2021届宝山区高三英语一模练习题

这是一份2021届宝山区高三英语一模练习题，共14页。试卷主要包含了 A，Rename it，Add sme actin等内容，欢迎下载使用。
（本试卷满分 140 分，考试时间 120 分钟）
Listening Cmprehensin Sectin A
Directins: In Sectin A, yu will hear ten shrt cnversatins between tw speakers. At the end f each cnversatin, a questin will be asked abut what was said. The cnversatins and the questins will be spken nly nce. After yu hear a cnversatin and the questin abut it, read the fur pssible answers n yur paper, and decide which ne is the best answer t the questin yu have heard.
A. Bargaining with a salesgirl.B. Shpping with his girl.
C. Prmting a new prduct.D. Chsing a nvel fr his child.
A. Its facilities.B. Its lcatin.C. Its cmfrt.D. Its price.
A. Fashinable pants in bright clrs.B. Smething t match her brwn pants.
C. Grey pants made frm pure cttn.D. 100% cttn pants in dark blue.
A. Listening t sme lud music.B. Practicing fr a speech cntest.
C. Preparing fr an ral examinatin.D. Talking ludly n the telephne.
A. The man needn’t g hpping every week.
She can pick the man up at the grcery stre.
She will drive the man t the supermarket.
The man shuld buy a car f his wn.
A. The teacher is just fllwing the regulatins.
The wman shuld have gne n the field trip.
He has gne thrugh a similar experience.
He understands the wman’s feelings.
A. Have smene repair the refrigeratr.B. Switch ff the refrigeratr fr a while.
C. Ask the man t fix the refrigeratr.D. Buy a refrigeratr f better quality.
A. She stayed away frm wrk fr a few days.
She is black and blue all ver.
She gt hurt in an accident yesterday.
She has t g t see a dctr.
A. Her brther can help the man find a cheaper htel.
The man can stay in her brther’s apartment.
The man shuld have bked a less expensive htel.
Her brther can find an apartment fr the man.
10. A. She is currently caught in a traffic jam.B. She wants t take the mst direct way.
C. She may be late fr the ftball game.D. She is wrried abut missing her flight.
Sectin B
Directins: In Sectin B, yu will hear tw shrt passages and ne lnger cnversatin, and yu will be asked several questins n each f the passages and the cnversatin. The passages and the cnversatin will be read twice, but the questins will be spken nly nce. When yu hear a questin, read the fur pssible answers n yur paper and decide which ne wuld be the best answer t the questin yu have heard.
Questins 11 thrugh 13 are based n the fllwing passage.
A. The mukbanger was a little funny.B. It was a true crime stry.
C. The girl in the stry culdn’t age.D. The authr was curius abut it.
A. Eating with lts f peple is cmmn.B. There is smething scial and cmfrting.
C. It’s a way t have smene t chat with.D. Cnnecting with thers when they’re ut.
A. The way peple eat fd isn’t healthy generally.
The audience’s stmachs can’t agree with the fd.
Mukbang can’t help settle serius eating prblems.
Peple culd be encuraged t eat alne at hme.
Questins 14 thrugh 16 are based n the fllwing passage.
A. Yu helped thers cut hair.B. Yu had yur hair cut.
C. Smene else did the cutting.D. Yu cut yur hair yurself.
A. Put ff the light.B. Clse the light.
C. Turn ff the light.D. G ff the light.
A. Learning English can be tricky.B. Phrases are cnfusing fr English learners.
C. The meaning f “have my hair cut”.D. The meaning f “turn ff the lights”.
Questins 17 thrugh 20 are based n the fllwing cnversatin.
A. What the man plans t give Judy.B. Hw hard t buy birthday gifts.
C. When t chse the birthday gifts.D. Where t buy birthday gifts.
A. Say “I care fr yu” t Judy.B. Just give her $100.
C. Give her a gift card.D. Try t buy a real gift Judy likes.
A. $100.B.A real gift.C. A gift card.D. Perfume.
A. The wman is a shp assistant.B. Judy is the man’s girlfriend.
C. The man will give Judy $100.D. The tw speakers agree with each ther.
Grammar and Vcabulary Sectin A
Directins: After reading the passage belw, fill in the blanks t make the passage cherent and grammatically crrect. Fr the blanks with a given wrd, fill in each blank with the prper frm f the given wrd; fr the ther blanks, use ne wrd that best fits each blank.
SOS message n the sand saves missing sailrs
Micrnesia is an area f the western Pacific Ocean with mre than 600 islands, (21)________ cvers a huge area f cean nrth f the large island f New Guinea.
