江西省九江市2024届高三下学期二模英语试卷(含答案)

这是一份江西省九江市2024届高三下学期二模英语试卷(含答案)，共13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
The Master f Arts Prgram in the Humanities(MAPH)at the University f Chicag is designed t allw yu the freedm t either fcus n ne academic discipline r explre interdisciplinary(跨学科的)interests that may nt fit well within a traditinal MA prgram. This advantage, cmbined with ur strng supprt, can help yu take the next step in yur prfessinal and academic life in a shrt amunt f time — mre than 90% f ur students graduate in 9 mnths. The Value f This MA Prgram
Master’s degrees, btained after finishing MA prgrams, have becme increasingly cmmn fr admissin t PhD prgrams and it is nt unusual fr an MA degree t serve as a requirement fr entry int many prfessinal fields. MAPH als allws students t cmplete intensive academic wrk and prepares them t cntinue int further graduate study r a career that much faster. Academic Supprt
MAPH students are prvided with academic guidance frm the mment they arrive n campus. Mst ften this supprt cmes frm the fllwing surces:
·All MAPH students take a required fall quarter curse taught by the MAPH Directr.
·Students are placed in grups f 10-12 and wrk clsely with an assigned pst-dctral Instructinal Prfessr r Teaching Fellw thrughut the year.
·Over the winter and spring quarters, MAPH students wrk clsely with a faculty member wh has agreed t serve as their thesis advisr.
·Three MAPH Mentrs, recent MAPH graduates wh wrk as staff members, are available t meet with students t discuss curse selectin.
1．What is the highlight f the MAPH?
A. Interest.B. Expertise.C. Discipline.D. Flexibility.
2．What is the ptential use f btaining the MAPH?
A. Pursuing a prfitable career.B. Applying fr a PhD prgram.
C. Publishing lads f paper wrk.D. Chsing undergraduate study.
3．What kind f supprt is available fr all MAPH students?
A. Curse by the directr f the prgram.
B. Grup wrk with the MAPH directr.
C. Advice n thesis writing in fall quarter.
D. Help with curse bks frm Mentrs.
When phtgrapher Chris Jrdan first stepped nt Midway Atll (中途岛) in 2009 t dcument “verwhelming” levels f cean waste, little did he knw that his striking image f a dead albatrss (信天翁) chick wuld g viral and change the wrld’s respnse t the plastics crisis.
After hearing abut an island cvered in thusands f dead birds with stmachs full f everyday plastic items, he was determined t “find a unique way t phtgraph these birds indicating the severity f this envirnmental tragedy”. Thugh he never expected his images wuld g viral, his phts sn began appearing in magazines and newspapers all ver the wrld. “Many peple emailed me, expressing cncerns and wanting t g t the island t save the albatrsses, but the plastic is nt cming frm this island. It’s a systemic prblem,” says Jrdan.
A recent reprt by WWF prjects that plastic prductin is expected t mre than duble by 2040, resulting in plastic waste in the cean fur times by 2050. In 2010, 8 millin tnnes f cean plastic waste were frm surces n land. That is the weight f sme 650,000 duble decker buses.
J Ruxtn, the maker f the film A Plastic Ocean, says, “What makes Jrdan’s phts resnate(共鸣)with peple is that they recgnize things in their daily use, and it’s when we see things that we actually use that makes peple relate.”
“Every time I was with birds as they were dying, tears just pured. The grief was incredibly intense. Happily, things are imprving — bans n everything frm plastic micr beads in tthpaste t carrier bags have since cme int frce in varius cuntries arund the wrld. But fr slutins, I believe the heart f this crisis lies in sciety’s discnnectin between actins and their impacts n the envirnment and that a re-cnnectin with nature and a raw appreciatin fr the wrld arund us is what really drives psitive change.” says Jrdan.
4．What initially drives Jrdan t Midway Atll?
A. T supprt the ban n plastic items.
B. T recrd the envirnmental tragedy.
C. T create resnating images f plastic waste.
D. T phtgraph the amazing scenery f the island.
5．Which f the fllwing can best describe Chris Jrdan?
A. Reliable and determined.B. Generus and respnsible.
C. Creative and sympathetic.D. Adventurus and intelligent.
6．What is the key t slving the envirnmental crisis accrding t Jrdan?
