福建省永春第一中学2022-2023学年高二下学期6月月考英语试题

永春一中高二年6月月考英语科试卷（2023.6）

考试时间：100分钟     试卷总分：120分

第一部分 阅读（共两节，满分50分）

第一节（共15小题；每小题2.5分，满分37.5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。

A

The MEL in Clean Energy Engineering Program

The Master of Engineering Leadership (MEL) in Clean Energy Engineering is a professional degree for engineers who want to stand out and drive innovation in the field of clean energy. This master’s program combines graduate-level engineering courses with UBC Sauder’s Robert H.Lee Graduate School courses, giving you the skills and confidence to take your career in new directions.

Governments and industry are advancing the shift to sustainable energy solutions. Leading organizations are seeking clean energy experts who have the technical understanding to develop innovative solutions that minimize environmental impact. They’re also looking for individuals who have the business insight to lead teams and guide change.

Choose Engineering and Business

The MEL in Clean Energy Engineering program offers a unique combination of technical and business classes, giving you the strategic skills to play a leading role in forward-thinking organizations. Engineering courses cover the entire industry value chain, from energy generation, transmission and distribution to energy use and management. Business courses offered by the top ranked UBC Sauder School of Business give you a solid foundation in business strategy, project management, and organizational leadership.

Gain a Competitive Advantage

In this 12-month program, you will:

●broaden your knowledge of sustainable energy systems, energy storage, energy distribution networks, energy efficiency and energy policy;

●sharpen your technical and analytical skills through a project-based curriculum (课程) that involves hands-on learning opportunities;

●study under noted faculty and industry experts at UBCS high-tech research centers.

1. What do we know about the MEL in Clean Energy Engineering program?

A. It offers lectures about traditional energy.

B. It provides both technical and business courses.

C It is sponsored by forward-thinking organizations.

D. It centers on developing organizational leadership.

2. What is a benefit you can get from the program?

A. Gaining a lot of social experience. B. Becoming better at selling products.

C. Learning more about energy use. D. Acquiring the best learning resources.

3. What type of writing is this text?

A. An advertisement. B. An official report. 

C. An announcement. D. An exhibition guide.

B

To say that Spanish painter Pablo Picasso was a leader in Western art in the 20th century is to repeat an accepted fact according to Time magazine. “No painter before him had enjoyed such a large following in his own lifetime.”

This year marks the 140th anniversary of Picasso’s birth. Born on Oct. 25, 1881, Picasso had created more than 20,000 paintings, drawings, sculptures and other pieces of art by the time he died at 91.

That’s a long time to paint! The result is not only a lot of art, but a lot of different phases in Picasso’s work. On its website, Christie’s auction (拍卖) house lists eight different periods in the course of his painting career.

Over a century ago, the painter once said that, “Every act of creation is first of all an act of destruction.” So the eight periods are all very different in their choice of subjects and yet unmistakably drawn by Picasso’s hands. Financial Express called his style unusual.

As his style changed over time, it became more simplistic. A common joke is that Picasso forgot how to paint. After all, he was classically trained at the School of Fine Arts in Barcelona.

Now he is best known for leading an artistic movement known as “Cubism (立体派)”. It used geometric shapes to create human and animal figures. With this method, Picasso tried to show his figures from multiple perspectives (视角) in two-dimensional space. For example, a person’s left eye may be shown from straight ahead while his right eye and nose are shown from the side. The result is strange and beautiful, frightening and funny.

Picasso often said that he admired primitive art and drawings made by youngsters. “When I was the age I could draw like Raphael, but it took me a lifetime to learn to draw like them,” he said. Maybe that’s why Picasso is still so popular. We look at his work and think, “Maybe I could do that!”

4. Which of the following best describes Pablo Picasso?

A. Productive. B. Optimistic. C. Traditional. D. Generous.

5. Why did Financial Express call Picasso’s style unusual?

A. His act of creation was destructive. 

B. He created a series of simple images.

C. His painting style remained unchanged. 

D. He drew different subjects in different periods.

6. What is special about a cubist painting according to the text?

A. It is rather difficult to understand. 

B. It shows figures from various perspectives.

C. It covers different subjects at the same time. 

D. It reflects the relationship between humans and animals.

7. What does the underlined word “them” in the last paragraph refer to?

A. Raphael’s works. B. Artists. C. Drawings. D. Youngsters.

C

 For anyone connected with a school, the last couple of weeks should have been a pile-up of plays, choir performances, and talent shows. But a report found, alarmingly, that 53% of primaries and 63% of secondaries that normally hold a festive concert at the end of the first term did not do so.