Recently, three Micrnesian sailrs set ut t sail 42 km frm ne Micrnesian island t anther. Unfrtunately, they gt (22)________ (lse), and then they ran ut f fuel. After a lng time drifting withut pwer in the cean, they landed n the tiny island f Pikelt, mre than 100 km frm their destinatin.
Pikelt is just 450 meters lng and 280 meters wide. The highest pint n Pikelt is nly fur meters abve the sea. N peple live there, and there is n water. The little island (23)________ (cver) in trees and has sandy beaches.
Three days after the three sailrs set ut n their vyage, they did nt arrive at their destinatin, s ships and aircraft in the area began lking fr the (24)________ (miss) men. But it was almst impssible t decide where (25)________ (lk) because there are s many small islands and the cean is s large. One f the ships was the Australian navy ship HMAS Canberra, which (26)________ (sail) frm Australia t Hawaii and had a helicpter n bard.
During this time, the three sailrs decided t write (27)________ message n the beach n their tiny island. They wrte a huge SOS in the sand. SOS is an internatinal signal that peple use (28)________ they need help. Luckily, peple n an American aircraft saw the SOS message in the sand and cntacted the Canberra. A helicpter (29) ________ the ship landed n the beach and gave the men fd and water. Sn after, a Micrnesian bat arrived and rescued the three sailrs. They are very lucky t be alive, and it was the SOS message in the sand (30)________ saved them.
Sectin B
Directins: Fill in each blank with a prper wrd chsen frm the bx. Each wrd can be used nly nce. Nte that there is ne wrd mre than yu need.
Dn't abandn the written Wrd
Way back in 2012, Kyle Wiens. CEO f IFIX wrte in a blg pst fr Harvard Business Review that he wuldn't hire anyne wh used pr grammar. In fact, he ____31____ all applicants t take a grammar test befre mving frward.
Accrding t Wiens, he’s fund that peple wh make fewer mistakes n a grammar test als make fewer mistakes when they are ding smething ____32____ unrelated t writing ― like stcking shelves r labeling parts. What's mre, he believes that grammar skills indicate several ther valuable ____33____, including learning ability, prfessinal credibility (信用) and attentin t detail. Anther CEO named Brad Hver nted that gd grammar is a predictr f prfessinal success.
Hnestly ask yurself whether yu'd hire smene with a prly written resume. Will this persn be able t deliver n yur business plan? Hw ____34____ will they be able t cmmunicate yur gals and expectatins? Hw likely is it that they will be able t successfully ____35____ with thers and build yur brand? In shrt, if yu want t succeed ― as a bss r an emplyee ― gd grammar is ____36____.
“Great leaders can understand hw t use it well in cntext,” wrte Kevin Daum in an Inc.cm article. As a leader, yu must be able t manage, rganize, ____37____ and supprt yur team. Strng cmmunicatin skill bth written and verbal, allw yu t accmplish that. If yu sent an emplyee prly written instructins, hw prbable is it that yu'll bth be ____38____ in the utcme and each ther?
Writing, specifically by hand has numerus ____39____ fr yur health and well-being. Researchers have als fund that handwriting, in particular the frming f letters, is the key t nt nly ____40____ yur memry but als frming new ideas and learning. In fact, if yu want t slw dwn mental aging, writing by hand is yur best bet because it frces yu t use mre f yur mtr skills.
Reading Cmprehensin
Sectin A
Directins: Fr each blank in the fllwing passage there are fur wrds r phrases marked A, B, C and D. Fill in each blank with the wrd r phrase that best fits the cntext.
A study frm Switzerland’s Université de Genève(UNIGE) lked t answer the questin f which came first: a decrease in physical activity r cgnitive (认知的) decline?
“Interrelatinships have been ____ 41____ between these tw factrs, particularly in terms f memry but als regarding the grwth and survival f new neurns (神经元).” said Bris Cheval, a researcher at UNIGE’S Swiss Centre fr Affective Sciences (CISA) in a press release. “But we have never yet ____42____ tested which cmes first: Des physical activity prevent a decline in cgnitive skills r ____43____ ? That’s what we wanted t ____44____ .”
Earlier studies have cnsidered that physical activity ____45____ cgnitive decline. But accrding t Cheval, recent studies may ____46____ that past research has “nly tld half the stry… since thse recent studies demnstrate that ur brain is ____47____ when it cmes t engaging in physical activity.”
Researchers at UNIGE tested the tw pssible ____48____ by using data frm the Survey f Health, Aging and Retirement in Eurpe, a sciecnmic database cvering mre than 25 cuntries acrss the cntinent.
