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2024浙江省七校教改共同体高三上学期1月联考试题英语含解析
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这是一份2024浙江省七校教改共同体高三上学期1月联考试题英语含解析，文件包含2023学年第一学期浙江省七校教研共同体调研测试英语docx、2023学年第一学期浙江省七校教研共同体调研测试英语答案docx等2份试卷配套教学资源，其中试卷共12页， 欢迎下载使用。
高三英语 参考答案
第一部分 听力
1-5 ABBCA 6-10 CBCCA
11-15 CBBBC 16-20 ABCBB
第二部分 阅读
第一节
A
【语篇理解】本文主要介绍了佛罗伦萨的皮革制造商的历史,包括 PIEROTUCCI、STEFANO BEMER、Scu-la del Cui 和Ⅱ Trchi 四个皮革制造商各自的特色。
21. B 细节理解题。由 The leather factry—PIEROTUCCI部分第2句可知，一个包昂贵的原因在于它是手工制作的。故选B项。
22. D 细节理解题。 由 The leather she stre—STEFANO BEMER部分中的“... is als where apprentices learn their skills”和 The leather schl—Scula del Cui 部分中的“The schl specializes in... and in teaching paying students the secrets f high-quality leather wrking.”可知,在STEFANO BEMER 和Scula del Cui 可以有学习皮革制作的机会。故选D项。
23. C 细节理解题。 由最后一段最后一句可知，在书籍装订商店，Ciulla 可以用皮革和手工纸为你的书籍、期刊和相册做封皮，C项切题。故选C项。
B
【语篇理解】Nicle Latham 虽然患有多发性硬化症,但是身体上的残疾并没有阻挡她乐观生活、勇于奋进。
24. D 细节理解题。 由第2段中的“And at the time,all she thught abut was: stress.”以及第3段第1句“Nicle carried n preparing fr her exams.”可知,第一次发病并没有引起 Nicle Latham 的重视。故选D项。
25. B 推理判断题。 由第 3 段中的“…but n pr-gress was made. Feeling smething might be g-ing wrng... fr further examinatins.”可推知,Nicle Latham 吃了很多药却不见效,感到很担心。故选B项。
26. C 推理判断题。 由第 4 段中的“……she didn’tlet it get in her way... still enjy an active life-style.”以及最后 一段中的“……shw peple theycan live a full...”可推知,人的力量来自坚强的意志。 故选C项。
27. D 主旨大意题。 由全文内容可知, NicleLatham患有多发性硬化症，但她坚强乐观地面对生活的苦难，是生活的勇士，所以D项适合作为文章标题。 故选D项。
C
【语篇理解】数年来肯尼亚察沃国家公园附近的居民深受公园里走失的大象的困扰，人象冲突愈演愈烈。四名肯尼亚少年发明的智能装置能监测大象的走失情况，并通知附近居民和肯尼亚野生生物服务署的相关官员进行及时应对。
28. C 细节理解题。由第1段可知，数年来察沃国家公园附近的居民深受公园里走失的大象的困扰。这些大象走进他们的村庄，伤及村民，破坏财产。故选 C 项。
29. C 推理判断题。Wairimu所说的话具体解释了该装置的工作原理。故选C项。
30. A 细节理解题。 由第4段最后一句可知，该装置能够帮助肯尼亚野生生物服务署打击非法狩猎。故选 A 项。
31. B 推理判断题。 由最后一段中 Nagwala 对该装置的评价可知，他对该装置持肯定态度。故选B项。
D
【语篇理解】作者以自己的亲身经历说明自信的微笑是幸福的微笑，我们应该多对别人微笑甚至大声地笑起来。
32. B 词义推测题。上一句提到也许你情绪低落，但他们真诚友好的微笑确实让你不再眉头紧锁。由此可知，别人的微笑能够使你的消极态度突然平息。故选 B项。
33. A 细节理解题。第2段后3 句提到内啡肽可以被描述为身体的天然止痛药，它也能增强你的自尊心，能够使你感到幸福。故选 A 项。
34. C 推理判断题。第3段第2 句提到在面试中不露出笑容的应聘者很可能不会被录用，因为他们看起来好像在隐瞒什么。由此可知，面试中不爱笑的人看起来会有些不诚实。故选C项。
35. D 推理判断题。最后一段第 2 句的“that sparkf jy in my patient”说明作者是一个医生。故选D项。
第二节
【语篇理解】本文主要介绍的是如何帮助他人培养自信。
36. B 由上文“cnfidence is largely an acquiredskill”可知，自信是可以培养的技能。B 项中的“It”指代上一句中的“cnfidence”;下文又介绍了如何帮助他人培养自信，B项“这是你可以示范和教导其他人的东西”承上启下，符合语境。故选B项。
