沧县中学2024届高三下学期3月月考英语试卷(含答案)

这是一份沧县中学2024届高三下学期3月月考英语试卷(含答案)，共14页。试卷主要包含了阅读理解，七选五，完形填空，短文填空，书面表达，读后续写等内容，欢迎下载使用。

一、阅读理解
On-campus jbs ffer tns f benefits n their wn, making them an ideal chice fr mst students. Here are sme.
Resident Assistant
Resident assistants are respnsible fr managing a lt f the nrmal peratins f their assigned drms, including supervising mve-in and mve-ut prcedures, enfrcing drm rules, verseeing drm security and helping slve minr cnflicts. Free rm and bard can be gt.
Cmpensatin
Anywhere frm $1,000 t $5,000 r mre per academic year.
Hw t Apply
Visit yur schl’s residential life department.
Library Attendant
Library attendants are typically respnsible fr answering general questins, directing students, assisting library patrns with checking ut bks, and helping maintain an atmsphere helpful t studying. They might als help rganize library materials, srt and shelve bks r ther print resurces, and perfrm administrative tasks like answering the phne r emails.
Cmpensatin
The average pay is $11 per hur.
Hw t Apply
Inquire directly at the library.
Campus Tur Guide
It’s a high-energy and scial jb that will help yu develp yur interpersnal and public speaking skills as yu interact with hundreds f ptential students and their parents. And it’s an ideal campus jb t help maintain yur cash flw.
Cmpensatin
It makes $11 t $14 per hur.
Hw t Apply
Inquire frm yur schl’s ffice f admissins.
IT Assistant
An IT assistant will typically assist students and faculty with installing sftware, fixing technical issues in classrms, setting up equipment in classrms, and ccasinally assisting the IT department with updating and maintaining campus perating systems and assisting in the cnfiguratin (配置) f new hardware.
Cmpensatin
The average hurly rate is $15.
Hw t Apply
Check the jb bard f clleges.
1．What is special abut the jb Resident Assistant?
A. It hlds regular meetings.B. It invlves making drm rules.
C. It ffers free accmmdatins.D. It needs help design the drms.
2．What is ne f library attendants’ duties?
A. T maintain rder.B. T rganize activities.
C. T sell ld bks.D. T prmte the library.
3．Which jb favrs students with technical skills?
A. Resident assistant.B. Library attendant.
C. Campus tur guide.D. IT assistant.
Mthers wh eat apples in early pregnancy culd be prtecting the brain health f their children and grandchildren. The discvery is part f a prject that fund a mther’s diet can affect nt just her child’s brain but als thse f her grandchildren. Published in Nature Cell Bilgy, the study fund that certain fds culd help prtect against the deteriratin (退化) f brain functin. Mre specifically, the study used rundwrms as the genetic mdel because many f their genes are als fund cnserved in humans, allwing insights int human cells.
The researchers fund that a mlecule (分子) present in apples helped reduce the breakdwn f cmmunicatin cables needed fr the brain t wrk prperly. Senir authr Prfessr Rger Pcck and his team investigated nerve cells in the brain that cnnect and cmmunicate with each ther thrugh abut 850, 000 kilmeters f cables called axns. Prfessr Pcck explained that a breakdwn that caused the axns t becme weak led t brain dysfunctin. He said his team used a genetic mdel with fragile (脆弱的) axns that break as animals age.
“We asked whether natural prducts fund in the diet can stabilize these axns and prevent breakage,” he said. “We identified a mlecule fund in apples (urslic acid) that reduces axn fragility. Hw? We fund that urslic acid causes a gene t turn n that and makes a specific type f fat. This particular fat als prevented axn fragility as animals age.”
Prfessr Pcck said this type f fat, knwn as a sphinglipid, had t travel frm the mther’s intestine, where fd is digested, t eggs in the uterus fr it t prtect axns in the next generatin. “This is the first time that a fat has been shwn t be inherited,” he said. “Further, feeding the mther the sphinglipid prtects the axns f tw subsequent generatins. This means a mther’s diet can affect nt just their ffspring’s brain but ptentially subsequent generatins.” He said while the results were prmising, they still need t be cnfirmed in humans.