Over the curse f 12 years, 105, 206 adults ____49____ in age frm 50 t g were tested every tw years n their cgnitive abilities and their physical activity.
Researchers ____50____ cgnitive abilities with a verbal fluency test that saw participants name as many animals as they culd in 60 secnds. They als tested cgnitive abilities with a ____51____ test where they memrized 10 wrds befre reciting them. Physical activity was measured using a scale frm 1 t 4. A 1 indicated participants “never” ____52____ physical activity while a 4 meant they were physically ____53____ “mre than nce a week”.
The study fund that the ____54____ f what past studies cncluded was true ― cgnitive abilities mstly influence physical activity, nt the ther way arund.
“This study backs up ur thery that the brain has t make a real effrt t get ut f a sitting lifestyle and that by ____55____ cgnitive capabilities, physical activity will fllw,” Cheval said.
Sectin B
Directins: Read the fllwing three passages. Each passage is fllwed by several questins r unfinished statements. Fr each f them there are fur chices marked A, B, C and D. Chse the ne that fits best accrding t the infrmatin given in the passage yu have just read.
(A)
“Runners, t yur mark, Get set…” Bang! And I was ff, alng with a bunch f ther teenage crss-cuntry runners frm high schls acrss the cunty. The day was like any ther fair-weather autumn day in Maryland. But the race that day felt unique frm the get-g. Fr ne thing, I liked the curse. It was my team’s hme curse, ne I was used t running during practices. It tk runners alng an area f land that included pen fields, hills and even winding dirt paths thrugh a small frest. It was a beautiful 5-kilmeter curse. This particular race was ur team’s invite, and I was prud t be sharing the curse with cmpetitrs frm ther schls. It als meant a lt―mre than nrmal that my parents were there t cheer me n.
With s much t expect that day, I was ready t run! And I didn’t want t be stuck with the pack f ther runners, as is typical at the beginning f mst crss-cuntry races. S when the gun sunded, I tk ff running, leaving everyne else in the dust.
The first part f ur curse fllwed the utside edge f a large pen field befre disappearing int the frest. Within secnds f the start, I was far ahead f everyne, and all f the fans culd see it. It felt magnificent.
But that feeling didn’t last lng. Little did I knw my cach was laughing t himself, thinking, “Gabe is dne fr!” And I was. My bdy was telling me t slw dwn. My pride, hwever, said “N! Nt until yu’re ut f sight f the spectatrs!” I was in agny, but I kept up my pace until I reached the frest. Once in amng the trees. I slwed way dwn.
I enjyed mst races, even while pushing myself, but this ne was nt enjyable in the least. I finished the race, but in nwhere near the time I culd have if I’d paced myself well frm the beginning. Every time I reflect n that crss-cuntry seasn, I’m reminded f smething: Pride is n substitute fr pace.
What is special t the authr abut the race?
A. The weather cnditin was gd fr runners.
B. He was familiar with the hme curse.
C. He tk pride in cmpetitrs frm ther schls.
D. His parents came t supprt him as usual.
The underlined wrd “agny” (paragraph 4) mst prbably means .
A. sufferingB. cmfrtC. reliefD. cntest
What result f the race can be cncluded abut the authr frm the passage?
A. He left everyne behind and tk the first place.
B. He tk the lead first and disappeared amng trees.
C. He wn the race under the pressure f his cach.
D. He finished the race but failed t reach his recrd.
What’s the authr’s reflectin n the race?
A. It is parents’ encuragement that leads t the result.
B. It’s a pleasure t live up t yur fans’ expectatins.
C. It’s imprtant t pace yurself with n pride.
D. It is his cach wh encurages him t finish the race.
(B)
Ever lk at yur t-d list and want t run and hide? Me t. But life is mre than wrking hard t finish tasks, cllapsing int bed, judging the past 24 hurs and ur success by hw much we've managed t tick ff.
S here’s hw t get stuff dne and enjy yurself at the same time.
1.Rename it
My friend Jim Kwik says, “Call yur ‘gt-t-d’ list yur ‘get- t-d’ list.” It’s a tiny change but a majr shift.
Think abut it. Yu get t walk yur dg, chse wnderful dinner ingredients and g t a jb each day that affrds yu the life yu have
2.Add sme actin
Instead f writing plain reminders dwn as memry urges, like “Dentist” and “Reprt,” add sme verbs and result-based benefits, like “Bk dentist and get teeth sparkly white!” r “Cmplete reprt and let ut yur breath.” Imagine the gd feeling attached t each agenda item and let it fuel yu.
3. Trust there’s time
Have yu ever nticed when yu’re in a rush, yu make mistakes? Like when yu’re late fr wrk: Yu can’t find yur jeans, yu hurt yur te n the bed by accident and yu misplace yur phne as yu head dwn the elevatr.
