浙江省浙江四校聯(lián)考2024-2025學(xué)年高二下學(xué)期3月月考英語試卷（Word版附解析）-試卷下載-教習(xí)網(wǎng)

考生須知：
1. 本卷滿分 150 分，考試時間 120 分鐘；
2. 答題前，在答題卷指定區(qū)域填涂班級、姓名、考場、座位號及準(zhǔn)考證號；
3. 所有答案必須寫在答題卷上，寫在試卷上無效。
選擇題部分
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(guān)小題和閱讀下一小題。每段對話僅讀
一遍。
1. What des the wman dislike abut the restaurant?
A. The pr service. B. The high prices. C. The size f the dishes.
2. When did the man have his first Leg set?
A. When he was at cllege. B. When he started wrking. C. When he was in high schl.
3. What des the man prbably want t buy?
A. A cmputer. B. A bike. C. A car.
4. Why des the man aplgize t Judith?
A. He kept her waiting. B. He gt ff wrk early. C. He frgt t infrm her.
5. Where did the man find his pen?
A. On the shelf. B. On the desk. C. On the flr.
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 is the prbable relatinship between the speakers?
A. Teacher and student. B. Friends. C. Parent and child.
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7. Where d the speakers plan t meet up?
A. At a supermarket. B. At a restaurant. C. At a cinema.
聽第 7 段材料，回答第 8 至 10 題。
8. Wh is Nami?
A. Charltte's rmmate. B. Mrs. Brwn's child. C. Mrs. Smith's daughter.
9. What will Mrs. Smith prbably d?
A. Spare ne rm fr Charltte.
B. Fill ut Nami's applicatin frm.
C. Prvide Nami with accmmdatins.
10. Hw des Mrs. Smith feel at the end f the cnversatin?
A. Relieved. B. Wrried. C. Annyed.
聽第 8 段材料，回答第 11 至 13 題。
11. Hw many children des the wman have?
A. Tw. B. Three. C. Fur.
12. What is the wman's attitude tward the man's suggestin at first?
A. Understanding. B. Supprtive. C. Hesitant.
13. What type f party des the wman decide t thrw?
A A birthday party. B. A dance party. C. A dinner party.
聽第 9 段材料，回答第 14 至 17 題。
14. Where des the cnversatin prbably take place?
A. In a teacher's ffice. B. In an admissin ffice. C. In a dctr's ffice.
15. What prblem des the man have?
A. He has serius heart prblems.
B. He ften feels a sharp pain in his neck.
C. He's suffering frm stress and anxiety.
16. Why des the man keep his prblem frm his parents?
A. He is afraid f making them angry.
B. He desn't want t disappint them.
C. He is t prud t shw his weakness.
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17. What des the wman suggest trying first?
A. Talking t her parents. B. Exercising. C. Getting mre rest.
聽第 10 段材料，回答第 18 至 20 題。
18. What is the main tpic f the talk?
A. The effect f AI use n language skills.
B. The pssibilities f AI use in training brains.
C. The breakthrugh f AI use in reading minds.
19. Where did the research take place?
A. At Oxfrd University. B. At the University f Texas. C. At Osaka University.
20. Wh is likely t benefit mst frm the research?
A. Filmmakers. B. Language teachers. C. Peple wh are unable t speak.
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 四個選項中選出最佳選項。
A
Faculty Teaching Wrkshp Annuncement
There is an upcming faculty teaching wrkshp pprtunity this summer, Mnday, August 5. The wrkshp,
which will be a half-day event, is c-spnsred by Academic Affairs and the Center fr Cllabrative Learning. It
will fcus n emplying effective and creative tls in the classrm, with a particular emphasis n cllabrative
learning.
Dr Brad Garner, PhD, the Directr f Faculty Enrichment at Indiana Wesleyan University, will be serving as
ur facilitatr. I had the pleasure f attending Dr Garner’s sessin at a Natinal Cnference n the First Year
Experience this semester, which was entitled Teachapalza: A Festival f Bedazzling Strategies, Tls and Tactics.
It was bth inspiring and practical, perfect fr relatively new faculty, as well as fr mre experienced faculty, in
learning abut a variety f the mst effective teaching strategies that can be emplyed in the classrm.
All faculty are invited t attend the wrkshp, particularly applicable given ur crss-campus fcus n
cllabrative learning. Dr Garner’s brief bi is included belw.
