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这是一份全书学业质量水平检测(一)-2022版英语选择性必修第三册人教版（2019） 同步练习 （Word含解析），共32页。
全书学业质量水平检测(一)
2021河北保定高二下期中考试
(满分:120分;时间:100分钟)
第一部分 阅读(共两节,满分50分)
第一节(共15小题;每小题2.5分,满分37.5分)
阅读下列短文,从每题所给的A、B、C、D四个选项中选出最佳选项。
A
(2020吉林白城高二上期末)
The National Gallery
Description:
The National Gallery is the British national art museum built on the north side of Trafalgar Square in London. It houses a diverse collection of more than 2,300 examples of European art ranging from 13th-century religious paintings to more modern ones by Renoir and Van Gogh. The older collections of the gallery are reached through the main entrance while the more modern works in the East Wing are most easily reached from Trafalgar Square by a ground floor entrance.
Layout:
The modern Sainsbury Wing on the western side of the building houses 13th-to 15th-century paintings, and artists include Duccio, Uccello, Van Eyck, Lippi, Mantegna, Botticelli and Memling.
The main West Wing houses 16th-century paintings, and artists include Leonardo da Vinci, Cranach, Michelangelo, Raphael, Bruegel, Bronzino, Titan and Veronese.
The North Wing houses 17th-century paintings, and artists include Caravaggio, Rubens, Poussin, Van Dyck, Velazquez, Claude and Vermeer.
The East Wing houses 18th-to early 20th-century paintings, and artists include Canaletto, Goya, Turner, Constable, Renoir and Van Gogh.
Opening Hours:
The Gallery is open every day from 10 am to 6 pm (Fridays 10 am to 9 pm) and is free, but charges apply to some special exhibitions.
Getting There:
Nearer underground stations: Charing Cross (2-minute walk), Leicester Square (3-minute walk), Embankment (7-minute walk), and Piccadilly Circus (8-minute walk).
1.In which century's collections can you see religious paintings?
A.The 20th. B.The 17th.
C.The 18th. D.The 13th.
2.Where are Leonardo da Vinci's works shown?
A.In the East Wing.
B.In the main West Wing.
C.In the Sainsbury Wing.
D.In the North Wing.
3.Which underground station is the closest to the National Gallery?
A.Charing Cross. B.Leicester Square.
C.Embankment. D.Piccadilly Circus.
B
After university in 2011, Samuel went to a rural primary school, where, on his first day, another teacher told him, “Samuel, you don't have to do much for native children, because they're just native Orang Asli children.” This was what Samuel would spend years fighting against.
The Orang Asli community has struggled with poverty, melting into society, and losing their own identity and culture due to others' disregard of it. Samuel saw that the main barrier in teaching these children was the attitude on the part of many teachers that the native children were not worth their efforts. It was thought that whatever was taught would make no difference, so nobody bothered to try. The children themselves ended up believing the stigma(污名), often doubting what they could achieve. Teachers skipped or slept in classes, and little effort was made to create an appropriate learning environment. Consequently, the school was one of the worst-performing in the district.
Samuel bonded with his native students and accepted their culture, leading him to see their potential. However, he also came to see that they did not have equal opportunities compared to urban students, due to the lack of facilities. So he set up a crowdfunding project to create a fully equipped 21st-century English classroom with tablets and computers. The Orang Asli children now learn technology, experience English and communicate in English with volunteers all over Malaysia and overseas.
Consequently, the students have improved in national standardized examinations, from a pass rate of 30% in English (2008—2012) to an average of 80% (2013—2017). These efforts have resulted in a shift of what local children are considered capable of academically.
4.What did the teacher's words suggest about the native children?
A.They were intelligent.
B.They were hopeless.
C.They were unfriendly.
D.They were independent.
5.What major problem did Samuel need to solve?
A.The poverty of local people.
B.The lack of facilities in his school.
C.The prejudice against the native kids.
D.The unsuitable teaching methods.
6.What is Paragraph 3 mainly about?
A.The change of native students.
B.The importance of learning English.
C.The improvement of native education.
D.Samuel's work for the native kids.
7.What can we learn from Samuel's story?
A.Respect makes a big difference.
B.The academic performance comes first.
C.Everyone deserves access to education.
D.One method can't be applied to each situation.
C
The biggest and the smallest of the world's animals are most at risk of dying out, according to a new analysis, with vertebrates (脊椎动物) in the so-called “Goldilocks zone”—not too big and not too small—winning out. Action is needed to protect animals at both ends of the scale, they say. The research adds to evidence that animals are dying out on such a scale that a sixth extinction is considered under way.
One clue is body size. Research on birds and mammals has shown that those with larger bodies are more likely to go extinct. Yet, when the researchers made a database of thousands of birds, mammals, fish, amphibians and reptiles at risk of extinction, they found disproportionate (不成比例的) losses at the large and small ends of the scale.
“Surprisingly, we found that not only are the largest of all vertebrate animal species most threatened, but the very tiniest ones are also highly threatened with extinction,” Prof. Ripple told BBC News.
Large animals, such as elephants, rhinos (犀牛) and lions have long been the target of protection efforts. However, fish, birds, reptiles and amphibians that are the giants of their kind, such as the whale shark, Somali ostrich and the Chinese giant salamander, tend to be overlooked. Meanwhile, small species at risk—such as frogs and shrews (鼩鼱)—receive very little attention.
“I think, for the smallest species, first of all we need to bring higher awareness to them, because the larger ones get a lot of attention, but the smaller ones get very little,” said Prof. Ripple.
In the study, vertebrates with the smallest and the largest bodies were found to be most at risk of disappearing, whether they were on land or living in oceans, streams or rivers.
Heavyweights are threatened mainly by hunting, while featherweights are losing owing to pollution and cutting down forests. “Ultimately, reducing global consumption of wild meat is a key step to reduce negative impacts of hunting and fishing on the world's vertebrates,” they write in Proceedings of the National Academy of Sciences.
8.What made the researchers feel surprised?
A.A sixth of animals are dying out.
B.Small animals are in great danger.
C.Great losses of birds and mammals.
D.Big animals are at risk of disappearing.
9.What should we do first for the smallest species according to Prof. Ripple?
A.Transform our habits.
B.Change our concepts.
C.Find ways to save small animals.
D.Take measures to stop pollution.
10.What presents a great threat to vertebrates according to the last paragraph?
A.Loss of forests.
B.Climate change.
C.Human activity.
D.Environmental pollution.
11.What would be the best title for the passage?
A.Size Matters When It Comes to Extinction Risk
B.Large Animals Are Badly in Need of Protection
C.Why a Great Number of Animals Are Dying out
D.What We Should Do to Protect Endangered Species
D
For many years, school children in the US have been taken on “field trips” to cultural institutions such as museums of art. Educators arrange them in the belief that schools exist not only to teach economically useful skills, but also to produce civilized young people who appreciate the art and culture. While there are parents who will take their children to cultural places in their free time, there are plenty of other children who will never have this kind of opportunity unless schools offer it. So you can say that taking school students on field trips is a means of giving everyone equal access to their cultural heritage.
However, the attitude towards field trips in recent years is changing, with the number of tours organized for school groups falling significantly in museums all around the country. The most obvious reason is the issue of finance. Because there are increasing demands on their funds, and after all, computers and sports facilities aren't cheap, schools are forced to make a difficult choice about how to spend the limited money they have. Faced with this dilemma, field trips are an obvious thing to cut since they are seen by many as a luxury.
Additionally, the nature of these field days is also changing. Schools increasingly use trips to amusement parks or sporting events as a treat for students rather than an opportunity for cultural learning. This shift could have a basis in generational differences between teachers' reasons for organizing days out of school. A recent survey conducted among 500 Arkansas teachers showed that older teachers were significantly more likely to take the primary purpose of a field trip as a learning experience than younger teachers, who view it as fun.
Some evidence shows the trend of fewer trips may have a negative effect on children's development. A research led by Jay Greene at Arkansas University found that students who received a tour of an art museum greatly improved their knowledge of and the ability to think critically about art. They also displayed stronger historical interest and were more likely to visit cultural places in the future. The researchers warn that if schools cut field trips or switch to less educational destinations, valuable opportunities to broaden and enrich children's learning experiences are lost.
12.What is the initial purpose of field trips to cultural institutions?
A.To teach students useful skills in economics.
B.To make every student exposed to art and culture.
C.To educate students to preserve cultural heritage.
D.To encourage parents to take their children there.
13.Which factor most probably leads to the trend of fewer field trips?
A.The drop in school funds.
B.Students' demands for fun.
