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北京市2024-2025学年高三上学期开学摸底测试英语试题（附答案）
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这是一份北京市2024-2025学年高三上学期开学摸底测试英语试题（附答案），共12页。试卷主要包含了5分， 共15分)， A等内容，欢迎下载使用。
第一节 完形填空(共10小题； 每小题1.5分， 共15分)
阅读下面短文， 掌握其大意， 从每题所给的A、B、C、D四个选项中， 选出最佳选项， 并在答题卡上将该项涂黑。
Years f living with a lisp(口齿不清) had taught me it was better nt t say anything than t speak and risk embarrassment. As a result f my _1_, I felt distanced frm mst f my peer.“ Kathy? Oh, she's quiet.” That's what mst peple wuld say when they talked f me, as if“ Quiet” were part f my name. I was kay with that. I didn't need t be _2_.
Last September, hwever, that all _3_. I started my creative writing class with Ms. Haist. Every day we wuld be given a different writing task and, if we wished, we culd share what we had written. I remember listening t thers read their wrk and thinking:“ That will never be me. I' ll never have the _4_ t d that.”
One day, I was really pleased with what I had written and wanted t share. My heart was beating wildly as I raised my hand. Thse _5_ little vices were ringing in my ear,“ Yu have a lisp, remember? Besides, yur writing isn't that gd. Be quiet.”I was abut t _6_ my hand when I met Ms. Haist's encuraging eyes.
I swallwed the vices dwn and let my real vice _7_. I culd hear it _8_ as I read,
and I culd hear every stutter(结巴) and mistake. I finished reading, waiting t be laughed at. Unexpectedly, I heard claps frm the class and praise frm Ms. Haist.
The next day, I did it again. Sn I was reading ut lud nearly every day. Gradually I realized that _9_ my lisp, the class and the teacher always appreciated my writing. Nw I may still nt be the mst utging, scial persn, but I've becme better at ral presentatins. I even read my petry ut lud at a reading club.
Every time thse little vices try t tell me t be quiet, I think f all the encuragement I received in class and I knw that I _10_ t be heard.
1. A. embarrassment B. excitement C. humr D. silence
2. A. seen B. heard C. fllwed D. prtected
3. A. changed B. returned C. develped D. disappeared
4. A. time B. curage C. patience D. evidence
5. A. tired B. funny C. urgent D. cheerful
6. A. tuch B. wave C. extend D. withdraw
C.cmeg dwn B. die away C.cme ut D. calm dwn
8. A. shaking B. singing C. shuting D. deepening
9. A. thanks t B. despite C. instead f D. except
10. A. fear B. agree C. deserve D. pretend
第二节 语法填空(共10小题； 每小题1.5分， 共15分)
阅读下列短文，根据短文内容填空，在未给提示词的空白处仅填写1个适当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。
A
I was lucky enugh t attend the sixth UN Ecnmic and Scial Cuncil Yuth Frum, _11_ was held in New Yrk in January. At the pening ceremny, I was s impressed after meeting mre than 500 fellw yung peple frm ver 200 cuntries and regins. I felt things I used t wrry abut, such as my exams r perfrmance at schl, were s small _12 _(cmpare) t the glbal prblems they were trying t slve. As yung peple, we shuld fcus mre n majr prblems, like _13_ (pr), envirnmental prblems and healthcare facing all human beings.
B
A BBC film crew was wrking n the remte Lrd Hwe Island fr a new wildlife dcumentary called Drwning in Plastic. They filmed many birds that _14_ ( die) fr n clear reasn. After sme research, they fund ut the truth— what caused the death f the birds was that their stmachs were _15_ ( literal) t full f plastic. The dcumentary team als filmed bilgists wrking n the island t save the birds. The scientists captured hundreds f chicks and remved plastic frm their stmachs _16_ ( give) them a chance f survival.
C
Nwadays, many peple have mre than ne jb, r a slash career. Fr peple _17_( encurage) slash careers, secndary jbs _18_ ( becme) enjyable if they can include interests the primary jb desn't tuch. On the ther hand, a slash career can be dangerus_19_ wrk- life balance. Wrking mre than ne jb can fill up all f yur time. One might give up necessary things like relaxatin, exercise r time with ne's family. Peple with slash careers need t think carefully abut _20_ they use their time.
第二部分： 阅读理解 (共两节， 38分)
第一节 阅读理解(共14小题； 每小题2分， 共28分)
阅读下列短文，从每题所给的A、B、C、D四个选项中， 选出最佳选项， 并在答题卡上将该项涂黑。
A
This Tiny Bx Will Help Yu Relax In Terrible Summer Heat!
Traditinal Air Cnditiners (AC) are utdated. They cst a lt t install and even mre t run. They are huge, nisy, and dangerus t clean. Yu can't mve them arund the huse with yu r take them utside! Thusands f peple are nw using a much cheaper alternative t cl themselves in the heat and clean their persnal air. With ver millin units sld wrldwide, this device is becming ne f the mst successful gadgets f 2024. EVERYONE wants this awesme lking bx fr summer!
What Are We Talking Abut?
Meet the new AirFreez, an innvative. alternative t AC that cls yu just the same! It's a perfect slutin fr thse very ht days and nights! The AirFreez was designed by tw Swiss engineers wh were fed up suffering the ht summers. They realized that AC units are super inefficient and cst a lt f mney t use. The engineers als discvered that nne f the traditinal AC units were made t travel with.
S, they designed this light- weight, prtable Air Cling bx. It uses a very small amunt f electricity and all withut sacrificing any f the main benefits f a tp AC mdel! It's tiny, easy t use and it can cl yu in secnds!