Brad Garner
Brad Garner serves as Directr f Faculty Enrichment in the Center fr Learning and Innvatin at Indiana
Wesleyan University’s Natinal & Glbal Campus. Garner has been actively invlved fr several years in directing
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and teaching the first-year seminar n his campus. Currently, he leads faculty enrichment effrts acrss the entire
university. One f his greatest passins is helping faculty learn new and creative ways t teach and engage students.
1. What is the main purpse f the wrkshp mentined in the text?
A. T recruit new faculty.
B. T enhance teaching strategies.
C. T discuss administrative duties.
D. T review student perfrmance.
2. Wh is the facilitatr f the upcming wrkshp?
A. A representative frm Academic Affairs.
B. A prfessr frm the Center fr Cllabrative Learning.
C. The Head f Natinal Cnference n the First Year Experience.
D. The Directr f Faculty Enrichment at Indiana Wesleyan University.
3. What experience des Dr Garner have that is relevant t leading this wrkshp?
A. Directing faculty enrichment effrts.
B. Managing university finances.
C. Writing academic textbks.
D. Develping nline curses.
B
Sme peple never read any bks again and feel that since they already knw the utcme, there is nthing
t be gained by rereading. I have t dissent.
I am reminded f a prfessr in cllege, wh always had us read ur assignments twice. “The first time, read
fast and fr fun,” he said. “The secnd time, lk fr delicate distinctins and small differences in meaning.” His
suggestin wrks great fr me.
When I have a new bk, I read fast, eager t discver the reslutin. Then if I like the bk, I will read it
again. Nt right away, but a few mnths later, pssibly n a rainy Sunday afternn, I will grab the bk and settle
dwn t discver the small details. I will read mre slwly the secnd time, appreciating the descriptins and
lking frward t my favrite sectins, enjying the anticipatin. Knwing thse favrite passages are cming
des nt spil anything. I’m lking frward t revisiting thse treasured places in the bk. Knwing they are
cming heightens my enjyment.
Rereading a bk gives me a chance t appreciate the small things an authr integrates int her stry. A turn
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f a character’s head, a thught in the night, a sigh, these are the things that give insights int a bk and the
characters. I lve dissecting (剖析) a stry the secnd time arund, lking fr clues that give the tale a deep
meaning. Reading is like revisiting a friend, familiar, yet always with smething mre inside.
What have I been reading lately? The Merlin Trilgy by Mary Stewart. These bks rank amng my all-time
favrite rereads. Set in Britain in rughly the secnd half f the 5th century CE, they were Mary Stewart’s take n
the familiar King Arthur stries. If yu are unfamiliar with them, I highly recmmend all three bks, especially if
yu lve fantasy and histrical fictin.
4. What des the underlined wrd “descent” in paragraph 1 mean?
A. Understand. B. Disagree. C. Cmplain. D. Discntinue.
5. Accrding t the authr’s prfessr, what shuld ne d during the secnd reading?
A. Lk fr assignment clues. B. Pay attentin t the minr details.
C. Stick t the mst interesting sectins. D. Skip sme parts t get t the end fast.
6. What des the authr enjy abut rereading a bk?
A. Visiting the places mentined in the bk. B. Discvering the reslutin f the stry quickly.
C. Finding ut the lessns learned by the characters. D. Appreciating the writer’s strytelling techniques.
7. What is The Merlin Trilgy?
A. The authr’s new favrites. B. A series f science-fictin nvels.
C. Bks based n ancient British stries. D. Mary Stewart’s successful adaptatins.
C
While we might like t think we wuld rush t smene’s assistance, we knw frm studies that ften peple
hang back and this can have tragic cnsequences.
One f the mst famus examples f this is the tragic case f Kitty Genvese wh was fatally stabbed (刺傷)
in Kew Gardens, New Yrk, in 1964. Subsequent investigatins cncluded that several peple saw r heard what
was happening, but did nthing t intervene. This has been termed the “bystander effect” — a well-knwn
psychlgical phenmenn where individuals are less likely t ffer help t smene when ther peple are present.
The mre peple there are, the less likely they are t help.
There are varius factrs cntributing t this effect — peple think that thers will get invlved r intervene.