C.The dilemma of school finance.
D.Teachers' generational differences.
14.What does the underlined phrase “This shift” in Paragraph 3 refer to?
A.The switch from old generations to young generations.
B.The switch from sporting events to cultural experiences.
C.The change from an opportunity to learn to a treat to entertain.
D.The change from educational destinations to luxurious attractions.
15.What can be inferred about field trips from the research by Jay Greene?
A.Students are rewarded with more cultural awareness.
B.Amusement parks enrich children's learning experiences.
C.Cutting field trips is critical to the future of the museum.
D.Field trips guarantee better future academic performance.
第二节(共5小题;每小题2.5分,满分12.5分)
阅读下面短文,从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
The word “emoji” comes from Japanese, literally meaning the “picture character”. 16 They come in different categories, such as faces and people, plants and animals, and food and drink.
When first introduced in Japan in 1999, emojis were limited to 176 simple designs. Now there are more than 3,000 emojis. Due to their popularity, the Oxford Dictionaries Word of the Year in 2015 was a pictograph instead of a traditional word.
In today's world, emojis have become more and more popular. 17 People like them because they add emotional meanings, and are quick and easy to use. With a smiling or sad face added to a message or post, your reader can “see” your facial expression while reading your words.
18 For instance, if your friend is moving across the country, you may just send them a string of crying faces to express your sadness over your separation.
19 A Shakespeare series for young readers has taken William Shakespeare's popular plays and replaced some words with textspeak and emojis. The intention of these adaptations is to make the classics more accessible to young readers. Some people, however, believe that these new versions have taken away the heart and soul of Shakespeare's plays.
As we can see, emojis have a tendency to pop up all over the place. Users of emojis say that they facilitate(促进) the way we communicate and express ourselves. But this makes others, especially educators, worry that we are losing the ability to communicate properly using the written word, or even the spoken word. After all, how many of us today would rather send a message packed with emojis than make a telephone call? 20 On that day, emojis will have become a real pictorial “language”. But, for now, maybe it's best that we just enjoy using them.
A.Maybe emojis' best days are ahead.
B.The most popular emojis are absolute classics.
C.The use of emojis has even spread to classical literature.
D.Perhaps people will one day choose to communicate in pictures.
E.It seems that emojis have clear advantages over written language.
F.Emojis are small symbols representing ideas, emotions or feelings.
G.Emojis can also help people express their feelings when they can't find the proper words.
16. 17. 18. 19. 20.
第二部分 语言运用(共两节,满分30分)
第一节(共15小题;每小题1分,满分15分)
阅读下面短文,从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
In 2014, the Varkey Foundation established the Global Teacher Prize. It is to reawaken the world's 21 and importance of teachers.
This year's Prize 22 to Disale, a primary school teacher from India. Shortly after the 23 in London, Disale announced that he intended to 24 half of the prize money with the other nine finalists. He wanted them to 25 and lighten the lives of more students.
Back in 2007, Disale had to enroll (加入) in a teacher-training program 26 after being refused by an engineering university of his choice. However, he soon realized the impact educators could make on 27 lives. After graduating, he accepted a 28 in a tiny village. The school building was far from satisfactory. What's worse, the villagers 29 education, especially for girls. Even the courses were not written in the native language, Kannada.
Disale stepped up to the 30 by first learning Kannada himself and then translating all the textbooks into the native language. He even organized after-school “Edutainment” activities to awaken the students' 31 .
His 32 have paid off and extended (延伸)beyond his tiny village. Today, his tiny school has 33 100 percent attendance from girls. His project, Let's Cross the Borders, is designed to build 34 between young people in conflict zones.
Given his commitment, it is 35 that he has received the prize.
21.A.imagination B.appreciation
C.delight D.discussion
22.A.went B.appealed C.turned D.tended
23.A.calculation B.visit
C.ceremony D.arrangement
24.A.exchange B.spend
C.share D.save
25.A.stand out B.show up
C.come up D.reach out
26.A.particularly B.happily
C.unwisely D.unwillingly
27.A.young B.fragile C.lonely D.common
28.A.title B.position C.reward D.promotion
29.A.doubted B.chose C.assessed D.balanced
30.A.challenge B.fame
C.standard D.danger
31.A.memory B.curiosity C.tolerance D.sympathy
32.A.skills B.ambitions C.bets D.efforts
33.A.required B.forced C.achieved D.supported
34.A.courage B.peace C.truth D.mercy
35.A.surprising B.legal
C.interesting D.natural
第二节(共10小题;每小题1.5分,满分15分)
阅读下面短文,在空白处填入1个适当的单词或括号内单词的正确形式。
Earth Day 36 (found) in 1970 as a day of education about environmental problems, and Earth Day 2020 occurred on Wednesday, April 22—the holiday's 50th anniversary. The holiday is now a global celebration that's sometimes extended into Earth Week, a full seven days of 37 (event) which focus on green living.
38 (elect) to the U.S. Senate (参议院)in 1962, Senator Gaylord Nelson was determined to convince the federal government that the planet was 39 risk. In 1969, Nelson developed the idea for Earth Day after 40 (inspire) by the anti-Vietnam War “teach-ins” that were taking place on college campuses around the United States.
Denis Hayes, a young activist 41 had served as student president at Stanford University, was selected as Earth Day's national coordinator (协调者), and he worked with 42 group of student volunteers and several staff members from Nelson's Senate office 43 (organize) the project.
The first Earth Day was effective at raising 44 (aware) about environmental problems and transforming public attitudes. Earth Day. org hoped it would be the 45 (large) volunteer event in history.
36. 37. 38. 39. 40.
41. 42. 43. 44. 45.
第三部分 写作(共两节,满分40分)
第一节(满分15分)
假定你是李华,上周五你校举办了换书阅读活动。请你为校英文报写一篇报道,内容包括:
1.活动目的;
2.活动情况;
3.活动反响。
注意:
1.词数80左右;
2.可以适当增加细节,以使行文连贯。
Book exchange on campus
第二节(满分25分)
阅读下面材料,根据其内容和所给段落开头语续写两段,使之构成一篇完整的短文。
I was in my room, unwilling to head to the community theatre with “my brother” Henry. He was just adopted by my parents recently. I was not in the mood for being onstage with him.
“Kirstie, come here,” my mom called. Following her voice, I found her outside the bathroom, holding a wet book. She gave the book a shake. “Henry's book was in the bathtub. Did you put it there?” She glared at me, something she never did before Henry came to our home. I didn't wet his book on purpose. Tears of hurt clouded my eyes. Worse still, she promised to buy him a new copy. My heart ached. Henry was stealing my mother's love. He was ruining my life.
Meanwhile, Henry was just nearby, absorbed in working on a complicated rope knot(绳结) as usual. Why did a boy like him do the girly work?
Soon, it was time to have to set off to the community theatre. As Henry walked ahead of us to the car, my mom took me aside and said in a low voice, “It's the first time that Henry has been onstage. Be kind to him, honey.” I nodded but sighed. Being kind didn't use to be hard. But after Henry moved in, everything felt different. The theatre used to be a special place for my parents and me. With Henry involved, it didn't seem so special any more.
Finally, it was our stage time. My heart beat wildly. I forgot my annoyance at Henry for a while. As we kids lined up, ready to act out our short play, I realized how loosely I had tied the drawstring (束带)on my skirt. Sure enough, my skirt began to drop. Laughter from the audience could be heard, and even though I was wearing shorts under my skirt, I could feel my face burst into flames. However, my hands were full. If only someone could help me out!
注意:续写词数应为150左右。
Paragraph 1:
Right then, Henry sensed my embarrassment.
Paragraph 2:
After the performance, I found Henry and tapped him on the arm gratefully.
