河北省衡水市棗強(qiáng)縣衡水董子高級(jí)中學(xué)2023-2024學(xué)年高三下學(xué)期3月月考英語(yǔ)試題

2024年普通高中學(xué)校畢業(yè)年級(jí)教學(xué)質(zhì)量檢測(cè)（一）英語(yǔ)（本試卷滿分150分，考試時(shí)間120分鐘）注意事項(xiàng)：1.答卷前，考生務(wù)必將自己的姓名、準(zhǔn)考證號(hào)填寫在答題卡上。2.回答選擇題時(shí)，選出每小題答案后，用鉛筆把答題卡上對(duì)應(yīng)題目的答案標(biāo)號(hào)涂黑。如需改動(dòng)，用橡皮擦干凈后，再選涂其他答案標(biāo)號(hào)?；卮鸱沁x擇題時(shí)，將答案寫在答題卡上，寫在本試卷上無(wú)效。第一部分聽(tīng)力（共兩節(jié)，滿分30分）做題時(shí)，先將答案標(biāo)在試卷上。錄音內(nèi)容結(jié)束后，你將有兩分鐘的時(shí)間將試卷上的答案轉(zhuǎn)涂到答題卡上。第一節(jié)（共5小題；每小題1.5分，滿分7.5分）聽(tīng)下面5段對(duì)話。每段對(duì)話后有一個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽(tīng)完每段對(duì)話后，你都有10秒鐘的時(shí)間來(lái)回答有關(guān)小題和閱讀下一小題。每段對(duì)話僅讀一遍。例：Howmuchistheshirt?A.￡19.15. B.￡9.18. C.￡9.15.答案是C。1.WhatimpressedthewomanmostinChina?A.Thelandmarks. B.Thefood. C.Thepeople.2.Whenwillthemeetingbeheld?A.Nextmonth. B.ThisWednesday. C.NextWednesday.3.Wheredoestheconversationtakeplace?A.Inarestaurant. B.Inahotel. C.Inasupermarket.4.Whatarethespeakerstalkingabout?A.Afamilygathering. B.Aweekendplan. C.Ahealthydiet.5.Whatdoesthemanadvisethewomantodo?A.Changethemonitor. B.Restartthecomputer. C.Findatechnician.第二節(jié)（共15小題；每小題1.5分，滿分22.5分）聽(tīng)下面5段對(duì)話或獨(dú)白。每段對(duì)話或獨(dú)白后有幾個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽(tīng)每段對(duì)話或獨(dú)白前，你將有時(shí)間閱讀各個(gè)小題，每小題5秒鐘；聽(tīng)完后，各小題將給出5秒鐘的作答時(shí)間。每段對(duì)話或獨(dú)白讀兩遍。聽(tīng)第6段材料，回答第6、7題。6.Whatisthewomaninchargeof?A.Contactingemployees.B.Arranginganawardsdinner.C.Hostingaclientmeeting.7.Whatwillthemandonext?A.Speaktothechef. B.Callthecompany. C.Prepareforlunch.聽(tīng)第7段材料，回答第8、9題。8.WhatdoesthewomanwanttodiscusswithMr.Dale?A.Theperformers’position. B.Theconcertprograms. C.Theinstrumentsonstage.9.What’stheprobablerelationshipbetweenthespeakers?A.Bossandsecretary. B.Workmates. C.Directorandactor.聽(tīng)第8段材料，回答第10至12題。10.Whatisthewomandoing?A.Holdingapressconference.B.Organizingasportingevent.C.Conductinganinterview.11.Whatdidthemandolastyear?A.Hestoppedworkingasanathlete.B.HewonamedalintheOlympics.C.HeplayedagainstTottenhamHotspur.12.Whatistheman’sfocusthisseason?A.Newstrategies. B.Moremedals. C.Betterteamwork.聽(tīng)第9段材料，回答第13至16題。13.WhoisthepioneeroftheSlowFoodMovement?A.AnItalian. B.ASpanish. C.AFrenchman.14.WhatcausedthestartoftheSlowFoodMovement?A.Theopeningofafastfoodrestaurant.B.Anadofafastfoodcompany.C.AmealeateninRome.15.Howdoesthemanconsiderfastfood?A.Nutritious. B.Boring. C.Tasty.16.WhatisthemainaimoftheSlowFoodMovement?A.Toprotecttraditionaldishes.B.Topromotebetterlifestyles.C.Topreventeatingfastfood.聽(tīng)第10段材料，回答第17至20題。17.Whatpartofworkdoesthespeakerdoonhisown?A.Thinkingofstories. B.Developingprograms. C.Writingdialogues.18.Whatdidthespeakerplantobe?A.Aviolinist. B.Abasketballplayer. C.Ajournalist.19.Whendidthespeakerdecidetoworkinthevideogameindustry?A.Afterhurtinghishand.B.Afterleavinguniversity.C.Whilestudyinginafilmschool.20.Whatdoesthespeakerlovemostabouthisjob?A.Theyworkinharmony. B.Theygethighsalary. C.Theywinmanyprizes.