What Is S Special Abut This Little Bx?
The main benefits f AirFreez are its prtability and price.
It is n larger than a lunchbx. Besides, it can be pwered by a pcket slar panel r battery pack and yu prbably have the wrld's mst prtable AC unit.
And There Is One Mre Thing. The price is just amazing. Mst AC units cst at least $300+ AND yu have t pay fr installatin PLUS cver the expensive electricity bills each mnth.
AirFreez csts less than $100( Actually $53 fr each if yu buy mre than ne here). N messy installatin, n expensive electricity bills. Fr a Cling unit f this quality, this must be the single best price- quality AC unit there is!
Hw Can Yu Get An AirFreez?
Nw that yu are aware f this amazing new inventin, here is hw t get ne — rder it frm the Official Website fr BEST PRICE.
21. Which f the fllwing wrds can best describe AirFreez.
A. Smart but fragile. B. Fldable and durable.
C. Handy and energy- saving. D. Cstly but multi- functinal.
22. What can we learn abut AirFreez?
A. It csts less than $53. B. It desn't cnsume electricity.
C It is a little larger than a lunch bx. D. It requires n cmplex installatin.
23. What is the purpse f this passage?
A. T advertise Airfreez. B. T explain the functins f AirFreez.
C. T intrduce the inventrs f AirFreez. D. T cmpare AirFreez with traditinal AC.
B
I gt married just after I graduated frm cllege and fund a jb t supprt ur family at the nearby Massachusettes Institute f Technlgy (MIT). It was in the labratry f Prf. Edward Lrenz that I learned what a cmputer was and hw t develp sftware.
One day my husband saw a newper advertisement. The MIT Instrumentatin Labratry was lking fr peple t develp sftware t“ send man t the mn”. Deeply attracted bth by the idea and the fact that it had never been dne befre, I became the first prgrammer t jin and the first wman the lab hired.
At the beginning, nbdy thught sftware was such a big deal. But then they began t realize hw much they were relying n it. Our sftware needed t be very reliable and able t detect an errr and recver frm it at any time during the missin.
My daughter, Lauren, liked t imitate me— playing astrnaut. One day, she was with me when I was ding a simulatin(模拟) f a missin t the mn. She started hitting key s and all f a sudden, she selected a prgram which was suppsed t be run befre launch. The cmputer had s little ce that it wiped the navigatin data taking her t the mn. I thught: my Gd— this culd happen by accident in a real missin. I suggested a prgram change t prevent a prelaunch prgram being selected during flight. But the higher- ups at MIT and NASA said the astrnauts were t well trained t make such a mistake.
On the very next missin, Apll 8, ne f the astrnauts n bard accidentally did exactly what Lauren had dne. The Lauren bug! It created destructin and required the missin t be rearranged. After that, they let me put the prgram change in. It was the prgram change that had a crucial influence n the success f the missin f Apll 11.
During the early days f Apll, sftware was nt taken as seriusly as ther engineering disciplines (学科). It was ut f desperatin I came up with the term“ sftware engineering”. Then ne day in a meeting, ne f the mst respected hardware experts explained t everyne that he agreed with me that the prcess f building sftware shuld als be cnsidered an engineering discipline, just like with hardware. It was a memrable mment.
24. What d we knw abut the authr?
A. She taught Lauren t write sftware.
B. She gt her master's degree frm MIT.
C. She is the first wman ever hired by MIT.
D. She created the term“ sftware engineering”.
25.“ The Lauren bug” in Para. 5 refers t _.
A. a mistake causing data lss B. a pet t accmpany Lauren
C. a sftware ending prelaunch D. a missin t land n the mn
26. What greatly cntributed t Apll 11's success accrding t the passage?
A. The in- time uplad f data. B. Experts’ new attitude.
C. The prgram change. D. Astrnauts' rich experience.
27. What can we learn frm Margaret's stry?
A. Tw heads are better than ne. B. Chances favr the prepared mind.
C. A gd beginning is half dne. D. Hnesty is the best plicy.
C
Is it true that ur brain alne is respnsible fr human cgnitin (认知)? What abut ur bdy? Is it pssible fr thught and behavir t riginate frm smewhere ther than ur brain? Psychlgists wh study Embdied Cgnitin (EC) ask similar questins. The EC thery suggests ur bdy is als respnsible fr thinking r prblem- slving. Mre precisely, the mind shapes the bdy and the bdy shapes the mind in equal measure.
If yu think abut it fr a mment, it makes ttal sense. When yu smell smething gd r hear amusing sunds, certain emtins are awakened. Think abut hw newbrns use their senses t understand the wrld arund them. They dn't have emtins s much as needs— they dn't feel sad, they' re just hungry and need fd. Even unbrn babies can feel their mthers’ heartbeats and this has a calming effect. In the real wrld, they cry when they’ re cld and then get hugged. That way, they start t assciate being warm with being lved.
Understandably, therists have been arguing fr years and still disagree n whether the brain is the nerve center that perates the rest f the bdy. Older Western philsóphers and mainstream language researchers believe this is fact, while EC therises that the brain and bdy are wrking tgether as an rganic supercmputer, prcessing everything and frming yur reactins.
Further studies have backed up the mind- bdy interactin!. In ne experiment, test subjects were asked t judge peple after being handed a ht r a cld drink. They all made warm evaluatins when their fingertips perceived warmth rather than clness. And it wrks the ther way t; in anther study, subjects' fingertip temperatures were measured after being included in r“ rejected” frm a grup task. Thse wh were included felt physically warmer.