答案全解全析
全书学业质量水平检测(一)
1.D
2.B
3.A
4.B
5.C
6.D
7.A
8.B
9.B
10.C
11.A
12.B
13.C
14.C
15.A
16.F
17.E
18.G
19.C
20.D
21.B
22.A
23.C
24.C
25.D
26.D
27.A
28.B
29.A
30.A
31.B
32.D
33.C
34.B
35.D
36.was founded 37.events 38.Elected 39.at 40.being inspired 41.who/that 42.a 43.to organize 44.awareness
45.largest
第一部分 阅读
第一节
A
◎语篇解读 本文是一篇应用文。文章主要介绍了英国国家美术馆的展品以及这个展馆的布局、开馆的时间及附近的地铁站等情况。
1.D 细节理解题。根据第一段中的ranging from 13th-century religious paintings to可知人们可以在这里看到13世纪的宗教图画。故选D。
2.B 细节理解题。根据第三段中的The main West Wing houses 16th-century paintings,and artists include Leonardo da Vinci可知,达·芬奇的作品可以在the main West Wing中看到,因此选B。
3.A 细节理解题。根据最后一段Nearer underground stations:Charing Cross(2-minute walk)...and Piccadilly Circus (8-minute walk).可知,Charing Cross地铁站离国家美术馆只有步行2分钟的路程,其他几个地铁站离国家美术馆的距离都比Charing Cross远。故选A。
【高频词汇】
1.house v.收藏 2.diverse adj.各种各样的;不同的 3.range from...to...包括从……到……之间的各类事物 4.charge n.要价;收费;指控;主管 v.向……要价;控告;使……承担责任;给……充电 5.exhibition n.展览会;展览品;展示
B
◎语篇解读 本文是一篇记叙文。文章讲述了Samuel尊重本土学生,通过自己的努力改变了他们的学习环境,使他们的学业发生了很大的变化。
4.B 推理判断题。根据文章第一段中其他老师对Samuel说的话“you don't have to do much for native children, because they're just native Orang Asli children”以及第二段中“the native children were not worth their efforts. It was thought that whatever was taught would make no difference”可推知,这些本土学生被认为是没有希望的。
5.C 细节理解题。根据文章第二段中“Samuel saw that the main barrier in teaching these children was the attitude on the part of many teachers that the native children were not worth their efforts.”可知,对这些本土孩子的偏见是Samuel要解决的主要问题。
6.D 主旨大意题。根据第三段中的“Samuel bonded with his native students and accepted their culture...equipped 21st-century English classroom with tablets and computers.”可知,该段是介绍Samuel为改善学生学习状态和学习环境所做的工作。
7.A 推理判断题。根据第二段可知,老师对本土学生有偏见,认为教他们不值得努力;根据第二段中的词语“disregard,stigmas”可知,这些孩子受到歧视,没有得到尊重;根据第四段中的“These efforts have resulted in a shift of what local children are considered capable of academically.”可知,Samuel对本土孩子的尊重和Samuel的努力促使了本土儿童在学习能力方面的转变。
【高频词汇】 1.rural adj.农村的 2.poverty n.贫困;困难
3.identity n.身份;本身 4.barrier n.障碍 5.make no difference没影响 6.appropriate adj.合适的 7.consequently 因此
8.compared to与……比较 9.facility n.设施;设备 10.result in导致;造成
长难句分析
原句 Samuel saw that the main barrier in teaching these children was the attitude on the part of many teachers that the native children were not worth their efforts.
分析 该句为主从复合句。主句的主语为Samuel ,谓语动词为saw,后接that引导的宾语从句。宾语从句中又包含一个that引导的同位语从句,对attitude进行解释说明。
句意 塞缪尔明白教育这些孩子的主要障碍是许多教师的态度,认为本土居民的孩子不值得他们的努力。
C
◎语篇解读 本文是一篇新闻报道。一项研究发现,体型最大和最小的动物比中等体型的动物面临着更大的灭绝风险。大型动物的危险主要来自人类的捕杀,小型动物灭绝的主要原因是污染和森林砍伐。
8.B 细节理解题。根据第三段“‘Surprisingly, we found that not only are the largest of all vertebrate animal species most threatened, but the very tiniest ones are also highly threatened with extinction,’ Prof. Ripple told BBC News.”可知,科学家们发现,不仅最大的动物面临着很高的灭绝风险,最小的动物面临的灭绝风险也很高。
9.B 推理判断题。根据第五段“‘I think, for the smallest species, first of all we need to bring higher awareness to them, because the larger ones get a lot of attention, but the smaller ones get very little,’ said Prof. Ripple.”可知,Ripple教授认为,我们目前首先要做的是从思想上开始重视小动物,因为过去我们只关心大型动物的灭绝问题,因此B项“改变我们的观念”正确。
10.C 推理判断题。根据最后一段中的“Heavyweights are threatened mainly by hunting, while featherweights are losing owing to pollution and cutting down forests.”可知,重量级动物主要受到狩猎的威胁,而羽类动物则因污染和砍伐森林而遭受损失。可知,目前最关键的是减少对野生动物肉的消耗,减少人们的各类捕杀行为,进一步推知,人类行为对脊椎动物(尤其是大型动物)带来最大的威胁。
11.A 主旨大意题。第一段就提到世界上最大和最小的动物都面临着灭绝的危险。综合全文可知,文章主要告诉我们一个事实:那些体型最大的和最小的动物,面临着更高的灭绝风险,A项“当谈到灭绝风险时,大小是关键”符合文章主题。
【高频词汇】 1.at risk of doing冒着做……的风险 2.die out灭绝;消失 3.scale n.规模,比例 4.be under way 在进行
5.extinction n.灭绝 6.threaten v.威胁 7.tend to do 往往会做某事 8.overlook v.忽视,俯瞰 9.awareness n.意识;认识 10.cut down 削减,砍伐 11.consumption n.消费,消耗
12.negative adj.负面的;消极的
长难句分析
原句 “I think, for the smallest species, first of all we need to bring higher awareness to them, because the larger ones get a lot of attention, but the smaller ones get very little,” said Prof. Ripple.
分析 该句子为一个直接引语。引语部分I think后的for the smallest species, first of all都是状语,后面为省略了that的宾语从句,从句的主语为we,谓语动词为need,后接不定式结构作宾语,because引导原因状语从句,该从句中but连接了并列句。
句意 Ripple教授说:“我认为,对于最小的物种来说,首先我们需要提高对它们的认识,因为较大的物种会得到很多关注,而较小的物种却得到很少的关注。”
D
◎语篇解读 本文是一篇说明文,介绍了美国的学生被带到艺术博物馆等文化机构进行“实地考察”给学生带来的好处及这些活动减少的原因。
12.B 细节理解题。根据第一段中的“Educators arrange them in the belief that schools exist not only to teach economically useful skills, but also to produce civilized young people who appreciate the art and culture.” 可知,教育工作者之所以安排这些课程是因为他们相信,学校的存在不仅是为了教授经济上有用的技能,而且也是为了培养能欣赏艺术和文化的文明年轻人。所以到文化机构实地考察的最初目的是让每个学生都能接触到艺术和文化。
13.C 细节理解题。根据第二段中的“The most obvious reason is the issue of finance.”可知,学校组织的考察团数量大幅降低的最主要原因是财务问题。
14.C 词义猜测题。根据第三段中的“Additionally, the nature of these field days is also changing. Schools increasingly use trips to amusement parks or sporting events as a treat for students rather than an opportunity for cultural learning.”可知,This shift指的是从一个学习的机会变成一个款待学生的机会。
15.A 推理判断题。根据最后一段中的“A research led by Jay Greene at Arkansas University found that...were more likely to visit cultural places in the future.”可知,学生们得到的回报是更多的文化意识。
【高频词汇】 1.civilized adj.文明的;有文化的,有教养的
2.a means of 一种……方式 3.access n.机会;权利;通道;入径 4.cultural heritage文化遗产 5.issue n.问题;期号
6.finance n.财政;金融 7.be faced with 面对 8.additionally adv.此外 9.critically adv.批判性地 10.display v.展现,展览
长难句分析
原句 A recent survey conducted among 500 Arkansas teachers showed that older teachers were significantly more likely to take the primary purpose of a field trip as a learning experience than younger teachers, who view it as fun.
分析 本句为主从复合句。主句的主语为A recent survey, 主句的谓语动词为showed,conducted among 500 Arkansas teachers为过去分词短语作后置定语。that引导宾语从句,从句中又包含一个who引导的非限制性定语从句,修饰先行词younger teachers。
句意 最近在阿肯色州500名教师中进行的一项调查显示,相比年轻教师把实地考察当作一种娱乐,年纪更大的教师更可能把实地考察的主要目的看作一种学习体验。
第二节
◎语篇解读 本文是一篇说明文,主要介绍了单词“emoji”(表情符号)的来源,它的含义以及使用范围。随着越来越多的人们开始喜欢使用表情符号,有人认为它对交流有好处,但有人则认为表情符号会降低人们的语言技能。
16.F 上文提到“emoji”的来源以及含义,空处与其是递进关系,F项“表情符号是一种代表思想、情绪或感觉的小符号”进一步阐述了“emoji”的含义。
17.E 下文提到在信息或帖子中添加一个微笑或悲伤的表情,你的读者可以在阅读你的文字时“看到”你的面部表情,说明人们在书面语言上使用了表情符号,E项“表情符号似乎比书面语言有明显的优势”与下文衔接自然,符合语境。
18.G 上文说表情符号相比书面语言有明显的优势,下文提到当人们找不到合适的词语表达的时候,可以借助表情符号。G项承上启下,说明表情符号还可以帮助人们表达情感。
19.C 下文提到古典文学中使用了表情符号,C项中的“classical literature”与下文一致,说明表情符号的使用甚至蔓延到了古典文学中,切合题意。
20.D 下文说表情符号未来将成为真正的图形“语言”,D项中的“pictures”是关键词,与下文中的“pictorial”相呼应,说明也许有一天人们会选择用图片来交流。
【高频词汇】 1.literally adv.字面上 2.category n.类别,种类
3.due to 由于 4.popularity n.受欢迎,流行,普及 5.a string of 一连串 6.adaptation n.采用,改编 7.accessible adj.容易理解的;可进入的;可使用的;易相处的 8.have a tendency to有……的倾向 9.be packed with装满,挤满
长难句分析
原句 With a smiling or sad face added to a message or post, your reader can “see” your facial expression while reading your words.