4．What is the finding f the study?
A. Rundwrms help understand human cells.
B. What a mther eats decides the child’s future.
C. Rundwrms have similar genes with human beings.
D. Sme fds taken by the pregnant benefit children’s brain.
5．What des “dysfunctin” underlined in paragraph 2 prbably mean?
A. Quality.B. Abnrmality.C. Unavidability.D. Flexibility.
6．What d the researchers aim t cnfirm with natural prducts?
A. Prductin f urslic acid.B. The success f gene therapy.
C. The aging prcess in rundwrms.D. The cnnectin between diet and axn fragility.
7．What might the fllw-up study fcus n?
A. Clinic trials.B. Benefits f urslic acid.
C. Functins f sphinglipids.D. Specific brain-influencing fds.
Researchers frm academia are mre likely t experience anxiety and depressin than average persns, as we reprt in a Feature investigating the mental-health crisis in science. It’s clear that a majr factr cmmn in academia is a harmful wrking envirnment. Shrt-term cntracts, lw salaries, and pressure t publish are als cntributrs— but s are bullying and harassment. Internal structures need t change. And mdern systems f emplyee prtectin when things g wrng— such as thse that encurage whistle-blwing— need t be implemented.
At the rt f the prblem is the mismatch between the idea f a university as a refuge (收容所) fr lne geniuses and the cllabrative nature f cntemprary science. Als the research system still tends t put pwer in the hands f just ne r a few persns, nt shared mre widely amng a research team. It desn’t have t be this way. When pwer and respnsibility are shared, peple wrk mre harmniusly, and step up when required. But if pwer is given t ne r nly a few peple, it can be misused t anny and bully thers. All t ften, this is what happens.
Althugh universities d have whistle-blwing prcedures (which prtect peple frm being punished if disclsing wrngding) , they ften discurage annymizatin (匿名) fr thse drawing attentin t inapprpriate behaviurs. Sme argue that it makes cmplaints mre difficult t investigate, but annymus whistle-blwing prvides a fairer way t btain justice in an envirnment in which the persn causing harm is ften als the persn ultimately respnsible fr an individual’s career prspects.
Universities need t take a gd lk at this matter and study hw internatinal rganizatinal structures culd be refrmed. A gd first step wuld be t lk t industry, because we knw that researchers wrking in industry reprt higher jb satisfactin than d their academic peers. At the same time, academic gverning bdies shuld revisit mechanisms fr whistle-blwing.
Universities have extensive cnnectins t industry, thrugh industry-academia cllabratins, thrugh knwledge-exchange ffices and thrugh the direct invlvement f business peple. These relatinships culd all be used t study ways t bring abut psitive change in academia.
The need t achieve psitive change cannt be verstated. Ding nthing is nt an ptin. If the next generatin f researchers is as dissatisfied as ur Feature suggests, then n less than the future f research and schlarship is at risk.
8．Which is mainly respnsible fr researchers’ heightened anxiety?
A. Lack f cperatin.B. The future f research.
C. Discuraging whistle-blwing.D. Bad atmsphere in wrkplace.
9．What is the authr’s attitude t present emplyee prtectin systems in academia?
A. Supprtive.B. Indifferent.C. Critical.D. Ambiguus.
10．What des the authr suggest universities d?
A. Pay higher salaries.B. Restructure institutins.
C. Increase cntract lengths.D. Encurage cmpetitin.
11．What des the text mainly discuss?
A. The ppularity f academic bullying.
B. The salary structure f academic researchers.
C. The lack f cllabratin in scientific research.
D. The prblem academic researchers are facing.
There’s a lng line f research shwing that when we make cntact with peple wh’re scially different frm us, we tend t feel less prejudice twards them. Accrding t the cntact thery, cntact seems t wrk best fr reducing prejudice when the cntact is generally psitive. But what happens when the cnditins fr interpersnal cntact may nt be ideal? Fr example, what if yu feel threatened in sme way by a grup f peple yu see as “the ther”?