Fr further prf, we can lk at the metaphrs(比方说法) that we use withut even
thinking. A kind and sympathetic persn is frequently referred t as ne with a sft heart and smene wh is very strng and calm in difficult situatins is ften described as slid as a rck. And this kind f metaphrical use is cmmn acrss languages.
Nw that yu have the knwledge f mind- bdy interactin, why nt use it? If yu're having a bad day, a warm cup f tea will give yu a flash f pleasure. If yu knw yu're physically cld, warm up befre making any interpersnal decisins.
28. Accrding t the authr, the significance f the EC thery lies in _.
A facilitating ur understanding f the rigin f psychlgy
B. revealing the majr rle f the mind in human cgnitin
C. ffering a clearer picture f the shape f human brain
D. bringing us clser t the truth in human cgnitin
29. The experiments mentined in Paragraph 4 further prve _.
A. hw bdy temperature is related t health
B. the mind and the bdy influence each ther
C. envirnment impacts hw we judge thers
D. hw humans interact with their surrundings
30. What is the authr's purpse in writing the last paragraph?
A. T share with the reader ways t release their emtins.
B. T guide the reader nt the path t career success.
C. T encurage the reader t put EC int practice.
D: T deepen the reader's understanding f EC.
D
If yu lk acrss the entire lifen, what yu see is an average increase in desirable persnality traits(特点). Psychlgists call this the“ maturity principle” and it's cmfrting t knw that, assuming yur persnality fllws a typical curse, then the lder yu get, the maturer yu will becme. Hwever, it's nt such gd news fr yung adlescents, because at this pint, smething knwn as the“ disruptin hypthesis” kicks in.
Cnsider a study f Dutch teenagers wh cmpleted persnality tests each year fr six r seven years frm 2005. The bys shwed a temprary dip in cnscientiusness— rderliness and self- discipline in early adlescence, and the girls shwed a temprary increase in neurticism--emtinal instability. This seems t back up sme f the steretypes we have f messy teen bedrms and md swings. Thankfully, this decline in persnality is shrt-lived, with the Dutch data shwing that the teenagers' previus psitive traits rebund (反弹) in later adlescence.
Bth parents and their teenage children agree that changes ccur, but surprisingly, the perceived change can depend n wh is measuring, accrding t a 2017 study f ver 2,700 German teenagers. They rated their wn persnalities twice, at age 1 1 and age 14, and their parents als rated their persnalities at these times. Sme differences emerged: fr instance, while the teenagers rated themselves as declining in agreeability, their parents saw this decline as much sharper. Als, the teens saw themselves as increasingly extrverted(外向的), but their parents saw them as increasingly intrverted.
This mismatch can perhaps be explained by the big changes underway in the parent- child relatinship brught n by teenagers' grwing desire fr autnmy and privacy. The researchers pint ut that parents and teens might als be using different reference pints— parents are measuring their teenagers' traits against a typical adult, while the teenagers are cmparing their wn traits against thse displayed by their peers.
This is in line with several further studies, which als reveal a pattern f a temprary reductin in advantageus traits in early adlescence. The general picture f the teenage years as a temprary persnality“ disruptin” therefre seems accurate. In fact, we're nly just beginning t understand the cmplex mix f genetic and envirnmental factrs that cntribute t individual patterns f persnality change.
Studies als ffer sme clues fr hw we might create mre nurturing envirnments fr teenagers t aid their persnality develpment. This is an apprach wrth pursuing further given that teenage persnality traits are predictive f experiences in later life. Fr instance, ne British study f ver 4,000 teenagers shwed that thse wh scres lwer in cnscientiusness were twice as likely t be unemplyed later in life, in cmparisn with thse wh scred higher.
Peple fcus s much n teaching teenagers facts and getting them t pass exams, but perhaps they ught t pay at least as much attentin t helping nurture their persnalities.
31. Which f the fllwing can be an example f“ disruptin hypthesis”?
A. A cllege graduate feels stressed ut by wrk.
B. A teenage girl feels sad fr unknwn reasn.
C. A by in high schl cleans his wn rm.
D. A kindergarten kid cries ver a ty.
32. Accrding t the study f German teenagers,_.
A. parents and teens can later agree n teens' persnality decline
B. teens are mre ptimistic abut their persnality changes
C. teens and parents have the same persnality rating standard
D. parents give their teens t much autnmy and privacy
33. We can infer frm the last three paragraphs that _.
A. teens shuld pay less attentin t their scres in exams
B. peple's success in later life depends n teenage persnality traits
C. develping teens' persnality has a lng- term effect in their life
D. envirnmental factrs utweigh genetic nes fr persnality change
34. What is the authr's attitude twards present teenager persnality educatin?
A. Cautius. B. Neutral. C. Apprving. D. Dissatisfied.
第二节 (共5 小题； 每小题2分， 共10分)
根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两
项为多余选项。
At ne pint r anther, yu've prbably heard smene speak with cnfidence n a tpic that they actually knw almst nthing abut. This phenmenn is knwn as the Dunning- Kruger effect, which refers t the finding that peple wh are relatively unskilled r unknwledgeable in a particular subject smetimes have the tendency t verestimate their knwledge and abilities.
In a set f studies, researchers Justin Kruger and David Dunning asked participants t cmplete tests f their skills in a particular dmain. Then, participants were asked t guess hw well they had dne n the test. _35_ This effect was mst prnunced amng participants with the lwest scres n the test.