分析 本句为主从复合句。句子的主语为your reader,谓语为can “see” ,宾语为your facial expression;while...为状语从句的省略形式;句首With a smiling or sad face added to a message or post为with的复合结构。
句意 在信息或帖子中添加一个微笑或悲伤的表情,你的读者可以在阅读你的文字时“看到”你的面部表情。
第二部分 语言运用
第一节
◎语篇解读 本文是一篇记叙文。文章讲述了2020年全球教师奖颁给了印度乡村教师迪塞尔,他为乡村教育事业做出了巨大贡献。
21.B 根据“ and importance of teachers.”可知,设立全球教师奖的目的是唤起全世界对教师的感激和重视。imagination想象;appreciation感激;delight高兴;discussion讨论。
22.A 根据“Disale announced that he intended to 24 half of the prize money with the other nine finalists.”可知,今年的全球教师奖奖项授予了迪塞尔。表示奖品花落谁家用go to。appeal呼吁;turn变成;tend趋向,照顾。
23.C 在颁奖典礼后不久,迪塞尔宣布他打算与其他9位决赛者分享一半的奖金。 calculation计算;visit参观;ceremony典礼;arrangement安排。
24.C 根据“He wanted them to 25 and lighten the lives of more students.”可知,迪塞尔宣布分享自己奖金的一半。share sth. with sb.和某人分享某物。exchange交换;spend花费;save拯救。
25.D 根据“and lighten the lives of more students”可知,他希望其他9位决赛者能够伸出手帮助更多的学生。stand out突出;show up出现;come up上升,被提出,走上前;reach out伸出。
26.D 此处指他不情愿地参加了一个教师培训项目。particularly尤其;happily快乐地;unwisely愚笨地;unwillingly不情愿地。
27.A 此处指他很快意识到教育工作者对年轻人的影响。young年轻的;fragile易碎的;lonely孤独的;common常见的。
28.B 根据“The school building was far from satisfactory.”可知,迪塞尔接受了在一个小村庄的学校的职位。title标题;position职位;reward回报;promotion提升。
29.A 更糟糕的是,村民们不相信教育,尤其是女孩的教育。doubt不相信;choose 选择;assess评估;balance平衡。
30.A 迪塞尔开始接受挑战,他首先自己学习埃纳德语,然后把所有的教科书翻译成当地语言。challenge挑战;fame名声; standard标准;danger危险。
31.B 他还组织课外“寓教于乐”型活动,激发学生的好奇心。memory记忆;curiosity好奇心;tolerance容忍;sympathy同情。
32.D 根据“ and extended (延伸)beyond his tiny village”可知,迪塞尔的努力得到了回报。skill技巧;ambition雄心;bet打赌;effort努力。
33.C 根据“What's worse, the villagers 29 education, especially for girls.”可知,与上文对照,现在的女生出勤率达到了100%。require要求;force强迫;achieve达到;support支持。
34.B 根据“ between young people in conflict zones”可知,迪塞尔的“让我们跨越边界”项目旨在在冲突地区的年轻人之间建立和平。courage勇气;peace和平;truth事实;mercy宽恕。
35.D 根据“Given his commitment”可知,迪塞尔获奖是很自然的。surprising令人惊讶的;legal合法的;interesting有趣的;natural自然的。
【高频词汇】 1.reawaken v.重新唤起 2.intend v.打算 3.far from satisfactory远不令人满意 4.native language当地语言
5.translate...into...把……翻译成…… 6.pay off得到回报
7.commitment n.投入;责任;承诺
第二节
◎语篇解读 这是一篇说明文,介绍了地球日的由来。
36.was founded 考查时态和语态。分析可知,设空处为谓语动词,结合时间状语in 1970可知为一般过去时,主语Earth Day和found之间为被动关系,应用一般过去时的被动语态。
37.events 考查名词的数。event“活动”为可数名词,根据上文提到七天的活动可知,应用其复数形式。
38.Elected 考查过去分词。分析可知,设空处应用非谓语动词作状语,elect和逻辑主语Gaylord Nelson之间为被动关系,应用过去分词。
39.at 考查介词。此处为固定短语at risk“处于危险中”。
40.being inspired 考查动名词。分析可知,此处应用动名词作介词after的宾语,inspire与逻辑主语Nelson之间为被动关系,应用动名词的被动语态being done。
41.who/that 考查定语从句。分析可知,设空处引导限制性定语从句,关系词在从句中充当主语,指人,应用关系代词who或that。
42.a 考查冠词。此处指“一群学生志愿者”,a group of...表示“一群……”。
43.to organize 考查不定式。此处用不定式表目的。
44.awareness 考查名词。分析可知,此处应用名词作raising的宾语,awareness“认识,意识”,抽象概念,不可数。
45.largest 考查形容词最高级。分析句子结构结合定冠词the和空后的in history可知,此处应用所给词的最高级形式,作定语,修饰名词词组volunteer event。
【高频词汇】 1.occur v.发生 2.global adj.全球的
3.convince v.使相信,说服 4.take place发生 5.campus n.校园 6.staff n.全体员工,行政人员 7.effective adj.有效的,起作用的 8.kick off 开始
长难句分析
原句 In 1969, Nelson developed the idea for Earth Day after being inspired by the anti-Vietnam War “teach-ins” that were taking place on college campuses around the United States.
分析 这是一个主从复合句。主句主语为Nelson,谓语动词为developed,宾语为the idea,after...为时间状语;“teach-ins”为先行词,后接了that引导的定语从句。
句意 1969年,纳尔逊在受到美国各地大学校园里进行的反越战争“专题会议”的启发后,提出了关于地球日的想法。
第三部分 写作
第一节
One possible version:
Book exchange on campus
A book-exchange activity was held last Friday afternoon in the playground with the aim of inspiring an interest in reading among students on campus.
More than 1,000 students took part in the activity. We brought our books with us so as to exchange them with others. We also shared ideas about the books and then got the ones we favored.
We believed that we all benefited from the activity and it served as a stage for young people to find their books and meet new friends with the same interest.
第二节
写作指导
故事
要素
Time
after parents adopted “my brother” Henry
Place
at home, at the community theatre
Character
I, Henry, my mom
What
My parents adopted a boy named Henry,which made me upset. However, at the community theatre, Henry helped me.
情节
Period 1
I was unhappy about Henry at home.
Period 2
I did something improper to express my dissatisfaction.
续写
方向
Para. 1
Right then, Henry sensed my embarrassment.
①Henry 如何帮助我走出尴尬的困境?
②我对Henry的看法发生了什么改变?
Para. 2
After the performance, I found Henry and tapped him on the arm gratefully.
①感谢Henry的热心帮助。
②两个人的感情得以升华。
One possible version:
Paragraph 1:
Right then, Henry sensed my embarrassment. He immediately came to my aid. He pulled up my skirt and skillfully tied the drawstring with a beautiful knot. Seeing what Henry did for me, something deep in my mind began to change. It seemed as if my cold heart began to melt slowly and my annoyance at him gradually gave way to guilt. I regretted having treated him as a stranger. While my mind was wandering, our performance time came. It turned out a great success, thunderous applause filling the whole theatre.
Paragraph 2:
After the performance, I found Henry and tapped him on the arm gratefully. “Thanks,” I said with a grateful smile on my face. I had to admit that but for his timely help, I would have been extremely embarrassed. Without his knotting skill, the performance would have been quite different. “KNOT a problem. You are my sister,” he grinned innocently, saying humorously. Surrounded by the cheerful atmosphere, I felt a flood of warmth of a big family. Maybe it wouldn't be so bad to have a new person in my corner of the world after all.
全书学业质量水平检测(一)
2021河北保定高二下期中考试
(满分:120分;时间:100分钟)
第一部分 阅读(共两节,满分50分)
第一节(共15小题;每小题2.5分,满分37.5分)
阅读下列短文,从每题所给的A、B、C、D四个选项中选出最佳选项。
A
(2020吉林白城高二上期末)
The National Gallery
Description:
The National Gallery is the British national art museum built on the north side of Trafalgar Square in London. It houses a diverse collection of more than 2,300 examples of European art ranging from 13th-century religious paintings to more modern ones by Renoir and Van Gogh. The older collections of the gallery are reached through the main entrance while the more modern works in the East Wing are most easily reached from Trafalgar Square by a ground floor entrance.
Layout:
The modern Sainsbury Wing on the western side of the building houses 13th-to 15th-century paintings, and artists include Duccio, Uccello, Van Eyck, Lippi, Mantegna, Botticelli and Memling.
The main West Wing houses 16th-century paintings, and artists include Leonardo da Vinci, Cranach, Michelangelo, Raphael, Bruegel, Bronzino, Titan and Veronese.
The North Wing houses 17th-century paintings, and artists include Caravaggio, Rubens, Poussin, Van Dyck, Velazquez, Claude and Vermeer.
The East Wing houses 18th-to early 20th-century paintings, and artists include Canaletto, Goya, Turner, Constable, Renoir and Van Gogh.
Opening Hours:
The Gallery is open every day from 10 am to 6 pm (Fridays 10 am to 9 pm) and is free, but charges apply to some special exhibitions.
Getting There:
Nearer underground stations: Charing Cross (2-minute walk), Leicester Square (3-minute walk), Embankment (7-minute walk), and Piccadilly Circus (8-minute walk).
1.In which century's collections can you see religious paintings?
A.The 20th. B.The 17th.
C.The 18th. D.The 13th.
2.Where are Leonardo da Vinci's works shown?
A.In the East Wing.
B.In the main West Wing.
C.In the Sainsbury Wing.
D.In the North Wing.
3.Which underground station is the closest to the National Gallery?
A.Charing Cross. B.Leicester Square.
C.Embankment. D.Piccadilly Circus.
B
After university in 2011, Samuel went to a rural primary school, where, on his first day, another teacher told him, “Samuel, you don't have to do much for native children, because they're just native Orang Asli children.” This was what Samuel would spend years fighting against.
The Orang Asli community has struggled with poverty, melting into society, and losing their own identity and culture due to others' disregard of it. Samuel saw that the main barrier in teaching these children was the attitude on the part of many teachers that the native children were not worth their efforts. It was thought that whatever was taught would make no difference, so nobody bothered to try. The children themselves ended up believing the stigma(污名), often doubting what they could achieve. Teachers skipped or slept in classes, and little effort was made to create an appropriate learning environment. Consequently, the school was one of the worst-performing in the district.
Samuel bonded with his native students and accepted their culture, leading him to see their potential. However, he also came to see that they did not have equal opportunities compared to urban students, due to the lack of facilities. So he set up a crowdfunding project to create a fully equipped 21st-century English classroom with tablets and computers. The Orang Asli children now learn technology, experience English and communicate in English with volunteers all over Malaysia and overseas.
Consequently, the students have improved in national standardized examinations, from a pass rate of 30% in English (2008—2012) to an average of 80% (2013—2017). These efforts have resulted in a shift of what local children are considered capable of academically.
4.What did the teacher's words suggest about the native children?
A.They were intelligent.
B.They were hopeless.
C.They were unfriendly.
D.They were independent.
5.What major problem did Samuel need to solve?
A.The poverty of local people.
B.The lack of facilities in his school.
C.The prejudice against the native kids.
D.The unsuitable teaching methods.
6.What is Paragraph 3 mainly about?
A.The change of native students.
B.The importance of learning English.
C.The improvement of native education.
D.Samuel's work for the native kids.
7.What can we learn from Samuel's story?
A.Respect makes a big difference.
B.The academic performance comes first.
C.Everyone deserves access to education.
D.One method can't be applied to each situation.
C
The biggest and the smallest of the world's animals are most at risk of dying out, according to a new analysis, with vertebrates (脊椎动物) in the so-called “Goldilocks zone”—not too big and not too small—winning out. Action is needed to protect animals at both ends of the scale, they say. The research adds to evidence that animals are dying out on such a scale that a sixth extinction is considered under way.
One clue is body size. Research on birds and mammals has shown that those with larger bodies are more likely to go extinct. Yet, when the researchers made a database of thousands of birds, mammals, fish, amphibians and reptiles at risk of extinction, they found disproportionate (不成比例的) losses at the large and small ends of the scale.
“Surprisingly, we found that not only are the largest of all vertebrate animal species most threatened, but the very tiniest ones are also highly threatened with extinction,” Prof. Ripple told BBC News.
Large animals, such as elephants, rhinos (犀牛) and lions have long been the target of protection efforts. However, fish, birds, reptiles and amphibians that are the giants of their kind, such as the whale shark, Somali ostrich and the Chinese giant salamander, tend to be overlooked. Meanwhile, small species at risk—such as frogs and shrews (鼩鼱)—receive very little attention.
“I think, for the smallest species, first of all we need to bring higher awareness to them, because the larger ones get a lot of attention, but the smaller ones get very little,” said Prof. Ripple.
In the study, vertebrates with the smallest and the largest bodies were found to be most at risk of disappearing, whether they were on land or living in oceans, streams or rivers.
Heavyweights are threatened mainly by hunting, while featherweights are losing owing to pollution and cutting down forests. “Ultimately, reducing global consumption of wild meat is a key step to reduce negative impacts of hunting and fishing on the world's vertebrates,” they write in Proceedings of the National Academy of Sciences.
8.What made the researchers feel surprised?
A.A sixth of animals are dying out.
B.Small animals are in great danger.
C.Great losses of birds and mammals.
D.Big animals are at risk of disappearing.
9.What should we do first for the smallest species according to Prof. Ripple?
A.Transform our habits.
B.Change our concepts.
C.Find ways to save small animals.
D.Take measures to stop pollution.
10.What presents a great threat to vertebrates according to the last paragraph?
A.Loss of forests.
B.Climate change.
C.Human activity.
D.Environmental pollution.
11.What would be the best title for the passage?
A.Size Matters When It Comes to Extinction Risk
B.Large Animals Are Badly in Need of Protection
C.Why a Great Number of Animals Are Dying out
D.What We Should Do to Protect Endangered Species
D
For many years, school children in the US have been taken on “field trips” to cultural institutions such as museums of art. Educators arrange them in the belief that schools exist not only to teach economically useful skills, but also to produce civilized young people who appreciate the art and culture. While there are parents who will take their children to cultural places in their free time, there are plenty of other children who will never have this kind of opportunity unless schools offer it. So you can say that taking school students on field trips is a means of giving everyone equal access to their cultural heritage.
However, the attitude towards field trips in recent years is changing, with the number of tours organized for school groups falling significantly in museums all around the country. The most obvious reason is the issue of finance. Because there are increasing demands on their funds, and after all, computers and sports facilities aren't cheap, schools are forced to make a difficult choice about how to spend the limited money they have. Faced with this dilemma, field trips are an obvious thing to cut since they are seen by many as a luxury.
Additionally, the nature of these field days is also changing. Schools increasingly use trips to amusement parks or sporting events as a treat for students rather than an opportunity for cultural learning. This shift could have a basis in generational differences between teachers' reasons for organizing days out of school. A recent survey conducted among 500 Arkansas teachers showed that older teachers were significantly more likely to take the primary purpose of a field trip as a learning experience than younger teachers, who view it as fun.
Some evidence shows the trend of fewer trips may have a negative effect on children's development. A research led by Jay Greene at Arkansas University found that students who received a tour of an art museum greatly improved their knowledge of and the ability to think critically about art. They also displayed stronger historical interest and were more likely to visit cultural places in the future. The researchers warn that if schools cut field trips or switch to less educational destinations, valuable opportunities to broaden and enrich children's learning experiences are lost.
12.What is the initial purpose of field trips to cultural institutions?
A.To teach students useful skills in economics.
B.To make every student exposed to art and culture.
C.To educate students to preserve cultural heritage.
D.To encourage parents to take their children there.
13.Which factor most probably leads to the trend of fewer field trips?
A.The drop in school funds.
B.Students' demands for fun.
C.The dilemma of school finance.
D.Teachers' generational differences.