A. Carrying ut stricter bans n plastic prducts.
B. Strengthening educatin n envirnmental issues.
C. Advising using envirnmentally friendly materials.
D. Reestablishing the link between humans and nature.
7．What can be the best title fr the passage?
A. The Pht: Making the Plastics Crisis Persnal
B. The Methd: Dealing with Marine Plastic Pllutin
C. The Campaign: Restring Our Relatin with Nature
D. The Initiative: Fighting Against the Envirnmental Disaster
When a scent mved gently thrugh the air in the bedrms f lder adults fr tw hurs every night fr just six mnths, their memries skyrcketed. Participants in this study by UCI (University f Califrnia, Irvine) Centre reaped a 226% increase in cgnitive (认知的) capacity cmpared t the cntrl grup. The researchers say the finding transfrms the lng-knwn tie between smell and memry int an easy, nn-invasive (无创的) technique fr strengthening memry and ptentially preventing dementia. The team’s study appears in Frntiers in Neurscience.
The study was cnducted thrugh the UCI Center fr the Neurbilgy f Learning & Memry. It invlved men and wmen aged 60 t 85 withut memry disrders. They were each given a diffuser (扩散器) and seven small bttles, each cntaining a single and different natural il. Peple in the enriched grup received full-strength bttles. Cntrl grup participants were given the ils in tiny amunts. Participants put a different bttle int their diffuser each evening prir t ging t bed, and it remained active fr tw hurs as they slept.
Peple in the enriched grup shwed a 226%increase in cgnitive perfrmance cmpared t the cntrl grup, as measured by a wrd list test cmmnly used t evaluate memry. CT imaging revealed better integrity brain pathway. The pathway affects decisin-making ability and usually becmes less pwerful with age. Participants als reprted sleeping mre sundly.
Scientists have lng knwn that the lss f lfactry capacity, r ability t smell, can predict develpment f nearly 70 different kinds f diseases including Alzheimer’s and ther dementias. Evidence emerges abut a link between smell lss due t COVID and later cgnitive decrease. Researchers have previusly fund that expsing peple with mderate dementia t up t 40 different scents twice a day ver a perid f time bsted their memries and language skills, alleviated depressin and imprved their lfactry capacities. Later, the UCI team decided t try making this technique easier fr lder adults.
8．What des the underlined wrd “skyrcketed” in paragraph 1 prbably mean?
A. Dramatically declined.B. Slightly imprved.
C. Severely weakened.D. Significantly increased.
9．What d we knw abut the experiment described in paragraph 2?
A. All f the bttles cntain the identical natural il.
B. The given il amunt varies frm grup t grup.
C. Each participant is distributed eight il-filled bttles.
D. N requirement is fr participants except age and sex.
10．What is the authr’s main purpse in writing the passage?
A. T reprt a study n scent expsure bsting memry.
B. T shw a methd t predict develpment f diseases.
C. T reveal the relatinship between smell and memry.
D. T draw public attentin t memry lss in lder adults.
11．What will the fllw-up paragraph mst prbably talk abut?
A. The apprach t enhancing language skills.
B. The reasn behind simplifying the technique.
C. The pssibility f relieving severe depressin.
D. The slutin t recvering lfactry capacities.
When facing an extremely annying prblem, we ften gather a grup t brainstrm, aiming t get the best ideas quickly. I lve seeing it happen — except fr ne tiny wrinkle. Grup brainstrming usually backfires.
In brainstrming meetings, many gd ideas are lst — and few are gained. Extensive evidence shws that when generating ideas tgether, we fail t maximize cllective intelligence. Surprisingly enugh, individuals wrking alne tend t prduce mre and better ideas cmpared t brainstrming in grups.
T unearth the hidden ptential in teams, instead f brainstrming, a shift t a prcess called “brainwriting” is mre effective. Initially, yu ask everyne t generate ideas independently. Next, yu pl them and share them annymusly (匿名地) amng the grup. T preserve independent judgment, each member evaluates them n their wn. Only then des the team cme tgether t select and refine the mst prmising ptins. By develping and assessing ideas individually befre chsing and detailing them, teams can surface and advance pssibilities that might nt get attentin therwise.