David Dunning explains that“ the knwledge and intelligence that are required t be gd at a task are ften the same qualities needed t recgnize that ne is nt gd at that task.” In ther wrds, if smene knws very little abut a particular tpic, they may nt even knw enugh abut the tpic t realize that their knwledge is limited. Imprtantly, smene may be highly skilled in ne area, but be influenced by the Dunning- Kruger effect in anther dmain.36_
If peple wh knw very little abut a tpic think they' re experts, what d experts think f themselves? Interestingly, Dunning and Kruger fund that althugh experts typically guessed their perfrmance was abve average, they didn't realize quite hw well they had dne. They ften make a different mistake: _37_
What can peple d t vercme the effect? Dunning and Kruger nce had sme f the participants take a lgic test and then cmplete a shrt training sessin n lgical reasning.
After the training, the participants were asked t assess hw they'd dne n the previus test.38_ Afterward, the participants wh scred in the bttm 25 percent lwered their estimate
f hw well they thught they had dne n the initial test. In ther wrds, ne way t vercme the effect may be t learn mre abut a tpic.
The Dunnin- Kruger effect suggests that we may nt always knw as much as we think we d. _39_ Hwever, by challenging urselves t learn mre and by reading abut
ppsing views, we can wrk t vercme the effect.
A. In sme dmains, we may nt knw enugh abut a tpic t realize that we are unskilled.
B. This means that everyne can ptentially be affected by the Dunning- Kruger effect.
C. They fund that participants tended t verestimate their abilities.
D All f them had a mre accurate view f their perfrmance.
F. Thus happens when peple dn't knw much abut a tpic.
F They assume that everyne else is knwledgeable, t.
G. Researchers fund that the training made a difference.
第三部分： 书面表达 (共32分)
第一节 阅读表达(共4 小题; 第40、41题各 2分, 第42题3分, 第43题5分, 共12
分)。
阅读下面短文， 根据题目要求用英文回答问题。请在答题卡指定区域作答。
Yur quest fr success and happiness begins with right intentins. It culminates(达到顶点) when yu reach yur chsen gals. What sustains yur effrt in between is yur determinatin. What carries yu twards yur gals is yur determinatin. It means the firmness f purpse r intentin.
If there is ne gift that yu can give t yurself in yur life t be what yu want t be, it is the pwer f determinatin. Withut it yu are a me re passive spectatr in the drama f yur life. If there is ne quality that makes a difference between a winner and a lser r a leader and a fllwer, it is the pwer f determinatin. Withut it, yu may dream wild dreams, but yu will nt accmplish much in life. If yu have determinatin, nthing can stp yu and deter yu frm fllwing yur curse f actin t achieve yur gals r realize yur dreams.
Obstacles may arise and bstruct yur prgress. They may delay yur success, disturb yu temprarily, and may even mislead yu, but they cannt withstand the pwer f determinatin. It is the pwer that yu generate within yurself t remain cmmitted t yur path and cnvictin, and march twards yur cherished gals. Befre yu take up any prject r gal, yu shuld knw whether yu have the determinatin t stick t yur plans and reach yur gals. Yur determinatin has t arise frm within and derive its reinfrcement frm yur thinking and beliefs rather than circumstances. Only then will yu be able t sustain yur effrt, even when the ging gets tugh. Determinatin is yur inner strength. Like the hardwd inside a tree, it gives yu the pwer t stand tall and face the winds f turmil.
With determinatin, yu can crush the muntains f fear and dubts in yu. Yu can find yur way thrugh the mst difficult situatins. Determinatin des nt mean yu will be insensitive t the reality f the situatin. A determined persn is als an adaptable and flexible persn. He is nt interested in being tugh fr tughness sake, but t vercme bstacles and reach his gals. Hence, he remains pen- minded abut pssibilities and pprtunities, but firm in his cmmitment and cnvictins. Discipline and determinatin g tgether. If yu have them, yu becme unstppable.
40. Accrding t the passage, what is determinatin?
41. What wuld happen if ne des nt have determinatin?
42. Please decide which part is false in the fllwing statement, then underline it and explain why.
With determinatin, yu can crush the muntains f fear and dubts in yu, and yu will nt make changes.
43. Hw d yu benefit frm being determined?( In abut 40 wrds)
第二节 (共20分)
Mr.Jasn高三学生李华。你校外教 Mr.Jasn的线上英语课被评为“最受欢迎的线上课”。请你给他写一封电子邮件， 内容包括：
1. 表示祝贺；
2. 表达你对该课程的喜爱并解释原因。
注意: 1. 词数 100左右;
2. 开头和结尾已给出， 不计入总词数。
Dear Mr. Jasn,
________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs sincerely,
Li Hua
(请务必将作文写在答题纸指定区域内)
英语答案
第一部分：知识运用（共两节，30分）
第一书完形填空（共10小题；每小题1.5分，共15分）
1.D 2.B 3.A 4.B 5.C 6.D 7.C 8.A 9.B 10.C
第二节语法填空（共10小题；每小题1.5分，共15分）
11.which pared 13.pverty 14.had died 15.literally
16.t give becme 19.fr 20.hw
第二部分：阅读理解（共两节，38分）
第一节（共14小题；每小题2分，共28分）
21.C 22.D 23.A
24.D 25.A 26.C 27.B
28.D 29.B 30.C
31.B 32.B 33.C 34.D
第二节（共5小题；每小题2分，共10分）
根据短文内容，从短文后的七个迭项中选出能填入空白处的最佳选项，并在答题卡上将该项涂黑。选项中有两项为多余选项。
35.C 36.B 37.F 38.G 39.A
第三部分：书面表达（共两节，32分）
第一节阅读表达（共4小题；第40、41小题各2分，第42小题3分，第43小题5分，共12分）
40.It means the firmness f purpse r intentin.
41.Yu will nt accmplish much in life.