 It is deeply troubling that music is no longer being taught to 11-to-14-year-olds in more than half of state secondaries. And some children get as little as one day of music lesson a year. If this situation is allowed to continue, music-making will become the preserve of those who can afford it. And the intense competition for better academic performance has only sped up this trend. A survey published this month of more than 1, 300 music teachers found that a third of British primary schools are not singing, while a quarter have ceased instrumental lessons. Almost three-quarters of primary and two-thirds of secondary schools have cancelled extracurricular music. Though a sharp decline of music provision is due to various social factors, Ofsted (英国教育标准局) appeared to put this down to schools themselves, rather than pointing the finger at the government’s silence to educators’ appeal.

 This is very sad and shortsighted. On the most basic level, music aids academic achievement. Research suggests that music-making improves speech and literacy. But academic progress is too narrow a standard of success. In her book, Joan Koenig argues that music is fundamental to a well-functioning society. Besides that, music-making nurtures sympathy and belonging. “People stand a much better chance of finding meaning and happiness in their lives if they feel that they belong, as Koenig puts it. “Studies show that group musical practice can create and enhance this feeling. It is when people don’t have a sense of belonging that things go wrong.”

 In this time of uncertainty and fear, ensuring that all children can access music-making is a cause deserving meaningful support and attention from ministers.

8. What does paragraph 2 mainly talk about?

 A. Educators are appealing for investment.

 B. Schools merely value academic achievements.

 C. Music lessons are nearly absent from classrooms.

 D. Parents cannot afford students’ music lessons.

9. According to Ofsted, who is to blame for the affected music provision?

 A. The schools.         B. The educators.  

C. The government.    D. The researchers.

10. What does the underlined word “nurtures” in paragraph 3 probably mean?

 A. Promotes.  B. Deserves.  

C. Symbolizes.  D. Worsens.

11. What does the author mainly convey in the last paragraph?

 A. Music education is optional.  B. Music education calls for backup.

 C. Music-making is tough.  D. Music-making makes sense.

D

 Research has previously shown that years living alone can have harmful effects on a person’s health, and a new study published Monday shows that at least one of those impacts may be particularly bad for men.

 The study looked at blood samples of 4, 835 participants from the Copenhagen Aging and Midlife Biobank to examine levels of inflammation (炎症)，”We have found a significant association between partnership breakups or years living alone and inflammation for men only, after adjustment for selected confounders (干扰因素)，” said Dr. Karolina Davidsen, research associate in the Department of Public Health at University of Copenhagen and publishing author of the study. “In women, we find no such effect.” The study, -published in the journal BMJ, looked at both years living alone and numbers of breakups because the end of significant relationships are often followed by years living alone, the researchers wrote.

 “This study strengthens the link experts have seen between the nervous system and inflammation, which is a significant contributor to heart disease”, said Dr. Peter Libby, a cardiovascular (心血管的) medicine specialist at Brigham and Women’s Hospital, who was not involved in the study, “There is increasing understanding of fundamental links between psychological stress and physical health related to inflammation, Libby said.

 Dr. Davidsen said that while women didn’t report this finding, one reason for this could be the fact that there were fewer women in the study than men.

 The levels of inflammation in the participants might also have looked different if they were measured at more advanced ages, Davidsen added. The average age of those studied was 54. 5years old, and it is possible that the impacts of the breakups and years living alone would have continued as the participants aged, she said.

12. What element is looked at in the study?

 A. Blood types.   B. Social status.

 C. Cultural background.                        D. Periods of living alone.

13. Why do women show no significant effects according to Davidsen?

A. Women handle loneliness better.  

B. Fewer women are surveyed.

C. Women differ from men physically.  

D. Women care more about themselves.

14. What can we learn from the study?

 A. The researchers involved are male.    B. The result has caused lots of arguments.

 C. The impacts will continue as people age.  

D. The impacts decline when people grow old.

15. Which of the following is the best title for the text?

 A. Living alone: a cause of inflammation

 B. Living alone: a great threat to men’s health

 C. Inflammation: a contributor to heart disease

 D. Inflammation: a factor in health improvement

第二节（共5小题；每小题2.5分，满分12.5分）

阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。

As artificial intelligence (AI) continues to change our world, it will have good and bad influences on our society. ____16___ But some changes could be challenging. Here are some of the challenges that might be faced by us in the future. And we should be thinking about how to deal with them now.