37. E 由上文“If yu’re trying t imprve smene’scnfidence, be a mdel fr hw they shuld be-have in a cnfident way.”以及下文“Shw themcnfident interpersnal relatins like eye cntact,handshakes, and making small talk.”可知,要提高别人的自信心，首先自己要成为他们的榜样，在交际中要表现出自信。E项“在他们周围和人际交往中表现出自信”承上启下，符合语境。故选E项。
38. F F 项中的“psitive energy”对应上文中的“happy”, “them”对应上文中的“friends, kids rstudents”,因此 F 项“你的积极能量将教会他们庆祝自己的成就”承接上文，符合语境。故选F 项。
39. A 由上文可知，具体的表扬比简单的“你做得好”要好。A 项“告诉对方他们哪里做得很好”正是具体表扬的方式，符合语境。故选 A项。
40. C 下文“If yu d have t make criticisms r cr-rectins”说的是“提出批评”。 C 项“你可能需要指出某人需要改进的地方”与下文衔接紧密，符合语境。 故选C项。
第三部分 语言运用
第一节
【语篇理解】本文作者以自己当老师的经历告诉我们，当老师是非常快乐的。
41. C 由“my first jb”可知,这是作者毕业后的第一份工作。
42. D 空前的“despite”和空后的“my secnd hme”说明对于作者来说Cimbatre是陌生的。
43. D 下一句的“favrite”说明这里是指学生的喜好。
44. C 由文章可知，其他同学讲完后轮到 Tina讲了。
45. C 下一句“All that I culd learn frm her wasthat it was a sweet dish.”说明作者对 Bhli这个菜不是很熟悉。
46. A 正因为作者对 Bhli这个菜不是很熟悉，作者需要 Tina来描述一下。
47. B 因为语言障碍，作者不能问到更多的细节。
48. C Tina来到作者的办公室并且递给作者一个袋子。
49. B Tina特意要自己的母亲为作者准备 Bhli 这种食物。
50. A Tina记得在课堂上发生的事情。
51. D Tina让作者尝尝Bhli这种食物的味道。
52. A 这里是说另外附了一页，专门介绍 Bhli这种食物烹制的方法。
53. C 作者对于 Tina的所作所为感到非常惊讶。
54. A 句意：谁说教书是一件厌烦的事情? 此句和下一句是此篇文章主题的升华，是对文章的总结和概括。
55. B 有像 Tina 这样体贴的学生是一次愉快的经历。
第二节
56. fr 57. which 58. successfully 59. Jining60. became 61. his 62. a 63. painted64. Seeds 65. t enjy
第四部分 写作
第一节
One pssible versin:
Dear David,
Hw are yu getting alng? I am writing t invite yu t participate in the upcming handicraftmaking cntest in ur schl.
The cn test is aimed at enriching students' afterclass activities, arusing individual creative awareness and develping their hand-n abilities. Since yu are interested in designing and making small crafts in yur spare time, it is a gd pprtunity t shw yur talent. Remember t submit yur artwrk t theStudents’ Unin befre September 20th and there will be an exhibitin fr award-winning wrks in Octber.
If yu need mre infrmatin, lg n t the schl website.
Yurs,
Li Hua
第二节
One pssible versin:
Nan was frightened, t, but she did nt scream. She remembered that sand wuld put ut fire. Nan pushed Sally dwn n the beach and piled sand n her burning dress. Sally wanted t run tMther, but Nan said, “N, n, Sally! If yu run,the fire will burn faster.”She piled n mre and mre sand until her sister was almst cvered.