42. With determinatin, yu can crush the muntains f fear and dubts in yu, and yu will nt make changes.
Determinatin can make a difference between a winner and a lser r a leader and a fllwer.
43.有理即可
第二节（20分）
略
第一节 完形填空(共10小题； 每小题1.5分， 共15分)
阅读下面短文， 掌握其大意， 从每题所给的A、B、C、D四个选项中， 选出最佳选项， 并在答题卡上将该项涂黑。
Years f living with a lisp(口齿不清) had taught me it was better nt t say anything than t speak and risk embarrassment. As a result f my _1_, I felt distanced frm mst f my peer.“ Kathy? Oh, she's quiet.” That's what mst peple wuld say when they talked f me, as if“ Quiet” were part f my name. I was kay with that. I didn't need t be _2_.
Last September, hwever, that all _3_. I started my creative writing class with Ms. Haist. Every day we wuld be given a different writing task and, if we wished, we culd share what we had written. I remember listening t thers read their wrk and thinking:“ That will never be me. I' ll never have the _4_ t d that.”
One day, I was really pleased with what I had written and wanted t share. My heart was beating wildly as I raised my hand. Thse _5_ little vices were ringing in my ear,“ Yu have a lisp, remember? Besides, yur writing isn't that gd. Be quiet.”I was abut t _6_ my hand when I met Ms. Haist's encuraging eyes.
I swallwed the vices dwn and let my real vice _7_. I culd hear it _8_ as I read,
and I culd hear every stutter(结巴) and mistake. I finished reading, waiting t be laughed at. Unexpectedly, I heard claps frm the class and praise frm Ms. Haist.
The next day, I did it again. Sn I was reading ut lud nearly every day. Gradually I realized that _9_ my lisp, the class and the teacher always appreciated my writing. Nw I may still nt be the mst utging, scial persn, but I've becme better at ral presentatins. I even read my petry ut lud at a reading club.
Every time thse little vices try t tell me t be quiet, I think f all the encuragement I received in class and I knw that I _10_ t be heard.
1. A. embarrassment B. excitement C. humr D. silence
2. A. seen B. heard C. fllwed D. prtected
3. A. changed B. returned C. develped D. disappeared
4. A. time B. curage C. patience D. evidence
5. A. tired B. funny C. urgent D. cheerful
6. A. tuch B. wave C. extend D. withdraw
C.cmeg dwn B. die away C.cme ut D. calm dwn
8. A. shaking B. singing C. shuting D. deepening
9. A. thanks t B. despite C. instead f D. except
10. A. fear B. agree C. deserve D. pretend
第二节 语法填空(共10小题； 每小题1.5分， 共15分)
阅读下列短文，根据短文内容填空，在未给提示词的空白处仅填写1个适当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。
A
I was lucky enugh t attend the sixth UN Ecnmic and Scial Cuncil Yuth Frum, _11_ was held in New Yrk in January. At the pening ceremny, I was s impressed after meeting mre than 500 fellw yung peple frm ver 200 cuntries and regins. I felt things I used t wrry abut, such as my exams r perfrmance at schl, were s small _12 _(cmpare) t the glbal prblems they were trying t slve. As yung peple, we shuld fcus mre n majr prblems, like _13_ (pr), envirnmental prblems and healthcare facing all human beings.
B
A BBC film crew was wrking n the remte Lrd Hwe Island fr a new wildlife dcumentary called Drwning in Plastic. They filmed many birds that _14_ ( die) fr n clear reasn. After sme research, they fund ut the truth— what caused the death f the birds was that their stmachs were _15_ ( literal) t full f plastic. The dcumentary team als filmed bilgists wrking n the island t save the birds. The scientists captured hundreds f chicks and remved plastic frm their stmachs _16_ ( give) them a chance f survival.
C
Nwadays, many peple have mre than ne jb, r a slash career. Fr peple _17_( encurage) slash careers, secndary jbs _18_ ( becme) enjyable if they can include interests the primary jb desn't tuch. On the ther hand, a slash career can be dangerus_19_ wrk- life balance. Wrking mre than ne jb can fill up all f yur time. One might give up necessary things like relaxatin, exercise r time with ne's family. Peple with slash careers need t think carefully abut _20_ they use their time.
第二部分： 阅读理解 (共两节， 38分)
第一节 阅读理解(共14小题； 每小题2分， 共28分)
阅读下列短文，从每题所给的A、B、C、D四个选项中， 选出最佳选项， 并在答题卡上将该项涂黑。
A
This Tiny Bx Will Help Yu Relax In Terrible Summer Heat!
Traditinal Air Cnditiners (AC) are utdated. They cst a lt t install and even mre t run. They are huge, nisy, and dangerus t clean. Yu can't mve them arund the huse with yu r take them utside! Thusands f peple are nw using a much cheaper alternative t cl themselves in the heat and clean their persnal air. With ver millin units sld wrldwide, this device is becming ne f the mst successful gadgets f 2024. EVERYONE wants this awesme lking bx fr summer!
What Are We Talking Abut?
Meet the new AirFreez, an innvative. alternative t AC that cls yu just the same! It's a perfect slutin fr thse very ht days and nights! The AirFreez was designed by tw Swiss engineers wh were fed up suffering the ht summers. They realized that AC units are super inefficient and cst a lt f mney t use. The engineers als discvered that nne f the traditinal AC units were made t travel with.
S, they designed this light- weight, prtable Air Cling bx. It uses a very small amunt f electricity and all withut sacrificing any f the main benefits f a tp AC mdel! It's tiny, easy t use and it can cl yu in secnds!
What Is S Special Abut This Little Bx?
The main benefits f AirFreez are its prtability and price.