When we perate frm a place f calm, stuff happens faster. We find what we need. We dn’t burn the tast.
It can be as simple as sitting up in bed, taking ten deep breaths when yu wake up and setting
a simple intentin fr the day (nt reaching straight fr Instagram and email).
4.Ask yurself this
Hw are yu spending yur days, yur life? Are yu having enugh fun? Can yur gt-t-d
list be a get-t-d list with sme gd mds dancing n the page and an air f “I gt time!” attached t it? Yes, it prbably can. Nw, what’s first?
Which f the fllwing des the authr agree with abut “yur t-d list”?
A. Chse wnderful dinner ingredients and g t a jb each day.
B. Change “Dentist” int“Bk dentist and get teeth sparkly white!”
C. Remind yurself yu have plenty f time t deal with daily rutines.
D. Keep asking yurself questins with the air f “I gt time!”
It can be cncluded that the key t getting stuff dne and enjying yurself at the same time is __________.
A. qualities
B. benefitsC. netwrk
D. cmpletely
E. disappinted
F. imprving
G. mtivateH. required
I. effectively
J. essential
K. surveyed
41. A. neglected
B. prevented
C. cnfused
D. established
42. A. frmally
B. separately
C. individually
D. casually
43. A. at times
B. vice versa
C. by chance
D. in part
44. A. release
B. admit
C. cnfirm
D. ppse
45. A. prevents
B. encurages
C. influences
D. reduces
46. A. mislead
B. cntradict
C. ignre
D. indicate
47. A. abandned
B. invlved
C. entertained
D. prcessed
48. A. factrs
B. elements
C. ptins
D. subjects
49. A. ranging
B. judging
C. expanding
D. varying
50. A. balanced
B. restricted
C. surveyed
D. measured
51. A. bservatin
B. reflectin
C. memry
D. imitatin
52. A. cncerned abut
B. engaged in
C. std fr
D. gave up
53. A. mtinless
B. casual
C. active
D. passive
54. A. cnsequence
B. similarity
C. difference
D. ppsite
55. A. wrking n
B. reflecting ver
C. crssing ut
D. putting ff
A. a state f mind
B. a get-t-d list.
C. a memry urge
D. a place f calm
What’s the writing purpse f this passage?
A. T find ut what t d first every day.
B. T imagine the gd feeling f tasks.
C. T explain the imprtance f lifestyle.
D. T discver hw t enjy daily life.
(C)
Upn reflectin f the ideal scial mral cde, within ne sentence, it wuld be: be cnstructive, nt destructive. Thugh “be cnstructive, nt destructive” sunds sensible, there are many nuances (slight differences). Smetimes it is difficult t determine if an act is exactly cnstructive r destructive.
We can decide if smething is cnstructive r destructive based n degree, fr instance. Say yur preschl sn is acting up and brke a glass vase, even after yu tld him t stp grabbing and playing with it several times. Yu get a thught in yur mind t spank him t give a punishment fr his naughty actin. Hwever, yu start t feel cnfused abut whether this wuld be cnstructive r destructive. It might shw him that nt listening t yu and breaking things is nt welcme, but n the ther hand, spanking him is an act f aggressin that will hurt him physically and perhaps teach him t use frce in situatins later in life. There is n exact wrng r right in these mments. Hwever, thrugh yur wn reasning, yu can decide t what degree it wuld be beneficial r harmful t him and the situatin at hand. Persnally, I wuld nt spank my sn, as I think it des mre destructin than cnstructin. But, that is just me.
Anther nuance t cnsider is the definitin we give t cnstructin and destructin. Fr example, fr sme peple, cnstructin can never invlve vilence, while fr thers, it culd even be an essential part. Take the example f ging back in time and killing Hitler. Killing smene is definitely termed a destructive act. Hwever, in light f the circumstances, I wuld assume that the majrity f peple wuld agree that killing Hitler at the height f his pwer if they had the chance wuld be seen as a cnstructive, thus psitive act. Therefre, ur definitins ften determine ur values and hw we behave upn thse principles.
Additinally, cnstructin and destructin can be filtered thrugh a sciplitical lens. Cnstructin can be seen as gd t sme, and bad t thers. Take fr instance creating new hmes in a frested area. Yes, hmes fr humans are made, but als the habitat fr cuntless animals is being destryed, r at least altered t an extreme. Cnstructin, if it is true, it shuld be beneficial t all parties included. That is a tall rder, thugh. Every step we take kills bacteria and ther micrrganisms—and perhaps plants, insects, and wh knws what else. Destructin can be seen as a part f each mment. Plus, what a majrity might regard as a cnstructive might be seen as destructive t a minrity. Is there a way t determine which side is crrect? It is almst impssible. Being in the majrity in terms f a mral utlk des nt mean it is crrect, r mre apprpriate. There have been many instances in histry when acts were regarded as cnstructive, but were later seen as destructive with a mdern lens.