Afterwards peple ften say they did nt feel qualified r senir r imprtant enugh t be the ne t intervene. It
is als partly dwn t “pluralistic (多元化的) ignrance” — since everyne is nt reacting t the emergency, they
dn’t need t either; it’s nt serius because n ne else is ding anything. After a serius incident where peple
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have been affected by the bystander effect, they are ften hrrified that they didn’t d anything—they can’t believe
they had nt realized it was mre serius r that they didn’t think t get invlved.
The imprtant thing t understand thugh is that ther studies have shwn that nce peple are aware f the
bystander effect, they are less likely t be affected by it. Self-awareness is the best apprach t it. When cnfrnted
with an emergency, think t yurself hw yu wuld behave if yu were n yur wn. Ignre everyne else and
hw they are behaving and g with yur curage — if yu’d call an ambulance, d it. If yu’d run fr help, d it.
If that’s hw yu wuld have behaved when yu were n yur wn, then that’s prbably the right curse f actin.
8. Why des the authr mentin “the tragic case f Kitty Genvese” in paragraph 2?
A. T present a fact. B. T cnfirm a finding.
C. T predict a cnclusin. D. T illustrate an apprach.
9. Influenced by the bystander effect, peple may ______.
A. feel cnfident t intervene. B. tend t help peple in need.
C. be well aware f bad cnsequences. D. feel shcked after a serius incident.
10. What des the authr suggest peple d when faced with an emergency?
A. Think twice. B. Fllw thers.
C. Step in at nce. D. Take actin cautiusly.
11. What is the best title f the text?
A. Behave Yurself B. Dn’t Be A Bystander
C Actin in An Emergency D. Severity f Bystander Effect
D
Psychlgists Edward Deci and Richard Ryan tried t find the cre f living well. Their research in
self-determinatin thery cnducted ver the curse f fur decades with a netwrk f 500 participants in 39
cuntries, has fund that the experience f happiness is affected by the satisfactin f basic psychlgical needs t
feel cmpetent, self-determining, and psitively related t ther peple in the activities f ne’s life. These are
universal needs, bserved acrss all stages f life and in every culture in which studies have been cnducted, and
they help explain the truth in the ancient ideal f happiness, r human flurishing (繁榮).
Accrding t this ideal, living well invlves fulfilling ne’s human ptential in ways that are admirable,
sustainable (可持續(xù)的), and persnally satisfying. Ryan and Deci identifies three brad frms f ptential: scial,
intellectual, and prductive/creative. In ther wrds, the frms are psychlgically linked t the satisfactin f
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human beings’ universal basic needs fr psitive relatedness, self-determinatin, and cmpetence. Fulfilling all
three frms f ptential is the key t happiness, and shaping ur lives and institutins accrdingly wuld be much
mre matched with sustainability than pursuing wealth withut limit.
A related finding, which is very imprtant fr the pursuit f sustainability, is that escape frm pverty is
imprtant t happiness but the pursuit f wealth, status (地位 ), and image as life gals is less beneficial t
happiness than the pursuit f life gals that directly fulfill ur basic frms f ptential and satisfy ur related
psychlgical needs. Scieties that have prmted the accumulatin f wealth withut limit have nt raised their
general level f happiness by ding s. It shuld be evident t any bserver f life in the U.S. that as wealth and
inequality have grwn, mst Americans have becme mre painfully fcused n ccupatinal insecurity and n
status cmpetitin that has simply becme mre expensive and less sustainable.
As a cnsequence, we culd be happier bth nw and in the future if we culd vercme the blind faith in
wealth accumulatin that shaped the scially, plitically and envirnmentally unstable wrld with which we must
nw deal.
12. What did Deci and Ryan find in their research?
A. Happiness is nly determined by neself.
B. 500 peple feel cmpetent in their lives.
C. Peple shuld spend 4 decades t meet the basic needs.
D. Every culture has the similar understanding f happiness.
13. Hw can we live well accrding t the research?
A. By achieving ur ptential. B. By shaping ur lives and institutins.
C. By pursuing wealth withut any limit. D. By identifying three frms f ptential.
14. Why did the authr mentin America in the third paragraph?
A. T shw the imprtance f wealth.
B. T present the necessity f escape frm pverty.
C. T intrduce the new finding f the pursuit f life gals.
D. T prve the wrng cncept between mney and happiness.
15. What is the authr’s attitude t the wrld nwadays?
A. Cnfident. B. Supprtive. C. Disappinted. D. Uncncerned.
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，從短文后的選項中選出可以填入空白處的最佳選項。選項中有兩項為多余選項。
第 7頁/共 12頁
When yu were at schl, were yu ever tld t stp daydreaming and cncentrate? It was easy fr yur mind
t wander if yu weren’t interested in what yu were learning r if yu had better things t think abut.