第二部分閱讀（共兩節(jié)，滿分50分）第一節(jié)（共15小題；每小題2.5分，滿分37.5分）閱讀下列短文，從每題所給的A、B、C、D四個(gè)選項(xiàng)中選出最佳選項(xiàng)。AThereareveryfewcountriesintheworldthatdon’thavesomesortoflegend（傳說(shuō)）orconnectionwithdragons.Herearesomegreatdestinationstogetafixondragon.FranceCalaisinFrancehasadragonstanding33feettall,82feetlong,withawingspanofmorethan55feet.Itwalksandmovesasyouwouldimagineadragondoes,andyoucantakeitforaride.TheCalaisdragonisamechanicalwonder,whichisnearlytoorealtobecalledafairgroundcreature.WalesIntheUK,youwillfindaprouddragoncountry,Wales.Herethereisthelegendoftwodragons:onewhiteandonered.Wales’taledescribesthetwodragonsfightingandtheredonewinning,soyouwillfinditdifficulttohurryaboutthecountrywithoutcomingacrossareddragon.Dragonsaresoldinsouvenirshops,sitbyancientcastles,hangaroundinKingArthur’sLabyrinth,andarefeaturedonthenationalflag.NorwayTheVikingsknewathingortwoaboutdragons.InthelovelyfilmHowtoTrainYourDragon,theyevenflewthem.Butseriously,whenyoudigintoNorway’sVikinghistoryandlegends,youwillfinddragonsmentionedeverywhere,thoughnotascuteasthoseinthefilm.FromthefigureheadintheVikingShipMuseumtojewelry,anddecorationsonbuildings,beonthelookoutforthemwhenvisitingNorway.BhutanTheDrukorThunderDragon,isthenationalsymbolandappearseverywhere.ThecountryiscalledLandoftheThunderDragon,orKingdomofDruk,andit’spartofthenationalanthem（國(guó)歌）anditsflag.Despiteitsfearfulname,it’sactuallyrathercute.Thelegendhasitthatthesoundofthunderthroughthemountainsisactuallythedragonroaring.21.WhatcanwelearnabouttheCalaisdragon?A.It’sacharacterfromapopularfilm. B.It’sacreationdesignedforentertainment.C.It’sarealcreaturetrainedforrides. D.It’sasculpturedisplayedinamuseum.22.WhatdoWalesandBhutanhaveincommonondragons?A.Theyfeaturedragonsontheirflags. B.Theyincludedragonsintheiranthems.C.Theyhavealegendoftwodragons. D.Theydescribedragonsascuteimages.23.Whichcountryassociatesdragonswithanaturalphenomenon?A.France. B.Wales. C.Norway. D.Bhutan.BWecancreatelearningmomentsthatstudentsrememberforeverifweopenupourclassroomstoaweandwonder.Towardtheendofmyhighschoolyear,ourSpanishteacherorganizedatriptoseeanAndeanbandperforminPhiladelphia.MyclassmatesandIeggedoneanotheronironically（諷刺地）:Whocouldenjoytheshow?Theperformers’clothingseemedodd.Theinstruments,strange.Butthentheperformerskickedin,dancingtotheirbomboandwancaradrumsaroundthestageandthepanpipesandquenaannouncedakindofsound—newtous.WehadspenttoolittletimediscussingthecultureoftheIncainsocialstudiesbutitstraditionscamealiveforusthatevening.Oncethewonderfulperformancelitupthestageandthehallfilledupwithmusic,myteenagecynicismdisappeared.Iroseoutofmychairtodancewithhonestjoy.IhavespentthelastsevenyearslivingandworkinginSouthAmerica.Butmythirstforculturalexplorationandadesiretounderstandtheworldoutsidemylanguageandcountryhasbeenalivelongerthanthat.SometimesIthinkthatnightdancingtothoseancientrhythmsunlockedthisfascination.WhydoIrememberitsoclearlydecadeslater?InhisrecentbookAwe:TheNewScienceofEverydayWonderandHowItCanTransformYourLife,psychologyprofessorDacherKeltnerexplainsthat“briefmomentsofaweareasgoodforyourmindandbodyasanythingyoumightdo.”Besidesbeingamemorableemotion,aweboostscuriosity,buildshumility,helpswithcriticalthinking,andmakespeoplefeelmoreconnected.Itevenmakesushappier.“Twentyyearsintoteachinghappiness,”Keltnerwritesabouthowtofinddeephappiness,“Ihaveananswer:FINDAWE.”Movingforward,let’sdoourbesttobuildinstancesofaweintoourcurriculum（課程）.Sowhenourformerstudentsapproachusonthesubwayyearslater,theywillrecallthemagicalmomentsfromtheirdaysspentinourclasses.24.HowdidthestudentsinitiallyreacttotheAndeanband’sperformance?A.Theyshowedrespectforit. B.Theyapproacheditwithdoubt.C.Theyleftindisappointment. D.Theyfeltjoyfultoappreciateit.25.Whatdoestheunderlinedword“cynicism”inparagraph3referto?A.Adeepunderstandingofmusic. B.Astrongenthusiasmforexploration.C.Anegativeattitudetotheworld. D.Asenseofconnectionwithsociety.26.Whatisparagraph5mainlyabout?A.Theimportanceoffindinghappinessinlife.B.Thelastingimpactofamemorableexperience.C.Thebenefitsofunderstandingdifferentcultures.D.Thepositiveroleofaweinimprovingone’slife.27.Whoisthetextintendedfor?A.Teachers. B.Highschoolgraduates.C.Parents. D.Psychologyresearchers.CConcretehasservedasthefoundationstoneoftheconstructionindustryforhundredsofyears.However,theprocessofproducingconcreteisoneofthemostenvironmentallyunfriendlyprocessesintheworld.Intheprocess,notonlyiscarbondioxide（二氧化碳）releasedintotheairbytheenergyusedtoheatthelimestone,butthelimestoneitselfalsogivesoutahugeamountoftheelement.Luckily,anumberofstart-upsthroughouttheworldareusingcreativethinkingtomaketheconstructionindustryawholelotmorefriendlyfortheplanet.ACanadiancompanycalledCarbonCure,hasfoundawaytoinject（注入）concretewithcarbondioxideitself.Notonlydoesthistrapthecarbondioxideintotheconcrete,keepingitfromrunningawayintotheatmosphere,butitalsocreatesasuperstrongmaterialcalledcalciumcarbonate,whichreducesthetotalamountofconcretethatneedstobeused.California-basedBrimstone,iscreatingcarbon-negativeconcretebydoingawaywithlimestoneentirelyandinsteadusingsilicaterock,amaterialthatdoesnotreleasecarbondioxidewhenheated.Instead,theprocessproducesmagnesium（鎂）,whichabsorbscarbondioxide,asthebasisfortheirconcrete.Additionally,researchersatAustralia’sRMITUniversityhaverecentlyreleasedastudyshowingthataddingcoffeegroundsinsteadofsandtoconcretecouldmakeitmuchstronger,reducingboththeamountofsandused,aswellastheamountofconcretethatwouldneedtobeusedinthefinalproduct.Thebiggestbarrieratthispointisconvincingmembersoftheindustrythatthenewtypesofconcretearesafetobeused,accordingtoStacySmedley,directoratanonprofitfocusedondecarbonizingconstruction.Hopefullythesenewsolutionstotheenvironmentalproblemsofconcretewillsoonbewidelyadopted.Giventhesignificantparttheconstructionindustryhasinreleasingcarbondioxideintotheatmosphere,greatimprovementscanbemadewhenmoreenvironmentally-friendlymaterialsareused.28.Whatistheenvironmentalissueassociatedwithtraditionalconcreteproduction?A.Thehighdemandforenergy. B.Theprocessingofwastematerials.C.Themassreleaseofcarbondioxide. D.Theuseofnon-renewableresources.29.HowdoesCarbonCuredealwiththeenvironmentalimpactofconcreteproduction?A.Byusingsilicaterockasthebasis. B.Byputtingcarbondioxideintoconcrete.C.Byreplacingsandwithcoffeegrounds. D.Byabsorbingcarbondioxidewithmagnesium.30.AccordingtoSmedley,whatisthemajorchallengefacingthesesolutions?A.Difficultyinmakingprofits. B.Convincingthepublicoftheconvenience.C.Lackoffundingforresearch. D.Removingtheindustrymembers’safetyconcerns.31.Whatistheauthor’spurposeinwritingthetext?A.Topromoteanalternativetoconcrete. B.Toadvocateenvironmentalprotection.C.Tointroducenewwaystoproduceconcrete. D.Toemphasizethesignificanceofcreativity.DWritingoutthesamewordagainandagainmaybringbackbadmemoriesforsome,buthandwritingcanboostconnectivityacrossbrainregions,someofwhichareinvolvedinlearningandmemory,anewstudyshows.Inthestudy,psychologistsAudreyandRuud,bothattheNorwegianUniversityofScienceandTechnology,stuckelectrodes（電極）ontheparticipants’heads.Theyaskedtheparticipantstotypeoutorhandwritewithadigitalpenwordsthatappearedonacomputerscreen.Sensorsinacaprecordedelectricalbrainactivity.Thenthepsychologistslookedforwhentwobrainareasareactivewiththesamefrequencyofelectricalwavesatthesametime.Thisresultcanrevealtheconnectivityamongdifferentregionsacrossthebrain.Withhandwriting,theresearcherssawincreasedactivity,specificallyinlowfrequencybands,notonlyintheexpectedmotorareasbutalsoinothersassociatedwithlearning.Theselowfrequencybandshavepreviouslybeenshowntosupportmemoryprocesses.Whentheteamcomparedthetwotasks,theyrealizedthathandwriting—butnottyping—increasedtheconnectivityacrossparietal（頂葉）brainregions,whichareinvolvedinsensoryandmotorprocessing,andcentralregions,manyofwhichareinvolvedinmemory.“Evenwhenthemovementsareverysimilar,theactivationseemsmuch,muchhigherinhandwriting,”Audreysays.“Itshowsthatthere’smoreinvolvementofthesebrainregionswhenyou’rehandwriting,whichmightgiveyousomespecificadvantages.”Thesefindingssuggestthattherearedistinctprocessesofbrainactivationhappeningwhileapersontypesorwrites.Thisboostofstimulationofhandwritingfacilitateslearningbecausetheseparticularwavesbetweentheseareasareinvolvedinmemoryformationandencoding（編碼）.Andalthoughhandwritingmayhelpwithlearningprocesses,typingisofteneasier,fasterandmorepractical.“Studentsandteachersalikeshouldthereforeconsiderthetaskathandtodecidetohandwriteortype,”Audreysays.Despitetheneedformorestudiestodeterminethebestlearningstrategy,expertssaythathandwritingshouldn’tbeleftbehindinthedigitalage.