14.What does the underlined phrase “This shift” in Paragraph 3 refer to?
A.The switch from old generations to young generations.
B.The switch from sporting events to cultural experiences.
C.The change from an opportunity to learn to a treat to entertain.
D.The change from educational destinations to luxurious attractions.
15.What can be inferred about field trips from the research by Jay Greene?
A.Students are rewarded with more cultural awareness.
B.Amusement parks enrich children's learning experiences.
C.Cutting field trips is critical to the future of the museum.
D.Field trips guarantee better future academic performance.
第二节(共5小题;每小题2.5分,满分12.5分)
阅读下面短文,从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
The word “emoji” comes from Japanese, literally meaning the “picture character”. 16 They come in different categories, such as faces and people, plants and animals, and food and drink.
When first introduced in Japan in 1999, emojis were limited to 176 simple designs. Now there are more than 3,000 emojis. Due to their popularity, the Oxford Dictionaries Word of the Year in 2015 was a pictograph instead of a traditional word.
In today's world, emojis have become more and more popular. 17 People like them because they add emotional meanings, and are quick and easy to use. With a smiling or sad face added to a message or post, your reader can “see” your facial expression while reading your words.
18 For instance, if your friend is moving across the country, you may just send them a string of crying faces to express your sadness over your separation.
19 A Shakespeare series for young readers has taken William Shakespeare's popular plays and replaced some words with textspeak and emojis. The intention of these adaptations is to make the classics more accessible to young readers. Some people, however, believe that these new versions have taken away the heart and soul of Shakespeare's plays.
As we can see, emojis have a tendency to pop up all over the place. Users of emojis say that they facilitate(促进) the way we communicate and express ourselves. But this makes others, especially educators, worry that we are losing the ability to communicate properly using the written word, or even the spoken word. After all, how many of us today would rather send a message packed with emojis than make a telephone call? 20 On that day, emojis will have become a real pictorial “language”. But, for now, maybe it's best that we just enjoy using them.
A.Maybe emojis' best days are ahead.
B.The most popular emojis are absolute classics.
C.The use of emojis has even spread to classical literature.
D.Perhaps people will one day choose to communicate in pictures.
E.It seems that emojis have clear advantages over written language.
F.Emojis are small symbols representing ideas, emotions or feelings.
G.Emojis can also help people express their feelings when they can't find the proper words.
16. 17. 18. 19. 20.
第二部分 语言运用(共两节,满分30分)
第一节(共15小题;每小题1分,满分15分)
阅读下面短文,从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
In 2014, the Varkey Foundation established the Global Teacher Prize. It is to reawaken the world's 21 and importance of teachers.
This year's Prize 22 to Disale, a primary school teacher from India. Shortly after the 23 in London, Disale announced that he intended to 24 half of the prize money with the other nine finalists. He wanted them to 25 and lighten the lives of more students.
Back in 2007, Disale had to enroll (加入) in a teacher-training program 26 after being refused by an engineering university of his choice. However, he soon realized the impact educators could make on 27 lives. After graduating, he accepted a 28 in a tiny village. The school building was far from satisfactory. What's worse, the villagers 29 education, especially for girls. Even the courses were not written in the native language, Kannada.
Disale stepped up to the 30 by first learning Kannada himself and then translating all the textbooks into the native language. He even organized after-school “Edutainment” activities to awaken the students' 31 .
His 32 have paid off and extended (延伸)beyond his tiny village. Today, his tiny school has 33 100 percent attendance from girls. His project, Let's Cross the Borders, is designed to build 34 between young people in conflict zones.
Given his commitment, it is 35 that he has received the prize.
21.A.imagination B.appreciation
C.delight D.discussion
22.A.went B.appealed C.turned D.tended
23.A.calculation B.visit
C.ceremony D.arrangement
24.A.exchange B.spend
C.share D.save
25.A.stand out B.show up
C.come up D.reach out
26.A.particularly B.happily
C.unwisely D.unwillingly
27.A.young B.fragile C.lonely D.common
28.A.title B.position C.reward D.promotion
29.A.doubted B.chose C.assessed D.balanced
30.A.challenge B.fame
C.standard D.danger
31.A.memory B.curiosity C.tolerance D.sympathy
32.A.skills B.ambitions C.bets D.efforts
33.A.required B.forced C.achieved D.supported
34.A.courage B.peace C.truth D.mercy
35.A.surprising B.legal
C.interesting D.natural
第二节(共10小题;每小题1.5分,满分15分)
阅读下面短文,在空白处填入1个适当的单词或括号内单词的正确形式。
Earth Day 36 (found) in 1970 as a day of education about environmental problems, and Earth Day 2020 occurred on Wednesday, April 22—the holiday's 50th anniversary. The holiday is now a global celebration that's sometimes extended into Earth Week, a full seven days of 37 (event) which focus on green living.
38 (elect) to the U.S. Senate (参议院)in 1962, Senator Gaylord Nelson was determined to convince the federal government that the planet was 39 risk. In 1969, Nelson developed the idea for Earth Day after 40 (inspire) by the anti-Vietnam War “teach-ins” that were taking place on college campuses around the United States.
Denis Hayes, a young activist 41 had served as student president at Stanford University, was selected as Earth Day's national coordinator (协调者), and he worked with 42 group of student volunteers and several staff members from Nelson's Senate office 43 (organize) the project.
The first Earth Day was effective at raising 44 (aware) about environmental problems and transforming public attitudes. Earth Day. org hoped it would be the 45 (large) volunteer event in history.
36. 37. 38. 39. 40.
41. 42. 43. 44. 45.
第三部分 写作(共两节,满分40分)
第一节(满分15分)
假定你是李华,上周五你校举办了换书阅读活动。请你为校英文报写一篇报道,内容包括:
1.活动目的;
2.活动情况;
3.活动反响。
注意:
1.词数80左右;
2.可以适当增加细节,以使行文连贯。
Book exchange on campus
第二节(满分25分)
阅读下面材料,根据其内容和所给段落开头语续写两段,使之构成一篇完整的短文。
I was in my room, unwilling to head to the community theatre with “my brother” Henry. He was just adopted by my parents recently. I was not in the mood for being onstage with him.
“Kirstie, come here,” my mom called. Following her voice, I found her outside the bathroom, holding a wet book. She gave the book a shake. “Henry's book was in the bathtub. Did you put it there?” She glared at me, something she never did before Henry came to our home. I didn't wet his book on purpose. Tears of hurt clouded my eyes. Worse still, she promised to buy him a new copy. My heart ached. Henry was stealing my mother's love. He was ruining my life.
Meanwhile, Henry was just nearby, absorbed in working on a complicated rope knot(绳结) as usual. Why did a boy like him do the girly work?
Soon, it was time to have to set off to the community theatre. As Henry walked ahead of us to the car, my mom took me aside and said in a low voice, “It's the first time that Henry has been onstage. Be kind to him, honey.” I nodded but sighed. Being kind didn't use to be hard. But after Henry moved in, everything felt different. The theatre used to be a special place for my parents and me. With Henry involved, it didn't seem so special any more.
Finally, it was our stage time. My heart beat wildly. I forgot my annoyance at Henry for a while. As we kids lined up, ready to act out our short play, I realized how loosely I had tied the drawstring (束带)on my skirt. Sure enough, my skirt began to drop. Laughter from the audience could be heard, and even though I was wearing shorts under my skirt, I could feel my face burst into flames. However, my hands were full. If only someone could help me out!
注意:续写词数应为150左右。
Paragraph 1:
Right then, Henry sensed my embarrassment.
Paragraph 2:
After the performance, I found Henry and tapped him on the arm gratefully.