Mther heard Sally scream and came running back. When she gt there, Nan had put ut the fire inSally's dress. Thugh Sally was nt hurt at all, she cried because the fire had burned a big hle in her new dress. Mther kissed her and said, “Dn't cry abut the dress, dear. I'll make yu a new ne. I'm glad my girls are safe. Nw put n yur shes and stckings, and we will cver the fire with sand. But be careful t keep yur dresses away frm the flames.” Then they put ut the fire with sand and left the beach.
附：听力原文
Text 1
M: D yu like this shirt?
W: Yes, I d. I like blue.
Text 2
M: Are yu a farmer?
W: N, but I wrk utdrs. I'm a gardener. I like t wrk in my garden.
Text 3
M: Gd mrning. I want t buy a train ticket tBaltimre. What time is the train?
W: There is a train at 4:15.
Text 4
W: Hell. I want t buy sme tickets t the cncert.
M: Hw many d yu want?
W: Tw, please.
Text 5
W: D yu want Alan?
M: N, I dn't want him. I wanted him t turn ff the music. I'm wrking. I'm writing. I didn't want that music.
Text 6
W: Daddy, can we g t the mvies tday?
M: I dn't knw. I want t write this stry tday. Idn't like t g n Saturday. Can we g tmrrw?
W: N, I can't. I want t g t Jennifer's huse tmrrw.
M: I dn't like t stp my wrk. Can yur mther take yu?
W: I didn't ask.
M: Please ask her.
W: I dn't want t ask nw. She's making lunch.
M: Nw? I dn't want t eat nw. I dn't want t stp writing. Please tell her.
W: OK.
Text 7
W: What happened?
M: I brke my leg.
W: In a ftball game?
M: N, in an accident. I fell ut f a tree.
W: A tree?!
M: It's funny then. But it isn't funny nw. I was playing with my children. I wanted t get a ball in the tree. I went up the tree. And the limb brke. I brke my leg in three places.
W: And n mre ftball.
M: That's right. I wanted t play, but my wife didn't want me t play. My leg wasn't gd.
Text 8
M: Hell. I'm Martin Learner. I'm a reprter fr theVice f America.
W: Gd mrning. I'm Elizabeth Gnzalez.
M: I'm writing a stry abut museums in the UnitedStates.
W: Hw may I help yu?
M: First, I want t see the museum. Then I want t ask sme questins. What d yu d?
W: I'm the directr f the museum. I direct all f the wrk in the museum. What d yu want t see first?
M: I like t write abut peple.
W: Then yu must see the American rms. Cme.I'll shw yu the way. First, g upstairs. Then g straight ahead. Turn left in the secnd rm.
Text 9
W: Hi, Ray, lng time n see.
M: Yeah, lng time n cntact. It has been like a whle mnth!
W: I have been busy shpping fr new bts. And f curse ding all the hmewrk in PrfessrParsns’ class. There is a lt mre hmewrk here in America than in China.
M: Yu can say that again! But less hurs in class.Well, later!
W: Wait up. Pardn me, Ray, can yu give me a hand with my cmputer?
M: I dn't knw. I am very busy.
W: But I heard yu were the best cmputer techie n campus. They say yu will be the next BillGates! Can yu help me fix it while nline?
M: What's wrng with yur machine?
W: The hard drive keeps crashing.
Text 10
Big wheel is anther way t describe an impr-tant persn. A big wheel may be the head f a cmpany, a plitical leader, a famus mvie star. They are big wheels because they are pwerful. What they d affects many peple. Big wheels give the rders.Other peple carry them ut. As in many machines, a big wheel makes the little wheels turn.
Big wheel became a ppular expressin afterWrld War Ⅱ. It prbably came frm an expressin used fr many years by peple wh fixed parts f cars and trucks. They said a persn“rlled a big wheel”if he was imprtant and had influence.