Fr instance, during the 2010 Chilean mine rescue, time pressing, the rescue team established a glbal brain writing system t crwd surce independent ideas, aviding time-cnsuming brainstrming. An entrepreneur ffered a tiny plastic telephne that became the sle means f cmmunicating with the miners while a 24-year-ld engineer’s suggestin resulted in the creatin f a specialized drill that ultimately saved the miners.
Research by rganizatinal behavir schlar Anita Wlley and her clleagues helps t explain why this methd wrks. They find that a key t cllective intelligence is balanced participatin. In brainstrming meetings, participatin can easily becme dminated by the mst influential peple. The brainwriting prcess ensures that all ideas are brught t the table and all vices are brught int the cnversatin. The gal isn’t t be the smartest persn in the rm — it’s t make the rm smarter.
Cllective intelligence begins with individual creativity, but it desn’t end there. Individuals wrking alne prduce greater varieties f nvel ideas, bth brilliant and terrible, than grups. It takes cllective judgment t lcate the signal within the nise and extract the best ideas.
12．Which f the fllwing best describes “grup brainstrming” accrding t this passage?
A. Creative.B. Prductive.C. Inefficient.D. Fundamental.
13．Why is the 2010 rescue mentined in paragraph 4?
A. T illustrate the significance f specific equipment in the rescue.
B. T shw the imprtance f brainstrming in emergency situatins.
C. T highlight the rle f influential peple in cllective intelligence.
D. T demnstrate the effectiveness f brainwriting in generating ideas.
14．What is mainly discussed in paragraph 5?
A. The imprtance f cllective intelligence.
B. The gal f becming the smartest persn.
C. The pwer f equal invlvement in brainwriting.
D. The influence f pwerful individuals in decisin-making.
15．What is the functin f cllective judgment in cllective intelligence?
A. Identifying the tp ideas.B. Finding mre gd slutins.
C. Replacing individual creativity.D. Encuraging grup brainstrming.
二、七选五
16．If yu identify as a peple-pleaser, yu might feel like it’s impssible t change. Well-meaning friends can try t encurage yu t just be yurself, but n matter hw hard yu try, yu can’t shake that urge t keep everyne happy. ① Tell peple-pleasing frm being plite
② T be able t tell the difference, yu shuld lk at the amunt f tensin yu feel. Fr example, when yu see a friend finish his water and yu refill his cup, that can cme ut f nrmal sensitivity t ther peple’s needs if yu feel relaxed when yu d it. But if yu ntice a sense f pressure, like smething bad will happen if yu dn’t refill their drink, then yu’re perating frm anxiety and fear.③
Lts f times, peple wh try t please ther peple are extremely quick t react in scial settings. They knw what t say right away and they mve int care taking immediately. ④ One subtle but pwerful technique t change yur habit is t deliberately delay yur reactins, cnnect with yurself and then try t have the interactin ut f an authentic part f yurself.Be ready fr relatinships t change r end
As yu slwly start t becme aware f yur needs and even state them ut lud, it can bring in sme essential changes in yur relatinships. Yu might realize that as yu mature, sme friendships are nt as rewarding r even as equal as yu wuld like them t be. ⑤ If yu have an emtinally immature friend, it’s up t yu t decide if yu want t leave the friendship r use that relatinship as an pprtunity fr mutual grwth, if the ther persn als seems interested in changing.
A. S, it’s time t end the relatinship.
B. Change yur habits and please yurself.
C. Slw dwn and check in with yurself befre reacting.
D. This culd be because, since childhd, they have develped this habit.
E. Hwever, that desn’t mean yu always have t cut peple ut f yur life.
F. Therefre, here’s hw t slwly stp peple-pleasing and start being yurself.
G. General plite behavir t ne persn can be peple-pleasing t smene else.
三、完形填空（15空）
Rger Bannister, brn in Harrw, Lndn, early shwed a talent fr running. University educatin was beynd the 1 f his wrking-class parents, but he was 2 t secure a place at ne f England’s tp universities and pursue a career in 3 .