Thugh I cnsider “Be cnstructive, nt destructive” the mst slid ne-sentence scial mral cde, it is nt withut its nuances and prblems. Fr instance, the degree t which we cnsider smething cnstructive r destructive, definitins f being cnstructive and destructive, and cnstructin and destructin seen thrugh a sciplitical lens are all nuances. These differences cnsist f the cnfusin that this ideal scial mral cde causes. Hwever, I cannt imagine a better cde than the ne stated in this essay in terms f living ne’s life in a scial cntext.
Frm the authr’s view whether t punish a kid’s wrng ding r nt depends n what extent .
A. it wuld bring him benefits r harms
B. he wuld mdify his destructive behavir
C. his act is cnstructive r destructive
D. his destructive result might bring abut
The authr mentins the example f killing Hitler t shw that .
A. killing smene is definitely termed a destructive act
B. the majrity f peple wuld agree t kill Hitler
C. killing Hitler is seen as a cnstructive and psitive act
D. definitins f scial cde decide ur values and principles
What des the underlined sentence (paragraph 4) imply?
A. Cnstructin and destructin can advance scial develpments.
B. Cnstructin can be seen as gd t sme, and bad t thers.
C. What a majrity might regard as a cnstructive might be seen as destructive.
D. Being in the majrity in terms f a mral utlk des nt mean it is crrect.
Which f the fllwing is the best title f the passage?
A. Wrng r Right f Scial Mral Cde
B. Judgment f Cnstructin r Destructin
C. Ideal Scial Mral Cde
D. Hw t Live One’s Life in a Scial Cntext
Sectin C
Directins: Read the fllwing passages. Fill in each blank with a prper sentence given in the bx. Each sentence can be used nly nce. Nte that there are tw mre sentences than yu need.
Last.fm allws users t listen t music fr free, as well as buy tracks.
The website Last.fm is a cnvenient and useful resurce fr music lvers.
There are plenty f websites that allw music lvers t stay in tuch with the news relating t their hbby.
If yu want t use Last.fm fr cmmunicatin, yu might find that traditinal scial netwrks are mre suitable fr this purpse
This website is f great benefit fr music enthusiasts.
This technlgy is cnvenient and definitely helpful fr music lvers.
A Useful Tl fr Music Lvers
With the develpment and expansin f the Internet, many hbbies and interests f mdern peple have gained a new dimensin. The Internet allws enthusiasts t unite t share their excitement abut trends, t cmmunicate and share experiences. Specialized websites prvide users with even mre infrmatin abut their subjects f interest and help discver new bundaries f their passins. This refers t mvies, arts, mdeling, prgramming, literature, and music as well. One can hardly find a persn wh wuld nt be listening t music n the way t wrk, at hme, r elsewhere. (67) ___________________.
One such website is Last.fm: a mix f a scial netwrk and an Internet-radi that tracks dwn the music its users listen t. (68) ___________________. Besides, it has a number f advantages cmpared t ther surces prviding similar services. The design f Last.fm gives a welcming impressin, thugh sme might find it t simple. The site is displayed in red tnes, with the pssibility f switching it t a black skin and, despite the quantity f infrmatin, is easy t understand and navigate. Users can als decrate their prfiles with pictures f themselves, all kinds f badges, diagrams, tag cluds, and statistics relating t music.
The availability f multiple functins als speaks in favr f Last.fm. One f its significant advantages ver many ther musical websites is the functin f scrbbling (歌曲记录), which means tracking dwn the music ne had been listening t. (69) ___________________. With its aid, Last.fm searches fr peple with similar musical preferences and shws ne a list f thse whse interests match t sme extent. These peple are called neighbrs and the idea is that they can get familiar with the fans f their favrite kind f music and, mst likely, make new friends. The infrmatin abut upcming events nearby, as well as recmmendatins given abut new music that a user might like are als gathered and intrduced by the means f scrbbling. If a persn listens t ne r tw bands n a cnsistent basis, the website will display a few new artists that play in a similar genre, including new nes, s that a user can be in tuch with the latest trends within their musical interests.