The tp f smething is the highest part. S it is nt surprising that tp is part f anther expressin that describes an imprtant persn. The expressin is tp banana. A tp banana is the leading persn in a cmedy shw. The funniest cmedian is called the tp banana. The next is secnd banana. And s n.
高三英语 参考答案
第一部分 听力
1-5 ABBCA 6-10 CBCCA
11-15 CBBBC 16-20 ABCBB
第二部分 阅读
第一节
A
【语篇理解】本文主要介绍了佛罗伦萨的皮革制造商的历史,包括 PIEROTUCCI、STEFANO BEMER、Scu-la del Cui 和Ⅱ Trchi 四个皮革制造商各自的特色。
21. B 细节理解题。由 The leather factry—PIEROTUCCI部分第2句可知，一个包昂贵的原因在于它是手工制作的。故选B项。
22. D 细节理解题。 由 The leather she stre—STEFANO BEMER部分中的“... is als where apprentices learn their skills”和 The leather schl—Scula del Cui 部分中的“The schl specializes in... and in teaching paying students the secrets f high-quality leather wrking.”可知,在STEFANO BEMER 和Scula del Cui 可以有学习皮革制作的机会。故选D项。
23. C 细节理解题。 由最后一段最后一句可知，在书籍装订商店，Ciulla 可以用皮革和手工纸为你的书籍、期刊和相册做封皮，C项切题。故选C项。
B
【语篇理解】Nicle Latham 虽然患有多发性硬化症,但是身体上的残疾并没有阻挡她乐观生活、勇于奋进。
24. D 细节理解题。 由第2段中的“And at the time,all she thught abut was: stress.”以及第3段第1句“Nicle carried n preparing fr her exams.”可知,第一次发病并没有引起 Nicle Latham 的重视。故选D项。
25. B 推理判断题。 由第 3 段中的“…but n pr-gress was made. Feeling smething might be g-ing wrng... fr further examinatins.”可推知,Nicle Latham 吃了很多药却不见效,感到很担心。故选B项。
26. C 推理判断题。 由第 4 段中的“……she didn’tlet it get in her way... still enjy an active life-style.”以及最后 一段中的“……shw peple theycan live a full...”可推知,人的力量来自坚强的意志。 故选C项。
27. D 主旨大意题。 由全文内容可知, NicleLatham患有多发性硬化症，但她坚强乐观地面对生活的苦难，是生活的勇士，所以D项适合作为文章标题。 故选D项。
C
【语篇理解】数年来肯尼亚察沃国家公园附近的居民深受公园里走失的大象的困扰，人象冲突愈演愈烈。四名肯尼亚少年发明的智能装置能监测大象的走失情况，并通知附近居民和肯尼亚野生生物服务署的相关官员进行及时应对。
28. C 细节理解题。由第1段可知，数年来察沃国家公园附近的居民深受公园里走失的大象的困扰。这些大象走进他们的村庄，伤及村民，破坏财产。故选 C 项。
29. C 推理判断题。Wairimu所说的话具体解释了该装置的工作原理。故选C项。
30. A 细节理解题。 由第4段最后一句可知，该装置能够帮助肯尼亚野生生物服务署打击非法狩猎。故选 A 项。
31. B 推理判断题。 由最后一段中 Nagwala 对该装置的评价可知，他对该装置持肯定态度。故选B项。
D
【语篇理解】作者以自己的亲身经历说明自信的微笑是幸福的微笑，我们应该多对别人微笑甚至大声地笑起来。
32. B 词义推测题。上一句提到也许你情绪低落，但他们真诚友好的微笑确实让你不再眉头紧锁。由此可知，别人的微笑能够使你的消极态度突然平息。故选 B项。
33. A 细节理解题。第2段后3 句提到内啡肽可以被描述为身体的天然止痛药，它也能增强你的自尊心，能够使你感到幸福。故选 A 项。
34. C 推理判断题。第3段第2 句提到在面试中不露出笑容的应聘者很可能不会被录用，因为他们看起来好像在隐瞒什么。由此可知，面试中不爱笑的人看起来会有些不诚实。故选C项。
35. D 推理判断题。最后一段第 2 句的“that sparkf jy in my patient”说明作者是一个医生。故选D项。
第二节
【语篇理解】本文主要介绍的是如何帮助他人培养自信。
36. B 由上文“cnfidence is largely an acquiredskill”可知，自信是可以培养的技能。B 项中的“It”指代上一句中的“cnfidence”;下文又介绍了如何帮助他人培养自信，B项“这是你可以示范和教导其他人的东西”承上启下，符合语境。故选B项。