“Schoolsneedtobringinmorewritingintocurriculumdesign,”Ruudsays.32.WhatdidAudreyandRuudmainlydointheirresearch?A.Theytestedthefunctionofelectrodes. B.Theyanalyzedthebrainstructure.C.Theymonitoredthebrainactivities. D.Theyrecordedthewritingspeed.33.Whycanhandwritingimprovelearningmorethantyping?A.Itinvolvesmorespecificbrainactivation. B.Itpromotesbettermusclememory.C.Itallowsformoreinnovativethinking. D.Itencouragesbetterconcentration.34.What’stheauthor’sattitudetowardtyping?A.Favorable. B.Objective. C.Doubtful. D.Unclear.35.Whatmightbethebesttitleforthetext?A.TakingNotesbyHandisBecomingUncommoninClassB.UsingKeyboardisRecommendedDuetoItsConvenienceC.WidespreadBrainConnectivityisCrucialtoHumanLearningD.HandwritingBoostsBrainConnectionsMoreThanTypingDoes第二節(jié)（共5小題；每小題2.5分，滿分12.5分）閱讀下面短文，從短文后的選項(xiàng)中選出可以填入空白處的最佳選項(xiàng)。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。Whiletechnologyaddictsteenstotheirdevices,theyarenothelplessagainstthedrawofit.Herearefivewayseducatorscansupporttheirstudents’digitalwell-being.Exploredesigntrickscompaniesuse.Thetechnologyweusedailyisdesignedtocatchandholdourattention.Companiesknowwhatkeepsoureyesonthescreen.Tohelp,teacherscanunpackdesigntricksandexplainhowcompaniesemployfeatureslikeauto-playtogetuserstostayontheirapps.36Talkabouthowtechnologycanincreasefeelingsofanxiety.Thedeclineinyouthmentalhealthisassociatedwithanincreaseinsocialmediause.37Wecanhelpourstudentsbyallowingthemtoconsiderthebenefitsoftechnologyandthentothinkaboutchangingthehabitsthataren’tservingtheirwell-being.38Socialmediacanbringthefeeling:“Allmyfriendshavebetterlivesthanme.”Plus,designfeatureslike“readreceipts”canleadtoteensknowingtheirmessageshavebeenseenandstressingaboutwhyfriendshaven’tyetreplied.Theseareclassicexamplesofthinkingtraps.Identifyingthemcanhelpteensgetridofsomenegativethoughts.UncoverthewaysthatAIcanplayaroleinmisinformation.AIisrapidlytransformingtheworld.Recommendationalgorithms（算法）,whichdeterminewhatwedoanddonotseeonourfeedsandinoursearchresults,canhaveveryrealconsequences.39Byunderstandinghowthesetechnologieswork,studentscanstarttoenjoymorebenefitsoftechnology.Encouragefamiliestohavemeaningfulconversationswiththeirchild.Takethetimetosharewithfamiliesthetopicsandresourcesyou’reteachinginclass.40Knowingwe’reallinthesameboatiscrucial.A.Socialmediaisruiningourlife.B.Connectthemwiththeirinnerworld.C.Buildtheirawarenessofthinkingtraps.D.Thisbynomeansindicatesalltechnologyisbad.E.Theycanpullustowardincreasinglyextremeviews.F.Itturnsoutadultsandkidsallpursuedigitalwell-being.G.Knowingthesecanmotivatestudentstogetbacktheirattention.第三部分語(yǔ)言運(yùn)用（共兩節(jié)，滿分30分）第一節(jié)（共15小題；每小題1分，滿分15分）閱讀下面短文，從每題所給的A、B、C、D四個(gè)選項(xiàng)中選出可以填入空白處的最佳選項(xiàng)。