____17____ Some people are concerned about the loss of jobs caused by use of machines. But the real challenge for humans is to find their love for new jobs and develop the ability to take these new jobs. According to PwC, a global company, millions of present jobs will be replaced by AI in the UK for decades to come. ____18____ When people face new jobs, making a living can be challenging for some of them.

Another challenge is about the safety of our data, like our age, our address and our interests. ____19____ As more and more personal data is called every day by some people and companies, the government should make laws to protect the safety of each person’s data.

One more challenge is whether machines will become super-intelligent and be out of humans’ control at last. If that happens, it may risk our society’s safety, instead of doing good to it. ____20____ Researcher Elon says, “To deal with this challenge, all countries should work together so that we don’t end up doing something wrong with the technology.”

Thus, in the long run, we have to watch these challenges AI brings to our society.

A. AI is often closely connected to data.

B. AI will surely cause our job market to change.

C But more new jobs will be created for humans.

D. AI will make people reconsider their choice of jobs.

E. People take different attitudes towards the use of AI.

F. This unwanted result of AI’s development will likely challenge us all.

G. Some people believe that the changes that AI brings will mostly be good.

第三部分  语言运用（共两节，满分30分）

第一节（共15小题；每小题1分，满分15分）

阅读下面短文，从短文后各题所给的A、B、C和D四个选项中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。

Ronald Handel lived on a farm in California. He owned two Great Pyrenees mountain dogs who ___21___ his eight goats. It was their ___22___ to protect the goats from wolves in the California mountains. In 2017, when the wildfires in the distance were ___23___, Handel hurried to get his ___24___ and the dogs into the car so they could evacuate (撤离).

One of the dogs, Odin, ___25___ to ignore his doggy duty. He ___26___ down with the goats, and stared at Handel, as if to say, “I'm not ___27___.” Handel waited as long as he could for Odin to come around, but they had to go, because they ___28___ that parked cars a few yards behind them were filling with flames, and heard explosions from oil tanks.

After the flames were put out, Handel and his young daughter did not ___29___ to find anything when they returned to their ___30___. But to their surprise, Odin was ___31___ there. He and the goats were slightly ___32___. Odin managed to bring them all to ___33___, despite the fact that everything else around them was completely destroyed by the fire. Odin was limping (一瘸一拐), and very ___34___ , so Handel knew that Odin had been on an adventure of his own to save his ___35___. If only dogs could talk.

21. A. caught sight of B. took care of C. got along with   D. kept away from

22. A. demand B. right C. job D. nature

23. A. approaching B. going out C. withdrawing     D. slowing down

24. A. goats B. devices C. wife D. daughter

25. A. refused B. offered C. continued D. chose

26. A. broke B. fell C. lay D. came

27. A. frightened B. leaving C. acting D. alone

28. A. argued B. explained C. understood D. spotted

29. A. hesitate B. forget C. agree D. expect

30. A. car B. company C. farm D. village

31. A. still B. even C. already D. instead

32. A. burned B. disappointed C. grabbed          D. criticised

33. A. happiness B. safety C. land                 D. life

34. A. nervous B. tired C. curious           D. energetic

35. A. home B. owner C. workmates D. friend

第二节（共10小题；每小题1.5分，满分15分）

阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式，并将答案填写在答题卡上。

For All Mankind tells the true story of the 24 men ___36___ travelled to the moon. Sorting through nearly one hundred hours of film and sound recordings recovered from NASA—shot between December 1968 ___37___ November 1972, in the golden age of the space program—director AI Rienart has pieced together a smooth documentary honoring the memory of man's ___38___ （land）on the moon.

The film consists ___39___ images with voice—over interviews and comments from the participating astronauts.

Brian Eno, famous for his elegant music，provides the background music.

For All Mankind ___40___ （present）a description of an incredible human ___41__（achieve）, and was nominated（提名）for the Best Documentary Oscar in 1989.

During the Apollo lunar missions from 1968 to 1972, those on board ___42___ （give）16mm cameras and told to film anything and everything they could, in space, in orbit, and on the surface of the moon itself.

Two decades ___43___ （late）, filmmaker AI Reinert went into the NASA buildings to record this extraordinary story of their journeys and ___44___ （experience）.

The film takes the form of one journey to the moon and back again, and the director made it with elegant simplicity and fine construction ___45___ （create） an overpowering vision of human effort.