37. E 由上文“If yu’re trying t imprve smene’scnfidence, be a mdel fr hw they shuld be-have in a cnfident way.”以及下文“Shw themcnfident interpersnal relatins like eye cntact,handshakes, and making small talk.”可知,要提高别人的自信心，首先自己要成为他们的榜样，在交际中要表现出自信。E项“在他们周围和人际交往中表现出自信”承上启下，符合语境。故选E项。
38. F F 项中的“psitive energy”对应上文中的“happy”, “them”对应上文中的“friends, kids rstudents”,因此 F 项“你的积极能量将教会他们庆祝自己的成就”承接上文，符合语境。故选F 项。
39. A 由上文可知，具体的表扬比简单的“你做得好”要好。A 项“告诉对方他们哪里做得很好”正是具体表扬的方式，符合语境。故选 A项。
40. C 下文“If yu d have t make criticisms r cr-rectins”说的是“提出批评”。 C 项“你可能需要指出某人需要改进的地方”与下文衔接紧密，符合语境。 故选C项。
第三部分 语言运用
第一节
【语篇理解】本文作者以自己当老师的经历告诉我们，当老师是非常快乐的。
41. C 由“my first jb”可知,这是作者毕业后的第一份工作。
42. D 空前的“despite”和空后的“my secnd hme”说明对于作者来说Cimbatre是陌生的。
43. D 下一句的“favrite”说明这里是指学生的喜好。
44. C 由文章可知，其他同学讲完后轮到 Tina讲了。
45. C 下一句“All that I culd learn frm her wasthat it was a sweet dish.”说明作者对 Bhli这个菜不是很熟悉。
46. A 正因为作者对 Bhli这个菜不是很熟悉，作者需要 Tina来描述一下。
47. B 因为语言障碍，作者不能问到更多的细节。
48. C Tina来到作者的办公室并且递给作者一个袋子。
49. B Tina特意要自己的母亲为作者准备 Bhli 这种食物。
50. A Tina记得在课堂上发生的事情。
51. D Tina让作者尝尝Bhli这种食物的味道。
52. A 这里是说另外附了一页，专门介绍 Bhli这种食物烹制的方法。
53. C 作者对于 Tina的所作所为感到非常惊讶。
54. A 句意：谁说教书是一件厌烦的事情? 此句和下一句是此篇文章主题的升华，是对文章的总结和概括。
55. B 有像 Tina 这样体贴的学生是一次愉快的经历。
第二节
56. fr 57. which 58. successfully 59. Jining60. became 61. his 62. a 63. painted64. Seeds 65. t enjy
第四部分 写作
第一节
One pssible versin:
Dear David,
Hw are yu getting alng? I am writing t invite yu t participate in the upcming handicraftmaking cntest in ur schl.
The cn test is aimed at enriching students' afterclass activities, arusing individual creative awareness and develping their hand-n abilities. Since yu are interested in designing and making small crafts in yur spare time, it is a gd pprtunity t shw yur talent. Remember t submit yur artwrk t theStudents’ Unin befre September 20th and there will be an exhibitin fr award-winning wrks in Octber.
If yu need mre infrmatin, lg n t the schl website.
Yurs,
Li Hua
第二节
One pssible versin:
Nan was frightened, t, but she did nt scream. She remembered that sand wuld put ut fire. Nan pushed Sally dwn n the beach and piled sand n her burning dress. Sally wanted t run tMther, but Nan said, “N, n, Sally! If yu run,the fire will burn faster.”She piled n mre and mre sand until her sister was almst cvered.
