've prbably seen it n TV: In the middle f a game, the captain is giving a speech s uplifting that the psitive energy is infectius. All these scenes have ne thing in cmmn: 39 Seeing smene else get pumped up can inspire the rest f the team t play with passin.
Smetimes, yur speech helps kids decide whether t stay with the sprt. Think f hw it must feel t hear yur cach say that he r she believes in yu and wants yu t d well. When children enjy the sprt and the envirnment surrunding it, they are mre likely t cntinue.
Mre imprtant than what yu say is hw yu say it. 40 A child wh sees that yu believe in him will be mre likely t believe in himself. Make sure that yu understand what mtivates each child persnally t play.
A. Yu shuld als be cnsistent in yur apprach.
B. They simply lse interest in cntinuing the sprt.
C. The message is f excitement and determinatin.
D. Yu must truly believe every wrd yu' re saying.
E. But with practice, they might bring inspiratin t yur players.
F. Hwever, keeping a team mtivated may be ne f the tughest tasks.
G. Hwever, staying mtivated beynd the initial phase can be challenging.
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)中選出最佳選項(xiàng)。
A mm has gne viral （走紅） n TikTk fr teaching her daughter t ask permissin befre petting dgs.
Psted by Haylee Graves, wh 41 a service dg named Jake, the vide begins with the mther and her daughter 42 appraching Graves and the lvely dg. “He is a service dg, but if she wants t 43 him and say hell, she can,” Graves says t the mm. The mm 44 , “I'm trying t teach her t ask fr permissin befre petting dgs.” Graves tells her that's very 45 .
While talking with the mm, Graves says Jake is ld and will sn 46 but will remain with her as a cmpanin. Graves ffers 47 fr the mther's parenting apprach, “She's great. It's imprtant t ask fr permissin befre appraching r 48 any pet, particularly service dgs. They are trained t 49 their handlers, and distractins— such as sudden petting r interactin— can affect the dg's ability t 50 its duties.”
Beynd service animals, nt all dgs are 51 with strangers appraching them, and sme may react unpredictably ut f 52 r anxiety. By teaching children t ask befre petting, parents can help prevent ptential 53 .
Graves' vide has received thusands f cmments. One user cmmented hw yung children ften dn't understand that they have t be 54 with animals. Anther wh cmmented n the 55 interactin wrte, “I wish everyne wh ever gets annyed abut service animals culd see that this is all we want.”
41. A. knws B. trains C. wns D. desires
42. A. nervusly B. cnfidently C. awkwardly D. curiusly
43. A. greet B. adpt C. walk D. accmpany
B. remarks C. explains D. argues
45. A. funny B. necessary C. abstract D.cmmn
46. A. relax B. retire C. react D. return
47. A. praise B. judgment C. advice D. inspiratin
48. A. feeding B. bserving C. filming D. petting
49. A. amuse B. cntrl C. assist D. attend
50. A. carry ut B. think ver C. try ut D. take ver
51. A. cntent B.cmfrtable C. annyed D. impressed
52. A. desperatin B. jy C. pain D. fear
53. A. errrs B. infectins C. accidents D. fights
54. A. pleased B. hnest C. strict D. gentle
55. A. strange B. sweet C. disturbing D. brief
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。
Abut 2,000 participants frm mre than 160 cuntries and regins are set t participate in the Wrld Chinese Language Cnference t be held in Beijing. Schlars and experts say they have high expectatins fr the event as they lk frward 56 sharing experiences and the best practices 57 (gain) at varius Cnfucius Institutes and acquiring mre resurces in Chinese teaching.
With the theme f“Intercnnectin, Integratin, Inheritance, Innvatin”， the cnference aims 58 (prmte) the develpment f internatinal Chinese language educatin and supprt relevant cuntries and regins in carrying ut Chinese language teaching. The event 59 (expect) t deepen exchange and learning amng civilizatins.
In the 60 (cme) cnference, a seminar（研討會(huì)） n the 20th anniversary f the establishment f Cnfucius Institutes and ther featured events will be hsted. Breakut sessins will fcus n the future develpment f Cnfucius Institutes, the applicatin f standards in internatinal Chinese language educatin and 61 (apprach) in the training f lcal teachers.
These sessins are arranged in 62 effrt t bring tgether wisdm and strength frm bth dmestic and freign cuntries t 63 (jint) prmte the innvative develpment f careers in internatinal Chinese language educatin.
“ 64 this cnference prvides is a unique platfrm fr glbal schlars and prfessinals t exchange knwledge and prmte 65 (meaning) cperatin,” Tie Se Tin, vice rectr f Maranatha Christian University, says.
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，校英文報(bào)計(jì)劃增設(shè)一個(gè)英文欄目，請(qǐng)你從“健康”“文化”“體育”“科技”和“旅行”中選擇你認(rèn)為最適合的兩個(gè)話題，寫一封郵件推薦，并說明理由。
注意：
1.寫作詞數(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。
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。
Liam Carter was nt yur average 15-year-ld. While mst f his fellws at Maplewd Heights were crazy abut the latest rck bands and ppular scial media trends, Liam spent his free time watching dcumentaries abut human anatmy（解剖學(xué)） and studying first aid techniques. He lved learning abut the human bdy, hw it wrked, and, mre imprtantly, hw t help it recver.
His fascinatin, hwever, set him apart. Many f the ther teens in the neighbrhd thught he was strange and didn't invite him t their hanguts. Liam ften verheard them laughing abut his interests and calling him“Dctr Carter”. It really hurt Liam. He culdn't help but wnder if there was smething wrng with him. Why culdn't he just enjy the same things as everyne else?
One summer evening, Liam was in his rm, rewatching a dcumentary n emergency medical respnses, when he heard shuting frm his neighbr's huse. Curius, he ran utside and saw Mrs. Thmpsn, the elderly wman wh lived next dr, crying fr help. Her 10-year-ld grandsn, Ethan, had cllapsed in the yard while playing sccer.
Liam's heart punded as he ran ver. The ambulance hadn't arrived yet and Ethan was lying n the grund, uncnscius（無意識(shí)的） and nt breathing. Mrs. Thmpsn was panicked, shaking him and yelling his name, but Ethan didn't respnd.
“Step back, I knw what t d!” Liam said, his vice surprisingly steady despite the chas.
Mrs. Thmpsn hesitated but mved aside, tears streaming dwn her face. Liam knelt beside Ethan, quickly assessing the situatin. Frm what he culd tell, Ethan was likely experiencing a heart emergency— smething Liam had seen demnstrated in ne f his dcumentaries.
Withut wasting a mment, Liam began perfrming CPR（心肺復(fù)蘇）. He placed his hands firmly n Ethan's chest and started chest cmpressins（按壓）, cunting alud t keep the rhythm steady. His training came flding back t him:30 cmpressins fllwed by tw rescue breaths.
注意：
1.續(xù)寫詞數(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。
Neighbrs began gathering, watching in silence as Liam wrked tirelessly.
Liam was asked t lead a CPR wrkshp fr the cmmunity's yuth.

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