第四部分 写作（共两节，满分 40 分）

第一节 应用文写作（满分 15 分）

    假定你是李华，前不久听了美国文学教授史密斯先生关于“读英语文学作品，提高英语运用能力”的讲座，受益匪浅，但仍有一些问题不是很清楚，所以写信向他求助，内容包括：

    1．请教读文学作品时要注意什么；

    2．请他为你推荐几本适合阅读的英语作品。

    注意：

    1．词数80左右：

    2．可以适当增加细节，以使行文连贯。

3．信件开头和结尾已为你写好。

Dear Mr. Smith,

My name is Li Hua, a senior 1 student.                                           

Yours,

Li Hua

第二节 读后续写（满分 25 分）

   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。续写的词数应为150左右。

The Butterfly in a Bottle

Poltu was wide awake in his bed. He had had a marvelous dream in which he had won the football match in the inter-school competition. He was getting ready to receive the trophy when the alarm rang, so loudly that it jarred him awake.

But Poltu wasn't too unhappy at the intrusion. He ran straight to his study table. There, in an empty jam bottle, was the treasure. A colourful little butterfly. How difficult it had been to catch it. It had kept flying away from his grasp. But catch it he did, without a net, too. And now it was going to be part of his biology project in school.

    The biology project required Poltu to submit the study of a living creature every month. Most of his classmates drew diagrams from their books as part of this exercise. But Poltu was going to do something different. He was going to present a live creature --- this butterfly.

    Poltu loved the different colours on the wings of the butterfly, red, green and blue. How beautiful it looked when it fluttered the wings! Poltu had made a few holes on the cap of the bottle to let air pass through, and added tender leaves for the butterfly to nibble on. He might have trapped the creature, but he cared for it.

Excited about displaying his exhibit to the biology teacher, Poltu dressed hurriedly, and left for school. His school was walking distance from his house. He took a short cut through the backyard of Sinha aunty's house, a stretch he loved walking through. The breeze was very pleasant as it had rained slightly the previous night. The garden smelt of sweet-smelling flowers, jasmine and "mogra". Poltu glanced at his bottle every now and then and smiled at the butterfly fluttering its wings.

When he reached school, the gate wasn't wholly open yet. For once Poltu was early to school. A few boys were playing football in the field. Any other day would have seen Poltu joining them without a second thought. But today, he walked straight into his class. He opened the bench window and placed the bottle on the windowsill.

Paragraph l:

The golden rays of the sun streamed through the glass, on the delicate wings of the butterfly, and added a shine to them.                                                         

Paragraph 2:

    While going back home, he again took his favourite route through Sinha aunty's garden.    

永春一中高二年6月月考英语科参考答案（2023.6）

1-3 BCD  4-7ADBD  8-11CAAB   12-15DBCB    16-20 GBCAF

21-25. BCADA    26-30. CBDDC    31-35. AABBD

36. who/that    37. and    38. landing    39. of    40. presents   

41. achievement    42. were given    43. later    44. experiences    45. to create

第四部分  写作

第一节  应用文写作

One possible version:

Dear Mr. Smith,

    My name is Li Hua, a senior 1 student. The other day, I attended your lecture on "Read English literary works to improve your ability to use English" which has benefited me a lot. But in some aspects, I still need your help, so I'm writing to you today.

    First, could you please tell me what I should mainly focus on when reading English literary work, vocabulary, grammar, culture or something else? Besides, what's the correct order to deal with the different aspects? What's more, I was wondering whether you could recommend some good works which are suitable for senior 1 students.

    I'd appreciate it if you could do me a favour!

Best wishes!

Yours ,

Li Hua

第二节  读后续写

参考范文：

Paragraph 1:

The golden rays of the sun streamed through the glass, on the delicate wings of the butterfly, and added a shine to them. The butterfly looked simply beautiful in the sunshine. In a few minutes, the window was surrounded with boys, looking admirably. In the biology class, Poltu's teacher praised him for presenting a live creature which made it possible for the class to study a living creature so closely. Poltu felt like a star. 

Paragraph 2:

While going back home, he again took his favourite route through Sinha aunty's garden. In the bottle, the butterfly didn't make a move. Poltu shook the bottle but still there was no response. Poltu was scared all of a sudden. He opened the lid and let in some fresh air, which made the butterfly move a little. Standing in the garden, and looking at a few birds jumping in the trees, Poltu slowly shook the bottle gently. The butterfly came out and then off it flew. Holding the empty bottle, he felt empty himself, but happy that he had sent the butterfly back to nature.