It is n larger than a lunchbx. Besides, it can be pwered by a pcket slar panel r battery pack and yu prbably have the wrld's mst prtable AC unit.
And There Is One Mre Thing. The price is just amazing. Mst AC units cst at least $300+ AND yu have t pay fr installatin PLUS cver the expensive electricity bills each mnth.
AirFreez csts less than $100( Actually $53 fr each if yu buy mre than ne here). N messy installatin, n expensive electricity bills. Fr a Cling unit f this quality, this must be the single best price- quality AC unit there is!
Hw Can Yu Get An AirFreez?
Nw that yu are aware f this amazing new inventin, here is hw t get ne — rder it frm the Official Website fr BEST PRICE.
21. Which f the fllwing wrds can best describe AirFreez.
A. Smart but fragile. B. Fldable and durable.
C. Handy and energy- saving. D. Cstly but multi- functinal.
22. What can we learn abut AirFreez?
A. It csts less than $53. B. It desn't cnsume electricity.
C It is a little larger than a lunch bx. D. It requires n cmplex installatin.
23. What is the purpse f this passage?
A. T advertise Airfreez. B. T explain the functins f AirFreez.
C. T intrduce the inventrs f AirFreez. D. T cmpare AirFreez with traditinal AC.
B
I gt married just after I graduated frm cllege and fund a jb t supprt ur family at the nearby Massachusettes Institute f Technlgy (MIT). It was in the labratry f Prf. Edward Lrenz that I learned what a cmputer was and hw t develp sftware.
One day my husband saw a newper advertisement. The MIT Instrumentatin Labratry was lking fr peple t develp sftware t“ send man t the mn”. Deeply attracted bth by the idea and the fact that it had never been dne befre, I became the first prgrammer t jin and the first wman the lab hired.
At the beginning, nbdy thught sftware was such a big deal. But then they began t realize hw much they were relying n it. Our sftware needed t be very reliable and able t detect an errr and recver frm it at any time during the missin.
My daughter, Lauren, liked t imitate me— playing astrnaut. One day, she was with me when I was ding a simulatin(模拟) f a missin t the mn. She started hitting key s and all f a sudden, she selected a prgram which was suppsed t be run befre launch. The cmputer had s little ce that it wiped the navigatin data taking her t the mn. I thught: my Gd— this culd happen by accident in a real missin. I suggested a prgram change t prevent a prelaunch prgram being selected during flight. But the higher- ups at MIT and NASA said the astrnauts were t well trained t make such a mistake.
On the very next missin, Apll 8, ne f the astrnauts n bard accidentally did exactly what Lauren had dne. The Lauren bug! It created destructin and required the missin t be rearranged. After that, they let me put the prgram change in. It was the prgram change that had a crucial influence n the success f the missin f Apll 11.
During the early days f Apll, sftware was nt taken as seriusly as ther engineering disciplines (学科). It was ut f desperatin I came up with the term“ sftware engineering”. Then ne day in a meeting, ne f the mst respected hardware experts explained t everyne that he agreed with me that the prcess f building sftware shuld als be cnsidered an engineering discipline, just like with hardware. It was a memrable mment.
24. What d we knw abut the authr?
A. She taught Lauren t write sftware.
B. She gt her master's degree frm MIT.
C. She is the first wman ever hired by MIT.
D. She created the term“ sftware engineering”.
25.“ The Lauren bug” in Para. 5 refers t _.
A. a mistake causing data lss B. a pet t accmpany Lauren
C. a sftware ending prelaunch D. a missin t land n the mn
26. What greatly cntributed t Apll 11's success accrding t the passage?
A. The in- time uplad f data. B. Experts’ new attitude.
C. The prgram change. D. Astrnauts' rich experience.
27. What can we learn frm Margaret's stry?
A. Tw heads are better than ne. B. Chances favr the prepared mind.
C. A gd beginning is half dne. D. Hnesty is the best plicy.
C
Is it true that ur brain alne is respnsible fr human cgnitin (认知)? What abut ur bdy? Is it pssible fr thught and behavir t riginate frm smewhere ther than ur brain? Psychlgists wh study Embdied Cgnitin (EC) ask similar questins. The EC thery suggests ur bdy is als respnsible fr thinking r prblem- slving. Mre precisely, the mind shapes the bdy and the bdy shapes the mind in equal measure.
If yu think abut it fr a mment, it makes ttal sense. When yu smell smething gd r hear amusing sunds, certain emtins are awakened. Think abut hw newbrns use their senses t understand the wrld arund them. They dn't have emtins s much as needs— they dn't feel sad, they' re just hungry and need fd. Even unbrn babies can feel their mthers’ heartbeats and this has a calming effect. In the real wrld, they cry when they’ re cld and then get hugged. That way, they start t assciate being warm with being lved.
Understandably, therists have been arguing fr years and still disagree n whether the brain is the nerve center that perates the rest f the bdy. Older Western philsóphers and mainstream language researchers believe this is fact, while EC therises that the brain and bdy are wrking tgether as an rganic supercmputer, prcessing everything and frming yur reactins.
Further studies have backed up the mind- bdy interactin!. In ne experiment, test subjects were asked t judge peple after being handed a ht r a cld drink. They all made warm evaluatins when their fingertips perceived warmth rather than clness. And it wrks the ther way t; in anther study, subjects' fingertip temperatures were measured after being included in r“ rejected” frm a grup task. Thse wh were included felt physically warmer.
Fr further prf, we can lk at the metaphrs(比方说法) that we use withut even
thinking. A kind and sympathetic persn is frequently referred t as ne with a sft heart and smene wh is very strng and calm in difficult situatins is ften described as slid as a rck. And this kind f metaphrical use is cmmn acrss languages.