Mther heard Sally scream and came running back. When she gt there, Nan had put ut the fire inSally's dress. Thugh Sally was nt hurt at all, she cried because the fire had burned a big hle in her new dress. Mther kissed her and said, “Dn't cry abut the dress, dear. I'll make yu a new ne. I'm glad my girls are safe. Nw put n yur shes and stckings, and we will cver the fire with sand. But be careful t keep yur dresses away frm the flames.” Then they put ut the fire with sand and left the beach.
附：听力原文
Text 1
M: D yu like this shirt?
W: Yes, I d. I like blue.
Text 2
M: Are yu a farmer?
W: N, but I wrk utdrs. I'm a gardener. I like t wrk in my garden.
Text 3
M: Gd mrning. I want t buy a train ticket tBaltimre. What time is the train?
W: There is a train at 4:15.
Text 4
W: Hell. I want t buy sme tickets t the cncert.
M: Hw many d yu want?
W: Tw, please.
Text 5
W: D yu want Alan?
M: N, I dn't want him. I wanted him t turn ff the music. I'm wrking. I'm writing. I didn't want that music.
Text 6
W: Daddy, can we g t the mvies tday?
M: I dn't knw. I want t write this stry tday. Idn't like t g n Saturday. Can we g tmrrw?
W: N, I can't. I want t g t Jennifer's huse tmrrw.
M: I dn't like t stp my wrk. Can yur mther take yu?
W: I didn't ask.
M: Please ask her.
W: I dn't want t ask nw. She's making lunch.
M: Nw? I dn't want t eat nw. I dn't want t stp writing. Please tell her.
W: OK.
Text 7
W: What happened?
M: I brke my leg.
W: In a ftball game?
M: N, in an accident. I fell ut f a tree.
W: A tree?!
M: It's funny then. But it isn't funny nw. I was playing with my children. I wanted t get a ball in the tree. I went up the tree. And the limb brke. I brke my leg in three places.
W: And n mre ftball.
M: That's right. I wanted t play, but my wife didn't want me t play. My leg wasn't gd.
Text 8
M: Hell. I'm Martin Learner. I'm a reprter fr theVice f America.
W: Gd mrning. I'm Elizabeth Gnzalez.
M: I'm writing a stry abut museums in the UnitedStates.
W: Hw may I help yu?
M: First, I want t see the museum. Then I want t ask sme questins. What d yu d?
W: I'm the directr f the museum. I direct all f the wrk in the museum. What d yu want t see first?
M: I like t write abut peple.
W: Then yu must see the American rms. Cme.I'll shw yu the way. First, g upstairs. Then g straight ahead. Turn left in the secnd rm.
Text 9
W: Hi, Ray, lng time n see.
M: Yeah, lng time n cntact. It has been like a whle mnth!
W: I have been busy shpping fr new bts. And f curse ding all the hmewrk in PrfessrParsns’ class. There is a lt mre hmewrk here in America than in China.
M: Yu can say that again! But less hurs in class.Well, later!
W: Wait up. Pardn me, Ray, can yu give me a hand with my cmputer?
M: I dn't knw. I am very busy.
W: But I heard yu were the best cmputer techie n campus. They say yu will be the next BillGates! Can yu help me fix it while nline?
M: What's wrng with yur machine?
W: The hard drive keeps crashing.
Text 10
Big wheel is anther way t describe an impr-tant persn. A big wheel may be the head f a cmpany, a plitical leader, a famus mvie star. They are big wheels because they are pwerful. What they d affects many peple. Big wheels give the rders.Other peple carry them ut. As in many machines, a big wheel makes the little wheels turn.
Big wheel became a ppular expressin afterWrld War Ⅱ. It prbably came frm an expressin used fr many years by peple wh fixed parts f cars and trucks. They said a persn“rlled a big wheel”if he was imprtant and had influence.
The tp f smething is the highest part. S it is nt surprising that tp is part f anther expressin that describes an imprtant persn. The expressin is tp banana. A tp banana is the leading persn in a cmedy shw. The funniest cmedian is called the tp banana. The next is secnd banana. And s n.
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