Researchers frm Ghent University in Belgium analyzed the results f 34 studies surveying nearly 64,000 peple frm 19 cuntries t see hw intergrup cntact affected their viewpints abut “utgrups” under cnflict situatins. Fr example, peple were asked t reprt n hw they viewed ther grups. The researchers als had data frm the surveys that measured attitudes twards utgrup members, such as hw psitive peple felt twards them and hw much they culd trust them.
After analyzing the data, the researchers fund strng feelings f threat were assciated with mre negative views f utgrup members. But having cntact with utgrup members still reduced prejudice just as much under thse unfavrable cnditins. T Jasper Van Assche, the lead authr f the paper, this suggests cntact thery hlds even under cnflict situatins.
Van Assche says that cntact is s pwerful prbably because just being arund peple frm an utgrup affects hw we think and feel abut them. As we becme accustmed t even the me re presence f peple frm ther grups, that can reduce ur anxiety, especially if the encunters are psitive—and that can lead t warmer feelings. Als, cntact can enhance ur knwledge abut thers’ custms and practices, s that they dn’t seem s freign r “ther” t us.
Van Assche hpes his research can lead peple t see the benefits f integrating the spaces where they live. This culd be dne thrugh tp-dwn methds, such as the gvernment requiring schl integratin, but als frm the bttm up. Fr example, suggests Van Assche, cmmunities culd create lw-cst, lw-key events that bring peple tgether, helping t prmte tlerance.
12．Why are the questins raised in paragraph 1?
A. T inspire readers’ imaginatin.B. T argue against the cntact thery.
C. T shw the authr’s curisity.D. T ffer the purpse f the study.
13．Why can interpersnal cntact reduce prejudice?
A. It imprves peple’s adaptive capacity.
B. It increases peple’s desire t scialize.
C. It prmtes each ther’s understanding.
D. It makes peple emtinally stable.
14．What might be Van Assche’s advice accrding t the text?
A. Expanding cmmunities n the whle.
B. Increasing chances f psitive cntact.
C. Strengthening interactins between schls.
D. Offering equal educatin pprtunities t diverse grups.
15．What can be the best title f the text?
A. Peple invlved in equal cntact are generally psitive
B. Opprtunities fr intergrup cntact are n the rise
C. The interventins based n cntact are unhealthy
D. Interpersnal cntact can help peple cnnect
二、七选五
16．Gratitude can have a lasting psitive impact if we wrk twards incrprating it int ur daily lives. Hw we chse t express gratitude can depend significantly n the scial cntext. ① .
Randm acts f kindness. It can yield substantial reward in terms f subjective well-being. If yu see a stranger struggling under a heavy lad f shpping, ffer a hand. ② . Help smene wh is lst. The list is endless!
③ . Ging t the effrt t make yur experience a psitive ne, service-industry emplyees are ften unsung heres. In a fast-paced service envirnment, stpping a server t read them a gratitude letter isn’t likely t be received well but drpping a tip in the jar lets the staff knw yu’re thankful fr their effrts.
Vlunteer in yur cmmunity. ④ , it has als been fund t increase subjective well-being and pse significant health benefits. Thse wh undertk vlunteering pprtunities reprted increased levels f happiness, life satisfactin, self-esteem, sense f cntrl ver life, physical health and lwer levels f depressin.
Gratitude serves the scial functin f prmting relatinships with thers wh are respnsive t ur likes and dislikes, ur needs and preferences. ⑤ . Additinally, expressins f gratitude als increase prscial behavir by enabling individuals t feel scial wrth and supprt while simultaneusly reducing their feelings f uncertainty abut whether they can help effectively.