Nw that yu have the knwledge f mind- bdy interactin, why nt use it? If yu're having a bad day, a warm cup f tea will give yu a flash f pleasure. If yu knw yu're physically cld, warm up befre making any interpersnal decisins.
28. Accrding t the authr, the significance f the EC thery lies in _.
A facilitating ur understanding f the rigin f psychlgy
B. revealing the majr rle f the mind in human cgnitin
C. ffering a clearer picture f the shape f human brain
D. bringing us clser t the truth in human cgnitin
29. The experiments mentined in Paragraph 4 further prve _.
A. hw bdy temperature is related t health
B. the mind and the bdy influence each ther
C. envirnment impacts hw we judge thers
D. hw humans interact with their surrundings
30. What is the authr's purpse in writing the last paragraph?
A. T share with the reader ways t release their emtins.
B. T guide the reader nt the path t career success.
C. T encurage the reader t put EC int practice.
D: T deepen the reader's understanding f EC.
D
If yu lk acrss the entire lifen, what yu see is an average increase in desirable persnality traits(特点). Psychlgists call this the“ maturity principle” and it's cmfrting t knw that, assuming yur persnality fllws a typical curse, then the lder yu get, the maturer yu will becme. Hwever, it's nt such gd news fr yung adlescents, because at this pint, smething knwn as the“ disruptin hypthesis” kicks in.
Cnsider a study f Dutch teenagers wh cmpleted persnality tests each year fr six r seven years frm 2005. The bys shwed a temprary dip in cnscientiusness— rderliness and self- discipline in early adlescence, and the girls shwed a temprary increase in neurticism--emtinal instability. This seems t back up sme f the steretypes we have f messy teen bedrms and md swings. Thankfully, this decline in persnality is shrt-lived, with the Dutch data shwing that the teenagers' previus psitive traits rebund (反弹) in later adlescence.
Bth parents and their teenage children agree that changes ccur, but surprisingly, the perceived change can depend n wh is measuring, accrding t a 2017 study f ver 2,700 German teenagers. They rated their wn persnalities twice, at age 1 1 and age 14, and their parents als rated their persnalities at these times. Sme differences emerged: fr instance, while the teenagers rated themselves as declining in agreeability, their parents saw this decline as much sharper. Als, the teens saw themselves as increasingly extrverted(外向的), but their parents saw them as increasingly intrverted.
This mismatch can perhaps be explained by the big changes underway in the parent- child relatinship brught n by teenagers' grwing desire fr autnmy and privacy. The researchers pint ut that parents and teens might als be using different reference pints— parents are measuring their teenagers' traits against a typical adult, while the teenagers are cmparing their wn traits against thse displayed by their peers.
This is in line with several further studies, which als reveal a pattern f a temprary reductin in advantageus traits in early adlescence. The general picture f the teenage years as a temprary persnality“ disruptin” therefre seems accurate. In fact, we're nly just beginning t understand the cmplex mix f genetic and envirnmental factrs that cntribute t individual patterns f persnality change.
Studies als ffer sme clues fr hw we might create mre nurturing envirnments fr teenagers t aid their persnality develpment. This is an apprach wrth pursuing further given that teenage persnality traits are predictive f experiences in later life. Fr instance, ne British study f ver 4,000 teenagers shwed that thse wh scres lwer in cnscientiusness were twice as likely t be unemplyed later in life, in cmparisn with thse wh scred higher.
Peple fcus s much n teaching teenagers facts and getting them t pass exams, but perhaps they ught t pay at least as much attentin t helping nurture their persnalities.
31. Which f the fllwing can be an example f“ disruptin hypthesis”?
A. A cllege graduate feels stressed ut by wrk.
B. A teenage girl feels sad fr unknwn reasn.
C. A by in high schl cleans his wn rm.
D. A kindergarten kid cries ver a ty.
32. Accrding t the study f German teenagers,_.
A. parents and teens can later agree n teens' persnality decline
B. teens are mre ptimistic abut their persnality changes
C. teens and parents have the same persnality rating standard
D. parents give their teens t much autnmy and privacy
33. We can infer frm the last three paragraphs that _.
A. teens shuld pay less attentin t their scres in exams
B. peple's success in later life depends n teenage persnality traits
C. develping teens' persnality has a lng- term effect in their life
D. envirnmental factrs utweigh genetic nes fr persnality change
34. What is the authr's attitude twards present teenager persnality educatin?
A. Cautius. B. Neutral. C. Apprving. D. Dissatisfied.
第二节 (共5 小题； 每小题2分， 共10分)
根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两
项为多余选项。
At ne pint r anther, yu've prbably heard smene speak with cnfidence n a tpic that they actually knw almst nthing abut. This phenmenn is knwn as the Dunning- Kruger effect, which refers t the finding that peple wh are relatively unskilled r unknwledgeable in a particular subject smetimes have the tendency t verestimate their knwledge and abilities.
In a set f studies, researchers Justin Kruger and David Dunning asked participants t cmplete tests f their skills in a particular dmain. Then, participants were asked t guess hw well they had dne n the test. _35_ This effect was mst prnunced amng participants with the lwest scres n the test.
David Dunning explains that“ the knwledge and intelligence that are required t be gd at a task are ften the same qualities needed t recgnize that ne is nt gd at that task.” In ther wrds, if smene knws very little abut a particular tpic, they may nt even knw enugh abut the tpic t realize that their knwledge is limited. Imprtantly, smene may be highly skilled in ne area, but be influenced by the Dunning- Kruger effect in anther dmain.36_
If peple wh knw very little abut a tpic think they' re experts, what d experts think f themselves? Interestingly, Dunning and Kruger fund that althugh experts typically guessed their perfrmance was abve average, they didn't realize quite hw well they had dne. They ften make a different mistake: _37_
What can peple d t vercme the effect? Dunning and Kruger nce had sme f the participants take a lgic test and then cmplete a shrt training sessin n lgical reasning.