Luckily, wing t his academic effrts, Bannister was awarded a schlarship by Oxfrd University, where his exceptinal speed n the track sn earned him the attentin and 4 frm the sprts media. Surprisingly, he 5 t cmpete in the 1948 Olympics in Lndn, preferring t fcus n his 6 and his medical studies. By 1951, Bannister had wn the British champinship in the mile and felt 7 fr Olympic cmpetitin. 8 , a last-minute change in the schedule 9 him t cmpete withut resting between events and he finished just furth in the 1500-meter race at the 1952 Olympics. T break the fur-minute mile barrier, Bannister 10 45 minutes every day frm his full-time medical studies fr training. On May 6, 1954, at Oxfrd, his 11 eventually paid ff. At age 25, Bannister made histry, crssing the finish line at 3: 59.4. When the annuncer read ut the time: “3…”, the rest was 12 by the cheering crwd. In the fllwing famus “Mile f the Century” race, Bannister 13 Australian runner Jhn Landy with a time f 3: 58.8 t Landy’s 3: 59. 6, bth under fur minutes. In 1955, Bannister’s autbigraphy, First Fur Minutes, was published.
Bannister’s 14 t academic medicine is equally remarkable, but his spirit f the fur-minute mile is 15 t nt nly peple f ur era, but t befre and after.
17．A. hpeB. reachC. sightD. cntrl
18．A. excitedB. surprisedC. satisfiedD. determined
19．A. medicineB. bilgyC. histryD. literature
20．A. supprtB. guidanceC. permissinD. recgnitin
21．A. decidedB. plannedC. declinedD. prmised
22．A. familyB. trainingC. prfessinD. cmpetitin
23．A. clB. prudC. readyD. afraid
24．A. NaturallyB. ActuallyC. ObviuslyD. Unfrtunately
25．A. frcedB. allwedC. expectedD. encuraged
26．A. take inB. set asideC. carry awayD. get thrugh
27．A. interestB. effrtC. curageD. attentin
28．A. favredB. attractedC. drwnedD. cnfirmed
29．A. defeatedB. inspectedC. verlkedD. apprached
30．A. prmiseB. attitudeC. cntributinD. viewpint
31．A. inspiratinalB. cnsiderateC. aggressiveD. cntrversial
四、短文填空
32．On Feb 8, 2001, wrkers at a cnstructin site in Jinsha village, Chengdu, fund many pieces f ivry and jade and the hidden ruins f the capital f the ancient Shu Kingdm were brught ① light by archaelgists. Amng the ver 5,000 precius relics ② (excavate) frm the ruins, the mst eye-catching is the Glden Sun Bird. It is made frm delicate gld fil(箔), just ne ③ (five)f a millimeter thick. It has tw sectins: The center is a sun pattern with 12 rays ④ (indicate)the rtatin(自转)f the sun and arund the sun are fur birds flying anticlckwise. Accrding t archaelgists, the fur birds symblize fur seasns, while the 12 rays ⑤ (mean)t represent 12 mnths f the year. Hence, it culd be inferred that ver 3000 years ag ancient Shu peple pssessed ⑥ gd knwledge f astrnmy and nature. Furthermre, this masterpiece is believed t be an illustratin f an ancient Chinese myth recrded in the classic The Legends f Muntains and Seas, ⑦ was written abut 2,500 years ag. Accrding t the bk, ancient peple believed the sun was carried up ⑧ dwn by birds daily.
In 2005, the pattern was ⑨ (successful) selected as the symbl f China’s cultural heritage t shwcase the ancient Chinese peple’s ⑩ (wise) and aspiratins.
五、书面表达
33．学校学生会为6月6日全国爱眼日 (Natinal Eye Caring Day) 征集倡议书，以“照顾好眼睛，避免近视”为题，根据图表中的调查结果对同学发出倡议。内容要点：
1. 简述青少年近视现状；
2. 提出护眼建议；
3. 发出倡议。
注意：
1. 词数80左右；
2. 可以适当增加细节，以使行文连贯。
Take Care f ur Eyes and Avid Mypia
Dear fellw students,
We are living in an era f rapid technlgical develpment, where electrnic prducts have becme an indispensable part f ur daily lives.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The Students’ Unin
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。
Luisa Cantni became aware f a yung man leaning against the side f her huse, a cigarette hanging frm his muth. He lked t be 13 r 14 years ld with threatening, dark brwn eyes.
When she was yunger, the little nes wuld flck arund her. They lved her Italian accent and flwers and always stayed nearby when it was tmat seasn, ppping her sweet tmates int their muths. Thse sweet memries were just that. S much had changed in the neighbrhd. The Italian sectin f the dwntwn area had been turned int lw-rent husing and vergrwn yards. New renters had just mved in and wrn her ut with all the rudeness, the shuting, and the sad faces f the grannies.