A. Be respectful
B. Tip yur server
C. Dnate unwanted clthes t charity
D. Belw are a few ways t express gratitude t thers
E. Actins that display gratitude are mre valuable t sme extent
F. It helps us get thrugh difficult times and grw well in gd times
G. Vlunteering is nt nly a great way t cnnect with thers and gain experience
三、完形填空（15空）
With my degree in educatin and an internship (实习) in a high schl under my belt, I felt ready fr my first real jb teaching furth graders. I prepared clear lessn 1 and plans. I brke dwn 2 ideas int cncepts kids at this level culd understand. Then I gt int the classrm, and it all 3 . “Why isn’t this wrking?” I thught at the end f anther 4 day.
It was easy t think my jb was impssible, but I knew that wasn’t true. I had 5 right acrss the hall, in Marcia’s 6 . Marcia taught third grade. She was a ray f sunshine in her kids’ 7 . The children ran up t her in the hall, giving her hugs.
The next day, I asked Marcia if I culd 8 her fr a while in her class. “Hw abut a 9 ?” she asked, taking ut a guitar. The children 10 immediately. What a cntrast!
Marcia seemed t have all the time in the wrld—nt just fr singing, but fr each child. When ne 11 lked a bit lst, she walked ver t the student’s desk and drpped t her knees t give up-clse attentin.
I culdn’t 12 t put sme f the things I’d learned int practice. It wasn’t easy at first t 13 my lessn plans. But I discvered I enjyed walking frm desk t desk, talking t my students ne-n-ne, getting t knw them as 14 .
Marcia left ur schl at the end f the year, but she 15 me every day f my 40-year career.
17．A. qutesB. bjectivesC. instructinsD. remarks
18．A. interestingB. infrmalC. seriusD. cmplicated
19．A. fell apartB. went verC. wrked utD. gt thrugh
20．A. excitingB. shamefulC. discuragingD. impressive
21．A. experienceB. selectinC. cmpanyD. prf
22．A. classrmB. cncertC. clubD. jurnal
23．A. dreamsB. livesC. schedulesD. assignments
24．A. describeB. disturbC. assessD. bserve
25．A. discussinB. gameC. sngD. quiz
26．A. cheeredB. fledC. allwedD. perfrmed
27．A. evenB. insteadC. regularlyD. purpsely
28．A. meanB. refuseC. chseD. wait
29．A. reviewB. ignreC. prepareD. acknwledge
30．A. studentsB. strangersC. supermenD. individuals
31．A. remindedB. fllwedC. inspiredD. greeted
四、短文填空
32．Rng Hng, als ① (knw) as Yung Wing, was a pineering figure in China’s mdern histry. He was brn in 1828 in Guangdng Prvince f China. Rng is best knwn as the first Chinese persn t graduate frm ② American university.
In 1854, Rng graduated frm Yale University, ③ (mark) a significant milestne in the histry f Chinese verseas educatin. His time in America ④ (shape) his perspective n educatin and ⑤ (mdern) , leading him t advcate Western-style educatin in China.
Upn returning t China, Rng wrked t bridge the cultural and educatinal gap between China and the West. His mst ⑥ (exceptin) achievement was the Chinese Educatinal Missin, a prgram ⑦ sent Chinese students t study in America in the late 19th century.
Rng believed that intrducing Western science and technlgy wuld help China mdernize and strengthen. While his ideas ⑧ (meet) with resistance in his time, his effrts laid the grundwrk ⑨ future generatins f Chinese students studying abrad.
Rng Hng was a pineer fr Chinese educatin and internatinal exchange. His visin fr a mdernized China and his effrts ⑩ (prmte) Western educatin have left a lasting impact n the cuntry’s develpment.