After the training, the participants were asked t assess hw they'd dne n the previus test.38_ Afterward, the participants wh scred in the bttm 25 percent lwered their estimate
f hw well they thught they had dne n the initial test. In ther wrds, ne way t vercme the effect may be t learn mre abut a tpic.
The Dunnin- Kruger effect suggests that we may nt always knw as much as we think we d. _39_ Hwever, by challenging urselves t learn mre and by reading abut
ppsing views, we can wrk t vercme the effect.
A. In sme dmains, we may nt knw enugh abut a tpic t realize that we are unskilled.
B. This means that everyne can ptentially be affected by the Dunning- Kruger effect.
C. They fund that participants tended t verestimate their abilities.
D All f them had a mre accurate view f their perfrmance.
F. Thus happens when peple dn't knw much abut a tpic.
F They assume that everyne else is knwledgeable, t.
G. Researchers fund that the training made a difference.
第三部分： 书面表达 (共32分)
第一节 阅读表达(共4 小题; 第40、41题各 2分, 第42题3分, 第43题5分, 共12
分)。
阅读下面短文， 根据题目要求用英文回答问题。请在答题卡指定区域作答。
Yur quest fr success and happiness begins with right intentins. It culminates(达到顶点) when yu reach yur chsen gals. What sustains yur effrt in between is yur determinatin. What carries yu twards yur gals is yur determinatin. It means the firmness f purpse r intentin.
If there is ne gift that yu can give t yurself in yur life t be what yu want t be, it is the pwer f determinatin. Withut it yu are a me re passive spectatr in the drama f yur life. If there is ne quality that makes a difference between a winner and a lser r a leader and a fllwer, it is the pwer f determinatin. Withut it, yu may dream wild dreams, but yu will nt accmplish much in life. If yu have determinatin, nthing can stp yu and deter yu frm fllwing yur curse f actin t achieve yur gals r realize yur dreams.
Obstacles may arise and bstruct yur prgress. They may delay yur success, disturb yu temprarily, and may even mislead yu, but they cannt withstand the pwer f determinatin. It is the pwer that yu generate within yurself t remain cmmitted t yur path and cnvictin, and march twards yur cherished gals. Befre yu take up any prject r gal, yu shuld knw whether yu have the determinatin t stick t yur plans and reach yur gals. Yur determinatin has t arise frm within and derive its reinfrcement frm yur thinking and beliefs rather than circumstances. Only then will yu be able t sustain yur effrt, even when the ging gets tugh. Determinatin is yur inner strength. Like the hardwd inside a tree, it gives yu the pwer t stand tall and face the winds f turmil.
With determinatin, yu can crush the muntains f fear and dubts in yu. Yu can find yur way thrugh the mst difficult situatins. Determinatin des nt mean yu will be insensitive t the reality f the situatin. A determined persn is als an adaptable and flexible persn. He is nt interested in being tugh fr tughness sake, but t vercme bstacles and reach his gals. Hence, he remains pen- minded abut pssibilities and pprtunities, but firm in his cmmitment and cnvictins. Discipline and determinatin g tgether. If yu have them, yu becme unstppable.
40. Accrding t the passage, what is determinatin?
41. What wuld happen if ne des nt have determinatin?
42. Please decide which part is false in the fllwing statement, then underline it and explain why.
With determinatin, yu can crush the muntains f fear and dubts in yu, and yu will nt make changes.
43. Hw d yu benefit frm being determined?( In abut 40 wrds)
第二节 (共20分)
Mr.Jasn高三学生李华。你校外教 Mr.Jasn的线上英语课被评为“最受欢迎的线上课”。请你给他写一封电子邮件， 内容包括：
1. 表示祝贺；
2. 表达你对该课程的喜爱并解释原因。
注意: 1. 词数 100左右;
2. 开头和结尾已给出， 不计入总词数。
Dear Mr. Jasn,
________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs sincerely,
Li Hua
(请务必将作文写在答题纸指定区域内)
英语答案
第一部分：知识运用（共两节，30分）
第一书完形填空（共10小题；每小题1.5分，共15分）
1.D 2.B 3.A 4.B 5.C 6.D 7.C 8.A 9.B 10.C
第二节语法填空（共10小题；每小题1.5分，共15分）
11.which pared 13.pverty 14.had died 15.literally
16.t give becme 19.fr 20.hw
第二部分：阅读理解（共两节，38分）
第一节（共14小题；每小题2分，共28分）
21.C 22.D 23.A
24.D 25.A 26.C 27.B
28.D 29.B 30.C
31.B 32.B 33.C 34.D
第二节（共5小题；每小题2分，共10分）
根据短文内容，从短文后的七个迭项中选出能填入空白处的最佳选项，并在答题卡上将该项涂黑。选项中有两项为多余选项。
35.C 36.B 37.F 38.G 39.A
第三部分：书面表达（共两节，32分）
第一节阅读表达（共4小题；第40、41小题各2分，第42小题3分，第43小题5分，共12分）
40.It means the firmness f purpse r intentin.
41.Yu will nt accmplish much in life.
42. With determinatin, yu can crush the muntains f fear and dubts in yu, and yu will nt make changes.
Determinatin can make a difference between a winner and a lser r a leader and a fllwer.
43.有理即可
第二节（20分）
略
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