答案全解全析
全书学业质量水平检测(一)
1.D
2.B
3.A
4.B
5.C
6.D
7.A
8.B
9.B
10.C
11.A
12.B
13.C
14.C
15.A
16.F
17.E
18.G
19.C
20.D
21.B
22.A
23.C
24.C
25.D
26.D
27.A
28.B
29.A
30.A
31.B
32.D
33.C
34.B
35.D
36.was founded 37.events 38.Elected 39.at 40.being inspired 41.who/that 42.a 43.to organize 44.awareness
45.largest
第一部分 阅读
第一节
A
◎语篇解读 本文是一篇应用文。文章主要介绍了英国国家美术馆的展品以及这个展馆的布局、开馆的时间及附近的地铁站等情况。
1.D 细节理解题。根据第一段中的ranging from 13th-century religious paintings to可知人们可以在这里看到13世纪的宗教图画。故选D。
2.B 细节理解题。根据第三段中的The main West Wing houses 16th-century paintings,and artists include Leonardo da Vinci可知,达·芬奇的作品可以在the main West Wing中看到,因此选B。
3.A 细节理解题。根据最后一段Nearer underground stations:Charing Cross(2-minute walk)...and Piccadilly Circus (8-minute walk).可知,Charing Cross地铁站离国家美术馆只有步行2分钟的路程,其他几个地铁站离国家美术馆的距离都比Charing Cross远。故选A。
【高频词汇】
1.house v.收藏 2.diverse adj.各种各样的;不同的 3.range from...to...包括从……到……之间的各类事物 4.charge n.要价;收费;指控;主管 v.向……要价;控告;使……承担责任;给……充电 5.exhibition n.展览会;展览品;展示
B
◎语篇解读 本文是一篇记叙文。文章讲述了Samuel尊重本土学生,通过自己的努力改变了他们的学习环境,使他们的学业发生了很大的变化。
4.B 推理判断题。根据文章第一段中其他老师对Samuel说的话“you don't have to do much for native children, because they're just native Orang Asli children”以及第二段中“the native children were not worth their efforts. It was thought that whatever was taught would make no difference”可推知,这些本土学生被认为是没有希望的。
5.C 细节理解题。根据文章第二段中“Samuel saw that the main barrier in teaching these children was the attitude on the part of many teachers that the native children were not worth their efforts.”可知,对这些本土孩子的偏见是Samuel要解决的主要问题。
6.D 主旨大意题。根据第三段中的“Samuel bonded with his native students and accepted their culture...equipped 21st-century English classroom with tablets and computers.”可知,该段是介绍Samuel为改善学生学习状态和学习环境所做的工作。
7.A 推理判断题。根据第二段可知,老师对本土学生有偏见,认为教他们不值得努力;根据第二段中的词语“disregard,stigmas”可知,这些孩子受到歧视,没有得到尊重;根据第四段中的“These efforts have resulted in a shift of what local children are considered capable of academically.”可知,Samuel对本土孩子的尊重和Samuel的努力促使了本土儿童在学习能力方面的转变。
【高频词汇】 1.rural adj.农村的 2.poverty n.贫困;困难
3.identity n.身份;本身 4.barrier n.障碍 5.make no difference没影响 6.appropriate adj.合适的 7.consequently 因此
8.compared to与……比较 9.facility n.设施;设备 10.result in导致;造成
长难句分析
原句 Samuel saw that the main barrier in teaching these children was the attitude on the part of many teachers that the native children were not worth their efforts.
分析 该句为主从复合句。主句的主语为Samuel ,谓语动词为saw,后接that引导的宾语从句。宾语从句中又包含一个that引导的同位语从句,对attitude进行解释说明。
句意 塞缪尔明白教育这些孩子的主要障碍是许多教师的态度,认为本土居民的孩子不值得他们的努力。
C
◎语篇解读 本文是一篇新闻报道。一项研究发现,体型最大和最小的动物比中等体型的动物面临着更大的灭绝风险。大型动物的危险主要来自人类的捕杀,小型动物灭绝的主要原因是污染和森林砍伐。
8.B 细节理解题。根据第三段“‘Surprisingly, we found that not only are the largest of all vertebrate animal species most threatened, but the very tiniest ones are also highly threatened with extinction,’ Prof. Ripple told BBC News.”可知,科学家们发现,不仅最大的动物面临着很高的灭绝风险,最小的动物面临的灭绝风险也很高。
9.B 推理判断题。根据第五段“‘I think, for the smallest species, first of all we need to bring higher awareness to them, because the larger ones get a lot of attention, but the smaller ones get very little,’ said Prof. Ripple.”可知,Ripple教授认为,我们目前首先要做的是从思想上开始重视小动物,因为过去我们只关心大型动物的灭绝问题,因此B项“改变我们的观念”正确。
10.C 推理判断题。根据最后一段中的“Heavyweights are threatened mainly by hunting, while featherweights are losing owing to pollution and cutting down forests.”可知,重量级动物主要受到狩猎的威胁,而羽类动物则因污染和砍伐森林而遭受损失。可知,目前最关键的是减少对野生动物肉的消耗,减少人们的各类捕杀行为,进一步推知,人类行为对脊椎动物(尤其是大型动物)带来最大的威胁。
11.A 主旨大意题。第一段就提到世界上最大和最小的动物都面临着灭绝的危险。综合全文可知,文章主要告诉我们一个事实:那些体型最大的和最小的动物,面临着更高的灭绝风险,A项“当谈到灭绝风险时,大小是关键”符合文章主题。
【高频词汇】 1.at risk of doing冒着做……的风险 2.die out灭绝;消失 3.scale n.规模,比例 4.be under way 在进行
5.extinction n.灭绝 6.threaten v.威胁 7.tend to do 往往会做某事 8.overlook v.忽视,俯瞰 9.awareness n.意识;认识 10.cut down 削减,砍伐 11.consumption n.消费,消耗
12.negative adj.负面的;消极的
长难句分析
原句 “I think, for the smallest species, first of all we need to bring higher awareness to them, because the larger ones get a lot of attention, but the smaller ones get very little,” said Prof. Ripple.
分析 该句子为一个直接引语。引语部分I think后的for the smallest species, first of all都是状语,后面为省略了that的宾语从句,从句的主语为we,谓语动词为need,后接不定式结构作宾语,because引导原因状语从句,该从句中but连接了并列句。
句意 Ripple教授说:“我认为,对于最小的物种来说,首先我们需要提高对它们的认识,因为较大的物种会得到很多关注,而较小的物种却得到很少的关注。”
D
◎语篇解读 本文是一篇说明文,介绍了美国的学生被带到艺术博物馆等文化机构进行“实地考察”给学生带来的好处及这些活动减少的原因。
12.B 细节理解题。根据第一段中的“Educators arrange them in the belief that schools exist not only to teach economically useful skills, but also to produce civilized young people who appreciate the art and culture.” 可知,教育工作者之所以安排这些课程是因为他们相信,学校的存在不仅是为了教授经济上有用的技能,而且也是为了培养能欣赏艺术和文化的文明年轻人。所以到文化机构实地考察的最初目的是让每个学生都能接触到艺术和文化。
13.C 细节理解题。根据第二段中的“The most obvious reason is the issue of finance.”可知,学校组织的考察团数量大幅降低的最主要原因是财务问题。
14.C 词义猜测题。根据第三段中的“Additionally, the nature of these field days is also changing. Schools increasingly use trips to amusement parks or sporting events as a treat for students rather than an opportunity for cultural learning.”可知,This shift指的是从一个学习的机会变成一个款待学生的机会。
15.A 推理判断题。根据最后一段中的“A research led by Jay Greene at Arkansas University found that...were more likely to visit cultural places in the future.”可知,学生们得到的回报是更多的文化意识。
【高频词汇】 1.civilized adj.文明的;有文化的,有教养的
2.a means of 一种……方式 3.access n.机会;权利;通道;入径 4.cultural heritage文化遗产 5.issue n.问题;期号
6.finance n.财政;金融 7.be faced with 面对 8.additionally adv.此外 9.critically adv.批判性地 10.display v.展现,展览
长难句分析
原句 A recent survey conducted among 500 Arkansas teachers showed that older teachers were significantly more likely to take the primary purpose of a field trip as a learning experience than younger teachers, who view it as fun.
分析 本句为主从复合句。主句的主语为A recent survey, 主句的谓语动词为showed,conducted among 500 Arkansas teachers为过去分词短语作后置定语。that引导宾语从句,从句中又包含一个who引导的非限制性定语从句,修饰先行词younger teachers。
句意 最近在阿肯色州500名教师中进行的一项调查显示,相比年轻教师把实地考察当作一种娱乐,年纪更大的教师更可能把实地考察的主要目的看作一种学习体验。
第二节
◎语篇解读 本文是一篇说明文,主要介绍了单词“emoji”(表情符号)的来源,它的含义以及使用范围。随着越来越多的人们开始喜欢使用表情符号,有人认为它对交流有好处,但有人则认为表情符号会降低人们的语言技能。
16.F 上文提到“emoji”的来源以及含义,空处与其是递进关系,F项“表情符号是一种代表思想、情绪或感觉的小符号”进一步阐述了“emoji”的含义。
17.E 下文提到在信息或帖子中添加一个微笑或悲伤的表情,你的读者可以在阅读你的文字时“看到”你的面部表情,说明人们在书面语言上使用了表情符号,E项“表情符号似乎比书面语言有明显的优势”与下文衔接自然,符合语境。
18.G 上文说表情符号相比书面语言有明显的优势,下文提到当人们找不到合适的词语表达的时候,可以借助表情符号。G项承上启下,说明表情符号还可以帮助人们表达情感。
19.C 下文提到古典文学中使用了表情符号,C项中的“classical literature”与下文一致,说明表情符号的使用甚至蔓延到了古典文学中,切合题意。
20.D 下文说表情符号未来将成为真正的图形“语言”,D项中的“pictures”是关键词,与下文中的“pictorial”相呼应,说明也许有一天人们会选择用图片来交流。
【高频词汇】 1.literally adv.字面上 2.category n.类别,种类
3.due to 由于 4.popularity n.受欢迎,流行,普及 5.a string of 一连串 6.adaptation n.采用,改编 7.accessible adj.容易理解的;可进入的;可使用的;易相处的 8.have a tendency to有……的倾向 9.be packed with装满,挤满
长难句分析
原句 With a smiling or sad face added to a message or post, your reader can “see” your facial expression while reading your words.