五、书面表达
33．假定你是李华，你发现班上同学投入过多的时间来练习英文书写。请你给学校英文报写封读者来信，内容包括：
1. 描述该现象；
2. 你的观点。
注意：
1. 写作词数应为80左右；
2. 请按如下格式在相应位置作答。
Dear Editr,
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs sincerely,
Li Hua
六、读后续写
34．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。
Sara was always fascinated by art. Frm a yung age, she wuld spend hurs painting, lst in her clrful wrld. Hwever, grwing up in a small twn, pprtunities t learn and grw as an artist were limited. Her art teacher, Mrs Thmpsn, saw great ptential in Sara and believed she culd achieve smething extrardinary. Mrs Thmpsn was mre than just a teacher; she was a guide, teacher, and friend t Sara. She recgnized Sara’s talent and dedicatin t art and decided t help her reach new heights. She arranged extra classes, prvided art supplies, and even intrduced Sara t lcal artists.
As the twn’s art fair was appraching, Mrs Thmpsn encuraged Sara t submit her wrk. Sara was hesitant at first, dubting her abilities. But Mrs Thmpsn’s faith in her was firm. They wrked tgether, chsing the best pieces, creating new wrks, and preparing fr the fair. The weeks leading up t the fair were filled with excitement, hard wrk, and sme anxiety. Sara put in lng hurs, and Mrs Thmpsn was always there, ffering guidance, encuragement, and a listening ear. Slwly, Sara’s cnfidence grew.
The twn’s art fair was a significant event, drawing artists and art enthusiasts frm nearby areas. It was a chance fr Sara t shwcase her talent t a brader audience and pssibly pen drs t new pprtunities.
Finally, the day arrived, and Sara’s art was displayed. Peple were drawn t her unique style and emtinal depth. The lcal newspaper even cvered her stry, highlighting the yung artist’s jurney and her dedicated teacher’s rle. The experience was transfrmative fr Sara, nt nly as an artist but as a persn. She had faced her fears, embraced her passin, and taken a significant step tward her dreams, all with her teacher’s unselfish supprt.
注意：
1. 续写词数应为150左右；
2. 请按如下格式在相应位置作答。
The art fair was a turning pint fr Sara. __________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
After the art fair, Sara cntinued t grw as an artist. ________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
参考答案
1．答案：C
解析：根据Resident Assistant介绍中的“Free rm and bard can be gt.”可知，该工作项目提供免费食宿。
2．答案：A
解析： 根据Library Attendant介绍中的helping maintain an atmsphere helpful t studying可知，图书馆管理员需要帮助维持有利于学习的氛围，即维持图书馆的秩序。
3．答案：D
解析：根据对IT Assistant的描述可知，信息技术助理需要具备相应的专业技能。
4．答案：D
解析：根据第1段可知，研究发现，孕妇吃的某些食物对孩子的大脑有益。
5．答案：B
解析：根据第2段最后两句可知，引起轴突 (神经元的突起) 变弱的故障会导致大脑异常，该研究团队使用了一个带有脆弱轴突的基因模型，随着动物变老，这种轴突会失去功能。由此可知，画线词意为“异常”。
6．答案：D
解析：根据第1至3段可推知，该研究团队使用了线虫基因模型来研究饮食与神经轴突的脆弱性之间的关系。
7．答案：A
解析：在文章最后，作者提到了这些发现具有前所未有的意义，指出这些发现需要通过对人体进行进一步的研究来证实。因此，接下来的研究很可能关注临床试验。
8．答案：D
解析：根据第1段第2句可知，恶劣的工作环境是导致研究者产生焦虑的主要原因。