Thiswasn’tthewayIwantedtoseeRome.Sure,itfelt41tospendChristmasthereandstandinaweofthecity’sattractions.Butlifewasn’tmeanttoturnoutlikethis.IwassupposedtogotoRomewithmymombackin2012.However,lifehaddifferent42.Aweekbeforeourtrip,Igotastomachinfection,aconditionthatrequiredaweekof43.What’sworse,mymom44acough,whichlaterprovedastage-fourcancer.Mymomspentthefinalmonthsofherlife45theterriblediseasethoughitwasalosing46.Aftershepassedaway,I47atriptoRome.And48,younevergetusedtoaworldthatmomisn’tapartof.Youjustdealwithitbecauseyoudon’treallyhavea49.Ispenttwoweeksdoingallthethingswehadwantedtodo.Maybeshewasn’tphysicallythere,butI50herpresenceeveryminute.Herpresencealso51methatlifeisn’taboutthethingswebuyorthemoneythatwehave.It’saboutmaking52withthepeoplewelove.Theyneverreally53ussincetheyareconstantlyinfluencingourlivesin54ways.AftermytriptoRome,I55knewthatmymomwouldalwaysbetherebecauseshehadforeverchangedmylifeinthebestpossibleway.41.A.surprising B.strange C.embarrassing D.pleasant42.A.styles B.plans C.solutions D.excuses43.A.research B.training C.treatment D.waiting44.A.pickedup B.heldback C.heard D.forced45.A.examining B.fighting C.studying D.controlling46.A.battle B.strategy C.cause D.contest47.A.missed B.arranged C.sponsored D.rejected48.A.strangely B.fortunately C.honestly D.interestingly49.A.guide B.budget C.destination D.choice50.A.regretted B.doubted C.sensed D.remembered51.A.warned B.promised C.informed D.reminded52.A.memories B.efforts C.decisions D.changes53.A.interrupt B.leave C.understand D.desert54.A.positive B.practical C.flexible D.normal55.A.hardly B.probably C.partly D.eventually第二節(jié)（共10小題；每小題1.5分，滿分15分）閱讀下面短文，在空白處填入1個(gè)適當(dāng)?shù)膯卧~或括號(hào)內(nèi)單詞的正確形式。IfNewYear’sEvehadanofficialsong,itwouldbeAuldLangSyne.Everyyear,justaftertheclockstrikesmidnight,manypeoplearoundtheworldwillsingthisbelovedsong.WhyisAuldLangSyneaNewYear’stradition?Fromitsbeginningasan18th-centuryScottishpoem56itspopularitytoday,AuldLangSynealways57（carry）thespiritoftheholiday.ThesongisactuallyapoemwrittenbyRobertBurnsin1788.Traditionally58（consider）Scotland’snationalpoet,Burnsraisedthecountry’snationalawarenessbywritingitinthedying-outScotslanguage.InEnglish,“auldlangsyne”59（rough）means“timeslongpast”.Thesongtellsofoldfriendsmeetingaftertimeapart.AlthoughBurns’versionistheonlyoneweknowtoday,therewerealsosomeearlier60（version）ofthepoem,61（include）AllanRamsay’sfrom1724.Burns’version62（inspire）byanoldman’ssinging.Burnswasnotsatisfiedwithhisversionofthepoem’s63（origin）tuneanddismissedit.Sobetween1799and1801,GeorgeThomsoncomposed64differenttuneforthesong.It’stheonewesingtoday.Withitsemphasisonfriendshipandparting,AuldLangSyneexpressesthespiritofNewYear’sEve,65issayinggoodbyetooneyearsothatanothercanbegin.第四部分寫作（共兩節(jié)，滿分40分）第一節(jié)（滿分15分）假定你是李華，外教Brian向?qū)W生征集口語(yǔ)課上大家喜歡討論的話題。請(qǐng)你給外教寫一封郵件，內(nèi)容包括：1.推薦話題；2.說(shuō)明理由。注意：1.寫作詞數(shù)應(yīng)為80個(gè)左右；2.請(qǐng)按如下格式在答題