One day, Luisa was harvesting the last f her vegetables when a shadw appeared frm behind her. She knew it was the by. “What, what d yu want frm me?” She asked in a tired tne. The by std silent fr a while. “My mmma, she likes flwers, shw me hw?” he ffered. “Shw yu what, hw t be a nice persn?” Luisa had n interest in shwing this by anything. “Shw me hw t grw thse.” He pinted t the flwers. Luisa sighed. “Just g n away and leave me alne.”
“Yu ain’t gtta be s mean,” Jevn murmured and left.
The next day, the by came as usual, but she nticed he was different, yunger, inncent and beautiful with smth brwn skin and brad shulders.
“What is yur name, yung man?” She asked.
“My name Jevn.”
“Thank yu, I am Luisa. Miss Luisa t yu.” She stuck ut her hand which he reluctantly shk. “What is it yu want frm me? Yu stare at me; yu steal my zinnias (百日菊) . That’s nt nice, Jevn.”
“I want t learn hw t grw a flwer fr my mmma.” He sunded like a little by.
“I have rules, Jevn. N rudeness, n hdie (连帽衫) , pull yur pants up, and n cigarettes, ever.”
“Yu’re nt my mmma. I dn’t have t d any f that,” he respnded.
注意：
1.续写词数应为150个左右；
2.请按如下格式在答题卡的相应位置作答。
Five days later, Jevn shwed up in a clean T-shirt and belted pants.
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Time flying, Jevn became a Harvard freshman, eager t see Miss Luisa.
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参考答案
1．答案：D
2．答案：B
3．答案：A
4．答案：B
5．答案：C
6．答案：D
7．答案：A
8．答案：D
9．答案：B
10．答案：A
11．答案：B
12．答案：C
13．答案：D
14．答案：C
15．答案：A
16．答案：FGCDE
17．答案：B
18．答案：D
19．答案：A
20．答案：D
21．答案：C
22．答案：B
23．答案：C
24．答案：D
25．答案：A
26．答案：B
27．答案：B
28．答案：C
29．答案：A
30．答案：C
31．答案：A
32．答案：t；excavated；fifth；indicating；are meant；a；which；and；successfully；wisdm
33．答案：
Take Care f ur Eyes and Avid Mypia
Dear fellw students,
We are living in an era f rapid technlgical develpment, when electrnic prducts have becme an indispensable part f ur daily lives. Hwever, alng with this cmes a sharp rise f mypia rate amng teenagers frm 14.5 % f 6-year-lds t ver 80% f high schl students, which is becming a wrrying phenmenn.
With Natinal Eye Caring Day appraching, ur schl calls n everyne t pay attentin t eye health. Firstly, develp eye caring habits such as lking int the distance every 20-30 minutes t rest ur eyes and maintain eye exercises. Secndly, participate actively in utdr activities t keep ur eyes away frm electrnic prducts. Mst imprtantly, ensure sufficient sleep and avid staying up late.
Fr the health f ur eyes, let’s take actin nw!
The Students’ Unin
34．答案：
Five days later, Jevn shwed up in a clean T-shirt and belted pants. Luisa had a kit ready fr him. The beautiful by began t emerge. He smiled a genuine smile at Luisa. She felt a wave f warmth thrugh her bdy while she watched the by carefully plant the seeds. They tracked the grwth f the seeds every day. Luisa prvided him with varius seeds which he culd develp and bks which culd nurish his mind. With every sprut, the by blmed. Finally, he bid farewell t Miss Luisa with skills t manage a beautiful garden fr his mther and mre.
Time flying, Jevn became a Harvard freshman, eager t see Miss Luisa. Gently hlding a bunch f zinnias, he kncked at the dr f Miss Luisa. Seeing a handsme yung man, strange but seemingly familiar, Miss Luisa was surprised but still recgnized him immediately. After a lng cnversatin cncerning his life with Miss Luisa, he gratefully stressed, “It is yu wh have made me a man and taught me kindness. It is yu wh have taught me hw t grw things bth in the dirt and in my mind. Thank yu fr giving me a chance t be wh I am tday.”