____16____ But understanding hw t d it, and knwing what is distracting yu, can help.
Scientists have lked at what makes us delay and fund a number f ways t help us stay in the zne.
____17____ Research by Science Fcus magazine fund silence is best fr cncentratin, r a gentle backgrund
music is great! It als fund turning ff ntificatins n yur phne, r switching it ff altgether, remves a majr
distractin and helps us fcus n the task at hand.
____18____ Psychlgists and neurscientists are increasingly interested in ur ability t settle dwn and
have lked at what we can change inside ur head t make us cncentrate. An article fr BBC Future by Carline
Williams says that “Attentin Researcher Nilli Lavie f University Cllege Lndn has fund that making a task
mre visually demanding takes up mre prcessing pwer and leaves the brain nthing left t prcess distractins.”
S, keeping yur mind busy might be the answer.
____19____ These include making a list r timetable f the tasks yu have t d, finding a wrkspace where
yu’re nt attracted by ther things, r chewing sme gum! It’s pssible the mvement in yur muth ccupies
parts f the brain that might therwise get distracted.
But accrding t Science Fcus magazine, distractin isn’t all bad. “If we were always s fcused that we
never gt distracted, we’d miss ptential changes, such as threats, in ur envirnment. ____20____”
A Distractin is vital fr survival.
B. Staying fcused can avid dangers.
C. Perfrming visual tasks makes us cncentrate.
D. One f the mst bvius things is remving nise.
E. Staying fcused can still be a challenge in adult life.
F. There are mre practical tips t keeping yur mind fcused.
G. Anther pssible cure fr a shrt attentin duratin is brain training.
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，從每題所給的 A、B、C、D 四個選項中選出可以填入空白處的最佳選項。
N ne is willing t fall ill, especially in a freign cuntry alne. ___21___, such was exactly what happened
t me.
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A few mnths ag, while I was engaged in a vlunteering prject in Mwanza, Tanzania, smething ___22___
happened — I fell ill. Despite my ___23___ t take medicines and avid unbiled water, I was hit hard. I was
___24___ t a clinic with a high fever and severe bdy pain. Alne and terrified, I even thught, at a certain
mment, that it was the ___25___.
___26___ a series f tests, I received a diagnsis (診斷) f serius malaria. The dctr gave me injectins
and tablets, ___27___ I wuldn’t have t be admitted t the hspital. I ___28___ taking the tablets, and desperately
thinking “keep these dwn, keep these dwn!”, but nthing wrked and I had t be ___29___.
Tears cursed dwn my cheeks. I was ____30____ with fear. Then, a kind nurse ____31____ . She remained
by my side fr a full eight hurs even after her shift ____32____ , gently hlding my hand. Her presence was really
a great ____33____. Had it nt been fr her, I can’t imagine hw I culd have ____34____ that night. The
medicines gradually tk effect and sn I was released.
I never learned her name, yet the murse has left a deep mark. It serves as a reminder that in the darkest times, a
simple act f kindness can make a difference, crssing ____35____ and bringing warmth t strangers in need.
21. A. Regrettably B. Cnstantly C. Originally D. Cnsequently
22 A. awkward B. strange C. unrecrded D. undesired
23. A. failure B. pprtunity C. ambitin D. effrt
24. A. recmmended B. rushed C. assigned D. returned
25. A. chice B. wisdm C. end D. truth
26. A. Patient with B. Subsequent t C. Dependent n D. Wrried abut
27. A. replying B. aplgizing C. prmising D. assuming
28. A. kept B. frgt C. delayed D. quit
29. A. investigated B. dismissed C. hspitalized D. distinguished
30. A. cnsumed B. equipped C. cmpared D. impressed
31. A. departed B. emerged C. passed D. called
32. A. increased B. cntinued C. ccurred D. cncluded
33. A. trick B. relief C. reminder D. success
34. A. survived B. described C. witnessed D. enjyed
35. A. ages B. races C. bundaries D. genders
非選擇題部分
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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)
閱讀下面材料，在空白處填入適當(dāng)?shù)膬?nèi)容 (一個單詞) 或括號內(nèi)單詞的正確形式。
The Pwer f Small Gestures
In a wrld increasingly dminated by technlgy, sme argue that human cnnectin is ___36___ (gradual)
fading. Hwever, a recent study suggests that even minr acts f kindness can have prfund impacts.