(70) ___________________. Hwever, there is a serius drawback cnnected t it. The fact is that the majrity f free tracks and albums are available nly t citizens f the USA, Germany, and Great Britain, while in ther cuntries, users can nly listen t shrt intrductry samples. And yet thse lucky nes frm the places mentined befre can listen t ne track nline up t five times a day. Besides, the website had recently changed its plicy twards mnetizatin and reduced the number f free services. Last.fm als wrks as a kind f musical Wikipedia, prviding users with bigraphies f bands, r actual musicians. There is hardly a need t mentin that musicians can als benefit frm using the resurce, presenting infrmatin abut themselves and invlving fans.
71.IV. Summary Writing
Directins: Read the fllwing passage. Summarize the main idea and the main pint(s) f the passage in n mre than 60 wrds. Use yur wn wrds as far as pssible.
Beynd Identity
We ften think f urselves as ur bdy, mind, and emtins. We take these three elements and make a cmbinatin. Hwever, we als ften talk abut a persn’s sul. Is there any scientific basis fr the sul? Surprisingly, there is. Each unique persnality a persn has (even in circumstances f memry lss and ther illnesses), the feeling and identity f the self beynd age (especially experienced as we grw lder), and ur inevitable subjective experience as an individual cnsist f a scientific fundatin fr the sul.
Despite the cnstant shift in the links between ur brain cells, we remain essentially the same persnality. This cnsistency is mst bvius in the case f mentally ill patients r peple wh have experienced memry lss. Accrding t Scientific American: Basically, n matter what happens t ur brain, ur unique persnality seems t shine thrugh.
Besides ne’s persnality, the sul f a persn can be identified thrugh ne’s cnsciusness. Thugh we cmmnly identify with ur bdy and what we see in the mirrr, we als have a sense that we are nt a certain age—as ur sense f self usually leans less n age and rather n ur subjective feeling f wh we are essentially.
Lastly, each persn is inevitably subjective abut his r her experience. Despite humans being very, very similar t each ther in DNA and verall cmpsitin, ur understanding f reality is vastly different frm individual t individual. Accrding t Psychlgy Tday, “While science has made tremendus prgress explaining the functining f the brain, why we have a subjective experience remains mysterius. The prblem f the sul lies exactly here, in understanding the nature f the self, the “I” in existence that feels and lives life.
The sul f a persn is incredibly challenging t prve scientifically. Hwever, we can say that the sul has sme basis in science. These realities f ur behavir, character, and the way yu ntice things might nt be tested strictly, but they are very difficult t deny.
Translatin
Directins: Translate the fllwing sentences int English, using the wrds given in the brackets.
他在整理书籍时发现了一本旧日记。(run)
过度使用手机会对我们的身体造成不良影响。(impact)
不可否认这种疾病的危害性已经引起了公众的广泛关注和高度重视。(There)
你希望同学怎么对待你，你就怎么对待他们。无论相交深浅，都应尊重他们。(Whatever)
Guided Writing
Directins: Write an English cmpsitin in 120-150 wrds accrding t the instructins given belw in Chinese.
假设你在某英文报上看到一则征稿通知，要求写一篇短文，具体涵盖以下要点：
简要介绍你最近读过的一篇文章内容；
这篇文章优点与不足是什么？
你会推荐给谁？理由是什么？
2020学年第一学期期末高三年级
英语学科教学质量监测试题参考答案及评分细则
I．Listening Cmprehensin 25%
每小题1分，共10分。
1—5 DBCAC 6—10DACBD
每小题1.5分，共15分。
11—13DBA 14—16DCB 17—20ADCB
II．Grammar and Vcabulary 20%
每小题1分，共10分。
21. which 22. lst 23. is cvered 24. missing 25. t lk
26. was sailing 27. a 28. when 29.frm 30. That
31—35HDAIC 36—40JGEBF
III．Reading Cmprehensin 45%
每小题1分
41--45DABCA 46—50DBCAD 51—55CBCDA
每小题2分
56—59BADC 60--62BAD 63—666ADDB 67—70CEFA
IV．71.概要写作共10分（仅供阅卷老师参考）
One pssible versin:
The persnality, the feeling and identity f the self, and subjective experience cmprise a scientific basis fr the sul f a persn. Whatever happens t the brain, the persnality seems t exist. The sul can als be recgnized mainly thrugh the sense f the self and their wn understanding f the nature. There is n reasn t deny it scientifically. 60 wrds
评分标准:
1. 本题总分为10分, 其中内容5分, 语言5分。
2. 评分时应注意的主要方面: 内容要点、信息呈现的连贯性和准确性。
3. 词数超过60，酌情扣分。
各档次给分要求:
内容部分
A. 能准确、全面地概括文章主旨大意，并涵盖主要信息。
B. 能概括文章主旨大意，但遗漏部分主要信息。
C. 未能准确概括文章主旨大意，遗漏较多主要信息或留有过多细节信息。
D. 几乎不能概括文章的主旨大意，未涉及文中有意义的相关信息。
语言部分
A. 能用自己的语言连贯、正确地表述。
B. 基本能用自己的语言正确地表述，但连贯性较差，有少量不影响表意的语言错误。
C. 基本能用自己的语言表述，但连贯性较差，且严重语言错误较多。
D. 几乎不能用自己的语言连贯、正确地表述。
V. Translatin （15%）
72. 他在整理书籍的时候发现了一本旧日记。（run）
He ran acrss an ld dairy while srting ut the bks.