9．答案：C
解析：根据第3、4段首句可推断，作者对目前学术界的员工保护机制持批判态度，特别是检举制度需要改革。
10．答案：B
解析：根据第4、5段可推断，大学可以向工业界学习，改革其内部结构。
11．答案：D
解析：本文介绍了学术研究者面临诸多方面的困扰，并分析了学术组织的内部结构存在的问题，提出了解决方法。
12．答案：D
解析：根据第1段的提问内容再结合下文的研究发现可推断，第1段提问是为了给出研究的目的。
13．答案：C
解析：根据第4段最后两句可推断，人际接触可以增进人与人之间的了解，减少彼此的偏见。
14．答案：B
解析：根据最后一段最后一句可推断，Van Assche建议增加不同群体之间积极接触的机会。
15．答案：D
解析：一项研究发现：与来自不同群体的人接触可以减少人与人之间的偏见，从而帮助人们建立联系。
16．答案：DCBGF
解析：空格上文介绍了感恩的重要性以及选择如何表达感恩；下文提到了表达感恩的几种方式，所以D项 (以下是一些对他人表达感恩的方式) 符合题意，起到承上启下的作用。
②空格上文、空格下文都列举了表达善意的行为，所以此空也应该是列举表达善意的行为。
③此空是段落主题句，起到概括本段内容的作用。空格下文说明在现代服务行业，给服务员小费被视作一种感恩的方式。由此可知B项符合题意。
④空格下文提到了做志愿者的一种好处，由此可以推断此空内容也是介绍做志愿者的好处；空格下文的提示词als与G项中的nt nly构成并列连词nt nly... (but) als，因此G项符合语境。
⑤本段介绍了表达感恩的作用，因此此空也应该是其中一个作用，所以F项符合语境。
17．答案：B
解析：考查名词。我准备了明确的课程目标和教学计划。
18．答案：D
解析：考查形容词。我把复杂的概念分解成这个水平的孩子可以理解的概念。
19．答案：A
解析：考查动词短语。然后我进了教室，结果一切都是徒劳的。
20．答案：C
解析：考查形容词。在又一个令人沮丧的日子结束时，我思考我这样做为什么没有效果呢？
21．答案：D
解析：考查名词。我有证据，它就在走廊对面——Marcia的教室里。
22．答案：A
解析：考查名词。见上题解析。
23．答案：B
解析：考查名词。Marcia是孩子们生活中的一缕阳光。
24．答案：D
解析：考查动词。第二天，我问Marcia，我能不能看看她是怎么上课的。
25．答案：C
解析：考查名词。“唱首歌吧怎么样？”她问道，并拿出一把吉他。
26．答案：A
解析：考查动词。孩子们立即欢呼起来。
27．答案：A
解析：考查副词。甚至当一个学生看起来有点迷茫时，她会走到那个学生的桌子前，蹲下来询问那个学生的状态。
28．答案：D
解析：考查动词。我迫不及待地想把我学到的东西付诸实践。
29．答案：B
解析：考查动词。一开始，忽视我的教学计划去授课并不容易。
30．答案：D
解析：考查名词。但我发现我喜欢走到每张课桌前，面对面地和学生交谈，了解他们，视他们为独立的个体。
31．答案：C
解析：考查动词。在我40年的职业生涯中，她每天都在激励着我。
32．答案：knwn；an ；marking ；shaped ；mdernizatin ；exceptinal ；that/which；met/were met；fr ； t prmte
33．答案：
Dear Editr,
I’ve bserved a recent trend in ur class where many students are dedicating excessive hurs t perfecting their English handwriting. While neat handwriting is admirable, it’s essential t remember that the cre f writing skills lies in cntent, nt the frm. Spending such vast amunts f time n mere handwriting verlks the true essence f learning English: effective cmmunicatin and cmprehensin.
I believe it’s crucial fr students t strike a balance and ur fcus shuld shift frm the mere physical representatin f wrds t the richness f their meaning and ur ability t cnvey thughts effectively.
Yurs sincerely,
Li Hua
34．答案：
The art fair was a turning pint fr Sara. Her paintings were admired, and she even sld a few pieces. The best part was the recgnitin she received frm artists she lked up t. It was a dream cme true, and she knew she wed it all t Mrs Thmpsn, wh never stpped believing in her. The jy and pride in her teacher’s eyes were the greatest reward.
After the art fair, Sara cntinued t grw as an artist. She tk art classes in a nearby city and explred new techniques. Her relatinship with Mrs Thmpsn remained strng, a bnd frmed thrugh shared passin and achievement. Sara became an inspiratin t ther yung artists in her twn, living prf that with hard wrk, guidance, and belief, dreams can becme reality. Her jurney with art had just begun, and she knew she was n the right path.