分析 本句为主从复合句。句子的主语为your reader,谓语为can “see” ,宾语为your facial expression;while...为状语从句的省略形式;句首With a smiling or sad face added to a message or post为with的复合结构。
句意 在信息或帖子中添加一个微笑或悲伤的表情,你的读者可以在阅读你的文字时“看到”你的面部表情。
第二部分 语言运用
第一节
◎语篇解读 本文是一篇记叙文。文章讲述了2020年全球教师奖颁给了印度乡村教师迪塞尔,他为乡村教育事业做出了巨大贡献。
21.B 根据“ and importance of teachers.”可知,设立全球教师奖的目的是唤起全世界对教师的感激和重视。imagination想象;appreciation感激;delight高兴;discussion讨论。
22.A 根据“Disale announced that he intended to 24 half of the prize money with the other nine finalists.”可知,今年的全球教师奖奖项授予了迪塞尔。表示奖品花落谁家用go to。appeal呼吁;turn变成;tend趋向,照顾。
23.C 在颁奖典礼后不久,迪塞尔宣布他打算与其他9位决赛者分享一半的奖金。 calculation计算;visit参观;ceremony典礼;arrangement安排。
24.C 根据“He wanted them to 25 and lighten the lives of more students.”可知,迪塞尔宣布分享自己奖金的一半。share sth. with sb.和某人分享某物。exchange交换;spend花费;save拯救。
25.D 根据“and lighten the lives of more students”可知,他希望其他9位决赛者能够伸出手帮助更多的学生。stand out突出;show up出现;come up上升,被提出,走上前;reach out伸出。
26.D 此处指他不情愿地参加了一个教师培训项目。particularly尤其;happily快乐地;unwisely愚笨地;unwillingly不情愿地。
27.A 此处指他很快意识到教育工作者对年轻人的影响。young年轻的;fragile易碎的;lonely孤独的;common常见的。
28.B 根据“The school building was far from satisfactory.”可知,迪塞尔接受了在一个小村庄的学校的职位。title标题;position职位;reward回报;promotion提升。
29.A 更糟糕的是,村民们不相信教育,尤其是女孩的教育。doubt不相信;choose 选择;assess评估;balance平衡。
30.A 迪塞尔开始接受挑战,他首先自己学习埃纳德语,然后把所有的教科书翻译成当地语言。challenge挑战;fame名声; standard标准;danger危险。
31.B 他还组织课外“寓教于乐”型活动,激发学生的好奇心。memory记忆;curiosity好奇心;tolerance容忍;sympathy同情。
32.D 根据“ and extended (延伸)beyond his tiny village”可知,迪塞尔的努力得到了回报。skill技巧;ambition雄心;bet打赌;effort努力。
33.C 根据“What's worse, the villagers 29 education, especially for girls.”可知,与上文对照,现在的女生出勤率达到了100%。require要求;force强迫;achieve达到;support支持。
34.B 根据“ between young people in conflict zones”可知,迪塞尔的“让我们跨越边界”项目旨在在冲突地区的年轻人之间建立和平。courage勇气;peace和平;truth事实;mercy宽恕。
35.D 根据“Given his commitment”可知,迪塞尔获奖是很自然的。surprising令人惊讶的;legal合法的;interesting有趣的;natural自然的。
【高频词汇】 1.reawaken v.重新唤起 2.intend v.打算 3.far from satisfactory远不令人满意 4.native language当地语言
5.translate...into...把……翻译成…… 6.pay off得到回报
7.commitment n.投入;责任;承诺
第二节
◎语篇解读 这是一篇说明文,介绍了地球日的由来。
36.was founded 考查时态和语态。分析可知,设空处为谓语动词,结合时间状语in 1970可知为一般过去时,主语Earth Day和found之间为被动关系,应用一般过去时的被动语态。
37.events 考查名词的数。event“活动”为可数名词,根据上文提到七天的活动可知,应用其复数形式。
38.Elected 考查过去分词。分析可知,设空处应用非谓语动词作状语,elect和逻辑主语Gaylord Nelson之间为被动关系,应用过去分词。
39.at 考查介词。此处为固定短语at risk“处于危险中”。
40.being inspired 考查动名词。分析可知,此处应用动名词作介词after的宾语,inspire与逻辑主语Nelson之间为被动关系,应用动名词的被动语态being done。
41.who/that 考查定语从句。分析可知,设空处引导限制性定语从句,关系词在从句中充当主语,指人,应用关系代词who或that。
42.a 考查冠词。此处指“一群学生志愿者”,a group of...表示“一群……”。
43.to organize 考查不定式。此处用不定式表目的。
44.awareness 考查名词。分析可知,此处应用名词作raising的宾语,awareness“认识,意识”,抽象概念,不可数。
45.largest 考查形容词最高级。分析句子结构结合定冠词the和空后的in history可知,此处应用所给词的最高级形式,作定语,修饰名词词组volunteer event。
【高频词汇】 1.occur v.发生 2.global adj.全球的
3.convince v.使相信,说服 4.take place发生 5.campus n.校园 6.staff n.全体员工,行政人员 7.effective adj.有效的,起作用的 8.kick off 开始
长难句分析
原句 In 1969, Nelson developed the idea for Earth Day after being inspired by the anti-Vietnam War “teach-ins” that were taking place on college campuses around the United States.
分析 这是一个主从复合句。主句主语为Nelson,谓语动词为developed,宾语为the idea,after...为时间状语;“teach-ins”为先行词,后接了that引导的定语从句。
句意 1969年,纳尔逊在受到美国各地大学校园里进行的反越战争“专题会议”的启发后,提出了关于地球日的想法。
第三部分 写作
第一节
One possible version:
Book exchange on campus
A book-exchange activity was held last Friday afternoon in the playground with the aim of inspiring an interest in reading among students on campus.
More than 1,000 students took part in the activity. We brought our books with us so as to exchange them with others. We also shared ideas about the books and then got the ones we favored.
We believed that we all benefited from the activity and it served as a stage for young people to find their books and meet new friends with the same interest.
第二节
写作指导
故事
要素
Time
after parents adopted “my brother” Henry
Place
at home, at the community theatre
Character
I, Henry, my mom
What
My parents adopted a boy named Henry,which made me upset. However, at the community theatre, Henry helped me.
情节
Period 1
I was unhappy about Henry at home.
Period 2
I did something improper to express my dissatisfaction.
续写
方向
Para. 1
Right then, Henry sensed my embarrassment.
①Henry 如何帮助我走出尴尬的困境?
②我对Henry的看法发生了什么改变?
Para. 2
After the performance, I found Henry and tapped him on the arm gratefully.
①感谢Henry的热心帮助。
②两个人的感情得以升华。
One possible version:
Paragraph 1:
Right then, Henry sensed my embarrassment. He immediately came to my aid. He pulled up my skirt and skillfully tied the drawstring with a beautiful knot. Seeing what Henry did for me, something deep in my mind began to change. It seemed as if my cold heart began to melt slowly and my annoyance at him gradually gave way to guilt. I regretted having treated him as a stranger. While my mind was wandering, our performance time came. It turned out a great success, thunderous applause filling the whole theatre.
Paragraph 2:
After the performance, I found Henry and tapped him on the arm gratefully. “Thanks,” I said with a grateful smile on my face. I had to admit that but for his timely help, I would have been extremely embarrassed. Without his knotting skill, the performance would have been quite different. “KNOT a problem. You are my sister,” he grinned innocently, saying humorously. Surrounded by the cheerful atmosphere, I felt a flood of warmth of a big family. Maybe it wouldn't be so bad to have a new person in my corner of the world after all.
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