2分 1分
73. 过度使用手机会对我们的身体造成不良影响。（impact）
Overuse f mbile/cell phnes can have /make a negative/bad impact n ur health.
1分 2分
74．不可否认这种疾病的危害性已经引起了人们的广泛关注。（There）
There is n denying that the harmfulness f this disease has arused/brught widespread
1分 1分 2分
cncern/ attentin.
75. 你希望同学怎么对待你，你就怎么对待他们。无论相交深浅，都应尊重他们。
（Whatever）
Treat yur classmates like yu’d like/want t be treated/
1分 2分
Treat yur classmates as yu want them t.
1分 2分
Whatever yur relatinship/depth f the relatinship is, treat them with respect/they shuld be
1分 1分
respected.
VI. Guided Writing
评分标准：
1. 本题总分为25分，其中内容10分，语言10分，组织结构5分。
2. 评分时应注意的主要方面：内容要点，应用词汇和语法结构的数量和正确性及上下文的连贯性。
3. 评分时，先根据文章的内容和语言初步确定所属档次，然后对照相应的组织结构档次给予加分。其中，内容和语言两部分相加，得15分或以上者，可考虑加4-5分，15分以下者只能考虑加0，1，2，3分。
4. 词数少于70，总分最多不超过10分。
各档次给分要求
内容部分
A. 内容充实，主题突出，详略得当。
B. 内容基本充实，尚能表达出作文要求。
C. 漏掉或未能写清楚主要内容，有些内容与主题无关。
D. 明显遗漏主要内容，严重离题。
语言部分
A. 具有很好的语言表达能力，语法结构正确或有些小错误，主要因为使用了较复杂结构或词汇所致。句子结构多样，词汇丰富。
B. 语法结构和词汇方面有错误，但不影响理解。句子结构有一定的变化，词汇使用得当。
C. 语法结构与词汇错误较多，影响了对内容的理解。句子结构单调，词汇较贫乏。
D. 语法结构与词汇的错误很多，影响了对内容的理解。词不达意。
组织结构部分
A. 自然地使用了语句间的连接成分，全文流畅，结构紧凑。
B. 能使用简单的语句间连接成分，全文内容连贯。
C. 尚能使用语句间连接成分，语言连贯性较差。
D. 缺乏语句间的连接成分，语言不连贯。
听力原文：
I. Listening Cmprehensin
Sectin A
M: Can yu recmmend smething that a schl girl f nine r ten wuld like t read?
W: I’d suggest this nvel, sir. It’s very ppular all ver the wrld these days.
Q: What’s the man ding?
W: Frm here, the muntains lk as if yu culd just reach ut and tuch them.
M: That’s why I chse this huse. It has ne f the best views in this area.
Q: What’s the man’s chief cnsideratin in chsing the huse?
M: Wuld yu like t see thse pants in brwn and blue? These tw clrs are cming in this seasn.
W: Oh, actually, grey is my favrite clr, but I prefer smething made frm cttn, 100% cttn I mean.
Q: What’s the wman lking fr?
W: Hey, if yu can’t enjy the music at a sensible vlume, why nt use yur earphnes? I’m preparing fr the speech cntest.
M: Oh, srry. I didn’t realize I’ve been bthering yu all this time.
Q: What’s the man prbably ding?
M: D yu think I culd brrw yur car t g grcery shpping? The supermarkets utside the city are s much cheaper. I’d als be happy t pick up anything yu need.
W: Well, I dn't like t let anyne else dive my car. Tell yu what, why dn’t g tgether?
Q: What des the wman mean?
W: I was s angry yesterday! My bilgy teacher did nt even let me explain why I missed the field trip. He just wuldn’t let me pass.
M: That desn’t seem fair. I’d feel that way t if I were yu.
Q: What des the man imply?
M: I’m nt expert, but that nise in yur refrigeratr desn’t sund right. Maybe yu shuld have it fixed.