Researchers cnducted an experiment ___37___ (invlve) 500 participants. Each was asked t perfrm a
simple task: hld the dr pen fr a stranger. What ___38___ (bserve) next was remarkable. Nearly 70% f thse
wh received the kindness later helped thers vluntarily, ___39___ shwed a ripple effect f psitivity.
Interestingly, the study als revealed cultural differences. In cllectivist scieties like Japan, peple were 30%
mre likely ___40___ (respnd) t small gestures cmpared with individualistic cultures. This finding challenges
___41___ assumptin that technlgy universally islates peple.
___42___ deserves special attentin is the neurlgical evidence. Brain scans demnstrated that bth giving
and receiving kindness activated areas related ___43___ dpamine (多巴胺) prductin. Frm an evlutinary
perspective, this implies ___44___ ur brains may have a tendency fr cperatin.
Ultimately, the research reminds us that humanity’s greatest inventins aren’t always gadgets, but rather the
invisible bnds ____45____ (create) thrugh daily interactins.
第四部分寫作 (共兩節(jié)，滿分 40 分)
第一節(jié)：應(yīng)用文 (滿分 15 分)
46. 假設(shè)你是李華，你注意到現(xiàn)在越來越多的年輕人傾向于通過社交媒體分享自己的生活點滴。針對這一現(xiàn)
象，請你給某英文網(wǎng)站寫一篇短文，內(nèi)容包括：
1. 描述你所觀察到的現(xiàn)象。
2. 分析人們分享生活的原因。
3. 你個人對這種現(xiàn)象的看法。
注意：
1. 寫作詞數(shù)應(yīng)為 80 左右；
2. 請按如下格式在答題紙的相應(yīng)位置作答。
Sharing Life Online
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第二節(jié) 讀后續(xù)寫 (滿分 25 分)
47. 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。
The car turned nt the familiar rad that led t Grandma’s farm. “Jude, this summer hliday will be a great
chance fr yu t stay with yur grandma,” Dad said as he drve. Every mment, we were mving farther away
frm the city, the place where I knew hw t d things right.
The car engine wasn’t ff befre Grandma hugged me. I slwly dragged myself ut f the car. “Jude, yu lk
unhappy. Why?” Grandma asked. She acted like nthing bad had happened last time. Culd I ask hw much mney
her neighbr Mr. Jacksn had lst because f my mistake? Was he still upset with me? “I’m fine,” I answered. “I’m
just missing my cmputer camp. Cmputers are smething I’m gd at.” “That sunds disappinting.” Grandma
ndded.
I liked visiting the farm during breaks befre I messed things up last summer. Grandma lived alne, and Mr.
Jacksn was like family t her. Then ne day I frgt t lck the gate and let the gats int his flwer beds. He lst
almst all his rses fr the farmers’ market.
Nw, back at the farm, I felt nervus. I was trying t hide in the rm when I saw Mr. Jacksn! He was
pening the dr and calling Grandma. “I need help!” he yelled t her. “Just a secnd fr the freshly harvested
rses!” That was when he saw me. I felt my heart tighten and was ready fr his criticism. I deserved it. He had
prbably been waiting fr this mment since last summer.
Hwever, Mr. Jacksn greeted me happily, “Great, Jude is here! Yur grandma always tells us yu are a
wnderfully cmpetent(有能力的)cmputer prgrammer.” I shk my head. “I am nt cmpetent. I am srry I
messed things up.” He was surprised and cmfrted me, “It was an accident. Being cmpetent desn’t mean yu
never make mistakes.”
I lked ut f the windw. There were piles f rses waiting t be sld. “Jude, can yu help us? We want t
sell rses nline. We have a cmputer and all the parts(零件)fr ur internet cnnectin, but we just can’t set it up,”
Grandma asked. N internet. They seemed t live in the twentieth century.
注意：
1. 續(xù)寫詞數(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。
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Maybe I culd be smene wh was really cmpetent
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Within a few hurs, rders fr rses flded in.
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