W: Yu’re right. And I suppse I’ve put it ff lng enugh.
Q: What will the wman prbably d?
W: My hand still hurts frm the fall n the ice yesterday. I wnder if I brke smething.
M: I’m n dctr, but it’s nt black and blue r anything. Maybe yu just need t rest it fr a few days.
Q: What d we learn abut the wman frm the cnversatin?
M: I’m ging t Beijing next week, but the htel I bked is really expensive.
W: Why bk a htel? My brther has tw spare rms in his apartment.
Q: What des the wman mean?
W: Airprt, please. I’m running a little late. S just take the fastest way even if it’s nt the mst direct.
M: Sure, but there’s a lt f traffic everywhere tday because f the ftball game.
Q: What d we learn abut the wman frm the cnversatin?
Sectin B
Questins 1l thrugh13 are based n the fllwing passage.
Mukbang is a ppular Krean trend that is abut watching ther peple eat n camera. I started watching mukbang because I was curius abut it. Then I watched a stry-time mukbanger wh was a little awkward and a little funny. She was telling a true crime stry while eating five pancakes. The stry was abut a girl wh culdn't age and wh had five identities. I was hked.
There is smething scial and cmfrting abut mukbang. Nw that single-persn husehlds are grwing, eating alne is mre cmmn. Watching mukbang can be a way t have smene t eat with. It allws peple t cnnect with thers even thugh they are hme alne.
There is a dark side t mukbang, hwever. The way peple eat fd in mst f these vides isn’t healthy. Sme eat enugh fd t make their audience's stmachs hurt. This culd encurage bad habits that might lead t serius eating prblems. Gd r bad, mukbang isn't fr everyne. But I d like a gd stry with a gd meal.
(Nw listen again please.)
Why did the speaker start watching mukbang?
What des the speaker tell us abut the advantage f mukbang?
What des the speaker say is the dark side t mukbang?
Questins14 thrugh16 are based n the fllwing passage.
Sme phrases are cnfusing fr English learners. Let's lk at the fllwing tw phrases.
Have my hair cut
Think abut the last time yu had yur hair cut. Did peple ntice yur new lk? If s, what did they say? Maybe they said, “Yu cut yur hair!” But it's unlikely they meant that yu cut yur hair yurself. They knw that smene else prbably did the cutting. They shuld say, “Yu had yur hair cut” instead.
When yu say, “I cut my hair,” yu mean that yu did it yurself. “I had my hair cut,” means smene else did the cutting
Turn ff the lights
Hw d yu ask smene t make a rm dark? Yu might want t say, “Clse the light.” Peple might understand what yu mean, but they may lk at yu in a peculiar way. The mst cmmn phrase is, “Turn ff the light.” It has nthing t d with turning because yu flip a switch t make the light g ff. But in English peple generally use “turn ff” when they shut ff a device.
(Nw listen again please.)
Questins:
What des “I cut my hair” mean?
Hw d yu ask smene t make a rm dark accrding t the speaker?
What is the speaker mainly talking abut?
Questins17 thrugh 20 are based n the fllwing cnversatin.
M: I gt Judy a gift card fr her birthday.
W: Are yu serius? That isn’t very thughtful.
M: Sure it is. I thught abut it fr a week befre I bught it.
W: Why didn't yu take a week t find a real gift instead?
M: A gift card is a real gift. I paid 100 real dllars fr it! Besides, shpping fr Judy is hard. I dn't knw what she wuld like.
W: I can tell yu what she wuld like. She wuld like a gift that says, “I care fr yu. I want t make yu happy. I searched with diligence until I fund the perfect birthday gift fr yu.”
M: Desn’t a gift card say that?
W: Ha, ha! Listen t yurself! N, a gift card says, “I knw I need t give yu a birthday gift. But finding smething yu like was t much truble. S here. G find it fr yurself
M: Maybe that's what a gift card says t yu. But this is what it will say t Judy: “Judy. I care fr yu. I want t give yu smething yu’ll really like fr yur birthday. The ideal way t d that is t let yu chse what yu want. S here's a ne hundred dllar gift card t use at yur favrite stre
W: I'm sure yu culd have fund a gift if yu tried. Perfume, fr example. Did yu try at all?
M: N. I dn't like shpping.
W: Well, if it's OK t give Judy a gift card, why nt just give her $100? Then she can spend it anywhere, fr anything
M: Because that wuld be rude and unfriendly.
W: Yu're impssible!
(Nw listen again please.)
Questins:
What are the tw speakers mainly talking abut?
What des the wman suggest the man d?
What des the man intend t give Judy fr her birthday?
What can be cncluded frm the cnversatin?